Ps1 General Chemistry Revised

PROGRAM AND SENIOR HIGH SCHOOL GRADE 11
YEAR LEVEL
COURSE TITLE GENERAL CHEMISTRY 1
COURSE CODE STEM 002

PERFORMANCE Design using multimedia, demonstrations, or models, a
STANDARD representation or simulation of any of the following:
a. atomic structure
b. gas behavior
c. mass relationships in reactions
OLIVAREZ COLLEGE TAGAYTAY
Date Developed: Document No.

December 7, 2020 Issued by:
Date Revised:
GENERAL December 17, 2020
CHEMISTRY Developed by: Page 1 of 84
OLIVAREZ 1 Ms. Jastine V. Poniente, LPT
COLLEGE Revision # 1
TAGAYTAY
PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
PACKAGE
Learning Feedback Diary
Activity Sheet and Rubrics
Written work/s
Information Sheet
Learning Experiences
Learning Outcome Summary

Module
Module Content
Content
List Module ContentStandard

of Performance
Module Content
Module Content
Front Page

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INTRODUCTION
This unit deals with the skills and knowledge required for the course of General
Chemistry 1. This subject aims to deliver the fundamental concepts of general chemistry.
It covers areas including scientific measurement and analysis, atomic structure, chemical
nomenclature, balancing equations, stoichiometry, and energy dynamics.
This module consists of two (2) performance standards. Each standard contains learning
activities for both knowledge and skills, supported with information sheets, quiz,
activities, and performance checklist/ rubrics, gathered from different sources. Before you
perform the manual exercises, read the information/activity sheets and answer the self-
activities provided to confirm to yourself and your instructor that you are equipped with
the knowledge necessary to perform the skills portion of the particular learning outcomes.
PERFORMANCE STANDARD
At the end of this module, you will be able to:
1. design using multimedia, demonstrations, or models, a representation or

simulation of any of the following:
a. atomic structure
b. gas behavior
2. illustrate the reactions at the molecular level in any of the following:
a. enzyme action
b. protein denaturation
c. separation of components in coconut milk

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PERFORMANCE STANDARD NO. Design using multimedia, demonstrations,
1 or models, a representation or simulation
of any of the following:
a. atomic structure
b. gas behavior
CONTENTS:
1. The properties of matter and its various forms
2. The difference between accuracy and precision
3. Different sources of errors in measurement
4. Atomic structure
5. Formulas and name of compounds
6. The mole concept in relation to Avogadro’s number and mass
7. The relationship of percent composition and chemical formula
8. The use of chemical formulas to represent chemical reactions
9. The quantitative relationship of reactants and products in a chemical reaction
10. The mathematical relationship between pressure, volume, and temperature of a
gas
11. The partial pressures of gases in a mixture
12. Quantitative relationships of reactants and products in a gaseous reaction
13. The behavior and properties of gases at the molecular level
ASSESSMENT CRITERIA:
At the end of the quarter, the learner will be able to:
1. recognize that substances are made up of smaller particles;
2. describe and/or make a representation of the arrangement, relative spacing,
and relative motion of the particles in each of the three phases of matter;
3. distinguish between physical and chemical properties and give examples;
4. distinguish between extensive and intensive properties and give examples;
5. use properties of matter to identify substances and to separate them;
6. differentiate between pure substances and mixtures;
7. differentiate between elements and compounds;
8. differentiate between homogenous and heterogenous mixtures;
9. recognize the formulas of common chemical substances;
10. describe separation techniques for mixtures and compounds;
11. compare consumer products on the basis of their components for use, safety,
quality, and cost;
12. (LAB) apply simple separation techniques such as distillation,
chromatography;
13. differentiate between precision and accuracy;
14. (LAB) determine the density of liquids & solids;
15. explain how the basic laws of matter (law of conservation of mass, law of
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constant composition, law of multiple proportions) led to the formulation of
Dalton’s Atomic Theory;
16. describe Dalton’s Atomic Theory;
17. differentiate among atomic number, mass number, and isotopes, and which of
these distinguishes one element from another;
18. write isotopic symbols;
19. recognize common isotopes and their uses;
20. differentiate among atoms, molecules, ions and give examples;
21. represent compounds using chemical formulas, structural formulas, and
models;
22. give the similarities and differences between the empirical formula and
molecular formula of a compound;
23. name compounds given their formula and write formula given the name of the
compound;
24. (LAB) practice chemical nomenclature: writing the chemical formulas of
ionic compounds; naming ionic compounds from formulas;
25. explain relative atomic mass and average atomic mass;
26. define a mole;
27. illustrate Avogadro’s number with examples;
28. determine the molar mass of elements and compounds;
29. calculate the mass of a given number of moles of an element or compound or
vice versa;
30. calculate the mass of a given number of particles of an element or compound
or vice versa;
31. calculate the percent composition of a compound from its formula;
32. calculate the empirical formula from the percent composition of a compound;
33. calculate molecular formula given molar mass;
34. write equations for chemical reactions and balance the equations;
35. interpret the meaning of a balanced chemical reaction in terms of the law of
conservation of mass;
36. describe evidences that a chemical reaction has occurred;
37. (LAB) perform exercises on writing and balancing chemical equations;
38. 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 mass;
39. calculate percent yield and theoretical yield of the reaction;
40. explain the concept of limiting reagent in a chemical reaction identify the
excess reagent(s);
41. calculate reaction yield when a limiting reagent is present;
42. (LAB) determine mass relationship in a chemical reaction;
43. define pressure and give the common units of pressure;
44. express the gas laws in equation form;
45. use the gas laws to determine pressure, volume, or temperature of a gas under
certain conditions of change;
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46. use the ideal gas equation to calculate pressure, volume, temperature, or
number of moles of a gas;
47. use Dalton’s law of partial pressures to relate mole fraction and partial
pressure of gases in a mixture;
48. apply the principles of stoichiometry to determine the amounts (volume,
number of moles, or mass) of gaseous reactants and products;
49. explain the gas laws in terms of the kinetic molecular theory of gases;
50. relate the rate of gas effusion with molar mass; and
51. (LAB) demonstrate Graham’s law of effusion in an experiment.
CONDITIONS:
The students must be provided
with the following in the
PowerPoint presentation or video:
1.1 CBLM
1.2 Pen and paper
METHODOLOGIES: PLATFORM:
Self-paced instruction CBLM
ASSESSMENT METHOD: PLATFORM:

Quiz Pen and paper
Poster Making Pen and paper
Laboratory Exercises Pen and paper
Infographics Pen and paper

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LEARNING EXPERIENCES
PERFORMANCE STANDARD 1: DESIGN USING MULTIMEDIA,

DEMONSTRATIONS, OR MODELS, A REPRESENTATION OR SIMULATION
OF ANY OF THE FOLLOWING:
A. ATOMIC STRUCTURE
B. GAS BEHAVIOR
C. MASS RELATIONSHIPS IN REACTIONS
Special Instructions (Indicate

Learning Activities Target Date
platform)
1. Read Information Read the information sheet 1.1-1 title
sheet 1.1-1 “Matter “Matter and Its Properties”
and Its Properties”
2. Accomplish the Perform the activity in written works 1.1-
written works 1.1-2 2 and answer the quiz in written
and written worksheet 1.1-3. Please refer to the
worksheet 1.1-3. rubrics included.
3. Answer Learning Answer the learning feedback sheet 1.1-4
Feedback Diary
sheet 1.2-1 “Atoms, “Atoms, Molecules, and Ions”
Molecules, and
Ions”
and written worksheet 1.2-3.
worksheet 1.2-3.
Feedback Diary
sheet 1.3-1 “Stoichiometry”
“Stoichiometry”
written works 1.3-2 2.

