Earth science quarter 1 module 1, Study Guides, Projects, Research of Earth science

Download Earth science quarter 1 module 1 and more Study Guides, Projects, Research Earth science in PDF only on Docsity! ® PIVGK LEARNER'S MATERIAL QUARTER 2 Science  Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and the authors do not represent nor claim ownership over them. This module was carefully examined and revised in accordance with the standards prescribed by the DepEd Regional Office 4A and CLMD CALABARZON. All parts and sections of the module are assured not to have violated any rules stated in the Intellectual Property Rights for learning standards. The Editors K to 12 Learning Delivery Process Descriptions What I need to know This part presents the MELC/s and the desired learning outcomes for the day or week, purpose of the lesson, core content and relevant samples. This maximizes awareness of his/her own knowledge as regards content and skills required for the lesson. What is new What I know This part presents activities, tasks and contents of value and interest to learner. This exposes him/her on what he/she knew, what he/she does not know and what he/she wants to know and learn. Most of the activities and tasks simply and directly revolve around the concepts of developing mastery of the target skills or MELC/s. What is in What is it What is more In this part, the learner engages in various tasks and opportunities in building his/her knowledge, skills and attitude/values (KSAVs) to meaningfully connect his/her concepts after doing the tasks in the D part. This also exposes him/her to real life situations/tasks that shall: ignite his/ her interests to meet the expectation; make his/her performance satisfactory; and/or produce a product or performance which will help him/her fully understand the target skills and concepts . What I can do What else I can do What I have learned This part brings the learner to a process where he/she shall demonstrate ideas, interpretation, mindset or values and create pieces of information that will form part of his/her knowledge in reflecting, relating or using them effectively in any situation or context. Also, this part encourages him/her in creating conceptual structures giving him/her the avenue to integrate new and old learnings. What I can achieve In tr o d u c ti o n D e v e lo p m e n t E n g a g e m e n t A s s im il a ti o n This module is a guide and a resource of information in understanding the Most Essential Learning Competencies (MELCs). Understanding the target contents and skills can be further enriched thru the K to 12 Learning Materials and other supplementary materials such as Worktexts and Textbooks provided by schools and/or Schools Division Offices, and thru other learning delivery modalities, including radio-based instruction (RBI) and TV-based instruction (TVI). Parts of PIVOT 4A Learner’s Material 6 PIVOT 4A CALABARZON Science G9 Fig. 1 Solar System Model; planets revolving around the sun In this lesson, you will learn how the Quantum Mechanical Model of the atom describes the energies and positions of the electrons. In particular, we will develop a picture of the electron arrangements in atoms – a picture that allows us to account for the chemistry of the various elements. Let’s start by reviewing the Bohr’s model of the atom. At the beginning of the 20th century, a new field of study known as quantum mechanics emerged. One of the founders of this field was a Danish physicist Niels Bohr, who was interested in explaining the discrete line spectrum observed when light was emitted by different elements. Bohr was also interested in the structure of the atom, which was a topic of much debate at the time. Numerous models of the atom had been postulated based on experimental results including the discovery of the electron by J. J. Thomson and the discovery of the nucleus by Ernest Rutherford. Bohr supported the planetary model, in which electrons revolved around a positively charged nucleus like the rings around Saturn—or alternatively, the planets around the sun. Lesson The Quantum Mechanical Model WEEK 1 I The Bohr Model of the Atom In 1911, at the age of twenty-five, Niels Bohr received his Ph.D. in Physics. He was convinced that the atom could be pictured as a small positive nucleus with electrons orbiting around it. Over the next two years, Bohr constructed a model of the hydrogen atom with quantized energy levels. Bohr pictured the electron moving in circular orbits corresponding to the various allowed energy levels. He suggested that the electron could jump to a different orbit by absorbing or emitting a photon of light with exactly the correct energy content. 7 PIVOT 4A CALABARZON Science G9 The Wave Mechanical Model of the Atom By the mid-1920s, it had become apparent that the Bohr’s model was incorrect. Scientists needed to pursue a totally new approach. Two young physicists, Louis Victor De Broglie from France and Erwin Schrödinger from Austria, suggested that because light seems to have both wave and particle characteristics (it behaves simultaneously as a wave and as a stream of particle), the electron might also exhibit both of these characteristics. Although everyone had assumed that the electron was a tiny particle, these scientists said it might be useful to find out whether it could be described as a wave. When Schrödinger carried out a mathematical analysis based on this idea, he found out that it led to a new model for the hydrogen atom that seemed to apply equally