Formation & Polarity

Physical Science
Quarter 1 - Module 1
Week 1: Formation of Elements
Week 2: Polarity of Molecules
Department of Education ● Republic of the Philippines
Senior High SchoolGovernm
entProperty
NOT
FOR
SALE

Physical Science – Grade 12
Alternative Delivery Mode
Quarter 1 - Module 1: Week 1: Formation of Elements
Week 2: 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 royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book 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 Cagayan de Oro
Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
Development Team of the Module
Author/s: Ariana Pauline G. Fernandez
Vanessa Mae B. Martinez
Reviewers: Jean S. Macasero, EPS - Science
Illustrator and Layout Artist: Don Job Mark B. Bombeo
Management Team
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent
Co-Chairpersons: Alicia E. Anghay, PhD, CESE
Asst. Schools Division Superintendent
Members Lorebina C. Carrasco, OIC-CID Chief
Jean S. Macasero, EPS - Science
Joel D. Potane, LRMS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II
Printed in the Philippines by
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Office Address: Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: (08822)855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph
Governm
entProperty
NOT
FOR
SALE

Senior High School
Physical Science
Formation of Elements
Polarity of Molecules
This instructional material was collaboratively developed and reviewed
by educators from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at cagayandeoro.city@deped.gov.ph
We value your feedback and recommendations.
.
Senior High School
Governm
entProperty
NOT
FOR
SALE

Table of Contents
What This Module is About.......................................................................................................................i
What I Need to Know..................................................................................................................................ii
How to Learn from this Module ..............................................................................................................ii
Icons of this Module...................................................................................................................................iii
What I Know................................................................................................................................................iii
Lesson 1:
Formation of Heavier Elements..................................................................................1
What I Need to Know.....................................................................................................1
What’s New: Galaxy’s Puzzle.....................................................................................1
What Is It ...........................................................................................................................2
What’s More: Comprehensive Reading...................................................................4
What’s More: (Formation of Elements: An Analogy) ...........................................5
What I Have Learned: Origin of Elements..............................................................6
What I Can Do: In the News........................................................................................7
Lesson 2:
Synthesis of New Elements in the Laboratory..........................................8
What’s In............................................................................................................................8
What’s New: Hidden Words ..................................................................................... ...9
What Is It ........................................................................................................................ .10
What’s More: Evolution of an Atom’s Representation....................................... 12
What I Have Learned: Synthetic Elements.......................................................... 12
What I Can Do: Bomb Leftovers............................................................................. 13
Lesson 3:
Polarities of Molecules .........................................................................................................14
What’s New: Opposites ................................................................................................14
What Is It ...........................................................................................................................15
What’s More: Creative Approach to Polarity..........................................................16
What’s More: Molecules out of Clay.........................................................................17
What I Have Learned: Polarities Lesson.................................................................18
What I Can Do: Polarities at Home...........................................................................18
Governm
entProperty
NOT
FOR
SALE

Lesson 4:
Properties of Molecules According to their Polarity ..........................19
What’s New: Hidden Words ........................................................................................19
What Is It ...........................................................................................................................21
What’s More: Polarity at Work....................................................................................22
What’s More: Molecular Sketches.............................................................................23
What I Have Learned: Explore Your Chemicals ...................................................23
Summary
Assessment: (Post-Test)
Key to Answers......................................................................................................................................... …26
References................................................................................................................................................. …28
Governm
entProperty
NOT
FOR
SALE

i
What This Module is About
For the Students
This module will introduce you to the world in a deeper level. What you have learned
from your elementary years to your junior high years about science have prepared you to enter
and understand the new lessons you are about to get to know: from the theoretical start of the
universe to the behavior of molecules as observed through the microscope.
You might be intimidated by the depth of the lessons but don’t be disheartened. This
module is constructed to teach novices and inspire. If you ever find yourself lost or confused
amidst your learning, don’t hesitate to approach your teacher. Remember, unhealed confusion
will hinder effective learning.
Welcome to Module 1 of your Senior High School Physical Science. Happy learning!
For the Facilitators
This module aims to educate the students in the simplest way possible. Teachers and
parents must accommodate the learner to aid them in learning. Facilitators must avoid giving
direct answers but rather give help to the learners on how to acquire answers. Do not hesitate
to notify the teacher for concerns and ask further assistance.
The following are the lessons contained in this module:
Lesson 1 Formation of Heavier Elements
Lesson 2 Synthesis of Elements in Laboratories
Lesson 3 Polarities of Molecules
Lesson 4 Properties of Molecules Based on Their Polarities.
What I Need to Know
At the end of this module, you should be able to:
1. Give evidence for and explain the formation of heavier elements during star
formation. (S11/12PS-IIIa-1);
2. Explain how the concept of the atomic number led to the synthesis of new elements
in the laboratory. (S11/12PS-IIIb-11);
3. Determine if a molecule is polar or non polar given its structure. (S11/12PS-IIIc-15);
4. Relate the polarity of a molecule to its properties. (S11/12PS-IIIc-16)
Governm
entProperty
NOT
FOR
SALE

ii
How to Learn from this Module
To achieve the objectives cited, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through
various activities, before it will be presented
to you
What is It These are discussions of the activities as a
way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-
tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you
Learned have learned from the lesson
What I can do These are tasks that are designed to show-
case your skills and knowledge gained, and
applied into real-life concerns and situations.
I
Governm
entProperty
NOT
FOR
SALE

i
What I Know
Multiple Choice. Select the letter of the best answer from among the given choices.
1. Which theory suggests that the universe began from a singularity and its inflation?
A. Big Bang Theory B. Eternal Inflation
C. Oscillating Universe D. Steady-State Universe
2. Aside from the neutron, the core of an atom is made up of which other subatomic
particle?
A. electron B. positron
C. proton D. None of the above.
3. What kinds of elements has atomic numbers greater than Uranium?
A. alkaline earth metals B. metals
C. noble gases D. transuranium elements
4. What’s the term for stars that are nine times bigger than our Sun?
A. massive stars B. nebulae
C. stars D. supernova
5. What does an element’s atomic number determine?
A. number of electron B. number of positron
C. number of proton D. None of the choices
6. What does an element’s atomic weight determine?
A. number of protons and electrons B. number of protons and neutrons
C. number of protons only D. number of neutrons only
7. Who developed the latest model of the atom which is accepted until today?
A. Ernest Rutherford B. J.J. Thomson
C. John Dalton D. Niels Bohr
8. How long can super heavy elements live?
A. hours B. minutes
C. seconds D. microseconds
9. What does adding neutrons to atoms make?
A. a new compound B. a new element
C. a new isotope D. None of the choices
10. What serves as the identity of an atom?
A. number of electron B. number of positron
C. number of proton D. None of the choices
11. What causes the formation of heavier elements in space?
A. death of a star B. neutron-star merger
C. supernova D. All of the choices
12. What is the last lighter element to be formed during a star formation?
A. Helium B. Hydrogen
C. Iron D. Oxygen
13. Who solved Dmitri Mendeleev’s arrangement of the periodic table?
A. Albert Einstein B. Ernest Rutherford
C. Henry Moseley D. John Dalton
Governm
entProperty
NOT
FOR
SALE

ii
14. What force naturally pulls things together?
A. fission B. fusion
C. gravity D. pressure
15. Which element is the first and lightest to ever be formed?
C. Iron D. Oxygen
Governm
entProperty
NOT
FOR
SALE

2
Lesson Formation of Heavier Elements
1
What I Need to Know
At the end of this lesson, I should be able to:
1. Give evidence for and describe the formation of heavier elements during star
formation and evolution;
2. Understand the basic concept of star formation;
3. Know that the chemical elements from Hydrogen to Iron can be formed in the stars
through stellar fusion;
4. Counteract misconceptions about the formation of heavy elements;
5. Understand the importance and necessity to keep updated the progress of scientific
concepts.
What’s New
ACTIVITY 1.1.1 The Galaxy’s Puzzle
Instructions: A. Read the short story provided below and find the 5 words related to physics
and chemistry. Use items 1-5 as a guide to find the words.
Once, there was a spy named Hydrogen (nicknamed Hy) with massive issues on
trusting Angela, his agency partner. There was always the possibility that their opinions crash
against each other rather than end in a peaceful fusion like when Hy suggests the suspect of
the crime they were investigating could be in the East Coast but Angela argues that the place
should be in the West Coast. They were almost fired from the job for being too unprofessional,
almost becoming the ‘big bang’ to their careers. The gravity of the situation made Hy and
Angela rethink their attitude and agree to be more understandable of each other’s differences
on opinions.
Governm
entProperty
NOT
FOR
SALE

3
B.Chemistry and Physics words found in the story:
______________________1. This is the lightest element in the periodic table.
______________________2. This is what happens when elements combine together,
usually resulting to new elements.
______________________3. This is the theory which proposes the universe is still in the
process of inflation.
______________________4. This is the term for stars bigger than our own Sun.
______________________5. This is what pulls atoms together and what causes the Earth
to orbit the Sun.
VOCABULARY
• Big Bang Theory: this is the currently accepted theory of the origin of the universe
which proposes that everything started from a singularity which in time inflated—and
continues to do so—until the world we know of today started existing approximately 14
billion years ago.
• Stellar Nucleosynthesis: this is the birth of elements through nuclear fusion that
takes place within stars.
• Supernova: this is the explosion in the event of a death of a star.
• Neutron-Star Mergers: this is when stars merge to form a more massive star,
generating more energy than normal stars.
• Light Elements: these are elements from Hydrogen to Iron which form in less massive
stars.
• Heavy Elements: these are elements heavier than Iron which form from massive
stars, supernovae, or neutron-star mergers.
What Is It
Among the proposed explanations on how the universe began, the Big Bang Theory
is the one currently accepted, theoretically. It describes that the universe started with a
singularity defined simply as a point where all matter, time, space, laws of the universe and
reality itself are condensed—ultimately inflating (not exploding) since approximately 14 billion
years ago until now, according to NASA (National Aeronautics and Space Administration).
Before the planet we live in right now came to existence as all the other planets and
solar systems and galaxies, the earliest elements were formed first.
Let us explore why the elements needed to exist first: all matter that makes up most of
the universe—including us—are made up of elements. These elements are what we study
about in the Periodic Table such as Hydrogen (H), Oxygen (O), and Gold (Au). Now we need
to understand the foundations and formations of elements.
This lesson primarily focuses on the formation of the heavier elements but in order to
understand that, we must first understand how the lighter elements were formed.
Governm
entProperty
NOT
FOR
SALE

