General Chemistry Q2 1-18 PDF

General Chemistry 1 11 General Chemistry 1 – Grade 11 Quarter 2 – Module 1: Electron Configuration and Orbital Diagram First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Division of Pasig City Development Team of the Self-Learning Module Writer: Ronnel B. Felonia Editor: Ma. Victoria G. Señase Reviewer: Ma. Victoria G. Señase Illustrator: Edison P. Clet Layout Artist: Mark Kihm G. Lara Management Team: Ma. Evalou Concepcion A. Agustin OIC-Schools Division Superintendent Aurelio G. Alfonso EdD OIC-Assistant Schools Division Superintendent Victor M. Javeña EdD Chief, School Governance and Operations Division and OIC-Chief, Curriculum Implementation Division Education Program Supervisors Librada L. Agon EdD (EPP/TLE/TVL/TVE) Liza A. Alvarez (Science/STEM/SSP) Bernard R. Balitao (AP/HUMSS) Joselito E. Calios (English/SPFL/GAS) Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports) Wilma Q. Del Rosario (LRMS/ADM) Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang) Perlita M. Ignacio PhD (EsP) Dulce O. Santos PhD (Kindergarten/MTB-MLE) Teresita P. Tagulao EdD (Mathematics/ABM) Printed in the Philippines by Department of Education – Schools Division of Pasig City General Chemistry 1 11 Quarter 2 Self-Learning Module 1 Electron Configuration and Orbital Diagram Introductory Message For the facilitator: Welcome to the Chemistry 1 Self-Learning Module 1 on Electron Configuration and Orbital Diagram This Self-Learning Module was collaboratively designed, developed and reviewed by educators from the Schools Division Office of Pasig City headed by its Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC) in developing this instructional resource. This learning material hopes to engage the learners in guided and independent learning activities at their own pace and time. Further, this also aims to help learners acquire the needed 21st century skills especially the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included in the module. For the Learner: Welcome to the Chemistry 1 Self-Learning Module 1 on Electron Configuration and Orbital Diagram This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning material while being an active learner. This module has the following parts and corresponding icons: Expectations - This points to the set of knowledge and skills that you will learn after completing the module. Pretest - This measures your prior knowledge about the lesson at hand. Recap - This part of the module provides a review of concepts and skills that you already know about a previous lesson. Lesson - This section discusses the topic in the module. Activities - This is a set of activities that you need to perform. Wrap-Up - This section summarizes the concepts and application of the lesson. Valuing - This part integrates a desirable moral value in the lesson. Posttest – This measures how much you have learned from the EXPECTATIONS The module is about the electron configuration of an atom and its orbital diagram. After going through this module, you are expected to: 1. write the electron configuration of an atom 2. draw an orbital diagram to represent the electronic configuration of atoms 3. recognize the importance of orbital diagram and electronic configuration of atoms. PRETEST 1. The electron configuration of an atom with an atomic number of 15 is __________. a. 1s2 2s2 2p6 3s3 3p2 c. 1s2 2s2 2p6 3s2 3p4 b. 1s 2s 2p 3s 3p 2 2 6 2 3 d. 1s2 2s2 2p6 3s2 3p5 2. Which of the following is a configuration of an element found in Group 2 of the periodic table? a. 1s2 2s2 2p5 c. 1s2 2s2 2p6 3s2 3p1 b. 1s 2s 2p 3s 2 2 6 1 d. 1s2 2s2 2p6 3s2 3p6 4s2 3. What is the atomic number of an atom with the following electron configuration: 1s2 2s2 2p6 3s2 3p6 4s2 3d4? a. 4 c. 20 b. 18 d. 24 4. Which of the following represents the orbital diagram of 4d 5 configuration? a. c. b. d. 5. Which of the following correctly represents the orbital diagram of Na? (atomic number = 11) a. c. b. d. RECAP Draw the representation of an atom using the Bohr Model and the Schrodinger’s Model. Based on the past discussions about atomic models, how did the Bohr’s Model and Schrodinger’s Model explain the location of electrons outside the nucleus? LESSON The number of electrons and how these are arranged in an atom can be used to determine the chemical properties of an atom. These are usually dependent on the atom’s number of valence electrons. In the electron cloud model, we learn that electrons are arranged outside the nucleus of an atom in a compartmentalized way. We can visualize this compartmentalization using an apartment building. The whole building is the atom, the floors of the building represents the energy levels, the individual rooms or the apartment in each floor represent the orbitals while the occupants serve as the electrons. Similarly, chemists also devise a way to arrange the electrons of an atom. A representation used by chemist to denote how electrons are distributed outside the nucleus of an atom is called electron configuration. The following is an example of this notation: There are rules to consider in writing the electron configuration of an atom. These are: 1. Aufbau Principle The orbitals are arranged in order of increasing energy based on the principal energy levels and the sublevels where they are in. The relative energies of these orbitals are determined by the values of the following n+l rule. (“n” refers to the energy level while “l” refers to the sublevels with the following numeric values: s=0, p=1, d=2, f=3). The higher the value of n+l, the higher the energy of the orbital. At the same time, for orbitals with the same value for n+l, the orbital with the lower value for n has a lower relative energy. To visualize how these orbitals are arranged according to this principle, you can use the electron configuration mnemonics by following the arrows: from the tail end of the first arrow down to its head then to the tail of the second arrows down to its head and so on. 2. Pauli’s Exclusion Principle It states that no two electrons in an atom can have the same set of four quantum numbers. This means no atomic orbital can contain more than TWO electrons and these electrons must be of opposite spin if they are to form a pair within an orbital. 3. Hund’s Rule The most stable arrangement of electrons is one with the maximum number of unpaired electrons. This minimized the electron-electron repulsions and stabilizes the atom. Imagine having three dogs and three individual cages. The most ideal way to cage these dogs to minimize quarrels between the dogs is to place each dog in one of the cages. To write the electron configurations and orbital diagrams successfully, you must formulate a plan of attack and learn the following relationship: each main energy level has n sublevels, where n equals the number of the energy level. (for 5 th energy level and above, there are four sublevels available). These sublevels contain a number of orbitals which can hold a pair of electrons in each orbital. This relationship can be summarized in the following table: Example: Write the electron configuration of the element sulfur and draw its orbital diagram. Step 1: Determine the number of electrons in the atom that needs to be distributed. In this case, sulfur has 16 electrons because its atomic number is 16. Step 2: Bearing in mind Aufbau principle, look at the electron configuration mnemonics and proceed to distribute the electrons in the lower energy level first before moving on to the next. Keep in mind also the maximum number of electrons in each sublevel. The sum of the superscripts must be equal to the number of electrons of the atom. Doing that, you will arrive with the following answer: 1s2 2s2 2p6 3s2 3p4 Step 3: Take in the individual configurations and draw its equivalent orbital diagram. In drawing the diagram, bear in mind the Hund’s and Pauli’s Exclusion Principles. You can do this in a more organize way by using a table. Electron Configuration Orbital Diagram 1s2 ↑↓ 2s2 ↑↓ 2p6 ↑↓ ↑↓ ↑↓ 3s2 ↑↓ 3p4 ↑↓ ↑ ↑ ACTIVITIES ACTIVITY 1 TRUE or FALSE. Read the statements below. Write TRUE if the statement is correct, otherwise, write FALSE. 1. Electron configuration distributes the valence electrons of an atom. 2. The coefficient of a configuration denotes the energy level where the electron is found. 3. In the configuration, 4p3, this means that there are 3 electrons in the p- sublevel of the 4th energy level. 4. According to Aufbau principle, 2p sublevel should be filled first before 2s. 5. The electron configuration mnemonics guides us on how to fill the sublevels according to Aufbau principle. 6. It is possible to have three electrons with different spins in one orbital. 7. Hund’s rule state that you can already pair electrons in an orbital even though there are still orbitals that are unoccupied. 8. In the second energy level, there are two sublevels available: s and p sublevels 9. The d-sublevel can accommodate a maximum of 10 electrons in its orbitals. 