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 Course Description

This course includes a program of activities contributory to the welfare of

the community and the betterment of life for the members of the community
or the enhancement of facilities, especially those in improving health,
education, entrepreneurship, safety, recreation, and morals.
This Course Development Plan aims to ensure that the learners will
have a quality education even in remote learning or while at home.
Included here are the essential plans to make this course a
productive one, not only to the teacher but also to the learners and
the community.

In this document, one can find the course goals and objectives of
Physical Science and the assessments to be used in each objective.
Listed here are the possible topics based on the DepEd Curriculum
Guide and the guiding course objectives on each subject. Included
here is the content delivery that the teacher can use but not be
limited to.
Lesson 5. Reaction Rate, Limiting Reactant, and Amount of Product
in a Reaction

Chemical changes are ordinary occurrences in the surroundings. iron objects become
rusty when exposed to oxygen and water in air. Silver jewelry turns from shiny to dull
gray. When you drop an antacid tablet in a glass of water, you see bubbles as gas is
released. Gasoline reacts with oxygen and burns producing CO2, H2O and energy to
make your car move. In all these, chemical change occurs.
Chemical changes are constantly taking place in the environment. Every day, you use
words that signify chemical changes such as burn, explode, rot, rust, decompose,
corrode, and ferment. These words speak about the ability of a substance to undergo a
specific chemical change which is a chemical property of the substance.

Learning Objectives

At the end of the lesson, learners will be able to:

1. Use simple collision theory to explain the effects of concentration,

temperature, and particle size on the reaction rate.
2. Define catalyst and describe how it affects reaction rate.
3. Determine the limiting reactant in a reaction and calculate the
amount of product formed.
 LESSON 5
REACTION RATE, LIMITING REACTANT, AND
AMOUNT OF PRODUCT IN A REACTION

KEY CONCEPTS

• The rate of a reaction is the speed at which a chemical reaction happens. If a response has a
low rate, the molecules combine at a slower pace than a reaction with a high rate.
• There is another big idea for rates of reaction called collision theory. The collision theory says
that as more collisions in a system occur, more combinations of molecules bounce into each
other.
• If you have more possible combinations, there is a higher chance that the molecules will
complete the reaction. The reaction will happen faster, which means the rate of that reaction
will increase.
• Having sufficient Kinetic Energy is not the only requirement in initiating a reaction. It is also
necessary that the molecules are oriented in a way that will favor a response. (other factors)
FACTORS THAT AFFECT REACTION RATE

•
a. Temperature
• Increasing the temperature of a reaction increases
the kinetic energy of the particles, which increases
the number of collisions, so the reaction rate
increases.
• Increasing the kinetic energy of reactant particles
also means more reactant particles will have the
minimum amount of energy required to form
products, leading to more successful collisions,
and increasing the reaction rate.

Figure 8. Effects of Temperature on Rate of Reaction

b. Concentration
• If there is more of a substance in a system, there is a greater chance that molecules will
collide and speed up the reaction rate.
• Sometimes, when you are in a chemistry lab, you will add one solution to another. For
example, when you want the reaction rate to be slower,
• you will add only a few drops at a time
instead of the entire beaker.

Figure 9. Concentration of Substances

•
c. Particle Size/ Surface Area
• Reducing the size of particles will increase the rate of reaction.
• Breaking the reactant into smaller pieces increases the surface, and more particles are
exposed to the reaction mixture. This results in an increased frequency of collisions and,
therefore, a faster rate of reaction.
 Figure 10. Low vs. High Surface Area

•
d. Catalyst
• A catalyst is a substance that accelerates a reaction by
participating in it without being consumed. Thus, catalysts
provide an alternate reaction pathway to obtain products.
• A certain level of energy is often needed to break the
existing bond; before new bonds can be formed, energy
is released) for the reaction, more reactant particles will
have the minimum power required to develop products,
so the reaction rate increases.

Figure 11. Catalyst Reaction

TYPES OF CATALYST

1. Heterogeneous Catalyst
• The reactants and the catalyst are in different phases.
• Catalyst is usually solid, and the reactant is either a liquid or a gas.
• Homogeneous Catalyst
• Reactants and the catalyst are dispersed in a single phase, usually a liquid.
• Acid and base catalysts are the most important types of this catalyst in liquid solutions.
• Biological Catalyst
• Enzymes are biological catalysts.
• Usually homogeneous because the substrate and enzyme are present in an aqueous solution.
Quiz 5

1. Enumerate the factors that could increase the rate of a chemical reaction (5 pts).

2. What is the role of catalysts in chemical reaction rate? (5 pts)

3. Describe the three types of catalysts in chemical reactions. (5 pts)

 Lesson 6. Energy Sources

There are many sources of energy. In fact, energy is everywhere in the

universe. Lightning and thunderstorm are nature's demonstration of the
presence of energy. Energy is the ability to do work. Energy causes matter to
do work, change position, or move. Rolling stones, flowing water, a star
shining in space, a strong typhoon destroying everything it passes through,
exploding firecrackers, and erupting volcanoes all display energy. How is
energy harnessed from different sources?

