PROTOTYPE AND

CONTEXTUALIZED
DAILY LESSON PLAN
IN
GRADE 10 SCIENCE
MATTER AND ITS INTERACTIONS

4TH QUARTER
WEEK 1-10
 i
DAILY LESSON PLAN (DLP) DEVELOPMENT TEAM
CECILLE BERNADETTE P. RIVERA, CESO V
Schools Division Superintendent

MARIA- MAGNOLIA F. BRIOSO, CESO VI

Assistant Schools Division Superintendent

JERSON V. TORALDE
Chief Education Program Supervisor
Curriculum Implementation Division

HELEN Z. CORNELIO
Education Program Supervisor, Science

DEVELOPMENT TEAM

DLP WRITERS/ DEMONSTRATOR TEACHERS


• LENI O. BAÑARIA  JOAN I. MANAOG
• JESSABEL B. BAÑADERA  FE B. MARPURI

• MYLA ANN A. BERNALES  MUNET A. MORAÑA

• MAILA B. CEGUERA  LAILA C. NAMORO
• PINKY M. COMPRADO  HERMINIA T. PANDAAN
• IDA T. IBARRIENTOS  MARY JOY B. QUITE  EDNA V. JAVIER  MAE B.
RACELIS
• JOSEPH E. LANIOG  CECILIA V. SADANG
• ELLYN B. MAGISTRADO  JUDY C. SALCEDO

LAYOUT

MYLA ANN A. BERNALES

KATRINA D. ADRA

EDITORS
HELEN Z. CORNELIO LAILA C. NAMORO
LOURDES P. CASTROVERDE MYLA ANN A. BERNALES
CARMELITA H. TAGUM ELLYN B. MAGISTRADO
DENNIS D. DIMANARIG JUDY C. SALCEDO
ANTHONY I. ABABA MAILA B. CEGUERA

VALIDATORS
LOURDES P. CASTROVERDE CELITO V. SAYSON
IRENE V. DE JESUS JOSELYN C. SAYSON

MARICEL B. BERNAL SALVACION B. FELICES

AMY R. FRANCISCO SHEILA L GUEVARRA
MARIA- JESUSA D. MEDROSO JONJON R. MONTE
IMELDA B. BARRAMEDATABLE OF CONTENTS REY I. BUENO

MARIBEL C. VARGAS LAILA B. NAMORO

ii

Module 1: BEHAVIOR OF GASES

Learning Competencies: The learners should be able to investigate the

relationship between:
1.1 volume and pressure at constant temperature of a gas;
1.2 volume and temperature at constant pressure of a gas;
1.3 explains these relationships using the kinetic molecular theory

Pre- Assessment-------------------------------------------------------------------1-2

Activity 1: BOYLE’S LAW -------------------------------------------------------3-8

Activity 2: RELATIONSHIP BETWEEN VOLUME AND

TEMPERATURE AT CONSTANT PRESSURE-------------9-11

Activity 3: PART 1: CHARLES LAW------------------------------------------12-17

Activity 4: PART 2: CHARLES LAW ------------------------------------------18-22

Activity 5: KINETIC MOLECULAR THEORY--------------------------------23-27

Summative Assessment ---------------------------------------------------------28-30

Module 2: BIOMOLECULES

Learning Competencies: The learners should be able to: recognize the major
categories of biomolecules such as carbohydrates,
lipids, proteins, and nucleic acids.

Pre- Assessment--------------------------------------------------------------31-32

Activity 1: TEST FOR CARBOHYDRATES-------------------------------------33-38

Activity 2: CARBOHYDRATES ----------------------------------------------------39-44

Activity 3: TEST FOR LIPIDS ------------------------------------------------------45-50

 Activity 4: LIPIDS ----------------------------------------------------------------------51-58

Activity 5: TEST FOR PROTEINS AND

DENATURATION OF PROTEINS -----------------------------------59-66

Activity 6: PROTEINS AND AMINO

ACIDS STRUCTURE AND NUCLEIC ACID- DNA --------------67-79

Summative Assessment--------------------------------------------------------------80-81

Module 3: CHEMICAL REACTIONS

iii

Learning Competencies: The learners should be able to:

1. Apply the principles of conservation of mass to chemical
reactions.
2. Explain how the factors affecting rates of chemical reactions are
applied in food preservation and materials production, control of
fire, pollution, and corrosion.
Pre- Assessment--------------------------------------------------------------82-83

Activity 1: EVIDENCES OF CHEMICAL REACTIONS:

CHANGE IN INTRINSIC PROPERTIES
(COLOR AND ODOR) AND PRODUCTION
OF LIGHT -----------------------------------------------------------------84-113

Activity 2: EVIDENCES OF CHEMICAL REACTIONS:

EVOLUTION OF GAS AND TEMPERATURE
CHANGE------------------------------------------------------------------114-118

Activity 3: EVIDENCES OF CHEMICAL REACTIONS

FORMATION OF PRECIPITATE ---------------------------------119-126

Activity 4: COMBINATION AND DECOMPOSITION ----------------------127-130

Activity 5: SINGLE DISPLACEMENT, DOUBLE DISPLACEMENT,

COMBUSTION AND ACID BASE REACTION ------------------131-134

Activity 6: PART 1 LAW OF CONSERVATION OF MASS------------------135-142

Activity 7: PART 2 LAW OF CONSERVATION OF MASS -----------------143-147

Activity 8: PART 3 LAW OF CONSERVATION OF MASS -----------------148-152

Activity 9: COLLISION THEORY -------------------------------------------------153-160

Activity 10: FACTORS AFFECTING REACTION RATES ---------------- 161-169

Activity 11: DEFINITION OF REACTION RATE

AND THE FACTORS REACTING RATES ---------------------170-173
Activity 12: READY, SET, REACT! (FACTORS AFFECTING
REACTION RATES --------------------------------------------------174-179

Activity 13: POLLUTANTS---------------------------------------------------------180-183

Activity 14: ACID RAIN --------------------------------------------------------------184-188

Activity 15: EFFECTS OF ACID RAIN TO HUMANITY ---------------------189-191

Activity 16: PERFORMANCE TASK ---------------------------------------------192-194

Summative Assessment------------------------------------------------------------195-197

iv
Pre-Assessment

Direction: Write the letter of the correct answer.

1. Which example has particles that can be drawn closer to occupy

smaller volume?
a. fruit juice c. air inside the syringe
b. block of wood d. ice cube

2. Which of the following phenomena does NOT involve the application of

gas pressure?
a. burning fuels c. vulcanizing tire
b. falling leaves d. rising hot air balloons

3. Last summer vacation, the Cruz family decided to go to Pagudpod,

Ilocos Norte to have a beach party. On their way to Ilocos, all of them
were surprised when the tire suddenly exploded. What is the probable
explanation for the blown out tire during a long summer drive? a. High
temperature causes a decrease in volume.
b. The amount of the gases inside the tire is increased.
c. The mass of the gases inside the tire increases causing a blown up
tire.
d. The volume of gases increases as the temperature increases,
causing a blown up tire.

4. How can you possibly prove that gases have negligible mass?
a. Put a balloon in a digital balance before and after you fill it with air
b. feel the weight of the samples on both hands
c. ask two persons to hold a box filled with air
d. support your claim of through equation

5. Each of the following containers is air tight and has the same number
of gas molecules. Which container has the highest pressure?

6. Each of the following containers has the same size. Which of following
containers has the most compressed gas molecules?

7. All the gas samples have the same temperature and mass. In which of
the following conditions will the gas sample have the highest density?
1
 8. What happens to the density of a gas as its volume decreases at
constant pressure and temperature?
a. decreases c. stays the same
b. increases d. unpredictable

For numbers 9 to11, the choices are:

a. Boyle’s Law c. Combined Gas Law
b. Charles’ Law d. Ideal Gas Law

9. What law explains the mechanism of gas compressor?

10. What gas law best explains the explosion of the heated aerosol
container?

11. What gas law explains the relationship among the volume, pressure,
temperature, and the number of moles of gases?

12. How will you represent the molecules of carbon dioxide at 30°C?

13. What kind of movement is exhibited by gas molecules?

a. vibrational movement c. translational movement
b. rotational movement d. combination of a, b and c

14. How does the temperature affect the average kinetic energy of gas
molecules?
a. as the temperature decreases the average kinetic energy of gas
molecules decreases
b. as the temperature decreases the average kinetic energy of gas
molecules increases
c. as the temperature decreases the average kinetic energy of gas
molecules remains the same
d. as the temperature decreases the average kinetic energy of gas molecules
fluctuates

15. What will happen to the gas pressure as the temperature increases, if the
amount and volume of the gas are kept constant?
a. the gas pressure remains the same c. the gas pressure increases
b. the gas pressure decreases d. there is no significant effect

2
SCHOOL GRADE LEVEL 10
TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W1D1-2

I.OBJECTIVES
The learners demonstrate understanding of how gases
A. Content behave based on the motion and relative distances
Standard between gas particles.

B.
Performan
ce
Standard
Investigate the relationship between :

1.1 volume and pressure at constant temperature of a

C. Learning gas;
Competencie 1.2 volume and temperature at constant pressure of a
s gas;
1.3 explains these relationships using the kinetic
molecular theory; S10MT-IV-a-b-21

1. Describe the relationship between volume

and pressure at constant temperature of a
gas.
2. State Boyle’s Law o perationally.
3. Solve simple problems on Boyle's law.

OBJECTIVES

II. CONTENT BOYLE'S LAW

III. LEARNING
3
RESOURCES
A. References
a. Teacher’s
Guide pages 265 – 267
b. Learner’s
Materials
pages 362 – 368
c. Textbook pages
d. Additional
Materials
from
Learning
Resource
(LR) portal
e. Other Learning https://www.youtube.com/watch?v=1l93Y2AH0m w
Resources https://www.youtube.com/watch?=tEQvDDfXgs

B. Materials
IV. PROCEDURE A B
Do you still remember the lung model you made to
ELICIT explain the respiratory system in grade 9? The balloon
represents the diaphragm showing the principles of
exhale and inhale.

As you exhale, the diaphragm contracts, it

results to a decrease in the lung volume,
ENGAGE increasing the pressure in the chest cavity. As
you inhale, the lung cavity expands, causing the
pressure inside the lung to decrease, and
become lower than the outside pressure.
This explains Boyle's Law experiment. (if facility is
available)
Learners will watch the video about Boyle’s Law
experiment using the link:
https://www.youtube.com/watch?v=1l93Y2AH0m
w
https://www.youtube.com/watch?=tEQvDDfXgs

4
 Group Activity: (see attachment sheet)
Learners are grouped into 5 and perform the
same experiment as shown in the video using
the syringe, balloon, and marshmallow. Let the
group leader and asst. leader get or collect the
EXPLORE materials, follow the procedures. Two members
will perform and the group secretary will take
End of first day
note of the observation on the changes in
volume.

Precautionary Measures:
• Be careful in handling syringe
• Follow carefully the procedures in the
activity.

Scoring rubrics for learners output.

• Teamwork/ cooperation - 3 pts
• Performed the experiment
correctly - 3 pts.
• Correct concept/ answer - 4 pts.
______
10 pts.

Answer the questions:

1. What happens to the volume of the
balloon and marshmallow as you push the
plunger?
2. What happens to the pressure on the
syringe as you push the plunger?
3. Plot a graph with the pressure (y axis) and
volume (x axis).
4. Describe the graph
5. What is the relationship between volume
and pressure of gasses at constant
temperature?

Ask a volunteer from each group to explain their

answers in front of the class.

Presentation of group output.

EXPLAIN
Second day
The relationship between volume and pressure
was first stated by Robert Boyle during the 16th
century. He performed an experiment and found
ELABORATE out that as the pressure increases, the volume

5
decreases. He finally concluded that

6
 Were you able to verify the meaning of
proportionality constant?
Let us apply the equation you learned about
Boyle's Law. Since volume and pressure of gas
can be varied. Let P₁ and V₁ be the initial
pressure and volume respectively and P₂ and V₂
be the final pressure and volume respectively.

Now let us try to solve problem:

The inflated balloon that slipped from the hand of
Ken has a volume of 0.50L at sea level (1.0 atm)
and it reached a height of approximately 8km
where the atmosphere pressure is approximately
0.33 atm. Assuming that the temperature is

constant, compute for the final volume of the

balloon.

Categorize the given variables:

Initial Condition Final Condition
V₁ = 0.50 L V₂ = ?
P₁ = 1.0 atm P₂ = 0.33 atm

By applying Boyle's law, can you predict what will

happen to the final volume?

7
 V₁ P ₁ = V₂P ₂ ; V₂ = V ₁P ₁ / P ₂
Let us compute:

Application to Real life Situations:

Have you observed a fish in the aquarium? The

bubbles get bigger and bigger as it rises because
the pressure at the bottom of the aquarium is
higher than the pressure near the surface.

A. Answer the following.

1. Oxygen gas inside a 1.5L gas tank has a

EVALUATE pressure of 0.95 atm. provided that the
temperature remains constant, how much
pressure is needed to reduce its volume
by 1/2?
2. Complete the given statement according
to Boyle’s law.
As the volume __________________, the
pressure _______________ at constant
temperature.
3. The relationship of the volume and
pressure is ________________.

B. Solve the following problem:

1. A scuba diver needs a diving tank in order to

provide breathing gas while underwater. How
much pressure is needed to 6.00L of gas at
1.01 atmospheric pressure to be compressed
in a 3.00 L cylinder?

8
 2. A sample of flourine gas occupies a volume of
500 ml. at 760 torr. Given that the temperature
remains the same. calculate the pressure
required to reduce its volume by 1/3.
3. You sip the liquid inside the bottle of the
softdrinks using a drinking straw. Explain how
it is possible to drink the liquid using pressure
and volume relationship.

EXTEND
Explain how hot air balloons operate.

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation

9
 C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson

D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/ discover
which I wish to
share with other
teachers?
Attachment

10
SET 1:
Activity 1 BOYLE’S LAW EXPERIMENT

Objectives: Investigate the relationship between volume and pressure at

constant temperature of a gas.

Materials:
Syringe 30 ml 2 small balloon thread

Procedure:
1. Remove the plunger from the syringe.
2. Inflate the balloon and tie it using the thread.
3. Place the inflated balloon in the syringe and put back plunger.
4. Place the plunger at the highest point and slowly push the plunger as low as
you can. Repeat it for several times.
5. Observe what will happen to the balloon.
Guide Questions:
Q1. Describe what will happen to the balloon as the plunger goes up and
down.
Q2. Illustrate the appearance of the balloon while the plunger goes up and
down.
Q3. What is the relationship of volume and pressure in this activity.
Q4. State the principle’s of Boyle’s Law

SET 2:
Materials:
Syringe 30 ml 2 marshmallow
Procedure:
1. Remove the plunger from the syringe.
2. Place the small marshmallow in the syringe and put back the plunger.
3. Place the plunger at the highest point and slowly push the plunger as low as
you can. Repeat it for several times.
4. Observe what will happen to the marshmallow.

Guide Questions:
Q1. Describe what happen to marshmallow as the plunger goes up and down.
Q2. Illustrate the appearance of the balloon while the plunger goes up and
down.
Q3. What is the relationship of volume and pressure in this activity.
Q4. State the principle’s of Boyle’s Law

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W1D3-4

11
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of
how gases behaved based on the motion and
relative distances between gas particles.
B. Performance
Standard
C. Learning Investigate the relationship between :
Competencies/
1.1 volume and pressure at constant
temperature of a gas;
1.2 volume and temperature at constant pressure
of a gas;
1.3 explains these relationships using the kinetic
molecular theory;
S10MT-IV-a-b-21
Objectives 1. Describe the relationship between volume and
temperature at constant pressure.
II. CONTENT

Relationship Between Volume and

Temperature at Constant Pressure

III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide 268-269
2. Learner’s 369-374
Materials pages

12
3.Textbook pages Chemistry (Science and Technology) p. 249250

4. Additional
Materials from
Learning
Resource(LR)
portal
A. Other Learning
Resources
B. Material
IV. PROCEDURE A B
Ask: When you expose a balloon under the heat
ELICIT of the sun, what will happen to the size of the
balloon?
Let the learners explain the science concept
behind the following situations:
ENGAGE
1. tire that suddenly bursts at 12 noon
2. flying hot air balloon
3. expanding beach ball

Group the learners into 5 and have them write the

possible things to happen on the following
situations:
1. placing a plastic container near a firewood
2. putting too much air on your bicycle tire
EXPLORE 3. displaying flying balloon outside
4. exposing plastic hose under the sun

Let the learners present their answers.

Presentation of Outputs

Key Concepts
EXPLAIN 1. Temperature affects volume.
2. Temperature changes the shape and size
of objects.

13
 Ask the learners the following:

1. What is the effect of temperature to the

container when it is near a firewood?
(The container will expand.)
2. What will happen to your tire when you
introduce too much air on it?
ELABORATE (It will explode.)
3. What do you observe when balloons are
left outside on asunny day?
(The balloons burst.)

TRUE or FALSE. Write TRUE if the statement is

correct and FALSE if it is incorrect.

1. Temperature changes the shape and size

of objects. (TRUE)
2. Temperature does not affect volume.
(FALSE)
EVALUATE 3. The size of the object decreases as the
temperature increases.(FALSE)
4. The molecules of the object move faster as
the temperature increases.(TRUE)
5. The size of the object remains the same
even it is exposed to higher temperature.
(FALSE)
Think of other situations that show how
EXTEND
temperature affects an object’s size.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require

14
 additional
activities for
remediation who
scored below
80%
C. Did the remedial
lesson work?
No . of learner
who have caught
up with the
lesson
D. No. of learners ho
continue to
require
Remediation
E. Which of my
reaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?

G. What innovation
or localized
materials did I
used/discover
15
 which I wish to
share with
other teacher

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 1 Session QUARTER/ WEEK/ DAY Q4W2D1

I. OBJECTIVES
The learners demonstrate an understanding of how
A. Content
gases behaved based on the motion and relative
Standard
distances between gas particles.
B. Performance
Standard
Investigate the relationship between :
C. Learning
Competencie 1.1 volume and pressure at constant temperature
s of a gas;
/ 1.2 volume and temperature at constant pressure
of a gas;
1.3 explains these relationships using the kinetic
molecular theory; S10MT-IV-a-b-21

16
 1. Describe the relationship between volume
and temperature at constant pressure of a
gas
D. Objectives 2. State Charle’s Law operationally.
3. Solve simple problems on Charle’s Law

II. CONTENT PART 1: CHARLES’ LAW

III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide 268-269
2. Learner’s 369-374
Materials pages
3.Textbook pages Chemistry (Science and Technology) p. 249-250
4. Additional
Materials from
Learning
Resource(LR)
portal
A. Other Power point presentation, video clips for
Learning Charles’ Law
Resources
https://www.youtube.com/watch?v=7ZpuMBkf1S
s&t=99s
B. Material
IV. PROCEDURE A B
Learners are asked to:
ELICIT 1. Give the relationship between volume and
pressure at constant temperature

17
 2. State Boyle’s Law
3. Write the formula for Boyle’s Law
4. Enumerate the four properties of gas
Possible answers
1. volume is inversely proportional to the
pressure at constant temperature.
2. States the volume of a fixed amount of gas is
inversely proportional to its pressure at constant
temperature.
3. the four properties of gas are; volume,
pressure, temperature and mass.
Learners view video presentation of Charles’ Law for
them to have an idea about the lesson.
ENGAGE
Link:
https://www.youtube.com/watch?v=7ZpuMBk
f1Ss&t=99s
Group the learners into Ask 6 volunteers from the
5, let them perform group to perform activity 3.
Activity No. 3. Let them Let the other learners
EXPLOR answer questions 1 & 2 observe and answer
E on LM page 371 questions 1& 2
(see attachment) LM page 371
(see attachment)

EXPLAIN

Presentation of group output.

18
 Additional input:

The volume-temp relationship in gases (k=V/T) was

determined by and named after Jacques Charles.

In his experiment, Jacques Charles trapped sample

of gas in a cylinder with a movable piston in water
bath at different temperatures. He found out that
different gases decreases their volume by factors
1/273 / oC of cooling. With this rate of reduction, if gas
will be cooled up to -273oC, it will have zero volume.
ELABORATE
Charles’ Law states that at constant pressure, the
volume of a fixed amount of gas is directly
proportional to the Kelvin (K) temperature.

He explained that as the temperature increases, the

volume also increases. As we emphasized in the
activity, once the air inside the balloon is heated, its
molecules will become more excited, which can cause
an increase in their kinetic

energy. The amount of kinetic energy that they

possess become great enough to enable them to
push the walls of the balloon. This phenomenon
results to an increased in the space in between
molecules of gases. Hence, the balloon becomes
bigger.

Given the data on Volume-Temperature relationship:

Table A.

