SHS

General
Chemistry 1
Grade 12 Second Quarter
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 neces-
sary 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 book are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim
ownership over them.

This module was carefully examined and revised in accordance with the
standards prescribed by the DepEd Region 4A and Curriculum and Learning
Management Division CALABARZON . All parts and sections of the module are
assured not to have violated any rules stated in the Intellectual Property Rights
for learning standards.

The Editors

PIVOT 4A CALABARZON 2
General Chemistry 1
Grade 12

Regional Office Management and Development Team: Job S. Zape, Jr.,

Jhonathan S. Cadavido, Romyr L. Lazo, Fe M. Ong-Ongowan, Lhovie A. Cauilan.
Eugene Ray Santos

Schools Division Office Management Team: : Schools Division of Cavite Province -

Edlyn B. Matreo, Asuncion F. San Miguel, Cerwin Edd D. Herrera, Ira Nicole Yumang

General Chemistry 1,Grade 12

PIVOT IV-A Learner’s Material
Quarter 2
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

3 PIVOT 4A CALABARZON
 Guide in Using PIVOT Learner’s Material

This module aims to assist you, dear parents, guardians, or sib-

lings of the learners, to understand how materials and activities are
used in the new normal. It is designed to provide the information,
activities, and new learning that learners need to work on.

Activities presented in this module are based on the Most

Essential Learning Competencies (MELCs) for General Chemistry 1
as prescribed by the Department of Education.

Further, this learning resource hopes to engage the learners in

guided and independent 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.

You are expected to assist the child in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners
have to answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using
the IDEA instructional process. This will help you attain the
prescribed grade-level knowledge, skills, attitude, and values at your
own pace outside the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to answer all activities on separate
sheets of paper and submit the outputs to your respective teachers
on the time and date agreed upon.

PIVOT 4A CALABARZON 4
 PARTS OF PIVOT LEARNER’S MATERIAL

Parts of the LM Description

What I need to
The teacher utilizes appropriate strategies in presenting
know
the MELC and desired learning outcomes for the day
Introduction

or week, purpose of the lesson, core content and

relevant samples. This allows teachers to maximize
learners awareness of their own knowledge as regards
What is new content and skills required for the lesson

The teacher presents activities, tasks , contents of

What I know value and interest to the learners. This shall expose the
Development

learners on what he/she knew, what he /she does not

know and what she/he wanted to know and learn.
What is in Most of the activities and tasks must simply and
directly revolved around the concepts to develop
What is it and master the skills or the MELC.

The teacher allows the learners to be engaged in

What is more various tasks and opportunities in building their KSA’s
to meaningfully connect their learnings after doing the
Engagement

tasks in the D. This part exposes the learner to real life

situations /tasks that shall ignite his/ her interests to
What I can do meet the expectation, make their performance
satisfactory or produce a product or performance
What else I can which lead him/ her to understand fully the skills and
do concepts .

The teacher brings the learners to a process where

What I have they shall demonstrate ideas, interpretation, mindset or
Assimilation

learned values and create pieces of information that will form

part of their knowledge in reflecting, relating or using it
effectively in any situation or context. This part
What I can encourages learners in creating conceptual structures
achieve giving them the avenue to integrate new and old
learnings.

5 PIVOT 4A CALABARZON
WEEK
The Quantum Mechanical Model of the Atom
6 Lesson 1

I After going through this module, you are expected to: 1.) Use quantum
numbers to describe an electron in an atom; 2.) Determine the magnetic
property of an atom based on its electronic configuration; and 3.) Draw an
orbital diagram to represent electronic configuration of atoms.

Learning Task #1
Direction: Illustrate the electronic configuration using s p d f notation and short
hand notation of the following elements.
1. 79Au 6. 13Al

2. 9F 7. 53I

3. 56Ba 8. 1H

4. 92U 9. 60Nd

5. 15P 10. 16S

D
Learning Task #2
Direction: Crack the code using the cipher disk and find the secret word.

1. n4p↑34+½ ↑4+½d 12 __ __ __ __ __ __ __ __ __ __ __ __ __ __
2. ↓1 ↑f ↓p-3 __ __ __ __ __ __ __ __ __
3. ps +½43-1p-3 __ __ __ __ __ __ __ __ __

4. +½p ↑ 3 f __ __ __ __ __ __ __ __

5. 2↓ ↑ __ __ __ __

PIVOT 4A CALABARZON 6 PIVOT 4A CALABARZON

The Quantum Numbers
Quantum Numbers are used to describe an electron in an orbit or atomic
orbital, the region in space with the greatest probability of finding the electron in
an atom. They provide a more accurate explanation on the existence of atoms
since it involves quantities.
Schrodinger’s wave equation indicates the region occupied by a given orbital
in terms of distance from the nucleus; orbital shape; and orbital orientation in
space (along coordinates x, y, z.)
4 Sets of Quantum Numbers
1. Principal Quantum Number (n) is the quantum number that indicates the
main energy level that can either be 1, 2, 3, 4, 5, 6, or 7 of the electron to
which the value pertains.
Example: 8O 2[He] 2s2 2p4 n=2
2. Azimuthal Quantum Number ( ) describes the way the electrons moved around
the nucleus or the shape of the probability distribution.

SUBSHELL/
SUBLEVEL Example:
s 0 8O 2[He] 2s2 2p4 =1
p 1
d 2
f 3
3. Magnetic Quantum Number (ml) defines the possible orientations of the elec-
trons in space. Rectangular arrow method, arrow- box method or orbital nota-
tion which uses arrows to represent electrons and boxes for orbitals is used to
identify the magnetic quantum number of an element. Orbital are region in
space around the nucleus where an electron with specific energy is most likely
to be found.
SUBSHELL/ NUMBER OF m
SUBLEVEL

s 1 0

p 3 -1 0 +1

d 5 -2 –1 0 +1 +2

f 7 -3 –2 –1 0 +1 +2 +3

Example: 8O 2[He] 2s2 2p4 m =-1

↑↓ ↑↓ ↑ ↑
0 -1 0 +1

4. Spin Quantum Number (ms) takes into account the spinning of the electron
around its own axis as it moves around the nucleus.

SPIN OF THE ms
ELECTRON Example:
` ↑ +½ 8O 2[He] 2s2 2p4
↓ -½ ↑↓ ↑↓ ↑ ↑ mS =-½

7 PIVOT 4A CALABARZON
Important Principles Governing Electron Configuration (Orbital Notation)
1. Aufbau (build-up) Principle electrons will successively occupy the available
orbitals in order of increasing energy.
2. Pauli Exclusion Principle limits the number of electrons in any orbital to not
more than two, and this pair of electrons must be spinning in opposite direc-
tion.
3. Hund’s Rule or Principle of Maximum Multiplicity directs that for a giv-
en sublevel, each orbital must be occupied with a single electron before pair-
ing of electrons in any orbital of that sublevel can occur.

Learning Task #3
Direction: Illustrate the electronic configuration of the following elements using
short hand notation and orbital notation.
1. Gold 6. Aluminum
2. Flourine 7. Iodine
3. Barium 8. Hydrogen
4. Uranium 9. Neodymium
5. Phosphorus 10. Sulfur

Table relating quantum numbers to orbital shape

The relationship between three of the four quantum numbers to the orbital shape
of simple electronic configuration atoms up through radium (Ra, atomic number
88). The fourth quantum number, the spin, is a property of individual electrons
within a particular orbital. Each orbital may hold up to two electrons with opposite
spin directions.

PIVOT 4A CALABARZON 8 PIVOT 4A CALABARZON

Important Rules in Quantum Numbers
1. The quantum number are integers except for ms .
2. The lowest value that the principal quantum number, n, may have is 1.
3. The highest value that the azimuthal quantum number, l, may depend on n.
It can have a value from 0 to n-1
e.g., If n=4, l can be 0, 1, 2 or 3

4. The magnetic quantum number, ml, can be any integer from –1 to +1.

e.g., If l = 3, ml can be –3, -2, -1, 0, +1, +2 or +3

5. The spin quantum number, ms, can only be +½ or -½. No other values are
acceptable.

E
Learning Task #4
Direction: Illustrate the electronic configuration of the following elements using
short hand notation then, identify the principal and azimuthal quantum numbers
without the use of periodic table of element.
1. Cerium 6. Radium
2. Thorium 7. Erbium
3. Arsenic 8. Tin
4. Nobelium 9. Magnesium
5. Iron 10. Aluminum

Learning Task #5
Direction: Illustrate the electronic configuration of the following elements using
orbital notation then, identify the magnetic and spin quantum numbers without
the use of periodic table of element.
1. 58Ce 6. 88Ra

2. 90Th 7. 68Er

3. 33As 8. 50Sn

4. 102No 9. 12Mg

5. 26Fe 10. 13Al

9 PIVOT 4A CALABARZON
 A
Learning Task #6
In this module, you learned the Quantum Mechanical Model of the Atom. Your
task is to complete the reflection activity below.