well to other atoms – something Bohr’s model failed to do. We will now explore a general picture of this model, which is called the wave mechanical model of the atom. In the Bohr’s model, the electron was assumed to move in circular orbits. In the wave mechanical model, on the other hand, introduced a mathematical description of the electron’s motion called a wave function or atomic orbital. Orbitals are nothing like orbits. Squaring the orbital gives the volume of space in which the probability of finding the electron is high, the electron cloud (electron density). The model in Figure 3, gives no information about when the electron occupies a certain point in space or how it moves. In fact, we have good reasons to believe that we can never know the details of electron motion. But one thing we feel confident about is that the electron does not orbit the nucleus in circles as Bohr suggested. Schrödinger’s equation required the use of quantum numbers to describe each electron within an atom corresponding to the orbital size, shape, and orientation in space. Later it was found that one needed a quantum number associated with the electron spin. At first, Bohr’s model appeared very promising. It fit the hydrogen atom very well. However, when this model was applied to atoms other than hydrogen, it did not work. In fact, further experiments showed that the Bohr’s model is fundamentally incorrect. Although the Bohr model paved the way for later theories, it is important to realize that the current theory of atomic structure is not the same as the Bohr model. Electrons do not move around the nucleus in circular orbits like planets orbiting the sun. Surprisingly, as we shall see later in this lesson, we do not know exactly how the electrons move in an atom. Quantum Numbers and Orbitals The first quantum number is the principle quantum number (n) that describes the size and energy of the or- bital and relative distance from the nucleus. The possible values of n are positive integers (1, 2, 3, 4 and so on). The smaller the value of n, the lower the energy, and the closer to the orbital is to the nucleus. We sometimes refer to the principle quantum number as designating the shell the electron is occupying. 10 PIVOT 4A CALABARZON Science G9 Fig. 5 Filling Atomic Orbitals We can also represent the electron configuration by using a box diagram, in which orbitals are represented by boxes grouped by sublevel with small arrows indicating the electrons. The s-orbital is represented as 1 box with maximum of 2 electrons; p-orbital having 3 boxes with maximum of 6 electrons; d-orbital having 5 boxes with maximum of 10 electrons; and f-orbital having 7 boxes with maximum of 14 electrons. and so forth: 2p 1s 3d10 4f14 In applying electrons to the boxes using the arrows, you must first complete the “upward arrows” for all boxes before applying the remaining “downward arrows”. Let’s have an example: For hydrogen, the electron configuration and box diagram are H: 1s1 Configuration Box Diagram The arrow represents an electron spinning in a particular direction. The next element is helium, it has two protons in its nucleus and so has two electrons. Because the 1s orbital is the most desirable, both electrons go there but with opposite spins. For helium, the electron configuration and box diagram are He: 1s2 For fluorine, the electron configurations and box diagram (nine electrons) are Fe: 1s22s22p5 1s 2s 2p 11 PIVOT 4A CALABARZON Science G9 D Learning Task 1: Write TRUE if the statement is correct and write FALSE if the statement is incorrect. Write your answer on a separate sheet of paper. 1. The smaller the value of n, the lower the energy, and the closer to the orbital is to the nucleus. 2. If l = 1, then the orbital is called a d-orbital; looks like an hourglass or dumbbell shape. 3. If n = 5, the possible values of l are 0, 1, 2, 3, 4, 5. 4. The Pauli exclusion principle states that no two electrons in an atom can have the same set of the four quantum numbers. 5. Using box diagram, d-orbital can be represented by having 5 electrons with maximum of 10 boxes. E Learning Task 3: Answer the following questions. Write your answer in a separate sheet. 1. List all the four quantum numbers. a. b. c. d. 2. If n = 6, What are the values of l ? 3. If n = 7 and l = 5, then what are the possible values of ml? 4. If the values of l are 0, 1, 2, 3, 4, 5, 6, 7, 8 what is the value of n? A Learning Task 5: Choose the letter of the correct answer. Write your answer on a separate sheet of paper. 1. What is the electronic configuration of Lithium? (Lithium has 3 electrons) A. 1s12s2 B. 1s3 C. 1s12s12p1 D. 1s22s1 2. Boron has 5 electrons. Which of the following below is Boron’s electronic configuration? A. 1s5 B. 1s22s22p1 C. 1s22s12p2 D. 1s12s22p2 3. Any s-subshell can hold up to maximum of how many electrons? A. 10 B. 14 C. 2 D. 6 4. Any d-subshell can hold up to maximum of how many electrons? A. 10 B. 14 C. 2 D. 6 5. The second quantum number is the ___________ that describe the shape of the orbitals. A. Principal quantum number C. Magnetic quantum number B. Angular momentum quantum number D. Spin quantum number 12 PIVOT 4A CALABARZON Science G9 Chemical Bonding Lesson The world around us is composed almost entirely of compounds and mixtures of compounds. Rocks, coal, soil, petroleum, trees, and even us, human beings are all complex mixtures of chemical compounds in which different kinds of atom are bound together. The manner in which atom are bound together has a profound effect on