Senior High School

General
Chemistry 1
Quarter 1 – Module 1:
Properties of Matter
General Chemistry 1 – Senior High School
Alternative Delivery Mode
Quarter 1 – Module 1: Properties of Matter
June 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Developers / Compilers: Dinna G. Carangue and Irene R. Kawarasaki

Reviewers: Roquesa B. Sabejon, PSDS North District VII

Imelda Lañojan, Master Teacher II - Apas National High School
Celia C. Gepitulan, M.Ed., School Head Regino Mercado Night High School
Zenaida Grapa, Master Teacher - Talamban National High School

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RHEA MAR A. ANGTUD, Ed.D., Schools Division Superintendent

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LUIS O. DERASIN JR. DPA, EPSvr – Araling Panlipunan
VANESSA HARAYO LLB, Division ADM Coordinator

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 Senior High School

General
Chemistry 1
Quarter 1 – Module 1:
Properties of Matter
Introductory Message
For the facilitator:

Welcome to the General Chemistry 1 Senior High School Alternative Delivery Mode
(ADM) Module on Properties of Matter!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the General Chemistry 1 – Senior High School Alternative Delivery Mode
(ADM) Module on Properties of Matter!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the nature of Chemistry. The scope of this module permits it to be used in many
different learning situations. 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.

The module is divided into two lessons, namely:

• Lesson 1 – Properties of Matter
• Lesson 2 – Common Substances and Separation of Mixtures

After going through this module, you are expected to:

1. use properties of matter to identify substances and separate them
(STEMGC11MPla-b-5);
2. recognize the formulas of common chemical substances (STEM_GC11MPla-b-
9);
3. compare consumer products on the basis of their components for use, safety,
quality and cost (STEM_GC11MPla-b-11); and
4. describe various simple separation techniques such as distillation,
chromatography (STEM_GC11MPla-b-12).
 What I Know

I. Classify each of the following as a physical or chemical property. Write your

answers on a separate sheet of paper.

1. Gallium metal melts in your hand.

2. Platinum does not react with oxygen at room temperature.
3. The bond paper is white.
4. The copper sheets that form the roofing of some homes have acquired a
greenish coating over the years.
5. Mothballs pass directly into the gaseous state in your cabinet.

II. Identify whether the statement is True or False. Write your answers on a separate
sheet of paper.

1. Mixtures can be heterogeneous or homogeneous.

2. An element can be broken down into simpler substances.
3. The composition of water can be broken down by physical means.
4. The salt you sprinkle to your food is a pure substance.
5. Air is an example of a compound.

III. Classify each molecular picture as a pure substance or a mixture. If it is a pure

substance, classify it as an element or a compound. If it is a mixture, classify it
as homogeneous or heterogeneous. Put your answers on a separate sheet of paper.

1. _______________________ 3. ______________________
_______________________ ______________________

2. _______________________ 4. _______________________
_______________________ _______________________
 Lesson

1 Properties of Matter

As you look around you, you must wonder about the properties of matter. How
do plants grow and why are they green? Why is the sun hot? Why does a hot dog get
hot in a microwave oven? Why does wood burn whereas rocks do not? What is a
flame? How does soap work? Why does soda fizz when you open the bottle? When
iron rusts, what’s happening? And why doesn’t aluminum rust? How does a cold
pack for an athletic injury, which is stored for weeks or months at room temperature,
suddenly get cold when you need it? How does a hair permanent work? The answers
to these and endless other questions lie in the domain of chemistry. In this lesson
we begin to explore the nature of matter: how it is organized and how and why it
changes.

What’s In

A knowledge of chemistry is useful to almost everyone—chemistry occurs all

around us all of the time, and an understanding of chemistry is useful to doctors,
lawyers, mechanics, business people, firefighters, and poets among others.
Chemistry is important—there is no doubt about that. It lies at the heart of our efforts
to produce new materials that make our lives safer and easier, to produce new
sources of energy that are abundant and nonpolluting, and to understand and
control the many diseases that threaten us and our food supplies. Even if your future
career does not require the daily use of chemical principles, your life will be greatly
influenced by chemistry. Can you still recall what is chemistry?

Notes to the Teacher

Let students recall the definition of chemistry. Let them dig deeper
on what it truly means. It is important that students comprehend
the subject’s vital role in understanding the different processes
that matter undergoes. Such will result to a deeper appreciation of
the natural world and encourage them to apply these principles to
make lives better.
 What’s New

Read carefully the following riddles. All of the answers are matter. Clues are given
by the number of blank boxes after the riddle. Please put your answers in a blank
sheet of paper.
RIDDLE TIME

1. No need to go far and wide,

in your meals I subtly hide;
To save them from being bland;
from tasteless to grand. What am I?

