Personal Development

Alternative Delivery Mode

Quarter 1 – Module 1: Title
First Edition, 2020

Physical 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
Quarter 1 – Module 1: agency or office may, among other things, impose as a condition the payment of royalties.

Formation of Heavy Elements Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module 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 authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the

Module Writers: Rose Ann Q. Abuel
Editors: Priscilla D. Domino
Felipa A. Morada
Reviewers: Elmer C. Bobis, Rogelio D. Canuel
Illustrator: Geselle A. Teaňo
Layout Artist: Elsie R. Reyes, Pamela A. Lalusin, Mary Grace L. Asa

Management Team: Wilfredo E. Cabral

Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
Susan DL. Oribiana,
Catherine V. Maranan
Lorna R. Medrano
Edita T. Olan
Editha M. Malihan

Printed in the Philippines by

Department of Education – RegionIV-A CALABARZON

Office Address: Gate 2 Karangalan Village,Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@[Link]/[Link]@[Link]
 What I Need to Know This module will help you understand some of the important concepts about stars. Are you ready?
Let’s goWhat I Know

This module will walk you through the beginning of everything. It focuses Choose the letter of the best answer in each item and write it on a separate sheet of
on how some elements known today were formed same as when stars were born paper.
right after the universe existed. You will be provided with activities such as
filling out graphic organizer, reading story board and illustrations which make
1. Which of the following is the most accepted theory about the formation of the
you remember the lesson. Make sure to answer first the pretest before going
universe that explains why it continues to expand?
through this module and the posttest at the end of the module.
a. big bang theory c. steady state theory
b. divine creation theory d. oscillating theory
The module consists of:

 Lesson 1 – Stellar Nucleosynthesis: Rise of the Stars! 2. Which of the following is not considered as light elements?
a. helium c. lithium
After going through this module, you are expected to: b. hydrogen d. iron
1. explain stellar nucleosynthesis;
2. describe the different stages of life cycle of stars; 3. Which of the following is TRUE about nucleosynthesis?
3. cite the different heavy elements formed in each stages of star cycle; a. It is the division of atomic particle
4. describe how heavier elements formed during stellar nucleosynthesis and b. The combination of elements to form compound
evolution. c. It is the creation of everything including all matter in universe
d. It is the process of creating new atomic nuclei from pre-existing nuclei

4. Which process is responsible for the formation of light elements such as

Hydrogen and Helium?
a. big bang nucleosynthesis c. supernova nucleosynthesis.
b. stellar nucleosynthesis d. terrestrial nucleosynthesis

5. Which element is the lightest and at the same time the most abundant in
outer space?
a. hydrogen c. lithium
b. helium d. iron

6. How do heavier elements formed?

a. Though combustion c. Through nuclear fusion
b. Through nuclear fission d. Through nuclear synthesis

7. Which element can be formed when three atoms of helium are fused?
a. carbon c. oxygen
b. hydrogen d. silicon
Have you also wondered what stars are made of? What keeps them shining so
bright? Are there also stars that do not spark? You might also be asking the same 8. Which of the following elements DOES NOT belong to the group?
questions ever since you were little that until now you still seek answers for. Well, a. beryllium c. iron

1 2
b. silicon d. oxygen

1 2
9. Which process is responsible for the formation of elements at the center of Lesson
star? Stellar Nucleosynthesis:
a. big bang nucleosynthesis
b. nuclear fusion
c. stellar nucleosynthesis
d. supernova nucleosynthesis 1 Rise of the Stars!
10. How Elements heavier than iron are formed?
a. big bang nucleosynthesis c. stellar nucleosynthesis
The world where we live today is just a small part of our universe. In your
b. solar nucleosynthesis d. supernova nucleosynthesis
previous years, you have learned about the different theories of the origin of
the universe that eventually led to the formation of galaxies, solar system
11. Which element will be formed when Carbon atom is combined with Helium
atom? and other heavenly bodies. This lesson will focus on one of those wonderful
a. magnesium c. oxygen things present in outer space, the stars. Although stars are millions of light
b. neon d. silicon years away from us, we can still see them twinkling in the night sky. Let’s
find out how they emit light and what keeps them shining for a long time.
12. Why do average stars have longer life span than massive star?
a. They have less fuel to burn c. They burn their fuel at faster rate
b. They have more fuel to burn d. They burn their fuel at slower rate

13. Which phase of star life cycle is our sun?

a. main sequence star c. red giant
b. planetary nebula d. white dwarf

14. Which of the following contains only heavy elements?

a. carbon, lithium, neon
b. carbon, silicon, magnesium
c. carbon, beryllium, helium
d. helium, carbon, hydrogen

15. In which stage do massive stars explode and release large amount of energy?
a. main sequence
b. protostar
c. super nova
d. white dwarf

3 4
 What’s In What’s New

Scientists believe that the formation of the universe began through the explosion of a primordial atom which happened 13 billion years ago. It is known as the Big Bang. It became a theory that also explains the continuous expansion of the universe.
Stellar Nucleosynthesis
The word “stellar” means star and the formation of elements in the center of the star
is called stellar nucleosynthesis. Carl Sagan said that “We are made of star stuff.”
What did he mean by that? If we know how some important heavy elements were
formed same as stars, that maybe a clue.
Label the sequence of star life cycle. Use the hints/clues found in the table below
this diagram.

Star Life Cycle

1.

2.

Right after Big Bang, protons and neutrons combined together and formed light elements Hydrogen and Helium in the process of Big Bang Nucleosynthesis. Other light elements such as
[Link] and Beryllium were also formed during this process.

8.
4.

9. 5.

10.

7. 6.

Average Star Massive Star

5 6
Hints/ Clues
What is It
Average Star
1. The star is unable to generate heat when it runs out of
hydrogen in its core leading to its contraction and expansion.
It cools down and glows red. The Helium fused into Carbon. Were you able to label all the stages of star? Review the hints/clues in the previous
The star is now RED GIANT activity. You will notice that following the sequence will reveal what happens in
2. Red giant star becomes exhausted of nuclear fuel, the outer each stage of star.
material is blown off into space leaving the inert Carbon. The
remnant is known as WHITE DWARF. To understand further, answer the following questions below.
3. Giant cloud of gas and dust known as NEBULA.
4. It is formed from nebula due to the gravity that pulled 1. What element from space is pulled by gravity and turn into a protostar?
Hydrogen gas together until it spins faster and faster and
becomes ignited. A PROTOSTAR rises.
2. What will happen if a low massive main sequence star runs out of hydrogen
5. MAIN SEQUENCE STAR starts to form when nuclear fusion
fuel?
occurs at the core of the star, it begins to contract, glow and
become stable. Hydrogen is converted into Helium.
6. This is said to be the remain of the white dwarf that cooled 3. How are heavy elements such as Carbon, Oxygen and Neon formed during
down and no longer emits light and heat. The hypothetical star formation?
BLACK DWARF.

Massive star 4. Why is it impossible for any matter such as light and radiation to escape
1. It is believed that a NEUTRON STAR is formed from supernova from a black hole?
explosion. This is also the smallest star
2. Explosion of star or SUPERNOVA releases large amount of
energy. Because of that, elements are dispersed into the space. 5. Why do you think massive star has shorter life span than average star?
3. BLACK HOLE is a region in space where gravity is too strong
that no matter can escape from it.
4. A more massive main sequence star evolves, cools and expands
faster than low mass star and will turn into RED SUPER GIANT
star, the largest known star. Carbon fusion still occurs and
Oxygen formed.

Notes to the Teacher

Guide them in this activity and clarify any misconceptions.
The teacher can also ask the students to illustrate the stages of star cycle using their art materials in a separate bond paper for better retention.

7 8
Look at the diagrams below. These will explain how stars are formed into Tri alpha process happens in red giant star once they leave the stage of main sequence star. This is how three Helium-4 a
different stages because of nuclear fusion (combination of nuclei to form heavier
one) among heavy elements.

The diagram shows the Proton-Proton Chain reaction in main sequence star. This is the process by which average star gets their energy and convert Hydrogen into Helium. It starts with proton and neutron fused together to form deuterium. When one proton col

Case is different in massive star or star eight times larger than solar mass. They undergo CNO (Carbon,Nitrogen, Oxygen) cycle to convert Hydrogen into Helium. You can see at the right how Car

A star accumulates more mass and continues to grow into red super giant. Alpha particle fusion happens at its core and creates m

9 10
How do elements heavier than Iron form? As the energy at the core of the star decreases, nuclear fusion cannot produce elements higher than Iron. Different pathway is needed for heavier elements to be formed.
Neutron capture, a neutron is added to a seed nucleus. Below is the representation of how neutron is captured and heavier nucleus is formed.
What’s More

Match the terms in column A with its description in Column B

A B
1. Alpha ladder process
a.
There is faster rate of capturing
Example:
neutron before it undergoes
2. Big bang nucleosynthesis
radioactive decay
b. Nuclear fusion that happens in
3. CNO cycle
red super giant star and creates
Neutron capture can be slow or rapid; more heavy elements until Iron.
4. Neutron capture
c. Happens when there is a slow rate
a. S-process or slow process happens when there is a slow rate of capturing neutron while there is a faster rate of radioactive decay hence of capturing neutron while there
5. increasing the proton
Proton- proton by 1.
chain
Example: is a faster rate of radioactive
decay
6. R- process
d. Process wherein light elements
such as Helium and Hydrogen
7. S- process
form.
e. This is how three Helium-4 is
8. Stellar Nucleosynthesis
converted into Carbon in red giant
star
[Link]
f. A process where elements heavier
Nucleosynthesis
b. R-process or rapid process means that there is faster rate of capturing neutron before it undergoes radioactive decay thus, more neutrons can be combined at the nucleus. Thisthan
is what happens in a supernova forming heavier elements than Iron
Iron are formed.
Example: g. Nuclear fusion reaction where
10. Tri alpha process
Hydrogen is converted to Helium
h. Addition of neutron to form
heavier nuclei
i. Process by which elements are
created within the star
j. This happens in massive star
which convert Hydrogen into
Helium.

The explosion of star or supernova is believed to be the source of other elements heavier than Iron. During the explosion, these heavy elements are dispersed into the space. Aside from gases Hydrogen and Helium in space, other evidence of star

11 12
 Rubrics for Story of Your Life
What I Have Learned

Criteria Excellent Fair Poor

Read the paragraph then fill in the blanks with the correct word/s.
(5pts) ( 3pts) (1pt)
It all starts with 1. , cloud of gas and dust particle in outer
space. Due to the force of gravity, the 2. gas is pulled together and Work shows time,
eventually became a protostar. Nebular fusion occurs at the center of the protostar Overall effort effort and
and becomes stable. During this time, hydrogen is converted into 3. neatness that Work shows time Lacks effort and
forming main sequence star. The size of the star can be average or massive. A enhances the and effort put into cleanliness
massive main sequence star that runs out of hydrogen fuel will begin to expand and overall written it
cool down. This is 4. , the biggest star in the universe. The red output.
super giant continues to fuse with heavy elements and stops when 5. is
converted in the core of the star. At this point, red super giant will become a
supernova after hundreds of years.
The student's The project
output contains contains
No background or
background and discussion of
contextual
Background context and shows world events but it
What I Can Do context how world events is unclear how
information is
included.
have significantly they have affected
affected his/her the student's life.
life.
Now, you have learned how stars are formed and evolve from one stage to another
and its connection with heavy elements from Carbon through Iron. There are many
processes that stars have to undergo before they evolve from one stage to another. The student does The student The student
not commit error commits 1- 3 commits more
For your next task, you will write a story which relates the events of your life from Grammar and
when it comes to grammar mistakes than 4 mistakes in
past, present and future to the life cycle of a star. Use also those elements which Spelling
grammar and and spelling. grammar and
could symbolize something or anything in your story. (Use another sheet of paper
spelling. spelling
for this task).

Student includes Student includes Information

information about very few details. included is not
birth, friends, Output is related to the task
Content family, hobbies somewhat tied or no attempt was
-
and is able to tie up with the topic made.
his/her story to
the topic given.

13 14
 9. Which is the second most abundant element in the universe?
a. carbon c. hydrogen
Assessment b. helium d. oxygen

10. What object is formed from gas and dust particles which are pulled together
by gravity and no nuclear fusion has happened yet?
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a a. nebula c. protostar
separate sheet of paper. b. main sequence star d. red supergiant star

11. Who stated that we are made of star stuff?

1. Which of the following is NOT an evidence of star formation?
a. Carl Sagan c. Galileo Galilei
a. hydrogen c. infrared Radiation
b. Edwin Hubble d. Stephen Hawking
b. helium d. rocks

12. Which of the following is the sign that a protostar will transform into the
2. How is the energy of star produced?
next stage?
a. By combustion c. by nuclear fission
a. When the it starts to spin faster
b. By decomposition d. by nuclear fusion
b. When it starts to glow
c. When Hydrogen nuclear fusion begins
3. Which phase of star will be created after the end of red giant?
d. When it increases temperature igniting the Hydrogen
a. black hole c. supernova
b. red super giant d. white dwarf
13. When does a star become unstable?
a. When it runs out of fuel
4. Which is known as the biggest stars in the universe.
b. When it contracts and expands
a. main sequence star c. red super giant
c. When its core is converted to Iron
b. red giant d. white dwarf
d. When the outer shell of star is pulled by the gravity from the center

5. Which of the following gases are major components of

14. Which fusion of elements does Iron come from?
star?
a. carbon fusion c. magnesium fusion
a. carbon and oxygen c. hydrogen and carbon
b. helium and carbon d. hydrogen and helium b. neon fusion d. silicon fusion

6. Which of the following statements is FALSE? 15. Which is a huge luminous ball of hot gas such as Hydrogen and
a. The core of red giant star is made up of carbon Helium.
b. The average star has shorter life span a. comet c. planet
c. The more massive the star is the faster it burns its fuel b. moon d. star
d. No elements heavier than Iron can be produced in a massive star

7. Which is the first stage of a star’s life cycle?

a. black hole c. protostar
b. nebula d. white dwarf

8. In main sequence star, Hydrogen fuses and converted to Helium. What

element is produced from Helium gas at its core??
a. carbon c. neon
b. iron d. silicon

15 16
 What’s New

What I Know What’s More Assessment

4.
References

Dhaliwal, J and Moore,J. (n.d).Stellar Nucleosynthesis and The Periodic Table.

Retrieved from
[Link]

National Aeroautics and Space Administration. (2015, May 7).Imagine the Universe.
Retrieved from
[Link]

The Elements: Forged in Stars.(n.d). Retrieved from

[Link]
elements-forged-in-stars/

Toogood, O (n.d).Hubbles Law and the Big Bang. Retrieved from

[Link]
Cain, F. (2009, February 5). Red Super Giant Star. Retrieved
from [Link]

Quipper. (n.d). Nucleosynthesis: The beginning of Elements. Retrieved from

[Link]
rriculum#curriculum

Cantor, K. (n.d). Asrtonomy Portfolio. Retrived from

[Link]
cantor/big-bang-theory

Wiess, A. (2006). “Big Bang Nucleosynthesis: Cooking up the first Light Elements”.
Retrieved from [Link]

Strassler, M. (2013, March 4). What Holds Nuclei Together?. Retrived

from [Link]
physics- basics/the-structure-of-matter/the-nuclei-of-atoms-at-
the-heart-of- matter/what-holds-nuclei-together/ For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepE
Esiegel. (2014, February 28). Burn Baby Burn! Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985
[Link] Email Address: *
burn-baby-burn
Canoy, W.Z. ( 2019, November 10). We Are all Made of Star Stuff. Retrieved from
[Link]
made-of-star-stuff-formation-of-the-heavy-elements/3024639240885614/

19
 Physical Science
Quarter 1 – Module 2:
Concept of Atomic Number Led
to the Synthesis of New
Elements in the Laboratory
Personal Development
Alternative Delivery Mode
Quarter 1 – Module 2: Concept of Atomic Number Led to the Synthesis of New
Elements in the Laboratory
First Edition, 2020

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 (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module 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 authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio Physical Science
Development Team of the Module Quarter 1 – Module 2:
Writers: Francis Darril O. Albo
Editors: Priscilla D. Domino Concept of Atomic Number Led
Felipa A. Morada
Reviewers: Rogelio D. Canuel, Elmer C. Bobis, Felipa A. Morada
to the Synthesis of New
Illustrator: Geselle A. Teaño
Layout Artist: Elsie R. Reyes, Pamela A. Lalusin, Mary Grace L. Asa
Elements in the Laboratory
Management Team: Wilfredo E. Cabral
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
Susan DL. Oribiana
Lorna R. Medrano
Edita T. Olan
Editha M. Malihan

Printed in the Philippines by

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@[Link]/[Link]@[Link]
 8. Process that can produce elements up to #83 - Bismuth.
What I Know a. Nuclear Fission c. S Process
b. R-Process d. S Process

9. This is also known as Nucleosynthesis.

a. S Process c. Nuclear Fission
Directions: Choose the letter of the best answer. Write the b. R-Process d. Proton-Proton Reaction
chosen letter on a separate sheet of paper.
10. This occurs in the main sequence of stars.
a. Stellar Nucleosynthesis c. R-Process
1. It is a device that is used to speed up the protons to overcome the
b. Primordial Nucleosynthesis d. Supernova Nucleosynthesis
repulsion between the protons and the target atomic nuclei by
using magnetic and electrical fields.
11. It is also known as nuclear fusion and the formation of new
a. Spectroscopy c. Particle Accelerator
nuclei actions in the early stages of development of the universe.
b. Particle Decelerator d. Microscope
a. Nucleosynthesis c. R-Process
b. S-Process d. Singularity
2. He created a classification of elements based on their atomic
weight.
12. In this process, there’s a buildup of a VERY heavy isotope,
a. Rutherford c. Millikan
then as beta-decays occur, you march up in atomic number
b. Dalton d. Mendeleev
and produce heavy product.
3. It is a one-dimensional point which contains a huge mass in an
a. S Process c. Nuclear Fission
infinitely small space.
b. R-Process d. Proton-Proton Reaction
a. Nucleosynthesis c. Singularity
b. Dilation d. R-process
13. He successfully carried out a nuclear transmutation reaction,
4. He noticed that shooting electrons at elements caused them to
a process of transforming one element or isotope into
release x-rays at unique frequencies.
another element.
a. Mendeleev c. Moseley
a. Chadwick c. Mendeleev
b. Millikan d. Serge
b. Moseley d. Rutherford
5. He synthesized element with atomic number 43 using a linear 14. It was created by bombardment of molybdenum by deuterons
particle accelerator. (heavy hydrogen, H12), by Emilio Segre and Carlo Perrier in
a. Ernest Rutherford c. Dmitri Mendeleev 1937.
b. Ernest Lawrence d. John Dalton a. Oxygen c. Technetium
b. Helium d. Uranium
6. This is known as the origin and production of heavy elements.
a. Stellar Nucleosynthesis c. R-Process 15. These are elements with atomic numbers beyond 103.
b. Primordial Nucleosynthesis d. Supernova Nucleosynthesis a. Super Heavy Elements c. Lightest Element
b. Gases Elements d. Halogens
7. This is known as the origin of light elements.
a. Stellar Nucleosynthesis c. R-Process
b. Primordial Nucleosynthesis d. Supernova Nucleosynthesis

2 3
Lesson Physical Sciences: Concept of Atomic Number that Led to the Synthesis What’s New

6
of New Elements in the Laboratory

Activity I.I Making Your Own Periodic Table

Elements are made up of tiny particles, the neutron, proton and electron. H
and Helium are the elements that exist in the early beginning. Early in the Make your own periodic table using the hypothetical elements that are given in the clues. Explain the word/s that will be formed if you arrange the symbols of th
Big Bang, it was a tiny elementary particle. As the Universe expanded and
cooled, there was a period of proton-proton chain reaction wherein protons
were fuse
into Helium. The Universe ran into a problem. Red giant cores get past this
via the Triple-Alpha process, but the Universe expands right through this
a. P and Pr both have one electron each. Pr has a bigger atomic size.
possibility and the density/temperature are quickly too low to synthesis any
b. Od, Ri, and E are in the same series as P, C, and I. In terms of
additional elements.
atomic size, P is the biggest while C is the smallest. E is a metal
while I is a non-metal. Od is smaller than Ri in atomic size.
c. O has a bigger atomic size than E in the same group. Y is also a
bigger atom than C in the same group. R is more nonmetallic than
What’s In Pe but more metallic than Ti.

You learned earlier how all matter in the universe is made from tiny building
blocks called atoms. All modern scientists accept the concept of the atom, but
when the concept of the atom was first proposed about 2,500 years ago, What is It
ancient philosophers laughed at the idea. It has always been difficult to
convince people of the existence of things that are too small to see. We will
spend some time considering the evidence (observations) that convince
Key Points
scientists of the existence of atoms.
 The atomic number is the number of protons (positively charged
Do you have any idea how the different elements on the periodic table were particles) in an atom.
formed, known and identified? Let’s have a short review.  Henry Gwyn-Jeffreys Moseley was an English physicist who
demonstrated that the atomic number, the number of protons in
There is what we call Big Bang Theory that has some key stages: Singularity, an atom, determines most of the properties of an element.
Inflation, Nucleosynthesis and Recombination: Let us differentiate them.
 In 1919, Ernest Rutherford successfully carried out a nuclear
Singularity is a one-dimensional point which contains a huge mass in an
infinitely small space, where density and gravity become infinite and space-time transmutation reaction a process of transforming one element
curves infinitely, and where the laws of physics as we know them cease to or isotope into another element.
operate. The basic homogeneity in distribution of matter in the universe was  In 1925, there were four vacancies in the periodic table
established as a consequence of the first phase of inflation. corresponding to the atomic numbers 43, 61, 85, and 87.
Nucleosynthesis was the nuclear fusion and the formation of new nuclei Elements with atomic numbers 43 and 85 were synthesized using
actions in the early stages of development of the universe. Recombination - the particle accelerators.
formation of the capture of free electrons by the cations in a plasma.  A particle accelerator is a device that is used to speed up the
protons to overcome the repulsion between the protons and the
target atomic nuclei by using magnetic and electrical fields. It is
used to synthesize new elements.

Notes to the Teacher

Let the student explore the process and the history on how
elements form using the4concept of atomic number. 5
 Elements with atomic numbers greater than 92 (atomic number of Mention the experimental evidence he gave to an existing hypothesis: that
uranium) are called transuranium elements They were discovered the elements’ atomic number, or place in the periodic table, was uniquely tied
in the laboratory using nuclear reactors or particle accelerators. to their “positive charge”, or the number of protons they had. This discovery
allowed for a better arrangement of the periodic table, and predicted elements
Dmitri Mendeleev created a classification of elements based on their atomic that were not yet discovered. His method of identifying elements by shooting
weight. He found that organizing the elements at the time by their electrons and looking at x-rays became a very useful tool in characterizing
calculated weight demonstrated a periodic pattern of both physical and elements, and is now called x-ray spectroscopy.
chemical properties, such as luster, physical state, reactivity to water, and
others. He used X-ray spectroscopy to determine the atomic number of an element.
He bombarded a beam of electrons to different elements and measured their
Activity 1.1 Making Your Own Periodic Table shows how theoretical X-ray spectral lines. His results clearly showed that frequency of the X-rays
elements where arrange according to its atomic weight. For example, H has given off by an element was mathematically related to the position of that
an atomic mass of 1.00794 amu, which makes hydrogen the lightest element element in the Periodic table. The frequency is proportional to the charge of
on the periodic table. Hydrogen, H, was named by Laviosier and is the most the nucleus, or the atomic number.
abundant element on the periodic table. It is followed by He, Li, Be and so
on and so fort because atomic weight is used to arrange elements from When the elements were arranged according to their atomic numbers,
lightest to heaviest. there were four gaps in the table. These gaps corresponded to the atomic
numbers 43, 61, 85, and 87. These elements were later synthesized in the
laboratory through nuclear transmutations.
Hello there, let me help you about how elements form
with the atomic concept. Discovery of Nuclear Transmutation
By the way, He is Henry Moseley. He was an English
In 1919, Ernest Rutherford successfully carried out a nuclear
physicist whose experiment demonstrated that the
transmutation reaction — a reaction involving the transformation of one
major properties of an element are determined by the
element or isotope into another element. The first nuclide to be prepared
atomic number, not by the atomic weight, and firmly
by artificial means was an isotope of oxygen, 17O. It was made by Ernest
established the relationship between atomic number
Rutherford in 1919 by bombarding nitrogen atoms with α particles:
and the charge of the atomic nucleus. 14
N + 4α → 17
O + 1H
7 2 8 1
Henry Moseley was a researcher at Rutherford’s laboratory.
However, both alpha particles and atomic nuclei are positively charged, so
In 1913, Moseley used Rutherford’s work to advance the understanding of the they tend to repel each other. Therefore, instead of using fast-moving
elements and solve the problem with Mendeleev’s periodic table. alpha particles in synthesizing new elements, atomic nuclei are often
bombarded with neutrons (neutral particles) in particle accelerators.
Moseley noticed that shooting electrons at elements caused them to release x-
rays at unique frequencies. He also noticed that the frequency increased by a James Chadwick discovered the neutron in 1932, as a previously
certain amount when the “positive charge” of the chosen element was higher. unknown neutral particle produced along with 12C by the nuclear reaction
between 9Be and 4He:
9
𝐵𝑒 + 𝐻𝑒 →
4 12 1
𝐶+ 𝑛
By arranging the elements according to the square root of the frequency they 4 2 6 0
emitted, he was able to draw out an arrangement of elements that more
correctly predicted periodic trends. The first element to be prepared that does not occur naturally on the earth,
technetium, was created by bombardment of molybdenum by deuterons
(heavy hydrogen, H12), by Emilio Segre and Carlo Perrier in 1937:
2
𝐻 + 97𝑀𝑜→2 1𝑛 + 97𝑇𝑐
1 42 0 43

The first controlled nuclear chain reaction was carried out in a reactor at the
University of Chicago in 1942. One of the many reactions involved was:
235
𝑈 + 1𝑛 → 87𝐵𝑟 + 146𝐿𝑎 + 31𝑛
92 0 35 57 0
6 7
The Discovery of the Missing Elements Big Bang Nucleosynthesis

Recall that in 1925, there were four vacancies in the periodic table  The oldest stars in the Galaxy are deficient in the abundance of elements
corresponding to the atomic numbers 43, 61, 85, and 87. Two of these heavier than Helium (but show the predicted amount of He)
elements were synthesized in the laboratory using particle accelerators. A  The current record holder has Fe/H about 130,000 times smaller than
particle accelerator is a device that is used to speed up the protons to the solar value.
overcome the repulsion between the protons and the target atomic nuclei by  Not quite down to Big Bang abundances, but we are getting pretty close
using magnetic and electrical fields. It is used to synthesize new elements. In and still looking.
1937, American physicist Ernest Lawrence synthesized element with atomic
number 43 using a linear particle accelerator. He bombarded molybdenum Chemical Evolution of the Universe
(Z=42) with fast-moving neutrons. The newly synthesized element was named
Technetium (Tc) after the Greek word "technêtos" meaning “artificial.” Tc was So we need to find the sources of the vast majority of elements in the Periodic Table of elements.
the first man-made element. We already know about some of the sources.

The bombarding of Mo with deuteron formed technicium which is the first

artificially made element.
𝑀 + 2𝐻→ 97𝑇𝑐 +
97
1
�� Chemical Evolution
42 1 43 0

In 1940, Dale Corson, K. Mackenzie, and Emilio Segre discovered element  Low-mass stars synthesize `new’ He, C, O during the main-
with atomic number 85. They bombarded atoms of bismuth (Z=83) with fast- sequence, RGB, HB and AGB phases.
moving alpha particles in a cyclotron. A cyclotron is a particle accelerator that  These freshly minted elements are brought to the surface via
uses alternating electric field to accelerate particles that move in a spiral path convection and redistributed via stellar winds and planetary
in the presence of a magnetic field. Element-85 was named astatine from the nebulae into the interstellar medium to be incorporated into later
Greek word “astatos” meaning unstable. generations of stars.

The two other elements with atomic numbers 61 and 87 were discovered Chemical Evolution II
through studies in radioactivity. Element-61 (Promethium) was discovered as  For more massive stars, `equilibrium’ fusion reactions produce
a decay product of the fission of uranium while element-87 (Francium) was elements all the way up to Fe.
discovered as a breakdown product of uranium.  Freshly made elements are delivered via stellar winds or,
sometimes more spectacularly via supernova explosions
The Synthesis of the Elements

Chemical Evolution III

The invention of the device called cyclotron paved the way for transmuting
one element into another artificially. The high-energy particles that are What about the trans-Fe elements?
produced from the cyclotron upon hitting heavy target nuclei produce • Equilibrium fusion reactions of light elements don’t proceed past
heavier nuclei. Fe because of Fe’s location at the peak of the curve of binding
energy.
The Universe ran into the Be problem. Red giant cores get past this via the • However, in certain circumstances, supernovae for example, non-
Triple-Alpha process, but the Universe expands right through this equilibrium reactions can build elements beyond Fe in the
possibility and the density/temperature are quickly too low to synthesis Periodic Table. Many of these are radioactive, but some are
any additional elements. stable.

8 9
Neutron Capture Elements • We see an overabundance of R-process elements in the oldest stars.
As the early chemical enrichment of the Galaxy was through SNII,
• There are two principle paths to building the elements heavier
this is evidence of SNII as the source of r-process elements.
than Fe. Both use the addition of neutrons to existing `seed’ nuclei
• If we look at the Crab Nebula or other SNII remnants we don’t see
(neutrons have no charge so are much easier to add to positively-
r-process elements.
charged nuclei).
• We DO see regions of enhanced O, Si, Ne and He which appear to
S-process (slow addition of neutrons)
reflect the `onion skin’ structure of the massive star progenitor.
R-process (rapid addition of neutrons)
The S-process

• The S-process stands for the Slow addition of neutrons to nuclei.

The addition of a no produces heavier isotope of a particular
element. However, if an electron is emitted (this is called beta-
decay), the nucleus moves one step up the periodic table.
• `Slow’ here means that rate of no captures is low compared to the
beta-decay rate.
• It really is slow. Sometimes 100’s of years go by between neutron
Crab Nebula
captures. 1Diagram (How R-Process Occur) [Link]
The s-process acting in the range from [Link]

Ag to Sb.

The Transuranic Elements

Here a neutron
changed into a In the 1930s, the heaviest element known was uranium, with an atomic
proton by emitting number 92. Early in 1940, Edwin McMillan proved that an element having
an electron an atomic number 93could be created. He used a particle accelerator to
bombard uranium with neutrons and created an element with an atomic
• The S-process can produce elements up to #83 - Bismuth. There
number 93 which he named neptunium.
are peaks in the Solar System abundance of heavy elements at 38Sr,
56Ba and 82Pb. These are easily understood in the context of the
Transuranic elements are synthetic elements with atomic numbers higher than
S-process and `magic’ numbers of neutrons.
that of Uranium (Z = 92).
• The site of the S-process is AGB start during and between shell
flashes. The no source is a by-product of C13+He4 -> 238𝑈
O16 + 1𝑛 → 239𝑁𝑝 + 0𝛽

• 43Tc is an s-process nucleus and proof that it is in operation in 92 0 93 −1

AGB stars.
Plutonium (Z = 94)
238
𝑈 + 2𝐻 → 239𝑁𝑝 + 21𝑛
The R-process 92 1 93 0

• The R-process is the Rapid addition of neutrons to existing 238

93𝑁𝑝 → 239
94 𝑁𝑝+1 + −10𝛽
nuclei. Rapid here means that many neutrons are added before a
beta- decay occurs.
• First build up a VERY heavy isotope, then, as beta-decays occur, At the end of 1940, element-94 was synthesized by Seaborg, McMillan,
you march up in atomic number and produce the REALLY HEAVY Kennedy, and Wahl. They bombarded uranium with deuterons (particles
STUFF. composed of a proton and a neutron) in a cyclotron. Element-94 was named
• For this to happen, a big burst of neutrons is needed. The most plutonium.
promising place with the right conditions is in a SNII explosion
right above the collapsed core.

