G9 Chemistry Science Week 5 (2nd) PDF

**Grading Period -- Second Grading** **Week 5: November 14-18, 2022** **I. INTRODUCTION** **Good day! Welcome to the fifth week of** our USL-e-IFLex (Expanded, Inclusive, Flexible) Learning modality. **You will be given another set of lessons and tasks to do. Take time to read and understand each...

**Grading Period -- Second Grading** **Week 5: November 14-18, 2022** **I. INTRODUCTION** **Good day! Welcome to the fifth week of** our USL-e-IFLex (Expanded, Inclusive, Flexible) Learning modality. **You will be given another set of lessons and tasks to do. Take time to read and understand each topic and answer the assessment. Enjoy learning!** For this week, the following shall be your guide for the lessons and tasks you need to accomplish. Be patient and read it carefully before proceeding to the tasks expected of you. GOOD LUCK! +-----------------------------------+-----------------------------------+ | **Content** | Chemical Bonds | | | | | | - Covalent Bond Formation | | | | | | - Types of Covalent Bonds | | | | | | - Properties of Covalent | | | Compound | | | | | | - Lewis Structure of Covalent | | | Compounds | | | | | | Research | | | | | | - Review of related literature | +===================================+===================================+ | **Learning Competencies** | - - - - - - - - | +-----------------------------------+-----------------------------------+ | **Learning Task** | - | +-----------------------------------+-----------------------------------+ | **Strategies** | - - - | +-----------------------------------+-----------------------------------+ | **Essential Question** | - How is covalent bonding used | | | in everyday life? | | | | | | - How does sharing your | | | blessings affect your life | | | and the lives of others? | +-----------------------------------+-----------------------------------+ | **Value Statement** | - "Gifted to give." | | | | | | - Friendship is not only | | | strengthened by trials but | | | the bond formed during those | | | challenges. | +-----------------------------------+-----------------------------------+ | **References** | **Textbook** | | | | | | Bayquen, A. et.al. (2019). | | | Exploring Science Through Series | | | (Chemistry- 3rd Edition), Phoenix | | | Publishing House. | | | | | | **Online** | | | | | | **Formation of Covalent | | | Compounds.** Retrieved November | | | 8, 2022, from | | |. | | | | | | Covalent bond. Britannica, T. | | | Editors of Encyclopaedia (2021, | | | September 24). Encyclopedia | | | Britannica. Retrieved November 8, | | | 2022, from | | | | | | | | | Lewis Structure for Covalent | | | Compounds. Retrieved November 8, | | | 2022, from | | | | | | https://chem.libretexts.org/Cours | | | es/College\_of\_Marin/CHEM\_114%3 | | | A\_Introductory\_Chemistry/10%3A\ | | | _Chemical\_Bonding/10.05%3A\_Writ | | | ing\_Lewis\_Structures\_for\_Cova | | | lent\_Compounds | +-----------------------------------+-----------------------------------+ **\ ** **II. LEARNING CONTENT** Last week, you learned about another type of chemical bonding: ionic bonding. After understanding that topic, you are now ready to learn about the previous kind of bonding- the covalent bonding in which you will also apply the concept of stability. Let us now start this exciting week! Another way by which atoms acquire a stable configuration is by sharing electrons in their valence shell. This bond is called a covalent bond. As opposed to ionic bonding, in which a complete transfer of electrons occurs, covalent bonding occurs when two or more elements share electrons. ***How is covalent bonding used in everyday life? Share your thoughts during class discussion.*** It is well-established that everything around us is made up of atoms. Atoms combine to form molecules, and then molecules combine to form matter that we observe around us. A molecule is considered stable if the particles composing it have more attractive forces than repulsive ones. In other words, atoms with higher potential energy combine to gain stability and form molecules. **But how do they join up in the first place?** In chemistry, this phenomenon falls under the study of chemical bonding. Covalent bonds are present in many schools and household items such as paper, sugar, plastic, muriatic acid, and oxygen. In this lesson, we will further learn how covalent bonds are formed, the three types of covalent bonds, the properties of covalent compounds, and illustrate the Lewis structure of covalent molecules. - The bond formed by sharing of electrons is called **a covalent bond.** - When two or more atoms share electrons through covalent bonds, a single, electrically neutral unit called a **molecule or covalent compound** is formed. - Covalent compounds are composed of molecules that are composed of atoms held together by covalent bonds. - Covalent bonding occurs because the atoms in the compound have a similar tendency to gain electrons. - Covalent bonding most commonly occurs when two nonmetals bond together. - Because both nonmetals want to gain electrons, the elements involved will share electrons to fill their valence electrons. **╬** Let us take oxygen to show how an electron in covalent bonding happens.  **** **╬** Let us have another example to illustrate covalent bonding. This time let us consider a methane molecule (CH~4~). - Some nonmetals exist in nature not as individual atoms but as two atoms of the element covalently bonded together called **diatomic molecules**.  *These are the lists of diatomic molecules and a mnemonic to quickly memorize the seven diatomic molecules.* ***What explanation can we give about the length of a covalent bond with its strength?** We\'ll try to answer this by distinguishing the three types of covalent bonds.* - Covalent compounds come in three types: single, double, triple, and triple. - A **single covalent bond** is formed by sharing a pair of electrons between two atoms. - Each atom provides one electron. - It is illustrated as a short line **(─)** C:\\Users\\HP\\Pictures\\week4\\2nd\\Picture1.png - A **double covalent bond** is formed when two atoms share two pairs of electrons. - This bond is illustrated as a double short line (═) between two atoms in a molecule.  - A **triple bond** is formed by sharing three pairs of electrons between two atoms. - This bond is illustrated as a double short line **(≡)** between two atoms in a molecule. C:\\Users\\HP\\Pictures\\week4\\2nd\\Picture5.png **Other examples of single, double, and triple bond**  The strength of a bond is measured by its bond dissociation energy, that is, the amount required to break that particular bond in a mole of molecules. Multiple bonds are stronger than single bonds between the same atoms. Generally, as the bond strength increases, the bond length decreases. Thus, we find that triple bonds are stronger than double bonds between the same two atoms; double bonds are stronger and shorter than single bonds between the same two atoms. - Unlike ionic compounds, covalent molecules exist as accurate, discreet molecules. - Because electrons are shared in covalent molecules, no total ionic charges are formed. - Covalent compounds are not strongly attracted to one another, unlike ions in a lattice. - Covalent molecules move about freely and tend to exist as liquids of gases at room temperature. **What can you infer about covalent compounds having low melting and boiling points? Let\'s find out!** M4 Bonding I: Covalent Bonding. M4 Bonding: Covalent Bonding Slide 2 of 54 Learning objectives Key Concepts: --Stable, unstable, bond, chemical bond, molecule, - ppt download **[LEWIS STRUCTURE OF COVALENT COMPOUNDS]** In writing the Lewis structure, connect the atoms in a molecule with covalent bonds by rearranging the valence electrons of the atoms so that each atom has eight outer-shell electrons around it. There are some exceptions to this rule, such as hydrogen, which requires only two electrons to fill its 1*s* orbital. Several elements like lithium, beryllium, boron, sulfur, and phosphorus may have more or less than an octet in some Lewis structures. - The following are general steps and guidelines to facilitate the proper construction of the Lewis structure of covalent compounds. 1. Add up the total valence electrons. 2. The atom with the highest covalency number (number of covalent bonds formed by the atom) is considered the central atom. 3. Bond the other atoms to the central atom by a single bond. Take into account the number of electrons used in bonding. 4. Distribute the remaining valence electrons to the attached atoms first and then to the central atom last. 5. Check if each atom follows the octet rule. 6. If there is a deficiency in the octet rule, form multiple bonds. ***Sample Problem 1. Draw the Lewis structure of methane, CH~4,~ a component of natural gas.*** These are the steps suggested for writing Lewis\'s structure. - Step 1. The total number of valence electrons in methane is (1x4) + (4X1) = 8. C- 4 x 1 = 4 (4 is the valence electron of C, and there\'s only 1 C atom in **CH~4~)** H- 1 x 4 = 4 (1 is the valence electron of H, and there are 4 H atoms in **CH~4~)** - Step 2. Carbon has a higher covalency number thus, is considered the central atom.  Periodic Table Study Guide - ppt download Covalency number= 4 Covalency number= 1 - Step 3. Bond the atoms of Hydrogen to Carbon using a single bond.  - Step 4. Since four single bonds were used in attaching H to C, 8 electrons are subtracted from the total number of valence electrons in Step 1. There is no remaining electron left to distribute. - Step 5. The octet is already satisfied. - Step 6. No deficiency in the octet. ***Sample Problem 2. Write the Lewis structure for carbon disulfide, CS~2~, which smells like rotten radishes.