Lourdes College

Inc.
Integrated Basic Education Department
SENIOR HIGH SCHOOL
Gen. Capistrano Street, Cagayan de Oro City
S.Y. 2020 - 2021, First Semester

LEARNING MODULES
General Chemistry 1

Prepared by

Mc Rollyn D. Vallespin, MS, LPT

Modules for the Week

October 26 – 30, 2020

 Lourdes College
Integrated Basic Education Department
SENIOR HIGH SCHOOL DEPARTMENT
Gen. Capistrano-Hayes St., Cagayan de Oro City

Module for Online Learning

General Instructional Guidelines

SUBJECT: General Chemistry 1 for Grade 12 STEM

Greeting: Good morning / afternoon everyone! Praised be Jesus and Mary! Welcome to our
module for this session. You will find here our general instructional guidelines, then the
components of our module. You will be guided one step at a time through the specific
instructions of the learning tasks given below, which intend to develop our cognitive
skills as well as our values, considering current social realities. Let joy and peace
abound in your mind and heart as you genuinely and responsibly respond to the
learning processes that this module offers.

I. General Instructional Guidelines

1.1 Please refer to the Unit Plan for the subject description, minor and major performance
tasks, and criteria for grading. Consultation will be provided through our group chat, email, Gmail,
SMS, Edmodo or other social network. I will monitor your participation in our learning activities
through these chosen media. In addition, you are always encouraged to voice any concerns on
internet connections so that appropriate adjustments can be done.

1.2 Your honesty and integrity are few of the most important component to whatever
outputs asked from the module A plagiarism-checker tool will be utilized as one of the measures
in assessing your outputs. Use in-text citation (citing the author and year) when you mention a
statement coming from a source other than the list of references that can be found in your paper.

1.3. Feedback is an essential component in this mode of delivery. You will be asked of
your assessment of your learning experience in this subject so that we will be able to improve our
learning processes in the succeeding instructional delivery.

B.2 Specific Instructions for the Learning Activity

You are reminded that at the end of this module, you are expected to comply with all the
required tasks/activities, and answers the 4- items post-test.

Note: Kindly upload your output in our Google Classroom using your account. File name must be:
SectionInitials_FamilyName_M#_T#.

Example: CDL_Vallespin_M1_T1 or CDL_ Vallespin_M1_PT. If you have concerns or problems,

feel free to communicate them to me.
Module No. 4: Stoichiometry

Module Overview: This module emphasized that there are infinite number of chemical reactions
possible. How do chemists cope with this overwhelming diversity? How do they predict which
compounds will react with one another and what products will be formed? The students then find
useful ways to categorize these reactions.

TRANSFER GOAL/LEARNING OUTCOME:

Students on the long run and on their own will be able to create various materials that possess
unique electronic configuration. These differences in the properties of substances can be
significant to our daily lives knowing that different bonds can link atoms together. This holds the
key to be accountable in combining atoms to form molecules that would not lead to destruction of
our world as disciples of Christ.

LESSON 4: CHEMICAL REACTIONS & CHEMICAL EQUATIONS

OBJECTIVES:

In this lesson, you will be able to:

1. describe evidences that a chemical reaction has occurred and its equations
2. construct mole or mass ratios for a reaction in order to calculate the amount of reactant
needed or amount of product formed in terms of moles or mass.
3. Express the gas laws in equation form.

CONTENT FOCUS:

An earlier chapter of this text introduced the use of element symbols to represent individual atoms.
When atoms gain or lose electrons to yield ions, or combine with other atoms to form molecules,
their symbols are modified or combined to generate chemical formulas that appropriately
represent these species. Extending this symbolism to represent both the identities and the relative
quantities of substances undergoing a chemical (or physical) change involves writing and
balancing a chemical equation. Consider as an example the reaction between one methane
molecule (CH4) and two diatomic oxygen molecules (O2) to produce one carbon dioxide molecule
(CO2) and two water molecules (H2O). The chemical equation representing this process is
provided in the upper half of Figure 4.2, with space-filling molecular models shown in the lower
half of the figure.

