General Chemistry 1 Module Week 1 and 2

DIAGNOSTIC TEST IN GENERAL CHEMISTRY 1
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GENERAL CHEMISTRY 1 DIAGNOSTIC TEST
Instructions: Read each question carefully then write the letter of your chosen answer on your answer sheet
(intermediate paper). Please answer this diagnostic test in ONE hour only.
1. Which of the following extensive physical properties is measured by a graduated cylinder?

A. Volume B. Density C. Shape D. Mass
2. Which one is NOT an example of a physical property?

A. Melting of ice B. Digestion of food C. Cutting trees D. Evaporation of water
3. How many carbon, hydrogen and oxygen atoms are there in C6H12O6 or glucose?
A. 6, 6, 12 B. 1, 2, 1 C. 12, 6, 6 D. 6, 12, 6
4. Which element has a chemical symbol of Ag?

A. Argon B. Mercury C. Silver D. Magnesium
5. Why do consumer products become dangerous to us?

A. When consumer products are abused. C. When some people misuse them
B. When they are intentionally produced to cause harm D. All of the above
6. Other than usability, another factor that helps consumers decide which product to buy is affordability. In which of the
following is affordability being based on?
A. Where the product is made (abroad or local) C. Availability of the product
B. If the product is environmentally safe D. Cost of the product
7. While doing a hands-on activity in Chemistry, you accidentally spilled out iron fillings on the evaporating dish which
has sulfur powder. How will you separate the two chemicals?
A. Magnetic separation B. Hand picking C. Winnowing D. Filtration
8. Which of the following methods would make seawater potable?

A. Decantation B. Distillation C. Filtration D. Centrifugation
9. Which one does NOT correctly represent an isotope of Silver?

A. Silver-109 B. Ag-109 C. 109 Ag D. 109 Ag
10. Which of the following radioactive isotopes are used to sterilize medical and surgical equipment?
A. Cobalt-61 B. Cobalt-59 C. Cobalt-60 D. Cobalt-58
11. Meriam dictionary defines anemia as a condition in which the number of red blood cells is below the normal count.
Those who suffer from anemia are advised to eat food rich in iron and take iron supplements? Which of the following
is an example of an iron supplement?
A. Ferrous sulfate, FeSO4 B. Ferric oxide, FeO C. Ferric phosphate, Fe2(PO4)3 D. Ferric chloride, FeCl3
12. Which of the following correctly represents an ion pair and the ionic compound the ions form?
A. Na 1+ Cl 1-; NaCl B. Ca 2+ F 1- ; Ca1F2 C. Ba 2+ O 2- ; Ba2O2 D. Pb 4+ O 2- ; Pb2O4
13. Iron and gold are some of the elements with more than one oxidation number. Which one would tell the numerical
value of their oxidation numbers?
A. Superscript after the name C. An affix at the end of the word
B. Roman numeral following the name D. An affix before the word
14. How many atoms are being represented by the prefix octa?
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A. Six B. Seven C. Eight D. Nine
15. A compound consists of 7.81 % Carbon and 92.19% Chlorine. What is the empirical formula of the compound?
A. C1Cl4 B. CCl4 C. C(Cl)4 D. C1(Cl)4
16. An oxide of chromium is made up of 5.20 grams of chromium and 5.60 grams of oxygen. What is the empirical
formula of the oxide?
A. Cr2(O7) B. (Cr2)O7 C. (Cr2O)7 D. Cr2O7
17. The formula of a given compound is P 2O5. What is its molecular formula if the molecular mass is 283.88 g/mol?
A. P2O5 B. P4O5 C. P2O10 D. P4O10
18. An oxide of nitrogen contains 63.1% oxygen and has a molar mass of 76.0 g/mol. What is the molecular formula of
the compound?
A. N2O3 B. NO C. N3O2 D. N1O1
19. A chemical process involves the breaking of solid lead (II) bromide into lead metal and liquid bromine. Which one
is the chemical equation for the said chemical reaction?
A. PbBr4 Pb + Br B. PbBr2 Pb + Br2 C. PbBr4 Pb + Br2 D. PbBr2 Pb2 + Br
20. The reaction of ferrous sulfide and oxygen gas produces ferric oxide and sulfur dioxide. Which of the following is
a correct balanced equation of the said chemical reaction?
A. 2FeS + 7O2 2Fe2O3 + 4SO2 C. 2FeS + 3O2 2Fe2O3 + 4SO2
B. 4FeS + 4O2 2Fe2O3 + 2SO2 D. 4FeS + 11O2 2Fe2O3 + 8SO2
For items 21-22, consider the reaction: 2KClO3 2KCl + 3O2
21. How many moles of KClO3 are required to produce 22.8 moles of oxygen gas, O2?
A. 0.152 moles B. 1.52 moles C. 15.2 moles D. 152 moles
22. How many moles of KCl will be produced from the total decomposition of 18.8 moles of KClO 3?
A. 0.188 moles B. 1.88 moles C. 18.8 moles D. 188 moles
For items 23-26, please refer to the reaction: Silver metal reacts with sulfur to form silver sulfide according to the
following reaction: 2Ag + S Ag 2S
23. Which one is the limiting reagent if 50 grams of Silver reacts with 10 grams Sulfur?
A. Silver B. Sulfur C. Silver sulfide D. All of the above
24. What is the theoretical yield in grams of Ag 2S produced from the reaction?
A. 0.575 grams B. 5.75 grams C. 57.5 grams D. 575 grams
25. What is the amount in grams of the excess reactant expected to remain after the reaction?
26. When the reaction occurred, the amount of Ag 2S obtained was 45 grams. What is the percent yield of the reaction?
A. 0.0783% B. 0.783% C. 7.83 % D. 78.3%
27. What is a limiting reagent?

A. The reactant that is used up last and prevents more products from being made.
B. The reactant that is used up first and prevents more products from being made.
C. The reactant that is in excess and does not get used up in the reaction.
D. The reactant that is always in greater quantity.
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28. Hydrogen and nitrogen react to form ammonia according to the reaction 3H 2 + N2 → 2NH3. If 4 moles of H2 with 2
moles of N2 are reacted, how do you know that it is a limiting reagent problem?
A. Mass is conserved in the problem. C. The amount of the reactants is given.
B. A chemical equation is given. D. None of the above
29. What is an excess reagent?

A. The reactant that is used up last and prevents more products from being made.
B. The reactant that is used up first and prevents more products from being made.
C. The reactant that is in excess and does not get used up in the reaction.
D. The reactant that is always in greater quantity.
30. Let us say you take a reactant A and calculate the amount of moles of another reactant B required to use up all of A.
How do you know which of the two reactants is the limiting one?
A. You compare the calculated amount of B to the actual amount available. If more is required, then B is the limiting
reactant. If less is required, then A is the limiting reactant.
B. You compare the calculated amount of B to the actual amount available. If more is required, then A is the limiting
reactant. If less is required, then B is the limiting reactant.
C. If the calculated value of B is larger than the amount of A, then A is the limiting reactant.
D. If the calculated value of B is larger than the amount of A, then B is the limiting reactant.
31. You need two pieces of bread, 1 tablespoon of peanut butter and two tablespoon jelly to make a sandwich. If you
have ten pieces of bread, four tablespoons of peanut butter and twenty tablespoons of jelly, what is the limiting
reactant?
A. Bread B. Peanut butter C. Jelly D. Sandwich
32. Which one should NOT be known in order to determine the limiting reactant in a particular reaction?
A. The coefficient of each reactant in a balanced equation C. The mass of each product formed
B. The molar mass of each reactant present D. The mass of each reactant present
33. What is being calculated if the formula being used is Actual yield / Theoretical yield x 100
A. No yield B. Percent yield C. Theoretical yield D. Actual yield
34. Which of the following is the SI unit for pressure?

A. psi B. KPa C. atm D. Torr
35. Which one is defined as the amount of force exerted per unit area?
A. Buoyancy B. Weight C. Gravity D. Pressure
36. How will the volume 0f 0.50 mole of gas behave if the temperature is increased from 30 ºC to 60 ºC?
A. The volume will increase. C. The volume will be doubled.
B. The volume will decrease. D. The volume will reduce by half.
37. The mathematical expression for Charle’s law is V1/T1 = V2/T2. What does the expression tell us?
A. At constant pressure, the volume of a given gas is inversely proportional to its temperature.
B. At constant pressure, the volume and temperature of a given gas does not affect each other.
C. At constant pressure, the volume and temperature of a given gas can be calculated.
D. At constant pressure, the volume of a given gas is directly proportional to its temperature.
38. What does R in the ideal gas equation represent?

A. Gas constant B. Amount of gas C. Temperature D. Volume
39. A gas sample occupies a volume of 12 L at 50 ºC and 700 Torr. How many moles of gas are contained in the sample?
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A. 0.0347 mol B. 0.347 mol C. 3.47 mol D. 34.7 mol
40. Who said that the total pressure of a gas mixture is equal to the sum of the partial pressure of each gas?
A. Boyle B. Avogadro C. Dalton D. Charles
41. A sample of oxygen gas, which is saturated with water vapor, is kept in a 10L vessel at 30ºC and has a pressure of
758 Torr. If the pressure of the water vapor at this temperature is 31.8 Torr, what would be the pressure of the dry
oxygen?
A. 0.7262 Torr B. 7.262 Torr C. 72.62 Torr D. 726.2 Torr
42. Which of the following statements is FALSE for the chemical equation given below in which nitrogen gas reacts
with hydrogen gas to form ammonia gas assuming the reaction goes to completion? N2 + 3H2 2NH3
A. The reaction of one mole of H2 will produce 2/3 moles of NH3.
B. One mole of N2 will produce two moles of NH3.
C. One molecule of nitrogen requires three molecules of hydrogen for complete reaction.
D. All of the above
43. Acetylene is formed by the reaction of water with calcium carbide, according to the following equation: CaC 2 +
2H2O Ca(OH)2 + C2H2. How many grams of CaC2 would be needed to produce 10 L (measured at
STP) of acetylene?
44. How will the velocity of a gas molecule vary if its molecular weight is increased from 32 g/mol to 64 g/mol?
A. The velocity will increase. C. The velocity will double.
B. The velocity will decrease. D. the velocity will remain the same.
45. What quantum number describes the shape of the orbital?

A. Principal quantum number C. Electron spin quantum number
B. Angular momentum quantum number D. Magnetic quantum number
46. Which of the following is NOT correctly matched?

A. Principal quantum number – n C. Magnetic quantum number - mℓ
B. Angular momentum quantum number - ℓ D. Electron spin quantum number - ms
47. Which of the following elements have diamagnetic characteristics?

A. Carbon B. Neon C. Oxygen D. Fluorine
48. Which one states that the “most stable arrangement of electrons in the subshells is the one with the most number of
parallel spins?
A. Pauli’s Exclusion Principle C. Aufbau Principle
B. Pauli’s Rule D. Hund’s Rule
49. Which of the following shows the spin of the electrons?

A. Electron configuration B. Orbital diagram C. Quantum numbers D. All of the above
50. Which one is an acceptable orbital diagram based on Pauli’s Inclusion Principle?
A. B.
C. D.
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WEEKLY HOME LEARNING PLAN
Week 1 – General Chemistry 1
Date & Learning Learning Competency Learning Tasks Mode of