4
The steps below summarize the formation of the earliest and lighter elements in the
heart of massive stars, stars that are nine (9) times the size of our Sun:
1. There is first a huge cloud of Hydrogen (H) atoms. As per the law of the universe,
gravity will pull these atoms together.
2. The core (center) of this cloud will get dense and hot, like when more things rub together
they get hotter and more compressed. This dense and hot core will start to ignite.
3. This ignition is the start of fusion and since the atoms that are fusing (clumping together)
are Hydrogen atoms, this is called Hydrogen Fusion happening in the core of the cloud.
*KEEP IN MIND: When the Hydrogen fusion takes place, this doesn’t mean that
ALL the Hydrogen atoms are already fusing. The rest of the Hydrogen atoms
that are farther from the core remains outside the core. This trend happens not
only with Hydrogen but also with other elements when they start to fuse at a
later stage of element formation.
4. The heated core eventually becomes plasma: a soup of electrons and nucleuses that
are not as well-formed, explaining why they aren’t atoms yet.
5. Hydrogen atoms will eventually fuse into Helium (He) and this (He) is now the new core.
The surroundings of this (He) core is the previous (H) now called H-shell or H fusion
shell.
Figure 1.1 Shows the fusion of the isotopes of Hydrogen atoms to form a Helium atom.
6. Since the remaining H-shell are also constantly fusing into the (He) core, more (He) is
formed building up. With this (He) build-up, where gravity pulls atoms inward, there is
also pressure which pushes the H-shell outward causing the size of the star to get
bigger.
7. Steps 1-6 are going to continue until other fusions starts to happen:
a. He fuses with H into a Carbon (C) core with a He-shell outside it;
b. C fuses with He into Oxygen (O) core with a C-shell outside of it; and so on until Iron
(Fe).
8. Why do we stop at Fe? It’s because in order to produce another element after Fe, more
energy is needed than what the existing fusion can supply. That does not mean only
the elements from H to Fe are real elements. Heavier elements continue to form where
there is enough energy: during supernovae (plural of supernova—when stars explode
and die) and neutron-star mergers (when stars merges).
Governm
entProperty
NOT
FOR
SALE

5
Now that we have cleared the basics of how the lighter elements are formed, we go
in-depth on how the heavier elements get formed—one concept still unknown to science but
supported by theories.
Stellar Nucleosynthesis is one of the ways heavier elements are formed.
Nucleosynthesis explains how new atomic nucleus are formed from nucleons preceding
from the new ones. There is also Nuclear Fusion, a process where neutrons and protons
combine to new atoms. Nuclear fusion is how elements Hydrogen, Helium and small amounts
of Lithium and Beryllium were formed.
*REMEMBER: The number of protons (+) is the identity of an element, not the number
of neutron (+) nor the number of electrons (-).
What’s More
ACTIVITY 1.1.2A Comprehensive Reading
Instructions: Read the given passages and answer the questions that follow. This activity aims
to practice your analysis on scientific articles, specifically about the basic formation
of elements.
“Heaviest Elements Did Not Form from Supernovae”
Source: Physics Today (Frebel and Beers 2018)
Unitil now it is accepted that heaviest elements formed from a supernova.However,
scientists Anna Frebel from the Massachussets Institute of Technology (MIT) in
Cambridge and Timothy C. Beers from the University of Notre Dame in Indiana have found
evidence contrary to that belief.
A supernova explosion happens when a star dies. This explosion, like any other
explosion, would generate enough heat but in this case, such heat would aid the formation
of elements. Since the lighter elements up until Iron can take form from normal stars, there
are still questions about how the elements after Iron have taken form to which most studies
proposed to be from supernovae.
From the study of Anna Frebel and Timothy Beers, heaviest elements tend to form
in an environment filled with free neutrons. This is vital because these free neutrons would
be captured eventually into an existing nucleus making it heavier. The new element will
not be this heavier nucleus but the one formed after this nucleus decays. Such decay
would become stable and thus becomes this new, heavier element with a very short
lifespan of a millisecond.
The big revelation was that such an event with enough energy can only happen
during a neutron-star merging. Neutron-star merger is when two stars collide due to
gravitational pull and results in a much bigger explosion than a standard supernova.
Governm
entProperty
NOT
FOR
SALE

6
Questions:
1. What is the major finding of Anna Frebel and Timothy Beers’ 2018 study?
2. Why do you think their finding is important to the field of scientific education?
3. What could have happened if the new evidence about the formation of the heaviest
elements had not been discovered?
ACTIVITY 1.1.2B Formation of Elements: An Analogy
Instructions: Read the the procedure carefully. Make sure before doing this activity that your
materials are complete.
Objective: Understand how the formation of elements works through an analogy.
Materials:
• Colored clays (3 separate colors, at least 1-inch ball each)
• Permanent marker
• any smooth paper to serve as a surface
• 1 whole sheet of paper
Procedure:
1. Assign each color as 1A, 2B, and 3C. This will be the information you will put on your
paper as reference. 1A, 2B, and 3C will serve as element examples. Make sure to take
a picture with the procedures as evidence.
2. Now, make little balls out of one of the colored clays. Make the balls equal in size. This
wil be your 1A element atoms. Make as many as your clay would allow while setting
aside the other 2 colored clays.
3. Now, merge 2 of the 1A atoms and keep merging two balls of the 1A atoms.
4. When merged, cover the merged 1A atoms with a new colored clay. This now becomes
an analogy of the birth of a new element, 2B.
5. Continue covering the merged 1A atoms with the 2B atom color.
6. Notice that while the new atom 2B has been formed, the atom also becomes heavier.
7. This time, merge two 2B atoms together until all of them are merged by two.
8. The merged 2B atoms should now be covered with your last colored clay for it to
become the atom 3C. Set your merged clays aside and follow through step 9.
9. On your paper, answer the following questions:
a. In all honesty, did this activity aided your learning about the formation of elements?
Please justify your answer.
b. What did the colored clays represent?
c. What did the merging of the clay balls represent?
10. End of activity PARTS POINTS
Materials 10 (with pictures)
Questions 10 (with 1 picture per
procedure, total of 8)
TOTAL POINTS: 20/20
Governm
entProperty
NOT
FOR
SALE

7
What I Have Learned
Activity 1.1.4: Origin of Elements
Instructions: In your household, choose one member of your family to be your partner.
The purpose of this activity is to strengthen your acquired knowledge through sharing
the topic verbally. This method helps improve memory retention and confidence in the lesson.
What you will do is to tell your partner about what you have learned today about the
formation of the stars and elements. After this, make sure to ask your partner the following
questions and write her/his answer on a sheet of 1 whole paper.
1. What was the process of the formation of lighter elements?
2. Is this lesson new to you?
3. Are you satisfied knowing the origins of the elements? Please justify your answer.
Make sure that you take a picture of you and your partner’s mini discussion about the
formation of elements at home. This picture must be sent to your teacher as part of the overall
score. Happy learning!
What I Can Do
Activity 1.1.5: In the News
Instructions: To broaden your understanding that this lesson can be applied in real life,
research and read about the elements that can be found in our blood and bones.
Use the following table below and copy the format on a 1 whole piece of paper.
Title of the Article: Date of the Article’s Publication:
Reference/s: Score: /10
1. What did you learn from the article?
2. Which elements can be found in a human’s blood and bones?
3. What was the connection of the article you read to the lesson about the formation of
elements?
Governm
entProperty
NOT
FOR
SALE

8
Lesson
2
Synthesis of New Elements in
the Laboratory
What’s In
We have discussed that the lighter elements from Hydrogen to Iron were formed
through stellar nucleosynthesis in the cosmos or simply, space after the events of the Big
Bang.
However, there are elements that need so much energy that it needs to be recreated
in the laboratory in a controlled environment in order to be recorded here on our planet. This
does not mean that these heaviest elements are not possible in space—they are but their life
span can only last for a such a little time before ceasing to exist which makes obtaining
evidence of them hard.
What I Need to Know
1. Explain how the concept of atomic number led to the synthesis of new elements in
the laboratory;
2. Understand the synthesis of an element in a laboratory;
3. Know the importance of the periodic table of elements
What’s New
ACTIVITY 1.2.1. Hidden Words
Instructions: Find the hidden words inside the box of letters and encircle them. Use the
words you found to match them with the guide sentences that follow.
Governm
entProperty
NOT
FOR
SALE

9
Guide Sentences:
DOWN
1. This is the term for the combined number of protons and neutrons.
ANS: _________________________________
2. This is what the heaviest elements are called.
ANS: _________________________________
3. This means that one part of a molecule is either more positively-charged or
negatively-charged, to be discussed in Lesson 3.
ANS: _________________________________
ACROSS
4. He was the one to fix Mendeleev’s periodic table of elements.
ANS: _________________________________
5. This is formed during the Big Bang, with Hydrogen as an example.
ANS: _________________________________
VOCABULARY
• Synthetic Elements: refers to the chemical elements formed in a laboratory through
certain, man-controlled processes.
• Transuranium Elements: these are elements heavier than Uranium.
• Isotopes: these are the same atoms with different number of neutrons.
• Atomic Number: this is the number of protons in an atom, pertaining to its identity.
• Atomic Weight: this is the number of protons and neutrons together of an atom.
• Periodic Trends: the chemical properties exhibited by the elements, reflected in the
periodic table through groups or families.
A G B Y H N E D T E A F
T D E V O H E N R Y F R
O S D E J B P Q A S I I
M C G G L B L A N G U N
I J F D A A O S S K K G
C U A O S I Y D U U T T
W G O S D T Y U R T O D
E L E M E N T B A O S E
I Y T A W L I B N M A F
G K Y G C J R G I P E C
H K G A S K A T U N D L
T S D O Q R L R M I G O
Y D N P A E O E H A T K
N V B L A F P S R D R J
F D O T V U Y H T W G H
Governm
entProperty
NOT
FOR
SALE

10
What Is It
The heaviest elements in the universe can be recreated in a laboratory. This type of
element creation is called the synthesis of elements which is the focus for this lesson.
It is important to note that these heavy elements, although created in a laboratory, do
exist in space. The main reason why these heavy elements are needed to be created here in
our planet is because traces of them in space cannot be harvested. The reason for this is
becuase their life spans are too short to be captured for evidence—microseconds short to be
exact.
Let us take the following scenario for example: the element Gold (Au) is too heavy that
whenever it takes form in spcae, it dissipates almost as soon as it was formed.
Back on 1913, a scientist named Henry Moseley sought to fix Dmitri Mendeleev’s
arrangement of the periodic table of elements. There was a discovery that arranging the
elements based on their weight didn’t reflect the element’s chemical properties properly. Henry
Moseley experimented by shooting electrons at varying elements. The result was that the
elements released x-rays at a certain frequency that increases as the protons increases.
Based on Henry Moseley’s x-ray spectroscopy experiment, he opted to arrange the
elements in the periodic table according to the square root of their unique frequency emission
resulting in a more organized table which shows periodic trends more clearly. Moseley’s x-
ray spectroscopy is vital in the synthesis of the heaviest elements in a laboratory because it
serves as a foundation of discovering that manipulating an element’s number of protons can
be done.
SYNTHESIS OF ELEMENTS
An element is identified by its number of protons because no two elements can have
the same number of protons. So in order to make a new, heavier element, protons must be
added to an existing atomic nuclei of an element.
A cyclotron—a type of particle accelerator—is a device invented and used to form
and accelerate protons to hit a target nuclei, causing an addition of a proton to the target
element.
Governm
entProperty
NOT
FOR
SALE