10. Electrons start to occupy the f-sublevel in the 4th energy level of the atom. ACTIVITY 2 Write the electron configuration of the following elements. After that, using the table presented in the examples, draw the orbital diagram of each element. 1. Neon 2. Potassium 3. Cobalt 4. Bromine 5. Cerium WRAP–UP Writing the electron configuration and drawing the orbital diagram of an atom requires you to follow at least three principles. Can you summarize the statements under these principles? 1. Aufbau Principle 2. Hund’s Rule 3. Pauli’s Exclusion Principle VALUING Following simple set of rules and principles can help us achieve something greater in life. During this time of pandemic, our government imposed some regulations that must be followed for us to comply with the minimum health standard set by the Department of Health. Provide at least three of these rules and reflect on how often you follow or violate these rules. POST TEST 1. Which of the following is a noble gas configuration? a. 1s2 2s2 2p3 c. 1s2 2s2 2p6 3s2 3p4 b. 1s 2s 2p 2 2 5 d. 1s2 2s2 2p6 3s2 3p6 2. An element was found to have the following numbers of subatomic particles inside the nucleus: 8 protons and 8 neutrons. What is the electron configuration of this element in its neutral state? a. 1s2 2s2 c. 1s2 2s2 2p6 3s2 3p4 b. 1s2 2s2 2p4 d. 1s2 2s2 2p6 3s2 3p6 4s2 3. What is the atomic number of an atom with the following electron configuration: 1s2 2s2 2p6 3s2 3p6 4s1? a. 4 c. 19 b. 15 d. 25 4. Which of the following represents the orbital diagram in ground state of an atom with 7 electrons? a. c. b. d. 5. The f-sublevel has seven orbitals. Which of the following represents how seven electrons must be filled in the orbitals of the f-sublevel? a. c. b. d. KEY TO CORRECTION Pre-Test 1. B 2. D 3. D 4. C 5. B Recap Activity 1 1. F 2. T 3. T 4. F 5. T 6. F 7. F 8. T 9. T 10. T Activity 2 Post Test 1. D 2. B 3. C 4. C 5. A REFERENCES Ilao, Luciano V., Lontoc, Betty M., and Paderna Gayon, Edwehna Elinore S. General Chemistry 1. Manila City, Rex Bookstore Inc., 2016 Quiming, Noel and Sacramento, Jireh Joy. General Chemistry 1. Quezon City, Vibal Group Inc., 2016 Midlandisd.net. “Electron Configurations, Orbital Notation and Quantum Numbers.” Accessed July 16, 2020 https://www.midlandisd.net/cms/lib01/TX01000898/Centricity/Domain/1897/0 5_Electron_Configurations_Orbital_Notation_and_Quantum_Numb.pdf Sutori. “Evolution of the Model of the Atom Timeline.” Accessed July 24, 2020 https://www.sutori.com/item/erwin-schrodinger-s-quantum-mechanical-model-of- the-atom-consisted-of-having-ele The Editors of Encyclopedia Britannica. “Bohr Model.” Encyclopedia Britannica. Accessed July 24, 2020 https://www.britannica.com/science/Bohr-model Wyman, Elizabeth. “Electron configuration: Orbital, Noble Gas and Electron Configuration Notation.” Study.com. Accessed July 15, 2020 https://study.com/academy/lesson/electron-configuration-orbital-noble-gas- electron-configuration-notation.html General Chemistry 1 11 General Chemistry 1 – Grade 11 Quarter 2 – Module 2: Electron Configuration and Magnetic Property of Atoms First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Division of Pasig City Development Team of the Self-Learning Module Writer: Ronnel B. Felonia Editor: Ma. Victoria G. Señase Reviewer: Ma. Victoria G. Señase Technical: Emmanuel B. Penetrante Illustrator: Edison P. Clet Layout Artist: Mark Kihm G. Lara Management Team: Ma. Evalou Concepcion A. Agustin OIC-Schools Division Superintendent Aurelio G. Alfonso EdD OIC-Assistant Schools Division Superintendent Victor M. Javeña EdD Chief, School Governance and Operations Division and OIC-Chief, Curriculum Implementation Division Education Program Supervisors Librada L. Agon EdD (EPP/TLE/TVL/TVE) Liza A. Alvarez (Science/STEM/SSP) Bernard R. Balitao (AP/HUMSS) Joselito E. Calios (English/SPFL/GAS) Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports) Wilma Q. Del Rosario (LRMS/ADM) Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang) Perlita M. Ignacio PhD (EsP) Dulce O. Santos PhD (Kindergarten/MTB-MLE) Teresita P. Tagulao EdD (Mathematics/ABM) Printed in the Philippines by Department of Education – Schools Division of Pasig City General Chemistry 1 11 Quarter 2 Self-Learning Module 2 Electron Configuration and Magnetic Property of Atoms Introductory Message For the facilitator: Welcome to the Chemistry 1 Self-Learning Module 2 on Electron Configuration and Magnetic Property of Atoms This Self-Learning Module was collaboratively designed, developed and reviewed by educators from the Schools Division Office of Pasig City headed by its Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC) in developing this instructional resource. This learning material hopes to engage the learners in guided and independent learning activities at their own pace and time. Further, this also aims to help learners acquire the needed 21st century skills especially the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included in the module. For the Learner: Welcome to the Chemistry 1 Self-Learning Module 2 on Electron Configuration and Magnetic Property of Atoms This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning material while being an active learner. This module has the following parts and corresponding icons: Expectations - This points to the set of knowledge and skills that you will learn after completing the module. Pretest - This measures your prior knowledge about the lesson at hand. Recap - This part of the module provides a review of concepts and skills that you already know about a previous lesson. Lesson - This section discusses the topic in the module. Activities - This is a set of activities that you need to perform. Wrap-Up - This section summarizes the concepts and application of the lesson. Valuing - This part integrates a desirable moral value in the lesson. Posttest – This measures how much you have learned from the EXPECTATIONS The module is about the electron configuration of an atom and its magnetic propery. After going through this module, you are expected to: 1. write the noble gas configuration (core method) of an atom 2. identify the number of valence electrons of an atom 3. determine the magnetic property of the atom based on its electron configuration PRETEST 1. An element with an electron configuration of 1s2 2s2 2p6 3s2 3p2 will have which of the following noble gas configuration ? a. [Ne] 3s2 3p2 c. [He] 3s2 3p2 b. [Ne] 2s2 2p6 3s2 3p2 d. [He] 2s2 2p6 3s2 3p2 2. Krypton is one of the noble gases that are found in group 18 of the periodic apple. Which of the following represents the electron configuration using core method of this element? a. [Kr] c. [Ar] 4s2 3d10 4p6 b. [Ar] 4s 4p 2 6 d. [Ne] 3s2 3p6 4s2 3d10 4p6 3. Iodine has an electron configuration of [Kr] 5s2 4d10 5p5. How many valence electrons are there in this atom? a. 2 c. 7 b. 5 d. 10 4. A diamagnetic material is characterized by its repulsion of magnetic field. Which of the following orbital diagram shows a diamagnetic atom? a. c. b. d 5. Which of the following elements is likely to exhibit paramagnetism? a. zinc c. calcium b. nickel d. barium RECAP Recall the rules when writing the electron configuration of an atom and drawing its orbital diagram. a. Pauli’s Exclusion Principle b. Aufbau Principle c. Hund’s Rule LESSON CORE METHOD Writing the electron configuration of an atom can sometimes be a tedious task especially when the number of electrons is large. Writing the whole configuration can take time. To solve this problem, there is another way of expressing the electron configuration in a much shorter way. This is called the Core Method of Electron Configuration. To understand this, you must first take note of the configuration of all the noble gases. These are elements that are found in Group 18 of the periodic table. To make this more visual, you can place the noble gases in the electron configuration mnemonics for easier understanding. Let’s have an example. Write the electron configuration of 17Cl using the core method. Step 1: Write the electron configuration using the normal method. Use the mnemonics as your guide. 1s2 2s2 2p6 3s2 3p5 Step 2: Analyze the configuration and look for the configuration of a noble gas. In this case, the underlined configuration is the configuration of 10Ne. 1s2 2s2 2p6 3s2 3p5 Step 3: Replace the configuration by the symbol of the noble gas enclosed in a bracket. [Ne] 3s2 3p5 There is another way to approach this problem. Step 1: Take note of the number of electrons to be distributed. In this case, Cl has 17 electrons Step 2: Look for the noble gas whose atomic number is the closest but should not be greater than or equal to the number of electrons to be distributed. Chlorine has 17 electrons, among the noble gases, the noble gas whose atomic number is closest but is lesser than the number of electrons to be distributed is Neon. (Argon, with atomic number of 18, though is closer to 17 should not be used because it exceeds the number of electrons to be distributed) Step 3: Write the symbol of the noble gas enclosed in a bracket. Then start on adding electrons based on the mnemonics. [Ne] 3s2 3p5 VALENCE ELECTRONS Another thing that you need to understand is the concept of valence electrons. These are the electrons that are found on the outermost energy level of an atom. These electrons are important because they give us a deep insight about the chemical property of an element. Let’s identify the number of valence electron of 17Cl. Step 1: From the electron configuration, identify the highest energy level of an atom. This is denoted by the coefficient of the configuration. [Ne] 3s2 3p5, from this configuration, the highest coefficient is 3; from 3s2 and 3p5 Step 2: Add the number of electrons in the highest energy level. This is denoted by the exponent (superscript) in the configuration. This is the number of valence electron of an atom. From the configuration [Ne] 3s2 3p5, there are 2 electrons from 3s and 5 electrons from 3p. Therefore, there are 7 valence electrons in chlorine. MAGNETIC PROPERTY Another concept is the magnetic property of an element. In this module, we will focus on paramagnetism and diamagnetism, Paramagnetism (attracted to magnetic field) refers to the magnetic state of an atom with one or more unpaired electrons. The unpaired electrons are attracted by a magnetic field due to the electron’s magnetic dipole moments. Diamagnetism (repelled by magnetic field), on the other hand, is characterized by paired electrons. This causes the magnetic fields of the electrons to cancel out; there is no net magnetic moment, and the atom cannot be attracted into a magnetic field. To identify whether the atom is paramagnetic or diamagnetic, you need to draw the orbital diagram of the element and look for unpaired electrons. Let’s have an example. Identify whether 17Cl is paramagnetic or diamagnetic. Step 1: Write the electron configuration of the atom [Ne] 3s2 3p5 Step 2: Draw the orbital diagram of the atom Step 3: Analyze the orbital diagram of the atom. Look if there is an unpaired electron in the orbital. If there is, then, the atom is paramagnetic. If all electrons are paired, then it is considered as diamagnetic. In this case, you see that there is an unpaired electron in the 3p orbital. Therefore, 17Cl is a paramagnetic. ACTIVITIES ACTIVITY 1 TRUE or FALSE. Read the statement carefully. Write TRUE if the statement is correct, FALSE if it is not. 1. Core method uses the configuration of noble gases that are found in the group 18 of the periodic table. 2. The core method configuration of argon is [Ar]. 3. In the configuration 1s2 2s2 2p6 3s2 3p3, the configuration of Argon can be found. 4. The number of valence electrons is the total number of electrons that can be found in an atom. 5. The highest energy level in the configuration 1s2 2s2 2p6 3s1 is 3. 6. [He] 2s2 2p2 and [Ne] 3s2 3p2 have the same number of valence electrons. 7. A configuration ending in 3p6 is most likely to be a paramagnetic. 8. Diamagnetism is characterized by the presence of paired electrons in its atom’s orbital diagram. 9. Magnesium has an electron configuration [Ne] 3s 2. Therefore, Mg is considered as a diamagnetic. 10. An example of a paramagnetic material is an element with the following configuration: [Kr] 5s2 4d10 5p6. ACTIVITY 2 TABLE COMPLETION. Fill in the table by supplying the necessary information. Electron Valence Orbital Magnetic Element Configuration Using Electrons Diagram Property Core Method Aluminum Zinc Calcium Boron Bromine WRAP–UP Complete the statement: Electron configuration and the orbital diagram give us a lot of information with regards to the physical and chemical properties of an atom. Among this information are __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ VALUING An atom can either be paramagnetic or diamagnetic in nature. This magnetic property dictates how an atom reacts to a magnetic field. One will be attracted towards it (paramagnetic) and the other will be repelled (diamagnetic). At the same time, in life, a person should now how attract positivity and repel any negative thoughts specially during this time of pandemic. Can you cite any activities you are doing to keep a positive mindset during quarantine? POST TEST 1. Iron has an electron configuration of 1s2 2s2 2p6 3s2 3p6 4s2 3d6. Which of the following is the correct core method configuration of iron? a. [He] 4s2 3d6 c. [Ar] 4s2 3d6 b. [Ne] 4s2 3d6 d. [Kr] 4s2 3d6 2. An element with an atomic number of 47 will have the following electron configuration in ground state: a. [Kr] 5s2 4d9 c. [Kr] 5s2 4d10 b. [Ar] 4s 3d 4p 5s 5d 2 10 6 2 9 d. [Ne] 4s2 3d10 4p6 5s2 5d10 3. How many valence electrons are there in an atom with the following electron configuration: [Ar] 4s2 3d10 4p3. a. 2 c. 5 b. 3 d. 10 4. Titanium has the following electron configuration: [Ar] 4s 2 3d2. How would you classify this element based on its magnetic property? a. diamagnetic c. ferromagnetic b. paramagnetic d. ferrimagnetic 5. Which of the following electron configuration is likely to exhibits diamagnetism? a. [Kr] 5s2 4d5 c. [Kr] 5s2 4d8 b. [Kr] 5s 4d 2 7 d. [Kr] 5s2 4d10 KEY TO CORRECTION Pre-Test 1. A 2. C 3. C 4. D 5. B Recap Pauli’s Exclusion Principle states that an atomic orbital can contain no more than 2 electrons with opposite spin. Aufbau Principle states that the orbital in the lowest energy should be filled first before filling up an orbital in a higher energy level. Hund’s Rule state that the most stable arrangement of electrons is the one with the most number of unpaired electrons Activity 1 1. T 2. F 3. F 4. F 5. T 6. T 7. F 8. T 9. T 10. T Activity 2 Post Test 1. C 2. A 3. C 4. B 5. D REFERENCES Ilao, Luciano V., Lontoc, Betty M., and Paderna Gayon, Edwehna Elinore S. General Chemistry 1. Manila City, Rex Bookstore Inc., 2016 Peshin, Akash. “How to Find the Number of Valence Electrons in an Element?” Science ABC. Accessed August 5, 2020 https://www.scienceabc.com/pure- sciences/how-to-find-the-number-of-valence-electrons-in-an-element.html Quiming, Noel and Sacramento, Jireh Joy. General Chemistry 1. Quezon City, Vibal Group Inc., 2016 Spinney, Richard and Clark, Jim. “Magnetic Properties.” LibreTexts. Accessed August 5, 2020 https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_Chemistry_Tex tbook_Maps/Supplemental_Modules_(Physical_and_Theoretical_Chemistry)/Physic al_Properties_of_Matter/Atomic_and_Molecular_Properties/Magnetic_Properties Wyman, Elizabeth. “Electron configuration: Orbital, Noble Gas and Electron Configuration Notation.” Study.com. Accessed July 15, 2020 https://study.com/academy/lesson/electron-configuration-orbital-noble-gas- electron-configuration-notation.html General Chemistry 1 11 General Chemistry 1 – Grade 11 Quarter 2 – Module 3: Quantum Numbers First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Division of Pasig City Development Team of the Self-Learning Module Writer: Ronnel B. Felonia Editor: Ma. Victoria G. Señase Reviewer: Ma. Victoria G. Señase Technical: Emmanuel B. Penetrante Illustrator: Edison P. Clet Layout Artist: Mark Kihm G. Lara Management Team: Ma. Evalou Concepcion A. Agustin OIC-Schools Division Superintendent Aurelio G. Alfonso EdD OIC-Assistant Schools Division Superintendent Victor M. Javeña EdD Chief, School Governance and Operations Division and OIC-Chief, Curriculum Implementation Division Education Program Supervisors Librada L. Agon EdD (EPP/TLE/TVL/TVE) Liza A. Alvarez (Science/STEM/SSP) Bernard R. Balitao (AP/HUMSS) Joselito E. Calios (English/SPFL/GAS) Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports) Wilma Q. Del Rosario (LRMS/ADM) Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang) Perlita M. Ignacio PhD (EsP) Dulce O. Santos PhD (Kindergarten/MTB-MLE) Teresita P. Tagulao EdD (Mathematics/ABM) Printed in the Philippines by Department of Education – Schools Division of Pasig City General Chemistry 1 11 Quarter 2 Self-Learning Module 3 Quantum Numbers Introductory Message For the facilitator: Welcome to the Chemistry 1 Self-Learning Module 3 on Quantum Numbers This Self-Learning Module was collaboratively designed, developed and reviewed by educators from the Schools Division Office of Pasig City headed by its Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC) in developing this instructional resource. This learning material hopes to engage the learners in guided and independent learning activities at their own pace and time. Further, this also aims to help learners acquire the needed 21st century skills especially the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included in the module. For the Learner: Welcome to the Chemistry 1 Self-Learning Module 3 on Quantum Numbers This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning material while being an active learner. This module has the following parts and corresponding icons: Expectations - This points to the set of knowledge and skills that you will learn after completing the module. Pretest - This measures your prior knowledge about the lesson at hand. Recap - This part of the module provides a review of concepts and skills that you already know about a previous lesson. Lesson - This section discusses the topic in the module. Activities - This is a set of activities that you need to perform. Wrap-Up - This section summarizes the concepts and application of the lesson. Valuing - This part integrates a desirable moral value in the lesson. Posttest – This measures how much you have learned from the EXPECTATIONS The module is about quantum numbers. After going through this module, you are expected to: 1. differentiate the quantum numbers 2. use quantum numbers to describe an electron in an atom 3. appreciate the importance of knowing the quantum numbers in relation to the probable location of an atom’s electrons and some atomic properties. PRETEST 1. Which of the following quantum numbers is used to describe the energy level of an electron? a. spin c. magnetic b. principal d. azimuthal 2. Which of the following are the allowable values of ml if l is equal to 1? a. 0 c. -2, -1, 0, +1, +2 b. -1, 0, +1 d. -3, -2, -1, 0, +1, +2, +3 3. Which set of quantum numbers uniquely defines one of the electrons in an atomic orbital with n = 2 and l = 0? a. 2, 0, 1, +1 c. 2, 0, 1, +1/2 b. 2, 0, 0, +1 d. 2, 0, 0, +1/2 4. Which of the following quantum numbers correctly describe the last electron of calcium? a. 4, 0, 0, -1/2 c. 4, 0, 1, -1/2 b. 4, 0, 0, +1/2 d. 4, 0, 1, +1/2 5. Which of the following sets of quantum numbers describes the last electron of an element found in group 18? a. 2, 1, 1, +1/2 c. 2, 1, -1, -1/2 b. 2, 1, 0, +1/2 d. 2, 1, 1, -1/2 RECAP Recall the concept of electron configuration by providing the core method configuration of the following elements: 1. Phosphorus 2. Platinum 3. Tin 4. Sulfur 5. Calcium LESSON Quantum numbers are numbers that are used to describe the probable location of an electron in an atom. These numbers work like addresses for electrons in an atom. For example, to narrow down the location of a person, you would have to know his city address, barangay, street and street number. Quantum numbers work the same way. To describe the location of an electron, you need to have the following information: energy level, type of orbital, orientation of orbital and orientation of electron. This information is represented by the four quantum numbers. Principal Quantum Number (n) This quantum number describes the energy level of the electron. The energy of the electron is determined by its average distance from the nucleus. The values of n ranges from 1 to the shell containing the outermost electron of that atom. It is a whole number integer (n = 1, 2, 3, etc.). Example: In the configuration 1s1 the n = 1 because that is the energy level the electron can be found (recall that the coefficient in the configuration refers to the energy level) Likewise, 2d9 has a principal quantum number of 2 Azimuthal or Angular Momentum Quantum Number (l) It describes the “shape” of the orbital. It designates the sublevel which the electron is said to occupy. It’s also an integer but its values are limited to a range of 0 to n-1. The following is the value of l with respect to the subshell: s = 0, p = 1, d = 2 and f = 3. Example: In the configuration 1s1 the l = 0 because the subshell of the electron is s and 2d9 has an azimuthal quantum number of 2 Magnetic Quantum Number (ml) This describes the shape of the orbitals in a subshell. Orbitals have shapes that are best described as spherical, polar or cloverleaf. The values of ml ranges from –l to +l. These values are summarized in the table below: Example: What is the magnetic quantum number of 1s1? Step 1: Write the orbital diagram of the configuration: ↑ 0 Step 2: Take note of the value assigned to the orbital. The last electron falls on the orbital that has 0 on it. Therefore, the ml = 0 Example: What is the magnetic quantum number of 2d 9? Step 1: Write the orbital diagram of the configuration: ↑↓ ↑↓ ↑↓ ↑↓ ↑ -2 -1 0 1 2 Take note of the value assigned to the orbital. The last electron falls on the orbital that has 1 on it. Therefore, the ml= 1. Spin Quantum Number (ms) The spin quantum number refers to the “spin” of an electron in a given orbital. It can only have two values: +1/2 and -1/2. Conventionally this can be interpreted whether the electron is paired or unpaired in an orbital. If the electron is unpaired, the value is +1/2. If it is paired the value is -1/2. Example: What is the spin quantum number of 1s1? Step 1: Write the orbital diagram of the configuration: ↑ Step 2: Observed that the last electron is not paired. Therefore, the ms = +1/2. Example: What is the spin quantum number of 2d 9? Step 1: Write the orbital diagram of the configuration: ↑↓ ↑↓ ↑↓ ↑↓ ↑ Observed that the last electron is paired. Therefore, the ms = -1/2 ACTIVITIES ACTIVITY 1 Fill in the blanks with the correct response. 1. The subshell with the quantum numbers n=4, l=2 is _____. 2. The ml values for a d orbital are ___________. 3. The allowed values of l for the shell with n=2 are ________. 4. When n=2, the possible values for ml are _________. 5. The lowest value of n for which a d subshell can occur is n= _____. ACTIVITY 2 Identify whether the following sets of quantum numbers are valid or not. 1. 3, 0, -1, +1/2 ___________ 2. 4, 2, +1, +1/2 ___________ 3. 6, 1, +2, -1/2 ___________ 4. 4, 3, +3, -1/2 ___________ 5. 2, 1, +1, -1/2 ___________ 6. ACTIVITY 3 Fill in the following by supplying the necessary information. Elecrtonic Configuration Orbital Diagram of the Element n L ml ms Using Core Last Configuration Method 28Ni 7N 54Xe 75Re 37Rb WRAP–UP Quantum Numbers give us an idea about the possible location of an electron inside the atom. Aside from this, quantum number can give us an idea about some properties of an atom such as ionization energy and atomic radius. To summarize, you can refer to the following table: VALUING There are no two electrons with the same set of quantum numbers just like how two persons have different life experiences. Give your insight about the following quotation about the meaning of life: “For the meaning of life differs from man to man, from day to day and from hour to hour. What matters, therefore, is not the meaning of life in general but rather the specific meaning of a person's life at a given moment.” - Viktor E. Frankl POST TEST 1. It’s a quantum number that describes the shape of the orbital where the electron can be found. a. spin c. magnetic b. principal d. azimuthal 2. Which quantum number/s do 2s and 2p orbitals have in common? a. l c. n and l b. n d. l and ml 3. Which of the following configuration is correctly described by the following set of quantum numbers: “4, 3, 2, +1/2” a. 4s2 c. 4d3 b. 4p6 d. 4f6 4. What are the quantum numbers for the last electron of carbon? a. 2, 0, 0, -1/2 c. 2, 1, 0, -1/2 b. 2, 0, 0, +1/2 d. 2, 1, 0, +1/2 5. Which of the following electrons described by quantum numbers has the highest energy level? a. 3, 0, 0, +1/2 c. 4, 1, 0, -1/2 b. 3, 1, -1, -1/2 d. 4, 0, 1, +1/2 KEY TO CORRECTION Pre-Test 1. B 2. B 3. D 4. A 5. D Recap Phosphorus:[Ne] 3s2 3p3; Platinum: [Xe] 6s2 4f14 5d8; Tin: [Kr] 5s2 4d10 5p2 Activity 1 1. d 2. -2, -1, 0, 1, 2 3. 0, 1 4. -1, 0, 1 5. 3 Activity 2 1. Invalid 2. Valid 3. Invalid 4. Valid 5. Valid Activity 3 Post Test 1. C 2. B 3. D 4. D 5. C REFERENCES Ilao, Luciano V., Lontoc, Betty M., and Paderna Gayon, Edwehna Elinore S. General Chemistry 1. Manila City, Rex Bookstore Inc., 2016 Kamenko, Anastasiya; Enriquez, Tamara and Lam, Mandy. “Quantum Numbers for Atoms.” LibreTexts. Accessed August 10, 2020 https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_Chemistry_Textbook_Maps/Suppl emental_Modules_(Physical_and_Theoretical_Chemistry)/Quantum_Mechanics/10%3A_Multi- electron_Atoms/Quantum_Numbers_for_Atoms Quiming, Noel and Sacramento, Jireh Joy. General Chemistry 1. Quezon City, Vibal Group Inc., 2016 “Quantum Numbers.” Boundless Chemistry. Accessed August 10, 2020 https://courses.lumenlearning.com/introchem/chapter/quantum-numbers/ “Quantum Numbers: Chem1A, General Chemistry I.” Weebly.com. Accessed August 10, 2020 https://mrosechemistry.weebly.com/uploads/2/7/5/8/27587455/1a_quantum_numbers.pdf General Chemistry 1 11 General Chemistry 1 – Grade 11 Quarter 2 – Module 4: Lewis Structure of Ions and Compounds First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Division of Pasig City Development Team of the Self-Learning Module Writer: Ronnel B. Felonia Editor: Ma. Victoria G. Señase Reviewer: Ma. Victoria G. Señase Technical: Emmanuel B. Penetrante Illustrator: Edison P. Clet Layout Artist: Mark Kihm G. Lara Management Team: Ma. Evalou Concepcion A. Agustin OIC-Schools Division Superintendent Aurelio G. Alfonso EdD OIC-Assistant Schools Division Superintendent Victor M. Javeña EdD Chief, School Governance and Operations Division and OIC-Chief, Curriculum Implementation Division Education Program Supervisors Librada L. Agon EdD (EPP/TLE/TVL/TVE) Liza A. Alvarez (Science/STEM/SSP) Bernard R. Balitao (AP/HUMSS) Joselito E. Calios (English/SPFL/GAS) Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports) Wilma Q. Del Rosario (LRMS/ADM) Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang) Perlita M. Ignacio PhD (EsP) Dulce O. Santos PhD (Kindergarten/MTB-MLE) Teresita P. Tagulao EdD (Mathematics/ABM) Printed in the Philippines by Department of Education – Schools Division of Pasig City General Chemistry 1 11 Quarter 2 Self-Learning Module 4 Lewis Structure of Ions and Compounds Introductory Message For the facilitator: Welcome to the Chemistry 1 Self-Learning Module 4 on Lewis Structure of Ions and Compounds This Self-Learning Module was collaboratively designed, developed and reviewed by educators from the Schools Division Office of Pasig City headed by its Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC) in developing this instructional resource. This learning material hopes to engage the learners in guided and independent learning activities at their own pace and time. Further, this also aims to help learners acquire the needed 21st century skills especially the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included in the module. For the Learner: Welcome to the Chemistry 1 Self-Learning Module 4 on Lewis Structure of Ions and Compounds This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning material while being an active learner. This module has the following parts and corresponding icons: Expectations - This points to the set of knowledge and skills that you will learn after completing the module. Pretest - This measures your prior knowledge about the lesson at hand. Recap - This part of the module provides a review of concepts and skills that you already know about a previous lesson. Lesson - This section discusses the topic in the module. Activities - This is a set of activities that you need to perform. Wrap-Up - This section summarizes the concepts and application of the lesson. Valuing - This part integrates a desirable moral value in the lesson. Posttest – This measures how much you have learned from the EXPECTATIONS The module is about the Lewis Structure of Ions and Compounds. After going through this module, you are expected to: 1. draw the Lewis structure of ions and compounds 2. calculate formal charge 3. understand the importance of Lewis structure in relation to the properties of the substance PRETEST 1. An element with the electron configuration of [Ne] 3s2 3p3 will have the following Lewis symbol: a. b. c. d. 2. Silicon is found in the 2 nd column of the p-block. Which of the following is the correct Lewis symbol for this element? a. b. c. d. 3. Which of the following is the correct Lewis structure for NO 2-? a. b. c. d. 4. Which of the following is the correct Lewis structure for CF4? a. b. c. d. 5. What is the formal charge of phosphorus in PF5? a. 0 b. 1 c. 2 d. 3 RECAP Recall the concept of valence electrons by writing the number of valence electrons of each elements: 1. Nitrogen 2. Calcium 3. Chlorine 4. Potassium 5. Bismuth LESSON What symbols do you encounter every day? What is the symbol for Pasig City? for church? for school? for hospitals? We also use symbols in Chemistry like Lewis Symbol. It is a symbol in which electrons in the valence shell of an atom are represented by dots placed around the symbol of the element. Each dot represents one electron. In order for you to write the Lewis Symbol of an atom, you must first identify the number of valence electron of that atom. In the previous lesson, you learned that you can identify the number of valence electron of an element by writing its electron configuration first. Aside from that, you can use the periodic table in identifying the number of valence electrons. You can use the group numbers of elements found in s and p blocks (also known as representative elements) to identify the number of its valence electrons. The group number is also the number of its valence electrons. Example: Elements in Group 1 have one valence electron, while elements in group 3 have 3 valance electrons. (Helium is an exception because it has only 2 valence electrons). To draw the Lewis symbol of an element, you need to write first the symbol of the element then draw the dots around it equal to the number of the valence electrons. The illustration below shows the Lewis symbol of some of the elements found in s and p blocks (representative elements). Lewis Structure is a graphic representation of the electron distribution in a compound or an ion. The reason for learning to draw the Lewis structures is to predict the geometry of a compound. To draw the Lewis structure, you need to follow these steps carefully: 1. Determine the total number of valence electrons. Furthermore, if the molecule is a polyatomic ion: a. For an anion, increase the number of available electrons by the charge of anion; b. For a cation, decrease the number of available electrons by the charge of the cation. 2. Write the skeleton structure of the compound by identifying the central atom (this atom can either be the different atom or the atom with the lowest electronegativity) and linking the remaining elements to it using a single line. 3. Try to satisfy the octet rule of the atoms by distributing the remaining valence electrons as nonbonding electrons 4. Indicate the formal charges for each element. Choose the most favored structure on the basis of the formal charges. Let’s have an example: Draw the Lewis Structure of H2O. Step 1: Determine the total number of valence electrons. Both H atoms have 1 valence electron each, while O has 6 valence electrons. 1+1+6 = 8 valence electrons Step 2: Draw the skeleton structure. In this molecule, O is the central atom. Attached the two H atoms to the O by drawing a line. In the skeleton structure, we already used four of our valence electrons (a line represents two electrons connected to one another) Step 3: Satisfy the octet rule of the atoms by distributing the remaining electrons. We already used 4 of our valence electrons, and we still need to distribute 4 electrons. We cannot place any more electrons in H because it is already stable (H is an exception to the octet rule). So we have to place the remaining electrons as nonbonding pairs in the O atom. Step 4: Indicate the formal charges of the atoms. To get the formal charge, you can use the following formula: FC = # valence electrons – (no. of bonded electrons + no. of non-bonded electrons) or you can look at it as this: FC = # valence electrons – (no. of lines + no. of dots) In the water molecule, the following are the formal charges: HFC = 1 – (1 + 0) = 0 OFC = 6 – (2 + 4) = 0 HFC = 1 – (1 + 0) = 0 Since all the formal charges are zero, therefore, the structure is already stable. The final Lewis Structure for water is Let’s have another example: Draw the Lewis structure of NO3-. Step 1: The total number of valence electrons is 24 5 + (6 x 3) = 23 + 1 (because of the -1 charge of nitrate) = 24 Step 2: The central atom is N. Step 3: We already use 6 electrons in the skeleton structure, we still need to distribute 18 electrons. Step 4: Indicate the formal charges of the atoms. Since all the atoms have formal charges, you can remove some of those by making a bond from the unbonded electrons of the O atoms. By making the structure like this, we minimized the formal charges of the atoms and at the same time, followed the octet rule for all the atoms. Lastly, notice that if we add all the formal charges of the atoms, we end up with -1 as the charge of the whole molecule. The final structure should look like this: Knowing the Lewis structure of a compound or an ion is very important. It can be used to predict the geometry, polarity and reactivity of compounds and ions. ACTIVITIES ACTIVITY 1. TRUE OR FALSE: Read the statements carefully. Write TRUE is the statement is correct and FALSE if it is not. 1. The number of valence electrons of an element in d block can be easily identified by looking at their column number. 2. The Lewis symbol shows the symbol of the element and the number of its valence electrons represented by dots. 3. Aluminum is found in the third row, therefore, it has 3 valence electrons. 4. Lewis structure of a compounds can be used to determine some of its physical and chemical properties. 5. Hydrogen atom can be stable even though it doesn’t have eight valence electrons. 6. In the molecule of ammonia (NH3) the central atom is nitrogen. 7. There are 21 total valence electrons in the molecule of ICl 2-. 8. In a molecule, the higher the formal charge of an atom is, the more stable it is. 9. The central atom of HCN is carbon. 10. The formal charge of all the atoms in the Lewis structure of PF 5 is 0. ACTIVITY 2 Draw the Lewis structure of the following compounds. 