Module 5

LEARNING MODULE IN organic MOLECULES
AGUSAN
AGUSAN DEL SUR STATE COLLEGE DEL SUR STATE
OF AGRICULTURE COLLEGE
OF AGRICULTURE & TECHNOLOGY
AND TECHNOLOGY
MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR
MAIN CAMPUS, BUNAWAN, AGUSAN DEL SUR
Learning
MODULE 1 FIRST YEAR
COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

ENGINEERING STUDENTS
INSTRUCTIONAL MATERIALS DEVELOPMENT © 2022
AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
FOREWORD
Preliminaries
Students, welcome to this Learning Module. Since you chose distance learning modality, you will be
using this material to walk you through the concepts of Chemistry for Engineers to provide students with core
concepts of chemistry that are important in the practice of engineering profession. The organization is made
in a way that you will enjoy engaging in the tasks arranged in a certain level of difficulty. This learning module
is self-instructional and allows you to learn in your own space and pace. So, relax and just enjoy doing the
tasks!
To get the most out of this module, here are a few reminders:
A. Kindly take your time in reading the tasks and the topic.
B. For reference and clarification, you may take down notes. You may also discuss these points with your
instructor through Facebook Messenger and other online platforms (in case possible).
C. Accomplish and answer all tasks. The activities are designed to enhance your understanding of the ideas
and concepts being discussed. The tasks at the end of each module will give you an idea how well you
understand the lesson. Review the lessons if necessary, until you have achieved a sufficient level of
proficiency.
D. Write all your answers/responses in the spaces provided in this module. This shall be part of your
formative and summative evaluations.
E. Always keep safe.
Overview of the Module

This learning module aims to (1) enhance your competence in language and communication skills;
(2) serve as a motivation tool to improve yourself; (3) provide learning experiences that will add information to
your knowledge; and (4) contribute to your goals as a student.
The module follows the phases of 5Es Instructional Model, namely Engage, Explore, Explain,
Elaborate and Evaluate. Each lesson begins with the objectives and follows the five (5) parts vis-a-vis the
phases of 5Es Instructional Model.
The READY part is the Objectives to be achieved in each module. This part states the
expectation of the module in line with what you should know, understand or perform. The START section
which is the Engage phase starts the process of understanding the topic. This will serve as a drill. In the
DISCOVER and the Explore phase of the lesson, it relates to your common base of experience or prior
knowledge like hands-on or minds-on tasks. LEARN corresponds to the Explain phase. This will allow you
to explain the concepts you have been exploring as you will be provided with explanations about the topic.
This part serves as the discussion. In PRACTICE phase, you will practice what you have learned since
this is the Elaborate phase. You will engage in different formative tasks. EVALUATE or the Evaluate
phase encourages you to assess your understanding and abilities on the topic. This will serve as a
summative assessment in understanding the target concept or skill.
This module contains features that you need to understand as you undertake each task. There are
activities that necessitate the presence of Internet to get you to online works. This is done to tract your
progress and status with regards the module.
At the end of each lesson, answer keys to pre-assessment and practice tests are given. To really
test yourself and measure your understanding on the concept presented in each lesson, you are encouraged
to answer the activities in your own pace before counting on the answer keys through checking your own
work.
The modes of delivery will be in the form of self-directed study. You are also encouraged to visit the
instructor concerned for assistance during office hours. If the office hours do not meet your schedule, notify
the instructor through Facebook or Messenger. These platforms will also be used as a communication tool
and information portal for you to access module materials, project briefs, assignments and announcements.
It is hoped that this module will achieve its aim of producing alternative learning experience on the
target concepts necessary to the development of communication abilities to effectively meet the demands of
education amidst this trying pandemic outbreak.

