PRIVATE EDUCATION ASSISTANCE COMMITTEE

ADAPTIVE TEACHING GUIDE

Most Essential Topic #1

Lesson #2: Enthalpy

Prerequisite Content Knowledge:

Determine the learner’s level of knowledge on the concept about:
● factors affecting the rate of chemical reactions.
Prerequisite Skill:
Determine the learner’s level of skill on:
● Explaining the factors affecting the rate of chemical reactions
● Applying the concept of chemical reactions in day-to-day activity.

Prerequisite Assessment:
The learner’s level of knowledge and skill in the prerequisites of this lesson may be determined through multiple-choice questions (remembering and understanding levels only) about chemical
reactions.

Choose the best answer.

1. What is the minimum amount of energy needed for colliding particles to react?
A. Kinetic energy
B. Potential energy
C. Activation energy
D. Thermal energy

2. What happens when particles absorb more energy with the increase in the intensity of light thereby the rate of reaction?
A. The rate of reaction increases.
B. The rate of reaction decreases.
C. The rate of reaction reduces to zero.
D. The rate of reaction remains at zero.
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3. What speed referred to which a reaction takes place?

A. rate of the reaction
B. order of the reaction
C. energy of the reaction
D. temperature of the reaction

4. Why does a higher temperature increase the rate of a reaction?

A. It reduces the activation energy of the reaction.
B. It only increases the energy of particle collisions.
C. It only increases the frequency of particle collisions.
D. It increases both the frequency and energy of particle collisions.

5. A student investigated the rate of reaction of calcium carbonate with dilute hydrochloric acid. Every minute, the student recorded the total volume of carbon dioxide produced,
until sometime after the reaction was complete. Which graph shows the correct results?

A. A
B. B
C. C
D. D
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6. Which of the following factors cannot affect the rate of a chemical reaction?
A. temperature
B. concentration of reactants of the forward reaction
C. physical state or state of subdivision of solid reactants
D. all can affect the rate

7. How many O’s are in Al2(SO4)3?

A. 4
B. 7
C. 12
D. 24

8. What happens when a candle is lit and placed under a jar?

A. Goes out as the air in the jar is used up.
B. Will pop as the hydrogen gas in the jar will burn.
C. Goes out as it uses up the oxygen and releases carbon dioxide.
D. Stay alight as it uses up the oxygen and releases carbon dioxide.

9. What are the products for the single replacement reaction between F2 + KCl ?
A. FCl + K
B. KF + Cl2
C. KF + Cl
D. no reaction

10. All of the following reactions are correctly balanced except

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A. A
B. B
C. C
D. D
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ANSWERS: 1. C 2. A 3. A 4. D 5. D 6. D 7. C 8. C 9. B 10. C

Evaluate the learners’ results in the Prerequisite Assessment. Based on their levels, the following pre-lesson remediation activity will be given to them appropriately.
A score of 0-2 out of 8 belongs to the “Insufficient Level”.
A score of 3-5 out of 8 belongs to the “Fairly Sufficient Level”.
A score of 6-8 out of 8 belongs to the “Sufficient Level”.

Pre-lesson Remediation Activity:

1. For students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Learners will be given additional review (conceptual) on understanding chemical reactions and explaining the factors of chemical reactions. Learners will take another similar prerequisite
assessment. To determine their level of readiness. Once the satisfactory level is achieved, learners will proceed to the lesson proper.

2. For students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Brainstorming activity through student’s sharing of their correct understanding and misconceptions in the prerequisite assessment and will be facilitated by the teacher. Once done,
learners will proceed to the lesson proper.

3. For students with Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):

Learners can be allowed to proceed to taking the lesson.

Introduction:
Guide the learners in the necessary information needed about the lesson.

1. Time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns arise) (60 minutes, 1 hour/day of engagement)

Mode of Contacting the teacher:

● (60 minutes, 1 hour/day of engagement)
● Online: LMS messaging, Google classroom, email, messenger, text
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● F2F classes: messenger or text, consultation time schedule

● Modular: text or messenger, scheduled in-person consultation

2. The knowledge (RUA) the students is expected to gain from learning the topic/lesson
At the end of the lesson, learners are expected to:
● Recognize the energy released and absorbed during a chemical reaction.
● Apply the types of chemical reactions based on the movement of heat in the handling of active ingredients present in household and personal care products.

3. Context where the students are going to apply their learning (In what PAA/EFAA and personal use?)
The learners will be able to apply the knowledge learned in this lesson in understanding the types of chemical reactions based on the movement of energy in preparation for PAA #1
Product Analysis. Learners will be aware of the evidence of the endothermic and exothermic processes in daily activities such as the baking of bread, burning of sugar, rusting iron,
melting of solid salts, cooking an egg, etc. They will also apply this concept to the proper handling of active ingredients present in household and personal care products such as water
and strong acids, mixing water and ammonium nitrate, chlorine with hydrogen peroxide, etc.

