Lesson-Guide-G9 - Q2 M3 Chemistry On Template
Lesson-Guide-G9 - Q2 M3 Chemistry On Template
Module 3
Lesson 15
Competency:
Recognize the general classes and uses of organic compounds
S9MT-IIh-18
I. Objectives:
1. Identify organic compounds
2. Recognize the uses of common organic compounds
IV. References:
a. Teacher’s guide: pp. 30 - 32
b. Learner’s guide: pp. 42- 43
c. Internet references:
d. Other references: Science Link Grade 9 pp. 145-148
Chemistry in the New Millennium pp. 343-345
V. Preliminary Activity/Priming:
Brainstorming
- Use the Frayer model below to elicit ideas about carbon
compounds. Fill out the four boxes with the needed information.
Definition Information
Carbon Compounds
Examples Non-example
VI. Activity:
Title: Organic Compounds: Are they Useful?
Reference: Teacher’s guide: pg 30-32; Learner’s guide: pg 42-43
Procedure:
1. Before giving the lesson to the class, show some
pictures of the following products: gasoline, isopropyl
alcohol, ethyl alcohol, LPG, vinegar, acetone,
kerosene. These are all composed of organic
compounds.
2. In the class, let the students work in groups. Tell them
to do brainstorming about the uses of the organic
compounds posted on the board. Using the format of
the table, instruct the students to write their outputs on
a piece of Manila paper. Give 10 minutes for the
students to finish their work.
Organic Compounds
Uses Gasoline Ethanol Acetone LPG Kerosene Acetic
Acid
Beverage
Food
Antiseptic
Fuel
Cleaner
VII. Analysis:
Ask the following questions to the student.
1. What are the given example of organic
compounds in the activity?
(Gasoline, Ethanol, Acetone, LPG, Kerosene and
Acetic acid)
2. What are the common uses of organic
compounds as given in the activity?
(Beverage, Food, Antiseptic, Fuel, Cleanser)
3. What do you think are the characteristics of the
given examples of organic compounds which give
their uses?
(students’ answer may vary)
4. How important are organic compounds?
(students’ answer may vary)
VIII. Abstraction:
IX. Application:
Give the uses of the organic compounds present in the
following products.
1. Candle
2. Plastic
X. Assessment:
Performance Based Assessment
- Make an open letter to the public discussing the uses and
importance of common organic compounds to you. The letter
should be composed of a minimum of 150 words.
XI. Agreement:
Lesson 16
Competency:
Recognize the general classes and uses of organic compounds
S9MT-IIh-18
I. Objective:
Recognize the properties of common organic compounds
IV. References:
a. Teacher’s guide: pp. 33 - 34
b. Learner’s guide: pp. 44- 47
c. Internet references:
d. Other references: Science Link Grade 9 pp. 145-148
Chemistry in the New Millennium pp. 343-345
V. Preliminary Activity/Priming:
Unlocking of Difficulties:
Students should have their prior knowledge about the following
terms:
a. Phase
b. Viscosity
c. Volatility
d. Flammability
Do this activity to unlock difficulties among students.
Direction: Unscramble the letters to form a word being describe below.
VI. Activity:
Title: Properties of Common Organic Compounds
Reference: Teacher’s guide: pp. 33-34 ; Learner’s guide: pp. 44-47
Procedure:
1. Before letting the students do the experiments, discuss first
the safety precautions that the students should take on the
conduct of the experiments and make sure that each group
of students has complete materials. This is to guarantee
students’ safety and task completion.
2. During the activity, constantly supervise the students to
ensure that they are doing things according to the given
procedure. This will save time and the students will be
properly guided in their tasks.
3. After their experiments, choose one group to present its
output. Once the group
is done with their presentation, discuss the answers to the
questions so that valid generalizations will be made clear to
the students.
4. This lesson is good for three (3) sessions.
Laboratory Procedures:
1. With your group, use the table below to record your data from this
activity.