I learned that
______________________________________________
______________________________________________
I realized that
______________________________________________
______________________________________________
I can apply what I have learned in
______________________________________________
______________________________________________

Learning Task #7
Quantum numbers describe the electron inside the atom. They provide a more
accurate explanation on the existence of atoms since it involves quantities. Why
is quantum mechanical model important?
Every creation of God, big and small, has its own purpose. Relate this to quan-
tum numbers.

PIVOT 4A CALABARZON 10 PIVOT 4A CALABARZON

PIVOT 4A CALABARZON 11
Given Short hand notation Orbital notation
55Cs 54 [Xe] 6s1 54 [Xe] ↑
0
86 [Rn] 7s2 5f2 86 [Rn] ↑↓ ↑ ↑
90 Th
0 -3 -2 -10 1 2 3
33As 18 [Ar] 4s2 3d10 4p3 18 [Ar] ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑ ↑ ↑
↑
0 -2 -1 0 1 2 -1 0 1
102No 86 [Rn] 7s2 5f14 86 [Rn] ↑ ↓ ↓↑ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓
0 -3-2-1 0 1 2 3
26Fe 18 [Ar] 4s2 3d6 18 [Ar] ↑↓ ↑↓ ↑ ↑ ↑ ↑
0 -2 -1 0 1 2
86 [Rn] 7s2 86 [Rn] ↑↓
88Ra
0
68Er 54 [Xe] 6s2 4f12 54 [Xe] ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑ ↑
0 -3-2-1 0 1 2 3
36 [Kr] 5s2 4d10 5p2 36 [Kr] ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑ ↑
50Sn
0 -2 -1 0 1 2 -1 0 1
12Mg 10 [Ne] 3s2 10 [Ne] ↑↓
0
10 [Ne] 3s2 3p1 10 [Ne] ↑↓ ↑
13Al
0 -1 0 1
Learning Task #4 and #5
1. Quantum Numbers 2. Principal 3. Azimuthal 4. Magnetic 5. Spin
Learning Task #2
Given s,p,d,f notation Short hand notation Orbital notation
79Au 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 54 [Xe] 6s2 4f14 5d9 54 [Xe] ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑
4d10 5p6 6s2 4f14 5d9
9F 1s2 2s2 2p5 2 [He] 2s2 2p5 2 [He] ↑↓ ↑↓ ↑↓ ↑
56Ba 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 54 [Xe] 6s2 54 [Xe] ↑↓
4d10 5p6 6s2
92U 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 86 [Rn] 7s2 5f2 86 [Rn] ↑ ↑
4d10 5p6 6s2 4f14 5d10 6p6 7s2 5f2
15P 1s2 2s2 2p6 3s2 3p3 10 [Ne] 3s2 3p3 10 [Ne] ↑↓ ↑ ↑ ↑
13Al 1s2 2s2 2p6 3s2 3p1 10 [Ne] 3s2 3p1 10 [Ne] ↑↓ ↑
53I 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 36 [Kr] 5s2 4d10 5p5 36 [Kr] ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑↓ ↑
4d10 5p5
1s1 1s1 ↑
1H
60Nd 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 54 [Xe] 6s2 4f4 54 [Xe] ↑↓ ↑ ↑ ↑ ↑
4d10 5p6 6s2 4f4
16S 1s2 2s2 2p6 3s2 3p4 10 [Ne] 3s2 3p4 10 [Ne] ↑↓ ↑↓ ↑ ↑
Learning Task #1 and #3
Key to Correction:
WEEK
Bond Formation

7 I
After going through this module, you are expected to: 1.) Draw the Lewis struc-
ture of ions and ; 2.) Apply the octet rule in the formation of molecular co-

Learning Task #1
Direction: Complete the table by identifying the atomic symbol, atomic number (Z)
illustrating the short hand notation and/or identifying the classification of the fol-
Element Symbol Z Short Hand Notation Classification
Germanium Ge
N 7
68 Metal
Al 10 [Ne] 3s2 3p1
Carbon Non metal
He 2
115 Metal
S 10 [Ne] 3s2 3p4
Tennessine
Y 39

D
Learning Task #2
Direction: Crack the code using Braille alphabet and find the hidden words you
need to know from this module.

PIVOT 4A CALABARZON 12
Guide questions
1. What is Lewis dot structure?
2. How thus ionic bonding different from covalent bonding?
3. How do we identify the kind of bond correctly?

Lewis Electron Dot Formula or Electron Dot Notation/ Structure

shows the nucleus represented by the symbol of the element and the valence elec-
tron distributed around the symbol by means of dots.
Octet rule states that in forming compounds, atoms gain, lose or share
electrons to give a stable electron configuration characterized by eight valence
electrons.

SHORT HAND VALENCE LEWIS DOT STRUC-

SYMBOL AND Z
NOTATION ELECTRON TURE
11Na 10[Ne]
3s1 1 ⚫Na
⚫

14Si 10[Ne] 3s2 3p2 4 ⚫Si⚫

⚫
⚫⚫

7N 2[He] 2s2 2p3 5 ⚫N⚫

⚫

Ionic Bond characterized by the transfer of electrons from one atom

(metal) to another (non metal).

ELECTRON DOT
IONIC COMPOUND VALENCE ELECTRON
STRUCTURE
⚫⚫
NaCl Na – 1 Na ⚫ → ⚫Cl⚫⚫
Cl - 7 ⚫⚫
⚫⚫
⚫ → ⚫ Cl ⚫⚫

MgCl2 Mg – 2 Mg⚫ ⚫⚫

Cl - 7 ⚫⚫
⚫ Cl ⚫⚫
⚫⚫

13 PIVOT 4A CALABARZON
Covalent Bond is the bond formed by the sharing of electrons of 2 non metals.

COVALENT VALENCE ELECTRON DOT

COMPOUND ELECTRON STRUCTURE
⚫⚫ ⚫⚫
F2 F–7 ⚫⚫F F⚫⚫
7x2 = 14 ⚫⚫ ⚫⚫

⚫⚫ ⚫⚫
O2 O-6 ⚫⚫O O⚫⚫
6x2 = 12 ⚫ ⚫

Comparison between Ionic and Covalent Bonds

BASIS OF COMPARISON IONIC BOND COVALENT BOND

Boiling point High High
Melting point High High
Solubility High soluble Less soluble
Electrons Transfer Shared
Conductivity Conductor Non conductor

Electronegativity Values of Bonds

TYPE OF BOND FORMED ELECTRONEGATIVITY DIFFERENCES

Non polar covalent 0

Low polar covalent 0.1-0.5

Moderately polar covalent 0.6-1.0

High polar covalent 1.1-1.6

Ionic bond 1.7 and above

PIVOT 4A CALABARZON 14
 E
Learning Task #3
Direction: Identify the classification of the following atoms and illustrate the Lewis
structure correctly.
1. Carbon 6. Aluminum
2. Chlorine 7. Potassium
3. Oxygen 8. Sulfur
4. Hydrogen 9. Phosphorus

Learning Task #4
Direction: Compute for the electronegativity differences of the following com-
pounds and identify the types of bond that is formed. You may use your Periodic
table of elements for the electronegativity values.
1. CCl4
2. CO2
3. CH4
4. NH3
5. PO4
6. AlCl3
7. Al2O3

Learning Task #5
Direction: Illustrate the Lewis structure of the following compounds.
1. CO2
2. CH4
3. NH3
4. Al2O3
5. KI

15 PIVOT 4A CALABARZON
 A
Learning Task #6
In this module, you learned the Ionic and Covalent Bond formation. Your task is
to complete the reflection activity below.

I learned that

______________________________________________
______________________________________________

I realized that

______________________________________________
______________________________________________

I can apply what I have learned in

______________________________________________

Learning Task #7
Almost everything a person sees or touches in daily life—the air we breathe, the
food we eat, the clothes we wear, and so on—is the result of a chemical bond, or,
more accurately, many chemical bonds. Though a knowledge of atoms and ele-
ments is essential to comprehend the subjects chemistry addresses, the world is
generally not composed of isolated atoms; rather, atoms bond to one another to
form molecules and hence chemical compounds. Not all chemical bonds are cre-
ated equal: Cite 2 situations that gives evidence to the said statement.

