Chemistry Module First Quarter SY 2021-2022

12
鄢市恩惠学校
Oro Christian Grace School
General Chemistry
LEARNING MODULE
1st Term 1st Semester, SY 2021 – 22

GENERAL CHEMISTRY – GRADE 12 STEM [DATE]
Table of Contents
COURSE DESCRIPTION: ...................................................................................................... 1

MODULE 1: MEASUREMENTS............................................................................................ 3
LEARNING OBJECTIVES .............................................................................................................. 3
INTRODUCTION ........................................................................................................................... 3
DISCUSSION ................................................................................................................................ 3
A. Accuracy and Precision of Measurements ..................................................................... 3
B. Errors in Measurements ................................................................................................. 4
C. Significant Figures ......................................................................................................... 6
D. Conversion Units ........................................................................................................... 7
ASSESSMENT .............................................................................................................................. 9
MODULE 2: MATTER AND ITS PROPERTIES ...................................................................... 10
LEARNING OBJECTIVES ............................................................................................................ 10
INTRODUCTION ......................................................................................................................... 10
DISCUSSION .............................................................................................................................. 10
A. Particulate Nature of Matter ......................................................................................... 10
B. Types of Change .......................................................................................................... 11
C. Properties of Matter ..................................................................................................... 11
D. Classification of Matter ................................................................................................ 12
E. Separation and Purification Techniques ...................................................................... 12
MODULE 3: ATOMS, MOLECULES, AND IONS .................................................................... 16
INTRODUCTION ......................................................................................................................... 16
DISCUSSION .............................................................................................................................. 17
A. John Dalton’s Atomic Theory ....................................................................................... 17
B. Atoms and Subatomic Particles ................................................................................... 17
C. Isotopes ....................................................................................................................... 17
D. Molecules and Ions ...................................................................................................... 18
E. Chemical Formulas ...................................................................................................... 18
G. Nomenclature of Chemical Compounds ....................................................................... 19
ASSESSMENT ............................................................................................................................ 21
OCGS SCIENCE MODULE i

MODULE 4: THE MOLE CONCEPT .................................................................................... 22

INTRODUCTION ......................................................................................................................... 22
DISCUSSION .............................................................................................................................. 22
A. Atomic Mass Unit (amu) ............................................................................................... 22
B. Mole Concept ............................................................................................................... 23
C. Percent Composition ................................................................................................... 24
D. Empirical and Molecular Formulas ............................................................................... 25
ASSESSMENT ............................................................................................................................ 27
MODULE 5: STOICHIOMETRY .......................................................................................... 28
INTRODUCTION ......................................................................................................................... 28
DISCUSSION .............................................................................................................................. 29
A. Types of Reactions ...................................................................................................... 29
B. Balancing Chemical Equations .................................................................................... 29
C. Stoichiometric Calculation ........................................................................................... 30
D. Reaction Yields ............................................................................................................ 31
E. Limiting and Excess Reactants .................................................................................... 32
ASSESSMENT ............................................................................................................................ 33
MODULE 6: GASES ........................................................................................................ 34
INTRODUCTION ......................................................................................................................... 34
DISCUSSION .............................................................................................................................. 35
A. The Gas Laws .............................................................................................................. 35
B. The Kinetic Molecular Theory of Gases ........................................................................ 38
C. Diffusion and Effusion of Gases: Graham’s Law .......................................................... 38
D. Stoichiometry of Gaseous Reactions ........................................................................... 38
ASSESSMENT ............................................................................................................................ 39
OCGS SCIENCE MODULE ii

COURSE DESCRIPTION:
This is a two-part course taken up in two semesters. The first part deals with the systematic
treatment of fundamental chemical and physical principles and their applications to the properties and
transformations of materials, including atomic and molecular structure, periodic classification of the
elements, the concept of energy and its uses, gas laws, kinetic molecular theory, laws of chemical
combination, and chemical bonding. The second section is an introduction to the principles of chemical
equilibrium and chemical change. Topics include acid/base equilibria, solubility equilibria, electrochemistry,
elementary chemical thermodynamics, and kinetics.
This course will expose students to discovery and inquiry-based learning where they will be
equipped to apply the fundamental principles of chemistry to arrive at a meaningful understanding of the
physical world around them at the molecular level. During their study, they will need to practice the virtues
that are integral to the successful pursuit of a scientific inquiry, such as integrity, self-discipline, and
responsibility. It will also help students appreciate God’s design of the natural world that can culminate into
a sense of stewardship in the use of our God-given resources.
General Objectives
By the end of the course, the students should be able to:
1. Accurately perform measurements with correct significant figures and units, and statistically evaluate
the accuracy and precision of these aforementioned measurements
2. Explain the structure, properties, and transformation of matter
3. Model chemical bonding and correlate the properties and possible applications of materials to their
structure and chemical bonds
4. Predict reactions of simple substances and derive quantitative relationships from these reactions
5. Relate the structures of gases to their behavior under ideal and real conditions
6. Predict physical properties of solids and liquids from the study of their intramolecular and
intermolecular forces of attraction
7. Perform quantitative calculations on the concentrations and colligative properties of solutions
8. Determine energy changes in chemical processes and relate these to the spontaneity of processes
9. Study kinetics of chemical reactions, including factors that influence reactions rates
10. Study chemical systems in equilibrium and factors that influence the direction of equilibrium
11. Study electrochemical processes and their practical applications in energy generation
Teacher’s Materials:
• Rodriguez, Myrna S. and Maria Florencia Navera-Male. (2018). General Chemistry 1. Malaysia:
Oxford University Press
• Organo, Voltaire G. and Dominic U. Villanueva. (2018). General Chemistry 2. Malaysia: Oxford
University Press
OCGS SCIENCE MODULE 1

Supplementary Materials:
• Masterton, Hurley & Neth. (2012). Chemistry Principles and Reactions (7th Ed.). CA: Brooks/Cole,
Cengage Learning
• Skoog, Douglas A., Donald M. West, F. James Holler, and Stanley R. Crouch. (2014). Fundamentals
of Analytical Chemistry (9th Ed.). CA: Brooks/Cole, Cengage Learning
• Haycock, Ruth C. (2000). Science / Mathematics Book Three. Association of Christian Schools
International
• Department of Education. (August 2016). Chemistry 1 and 2 Curriculum. Retrieved on May 11, 2018
from
http://www.deped.gov.ph/sites/default/files/page/2016/STEM_Gen%20Chem%201%20and%202%20
CG_with%20tagged%20sci%20equipment.pdf
Websites:
• Exploring the Periodic Table of Elements (URL: https://www.webelements.com/)
• NIOSH Pocket Guide to Chemical Hazards (URL: https://www.cdc.gov/niosh/npg/npgsyn-a.html)
• Genesis Apologetics (URL:
https://www.youtube.com/channel/UCIs7q1bNOeAEd6tsPQBc6Cw/videos)
• Bozeman Science (URL: https://www.youtube.com/user/bozemanbiology/featured)

Semester 1 Term 1
MODULE 1: MEASUREMENTS July 26 – 30, 2021
LEARNING OBJECTIVES
At the end of the lesson, a learner is expected to:
1. Differentiate between accuracy and precision

2. Evaluate the accuracy and precision of data using statistical measurements
3. Determine sources of errors in measurements or experimental data
4. Use correct significant figures in measurements and calculations
5. Convert units using correct conversion factors
VI: Leviticus 19: 35-36: Practice integrity in taking measurements
II: Statistics – accuracy and precision, General Mathematics – Measurements
Textbook: General Chemistry 1 Chapter 2 – Measurements pp. 23 – 36
Key Concepts: Accuracy, Precision, Systematic Error, Random Error, Gross Error, Significant
Figures, Conversion Factors
INTRODUCTION
Pre-activity:
Engage: Let students collect at least 3 measuring equipment found in their homes (ex. ruler,
protractor, weighing scale, measuring cup, etc.)
Processing Questions:
1. What quantity is measured by each equipment? What is the unit of measurement?