Trial Volume (mL) Temp Temp

EVALUAT
(oC) (k)
E
1 10 2
2 20 57
3 30 102
4 40 152

19
 Note: ConvertoC to K, use the formula:
K= oC+273
Possible answers in table A
1. 275, 2. 330, 3. 375, 4. 425

Plot the data from Table A in a graph by placing

the volume in the -axis
y and temp at Kelvin
scale in the x-axis

(graph)

Questions:
1. Describe the graph
2. How does the temperature relate to the
volume
of a gas
Possible answers
1. The graph is a straight line slants to the
right.
2. The volume is directly proportional to the
temperature.
Scoring Rubrics:
Plot the graph perfectly correct - 5 points
Plot the graph correctly - 4 points
Plot the graph slightly correct - 3 points
Plot the graph but incorrect - 2 points
Did not plot the graph - 0

1. Translate Charles’ Law into mathematical

expression.
2. Derive the formula for Charles’ Law.
EXTEND 3. Answer the following Charles’ Law problem to
facilitate mastery of concepts on the volume-
temperature relationship on page 374

V. REMARKS
VI.
REFLECTION

20
 VII. OTHERS
A. No. of
learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below
80%
C. Did the
remedial
lesson work?
No . of learner
who have
caught up with
the lesson

D. No. of learners
ho continue
to require
Remediation
E. Which of my
reaching
strategies
worked well?
Why did
these work?
F. What
difficulties

21
 did I
encounter
which my
principal or
supervisor
can help
me solve?
G. What
innovation
or localized
materials
did I
used/discov
er which I
wish to
share with
other
teacher

Attachment

Charles’ Law

Objectives: Investigate the relationship between volume and temperature at

constant pressure of a gas.

Materials:
• rubber balloon
• thermometer
• tap water
• alcohol lamp

22
Procedure:
1. Prepare 3 beakers (1 for ice water, 1 for tap
ater,
w and another one
for hot water).
2. Inflate a balloon.
3. Measure the circumference of the balloon using a tape measure

4. Get the temperature reading of the hot water

• • hot water
• tape measure
• ice

23
 5. Put the balloon in hot water for 2 minutes, then measure again its
circumference.

6. Do three trials and get the average of the results.

7. Repeat procedures 3 to 6 using tap water.

8. Repeat procedures 3 to 6 . This time use ice water.

9. Record the results in the Table 7.

Table 7. Data on Determining the Siz e of the Balloon at Different Temperatures

Average Average Circumference of the

Set-up Temperature Balloon (cm)
(°C )
difference
before after
Warm Water
Tap Water
Ice Water

24
 Q1. What happens to the size of the balloon as the temperature
decreases?
Q2. How does the change in the temperature relate to the volume of
gas in the balloon?
SCHOOL GRADE LEVEL 10
TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W2D2-3

I. OBJECTIVES

A. Content The learners demonstrate an understanding of

how gases behaved based on the motion and
Standard
relative distances between gas particles.

B. Performance
Standard
Investigate the relationship between :

1.1 volume and pressure a t constant

temperature of a gas;
1.2 volume and temperature at constant
pressure of a gas;
1.3 explains these relationships using the
kinetic molecular theory;
S10MT -IV-a-b-21
C. Learning The learners should be able to:
Competencie 1- Investigate the relationship between:
s 1.2 volume and temperature at constant
pressure of a gas
CODE: S10MT -IVa-b-21

1. State Charles’ Law operationally

D. Objectives 2. Derive formula of Charles’ Law
3. Solve problems involving Charles’ Law

II. CONTENT PART 2: CHARLES’ LAW

25
III. LEARNING
RESOURCES
References
1.Teacher’s Guide 268-269
2. Learner’s 369-374
Materials pages
3.Textbook pages Chemistry (Science & Technology III) pages
250-251
4. Additional
Materials from
Learning
Resource(LR)
portal

A. Other
Learning Power point presentation, video clips for
Resource Charles’ Law
s
https://www.youtube.com/watch?v=7ZpuMBkf 1Ss
B. Material
Charts with problems to be solved, Scientific
calculator, paper & pen

IV. A B
PROCEDURE
Recall the lesson yesterday about Charles’ Law.

ELICIT

26
 What law shows the r elationship between
volume and temperature at constant pressure?

Who can draw the line sh owing the relationship

between volume and te mperature at constant
pressure ?

Explain the meaning o f di rectly proportional .

Possible answers :
1. Charles’ Law
2. V

T
3. Directly proportional means, as the
volume increases, the t emperature also
increases or vice versa

From the video presentation From the video

about Charles’ Law translate presented yesterday
the statement into translate the
mathematical equation. statement into
mathematical
Possible answer: equation.
ENGAGE V1/T1 = V2/T2)
Possible answer:
V α T@ constant P
Where:
V (volume)
T
(temperature) in
Kelvin
EXPLOR Let the learners derive the formula:
E V1 T2 = V2T1

27
 (Possible answer)
Mathematically, Charles” Law can be
expressed as:
V ɑ T constant P
Removing the proportionality symbol (ɑ) and
using the equality sign (=) the equation will be
as follows:

V = k T or k=V/T
Thus, in a direct proportion, the quotient of
the variable Is constant.
Considering the initial and final conditions,
you will arrive at the following equations:

V1 / T 1 = k and V2 / T2 = k
Whereas,
V1 is the initial volume and V2 is the final
volume
T1 is the initial temp and T2 is the final
temp
If the vol-temp ratios are the same in the initial
and final conditions, then we will arrive at this
equation:
V1 / T1 = V2 / T2
For the following unknowns:
V1=?, T2=?, V2=?, T1=?
Call volunteers to derive each.

After derivation of formula, review the unit of

measurement for each property.

Application of the derived formula to a

problem solving.

Individual Activity
Sample Problem to be solved:
An inflated balloon with a volume of 0.75L at
30OC was placed inside the freezer where the
temperature is -10oC. Find out what will
happen to the volume of the balloon if the
pressure remains constant. Support your
answer with computation.

Presentation of group or individual output.

EXPLAIN

28
 Additional input:
The volume decreases because the temp
decreases too. In this case, the volume between
the gas molecules decreases because the kinetic
energy is affected by temperature. Do you
ELABORATE realize the relationship of Charles’ Law to Kinetic
Molecular Theory? Gas molecules move slowly
at low temperature, thus there is less collision
and so it will occupy smaller space.

29
 Answer the following questions: 1. Derive V2
from the Charles’ Law formula:
V1/T1 = V2/T2
2. Express the mathematical symbol of Charles’
Law
3. Problem Solving: (Using the five steps)
At 200C, the volume of chlorine gas is 15 dm3.
Compute the resulting volume if the
temperature is adjusted to 318K provided
that the pressure remains the same.
Possible answers
1. From: V1/T1 = V 2/T2
Since we are after for the V2, Cross multiply the
two equation, we get V2T1 = V1T2
Since we are after for the V2, Divide both
side by T1, so, the V2 = V1T2/T1
2. V1/T1 = V2/T2
3. Given:
EVALUATE T1 = 20ºC + 273 =293K
V1 = 15 dm3 T2
= 318K Find:
V2 =?
Formula:
V2 = V1T2/T1 Solution:
V2 = 15 dm3 (318K) / 293K
= 4,770 dm3.K/ 293K Answer:
V2 = 16.27 dm3

Scoring Rubrics: on problem solving

Used the 5 steps - 5 points
Used only 4 steps - 4 points
Used only 3 steps - 3 points
Used only 2 points - 2 points
Used only 1 step - 1 point
No answer - 0

Answer the following Charles” Law problem to

EXTEND facilitate mastery of concepts on the
volumetemperature relationship on page 374
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
in the

30
 evaluation
B. No. of learners
who require
a. additional
activities for
remediation
who
scored below
80%
C. Did the
remedial
lesson work?
No . of
learner who
have caught
up with the
lesson
D. No. of
learners ho
continue to
require
Remediation

E. Which of my
reaching
strategies
worked well?
Why did these
work?
F. What
difficulties
31
 did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
materials did I
used/discover
which I wish
to share with
other teacher

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 1 Session QUARTER/ WEEK/ DAY Q4W2D4

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding
of how gases behave based on the motion
and relative distances between gas particles.

B. Performance
Standard
C. Learning Investigate the relationship between : 1.1
Competencies/ volume and pressure at constant
temperature of a gas;
1.2 volume and temperature at constant
pressure of a gas;
1.3 explains these relationships using the
kinetic molecular theory;
S10MT-IV-a-b-21
Objectives Relate properties of gases to kinetic
molecular theory
II. CONTENT Kinetic Molecular Theory

32
III. LEARNING
RESOURCES

A. References
1.Teacher’s Guide
2. Learner’s Materials 391-393
pages
3.Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
C. Material
IV. PROCEDURE A B

33
ELICIT

Figure A Figure B
Illustrated by: MYLA ANN A. BERNALES, 10-8-2019

Ask the learners to describe the two

figures above.

ENGAGE Ask a learner to bounce three balls

simultaneously, then let the class
describe the directions of the balls.
Group the learners into four. Each group
will perform the activity in every learning
station.

STATION 1: JET- PROPELLED

BALLOON
Guide Questions:

EXPLORE

34
 1. Explain why the balloons shoots
along the thread at a speed using the
concept of the gas laws.
2. What does this proved regarding
the compressibility of gases?

STATION 2: THE RISING WATER

Guide Questions:
4. What happened to the level of the
water inside the glass?
5. What caused this to happened?
6. If the rim of the glass was raised
above the surface of the water,
what might have happened?

Let the learners present their output

.

Presentation of group output.

EXPLAIN

The teacher discusses the key concept.

Kinetic Molecular Theory states that:

a. Gases are composed of molecules.
The distances from one molecule to
another molecule are far greater than
the molecules’ dimensions. These
molecules can be considered as
ELABORATE spherical bodies which possess
negligible mass and volume.
a. Kinetic Molecular Theory states that:
a. Gases are composed of
molecules. The distances from one
molecule to another molecule are
far greater than the molecules’
dimensions. These molecules can

35
 be considered as spherical bodies
which possess negligible mass and
volume.
b. Gas molecules are always in constant
random motion and they frequently
collide with one another and with the
walls of the container. Collision among
molecules are perfectly elastic, that is,
energy may transfer from molecule to
molecule as the result of collision but
the total energy of all the molecules in
the system remains the same/constant.
c. There is a neither attractive nor
repulsive force between or among gas
molecules.
d. Movement of gas molecules is affected
by temperature. The average kinetic of
the molecules is directly related to the
temperature of gas

EVALUATE

Direction: Identify and underline the

possible weakness or flaws in the
postulates. Write TRUE if the
postulate is accurate and FALSE if
the postulate is flawed.
1. A gas consists of a collection of
small particles traveling in straight
line motion and obeying Newton’s
Laws.
2. The molecules in a gas occupy
negligible volume.
3. Collisions between molecules are
perfectly elastic (that is, no energy
is gained nor lost during the
collision). 4.
There are negligible, attractive, or
repulsive forces between molecules.
5. The average kinetic energy of a
molecule is constant.

36
 Key to Corrections
1. A gas consists of a collection of
small particles moving in straight
line motion and following Newton’s
Laws. (False)
2. The molecules in a gas do not
occupy a volume (that is, they are
points). (False)
3. Collisions between molecules are
perfectly elastic (that is, no energy is
gained nor lost during the collision).
(True)
4. There are negligible attractive or
repulsive forces between molecules of
gases. (True)
5. The average kinetic energy of a molecule
is constant. (True)
Give other practical applications of Gas Laws.
EXTEND
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require
a. additional activities
for remediation
who scored
below 80%

37
C. Did the remedial
lesson work? No. of
learner who have
caught up with the
lesson

D. No. of learners ho
continue to require
Remediation
E. Which of my
reaching strategies
worked well?
Why did these
work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. G. What innovation
or localized
materials did I
used/discover which
I wish to share with
other teacher

38
 Attachment

A Gaseous Outlook
Adopted from Apex
Objective:
• Determine the application of gas laws in daily occurrences.

Materials:

Activity A: Activity B:

•string • bowl

•sticky tape • drinking

•medium-sized glass water balloon •

•drinking straw

A. Jet-Propelled Balloon
1. Thread a string through the straw and tie its ends tightly between
two points at equal heights in a room (e.g., handles or hooks).
2. Inflate the balloon and keep the neck closed between your fingers.
3. Fix the balloon underneath the drinking straw with the sticky tape
and pull the balloon along to one end of the string.
4. Pull your fingers against the mouth of the balloon then let go.

Q1. Explain why the balloon shoots along the thread at a speed using
the concept of the gas laws.

Q2. What does this prove regarding the compressibility of gases?

B. The Rising Water

1. Put the glass into the water upside down.
2. Lift the glass up, but without the rim going above the surface of the
water. Observe what happens.

Q1. What happened to the level of the water inside the glass?
Q2. What caused this to happen?
Q3. If the rim of the glass was raised above the surface of the water
what might have happened
39
Summative Assessment
1. Jane can still pump air in the party balloon even though it is already inflated.
What explains this phenomenon?
a. balloons look better if its size is bigger
b. balloons are made up of plastic
c. the air inside the balloon is hot
d. air molecules can be compressed
2. What is most likely to happen when an aerosol can is heated?
a. the can will be deformed c. the can will eventually explode
b. the can will stay the same d. the can will tarnish

3.
3.
3.
3.
3.
3.
3.
4. Which of the following phenomena best illustrates Charles’ Law? 3.
a. carbon dioxide being dissolved in water 3.
b. expansion of the balloon as it is being subm
erged in hot water 3.
c. breathing apparatus being used by a patient 3.
d. leaveningagentcausing the fluffinessof cake products 3.
3.
5. Which of the following pair/s is/are correctly matched? 3.
3.
3.
3.
3.
3.
3.
3.
3.
3.
3.
Each container with varying volume has 1.0 mole of oxygen gas at 30.0°C. In
which container will pressure be the lowest?

40
a. I & II b. III & IV c. I, III, & IV d. I, II, III, & IV

6. Which of the following samples is highly compressible at high pressure

and expandable at high temperature?
a. oxygen gas c. water
b. aluminium sheet d. ice

7. Records show that the incident of tire explosion is high during summer
season. Which of the following gives the best explanation for this
observation?
a. there are more travellers during summer vacation
b. b. high temperature during summer season causes the air
inside the tire to expand
c. c vehicles’ tires are not well maintained
d. there is too much air inside the tires

8. Which is most likely to happen when a closed vessel filled with gas is
shaken for 2 minutes?
a. the temperature inside the vessel increases
b. the pressure inside the vessel increase
c. the temperature and pressure inside the vessel increase
d. both the temperature and pressure inside the vessel increase

9. Determine what will happen to the temperature of a

confined gas as the pressure decreases. a. the gas temperature
stays the same
b. the gas temperature decreases
c. the gas temperature increases
d. there is no enough data

10. Gab wants to have a portable oxygen tank. A 5.00 liter oxygen gas
exerts a pressure of 1.00 atmosphere. How much pressure is needed
for this gas to be compressed in a 2.00 liter cylinder, provided there is
no temperature change?
a. 3.0 atm b. 2.5 atm c. 2.0 atm d. 1.5 atm

41
11. The temperature of nitrogen gas contained in a not rigid vessel is
reduced from 100°C to 5.0°C? Which of the following describes the
resulting behavior of nitrogen gas molecules?
I. The average kinetic energy suddenly increases, thus the pressure
increases
II. The average kinetic energy suddenly decreases, thus the pressure
decreases
III. The volume occupied by the gas molecules suddenly increases,
thus the container expand
IV. The volume occupied by the gas molecules suddenly decreases,
thus the container shrink
a. I & III b. II & IV c. I & IV d. II & II

12. A balloon with a volume of 200 mL at 30°C is submerged in hot water to

obtain a temperature of 50°C. Find out what will happen to the volume
of the balloon, provided the pressure remains the same.
a. the volume of the balloon will become higher than 200 mL
b. the volume of the balloon will become lower than 200 mL
c. the volume of the balloon will stay the same
d. there is no enough data

13. A 2.0 g (approximately 0.045 mole) sample of dry ice (solid carbon
dioxide) is placed in an evacuated 3.5 L vessel at 30°C. Compute for
the pressure inside the vessel after all the dry ice has been converted
to carbon dioxide gas. (R=0.0821 L. atm/mol.K)
a. 0.32 atm c. 0.67 atm
b. 0.45 atm d. 1.0 atm

14. What is the explanation to your answer in item number 13?

a. the gaseous form of dry ice exerts the same pressure with its
environment because it adopts the atmospheric pressure
b. the gaseous form of dry ice exerts lower pressure due to the
bigger volume that results to lesser collisions of the gas
particles.
c. the gaseous form of dry ice will have the same pressure
because its composition remains the same
d. the gaseous form of dry ice will either have high or low
pressure

15. What do you expect to happen to the volume of a gas if its pressure is
doubled and its temperature is reduced to half?
a. its volume is increased c. its volume remains unchanged
b. its volume is doubled d. its volume is decreased

42
Pre-Assessment
Substance Iodine Test Biuret Test Benedicts Test
A Black Solution (+) (-) (-)
B (-) (+) (-)
C (-) (-) (+)

Direction: Analyze each question carefully then choose the letter of the
correct answer.
1. Which of the following is NOT a major source of protein?

A. fish B. egg C. milk D. vegetable

2. Which of the following contains the most lipids?

A. banana B. champorado C. olive oil D. cheese

3. Which of the following is a correct pair?

A. glucose: disaccharide C. starch: polysaccharide
B. sucrose: monosaccharide D. triglyceride: polysaccharide

4. Which is a correct pair of an example of protein and its function?

A. enzymes: speed up reactions in the body and eventually used up in the
process.
B. collagen: provides strength and flexibility to connective tissues.
C. actin and myosin: supplies amino acids to baby mammals
43
 D. hemoglobin: helps regulate blood sugar levels

5. Maria wanted to determine what types of biomolecules are present inthe

three unknown substances that her teacher gave her. The following table
shows her results.

Which of the following statements is TRUE?

A. Substances A and B are proteins while substance C is a lipid.
B. Substance A contains starch and substance B and C contain
nucleic acid
C. C. Substances A and C are carbohydrates where A is an amylose in
starch and B is a protein and C maybe a simple sugar
D. Substance B is a carbohydrate and substances A and C are lipids

For numbers 6 to 9 please refer to the structures below

7. Which of the given structures (A, B, C, or D) represents hydrophobic

molecule that is used as storage of energy?

8. Which of the given structures (A, B, C, or D) represent the molecules that

store the hereditary traits of humans?

6. Which of the given structures (A, B, C, or D) represents molecules that

provide energy and are very soluble in water?

44
9. Which of the given structures (A, B, C, or D) represent the building blocks
of bigger molecules necessary for structural integrity of organisms?

10. Which of the biomolecules contains other elements aside from carbon,
hydrogen, and oxygen?
A. carbohydrates, lipids C. nucleic acids, proteins
B. proteins, lipids D. nucleic acids, lipids

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 1 session QUARTER/ WEEK/ DAY Q4W3D1

I.OBJECTIVES
A. Content
Standard The learners demonstrate an understanding of the
structure of biomolecules, which are made up
mostly of a limited number of elements, such as
carbon, hydrogen, oxygen and nitrogen.

B. Performance
Standard
C. Learning
Competencies The leaner should be able to recognize the major
categories of biomolecules such as carbohydrates,
lipids, proteins and nucleic acid
S10MT-IVc-d-22

45
 D. Objectives

1. Identify the foods that are classified as

carbohydrates.
2. Perform an activity to show the presence of
carbohydrates in food samp les.

II. CONTENT
TEST FOR CARBOHYDRATES
III. LEARNING
RESOURCES
A. References
1. Teacher’s 319
Guide pages
2. Learner’s 448
Materials
pages
3. Textbook pages

4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE A B
Show the following pictures in class:
ELICIT

46
 Photo credits: MANUEL I. RACELIS, 10 -8-2019
ENGAGE
From the given food samples, which do you think can be classified as
carbohydrates?
Possible answers : cakes, bread, flour, honey
EXPLORE
The learners will perform Activity 1a: – Test for Carbohydrates
EXPLAIN

47
Let the learners present the result of the activity
following the format below. Let the learners note the
change in color using iodine solution and Benedict’s
solution.
Note: In Iodine Testorf Starch, the iodine changes
from yellow to blue or black in the presence of
starch. In Benedict’s Test for Reducing Sugar, the
Benedict’s solution changes from blue to green, to
yellow or to orange or brick red.

Test for
Simple/Reducing
Food Sample
Suga rs/Benedict’s
Test
Cooked Pasta
Cracker
Cooked Rice
Corn syrup
Table sugar
Pineapple

ELABORATE

Ask the learners the following questions:

1. Which foods tested will the body use for a quick burst of energy? Which could be
used for energy when no carbohydrates are available?
Possible answers: For a quick burst of energy, you need simple sugars.
When no carbohydrates are available, egg, peanut butter, fried chicken and oil
can be used.