the chemical and physical properties of substances. For example, both graphite and diamond are composed solely of carbon atoms. However, graphite is a soft, slippery material used in pencils, and diamond is one of the hardest materials known, valuable both as a gemstone and in industrial cutting tools. The question is, why do these materials, both composed of solely of carbon atoms, have such different properties? The answer lies in different ways in which the carbon atoms are bound to each other in these substances. Fig. 1 Diamond, composed of carbon atoms bonded together to produce one of the hardest materials known, makes a beautiful gemstone. Molecular bonding and structure play the central role in determining the course of chemical reactions, many of which are vital to our survival. To understand the behavior of natural materials, we must understand the nature of chemical bonding and the factors that control the structures of compounds. In this lesson, we will present various classes of compounds that illustrate the different types of bonds. We will then develop models to describe the structure and bonding that characterize the materials found in nature with its respective properties. Types of Chemical Bonding What is a chemical bond? Although there are several possible ways to answer this question, we will define a bond as a force that holds groups of two or more atoms together and makes them function as a unit. For example, in water, the fundamental unit is the H – O – H molecule, which we describe as being held together by the two O – H bonds. We can obtain information about the strength of a bond by measuring the energy required to Fig. 2 A water molecule. WEEK 2 I Solid sodium chloride is dissolved in water, the resulting solution conducts electricity, a fact that convinces chemists that sodium chloride is composed of Na- and Cl- ions. Thus, when sodium and chlorine react to form sodium chloride, electrons are transferred from the sodium atoms to the chlorine atoms to form Na- and Cl- ions, which then aggregate to form solid sodium chloride. The resulting solid sodium chloride is a very sturdy material; it has a melting point of approximately 800˚C. The strong bonding forces present in sodium chloride result from the attractions among the closely packed, oppositely charged ions. This is an example of ionic bonding. Ionic substances are formed when an atom that loses electrons relatively easily reacts with an atom that has a high affinity for electrons. In other words, an ionic compound results when a metal reacts with a nonmetal. 15 PIVOT 4A CALABARZON Science G9 Melting and Boiling Points – The boiling point is the temperature at which a material changes from a liquid to a gas (boils) while the melting point is the temperature at which a material changes from a solid to a liquid (melts). Keep in mind that a material's melting point is the same as its freezing point. High. Low. Malleability - the state of being shaped, as by hammering or pressing into thin sheets These are non-malleable. These are non-malleable. Ductility - the capacity to undergo a change of physical form without breaking Non-ductile. Non-ductile. Volatility - tendency of a substance to evapo- rate at normal temperatures. Low. High. Solubility - is a property referring to the abil- ity for a given substance, the solute, to dis- solve in a solvent Usually insoluble in water but soluble in organic solvents such as ether, alcohol, benzene, tetrachloromethane, propanone and other Usually soluble in water but insoluble in organic solvents such as ether, alcohol, benzene, tetrachloromethane, propanone and other The next table shows the melting and boiling points of some ionic compounds: Ionic Compound Melting point (°C) Boiling point (°C) Calcium Oxide, CaO 2580 2850 Magnesium Chloride, MgCl2 714 1412 Sodium Fluoride, NaF 993 1695 Aluminum Oxide, Al2O3 2030 2970 Sodium Chloride, NaCl 801 1420 Table 3: Ionic Bonding Melting and Boiling Points A lot of heat energy is needed to break the strong ionic bonds during melting or boiling. Hence, ionic compounds have high melting and boiling points with low volatility. Table 4: Covalent Bonding Melting and Boiling Points Covalent compound Melting point (°C) Boiling point (°C) Ethanol, C2H5OH -117 78 Tetrachloromethane, CCl4 -23 76.8 Ammonia, NH3 -78 -33 Methane, CH4 -182 -164 A small amount of heat energy is required to overcome the weak intermolecular forces of attraction during melting or boiling. Hence, the covalent compound has low melting and boiling points with high volatility. 16 PIVOT 4A CALABARZON Science G9 D Learning Task 1: Match the definition in column A with the correct terms in column B. Write your answers in a separate sheet of paper. A B 1. The capacity to undergo a change of physical form without breaking 2. The resistance of a material to deformation of an indenter of specific size and shape under a known load 3. Occurs between metals and nonmetals 4. The measure of the ease at which an electric charge or heat can pass through a material. 5. A property referring to the ability for a given substance, the solute, to dissolve in a solvent. A. Accuracy B. Conductivity C. Ductility D. Solubility E. Boiling Point F. Ionic Bond G. Hardness E Learning Task 3: Draw a Venn Diagram of “Ionic vs Covalent Bonding”. Write down at least 5 words or phrases that will best describe the differences and similarities of the two types of bonding based on its properties. Learning Task 4: Choose the letter of the correct answer. Write your answer on a separate sheet of paper. 