This example illustrates the fundamental aspects of any chemical equation:

1. The substances undergoing reaction are called reactants, and their formulas are placed on
the left side of the equation.

2. The substances generated by the reaction are called products, and their formulas are placed
on the right side of the equation.

3. Plus signs (+) separate individual reactant and product formulas, and an arrow (⟶) separates
the reactant and product (left and right) sides of the equation.

4. The relative numbers of reactant and product species are represented by coefficients
(numbers placed immediately to the left of each formula). A coefficient of 1 is typically omitted.

It is common practice to use the smallest possible whole-number coefficients in a chemical

equation, as is done in this example. Realize, however, that these coefficients represent the
relative numbers of reactants and products, and, therefore, they may be correctly interpreted as
ratios. Methane and oxygen react to yield carbon dioxide and water in a [Link] ratio. This ratio is
satisfied if the numbers of these molecules are, respectively, 1-2-1-2, or 2-4-2-4, or 3-6-3-6, and
so on (Figure 4.3). Likewise, these coefficients may be interpreted with regard to any amount
(number) unit, and so this equation may be correctly read in many ways, including:

• One methane molecule and two oxygen molecules react to yield one carbon dioxide
molecule and two water molecules.
• One dozen methane molecules and two dozen oxygen molecules react to yield one dozen
carbon dioxide molecules and two dozen water molecules.
• One mole of methane molecules and 2 moles of oxygen molecules react to yield 1 mole
of carbon dioxide molecules and 2 moles of water molecules.

Balancing Equations

The chemical equation described in section 4.1 is balanced, meaning that equal numbers of
atoms for each element involved in the reaction are represented on the reactant and product
sides. This is a requirement the equation must satisfy to be consistent with the law of conservation
of matter. It may be confirmed by simply summing the numbers of atoms on either side of the
arrow and comparing these sums to ensure they are equal. Note that the number of atoms for a
given element is calculated by multiplying the coefficient of any formula containing that element
by the element’s subscript in the formula. If an element appears in more than one formula on a
given side of the equation, the number of atoms represented in each must be computed and then
added together. For example, both product species in the example reaction, CO2 and H2O, contain
the element oxygen, and so the number of oxygen atoms on the product side of the equation is
 The equation for the reaction between methane and oxygen to yield carbon dioxide and
water is confirmed to be balanced per this approach, as shown here:

A balanced chemical equation often may be derived from a qualitative description of some
chemical reaction by a fairly simple approach known as balancing by inspection. Consider as an
example the decomposition of water to yield molecular hydrogen and oxygen. This process is
represented qualitatively by an unbalanced chemical equation:

H2O ⟶ H2 + O2 (unbalanced)

Comparing the number of H and O atoms on either side of this equation confirms its
imbalance:

The numbers of H atoms on the reactant and product sides of the equation are equal, but
the numbers of O atoms are not. To achieve balance, the coefficients of the equation may be
changed as needed. Keep in mind, of course, that the formula subscripts define, in part, the
identity of the substance, and so these cannot be changed without altering the qualitative meaning
of the equation. For example, changing the reactant formula from H2O to H2O2 would yield balance
in the number of atoms, but doing so also changes the reactant’s identity (it’s now hydrogen
peroxide and not water). The O atom balance may be achieved by changing the coefficient for
H2O to 2.

The H atom balance was upset by this change, but it is easily reestablished by changing the
coefficient for the H2 product to 2.
These coefficients yield equal numbers of both H and O atoms on the reactant and product sides,
and the balanced equation is, therefore:

2H2O ⟶ 2H2 + O2

Additional Information in Chemical Equations

The physical states of reactants and products in chemical equations very often are indicated with
a parenthetical abbreviation following the formulas. Common abbreviations include s for solids, l
for liquids, g for gases, and aq for substances dissolved in water (aqueous solutions, as
introduced in the preceding chapter). These notations are illustrated in the example equation here:

2Na(s) + 2H2O(l) ⟶ 2NaOH(aq) + H2(g)

This equation represents the reaction that takes place when sodium metal is placed in
water. The solid sodium reacts with liquid water to produce molecular hydrogen gas and the ionic
compound sodium hydroxide (a solid in pure form, but readily dissolved in water).