2. Why it is that Benedict’s test gives a negative (-) result with sucrose or table
sugar?

48
Possible answer: Sucrose is a non-reducing sugar because of the way the bonds
are attached to the two monosaccharides making up sucrose. It will therefore give
a negative result with Benedict’s test.
EVALUATE
The learners will answer the following questions:

Photo credits: MANUEL I. RACELIS, 10-8-2019

1-3 Which of the following food samples contain starch using the Iodine Test?
Possible answers: cakes, bread, flour, honey
4-5 Which of the following food samples contain much sugar using the Benedict’s
solution?
Possible answers: cakes, bread, flour, honey

EXTEND
Make a Pinggang Pinoy and draw carbohydrate rich food to be included in your diet
that will keep you going and must be taken in moderation to maintain a healthy
lifestyle.

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners who earned 80% on the formative assessment

49
 B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught up with the
lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies worked well? Why did it work?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G. What innovation or localized material/s did I use/ discover which I wish to share
with other teachers?

50
 H.

No. of learners who earned 80% on the formative assessment

Attachment

Test for Carbohydrates

Objective:

• Detect the presence of carbohydrates and lipids in food samples using

chemical tests.

.Materials:

• Iodine solution or tincture of iodine

• Benedict’s solution
• food samples for testing carbohydrates ( cooked pasta, cracker,
• cooked rice, corn syrup, table sugar, pineapple)
• food samples for testing lipids (oil, peanut butter, egg, fried chicken,
• butter, milk, burger)
• 6 pcs.small test tubes or vials per group
• 6 pcs. test tube holders per group
• 2 pcs.droppers per group
• mortar & pestle per group

51
 • 1 spot plate per group Procedure:

A. Carbohydrates Iodine Test for Starch

1. Place ½ teaspoon of each food sample on the well of a spot plate.

Make sure that the food samples are far from each other.
2. . Add 3 drops of Lugol’s Iodine solution or tincture of iodine on each
food sample.
3. Note that Lugol’s iodine solution or tincture of iodine changes from
yellow to blue or black in the presence of starch.
4. Write your observation in Table A.
B. Benedict’s Test for Reducing Sugar
1. Place a pinch of the food samples to be tested into a test tube.
2. Add 1 full dropper of Benedict’s solution to each test tube.
3. Gently shake the test tube or vial.
4. Place the test tubes in the hot water bath for 2-3 minutes. After 2-3
minutes, return the test tubes to the test tube racks. If the substance in
your test tube contains sugar, Benedict solution will change color.

Positive Test: Benedict’s solution changes from blue to green (very small
amount of reducing sugar), to yellow (higher amount of reducing sugar) to
orange or brick red (highest amount of reducing sugar). The change in
color is due to the formation of the brick red precipitate, Cu 2O.
CAUTION: Always use a test tube holder to handle hot test tubes.

5. Observe your test tube (using white paper as a background). Record

the amount of sugar present in Table 1.

52
Guide Questions:

1. What do you observe in the test tube?

2. How does the sugar in food samples react with Benedict’s solution?

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 1 Session QUARTER/ WEEK/ DAY Q4W3D2

I.OBJECTIVES
A. Content
Standard The learners demonstrate an understanding of
the structure of biomolecules, which are made
up mostly of a limited number of elements,
such as carbon, hydrogen, oxygen and
nitrogen.

53
 B. Performance
Standard
C. Learning The leaner should be able to recognize the
Competencies major categories of biomolecules such as
carbohydrates, lipids, proteins and nucleic acid
S10MT-IVc-d-22

D.
Objective
s

1. Identify the three classes of

carbohydrates.
2. Compare the three classes of
carbohydrates in terms of structure.
3. Give some uses of carbohydrates in
industries.

II. CONTENT CARBOHYDRATES

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 316
pages
2. Learner’s 450-456
Materials pages
3. Textbook pages Science 9, Learner’s Module pp. 67
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning http://www.rawfoodexpalined.com/arbohydrat
Resources es/classifications-of-carbohydrates.html
IV. PROCEDURE A B

54
 ELICIT Show pictures of food

Ask: Which of the food are classified as carbohydrates?

(Possible answers: A. banana and B.

champorado)

Note: You may use pictures of kakanin and other food

products known in your locality.
ENG Ask the learners to Ask the learners
AGE rearrange the letters to rearrange the
given to form the letters given to
correct word or term. form the correct
word or term
CROHNOSMDACAI being described.
E
Possible Answer: CROHNOSMDA
MONOSACCHARID CAIE
E – is the
simplest sugar
RISDACDCHAIE and the basic
Possible Answer: sub unit of
DISACCHARIDE carbohydrate.
Possible
OCLDPYSRCHAAIE Answer:
Possible Answer: MONOSACCH
POLYSACCHARIDE ARIDE

RISDACDCHAI
E–
also called as
sucrose
Possible
Answer:
DISACCHARID
E

OCLDPYSRCH
AAIE
– an
example of this
is glycogen

55
 Possible
Answer:
POLYSACCHA
RIDE

Apply Carbohydrate Jigsaw – I need an Expert.

The class will be divided into 3 learning stations.

EXPL These are called the “Home Groups.” Each group will
have an expert member to discuss the assigned topics
ORE
on carbohydrates.

56
 After the expert member from each group meets
his/ her home group, he/ she will transfer from
one station to another.

Learning Station 1: MONOSACCHARIDE

Learning Station 2: DISACCHARIDE

Learning Station 3: POLYSACCHARIDE

Note: Each expert will be given 5 minutes to

discuss the topic.

Additional Activities:
A. Given figures 3, 4, and 5. Compare the
structure of the three classes of
carbohydrates including the elements
present.

Figure 3

Figure 4

57
 Figure 5

B. Ask the following questions:

1. What is the name of the disaccharide
found in cheese and other milk products?
(Possible answer: lactose)
2. Why do you think marathon runners eat a
meal rich in carbohydrates the day before
the race?
(Possible answer: Eating meals rich in
carbohydrates before running will
boost glycogen stored in the muscle
enabling them to work out for longer.)
3. Give other uses of carbohydrates to
industries.
(Possible answers: Carbohydrates
are used in the manufacture of
paper, textiles, pharmaceuticals,
biodegradable polymers, additives in
food.)

EXPLAIN Presentation of group output.

58
 F. Which of my Direction: Answer the following: 1-3.
teaching strategies What are the three classes of
worked well? Why carbohydrates?
did it work? a. Monosaccharide
G. What difficulties b. Disaccharide
did I encounter c. Polysaccharide
which my 4.What element is not found in the structure of
principal or Key the classes of carbohydrates?
Concepts:
supervisor can A. Carbon are
• Carbohydrates (C) the major source of
help me solve? B. Hydrogen
energy (H) These are simple
for the body.
H. What innovation or C. Oxygen (O)
sugar, starch and cellulose.
ELABORATE
localized • All D. Sulfur (S)
carbohydrates contain carbon,
material/s did I hydrogen,
5.What type and
of oxygen.
bond is present in all of the
use/ discover • They may be classified into the
following: Monosaccharides,
which I wish to
Disaccharides and Polysaccharides.
share with other A. Metallic bond
teachers? B. Covalent bond
C. Ionic bond In
D. Non polar covalent bond
any order EVALUATE
6-10. Enumerate 5 uses of carbohydrates in
industries.
(Possible answers: Used in the
manufacture of paper, textiles,
pharmaceuticals, biodegradable polymers,
additives in food)

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 1 Session QUARTER/ WEEK/ DAY Q4W3D3

I. OBJECTIVES
cl
A. Content The learner demonstrates an understanding of the
Standard structure of biomolecules which are made up
Assignment:
EXTEND mostly of a limited number of elements such as
V. REMARKS carbon,
Assignhydrogen, oxygen
the topic to and leader
the home nitrogen.
ahead of time
for them to study.
B. Performance
VI. REFLECTION
Standard
VII. OTHERS
A. No. of learners The learner should be able to recognize the major
C. who earned 80%categories of biomolecules such as carbohydrates,
Learning
on the formative lipids, proteins and nucleic acid.
Competencies
assessment S10MT-IVc-d-22
C.
D.No. of learners 1. Perform an activity to test the presence of lipids
Objectives
who require in foods.
additional
II. CONTENT TEST FOR LIPIDS
activities for
remediation
D. Did the remedial 59
lessons work?
No. of learners
who have caught
III. LEARNING
RESOURCE
A. Reference

1. Teacher’s Guide 319 - 321

Pages
2. Learner’s 447-450
Material Pages
3. Textbook Pages
4. Additional
Material from
Learning
Resource (LR)
Portal

5. Other
Learning
Resources/Mate
r
ials
V. PROCEDURE A B

60
 Show the pictures of the following food samples.
Ask them which food samples contain lipids.

Peanut Butter honey egg Burger

ELICIT butter milk mayonnaise fried chicken

Group the class into five (5). Let them identify

which among the food samples will be taken in
ENGAGE moderation considering the fat content. Let
them share ideas among their groupmates.

With the same groupings, let the learners

perform Activity 1c: – Iodine Emulsion Test
EXPLORE
for Fats and Oils

Let each group present the result of the activity

following the table format and the guide question.

EXPLAIN

61
 No.of learners Answer the following:
who have caught
up with the 1-3. Which of the food samples formed a layer of
lesson. cloudy white suspension?
Possible answer: oil, peanut butter,
D. No. of learners
EVALUATE Ask theegg,
learners:
fried chicken, burger, milk, butter
who continue to
1. What kind of foods rich in fats should be
require
remediation 4-5. taken in moderation?
Which food sample Why?appears colorless in
Possible answer: Foods that are rich in
ethanol emulsion test for lipids?
E. Which of saturated fats and transfats should be
Possible answer: mashed potato
my teaching taken in moderation because they are
strategies
Let considered
the students as bad fats. Saturated
conduct research fats
on
worked well? raise total blood cholesterol as well as
carbohydrates and lipids. Note the chemical
Why did it work? LDL (low density lipoprotein) cholesterol
ELABORATE composition and its proportions of and explain
F. What difficulties (bad cholesterol). Saturated fats are
which type of molecule has the higher calorie
did I encounter found in fatty beef, pork poultry with
which my content
skin,perbeef
gramfat,
since these
lard andare both used
cream, as
butter,
principal or energy sources
cheese andforother
cell metabolism.
dairy products made
supervisor can from whole or reduced-fat milk. A diet
Possible answer: Both carbohydrates and
help me solve? should emphasize vegetables, fruits,
EXTEND lipids serve as sources of energy but these
whole grains low- fat dairy products, lean
G. What innovation compounds contain different capacities of
meat and poultry without skin, fish and
or localized energy storage. Each gram of carbohydrates
nuts.
material/s did I stores four (4) calories of energy, whereas
use/discover each gram of lipids stores nine (9) calories.
which I wish to As a result lipids serves as a more compact
share with other way to store energy since it contains more
teachers? energy per gram than carbohydrates.

IV. REMARKS

V. RELECTION
.
OTHERS

A. No.of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?

Attachment

Test for Lipids

62
 Adapted:http://brilliantbiologystudent.weebly.com/ethanol-emulsion-test-
forlipids.html (accessed: July 15, 2014) Objective:

• To detect the presence of fats and oil in food samples using chemical
tests.

Solid sample:

1. Crush a pinch of food sample and place in a dry test tube.

2. Add ethanol to about 2 cm3 above the level of the sample and
shake thoroughly.
3. Allow the solid to settle for about 3 minutes and decant the ethanol
into another test tube.
4. Add 2 cm3 of distilled water to the test tube Liquid sample:

1. Add a few drops of the liquid food sample to a dry test tube. 2.
Add 2 cm3 ethanol and shake it thoroughly
3. Add 2 cm3 of distilled water.
4. Write observations in Table 3.

Table 3. Results of the Ethanol Emulsion Test for Lipids

Layer of Cloudy White
Food Sample Colorless
Suspension
oil
Peanut butter
egg
Fried chicken
butter
milk
burger
Mashed potato

Q1. Which of the foods samples tested would your body use for a quick burst
of energy? Which could be used for energy when no carbohydrates are
available?

Q2. Why it is that Benedict’s test gives a negative (-) result with sucrose or
table sugar?

63
Q3. What kind of foods rich in fats should be taken in moderation? Why?

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W3D4-5

I.OBJECTIVES

64
 A. Content The learners demonstrate an understanding of the
Standard structure of biomolecules, which are made up mostly
of a limited number of elements, such as carbon,
hydrogen, oxygen and nitrogen.

B.
Performa
nce
Standard
C. Learning The leaner should be able to recognize the major
Competen categories of biomolecules such as carbohydrates,
cies lipids, proteins and nucleic acid.
S10MT-IVc-d-22
D. 1. Define/describe the following terms: lipids, fatty
Objectives acids, fats, oils and cholesterol.
2. Compare the structural formula and melting point
of common fatty acids.
3. Give awareness on the effect of excessive levels
of cholesterol in our body.
II. CONTENT LIPIDS
III. LEARNING
RESOURCES

A. References
1. Teacher’s 317-318
Guide pages
2. Learner’s 457-460
Materials

65
 pages
3. Textbook Science 9, Learner’s Module pp. 67
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
5. Other http://www.laney.edu/wp/chelifossum/files/2012/01/Cl
Learning assification-ofLipids.pdf
Resource
s
IV. A B
PROCEDURE
Show pictures of food.
Ask: Which of the food are classified as
lipids?
ELICIT Picture 1: Sliced Karpa(Indian Carp)
Picture 2: Balimbing(star fruit), balaigang(black berry),
and saluyot
Picture 3: Itlog na natural (native eggs)
Picture 4: Bunguran (banana)
Picture 5: Puto sa abab(rice puto)

Picture 6: Coconut oil

Group Activity. Ask the learners to Group

rearrange the pieces of paper containing Activity. Ask
word/s to define the following: the learners to
match the
- LIPIDS found in – hormones terms to its
and cell membrane correct
definition/descr
ENGA
iptio n by
GE
writing the
letter
1. LIPIDS
components an d a. abundant
stores energy in

66
 – long cell

and
for later use.

- FATT Y ACIDS
chain fatty
acid s.
carboxylic acid

which are insoluble

in water but soluble

in

nonpolar solvents.
- FATS – solid at

room temperature
contain

saturated

- OILS – are liquid at

room

67
temperature and contain 4. OILS
d. long chain
unsaturate d fatty acids.
carboxylic
acid
- CHOLESTEROL-
which are
abundant i n
insoluble in
cell membrane of animal cells. water

but soluble
in

nonpolar

solvents.
5.
CHOLESTE
ROL e.
found
in

hormones

and cell

membrane

components

and stores

energy for

later use.
Answer key:
- LIPIDS –
found in
hormones
and cell
membrane
components
and stores
energy for
later use.
- FATTY

68
 ACIDS – long
chain
carboxylic
acid which
are insoluble
in water but
soluble in
nonpolar
solvents. -
FATS – solid
at room
temperature
and contain

saturated fatty acids.

- OILS – are
liquid at room
temperature and
contain unsaturated
fatty acids.
- CHOLESTEROL
-
abundant in cell
membrane of animal
cells.

69
 Let the learners present and explain their
answers.
EXPLORE 1. What happens to the melting point of
fatty if it has double bond on its
structure? (Possible answer:
decreases)
2. Compare the structural formula of
lauric and oleic.

(Possible Answer: Lauric has single

bond while oleic has double bond on
its structure.)
3. What common fatty acids have
double bond in their structure?
(Possible answers: Linoleic, Linolenic,
Arachidonic and Oleic)

EXPLAIN Presentation of group output.

Key Concepts:  Lipids have the “job” of storing

energy for later use.
ELABORATE • Lipids are also found in hormones and cell
membrane components.
• Lipids have different structural types such
as carboxylic acids or fatty acids,
triglycerides or neutral fats, steroids, and
waxes, to name a few. Naturally occuring
esters are lipids that contain one or more
long-chain carboxylic acids called fatty
acids. These are insoluble in water but
soluble in nonpolar solvents.

70
 Direction: Answer the following questions by
writing the letter of the best answer.

EVAL 1. What are lipids?

UATE A. These are biomolecules that has the job of
storing energy for later use.
B. Liquids at room temperature and contain
unsaturated fatty acids.
C. Molecules are composed of fused rings of
atoms.
D. Solids at room temperature and contain
saturated fatty acids.
2. These are solid at room temperature and
contains saturated fatty acids.

5. How many carbons are present in the structural

formula of Stearic?
A. 12
B. 16 C. 18
D. 19
6. Which from the following common fatty acids has
double bond on its structure?
A. Palmitic
B. Stearic
C. Lauric
D. Oleic

71
 7. All of the following are source of animal fats except
__ A. butter
B. coconut oil
C. lard
D. beef
8. Which of the following is an unsaturated fatty acid?
A. Myristic
B. Oleic
C. Palmitic
D. Stearic
9. What do you think will happen to people

body?
A. The organs will function properly
B. Their body will be healthy
C. They will suffer heart diseases .
D. They will be able to live longer.
10. What do you think is the best way to
prevent heart diseases caused by high
cholesterol in the body?
A. Eat more vegetables and fruits.
B. Eat cakes and pastries
C. Drink more alcohol.
D. Sleep more than 8 hours at night.

who has excessive cholesterol in their

Assignment:

1. What is Calorie?
2. Which type of molecule has the higher calorie
EXTEND content per gram? Carbohydrates or Lipids?
Reference: Science 10 Learner’s Unit 4 Module
3, pp. 461-462

V.

72
 No. of learners
REMARKwho have caught
S up with the
VI. lesson
REFLECTI
D. No. of learners
ON who continue to
VII. require
OTHERSremediation
A. No.E.of
Which of my
learneteaching
rs whostrategies
earneworked well?
d 80% Why did it work?
onF.the
What difficulties
formatdid I encounter
which my
ive
principal or
asses
supervisor can
sment
help me solve?
B. No. of
G. What innovation
learne
or localized
rs who
material/s did I
requir
use/ discover
e
which I wish to
additio
share with other
nal
teachers?
activiti
es for
remed
iation
C. Did the
remed
ial
lesson
s
work?

Attachment

73
 LIPIDS

Objective:

Describe the structural formula and melting point of some common fatty
acids.

Guide Questions:

1. What happens to the melting point of fatty acids as the

number of carbon increases?
2. What do you think will be the melting point of the fatty acid
before lauric?
3. What common fatty acids have double bond in their structure?

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W4D1-2

74
I. OBJECTIVES
A. Content The learners demonstrate an understanding of the
Standard structure of biomolecules, which are made up
mostly of a limited number of elements, such as
carbon, hydrogen, oxygen and nitrogen.
B. Performance
Standard
C. Learning -Recognize the major categories of biomolecules
Competencies such as carbohydrates, lipids and nucleic acids.
S10MT-IVc-d-22
D. Objectives 1. Discuss standard chemical test for proteins.
2. Relate indicator reactions to the presence of
organic nutrients.
3. Identify the agents for the denaturation of
proteins.

II. CONTENT TEST FOR PROTEINS & DENATURATION OF

PROTEINS
III.LEARNING
RESOURCES

A. References
1. Teacher’s 321-323
Guide pages
2. Learners 462-464
Materials pages
75
 3. Textbook 1. EASE Biology, Module 6. Lesson 1.
pages 2. Science and Technology III: Chemistry
Textbook. NISMED. 1997.pp. 363-391.
3. Chemistry III Textbook. Mapa, Amelia P.,
Ph.D., et al. 2001.pp.373-385.*
4. Science and Technology III:Chemistry
Textbook for Third Year. Mapaa, Amelia P.,
Ph.D., et al. 1999. Pp.378-392.*
4. Additional
materials from
learning
Resource (LR)
portal
B. Other
Learning
Resources
C. Materials

IV. A B
PROCEDURE :
Ask: Identify what is in the picture.

ELICIT

Possible answers: milk, legumes, fish, egg, cheese,

taho, nuts, lean meat, etc.
These food samples belong to body-building food
and they are rich in what nutrient?
(Possible answer: Proteins)

Let’s find out how we can test for proteins by

watching a video entitled BIURET TEST.

Link: https://youtu.be/ufec89a47uM

76
 ENGAGE

What can you infer from the video presented?

(Answers may vary.)

Which contains proteins?

(Possible answer: egg white)

Group the learners into 6. Ask the first three groups

to perform the activity, TEST FOR
PROTEINS and the other three groups to do the
EXPLORE DENATURATION OF PROTEINS (see
(End of Day 1) attachments)

Let them answer the following questions:

TEST FOR PROTEINS
1. Describe what you observed in each test
tube.

2. Which foods may be used for building body

parts?

