- Classifying Matter

Competencies
C1. Demonstrate skill in identifying chemical systems and classification of matter.
C2. Appreciate understanding of elements and compounds present in daily life.
C3. Demonstrate simple techniques in the preparation, separation, and purification of
mixtures.

IDENTIFICATION OF CHEMICAL SYSTEMS

Time Frame: 3 sessions

I. Learning Objectives
At the end of the session, the students must be able to:
1. Describe a pure substance and a mixture;
2. Observe and record data;
3. Make operational definitions of chemical systems, pure substances, and mixtures;
4. Recognize such chemical systems around them.

II. Subject Matter

A. Topic: Classification of chemical systems; purity of substances

B. References
1. Department of Education, Culture and Sports. (1991). Science and Technology III.
Quezon City: Book Media Press, pp. 29-40.
2. Brown, Theodore L., LeMay, H. Eugene Jr., and Bursten, Bruce E., (2000).
Chemistry the Central Science. New Jersey: Prentice Hall, pp. 5-11.
3. Hill John W., and Kolb, Doris K.(1995). Chemistry for Changing Times, 7th Edition.
London: Prentice Hall International, pp. 17-20.
4. Franco, Aurora A., et. al. Interactive Chemistry. pp. 28 - 29.

C. Materials
Water
Vinegar
Cooking Oil
Sugar
Salt
Soy sauce
Calamansi juice
Shampoo
Syrup
Buttons, cork, coin, etc.
III. Learning Tasks
A. Recall and Motivation
1. Ask the students to write on a piece of paper
the first word that comes to mind when they hear the word "matter". The words are
then posted on the board. The following terms are written on colored cartolina:
elements, compounds, colloids, substances, solutions, mixture, paper, food, carbon,
oxygen, and air.

2. “Density Column Demonstration”

Set-up:

Note the layering of the liquids (oil, colored water, shampoo, syrup).

Different solids are dropped into the column and the students
are asked to observe what happens. Solids that may be
dropped: buttons, plastic chips, bolts, screws, wood chips, etc.

B. Lesson Proper
1. Activity: “Chemical Systems”
Objectives: At the end of this activity, the students should be able to:
 Differentiate homogenous and heterogeneous systems;
 Give the operational definition for a homogeneous system;
 Record and observe data; and
 Make inferences.

Materials: soy sauce

garlic in Vinegar
cooking oil in water
mud and water
filtered calamansi
flour extract & cornstarch
syrup
salt and water

Procedure:
1. Put each of the materials in separate test tubes and number them 1 to 8.
2. Observe their properties in terms of color, odor, phase, texture and appearance.
3. Record and tabulate your observations and classify the chemical system.
a. Description of the Chemical Systems
Chemical System Observations Classification
1. soy sauce
2. garlic in vinegar
 3. cooking oil in water
4. mud and water
5. filtered calamansi
6. flour and cornstarch
7. syrup
8. salt water solution

b. Answer the following guide questions:

i. How many phases do you see in each
set-up?
ii. Which systems are homogeneous?
Heterogeneous?
iii. How would you define a homogeneous
system? a heterogeneous system?

C. Generalization
1. Homogeneous systems are one-phase systems; all parts of the systems show the same
characteristics all throughout. A heterogeneous system is a one ore more phase
system; the parts retain their original properties.

2. A substance is made of only one kind of molecule; a mixture is made of 2 or more

kinds of molecules.

3. Table of Mixtures
Type of Mixture Filterability Particle Size Degree Tyndall Effect
Settling
solutions not smallest particle size does not NA
(ex. salt solution) filterable settle
colloids slight particle are bigger slightly Tyndall effect
(ex. starch & filterability than that of solutions dispersed was observed
water) but smaller than
suspensions
suspensions very biggest particle size Particles NA
(ex. starch & filterable settle at the
water) bottom

D. Application / Valuing
How is this kind of knowledge useful in your life? In society? In the environment?

E. Evaluation
a. Differentiate the types of mixtures: solutions, colloids and suspensions.
b. Give other examples of mixtures and describe how each may be classified.