GENERAL CHEMISTRY 1

Level: SENIOR HIGH SCHOOL Semester: SECOND

Subject Group: SPECIALIZED SUBJECT Quarter: THIRD

Subject Description: Composition, structure, and properties of matter; quantitative principles, kinetics, and
energetics of transformations of matter; and fundamental concepts of organic chemistry

Course Outline
QUARTER 3
LESSON Content Activity
1 The Properties of Matter and its Enabling Assessment No. 1 35
Various Forms
2 Atomic Structure and Isotopes Performance Task No. 1 35
3 Formulas and Names of Compounds Enabling Assessment No. 2 25
4 Empirical and Formulas Performance Task No. 2 25
5 Chemical Reactions and Equations Enabling Assessment No.3 25
6 Molar Ratios and Theoretical Yield Performance Task No. 3 40
7 Gas Laws Enabling Assessment No. 4 15
8 Gas Stoichiometry Culminating Performance Task 50

CULMINATING PERFORMANCE TASK

Goal: The goal is to create or design a model to represent any of the following
a. Atomic structure
b. Gas Behavior
Role: You are a contributor to a Science Exhibit.
Audience: The target audience will be the teacher and the students that will visit the exhibit.
Situation
• You may make use of any materials available. Use a 1/8 illustration board, create a model of how gas
molecules behave or are positioned. You may use arrows to depict motion. You may also draw. Write a
short description in 3-5 sentences and include it in the model. Be creative 😊

Product/Performance and Purpose: You will create a model that will show how molecules of
gases behaves. Be creative.
Standards and Criteria for Success:
• Your model will be evaluated by the following criteria:
Organization 40 %
Creativity 30 %
Explanation 30 %
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Colegio de Los Baños – GENERAL CHEMISTRY 1

Prerequisite Assessment:
What is matter?

Learning Materials: Module, pen, paper, chemistry books, internet (if applicable)
Prerequisite Content-knowledge: Definition of matter
Prerequisite Skill: Define matter and enumerate its states

INTRODUCTION:
A. TIME ALLOTMENT: 4 hours (synchronous and asynchronous)
B. CONSULTATION: For questions and clarifications, you may consult your subject teacher on the
assigned schedule via face-to-face, FB messenger, mobile number.
C. RUA: At the end of the lesson, you should be able to:
 Use properties of matter to identify substances and to separate them
 Recognize the formulas of common chemical substances
 Compare consumer products on the basis of their components for use, safety, quality and cost
 Describe various simple separation techniques such as distillation, chromatography
D. INSTITUTIONAL VALUES: Critical Thinking
Learners will be able to apply critical thinking in:
Classifying matter and identifying its properties
For Values Integration, you will be able to develop:
A. 21st Century Skills; Basic, scientific and technological literacies & Effective Communication Skills
B. CDLB Values; Integrity, Excellence and Social Responsibility
C. Vision of the K to 12 graduate; Mastery of competencies

E. OVERVIEW OF THE LESSON

This lesson is about matter and its properties. This also includes the particulate nature of matter, states of matter

Chunk 1. Fundamental Concepts of Matter

1. The Particulate Nature of Matter
 All matter is particulate in nature.
 Matter may be composed of atoms, molecules or ions.
How do the they differ from each other?
a. Atoms – the smallest particle
b. Molecules – composed of atoms
c. Ions – particles with charges
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2. States of Matter
a. the macroscopic level (observable by the senses)
State Shape Volume Compressibility Particles
Solid definite definite Incompressible rigid
Liquid indefinite definite Slightly compressible takes the shape of the container
Gas indefinite indefinite Compressible fills the container
b. microscopic view

Figure 1: Solid, liquid, and gaseous states of matter.

3. Properties of Matter
a. What is the difference between physical properties and chemical properties?
In physical properties, no change in composition takes place during the determination or measurement
of these properties. On the other hand, in chemical properties, a change in composition occurs
during the determination or measurement of these properties.

Uses of Chemical
Properties
 to predict whether a
sample will
participate in a
chemical reaction.
 to classify
compounds and find
applications for
them
 to help in
purification,
separation from
other chemicals or
in identification in an
unknown sample.
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b. How do the extensive properties differ from the intensive properties?

Intensive
properties and
extensive
properties are
types of physical
properties of
matter. Extensive
properties change
their value when
the amount of
matter or
substance is
changed.
Meanwhile,
intensive
properties do not
change their value
when the amount
of matter is
changed.

Chunk 2. Classification of Matter

Matter can be subdivided into two general categories: distinct substances and mixture.

How do pure substances differ from mixtures?

Pure substances are composed of only one component, while mixtures are composed of several
components.
Pure Substances Mixtures

What is the difference between elements and compounds?

• Elements are pure substances that are made up of only one kind of atoms.
Examples: iron; gold; mercury
• Compounds are pure substances made up of two or more kinds of atoms.
Examples: salt; sugar; water
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What is the difference between homogeneous and heterogeneous mixtures?

 A homogeneous mixture has a uniform composition and exhibits the same properties in different parts of
the mixture.
 A heterogeneous mixture has a non-uniform composition and its properties vary in different parts of the
mixture.

Chunk 3. Methods of separating mixtures into their component substances

Mixtures come in many forms and phases. Most of them can be separated, and the kind of separation
method depends on the kind of mixture it is.

Some common separation methods:

1. Chromatography is good for separating dissolved substances that have different colors, such as
inks and plant dyes. It works because some of the colored substances dissolve in the liquid better
than others, so they travel further up the paper.

2. Filtration is good for separating an insoluble solid from a liquid. (An insoluble substance is one
that does not dissolve).
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3. Evaporation is good for separating a soluble solid from a liquid (a soluble substance dissolve, to
form a solution.

4. Simple distillation is good for separating a liquid from a solution. For example, water can be
separated from salty water.

Fractional Distillation is good for separating two Magnetic Separation

or more liquids from each other.
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Name: ________________________________ Section: _______________________

LAST NAME, FIRST NAME MIDDLE INITIAL
ENGAGEMENT
ENABLING ASSESSMENT Activity No. 1

A. Complete the
block diagrams
using the words
below:
 atoms
 chemical
property
 compounds
 distillation
 elements
 extensive
property
 filtration
 gas
 heterogeneous
mixtures
 homogeneous
mixtures
 intensive
property
 ions
 liquid
 magnetic
separation
 mixtures
 particles
 physical
property
 pure
substances
 solid
(19 pts)
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ASSIMILATION (Answer and submit this page.)

Classify the following substances according to the three states of matter: Place a ✓ for each. (6pts)
Solid Liquid Gas
a. Iron nail
b. Sugar
c. Syrup
d. Air
e. Ice
f. Alcohol

Which of the following are pure substances and which are mixtures? Place a ✓ for each. (7pts)
Pure Substance Mixture

a. Table sugar

b. Table salt

c. Iodized salt

d. Brown sugar

e. Distilled water

f. Carbonated drinks

g. Oxygen gas (in tank)

h. Human breath

Give your own examples of uses of the following separation method: (5pts)
1. Chromatography
2. Evaporation
3. Filtration
4. Distillation
5. Magnetic separation
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Prerequisite Assessment:

Differentiate an atom from a molecule

Learning Materials: Module, pen, paper, chemistry books, internet (if applicable)
Prerequisite Content-knowledge: particulate nature of matter
Prerequisite Skill: Enumerate the particulate nature of matter

INTRODUCTION:
A. TIME ALLOTMENT: 4 hours (synchronous and asynchronous)
B. CONSULTATION: For questions and clarifications, you may consult your subject teacher on the
assigned schedule via face-to-face, FB messenger, mobile number.
C. RUA: At the end of the lesson, you should be able to:
Recognize common isotopes and their uses.
D. INSTITUTIONAL VALUES: Critical Thinking
Learners will be able to apply critical thinking in:
Solving exercises on isotopes.
For Values Integration, you will be able to develop:
A. 21st Century Skills; Basic, scientific and technological literacies & Effective Communication Skills
B. CDLB Values; Integrity, Excellence and Social Responsibility
C. Vision of the K to 12 graduate; Mastery of competencies

E. OVERVIEW OF THE LESSON

This lesson is about atomic structure of matter and the formation of isotopes.

Chunk 1. Atomic structure

The atom has two distinct regions:
a. the nucleus (very small, dense, and positively charged, and where the protons and neutrons reside)
b. the region outside the nucleus where electrons are located.

Subatomic particles
a. Electron: negatively charged particle discovered by JJ Thompson
b. Proton: positively charged particle discovered by Ernest Rutherford
c. neutron: neutral particle discovered by James Chadwick
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Atomic Number is equal to the number of protons.