1. CO2 2. NF3 3. ClO4- 4. NH4+ WRAP–UP A Lewis structure is a graphic representation of the electron distribution around atoms. The reason for learning to draw Lewis structures is to predict the number and type of bonds that may be formed around an atom. A Lewis structure also helps to make a prediction about the geometry of a molecule. Complete these statements: 1. To write the Lewis structure the points to be considered are__________________________________________________________________ 2. To calculate the formal charge, we must ___________________________________________ VALUING In a Lewis structure, you can see how different atoms share and bond their electrons to be more stable and become a one unit that is called compound. An analogy can be made in a school system right now. Let’s say that the individual atoms are the students, parents, teachers, school administrators and government officials. Can you think of ways on what these individual units should do to make learning easier during this new normal of education? POSTTEST 1. An element found in the 3rd column of s and p block would have the following Lewis symbol: a. b. c. d. 2. Which of the following correctly represents the Lewis symbol of an atom with the following electron configuration: [Kr] 5s 2 4d10 5p5? a. b. c. d. 3. O3 is the chemical formula for ozone which is a layer in our atmosphere that protects us from harmful UV rays. Which of the following is the correct Lewis structure for ozone? a. b. c. d. 4. Which of the following is the correct Lewis structure for HCN? a. b. c. d. 5. In the Lewis structure of CO2, what is the formal charge of carbon? a. 0 b. 1 c. 2 d. 3 KEY TO CORRECTION Pre-Test 1. D 2. C 3. C 4. A 5. A Recap 1. 5 2. 2 3. 7 4. 1 5. 5 Activity 1 1. F 2. T 3. F 4. T 5. T 6. T 7. F 8. F 9. T 10. T Activity 2 Post Test 1. B 2. C 3. B 4. D 5. A REFERENCES Helmenstine, Todd. “How to Draw a Lewis Structure.” ThoughtCo. Accessed August 18, 2020 https://www.thoughtco.com/how-to-draw-a-lewis-structure-603983 Hunt, Ian. “How to Draw Lewis Diagrams.” Department of Chemistry, University of Calgary. Accessed August 18, 2020 http://www.chem.ucalgary.ca/courses/351/Carey5th/Ch01/ch1-3depth.html Ilao, Luciano V., Lontoc, Betty M., and Paderna Gayon, Edwehna Elinore S. General Chemistry 1. Manila City, Rex Bookstore Inc., 2016 Quiming, Noel and Sacramento, Jireh Joy. General Chemistry 1. Quezon City, Vibal Group Inc., 2016 “Drawing Lewis Structures.” LibreTexts. Accessed August 18, 2020 https://chem.libretexts.org/Bookshelves/General_Chemistry/Map%3A_Chemistry_ The_Central_Science_(Brown_et_al.)/08._Basic_Concepts_of_Chemical_Bonding/8.5 %3A_Drawing_Lewis_Structures “Lewis Dot Symbols and Lewis Structures.” Lumen, Boundless Chemistry. Accessed August 17, 2020 https://courses.lumenlearning.com/boundless-chemistry/chapter/lewis-dot- symbols-and-lewis-structures/ “Lewis Dot Diagrams of Selected Elements.” HyperPhysics. Accessed August 16, 2020 http://hyperphysics.phy-astr.gsu.edu/hbase/pertab/perlewis.html “Lewis Formula and Octet Rule.” Accessed August 17, 2020 https://www.chemie- biologie.unisiegen.de/ac/hjd/lehre/advanced_vortraege0607/chen_lewis_corr.pdf “Lewis Structure.” ChemEd. Accessed August 17, 2020 https://chemed.chem.purdue.edu/genchem/topicreview/bp/ch8/lewis.html General Chemistry 1 11 General Chemistry 1 – Grade 11 Quarter 2 – Module 5: Molecular Geometry First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Division of Pasig City Development Team of the Self-Learning Module Writer: Roanna A. Cabigting Editor: Ma. Victoria G. Señase Reviewer: Ma. Victoria G. Señase Illustrator: Edison P. Clet Layout Artist: Mark Kihm G. Lara Management Team: Ma. Evalou Concepcion A. Agustin OIC-Schools Division Superintendent Aurelio G. Alfonso EdD OIC-Assistant Schools Division Superintendent Victor M. Javeña EdD Chief, School Governance and Operations Division and OIC-Chief, Curriculum Implementation Division Education Program Supervisors Librada L. Agon EdD (EPP/TLE/TVL/TVE) Liza A. Alvarez (Science/STEM/SSP) Bernard R. Balitao (AP/HUMSS) Joselito E. Calios (English/SPFL/GAS) Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports) Wilma Q. Del Rosario (LRMS/ADM) Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang) Perlita M. Ignacio PhD (EsP) Dulce O. Santos PhD (Kindergarten/MTB-MLE) Teresita P. Tagulao EdD (Mathematics/ABM) Printed in the Philippines by Department of Education – Schools Division of Pasig City General Chemistry 1 11 Quarter 2 Self-Learning Module 5 Molecular Geometry Introductory Message For the facilitator: Welcome to the Chemistry 1 Self-Learning Module 5 on Molecular Geometry This Self-Learning Module was collaboratively designed, developed and reviewed by educators from the Schools Division Office of Pasig City headed by its Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC) in developing this instructional resource. This learning material hopes to engage the learners in guided and independent learning activities at their own pace and time. Further, this also aims to help learners acquire the needed 21st century skills especially the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included in the module. For the Learner: Welcome to the Chemistry 1 Self-Learning Module 5 on Molecular Geometry This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning material while being an active learner. This module has the following parts and corresponding icons: Expectations - This points to the set of knowledge and skills that you will learn after completing the module. Pretest - This measures your prior knowledge about the lesson at hand. Recap - This part of the module provides a review of concepts and skills that you already know about a previous lesson. Lesson - This section discusses the topic in the module. Activities - This is a set of activities that you need to perform. Wrap-Up - This section summarizes the concepts and application of the lesson. Valuing - This part integrates a desirable moral value in the lesson. Posttest – This measures how much you have learned from the EXPECTATIONS The module is about Molecular Geometry. After going through this module, you are expected to: 1. state the valence shell electron pair repulsion theory 2. describe the geometry of simple compounds 3. understand the importance of knowing the geometry of simple compounds PRETEST 1. Which statement correctly describes the Valence Shell Electron Pair Repulsion Theory? a. The valence shell electron pairs are the lone pairs of the atom. b. The valence shell electrons are given by the group number in the periodic table. c. The valence shell electron pairs repel one another and tend to stay as far apart as possible. d. The valence shell electrons are the outermost electrons of the atom that are involved in bonding. 2. If there are 5 five electron pairs around the central atom of a molecule, these electron pairs are in a _____________ arrangement. a. Linear c. Trigonal planar b. Tetrahedral d. Trigonal bipyramidal 3. The geometry of the molecule NF3 is __________. a. Bent c. Tetrahedral b. Linear d. Trigonal pyramidal 4. Which of the following species will exhibit tetrahedral geometry? a. O3 c. PCl5 b. CCl4 d. CO3-2 5. It is important to know the geometry of a molecule because the geometry ____________. a. gives the Lewis structure of the molecule b. shows how the molecule looks like in 2D c. determines whether the molecule is ionic or covalent d. affects the physical and chemical properties of the substance RECAP Recall the concept of writing the Lewis structure of ions and compounds by placing the steps in the correct order. Use letters for sequencing. Indicate the formal charges of the atoms. Draw the skeleton structure of the molecule. Determine the total number of valence electrons. Satisfy the Octet rule by distributing the remaining electrons. LESSON In the previous module, you learned how to write the Lewis structure of compounds. Although Lewis structure shows how atoms bond, it is limited to a two- dimensional representation of the molecule and does not show arrangement of atoms and bonds in 3D space. The 3D arrangement of the atoms in a molecule is usually defined by the relative locations of atoms and lone pairs surrounding a central atom. These arrangements usually resemble common geometric figures. These arrangements of atoms and bonds in a molecule can be explained by the Valence Shell Electron Pair Repulsion Theory or VSEPR Model. VSEPR model states that a molecule will adjust its shape so that the valence electron pairs (these can either be a bonding pair or a lone pair) stay as far apart from each other as possible. This makes sense, based on the fact that negatively charged electrons repel one another. Molecular Geometries The geometry followed by a molecule is dependent on the total number of groups surrounding the central atom. These groups include atoms attached to the central atom with bonding electron pairs or lone pairs of the central atom. The bonding electron pairs and lone pairs are made up of the central atom’s valence electrons. Steps to find the shape of the molecule: 1. Draw the Lewis structure. 2. Count the number of electron groups and identify them as bond pairs of electron groups or lone pairs of electrons. 