Special conditions necessary for a reaction are sometimes designated by writing a word
or symbol above or below the equation’s arrow. For example, a reaction carried out by heating
may be indicated by the uppercase Greek letter delta (Δ) over the arrow.

Equations for Ionic Reactions

Given the abundance of water on earth, it stands to reason that a great many chemical reactions
take place in aqueous media. When ions are involved in these reactions, the chemical equations
may be written with various levels of detail appropriate to their intended use. To illustrate this,
consider a reaction between ionic compounds taking place in an aqueous solution. When
aqueous solutions of CaCl2 and AgNO3 are mixed, a reaction takes place producing aqueous
Ca(NO3)2 and solid AgCl:

CaCl2(aq) + 2AgNO3(aq) ⟶ Ca(NO3)2(aq) + 2AgCl(s)

This balanced equation, derived in the usual fashion, is called a molecular equation
because it doesn’t explicitly represent the ionic species that are present in solution. When ionic
compounds dissolve in water, they may dissociate into their constituent ions, which are
subsequently dispersed homogenously throughout the resulting solution (a thorough discussion
of this important process is provided in the chapter on solutions). Ionic compounds dissolved in
water are, therefore, more realistically represented as dissociated ions, in this case:
 CaCl2(aq) ⟶ Ca2+(aq) + 2Cl−(aq)

2AgNO3(aq) ⟶ 2Ag+(aq) + 2NO3−(aq)

Ca(NO3)2(aq) ⟶ Ca2+(aq) + 2NO3−(aq)

Unlike these three ionic compounds, AgCl does not dissolve in water to a significant
extent, as signified by its physical state notation, s. Explicitly representing all dissolved ions results
in a complete ionic equation. In this particular case, the formulas for the dissolved ionic
compounds are replaced by formulas for their dissociated ions:

Ca2+(aq) + 2Cl−(aq) + 2Ag+(aq) + 2NO3−(aq) ⟶ Ca2+(aq) + 2NO3−(aq) + 2AgCl(s)

Examining this equation shows that two chemical species are present in identical form on
both sides of the arrow, Ca2+(aq) and NO3−(aq). These spectator ions—ions whose presence is
required to maintain charge neutrality—are neither chemically nor physically changed by the
process, and so they may be eliminated from the equation to yield a more succinct representation
called a net ionic equation:

Following the convention of using the smallest possible integers as coefficients, this
equation is then written:

Cl−(aq) + Ag+(aq) ⟶ AgCl(s)

This net ionic equation indicates that solid silver chloride may be produced from dissolved
chloride and silver(I) ions, regardless of the source of these ions. These molecular and complete
ionic equations provide additional information, namely, the ionic compounds used as sources of
Cl− and Ag+.

Classifying Chemical Reactions

Familiarity with a few basic types of reactions will help you to predict the products that form when
certain kinds of compounds or elements come in contact.

Most chemical reactions can be classified into one or more of five basic types: acid–base
reactions, exchange reactions, condensation reactions (and the reverse, cleavage reactions), and
oxidation–reduction reactions. The general forms of these five kinds of reactions are summarized
in Table 3.1 "Basic Types of Chemical Reactions", along with examples of each. It is important to
note, however, that many reactions can be assigned to more than one classification, as you will
see in our discussion. The classification scheme is only for convenience; the same reaction can
be classified in different ways, depending on which of its characteristics is most important.
Oxidation–reduction reactions, in which there is a net transfer of electrons from one atom to
another, and condensation reactions are discussed in this section. Acid–base reactions and one
kind of exchange reaction—the formation of an insoluble salt such as barium sulfate when
solutions of two soluble salts are mixed together.

Types of Chemical Reactions

1. Precipitation, or double-replacement reaction

A reaction that occurs when aqueous solutions of anions (negatively charged ions) and cations
(positively charged ions) combine to form a compound that is insoluble is known as precipitation.
The insoluble solid is called the precipitate, and the remaining liquid is called the supernate.

