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Science (Chemistry) – Grade10 Learning Activity Sheets

Quarter 4 – Week 5: Chemical Reactions

First Edition, 2021

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Development Team of Learner’s Activity Sheets

Writer Francis Rex M. Dequia

Editors
Regional Team Jane C. Basul
Edgardo B. Tupas
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Author: Francis Rex M. Dequia

School/Station: Libertad National High School (Bunawan III)
Division: Agusan del Sur
Email address: [email protected]
 WEEKLY LEARNING ACTIVITY SHEETS
Science 10, Quarter 4, Week 5

CHEMICAL REACTIONS

Name: Section:

Most Essential Learning Competency:

Apply the principles of conservation of mass to chemical reactions.
(S10MT-IVe-g-23)

Learning Objectives:
1. Describe the chemical reaction and chemical change.
2. Distinguish evidences of chemical reactions.
3. Determine the theories of the production of fire.
4. Distinguish between reactants and products.
5. Write a chemical equation.

Time Allotment: 4 hours

Key Concepts
 Chemical Change and Reactions
Chemical changes occur when bonds are broken and/or formed between
molecules or atoms. This means that one substance with a certain set of properties
is turned into a different substance with difference in properties. Formation of new
substances means a chemical reaction has taken place. It is frequently harder to
reverse than physical changes.
There are certain things that will help us identify if a chemical reaction has
taken place. We call these evidences of chemical reactions.
1. Production of light
2. Evolution of gas
3. Temperature change
4. Change in intrinsic properties (color, odor, etc.)
5. Formation of precipitate

 Theories of Production of Fire

Oxygen is vital to life. One interesting reaction which involves oxygen is the
production of fire.
Fire has fascinated people for so long, that the ancient people
even regarded it as one of the earliest elements. Fire was so important
to them and they described it as an element that changes everything.
The earliest theory about burning was the Phlogiston Theory. This
theory by George Ernst Stahl in the 17th century stated that when a
material burns, it releases a substance known as phlogiston, and
this theory was accepted for a very long time.
Figure 1. George Ernst Stahl
Source: https://alchetron.com/cdn/georg-ernst-stahl-
658d2069-aeb7-4dff-bad7-77a46660d39-resize-750.jpg

Author: Francis Rex M. Dequia

School/Station: Libertad National High School (Bunawan III)
Division: Agusan del Sur 1
Email address: [email protected]
 Antoine Lavoisier, through his careful observations from his
experiments, debunked the phlogiston theory as he discovered that
instead of releasing a substance (phlogiston) a material accurately
burns as it reacts (uses) with oxygen. This is now known as the Theory
of Oxidation, and this is accepted up to this day.

Figure 2. Antoine Lavoisier

Source: https://res.cloudinary.com/dk-find-
out/image/upload/q_80,w_1920,f_auto

For burning to occur, 3 factors should be present in

proper conditions and proportions:
1. Fuel
2. Oxygen
3. Heat
Figure 3. The Fire Triangle
Source: https://pslc.ws/fire/images/firetria.gif

 Chemical Reactions and Equations

In a chemical change, new substances will be formed. In order for this to
happen, the chemical bonds of the substances break-off, and the atoms that
comprise them disperse and rearrange themselves into new substances with new
chemical bonds. When this process occurs, we refer to it as chemical reaction.
Chemical reaction is the process in which one or more substances are changed into
new substances. It can be expressed also in a shorter way in a form of chemical
equations.

 Reactants and Products

In order to describe a chemical reaction, we need to indicate the substances
that are present at the beginning and what substances are present in the end of the
process. The substances that are present in the beginning (left hand side) of the
chemical equation are called reactants and the substances present at the end (right
hand side) of the chemical equation are called products.
Sometimes when reactants are put into a reaction vessel, a reaction will take
place to yield products. Reactants are the starting materials, that is, whatever we
have as our initial ingredients. The products are just that, what is produced or the
result of what happens to the reactants when we put them together. If we bake
chocolate chip cookies, the reactants would be flour, butter, sugar, vanilla, some
baking soda, salt, egg, and chocolate chips. What would be the product? Cookies!
The reaction vessel would be our mixing bowl.

∆
Flour + Butter + Sugar + Vanilla + Baking soda + Eggs + Chocolate chips → Cookies

 Writing Chemical Equations

A chemical equation is a chemist’s shorthand for a chemical reaction. The
equation distinguishes between the reactants, which are the starting materials and
the products which are the resulting substance/s.

Author: Francis Rex M. Dequia

School/Station: Libertad National High School (Bunawan III)
Division: Agusan del Sur
Email address: [email protected] 2
 When sulfur dioxide is added to oxygen, sulfur trioxide is produced. Sulfur
dioxide and oxygen, SO2 + O2 are the reactants and sulfur trioxide, SO3, is the
product.

2SO2(g) + 1O2 → 2SO3(g)

Reactants → Products
In chemical reactions, the reactants are found before the symbol “→” and the
products are found after the symbol “→”. The general equation for a reaction is:
Reactant/s → Product/s
There are a few special symbols that we need to know in order to properly
write chemical reactions and equations shorthand. Below is a table with common
symbols used in chemical equation.

Table 1. Commonly Used Symbols in Chemical Equations

Common Symbol in Chemical Reaction and their Meanings
Symbols Meaning
To show combination of reactants or products;
+ can be read as “is added to” or “is combined with”
Used to separate reactants from products; can be
→ read as “to produce” or “yields”
(s)- solid, (l)- liquid, (g)- gas,
(s), (l), (g), (aq)
(aq)- aqueous (substance is dissolved in water)
Reversible reaction
Indicates that heat is supplied to the reaction

Activity 1. Chem Check

Learning Objective: Describe the chemical reaction and chemical change.
What you need: Pen and paper
What to do:
1. Read and analyze each situation.
2. On a separate sheet of paper, mark the items that illustrate a situation
about chemical change by putting a check ( √ ) on the spaces provided and
( X ) if it doesn’t illustrate a chemical change.

1. boiling water
2. a nail rusts
3. solid forms after mixing two clear liquids
4. sugar dissolves in water
5. a cake is baked
6. tearing a piece of paper into 100 pieces
7. burning the torn paper
8. hammering a nail into a piece of wood
9. cutting an apple into half
10. photosynthesis in plant

Author: Francis Rex M. Dequia

School/Station: Libertad National High School (Bunawan III)
Division: Agusan del Sur
Email address: [email protected] 3
 Activity 2. Mix ‘n Match
Learning Objective: Distinguish evidences of chemical reactions.
What you need: Pen and paper
What to do:
1. Items in Column A include the evidences of chemical reactions in which
they should be matched to its corresponding descriptions in Column B and
relative examples in Column C.
2. Match the items in Column A to Column B and C, write only the letters
that correspond to the correct answer on a separate sheet of paper.

Table 2. Evidences of Chemical Reaction

Column A Column B Column C
Evidences of
Description Examples
Chemical Reaction
1.production A. formation of solid when f. explosion of fireworks in
of light two liquids are combined the night sky
g. half-eaten apple turned
2.evolution of
B. change in odor and color brown after has been
gas
exposed to air
h. magnesium and calcium
C. formation of bubbles
oxides mix with water in
3.temperature when two liquids are
plumbing formed small
change combined or when solid
deposits that clog the
is added to liquid
pipes
i. an antacid is dropped in a
4.change in D. sudden increase or
glass of water and begins
intrinsic property decrease of heat
to bubble
E. usually occurs in
5.formation of j. burning fire produces
combustion reaction or
precipitate heat in the surrounding
burning process

Activity 3. Fact or Bluff

Learning Objective: Determine the theories of the production of fire.
What you need: Pen and paper
What to do:
Read and analyze each statement. On a separate sheet of paper, write FACT if
the statement is correct, BLUFF if it is wrong.

1. Presence of oxygen is involved in the production of fire.

2. Phlogiston theory explains that a material can accurately burns as it reacts
with oxygen.
3. The theory of oxidation was the earliest theory about burning.
4. The month of March is noted to be the Fire Prevention Month in the
Philippines because it signals the start of summer.
5. Fuel and heat together with oxygen makes burning possibly to occur.

Author: Francis Rex M. Dequia

School/Station: Libertad National High School (Bunawan III)
Division: Agusan del Sur
Email address: [email protected] 4
 Activity 4. Part of a Whole

Learning Objective: Distinguish between reactants and products.

What you need: Pen, paper and Periodic Table of Elements
What to do:
1. Identify the reactants and products of the following reactions.
2. Write the symbol or formula of the reactant and product on a separate
sheet of paper. Number 1 is done for you.