Mass Number is equal to the sum of the number of protons and neutrons
𝑨 𝑪
Elements are represented by a nuclide symbol: 𝒁 𝑿
Where A = mass number (no of protons + no of neutrons)
Z= atomic number (no of protons)
C= charge (no of protons - no of electrons)

Atomic structure of the first 10 elements

Atomic Atomic p+ e- n0 Mass Nuclide Atomic Atomic p+ e- n0 Mass Nuclide
Symbol Number (p+n) Symbol Symbol Number Symbol
(p+n)
H 1 1 1 0 1 𝟏
𝟏𝑯 C 6 6 6 6 12 𝟏𝟐
𝟒𝑪
He 2 2 2 2 4 𝟒
𝟐𝑯𝒆 N 7 7 7 7 14 𝟏𝟒
𝟓𝑵
Li 3 3 3 4 7 𝟕
𝟑𝑳𝒊 O 8 8 8 8 16 𝟏𝟐
𝟔𝑶
Be 4 4 4 5 9 𝟗
𝟒𝑩𝒆 F 9 9 9 10 18 𝟏𝟖
𝟗𝑶
B 5 5 5 6 11 𝟏𝟏
𝟒𝑩 Ne 10 10 10 10 20 𝟐𝟎
𝟏𝟎𝑵𝒆

Molecules and Ions

 Molecules are formed when two or more atoms join together chemically.
 Ions are formed when the charge of an atom changes.
When atoms lose or gain electrons in a chemical reaction, the charge will no longer be zero. Instead, the
charge will be positive if the atom loses electrons and negative, if the atom gains electrons.
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Chunk 2. Isotopes
Isotopes are atoms of the same elements having different masses. They have same number of protons
and electrons but different number of neutrons. Isotopes are named according to their masses.

Isotope Atomic p+ n0 Property

Number
Carbon -12 6 6 6 Carbon-12 is stable, meaning it never undergoes radioactive decay
Carbon -13 6 6 7 Carbon-13 is also stable
Carbon -14 6 6 8 Carbon-14 is unstable and undergoes radioactive decay with a half-
life of about 5,730 years

 All elements have isotopes.

 There are two main types of isotopes: stable and unstable (radioactive).
 There are 254 known stable isotopes.
 All artificial (lab-made) isotopes are unstable and therefore radioactive; scientists call them radioisotopes.
 Some elements can only exist in an unstable form (for example, uranium).

Hydrogen is the only element whose isotopes

have unique names: deuterium for hydrogen
with one neutron and tritium for hydrogen with
two neutrons.

 Average atomic mass is the weighted average of the atomic masses of the naturally occurring isotopes of
an element. This is dependent on both the mass and the relative abundance of each isotope.

Example: Naturally occurring copper consists of Calculate the average atomic mass.
69.17% copper-63, which has an atomic mass Copper-63 (0.6917)(62.929598) = 43.53
of 62.929598 amu and 30.83% copper-65 Copper-65 (0.3083)(64.927793) =+20.02
which has an atomic mass of 64.927793. 63.55
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Name: ________________________________ Section: _______________________

LAST NAME, FIRST NAME MIDDLE INITIAL

ENGAGEMENT and ASSIMILATION

Mini Performance Task No.1

Objective: To determine the components of atoms

Complete the following tables.
A. Elements (no net charge) (15pts) B. Ions (10pts)
Nuclide Atomic Proton Electron Neutron Mas
Symbol Numbe s s s s
Nuclide Atomic p+ e- n0 Mass r P+ e- n0 (p+n
Symbol Number (p+n) )
𝟐𝟕 13 13 13 14 27 𝟑𝟏 −𝟑
𝟏𝟏𝑨𝒍
15 15 18 16 31
𝟏𝟓𝑷
𝟏𝟗 − 9 9 10 10 19
21 45 𝟗𝑭

28 57 𝟓𝟔 +𝟑
𝟗𝑭𝒆
30 30 35 𝟑𝟐 −𝟐
𝟏𝟔𝑺
35 45
B. Isotopes and Average Atomic Mass. Solve the following problems
1) Sulfur has two isotopes, 32S, which is 98.00% of the sulfur and 35S, which is 2.00% of the sulfur. What is
average atomic mass of sulfur? (4pts)

2) Find the average atomic mass of magnesium.

(4pts)

Mass Percent 3) Complete the table for hydrogen isotopes

Exact Mass
Number Abundance (3pts)
ISOTOPE PROTIUM DEUTERIUM TRITIUM
24 23.985042 78.99
(Hydrogen)
25 24.985837 10.00
Atomic 1 1 1
26 25.982593 11.01 Number
Mass 1 2 3
Average atomic mass Number
No of
protons
No of 1 1 1
electrons
No of
Neutrons
 Prerequisite Assessment: 12
Colegio de Los Baños – GENERAL CHEMISTRY 1
Differentiate ionic and covalent compounds.

Learning Materials: Module, pen, paper, chemistry books, internet (if applicable)
Prerequisite Content-knowledge: Types of Chemical Compounds
Prerequisite Skill: Identifying the types of chemical compounds

INTRODUCTION:
A. TIME ALLOTMENT: 4 hours (synchronous and asynchronous)
B. CONSULTATION: For questions and clarifications, you may consult your subject teacher on the
assigned schedule via face-to-face, FB messenger, mobile number.
C. RUA: At the end of the lesson, you should be able to:
 Represent compounds using chemical formulas, structural formulas and models
 Name compounds given their formula and write formula given the name of the compound
D. INSTITUTIONAL VALUES: Critical Thinking
Learners will be able to apply critical thinking in:
Nomenclature of compounds
For Values Integration, you will be able to develop:
A. 21st Century Skills; Basic, scientific and technological literacies & Effective Communication Skills
B. CDLB Values; Integrity, Excellence and Social Responsibility
C. Vision of the K to 12 graduate; Mastery of competencies

E. OVERVIEW OF THE LESSON

This lesson is about the nomenclature of various compounds.

Chunk 1. Writing Formulas and Naming Compounds for Ionic Compounds

Process Question: How are ionic compounds named and represented?

The primary function of chemical nomenclature is to ensure that a spoken or written chemical name leaves
no doubt concerning which chemical compound the name refers to: each chemical name should refer to a
single substance.

Recall in your Grade 9 Science, ionic and molecular (covalent) bonds were discussed and differentiated.
The crucial initial step in chemical nomenclature is identifying when a compound is ionic or molecular
(covalent).

Ionic Compounds
 An ionic compound is a chemical compound in which ions are held together by ionic bonds. Usually,
the positively charged portion consists of metal cations and the negatively charged portion is an
anion or polyatomic ion. Ionic compounds have high melting and boiling points, and they tend to be
hard and brittle.
 Ions can be single atoms, as the sodium and chlorine in common table salt (sodium chloride), or
more complex (polyatomic) groups such as the carbonate in calcium carbonate. But to be
considered an ion, they must carry a positive charge (cations) or negative charge(anions).
 Metals form cations and nonmetals form anions.
 Most cations and anions can combine to form solid compounds that are usually known as salts. The
one overriding requirement is that the resulting compound must be electrically neutral, which means
that the net charge of the ions should be zero.
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How do we recognize ionic compounds?
There are two ways to recognize ionic compounds.
1. Compounds between metal and nonmetal elements are usually ionic. For example,
CaBr2 contains a metallic element (calcium, a group 2 [or IIA] metal) and a nonmetallic element
(bromine, a group 17 [or VIIA] nonmetal). Therefore, it is most likely an ionic compound. (In fact,
it is ionic.) In contrast, the compound NO2 contains two elements that are both nonmetals
(nitrogen, from group 15 [or V A], and oxygen, from group 16 [or VI A]. It is not an ionic compound;
it belongs to the category of covalent compounds discussed elsewhere. Also note that this
combination of nitrogen and oxygen has no electric charge specified, so it is not the nitrite ion.
2. If you recognize the formula of a polyatomic ion in a compound, the compound is ionic. For
example, if you see the formula Ba(NO 3)2, you may recognize the “NO3” part as the nitrate ion,
NO3−. (Remember that the convention for writing formulas for ionic compounds is not to include
the ionic charge.) This is a clue that the other part of the formula, Ba, is actually the Ba 2+ ion, with
the 2+ charge balancing the overall 2− charge from the two nitrate ions. Thus, this compound is
also ionic.
Writing formulas for ionic compounds
 Refer to the figure below to determine the charge of a given ion.
Examples:
Given Symbol Description No of valence(outermost) e-
sodium ion Na+ Na is a Group IA 1
Element
calcium ion +2 Ca is a Group IIA 2
Ca
Element
aluminum +3 Al is a Group IIIA 3
Al
ion Element
nitrogen ion -3 N is a Group VA 5 (needs 3 electrons added to complete octet rule
N
Element that is why the charge is -3)
oxygen ion -2 N is a Group VA 6 (needs 3 electrons added to complete octet rule
O
Element that is why the charge is -2)
fluorine ion - N is a Group VA 7 (needs 1 electron added to complete octet rule
F
Element that is why the charge is -1)
iron(III) +3 Fe is a Group B element +3
Fe
manganese Mn+4 Mn is a Group B +3
(IV) element
Notes: The symbol + means (+1), - means (-1).

Group B elements have variable charges and the Roman Numeral inside the parenthesis indicates the
charge.
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Example: Write the formula for sodium combined with sulfur.

