OVERVIEW

CHEMISTRY, you have learned about the particles of matter. How it can be used in explaining properties,
physical changes, structure of substances and mixtures. You also learned that particles of matter like atoms
are composed of electrons, protons, and neutrons. This whole learning guide will guide your knowledge
about matter. This unit will provide an opportunity to learn additional atomic models which you can use in
understanding how atoms chemically combine with one another to form bonds producing compounds.
Through this unit, you will also discover that this phenomenon is responsible for the numerous organic
compounds available for us. Lastly, you will get to know the mole concept which will give you an idea on
how much particles are equal to one mole and how heavy it is. Have fun while learning! 
The learning guide is divided into four lessons, namely:
 Lesson 1- Ionic and Covalent Compounds
 Lesson 2- Ion Formation
 Lesson 3- Organic Compounds
 Lesson 4- Mole Concept

GENERAL INSTRUCTIONS:
To do well in this unit, you need to remember and do the following:
1. Read the instructions carefully before starting anything.
2. Complete all the activities and worksheets. Follow instructions on how to submit them.
3. Consult your teacher if you need to clarify or verify something about an activity.
4. You will frequently come across process questions as you go through different lessons. Keep an
intermediate pad or yellow pad paper where you can write your answers to these questions. Use
also your big notebook to jot down short notes, draw diagrams, and summarize what you have
just read.
5. For worksheets and reports that you need to submit, use the provided checklist and rubric to
evaluate your work before submission.
6. Follow schedule of the activities; remind yourself of DEADLINE. Read in advance when
necessary.
7. Allow time for relaxation and recreation when you are mentally tired . Make a time table to
schedule your study and recreation. Goodluck! 

In case you need to contact me, please use the lines below and observe time convenient in giving a call or
sending a message.

TNT: 09101206252 maryrosecasuyon21@gmail.com Mary Casuyon

TM: 09267238178

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Grade 9: Q2/Weeks 1-7
 Lesson 1- Ionic and Covalent Compounds
WEEKS 1-2
I. Content Standards
The learner demonstrates an understanding of the development of atomic models that led to the
description of the behaviour of electrons within atoms.
Most Essential Learning Competencies: The learners,
1. Explain how the Quantum Mechanical Model of the atom describes the energies and positions
of the electrons; and,
2. Recognize different types of compounds (ionic or covalent) based on their properties, such as
melting point, hardness, polarity, and electrical and thermal conductivity.
II. Learning Objectives
At the end of the lesson, I CAN:
1. Recognize the different types of compounds (ionic or covalent) with their corresponding
properties;
2. Explain how the Quantum Mechanical Model of the atom describes the energies and positions
of the electrons; and,
3. Discuss the formation of ionic and covalent bonds.
III. Lesson Development (Suggested Time allotment: 1 hour)
A. Quantum Mechanical Model
In Grade 8 Chemistry, you have learned about the particles of matter. How it can be used in
explaining properties, physical changes, structure of substances and mixtures. You also learned that
particles of matter like atoms are composed of electrons, protons, and neutrons. An atom has its
own structure distinct from the other kind of atoms. Atoms are present in the elements and these
elements are arranged in the periodic table which can be used as a tool in determining the
properties of elements.
Electrons in each orbit have a definite energy, which increases as the distance of the orbit
from the nucleus increases. As long as the electron stays in its orbit, there is no absorption or
emission of energy. As shown in Figure 1, when an electron of an element absorbed extra energy
(from a flame or electric arc), this electron moves
to a higher energy level. At this point the electron
is at its excited state. Once excited, the atom is
unstable. The same electron can return to any of
the lower energy levels releasing energy in the
form of light with a particular color and a definite
energy or wavelength. Bohr’s model explained the
appearance of the bright line spectrum of the
hydrogen atom but could not explain for atoms that
has more than one electron.
Fig.1 An electron of an element absorbed extra energy (from a
flame or electric arc), this electron moves to a higher energy level.
https://www.dummies.com/education/science/chemistry/atomic-structure-the-bohr-model/

IV. Process Question (Suggested Time allotment: 20 minutes)

Write your answer in an intermediate pad or yellow pad paper and do not forget to write the page
number (10 points).
 Which illustration (see Figure 2) below represents the energy of the electron as described
by Bohr? Explain your answer.