1. The melting point of Sodium Fluoride (NaF) is 993˚C, while the Ammonia (NH3) has -78˚C. Which of the following is the correct statement in determining these compounds? A. NaF – covalent; NH3 – ionic C. both are ionic B. NaF – ionic; NH3 – covalent D. both are covalent 2. The boiling point of Ethanol (C2H5OH) is 78˚C, while the Sodium Chloride (NaCl) has 1420˚C. Which of the following is the correct statement in determining these compounds? A. C2H5OH – covalent; NaCl – ionic C. both are ionic B. C2H5OH – ionic; NaCl – covalent D. both are covalent 3. A liquid substance “X” is poured and wet a piece of cloth in a room with a normal temperature. After leaving the cloth for a little amount of time, the cloth is dry. The substance may be determined as a/an___. A. Ionic compound C. Cannot be determined B. Covalent compound D. A type of salt A 17 PIVOT 4A CALABARZON Science G9 Formation of Ions Lesson In this lesson, we will be able to understand how ions are formed from their parent atoms, and learn to name them. Also, we will learn how the periodic table can help predict which ion a given element forms. Before running through the main topic, let’s have a trivia. Fig. 1 Light bulb powered by salt dissolved in water Also, a Filipina inventor, Engr. Aisa Mijeno, founded SALt or Sustainable Alternative Lighting as a way to generate energy and provide an alternative source of light to remote communities in the Philippines. SALt lamp is a LED lamp powered by the galvanic reaction of an anode with saline water. It can provide eight hours of light, as well as power to a USB port for charging a phone. The product concept was formed after living with the Butbut tribe for days relying only on kerosene lamps and moonlight to do evening chores. The saltwater serves not as the power source but as the electrolyte that facilitates the current flow within the metal-air battery. Did you know that you can use salt water to make a light bulb shine? It sounds crazy, but it's true! This is because salt water is a good conductor of electricity which makes ocean water a resource for renewable energy. Can you imagine how many light bulbs will be lighted, most especially here in our country, as an archipelago surrounded by oceans and seas having abundant saltwater? To understand why salt water conducts electricity, we have to first understand what electricity is. Electricity is a steady flow of electrons or electrically charged particles through a substance. In some conductors, such as copper, the electrons themselves are able to flow through the substance, carrying the current. WEEK 3 I In other conductors, such as salt water, the current is moved by molecules called ions. Pure water is not very conductive, and only a tiny bit of current can move through the water. When salt or sodium chloride (NaCl) is dissolved in it, however, the salt molecules split into two pieces, a sodium ion and a chlorine ion. The sodium ion is missing an electron, which gives it a positive charge. The chlorine ion has an extra electron, giving it a negative charge. Ions Any atom or molecule with a net charge, either positive or negative, is known as an ion. We can produce an ion, by taking a neutral atom and adding or removing one or more electrons. 20 PIVOT 4A CALABARZON Science G9 For example, note that the formula for sodium chloride is written NaCl, indication one of each type of these elements. This makes sense because sodium chloride contains Na+ ions and Cl- ions. Each sodium ion has a 1+ charge and each chloride ion has a 1- charge, so they must occur in equal numbers to give a net charge of zero. For any ionic compound, Total Charge of Cations Total Charge of Anions Zero net charge + = Consider and ionic compound that contains the ions Mg2+ and Cl-. What combination of these ions will give a net charge of zero? To balance the 2+ charge on Mg2+, we will need two Cl- ions to give a net charge of zero. This means that the formula of the compound must be MgCl2. Cation Charge: 2+ + Anion Charge 2 x (1-) = Net Charge: 0 D Learning Task 2: Read each statement or question below carefully and fill in the blank(s) with the best answer by choosing the words inside the box. Write your answers in a separate sheet of paper. 1. Any atom or molecule with a net charge, either positive or negative, is known as an ___________. 2. An atom that gains one extra electron forms an ___________with a 1- charge. 3. A positive ion, called a __________ is produced when one or more electrons are lost from a neutral atom. 4. Unlike a cation, which is named for the parent atom, an anion is named by taking the ____________ of the atom and changing the ending. 5. The name of each anions is obtained by adding the suffix ____ to the root of the atom name. 6. The _________ always form positive ions. cation 1 -ide -ine nonmetals 0 ion ionic compound anion metals root name 21 PIVOT 4A CALABARZON Science G9 Learning Task 3: Answer the following questions below. Write your answer in a separate sheet of paper. Among the three pictures A, B, and C, which of the following will best represent: 1. An atom? Why? 2. A cation? Why? 3. An anion? Why? A B C E 1. It is important to recognize that ions are always formed by removing electrons from an atom (to form cations) or adding electrons (to form anions). Ions are never formed by changing the number of protons in an atom’s nucleus. A Read the following sentences. Rewrite in a separate sheet of paper. 