2. How can one determine the accuracy of a measuring device?
DISCUSSION
A. Accuracy and Precision of Measurements

• Read textbook pp. 25-26
• Chemists measure the properties of matter and express these measurements as quantities. A quantity
is an amount of material and consists of a number and a unit.

• Determining the accuracy and precision of experimental data is extremely important whenever we
collect laboratory results because data of unknown quality are worthless.
1. Accuracy
Statistical Measures of Accuracy
a. Absolute Error – gives the difference between a measured value and the true value
E = X i – XT where Xi = experimental value, XT = true / theoretical value
b. Percent Relative Error – gives the ratio of the error to the actual value multiplied by 100
Xi – XT (100)
% RE =
XT
2. Precision
Statistical Measures of Precision
a. Range – gives the difference between the highest and lowest measured values
R = XH – XL where XH = highest value, XL = lowest value
b. Standard Deviation – describes the spread of a data set’s individual values about its mean (
where x = experimental value, x = mean value, n = # of trials
Self-Check 1-1
1. Precision can be further categorized into two terms: repeatability and reproducibility.
Differentiate between the two terms. Under what conditions would you want to measure
precision in terms of (a) repeatability and (b) reproducibility?
2. A student determines the boiling point of ethanol in three replicates, obtaining the following
results: 78.45oC, 78.50oC, and 78.39oC. If the literature value is 78.37oC, evaluate the accuracy
and precision of the data set by calculating the following:
a. Percent relative error b. Standard deviation
B. Errors in Measurements
Error refers to a lack of accuracy, precision, or both in measurements. It can be categorized as random
error, systematic error, and gross error. Knowing the type of error can lead to a solution.
1. Random Error
• Random (or indeterminate) errors are caused by uncontrollable fluctuations in variables that affect
experimental results.
• This type of error causes data to be scattered more or less symmetrically around a mean value.
• This can be corrected or minimized by doing replicates or multiple trials.
• Random error in a measurement is reflected by its low precision.

2. Systematic error
• Errors that affect the accuracy of a result. This type of error causes the mean of a set of data to
differ from the accepted value. A systematic error caused the results in a series of replicate
measurements to be all high (+ bias) or all low (- bias).
• This error has a bias. A bias has a definite value, an assignable cause, and are about the same
magnitude for replicate measurements. Bias affects all the data in a set in the same way.
Types of Systematic Errors
a. Instrumental Error – can be caused by imperfections in measuring devices and instabilities in

their components
- Errors may emerge as the voltage of a battery-operated power supply decreases with use.
- Errors can also occur if instruments are not calibrated frequently or if they are calibrated
incorrectly,
b. Method Error – can be caused by the following sources:

- Chemical reagents: wrong choice of chemical indicator in an acid-base titration, non-specific
reagent
- Chemical reaction: reaction is too slow, incomplete, or side reactions are happening
- Experimental procedure: correct reagents, but wrong concentration of reagent specified in
the procedure
c. Personal Error – can arise when personal judgement is required in measurement

- Estimating the position of a pointer between two scale divisions
- Determining the color change at the end point of a titration
- Reading the level of a liquid with respect to a graduation in a pipet or buret
- Activating a timer
Self-Check 1-2
Identify the type of systematic error and its impact on the measured quantity for each specified
condition. If an error possesses a bias whose direction is not known, then predict the effects for
two scenarios: when the bias is positive and when it is negative.
Measured Type of Effect
Condition
Quantity Error of Error
weight of The filtration residue was incompletely dried before it
1.
residue was weighed
Measuring the pH of an alkaline sample with a pH
2. pH
meter calibrated using a pH 4 buffer only
rate of Use of electronic timer to measure how fast a liquid
3.
liquid flow drained down a tube
density of Reading the volume of a liquid level above the liquid
4.
liquid meniscus in a graduated cylinder

3. Gross Error
• Errors caused by experimenter carelessness or equipment failure. They occur only occasionally.
• This error leads to an outlier. An outlier is a result that differs significantly from the rest of the
results (either too large or small) and is usually discarded when assessing data.
C. Significant Figures
• Measures the accuracy and degree of precision of a measuring device
• Defined as all the certain digits plus one uncertain digit or approximation
Demonstration:
1. The volume of liquid in this graduated cylinder must be

reported with the correct number of significant figures,
which includes all certain digits and one uncertain digit
2. In this device the 10’s place is certain
3. Likewise, the 1’s place is certain
4. The first uncertain digit is the 1st decimal place, which must
be approximated by the observer
5. Thus, the volume reading must be reported up to the 1st
decimal place
6. In this case, the volume of liquid is 17.5 + 0.1 mL
Self-Check 1-3
1. Determine the volume of liquid in the indicated measuring equipment below with the correct
number of significant figures and units.
a) Graduated cylinder = ________ b) Beaker = ________
2. Which measuring device is the more accurate? Explain.
1. Rules in Determining the Number of Significant Figures in a Measurement

a. All non-zero digits are significant.
1.234 kg → 4 significant figures

b. Rules for zeros depend on its position.

i. Zeros between nonzero digits are significant.
606 m → 3 significant figures
ii. Starting zeros are NOT significant.
0.08 → 1 significant figure
iii. Ending zeros are:
- Significant if there is a decimal point
2.000 mL → 4 significant figures
- Not significant if there is NO decimal point
2000 mg → 1 significant figure
2. Rules in Determining the Number of Significant Figures in Mathematical Operations
a. Addition or Subtraction
The answer must have the same number of decimal places as the original number with the least
decimal place.
89.332 + 1.1 = 90.432 = 90.4
3.70 – 2.9133 = 0.7867 = 0.79
b. Multiplication or Division
The answer must have the same significant figures as the original number with the smallest
number of significant figures.
4.51 x 3.6666 = 16.536366 = 16.5
6.8 ÷ 112.04 = 0.0606926 = 0.061
3. Rounding-off Measurements to the Correct Number of Significant Figures
a. If the first digit you remove is 4 or less, drop it and all following digits.
b. If the first digit removed is 5 or greater, round up by adding 1 to the last digit kept.
c. If a calculation has several steps, only round off at the END.
Self-Check 1-4
Answer Check Point 2.3 #s 1 and 2 p. 29
D. Conversion Units
Read textbook pp. 31-32
Table 1. Common Conversion Factors for Select Quantities
Quantity SI Unit Common Conversion Factors
Mass Kilogram (kg) 1 kg = 2.2 lbs.
1 in = 2. 54 cm
Length Meter (m)
12 mi = 5280 ft
1 m3 = (100 cm)3 = 1000000 cm3 or cc
Volume Cubic meter (m3) 1 cc = 1 mL
1 L = 1000 mL = 1000 cc
Time Second (s) 1 hr. = 3600 s

Table 2. Common prefixes use in measurements

Prefix Meaning Prefix Meaning
Tera (T) 10 12 Centi (c) 10-2
Giga (G) 109 Milli (m) 10-3
Mega (M) 10 6 Micro (µ) 10-6
Kilo (k) 10 3 Nano (n) 10-9
Deci (d) 10-1 Pico (p) 10-12
Demonstration:
1. Convert 2.5 in/s into m/hr.

Solution:
3600 s 2.54 cm 1m
2.5 in = 230 m
s 1 hr. 1 in 100 cm hr.
First conversion factor cancels second unit, making the unit in/hr.
Second conversion factor cancels inch unit, making
the unit cm/hr.
Third conversion factor cancels cm unit,
making the final unit m/hr.
2. Convert 10.0 ft2 into cm2

Solution:
2 2
12 in 2.54 cm = 9290 cm2
10.0 ft2
1 ft 1 in
First conversion factor cancels ft2 unit, making the unit in2
Second conversion factor cancels in2 unit, making
the final unit cm2
Note: Always report the final answer with the correct number of significant figures according to the
rules already discussed. Do NOT use conversion factors as basis for determining the number of
significant figures since these values are considered defined quantities, rather than measurements.
Self-Check 1-5
1. A contaminated well water contained 5.7 µg/L of mercury. If a person drank 8 glasses of water
per day from the well, how many grams of mercury would that person ingest per day? (Assume
1 glass of water is equivalent to 250 mL)
2. An Olympic size pool measures 50.0 m long, 25.0 m wide, and 2.0 m deep. How many liters of
water can the pool hold assuming it is filled to capacity?