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Grade 9: Q2/Weeks 1-7
 The energy levels of electrons are like the steps of a ladder. The lowest step of the ladder
corresponds to the lowest energy level. A person can climb up and down by going from step to step.
Similarly, the electrons can move from one energy level to another by absorbing or releasing
energy. Energy levels in an atom are not equally spaced which means that the amount of energy are
not the same. The higher energy levels are closer together. If an electron occupies a higher energy
level, it will take less energy for it to move to the next higher energy level. As a result of the Bohr
model, electrons are described as occupying fixed energy levels at a certain distance from the nucleus
of an atom.
There are concepts you need to know in order to fully understand why atoms form
compounds. The valence electrons are the electrons directly involved in forming bonds to form
compounds. It is important that you know the number of valence electrons so that can illustrate how
bonds are formed. Valence electrons give you the number of electrons at the outermost energy level
of the atom. This is the information you need to know in order for you to determine whether atoms
transfer, accept, or share electrons to become STABLE.
It is good that you have found out that metals have low electronegativity and non-metals
have high electronegativity because this property plays an important role in forming compounds. Do
you know what electronegativity means? Electronegativity is a measure of the tendency of an atom
to attract electrons, the higher its value, the higher its tendency to attract electrons. How about
ionization energy? Did you know that ionization energy is the energy needed to pull or remove one
or more electron/s from a neutral atom? The lower the ionization energy the easier it is to remove
its valence electrons.
B. Types of Compounds (Suggested Time allotment: 1 hour)
Ionic compounds formed from strong electrostatic interactions between ions, which result
in higher melting points and electrical conductivity compared to covalent compounds.
Covalent compounds have bonds where electrons are shared between atoms. Due to the
sharing of electrons, they exhibit characteristic physical properties that include lower melting points
and electrical conductivity compared to ionic compounds.
Further reading: Please refer to your textbook on pages 72-73.
Properties of Ionic and Covalent Compounds
The table below shows the comparison between the properties of ionic and covalent compounds.
Properties Covalent Compounds Ionic Compounds (composed of
simple molecules)
Melting Point Have high melting and boiling points Have low melting and boiling points
State at room Exist as solids at room temperature. Usually exist as liquids or gases at
temperature Non-volatile room temperature.
Volatile
Electrical Conduct electricity in the molten Do not conduct electricity in the
Conductivity state or in an aqueous solution but do solid and liquid states.
not conduct electricity in the solid state.
Solubility Usually soluble in water but insoluble Usually insoluble in
in organic solvents such as ether, water but soluble in organic
alcohol, benzene, tetrachloromethane, solvents such as ether, alcohol,
propanone and other. benzene, tetrachloromethane,
propanone and other.
Shape Definite shape No definite shape
Occurs between 2 non-metals 1 metal and 1 non-metal
Fig. 2. Below shows the comparison between the properties of ionic and covalent compounds.
Content originates from http://www.diffen.com

