Senior High School Department Syllabus in General Chemistry 2 Institution'S Vision-Mission Statement Core Values Objectives Vision

拉允隆文化書院
LA UNION CULTURAL INSTITUTE

GOV. LUCERO STREET, SAN FERNANDO CITY, LA UNION
Senior High School Department
SYLLABUS IN GENERAL CHEMISTRY 2
INSTITUTION’S VISION-MISSION STATEMENT Core values OBJECTIVES

VISION Academic performance is important for many reasons. It
can open the door to opportunity and pave the way for  Provide a well-rounded program of instruction using the
We envision La Union Cultural Institute as an educational institution future success, both in higher education and professionally, best educational practices appropriate to the cultural,
dedicated to excellence in basic education with focus on global business intellectual and social needs of the students
however, we believe a values-based education is of equal
competitiveness, values formation, primarily through the integration of
Confucian principles, and highest standard in English, Chinese, Mathematics, importance.
 Prepare students to be independent thinkers, skillful
Science and ICT. Our values-driven education is expressed through our core communicators, and lifelong learners and global citizens
values which are woven into every academic and extra-
MISSION curricular activity. We live and breathe four values that
LUCI offers high quality education with a solid grounding in English, form the basis of everything we do. They include:  Foster a sense of individual responsibility, self-
Chinese, Mathematics, Science and ICT along with sound academic and L – Leadership through Service and Excellence discipline, self-reliance, and respect for self and others.
professional training in business and economics.
U – Unity
LUCI expects its graduates to be competent entrepreneurs and professionals C – Competence
 Encourage students, teachers, administration, and parents
who can be gainfully employed in business, government, educational and I – Integrity
to play an active role in promoting educational
cultural research, as well as informed citizens. Globally, they can compete in With these values at our core, we encourage independent excellence.
the job market because of their professional skills and their proficiency in learning and empower students to embrace responsibility.
English and Chinese. Set educational standards and ensure that everything we do
is delivered to the highest ideals. Members of the LUCIan  To promote social responsibility through active
community learned to celebrate diversity in the spirit of involvement in serving the community in the school, on
understanding and tolerance that helps them become campus and in the community
citizens of the world.
Class Schedule: 2x a week

Name of Faculty: EVA MARIE Y. ESPERA Subject Requirements:
Days: Time: Room A student is expected to comply with the following:
 must have at least 80% attendance of the prescribed
Checked and Approved by: GRACE A. MOLINA, MSME, MA Math number of days
Principal  submit requirements on time (notebook, homework,
journals, research works, project)
 obtain satisfactory ratings in quizzes, seat works,
performance task and other performed activities
1|G e n e r a l C he m i s t r y 1 Syllabus 2020-2021

I. Learning Area Standard
Composition, structure, and properties of matter; quantitative principles, kinetics, and energetics of transformations of matter; and fundamental
concepts of organic chemistry
II. Grade Level Standard
III. Content Standard
The learners demonstrate an understanding of the topics in general chemistry
IV. Performance Standard
The learners: design using multimedia, demonstrations, or models, a representation or simulation of any of topic in general chemistry.
V. Course Outline
FIRST QUARTER
Time Frame Objectives Topic / Lessons Strategies /Activities / Instructional Materials Evaluation / Assessment Remarks
Days / hours (Teacher’s
Remarks)
Week 1 At the end of the lesson, Kinetic Molecular Model Communicating learning objectives PPT Evaluation Exercises
the learners will be able of Liquids and Solids Illustration
4 hours to: Instruction Discussion and Activity Textbook
Practice exercise
• compare the properties Enrichment Extension activity
Worksheets
of liquids and solids with
those of gases
• apply the kinetic

molecular theory to
describe liquids and
solids
• describe the various

intermolecular forces and
factors that affect their
strengths
• identify the types of

intermolecular forces that

may operate in a given
molecular substance
• rank substances
according to strength of
intermolecular forces;
• illustrate the
intermolecular forces
between molecules of a
compound.
Remarks)
Week 2 At the end of the lesson, Properties of Liquids and Introduction- Communicating learning Illustrations and diagrams, Evaluation Exercises
the learners will be able objectives images and objects of
4 hours to: Intermolecular Forces liquids
Motivation- Student
• describe the properties Water and Its Properties Participation/Engagement
of liquids: surface
Instruction -Lecture/Discussion
tension, viscosity, vapor
pressure, Practice- Exercises
boiling point, and molar Enrichment- Extension Activity
heat of vaporization;
• explain the effect of

intermolecular forces on
these properties; and
• relate the properties of

water to intermolecular
forces that operate among
its
molecules.

