ILOCOS SUR

POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

Title of the Module

Lesson I: Overview of the Basic Terms

and Concepts of Matter
(Matter an Atom, Structure of Matter, States of Matter,
Changes of matter it undergoes Chemical Bonding)

Overview
This module refreshes the previous learning of students on the basic terms and concept of
matter which is very helpful in the understanding of the concepts of organic chemistry. Hence, it
discusses concepts on atom, its structure and its sub-atomic particles; the overview on the states of
matter; the identification of how matter changes from one form to another and how elements bond with
each other.

List Of Topics To Be Studied In The

Module
1. Matter an Atom
2. Structure of Matter
3. States of Matter
4. Changes of matter it undergoes
5. Chemical Bonding

Intended Learning Outcomes:

At the end of the lesson, students will be able to:
1. Understand the basic terms and concepts of Chemistry through a presentation of a conceptual
art.
2. Comprehend fully the basic terms and concepts of Matter using a word hunt cum description
activity

Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

Learning Content
Matter and Atom
Matter is everything around you. Matter is anything made of atoms and
molecules. Matter is anything that has mass and takes up space. If you are new to the idea of mass, it
is the amount of stuff in an object. We talk about the difference between mass and weight in another
section. Matter is sometimes related to light and electromagnetic radiation. Even though matter can be
found all over the Universe, you only find it in a few forms.
Matter, in science, general term applied to anything that has the property of occupying space
and the attributes of gravity and inertia. In classical physics, matter and energy were considered two
separate concepts that lay at the root of all physical phenomena. Modern physicists, however, have
shown that it is possible to transform matter into energy and energy into matter and have thus broken
down the classical distinction between the two concepts. When dealing with a large number of
phenomena, however, such as motion, the behavior of liquids and gases, and heat, scientists find it
simpler and more convenient to continue treating matter and energy as separate entities. Certain
elementary particles of matter combine to form atoms; in turn, atoms combine to form molecules. The
properties of individual molecules and their distribution and arrangement give to matter in all its forms

various qualities such as mass, hardness, viscosity, fluidity, color, taste, electrical resistivity, and heat
conductivity, among others.

Structure of Matter
Modern physics has revealed successively deeper layers of structure in ordinary matter. Matter
is composed, on a tiny scale, of particles called atoms. Atoms are in turn made up of minuscule nuclei
surrounded by a cloud of particles called electrons. Nuclei are composed of particles called protons and
neutrons, which are themselves made up of even smaller particles called quarks. Quarks are believed
to be fundamental, meaning that they cannot be broken up into smaller particles.

States of Matter
Everyone should know about solids, liquids, gases, and plasmas. Scientists have always
known about solids, liquids, and gases. Plasma was a new idea when it was identified by William
Crookes in 1879. We also like to talk about the Bose-Einstein condensate (BEC). It’s a fun state of
matter when you remove almost all energy from a system. The scientists (Cornell, Ketterle, and
Wieman) who worked with the Bose-Einstein condensate received a Nobel Prize for their work in 2001.
Matter is all about the physical state and energy in the atoms and molecules. Think about solids.
Physical properties of a

Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
solid often include "hard" and "brittle." Liquids are fluidy, move around a little, and fill up containers.
Gases are always around you, but the molecules of a gas are much farther apart than the molecules in
a liquid.
If a gas has an odor, you’ll often be able to smell it before you can see it. The BEC is all about atoms
that are closer and less energetic than atoms in a solid.