Time Area delivery
7:00 AM– Getting ready for an awesome day!
7:30 AM
7:30 AM-
8:30 AM Have a short exercise/meditation/bonding with family.
8:30 AM –
9:30 AM
9:30 AM – RECESS
10:00 AM
10:00 AM – General
12:00 AM Chemistry 1
• Module 1 – • Use properties of • Answer the 50 – item Diagnostic test For digitized,
Properties of matter to identify • Read the What I Need To Know part of the module. outputs will be
Matter substances and to • Fill up the Know and Want to Know columns of the KWL submitted
separate them. chart through GC or
(STEM͟͟͟_GC11MP1a- Guide Questions: other platforms
b-5) Know column – What do you know about the properties of given by the
matter? subject teacher.
Want to Know column – If you were to think of a question
that you want to ask about properties of matter, what For printed, the
question would that be? outputs will be
• Answer the 10 – item Pre-test handed over to
• Do the Let Us Have Some Fun activity: Word Hunt by the teachers
finding the terms listed in the term bank from the jumbled assigned in the
letters found in the answer sheet. designated
• Read the text for Lesson 1: Properties of matter Distribution/Ret
rieval Areas.
• Perform Activity 1 – Testing the Properties of Matter. The
procedures and questions are found on page 5 of Module 1.
• Do the Concept Mapping activity about the properties of
matter. The concept map is found in the answer sheet.
• Read Lesson 2 – Uses of the Properties of Matter
• Perform Activity 2 – Detective Conan by following the
procedures found on page 6 and answering the questions
found on the same page.
• Fill up the Learned column of the KWL chart to generalize
things learned from the topic.
• Do the Work in Progress tasks found on page 6.
• Answer the assessment (Classification and Essay) on page
7.
• Module 2 – • Recognize the • Read the What I Need To Know part of the module.
Chemical formulas of common • Fill up the Know and Want to Know columns of the KWL
Formula of chemical substances chart
Common (STEM_GC11MP-1a- Guide Questions:
Chemical b-9) Know column – What do you know about chemical
Substances formulas?
that you want to ask about chemical formulas, what question
would that be?
• Answer the 10 – item Pre-test (Sentence Completion and
Identification)
• Do the Let Us Have Some Fun activity: Picture Analysis by
analyzing the picture and answering the guide questions
found on page 2 of Module 2.
• Module 3 – • Compare consumer • Read Lesson 1: Chemical Formula
Consumer products on the basis • Perform Activity 1 – Chemical Formula and Molecular
Products of their components Structure. Follow the procedures and questions which are
for use, safety, quality all found on page 4 of module 2.
and cost. • Fill up the Learned column of the KWL chart to generalize
(STEM_GC11MP1a- things learned from the topic.
b-11) • Do any of the two Work in Progress tasks found on page 4.
• Read the What I Need To Know part of the module.
• Fill up the Know and Want to Know columns of the KWL
chart
Guide Questions:
Know column – What do you know about consumer
products?
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that you want to ask about consumer products, what
question would that be?
• Answer the 5 – item Matching Type Pre-test.
• Do the Let Us Have Some Fun activity: Picture Analysis by
analyzing the picture and answering the guide questions
found on page 2 of Module 3.
• Read Lesson 1: Consumer Products
• Perform Activity 1 – My Consumer Product by following
the procedures enumerated on page 4 of Module 3 then
answering the questions found on the same page.
• Do the Work in Progress task found on page 4.
• Answer the assessment (Multiple Choice) on page 4 of
Module 3
• Module 4 – • Describe various • Read the What I Need To Know part of the module.
Methods of simple separation • Fill up the Know and Want to Know columns of the KWL
Separating techniques such as chart
Components distillation and Guide Questions:
of Mixtures chromatography. Know column – What do you know about methods of
and (STEM_GC11MP1a- separating components of mixtures and compounds?
Compounds b-12) Want to Know column – If you were to think of a question
to ask about methods of separating components of mixtures
and compounds, what question would that be?
• Answer the Pre-test (Multiple Choice and Sentence
Completion)
• Do the Let Us Have Some Fun activity: Situational Analysis
by analyzing the scenario then answering the guide
questions.
• Read Lesson 1: Methods of separating Components of
Mixtures and Compounds
• Perform Activity 1 – Methods of Separation. The
procedures are found on page 6 and the questions on page
7.
• Do the Work in Progress tasks found on page 7. Choose one
task only.
Answer the assessment (Multiple Choice and Sentence
Completion) on page 7 and 8 of Module 4
12:00 PM –
1:00 PM LUNCH BREAK
1:00 PM – General At the end of this lesson, Preliminary Activity: ✓ Hand-in of
3:00 PM Chemistry 1 you are expected to: Printed
Be reminded that you are going to answer the pretest,
Modules and
learning tasks and posttest before looking at the answers.
recognize common Digitized
There are tasks without answers, so you have to answer it on
isotopes and their uses. Modules to the
intermediate papers. All tasks/tests with answers provided to
(STEM_GC11AMIc-e- Parents at
you will be written on a big notebook. Keep it as your
19) school or at
portfolio to be collected at the end of the first quarter right
the Office of
before the quarter examination.
the Barangay.
Module 5 Common Isotopes and their Uses
✓ Reinforcement
Learning Tasks: of material
What I Know: You have to fill in the Know and Want to delivery using
Know components of the KWL Chart to check prior Facebook page
knowledge about the topic and to solicit the questions that and messenger
you want to know about it. and other
means of
Pretest: You have to answer the 5-Item Multiple Choice test. communicatio
Be honest not to see the answers provided to you while n.
taking the test. Then check your own answers. This is for you
for you to track your own progress. ✓ The materials
are also
Practice Exercise: Problem Solving: available at the
Instruction: Write the symbol of the isotopes of the given school’s
element and its relative atomic mass learning
Activity 1: Isotope Brochure management
Instruction: Choose an isotope that you want to discuss and system, in
present it in a brochure format. Discuss the history, your section’s
applications in various fields like medicine, agriculture, group chats
industries and health, as well as the adverse effects and other
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What I have Learned: You have to fill in the L component learning
of the KWL chart to generalize the things you have learned platforms.
about the topic
Posttest: Problem Solving:
Instruction: Write the symbol of the isotopes of the given
element and its relative atomic mass
Module 6 Writing and Naming the Chemical Formula of ✓ Hand-in of

At the end of this lesson,
a Compound Printed
you are expected to:
Modules and
Learning Tasks: Digitized
1. represent compounds
What I Know: You have to fill in the Know and Want to Modules to the
using chemical
Know components of the KWL Chart to check prior Parents at
formulas, structural
knowledge about the topic and to solicit the questions that school or at
formulas and models
you want to know about it. the Office of
(STEM_GC11AMIc-
the Barangay.
e-21); Pretest: You have to answer the 10-Item Sentence
Completion and Identification Test. Be honest not to see the ✓ Reinforcement
2. name compounds answers provided to you while taking the test. Then check of material
given their chemical your own answers. This is for you for you to track your own delivery using
formula and write the progress. Facebook page
chemical formula and messenger
Let Us Have Some Fun:
given the chemical and other
Instruction: Analyze the given figures then answer the
name of the means of
corresponding guide questions
compounds, communicatio
(STEM_GC11AMlc-e- Activity 1: Freedom Wall n.
23). In a given set of chemical names, choose 1 that you want to
present. Follow the steps provided to solve the problem. ✓ The materials
are also
What I have Learned: You have to fill in the L component available at the
of the KWL chart to generalize the things you have learned school’s
about the topic learning
Activity 2: Work in Progress management
Look for at least 10 products found at your home. Identify system, in
chemical compound on its label then determine its equivalent your section’s
chemical formula as well as uses. group chats
and other
Posttest: learning
In the given chemical name, follow the steps provided to platforms.
solve for the chemical formula.
At the end of this lesson, Module 7 Lesson 1Calculate the Formula Mass, ✓ Hand-in of
you are expected to: Empirical Formula and Molecular Formula Printed
Modules and
Learning Tasks: Digitized
calculate molecular
formula given the molar What I Know: You have to fill in the Know and Want to Modules to the
mass, Know components of the KWL Chart to check prior Parents at
(STEM_GC11PClf-33). knowledge about the topic and to solicit the questions that school or at
you want to know about it. the Office of
the Barangay.
Pretest: You have to answer the 5-Item Sentence
Completion Test. Be honest not to see the answers provided ✓ Reinforcement
to you while taking the test. Then check your own answers. of material
This is for you for you to track your own progress. delivery using
Lesson 1 Formula Mass and Molecular Mass Facebook page
and messenger
Let Us Have Some Fun: and other
Instruction: Analyze the given figures then answer the means of
corresponding guide questions communicatio
Practice Exercise: Problem Solving n.
Calculate the formula mass of the given chemical compund ✓ The materials
Activity 1: Freedom Wall are also
In a given set of chemical names, choose 1 that you want to available at the
present. Follow the steps provided to solve the problem. school’s
learning
What I have Learned: You have to fill in the L component management
of the KWL chart to generalize the things you have learned system, in
about the topic your section’s
Activity 2: Work in Progress group chats
Look for a product found at your home. Identify 1 and other
chemical formula as written on its label then determine its learning
formula mass as well as the uses platforms.
Posttest:
In the given chemical compound, calculate its formula mass.
viii
At the end of this Module 7 Lesson 2 Calculating the Empirical Formula ✓ Hand-in of
module, you are from Percent Composition, and Molecular Formula from Printed
expected to: Molecular Mass Modules and
Digitized
Learning Tasks:
calculate the empirical Modules to the
formula from the Let Us Have Some Fun: Parents at
percent composition of Analyze the sample problem given then answer school or at
a compound, the corresponding guide questions the Office of
(STEM_GC11PCif-32) the Barangay.
Activity 3: Freedom Wall
In a given problem on molecular formula, solve the problem
properly Follow the steps provided in solving the problem ✓ Reinforcement
and answering the follow up questions of material
delivery using
What I have Learned: You have to fill in the L component Facebook page
of the KWL chart to generalize the things you have learned and messenger
about the topic and other
Posttest: means of
Solve the given problem properly to obtain its molecular communicatio
formula n.
✓ The materials
are also
available at the
school’s
learning
management
system, in
your section’s
group chats
and other
learning
platforms.
This home learning plan is good for one week and that you have to submit the required outputs on October 9. 2020. We recommend that you
have to practice good time management. Do not forget that each day is a class day and that there are tasks and activities for you to finish
within the day. This is a friendly reminder from your chemistry teachers. Enjoy your distance learning and have a blessed day!
Prepared by: Chemistry Teachers:
Larah Lyn B. Duarte (Copernicus, Descartes, Ptolemy, Aquinas)
Amor R. Lalisan (Plato, Socrates)
Joanna Marey F. Mondejar (Confucius, Rousseau)
Checked and Reviewed:
Nenita C. Gelacio, MT-II

Assistant School Principal
Approved by:
Marilou P. Curugan, DM-HRM

School Principal IV
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TABLE OF CONTENTS
Title Page i
Diagnostic Test ii
Weekly Home Learning Plan vi
Table of Contents x
How to Learn From This Module? xii
Parts of This Module xii
Module 1 Properties of Matter
What I Need To Know? 1
What I Know? 1
Pre-test 1
Lesson 1 Properties of Matter 2
Let Us Have Some Fun 2
Important Vocabulary Words 2
Activity 1 Testing the Properties of Matter 5
Lesson 2 Uses of the Properties of Matter 5
Concept Mapping 5
Activity 2 Detective Conan 6
What I Have Learned? 6
What I Can Do? 7
Assessment 7
Module 2 Chemical Formula of Common Chemical Substances
What I Know? 8
Pre-test 8
Lesson 1 Chemical Formula 9
Let Us Have Some Fun 9
Activity 1 Chemical Formula and Molecular Structure 11
What I Can Do? 11
Assessment 11
Module 3 Consumer Products
What I Know? 12
Pre-test 12
Lesson 1 Consumer Products 13
Let us Have Some Fun 13
Activity 1 My Consumer Product 15
What I Can Do? 15
Assessment 15
Module 4 Methods of Separating Components of Mixtures and Compounds
What I Know? 16
Pre-test 16
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Lesson 1 Methods of Separating Components of Mixtures and Compounds 17
Activity 1 Methods of Separation 20
What I Can Do? 22
Assessment 22
Module 5 Common Isotopes and their Uses
What I Know? 24
Pre-test 24
Lesson 1 Isotopes and their Uses 25
Practice Exercise 27
Activity 1 Isotope Brochure 28
Assessment 29
Module 6 Writing and Naming the Chemical Formula of a Compound
What I Know? 30
Pre-test 31
Lesson 1 Chemical Formula and Chemical Name of Compounds 31
Activity 1 Freedom Wall 34
Activity 2 Work in Progress 35
Assessment 35
Module 7 Calculating Formula Mass, Empirical Formula and Molecular Formula
What I Know? 36
Pre-test 36
Lesson 1 Formula Mass and Molecular Mass 37
Practice Exercise 39
Activity 2 Work in Progress 40
Assessment 40
Lesson 2 Calculating the Empirical Formula from Percent
Composition, and Molecular Formula from Molecular Mass 41
Assessment 44
Sample Answer Sheet 45
Answer Key 48
References 55
xi
How To Learn From This Module?
To achieve the learning objectives cited in each module, you should do the following:
• Take time to read the lessons.