DENATURATION OF PROTEINS
1. Describe what you observed in each test
tube.

2. Copper sulfate is used as a fungicide in the

garden. Explain the relation of this application to
what you have just observed.

3. A 70% solution of ethanol in water is used

as a disinfectant. Explain the basis for this

77
 application.

4. Describe what happens to test tube D

applied with heat.

5. Give other examples of ordinary activities at

home that involve the denaturation of proteins.

EXPLAIN Presentation of group output.

Key Concepts:

ELABORATE • Preservation of foods by pickling and salting

involve denaturation of proteins. Vinegar
and salts are agents for denaturation.
Decay microorganisms are killed when their
cell proteins are denatured.
• Biuret test is a general test for proteins. It
gives color reaction due to presence of
peptide linkage in polypeptide or protein
since all proteins contain peptide linkages.
• Heat, electrolyte, mineral acid and organic
solvent are agents which can denaturate
proteins. Egg white is more than 90% water
and the rest are proteins (principally
albumin

MULTIPLE CHOICE. Choose the letter of the

correct answer.
EVALUATE 1. Which of the following food samples will
turn to violet when added with copper
sulfate and sodium hydroxide?
A. egg white C. sili
B. banana D. apple

2. The following may be used for building

body parts, EXCEPT
A. pork C. chicken
B. milk D. water

3. __________gives color reaction due to

presence of peptide linkage in
polypeptide or protein since all proteins
contain peptide linkages.
A. Biuret Test C. Acid-Base Test

78
 B. Denaturation D. Fluorine Test

4-5. Aside from the choices given in numbers 12,

give two food samples that will turn to violet when
added with copper sulfate and sodium hydroxide.

(Possible answers: nuts and seeds

yogurt, milk, soymilk, beans of all kinds, tofu,
cheese, fish)

6.What does “de-nature” mean?

A. To remove its natural characteristics
either physical factors such as heating
or chemical factors.
B. To increase its natural characteristics
either physical factors such as heating or
chemical factors.
C. To decrease its natural characteristics
either physical factors such as heating or
chemical factors. D. All of the above.

7.What happens to a protein when it becomes

denatured?
A. physical change occur
B. chemical change occur
C. no changes occur
D. both A and B

8.The following are agents of protein denaturation,

EXCEPT:
A. heat C. mineral acid and solvent
B. electrolyte D. solute

9.Which agent is used as fungicide in the garden?

A. Copper sulfate C. HCl
B. Ethanol D. MgO2
10.Which one is used as a disinfectant on the
skin?
A. 90% alcohol C. 85% alcohol
B. 70% alcohol D. All of the above

Research other ways of testing for proteins and

protein denaturation.
EXTEND
V. REMARKS
VI.

79
REFLECTION
VII. OTHERS
A. No. of
learners
who earned
80% on the
formative
assessment
.
B. No. of
learners
who require
additional
activities for
remediation
.
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learners
who
continue to
require
remediation
.
E. Which
of my
teaching
strategies
worked
well? Why
did it work?

80
 F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help
me solve?

G. What
innovation
or localized
material/s
did I
use/discove
r which I
wish to
share with
other
teachers?

Attachment

TEST FOR PROTEINS

Objectives:

81
 • Perform standard chemical test for proteins.
• Relate indicator reactions to the presence of organic nutrients.
MATERIALS:

• 0.5 M sodium hydroxide solution

• 0.5 M copper (II) sulfate solution
• Droppers
• Test Tubes
• Test tube racks
• Food samples (egg white, cooked fish, cooked meat, cooked legumes,
taho)

PROCEDURE:

Biuret Test

1. Place a pinch of food sample to be tested into a test tube.

2. Add 5 drops of NaOH and 5 drops of CuSO4 solution to the test tube.
3. Gently shake the test tube.
4. Observe the content of each test tubes (using white paper as background). If
the food contains protein, it will turn pink or blue-violet. Record the amount (0,
+,++,+++,++++) of proteins for each food substance in table C.
Positive Test: Biuret is clear or light blue in the absence of protein and
pink or blue-violet in the presence of protein.

Amount 0 + ++ +++ ++++

of Protein None Trace Little Moderate Much
Food Protein Protein Protein
Color Light Blue Light Pink Pink Blue- Dark blue
Violet -violet

CAUTION: Biuret reagent can burn your skin. Wash off spills & splash
immediately with plenty of water. Inform the teacher when this occurs.

Data/ Results

82
 Table C

Food Samples Biuret Test

egg white
cooked fish
cooked meat
cooked legumes
taho

Guide Questions:

1. Describe what you have observed in each test tube.

2. Which foods may be used for building body parts?

Attachment

83
 THE DENATURATION OF PROTEINS

Objectives:

• Identify the agents for the denaturation of proteins.

• Relate the denaturation of proteins to home or ordinary activities. 
Explain what happens to proteins upon denaturation.
MATERIALS:

• Dilute egg white solution

• test tubes
• 0.1M copper (II) SULFATE SOLUTION
• Dropper
• Conc. HCl
• alcohol burner
• Ethanol PROCEDURE:
1. Set up four test tubes (labeled A, B, C, and D) in a test
tube rack. Place about 2 cm3 of the egg white solution in
each test tube. Add a few drops of each of the following
reagent solutions to separate egg white samples in test
tubes A, B, and C.
A. 0.1 M Copper (II) sulfate solution
B. conc. HCl
C. Ethanol
Take Note: Preparation of egg white sample: Mix together one
portion of egg white with five portions of water in a small beaker.
Add a very small amount of sodium chloride.

Observe what happens in each test tube.

Q1. Describe what you observed in each test tube.
Q2. Copper sulfate is used as a fungicide in the garden. Explain the
relation of this application to what you have just observed.
Q3. A 70% solution of ethanol in water is used as a disinfectant.
Explain the basis for this application.

2. Get test tube D and apply heat. Observe any change.

Q4. Describe what happens.

Q5. Give other examples of ordinary activities at home that

involve the denaturation of proteins.

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W4D3-4

84
85
I. OBJECTIVES

A. Content Standard

B. Performance
Standard

C. Learning The leaner should be able to recognize the

Competencies major categories of biomolecules such as
carbohydrates, lipids, proteins and nucleic acid.

S10MT-IVc-d-22

D. Objectives 1. Identify the examples of food which are

rich in protein.
2. Describe the amino acid structure and
differentiate the two types of Nucleic acid.
3. Show the molecular structure and
structural formula of the different types of
nucleic acid.

II. CONTENT PROTEIN S , AMINO ACID STRUCTURE, and

NUCLEIC ACID

III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners
Materials pages
3. Textbook pages

4. Additional
materials from
learning Resource
(LR) portal
The learners demonstrate an understanding of
the structure of biomolecules, which are made
up mostly of a limited number of elements,
such as carbon, hydrogen, oxygen, and
nitrogen.

86
 465

Science and Technology III: Chemistry

Textbook.NISMED.1997.PP.363-391.
B. Other Learning
Resources
Youtube(https://m.youtube.com/watch?v=KSK
IV. PROCEDURE : PgaSGSYA) (https://m.youtube.com/watch?v=-
RluCaxfN0M)
A
B
ELICIT
Ask: What did you eat for breakfast this
morning? What do you think are their
nutritive content? (Answers may vary.)

Flash pictures of the following:

ENGAGE 1. egg white

Photo credits: Maila B. Ceguera(08/25/2019)

2. Fish

87
 Photo credits: Ramil Malaya (05/052019)

(Note: You may use picture of the fish known in your locality.)
3. Meat

Photo credits: Ramil Malaya (05/052019)

4. Cheese

88
EXPLORE

89
 Photo credits: Maila B. Ceguera(08/25/2019)

5. monggo seeds

Photo credits: Al
-Vincent I V. Albia (08/25/2019)

Ask: What do these food have in common?

Are these beneficial to us? Why?

Possible answers: These contain PROTEIN.

Yes, all these food are beneficial to our body
since they help rebuild our body system.

Ask: How will you Ask: How will you

describe the amino aciddescribe the amino
structure?

(Possible answer: It contains two

functional groups: a basic NH2 amino
group and an acidicCOOH carboxylic
acid group)

acid structure?

(Possible answer: It contains two

functional groups: a basic NH2 amino
group and an acidicCOOH carboxylic
acid group)

90
 Divide the class https://m.youtube.com/ watch?
into 5 groups. v=wvTv8TqWC
Let them watch 48
and analyze a
video entitled
WHAT IS Divide the class into 5 groups.
PROTEIN? with Let them watch and analyze a
the link video entitled WHAT IS
PROTEIN? with the
link
https://m.youtube.co m/watch?
v=wvTv8Tq WC48

to Ask them to answer Ask

characterize proteins the guide questions.
and answer the guide them
questions.
1. Describe the two 1. What are the two
functional groups of functional groups
of amino acids?
amino acids.
2. How is peptide 2. How is peptide
formed?
formed?
3. How does 3. How does
condensation condensation
reaction take
reaction take place?
place?

EXPLAIN

91
 Make a model of DNA .

(see attachment)

ELABORATE

Presentation of group output.

Key Concepts:

• Proteins are made up of the

elements carbon, hydrogen,
oxygen, nitrogen and sulfur.
Let’s continue the story of Aaron
Jay on his journey this time to the
world of proteins. From the result
of his activity, he was able to
know that egg white, fish, meat,
and cheese are foods rich in
proteins. He learned from their
discussion that proteins are found
in all living cells.They are the
second most common molecules
found in the human body (after
water) and make up about 10%
to 20% of the mass of a cell. So
whenever Aaron Jay eats protein-
rich foods, his digestive system
breaks the long protein chains
into simpler substances called
amino acids. He learned from his
Chemistry class that amino acids
are the building blocks of
proteins. Of the 20 amino acids
found in human protein, only 11
can be synthesized by the body
and 9 have to be supplied by the
foods we eat. These 9 amino

92
 acids are also called essential amino acids. Adults only need to
obtain eight of them: valine, isoleucine, leucine, lysine,
methionine, phenylalanine, threonine and tryptophan. The ninth
amino acid - histidine - is only essential for infants.
• Amino acids are organic molecules that contain two functional
groups: a basic NH2 amino group and an acidic- COOH
carboxylic acid group.
• When two amino acids react with each other in an acid-base
reaction, a peptide is formed. The basic amino group of one
amino acid reacts with the acidic carboxylic group of another
amino acid, forming the peptide, and a molecule of water is lost.
This reaction shown above is classified as a condensation
reaction because the two amino acid molecules join together and
water is formed. The bond formed is called a peptide bond, and
the product is a dipeptide because it is made up of two amino
acid units. Longer chains are called polypeptides and chains of
50 or more amino acids are called proteins.
• Deoxyribonucleic Acid (DNA)- is a molecule that is a bunch of
atoms that stick together. It is important in the sense that it
transfers genetic messages to all of the cells in our body. If you
think about DNA in a reproductive sense, consider that the joining
of an egg and sperm to create your first cell provided your
complete genetic code that your body would use all your life.
Within that initial cell, half of your chromosomes - containing your
DNA - came from your father and half came from your mother.
That is molecular blue print for all living things.
• DNA clearly plays important roles in the human body and is one
of the most significant discoveries of the twentieth century. The
information in DNA is stored as a code made up of four chemical
bases: adenine (A), guanine (G), cytosine (C), and thymine (T).
Human DNA consists of about 3 billion bases, and more than 99
percent of those bases are the same in all people. The order, or
sequence, of these bases determines the information available
for building and maintaining an organism, similar to the way in
which letters of the alphabet appear in a certain order to form
words and sentences.

93
• DNA bases pair with each other, A with T and C with G, to form units called
base pairs. Each base is also attached to a sugar molecule and a phosphate
molecule. Together, a base, sugar, and phosphate are called a nucleotide.
Nucleotides are arranged in two long strands that form a spiral called a double
helix. The structure of the double helix is somewhat like a ladder, with the base
pairs forming the ladder’s rungs and the sugar and
phosphate molecules forming the vertical
sidepieces of the ladder.
• An important property of DNA is that it can replicate,
or make copies of itself. Each strand of DNA in the
double helix can serve as a pattern for duplicating
the sequence of bases. This is critical when cells
divide because each new cell needs to have an
exact copy of the DNA present in the old cell.
• DNA contains the genetic code
while RNA is responsible for
template in the synthesis of
proteins
• DNA is a long term storage and
transmission of genetic
information. While the RNA
transfer the genetic code for
transmission.
• In terms of pairing in DNA: A-T
and G-C while in RNA A-U and
G-C.

For nos 1-5, choose the letter of the

correct answer.

EVALUATE

94
 1.The following are the compositions of protein,
EXCEPT

A. oxygen
B. carbon
C. nitrogen
D. lithium
2.It_is the building block of protein.

A. amino acid
B. panthotenic acid
C. acetic acid
D. valic acid
3.How many amino acids are found in
the human protein?

5. Why is protein important to our body?

A. It kills our cells.

B. It weakens our immune system.
C. It grows and repairs our muscles, skin
and hair.
D. It weakens our lungs.
For nos. 6 -10, give examples of food that are
rich in protein.

(Possible answers: nuts and seeds, yugort,

EXTEND milk, soymilk, egg whites, beans of all kinds,
tofu, pork loin, lean beaf & veal, cheese, Fish,
V. REMARKS Turkey breast (and chicken breast)
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% on Prepare a short poem Make a plate
the formative 95illustration showing
about the importance of
assessment . proteins. the different sources
B. No. of learners
who require additional
A. 30 B. 20 C. 40
D. 10
4.Adults need to obtain these essential amino acids, EXCEPT

A. histidine
B. phenylalanine
C. valine
D. lysine

of protein.

96
activities for
remediation .
C. Did the
remedial less ons
work? No. of learners
who have caught up
with the lesson.
D. No. of learners
who continue to
require remediation.
E. Which of my
teaching strategies
worked well? Why did
it work?
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation
or localized material/s
did I use/discover
which I wish to share
with other teachers?

97
Attachment

AMINO ACID STRUCTURE

Objective: Describe the amino acid structrure.

1. Describe the two functional groups of amino acids.

______________________________________________________
______________________________________________________
______________________________-

2. How is peptide formed?

______________________________________________________
______________________________________________________
______________________________________________________
______

3. How does condensation reaction take place?

_______________________________________________
_______
______________________________________________________
______________________________________________________
______

_____
_________________________

98
99
100
101
102
Summative Assessment

Direction: Analyze each question carefully then choose the letter of the
correct answer.
1. Nutritional chemists have found that burning 1 gram of fat releases twice
the amount of heat energy as burning 1 gram of starch. Based on this
information, which type of biomolecule would cause a person to gain more
weight?
a. carbohydrate c. proteins
b. fat d. nucleic acid

2. Lipids are insoluble in water because lipid molecules are ?

a. hydrophilic
b. neutral
c. hydrophobic
d. Zwitter ions

3. Which of the following groups are all classified as polysaccharide?

a. sucrose, glucose and fructose c. glycogen, sucrose and maltose
b. maltose, lactose and fructose d. glycogen, cellulose and starch

4. Amino acids are the building blocks of which group of biomolecules?

a. proteins b. carbohydrates c. lipids d. nucleic acid

5. Which of the following is the major function of carbohydrates?

1. structural framework
2. storage
3. energy production

a. 1 only b. 2 only c. 3 only d. 1 & 3 only

6. In which organs are glycogen stored in the body? A. liver and spleen
C. liver and bile
B. liver and muscle D. liver and adipose tissue

7. When digesting a complex carbohydrate, water is added and simple sugar

is obtained through which process?
a. Photosynthesis c. Hydrolysis
b. Condensation d. Dehydration

8. What kind of molecule is represented by the structure below?

CH3CH2CH2CH2CH=CHCH2CH2CH2CH2CH2CH2CH2CH2COOH
a. monosaccharide c. saturated fatty acid
b. unsaturated fatty acid d. phospholipid

103
 9. Disaccharide is formed by combining two monosaccharides. What do you
call the process of combining 2 or more simple sugars?
a. Hydrolysis c. Condensation
b. Peptide bonding d. Saccharide bonding

10. Which of the following elements is NOT present in carbohydrates?

a. carbon b. oxygen c. nitrogen d. hydrogen

11. Which of the following biomolecules contain only the elements carbon,
hydrogen and oxygen?
a. carbohydrates and lipids c. proteins and nucleic acids
b. lipids and proteins d.nucleic acids and carbohydrates

12. Which of the following sugars are the components of lactose?

a. glucose & galactose c. glucose & fructose
b. fructose and galactose d. glucose and glucose

13. What type of chemical bond is illustrated by the arrows below?

a. sugar-sugar bond c. peptide bond
b. glycerol-fatty acid bond d. hydrogen bond

14. Which of the following sugars are the components of maltose?

a. glucose & galactose c. glucose & fructose
b. fructose and galactose d. glucose and glucose

15. The sugar in RNA is _____________, the sugar in DNA is ________.

a. deoxyribose, ribose
b. ribose, deoxyribose
c. ribose, phosphate
d. ribose, uracil

104
PRE- ASSESSMENT

1-5. MULTIPLE CHOICE: Choose the correct answer

1. During a chemical reaction,
a. atoms are destroyed c. elements are destroyed
b. atoms are rearranged d. new elements are produced

2. A chemical reaction is a process in which

a. all reactants change state
b. products change into reactants
c. the law of conservation of mass applies
d. all of these

3. What determines an atom’s ability to undergo chemical reactions?

a. protons c. innermost electrons
b. neutrons d. outermost electrons

4. How is a chemical equation is balanced?

a. changing subscripts
b. erasing elements as necessary
c. adding coefficients
d. adding elements as necessary

5. What are the products in the equation below?

Zn + CuSO4 -----> ZnSO4 + Cu
a. Zn and Cu c. ZnSO4 and Cu
b. Zn and CuSO4 d. Zn only

For Nos. 6-10 Write true if the statement is correct and false if
incorrect, and change the underlined word/s to make the statement
correct.
6. Generally, the higher the concentration of the reacting substances, the
faster is the reaction.
7. At lower temperature, chemical reactions occur at slower rates.
8. The bigger the surface area of the reactants, the faster the rate of
reaction.
9. Catalysts increase the rate of reaction by providing a reaction pathway
with a higher activation energy.
10. The minimum energy required to start a reaction is called bond energy.

105
 For Nos. 11 - 12 Balance the following chemical equations, then classify
the reaction according to its type

For Nos. 13-15 Explain in concise and brief sentences.

13. What is the function of MnO2 in the production of oxygen from hydrogen
peroxide in this reaction:

H2O2 H2O + O2

14. Why wouldiron fillingsrust faster than an iron nail?

15. Enzymes are in molds and bacteria that spoil food. Explain, using your
knowledge of factors affecting the rate of reaction, why food doesn’t
spoil as fast when it is refrigerated as it would at room temperature.

MnO2

106
 SCHOOL GRADE LEVEL 10
TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W5D1-2

I. OBJECTIVES
The learners demonstrate an understanding of
the chemical reactions associated with
A. Content Standard
biological and industrial processes affecting life
and the environment.
Using any form of media, present chemical
B. Performance
reactions involved in biological and industrial
Standard
processes affecting life and the environment.
C. Learning Apply the principles of conservation of mass to
Competency chemical reactions. S10MT– IVe-g-23
Identify evidences of chemical reactions
D. Objectives
Evidences of Chemical Reactions: Change in
II. CONTENT intrinsic properties (color and odor) and
production of light
III. LEARNING
RESOURCES

107
1. Teacher’s Guide
( pages)

283 - 286

2. Learner’s Material 403-407

CHEMISTRY for the New Millennium Science
3. Textbook Pages and Technology Textbook for Third Year High
School, Pages 184-187.
4. Additional Materials
from Learning
Resource portal
(LR)
5. Other Learning
Resources
IV. PROCEDURES
Let the learners recall their previous learnings in
grade 9 about chemical bonding by asking the
following questions:
1. How do atoms become stable?
ELICIT Substances must undergo chemical
bonding so that atoms can become
stable.
2. How does the new compound got new set
of physical and chemical properties?

108
 Chemical bonding results to breaking of old bonds
and forming of new bonds, thus producing new
substances. Formation of new substances means
chemical reaction is taking place.

ENGAG Show pictures of the following:

E A.

Photo credits: IDA T. IBARRIENTOS, 8-26-2019

B.

Photo credits: IDA T. IBARRIENTOS, 8-26-2019

C.

Photo credits: IDA T. IBARRIENTOS, 8-26-2019

D.

Photo
credits: IDA
T.

109
 IBARRIENTOS, 8-26-2019 Ask
the following questions:
1. What do the pictures show? What kind of change
takes place in each picture?
The learners are grouped into five. They will perform the
Activity 1. Everything has changed.
EXPLO A. Iron Nail-Copper Sulfate Reaction
RE B. Magnesium Ribbon Reaction
(Refer to the attached Activity Sheet)

EXPLAIN Presentation of output.