Learning Objectives

At the end of the lesson, learners will be able to:

1. To describe how energy is harnessed from different sources: Fossil

Fuels, Biogas, Geothermal, Hydrothermal, Batteries, Solar cells, and Biomass.
 LESSON 6
ENERGY SOURCES

KEY CONCEPTS

• There are many sources of energy, and it is everywhere in the universe.

• Lightning and thunderstorms are nature’s demonstration of the presence of energy.
• Energy is the ability to do work.
• The energy causes matter to do work, change position, or move.

• How is energy harnessed from different sources?

1. Fossil Fuels
• Are combustible materials that took millions of years to form underneath the earth.
• They are also called convenience fuels.
• The fuels that belong to this category are coal, petroleum, and methane gas which is now called
natural gas.
• These types of fuels are extensively used due to their technical convenience and economy.
• The chemical energy stored in these fuels is transformed into heat and light
by the process of burning. This energy is then converted into mechanical energy by an engine
or electrical power by a generator.
 Figure 12. Fossil Fuels

2. Biogas
• Is produced by the anaerobic decomposition of organic materials brought about by certain
varieties of bacteria.
• It is a combustible gas mainly consisting of inflammable hydrocarbon gas called methane (CH 4).
• The raw materials in biogas production are waste materials such as cellulose, fats, oils, proteins,
starches, and sugars (made up of toilet stuff, animal waste, and kitchen refuse).
• They are placed in an airtight container called a digester. And there, methanogenic bacteria and
non-methanogenic bacteria produce methane gas.
• Methane gas is burned to produce heat and light for cooking and lighting purposes.

Figure 13. Uses of biogas

 3. Geothermal
• It is the heat obtained from underneath
the earth and carried to the surface as
steam.
• The heat may be close enough to the
surface, manifested in volcanoes,
geysers, hot springs, and boiling pools.
• This energy may also be in the form of
dry, hot rocks.
• Holes are drilled, after which water is
pumped into the hole, and steam is
pumped out. Steam is used to produce
electricity.

Figure 14. How Geothermal Energy Works

4. Hydrothermal
• Moving water is the source of energy.
• Moving and falling water is used to turn watermills.
• In the past, these turning waterwheels were used to turn millstones.
• Eventually, falling water was used to run turbines and generators to produce electricity.
• Water in dams or from waterfalls are the most common sources of
hydrothermal energy.

Figure 15. Hydrothermal Source

5. Batteries
• Voltaic cells undergo electrochemical processes to produce electrical energy.
• Voltaic cells include dry cells, lead and storage batteries, and fuel cells.
a. A dry cell is a voltaic cell in which the electrolyte is a paste. In one type of dry cell, the
zinc container is filled with a thick, moist electrolyte paste of MnO2, ZnCl2, NH4Cl, and water.
The graphite rod is embedded in the paste. The zinc container is the anode, and the
graphite is the cathode.
 b. A lead storage battery is usually used in cars. The group of voltaic cells connected. Each
cell produces 2-V. A 12-V car battery consists of 6 voltaic cells connected. Each cell has 2V
and consists of lead grids. One set of grids is packed with spongy lead and is called the
anode. The other set is filled with lead oxide and is called the cathode. For both the half-
cells, the electrolyte used is sulfuric acid. Current is produced when lead at the anode and
lead oxide at the cathode is converted to lead sulfide. These processes decrease the
H2SO4 concentration in the battery. Eventually, the battery is discharged.
c. A fuel cell is a device that converts the chemical energy from a fuel into electricity. Fuel
cells require a continuous supply of fuel and oxygen to sustain their chemical reaction. As
long as the supply of these materials is present, fuel cells continue to produce electricity.
Fuel cells are used as backup power for commercial, industrial, and residential use and as
a primary energy source in remote areas. They are also used to power vehicles.

6. Solar cells
• Solar cells are photovoltaic cells usually used for powering homes. Solar energy is used directly
from the Sun. Solar energy systems of solar cells convert the incoming radiant energy from
the Sun directly into a usable form. The sunlight here is now converted to electrical power.
However, solar energy is used on a small scale because the technology involved is costly.