4. Overview of the Lesson

This lesson will focus on students' understanding of endothermic and exothermic processes, with examples and explanations of the nature of reaction for endothermic and exothermic.
Students are also expected to apply what they've learned in class to understand the evidence of endothermic and exothermic reactions in various daily activities, as well as to handle
hazardous substances in household and personal care products.

Students’ Experiential Learning (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)

POE Activity

Chunk 1
Formative Question: What is an endothermic and exothermic reaction?
Learning Activity: The teacher shall introduce the topic together with the lesson’s objectives. The teacher may present pictures related to some activities that are related to the topic.
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burning of matchstick ice cubes in a container dissolving salt on water

a. During the activity, the learners will predict what will happen to substances once it will undergo chemical change.
b. Students will also observe and describe why some substances react that way.
● Which substances release energy?
● How about absorbing energy?
c. Then, students will explain the possible reasons why those changes occur in substances.
d. The teacher will introduce the topic by explaining to the learners that each picture shows a reaction, either releases energy reaction (exothermic) or absorbs energy reaction
(endothermic).

Chunk 2 and 3 (Count Me in Activity)

Formative Question 3: What condition is considered for an endothermic and exothermic reaction?
Formative Question 4: Is melting of ice an endothermic or an exothermic reaction? Is evaporation of water an endothermic or an exothermic? Is the dissolving of salt in hot water an endothermic
or an exothermic? Explain your answer.
Learning Activity: The teacher shall facilitate learners’ points of view regarding the given formative question. Support their thoughts by providing specific examples of types of chemical reactions
observed at home or in the community through counting me in activity.
a. The learners will be informed that the activity presents different pictures about the types of a chemical reaction. Each learner will use count once the music starts. Once it stops,
a learner will choose a picture.
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Figure 1: Endothermic and Exothermic Reactions

Sources: https://socratic.org/questions/596051a6b72cff185f081c23

Figure 2: Energy diagram for endothermic and exothermic reactions

Sources: https://commons.wikimedia.org/wiki/File:Example_of_Exothermic_Reaction.gif
http://www.kentchemistry.com/links/Kinetics/PEDiagrams.htm

b. Ask them if the reaction in the picture releases or absorbs heat/energy. Ask them to justify their answers. Repeat this several times.
c. The teacher will emphasize the difference between exothermic and endothermic reactions and explain/ ask the students when a reaction is exothermic, and when endothermic.
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● The melting of ice is considered an endothermic reaction since it requires energy/heat to be melted or liquefied. On the other hand, freezing of water is an exothermic reaction because
the water needs to release heat/energy in order for it to attain a very low temperature or to become frozen. Therefore, exothermic reactions are reactions that require the release of
energy/heat while endothermic reactions are reactions that require the absorption of energy/heat.

Chunk 4
Formative Question: Chilling of salad inside the refrigerator is an endothermic reaction. Appliances/gadgets when used release heat. Is it an endothermic or exothermic reaction? Explain your
answer.
Learning Activity: The teacher shall facilitate learners’ point of view regarding the given formative question through Think Pair Share Activity.
a. Ask the students to look for a partner and discuss their thoughts in the formative question.
b. Each learner will have to choose a certain appliance /gadget as their focus in the question and share their ideas to their partner. Ask each pair to identify their given example
telling whether it is an exothermic (releases energy) or endothermic (absorbs energy) reaction. Let them justify their answers. (Each pair will be given 5 minutes to do it).

Synthesis
● The change in energy of a system is described by the enthalpy change. In an endothermic reaction, the system must absorb energy from its surroundings thus the change in enthalpy is
positive. On the other hand, in an exothermic reaction, the system must release energy to the surroundings thus change in enthalpy should be negative.
● One may determine that a reaction is endothermic or exothermic through the change in temperature. The reaction is endothermic if the surroundings get cooler while exothermic if
the surroundings get warmer.
● In your understanding of the types of chemical reactions, how will you apply it in your daily activities and in handling household and personal products?

RUA of a Student’s Learning

The learners will be able to recognize that energy is released or absorbed during a chemical reaction. This can be shown through table completion of the reaction of the given substances and
brief explanation of what makes it under that process and be applied in offline or online modalities.
Instruction: Recognize and list down 5 examples of Exothermic and Endothermic reactions around your vicinity, streets, home and community. Document by taking a photo and provide
brief descriptions to explain. Write the answer in the given table.
Exothermic Reactions Endothermic Reactions
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Post-lesson Remediation Activity

The learners’ outputs (RUA demonstration/expression) will be evaluated by the teacher vis-a-vis the PAA criteria. Unachieved standard(s) or criterion/ia will require the learners to revise that
part of their output, with monitoring of the teacher. Once all standards/ criteria are met, the learners can proceed to the next lesson.