10 11
Elements with atomic numbers greater than 92 (atomic number of
uranium) are called transuranium elements. Hence, neptunium and
plutonium are both transuranium elements. They are unstable and decay What’s More
radioactively into other elements. All these elements were discovered in
the laboratory as artificially generated synthetic elements. They are
prepared using nuclear reactors or particle accelerators. In the next lesson,
you will learn the nuclear reactions involved in the synthesis of these
transuranium elements.
Activity 1.1 Write the nuclear reactions involved in the
Stellar nucleosynthesis synthesis of each of the following new elements:

This is the process by which elements are created within stars by a. Curium (Z = 96) was formed by reacting Pu – 239 with alpha
combining the protons and neutrons together from the nuclei of lighter particles 42He. It has a half-life of 162 days.
elements. Fusion inside stars transforms hydrogen into helium, heat, and b. Mendelevium (Z = 101) was formed by reacting En-253 with alpha
radiation. Heavier elements are created in different types of stars as they particles.
die or explode. c. Meitnerium (Z = 109) was formed by cold fusion which involves
the combination of Bi and Fe nuclides at ordinary temperature
The Superheavy Elements

Superheavy elements are elements with atomic numbers beyond 103. These
are produced by bombarding heavy nuclear targets with accelerated heavy
projectiles. What I Have Learned
Bohrium (Z = 107) – projectile used was Cr
209
𝐵𝑖 + 54𝐶𝑟 → 261
𝐵ℎ + 2 1𝑛
83 24 107 0

Following are the equations of several nuclear reactions that have important Why do scientists study and synthesize new
roles in the history of nuclear chemistry: transuranium elements in the laboratory? What are the
uses of these elements?
• The first naturally occurring unstable element that was isolated, polonium,
was discovered by the Polish scientist Marie Curie and her husband Pierre in Create a timeline using illustrations and text showing
1898. It decays, emitting particles: on how elements form with the concept of atomic
number.
212
𝑃𝑜 → 208𝑃𝑏 + 4𝐻𝑒
84 82 2

12 13
 Timeline Rubric
Category 10 points 7 points 5 points 3 points
Facts were Facts What I Can Do
Facts were Facts were accurate were often
Content/ accurate for accurate for for most inaccurat
Facts all events almost all (~75%) of e for
reported on events the events
Short Essay (maximum of 3 sentences)
the timeline reported on events reported
the reported on on the
timeline. the timeline.
timeline. 1. Dmitri Mendeleev is often regarded as the Father of the Periodic Table. Would you say that Henry
Some Moseley deserves the recognition more than him?
All graphics All graphics graphics Explain why the atomic number is called the
are are are Several “fingerprint” of elements.
Graphics effective and effective, but effective graphics How would you relate alchemy to synthesis of new elements?
balanced there and their are
with text appear to be use not
use. too few or is balanced effective.
too many. with text
use.
The overall
The overall appearance
appearance of the The The Assessment
Readability of the timeline is timeline is timeline is
timeline is somewhat relatively difficult
Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
pleasing pleasing and readable. to read.
1. He successfully carried out a nuclear transmutation reaction, a process of transforming one element or isotope into another element.
and easy to easy to
a. Chadwick c. Mendeleev
read. read.
b. Moseley d. Rutherford
The timeline The
The timeline contained timeline The
2. This is also known as Nucleosynthesis.
contained at least 8-9 contained timeline
a. S Process c. Nuclear Fission
Requirements 10 events events at least 6-7 contained
b. R-Process d. Proton-Proton Reaction
related to related to events fewer
the topic the topic related to than 5 3. This is known as the origin and production of heavy elements.
being being the topic events. a. Stellar Nucleosynthesis c. R-Process
studied. studied. being b. Primordial Nucleosynthesis d. Supernova
studied. Nucleosynthesis

4. It was created by bombardment of molybdenum by deuterons

(heavy hydrogen, H12), by Emilio Segre and Carlo Perrier in 1937.
a. Oxygen c. Technetium
b. Helium d. Uranium
c.
5. Process that can produce elements up to #83 - Bismuth.

14 15
 a. Nuclear Fission c. S Process a. Ernest Rutherford c. Dmitri Mendeleev
b. R-Process d. S Process b. Ernest Lawrence d. John Dalton

6. This is known as the origin of light elements.

a. Stellar Nucleosynthesis c. R-Process Additional Activities
b. Primordial Nucleosynthesis d. Supernova Nucleosynthesis

7. It is also known as nuclear fusion and the formation of new nuclei

actions in the early stages of development of the universe. Research on the latest instruments used in preparing new elements in
a. Nucleosynthesis c. R-Process the laboratory. What were the instruments used in preparing the
b. S-Process d. Singularity newest four elements, nihonium, moscovium, tennessine, and
oganesson?
8. In this process there’s a buildup of a VERY heavy isotope, then
as beta-decays occur, you march up in atomic number and
produce heavy product.
a. S Process c. Nuclear Fission
b. R-Process d. Proton-Proton Reaction

9. These are elements with atomic numbers beyond 103.

a. SuperHevy Elements c. Lightest Element
b. Gases Elements d. Halogens

10. This occurs in the main sequence of stars.

a. Stellar Nucleosynthesis c. R-Process
b. Primordial Nucleosynthesis d. Supernova Nucleosynthesis

11. It is a device that is used to speed up the protons to overcome

the repulsion between the protons and the target atomic nuclei
by using magnetic and electrical fields.
a. Spectroscopy c. Particle Accelerator
b. Particle Decelerator d. Microscope

12. He created a classification of elements based on their atomic

weight.
a. Rutherford c. Millikan
b. Dalton d. Mendeleev

13. It is a one-dimensional point which contains a huge mass in

an infinitely small space.
a. Nucleosynthesis c. Singularity
b. Dilation d. R-process

14. He noticed that shooting electrons at elements caused them to

release x-rays at unique frequencies.
a. Mendeleev c. Moseley
b. Millikan d. Serge

15. He synthesized element with atomic number 43 using a

linear particle accelerator.

16 17
 Physical Science
Quarter 1 – Module 3:
Polarity of Molecules

20
Physical Science
Alternative Delivery Mode
Quarter 1 – Module 3: Polarity of Molecules
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module 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 authors do not represent nor claim ownership
over them.

Published by the Department of Education

Physical Science
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio Quarter 1 – Module: 3
Development Team of the Module
Writers: Bayani T. Vicencio, Valeria Amor C. Rosita
Editors: Priscilla D. Domino
Gertrudes L. Malabanan
Reviewers: Rogelio D. Canuel, Elmer C. Bobis, Gertrudes L. Malabanan,
Illustrator: Geselle A. Teaňo
Layout Artist: Elsie R. Reyes
The module is divided into three lessons, namely:
Management Team: Wilfredo E. Cabral
Job S. Zape Jr. ● Lesson 1 – Polarity of Molecules

Eugenio S. Adrao,
Elaine T. Balaogan
After going through this module, you are expected to:
Helen A. Ramos 1. differentiate polar and nonpolar bonds;
Rhina O. Ilagan 2. determine the polarity of chemical bonds between atoms using the
Edna U. Mendoza concept of electronegativity;
3. familiarize with the different molecular shapes;
Ronaldo V. Ramilo [Link] how polarity of bonds and molecular geometry affects the polarity of
molecules
Printed in the Philippines by

Department of Education – Region IV-A

Office Address: Gate 2 Karangalan Village, Barangay 1900, Cainta, Rizal

1800 Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address:region4a@[Link]/[Link]@[Link]
2 3
 d. Nonpolar covalent

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. refers to the ability of an atom in a molecule to attract shared electrons.

a. Electron affinity
b. Electronegativity
c. Ionization energy
d. Electromotive force

2. Which of the following statements is TRUE about polar bonds?

a. They are present in metals.
b. They are responsible for the formation of ionic compounds.
c. They always result to the formation of polar molecular compounds.
d. They may result to nonpolar covalent compounds depending on
molecular geometry.

3. What type of chemical bond holds the atoms of water molecule together?
a. Hydrogen bond
b. Ionic bond
c. Polar covalent bond
d. Nonpolar covalent bond

4. Which of the following molecule is nonpolar?

a. NaCl
b. HCl
c. CO2
d. NH3

5. What is the electronegativity difference of C - O?

a. 0
b. 0.5
c. 1.0
d. 1.5

6. Supposedly a hypothetical molecule has an electronegativity difference of 0.5,

what is the type of chemical bond present?
a. Ionic
b. Hydrogen
c. Polar covalent
2 3
7. What is the molecular shape of BeF3?
a. Linear
b. Trigonal
c. Tetrahedral
d. Trigonal bipyramidal

8. A molecule can have a polar bond and still be nonpolar overall. The
statement is
a. True
b. False
c. Maybe

9. A polar covalent bond would form in which of the following pairs of atoms?
a. Cl-Cl
b. Mg-O
c. N-H
d. C-S

10.A molecule shape is a three-dimensional arrangement of atoms or

bonding groups around a central atom. The molecular shape is
governed by the valence shell electron repulsion (VSEPR) theory.
a. The first and second statements are true.
b. The first and second statements are false.
c. The first statement is true while the second statement is false.
d. The first statement is false while the second statement is true.

True or False: Write TRUE if the statement is correct, otherwise write FALSE.

11. The general trend of electronegativity as you move from top to

bottom of the periodic table is increasing.
12. Flourine has the greatest electronegativity while cesium and francium
have the least electronegativity value.
13. Water, with a bent molecular shape, is classified as a polar molecule.
14. Sulfur hexafluoride (SF6) has six bonded electrons and no lone
pair in its central atom.
15. Hydrogen cyanide (HCN) exhibits a linear geometry.

2 3
 Lesson Polarity of Molecules
1
It is interesting to have a quick glance at the lessons you have learned about
compounds and chemical bonds when you were in Grades 8, 9 and 10. Can you still
recall them? Great!
Notes to the Teacher
Periodic Table is an indispensable tool in studying chemistry. In order for the learners to answer the above activity, they
In Grade 8, you learned that atoms combine to form molecules or compounds
thus making them more stable by achieving a stable configuration satisfying the Octet
Rule. On the other hand, you learned about chemical bonds or intramolecular forces
and its three types such as ionic, covalent and metallic and the writing of Lewis dot
Tell whether the compound below is an ionic compound (IC) or covalent compound
symbol in Grade 9. While in your Grade-10 Science, you have learned the concepts of
(CC) based on the type of chemical bond present.
electronegativity and you were briefly introduced to the topic polarity of molecules
using the electronegativity values. 1. NaCl 6. N2O

Studying this module will certainly increase your understanding about the 2. CO2 7. PCl5

polarity of molecules. This module is packed with interesting activities which will
3. CaCl2 [Link]
make you enjoy your Chemistry lessons even more. So, are you ready to delve on an
4. CCl4 9. HCl
exciting quest for chemistry learning? You may start now by doing the activity below.
Goodluck and happy learning! 10.AlCl3
5. Fe2O3

What’s In ANSWER: NaCl, CaCl2, Fe2O3,KBr, and AlCl3 are all ionic compound because
the atoms involved are combination of metal and nonmetal. On the other hand, CO2,

Chemical bonds are formed when atoms lose, accept or share electrons. An ionic CCl4, N2O, PCl5 and HCl are covalent compounds because the atoms involved are both

bond occurs when there is a transfer of one or more valence electrons form one nonmetals.
atom to another. It exists between metal and nonmetal atoms where metal loses
It’s good that you were able to recall the difference between ionic bond and covalent
electron/s while nonmetal accepts the electron/s donated by metal. On the other
bond.
hand, when two nonmetal atoms combine, neither of them loses or gains electron
Instead, electron pairs are being shared by both atoms and the type of chemical You have learned that a covalent is a shared pair of electrons between two atoms. But

bond formed is called covalent bond. are the electrons equally shared by the combing atoms? How does a polar covalent
bond differ from a nonpolar covalent? Did you know that electronegativity of an atom
can be used to further classify covalent bond into polar and nonpolar?

As you perform the activity below, you will find out that substances have different
polarities, and this explains why there are substances that do not mix while others do.

4 5
 What is It
What’s New
The polarity of molecules is determined by the two factors: the polarity of bonds based
on the electronegativity difference of the atoms involved and the geometrical shape of
Activity1: Polarity Experiment the molecules which can be predicted via valence shell electron pair repulsion (VSEPR)
theory.
Materials:
A. Polarity of Bonds and Electronegativity
• Water
• Vinegar In your grade 9 chemistry, you have tackled the lesson on the periodic properties of
• Oil elements such as atomic size, metallic property, ionization energy, electron affinity and
• Alcohol electronegativity. Can you still recall the definition of electronegativity? If not, no
• 6 disposable glasses problem because I will define it for you.
• spoon
Electronegativity (EN) measures the relative tendency of an atom to attract electrons to
Procedure: itself when chemically combined with other atom. Take a look at the electronegativity
1. Obtain 6 clean disposable glasses and prepare the following set- values of some elements on Fig.1. What have you noticed? Correct! It increases within
up. Set-up 1: 1 cup water + 5 tablespoons vinegar period (from left to right) and decreases within a group (from top to bottom). Take note
Set-up 2: 1 cup water + 5 tablespoons oil also that the higher the value of EN, the more it tends to attract electron towards
Set-up 3: 1 cup water + 5 tablespoons alcohol itself.
Set-up 4: 1 cup vinegar + 5 tablespoons oil
So what is the connection of electronegativity to the polarity of bonds? We could use
Set-up 5: 1 cup vinegar + 5 tablespoons alcohol
the electronegativity values of the atoms involved to get the absolute electronegativity
Set-up 6: 5 tablespoon oil + 5 tablespoons alcohol
difference (∆EN) which will help us in predicting what type of chemical bond (ionic,
2. Thoroughly stir each mixture and observe carefully. polar covalent or nonpolar covalent) that would exist between them. Table 1 shows the
Note: •Do not forget to wash and dry the spoon after each use. type of bond based on the electronegativity difference of bonded atoms.
• Properly label each set-up.
• Samples with oil should first be mixed with dishwashing
liquid before disposing down the sink

Guide Question:

a. Which of the following set-ups mixed well? Which did not?

b. What can you infer from the result of this activity?

Or if not feasible, this activity may be performed instead.

Calculate the electronegativity difference and give the type of bond that exists between the
atoms in each of the following pairs.

EN of the first EN of the 2nd

Molecule ∆ EN
atom atom
1. NaCl
2. NH3
Figure 1. Pauling Electronegativity values of some elements
3. CH4
4. H2
5. H2O

6 7
Table 1. Type of bond based on electronegativity difference (∆EN) of bonded atoms This occurs when the bonding atoms have approximately equal EN value or equal
ability to attract electrons to each side. Nonpolar covalent bond is an example of bond
Electronegativity Difference
Type of Bond (∆EN) formed when two chlorine atoms combine.
Ionic ≥1.7
Polar Covalent 0.5 to 1.6
Nonpolar Covalent ≤ 0.4

For example, you are asked to predict what type of bond is present between the
following pairs of atoms by determining their electronegativity difference.

1. Ca and Cl
2. Cl and Cl (a) (b)
3. H and Cl
Figure 2. (a) Polar bond between H and Cl and (b) nonpolar bond between two Cl
4. S and O
atoms
5. C and N
Solution: B. Polarity of Molecules and Molecular Geometry
You just have learned how to predict the type of bond polarity simply by calculating
1. ENCa = 1.0 (∆EN) = 1.0 – 3.0 = │-2.0│= 2.0 ionic bond the electronegativity difference of atoms (specifically two atoms). The next question is,
how about for those molecules consisting of more than two atoms like H 2O, CCl4, NH3
ENCl = 3.0
and CO2? For polyatomic molecules, both the bond polarity and molecular shape
2. ENCl = 3.0 (∆EN) = 3.0 – 3.0 = 0 nonpolar covalent determine the overall molecular polarity. In terms of molecular geometry, the valence
bond shell electron pair repulsion (VSEPR) theory would help us to determine the spatial
arrangement of atoms in a polyatomic molecule.
ENCl = 3.0
You can predict the shape or molecular geometry of a substance using the following
3. ENH = 2.1 (∆EN) = 2.1 – 3.0 = │-0.9│= 0.9 polar covalent bond steps:
ENCl= 3.0

4. ENS= 2.5 (∆EN) = 2.5 – 3.5 = │-1.0│= 1.0 polar covalent bond Step 1: Determine the central atom of a molecule. The central atom is the least
electronegative element.
ENO = 3.5
Step 2: Draw the appropriate Lewis dot structure for the molecule.
5. ENC= 2.5 (∆EN) = 2.5 – 3.0 = │-0.5│= 0.5 polar covalent bond
Step 3: Count the number of bonding pairs of electrons and non-bonding (or
ENN = 3.0 lone pairs) around the central atom.
Using the above examples, let us know more about polar and nonpolar covalent Step 4: Determine the electron pair orientation using the total number of
bonds. A polar covalent bond is formed when electrons are shared unequally by two electron pairs.
atoms in a compound. The bonded pair of atoms form an electric dipole (represented
Step 5: Name the shape of based on the location of the atoms
by ). Dipole means “two poles” which means that a molecule has one positive
end and one negative end. In this type of bond, the atom with the higher EN value
becomes the partial negative pole (symbolized as ẟ-) while the atom with the lower
EN value becomes the partially positive (symbolized as ẟ +) pole. Always bear in mind that
the direction of the arrow is always pointing from a more electropositive pole to the
more electronegative pole. Take HCl for example, H is has higher EN than Cl, thus the
direction of the arrow is from H pointing to Cl and there is unequal electron density as
represented by a size of the circle (refer to figure 2). On the other hand, a nonpolar
covalent bond develops if both atoms equally share a pair of electrons between them.

Figure 3. Different Molecular Shapes

8 9
Consider the examples below: Now that you have learned how to determine the molecular geometry, let us now go
on to our discussion of polarity of molecules based on molecular shapes. You may
Example 1: Predict the molecular geometry of BCl3
study the diagram below and we will use it as our guide.
Step 1: ENB = 2.0 ENCl= 3.0 therefore, B will be the central atom and three
Cl atoms are attached to it. By looking at the chemical formula, you
will also have an idea that boron will be the central atom and three atoms of
choline are attached to it.
Is the shape symmetrical in 3D?
Step 2: NO YES

The molecule is POLAR

Are all atoms bonded to the central atoms the same?
Step 3: The central atom has three electron pairs: 3 bonded pairs and no NO
lone pair
Step 4: The electron pair orientation for three electrons is trigonal planar.
Step 5: The molecular shape of BCl3 is trigonal planar.

Example 2: Predict the molecular geometry of CO2

Step 1: ENC= 2.5 ENO= 3.0 therefore, C will be the central atom and Note: You must think about a molecule in 3-D according to VSEPR Theory YES
two O atoms will be the attached to it. (Use may also use the The molecule is NONPOLAR
chemical formula to predict which atom will be the central atom

Step 2:

Figure 4. Flowchart to determine if a molecule is polar or nonpolar

Step 3: For the purpose of determining the position of the bonding pairs, let
us count the double bonds as one bonding pair. Therefore, CO 2 has Going back to our previous examples, let us try to determine the polarity of
two bonding pairs of electron. molecules of BCl3, CO2 and CHCl3.
Step 4: The electron pair orientation for two electron pairs is linear.
Step 5: The molecular shape of CO2 is linear. For both BCl3 and CO2, the atoms are symmetrically arranged (trigonal
planar and linear) and the attached atoms to the central atom are also the
Example 3: Predict the molecular geometry of CHCl3. same. You must also take note that in a symmetrical molecule, the sum of the
Step 1: ENC = 2.5, ENH= 2.1 and ENCl= 3.0. Because carbon is less bond dipole is equal to zero (because they cancel out) which leads to the
electronegative than chlorine and hydrogen is normally terminal atom, formation of nonpolar molecule. Therefore, both BCl 3 and CO2 are nonpolar. On
C must be the central atom. the other hand, CHCl3, although it has a symmetrical arrangement
(tetrahedral), the atoms attached to the central atom are not all the same (3
Step 2: chlorine atoms and 1 hydrogen atom). This causes CHCl 3 to become a polar
molecule.

Now, let us see if you fully understood our discussion. I want you to try
answering the exercises below.

Step 3: There are four bonding electron pairs.

Step 4: The electron pair orientation for four electron pairs is tetrahedral.
Step 5: The molecular shape of CHCl3 is linear.

10 11
 Identify which molecule is polar and which is nonpolar given the Lewis structure and
molecular shapes of the following molecules.
What I Have Learned
Molecule Lewis Structure Molecular Geometry Molecular Shape
(based on VSEPR)
In your own words, differentiate polar and nonpolar covalent bond.
[Link] electronegativity
NH3 Trigonal
1. What and how can it be used in in determining the polarity of molecules?
pyramidal
2. Is it possible for a molecule to have a polar bond but have an overall polarity of
nonpolar?
3. Differentiate bonding and non-bonding electrons.
2. H2O Bent or angular

What I Can Do
3. CCl4
Tetrahedral
Answer the following questions below:

4. Linear 1.
Ammonia (NH3) is polar molecule while boron trifluoride (BF3) is a

If you were able to answer that NH 3 and H2O are polar molecules because the bond nonpolar molecule. Explain the difference in the polarity of these
dipole cannot be cancelled because of the presence of lone pairs on the central atom compounds.
and CCl4 and HBr are nonpolar molecules, you are correct. Job well done! You may 2.
Suppose that AB3E, a hypothetical molecule, is discovered. Predict whether
now proceed to the rest of this module.
the molecule is polar or nonpolar by determining its molecular shape.
Note: A – corresponds to central atom,

What’s More B - terminal atom

E – lone pair (nonbonding electrons)

Assessment
Lewis ∆ Bond Molecular Polarity of
Molecule
Structure EN Polarity Geometry Molecule
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
1.
PCl5
separate sheet of paper.
2.
BeCl2 1. The following molecules have polar covalent bonds EXCEPT?
a. NH3
3.
CH4
b. CS2
4.
OF2 c. BCl3
5.
SF6 d. HBr

So far, we have discussed how polarity of molecules is being determined. At this point, 2. Which of the following bonds is the MOST polar?
you will perform the activity below to find out if you fully understood our topic. If you a. H-Cl
think you need to go back to the discussion part of this module while answering this b. C-Cl
activity, please feel free to do so. c. H-H
d. N-F

12 13
3. What is the molecular shape of CHBr3? 9. Which of the following molecules is tetrahedral?
a. Linear a. H2O
b. Trigonal planar b. SF6
c. Trigonal bipyramidal c. CH4
d. Tetrahedral d. BF3
4. A nonpolar covalent bond would form in which of the following pairs of atoms? 10. Which of the following is NOT TRUE about CO2?
a. Na-Cl a. Has an electronegativity difference of 1.0
b. Ca-O b. Polar bond is present
c. P-N c. Has a linear molecular shape
d. C-S d. Is a polar molecule
5. From the given Lewis structure of NH3, how many nonbonding pair/s of electron True or False: Write TRUE if the statement is correct, otherwise write FALSE.
are around the central atom? 11. S and O are bonded by a polar covalent bond because its
a. 0 electronegativity difference value is 1.0.
b. 1 12. Atoms with high electronegativity have a greater tendency to attract electrons
c. 2 toward itself.
d. 3 13. Polarity of molecules are determined both by polarity of bonds and molecular
6. Which of the following statements is INCORRECT? geometry.
a. Polar covalent bonds can be present in a nonpolar molecule. 14. Among C-Cl, H-Cl, C-H and Cl-Cl, only Cl-Cl is polar.
b. Polar covalent bond is present if the electronegativity difference 15. Methyl alcohol, CH3OH, is a nonpolar molecule.
between atoms is equal or less than 0.4.
c. Polarity of bond and molecular geometry are the two factors that affect the
polarity of molecules. Additional Activities
d. Polar bond forms when electrons are unequally shared by two atoms in a
compound. Analyze the following statements and determine if it is correct or wrong.
7. What do you call the relative ability of a bonded atom to attract shared electron
pairs?
1. SiCl4 is a nonpolar molecule.

a. Electron affinity
b. Electronegativity
c. Ionization energy 2.
H2S has a linear molecular geometry.
d. Metallic property
8. Which description below correctly describes polar molecules?
a. Have polar bonds present.
b. The polar bonds are arranged so that they do not cancel. 3.
PF5 is a polar molecule.
c. Lone pairs on the central atom are arranged so that they do not cancel.
d. Lone pairs on the central atom are arranged so that they can be _
cancelled out.

14 15
What I Have Learned
1. In your own words, differentiate polar and nonpolar covalent bond.
Answer: Polar bonds are formed when there is an unequal sharing of
electrons between atoms, while nonpolar bonds are formed when
there is equal sharing of electrons between atoms.
2. What is electronegativity and how can it be used in in determining the What I Know Assessment
polarity of molecules? 1. What’s More 1. B
Answer: Electronegativity measures the tendency of an atom in a molecule
to attract shared electrons toward itself. The concept of
electronegativity can be used to predict whether the bond will be polar
or nonpolar. If the ∆EN is 0.4 or less, the bond is nonpolar. But if the
∆EN is beyond 0.4 but less than 1.7, the bond is polar.
3. Is it possible for a molecule to have a polar bond but have an overall
polarity of nonpolar?
Answer: Yes. Because polarity of molecule is determined both by polarity of
bond and molecular geometry. A molecule can have a polar covalent
bond but still be classified as a nonpolar molecule as long as its
molecular geometry satisfies the condition of VSEPR theory.
4. Differentiate bonding and non-bonding electrons.
Answer: Bonding electrons are those electrons involved in the formation of
covalent bonds while lone pair (nonbonding electrons) refers to a pair
of valence electrons that is not shared with another atom in a covalent
bond.
 Personal Development
Alternative Delivery Mode
Quarter 1 – Module 4: Polarity of Molecules and Its Properties
First Edition, 2020

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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
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Polarity of Molecules and

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
Its Properties copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Bayani T. Vicencio, Valeria Amor C. Rosita
Editors: Priscilla D. Domino
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1
 Introductory Message
For the facilitator:

Welcome to the Physical Science 11/12Alternative Delivery Mode (ADM) Module on

Polarity of Molecules and Its Properties!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent

Physical Science
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

Quarter 1 – Module 4: In addition to the material in the main text, you will also see this box in the body of the
module:
Polarity of Molecules and
Its Properties
Notes to the Teacher
This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

ii
For the learner:
This is a task which aims to evaluate your
Welcome to the Physical Science 11/12 Alternative Delivery Mode (ADM) Module on level of mastery in achieving the learning
Properties of Molecules based on its Polarity! Assessment competency.

The hand is one of the most symbolic parts of the human body. It is often used to depict In this portion, another activity will be given
skill, action and purpose. Through our hands we may learn, create and accomplish. to you to enrich your knowledge or skill of
Hence, the hand in this learning resource signifies that you as a learner is capable and Additional Activities the lesson learned. This also tends retention
empowered to successfully achieve the relevant competencies and skills at your own of learned concepts.
pace and time. Your academic success lies in your own hands! This contains answers to all activities in the
module.
This module was designed to provide you with fun and meaningful opportunities Answer Key
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons: At the end of this module you will also find:

This will give you an idea of the skills or

References This is a list of all sources used in
What I Need to Know competencies you are expected to learn in skill into real life situations or concerns.
the module.
This part includes an activity that aims to
check what you already know about the
What I Know
lesson to take. If you get all the answers
correctly (100%), you may decide to skip
this module.
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s In

In this portion, the new lesson will be

introduced to you in various ways such as
What’s New
a story, a song, a poem, a problem opener,
an activity or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to
process what you learned from the lesson.
What I Can Do
This section provides an activity which will
help you transfer your new knowledge or
iii iv
 develo answering the tasks in
this module, do not
hesitate to consult your
modul
teacher or facilitator.
Always bear in mind that
you are not alone.
The following are some We hope that through this
reminders in using this
material, you will
module:
experience meaningful
1. Use the learning and gain deep
module understanding of the
with care. relevant competencies.
Do not put You can do it!
unnecessar
y mark/s
on any part
of the
module.
Use a
separate
sheet of
paper in
answering
the
exercises.
2. Don’t forget
to answer
What I
Know
before
moving on
to the other
activities
included in
the module.
3. Read the instruction
carefully before doing
each task.
4. Observe honesty and
integrity in doing the
tasks and checking
your answers.
5. Finish the task at hand
before proceeding to
the next.
6. Return this module to
your teacher/facilitator
once you are through
with it.
If you
encounter any
difficulty in

iii iv
 What I Know
What I Need to Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
This module was designed and written with you in mind. It is here to help you master
the concept of polarity of molecules. The scope of this module permits it to be used in 1. Which of the following is TRUE of polar molecules?
different learning situations. The language used recognizes the varied vocabulary level i. Have high boiling point iii. low surface tension
of students. The lessons are arranged to follow the standard sequence of the course.
ii. Have high melting point iv. High vapor pressure
But the order in which you read them can be changed to correspond with the textbook
you are now using. a. I only
b. I and II only
The module is divided into three lessons, namely:
c. II and III only
● Lesson 1 – Properties of Molecules based on its Polarity
d. IV only
After going through this module, you are expected to:
1. define solubility, miscibility and polarity; 2. Which of the following intermolecular forces of attraction (IMFA) is
2. identify the different types of intermolecular forces of attraction; arranged from strongest to weakest?
3. explain how polarity of molecules related to its properties a. H- bonding – dipole-dipole – London forces
b. London-forces – dipole-dipole – H-bonding
c. Dipole-dipole – London forces – H- bonding
d. H-bonding – London forces – dipole-dipole

For numbers 3-6, consider the choices below:

a. boiling point c. Viscosity
b. solubility d. vapor pressure

3. Refers to the resistance of a liquid to flow.

4. Is temperature at which the liquid starts to boil.
5. Defined as the pressure exerted by a substance when in its gaseous state.
6. The ability of a substance to be dissolved in another substance to form a
solution.

7. The following are examples of viscous substances EXCEPT:

a. blood c. vinegar
b. honey d. syrup

1 2
8. Which of the following is NOT TRUE about water?
a. has high surface tension
Lesson Properties of Molecules based on its Pol
c. has low viscosity 1
d. becomes denser when freezes

9. Which of the following substances will most likely be miscible in water?

From the previous module, you learned how to determine the polarity of bonds using
a.
Benzene (C6H6)
the concept of electronegativity. Also, you learned that polarity of molecules is affected
b.
Ethyl alcohol (C2H6O)
by both the polarity of bonds and its molecular shape or geometry.
c.
carbon tetrachloride (CCl4)
d.
toluene (C6H5CH3)

Which of the following will dissolve in polar solvents? What’s In

a. nonpolar solvents and ionic compounds
b. c. nonpolar solvents and ionic compounds
d. all of the above Let us have some warm up exercise for our nerve cells before we proceed to the
presentation of our lesson. You will perform a simple activity that will help you recall

True or False: Write T if the statement is true, otherwise write F. some basic concepts related to polarity of molecules. Have some fun!

10. The floating of ice on liquid water is an indication that ice has higher density
than liquid water.
11. The volatility of a substance depends on its vapor pressure.
12. Alcohol is less volatile than vinegar.
13. Between water (H2O) and carbon tetrachloride (CCl4), water has higher
boiling point.
14. Vapor pressure is inversely proportional to the strength of intermolecular
forces present.
Notes to the Teacher
There are numerous terms or concepts being studied in science and most of them are either difficult to spell out or pron

3 4
 WORD CRYPTOGRAM

Directions: Unscramble the letters by placing the correct letter sequence in the shaded
boxes to come up with the correct answer for each number. Use the numbered boxes What’s New
to complete the answer to the riddle below.

Analyze the lyrics of the song, “Tubig at Langis”, and answer the questions below.
1.

L E C M O U L E
TUBIG AT LANGIS
1 5 6 Sharon Cuneta

2. Tubig at langis, ang katayuannati’yyan ang

O P A L R O D N B kawangis Pilitinmangmagsam’y may mahahapis
Ganyang-ganyantayongdalawa
3 9 Ang panuntunan’ymagkaiba
Langis at tubig, ‘di mapagsama ng tunaymangpag-ibig
3. Hinanakit ang s’yanglagingmananaig
Mahal na mahal man kita
O N L E A P I R May mahal ka namangiba

2 14 8 16 Chorus:
Tubig at langis
4. Idarang man sainit, ‘di rin tatamis
Dahil ang halo’yluha’tpaghihinagpis
N A R O P O L N B D O N Ang kirot ay di maalis kung labis
Bakitnanaig ang dusasaligayasa ‘ting daigdig ?
7 12 May dasalbaakonghindiN’yanarinig ?
Papelnatinsapag-ibig
Ako’ylangis, ika’ytubig
5.

A C E G T R O T L I Y E I T E N V Repeat Chorus:
Bakitnanaig ang dusasaligayasa ‘ting daigdig ?
11 15 4 10 17 May dasalbaakonghindiN’yanarinig ?
Papelnatinsapag-ibig
Ako’ylangis, ika’ytubig
6.
Ako’ylangis, ika’ytubig
M A T O

13 Guide Question:
1. What is the message of the song?
RIDDLE: It shows the three-dimensional arrangement of bonding groups
of atoms around a central atom. 2. If you add oil to the water, what will happen? Will it create a single homogenous
phase or will it form two layers? Why?
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 3. Why do you think water and oil cannot be mixed even when heated?
Support your answer.
Can you define the following words/terms that you have decoded?

5 6
 In this lesson, we will not discuss IMFA in so much detail because it will be tackled to
you in the next module. We will just focus on the following salient points of IMFA and
What is It its effect on the physical properties of covalent compounds:

1. There are several types of IMFA and below they are arranged from
STRONGEST to WEAKEST.
A. Polarity, Solubility, and Miscibility Ion-dipole → H-bonding→ dipole-dipole→dipole-induced dipole→
One of the practical applications of polarity of molecule in real-life scenario is London forces of attraction
manifested on the solubility and miscibility of substances to form solution. 2. The strength of IMFA greatly affects the physical properties of
substances such as boiling point, melting point, vapor pressure, surface
Solubility is defined as the ability of a solid substance to be dissolved in a given tension, etc.
amount of solvent while miscibility is the ability of the two liquids to combine or
mix in all proportions, creating a homogenous mixture. Before we move further, try to perform the exercise below to test your ability to
The general rule to remember about the solubility and miscibility of molecular analyze concepts and principles that you have learned from the discussion.
compounds can be summarized in a phrase, “like dissolves like” or “like mixes with Put a check (/) to those properties applicable for polar molecule.
like”. This means that polar substances will only be dissolved or mixed with polar 1. High boiling point 7. High vapor pressure
substances while nonpolar substances will be soluble or miscible with another 2. Low boiling 8. Low vapor pressure
point
nonpolar substance. 3. High melting point 9. High surface tension
4. Low melting point 10. Low surface tension
Now I want you to try the exercises below in order to assess how much you have 5. High volatility 11. H-bonding & dipole-dipole present
understood the solubility (and miscibility) rule of substances in relation to their 6. Low 12. London dispersion is present
volatility polarity.