Changes Matter it Undergoes

Change is happening all around us all of the time. Just as chemists have classified elements and
compounds, they have also classified types of changes. Changes are classified as either physical or
chemical changes. Chemists learn a lot about the nature of matter by studying the changes that matter
can undergo. Chemists make a distinction between two different types of changes that they study—
physical changes and chemical changes.
Physical changes are changes in which no bonds are broken or formed. This means that the same
types of compounds or elements that were there at the beginning of the change are there at the end of
the change. Because the ending materials are the same as the beginning materials, the properties
(such as color, boiling point, etc.) will also be the same. Physical changes involve moving molecules
around, but not changing them. Some types of physical changes include:
 Changes of state (changes from a solid to a liquid or a gas and vice versa).
 Separation of a mixture.
 Physical deformation (cutting, denting, stretching).
 Making solutions (special kinds of mixtures).
As an ice cube melts, its shape changes as it acquires the ability to flow. However, its composition
does not change. Melting is an example of a physical change. A physical change is a change to a
sample of matter in which some properties of the material change, but the identity of the matter does
not. When liquid water is heated, it changes to water vapor. However, even though the physical
properties have changed, the molecules are exactly the same as before. We still have each water
molecule containing two hydrogen atoms and one oxygen atom covalently bonded. When you have a
jar containing a mixture of pennies and nickels and you sort the mixture so that you have one pile of
pennies and another pile of nickels, you have not altered the identity of the pennies or the nickels—
you've merely separated them into two groups. This would be an example of a physical change.
Similarly, if you have a piece of paper, you don't change it into something other than a piece of paper
by ripping it up. What was paper before you started tearing is still paper when you are done. Again, this
is an example of a physical change.
Physical changes can further be classified as reversible or irreversible. The melted ice cube
may be refrozen, so melting is a reversible physical change. Physical changes that involve a change of
state are all reversible. Other changes of state include vaporization (liquid to gas), freezing (liquid to
solid), and condensation (gas to liquid). Dissolving is also a reversible physical change. When salt is
dissolved into water, the salt is said to have entered the aqueous state. The salt may be regained by
boiling off the water, leaving the salt behind.

Chemical changes occur when bonds are broken and/or formed between molecules or atoms.
This means that one substance with a certain set of properties (such as melting point, color, taste, etc)
is turned into a different substance with different properties. Chemical changes are frequently harder to

Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
reverse than physical changes.One good example of a chemical change is burning a candle. The act of
burning paper actually results in the formation of new chemicals (carbon dioxide and water) from the
burning of the wax. Another example of a chemical change is what occurs when natural gas is burned
in your furnace. This time, on the left there is a molecule of methane, CH4, and two molecules of
oxygen, O2; on the right are two molecules of water, H2O, and one molecule of carbon dioxide, CO2. In
this case, not only has the appearance changed, but the structure of the molecules has also changed.
The new substances do not have the same chemical properties as the original ones. Therefore, this is a
chemical change.
Chemical Bonding
When two or more atoms are brought close enough, an attractive force between the electrons
of individual atoms and the nuclei of one or more of the other atoms can result. If this force is large
enough to keep the atoms together, a chemical bond is said to be formed. All chemical bonds result
from the simultaneous attraction of one or more electrons by more than one nucleus.
Types of Bonds
Metallic Bonding
Silver, a typical metal, consists of a regular array of silver atoms that have each lost an electron
to form a silver ion. The negativly charged electrons distribute themselves throughout the entire piece
of metal and form nondirectional bonds between the positive silver ions. This arrangement, known as
metallic bonding, accounts for the characteristic properties of metals: they are good electrical
conductors because the electrons are free to move from one place to another, and they are malleable
(as shown here) because the positive ions are held together by nondirectional forces. A force applied to
a malleable substance shifts the positions of the atoms without breaking the bonds that hold them
together.
Ionic Bonding: Salt
The bond (left) between the atoms in ordinary table salt (sodium chloride) is a typical ionic
bond. In forming the bond, sodium becomes a cation (a positively charged ion) by “giving up” its
valence electron to chlorine, which then becomes an anion (a negatively charged ion). This electron
exchange is reflected in the size difference between the atoms before and after bonding. Attracted by
electrostatic forces (right), the ions arrange themselves in a crystalline structure in which each is
strongly attracted to a set of oppositely charged “nearest neighbors” and, to a lesser extent, all the
other oppositely charged ions throughout the entire crystal.
Covalent Bonds
In a covalent bond, the two bonded atoms share electrons. When the atoms involved in the
covalent bond are from different elements, one of the atoms will tend to attract the shared electrons
more strongly, and the electrons will spend more time near that atom; this is a polar covalent bond.
When the atoms connected by a covalent bond are the same, neither atom attracts the shared
electrons more strongly than the other; this is a non-polar covalent bond.

References:
 "Atom." Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008.
 https://chem.libretexts.org/Courses/College_of_Marin/
CHEM_114%3A_Introductory_Chemistry/03%3A_Matter_and_Energy/
3.06%3A_Changes_in_Matter-_Physical_and_Chemical_Changes
 http://www.chem4kids.com/files/matter_intro.html
Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
 Contributed by: James Arthur Campbell. Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft
Corporation. All rights reserved.