2. What would you be without me?

I’m essential even if you can’t see;
I am what you breathe,
making your life complete. What am I?

3. I am needed for life and look transparent;

Adult body? I compose it by 60 percent. What am I?

4. Looking white;
Powdery, I’m fine alright;
In flour I’m added;
So from small it turns to big instead. What am I?

5. Always present everywhere,

I brighten most food I swear;
From coffee to pastry,
all of them becomes tasty. What am I?
 What is It

Matter, the “stuff” of which the universe is composed, has two characteristics:
it has mass and it occupies space. Matter comes in a great variety of forms: the stars,
the air that you are breathing, the gasoline that you put in your car, the chair on
which you are sitting, the meat in the sandwich you may have had for lunch, the
tissues in your brain that enable you to read and comprehend this sentence, and so
on. To try to understand the nature of matter, we classify it in various ways. For
example, wood, bone, and steel share certain characteristics. These things are all
rigid; they have definite shapes that are difficult to change. On the other hand, water
and gasoline, for example, take the shape of any container into which they are
poured.
The substances we have just described illustrate the three states of matter:
solid, liquid, and gas. The state of a given sample of matter depends on the strength
of the forces among the particles contained in the matter; the stronger these forces,
the more rigid the matter.

Table 1.1. The Three States of Matter

Figure 1.1. Phase Changes of Matter

Physical and Chemical Properties and Changes
When you see a friend, you immediately respond and call him or her by name.
We can recognize a friend because each person has unique characteristics or
properties. The person may be thin and tall, may have black hair and brown eyes,
and so on. The characteristics just mentioned are examples of physical properties.
Substances also have physical properties. Typical physical properties of a substance
include odor, color, volume, state (gas, liquid, or solid), density, melting point, and
boiling point. We can also describe a pure substance in terms of its chemical
properties, which refer to its ability to form new substances. An example of a
chemical change is wood burning, giving off heat and gases and leaving a residue of
ashes. In this process, the wood is changed to several new substances. Other
examples of chemical changes include the rusting of the steel, the digestion of food
in our stomachs, and the growth of grass in our gardens. In a chemical change a
given substance changes to a fundamentally different substance or substances.
Matter can undergo changes in both its physical and its chemical properties.
To illustrate the fundamental differences between physical and chemical changes,
we will consider water. A sample of water contains a very large number of individual
units (called molecules), each made up of two atoms of hydrogen and one atom of
oxygen—the familiar H2O. This molecule can be represented as

where the letters stand for atoms and the lines show attachments (called bonds)
between atoms, and the molecular model (on the right) represents water in a more
three-dimensional fashion. What is really occurring when water undergoes the
following changes?

When ice melts, the rigid solid becomes a mobile liquid that takes the
shape of its container. Continued heating brings the liquid to a boil, and
the water becomes a gas or vapor that seems to disappear into “thin air.” The
changes that occur as the substance goes from
solid to liquid to gas are represented in Figure
1.2. In ice the water molecules are locked into
fixed positions (although they are vibrating). In
the liquid the molecules are still very close
together, but some motion is occurring; the
positions of the molecules
are no longer fixed as they are in ice. In the
gaseous state the molecules are
much farther apart and move randomly, hitting
each other and the walls of
the container. Figure 1.2. States of water
 The most important thing about all these changes is that the water molecules
are still intact. The motions of individual molecules and the distances between them
change, but H2O molecules are still present. These changes of state are physical
changes because they do not affect the composition of the substance. In each state
we still have water (H2O), not some other substance.
Now suppose we run an electric current
through water (electrolysis) as illustrated in Figure
1.3. Something very different happens. The water
disappears and is replaced by two new gaseous
substances, hydrogen and oxygen. An electric
current actually causes the water molecules to come
apart—the water decomposes to hydrogen and
oxygen. We can represent this process as follows:

Figure 1.3. Electrolysis

This is a chemical change because water (consisting of H2O molecules) has
changed into different substances: hydrogen (containing H 2 molecules) and oxygen
(containing O2 molecules). Thus in this process, the H2O molecules have been
replaced by O2 and H2 molecules.