Which of the following substances below will most likely mix with each other?
How well did you perform in this exercise? Continue reading for you to find out
a.
water (H2O) and chloroform (CHCl3)
the correct answers for this activity.
b.
benzene (C6H6) and chloroform (CHCl3)
From the above discussion you learned that there are several types of IMFA and their
c.
water (H2O) and vinegar (CH3COOH) relative strength as compared to other types. Strong intermolecular forces tend to yield
solids and liquids while weak intermolecular forces favor formation of gases.
d.
acetone (C3H6O) and toluene (C6H5CH3)
Table 1 shows the comparison of the various types of IMFA while table 2 shows
e.
carbon tetrachloride (CCl4) and water (H2O) the physical properties of polar and nonpolar molecules as affected by the type of
IMFA present.
What chemistry concept did you used in answering the question above? If you
answered polarity of molecules, then you are on the right track. Great job! Benzene Table 1. Summary of Types of Intermolecular Forces of Attraction (IMFA)
and chloroform are both nonpolar compounds while water and vinegar are both polar
Type of IMFA Interacting Substances Examples
compounds, thus they are miscible to each other. However, the rest is a combination
Ion-dipole Ion (cation or anion) and a NaCl dissolved in H2O;
of polar and nonpolar molecules and therefore will not mix and instead will form two polar molecule Ca2+ and PCl3
layers even if shaken or carefully stirred. Hydrogen bonding Polar molecules H2O, NH3, CH3OH
containing H chemically
B. Bond Strength and Physical Properties of Covalent Compounds
bonded to a small and
From the previous module, you learned the intramolecular forces of attraction, the highly electronegative
nonmetal atom such as N,
attractive force that binds atoms together. In this module, you will learn another type
O, and F
of attractive force, the intermolecular forces of attraction (IMFA) which exists Dipole –dipole Polar molecules CH3F and H2S; HCl;
between molecules. Dipole-induced dipole Polar and nonpolar HI and CH4
molecules
London forces All substances and solely O2, N2, He gas, Br2
for nonpolar molecules
7 8 gases
and noble
 Table 2. General Properties of polar and nonpolar molecules

Polar molecules Nonpolar molecules

• IMFA type: H-bonding • IMFA type: London What’s More
and dipole-dipole dispersion
• exist as solids or liquids • exist as gases at room
at room temperature temperature
• High boiling point • Low boiling point Activity 1. Strength of IMFA and Physical Properties of
• High melting point • Low melting point Covalent Compounds
• High surface tension • Low surface tension
• Low vapor pressure • High vapor pressure For each pair of molecules, identify the one with the higher boiling point (BP), melting
• Low volatility • High volatility point (MP), viscosity (V), surface tension (ST) and vapor pressure (VP). Briefly explain
your choice.
• Soluble in water • Insoluble in water
BP MP V ST VP
Let us define the physical properties of substances:

A. Boiling point: temperature at which the vapor pressure and atmospheric

pressure of a liquid substance are equal.

B. Melting point: temperature at which solid becomes liquid. At this point, the solid Methane, CH4 carbon tetrachloride, CCl4
and liquid phases exist in equilibrium.

C. Surface tension: energy needed to increase the surface area by a unit amount;
Dihydrogen sulfide, H2S water, H2O
D. Viscosity: the resistance of the liquid to flow

E. Vapor pressure: pressure exerted by a substance in its gaseous state.

F. Volatility: measures the rate at which a substance vaporizes (changes from Methanol, CH3OH ethanol, CH3CH2OH
liquid to gas)

In the simplest sense, boiling point, melting point, viscosity and surface tension
increase as the strength of intermolecular forces increases. On the other hand, vapor
pressure and volatility decrease with increasing strength of IMFA. London dispersion
forces increase as the molecular mass of a substance increases. Unlike in H-bonding, Acetic acid, CH3COOH acetone, CH3OCH3
as the molar mass increases, the boiling point, melting point, viscosity and surface Adapted from Punzalan and Monserat (2016)
tension decrease.

9 10
 What I Have Learned Assessment

Multiple Choice: Choose the letter of the best answer. Write the chosen letter on a
1. Distinguish intramolecular forces of attraction and intermolecular forces of
separate sheet of paper.
attraction.

1. Which of the following IMFAs is considered as the weakest?

2. In your own words, explain the Solubility Rule.
a. H-bonding
b. Ion-dipole
3. Compare and contrast polar and non-polar molecules based on its physical
c. Dipole-dipole
properties.
d. London forces
4. What relationship can you derive between the strength of IMFA and the
physical properties of covalent molecules? 2. The boiling point of water is greater than dihydrogen sulfide because of .
a. Dipole-dipole bond
b. H-bonding
c. London dispersion
d. Ion-dipole
What I Can Do
3. Which of the following substances will dissolve most likely in water?
a. Oil
b. Carbon tetrachloride (CCl4)
A.
Using the concept of bond polarity and solubility, explain why water (H2O) and c. Vinegar (CH3COOH)
vinegar are miscible, but vinegar and oil are immiscible. d. Hexane (C6H14)

B.
Using the concept of intermolecular forces of attraction, explain why butter 4. Which of the following molecules has high melting point?
melts at room temperature but solidifies when refrigerated. a. CHCl3
b. CCl4
C.
Explain the importance polarity of molecules to biological processes such as in c. BCl3
the structure of proteins and phospholipids. d. BeCl2

5. refers to the energy required to increase the surface area by a unit

amount.
a. Viscosity
b. Surface tension
c. Vapor pressure
d. Density

6. Which of the following statements is TRUE about nonpolar molecules

a. Have high boiling point
b. Have high melting point
c. Have low surface tension
d. Have low vapor pressure

11 12
 7. Which of the following substances is miscible in hexane (C6H14)?
a. Acetone (C3H6O)
b. Vinegar (CH3COOH) Additional Activities
c. Chloroform (CHCl3)
d. Methanol (CH3OH)

8. The following are intermolecular forces of attraction EXCEPT: 1. Briefly explain why water is considered as the universal solvent.
a. H-bond 2. Using the concept of IMFA, account for the difference in boiling point
b. Dipole-dipole and melting point of the following molecular substances:
c. Covalent bond
d. London forces

9. Which of the following properties has indirect relationship with the strength of
IMFA?
a. Boiling point
b. Melting point
c. Surface tension
d. Vapor pressure

10. In which of the following solvents would molecular iodine (I2) be most soluble?
a. Vinegar
b. Water
c. Ethyl alcohol
d. Carbon tetrachloride

True or False: Write T if the statement is true, otherwise write F.

11.H-bonds are broken when ice melts.
12. Molecules with H-bonds have higher boiling point than molecules with dipole-
dipole bond.
13. In covalent molecules, vapor pressure decreases with decreasing strength of
intermolecular forces.
14. When the attractive forces holding particles together are greater, you have to get
to a higher temperature to break those forces, so the melting point is higher.
15. The strength of dispersion (London) forces tends to increase with increased
molecular weight.
Substance Boiling point (0C) Melting point (0C)

Helium gas, He -269 -272

Methane, CH4 -162 -184

H 2O 100 0

Ethanol, C2H5OH 78 -117

13 14
 13
What’s More
BPMPVST VP RIDDLE
G EO M ETRY 10 11 12 13 14 15 16 17
M O L E C U L A R1 2 3 4 5 6 7 8 9
CCl4
Because it is polar molecule and IMFA type is dipole - dipole which is stronger than London forces
CH4
What I Know What's More Assessment
1. C WORD 1. D
Methane, CH4carbon tetrachloride, CCl4 2. A CRYPTOGRAM 2. B
3. C 3. C
H2O 4. A
4. A
Because it is polar molecule and IMFA type is H-binding which is stronger than dipole- dipole
CH3OH H2S 5. D 5. B
Both have H-bonding but methanol has lower molar mass than ethanol 6. B 6. C
Dihydrogen sulfide, H2Swater, H2O 7. C 7. C
CH3CH2OH
8. D 8. C
9. B 9. D
10. B 10. D
11. F 11. F
12. T 12. T
13. F 13. F
Methanol, CH3OHethanol, CH3CH2OH 14. T 14. T
CH3OCH3CH3COOH 15. F 15. F
Both have H-bonding however acetone has lower molar mass than acetic acid

Acetic acid, CH3COOH acetone, CH3OCH3

 What I Can Do
A.
Using the concept of bond polarity and solubility, explain why water (H 2O)
and vinegar are miscible, but vinegar and oil are immiscible.
Possible answer: Water and vinegar are both polar substances
therefore they are miscible to each other. On the other hand, vinegar is
polar while oil is a nonpolar substance, therefore they will not mix.

B.
Using the concept of intermolecular forces of attraction, explain why butter
melts at room temperature but solidifies when refrigerated.
Possible answer: Butter is composed of complex mixture of fatty acids
held together by a weak attractive van der Waals interaction called London
forces. The physical change of melting requires heat that disrupts the
London forces of attraction between fatty acids. As the amount of heat
increases, more London forces are disrupted and fats begin to vibrate,
rotate and move freely. On the other hand, when you placed the butter
inside the freezer, the temperature decreases and more London forces gets
assembled between fatty acids thus butter becomes solid.

What I have Learned

Compare and contrast polar and non-polar molecules based on its physical properties.
Answer:
Polar moleculesNonpolar molecules
IMFA type: H-bonding• IMFA type: London
and dipole-dipoledispersion
exist as solids or liquids• exist as gases at room
at room temperaturetemperature
What I Can Do High boiling point• Low boiling point
High melting point• Low melting point
High surface tension• Low surface tension
C. Explain the importance polarity of molecules to biological Low vapor pressure• High vapor pressure
processes such as in the structure of proteins and phospholipids. Low volatility• High volatility
Possible answer: Proteins are macromolecules having polar and Soluble in water• Insoluble in water
nonpolar ends which are essential for life processes to occur. It can form
a long chain and it also has the ability to bend to form various shapes. What relationship can you derive between the strength of IMFA
The shape of proteins is affected by attraction and repulsion among its and the physical properties of covalent molecules?
polar and nonpolar groups. Once its shape has been altered or modified, Answer: Boiling point, melting point, viscosity and surface tension increase with increasing strength of IMFA. Vapor
it can no longer perform its basic function. Phospholipids, on the other
hand, are present in the cell membrane. It has a hydrophilic (water-
loving) end and hydrophobic (water-fearing) end. When placed in water,
it forms a micelle wherein its hydrophilic part has a close contact with
water while its hydrophobic part is oriented inward. In this way, the cell
membrane can perform its function of being selectively permeable
membrane effectively.
References

Department of Education- Bureau of Secondary Education (2003). Lesson Plans

in Science III(Chemistry).

CHED-PNU. (2006). Teaching Guide in Senior High School-Physical Science.

Commission on Higher Education. C.P. Garcia Ave., Diliman, Quezon City. Retrieved
from [Link] last May 19, 2020

Punzalan, J.M. &Monserat, R.C. (2016). Science in Today’s World for Senior
High School- Physical Science. Sibs Publishing House, Inc. Quezon City, Philippines.
Padua, A.L., Padolina, M.C.D., Crisostomo, R.M., &Alumaga, M.J.B. (2016).
Physical Science. Vibal Group Inc. G. Araneta Avenue, Quezon City
Santiago, K. S., & Silverio, A.A. (2016). Exploring Life Through Science-Physical
Science. Pheonix Publishing House, Inc. Quezon Avenue, Quezon City.
Religioso, T.F., & Cordero-Navaza, D. (2017). You and the Natural World-
Physical Science. Phoenix Publishing House, Inc. Quezon Avenue, Quezon City.
[Link] last
May 25, 2020.

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., D
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: *

19 20
 Physical Science
Quarter 1 – Module 5:
General Types of Intermolecular
Forces

21
Physical Science
Alternative Delivery Mode
Quarter 1 – Module 5: General Types of Intermolecular Forces
First Edition, 2020

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Published by the Department of Education

Physical Science
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio Quarter 1 – Module 5:
Development Team of the Module General Types of Intermolecular
Writers: Valeria Amor C. Rosita, Bayani T. Vicencio
Editors: Priscilla D. Domino,
Forces
Gertrudes L. Malabanan
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Introductory Message For the learner:

Welcome to the Physical Science 11/12 Alternative Delivery Mode (ADM) Module on
For the facilitator:
General Types of Intermolecular Forces !
Welcome to the Physical Science 11/12 Alternative Delivery Mode (ADM) Module
The hand is one of the most symbolic parts of the human body. It is often used to
on General Types of Intermolecular Forces!
depict skill, action and purpose. Through our hands we may learn, create and
This module was collaboratively designed, developed and reviewed by educators accomplish. Hence, the hand in this learning resource signifies that as a learner,
both from public and private institutions to assist you, the teacher or facilitator in you are capable and empowered to learn by yourself. Relevant competencies and
helping the learners meet the standards set by the K to 12 Curriculum while skills can be successfully achieved at your own pace and time. Your academic
overcoming their personal, social, and economic constraints in schooling. success lies in your own hands!

This learning resource hopes to engage the learners into guided and independent This module was designed to provide you with fun and meaningful opportunities
learning activities at their own pace and time. Furthermore, this also aims to help for guided and independent learning at your own pace and time. You will be
learners acquire the needed 21st century skills while taking into consideration enabled to process the contents of the learning resource while being an active
their needs and circumstances. learner.

In addition to the material in the main text, you will also see this box in the body of This module has the following parts and corresponding icons:
the module:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
Notes to the Teacher lesson to take. If you get all the answers
This contains helpful tips or strategies that will help you in guiding the learners.
correctly (100%), you may decide to skip
this module.

What’s In This is a brief drill or review to help you link

As a facilitator, you are expected to orient the learners on how to use this module. the current lesson with the previous one.
You also need to keep track of the learners' progress while allowing them to
What’s New In this portion, the new lesson will be
manage their own learning. Furthermore, you are expected to encourage and assist introduced to you in various ways such as a
the learners as they do the tasks included in the module. story, a song, a poem, a problem opener,
an activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

ii iii
 What I Can Do This section provides an activity which will
help you apply your new knowledge or skill
into real life situations or concerns.
What I Need to Know
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
This module was designed and written with you in mind. It is here to help you
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of master the General Types of Intermolecular Forces. The scope of this module
the lesson learned. This also tends retention permits it to be used in different learning situations. The language used recognizes
of learned concepts. the varied vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
Answer Key This contains answers to all activities in the changed to correspond with the textbook you are now using.
module.
The module is divided into two lessons, namely:

 Lesson 1 – How the general types of intermolecular forces are described

At the end of this module you will also find:
 Lesson 2 – Intermolecular forces present between and among substances

References This is a list of all sources used in After going through this module, you are expected to:
developing this module. 1. describe the types of intermolecular forces present in substances, and
2. identify the types of intermolecular forces present between and among
substances.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv 1
 7. The strongest among the intermolecular forces
What I Know a. ion-dipole
b. h-bonding
c. dipole-dipole
d. dipole-induced dipole
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper. 8. Attractive forces between polar molecules where the positive end of one molecule
aligns to the negative end of another molecule
a. ion-dipole
1. Forces that are present between and among molecules b. dipole-dipole
a. ionic c. dispersion forces
b. covalent d. ion-induced dipole
intermolecular
c. intramolecular 9. Results when an ion or polar molecule is placed near an atom or a nonpolar molecule
such that the electron distribution is distorted by the force exerted by the said
substances
a. Forces that are present between an ion and a polar molecule 10.h-bonding
b. ion-dipole 11.
c. dipole-dipole a. ion-dipole forces
d. dispersion forces b. dispersion forces
e. hydrogen bonding c. dipole-dipole interaction

2. The ease with which the electron distribution in the atom or 12. London dispersion forces are a function of the molar mass of
molecule can be distorted substances. As the molar mass increases the dispersion forces of the
a. diffusion molecules
b. polarizability a. increase
c. dipole moment b. decrease
d. induced dipole
c. remain the same
13. cannot be measured
Attractive forces that arise as a result of temporary dipoles induced in atoms or
molecules 14. A heat of hydration is the result of favourable interaction between the
a. dipole forces cations and anions of an ionic compound with water. The nature of
b. induced dipole this attraction is
c. dispersion forces a. h-bonding
d. instantaneous dipole b. ion-dipole forces
c. dispersion forces
5. An interaction between the H-atom in a polar bond and an
d. dipole-dipole interaction
electronegative atom such as O, N, or F
a. h-bonding
15. The measure of the shift of electron density from one atom to
b. dipole-dipole the more electronegative atom in a molecule
c. london forces a. Polarity
6. ion-induced dipole b. Polarizability
c. Dipole moment
d. Forces of interaction

2 3
 Lesson Types of Intermolecular Forces
with ions of the same magnitude, which is true about this
interaction?
a. Cations interact more strongly that anions because their
1
charges are less concentrated.
b. Cations interact more strongly that anions because their Atoms in molecules and ionic substances are attracted to each other either by
charges are more concentrated. sharing or complete transfer of electrons. These attractions keep the molecules and
c. Anions interact more strongly that anions because their their identities intact.
charges are less concentrated.
But, say, how do molecules or substances stay together and exhibit properties
d. Anions interact more strongly that anions because their charges
are more concentrated. that are unique to them? This is known as bulk properties.

In this lesson, you will learn how the different forces of attraction known as
17. At any certain time the shift in the position of the electrons in an intermolecular forces keep substances together. You will also be able to identify the
atom will likely create a temporary positive and negative poles.
intermolecular forces present between and among substances, thus their bulk
This is known as
properties can be predicted.
a. dipole forces
b. dipole moment
c. dispersion forces
d. instantaneous dipole What’s In
-
18. The force/s of attraction present between the species I and NO 3
2
a.
London dispersion forces This simple activity will help you recall what you understood about Lewis electron
b. H-bonding and ion-induced dipole interaction dot structure and polarity of molecules. The polarity of substances will guide you in
c. Van der Waals interaction and dipole-dipole interaction identifying the intermolecular forces present between and among molecules.
d. London dispersion forces and ion-induced dipole interaction

19. Which of the following species is capable of hydrogen-bonding among

themselves?
a. ethane (C2H6)
b. acetic acid (CH3COOH)
c. beryllium hydride (BeH2)
d. potassium fluoride (KF)

Notes to the Teacher

This module will help the students understand the concepts of intermolecular forces (IMF).
Allow the students to answer each part thoroughly, either individually or in pairs.
Let the students check the answers to each part. Have a short discussion of the concepts involved after checking.
The students will then move to the next part of the module. They will have the feedback and discussion after eve
Inputs can be given in addition to the discussion in this module.
Kindly entertain questions for further discussions.

4 5
Directions:

1. Use a clean sheet of paper to answer this part.

What’s New
2. Copy the table and fill up with the correct information.

3. Show the direction of the dipole moment for each molecule. Activity 1:
Using the illustrations below, describe what happens in each of the attractions
between substances by completing each sentence with the correct words. Tell
what kind of attractive forces keep the substances together.
Substance LEDS Shape Polarity
1.

1. CCl2F2
This attraction happens between polar molecules. The charges align so that the
pole of one molecule is attracted to the end of the
2. N2 other molecule. Kind of interaction:

3. CH4 2.

4. H2O
The sodium ion is attracted to the partially end of water
molecules. Kind of attraction:

5. CO
3.

Polarity of molecules based on the LEDS

A ion or approaches a neutral nonpolar substance. This
results to a distortion of the substance and leads to the development of positive
and negative poles. Kind of attraction:

4.

A permanent approaches a neutral nonpolar substance resulting to a

dipole. Kind of attraction:

5.

The partially- oxygen of one water molecule is to the

partially- hydrogen of the other water molecule. Kind of attraction:

6 7
Activity 2: Identify the intermolecular forces present among the following
species.

a. Sulfur dioxide (SO2) and another SO2 What is It

This section gives brief and thorough discussion of the concepts of intermolecular
forces. The different types of intermolecular forces are described to be congruent
with the first objective of this module. The second discussion is about the strategies
to identify the intermolecular forces present between and among molecules.

Activity 1:
b. Sodium ion (Na+) and Formaldehyde (CH2O)
Atoms are held together in molecules by strong intramolecular forces, like covalent
and ionic bonds. On the other hand, other forms of attractive forces are present to
keep these molecules together giving rise to the different states of matter, which,
then exhibit their own bulk properties such as boiling, melting, and freezing points,
and viscosity among others.

There are three general types of intermolecular forces (IMF), namely, van der
Waals forces, ion-dipole interaction, and H-bonding.
c. Carbon dioxide (CO2)with another CO2
Van der Waals forces, after the Dutch chemist Johannes van der Waals
(1837-1923) consist of dipole-dipole interaction, dipole-induced dipole interaction,
and dispersion forces. Dipole-dipole attraction is present among polar molecules.
Through constant movement, the charges of the molecules align in such a way that
the positive (+) end of one molecule is attracted to the negative (-) end of the other
molecule. This happens due to the shift of electron density towards the more
electronegative element in the molecule resulting to (+) and (-) ends. The measure
of this electron shift is known as dipole moment, represented by crossed arrow, .

d. Ammonia (NH3and H2O) Dipole-induced dipole interaction, just like the dipole-dipole forces, depends
on the presence of polar molecules. The other molecule needs not be a polar one.
The partial charges present in the dipole cause the polarization or distortion of the
electron distribution of the other molecule. This gives rise to regions of partial (+)
and (-) poles. This induced dipole will then be attracted to the original polar
molecules, resulting to dipole-induced dipole attraction.

Dispersion forces (London dispersion forces), were named after the German
physicist Fritz London (1900-1954). The electron cloud of a neutral substance can
2+
e. Fe and O2 be normally distributed around the nucleus. At any given time, the electron
distribution may be uneven resulting to an instantaneous dipole. This temporary
dipole will then influence the neighbouring atoms through attractive and repulsive
forces. Eventually, the substances will gain instantaneous dipoles, too. Attraction
between opposite charges will happen among the species present. These are true
for ion-induced dipole and induced dipole-induced dipole interactions.

Ion-dipole interaction results from the attraction between either a cation (+)
or an anion (-) with permanent polar molecules. The ions will be attracted to the
opposite charges present in the dipole resulting to this type of attraction.

8 9
 H-bonding is a special type of dipole-dipole interaction between the H-atoms
in a polar bond. It requires that the H-atoms in the molecules be bonded with more
electronegative atoms such as O, N, or F to form H-bonds with other molecules. What’s More
All interacting substances exhibit the presence of London dispersion forces
in addition to other forces of attraction among them.

Activity 2: Intermolecular forces (IMF) present among species Activity 1.1 Description of Intermolecular Forces
Polar substances exhibit dipole-dipole interaction due to the presence of (+) Match Column A with column B. Choose the letters of the correct answer and write
and (-) ends of the molecules. In the exercise above, sulphur dioxide (SO 2) has polar it on your answer sheet.
ends that will participate in the dipole-dipole forces of attraction.
Column A Column B
With the presence of an ion (cation or anion), the charged ends of polar
1. Attractive forces between polar molecule a. hydration
molecules will be attracted to the dipole. This is true in the case of Na+ and 2. Electrostatic attraction between an ion b. ion-induced
formaldehyde. The positive (+) sodium ion will be attracted to the partially-negative dipole and a polar molecule
oxygen in formaldehyde, resulting to an ion-dipole interaction. 3. Favorable interaction between the ions c. H-bonding
of an ionic compound and water
For the third example, CO 2 is a nonpolar substance. It is a linear molecule and 4. Distortion of the electron distribution d.
the electron shift at the right of C is balanced by the electron shift to the left. This polarizability of an atom or molecule brought about e. dipole-
produces no net shift in electron density so no net charged is produced. For nonpolar dipole by an ion or a polar molecule
molecules, only dispersion forces are present. 5. Dispersion of charges when an ion f. dipole-induced
dipole approaches a molecule
In both NH3 and H2O, the hydrogen atoms are bonded to more 6. Happens when a H-atom bonded to g. ion-dipole
electronegative atoms, nitrogen and oxygen, respectively. This permits them to form electronegative atoms, such as O, N, F
approaches a nearby electronegative atom
H-bonds with other molecules with the same condition. Thus, H-bond is present
7. Dispersion of charges when a dipole h. dipole
between NH3 and H2O. approaches a nonpolar molecule i. cations
8. The ease with which electron distribution j. dispersion forces
Ion-induced dipole forces of attraction are present among Fe 2+ ions together with
is distorted k. anions
oxygen molecules. The charge in iron will distort the electron distribution in O 2
9. Substance with positive and negative ends
resulting to temporary poles in oxygen. The oppositely-charged particles, Fe 2+ and 10. Positively-charged ions
partially-negative end of O2 will then be attracted to form the above-mentioned
force of attraction.
Activity 2.1 Intermolecular Forces present among species
In all of the examples above, London dispersion forces are also present.
Identify the intermolecular forces present in the following species.
1.
Chlorine gas (Cl2)

2.
Carbon monoxide (CO)

3.
Sulfur dioxide (SO2)

4.
Dichloromethane (CH2Cl2)

5.
Dimethyl ether (CH3-O-CH3)

10 11
 What Have I Learned Assessment

1. What are the general types of intermolecular forces?

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
2. Describe the following in your own words. paper.
a. van der Waals forces
a.1 dipole-dipole interaction 1. What is true about intermolecular forces?
a.2 dipole-induced dipole interaction a. They are strong bonds that form between atoms of molecules.
b. Substances can form more than one but one will predominate.
a.3 dispersion forces
c. They are stronger than the intramolecular forces between atoms.
b. ion-dipole interaction d. There is a vague relationship between intermolecular forces and bulk
properties.
c. H-bonding
2. Ion-dipole interaction results from the
3. List down the intermolecular forces present in each species. a. Attraction between an ion and a polar molecule.
a. HBr b. Repulsion between a dipole and another dipole.
c. Repulsion between a polar with a nonpolar molecule.
b. CS2 d. Attraction between a polar with another polar molecule.

c. C2H6 3. Why are dispersion forces high in molecules with great number of electrons?
a. The electron distribution of big molecules is easily polarized.
d. CH3COOH b. The nucleus in the molecules has greater effective shielding effect.
c. The electrons move freely around the nucleus resulting to
e. Br2 greater energy.
d. The electrons in the molecules can easily jump from one orbital to
another.

What I Can Do a. 4. What are considered van der Waals forces of attraction?
b. ion-induced dipole; dipole-dipole; London dispersion forces
c. dipole-dipole; dipole-induced dipole; London dispersion forces
d. London dispersion forces; ion-induced dipole; dipole-induced
dipole
Knowledge of concepts is not enough for a learning experience to be e. dipole-induced dipole; ion-induced dipole; London dispersion
meaningful. We should also understand how the concepts we learned on forces
intermolecular forces can be applied to real life situation to get the most out 5. Distinguishing characteristic of London dispersion forces
of what we learned. Let us look at this simple situation that will help us
a. There is instantaneous dipole that influences neighboring
realize the advantage of fully understanding intermolecular concepts. substances to gain dipoles.
Situation: b. There is permanent (-) and (+) ends that participate in
electrostatic attractions.
Storage of different substances at home needs careful attention. c. The electron cloud of the atoms are evenly distributed around
Alcohol, acetone, and hair sprays, even gasoline should be taken care of to the nucleus.
avoid fire. Where should these substances be stored? Why do we need extra The atoms of two neighbouring molecules participate in give and take of
precaution in keeping them at home? Relate your answer to intermolecular electrons.
forces.

12 13
6. How does dipole-dipole interaction happen?
a. Polar molecules shift electron density that gives rise to neutral Additional Activities
substances.
b. The electron distribution in the polar molecules is distorted that
results to (-) and (+) poles.
c. Polarization of big nonpolar molecules brings about the This part will test whether you fully understand what intermolecular
formation of permanent (+) and (-) charges. forces are present between and among species. You can answer this by
d. The (-) and (+) ends of one polar molecule align themselves to recalling the strategies discussed earlier in this module. Remember also that
the (+)and (-) ends of another polar molecule and attract each there may be more than one IMF present in the given substances.
other.

7. During ion-dipole interactions, the cation causes the

a. repulsion of charges among the molecules. Identify the intermolecular forces present in the following substances.
b. distortion of the electron distribution in the dipole.
c. attraction of the (-) ion to the (+) end of a permanent dipole.
1) Silicon tetrafluoride, SiF4
d. formation of (+) ions that are attracted to the permanent dipole.
2)
Acetone, CH2O
8. H-bonding forms when the substances involved are polar and have
molecules with 3)
Methyl alcohol, CH3OH
a. H-atoms attached to O, N, F.
b. C-atoms attached to O, N, F. 4) Methane, CH4
c. central atoms with O, N, F as attached atoms.
d. unshared pair of electrons in the central atom. 5)
Phosphorus trichloride, PCl3
9. Which ions will result to higher ion-dipole interactions?
a. anions
b. divalent
c. cations
d. monatomic

What Intermolecular forces are present in the following species?

10)
CH4

11)
CH3COOH

12)
O3

13)
N2

14)
NH3

15)
PCl5

14 15
 1. London dispersion forces

2. London dispersion forces , dipole-dipole interaction

3. London dispersion forces , H-bonding, dipole-dipole interaction

4. London dispersion forces

5. London dispersion forces , dipole-dipole interaction

1. The general types of intermolecular forces are van der Waals

forces, ion-dipole interaction, and H-bonding.

2a) van der Waals forces are interactions between molecules that can
be either repulsive or attractive depending on the distance of the
molecules.

a1) Dipole-dipole intraction depends on the presence of (+) and (-)

charges that align themselves so that the (+) will be attracted to
the (-) poles of the molecules.

a2) Dipole-induced dipole interaction depends on the presence of a

dipole that causes the polarization of the electron distribution
resulting to temporary dipoles.

a3) Dispersion forces result from the distortion of the electron

distribution or polarization of the molecules.

2. a. London dispersion forces, dipole-dipole

b. London dispersion forces
c. London dispersion forces, dipole-dipole interaction, H-bonding Assessment
d. London dispersion forces 1. C
e. London dispersion forces What I Know What's More
2. A
Act. 1.1Act. 2.1 3. A
1. C
4. B
2. A
5. A
3. B E 1. LDF [Link], dipole-dipole
6. D
Act.1 4. D G 3. LDF, dipole-dipole [Link], dipole-dipole
7. C
5. A A 5. LDF, dipole-dipole
1. partially negative, positive ; Kind of interaction: dipole-dipole 8. A
6. A J
9. C
7. B B
2. positive, negative ; Kind of interaction : ion-dipole C 10. London Dispersion
8. C
F forces
9. A
3. positive, cation ; Kind of intersection; ion-induced dipole D 11. London dispersion
10. D
H forces; dipole-dipole;
11. C
H-bonding
4. dipole, temporary; Kind of interaction: dipole-induced dipole 12. B I 12. London dispersion
13. D
forces; dipole-dipole
5. negative, attracted, positive ; Kind of interaction: H-bonding 14. D
13. London dispersion
15. B
forces
Act. 2 14. London dispersion
forces; dipole-dipole;
1. London dispersion forces, dipole-dipole H-bonding
15. London dispersion
2. London dispersion forces, ion-dipole

3. London dispersion forces

4. London dispersion forces, dipole-dipole, H-bonding

5. London dispersion forces, ion-induced dipole

References Nutrients [Link]. “Glycerin (Glycerol).” Accessed May 22, 2020.
[Link] [Link]
Quora. “What is the formula and structure of water?” Accessed May 24, 2020.
Shawn [Link]. “Analyzing Strengths of Intermolecular Forces.” Accessed May
25, [Link]
2020. [Link] [Link]. “Ether: Preparations and Reactions.” Accessed May 20, 2020.
[Link]
BCcampus. “Intermolecular Forces.” Accessed May 21, 2020.
[Link]
Chang, Raymond.2005. Chemistry (8th. Ed.).New York, NY: McGraw-Hill
Education (Asia).
Chegg Study. “Textbook Solutions.” Accessed May 23, 2020.
[Link] help/explain-glycerol-viscous-water-
acetone-less-viscous-water-gl-chapter-7-problem-99p- solution-
9780077274290-exc
chemlibretexts. “Liquids and Intermolecular Forces (Summary).” Accessed May 21,
2020.
[Link]
-
_The_Central_Science_(Brown_et_al.)/11%3A_Liquids_and_Intermolecular_F
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chemlibretexts. “Properties of Matter.” Accessed May 25, 2020.
[Link]
ry_Textbook_M
aps/Supplemental_Modules_(Physical_and_Theoretical_Chemistry)/Physical
_Properties_of_ Matter
chemlibretexts. “Solubility and Intermolecular Forces.” Accessed May 21, 2020.
[Link]
q=solubility+and+intermolecular&aqs=chrome.0.0j69i57j0l4.13287j0j8&sour
ceid=chrome&ie=UTF-8
Clutch. “Formal Charges of Ozone.” Accessed May 25, 2020.
[Link]
are-the-formal-charges-in-o3-ozone
Clutch. “Lewis Structure of HF.” Accessed May 25, 2020.
[Link]
at-the-lewis- structure-for-hf-where-are-the-nonbonding-electrons
Clutch. “Molecular Geometry of CH3NH2.” Accessed May 25, 2020.
[Link]
is-the-molecular- geometry-about-nitrogen-in-ch3nh2
Elmhurst College. “Intermolecular Forces.” Accessed May 20, 2020.
[Link]

Liberal dictionary. “Pentane.” Accessed May 23, 2020.