Tell the learners that when a physical change occurs, there

is no breaking and forming of bonds. There are certain things
that will help them identify if a chemical reaction has taken
place. Chemical bonding results to breaking of old bonds and
forming of new bonds, thus producing new substances.
Formation of new substances means chemical reaction is
taking place.
Let the learners identify the evidence/s in part A and B.
A. Chan
ge in

Show the picture

ELABORA
TE

Photo credits: IDA T. IBARRIENTOS,

-26-2019
8

What evidence of chemical change takes place

in the picture? Change in the intrinsic
properties (color, odor)

intrinsic properties (color, odor)

B. Production of Light

110
 A. Distinguish the evidence of chemical change observed
in the following reactions:
1. A fresh green leaf becomes brown when dried.
(change in intrinsic properties, change in color)
2. Burning of wood.
(production of light)
3. Lighting of candle
EVALUAT (production of light)
E 4. A tablespoon of sugar when heated melts, darkens, and
finally burns.
(change in intrinsic properties, change in color and
taste)
5. A piece of paper is burned
(production of light)

111
112
Attachment

Activity 1
Everything has changed

Objectives:
• Perform a laboratory activity involving chemical reactions;
• Distinguish evidences of chemical reactions.

Materials

 Magnesium ribbon (Mg)

 Iron nail (Fe)
 10% Copper sulfate (CuSO 4) solution
 Denatured alcohol
 Matches
 Alcohol Lamp
 Crucible tong
 Beakers or small transparent bottles
 Test tubes
 Test tube rack
 Thermometer
 Forceps or crucible tong

1. Wear goggles.
Precautions 2. Be careful with the use of matches.
3. Do not touch substances, it may cause skin
irritation.

113
Procedure A. Iron Nail-Copper Sulfate Reaction

1. Fill a test tube with 10 mL of copper sulfate solution.

2. Drop the nail gently into the solution.
3. Place the test tube in the test tube rack for a few minutes.
(You may proceed to the next procedure while waiting for any change.)

Table 1. Iron Nail-Copper Sulfate Reaction

Materials Color before Mixing Color After Mixing
Copper solution
Nail

Q1. What happened to the color of the copper sulfate solution?

Q2. What happened tocolor
the of the nail?

Procedure B. Magnesium Ribbon Reaction

1. Cut about 10 cm of magnesium ribbon.

2. Light the alcohol lamp.
3. Hold the magnesium ribbon with a crucible tong or forceps.
4. Place the magnesium ribbon over the flame.
Q3. What happened to the magnesi
um ribbon when you directly burned it?
Q4. What substances in the air could have reacted with magnesium during burning?
Q5. Describe the appearance of the product formed.

Table 2. Magnesium Ribbon Reaction

Materials Before Burning During Burning
Color Appearance Color Appearance
Magnesium

SCHOOL GRADE LEVEL 10

114
 TEACHER LEARNING AREA SCIENCE
DATE & TIME 1 Session QUARTER/ WEEK/ DAY Q4W5D3

I. OBJECTIVES
The learners demonstrate an understanding of
the chemical reactions associated with
1. Content Standard
biological and industrial processes affecting life
and the environment.
Using any form of media, present chemical
B. Performance
reactions involved in biological and industrial
Standard
processes affecting life and the environment.
Apply the principles of conservation of mass to
C. Learning
chemical reactions. S10MT– IVe-g-23
Competency
1. Perform Activity 1 Everything has
changed.
D. Objectives
2. Distinguish evidences of chemical
reactions.
Evidences of Chemical Reactions: Evolution
II. CONTENT of gas and Temperature Change
III. LEARNING
RESOURCES

1. Teacher’s Guide
( pages) 283 – 286

2. Learner’s Material 403-407

115
 CHEMISTRY for the New Millennium Science
3. Textbook Pages and Technology Textbook for Third Year High
School, Pages 184-187.
4. Additional
Materials from
Learning
Resource portal
(LR)
5. Other Learning
Resources
IV. PROCEDURES
Based from the previous lesson, what are
ELICIT the evidences of chemical reactions that we
tackle last meeting?
Ask the learners an example/s of chemical
ENGAGE reactions that falls on change in intrinsic
properties and production of light.

The learners are grouped into five. They will

perform the Activity 1. Everything has
changed.
A. Hydrogen Peroxide (Agua Oxigenada)
EXPLORE Reaction
B. Vinegar and Baking Soda Reaction

(Refer to the attached Activity Sheet)

EXPLAIN Presentation of group output.

116
 Point out to the learners the following:
1. The combination of Hydrogen peroxide
and a pinch of manganese dioxide
(MnO2) produces a bubbles. The
bubbles are indication of evolution of
gas. It indicates that the gas evolved is
O2
2. The manganese dioxide did not
Let learners
chemically combineidentify
withchemical
agua reactions that
EXTEND may bring
oxigenada, that’sbenefit
why orit harm to life as well as to
is still
distinguishable. It
environment. acted as a catalyst to
V. REMARKS hastened the reaction. The mixture of
ELABORATE
VI. REFLECTION agua oxigenada and manganese
VII. OTHERS dioxide produced bubbles. The gas that
evolved is carbon dioxide.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
Distinguish the evidence of chemical
continue to require
change observed in the following reactions:
remediation.
E. Which of my teaching
1. When sulfuric acid is added into water,
strategies worked well?
the temperature rises.
Why did it work?
(temperature change)
F. What difficulties did I
2. Reaction of a piece of mossy Zinc in a
encounter which my concentrated hydrochloric acid
principal or supervisor (evolution of gas)
can help me solve?
EVALUATE 3. Reaction between Magnesium and
Sulfuric acid.
(temperature change)
4. A small strip of magnesium ribbon
dropped in attest tube containing
hydrochloric acid (evolution of gas)
5. When antacid/aspirin is dropped into a
glass of water, bubbles are formed.
(evolution of gas)

117
Attachment

Activity 1
Everything has changed

Objectives:
 Perform a laboratory activity involving chemical reactions; 
Distinguish evidences of chemical reactions.

Materials

 30 volumes Agua oxigenada Hydrogen Peroxide (H2O2)

 Manganese dioxide (MnO2)
 10% sodium hydroxide (NaOH) solution
 Vinegar
 Baking Soda
 Beakers or small transparent bottles
 Test tubes

1. Wear goggles.
Precautions 2. Be careful with the use of matches.
3. Do not touch substances, it may cause skin
irritation.

Procedure C. Hydrogen Peroxide (Agua Oxigenada) Reaction

This procedure should be done fast.

1. Pour 20 mL of agua oxigenada in a small beaker.

2. Using a spatula add a pinch of manganese dioxide
(MnO2) to the beaker.
Q6. What happened to the mixture?
3. Place a lighted match on top of the beaker near
the bubbles (Figure 1).
4. Observe what happens to the flame.
Q7. Describe the change you observe in the flame.

Table 3. Hydrogen Peroxide (Agua Oxigenada) Reaction

Material Before Reaction With addition of MnO2

118
 Agua oxigenada

Procedure D. Vinegar and Baking Soda Reaction

This procedure should be done swiftly

1. Pour 20 mL of vinegar in a small beaker.

2. Get the temperature of vinegar.
3. Add a tablespoon of baking soda to the
beaker. Q8. What do you observe in the mixture?
1. Place a lighted match on top of the beaker near
the bubbles. (Figure 2)
2. Observe what happens to the flame.
Q9. Describe what you observe in the flame.

Table 4. Vinegar and Baking Soda Reaction

OBSERVATION
Material Before Reaction During Reaction
Vinegar
Baking Soda

119
 SCHOOL GRADE LEVEL 10
TEACHER LEARNING AREA SCIENCE
DATE & TIME 1 Session QUARTER/ WEEK/ DAY Q4W5D4

I. OBJECTIVES
The learners demonstrate an understanding of
the chemical reactions associated with
A. Content Standard
biological and industrial processes affecting life
and the environment.
Using any form of media, present chemical
B. Performance
reactions involved in biological and industrial
Standard
processes affecting life and the environment.
Apply the principles of conservation of mass to
C. Learning
chemical reactions. S10MT– IVe-g-23
Competency
1. Distinguish evidences of chemical
D. Objectives
reactions.
Evidences of Chemical Reactions: Formation
II. CONTENT
of Precipitate
III. LEARNING
RESOURCES
1. Teacher’s Guide
( pages)

284 – 286

2. Learner’s Material 403-407

120
 CHEMISTRY for the New Millennium Science
3. Textbook Pages and Technology Textbook for Third Year High
School, Pages 184-187.
4. Additional
Materials from
Learning
Resource portal
(LR)
5. Other Learning
Resources
IV. PROCEDURES
Based from the previous lesson, what are the
ELICIT evidences of chemical reactions that we tackle
last meeting?

Ask the learners an example/s of chemical

ENGAGE reactions that falls on evolution of gas and
temperature change.

The learners are grouped into five. They will

EXPLORE perform the
Activity 1. Everything has changed.
Copper Sulfate –Sodium Hydroxide
Reaction

Activity2. “What’s in a Reaction?”

(Refer to the attached Activity Sheet)

EXPLAIN Presentation of the output.

Point out to the learners that the

combination of copper sulfate (light blue
solution) and sodium hydroxide (colorless
solution) gives a colorless liquid solution with
blue solid precipitate.
Change in color and formation of
precipitates are evidences of a chemical
reaction.
The following are evidences that chemical
reactions took place:
1. Production of light
2. Evolution of gas
3. Temperature change
4. Change in intrinsic change in color and taste
5. Formation of precipitate

121
 • Reactants are substances that are used
up to form new substances in a chemical
reaction.
ELABORATE • Not all elements are written as diatomic.
Familiarize them with some diatomic
elements (Cl2, H2, O2, Br2, I2, F2).
• To write the chemical equation they
should know the:
a. Reactants and products
Symbol Meaning
+ to show combination of
reactants or products.
to produce; to form; to yield

(s)- solid, (I)- liquid, (g)- gas

(s), (l), (g), (aq) and (aq) aqueous substance is
dissolved in water

Reversible reaction

Heat indicates the heat is supplied to the

reaction

Pt a formula written above or

below the yield sign indicates
its uses as a catalyst or
solvent.

b. Atomic symbols and formulas of the

reactants and products.
c. Direction of the reaction.

Note: Inform the learner to leave the equation

unbalanced. It will be discussed for the next
activity.

122
 A. Distinguish the evidence of chemical
change observed in the following
reactions:

A. No. of learners who 1. Souring of milk

earned 80% on the (formation of precipitate)
formative 2. Browning of a leaf
assessment (change in color)
B. No. of learners who 3. When antacid/aspirin is dropped into
require additional a glass of water, bubbles are
activities for formed.
remediation (evolution of gas)
C. Did the remedial 4. Coconut milk curds when vinegar is
lessons work? No. of added.
learners who have (formation of precipitate)
caught up with the 5. When sulfuric acid is added into
EVALUATE
lesson. water, the temperature rises.
D. No. of learners who (temperature change)
continue to require B. Given the statements, write the
remediation. chemical equation and identify the
E. Which of my teaching Reactants and Products.
strategies worked 1. Aluminum (Al) reacts oxygen (O2) to
well? Why did it form Aluminum oxide (Al2O3).
work? Answer: Al + O2 Al2O3
2. Iron (Fe) reacts with sodium
F. What difficulties did I
bromide (NaBr) produce Iron (III)
encounter which my
bromide (FeBr3) and Sodium (Na).
principal or Answer: Fe + NaBr FeBr3 + Na
supervisor can help 3. The reaction of sulfuric acid (H2SO4)
me solve? and sodium hydroxide to produce
sodium sulfate (NaSO4) and water.
Answer: H2SO4 + NaOH
NaSO4 + H2O

Let learners give examples of ordinary

EXTEND
chemical changes in your home.

V. REMARKS
VI. REFLECTION
VII. OTHERS

123
Attachment

Activity 1
Everything has changed

Objectives:
• Perform a laboratory activity involving chemical reactions;  Distinguish
evidences of chemical reactions.

Materials
• 10% Copper Sulfate (CuSO4) solution
• 10% Sodium hydroxide (Na OH)

 Test tubes
 Test tube rack

1. Wear goggles.
Precautions 2. Be careful with the use of matches.
3. Do not touch substances, it may
cause skin irritation.

Procedure E. Copper Sulfate -Sodium Hydroxide Reaction

1. Pour 5 mL of aqueous copper solution in one test tube.

2. Pour 5 mL of aqueous sodium hydroxide in anothertest tube.
3. Slowly combine the two solutions.
4. Observe what happens.

Q10. What did you observe at the bottom of the test tube?

5. Shake the mixture.

6. Observe what happens.
Q11. Compare the appearance before and after shaking.

Table 5. Copper Sulfate-Sodium Hydroxide Reaction

APPEARANCE

After Reaction (Copper

Materials Before Reaction Sulfate + Sodium
Hydroxide)
Copper Sulfate Solution
Hydroxide solution

124
Attachment
ACTIVITY 2 What’s in a Reaction

Objectives:
• Distinguish between reactants and products.
• Write a chemical equation from a chemical reaction.

A. REACTANTS AND PRODUCTS

Directions: The following chemical reactions took place in Activity 1
procedure A to E.

1. Iron reacts with copper sulfate (CuSO4) and forms iron (II) sulfate
(FeSO4) and copper.
2. Magnesium combines with oxygen gas (O 2) to produce magnesium
oxide.
3. Hydrogen peroxide (H2O2) in the presence of manganese dioxide
(MnO2) produces water and oxygen gas.
4. Acetic acid (CH3COOH) and sodium bicarbonate (NaHCO 3) produce
sodium acetate with the release of carbon dioxide (CO 2) gas and
water.
5. Copper sulfate (CuSO4) reacts with sodium hydroxide (NaOH) to
produce insoluble copper (II) hydroxide Cu(OH) 2 and sodium sulfate
(Na2SO4)solution.

Table 1 REACTANTS AND PRODUCTS

Reaction Reactants Products

Symbols and their Meanings

Symbol Meaning
+ to show combination of
reactants or products.
to produce; to form; to yield

125
Using the symbols and formulas in the tabl
e 1, write the chemical reaction using
the symbols to complete chemical equation.

(s)- solid, (I)- liquid, (g)- gas

and (aq) aqueous
(s), (l), (g), (aq)2:
Table
substance is
CHEMICAL EQUATION
dissolved in water
Reaction Chemical Equation Reversible reaction

1 Heat
indicates the heat is
2 supplied to the reaction
3 a formula written above or
Pt below the yield sign
4
indicates its uses as a
5 catalyst or solvent.

Answer table 1

Table 1
REACTANTS AND PRODUCTS

Reaction Reactants Products

1 Iron, Copper sulfate Iron (II) sulfate,
Copper
Fe, CuSO4 FeSO4, Cu
2 Magnesium, Oxygen Magnesium oxide
Mg, O2 MgO
3 Hydrogen peroxide Water, Oxygen
H2O2 H2O, O2
4 Acetic acid, Sodium Sodium acetate,
bicarbonate Carbon dioxide,
Water
HC2H3O2, NaHCO3 NaC2H3O2, CO2, H2O
5 Copper sulfate, Sodium Copper (II) hydroxide,
hydroxide Sodium sulfate
CuSO4 , NaOH Cu(OH)2 , Na2SO4

Answer table 2

Table 2
CHEMICAL REACTIONS
126

Reaction Chemical Equation

 1 Fe + CuSO FeSO + Cu
4 4

2 Mg + O MgO
2

3 H O H O+O
2 2 2 2

4 CH COOH + NaHCO CH COONa

3 3 3

5 CUSO + NaOH Cu (OH ) + Na SO

4 2 2 4

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W6D1-2

I. OBJECTIVES
Understand the chemical reactions associated
A. Content Standard with biological and industrial processes
affecting life and the environment.
Using any form of media, present chemical
B. Performance
reactions involved in biological and industrial
Standard
processes affecting life and the environment.
Apply the principles of conservation of mass to
C. Learning
chemical reactions. S10MT– IVe-g-23
Competency
1. Classify reactions according to different
D. Objectives
types.
I. CONTENT Combination and Decomposition
II. LEARNING
RESOURCES
1. Teacher’s Guide
288 - 292
( pages)
2. Learner’s Material 411-414

3. Textbook Pages
CHEMISTRY for Third Year by Estrella E.
Mendoza and Teresita F. Religioso Pages
130-136.

127
 4. Additional
Materials from
Learning
Resource portal
(LR)
Strategic Intervention Materials (React to Me)
B. Other Learning
By: Judy C. Salcedo, Teacher II, RNTVS, Iriga
Resources
City
III. PROCEDURES
Group the learner into five. Distribute to each
group the following pictures and let them
interpret the pictures/drawings by writing the
answers on the blank below. Tell them that the
purpose of picture analysis is to symbolize the
ELICIT types of chemical reactions.

Picture 1 Picture 3

Picture 2 Picture 4

Possible answer:
Picture 1: cone + ice cream → ice cream in
cone
Picture 2: gift → box + ribbon
Picture 3: coat and tie + bow tie → coat and
bow tie + tie
Picture 4: green and blue + read and orange
→ green and orange + red and blue

128
ENGAGE From the given worded reaction:

1. Magnesium combines with oxygen gas to

produce magnesium oxide.

2. Hydrogen peroxide in the presence of

manganese dioxide produces water and
oxygen gas.

Ask the learners which pictur

e best illustrates
the reaction.

With the same groupings, the learners will

perform Activity 3: We Simply Click Together on
page 411

Guide Questions:
EXPLORE 1. What time of chemical reaction is shown
by 2nd chemical reaction?
2. What type of chemical reaction is shown
3rd chemical reaction?

Presentation of output.
EXPLAIN

129
 The learners will perform the activity called “Pika – Pika”. The
reactants are written on a blue metacard while the products are
written on red metacards. They will predict the resulting
products given the reactants by matching the metacards. With
the aid of music a ball will be passed continuously from one
student to another. When music stops, the learner who holds
the ball will picked and matched the red and blue metacards
showing combination or decomposition reactions.

Blue metacards Red metacards

ELABO
RATE
Mg + O Mg + O

H2O2 H2O2 + O2

S + O2 SO2

SO2 + H2O H2SO2

EVALU
Predict the resulting products of the reactants
ATEby writing the correct chemical formula on the
blank.
1. 2Na + Cl 2 → 2 _____________
2. N2 (g) + 3H2 (g) → 2 _____________
3. 2Fe + O 2 → 2 _____________
4. 2H2O → 2 ______ + _____
5. 2Al2O3 → 4 ______ + 3 ___

EXTEN Cite situations where combination and decomposition is involved.

D
V.
REMA
RKS

130
VI.
REFLE
CTION
VII.
OTHE
RS
A. No.
of
learner
s who
earned
80%
on the
formati
ve
assess
ment
B. No.
of
learner
s who
require
additio
nal
activiti
es for
remedi
ation
C. Did
the
remedi
al
lesson
s
work?
No. of
learner
s who
have
caught
up with
the
lesson.
D. No. of learners who
continue to require
remediation.

131
 E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 1 Session QUARTER/ WEEK/ DAY Q4W6D3

132
I. OBJECTIVES
Understand the chemical reactions associated
A. Content Standard with biological and industrial processes
affecting life and the environment.
Using any form of media, present chemical
B. Performance
reactions involved in biological and industrial
Standard
processes affecting life and the environment.
Apply the principles of conservation of mass to
C. Learning
chemical reactions. S10MT– IVe-g-23
Competency
1. Classify reactions according to different types
D. Objectives
Single Displacement , Double
II. CONTENT Displacement , Combustion and Acid-Base
Reaction
III. LEARNING
RESOURCES
1. Teacher’s Guide
288 - 292
( pages)
2. Learner’s Material

411 -414

CHEMISTRY for Third Year by Estrella E.

3. Textbook Pages Mendoza and Teresita F. Religioso Pages 130-
136.
4. Additional
Materials from
Learning

133
 Resource portal
(LR)
Strategic Intervention Materials (React to Me)
6. Other Learning
By: Judy C. Salcedo, Teacher II, RNTVS, Iriga
Resources
City
IV. PROCEDURES

Ask the learners to recall their learnings on

Combination and Decomposition Reaction.
ELICIT
Let them illustrate the general formula of the
reaction.

Show the following pictures on the board.

ENGAGE
Picture 1 Picture 2

Ask the learners to symbolize it in their own. Then the teacher

will post on the board a worded chemical reaction. The learner
will identify which picture illustrates the reaction.

The teacher will post metacards on the board containing the

chemical equation. The learners will guess which of those
equations are examples of Combustion and Acid-base
Reaction.
CH4 + O2 → CO2 + 2H2O

NH4OH + HBr →H2O + NH4Br

134
 1. In the 1 chemical reaction, what changes did copper and
iron undergo during the reaction? What can you conclude
about iron?
Answer: Copper was replaced by iron
2. In the 4 chemical reactions, how many reactants and
products are involved? What kind of substance are they?
Answer: 2 reactants and 2 products were involved,
they were compounds.
3. What type of chemical reaction is shown by the 1 st
chemical reaction?
Answer: Single Displacement
4. What type of chemical reaction is shown by the 4 th
EXPLO
RE chemical reaction? Answer: Double
Displacement

B. Direction: From the given chemical equation,

identify whether it is Combustion reaction or
Acid-base reaction. Shade the circle RED for
Combustion reaction and BLUE for Acid-
Base reaction.

1. C18H18 + O2 → CO2 + H2O

2. H2SO4 + NaOH → NaSO4 + H2O

3. CH4 + O2 → CO2 + 2H2O

EXPLAIN Presentation of group output.

135
ELABORATE

A. Classify the following unbalanced equations

according to the types of chemical reactions
whether Single Displacement or Double
Displacement.
Write the answer on the blank provided.

EVALUATE 1. Fe + NaBr → FeBr3 + Na

2. NaOH + KNO3 → NaNO3 +KOH
3. CaSO4 + Mg (OH)2 → Ca(OH)2 + MgSO4
4. Cl2 + 2NaI → 2NaCl + I2
5. Zn + 2AgNO3 → Zn (NO3) + 2Ag

B. Classify the following unbalanced equations if it

is Combustion Reaction or
Acid-base Reaction. Write A for
Combustion Reaction and B for Acid-Base
Reaction.
_____1. NH4OH + HBr →H2O + NH4Br
_____2. CH4 + O2 → CO2 + 2H2O
_____3. H2SO4 + NaOH → NaSO4 + H2O

EXTEND Cite situations where single displacement and

double displacement is involved.
V. REMARKS
VI. REFLECTION

136
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require
remediation.

E. Which of my
teaching
strategies worked
well?
Why did it work?
F. What
difficulties did I
encounter which
my principal or
supervisor can

137
 help me solve?

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W7D1-2

I. OBJECTIVES
Demonstrate understanding of chemical reactions
A. Content associated with biological and industrial processes
Standard affecting life and the environment.

Using any form of media, present the effects of

B. Performance
chemical reactions on biological and industrial
Standard
processes affecting life and the environment.
1. Apply the principles of conservation of mass to
C. Learning
chemical reactions.
Competencies
S10MT-IVe-g-23
1. Perform an activity that illustrates Law of
Conservation of Mass.
D. Objectives
2. Apply the principles of conservation of mass to
chemical reactions.
II. CONTENT PART 1: LAW OF CONSERVATION OF MASS
III. LEARNING
RESOURCES
A. References

138
1. Teacher’s Guide
pages

293 -295

2. Learner’s 414-415
Material pages
3. Textbook pages Chemistry III Textbook. Mapa, Amelia P., Ph.D., et
al. 2001. pp. 142-144.
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE A B

Ask: What do you think will happen to the mass of the

10 grams of paper after it is burned? Let the learners
ELICIT predict and justify their predictions. Possible
Answer: the mass will still be the same

Post this question on the board: Is mass conserved

in a chemical reaction? Write some of the learners’
responses on the board.
ENGAGE
Possible answer: Yes, Mass is conserved in a
chemical reaction

139
EXPL Group the learners into five. Group the
ORE Perform Activity 4: How much can you take? learners
(pages 414-415) into five.
Perform
Guide Questions: Activity 4:
How much
can you
take?
Ask the learners to report the results of the
experiment/activity. Ask: What is the evidence that (pages 414-
a chemical change happened? 415)

Guide
Questions:

Ask the
learners to
report the
results of
experiment/
activity. Ask:
What did
you
observe?
What
happened to
the
materials?

Possible
answers:
There was a
change in
temperature.

Present and explain the Law of Conservation of Smoke/gas

Mass. was
produced.
Possible answer: Law of Conservation of Mass
states that mass is conserved in a chemical Change in
reaction. The total mass of the reactants is equal the
appearance
of the steel
wool.

The
materials
reacted with
each other.

Are those

140
 changes
indication
of
chemical
change?
Why?

Possible
answer:
Yes. The
changes
are
evidences
of chemical
change.

What is the
evidence
that a
chemical
change
happened?

Possible
answer:
The
evidences
are:
evolution
of gas,
temperatur
e change
and
change in
intrinsic
properties.

141
to the mass of the products. No new atoms
are created or destroyed, there was only What is
grouping or regrouping (rearrangement) of the mass
atoms. of the
materials
before
the
reaction?

Answers may
vary.

What is the
mass of the
materials
after the
reaction?
Answers may
vary.

How will you

compare the
total mass
before and
after the
reaction? Is
mass
conserved in
a chemical
reaction?

Possible
answer: The
mass before
and after the
reaction are
equal. The
mass was
conserved in
the reaction.

Let the
learners
present and
explain the
Law of
Conservation
of Mass

Possible
answer:

142
 Law of
Conservatio
n of Mass
states that
mass is
conserved
in a
chemical
reaction.
The total
mass of the
reactants is
equal to the
mass of the
products.
No new
atoms are
created or
destroyed,
there was
only
grouping or
regrouping
(rearrangeme
nt) of atoms.

Presentation of group output.

EXPLAIN
ELABORA Present examples similar to the activity conducted.
TE

Sample answers:
1. when wood burns it combines with oxygen and
changes not only to ashes, but also to carbon dioxide and
water.
2. lighting a candle
3. cooking
4. decaying leaves

Ask the learners to describe the changes in the matter.

143
EVALUAT TRUE or FALSE . Raise TRUE or
E a happy face response FALSE.
board if the statement is Raise a
true and a sad face happy face
response board if the response
sta tement is incorrect. board if the
Justify/explain your statement
answer. is true and
a sad face
1. The mass before and response
after the reaction are board if the
equal. TRUE statement
2. The mass of the is
materials after reaction is incorrect.
greater than the mass
before the reaction due 1. The
to the presence of air. mass
FALSE , because the before and
mass before and after after the
the reaction are equal, reaction
if the experiment will are equal.
be done in a closed TRUE 2.
system. The mass
3. The mass of the of the
materials before the materials
chemical reaction is less after
than the mass after the reaction is
reaction. FALSE , , greater
because the mass than the
before and after the mass
reaction are equal, if before the
the experiment will be reaction
done in a closed due to the
system. presence
4. New atoms are of air.
created or destroyed in a FALSE
chemical reaction. 3. The
FALSE , no new atoms mass of the
are created or materials
before the
chemical
reaction is
less than
the mass
after the
reaction.
FALSE
4. New
atoms are
created or
destroyed in
a chemical
144
 reaction.
FALSE
5. The
Law of
Conservatio
n of Mass
states that
the total
mass of the
reactants is
equal to the
total mass
of the
products.
TRUE

destroyed only the arrangement of

those atoms are changed. 5. The Law of
Conservation of Mass states that the total
mass of the reactants is equal
to the total mass of the products. TRUE

EXTEND Present trivia/real life situations involving Play the

the conservation of mass. game The
Boat is
Sinking but
modify the
game a little.
Request 20
students to
be a part of
the game.
Regroup
them into
groups of 2
for the first
round,
groups of 4
for the
second
round,
groups of 5
for the third
round and
groups of 10
for the fourth
round. In
this case no

145
 Sample answers: one will be
1. Photosynthesis also eliminated
follows the Law of from the 20
Conservation of Mass. students. At
Plants gain mass the end of
(grow) because of the the fourth
materials they have round ask
used to perform the students
photosynthesis. to relate the
2. Babies grow because game to the
of the milk, vitamins, discussion.
food, water, oxygen Ask:
that they take in. 1. What can
3. When ice cubes you say
melts and turns into a about the
liquid and if you heat number of
that liquid up, it students
becomes a gas. It looks that
like it is disappeared, are part
but it is still there. of the
game
before
and after
regroupin
g?
2. In our
discussio
n, the
regroupin
g can be
compared
to what?
3. Ask the
students
to recite
the
concept/i
dea that
they have
gained
from the
game.

V.
REMARKS
A.
REFLECTI
ON
A. No. of learners
who earned
80% in the

146
 evaluation

B. No. of learners
who require
additional
activities for
remediation who
scored below
80%

C. Did the
remedial
lesson work?
No. of learners
who have
caught
up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?

F. What
difficulties did
I encounter
which my
principal or

147
 supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover

Attachment

How much can you take?

Objectives:
• Perform an activity that illustrates Law of Conservation of Mass.

Part 1. Laboratory Activity on Law of Conservation of Mass

Materials:

• Steel wool  Beaker

• 10% CuSO4 solution  Alcohol burner
• Test tube  Wire gauze
• Rubber/cork stopper  Tripod

• Test tube holder  Matches

Procedure:

1. Place a dry and clean test tube and a rubber/ cork stopper in a dry and
clean 100 mL-beaker.
2. Get the total mass of the dry and clean test tube and the stopper, and the
100 mL-beaker. Record it in Table 10.
3. Place a small portion of steel wool in the test tube.
4. Add 10 mL CuSO4 solution.
5. Cover the mouth of the test tube with the rubber/ cork stopper .
6. Get the mass of the set-up using the same 100mL-beaker. Record the
mass in Table 10.
7. Heat the lower part of the test tube gently for 2 minutes while moving it
to and fro. Make sure that the rubber/ cork stopper covers the mouth of the
test tube and the test tube is held with a test tube holder in a slanted
position.

148
Q1: Describe the appearance of the steel wool.

Q2: What is the evidence that a chemical change happened?

8. Allow the test tube to cool completely in the 100-mL beaker.

9. Get the mass of the set-up again. Record your observation in Table
10.

Table 10. Law of Conservation of Mass

BEFORE HEATING Mass (g)

(a) Mass of the test tube, stopper,
and beaker
(b) Mass of the test tube, stopper,
and beaker and Mass of the Steel
wool + CuSO4 solution
(c) Mass of the Steel wool + Total Mass of Reactants:
CuSO4 solution [(b)+(a)]
AFTER HEATING
(d) Mass of the test tube, stopper,
and beaker and Mass of the Steel
wool + CuSO4
(e) Mass of the Steel wool +
CuSO4 solution [(d)-(a)]
Q3. Why is it important for the test tube to be sealed?

Q4. How will you compare the total mass before and after the reac
tion?

149
SCHOOL GRADE LEVEL 10
TEACHER LEARNING AREA SCIENCE
DATE & TIME 1 Session QUARTER/ WEEK/ DAY Q4W7D3

I.OBJECTIVES

A. Content Standard
The learners demonstrate an understanding of the chemical reactions associated
with biological and industrial processes affecting life and the environment.
B. Performance Standard
The learners shall be able to, using any form of media, present chemical reactions
involved in biological and industrial processes affecting life and the environment.
C. Learning Competencie
s
Apply the principles of conservation of mass to chemical reactions.
S10MT-IVe-g-23
D. Objectives
1. Perform an activity that illustrates the Law of Conservation of Mass
II. CONTENT
PART 2: LAW OF CONSERVATION OF MASS
III. LEARNING
RESOURCES

C. References

1. Teacher’s
Guide pages
295-297
2. Learner’s
Materials pages

150
 415 -418

3. Textbook pages
Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 142-144.
4. Additional Materials from
Learning Resource (LR) portal

5. Other Learning Resources

IV. PROCEDURE
A
B

ELICIT
Review of the previous lesson.

Ask: What was the previous activity all about?

How did you compare the total mass of the materials before and after the
reaction?

ENGAGE
The students will conduct the activity in groups. The class will form 6 groups.
Pre-Laboratory activity
 Preparation of the materials
The students will conduct the activity in groups. The class will form 6 groups.

151
 Pre-Laboratory activity

 Setting the class into groups.

 Preparation of the materials

 Setting the class into groups.
 Explanation of the steps/procedur e to follow.

EXPLORE
The students will perform t Reaction Model on pages
he activity, Paper-Clip 415-418 of Science

Learners’ Module Questions:

1. What do the paper c
lips represent?

2. How do the paper-cl

ip model demonstrate

the law of conservat

ion of mass?

EXPLAIN

Presentation of the
output.

ELABORATE
Key Concept:
 The total mass of th
e reactants is equal to

the total mass of the

products because

152
 mass is always con
served in a chemical

reaction as stated in
the Law of

Conservation of Ma
ss

 Keep in mind that if

equations are balanced

correctly, the mass

of reactant paper clips

will be equal to the paper clips.

mass of the product

153
 EVALUATE
Short quiz
Direction: Write the corres the chemical equation to ill Conservation of Mass.

ponding coefficients in
ustrate Law of

1. How many H2 will y

ou use?

2. How many set/s of O

2 will you use?

EXTEND
Assignment:
1. Explain the followin Conservation of Ma
a. when wood burns
g applications of Law of
ss.

b. lighted candle in
a closed room

154
 c. gas grill for barb
ecue.

Reference: Science 10 Lea

rner’s Module, p. 418

V. REMARKS

VI. REFLECTION

VII. OTHERS

I. No. of learners who earned 80% on the formative assessment

J. No. of learners who require additional activities for remediation

K. Did the remedial lessons work? No. of learners who have caught up with the
lesson

L. No. of learners who continue to

require remediation

M. Which of my teaching strategies worked well? Why did it work?

155
N. What difficulties did I encounter which my
principal or supervisor can help me solve?

O. What innovation or localized material/s did I use/ discover which I wish to share
with other teachers?

Attachment

Paper Clip Reaction Model

Objectives:
 Perform an activity that illustrates the Law of Conservation of Mass

Materials:

156
  1 box of different colored paper clips
 Periodic table
Procedure:

1. Sort out your paper clips according to color. Designate a color for each
element.
Element Color of paper clip
Hydrogen (H) White
Nitrogen (N) Blue
Oxygen (O) Red

2. By connecting paper clips together (follow the color coding in number

(1), make model representations for these molecules.
a. O2, H2, H2O Prepare at least 3 sets of each molecule.

b. N2, H2, NH3 Prepare at least 4 sets of each molecule.

3. You will be working on balancing 2 chemical equations.

a. H2 + O2 H2O
b. N2 + H2 NH3

4. Starting with the first equation:

a. Break up one set of O2 since H2O has only 1 oxygen.
b. Connect this single O atom to the one set of H 2 you have prepared
to form 1 set of H2O.
c. Get another set of H2 and connect to the single O atom left to form a
new set of H2O.

Guide Questions:

a. How many set/s of H2 have you used?

b. How many sets of O2 have you used?
c. How many set/s of H2O have you created? These number of set/s represent
coefficient which is the whole number placed before the formula of the
reactants and products.
d. Write the corresponding coefficients in the chemical equation

157
 Note: If there is only one set, we do not write 1 anymore.

5. Do the same with the

second equation.

Note: You can use more than 2 sets.

e. How many set/s of2 have

N you used?
f. How many set/s of2 have
H you used?
g. How many set/s of3NHhave you created?
h. Write the corresponding coefficients in the chemical equation.

___N2 + ___H2 NH3

Note: If there is only one set,we do not write 1 anymore.

6. Get the molar mass of2, NH2, and NH3, multiply their masses by their
coefficient, then get the total mass of the reactants and compare to the
total molar mass (g/mol): H=1 O=16 N=14
i. Do the same with the second equation
j. How will you compare the total mass of the reactants and the total
mass of the products?

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 1 Session QUARTER/ WEEK/ DAY Q4W7D4

I.OBJECTIVES
The learners demonstrate an understanding of the
A. Content chemical reactions associated with biological and
Standard industrial processes affecting life and the
environment.
158
 The learners shall be able to, using any form of
B. Performance media, present chemical reactions involved in
Standard biological and industrial processes affecting life and
the environment.
Apply the principles of conservation of mass to
C. Learning
chemical reactions.
Competencies
S10MT-IVe-g-23
1. State the Law of Conservation of Mass
D. Objectives 2. Give examples showing the Law of
Conservation of Mass.
II. CONTENT PART 3: LAW OF CONSERVATION OF MASS
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages

295 -297

2. Learner’s 418
Materials pages
3. Textbook Science and Technology Textbook, pages 75-76
pages Note: name of the book
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other https://betterlesson.com/lesson/603857/what-
Learning isconservation-of-matter
Resources
https://courses.lumenlearning.com/introchem/chapte

159
 r/the-law-of-conservation-of-mass/

Video: https://www.youtube.com/chemtoddler
https://www.youtube.com/fuseschool

IV. PROCEDURE A B

A
B
Photo credits: Leni O. Bañaria- 8/24/19
ELICIT
Ask: In what states of matter are the objects in the
pictures? What is common between the objects in
the two pictures?
Answer:
1. Picture A: liquid
Picture B: solid
2. The two pictures are examples of
matter.

160
 Short video will be viewed.

Assuming the scientist in the video started out

with approximately 1 million atoms in the
experiment, about how many atoms do you think
there were in the end? Explain why you think
ENGAGE so?

Link:

ACTIVITY ACTIVITY
Group Quiz: Modified Group Quiz: In an
TRUE or FALSE. In an illustration board, the
illustration board, the learners will write
learners will write TRUE if TRUE if the
the statement is correct statement is correct
and FALSE if it’s incorrect and FALSE if it’s
and change the word/s to incorrect. The
make the statement students will also
correct. The students will briefly explain their
also briefly explain their answers.
answers. 1. The law of
EXPLORE 1. The law of conservation of
conservation of mass mass states that
states that mass in an mass in an isolated
isolated system. system.
(TRUE) (TRUE)
2. According to the law 2. According to the
of conservation of law of conservation
mass, the mass of of

161
 the products in a mass, the mass of
chemical reaction the products in a
must not equal the chemical reaction
mass of the reactants. must not equal the
(FALSE) mass of the
3. Law of conservation of reactants.
mass states that (FALSE)
matter cannot be 3. Law of
created or destroyed; conservation of
it is merely mass states that
rearranged. (TRUE) matter cannot be
created or
destroyed; it is
merely rearranged.
(TRUE)

EXPLAIN Presentation of the output.

Key Concepts :
 The law of conserv ation of mass sta tes
that mass in an isol ated system is neither
created nor destroy ed by chemical
reactions or physic al transformations.
ELABORATE  Law of conservatio n of mass states that
mass cannot be cre ated or destroyed; it
is merely rearrange d.
 According to the la w of conservati on, the
mass of the product s in a chemical
reaction must equal the mass of the
reactants.

Short Quiz: TRUE or Short Quiz: TRUE or

FALSE. Write TRUE if FALSE. Write TRUE
the statement is correct if the statement is
and FALSE if it is correct and FALSE if it
incorrect. is incorrect.
1. In chemical 3. In chemical
reactions, no matter reactions, no
is gained or lost. matter is gained
EVALUATE
or lost. (TRUE)
162
 (TRUE) 4. Law of
2. Law of conservation conservation of
of mass states that mass states that
the mass of the the mass of the
products in a products in a
chemical reaction chemical reaction
must equal the must
mass

of the reactants. equal the mass of

(TRUE) the reactants.
3. During chemical (TRUE)
change, there is no 5. During chemical
loss or gain of atoms. change, there is
(TRUE) no loss or gain of
4. Mass is the measure atoms.
of the amount of (TRUE)
matter in an object. 6. Mass is the
(TRUE) measure of the
5. When sugar crystals amount of matter
dissolve in water, new in an object.
atoms are formed. (TRUE)
(FALSE) 7. When sugar
crystals dissolve in
water, new atoms
are formed.
(FALSE)

163
 The law of conservatio n of mass can be
up with the demonstrated by a chemi cal reaction. Which of
lesson the following models of a chemical reaction best
represents the law of cons ervation of mass?
D. No. of learners
who continue to
require
EXTEND
remediation
E. Which of my
teaching
strategies
worked well?
Why did it work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
V. REMARKShelp me solve?
G. What innovation
VI. REFLECTION
or localized
VII. OTHERS
A. No. ofmaterial/s
learners did I
use/
who earned discover
80% on which
the I wish to
share with other
formative
teachers?
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught

164
CHOOL GRADE LEVEL 10
TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W8D1-2

I. OBJECTIVES
Demonstrate understanding an understanding of the
A. Content chemical reactions associated with biological and
Standard industrial processes affecting life and the environment.

Using any form of media, present chemical reactions

B. Performance
involved in biological and industrial processes affecting
Standard
life and the environment.

Explain how the factors affecting rates of chemical

reactions are applied in food preservation and
C. Learning
materials production, control of fire, pollution, and
Competencies corrosion.
S10MTIVh-j-24

1. State and explain collision theory 2.

Identify situations for an effective
D. Objectives
collision to occur

II. CONTENT COLLISION THEORY

165
III. LEARNING
RESOURCES

A. References
1. Teacher’s 299-300
Guide pages
2. Learner’s 424-425
Material
pages
3. Textbook pages Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al.
2001. pp. 202-210
4. Additional
Materials from
Learning
Resource
(LR) portal
B. Other Learning
Resources Picture/illustration of the molecular representation of
collision theory.

