Department of Education

Grade Caraga Administrative Region – XIII

` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1

Name: John Wenzel D Mondala Section: Arrhenius

Learning Quarter: 1
Competency: Chemistry around us Week : 1
Objectives
At the end of this day, the learners are expected to:
 Relate the importance of Chemistry to our daily life
 Describe the role of Chemistry to society and industry

Learning Task 1: Importance of Chemistry to Daily Life

CHEMISTRY AROUND US

Direction: Explore the objects near you. Which among them do you think are related
to chemistry? List 15 objects and beside the name of the object, write a sentence
explaining why it is related to Chemistry.

OBJECT EXPLANATION

1 clothes It is made of polymers

The mixture of water, sugar and coffee
2 coffee
powder
It cools down temperature of things
3 refrigerator
inside it
Chemical used in making tv such as
4 television phosphor powder, potassium silicate
and etc.
5 water It is made of 2 hydrogen and 1 oxygen
The electricity is converted in to light
6 lights
energy
The ignition of engines by burning the
7 Motorcycle
gasoline to make it run
8 plants Plants are organic substances
9 cellphone The cover is made of polymers
It is a source of nutrients that is
10 Foods
needed in our body
11 Detergent It removes most of the bacteria
Petroleum gas is burned to make fire
12 Gas stove
simultaneously
13 Washing machine Mixture of water and detergents

Written and Developed by: Romina D. Mediana, T-III

1
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1

14 Toothpaste It removes bacteria in the mouth

15 Plastic Is made of polymers

Learning Task 2: Role of Chemistry in the Society

What would be our lives be like if we did not have things like
toothpaste, soap, shampoo, plastic, paper, batteries, gasoline,
medicine, food preservatives, galvanized iron, rubber tires,
glass and dyes? Tell the role of chemistry in your life

Chemistry helps daily living much easier. Without these

things, it will be difficult to achieve a healthy life. For example,
if gasoline is not discovered then there will be no factories
that can supply our daily needs. Because gasoline can be use
as energy to produce electrical energy to supply power source
in the manufacturing companies.

- END OF DAY 1-

Day 2

Objectives
At the end of this day, the learners are expected to:
 Cite contributions of Chemistry to society and industry

Learning Task 1: Contributions of Chemistry through Time

Written and Developed by: Romina D. Mediana, T-III

2
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1

The role of chemistry in society is to helped man live

comfortably. It advances human civilization with its
breakthroughs and technological discoveries. Chemistry
plays a vital role in human life by always searching
applications that benefits mankind.

Direction: Make a timeline showing the contributions of Chemistry in society and

technology in the Philippines and around the World. You can use cut-outs or printed
materials in your timeline creatively.

YEAR CONTRIBUTIONS
The contribution of these
experimentations s results to worldwide
enhancement of necessities of the
humans. By making new discoveries, it
gives people the idea of how to make
things much easier to build, use and
decompose.

Guide Questions:
1. What is the role of Chemistry in society and technology?
-to decrease the potential health risk and discover path in eradicating
poverty
______________________________________________________________
______________________________________________________________

- END OF DAY 2 –
Day 3

Objectives
At the end of this day, the learners are expected to:
 Give examples of careers that use chemistry.
Written and Developed by: Romina D. Mediana, T-III

3
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1

Learning Task 1: Careers in Chemistry

Chemistry offers a variety of challenging career opportunities in

different sectors may it in education, government, or in the industry.
Chemists are trained to apply principles and concepts to various
field works to produce technological advancements and be able to
contribute in giving humanity a comfortable and better life quality.
Direction: Find the listed career opportunities for Chemists in the box. Encircle the
word or two words. There are 10 of them that run backward, diagonally, vertically,
and horizontally. Answer also the questions provided.