[Link]

18 19
 Physical Science
Quarter 1 – Module 6:
Effects of Intermolecular Forces
on Properties of Substances

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Physical Science
Alternative Delivery Mode
Quarter 1 – Module 6: Effects of Intermolecular Forces on Properties of Substances
First Edition, 2020

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Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio Quarter 1 – Module 6:
Development Team of the Module Effects of Intermolecular Forces
Writers: Valeria Amor C. Rosita, Bayani T. Vicencio
Editors: Priscilla D. Domino, on Properties of Substances
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Introductory Message For the learner:

Welcome to the Physical Science 11/12 Alternative Delivery Mode (ADM) Module
For the facilitator:
on Effects of Intermolecular Forces on Properties of Substances!
Welcome to the Physical Science 11/12 Alternative Delivery Mode (ADM)
The hand is one of the most symbolic parts of the human body. It is often used to
Module on Effects of Intermolecular Forces on Properties of Substances!
depict skill, action and purpose. Through our hands we may learn, create and
This module was collaboratively designed, developed and reviewed by educators accomplish. Hence, the hand in this learning resource signifies that as a learner,
both from public and private institutions to assist you, the teacher or facilitator in you are capable and empowered to learn by yourself. Relevant competencies and
helping the learners meet the standards set by the K to 12 Curriculum while skills can be successfully achieved at your own pace and time. Your academic
overcoming their personal, social, and economic constraints in schooling. success lies in your own hands!

This learning resource hopes to engage the learners into guided and independent This module was designed to provide you with fun and meaningful opportunities
learning activities at their own pace and time. Furthermore, this also aims to help for guided and independent learning at your own pace and time. You will be
learners acquire the needed 21st century skills while taking into consideration enabled to process the contents of the learning resource while being an active
their needs and circumstances. learner.

In addition to the material in the main text, you will also see this box in the body of This module has the following parts and corresponding icons:
the module:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
Notes to the Teacher lesson to take. If you get all the answers
This contains helpful tips or strategies that will help you in guiding the learners.
correctly (100%), you may decide to skip
this module.

What’s In This is a brief drill or review to help you link

As a facilitator, you are expected to orient the learners on how to use this module. the current lesson with the previous one.
You also need to keep track of the learners' progress while allowing them to
What’s New In this portion, the new lesson will be
manage their own learning. Furthermore, you are expected to encourage and assist introduced to you in various ways such as a
the learners as they do the tasks included in the module. story, a song, a poem, a problem opener,
an activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

ii iii
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
What I Need to Know
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
This module was designed and written with you in mind. It is here to help you
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of master the Effects of Intermolecular Forces on the Properties of Substances. The
the lesson learned. This also tends retention scope of this module permits it to be used in different learning situations. The
of learned concepts. language used recognizes the varied vocabulary levels of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
Answer Key This contains answers to all activities in the read them can be changed to correspond with the textbook you are now using.
module.
After going through this module, you are expected to:

At the end of this module you will also find: 1. Identify the intermolecular forces present in each of the given substances.

2. Compare the strengths of intermolecular forces in pairs of substances.

References This is a list of all sources used in
developing this module. 3. Predict which among the given substances will exhibit higher boiling,

melting, and freezing points, viscosity, surface tension, and solubilities.

The following are some reminders in using this module:
4. Explain the effects of intermolecular forces on the properties of substances.
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv 1
 6. What is true about liquids with strong intermolecular forces?
a. Vapour pressure is low.
What I Know b. Vapour pressure is high.
c. Viscosity tends to be low.
d. Viscosity is immeasurable.

Choose the letter of the best answer. Write the chosen letter on a separate 7. This happens when the vapour pressure of a liquid becomes equal
sheet of paper. to the atmospheric pressure
a. boiling
b. melting
1. Liquids can form spherical elastic film to minimize surface area. What freezing
intermolecular forces are responsible for the formation of this film in c. condensing
water?
a. H-bonding 8. Using the chart on the vapour pressure of the four substances, which
b. ion-induced dipole among them has the lowest boiling point?
c. dipole-induced dipole
d. London dispersion forces Vapour Pressure
Substance
@ 250C, atm
2. The amount of energy required to stretch or increase the surface of a Diethyl ether
liquid by a unit area (ex., 1 cm2) (C2H5)2O 0.7
a. specific heat Bromine (Br2) 0.3
b. surface tension Ethyl alcohol
c. vapour pressure (C2H5OH) 0.08
d. heat of vaporization Water (H2O) 0.03

3. The ability of water molecules to move against gravity a. water

a. viscosity b. bromine
b. temperature c. ethyl alcohol
c. surface tension d. diethyl ether
d. capillary action
9. Based on the LEDS below, which has a lower boiling point and
4. Substances like heavy syrup and molasses flow slowly than water. what accounts for the difference based on the intermolecular
The ability of these substances to resist flow is known as forces present in each species?
a. Viscosity
b. Pressure
c. surface tension
d. capillary action
Diethyl ether Ethyl alcohol
5. The pressure exerted by the vapor from the evaporation of a liquid or
solid above a sample of the liquid or solid in a closed container
a. Ethyl alcohol has a lower boiling point due to the
a. boiling point
dispersion forces present among the molecules.
b. capillary action
b. Ethyl alcohol has a higher boiling point because of
c. surface tension
the predominant H-bonding present among the
d. vapour pressure
molecules.
c. Diethyl ether has a lower boiling point due to dipole-
dipole interaction.
d. Diethyl ether has a higher boiling point because it is capable of
forming H-bond.

2 3
10. The atmospheric pressure on top of a mountain is lower than at sea 13. Which is more viscous between glycerol and water based on their
level. As a consequence, what will happen to the cooking time of an LEDS and intermolecular forces?
egg on top of the mountain?
a. The egg will cook faster since the boiling temperature will be
lower.
b. The egg will cook at a shorter time since the boiling
temperature will be higher.
c. The egg will cook at a longer time due to a lower boiling
Glycerol Water
temperature.
a. Glycerol because it has more OH- groups that form
d. The egg will cook at a shorter time due to higher boiling
London dispersion forces among the molecules.
temperature.
b. Glycerol because it has more OH- groups that form H-bonding
11. Sodium chloride is completely soluble in water. What is responsible among the molecules.
for its solubility in water? c. Glycerol because it has less OH- groups that form
London dispersion forces among the molecules.
a. London dispersion forces in NaCl predominate leading to
strong dipole interactions with water. d. Glycerol because it has less OH- groups that form H-bonding
b. The presence of charged ends in NaCl enables dipole-dipole forces among the molecules.
interaction with water.
c. The ions in NaCl participate in ion-induced dipole attractions 14. When does vapour pressure equilibrium happen?
with water. a. When the vapour pressure is equal to atmospheric pressure.
d. Na+ and Cl- ions are favorable sites for H-bonding to form. b. When evaporation occurs at the same time with condensation.
c. When the rate of vaporization is equal to the rate
12. Xenon has a greater atomic weight than neon. Xe has 131.3 amu of condensation.
while Ne has 20.2 amu. The boiling points are 166.1K and 27.3K, d. When the amount of vapour inside the container is equal
respectively. How do intermolecular forces account for the to the amount of the liquid.
difference?
a. Dipole- dipole interaction is greater in Xe than Ne so more 15. Which is true of vapour pressure?
energy is needed to break the bonds. a. It is affected by the surface area of the liquid or solid.
b. H-bonding is greater for substances with higher atomic weight b. Vapour pressure is higher when the temperature of the
molecule is low.
so greater energy is needed to change Xe to vapour.
c. Atomic weight increases the chance of lesser dispersion forces c. Molecules with high molar heat of vaporization has low
vapour pressure.
so greater energy is needed to separate Xe atoms to change to
vapour d. When vapour pressure is lower than atmospheric
d. London dispersion forces is greater in substances with pressure, boiling occurs.
heavier atomic weight so greater energy is needed to
separate the atoms of Xe than Ne.

4 5
 Directions:
Lesson 1Effects of Intermolecular Forces on the Properties of Substances
1. Use a clean sheet of paper to answer this part.

2. Copy the table and fill it up with the correct information.

3. Show the direction of the dipole moment for each molecule.

The properties of matter can be seen from either the microscopic or macroscopic Intermolecular Forces Present in Substances
level. The microscopic level includes the atoms, molecules, and ions which we
cannot see. The macroscopic level shows how the bulk properties are exhibited by Intermolecular
Substance LEDS Shape Polarity
Forces Present
matter. These properties include surface tension, viscosity, boiling, melting, and
freezing points, and solubility. Intermolecular forces play a very important role to
1) CH3OH
determine how substances behave at the macroscopic level.

In this lesson, you will learn how the different forces of attraction bring about the
bulk properties exhibited by substances. This lesson will help you understand why a 2) O3
certain substance behaves differently from other substances.

3) CH3NH2

What’s In
4) I2

This simple activity will help you recall what you understood about the types of
5) HF
intermolecular forces present in each substance.

Notes to the Teacher

This module will help the students remember the concepts of intermolecular forces (IMF) and the forces of attraction present among species.
Allow the students to answer each part thoroughly, either individually or in pairs.
Let the students check the answers to each part. Have a short discussion of the concepts involved after checking.
The students will then move to the next part of the module. They will have the feedback and discussion after every part.
Inputs can be given in addition to the discussion in this module.
Kindly entertain questions for further discussions.

6 7
 What’s New
What is It
Activity 1:
Factors affecting the strength of intermolecular forces among molecules
This section gives brief and thorough explanation on how intermolecular
Refer to the pairs of substances to answer the questions that follow. forces affect the bulk properties of matter, namely surface tension, viscosity,
boiling, melting, and freezing points, and solubility.
a.
NaCl (sodium chloride) and CH4 (methane)
b.
CCl4 (carbon tetrachloride) and CHCl3 (trichloromethane or chloroform)
c.
NH3 (ammonia) and CH3F (methyl fluoride) Activity 1:
d.
PCL5 (phosphorus pentachloride) and PBr5 (phosphorus pentabromide)
e.
C5H12 (pentane) and C5H12 (isopentane) The properties of substances as viewed on the macroscopic level can be
f.
F2 (Fluorine) and Br2 (Bromine) explained by the types of intermolecular forces present between and among
substances. These bulk properties can be predicted through an analysis of
1. Identify the intermolecular forces present in the substances in each pair. the interplay of intermolecular forces in each substance.
2. Which of the forces predominates in each substance?
3. Tell which between the substances has greater intermolecular forces. The chart below tells us of the relative strengths of intermolecular forces.
4. Predict which substance in each pair will have higher boiling and This can be referred to when trying to relate the IMF to the properties of
melting points.
substances.
Activity 2:
Relative Strengths of Intermolecular Forces
1. Refer to the chart below on physical properties of matter. Answer
the questions and relate the intermolecular forces present among the Ion-dipole Strongest
species to explain the different properties exhibited by the
substances. H-bonding Dipole-dipole
Dipole-induced dipole
Melting and Boiling Points
Molar Mass,
Substance g/mol Melting Point, K Boiling Point, K London dispersion forces

Fluorine (F2) 38 53 85
Weakest
Bromine (Br2) 160 266 332

Astatine (At2) 420 575 610

a. Which substance has the highest melting and boiling points?

b. What intermolecular forces of interactions are present in each
of the substances?
c. How do the intermolecular forces present relate to the size of
the substance?
d. How do the strength of the intermolecular forces present in
each species compare to each other?
e. How does the strength of the intermolecular forces relate to
the boiling and melting points of the substances?

8 9
 Properties of substances affected by intermolecular forces  Viscosity

 Surface Tension This is a measure of a liquid’s resistance to flow. The greater the viscosity of
a liquid, the more slowly it flows. The viscosity of substances decreases with
This is the amount of energy required to stretch the surface area of liquids high temperatures; thus, syrup flows faster when hot.
(e.g., 1 cm2). Liquids with high intermolecular forces tend to have high
surface tensions. When water is dropped on a waxy surface, it tends to The strength of intermolecular forces affects the ease with which substances
form a round bead to minimize the surface area that it occupies. flow. Liquids that have high intermolecular forces are highly viscous. The
presence of strong H-bonds in some liquids makes these substances highly
An example of surface tension is capillary action. It is the ability of liquid viscous. The LEDS of glycerol below shows three (3) OH - groups that can
molecules to move against gravity. The forces bringing about capillary action participate in H-bonding whereas water has only one OH - group to form H-
are cohesion (intermolecular attraction between like molecules) and bonding. Glycerol is more viscous than water.
adhesion (an attraction between unlike molecules.

Water molecules exhibit cohesion while the attraction between water and the
sides of the glass tube is adhesion. If adhesion is stronger than cohesion,
the liquid is pulled upward.

If cohesion is greater than adhesion, there is a depression or lowering,

resulting to a lower height of the liquid in the capillary tube.

Glycerol

Water

The stronger the intermolecular forces possessed by molecules, the higher

is the surface tension of the substance.

10 11
  Boiling Point and Melting Point This condition is also true for melting point. The ease with which bond
breaks affects the melting points of substances. The greater intermolecular
Boiling point depends on the equilibrium vapour pressure exerted by the forces there are among molecules the higher is their melting point.
liquid or solid above the liquid or the solid. This means that the rate of
The strength of dispersion forces also depends on the size of the substance
vaporization is equal to the rate of condensation of the substance in a
or the number of electrons in the substances. The ease with which the
closed container. Vapour pressure also varies with temperature. The graph
electron distribution is distorted explains the amount of dispersion forces
below shows the effect of temperature on the vapour pressure of water.
that a substance exhibits. The distortion of the electron distribution is
known as polarizability.

The greater the polarizability of the electron distribution the greater are the
dispersion forces. When the dispersion forces are high, the boiling and
melting points are also high.

Br2 and F2 are both diatomic gases. They are also both nonpolar, but Br 2 is a
bigger molecule than F 2. The polarizability of Br 2 is greater than F 2 so it has
greater dispersion forces. This explains why Br 2 has a higher boiling point
than F2. Greater amount of energy is needed to overcome the big dispersion
forces in Br2 than in F2.
Source: [Link]
 Solubility
At 100OC, the vapour pressure is equal to the atmospheric pressure of 1.00
Solubility is the ability of a substance (solid, liquid, or gas) to dissolve in a
atm. Boiling occurs at this point, where the vapour pressure of water is
given substance (solid, liquid, or gas). The amount of any substance
equal to the pressure of the atmosphere.
dissolved in a solvent (the substance that dissolves another substance)
There are substances that boil at a lower temperature and some at a higher depends on the types of interaction among molecules, pressure, and
temperature. These temperatures depend on the vapour pressure exerted by temperature.
the liquids or solids. Vapour pressure, on the other hand, depends on the
intermolecular forces present in the substances. When the intermolecular The rule “Like dissolves like” applies to solubility. This means that the kind
forces are strong, the vapour pressure is low. of substances being dissolved should exhibit the same properties or should
be compatible for them to form solutions. The polarity of molecules is an
As a consequence, boiling will occur at a higher temperature because more
important factor for substances to dissolve in certain molecules. Highly
energy is needed to break the intermolecular bonds for the substance to
polar molecules will dissolve substances that have dipoles. The negatively-
change into vapour. Water, for example, exhibits strong H-bonds such that
charged particles will be attracted to the positively-charged particles of the
vaporization needs more energy to change the liquid to vapour.
involved substances. This attraction will subsist in the solutions.
London dispersion forces predominate in methane, CH 4. These are the
weakest forces of attraction among molecules. It needs a little energy to Water is considered as a universal solvent because of its ability to dissolve
break the bonds such that methane changes to vapour easily. As a almost everything. Water is highly polar and has the ability to form H-
consequence, more vapour are released in which vapour pressure will bonds with polar substances.
eventually equal to atmospheric pressure. Boiling then will occur. This
explains why water has a higher boiling point than methane.

12 13
Nonpolar substances, on the other hand will also dissolve nonpolar Pentane (C5H12) and isopentane (C5H12) both contain the same number of C
substances. Intermolecular forces, such as dispersion forces, will prevail to and H atoms in the formula. However, their molecular structures are
maintain the dissolution of substances. different. Below are the LEDS of the two substances.

Pentane has an extended structure while isopentane has a compact

To predict the behaviour of substances, several considerations should be
structure. Extended structures have more opportunities for interactions
taken.
than compact structures. Extended molecules have stronger intermolecular
forces than the compact structures. As such the boiling point of pentane is
First, the polarity of substances should be determined together with the
higher than that of isopentane. It is also true for their melting points. Both
predominant intermolecular forces present in the substances. For example,
molecules are nonpolar so they are not soluble in water.
consider NaCl (sodium chloride) and CH4 (methane). NaCl is a dipole
while methane is nonpolar. Dipole-dipole interaction is predominant in
NaCl while dispersion forces are present among methane molecules.

Since dipole-dipole forces are stronger than dispersion forces, NaCl will have
higher boiling and melting points. It is also highly soluble in water due to ion-
dipole interaction that will prevail. Mwthane is not soluble in water because
there are no poles that will participate in the dissolution process with water.

Between CCl4 (carbon tetrachloride) and CHCl 3 (trichloromethane),

trichloromethane has a higher boiling and melting points than carbon
tetrachloride. It is also slightly soluble in water. Trichloromethane is a polar
molecule while carbon tetrachloride is a nonpolar molecule. The dipole- Pentane
dipole interaction in CHCl3 is stronger than the dispersion forces in CCl 4.
Again the boiling and melting points are higher in CHCl 3 than in CCl4.
Hence, since CHCl3 is polar, then it is soluble in water.

Ammonia (NH3) and methyl fluoride (CH3F) are both polar but the ability
of NH3 to form H-bonds qualifies it for higher boiling and melting points
than CH3F. At the same time, H-bonding also enables NH 3 to be more
soluble in water than CH3F.

Phosphorus pentachloride (PCL5) and phosphorus pentabromide (PBr5)

have the same molecular shape and polarity. What matters here is the size
of the molecule when comparing the properties of these substances.
Bromine contains more electrons than chlorine. This makes PBr 5 bigger
and heavier. In this case, dispersion forces are greater in PBr5 so it has Isopentane
higher boiling and melting points than PCL5. Since these two substances
are both nonpolar, then they are not soluble in water. The nature of intermolecular forces present in molecules is a good gauge
to predict properties of substances.

14 15
 2. Which pair/s of substances will dissolve in each other?
What’s More a. CH3NH2 and H2O
b. CH3-CH3 and CH3OH
c. SO2 and CH4
d. MgCl2 and H2O
e. CH2 = CH2 and CH4
Activity 1.1
3. Arrange the following substances in the order of increasing boiling
1. Identify the principal type of solute-solvent interaction responsible for
points.
forming the following solutions:
a. Ethanol b. Ethane
a. KNO3 in H2O

b. Br2 in benzene (C6H6)

c. Ethylene glycol d. Methane

c. HCl in acetonitrile (CH3CN)

e. Methanol

d. HF in H2O

16 17
 What Have I Learned Assessment

1. What are the properties of matter influenced by intermolecular forces?

2. Rank the intermolecular forces in the order of increasing strengths. Choose the letter of the best answer. Write the chosen letter on a separate
3. What steps or considerations do we take to determine the effects sheet of paper.
of intermolecular forces on the properties of matter? 1. The properties of matter seen in the macroscopic level influenced by
intermolecular forces
a. bulk
b. ionic
What I Can Do c. covalent
d. individual

2. Which intermolecular forces depend on the polarizability of molecules

a. ion-dipole
Knowledge of concepts is not enough for a learning experience to be b. dipole-dipole
meaningful. We should also understand how the concepts we learned on c. Hydrogen bonding
intermolecular forces can be applied to real life situations to get the most d. London dispersion forces
out of what we learned. Let us look at this simple situation that will help us
3. Cohesive forces bring about capillary action. These forces are
realize the advantage of fully understanding intermolecular concepts.
a. pulling molecules towards gravity.
b. interactions among polar molecules.
c. attractions among different molecules.
Situation: d. drawing together of the same kind of molecules.
You are asked by your mother to cook pork nilaga. You have only an ordinary
kettle to use for cooking. She even reminds you to save energy because we 4. When adhesion is stronger than cohesion, the liquid is pulled
a. upward and results to concave meniscus.
are in a state of pandemic due to covid-19. Saving resources nowadays is a
b. downward and results to convex meniscus.
must because we are not sure of the world’s economy. As a student of c. upward and becomes higher than the surrounding liquid.
Physical Science and with your knowledge of properties of matter in relation d. downward and becomes higher than the surrounding liquid.
to intermolecular forces, how are you going to perform your task in such a
way that energy is not wasted? 5. What is true of viscosity of substances?
a. Viscosity of substances increases as the
temperature increases.
b. The least viscous substance flow the slowest among
the substances.
c. Molecules that form H-bonds have higher viscosities
than those with London dispersion forces.
d. Substances with London dispersion forces exhibit greater
viscosity than those with ion-dipole interactions.

18 19
6. When intermolecular forces are high, the boiling point is expected 12. Which among the following substances has lower viscosity than
to be methyl alcohol?
a. low.
b. high.
c. dependent on the kinds of atoms.
d. dependent on the number of atoms.

8. Water is a polar molecule that is capable of forming H=bonds.

What is expected of its vapour pressure?
a. It is low since weak intermolecular forces are present. a. Water, H2O b. Ethylene glycol
b. The polar ends hinder the breaking of bonds, thus less water
vapour is produced.
c. Vapour pressure is high since great amount of energy is
needed to break the H-bond.
d. Vapour pressure is low since it is hard to break the H-bond
among the molecules and escape as vapour.

9. Which intermolecular forces among the following allows for easy

escape of molecule to the vapour phase?
c. acetone d. ethyl alcohol
a. H-bonding
b. ion-dipole forces
c. dipole-dipole interaction
d. London dispersion forces

10. The vapour pressure on top of the mountain is low so what will happen
to the cooking time of an egg up there?
13. Arrange in increasing boiling points.
a. The cooking time will be longer since the temperature of the
water is higher. I. CO2 II. H2O III. O2 IV. C6H12O6
b. The cooking time will be shorter since the temperature of the
water is higher. a. I, II, III, IV
c. The cooking time will be longer since the temperature of the b. III, I, II, IV
water is lower. c. III, II, I, IV
d. The cooking time will be shorter since the temperature of the d. II, I, IV, III
water is lower.
Identify the predominant intermolecular forces present between each
11. Methane will not dissolve in water due to pair of molecule.
a. greater molar mass of H2O than CH4.
b. the same intermolecular forces they possess. 14. Water (H2O) and acetic acid (CH3COOH)
c. difference in the kinds of atoms in their structure.
d. difference in intermolecular forces between the two substances. 15. Carbon dioxide (CO2) and methane (CH4)

15. Potassium iodide (KI) and Water (H2O)

20 21
 Intermolecular Forces Present
Substance LEDS ShapePolarity

1. CH3OH H-bonding, London dispersion forces, dipole- dipole interaction

Tetrahedral, bent
(Methyl alcohol) Polar

2. O3 London dispersion forces, dipole-dipole interaction

Bent Polar
(Ozone)

3. CH3NH2
H-bonding, London dispersion forces, dipole- dipole interaction
(Methyl Tetrahedral,
Polar
amine) bent

4. I2 (Iodine)
LinearNonpolar London dispersion forces

H-bonding, London dispersion forces, dipole- dipole interaction

5. HF Linear Polar

What I Know What's More Assessment

1. A 1. a) ion-dipole 1. A
2. B b) London 2. D
3. D dispersion forces 3. D
4. A c) dipole-dipole 4. C
5. D d) H-bonding 5. C
6. A 2. a) Soluble 6. B
7. A b) Insoluble 7. D
8. D c) Insoluble 8. D
9. B d) Soluble 9. C
10. C e) Soluble 10. D
11. B 3. Methane <Ethane < 11. C
12. D 12. B
Methanol < Ethanol
13. B 13. H-bonding
< Ethylene glycol
14. C 14. London dispersion
15. C forces
15. Ion-dipole
 a. The prevailing IMF in HF is H-bonding while in HCl is dipole-dipole
forces. H-bonding is stronger than dipole-dipole interactions so greater amount of
energy is needed to break the bonds of HF than the bonds in HCl. This results to
higher boiling point of HF.

b. Both have dipole-dipole and London dispersion forces of attraction.

Both have the same number of atoms in the molecule and molecular geometry.
Thus, the basis will be the masses of the molecules. Since the mass of CHBr3 is
greater than the mass of CHCl3, then the London dispersion forces is greater
than in CHCl3. It needs greater amount of energy to break the bonds in CHBr3 Act. 1
than in CHCl3, thus CHBr3 has a higher boiling point than CHCl3. 1.
a. NaCl : dipole-dipole, London dispersion forces; CH4 : London dispersion forces
b. CCl : London dispersion forces; CHCl : dipole-dipole, London dispersion forces
c. Br2 is nonpolar while ICl is polar. London dispersion forces prevail in 4 3
c. NH
Br2 while dipole-dipole forces in ICl. It’s harder to break the dipole-dipole bonds 3 : dipole-dipole, H-bonding, London dispersion forces ; CH3F : dipole-dipole,

than LDF so more energy is required to break the bonds resulting to higher boiling London dispersion forces
d. PCl : London dispersion forces; PBr : London dispersion forces
5 5
point of ICL. e. Pentane (C H
5 12 (pentane) : London dispersion forces; C5H12 (isopentane) :
London dispersion forces
f. F (Fluorine) : London dispersion forces; Br (Bromine) : London dispersion forces
2 2

2.
a. NaCl : dipole-dipole; CH4 : London dispersion forces
b. CCl : London dispersion forces; CHCl : dipole-dipole
4 3
c. NH
3 : H-bonding ; CH3F : dipole-dipole
1. The properties influenced by intermolecular forces are surface tension, d. PCl : London dispersion forces; PBr : London dispersion forces
5 5
viscosity, boiling, melting, and freezing points, and solubility. e. C H
5 12 (pentane) : London dispersion forces; C5H12 (isopentane) : London dispersion

2. LDF < dipole-induced dipole < dipole – dipole < H-bonding < ion – dipole forces
f. F (Fluorine) : London dispersion forces; Br (Bromine) : London dispersion forces
2 2

3. Steps or considerations to take to determine the effects of IMF to the

3.
properties of matter. a. NaCl
b. CHCl
3
a. Determine first whether the substance is polar or nonpolar. c. NH
3
d. PBr
5
b. If the substance is polar, then dipole-dipole forces are present. If the e. C H
5 12 (pentane)
substance has H attached to O, N, F, then H-bonding can also form. f. Br (Bromine)
2
London dispersion forces are always present in all substances.
4.
c. If the substance is nonpolar, then London dispersion forces are the a. NaCl
predominant intermolecular forces among the molecules. b. CHCl
3
c. NH
3
d. If the substance is ionic then ion-dipole forces of attraction will prevail. d. PBr
5
e. C H
5 12 (pentane)
e. Determine the polarity of substances with the same number of atoms f. Br (Bromine)
2
and molecular geometry. If they are identical, then the mass of the
molecule will tell which between the two substances has greater
intermolecular forces. Activity 2

f. Determination whether the structure of the molecule is extended or 1 a. Astatine has the highest melting and boiling points.
b. F – London dispersion forces; Br – London dispersion forces;
2 2
compact will also tell which one has the greater intermolecular forces.
At2 – London dispersion forces
g. The strength of the predominating intermolecular forces will be the c.
Intermolecular forces vary with the size of the molecule. The greater the size of the
gauge for predicting the physical properties of matter. molecule the greater are the intermolecular forces among the molecules.
d. F < Br < At
2 2 2
h. Remember that greater IMF will result to higher boiling, melting, and e.
The greater the intermolecular forces, the higher the boiling and melting points of
freezing points. Solubility will depend on the type of molecules. “Like the substances.
dissolve likes” is the rule in the dissolution process.
References Elmhurst College. “Intermolecular Forces.” Accessed May 20, 2020.
[Link]

Liberal dictionary. “Pentane.” Accessed May 23, 2020.

Shawn [Link]. “Analyzing Strengths of Intermolecular Forces.” Accessed
[Link]
May 25, 2020. [Link]
Nutrients [Link]. “Glycerin (Glycerol).” Accessed May 22, 2020.
BCcampus. “Intermolecular Forces.” Accessed May 21, 2020.
[Link] [Link]
[Link]
Quora. “What is the formula and structure of water?” Accessed May 24,
Chang, Raymond.2005. Chemistry (8th. Ed.).New York, NY: McGraw-Hill
2020. [Link]
Education (Asia).
[Link]. “Ether: Preparations and Reactions.” Accessed May 20, 2020.
Chegg Study. “Textbook Solutions.” Accessed May 23, 2020.
[Link]
[Link] - help/explain-glycerol-viscous-water-
acetone-less-viscous-water-gl-chapter-7-problem-99p- solution-
9780077274290-exc chemlibretexts. “Liquids and Intermolecular Forces
(Summary).” Accessed May 21, 2020.
[Link]
-
_The_Central_Science_(Brown_et_al.)/11%3A_Liquids_and_Intermolecular_F
orces/11.S%3A _ Liquids_and_Intermolecular_Forces_(Summary)chemlibretexts.
“Properties of Matter.” Accessed May 25, 2020.
[Link]
Bookshelves/Physical_and_Theoretica l_Chemistry_Tex
tbook_Maps/Supplemental_Modules_(Physical_and_Theoretical_Chemistry)/Physic
al _Properties_of_Matter
chemlibretexts. “Solubility and Intermolecular Forces.” Accessed May 21,
2020.[Link]
=solubility+and+intermolecular&aqs=chrome.0.0j69i57j0l4.13287j0j8&sourceid=ch
rome&ie=UTF-8
Clutch. “Formal Charges of Ozone.” Accessed May 25, 2020.
[Link]
formal-charges-in-o3-ozone
Clutch. “Lewis Structure of HF.” Accessed May 25, 2020.
[Link] at-
the-lewis- structure-for-hf-where-are-the-nonbonding-electrons
Clutch. “Molecular Geometry of CH3NH2.” Accessed May 25, 2020.
[Link] is-
the-molecular- geometry-about-nitrogen-in-ch3nh2

26 27
 Physical Science
Quarter 1 – Module 7:
Biological Macromolecules

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: *
Physical Science
Alternative Delivery Mode
Quarter 1 – Module 7: Biological Macromolecules
First Edition 2020

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Every effort has been exerted to locate and seek permission to use these materials from
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ownership over them.

Published by the Department of Education Angelica J. Macaraeg

Physical Science
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio Quarter 1 – Module 7:
Development Team of the Module Biological Macromolecules
Writers: Amy B. Villar, Jennifer O. Tullao
Editors: Robert G. Yumul
Felipa A. Morada
Reviewers: Ramonito O. Elumbaring, Angelica J. Macaraeg
Felipa A. Morada
Illustrator: Francis Victor A. Medrano
Layout Artist: Mary Grace L. Asa
Pamela A. Lalusin
Management Team: Wilfredo E. Cabral
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
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Lorna R. Medrano
Edita T. Olan

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Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

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E-mail Address: region4a@[Link]
Introductory Message For the learner:

Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on

For the facilitator:
Biological Macromolecules!
Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on
The hand is one of the most symbolized part of the human body. It is often used to
Biological Macromolecules.
depict skill, action and purpose. Through our hands we may learn, create and
This module was collaboratively designed, developed and reviewed by educators accomplish. Hence, the hand in this learning resource signifies that you as a learner
both from public and private institutions to assist you, the teacher or facilitator in is capable and empowered to successfully achieve the relevant competencies and
helping the learners meet the standards set by the K to 12 Curriculum while skills at your own pace and time. Your academic success lies in your own hands!
overcoming their personal, social, and economic constraints in schooling.
This module was designed to provide you with fun and meaningful opportunities
This learning resource hopes to engage the learners into guided and independent for guided and independent learning at your own pace and time. You will be
learning activities at their own pace and time. Furthermore, this also aims to help enabled to process the contents of the learning resource while being an active
learners acquire the needed 21st century skills while taking into consideration learner.
their needs and circumstances.
This module has the following parts and corresponding icons:
In addition to the material in the main text, you will also see this box in the body of
the module: What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
Notes to the Teacher correct (100%), you may decide to skip this
This contains helpful tips or strategies that will help you in guiding the learners.
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
As a facilitator you are expected to orient the learners on how to use this module.
What’s New In this portion, the new lesson will be
You also need to keep track of the learners' progress while allowing them to introduced to you in various ways such as a
manage their own learning. Furthermore, you are expected to encourage and assist story, a song, a poem, a problem opener,
the learners as they do the tasks included in the module. an activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

ii iii
 skill into real-life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning What I Need to Know
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention This module was designed and written with you in mind. It is here to help you
of learned concepts. explain how the structures of biological macromolecules such as carbohydrates,
lipids, nucleic acid, and proteins determine their properties and functions. The
Answer Key This contains answers to all activities in the
scope of this module permits it to be used in many different learning situations.
module.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.
At the end of this module you will also find:

After going through this module, you are expected to:

References This is a list of all sources used in
developing this module. 1. distinguish between carbohydrates, proteins, lipids, and nucleic acids;
2. summarize the general characteristics of each biomolecule; and

The following are some reminders in using this module: 3. relate the structures of the biomolecules with their properties.