V. Synthesis Questions (Suggested Time allotment: 30 minutes)

Briefly explain the following questions using your OWN words. Write your answer in an
intermediate pad or yellow pad paper and do not forget to write the page number (5 points each).
1. How are ionic and covalent compounds formed?
2. Why is an ionic compound different from a covalent compound?
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Grade 9: Q2/Weeks 1-7
 VI. Activity No. 1 (Suggested Time allotment: 1 hour)
Write your answers in an intermediate pad or yellow pad paper and do not forget to write the page
number (10 points).
Direction: Research for ionic compounds (as many as you can) and complete the table below in
terms of its properties.
Sample of Ionic Compounds Properties Uses in the environment
1.
2.
3.
4.
5.
VII. Activity No. 2 (Suggested Time allotment: 30 minutes)
Write your answers in an intermediate pad or yellow pad paper and do not forget to write the page
number (10 points).
Direction: Put a check if the following would form a covalent bond.
______1. H + Cl ______6. C + Cl
______2. Ca + Cl ______7. N + O
______3. N + Br ______8. S + Br
______4. P + F ______9. Te + F
______5. Al + I ______10. K + F
VIII. Video Viewing (Suggested Time allotment: 5 minutes)
Watch and explore the link below.
https://www.youtube.com/watch?v=OTgpN62ou24
Chemical Bonding - Ionic vs. Covalent Bonds
IX. Values Integration (Suggested Time allotment: 10 minutes)
In seeking to build our family relationships, we must pray and ask God to show us how to
strengthen the bond with our family. We all experience struggles within our families, and nothing
can replace the power of praying for our parents, our friends. Many times we have experienced
discouragement over the spiritual growth, character development, or our academic achievement.
From our perspective, things seemed hopeless and we felt it was too late to make any corrections.
When we called on the Lord in desperation, to our amazement He answered and we saw Him do more
than we could even imagine in the situation.
X. Purposive Assignment (Suggested Time allotment: 1 hour)
Please answer Checking Ideas (letter B) in your textbook to pages 82.84. Write your answer in an
intermediate pad or yellow pad paper and do not forget to write the page number.

How do you find this lesson? Look at the items you missed. Do not forget to jot down important notes in
your Big Notebook. Go back to your notes and review the items or concepts you missed .

XI. References:
a. Textbook
Cruz, Susana Barzabal dela, Biology, 2003, Phoenix Publishing House, Inc. 364 p.
Kotz, John C., Treichel, Paul M. Townsend, John R. (2010) Chemistry and Chemical
Reactivity Enhanced Ed. Canada: Brooks/Cole Cengage Learning
b. Online/Weblinks
Online, Available at https://www.dummies.com/education/science/chemistry/atomic-structure-
the-bohr-model/. (Accessed last 4 November, 2020)
Online, Available at http://www.diffen.com. (Accessed last 4 November, 2020)

Lesson 2- Ion Formation

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Grade 9: Q2/Weeks 1-7
WEEK 3
I. Content Standards
The learner demonstrates an understanding on how atoms combine with other atoms by transferring
or by sharing electrons, and forces that hold metals together.
Most Essential Learning Competencies: The learners:
 Explain how ions are formed.
II. Learning Objectives
At the end of the lesson, I CAN:
1. Define ion, cation, and anion;
2. Determine the number of subatomic particles in an ion; and,
3. Predict the charge on ions formed from representative elements.
III. Lesson Development (Suggested Time allotment: 1 hour)
How Ions are formed?
As we've learned before, atoms like to be stable. They
feel most stable when their outer electron shells are full. They
become full when they have eight electrons in them. This is
called the octet rule, which says that atoms like to have full
valence shells of eight electrons. Remember that the valence
electrons are the electrons in the outermost energy shell of an
atom. They get eight electrons by either borrowing some from
or giving some to another atom. Let's look at how this works.
Fig. 3.Atoms gets eight valence
electrons by giving electrons to another
atom or by accepting electrons from
another atom.
https://study.com/academy/lesson/ions-predicting-formation-
charge-and-formulas-of-ions.html

Atoms start out electrically neutral because they

have the same number of negatively charged electrons
and positively charged protons. An ion is an atom that
has gained or lost one or more electrons and therefore
has a negative or positive charge. A cation is an atom
that has lost a valence electron and therefore has more
positive protons than negative electrons, so it is
positively charged. An anion is an atom that has
gained a valence electron and is negatively charged.
Fig. 4.https://www.youtube.com/watch?v=EIAaGHK5pjA
Further reading: Please refer to your textbook on page 77.
Example No. 2: How many protons, neutrons, and electrons in a single oxide (O2−) (O2−) ion?