Real life example: The white precipitate formed by acid rain on a marble statue:

CaCO3(aq) + H2SO4(aq) → CaSO4(s) + H2O(l) + CO2(g)

2. Acid-base, or neutralization reaction

A neutralization reaction occurs when an acid and base are mixed together. An acid is a
substance that produces H+ ions in solution, whereas a base is a substance that that produces
OH- ions in solution. A typical acid-base reaction will produce an ionic compound called
a salt and water. A typical acid-base reaction is the reaction between hydrochloric acid and
sodium hydroxide. This reaction is represented by the equation:

HCl(aq) + NaOH(aq) → NaCl(aq) + H2O(l)

 In this reaction, HCl is the acid, NaOH is the base, and NaCl is the salt. Real life example:
Baking soda reacts with vinegar is a neutralization reaction.

Video: Vinegar and Baking Soda

Reaction with Explanation

3. Oxidation-Reduction (Redox) Reactions

A redox reaction occurs when the oxidation number of atoms involved in the reaction are
changed. Oxidation is the process by which an atom’s oxidation number is increased, and
reduction is the process by which an atom’s oxidation number is decreased. If the oxidation states
of any elements in a reaction change, the reaction is an oxidation-reduction reaction. An atom
that undergoes oxidation is called the reducing agent, and the atom that undergoes reduction is
called the oxidizing agent. An example of a redox reaction is the reaction between hydrogen gas
and fluorine gas:

H2(g) + F2(g) → 2HF(g)

In this reaction, hydrogen is oxidized from an oxidation state of 0 to +1, and is thus the
reducing agent. Fluorine is reduced from 0 to -1, and is thus the oxidizing agent.

In redox reaction above, a H2 molecule donates electrons to F2 resulting in two HF molecules

Video: Why do apples turn

brown?

4. Combustion Reaction

A combustion reaction is a type of redox reaction during which a fuel reacts with an oxidizing
agent, resulting in the release of energy as heat. Such reactions are exothermic, meaning that
energy is given off during the reaction. An endothermic reaction is one which absorbs heat. A
typical combustion reaction has a hydrocarbon as the fuel source, and oxygen gas as the oxidizing
agent. The products in such a reaction would be CO2 and H2O.

CxHyOz + O2 → CO2 + H2O (unbalanced)

Such a reaction would be the combustion of glucose in the following equation

C6H12O6(s) + 6O2(g) → 6CO2(g) + 6H2O(g)

Real life example: Explosion, Burning

 Video: Combustion reactions come in many
varieties. Here's a collection of various
examples, all of which require oxygen,
activation energy, and of course, fuel

5. Synthesis Reactions

A synthesis reaction occurs when one or more compounds combines to form a complex
compound. The simplest equation of synthesis reaction is illustrated below.

An example of such a reaction is the reaction of silver with oxygen gas to form silver oxide:

2Ag(s) + O2(g) → 2AgO(s)

Real life example: Hydrogen gas is burned in air (reacts with oxygen) to form water:

2H2(g) + O2(g) → 2H2O(l)

6. Decomposition Reactions

A decomposition reaction is the opposite of a synthesis reaction. During a decomposition reaction,

a more complex compound breaks down into multiple simpler compounds. A classic example of
this type of reaction is the decomposition of hydrogen peroxide into oxygen and hydrogen gas:

H2O2(l) → H2(g) + O2(g)

The molecule AB is decomposing into A and B

7. Single Replacement Reactions

A type of oxidation-reduction reaction in which an element in a compound is replaced by another

element.
An example of such a reaction is:

Cu(s)+AgNO3(aq) → Ag(s) + Cu(NO3)2(aq)

This is also a redox reaction.

When seventeenth-century scientists began studying the physical properties of gases,

they noticed some simple relationships between some of the measurable properties of the gas.
Take pressure (P) and volume (V), for example. Scientists noted that for a given amount of a gas
(usually expressed in units of moles [n]), if the temperature (T) of the gas was kept constant,
pressure and volume were related: As one increases, the other decreases. As one decreases,
the other increases. We say that pressure and volume are inversely related.