Solution
Crisscross Method Write the formula for sodium
combined with sulfur
1. Write the symbol and charge of the cation (metal) first and the anion
(nonmetal) second. Na+ S2−
2. Transpose only the number of the positive charge to become the subscript
of the anion and the number only of the negative charge to become the
subscript of the cation.
3. Reduce to the lowest ratio. This step is not necessary.
4. Write the final formula. Leave out all subscripts that are 1. Na2S

Example: Write the formula for lead (IV) oxide.

Solution
Write the formula for
Crisscross Method
lead (IV) oxide
1. Write the symbol and charge of the cation (metal) first and the anion
Pb4+ O2−
(nonmetal) second.
2. Transpose only the number of the positive charge to become the subscript of
the anion and the number only of the negative charge to become the subscript of
the cation.
3. Reduce to the lowest ratio. Pb2O4
4. Write the final formula. Leave out all subscripts that are 1. PbO2
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Polyatomic Ions
 Some ions consist of groups of atoms bonded together and have an overall electric charge.
Because these ions contain more than one atom, they are called polyatomic ions. Polyatomic
ions have characteristic formulas, names, and charges that should be memorized. For
example, NO3− is the nitrate ion; it has one nitrogen atom and three oxygen atoms and an
overall 1−.
 The rule for constructing formulas for ionic compounds containing polyatomic ions is the same
as for formulas containing monatomic (single-atom) ions: the positive and negative charges
must balance. If more than one of a particular polyatomic ion is needed to balance the charge,
the entire formula for the polyatomic ion must be enclosed in parentheses, and the numerical
subscript is placed outside the parentheses. This is to show that the subscript applies to the
entire polyatomic ion. An example is Ba(NO3)2.
 Some Polyatomic Ions
Name Formula Name Formula
ammonium ion NH4+ nitrate ion NO3−
acetate ion C2H3O2− (also written nitrite ion NO2−
CH3CO2−)
carbonate ion CO32− permanganate ion MnO4−
chromate ion CrO42− phosphate ion PO43−
dichromate ion Cr2O72− hydrogen phosphate ion HPO42−
hydrogen carbonate HCO3− dihydrogen phosphate ion H2PO4−
ion (bicarbonate ion)
cyanide ion CN− sulfate ion SO42−
hydroxide ion OH− hydrogen sulfate ion HSO4−
(bisulfate ion)
nitrite ion NO2− sulfite ion SO32−

Example: Write the formula for calcium nitrate.

Solution
Write the formula for
Crisscross Method
calcium nitrate
1. Write the symbol and charge of the cation (metal) first and the anion
Ca2+NO3−
(nonmetal) second.
2. Transpose only the number of the positive charge to become the subscript of
the anion and the number only of the negative charge to become the subscript of
the cation.
3. Reduce to the lowest ratio. Ca1(NO3)2
4. Write the final formula. Leave out all subscripts that are 1. If there is only 1 of
Ca(NO3)2
the polyatomic ion, leave off parentheses.

Example: Write the chemical formula for an ionic compound composed of the potassium ion and the sulfate
ion.
Solution
Explanation Answer
Potassium ions have a charge of 1+, while sulfate ions have a charge of 2−. We will need
two potassium ions to balance the charge on the sulfate ion, so the proper chemical formula K2SO4
is K2SO4.
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Naming Ionic Compounds
 Start with the cation, then the anion.
If the cation is a Type I or main group (“A” group) If the cation is a Type II metal (“B” Group),
metal, the Stock system is used.
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Colegio de Los Baños – GENERAL CHEMISTRY 1
 If the anion is a nonmetal, drop the ending of the element name and adding “-ide” in its place. Thus, the
anion formed by the element chloride is called “chloride”, and the anion formed by oxygen is “oxide”.
 If the anion is a polyatomic ion, you must know its name.
 Examples:

ammonium sulfate Other examples:

a. (NH4)2S: ammonium sulfide
b. AlPO4: aluminum phosphate
c. Fe3(PO4)2: iron(III) phosphate

A Simple Guide for Naming Compounds

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Colegio de Los Baños – GENERAL CHEMISTRY 1
Chunk 2. Writing and Naming Covalent Compounds
Process Question: How are covalent compounds named and represented?
A. Molecular (Covalent) Compounds
Molecular compounds are made when two or more elements share electrons in a covalent bond to connect
the elements. Typically, non-metals tend to share electrons, make molecular or covalent bonds, and thus,
form molecular or covalent compounds.
 Naming Compounds
1. Remove the ending of the second element, and add “ide” just like in ionic compounds.
2. When naming molecular compounds prefixes are used to dictate the number of a given element
present in the compound. ” mono-” indicates one, “di-” indicates two, “tri-” is three, “tetra-” is four,
“penta-” is five, and “hexa-” is six, “hepta-” is seven, “octo-” is eight, “nona-” is nine, and “deca” is ten.
3. If there is only one of the first element, you can drop the prefix. For example, CO is carbon
monoxide, not monocarbon monoxide.
4. If there are two vowels in a row that sound the same once the prefix is added (they “conflict”), the
extra vowel on the end of the prefix is removed. For example, one oxygen would be monooxide, but
instead it’s monoxide. The extra o is dropped.
Generally, the more electropositive atom is written first, followed by the more electronegative atom with
an appropriate suffix. For example, H2O (water) can be called dihydrogen monoxide (though it’s not
usually). Organic molecules (molecules made of C and H along with other elements) do not follow this
rule.
Examples:  SO2 is called sulfur dioxide
 SiI4 is called silicon tetraiodide
 SF6 is called sulfur hexafluoride
 Writing Formulas
1. Name the first nonmetal in the formula, using the full name of the element.
2. Name the second nonmetallic element but change the ending of its name to –ide
Use a prefix in front of each name to tell how many atoms of each element are in the compound as indicated
by the subscripts in the formula. Use mono-= 1; di- =2; tri- =3; tetra- =4, etc. (Exception: Never use
“mono-“ in front of the first element name.) the prefixes from numbers 1 through 8 should be memorized.
Example: BF3 would be named boron trifluoride; P2O5 would be disphosphorus pentoxide.
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Colegio de Los Baños – GENERAL CHEMISTRY 1
Chunk 3. Naming Acids
Process Question: How are acids named and represented?

 Acids are named by the anion they form This chart provides the nomenclature of some common
when dissolved in water. Depending on anions and acids
what anion the hydrogen is attached to,
acids will have different names.
 Simple acids, known as binary acids,
have only one anion and one hydrogen.
These anions usually have the ending “-
ide.” As acids, these compounds are
named starting with the prefix “hydro-,”
then adding the first syllable of the anion,
then the suffix “-ic.” For example, HCl,
which is hydrogen and chlorine, is called
hydrochloric acid.

More complex acids have oxygen in the compound. There is a simple set of rules for these acids.
1. Any polyatomic ion with the suffix “-ate” uses the suffix “-ic” as an acid. So, HNO3 will be nitric acid.
2. When you have a polyatomic ion with one more oxygen than the “-ate” ion, then your acid will have
the prefix “per-” and the suffix “-ic.” For example, the chlorate ion is ClO3–. Therefore, HClO4 is called
perchloric acid.
3. With one fewer oxygen than the “-ate” ion, the acid will have the suffix “-ous.” For example, chlorous
acid is HClO2.
4. With two fewer oxygen than the “-ate” ion, the prefix will be “hypo-” and the suffix will be “-ous.” For
example, instead of bromic acid, HBrO3, we have hypobromous acid, HBrO.
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Colegio de Los Baños – GENERAL CHEMISTRY 1
Name: ________________________________ Section: _______________________
LAST NAME, FIRST NAME MIDDLE INITIAL

Enabling Assessment Activity No. 2

ENGAGEMENT Write the chemical formulas for the following:
1) NaBr: ________________________

2) MgCl2: ________________________

3) iron (II) sulfide: _________________________

4) K2O: _________________________

5) NaNO3: _________________________

6) K2SO4: _________________________

7) H2S: _________________________

8) HF: _________________________

9) HNO3: _________________________

10) HNO2: _________________________

11) H2SO4: _________________________

12) H3PO4: _________________________

13) N2S: _____________________________

14) PH3: _____________________________

ASSIMILATION Write the chemical name of the following compounds

15) silver nitrate: _________________________

16) potassium iodide: _________________________

17) nitrogen dioxide: _________________________

18) barium chloride: _________________________

19) nitrogen trichloride: ______________________

20) dinitrogen trioxide ______________________

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Colegio de Los Baños – GENERAL CHEMISTRY 1
Prerequisite Assessment:

Find the atomic mass for a) oxygen b) hydrogen

Learning Materials: Module, pen, paper, chemistry books, internet (if applicable)
Prerequisite Content-knowledge: atomic mass
Prerequisite Skill: Determining the atomic mass of an element from the periodic table

INTRODUCTION:
A. TIME ALLOTMENT: 4 hours (synchronous and asynchronous)
B. CONSULTATION: For questions and clarifications, you may consult your subject teacher on the
assigned schedule via face-to-face, FB messenger, mobile number.
C. RUA: At the end of the lesson, you should be able to:
 Calculate the empirical formula from the percent composition of a compound
 Calculate molecular formula given molar mass
D. INSTITUTIONAL VALUES: Critical Thinking
Learners will be able to apply critical thinking in:
Solving exercises on empirical and molecular formula.
For Values Integration, you will be able to develop:
A. 21st Century Skills; Basic, scientific and technological literacies & Effective Communication Skills
B. CDLB Values; Integrity, Excellence and Social Responsibility
C. Vision of the K to 12 graduate; Mastery of competencies

E. OVERVIEW OF THE LESSON

This lesson is about the determination of empirical and molecular formula.