*** Following the steps suggested for writing Lewis\'s structure: - Step 1. The total number of valence electrons in CS~2~ is (4x1) + (6X2) = 16. C= 4 x 1= 4 (4 is the valence electron of C, and there\'s only 1 C atom in **CS~2~)** S= 6 x 2= 12 (6 is the valence electron of S, and there are 2 S atoms in **CS~2~)** - Step 2. Carbon has a higher covalency number thus, is considered the central atom. 1.3b Molecular Structure and Chemical Bonds - Lewis Dot  Covalency number= 4 Covalency number= 2 - Step 3. Bond the atoms of Sulfur to Carbon using a single bond. - Step 4. Since two single bonds were used in attaching S to C, 4 electrons are subtracted from the total number of valence electrons in Step 1. There are 12 remaining electrons left to distribute to the attached atom.  - Step 5. The octet is not satisfied by the atom of carbon. - Step 6. Since there is a deficiency in the octet, forms multiple bonds. The acceptable structure of CS~2~ is as follows: The Lewis structure for CS2 is shown. What is the electron-p\... \| Clutch Prep Practice Exercise! **Direction**s: Following the steps in writing the LEDS for covalent compounds, show the acceptable Lewis structure for the molecules given below. 1. CO~2~ 2. HCN 3. SO~2~ 4. ClO~3~ **On writing the LEDS for a covalent compound.** Direction: Following the steps in writing the LEDS for covalent compounds, show the acceptable Lewis structure for the molecules given below. 2. CO~2~ 2. HCN 3. SO~2~ 4. ClO~3~ **Answers:** 1. In CO~2,~ the total valence electrons = 4 x 1 + 6 x 2 = 16. Remaining valence electron: 16 -- 4 = 12  Lewis Dot Structure for Oxygen Atom (O) - YouTube **Covalency no. = 4** **Covalency no. = 4**  Bond Order: Definition, Calculation and Significance With a deficiency in the octet rule Acceptable Structure 2. In HCN, the total valence electrons = 1x1 + 4x1 + 5x1 = 10. Remaining valence electron: 10 -- 4 = 6  Periodic Table Study Guide - ppt download  Covalency no. = 4 Covalency no. = 1 Covalency no. = 3 10.1: Lewis Structures and the Octet Rule - Chemistry LibreTexts  **With a deficiency in the octet rule** **Acceptable Structure** 3. In SO~2~, the total valence electrons = 6x1 + 6x2 = 18. Remaining valence electron: 18 -- 4 = 14 Exercise V on Drawing Lewis Structures and Adding the Valence Electrons: Solutions  **Covalency no. = 2** **Covalency no. = 2** **Note:** Both have two as their covalency number. However, experimental information showed that sulfur is the central atom. SO2 Lewis Structure in 2020 \| Chemistry worksheets, Chemistry notes, Sulphur dioxide  **With a deficiency in the octet rule Acceptable Structure** **Resonance is** a situation with more than one probable structure for a species. 4. In ClO~3~, the total valence electrons = 7x1 + 6x3 + 1 (due to the negative one charge) = 26. Remaining valence electron: 26 -- 6 = 20. Lewis Structure  **Covalency no. = 1** **Covalency no. = 2** **Note:** O is supposed to be the central atom since it has a higher covalency number than Cl, but in oxyanions (polyatomic anions containing oxygen), O atoms are all bonded directly to the central nonmetal atom. Draw the molecule by placing atoms on the grid and connecting them with bonds. Include all lone pairs of electrons. Show the formal charges of all atoms in the correct structure. ClO\_3\^- All atoms follow the octet rule. Therefore the acceptable structure for ClO~3~^-^ is  SUPPLEMENTARY MATERIALS: To better understand our topics, use these YouTube links and watch the video clips explaining the concepts of Covalent Bonding. a. b. **RESEARCH** **Review of Related Literature** Last week, you were asked to go to the library to look for some articles that are related to your current study. For your work this week, you will be asked to collate those articles and construct the review of related literature of your SIP. **GENERALIZATION** **A covalent bond is a** bond formed by sharing of electrons. Covalent bonding most commonly occurs when **two nonmetals bond together**. Some nonmetals exist in nature not as an individual atom but as two atoms of the element covalently bonded together called **diatomic molecules**. Covalent compounds come in three types: **single covalent**, **double covalent**, and **triple covalent.** **To review the steps for writing the Lewis structure of covalent compounds, let\'s check out once again the following:** 1. Add up the total valence electrons. 2. The atom with the highest covalency number (number of covalent bonds formed by the atom) is considered the central atom. 3. Bond the other atoms to the central atom by a single bond. Take into account the number of electrons used in bonding. 4. Distribute the remaining valence electrons to the attached atoms first and then to the central atom last. 5. Check if the octet rule is followed by each atom. 6. If there is a deficiency in the octet rule, form multiple bonds. **The physical properties of covalent compounds include the following:** - **Covalent bonds between atoms are quite strong, but attractions between molecules/compounds, or intermolecular forces, can be relatively weak.** - **Covalent compounds generally have low boiling and melting points and are found in all three physical states at room temperature.** - **Covalent compounds do not conduct electricity; this is because covalent compounds do not have charged particles capable of transporting electrons.