Solution
Oxygen has the atomic number 8 so both the atom and the ion will have 8 protons. The average atomic mass
of oxygen is 16. Therefore, there will be 8 neutrons (atomic mass−atomic number=neutrons)(atomic
mass−atomic number=neutrons). A neutral oxygen atom would have 8 electrons. However, the anion has
gained two electrons so O2−O2− has 10 electrons.

Example No. 1: An ion with a 2+2+ charge has 18 electrons. Determine the identity of the ion.

Solution
If an ion has a 2+2+ charge then it must have lost electrons to form the cation. If the ion has 18 electrons and
the atom lost 2 to form the ion, then the neutral atom contained 20 electrons. Since it was neutral, it must also
have had 20 protons. Therefore the element is calcium.

IV. Activity No. 3 (Suggested Time allotment: 1 hour)

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Grade 9: Q2/Weeks 1-7
 Write your answers in an intermediate pad or yellow pad paper and do not forget to write the page
number (30 points).
Direction: Please use a Periodic Table to complete the table below.
Welcome! You are invited to be part of
Please meet the following super heroes!

Iron Man Thorium Captain Americium Hulk

“When unexpected enemy emerges that threatens global safety and security, Nick Fury, Director of
international peacekeeping agency knows as S.H.I.E.L.D., finds himself in need of a team to pull the
world back from the edge of disaster. Across the globe, a daring recruitment effort begins.” He
figured out that the superheroes above were outnumbered. Thus, he needs another one and I guess it’s
YOU! Yes! You! As an aspiring wannabe superhero, Nick Fury wants to test your superpower. So
what he is asking you to do is to CONVERT neutral atoms into Cations and Anions!
To really test if you can be part of Do the activity below .

Element Name Element Symbol Ion Name Ion Formula

1. Sodium
2. Bromine
3. Magnesium
4. Chlorine
5. Oxygen
6. Boron
7. Lithium
8. Neon
9. Phosphorus
10. Aluminium
V. Values Integration (Suggested Time allotment: 20 minutes)
Faith builds genuine trust in God. It means truly believing in his promises and acting upon
them. When you do this God gives you rest. Resting in him brings great peace. Trusting in God and
resting in him transforms your attitude. It squashes doubt and gives you a genuinely positive attitude
because you know God can handle this. He loves you and has your best interest at heart.
Too often we focus on the negative and the chaotic. Like the disciples in the storm, we focus
on waves and wind and ignore the fact that Jesus resides in the boat with us. I believe faith transforms
our attitude and brings a positive outlook in spite of our circumstances.
XII. Purposive Assignment (Suggested Time allotment: 1 hour)
Please answer Checking Ideas (letter B) in your textbook to page 84. Write the letter of your answer
in an intermediate pad or yellow pad paper and do not forget to write the page number.

How do you find this lesson? Look at the items you missed. Do not forget to jot down important notes in
your Big Notebook. Go back to your notes and review the items or concepts you missed .

Lesson 3- Organic Compounds

WEEK 4
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Grade 9: Q2/Weeks 1-7
I. Content Standards
The learner demonstrates an understanding on the type of bonds that carbon forms that result in the
diversity of carbon compounds.
Most Essential Learning Competencies: The learners:
1. Explain how the structure of the carbon atom affects the types of bonds it forms; and,
2. Recognize the general classes and uses of organic compounds.
II. Learning Objectives
At the end of the lesson, I CAN:
1. Distinguish what are organic compounds and how are they manipulated to become usable; and,
2. Identify some common substances containing carbon.
III. Lesson Development (Suggested Time allotment: 1 hour)
Living things are carbon-based because carbon plays such a prominent role in the chemistry
of living things. This means that carbon atoms, bonded to other carbon atoms or other elements,
form the fundamental components of many, if not most, of the molecules found uniquely in living
things. Other elements play important roles in biological molecules, but carbon certainly qualifies as
the “foundation” element for molecules in living things. It is the bonding properties of carbon
atoms that are responsible for its important role.
Further reading: Please refer to your textbook on pages 87-88.
Carbon Bonding
The four covalent bonding positions of the carbon atom can
give rise to a wide diversity of compounds with many functions,
accounting for the importance of carbon in living things.
Carbon contains four electrons in its outer shell. Therefore, it
can form four covalent bonds WITH other atoms or molecules. The
simplest organic carbon molecule is methane (CH4), in which four
hydrogen atoms bind to a carbon atom (Figure 5).
Fig. 5.Carbon can form four
covalent bonds to create an organic
molecule. The simplest carbon molecule
is methane (CH4), depicted here.
https://courses.lumenlearning.com/wm-
nmbiology1/chapter/carbon-and-carbon-bonding/