• Answer the pre-tests and posttests as well as the activities by following the instructions.
• You should not write anything on the sample answer sheets. The answers to the pre-tests, posttests,
activities and project-based assessments should be written on an intermediate paper.
• All intermediate papers should be placed on your portfolio using a long plastic envelope.
• The modules are self-learning modules. Answers to the pretests, posttests and activities are being
provided but you are still asked to answer the questions honestly before looking at the answers key.
• The What I Can Do part of this module serves as project-based assessment and will be recorded as
performance tasks. There are no answers provided to this kind of assessment. The scores will be based on
rubrics found in this module.
Parts Of This Module
What I Need To Know? This serves as an introduction to the topics found in each module. It also gives you
the learning objectives to be attained after going through the module.
What I Know? This is to check your prior knowledge and to ask questions that you want to know
about using the KWL chart.
Pre-test This is also to check your prior knowledge of the topic using sentence completion,
identification and multiple choice questions. Answers to the pre-tests should be
written on th ,;po856432=e intermediate paper.
Let Us Have Some Fun These are activities that will introduce the concepts to be learned.
Important Vocabulary Words These includes terms encountered in the module and their definition.
Mini – Performance Tasks These are activities that require application of knowledge. Answers to these tasks
should be written on the intermediate paper.
What I Have Learned? Using again the KWL chart, you will write down the concepts learned after going
through the module.
What I can Do? Also known as “Work in Progress.” This part of the module includes project-based
assessment which will be recorded as performance tasks. Answer or do the task
using an intermediate paper.
Assessment Posttests are given to check what you have learned from the module. Answers to
the posttests should be written on the intermediate paper.
References A list of books and authors from which the concepts presented in the module were
taken from.
Sample Answer Sheet Answers to the pre-tests and posttests should not be written on the sample
answer sheets. You have to copy the format of the sample answer sheet on an
intermediate paper then answer.
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Module 1: Properties of Matter
What I Need To Know?
This module was written to guide you in determining the properties of matter. Different
samples of matter exist around us with varied properties but have similarities also in some
aspects. That is why familiarization on properties of matter would help us to make better choices
and to make right decision especially on the things we are using every day from cooking dishes
to solving crimes using pieces of evidence.
After going through this module, you are expected to:

1. Use properties of matter to identify substances and to separate them,
(STEM_GC11MP1a-b-5).
What I Know? (Critical Thinking)

To check your prior knowledge about the topic, and to solicit the questions that you want
to know about it, fill in the Know and Want to know components of the Know-Want to know-
Learned (KWL) chart properly and correctly. For the Know component, you may write word/s or
sentence. For the want to know component, state your responses in interrogative or question form.
You may list as many responses as you want for each component. Write your answer on the KWL
Chart on the activity sheet.
Guide Questions
1. Based from what you have written on the Know component of the chart, what do you know about properties
of matter?
2. If you were to think of a question that you want to ask about properties of matter, what question would that
be?
PRE-TEST
Read and answer each statement carefully then write the letter of the best answer on the
answer sheet.
1. Which physical property of matter is shown when a piece of material is turned into a thin sheet?
A. Stiffness B. Flexibility C. Elasticity D. Malleability
2. Copper wires are usually used for electrical wire installations because it is
A. ductile B. malleable C. brittle D. cheap
3. Materials that easily break when a force is applied like glass are said to be __
A. malleable B. brittle C. ductile D. elastic
4. Which of the materials below is a poor conductor of heat?
A. Iron B. Wood C. Gold D. Copper
5. is the characteristic or trait that can be observed when a matter reacts to another substance.
A. Intensive Physical Property C. Chemical Property
B. Extensive Physical Property D. Physical Property
6. property is the characteristic or trait of matter that does not depend on the amount.
7. is the characteristic or trait of matter that can be observed or perceived with our senses easily without
changing its chemical composition.
1
8. is the characteristic or trait of matter which is dependent on the amount or quantity.
9. Color and taste are examples of
10. The rusting of iron nail is an example of _
Lesson
Properties of Matter
1
Do not judge the book by its cover. A saying or quote that is applicable not only to the
persons we encounter every day but also to the things we use. The said saying reminds us to avoid
making unnecessary or offending comment to someone or something which we know little about
them. That is why, it is important for us to understand the process of knowing the properties of
matter that will lead us to discern on what makes an object different from other objects. Our
understanding on the different properties of matter could help us to avoid accident in selecting
the right material. Furthermore, those properties of matter could help us to make new inventions
or device that could make our work easier.
This module will discuss the different properties of matter and how the knowledge on
properties of matter has influenced the behaviour and actions of people when it comes to their
every changing surroundings.
LET US HAVE SOME FUN!
WORD HUNT- Find the terms listed in the term bank from the jumbled letters found
in the answer sheet.
IMPORTANT VOCABULARY WORDS

Read the description of important terms that you will encounter in this module.
VOCABULARY WORD MEANING
1. Property It means characteristics, traits or qualities
2. Mass The amount of matter possessed by an object.
There are two major classifications of the properties of matter. These are; (1) physical
property of matter and ( 2 ) chemical property of matter. Furthermore, the physical properties of
matter can still be classified into 2 groups. These are; (1) intensive physical property and ( 2 )
extensive physical property.
2
Physical property
This refers to the characteristic or trait of matter that can be observed or perceived with
our senses easily without changing its chemical composition. To understand this concept, take a
look of the picture of the chalk. Could you determine some of the characteristics of the chalk as
shown in the picture below?
Based from our observation, we could say that the chalk is white in color and cylindrical in
shape. We have identified these characteristics of chalk using our sense. Which sense did we use
in determining its color and shape? Very good, we used the sense of sight. This means physical
properties of matter can easily determine using our senses without changing or altering the
composition of matter.
If color and shape can be determined using our sense of sight, what properties can be
determined if we will use the sense of touch and smell. You are right, if we will use the sense of
touch, the properties of matter that could determine are the texture and temperature. And if we
will use the sense of smell, the property of matter that could determine is the scent.
Now, those physical properties of matter which we have mentioned awhile ago can be
classified into two. These are; ( 1 ) intensive physical property and ( 2 ) extensive physical property.
How is intensive physical property different form the extensive physical property? To find out, let
us read the difference of Intensive Physical Property and Extensive Physical Property.
A. Intensive Physical Property
This is the characteristic or trait of matter that does not depend on the amount. Earlier, we
have identified the color and shape of the chalk. Those properties of chalk will fall under intensive
physical property because if you increase the amount of chalk, the color and its shape will remain
the same which is white and cylindrical in shape. In addition, temperature, malleability, diffusion
and ductility are also under intensive physical property of matter.
Ductility is the ability of substance to be stretched into wire. A very good example of this
property is found in the strings of the guitar or wires inside the electrical connections. Do you see
sample of this inside your house?
Ductility of the copper metal
Malleability is the ability of substance to be hammered or transformed into thin sheet. This
can be seen among metals like bracelet, tin cans and metallic roofs of our houses. Do you see
sample of this inside your house?
3
Malleability of the copper metal
Diffusion is the ability of matter to be scattered or spread out. This can be observed
when you add ink into the water. The ink will mix to the water even without stirring it. Can
you cite other example of this?
Diffusion of ink
B. Extensive Physical Property
It is the characteristic or trait of matter which is dependent on the amount or quantity.

Examples of extensive physical properties of matter are size, mass, volume, density, length and
width. This means that if the amount of matter or particles is increased, it may cause change in
the size, mass, volume, density, length and width of an object.
Which intensive physical properties of matter are being measured by the tape measure and
graduated cylinder?
Measuring tape Graduated cylinder
4
2. Chemical Property
This is the characteristic or trait that can be observed when a matter reacts to another
substance. Combustibility/flammability and oxidation like rusting are examples of chemical
properties of matter.
Flammability of Paper Rusting of Iron Roof
Mini – Performance Task (Collaboration)
Activity 1- Testing the Properties of Matter

Procedure
1. Prepare a spoon of sugar, salt, water, cooking oil and tissue paper using measuring spoon then place each in
separate containers.
2. Observe the five substances then complete the table on the activity sheet by determining their physical and
chemical properties.
Questions
1. Which substances have similar physical property? Explain your answer.
2. Which substances have the same mass? How about color, taste and flammability?
3. Which substance is said to be flammable? What precautionary measure could you cite about flammable
materials?
4. Which property is extensive physical property? How about the intensive physical property and chemical
property of matter
Lesson 2
Uses of the Properties of Matter
Many products which we are using at home have similarities to one another. Good examples
of these are the sugar and salt which are both white in color. Because of this similarity in color,
some people may get confuse on which of the salt and sugar will they use specially in times of
urgency. Because of this, people should be familiar with the different properties of matter to
various reasons. First is to avoid accident because of the wrong choice of substance, and secondly
is get the best result by using the right material.
This module will cite some uses of the properties of matter in our practical life.
CONCEPT MAPPING
Analyze and complete the concept map below about the properties of matter. The concept
map is found in the activity sheet.
5

1. Physical Property The characteristic or trait of matter that can be observed or
perceived with our senses easily without changing its chemical
composition.
2. Chemical Property The characteristic or trait that can be observed when a matter
reacts to another substance.
Mini–Performance Task (Creativity and Collaboration)

Activity 2- Detective Conan
Procedure
1. A crime situation is presented to you. You need to solve the crime by using your senses and given
information.
2. Fill in the investigation report found in the activity sheet correctly.
Pieces of evidence
Questions
1. Which of the cloth A and cloth B can be used as possible source of evidence in the crime? Why?
2. Which property of matter did you use in making your observation?
What I Have Learned? (Critical Thinking)

You have to fill in the L component of the KWL chart to generalize the things they have
learned about the topic.
6
What I Can Do? (Character and Creativity)
WORK IN PROGRESS
You are tasked to make an alternative disinfectant for corona virus. Which materials
are you going to use and why? Explain how this product could promote nationalism and
compassion to others.
Assessment (Critical Thinking)
FORMATIVE ASSESSMENT
A. Classification. Categorize the following properties of matter as intensive physical property,

extensive physical property or chemical property.
1. Coal is used to produce electricity by burning them to power the generator.

2. Water freezes at O0C.
3. Salt and refined sugar are both white in color.
4. 5 kg. rice is as heavy as 5 kg. newly harvested cotton.
5. Silver is usually tarnished when exposed to air forming silver oxide.
6. Color of the paper
7. Combustibility of plastic
8. Length of paper
9. Mass of the paper
10. Boiling point of water.
B. Essay- Read and answer the question below properly and correctly.
Which intensive physical property is observed when the droppings of a person
seated inside a closed room has able to reach a person who is 1 meter away from him
after sneezing? If you were that person, what would you do to avoid this?
7
Module 2: Chemical Formula of Common Chemical
Substances
What I Need to Know?

This module was prepared to direct you on how to interpret the meaning of a given chemical
formula as well as to become familiar with the chemical formula of common chemical substances.
Knowing the chemical formula of a certain substance, we could explain the composition and the
characteristics of that substance. In addition, familiarization on the chemical formula of common
substances, we could easily understand the information written on the food and other product
labels. In this manner, we could avoid a danger or misused of products due to lack of
familiarization to some chemical formulas. One danger could be allergic reaction if a person took
a medicine containing a component that is said to be allergen to that person.

1. recognize the formulas of common chemical substances,
(STEM_GC11Mp1a-b-9).
What I Know?
sentence. For the want to know component, state your responses in interrogative or question form.
You may list as many responses as you want for each component. Write your responses on KWL
Chart in the activity sheet.
Guide Questions
1. Based from what you have written on the Know component of the chart, what do you know
about chemical formula?
2. If you were to think of a question that you want to ask about chemical formula, what question
would that be?
PRE-TEST
A. Sentence Completion. Complete each statement with a word/ concept in the blank of
the item.
1. The chemical symbol of oxygen is .

2. There is/are hydrogen atom/s present in this chemical formula C6 H 12 O 6 .
3. is shorthand of expressing the types and the number of atoms present in a
substance.
4. C is the chemical symbol for _.
5. There is/are oxygen atom/s in H2O.
B. Identification. Determine the types and number of atoms in the following

chemical formulas.
6. BF3
7. C3 H 8
8. K2 CO 3
9. CH4
10. CF4
8
Lesson
Chemical Formula
1
Food, medicine and other product labels may sometime confuse you on the ingredients or
materials that contain them because these are written in their chemical formula form. These
formulas are often alien to us because of our lack of understanding or idea about chemical formula.
Most of the time, we associate chemical formulas for scientists or chemists only. That is why some
people tend to lose interest on trying to understand the meaning of a chemical formula because to
them as ordinary persons, this thing is not important and just a waste of time if they will study it.
But because of the changing society coupled with information explosion, it is important to
us to grasp an idea on how to interpret a chemical formula, and become acquainted with common
formulas which we usually encounter every day. This module will discuss the meaning of a given
chemical formula as well as the formula of some common chemical substances.
Picture Analysis. Analyze the picture below then answer the corresponding guide questions.
Guide Questions
1. What is the picture all about? Why?

2. Which substance is being represented by that structure? (Clue: It is the universal solvent)
3. What is the formula of that universal solvent? Explain your answer.

1. Subscript A small number written at the lower right corner of a chemical

symbol.
2. Chemical symbol An abbreviation that represents the name of an

element.
What is a Chemical Formula?
Chemical Formula
If we are to study the meaning of chemical formula, two words are involved namely chemical
and formula. Chemical refers to a compound or substance while formula refers to the symbolic
expression. Thus, a chemical formula is a symbolic expression of a compound or substance. It is
also described as shorthand of expressing the types and the number of atoms in a substance.
What is the Meaning of a Given Chemical Formula?

