General Chemistry 1
General Chemistry 1
Lesson 3: Measurements
Content Standard
The learners demonstrate an understanding of measurement and the Lesson Outline
difference between accuracy and precision.
Introduction Communicating Learning Objectives 3
Performance Standards
Motivation Why is Measurement Important? 7
The learners shall be able to:
1. Discuss the need and describe the result of a measurement, in general; Instruction Demonstration 30
2. Differentiate between the accuracy and precision of a measurement; Enrichment Laboratory Experiment 15
3. Point out possible sources of errors in a measurement; and
Evaluation Take-home Activity 5
4. Carry out a measurement and report the results correctly.
Materials
Projector, Computer, Flip charts
Learning Competencies
Resources
At the end of the lesson, the learners: th
(1) Chang, R. & Goldsby, K. (2016). Chemistry. (12 ed.). New
1. Explain the need for measurements; York: McGraw-Hill.
2. Describe how to carry out measurements of length, mass, and volume; and
3. Dfferentiate between precision and accuracy (STEM_GC11MT-Ib-13).
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INTRODUCTION (3 minutes) Teacher Tip
1. Introduce the following learning objectives using the suggested protocol (Read-aloud): The lesson is essentially a review of some
concepts presented and used in junior high school.
a. I will be able to describe the need for measurement
b. I will be able to carry out simple measurements of length, volume, and mass
c. I will be able to differentiate the accuracy and the precision of a measurement
Teacher Tip
2. Present the keywords for the concepts to be learned: List these keywords on the board or through
a. Measurements PowerPoint slides. Alternatively, you can write
them on flip charts.
b. Units of measurement
c. Accuracy
d. Precision
e. Significant figures
f. Errors
Time
8. Ask them to group into pairs. Tell them to measure the length, width, and thickness of a book, and record their results
Temperature on the following table (to be shown on the board).
7. Ask them
to cite
some
examples
where
these units
of
measurem
ents are
used in
real life.
Sample
response
s:
It is expected that they will be able to fill up the table, recalling what they have learned from junior high school.
Teacher Tip
The table can PROPERTY SI Units
be presented
Length
through
PowerPoint Mass
slides projected
on a white Volume
board.
Alternatively, it Time
can be prepared
on flip charts or Temperature
on manila
In case they fail to recall the correct units of measurement, a short discussion might be necessary. Also, refer them to read Chapter 1 of the resource
paper.
book (Chang, R. & Goldsby, K., Chemistry).
Width
Height
Teacher Tip
The correct results will include two decimal units.
12. Write the actual length, width, and thickness of the book on the board, and ask them to
compare their results with this value.
22
Ask them to answer the following questions: Answer Key
It is likely that:
a. Are the results of each measurement (length, width, or thickness) close to the true value?
a. The results will be close to the true value;
b. Were the measurements accurate or precise? b. The measurements were accurate
14. Evaluating the accuracy of a measurement will require the true value. However, the true value
for the dimensions of the book is not available. Point out that if twenty or more measurements
were done, the mean value can be taken as the true value. This is an assumption in statistics.
15. Draw the following dot plots on the board, and explain that each dot is the result of a
measurement whose value is indicated in the horizontal (or x-) axis. Tell them that the plot Teacher Tip
presents the results of six measurements of the weight of a pebble whose true weight is 8.0 g. The dot plot can be drawn on a manila paper
before class, or presented through a PowerPoint
Ask them to determine whether each measurement is accurate or inaccurate, and precise or
slide.
imprecise.
Answer Key
(A) Accurate and precise
(B) Accurate and imprecise
(C) Inaccurate and imprecise
(D) Inaccurate and precise
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16. Highlight that the measurement they made could have errors, which could:
I. Cause the result to be far from the true value (low accuracy). These errors are known
as systematic errors.
II. Cause the results to be different from each other (low precision). These errors are known
as random errors.
Teacher Tip
Point out that the errors could be due to the
Ask them to answer the question: What possible errors did the person who made the
measuring instrument or due to the person doing
measurements commit to lower the accuracy of the results? To lower the precision of the results? the measurement
EVALUATION (5 minutes)
1. Assign them to read the labels of some canned or bottled goods in the kitchen, and report
the mass or volume of the contents.