Elements and Compounds

As we examine the chemical changes of matter, we encounter a series of
fundamental substances called elements. Elements cannot be broken down into
other substances by chemical means. Examples of elements are iron, aluminum,
oxygen, and hydrogen. All of the matter in the world around us
contains elements. The elements sometimes are found in an isolated state,
but more often they are combined with other elements. Most substances contain
several elements combined together.
The atoms of certain elements have special affinities for each other. They bind
together in special ways to form compounds, substances that have the same
composition no matter where we find them. Because compounds are made of
elements, they can be broken down into elements through chemical changes:

Water is an example of a compound. Pure water always has the same

composition (the same relative amounts of hydrogen and oxygen) because it consists
of H2O molecules. Water can be broken down into the elements hydrogen and oxygen
by chemical means, such as by the use of an electric current.
 Each element is made up of a particular kind of atom: a pure sample of the
element aluminum contains only aluminum atoms, elemental copper contains only
copper atoms, and so on. Thus an element contains only one kind of atom; a sample
of iron contains many atoms, but they are all iron atoms. Samples of certain pure
elements do contain molecules; for example, hydrogen gas contains H - H (usually
written H2) molecules, and oxygen gas contains O - O (O2) molecules. However, any
pure sample of an element contains only atoms of that element, never any atoms of
any other element.
A compound always contains atoms of different elements. For example,
water contains hydrogen atoms and oxygen atoms, and there are always exactly twice
as many hydrogen atoms as oxygen atoms because water consists of H-O-H
molecules. A different compound, carbon dioxide, consists of CO2 molecules and so
contains carbon atoms and oxygen atoms (always in
the ratio 1:2).
A compound, although it contains more than one type of atom, always
has the same composition—that is, the same combination of atoms. The properties of
a compound are typically very different from those of the elements it contains. For
example, the properties of water are quite different from the properties of pure
hydrogen and pure oxygen.

Mixture and Pure Substances

Virtually all of the matter around us consists of mixtures of substances. For
example, if you closely observe a sample of soil, you will see that it has many types
of components, including tiny grains of sand and remnants of plants. The air we
breathe is a complex mixture of such gases as oxygen, nitrogen, carbon dioxide, and
water vapor. Even the sparkling water from a drinking fountain contains many
substances besides water.

A mixture can be defined as something that has variable composition.

For example, wood is a mixture (its composition varies greatly depending on
the tree from which it originates); wine is a mixture (it can be red or pale yellow,
sweet or dry); coffee is a mixture (it can be strong, weak, or bitter); and, although it
looks very pure, water pumped from deep in the earth is a mixture (it contains
dissolved minerals and gases).
A pure substance, on the other hand, will always have the same
composition. Pure substances are either elements or compounds. For example, pure
water is a compound containing individual H2O molecules. However, as we find it in
nature, liquid water always contains other substances in addition to pure water—it
is a mixture. This is obvious from the different tastes, smells, and colors of water
samples obtained from various locations. However, if we take great pains to purify
samples of water from various sources (such as oceans, lakes, rivers, and the earth’s
interior), we always end up with the same pure substance—water, which is made up
only of H2O molecules. Pure water always has the same physical and chemical
properties and is always made of molecules containing hydrogen and oxygen in
exactly the same proportions, regardless of the original source of the water.
The properties of a pure substance make it possible to identify that substance
conclusively. Mixtures can be separated into pure substances: elements and/or
compounds.

For example, the mixture known as air can be separated into oxygen (element),
nitrogen (element), water (compound), carbon dioxide (compound), argon (element),
and other pure substances.
Mixtures can be classified as either homogeneous
or heterogeneous. A homogeneous mixture is the same
throughout. For example, when we dissolve some salt in
water and stir well, all regions of the resulting mixture
have the same properties. A homogeneous mixture is
also called a solution. Of course, different amounts of
salt and water can be mixed to form various solutions,
but a homogeneous mixture (a solution) does not vary
in composition from one region to another. Figure 1.4 Air Components

The air around you is a solution. It is a homogeneous mixture of gases.

Solid solutions also exist. Brass is a homogeneous mixture of the metals copper and
zinc. A heterogeneous mixture contains regions that have different properties from
those of other regions. For example, when we pour sand into water, the resulting
mixture has one region containing water and another, very different region
containing mostly sand.

What’s More

I. Determine if the statement describes a physical property or chemical

property. Copy the table below on your sheet of paper and fill in with
correct statement.

a. The boiling point of a certain alcohol is 78 °C.

b. Diamond is very hard.
c. Sugar ferments to form alcohol.
d. A metal wire conducts an electric current.