However, structures that are more complex are made using carbon. Any of the hydrogen
atoms can be replaced with another carbon atom covalently bonded to the first carbon atom. In this
way, long and branching chains of carbon compounds can be made (Figure 6a). The carbon atoms
may bond with atoms of other elements, such as nitrogen, oxygen, and phosphorus (Figure 6b).
The molecules may also form rings, which themselves can link with other rings (Figure 6c). This
diversity of molecular forms accounts for the diversity of functions of the biological macromolecules
and is based to a large degree on the ability of carbon to form multiple bonds with it and other atoms.

Figure 6. These examples show three molecules

(found in living organisms) that contain carbon atoms
bonded in various ways to other carbon atoms and the
atoms of other elements. (a) This molecule of stearic
acid has a long chain of carbon atoms. (b) Glycine, a
component of proteins, contains carbon, nitrogen,
oxygen, and hydrogen atoms. (c) Glucose, a sugar,
has a ring of carbon atoms and one oxygen atom.

Fig. 6.https://courses.lumenlearning.com/wm-
nmbiology1/chapter/carbon-and-carbon-bonding/

Organic Compounds: Are they Useful? (Suggested Time allotment: 30 minutes)

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Grade 9: Q2/Weeks 1-7
 Organic compounds are group of compounds that contain the element carbon. Organic
compounds contain carbon and hydrogen combined with other elements namely oxygen, nitrogen,
phosphorous, sulfur, and halogens (fluorine, chlorine, bromine, and iodine) Ethyl alcohol, acetone,
gasoline, napthalene, acetic acid, vanillin, acetylene, and esters are just a few examples of many
useful organic compounds. These kinds of compounds are produced by plants and animals.
However, these carbon-containing compounds can also be produced artificially. There are
also organic compounds that are produced from petroleum: liquefied petroleum gas (LPG), gasoline,
lubricating oil and kerosene. These compounds have different uses in the community. Many organic
compounds are formed because of the special characteristics of the element carbon. A carbon atom
has four (4) valence electrons. This kind of atomic structure makes the carbon atom able to form four
covalent bonds with atoms of other elements and other carbon atoms.
Carbon atoms can also make many types of arrangements: single bond, double bond, and
triple bond. With these abilities of the carbon atoms, chemical bonds between carbon atoms and other
elements can form different kinds of compounds with short and long straight and branched chained
structures such as the following compounds (see Figure 7).

Fig. 7. The ability of the carbon atoms, chemical bonds between carbon atoms and other elements can form different kinds of
compounds with short and long straight and branched chained structures
https://courses.lumenlearning.com/chemistryatomsfirst/chapter/hydrocarbons/

IV. Synthesis Questions (Suggested Time allotment: 1 hour)

Briefly explain the following questions using your OWN words. Write your answer in an
intermediate pad or yellow pad paper and do not forget to write the page number (5 points each).
1. What are organic compounds?
2. What are the important uses of organic compounds?
3. How are the carbon atoms able to form many organic compounds?
4. In what ways are the properties of organic compounds related to their uses?