MODULE CONTENT
Foreword
Introduction to College Vision, Mission, Goals and Quality Policy

History of ASSCAT | ASCAT VMGQ | Institutional Outcome | Grading System | Conclusion
Review on the Basics of Chemistry
Introduction to Chemistry for Engineers
Part 1. Energy
Lesson 1- Electrochemical energy
Lesson 2 – Nuclear chemistry & energy
Lesson 3 - Fuels
Part 2. The chemistry of engineering materials
Lesson 1 – Basic concepts of crystal structures
Lesson 2 - Metals
Lesson 3 – Polymers
Lesson 4 – Engineered nanomaterials
Part 3: The chemistry of the environment
Lesson 1 – The chemistry of atmosphere
Lesson 2 – The chemistry of water
Lesson 3 – Soil chemistry
Part 4: Chemical Safety
Lesson 1 – MSDS
Lesson 2 - OSHA
Part 5: Special topics specific to field of expertise
Lesson 1: (Chemical equilibrium) Concrete production & weathering
Lesson 2: (Electrochemistry) Corrosion

Special topics specific to field of expertise
READY
LESSON OBJECTIVES
Upon accomplishing this module, students will be able to:
A. Write a balanced equation of given a chemical reaction
B. Report the observable physical changes on a corrosion of an iron.
TARGET SKILLS
Sample preparation, conduct observation, report observation
LEARNERS
First Year Engineering students
TIME FRAME
This module will be accomplished approximately in 18 hours within 3 weeks to complete
all the activities recommended. This is a distance learning program, thus the time frame is flexible
and largely self-directed.
REFERENCE
1. Agarwal, S. (2019) Engineering Chemistry Fundamentals and Application, 2nd Ed.
2. Brown, T., Lemay, H., Bursten, B., Murphy, C., Woodward, P. (2018) Chemistry the Central
Science, 14th Ed.
3. Brown, L., Holme, T. (2011) Chemistry for Engineering Students, 2nd Ed.
4. Gaffney, J., Marley, N. (2018) General Chemistry for Engineers
5. Greene, R. (2018) Chemistry & Biology of Water, Air & Soil environment

START
ACTIVITY 1: REVIEW ON CHEMICAL REACTIONS & EQUATIONS
Chemical equations are designed to represent the transformation of one or more

chemical species into new substances.
We write a completely generic chemical equation:
Reactants → Product
H2(g) + O2(g) → H2O(g)
FeI2 (s) + Cl2(g) → FeCl3(s) + I2(s)
One of the most fundamental laws of nature is the law of

conservation of matter: matter isneither created nor destroyed.
To uphold this condition, we must have the same number of atoms of
each element on both sides of the chemical equation:
Balancing equation
2 H2(g) + O2(g) → 2 H2O(g)
2 FeI2(s) + 3Cl2(g) → 2FeCl3(s) + 2I2 (s)
Answer the following questions:
1. Write a balanced equation for the combination reaction between lithium metal and fluorine
gas.
2. Write the balanced equation for the reaction that occurs when methanol, CH 3OH(l), is
burned in air.
3. In the laboratory, a small amount of oxygen gas (O 2) can be prepared by heating
potassium chlorate (KClO3). The products are oxygen gas (O2) and potassium chloride
(KCl).
4. When aluminium metal is exposed to air (which contains oxygen, O 2), a protective layer of
aluminium oxide (Al 2O3) forms on its surface. Give the balanced equation of this reaction.
5. Sodium carbonate reacts with magnesium nitrate to form magnesium carbonate and
sodium nitrate. Give the balanced equation of this reaction.
6. Methane gas (CH4) and chlorine gas react to form carbon tetrachloride and hydrogen
chloride
7. Magnesium reacts with oxygen to form magnesium oxide.
8. Potassium chlorate when heated decomposes into potassium chloride and oxygen gas.
9. Aluminum nitrate reacts with sulfuric acid to form aluminum sulfate and nitric acid.
10. Copper metal reacts with hot concentrated sulfuric acid solution to form aqueous
copper(II) sulfate, sulfur dioxide gas, and water.
(Check your answers using Answers Key at the end part of the module.)

DISCOVER
ACTIVITY 2: REVIEW ON CHEMICAL EQUILIBRIUM
TO BE IN EQUILIBRIUM IS to be in a state of balance.