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv 1
 What I Know
Lesson Biological Macromolecules
Modified TRUE or FALSE. On the space before each number, write TRUE if the
statement is correct; if the statement is FALSE, change the italicized word to make
it true.
1
Biological macromolecules are large, organic molecule such as
1. Carbohydrates contain carbon. carbohydrates, lipids, proteins, and nucleic acids. Most of them are organic
compounds and the functional group determines their chemical properties.
2. Meat is an example of protein. Biomolecules have a huge variety of functions, such as storing energy, protection, etc.
Now be ready with your journey to the different biomolecules, their structures, and
3. Lipids are soluble in water.
functions found in your food.
Hello! I am your nutritionist for today. Go ahead and think for a moment about your favorite food.
4. Proteins are made up of nucleotides.

5. DNA is a nucleic acid.

[Link] is a disaccharide.

[Link] is composed of many glucose units.

[Link] is also known as blood sugar.

[Link] is easily dissolved in water.

[Link] are made up of nucleotides.

[Link] iron group of hemoglobin is called a heme group.

12.A nucleotide has three parts: nitrogenous base, sugar, and phosphate
group.

[Link] has a double-helix structure.

[Link] is a protein.

[Link], unsaturated fatty acids remain solid at room temperature.

2 3
Analyze the Nutritional Facts of a food product given below and rank the nutrients N U C L E I C A C I D O
needed by the following patients based on importance. Y T K T L P D G O G O T
A. a patient with hypertension C A R B O H Y D R A T E
A R O A A H L E W V W I
B. a patient renal failure
B I O M O L E C U L E N
C. a patient with diabetes mellitus

Nutrition Facts You are really doing great! It seems that you are now ready for our first
biomolecule.
Serving Size 32 g

Serving Per Pack 1

Amount/Serving %RENI
Total Calories 150 6%
Calories from Fat 45
Total Fat 5g
Saturated Fat 3g
+ Trans Fat 0g
Cholesterol 3mg
Sodium 170mg 35%
Total Carbohydrates 23g
Dietary Fiber 0g 0% Notes to the Teacher
Sugars 4g
Ask learners to list examples of carbohydrate, lipid, protein, and nucleic acid. Add on the list sources that are not mention
Protein 3g 4%
Calcium 55mg 8%
Iron 1mg 8%

What’s In

Food is a source of molecules that are needed for life. These are biological
molecules. What you eat belongs to biomolecules. There are four biological
molecules that make up all of life. Now, I have here a word hunt for your warm
up.

Look for the words and write your answer: biomolecule, carbohydrate, lipid,
protein, and nucleic acid.

F A T S H Y L I P I D P
U P I A T E P R O T E R

4 5
 What’s New 3. Write inside the third plate an example of food rich in protein that you
have eaten a while ago and tell us what you feel about what you have eaten.

Activity 1.1 Macromolecule Plates and Glass

1. Write inside the first plate an example of food rich in carbohydrates that you
have eaten a while ago and tell us what you feel after eating it.

What did you feel after eating the protein - rich food?

4. Write inside the glass the function of nucleic acids.

What did you feel after eating the food rich in carbohydrates?

2. Write inside the second plate an example of food rich in lipids that you have
eaten a while ago.

What did you feel after eating the food rich in lipids?

6 7
 Monosaccharide (one saccharide)

What is It Glucose used in dextrose, blood sugar; the form utilized by

the human body

Galactose found in milk and milk products

Terms and Definitions Fructose found in fruits and honey

Monosaccharide – simplest form of carbohydrates

Disaccharides (two saccharides)
Monomer – a molecule that can react with other molecule to form very
large molecules orpolymers Maltose glucose + glucose found in malt
Sucrose glucose + fructose found in regular table sugar,
Peptide – short chain of amino acid monomer link by peptide bonds sugarcane, and sugar beet
Lactose glucose + galactose found in milk and milk products
Hormones – special chemical messengers that are created in the endocrine gland
Polysaccharides (many saccharides)
Amino acids – organic compounds that combined to form proteins

Enzymes – proteins which make the bio chemical reaction fast

Nucleotide – made up of three components: nitrogen-containing base, five-carbon

sugar, and a phosphate group

Phospholipids - contain glycerol, two-fatty acids, and a phosphate group

Biological Macromolecules

1. Carbohydrates

The word carbohydrate may be broken down to carbon and hydrate.

Another term for carbohydrate is saccharide. Carbohydrates are classified either as Carbohydrates
simple or complex. Simple sugars are monosaccharide and disaccharides.
Complex sugars are polysaccharides.
They are made from carbon, hydrogen, and oxygen.
Carbohydrates are the primary energy source of the human body. The
different saccharides that humans eat are converted to glucose which can be Monomer: saccharides
readily used by the body. The excessive consumption of carbohydrates is converted
to glycogen which is stored in the liver and in muscles. Glycogen is a slow- Examples: rice, cereal, potatoes, fruits, pastas
releasing carbohydrate
Starch / Amylose storage form of glucose in plants Function: main energy source of the body

Amylopectin storage form of glucose in plants

Glycogen storage form of glucose animal; stored in the liver and

muscles

8 9
Cellulose structural material in plants--cell wall in wood, wood
fiber cannot be digested by humans

8 9
 3. Proteins
Did you know that?
Marathon runners, tri-athletes, and other runners eat carbohydrates for
Proteins are composed of four elements, namely: carbon, hydrogen,
weeks leading up to a big event. They call it “carbo-loading”. What’s
oxygen, and nitrogen. Sulfur and other metals are sometimes also found in
the point?
proteins. If carbohydrates are made up of saccharides, proteins are made up of
As the athletes consume massive amounts of starch and pasta, the energy begins amino acids.
to store up in their body, saving itself for use during the event.
Examples of proteins and their functions are:

1. Keratin is a structural protein found in hair, skin, and nails.

2. Lipids or Fats
2. Fibroin / Silk protein - Fibroin is found in silk. Silk has a smooth and soft
texture. It is one of the strongest natural fibers that have high resistance to
Lipids or fats are important nutrients in your body but eating too many deformation. It is also a good insulating material.
especially unhealthy fats such as saturated fats and trans fats can lead to heart
3. Collagen is a major insoluble fibrous protein found in connective tissues such
disease, cancer, and obesity. Lipids also serve other functions such as material for
as tendons, ligaments, skin, cartilage and the cornea of the eye. It comprises as
cell membrane, insulation to maintain body temperature, aid in digestion, and as
much as 30% of proteins in animals.
signal molecules.
4. Enzymes function to catalyze chemical reactions. They either speed up a
There are different classifications of lipids: triglyceride, phospholipid, wax, reaction, lower the needed energy for a reaction to take place, or bind substances to
and steroid. The lipid family is one of the most varied in terms of structure but their specific partners.
they share the common property of being insoluble in water. Examples of enzymes
a. Lipase - help in digestion of fats
Fat and oil are the most common examples of lipids. They are under
b. Pepsin - help in breaking down proteins into peptides (smaller units)
triglycerides because they are composed of glycerol and three fatty acids.
c. Sucrase - also called invertase; help in the digestion of sugars and
Fat refers to solid triglyceride usually from animal sources such as meat, starches
milk, butter, margarine, eggs, and cheese. Oil refers to liquid triglycerides from 5. Myoglobin is a polypeptide that stores oxygen in muscles. It contains a heme
plant sources. Examples are olive oil, corn oil, sunflower oil, and soybean oil. group which has an iron where the oxygen is stored.
Animal fats contain high percentages of saturated fatty acids while plant oils are
mostly unsaturated fatty acids.

Proteins
They are made from carbon, hydrogen, oxygen, and nitrogen
Lipids Proteins are made up of amino acids combined through a dehydration link called a peptide bond.
They are made from carbon, hydrogen, and oxygen Monomer: amino acid
They are soluble (dissolve) in oil but are insoluble (don’t dissolve) Two classes:
in water. Saturated fats have two carbons attached to each carbon (except the one at the end). Saturated fats are unhealthy fats like
Examples: fats and oils Unsaturated fats are missing at least one hydrogen and are curl in shape. The unsaturated fats are healthy, and include oi
Function: long-term storage of energy in the body
Monomer: fatty acid

10 11
4. Nucleic Acids
Structures of the Different Biomolecules
Nucleic acids play an essential role in the storage, transfer, and expression Remember this mnemonic device of biomolecules: CHO CHO CHON CHONP
of genetic information. Nucleic acid was discovered by a 24-year old Swiss
physician named Friedrich Miescher in 1868. He was puzzled that an unknown
substance in white blood cells did not resemble carbohydrates, proteins, or lipids. He C stands for the element Carbon N stands for the element Nitrogen
was able to isolate the substance from the nucleus and initially called it nuclein. H stands for the element Hydrogen P stands for the element Phosphorus
He eventually was able to break down nuclein into protein and nucleic acids. He
found out that nucleic acids contain carbon, hydrogen, oxygen, nitrogen, and O stands for the element Oxygen
phosphorus.

The most common examples of nucleic acids are DNA (deoxyribonucleic acid)
and RNA(ribonucleic acid). DNA is a nucleic acid that carries the genetic code of
organisms. It is fondly termed as the blueprint of life. RNA, on another hand,
carries the information from the DNA to the cellular factories for the synthesis of
proteins. If carbohydrates are composed of saccharide units, proteins of amino
acids, and lipids of fatty acids, nucleic acids are composed of nucleotides. Nucleic
acids are also known as polynucleotides.

Three parts of nucleotide:

1. Nitrogenous base
2. Five-carbon carbohydrate or sugar
3. Phosphate group

Nucleic Acids
They are made from carbon, hydrogen, oxygen, nitrogen, and phosphorus.
Monomer: nucleotide
Examples: DNA and RNA
Function: involves the genetic materials, Deoxyribonucleic Acid (DNA) and Ribonucleic Acid (RNA). DNA is the blueprint of life because it contains instructions on how to make proteins in the body.
Again, say the mnemonic device.
CHO CHO CHON CHONP!

12 13
 Hello! My name is Bimol. I have a problem. I cannot go back home. Please help me by answering the que

What’s More

Activity 1.2 Meal Plan

Think of a 3 – day healthy meal plan for a teenager like you following the table
below. Make sure that you choose the right kind of food containing carbohydrates,
proteins, and lipids.

3 – Day Meal Plan 1

Day 1 Day 2 Day 3 Lipids
Carbohydrates
Breakfast
Morning Snack
Lunch
Afternoon Snack
Dinner What elements are they composed of? What elements are they composed of?
Dessert

What is the monomer? What is the monomer?

What I Have Learned 2

Nucleic Acids
What is its function for the body?
What is its function for the body?

What elements are they composed of?

Activity 1.3 Maze Runner
What is the monomer? What is the monomer?
I have a friend named Bimol. He needs our help in finding the right way to go back to his house. In order to help him, you need to answer some questions about biomolecules.
Write two examples: Write two examples:

What is its function for the body? What is its function for the body?

Write two examples: 3 Write two examples: 4

Proteins

What elements are they composed of?

Thanks for helping Bimol!

HOME

14 15
 3. While presenting the lesson on Circulation and Gas Exchange, the teacher of
Pandemic Integrated National High School complains shortness of breath, tightness
and aching sensation in his chest that radiates to his neck and jaw.
Disorders/ Diseases Related Macromolecules Function of Macromolecules
What I Can Do

Activity 1.4

Carbohydrates rice oilpork apple sugar nitrogen

Lipids wax fish fatty acidmango lemon

Assessment
Proteins beef potato amino acidavocado

Multiple Choice. Read and analyze the given statements below. Write the chosen
Nucleic Acids bread chicken carbonoxygen phosphorous letter on a separate sheet of paper.

1. Which biomolecular group carries and passes on the hereditary information

of the organism?
a. carbohydrates
b. lipids
c. nucleic acids
d. proteins

2. Which biomolecules are significant features of the cell membrane?

Complete the table filling out the required information. Identify the
disorder/disease, related macromolecule and its function based on the given a. carbohydrate and nucleic acid
scenario. b. lipid and nucleic acid
c. nucleic acid and protein
1. Covida, a grade 12 student experienced excessive sweating, frequent urination, d. protein and lipid
feeling very thirsty and hungry. She was not able to attend her class during that
day. She was rushed in the hospital and upon examining her blood sugar it was 3. Atom is the basic unit of a chemical element. What are the atoms that
found out that it is above its normal value.
make up carbohydrates?
2. One of the students of Mr. Corona shared her story when she was hospitalized at
the age of three. She showed her picture with enlarged tummy, loss of muscle mass a. C and H
and inflamed patches on her skin. She even mentioned that she was also irritable b. C, H and N
and had failure to grow in height according to her mother. c. C, H and O
d. C, H, O and N

16 17
 c. olive oil
4. Which organic molecule gives fast source of energy? d. sunflower oil
a. carbohydrates
b. lipids 11. Which is termed as the blueprint of life?
c. nucleic acids a. deoxyribonucleic acid
d. proteins b. fatty acid
c. nucleic acid
5. Which nutrient group is used in the composition of waxes and responsible d. ribonucleic acid
for insulation of some organisms?
a. carbohydrates 12. Proteins are composed of four elements, namely: carbon, hydrogen, oxygen
b. lipids and what other element?
c. nucleic acids a. magnesium
d. proteins b. nitrogen
c. phosphorous
d. sulfur

6. Which of the following does NOT belong to the classification of lipids? 13. This is a major insoluble fibrous protein found in connective tissues such as
a. hemoglobin tendons, ligaments, skin, cartilage and the cornea of the eye. What is it?
b. phospholipids a. albumin
c. steroid b. collagen
d. triglyceride c. keratin
d. pepsin
7. Which of the following is considered as the building blocks of protein?
a. amino acids 14. Which polypeptide stores oxygen in muscles?
b. nucleic acids a. enzyme
c. nucleotides b. heme
d. polypeptides c. lipase
d. myoglobin
8. The excessive consumption of carbohydrates is converted into which
polysaccharide that is stored in the liver and in muscles? 15. Which is not a part of a nucleotide?
a. creatinine a. nitrogenous base
b. glycogen b. phosphate group
c. hemoglobin c. ribonucleic acid
d. uric acid d. sugar

9. Which of the following is a monosaccharide which is used in dextrose?

a. fructose
b. galactose
c. glucose
d. lactose
Additional Activities
10. Which is a good example of saturated fat?
a. butter
b. corn oil

18 19
What I Know What's InWhat's New
True In any order ofAnswers may vary chosen nutrients as
True long as cholesterol and
insoluble fats are last in the list.
Nucleic acid In any order of chosen nutrients as long as sodium is last in the list.
True In any order of chosen nutrients as long as carbohydrate is last in the list.
True
True
Glucose
not easily
amino acids
True
True
True
lipid
saturated

What's More What I Have Learned What I Can Do

carbon, hydrogen and See table below. See table below.
oxygen
carbon, hydrogen and oxygen
carbon, hydrogen, oxygen and nitrogen
carbon, hydrogen, oxygen, nitrogen and phosphorus

Additional Activities Assessment

Answers may vary C
D
C
A
B
A
A
B
C
A
A
B
B
D
C
 References
Commission on Higher Education. Teaching Guide for Senior High School: Physical
Science. Book.
[Link]
Creative Commons Attribution-NonCommercial-ShareAlike 4.0

Wikipedia.2020. “Carbohydrate loading.” Last modified April 19, 2020.

[Link]

What I Can Do

Disorders/ Diseases Related Macromolecules Function of Macromolecules

Diabetes Mellitus Carbohydrate Carbohydrate becomes sugar
when break down which gives
energy. Increased carbohydrate
intake causes elevated blood
sugar.
Kwashiorkor Protein Protein is essential in building
muscle mass. Decreased intake
of protein can lead to
Kwashiorkor.
Myocardial Infarction Lipid Lipids or Fats maintain body
temperature. Too much lipids or
fats in the body narrow blood
vessels which decreases blood
flow.

22 23
 Physical Science
Quarter 1 – Module 8
Collision Theory and Chemical
Reaction Rate

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: *
Physical Science
Alternative Delivery Mode
Quarter 1 – Module 8: Collision Theory and Chemical Reaction
Rate First Edition 2020

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 (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module 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 authors do not represent nor claim
ownership over them.

Published by the Department of Education

Physical Science
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio Quarter 1 – Module 8
Collision Theory and Chemical
Reaction Rate

Printed in the Philippines by

Department of Education – RegionIV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@[Link]
Introductory Message For the learner:

Welcome to the Physical Science Grade 11 Alternative Delivery Mode (ADM)

For the facilitator:
Module on Collision Theory and Chemical Reaction Rate!
Welcome to the Physical Science Grade 11 Alternative Delivery Mode (ADM)
The hand is one of the most symbolized part of the human body. It is often used to
Module on Collision Theory and Chemical Reaction Rate!
depict skill, action and purpose. Through our hands we may learn, create and
This module was collaboratively designed, developed and reviewed by educators accomplish. Hence, the hand in this learning resource signifies that you as a
both from public and private institutions to assist you, the teacher or facilitator in learner is capable and empowered to successfully achieve the relevant competencies
helping the learners meet the standards set by the K to 12 Curriculum while and skills at your own pace and time. Your academic success lies in your own
overcoming their personal, social, and economic constraints in schooling. hands!

This learning resource hopes to engage the learners into guided and independent This module was designed to provide you with fun and meaningful opportunities
learning activities at their own pace and time. Furthermore, this also aims to help for guided and independent learning at your own pace and time. You will be
learners acquire the needed 21st century skills while taking into consideration enabled to process the contents of the learning resource while being an active
their needs and circumstances. learner.

In addition to the material in the main text, you will also see this box in the body of This module has the following parts and corresponding icons:
the module:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
Notes to the Teacher lesson to take. If you get all the answers
This contains helpful tips or strategies that will help you in guiding the learners.
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

As a facilitator you are expected to orient the learners on how to use this module. the current lesson with the previous one.
You also need to keep track of the learners' progress while allowing them to
What’s New In this portion, the new lesson will be
manage their own learning. Furthermore, you are expected to encourage and assist introduced to you in various ways such as a
the learners as they do the tasks included in the module. story, a song, a poem, a problem opener,
an activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

ii iii
 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning What I Need to Know
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of This module was designed and written with you in mind. It is here to help you
the lesson learned. This also tends retention master the use of simple collision theory to explain the effects of concentration,
of learned concepts. temperature and particle size on the rate of reaction. The scope of this module
This contains answers to all activities in the permits it to be used in many different learning situations. The language used
Answer Key
module. recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
At the end of this module you will also find answer key to serve as your guide to
check your level of understanding. The module is divided into two lessons, namely:

 Lesson 1 -Collision Theory

 Lesson 2 -Factors Affecting the Rate of Chemical Reactions
References This is a list of all sources used in developing this module.
After going through this module, you are expected to:
1. define collision theory and describe how it affects the chemical reaction; and
2. explain the different factors affecting the rate of reaction.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
What I Know
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next. Choose the letter of the best answer. Write the chosen letter on a separate sheet
6. Return this module to your teacher/facilitator once you are through with it. of paper.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are 1. A chemical change that occurs when two or more substances combine to form a
not alone. new substance.
a. Activation Energy
We hope that through this material, you will experience meaningful learning b. Chemical Kinetics
and gain deep understanding of the relevant competencies. You can do it! c. Chemical Reaction
d. Product

2. The measure of the change in the concentration of the reactants or products.

a. Activation Energy
b. Activation Rate
c. Chemical Reaction
d. Concentration

iv 1
3. The substance or particles that enter into and is altered in the course of 11. The substance formed as a result of a chemical reaction.
a chemical reaction. a. Product
a. Catalyst b. Reactant
b. Enzyme c. Resistance
c. Product d. Substrate
d. Reactant
12. The measure of how much exposed area a solid object has, expressed in
4. The number of particles present in a given volume of solution. square units.
a. Catalyst a. Volume
b. Concentration b. Surface
c. Product c. Surface Area
d. Temperature d. Concentration
5. The measure of how fast or slow a reaction happens.
a. Activation Energy 13. The substance that is dissolved in a solution.
b. Collision theory a. Solid
c. Particle Size b. Solute
d. Rate of Reaction c. Solvent
d. Substance
6. Condition that needs to be met for a chemical reaction to occur.
a. Substance must be homogeneous.
14. The component of a solution that is present in the greatest amount.
b. Temperature should be kept constant.
a. Sample
c. Particles should maintain a certain distance to each other.
b. Solute
d. Particles in the substance must collide and have enough energy.
c. Solvent
7. The factor that would NOT affect the rate of chemical reaction. d. Substance
a. Concentration
b. Humidity 15. A form of matter that has definite composition and distinct characteristics.
c. Particle Size a. Atoms
d. Temperature b. Compound
c. Mixture
8. The factor that will slow down the rate of chemical reaction.
d. Substance
a. Manual stirring of the substance.
b. Placing substance in a hot water.
c. Placing products in iced water.
d. Placing reactants in ice bath.

9. The factor that does NOT show evidence of chemical reaction.

a. Absorption of heat
b. Change of color
c. Change of size
d. Liberation of heat

10. The measure of the hotness or coldness of a substance.

a. Energy
b. Humidity
c. Temperature
d. Thermometer

2 3
 5. Mixing paint to make a new color
Lesson Collision Theory
1
Chemical reactions have been a part of this world ever since everything began. From
What’s New
Big bang to the present day, everything happening around us has something to do
with chemical reactions and chemical processes. Chemical reactions are common in
our daily lives: from cooking, eating, cleaning to the different chemical processes
Picture Analysis
like respiration, corrosion and fermentation. How our body lives and grows are
results of many chemical reactions that takes place, although you may not recognize Directions: List down ideas you think of based on the given picture.
them. This is the reason we need to understand how chemical processes takes place,
be it naturally occurring or not.

This lesson will help enhance your understanding about how chemical reaction
occurs and what are the different factors affecting chemical reaction.

What’s In
Directions: Complete the sentence about reaction based on the given illustration.

Recall
A reaction
Chemical or Physical Change?

Directions: Identify what kind of change occurs by writing the word Physical
.
change or Chemical change.

1. Baking a pie

What is It
2. Burning a paper

The Collision Theory

3. Dissolving coffee in hot water All substances are comprised of millions of tiny particles in constant motion. These
particles are colliding with each other constantly in any substance. All collisions
between particles do not result in a reaction. There are two factors that determine
whether a reaction will occur between two particles that are colliding:
4. Dissolving sugar in water
1. Substances or particles of reactants must physically collide with enough energy

2. Substance or particles must come into contact or collide in the correct

orientation (facing the correct way).

4 5
The collision theory states that reacting substances must come into contact As shown in figures 3 and 4, no reaction can take place between two particles if
(collide) with enough activation energy, and in the correct orientation (facing the they are far apart. To form new bonds, atoms must come in contact with each
correct way), so that their electron shells can rearrange to form the products of the other and have correct relative orientations so that the correct bonds are broken,
reaction. Therefore, any factor which changes the frequency or energy of the atoms transfer to the correct positions (see also Figure 1).
collisions will change the rate of the reaction.
What is a Chemical Reaction?
Try to analyze the illustrations given below:
When two particles collide, sometimes a chemical reaction can occur, which means
the bonds between two or more particles are broken and reformed, creating one or
more new substances. The substances or particles that enter and is changed in the
chemical reaction are called reactants and the substances that are formed are
called products.

Let us look at the chemical reaction in photosynthesis:

Figure 1

As shown in figure 1, two atoms of Nitrogen react with two atoms of Oxygen to
yield two molecules of Nitrogen Oxide. The shared atoms form a bond by
completing the valence shells of both atoms.

The reactants (left part of the equation) are carbon dioxide, water, and light while
the products (right side of the equation) are sugar and oxygen. But for a chemical
reaction to occur, several things must happen:

1. The particles must come into contact with one another or collide.

2. When the particles collide, the particles must be aligned correctly so that the
right parts of the atoms or molecules are exposed. If they are not oriented
Figure 2
correctly, no chemical reaction will take place.
As shown in figure 2, a chemical reaction does not take place if the collision
3. The particles must collide with enough energy to break their chemical bonds.
between molecules does not have sufficient energy to break the bonds in the
The amount of energy that must be available for a reaction to occur is often
reactants and if the molecules are not properly aligned.
referred to as the activation energy. It is the measure of the change in the
concentration of the reactants or products.

The reaction rate of a chemical reaction is a measurement of the increase in the

concentration of a product or the decrease in the concentration of a reactant as
the reaction proceeds over time.

Keep in mind that not all reactions occur at the same speed. Some are very slow
while others are fast.

The rate of reaction also depends on the type of molecules that are combining. If
there are low concentrations of an essential element or compound, the reaction will
Figure 3 Figure 4
be slower.

6 7
Factors Affecting the Rate of Reaction
3. Concentration
1. Activation Energy
The rate of a chemical reaction is affected by the concentration of reacting
The activation energy refers to the minimum energy required for a reaction to substances. The term concentration refers to the number of particles present in a
take place. When a collision provides energy equal to or greater than the activation given volume of solution. Concentration may also mean a measure of how much
energy, product can form. On the other hand, if the particles have energy that is of of the solute (something to be dissolved) is dissolved in a solvent (dissolving
less than the activation energy, the collision is not effective, and they just bounce medium) to form a homogeneous mixture. So, a higher concentration means there is
off each other unchanged. more of the solute in the solution. If the concentration of the reactant is increased,
the rate of reaction also increases. When the number of particles of the reactant is
increased, there is a great chance for particles to collide.

To illustrate:

The figure above shows a man trying to push a rock over the cliff. For the man to
push the rock, he needs to have enough energy. If the man does not have enough
energy, the rock will not move down the cliff. This energy needed for the man to
push the rock over the cliff represents the activation energy.

Can you think of another example to show how activation energy works?

Now, let’s try to analyze the picture below:

2. Temperature

Temperature refers to how hot or cold a certain substance is. Usually, a rise in
temperature of 10 0C doubles the reaction rate. The rate of a chemical reaction
increases with increasing temperature. As the temperature increases, collision
between atoms and molecules becomes faster resulting to build up of more energy.
The increased kinetic energy will equal to or exceed the activation energy resulting
to more collisions giving rise to a reaction.
Based on the Kinetic Molecular Theory (KMT) and properties of matter, why do you
Let’s try to apply: think there is less collision on the left side while there is more collision on the right
side?
Arrange the following samples according to the rate of solubility of sugar.
(1 -fastest, 3-slowest)

What can you deduced (conclude) about the effect of concentration on the rate of
chemical reaction?

Cold water Hot water Tap water

8 9
 C. Effects of Particle Size: [Link]

4. Surface Area and Particle Size

Surface area is the measure of how much exposed area a solid object has, Activity 1.2 Guide Questions
expressed in square units. In a reaction between a solid and a liquid, the more
finely divided a solid is, the faster is the rate of reaction. Likewise, as you powdered Directions: Answer briefly and concisely the following questions.
a solid, its surface area becomes greater, thus the particles have higher chance of
PART A: Effects of Concentration
colliding and faster reaction happens.
1. What evidence shows that reaction occurs?
To understand this further, try to analyze the picture and answer the questions
below:
2-3. Compare the rate of formation of Hydrogen gas in a tube A containing diluted
Hydrochloric acid (HCl) with that of tube B containing concentrated
Hydrochloric acid (HCl).

4-5. Explain the effects of concentration on the rate of chemical reaction.

Figure 1 Figure 2
6. Show the correct chemical equation for the reaction of Magnesium (Mg) ribbon
How many reactant particles can be seen on Figure 1?
And Hydrochloric (HCl) acid.
Which do you think is the solid particle on Figure 1?

What have you observed to the reactant particles in Figure 2?

PART B: Effects of Temperature

7. In which temperature of Oxalic acid (C2H2O4) and Sulfuric acid (H2SO4)

In which container will the solid particle dissolve faster and why? mixture that Potassium Permanganate (KMnO4) dissolves faster?

8-9. What evidence shows that a fast reaction occurs?

What’s More 10-11. How does temperature affect the rate of chemical reaction?

Activity 1.1 Factors affecting Reaction Rates

The rate at which reactants are consumed and products are formed during
chemical reactions vary greatly. In this part of the module, you will discover how PART C: Effects of Particle Size
the different factors, such as concentration, temperature and particle size affect the
rate of chemical reactions. 12-13. Compare the speed reaction of powdered Calcium Carbonate (CaCO3) with
that of a lump of Calcium Carbonate placed in water?
The following video links are experiments that you will watch and observe before
answering the “Activity Assessment.”

A. Effects of concentration: [Link] 14-15. How do particle size affect the rate of chemical reaction?
B. Effects of Temperature: [Link]

10 11
 What I Can Do
What I Have Learned
Create your own 5-minute experiment video by choosing one of the factors
discussed in this lesson.
Rubric for Grading
SENTENCE COMPLETION
The video will be scored from 1 to 5, with 5 being the highest. The criteria for
Directions: Complete the group of words to form relevant ideas about the lesson.
grading are as follows:

1-3. According to the collision theory, there are three (3) requirements for a
reaction to occur these are ,
and .

4-7. The factors that can affect the rate of reaction are ,
, and
.

8. Increasing the concentration of reactants in a solution

the frequency of collision of particles and the rate of reaction.

9. Increasing the concentration means, there is more of

in the solution.

10. Increasing the temperature the collision of particles.

11. Increasing the temperature the kinetic energy of

particles.

12. The greater the size of particles, the is the surface

area.

13. The smaller the size of particles, the is the surface

area.

14-15. Remember, not all reactions happen at the same speed. Some are
while others are .
Criteria Expectations

Visuals The video is clear and engaging. Camera shots tell the story
visually and no lighting problems.

Audio Loudness and dialogue are balanced. Spoken words show

confidence and are convincing.

Content Deliver of content is precise and complete. Emphasis given

should be based on the discussion.

12 13
Timeliness The video should consume the required 5-minutes. For
every less or added minute/s, points will be deducted.

12 13
 12. Which of the following would NOT increase the rate of reaction?
A. Increasing the temperature
Assessment B. Adding catalyst
C. Increasing the volume
D. Increasing the concentrations

13. Suppose you dissolve Zinc (Zn) in Hydrochloric acid (HCl) and add more acid
PART A. MODIFIED TRUE OR FALSE than usual. Then drop pieces of Zinc. What factor does NOT affect the rate of
Directions: Write the word TRUE if the statement is correct. If the statement is the reaction?
A. Surface area of the Zinc
FALSE, change the italicized word to make the statement correct.
B. Concentration of the reactant
C. Temperature of the solution
1. Decreasing the concentration of the reactants increases the
D. Amount of Hydrochloric acid
collision frequency between reacting particles.
14. Activation energy is the amount of energy required to
2. Increasing the concentration of a substance increases the kinetic
A. Break the bonds between the reacting molecules
energy of the particles that make up the substance.
B. Make the reacting particles collide
C. Form the bonds between the product molecules
3. Increasing the surface area of the reactant, increases the rate of
D. Convert the reactant to a single product
the reaction.
15. Why does a candle burn more rapidly when placed in an open jar than in air?
4. Raising the temperature of the reaction increases the rate of the
What accounts for this reaction?
reaction by increasing the energy of the collisions between
A. Higher Oxygen concentration
reacting particles.
B. Greater surface area of the jar
C. Increasing the surrounding temperature
5. If the reactant particles collide with less than the activation
D. Length of the candle
energy, the particles bounce back and no reaction will occur.

PART B. IDENTIFICATION
Directions: Identify what factor affects the rate of chemical reaction in the following Additional Activities
situations. Use the choices below by writing the correct letter before the
number.

A. Temperature B. Concentrations C. Particle Size

Now is the time for you to explore your knowledge about collision theory and the
factors affecting the rate of chemical reaction. Only short answers are needed.
6. The food was refrigerated.
7. A coal dust explosion happen in mines. 1. Use the collision theory to explain why a lump of sugar is better to use in hot
8. Acid rain erodes marble fast. cup of tea, but granulated sugar is better to use in iced tea.
9. Two antacid tablets neutralizes acids faster than one tablet.
10. Kindling is used to start a fire.