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Feedback Diary
10. 3rd Preliminary Coverage:
Examination
Information Sheet 1.1-1 (Matter and Its
Properties)
Information Sheet 1.2-1 (Atoms,
Molecules, and Ions)
Information Sheet 1.3-1 (Stoichiometry)
sheet 1.5-1 “Percent “Percent Composition and Chemical
Composition and Formulas”
Chemical Formulas”
written works 1.5-2 2.
Feedback Diary
sheet 1.6-1 “Chemical Reactions”
“Chemical
Reactions”
and written worksheet 1.6-3.
worksheet 1.6-3.
Feedback Diary
sheet 1.7-1 “Gases” “Gases”
and written worksheet 1.7-3. Please refer to the
worksheet 1.7-3. rubrics included.
Feedback Diary
20. 3rd Quarterly Coverage:
Examination
Information Sheet 1.1-1 (Matter and Its
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Properties)
Information Sheet 1.2-1 (Atoms,
Molecules, and Ions)
Information Sheet 1.3-1 (Stoichiometry)
Information Sheet 1.5-1 (Percent
Composition and Chemical Formulas)
Information Sheet 1.6-1 (Chemical
Reactions)
Information Sheet 1.7-1 (Gases)

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INFORMATION SHEET # 1.1-1
TOPIC: MATTER AND ITS PROPERTIES
Picture source: https://i.dlpng.com/static/png/6505645_preview.png
Summary of Learning Content

1. recognize that substances are made up of smaller particles;

2. describe and/or make a representation of the arrangement, relative spacing, and
relative motion of the particles in each of the three phases of matter;
3. distinguish between physical and chemical properties and give examples;
4. distinguish between extensive and intensive properties and give examples;
5. use properties of matter to identify substances and to separate them;
6. differentiate between pure substances and mixtures;
7. differentiate between elements and compounds;
8. differentiate between homogenous and heterogenous mixtures;
9. recognize the formulas of common chemical substances;
10. describe separation techniques for mixtures and compounds;
11. compare consumer products on the basis of their components for use, safety,
quality and cost; and
12. (LAB) apply simple separation techniques such as distillation, chromatography.
13. differentiate between precision and accuracy
14. (LAB) determine the density of liquids & solids

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GENERAL December 17, 2020 Page 10 of
CHEMISTRY Developed by: 84
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Motivation
One syringe contains a small block of wood, while the other contains
entrapped air. The plunger is set to touch the wood block, as shown below:
What will happen if the plunger will be pushed down to the syringe?
It is a fundamental knowledge in chemistry that matter is anything that has mass
and volume. Mass refers to the amount of matter, while volume is the space that it
occupies. All things, non-living and living, are composed of matter. The image below
shows the particles that make up matter. Atom is the smallest particle. Molecules are
composed of atoms. And ions are the particles with charges.
STATES OF MATTER
Matter can be described according to its state or phase. There are three main
states of matter are the solid, liquid, and gas. However, studies revealed that there is other
two more phases of matter. The fourth one is known plasma and the fifth one is the Bose-
Einstein condensate.

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In a solid, particles are packed tightly together so they don't move much. Solids
have a definite shape, as well as mass and volume, and do not conform to the shape of the
container in which they are placed. The electrons of each atom are constantly in motion
but the particles vibrate in a fixed position. They cannot move around or slide past each
other. Because of this, particles in a solid have very low kinetic energy. Solids also have
a high density, meaning that the particles are tightly packed together.
In a liquid, the particles are more loosely packed than in a solid and are able to
flow around each other, giving the liquid an indefinite shape. Liquids conform to the
shape of its container. They have shape and definite volume. The particles are close with
one another, but not as close as those in solid. Unlike solids, the particles of a liquid can
slide past each other. They are incompressible but once heated, they can expand.
In a gas, the particles have a great deal of space between
them and have high kinetic energy. A gas has no definite shape
or volume. If unconfined, the particles of a gas will spread out
indefinitely; if confined, the gas will expand to fill its container
and will take the shape of the container. An example of this is the Photo source:
http://www.happymoments.club/
mixed-shapes-mylar-balloons-
assorted-7-pieces-set/

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gas inside a balloon. Gases are easily compressed because of the large space between
particles but they can also expand when heated.
Plasma is the fourth state of matter. It is formed
by heating and ionizing a gas. They are made up of
positively and negatively charged particles. They do not
have definite volume and definite shape. They are often
observed in ionized gases, aurora borealis, lightning, and

Photo source:
comet tails. https://indianapublicmedia.org/amomentof
science/fourth-state-matter.php
The Bose-Einstein condensate is the fifth state of matter produced when of a
cloud of bosons (a type of an elementary particle of matter) is cooled to temperatures
very close to absolute zero. The examples of Bose-Einstein condensate includes
superfluids and superconductors.
PROPERTIES OF MATTER
Each sample of matter has its characteristic properties. These properties can be
classified as physical or chemical and extensive or intensive properties.
1. According to change involved during the measurement of the property:
a. Physical Properties
In physical property, there is no
change in the composition that takes place
during determination or measurement of

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properties. It includes the properties such as color, solubility, density,
melting and boiling points, volatility, viscosity, and conductivity. An
example is the melting of an ice cube. The physical state, shape, and
apperance, of the ice cube would change but the properties of it will
remain the same.
b. Chemical Properties
In chemical property, there is a
change in the composition that occurs
during the determination or measurement
of properties. An example of this is
flamability. The chemical composition of the wood changes as it is being
burned by the flame.
2. According to dependence on the amount of matter
a. Extensive Properties
In extensive property, there is a
change in the value when the amount of
matter or substance is changed. It includes
length, mass, volume, and size. The more
matter there is, the greater its mass, volume, or any extensive property.
b. Intensive Property
In intensive property, there is no change in the value even if the
amount of matter is changed. It includes density, temperature, freezing

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point, boiling point, melting point, and thermal
conductivity. For example, the water in the
container is at 30°C. The temperature of the water
will remain the same even if you add 30mL with
the same temperature.
CLASSIFICATIONS OF MATTER
Matter can be classified into two, as a pure substance or as a mixture. A pure
substance has a specific composition and is not changing. A mixture is the combination
of different pure substances.
Elements are pure substances that are made up of only one kind of atom. Some
examples are iron, gold, and mercury. The six most abundant element in the human body
includes the oxygen, carbon, hydrogen, nitrogen, calcium, and phosphorus. Compounds
are pure substances made up of two or more kinds of atoms. Examples include salt, sugar,
and water. The salt is a combination of sodium (Na) and chlorine (Cl) making it known
as NaCl or sodium chloride.

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A homogeneous mixture has a uniform composition and exhibits the same
properties in different parts of the mixture. An example of a homogenous mixture is the
pancake batter. The ingredients such as flour, sugar, and milk formed a uniform
composition that cannot be separated once combined. Another example of homogenous
mixture is the saltwater solution. On the other hand, a heterogeneous mixture has a
nonuniform composition and its properties vary in
different parts of the mixture. The fruit salad is an
example of heterogenous mixture. Even if various fruits
are combined and put in a container, they can still be
easily identified from one another.
PHYSICAL METHODS OF SEPARATING MIXTURES
Mixtures are combined through physical means that is why they can be separated
using physical methods.
• Magnets – magnets are used to remove
magnetic solids from non-magnetic components
of a mixture.
• Decantation – it is the process of separation of
liquid from solid and other immiscible (non-
mixing) liquids, by removing the liquid layer at
the top from the layer of solid or liquid below. It

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can be done by tilting the mixture after pouring out the top layer.
• Evaporation – it is the process by which water
changes from a liquid to a gas or vapor. It can be
used in separating salt from water in a saltwater
solution. It can be done by continuously heating
the solution, leaving behind the solid component
of the mixture.
• Sublimation – it is used for separation of volatile
components from non-volatile components. It is
the process in which solids are converted into
gas. An example is the mothballs.
• Filtration – a solid-liquid mixture is allowed to pass through a filter, trapping the
solid in it.
• Distillation – it separates miscible liquids of
different boiling points such as ethyl alcohol and
water.
• Chromatography – it is used to separate
components of different degrees of solubility
using a moving and a stationary fluid. This
method is used in separating the color pigments
of inks.

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MEASUREMENTS
Measurement may be described as accurate and/or precise. The words that are
commonly used to describe measurement are “accurate” and “precise”. They may sound
exactly similar, but they are still different from each other. Accuracy is how close a value
is to its true value. An example is how close an arrow gets to the bull's-eye center.
Precision is how repeatable a measurement is. It refers to the closeness of measurements
within a data. An example is how close a second arrow is to the first one, regardless of
whether either is near the mark. To test the precision, several trials are made especially
during experimentation.
Sources of Errors in Measurement
The discrepancies usually observed between the experimental and theoretical
results can come from many different sources. They are grouped into two categories:
systematic errors and random errors.
Systematic errors cause the result to be far from the true value. It can be caused
by errors in the equipment or instrument used, environmental errors, and observational
errors. For example, a tape measure has been stretched out from years of use. As a result,
all of the length measurements are incorrect. Systematic errors are difficult to detect and

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cannot be analyzed statistically because all of the data is in the same direction. This type
of error causes low accuracy. Random errors, on the other hand, cause the results to be
different from each other. These can arise due to random and unpredictable fluctuations
in experimental conditions. For example, the mass of a ring was measured using the same
balance and show slightly different values (14.24 g, 14.22 g, and 14.25 g). Random errors
cause low precision. These can be detected through statistical analysis and can be reduced
by averaging the values recorded.

