SENIOR HIGH SCHOOL

GENERAL
CHEMISTRY 1
Quarter 1 – Module 1:
The Properties of Matter and its Various
Forms

Region I
ALAMINOS CITY DIVISION
Alaminos City, Pangasinan
Project Write, Write, Write
Alternative Instructional
Module
Science – General Chemistry 1 Grade 11/12
Alternative Delivery Mode
Quarter 1 – Module 1: The Properties of Matter and its Various Forms
First Edition, 2020

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Published by the Alaminos City Division

Schools Division Superintendent: Lorna G. Bugayong, PhD, CESO VI
Assistant Schools Division Superintendent: Aguedo C. Fernandez, CESO VI

Development Team of the Module

Writer: Hannah Joy A. Abarra
Editors: Cecilia M. Nisperos, Cynthia B. Tablang
Reviewers: Cecilia M. Nisperos, Cynthia B. Tablang
Illustrator: Richard B. Isidro
Layout Artist: James Ronald V. Santiago
Management Team: Lorna G. Bugayong, PhD, CESO VI
Schools Division Superintendent
Aguedo C. Fernandez, CESO VI
Assistant Schools Division Superintendent
Wilfredo E. Sindayen, Division CID Chief
Ronald B. Radoc, EdD, EPS, LRM
Cecilia M. Nisperos, EPS, Science

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 11/12
GENERAL
CHEMISTRY 1
Quarter 1 – Module 1:
The Properties of Matter and its Various
Forms

iii
Introductory Message
For the Facilitator:
Welcome to the General Chemistry 1 (11/12) Alternative Instructional
Module, Quarter 1 – Module 1: Properties of Matter and its Various Forms!

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.

iv
For the Learner:

Welcome to the General Chemistry 1 (11/12) Alternative Instructional Module

Quarter 1 – Module 1: Properties of Matter and its Various Forms!

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 This will give you an idea of the skills or

Know 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.

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 What I Have This includes questions or blank
Learned 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 In this portion, another activity will be
Activities 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.

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

vii
 What I Need To Know

This module was designed and written with you in mind. It is here to
help you master the properties of matter and its various forms. 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.

The module is divided into three lessons, namely:

• Lesson 1 – Properties of Matter
• Lesson 2 – Formulas of common chemical substances and Consumer
Products
• Lesson 3 – Simple Separation Techniques

After going through this module, you are expected to:

1. use properties of matter to identify substances and to separate them
(STEM_GC11MPIa-b-5);
2. recognize the formulas of common chemical substances
(STEM_GC11MPIa-b-9);
3. compare consumer products on the basis of their components for use,
safety, quality and cost (STEM_GC11MPIa-b-11); and
4. describe various simple separation techniques such as distillation,
chromatography (STEM_GC11MPIa-b-12).

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 What I Know

Multiple Choice. Directions. Read the following questions carefully and

choose the letter of the best answer. Write your answers on a separate sheet of
paper.
1. Which of the following statements below is TRUE?
A. Solubility, density and hardness are chemical properties.
B. Weight, height and odor are considered physical properties.
C. Color, taste and reactivity are examples of chemical properties.
D. Reaction with air and water are considered physical properties.
2. The statements below are true EXCEPT one. Which is it?
A. Examples of intensive properties are mass and volume.
B. Extensive properties depend on the amount of a substance present.
C. Ice melts at 0oC no matter whether you have an ice cube or an iceberg.
D. Intensive properties are those that do not depend on the amount of
substance.
3. Which of the following pairs is INCORRECT?
A. Making solutions: Chemical Change
B. Separating mixtures: Physical Change
C. Changes of phase of matter: Physical Change
D. New set of properties formed: Chemical Change
4. You are investigating the effect of fertilizer to your plant. You have
controlled and experimental set-ups and measuring the height of the plant
will help you know the fertilizer’s effect. How will you classify height?
A. Artificial property C. Intensive property
B. Physical property D. Chemical property
5. What is the chemical name of table sugar?
A. Galactose C. Lactose
B. Glucose D. Sucrose
6. Acetic acid or most commonly known as vinegar is used in cooking. What
is its chemical formula?
A. C3HO C. CH3COOH
B. CH3COH D. CH4COOH3

7. In this time of pandemic caused by CoViD-19, alcohol/sanitizer is now a

necessity. Which of the following has a chemical formula of C2H6O?
A. Ethanol C. Glycol
B. Glycerol D. Methanol