PART C. MULTIPLE CHOICE 2. Suppose you held a lighted match to a solid piece of wood and another match to
Directions: Encircle the LETTER of the correct answer. a pile of wood shavings. Which form of wood would catch fire more easily and
why?
11. What conditions must be met in order for a chemical reaction to occur?
A. Collision with proper orientation
B. Sufficient activation energy
C. Adding more reactant particles
D. Both collision with proper orientation and sufficient energy

14 15
What’s More Activity What Is it What Is It
1.2 (continuation)
Activation Energy- a
Effects of Size of cyclist going up a steep
Concentration particle/surface area- road. Or any activity
3; Magnesium atom; that requires exerting
1. Formation of gas energy and force.
they are broken into
bubbles. Temperature- Hot
smaller pieces; Figure 2
water – 1; Tap water -2;
[Link] rate of formation because the particles are
Cold water - 3
of Hydrogen gas is smaller which increases
Concentration-the
higher in the boiling the surface area particles on the left
tube B containing side has more spaces
concentrated between them so there is
Hydrochloric acid than less collision between
in tube A containing particles
diluted Hydrochloric Concentration- When
acid. there is more number of
solute/particles, there is
4-5. The rate of reaction a greater chance of
increases with increase collision causing the
of concentration of the increase rate of reaction.
reactants

What’s New What's In What I Know

1. Change of color, 1. Chemical 1. C
Presence of mold, 2. Chemical 2. B
wrinkled skin, 3. Physical 3. D
drying, rotting 4. Physical 4. B
5. Chemical 5. D
2. There is combining 6. D
of two or more 7. B
elements to form a 8. D
compound. 9. C
10.C
A bond was 11.A
formed between 12.C
elements 13.B
14.C
15.D
Answer Key

References
“Activation Energy and Temperature Dependence.” [Link]
com/boundless-chemistry/chapter/ activation -energy-and-temperature-
dependence/. Accessed May 24, 2020.

“Activation Energy. What do you want to activate?” The Mazemaster Blog. May
14, 2012. [Link]
energy- what-do-you-want-to-activat/. Davidson, Ashlie. “Collision
Theory of Reactions” [Link] slide/7517587/.
Accessed May 25, 2020.
King, Lorin. “Chemical and Physical Reactions” Reactions Power Point. April
29, 2011.
[Link] - power-
point-pptx.

Klepner, Jackie. “What is the correct equation for photosynthesis?” January 28,
2018.[Link]
photosynthesis

“Making Reactions Faster: Factors Affecting Rates of Reaction. February 17, 2016.
[Link] -of-reaction/.

Padua, Alicia L., Ma. Cristina D. Padolina, Ricardo M. Crisostomo, and Marie
Jessica B. Alumaga. Physical Science. Vibal Group Inc., 2016.

“Rate of Reaction -Factors” 2015. [Link] Plain/ RATES

+OF+REACTION+-+FACTORS. Accessed May 24, 2020.

“Rate of Reaction” 2018.[Link] .

Accessed May 25, 2020.

Rodgers, Elia. 2020. Reaction Rate and Equilibrium-Power point Presentation.

[Link] Accessed
May 25, 2020.

18 19
 Physical Science
Quarter 1 – Module 9:
Catalyst

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: *
Personal Development
Alternative Delivery Mode
Quarter 1 – Module 9: Catalyst
First Edition 2020

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 (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module 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 authors do not represent nor claim
ownership over them.

Published by the Department of Education

Physical Science
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio Quarter 1 – Module 9:
Development Team of the Module Catalyst
Writer: X-handi B. Fallarna
Editors: Robert G. Yumul
Felipa A. Morada
Reviewers: Ramonito O. Elumbaring, Angelica J. Macaraeg
Felipa A. Morada
Illustrator: Francis Victor A. Medrano
Layout Artist: Mary Grace L. Asa,
Pamela A. Lalusin
Management Team: Wilfredo E. Cabral
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
Susan DL. Oribiana
Lorna R. Medrano
Edita T. Olan

Printed in the Philippines by

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@[Link]
Introductory Message For the learner:

Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on

For the facilitator:
Catalyst!
Welcome to the Physical Science Grade 11 Alternative Delivery Mode (ADM)
The hand is one of the most symbolized part of the human body. It is often used to
Module on Catalyst!
depict skill, action and purpose. Through our hands we may learn, create and
This module was collaboratively designed, developed and reviewed by educators accomplish. Hence, the hand in this learning resource signifies that you as a learner
both from public and private institutions to assist you, the teacher or facilitator in is capable and empowered to successfully achieve the relevant competencies and
helping the learners meet the standards set by the K to 12 Curriculum while skills at your own pace and time. Your academic success lies in your own hands!
overcoming their personal, social, and economic constraints in schooling.
This module was designed to provide you with fun and meaningful opportunities
This learning resource hopes to engage the learners into guided and independent for guided and independent learning at your own pace and time. You will be
learning activities at their own pace and time. Furthermore, this also aims to help enabled to process the contents of the learning resource while being an active
learners acquire the needed 21st century skills while taking into consideration learner.
their needs and circumstances.
This module has the following parts and corresponding icons:
In addition to the material in the main text, you will also see this box in the body of
the module: What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
Notes to the Teacher correct (100%), you may decide to skip this
This contains helpful tips or strategies that will help you in guiding the learners.
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
As a facilitator you are expected to orient the learners on how to use this module.
What’s New In this portion, the new lesson will be
You also need to keep track of the learners' progress while allowing them to introduced to you in various ways such as a
manage their own learning. Furthermore, you are expected to encourage and assist story, a song, a poem, a problem opener,
the learners as they do the tasks included in the module. an activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

ii ii
 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning What I Need to Know
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention This module was designed and written with you in mind. It is here to help you to
of learned concepts. define catalyst and describe how it affects reaction rate. The scope of this module
This contains answers to all activities in the permits it to be used in many different learning situations. The language used
Answer Key
module. recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
At the end of this module you will also find:
The module contains discussion about catalyst as one of the factors affecting the
reaction rate.
References This is a list of all sources used in
developing this module. After going through this module, you are expected to:
1. describe the concept of catalyst;
2. present catalyst as an effective means of affecting the reaction rate; and
The following are some reminders in using this module: 3. realize the importance of catalyst and how it affects your life.
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv 1
 What I Know 10. Catalysts permit reactions to proceed along a higher
energy path.

Pre-Assessment 11. Smaller particle size allows for a larger surface area
to be exposed for the reaction.
Modified TRUE or FALSE.
12. Temperature is the measure of how much area of an
Directions: On the space at the left, write TRUE if the statement is true. If the object is exposed.
statement is false, change the italicized word to make it correct. Write your answer
on a separate sheet of paper.
13. Grains of sugar have a greater surface area than a solid
cube of sugar of the same mass, and therefore will
1. A catalyst is a substance that can be added to a reaction
dissolve quicker in water.
to increase the reaction rate without getting consumed
in the process.
14. Decreasing the temperature causes the particles (atoms
or molecules) of the reactants to move more quickly so
2. Heat is not a catalyst since it can’t be taken out of the that they collide with each other more frequently and
reaction in the same amount it was inputted into the with more energy.
reaction.

15. Catalyst describes the idea that atoms, ions, and

3. Catalysts increase the rates of chemical reactions by molecules must collide in order to react.
raising the activation energy of the reactions.

4. Collisions only result in a reaction if the particles collide

with a certain maximum energy called the activation
energy of the reaction.

5. A chemical reaction may be energetically favorable (i.e.

exothermic), and so if the activation barrier is high (i.e.
the activation energy is high), the reaction rate may be
extremely slow.

6. Decreasing the concentration of reactants increases the

collision frequency between reacting particles.

7. Increasing the concentration of a substance increases the

kinetic energy of the particles that make up the
substance.

8. Raising the temperature of a reaction increases the rate

of the reaction by increasing the energy of the collisions
between reacting particles.

9. Lowering the surface area of a reactant increases the rate

of the reaction.

2 3
 Concentration Activation energy Catalyst Temperature
Lesson Catalyst
1
Particle Size Enzyme

of its constituent particles. As the average kinetic energy increases, the particles
move faster and collide more frequently per unit time and possess greater energy
when they collide. When the of all the reactants increases, more
Reaction rates generally increase with increasing reactant concentration, molecules or ions interact to form new compounds, and the rate of reaction
increasing temperature, and the addition of a catalyst. Physical properties such as increases. When solids and liquids react, increasing the surface area of the solid
high solubility also increase reaction rates. Solvent polarity can either increase or will increase the reaction rate. A decrease in causes an increase in the
decrease the rate of reaction, but increasing solvent viscosity generally decreases solid’s total surface area. Collisions only result in a reaction if the particles collide
reaction rates. with a certain minimum energy called the for the reaction. The position
of activation energy can be determined on a Maxwell-Boltzmann distribution. To
This information is obtained by studying the chemical kinetics of a reaction, increase the rate of a reaction, the number of successful collisions must be
which depend on various factors: reactant concentrations, temperature, physical increased. One possible way of doing this is to provide an alternative way for the
states and surface areas of reactants, and solvent and catalyst properties if either reaction to happen which has a lower activation energy. Adding has
are present. this effect on activation energy. It provides an alternative route for the reaction with
a lower activation energy. Catalysts are everywhere! Many biochemical processes,
such as the oxidation of glucose, are heavily dependent on , proteins
that behave as catalysts.
What’s In

Activity 1 Word Search

Directions: Copy the table on a separate sheet of paper. Search and encircle to
unlock the pool of words in the box then use them by filling in the blanks to
complete the passage. Write your answer on another sheet of paper.

A C T I V A T I O N E N E R G Y M G
B W D N B M L Y L M A W D M T M Q Y
R T A C P A R T I C L E S I Z E Z E
N S I T A S I E A R T V E N D T T N
D Y T R N R R M Q A B N D Q G R M Z
A L L E G E Y P T M O V K Z E V C Y
C A C J M S M E X I D C L I O V Y M
T T L O T P P R T O I D N T D B L E
I A T Q M I E A C M T H Y O Y L R S
V C O N C E N T R A T I O N D B B P
A N Z E L I O U A B L P E L D P Q L
I K R D X Y H R I T M P Z R W M T R
I P Y O K T M E I X U N S N M B N R
Factors Affecting the Rate of Reaction

4 5
 What’s New

Excellent! You are good in analyzing information. As a reward, I will share a story
with you.
Notes to the Teacher

A Word of Caution!

Wow, I do love hearing stories. Can’t wait any longer Professor X.

Care must be taken when discussing how a catalyst operates. A catalyst provides an alternative route for the reaction with a lower activation energy. It does not "lower the activation energy of the reaction". There is a subtle difference between the two statements with a simple ana

Now suppose a tunnel is cut through the mountain. Many more people will now manage to get from one valley to the other by this easier route. It could be said that the tunnel route has a lower activation energy than going over the mountain, but the mountain itself is not lowered.

6 7
 read it for you.

It was the final performance task for the Grade 11 students, Maria and Anna, under the TVL Tra
Maria added cheese and sprinkled sugar on top of it while Anna made the old style recipe of Enz

I am more than glad and happy hearing that from you. I’ll just get my book and

6 7
That sound’s interesting and appetizing! The Effect of a Catalyst on Rate of Reaction
What makes their bread size different? In baking, Baker's yeast is the common
This part explains how adding a catalyst affects the rate of reaction. It assumes
name for the strains of yeast commonly used in baking bread and bakery products,
familiarity with basic concepts in the collision theory of reaction rates, and with the
serving as a leavening agent which causes the bread to rise (expand and become
Maxwell-Boltzmann distribution of molecular energies in a gas. A catalyst is
lighter and softer) by converting the fermentable sugars present in the dough into
a substance which speeds up a reaction, but is chemically unchanged at its end.
carbon dioxide and ethanol. The yeast act as the catalyst in the process. It
When the reaction has finished, the mass of catalyst is the same as at the
increases the rate of reaction without itself being consumed. There are also some
beginning. Several examples of catalyzed reactions and their respective catalysts
fruits that are affected by catalysts.
are given below:
Activity 1.1
So, apples go brown when their flesh reacts with air. In the pictures below, which Reaction Catalyst
apple will go brown the quickest? Why? (Use a separate sheet of paper for your Decomposition of hydrogen peroxide manganese(IV) oxide, MnO2
answer.) Nitration of benzene concentrated sulfuric acid
Manufacture of ammonia by the Haber iron
Process
Conversion of SO2 into SO3 during the vanadium(V) oxide, V2O5
. Contact Process to make sulfuric acid
Hydrogenation of a C=C double bond nickel

The Importance of Activation Energy

A B C D
Collisions only result in a reaction if the particles collide with a certain minimum
Figure 2: Apple set ups in different sizes. energy called the activation energy for the reaction. The position of activation
energy can be determined on a Maxwell-Boltzmann distribution:

The number of particles represented by Only the number of particles represented

What is It the area under this part of the curve
don’t have enough energy to react.
by the area under this part of the curve
have high enough energies to react.

Number of particles

Key Terms

 Activation energy: the minimum energy required for a reaction to occur.

 Catalysis: the increase in the rate of a chemical reaction by lowering its

activation energy.

 Transition state: an intermediate state during a chemical reaction that

has a higher energy than the reactants or the products.
Activation energy

 Maxwell-Boltzmann Distribution: a probability distribution used for

Only those particles represented by the area to the right of the activation energy
describing the speeds of various particles within a stationary container at a
will react when they collide. The majority do not have enough energy, and will
specific temperature. The distribution is often represented with a graph, with
simply bounce apart.
the y-axis defined as the number of molecules and the x-axis defined as the
speed.

8 9
 To increase the rate of a reaction, the number of successful collisions must
be increased. One possible way of doing this is to provide an alternative way for the
reaction to happen which has a lower activation energy. In other words, to move the What’s More
activation energy to the left on the graph:

Now all these extra particles have enough energy to react as well.
Activity 1.2 Guide Questions
Originally, only the number of particles represented by the area under this part of the curve had high enough energies to react.
Number of
particles
Catalyst is one of the factors that can affect the rate of reaction along with
concentration, temperature, and size of the particles as discussed on the previous
module.
particles which don’t have enough energy to react
The video links below show a simple experiment and a discussion on how catalyst
react with substances, hence affecting its rate.

Answer the guide questions below after watching each video.

Energy
Link 1:
“What Are Catalysts? | Reactions | Chemistry | FuseSchool”. Accessed May 23,
new activation energy original activation energy
2020, [Link]
Link 2:
Adding a catalyst has this effect on activation energy. A catalyst provides an “Demonstration of a Catalyst | Experiment”. Accessed May 23, 2020,
alternative route for the reaction with a lower activation energy. This is illustrated [Link]
on the following energy profile:
Link 1: Guide Questions

1. What is a catalyst?
2. How does catalyst work?
3. In the video, where are catalysts used in everyday life?

Link 2: Guide Questions

1. What substance in the experiment contains catalyst that helps in the reaction?

2. What happens when the yeast is added to the hydrogen peroxide?

3. What enzyme catalyst was produced by the substance?
4. How would you differentiate catalyst from temperature as a factor affecting
the rate of reaction?
5. What is the significance of putting flame on the solution in the experiment?

10 11
 What I Have Learned Assessment

Activity 1.3 Critical Thinking

Post-Test
Complete the group of words to form relevant ideas about the lesson. Do this
in a separate sheet of paper. Multiple Choice

 A catalyst is… Directions: Choose the letter of the correct answer. Write it on a separate sheet of
paper.
 An enzyme…
1. How does a catalyst work in speeding up a reaction?
a. by lowering the activation energy or reaction.
 Activation energy is related to rate of reaction because…
b. by giving them more energy.
c. by making them more available.
 Without catalyst, life is d. none of these.
2. What is the name given to a catalyst in the human body?
a. Biology c. Catalyst
b. Chemical d. Enzyme
3. How is catalyst different from a reactant?
What I Can Do a. Adding more catalyst speeds up the rate of reaction.
b. Adding more catalyst slows down the rate of reaction.
c. The catalyst is not used up in the reaction.
d. The catalyst increases the activation energy of the reaction.
4. The rate of a chemical reaction is NOT affected by which of the following?
a. Temperature c. Concentration
Activity 1.4 Acrostic Poem b. Particle size d. All of these affect reaction rate
5. Which of the following will lower the rate of reaction?
Now that you have learned the nature of catalyst, make an acrostic poem using the a. Adding an enzyme to the reaction.
word CATALYST. In making the poem you may also write the importance of b. Decreasing the temperature from 40oC to 10oC.
catalyst in our daily life. Do this in a separate sheet of paper. c. Breaking a chunk of calcium up into smaller pieces.
d. Increasing the amount of solute dissolved in solution.
6. Which of the following is not a characteristic of a catalyst?
a. It participates in the reaction. c. It enhances the equilibrium rate.
C- b. It activates equilibrium. d. It initializes the reaction.
A- 7. What must happen before a chemical reaction can begin?
a. The activation energy must be exceeded.
T- b. The activation energy must be reached.
c. The concentration of reactant molecules must be reduced.
A-
d. The concentrations of products and reactants must be equal.
L- 8. Which factor/s help/s explain why so many collisions fail to
produce products? Choose all that apply.
Y- a. Number of collisions c. Orientation
S- b. Activation energy d. Energy released by reaction
9. Which of the following is a/are way/s to increase the speed of reaction?
T- Choose all that apply.
a. Raise the temperature. c. Add a catalyst.
b. Add more reactants. d. Add more products.

12 13
 10. Pick two (2) options that will INCREASE the rate of reaction.
a. reducing heat c. adding catalyst
b. adding heat d. removing catalys
11. The minimum amount of energy needed for colliding particles to react is
Answer Key
called the
a. Activation Energy c. Kinetic Energy
b. Chemical Energy d. Potential Energy
12.A substance that increases the rate of a reaction without being used up
during the reaction is called a
a. Catalyst c. Reactant
b. Product d. Solute
13. Catalysts permit reactions to proceed along a energy path.
a. higher c. restricted
b. lower d. none of these.
14. Products will form faster if .
a. the particle size of the reactants are larger.
b. temperature is decreased.
c. concentration of the reactants are increased.
d. the reaction is not is not stirred.
15. Smaller particle size allows for a surface area to be exposed
for the reaction.
a. larger c. Smaller
b. rectangular d. Spherical

Additional Activities

Activity 1.5
In your daily living, list (five) 5 activities and its acting catalysts that you observe
affecting the reaction rate. It can be present when you are eating, washing clothes
and others. Do this in a separate sheet of paper.

14 15
 References
Boone, Silvester. “Slideplayer”. Rates of Reaction. Accessed May 23, 2020,
[Link]

“Chemistry Libretexts”. Factors that Affect Reaction Rates. Accessed May 23,
2020,
[Link]
t ry_Textbook_Maps/Supplemental_Modules_(Physical_and_Theoretical_Chem
istry)/Kinetics/Reaction_Rates/Factors_That_Affect_Reaction_Rates

Clark, Jim. “Chemistry Libretexts”. The Effect of a Catalyst on Rate of Reaction.

Accessed May 23, 2020,
[Link]
d_Websites_(Inorganic_Chemistry)/Catalysis/The_Effect_of_a_Catalyst_on_R
ate_of_Reaction

“Khan Academy”. Types of Catalysts. Accessed May 23, 2020,

[Link]
kinetics/arrhenius-equation/a/types-of-catalysts

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., D
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: *

16 17
 Physical Science
Quarter 1 – Module 10:
Limiting Reactants and the
Amount of Products
Formed
Personal Development
Alternative Delivery Mode
Quarter 1 – Module 10: Limiting Reactants and the Amount of Products
Formed First Edition 2020

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 (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module 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 authors do not represent nor claim
ownership over them.

Published by the Department of Education

Physical Science
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio Quarter 1 – Module 10:
Development Team of the Module Limiting Reactants and the
Writer: Francis Darril A. Albo
Editors: Robert G. Yumul
Amount of Products
Angelica J. Macaraeg
Reviewer: Ramonito O. Elumbaring
Formed
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Printed in the Philippines by

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Introductory Message For the learner:

Welcome to the Physical Science Grade 11 Alternative Delivery Mode (ADM)

For the facilitator:
Module on Limiting Reactants and the Amount of Products Formed!
Welcome to the Physical Science Grade 11 Alternative Delivery Mode (ADM)
The hand is one of the most symbolized part of the human body. It is often used to
Module on Limiting Reactants and the Amount of Products Formed!
depict skill, action and purpose. Through our hands we may learn, create and
This module was collaboratively designed, developed and reviewed by educators accomplish. Hence, the hand in this learning resource signifies that you as a learner
both from public and private institutions to assist you, the teacher or facilitator in is capable and empowered to successfully achieve the relevant competencies and
helping the learners meet the standards set by the K to 12 Curriculum while skills at your own pace and time. Your academic success lies in your own hands!
overcoming their personal, social, and economic constraints in schooling.
This module was designed to provide you with fun and meaningful opportunities
This learning resource hopes to engage the learners into guided and independent for guided and independent learning at your own pace and time. You will be
learning activities at their own pace and time. Furthermore, this also aims to help enabled to process the contents of the learning resource while being an active
learners acquire the needed 21st century skills while taking into consideration learner.
their needs and circumstances.
This module has the following parts and corresponding icons:
In addition to the material in the main text, you will also see this box in the body of
the module: What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
Notes to the Teacher correct (100%), you may decide to skip this
This contains helpful tips or strategies that will help you in guiding the learners.
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
As a facilitator you are expected to orient the learners on how to use this module.
What’s New In this portion, the new lesson will be
You also need to keep track of the learners’ progress while allowing them to manage introduced to you in various ways such as a
their own learning. Furthermore, you are expected to encourage and assist the story, a song, a poem, a problem opener,
learners as they do the tasks included in the module. an activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

ii iii
 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning What I Need to Know
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of This module was designed and written with you in mind. It is here to help you to use
the lesson learned. This also tends retention the stoichiometric calculation to determine excess and limiting reactants in a
of learned concepts. chemical reaction. Also, it helps you to understand on how to perform calculation in
product formation. The scope of this module permits it to be used in many different
Answer Key This contains answers to all activities in the
module. learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
At the end of this module you will also find: textbook you are now using.

After going through this module, you are expected to:

References This is a list of all sources used in
developing this module. 1. recall the meaning of chemical reactions, products and reactants;
2. review how to balance equations of chemical reactions;
3. recall the possible conversions in chemical reactions;
The following are some reminders in using this module: 4. analyze a chemical reaction in order to determine which reactant is
1. Use the module with care. Do not put unnecessary mark/s on any part of the limiting reactant and which is the excess reactant;
the module. Use a separate sheet of paper in answering the exercises. 5. calculate the theoretical yield of a reaction when the available
2. Don’t forget to answer What I Know before moving on to the other activities amounts of each reactant are known; and
included in the module. 6. calculate the percent yield of a reaction based on the theoretical and
3. Read the instruction carefully before doing each task. actual yields.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv 1
 9.
It deals with the process that involves rearrangement of the molecular or
ionic structure of a substance to form a new substance or product.
What I Know a. chemical equilibrium c. chemical reaction
b. chemical symbol d. stoichiometry

10.
Which of the following is the correct sequence of a chemical equation?
Directions: Read and answer each question below. a. Reactant → Product c. Reactant + Product
b. Product → Reactant d. Product + Reactant
1.
In the equation Mg + O2(g) → MgO, how many molecules of Mg on the 11.
Write the equation for the reaction of iron (III) phosphate with sodium sulfate
reactant side do we need to make our equation balance?
to make iron (III) sulfate and sodium sulfate.
a. 1 c. 3
12.
b. 2 d. 4 If I perform this reaction with 25 grams of iron (III) phosphate and an excess
of sodium sulfate, how many grams of iron (III) phosphate can I make?
2.
Use the following BALANCED equation: 2C2H6 + 7O2→ 4CO2 + 6H2O 13.
If 18.5 grams of iron (III) phosphate are actually made when I do this
If 15 g of C2H6 react with 45 g of O2, how many grams of water will be reaction, what is my percent yield?
produced? 14.
Is the answer from problem #3 reasonable? Explain.
a. 22 g H2O c. 27 g H2O
15.
b. 23 g H2O d. 28 g H2O If I do this reaction with 15 grams of sodium sulfate and get a 65.0% yield,
how many grams of sodium phosphate will I make?
3.
What is the limiting reactant in the equation in item number 2?
a. O2 c. H2O
b. C2H6 d. CO2

4.
What is the excess reactant in the equation in item number 2?
a. O2 c. H2O
b. C2H6 d. CO2

5.
Consider the following reaction: 2Al + 6HBr →2AlBr3 + 3H2
When 86.9 grams of Al reacts with 401 grams of HBr, how many H2 are
formed?
a. 5.01 g c. 8.01 g
b. 7.01 g d. 10.01 g

6.
What is the limiting reactant in item no. 6?
a. Al c. HBr
b. AlBr3 d. H2

7.
For the excess reactants, how many grams are left over at the end of the
reaction?
a. 42.3 g c. 47.4 g
b. 44.3 g d. 48.4 g

8.
It is reactants that are not used up when the reaction is finished.
a. reactants b. limiting reagents
b. solute d. excess reagents

2 3
l Sciences: Limiting Reactants and the Amount of Products Formed
Lesson

1
What’s In

Chemical reaction deals with the process that involves rearrangement of the
molecular or ionic structure of a substance, as opposed to a change in physical
form or a nuclear reaction.
Chemical equations give the ideal stoichiometric relationship among reactants and
products. However, sometimes the amount of reactants used are not mixed in exact A chemical equation shows the starting compound(s)—the reactants—on the left
or proper ratio. Thus, there are instances that some reactant will be excess and the and the final compound(s)—the products—on the right, separated by an arrow. In a
others will be completely used up. In a chemical reaction, reactants that are not balanced chemical equation, the numbers of atoms of each element and the total
used up when the reaction is finished are called excess reagents. The reagent that charge are the same on both sides of the equation.
is completely used up or reacted is called the limiting reagent, because its quantity
limits the amount of products formed. For example:

The figure shows the combustion of hydrocarbons like CH 4 (methane) will produce
carbon dioxide and water.

Fig 1

Figure shows the parts of chemical reaction. We have two

elements in the reactant side that will undergo chemical
reaction to produce a product: A + B → AB. An example of a
synthesis reaction is the combination of two molecules of H
and two molecules of Oxygen gas to produce one molecule of
water.

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learne
Furthermore, you need to explain the importance of reactants and reagents in solving different problems involving stoichio

4 5
 What’s New
Let’s ask Professor F:

Hi there, let me help you!

Key Terms The correct answer is THREE. WHY?

 Stoichiometry is a section of chemistry that involves using relationships The six eggs would require three eggplant to make three
between reactants and/or products in a chemical reaction to determine desired Tortang Talong.
quantitative data.
 Excess reagent is a reactant that is not used up when the reaction is
finished. Which of the two ingredients run out first? Answer: Egg
 Limiting reagent is a reagent that is completely used up or reacted. Since she has four eggplant (a greater supply than what is needed), the egg will
limit the number of Tortang Talong she can make.
Activity 1: Sweet Balance
Alternatively, you could look at the number of eggs that would be needed.
In this activity, you will be introduced to simple stoichiometry. Stoichiometry is
the chemical term to describe calculations that allow us to find the amounts of
chemicals involved in each reaction.

In stoichiometry, you must always start with a balanced equation. We will use the
following balanced material (equation):

2 EG + 1 EP →1 ToTa
Suppose wanted to make Tortang Talong using the available
Where: EG= egg ingredients earlier, how many graham crackers would I need if I have
EP = eggplant ToTa= Tortang Talong four Eggplant?

1. Notice that to make this recipe you have three pieces (reactant) to the left of the 4
arrow and one piece (product) to the right. This is supposed to represent a 8 1
balanced equation, so how can 3 = 1? Great, the four eggplant would require eight eggs to make four
Tortang Talong.
It’s because the pieces combine to form one whole. This would represent a
synthesis reaction. Since there are only six eggs (a supply less than what is
needed), the eggs will limit the number of tortang talong she can
2. If each student is to make one Tortang Talong, and I have 20 students, how
make.
much of each ingredient will I need? Explain your logic – using a chemical
equation. You can see that the conclusion reached was the same
regardless of the ingredient (or reactant) chosen.
2 EG + 1 EP →1 ToTa (Use the ratio of the

coefficients) 40 20 20
Let’s Try This!
Let's look at a simplified view of the Tortang Talong example. She starts out with
six Eggs and four Eggplant. We have five hot dogs and four hot dog buns. How many complete
hot dogs can we make?

How many eggplants would be needed if all six of the eggs were used?
Which of the two ingredients do you think will be used up first?
Which ingredient will have excess?
6

12 7
3
9
 Step 1: Convert amounts (grams) to moles.

We can convert the masses of Al and Cl2 to moles using molecular

weights:
What is It

PROBLEM SOLVING TIP:

The first and most important step for any stoichiometric calculation— (Convert g Al to mol Al)
such as finding the limiting reagent or theoretical yield—is to start
with a balanced reaction. Since our calculations use ratios based on
the stoichiometric coefficients, our answers will be
incorrect if the stoichiometric coefficients are not right.
(Convert g Cl2to mol Cl2)
Here are the steps on how to balance a chemical equation:
Step 2: Find the limiting reagent using the stoichiometric ratio.
Step 1: Count the number of atoms of each element in the reactants and the
products. List each element and how many atoms are there in the reactants and Now that our known quantities are in moles, there are multiple ways to
products side. find the limiting reagent. We will show three methods here. They all
give the same answer, so you can choose your favorite. All three methods use the
Example: stoichiometric ratio in slightly different ways.
𝐻𝐶𝑙 + 𝑁𝑎2 𝑆 → 2 𝑆 + 𝑁𝑎𝐶𝑙
METHOD 1: The first method is to calculate the actual molar ratio of the reactants,
Reactant Product and then compare the actual ratio to the stoichiometric ratio from the balanced
H 1 H 2
reaction.
Cl 1 Cl 1
Na 2 Na 1
S 1 S 1
The actual ratio tells us that we have 1.74 mol of Al for every 1 mol of Cl 2. In comparison, the stoichiometric ratio from our balanced reaction is

Step 2:

1.
Example 1: Finding the limiting reagent

For the following reaction, what is the limiting reagent if we

start with 2.80g of Al (Aluminum) and 4.25g of Cl
(Chlorine)? This means we need at least 0.67 moles of Al for every mole of Cl 2. Since our actual
ratio is greater than our stoichiometric ratio, we have more Al than we need to
2𝐴𝑙 + 3𝐶𝑙2(𝑔) → 2𝐴𝑙𝐶𝑙3(𝑠) react with each mole of Cl2. Therefore, Cl2is our limiting reagent and Al is in
excess.

METHOD 2: A more guess-and-check way you can figure out the

limiting reactant is by picking one of the reactants—it doesn’t
matter which one—and pretending that it is the limiting reagent. We
can then
First, let’s check if our reaction is balanced: we have two Al atoms and six Cl atoms calculate the moles of the other reagent needed based on the moles of
on both sides of the arrow, so we are good to go! In this problem, we know the mass our pretend limiting reagent. For example, if we pretend that Al is the limiting
of both reactants, and we would like to know which one will get used up first. In reagent, we would calculate the required amount of Cl2 as follows:
the first step, we will convert everything to moles, and then we will use the
stoichiometric ratio from the balanced reaction to find the limiting reagent.

8 9
 balanced reaction tell us that for every three mol of Cl2we should make two mol of
AlCl3. Therefore, the theoretical yield, in moles, is:

Based on this calculation, we would need 1.56x10-1 mol of Cl2 if Al is actually the limiting reagent. Since we have
5.99 x10-2 mol Cl2which is less than 1.56x10-1 mol of Cl2 our calculation tells us that we would run out of Cl2
before we fully reacted all of the Al. Therefore, 1.56x10-1 mol of Cl2is our limiting reagent. The theoretical yield is usually expected to have units of mass, so we can convert
moles of AlCl3to grams using the molecular weight:

Percent Yield
The theoretical yield is the maximum amount of product you would
METHOD 3: The third method uses the concept of a mole of reaction, expect from a reaction based on the amount of limiting reagent. In
which is abbreviated as mol-rxn. One mole of reaction is defined as practice, however, chemists don’t always obtain the maximum yield for
occurring when the number of moles given by the coefficients in your many reasons. When running a reaction in the lab, loss of product often occurs
balanced equation react. That definition can sound rather confusing, but during purification or isolation steps. You might even decide it is worth losing 10%
the idea is hopefully more clear in the context of our example. In the current of your product during an extra purification step because it is more important to
reaction, we would say that one mole of reaction is when two moles of Al react with have extremely pure product—as opposed to having a larger amount of less
three moles Cl2 to produce two moles AlCl3 which we can also write as: product.
pure
1mol-rxn=2mol Al=3mol Cl2=2mol AlCl3
Oh no, a cat-burglar stole a hot dog
We can use the above relationship to set up ratios to convert the moles of each bun! That makes the actual yield three complete hot dogs. If our theoretical yield was four complete hot dogs, what is our percent yield?
Source:
reactant to moles of reaction: [Link]
cience/chemistry/chemical-
reactions-stoichiome/limiting-
reagent-stoichiometry/a/limiting-
reagents-and-percent-yield

Despite how nice and tidy a balanced reaction appears, reactants can also react in unexpected and undesirable ways such as doing

The more moles of reaction you have, the more times the reaction can occur.
Therefore, the reactant with fewer moles of reaction is the limiting reagent since the
reaction can be carried out fewer times with that reactant. We see that this method
also Cl2 is our limiting reagent because it makes 2.00×10−2mol-rxn, which is less
than 5.20×10−2mol-rxn, from Al.

Example 2: Calculating theoretical yield

Now that we know the limiting reagent, we can use that information to
answer the following question: Since chemists know that the actual yield might be less than the theoretical yield,
we report the actual yield using percent yield, which tells us what percentage of the
theoretical yield we obtained. This ratio can be very valuable to other people who
What is the theoretical yield of AlCl 3 that the reaction can produce when we
start with 4.25 g of Cl2, our limiting reagent?