STUDENT’S EXPERIENTIAL LEARNING

 The formula mass/weight is the sum of the atomic weights of all of the ions in one formula unit of an
ionic compound.
 The molecular mass/weight is the sum of the atomic weights of all the atoms in a molecule of a
molecular compound.
 The percent composition by mass is the ratio of the masses of one element in a compound to the mass
of the entire compound expressed as a percent.

Examples:
1. The formula mass of NaCl and its % Composition
No of Atomic Mass No of atoms x Atomic % Composition=𝑀𝑎𝑠𝑠 𝑝𝑒𝑟 𝐴𝑡𝑜𝑚 (100)
𝑇𝑜𝑡𝑎𝑙 𝑀𝑎𝑠𝑠
Atoms (from the Periodic Mass
Table)
Na 1 22.99 (1)(22.99)=22.99 22.99
(100) = 39.339
58.44
Cl 1 35.45 (1)(35.45)=35.45 35.45
(100) = 60.661
58.44
Total 58.44 100.000
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Colegio de Los Baños – GENERAL CHEMISTRY 1

2. The molecular mass of H2O and its % Composition

No of Atomic Mass No of atoms x Atomic % Composition=𝑀𝑎𝑠𝑠 𝑝𝑒𝑟 𝐴𝑡𝑜𝑚 (100)
𝑇𝑜𝑡𝑎𝑙 𝑀𝑎𝑠𝑠
Atoms (from the Periodic Mass
Table)
H 1 x 2=2 1.01 (2)(1.01)=2.02 2.02
(100) = 11.210
18.02
O 1 16.00 (1)(16.00)=16.00 16.00
(100) = 88.790
18.02
Total 18.02 100.000

3. The formula mass of ammonium sulfate is (NH4)2SO4 and its % Composition

𝑔
No of Atomic Mass, No of atoms x Atomic % Composition=𝑀𝑎𝑠𝑠 𝑝𝑒𝑟 𝐴𝑡𝑜𝑚 (100)
𝑚𝑜𝑙 𝑇𝑜𝑡𝑎𝑙 𝑀𝑎𝑠𝑠
Atoms (from the Periodic Mass
Table)
N 1 x 2 =2 14.01 (2)(14.01)=28.02 28.02
(100) = 21.200
132.17
H 4 x 2=8 1.01 (8)(1.01)=8.08 8.08
(100) = 6.113
132.17
S 1 32.07 (1)(32.07)=32.07 32.07
(100) = 24.264
132.17
O 4 16.00 (4)(16.00)=64.00 64.00
(100) = 48.422
132.17
Total 132.17 99.999≈
100.000
Determining Empirical and Molecular Formula
 The empirical formula is the simplest formula for a compound.
 A molecular formula is the same as or a multiple of the empirical formula, and is based on the actual
number of atoms of each type in the compound.
 For example, if the empirical formula of a compound is C 3H8, its molecular formula may be C3H8, C6H16 ,
etc.
 An empirical formula is often calculated from elemental composition data. The weight percentage of each
of the elements present in the compound is given by this elemental composition.

Steps in determining the Empirical and Molecular Formula

1. Find the number of moles of each element in a sample of the molecule.
Using 100.00 gas basis. % composition = mass of each element
Example: 65.00% C = 65.00 g C
65.00𝑔
No of moles = mass/atomic mass 
12.01𝑔/𝑚𝑜𝑙
2. Find the ratios between the number of moles of each element.
Look for the atomic mass value at the periodic table. Divide the no of moles/atomic mass
3. Find the empirical formula by dividing the ratio by the lowest ratio
4. Find the molecular mass of the empirical formula.
5. Find the number of empirical formula units in the molecular formula.
𝑚𝑜𝑙𝑎𝑟 𝑚𝑎𝑠𝑠
𝐸𝑚𝑝𝑖𝑟𝑖𝑐𝑎𝑙 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 𝑢𝑛𝑖𝑡 =
𝑒𝑚𝑝𝑖𝑟𝑖𝑐𝑎𝑙 𝑓𝑜𝑟𝑚𝑢𝑙𝑎 𝑚𝑎𝑠𝑠

6. Find the molecular formula.

Molecular Formula = (𝐸𝑚𝑝𝑖𝑟𝑖𝑐𝑎𝑙 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 𝑢𝑛𝑖𝑡)(𝐸𝑚𝑝𝑖𝑟𝑖𝑐𝑎𝑙 𝐹𝑜𝑟𝑚𝑢𝑙𝑎)
Examples:
Determine the empirical formula for a compound with the following elemental composition: 40.00% C, 6.72%
H, 53.29% O.
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Colegio de Los Baños – GENERAL CHEMISTRY 1
Percent Mass Atomic mass, No of Moles= Mass/ # of atoms
Composition Using a basis of g/mol (from Atomic mass (this will be the
by Mass % 100g (1.00%=1.00 g) subscripts)
Periodic Table

C 40.00 12.01 (40.00/12.01) =3.33 3.33/3.33=1

H 6.71 1.01 (6.71/1.01) =6.65 6.65/3.33≈2

O 53.29 16.00 (53.29/16.00) =3.33 3.33/3.33=1

Empirical formula: CH2O

Determine the molecular formula from of a compound which contains 6.44g N and 14.72g O and has a molar
mass of 92.0 g.

Mass (Given Atomic mass, g/mol No of Moles # of atoms

directly)

N 6.44 14.01 (6.44/14.01) = 0.46 0.46/0.46=1

O 14.72 16.00 (14.72/16) = 0.92 0.92/0.46≈2

Empirical Formula: NO2

Empirical Formula Mass: N=1(14.01)=14.01

O=2(16.00) =32.00
46.01g/mol
𝐸𝑚𝑝𝑖𝑟𝑖𝑐𝑎𝑙 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 𝑢𝑛𝑖𝑡
𝑚𝑜𝑙𝑎𝑟 𝑚𝑎𝑠𝑠
=
𝑒𝑚𝑝𝑖𝑟𝑖𝑐𝑎𝑙 𝑓𝑜𝑟𝑚𝑢𝑙𝑎 𝑚𝑎𝑠𝑠
92.00
= =2
46.01

Molecular Formula: 2[NO2] = N2O4

 24
Colegio de Los Baños – GENERAL CHEMISTRY 1
Name: ________________________________ Section: _______________________
LAST NAME, FIRST NAME MIDDLE INITIAL

PERFORMANCE TASK NO. 2

Empirical and Molecular Formula

1. A compound is found to contain 64.80 % carbon, 13.62 % hydrogen, and 21.58 % oxygen by weight. What is
the empirical formula for this compound?
Percent Mass Atomic mass, No of Moles = Mass/atomic # of atoms
Composition by Using a basis g/mol mass
Mass % of 100g
(1.00%=1.00 g)
C

Empirical formula: __________

2. Caffeine has the following percent composition: carbon 49.48%, hydrogen 5.19%, oxygen 16.48% and nitrogen
28.85%. Its molecular weight is 194.19 g/mol. What is its molecular formula?

Percent Composition Mass Atomic No of Moles = # of atoms

by Mass % Using a basis of 100g mass, g/mol Mass/atomic mass
(1.00%=1.00 g)
C

Empirical Formula: ________

Empirical Formula Mass (EFM):
C

EFM
𝑚𝑜𝑙𝑎𝑟 𝑚𝑎𝑠𝑠
𝑅𝑎𝑡𝑖𝑜 = =
𝑒𝑚𝑝𝑖𝑟𝑖𝑐𝑎𝑙

Molecular Formula: _____________

 25
Colegio de Los Baños – GENERAL CHEMISTRY 1

Prerequisite Assessment:

What is chemical change?

Learning Materials: Module, pen, paper, chemistry books, internet (if applicable)
Prerequisite Content-knowledge: Chemical change
Prerequisite Skill: Identifying chemical change

INTRODUCTION:
A. TIME ALLOTMENT: 4 hours (synchronous and asynchronous)
B. CONSULTATION: For questions and clarifications, you may consult your subject teacher on the
assigned schedule via face-to-face, FB messenger, mobile number.
C. RUA: At the end of the lesson, you should be able to:
 Write and balance chemical equations
 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

D. INSTITUTIONAL VALUES: Critical Thinking

Learners will be able to apply critical thinking in:
Solving exercises on balancing of equations.
For Values Integration, you will be able to develop:
A. 21st Century Skills; Basic, scientific and technological literacies & Effective Communication Skills
B. CDLB Values; Integrity, Excellence and Social Responsibility
C. Vision of the K to 12 graduate; Mastery of competencies

E. OVERVIEW OF THE LESSON

This lesson is about the chemical reactions and chemical equations.