2. Let them classify the following measurement data as high precision or low precision:
3 3 3 3
a. Volume of a liquid: 11.0 cm , 11.3 cm , 10.9 cm , 11.1 cm
b. Mass of a solid: 25.0 g, 23.0 g, 20.0 g, 28.0 g
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General Chemistry 1 120 MINS
Resources
(1) Laboratory experiment in Annex 1
25
Teacher Tip
INTRODUCTION (5 minutes)
A laboratory experiment sheet has to be prepared
1. State the objective of the experiment that the learners will be performing.
and distributed to the learners. The experiment
2. Ask them to recall the definition of density and the formula for calculating it. found in the Annex makes use of low-cost
3. Review the methods for measuring weight and volume. materials.
Density is used as a means to obtain
MOTIVATION (5 minutes) the concentration of a solution.
1. Point out some application of density data in industry.
Introduction
Density is an important property of matter. It expresses the weight of a unit volume of a substance, is used to characterize substances, and can
provide a means for the identification of a solid, a liquid, or a gas.
In this experiment, the density of an aqueous solution will be determined by measuring the weight of different volumes of these solutions.
Several solutions containing different concentration of a solute will be assigned to different groups, and the variation of the density of the
solutions with the solute concentration will be studied. The behavior that you will observe has important applications in industrial and in health
monitoring.
Materials
1. NaCl solution, in 5%, 10%, 15%, and 20% concentrations
2. Digital balance
3. Syringe, 1 mL
4. Plastic mini tray
Procedure
1. Place the plastic mini tray on the stage of the digital balance and measure its weight.
2. Measure 1 mL of the test solution into the syringe, making sure that no air bubbles are trapped.
3. Slowly transfer the liquid in the syringe onto the mini tray. Measure the weight of the tray with the solution in it.
4. Repeat Steps 1 to 3 to provide a duplicate measurement. This will be used to check the repeatability of the results.
5. Repeat the whole procedure using 2 mL and 3 mL of the solution.
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Treatment of results
1. Record the weight of the mini tray at the beginning of the experiment. Record the weight after each addition of 1 mL, 2 mL, and 3 mL of
the sample solution.
2. From the data above, calculate the weight of each of the different volumes that you have added to the plastic mini tray by subtracting the
weight before the addition from the weight after the addition. Calculate the average value of the measured weights.
Weight of 2 mL solution
Weight of 3 mL solution
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3. From the data in the previous table, calculate the density of the solution. Calculate the average value of the density.
Based on 2 mL solution
Based on 3 mL solution
AVERAGE
4. Obtain the results from the other groups who used different concentrations of the solution. Tabulate the density of the various solutions
studied.
5. Plot the concentration of the solution (in the x-axis) against its density (in the y-axis). Infer how the density varies based on the concentration
of the solution.
29
General Chemistry 1 160 MINS
Illustrate an application of this law through the following problems. Ask them to solve the
problems in their seats, and ask one learner to write his/her solution on the board:
a. How many grams of water will be formed if 1.00 g hydrogen gas reacts with 8.00 g
oxygen? The reaction can be represented by the following word equation:
b. 5.58 g iron reacted with 3.21 g sulfur. How many grams of iron (II) sulfide were produced?
The reaction involved was:
c. Magnesium burns in air to form magnesium oxide, as represented by the following word
equation:
When 2.43 g magnesium was burned, 4.03 g magnesium oxide was produced. How many
grams of oxygen reacted with the magnesium?
5. Illustrate the application of this law using the previous example of magnesium reacting with
oxygen:
a. Describe an experiment wherein different amounts of magnesium powder are heated
in air.
b. Magnesium burns brightly in air and reacts with oxygen. During the reaction, the gray
powder turns into a white substance. The reaction causes the weight of the solid to
increase.
c. The following data were collected:
Mass
Volume
Time
Temperature
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d. Ask them to complete the third column by applying the Law of Conservation of Mass.
e. Ask them to fill up the fourth column by dividing the mass of oxygen (third column) by
the mass of the magnesium (first column).
7. Present the Law of Multiple Proportions: If two elements can combine to form more than
one compound, the masses of one element that will combine with a fixed mass of the other
element are in a ratio of small whole numbers.