PHYSICAL PROPERTY CHEMICAL PROPERTY

II. Tell if the statement shows a physical change or chemical change. Use a
separate sheet for your answer.

a. Iron metal is melted. __________________

b. Iron combines with oxygen to form rust. __________________
c. Wood burns in air. ___________________
d. A rock is broken into small pieces. ___________________

III. Classify the following as a pure substance – element or compound, or a

mixture – homogeneous or heterogeneous. Use a separate sheet of paper.

a. Gasoline
b. Stream with gravel at the bottom
c. Air
d. Brass
e. Copper metal

PURE SUBSTANCE MIXTURE

ELEMENT COMPOUND HOMOGENEOUS HETEROGENEOUS
 What I Have Learned

Fill in the blanks with the correct word(s). Write your answers in a separate sheet of
paper.
1. A ________________________ involves a change in one or more physical ________,
but no change in the fundamental components that make up the
substance. The most common physical changes are changes of state:
solid ⇔ ___________ ⇔ gas.

2. A _______________________ involves a change in the fundamental components

of the substance; a given substance changes into a different substance or
substances. _____________ changes are called reactions: silver tarnishes by
reacting with substances in the air; a plant forms a leaf by combining
various substances from the air and soil; and so on.

3. Pure substances are of two types: ___________, which cannot be broken down
chemically into simpler substances, and ____________, which can be broken
down chemically into elements.

4. A ___________ has variable composition. A ______________ mixture has the

same properties throughout; a _______________ mixture does not. A pure
substance always has the same composition.

What I Can Do

Think back of a recent breakfast or lunch. Describe two physical and two
chemical changes that were involved in the meal and explain why you think each
was a physical and chemical change.
Then, write a paragraph describing a common activity (such as baking bread
or driving a motorcycle). Underline the physical changes (use one line) and chemical
changes (use two line) taking place within the activity. Select and describe an activity
that is sure to have at least two physical changes and two chemical changes
(https://www.woodstown.org/cms/lib4/NJ01001783/Centricity/Domain/8/Texts
/ACS/resources/ac/ch8/act1.pdf).
Identify which components from the activities written above are elements,
compounds, homogeneous and heterogeneous mixtures.
 Assessment

A. Identify the following as a physical or chemical property.

1. A rubber band stretches when you pull on it.

2. Concentrated hydrochloric acid has a choking, pungent odor.
3. Concentrated hydrochloric acid will burn a hole in cotton jeans because
the acid breaks down the
cellulose fibers in cotton.
4. Copper compounds often form beautiful blue crystals when a solution of
a given copper compound is evaporated slowly.
5. Copper metal combines with substances in the air to form a green
“patina” that protects the copper
from further reaction.
6. Bread turns brown when you heat it in a toaster.
7. When you use the perfume, the liquid of the perfume evaporates quickly
from your skin.
8. If you leave your steak on the gas grill too long, the steak will turn black
and char.
9. Hydrogen peroxide fizzes when it is applied.
10. A marshmallow turns black when toasted too long in a campfire.
11. Hydrogen peroxide dental strips will make your teeth whiter.
12. If you wash your jeans with chlorine bleach, they will fade.
13. If you spill some nail polish remover on your skin, it will evaporate
quickly.
14. When making ice cream at home, salt is added to lower the temperature
of the ice being used to freeze the mixture.
15. A bunch of hair is clogging up in your bathroom floor drain can be
removed with a drain cleaner solution.

B. Label each of the following as an atomic element, a molecular element, or a

compound.
 C. Match each description below with the following microscopic pictures. More
than one picture may fit each description. A picture may be used more than
once or not used at all.

a. A gaseous compound
b. A mixture of two gaseous elements
c. A solid element
d. A mixture of gaseous element and a gaseous compound

Additional Activities

Read the following questions carefully. Please answer them to the best of
your ability.

1. If powdered elemental zinc and powdered elemental sulfur are poured into
a metal beaker and then heated strongly, a very vigorous chemical reaction
takes place, and the zinc sulfide was zinc sulfide is formed. Is zinc sulfide
an element or compound?

2. Pure substance X is melted, and the liquid is placed in an electrolysis

apparatus such as that shown in Figure 1.3. When an electric current is
passed through the liquid, a brown solid forms in one chamber and a white
solid forms in the other chamber. Is substance X a compound or an
element?

