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LEARNING AS ONE NATION SY 2020-2021

Expanded Project Gen. Chem. 1 Q1_1

SHS LEARNING ACTIVITY

Name: Score/Mark:
Grade and Section: Date:
Strand: ✓ STEM  ABM  HUMSS  ICT (TVL Track)
Subject: General Chemistry 1
Type of Activity: ✓ Concept Notes
  Skills: Exercise/Drill  Illustration
 Performance Task  Essay/Report  Others:
Activity Title: A-01. Chemistry: The Central Science
Learning Target: To discover why Chemistry is the central science

References: V. Sojo, CVIF-DLP Learning Activities

(Author, Title, Pages)

Chemistry is often called the “Central Science” because it stands between

Physics (the study of matter and energy) and Biology (the study of living
organisms, which are so full of energized chemical compounds and reactions).

Physics
(matter & energy)
Chemistry Biology
(living matter)
(changing matter)

Arts Archaeology
(painting, sculpture, music) (ancient civilizations)

Engineering Geology
(technology) and (rocks & planets)
many
more!

As the figure depicts, Chemistry is also very important for most other sciences and
even many of the arts!

Exercises: Limit your answers in two sentences maximum.

1. Choose two of the disciplines above (except Physics and Biology), or any other
that we did not include, and discuss how you think Chemistry is related to
them. For example, we did not mention Meteorology, the study of the
atmosphere. Chemistry is related to it because, in order to understand the
weather, meteorologists need to study how the many chemical compounds in
the atmosphere behave.
2. If Chemistry is the central science, does it mean it is more important than
Physics, Biology, and the other sciences? Explain.
…

LEARNING AS ONE NATION SY 2020-2021

Expanded Project Gen. Chem. 1 Q1_2

SHS LEARNING ACTIVITY

Name: Score/Mark:
Grade and Section: Date:
Strand: ✓ STEM  ABM  HUMSS  ICT (TVL Track)
Subject: General Chemistry 1
Type of Activity: ✓ Concept Notes
  Skills: Exercise/Drill  Illustration
 Performance Task  Essay/Report  Others:
Activity Title: A-02. Review: States of Matter
Learning Target: To describe and make a representation of the arrangement, relative
spacing, relative motion of the particles in each of the three phases of
matter
To describe the macroscopic view of the phases of matter
References: M.D.A.D. Cadeliña, CVIF-DLP Learning Activities
(Author, Title, Pages)

Recalling and utilizing your knowledge in Junior High School Chemistry, fill in
the boxes below with the properties (macroscopic view) and description
(microscopic view) of the different states of matter.

Properties Solid Liquid Gas

No definite
shape; Takes the
Shape
shape of its
container

Volume Definite Definite

Cannot be Cannot be
Compressibility
compressed compressed

Description Solid Liquid Gas

Arrangement of
molecules
(Drawing)

Relative
Molecules are Molecules are far
Spacing of
tightly packed apart
Molecules
Molecules can
Relative Motion
slide past one
of Molecules
another
…

LEARNING AS ONE NATION SY 2020-2021

Expanded Project Gen. Chem. 1 Q1_3

SHS LEARNING ACTIVITY

Name: Score/Mark:
Grade and Section: Date:
Strand: ✓ STEM  ABM  HUMSS  ICT (TVL Track)
Subject: General Chemistry 1
Type of Activity: ✓ Concept Notes
  Skills: Exercise/Drill  Illustration
 Performance Task  Essay/Report  Others:
Activity Title: A-03. Review: Properties of Matter
Learning Target: To differentiate between physical and chemical properties of matter
To differentiate between extensive and intensive properties.
References: https://chem.libretexts.org/Textbook_Maps/Inorganic_Chemistry
(Author, Title, Pages) J.A. Sadudaquil, M.D.A.D. Cadeliña and M.V. Carpio-Bernido, CVIF-DLP
Learning Activities
Organizational breakdown of chemical and physical properties of matter [see reference].