2
 8. What process is used when insoluble solids are separated from a liquid
using a filer?
A. Centrifugation C. Evaporation
B. Decantation D. Filtration
9. Which of the following mixtures can be separated through
chromatography?
A. Blood C. Food color or ink
B. Salt solution D. Iron filings in sand
10. There are lot of things you need to consider when purchasing a product,
especially those that have variable chemicals. Which of the following factors
in choosing a product has the LEAST importance?
A. Appearance C. Ingredients
B. Cost D. Safety

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 Lesson THE PROPERTIES OF MATTER
1 AND ITS VARIOUS FORMS
People easily observe the physical appearance of an individual like
color of the hair, facial structure, how tall someone is and other physical
characteristics. However, if you spend more time with the person, you will
discover their inherent characteristics. You can also classify matter
according to the properties observed.
In this module you will learn more about the physical and chemical
properties of matter and prepare yourself for the different activities especially
made for you. Have fun!

What’s New

Activity 1
Directions: Listed below are the different properties of matter. Find these
words in the grid. The words have been placed horizontally, vertically and
diagonally. When you locate a word, draw a circle around it. Copy it on a
separate sheet of paper.

COLOR C S A C O D F R E A C T I V I T Y
ODOR A O I O D Y Z A D F J L T U E Z L
C L L K O T O X I C I T Y X V Y J
DENSITY S U L O R X A B E G N M T S W X E
SOLUBILITY G B I L R W E C H I K U Q R D A D
H I N O M V I O O I R N O P E B C
MELTING K L M V O U U P E E A E C H N K O
Z I L V R T G A I O U A O U S U E
POINT
C T G E E N S R R Q P O N M I L T
FLAMMABILITY J Y O X I D A T I O N S T A T E S
K M L T H I T A K R U I W Q Y X A
TOXICITY L F L A M M A B I L I T Y M N Z T
REACTIVITY Q E U F G O R T U X Y Z B C F I J
M A E K F P Q S V W Z A D E G H K
TEXTURE C H E M I C A L S T A B I L I T Y
OXIDATION STATES
TASTE
CHEMICAL STABILITY

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 What is It

Process Questions:
1. How did you find the activity? Is it easy or difficult?
2. Which among the words are you familiar with? Which one is new to
you?
3. Can you define those tough words like a pro?

Properties of Matter

Properties of matter can be physical and chemical.

 Physical properties are characteristics that you can measure and
observe without changing the chemical composition of the material. You
can easily identify it by merely observing the sample under study.

There are two types of physical properties, it can be extensive or intensive.

o Extensive properties depend on the amount of the substance.
o Intensive properties, in contrast, do not vary with the amount
of the substance.

For example, elemental sulfur is a yellow crystalline solid that does not
conduct electricity and has a melting point of 115.2 °C, no matter what
amount is examined. Scientists commonly measure intensive properties to
determine a substance’s identity, whereas extensive properties convey
information about the amount of the substance in a sample.

 Chemical properties, on the contrary, describe the ability of a

substance to undergo chemical change in its chemical composition, like
the reaction to form new substances.

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 All samples of a pure substance have the same
chemical and physical properties. For example, pure
copper is always a reddish-brown solid (a physical
property) and always dissolves in dilute nitric acid to
produce a blue solution and a brown gas (a chemical
property).

Ice Melting is a physical change.

Color, odor, taste, texture. Shape,

Physical Properties density, melting point, boiling point,
solubility, mass, volume
Flammability, toxicity, reactivity to
water and oxygen like rusting, heat
Chemical Properties of combustion, pH, enthalpy of
formation, oxidation states, chemical
stability, types of chemical bonds
that materials can form
Examples of physical and chemical properties

weight, length, mass, volume

Extensive Properties
Color, luster, hardness, melting
point, boiling point, freezing point,
Intensive Properties density, malleability, conductivity
Extensive and intensive properties

Physical Property and Change

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 Physical changes are changes that modify appearances without changing
the composition. There are no chemical bonds broken or formed. The types
of compounds or elements present at the beginning of the change are still the
same type at the end of the change. Thus, the physical properties (such as
color, boiling point, etc) will also be the same. Physical changes involve moving
molecules around, but not changing them. Physical changes include:
• Changes of phase of matter (changes from a solid to a liquid or a gas
and vice versa)
• Separating mixtures
• Physical deformation (cutting, denting, stretching)
• Making solutions (special kinds of mixtures)

When an ice cube melts, the shape changes because it obtains the ability to
flow but its chemical composition are not altered. Melting is an example of
a physical change, since some properties of the material change, but the
identity of the matter does not.
Physical changes can further be classified as reversible or irreversible. When
an ice cube is melted, you can put it inside the freezer to make it frozen, so
melting is a reversible physical change. Physical changes that involve a
change of state are all reversible.