3. If a piece of white chalk is heated strongly in a flame, the mass of the piece
of chalk will decrease. Eventually, the chalk will crumble into a fine white
dust. Does this change suggest that the chalk is composed of an element
or a compound? Why?
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. What substance is always called by its common name?

a) Table salt c) water
b) Sugar d) milk of magnesia
2. Sucrose has a chemical formula of _________.
a) C12H22O11 c) NaCl
b) C6H12O6 d) MgSO4
3. It involves the separating a liquid from a solid by gently pouring off a liquid.
a) Evaporation c) decantation
b) Distillation d) separating funnel
4. This separates heterogeneous mixtures by spinning them at very high speeds,
which forces components to separate into layers.
a) Magnetism c) separating funnel
b) Distillation d) centrifugation
5. Evaporation is used to
a) Separate dyes in a marker
b) Separate liquids of different boiling points
c) Obtain solute from the solution
d) Separate solids of different particle size
6. A magnet could be used to separate
a) Sand and salt c) colors in a food dye
b) Sand and iron filings d) water and sand
7. In a coffee machine, the ground coffee is separated from the coffee solution by
using
a) Filter paper c) sand paper
b) Toilet paper d) tissue paper
8. The process of evaporating a liquid and then condensing the vapor by cooling
is known as
a) Distillation c.) decanting
b) Chromatography d) filtration
9. Two or more substances mingled together, but not chemically combined are
collectively known as
a) Mixture c) distillate
b) Residue d) solution
10. Which one of the following substances is a mixture?
a) Copper c) seawater
b) Water d) salt
 Lesson
Common Substances and
2 Separation of Mixtures

So many people are familiar with common chemicals inside the household.
Large amounts of chemicals are produced each year and serve as raw materials for
a variety of uses, including the manufacture of metals, plastics, fertilizers,
pharmaceuticals, fuels, paints, adhesives, pesticides, synthetic fibers,
microprocessor chips, and many other products. We will encounter many of these
substances and their uses as this subject progresses.

What’s In

Matter, as seen in the previous lesson, can have different properties – either
which these could be physical or chemical. These properties are very helpful in
classifying such matter, determining its uses, and knowing the techniques on how
to separate its components when it is classified as a mixture. So, dig into our next
lesson, as we study common matter found in our surroundings and using their
distinct properties in separating substances combined to form a mixture.

Notes to the Teacher

After students have done the activity in the What’s New section, let
them submit a copy of their findings. If it is possible, let them share
their results, analysis and conclusions to the entire class. After
which, feedback is to be given. Let students also perform a
laboratory activity on separating mixtures if the situation permits.
 What’s New

List at least 5 essential consumer products found in your home. Copy the
table below in a sheet of paper and fill your table with each product’s use,
safety, quality and cost. Then, answer the guide questions that follow.

Product Use Safety Quality / Cost

Description
Ex. For laundry For external powdered affordable
Detergent use
soap

Guide Questions:

1. Which product is the most essential? Least essential?

2. What products are safe? Which are harmful?

3. What can be done to products which are toxic to consumers?

4. When do you say that the product is of good quality?

5. What products in your list are affordable?

6. How will these products affect our environment? Our health?

7. What characteristics should be considered first when buying a

product?
 What is It

The following table shows some of the very common chemicals in our
surroundings with their corresponding chemical names and chemical formulas.

Table 1.2 Common Chemical Substances (Compounds)

Common Name Chemical Name Chemical Formula

Baking soda Sodium bicarbonate NaHCO3
Borax Sodium tetraborate Na2B4O7 •10H2O
decahydrate
Caustic soda Sodium hydroxide NaOH
Chalk Calcium carbonate CaCO3
Marble Calcium carbonate CaCO3
Plaster of Paris Calcium sulfate CaSO4
Quick lime Calcium oxide CaO
Table salt Sodium chloride NaCl
Table sugar Sucrose C12H22O11
Vetsin / MSG Monosodium glutamate C5H8NO4Na

Some compounds are always referred to by their common names. The two best
examples are water (H2O) and ammonia (NH3). Many of these substances are
combined to form mixtures.

Formation of Mixtures

Mixtures are physical combinations of two or more pure substances. In

physical combination, substances do not change into other substances when they
became part of a mixture. An example is when copper sulfate powder is added to
water, a mixture (solution) of copper sulfate and water is formed. The components
look different, but no new substance is formed.

Figure 1.5 The formation of a mixture is a physical process.

(Images: Benjah-bmm27, Cjp24, LHcheM; Wikimedia Commons)

Separation of Mixtures

Since they are formed by physically combining the substances, mixtures can
be physically separated. For example, if a copper sulfate solution is boiled, the
water evaporates away and the copper sulfate powder remains.

Figure 1.6 The formation of a mixture is a physically reversible process.