Intended Learning Activity

In any conceptual art that you have in mind, create any artistic output presenting the terms
and concepts that had been mentioned and discussed in the learning content
Note: Conceptual art is an activity where in a student could choose from any of his/her talent like writing
(poem, reflection, comic strip, song lyrics, drawing and etc.) and performance (singing, dancing, role
playing and etc.) that he/she knew could excel most.

Rubrics for Differentiated Student Presentations/Performances

VERY TOTAL
CRITERIA EXCELLENT SATISFACTORY FAIR
SATISFACTORY
Student/s Student/s Student/s Student/s
presentation/ presentation/ presentation/ presentation/
performance performance performance performance
PRESENTATION/
is/are very is/are organized, is/are somewhat is/are not
PERFORMANCE
organized, very creative and organized, organized,
50
creative and very presentable. creative and creative and
presentable. presentable. presentable.
37.6 - 50 26 – 37.5 12.6 - 25 1 – 12.5
Information Information
Information Information
inculcated in the inculcated in the
inculcated in the inculcated in the
performance are performance are
performance performance
CONTENT easily grasped could somewhat
could be grasped, could not be
50 and very be grasped,
accurate and grasped
accurate and accurate and
organize inappropriate.
organize. organize.
26 – 37.5 1 – 12.5
37.6 - 50 12.6 - 25

Assessment
Word Hunt. Look for familiar terms or concepts on the table below and encircle it, then, the
encircled words will then be written in the answer box on the below and give a short
description in each word.
R B A A C V T H S N
E E F T F H J N K D
T C S O L I D F R A
Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
T C H M T Q N B A A
A C A M S A L P U Y
M E T A L L I C Q G
W P L G N I T L E M
C H A N G E M X Z R
P T N E L A V O C V
S E V T Y N H I P K

Answer Box
Encircled Words Description

Assignment
Give time to ponder. How are you considered to be the “living example of matter”.

Title of the Module

Units: 3 Units
Lesson II: Chemistry of the Environment
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor:
(Chemistry of water, Chemistry of Soil and Chemistry of JESSIE JAMES MATA
SANGALANG
Atmosphere)
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

Overview
This module refreshes the previous learning of students on the basic terms and concept of
matter which is very helpful in the understanding of the concepts of organic chemistry. Hence, it
discusses concepts on atom, its structure and its sub-atomic particles; the overview on the states of
matter; the identification of how matter changes from one form to another and how elements bond with
each other.

List of Topics To Be Studied In The

Module
1. Chemistry of Water
2. Chemistry of Soil
3. Chemistry of Atmosphere

Intended Learning Outcomes:

At the end of the lesson, students will be able to:
1. Fully comprehend the basic terms and concepts on the topic of Chemistry of the Environment
through a presentation of a conceptual art.
2. Familiarize with the soil layer and its functions by Creating a visual representation
3. Compose thoughts on how the current situation of the atmosphere will affect the future through a
reflective paper

Learning Content
CHEMISTRY OF THE ENVIRONMENT

First to discuss on this topic is the CHEMISTRY OF WATER, water as we all knew is a compound
that has a polar molecule which demonstrates hydrogen
bonding and therefore it possesses very unique
characteristics. And below are some of its notable
characteristics that may be new or not to us.

Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
 Water is an excellent/universal solvent.
 Water is an excellent temperature buffer.
 Water provides an excellent cooling mechanism.
 Water serves as a lubricant
 Water is the most abundant component in cells
Water also has its properties, that is why it is considered to be matter, and below are the listed
“Properties of Water” that would enlighten us a bit on its chemistry side.

 Attraction to Other Polar Molecules

Cohesion
Or the water's attraction to other water molecules, is one of the major
properties of water. Water's polarity lends it to be attracted to other water molecules.
The hydrogen bonds in water hold other water molecules together.
Adhesion
Water's attraction between molecules of a different substance is called
adhesion. Water is adhesive to any molecule it can form hydrogen bonds with.
 Lower Density of Ice
At cooler temperatures, the hydrogen bonds of water molecules form ice
crystals. The hydrogen bonds are more stable and will maintain its crystal-like shape.
Ice—the solid form of water—is less dense than water because of the hydrogen bonds
being spaced out and being relatively apart. The low density is what allows icebergs to
float and are the reason that only the top part of lakes are frozen.
 High Polarity
Water is a polar molecule that has a high level of polarity and attraction to ions
and other polar molecules. Water can form hydrogen bonds, which make it a powerful
solvent. Water molecules are attracted to other molecules that contain a full charge,
like an ion, a partial charge, or polar.