VI. Activity No. 4 (Suggested Time allotment: 1 hour)

Write your answers in an intermediate pad or yellow pad paper and do not forget to write the page
number (30 points).
Direction: Complete the table about the uses of the compounds. Using a check mark, indicate the
uses of the compounds. You may have more than one check mark per sample depending on its
use/s.
Organic Compounds
Gasoline Ethanol Acetone Liquefied Petroleum Kerosene Acetic Acid
Gas (LPG)
Beverage
Food
Uses Antisepti
c
Fuel
Cleaner
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Grade 9: Q2/Weeks 1-7
 Note: This activity is adapted with minor modification from Glencoe Physical Science Texas Edition (1997). Glencoe/McGraw-
Hill Companies Inc., page 369.

VII. Values Integration (Suggested Time allotment: 20 minutes)

“We walk by faith, not by sight.” 2 Corinthians 5:7
Faith. It’s a mysterious, wonderful, puzzling word, an uncertain block for some, a joke for
others, a lifeline for many. The Bible tells us that faith is a gift from God, and that He has put within
all of us the sense of eternity. When we use faith we are awaken and become aware. That is why to a
person of faith the idea of living by the physical senses alone is unintelligible and incompatible with
intellect.
Very simply, faith is the sense we use to gather information about the spiritual world that
surrounds and intertwines its way through us. Ultimately, faith is something you have to hold on to.
Someone wrote “it’s a delicate chain that binds us to the eternal.” Not just the long branchy chain of
atoms, or molecules that composed of our body, or any compounds that make as us, but it’s a chain
that reaches us, so take hold, and hang on, everything will be alright .
XIII. Purposive Assignment (Suggested Time allotment: 1 hour)
Please answer Checking Ideas (letter B) in your textbook to page 106. Write the letter of your
answer in an intermediate pad or yellow pad paper and do not forget to write the page number.

How do you find this lesson? Look at the items you missed. Do not forget to jot down important notes in
your Big Notebook. Go back to your notes and review the items or concepts you missed .

VIII. References:
a. Textbook
Cruz, Susana Barzabal dela, Biology, 2003, Phoenix Publishing House, Inc. 364 p.
Kotz, John C., Treichel, Paul M. Townsend, John R. (2010) Chemistry and Chemical
Reactivity Enhanced Ed. Canada: Brooks/Cole Cengage Learning
b. Online/Weblinks
Images originates from: https://www.pinterest.com/pin/723601865114502264/
Images originates from: https://wirdou.com/2012/07/20/captain-americium-the-chemical-
avengers-3/

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Grade 9: Q2/Weeks 1-7
 Lesson 4- Mole Concept
WEEKS 5-7
I. Content Standards
The learner demonstrates an understanding on the unit, mole that quantitatively measures the number
of very small particles of matter.
Performance Standard
The learners should be able to analyse the percentage composition of different brands of two food
products and decide on the product’s appropriate percentage composition.
Most Essential Learning Competencies: The learners:
1. Use the mole concept to express mass of substances; and,
2. Determine the percentage composition of a compound given its chemical formula and vice
versa.
II. Learning Objectives
At the end of the lesson, I CAN:
1. Use the mole concept to express mass of substances; and,
2. Determine the percentage composition of a compound given its chemical formula and vice-
versa.
III. Lesson Development (Suggested Time allotment: 1 hour)
A. Avogadro's Number
Have you tried counting the number of grains of rice in a gallon container? It is difficult to do
so because rice particles are very small and numerous. Chemists face a similar problem when they try
to count atoms. Atoms are too small to be counted one at a time. Because they are so small, it is
difficult to measure the mass of each atom.
In this lesson you will find out how chemists overcome the problems of counting tiny particle
of the atoms and molecules and measuring the moles, mass, and number of particles and relate to one
another.
Mole Concept