3. Name the electron-group geometry 4. Looking at the positions of other atomic nuclei around the central determine the molecular geometry. (See how many lone pairs there are.) You can also determine the molecular geometry of the compound by taking note of its VSEPR notation. This notation is represented by the following letters: AXE. A represents the central atom; X represents the number of bonded electrons or the number of atoms attached to the central atom and E represents the number of lone pairs in the central atom (in some references, the AXE notation can be referred as ABE). Below is the summary of the electron-group and different molecular geometries. Let’s have an example. Determine the molecular geometry of H 2O. Step 1: Draw the Lewis structure of the compound. Step 2: Count the number of electron groups. Electrons groups can either be bonding pair or lone pairs that are found in the central atom. In H2O, there are four electron groups: 2 bonding pairs and 2 lone pairs. Step 3: Name the electron-group geometry. Based on the information, the H 2O molecules have four electron groups. Therefore, its electron-group geometry is tetrahedral. Step 4: Determine the molecular geometry. Identify if there are lone pairs present in the molecules. In this case, H 2O has two lone pairs. Considering this, the molecular geometry of H2O is bent. The another way to identify its molecular geometry is by using the VSEPR notation. After writing the Lewis structure of the compound, you can use the notation to identify its molecular geometry by looking at the table presented above. The H2O molecule has 2 bonding electron pairs and 2 lone pairs. Therefore, its VSEPR notation is AX2E2. The molecular geometry with that notation is bent. Knowing the molecular geometry, we can rewrite the Lewis structure so that it satisfies the shape of the molecule. H 2O should look like this: Let’s have another example, identify the molecular geometry of NH 3. The Lewis structure for NH3 is written below: Based on this, you can see that there are 3 bonding pairs and 1 lone pair in NH3. Its VSEPR notation therefore is AX3E. The molecular geometry with such notation is trigonal pyramidal. Rearranging the Lewis structure, NH3 molecule should look like this: Notice the different ways the bond between N and H are represented? The line denotes that the bond is situated in a plane along with the central atom. If the bond is a black wedge, this means that the bond is coming towards you, while the dashed wedge is for bond that extend back behind the surface. Knowing the molecular geometry of a compounds can help determine some of its physical and chemical properties. An example of this property is the polarity of the compound. Understanding molecular geometry also helps scientist to understand the shapes of more complex molecules such as proteins and DNA. The shapes of these molecules play incredibly important roles in determining the jobs performed by these molecules in our bodies. ACTIVITIES ACTIVITY 1 Fill in the blanks by supplying the correct term or phrase to make the statements correct. 1. __________ of a compound gives us a 2D representation of how atoms are bonded. 2. Molecular geometries of a compound in a 3D space can be explained by __________. 3. The geometry followed by a molecule depends on the number of groups surrounding the __________. 4. Electron groups in the VSEPR model can be identified either as a bonding pair or a __________. 5. A model with 4 electron groups assumes the __________ electron-group geometry. ACTIVITY 2 Complete the table by supplying the necessary information. Lewis Structure / VSEPR Electron Group Molecular Molecule Model Geometry Geometry BF3 CO2 SeCl4 ICl4- BrF5 WRAP–UP To summarize the lesson, identify the factors that affect the shape of a molecule. VALUING According to VSEPR theory, electron groups in a molecule will position themselves so that they are as far away from one another as possible. In our community today, one of the rules that needs to be followed is the “social distancing”. What do you mean by this? Give at least three benefits why this rule should be followed by everyone. POST TEST 1. According to VSEPR model, electron groups around the central atom of a molecule repel each other. Which of the following is an example of an electron group in a VSEPR model? a. bonding pairs c. all electrons in the outer shell b. electrons in lower shells d. lone pairs in the attached atoms 2. All the geometries listed below are examples of electron group geometry except ____________. a. bent c. octahedral b. linear d. trigonal planar 3. Applying the concept of VSEPR model, what is the molecular geometry of PH 3? a. linear c. trigonal planar b. see-saw d. trigonal pyramidal 4. The geometry of ClF3 molecule is best described as ___________. a. linear c. see-saw b. t-shaped d. octahedral 5. The following are the information that the molecular geometry can give about a compound except ___________. a. polarity c. bond formation b. conduction d. shape of molecule KEY TO CORRECTION Pre-Test 1. C 2. D 3. D 4. B 5. D Recap 1. D 2. B 3. A 4. C Activity 1 1. Lewis structure 2. VSEPR Theory / VSEPR Model 3. Central atom 4. Lone pair 5. Tetrahedral Activity 2 Post Test 1. A 2. A 3. D 4. B 5. B REFERENCES CK-12. “Molecular Geometry.” CK-12 Foundation 2020. Accessed August 20, 2020 https://www.ck12.org/book/ck-12-chemistry-intermediate/section/9.2/ Craven, Richard and Robb, Amanda. “Molecular Geometry: Definition and Examples.” Study.com. Accessed August 20, 2020 https://study.com/academy/lesson/molecular-geometry-definition-examples.html Ilao, Luciano V., Lontoc, Betty M., and Paderna Gayon, Edwehna Elinore S. General Chemistry 1. Manila City, Rex Bookstore Inc., 2016 Quiming, Noel and Sacramento, Jireh Joy. General Chemistry 1. Quezon City, Vibal Group Inc., 2016 “Geometry of Molecules.” LibreTexts. Accessed August 20, 2020 https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_Chemistry_Tex tbook_Maps/Supplemental_Modules_(Physical_and_Theoretical_Chemistry)/Chemi cal_Bonding/Lewis_Theory_of_Bonding/Geometry_of_Molecules “Molecular Geometry.” Boundless Chemistry. Accessed August 20, 2020 https://courses.lumenlearning.com/boundless-chemistry/chapter/molecular- geometry/ “Molecular Geometry.” Accessed August 20, 2020 http://intro.chem.okstate.edu/1314F00/Lecture/Chapter10/VSEPR.html General Chemistry 1 11 General Chemistry 1 – Grade 11 Quarter 2 – Module 6: Polarity of Molecules First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Division of Pasig City Development Team of the Self-Learning Module Writer: Ronnel B. Felonia Editor: Ma. Victoria G. Señase Reviewer: Ma. Victoria G. Señase Illustrator: Edison P. Clet Layout Artist: Mark Kihm G. Lara Management Team: Ma. Evalou Concepcion A. Agustin OIC-Schools Division Superintendent Aurelio G. Alfonso EdD OIC-Assistant Schools Division Superintendent Victor M. Javeña EdD Chief, School Governance and Operations Division and OIC-Chief, Curriculum Implementation Division Education Program Supervisors Librada L. Agon EdD (EPP/TLE/TVL/TVE) Liza A. Alvarez (Science/STEM/SSP) Bernard R. Balitao (AP/HUMSS) Joselito E. Calios (English/SPFL/GAS) Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports) Wilma Q. Del Rosario (LRMS/ADM) Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang) Perlita M. Ignacio PhD (EsP) Dulce O. Santos PhD (Kindergarten/MTB-MLE) Teresita P. Tagulao EdD (Mathematics/ABM) Printed in the Philippines by Department of Education – Schools Division of Pasig City General Chemistry 1 11 Quarter 2 Self-Learning Module 6 Polarity of Molecules Introductory Message For the facilitator: Welcome to the Chemistry 1 Self-Learning Module 6 on Polarity of Molecules This Self-Learning Module was collaboratively designed, developed and reviewed by educators from the Schools Division Office of Pasig City headed by its Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC) in developing this instructional resource. This learning material hopes to engage the learners in guided and independent learning activities at their own pace and time. Further, this also aims to help learners acquire the needed 21st century skills especially the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included in the module. For the Learner: Welcome to the Chemistry 1 Self-Learning Module 6 on Polarity of Molecules This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning material while being an active learner. This module has the following parts and corresponding icons: Expectations - This points to the set of knowledge and skills that you will learn after completing the module. Pretest - This measures your prior knowledge about the lesson at hand. Recap - This part of the module provides a review of concepts and skills that you already know about a previous lesson. Lesson - This section discusses the topic in the module. Activities - This is a set of activities that you need to perform. Wrap-Up - This section summarizes the concepts and application of the lesson. Valuing - This part integrates a desirable moral value in the lesson. Posttest – This measures how much you have learned from the EXPECTATIONS The module is about Molecular Geometry. After going through this module, you are expected to: 1. define the concept of polarity 2. determine the polarity of simple molecules 3. understand the importance of knowing the polarity of substances PRETEST 1. Which of the following molecular geometries would likely be a nonpolar molecule? a. bent c. octahedral b. see-saw d. trigonal pyramidal 2. Which of the following linear molecules is considered polar? a. H2 b. N2 c. O2 d. CO 3. Which of the following is a polar molecule and has a trigonal planar geometry? a. CS2 b. BF3 c. PI3 d. COF2 4. The following molecules are polar EXCEPT ___________. a. HF b. NI3 c. CH4 d. N2O 5. Which of the following substances would likely to be dissolved in water? a. NCl3 b. CH4 c. CF4 d. CCl4 RECAP Recall the concept of polar and non-polar covalent bonds by determining if the bond between atoms in each item is polar covalent or nonpolar covalent. 