Grade 9 MATTER.ppt

8/10/2019 Grade 9 MATTER.ppt

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Understanding theK to 12 Curriculum

(Matter)


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CURRICULUM GUIDE (Matter)

DEPARTMENT OF EDUCATION

Grade 3

Describing

matter Classifying

Grade 4

Observing

othercharacte-ristics ofmatter

Grade 5

Interpret

labels Investigate

changes

Grade 6

Observing

andinvestigat-ing


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Grade 7

classifying

matter assubstancesor mixture

Grade 8

Inferring

that matteris made upof particles

Grade 9

explaining

how atomscombine

Grade 10

Explaining

howparticlesrearrangeto formnew

substances


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Curriculum Guide

The K to 12 curriculum

spirals and increases in

difficulty at each gradelevel so as to provide

challenges appropriate

to the students' age

acquire tools and habits

of inquiry


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GRADE 3 GRADE 4 GRADE 5 GRADE 6


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GRADE 7 GRADE 8 GRADE 9 GRADE 10


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The Spiraling of the Concepts on the

Atom


Grade 7

Discussed matter

in a macro view(no discussion onthe atom yet)

Grade 8

Particulate

nature of matter Atomic Structure

(counting the #of electrons,protons,neutrons)

Grade 9

Electronic

structure of theatom.


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UNIT 2 OVERVIEW


Content Standard Learning Competencies Understand the development

of atomic models that led to

the description of the

behavior of electrons within

atoms.

Describe how the Bohr model of the

atom improved Rutherfords atomic

model.

Explain how the Quantum Mechanical

Model of the atom describes the

energies and positions of the electrons.

Module 1: Electronic Structure of Matter


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UNIT 2 OVERVIEW


Module 1: Electronic Structure of Matter

Activity 1: The Flame Test

Activity 2: Predicting the ProbableLocation of an Electron

Activity 3: Electron Configuration


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UNIT 2 OVERVIEW


Content Standards Learning Competencies How atoms combine with other

atoms by transferring or by sharing

electrons

Force that holds metals together

Explain the formation of ionic and

covalent bonds.

Recognize different types of

compounds (ionic or covalent) based

on their properties such as meltingpoint, hardness, polarity and

electrical and thermal conductivity.

Explain properties of metals in terms

of their structure.

Explain how ions are formed.

Module 2: Chemical Bonding

How are ionic and covalent compounds formed?

Why is an ionic compound different from a covalent compound?

How is a metallic bond formed?


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UNIT 2 OVERVIEW


Module 2: Chemical BondingActivity 1: Mapping the Periodic Table

Activity 2: Lewis Symbol

Activity 3: Bonding by Transfer of

Electrons

Activity 4: Bonding by Sharing of

Electrons

Activity 5: Bonding Among MetalsActivity 6: Differences between Ionic

and Covalent Compounds


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UNIT 2 OVERVIEW


Content Standard Learning Competencies

The learners should be able to:

demonstrate understanding of the

types of bonds that carbon atom

forms resulting to the diversity of

carbon compounds.

The learners should be able to:

explain how the structure of carbon atom

affects the types of bonds it forms

recognize the general classes and uses of

organic compounds.

Module 3: The Carbon Compounds


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UNIT 2 OVERVIEW


Module 3: The Carbon CompoundsActivity 1: Organic Compounds: Are they

Useful?

Activity 2: Properties of Common Organic

Compounds

Activity 3: The Hydrocarbons

Activity 4: Which bananas will ripen faster?

Activity 5: Alcohols and Their UsesActivity 6: What is common between acetone

and formalin?


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UNIT 2 OVERVIEW


Module 4: Whats in a Mole?