Remarks)
Week 3 At the end of the lesson, Intermolecular Forces of Introduction- Communicating learning Actual sample of solids; Practice Test
the learners will be able Liquids and Solids; objectives magnifying glasses;
4 hours to: computer; worksheets Evaluation- Reading
Solids and their Motivation -Examples and Applications Commentary and
• compare the properties Properties Observation
of crystalline and Instruction- Lecture/Discussion
amorphous solids; Enrichment Hands-on Activity
• classify crystals
according to the attractive
forces between the
component atoms,
molecules, or ions
(molecular crystals,
covalent-network
crystals, ionic crystals,
and
metallic crystals);
• relate the properties of

different types of solids to
the bonding or
interactions among
particles in these solids;

and
• predict the strongest

force responsible for the
formation of a given solid
Remarks)
Week 4-5 At the end of the lesson, Intermolecular Forces of Introduction -Communicating learning Illustrations of phase Problem Solving
the learners will be able Liquids and Solids; Phase objectives diagrams of water and
8 hours to: Changes, Phase carbon dioxide
Diagrams, Motivation- Engagement and
• describe the transitions Applications Constructing a Diagram
among gas, liquids, and Intermolecular Forces of
Liquids and Solids; Instruction- Lecture/Discussion Diagram Interpretation
solids in terms of increase
Heating and Cooling
or decrease in molecular Curve of a Substance Practice- Problem Exercises
order;
Enrichment- Laboratory Experiment
• explain what is
happening as a system is
heated and relate phase
changes to heat and
temperature changes;
• explain solid-liquid,
liquid vapor, and solid-
vapor transitions in terms
of amount of energy
change; and
• calculate heat changes

in phase and temperature
changes.
• describe the components

of a phase diagram;
• use phase diagrams of

pure substances to
determine its phase at
given temperature and
pressure;
• interpret the phase

diagram of water and
carbon dioxide;
• describe how changes in

temperature and pressure
can change the state of
matter; and
• construct a phase
diagram of a substance
from given data.
Remarks)
Week 6 At the end of the lesson, Physical Properties of Introduction- Communicating learning For Demonstration: Practice Exercise
the learners will be able Solutions; objectives
4 hours to: Colorless glass; Water;
Types of Solutions and Motivation- Demonstration Teaspoon of sugar or sugar
• give examples of the cube ; Plastic
different types of Energy of Solution Instruction - Discussion
solutions; Formation stirrer or spoon, teaspoon
Enrichment -Group Task/Activity
• discuss what happens at For Lecture and
the molecular level when Discussion:
a solution forms; and Projector; computer;
• describe energy of learners’ gadgets like
solution formation; tablets or cell phones (if
available);
Remarks)
Week 7 At the end of the lesson, Physical Properties of Introduction- Communicating learning Short Activity: six graham Problem Solving
the learners will be able Solutions: Concentration crackers, three
4 hours to: Units, Mole Fraction, and objectives marshmallows, two Kisses
• express concentration of Molality, Acid-Base
solutions in mole fraction Titration & Motivation- Demonstration chocolate Worksheet
and molality; and Concentration of
• perform calculations for Solutions; Solution Instruction -Discussion Lecture/Discussion:
solution concentration Stoichiometry projector, computer,
given appropriate data. Enrichment- Group Task/Activity scientific calculator, manila
use experimental results paper
to determine the
concentration (molarity) & marker (when project &
of an acid or base by laptop are unavailable
titration;
• solve problems Enrichment Activity: Four
involving molar
Corners Poster (cartolina)
concentration of solution;
and to be posted in f
• carry out a titration
procedure to determine
the percentage of acetic
acid (HC2H3O2) in
sample vinegar.
• understand solution
stoichiometry and its
usefulness in relation to
real world application;
and
• perform stoichiometric
calculations for reactions
in solution using model
on how to set up the
problem and the steps to
solve it.
Remarks)
Week 8 At the end of the lesson, Introduction- Communicating learning Laptop; LCD projector; Quiz
the learners will be able manila paper; masking
4 hours to: objectives tape; graphs to show the PeTa
effects of adding solute on
• describe the effect of Instruction- Discussion the vapor pressure, boiling
solute concentration on point, and freezing point of
the colligative properties Enrichment - Group task: laboratory
solutions
of solutions; investigation
• differentiate the
colligative properties of
nonelectrolyte solutions
and of electrolyte
solutions; and
• calculate or solve
problems involving
boiling point elevation
and freezing point
depression from the
concentration of a solute
in a solution.
Week 9 THIRD QUARTER ASSESSMENT
GRADING SYSTEM (2nd Semester) REFERENCES