Mass Mole Percentage Composition of a Compound

Avogadro's number is the number of particles in one mole of a substance. It is a very large number
equal to 6.02 x 1023 particles (constant). So, a mole (mol) of a substance is 6.02 x 1023 representative
particles of that substance. The representative particles can be atoms, molecules, or formula units. So, one
mole of carbon-12 contains 6.02 x 1023 atoms, one mole of water contains 6.02 x 10 23 water molecules and
one mole of sodium chloride (table salt) contains 6.02 x 10 23 formula units of sodium chloride. For you to
figure out how large
Avogadro’s number is, try to imagine this, “if you put together 6.02 x 1023 basketballs, it will be as
big as the Earth or if you have 6.02 x 1023 rice grains, it would cover the land masses of the Earth to a
depth of 75 meters.” Now that you have realized how big Avogadro’s number is. Let us try to visualize the
number of particles in a given sample. (*Source: Wilbraham, A.C., Staley, D.D., Matta, M.S. & Waterman, E.L.
(2007). Chemistry, Teacher’s Ed. Boston, Massachusetts: Pearson, Prentice Hall, Inc.)

Example: How many molecules are there in 4.0 moles of CO2?

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Grade 9: Q2/Weeks 1-7
 To answer this question you have to consider this:
1 mole = 6.02 x 1023 particles
Thus, using dimensional analysis approach, you will be able to convert number of moles to its
equivalent amount in the number of particles.

IV. Let’s Practice! (Suggested Time

allotment: 1 hour)
For you to have a feel on how it is being done, you may answer the following questions. Write your
answer in your big notebook do not forget to write the page number.
1. How many mongo seeds are equal to 3.50 moles of mongo seeds?
2. How many bananas are equal to 7.50 moles of banana?
Note: Please see page 14 for the answer 
Were you able to get the correct answer? Now that you already know how to use 1 mole = 6.02 x 10
23 particles as conversion factor, let us move on to the next activity .
V. Let’s Practice! (Suggested Time allotment: 1 hour)
For you to have a feel on how it is being done, you may answer the following questions. Write your
answer in your big notebook do not forget to write the page number.
Chemical Name Chemical Formula Molar Mass (g/mol)
Iron (II) sulphate (ferrous sulphate)
Ethyl alcohol
Ammonia
Citric acid
Note: Please see page 14 for the answer 
B. Molar Mass (Suggested Time allotment: 30 minutes)
The concept of mole is very important in Chemistry. Almost all the calculations, at least in
General Chemistry, involve this concept. Here you will be able to solve moles and mass concepts.
Mass of One Mole of Different Substances
Substance Chemical Formula Molas Mass (g/mol) Number of Particle
Oxygen gas O2 32.00 6.02 x 1023
Sucrose (table sugar) C12H22O11 342.34 6.02 x 1023
Hydrogen peroxide H2O2 34.02 6.02 x 1023
Elemental Calcium Ca 40.08 6.02 x 1023
Water H 2O 18.02 6.02 x 1023
Figure 8
The computation below shows the molar mass of water (please see Figure 9).

Figure 9. The above calculation shows on how to solve molar mass composition.
Further reading: Please refer to your textbook on pages 109-110.
Are you now convinced that one mole of different substances have different masses? Remember that
one mole of a substance contains 6.02x1023 particles. This time, consult the periodic table of elements.
Look for the atomic mass of hydrogen, oxygen, carbon, sulfur, potassium, and phosphorus. What do you
observe about their atomic masses? Each element has its own mass different from the others in the same way
that different compounds have different masses.
C. Mass to Mole – Mole to Mass (Suggested Time allotment: 1 hour)
This will intensify your knowledge on mass to mole conversion which can be facilitated by
employing the molar mass as a conversion ratio.
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Grade 9: Q2/Weeks 1-7
Example No. 1: Convert 18 grams of water (H2O) to moles of water.
Solution:

Example No. 2: If you have 34.5 grams of NaCl, how many moles of NaCl do you have?
Solution:

VI. Let’s Practice! (Suggested Time allotment: 1 hour)

In this drill you are challenged to perform mole, mass, and molecule conversion. Write your answer
in your big notebook do not forget to write the page number.
Questions Answer
1. How many moles of Na are in 42 g of Na?
2. What is the mass of 1.2 x 1025 molecules of CO?
3. How many molecules are there in 52 g CO?
Note: Please see page 15 for the answer 
D. Percentage Composition (Suggested Time allotment: 1 hour)
The mass of each element in a compound compared to the entire mass of the compound
multiplied by 100 percent is called the percentage composition of the compound. So, the percentage
composition of a compound tells you the percentage of the mass made up by each element in a
compound.
We can have the formula as:

Further reading: Please refer to your textbook on pages 110-111.