2. Invert the test tube so that the bead falls and touches the
cork.
3. Quickly turn the test tube in an upright position. Determine
the time it takes the bead to fall or reach the bottom of the
test tube.
4. Follow the same procedures with the remaining liquids.
VII. Analysis:
VIII. Abstraction:
IX. Application:
Give the properties of the organic compounds.
1. Methanol
2. Formaldehyde (Formalin)
X. Assessment:
Directions: Read each question/statement carefully. Choose the letter
of the correct answer.
1. Which of the following describes the physical property of matter
whether it is solid, liquid or gas?
a. viscosity b. volatility c. phase d. flammability
2. Which of the following organic compounds is NOT volatile?
a. oil b. acetone c. kerosene d. all of the above
3. This term refers to the measure of fluid’s resistance to flow.
a. viscosity b. volatility c. phase d. flammability
4. The following are the common uses of viscous organic
compounds EXCEPT
a. lubrication of appliances
b. protection of materials from rusting
c. ingredient in food making and preservation
d. None of the above
5. What is the most common use of flammable organic
compounds?
a. fuel b. liquor production c. lubrication d. food preparation
XI. Agreement:
Lesson 17
Competency:
Recognize the general classes and uses of organic compounds.
S9MT-IIh-18
I. Objective(s):
Recognize hydrocarbons and its types
ii. Identify the type of bonds formed by alkanes, alkenes and
alkynes
IV. References:
a. Teacher’s guide:
b. Learner’s guide:
c. Internet references:
d. Other references: Science Link Grade 9 pp. 148-157
Chemistry for the New Millennium pp. 336-341
V. Preliminary Activity/Priming:
VI. Activity:
Title: Hydrocarbons: Alkanes, Alkenes and Alkynes
Reference: (Suggested Activity)
Procedure
Table Analysis
Let the students analyze the table below. Tell them
that the lines connecting Carbon to Hydrogen represent
bond
Ethane C2H6 2 6
Propane C3H8 3 8
Propene C3H6 2 6
Butene C4H8 4 8
Propyne C3H4 3 4
Butyne C4H6 4 6
VII. Analysis:
Ask the following questions to the student.
1. What are the 3 types of Hydrocarbons?
(the 3 types of Hydrocarbons are alkanes, alkenes
and alkynes)
2. Give 3 examples of alkanes.
(Methane, Ethane, Propane)
3. Look at the structures of alkanes, what did you
notice?
(Single bond exists among alkanes)
4. Give 3 examples of alkenes.
(Ethene, Propene, Butene)
5. Look at the structures of alkenes, what type of
bond is present?
(There is double bond)
6. List down 3 examples of Alkyne.
(Ethyne, Propyne, Butyne)
7. What type of bond is present among alkynes?
(There is a triple bond)
8. Examine the structures of alkanes, alkenes and
alkynes. What did you notice?
(Alkanes have more numbers of hydrogen
attached to carbon atom as compared to alkenes
and alkynes)
9. Look at the names of each examples of alkanes,
alkenes and alkynes. What have you noticed?
(The names of alkanes end in -ane, alkenes end in
-ene and alkynes end in -yne)
VIII. Abstraction:
IX. Application:
X. Assessment:
1. Heptane
2. Octene
3. Nonane
4. Hexyne
5. Pentene
XI. Agreement:
Lesson 18
Competency:
Explain how the structure of the carbon atom affects the type of bonds
it forms. S9MT-IIg-17
I. Objective(s):
1. Describe the structure of alkanes, alkenes and alkynes.
2. Relate the structures of alkanes, alkenes and alkynes to their
properties.