WRITTEN WORKS PERFORMANCE TASK QUATERLY ASSESSMENT Books/ References Others
() () ()
Websites:
Homework : Recitation: QA –
Quiz : Laboratory Activities: E – Resources
Seat Works: Notebook:
Projects/ Performance Task:

I. Learning Area Standard
Composition, structure, and properties of matter; quantitative principles, kinetics, and energetics of transformations of matter; and fundamental concepts of organic chemistry
II. Grade Level Standard
III. Content Standard
The properties of liquids and solids to the nature of forces between particles; phase changes in terms of the accompanying changes in energy and forces between particles
IV. Performance Standard
Design a simple investigation to determine the effect on boiling point or freezing point when a solid is dissolved in water; prepare a poster on a specific application of one of the following:
Acid-base equilibrium and Electrochemistry; include in the poster the concepts, principles, and chemical reactions involved, and diagrams of processes
and other relevant materials
FOURTH QUARTER
Time Frame Objectives Topic / Lessons Strategies /Activities / Instructional Materials Evaluation / Remarks
Days / hours Assessment (Teacher’s
Remarks)
Week 1 At the end of the lesson, Thermochemistry: Energy Introduction- Communicating learning Computer or overhead Evaluation Laboratory
the learners will be able objectives projector; projector screen; exercise
4 hours to: Changes in Chemical PPT, transparencies of
Reactions Motivation Real-life application Problem Solving
lecture materials to be
• describe and explain presented; materials for
how heats of reactions are Instruction Discussion & Demonstration
demonstration
determined by
Enrichment Laboratory exercise
calorimetry.
Explain the energy

changes during chemical
reactions.
(STEM-GC11TC-IIIg-i-
122)
Distinguish between
exothermic and
endothermic processes.
(STEM-GC11TC-IIIg-i-
123)

Explain the First Law of
Thermodynamics.
Remarks)
Week 2 At the end of the lesson, Chemical Kinetics: Introduction -Communicating learning Computer or overhead Evaluation Laboratory
the learners will be able Reaction objectives projector; projector screen; exercise question &
4 hours to: PPT, transparencies of answer
Rates & Collision Theory Motivation - Identifying reactions
• define rate of reaction; lecture materials to be
Instruction -Discussion presented; materials for
• identify factors that demonstration
affect the rate of a Enrichment- Laboratory exercise
reaction;
• describe how each factor

can affect the rate of a
reaction;
• state the premises of the

Collision Theory;
• explain the effect of

each factor on the rate of
a reaction using the
Collision Theory;
• define activation energy;

and
• explain the effect of a

catalyst on the rate of a
reaction by providing a
different reaction path.
Remarks)
10 | G e n e r a l C h e m i s t r y 1 Syllabus 2020-2021
Week 3 At the end of the lesson, Chemical Kinetics: Rate Introduction- Communicating learning Computer or overhead Evaluation Seat Work
the learners will be able of Reaction, Rate objectives projector; projector screen;
4 hours to: Constant, and PPT, transparencies of QUIZ 1
Concentration of Motivation -Demonstration and
• calculate molar mass Reactants Discussion lecture materials to be
from a colligative presented; materials for
property data; and Instruction -Group Activity and demonstration
Discussion
• determine the molar
mass of a solid from the Enrichment -Laboratory Exercise
change of boiling point of
a solution.
Remarks)
Week 4 Write the mathematical Chemical Kinetics: Introduction- Communicating learning Computer or overhead Evaluation Seat Work
relationship between the objectives projector; projector screen;
4 hours rate of a reaction, rate Reaction Rates & the Rate PPT, transparencies of
constant, and Law Motivation -Demonstration and
concentration of the Discussion lecture materials to be
reactants. presented; materials for
Instruction -Group Activity and demonstration
(STEM_GC11CK-IIIi-j- Discussion
131)
Enrichment -Laboratory Exercise
Give the order of the
reaction with respect to
each reactant and the
overall order of the
reaction.
(STEM_GC11CK-IIIi-j-
132)
Write the rate law for