11
Figure 2.1 Shows the simple mechanism and model of a cyclotron.
Figure 2.2 Shows the simple mechanism and model of a particle accelerator.
What are the elements synthesized here on Earth? These elements are those termed
as transuranic elements and those written at the bottom of the periodic table of elements
which are the heaviest in terms of atomic number, considered when heavier than Uranium (U)
with an atomic number of 92.
TRANSURANIC ELEMENTS
There are 26 transuranic elements in total, as follows:
Atomic
Number:
93 94 95 96 97 98 99 100 101
Element
Symbol:
Np Pu Am Cm Bk Cf Es Fm Md
Element
Name:
Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium
Atomic
Number:
102 103 104 105 106 107 108 109 110
Element
Symbol:
No Lr Rf Db Sg Bh Hs Mt Ds
Element
Name:
Nobelium Lawrencium Rutherfordium Dubnium Seaborgium Bohrium Hassium Meitnerium Darmstadtium
Governm
entProperty
NOT
FOR
SALE

12
What’s More
ACTIVITY 1.2.2 Evolution of an Atom’s Representation
Instructions: Answer accordingly. Ask your teacher for clarifications.
Objectives: 1. Analyze how the model of an atom changed over time;
2. How the different models help us better understand th concept of the atomic
number.
Procedure:
1. Research about the following models of the atom in order:
a. John Dalton’s model
b. J.J Thomson’s model
c. Ernest Rutherford’s model
d. Neils Bohr’s model
e. Erwin Schrodinger’s model
2. On a piece of 1 whole paper, draw the simple versions of their models (in order) and
add notes on the bottom about the highlights of their model.
3. Answer the question: What made the scientists change the atomic models so much?
What I Have Learned
Activity 1.2.3 Synthetic Elements
Instructions: In your household, pick one member of your family to to be your partner.
10 points
Atomic
Number: 111 112 113 114 115 116 117 118
Element
Symbol: Rg Cn Nh Fl Mc Lv Ts Og
Element
Name: Roentgenium Copernicium Nihonium Flerovium Moscovium Livermorium Tennessine Oganesson
Governm
entProperty
NOT
FOR
SALE

13
concept of atomic number led to the synthesis of new elements in the laboratory. After
this, make sure to ask your partner the following questions and write her/his answer on a sheet
of 1 whole paper.
1. How did Henry Moseley arrange the periodic table of elements?
2. Is this lesson new to you?
3. Are you satisfied knowing that man can recreate an element using technology? Justify
your answer.
Make sure that you take a picture of you and your partner’s mini discussion about the
formation of elements at home. This picture must be sent to your teacher as part of the overall
score. Happy learning!
What I Can Do
Activity 1.2.4: Bomb Leftovers
Remember that during star explosions, heavier elements are created? That same
concept happens here on Earth when a nuclear bomb explodes. When a nuke explodes,
traces of radioactive elements such as Uranium and those heavier than it are left in the wake
of the explosion. These radioactivity can be hazardous to the health of the people near the
area.
research and read about the Chernobyl Nuclear Incident focusing on the
topics of radiation and its effects. Use the following table below and copy the
format on a 1 whole piece of paper.
Title of the Article: Date of the Article’s Publication:
1. What did you learn from the article?
2. What heavy element was the Chernobyl nuclear accelerators supposed to make?
3. What was the connection of the article you read to the concept of atomic number led
to the synthesis of new elements in the laboratory?
Governm
entProperty
NOT
FOR
SALE

14
Lesson Polarities of Molecules
3
What’s In
We have discussed about the synthesis of elements using technology whenever such
elements cannot exist unless created. In this lesson, we will look further into the trends of
atoms and a group of atoms, also called as molecules—more specifically into their polarities.
What I Need to Know
1. Determine if a molecule is polar or non-polar given its structure;
2. Give the scientific definition of polarity;
3. Identify a molecule’s polarity;
What’s New
ACTIVITY 1.3.1 Opposites
Instructions: To ready you for the next lesson, this activity will give you an idea on the general
concept of polarity. Use a one whole piece of paper to make a simple sketch of
the given situations below, following the criteria:
Area Definition Percentage
%
Points
Creativity This is the creative use of the story format
as a medium to communicate knowledge
of a topic.
60 6
Neatness This is the readability of your written
output and its neatness.
40 4
100 %
10 per
item
Governm
entProperty
NOT
FOR
SALE

15
Situations:
1. Tony and Steve playing on a seesaw, with Steve the heavier one on the left.
2. An infinity sign with the left side bigger than the right.
3. A Yin-Yang
VOCABULARY
• Polarity: refers to the overall charge of a molecule
• Molecule: a group of elements bonded together
• Positive charge: refers to an atom or a molecule with an excess proton
• Negative charge: refers to an atom or a molecule with an excess, unpaired electron
• Electronegativity (EN): the tendency of an atom/element to attract an electron,
resulting in a negative charge, hence the name.
What Is It
Before anything else, it is important to note that a molecule is held together by bonds.
These bonds are like the ropes which holds together a makeshift roof outside your house
except in a subatomic level, these bonds are either polar or nonpolar.
A polar bond is generally an unfair bond: one is more tight while the other is rather
loose. In chemistry, this bond refers to an ionic bond—a result of an unequal and big
difference in electronegativities of elements involved in the bond. On the other hand, a
nonpolar bond is a fair bond: the electronegativities of the elements concerned are equal, as
well as the sharing of electrons (this usually occurs in covalent bonds). In analogy to the
rope, visualize this bond as something with both ends of the rope equally tied tight.
DETERMINING THE POLARITY OF A MOLECULE
The easier and more basic way in determining the polarity of a given structure is
through the Lewis structure and some solving, given the following steps and examples:
1. First, recall how to draw the Lewis structure and apply it to an example. In this case, let’s
have the molecule CO2 (more commonly known as carbon dioxide.
*IF UNFAMILIAR, kindly ask your teacher to review about how to draw Lewis
structures.
Lewis structure of C𝑂2: O C O
2. Find the electronegativity (EN) difference of each bond. Use a periodic table of elements
for this.
If the EN difference of the bond is greater than 0.4, it is polar but if it is lesser than 0.4,
it is nonpolar. If ALL of the bonds in the molecule is nonpolar, the molecule is
automatically nonpolar. However, if one bond is polar, continue with the steps.
In the case of C𝑂2, the EN difference is 0.89 which is greater than 0.4. In this stage
we can assume that C𝑂2 is polar.
Governm
entProperty
NOT
FOR
SALE

16
3. If the central atom has no lone pairs (unpaired electrons) with all of the other atoms
around it the same, the molecule is considered to be nonpolar. If the central atom has
lone pairs (unpaired electrons) with all of the other atoms around it different, the molecule
is possibly polar.
In the case of C𝑂2, the central atom C has no lone pairs around it and the atoms around
it are identical. In this stage, C𝑂2 is now nonpolar.
4. Your teacher will teach you how to draw a sketch for the molecule which will essentially
help you identify if the molecule is asymmetrical (polar) or symmetrical (nonpolar).
In the case of C𝑂2, the sketch will show that this molecule is symmetrical (evenly
distributed). The final judgement for the C𝑂2 molecule is that it’s nonpolar.
What’s More
ACTIVITY 1.3.2A Creative Approach to Polarity
Instructions: On a ½ crosswise sheet of paper, make a creative story about the lesson of
polarity of molecules. You can use your own characters and analogy but make
sure they are in-line with the main concepts of the lesson. It could be sci-fi,
humor, drama, or in a script format—you decide. Your short story will be graded
according to the following criteria:
Area Definition Percentage
%
Points
Significance This is the connection of the story to the
scientific concept discussed (polarity of
molecules)
30 6
Creativity This is the creative use of the story
format as a medium to communicate
knowledge of a topic.
30 6
Grammar &
Punctuation
This is the proper use of the English
(American) language in terms of
grammar and punctuation.
20 4
Neatness This is the readability of your written
output and its neatness. 20 4
100 % 20
Governm
entProperty
NOT
FOR
SALE

17
ACTIVITY 1.3.2B Molecules out of Clay
Instructions: Make sure to follow the procedure and secure the materials are ready.
Materials:
• Clay (of 2 colors) • 2 sticks of about 3 inches in length
• Permanent marker
Procedure:
1. First, wait for your teacher to show you and the rest of the class the VSEPR model of
the water molecule (H2O).
Note for the Teacher: provide images of the VSEPR models required.
2. Next, use one colored clay for Hydrogen and the other to Oxygen. For Hydrogen,
make a bigger ball and mark it with a permanent marker with H. For Oxygen, make 2
smaller balls and mark them with O each.
3. Use the sticks to connect the clays as referenced by the image provided by the
teacher. It should look like an inverted V.
4. Using your new individual models, let the teacher discuss the polarity of water and
listen carefully.
5. Wait for your turn to show the class your model and to discuss what you know of it in
terms of the lesson.
6. End of the activity.
What I Have Learned
ACTIVITY 1.3.3. Polaritiy Lessons
Instructions: In your household, choose one member of your family to be your partner.
polarities of molecules. After this, make sure to ask your partner the following questions and
write her/his answer on a sheet of 1 whole paper.
1. Do you think the polarity of a molecule matters on a larger scale?
2. Where do you think can this lesson be applied to in daily life?
PARTS POINTS
Questions 10 (with 1 picture per procedure,
total of 5)
TOTAL POINTS: 20/20
Governm
entProperty
NOT
FOR
SALE

18
Make sure that you take a picture of you and your partner’s mini discussion. This picture
must be sent to your teacher as part of the overall score. Happy learning!
What I Can Do
ACTIVITY 1.3.4 Polarities At Home
After this lesson, try to look at the common objects you can see in your house and
even those outside school with new eyes: how polarity plays a role on their overall figure and
look. From the water to the air around you: their polarity at work!
research and read about the polarity of the following chemicals: isopropyl
alcohol, ammonia, vegetable oil, candle wax, acetone, and hydrogen
peroxide. Use the following table below and copy the format on a 1 whole
piece of paper.
Title of the Article/s: Date of the Article’s Publication:
1. Which chemicals from the list are polar?
2. Which chemicals from the list are non-polar?
Governm
entProperty
NOT
FOR
SALE