STUDENT’S EXPERIENTIAL LEARNING

Chunk 1. Chemical Reactions
Process Question: What is a chemical reaction?
A chemical reaction is the process by which substances bond together (or break bonds) and, in doing so,
either release or consumes energy. Indications that a chemical reaction has occurred may be water is
produced, formation of solids, formation of bubbles, color change, change in temperature, change in taste
of consumable goods and change in odor.

Types of chemical reactions in aqueous solutions

 combustion reaction : C10H8  10 CO2 + 4 H2O
 synthesis reaction or combination reaction: 8Fe + S8 8 FeS
 decomposition reaction: 2 H2O  2H2 +O2
 Single Displacement: Mg +2H2O  Mg(OH)2 +H2
 Double Displacement: Pb(NO3)2 + 2Kl  PbI2 + 2KNO3
 Acid-base: HBr +NaOH  NaBr +H2O
 26
Colegio de Los Baños – GENERAL CHEMISTRY 1

Chunk 2. Balancing Chemical Equations

Process Question: Why is it important to balance a chemical equation?

A chemical equation is the shorthand that scientist use to describe a chemical reaction.
Reactants  Products
H2 + O2  H2O
2H2 + O2  2H2O

Balancing Chemical Equations

 Chemical reactions are represented by chemical equations.
 The Law of Conservation of Mass is the principle followed in balancing the coefficients of chemical
equations.
 Steps in balancing a chemical equation:
The simplest and most generally useful method for balancing chemical equations is “inspection,” better
known as trial and error. The following is an efficient approach to balancing a chemical equation using
this method.
Steps in Balancing a Chemical Equation
1. Identify the most complex substance.
2. Beginning with that substance, choose an element that appears in only one reactant and one product,
if possible. Adjust the coefficients to obtain the same number of atoms of this element on both sides.
3. Balance polyatomic ions (if present) as a unit.
4. Balance the remaining atoms, usually ending with the least complex substance and using fractional
coefficients if necessary. If a fractional coefficient has been used, multiply both sides of the equation
by the denominator to obtain whole numbers for the coefficients.
5. Check your work by counting the numbers of atoms of each kind on both sides of the equation to be
sure that the chemical equation is balanced.
Example:
To demonstrate this approach, let’s use the combustion of n-heptane (Equation 44) as an example.
1. Identify the most complex substance. The most complex substance is the one with the largest
number of different atoms, which is C7H16C7H16. We will assume initially that the final balanced
chemical equation contains 1 molecule or formula unit of this substance.
2. Adjust the coefficients. Try to adjust the coefficients of the molecules on the other side of the
equation to obtain the same numbers of atoms on both sides. Because one molecule of n-heptane
contains 7 carbon atoms, we need 7 CO 2 molecules, each of which contains 1 carbon atom, on
the right side:
C7H16+O2→7CO2+H2O (5)
3. Balance polyatomic ions as a unit. There are no polyatomic ions to be considered in this
reaction.
 27
Colegio de Los Baños – GENERAL CHEMISTRY 1

4. Balance the remaining atoms. Because one molecule of n-heptane contains 16 hydrogen
atoms, we need 8 H2O molecules, each of which contains 2 hydrogen atoms, on the right side:
C7H16+O2→7CO2 + 8H2O (6)
The carbon and hydrogen atoms are now balanced, but we have 22 oxygen atoms on the right side
and only 2 oxygen atoms on the left. We can balance the oxygen atoms by adjusting the
coefficient in front of the least complex substance, O2, on the reactant side:
C7H16(l)+11O2(g)→7CO2(g)+8H2O(g) (7)
5. Check your work. The equation is now balanced, and there are no fractional coefficients: there
are 7 carbon atoms, 16 hydrogen atoms, and 22 oxygen atoms on each side. Always check to be
sure that a chemical equation is balanced. The assumption that the final balanced chemical
equation contains only one molecule or formula unit of the most complex substance is not always
valid, but it is a good place to start.
Consider, for example, a similar reaction, the combustion of isooctane (C8H18C8H18). Because the
combustion of any hydrocarbon with oxygen produces carbon dioxide and water, the unbalanced
chemical equation is as follows:
C8H18(l)+O2(g)→CO2(g)+H2O(g) (8)
1. Identify the most complex substance. Begin the balancing process by assuming that the final
balanced chemical equation contains a single molecule of isooctane.
2. Adjust the coefficients. The first element that appears only once in the reactants is carbon: 8
carbon atoms in isooctane means that there must be 8 CO 2 molecules in the products:
C8H18(l)+O2(g)→8CO2(g)+H2O(g) (9)
3. Balance polyatomic ions as a unit. This step does not apply to this equation.
4. Balance the remaining atoms. Eighteen hydrogen atoms in isooctane means that there must
be 9 H2O molecules in the products:
C8H18(l)+O2(g)→8CO2(g)+9H2O(g) (10)
The carbon and hydrogen atoms are now balanced, but we have 25 oxygen atoms on the right side
and only 2 oxygen atoms on the left. We can balance the least complex substance, O 2, but
because there are 2 oxygen atoms per O2 molecule, we must use a fractional coefficient (25/2) to
balance the oxygen atoms:
C8H18(l)+25O2(g)→8CO2(g)+9H2O(g) (11)
Equation 11 is now balanced, but we usually write equations with whole-number coefficients. We can
eliminate the fractional coefficient by multiplying all coefficients on both sides of the chemical
equation by 2:
2C8H18(l)+25O2(g)→8CO2(g)+9H2O(g) (12)
5. Check your work. The balanced chemical equation has 16 carbon atoms, 36 hydrogen atoms,
and 50 oxygen atoms on each side.
Balancing equations requires some practice on your part as well as some common sense. If you find
yourself using very large coefficients or if you have spent several minutes without success, go back and
make sure that you have written the formulas of the reactants and products correctly.
 28
Colegio de Los Baños – GENERAL CHEMISTRY 1

ANSWER SHEET (Please submit only the answers. Do not return the entire module.)
Name: ________________________________ Section: _______________________
LAST NAME, FIRST NAME MIDDLE INITIAL

ENABLING ASSESSMENT NO. 3

Balancing Chemical Equations

ENGAGEMENT
Enter your answers in the gaps. Every space will require a coefficient. Unlike when we balance equations
in class, you will have to include coefficients of "one" by typing in a value of "1."
1. H2 + O2 → H2O

2. H2 + N2 → NH3

3. Al2O3 → Al + O2

4. KClO3 → KCl + O2

5. S8 + O2 → SO2

6. C2H6 + O2 → CO2 + H2O

7. Al2(SO4)3 + Ca(OH)2 → Al(OH)3 + CaSO4

8. P4 + O2 → P2O5

9. Ag + S8 → Ag2S

10. Al + Br2 → AlBr3

ASSIMILATION
11. Cr + O2 → Cr2O3

12. NaClO3 → NaCl + O2

13. AlBr3 + Cl2 → AlCl3 + Br2

14. Na + H2O → NaOH + H2

15. AlI3 + HgCl2 → AlCl3 + HgI2

 29
Colegio de Los Baños – GENERAL CHEMISTRY 1

Prerequisite Assessment:

What is the importance of balancing chemical equations?

Learning Materials: Module, pen, paper, chemistry books, internet (if applicable)
Prerequisite Content-knowledge: atomic mass
Prerequisite Skill: Determining the atomic mass of an element from the periodic table

INTRODUCTION:
A. TIME ALLOTMENT: 4 hours (synchronous and asynchronous)
B. CONSULTATION: For questions and clarifications, you may consult your subject teacher on the
assigned schedule via face-to-face, FB messenger, mobile number.
C. RUA: At the end of the lesson, you should be able to:
 Calculate percent yield and theoretical yield of the reaction
 Explain the concept of limiting reagent in a chemical reaction; identify the excess reagent(s)
 Determine mass relationship in a chemical reaction
D. INSTITUTIONAL VALUES: Critical Thinking
Learners will be able to apply critical thinking in:
Solving exercises on stoichiometry.
For Values Integration, you will be able to develop:
A. 21st Century Skills; Basic, scientific and technological literacies & Effective Communication Skills
B. CDLB Values; Integrity, Excellence and Social Responsibility
C. Vision of the K to 12 graduate; Mastery of competencies

E. OVERVIEW OF THE LESSON

This lesson is about the determination of percent yield and theoretical yield of the reaction and identifying
the limiting and excess reactants in a chemical reaction

STUDENT’S EXPERIENTIAL LEARNING

Chunk 1. Mass relationships in chemical reactions
A properly balanced chemical equation shows the molar ratios of each of the species present, whether
they are reactants or products.
EX: the combustion of propane as an example:
C3H8 +5O2  3CO2 + 4H2O
The ratios found in this equation are as follows:
1 mol propane : 5 mol oxygen
1 mol propane : 3 mol carbon dioxide
1 mol propane : 4 mol water
5 mol oxygen : 3 mol carbon dioxide
5 mol oxygen : 4 mol water
3 mol carbon dioxide : 4 mol water
 30
Colegio de Los Baños – GENERAL CHEMISTRY 1

Theoretical and Actual Yield

 The theoretical yield is the amount of a given product one would expect would be produced based solely
on the molar ratios and the amount of each starting material.
 The actual yield is a measured quantity and will either be given in problems or it will be the amount you
need to find.