Bond paper
Pen
IV. References:
a. Teacher’s guide: pp. 36 - 39
b. Learner’s guide: pp. 48- 50
c. Internet references:
d. Other references: Science Link Grade 9 pp. 150-157
V. Preliminary Activity/Priming:
VI. Activity:
Title: Structure and Properties of Alkanes, Alkenes and Alkynes
Reference: Teacher’s guide: pg 36-39; Learner’s guide: pg 47-50
Procedure
Word Drill
Unscramble the jumbled letters below to form a word important for
our activity about Hydrocarbon.
1. r t S c t u r u l a r o f l a m u
2. n C o n e e s d d ro f la m u
3. o i l i n B g o np i t
Table Analysis
- Use the data in Table 1, 2 and 3 to answer the
questions in this activity.
TABLE 1
TABLE 2
TABLE 3
VII. Analysis:
Answer the following questions regarding the activity.
1. Using Tables 1 to 3, what pattern do you observe in terms of the
phase, number of carbon atoms, structure and boiling point of the alkanes,
alkenes, and alkynes? Explain the patterns you observe.
(The physical state of the alkanes from methane to butane is
gas, and from pentane to octane: liquid. The reason for this is related
to the structure of the compounds. If the molecule of the compound is
small, it interacts less with each other. Just like methane, it is likely to
be a gaseous compound. When the molecules become bigger in size
or structure, they can closely interact with each other and they will
become more likely to be liquid just like in the case of octane. Octane
molecule has a very long chained structure that makes it too heavy to
be a gaseous compound. The trend in the phase of the compounds is
also the same with the alkenes and the alkynes. The phase of the
alkenes and alkynes is a gas when the molecules is small and
becomes liquid as the molecules become bigger. The trend in the
structures of the compounds in alkanes, alkenes, and alkynes is the
same. The size of the structures of the compounds is increasing
because the compounds become bigger or longer.)
2. What do you think will be the boiling point of the next alkane, alkene,
and alkyne? Will the boiling point of each hydrocarbon be higher or lower?
Explain your answer.
(The trend in the boiling point of the compounds in alkanes,
alkenes, and alkynes is also in an increasing pattern. This is because of their
structures. As the structures of the compounds become bigger, they also
interact more with each other. Bigger molecules that interact with each other
more strongly require higher temperature to evaporate. That is why they have
a higher boiling point.)
3. Why do you think some hydrocarbons are gases and others are
liquids?
(The reason why there are hydrocarbons that are gases and
liquids is because of the structure or the size of the molecules of the
compounds. When the molecules are small, they tend to interact less among
each other. Smaller molecules are usually gases. And when molecules have
bigger structures, they interact more with each other. Thus, bigger molecules
then tend to settle in liquid state.)
4. What hydrocarbon compounds are gases and liquids? What are the
uses of gaseous hydrocarbon compounds and liquid hydrocarbon
compounds?
(Common examples of gaseous hydrocarbon compounds are
methane, butane, propene, and ethyne (acetylene). Methane gas is the
most common hydrocarbon. It is used as fuel for cigarette lighters and
LPG. It is also mixed with other fuel for vehic les. Butane gas is used as
fuel, blended with other hydrocarbons to produce liquefied petroleum
gas (LPG), and is also used as fuel cigarette lighter. The color of the
flame when butane is used in cigarette lighter is blue. Ethyne
gas or commonly known as acetylene is used commonly in flame torch
that is used in welding of iron, and it is also used for hastening the
ripening of fruits. Examples of common liquid hydrocarbons are octane
and pentene. Octane and pentene are used as components of
gasoline.)
VIII. Abstraction:
IX. Application:
Given the following products, identify what type of
hydrocarbon is present and draw its structures.
Octane
Ethylene
Acetylene
X. Assessment:
Directions: Read each question/statement carefully. Choose the
letter of the correct answer.
XI. Agreement:
Lesson 19
Competency:
Recognize the general classes and uses of organic compounds.
S9MT-IIh-18
I. Objective(s):
1. Investigate how a common organic compound namely ethyne
can ripen fruits faster than the natural way.