19
Lesson
4
Properties of Molecules
According to their Polarity
What’s In
In the previous lesson, we have discussed about the polarity of molecules and how to
determine if a molecule is polar or nonpolar.
What I Need to Know
1. Relate the polarity of a molecule to its properties;
2. Identify the properties of a molecule.
What’s New
ACTIVITY 1.4.1 Hidden Words
Instructions: Find the hidden words inside the box of letters and encircle them. Use the
words you found to match them with the guide sentences that follow.
H B A S E D F K L Y H F
S O L P F R Q B V S E D
A N B H J K S W M I L Y
P R O P E R T I E S C E
J A I D F A J O L T Y U
O G L E W L B S T F S D
R T I N S O J V I A R G
D E N D D P O E N G P E
G R G C I W R N G O O W
U K P V I N N A P N S R
B H O E L B U L O S F B
B U I S H I E S I L R S
E N N E G K N K N N E J
N F T W D L E A T E H S
F E D A A M S W D F T D
Governm
entProperty
NOT
FOR
SALE

20
Guide Sentences:
DOWN
1. This is the temperature at which liquid starts to boil.
ANS: _________________________________
2. This is the temperature at which liquid starts to melt.
ANS: _________________________________
3. This is the term for molecules which have a slightly negative or positive side.
ANS: _________________________________
ACROSS
4. These are what determines the behaviour of a polar/non-polar molecules.
ANS: _________________________________
5. This is what a material would be called if they easily mix with water or any solvent.
ANS: _________________________________
VOCABULARY
• Properties: this refers to the behaviour of an entity or an object.
• Solubility: this is a physical property that refers to the ability of a molecule to dissolve
in a solvent.
• Melting point: this is a property that refers to the temperature when a molecule starts
to melt.
• Boiling point: this is a property that refers to the temperature when a molecule starts to
boil.
What Is It
Molecules do not have the same properties, which contributes to the wonderful
diversity of things around us and the different ways such things react with the world. One of
the major factor that determines what properties molecules have is their polarity.
The first property we will discuss is the solubility. This is the ability of a molecule to
be dissolved in a solvent. Another property is the melting point—temperature when a
molecule starts to melt or transition into a liquid state. The next property is the boiling point—
temperature when a molecule starts to boil or transition into a gaseous state.
The following examples will cover examples of the correlation of polarity and the
mentioned properties:
Governm
entProperty
NOT
FOR
SALE

21
SOLUBILITY
• The general law for solubility among molecules is that polar molecules can be dissolved
in polar solvents (polar to polar) and nonpolar molecules can be dissolved in nonpolar
solvents (nonpolar to nonpolar). An example to this is salt (NaCl) which is polar. Have
you noticed that it can easily be dissolved in water (H2O)? This is because water is polar,
too.
• As opposed to salt, oil (containing Carbon and Hydrogen only) is nonpolar. Have you
seen what happens when oil and water are mixed? They separate. This is because water
is polar. Oil, being nonpolar, can only be dissolved in a nonpolar solvent.
MELTING AND BOILING POINT
• Polar molecules usually have Hydrogen bonds. Hydrogen bond is a big thing in bonding
because this means a stronger attraction. Therefore, polar molecules have a stronger
attraction as opposed to nonpolar molecules. What does this mean for both the melting
point and boiling point? The stronger the attraction, the higher both the melting and
boiling point given that they are of the same sizes.
What’s More
ACTIVITY 1.4.2 Polarity at Work
Instructions: Make sure to follow the procedure carefully and that your materials are ready.
Objective: Understand how properties of molecules behave due to polarity works in a larger
scale.
Materials:
• Tablespoon of oil • 1 bottle of nail polish
• Tablespoon of salt • clean spoon for stirring
• Tablespoon of sugar • permanent marker
• 4 glasses of clear water, separate
(considred as 2 points as one)
Procedure:
1. In each glass , label them accordingly with A, B, C, and D.
2. On your paper, write the following table:
Molecules: When Mixed in Water:
A. Oil
B. Salt
C. Sugar
D. Drops of nail polish
Governm
entProperty
NOT
FOR
SALE

22
3. On the second column, “When Mixed in Water” answer them one by one and mix
your samples in their designated glasses of water.
4. Answer the following questions below the table on your paper:
a. Which sample of molecules did not dissolve in the water?
b. Which sample of molecules dissolved in the water?
c. If water is polar, what is the polarity of the molecules that didn’t dissolve in the
water?
d. If water is polar, what is the polarity of the molecules that dissolved in the water?
5. End of activity.
What I Have Learned
ACTIVITY 1.4.3 Explore Your Chemicals
Directions: In your household, pick one member of your family to be your partner.
properties of the molecules based on their polarities. After this, make sure to ask your
partner the following questions and write her/his answer on a sheet of 1 whole paper.
1. What are 2 common household chemicals that you consider polar?
2. What are 2 common household chemicals that you consider polar?
3. In your own words, what is solubility?
Make sure that you take a picture of you and your partner’s mini discussion. This
picture must be sent to your teacher as part of the overall score. Happy learning!
What I Can Do
ACTIVITY 1.4.2 Molecular Sketches
Instructions: Answer accordingly.
PARTS POINTS
Table Answers 8 (2 points each item)
Questions 10 (with 1 picture per procedure,
total of 4)
TOTAL POINTS: 34/34
Governm
entProperty
NOT
FOR
SALE

23
Objective: Find out a molecule’s polarity thorugh a series of scienctific steps.
Materials:
• Periodic table of elements (can be printed from a source in the internet, with the source cited) or
can be store-bought.
Procedure:
1. Research on the following molecules:
a. CO2 b. OF2 c. CCl2 d. CH2Cl2
2. For each of the molecules listed above, find their:
a. Molecular geometry
b. Individual bond EN difference
c. Verdict if polar or nonpolar
3. Submit your answer sheet to your teacher
Summary
Overall, we have learned that the earliest elements were Hydrogen and Helium,
formed during the birth of a star. The heavier elements after Iron were formed during the death
or merging of a stars. The evidence for this can be found in everyday objects, including our
bodies that are made up of elements. The birth of stars can be traced back to the theory of
the Big Bang as the origin of the universe.
Synthesis of new elements are made possible here on Earth through the technology
of particle accelerators. The basis for this synthesis goes all the way back to the concept of
atoms and the arrangement of the periodic table.
We also learned that it is possible to identify the polarity of a molecule using its
structure or the steps provided. Knowing the polarity of a molecule is important because it
affects the overall behavior of a molecule and sheds light on why a certain molecule has
certain properties unique to it which will be discussed in depth on the next lesson.
Polarities affect the properties and behaviors of molecules, as shown by their solubility,
melting and boiling points. The concept of this lesson is important because it explains normal,
daily things at a micro perspective.
Governm
entProperty
NOT
FOR
SALE

24
Assessment: (Post-Test)
Multiple Choice. Answer the question that follows. Choose the best answer from among the given
choices.
1. Which invention helped synthesize elements on Earth?
A. bombs B. magnets
C. particle accelerators D. All of these
2. What refers to the ability of a molecule to be dissolved in a solvent?
A. boiling points B. melting points
C. solubility D. surface tension
3. What refers to the certain temperature for a molecule to transition into a gaseous state?
A. boiling points B. melting points
C. solubility D. surface tension
4. What is the explosion during a death of a star commonly called?
A. neutron-star merger B. supernova
C. synthesis D. fusion
5. Which of the following can determine a molecule’s polarity?
A. EN difference B. Lewis structure
C. molecular geometry D. All of these
6. What theory on the origin of the universe is currently accepted today?
A. Big Bang theory B. Eternal Inflation
C. Oscillating Universe D. Steady-State Universe
7. What is the term for elements heavier than Uranium?
A. light elements B. heavy elements
C. transuranic elements D. None of these
8. What is the term for elements which were born first during star formation?
A. light elements B. heavy elements
C. transuranic elements D. None of these
9. Which of the following DOES NOT determine a molecule to be nonpolar?
A. central atoms has no lone pairs B. EN difference is less than 0.4
C. symmetrical in structure D. None of these
10. Who fixed Dmitri Mendeleev’s arrangement of the periodic table of elements?
A. Albert Einstein B. Henry Moseley
C. J.J. Thomson D. John Dalton
11. What force pulls matter together?
A. gravity B. pressure
C. polar bonds D. None of these
12. What is formed when the core of a star becomes heated?
A. heavy elements B. light elements
C. plasma D. transuranic elements
13. At which element does element formation stop in massive stars?
C. Iron D. Lithium
14. How many transuranic elements are there?
A. 20 B. 23
C. 26 D. 94
15. This is the ability of an atom to attract electrons.
A. electronegativity B. fusion
C. polarity D. synthesis
Governm
entProperty
NOT
FOR
SALE

25
Key to Answers
PRE-TEST:
1.A.2.C.3.D.
4.A.5.C.6.B.
7.D.8.D.9.C.
10.C.11.D.12.C.
13.C.14.C.15.B.
LESSON1
A1.1.1:
A.(inanyorder)
1.Hydrogen
2.Fusion
3.BigBang
4.Massive
5.Gravity
B.
1.Hydrogen
2.Fusion
3.BigBang
4.Massive
5.Gravity
A1.1.2:
1.ThemajorfindingofAnnaFrebel
TimothyBeersintheir2018studywas
thatheaviestelementsmaynothave
formed
fromsupernovaexplosionsbutfrom
neutronstarmergers.
2.Theirfindingisimportantbecauseit
helps
explaintherealoriginoftheformation
ofheaviestelementsandadvanceour
understanding
ofit.
3.Wecouldstillhavebelievedthat
heaviestelementsareformedfrom
supernovaexplosions.
A1.1.3:
Step9questions
A.(Varyinganswers)
B.Thecoloredclaysrepresentthe
lightest
elements
C.Themergingoftheclayballsrepresent
fusion(orthefusionofelements).
A1.1.4:
1.(seelessonforcomprehensive
answers)
2.(Varyinganswers)
3.(Varyinganswerswithjustification)
LESSON2
A1.2.1:
(inanyorder,ENCIRCLEDinthepuzzle
box)
1.AtomicWeight
2.Transuranium
3.Polarity
4.Henry
5.Elements
A1.2..2
1.(Drawings,teachershouldusebest
judgmentonthis)
2.Thescientistsmadethechanges
because
overtheyearsmoreandmore
information
abouttheatomsarerevealedandso
shouldtheatom'srepresentation.
Governm
entProperty
NOT
FOR
SALE