Do the properties depend on the

How does the amount of substance?
substance react to
the presence of

Properties of matter are broadly categorized based on the macroscopic

point of view (physical vs. chemical) and their dependence on the amount of
matter present (extensive vs. intensive).
Physical properties – measured and observed without changing the
composition of the substance.
Chemical properties – observed as the change of identity of a substance into
another substance through a chemical change.
Intensive properties – do not depend on the amount of matter being
measured.
Extensive properties – depend on the amount of matter present. Values of
the same extensive quantities can be added.

Exercise: For each property, write whether chemical, intensive physical, or

extensive physical - (1) odor, (2) malleability, (3) combustibility.
…

LEARNING AS ONE NATION SY 2020-2021

Expanded Project Gen. Chem. 1 Q1_4

SHS LEARNING ACTIVITY

Name: Score/Mark:
Grade and Section: Date:
Strand: ✓ STEM  ABM  HUMSS  ICT (TVL Track)
Subject: General Chemistry 1
Type of Activity: ✓ Concept Notes
  Skills: Exercise/Drill  Illustration
 Performance Task  Essay/Report  Others:
Activity Title: A-04. Review: Classification of Matter
Learning Target: To distinguish between pure substances and mixtures, elements and
compounds, and homogeneous and heterogeneous mixtures.

References: J.A. Sadudaquil, M.D.A.D. Cadeliña, CVIF-DLP Learning Activities

(Author, Title, Pages)

Classification of matter depends on its composition. Recall the basic

classification of matter by completing the diagram below.

Exercises:
Recall your Grade 7 Chemistry. What are the differences between a pure
substance and a mixture? An element and a compound? A homogeneous mixture
and a heterogeneous mixture?
…

LEARNING AS ONE NATION SY 2020-2021

Expanded Project Gen. Chem. 1 Q1_5

SHS LEARNING ACTIVITY

Name: Score/Mark:
Grade and Section: Date:
Strand: ✓ STEM  ABM  HUMSS  ICT (TVL Track)
Subject: General Chemistry 1
Type of Activity: ✓ Concept Notes
  Skills: Exercise/Drill  Illustration
 Performance Task  Essay/Report  Others:
Activity Title: A-05. Review: Separation of Matter
Learning Target: To describe separation techniques for mixtures and compounds

References: eSchoolToday. (n.d.). Separating Mixtures. Retrieved November 25, 2019,

(Author, Title, Pages) from http://www.eschooltoday.com/science/elements-mixtures-compounds/
separation-of-mixtures.html
J.A. Sadudaquil, M.D.A.D. Cadeliña, CVIF-DLP Learning Activities

Separation techniques are techniques used that allow a substance to be

isolated in pure form from a mixture. These purification processes allow a substance
to be obtained in better or higher quality. Below are some separation techniques used
in the laboratory.

1. Filtration – Considering a liquid-insoluble solid mixture, the insoluble

solid (residue) is left on a sieving material or filter paper on top of a
funnel, allowing it to be separated from the liquid that passes through
the funnel (filtrate). Funnel
2. Suction Filtration - The setup is similar to filtration however a suction
is connected to the container to expedite the separation of residue and filtrate.
3. Evaporation - This is used in separating the components of a solution, wherein
the solution is heated until the solvent is separated from the solute.
4. Magnetism - This technique works best for solid mixtures wherein one
component can be separated by a magnet.
5. Simple Distillation - This process is used in many water purification stations,
wherein impurities of water are removed by condensation. This one is based on
the concept of variable boiling point of liquids.
6. Crystallization - This is the process in which a dissolved solute comes out (or
precipitates) from a solution and forms crystals.
7. Paper Chromatography - This is usually used in the food and ink industry in
separating dissolved components via use of a special paper or plate.
8. Decantation - It is the process of removing a layer of liquid from a phase to
which it is immiscible. Examples of immiscible liquids are oil and water.

Exercise: Draw the filtration and magnetism set-ups based on the description given
above. Give specific examples of mixtures observed in your daily life that
can be separated by these two techniques.