IV. References:
a. Teacher’s guide: pp. 40 - 41
b. Learner’s guide: pp. 51- 52
c. Internet references:
d. Other references:
V. Preliminary Activity/Priming:
VI. Activity:
Title: Which Mango will ripen faster?
Reference: Teacher’s guide: pg 40-41; Learner’s guide: pg 51-52
Procedure
1. In the class, before letting the students prepare their
experiments, let them answer Q1, Q2, Q3 and Q4. Answering
these questions will give the students an idea about what to do
and expect to happen in the experiment and will also set their
mood for the new learning activity.
2. Let the students prepare the materials. Emphasize to them
the need to follow all the instructions and the safety precautions
they are given. Enjoin them to act like real scientists. This will
help them to understand that they really have to be careful in
doing their experiments. Make sure that the students who
handle the wrapped calcium carbide are using their hand gloves
and face mask because the odor of the material is unpleasant.
3. When all the groups are done preparing the set-ups of their
experiment, tell them that the result will take at least 2 to 3 days,
depending on the maturity of unripe mango. Instruct them to
make their observations after 2 to 3 days.
4. Study the following information. It will help you guide the
students in this kind of activity.
a) Using a sheet of newspaper, wrap ¼ kilo (250g) of
crushed calcium carbide (kalburo). Make sure that the wrapped
calcium carbide will just be enough to fit the area of the bottom
of one shoe box.
b) Put the wrapped calcium carbide at the bottom of the
shoe box and cover it with another piece of newspaper.
c) Place 3 unripe (nearing maturity) mango of the same
kind inside the first box with calcium carbide. This will be Group
A.
d) Do not put wrapped calcium carbide in the other shoe
box.
e) Place another set of 3 green, unripe mango of the same
kind in the second box. This will be Group B.
f) After putting all the mangos in each box A and box B,
cover both boxes.
g) Leave the shoe boxes for 48 hours.
VII. Analysis:
Answer the following questions regarding the activity.
1. What are you going to find out or investigate in the experiment?
(“The effect of acetylene gas on the rate of ripening of mango”
or “The effect of using calcium carbide (kalburo) on the rate of
ripening of bananas)
2. What is the independent variable?
(Acetylene or calcium carbide)
3. What is the dependent variable in the experiment?
(Number of fruits that ripened)
4. Write your hypothesis or prediction about what might happen in
the experiment.
(The mangoes in the shoe boxes with calcium carbide will ripen
faster than the mangoes in the shoe boxes without calcium
carbide or Group B mangoes will ripen slower tha n Group A
mangoes.)
5. After 2 to 3 days, put on your face masks and observe what
happened to the mangoes. Write your observation in the table
below.
Group Observations
(Number of ripe mangoes
and their appearances)
A
(with Calcium carbide)
B
(without Calcium
carbide)
VIII. Abstraction:
IX. Application:
In what way will the result of your activity benefit farmers?
Explain your answer.
X. Assessment:
XI. Agreement:
Lesson 20
Competency:
Recognize the general classes and uses of organic compounds.
S9MT-IIh-18
I. Objective(s):
1. Determine through an activity the uses of common alcohols;
2. Identify similarities in the structures of different kinds of alcohols;
3. Relate these similarities to the common properties they have.
IV. References:
a. Teacher’s guide: pp. 42 - 43
b. Learner’s guide: pp. 53- 54
c. Internet references: http://study.com/academy/lesson/hydroxyl-
group-definition-structure-quiz.html
d. Other references: Science Links Grade 9 pg 158-159
V. Preliminary Activity/Priming:
VI. Activity:
Title: Alcohols and their Uses
Reference: Teacher’s guide: pg 42-43; Learner’s guide: pg 51-53
Procedure:
1. Provide each group of students with LABELS or PICTURES
of the following products: one antiseptic or disinfectant that
contains ethyl alcohol, one antiseptic that contain isopropyl
alcohol, one beverage that contain ethyl alcohol, and one
denatured alcohol.