Changes in the State of Matter

Deposition

Sublimation

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Chemical Property and Change

Chemical changes are changes where a new form of matter is formed.

These happen in molecules or atoms when bonds are broken and/or formed.
Thus, a new substance with different set of properties (such as melting point,
color, taste, etc) is produced and the original characteristics of the substance
disappeared. Chemical changes are frequently harder to reverse than physical
changes. Also called a chemical reaction.
One good example of a chemical change is burning paper. In contrast
to the act of ripping paper, the act of burning paper actually results in the
formation of new chemicals (carbon dioxide and water, to be exact).

Lesson Formulas of Common Chemical

Substances and Consumer Products
2

Various chemicals are so much a part of daily life that people know
them by their common names. Most of them are consumed and used by many.
Ordinary sugar, for example, is more formally known as sucrose, but asking
for it at the restaurant by that name will likely be a conversation stopper.

In this lesson you will learn more about the formulas of common
chemical substances and consumer products. Enjoy!

What’s New

Activity 2:
Directions: Listed below are common compounds at home. Arrange the
jumbled words and write your answers on a separate sheet of paper.

1. L E A T B TASL : _________________________________

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2. R G A U S : _________________________________

3. I R E N G A V : _________________________________

4. K G I N A B OSDA : _________________________________

5. O L N H T A E : _________________________________

6. O R S E C R U : _________________________________

7. C C A E I T CADI : _________________________________

8. D U I S O M REHLCOID : _________________________________

9. H L Y E T HAOLCOL : _________________________________

10. M O D S U I I T E A B C O A R B N: _________________________________

What is It

Process Questions:
1. How did you find the activity? Is it easy or difficult?
2. Which among the words are you familiar with? Which one is new to
you?
3. Can you define those tough words like a pro?

Common Chemical Names

A lot of common chemical names have very old and fascinating origins,
as the following two examples illustrate.
First, when people think or hear about ammonia (NH3) they commonly
relate it with a gas with a pungent odor. But if we talk about its systematic
name, “nitrogen trihydride” (which is not commonly used), it will give you an
idea about its formula, what it will not tell you is the interesting history of its
discovery. Smoke from burning camel dung (the staple fuel of North Africa)
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condenses on cool surfaces to form a crystalline deposit, which the ancient
Romans first noticed on the walls and ceiling of the temple that the Egyptians
had built to the sun god Amun in Thebes. They named the material “sal
ammoniac,” meaning “salt of Amun.” In 1774, Joseph Priestly (the discoverer
of oxygen) found that heating sal ammoniac produced a gas with a pungent
odor, which T. Bergman named “ammonia” eight years later.
Then, numerous chemical terms are from Arabic alchemy. Let's say,
alcohol is believed to derive from the Arabic al-khwl or al-ghawl, which
originally referred to a metallic powder used to darken women’s eyelids (kohl).
In the 17th century, alcohol entered the English language with the meaning of
a “sublimated” substance, then changed to mean the “pure spirit” of anything,
and only became associated with “spirit of wine” in 1753. Finally, in 1852, it
became a part of chemical nomenclature that denoted a common class of
organic compound. But, it is still common practice to refer to the specific
substance CH3CH2OH as “alcohol” rather than
by its systematic name, ethanol.

General Practices in Naming

Generally, the use of common chemical
names is more practical, especially in spoken or
informal written communication. Many of the
“common” names are known and used mainly by the scientific community.
Chemical substances that are employed in the home, the arts, or in industry
have acquired traditional or “popular” names that are still in wide use. Many,
like sal ammoniac mentioned above, have intriguing stories behind their
names.
Sulfuric Acid: The historical name for sulfuric acid is “oil of vitriol”. Medieval
European alchemists prepared it by roasting “green vitriol” (iron (II) sulfate) in an iron
retort. Its chemical formula is H2SO4.