2. It is very important to remember that a chemical compound must have a net charge of zero. This means that if a compound contains ions, then a. There must be both positive ions (cations) and negative ions (anions) present. b. The numbers of cations and anions must be such that the net charge is zero. 7. _______________on the other hand, form negative ions by gaining electrons. 8. It is very important to remember that a chemical compound must have a net charge of ____________. 22 PIVOT 4A CALABARZON Science G9 The Structural Characteristics of Carbon Lesson Carbon isn’t a difficult element to spot in your daily life. For instance, if you’ve used a pencil, you’ve seen carbon in its graphite form. Similarly, the charcoal pieces on your barbeque are made out of carbon, and even the diamonds in a ring or necklace are a form of carbon (in this case, one that has been exposed to high temperature and pressure). What you may not realize, though, is that about 18% of your body (by weight) is also made of carbon. In fact, carbon atoms make up the backbone of many important molecules in your body, including proteins, DNA, RNA, sugars, and fats. The atomic number of carbon is 6, which represents the number of electrons. It is represented by the symbol C and is a non-metal. It has 6 protons, 6 neutrons and obviously 6 electrons. A carbon atom is considered to be special and unique because it can bond with other carbon atoms to an almost unlimited degree. It is because its atom is very small in size and can conveniently fit in as a part of larger molecules. Organic chemistry is an exceptionally important area of chemistry. The majority of chemicals occurring either naturally or synthetically are organic compounds. Essentially, organic chemistry is the chemistry of the element carbon. As a Group lV element, carbon has exceptional versatility when it comes to bonding, thus contributing to the vast number of organic compounds that occur naturally or can be produced synthetically. This lesson focuses on the bonding of carbon and some of the compounds carbon can form. History and Uses Carbon, the sixth most abundant element in the universe, has been known since ancient times. Carbon is most commonly obtained from coal deposits, although it usually must be processed into a form suitable for commercial use. Three naturally occurring allotropes of carbon are known to exist: amorphous, graphite and diamond. Amorphous carbon is formed when a material containing carbon is burned without enough oxygen for it to burn completely. This black soot, also known as lampblack, gas black, channel black or carbon black, is used to make inks, paints and rubber products. It can also be pressed into shapes and is used to form the cores of most dry cell batteries, among other things. WEEKS 4-5 I Graphite, one of the softest materials known, is a form of carbon that is primarily used as a lubricant. Although it does occur naturally, most commercial graphite is produced by treating petroleum coke, a black tar residue remaining after the refinement of crude oil, in an oxygen-free oven. Naturally occurring graphite occurs in two forms, alpha and beta. These two forms have identical physical properties but different crystal structures. All artificially produced graphite is of the alpha type. In addition to its use as a lubricant, graphite, in a form known as coke, is used in large amounts in the production of steel. Coke is made by heating soft coal in an oven without allowing oxygen to mix with it. Although commonly called lead, the black material used in pencils is actually graphite. 25 PIVOT 4A CALABARZON Science G9 The physical properties of this element vary according to its allotropes. The two major allotropes are diamond and graphite. These two have almost opposing physical properties. Diamond Graphite  Whereas diamond is transparent and has no color, graphite is opaque and black.  Diamond is the hardest substance known to man, graphite is soft and spongy in texture.  Now diamond cannot conduct electricity at all, graphite is a very good conductor of electricity.  Both allotropic elements are solid, non-gaseous.  Also, both diamond and graphite are insoluble in water. Lewis Dot Structure The carbon atom has six electrons, of which four are available for bonding. To reach electronic stability, carbon atoms must share four electrons from other atoms. (The gaining or losing of four electrons requires too much energy in such a small atom). Carbon, therefore, forms four (two-electron) bonds to other atoms, which may be single (one shared pair), double (two shared pairs) or triple (three shared pairs). Lewis Dot Structure and Molecular Models for Methane (the simplest alkane): Table 1: An illustration of how the shape of the molecule changes as additional –CH2 subunits are added vs. losing a pair of H’s each time an additional C-C bond is added to form double or triple bonds. 