Content Standard Learning Competencies

the unit mole that quantitatively

measures the number of very smallparticles of matter

-use the mole concept to express mass of

substances

-determine the percentage compositionof a compound given its chemical formula

and vice versa


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UNIT 2 OVERVIEW


Module 4: Whats in a Mole

Activity 1: Counting by Getting the Mass of anObject

Activity 2: Total Count Vs. Mass

Activity 3: The Mass of One Mole of aSubstance

Activity 4: The Relationships among Number of

Moles, Mass, and Number of Particles

Activity 5: The Chemists MoleActivity 6: Mole Map

Activity 7: Its Grocery Time!


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ACTIVITY IN FOCUS


Module 2: Chemical Bonding

Activity 6: Differences between Ionic and Covalent Compounds

Objective of the Activity

Recognize ionic and covalent compounds based on their physical

properties.

Learning Competency

Recognize different types of compounds (ionic or covalent) basedon their properties such as melting point, hardness, polarity and

electrical and thermal conductivity.


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ACTIVITY IN FOCUS


5. Which of the following type of bonds will have the highest electrical

and thermal conductivity?

a. ionic bond b. metallic bond

c. polar covalent bond d. nonpolar covalent bond

Pre-Assessment for Module 2: Activity 6

9. Which of the following will have the highest melting temperature?

a. sodium chloride (salt) b. paraffin wax (candle wax)

c. sucrose (table sugar) d. lead wire


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ACTIVITY IN ACTION


Preliminary Activity: Construction of Improvised

Conductivity Apparatus
http://localhost/var/www/apps/conversion/tmp/scratch_4/Conductivity%20Apparatus.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_4/Conductivity%20Apparatus.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_4/Conductivity%20Apparatus.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_4/Conductivity%20Apparatus.docx


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ACTIVITY IN ACTION


Materials:

improvised electrical conductivity apparatus

alcohol burner

metal teaspoon

distilled water

sugar (sucrose)

paraffin wax (candle wax)

salt (sodium chloride)

vetsin (monosodium glutamate)vials or very small bottles

dropper

coffee stirrer


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ACTIVITY IN ACTION




battery case

AA battery

150 ohm resistor

LED

jumper wire


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ACTIVITY IN ACTION




Place the batteries inside the battery case.

NOTE: Consider the polarity in placing the battery.


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ACTIVITY IN ACTION




Connect 1 end of the

150 ohm resistor to the long leg of the LED.


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ACTIVITY IN ACTION




Connect the other end of the 150 ohm

resistor to the positive terminal (red wire) of

the battery case.


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ACTIVITY IN ACTION




Cut the jumper wire 2:1 length ratio.


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ACTIVITY IN ACTION




Connect the short jumper wire tothe negative terminal

(black wire) of the battery case.


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ACTIVITY IN ACTION




Connect the long jumper wire to

the short leg of the LED.


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ACTIVITY IN ACTION




Bright light

means that the

solution

conducts

electricity.


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ACTIVITY IN ACTION


Procedure:

1. Get a pinch of salt, place it in a spoon and heat it with the use of analcohol burner for about one minute. Do the same with vetsin, sugar and

grated candle wax. Record what you observe in column 1 of Table 6.

2. Place a pinch of salt, vetsin, sugar and grated candle wax in separate

clean & dry vials. Dip the electrodes of the electrical conductivity

apparatus in each sample. Be sure you clean the electrodes before

transferring to the next vial. Record your observations in column 3(a) of

Table 6 and specify that the observation is for the sample without water.

3. Add approximately 3 mL of water in each vial. Stir the mixture. Test if

the sample is soluble in water or not. Record your observations in column2 of Table 6.

4. Test the conductivity of each of the samples in water. Record your

observations in column 3(b) of Table 6.