Mass to Mass Calculations

IF given the reaction: A  B
This is the typical path to determine the mass of B, when mass of A is given
grams A  moles A  moles B  grams B

BCA Method
Before
Change
After
Note: This method isn’t about being “easier” or more simple. Rather, it is about having a better conceptual
understanding of the process of stoichiometry calculations.

BCA Tables: The Process

Step 1: Write the balanced equation.

Step 2: Make sure you have moles for your starting value. (Convert from grams to moles using the molar
mass if needed.)

Step 3: Insert the starting moles into the BCA Table and complete the “B” Row.
If no starting amount of reactant is specified in the question, students write “XS” to show there is more than
enough reactant for the reaction to proceed to completion. Before the reaction has started, no products
have formed yet so students write in zero.

Step 4: Calculate the changes necessary based on the mole ratio of the balanced equation. (Complete the
“C” Row.)
The “change” line is where the molar ratio from the balanced chemical reaction comes in. Use the
coefficients from the balanced equation to fill in the rest of the change line.
Reactants are consumed that is why the sign is (-). Products are formed that is why the sign is (+)
Step 5: Calculate the “A” Row.
To fill in the “after” line, the student performs some simple arithmetic.

Step 6: Convert any values from the “A” Row into grams (if needed) by using the molar mass.

Examples:
1. Dihydrogen sulfide gas, which smells like rotten eggs, burns in air to produce sulfur dioxide and water. How
many moles of oxygen gas would be needed to completely burn 2.4 moles of hydrogen sulfide? How many
moles of each product would be produced?
Step 1: Write the balanced equation. 2 H2 S (g) + 3 O2 (g)  2 SO2 (g) + 2 H2O (g)

Step 2: Make sure you have moles for your starting value. (Convert from grams to moles if needed.) The
given is already in moles so no need to convert.

Step 3: Insert the starting moles into the BCA Table and complete the “B” Row.
 31
Colegio de Los Baños – GENERAL CHEMISTRY 1

Step 4: Calculate the changes necessary based on the mole ratio of the balanced equation. (Complete the
“C” Row.)
Step 5: Calculate the “A” Row.

2 H2S 3 O2 2 SO2 2 H2O

B 2.4 𝑚𝑜𝑙 XS 0 0
C −2.4 𝑚𝑜𝑙 3 𝑚𝑜𝑙𝑒𝑠 𝑂2 2 𝑚𝑜𝑙𝑒𝑠 𝑆𝑂2 2 𝑚𝑜𝑙𝑒𝑠 𝐻2 𝑂
−2.4 𝑚𝑜𝑙 𝐻2 𝑆 ( ) 2.4 𝑚𝑜𝑙 𝐻2 𝑆 ( ) 2.4 𝑚𝑜𝑙 𝐻2 𝑆 ( )
2 𝑚𝑜𝑙𝑒𝑠 𝐻2 𝑆 2 𝑚𝑜𝑙𝑒𝑠 𝐻2 𝑆 2 𝑚𝑜𝑙𝑒𝑠 𝐻2 𝑆
= −3.6 𝑚𝑜𝑙
A 0 XS 2.4 𝑚𝑜𝑙 2.4 𝑚𝑜𝑙
How many moles of each product would be produced?
Answer: 2.4 𝑚𝑜𝑙 SO2, 2.4 𝑚𝑜𝑙 H2o

2. A chemist has 23.5 g of copper (II) chloride and lots of aluminum foil. How many grams of each product can
the chemist produce by reacting the copper (II) chloride with the aluminum foil?
Step 1: Write the balanced equation. 2 Al + 3 CuCl2  2 AlCl3 + 3 Cu
Step 2: Make sure you have moles for your starting value. (Convert from grams to moles using the molar mass.)
23.5 grams CuCl2  moles
Molar Mass of CuCl2
Cu: (1)(63.55)=63.55 1 𝑚𝑜𝑙 𝐶𝑢𝐶𝑙2
Cl: (2)(35.45)=70.90 23.5𝑔 𝐶𝑢𝐶𝑙2 ( ) = 0.1748 𝑚𝑜𝑙 𝐶𝑢𝐶𝑙2
134.45𝑔 𝐶𝑢𝐶𝑙2
134.45 g/mol

Step 3: Insert the starting moles into the BCA Table and complete the “B” Row.
Step 4: Calculate the changes necessary based on the mole ratio of the balanced equation. (Complete the “C”
Row.)
Step 5: Calculate the “A” Row.
2 Al 3 𝐶𝑢𝐶𝑙2 2 AlCl3 3Cu
B XS 0.1748 𝑚𝑜𝑙 𝐶𝑢𝐶𝑙2 0 0
C 2 𝑚𝑜𝑙 𝐴𝑙 -0.1748 𝑚𝑜𝑙 𝐶𝑢𝐶𝑙2 2 𝑚𝑜𝑙 𝐴𝑙𝐶𝑙3 3𝑚𝑜𝑙 𝐶𝑢
−0.1748𝑚𝑜𝑙 𝐶𝑢𝐶𝑙2 ( ) +0.1748 𝑚𝑜𝑙 𝐶𝑢𝐶𝑙2 ( ) +0.1748 𝑚𝑜𝑙 𝐶𝑢𝐶𝑙2 ( )
3 𝑚𝑜𝑙 𝐶𝑢𝐶𝑙2 3 𝑚𝑜𝑙 𝐶𝑢𝐶𝑙2 3 𝑚𝑜𝑙 𝐶𝑢𝐶𝑙2
= −0.1165

A XS 0 0.1165𝑚𝑜𝑙 0.1748 𝑚𝑜𝑙

Step 6: Convert any values from the “A” Row into grams (if needed) by using the molar mass.
0.1165 𝑚𝑜𝑙 𝐴𝑙𝐶𝑙3  𝑔 𝐴𝑙𝐶𝑙3
Molar Mass of CuCl2 133.33𝑔 𝐴𝑙𝐶𝑙3
Al: (1)(26.98)=26.98 0.1165 𝑚𝑜𝑙 𝐴𝑙𝐶𝑙3 ( ) = 𝟐𝟕. 𝟏𝟎𝒈 𝑨𝒍𝑪𝒍𝟑
1 𝑚𝑜𝑙 𝐴𝑙𝐶𝑙3
Cl: (3)(35.45)=106.35
133.33 g/mol

0.1748 𝑚𝑜𝑙 𝐶𝑢 𝑔𝐶𝑢

Atomic Mass of Cu: 63.55 g/mol 63.55𝑔 𝐶𝑢
0.1748𝑚𝑜𝑙 𝐶𝑢 ( ) = 𝟏𝟏. 𝟏𝟏𝒈 𝑪𝒖
1 𝑚𝑜𝑙 𝐶𝑢
 32
Colegio de Los Baños – GENERAL CHEMISTRY 1

Chunk 2. Limiting and Excess Reagents

 An excess reactant is one that is not completely used up when the reaction is complete
 The limiting reactant is the one that will be used up before any of the others
 For limiting excess reactant problems, the amount of the two reactants are given initially.
 Because of this, the moles of the limiting reactant are what determine the theoretical yield of a reaction
 To find out which reactant is the limiting reactant you use the molar ratios given in the balanced chemical
equation and examine the lesser amount of reactant in moles.
Example: 2.55 grams of silver nitrate and 1.97 grams of potassium iodide are each dissolved in water and
combined. The solutions react to form a precipitate of silver iodide and an aqueous solution of potassium
nitrate. How many grams of the precipitate form? How many grams of excess reactant was left?

Step 1: Write the balanced equation.