26 PIVOT 4A CALABARZON Science G9 Carbon chains form the skeletons of most organic molecules. Carbon chains also vary in length and shape. Below are the examples of carbon chains in different orientations: Straight Chain Alkanes See below for the table that gives the names of the straight chain alkanes. The general formula for an alkane is CnH2n+2 where n is the number of carbon atoms in the molecule. There are two ways of writing a condensed structural formula. For example, butane may be written as CH3CH2CH2CH3 or CH3(CH2)2CH3. # Carbon Name Molecular Structural Formula Formula 1 Methane CH4 CH4 2 Ethane C2H6 CH3CH3 3 Propane C3H8 CH3CH2CH3 4 Butane C4H10 CH3CH2CH2CH3 5 Pentane C5H12 CH3CH2CH2CH2CH3 6 Hexane C6H14 CH3(CH2)4CH3 7 Heptane C7H16 CH3(CH2)5CH3 8 Octane C8H18 CH3(CH2)6CH3 9 Nonane C9H20 CH3(CH2)7CH3 10 Decane C10H22 CH3(CH2)8CH3 n CnH2n+2 27 PIVOT 4A CALABARZON Science G9 D Learning Task 1: Determine what kind of carbon allotropes are the given pictures below based on its different structural modifications. Write your answer in a separate sheet of paper. Learning Task No. 2: Draw the shape of the three fundamental structures of carbon- based molecules (straight chains, rings, and branched chains). After that, draw one thing that resembles the said structures that you commonly see in your daily lives. Draw your answer in a separate sheet of neat paper. Example: Carbon-based molecule structure - Rings Flower Crown Note: The flowers and leaves represent the Carbon and Hydrogen atoms while the branches are the chains E Learning Task 3: Given the value of n, write the names and molecular formulas of straight chain alkanes. General Formula: CnH2n+2 1. If n = 2, Name? b. Molecular Formula? 2. If n = 4, Name? b. Molecular Formula? 3. If n = 5, Name? b. Molecular Formula? 4. If n = 7, Name? b. Molecular Formula? 5. If n = 9, Name? b. Molecular Formula? A 30 PIVOT 4A CALABARZON Science G9 Certain fatty acids have one or more double bonds in their molecules. Fats that include these molecules are unsaturated fats. Other fatty acids have no double bonds. Fats that include these fatty acids are saturated fats. In most human health situations, the consumption of unsaturated fats is preferred to the consumption of saturated fats. Saturated fats are solid at room temperature and bad for you, while unsaturated fats are liquid at room temperature and are better for you. Fats stored in cells usually form clear oil droplets called globules because fats do not dissolve in water. Plants often store fats in their seeds, and animals store fats in large, clear globules in the cells of adipose tissue. Lipids are used for energy storage, to build structures, and as signal molecules to help cells communicate with each other. The functions of lipids are: 1. Store energy for long term 2. Waterproof covering Proteins Proteins consist of chains of amino acids called peptides. A protein may be made from a single polypeptide chain or may have a more complex structure where polypeptide subunits pack together to form a unit. Proteins consist of hydrogen, oxygen, carbon, and nitrogen atoms. Some proteins contain other atoms, such as sulfur, phosphorus, iron, copper, or magnesium. Proteins serve many functions in cells. They are used to build structure, catalyze biochemical reactions, for immune response, to package and transport materials, and to help replicate genetic material. The functions of proteins are: 1. Cellular structures 2. Controls substances in and out of cell 3. Fight diseases Examples of Proteins are: 1. Hemoglobin in blood 4. Insulin 7. Myoglobin 2. Collagen 5. Keratin 8. Fibrin Nucleic Acid Nucleic acids are the molecules in our cells that direct and store information for reproduction and cellular growth. There are two types of nucleic acids: 1. Ribonucleic Acid (RNA) 2. Deoxyribonucleic Acid (DNA) Both nucleic acids are unbranched organic polymers composed of monomer units called nucleotides. These nucleotides are composed of a sugar molecule, a nitrogen base, and phosphoric acid. A single DNA molecule may contain several million of these nucleotides, while the smaller RNA molecules may contain several thousand. 31 PIVOT 4A CALABARZON Science G9 D The DNA carries the genetic information for the cells. Sections of a DNA molecule called genes contain the information to make a protein. DNA serves two main functions. Molecules of DNA can produce other DNA molecules and RNA molecules. RNA molecules are directly responsible for the synthesis of proteins. Learning Task 1: Choose the letter of the correct answer. Write your answers on a separate sheet of paper. 1. Organisms use ____________ as energy sources, structural units, and for other purposes and are the largest class of organic compounds found in organisms. A. carbohydrates B. lipids C. protein D. nucleic acid 2. _____________ are the molecules in our cells that direct and store information for reproduction and cellular growth. A. carbohydrates B. lipids C. protein D. nucleic acid 3. _____________ are used for energy storage, to build structures, and as signal molecules to help cells communicate with each other. A. carbohydrates B. lipids C. protein D. nucleic acid 4. They are used to build structure, catalyze biochemical reactions, for immune response, to package and transport materials, and to help replicate genetic material. Learning Task 2: Write in the space provided if the given examples or statements are classified as carbohydrate, lipid, protein or nucleic acid. _________________ 1. Sugar cubes _________________ 2. Wheat bread _________________ 3. A melted butter. _________________ 4. Ribonucleic Acid _________________ 5. Virgin Coconut Oil _________________ 6. Deoxyribonucleic Acid _________________ 7. Hair and nails that contain keratin _________________ 8. An insulin needed by a diabetic patient _________________ 9. Sweet extracted juice from fresh pineapple _________________ 10. Earwax that protects insides of human ears A Draw 3 examples of lipids found at home. Do this in a separate sheet of paper. 