Figure 16. Solar Cells

7. Biomass
• It is formed from plants and animal materials.
• Firewood is the traditional form of biomass.
• The biomass of wood, in this case, is burned directly to provide heat and energy.
• In some instances, wood is first converted into other forms of fuel like alcohol.
• Corn, sugar beets, potatoes, and sugar cane can be converted to alcohol. The alcohol is then
mixed with gasoline and burned in cars. Water lilies are used to produce methane, also called
swamp gas.
Quiz 6

1. Make a list of alternative sources of energy.

2. Why are there sources of energy important? What will happen without them?

Activity 3

3. Make a list of alternative sources of energy. (10 pts)

1st Long Quiz Link: (start date: September 25, 2021)

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nwYsp0XNyNCieBkth_IA25UOEY2QjI3WElNUUVXUVBOSE5SM1MwQ0hQNC4u
 Lesson 7. Household and Personal Care Products

Household and personal care products are important products used at home. Most
of these are cleaning materials and cosmetics. It is important to be aware of the
properties and mode of action of these cleaning and cosmetics products.

Learning Objectives

At the end of the lesson, learners will be able to:

1. identify the active ingredient(s) of cleaning products used at home

2. give the use of the other ingredients in cleaning agents
 LESSON 7
HOUSEHOLD AND PERSONAL CARE
PRODUCTS

SAPONIFICATION

• The process of making soap.

• Hydrolysis of oils and fats by boiling with an aqueous solution of an alkali metal hydroxide.
• Soap, therefore, are an alkali metal (Na, Li, or K) salts of fatty acids.

HOW DO SOAPS CLEAN?

• In a soap molecule, there is a polar end and a nonpolar end.

• The polar end is hydrophilic (water-loving).
• At the other end is a long, nonpolar hydrocarbon chain that is hydrophobic (water-fearing)
• When soap molecules are mixed with dirt or grease, the nonpolar bonds are attracted to the
nonpolar oil and grease particles.
• The dirt or grease is pulled into the water by attracting polar (salt) ends of the soap molecules
to water.
OTHER CLEANING AGENTS

• Cleaning agents are substances that are usually liquids, powders, sprays, or granules.
• They are usually used to remove dirt, dust, stains, bad smells, and clutter on surfaces.
• They are used for health purposes, remove offensive odors, and avoid the spread of dirt.
• Most of them can kill bacteria while cleaning at the same time.
• They are usually water solutions (acidic, alkaline, or neutral).
• They may also be solvent-based or solvent-containing, which are called degreaser.

a. Shampoo- used for washing the hair

b. Borax- a strong cleaner and water softener
c. Lysol- used as a household disinfectant spray
d. Rubbing alcohol or isopropyl alcohol- used as an antiseptic
e. Waxes found in many plants and animals are protective coating for furniture, cars, and
floors.
f. Beeswax comes from the honeycomb, and carnauba wax is derived from palm trees.

EMULSIONS

• It is the colloidal dispersion of liquids in liquids.

• An emulsifying agent is needed for the formation of an emulsion.
• Emulsifying agents allow the formation of colloidal dispersions between liquids that do not
ordinarily mix.

SOME COMMON PERSONAL CARE PRODUCTS

•
a.
1. COSMETICS
• Typical organic compounds that are modified natural oils and fats and a variety of
petrochemically derived agents.
• Some are inorganic compounds that are processed minerals such as iron oxides, talc, zinc oxides
as pigments or colorants that have no solubility in solvents.
• Jojoba oil is used in making lipstick.

•
b.
2. LOTIONS AND CREAMS
• Lanolin extracted from waxes obtained from wool is used in the manufacture of hand and face
lotions.
• It helps in the retention of water and in softening the skin.
 3. DEODORANTS
• Antiperspirants affect odor as well as prevent sweating by affecting sweat glands.
• They are usually in gel form, sprays, or cream.
• Zirconium tetrachlorohydrex
• Potassium alum or ammonium alum deodorant crystals

SOME INGREDIENTS COMMONLY USED IN THE PRODUCTION OF SOME PERSONAL

CARE PRODUCTS:

a. Phenols and phenol derivatives

• Usually used as antiseptics.
• Essential oils of plants that produce the odor or flavor of plants are derivatives of phenol.
• Phenols are used in mouthwashes.
b. Aliphatic alcohols
• They are used in mouthwash, perfumes, and sprays.
• Alcohols are effective as an antiseptic.
c. Ethyl acetate
• It is a solvent widely used for fingernail polish.
d. Fragrant esters
• They are used in perfumes.
• Flowers and flavors of fruits are due to esters.
• Slight esters are volatile to smell them, and they are also soluble in water so we can taste them.
e. Alpha hydroxy acids
• Include glycolic, lactic, malic, tartaric, and citric acids.
• These are used in concentrations of 4-10 percent in skincare products.
• Their primary function is to soften skin cells and to lessen wrinkles.
Quiz 7

1. Describe how soaps clean.

2. List some cleaning agents other than soap. Describe their cleaning ability.

3. What are emulsions? How are they used in the production of personal care products?

Activity 4 (start date: September 29, 2021)

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