WORD SEARCH

Chemistry Teacher
Dietician
Agriculturist
Food technologist
Materials Engineer
Meteorologist
Pharmacist
Geochemist
Radiologist
Forensic
Toxicologist

Guide Questions:
1. How does each career make use of Chemistry?
a. Chemistry Teacher - it teaches students the basic and the history

b. Dietician - it gives the advice of health nutrition

c. Agriculturist - producer of foods and crops

Written and Developed by: Romina D. Mediana, T-III

4
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1
d. Food technologist - it consult the amount of chemicals in food

e. Materials Engineer - they use it to make things that help us in our

daily needs

f. Meteorologist - they observe the weather and make warnings

g. Pharmacist - they sell medicine and gives consult to

costumers

h. Geochemist - they experiment the earth and below it to see

if they can find more of new discoveries

i. Radiologist - they observe the soundwaves

j. Forensic - they apply science to criminal investigations

k. Toxicologist - they observe the risk of chemicals, drugs and

etc. to keep the people’s safeness

2. Can you think of similar careers not listed on box?

1. astronauts 4. anthropologist
2. astrochemist 5. Biochemist
3. psychologist 6. Epidemiologist

3. What is the most important contribution of Chemistry in the fields of

medicine and agriculture? They help discover new medicines use by
different chemicals and improved the outcome of crops in agriculture

4. Do you agree that chemist holds a significant role in society? Explain your
answer. Yes, because it helps improve the daily living of people and makes
new discoveries and methods.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
- END OF DAY 3 -
Day 4

Objectives
Written and Developed by: Romina D. Mediana, T-III

5
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1
At the end of this day, the learners are expected to:
 Define Chemistry
 Identify the areas of Chemistry

Learning Task 1: Chemistry and Its Branches

Chemistry is called central science. A basic

understanding of chemistry is essential to the study of the
different fields of science such as Physics, Biology, Earth
Sciences, Ecology, Environmental Science, and others.
Chemistry is a broad branch of science that is divided into five
areas of study: Organic Chemistry, Inorganic Chemistry,
Analytical Chemistry, Physical Chemistry, and Biochemistry.

A. Direction: Match the branches of chemistry in column A to the

statements in column B. Write the number of the statement that
corresponds to your answer.

COLUMN A COLUMN B
A. Organic Chemistry 1. measure the level of mercury in
blood
B. Inorganic Chemistry 2. study non-carbon-based materials in
rocks
C. Biochemistry 3. investigate changes that occur as
food is digested in the stomach
D. Analytical Chemistry 4. study carbon-based materials in
petroleum products
E. Physical Chemistry 5. explain the energy change that
occurs when dry ice vaporizes

B. Write the correct branch of chemistry to the given picture.

1. Organic Chemistry

Written and Developed by: Romina D. Mediana, T-III

6
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1

2. Analytical Chemistry

3. Biochemistry

4. Inorganic Chemistry

5. Physical Chemistry

Written and Developed by: Romina D. Mediana, T-III

7
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1

- END OF DAY 4 –
Day 5

Learning Task 1: Chapter Assessment

Imagine that you are a

chemist. Make a one-page
action plan on how you can
contribute in addressing one
pressing socio-scientific issue or
environmental problem. You can
include an illustration, a table, or
a chart in your output.

Written and Developed by: Romina D. Mediana, T-III

8
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1

- END OF DAY 5 –
Learning Use properties of matter to Quart
1
Compete identify substances and to er:
separate them
ncy: Week
CG CODE: 1
STEM_GC11MPIa-b-5 :

Day 1

How much do you know about the matter? Which is not

matter? Energy, light, and sound are classified as not matter
because they do not occupy space and have mass but their
sources only. Energy enables us to do work, but this comes
from the food that we eat, a matter. Light for example comes
from the bulbs and bulbs are matter, so as the sound that
comes from a radio, which is also matter.
Objectives
At the end of this day, the learners are expected to:
 Define matter operationally
 Recognize that substances are made of smaller particles; and
 Describe and/or make a representation of the arrangement, relative
spacing, and relative motion of the particles in each of the three phases
of matter.
 Classify matter according to origin

Learning Task 1: The Particulate of Matter

Direction: Identify the following if each is matter or not. On the space before the
number, write M if it is a matter and O if it is not.