VII. Analysis:
Let the students answer the following questions.
1. What are the common products that contain alcohol?
(Rubbing alcohol and denatured alcohol)
2. Why are these alcohols important?
(Alcohols can be used as disinfectant, antiseptic and fuels for
lamps and portable stoves)
3. What types of bonds are present in ethyl alcohol, methyl
alcohol and in isopropyl alcohol?
(The structures of the alcohols in this activity only have
single bonds.)
4. What accounts for the similar physical properties of alcohols?
(Alcohols have the same hydroxyl group as their functional
group that is why they have some similar properties or
characteristics.)
VIII. Abstraction:
IX. Application:
X. Assessment:
XI. Agreement:
Lesson 21
Competency:
Recognize the general classes and uses of organic compounds.
S9MT-IIh-18
I. Objective(s):
1. Determine through an activity the common uses of acetone and
formalin
2. Relate the structures of acetone and formalin to the carbonyl
compounds where they belong
IV. References:
a. Teacher’s guide: pp. 44 - 45
b. Learner’s guide: pp. 54- 55
c. Internet references:
d. Other references: Science Links Grade 9 pp. 163-164
V. Preliminary Activity/Priming:
Let the students analyze the pictures below.
1 2
Ask the following questions:
1. What common liquid will you use to erase the cuticle in the nails
that you see in picture no. 1?
(acetone)
2. What is the name of the liquid inside the bottle that is used to
preserve specimens as you see in picture no. 2?
(formalin)
These two liquids: acetone and formalin are examples of
organic compounds. They belong to another class of organic
compounds that differ from alcohols and hydrocarbons.
Quarter 2 Module 3 Matter 94
Lesson Guide in Science Grade 9
VI. Activity:
Title: Aldehydes and Ketones
Reference: Teacher’s guide: pg 44-45; Learner’s guide: pg 54-55
Procedure:
1. Before letting the students answer the activity, make sure to
explain all the instructions from the learning module. Have
the learners work in groups, so that they will be able to share
their ideas with one another. Also discuss first that the
carbonyl (C=O) group is the functional group of aldehydes
and ketones just like hydroxyl group (-OH) of alcohols.
Let the students determine on themselves how ketones
and aldehydes differ from alcohols and hydrocarbons
through picture analysis.
VII. Analysis:
Let the students answer the following questions.
1. What are the common uses of formalin and acetone?
(Acetone is commonly used as solvent and nail
polish remover. Formaldehyde is used as a
preserving agent and disinfectant.)
2. What types of bonds do the common compounds
have in their structures?
(The structures of acetone, and formaldehyde all
have single and double
bonds.)
3. Formalin and acetone are common carbonyl
containing compounds. Why do you think they both
belong in the group of carbonyl containing
compounds?
(The structures of acetone, and formaldehyde both
have carbonyl functional
group. These make them carbonyl containing
compounds.
VIII. Abstraction:
a. Acetone is also one of the compounds that are commonly
used. It is used in removing nail polish. It is also used as solvent
in some industrial preparations, such as production of plastic
materials.
b. Formaldehyde is a compound that is commonly known as
formalin. Its common use is to preserve organic materials
because of its ability to crosslink proteins including enzymes.
This is also the reason why this kind of organic compound is
used in the embalming process.
IX. Application:
Aldehydes and ketones are both carbonyl
containing organic compounds. What do you think is the
reason why they are in separate classes? Explain your
answer.
X. Assessment:
Directions: Read each question/statement carefully. Choose the
letter of the correct answer.
1. Veronica wants to change her nail polish because it does not
look good with her new dress. What must she use to remove her
fingers’ old nail polish?
A. acetic acid C. acetone
B. lubricating oil D. formaldehyde
2. Which of the following compounds is a carbonyl compound?
A. C.
XI. Agreement: