Republic of the Philippines
DepEd Complex, Meralco Avenue, Pasig City
STRENGTHENED SENIOR HIGH SCHOOL CURRICULUM
CHEMISTRY 1
Grade 11
Course Description:
This course provides learners with essential chemistry concepts and skills. Learners learn how to make accurate measurements,
understand the electronic structure of atoms and isotopes, explain the behavior of subatomic particles, calculate percentage
composition, and write compound formulas using nomenclature rules. Additionally, learners explore the various properties of
chemical bonds and examine how these properties relate to the types of bonds in different compounds. The lessons can be applied
in environmental science, community-based issues, and industrial processes, especially relating them to green chemistry and the
United Nations’ Sustainable Development Goals.
Elective: Academic
Prerequisite: None
Time Allotment: 80 hours for one semester, 4 hours per week
Schedule: First Semester
Quarter 1
Content Content Standards Learning Competencies
The learners learn that The learners
1. Scientific 1. accuracy, precision, and appropriate use of 1. explain the difference between mass, volume, and
measurement standard units of measurement are density of a solid using the correct and appropriate
fundamental to Chemistry; units;
2. investigate the density of commonly used solids using
laboratory equipment, including writing a scientific
report;
3. explain that accuracy and precision are important to
assess the quality of experimental results;
4. identify sources of error and propose improvements to
enhance measurement reliability;
5. apply scientific notation and explain how to determine
the proper number of significant figures in
calculations;
1
2. The Quantum 2. the contributions of Planck, Bohr, and 6. explain how Mendeleev developed the periodic table of
Theory and the Schrödinger helped in the development of elements;
electronic Quantum Theory, which explains the 7. create a diagram of the periodic table to illustrate the
structure of behavior of subatomic particle; relationship between atomic radius and atomic mass
atoms of elements across a period and down a group;
3. electrons of elements are arranged 8. draw a model of the discrete energy levels of an atom
according to different energy levels, using the ‘spdf’ notation for the orbitals;
subshells, and orbitals based on the 9. write the electronic configuration of common elements
quantum mechanical model; and following the principles of quantum theory;
10. explain and predict main energy levels, sublevels, and
orbitals in relation to the electronic configurations of
elements in periods and groups in the periodic table;
4. Isotopes 2. isotopes of elements can be both beneficial 11. explain that isotopes of an element have the same
and harmful. number of protons but a different number of
neutrons;
12. use secondary resources to identify natural and
human-made radioisotopes and their properties in
terms of the type of radiation emitted and their half-
life; and
13. use secondary sources to describe the use of
radioisotopes in medicine.
Performance Standards
By the end of the quarter, learners make reliable measurements and record data using appropriate laboratory and/or measuring
tools. They also apply significant figures, scientific notation, and unit conversion. Using the Quantum Mechanical Model, they
describe electrons in levels and write electron configurations for elements. Learners explain what isotopes are and how they may
be useful and possibly harmful.
Suggested Performance Task
● Make a 2-minute video presentation explaining how radioactive isotopes are being used to cure cancer and goiter.
2
Quarter 2
Content Content Standards Learning Competencies
The learners learn that The learners
1. Atomic mass 1. the atomic mass of an element can be 1. explain the difference between relative atomic mass
described as “relative” or “average”; and average atomic mass of an element, and
describe their importance;
2. Percentage 2. the percentage composition of elements in a 2. calculate the percent composition of a compound,
composition compound can be used to determine such as calcium carbonate [CaCO3], from its
and formula of empirical and molecular formulas ; formula;
compounds 3. use a table to show similarities and differences
between the empirical formula and the molecular
formula of a compound;
4. calculate the empirical formula and molecular
formula of a given compound;
3. Chemical 3. chemical compounds are named using the 5. use the rules of IUPAC nomenclature to name
nomenclature rules of the International Union of Pure and common compounds, such as H2O, NaCl, NH3,
Applied Chemistry (IUPAC); NaHCO3, H2SO4, ZnSO4, MgO, Fe3O4, CaO, and
Ca(OH)2;
6. write chemical formulas of compounds commonly
found in the home, such as sodium chloride,
ammonia, sodium fluoride, hydrochloric acid,
ethanol, sucrose, acetone, and acetic acid;
4. Chemical bonds 4. the chemical formula of a compound is a 7. identify that chemical bonds may be ionic or
and properties symbolic representation of its chemical covalent and explain the differences in terms of the
of chemical composition; and electrons involved;
compounds 5. the properties of chemical compounds 8. use secondary sources to create a table that
depend on the type of bond between the includes the chemical formula of an ionic
elements in a compound. compound, such as sodium chloride, and a
covalent compound, such as water, to highlight the
differences in their physical properties, including
their physical state, solubility, melting and boiling
points, and electrical conductivity;
3
9. draw a Lewis structure of an ionic compound and a
covalent compound applying the Octet rule; and
10. predict the polarity of compounds based on
electronegativity and molecular geometry.
Performance Standards
By the end of the quarter, learners explain the difference between relative and average atomic mass, and they correctly name
compounds using the IUPAC nomenclature standard. They write formulas particularly for compounds commonly used in
everyday life. They differentiate between ionic and covalent bonds and use illustrations and diagrams to explain the Lewis
structure of an ionic compound and a covalent compound, applying the octet rule. They write chemical names and formulas for
ionic and covalent compounds and describe their properties. Learners predict polarity based on electronegativity and molecular
geometry.
Suggested Performance Task
● Conduct science experiments to investigate the physical properties of ionic and covalent compounds, such as physical
state, solubility, melting and boiling point, and conductivity.