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Written Works 1.1-2
Poster Making
Learning competencies
1. Recognize that substances are made up of smaller particles
2. Describe and/or make a representation of the arrangement, relative spacing,
and relative motion of the particles in each of the three phases of matter
3. Distinguish between physical and chemical properties and give examples
4. Distinguish between extensive and intensive properties and give examples
5. Use properties of matter to identify substances and to separate them
6. Differentiate between pure substances and mixtures
7. Differentiate between elements and compounds
8. Differentiate between homogenous and heterogenous mixtures
9. Recognize the formulas of common chemical substances
10. Describe separation techniques for mixtures and compounds
11. Compare consumer products on the basis of their components for use, safety,
quality, and cost
12. (lab) apply simple separation techniques such as distillation, chromatography.
13. Differentiate between precision and accuracy
14. (lab) determine the density of liquids & solids
Directions: Make a poster about the differences and characteristics of the phases of
matter. Refer to the rubrics for grading below. Draw your poster on a short bond
paper.
RUBRICS FOR POSTER MAKING
21-25 16-20 11-15 0-10

Graphics - All graphics are All graphics are All graphics Some graphics are
Relevance related to the related to the relate to the topic not related to the
topic and make it topic and most but some are topic.
easier to make it easier to confusing.
understand. understand.
Attractiveness The poster is The poster is The poster is The poster is

exceptionally attractive in acceptably distractingly messy
attractive in terms of design, attractive though or very poorly
terms of design, layout, and it may be a bit designed. It is not
layout, and neatness. messy. attractive.
neatness.

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Content No mistakes were Content missing Several mistakes The student had little
made with regard minor elements were made to no understanding
to content or contained during the of the content.
knowledge. minor errors. presentation.
Required The poster All required All but 1 of the Several required
Elements includes all elements are required elements elements were
required elements included on the are included on missing.
as well as poster. the poster.
additional
information.

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Written Works 1.1-3
Quiz
Directions: Choose the best answer that corresponds to each question. Write your answer
on the space provided. (1 point each)
____1. Carbon dioxide is an example of ___________.
a. element c. solution
b. mixture d. compound
____2. A scientist discovered that a sample of matter contains two different types of
atoms. It can be any of the following except a/an ___________.
a. compound c. molecule
b. element d. mixture
____3. Sugar dissolved in water is an example of ___________.
a. homogenous mixture c. compound
b. heterogenous mixture d. molecule
____4. Which of the following DO NOT describes a chemical property?
a. Rusting of iron c. Photosynthesis
b. Digestion of food d. Evaporation of water
____5. Which of the following is an example of extensive property?
a. Odor c. Volume
b. Height d. Mass
For items 6-10, choose the answer from the keywords inside the box. Write your answer
on the space before the number. Answers can be repeated.
Compound Heterogenous mixture

Element Homogenous mixture
____________________6. Titanium
____________________7. Carbon dioxide
____________________8. Soft drinks
____________________9. Urine
____________________10. Distilled water
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Learning Feedback Diary 1.1-4
Directions: Please answer the following questions in a narrative form.
1. What makes matter solid, liquid, or gas?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How can you say that one substance is different from one another?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Why is it difficult to obtain accurate results during experimentation?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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TOPIC: ATOMS, MOLECULES, AND IONS
Picture source: https://hipwallpaper.com/electron-wallpapers/

1. explain how the basic laws of matter (law of conservation of mass, law of
Dalton’s Atomic Theory;
2. describe Dalton’s Atomic Theory;
3. differentiate among atomic number, mass number, and isotopes, and which of
these distinguishes one element from another;
4. write isotopic symbols;
5. recognize common isotopes and their uses;
6. differentiate among atoms, molecules, ions and give examples;
7. represent compounds using chemical formulas, structural formulas, and models;
8. give the similarities and differences between the empirical formula and
molecular formula of a compound;
9. name compounds given their formula and write formula given the name of the
compound; and
10. (LAB) practice chemical nomenclature: writing the chemical formulas of ionic
compounds; naming ionic compounds from formulas.
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Motivation
Grab a one sheet of paper. Cut it in half, and then cut one of the
halves again in half, and again and again.
Can you go on cutting the paper into half?

Even though the cutting can go on and on mentally, there is a
physical limit to this process. It is impossible to cut the paper into half
forever. There is a limit – a point where the piece can no longer be divided.
The limit is an indivisible piece, which was called by the Greek philosopher
Democritus as the atom.
FUNDAMENTAL LAWS OF CHEMISTRY
The fundamental laws laid the foundations of Chemistry. These laws were
inferred from several experiments conducted during the 17th and 18th centuries using a
balance for the measurements. It includes the law of conservation of mass, law of definite
proportion, law of multiple proportions.
Law of Conservation of Mass
French chemist, Antoine Lavoisier, studied this law. He measured the mass of the
substances before and after the experiment in a closed vessel. He found out that matter
can undergo changes during a chemical reaction but the total mass of the substances
involved in the experiment is constant. In 1774, he formulated the Law of Conservation

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of Mass, which states that in a chemical reaction, the mass of the substances produced is
equal to the mass of the reactants. For example, suppose 7.0 grams of silver nitrate
(AgNO3) reacted completely with 4.4 grams of sodium chromate (Na2CrO4). The total
mass of the product of this chemical reaction is 11.4 grams, exactly equal to the total
mass of the reactants.
When 2.43 g magnesium was burned, 4.03 g magnesium oxide was

produced. How many grams of oxygen reacted with the magnesium?
Answer: 1.6 g of oxygen
Law of Definite Proportion
A French chemist named Joseph-Lois Proust established this law. This law states
that any sample of a given compound will always be composed of the same elements in
the same proportion by mass. As an example, a 100-gram water sample is composed of
89% oxygen and 11% hydrogen by mass. This proportion of two elements will not
change even if it is a 1000-gram water sample.
Law of Multiple Proportions
In 1808, British scientist John Dalton proposed the law of multiple proportions.
This law states that if elements can form more than one compound, the masses of the
second element that can combine with a fixed mass of the first element are in a ration of

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small whole numbers. For example, nitrogen and oxygen can form two compounds, the
nitrogen monoxide (NO) and the nitrogen dioxide (NO2).
To form the nitrogen monoxide (NO), the ratio must be 14:16. In nitrogen
dioxide, the ratio must be 14:32 because there are two atoms of oxygen present.
Picture source: https://study.com/academy/lesson/law-of-multiple-proportions-definition-examples.html
DALTON’S ATOMIC THEORY
Matter is made up of atoms and in 1808, John Dalton proposed an atomic theory
based on the following set of postulates:

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• Matter is made up of extremely small indivisible particles called atoms. An
element is composed of atoms.
• All the atoms of an element are identical in mass and size and are different from
the atoms of another element. Since elements have different properties, their
atoms must be different from one another.
• Compounds are formed when atoms of different elements combine in certain
whole-number rations. Since elements are made up of atoms, they can only
combine in whole number ratios and not in fractions. This postulate supports the
law of definite proportions and the law of multiple proportions.
• During a chemical reaction, atoms combine, separate, or rearrange. No atoms
are created and no atoms disappear. The same number and kind of atoms must be
present before and after a chemical reaction.

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THE SUBATOMIC PARTICLES
In the late 1800s, experiments have indicated that atoms are made up of smaller
particles. These particles include the protons, neutrons, and electrons. Joseph John
Thomson discovered the electrons. With his experiments, he discovered that electrons are
negatively charged. In 1920, Ernest Rutherford, who was a former student of Thomson,
concluded that the atom has a very tiny positive nucleus at its center and discovered the
protons. A British physicist named James Chadwick, a former student of Rutherford
discovered the other type of particle in the nucleus which is the neutrons that have no
charge.
Picture source: https://learn.sparkfun.com/tutorials/what-is-electricity/flowing-charges
ATOMIC NUMBER AND MASS NUMBER
The atomic number of an element represents the number if protons in its nucleus.
The mass number indicates the total number of protons and neutrons and it is an estimate
of the element’s atomic mass.
Atomic number = number of protons = number of electrons

Mass number = number of protons + number of neutrons
Number of neutrons = mass number – atomic number

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For example:
Picture source: https://www.britannica.com/science/lawrencium
To get the number of electrons: Simply determine the atomic number of the element. In
our example, the number of electrons is 103.
To get the number of protons: Simply determine the atomic number of the element,
same with the process of electrons. Always remember that the number of electrons is
equal to the number of protons. In our example, the number of electrons is 103.
To get the mass number: If the number of neutrons is given, simply add the number of
protons to get the mass number. If not, round the atomic weight to the nearest whole
number. In our example, lawrencium’s mass number is 262.
To get the number of neutrons: Subtract the atomic number from the mass number. The
mass number of the lawrencium is 262 and the atomic number is 103. Hence, the number
of neutrons is 159.