We can use the moles of limiting reagent 10 plus the stoichiometric ratios from our 11
balanced reaction to calculate the theoretical yield. The coefficients from the
might try your reaction. The percent yield is determined using the following
equation:
What’s More

Since percent yield is a percentage, you would normally expect to have a percent
yield between zero and 100. If your percent yield is greater than 100, that Activity 1. Limiting Reactants Calculation
probably means you calculated or measured something incorrectly.
Directions: Answer the following questions below. Use three significant figures in
Example 3. Calculating theoretical and percent yield
your computation and final answer.
For example, the decomposition of magnesium carbonate (MgCO 3) forms 15 grams 1. Consider the following reaction:
of magnesium oxide (MgO) in an experiment. The theoretical yield is known to be 2𝐴𝑙 + 6𝐻𝑏𝑟 → 2 𝐴𝑙𝐵𝑟3 +
19 grams. What is the percent yield of magnesium oxide (MgO)? 3𝐻2
MgCO3 CO2 a. When 3.22 moles of Al react with 4.96 moles of HBr, how many moles
MgO
Mg =1x24.31 g/mol Mg =1x24.31 g/mol C = 1x12.01 g/mol of H2 are formed?
C = 1x12.01 g/mol O=1x16.00 g/mol O=2x16.00 g/mol b. What is the limiting reactant?
O=3x16.00 g/mol
MgCO3=84.32 g/mol MgO = 40.31 g/mol CO2=44.01 g/mol 2. Consider the following reaction:
MgCO3 → MgO + CO2 3𝑆𝑖 + 2𝑁2 → 𝑆𝑖3 𝑁4
What is the percent yield of the reaction? a. When 21.44 moles of Si react with 17.62 moles of N2, how many moles
of 𝑆𝑖3 𝑁4 are formed?
b. What is the limiting reactant?
First, we check to see if the reaction is balanced. It looks like we have equal
numbers of all atoms on both sides, so now we can move on to calculating the
theoretical yield.

The calculation is simple if you know the actual and theoretical yields. All you need
is substitute the values into the formula: What I Have Learned
percent yield = 15 g / 19 g x 100%

percent yield = 79%

Directions: Read the statement below carefully and fill in the blank(s) with
the correct answer.

Usually, you have to calculate the theoretical yield based on the balanced equation. 1. The is the reactant that gets used up first during the
In this equation, the reactant and the product have a 1:1 mole ratio, so if you know reaction and also determines how much product can be made.
the amount of reactant, you know the theoretical yield is the same value in moles 2. is a section of chemistry that involves using relationships
(not grams!). You take the number of grams of reactant you have, convert it to between reactants and/or products in a chemical reaction to determine
moles, and then use this number of moles to find out how many grams of product desired quantitative data.
to expect. 3. is a reactant that is not used up when the reaction is
finished.
4. is a reagent that is completely used up or reacted.

12 13
 What I Can Do Assessment

Activity 2: Limiting Reactants Activity

Directions: Answer the following questions below on a separate sheet of paper.
Do the activity below using your knowledge about limiting reactant.
One (Gu) Guava reacts with four (Je) Jelly to form a (GuJe) Guava Jelly according to the following BALANCED equation. 1. It is the reactant that produces a lesser amount of product.
1 Gu + 4 Je→ 1 GuJe a. Excess Reactant c. Limiting Reactant
b. Percent Yield d. Co-Factor

2. What is the calculation of the relationship of reactant and product in

chemical equation.
Question No. 1 a. Molality c. Balancing Equation
b. Stoichiometry d. Percent Yield
a. How many Guava Jelly (GuJe) can be formed using 5 Guava and 23 Jelly?
3. It is the maximum amount of product you would expect from a reaction based
b. What is the limiting reactant?
on the amount of limiting reagent
c. What is the excess reactant? a. Theoretical yield c. Excess Reactant
d. How much is left over? b. Limiting Reactant d. Product Difference

e. Use the balanced equation to answer the following question. One Guava has a 4. They are the reactants that are not used up when the reaction is finished.
mass of 2.0 grams and one Jelly has a mass of 1.5 g. How many Guava Jelly a. Excess Reagents b. Limiting Reagents
can be made with 12.5 grams of Guava and 15.0 grams of Jelly? b. Solute d. Solution

Two PANSIT reacts with six SILING LABUYO to form a HOT Pansit according to the following BALANCED equation. 5. It deals with the process that involves rearrangement of the molecular or
2P + 6 SB • 1 HP ionic structure of a substance to form a new substance or product.
a. Chemical Equilibrium c. Chemical Symbols
b. Chemical Reaction d. Stoichiometry

6. What is the expected value for percent yield?

a. -1 b. 0-100 c. above 100 d. Unknown
Question No. 2
a. How many Hot Pansit can be formed using 10 Pansit and 24 Siling Labuyo? 7. Which of the following equation below is balanced?
b. What is the limiting reactant? a. Al+3O2→2Al2O3
b. 4Al+O2→2Al2O3
c. What is the excess reactant?
c. 4Al+3O2→Al2O3
d. How much is left over? d. 4Al+3O2→2Al2O3
e. Use the balanced equation to answer the following question. One Pansit has
a mass of 5.0 grams and one Siling Labuyo has a mass of 1.0 gram. How 8. In the equation Mg+HCl→MgCl2+H2, how many molecules of hydrogen do we
many Hot Pansit can be made from 40.0 grams of Pansit and 26.0 grams of need to make hydrogen balanced?
Siling Labuyo? a. 3 b. 6 c. 2 d. 7
9. What is the proper sequence of a chemical equation?
10. Will 28.7 grams of SiO2 react completely with 22.6 grams of H2F2? If not,
identify the limiting reagent. SiO2+2H2F2→SiF4+2H2O
𝑆𝑖𝑂2 + 2𝐻2 𝐹2 → 𝑆𝑖𝐹4 + 2𝐻2 𝑂
Si=20.09 g/mole O= 16.00 g/mole

14 15
 H= 1.01 g/mole F= 19.00 g/mole

11. What is the limiting reactant in the equation in number 9?

12. What is the excess reactant in the equation in number 10?
13. How many moles of chlorine gas can be produced if 4 moles of FeCl 3
react with 4 moles of O2?
𝐹𝑒𝐶𝑙3 + 𝑂2 → 𝐹𝑒2𝑂3 + 𝐶𝑙2

14. What is the limiting reactant in the equation in number 13?

15. What is the excess reactant in the equation in number 13?

Additional Activities

Activity No 3: Make a Sandwich

Scenario: I want to have friends over for lunch on Saturday and make cheese
sandwiches that require two slices of bread and one slice of cheese. I open the
refrigerator to find that I have 40 slices of cheese. I look in the bread box to find that
I have 16 slices of bread.

Question 1: Which of my ingredients is the limiting the number of sandwiches I can

make?

Question 2: How many sandwiches can I make?

Question 3: How much of my starting material is left over once I am done making
sandwiches?

2 slices of bread + 1 slice of cheese → 1 cheese sandwich

Answer Key

16 17
References

Anne Marie, Helmenstine, Ph.D. "Percent Yield Definition and Formula."

ThoughtCo. [Link]
605899 (accessed May 28, 2020).

Khan Academy. n.d. “Limiting Reagents and Percent Yield.” Khan Academy. Khan
Academy. Accessed May 23, 2020.
[Link]
stoichiome/limiting-reagent-stoichiometry/a/limiting-reagents-and-percent-yield.
Kotz, J. C., P. M. Treichel, J. R. Townsend, and D. A. Treichel. "Stoichiometry:
Quantitative Information about Chemical Reactions." In Chemistry and Chemical
Reactivity, Instructor's Edition, 139-49. 9th ed. Stamford, CT: Cengage Learning,
2015
Lumen Learning. n.d. “Reaction Stoichiometry.” Lumen Learning Boundless
Chemistry. PressBooks Lumen Learning. Accessed May 23, 2020.
[Link]
stoichiometry/.
Ruff MA, Bess. 2020. “How to Balance Chemical Equations.” WikiHOW, January.
[Link]
Staley, Dennis. Prentice Hall Chemistry. Boston: Pearson Prentice Hall, 2007.

UC Davis ChemWiki. "Stoichiometry and Balancing Reactions", CC-BY-NC-SA 3.0

Ralph Petrucci H., William S. Harwood, Geoffery F. Herring, and Jeffry D. Madura.
General Chemistry. 9th ed. New Jersey: Pearsin Prentice Hall,
[Link]
s ites_(Inorganic_Chemistry)/Chemical_Reactions/Limiting_Reagents2007

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., De
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: *

18
 Physical Science
Alternative Delivery Mode
Quarter 1 – Module 11: How Energy is Produced and Managed
First Edition 2020

Physical 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.
Quarter 1 – Module 11: Such agency or office may, among other things, impose as a condition the payment of
royalties.”

How Energy is Produced and Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Managed Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Amy B. Villar, Jennifer O. Tullao

Editors: Robert G. Yumul
Felipa A. Morada
Reviewers: Ramonito O. Elumbaring, Angelica J. Macaraeg
Felipa A. Morada
Illustrator: Francis Victor A. Medrano
Layout Artist: Mary Grace L. Asa,
Pamela A. Lalusin
Management Team: Wilfredo E. Cabral
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
Susan DL. Oribiana
Lorna R. Medrano
Edita T. Olan

Printed in the Philippines by

Department of Education – RegionIV-A CALABARZON

Office Address: Gate 2 Karangalan Village,Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@[Link]
 Introductory Message
For the facilitator:

Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on

How Energy is Produced and Managed!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent

Physical Science
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

Quarter 1 – Module 11: In addition to the material in the main text, you will also see this box in the body of
the module:
How Energy is Produced and
Managed
Notes to the Teacher
This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

ii
For the learner:
Assessment This is a task which aims to evaluate your
Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on level of mastery in achieving the learning
How Energy is Produced and Managed! competency.

The hand is one of the most symbolized part of the human body. It is often used to Additional Activities In this portion, another activity will be given
depict skill, action and purpose. Through our hands we may learn, create and to you to enrich your knowledge or skill of the
accomplish. Hence, the hand in this learning resource signifies that you as a learner lesson learned. This also tends retention of
is capable and empowered to successfully achieve the relevant competencies and learned concepts.
skills at your own pace and time. Your academic success lies in your own hands! This contains answers to all activities in the
Answer Key
module.
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
At the end of this module you will also find:
learner.

This module has the following parts and corresponding icons:

References This is a list of all sources used in developing
this module.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
The following are some reminders in using this module:
What I Know This part includes an activity that aims to
check what you already know about the 1. Use the module with care. Do not put unnecessary mark/s on any part of
lesson to take. If you get all the answers the module. Use a separate sheet of paper in answering the exercises.
correct (100%), you may decide to skip this 2. Don’t forget to answer What I Know before moving on to the other activities
module. included in the module.
3. Read the instruction carefully before doing each task.
What’s In This is a brief drill or review to help you link
4. Observe honesty and integrity in doing the tasks and checking your answers.
the current lesson with the previous one.
5. Finish the task at hand before proceeding to the next.
What’s New In this portion, the new lesson will be 6. Return this module to your teacher/facilitator once you are through with it.
introduced to you in various ways such as a
If you encounter any difficulty in answering the tasks in this module, do not
story, a song, a poem, a problem opener,
hesitate to consult your teacher or facilitator. Always bear in mind that you are
an activity or a situation.
not alone.
What is It This section provides a brief discussion of
the lesson. This aims to help you discover We hope that through this material, you will experience meaningful learning and
and understand new concepts and skills. gain deep understanding of the relevant competencies. You can do it!

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

ii
i
 What I Need to Know What I Know

This module was designed and written with you in mind. It is here to help you Multiple Choice. Read and analyze the given statements below. Write the chosen
master how energy is harnessed from different sources: fossil fuels, biogas, letter on a separate sheet of paper.
geothermal, hydrothermal, batteries, solar cells, and biomass. The scope of this
module permits it to be used in many different learning situations. The language 1. Which of the following is being described by this phrase, “It can be
used recognizes the diverse vocabulary level of students. The lessons are converted in form, but not created nor destroyed.”
arranged to follow the standard sequence of the course. But the order in which a. atom
you read them can be changed to correspond with the textbook you are now b. energy
using. c. force
d. matter
This module contains discussion about the different sources of energy, how they
are generated and managed.
2. Energy that comes from sources that will run out or will not be replenished in
After going through this module, you are expected to: our lifetimes—or even in many, many lifetimes.
a. kinetic
1. describe the different sources of energy;
b. non-renewable
2. give a brief summary of how energy is produced from different sources; c. potential
3. differentiate between renewable and non-renewable sources of energy; and d. renewable

4. outline the pros and cons of the different sources of energy. 3. It refers to the organic matter from plants and animals (microorganisms).
a. battery
b. biomass
c. geothermal
d. wind power

4. This form of energy includes hydrocarbons such as coal, oil, and natural gas
that comes from organic remains of prehistoric organisms.
a. batteries
b. fossil fuels
c. natural gas
d. solar power

5. This source of energy is also known as “The People’s Power” referring to the
easy deployment of solar panels and the introduction of “community solar
gardens” where energy is shared among owners.
a. biofuel
b. geothermal
c. hydroelectric
d. solar energy

1 2
6. This renewable energy utilizes moving water to turn turbines. 12. Which of the following operational solar power plants is found in Batangas?
a. biomass a. Cavite Economic Zone Solar Power Project
b. geothermal b. Central Mall Biňan Solar Power Plant
c. hydroelectric c. CW Home Depot Solar Power Project
d. solar wind d. Lian Sola Power Project

7. This source of energy is less of an environmental hazard compared to fossil 13. Which of the following is used to create methane and alcohol which are fuels
fuels. useful in energy production and in powering automobiles?
a. batteries a. biomass
b. biomass b. carbon
c. geothermal c. coal
d. hydrothermal d. oil

8. The energy that comes from fossil fuels came from the sun through this 14. Which is an advantage of solar energy?
process when the prehistoric plants were still alive. a. abundant
a. cytokinesis b. amount of space
b. meiosis c. expensive
c. mitosis d. rare metals
d. photosynthesis
15. Which country has many potential sites where solar energy may be harnessed
9. Which of the following converts the kinetic energy of falling water into because of its location in the globe?
mechanical energy? a. Australia
a. generator b. Philippines
b. steam c. Saudi Arabia
c. turbine d. United Kingdom
d. wind

10. Below are the operational geothermal power plants in the Philippines
EXCEPT
a. Balugbug
b. Malibara
c. Malikban
d. Tiwi

11. Wind turbines are installed in strategic locations to harness what type of
energy from wind?
a. chemical
b. kinetic
c. mechanical
d. potential

3 4
 Lesson How is Energy Produced and Managed
1
Energy is defined as the ability to do work. When work is done, energy is
transferred from one object to another. Energy exists from different forms such as
Notes to the Teacher
electrical and chemical energy. Most forms of energy can be classified as kinetic Ask learners to name the different sources of energy and list examples on a separate sheet of paper.
energy and potential energy. Kinetic energy is the energy of moving matter.
Things with kinetic energy can do work. Kinetic energy depends on the object’s
mass and velocity. Potential energy is the energy stored in an object because of its
position or shape.

What’s New
What’s In
Activity 1.2
The diagram shows the different sources of energy in the Philippines and the
Activity 1.1 Word Pool percentages of each source. Analyze the different sources of energy from the
different regions in the Philippines based on Figure 1 Gross Power Generation by
Direction: To get started, you have to choose the terms related to energy from
Fuel 2013. Then, answer the questions that follow.
the WORD POOL below. List down these words on the table on and write what
you know about it on a separate sheet of paper.

potential nutrition stomach electricity geothermal

atom rock solar typhoon renewable
battery volcano biomass redshift respiration

Term What I know about it?

Figure1. Gross Power Generation by Fuel (2013), Retrieved July 17, 2020,
http:// [Link]/todayinenergy/images/2015.03.06/[Link]).

5 6
 readily replaced by natural means at a quick enough pace to keep up with
consumption
Guide Questions:
1. What are the different sources of electricity in the Philippines? I. Renewable Sources
1. Geothermal
2. Refer to the diagram above to complete the table below.

Luzon Visayas Mindanao

Main source of
electricity
Percentage
Second Source of
Electricity
Percentage
Third Source of
Electricity
Percentage

3. Based on the diagram, what can you say about the sources of energy from the
different regions in the Philippines? Geothermal power utilizes the heat energy from the earth’s crust. This heat
energy heats up rocks which, in turn, heats up nearby groundwater. The Malitbog
Geothermal Power Station is a 232.5 MW geothermal power plant or an earth
steam turbined electric generator--the world's largest geothermal power plant under
one roof located in Malitbog, Kananga, Leyte, Philippines. The power plant is one
What is It of four operating in the Leyte Geothermal Production Field.

Geothermal energy is produced by the heat of Earth's molten interior.

This energy is harnessed to generate electricity when water is injected deep
underground and returns as steam (or hot water, which is later converted to steam) to
drive a turbine on an electric power generator that produces electricity. Geothermal
A power plant is an industrial facility that generates electricity from primary
energy is less of an environmental hazard compared to fossil fuels though it still has
energy. Most power plants use one or more generators that convert mechanical
some emissions of carbon dioxide, nitrous oxide, and sulfur dioxide.
energy into electrical energy in order to supply power to the electrical grid for
society's electrical needs. The exception is solar power plants, which
use photovoltaic cells (instead of a turbine) to generate this electricity.

The type of primary fuel or primary energy flow that provides a power plant
its primary energy varies. The most common fuels are coal, natural gas,
and uranium (nuclear power). A substantially used primary energy flow for
electricity generation is hydroelectricity (water). Other flows that are used to
generate electricity include wind, solar, geothermal and tidal.

Electrical sources can be broken down to two major groups: renewable and
non-renewable sources. Renewable source is produced from sources that do not
deplete or can be replenished within a human's life time. The most common
examples include wind, solar, geothermal, biomass, and hydropower. This is in
contrast to non-renewable source which is a natural resource that cannot be

7 8
Some of the
operational
geothermal
power plants in the
Philippines
are:

 Malibarara Geothermal Power Plant in Sto. Tomas, Batangas

 Makban Geothermal Power Plant and Makban Binary Geothermal Some of the operational hydroelectric power plants in the Philippines are:
Power Plant in Bay, Laguna
 Tiwi Geothermal Power Plant in Tiwi, Albay  Palakpakin Hydroelectric Power Plant in San Pablo, Laguna
 Bacon Manito Geothermal Power Plant in Sorosogon  Balugbog Hydroelectric Power Plant in Narcarlan, Laguna
 Unified Leyte Geothermal Power Plant Tongonan Geothermal Power Plant  Cantingas Hydroelectric Power Plant in San Fernando, Romblon
in Leyte
 Southern Negros Geothermal Production Field – Nasulo Geothermal Power 3. Wind power
Plant and Palinpinon Geothermal Power Plant in Valencia Negros Occidental
While an electric fan uses electricity to produce wind, a wind turbine uses
2. Hydroelectric
wind to produce electricity. A wind turbine can generate megawatts of power,
Hydroelectric power (hydropower) is derived from the energy of falling or depending on the weather conditions. In fact, an indicator for a potential wind farm
moving water to generate electricity. Among other purposes, water is widely used to site is the presence of flagging trees or trees that are bent like how a flag would
produce electricity. Hydropower is a proven, mature, predictable, and price look like due to strong winds. Because of the vast land area a wind farm occupies,
competitive technology. A number of on- and off-grid hydropower plants have been unused areas can be co-located with agricultural crops or even a solar farm.
built throughout the country, including impounding dams and run-of-river types. Wind has been used in centuries to move ships and pump water. Wind
Impounding dams are able to supply energy during peak and off-peak hours while turbines are installed in strategic locations to harness the mechanical energy from
run-of-river types supply electricity whenever capable, depending on the volume of wind. Some of the most recent developments are the Bangui Wind Farm,
water that is discharged from the watersheds. Burgos Wind Farm, and Caparispisan Wind Farm in Ilocos Norte, the Wind Energy
A turbine converts the kinetic energy of falling water into mechanical energy. Power System in Oriental Mindoro, San Lorenzo Wind Farm in Guimaras,
Then a generator converts the mechanical energy from the turbine into Nabas Wind Farm in Aklan and Pililla Wind Farm in Rizal.
electrical energy. The generator power is stepped up to a higher voltage from the
substation, and then exported for transmission.

9 10
 Some of the operational solar power plants in the Philippines are:

 Lian Sola Power Project and Calatagan Solar Power Project in

Calatagan, Batangas
 Cavite Economic Zone Solar Power Project in Rosario and General Trias,
Cavite
 CW Home Depot Solar Power Project and Central Mall Binan Solar
Power Plant in Biñan City, Laguna

Solar energy is also known as “The People’s Power,” referring to the easy
4. Solar Cells deployment of solar panels and the introduction of “community solar gardens”
where energy is shared among owners.
If plants photosynthesize using sunlight, electric-powered technologies can
also use sunlight for energy. Solar power is a variable energy source that is  Solar energy is abundant, requires low maintenance, and is environmentally-
dependent on the cycle of the sun. The Philippines, being situated near the friendly.
equator, has many potential sites where solar energy may be harnessed.  Emissions associated with the manufacture of solar panels are present but
With recent technology, solar power systems can be both applied to on- and very minimal compared to pollution caused by burning fossil fuels.
off-grid areas. Aggressive economic growth for the country is not far behind. As  Two of the harmful emissions from the manufacture of solar panels are
long as there is sunlight, solar power will always be available. Solar power nitrogen trifluoride and sulfur hexafluoride.
technology may not generate energy at night but it is capable of supplying
electricity to the grid at daytime.  Both are potent greenhouse gases.

A solar cell, or photovoltaic cell, is an electrical device that converts the  Some disadvantages of solar energy are: it is expensive, requires rare metals,
energy of light directly into electricity by the photovoltaic effect, which is and requires a good amount of space. Thankfully, the technology is
a physical and chemical phenomenon. It is a form of photoelectric cell, defined as a continuously improving.
device whose electrical characteristics, such as current, voltage, or resistance, vary
when exposed to light. Individual solar cell devices are often the electrical building
blocks of photovoltaic modules, known colloquially as solar panels. 5. Biomass

11 12
 Biomass refers to organic matter from plants and animals parts of the world in prehistoric times and hence contains biomass. As the trees
(microorganisms). Organic wastes such as crop remains, manure, and garbage and plants died, they were covered in layers of silt and sand and, under great
usually left to rot, can be used for electricity generation. Rice husks and/or pressure, gradually became formed into coal deposits.
bagasse are burned as fuel to boil water. The steam from the boiling water is
used to run steam turbines, which in turn drive generators to produce electricity.

 Coal is the world’s most abundant fossil fuel. It is relatively inexpensive and
is readily available.
 Wood is also a biomass fuel.
 The formation of fossil fuels is due to a series of geologic processes where
 As long as we replenish the trees that we cut, biomass can be a the remains of organic life are accumulated in the ocean bottom and are
sustainable energy source. buried to eventually become part of the geosphere.
 Biomass is used to create methane and alcohol which are fuels useful in  They are buried to depths having high temperature and pressure where
energy production and in powering automobiles. they are converted to oil, natural gas, or coal.
 Production of biogas or biofuels involves the action of microorganisms that  In the Philippines, around 69% of our electricity is derived from fossil fuels
break down organic matter in a multi-step process. (coal, oil, natural gas, biomass).
 Technologies utilizing biomass are continuously evolving in order to improve  In the world, around 75% of our energy is generated by combustion of fossil
efficiency. fuels.

 Power plants burn fossil fuels and the heat generated during this process is
II. Non-renewable Sources used to turn water into steam and this turns the turbines.

2. Electrochemical (batteries)
1. Fossil fuels
A battery is a device that stores chemical energy and converts it to electrical
energy. The chemical reactions in a battery involve the flow of electrons from one
Coal, oil and gas are fossil fuels, which have been formed over the last 600
million years. Coal is the fossilized remains of huge forests which covered many

13 14
 material (electrode) to another, through an external circuit. The flow of electrons Geothermal
provides an electric current that can be used to do work.
Hydroelectric
There are three main components of a battery: two terminals made of different
Wind
chemicals (typically metals), the anode and the cathode; and the electrolyte, which
separates these terminals. The electrolyte is a chemical medium that allows the Biomass
flow of electrical charge between the cathode and anode.

Batteries, compared to other sources, have low intensity but they are
commonly used since they are portable and efficient. What I Have Learned

Activity 1.4 Construct a Venn Diagram

Direction: Point out the similarities and differences between renewable and non-
renewable sources of energy by using a Venn diagram on a separate sheet of paper.

Renewable Non-Renewable
Sources Sources

What’s More
What I Can Do
Activity 1.3 Table Summary

Activity 1.5 Create an Acrostic Poem

Direction: Summarize your understanding about the different sources of energy by filling
out the table below. Use a separate sheet of paper for your answer. Direction: Now that you have the knowledge about the different sources of energy,
create an acrostic poem using the word ENERGY.
Type of Electrical Example
Rubrics
Source
Criteria Excellent Merit Achieved Needs Score
Fossil Fuel (4pts) (3pts) (2pts) Improvement
(1pt)
Electrochemical Content Information are Information are Information is Information is
clearly presented clearly clear unclear and written
and ordered in in random order

15 16
 such a way that it presented and
Order of 4. Solar energy is abundant, requires low maintenance, and is
brings a full ordered
picture of the information environmentally-friendly.
does not clearly
material
show
5. Wind turbines are installed in strategic locations to harness
Creativity It is visually Visually inviting Visually Readable
inviting and easy and easy to read pleasing and the mechanical energy from wind.
to read readable
6. The cushion is a chemical medium that allows the flow of electrical
Spelling and All spelling and Some spelling Some spelling Notable spelling and
Grammar grammar are and grammar and grammar grammar error charge between the cathode and anode.
correct error error

Punctuality Submitted on Submitted on Submitted on Submitted after the 7. The world’s most abundant fossil fuel is natural gas.
time time time deadline
TOTAL
8. The most common fuels are coal, natural gas, and uranium (nuclear
power).
Highest possible score: (4x4)/4= 4 components
9. A generator converts the kinetic energy of falling water into
Sample Score Sheet mechanical energy.

10. Batteries have high intensity but they are commonly used since they
Adjectival Rating Rating Grade
Range Range are portable and efficient.
Excellent 3.4-4.0 95-100 11. Geothermal energy is less of an environmental hazard compared to
Merit 2.6-3.3 88-94
Achieved 1.8-2.5 81.87 fossil fuels.
Needs 1-1.7 75-80
Improvement 12. Wastes such as crop remains, manure, and garbage are good sources of
Criteria Score biomass.
Content 3 13. Nonrenewable source is produced from sources that do not deplete or
Creativity 3 can be replenished within a human's life time.
Spelling and Grammar 3
14. An electric fan uses electricity to produce wind.
Punctuality 4

TOTAL 13
15. Water is widely used to produce electricity.
13pts/4categories= 3.25

Learner is within the Merit range and

the teacher may choose a grade within
this range.

Additional Activities
Assessment

Activity 1.6
Modified True or False. Read each statement carefully. Write True if the
statement is correct; if the statement is FALSE, change the italicized word to make it Direction: Make either a poster, a flyer, or a brochure on a product (such as
true. Write your answer on a separate sheet of paper. fuels, household, or personal care products) indicating its uses, properties, mode
of action, and precautions.
1. Biomass is used to create methane and alcohol which are fuels useful in
energy production and in powering automobiles.
2. Electrical sources can be broken down into three major groups.
3. Hydroelectric power utilizes the heat energy from the earth’s crust.

17 18
 Second Source of Natural gas Coal Oil
Electricity
Percentage 34% 42% 22%
Third Source of Hydroelectric Oil Coal
Electricity
Percentage 10% 7% 17%

3. Answers may vary.

Answer Key
What’s More

Type of Electrical Example

Source
What’s New
Fossil Fuel non-renewable coal
1. The different sources of energy in the Philippines are coal, natural gas, oil,
geothermal, hydroelectric and others. Electrochemical non-renewable batteries

2. Geothermal renewable Malitbog Geothermal

Power Station
Luzon Visayas Mindanao
Hydroelectric renewable Pulangi IV
Main source of Coal Geothermal Hydroelectric Hydroelectric Power
electricity Plant
Percentage 47% 49% 52% Wind renewable Bangui Wind Farm

19 20
References
Biomass renewable manure

Website:

Empowered. “Renewable Energy Decade Report 2008-2018.”Accessed July 22,

2020,[Link]
[Link]
“Energy Education.” Accessed July 17, 2020,
[Link]

Wikipedia. “Malitbog Geothermal Power Station”, Accessed July 20, 2020

[Link]

“Gross Power Generation by Fuel (2013).” Accessed July 18, 2020,

http:// [Link]/todayinenergy/images/2015.03.06/[Link]).

“Our Energy Sources, Geothermal – The National Academies”, Accessed July 19,
2020 [Link]
sources/geothermal/#:~:text=Geothermal%20energy%20is%20produced%20by,on
%20an%20electric%20power%20generator.

Energy Matters. “How is Hydroelectricity Generated”, Accessed July 21, 2020

[Link]
generation#:~:text=Hydroelectric%20power%20is%20a%20renewable,moving%20w
ater%20to%20produce%20electricity.&text=As%20the%20water%20flows%20down,
turbine's%20mechanical%20energy%20into%20electricity.

Wikipedia. ”Wind Power in the Philippines”, Accessed July 22, 2020

[Link]

Wikipedia. “Solar Cell”, Accessed July 20, 2020

[Link]

Mary Bates. School of Engineering: “How Does A Battery Work?”, Accessed July
17, 2020 [Link]
battery- work/

21 22
 For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg.,
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: *

23
 Physical Science
Alternative Delivery Mode
Quarter 1 – Module 12: Active Ingredient(s) of Cleaning Products Used at
Home First Edition 2020

Physical 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.
Quarter 1 – Module 12: Such agency or office may, among other things, impose as a condition the payment of
royalties.”

Active Ingredient(s) of Cleaning Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Products Used at Home Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Jennifer O. Tullao, Amy B. Villar
Editors: Robert G. Yumul
Felipa A. Morada
Reviewers: Ramonito O. Elumbaring, Angelica J. Macaraeg
Felipa A. Morada
Illustrator: Francis Victor A. Medrano
Layout Artist: Mary Grace L. Asa
Pamela A. Lalusin
Management Team: Wilfredo E. Cabral
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
Susan DL. Oribiana
Lorna R. Medrano
Edita T. Olan

Printed in the Philippines by

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@[Link]
 Introductory Message
For the facilitator:

Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on

Active Ingredient(s) of Cleaning Products Used at Home!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent

Physical Science
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

Quarter 1 – Module 12: In addition to the material in the main text, you will also see this box in the body of
the module:
Active Ingredient(s) of Cleaning
Products Used at Home

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

ii
For the learner:
Assessment This is a task which aims to evaluate your
Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on level of mastery in achieving the learning
Active Ingredient(s) of Cleaning Products Used at Home! competency.

The hand is one of the most symbolized part of the human body. It is often used to Additional Activities In this portion, another activity will be given
depict skill, action and purpose. Through our hands we may learn, create and to you to enrich your knowledge or skill of the
accomplish. Hence, the hand in this learning resource signifies that you as a learner lesson learned. This also tends retention of
is capable and empowered to successfully achieve the relevant competencies and learned concepts.
skills at your own pace and time. Your academic success lies in your own hands! This contains answers to all activities in the
Answer Key
module.
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
At the end of this module you will also find:
learner.

This module has the following parts and corresponding icons:

References This is a list of all sources used in developing
this module.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
The following are some reminders in using this module:
What I Know This part includes an activity that aims to
check what you already know about the 1. Use the module with care. Do not put unnecessary mark/s on any part of
lesson to take. If you get all the answers the module. Use a separate sheet of paper in answering the exercises.
correct (100%), you may decide to skip this 2. Don’t forget to answer What I Know before moving on to the other activities
module. included in the module.
3. Read the instruction carefully before doing each task.
What’s In This is a brief drill or review to help you link
4. Observe honesty and integrity in doing the tasks and checking your answers.
the current lesson with the previous one.
5. Finish the task at hand before proceeding to the next.
What’s New In this portion, the new lesson will be 6. Return this module to your teacher/facilitator once you are through with it.
introduced to you in various ways such as a
If you encounter any difficulty in answering the tasks in this module, do not
story, a song, a poem, a problem opener,
hesitate to consult your teacher or facilitator. Always bear in mind that you are
an activity or a situation.
not alone.
What is It This section provides a brief discussion of
the lesson. This aims to help you discover We hope that through this material, you will experience meaningful learning and
and understand new concepts and skills. gain deep understanding of the relevant competencies. You can do it!