32 PIVOT 4A CALABARZON Science G9 The Mole WEEK 7 Lesson Medicines are chemicals or compounds used to cure, halt, or prevent disease; ease symptoms; or help in the diagnosis of illnesses. Advances in medicines have enabled doctors to cure many diseases and save lives. These days, medicines come from a variety of sources. Many were developed from substances found in nature, and even today many are extracted from plants. Some medicines are made in labs by mixing together a number of chemicals. Others, like penicillin, are byproducts of organisms such as fungus. And a few are even biologically engineered by inserting genes into bacteria that make them produce the desired substance. When we think about taking medicines, we often think of pills. But medicines can be delivered in many ways, such as: a. liquids that are swallowed b. drops that are put into ears or eyes c. creams, gels, or ointments that are rubbed onto the skin d. inhalers (like nasal sprays or asthma inhalers) e. patches that are stuck to skin (called transdermal patches) f. tablets that are placed under the tongue (called sublingual medicines; the medicine is absorbed into blood vessels and enters the bloodstream) g. injections (shots) or intravenous (inserted into a vein) medicines I But, how do we form the rightful amount of medicine that we need? In order to make the drug form its ingredients, someone has to figure out how much of each ingredient is needed to react together to make the final drug. This will prevent us from having drug overdose, or taking too much from a substance which can result to abnormal breathing, loss of consciousness, and worse may lead to death. This concept also applies in manufacturing of plastics. Since plastics are made from other chemicals, someone has to figure out how much of each ingredient is needed to use. Same goes while you light a bonfire, in which you can determine how much air is needed, how much exhaust will be produced, as well as how much heat is created. To medicines, plastics, and even burning pieces of wood require right amount of substances that will produce one. But how do we measure those small entities? All these examples have involved using the concept of moles. In this lesson, we will be able to understand the mole concept and Avogadro’s number. Also, we will be able to learn conversion among moles, mass and number of atoms in a given sample. The Mole The identity of a substance is defined not only by the types of atoms or ions it contains, but by the quantity of each type of atom or ion. For example, water, H2O, and hydrogen peroxide, H2O2, are alike in that their respective molecules are composed of hydrogen and oxygen atoms. However, because a hydrogen peroxide molecule contains two oxygen atoms, as opposed to the water molecule, which has only one, the two substances exhibit very different properties. These traits were originally derived from the measurement of macroscopic properties (the masses and volumes of bulk quantities of matter) using relatively simple tools (balances and 35 PIVOT 4A CALABARZON Science G9 Fig. 3 Various numbers of methane molecules showing their constituent atoms 1 mol CH₄ molecules (6.022 x 10²³CH₄ molecules 1 mol C atoms (6.022 x 10²³ C atoms) 4 mol H atoms 4 (6.022 x 10²³ H atoms) The quantity 16.04 g/mol is called the molar mass for methane: the mass of 1 mol of CH4 molecules. The molar mass of any substance is the mass (in grams) of 1 mol of the substance. The molar mass is obtained by summing the masses of the component atoms. Example: Calculate the molar mass of sulfur dioxide, a gas produced when sulfur containing fuels are burned. Unless “scrubbed” from the exhaust, sulfur dioxide can react with moisture in the atmosphere to produce acid rain. Solution The chemical formula for sulfur dioxide is SO2. We need to compute the mass of 1 mol of SO2 molecules – the molar mass of sulfur dioxide. We know that 1 mol of SO2 molecules contains 1 mol of sulfur atoms and 2 mol of oxygen atoms. (Note: You can get the value 32.07 g and 16.00 g by seeing the atomic mass of Sulfur and Oxygen in the Periodic Table of Elements). 1 mol of SO2 mole- cules 2 mol O atoms 1 mol S atoms 36 PIVOT 4A CALABARZON Science G9 Example: Calculate the molar mass, number of moles and the number of particles present in 50.0 g of iron(III) oxide, Fe2O3 (rust). Solution The chemical formula is Fe2O3. We need to compute the mass of 1 mol of Fe2O3 molecules – the molar mass of iron(III) oxide. We know that 1 mol of Fe2O3 molecules contains 2 mol of Fe atoms and 3 mol of O atoms. (Note: You can get the value 55.85 g and 16.00 g by seeing the atomic mass of Iron and Oxygen in the Periodic Table of Elements). Atomic Mass of S = 1 x 32.07 g/mol = 32.07 g/mol Atomic Mass of O = 2 x 16.00 g/mol = 32.00 g/mol (add Molas mass of SO2 = 64.07 g/mol 1 mol of Fe2O3 molecules 3 mol O atoms 2 mol Fe atoms For molar mass: Atomic Mass of Fe = 2 x 55.85 g/mol = 111.7 g/mol Atomic Mass of O = 3 x 16.00 g/mol = 48.0 g/mol (add) Molar Mass of Fe2O3 = 159.7 g/mol For number of moles (of a 50.0 g Fe2O3): 1 mol of Fe2O3 = 159.7 g To construct the appropriate conversion factor: 1 mol of Fe2O3 159.7 g Fe2O3 50.0 g Fe2O3 x = 0.313 mol of Fe2O3 For number of particles: (Note: Finding the number of “particles” means finding the number of “atoms”.) We will convert from moles of atoms to the number of atoms, using the equivalence statement 6.022 x 1023 Fe2O3 atoms = 1 mol of Fe2O3 atoms 6.022 x 1023 Fe2O3 atoms 0.313 mol Fe2O3 x = 1.88 x 1023 Fe2O3 atoms 1 mol Fe2O3 37 PIVOT 4A CALABARZON Science G9 Learning Task 1: For you to have a feel on how it is being done, you may answer the following questions below. 