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ISOTOPES
Atoms can have different number of neutrons resulting in different number of
mass number. Isotopes refer to the atoms of an element having the same atomic number
but different mass number. The existence of isotopes was shown by mass spectroscopy
experiments, wherein elements were found to be composed of several types of atoms,
each with different masses. For example, the isotopes of carbon show the same number of
protons but different number of neutrons.
Sample Problem
Bismuth-213 is used in radiation therapy to treat leukemia. Determine the number
of electrons, protons, and neutrons in the isotope. Write its isotopic symbol.
Solution:
Bismuth has an atomic number of 83, which is equal to the number of protons in
an atom of bismuth-213. Its mass number is 213. Therefore,
number of protons = 83
number of electrons = 83
number of neutrons = 130
Its isotopic symbol is 213

83Bi
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TAGAYTAY
IONS AND MOLECULES
Ions
Atoms combine to form molecules and atoms can lose, gain, or share electrons to
form ions. When a neutral atom gains or loses an electron, it becomes an electrically
charged particle called ion. Metals tend to lose electrons and become positively charged
cations. Nonmetals gain electrons and become negatively charged anions. The number of
electrons lost or gained is called the charge number. For example, the chlorine atom
gains one electron and acquires a -1 charge.
Cl + e- → Cl-
An ion that consists of only one atom is called monatomic ion. Examples are Na+,
S2-, and Cl-. On the other hand, the polyatomic ions refer to combined different ions.
Some examples are MnO4-, PO43-, and SCN-.
Elements that belong to Group 1A of the periodic table can give only one
electron, while those that are in the Group 2A can lose two electrons. The ions are named
simply as the name of the metal.
Examples: Group 1A
Na+ = sodium
K+ = potassium
Examples: Group 2A
Mg2+ = magnesium
Ca2+ = calcium
Date Revised:
TAGAYTAY
Picture source: https://azchemistry.com/uses-alkaline-earth-metals-daily-life
Transition metals, from Group 1B to 8B, from the periodic table, vary in the
number of electrons they tend to lose. Dalton differentiated the elements and their atoms
through drawings. However, in the present day, elements are differentiated and
represented through symbols. Many symbols are abbreviations derived from the name of
the element. Some symbols are derived from their Latin names.
• Classical method – the ion with the lower charge ends with –ous, while that with
the higher charge ends with –ic. These suffixes are attached to the first few
syllables of the foreign name of the metal (not its English name). In this case, the
Latin name of the elements must be used.
For example, the Latin name of iron is Ferrum. The suffixes must be
applied according to the number of charges.
Fe2+ = ferrous; lower charge
Fe3+ = ferric; higher charge

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TAGAYTAY
Another example, the Latin name of gold is Aurum.
Au+ = aurous; lower charge
Au3+ = auric; higher charge
• Stock method – a Roman numeral indicating the charge is written in parenthesis
after the English name of the metal. For example, Au3+ is named Gold (III) since
there are two charges. Another example, FeF2 is named iron (II) fluoride. Follow
the crisscross rule in applying the roman numerals. Some examples are listed
below.
Classical Name Stock Name

Fe2+ Ferrous Iron (II)
Fe3+ Ferric Iron (III)
As3+ Arsenous Arsenic (III)
As5+ Arsenic Arsenic (V)
Co2+ Cobaltous Cobalt (II)
Co3+ Cobaltic Cobalt (III)
Cu+ Cuprous Copper (I)
Cu2+ Cupric Copper (II)
Pb2+ Plumbous Lead (II)
Pb4+ Plumbic Lead (IV)
Sb3+ Antimonous Antimony (III)
Sb4+ Antimonic Antimony (IV)
Sn2+ Stannous Tin (II)
Sn4+ Stannic Tin (IV)

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TAGAYTAY
Nonmetals take a different nomenclature. The monatomic anions are named by
attaching the suffix -ide to the first letters (roots) of the nonmetal element. For example,
the Cl- is named chloride. Another example, the S2- is named sulfide.
Roots for Common Nonmetals

Element Root
Bromine Brom-
Carbon Carb-
Chlorine Chlor-
Fluorine Fluor-
Hydrogen Hydr-
Iodine Iod-
Nitrogen Nitr-
Oxygem Ox-
Phosphorus Phosp-
Sulfur Sulf-
Nonmetals can also form polyatomic ions with oxygen. The anion with lesser
oxygen atoms ends with -ite and the one with more oxygen atoms ends with -ate.
For example, nitrogen with oxygen.
NO2- = nitrite ion
NO3- = nitrate ion
Another example, sulfur with oxygen.
SO3- = sulfite ion
SO4- = sulfate ion

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TAGAYTAY
Ionic Compounds
An ionic compound is formed when an attraction between an anion and a cation
occurred. The formula of ionic compounds is written by combining the symbols of the
cation and the anion. Writing the chemical formula of ionic compounds is done by setting
the charge number of one ion as the subscript of the other ion and this method is known
as the crisscross rule. In naming ionic compounds, the cation is named first followed by
the anion.
Remember this!
A subscript of one (1) is not written in the formula. If the element in the formula
does not have a subscript, the value is understood to be one.
Examples:
Na+ Cl- → NaCl or sodium chloride
Fe3+ S2- → Fe2S3 or ferric sulfide; iron (III) sulfide
Ca2+ PO43- → Ca3(PO4)2 or calcium phosphate

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TAGAYTAY
Covalent Compounds
A covalent compound results when nonmetals share electrons. Thus, covalent
compounds exist as molecules. The first element is prefixed and named in full then the
second element is named using its first few syllables and suffixed with -ide. Naming
binary covalent compounds uses Greek prefixes to indicate the number of atoms of the
element present in the chemical formula. The letter “a” in the prefix is usually dropped
when followed by a vowel.
Number Prefixes
1 mono-
2 di-
3 tri-
4 tetra-
5 penta-
6 hexa-
7 hepta-
8 octa-
9 nona-
10 deca-
Examples:
CO2 = carbon dioxide
N2O4 = dinitrogen tetraoxide (or tetroxide)
Some covalent compounds are not named using these rules but rather take trivial
names. Water (H2O) and ammonia (NH3) are some examples.

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TAGAYTAY
TYPES OF CHEMICAL FORMULAS
• Molecular formula – contains the symbol and the corresponding number of
atoms of all the elements in a compound
• Empirical formula – shows only the reduced form of molecular formula. For the
ethane, the empirical formula is CH3 since it is the simplified form of C2H6
(molecular formula of ethane). For the propane, there is no empirical formula.
• Structural formula – shows the bond pattern and connectivity of atoms in
compounds. For the propane, 3 carbon atoms are present with 8 atoms of
hydrogen. It was shown in the structural formula, as you count it.
1 2 3
3
8 1 2 3 4
7 6 5
• Condensed structural formula – simplifies the structural formula, in which
bonding patterns and connectivity are less obvious but are still apparent. To get
the condensed structural formula, the structural formula must be drawn first.
Then, simply write the letters of the element with the number of atoms in each
circle to complete the condensed structural formula.

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TAGAYTAY
Written Works 1.2-2
Laboratory Exercise
1. Explain how the basic laws of matter (law of conservation of mass, law of
Dalton’s Atomic Theory
2. Describe Dalton’s Atomic Theory
3. Differentiate among atomic number, mass number, and isotopes, and which of
these distinguishes one element from another
4. Write isotopic symbols
5. Recognize common isotopes and their uses
6. Differentiate among atoms, molecules, ions and give examples
7. Represent compounds using chemical formulas, structural formulas, and
models
8. Give the similarities and differences between the empirical formula and
molecular formula of a compound
9. Name compounds given their formula and write formula given the name of
the compound
10. (LAB) practice chemical nomenclature: writing the chemical formulas of
ionic compounds; naming ionic compounds from formulas.
Read and comprehend the directions carefully.
I. Complete the table below by solving the mass number, atomic number, number of
protons, electrons, and neutrons. (1 point each)
Atomic Mass Number of Number of Number of

Number Number Protons Electrons Neutrons
4 9
14 28
8 9
11 12
52 24
19 20
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TAGAYTAY
II. Answer the following questions below.
1. The strontium-89 is utilized to treat bone metastases. Write the number of

protons, electrons, neutrons, and isotopic symbols of the given isotope.
Number of protons: _____
Number of electrons: _____
Number of neutrons: _____
Isotopic symbol: _____
2. The sodium-24 is used to study blood circulation. Write the number of protons,
electrons, neutrons, and isotopic symbols of the given isotope.
Number of protons: _____
Number of electrons: _____
Number of neutrons: _____
Isotopic symbol: _____
3. Supply the chemical formulas of Butane (C4H10). (2 points each)
Structural formula:
Condensed structural formula:
III. Write the name of the following compounds. (2pts each)
1. Pt4+ (use the stock method): _______________

2. Cr3+ (use the stock method): _______________
3. CuCl2 (use the stock method): _______________
4. Cl-: _______________
5. Phosphate: _______________

Date Revised:
TAGAYTAY
Written Works 1.2-3
Quiz
General Directions: Read and comprehend the directions carefully.

I. Choose the best answer that corresponds to each question.
____1. A 16-gram water sample decomposes into 1.76 grams of H2 and 14.24 grams of
O2. Which of the following law supports this?
a. Law of conservation of mass c. Law of definite proportions
b. Law of constant composition d. Law of multiple proportions
____2. Which of the following gives distinction for every element?
a. Number of electrons c. Mass number
b. Number of protons d. Atomic number
35
____3. Which of the following is incorrect about the isotope 17Cl?
a. The isotope has 17 protons

b. The isotope has 18 neutrons
c. The isotope has 18 electrons
d. The isotope has a mass number of 35
____4. Which of the following is an example of a condensed formula?
a. C2H6 c. CH
b. CH3CH3 d. CH2O
____5. Metals tend to lose electrons and become positively charged ________.
a. anions c. ions
b. cations d. charge number
II. Identify the word/s being described in each item.