HYDROLOGICAL CYCLE
Some said water is recycled
all throughout its existence and I for one believed that it is true because when I look at the picture,
water has undergone a repeated cycle and undergoing a repeated cycle is basically recycle. And below
are the description of the three major processes that happens in the cycle and additional terms that
may describe what happens to the water in between the cycle.
a) Precipitation
Occurs when water vapor in the atmosphere condenses into clouds and falls to the Earth.
Precipitation can take a variety of forms, including rain, snow, ice pellets, and hail. About 300 cubic
kilometers (about 70 cubic miles) of precipitation falls each day.
b) Evaporation
The process by which water in the ocean and on land changes to water vapor and enters the
atmosphere as a gas. Evaporation from plants is called TRANSPIRATION. The evaporation rate

Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
increases with temperature, sunlight intensity, wind speed, plant cover, and ground moisture, and it
decreases as the humidity of the air increases.
c) Condensation
Water vapor cools as it rises, condensing into droplets of water to form clouds. Precipitation
falls from the clouds and the water returns to Earth, continuing the hydrologic cycle. Almost all the
water on Earth has passed through the water cycle countless times. Very little water has been created
or lost over the past billion years.
d) Storage
The water from precipitation is stored on the Earth in both liquid and solid forms. Of the 1.4
billion cubic kilometers (340 million cubic miles) of water on Earth, slightly more than 97 percent is salt
water stored in the oceans. Fresh water is found in glaciers, ice caps, lakes, and rivers. It is also stored
as groundwater in the soil and rocks.
e) Runoff
Water that flows down streams and rivers is called surface runoff. Every day about 100 cubic
kilometers (about 24 cubic miles) of water flows into the seas from the world’s rivers. Runoff is not
constant—it decreases during periods of drought or dry seasons and increases during rainy seasons,
storms, and periods of rapid melting of snow and ice. Water reaches rivers in the form of either
overland flow or groundwater flow; it then flows downstream. Overland flow occurs during and shortly
after intense rainstorms or periods of rapid melting of snow and ice. It can raise river levels rapidly and
may produce floods. Groundwater flow runs through rocks and soil. Precipitation and melt water
percolate into the ground and reach a level, known as the water table, at which the ground is saturated
with water. Groundwater flows from areas where the water table is higher to areas where

Next major topic to be discussed on this lesson is the “CHEMISTRY OF SOIL”, soil as
described is the loose material that covers the land surfaces of Earth and supports the growth of plants.
In general, soil is an unconsolidated, or loose, combination of inorganic and organic materials.

Soils vary widely from place

to place. Many factors determine the
chemical composition and physical
structure of the soil at any given
location. The different kinds of rocks,
minerals, and other geologic
materials from which the soil
originally formed play a role. The
kinds of plants or other vegetation
that grow in the soil are also
important. Topography—that is,
whether the terrain is steep, flat, or
some combination—is another factor.
In some cases, human activity such as farming or building has caused disruption. Soils also differ in
color, texture, chemical makeup, and the kinds of plants they can support.

Soil actually constitutes a living system, combining with air, water, and sunlight to sustain plant
life. The essential process of photosynthesis, in which plants convert sunlight into energy, depends on
exchanges that take place within the soil. Plants, in turn, serve as a vital part of the food chain for living
Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
things, including humans. Without soil there would be no vegetation—no crops for food, no forests,
flowers, or grasslands. To a great extent, life on Earth depends on soil.
The soil is composed of (1) Inorganic components of soil are principally the products of rocks
and minerals that have been gradually broken down by natural processes, (2) Organic materials are
composed of debris from plants and from the decomposition of the many tiny life forms that inhabit the
soil, (3) Water that seeps down the soil and (4) Air from the gas elements and compounds that forms
during chemical processes.

Layers of the Soil

Also known as soil horizon, is a distinctive soil layer such as topsoil or subsoil. Collectively, the
horizons make up what is called a soil profile.

Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

Soil Characteristics
Scientists can learn a lot about a soil’s composition and origin by examining various features of
the soil. Color, texture, aggregation, porosity and pH are all important soil characteristics.

Soil Color
Soils come in a wide range of colors—shades of brown, red, orange, yellow, gray, and even
blue or green. Color alone does not affect a soil, but it is often a reliable indicator of other soil
properties. In the
surface soil horizons, a
dark color usually
indicates the presence
of organic matter. Soils
with significant organic
material content appear
dark brown or black.
The most common soil
hues are in the red-to-
yellow range, getting their color from iron oxide minerals coating soil particles. Red iron oxides
dominate highly weathered soils. Soils frequently saturated by water appear gray, blue, or green
because the minerals that give them the red and yellow colors have been leached away.
Soil Texture
Soil is made up of different-sized particles. Soil texture refers to the size of the particles that
make up the soil and depends on the proportion of sand, silt and clay-sized particles
and organic matter in the soil. Sandy soils feel gritty when rubbed between your fingers. Silts feel
smooth – a little like flour. Most clays are sticky and mouldable. If you’ve ever used pottery clay, you’ll
know the feeling. Silt particles are too small for us to see with our
eyes. Silt soils have much smaller pore spaces but a
lot more of them.

Sand particles are quite big. The pore spaces

between the particles in sandy soils are also quite
large. This allows water to drain quickly and air to
enter the soil. Sandy soils tend not to get
waterlogged in winter but can be subject to drought
during summer. Units: 3 Units
Clay particles
Course Code:EnSci 1 are smaller than 0.002 mm in diameter. Clay soils are poorly drained and
holdTitle:
Descriptive on toChemistry
the waterfor
in Engineerss
their pore spaces for much longer. However, they can become
Instructor: JESSIE JAMES MATA
very hard if they dry out.
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

Soil Aggregation
Individual soil particles tend to be bound
together into larger units referred to as aggregates or
soil peds. Aggregation occurs as a result of complex
chemical forces acting on small soil components or
when organisms and organic matter in soil act as glue
binding particles together. There are some main soil
shapes like plate like, in which the aggregates are flat
and mostly horizontal; prism like, meaning greater in
vertical than in horizontal dimension; and block like, roughly equal in horizontal and vertical dimensions
and either angular or rounded. Soil peds range in size from very fine—less than 1 mm (0.04 in)—to
very coarse—greater than 10 mm (0.4 in).

Soil Porosity
The part of the soil that is not solid is made up
of pores of various sizes and shapes—sometimes small
and separate, sometimes consisting of continuous
tubes. Soil scientists refer to the size, number, and
arrangement of these pores as the soil's porosity.
Porosity greatly affects water movement and gas
exchange. Well-aggregated soils have numerous pores,
which are important for organisms that live in the soil
and require water and oxygen to survive. The transport
of nutrients and contaminants will also be affected by
soil structure and porosity.
Soil pH
Soil pH is a measure of the acidity or alkalinity of the soil. The correct balance is where the soil
pH is between 5.5 and 7.5, so every effort should be taken to check soil pH levels regularly. Early
identification of soil pH problems is important as it can be both costly and difficult to correct long-term
nutrient deficiencies. Soil pH affects the amount of nutrients and chemicals that are soluble in soil
water, and therefore the amount of nutrients available to plants. Some nutrients are more available
under acid conditions while others are more available under alkaline conditions.

Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

Last major topic to be discussed in the Chemistry of the Environment in the Chemistry of the
Atmosphere. The word Atmosphere (from Greek ατμός - atmos, 'vapor' + σφαίρα - sphaira, 'sphere')
is a layer of gases that may surround a material body of sufficient mass. It is also the mixture of gases
surrounding any celestial object that has a gravitational field strong enough to prevent the gases from
escaping; especially the gaseous envelope of Earth. The Earth’s atmosphere is composed of nitrogen
(78.03 percent), oxygen (20.99 percent) and the atmospheric gases in the remaining percentage are
argon (0.94 percent), carbon dioxide (0.037 percent), varying amounts of water vapor, and trace
amounts of hydrogen, ozone, methane, carbon monoxide, helium, neon, krypton, and xenon.
Principal layers of the atmosphere

Earth's atmosphere can be divided into five main layers. These layers are mainly determined by
whether temperature increases or decrease with altitude. From lowest to highest, these layers are
shown in the illustration below:
AIR POLLUTION
Air pollution is contamination of the indoor or outdoor environment by any chemical, physical or
biological agent that modifies the natural characteristics of the atmosphere. Household combustion
devices, motor vehicles, industrial facilities and forest fires are common sources of air pollution.
Pollutants of major public health concern include particulate matter, carbon monoxide, ozone, nitrogen
dioxide and sulfur dioxide. Outdoor and indoor air pollution cause respiratory and other diseases, which
can be fatal.

Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
MAJOR AIR POLLUTANTS
Air pollution is a real public health and environmental problem that can lead to—among other
things—global warming, acid rain, and the deterioration of the ozone layer.

1. Ozone. A gas that can be found in two places. Near the ground (the troposphere), it is a major
part of smog. The harmful ozone in the lower atmosphere should not be confused with the protective
layer of ozone in the upper atmosphere (stratosphere), which screens out harmful ultraviolet rays.
Ozone is not created directly, but is formed when nitrogen oxides and volatile organic compounds (an
organic compound that evaporates at a relatively low temperature and contributes to air pollution, e.g.
ethylene, propylene, benzene, or styrene) mix in sunlight. That is why ozone is mostly found in the
summer. Nitrogen oxides come from burning gasoline, coal, or other fossil fuels. There are many types
of volatile organic compounds, and they come from sources ranging from factories to trees.

2. Carbon monoxide. A gas that comes from the burning of fossil fuels, mostly in cars. It cannot
be seen or smelled. Carbon monoxide is released when engines burn fossil fuels. Emissions are higher
when engines are not tuned properly, and when fuel is not completely burned. Cars emit a lot of the
carbon monoxide found outdoors. Furnaces and heaters in the home can emit high concentrations of
carbon monoxide, too, if they are not properly maintained.

3. Nitrogen dioxide. A reddish-brown gas that comes from the burning of fossil fuels. It has a
strong smell at high levels. Nitrogen dioxide mostly comes from power plants and cars. Nitrogen dioxide
is formed in two ways—when nitrogen in the fuel is burned, or when nitrogen in the air reacts with
oxygen at very high temperatures. Nitrogen dioxide can also react in the atmosphere to form ozone,
acid rain, and particles.

4. Particulate matter. Solid or liquid matter that is suspended in the air. To remain in the air,
particles usually must be less than 0.1-mm wide and can be as small as 0.00005 mm. Particulate
matter can be divided into two types—coarse particles and fine particles. Coarse particles are formed
from sources like road dust, sea spray, and construction. Fine particles are formed when fuel is burned
in automobiles and power plants.

5. Sulfur dioxide. A corrosive gas that cannot be seen or smelled at low levels but can have a
“rotten egg” smell at high levels. Sulfur dioxide mostly comes from the burning of coal or oil in power
plants. It also comes from factories that make chemicals, paper, or fuel. Like nitrogen dioxide, sulfur
dioxide reacts in the atmosphere to form acid rain and particles.

6. Lead. A blue-gray metal that is very toxic and is found in a number of forms and locations.
Outside, lead comes from cars in areas where unleaded gasoline is not used. Lead can also come from
power plants and other industrial sources. Inside, lead paint is an important source of lead, especially in
houses where paint is peeling. Lead in old pipes can also be a source of lead in drinking water.

7. Toxic air pollutants. A large number of chemicals that are known or suspected to cause
cancer. Some important pollutants in this category include arsenic, asbestos, benzene, and dioxin.
Is the climate always the same?

Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
Systematic recording of weather data has only occurred since the 19 th century. These and other
records have shown that the climate does naturally change over time. For example, paintings and
diaries provide information about the ‘Little Ice Age’. This was a period of cooling from about 1300 to
1850. Many glaciers increased in size, crops were lost and major rivers, such as the Thames, regularly
froze. Before the ‘Little Ice Age’, there was an unusually warm period known as the ‘Medieval Warm
Period’, which lasted for about eight centuries.

What is climate change?

Climate change is a natural phenomenon and normally takes place over several centuries. The
term ‘climate change’ is being used now to refer to the current climate. This is because recent scientific
records show that the global climate seems to be warming up more rapidly than usual. Evidences are
as follows:

 The average global temperature has increased by 0.6°C in 140 years.