_O___1. Sound of a police siren __M___6. block of ice

_M___2. Airplane __M___7. Light from a torch-
_M___3. books on a shelf __O___8. information from the
internet
__M__4. bouquet of flowers __O___9. heat from a fire
_M___5. pair of shoes __M___10. dozen of donuts
Learning Task 2: Classification Of Matter
.All substances can exist in three states: solid, liquid, and gas. They are all
A. According
made uptoofthemicroscopic
State particles but the behavior of these particles gives
distinction and properties to each state of matter.

Solid liquid gas

Written and Developed by: Romina D. Mediana, T-III

9
 made up of microscopic particles but the behavior of these particles gives
Department
distinction of Education
and properties to each state of matter.
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1

Direction: Compare the three states of matter according to the illustration above and
the given properties.

PROPERTY SOLID LIQUID GAS

Arrangement of
COMPRESS Connected scattered
particles
Relative spacing
No space little vast
between particles
Depends of
Relative motion of No relative
Steady which side is
particles motion
moved first
Compressibility high low none

Density high medium low

Volume high medium low

Anything(depend
Shape anything s on the No shape
container)

Diffusion slow normal fast

Expansion slow normal fast

Guide Question:
1. As scientific and technological knowledge increases, our society uses
resources at an ever-increasing rate. This results to generation of more
wastes, usually solid wastes. List at least (5) materials we discard as solid
wastes and suggest ways of reprocessing or recycling these materials.

B. According to Origin

There are two kinds of matter:

1. Organic Materials - which are commonly derived from living things and
contain carbon
2. Inorganic Materials - are generally derived from
Written non-living
and Developed sources,
by: Romina such T-III
D. Mediana, as
rocks or minerals, and encompass such categories as
glass, ceramics, and metals . 1
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1

Direction: Give ten (10) examples of each kind of matter.

ORGANIC INORGANIC
1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

Explain your basis of classifying each example as organic or inorganic

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Written and Developed by: Romina D. Mediana, T-III

1
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1
-END OF DAY 1-
Day 2

Objectives
At the end of this day, the learners are expected to:
 differentiate between pure substances and mixtures;
 differentiate between elements and compounds;
 differentiate between homogeneous and heterogeneous mixtures;
 distinguish between physical and chemical properties and give
examples;

Learning Task 2: Classification of Matter

C. According to Composition

Matter is classified into two broad categories: the pure

substances and mixtures. Mixtures can be separated into pure
substances by physical methods while the pure substances are
further distinguished into categories such as elements and
compounds. Elements further grouped into metal, metalloids or
nonmetal. Compounds can be classified as organic or inorganic
and group as acid, base or salts. Similarly, mixtures are also
classified into three types: homogeneous (solution) and
heterogeneous (colloids or suspension).

Direction: In the following, identify which is an element (E), compound (C),

Homogeneous (hom), and heterogeneous (het).

_____1. Silver metal _____6. Wine

_____2. Table salt _____7. Chicken soup
_____3. Creamy peanut butter _____8. Oxygen gas
_____4. Unopened Carbonated soda _____9. Bird’s nest soup
_____5. Iron _____10. Stainless steel

Direction: Here are some common objects. On the spaces, classify these elements
as metals, nonmetals, or metalloids.

_____1. Toothpaste _____6. Dental fillings

_____2. Electric wires _____7. Kitchenware
_____3. Coins _____8. PVC (polyvinyl chloride)
_____4. Hair shampoo _____9. Iodized salt
_____5. Aluminum foil _____10. Body of a car

Written and Developed by: Romina D. Mediana, T-III

1
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1
LEARNING TASK 3 PHYSICAL AND CHEMICAL PROPERTIES OF MATTER

Around us are materials that have a

distinct character. These are called properties of
matter, the distinguishing characteristics to
identify a certain material. There are two general
categories: Physical properties and Chemical
Property. Physical properties can be measured
and observed without changing the composition
or identity of a substance. Color, odor, taste,
volume, hardness, boiling point texture, electrical
conductivity, solubility, malleability, and tensile
strength are examples of physical properties of
matter. The physical properties are classified into
intensive properties (not dependent on the
amount of matter ex. texture, color, odor,
hardness, and density) and extensive properties
(depend on the amount of matter (ex. volume,
mass, length, and area).
Chemical properties are those that result
when a new substance is produced. Thus, there
is a change in the composition of matter; we call it
a chemical change. Examples of chemical
properties are flammability, corrosiveness, and
reactivity with acids.