There is more to it, however: pressure and volume of a given amount of gas at constant
temperature are numerically related. If you take the pressure value and multiply it by the volume
value, the product is a constant for a given amount of gas at a constant temperature:

P × V = constant at constant n and T

If either volume or pressure changes while amount and temperature stay the same, then
the other property must change so that the product of the two properties still equals that same
constant. That is, if the original conditions are labeled P1 and V1 and the new conditions are
labeled P2 and V2, we have

P1V1 = constant = P2V2

where the properties are assumed to be multiplied together. Leaving out the middle part,
we have simply

P1V1 = P2V2 at constant n and T

This equation is an example of a gas law. A gas law is a simple mathematical formula
that allows you to model, or predict, the behavior of a gas. This particular gas law is called Boyle's
law, after the English scientist Robert Boyle, who first announced it in 1662.

Boyle's Law. A piston having a certain pressure and volume (left piston) will have half the
volume when its pressure is twice as much (right piston). One can also plot P versus V for a
given amount of gas at a certain temperature; such a plot will look like the graph on the right.

Boyle's law is an example of a second type of mathematical problem we see in chemistry-

one based on a mathematical formula. Tactics for working with mathematical formulas are
different from tactics for working with conversion factors. First, most of the questions you will have
to answer using formulas are word-type questions, so the first step is to identify what quantities
are known and assign them to variables. Second, in most formulas, some mathematical
rearrangements (i.e., algebra) must be performed to solve for an unknown variable. The rule is
that to find the value of the unknown variable, you must mathematically isolate the unknown
variable by itself and in the numerator of one side of the equation. Finally, units must be
consistent. For example, in Boyle's law there are two pressure variables; they must have the same
unit. There are also two volume variables; they also must have the same unit. In most cases, it
won't matter what the unit is, but the unit must be the same on both sides of the equation.

There are other measurable characteristics of a gas. One of them is temperature (T). Perhaps
one can vary the temperature of a gas sample and note what effect it has on the other properties
of the gas. Early scientists did just this, discovering that if the amount of a gas and its pressure
are kept constant, then changing the temperature changes the volume (V). As temperature
increases, volume increases; as temperature decreases, volume decreases. We say that these
two characteristics are directly related.

A mathematical relationship between V and T should be possible except for one thought:
what temperature scale should we use? We know from Chapter 2, that science uses several
possible temperature scales. Experiments show that the volume of a gas is related to its absolute
temperature in Kelvin, not its temperature in degrees Celsius. If the temperature of a gas is
expressed in kelvins, then experiments show that the ratio of volume to temperature is a constant:

We can modify this equation as we modified Boyle's law: the initial

conditions V1 and T1 have a certain value, and the value must be the same when the conditions
of the gas are changed to some new conditions V2 and T2, as long as pressure and the amount
of the gas remain constant. Thus, we have another gas law:

This gas law is commonly referred to as Charles's law, after the French scientist Jacques
Charles, who performed experiments on gases in the 1780s. The tactics for using this
mathematical formula are similar to those for Boyle's law. To determine an unknown quantity, use
algebra to isolate the unknown variable by itself and in the numerator; the units of similar variables
must be the same. But we add one more tactic: all temperatures must be expressed in the
absolute temperature scale (Kelvin). As a reminder, we review the conversion between the
absolute temperature scale and the Celsius temperature scale:

K = °C + 273

where K represents the temperature in kelvins, and °C represents the temperature in degrees
Celsius.
Charles's Law. A piston having a certain volume and temperature (left piston) will have twice the
volume when its temperature is twice as much (right piston). One can also plot V versus T for a
given amount of gas at a certain pressure; such a plot will look like the graph on the right.