26
LESSON2(continued)
A1.2.3:
1.HenryMoseleyarrangedtheelements
intheperiodictablebythesquareroot
oftheiruniquefrequencyemission.
2.(Varyinganswers)
3.(Varyinganswerswithjustification)
A1.2.4:
*answersaremostlybasedonthe
referencesthestudentindicated.
1.(Varyinganswers)
2.Plutonium(Pu)
3.(Varyinganswers,buttheideaisthat
technologyallowedfortheformationof
heavierelementsinthelaboratorywith
highrisks.
LESSON3
A1.3.1:
(Drawings/sketchesvarybutmustclosely
followthesituationsgiven.)
30/30
A1.3.2A:
(Pointsbasedoncriteria)
A1.3.2B:
(Answersarebasedontheprocedure&
criteria)
A1.3.3:
1.Yes,itdoesbecausethemolecule's
behaviourinthemicroscale
determinesitbehaviourinthelarger
scale.
2.(Varyinganswers)
A1.3.4:
1.isopropylalcohol,ammonia,
hydrogenperoxide,acetone
2.vegetableoil,candlewax
LESSON4
A1.4.1:(inanyorder,ENCIRCLEDinthe
puzzlebox)
1.Boilingpoint
2.Meltingpoint
3.Polar
4.Properties
5.Soluble
A1.4.2:
Tableanswers:
A.Oil:doesnotmixwithwater
B.Salt:mixeswellwithwater
C.Sugar:(mightnotmixwellwith
wateratfirstbutshouldbewith
stirring)-mixeswellwithwater
D.Dropsofnailpolish:doesnot
mixwellwithwater
Answerstoquestions:
4a.Oilanddropsofnailpolish
4b.Saltandsugar
4c.nonpolar
4d.polar
A1.4.4:
Notetoteacher:answershereincludea
lotoffigures,someofwhichvarying
fromstudenttostudentbutshould
containthegeneralanswerinthecase
ofamolecule'sLewisstructure.
Pleaseuseyourbestverdict.
POST-TEST:
1.C.2.C.3.A.
4.B.5.D.6.A.
7.C.8.A.9.D.
10.B.11.A.12.C.
13.C.14.C.15.A.
Governm
entProperty
NOT
FOR
SALE

27
References
“4.12: Shapes and Properties- Polar and Nonpolar Molecules.” 2019. Chemistry LibreTexts.
May 29, 2019. https://bit.ly/2AM4GFU.
“How Can Scientists Create New Elements?” n.d. Discover Magazine. Accessed July 10,
2020. https://bit.ly/3bIJIEt.
“How to Make an Element.” n.d. PBS LearningMedia. Accessed July 10, 2020.
https://bit.ly/2yhBDci.
“How to Tell If Something Is Polar or Non-Polar.” n.d. Sciencing. Accessed July 10, 2020.
https://bit.ly/3bPwztx.
“Lifecycle of Massive Stars (Video).” n.d. Khan Academy. Accessed July 10, 2020.
https://bit.ly/3cNVwGN.
“Molecular Polarity (Video) | Chemical Bonds.” n.d. Khan Academy. Accessed July 10, 2020.
https://bit.ly/2Tiw7xt.
“Molecular Polarity.” n.d. Preparatorychemistry.Com. Accessed July 10, 2020.
https://bit.ly/3e10wIv.
“Physical Science: Senior High School SHS Teaching Guide.” 2017. TeacherPH. June 9,
2017. https://bit.ly/3dWMR58.
“Polar and Non-Polar Molecules.” n.d. Www2.Nau.Edu. Accessed July 10, 2020.
https://bit.ly/2z4eISl.
“Polar vs. Nonpolar.” n.d. Users.Stlcc.Edu. Accessed July 10, 2020. https://bit.ly/2XcMwVb.
“Polarity of Bonds: Definition, Factors Affecting Polarity, Examples, Videos.” 2018. Toppr-
Guides. April 1, 2018. https://bit.ly/3e9H6Br.
“SCC GK12 Lesson Plan -- Stellar Nucleosynthesis and The Periodic Table.” n.d.
Earthref.Org. Accessed July 10, 2020. https://bit.ly/3cOAVlY.
“Synthesis of New Elements.” n.d. Prezi.Com. Accessed July 10, 2020.
https://bit.ly/3e6C1tB.
“The Elements: Forged in Stars.” n.d. PBS LearningMedia. Accessed July 10, 2020.
https://bit.ly/2ymTXkq.
B E J Pagel, and Cram101 (Firm. 2013. Studyguide for Nucleosynthesis and Chemical
Evolution of Galaxies by Pagel. United States: Cram101, Inc.
Frebel, Anna, and Timothy C. Beers. 2018. “The Formation of the Heaviest
Elements.” Physics Today 71 (1): 30–37. https://doi.org/10.1063/pt.3.3815.
Jerome Bigael. 2017. “Formation of Light and Heavy Elements.” September 9, 2017.
https://bit.ly/3g3Urg9.
Jhay Gonzales. 2017. “Synthesis of the New Elements in the Laboratory.” December 22,
2017. https://bit.ly/2TogSmD.
Brondo, M. “Lesson 8 Physical Science.” June 4, 2018. https://bit.ly/36eQ5hX.
Governm
entProperty
NOT
FOR
SALE

28
Masa-Aki Hashimoto, Riou Nakamura, Ann Thushari, Kenzo Arai, and Springer Malaysia
Representative Office. 2018. Big-Bang Nucleosynthesis Thermonuclear History in the
Early Universe. Puchong, Selangor D.E. Springer Singapore Springer.
Popular Science. n.d. “Making New Elements.” Accessed July 10, 2020.
https://bit.ly/2TkxrzF.
Governm
entProperty
NOT
FOR
SALE

29
For inquiries and feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
DepEd Division of Cagayan de Oro City
Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
Governm
entProperty
NOT
FOR
SALE

Physical Science
Quarter 1- Module 2
Week 3: Intermolecular Forces
Week 4 : Biological Macromolecules
Government Property
NOT
FOR
SALE
Senior High School
Governm
entProperty
NOT
FOR
SALE

Science - Grade 12
Alternative Delivery Mode
Quarter 1 – Module 2: Lesson 1 (Intermolecular Forces)
Lesson 2 (Biological Macromolecules: Structures and Function)
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 royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this book 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 Lanao del Norte
Schools Division Superintendent: Cherry Mae L. Limbaco, PhD,CESO V
Development Team of the Module
Writer/s: Leneth G. Udarbe
Vanessa Mae B. Martinez
Ariana Pauline G. Fernandez
Leah Lyn A. Lingatong
Christy Joy A. Retanal
Reviewer/s: Emilie A. Franje
Illustrator and Layout Artist: Leneth G. Udarbe
Proofreader, In-House Content and Language Editors:
Management Team
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent
Co-Chairpersons: Alicia E. Anghay, PhD
Assistant Schools Division Superintendent
Members Lorebina C. Carrasco, OIC-CID Chief
Jean S. Macasero., EPS-Science
Joel D. Potane, Ph.D., LRMS Manager
Lanie Signo, Librarian II
Gemma Pajayon, PDO II
Printed in the Philippines by
Department of Education – Division of Cagayan de Oro City
Office Address:Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: (08822)855-0048
Governm
entProperty
NOT
FOR
SALE

Physical Science
Quarter 1-Module 2
Week 3: Intermolecular Forces
Week 4 : Biological Macromolecules
This instructional material was collaboratively developed and
reviewed by educators from public schools. We encourage teachers and
other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
depeddivofcdo@gmail.com .
We value your feedback and recommendations.
Senior High School
Governm
entProperty
NOT
FOR
SALE

TABLE OF CONTENTS
Page
What This Module Is All About i
What I Need To Know i
How To Learn From This Module i
Icons For This Module ii
Lesson 1: Intermolecular Forces
What I Know 1
What’s In 3
What’s New 4
What is it 5
What’s More 9
What I Have Learned 10
What I Can Do 11
Assessment 12
Lesson 2: Biological Macromolecules
What I Know 15
What’s In 17
What’s New 17
What is it 18
What’s More 26
What I Have Learned 27
Assessment 28
Governm
entProperty
NOT
FOR
SALE

What this module is all about
This module covers the following MELCS (1) Describe the general types of
intermolecular forces, (2) Explain the effect of intermolecular on the properties of
substances, and (3) explain how the structures of biological macromolecules
such as carbohydrates, lipids, nucleic acid, and proteins determine their
properties and function.
Lesson 1 in this module will help the learner to understand that there is a
force of interaction other than intramolecular forces that exists between
molecules called as intermolecular forces. Students will also learn how these
forces affect the properties and structure of some substances and why this
substance exist as liquid and others not.
Lesson 2 emphasizes the importance of biological macromolecules in our
body which includes carbohydrates, proteins, lipids, and nucleic acid. The
structures of these macromolecules will also be given emphasis since it affects
their properties and function.
What I Need to Know
After going through this module you are expected to:
1. Describe the general types of intermolecular forces (S11/12PS-IIIc-d-17)
2. Explain the effect of intermolecular forces on the properties of substances
(S11/12PS-IIId-e-19)
3. Explain how the structures of biological macromolecules such as
carbohydrates, lipids, nucleic acid, and proteins determine their properties
and function. (S11/12PS-IIIe-22)
How to learn from this Module
To achieve the objectives of this module, do the following:
• Read the lesson carefully. Take your time.
• Follow instructions in doing the activities. Do it diligently.
• Be honest in doing the activities.
• Check your understanding by answering the post test at the end of the
module.
i
Governm
entProperty
NOT
FOR
SALE

Icons for this module
ii
Governm
entProperty
NOT
FOR
SALE

1
Direction: Read each statement carefully. Write the letter of your answer in your
notebook.
1. The following are intermolecular forces of attraction EXCEPT
A. Covalent bond C. Hydrogen bond
B. Dipole-dipole D. London Dispersion
2. It is the weakest intermolecular attraction which is formed due to temporary
dipole.
A. Dipole-dipole B. Ion-dipole C. Hydrogen bond D. London Dispersion
3. Which of the following will most likely form a hydrogen bond?
A. HCl B. HI C. HF D. H2S
4. What type of intermolecular forces of attraction that holds Cl2 --- Cl2 molecules
together?
A. Dipole-dipole B. Ion-dipole C. Hydrogen Bond D. London Dispersion
5. Which of the following statement DOES NOT describe Hydrogen bonding?
Hydrogen bond is…
A. a bond between hydrogen and the highly electronegative atoms N, O, F
B. a bond formed between a partial positive hydrogen in a polar molecule and a
slightly negative atom in another molecule
C. a very strong dipole-dipole interaction
D. the weakest form of intermolecular force
6. The following atoms participate in hydrogen bonding EXCEPT
A. C B. F C. O D. N
7. Dissolving sodium chloride in water results to what type of intermolecular
interaction?
A. Dipole-dipole C. Ion-dipole
B. Hydrogen bond D. London Dispersion
Lesson
1 Intermolecular Forces
What I Know
Governm
entProperty
NOT
FOR
SALE