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

ii
i
 What I Need to Know What I Know

This module was designed and written with you in mind. It is here to help you
Pre-test. Write the chosen letter on a separate sheet of paper.
master the active ingredients of cleaning products used at home. The scope of this
module permits it to be used in many different learning situations. The language 1. This is the type of cleaning products which many of the ingredients can be
used recognizes the diverse vocabulary level of students. The lessons are arranged to manufactured from plants.
follow the standard sequence of the course. But the order in which you read them
a. astringent
can be changed to correspond with the textbook you are now using.
b. bleaches
c. detergent products
Knowledge of chemicals used on the different household cleaning products is very d. dishwashing liquid
important. On this module, it focuses on the identification of the active ingredient(s) 2. Most of the cleaning materials have active ingredients but different materials,
of cleaning products used at home. what bleaching agent contains active ingredient that can remove stains?
a. chlorine
After going through this module, you are expected to identify the active b. magnesium
ingredient(s) of cleaning products at home. c. potassium
d. sulfur
3. This cleaning product provides the chemical energy to help clean and remove

food soil from different types of cooking and serving items.

a. astringent
b. bleaches
c. detergent products
d. dishwashing liquid
4. A cleaning agent that helps to disinfect and sanitize the materials and furniture
in our home.
a. astringent
b. bleaches
c. detergent products
d. dishwashing liquid
5. To keep us healthy, the main function of this item is to prevent the spread
of infectious diseases and control allergens.
a. cleaning product
b. cooking utensils
c. electrical appliances
d. vehicles
6. What kind of household cleaning product that is used for cleaning dishes, plastics,
and many other surfaces?
a. astringent
b. bleaches
c. detergent products
d. dishwashing liquid

1 2
7. Sodium hydroxide and are the most commonly used alkali in handwashing?
soap and detergents. a. detergent
b. dishwashing liquid
a. calcium hydroxide
c. bacterial soap
b. carbon hydroxide
d. wax
c. magnesium hydroxide
15. In order to prevent any harm in using the cleaning products at home,
d. potassium hydroxide
8. A kind of cleaning material that that is used for hand washing of glasses, plate,
one must:

cutlery, and cooking utensils in a sink or bowl. a. Buy one product only.
b. Read carefully the product information.
a. astringent
c. Patronize the most popular name of a product.
b. dishwashing liquid
d. Check the cheapest product available in the market.
c. bleach
d. detergent products
9. Mixing chlorine bleach with ammonia or vinegar can release what kind
of poisonous gas?
a. carbon
b. chlorine
c. potassium
d. sodium
10. This is a reducing bleach that works by changing the double bonds
of a chromosphere into single bonds.
a. increasing bleach
b. non-oxidizing bleach
c. oxidizing bleach
d. reducing bleach
11. Cleaning your home is very important. It includes scrubbing,
removing of dust, grease, and .

a. clothes
b. furniture
c. food waste
d. shoes
12. In using cleaning products, one must remember some precautionary
measures.
Choose the best answer.
a. Read the instructions carefully before using the product.
b. Wear appropriate protective equipment when using the product.
c. A and B only
d. B only
13. Active ingredient in a cleaning product is the strong mineral acid and chalant.
Which of the following is not a mineral acid?
a. hydrochloric acid
b. nitric acid
c. sulphuric acid
d. carbonic acid
14. In order to attain a better and healthy living, one must practice proper hygiene
and one of it is the handwashing. What will you use to perform a good

3 4
Active Ingredient(s)
Lesson of Cleaning Materials Used at Home
1
Home is our haven especially when we are so tired in our whole day work in school
or office. In this time of pandemic, the cleanliness of our home is very important. Notes to the Teacher
Good housekeeping requires high standard of cleanliness or the absence of dirt and Let the learner look for the cleaning products available in their home that will be used in the activity. Instruct the learner t
its sanitation as well, or the absence of
disease-causing organisms like bacteria.
All housekeeping tasks need the use of
the right tool for the right job.
No single product can provide optimum
performance on all surfaces and all soils.
It is not surprising that many different
household cleaners are available in the
market. They are formulated to clean
efficiently and conveniently in many
different situations found at home.

What’s In

Activity 1.1
Chemical reaction occurs when there is enough energy between reactants and
creates products. The reaction can increase or decrease temperature which is one
of the reasons that cleaning household products can burn skin or cause irritation.
1. What are the things you already know about the following concepts?
2. In what way will the following concepts be useful in understanding how chemical
household cleaning products works effectively. Give a possible explanation.
a. Energy
b. Chemical reactions
Let us see how these concepts occur in our lesson.
Note: Be careful on handling household cleaning products.

5 6
 effects to human. They can give either positive or negative side effects to us. So
before using these cleaning materials be sure to read first the instructions. Don’t
What’s New forget to follow all precautionary and safety measures before using them. Here are
some of the active ingredients found in different cleaning materials we use at home.

1. Alcohol Ethoxylate (AE)

Alcohol ethoxylates are a class of compounds that are commonly used throughout
Activity 1.2 Fruity Agents many industrial practices and commercial markets. These compounds are
Direction: Aside from being our food, give the other use of these fruits/vegetables. synthesized via the reaction of a fatty alcohol and ethylene oxide, resulting in a
Explain why these fruits/vegetables could be useful as cleaning materials or agents. molecule that consists of two main components, (1) the oleophilic, carbon-rich, fatty
alcohol and (2) the hydrophilic, polyoxymethylene chain.
“Fruits/ Vegetables as Cleaning Agents”
Fruits/vegetables Use Alcohol ethoxylate surfactants enhance the mixing and solubilization of oil and
water by having these contrasting sections within the same compound. With this
1. calamansi unique structure, a single molecule can inhabit the interface of two immiscible
[Link] phases (i.e. oil and water), effectively bringing them closer together and lowering
the interfacial energy associated between them.
3. papaya
4. tomatoes Because these compounds are surfactants, they can be used whenever oily
5. potatoes substances encounter water or a surface. It can be used as detergents, wetting agents,
emulsifiers, degreasers and emollients in many lines of commercially available
products and industrial practices.

2. Sodium Alkyl Sulfates

Sodium alkyl sulfate are members of alkyl sulfates. They are water-soluble and can
form soap bubbles. The chemical formula is CnH2n+1OSO2ONa.
What is It It can be used in detergents, dish washing liquids, shower gels, shampoos, hair
conditioners and fabric softeners. It can also be used as fire extinguishing agent,
because it is not flammable. In the cosmetic industry it is used as an emulsifier to
mix oily and water-soluble compounds for toothpaste or moisturizing products.
It can produce irritating vapors when heated, consisting of carbon dioxide, carbon
Active Ingredients of Cleaning monoxide, sulfur dioxide and others. As all detergents it can irritate skin and eyes.
Products Used at Home If swallowed, it will cause nausea or vomiting.

3. Amine Oxide
There are lots of cleaning products we use daily An amine oxide, also known as amine-N-oxide and N-oxide, is a chemical
in our home, office, or school. These cleaning compound that contains the functional group R3N+–O−, an N–O bond with three
products play an important vital role in order to additional hydrogen and/or hydrocarbon side chains attached to Long-chain alkyl
make our home spick and span. They also help in amine oxides are used as nonionic surfactants and foam stabilizers.
safely and effectively removing dirt, germs and
Amine oxides are highly polar molecules and have a polarity close to that of
other contaminants. They can also prevent the
quaternary ammonium salts. Small amine oxides are very hydrophilic and have an
spread of infectious diseases and control excellent water solubility and a very poor solubility in most organic solvents.
allergens, such as dust and mold, in order to keep
us healthy. Cleaning products also enable us to 4. Ammonia
care for our homes and possessions. Ammonia is a colorless, soluble alkali gas that occurs naturally in the
environment. It is a chemical containing one nitrogen and three hydrogen atoms
bonded together. It was traditionally used in many household cleaners, though today
There are different kinds of cleaning products. These are laundry detergents, it's still found in glass cleaner, all-purpose cleaners, and smelling salts. When used
bleaches, dishwashing products and other household cleaners. Active ingredients in cleaning compounds, it’s called “household ammonia.”
are found in different household cleaning products. They may give different side

7 8
Ammonia fumes are powerful irritant, potentially harming your skin, eyes, nose, Quats are generally used to disinfect countertops, toilets and other high touch
lungs and throat. When found in oven cleaners and window cleaning formulations, it environmental surfaces and floors. Quaternary ammonium compounds are
is an irritant to the mucous membranes. When working with ammonia, wearing cationic disinfectants. This means the quats chain carries a positive (plus) charge
heavy-duty gloves, goggles, and a face mask are smart precautions to protect your on one end of the molecule; many soils and soaps/detergents carry an anionic or
health. negative (minus) charge.

Quats can also bind with, or be absorbed by, materials and fibers including cotton
5. Sodium hypochlorite (e.g., cleaning rags and mops). Quats generally take 3-10 minutes to disinfect and
Sodium hypochlorite also known as bleach is another alkali disinfectant. Bleach should be used with cleaning tools that are tested to be compatible.
works by oxidizing or breaking down the molecular bonds of stains and germs.
9. Sodium percarbonate.
Another useful but dangerous cleaner it also has strong corrosive properties that Sodium percarbonate is a powder that releases hydrogen peroxide, and
may do serious damage to the human body. Ammonia and bleach are a particularly very concentrated. It is a granulated powder which can be nice for scrubbing
dangerous combination, creating potentially deadly gases when mixed. Never store stains and stuck-on-gunk off dishes. Scouring powder is made from hydrogen
these two chemicals in the same place. peroxide. It can be made into a paste, too, and used on tile grout and tough
stains.
Bleach in the bottle is generally a five percent solution. Toxic chlorine gas can be
formed if bleach is mixed with acids, such as bowl cleaners. In using this product, follow and read the instructions carefully. Be very careful in
handling all household cleaning products.
6. Ethanol
Ethanol is a natural byproduct of plant fermentation and can be produced through
the hydration of ethylene. It mixes easily with water and many organic compounds,
and makes an effective solvent for use in paints, lacquers and varnish, as well as
personal care and household cleaning products.

Ethanol is highly flammable and should not be used near open flames. Ethanol
inhalation can cause coughing or headaches.
7. Phenol
Phenol, any of a family of organic compounds characterized by a hydroxyl (―OH)
group attached to a carbon atom that is part of an aromatic ring. Besides serving as
the generic name for the entire family, the term phenol is also the specific name for
its simplest member, monohydroxybenzene (C 6H5OH), also known as benzenol, or
carbolic acid.

Phenols are similar to alcohols but form stronger hydrogen bonds. They are more
soluble in water than are alcohols and have higher boiling points. Phenols occur
either as colorless liquids or white solids at room temperature and may be highly
toxic and caustic.

Phenols are widely used in household products and as intermediates for industrial
synthesis. For example, phenol itself is used (in low concentrations) as a disinfectant
in household cleaners and in mouthwash. Phenol may have been the first
surgical antiseptic. In 1865 the British surgeon Joseph Lister used phenol as an
antiseptic to sterilize his operating field.

8. Quaternary ammonium
The quaternary ammonium compounds (or quats) are a family of low-level
disinfectants (according to Spaulding) with most quats being derived from
benzalkonium. Quats are reacted to provide a variety of chain lengths and molecular
structures so that the mix of quats used in the disinfectant provide a wider range of
efficacy than a single chain.

9 10
 After filling up the table, check the common active ingredients present in all
cleaning products.
What’s More

Activity 1.3 Product Exploration

Direction:
With your cleaning products available at hand, read the product information on the
packaging. Fill out what is ask on the table below using the product information.
During the activity, observe the products with caution, particularly in smelling and
touching as they may have harmful effects upon contact. Write your answer on a
separate sheet.
Active/Major

in using the
Description

Precautions
in using the
Guidelines
Ingredient

product
Product

product

Product

Bleach
(DO
NOT
TOUCH with
BARE
HANDS)

Detergent
soap

Dishwashing
liquid

Toilet bowl
cleaner
(DO NOT
TEACH with
BARE
HANDS)

11 12
 What I Have Learned Assessment

Direction: Write T if statement is true and F if the statement is false and choose the
word or set of words that make it incorrect. Write your answers on a separate sheet
Activity 1.4 Product Discovery of paper.
Direction:
1. With the following ingredients, specify their use as household cleaning materials. 1. Sodium percarbonate is a granulated powder that can be used in scrubbing stains.
a. garlic 2. Alcohol Ethoxylate are being synthesized through the reaction of a fatty
b. onion alcohol and ethylene oxide.
c. salt 3. Quaternary ammonium are compounds that belong to the family of high-level
d. vinegar disinfectants.
2. What properties they possessed to be considered as cleaning products. 4. Sodium alkyl sulfate are water-soluble sulfates that can form soap bubbles.
5. Phenols form stronger hydrogen bonds and more soluble in water than alcohols.
“Ingredients as Household Cleaning Products” 6. Small amine oxides are very hydrophilic and have an excellent water solubility.
Ingredients Uses Properties 7. Bleach is the other name for sodium hypochlorite.
garlic 8. Alcohol ethoxylate is an alkyl sulfate that enhances the mixing and solubilization
onion of oil and water.
salt 9. Quat is a powder that releases hydrogen peroxide which can be used for
vinegar scrubbing stains.
10. Ethanol is a byproduct of plant fermentation and produced through the hydration
3. Explain why these are useful not only as ingredients but also as household of ethylene.
cleaning products. 11. All cleaning agents can irritate skin and eyes and can cause nausea or vomiting
4. Take all the necessary care in doing the activity. if swallowed.
5. Wear necessary gears in performing the activity. 12. Ethanol is non-flammable, but inhalation can cause coughing or headaches.
6. Write your output in a separate sheet of paper. 13. Ammonia is a soluble alkali gas which contains one nitrogen and three hydrogen
atoms bonded together.
14. Ethoxylate surfactants enhance the mixing and solubilization of oil and water.
15. Ammonia fumes are powerful irritants that can cause harm to your skin,
eyes, nose, lungs and throat.

What I Can Do

Activity 1.5
Direction:
1. What are the alternative natural materials can be used in cleaning the following:
a. food stain on clothes
b. kitchen sink
c. bad smell/odor inside refrigerator
2. Give your opinion why these alternative materials can be used as household
cleaning material.
3. Write your answer on a separate sheet of paper.

13 14
 Additional Activities

Activity 1.6
Direction:
Compose a jingle related to the topic active ingredients of cleaning agents. Write
your output in a separate sheet of paper.
Rubrics Answer Key
Criteria Excellent Merit Achieved Needs Score
(4pts) (3pts) (2pts) Improvement
(1pt)

Content Information are Information are Information is Information is

clearly presented clearly clear unclear and written
and ordered in presented and in random order
such a way that it ordered Order of
brings a full information
picture of the does not clearly
material show

Creativity It is visually Visually inviting Visually Readable

inviting and easy and easy to read pleasing and
to read readable

Spelling and All spelling and Some spelling Some spelling Notable spelling and
Grammar grammar are and grammar and grammar grammar error
correct error error

Punctuality Submitted on Submitted on Submitted on Submitted after the

time time time deadline
TOTAL

Highest possible score: (4x4)/4= 4 components

15 16
 References
Website:

“Amine oxide”, Accessed July 17, 2020,

[Link]

“Chem 101: What you need to know about active ingredients?”, Accessed May 20,
2020, [Link]. [Link]
need-to-know-about-active-ingredients--372

“Chemicals Found in Household Products Chapter 6, Lesson 1”, Accessed May

20, 2020, [Link]. [Link]
[Link]

‘Ethanol”, Accessed July 17, 2020, [Link]

“Phenol”, Accessed July 17, 2020, [Link]

“Sodium alkyl sulfate”, Accessed July 17, 22020,

[Link]

“What is Alcohol Ethoxylate?”, Accessed July 17,2020,

[Link] uses/#:~:text=Alcohol
%20ethoxylates%20are%20a%20class,industrial%20practices
%20and%20commercial%20markets.&text=Alcohol%20ethoxylate%20surfactants% 20enhance
%20the,sections%20within%20the%20same%20compound.

17 18
Commission on Higher Education. Teaching Guide for Senior High School: Physical
Science. Book.
[Link] For inquiries or feedback, please write or call:
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., De
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: *
 Physical Science
Alternative Delivery Mode
Quarter 1 – Module 13: Use of the Other Ingredients in Cleaning
Agents First Edition 2020

Physical 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.
Quarter 1 – Module 13: Such agency or office may, among other things, impose as a condition the payment of
royalties.”

Use of the Other Ingredients Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
in Cleaning Agents Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Amy B. Villar, Jennifer O. Tullao
Editors: Robert G. Yumul
Felipa A. Morada
Reviewers: Ramonito O. Elumbaring, Angelica J. Macaraeg
Felipa A. Morada
Illustrator: Francis Victor A. Medrano
Layout Artist: Mary Grace L. Asa
Pamela A. Lalusin
Management Team: Wilfredo E. Cabral
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
Susan DL. Oribiana
Lorna R. Medrano
Edita T. Olan

Printed in the Philippines by

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@[Link]
 Introductory Message
For the facilitator:

Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on

Use of the Other Ingredients in Cleaning Agents!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent

Physical Science learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
Quarter 1 – Module 13: In addition to the material in the main text, you will also see this box in the body of

Use of the Other Ingredients the module:

in Cleaning Agents

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

ii
For the learner:
Assessment This is a task which aims to evaluate your
Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on level of mastery in achieving the learning
Use of the Other Ingredients in Cleaning Agents! competency.

The hand is one of the most symbolized part of the human body. It is often used to Additional Activities In this portion, another activity will be given
depict skill, action and purpose. Through our hands we may learn, create and to you to enrich your knowledge or skill of the
accomplish. Hence, the hand in this learning resource signifies that you as a learner lesson learned. This also tends retention of
is capable and empowered to successfully achieve the relevant competencies and learned concepts.
skills at your own pace and time. Your academic success lies in your own hands! This contains answers to all activities in the
Answer Key
module.
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
At the end of this module you will also find:
learner.

This module has the following parts and corresponding icons:

References This is a list of all sources used in developing
this module.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
The following are some reminders in using this module:
What I Know This part includes an activity that aims to
check what you already know about the 1. Use the module with care. Do not put unnecessary mark/s on any part of
lesson to take. If you get all the answers the module. Use a separate sheet of paper in answering the exercises.
correct (100%), you may decide to skip this 2. Don’t forget to answer What I Know before moving on to the other activities
module. included in the module.
3. Read the instruction carefully before doing each task.
What’s In This is a brief drill or review to help you link
4. Observe honesty and integrity in doing the tasks and checking your answers.
the current lesson with the previous one.
5. Finish the task at hand before proceeding to the next.
What’s New In this portion, the new lesson will be 6. Return this module to your teacher/facilitator once you are through with it.
introduced to you in various ways such as a
If you encounter any difficulty in answering the tasks in this module, do not
story, a song, a poem, a problem opener,
hesitate to consult your teacher or facilitator. Always bear in mind that you are
an activity or a situation.
not alone.
What is It This section provides a brief discussion of
the lesson. This aims to help you discover We hope that through this material, you will experience meaningful learning and
and understand new concepts and skills. gain deep understanding of the relevant competencies. You can do it!

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

ii
i
 What I Need to Know What I Know

This module was designed and written with you in mind. It is here to help you
Direction: Write the chosen letter on a separate sheet of paper.
master the use of the other ingredients in cleaning agents. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to 1. Aside from the active ingredient, there are also other ingredients included in
follow the standard sequence of the course. But the order in which you read them cleaning agents. This ingredient helps in keeping the minerals out of the way of the
can be changed to correspond with the textbook you are now using. surfactants.
a. builders
The module focuses on the use of the other ingredients in cleaning agents. b. fragrance
c. pH adjusters
d. solvents
After going through this module, you are expected to give the use of the other
ingredients in cleaning agents. 2. Depending on the chosen ingredient used in a product, what is the ingredient that
helps to be more effective on certain microbes?
a. antibacterial
b. enzymes
c. foam enhancer
d. preservatives
3. Adding of this ingredient in a certain liquid cleaning agent will decrease the
viscosity of the liquid. What is this ingredient?
a. dye
b. enzymes
c. solvents
d. thickener
4. Many people feel bubbles show that a product is working. What is the ingredient
that creates suds in a cleaning agent?
a. dye
b. foam enhancer
c. pH adjuster
d. preservatives
5. What is the group of ingredients that came in a natural or synthetic compound
which gives pleasant smell to the product?
a. antibacterial
b. foam enhancer
c. fragrance
d. thickener
6. What ingredient has the power to break down stains like in digestive system
which helps break down the food we eat?
a. enzymes
b. fragrance
c. solvents
d. thickener
7. This ingredient balanced the acidity or base of a certain product. What is this
ingredient?

1 2
 a. dye
b. fragrance
c. pH adjuster
d. solvents Lesson Use of the Other Ingredients in Cleanin
8. What substance when added to a cleaning product makes it stable and safe for

1
a

a. enzymes
b. foam enhancer
c. pH adjuster
d. preservative
9. What kind of ingredient is used in cleaning products that help in creating a unique In cooking, there are many
experience? interpretations of some dishes. But
a. dye when one or two ingredients are
b. enzymes lacking, the food that you will eat
c. fragrance
will not be delicious as what you
d. preservative
10. What is the pH of a certain product to be considered as basic? expect. The same with the cleaning
a. pH greater than 7 products. It is not only the active
b. pH less than 7 ingredient that plays an important
c. average pH is 7 role in cleaning agent but also the
d. none of the above other ingredients.
11. What substance provides most of the cleaning power in cleaning products?
a. antibacterial
b. enzymes
c. solvents
d. surfactants
12. What are these ingredients included in a hand hygiene product which provides
reduction in germs? What’s In
a. antibacterial
b. enzymes
c. fragrance
d. solvents
13. This substance can be extracted in natural compounds. Which of the following
is a natural compound? Cleaning products or agents are very helpful in maintaining our home a conducive
a. flowers place for relaxation. They can remove dirt, dust, bad odor, and other contaminants
b. fruits present in every corner of our home. They have different ingredients that suit to
c. nuts
different cleaning products. Some can kill virus and bacteria while being able to
d. all of the above
14. What substance helps the surfactant more powerful through the reaction of clean an area. Others contain ingredients that can remove grease or oil on the
certain stuff which is found in tap water? surface. Most of the cleaning agents remove the foul odor in the surroundings.
a. antibacterial
b. builders
c. enzymes
d. fragrance
15. Which of the following ingredients is considered as the active substance in a
cleaning product?
a. enzymes
b. solvents
c. surfactants
d. thickener

3 4
 15. T E T R E U X

What is It

Notes to the Teacher

Keep on reminding the learners to take extra careful in handling different cleaning products. They must choose wisely the products they will buy. They should purchase those eco-friendly products.
Uses of the Other Ingredients in Cleaning Products
With the different household cleaning products that we have in the market today, we
don’t know which the best is to use in our household We assume that these cleaning
products are safe to use. In fact, many popular household cleaners are dangerously
toxic. They contain different ingredients that are harmful to our health Together
What’s New with the active ingredient there are other ingredients found in cleaning agents. Let’s
look at their uses.
1. Builders

Builders are one of the important group of ingredients that help make cleaning
products better. Builders give the surfactants a helping hand. They are found in
Activity 1.1 “What’s that Word?”
several different kinds of products, but you need less of them than you do
Cleaning products play an essential role in daily life. They can remove dirt and surfactants.
stains from our clothes, dried on food from our dishes and even germs from our
hands! Let’s learn more about the chemistry that makes this happen. But before that Builders help make the surfactant more powerful by reacting with stuff found in tap
let’s solve these jumbled words below to see what our next lesson will be. water. Water in your home may contain minerals (such as calcium and magnesium).
The more minerals in your water, the “harder” the water is. It is not bad to have
minerals in water, but it can leave white marks on surfaces (like dishes). When
Direction: calcium and magnesium are present in water, they will stop surfactants from being
able to do their job of removing soil.
Arrange the following jumbled letters to form the words related to cleaning
agents/ingredients/products. Builders help prevent this by keeping the minerals out of the way of the surfactants.
This leaves the surfactants alone to focus on the soil.
1. S N D H A
2. Solvents
2. E A G S R E
3. I T D R Solvents are chemicals that help ingredients stay mixed and gives cleaning products
the right thickness, so they are easy to use. In addition, solvents can help to prevent
4. S V U R I liquid products from freezing in cold climates.
5. M U P F E RE Without solvents, a product will be very thick. But for other products, we want the
6. T A B E I A C R liquid to pour out of the bottle. When we add solvents, we decrease the viscosity,
meaning the liquid will move faster when poured out of the bottle. The solvent also
7. E C N A L
helps to makes sure we do not end up with a separated solution like when you have
8. U E H S O pulp at the bottom of your glass of orange juice.
9. L H T E H A 3. Enzymes
10.L A O H L C O Enzymes are powerful stain removing ingredients. Their power is to break down
11.D I C A stains just like the enzymes in our digestive system help break down the food we
eat. Enzymes are not living organisms but are created by naturally occurring
12. G R D A E N
microorganisms, like bacteria and fungi. In the laboratory, we use carefully selected
13. E G S A T R N M microorganisms and allow them to grow in a very controlled environment. As they
14. O F R O L grow, they produce the desired enzymes.
4. Fragrances

5 6
Fragrances are a group of ingredients that provide the cleaning product with a 9. Foam Enhancer
pleasant smell. They are not found in every product, and typically a very small
Foam Enhancers help create suds or bubbles. While not necessary for effective
amount can make a large difference in smell. In many cases, the fragrance is the
cleaning, many people feel bubbles show that a product is working.
driving factor for why someone decided to buy a specific product.
10. Antibacterial or Disinfecting Ingredients
A fragrance is a mix of many different substances. These ingredients may be natural
compounds (that come from materials like flowers, fruit, trees, plants, or nuts), Cleaning washes away germs with any dirt and soil that is removed, but a further
essential oils, or synthetic compounds. reduction of germs can be achieved by using additional ingredients that will kill
germs.
5. Preservatives
Antibacterial or disinfecting ingredients can be included in a cleaning or hand
Just like it is important to prevent food from spoiling, cleaning products need to be
hygiene product or used separately after cleaning. Their use provides a further
preserved as well. Adding a small amount of a preservative protects the product
reduction in germs on our hands or surfaces in our homes. This reduction of germs
from microorganisms.
helps to prevent people from getting sick when commonly used surfaces, such as
A preservative is a substance that is added to a cleaning product in order to make it door handles, or our hands are cleansed using these products. In environments with
stable and safe for a longer period. Without a preservative, it is possible for bacteria sick individuals or where food is prepared, this is especially important.
or fungi to grow in the product. This can cause the ingredients in the product (like There are many different types of antibacterial or disinfecting ingredients.
surfactants and enzymes) to break down and not work as well. Adding a Depending on the chosen ingredient used in a product, it may be more effective
preservative allows a cleaning product to stay on the shelf longer both in the store on certain microbes that make us sick like bacteria, viruses or mold.
and in your home.
6. pH Adjusters

Every cleaning product needs to be “balanced” to work well and to be safe for your
skin. In order to do this, chemists use pH adjusters to make sure the product is
balanced and safe for you to use. The amount used depends on the other ingredients
in the formula.
pH is a measure of how acidic (like lemon juice) or basic (like baking soda) a What’s More
solution is. One way to measure this is by using the pH scale. The pH scale is read
from 0 to 14 and tells us if a solution is acidic or basic. Pure water has a pH of 7,
which means it’s neutral.
pH adjusters are used in cleaning products to raise or lower the pH of a solution,
making it either more basic or acidic. Activity 1.2 “A Powerful Tool”
Chemists make sure that the product is effective while balancing safety, in part, by Direction:
making sure the pH will not be harmful if it touches your skin.
Make a short poem about the use of other ingredients found in household cleaning
If the pH is less than 7, then the solution is acidic. Lemon juice has a pH around products incorporating your answers in Activity 1.1.
2. Our skin is slightly acidic, with a pH on average near 5. If our skin comes into
contact with a chemical that is too acidic it can cause itching or discomfort. Rubrics
Adjusting the pH helps to keep the product working well as it gets old. It also Criteria Excellent Merit Achieved Needs Improvement Score
(4pts) (3pts) (2pts) (1pt)
affects how the product cleans. For example, each surfactant has a different pH level
in which they are the most powerful. Therefore, a chemist may want to adjust the Content Information are Information are Information is Information is
clearly presented clearly clear unclear and written
pH to that level.
and ordered in presented and in random order
such a way that it ordered Order of
If the pH is greater than 7, then the solution is basic. For example, baking soda has information
brings a full
a pH of around 9. If a solution is too alkaline (basic), it can also irritate your skin. picture of the does not clearly
material show
7. Dye
Creativity It is visually Visually inviting Visually Readable
There are several other ingredients used in cleaning products that help create a inviting and easy and easy to read pleasing and
to read readable
unique experience. For example, dye can be used to give a product color.
Spelling and All spelling and Some spelling Some spelling Notable spelling and
8. Thickener Grammar grammar are and grammar and grammar grammar error
correct error error
Thickeners give soap the proper viscosity (thickness), making sure it can still flow
Punctuality Submitted on Submitted on Submitted on Submitted after the
out of a bottle. Can you imagine trying to wash your hands with a soap that feels time time time deadline
like water? It would run right off your skin! TOTAL

7 8
 Highest possible score: (4x4)/4= 4
components

Sample Score Sheet What I Can Do

Adjectival Rating

Criteria Score Learner is within the Merit range and

Content 3 the teacher may choose a grade within
this range
Creativity 3
Activity 1.4 “A Safe Environment”
Spelling and Grammar 3
Direction: With your knowledge on the different ingredients of cleaning products,
Punctuality 4 make a poster on safe storage and use of the different cleaning agents. Write a
TOTAL 13 short description of your work.
13 pts/4 categories= 3.25 Rubrics
Criteria Excellent Merit Achieved Needs Improvement Score
(4pts) (3pts) (2pts) (1pt)

Content Information are Information are Information is Information is

clearly presented clearly clear unclear and written
and ordered in presented and in random order
such a way that it ordered Order of
brings a full information
does not clearly
What I Have Learned
picture of the
material show

Creativity It is visually Visually inviting Visually Readable

inviting and easy and easy to read pleasing and
to read readable

Spelling and All spelling and Some spelling Some spelling Notable spelling and
Grammar grammar are and grammar and grammar grammar error
Activity 1.3 “Puzzled Ingredient” correct error error

Direction: Find in the puzzle the given words below. Punctuality Submitted on Submitted on Submitted on Submitted after the
time time time deadline
TOTAL
Adjuster Builders Enhancer Dye
Highest possible score: (4x4)/4= 4 components
Enzyme Fragrance Disinfectant pH
Preservative Solvents Sample Score Sheet
Adjectival Rating
E N H A N C E R T B S F
S E A R B C N Y A U E R Criteria Score
13 pts/4 categories=
Content 3.25 3
M O F I G H Z B X I J A Learner is within the Merit range and the teacher
Creativity 3 may choose a grade within this range.
O C L C L M Y Z C L O G Spelling and Grammar
Punctuality
3
4
N P T V A S M D U D R R TOTAL 13

J S B D E R E V E E T A
U P E S W N S F T R Z N
Assessment
I H Y A I O T S G S B C
C A D J U S T E R E J E
D I S I N F E C T A N T Direction: Write the letter that match the different ingredients of cleaning agents with their uses.
P R E S E R V A T I V E “Use of Different Ingredients”
Use Ingredients
1. Washes away germs with any dirt A. Antibacterial

9 10
 2. Give surfactants a helping hand B. Builders Adjectival Rating Sample Score Sheet
3. Create suds or bubbles C. Dye
[Link] cleaning agents the right D. Enzymes Criteria Score
13 pts/4 categories=
Content 3.25 3
thickness Creativity 3
Spelling and 3
[Link] the product balanced E. Foam enhancer Grammar Learner is within the Merit range and
[Link] stain removing ingredient F. Fragrance Punctuality 4 the teacher may choose a grade within
TOTAL 13 this range.
[Link] products from microorganism G. pH
8. Provide product with a pleasant H. pH adjuster
smell
[Link] keep minerals out of way I. Preservatives
[Link] products from freezing J. Solvents Answer Key
[Link] of many different substances
[Link] cleaning product to stay
longer
[Link] how a solution is acid or
base
[Link] create a new experience
15. Prevent people from getting sick

Additional Activities

Activity 1.5 “Healthy Atmosphere”

Direction:
Read an article about the effectiveness of a cleaning agent in reducing the occurrence
of diseases. Write your short opinion on a separate sheet of paper.
Rubrics
Criteria Excellent Merit Achieved Needs Improvement Score
(4pts) (3pts) (2pts) (1pt)

Content Information are Information are Information is Information is

clearly presented clearly clear unclear and written
and ordered in presented and in random order
such a way that it ordered Order of
brings a full information
picture of the does not clearly
material show

Creativity It is visually Visually inviting Visually Readable

inviting and easy and easy to read pleasing and
to read readable

Spelling and All spelling and Some spelling Some spelling Notable spelling and
Grammar grammar are and grammar and grammar grammar error
correct error error

Punctuality Submitted on Submitted on Submitted on Submitted after the

time time time deadline
TOTAL

Highest possible score: (4x4)/4= 4 components

11 12
 “Baking Soda”, Accessed July 21, 2020,
[Link]
[Link]#:~:text=Cleaning%3A%20Baking%20Soda%20acts%20a%20cleaning%20a
gent%20because,for%20easy%20removal%20as%20a%20gentle%20scouring%20po
wder.

“Ingredients”, Accessed July 22, 2020, [Link]

Commission on Higher Education. Teaching Guide for Senior High School:

Physical
[Link].[Link]
c/view. Creative Commons Attribution-NonCommercial-ShareAlike 4.0

References
Website:

13 14
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: *