 The ten hottest years for the last 100 years have occurred since 1990.
°
 Scientists have predicted that the climate could increase by up to 6 C in the next 150 years.

How is the Earth warmed?

Climate is affected by the conditions and components of
the atmosphere. The Earth’s atmosphere acts like the glass in a
greenhouse and is needed to keep the planet warm enough for
life to exist.
Sunlight passes through the Earth’s atmosphere and the
Earth gives out infrared radiation. Certain gases trap some of this
radiation in the atmosphere, which keeps the Earth warm. This is
called the greenhouse effect.
Having some greenhouse gases is a good thing. If it
wasn’t for these gases, Earth would be too cold to live on!
However, too much of a good thing can be bad.
The Greenhouse Effect
Stage 1. Radiation from the sun enters the atmosphere and warms the Earth.
Stage 2. Infrared radiation was produced by the Earth. Some of this heat travels through the
atmosphere and escape into the atmosphere.
Stage 3. Some of this heat was absorbed by greenhouse gases in the atmosphere and so is
reflected back to earth. This causes the temperature of the Earth to rise.
Stage 4. Increased levels of greenhouse gases in the atmosphere trap more of the emitted
heat. This leads to a greater increase in the earth’s Temperature.
What is global warming?
The term ‘global warming’ is often used in connection with climate change, but what does it
mean? Global warming refers to the increase in the Earth’s temperature due to the greenhouse effect,
which can cause changes in climate. However, the term ‘global warming is now being used to refer to
the warming predicted to occur as a result of increased emissions of greenhouse gases and other
human activities. This enhanced greenhouse effect may lead to significant climate change. Remember,
global warming and climate change are not the same thing and should not be used interchangeably.
Why is carbon dioxide so important?
Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
Carbon dioxide is considered the most significant greenhouse gas. This is because carbon
dioxide can remain in the environment over a long time, from 50 to 200 years. Any process producing
carbon dioxide today could affect the climate for hundreds of years. Carbon is present in all living things
and moves through the environment in a chain of reactions called the carbon cycle. Levels of carbon
dioxide in the atmosphere have increased since the industrial revolution in the 19th century.

What happens when fossil fuels are burned?

Fossil fuels are carbon-based materials that formed over millions of
years from the remains of ancient plants and animals. Fossil fuels are burned
to generate heat. This combustion reaction creates carbon dioxide and water
as waste products. Greater use of fossil fuels is thought to be the main source
of the increase in atmospheric carbon dioxide.

fossil fuels + oxygen Produces carbon dioxide + water

What else affects greenhouse gas levels?

Burning wood releases carbon dioxide into the atmosphere. Living trees also
have a major impact on the atmosphere, as they produce oxygen and absorb the
greenhouse gas carbon dioxide. Deforestation reduces the amount of photosynthesis
taking place and so increases carbon dioxide levels.
Rice farming and cattle farming produce the greenhouse gas
methane. This gas is 7.5 times more effective as a greenhouse gas
than carbon dioxide, but is currently in the atmosphere at much lower levels.

Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

Intended Learning Activity

A. In any conceptual art that you have in mind, create any artistic presentation of what
you have learned in the “Chemistry of Water”.
Note: Conceptual art is an activity where in a student could choose from any of his/her talent like writing
(poem, reflection, comic strip, song lyrics, drawing and etc.) and performance (singing, dancing, role
playing, and etc.) that he/she knew could excel most.
Rubrics for Differentiated Student Presentations/Performances
VERY TOTAL
CRITERIA EXCELLENT SATISFACTORY FAIR
SATISFACTORY
Student/s Student/s Student/s Student/s
presentation/ presentation/ presentation/ presentation/
performance performance performance performance
PRESENTATION/
is/are very is/are organized, is/are somewhat is/are not
PERFORMANCE
organized, very creative and organized, organized,
50
creative and very presentable. creative and creative and
presentable. presentable. presentable.
37.6 - 50 26 – 37.5 12.6 - 25 1 – 12.5
Information Information
Information Information
inculcated in the inculcated in the
inculcated in the inculcated in the
performance are performance are
performance performance
CONTENT easily grasped could somewhat
could be grasped, could not be
50 and very be grasped,
accurate and grasped
accurate and accurate and
organize inappropriate.
organize. organize.
26 – 37.5 1 – 12.5
37.6 - 50 12.6 - 25

Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

B. Make a visual representation of the layers of the soil using the available materials at home. Make
sure that the model clearly represent each layer and should be aesthetically presentable and
informative.