Chemical equilibrium occurs when opposing reactions proceed at equal rates. The rate
at which the products form from the reactants equals the rate at which the reactants form from the
products. As a result, concentrations cease to change, making the reaction appear to be stopped.
The equilibrium mixture results because the reaction is reversible: N 2O4 can form NO2, and
NO2 can form N2O4.
This situation is represented by writing the equation for the reaction with two half arrows
pointing in opposite directions:
ANSWER THE QUESTIONS BELOW:

1. Which of the following changes will increase the reaction rate?
a. an increase in the concentration of the products
b. allowing more time for the reaction
c. an increase in the concentration of reactants
2. Why does the rate of the reaction decrease over time?
a. Exothermic reactions lose heat which cools the reaction which decreases reaction rate.
b. As the reaction proceeds, the concentration of the products results in fewer collisions
c. As the reaction proceeds, a decrease in the concentration of reactants results in fewer
successful collisions.
d. Not all molecules will react and some choose to stay in their present form
3. Which of the following is TRUE about a chemical system in equilibrium?
a. Temperature changes have no effect on reaction rate.
b. Addition of more reactants have no effect on reaction rate
c. Reaction rate remains stable as long as temperature and pressure are stable.
4. What happens to the equilibrium position of an exothermic reaction when you remove heat?
a. shifts to the left c. does nothing
b. shifts to the right d. doubles
5. A chemical equilibrium exists when:
a. reactants are completely changed to products.
b. there are equal amounts of reactants and products.
c. the rate at which reactants form products becomes zero.
d. the rate at which reactants form products is the same as the rate at which products form
reactants
(Check your answers using Answers Key at the end part of the module.)

LEARN
ACTIVITY 3: EXPAND YOUR KNOWLEDGE
Equilibria in applied chemical systems such as concrete are unavoidably

complex. But we can still understand much of the chemistry of these complex
equilibria in terms of a few underlying principles.
LESSON 1
CONCRETE PRODUCTION & WEATHERING
You may never have associated concrete with chemistry, but there are actually a number
of complex chemical systems that must be considered in many engineering designs that use
concrete.
There are few building materials that are more ubiquitous than concrete. When people
think about concrete, usually they associate it with traits like durability and strength.
Some of the most interesting chemistry occurs in the weathering of concrete due to
prolonged exposure to the environment. Before we can consider weathering of concrete, we will
need to look at its production.
Concrete weathering Concrete weathering
DEFINE CONCRETE
Traditionally concrete has been composed of cement, water, and aggregate.
Modern concrete preparation includes the use of ADDITIONAL components called
admixtures to help manipulate the concrete into having desired properties, either as it is being
poured or in long-term usage.
From a chemical perspective, the most interesting reactions arise in the preparation of the
cement and the admixtures.
Most concrete uses Portland cement. Portland cement starts with the production of
Calcium Oxide (CaO) from limestone, which is mostly calcium carbonate, CaCO 3.
CaCO3 → CaO + CO2

Limestone (CaCO3) Calcium Oxide (CaO) (a.k.a. quicklime)
In addition to CaO, cement includes oxides of silicon and aluminium (CaO.Al2O3). These
combined materials are then hydrated (have water added) when the concrete is mixed.
The resulting mixture may have a fairly wide range of composition, so the equations that
represent the chemistry are often written to include a variable, x.
This variable may assume different values depending on the composition of a particular
concrete but doesn’t fundamentally alter the nature of the chemical reaction.
Three representative reactions for the hydration process are:
3 CaO.Al2O3 + 6 H2O → Ca3Al2(OH)12
2 CaO.SiO2 + x H2O → Ca2SiO4.xH2O
3 CaO + SiO2 + (x + 1)H2O → Ca2SiO4.xH2O + Ca(OH)2
If you count the chemical bonds in the reactants and products of these reactions, it should
not be surprising that they release energy as heat, because the net result of the process is the
formation of additional chemical bonds.
Graph given below shows the energy liberated by the hydration of concrete as a function
of time. Note that the reaction is fairly slow: the time scale in the graph is more than a month.
This helps explain why engineers who use concrete need to specify curing times to
achieve the desired characteristics of the concrete for their designs.
The hydration reaction for concrete formation is

exothermic and takes place over relatively long times.
After a rapid temperature rise, called the pre
induction period, the main energy release occurs about a
week after the original mixing of the concrete.
Recently, the use of fly ash to partially replace Portland cement has become increasingly
common.
Fly ash is generated when coal is burned in power plants. Minerals that are present in the
coal react with oxygen at high temperatures and produce a residue known as fly ash. The average
composition of fly ash is similar to that of Portland cement, with the four main components being
SiO2, Al2O3, Fe2O3, and CaO.
Fly ash
Coal powerplant