2
8. What type of intermolecular force of attraction is present as indicated by the
arrow below?
B. Hydrogen bond D. London dispersion
9. The type of intermolecular force which is a result of unequal sharing of electrons
resulting in a partially positive and partially negative end is called_________
A. Dipole-dipole C. Ionic bond
10.Which intermolecular forces of attraction exist in H2S ----- H2S?
A. Dipole-dipole, London forces C. Ionic, London dispersion
B. Hydrogen bond, London dispersion D. London – London
11.The type of intermolecular forces of attraction that exist in all molecules is
B. Hydrogen bond D. London Dispersion forces
12.Substance with __________ intermolecular forces will have _________ boiling
point.
A. Stronger, lower C. Weaker, higher
B. Stronger, higher D. Weaker, the same
13.Which of the molecules has the highest boiling point?
A. HBr B. HCl C. HF D. HI
14.Which of following compounds should have the lowest boiling point?
A. HF B. H2O C. NH3 D. O2
15.Which of the following compounds most likely have the highest boiling point?
A. C2H6 B. C3H8 C. C4H10 D. C5H12
H Cl H Cl
Governm
entProperty
NOT
FOR
SALE

3
Have you ever wonder how sugar totally mixed up with water. What happened
to the particles of sugar? Where did it go? Is it gone? But you noticed that the water
taste sweet which means that sugar is still there.
Do you still remember your lessons in Grade 9 where you learned that atoms
chemically combined to form compound? The chemical attractions that held the
atoms together in a compound are referred as intramolecular forces. These forces of
attractions exist between atoms. In water for example, the atoms of hydrogen
chemically combined with the atoms of oxygen to form water molecule.
There are three types of intramolecular forces namely: (1) Ionic bond formed
when there is transfer of electrons and is usually formed between a metal and non-
metal; (2) Covalent bond is a bond formed when there is sharing of electron. This
type of bond exists between two non-metal atoms. There are two types of covalent
bonds. A polar covalent bond (formed when there is unequal sharing of electrons
between two combining atoms, and non-polar covalent bond (formed by equal
sharing of electrons); and (3) metallic bond is formed between positively charged
atoms in which the free moving electrons are shared forming a crystal lattice.
The forces of attraction that holds together sugar and water molecule in a
mixture is another type of attraction called intermolecular force. These forces of
attraction exist between molecules which hold them together.
Going through this module will help you understand the different intermolecular
forces of attraction that exists between molecules. You will also learn from this
module that the type of intermolecular forces present in the substance is responsible
for its properties.
What’s In
Governm
entProperty
NOT
FOR
SALE

4
Activity 1. FIND ME
Find and encircle the words in the puzzle.
D I P O L E D I P O L E R A P A V
S U R F A C E T E N S I O N A R I
B R V I N T R A M O L E C U L A R
O P H Y D R O G E N B O N D R L S
I L O N D O N D I S P E R S I O N
L A P R N O N P O L A R B O N P B
I V A P O R P R E S S U R E R R F
N S M E L T I N G P O I N T T A O
G U T B R C O V A L E N T B O N D
P O N I C B O N D F O R W A R D C
O A N M E I O N D I P O L E S O E
I B V I S C O S I T Y S P O T M S
N C I N T E R M O L E C U L A R R
T T V I O N I C B O N D A L E S T
Boiling Point Intramolecular Non-polar
Covalent bond Ion-dipole Polar
Dipole-Dipole Ionic bond Surface Tension
Hydrogen Bond London Dispersion Vapor Pressure
Intermolecular Melting point Viscosity
What’s NewGovernm
entProperty
NOT
FOR
SALE

5
Intermolecular forces are forces that exist between molecules, atoms, or
ions. Intermolecular forces of attraction are weaker than intramolecular in terms of
energy involved however; intermolecular forces are responsible for the properties of
molecules. The intermolecular forces explain why substance exists as solid, liquid or
gas at room temperature. The following are the types of intermolecular forces.
Ion-dipole Interaction
An ion-dipole interaction is the force of interaction that exists between
charged particles called ions and a polar molecule. When NaCl dissolves in water,
NaCl dissociates to form Na+
ion and Cl-
ion. Since water is a polar molecule, it has a
partial positive end and partial negative end. Thus, the Na+
ion from the NaCl
molecule will attract the partially negative end of the water molecule, while the Cl-
ion
of NaCl will also attract to the partially positive end of the water molecule (Figure 1).
Fig. 1. Ion-dipole Interaction
Dipole-Dipole Interaction
Dipole- dipole interaction is the force of attraction that exists in polar
molecule like HCI. The unequal sharing of electrons between Hydrogen and Chlorine
atoms in HCl creating a partially positive pole in H and partially negative pole in Cl
and is referred as DIPOLE (Figure 2).
Fig. 2. Dipole-dipole interaction
What is It
Ion-dipole
:
:
Hδ+
Clδ-
Hδ+
Clδ-
Dipole-dipole
Governm
entProperty
NOT
FOR
SALE

6
In dipole-dipole interaction, the molecules with permanent dipoles attract each
other in way that the positive end of one molecule attracts the negative end of the
other molecule.
Hydrogen Bond
The bond that exists between water molecules is Hydrogen bond (Fig.3). It is
a special kind of dipole-dipole interaction between Hydrogen which is a polar
molecule and a highly electronegative elements Fluorine, Oxygen and Nitrogen. In
Hydrogen bond, the highly electronegative element F, O, N causes the hydrogen to
become strongly positive.
Fig.3. Hydrogen bond in water
The ability of water to form H-bond relates to its ability as a universal
solvent. H-bond prevents the water from evaporating quickly into the atmosphere. It
also causes ice to float in water since at freezing temperature, water molecules tend
to form a crystal lattice as it expands.
London Dispersion Forces- is present in all molecules. It is the weakest
intermolecular force which is formed due to temporary dipoles of a non-polar
molecule. The strength of the dispersion forces increases as the molecular weight of
the substance increases.
Activity 2
Unscramble the letter to tell what property is being described in the
statement.
1. _____________ (Bilniog pniot) is the temperature at which the vapour
pressure of a liquid is equal to the external pressure (Chang, 2015).
2. ______________ (Vcisitoy) measures how well the substance flow.
3. ______________ (Sfrucae tnsioen) measures the toughness of the surface
of the liquid.
4. ______________ (Mltineg pniot) is the temperature at which a substance
changes from liquid to gas.
5. ______________ (Vopar perussre) is the small amount of gas that can be
found above all liquid?
Hδ+
Oδ-
Hδ+
:
:
Hδ+
Oδ-
Hδ+
:
:
H-bond
Governm
entProperty
NOT
FOR
SALE

7
Activity 3. Let me FLOAT!!!
Materials:
 Glass
 Water
 Powdered pepper (paminta)
 Liquid detergent
 dropper
Procedure:
1. Fill the glass with about three-fourth full of water.
2. Sprinkle a pinch of powdered pepper (paminta) on the surface of the water.
Observe.
Did the pepper floats in water? _____________________________
3. Put a drop of liquid detergent on the surface of the water. Observe.
What happen to the pepper as you put a drop of liquid detergent to the
water? _____________________________________________________
Chemical bond holds atom together in a molecule, this type of interaction is
called Intramolecular It is the interaction that exist within the molecule. Intermolecular
forces on the other hand, are the force of interaction that exists between molecules.
Though this type of interaction is weaker than intramolecular force it greatly affects
the properties of substance.
In the activity, when you sprinkle powdered pepper (paminta) on the top of the
water, it floats on the surface. When a drop of liquid detergent touches the surface of
the water, it breaks the surface tension of the water thereby allowing the pepper to
sink in the water.
Surface Tension – is a property of the surface of the water caused by the
cohesive forces (intermolecular forces) between molecules which allows liquid to
create a thin film on its surface.
The stronger the intermolecular forces, the stronger the surface tension. The
H-bond in water produces a high surface tension in water; thus, allowing the paper
clip floats in water. Substance with weaker intermolecular forces will have lower
surface tension.
Boiling Point – is the temperature at which the vapour pressure of a liquid is
equal to the external pressure (Chang, 2015).
Melting Point – is the temperature at which a substance begins to change
from solid to liquid.
In general, substance with stronger intermolecular force (IMF) will have higher
boiling point than substance with a weaker intermolecular forces. The strong
intermolecular force of the substance holds the molecules tightly thus making the
bond hard to evaporate and boil.
Viscosity – is the property of substance resistance to flow. In general,
stronger IMF means high viscosity.
Governm
entProperty
NOT
FOR
SALE

8
Vapor pressure – is a measure of the tendency of a material to change into
the gaseous or vapor state, and it increases with temperature. A liquid with weak
intermolecular forces will evaporate easily thus, has a higher vapor pressure while
liquid with strong IMF will not easily evaporate thus will have lower vapor pressure.
Enrichment Activity: Do this…
1. Identify the possible intermolecular force attraction in the following:
a. NaCl ------ H2O _________________________________
b. NH3 ------ NH3 _________________________________
c. H2S ------- H2S _________________________________
d. O2 ------- O2 _________________________________
e. HCl ------ HCl _________________________________
f. CH3OH ------ CH3OH _________________________________
g. H2 ---------- H2 _________________________________
h. Na2S ------ HCl _________________________________
i. Br2 ------- Br2 _________________________________
j. H2O ----- H2O _________________________________
2. Arrange the following compounds (H2O, H2S, Br2, NaCl) in increasing….
a. Boiling Points ________________________________________
b. Melting Points ________________________________________
c. Surface Tension ________________________________________
d. Vapor Pressure ________________________________________
e. Viscosity ________________________________________
What’s More
Governm
entProperty
NOT
FOR
SALE

9
Let’s summarize it!
 Intramolecular forces are forces that holds atom together in a molecule.
 Intramolecular forces are forces between molecules. Ion-dipole, dipole-
dipole, Hydrogen bond and London Forces or Van der Waals Forces.
 Ion-dipole is the force of interaction that exists between charged particles
called ions and a polar molecule.
 Dipole-dipole interaction is the force of attraction that exists in polar
molecule. In dipole-dipole interaction, the molecules with permanent
dipoles attract each other in way that the positive end of one molecule
attracts the negative end of the other molecule.
 Hydrogen bond- is a special type of dipole-dipole interaction where
Hydrogen bond to highly electronegative elements Fluorine, Oxygen and
Nitrogen. In Hydrogen bond, the highly electronegative element F, O, N
causes the hydrogen to become strongly positive.
 London Dispersion Forces- is the weakest intermolecular force which is
formed due to temporary dipoles of a non-polar molecule.
 Intermolecular forces affect the properties of substance such as boiling
point, melting point, surface tension, vapor pressure, and viscosity. In
general, the stronger the intermolecular forces the higher the boiling point,
melting point, surface tension and viscosity of the substance. However, in
terms of vapor pressure, the stronger the intermolecular the substance has
the lower its vapor pressure.
 It also follows that, the larger the molecule, the stronger the intermolecular
force it has.
 The relative strength of intermolecular forces is shown in figure 4 below:
Fig. 4. Relative strength of intermolecular forces
What I Have Learned
London
Dispersion
Forces
Dipole-
dipole
interaction
Ion – dipole
interaction
Hydrogen
bond
Ionic bond
INTERMOLECULAR FORCES INTRAMOLECULAR
Weakest Strongest
Governm
entProperty
NOT
FOR
SALE