Common compounds at home

Common Name Chemical Name Chemical Formula
Table salt sodium chloride NaCl
Table sugar sucrose C12H22O11

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Vinegar acetic acid CH3COOH
Baking soda sodium bicarbonate NaHCO3
Ethyl alcohol ethanol C2H6O

Consumer Products
Science, especially chemistry, plays a vital role in the different products
that we use and consume daily. It is evident in the vital ingredients of
consumer products and the raw materials in manufacturing processes. For
example, the hydrochloric acid (HCl) or most commonly known as muriatic
acid, a chemical that can be used to clean the toilet. It is very important that
these chemicals must be produced and used in ways that protect human
health as well as the environment.

Lesson
3 Simple Separation Techniques

You probably experienced cooking pancit canton, one of the steps is

separating noodles from the water. If you are doing this, you are actually
separating mixtures. 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. Studies of biochemical systems, environmental analysis,
pharmaceutical research – these and many other areas of research require
reliable separation methods.

You will learn more about some simple separation techniques in this
lesson. Let’s get started.

What’s New

Activity 3
Directions: Often we wish to separate mixtures into their individual
components (e.g., if one is more valuable or useful on its own). We can do this
by using the differences in the physical and chemical properties of the
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components. For the mixtures below, describe what process are you going to do
to separate them into their components? Write your answers on a separate
sheet of paper

1. Salt and water:

2. Sand and gravel:

3. A mixture of salt and iron fillings:

What is It

Process Questions:
1. How did you find the activity? Is it easy or difficult?
2. Which among the substances you’ve tried to separate?
3. Can you define those separation techniques you’ve mentioned?

Here are a number of common separation techniques:

Chromatography is the separation of a mixture by passing it in

solution or suspension or as a vapor (as in gas chromatography) through a
medium in which the components move at different rates. Thin-layer

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chromatography is a special type of chromatography used for separating and
identifying mixtures that are or can be colored, especially pigments.

Distillation is an effective method to separate mixtures comprised of

two or more pure liquids. Distillation is a purification process where the
components of a liquid mixture are vaporized and then condensed and
isolated. In simple distillation, a mixture is heated and the most volatile
component vaporizes at the lowest temperature. The vapor passes through a
cooled tube (a condenser), where it condenses back into its liquid state. The
condensate that is collected is called distillate.
In the figure below, we see several important pieces of equipment. There
is a heat source, a test tube with a one-hole stopper attached to a glass elbow
and rubber tubing. The rubber tubing is placed into a collection tube which
is submerged in cold water. There are other more complicated assemblies for
distillation that can also be used, especially to separate mixtures, which are
comprised of pure liquids with boiling points that are close to one another.

Evaporation is a technique used to separate out homogenous mixtures

where there are one or more dissolved solids. This method drives off the liquid
components from the solid components. The process typically involves heating
the mixture until no more liquid remains, prior to using this method, the
mixture should only contain one liquid component, unless it is not important
to isolate the liquid components. This is because all liquid components will
evaporate over time. This method is suitable to separate a soluble solid from
a liquid.

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 In many parts of the world, table salt is obtained from the evaporation
of sea water. The heat for the process comes from the sun.

Once the sea water in these evaporation ponds has evaporated, the salt can be
harvested.
Filtration is a separation method
used to separate out pure
substances in mixtures comprised of particles
some of which are large enough in size to be
captured with a porous material. Particle
size can vary considerably, given the type of
mixture. For instance, stream water is a mixture that contains naturally
occurring biological organisms like bacteria, viruses, and protozoans. Some

water filters can filter out bacteria, the length of which is on the order of 1
micron. Other mixtures, like soil, have relatively large particle sizes, which
can be filtered through something like a coffee filter.

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 Centrifugation is a method used to separate substances with different
densities, for removing moisture or for simulating gravitational effects. It is a
gradient-by-density technique employed to collect a precipitate from a
heterogeneous mixture using the principle of angular
rotation and gravity. This involves the use of an
equipment called a centrifuge. The heterogeneous
mixture is placed in a centrifuge tube, covered and
then properly positioned. The speed is set in
revolutions per minute (rpm). Spinning the tube of
mixture using a centrifuge will result in the separation
of precipitate (pellet or sediment) from the supernatant
liquid.