Fly ash typically consists of small spherical particles, and the incorporation of these
particles can improve the strength of concrete. Inclusion of fly ash in concrete also provides a use
for a material that might otherwise be considered waste. The use of fly ash is increasingly
suggested as a more environmentally friendly way to manufacture concrete cement.
From the perspective of design considerations, modern engineers have notably more
options in the specifications of concrete because of the use of admixtures.
Table M.1 indicates uses for

admixtures and common chemicals that
provide the desired characteristics.
ADMIXTURES & ITS USES
1. Water reducers - are used to lower
the amount of water in the concrete while
not reducing the ability to work with the
material.
2. Air entraining admixtures - improve
durability of cement by stabilizing small air
bubbles within the cement portion of the
concrete, particularly when concrete is
exposed to water during freeze-thaw cycles.
3. Water proofing admixtures - combat
the effects of moisture.
4. Accelerators and retarders -
controls the drying time of the concrete.
Once in the concrete, any of these admixtures can play a role in how it functions in the
environment.
DEFINE CONCRETE WEATHERING

Weathering is the process of deterioration of the surface of a
material through contact with water, atmospheric gases, and biological
organisms.
Weathering of concrete has several components, including the
freeze-thaw cycle just noted as being partially mitigated by air entraining
admixtures.
We will focus on those components whose effects are primarily
chemical from the start. A key chemical reaction related to the aging of Concrete weathering
concrete is carbonation.
In carbonation, CO2 from the air diffuses into the concrete. Once there, it can react with
calcium hydroxide present in essentially a two-step process represented by the following reactions:
Ca(OH)2(s) → Ca (aq) + 2 OH (aq)
2+ -2
Ca2+ (aq) + OH-2(aq) + CO2(g) → CaCO3(s) + H2O(l)
As we have noted earlier, the presence of hydroxide ions defines a base.

So it is possible to observe the carbonation of concrete using an acid-base indicator.
Figure shown below shows a cross section of a piece of concrete that has been treated
with an indicator called phenolphthalein, which turns pinks in the presence of a base.
Treatment of concrete with phenolphthalein reveals the

chemical effects of weathering. The pink color shows that the bulk
of this sample remains basic, even after extended exposure to the
elements. The colorless area at the top, which is the surface that
was actually exposed, is no longer basic.
Reaction with atmospheric CO2 has neutralized the
hydroxide in this surface region.

The bulk of this sample appears pink, confirming that the interior of the concrete remains
basic. But the top 1/8 inch, which is the surface that was actually exposed, is not colored at all.
This indicates that CO2 from the environment has reacted with and neutralized the
hydroxide originally present in the concrete.
As is true in the environmental exposure of most engineering designs, the reactions that
take place in concrete have long times in which to occur, and as a result, they are capable of
reaching chemical equilibrium
LESSON 2
CORROSION
Most buildings and structures contain metals, either as the main material or in structural
elements. Metals have an important function as either loading-bearing or cosmetic components.
Inappropriate materials or design and inadequate corrosion protection can have disastrous
consequences for both safety and financially.
Corrosion is a natural process that converts a refined metal into a more chemically stable
form such as oxide, hydroxide, carbonate or sulfide. It is the gradual destruction of materials
(usually a metal) by chemical and/or electrochemical reaction with their environment.
In this lesson we examine the undesirable redox reactions that lead to corrosion of metals.
Corrosion reactions are spontaneous redox reactions in which a metal is attacked by some
substance in its environment and converted to an unwanted compound.
For nearly all metals, oxidation is thermodynamically favorable in air at room temperature.
When oxidation of a metal object is not inhibited, it can destroy the object.
Oxidation can form an insulating

protective oxide layer, however, that
prevents further reaction of the
underlying metal.