IV. PROCEDURE A B

Ask: What will happen to the cars after collision?

ELICIT

166
 Possible answers: The cars will be damaged,
the passengers/drivers will be injured, some
parts will be detached.

Ask: What will happen to the two balls after

collision?

Possible answers: The balls will stick after

collision or the balls will move away from each
other.

Ask: What do you usually observe when two objects

collide?
ENGAGE
Answers may vary.
Some objects get damaged/deformed, some
objects move away from each other, while some
objects stick together after collision.

Group the learners into six.

EXPLORE

167
Activity A: Ask them to analyze the molecular
representation of collision theory.
Guide questions:
1. What causes a chemical reaction?
2. What must happen for a chemical reaction to
take place?
3. Describe fruitful/ effective collision resulting
to formation of products.

Possible answers:
1. The activation energy possessed by
reacting particles causes a chemical
reaction.
2. There must be an effective collision of
particles for a chemical reaction to take
place.
3. Reactants should have sufficient energy,
and their molecules should be in proper
orientation for a successful collision to
happen.

Activity B: Coffee Break!

Procedure:
1. Prepare two cups of coffee containing same
amount of water(hot water for cup A, cold
water for cup B), coffee, sugar and milk.
2. Stir the content of the first cup. Do not stir the
contents of the second cup.
3. Taste the mixture in each cup. Guide
Questions:
1. Which taste is better? Why?
Possible answer: stirred hot mixture
2. Does temperature affect the taste of the
mixture? Why?
Possible answer: yes, the ingredients
are dissolved properly
3. Does stirring affect the taste of the mixture?
Why?

Possible answer: yes, the ingredients are

168
 evenly distributed

EXPLAIN Presentation of group output.

Key concepts:
In 1888 Svante Arrhenius suggested that particles
must possess a certain minimum amount of kinetic
energy in order to react. The energy of the reactants
must be raised up over an energy barrier.

Activation energy is the energy required to initiate

a reaction and force the reactants to form an
activated complex.
ELABORATE
Relate the following examples to the discussion:

1. Some chemicals/medicines are kept in

colored bottles because some chemicals and
medicines decompose in the presence of
light.
2. There are no smoking signs on gasoline
station because petrol vapors are
combustible.
3. Most fresh foods must be stored in the
refrigerator to delay their deterioration and
decomposition.

Short Quiz: Modified TRUE or FALSE. Write TRUE if

the statement is correct. If it is incorrect, REVISE the
statement to make it correct.

1. Effective collision results to product formation.

(TRUE)
EVALUATE 2. Molecules must collide with sufficient energy even
with no proper orientation in order for a chemical
reaction to occur. (FALSE)
3. Effective collision is defined as one in which
molecules collide with sufficient energy and
proper orientation. (TRUE)
4. The “No Smoking” signs in gasoline station is
irrelevant because gasoline in not combustible.
(FALSE)
5. Flame is a source of activation energy so

169
 firecrackers must be kept/stored in cool dry place
to prevent unexpected explosion.
(TRUE)

6. Collision between reactant molecules may or

may not result in successful chemical reaction.
(TRUE)
7. All collisions between molecules result in the
formation of products. (FALSE)
8. Activation energy is needed to break the bond
between reactant molecules to form new bonds
leading to the formation of the products. (TRUE)
9. When the temperature of the reactants is
increased it will lead to higher activation energy.
(TRUE)
10. The only condition needed for effective collision
is the correct orientation of the reactant
molecules when they collide.
(FALSE)

How does placing food in refrigerator slow down its

EXTEND spoilage? How is it explained by the collision theory?

V. REMARKS
VI.
REFLECTION
A. No. of
learners who
earned 80% in
the evaluation

170
B. No. of
learners who
require
additional
activities for
remediation who
scored below
80%

C. Did the
remedial
lesson work?
No. of
learners who
have caught
up with the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties
did I
encounter
which my
principal or

171
 supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover

172
Attachment

Illustrated By: MAE B. RACELIS , 9/2/19

Illustrated By: MAE B. RACELIS , 9/2/19

173
Attachment

Coffee Break!

Objective:
• Identify the factors affecting the rate of chemical reaction.

Materials:

• Cup
Hot water
Cold water
Coffee
Sugar
Milk

Procedure:

1. Prepare two cups of coffee containing same amount of water

(hot water for cup A, cold water for cup B), coffee, sugar and
milk.

2. Stir the content of the first cup. Do not stir the contents of the
second cup.

3. Taste the mixture in each cup.

Guide Questions:

1. Which taste is better? Why?







174
 2. Does temperature affect the taste of the mixture? Why?

3. Does stirring affect the taste of the mixture? Why?

4. Suggest ways on how to improve the taste of the mixture.

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W8D3-4

I. OBJECTIVES
The learners demonstrate an understanding of the
A. Content chemical reactions associated with biological and
Standard industrial processes affecting life and the
environment.
The learners shall be able to:
B. Performance 1. Using any form of media, present chemical
Standard reactions involved in biological and industrial
processes affecting life and the environment

C. Learning The learners should be able to …

Competency 1. Explain how the factors affecting rates of
chemical reactions are applied in food
preservation and materials production,
control of fire, pollution, and corrosion.
S10MT-IVh-j-24

175
 1. Identify the different factors affe
cting rates of
reaction.
2. Explain how these factors are applied in
food
preservation and materials production, control
D. Objectives of fire, pollution, and corrosion.

II. CONTENT FACTORS AFFECTING REACTION RATES

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 300-302
pages
2. Learner’s 425-429
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other https://www.youtube.com/watch?v=OttRV5ykP7A
Learning https://www.youtube.com/watch?v=rlH1ym916Fo
Resources
IV. PROCEDURE A B
KWL Chart Let Recall
the learners write in Let the learners have a
the K and W column of recap on the collision
the chart. theory.

ELICIT K W L

176
 Q1: What is stated under
Collision Theory?

Q2: What are the factors that

causes increased collision of
molecules?
Let the learners view/ watch a short video about these
factors affecting the rate of reaction.
ENGA
GE https://www.youtube.com/watch?v=OttRV5ykP7A

Learning Stations
Let the learners do a simple experiment showing the

Equipment:
 7 clear plastic cups
EXPL  Mortar and pestle
ORE  2 medium sized test tubes
 2 test tube holders
Reagents:
 20 volume hydrogen peroxide (Agua
oxigenada)
 Manganese dioxide
 Water
 4 seltzer tablets or denture cleaner in tablet
form
 3 5cm x 5cm colored paper/Japanese paper
 25% household bleach solution
 50% household bleach solution
 75% household bleach solution
A. Effect of Particle Size or Surface Area on
Reaction Rate

End of Day
1

177
 different factors affecting Reaction Rates

B. Effect of Temperature on Reaction Rate

C. Effect of a Catalyst on Reaction Rate
D. Effect of Concentration on Reaction Rate

Please refer to the Learners Material pages 425 -

429 for the procedure

EXPL Presentation of Output

AIN
Day

Key Concept:

ELABORATE
• Catalysts help in increasing the reaction rate.
• Increasing the concentration of reactants generally increases the rate of
reaction.
• The higher the temperature, the faster the reaction.
• The smaller the particles size or surface area, the faster the reaction.

178
 EVALUATE
Direction: Choose the letter of the correct answer.

1. Which of the following is not true about catalysts?

A. A catalyst is a substance that can be added to a reaction to increase the
reaction rate without getting consumed in the process.
B. Catalysts typically speed up a reaction by reducing the activation energy or
changing the reaction mechanism.
C. Enzymes are proteins that act as catalysts in biochemical reactions
D. None of these
2. In which temperature will the rate of reaction between Sodium chloride and
water likely to be greatest?
A. 10°C B. 20°C C. 30°C D. 40°C
3. It refers to the minimum energy required for reactions to start.
A. Activation energy
B. Kinetic energy
C. Potential energy
D. Stored energy
4. Marble reacts with hydrochloric acid to produce calcium chloride, water and
carbon dioxide. In which of these mixtures is the rate of reaction likely to be
the greatest?
A. 1g of marble chips in 100cm3 of HCl at 20°C
B. 1g powdered marble in 100cm3 of HCl at 30°C
C. 1g powdered marble in 100cm3 of HCl at 20°C
D. 1g marble chips in 100cm3 of HCl at 30°C
5. Which of the following is not a factor that affects the reaction rates?
A. Reactant concentration
B. Catalysts
C. Particle size
D. Shape of particles

Present a video about the role of enzymes as catalyst that speeding

Present a video about the role of enzymes as catalyst that speeding up

EXTEND
up reaction rates in organisms. https://www.youtube.c om/watch?v=rlH1ym91
6Fo

Let the learners answer the question:

1. How do enzymes
act in the process of photosynthesis, respiration, digestion and protein
synthesis?

179
 reaction rates in organisms. https://www.youtube.com/ watch?v=rlH1ym916Fo

Let the learners answer the question:

1. What is the role of enzymes in speeding the reaction?

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught up with the
lesson.

180
 D. No. of learners who continue to require remediation.

E. Which of my teaching strategies worked well? Why did it work?

F. What difficulties did I encounter which my

principal or supervisor can help me resolve?

G. What innovation or localized material/s did I

use/discover which I wish to share with other teachers?

181
Attachment

Factors Affecting Reaction Rates Equipment:

• 7 clear plastic cups

• mortar and pestle
• 2 medium sized test tubes
• 2 test tube holders Reagents:

• 20 volume hydrogen peroxide (Agua oxigenada)

• Manganese dioxide
• water
• 4 seltzer tablets or denture cleaner in tablet form
• 3 5cm x 5cm colored crepe paper/ Japanese paper
• 25% household bleach solution
• 50% household bleach solution
• 75% household bleach solution
A. Effect of Particle Size or Surface Area on Reaction Rate

Procedure:

1. Get 2 clear plastic cups, half fill each plastic cups with water.

182
 2. Obtain two denture cleaner tablets. Powderize one tablet using mortar
and pestle.
3. Simultaneously drop the whole tablet and powderized tablet in the 2
separate plastic cups.
4. Observe the reactions for several minutes and record the time it takes
for each tablet to stop fizzing . Table 12. Effect of Particle Size or
Surface Area on Reaction Rate Effect of Particle Size of Surface Area
on Reaction Rate Reaction Condition Reaction Rate Time (sec) denture
cleaner (whole) in water denture cleaner (powderized) in water
Table 12. Effect of Particle Size or Surface Area on Reaction Rate
Effect of Particle Size of Surface Area on Reaction Rate
Reaction Condition Reaction Rate Time (sec)
denture cleaner (whole) in water
denture cleaner (powderized) in
water

Guide Questions:

Q1. a. Which tablet fizzed for a longer period of time?

b. How might you explain any difference?

Q2. a. Describe in your own words the effect of particle size or

surface area on the rate of a reaction.

B. Effect of Temperature on Reaction Rate

Procedure

1. Fill one glass with cold water and another glass with hot water.
2. Drop a denture cleaner tablet into each glass.
3. Observe the reactions that occur. Record the time it takes for each

183
 tablet tostopfizzing.

Q1. Is there any noticeable difference between the two reactions?

Q2. What is the effect of temperature on reaction

e? rat

Table 12. Effect ofTemperatureon Reaction Rate

Effect of Particle Size of Surface Area on Reaction Rate

Reaction Condition Reaction Rate Time
(sec)
denture cleaner (whole) in water
denture cleaner (powderized) in
water

B. Effect of a Catalyst onReaction Rate

4. Place 10mL of hydrogen peroxide (H2O2) in 2 separate test tubes.

Place one test tube in a hot water bath.
Note the rate bubbles form.
5. Add a pinch of manganese dioxide in the second test tube. Note the
rate bubbles form.

Q1. How will you compare the rate at which bubbles were produced?
Q2. Study the chemical equation below.

Chemical Equation: H2O2 (l) → H2O (l) + O2 (g) MnO2

Notice the reactants and resulting products.

Q1. Where is the MnO2 written in the equation?

activation energy .
Q2. Do you think the MnO2 reacted with H2O2 ?

Q3. MnO2 only acted as a catalyst. What role do you think a catalyst
play in a chemical reaction?

Going back to the diagram below, recall the effect of catalyst on

184

D. Effect of Concentration on Reaction Rate

Caution: Wear a mask while performing this experiment.

Procedure:

6. Prepare in separate plastic cups, different concentrations of household

bleach solution 100% (no water added) 50% (half part bleach solution-
half part water) 25% (1/4 part bleach solution – ¾ part water) .
7. Prepare 3 pieces of 5cm x 5cm sized brightly colored crepe paper or
Japanese paper.
8. Drop the pieces of crepe paper into the 3 plastic cups simultaneously.
9. Compare the rate of decolorization of the papers in the 3 beakers.
Record your observation in the table below.

Table 14. Effect of Concentration on Reaction Rate

Concentration Reaction Rate
25% solution
50% solution
100% solution

Q1 . Did you get the same rate of reaction?

Q2. Describe in your own words the effect of concentration on the

rates of reaction.

Q3 . How will you explain using the Collision theory the factors
affecting reaction :
a. Surface area of reactants
b. Temperature
c. Catalyst
d. Concentration

185
SCHOOL GRADE LEVEL 10
TEACHER LEARNING AREA SCIENCE
DATE & TIME 1 Session QUARTER/ WEEK/ DAY Q4W9D1

I. OBJECTIVES
The learners demonstrate an understanding of the
A. Content chemical reactions associated with biological and
Standard industrial processes affecting life and the
environment.
The learners shall be able present using any form of
B. Performance media, chemical reactions involved in biological and
Standard industrial processes affecting life and the
environment.

186
 Explain how the factors affecting rates of chemical
C. Learning reactions are applied in food preservation and
Competencie materials production, control of fire, pollution, and
s corrosion.
S10MTIVh-j-24
D. Objectives 1. Define reaction rate.
2. Identify the factors affecting reaction rates.
II. CONTENT Definition of Reaction Rate and the Factors
Affecting Reaction Rates
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide 300-302

pages
2. Learner’s 425-429
Material pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Chemistry III Textbook. Mapa, Amelia P., Ph.D., et
Resources al. 2001. pp. 202-210.

Science and Technology III: Chemistry Textbook.

NISMED. 1997. pp. 187-199.

187
 Video entitled “Factors Affecting Rate of Reaction”,
downloaded from https://m.youtube.com/watch?
v=4SK4IlQjZZ4
IV. PROCEDURE
Recall the activity/experiments on the factors
affecting reaction rates.
ELICIT

Ask: What are the experiments that we have performed yesterday? What did
you learn from those experiments?

ENGAGE
Ask: Why is it that reactions occur at different rates?
(List/record the answers/predictions of the students)

Can you give examples of reactions that take place quickly? How about chemical
reactions that take place slowly?

Possible answers:
Fast reaction: explosion, conflagration Slow reaction: decomposition,
fermentation, photosynthesis, growth of plants and animals, formation of rust

EXPLORE

Play the video entitledFactors Affecting the

Rate of Reactions.

Guide questions:
1. What is reaction rate?
2. What are the factors affecting reaction rates?
3. How does each of the following affect reaction
rates?
a. surface area of reactants
b. temperature
c. presence of catalyst
d. concentration of reactants

EXPLAIN

188
Presentation of group output.
ELABORATE
Key Concepts:
• Reaction rate- rate at which chemical reaction proceeds.
• Factors affecting chemical reaction:
a. Surface area of reactants- Smaller particle size have bigger surface
area. This area are available points of contact between reactants.
b. Temperature – The higher the temperature the higher the rate of
reaction
c.Presence of catalyst-Catalysts speed up chemical reaction.
d. Concentration of reactants

EVALUATE
TRUE or FALSE

Write TRUE if the statement is correct and FALSE if incorrect.

1. Smaller particle size means faster reaction rate. (TRUE)
2. Lower temperature means faster reaction rate.
(FALSE)
3. Greater concentration means faster reaction rate. (TRUE)
4. Reaction rate means the rate at which chemical reaction takes place. (TRUE)
5. An enzyme slows down reaction. (FALSE)

EXTEND
As students, how will you apply your learnings about factors affecting reaction rates
in your daily activities?

V. REMARK

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional

activities for
remediation who
scored below
80%

189
 C. Did the remedial lesson work? No. of learners who have caught up with the
lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized

materials did I use/discover

190
SCHOOL GRADE LEVEL 10
TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W9D2-3

I.
OBJECTIV
ES
A. The learners demonstrate an understanding of the chemical
Conte reactions associated with biological and industrial processes
nt affecting life and the environment.

191
 Stand
ard
B. The learners shall be able present using any form of media,
Perfor chemical reactions involved in biological and industrial
mance processes affecting life and the environment.
Stand
ard
C. Explain how the factors affecting rates of chemical reactions
Learni are applied in food preservation and materials production,
ng control of fire, pollution, and corrosion.
Comp S10MTIVh-j-24
etenci
es
D. 1. Identify the factors affecting rates of chemical reaction.
Objective 2. Give real-life examples of reactions and the factors
s affecting them.

II. READY, SET, REACT!

CONTENT (Factors Affecting Reaction Rates)
III.
LEARNIN
G
RESOURC
ES

A.
Reference
s
1. 300-302
Teacher’s
Guide
pages

192
 2. 425-429
Learner’s
Materi
al
pages
3.
Textbook
pages
4.
Additio
nal
Materi
als
from
Learni
ng
Resou
rce
(LR)
portal
B. Other Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001.
Learning pp. 202-210.
Resources
Science and Technology III: Chemistry Textbook. NISMED.
1997. pp. 187-199.

Worksheet entitled “Reaction Rate” downloaded from

https://www.google.com/search?
source=hp&ei=5iCcXY2BDcL6Qa2qrj4Cw&q=worksheet+on+factors+affecting+
reaction+rates&o q=worksheet+on+factors+affecting+reaction+rates&gs

IV.
PROCEDU
RE
Recall the discussion on the factors affecting the rate of
ELICIT chemical reactions.

Ask: What are the factors affecting the rates of

chemical reactions?
Possible answers: particle size/ surface area of
reactants, temperature, presence of catalyst,
concentration of reactants

193
 Can you give me examples of chemical reactions that
you usually observe then tell me the factor/factors
affecting that particular reaction?

Example answers:
burning wood- particle size, temperature cooking
meat - temperature, particle size, presence of
ENGAGE
catalyst
decomposition-temperature, particle size, presence of
catalyst
fermentation- presence of catalyst (yeast),
concentration of the reactants

EXPLORE

Learners will be grouped into four. Each group will

be given a worksheet to accomplish. After ten (10)
minutes, a member from each group will report
their answers.

Group 1: Complete the following table by

indicating whether each of the following scenario
wouldeither increase or decrease the rate of
reaction.

SCENARIO INCREASE or DECREASE

Adding heat Increase

Removing heat Decrease
Adding a catalyst Increase
Diluting a solution Decrease
Removing an enzyme Decrease
(catalyst)
Lowering the temperature Decrease
Increasing the temperature Increase

Decreasing the surface area Decrease

Increasing the concentration Increase

of solution

194
Breaking a reactant down Increase
into smaller pieces

Group 2: Complete the tav\ble by indicating which factor

would have the greatest impact on the rate of reaction.
Choose from concentration, temperature, surface area or
catalyst.

Scenario Factor that has the

greatest impact on the
rate of reaction
Blowing air on campfire Concentration
to help it get going
Raw ca rrots are cut into Surface area
thin slices for cooking
Protein is broken down in Catalyst
the stomach by the
enzyme pepsin
A Woolly Mammoth is Temperature
found, perfectly
preserved, near the
Arctic Circle
More bubbles appear Concentration
when a concentrated
solution of hydrochloric
acid is added to a
magnesium strip than
when a dilute solution of
the acid is added.

Group 3: Use the terms to correctly fill in the

blanks.

TERMS
1 catalyst energy
temperature heat

195
 2. Adding collisions rate of reaction
concentration surface area
dilute
and more 3
. A freshly exposed surface or metallic sodium
tarnishes almost instantly if exposed to air and
4. moisture, while iron will slowly turn to rust under
the same conditions. In these two situation, the
rate of reaction refers to how quickly or slowly
reactants turn into products. heat will increase
the rate of reaction
because this causes the particles of the reactants to
move more quickly, resulting in more collisions
energy.
. Removing heat will lower the temperature causing
the particles of the reactants to slow down, resulting
in less frequent collisions.
Concentration refers to how much solute is
dissolved in a solution. If there is greater

concentration of reactant particles present, there is greater chance that collisions

among them will occur. More collisions mean a higher rate of reaction.
5.A concentrated acid solution will react more quickly than a dilute acid solution
because there are more molecules present, increasing the chance of collisions.
6. Grains of sugar have a greater surface area than a solid
cube of sugar of the same mass, and therefore will dissolve quicker in water.
7. A catalyst for example an enzyme, is used to speed up a
chemical reaction but is not used up in

196
 the
reaction itself.
EXPLAIN

Presentation of the output.