PIVOT 4A CALABARZON 16
PIVOT 4A CALABARZON 17
Atom Classification Valence electron Lewis structure
C Non metal 4 ⚫
⚫C⚫
⚫
Cl Non metal 7 ⚫
⚫⚫Cl⚫⚫
⚫⚫
O Non metal 6 ⚫⚫
⚫O⚫
⚫⚫
H Metal 1 ⚫H
N Non metal 5 ⚫
⚫N⚫
⚫⚫
Al Metalloids 3 ⚫
⚫Al⚫
K Metal 1 ⚫K
S Non metal 6 ⚫⚫
⚫S⚫
⚫⚫
P Non metal 5 ⚫
⚫N⚫
⚫⚫
I Non metal 7 ⚫
⚫⚫I⚫⚫
⚫⚫
Learning Task #3
1. Valence electron 2. Lewis structure 3. Octet rule 4. Ionic bond 5. Covalent bond
Learning Task #2
Element Symbol Z Short Hand Notation Classification
Germanium Ge 32 18 [Ar] 4s2 3d104p2 Metalloids
Nitrogen N 7 2 [He] 2s2 2p3 Non metal
Erbium Er 68 54[Xe] 6s2 4f12 Metal
Aluminum Al 13 10 [Ne] 3s2 3p1 Metalloids
Carbon C 6 2 [He] 2s2 2p2 Non metal
Helium He 2 1s2 Non metal
Moscovium Mo 115 86[Rn] 7s2 5f146d107p3 Metal
Sulfur S 16 10 [Ne] 3s2 3p4 Non metal
Tennessine Ts 117 86[Rn] 7s2 5f146d107p5 Non metal
Yttrium Y 39 36[Kr] 5s2 4d1 Metal
Learning Task #1
Key to Correction:
 18 PIVOT 4A CALABARZON
Electronegativity Electronegativity
Compound Type of bond Lewis structure
values differences
1. CO2 C 2.5, O 3.5 1.0 Covalent bond
⚫ ⚫
⚫⚫O — C — O⚫⚫
⚫ ⚫
2. CH4 C 2.5, H 2.1 0.4 Covalent bond H
l
H—C—H
l
H
3. NH3 N 3.0, H 2.1 0.9 Covalent bond ⚫⚫
H—N—H
l
H
4. Al2O3 Al 1.5, O 3.5 2.0 Ionic bond
⚫⚫
⚫ O⚫⚫
Al⚫ ⚫⚫
⚫ ⚫⚫
O⚫⚫
⚫ ⚫⚫
Al⚫ ⚫⚫
⚫ O⚫⚫
5. KI K 0.8, 2.5 1.7 Ionic bond ⚫⚫
K ⚫ I ⚫⚫
⚫⚫
Learning Task #4 and #5
19 PIVOT 4A CALABARZON
WEEK
Naming Covalent Compounds

7 I
After going through this module, you are expected to: 1.) Write the formula
of molecular compounds formed by the nonmetallic elements of the representative
block ; and 2.) Draw Lewis structure of molecular covalent compounds

Learning Task #1
Direction: Draw a smiley face if the statement is CORRECT and a sad face
if it is NOT.
______1. Compounds that form from two or more nonmetallic elements are called
Covalent compounds.
______2. Sodium Chloride (NaCl), also known as table salt is an example of a
covalent compound.
______3. Covalent bonding can take place between atoms of the same element.
______4. Prefixes in elements tell us how many atoms of that element are
present in the molecule.
______5. Covalent bonds consist of two atoms sharing electrons, while ionic
bonds consist of one atom giving up an electron.
______6. Atoms usually bond with other atoms in order to gain more stability.
______7. Atoms with seven valence electrons follow the octet rule.
______8. The octet rule refers to the tendency of the elements to react in such a
way that they achieve an other shell of eight valence electrons.

D
Learning Task #2: COULD YOU FOLLOW?

Direction: Below is a simple step by step process of naming a covalent compound.

You were provided with information found in a form of table. Follow these steps to

NAMING A COVALENT COMPOUND

1. Start with the name of the element closer to the left side of the periodic table.

2. Follow this with the name of the element closer to the right of the periodic table.

3. Give the second name a suffix “-ide”

4. Use prefixes to represent the numbers of the different atoms in each molecule of
the compound. (Refer to Table 1 for the Prefixes)

PIVOT 4A CALABARZON 20
 Table: Prefixes and its Atom No.
Example:
1. Naming the compound CCl4.

Step 1.
CCl4 Step 4.

“Carbon” Tetra-

Step 2. Step 3.

“Chlorine” “Chlorine to “Chloride”

Name: Carbon Tetrachloride

Source: https://www.google.com/url?sa=i&url=https%3A%2F%
DO THIS! Give the name and write the formula f the following compounds

1. SO4- _______________________________ 4. three oxygen atoms and two nitrogen atom - _____
2. SCl6- ______________________________ 5. two phosphorus and ten oxygen atom- ______
3. N2O5- _____________________________ 6. two nitrogen and three oxygen atoms- _________________

Guide Questions:

1. How do we name covalent compounds?

2. What is the name of the covalent compound that consists of two atoms of silicon and
six atoms of bromine? What is its chemical formula?

3. Would it be possible for us to write the formula of a compound given the number of
atoms and the element name alone?

Compounds that form from two or more nonmetallic elements, such as car-
bon and hydrogen, are called covalent compounds. In a covalent compound, atoms
of the different elements are held together in molecules by covalent bonds. These
are chemical bonds in which atoms share valence electrons.

Naming binary (two-element) covalent compounds is similar to naming sim-

ple ionic compounds. The first element in the formula is simply listed using the
name of the element. The second element is named by taking the stem of the ele-
ment name and adding the suffix -ide. A system of numerical prefixes is used to
specify the number of atoms in a molecule. Normally, no prefix is added to the first
element’s name if there is only one atom of the first element in a molecule. If the
second element is oxygen, the trailing vowel is usually omitted from the end of a pol-
ysyllabic prefix but not a monosyllabic one (that is, we would say “monoxide” rather
than “monooxide” and “trioxide” rather than “troxide”).

21 PIVOT 4A CALABARZON
Table 1. List of Prefixes and its Corresponding No. of atoms with Example

Source: https://www.chem.fsu.edu/chemlab/
LEWIS STRUCTURE OF A MOLECULAR COVALENT COMPOUND

A Lewis Structure is a very simplified representation of the valence shell

electrons in a molecule. It is used to show how the electrons are arranged
around individual atoms in a molecule. Electrons are shown as "dots" or for
bonding electrons as a line between the two atoms. The goal is to obtain the
"best" electron configuration, i.e. the octet rule and formal charges need to be
satisfied.
In a Lewis structure, atoms that are bonded covalently are represented
by a single line joining the two atoms, which are represented by the element's
chemical symbol. Covalent bonds occur mainly in diatomic molecules, such as
hydrogen, nitrogen, fluorine, chlorine, bromine, iodine, and astatine.
The Lewis dot diagram for the covalent bonding of chlorine, (Cl2), would
be:

STEPS IN DRAWING THE LEWIS DOT STRUCTURE :

Step 1: Find the Total Number of Valecnce Electrons. In

this step, add up the total number of valence electrons from
all the atoms in the molecule.

(Note: Valence electrons are those electrons found in the

outermost shell of an atom. These are the electrons that Fig.1 shows the total num-
can be transferred or shared in chemical bonding. To easily ber of electrons of water.
know the element’s valence electron, locate the group it
belongs. However, this is only true for the main group ele-
ments—the elements inhabiting groups 1-2 and 13-18.

Step 2: Determine the Central Atom. The central atom of

a molecule is usually the least electronegative atom or the
atom with the highest valence.

(In the figure, the element Oxygen is our central atom for it
has a higher valence electron compare to hydrogen.)
PIVOT 4A CALABARZON 22
 Step 3: Draw a Skeletal Structure. Connect the atoms
to the central atom with a straight line representing a
bond between the two atoms. The central atom can have
up to four other atoms connected to it.
Fig. 3 Line representing the
bond between the atoms.