CORROSION OF IRON (RUSTING)
The rusting of iron is a familiar corrosion process that carries a significant economic
impact. Up to 20% of the iron produced annually in the United States is used to replace iron
objects that have been discarded because of rust damage.
WHEN RUST/CORROSION OCCUR?

The environmental condition in which corrosion occurs, require presence of the following:
 iron
 oxygen
 water
 accelerated by other factors such as pH, presence of salts, contact with metals more
difficult to oxidize than iron, and stress on the iron.
Corrosion of iron in contact

with water.
One region of the iron acts
as the cathode and another region
acts as the anode.
The corrosion process involves oxidation and reduction (redox reaction) and the metal
conducts electricity.
Thus, electrons can move through the metal from a region where oxidation occurs to a
region where reduction occurs, as in voltaic cells.
Because the standard reduction potential for reduction of is less positive than that for
reduction of O2, Fe(s) can be oxidized by O2(g):
REDOX REACTION:
A portion of the iron, often associated with a dent or region of strain, can serve as an
anode at which Fe is oxidized to Fe2+.
The electrons produced in the oxidation migrate through the metal from this anodic region
to another portion of the surface, which serves as the cathode where O 2 is reduced.
The reduction of O2 requires, so lowering the concentration of (increasing the pH) makes
O2 reduction less favorable. Iron in contact with a solution whose pH is greater than 9 does not
corrode.
The formed at the anode is eventually oxidized to Fe3+, which forms the Hydrated iron(III)
oxide known as rust:
Frequently, metal compounds obtained from aqueous solution have water associated with
them.
For example, copper(II) sulfate crystallizes from water with 5 mol of water per mole of
CuSO4. We represent this substance by the formula CuSO4•5H2O.Such compounds are called
hydrates.
Rust is a hydrate of Iron(III) oxide (Fe2O3) with a variable amount of water of hydration. We
represent this variable water content by writing the formula Fe2O3•xH2O.

CORROSION ENVIRONMENT
Environmental factors that cause corrosion include the following:

 atmosphere, aqueous solutions, soils, acids, bases, inorganic solvents, molten salts,
liquid metals, and, including the human body.
Atmospheric environment
On a tonnage basis, this atmosphere accounts for the greatest losses. Moisture in the air
contains dissolved oxygen is the primary corrosive agent. In addition, gaseous sulfur compounds
and sodium chloride suspended in the air, may also contribute to increases corrosion occurrence.
Marine environment
Sea water is an aggressive environment to many materials which may lead to deterioration
by corrosion. Seawater contains approximately 3.5% salt (predominantly sodium chloride), as well
as some minerals and organic matter. Seawater is generally more corrosive than freshwater,
frequently producing pitting and crevice corrosion.
It is also true to marine atmospheres (air above salty water), where corrosion is highly
likely to proceed because of the presence of sodium chloride (NaCl).
Water environment
This environment also has a variety of compositions and corrosion characteristics.
Freshwater normally contains dissolved oxygen as well as minerals, several of which account for
hardness.
Cast iron, steel, aluminum, copper, brass, and some stainless steels are generally suitable
for freshwater use, whereas titanium, brass, some bronzes, copper–nickel alloys, and nickel–
chromium–molybdenum alloys are highly corrosion resistant in seawater.
Industrial environment
Dilute sulfuric acid solutions (acid rain) in industrial environments causes corrosion
problems. Metals commonly used for atmospheric applications include alloys of aluminum and
copper, and galvanized steel.
Soil environment
Soils have a wide range of compositions and susceptibilities to corrosion. Compositional
variables include moisture, oxygen, salt content, alkalinity, and acidity, as well as the presence of
various forms of bacteria. Cast iron and plain carbon steels, both with and without protective
surface coatings, are economical for underground structures.
PREVENTING CORROSION OF IRON
Objects made of iron are often covered with a coat of paint or another metal to protect
against corrosion.
Covering the surface with paint prevents oxygen and water from reaching the iron surface.
If the coating is broken, however, and the iron exposed to oxygen and water, corrosion begins as
the iron is oxidized.
With galvanized iron, which is iron coated with a thin layer of zinc, the iron is protected
from corrosion even after the surface coat is broken.
The standard reduction potentials are:
Because E°red for Fe2+ is less negative (more positive) than E°red for Zn2+, Zn(s) is more
readily oxidized than Fe(s).