A third gas law may be derived as a corollary to Boyle's and Charles's laws. Suppose we
double the thermodynamic temperature of a sample of gas. According to Charles’s law, the
volume should double. Now, how much pressure would be required at the higher temperature to
return the gas to its original volume? According to Boyle’s law, we would have to double the
pressure to halve the volume. Thus, if the volume of gas is to remain the same, doubling the
temperature will require doubling the pressure. This law was first stated by the Frenchman Joseph
Gay-Lussac (1778 to 1850). According to Gay-Lussac’s law, for a given amount of gas held at
constant volume, the pressure is proportional to the absolute temperature. Mathematically,

where kG is the appropriate proportionality constant.

Gay-Lussac’s law tells us that it may be dangerous to heat a gas in a closed container.
The increased pressure might cause the container to explode, as you can see in the video below.
The video shows very, very cold nitrogen gas in a bottle being warmed by the air. Since the bottle's
volume is relatively constant, as the temperature of the nitrogen gas (formed when the liquid
nitrogen boils) increases, so does the pressure inside the bottle until, finally, BOOM!

Video: Don’t Put Liquid Nitrogen into Plastic

Bottle
Gay-Lussac’s law relates pressure with absolute temperature. In terms of two sets of data, Gay-
Lussac’s law is

Note that it has a structure very similar to that of Charles’s law, only with different
variables—pressure instead of volume. Avogadro’s law introduces the last variable for amount.
The original statement of Avogadro’s law states that equal volumes of different gases at the same
temperature and pressure contain the same number of particles of gas. Because the number of
particles is related to the number of moles (1 mol = 6.022 × 1023 particles), Avogadro’s law
essentially states that equal volumes of different gases at the same temperature and pressure
contain the same amount (moles, particles) of gas. Put mathematically into a gas law, Avogadro’s
law is

(First announced in 1811, it was Avogadro’s proposal that volume is related to the number of
particles that eventually led to naming the number of things in a mole as Avogadro’s number.)
Avogadro’s law is useful because for the first time we are seeing amount, in terms of the number
of moles, as a variable in a gas law.

The variable n in Avogadro’s law can also stand for the number of moles of gas in addition to
number of particles.

One thing we notice about all the gas laws is that, collectively, volume and pressure are
always in the numerator, and temperature is always in the denominator. This suggests that we
can propose a gas law that combines pressure, volume, and temperature. This gas law is known
as the combined gas law, and its mathematical form is

This allows us to follow changes in all three major properties of a gas. Again, the usual
warnings apply about how to solve for an unknown algebraically (isolate it on one side of the
equation in the numerator), units (they must be the same for the two similar variables of each
type), and units of temperature must be in kelvins.

So far, the gas laws we have considered have all required that the gas change its conditions; then
we predict a resulting change in one of its properties. Are there any gas laws that relate the
physical properties of a gas at any given time?

Consider a further extension of the combined gas law to include n. By analogy to

Avogadro’s law, n is positioned in the denominator of the fraction, opposite the volume. So
 Because pressure, volume, temperature, and amount are the only four independent
physical properties of a gas, the constant in the above equation is truly a constant; indeed,
because we do not need to specify the identity of a gas to apply the gas laws, this constant is the
same for all gases. We define this constant with the symbol R, so the previous equation is written
as

which is usually rearranged as

PV = nRT

This equation is called the ideal gas law. It relates the four independent properties of a
gas at any time. The constant R is called the ideal gas law constant. Its value depends on the
units used to express pressure and volume

The ideal gas law is used like any other gas law, with attention paid to the unit and making
sure that temperature is expressed in Kelvin. However, the ideal gas law does not require a
change in the conditions of a gas sample. The ideal gas law implies that if you know any three of
the physical properties of a gas, you can calculate the fourth property.