Once again, chemical formula is the shorthand of expressing the types and the number of
atoms in a substance. For example, CO2 is the chemical formula of a substance known as carbon
dioxide. But what does this CO2 formula mean? What information can we get from this formula?
9
In this substance based from its formula of CO 2, the said substance is made up of two types of
atoms, these are carbon and oxygen. This is because the formula has two different letters that are
written in capital form; C and O. The capital letter is known as chemical symbol that represents a
certain substance known as element. Let us use the periodic table below to determine the chemical
symbol of the elements.
Molecular Structure of CO2.
The chemical formula also tells the number of each type of atom and the central atom of
the molecule specifically if it is not a diatomic molecule. The first chemical symbol written at the
right side of the formula tells us that it is the central atom, or the atom located at the center of the
molecule. So, for CO2, since C is the first letter of the chemical formula, the C which is the carbon
atom is the central atom.
If the letter is the chemical symbol that represents an element, the subscript represents
the number of atom in the chemical formula. In CO 2, the subscript of oxygen is 2 while carbon is
1. Even though there is no number 1 indicated after letter C in CO2, it is presumed that there is
one. So the number after the letter refers to its number of atoms.
Chemical Formula of Carbon dioxide
So let us take HCl as another example. Determine the atoms represented by chemical symbols
that make up the formula, and determine the number of each atom.
In the chemical formula HCl, there are two elements which are combined together. These
are hydrogen represented by the chemical symbol of H and chlorine which is represented by the
chemical symbol of Cl. Note that the l in Cl is not expressed in capital letter. This means that the
letter l is part of Cl and not separate chemical symbol. After determining that HCl has two
combined chemical symbols. The next step is to identify the number of atoms of each element that
make up the chemical formula. So in HCl, since there is no number written after H, we presumed
that there is only 1 H. The same thing with Cl, there is only 1 atom of Cl in the formula. In short,
there is only 1 Hydrogen atom and 1 Chlorine atom.
10
Mini-Performance Task (Collaboration)
Activity 1 – Chemical Formula and Molecular Structure

Procedure
1. Determine the common name, the types and number of atoms, and the molecular structure of the given
chemical formula in each item.
2. Fill-in the table on the answer sheet with correct information.
QUESTIONS
1. What is the common name of each substance?
2. How is chemical symbol different form a chemical formula?


WORK IN PROGRESS
You may choose to any of the added task to you.

1. Research on the active ingredient or chemical present in plant extract found in the Philippines that has
antiseptic property. Determine the chemical formula of the active ingredient.
2. Formulate a right formula to successful life? How about to covid-free life?

FORMATIVE ASSESSMENT
A. Sentence Completion. Complete each statement with a word/ concept in the blank of the item.
1. is shorthand of expressing the types and the number of atoms present in a substance.
2. The chemical symbol of carbon is .
3. There is/are nitrogen atom/s present in this chemical formula NH 3.
4. O is the chemical symbol for .
5. There is/are hydrogen atom/s in C 6H12O 6.
B. Identification. Determine the common name, the types and number of atoms, and the molecular structure
of the given chemical formula in each item. Write your answers on the same table found on the activity sheet.
Chemical Common Type of Number of Molecular Structure

Formula Name Atoms Each Atom
1. CaCO3
2. CaO
3. C2H5OH
11
Module 3: Consumer Products

This module was written to enumerate how consumer products we have at home are
different from one another in terms of their usefulness, level of safety and their cost in the market.
Understanding the different consumer products may help us to make informed decisions regarding
the use of those products that may affect our health, finances, and the quality of way of our life.
In addition, this module will help us to see the connections between Science, Technology and
Society by determining the problem in the community (Society) that was addressed by a certain
consumer product (Technology) and the knowledge (Science) behind the creation of the said
consumer product. The scope of this module covers many different learning situations where
students could relate their personal experiences on different samples of matter.

1. compare consumer products on the basis of their components for use, safety, quality
and cost, (STEM_GC11MP1a-b-11).
To check your prior knowledge about the topic, and to solicit the questions that you want to
know about it, fill in the Know and Want to know components of the Know-Want to know- Learned
(KWL) chart properly and correctly. For the Know component, you may write word/s or sentence.
For the want to know component, state your responses in interrogative or question form. You may
list as many responses as you want for each component. Write your responses on the KWL Chart
on the answer sheet.
Guide Questions
about consumer products?
2. If you were to think of a question that you want to ask about consumer products, what
question would that be?
PRE-TEST
Matching Type. Match the descriptions under Column A with the correction concepts or
words in Column B. Write the letter of the correct answer on the answer
sheet.
Column A Column B
1. The amount that has to be paid to buy A. Consumer Products

something B. Technology
2. Refers to ingredient or constituent C. Cost
3. These are goods that are bought for D. Composition
consumption by the average consumer E. Field
4. Refers to an area or a sphere
5. Application of Science
12
Lesson 1
Consumer Products
Consumer products are something that we cannot live without. Every activity we do such
as taking a bath, cooking our favorite dishes, driving our cars or monitoring and maintaining our
good health condition, there will always be a consumer product that is involved. Those consumer
products were made possible because of the interactions of Science, Technology and Society. Now,
how Science, Technology and Society became involved in the creation of those consumer products
is something it will be discuss in this module. We will also discuss when a consumer product may
cause harm despite of its usefulness to our life. This module will try to identify which field or area
of our society those consumer products are very useful. And lastly, the module will identify some
compositions that make up a certain consumer product. In summary, this module will discuss
the different consumer products in terms of their composition, uses and costs.
Picture Analysis. Analyze the picture below then answer the corresponding guide
questions.
Guide Questions
1. Which problem is being addressed by the invention of the bath soap?

2. What substances are needed to make bath soap?


1. Cost The amount or prize of a produced product.
2. Consumer Product The final good that is bought for personal use.
What is a Consumer Product?
Consumer Product
Consumer product is the final good that is bought by individuals or households for personal
use. In other words, consumer products are goods that are bought for consumption by the average
consumer.
What are Consumer Products?

Again, consumer products are goods that are bought for consumption by the average
consumer. Consumer products were made possible because of the interactions of Science,
Technology and Society. The Knowledge (Science) is being used to come up with the different
consumer products (Technology) that address problems of the community (Society). For example,
13
Bath soap (Technology) is a consumer product which we usually use to solve a problem of the
Society that is skin infection and poor hygiene.
Bath soap which invented to solve skin infection and poor hygiene
The Science, Technology and Society are interrelated to one another because any change
in one aspect could trigger also a change to other aspects. Meaning if Knowledge (Science) will
improve due to new or latest discoveries made by scientists or even an ordinary person (Society),
there will be also a corresponding effect or improvement to the consumer products (Technology)
we use every day.
There are many consumer products available in the market because of their usefulness.
However, the same consumer products may post danger to anyone. Now, when is a consumer
product may cause danger if it is very useful to us? A consumer product may cause harm to us
for two reasons. First is when we abuse
or misuse such product. A good example of this would be the solvent like rugby that was invented
to use as an adhesive material. But for some instances, the same solvent is being used by drug
dependent. And secondly is if a consumer product was made intended to cause harm such as gun
powder and poisons.
Let us analyze the table below that shows information of bath soap in terms of its some
chemical components, use, safeness, and cost.
Consumer Some Use Level of Cost
Product Chemical Safeness
Components
(Chemical
Formula)
Bath Soap -Glycerine - Cure skin - Generally -Generally very

(C3H8O3) infection safe (External affordable price
- Improve use only) (non- branded)
-Sodium
personal but some are
hydroxide
hygiene costly if its
(NaOH)
branded.
-Titanium
dioxide (TiO2)
- Triclosan
(C12H 7Cl 13 O 2)
Table showing some information about common bath soap
Based from the table, some of the chemical components used to make bath soap are
glycerine, sodium hydroxide and titanium dioxide. Glycerine is added to soap as emollient and
texture enhancer while sodium hydroxide is added to bath soap to as main ingredient. Titanium
dioxide is added to make the bath soap opaque while Triclosan is added as the active anti-bacterial
ingredient.
14
Activity 1 – My Consumer Product
Procedure
1. Choose a consumer product that is available in the field of medicine, communication,
transportation and agriculture.
2. Fill-in the table in the activity sheet with correct information.
QUESTIONS
1. For each field, which problem is being addressed by the consumer product?
2. What are some chemical components of the consumer products?

WORK IN PROGRESS
Added task to you

You are tasked to create a project plan about your own consumer product you wanted to
sell. Tell something about its chemical composition, use and cost.

POST-TEST
Read and answer each statement carefully then write the letter of the best answer on the
activity sheet.
1. Area or sphere is refereed as

A. Science C. Field
B. Consumer Products D. Composition
2. What do you call the goods that are bought for consumption by the average consumer?
A. Science C. Field
B. Consumer Products D. Composition
3. is the amount that has to be paid to buy something.
A. Cost C. Science
B. Consumer products D. Composition
4. refer to the body of knowledge.
A. Cost C. Science
5. refers to the ingredients or constituents
A. Cost C. Science
15
Module 4: Methods of Separating Components of Mixtures
and Compounds
This module was prepared to provide you with a guide on how the compositions of different
types of mixtures can be separated to one another. The significance of knowing the ways of
separating components of mixture could help us in difficult and unexpected situations such as
the need for potable water in waterless island or in an area surrounded by flood water. In addition,
familiarization on the proper techniques and safety procedure to be observed in performing the
separating methods would help you to identify easily the components of commonly found
mixtures or substances at home accurately and correctly. The scope of this module covers many
different learning situations where students could relate their personal involvements on different
methods of separating components of mixtures and compounds.

1. describe various simple separation techniques such as distillation and chromatography,
(STEM_GC11MP1a-b-12).
sentence. For the want to know component, state your responses in interrogative or question
form. You may list as many responses as you want for each component. W rite your responses
on the KWL Chart on the answer sheet.
Guide Questions
about methods of separating components of mixtures and compounds?
2. If you were to think of a question that you want to ask about methods of separating
components of mixtures and compounds, what question would that be?
PRE-TEST
A. Multiple Choice. Read and answer each statement carefully then write the letter of the
best answer on the answer sheet.
1. A heterogeneous mixture can be separated by all of the following methods EXCEPT

A. filtration C. distillation
B. decantation D. mechanical separation
2. To get salt out of a solution, we could use

3. Mary wants to get the iron filings out of some fine sand, what could be used to separate
these two solids?
A. Magnet B. Sieve C. Evaporation D. Decantation
16
4. Condensing means transforming from gas to
A. solid B. liquid C. gas D. plasma
5. If I pour the water off after I boil the banana, this method is an example of
B. Sentence Completion. Complete each statement with a word/ concept in the blank of the
item.
1. Separating sand and water could be done through .

2. involves the used of centrifuge to speed up the settling of the precipitate using
centrifugal or rotating motion.
3. The separation technique that takes advantage of different boiling points in called
4. The best way to decompose water into oxygen and hydrogen is by
5. The sugar in sugar solution can be removed by
Lesson 1 Methods of Separating Components

of Mixtures and Compounds
The earth is full of different mixtures which are present on land, water and air. These
mixtures play important roles in our life because of their uses in the filed agriculture, health,
industries and even to our practical living. However, substances in their mixture forms are not
always the ideal substances for us based from what we are aiming to get or to do, rather its
components are more important. Thus, a mixture must undergo such process in order to
breakdown its components for our ideal use.
This module will discuss the different methods of separating components of mixtures and
compounds as well as the important laboratory technique and safety rules that need to observe.
Situational Analysis. Analyze the scenario below then answer the corresponding guide
questions.
Your plane suddenly crushed in an island and luckily you survived. The island is
full of fruit bearing plants but no source of fresh water.
Guide Questions
1. What would you do to convert the ocean water into potable water? How?
2. Which separating method could be used to separate water and salt from sea water?
17

1. Component A part or element of a larger whole.
2. Separate Cause to move or be apart.
What is Method of Separating Components of Mixtures?
Method of Separating Components of Mixtures

If we are to study the meaning of method of separating components of mixtures and
compound, we need to determine first the meaning of important concepts. First is method which
is describe as procedure, process, way or technique. Second is the separate which means to move,
segregate or keep apart. Third is component which means constituent, section or a part of a larger
whole. And lastly is the word mixture which means a substance produced when two or more pure
substances are put together in any proportion without a chemical union. Thus, method of
separating components of mixtures is a procedure or process of segregating or moving the
constituent or part of a substance which is made up of two or more pure substances.
What are the Methods of Separating the Components of