Cathodic protection of iron in contact with zinc.

The standard reduction potentials are E°red,Fe2+ = 0.440V,
and E°red,Zn2+ = -0.763V, making the zinc more readily
oxidized.
Thus, even if the zinc coating is broken and the galvanized iron is exposed to oxygen and
water, the zinc serves as the anode and is corroded (oxidized) instead of the iron.
The iron serves as the cathode at which O2 is reduced.
CATHODIC PROTECTION
Protecting a metal from corrosion by making it the cathode in an electrochemical cell is
known as cathodic protection.
The metal that is oxidized while protecting the cathode is called the sacrificial anode.
Underground pipelines and storage tanks made of iron are often protected against corrosion by
making the iron the cathode of a voltaic cell.
For example, pieces of a metal that is more easily oxidized than iron, such as magnesium
(E°red = -2.37V), are buried near the pipe or storage tank and connected to it by wire.
Cathodic protection of an iron pipe.

A mixture of gypsum, sodium sulfate, and clay surrounds
the sacrificial magnesium anode to promote conductivity of ions.
In moist soil, where corrosion can occur, the sacrificial metal serves as the anode, and the
pipe or tank experiences cathodic protection.
COATINGS
The most common means of protecting a material from corrosion is to apply some sort of
protective coating. Another widely used coating practice is painting.

How does painting affect corrosion?

It protects the underlying material, such as iron, from exposure to water and oxygen.
Protective Paint coatings:

1. Primer paint layer
– has good adhesion to the iron/steel
surface
2. Intermediate coat layer
– layer which contain corrosion inhibitors
3. Top coat layer – layer with high gloss
(shine) and high abrasion resistance
Paint coatings, however, can be scratched, exposing the underlying material. This can
enhance rusting. Where the scratch exposes iron, the system is in contact with aerated water, and
the reduction of oxygen occurs at the iron surface, which acts as the cathode.
Water that moves up under the paint is not aerated, so it only provides an electrolyte for
the oxidation of iron, but the net result is still more corrosion.
Because paint is such a common means of combating corrosion, many paint companies
add chemicals to inhibit corrosion. A professional society of industrial painters lists 20 rust
inhibitors that are environmentally approved additives for paints.
Although the specific chemical content may vary, most of these corrosion inhibitors contain
one of the following ions: phosphate, borosilicate, chromate, or phosphosilicate.
The precise mode of corrosion inhibition depends on several factors, but when part of a
paint coating all of these ions form compounds with oxidized iron that inhibit further formation of
rust. Much like an oxide coating on the surface of aluminum prevents ongoing corrosion, these
coatings stop the corrosion of the iron after only a small amount of material has reacted. This
process is called passivation.
The business of paints and coatings is very competitive, and many chemical
manufacturers specialize in compounds for this industry. The addition of a corrosion inhibitor is
often only a minor factor in the overall success of the paint in protecting structural steel or iron. The
adhesion of paint to metal is also quite important, as are factors that influence its ease of
application and durability. Formulators, chemists whose job it is to devise improved mixtures of
substances in products, spend millions of person-hours annually trying to devise improved paints
to combat corrosion better.
Ways to obtain paint coatings that protect against scratches and rust but also appeal to
consumers are closely guarded industrial secrets. One common method of painting used in the
automobile industry is electrospray painting, in which adhesion and coating of the paint are
enhanced by applying an electric potential to the metal part.
Powdered coatings are sprayed on the part, and they adhere because of electrostatic
attraction. Then the part is “baked,” meaning that it is heated past the melting point of the powder
coating. The resulting layer strongly adheres to the part and is very durable. Formulating powder
coatings that include corrosion-inhibiting chemicals remains an area of active research in the
chemical coatings industry.