1. H2 2. PCl 3. HCl 4. N2 5. NF LESSON In previous modules, you learned that a covalent bond may involve equal or unequal sharing of electrons. Recall that when there is unequal sharing of electrons in a bond, a dipole moment arises and the bond becomes polar. Molecules can also be classified as polar or non-polar based on the distribution of electrons in the entire structure. In general, the polarity of a molecule is based on the resultant dipole moment. To determine the resultant dipole moment of a molecule, it is important to consider both magnitude and direction of the dipole moment. Because of this, the arrangement of the bonds or the molecular geometry of a molecule is an important consideration in determining its polarity. For certain molecules, even if polar bonds are present, the molecule may not necessarily be a polar molecule. The shape of a molecule and the polarity of its bonds determine the overall polarity of that molecule. If a molecule is completely symmetric, then the dipole moment vectors on each molecule will cancel out, making the molecule nonpolar. A molecule can only be polar if the structure of that molecule is not symmetric. For molecules with a central atom and attached atoms that are the same type, there are certain molecular geometries which are symmetric. Therefore, they will have no dipole even if the bonds are polar. The following are the geometries with exact cancellation of polar bonding to generate a non-polar molecule. Let’s have an example. Determine the polarity of H 2O. Step 1: Draw the VSEPR model of H2O. Step 2: Write the dipole moment of the molecule by considering the electronegativity of atoms in a bonding pair. Step 3: Analyze the resultant dipole moment by considering the geometry of the molecule. In this case, H2O has a bent molecular geometry from a tetrahedral electron group geometry. Considering the dipole moment and the geometry, we can conclude that H2O is a polar molecule. Let’s have another, determine the polarity of CO 2. Step 1: Draw the VSEPR model of CO 2. Step 2: Write the dipole moment of CO 2. Step 3: Analyze the geometry and the bond polarity to determine the polarity of the molecule. In this case, CO2 has a linear geometry. This means that although there are dipole moments in the bond, it will cancel out because of the symmetry in the molecule. Therefore, CO2 is considered as a non-polar molecule. Polarity of molecules can predict whether or not two or more compounds will mix to form chemical solutions. The general rule is that “like dissolves like”, which means polar molecules will dissolve into other polar liquids and non-polar molecules will dissolve into non-polar liquids. This is why oil and water don’t mix: oil is non-polar while water is polar. ACTIVITIES ACTIVITY 1 TRUE or FALSE. Read the following statements below, write TRUE if the statement is correct, FALSE if it is not. 1. When electrons are not shared equally between two atoms, polar covalent bond occurs. 2. A more electronegative atom attracts the electron less compared to a lesser electronegative atom. 3. The partial negative end of a dipole is the atom with the highest electronegativity. 4. A polar molecule has a partially positive and partially negative end. 5. The polarity of molecule is determined solely by the polarity of bond that occurs in the molecule. 6. All molecules that have polar bonds are considered as polar molecules. 7. A geometry that is symmetrical usually cancel out the polar bond between the central atom the attached atoms that are identical. 8. An unshared pair of electrons makes a molecule asymmetric. 9. BF3 assumes a trigonal planar geometry, it is considered a nonpolar. 10. HCN is a linear molecule, therefore it is a nonpolar molecule. ACTIVITY 2 Identify the molecular geometry and the polarity of the molecules. Name of Molecule Molecular Geometry Polarity of the Molecule N2 CH4 NCl3 H2CO O3 WRAP–UP To summarize this lesson, identify the factors that influence the polarity of a molecule? __________________________________________________________________________________ __________________________________________________________________________________ VALUING “Like dissolves like”. Usually, people like other people who are like them. The similarities in their personalities make them easier to communicate with one another and form bond. List down all of your favorite things and post it in the private group of your section, then try to communicate with your classmates that have the same interests just like you. POST TEST 1. Which of the following is TRUE about polar molecules? a. there is an equal sharing of electrons in a bond b. the geometry of the molecule is usually asymmetrical c. the bond between atoms involves double or triple bonds d. the bond angle between the central atom and the attached atoms are the same 2. The following are molecules that have identical atoms attached to a central atom. Which of the following is considered a polar molecule? a. BF3 b. NF3 c. PCl5 d. SF6 3. Which of the following tetrahedral molecules is considered a polar molecule? a. CCl4 b. CH4 c. CF4 d. CH2Cl2 4. Describe the molecular geometry and polarity of OF 2 molecule. a. bent, polar c. linear, nonpolar b. t-shaped, polar d. tetrahedral, nonpolar 5. Oil cannot be mixed in water because of their difference in polarity. Which of the following substances would likely to behave like oil when mix with water? a. NH3 b. SO2 c. H2S d. CCl4 KEY TO CORRECTION Pre-Test 1. B 2. D 3. D 4. C 5. A Recap 1. NPC 2. PC 3. PC 4. NPC 5. PC Activity 1 1. T 2. F 3. T 4. T 5. F 6. F 7. T 8. T 9. T 10. F Activity 2 Name of Molecule Molecular Geometry Polarity of Molecule N2 Linear Nonpolar CH4 Tetrahedral Nonpolar NCl3 Trigonal pyramidal Polar H2CO Trigonal planar Polar O3 Bent Polar Post Test 1. B 2. B 3. D 4. A 5. D REFERENCES Helmenstine, Anna Marie. “Examples of Polar and Nonpolar Molecules.” ThoughtCo. Accessed August 22, 2020 https://www.thoughtco.com/examples-of-polar-and-nonpolar-molecules-608516 Ilao, Luciano V., Lontoc, Betty M., and Paderna Gayon, Edwehna Elinore S. General Chemistry 1. Manila City, Rex Bookstore Inc., 2016 Morsch, Layne. “Polarity of Molecules.” LibreTexts. Accessed August 22, 2020 https://chem.libretexts.org/Courses/University_of_Illinois_Springfield/UIS%3A_C HE_267_- _Organic_Chemistry_I_(Morsch)/Chapters/Chapter_01%3A_Structure_and_Bondin g/1.12%3A_Polarity_of_Molecules Quiming, Noel and Sacramento, Jireh Joy. General Chemistry 1. Quezon City, Vibal Group Inc., 2016 “Shapes and Properties – Polar and Nonpolar Molecules.” LibreTexts. Accessed August 22, 2020 https://chem.libretexts.org/Bookshelves/Introductory_Chemistry/Map%3A_Chemi stry_for_Changing_Times_(Hill_and_McCreary)/04%3A_Chemical_Bonds/4.12%3A_ Shapes_and_Properties-_Polar_and_Nonpolar_Molecules General Chemistry 1 11 General Chemistry 1 – Grade 11 Quarter 2 – Module 7: Gas Laws First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Division of Pasig City Development Team of the Self-Learning Module Writer: Ma. Bernadette S. Beazon Editors: Ma. Victoria G. Senase Reviewer: Ma. Victoria G. Senase Illustrator: Layout Artist: Mark Kihm G. Lara Management Team: Ma. Evalou Concepcion A. Agustin OIC-Schools Division Superintendent Aurelio G. Alfonso EdD OIC-Assistant Schools Division Superintendent Victor M. Javeña EdD Chief, School Governance and Operations Division and OIC-Chief, Curriculum Implementation Division Education Program Supervisors Librada L. Agon EdD (EPP/TLE/TVL/TVE) Liza A. Alvarez (Science/STEM/SSP) Bernard R. Balitao (AP/HUMSS) Joselito E. Calios (English/SPFL/GAS) Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports) Wilma Q. Del Rosario (LRMS/ADM) Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang) Perlita M. Ignacio PhD (EsP) Dulce O. Santos PhD (Kindergarten/MTB-MLE) Teresita P. Tagulao EdD (Mathematics/ABM) Printed in the Philippines by Department of Education – Schools Division of Pasig City General Chemistry 1 11 Quarter 2 Self-Learning Module 7 Gas Laws Introductory Message For the facilitator: Welcome to the General Chemistry 1 Quarter 2 Self-Learning Module 7 on Gas Laws. This Self-Learning Module was collaboratively designed, developed and reviewed by educators from the Schools Division Office of Pasig City headed by its Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC) in developing this instructional resource. This learning material hopes to engage the learners in guided and independent learning activities at their own pace and time. Further, this also aims to

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