** **III. LEARNING TASKS** Activity: Performance Task (Laboratory Experiment) Topic: Chemical Bonding Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date: [Week 5\_ ] Grade/Section: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Score: \_\_\_\_\_\_\_\_\_\_\_\_\_ **[CHEMICAL BONDING]** **I. Objectives** - Identify the type of chemical bond existing in a compound - Classify compounds into ionic and covalent - Describe the properties of chemical compounds - Differentiate ionic from covalent in terms of melting point and solubility in water. Bunsen Burner Aluminum foil folded into a square Medicine dropper/pipette Sugar Microplate Salt Iron ring Potassium iodide Iron stand Nickel chloride Starch **III. Procedure** **Caution:** Wear safety goggles, gloves, and laboratory gowns in doing this activity to ensure safety and protection. 1. Before you start performing the activity, familiarize yourself with the substances you will use. Observe the sugar, salt, starch, nickel chloride, and potassium iodide. Make a brief description of each. 2. Set up the heating apparatus. Fold the aluminum foil into a square and place it on the iron ring. Make sure that the ring is just above the tip of the Bunsen burner. **Test for Melting Point** 3. Place a pinch of sugar, salt, starch, nickel chloride, and potassium iodide in separate locations on the aluminum foil. See to it that substances will not mix. 4. Light the Bunsen burner. Observe which substance melts the fastest. Record your findings in the table provided for the data and results. Mark 1 for the first to melt, 2 for the second, 3 for the third, and so on. **Test for Solubility in Water** 5\. Again, place a pinch of each substance in a microplate. Test tubes can be used in the absence of a microplate. 6\. Carefully add ten drops of water into the microplate. Do not stir. Write down your observation in the table by putting a check mark (/) for those that dissolve in water and an (X) mark for those that do not. **IV. Data and Results** **Substance** **Chemical Formula** **Description (Physical Appearance)** **Melting point** **Solubility in water** ---------------------- ---------------------- --------------------------------------- ------------------- ------------------------- **Sugar** **Salt** **Starch** **Potassium Iodide** **Nickel Chloride** **Question for Analysis** 1. Which substance has the highest melting point? (1 pt) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2. Which substances are soluble in water? 2 pts) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 3\. How would you distinguish ionic compounds from covalent compounds based on the properties tested? (3pts) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 4\. Group the substances. Which among them are ionic? Which are covalent? (2pts) **Ionic Covalent** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 5\. What properties are common to ionic compounds? (2pts) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 6\. What properties do covalent compounds exhibit? (2pts) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Conclusion (3pts)** **[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.]** **Your answer shall be graded following the rubrics below.** +-----------------+-----------------+-----------------+-----------------+ | **Criteria** | **Inadequate** | **Adequate** | **Exemplary** | | | | | | | | **(Below | **(Meets | **(Far Exceeds | | | Standard)** | Standard)** | Standard)** | +=================+=================+=================+=================+ | **Requirements* | Hardly meets | Meets the | | | * | the required | required number | | | | number of | of answers. | | | **(For \#s | answers. | | | | 2,4,5,6)** | | **(2)** | | | | **(1)** | | | +-----------------+-----------------+-----------------+-----------------+ | **Content** | Shows some | Content | Content | | | thinking and | indicates | indicates | | **(For \#3 & | reasoning but | thinking and | synthesis of | | conclusion)** | most ideas are | reasoning | ideas, in depth | | | underdeveloped | applied with | analysis and | | | and unoriginal. | original | evidences | | | | thought on a | original | | | **(1)** | few ideas. | thought and | | | | | support for the | | | | **(2)** | topic. | | | | | | | | | | **(3)** | +-----------------+-----------------+-----------------+-----------------+ Good morning. Thanks for your submission of the Week 5 module in Chemistry. Please note the following edits to the attached module for the Science Curr copy. \- Spacing and margins were made more consistent. \- Change of bullet style in the Lesson Content Aside from these edits, the following suggestions are given to improve the file for final submission: \- Add Learning task and strategies in the DLP table. \- Add the usual footer \- Indicate the pointing of items in the experiment worksheet. Include also a rubric for the conclusions and other questions that would be given more than 1 point each. Godspeed!