(Images: LHcheM, Benjah-bmm27, Cjp24; Wikimedia Commons)

Separation Techniques

There are many different techniques for separating mixtures into their
components. The most appropriate technique depends on the type of mixture and
the physical properties of the components. It also depends on whether you want
to retrieve all of the components or not.

For example, if we had a solution of salt water, the most appropriate

separation technique would depend on whether we wanted to recover both the salt
and water, or just the salt.

Physical Properties of Mixture Components

Separation techniques take advantage of differing physical properties of the

components of a mixture. For example, by evaporating the water from a copper
sulfate solution, we are taking advantage of the fact that water has a lower boiling
point than copper sulfate. In fact, water boils long before copper sulfate even melts.

However, if we heated a solution of ethanol and water, the ethanol would boil
and evaporate before the water, as ethanol has a lower boiling point than water.
We would therefore need to use a different separation technique to remove water
from an ethanol-water solution.

There are other physical properties of components, besides melting and

boiling point, that can be utilized when separating mixtures, including: size,
solubility, density, magnetism and other forms of attraction.
 Figure 1.7 What are some differences in physical properties that could be
used to separate these mixtures?

(Images: PublicDomainPictures, Pixabay; Jan-Mallander, *Pixabay*; Kallol Mustafa, Wikimedia

Commons)

Separating Homogeneous and Heterogeneous Mixtures

Separation techniques can generally be divided into the separation of

heterogeneous mixtures and the separation of homogeneous mixtures.

Some of the main separation techniques are shown in the table below.

Table 1.3 Some Separation Techniques

Techniques for Separating Techniques for Separating
Heterogeneous Mixtures Homogeneous Mixtures
Decanting Evaporation
Sieving Distillation
Filtration Chromatography
Separating Funnel
Centrifugation
Magnetic Separation

Decanting

Decanting involves separating a dense, insoluble substance from a

heterogeneous mixture. For example, if we mixed sand with water in a beaker, the
sand would not dissolve, but would settle to the bottom, forming a sediment layer.
By gently pouring off the water (the supernatant), we could separate the sand from
it. In the laboratory, using a glass rod can assist the decanting process, as it
minimizes the amount of splashing and reduces the risk of pouring off some of the
sediment. Decanting is only a useful method if the solid particles readily settle to the
bottom. It would not be useful, for example, in separating fine silt particles from
water, as they often remain suspended in the water.
 Figure 1.8 Decanting

Sieving

Sieving involves separating a mixture based on different sizes of components.

For example, small rocks can be separated from sand by sieving the mixture. The
smaller sand grains will pass through the holes in the sieve, whereas the rocks will
not pass through. Sieving can also be used to separate solids from liquids, assuming
the solid pieces are larger than the holes in the sieve. For example, straining cooked
rice is a form of sieving.

Figure 1.9 Sieving

Filtration

Filtration is a special form of sieving that separates very fine solid particles
from liquid or gas mixtures. Filter paper (or a similar substance with very fine pores)
is used as a sieve. For example, air and water filters are used in a variety of
applications to keep air and water free from minute dust and other particles. In a
laboratory, filtration is often carried out by placing filter paper in a funnel, pouring
the mixture into the funnel and collecting the filtered liquid in a beaker. The liquid
that passes through the filter is called the filtrate and the solid that gets trapped in
the filter is called the residue.
 Figure 1.9 Filtration

Separating Funnel
A separating funnel can be used to separate a mixture of two non-miscible
liquids – that is, liquids that do not mix together to form a homogeneous solution.
When such a mixture is allowed to settle, the less dense liquid will form a layer on
top of the more dense liquid. A tap attached to the separating funnel allows the
bottom liquid layer to be drained, while the top liquid layer remains in the flask and
can be drained separately. This technique is mostly used to separate liquids that are
miscible in water from liquids that are non-miscible in water. An oil-water mixture
would be an example of this.

Figure 1.10 Separating Funnel

 Centrifugation

Centrifugation involves spinning tubes of heterogeneous mixtures at very high

speeds, which forces part of the mixture to settle at the bottom of the tube. It can
be used for separating solid particles from liquids, or for separating non-miscible
liquids. After centrifugation, the top liquid layer can be carefully removed using a
pipette. Examples include the separation of fat from milk and the separation of
different components in blood (red blood cells, white blood cells and plasma).

Figure 1.11 Centrifugation

Centrifugation can also be combined with sieving for separating liquids from solids.
For example, washing machines and salad spinners combine centrifuging and
sieving to remove excess water from clothes and salad greens.