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ACTIVITY IN ACTION


Sample

Reaction to

Heat

(melted

easily/melted/

did not melt)

(1)

Solubility inWater

(soluble/

not soluble)

(2)

Electrical Conductivity(conducted/did not

conduct)

(3)

(a) (b)

Type of

Compound

(ionic/polar

covalent/

nonpolar

covalent)

(4)

Samplewithout

water

Samplewith

water

salt Did not melt Soluble Did notconduct

Conducted

vetsin Melted Soluble Did notconduct

Conducted

wax Melted easily Insoluble Did notconduct

Did not

Conduct

sugar melted Soluble Did notconduct

Did not

conduct

Table 6: Properties of Some Compounds


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Prior knowledge: Grade 7(Matter), Module 1


In Activity 3, students have observed thatthere is a maximum amount of solute that

can dissolve in a given amount of solvent

at a certain temperature. This is what is

called the solubility of the solute. From their everyday experience, they also

observe that there is a limit to the amount

of solid can be dissolved in a given

amount of water.


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Prior knowledge: Grade 7(Matter), Module 1


Imagine that in a solution, the particles of the

solute (table salt) and the solvent (water) areconstantly moving. Water particles collide

everywhere along the surface of the particles

of table salt, especially on the corners and

edges. This occurs at the surface of the solidsolute when it comes in contact with the

solvent. The particles on the corners and

edges then break away from the crystal and

become surrounded by the water particles.So the solute particles are separated by the

solvent particles.


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Dissolving process: salt in water


Figure 1. The process of dissolving begins when particles

of the solid (table salt) start breaking away from its edges

and corners. These particles will then mix with the

particles of liquid water.


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ACTIVITY IN ACTION


Q1. What type of compound:

a. dissolves easily in water

b. conducts electricity in solutionc. melts easily

Q2. Explain why salt and vetsin can conduct electricity

in solution?

Q3. Make a general statement about the properties of

ionic and covalent compound.Q4. What common properties did you observe in this

activity?

FormativeAssessment


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POST ACTIVITY DISCUSSION


Analysis:

1.How did the questions in the activity

elicit thinking about the concept/s?2.How did the activity allow the students

to ask further questions about the

concepts?

3.What inquiry skills were developedthrough the activity?

W A U


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WRAP-UP

How did Activity 6 help students

differentiate ionic compounds fromcovalent compounds?

SUMMATIVE ASSESSMENT


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SUMMATIVE ASSESSMENT

Which of the following solute will make water

a good conductor of electricity?

a. sugar b. oilc. wax d. monosodium glutamate

FEEDBACK


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FEEDBACK

Content/Topic/Com

petencies

Difficulty in

Teaching the

Topic

Contextualization and

Localization

Other

Concerns

How can we apply differentiated instruction in teaching

the difference between ionic and covalent bonds?

ANALYSIS OF LM


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ANALYSIS OF LM

GROUP WILL ANALYZEGroup 1 Module 1, Activity 1 and Module 3, Activity 1

Group 2 Module 1, Activity 2 and Module 3, Activity 2

Group 3 Module 2, Activity 1 and Module 4 Activity 1

Group 4 Module 2, Activity 2 and Module 4, Activity 2Group 5 Module 2, Activity 3 and Module 4, Activity 3


Group 7 Module 3, Activity 4 and Module 4 Activity 5


READINGS


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READINGS

LeMay, E.H. Jr., Robblee, K.M., Brower, H., Douglas C. (1996). Chemistry

Connections to Our Changing World. New Jersey: Prentice Hall, Inc.

Magno, M., et. al. (2001).Practical Work in High School Chemistry

Sourcebook for Teachers. Quezon City:UP National Institute for Science &

Mathematics Education Development

Silberberg, M. (1996).Chemistry: The Molecular Nature of Matter and

Change. St. Louis: Mosby.

Wilbraham, A.C., Staley, D. D., Matta, M. (1997).Chemistry, 4thed. New

York: Addison-Wesley Pub.

Wilbraham, A.C., Staley, D.D., Matta, M.S. & Waterman, E.L. (2007).

Chemistry, Teachers Ed. Boston, Massachusetts:Pearson, Prentice Hall,

Inc.