Direction: Classify the following properties as physical or chemical. Write PP if

physical Properties, CP if chemical properties, EP extensive properties
or IP intensive properties on the space provided before each number.

_____1 Boiling point of a salt solution

_____2. Ice floats on water
_____3. Cadmium is poisonous
_____4. Hydrogen catches fire when ignited in air
_____5. Gallium liquefies at hand temperatures
_____6. . Silicon is hard
_____7. Sulfur is bright yellow
_____8. Color of a dye
_____9. Temperature
_____10. Tendency to burn

Direction: Complete the concept map below using the correct words from the
Written and Developed by: Romina D. Mediana, T-III

1
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1
concept box below.

Matter Physical change Chemical change Appearance Appearance and composition

Size Shape Hardness Texture Phase Release of Gas
Rusting of iron Evolution of Heat and light formation of precipitate making ice candy

Undergoes either

Is an example of a is an example of a

or
Involves only a change in involves a change in both

Involves the involves the

Presence of the presence of the
Following following
Evidences evidences

-END OF DAY 2-

Learning Recognize the formulas of common Quarter: 1

Competency: chemical substances Week : 1
CG CODE: STEM_GC11MPIa-b-9
Day 3
Written and Developed by: Romina D. Mediana, T-III

1
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1

Chemistry is said So, to figure out

to be a subject where it what kind of product we are
involves reactions along using, one must know the
with the products formed. chemical proportions. All
In our daily life, we come these chemicals are bound
across various chemical up with atoms in a fixed
substances that are proportion and
beneficial in our day-to- arrangement.
day activities. All of the
Understanding the
substances we use in our
chemical formula of a
house such as medicines
substance helps us to be
are made of different
guided in handling this.
chemical substances.

Objectives
At the end of this day, the learners are expected to:
 Identify the chemical formulas for several common substances.
 Compare consumer products on the basis of their components for
use, safety, quality and cost
Learning Task 4: Formulas of Common Chemical Substances
Direction: List down 10 chemical substances you can find inside your house. Then fill up the
boxes in the table.

Common Chemical Chemical Elements Function

Substances Name Formula Present
Ex. Nail Polish Acetone CH3COCH3 C, H, O To remove nail
polish
1
2
3
4
5
6
7
8
9
10
Learning Recognize the formulas of common Quarter: 1
Competency: chemical substances Week : 1
CG CODE: STEM_GC11MPIa-b-9

Learning Compare consumer products on the Quarter: 1

Competency: basis of their components for use, Week : 1
safety, quality and cost
Written and Developed by: Romina D. Mediana, T-III

1
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1

CG CODE: STEM_GC11MPIa-b-11
Learning Task 5: Comparison on Consumer Products based on
their Components

Direction: Go around your house, in your bedroom, in the kitchen or outside

your house. Select five different brands of (3) consumer products (ex. Soap, cooking
oil, deodorant, etc.). State the specific use of each product. Compare their known
safety and quality based on your experience. Compare also their cost.