EXAMINE
ACTIVITY 4: THE REACTION BETWEEN IRON AND OXYGEN
During the corrosion process, iron does not seem to react with air at all. Water is
necessary for the oxidation reaction to occur, to facilitate transport of the electrons, although we do
know that iron will rust in air after a long time, since there are water droplets in the air. Another
substance that facilitates the transport of electrons is vinegar (acidic environment).
In this activity, you will test the corrosion properties of water and vinegar, modelling two of
the main environmental causes of increased rust corrosion.
The vinegar is our model for acid rain. Industrial and auto emission gases create acid rain
by making the rain that falls much more acidic than pure rain water. (Pure rain water has a pH of
about 5.6 from dissolved carbon dioxide, a normal constituent of air; acid rain can be as acidic as
to have a pH of 3!) Acid rain is not only a problem in urban areas with lots of industry and cars
because winds can blow the polluting gases far away before they return to the earth as acid rain.
Materials:
3 small glass containers
Water (from faucet/well)
vinegar
3 iron nails (purchase a new one)
Procedure:
1. Label the glass containers with (1) water, (2) vinegar, (3) empty. Put it on a place in your
house where there is a good ventilation.
2. Add approximately 50 ml of water to the beaker labelled WATER.
3. Add approximately 50 ml of vinegar to the beaker labelled VINEGAR.
4. Add nothing to the third beaker labelled EMPTY.
5. Place 2 iron nail on each glass. One is completely immersed in the liquid, while one has
lower part immersed and the other half is out from the water. (You may put the nail
“standing up” and is leaning on the side of the glass).
6. Observe the beakers over five days. Take a picture each and label as Day 1, Day 2 & Day
3 and so on.
7. Record observations and discuss the results.
8. Answer the following as part of your observation:
DAY Did you see any changes on the nails?
Write none if there is no change.
If yes, write your observations as to colour, texture and others.
GLASS 1 GLASS 2 GLASS 3
DAY 1
DAY 2
DAY 3
DAY 4
DAY 5
Discussion of results:
Site another example you find in your everyday life which also show this reaction. Discuss
this observation, as to how this reaction happened in your example.

EVALUATE
ACTIVITY 5: QUIZ
Take the online quiz. Wait for the announcements.
Answer key
ACTIVITY 1
1 Li + F2 → Li2F
2 2 CH3OH + 4O2 → 2CO2 + 4H2O
3 2KClO3 → 2KCl + 3O2
4 4Al + 3O2 → 2Al2O3
5 Na2CO3 + Mg(NO3)2 → MgCO3 + 2NaNO3
6 CH4 + 4Cl2 → CCl4 + 4HCl
7 2Mg + O2 → 2MgO
8 KClO4 → KCl + 2O2
9 2 Al(NO3)3 + 3H2SO4 → Al2(SO4)3 + 6 HNO3
10 Cu + 2 H2SO4 → CuSO4 + SO2 + 2H2O
ACTIVITY 2
1 C
C
B
C
D


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LEARNING MODULE IN organic MOLECULES

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

Overview of the Module

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

Introduction to College Vision, Mission, Goals and Quality Policy

Review on the Basics of Chemistry

Introduction to Chemistry for Engineers

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

Special topics specific to field of expertise

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

Chemical equations are designed to represent the transformation of one or more

One of the most fundamental laws of nature is the law of

Answer the following questions:

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

TO BE IN EQUILIBRIUM IS to be in a state of balance.

ANSWER THE QUESTIONS BELOW:

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

Equilibria in applied chemical systems such as concrete are unavoidably

Concrete weathering Concrete weathering

CaCO3 → CaO + CO2

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

Limestone (CaCO3) Calcium Oxide (CaO) (a.k.a. quicklime)

The hydration reaction for concrete formation is

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

Table M.1 indicates uses for

DEFINE CONCRETE WEATHERING

Ca2+ (aq) + OH-2(aq) + CO2(g) → CaCO3(s) + H2O(l)

As we have noted earlier, the presence of hydroxide ions defines a base.

Treatment of concrete with phenolphthalein reveals the

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Oxidation can form an insulating

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CORROSION OF IRON (RUSTING)

WHEN RUST/CORROSION OCCUR?

Corrosion of iron in contact

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Environmental factors that cause corrosion include the following:

PREVENTING CORROSION OF IRON

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Cathodic protection of iron in contact with zinc.

Cathodic protection of an iron pipe.

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How does painting affect corrosion?

Protective Paint coatings:

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