Fig. 4. In our example, we started

Step 4: Place Electrons Around Outside Atoms.
with 8 electrons, we have used 4 Complete the octets around each of the outer atoms.
for the two single bonds. We put Each of the element must have 8 surrounding electrons
all these 4 atoms in oxygen be- to obtain stability. However, hydrogen among all the ele-
cause hydrogen is the only ele- ments only require 2 electrons for stability.
ment that achieves its stability
Complete the octet for the central atom with the re-
with only 2 electrons maining electrons. If one or more atoms do not have
eight electrons, you must form double or triple bonds
between them. A double bond is represented by two
solid lines drawn between a pair of atoms.

Step 5: Each Element must have Eight Electrons.

Count all the surrounding electrons on each element, if
all atoms (except hydrogen) now have eight electrons,
then you’re done! :)

(Remember: Never give hydrogen more than 2 elec-

trons!)

E
Learning Task #3:

Direction: Draw the Lewis Dot Structure of the following covalent compounds. (Refer to
the given steps on the earlier part of this module.)

Covalent Element/s Pre- Valence Electron of Lewis Dot Structure

sent the Given Elements
Compounds

1. HBr

2. CO2

3. NH3

4. O2

5.C2H2

23 PIVOT 4A CALABARZON
Learning Task #4

Direction: With the given Lewis Dot structure, determine the chemical formula of the given
compounds.
1. 2. 3.

Name: _________________ Name: _________________ Name: _________________

4. 5. 6.

Name: _________________ Name: _________________ Name: _________________

A
Learning Task #5
In this module, you learned how to name covalent compounds. Your task is to
complete the reflection activity below.

I learned that

______________________________________________
______________________________________________

I realized that

______________________________________________
______________________________________________

I can apply what I have learned in

______________________________________________

Learning Task #6
Directions: Answer the question completely.
1. As you learn about covalent bonding, how will the world be affected if non– me-
tallic elements would not be able to form bonds? What things do you think will
you not be able to do or enjoy? Cite at least 1.

PIVOT 4A CALABARZON 24
Learning Task #7
Kitchen Raid
Tasks:
1. Visit your kitchen and look on your food cabinet or refrigerator.
2. Pick up three edible things you could find.
3. Make a table and list all the names of the things that you picked up.
4. Create a table and choose one covalent compound from the listed chemical
products. Write its chemical formula and draw its electron dot structure.
Rubrics
Category Excellent Very Satisfactory Satisfactory Needs Improve-
ment

Content- Accura- 100% of the con- 80 -99% of con- 60-79% of the Below 60% of the
cy (20) tainedchemical used tainedchemical contained chemical contained chemical
are correct. (20) used are correct used are correct used are correct
(17) (14) (11)
Presentation of Output is exception- Output is attractive Output is accepta- Output is distract-
Output ally attractive in in terms of design, bly attractive ingly messy and
terms of design, lay- layout and neat- though it may be a not attractive (9)
(15)
out and neatness (15) ness (13) bit messy (11)
Uniqueness (15) All five items are Four items are Three items are Two or one item/s
unique. (15 unique. (13) unique. (11) is/are unique. (9)

25 PIVOT 4A CALABARZON
 26 PIVOT 4A CALABARZON
1. CH4
2. NH3
3. BeCl2
4. H3P
5. F2
6. HCl
LEARNING TASK #4
Covalent Element/s Pre- Valence Electron Lewis Dot Structure
sent of the Given Ele-
Compounds
ments
1.HBr Hydrogen 1
Bromine 7
2. CO2 Carbon 4
Oxygen 6
3. NH3 Nitrogen 5
Hydrogen 1
4. O2 Oxygen 6
5.C2H2 Carbon 4
Hydrogen 1
LEARNING TASK #3
1. Sulfur tetroxide
2. Sulfur hexachloride
1. :) 5. :)
3. Dinitrogen Pentoxide
2. :( 6. :)
4. O3N2
3. :) 7. :(
5. P2O10
4. :) 8. :)
6. N2O3
LEARNING TASK #2 LEARNING TASK #1
KEY TO CORRECTION
27 PIVOT 4A CALABARZON
WEEK
GEOMETRY AND POLARITY OF SIMPLE COMPOUNDS

7 .
I
After going through this module, you are expected to: 1.) Describe the geometry
of simple compounds and 2.) Determine the polarity of simple molecules. Molecular ge-
ometry, also known as the molecular structure, is the three-dimensional structure or
arrangement of atoms in a molecule. Understanding the molecular structure of a com-
pound can help determine the polarity, reactivity, phase of matter, color and magnetism
On the other hand, Polarity is a physical property of compounds which relates
other physical properties such as melting and boiling points, solubility, and intermolec-
ular interactions between molecules. Polarity results from the uneven partial charge
distribution between various atoms in a compound. It can be classified as polar and

Learning Task #1: GETTING TO KNOW THE TERMS

Direction: Determine which word corresponds to the given descriptions
below. You may use your dictionary for accuracy.
___________________1. Diagrams that represent the valence electrons of atoms
within a molecule

___________________2. A covalent bond between two atoms where the electrons

forming the bonds are unequally distributed.
____________________3. Occur when electrons are shared equal between atoms of a
diatomic molecule or when polar bonds in a larger molecule
cancel each other out.

___________________4. Describes the geometry around a central atom bonded to

two other atoms placed at a bond-angle of 180°
_____________________5. Refers to a pair of valence electrons that are not shared
with another atom in a covalent bond[1] and is sometimes
called an unshared pair or non-bonding pair.

_____________________6. Bond between two or more non metallic elements.

D
LEARNING TASK #2: REMEMBERING LEWIS
Directions: Draw the Lewis dot structure of the given com-
pound, then answer the guide questions below.

N2
Guide Questions:
Observe the figure you were able to form. How
are you going to describe it? In comparison with your
geometry subject, what shape does it resembles? Justify
your answer.

PIVOT 4A CALABARZON 28
GEOMETRY OF SIMPLE COMPOUNDS

Arriving at the geometry of a molecules requires writing a correct Lewis struc-

ture, determining the number of bonding groups and nonbonding groups on the cen-
tral atom of the molecule. Although the Lewis theory does not determine the shapes of
molecules, it could be the first step. The Lewis structure helps us identify the bond
pairs and the lone pairs. Then, with the Lewis structure, we apply the valence-shell
electron-pair repulsion (VSPER) theory to determine the molecular geometry and the
electron-group geometry.

VALENCE-SHELL ELECTRON-PAIR REPULSION THEORY

The valence-shell electron-pair repulsion (VSEPR) theory states that electron
pairs repel each other whether or not they are in bond pairs or in lone pairs. Thus,
electron pairs will spread themselves as far from each other as possible to minimize
repulsion. VSEPR focuses not only on electron pairs, but it also focus on electron
groups as a whole. Using the VSEPR theory, the electron bond pairs and lone pairs on
the center atom will help us predict the shape of a molecule.

The shape of a molecule is determined by the location of the nuclei and its elec-
trons. The electrons and the nuclei settle into positions that minimize repulsion and
maximize attraction. Thus, the molecule's shape reflects its equilibrium state in which
it has the lowest possible energy in the system. Below is a table that describes the dif-
ferent geometric types.

Table 1. Geometric Shapes.

FOR
LAY-
OUT-
STRUC
TURE

Source: https://www.teachengineering.org/activities/view/fiu_models_activity1

29 PIVOT 4A CALABARZON
Steps in identifying the molecular shape of a given compound:

1. Draw the Lewis Structure.

2. Count the number of electron groups and identify them as bond pairs of
electron groups or lone pairs of electrons. Remember electron groups include
not only bonds, but also lone pairs!
3. Name the electron-group geometry. Looking at the positions of other atomic
nuclei around the central determine the molecular geometry.

Lets try determining the geometric structure of BCl3.

1. The central atom, boron, contributes three valence electrons, and each chlorine at-
om contributes seven valence electrons. The Lewis electron structure is:

2. There are three electron groups around the central atom. To minimize repulsions, the
groups are placed 120° apart (All electron groups are bonding pairs (BP))

3. We see that with three bonding pairs around the central atom, the molecular geome-
try of BCl3 is trigonal planar.

TRY THIS!

Using the steps given, identify the geometrical shape of the compound BeH2.
__________________________________________________________________________________________________
__________________________________________________________________________________________________

POLARITY OF MOLECULES
In chemistry, polarity refers to the distribution of electric charge around
atoms, chemical groups, or molecules. It can be classified into two, namely; polar and
non polar. These classification has something to do with the ability of an atom to at-
tract shared electrons in a covalent bond., which is also known as electronegativity.
The higher the value of the electronegativity, the more strongly that element attracts

What are Polar Molecules?