Magnetic Separation

Magnetic separation is a specialized method specifically used for separating

magnetic materials, such as iron, from non-magnetic materials, such as soil and
plastic. It is commonly used in the mining and recycling industries.

Figure 1.12 Magnetic Separation

Evaporation

Evaporation is used for recovering dissolved solids from solutions. The

solution is either boiled or simply left uncovered, resulting in the evaporation of water
and the crystallization of solutes. For example, sea salt is recovered by the
evaporation of sea water.

Figure 1.13 Evaporation

Distillation

Distillation is similar to evaporation, except that the evaporated substance,

known as the distillate, is collected. The evaporated substance is passed through a
tube known as a condenser, which is surrounded by cold water. The evaporated
substance is cooled, causing it to condense back to a liquid so that it can be collected.
Distillation can be used to separate liquids based on their differing boiling point. It
is commonly used in producing petrol, alcohol and perfumes. Distillation can also be
used to remove dissolved impurities from substances, such as in the purification of
water.

Figure 1.14 Distillation

Chromatography

Chromatography is used to separate liquid or gas mixtures. It uses very small

quantities as its purpose is primarily for identifying and analyzing substances within
a mixture, rather than separating mixtures to recover large amounts of their
components. Some examples include drug testing of urine and blood samples, testing
water samples for pollutants, and comparing a suspect’s sample with evidence found
at a crime scene. Chromatography uses the principle of different affinities (attraction)
of substances within a mixture to two separating substances, known as
the stationary phase and the mobile phase (https://www.goodscience.com.au/year-
7-chemistry/separation-of-mixtures/).

Figure 1.15 Chromatography

 What’s More

Instruction: Based from the illustration, name the pointed parts. Use a separate
sheet of paper for your answers.

distillate distillation filter paper filtrate filtration

Funnel water outlet water inlet thermometer Bunsen burner

Round bottom flask residue mixture condenser

Stand conical flask beaker stand

 What I Have Learned

Fill in the blanks with the appropriate answers. Write your answers on a separate
sheet of paper.

6. ______________ and ___________ are chemicals that always use their common
names.
7. Mixtures are ______________ combinations of substances. Therefore, they can
be separated by _______________ processes.
8. The best technique for separating a mixture depends on the ______________
and the properties of the _________________.
9. Separation techniques take advantage of differing ______________ of the
components of a mixture.
10. Separation techniques can be divided into those that separate
_________________ mixtures and those that separate _______________ mixtures.
11. Decanting involves separating a liquid _______________ from a solid ___________
by gently pouring off the liquid.
12. ___________________ involves separating components of a mixture based on
their different sizes.
13. _______________ is a special form of sieving where ___________ is used to trap
very fine solid particles from liquid or gas mixtures. The part of the mixture
that passes through the filter is called the _____________ and the solid particles
that get trapped in the filter are called the ________________. Dissolved particles
are able to pass through the filter paper.
14. ______________ separates heterogeneous mixtures by spinning them at high
speeds. This causes the different ____________ to separate into ____________.
15. Magnetism can be used for separating ____________ materials from
____________ materials.
16. Evaporation is used for recovering _____________ substances from
_____________. The _______________ is evaporated and the ____________ is
crystallized.
17. ________________ also involves evaporation, but includes the collection of the
evaporated substance, known as the ______________. The evaporated
substance is passed through a tube, known as a ____________. This tube is
surrounded by ______________, which cools the evaporated substance, causing
it to ______________ from gas back to ______________. Distillation can be used
for separating homogeneous mixtures of liquids with different
__________________.
18. _________________ separates mixtures based on their differing levels of
attraction to two substances, known as the _____________ phase and the
___________ phase. An example is _______________, which can be used to
separate pigments in ink.
 What I Can Do

Imagine the following situation:

Jane’s mobile phone was stolen in class and a note was left behind,
demanding Php 500 for its return. She suspected five people in her class, but was
not sure who could have done it. All the suspects denied taking the phone and writing
the note, but agreed to have their pens tested by Jane, to see if their ink matched
that on the note.
Jane performed paper chromatography on the ink from each person’s pen as
well as the ink from the note. The results are shown below.