AgNO3(aq) + Kl (aq)  Agl(ppt) +KNO3(aq)

Step 2: Make sure you have moles for your starting value. (Convert from grams to moles if needed.) The
given is mass so conversion to moles is necessary
2.55 grams AgNO3  moles
Molar Mass of AgNO3
Ag: (1)(107.87)=107.87 1 𝑚𝑜𝑙 𝐴𝑔𝑁𝑂3
N: (1)(14.01)=14.01 2.55𝑔 𝐴𝑔𝑁𝑂3 ( ) = 0.0151 𝑚𝑜𝑙 𝐴𝑔𝑁𝑂3
169.01𝑔 𝐴𝑔𝑁𝑂3
O: (3)(16.00)=48.00
169.01 g/mol

1.97 grams KI  moles

Molar Mass of KI
K: (1)(39.10)= 39.10 1 𝑚𝑜𝑙 𝐾𝐼
I: (1)(126.90)= 126.90 1.97 𝑔 𝐾𝐼 ( ) = 0.0119 𝑚𝑜𝑙 𝐾𝐼
166.00 𝐾𝐼
166.00 g/mol

Step 3: Insert the starting moles into the BCA Table and complete the “B” Row.
Step 4: Calculate the changes necessary based on the mole ratio of the balanced equation. (Complete the “C”
Row.)
Step 5: Calculate the “A” Row.

AgNO3 Kl Agl KNO3

B 0.0151 mol 0.0119 mol 0 0
Excess Reactant Limiting Reactant
C −0.0119 𝑚𝑜𝑙 𝐾𝐼 1𝑚𝑜𝑙 𝐴𝑔𝑁𝑂3 1𝑚𝑜𝑙 𝐴𝑔𝑁𝑂3 1𝑚𝑜𝑙 𝐴𝑔𝑁𝑂3
−0.0119 𝑚𝑜𝑙 𝐾𝐼 ( ) 0.0119 𝑚𝑜𝑙 𝐾𝐼 ( ) 0.0119 𝑚𝑜𝑙 𝐾𝐼 ( )
1 𝑚𝑜𝑙 𝐾𝐼 1 𝑚𝑜𝑙 𝐾𝐼 1 𝑚𝑜𝑙 𝐾𝐼

A 0.0151 − 0.0119 = 0.0032 0 0.0119 𝑚𝑜𝑙 0.0119 𝑚𝑜𝑙

Step 6: Convert any values from the “A” Row into grams (if needed) by using the molar mass.
How many grams of the precipitate form?
0.0119 𝑚𝑜𝑙 AgI  𝑔 AgI
Molar Mass of AgI 234.77𝑔 𝐴𝑔𝐼
0.0119 𝑚𝑜𝑙 𝐴𝑔𝐼 ( ) = 2.79 𝑔 𝐴𝑔𝐼
Ag: (1)(107.87)= 107.87 1 𝑚𝑜𝑙 𝐴𝑔𝐼
I: (1)(126.90)= 126.90
234.77 g/mol
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Colegio de Los Baños – GENERAL CHEMISTRY 1

How many grams of excess reactant was left?

0.0032𝑚𝑜𝑙 AgNO3 𝑔 AgNO3
Molar Mass of AgNO3
Ag: (1)(107.87)=107.87
N: (1)(14.01)=14.01
O: (3)(16.00)=48.00
169.01 g/mol

169.01𝑔 𝐴𝑔𝑁𝑂3
0.0032 𝑚𝑜𝑙 𝐴𝑔𝑁𝑂3 ( )
1𝑚𝑜𝑙 𝐴𝑔𝑁𝑂3
= 0.541 𝑔 𝐴𝑔𝑁𝑂3
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Colegio de Los Baños – GENERAL CHEMISTRY 1

ANSWER SHEET (Please submit only the answers. Do not return the entire module.)
Name: ________________________________ Section: _______________________
LAST NAME, FIRST NAME MIDDLE INITIAL

ENGAGEMENT
PERFORMANCE TASK NO. 3
A. When heated, sodium hydrogen carbonate decomposes to form sodium carbonate water and carbon
dioxide. If we start with 5.5 grams of sodium hydrogen carbonate, how many grams of sodium carbonate
will be produced?

Step 1: Write the balanced equation.

_______________________________________

Step 2: Make sure you have moles for your starting value. (Convert from grams to moles if needed.) The given is
mass so conversion to moles is necessary.

Step 3: Insert the starting moles into the BCA Table and complete the “B” Row.
Step 4: Calculate the changes necessary based on the mole ratio of the balanced equation. (Complete the “C”
Row.)
Step 5: Calculate the “A” Row.

Step 6: Convert any values from the “A” Row into grams (if needed) by using the molar mass.

How many grams of sodium carbonate will be produced?___________________________

 35
Colegio de Los Baños – GENERAL CHEMISTRY 1

B. The combustion reaction: CH4 + 2O2 --> CO2 + 2H2O, started with 10.0 mol CH4 and
15.0 mol O2. How much of CO2 was produced in grams? How much of the excess reactant in grams
was left?
Step 1: Write the balanced equation.
_______________________________________

Step 2: Make sure you have moles for your starting value. (Convert from grams to moles if needed.) The given
is mass so conversion to moles is necessary.

Step 3: Insert the starting moles into the BCA Table and complete the “B” Row.
Step 4: Calculate the changes necessary based on the mole ratio of the balanced equation. (Complete the “C”
Row.)
Step 5: Calculate the “A” Row.

Step 6: Convert any values from the “A” Row into grams (if needed) by using the molar mass.

How much of CO2 was produced in grams?

How much of the excess reactant in grams was left?

 36
Colegio de Los Baños – GENERAL CHEMISTRY 1

Prerequisite Assessment:

Describe the gas phase.

Learning Materials: Module, pen, paper, chemistry books, internet (if applicable)
Prerequisite Content-knowledge: Properties of gases
Prerequisite Skill: Describe the mass and volume of gases

INTRODUCTION:
A. TIME ALLOTMENT: 4 hours (synchronous and asynchronous)
B. CONSULTATION: For questions and clarifications, you may consult your subject teacher on the assigned
schedule via face-to-face, FB messenger, mobile number.
C. RUA: At the end of the lesson, you should be able to:
 Define pressure and give the common units of pressure
 Use the gas laws to determine pressure, volume, or temperature of a gas under certain conditions of
change
 Use the ideal gas equation to calculate pressure, volume, Temperature, or number of moles of a gas
 Use Dalton’s law of partial pressures to relate mole fraction and partial pressure of gases in a mixture

D. INSTITUTIONAL VALUES: Critical Thinking

Learners will be able to apply critical thinking in:
Solving exercises on gas laws.
For Values Integration, you will be able to develop:
A. 21st Century Skills; Basic, scientific and technological literacies & Effective Communication Skills
B. CDLB Values; Integrity, Excellence and Social Responsibility
C. Vision of the K to 12 graduate; Mastery of competencies

E. OVERVIEW OF THE LESSON

This lesson is about the gas laws.

STUDENT’S EXPERIENTIAL LEARNING

Chunk 1. Pressure of a Gas
Pressure is a force exerted by the substance per unit area on another substance. The pressure of a
gas is the force that the gas exerts on the walls of its container.

The unit of pressure in the SI system is the Pascal (Pa), defined as the force of one newton per square
meter: 1Pa=1N/m2

In chemistry, it is more common to express pressures in units of atmospheres or torr:

1 atm = 101325 Pa = 760 torr ≈ 760 mm Hg
Torr and millimeters of mercury (mm Hg, defined as a one millimeter difference in the height of a
mercury barometer at 0°C) are nearly equivalent. Another unit of pressure used in meteorology is the bar:
1 bar = 105 N/m2 = 750.06 torr = 0.987 atm.

Since the quantities measured can have such a wide range, a standardized prefix system has been set in
place.
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Colegio de Los Baños – GENERAL CHEMISTRY 1

Chunk 2. The Gas Laws

 Boyle’s Law: “At constant temperature, the volume of a given sample of a gas is inversely proportional
to pressure”
P1V1=P2V2 Where V1 = initial volume
V2 = final volume
P1 = initial pressure
V2 = final pressure

 Charles’ Law: “At constant pressure, the volume of the given sample of gas is directly proportional to
its absolute temperature”
𝑽𝟏 𝑽𝟐 Where V1 = initial volume
= V2 = final volume
𝑻𝟏 𝑻𝟐
T1= initial absolute temperature of the gas (in Kelvin)
T2= final absolute temperature of the gas (in Kelvin)

 Avogadro’s Law
Avogadro's gas law states the volume of a gas is proportional to the number of moles of gas present
when temperature and pressure are held constant.
𝑽𝟏 𝑽𝟐 Where V1 = initial volume,
= n1 = initial number of moles
𝒏𝟏 𝒏𝟐 V2 = final volume
n2 = initial number of moles

 Ideal Gas Equation

The combined gas law develops into the ideal gas law:
PV = nRT Where
P = pressure
V = volume
n = number of moles
𝐽
R = the gas constant with a value of 8.314472 (15) or 0.0821
𝑚𝑜𝑙 𝐾
𝐿 𝑎𝑡𝑚
𝑚𝑜𝑙 𝐾
T = temperature value in Kelvin.