Chemical Reactions:
1. Hydrogen gas (H2) reacts with oxygen gas (O2) to produce water (H2O).
2. Iron reacts with copper sulfate (CuSO4) and forms iron (II) sulfate (FeSO4)
and copper.
3. Magnesium combines with oxygen gas (O2) to produce magnesium oxide
(MgO)
4. Methane gas (CH4) reacts with oxygen gas (O2) produces water and carbon
dioxide.
5. Acetic acid (CH3COOH) and sodium bicarbonate (NaHCO3) produce sodium
acetate (NaC2H3O2) with the release of carbon dioxide gas (CO2) and water.
6. Copper sulfate (CuSO4) reacts with sodium hydroxide (NaOH) to produce
insoluble copper (II) hydroxide Cu(OH)2 and sodium sulfate (Na2SO4).

Table 3. Reactants and Products

Item Reactants Products
Hydrogen gas and oxygen gas Water
1
H2 , O2 H2 O

Author: Francis Rex M. Dequia

School/Station: Libertad National High School (Bunawan III)
Division: Agusan del Sur
Email address: [email protected] 5
 Activity 5. Write it Up!

Learning Objective: Write a chemical equation.

What you need: Pen and paper
What to do:
1. Based on Table 3 of Activity 4, copy the reactants and products using
appropriate symbols to complete the chemical equation.
2. Write your answer on a separate sheet of paper. Number 1 is done for
you.

Table 4. Chemical Equation

Item Chemical Equation
1 H2 + O2 → H2O
2
3
4
5
6

Reflection
Read and analyze the situation below. Then, answer the question that follows
on a separate sheet of paper.
Doing household chores like washing and cleaning have been made easy with
the use of chemical and cleaning agents. On Saturday morning, Claire was assigned
to do a laundry. She observed that most of the white shirts had stains on them, she
remembers that she could use bleach to get rid of the stain. Applying the bleach on
the stain spots, she saw the stains start to fade and eventually got removed.
With the situation cited, “Do you think the stain removal using a bleach shows
a chemical reaction? Why or why not?”.

Scoring Rubric
Rubrics
3 2 1
Ideas are scientifically and Ideas are scientifically Ideas are explained
clearly explained explained consistent to the consistent to the
consistent to the concepts, concepts, but has minimal concepts, but with
and has no misconception misconceptions misconceptions.

Author: Francis Rex M. Dequia

School/Station: Libertad National High School (Bunawan III)
Division: Agusan del Sur
Email address: [email protected] 6
 References and Links for Learners

Printed Materials

Acosta, H. D., Alvarez, L. A., Angeles, D. G., Arre, R. D., Carmona, M. P., Garcia, A. S., . . .
Salazar, N. G. (2015). Science 10, Learner's Material Unit 2 (First ed.). Pasig City,
Philippines: Department of Education

Acosta, H. D., Alvarez, L. A., Angeles, D. G., Arre, R. D., Carmona, M. P., Garcia, A. S., . . .
Salazar, N. G. (2015). Science 10, Teacher’s Guide Unit 2 (First ed.). Pasig City,
Philippines: Department of Education.

Electronic Sources

Poulsen, T. (2010). Introduction to Chemistry (CK-12 Foundation). Accessed March 22,

2021. https://openedgroup.org/books/Chemistry.pdf

Mitchell, S. (2012). Five Things that are Evidences of Chemical Reactions (eHOW Articles).
Accessed March 23, 2021. http://www.ehow.com/print/info_10075929_five-things-
evidence-chemical-reactions.html

Image Sources

https://pslc.ws/fire/images/firetria.gif

https://alchetron.com/cdn/georg-ernst-stahl-658d2069-aeb7-4dff-bad7-77a46660d39-
resize-750.jpg

https://res.cloudinary.com/dk-find-out/image/upload/q_80,w_1920,f_auto/A-
rexfeatures_2551214a_qxbmdw.jpg

Answer Key

Author: Francis Rex M. Dequia

School/Station: Libertad National High School (Bunawan III)
Division: Agusan del Sur
Email address: [email protected] 7
Author: Francis Rex M. Dequia
School/Station: Libertad National High School (Bunawan III)
Division: Agusan del Sur
Email address: [email protected] 8