ELABORATE

Key Concepts:

The different factors affecting reaction rates.

a. Particle size or surface area- Smaller particles size have bigger surface area.
Bigger surface area means bigger exposed portions of a solid which are
available points of contact between reactants.

b. Temperature- The higher the temperature, the higher the rate of reaction.
c. Catalyst-The presence of catalyst speeds up the rate of reaction.
d. Concentration- The higher the concentration, the faster the rate of reaction.

EVALUATE
TRUE or FALSE

197
 1. Rate of reaction refers to how quickly or slowly a reactant turns into a product.
(TRUE)
2. A catalyst slows down chemical reaction.
(FALSE)
3. The higher the concentration, the faster the rate of reaction. (TRUE)
2. The lower the temperature, the higher the rate if reaction.(FALSE)
3. A cube of sugar reacts faster than powdered sugar. (FALSE)

EXTEND
List down 5 examples of reactions you usually observe at home then identify the
factors affecting the rate of reaction in each example.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80%

in the evaluation

B. No. of learners who require additional

activities for

198
 remediation who
scored below
80%

C. Did the remedial lesson work? No. of learners who have caught up with the
lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover

199
SCHOOL GRADE LEVEL 10
TEACHER LEARNING AREA SCIENCE
DATE & TIME 1 Session QUARTER/ WEEK/ DAY Q4W9D4

I.OBJECTIVES

The learners demonstrate an understanding of the

A. Content chemical reactions associated with biological and
Standard industrial processes affecting life and the environment.

The learners shall be able to, using any form of media,

E. Performance present chemical reactions involved in biological and
Standard industrial processes affecting life and the environment.

Explain how the factors affecting rates of chemical

reactions are applied in food preservation and materials
F. Learning
production, control of fire, pollution, and corrosion.
Competencies S10MT-IVh-j-24

G. Objectives 1. Identify some pollutants and its sources.

II. CONTENT POLLUTANTS
III. LEARNING
RESOURCES

200
 C. References

5. Teacher’s Guide 303-314

pages
6. Learner’s Materials 430-433
pages
7. Textbook pages Science 9, Learner’s Module pp. 67
8. Additional
Materials from
Learning Resource
(LR) portal
D. Other Learning
Resources
IV. PROCEDURE A B
Ask the learners to describe the picture below.

ELICIT

Photo credits: Maila B. Ceguera (10/08/19)

201
 Ask the learners the following questions:

What are the types of pollution which are commonly

ENGAGE
experienced in Bicol?

Can you give substances that cause pollution?

Learners will be given sheets of paper. They will classify the

pollutant gases according to the sources
of pollutants.
Nitrogen oxide Carbon Carbon dioxide

Sulfuric acid Carbon monoxide

Nitrog
Sulfur Chlorofluorocarb

Sulfur dioxide

GEOTHERMAL VEHICLES

POWERPLANT

EXPLORE

Guide Questions: OIL

REFINERY
1. What are common pollutants produced by
geothermal powerplant, vehicles, and oil refinery?

2. How do these pollutants affect the

environment?

Let the learners present their output.

202
EXPLAIN Presentation of outputs

Key Concepts:
1. Gases that lead to air pollution include carbon,
nitrogen, and sulfur oxides. While some of these
ELABOR gases occur naturally, like carbon dioxide in the
ATE expulsion of air from the lungs, the serious polluters
come from the burning of fossil fuels: coal, oil, and
natural gas.
2. Air pollution occurs when harmful or excessive
quantities of substances including gases particles
(both organic and inorganic).

3. Air pollution, release into the atmosphere of

various gases, finely divided solids, or finely
dispersed liquid aerosols at rates that exceed
the natural capacity of the environment to
dissipate and dilute or absorb them.

Multiple Choice. Choose the letter of the

correct answer.

EVALUATE 1. What is the most common form of pollution?

A. air pollution C. thermal pollution
B. water pollution D. soil pollution 2. Which
of the following causes air pollution?
A. litter found on the side of the road
B. water used as a coolant by power plants
C. burning fossil fuels
D. illegal dumping in natural habitats
3. What do we call the actual gas or substance
that causes air pollution?
A. carbon dioxide C. chemical
B. pollutants D. fossil fuel

4. Which of the following is the biggest bsingle

cause of air pollution?
A. air conditioning C. transport such
as cars
B. factories D. forest fires
5. How do CFCs from spray cans getting
released into the air affect the environment?
A. They cause global warming.
B. They damage the ozone layer.
C. They form acid rain.
D. The cause respiratory infection.
Ask the learners to make a plan on how to

203
 have caught up
with the lesson
C. No. of learners
who continue
EXTENDto combat pollution.
require
V. REMARKS
remediation
VI. REFLECTION
D. Which of my
VII. OTHERS
A.teaching
No. ofstrategies
learners
worked well? 80%
who earned Why
did
onitthe
work?
formative
E. assessment
What
B.difficulties
No. of did I
learners
encounter
who require which
my principalactivities
additional or
supervisor can
for remediation
help me solve?
C. Did the remedial
F. What
lessonsinnovation
work? No. or
localized
of learnersmaterial/s
who
did I use/ discover
which I wish to
share with other
teachers?

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W10D1-2

I.OBJECTIVES
The learners demonstrate an understanding of the
A. Content
chemical reactions associated with biological and industrial
Standard
processes affecting life and the environment.
The learners shall be able to, using any form of
B. Performance media, present chemical reactions involved in
Standard biological and industrial processes affecting life and
the environment.
Explain how the factors affecting rates of chemical
C. Learning reactions are applied in food preservation and materials
Competencies production, control of fire, pollution, and corrosion.
S10MT-IVh-j-24
1. Identify the substances that can form acid rain.
2. Illustrate how nitrogen dioxide is converted to nitric
D. Objectives
acids.
3. Give ways on how to address acid rain effect.
II. CONTENT ACID RAIN
III. LEARNING
RESOURCES

204
E. References

9. Teacher’s Guide 303-314

pages
10. Learner’s 430-433
Materials pages
11. Textbook pages Science 9, Learner’s Module pp. 67
12. Additional
Materials from
Learning
Resource (LR)
portal
F. Other Learning
Resources
IV. PROCEDURE A B

Based from the previous Based from the previous

lesson, what are the factors lesson, give at least one
affecting the rate of factor affecting the rate of
chemical reaction? chemical reaction?
ELICIT
(Possible Answers: (Possible Answers:
temperature, reactant temperature, reactant
concentrations, particle concentrations,
size, catalysts, and particle size, catalysts,
surface area) and
surface area)

205
 How do you compare the reaction rate
of the salt in the 3 containers with From the given
different temperatures? 3 containers
with
(Possible answer: Salt in container different
C dissolves faster than A and B.) temperatures,
which do you
think has faster
reaction rate?

(Possible
Answer:
Container C
has
faster reaction
rate.)

B A B C
A C 200 C
150 C 100 C 150 C
100 C 200 C

ENGAGE Based from the

picture, what effect
does acid rain has
Based from the picture, on limestone and
what effect does acid rain marble statues?
ha ve on limestone and
marble statues?

(Possible Answer:
Acid rain makes
(Possible Answer: Acid
the limestone and
rain makes the limestone
marble
and marble statues
statues corrode.)
corrode.)

How does the acidity of How does the

water affect plant growth? acidity of water
affect plant
(Possible Answer: I t growth?
makes the plants (Possible Answer:
stunted.) It makes the
plants stunted.)

206
 Neutral acidic
more

EXPLO
RE Group activity:

Learners will be grouped Given the chemical

into 5. formula below, let the
Group Activity. learners fill in the blanks
Given the chemical formula to complete the chemical
below, let the learners write equation illustrating how
a chemical equation NO2 is converted to nitric
illustrating how NO2 is acid (HNO3).
converted to nitric acid
(HNO3). ____ + _____ → ____ +
___
H2O HNO3 HNO2
2NO2 H2O HNO3 HNO2
2NO2

Possible Answer: Possible Answer:

2NO2 + H2O → HNO2 + 2NO2 + H2O → HNO2 +
HNO3 HNO3

EXPLAIN Presentation of output.

Key Concepts:
• An example of a chemical reaction that has an
environmental concern is the acid rain.
• Acid rain has been the leading significant
ELABORATE cause of destruction in the environment. In
infrastructure, it is the cause of corrosion of
metals in alloys like steel in buildings, bridges,
and transport vehicles. This is due to the
displacement reaction of active metals with
hydrogen in acids.
• Materials with historical and cultural values
such as monuments and statues are also
destroyed by acid rain. They are mostly made
up of limestone and marble which like metals
form a chemical reaction with acids, lead to
their dissolution.
• Marine life is also affected by acid rain. It
causes the pH of bodies of water to decrease;
this change in pH will increase marine life

207
 mortality, retard fish growth, decrease egg
production and embryo Acid rain also tends to
dissolve vital minerals in the soil. Crops grown
in these depleted soils give poor yields, if they
grow at all.
• In areas of high automobile traffic, such as in
large cities, the amount of nitrogen oxides
emitted into the atmosphere can be quite
significant. In urban areas, the main source of
acid rain is from automobiles. Other sources
are thermal power plants and coal mining
industries. Gas emissions like CO2, CO, SO2,
NO2, and NO from these sources react with
water vapor in the air producing acids. Rain
contaminated with these acids are what we
know now as acid rain.

 Removing the offending oxides from exhaust

and using alternate energy sources are much
preferred courses of action at the present
time. One of the most important means of
reducing sulfur emissions is the switch to low
sulfur fuels. Another is the scrubbing of stack
gases before they are released to the
atmosphere. In this process, the stack gases
percolate through a solution that absorbs the
oxides of sulfur. The solution is renewed
frequently, and waste sulfur can be recovered
from the spent solution.

208
 Direction: Write the letter of the best answer.
1. Which gas is a product of combustion of gasoline in
automobiles and one of the culprits in the formation
additional activities of acid rain?
EVALUATE A. nitric oxide C. carbon dioxide
for remediation
C. C. Did the remedial B. nitrous oxide D. sulfur dioxide
lessons work? No. 2. Which correctly illustrates the formation of nitric
of learners who acid?
have caught up A. 2NO2 + H2O → HNO2 + HNO3
with the lesson B. 2NO2 + HNO2 → HNO3 + H2O
D. No. of learners who C. 2NO2 → H2O + HNO2 + HNO3
continue to require D. 2NO2 → HNO2 + HNO3 + H2O
remediation 3. What is the main source of acid rain in urban
E. Which of my areas?
teaching strategies A. power plants C. automobiles
worked well? Why B. manufacturing plants D. volcanoes
did it work? 4. What is the effect of acid rain on plant growth? A.
F. What difficulties did Acid rain makes the plants grow faster.
B. Acid rain makes the plants grow taller.
I encounter which
C. Acid rain dissolves minerals thus, alter
my principal or
plant growth.
supervisor can help D. Acid rain makes the soil fertile which is good
me solve? for plant growth.
G. What innovation or 5. What is the best way to address sulfur dioxide
localized material/s emission?
did I use/ discover A. Urban development
which I wish to B. Burning of fossil fuels frequently
share with other C. Mining of coal for electricity generation
teachers? D. Scrubbing of stack gases before they are
released into the atmosphere

EXTEND
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require

209
SCHOOL GRADE LEVEL 10
TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W10D3-4

I.OBJECTIVES
A. Content The learners demonstrate an understanding of the
Standard chemical reactions associated with biological and
industrial processes affecting life and the environment.

B. Performance The learners shall be able to, using any form of media,
Standard present chemical reactions involved in biological and
industrial processes affecting life and the environment.

C. Learning Explain how the factors affecting rates of chemical

Competencie reactions are applied in food preservation and materials
s production, control of fire, pollution, and corrosion.
S10MT-IVh-j-24

D. Objectives 1. Identify the effects of acid rain to humanity.

II. CONTENT Effects of Acid Rain to Humanity
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages

303 -314

2. Learner’s 430-433
Materials pages
3.Textbook pages Science 9, Learner’s Module pp. 67
1. Additional

210
 Materials
from
Learning
Resource
(LR) portal
G. Other
Learning
Resources
IV. PROCEDURE A B

Teacher will post on the board the following words:

ASTHMA LUNG CANCER CHEST

PAIN

THROAT CARDIOVASCULAR
ELICIT DISEASE
SKIN
INFLAMMATION IRRITATION

Ask: Are you familiar with these words/terms?

Ask the learners to stand if they prefer to live in

ENGAGE
the following places:

211
EVALUATE

212
 1. The harm to people from acid rain is direct.
(FALSE)
2. Acid rain causes chronic bronchitis. (TRUE)
3. Air pollution can worsen the respiratory diseases.
(TRUE)
4. Acid rain is caused by chemical reaction that
begins when compounds like sulfur dioxide and
oxygen are released into the air. (FALSE)
5. Acid rain is a type of acid deposition. (TRUE)
Agreement: PERFORMANCE TASK
 The learners will create a visual presentation on
EXTEND the effects of chemical reaction on life and the
environment.
Reference: Science 10 Learner’s Module, p. 433
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson

D. No. of learners
who continue

213
 to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it work?
F. What difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What innovation
or localized
material/s did I
use/ discover
which I wish to
share with other
teachers?

PERFORMANCE TASK

1. Using any form of media, prepare a visual presentation of a chemical

reaction involved in:

a. Food processing and preservation

b. Fire control
c. Corrosion Control
d. Photochemical Smog
e. Haber Process
f. Catalytic Converter
g. Car air bag
h. formation of ozone layer in the stratosphere
i. formation of acid rain

2. Research on how a specific chemical reaction poses useful or harmful

effects to life and the environment.

3. Present to class your visual presentation

 During your planning session, be reminded to follow the GRASP Task

Design Prompts to assist you in the organization of your activity.

214
 Goal

Your task is to create a visual presentation of benefits/ harm

posed by a particular chemical reaction using any form of media.

Role

You have been asked to gather/ collect researches on chemical

reaction assigned to your group. Your job is to understand fully the
concepts and issues involved.

Audience

The target audience is the whole class and a local public official (e.g.,
barangay chairman) or a member of your community who may be
involved in your assigned topic. You need to encourage/ convince your
audience to draw pledges/policies that will help mitigate the problem/
promote the benefits in your topic.

Situation

The challenge has to do with preparation of the visual presentation:

choosing and documenting appropriate resources, summarizing and
making the research coherent.

Product, Performance and Purpose

You will create a visual presentation supported by research in order to better

understand and appreciate the principles involved in chemical reactions.

Standards and Criteria for Success

Your performance needs to meet the following criteria:

• Creative (visual presentation is clear/visually appealing)

• Meaningful (giving importance to the understanding of the benefits and
harm posed)
• Illustrative (discussing thoroughly how these reactions may cause harm
or how we can benefit from them)

Though this is a group task, you will individually assess your performance
using the Critical Thinking Rubric below.

Critical Thinking Rubric:

4 3 2 1

215
Identifyin I I can usually tell what Sometimes, I have I often get
g the determi concepts and trouble telling the important
important ne what relationships are difference between and
informatio concept important in a system. important and unimporta
n s and unimportant nt
relations concepts and informatio
hips are relationships in a n mixed
importa system. up.
nt in a
complex
system
of
abstract
and
concrete
informati
on.

Making I use I analyze new With help, I can I usually

Inference what I information and make inferences, cannot
s know make reasonable but sometimes my make
about inferences. inferences are not inferenc
the based on good es
subject reasons. about
along what I
am
with my
learning
personal
.
experien
ces and
knowled
ge to
make
reasona
ble
inferen
ces. I
use my
inferen
ces to
draw
conclus
ions
about
informa
tion.

Evaluatin I use I use some strategies for Some I often

g several evaluating sources. times, cannot
Sources strategi I am tell the
es for foole differe
evaluat d by nce
ing the infor betwee
reliabilit matio

216
 y of a n that n
variety is not reliable
of reliabl and
differen e. false
t kinds inform
of ation
source
s.

Learning I do I make an If I am
Independ whate effort to learn more about ideas someo usuall
ently ver I and concepts that are new to ne y
need me. remind happ
to do s me, I y with
to learn what
learn more I
more about alrea
about ideas dy
ideas and know
and concep about
conce ts that infor
pts are matio
that new to n,
are me. and I
new to do
me. not
bothe
r to
find
out
more.

217
 Commun I can With I
icating clearly prompti canno
and ng and t
thorou guidanc explai
ghly e, I can n my
explai explain opinio
n my my ns so
opinio opinion that
ns by s orally they
giving and in make
good writing. sense.
reaso
ns for I can explain
them, my opinions
orally by giving good
and in reasons for
writing them, orally
. and in writing.

Summative Assessment

I. Multiple Choice: Choose the correct answer.

1. Analyze the diagram on the left,

what evidence shows that the
reaction’s product is a gas?
a. bubbles are forming and collected
b. the gas is not soluble in water
c. acids always produce gases when
they react with a solid
d. there is no filter funnel and paper
to remove unreacted solid.

For Nos. 2-3 Refer to the illustration below: The following depicts the
formation of methanol (CH3OH).

2. What would be the skeleton equation for this reaction?

a. C + Cl2 + O2 → CH3ClH
b. C + H2 + O2 → CH3OH
c. C2 + H2 + O2 → CH3OH
218
 d. C + H + O → CH3OH

3. If the formula for methanol is CH3OH, what would be the balanced

chemical equation for this reaction?
a. C3 + 2H2 + O2 → 2CH3OH
b. 2C + 4H2 + O2 → 2CH3OH
c. 2C + 2H2 + O2 → 2CH3OH
d. C + H + O → CH3OH

4. Which of the following is the correct balanced reaction?

a. 2 C3H8 + 10O2 → 6CO2 + 8H2O
b. C3H8 + O2 → CO2 + H2O
c. C3H8 + O2 → 3CO2 + 2H2O
d. C3H8 + 5O2 → 3CO2 + 4H2O

5. Quicklime (CaO ) is used as a drying agent. When water is added to this,

slaked lime Ca(OH)2 is formed. What type of reaction is this? a.
combination c. decomposition
b. single displacement d. double displacement

6. Fresh fish and meat that are not stored in a refrigerator show signs of
spoilage in less than a day. What has caused this spoilage? a. temperature
changes c. oxygen in air
b. presence of microorganisms d. all of the above
7. The rate of reaction increases as the temperature increases. Which of
the following statements provides the best explanation for this?
a. At lower temperatures the particles do not collide with each other.
b. At higher temperatures the particles have more energy, move
faster, and collide more often.
c. Higher temperature has higher activation energy.
b. Increasing the temperature increases the number of particles, so
they collide more often.

8. Which of the following statements about collisions is correct?

a. Reaction will occur even without collision of molecules.
b. All colliding particles have the same amount of energy.
c. Only fast-moving particles collide with each other.
d. Reactions can happen if the colliding particles have enough energy.

9. Reactions eventually stop. What is generally the reason for this?

a. The catalyst has been used up.
b. The particles have run out of energy.
c. One or more of the reactants has been used up.
d. Wrong catalyst was used.

219
 10. In a reaction with hydrochloric acid, why does powdered magnesium
reacts faster than the same mass of magnesium ribbon?
a. The powdered magnesium contains more atoms than the
magnesium ribbon.
b. The powdered magnesium is hotter than the magnesium ribbon.
c. The powdered magnesium has a bigger surface area than the
magnesium ribbon.
d. The powdered magnesium has a smaller surface area than the
magnesium ribbon.

11. Marble reacts with hydrochloric acid to produce calcium chloride, water
and carbon dioxide. In which of these mixtures is the rate of reaction
likely to be the greatest?
a. 1 g of marble chips in 100 cm3 of hydrochloric acid at 20°C.
b. 1 g of powdered marble in 100 cm3 of hydrochloric acid at 30°C.
c. 1 g of powdered marble in 100 cm3 of hydrochloric acid at 20°C.
d. 1 g of marble chips in 100cm3 of hydrochloric acid at 30°C.

12. Manganese dioxide is a black powder that catalyzes the breakdown of

hydrogen peroxide to water and oxygen. Which of the following
statements is correct?
a. The mass of manganese dioxide will stay the same during the
reaction.
b. The catalyzed reaction will produce more oxygen than the
uncatalyzed reaction.
c. The particles in the catalyzed reaction will have more energy than in
the uncatalyzed reaction.
b. Manganese dioxide will cause production of more water.

13-15 Explain briefly.

13-15 Based on your knowledge of factors affecting the rate of

reaction, why is there a danger of explosion in places like coal
mines where there are large quantities of powdered, combustible
materials?

220
221