TAKE ACTION:

TASK 1: Determine the Type of Chemical Reaction

1. What type of reaction is this?

C3H6O3 + O2 → CO2 (g) +H2O (g)

2. Is it exothermic or endothermic? Explain.

MAJOR PERFORMANCE TASK: The Collapsing Can

Criteria POINTS
2 4 6 8
Organization Audience Audience has Student Student
cannot difficulty presents presents
understand following information in information in
presentation presentation logical logical, ----
because there because student sequence which interesting
is no sequence jumps around. audience can sequence which
of information. follow. audience can
follow.
Content Student does Student is Student is at Student
Knowledge not have grasp uncomfortable ease with demonstrates
of information; with information content, but fails full knowledge
student cannot and is able to to elaborate. (more than ----
answer answer only required) with
questions about rudimentary explanations
the subject. questions. and elaboration.
Mechanics Student’s Presentation had Presentation Presentation
presentation three has no more has no
had four or misspellings than two misspellings or
more spelling and/or misspellings grammatical ----
errors and/or grammatical and/or errors.
grammatical errors. grammatical
errors. errors.
Delivery Student Student Student’s voice Student used a
mumbles, incorrectly is clear. Student clear voice and
incorrectly pronounces pronounces correct, precise
pronounces terms. Audience most words pronunciation of
terms, and members have correctly. terms.
speaks too difficulty hearing
quietly for presentation.
students in the
back of class to
hear.
Total 32/32

Materials Needed:

• An empty aluminum soft drink can

• Saucepan
• A pair of kitchen tongs
 • Water

Directions:

1. Fill the saucepan with cold water.

2. Put 15 milliliters (1 tbsp.) of water into the empty soft drink can.
3. Heat the can on the kitchen stove to boil the water.
4. When the water boils, a cloud of condensed vapor will escape from the opening in the
can.
5. Allow the water to boil for about 30 seconds.
6. Using the tongs, grasp the can and quickly invert it and dip it into the water in the pan.
7. Observe what happens after.
CAUTION: Do not heat the can over high heat or heat the can when it is empty. This may
cause the ink on the can to burn or the aluminum to melt.

Question:

1. Before heating, the can is filled with what substances?

2. After heating, the can is filled with what substances?
3. What happens on the can after inverting and dipping it into the water in the pan?
4. Related to no. 1, what chemical reaction inside the can made this possible?
5. What real life events can we relate in this kind of experiment?

ASSIGNMENT: EXPLORE MORE!

What does it mean to say that the energy of the electrons in an atom is quantized?
INTEGRATION:

a. Ignacian Core/Related Value

Core Values: Excellence
Related Values: Integrity
Question: How is integrity being applied in our topic?

b. Social Orientation: Societal Issues

Question: Given the nature of our topic today and the current events as well as what you have
experienced in your daily life, does the “good” balance the “bad” in our society?

c. Lesson Across Discipline: Philosophy

Question: Is your life now well-balanced?

d. Faith Biblical Reflection:

“Wealth gained hastily will dwindle, but whoevers gathers little by little will increase it.” – Proverbs
13:11

Summing up what I learned through this lesson:

• I learned that
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• I realized that
____________________________________________________________________________
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____________________________________________________________________________
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____________________________________________________________________________

• I promise to
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REFERENCES:

Online Resources

[Link]

Books

Chang, R. & Goldsby, K. (2016). Chemistry. (12th ed.). New York: McGraw-Hill.

Chemistry The Central Science. 14th Edition. Brown, Lemay, Bursten, Murphy, Woodward,
Stoltzfus, & Lufaso

Teaching Guide for Senior High School General Chemistry 1. Published by the Commission on
Higher Education, 2016

David W. Ball, Cleveland State University (2011). Introductory Chemistry

Bruce Averill, Strategic Energy Security Solutions Patricia Eldredge, R.H. Hand, LLC (2011).
General Chemistry: Principles, Patterns, and Applications

Petrucci, Ralph H., William S. Harwood, F. G. Herring, and Jeffry D. Madura. General Chemistry.
9th ed. Upper Saddle River: Prentice Education Inc, 2007, Print.

Atkins, Peter W.; Julio de Paula (2006). Physical Chemistry (4th ed.). Weinheim: Wiley-
VCH. ISBN 978-3-527-31546-8.

Brock, William H. (1997). Viewegs Geschichte der Chemie (in German).

Braunschweig: Vieweg. ISBN 978-3-540-67033-9.

Brückner, Reinhard (2004). Reaktionsmechanismen (in German) (3rd ed.). München: Spektrum
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