10
In this activity will let you understand the effect of attractive forces to viscosity
of a substance.
Materials Needed:
- a tablespoon of sample liquids (water, oil, condensed milk, chocolate
syrup)
- timer
Procedure:
1. Get one tablespoon of each liquid.
2. Get ready with the timer.
3. Pour liquid one at a time and record the time it takes the liquid to hit the
ground. Record your observation.
4. Repeat if needed.
Guide Questions:
1. Which liquid flow freely to the ground? ____________________
2. What would be the reason why some liquid some liquid flow freely while
others did not? _______________________________________________
____________________________________________________________
____________________________________________________________
What I Can Do
Governm
entProperty
NOT
FOR
SALE

11
notebook.
1. What type of bond exists between oxygen (O2) molecules?
C. Covalent bond C. Hydrogen bond
D. Dipole-dipole D. London Dispersion
2. It is the weakest intermolecular attraction which is formed due to temporary dipole.
A. Dipole-dipole B. ion-dipole C. Hydrogen bond D. London Dispersion
3. Which of the following substances will exhibit dipole-dipole intermolecular forces?
A. N2 B. CH3OH C. CO2 D. H2S
4. The following atoms participate in hydrogen bonding EXCEPT
A. C B. F C. O D. N
5. Dissolving sodium chloride in water results to what type of intermolecular
interaction?
6-10. Refer to the following option
B. Hydrogen bond D. London dispersion
What type of intermolecular forces of attraction that exists between the following
molecules?
6. NH3 ------ NH3
7. Li2S ------- H2O
8. N2 ------ N2
9. HBr ----- HBr
10. H2 ----- H2
11.Which of the following intermolecular forces has the highest boiling point?
A. Dipole- Dipole C, Ion-dipole
B. Hydrogen Bond D. London Dispersion
12. The type of intermolecular forces of attraction that exist in all molecules is
B. Hydrogen bond D. London Dispersion forces
AssessmentGovernm
entProperty
NOT
FOR
SALE

12
13. Substance with _________ intermolecular forces will have _________ vapor
pressure.
A. stronger, lower C. weaker, lower
B. stronger, higher D. weaker, the same
14.At which temperature would you expect water to have the greatest vapour
pressure?
A. 100o
B. 75o
C. 9o
D. 0o
15.Which of the following compounds most likely have the lowest boiling point?
A. C2H6 B. C3H8 C. C4H10 D. C5H12
Governm
entProperty
NOT
FOR
SALE

13
Answer Key
Governm
entProperty
NOT
FOR
SALE

14
notebook.
1. The following compounds are biological macromolecules EXCEPT
A. Carbohydrates C. Lipids
B. Carbon Dioxide D. Proteins
2. Which of the following biomolecules is important in muscle building?
A. Carbohydrates C. Nucleic Acid
B. Lipids D. Proteins
3. Carbohydrates contains the following elements EXCEPT
A. Carbon C. Nitrogen
B. Hydrogen D. Oxygen
4. Which of the following monosaccharide is most abundant in nature?
A. Glucose C. Maltose
B. Lactose D. Sucrose
5. A disaccharide which is mainly found in milk and other milk products is
6. Which of the following is the building block of proteins?
A. Amino Acid C. Nucleic acid
B. Enzymes D. Phosphate
7. What macromolecule is represented in the figure below?
Image Retrieved: June 19, 2020 at
https://rb.gy/f7d1ig
Lesson
4 Biological Macromolecules
What I Know
Governm
entProperty
NOT
FOR
SALE

15
8. Proteins found in connective tissues like tendons and ligament is
A. Collagen C. Keratin
B. Fibroin D. Myoglobin
9. A type of protein which carries oxygen from the lungs to the bloodstream is
A. Collagen C. Hemoglobin
B. Keratin D. Myoglobin
10.A type of lipid which contain a hydrophilic end and a hydrophobic end is
A. Fatty acids C. Phospholipids
B. Oils D. Wax
11.The following are the nitrogenous bases found in DNA EXCEPT
A. Adenine C. Guanine
B. Cytosine D. Uracil
12. Proteins are polypeptide that contains repeating units of
A. Amino acids C. Glucose
B. Fatty acids D. Phosphate
13.Amino acids in proteins are joined together by __________
A. Glycosidic bond C. metallic bond
B. Hydrogen bond D. Peptide bond
14.Enzymes are substances that catalyze a reaction. Which of the following is NOT
an enzyme?
A. Glycopase C. Pepsin
B. Lipase D. Sucrase
15. Deoxyribonucleic acid (DNA) carries genetic information of the cell. A DNA
molecule contains the following EXCEPT
A. Fatty acids C. Pentose sugar
B. Nitrogen bases D. Phosphate group
Governm
entProperty
NOT
FOR
SALE

16
Every living organism is made up of cells, the very tiny units of life. Within the
cells are organic molecules which joined to form larger molecule.
There are four classes of macromolecules as you have learned in your Grade
10 Chemistry. These include carbohydrates, proteins, lipids and nucleic acid forming
a chainlike structure called polymers. Recall that these macromolecules composed
mainly the elements like carbon, hydrogen, oxygen and other macromolecules have
nitrogen and phosphate in their structure.
In this module, the structure of these macromolecules will be given emphasis.
The students will then explain how the structure affects the properties and functions
of macromolecules.
Activity 1. Carbohydrates
Study the structure and answer the question below.
Fig. 1. Structure of simple monosaccharides.
Image: Retrieved June 15, 2020 from https://rb.gy/cigwad
1. What are the elements you notice in the structures? ___________________
2. What do you notice with the carbon: hydrogen: oxygen (C: H: O) ratio in each
structure? (Note: To answer these count the number of C, H, and O in the
structure.
What’s In
What’s New
Governm
entProperty
NOT
FOR
SALE

17
3. Now, look at the structure below.
a. Did you see any similarities with the three structures? _____________
b. Do they have same kind of elements? _________________________
c. What differences did you noticed with their structures? ____________
A. B.
C.
Figure 2. Different Structures of Carbohydrates
Images retrieved: June 16, 2020 from (a) https://commons.wikimedia.org/wiki/File:Beta-D-
Glucopyranose.svg (b) https://rb.gy/qglpvk, (C) https://rb.gy/enzuad
1. Carbohydrates
In the activity above, you noticed that all the structures contain the same
elements C, H, and O. These structures are carbohydrates. Carbohydrates are one
of the macromolecules which contain carbon, hydrogen and oxygen only with a ratio
1:2:1.This can be written as CnH2nOn, where n corresponds to the number of carbon
atoms. The term carbohydrate comes from the Latin word saccharum which means
sugar.
The carbohydrate that we eat which is our main source of energy is converted
into glucose which is readily used in the body. It is classified as simple sugars
(monosaccharides and disaccharides) and complex sugars (polysaccharides).
Governm
entProperty
NOT
FOR
SALE

18
Monosaccharides are sugar with one saccharide units. Glucose (used as
dextrose and sugar found in blood), galactose (found in milk and other milk
products), and fructose (sugar found in fruits and honey) are monosaccharides. They
are isomers which mean, they have the same molecular formula but different
structural formula. The difference in their structures (Figure 2) is the one that made
also difference in their properties like boiling point galactose has higher boiling point
than glucose. Glucose is sweeter than galactose.
Disaccharides are sugar with two saccharide unit joined by a glycosidic
bond. Maltose is a disaccharide formed from 2 Glucose units and is found in malt.
Sucrose found in regular table sugar contains glucose and fructose units. Lactose
found in milk and milk products is a disaccharide containing Glucose and Galactose
units.
Polysaccharides are sugar contains many saccharide units. Starch and
Cellulose are polysaccharides. Starch, a storage form of glucose in plants and
cellulose, the structural material in plant cell wall composed of 250 - 400 glucose
molecules connected via α-1-4-glycosidic bond.
Fig. 3. Starch
. Retrieved June 19, 2020 from http://sphweb.bumc.bu.edu/otlt/MPH-
Modules/PH/PH709_BasicCellBiology/PH709_BasicCellBIology_print.html
Governm
entProperty
NOT
FOR
SALE

19
Activity 2. Pair Me
Pair column A with the description in column B. Write the letter of your answer
in the space provided.
Column A Column B
______ 1. Collagen A. carries oxygen from the lungs to the
Bloodstream
______ 2. Keratin B. Substance used to speed up a reaction
______ 3. Hemoglobin C. major insoluble fibrous protein found in
connective tissues
______ 4. Enzymes D. fibrous protein in hair, skin, and nails
______ 5. Fibroin E. strongest natural fibers found in silk
2. Protein
Protein was believed to be the beginning of life. It comes from the Greek word
proteios which means first. Carbon, Hydrogen, Oxygen, and Nitrogen are the
elements that make up a protein. Sulfur and other metals can also be found in some
proteins. Proteins as one of the macromolecules that are made from multiple units of
simple molecules called amino acids (shown in figure below). Combination of 20
amino acid joined by a peptide bond makes a protein. Thus, proteins are called
polypeptides. The structure of amino acid is shown in the figure 4.
Fig 4. Structure of Amino Acid
Retrieved June 19, 2020 from https://www.researchgate.net/figure/General-structure-of-amino-
acids_fig1_322686460
Each type of protein is made up of different combination of amino acid
arranged in specific way. The order to which the amino acids are arranged
Governm
entProperty
NOT
FOR
SALE

20
determines the configuration and function of protein. Examples of proteins as
mentioned in the activity are the following:
Collagen - found in connective tissues such as tendons, ligaments, skin, cartilage
and the cornea of the eye.
Fibroin/Silk protein – one of the strongest natural fibers found in silk
Keratin - a fibrous protein in hair, skin, and nails.
Myoglobin - contains a heme group contains an iron (II) ion at its center where
oxygen is being stored.
Hemoglobin - is a globular protein that carries oxygen from the lungs to the
bloodstream
Enzymes on the other hand, are substances that catalyze a reaction. The following
are examples of enzymes and their specific function.
1. Lipase - help in digestion of fats
2. Pepsin - help in breaking down proteins into peptides (smaller units)
3. Sucrase - help in the digestion of sugars and starches
Activity 3.
Study the structure below and answer the following question.
Fig 5. Structure of Triglyceride
Image Retrieved June 19, 2020 from
https://courses.ecampus.oregonstate.edu/ans312/one/lipids_story.htm
1. What have you notice with the structure of triglyceride?
__________________________________________________
2. What elements compose the structure? __________________
Governm
entProperty
NOT
FOR
SALE