8. Illustrate the application of this law using the example of carbon which reacts with oxygen to The law might have been presented in the Science
course in junior high school. In this case, ask a
form carbon monoxide and carbon dioxide.
learner to state the law.
a. In carbon monoxide, 1.00 g carbon combines with 1.33 g oxygen; whereas, in carbon
dioxide, 1.00 g carbon combines with 2.66 g oxygen. Pictures or meta cards with chemical formulas
may be posted on the board and used to facilitate
b. It can be seen that the ratio is 1:2.
discussion. It is highly encouraged to use pictures
of actual substances.
9. Remind them that laws are derived from experimental results. A theory is formulated to
provide an explanation to the laws.
35
Dalton’s Atomic Theory, proposed by John Dalton, can be used to explain the laws of chemical Teacher Tip
change. This theory is based on the following set of postulates: Draw atoms to clarify each postulate, particularly
Postulates 2, 3, and 4.
1. Elements are made up of very small particles known as atoms.
Drawing the Dalton symbols for the element will
2. All the atoms of an element are identical in mass and size, and are different from the atoms
facilitate the understanding of Postulates 2 and 3.
of another element. Dalton used the different shapes or figures to represent different
elements, as follows:
Oxygen Hydrogen Carbon Nitrogen Sulfur Phosphorus
3. Compounds are composed of atoms of more than one element, combined in definite ratios
with whole number values.
4. During a chemical reaction, atoms combine, separate, or rearrange. No atoms are created
and no atoms disappear.
+""""2
Carbon
Carbon Oxygen
dioxide
5. Ask them which postulate could provide an explanation for the: Answer Key
a. Postulate 4
a. Law of Conservation of Mass
b. Postulate 3
b. Law of Definite Proportion
6. Remind them that during the time of Dalton, the atom was believed to be the smallest
th
particle comprising substances. However, before the end of the 19 century, experiments
provided proof of the existence of smaller particles within the atom.
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7. Ask them to recall the particles contained in an atom (or the subatomic particles) and Teacher Tip
differentiate the particles in terms of location, charge, and relative mass by filling up the This has been presented in the Science course
in junior high school.
following table:
RELATIVE
PARTICLE LOCATION CHARGE RELATIVE MASS PARTICLE LOCATION CHARGE
MASS
PROTON Nucleus +1 1
Outside
ELECTRON -1 0.0006
nucleus
NEUTRON Nucleus 0 1
Ask them to recall the information about the composition of an atom provided by the
following: As enrichment, assign them to read and make a
ATOMIC MASS NUMBER OF NUMBER OF NUMBER OF Atomic Mass Number of Number of Number of
Number number Protons electrons neutrons
NUMBER NUMBER PROTONS ELECTRONS NEUTRON
4 9 4 4 5
4 9
14 28 14 14 14
14 28
8 7 8 8 9
8 9
11 23 11 11 12
11 12
24 52 24 24 28
52 24
19 39 19 19 20
19 20
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9. Introduce the concept of isotopes – atoms of an element having the same atomic number Teacher Tip
but different mass number. The existence of isotopes was shown by mass spectroscopy For better understanding of the concept of
isotopes, they can be assigned to read about mass
experiments, wherein elements were found to be composed of several types of atoms, each
spectroscopy. Make them refer to General
with different masses. Chemistry books instead of the internet, because
a. The atomic number identifies an element. The atoms of isotopes of an element have the latter might lead them to complicated
the same number of protons and electrons. description of this technique.
b. The atoms of isotopes of an element differ in the number of neutrons. Ask them to answer the following questions
afterwards:
1. What does a mass spectrometer do?
10. To apply the concept of isotopes, ask them to complete the following table containing 2. How does the mass spectro-meter separate
information about the isotopes of hydrogen: isotopes of different masses?