first-order reaction.
133)
Discuss the effect of

reactant concentration on
the half-life of a first-
order reaction rate.
134)
Remarks)
Week 5-6 At the end of the lesson, Spontaneous Change, Introduction-Communicating learning Calorimeter (two styrofoam Evaluation Written
the learners will be able Entropy, and Free Energy objectives cups with a cap, one cup homework
8 hours to: nestled inside the other cup.
Chemical Motivation -Demonstration Activity
• identify spontaneous Thermodynamics: The outer cup serves as
processes; Instruction- Lecture insulation); thermometer; Lab Reports
Enthalpy, Free Energy, graduated cylinder; balance;
• predict the spontaneity and Entropy Practice- Sample question
solid samples (NaNO3,
of a process based on NH4Cl, NH4NO3, NaOH,
Enrichment -Experiment
entropy and Gibbs free CaCl2, MgSO4, Na2CO3,
energy; Na2CO3 etc.); distilled water;
activity/worksheets;
• state the effect of change
calculator
in temperature, phase,
number of particles and
size of molecules to
entropy;
• use Gibbs free energy to

determine the direction of
a reaction.
• determine entropy
change and Gibbs free
energy change using
thermodynamic data.
Remarks)
Week 7 At the end of the lesson, Chemical Equilibrium Introduction- Communicating learning Laptop/computer; Evaluation
the learners will be able objectives projector/TV; Poster/Brochure
4 hours to: Le Chatelier’s Principle making
Motivation -Conductivity test
• give examples of
reversible and irreversible Instruction- Class discussion
processes; Enrichment -Reflection questioning /
• explain the equilibrium journal
condition in terms of
reaction rates of forward
and backward reactions
and concentrations of
reactants and products;
• write the mass action

expression for a given
balanced chemical
equation for
homogeneous and
heterogeneous equilibria;
and
• predict the direction in

which a reaction at
equilibrium will shift
given the values of
the reaction quotients and

the equilibrium constant.
Assessment Remarks)
Week 8 At the end of the lesson, Acid -Base Equilibria and Introduction - Communicating learning Laptop/computer; Unit Test
the learners will be able Salt Equilibria: Bronsted objectives projector/TV
4 hours to: Acids & Bases and Acid-
Base Property of Water Motivation- Illustration
• explain the acid-base
property of water; Instruction -Analogy, video, & class
discussion
• write the equilibrium
constant expression for Practice- Guided exercises
the auto-ionization of Enrichment -Reflection questioning /
water; and journal
• describe how Bronsted
acids and bases act in a
chemical reaction.
Week 9 FOURTH QUARTER ASSESSMENT
GRADING SYSTEM (2nd Semester) REFERENCES

WRITTEN WORKS PERFORMANCE TASK QUATERLY ASSESSMENT Books/ References Others
() () ()
Websites:
Homework : Recitation: QA –
Quiz : Laboratory Activities: E – Resources
Seat Works: Notebook:
Projects/ Performance Task:

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拉 允 隆 文 化 書 院

LA UNION CULTURAL INSTITUTE

Senior High School Department

SYLLABUS IN GENERAL CHEMISTRY 2

INSTITUTION’S VISION-MISSION STATEMENT Core values OBJECTIVES

Class Schedule: 2x a week

1|G e n e r a l C he m i s t r y 1 Syllabus 2020-2021

• apply the kinetic

• describe the various

• identify the types of

2|G e n e r a l C he m i s t r y 1 Syllabus 2020-2021

• explain the effect of

• relate the properties of

3|G e n e r a l C he m i s t r y 1 Syllabus 2020-2021

• relate the properties of

particles in these solids;

• predict the strongest

• calculate heat changes

• describe the components

• use phase diagrams of

• interpret the phase

5|G e n e r a l C he m i s t r y 1 Syllabus 2020-2021

• describe how changes in

Week 9 THIRD QUARTER ASSESSMENT

GRADING SYSTEM (2nd Semester) REFERENCES

8|G e n e r a l C he m i s t r y 1 Syllabus 2020-2021

Explain the energy

9|G e n e r a l C he m i s t r y 1 Syllabus 2020-2021

• describe how each factor

• state the premises of the

• explain the effect of

• define activation energy;

• explain the effect of a

Write the rate law for

Discuss the effect of

• use Gibbs free energy to

• write the mass action

• predict the direction in

the reaction quotients and

Week 9 FOURTH QUARTER ASSESSMENT

GRADING SYSTEM (2nd Semester) REFERENCES

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