Magnetism is a method of separating two solids with one part having

magnetic properties. Magnet is used to attract the metallic substance leaving
the non-metallic behind.

Time to check your understanding. Ready?

What’s More

Activity 4

Directions: Compete the block diagram and fill it up using the keywords listed
below. Write your answers on a separate sheet of paper.

PHYSICAL PROPERTIES INTENSIVE PROPERTIES

BOILING POINT
SHAPE
ENTHALPY OF FORMATION
HEAT OF COMBUSTION
MALLEABILITY
CONDUCTIVITY
CHEMICAL PROPERTIES
WEIGHT
EXTENSIVE PROPERTIES
VOLUME
15
 PROPERTIES OF MATTER

According to change
involved during According to
measurement of the dependence on the
property amount of matter

1. 2. 3. 4.

Examples are Examples are

5. 7. 9. 11.

6. 8. 10. 12.

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Activity 5

Directions: In the table below, classify the following properties as physical

or chemical by placing a (smiley) in the appropriate box. Copy the table
and write your answers on a separate sheet of paper.

PROPERTIES PHYSICAL CHEMICAL

1. melting point
2. can neutralize a
base
3. density
4. flammability
5. luster
6. oxidation state
7. black color
8. sweet taste
9. odor
10. solubility
11. reacts with a
base to form water

12. supports
combustion
13. toxicity
14. chemical stability
15. rough texture

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Activity 6

Directions: Match the pictures given to their names, write their chemical
names and chemical formulas in each picture on a separate sheet of paper.
Choose your answers from the box.

CHEMICAL NAME CHEMICAL FORMULA

hydrochloric acid H2O

ammonia C6H12O6
methanol C2 H6 O
glucose HCl
dihydrogen monoxide NH3
ethanol CH3OH

1.

2. 3.

4. 5.

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 What I Have Learned

Activity 7

Directions: The Philippine has big reserves of gold (Au), copper (Cu) and Nickel
(Ni), (Forbes, 2015). In 2014, big deposits of palladium (Pd) were found in
Negros, Panay and Romblon islands (The Philippine Pride, 2014). Given below
are the properties of two of these metals. Identify each property as physical-
intensive, physical-extensive or chemical. Write your answers on a
separate sheet of paper.

Palladium
1. Solid is a _______________________________
2. Boiling point of 2.927oC is a _______________________________
3. Forming salt is a _______________________________
4. Functioning as a catalyst is _______________________________
5. Having a density of 11.9 g/cm3 is a _____________________________
6. Is a silvery white color that is considered as a ____________________
Gold
7. Having a melting point of 1 338 K ________________________________
8. Heat of fusion is 12.7 kJ/mol considered as ______________________
9. 2.5 g is a ______________________________________
10. Having heat of vaporization of 324.4 kJ/mol is a __________________

What I Can Do

Activity 8

Directions: Research at least two (2) chemical fertilizers used in farming and
write a 200-word report/essay about their similarities and differences,
advantages and disadvantages. Write it on a separate sheet of paper.

19
 Excellent Very Satisfacto Needs Point
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ry (2 pts.) ent Earn
(3 pts.) (1 pt.)
ed
1. Demonstra Demonstra Demonstra Demonstra
Knowledge/Underst tes tes tes some tes limited
anding Information thorough considerab understan understan
and Ideas understan le ding of ding of
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topic or ding of theme. theme.
theme. topic or
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2. Supporting Communic Communic Communicat Communic
opinions ates ideas ates ideas es ideas with ates ideas
with a high with some clarity, with
degree of considerab few limited
clarity, le clarity, supported clarity,
insightfully effectively opinions unsupport
supported supported ed opinion
opinions. opinions
3. Organization Essay is Essay Central Ideas were
logically somewhat point and unorganize
organized digresses flow of d and
and well- from the essay is vague; no
structured central lost; lacks particular
displaying idea; ideas organizatio flow was
a do not n and followed.
beginning, logically continuity.
a body, follow each
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conclusion
. Critical
thinking
skills are
evident.