 Dalton’s Law of partial pressures

“The pressure of a mixture of gases is the sum of the partial pressures of the individual components.” –
John Dalton
Ptotal = P1 + P2 + P3 + ………..+ Where Ptotal is the pressure of the atmosphere,
P1 + P2 + P3 + ………..+ Pn indicates the partial
Pn
pressures of gases present in a mixture
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Colegio de Los Baños – GENERAL CHEMISTRY 1

PName: ________________________________ Section: _______________________

LAST NAME, FIRST NAME MIDDLE INITIAL

ENGAGEMENT
Enabling Assessment Activity No. 4
Pressure Conversion Problems

1 atm = 101.3 kPa = 101,325 Pa = 760 mm Hg = 760 torr = 14.7 lb/in2 (psi)

1. The air pressure for a certain tire is 109 kPa. What is this pressure in atmospheres?
2. The air pressure inside a submarine is 0.62 atm. What would be the height of a column of mercury
balanced by this pressure?
3. The weather news gives the atmospheric pressure as 1.07 atm. What is this atmospheric pressure in torr?
4. An experiment at Sandia National Labs in New Mexico is performed at an atmospheric pressure of 758.7
mm Hg. What is this pressure in atm?
5. A bag of potato chips is sealed in a factory near sea level. The atmospheric pressure at the factory is
761.3 mm Hg. The pressure inside the bag is the same. What is the pressure inside the bag of potato
chips in Pa?

ASSIMILATION
1. What pressure is required to compress 196.0 liters of air at 1.00 atmosphere into a cylinder whose volume
is 26.0 liters?
2. If 15.0 liters of neon at 25.0 °C is allowed to expand to 45.0 liters, what must the new temperature be to
maintain constant pressure?
3. The gases in a hair spray can are at a temperature of 27 o C and a pressure of 30 lbs/in2. If the gases in the
can reach a pressure of 90 lbs/in2, the can will explode. To what temperature must the gases be raised in
order for the can to explode? Assume constant volume. (630 oC)
4. A gas balloon has a volume of 106.0 liters when the temperature is 45.0 °C and the pressure is 740.0 mm
of mercury. What will its volume be at 20.0 °C and 780 .0 mm of mercury pressure?
5. A sample of argon gas at STP occupies 56.2 liters. Determine the number of moles of argon and the mass
of argon in the sample.
 39
Colegio de Los Baños – GENERAL CHEMISTRY 1

Prerequisite Assessment:

What is stoichiometry?

Learning Materials: Module, pen, paper, chemistry books, internet (if applicable)
Prerequisite Content-knowledge: Stoichiometry
Prerequisite Skill: Performing stoichiometric calculations

INTRODUCTION:
A. TIME ALLOTMENT: 4 hours (synchronous and asynchronous)
B. CONSULTATION: For questions and clarifications, you may consult your subject teacher on the
assigned schedule via face-to-face, FB messenger, mobile number.
C. RUA: At the end of the lesson, you should be able to:
 Apply the principles of stoichiometry to determine the amounts (volume, number of moles, or mass)
of gaseous reactants and products
 Relate the rate of gas effusion with molar mass
TITUTIONAL VALUES: Critical Thinking
Learners will be able to apply critical thinking in:
Solving exercises on gas stoichiometry
For Values Integration, you will be able to develop:
A. 21st Century Skills; Basic, scientific and technological literacies & Effective Communication Skills
B. CDLB Values; Integrity, Excellence and Social Responsibility
C. Vision of the K to 12 graduate; Mastery of competencies

E. OVERVIEW OF THE LESSON

This lesson is about stoichiometry in gases.

Student’s Experiential Learning

Chunk 1. Stoichiometric Calculations
Stoichiometric calculations involving gases allow us to convert between mass, number of moles, and most
importantly, volume of gases. The following relationship makes this possible:

1 mole of any gas at STP (standard temperature and pressure, 273 K and 1 atm) occupies a volume of
22.4 L.

Example
4NH3(g) + 7O2(g) → 4NO2(g)+ 6H2O(l)
According to the above reaction, what volume of NO2(g) is produced from the combustion of 100 g of
NH3(g), assuming the reaction takes place at STP
From the periodic table, we can determine that the molar mass of ammonia, NH3(g), is 17 g/mol, and
perform the following stoichiometric calculation:
 40
Colegio de Los Baños – GENERAL CHEMISTRY 1

Example

If 4.000 grams of hydrogen peroxide is placed within a sealed 250 milliliter container at 500 K. What is the
pressure of the oxygen gas produced in atmospheres?
2H2O2→2H2O+O2
Solution
First, we need to determine the moles of O2 produced, just like any other stoichiometric problem.

With the moles of oxygen determined, we can now use the Ideal Gas Law to determine the pressure.

The volume (250 mL = 0.25 L) and temperature (500 K) are already given to us, and R (0.0820574 Latm
mol-1K-1) is a constant.

GAS DIFFUSION
Diffusion is the gradual mixing of gases due to the motion of their component particles even in the
absence of mechanical agitation such as stirring. The result is a gas mixture with uniform composition.
Diffusion is also a property of the particles in liquids and liquid solutions and, to a lesser extent, of solids
and solid solutions. The related process, effusion, is the escape of gaseous molecules through a small
(usually microscopic) hole, such as a hole in a balloon, into an evacuated space.
The phenomenon of effusion had been known for thousands of years, but it was not until the early 19th
century that quantitative experiments related the rate of effusion to molecular properties. The rate of
effusion of a gaseous substance is inversely proportional to the square root of its molar mass. This
relationship is referred to as Graham’s law, after the Scottish chemist Thomas Graham (1805–1869). The
ratio of the effusion rates of two gases is the square root of the inverse ratio of their molar masses:

rate of effusion A 𝑀𝐵
=√
rate of effusion B 𝑀𝐴

Graham Law states that

“The rate of effusion of a gaseous substance is inversely proportional to the square root of its molar mass.”
Graham’s law is an empirical relationship that states that the ratio of the rates of diffusion or effusion of two
gases is the square root of the inverse ratio of their molar masses.
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Colegio de Los Baños – GENERAL CHEMISTRY 1

During World War II, scientists working on the first atomic bomb were faced with the challenge of finding a
way to obtain large amounts of U235. Naturally occurring uranium is only 0.720% U235, whereas most of
the rest (99.275%) is U238, which is not fissionable (i.e., it will not break apart to release nuclear energy)
and also actually poisons the fission process. Because both isotopes of uranium have the same reactivity,
they cannot be separated chemically. Instead, a process of gaseous effusion was developed using the
volatile compound UF6 (boiling point = 56°C).
1. Calculate the ratio of the rates of effusion of 235UF6 and 238UF6 for a single step in which UF6 is allowed
to pass through a porous barrier. (The atomic mass of 235U is 235.04, and the atomic mass of 238U is
238.05.)
235
Given: isotopic content of naturally occurring uranium and atomic masses of U and 238U
Asked for: ratio of rates of effusion
Strategy: Calculate the molar masses of 235UF6 and 238UF6, and then use Graham’s law to determine the
ratio of the effusion rates. Use this value to determine the isotopic content of 235UF6 after a single effusion
step.
Solution: A The first step is to calculate the molar mass of UF 6 containing 235U and 238U. Luckily for the
success of the separation method, fluorine consists of a single isotope of atomic mass 18.998. The molar
mass of 235UF6 is 234.04 + (6)(18.998) = 349.03 g/mol
The molar mass of 238UF6 is
238.05 + (6)(18.998) = 352.04 g/mol
The difference is only 3.01 g/mol (less than 1%). The ratio of the effusion rates can be calculated from
Graham’s law

(𝑟𝑎𝑡𝑒 𝑜𝑓 𝑒𝑓𝑓𝑢𝑠𝑖𝑜𝑛 235𝑈𝐹6 )/ 352.04

238 =√ = 1.0043
(𝑟𝑎𝑡𝑒 𝑜𝑓 𝑒𝑓𝑓𝑢𝑠𝑖𝑜𝑛 𝑈𝐹6 ) 349.03

Gaseous particles are in constant random motion. Gaseous particles tend to undergo diffusion because
they have kinetic energy. Diffusion is faster at higher temperatures because the gas molecules have
greater kinetic energy. Effusion refers to the movement of gas particles through a small hole. Graham's
Law states that the effusion rate of a gas is inversely proportional to the square root of the mass of its
particles.

Kinetic Molecular Theory of Gases

Assumptions:
1. Particles of gases are in constant, random, straight-line motion.
2. Molecules of a gas are separated by great distances which make the gas mostly empty space.
3. Each molecule acts independently of all the others.
4. Individual molecules upon collision may or may not gain energy.
 42
Colegio de Los Baños – GENERAL CHEMISTRY 1

Culminating Performance Task:

Goal: The goal is to create or design a model to represent any of the following:
A. Atomic structure
B. Gas behavior

Role: You are a contributor to a Science Exhibit.

Audience: The target audience will be the teacher and the students that will visit the exhibit.

Situation
• You can make a 3d model of the atom or a video simulation to illustrate how gas behaves. You will also
prepare a short description of your output.

Product/Performance and Purpose:

 You will create a 3d model of the atom or a video simulation to illustrate how gas behaves.

Standards and Criteria for Success:

• Your model will be evaluated by the following criteria:
Organization 40 %
Creativity 30 %
Explanation 30 %