FOR
Polar molecules occur when two atoms do LAY-
not share electrons equally in a covalent OUT-
bond. A dipole forms, with part of the STRUC
molecule carrying a slight positive charge TURE
and the other part carrying a slight nega- Slightly positive

tive charge. This happens when there is a

difference between the electronegativity of
As shown in the figure. The two hydrogen atoms and one oxygen
each atom. Examples of polar molecules atom within water molecules (H2O) form polar covalent bonds.
include: water - H2O,Ammonia - NH3, Sul- While there is no net charge to a water molecule, the polarity of
water creates a slightly positive charge on hydrogen and a slight-
fur dioxide - SO2, Hydrogen sulfide - H2S, ly negative charge on oxygen, contributing to water’s properties

PIVOT 4A CALABARZON 30
 What are Nonpolar Molecules?

• When molecules share electrons equally in a

covalent bond there is no net electrical charge
across the molecule. In a nonpolar covalent
bond, the electrons are evenly distributed. You
can predict nonpolar molecules will form when
atoms have the same or similar electronegativ-
ity. In other words, the electrical charges of
nonpolar molecules are evenly distributed
across the molecule. Examples of non polar
As shown in the figure. Carbon dioxide is an example of
a non polar molecule. It contains two polar bonds that are
molecules are noble gases: He, Ne, Ar, Kr, Xe;
arranged symmetrically. This causes the bond polarities homonuclear diatomic elements: H2, N2, O2, Cl2 ;
to1 cancel each other out. Carbon dioxide - CO2, Benzene - C6H6, Carbon

How do we Predict Polarity and Non-polarity?

Whether a molecule is polar or nonpolar is a matter of its geometry. If one end of

the molecule has a positive charge while the other end has a negative charge, the mole-
cule is polar. If a charge is evenly distributed around a central atom, the molecule

FOR
LAY-
OUT-
STRUC
TURE

Source: https://www.teachengineering.org/activities/view/fiu_models_activity1

31 PIVOT 4A CALABARZON
 E
LEARNING TASK #2 GEOMETRICAL SHAPE

Directions: Draw the electron dot structure of the following compounds. Identify its
molecular geometry.

1. NH3 2. SO2 3. BH3 4. CO2

___________________ ___________________ ___________________ ___________________

LEARNING TASK # 3

Directions: Determine if the molecules are polar or non polar. Answer each item based
on the given condition.

Write: A– If both are polar

B– if both are non polar

C- if the first compound is polar, and the second is non polar

D- if the first compound is non polar, and the second is polar

______1. H2O , H2S ______ 4. NH3 , N2

______2. CH4 , SO2 ______ 5. He, Ne (Both are noble gases)

______3. C2H4 , Cl2

Question:

-How are POLAR molecules different with NON POLAR molecules?

__________________________________________________________________________________

__________________________________________________________________________________

PIVOT 4A CALABARZON 32
LEARNING TASK #4

Direction: Complete the table with the necessary information. (Refer to the given steps on
the earlier part of this module.)

Lewis Dot Molecular Polar or Non– Polar Mole-

Structure cule
Compounds Geometry

1. NHCl2

2. SiO3

3. CH3F

4. ICl3

A
Learning Task #5
In this module, you learned the Geometry and Polarity of simple compounds.
Your task is to complete the reflection activity below.

I learned that

______________________________________________
______________________________________________

I realized that

______________________________________________
______________________________________________

I can apply what I have learned in

______________________________________________

33 PIVOT 4A CALABARZON
 34 PIVOT 4A CALABARZON
LEARNING TASK #4
1. A
2. D
3. B
4. C
5. B
LEARNING TASK #3
1. Lewis Dot Structure
1. Tetrahedral 2. Polar
2. Bent 3. Non Polar
3. Trigonal Planar 4. Linear
4. Linear 5. Covalent Bond
Question: Line/ Linear
LEARNING TASK #2 LEARNING TASK #1
KEY TO CORRECTION
35 PIVOT 4A CALABARZON
WEEK
FUNCTIONAL GROUPS

7
I
After going through this module, you are expected to describe the different func-
tional groups and be able to distinguish one from the other through their characteristics.

Carbon can covalently bond to hydrogen, oxygen, nitrogen, sulfur, phos-

phorus and halogens to form the bulk of compounds that are essential to life. These com-
pounds, referred to as organic compounds because of their carbon composition , are
either structural components of the body or utilized by the body for specific functions.
Most organic compounds are classified based on their specific groups and the bonding of
atoms that render their general properties. These specific groups are known as function-
al group. Study the given concept map below.

ORGANIC COMPOUND

FUNCTIONAL GROUP POLYMERS BIOMOLECULES

FOR
Containing atoms aside from C and H LAY-
OUT-
Containing C and H
CON-
only Containing Containing O Containing CEPT
-Alkanes Halogens
-Alcohols -Phenols N MAP
-Alkenes -Alkyl
-Aldehydes - Ethers -Amines
-Alkynes Halides
-Ketones -Esters - Amides
-Cycloalkanes
-Carboxylic Acids
-arenes

LEARNING TASK #1

Directions: From the clue given, determine whether the given compound is a hydrocar-
bon. Draw a HEART if it is a hydrocarbon and a STAR if it not.

______1. Ethane (C6H6) ______6. Pentane (C5H12)

______2. Table salt (NaCl) ______7. Propene (C3H6)

______3. Carbon Dioxide (CO2) ______8. Water (H2O)

______4. Butane (C4H10) ______9. Pentane (C5H12)

______5. Pentyne (C5H8) ______10. Ethene (C2H4)

PIVOT 4A CALABARZON 36
D
HYDROCARBONS

A hydrocarbon is an organic compound consisting entirely of hydrogen and car-

bon atoms. They may be describe as saturated or unsaturated hydrocarbons depending
on the presence of single or double bonds.

Alkanes, alkenes and alkynes are simple hydrocarbon chains with no functional
groups. Alkanes are identified because the carbon chain has only single
bonds. Common alkanes include methane (natural gas), propane (heating and cooking
fuel), butane (lighter fluid) and octane (automobile fuel). Alkenes have at least one dou-
ble bond and alkynes have at least one triple bond. The most common alkyne is
ethyne, better known as acetylene. The table 1 below shows the summary of the distin-
guishing characteristics of the three types of hydrocarbons.

Table 1. Alkanes, alkenes, Alkynes

FOR
LAY-
OUT-
STRUC
TURE

Source: https://www.softschools.com/chemistry/organic_chemistry/

LEARNING TASKS #2

Directions: Study the figures below, identify whether the given compound is an Alkanes,
Alkenes, Alkynes.

1. ___________________ 2. ____________________ 3. _______________________

4. __________________ 5. ____________________ 6. ________________________

37 PIVOT 4A CALABARZON
What are the Functional groups?

Functional groups are groups of atoms that occur within organic molecules and
confer specific chemical properties to those molecules. Functional groups are found
along the “carbon backbone” of macromolecules which is formed by chains and/or rings
of carbon atoms with the occasional substitution of an element such as nitrogen or oxy-
gen. Molecules with other elements in their carbon backbone are substituted hydrocar-
bons. When functional groups are shown, the organic molecule is sometimes denoted as
“R.”

For example, ethanol is typically drawn like this:

In order to condense the structure and focus on the hydroxyl group (the oxygen
and hydrogen bound to the second carbon), everything besides the hydroxyl group
would replaced with an R, as follows:

Below is a list of some of the most common functional groups and a brief descrip-
tion of their character.
Hydroxyl groups consist of an oxygen and a hydrogen (-OH). In biology the im-
portant role of hydroxyl groups mostly has to do with their ability to form hydrogen
bonds. Ethers are a class of organic compounds that contain an ether group. An ether
group is an oxygen atom connected to two alkyl or aryl groups. They follow the general
formula R-O-R’.

Carbonyl groups include aldehydes and ketones, which consist of an oxygen dou-
ble bonded to a primary or secondary carbon. Ketones are organic compounds with the
structure RC(=O)R’, where R and R’ can be a variety of carbon-containing substituents.
An aldehyde is an organic compound that contains a carbonyl group with the central car-
bon bonded to a hydrogen and R group (R-CHO). Every sugar has a carbonyl group, and
they are often targeted by enzymes as the site for making or breaking carbon-carbon
bonds.

Carboxyl groups (COOH) consist of a carbon double bonded to an oxygen, and an

-OH group, usually written as -COOH or CO2H. They are weak acids and donate protons
off the -OH group.
Amino groups consist of a nitrogen and one, two, or zero hydrogens. Amino
group is always connected to a carbon and have a total of 3 bonds. Compounds with the
nitrogen group attached to a carbonyl within the structure are referred to as amides, and
they have the structure R-CO-NR’R”.

Esters are an important functional group in organic chemistry, and they are gen-
erally written RCOOR’ or RCO2R’.
Thiol groups consist of a sulfur and a hydrogen (-SH) and undergo similar reac-
tions to hydroxyl groups. The thiol group is nucleophilic and readily undergo redox reac-
tions, giving it a variety of biological functions.

PIVOT 4A CALABARZON 38
 On the table are the most common functional group together with its structure,
nomenclature and examples. Read and get familiarized with the different functional
groups.

Table 3. Functional group and its Characteristics

FOR
LAY-
OUT-
STRUC
TURE

39 PIVOT 4A CALABARZON
 E
LEARNING TASK #3 MATCHY- MATCHY!

Directions: Match the following functional groups to its corresponding characteristics.

I. II.

_______1. HALOCARBON a. contains a carbon– carbon double bond

_______2. ALDEHYDE b. contains a carbon– carbon triple bond

_______3. ESTER c. contains a halogen

_______4. AMINE d. contains an oxygen– hydrogen bond

_______5. KETONE e. an oxygen atom connected to two alkyl or aryl groups

_______6. ETHER f. contains sulfur

_______7.ALKYNE g. are generally written RCOOR’ or RCO2R’.

_______8. THIOL h. Ketones are organic compounds with the structure

RC(=O)R’

_______9. ALCOHOL i. consist of a nitrogen and one, two, or zero hydrogens

_______10. ALKENE j. contains a carbonyl group with the central carbon bond
ed to a hydrogen and R group (R-CHO).

LEARNING TASK #4

Direction: Name and locate the functional group given on each number.

FOR
LAY-
OUT-
STRUC
TURE

PIVOT 4A CALABARZON 40
A
LEARNING TASK #4

Directions: Answer the following questions below. Encircle the functional groups you can
find.

1. Fructose is a common sugar that you’ve probably come into contact with in your life.
What functional groups can be found in a fructose molecule?

FOR
LAY-
OUT-
STRUC
TURE

2. Leucine is an amino acid that plays an important role in muscle development. What
functional groups can be found in a leucine molecule?

Source: https://courses.lumenlearning.com/wm-biology1/chapter/functional-groups-2/

41 PIVOT 4A CALABARZON
 42 PIVOT 4A CALABARZON
2. 1.
LEARNING TASK #5
1. C 6. E
2. J 7. B
4. Amino group
3. G 8. F
3. Carboxyl group
4. I 9. D
2. Carboxyl Group
5. H 10. A
1. Alcohol
LEARNING TASK #3
1. ALKENE 1. HEART 6. HEART
2. ALKANE 2. STAR 7. HEART
3. ALKYNE 3. STAR 8. STAR
4. ALKENE 4. HEART 9. HEART
5. ALKYNE 5. HEART 10. HEART
6. ALKANE
LEARNING TASK #2 LEARNING TASK #1
KEY TO CORRECTION
43 PIVOT 4A CALABARZON
WEEK
Structural Isomerism

8
IAfter going through this module, you are expected to: 1.) Describe structur-
al Isomerism, and 2) Give examples.

Learning Task #1
Direction: Label the given illustration of chemicals. You may choose an isomer on

1. C4H10 2. C3H7Br 3. C3H6O

ISOMER BOX

FOR
LAY-
OUT-
_____________________ ____________________ STRUC
TURE

______________________

D
Learning Task # 2
Identify whether the shown pair of molecules are isomers or not.
1.
2.

3.
FOR
LAY-
OUT-
Guide Questions: STRUC
TURE
1.) How can we differentiate an isomer to just the same molecule?
2.) Will there be a change in the properties of the chemical if it changes its
structure?

PIVOT 4A CALABARZON 44
What is Structural Isomerism?

Isomers are molecules that have the same molecular formula, but have a dif-
ferent arrangement of the atoms in space. That excludes any different arrangements which
are simply due to the molecule rotating as a whole, or rotating about particular bonds. For
example, both of the following are the same molecule. They are not isomers. Both are bu-
tane.

There are also endless other possible ways that this molecule could twist itself.
There is completely free rotation around all the carbon-carbon single bonds. If you had a
model of a molecule in front of you, you would have to take it to pieces and rebuild it if you
wanted to make an isomer of that molecule. If you can make an apparently different mole-
cule just by rotating single bonds, it's not different - it's still the same molecule.
Structural isomerism is commonly referred to as constitutional isomerism. The
functional groups and the atoms in the molecules of these isomers are linked in different
ways. Different structural isomers are assigned different IUPAC names since they may or
may not contain the same functional group. The different types of structural isomerism are
discussed in this subsection.
Types of Structural isomerism
Chain Isomerism

These isomers arise because of the possibility of branching in carbon

chains. For ex ample, there are two isomers of butane, C4H10. In one of them,
the carbon atoms lie in a "straight chain" whereas in the other the chain is branched.

Be careful not to draw "false" isomers which are just twisted versions of
the original molecule. For example, this structure is just the straight chain version of
butane rotated about the central carbon-carbon bond.

45 PIVOT 4A CALABARZON
 Position Isomerism

In position isomerism, the basic carbon skeleton remains unchanged,

but important groups are moved around on that skeleton.

Example 2: Positional Isomers in C5H12

For example, there are two structural isomers with the molecular formu-
la C3H7Br. In one of them the bromine atom is on the end of the chain, whereas in
the other it's attached in the middle.

If you made a model, there is no way that you could twist one molecule
to turn it into the other one. You would have to break the bromine off the end and
re-attach it in the middle. At the same time, you would have to move a hydrogen
from the middle to the end.
FOR
Another similar example occurs in alcohols such as C4H9OH LAY
OU
STR
TUR

These are the only two possibilities provided you keep to a four carbon
chain, but there is no reason why you should do that. You can easily have a mix-
ture of chain isomerism and position isomerism - you aren't restricted to one or the
other.

So two other isomers of butanol are:

Functional group isomerism

In this variety of structural isomerism, the isomers contain different functional groups
- that is, they belong to different families of compounds (different homologous series).
Example 3: Isomers in C3H6O
A molecular formula C3H6OC3H6O could be either propanal (an aldehyde) or propanone (a
ketone).

PIVOT 4A CALABARZON 46
 There are other possibilities as well for this same molecular formula - for exam-
ple, you could have a carbon-carbon double bond (an alkene) and an -OH group (an al-
cohol) in the same molecule.

Another common example is illustrated by the molecular formu-

la C3H6O2C3H6O2. Amongst the several structural isomers of this are propanoic acid
(a carboxylic acid) and me thyl ethanoate (an ester).

Metamerism
This type of isomerism arises due to the unequal distribution of carbon atoms on either
side of the functional group. In other words, when different alkyl groups are attached to a func-
R tional group in a compound, it exhibits metamerism.
Y-
UT-
RUC
RE

If you analyze this chemical structure, They both contain the ether functional group, but they
have different alkyl groups attached to the oxygen atom.

Tautomerism
Tautomerism is the phenomenon in which two structural isomers differ in the relative po-
sitions of their atoms and are spontaneously interconvertiable and can exist in dynamic equilib-
rium. The two forms in tautomeric equilibrium are called tautomers of each other. The intercon-
vertibility of tautomers is a chemical reaction which involves making and breaking of bonds.

Example:

47 PIVOT 4A CALABARZON
 E
Learning Task # 3
Direction: Illustrate the possible structures for the given Molecular Formula.
(Illustrate at least Two (2) structures)

1. C6H7NO
2. C5H12
3. C4H10
4. C5H12

Learning Task # 4
Direction: Examine each of the following pairs of structures and decide if the
two are identical, isomers, or different compounds.

Chemical Structure Chemical Structure Identical/ Isomers/

Different Compounds
A.

B.

FOR
C.
LAY-
OUT-
STRUC
D. TURE

E.

PIVOT 4A CALABARZON 48
 A
Learning Task # 5
In this module, you learned Structural Isomerism. Your task is to complete the
reflection activity below.