Mixtures and Compounds?
Once again, method of separating components of mixtures is a procedure or process of
segregating or moving the constituent or part of a substance which is made up of two or more
pure substances. Sample of a mixture is sea water because sea water contains both water and
salt which are mixed together in different proportion or amount. Another example is mixture of
water conglomerate which is a mixture of sand, gravel and cement which is used as construction
materials.
So, what are the different methods of separating the components of mixtures and
compounds? What are laboratory techniques and safety rules that must be observed in performing
those methods? Let us find out the different separating methods.
1. Filtration
It is the process of separating the insoluble solid from the liquid substance by allowing the
liquid to pass through a porous material called filtering agent. The solid particles which are
retained in the filter paper is called residue, and the clear liquid which passes through a filtering
agent such as filter paper is called the filtrate. In using a filter paper, a glass funnel is used as a
support. To transfer the mixture (liquid) from the beaker into the funnel, you have to mix
thoroughly the mixture using a stirring rod so that no solid substance will be left behind. A stirring
rod may also be used to guide the mixture into the funnel to avoid spillage especially if the said
funnel is too small. See to it also that the filter paper is not damaged before using it.
18
Filtration Process
2. Decantation
This is a method used to separate the liquid layer known as supernatant and a heavy
insoluble solid known as precipitate by allowing the said solid to settle at the bottom of the
container then the liquid above the solid is poured off carefully into another container. In
decantation process, the mixture is being set aside and given enough time the precipitate to settle
at the bottom of the container such as a beaker. Unlike the filtration process where you can
immediately pour the mixture into the funnel, you have to wait all the precipitate to settle at
the bottom of the container before the actual pouring can be done. In the decantation process,
you have to pour the liquids into another container very slowly. A stirring rod may also be used to
guide the liquid into another container to avoid spillage especially if the said container is too small.
In checking the temperature of a container such as beaker, you may use the back part of your
hand to determine it hotness. Do not immediately touch the container.
Decantation Process
3. Mechanical Separation
This involves the use of forceps, sieves, magnet and other similar tools to separate the
components of mixtures. Sand and gravel are separated by passing the mixture over a wire screen.
In the mechanical separation, the involved substances are mostly solids that can be separated
manually. Below is an illustration of a sieve that separate two solid which are the sand and the
gravel. It may look like filtration, but the device used in this process is not porous.
Mechanical Separation
19
4. Centrifugation
It is the process that uses a motor device known as centrifuge that speeds up the settling
of the precipitate using centrifugal or rotating motion. As the mixture inside the test tube of the
centrifuge is subjected to centrifugal force, the heavier component settles at the bottom and the
less dense component settles at the upper portion. Example of this is the separating the
components of blood which include the plasma, buffy coat and the blood cells. In using the
centrifuge, the number of the test tube inside should have equal distances and the cover of the
centrifuge should be tightly covered to avoid any untoward incident.
Centifugation Process
5. Distillation
This is a process that involves the evaporation and condensation of a liquid solvent from a
mixture or solution. This method uses the difference in boiling points of the components of a
mixture. The more volatile liquid in the mixture boils first, evaporates, then condenses. The
distillate is the liquid formed from the condensation of the vapor. Content of the container should
always be checked to avoid drying up of the said container.
Distillation Process
6. Chromatography
This process uses the difference in the degrees to which substances are absorbed on
the surface of an inert substance such as a filter paper. A drop of ink or extract will be
separated into different components if it is placed at the end of a filter paper and the tip of
the paper is allowed to barely touch the solvent. Separate bands of colors, representing the
different components will appear on the paper. In doing this process, the filter paper should
20
ensure the touching of the solvent.
Chromatography Process
7. Electrolysis
This is a chemical decomposition or breakdown produced by passing an electric current

through a liquid or solution containing ions. Example of this is the separation of oxygen atom to
the hydrogen atoms from the water molecules. In doing this method, the positive and negative
electrodes should be submerged completely in the liquid to effectively separate the ions.
Chromatography Process
Activity 1 – Methods of Separation

Procedure
A. Sand of time
1. Prepare 1 kg soil from the backyard and sieve.
2. Transfer the 1 kg soil into the sieve. Measure the mass of the sand and the
materials left on the sieve.
21
B.Pass it through the cloth
1. Measure 100 mL water from the bottom of your water container.
2. Cover the top of a glass with a piece of cloth then pour the 100 mL water unto it.
3. After pouring the water, observe the surface of the cloth. Note any observation that you
will make. Write your observation in the answer sheet.
Questions
1. What material passes though the holes of the sieve? Why?
2. What did you find on the surface of the clothe? Is it safe to drink before passing
through that clothe? Why?
What I Have Learned?
WORK IN PROGRESS
You may choose to any of the added task to you

1. Using an empty soft drink bottle, gravel, sand and charcoal, create your own water-filtering
device.
2. Make a community plan on how could you separate the persons with covid-19 from non-
covid? What can you do to help your community?

POST-TEST
A. Multiple Choice. Read and answer each statement carefully then write the letter of the
best answer on a separate sheet of paper.
1. In preparing coffee using the Barako coffee beans, you may pour the boiled coffee mixture
into a piece of cloth. Which method is being illustrated?
A. Filtration C. Distillation
B. Decantation D. Mechanical separation
2. Which of the following mixtures could NOT be used in separating the components of
mixtures through decantation?
A. Quail egg in hot water C. Sand in glass of water
B. Sugar in hot water D. Utensils in warm water
3. Which of these methods could be used to separate an insoluble solid from a soluble solids?
A. Mixing the mixture with water and then filtering it. Then evaporate the water from
the resulting liquid.
B. Mixing the mixture with sand and then filtering it. Then evaporate the sand from
the resulting solid
C. Mixing the mixture with hydrogen gas and then filtering it. Then evaporate the
solids out.
D. None of the above.
4. Which method uses the boiling point differences by gradually heated a mixture? The
substance that vaporize the easiest will separate first.
A. Filtration C. Distillation
B. Decantation D. Mechanical separation
22
5. A coffee filter is used to separate coffee liquid from ground, this is a suitable example of
____________
B. Sentence Completion. Complete each statement with a word/ concept in the blank of the
item.
1. is a chemical decomposition of breakdown produced by passing an electric current

through a liquid or solution containing ions.
2. involves the use of forceps, sieves and other similar tools to separate the components
of mixtures.
3. is a process that involves the evaporation and condensation of volatile liquids. The
more volatile liquid in the mixture boils first, evaporates, then condenses.
4. is a method used to separate liquid and a heavy insoluble solid like soil by allowing
the solid to settle at the bottom of the container then the liquid above the solid is poured off
carefully into another container.
5. is the process of separating the insoluble solid from the liquid substance by allowing
the liquid to pass through a porous material called filtering agent.
23
Module 5: Common Isotopes and Their Uses
This module was made to educate you on the nature of isotopes and how those
isotopes contributed in many aspects of human life. Despite of their known uses in
various fields, these may still pose danger to anyone if safety precautionary measures
were not observed. In addition, understanding how the number of nucleons
(protons and neutrons) dictates the existence of isotope of a particular element. Thus,
knowing the process of determining the mass number and neutron number of an
isotope through mathematical operations is important skill to acquire. The scope
of this module covers many different learning situations where students could relate
their personal experiences on isotopes. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
1. recognize common isotopes and their uses, (STEM_GC11AMlc-e19).
What I Know?
To check your prior knowledge about the topic, and to solicit the questions that
you want to know about it, fill in the Know and Want to know components of the Know -
Want to know- Learned (KWL) chart properly and correctly. For the Know component,
you may write word/s or sentence. For the want to know component, state your
responses in interrogative or question form. You may list as many responses as you
want for each component. Write your responses on a separate sheet of paper
KWL Chart
Topic Know Want to know Learned

Isotope
After you have filled-in the K and W components of the chart, answer now the
diagnostic assessment below.
(PRE -TEST)
Multiple Choice. Read and answer each statement carefully then write the letter of the best
answer on a separate sheet of paper
1. Uranium-235 has 92 protons. How many neutrons does it have?

A. 143 B. 92 C. 235 D. 90
24
2. What are isotopes?
A. Atoms that have the same number of neutrons but have different
numbers of protons.
B. Atoms that have the same number of electrons but have different
numbers of protons.
C. Atoms that have the same number of protons but have different
numbers of neutrons.
D. Atoms that have the same number of neutrons and protons.
3. Uranium-238 has 92 protons. How many neutrons does it have?
A. 239 B. 146 C. 92 D. 330
4. Why is deuterium 2H 1 sometimes called heavy hydrogen?
A. It has extra nucleus C. It has extra electron
B. It has extra proton D. It has extra neutron
5. The beta particle has a charge of __
A. -1 C. +1
B. -2 D. +4
Lesson
Isotopes and Their Uses
1
The study of atoms entails a lot of concepts such as their subatomic

particles, atomic structures, discoverer and properties. One fascinating area of
study of atoms is the isotopes. Many of us have heard this word already but have
limited clear understanding what the concept is.
Isotopes are often related to nuclear energy which is being used in many
industries. This is because the nuclear energy usually comes from radioisotopes- a
kind of isotopes that is radioactive. Many of the food products in the market were
subjected to radiation that comes from radioisotopes. Only few people knew this
because the industries are aware that people are sensitive to the use of nuclear
energy. This module will discuss the nature of isotopes as well as their kinds,
examples and uses.

1. Proton The positively charged particle of the atom
2. Neutron The uncharged particle of the atom
Isotopes
The word isotope was derived from Greek words isos and topos which means “the
same place”. Isotopes variants of an element are still found in the same location
in the periodic table of elements. This term was introduced by a British Chemist
Frederick Soddy.
25
What is the Nature of Isotopes?
Isotopes are atoms of the same element that have the same number of
protons but different in the number of neutrons. For example, the most common
oxygen isotope has 8 neutrons inside the nucleus, but other isotopes have 9 or 10
neutrons.
ISOTOPES Subatomic Particles
Oxygen- 16 Number of Proton=8

16
O8 Number of Neutron = 8
Mass Number = 16
17
Mass Number = 17
18
Mass Number = 18
Isotopes of Oxygen
To identify a specific isotope of an element, write the name of the element

followed by a hyphen and the mass number of the isotope. Isotopes of oxygen are
presented below.
Oxygen-16 for the isotope with mass number of 16

An oxygen atom with eight protons and eight neutrons and has a mass
number of 16, its name is Oxygen-16. Oxygen-17 has eight protons and nine
neutrons and its mass number is 17. And lastly, an oxygen atom with eight protons
and ten neutrons and has a mass number of eighteen.
Due to the variations of the mass number of the isotopes like Oxygen-16,
Oxygen-17 and Oxygen-18, the relative atomic mass should be computed as
indicated in the periodic table. The atomic mass of oxygen indicated in the periodic
table is 15.999. How this figure obtained? To calculate the atomic mass of an
element, you have to multiply the mass number of each isotope by its percentage
abundance in decimal form. Then add these amounts together to find the relative
atomic mass.
For example, Chlorine-35 makes up 75.53 percent of all the chlorine in
nature, and Chlorine-37 makes up the other 24.47 percent. The relative atomic
mass of chlorine is calculated as follows;
26
Isotope Mass Number Atomic Mass Percentage Relative Atomic
Unit Abundance Mass
Chlorine-35 35 34.969 75.53% 35.45
Chlorine-37 37 36.966 24.47%
PRACTICE EXERCISE : Problem Solving
Boron has two isotopes, Boron-10 and Boron-11, whose percentage

abundances are 19.8% and 80.2% respectively. The atomic masses of Boron-10
and Boron-11 are 10.0129 amu and 11.0093 amu respectively. Write the symbols
for the two isotopes of boron and determine the relative atomic mass.

Unit Abundance Mass
When we talk about the chemical properties of isotopes of a given element

they are almost the same or identical. Different isotopes exhibit nearly identical
chemical behaviours. However, when it comes to physical properties of isotopes like
the mass, melting point, melting point, density and freezing point they are all
different. Some isotopes of an element have unique properties because they are
unstable. An unstable atom is an atom whose nucleus can change its composition.
This type of isotope is called radioisotope. Radioisotopes are radioactive isotope
because they produce radiation as they breakdown in the process.
Important Isotopes
Isotope Uses
Sodium-24 Injected into limb to detect blood cloth

Cobalt-60 Detect and Treat Cancer/ use to kill bacteria
Iodine-131 Detect functions of Thyroid Gland
Phosphorous-32 Added to fertilizer to study plant processes
Nitrogen-15 Added to fertilizer to study plant processes
Cesium-137 Use to kill bacteria
Flourine-18 Use for diagnosis and treatment of diseases
Gallium-67 Use for diagnosis and treatment of diseases
Carbon-14 Carbon dating Process
27
Activity 1 – Isotope Brochure
Procedure
1. Choose an isotope that you want to discuss and present it in a brochure format.
Discuss the history, applications in various fields like medicine, agriculture,
industries and health, as well as the adverse effects.
2. Prepare 1 long b o n d paper, pen, cut-outs of the chosen isotopes and adhesive
material such as glue.
3. Fold the bondpaper into 3 then make a lay out of your isotope brochure.
Output Presentation
Questions:
1. Which field is the chosen isotope most useful?
2. Is there any adverse effect in using the chosen isotope? How?
You have to fill in the L component of the KWL chart to generalize the things
you have learned about the topic.
KWL Chart

Isotope I have learned that
….
28
Assessment (POST -TEST)
Problem Solving (10 pts.)
Silicon has three isotopes, Silicon-28, Silicon-29 and Silicon-30, whose percentage
abundances are 92.21%, 4.70% and 3.09% respectively. The atomic masses are 27.977
amu, 28.976 amu and 29.974amu respectively. Write the symbols for the three isotopes of
silicon and determine the relative atomic mass.