Assessment

Multiple Choice. Direction. Read the following questions carefully and

choose the letter of the best answer. Write your answers on a separate sheet of
paper.
1. What is the chemical name of table sugar?
A. Galactose C. Lactose
B. Glucose D. Sucrose

20
2. There are lot of things you need to consider when purchasing a product,
especially those that have variable chemicals. Which of the following factors
in choosing a product has the LEAST importance?
A. Appearance C. Ingredients
B. Cost D. Safety

3. What process is used when insoluble solids are separated from a liquid
using a filer?
A. Centrifugation C. Evaporation
B. Decantation D. Filtration
4. Which of the following pairs is INCORRECT?
A. Making solutions: Chemical Change.
B. Separating mixtures: Physical Change.
C. Changes of phase of matter: Physical Change.
D. New set of properties formed: Chemical Change.
5. You are investigating the effect of fertilizer to your plant. You have
controlled and experimental set-ups and measuring the height of the plant
will help you know the fertilizer’s effect. How will you classify height?
A. Artificial property C. Intensive property
B. Chemical property D. Physical property
6. Which of the following statements below is TRUE?
A. Solubility, density and hardness are chemical properties.
B. Weight, height and odor are considered physical properties.
C. Color, taste and reactivity are examples of chemical properties.
D. Reaction with air and water are considered physical properties.
7. In this time of pandemic caused by CoViD-19, alcohol/sanitizer is now a
necessity. Which of the following has a chemical formula of C2H6O?
A. Ethanol C. Glycol
B. Glycerol D. Methanol
8. The statements below are true EXCEPT one. Which is it?
A. Examples of intensive properties are mass and volume.
B. Extensive properties depend on the amount of a substance present.
C. Ice melts at 0oC no matter whether you have an ice cube or an iceberg.
D. Intensive properties are those that do not depend on the amount of
substance.
9. Which of the following mixtures can be separated through
chromatography?
A. Blood C. Food color or ink
B. Salt solution D. Iron filings in sand
10. Acetic acid or most commonly known as vinegar is used in cooking.
What is its chemical formula?
A. C3HO C. CH3COOH
B. CH3COH D. CH4COOH3

21
 Additional Activities

Activity 9

Directions: Identify the active or main ingredient of each item (i.e. read the
product labels or search from the Internet to know the active ingredient). Then,
compare the materials in each set-in terms of cost and safety. Write your
answers on a separate sheet of paper.

1. 2.

Paper bags Plastic bags Gold medal Silver medal

3. 4.

Regular soap Whitening soap Clay pot Steel pot

5. 6.

Muriatic acid Drain cleaner Perfume Cologne

22
Activity 10

Directions: Write the common names, chemical names and chemical formulas
of the common compounds that can be seen at home. Pictures of the compounds
are given as a clue. Write your answers on a separate sheet of paper.

PICTURES COMMON CHEMICAL CHEMICAL

NAME NAME FORMULA
1.

2.

3.

4.

5.

Congratulations you have successfully used properties of matter to identify

substances and to separate them; recognized the formulas of common
chemical substances; compared consumer products on the basis of their
components for use, safety, quality and cost; and described various simple
separation techniques such as distillation, chromatography.

