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Grade 10-Module for Advance Chem
Grade 10-Module for Advance Chem
General
Chemistry 1
Quarter 1 – Module 1:
Properties of Matter
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Management Team:
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:
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.
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.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
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!
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.
What I Know
II. Identify whether the statement is True or False. Write your answers on a separate
sheet of paper.
1. _______________________ 3. ______________________
_______________________ ______________________
2. _______________________ 4. _______________________
_______________________ _______________________
Lesson
Properties of Matter
1
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
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
4. Looking white;
Powdery, I’m fine alright;
In flour I’m added;
So from small it turns to big instead. 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.
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:
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
What’s More
II. Tell if the statement shows a physical change or chemical change. Use a
separate sheet for your answer.
a. Gasoline
b. Stream with gravel at the bottom
c. Air
d. Brass
e. Copper metal
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.
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.
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
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?
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.
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.
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.
Guide Questions:
What is It
The following table shows some of the very common chemicals in our
surroundings with their corresponding chemical names and chemical formulas.
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
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.
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.
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.
Figure 1.7 What are some differences in physical properties that could be
used to separate these mixtures?
Some of the main separation techniques are shown in the table below.
Decanting
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.
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.
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
Evaporation
Chromatography
What’s More
Instruction: Based from the illustration, name the pointed parts. Use a separate
sheet of paper for your answers.
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
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
j) water-soluble ink
II. Describe how you could separate the following mixtures. You will need to
perform more than one step to recover all components.
Additional Activities
Extension Questions:
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?
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?
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