A. Based on the illustration, answer the questions below in a separate sheet of paper.
1. Whose pen has the ink similar to the pen used to write the note?
A) Andrei B) Kate C) Mary D) Michelle E) Sam

2. Who has the pen with ink that has the most number of pigments?
A) Andrei B) Kate C) Mary D) Michelle E) Sam

3. Who has the pen with ink containing only one type of pigment?
A) Andrei B) Kate C) Mary D) Michelle E) Sam

4. Whose pen has the ink with pigments that spread out the most?
A) Andrei B) Kate C) Mary D) Michelle E) Sam
B)
5. Who could be the possible one making the wrong act?
A) Andrei B) Kate C) Mary D) Michelle E) Sam
B. Jane did not use water as the mobile phase, instead she used alcohol when she
performed paper chromatography. Why do you think she chose to use a different
substance? ______________________________________________________________________
 Assessment

Directions: Read the questions below and use a sheet of paper for your answers.
I. Choose the best separation technique for separating the mixtures in the
table. You can choose a technique more than once from the list below.
• Centrifugation • Evaporation
• Chromatography • Filtration
• Decanting • Magnetism
• Distillation • Sieving

Mixture Separation Technique

a) salt and water (only salt needs to be recovered)

b) salt and water (water needs to be recovered)

c) sand and iron filings

d) smoke and air

e) butanol and water (butanol boils at 118⁰C)

f) chalk powder and water

g) flour and sugar

h) clothes and water

i) pebbles and water

j) water-soluble ink

k) metal fragments and oil

II. Describe how you could separate the following mixtures. You will need to
perform more than one step to recover all components.

1. Salt and sand

2. Iron filings and talc powder

3. Isopropanol, glycerol and water (*the boiling point of isopropanol is 83⁰C

and boiling point of glycerol is 290 ⁰C)
 Additional Activities

Extension Questions:

1. What is fractional distillation and how does it work? Give an example

of a mixture that is separated using this technique.

2. Describe the relationship between the density of components of a

mixture and the layers resulting from centrifugation of the mixture.

Further Research

The following questions will require you to conduct your own research. Choose
one (1) that may interest you. Write your answers on a bond paper.
1. Research the fractional distillation of crude oil. What different products
can be separated and what are some examples of their different uses?

2. Research separation techniques that are used at your local recycling

facility. Compare the manual methods with the different automated
methods that are used. List some ways households can make the recycling
process more efficient when sorting their recyclable waste for collection.

3. Research techniques for recycling water and list some of the uses of
recycled water. Why do you think recycled water is such a contentious
issue? Do you think recycled drinking water is safe? Would you drink it?
What I Know
I.
1. physical
2. chemical
3. physical
4. chemical
5. physical
II.
1. True
2. False
3. False
4. True
5. False
III.
1. pure substance;
element
2. pure substance;
compound
3. pure substance;
compound
4. mixture;
homogeneous
What I Have Learned
1. Physical change;
properties; liquid
2. Chemical change;
chemical
3. Elements;
substances
4. Mixture;
homogeneous;
heterogeneous
Answer Key to Lesson 1
 What I Can Do
A.
What I Know 1. Kate
2. Michelle
3. Sam
4. Andrei
6. C B.
7. A Paper (made up of cellulose)
8. C and water are both polar.
9. D Using a different substance
10. C like alcohol which is less
polar than paper and water
11. B could attract other less polar
12. A pigments – resulting to more
13. A scattering of pigments.
14. A
15. C
What’s More
I.
5. Thermometer
6. Water outlet
7. Condenser
8. Stand
9. Mixture
10. Round-bottom
flask
11. Water inlet
12. Bunsen burner
13. Conical flask
14. Distillate
II.
1. Funnel
2. Filter paper
3. Mixture
4. Residue
5. Stand
6. Beaker
7. filtrate
Answer Key to Lesson 2
References

Books
Brown, Theodore L. et al. Chemistry the Central Science 11 ed., Prentice Hall Inc.,
2009 pp. 4-5
Tro, Nivaldo J. Introductory Chemistry 4th ed.,Prentice Hall Inc., 2012, pp. 89
Zumdahl, Steven S. and Decoste, Donald J. Introductory Chemistry. Centgage
Learning, 2010. pp. 57-71, 125-126

Online Resources
https://www.britannica.com/science/phase-state-of-matter

Physical and Chemical Changes Activity. Retrieved from

https://www.woodstown.org/cms/lib4/NJ01001783/Centricity/Domain/8/
Texts/ACS/resources/ac/ch8/act1.pdf

Separating Mixture Worksheet. Retrieved from

https://indd.adobe.com/view/5d48f4a6-bde8-4b87-8f62-23ecfcb6b969
https://www.goodscience.com.au/year-7-chemistry/separation-of-mixtures/
http://www.sciencequiz.net/newjcscience/jcchemistry/septechniques/septechniq
ues1a_mcq.htm
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