READINGS


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READINGS

chemed.chem.purdue.edu

http://curriculum.nismed.upd.edu.ph

http://www.smallscalechemistry.colostate.edu/Pow

erfulPictures/ChemicalBonding.pdf

http://www.chemguide.co.uk/atoms/bonding/electroneg.html

http://chemistry.about.com/od/electronicstructure/a

/Octet-Rule.htm

http://www.edu-resource.com/chemistry/what-are-ionic-compounds.php

http://misterguch.brinkster.net/ionic.html

CLOSURE
http://ph.images.search.yahoo.com/r/_ylt=A2oKiHBrx8pSUzEAnW..Rwx.;_ylu=X3oDMTBtdXBkbHJyBHNlYwNmcC1hdHRyaWIEc2xrA3J1cmw-/SIG=12bjt8poh/EXP=1389049835/**http:/chemed.chem.purdue.edu/genchem/history/salt.htmlhttp://curriculum.nismed.upd.edu.ph/http://www.smallscalechemistry.colostate.edu/PowerfulPictures/ChemicalBonding.pdfhttp://www.smallscalechemistry.colostate.edu/PowerfulPictures/ChemicalBonding.pdfhttp://www.chemguide.co.uk/atoms/bonding/electroneg.htmlhttp://www.chemguide.co.uk/atoms/bonding/electroneg.htmlhttp://chemistry.about.com/od/electronicstructure/a/Octet-Rule.htmhttp://chemistry.about.com/od/electronicstructure/a/Octet-Rule.htmhttp://www.edu-resource.com/chemistry/what-are-ionic-compounds.phphttp://www.edu-resource.com/chemistry/what-are-ionic-compounds.phphttp://misterguch.brinkster.net/ionic.htmlhttp://misterguch.brinkster.net/ionic.htmlhttp://www.edu-resource.com/chemistry/what-are-ionic-compounds.phphttp://www.edu-resource.com/chemistry/what-are-ionic-compounds.phphttp://www.edu-resource.com/chemistry/what-are-ionic-compounds.phphttp://www.edu-resource.com/chemistry/what-are-ionic-compounds.phphttp://www.edu-resource.com/chemistry/what-are-ionic-compounds.phphttp://www.edu-resource.com/chemistry/what-are-ionic-compounds.phphttp://www.edu-resource.com/chemistry/what-are-ionic-compounds.phphttp://www.edu-resource.com/chemistry/what-are-ionic-compounds.phphttp://www.edu-resource.com/chemistry/what-are-ionic-compounds.phphttp://chemistry.about.com/od/electronicstructure/a/Octet-Rule.htmhttp://chemistry.about.com/od/electronicstructure/a/Octet-Rule.htmhttp://chemistry.about.com/od/electronicstructure/a/Octet-Rule.htmhttp://chemistry.about.com/od/electronicstructure/a/Octet-Rule.htmhttp://www.chemguide.co.uk/atoms/bonding/electroneg.htmlhttp://www.chemguide.co.uk/atoms/bonding/electroneg.htmlhttp://www.smallscalechemistry.colostate.edu/PowerfulPictures/ChemicalBonding.pdfhttp://www.smallscalechemistry.colostate.edu/PowerfulPictures/ChemicalBonding.pdfhttp://curriculum.nismed.upd.edu.ph/http://ph.images.search.yahoo.com/r/_ylt=A2oKiHBrx8pSUzEAnW..Rwx.;_ylu=X3oDMTBtdXBkbHJyBHNlYwNmcC1hdHRyaWIEc2xrA3J1cmw-/SIG=12bjt8poh/EXP=1389049835/**http:/chemed.chem.purdue.edu/genchem/history/salt.html


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CLOSURE

The wrong action at the wrong time

leads to disaster

The wrong action at the right time

results to resistance

The right action at the wrong time

is a mistake but the

Right action at the right time leadsto success!

Grade 9 MATTER.ppt

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