ASSESSMENT
REFLECTION
Answer in 3-4 meaningful sentences.

Why is it important to practice integrity in measurements?
EXERCISES
Students were tasked to determine the density of a pure copper sample. The mass of the sample was
measured using a triple beam balance. Then the volume of the sample was measured by water
displacement. Three trials were done. The table below gives the data of the three replicates.
Measurement Trial 1 Trial 2 Trial 3
Mass of sample, g 12.48 12.45 12.50
Initial volume, mL 80.00 80.00 80.00
Final volume, mL 81.35 81.32 81.40
Density, kg/m3
Determine the following: (Show complete solution and observe correct number of significant figures)
1. Density of copper in kg/m3 per trial
2. Accuracy of the mean value by calculating the percent relative error (literature value is 8950 kg/m3)
3. Precision of measurements by calculating the standard deviation
4. Two sources of errors in this activity and their effects on the measured density value
ENRICHMENT ACTIVITY
Antoine Lavoisier was born in Paris in 1743; he died on the guillotine during the French revolution in
1794. Above all else, Lavoisier understood the importance of carefully controlled, quantitative
experiments. As a result of these experiments, he was able to demonstrate and clearly articulate for
the first time the Law of Conservation of Mass. As Lavoisier stated, “it is on this principle that the whole
art of making experiments is founded.”
Based on his works, why was Antoine Lavoisier widely recognized as the father of modern chemistry?

Semester 1 Term 1
MODULE 2: MATTER AND ITS PROPERTIES August 2 – 13, 2021
LEARNING OBJECTIVES
1. Explain the particulate nature of matter

2. Distinguish among physical extensive, physical intensive, and chemical properties of matter
3. Use properties of matter to identify substances and to separate them
4. Classify matter as elements, compounds, homogenous mixtures, and heterogeneous mixtures
5. Make a schematic diagram to separate mixtures and compounds
6. Compare consumer products on the basis of their components for use, safety, quality, and cost
7. Separate components of ink using paper chromatography and household chemicals
VI: 2 Cor. 7:1: Value that they are purified by the blood of Jesus Christ and reflect this fundamental truth in
their social media posts
Responsibly practice discernment in scrutinizing the components of consumer products for health and
safety purposes
II: Health and Medicine – separation and purification of natural products
Textbook: General Chemistry 1 Chapter 1 – Matter and its Properties pp. 1 – 22
Key Concepts: Particulate Nature of Matter, Properties of Matter, Classification of Matter,

Separation Techniques, Chromatography
INTRODUCTION
Pre-activity:
Computer Simulation: States of Matter (URL:https://phet.colorado.edu/sims/html/states-of-matter-

basics/latest/states-of-matter-basics_en.html)
DISCUSSION
A. Particulate Nature of Matter

• The particulate model of matter considers matter as made-up of very small, discrete particles. In this
model, the 3 states of matter can be differentiated by their particle arrangement, distance, and
energy that taken together give rise to their observable characteristics (see table 3).

Table 3. Comparison matrix of the states of matter based on their particulate nature
Particulate Nature Bulk Properties
State of Energy and
Matter Particle Arrangement
Intermolecular Force Observable Characteristics
and Distance
(IMF) Dictates Motion
Lowest energy and Fixed shape and volume;
Tightly packed and
Solid strongest IMF, particles cannot be compressed; do not
fixed in place
vibrate in place flow
Indefinite shape but fixed
Moderate energy and IMF,
volume; cannot be
Liquid Loosely packed particles slide against
compressed; flows to take the
each other
shape of the container
Indefinite shape and volume;
Highest energy and
highly compressible; flows and
Gas Far from each other weakest IMF, particles in
spreads in all directions to fill
continuous random motion
the container
Self-Check 2-1
There is a fourth state of matter: plasma. Describe plasma using the particulate model of matter in
terms of the parameters tabulated in Table 3.
B. Types of Change
1. Physical Change – does not alter the composition or identity of a substance

2. Chemical Change – alters the composition or chemical identity of the substance
Self-Check 2-2
Identify the type of change occurring in each situation:

1. Tree roots cracking rocks
2. Outdoor statues undergoing weathering
3. Leaves turning yellow
4. Dissolving sugar in water
5. Beating or whipping an egg
C. Properties of Matter
1. Physical Property
• Properties that the substance shows by itself without interacting with another substance
• Examples: color, melting point, boiling point, and density

a. Extensive Physical Property – depends upon how much matter is being considered
b. Intensive Physical Property – does not depend upon how much matter is being considered
2. Chemical Property
• Properties that the substance shows as it interacts with, or transforms into other substances
• Examples: flammability and corrosiveness
Self-Check 2-3
Identify the type of property listed below:

1. Surface area 3. Pressure 5. Solubility
2. Acidity 4. Toxicity
D. Classification of Matter
Figure 1. Classification of Matter
E. Separation and Purification Techniques
1. Determining the Purity of a Sample

• A pure solid displays a fixed and narrow melting point range. If an unknown solid melts over a broad
range of temperature measured when the solid starts to melt and when it completely melts; then, it
serves as an indication that the solid is impure.
• A pure liquid displays a fixed and narrow boiling point range. If an unknown liquid boils over a broad
range of temperature; it, likewise, indicates that the liquid is impure.
2. Separation techniques
• The components of a mixture can be physically separated by exploiting differences in their state of
matter and properties, such as solubility and boiling point.
• Multiple separation techniques can be used to separate mixtures.

Table 4. Mixtures are separated based on differences in their physical properties

DIFFERENTIATING
TYPE OF MIXTURE COMMON SEPARATION TECHNIQUES
PROPERTY
Size Sieving, Sorting
Solubility Dissolution and Fractional Recrystallization
Solid & Solid
Magnetic property Use of a magnet
Subliming property Use of a sublimation set-up
Liquid & Insoluble solid State of matter Decantation, Filtration
Solid Soluble solid Boiling point Evaporation, Simple Distillation
Boiling point Fractional distillation
Liquid & Miscible
Differential affinity Liquid chromatography
Liquid
Immiscible IMF / Polarity Use of separatory funnel
Gaseous mixture Differential affinity Gas chromatography
Self-Check 2-4
Answer Check Point 1.3 #1 p. 17 by completing the table below.

Mixture Differentiating property Separation Technique
Salt and Water
Nails and Sand
Cooking oil and Water
Chalk and Water
3. Paper chromatography – This technique is commonly used to separate colored pigments, such as
dyes and inks. It uses an adsorbent paper as the stationary phase and a solvent or mixture of solvents
as the mobile phase.
a. Procedure
• A small amount of sample solution is applied as a dot or spot near one end of the paper and
then allowed to dry.
• The end of the paper near the spot is then dipped into a shallow pool of solvent without
submerging the spot itself (see Figure 2a).
• The solvent moves up the paper by capillary action carrying the different components of the
mixture with it at different rates due to their differential affinity with the stationary and mobile
phases (see Figure 2b).
• Before the solvent front reaches the top of the paper, the paper is removed from the pool of
solvent and allowed to dry.

Figure 2a. Sample dots should be positioned Figure 2b. Remove the paper from the pool of
above the solvent solvent when the solvent front is around 1 cm
from the top of the paper
b. Interpretation of Results
• Based on Figure 2b, samples labeled M, 1, and 2 are impure because they have more than 1
dots.
• Sample 3 is probably a pure substance since it only develops 1 dot. In order to be certain,
perform several paper chromatography tests on sample 3 using solvents of different polarities.
Self-Check 2-5
Figure 3 shows the result of the paper chromatography performed on food coloring X and four
banned dyes (A, B, C, and D). Based on the results, answer the following questions:
Figure 3. Paper chromatogram of food

coloring X and four food dyes (A, B, C, D)
1. How many components are present in food coloring X?

2. Which dye/s is/are present in X?
3. Which food dye is probably a pure substance?
4. Which food dye is a mixture?

ASSESSMENT
REFLECTION
Answer in 3-4 meaningful sentences

John 15:19 states that the true follower of Jesus Christ belongs to Christ and not to this world; hence,
a believer should separate himself or herself from worldly desires and pursuits.
Based on your own understanding, what does separating oneself from worldly desires mean? How
can you live out this principle in your own life? Give concrete examples.
ENRICHMENT ACTIVITY
Compare different brands of disinfectants by filling up the table below. An example is given as a
guide. Then, indicate which brand would you recommend for use in your own homes.
Brand Zonrox Bleach
Active Component Sodium Hypochlorite (NaClO)
Use Disinfectant, Bleach
NaClO oxidizes cell membranes
Mode of Action of microorganisms resulting to
cell lysis and death
2 Tbsp per liter of water,
Solution Preparation
must be freshly prepared daily
Contact Time 10 minutes
Safety Precaution Corrosive to skin and eyes
Quality Trusted brand
Cost per unit volume Php 35 per L
Recommendation
PERFORMANCE-BASED ASSESSMENT (PBA)
Design an experiment with the following objectives:

1. Use paper chromatography to separate the components of a water-based ink marker using
household chemicals as solvents
2. Use three different solvents as mobile phases and determine which solvent can best separate the
components of the marker
Refer to handouts for the laboratory report template and grading rubrics
Reference: Paper Chromatography Resources (https://www.sciencebuddies.org/science-fair-
projects/references/paper-chromatography-resources)

Semester 1 Term 1
MODULE 3: ATOMS, MOLECULES, AND IONS August 16 – 20, 2021
LEARNING OBJECTIVES
1. Explain how the basic laws of matter (Law of Conservation of Mass, Law of Constant Composition,
Law of Multiple Proportion) led to the formulation of Dalton’s Atomic Theory
2. Explain Dalton’s Atomic Theory
3. Explain how atomic number and mass number determine the identity of an isotope
4. Write isotopic symbols of common isotopes and know their uses
5. Represent compounds using chemical formulas, structural formulas, and models
6. Write the chemical formulas of common chemical substances
7. Practice chemical nomenclature: naming and writing the chemical formulas of substances
VI: John 14: 15: Know and obey the laws of God and God’s appointed persons of authority over you
II: Social Science – laws and duties of citizenship
Textbook: General Chemistry 1 Chapter 3 – Composition of Matter pp. 1 – 50
Key Concepts: Dalton’s Atomic Theory, Atoms, Isotopes, Atomic number, Mass number,
Molecules, Ions, Chemical formulas
INTRODUCTION
Pre-activity:
Visualization:
Figure 4. Different models of the basic unit of matter

A B C D E F
Processing Question:
What enduring lesson can we get from the evolving model of the atom that span more than 2000 years
and is still being revised and refined at present?

DISCUSSION
A. John Dalton’s Atomic Theory

1. Dalton’s Atomic Theory was postulated to explain three fundamental laws of chemical combination.
2. Postulates of Dalton’s Atomic Theory
A postulate is a proposition or statement that is assumed to be true without any proof. Postulates are
fundamental propositions used as basis for reasoning, discussion, or belief. John Dalton’s atomic
theory have 4 basic postulates.
Self-Check 3-1
Explain how Dalton’s Atomic Theory explained the 3 fundamental laws of chemical combination:
1. Law of Conservation of Mass
2. Law of Definite Proportion
3. Law of Multiple Proportion
B. Atoms and Subatomic Particles

• Read textbook p. 40
• Atoms are made-up of subatomic particles.
• The total mass of protons and neutrons is approximately equal to the mass of the atom since the mass
of an electron is negligible compared to the other two subatomic particles.
• The periodic table arranges elements according to the number of protons in their nucleus; this number
is called the atomic number.
Self-Check 3-2
1. Explain why the number of protons in an atom determines the identity of an element.
2. Explain why the number of neutrons in an atom largely determines nuclear stability.
3. Explain why the number of electrons in an atom largely determines the chemical reactivity of an
atom.
C. Isotopes
• Isotopes are atoms of the same element with different numbers of neutrons in their nuclei
• Isotopic symbols are written to differentiate the isotopes of the same element from each other.
Self-Check 3-3
Answer Chapter 3 Assessment #3b p. 82

D. Molecules and Ions

• Read text p. 43
• A molecule is an aggregate of two or more atoms in a definite arrangement held together by
chemical forces.
• An ion is an atom, or group of atoms, that has a net positive or negative charge.
E. Chemical Formulas
1. Covalent or Molecular Compound
• A molecular formula shows the exact number of atoms of each element in the smallest unit of a
covalent compound, which is a molecule.
• An empirical formula shows the simplest whole-number ratio of the atoms in a substance.
2. Ionic Compounds
• Ionic compounds consist of a combination of cations and anions.
• The chemical formula of ionic compounds is always the same as the empirical formula.
• The sum of the charges on the cation(s) and anion(s) in each formula unit must equal zero.
• Guide in writing chemical formulas of ionic compounds
a. Write the symbol of the cation first, followed by the anion
b. Simply cross charges to get the chemical formula of the ionic compound as shown below:
Ax+ + By- = AyBx ex. Al3+ + O2-= Al2O3
c. If it is possible to simplify the chemical formula, then express it in the simplest cation and
anion ratio.
ex. Mg2+ + O2- = MgO ≠ Mg2O2
d. Do not simplify if the subscript is part of the ion’s chemical formula. For example, the ion
peroxide is O22-, in this case do not cancel the subscripts.
ex. Na+ + O22- = Na2O2 ≠ NaO
Table 5. Common Ions of Representative Elements
Group 1 Group 2 Group 13 Group 15 Group 16 Group 17
metals metals metals Nonmetals Nonmetals Nonmetals
Na+ Mg2+ Al3+ N3- O2- Cl-
K+ Ca2+ Ga3+ P3- S2- Br-
Table 6. Common Polyatomic Ions

1- Ions 2- Ions
Nitrate NO3– Peroxide O22–
Nitrite NO2– Sulfate SO42–
Cyanide CN– Sulfite SO32–
Hydroxide OH– Carbonate CO32–
Hypochlorite ClO– Oxalate C2O42–
Chlorite ClO2– Chromate CrO42–

1- Ions 3- Ions
Chlorate ClO3– Phosphate PO43–
Perchlorate ClO4– Phosphite PO33–
Acetate CH3COO– 1+ Ion
Bicarbonate HCO3– Ammonium NH4+
Bisulfate HSO4–
G. Nomenclature of Chemical Compounds
1. Ionic Compounds
a. Naming cations
i. A monoatomic cation derived from a representative metal is named after the element
• Na+ is sodium ion
• Sr2+ is strontium ion
ii. A monoatomic cation derived from a transition metal can have multiple charges and is named
in two ways:
• Classical system: Latin name of element + suffix (-ic for the higher charge and -ous for the
lesser charge)
• Stock system: Element name + charge of the ion written as a Roman numeral enclosed in
a parenthesis
Table 7. Nomenclature of Transition Metal Ions
Transition Metal Cation Classical system Stock system
Cu+ Cuprous Copper(I)
Cu 2+ Cupric Copper(II)
Fe2+ Ferrous Iron(II)
Fe3+ Ferric Iron(III)
Pb 2+ Plumbous Lead(II)
Pb4+ Plumbic Lead(IV)
b. Naming Anions
i. A monoatomic anion derived from a nonmetallic element is named with the -ide suffix
• N3– is the nitride ion
• S2– is the sulfide ion
ii. An oxyanion is a polyatomic anion composed of oxygen and another element
• For elements having 2 oxyanions:
- Use the suffix -ite for the ion with fewer oxygen in its formula (ex. sulfite ion, SO32-)
- Use the suffix -ate for the ion with more oxygen in its formula (ex. sulfate ion, SO42-)
c. Naming Ionic Compounds

Combine the cation and the anion name
• KCl is Potassium chloride
• Ca3(PO4)2 is Calcium phosphate
• Fe(OH)3 is Iron(III) hydroxide or Ferric hydroxide

Self-Check 3-4
Complete the table below:

Chemical Formula Chemical Name
Combined Ions
Cation Anion Ionic Compound Ionic Compound
Calcium & Fluoride
Aluminum & Oxide
Sodium & Sulfate
Sodium & Carbonate
Barium and Phosphate
Lithium & Nitrate
Self-Check 3-5
Name the following ionic compounds

1. NaCl 4. Mg(NO3)2
2. CuNO2 5. BaO
3. SrCl2 6. FeCO3
2. Covalent Compounds
• Compounds made-up of nonmetals or nonmetals and metalloids
• Many covalent compounds have common names that are already accepted
- Ex. H2O (water), NH3 (ammonia), CH4 (methane), C60 (buckminsterfullerene)
• If more than one compound can be formed from the same elements, use prefixes to indicate the
number of each kind of atom (mono, di, tri, tetra, penta, hexa, etc.)
• Prefix mono is rarely used, usually it is only used if the element is oxygen
- CO is carbon monoxide (not monocarbon monoxide)
• If the element name is a vowel, drop the a of the prefix, ex. pentoxide, not pentaoxide
• Last element ends in -ide
Self-Check 3-6
Name the following covalent compounds

1. SO3 4. HCl
2. SF6 5. PCl5
3. N2O4

ASSESSMENT
REFLECTION

The physical world is governed by fundamental laws of nature that help us understand the world we
live in, which help us invent, innovate, and improve the lives of the people around us. In the same way,
Christians should be governed by the laws and moral code of conduct set out in the Bible. As
Deuteronomy 29: 9 assures us, if we obey, we shall prosper in everything we do.
In relation to this, what obstacles hinder you from fully obeying God’s will? What can you do to
overcome these obstacles?
EXERCISES
Answer book exercises

Checkpoint 3.1 #s 1-3 p. 44
ENRICHMENT ACTIVITY
John Dalton formulated his atomic theory in 1808. After more than 200 years, what revisions to his
theory can you formulate to make it more accurate and relevant at the present time?

Semester 1 Term 1
MODULE 4: THE MOLE CONCEPT August 23 – 26, 2021
LEARNING OBJECTIVES
1. Explain the concept of the mole and Avogadro’s number

2. Determine the molar mass of elements and compounds
3. Interconvert mass, moles, and number of elementary particles using Avogadro’s number and molar
mass
4. Calculate the percent composition of a compound from its formula
5. Determine the empirical and molecular formula of a compound from the percent composition and molar
mass
VI: Deuteronomy 25:13-16: Exercise integrity in measurements
II: Math – conversion of units
Key Concepts: Mole, Avogadro’s Number, Molar Mass, Percent Composition, Empirical
Formula, Molecular Formula
INTRODUCTION
Pre-activity:
Hook Question: What do the words pair, dozen, gross, and mole have in common?
DISCUSSION
A. Atomic Mass Unit (amu)

AMU is a scale adapted by the IUPAC as a unit of mass for elementary particles, such as atoms, ions,
and molecules. This scale uses the carbon-12 isotope as a reference value, wherein 1 atom of carbon-12
is assigned a mass of exactly 12.00 amu.
1. Relative Atomic Mass in the periodic table is in amu units. For example, an atom of hydrogen has a
relative atomic mass of 1.01 amu while that of chlorine is 35.45 amu.

For elements with multiple isotopes, the relative atomic masses on the periodic
table include the contribution from different isotopes by taking a weighted average
of the different isotopes’ masses based on their abundance.
2. Molecular Mass is the mass of 1 molecule of a covalent compound. It is calculated by getting the sum
of the atomic masses comprising 1 molecule of the substance. For example, the molecular mass of
water (H2O) is 18.02 amu.
3. Formula Mass is the mass of 1 formula unit of an ionic compound. It is calculated by getting the sum
of the atomic masses comprising 1 formula unit of the substance. For example, the formula mass of
sodium chloride (NaCl) is 58.44 amu.
Self-Check 4-1
Calculate the mass of 1 elementary unit of the following substances:

1. Glucose
2. Magnesium nitrate
3. Iron(III) oxide
B. Mole Concept
The mole is an important unit in Chemistry that bridges microscopic quantities that is difficult to manipulate
with macroscopic amounts that you can work with in the laboratory. It allows you to determine the mass
in grams of elementary particles, such as atoms, ions, and molecules.
1. The Mole and Avogadro’s Number
Sample Exercises:
1. How many iron atoms are there in 0.500 mole iron?

Solution:
0.500 mole 6.02 x 1023 atoms

= 3.01 x 1023 Fe atoms
1 mole
2. Convert 1.00 x 1023 atoms neon to moles neon

Solution:
1 mole
1.00 x 1023 atoms = 0.166 mole Ne
6.02 X 1023 atoms

2. The Mole and Molar Mass
Sample Exercises:
1. How many atoms are in 0.551 g potassium?
Solution:
Conversion factors needed
Molar mass potassium: 1 mole K = 39.10 g
Avogadro’s number: 1 mole K = 6.02 x 1023 atoms
6.02 x 1023 atoms

0.551 g 1 mole K = 8.48 x 1021 atoms
39.10 g 1 mole K
2. A flask contains 68.4 g of octane (C8H18). How many molecules of octane are there in the
flask?
Solution:
Conversion factors needed
Molar mass octane: 1 mole C8H18 = (12.01)(8) + (1.01)(18) = 114.26 g
Avogadro’s number: 1 mole octane = 6.02 x 1023 molecules
68.4 g 1 mole octane 6.02 x 1023 molecules

= 3.60 x 1023 molecules
114.26 g 1 mole octane
Self-Check 4-2
Answer Check Point 3.4 #s 1a and 2a p. 62
C. Percent Composition
Sample Exercise:
1. What is the percent composition of iron(III) hydroxide?
Solution:
Molar Mass Fe(OH)3 = (55.85)(1) + (16.00)(3) + (1.01)(3) = 106.88 g/mole
(55.85)(1)
% Fe = x 100 = 52.3% Fe
106.88
(16.00)(3)
%O= x 100 = 44.9 % O
106.88
% H = 100 – 52.3 – 44.9 = 2.8 % H

D. Empirical and Molecular Formulas

Sample Exercises:
1. Elemental analysis of an unknown ionic compound showed it contained 24.75% potassium,

34.77% manganese, and 40.51% oxygen. Determine the empirical formula of the compound.
Solution:
• Assume 100 g sample and automatically convert percentages into grams and solve for the
moles of each element.
1 mole K
K = 24.75 g = 0.6330 mole
39.10 g
Mn = 34.77 g 1 mole Mn = 0.6329 mole

54.94 g
O = 40.51 g 1 mole O = 2.532 mole

16.00 g
• Divide mole values by the smallest value to get the mole ratio
K = 0.6330 mole ÷ 0.6329 mole = 1
Mn = 0.6329 mole ÷ 0.6329 mole = 1
O = 2.532 mole ÷ 0.6329 mole = 4
• Use the mole ratio as subscripts of the empirical formula

Empirical Formula = KMnO4
2. The empirical formula of an unknown substance is CH2O. If the molecular mass of the substance
was determined to be 180.0 amu by mass spectrometry, what is the molecular formula of the
substance?
Solution:
• Get the ratio of the molecular mass over the empirical mass
Empirical mass = (12.01)(1) + (1.01)(2) + (16.00)(1) = 30.03 amu
ratio = 180.0 amu = 6

30.03 amu
• Multiply the subscripts of the empirical formula by the ratio to get the molecular formula
Molecular Formula = C6H12O6

3. Aspirin contains 60.00% carbon, 4.44% hydrogen and 35.56% oxygen. What is the empirical
formula of aspirin?
Solution:
• Assume 100 g sample and automatically convert percentages into grams and solve for
moles each element
C = 60.00 g 1 mole C = 5.00mole

12.01 g
H = 4.44 g 1 mole H = 4.40 mole

1.01 g
O = 35.56 g 1 mole O = 2.22 mole

16.00 g
• Divide mole values by the smallest value to get the mole ratio.
C = 5.00 mole ÷ 2.22 mole = 2.25
H = 4.40 mole ÷ 2.22 mole = 2

O = 2.22 mole ÷ 2.22 mole = 1
• If one of the values is not in whole number, multiply all values by the smallest factor to get
whole number ratios.
The smallest factor that will give a whole number ratio is 4
C = 2.25 x 4 = 9
H=2x4=8
O=1x4=4
• Use the mole ratio as subscripts of the empirical formula
Empirical Formula = C9H8O4
Self-Check 4-3
Answer Check Point 3.4 # 3 p. 62

ASSESSMENT
REFLECTION

In Deuteronomy 25:13-16, Moses exhorted the people of Israel to have just balances and practice
integrity in measurements so that they may prosper and their days may be prolonged in the land God
will give them. In the context of distance learning, how can you practice the school’s core value of
integrity?
EXERCISES
Answer book exercises

Chapter 3 Assessment: #1 p. 81, #4b p. 83, and #5a p. 84
ENRICHMENT ACTIVITY
A mass spectrometer is a powerful analytical instrument that can measure the molecular mass of an
unknown substance. How does this instrument work?

Semester 1 Term 1
MODULE 5: STOICHIOMETRY August 31 – Sept. 3, 2021
LEARNING OBJECTIVES
1. Write and balance equations for chemical reactions according to the law of conservation of mass
2. Construct mole or mass ratios for a reaction in order to calculate the amount of reactant needed or
amount of product formed in terms of moles or masses
3. Calculate percent yield and theoretical yield of the reaction
4. Calculate reaction yield when a limiting reactant is present
5. Demonstrate the four types of chemical reactions using household chemicals
VI: Matt. 6: 33: Grow in their faith by practicing proper time management that balances work, rest, and
quality time with family and God
Galatians 5: 22-23: Affirm that true conversion in Christ means we should yield the fruits of the Holy
Spirit in our lives
II: General Math - calculations
Key Concepts: Chemical Reaction, Balancing Chemical Reactions, Stoichiometry, Percent

Yield, Limiting Reactant, Excess Reactant
INTRODUCTION
Pre-activity:
Reflection: It’s not what happens to you, but how you react to it that matters. - Epictetus
As the quote from Epictetus implies, we cannot control the circumstances around us but we can
control how we react to it. How do you react during times of difficulties and frustrations? Does your reaction
reflect the faith that you claim to profess?
Elements and compounds also react and, in their way, bore witness to the grandeur of their Creator.
Studying the reactions of substances and deriving important quantitative relationships from these reactions
is an important field in analytical chemistry.

DISCUSSION
A. Types of Reactions
A process in which one or more substances is/are changed into one or more new substances is a
chemical reaction. A chemical equation uses chemical symbols to show what happens during a
chemical reaction.
1. Combination – A reaction in which two or more substances combine to form one product.
2Mg(s) + O2(g) → 2MgO(s)
2. Decomposition – A reaction in which one substance splits into two or more products.
CaCO3(s) → CaO(s) + CO2(g)
3. Single Replacement – A reaction in which one element takes the place of a different element in a
reacting compound. This reaction is also called single substitution and single replacement.
Mg(s) + 2HCl(aq) → MgCl2(aq) + H2(g)
4. Double Replacement – A reaction in which two elements or ions in the reactants exchange places.
This reaction is also called double substitution and double replacement.
a. Acid-Base or Neutralization Reaction

Reaction between an acid and a base to form a salt and water
HCl(aq) + NaOH(aq) → NaCl(aq) + H2O(l)
b. Precipitation Reaction
Reaction that yields a solid product, called a precipitate
CuSO4(aq) + 2NaOH(aq) → Cu(OH)2(s) + Na2SO4(aq)
B. Balancing Chemical Equations

Demonstration: Give the balanced chemical equation for the reaction of ethane gas (C2H6) and
oxygen to form carbon dioxide and water
1. Write the correct formula(s) for the reactants on the left side and the correct formula(s) for the
product(s) on the right side of the equation.
C2H6 + O2 → CO2 + H2O
2. Balance the reaction by changing the numbers in front of the formulas (coefficients) to make the
number of atoms of each element the same on both sides of the equation. Do not change the
subscripts.
• Start by balancing those elements that appear in only one reactant and one product.
• Balance those elements that appear in two or more reactants or products last.
Balance either C or H first. To balance C, multiply CO2 by 2 to balance C.
C2H6 + O2 → 2CO2 + H2O

To balance H, multiply H2O by 3 to balance H.

C2H6 + O2 → 2CO2 + 3H2O
Balance O last. The total number of oxygen atoms in the reactant side is 2 and in the
product side it is 7. In order to balance oxygen atoms, we can multiple O2 by 7/2 to yield 7
atoms of oxygen in the reactant side.
C2H6 + 7/2O2 → 2CO2 + 3H2O
The chemical equation is now balanced but we need to get rid of the fraction coefficient. To
do this, multiple all the coefficients of the reactants and products by a factor of 2.
2C2H6 + 7O2 → 4CO2 + 6H2O
3. Last step, add state symbols: solid (s), liquid (l), gas (g), and aqueous (aq)
2C2H6(g) + 7O2(g) → 4CO2(g) + 6H2O(l)
Self-Check 5-1
Answer Check Point 3.5 #s 2a to 2f p. 69
C. Stoichiometric Calculation
• Section of chemistry that involves using relationships between reactants and/or products in a
balanced chemical reaction to determine desired quantitative data
Consider the reaction: 2Na(s) + Cl2(g) → 2NaCl(s)
Na Cl2 NaCl
Microscopic 2 atoms 1 molecule 2 formula units
Quantities 4 atoms 2 molecules 4 formula units
2 moles 1 mole 2 moles
Macroscopic
2 moles (22.99 g/mol) 1 mole (70.90 g/mol) 2 moles (58.44 g/mol)
Quantities
= 45.98 g = 70.90 g = 116.9 g
Demonstration:
Consider the combustion reaction of ethane, C2H6:
2C2H6(g) + 7O2(g) → 4CO2(g) + 6H2O(l)
1. Calculate the moles of O2 needed to completely react with 6.5 moles of ethane, C2H6
Solution:
You need to convert the given quantity to the desired quantity using conversion factors.
For a direct mole to mole conversion, use the coefficients of the balanced chemical equation.
7 mol O2
moles O2 = 6.5 mol C2H6 = 22.75 = 23 moles O2
2 mol C2H6

2. Calculate the grams of CO2 produced if 4.2 moles of C2H6 reacts with excess oxygen
Solution:
First convert moles C2H6 to moles CO2 using the coefficients of the balanced chemical equation,
then convert moles CO2 to grams CO2 using the molar mass of CO2
4 mol CO2 44.01 g
grams CO2 = 4.2 mol C2H6 = 369.7 = 370 g CO2
2 mol C2H6 1 mol CO2
3. Calculate the grams of C2H6 required to produce 100.0 g of CO2 gas.

Solution:
Identify the series of conversions you will need to do. Let an arrow indicate a conversion factor
that will be required to convert a given quantity to another quantity.
grams CO2 → moles CO2 → moles C2H6 → grams C2H6

First conversion factor: use molar mass of CO2
Second conversion factor: use coefficient of balanced equation
Third conversion factor: use molar mass of C2H6
grams C2H2 = 100.0 g CO2 1 mol CO2 2 mol C2H6 30.08 g

= 34.17 g C2H6
44.01 g 4 mol CO2 1 mol C2H6
Self-Check 5-2
Given the unbalanced reaction: KClO3(s) → KCl(s) + O2(g)

What mass in grams of KClO3 should be decomposed to produce 148 g of KCl?
D. Reaction Yields
1. Theoretical yield – the maximum amount of product, which is calculated using the balanced equation
• This value is only theoretical since doing the actual reaction would almost certainly involve errors
that would lessen the amount of product obtained.
2. Actual yield – the actual amount of product obtained when the reaction takes place, which is always
less than the theoretical yield due to experimental errors
• This value is experimentally determined; it cannot be calculated because it is difficult to predict
and quantify errors of experiment.
3. Percent yield – the ratio of actual yield to theoretical yield expressed as a percentage, gives the
percent efficiency of the process
Actual yield x 100

% Yield =
Theoretical yield

Demonstration:
Consider the balanced chemical equation: 2C(s) + O2(g) → 2CO(g)
What is the percent yield if 40.0 g of CO are obtained when 30.0 g of O2 are used-up?
Solution:
Given: amount reactant = 30.0 g O2
actual yield product = 40.0 g CO
Required: percent yield
You need to solve for the theoretical yield in grams CO to calculate for the % yield of reaction
Scheme: grams O2 → moles O2 → moles CO → grams CO (equal to theoretical yield CO)

1 mol O2 2 mol CO 28.01 g = 52.5 g CO
grams CO = 30.0 g O2
32.00 g 1 mol O2 1 mol CO
40.0 g CO
% Yield = x 100 = 76.2 %
52.5 g CO
Self-Check 5-3
Given the balanced chemical equation: N2(g) + 3H2(g) → 2NH3(g)

When N2 and 5.00 g of H2 are mixed, the reaction produces 16.0 g of NH3. What is the percent
yield of the reaction?
E. Limiting and Excess Reactants

1. Excess reactant – reactant that is present in excess and is not completely used-up
2. Limiting reactant – reactant that is completely used up, which limits the amount of product that will be
produced
• In calculations involving excess and limiting reactants, you have to determine which reactant is
completely used up in order to calculate for the expected amount of product
• Scheme for determining the limiting reactant:
grams reactant 1 → moles reactant 1 → moles product The limiting reactant will give the
smaller amount of product, which is
grams reactant 2 → moles reactant 2 → moles product equal to the theoretical yield of reaction

Demonstration:
Consider the balanced chemical equation: 3Ca(s) + N2(g) → Ca3N2(s)
What is the theoretical yield of Ca3N2 in grams if 50.0 g Ca and 50.0 N2 are reacted?
Solution:
• grams Ca → moles Ca → moles Ca3N2
1 mol Ca 1 mol Ca3N2 = 0.416 mole Ca3N2
moles Ca3N2 = 50.0 g Ca
40.08 g 3 mol Ca
• grams N2 → moles N2 → moles Ca3N2

1 mol N2 1 mol Ca3N2 = 1.78 moles Ca3N2
moles Ca3N2 = 50.0 g N2
28.02 g 1 mol N2
The limiting reactant is calcium and the theoretical yield is 0.416 mole Ca 3N2, which you need to
convert to grams
148.26 g
grams Ca3N2 = 0.416 mole = 61.7 g Ca3N2
1 mol Ca3N2
Self-Check 5-4
Answer Check Point 3.6 #1 p. 74
ASSESSMENT
REFLECTION
Galatians 5: 22-23 list the fruits of the Holy Spirit, which are love, joy, peace, forbearance, kindness,
goodness, faithfulness, gentleness, and self-control. What fruits of the Holy Spirit would you want your
life to yield? What can you do to make this desire a reality today?
ENRICHMENT ACTIVITY
Look at a recipe book. In what way is a recipe analogous to a balanced chemical equation?
PERFORMANCE-BASED ASSESSMENT (PBA)

Design an experiment to demonstrate the four types of chemical reactions using household
chemicals. Refer to handouts for the laboratory report template and grading rubrics.

Semester 1 Term 1
MODULE 6: GASES September 6 – 17, 2021
LEARNING OBJECTIVES
1. Express the gas laws as mathematical equations

2. Calculate the pressure, volume, temperature, and moles of a gas using the gas laws and the ideal
gas equation
3. Calculate the change in pressure, volume, and temperature of a gas under certain conditions using
the ideal gas equation
4. Discuss the Kinetic Molecular Theory of gases and ideal gas behavior
5. Apply the principles of stoichiometry to determine the amounts (volume, number of moles, or mass)
of gaseous reactants and products
6. Qualitatively compare the rate of gas effusion using Graham’s Law
VI: Matthew 5: 48: Exemplify the ideal behavior of an authentic Christian because we are called to be
perfect as our heavenly Father is perfect
Practice integrity, conscientiousness, and discipline in doing academic requirements
II: Physics – ideal Gas
Textbook: General Chemistry 1 Chapter 4 – Gases pp. 85 – 118
Key Concepts: Boyle’ s Law, Charles Law, Avogadro’s Law, Dalton’s Law, Graham’s Law,
Ideal Gas Equation, Kinetic Molecular Theory of Gases
INTRODUCTION
Pre-activity:
Science in Action: How does a hot air balloon work?
Hot air balloon contains heated air that is more buoyant than cool air.
The mathematical basis of this can be derived from the ideal gas equation,
which states that the density of a gas is inversely proportional to its
temperature. Thus, hot air is less dense that cool air.
Figure 5. Hot air
balloon

DISCUSSION
A. The Gas Laws

These laws expressed the mathematical relationship between any of the four variables that describes a
gas: pressure (P), volume (V), temperature (T), and amount in moles (n).
1. Boyle’s Law – V is inversely proportional to P (constant n and T)

Demonstration: Calculations using Boyle’s Law

A sample of chlorine gas occupies a volume of 946 mL at a pressure of 726 mmHg. What is the
pressure of the gas (mmHg) if the volume is reduced at constant temperature to 154 mL?
Solution:
Given: P1 = 726 mmHg P2 = ?
V1 = 946 mL V2 = 154 mL
Mathematical relationship: PV = constant

P1V1 = P2V2
Rearrange to solve for P2:
P1V1 (726 mmHg)(946 mL)
P2 = = = 4460 mmHg
V2 154 mL
Self-Check 6-1
Answer Check Point 4.1 # 1a p. 97
2. Charles Law – V is directly proportional to T (constant n and P)

Demonstration: Calculations using Charles Law

A sample of carbon monoxide gas occupies 3.20 L at 1250C. At what temperature will the gas
occupy a volume of 1.54 L if the pressure remains constant?
Solution:
Given: V1 = 3.20 L V2 = 1.54 L
T1 = 125 + 273 = 398 K T2 = ?
T
Mathematical relationship: = constant
V
T1 T2
=
V1 V2
T1V2 (398 K)(1.54 L)
Rearrange to solve for T2: T2 = = = 192 K
V1 3.20 L

Self-Check 6-2
Answer Check Point 4.1 #1b p. 97
3. Avogadro’s Law – V is directly proportional to n (constant P and T)

• At STP, the volume occupied by one mole of a gas is 22.4 L (molar volume)
• An important consequence of this law is that the molar ratio in a balanced chemical equation is
equal to the volume ratio at constant temperature and pressure
Demonstration: Calculations using Avogadro’s Law

Given the reaction:
N2(g) + 3H2(g) → 2NH3(g)
mole ratio: 1 mole N2 + 3 moles H2 → 2 moles NH3
volume ratio: 1 volume N2 + 3 volumes H2 → 2 volumes NH3
1. Calculate the volume of ammonia gas produced when 20.0 cm3 of nitrogen gas was reacted with
an excess of hydrogen gas at constant temperature and pressure.
Solution:
2 vol NH3
volume NH3 = 20.0 cm3 N2 = 40.0 cm3 NH3
1 vol N2
2. What is the volume of hydrogen required for this reaction?
Solution:
volume H2 = 20.0 cm3 N2 3 vol H2 = 60.0 cm3 NH3
1 vol N2
Self-Check 6-3
Given the reaction: 2SO2(g) + O2(g) → 2SO3(g)

How many moles of sulfur trioxide will form in the reaction of 4.5 L SO2 and 3.0 L of O2?
4. Combined Gas Laws and the Ideal Gas Equation

Demonstration: Calculations using Combined Gas Laws and Ideal Gas Equation
1. A steel tank has a volume of 438 L and is filled with 0.885 kg of O2. Calculate the pressure of
O2 at 21oC.

Solution:
Given: V = 438 L mass = 0.885 kg
T1 = 21 + 273 = 294 K P=?
Solve for moles O2 (n value) from the mass: n = 885 g 1 mol O2 = 27.7 mol O2
O2 32.00 g
Use the formula: PV = nRT
(27.7 mol) 0.082 atm-L (294 K)
nRT K-mol
Rearrange to solve for P: P= = = 1.5 atm
V 438 L
2. A sample of SO2 is initially at a temperature of 1330C, a volume of 20.0 L, and a pressure of
850 mm Hg. If the volume changes to 25.0 L and the temperature increases to 1810C, find the
new pressure.
Solution:
Given: T1 = 133 + 273 = 406 K T2 = 181 + 273 = 454 K
V1 = 20.0 L V2 = 25.0 L
P1 = 850 mmHg P2 = ?
Note that amount of gas (n) and the R term are both constant
Ideal gas equation: PV = nRT
Rearrange the equation such that all constant terms are on one side of the equation:
PV = nRT
PV P1V1 P2V2
nR = constant = =
T T1 T2
Rearrange to solve for P2:
P1V1 T2 (850 mmHg)(20.0 L)(454 K) = 760 mmHg
P2 = =
T1 V2 (406 K)(25.0 L)
Self-Check 6-4
1. Derive a mathematical expression for the density of a gas from the ideal gas equation
2. Answer Check Point 4.1 # 2 p. 97
5. Dalton’s Law and Mixtures of Gases

Demonstration: Calculations using Dalton’s Law
A sample of natural gas contains 8.24 moles of CH4, 0.421 moles of C2H6, and 0.116 moles of
C3H8. If the total pressure of the gases is 1.37 atm, what is the partial pressure of propane (C 3H8)?

Solution:
Given: moles CH4 = 8.24 mol, mole C2H6 = 0.421 mol, mole C3H8 = 0.116 mol
PT = 1.37 atm
Formula: PC3H8 = XC3H8PT

0.116
Solve for mole fraction of C3H8: XC3H8 = = 0.0312
8.24 + 0.421mole
+ 0.116 moles
Then solve for partial pressure: PC3H8 = (0.0312)(1.37 atm) = 0.0181 atm
B. The Kinetic Molecular Theory of Gases

Self-Check 6-5
1. Differentiate an ideal gas from a real gas.

2. At what conditions will gases behave in an ideal manner? Why?
C. Diffusion and Effusion of Gases: Graham’s Law

Demonstration: Calculations using Graham’s Law

How fast will helium gas (He) diffuse compared to methane gas (CH4)
Solution: 1
Graham’s Law: rate of diffusion 
√𝑀
rate He √𝑀CH4 √16

= = =2 He diffuses twice as fast
rate CH4 √𝑀He √4 as CH4
Self-Check 6-6
At room temperature, acetylene (C2H2) has a velocity of 480 m/s. At the same temperature, an
unknown noble gas has a velocity of 267 m/s. What is the molar mass of the unknown gas? What
is the unknown gas?
D. Stoichiometry of Gaseous Reactions


Demonstration: Calculations involving the stoichiometric ratio of gaseous reactions

Given the balanced chemical equation: C6H12O6(s) + 6O2(g) → 6CO2(g) + 6H2O(l)
What is the volume of CO2 produced at 370C and 1.00 atm when 5.60 g of glucose (C6H12O6) are
used up in the reaction?
Solution:
Given: T = 37.0 + 273 = 310 K mass glucose = 5.60 g
P = 1.00 atm
Determine the mole CO2 from the given mass of glucose
Scheme: g C6H12O6 → mol C6H12O6 → mol CO2
mole CO2 = 5.60 g C6H12O6 1 mol C6H12O6 6 mol CO2

= 0.186 mol CO2
180.18 g 1 mol C6H12O6
Solve for volume of CO2 using the ideal gas equation:

atm-L
(0.186 mol) 0.082 K-mol (310 K)
nRT = 4.7 L
V= = mol)
P 1.00 atm
Self-Check 6-7
Answer Chapter 4 Assessment #1c p. 115
ASSESSMENT
REFLECTION

Gases will only behave in an ideal manner at the right conditions. In the same way, we can exemplify
the ideal Christian behavior at the right conditions, which not only refer to external factors but, most
importantly, to internal factors pertaining to attitude, mindset, and spiritual growth. In line with this,
what do you need to cultivate within yourself in order to become authentic followers of Jesus?
ENRICHMENT ACTIVITY
Take a deep breath. Inhale. Exhale. What gas law is at work during the breathing process? Explain
the breathing mechanism based on this gas law.

Chemistry Module First Quarter SY 2021-2022

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12

1st Term 1st Semester, SY 2021 – 22

COURSE DESCRIPTION: ...................................................................................................... 1

OCGS SCIENCE MODULE i

MODULE 4: THE MOLE CONCEPT .................................................................................... 22

OCGS SCIENCE MODULE ii

By the end of the course, the students should be able to:

OCGS SCIENCE MODULE 1

OCGS SCIENCE MODULE 2

MODULE 1: MEASUREMENTS July 26 – 30, 2021

At the end of the lesson, a learner is expected to:

1. Differentiate between accuracy and precision

VI: Leviticus 19: 35-36: Practice integrity in taking measurements

II: Statistics – accuracy and precision, General Mathematics – Measurements

Textbook: General Chemistry 1 Chapter 2 – Measurements pp. 23 – 36

1. What quantity is measured by each equipment? What is the unit of measurement?

A. Accuracy and Precision of Measurements

OCGS SCIENCE MODULE 3

OCGS SCIENCE MODULE 4

Types of Systematic Errors

a. Instrumental Error – can be caused by imperfections in measuring devices and instabilities in

b. Method Error – can be caused by the following sources:

c. Personal Error – can arise when personal judgement is required in measurement

OCGS SCIENCE MODULE 5

1. The volume of liquid in this graduated cylinder must be

2. Which measuring device is the more accurate? Explain.

1. Rules in Determining the Number of Significant Figures in a Measurement

OCGS SCIENCE MODULE 6

b. Rules for zeros depend on its position.

OCGS SCIENCE MODULE 7

Table 2. Common prefixes use in measurements

1. Convert 2.5 in/s into m/hr.

2. Convert 10.0 ft2 into cm2

OCGS SCIENCE MODULE 8

Answer in 3-4 meaningful sentences.

OCGS SCIENCE MODULE 9

MODULE 2: MATTER AND ITS PROPERTIES August 2 – 13, 2021

At the end of the lesson, a learner is expected to:

1. Explain the particulate nature of matter

II: Health and Medicine – separation and purification of natural products

Textbook: General Chemistry 1 Chapter 1 – Matter and its Properties pp. 1 – 22

Key Concepts: Particulate Nature of Matter, Properties of Matter, Classification of Matter,

Computer Simulation: States of Matter (URL:https://phet.colorado.edu/sims/html/states-of-matter-

A. Particulate Nature of Matter

OCGS SCIENCE MODULE 10

1. Physical Change – does not alter the composition or identity of a substance

Identify the type of change occurring in each situation:

OCGS SCIENCE MODULE 11

Identify the type of property listed below:

Figure 1. Classification of Matter

E. Separation and Purification Techniques

1. Determining the Purity of a Sample

OCGS SCIENCE MODULE 12

Table 4. Mixtures are separated based on differences in their physical properties

Answer Check Point 1.3 #1 p. 17 by completing the table below.

OCGS SCIENCE MODULE 13

Figure 3. Paper chromatogram of food

1. How many components are present in food coloring X?

OCGS SCIENCE MODULE 14

Answer in 3-4 meaningful sentences

PERFORMANCE-BASED ASSESSMENT (PBA)

Design an experiment with the following objectives:

OCGS SCIENCE MODULE 15