Example: To determine the mass percent of Al(OH)3, the following steps can be followed:
STEP 1: Calculate MOLAR MASS of Al(OH)3.

STEP 2: Determine mass percent of EACH ELEMENT.

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 The mass percentages of all elements in a compound add up to 100%. In some cases, the sum of the mass
percentage in a compound is not exactly 100% due to the rounding of values.

VII. Let’s Practice! (Suggested Time allotment: 1 hour)

In this drill you are challenged to perform mole, mass, and molecule conversion. Write your answer
in your big notebook do not forget to write the page number.
1. Find the percentage composition of Vitamin E (C29H50O2).
Note: Please see page 16 for the answer 
VIII. Synthesis Question (Suggested Time allotment: 1 hour and 30 minutes)
Briefly explain the following questions using your OWN words. Write your answer in an
intermediate pad or yellow pad paper and do not forget to write the page number.
Direction: Write a brief reflection on your experience about how did you go along with all the
activity? Did you see a connection between one topic to another? Share your insights in what you
have learned and the difficulties that you encountered.
IX. Values Integration (Suggested Time allotment: 20 minutes)
Honesty is defined as fairness and straightforwardness of conduct. Honesty is not just about
telling the truth. It’s about being real with yourself and others about who you are, what you want
and what you need to live your most authentic life. Honesty promotes openness, empowers us and
enables us to develop consistency in how we present the facts. Honesty sharpens our perception and
allows us to observe everything around us with clarity. This total honesty is adopted with the hopes
of improving our relationships with friends, and family as well as an overall boost to quality of life.
XIV. Purposive Assignment (Suggested Time allotment: 1 hours)
Recall what you have learned in the previous topic. You will solve on your own the percentage
composition of the following compounds. Write your answer in an intermediate pad or yellow pad
paper and do not forget to write the page number.
1. Determine the percentage composition of CH3COOH.
2. Find the molar mass of the following:
a. Sulfur (Asupre)
b. Copper (Tanso)
X. References:
a. Textbook
Cruz, Susana Barzabal dela, Biology, 2003, Phoenix Publishing House, Inc. 364 p.
Kotz, John C., Treichel, Paul M. Townsend, John R. (2010) Chemistry and Chemical
Reactivity Enhanced Ed. Canada: Brooks/Cole Cengage Learning

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Grade 9: Q2/Weeks 1-7
Answer to Let’s Practice- Page 11
Find the Molar Mass of the following compounds:
1. Iron (II) Sulfate or Ferrous Sulfate

2. Ethyl Alcohol

3. Ammonia

4. Citric Acid

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Grade 9: Q2/Weeks 1-7
Answer to Let’s Practice- Page 12
1. How many moles of Na (Sodium) are in 42 grams (g) of Na?
a. Calculate the molar mass of the element or compound.
Na – 22.99 g/mole or amu (atomic mass unit)
b. Grams – 42 g
c. Convert from grams to mole

d. Checking:

2. What is the mass of 1.2 x 1025 molecules of CO?

a. Calculate the molar mass of the element or compound.

b. Molecules – 1.2 x 1025 mol

c. Convert from mole to mass

d. Checking:

3. How many moles are there in 52 grams of CO?

a. Calculate the molar mass of the element or compound.

b. Grams – 52 g
c. Convert from mass to mole
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Grade 9: Q2/Weeks 1-7
 d. Checking:

Answer to Let’s Practice- Page 12

STEP 1: Calculate the molar mass of Vitamin E (C29H50O2).

STEP 2: Determine mass percent of each element.

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Grade 9: Q2/Weeks 1-7
 17
Grade 9: Q2/Weeks 1-7