_________________6. This type of chemical formula is dependent on the structural
formula.
_________________7. It is the compound produced when nonmetals share electrons.
_________________8. This suffix is used for ions with lower charge.
_________________9. He discovered the protons.
_________________10. It states that “in all physical and chemical changes, the total
mass of the reactants is equal to that of the products”.

Date Revised:
TAGAYTAY
1. What are the common applications of the fundamental laws of chemistry?

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2. How does the discovery of atomic structure impact life?
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3. What ions or molecules do you consider essential to everyday life?

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TAGAYTAY
TOPIC: STOICHIOMETRY
Picture source: https://www.thoughtco.com/amedeo-avogadro-biography-606872

1. explain relative atomic mass and average atomic mass;

2. define a mole;
3. illustrate Avogadro’s number with examples;
4. determine the molar mass of elements and compounds;
5. calculate the mass of a given number of moles of an element or compound or
vice versa; and
6. calculate the mass of a given number of particles of an element or compound or
vice versa.

Date Revised:
TAGAYTAY
Motivation
Ms. Lilia sells shelled peanuts in a store. But she meets customers
asking for 150 peanuts, another for 750 peanuts, and another for 2,000
peanuts. Obviously, it will take Ms. Lilia a very long time to count the
peanuts. What would be another way to count them?
Ms. Lilia takes 20 peanuts and weighs them. She finds out that 20
peanuts weigh 32 g. She calculated it and concluded that each peanut weigh
1.6 g. However, they are not all identical. Some will be heavier while some
will be lighter. What was done was to get the average mass of the peanut and
1.6 g is the average mass of a peanut. However, for purposes of counting,
what is needed is only the average mass.
ATOMIC MASS
The atomic mass of an element is derived from the masses of its stable isotope. To
establish a universal scale for atomic mass, scientists agreed to use the most abundant
isotope of carbon, the carbon-12, as a reference to express the atomic mass of each
element. The unit used for atomic mass is called atomic mass unit (amu). Since elements
may exist in different isotopic forms, a representative atomic mass for an element is
obtained. It is called an average atomic mass which is
indicated in the periodic table. It is also known as
atomic weight, mass number, and atomic mass.

Picture source:
http://aprilmaynjune.weebly.com/nat-sci-1/atoms-
and-atomic-theory

Date Revised:
TAGAYTAY
Sample Problem
Potassium has three stable isotopes, potassium-39, potassium-40, and potassium-
41. Calculate the average atomic mass of the element based on the percent abundance of
its isotopes.
Solutions:
Average atomic mass of K = (38.9637 amu x 0. 932581) + (39.9640 x 0.000117)
+ (40.9618 x 0.067302)
Remember this!
Convert the percent abundance to decimal before solving.
= 36.3368 amu + 0.0047 amu + 2.7568 amu
= 39.0983 amu (indicated in the periodic table as
39.10 amu)

Date Revised:
TAGAYTAY
AVOGADRO’S NUMBER AND THE MOLE CONCEPT
The Avogadro’s number is a constant used to quantify the numbers of particles of
an element or compound. Named in the honor of the Italian scientist Amedeo Avogadro,
the Avogadro’s number has the value 6.022141 x 1023, which is commonly rounded off to
6.022 x 1023. The mole (symbol: mol) is used to refer to the quantity of particles of a
substance that is equal to the Avogadro’s number. One mole is equivalent to 6.022 x 1023
units.
Sample Problems
Converting Compounds to Avogadro’s Number
Example 1: 8 mol of Sn
8 mol Sn 6.022×1023
Step 1: × = 48.18×1023
1 1 mol Sn
Step 2: The final answer must be between 1 to 10 for scientific notation. In order
for this to happen, the decimal point must be moved to the left. The answer will
become 4.8 × 1024. If you move 1 decimal place, then 1 would be added in the
exponent, making it 24.
Example 2: 24 mol of Pb
24 mol Pb 6.022×1023
Step 1: × = 144.53×1023
1 1 mol Pb
Step 2: The decimal point must be moved to the left. The final answer will
become 1.44 × 1025. You moved 2 decimal places, so 2 would be added in the

Date Revised:
TAGAYTAY
Example 3: Solve for the molecules of 4 mol of NO2 and atoms of O
Step 1:
4 mol NO2 6.022×1023

× 2 = 24.09×1023
1 1 mol NO
Step 2: The decimal point must be moved to the left. The final answer will
become 2.4×1024. You moved 1 decimal place, so 1 would be added in the
Step 3: To solve the atoms of O, multiply the answer by the number of atoms of
O, which is 2.
2.4×1024 × 2 = 4.8 × 1024
or
4 mol NO2 6.022×1023 2 atoms of O 24

× 2 × 2 = 4.8 × 10
1 1 mol NO 1 molecule NO
MOLAR MASS
The mass of one mole of an element or compound is called its molar mass (MM).
It is numerically equal to the atomic mass of the element. It is expressed in grams/mole
and is obtained by getting the sum of the atomic masses of every element that comprise
the compound.

Date Revised:
TAGAYTAY
Sample Problems
1. Calculate the molar mass of sodium phosphate (Na3PO4). What will be the
mass in grams of one mole of Na3PO4?
Atomic masses: Na = 22.99 amu, P = 30.97 amu, O = 16.00 amu
Solution:
formula mass of Na3PO4 = (atomic mass of Na × 3) + (atomic mass of P
× 1) + (atomic mass of O × 4)
= (22.99 × 3) + (30.97 × 1) + (16.00 × 4)
= 68.97 amu + 30.97 amu + 64.00 amu
= 163.94 amu
The molar mass of Na3PO4 is 163.94 g/mol, the same value for the mass of
Na3PO4 formula unit but different in scales.
2. What is the molar mass of carbon dioxide? C = 12.01, O = 16.00
Solution:
formula mass of CO2 = (atomic mass of C × 1) + (atomic mass of O × 2)
= (12.01 × 1) + (16.00 × 2)
= 12.01 + 32
= 44.01 amu
The molar mass of CO2 is 44.01 g/mol.

Date Revised:
TAGAYTAY
Conversion of Grams to Moles
To convert the grams to moles, the first step is to solve for the molar mass of the
given element or compound.
Sample Problems
1. How many moles of Scandium atoms are in 32 grams of Sc?
Solution:
Step 1: Look for the atomic mass. Since Sc is not a compound, the value that will
be used is its atomic mass which is 44. 96. It is indicated in the periodic table.
Step 2: Solve for the moles.
32g Sc 1 mol Sc
× = 0.71 mol Sc
1 44.96g Sc
2. How many moles of Carbon atoms are present in 90g of CO2?
Step 1: Look for the molar mass or atomic mass. Since CO2 is a compound, solve
for its molar mass.
Formula mass of CO2 = (12.01 × 1) + (16.00 × 2)
= 12.01 + 32
= 44.01 amu
The molar mass of CO2 is 44.01 g/mol.
Step 2: Solve for the moles.
90g CO2 1 mol CO2 1 mol C

× × = 2.04 mol C
1 44.01g CO2 1 mol CO2

Date Revised:
TAGAYTAY
Conversion of Moles to Grams
To convert the moles to grams, the first step is to solve for the molar mass of the
given element or compound.
Sample Problems
1. How many grams are there in 4.7 moles of nitrogen atoms?
Solution:
Step 1: Look for the molar mass or atomic mass. The mass of nitrogen is
14.01g/mol. Meaning, 1 mole of nitrogen has a mass of 14.01g.
Step 2: Solve for the grams.
4.7 mol N 14.01g N

× = 65.85g N
1 1 mol N
2. How many grams are present in 1.2 moles of Al2(SO4)3?
Step 1: Solve for the molar mass of Al2(SO4)3
Al2(SO4)3 = (atomic mass of Al × 2) + (atomic mass of S × 3) + (atomic
mass of O × 12) there are 12 oxygen atoms because 4 was
multiplied by 3
= (26.98 × 2) + (32.07 × 3) + (16.00 × 12)
= 53.96 + 96.21 + 192
= 342.17g/mol
Step 2: Solve for the grams.
1.2 mol Al2(SO4)3 342.17g Al2(SO4)3

× = 410.60g Al2(SO4)3
1 1 mol Al2(SO4)3
Date Revised:
TAGAYTAY
Written Works 1.3-2
Quiz
1. Explain relative atomic mass and average atomic mass
2. Define a mole
3. Illustrate Avogadro’s number with examples
4. Determine the molar mass of elements and compounds
5. Calculate the mass of a given number of moles of an element or compound or
vice versa
6. Calculate the mass of a given number of particles of an element or compound
or vice versa
General Directions: Complete the table below. Solve for the moles, grams, and
Avogadro’s number. Two (2) points will be given for every correct answer. Three (3)
points will be added if there is a provided solution to the answers.
AVOGADRO’S
COMPOUND MOLES GRAMS
NUMBER
NO 2.88 moles
CCl4 121.4 grams
SO2 8.5x1024 moles

Date Revised:
TAGAYTAY
1. Why is quantifying matter on atomic scale important?