21
3. The structure below is a phospholipid.
Fig. 6. Structure of Phospholipid
Retrieved June 19, 2020 from https://rb.gy/yzlhjw
a. What did you notice with the structure of phospholipid compared to
glyceride? ___________________________________________
b. Does it have the same components with glycerides? _____________
c. Have you notice any difference at all? _________________________
3. Lipids
Lipids come from the Greek word lipos meaning fat. Lipids are family of
biomolecules group together because of its property of being hydrophobic (water-
fearing). Lipids are non-polar molecules making it soluble to non-polar solvents like
acetone, ether and benzene. It is classified into four categories: (1) triglycerides,
(2) Phospholipids, (3) Steroids.
Fatty acid
Fatty acid is a chain-like molecule containing a long chain of carboxylic acid.
Fatty acid can be saturated (contains single bonds) in its long chain hydrocarbon
chain or unsaturated (contains double bond). Since lipids are non-polar molecule, it
is insoluble in water. Saturated fatty acid is a straight chain where all the carbon
atoms in the chain have two hydrogen singly bonded to making the molecules to
form a strong attraction. Because of this strong attraction, saturated fatty acid have
high melting point and are solid at room temperature Unsaturated fatty acid on the
other hand, tends to bend due to the presence of a double bond in one of the carbon
in the chain. The molecule will not be as close as that of the saturated fatty acid.
Unsaturated fatty acids have low melting points than saturated fatty acids.
Governm
entProperty
NOT
FOR
SALE

22
Fig. 7. Fatty Acid
Retrieved: June 19, 2020 from https://dlc.dcccd.edu/biology1-3/lipids
Triglycerides
Are lipids that contain glycerol backbone and 3 fatty acids. The 3 fatty acids
connected to the glycerol backbone are not necessarily of the same kind.
Fat and oils are example of triglycerides. Fats are usually from animal
sources contain mostly saturated fatty acid making it solid at room temperature. Oil
refers to a triglyceride from plant sources. It contains unsaturated fatty acid and is
liquid at room temperature.
Phospholipids
Is another type of lipids that contains glycerol, two fatty acids, and a
phosphate group. Phospholipids (Fig.8), unlike other kind of lipids, it has a polar end
(hydrophilic end) which is the phosphate group and non-polar end (hydrophobic
end), the fatty acid group. The dual property of liquid allows the phospholipid to form
a bilayer.
Governm
entProperty
NOT
FOR
SALE

23
Activity 4.
Study the structure of DNA and answer the questions below.
Fig. 9.DNA Structure.
Retrieved June 19, 2020 from https://ib.bioninja.com.au/standard-level/topic-2-molecular-
biology/26-structure-of-dna-and-rna/dna-structure.html
1. What are the common parts of the nucleotide? ___________________
________________________________________________________
2. Name the different kinds of nitrogenous bases found in the DNA molecule.
___________________________________________________________
__________________________________________________________
Fig. 8. Phospholipid
Image retrieved: June 19, 2020 from
https://www.researchgate.net/figure/molec
ular-structure-of-phospholipid
Governm
entProperty
NOT
FOR
SALE

24
3. In DNA what is the paring arrangement of the bases?
___________________________________________________________
___________________________________________________________
__________________________________________________________
4. Nucleic Acids
Nucleic acid is important macromolecules that serve as storage of genetic
information of the cell. It is made up of nucleotide monomers that contain a
nitrogenous base, a pentose sugar, and a phosphate group. DNA and RNA are the
two types of nucleic acid with specific functions.
DNA (deoxyribonucleic acid), the blueprint of life carries the genetic material
and provides information for its own replication. It is a double helix structure
composed of a sugar and phosphate backbone and complementary bases Adenine-
Thymine and Cytosine-Guanine pair.
RNA (ribonucleic acid) on the other hand, carries the information from DNA
for protein synthesis. There are three types of RNA namely:
1. Messenger RNA (mRNA)
2. Ribosomal RNA (rRNA)
3. Transfer RNA (tRNA)
Figure 9. Structure of Nucleic Acid
Retrieved June 19, 2020 from https://www.britannica.com/science/nucleic-acid
Governm
entProperty
NOT
FOR
SALE

25
Do this….
Matching Type: Match the structure in column A with the Macromolecules in column
B. Write the letter of your answer in your notebook.
COLUMN A COLUMN B
1. A. carbohydrates
2. B. Lipids
Retrieved June 19, 2020 from https://rb.gy/s79lc0
3.
C. Nucleic Acid
4.
D. Proteins
What’s MoreGovernm
entProperty
NOT
FOR
SALE

26
Let’s summarize…..
 Carbohydrates, Proteins, Lipids and Nucleic acid are the four classes
of macromolecules.
 Carbohydrates composed mainly carbon, hydrogen and oxygen. It is
categorized as simple sugar (monosaccharides and disaccharides) and
complex sugar (polysaccharides). Glucose, Galactose and Fructose
are examples of monosaccharides. Disaccharides are carbohydrates
composed of 2 saccharides units and a polysaccharide with many
saccharide units. The saccharide units in disaccharides and
polysaccharides are bonded via glycosidic bond.
 Proteins composed C, H, O, and N. Sulfur and other metals can also
be found in some proteins. Proteins as one of the macromolecules that
are made from multiple units of simple molecules called amino acids.
 Collagen, Keratin, Hemoglobin, Myoglobin, and Fibroin are examples
of Proteins. It properties and function is determine by their structures.
Enzymes are also a kind of protein which catalyzes a reaction without
being used up.
 Lipids are family of biomolecules group together because of its
property of being hydrophobic (water-fearing). Lipids are non-polar
molecules making it soluble to non-polar solvents like acetone, ether
and benzene. It is classified into four categories: (1) triglycerides, (2)
Phospholipids, (3) Steroids.
 Nucleic Acid is important macromolecules that serve as storage of
genetic information of the cell. It is made up of nucleotide monomers
that contain a nitrogenous base, a pentose sugar, and a phosphate
group. DNA and RNA are the two types of nucleic acid with specific
functions.
What I Have LearnedGovernm
entProperty
NOT
FOR
SALE

27
notebook.
1. The biological macromolecules composed of multiple units of amino acids is
A. Carbohydrates C. Lipids
B. Proteins D. Cellulose
2. Which of the following sugars is a disaccharide?
A. Fructose C. Glucose
B. Galactose D. Sucrose
3. Carbohydrates contains the following elements EXCEPT
A. Carbon C. Nitrogen
B. Hydrogen D. Oxygen
4. Which of the following polysaccharide is found in the cell wall of plants?
A. Amylose C. Cellulose
B. Amylopectin D. Starch
5. A disaccharide which is mainly found in milk and other milk products is
6. What macromolecule is represented in the figure below?
7. Proteins found in hair, skin and nails is
A. Collagen C. Keratin
B. Fibroin D. Myoglobin
8. A type of protein which carries oxygen from the lungs to the bloodstream is
A. Collagen C. Hemoglobin
B. Keratin D. Myoglobin
9. A type of lipid which contain a hydrophilic end and a hydrophobic end is
A. Fatty acids C. Phospholipids
B. Oils D. Wax
Assessment
Governm
entProperty
NOT
FOR
SALE

28
10.In DNA, Thymine is paired with _________________________
A. Adenine C. Guanine
B. Cytosine D. Uracil
11. The following statement describes saturated fatty acid EXCEPT
A. It contains a carbon to carbon single bond.
B. It has high melting point.
C. It is solid at room temperature.
D. It contains a carbon to carbon double bond.
12. Amino acids in proteins are joined together by __________
A. Glycosidic bond C. Metallic bond
B. Hydrogen bond D. Peptide bond
13. Which of the statements below DOES NOT describe an enzyme? Enzymes
A. are proteins C. being used up during the reaction
B. catalyzes a reaction D. speeds up a reaction
14. Deoxyribonucleic acid (DNA) carries genetic information of the cell. A DNA
molecule contains the following EXCEPT
A. Fatty acids C. Pentose sugar
B. Nitrogen bases D. Phosphate group
15. It contains an unsaturated fatty acid commonly found in plant and is liquid at
room temperature. This lipid being describe is
A. Fats C. Steroids
B. Oils D. Wax
Governm
entProperty
NOT
FOR
SALE

29
Answer Key
Governm
entProperty
NOT
FOR
SALE

30
References
Books
 Rody Bayoang, Ma. Lourdes Coronacion. Physical Science for Senior High
School. Quezon City, Philippines. Education Resources Corporation.2016.
 Gian Karlo R. Dapul, Maria Kristina Salazar.” Teaching Guide for Senior High
School PHYSICAL SCIENCE. Quezon City, Philippines. Commission on
Higher Education.2016.
Images:
 https://dlc.dcccd.edu/biology1-3/carbohydrates.June 15, 2020
 https://commons.wikimedia.org/wiki/File:Beta-D-Glucopyranose.svg. June 16,
2020
 http://sphweb.bumc.bu.edu/otlt/MPH-
Modules/PH/PH709_BasicCellBiology/PH709_BasicCellBIology_print.html.
June 16, 2020
 https://www.researchgate.net/figure/General-structure-of-amino-
acids_fig1_322686460. June 19, 2020
 https://courses.ecampus.oregonstate.edu/ans312/one/lipids_story.htm June
19, 2020
 https://dlc.dcccd.edu/biology1-3/lipids. June 19, 2020
 https://www.researchgate.net/figure/molecular-structure-of-phospholipid. June
19, 2020
 https://ib.bioninja.com.au/standard-level/topic-2-molecular-biology/26-
structure-of-dna-and-rna/dna-structure.html. June 19, 2020
 https://www.britannica.com/science/nucleic-acid. June 19, 2020
Governm
entProperty
NOT
FOR
SALE

31
For inquiries or feedback, please write or call:
Department of Education – Division of Cagayan de Oro City
Office Address: Fr. William F. Masterson Ave Upper Balulang
Cagayan de Oro
Telephone Nos.: (08822)855-0048
Governm
entProperty
NOT
FOR
SALE

i
Physical Science
Week 5: Collision Theory and the Factors
Affecting the Reaction Rate
Week 6: Limiting Reactant and Percent
Yield
Senior High SchoolGovernment Property
NOT FOR SALE
Governm
entProperty
NOT
FOR
SALE

Formation & Polarity

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (20)

Semelhante a Formation & Polarity

Semelhante a Formation & Polarity (20)

Mais de EngineerPH EducatorPH

Mais de EngineerPH EducatorPH (15)

Último

Último (20)

Formation & Polarity