Atomic Number 1 1 1
ISOTOPE PROTIUM DEUTERIUM TRITIUM
Mass number 1 2 3 Atomic
1 1 1
Number of protons Number
Mass
Number of electrons 1 2 3
number
Number of neutrons Number of
1 1 0
The common hydrogen atom is protium, while deuterium is found in heavy water. protons
Number of
Ask them to recall the difference between the following particles: 1 1 1
electrons
a. Atom Number of
1 1 2
b. Molecule neutrons
c. Ion
38
Let them complete the following concept map showing the relationship of these particles: Assign them to find information from the internet
on useful isotopes. These concepts might have
been presented in the Science course in junior
Atoms high school.
? ?
i. Many symbols are abbreviations derived from the name of the element.
Atoms
ii. Some symbols are derived from their Latin names. Gain of Loss of
electrons electrons
Call five or more learners to write some elements and their names and symbol on the board. CATIONS ANIONS
Make them recall that the difference between an ion and an atom is the presence of charges. (Positive Ions) (Negative Ions)
The simple ions are derived from atoms through the gain or loss of an electron.
Let them complete the following concept map showing the relationship of these particles: An alternative diagram could be:
Ions can be made up of only one atom (monoatomic) or more than one type of atom
(polyatomic).
39
12. Monoatomic ions are named based on the element. Teacher Tip
The naming of the compound or molecule will be
a. For cations, the name of the element is unchanged. If an element can form two ions of
discussed later.
different charges, the name, which is usually derived from its Latin name, is modified by
the suffix –ic for the ion with the higher charge, and –ous for that with the lower charge.
b. For anions, the name of the element is modified by the suffix –ide.
Several anions are polyatomic and are named based on the atomic constituents and the
suffix – ide.
17. Some anions have common names ending with the suffix –ate.
-
a. C2H3O2 – acetate ion
2-
b. C2O4 – oxalate ion
Teacher Tip
Point out that the composition of a molecule or an ion can be represented by a chemical They might be able to recall some compounds that
have been presented in the Science course in
formula. The formula consists of the symbols of the atoms making up the molecule. If there junior high school, such as sodium chloride and
is more than one atom present, a numerical subscript is used. Examples are the following: carbon dioxide.
a. O2 – oxygen gas
b. H2O – water
c. NaOH – sodium hydroxide (liquid Sosa)
d. HCl – hydrochloric acid (muriatic acid)
a. Ionic compounds – made up of a cation and an anion. They are named by giving the
name of the cation first, followed by the name of the anion. Ask them to name the
following compounds:
i. NaI
ii. MgCl2
iii. FeS
iv. K 2O
Answers for Number 20
b. Molecular compounds – made up of two non-metals. They are named by giving the name i. HCl – hydrogen chloride
ii. CO2 – carbon dioxide
of the first nonmetal and then that of the second nonmetal modified by the ending - ide.
iii. SO3 – sulfur trioxide
Molecular compounds are usually gases. Ask them to name the following compounds:
i. HCl
ii. CO2
iii. SO3
20. After they have learned how to name binary compounds, discuss the rules for naming
ternary compounds – made up of three elements. The naming of ternary compounds
follows the same rule as that of the binary ionic compound: the name of the cation is given
first, followed by the name of the anion.
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Answers for Number 20
i. NaNO3 – sodium nitrate
Ask them to name the following compounds: ii. BaCrO4 – barium chromate
i. NaNO3 iii. K2SO4 – potassium sulfate
ii. BaCrO4
iii. K2SO4
Answers for Number 21.a
i. HCl – hydrochloric acid
21. Discuss next the naming of acids. Acids – yield hydrogen ions in aqueous solutions. ii. H2S – hydrosulfuric acid
iii. HI – hydroiodic acid
a. Binary acids – composed of hydrogen and another element, usually a nonmetal. The first
part of the name starts with the prefix hydro- followed by the name of the element,
modified by the ending –ic. The second part consists of the word ‘acid’. Name = hydro-
(root name of element) -ic + acid
Ask them to write the formula of the following compounds, given the name of the
compound:
i. Silver nitrate
ii. Potassium iodide
iii. Nitrogen dioxide
iv. Barium chloride
v. Hydrobromic acid
Teacher Tip
Refer to the laboratory teaching guide of this
ENRICHMENT lesson as well as the Formula Writing and Naming
1. Conduct a laboratory session on the naming of compounds and on formula writing. of Compounds data table.
2. When 24.3 g magnesium reacts completely with 16.0 g oxygen, exactly 40.3 g magnesium
oxide is formed. Which of the following laws is illustrated by this observation?