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2. How much does an atom weigh?
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TAGAYTAY
TOPIC: PERCENT COMPOSITION AND CHEMICAL FORMULAS
Picture source: https://wallpapercave.com/organic-chemist-wallpapers

1. calculate the percent composition of a compound from its formula;

2. calculate the empirical formula from the percent composition of a compound;
and
3. calculate molecular formula given molar mass.

Date Revised:
TAGAYTAY
Motivation
Students learn how to manage their money by budgeting or

maximizing their allowances according to their daily routine. Looking back
at the times when face to face class is still practiced, can you solve the
percentage of your daily allowance by dividing it to your expenses like food,
transportation, and requirements?
The concept of percentage is used in chemistry, especially in chemical

compounds.
A compound contains a constant proportion (by mass) of its constituent elements.
As mentioned in the lesson from Week 2, the law of definite proportions suggests that
any sample of a compound always consists of the same elements in the same proportions
by mass. This helps to determine the composition of a compound.
PERCENT COMPOSITION FROM CHEMICAL FORMULA
The general formula for calculating the percent composition of an element in a
compound is given by
(atomic mass of element) × (number of atoms)

% composition = × 100%
molar mass

Date Revised:
TAGAYTAY
Sample Problems
1. Determine the percent composition of C2H4.
Step 1: Solve for the molar mass.
C2H4 = (12.01 x 2) + (1.01 x 4)
= 28.06g/mol
Step 2: Apply the general formulas for percent composition for each element.
(atomic mass of an element) × (number of atoms of the element)

%C= × 100%
molar mass
12.01 × 2
= × 100%
28.06
24.02
= × 100%
28.06
= 0.856022808 × 100%
= 85.60%
(atomic mass of an element) × (number of atoms of the element)

%H= × 100%
molar mass
1.01 × 4
= × 100%
28.06
4.04
= × 100%
28.06
= 0.143977191 × 100%
= 14.40%
Remember this!
Do not round off the numbers if it is still not the final answer.

Date Revised:
TAGAYTAY
2. Determine the percent composition of CuSO4.
Step 1: Solve for the molar mass.
CuSO4= (63.55 x 1) + (32.07 x 1) + (16.00 x 4)
= 159.62g/mol
Step 2: Apply the general formulas for percent composition for each element.
63.55 × 1
% Cu = × 100% = 39.81%
159.62
32.07 × 1
%S= × 100% =20.09%
159.62
16.00 × 4
%O= × 100% = 40.10%
159.62
The percent composition of all the elements composing a particular compound
should always add up to 100%.
CHEMICAL FORMULA FROM PERCENT COMPOSITION
The chemical formula of a compound may also be derived from a given percent
composition of its constituent elements. Use the formula
1
mole of element = (mass of element in compound) ×
molar mass of the element
Sample Problems
1. Identify the molecular formula of a compound that was found to contain 40.00%
carbon, 6.71% hydrogen, and 53.29% oxygen. The molar mass of the compound is
60.05g/mol.

Date Revised:
TAGAYTAY
Step 1: Solve for the mole of each element.
1 mol
mole of C = 40.00g × = 3.33 mol
12.01g
1 mol
mole of H = 6.71g × = 6.77 mol
1.01g
1
mole of O = 53.29g × = 3.33 mol
16.00g
Step 2: Write the chemical formula of the compound based on the computed
moles from the step 1 as subscripts.
C3.33H6.77O3.33
Step 3: Write the empirical formula by simplifying the chemical formula by
dividing each subscript by 3.33.
C3.33/3.33H6.77/3.33O3.33/3.33 → C1H2O1 or CH2O (since subscript 1 is not
written in the formula)
Step 4: Solve for the empirical mass.
empirical mass = (12.01 amu x 1) + (1.01 amu x 2) + (16.00 amu x 1)
= 30.03 amu
Step 5: Since the empirical formula reflects the simplest ratio of the atoms
composing the compound, it follows that the molar mass must be a multiple of the
empirical mass. Solve for the ratio.
molar mass 60.05

Ratio = empirical mass = 30.03 = 2
This ratio is multiplied to each of the subscripts of the empirical formula
to get the molecular formula.
C(1x2)H(2x2)O(1x2) = C2H4O2
Date Revised:
TAGAYTAY
2. A compound is composed of 52.14% Carbon, 13.13% Hydrogen, and 34.73% Oxygen.
The molar mass of the compound is 138.204g/mol. What is the empirical formula and
molecular formula?
Solution:
1 mol
mole of C = 52.14g × = 4.34 mol
12.01g
1 mol
mole of H = 13.13g × = 13.03 mol
1.008g
1
mole of O = 34.73g × = 2.17 mol
16.00g
Empirical formula:
C4.34/2.17H13/2.17O2.17.2.17 = C2H6O
Empirical mass = (12.01 amu x 2) + (1.008 amu x 6) + (16.00 amu x 1)
= 46.068 amu
molar mass 132.204

Ratio = empirical mass = =3
46.068
Molecular formula:
C2x3H6x3O1x3 = C6H18O3

Date Revised:
TAGAYTAY
Written Works 1.5-2
Laboratory Exercise
1. Calculate the percent composition of a compound from its formula
2. Calculate the empirical formula from the percent composition of a compound
3. Calculate molecular formula given molar mass.
General Directions: Answer the following word problems. ALWAYS box your final
answer. Include your computations.
1. What is the percentage of each element in the compound C2H8O2? (15pts)

2. Determine the percent composition of each element in the compound NH4Cl2.
(15pts)
3. What is the empirical formula of a compound, with a molar mass of 194.2g/mol,
that is composed of 40.27% potassium, 26.78% chromium, and 32.95% oxygen?
(10pts)
4. Determine the molecular formula of the compound with an empirical formula of
CH3 and a molar mass of 90.204 amu. (10pts)

Date Revised:
TAGAYTAY
1. How is percent composition applied in daily life?

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2. Why is it important to study the percent composition of compounds?
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Date Revised:
TAGAYTAY
TOPIC: CHEMICAL REACTIONS
Picture source: https://www.shutterstock.com/video/clip-869926-computer-rendered-animation-chemistry-educational-channel-

chemical-equation

1. write equations for chemical reactions and balance the equations;

2. interpret the meaning of a balanced chemical reaction in terms of the law of
conservation of mass;
3. describe evidences that a chemical reaction has occurred;
4. (LAB) perform exercises on writing and balancing chemical equations;
5. 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 mass;
6. calculate percent yield and theoretical yield of the reaction;
7. explain the concept of limiting reagent in a chemical reaction; identify the
excess reagent(s);
8. calculate reaction yield when a limiting reagent is present; and
9. (LAB) determine mass relationship in a chemical reaction.

Date Revised:
TAGAYTAY
Motivation
What does the following images have in common? (rusty iron nails,
change in color of leaves, and bleached hair)
These are evidences of chemical change.
CHEMICAL REACTIONS
New substances are always produced during a chemical reaction. Chemists have a
way of communicating chemical reactions. They represent chemical reactions through
chemical equations. A chemical equation shows the relation between reactants and
products in a chemical reaction. Reactants, the starting substances, are placed on the left
side. Products, substances produced, are placed on the right. An arrow points towards
the direction of the reaction. For example, the reaction of hydrogen gas (H2) with chlorine
gas (Cl2) to yield hydrogen chloride. The reaction is illustrated in the figure below.

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TAGAYTAY
Another example is when magnesium metal is ignited,
it produces a very bright glow as it reacts with oxygen in the
air and turns into a white powder. This process can be
represented in a chemical equation shown below.
coefficient coefficient
Picture source: https://slideplayer.com/slide/16622185/
reactants product
The number before the chemical formula or element symbol is called
stoichiometric coefficients, which indicate the mole ratio among the reactants and
products of a reaction. If there is no coefficient written before the formula, it is
understood to be 1.
Evidences of Chemical Reaction
The products of a chemical reaction are always different from the reactants. A
chemical reaction is always accompanied by a chemical change such as:
• Change in color
• Formation of a solid (a precipitate)
• Evolution of gas (bubble formation)
• Evolution of absorption of heat (warming, colling, formation of sparks or flame)
• Change in odor

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Types of Chemical Reactions
a. Decomposition Reaction
This type of chemical reaction involves only one reactant. This reactant
breaks down into two or more products.
AB → A + B
For example, the decomposition of an ionic compound like copper (II)
chloride into a metal and nonmetal.
2CuCl2 → 2Cu + Cl2
b. Synthesis Reaction
In this type of reaction, two or more reactants combine to form a single
product.
A + B → AB
For example, 1 mole of dinitrogen gas reacts with 3 moles of dihydrogen
gas and produced 2 moles of ammonia.
N2 + 3H2→ 2NH3
c. Single Displacement Reaction
In single displacement reaction, one element of a compound is replaced by
a different element. This reaction can be represented as
A + BC → AC + B
For example,
Cu + 2AgNO3 → Cu (NO3)2 + 2Ag