I learned that

______________________________________________
______________________________________________

I realized that

______________________________________________
______________________________________________

I can apply what I have learned in

Learning Task #6
Isomers? Isomers!
Tasks:
1. Review your previous topics.
2. Find at least five (5) chemical formulas that was given as an example.
3. Make a table and list all the names of the chemical formulas that was given.
4. Illustrate an Structural Isomer of the chemical formulas of your choice.
5. Determine which type of structural isomer does it belong
Rubrics

Category Excellent Very Satisfactory Satisfactory Needs Improvement

Content- Accuracy 100% of the chemical 80 -99% of chemical 60-79% chemical Below 60% chemical
(20) structures illustrated are structures illustrated structures illustrated structures illustrated
correct. (20) are correct (17) are correct (14) are correct (11)

Presentation of Output is exceptionally Output is attractive in Output is acceptably Output is distracting-

Output attractive in terms of terms of design, lay- attractive though it ly messy and not
design, layout and neat- out and neatness (13) may be a bit messy attractive (9)
(15)
ness (15) (11)

Uniqueness (15) All five items are unique. Four items are Three items are Two or one item/s is/
(15 unique. (13) unique. (11) are unique. (9)

49 PIVOT 4A CALABARZON
Key to Correction:

Learning Task # 1

Learning Task # 2 3. Isomer

2. Same Molecules

1. Isomer

Learning Task # 3

Learning Task # 4
5. Identical
4. Isomers
3. Different Compounds

2. Identical

1. Identical

PIVOT 4A CALABARZON 50
51 PIVOT 4A CALABARZON
WEEK
Organic Reactions and Polymers

8 Lesson __

I After going through this module, you are expected to: 1.) Describe
some simple reactions of organic compounds., 2.) Describe the formation and
structure of polymers, and 3.) Explain the properties of some polymers in terms of
their structure.
Learning Task #1
Direction: Label the given chart with the type of organic reactions. You may

WORD BOX

Polymerization
Hydrolysis

Condensation
FO
Addition
OU
Elimination
ST
Substitution
TU

D
Learning Task # 2
Direction: Identify what type of Reaction occurs on the each number.

1. CH3CH2Cl→CH2=CH2+HCl

2.

CH4(g)+Cl2(g)→UV lightCH3Cl(g)+HCl(g)
3.

Guide Questions:
1. What are the difference between these chemical reactions?
2. How can we determine which reaction occurs on a certain chemical reaction?

PIVOT 4A CALABARZON 52 PIVOT 4A CALABARZON

 Organic Reactions
Organic reactions require the breaking of strong covalent bonds, which takes a considerable
input of energy. In order for relatively stable organic molecules to react at a reasonable rate, they of-
ten must be modified with the use of highly reactive materials or in the presence of a catalyst. In this
lesson, you will learn about several general categories of organic reactions.

Substitution Reactions
A substitution reaction, which is the same as a single replacement reaction in inorganic re-
actions, is a reaction in which one or more atoms in a molecule are replaced with another atom or group
of atoms. Alkyl halides are formed by the substitution of a halogen atom for a hydrogen atom. When
methane reacts with chlorine gas, ultraviolet light can act as a catalyst for the reaction.

CH4(g)+Cl2(g)→UV lightCH3Cl(g)+HCl(g)

The reaction produces chloromethane and hydrogen chloride. When the mixture is allowed to
react for longer periods of time, further substitution reactions may occur.

CH3Cl(g)+Cl2(g)→UV lightCH2Cl2(g)+HCl(g)(12.1.2)
OR LAY-
UT- The product above is dichloromethane. Further substitution products trichloromethane and
TRUC- tetrachloromethane, commonly called carbon tetrachloride. A mixture of products occurs in the reac-
tion, with the relative amounts dependent upon the time that the reaction is allowed to proceed.
URE
Chlorofluorocarbons are produced by reacting chloroalkanes with HFHF, because the fluorine at-
om makes a stronger bond to the carbon atom than chlorine does.

CCl4(g)+HF(g)→SbF5CCl3F(g)+HCl(g)

The fluorine atom substitutes for a chlorine atom in the reaction.

Elimination Reactions
An elimination reaction involves the removal of adjacent atoms from a molecule. This re-
sults in the formation of a multiple bond and the release of a small molecule, so they are called
elimination reactions. They have the general form

A typical example is the conversion of ethyl chloride to ethylene:

CH3CH2Cl→CH2=CH2+HCl

Much of the approximately 26 million tons of ethylene produced per year in the United
States is used to synthesize plastics, such as polyethylene. In the above reaction, the A–B mole-
cule eliminated is HCl, whose components are eliminated as H+ from the carbon atom on the left
and Cl− from the carbon on the right. When an acid is produced, as occurs here, the reaction is
generally carried out in the presence of a base (such as NaOH) to neutralize the acid. Other elimi-
nation reactions will produce H2, X2 (where X = halogen), or H2O. These reactions are often referred
to by more descriptive terms such as dehydrogenation (removing hydrogen) or dechlorination

53 PIVOT 4A CALABARZON
WEEK
Biological Macromolecules

8 Lesson __

I After going through this module, you are expected to: 1.) Describe
the structure of proteins, nucleic acids, lipids, and carbohydrates, and relate them
to their functions, and 2) Describe the preparation of selected organic compounds.

Learning Task #1
Direction: Label the given chart with the type of organic reactions. You may
choose an answer on the

WORD BOX

polysaccharides

Nucleobases

Nucleotides

Fatty acids

Amino acids

monosaccharides

D
Learning Task #2
Direction: Determine if the said property is about Carbohydrates, Lipids, Proteins,
or Nucleic Acids
1. It contains our genetic material.
2. It is made up of simple to complex sugars
3. It stores energy.
4. It helps with Protein synthesis
5. Provide cell structure
Guide Questions:
1. What are the different types of Biological Macromolecules?
2. How can we differentiate the properties of each macromolecules?

PIVOT 4A CALABARZON 54 PIVOT 4A CALABARZON

 Biological Macromolecules
How do the four biological macromolecules differ from each other and what are their specific functions to
our body?

Lipids

A fat molecule consists of two main components: glycerol and fatty acids. Glycerol is an alcohol with three
carbons, five hydrogens, and three hydroxyl (OH) groups. Fatty acids have a long chain of hydrocarbons with a car-
boxyl group attached and may have 4-36 carbons; however, most of them have 12-18. In a fat molecule, the fatty

FOR LAY-
OUT-
The major function of fats is energy storage.
STRUC-
• A gram of fat stores more than twice as much energy as a gram of a polysaccharide such as starch.
TURE
• Because plants are immobile, they can function with bulky energy storage in the form of starch. Plants use oils
when dispersal and compact storage is important, as in seeds.

• Animals must carry their energy stores with them and benefit from having a more compact fuel reservoir of fat.

• Humans and other mammals store fats as long-term energy reserves in adipose cells that swell and shrink as fat
is deposited or withdrawn from storage.

Carbohydrates
Carbohydrates can be represented by the stoichiometric formula (CH2O)n, where n is the number of carbons in
the molecule. Therefore, the ratio of carbon to hydrogen to oxygen is 1:2:1 in carbohydrate molecules. The origin of
the term “carbohydrate” is based on its components: carbon (“carbo”) and water (“hydrate”). Carbohydrates are
classified into three subtypes: monosaccharides, disaccharides, and polysaccharides.

Structure of Monosaccharide

55 PIVOT 4A CALABARZON
 Structure of Polysaccharide

• Monosaccharides are simple sugars made up of three to seven carbons, and they
can exist as a linear chain or as ring-shaped molecules.

• Glucose, galactose, and fructose are monosaccharide isomers, which means they
all have the same chemical formula but differ structurally and chemically.

• Disaccharides form when two monosaccharides undergo a dehydration reaction

(a condensation reaction); they are held together by a covalent bond.

• Sucrose (table sugar) is the most common disaccharide, which is composed of the FO
monomers glucose and fructose. OU
• A polysaccharide is a long chain of monosaccharides linked by glycosidic bonds; ST
the chain may be branched or unbranched and can contain many types of mono- TU
saccharides.

Proteins
The shape of a protein is critical to its function because it determines
whether the protein can interact with other molecules. Protein structures are very
complex, and researchers have only very recently been able to easily and quickly de-
termine the structure of complete proteins down to the atomic level. (The techniques
used date back to
the 1950s, but until
recently they were very
slow and la- borious
to use, so complete
protein struc- tures
were very slow to be
solved.) Early structural
biochemists conceptu-
ally divided protein
structures into four
“levels” to make it
easier to get a handle on
the complexi- ty of the
overall struc- tures. To
determine how the
protein gets its final

PIVOT 4A CALABARZON 56 PIVOT 4A CALABARZON

 • Protein structure depends on its amino acid sequence and local, low-energy
chemical bonds between atoms in both the polypeptide backbone and in amino
acid side chains.

