Guided Generalizations
4/9/2024 2
Learning
Competencies
Designing Standards-Based Learning
Modules for Understanding
4/9/2024
CRS-Ch-9d. Classify chemical reactions by type
S9MT-IIi-19: Use the mole concept to express mass of
substances
S9MT-IIj-20: Determine the percentage composition of a
compound given its chemical formula and vice versa
COMPETENCIES:
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Starter Activity
Designing Standards-Based Learning
Modules for Understanding
4/9/2024 5
Why studying
chemical
equation?
Designing Standards-Based Learning Modules for
Understanding
4/9/2024
7
CHEMICAL REACTIONS
Designing Standards-Based Learning Modules for
Understanding
4/9/2024 8
The bigger
Picture
Designing Standards-Based Learning Modules for
Understanding
AIRBAG DESIGN
ROCKET PROPULSION
LITHIUM HYDROXIDE SCRUBBER
PHARMACEUTICAL INDUSTRY
Role in Fast-moving consumer goods (FMCGs)
Role in Fast-moving consumer goods (FMCGs)
GREEN CHEMISTRY
ECOLOGICAL STOICHIOMETRY
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Why
stoichiometry?
Designing Standards-Based Learning Modules for
Understanding
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18
REACTIONS EQUATIONS
Designing Standards-Based Learning Modules for
Understanding
balanced chemical equations representing various
reactions involved in industrial processes or
environmental phenomena.
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19
LABORATORY EXPERIMENTS
Designing Standards-Based Learning Modules for
Understanding
Scientists measuring and mixing precise amounts of
reactants in laboratory glassware to ensure
stoichiometric ratios are maintained during
experiments.
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20
ANALYTICAL INSTRUMENTS
Designing Standards-Based Learning Modules for
Understanding
Analytical instruments such as spectrometers or
chromatographs being used to analyze reaction
products and determine their quantities accurately.
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21
MASS MEASUREMENTS
Designing Standards-Based Learning Modules for
Understanding
Scientists weighing chemicals using analytical balances
with high precision to ensure the stoichiometric
proportions are maintained.
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22
YIELD CALCULATIONS
Designing Standards-Based Learning Modules for
Understanding
scientists calculating theoretical and actual yields of
reaction products, illustrating the concept of
stoichiometry in real-world chemical processes.
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23
PROCESS OPTIMIZATIONS
Designing Standards-Based Learning Modules for
Understanding
Engineers and researchers optimizing chemical
processes in industrial settings to maximize product
yield while minimizing waste through stoichiometric
considerations.
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24
FOOD PRODUCTION
Designing Standards-Based Learning Modules for
Understanding
Agricultural practices where fertilizers are applied to
fields in stoichiometrically balanced ratios to optimize
crop yields while minimizing environmental impact.
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25
ENVIRONMENTAL MONITORING
Designing Standards-Based Learning Modules for
Understanding
Scientists collecting air, water, or soil samples from
polluted areas and using stoichiometric principles to
analyze the concentration of pollutants and assess
their impact on the environment.
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26
SAFETY PROTOCOLS
Designing Standards-Based Learning Modules for
Understanding
Safety protocols in chemical plants or laboratories that
ensure stoichiometrically balanced reactions are
conducted safely to prevent accidents and minimize
environmental risks.
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27
GREEN CHEMISTRY INITIATIVES
Designing Standards-Based Learning Modules for
Understanding
Initiatives aimed at designing environmentally friendly
chemical processes with high atom economy and
minimal waste production, highlighting the importance
of stoichiometric considerations.
Guided Generalizations
General Instructions
4/9/2024
CRS-Ch-9d. Classify chemical reactions by type
S9MT-IIi-19: Use the mole concept to express mass of
substances
S9MT-IIj-20: Determine the percentage composition of a
compound given its chemical formula and vice versa
COMPETENCIES:
4/9/2024
"Clean Air Initiative: Monitoring Urban Atmospheres"
ARTICLES:
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31
WHAT TO REMEMBER IN ANSWERING THE ESSENTIAL
QUESTIONS…..
Designing Standards-Based Learning
Modules for Understanding
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32
SITUATION
Designing Standards-Based Learning
Modules for Understanding
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33
SITUATION
Designing Standards-Based Learning
Modules for Understanding
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34
QUESTION 1
Designing Standards-Based Learning
Modules for Understanding
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35
ANSWER
Designing Standards-Based Learning
Modules for Understanding
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36
QUESTION
Designing Standards-Based Learning
Modules for Understanding
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37
ANSWER
Designing Standards-Based Learning
Modules for Understanding
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38
QUESTION
Designing Standards-Based Learning
Modules for Understanding
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39
ANSWER
Designing Standards-Based Learning
Modules for Understanding
4/9/2024
40
ANSWER
Designing Standards-Based Learning
Modules for Understanding
4/9/2024
41
QUESTION
Designing Standards-Based Learning
Modules for Understanding
How does one predict, benefit, and safely
manage substances and chemical reactions
affecting life and the environment?
Guided Generalizations in Science Activities

Guided Generalizations in Science Activities

Editor's Notes

  • #3 Start practicing by making them work on the 2nd quarter.
  • #4 Ask the teachers to answer the initial part of the table. Step 3
  • #5 Start practicing by making them work on the 2nd quarter.
  • #6 Start practicing by making them work on the 2nd quarter.
  • #8 Start practicing by making them work on the 2nd quarter.
  • #9 Start practicing by making them work on the 2nd quarter.
  • #18 Start practicing by making them work on the 2nd quarter.
  • #19 Start practicing by making them work on the 2nd quarter.
  • #20 Start practicing by making them work on the 2nd quarter.
  • #21 Start practicing by making them work on the 2nd quarter.
  • #22 Start practicing by making them work on the 2nd quarter.
  • #23 Start practicing by making them work on the 2nd quarter.
  • #24 Start practicing by making them work on the 2nd quarter.
  • #25 Start practicing by making them work on the 2nd quarter.
  • #26 Start practicing by making them work on the 2nd quarter.
  • #27 Start practicing by making them work on the 2nd quarter.
  • #28 Start practicing by making them work on the 2nd quarter.
  • #30 Ask the teachers to answer the initial part of the table. Step 3
  • #31 Ask the teachers to answer the initial part of the table. Step 3
  • #32 Start practicing by making them work on the 2nd quarter.
  • #33 Start practicing by making them work on the 2nd quarter.
  • #34 Start practicing by making them work on the 2nd quarter.
  • #35 Start practicing by making them work on the 2nd quarter.
  • #36 Start practicing by making them work on the 2nd quarter.
  • #37 Start practicing by making them work on the 2nd quarter.
  • #38 Start practicing by making them work on the 2nd quarter.
  • #39 Start practicing by making them work on the 2nd quarter.
  • #40 Start practicing by making them work on the 2nd quarter.
  • #41 Start practicing by making them work on the 2nd quarter.
  • #42 Start practicing by making them work on the 2nd quarter.