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d. Double Displacement Reaction
This reaction occurs when two ionic compounds exchange ions. It can be
represented as
AB + CD → AD + CB
For example, silver nitrate (AgNO3) reacts with sodium chloride (NaCl) to
form an insoluble silver chloride (AgCl) precipitate and sodium nitrate
(NaNO3).
AgNO3+ NaCl → AgCl + NaNO3
e. Combustion Reaction
In this type of reaction, a hydrocarbon (a compound containing carbon
and hydrogen) reacts with oxygen to form carbon dioxide and water.
CH + O2 → CO2 + H2O
For example,
2C2H6 + 7O2 → 4CO2 + 6H2O
BALANCING CHEMICAL EQUATIONS
A balanced chemical equation shows the correct mole relationship between
reactants and products in a particular reaction. Balancing chemical equations is usually
done by inspection, one element at a time. Keep in mind the following rules:

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• Start with the most complicated formula (the one with the greatest number of
elements, if there is one) either among the reactants or products. Balance first the
element that appears only once in either of the reactants and products.
• The next element to balance is the one whose number was affected by the
coefficient written on a formula when the previous element was balanced.
• The one with the simplest formula should be balanced last; affixing any
coefficient to it will not affect the number of elements in the other formulas.
• The coefficients must be in whole numbers. If a fraction comes up, multiply the
whole equation by the denominator of this fraction.
• Express the coefficients in their lowest terms, if applicable.
Sample Problems
1. Balance the equation ___ C + ___O2 → ___ CO
Step 1: List the number of atoms from each side of the equation. This step is not
required but it will make the process easier.
___ C + ___O2 → ___ CO

C=1 C=1
O=2 O=1
Step 2: Start with the oxygen since it is the only element with number. Since the
reactants have 2 moles of oxygen, the oxygen on the product must also have 2

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moles. Multiply the number of moles from the reactant to the number of moles
from the product, it will give you 2. Write 2 as the coefficient of CO.
___ C + ___O2 → 2 CO
C=1 C=2
O=2 O=2
Step 3: Since the carbon from the product has 2 moles, write 1 as the coefficient
of O2 on the reactant side. By multiplying 1 with 2, it will give 2 oxygen 2 moles.
___ C + 1 O2 → 2 CO
C=1 C=2
O=2 O=2
Step 4: Write 2 as the coefficient of carbon from the reactant to balance the with
the number of moles in carbon from the product.
2 C + 1 O2 → 2 CO
C=2 C=2
O=2 O=2
2. Balance the equation ___ Fe + ___H2O → ___ Fe3O4 + ___ H2
Solutions:
List the number of moles from each side of the equation.
___ Fe + ___H2O → ___ Fe3O4 + ___ H2
Fe = 1 Fe = 3
H=2 H=2
O=1 O=4

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Start with the Fe3O4 since it has the greatest number of moles. The Fe from the
reactant has only 1 mole. To balance it with the product, simply put 3 as its
coefficient. Then, write 1 as the coefficient of Fe3O4.
3 Fe + ___H2O → 1 Fe3O4 + ___ H2
Fe = 3 Fe = 3
H=2 H=2
O=1 O=4
The oxygen from the product has 4 moles. Balance the oxygen moles from the
reactants by writing 4 as its coefficient.
3 Fe + 4 H2O → 1 Fe3O4 + ___ H2
Fe = 3 Fe = 3
H=2 H=2
O=4 O=4
Since you added 4 as the coefficient of H2O, the number of moles in hydrogen
will change to 8 (by multiplying 2 by 4). To balance the moles in hydrogen from
the product, divide 8 by the number of moles in hydrogen (which is 2). It will give
you 4, then write it as the coefficient of H2.
3 Fe + 4 H2O → 1 Fe3O4 + 4 H2
Fe = 3 Fe = 3
H=8 H=8
O=4 O=4

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3. Balance the equation ___ Fe (OH)3 → ___ Fe2O3+ ___ H2O
List the number of moles from each side of the equation.
___ Fe (OH)3 → ___ Fe2O3+ ___ H2O
Fe = 1 Fe = 2
H=3 H=2
O=3 O=4
Start with the Fe3O4 since it has the greatest number of moles. The Fe from the
reactant has only 1 mole. To balance it with the reactant, simply put 2 as its
coefficient. Then, write 1 as the coefficient of Fe2O3.
2 Fe (OH)3 → 1 Fe2O3+ ___ H2O
Fe = 2 Fe = 2
H=6 H=2
O=6 O=4
The hydrogen from the reactant has 6 moles (3 was multiplied by the coefficient
2). Balance the number of moles in hydrogen from the product by dividing 6
(from the reactant) by 2 since it has only 2 moles. It will give you the answer 3.
Then, write it as the coefficient of H2O. By doing so, the number of moles in
oxygen will also be balanced.
2 Fe (OH)3 → 1 Fe2O3+ 3 H2O
Fe = 2 Fe = 2
H=6 H=6
O=6 O=6
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Written Works 1.6-2
Laboratory Exercise
1. Write equations for chemical reactions and balance the equations
2. Interpret the meaning of a balanced chemical reaction in terms of the law of
conservation of mass
3. Describe evidences that a chemical reaction has occurred
4. (lab) perform exercises on writing and balancing chemical equations
5. 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 mass
6. Calculate percent yield and theoretical yield of the reaction
7. Explain the concept of limiting reagent in a chemical reaction; identify the
excess reagent(s)
8. Calculate reaction yield when a limiting reagent is present
(lab) determine mass relationship in a chemical reaction.
Directions: Balance the following equations. Include the computation for each item.
1. ___ C2H8N2 + ___ N2O4 → ___ N2 + ___ CO2 + ___ H2O
2. ___ Ga + ___ CuBr2 → ___ GaBr3 + ___ Cu
3. ___ Na + ___ S8 → ___ Na2S
4. ___ H2O + ___ O2 → ___ H2O2

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Written Works 1.6-3
Quiz
General Directions: Determine if the statement is true or false. If not, change the
underlined word to make it correct. Write your answer on the space provided. (2pts each)
_______________1. To indicate the number of moles in each element or compound,
subscript is included in the formula.
_______________2. A chemical formula shows the identity and relationship of the
reactants and products in a chemical reaction.
_______________3. The coefficient is always written before the reactant and product.
_______________4. Changes in the temperature is not included in the evidences of
chemical reactions.
_______________5. In single replacement reaction, reactants combine to produce
product.
_______________6. Decomposition reaction is the reverse of synthesis reaction.
_______________7. In synthesis reaction, one element is replaced by a different element.
_______________8. In double replacement reaction, two compounds exchange ions.
_______________9. In balancing chemical equations, all elements and compounds
should have equal number of moles.
_______________10. An arrow points towards the direction of the reactant.

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1. When is the application of a balanced equation evidenced in everyday life?

________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What chemical reactions can you consider beneficial?
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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TOPIC: GASES
Picture source:
https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_Chemistry_Textbook_Maps/Supplemental_Modules_(Physical_an
d_Theoretical_Chemistry)/Physical_Properties_of_Matter/States_of_Matter/Properties_of_Gases/Kinetic_Theory_of_Gases/Connecti
ng_Gas_Properties_to_Kinetic_Theory_of_Gases

1. define pressure and give the common units of pressure;

2. express the gas laws in equation form;
3. use the gas laws to determine pressure, volume, or temperature of a gas under
certain conditions of change;
4. use the ideal gas equation to calculate pressure, volume, temperature, or number
of moles of a gas;
5. use Dalton’s law of partial pressures to relate mole fraction and partial pressure
of gases in a mixture;
6. apply the principles of stoichiometry to determine the amounts (volume, number
of moles, or mass) of gaseous reactants and products;
7. explain the gas laws in terms of the kinetic molecular theory of gases;
8. relate the rate of gas effusion with molar mass; and
9. (LAB) demonstrate Graham’s law of effusion in an experiment.