PASTE THE PICTURE HERE . . . . .

Rubrics for Differentiated Student Presentations/Performances

VERY TOTAL
CRITERIA EXCELLENT SATISFACTORY FAIR
SATISFACTORY
Output was not
Output was very Output was very Output was a bit
aesthetically
aesthetically aesthetically aesthetically
presented. It
presented. It was presented. It was presented. It was
AESTHETICS was also not
also very also organized also organized
50 organized and
organized and and creative. and creative.
creative.
very creative.
37.6 - 50 26 – 37.5 12.6 - 25
1 – 12.5
Data presented Data presented
Data presented Data presented
are not that are not suitable
CONTENT are very accurate are accurate and
accurate and and
50 and organize. organize.
organize. inappropriate.
37.6 - 50 26 – 37.5
12.6 - 25 1 – 12.5

Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

C. Refelction. The picture below was predicted to what the world will look like in 2150 because it is
suspected that the world will be flooded by that time. How would this scenario would likely to happen if
you would relate it to what is discussed in our topic “Chemistry of Air”? Write your answers on the
provided space below the picture.

Assessment
A. Word Bank. The table on the next page needed to be filled up with the correct
term that is seen on the box below. What you will do is for you to read the
sentences and phrases on the table, look for that word on the box below that best
fitted each sentences and phrases, then write it in the bank cell parallel to each sentences.

Ozone Soil B Horizon

Carbon Dioxide Evaporation A Horizon
Adhesion Cohesion Transpiration
Precipitation Condensation Climate Change
Water Forest Deforestation
Air Global Warming Reforestation

Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

It is a gas that had been the major component of smog in heavily

polluted cities.
It is the process known to be the removal of excess gas in plants
when high temperature is present.
It is the process known to be the attraction of H 2O molecule aside
from another H2O molecule.
It is an unusual ecosystem where most nutrients are found and
was thought to where air, water and sunlight were combined.
This layer of the soild is where clay materials and where Fe, AlO
and CaCo3 were deposited.
This inorganic compound was made up of 2 molecules of
hydrogen and a molecule of oxygen.
The process where in evaporated water form the clouds.
This compound was made up of a mixed of elements where
nitrogen of highest percentage was in it.
It is the process wherein it reduces the amount if photosynthesis
that takes place in a certain area.
It is the situation where a water droplet was clinging into a leaf on
a morning dew.

B. TRUE OR FALSE: Write TRUE if the statements were correct. If it is FALSE, underline the
word/words that made it incorrect and write the correct word/words in the empty cells parallel to
each statement. (2 points each)
1. Environmental chemistry deals with the interaction
and process of the soil, water and air.
2. Greenhouse effect is a phenomena that happens
when greenhouse gasses such as carbon dioxide,
sulfur, carbon and nitrogen dioxide will be suspended
in the atmosphere and could causes global warming.
3. Global warming happens when greenhouse gasses
traps sun’s light when it tries to escape from the
Earth’s atmosphere.
4. Water molecules attracts water molecules because of
Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
polarity and this process is known as adhesion.
5. The dispersal of water from clouds is called as the
process of condensation.
6. Solidification is the process of solidifying a matter of
liquid form. Snow is an example and it was formed in
clouds in the process we know as precipitation
7. A horizon is the second layer of the soil where in seed
germinates and plant roots grow and this is also
known as the tapsoil.
8. The Eluviation layer or the E horizon is the soil layer
where in bleaching occurs because its light color and
mostly made out of sand and silt.
9. Soil texture is described as how small the particles of
the soil are, and among the classification, silt with .05
to .002 mm is the smallest.
10. Water or liquids are always the solvent in a solution.

Assignment
Give time to ponder. Write 5 sentences reflection on how have you contributed in the
either development or destruction of these three components of the environment.

Units: 3 Units
Course Code:EnSci 1
Descriptive Title: Chemistry for Engineerss
Instructor: JESSIE JAMES MATA
SANGALANG