Unit Abundance Mass
29
Module 6: Writing and Naming the Chemical Formula of a
Compound

This module was prepared to train you on how to write the chemical formula of a given
compound given its chemical name, or to write the chemical name of a compound given its
chemical formula. Knowing the process of writing the chemical formula or chemical name of
compounds will make our work easily particularly among professions where chemicals are
involved. In addition, familiarization on the chemical formula and chemical name of compounds,
we could easily understand the information written on the labels indicated on our purchased
products. In this manner, we could avoid a danger or misused of products due to
lack of familiarization to chemical formula and chemical name of various compounds. The scope
of this module covers many different learning situations where students could relate their
personal experiences on different compounds. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence of
the course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

1. represent compounds using chemical formulas, structural formula and models,
(STEM_GC11AMlc-e-21).
2. name compounds given their chemical formula and write the chemical formula given the
chemical name of the compounds, (STEM_GC11AMlc-e-23).
What I Know?
To check your prior knowledge about the topic, and to solicit the questions that you
want to know about it, fill in the Know and Want to know components of the Know-Want to
know- Learned (KWL) chart properly and correctly. Write your responses on a separate sheet of
paper.
KWL Chart
Chemical Formula and
Chemical Name
Guide Questions
about chemical formula and chemical name?
2. If you were to think of a question that you want to ask about chemical formula and
chemical name, what question would that be?
After you have filled-in the K and W components of the chart and answered the guide
questions, answer now the diagnostic assessment.
30
(PRE -TEST)
A. Sentence Completion. Complete each statement with a word/ concept in the blank of the
item.
1. The chemical formula of carbon tetrahydride is .
2. There is/are hydrogen atom/s present in this chemical formula NH 3 .
3. The chemical name of N2O 3 is
4. Cl is the chemical symbol for
5. The structural formula of CO2 is
B. Identification. Write the chemical formula of the compound in each item given its chemical
name or vice-versa.
6. CO
7. MgCl 2
8. NO 2
9. Nitrogen trichloride
10. Calcium oxide
Lesson Chemical Formula and Chemical

1 Name of Compounds
Compounds may often very strange to us because of our lack of understanding
or idea about them especially if they are expresses in their chemical formula and chemical name.
The chemical formula and chemical name are always written in the food, medicine and other
product labels. But being familiar on writing the chemical formula and chemical name of
various compounds is not sole responsibility of those who work in chemical-related industries
but rather it is a skill that a person must learn.
This module will discuss the method of writing the chemical formula and chemical name of
a given compound considering the type of chemical bond exist in the said compound properly
and correctly.

Analysis. Analyze the figures below then answer the corresponding guide questions.
BF3
Figure A Figure B
Guide Questions
1. What are the two figure all about?
2. What chemical symbols do you see in both figures?
3. How is figure A different from figure B?
31
1. Valence Electron The electron located at the outermost shell or energy level.
2. Intramolecular force The force that binds the atoms together in a molecule or
compound.
Chemical Formula, Chemical Name and Structural Formula

From our previous lesson, we have described chemical formula as a symbolic
expression of a compound or substance. It is also defined as shorthand of expressing the types
and the number of atoms in a substance. Chemical name is the scientific name given to a
chemical in accordance with the nomenclature system developed by the International Union
of Pure and Applied Chemistry. While structural formula is a graphical representation of
the molecular structure showing how the atoms are possibly arranged in the real three-
dimensional space.
Compound
This is a substance which is made up of two or more atoms joined together by a
chemical bond. Compounds may be classified into two based from the nature of the atoms
that make up them, and the type of intramolecular bond that exist between atoms.
The two classification of compounds are ionic compound and covalent compound. The
ionic compound is formed between a metal atom and a nonmetal atom, and the type of
intramolecular bond exist between atoms is ionic bond due to the presence of ionic charges.
Example of this is sodium chloride which is made up of metal sodium and nonmetal chlorine.
Na+1 + Cl-1 Na 1 Cl 1 or NaCl

Sodium Chlorine Sodium chloride
The covalent compound is formed between two or more nonmetal atoms, and the
type of intramolecular bond that exist between atoms is covalent bond. Example of this is
Carbon tetrachloride.
So, in writing the chemical formula, structural formula as well as the chemical name of
a given compound, you must determine first the intramolecular bond that exists between
atoms of compounds.
Chemical Formula and Chemical Name

Once again, chemical formula is the shorthand of expressing the types and the number
of atoms in a substance. The way of writing the chemical formula and chemical name of ionic
compound is different from the covalent compound.
a. Ionic Compound
In writing the chemical formula of an ionic compound, do the following steps below. We
will use sodium chloride as an example of a chemical name that need to be converted into
chemical formula.
32
Step 1 (Atoms involved) - Sodium and Chlorine
Step 2 (Chemical symbol) - Na + Cl
Step 3 (Formed Ion) - Na+1 + Cl-1
The Na has a charged of +1 because it tends to give 1 valence electron to chlorine

atom to become stable. Most metal atoms whose valence electrons are ranging from 1-3,
they tend to give valence electron to become stable thus becomes positive ion known as Cation.
Since Na has 1 valence electron, it will give its valence electron to chlorine forming sodium
ion. While Cl has a charged of -1 because it tends to accept 1 valence electron from sodium
atom to become stable. Most nonmetal atoms whose valence electrons are ranging from 5-7,
they tend to accept valence electron to become stable thus becomes negative ion known
as Anion. Since Cl has 7 valence electrons, it needs 1 valence electron from Na, it will accept 1
valence electron from sodium forming chlorine ion.
+1 -1
Step 4 (Criss-cross multiply the charges) - Na + Cl
1 1
Step 5 (Remove the plus sign

to determine the chemical formula) - Na 1 Cl 1 or NaCl
(note the charges become subscript)
If you want to reverse the process, let us say naming an ionic compound, do the following
steps below. We will use NaCl as an example of a chemical formula that need to convert to
chemical name.
Step 1 (Chemical name involved) - Sodium and Chlorine

Step 2 (Change the last 4, 3 or 2
Letters of the name of
nonmetal element into -ide) - Sodium and Chloride
Step 3 (Remove the word and then combine

the two words) Sodium Chloride
b. Covalent Compound
In writing the chemical formula of an covalent compound, do the following steps below. We will
use Carbon tetrachloride as an example of a chemical name that need to be converted into
chemical formula.
Step 1 (Atoms involved) - Carbon and Chlorine

Step 2 (Chemical symbol) - C + Cl
Step 3 (Number of atoms)) - 1 + 4
Note that the carbon has 1 atom while chlorine has 4 atoms. We can determine the
number of atom based from the Greek prefixes used before each type of atom. In Carbon
tetrachloride, there is no Greek prefix written before the word carbon. This means that the
number of carbon is 1. In Greek prefix, 1 is mono but there is no prefix mono before the word
carbon. This is because the prefix mono is not allowed to be written at the beginning of the
chemical name. From supposedly Monocarbon tetrachloride, it is name as carbon tetrachloride.
33
Greek Prefixes
1- Mono 4- Tetra 7-Hepta 10- Deca
2- Di 5- Penta 8- Octa
3- Tri 6- Hexa 9- Nona
Step 4 (Combined the chemical

Symbol and number of atoms) - C1 + Cl 4
Step 5 (Remove the plus sign to
determine the chemical formula) - C 1Cl 4 or CCl 4
If you want to reverse the process, let us say naming a covalent compound, do the
following steps below. We will use CCl 4 as an example of a chemical formula that need to convert
to chemical name.
Step 1 (Chemical name involved) - Carbon and Chlorine

Step 2 (Determine the Greek prefix) - none and tetra
Step 3 (Remove the word and
then combined Greek prefix and Change
the last 4, 3 or 2
Letters of the name of last
nonmetal element into -ide) - Carbon tetrachloride
Activity 1 – FREEDOM WALL

In a given set of chemical names, choose 1 that you want to present. You need to
follow the steps below to solve the problem. Write your complete answers in your answer
sheet. You may add design that you want or remark as your expression of your feelings or
experiences towards the solving process.
Output Presentation
34
SET OF COMPOUNDS
Potassium fluoride Nitrogen dioxide Sodium bromide
Sulfur dioxide Magnesium sulfide
QUESTIONS
1. What is the chemical formula of the compound?
2. Is your chosen compound an ionic compound or covalent compound?
You have to fill in the L component of the KWL chart to generalize the things you have
KWL Chart
Chemical Formula and

Chemical Name I have learned that…
Activity 2 – Work in Progress

Look for at least 10 products found at your home. Identify chemical compound on its
label then determine its equivalent chemical formula as well as uses.

IONIC COMPOUND – Calcium iodide
35
Module 7: Calculating Formula Mass, Empirical Formula and
Molecular Formula

This module was prepared to guide you on how to write the formula mass, molecular mass
and empirical formula of a given compound properly and correctly. Knowing the process of writing
the said formulas of various compounds will help us to determine the actual mass and proportion
of the elements that make up the compound. In addition, familiarization on the process on
measuring the formula mass, molecular mass or empirical formula could help people who are
involved in chemical-related industries to double check if the amount of the elements in a
compound as indicated in their product labels are true and valid. The scope of this module covers
many different learning situations where students could relate their personal experiences on
different compounds. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook or other references you
are using.

1. calculate molecular formula given the molar mass, (STEM_GC11PClf-33).
2. calculate the empirical formula from the percent composition of a compound,
(STEM_GC11PCif-32).
What I Know?
To check your prior knowledge about the topic, and to solicit the questions that you
want to know about it, fill in the Know and Want to know components of the Know-Want to
know- Learned (KWL) chart properly and correctly. Write your responses on a separate sheet
of paper.
KWL Chart

Formula Mass and
Molecular Mass
Guide Questions
about formula mass and molecular mass?
2. If you were to think of a question that you want to ask about formula mass and molecular
mass, what question would that be?
After you have filled -in the K and W components of the chart, answer now the diagnostic
assessment below.
(PRE -TEST)
Sentence Completion. Complete each statement with a word/ concept in the blank of the item.
1. refers to the total number of protons and neutrons in the nucleus of an atom
2. How many carbon atoms in chemical formula CH 4 ?
3. gives the lowest whole-number ratio of the elements in a compound.
4. Cl is the chemical symbol for
5. Formula mass is used for compounds that are made up of ions and have primarily _________
bonding.
36
Lesson
Formula Mass and Molecular Mass
1
Chemistry is a subject that involves a lot of concepts and formulas. Some concepts are
confusing for some people because of their similarities in terms of the wordings. Three concepts
which may confuse us are formula mass, molecular mass and molar mass. For a beginner
student, these concepts are quite confusing to them. But how is formula mass different from
molecular mass and molar mass? Is there any difference among those concepts?
This module will discuss the method of writing the formula mass or molecular
mass of a given compound considering the type of chemical bond exist in the said compound
properly and correctly.

Formula Analysis. Analyze the figures below then answer the corresponding guide questions.
NaCl NO2
Figure A Figure B
Guide Questions
1. Which figure show compound whose atoms are bonded by covalent bond?
2. What do we call to the formula represented by figures A and B?
3. What type of compound is in figure A?

1. Mass number The total number of protons and neutrons in the
nucleus of an atom
2. Molecular formula A formula that gives number of atoms of each element

present in a molecule.
Formula Mass and Molecular Mass

Formula mass is used for compounds that are made up of ions and have primarily
ionic bonding. While Molecular mass or known as molar mass is used for compounds that
are composed of molecules and have primarily covalent bonding. The term formula mass
is suitable to use as it can be used for both ionic and covalent compounds. Molecular mass
will only be used for covalent compounds.
How to Write the Formula Mass of a Compound?
Compound
A substance which is made up of two or more atoms joined together by a chemical
bond. Compounds may be classified into two based from the nature of the atoms that make up
them, and the type of intramolecular bond that exist between atoms. The two classification
of compounds are ionic compound and covalent compound. The ionic compound is formed
between a metal atom and a nonmetal atom, and the type of intramolecular bond exist between
37
atoms is ionic bond due to the presence of ionic charges. Example of this is sodium chloride which
is made up of metal sodium and nonmetal chlorine.
The covalent compound is formed between two or more nonmetal atoms, and the type
of intramolecular bond that exist between atoms is covalent bond. Example of this is
Carbon tetrachloride.
So, in using the term formula mass or molecular mass, you must determine first the
intramolecular bond that exists between atoms of compounds.
How is Mass Number different from Formula Mass?

If mass number is the total number of protons and neutrons in the nucleus of an atom,
the formula mass is the sum of all mass numbers of the atoms that make up the compound.
The mass number is very important in determining the formula mass of a certain compound.
The mass number of each element can be seen in the periodic table. Below shows the
mass number of element nitrogen in the periodic table which is 14.007 or 14.0 u. The mass
number is always rounded off to the nearest tenths that is why the value of the mass number
of nitrogen is 14.0 instead of 14.007. The symbol u means unified mass number unit or unified
atomic mass unit that is used in all formula mass units.
ATOMIC
NUMBER
MASS NUMBER
Can you determine the mass number of the following elements in the periodic table?
1. Ca - _____________ 3. Cu - _____________
2. Si - _____________ 4. P - _____________
If your answer to the mass number of Phosphorous is 31.0 u then you are correct. As
seen in the periodic table, the mass number of phosphorous is 30.974 and has to be rounded
off to 31.0 u.
Important Steps in Solving the Formula Mass of a Compound

In writing the formula mass of a compound, do the following steps below. We will use
Al(OH) 3 as an example.
Step 1. List down the atoms involved in the formula which are represented by chemical
symbol. Write this in downward manner in the first column.
38
Atom
Al
O
H
Step 2. Determine the number of atoms in the formula. Write this in the second column.
Consider the subscript which is written outside the parenthesis.
Atom Number of Atoms

Al 1
O 3
H 3
Note that the number of oxygen atom and hydrogen atom have increased by 3 because
of the subscript located outside the parenthesis. The subscript will only affect the atoms inside
the parenthesis which can be seen in (OH) 3 of Al(OH) 3.
Step 3. Write the mass number of each element in the third column.
Atom Number of Atoms Mass Number
Al 1 27.0 u
O 3 16.0 u
H 3 1.0 u
Step 4. Multiply the number of each atom to its mass number to determine the total
mass number of each atom. Write this in the fourth column.
Total Mass Number of
Atom Number of Atoms Mass Number
Each Atom
Al 1 27.0 u 27.0 u
O 3 16.0 u 48.0 u
H 3 1.0 u 3.0 u
Step 5. Get the sum of all total masses to determine the formula mass of Al(OH) 3 .
Atom Number of Atoms Mass Number Total Mass Number of Each

Atom
Al 1 27.0 u 27.0 u
O 3 16.0 u 48.0 u
H 3 1.0 u 3.0 u
78.0 u
Therefore, the formula mass of Al(OH) 3 is 78.0 u.
PRACTICE EXERCISE: Problem Solving

Calculate the formula mass of Copper sulfate, CuSO 4
Atom Number of Atoms Mass Number Total Mass Number of

Each Atom
Cu 1
S 1
O 4
39
I n a given set of chemical formula, choose 1 that you want to present. You need to
follow the steps below to solve the problem. Write your complete answers in your answer
sheet. You may add design that you want or remark as your expression of your feelings or
experiences towards the solving process.
Output Presentation
QUESTIONS
1. What is the formula mass of your chosen chemical formula?
2. Are there atoms where mass numbers are identical?

KWL Chart
Formula Mass and

I have learned that…
Molecular Mass
Activity 2 – Work in Progress

Look for a product found at your home. Identify 1 chemical formula as
written on its label then determine its formula mass as well as the uses.

40
Calculating the Empirical Formula from
Lesson
Percent Composition, and Molecular
2
Formula from Molecular Mass
Chemistry is a subject that involves a lot of calculations and formulas. Some formulas and
calculations in Chemistry are quite difficult for some people because of their unfamiliarity of
the said formulas and calculations. However, these calculations and formulas are very
important in making accurate and precise measurements of chemical materials needed in
the preparation or making of solutions of certain product. For a beginner student, studying
these formulas and performing the correct procedure of calculations need a strict focus and
patience. You make encounter confusion and mistake as you use the formula in actual
calculation process but do not give up. It is ok to read again the concept and recalculate
your actual computation to derive a correct answer to a given problem on empirical formula and
molecular formula.This module will discuss the process of calculating the empirical formula of a
compound based from its percent composition as well as the molecular formula based from its
molecular mass.

Problem Solving Analysis. Analyze the sample problem below then answer the corresponding
guide questions.
Determine the empirical formula of a compound whose percentage composition is 50.05% S and
49.95% O by mass.
Guide Questions
1. What are the elements involved in the sample problem?
2. What will be solved in this problem?
3. What is empirical formula?
1. Ratio It is the quantitative relation between two amounts

showing the number of times one value contain or is
contained with the other.
2. Atomic Mass The number of the protons and neutrons inside the
nucleus of the atom.
Empirical Formula and Molecular Formula

Empirical Formula is the lowest whole-numbered ratio of the elements in a compound.
While Molecular Formula is the actual composition of a compound indicating the number of
atoms per element; number of moles of each kind of atom per mole of compound.
How to Calculate the Empirical Formula?

In calculating the empirical formula of a compound, do the following steps below. We will
refer to the sample problem below.
41
SAMPLE PROBLEM: Determine the empirical formula of a compound whose percentage composition is
50.05% S and 49.95% O by mass.
Step 1. Use 100 g of the compound as basis of calculation. Meaning there will be
50.05 g would be atoms of Sulfur and 49.95 g would be atoms of Oxygen.
Step 2. Convert the given mass of each atom into their equivalent mole. To do this, convert the
given mass of atom in the compound by using the mole of the atom as the conversion
factor.
Given Mass of Atom Mole of Atom Equivalent Mole of Atom
50.05 g S 1 mol of S atoms = 1.56 mol of S atoms

32.1 g S
49.95 g O 1 mol of O atoms = 3.12 mol of O atoms

16.0 g O
Let us use Sulfur to determine the calculation process. First the given mass of sulfur is
50.05 g was multiply to 1 mol of S atoms. You may refer to the red straight arrow. The
answer is 50.05 g S. mol of S atoms. Then the 50.05 g S . mol of S atoms was divided
by 32.1 g S. You may refer to the red curved arrow. The answer is 1.56 mol of S
atoms. The mole of atom is based on the mass number of the atom as indicated in
the periodic table. The mass number of sulfur in the periodic table is 32.1 or 32.
Step 3. The equivalent value of mole of each atom will be used as the subscript.
Therefore, the formula maybe written as S 1.56 O 3.12 , but this formula does
not have whole-number subscripts. One way to get a formula with whole-
number subscript is to divide all the subscripts by the smallest subscript.
Therefore, the empirical formula is S 1 O 2 or SO 2 because it has the lowest

possible ratio of whole-numbered subscript. The chemical name of the
compound is Sulfur dioxide.
How to Calculate the Molecular Formula?

In calculating the molecular formula of a compound, do the following steps below.
We will refer to the sample problem below.
SAMPLE PROBLEM: A sample is found to have 40.0% C, 6.6% H and 53.4% O by mass. The
molecular mass of the compound is 180 g/mol. What its empirical and molecular formulas?
Step 1. Use 100 g of the compound as basis of calculation. Meaning there will be
40.0 g would be atoms of Carbon, 6.6 g would be atoms of Hydrogen and
53.4 g would be atoms of Oxygen.
42
Step 2. Convert the given mass of each atom into their equivalent mole. To do this, convert the
given mass of atom in the compound by using the mole of the atom as the conversion
factor.
40.0 g C 1 mol of C atoms = 3.33 mol of C atoms

12.01 g C
6.6 g H 1 mol of H atoms = 6.6 mol of H atoms

1.0 g H
53.4 g O 1 mol of O atoms = 3.33 mol of O atoms

16.0 g O
Step 3. The equivalent value of mole of each atom will be used as the subscript. Therefore,
the formula maybe written as C 3.33 H 6.6 O 3.33, but this formula does not have whole-
number subscripts. One way to get a formula with whole-number subscript is to
divide all the subscripts by the smallest subscript.
Therefore, the empirical formula is C 1 H 2 O 1 or CH 2 O because it has the lowest

possible ratio of whole-numbered subscript. But what is the molecular formula?
Step 4. Divide the molecular mass of the compound which is 180 g/mol by its molecular mass
by empirical formula which is CH 2O. The molecular mass of CH 2O is 30 g/mol.
Molecular Mass of compound divided by Molecular Mass of CH 2 O
180 / 30 = 6
Step 5. Multiplying the empirical formula (CH 2O) by 6 would produce a molecular formula of
C 6 H 12 O 6

In a given problem on molecular formula, solve the problem properly. You need to follow the
steps below to it. Write your complete answers in your answer sheet. You may add design that
you want or remark as your expression of your feelings or experiences towards the solving process.
Output Presentation
FORMAT FOR FREEDOM WALL
Step 1. Convert the given mass of each atom into their equivalent mole.
Step 2. The equivalent value of mole of each atom will be used as the subscript.
Step 3. Divide the molecular mass of the compound by its molecular mass by empirical
formula.
Step 4. Determine the molecular formula
43
PROBLEM
A compound is found to contain 30.4% nitrogen and 69.6% oxygen. If it has a

molecular mass of 92.0 g/mol, what is its molecular formula?
QUESTIONS
1. Is empirical formula related to molecular formula?

2. Did you find the problem difficult to solve? Why?

KWL Chart
Formula Mass and

I have learned that…
Molecular Mass

Caffeine has 49.48 % C, 5.19% H, 16.48 % O and 28.85% N. Its molecular mass is 194.19
g/mol. What is its molecular formula?
44
SAMPLE ANSWER SHEET
Module 1 - Properties of Matter
Name: Grade/ Sec. _ Score:

Teacher: ___ _ School: Date: ______
General Direction: Write your answers here from Pre-Test to Post-Test including the
answers in the activities. Detach and submit this part to your teacher upon his/her
direction which usually given after you have completed this module.
KWL CHART

Properties of
Matter
PRE-TEST
1. 3. 5. 7. 9.
2. 4. 6. 8. 10.
POST-TEST
1. 3. 5. 7. 9.
2. 4. 6. 8. 10.
Essay:
45
W
E M A S S W T O H B
X F H I U T N J F H
T X C Z J K S D G L
E C H E M I C A L V
N O Q E P A H S B M
S L W T Y U I O P A
I O P R P P E R T Y
V R S D F G H J K L
E V I S N E T N I V
WORD HUNT
Activity 1 – Testing the Properties of Matter
Data and Result
Substance Mass (g) Color Taste Flammability
1. Salt
2. Sugar
3. Water
4. Cooking oil
5. Tissue
paper
Answer to Questions
1.
2.
3.
4. _
46
CONCEPT MAPPING
Activity 2- Detective Conan
Data and Result
Answer to the Questions

1.
2. ____
47
ANSWER KEY
Module 1 – Properties of Matter
Pretest
1. D 2. B 3. C 4. B 5. C 6. A 7. D 8. B 9. A 10. C
Posttest
1. Chemical property 2. Intensive physical property 3. Intensive physical property 4. Extensive physical property
5. Chemical property 6. Intensive physical property 7. Chemical property 8. Extensive physical property
9. Extensive physical property 10. Intensive physical property
Essay
Keywords: Diffusion, Face masks, Face shield, Cover the face with a cloth or handkerchief, Physical or social distancing, Avoid
closed or overcrowded areas
Word Hunt
E M A S S W T O H B
X F H I U T N J F H
T X C Z J K S D G L
E C H E M I C A L V
N O Q E P A H S B M
S L W T Y U I O P A
I O P R O P E R T Y
V R S D F G H J K L
E V I S N E T N I V
Activity 1 – Testing the Properties of Matter

Data and Result
Substance Mass (g) Color Taste Flammability

1. Salt 17 – 18 grams White Salty Not flammable
2. Sugar 12 – 13 grams White/Brown Sweet Flammable
3. Water 15 grams Colorless Tasteless Not flammable
4. Cooking oil 13 – 14 grams Yellow Tasteless Flammable
5. Tissue paper 1 gram per cm3 White Tasteless Flammable
Answer to Questions
1. Salt and sugar are similar in color, shape and size

2. Sugar and cooking oil almost have the same mass. Sugar and salt have the same color. Water, cooking oil and tissue paper are
tasteless. Sugar, cooking oil and tissue paper are flammable.
3. Sugar, cooking oil and paper are flammable. One should not place them near fire.
4. Mass is an extensive physical property. Intensive physical properties are color and taste. The chemical property is
flammability.
Concept Mapping
PROPERTIES OF MATTER
Physical Properties Chemical Properties

Properties
Intensive Properties Extensive Properties
48
Activity 2 – Detective Conan
Data and Result
Crime : Murder Date: October 5, 2020

Piece of Collected Evidence: Stained pieces of cloth
OBSERVATIONS:
Cloth A – With blood stain
Cloth B – With stain from dirt or soil
Final Findings: Cloth A can be used as evidence
Answer to Questions
1. Cloth B because the color of the stain is similar to the color of the blood.
2. Color
Module 2 – Chemical Formula of Common Chemical Substances
Pretest
Sentence Completion: 1. O 2. Twelve (12) 3. Chemical formula 4. Carbon 5. One (1)
Identification: 6. B – One (1), Monoatomc 7. C – Three (3), Polyatomic 8. K – Two (2), Diatomic
F – Three (3), Polyatomic H – Eight (8), Polyatomic C – One (1), Monoatomic
O – Three (3), Polyatomic
9. C – One (1), Monoatomic 10. C – One (1), Monoatomic
H – Four (4), Polyatomic F – Four (4), Polyatomic
Posttest
Sentence Completion: 1. Chemical formula 2. C 3. One (1) 4. Oxygen 5. Twelve (12)
Identification
Chemical Formula Common Name Type of Atoms Number of Each Atom Molecular Structure
1. CaCO3 Limestone Ca – Monoatomic Ca – One (1) Ca
C – Monoatomic C – One (1) O O
O - Polyatomic O – Three (3) C
O
2. CaO Limewater Ca –Monoatomic Ca – One (1) Ca – O
O - Monoatomic O – One (1)
3. C2H5OH Ethyl alcohol C – Diatomic C – Two (2) H H
H – Polyatomic H – Six (6)
O - Monoatomic O – One (1) H C C OH
H H
Activity 1 – Chemical Formula and Molecular Structure

Data and Result
Chemical Formula Common Name Type of Atoms Number of Each Atom Molecular Structure
1. NaCl Salt Na – Monoatomic Na – One (1) Na Cl
Cl – Monoatomic Cl – One (1)
2. NH3 Ammonia N – Monoatomic N – One (1) ..
H – Polyatomic H – Three (3) H N H
49
3. C12H22O11 Table sugar or C – Polyatomic C – Twelve (12)
Sucrose H – Polyatomic H – Twenty-two (22)
O – Polyatomic O – Eleven (11)
4. CH4 Methane C – Monoatomic C – One (1) H