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Motivation
When and where do you use/encounter gases in everyday life? Here are
some examples.
a. In the air, which supplies us with the gases we breathe.
b. In the kitchen, wherein a gas (liquid petroleum gas) is used for
heating or cooking.
c. In the hospital, wherein gases are used to aid the breathing of
patients.
d. In the automobile, wherein gases are burned in order to make the
cars move.
e. In carbonated drinks, wherein a gas (carbon dioxide) makes the
drinks refreshing
Unlike the other two phases of matter, solids, and liquids, gases exhibit different
properties. Gases are described as not having a definite shape and volume. They also
have a much lower density compared to the other phases. Gas particles, being in constant
random motion, collide with one another and with any surface they are contained in. The
movement and collision of gas particles create pressure, along with the temperature and
volume.
Pressure is commonly measured using a barometer or
a manometer. A barometer measures the atmospheric
pressure. It was invented by Evangelista Torricelli. The first
barometer consisted of a basin with a long tube filled with
mercury.
Picture source:
https://www.chemistryworld.com/opini
on/torricellis-
barometer/1017293.article

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PROPERTIES OF GAS
• No definite shape and volume
Gas assumes the shape and volume of the container since the gaseous
particles are in constant random motion.
• Low Density
A small mass of gas can occupy large
volume or space. This is the reason why during the
early times, tribesmen sent message from one tribe
to another using smoke, since smoke rises.
• Gas diffuses or effuses
Diffusion is the ability of gaseous particles to
scatter in wider space since they are in constant
random motion. An example of this is the aroma of
food all-over the kitchen. Effusion is the ability of
gaseous particles to pass thru a small opening.
• Gas is compressible and expandable
Compression means a very large mass can be placed in a small container
like methane gas in an LPG tank. This can be explained by the very small
diameter of the gas particles compared to the distance between them. The
expansion means a very small mass can occupy a very large space like the mass
of air in a room. It can be explained that gas particles are in constant random
motion, like a small mass of gas occupied a large space like a room.
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• Gas exerts pressure
Pressure is defined as force per unit per area. As you blow more air into a
balloon, after some time, the balloon burst because the air exerts pressure on the
walls of the balloon.
THE GAS LAWS
Different gas laws govern the behavior of gas. The different behavior of gases
influenced by changes in pressure, temperature, and volume can be predicted using
different gas laws.
a. Boyle’s Law
Robert Boyle performed an experiment using a J-tube. He found out
that “at constant temperature, the volume of a fixed amount of dry gas is
inversely proportional to the pressure exerted by the gas”.

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b. Charles’ Law
Jaques Charles was the first one to fly using a hydrogen filled balloon.
He found out that “at constant pressure, the volume of a fixed amount of dry
gas is directly proportional to the absolute temperature”.
c. Amonton’s Law or Gay-Lussac’s Law
Guillaume Amontons made a study on the relationship between
pressure and temperature at constant volume and he found out that “at a
constant volume, the pressure of a gas is directly proportional to absolute
temperature”.

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d. Ideal Gas Law
An ideal gas is defined as one in which the
collision between atoms is perfectly elastic and there
are no intermolecular attractive forces. This law was
proposed by Emile Clapeyron. It is a combination of
Boyle’s Law, Charles’ and Avogadro’s Law.
e. Dalton’s Law of Partial Pressure
In 1801, John Dalton observed that “in a
mixture of two or more non-reacting gases, the total
pressure is equal to the sum of the partial pressure of
the gases”.
f. Avogadro’s Law of Combining Volume
Amedeo Avogadro found out that “when two
gases react, the volumes of the reactants and products
are in whole-number ratios.”
EFFUSION AND DIFFUSION
Thomas Graham formulated his law of effusion. This law states that the rate of
effusion or diffusion of a gas is inversely proportional to the square root of its molar
mass. Effusion is the movement of gas particles through a tiny hole. This is the reason
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why a person can still smell the scent of perfume even if the lid is closed. Diffusion, on
the other hand, is the process by which a gas spreads or mixes with another gas. This is
when the particles of perfume start to mix with air as it volatilizes. Diffusion results from
concentration gradient. Meaning, a gas located in an area with a high concentration
moves to the area with a lower concentration.
Picture source: https://openstax.org/books/chemistry/pages/9-4-effusion-and-diffusion-of-gases

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Written Works 1.7-2
Infographic
1. Define pressure and give the common units of pressure
2. Express the gas laws in equation form
3. Use the gas laws to determine pressure, volume, or temperature of a gas under
certain conditions of change
4. Use the ideal gas equation to calculate pressure, volume, temperature, or
number of moles of a gas
5. Use Dalton’s law of partial pressures to relate mole fraction and partial
pressure of gases in a mixture
6. Apply the principles of stoichiometry to determine the amounts (volume,
number of moles, or mass) of gaseous reactants and products
7. Explain the gas laws in terms of the kinetic molecular theory of gases
8. Relate the rate of gas effusion with molar mass
9. (LAB) Demonstrate Graham’s law of effusion in an experiment.
Directions: Create an infographic about the different gas laws. Make your output in a
short bond paper.
RUBRICS FOR INFOGRAPHIC
21-25 16-20 11-15 0-10

Graphics - All graphics are All graphics are All graphics relate Some graphics are
Relevance related to the topic related to the topic to the topic but not related to the
and make it easier and most make it some are topic.
to understand. easier to confusing.
understand.
Attractiveness The infographic is The infographic is The infographic is The infographic is

exceptionally attractive in terms acceptably distractingly messy
attractive in terms of design, layout, attractive though or very poorly
of design, layout, and neatness. it may be a bit designed. It is not
and neatness. messy. attractive.
Content The content was Content missing Several mistakes The student had
thoroughly minor elements or were made in the little to no
addressed. No contained minor infographic. understanding of
mistakes were errors. the content.
made with regard
to content
knowledge.

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Required The infographic All required All but 1 of the Several required
Elements includes all elements are required elements elements were
required elements included in the are included in the missing.
as well as infographic. infographic.
additional
information.

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Written Works 1.7-3
Quiz
Directions: Identify the word/s being described in each item. Write your answer on the
space provided. (1 point each)
________________ 1. It is the device that measures the atmospheric pressure.
________________ 2. He used J-tube for his experiment.
________________3. It is the combination of Boyle’s Law, Charles’ and Avogadro’s
Law.
________________ 4. It is the property of gas particles to pass through a small opening.
________________ 5. “At constant temperature, the volume of a fixed amount of dry gas
is inversely proportional to the pressure exerted by the gas”.
________________ 6. It is the ability of the gas particles to fit in a small container
despite of its large amount.
________________ 7. He is the first person to fly using a hydrogen filled balloon.
________________ 8. It is the process by which a gas spreads or mixes with another gas.
________________ 9. He formulated the law of effusion.
________________ 10. “At constant volume the pressure of a gas is directly proportional
to absolute temperature”.

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1. How do gas laws apply to everyday life?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. When is pressure evident in daily life?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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REFERENCES
BOOKS:
• Bayquen, A. & Peña, G. (2016). Exploring Life Through Science. Phoenix
Publishing House Inc. 6-25
WEBSITES:
• Analysis of Errors. Retrieved from
http://faculty.sites.uci.edu/chem1l/files/2013/11/RDGerroranal.pdf
• Errors in Measurement. Retrieved from
http://www.brainkart.com/article/Errors-in-Measurement_34435/

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PROGRAM AND SENIOR HIGH SCHOOL GRADE 11

COURSE CODE STEM 002

Date Developed: Document No.

Learning Feedback Diary

Activity Sheet and Rubrics

Learning Outcome Summary

List Module ContentStandard

Date Developed: Document No.

At the end of this module, you will be able to:

1. design using multimedia, demonstrations, or models, a representation or

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ASSESSMENT METHOD: PLATFORM:

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PERFORMANCE STANDARD 1: DESIGN USING MULTIMEDIA,

Special Instructions (Indicate

Date Developed: Document No.

Date Developed: Document No.

Picture source: https://i.dlpng.com/static/png/6505645_preview.png

Summary of Learning Content

1. recognize that substances are made up of smaller particles;

Date Developed: Document No.

It is a fundamental knowledge in chemistry that matter is anything that has mass

composed of atoms. And ions are the particles with charges.

Date Developed: Document No.

In a gas, the particles have a great deal of space between

or volume. If unconfined, the particles of a gas will spread out

indefinitely; if confined, the gas will expand to fill its container

Date Developed: Document No.

particles but they can also expand when heated.

Plasma is the fourth state of matter. It is formed

by heating and ionizing a gas. They are made up of

positively and negatively charged particles. They do not

have definite volume and definite shape. They are often

observed in ionized gases, aurora borealis, lightning, and

The Bose-Einstein condensate is the fifth state of matter produced when of a

cloud of bosons (a type of an elementary particle of matter) is cooled to temperatures

very close to absolute zero. The examples of Bose-Einstein condensate includes

superfluids and superconductors.

classified as physical or chemical and extensive or intensive properties.

1. According to change involved during the measurement of the property:

In physical property, there is no

change in the composition that takes place

during determination or measurement of

Date Developed: Document No.

melting and boiling points, volatility, viscosity, and conductivity. An

remain the same.

In chemical property, there is a

change in the composition that occurs

during the determination or measurement

of properties. An example of this is

flamability. The chemical composition of the wood changes as it is being

burned by the flame.

2. According to dependence on the amount of matter

In extensive property, there is a

change in the value when the amount of

matter or substance is changed. It includes

length, mass, volume, and size. The more

In intensive property, there is no change in the value even if the

amount of matter is changed. It includes density, temperature, freezing

conductivity. For example, the water in the

container is at 30°C. The temperature of the water

will remain the same even if you add 30mL with

the same temperature.

Matter can be classified into two, as a pure substance or as a mixture. A pure