A. Law of Definite Proportion C. Law of Conservation of Mass
B. Law of Multiple Proportion D. Law of Conservation of Energy
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3. Which of the following statements is consistent with Dalton’s Atomic Theory?
A. The atoms of element A are identical with the atoms of another element D.
B. The atoms of element A have the same mass as the atoms of another element D.
C. The atoms of element A are different from the atoms of another element D.
D. The atoms of element A have the same properties as the atoms of another element D.
6. In which of the following quantities will two isotopes of an element have different values?
A. Atomic number C. Number of protons
B. Mass number D. Number of electrons
7. Which of the following information on the number of protons (p), electrons (e) and neutrons
238
(n) is correct for 92 U ?
A. 92 p, 92 n, 92 e C. 238 p, 146 n, 238 e
B. 92 p, 146 n, 92 e D. 146 p, 82 n, 92 e
8. What is the mass number of an atom which has 11 protons, 11 electrons, and 12 neutrons?
A. 11 C. 22
B. 12 D. 23
45
2+
9. Which of the following data is correct for the Mg ion (atomic number = 12)?
A. 12 protons and 13 electrons C. 14 protons and 12 electrons
B. 12 protons and 10 electrons D. 12 protons and 14 electron
11. Which of the following takes place when a monovalent cation is formed from an atom?
A. One electron is gained. C. Two electrons are gained.
B. One electron is lost. D. Two electrons are shared.
13. Which of the following is the correct formula of copper (II) nitrate?
A. CuNO3 C. Cu(NO3)2
B. Cu2NO3 D. Cu2(NO3)2
2. Review the symbols of the common elements encountered in compound. Call the learners one by one and ask him/her to
3. State the objective of the exercise that they will work on for the laboratory period. give the symbol of an element which you will
name.
Teacher Tip
MOTIVATION (5 minutes) The exercise worksheet given in Annex 1 could be
1. Point out that the names and formulas of compounds will be needed in the succeeding adopted or revised.
lessons, particularly in writing chemical equations.
Each learner will work independently. It might be
best to keep the exercise as a closed-book activity,
PRACTICE (70 minutes) and discourage them from consulting one another.
1. Provide each of them a copy of the exercise worksheet, and ask them to answer the exercise. At the end of the exercise, let them check the
answers of their fellow learners who are seated
away from them.
ENRICHMENT
1. Ask them to identify where they committed mistakes. Discuss the correct answers.
EVALUATION
EXCEEDS EXPECTATIONS MEETS EXPECTATIONS NEEDS IMPROVEMENT NOT VISIBLE
The learner answered more than The learner answered 70% to 89% The learner answered less than The learner did not answer any
90% of the items correctly. of the items correctly. 70% of the items correctly. item correctly.
48
FORMULA WRITING AND NAMING OF
COMPOUNDS
Section 1: Ion names Section 2: Ions from formulas
Complete the table by writing the name or formula of the ionic Complete the chart by writing the formula of the ions and of the
species. compounds.
Na
+ KCl
2+ Ba(NO3)2
Ca
magnesium ion FeSO4
manganese (II) ion Li2CO3
3+
Fe Na2O
chromium (III) ion (NH4)2SO4
2+
Ba Al(OH)3
-
Cl
-
NO3
phosphate ion
-
OH
chromate ion
2-
C2O4
permanganate ion
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Section 3: Writing formulas from chemical names Section 4: Chemical names from formulas
Write the formula of the ions expected from the following Write the chemical name of the ions expected from the following
compounds. compounds.
Na2CrO4
Tin (IV) oxide
Ni(OH)2
Lead iodide
BaO
Bismuth (NH4)2C2O4
nitrate
Sodium
carbonate
Strontium
chromate
50
Section 5: Binary covalent compounds Section 6: Acids and bases
Complete the table below by filling up the missing formula or Complete the table below by filling up the missing formula or
chemical name. chemical name.
FORMULA NAME FORMULA NAME
P2O5 H3PO4
silicon dioxide nickel(II) hydroxide
Mg(OH)2
carbonic acid
51