H – Polyatomic H – Four (4)
H C H
H
5. C9H8O4 Aspirin C – Polyatomic C – Nine (9)
H – Polyatomic H – Eight (8)
O – Polyatomic O – Four (4)
6. NaOH Lye or Caustic Na – Monoatomic Na – One (1) O

soda O – Monoatomic O – One (1)
H - Monoatomic H – One (1) Na H
Answer to Questions
1. NaCl – Salt, NH3 – Ammonia, C12H22O11 – Table sugar or sucrose, CH4 – Methane, C9H8O4 – Aspirin, NaOH – Lye or Caustic
Soda
2. The chemical symbol only represents the element. A chemical formula shows the elements found in a compound and the
number of atoms present.
ANSWER KEY
Module 3 – Consumer Products
Pretest
1. C 2. D 3. A 4. E 5. B
Posttest
1. C 2. B 3. A 4. C 5. D
Activity 1 – My Consumer Products

Data and Results
Area or Field Consumer Some Chemical Use Level of Cost

Product Components (Chemical Safeness
Formula)
Medicine Paracetamol Carbon, Hydrogen, For fever or pain Unsafe if abused P 2.00 – P
Nitrogen, Oxygen (C8H9NO2) 5.00
Communication Cellular phone Lead, Nickel, Mercury, For easy Unsafe if abused P 300.00 –
Manganese, Lithium, Zinc, communication or P
Arsenic, Antimony, online classes 100,000.00
Beryllium, Copper
Transportation Motorcycle Titanium, Aluminum, For easy/fast Unsafe if driver P
Magnesium, Carbon fiber travel does not observe 67,000.00
proper driving – P 30M
techniques
50
Agriculture Egg Phosphorus, Sulfur, As viand or Can be a source P 4.00 – P
Potassium, Sodium, Chloride cooking/baking of allergy for 10.00
ingredient others or eaten
though it is
rotten already
• Answers may vary
Answer to Questions:
1. Medicines were created to ease pain or cure illnesses or diseases. People nowadays want to reach out or communicate to others
faster that is why communication gadgets like cellular phones were created. Motorcycles and other means of transportation were
created in order for people to move or travel easily and faster. Agricultural products are also produced to ease hunger and provide
people with necessary nutrients.
2. Paracetamol - Carbon, Hydrogen, Nitrogen, Oxygen (C8H9NO2)

Cellular phone - Lead, Nickel, Mercury, Manganese, Lithium, Zinc, Arsenic, Antimony, Beryllium, Copper
Motorcycle - Titanium, Aluminum, Magnesium, Carbon fiber
Egg - Phosphorus, Sulfur, Potassium, Sodium, Chloride
ANSWER KEY
Module 4 – Methods of Separating the Components of Mixtures and Compounds
Pretest
Multiple Choice: 1. C 2. C 3. A 4. 5. B
Sentence Completion: 1. Filtration 2. Precipitation 3. Distillation 4. Electrolysis 5. Evaporation
Posttest
Multiple Choice: 1. A 2. B 3. A 4. C 5. A
Sentence Completion: 1. Electrolysis 2. Filtration 3. Distillation 4. Decantation 5. Filtration
Activity 1 – Methods of Separation
Observations
A. The mass of the sand is lesser compared to the mass of 1 kg of soil. The sand particles are smaller. It can pass through the
sieve.
B. Some dirt was found on the cloth.
Answers to Questions
1. Sand. Because they are small in size and can pass through the small holes of the sieve.
2. Dirt. No, because it is not safe for drinking. The water is unfiltered so it may contain dirt.
Answer Key
Week 2 Modules
Module 5 - Common Isotopes and their Uses
Pre-test
1. a
2. c
3. b
4. d
5. a
Practice Exercise
Isotope Mass Number Atomic Mass Unit Percentage Abundance Relative Atomic
Mass
Boron 10 10 10.0129 19.8 %
51
Boron 11 11 11.0093 80.2 % 10.81 %
Post-test
Isotope Mass Number Atomic Mass Unit Percentage Abundance Relative Atomic
Mass
Silicon 28 28 27.977 92.21 %
Silicon 29 29 28.976 4.70 % 28.09 %
Silicon 30 30 29.974 3.09 %
Module 6 - Writing and Naming the Chemical Formula of a Compound
Pre-test
1. CH4 6. Carbon monoxide
2. 3 7. Magnesium chloride
3. Dinitrogen trioxide 8. Nitrogen dioxide
4. Chlorine 9. NCl3
5. O=C=O 10. CaO
Let Us Have Some Fun

1. Formula of Boron triflouride
2. Chemical symbols of Boron and Flourine
3. Figure A is a structural formula while Figure B is a chemical formula
Post-test
Step 1 (Atoms involved) - Calcium and Iodine
Step 2 (Chemical symbol) - Ca + I
+2 -1
Step 3 (Formed Ion) - Ca + I
+2 -1
Step 4 (Criss-cross multiply the charges) - Ca + I
1 2
Step 5 (Remove the plus sign

to determine the chemical formula) - CaI2
Module 7 - Calculating Formula Mass, Empirical Formula and Molecular Formula
Pre-test Let Us Have Some Fun

1. Mass number 1. Figure B
2. One 2. Chemical Formula
3. Empirical Formula 3. Ionic Compound
4. Chlorine
5. Ionic
Practice Exercise
Each Atom
Cu 1 64.0 u 64.0 u
S 1 32.0 u 32.0 u
O 4 16.0 u 64.0 u
52
Formula Mass of CuSO 4 160.0 u
Post-test
Each Atom
Ca 3 40.0 u 120.0 u
P 2 31.0 u 62.0 u
O 8 16.0 u 128.0 u
Formula Mass of Ca 3 (PO 4 ) 2 160.0 u
Let Us Have Some Fun

1. Sulfur and Oxygen
2. Empirical Formula
3. SO2
Post-test
Assume 100g of compound
Given Mass of Mole of Atom Equivalent Mole of Smallest no. of Subscript

Atom Atom mole of atom
49.48 g C 1 mol of C atoms = 4.12 mol of C atoms / 1.03 mol = 4 = C4

12.01 g C
5.19 g H 1 mol of H atoms = 5.19 mol of H atoms / 1.03 mol = 5 = H5
1.0 g H
16.48 g O 1 mol of O atoms = 1.03 mol of O atoms / 1.03 mol = 1 = O
16.0 g O
28.85 g N 1 mol of N atoms = 2.06 mol of atoms / 1.03 mol = 2 = N2
14.0 g N
Empirical Formula = C4H5N2O

Molecular Mass of C4H5N2O = 97.04 g/mol
Molecular Mass of Compound = 194.19 g/mol
Molecular Formula of compound multiplier = (Molecular Mass of Compound) / Molecular Mass of C 4H5N2O
= (194.19 g/mol) / (97.04 g/mol)
=2
Molecular Formula = Empirical Formula x multiplier
= C4H5N2O x 2
Molecular Formula = C8H10N4O2
53
PROJECT – BASED ASSESSMENT
Answer the following on an intermediate paper.
Module 1 – Properties of Matter
You are tasked to make an alternative disinfectant for corona virus. Which materials are you going to use and
why? Explain how this product could promote nationalism and compassion to others.
Module 2 – Chemical Formula of Common Chemical Substances
You may choose any of the added task to you.
1. Research on the active ingredient or chemical present in plant extract found in the Philippines that has an antiseptic
property. Determine the chemical formula of the active ingredient.
2. Formulate a right formula to successful life? How about to COVID-free life?
Module 3 – Consumer Products
1. You are tasked to create a project plan about a consumer product you wanted to sell. Tell something about its
chemical composition, use and cost.
Module 4 – Methods of Separating Components of Mixtures and Compounds
You may choose any of the added task to you.
1. Using an empty soft drink bottle, gravel, sand and charcoal, create your own water-filtering device. Submit an
illustration only.
2. Make a community plan on how to separate the persons with COVID-19 from non-COVID. What can you
help to your community?
Rubrics for Essay:
CATEGORY 4 3 2 1
Introduction The introduction is The introduction The introduction There is no clear
(Organization) inviting, states the clearly states the states the main topic introduction of the
main topic and main topic and or position, but does main topic, position
position and position and not adequately and structure of the
previews the previews the preview the paper.
structure of the structure of the structure of the
paper. paper, but is not paper nor is it
particularly inviting particularly inviting
to the reader. to the reader.
Focus on Topic There is one clear, Main idea is clear but Main idea is The main idea is not
(Content) well focused topic. supporting somewhat clear but clear. There is
Main idea stands out information is there is a need for seemingly random
and is supported by general. more supporting collection of
detailed information. information.
information.
Support for Topic Relevant, telling Supporting details Supporting details Supporting details
(Content) quality details, give and information are and information are and information are
the reader important relevant, but one key relevant but several typically unclear or
54
information that issue or portion of key issues or not related to the
goes beyond the the storyline is portions of the topic.
obvious or unsupported. storyline are
predictable. unsupported.
Conclusion The conclusion is The conclusion is The conclusion is There is no clear
(Organization) strong and leaves recognizable and ties recognizable, but conclusion, the
the reader with a up almost all the does not tie up paper just ends.
feeling that they loose ends. several loose ends.
understand what the
writer is getting at.
Grammar and Write makes no Writer makes 1-2 Writer makes 3-4 Writer makes more
Spelling errors in grammar or errors in grammar or errors in grammar or than 4 errors in
(Conventions) spelling that district spelling that distract spelling that distract grammar or spelling
the reader from the the reader from the the reader from the that distract the
content. content. content. reader from the
content.
Rubrics for Essay:
Excellent (4) Good (3) Satisfactory (2) Needs Improvement

(1)
Following Project All directions were Followed most Followed some None of the directions
Directions followed. directions. directions. were followed.
Use of Creativity Used own ideas and Used own ideas most Used some Did not use own ideas
imagination. of the time. imagination. or imagination.
REFERENCES
Mendoza E. and Religioso T. (2008). Chemistry Laboratory Manual. Phoenix Publication
Mendoza E. (2003). Chemistry Textbook. Phoenix Publication
55

General Chemistry 1 Module Week 1 and 2

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General Chemistry 1 Module Week 1 and 2

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DIAGNOSTIC TEST IN GENERAL CHEMISTRY 1

1. Which of the following extensive physical properties is measured by a graduated cylinder?

2. Which one is NOT an example of a physical property?

4. Which element has a chemical symbol of Ag?

5. Why do consumer products become dangerous to us?

8. Which of the following methods would make seawater potable?

9. Which one does NOT correctly represent an isotope of Silver?

For items 21-22, consider the reaction: 2KClO3 2KCl + 3O2

27. What is a limiting reagent?

29. What is an excess reagent?

34. Which of the following is the SI unit for pressure?

38. What does R in the ideal gas equation represent?

45. What quantum number describes the shape of the orbital?

46. Which of the following is NOT correctly matched?

47. Which of the following elements have diamagnetic characteristics?

49. Which of the following shows the spin of the electrons?

Date & Learning Learning Competency Learning Tasks Mode of

Module 6 Writing and Naming the Chemical Formula of ✓ Hand-in of

Prepared by: Chemistry Teachers:

Larah Lyn B. Duarte (Copernicus, Descartes, Ptolemy, Aquinas)

Amor R. Lalisan (Plato, Socrates)

Joanna Marey F. Mondejar (Confucius, Rousseau)

Checked and Reviewed:

Nenita C. Gelacio, MT-II

Marilou P. Curugan, DM-HRM

• Take time to read the lessons.

Parts Of This Module

After going through this module, you are expected to:

What I Know? (Critical Thinking)

IMPORTANT VOCABULARY WORDS

VOCABULARY WORD MEANING

1. Property It means characteristics, traits or qualities

2. Mass The amount of matter possessed by an object.

A. Intensive Physical Property

Ductility of the copper metal

B. Extensive Physical Property

It is the characteristic or trait of matter which is dependent on the amount or quantity.

Measuring tape Graduated cylinder

Flammability of Paper Rusting of Iron Roof

Mini – Performance Task (Collaboration)

Activity 1- Testing the Properties of Matter

VOCABULARY WORD MEANING

Mini–Performance Task (Creativity and Collaboration)

2. Fill in the investigation report found in the activity sheet correctly.

What I Have Learned? (Critical Thinking)

A. Classification. Categorize the following properties of matter as intensive physical property,

1. Coal is used to produce electricity by burning them to power the generator.

What I Need to Know?

After going through this module, you are expected to:

1. The chemical symbol of oxygen is .

B. Identification. Determine the types and number of atoms in the following

LET US HAVE SOME FUN!

1. What is the picture all about? Why?

IMPORTANT VOCABULARY WORDS

VOCABULARY WORD MEANING

1. Subscript A small number written at the lower right corner of a chemical

2. Chemical symbol An abbreviation that represents the name of an

What is a Chemical Formula?

What is the Meaning of a Given Chemical Formula?

Molecular Structure of CO2.

Chemical Formula of Carbon dioxide

Activity 1 – Chemical Formula and Molecular Structure

What I Have Learned? (Critical Thinking)