1. How many mongo seeds are equal to 3.50 moles of mongo seeds? 2. How many bananas are equal to 7.50 moles of bananas? 3. How many moles of rice grains are equal to 1.807 x 1024 grains of rice? D E Learning Task 3: Solve the following problems below. Do this in a separate sheet of paper. 1. Gold (Au) has been used to make ornamental objects and jewelry for thousands of years. Gold nuggets found in a stream are very easy to work and were probably one of the first metals used by humans. (1 mol of Gold (Au) = 196.97g). Calculate the: A. Number of moles in a 95.0 g sample of a gold nugget. B. Number of atoms in a 95.0 g sample of a gold nugget. 2. During exercise, lactic acid (C3H6O3) forms in the muscles causing muscle cramp. If 5.0 g of lactic acid (C3H6O3) concentrate in your leg muscles, how many molecules of lactic acid is causing you pain? (C = 12.0 g/mol, H = 1.008 g/mol, O = 16.0 g/mol) A Read the sentence. Add one sentence related to the content. Write this in a separate sheet of paper. Stoichiometry is calculation of the amount (mass, moles, particles) of one substance in the chemical equation from another. _____________________________________________________________________ ___________________________________________________________________. 40 PIVOT 4A CALABARZON Science G9 = x 100% = 37.43% Mass percent of O = x 100% mass of O in 1 mol C2H6O mass of 1 mol C2H6O 16.00 g 46.07 g The mass percents of all the elements in a compound add up to 100%, although rounding-off effects may produce a small deviation. Adding up the percentages is a good way to check the calculations. In this case, the sum of the mass percent's is 52.14% + 13.13% + 34.73% = 100.00%. Learning Task 1: Calculate the mass percent of each element in a compound. Write your solution in a separate sheet of paper. Calculate the percent by mass of each element in the following compounds: 1. Methane, CH4 (C = 12.01 g/mol; H = 1.008 g/mol) 2. Sodium Nitrate, NaNO3 (Na = 23.0 g/mol; N = 14.0 g/mol; O = 16.0 g/mol) D Learning Task 3: Calculate the percent mass of each element of a compound NaHSO3 (Na = 23.o g/mol; H = 1.008 g/mol; S = 32.0 g/mol; O = 16.0 g/mol). After getting the percent mass, divide the circle to the computed percentage of each corresponding element. (Note that the circle is equivalent to 100% as a whole; you can use several colors to represent each percent mass of the elements.) 1. Based on your circle, which element has the biggest mass percent? 2. Which has the smallest mass percent? E A Describe or express your simpliest technique in solving problems found in D & E part of the lesson. Write your answer in a separate sheet of paper. 41 PIVOT 4A CALABARZON Science G9 Key to Correction WEEK 1 Learning Task 1: 1. True 2. False; p-orbital 3.False; 0, 1, 2, 3, and 4 only 4. True 5.False; 5 boxes, 10 electrons Learning Task 3: 1. a. Principal quantum number b.Angular momentum quantum number c. Magnetic quantum number d. Spin quantum number 2. 0, 1, 2, 3, 4, 5 3. -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5 4. n = 9 WEEK 2 Learning Task 1: 1. H 3. L 5. J 2. M 4.C Learning Task 2: 1. C 3. B 5. B 2. 2. A 4. B Learning Task 3: 1. B, 2. A, 3. B Learning Task 4: WEEK 3 Learning Task 1: 1. Ion 2. Anion 3. Cation 4. Root name 5. -ide 6. Metals 7. Nonmetals 8. 0 Learning Task 2: A, anions have more electrons than protons. B. atoms have equal numbers of protons and electrons. C, cations have more protons than electrons. Learning Task 3 WEEKS 4-5 Learning Task 1: 1. Buckballs C70 2. Buckballs C60 3.Lonsdaleite 4. Graphite 5. Diamond 6.Amorphous Carbon Learning Task 2: Learning Task 3: a. Ethane b. C2H6 a. Butane b. C4H10 a. Pentane b. C5H12 a. Heptane b. C7H16 a. Nonane b. C9H20 WEEK 6 Learning Task 1: 1. B 3. A 5. B 2. B 4. D Learning Task 2: 1.Carbohydrates 6. Nucleic Acid 2. Carbohydrates 7. Protein 3. Lipid 8. Protein 4. Nucleic Acid 9.Carbohydrates 5. Lipid 10. Lipid Learning Task 3: 1. Saturated 2. Unsaturated 3. Saturated 4. Saturated 5. Unsaturated WEEK 7 Learning Task 1: 1. 2.107 x 1024 mongo seeds 2. 4.515 x 1024 bananas 3. 3 grains of rice Learning Task 2: 1. a. 0.482 mol Au b. 2.9 x 1023 Au atoms 2. C = 3 x 12 = 36 H = 6 x 1.008 = 6.048 O = 3 x 16 = 48 WEEK 8 1(a.) Mass of C in 1 mol = 1 mol x 12.01 g/mol = 12.01g Mass of H in 1 mol = 4 mol x 1.008 g/mol = 4.032 g (add) Molar Mass = 16.032 g Mass Percent of C = (12.01g/16.032g) x 100% = 74.91% Mass Percent of H = (4.032g/16.032g) x 100% = 25.15% Learning Task 3: 42 PIVOT 4A CALABARZON Science G9 Week 1 LP Week 2 LP Week 3 LP Week 4 LP Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8 Week 5 LP Week 6 LP Week 7 LP Week 8 LP Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8 Distribution of Learning Tasks Per Week for Quarter 2 Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column for Level of Performance (LP). Be guided by the descriptions below. Personal Assessment on Learner’s Level of Performance - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/lesson. - I was able to do/perform the task. It was quite challenging but it still helped me in understanding the target content/lesson. - I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this task. Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your personal evaluation indicated in the first Level of Performance in the second column up to the succeeding columns, i.e. if the lesson is designed for weeks 4-6, just copy your personal evaluation indicated in the LP column for week 4, week 5 and week 6.