PRODUCT : SAFETY/QUALIT
_______________ SPECIFIC USE Y based on your COST
BRAND experience
1

Guide Question:
1. Choose your brand and explain why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

-END OF DAY 3-

Learning Describe various simple separation Quarter: 1

Competency: techniques such as distillation,
chromatography Week : 1
CG CODE: STEM_GC11MPIa-b-12

Written and Developed by: Romina D. Mediana, T-III

1
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1
Day 4-5

Learning Task 6: Techniques In Separating Mixtures

A mixture is composed of two or

more types of matter that can be present in
varying amounts. This can be physically
separated by using methods that use
physical
properties to separate the components of the
mixture such as evaporation, distillation, filtration
and chromatography. In a chemical reaction, it is
important to isolate the component(s) of interest
from all the other materials so they can be further characterized.
Part 1 PREPARING MIXTURES

Objectives:
 Prepare useful mixtures
 Suggest possible methods for separating mixtures
 Recover useful chemicals
Materials:
Mixing bowls/glass bottle with cover/mug
Various Kitchen Chemicals: salt, pepper, spices, sugar, soy sauce, Calamansi
juice, coffee
Direction: Prepare various mixtures of seasonings:
1. salt, pepper, spices, sugar – to season meats
2. calamansi juice and soy sauce – for dip
3. calamansi juice, sugar and water – juice
4. vinegar, cooking oil, spices – salad dressing
5. instant coffee, sugar, water – coffee
Guide Questions:
1. How did you form the mixtures? ________________________________
2. What properties did the mixtures have? ___________________________
3. How did they differ from each other? _____________________________
4. Think of ways to separate their assigned mixtures, and to try out their ideas.
_____________________________________________________
-END OF DAY 4-
Part 2 PAPER CHROMATOGRAPHY
I. Purpose

This experiment will demonstrate the use of paper chromatography to

separate out the colors in the ink of water soluble markers. A combination of colored
dyes is often used to create blank ink. Since the inks are water-soluble, water can be
Written and Developed by: Romina D. Mediana, T-III

1
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1
used as the solvent to dissolve the ink and separate out the colors. Different brands
of marker use various combinations of colored dyes to make up black ink. These
dyes create distinctively colored patterns, or chromatographs, when they are
separated by chromatography.

II. Materials

Marking ink/sign pen/ballepen (Blue, black, red, any colored plant extract)
Oslo paper/Drawing paper
Ruler
Lear scotch tape
Pencil
Clear plastic cup/glass/container
70% alcohol
water
Crayons/color pencils

II. Procedure
1. Cut a strip of Oslo/drawing paper
about 1 inch wide and long enough to
fit easily to the bottom of the flask and
fold about 1 cm over the mouth of the
flask. From this fold measure 1 inch,
draw a line. This will serve as your
marker.
2. When solvent reach this line, take the
strip from the container.
3. Use pencil to draw a line across a strip
of Oslo/drawing paper, the line should
be 2.0 cm from one end of the strip.
4. Pour alcohol (for not water-based ink)
or water (water-based ink) into a cup
or container to a depth of 1.0cm.
5. Tape the unmarked end of the
Oslo/drawing paper to the center of a
pencil so that the strip hangs down
when the pencil is held horizontally on
the cup.
6. Rest the pencil on the rim of the cup
so that the link line end of the strip
touches the alcohol/water, but does
not extend below its surface. The ink
line should be above the solvent.
Cover the top of the cup with any
plastic lid.
7. Observe the set up.
Written and Developed by: Romina D. Mediana, T-III

1
 Department of Education
Grade Caraga Administrative Region – XIII
` Division of Bayugan City

12 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Learning Area: Specialized Subject – General Chemistry 1
8. Take off the strip from the flask when the water/alcohol is near or on the line
above the strip.
9. Paste your chromatogram in your activity sheet.

III. Data and Results

After 20 minutes, remove the strips from their cups/container for observations.
Write your observation below using colored pencils to show any variations in color on
your strips.

PEN/MARKER WATER/ALCOHOL
1. BLACK

2. RED

3. BLUE

4. PLANT EXTRACT

GUIDE QUESTIONS:
1. What did you observe on the Oslo/drawing paper? The used paper is called.
_____________________________________________________________
2. What can you conclude about the blank ink?
_____________________________________________________________
3. Why did the ink separate? What served as the solvent for the ink?
_____________________________________________________________
4. What is paper chromatography?
_____________________________________________________________
5. Give uses of Paper Chromatography
_____________________________________________________________
-END OF DAY 5-

Written and Developed by: Romina D. Mediana, T-III