You can now move on to the next module on atomic structure; and formulas
and names of compounds.
23
 What’s More
Activity 4:
1. Physical Property
2. Chemical Property
3.Extensive Property
4. Intensive Property
5-6. (Any 2) Color, odor, taste, texture. Shape,
density, melting point, boiling point, solubility,
mass, volume
7-8. (Any 2) Flammability, toxicity, reactivity to
water and oxygen like rusting, heat of
combustion, pH, enthalpy of formation, What’s New
oxidation states, chemical stability, types of (Lesson 3)
chemical bonds that materials can form 1. Boil the mixture
9-10. (Any 2) weight, length, mass, volume and the water
11-12. (Any 2) Color, luster, hardness, melting vaporizes while the
point, boiling point, freezing point, density, salt remains
malleability, conductivity behind. The water
can be recaptured What’s New (Lesson 2)
Activity 5: with a condenser. 1. TABLE SALT
1. Physical 6. Chemical 11. Chemical 2. Strain out the 2. SUGAR
2. Chemical 7. Physical 12. Chemical larger gravel 3. VINEGAR
3. Physical 8. Physical 13. Chemical particles using a 4. BAKING SODA
4. Chemical 9. Physical 14. Chemical sieve 5. ETHANOL
5. Physical 10. Physical 15. Physical 3. You can use a 6. SUCROSE
magnet which will 7. ACETIC ACID
Activity 6: attract the iron 8. SODIUM CHLORIDE
1. dihydrogen monoxide/ H2O fillings, but not the 9. ETHYL ALCOHOL
2. hydrochloric acid/ HCl grains of salt. 10. SODIUM BICARBONATE
3. ammonia/ NH3
4. ethanol/ C2H6O
5. methanol/ CH3OH
What’s New (Lesson 1)
C S A C O D F R E A C T I V I T Y
A O I O D Y Z A D F J L T U E Z L
C L L K O T O X I C I T Y X V Y J
S U L O R X A B E G N M T S W X E
G B I L R W E C H I K U Q R D A D
H I N O M V I O O I R N O P E B C
K L M V O U U P E E A E C H N K O
Z I L V R T G A I O U A O U S U E
C T G E E N S R R Q P O N M I L T What I Know
J Y O X I D A T I O N S T A T E S 1. B
K M L T H I T A K R U I W Q Y X A 2. A
3. A
L F L A M M A B I L I T Y M N Z T 4. B
Q E U F G O R T U X Y Z B C F I J 5. D
6. C
M A E K F P Q S V W Z A D E G H K 7. A
C H E M I C A L S T A B I L I T Y 8. D
9. C
10. A
Answer Key
Additional Activities
Activity 9:
1.Paper bags are made out of plant or
trees. Plastic bags main ingredient is
polyethylene.
2.Gold medal- before, gold medals are
made of gold but nowadays it is made of
silver coated with gold. Silver medal,
before it is made of silver, but now it is
made of different types of metals
3.Regular soap- contains sodium
tallowate, sodium cocoate, sodium
palmate, glycerine, polyethylene glycols.
Whitening soap- has papain enzyme, kojic
acid, glutathione, arbutin.
4.Clay pot- made of kaolinite, silicon oxide,
aluminum oxide, water. Steel pot- a
mixture of copper, lead and antimony.
5.Muriatic acid is composed of
hydrochloric acid. Drain cleaner has
sodium hydroxide/lye.
6.Perfume- some ingredients are alcohol,
oil and natural ingredients such as flowers, What I Have Learned
spices, wood etc. Cologne- contains Activity 7:
ethanol, water, fragrance. Assessment 1. physical-intensive
1. D 2.physical-intensive
Activity 10: 2. A 3.chemical
1. Table salt, sodium chloride, NaCl 3. D 4.chemical
2. Sugar, sucrose, C12H22O11 4. A 5. physical-intensive
3. Bleach, sodium hypochlorite, NaClO or 5. D 6. physical-intensive
NaOCl 6. B 7. physical-intensive
4. Baking soda, sodium bicarbonate, 7. A 8. physical-intensive
NaHCO3 8. A 9. physical-extensive
5. Vinegar, acetic acid, CH3COOH 9. C 10. physical-intensive
10. C
References:
A. Books
Espinosa, Allen A. and Fernandez, Katherine N. 2016. General
Chemistry 1 .Makati City, Philippines: Diwa Learning Systems INC.

Patalinghug, Wyona C. Ph.D., et. al. 2016. Teaching Guide for Senior
High School GENERAL CHEMISTRY 1. C.P. Garcia Ave., Diliman,
Quezon City: 
 Commission on Higher Education

Chang, Raymond. 2010. Chemistry 10th Edition. 1221 Avenue of the

Americas, New York: McGraw-Hill

B. Online and Other Sources

https://www.easyteacherworksheets.com/pages/pdf/science/a
nswer/twopages/chemistry/38.html
https://chem.libretexts.org/Bookshelves/General_Chemistry/M
ap%3A_Chemistry_-
_The_Central_Science_(Brown_et_al.)/01._Introduction%3A_Matter_an
d_Measurement/1.3%3A_Properties_of_Matter
https://courses.lumenlearning.com/boundless-
chemistry/chapter/physical-and-chemical-properties-of-matter/
https://chem.libretexts.org/Bookshelves/Introductory_Chemist
ry/Map%3A_Introductory_Chemistry_(Tro)/05%3A_Molecules_and_Co
mpounds/5.07%3A_Naming_Molecular_Compounds
https://courses.lumenlearning.com/boundless-
chemistry/chapter/naming-compounds/
https://courses.lumenlearning.com/cheminter/chapter/metho
ds-for-separating-mixtures/
https://pressbooks.bccampus.ca/chem1114langaracollege/chapter/1
-3-laboratory-techniques-for-separation-of-mixtures/
For inquiries or feedback, please write or call:

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