• Protein structure plays a key role in its function; if a protein loses its shape at
any structural level, it may no longer be functional.

• Primary structure is the amino acid sequence.

• Secondary structure is local interactions between stretches of a polypeptide chain

and includes α-helix and β-pleated sheet structures.

• Tertiary structure is the overall the three-dimension folding driven largely by in-
teractions between R groups.

• Quarternary structures is the orientation and arrangement of subunits in a multi

-subunit protein.

OR LAY-
Nucleic Acids
UT-
TRUC-
The two main types of nucleic acids are deoxyribonucleic acid (DNA) and ribo-
URE
nucleic acid (RNA). DNA is the genetic material found in all living organisms, ranging
from single-celled bacteria to multicellular mammals. It is found in the nucleus of
eukaryotes and in the chloroplasts and mitochondria. In prokaryotes, the DNA is not
enclosed in a membranous envelope, but rather free-floating within the cytoplasm.
The entire genetic content of a cell is known as its genome and the study of
genomes is genomics. In eukaryotic cells, but not in prokaryotes, DNA forms a com-
plex with histone proteins to form chromatin, the substance of eukaryotic chromo-
somes. A chromosome may contain tens of thousands of genes. Many genes contain
the information to make protein products; other genes code for RNA products. DNA
controls all of the cellular activities by turning the genes “on” or “off. ”
The other
type of nucleic acid,
RNA, is most- ly in-
volved in pro- tein syn-
thesis. In eu- karyotes,
the DNA mol- ecules
never leave the nu-
cleus but in- stead
use an inter- mediary
to communi- cate with
the rest of the cell. This

57 PIVOT 4A CALABARZON
 • The two main types of nucleic acids are DNA and RNA.

• Both DNA and RNA are made from nucleotides, each containing a five-
carbon sugar backbone, a phosphate group, and a nitrogen base.

• DNA provides the code for the cell’s activities, while RNA converts that
code into proteins to carry out cellular functions.

• The sequence of nitrogen bases (A, T, C, G) in DNA is what forms an or-

ganism’s traits.

• The nitrogen bases A and T (or U in RNA) always go together and C

E
Learning Task # 3
Direction: Classify each as crbohydrates, protein, or lipid.

1. Starch - 6. Glucose -
2. Cholesterol - 7. Amino Acids -
3. Steroid - 8. Saturated Fat -
4. Glycogen - 9. Polypeptide Chain -

Learning Task # 4

Direction: Which specific molecule (saturated fat, unsaturated fat, pro-

tein, glucose, starch, cellulose) is each food mostly made of?
1. Almond - 11. Table Sugar -
2. Spinach - 12. Popcorn -
3. Bacon - 13. Lobster -
4. Orange Juice - 14. Sesame Oil -
5. Cheese - 15. Egg -
6. Noodles -
7. Wheat -
8. Celery -
9. Soy beans -

PIVOT 4A CALABARZON 58 PIVOT 4A CALABARZON

 A
Learning Task # 5

In this module, you learned the structure of proteins, nucleic acids, lipids, and
carbohydrates, and related them to their functions.Your task is to complete the
reflection activity below.

I learned that

______________________________________________
______________________________________________

I realized that

______________________________________________
______________________________________________

I can apply what I have learned in

______________________________________________

Learning Task #6
Let’s Eat!
Tasks:
1. Look inside your refrigerator.
2. Pick up at least five (5) foods.
3. Look for its nutrition facts.
4. Make a table and list all the food you found. On the next column, Determine
what type of biological molecule/s exist in it.

Rubrics

Category Excellent Very Satisfactory Satisfactory Needs Improvement

Content- Accuracy 100% of the biological 80 -99% of the biolog- 60-79% the biological Below 60% the biolog-
(20) molecules identified are ical molecules identi- molecules identified ical molecules identi-
correct. (20) fied are correct (17) are correct (14) fied are correct (11)

Presentation of Output is exceptionally Output is attractive in Output is acceptably Output is distracting-

Output attractive in terms of terms of design, lay- attractive though it ly messy and not
design, layout and neat- out and neatness (13) may be a bit messy attractive (9)
(15)
ness (15) (11)

Uniqueness (15) All five items are unique. Four items are Three items are Two or one item/s is/
(15 unique. (13) unique. (11) are unique. (9)

59 PIVOT 4A CALABARZON
 Key to Correction:

Learning Task #1

Learning Task # 2
Lipids 3.

Carbohydrates 2.

Nucleic Acids 1.

Learning Task # 3

9. Polypeptide Chain - Protein - Carbohydrate 4. Glycogen

8. Saturated Fat - Lipid - Lipid 3. Steroid

7. Amino Acids - Protein 2. Cholesterol - Lipid

- Carbohydrate 6. Glucose - Carbohydrate 1. Starch
Direction: Classify each as crbohydrates, protein, or lipid.

Learning Task # 4
Direction: Which specific molecule (saturated fat, unsaturated fat, protein, glucose, starch,
cellulose) is each food mostly made of?

1. Almond - Starch 11. Table Sugar - Glucose

2. Spinach - Cellulose 12. Popcorn - Starch

3. Bacon - Protein 13. Lobster - Protein

4. Orange Juice - - Glucose 14. Sesame Oil - Unsaturated Fat

5. Cheese - Protein/ Saturated fat 15. Egg - Protein

6. Noodles - Starch

7. Wheat - Starch

8. Celery - Cellulose

9. Soy beans - Starch

References
https://courses.lumenlearning.com/introchem/chapter/types-of-biological-macromolecules/
https://courses.lumenlearning.com/introchem/chapter/dna-and-rna/
https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_Chemistry_Textbook_Maps/
Supplemental_Modules_(Physical_and_Theoretical_Chemistry)/Kinetics/Modeling_Reaction_Kinetics/
Collision_Theory/The_Collision_Theory

PIVOT 4A CALABARZON 60 PIVOT 4A CALABARZON

61 PIVOT 4A CALABARZON
References
Araneta, F.L., Catris, L.V. & Deauna, M.C. (2002). The world of chemistry III.
(2nd ed.) Quezon City: SIBS Publishing House, Inc.

Chang , R. (2005). Chemistry. (8th ed.) New York: Mc Graw-Hill Companies.

LeMay, E.H. Jr., Robblee, K.M., Brower, H., Douglas C. (1996). Chemistry Con-
nections to Our Changing World. New Jersey: Prentice Hall, Inc.

Madriaga, Estrellita A. (2013). Science Links 8 (K to 12) 1st ed.). Sampaloc,

Manila: Rex Book Store, Inc.
Magno, M., et. al. (2001).Practical Work in High School Chemistry Sourcebook
for Teachers. Quezon City: UP National Institute for Science & Mathematics Edu-
cation Development

Nueva España, Rebecca C. (2006). Science and Technology Chemistry. (Updated

ed.) Quezon City: Abiva Publishing House, Inc.
Silberberg, M. (1996).Chemistry: The Molecular Nature of Matter and Change.
St. Louis: Mosby.

Wilbraham, A.C., Staley, D. D., Matta, M. (1997).Chemistry, 4thed. New York:

Addison-Wesley Pub.

Wilbraham, A.C., Staley, D.D., Matta, M.S. & Waterman, E.L. (2007). Chemistry,
Teacher’s Ed. Boston, Massachusetts:Pearson, Prentice Hall, Inc.

http://becomeacodedebreaker.com
https://www.dummies.com/education/science/chemistry/drawing-lewis-dot-structures
-for-chemistry/
https://www.thoughtco.com/how-to-draw-a-lewis-structure-603983
chemed.chem.purdue.edu
http://curriculum.nismed.upd.edu.ph
http://www.smallscalechemistry.colostate.edu/PowerfulPictures/
ChemicalBonding.pdf
http://www.chemguide.co.uk/atoms/bonding/electroneg.html
http://chemistry.about.com/od/electronicstructure/a/Octet-Rule.htm
http://www.edu-resource.com/chemistry/what-are-ionic-compounds.php
http://misterguch.brinkster.net/ionic.html

PIVOT 4A CALABARZON 62 PIV-

63 PIVOT 4A CALABARZON
Para sa mga katanungan o puna, sumulat o tumawag sa:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal

Landline: 02-8682-5773 local 420/421

Email Address: lrmd.calabarzon@deped.gov.ph