CHEMISTRY APPLICATION:

RECOGNIZING COMMON
SUBSTANCES AND PRODUCTS
for General Chemistry 1/ Grade 12
Quarter 1/ Week 3

NegOr_Q1_GenChem1-12_SLK Week3_v2 1 NegOr_Q1_GenChem1-12_SLK Week3_v2

 FOREWORD

This learning kit will serve as a guide to understanding

how we recognize formulas of common chemical
substances and categorize consumer products based on
components for use, safety, quality, and cost.
This learning kit is carefully prepared with a set of
activities guided by contextualized discussions and
illustrations that meet the standards of the K12 curriculum.
In using this learning kit, you will realize that chemistry is a
central science because it connects to other fields of
science like physics and life science. The activities included
herein are simple, readily understandable, and easy to do.
In doing so, you will be given the opportunity to broaden
your knowledge and enhance your resourcefulness and
creativity in performing the activities provided. It is hoped
that the understanding of the basic concepts will benefit
you in many ways and the skills you acquired in using this
kit may help you in dealing with practical problems.

2 NegOr_Q1_GenChem1-12_SLK Week3_v2
 OBJECTIVES
At the end of the lesson, you should be able to:
K : recognize the chemical formulas of common substances and
products
S : compare consumer products based on their components for
use, safety, and cost; give common examples of cleaning
materials for the house and personal car, and identify their
active ingredients
A : appreciate the role of chemistry in daily life

LEARNING COMPETENCIES
- Recognize the formulas of common chemical substances
(STEM_GC11MPIa-b-9)
- Compare consumer products on the basis of their
components for use, safety, and cost (STEM_GC11MPIa-b-11)

I. WHAT HAPPENED
PRE-ACTIVITY/PRE-TEST

A. Directions: Below are photos of products you can easily find at

home. Provided you know the common names of these products,
can you identify their chemical formulas? Choose among the
chemical formulas in the box and write them in the space below
each photo. Let’s try!

NaF NaCl HCl NaHCO3

1. ______________________ 2. ______________________
Source: Source: https://www.almanac.com/content/best-
https://www.medicalnewstoday.com/articles baking-soda-uses
/322745 3 NegOr_Q1_GenChem1-12_SLK Week3_v2
3. ______________________
Source:
https://www.jordanoralcare.com/the-
benefits-of-fluoride-toothpaste/
4. ______________________
Source:
https://www.shopmagic.ph/supermarke
t/non-food/household-aids/laundry-and-
ironing-aids/cl-muriatic-acid-comm-1l/

II. WHAT I NEED TO KNOW

DISCUSSION:

Some substances are familiar to us by their common names.

For example, we know baking soda but only a few know that its
chemical name is sodium bicarbonate. There are several types of
chemical formulas for a compound:
A molecular formula gives the actual number of atoms of
each element in a molecule of the compound. The molecular
formula of water is H2O; it tells us that there are two hydrogen
atoms and an oxygen atom in each molecule. The empirical
formula is the simplest form of expressing the relative number of
atoms of each element in the compound. It is derived from the
masses of the component elements. Butane, C4H10 for example has
the simplest form of C2H5, its empirical formula. A structural formula
shows the number of atoms and the bonds between them; that is,
the relative placement and connections of atoms in the molecule.
The structural formula of water is H-O-H; each H is bonded to an O.

Here are some guidelines for naming compounds:

1. The compound name will always include the names of the
elements that are part of it. For example, a compound of sodium
(Na) and chlorine (Cl) is sodium chloride (NaCl)

4 NegOr_Q1_GenChem1-12_SLK Week3_v2
2. Before assigning names to compounds, it is important to
identify first the compound (compounds can either be ionic or
covalent). In naming a binary ionic compound (a compound
containing a metal and a non-metal), the metal is named first
followed by the non-metal ending in -ide. For example: NaCl
which consists of Na+ (metal ion) and Cl– (non-metal ion) is
named sodium chloride.
3. Names of binary compounds containing metals with more
than one ion include a Roman numeral within parentheses
immediately after the metal ion's name to indicate its ionic
charge. For example, iron can form Fe2+ and Fe3+ ions. The two
compounds that iron forms with chlorine are FeCI2, named iron
(II) chloride (read as "iron two chloride"), and Fe2CI3, named
iron (III) chloride.
4. Ionic compounds may consist of more than two elements. They
may contain oxoanions (negative ions which consist of the
element oxygen with other nonmetals). Oxoanions either end
in suffixes -ate or -ite. Several oxoanions may exist for a given
nonmetal. To distinguish one from the other, prefixes of per-
and hypo- may be attached to the other oxoanion name.
When oxoanions combine with metals, the name of the metal
is written first followed by the name of the oxoanion. The
formula for potassium nitrate is KNO3. The formula for potassium
perchlorate is KClO4. Some of the more common ions and their
formulae are given in the list (see figure 1). It is important to
know all these ions.
5. In naming binary covalent compounds containing only one
atom of the positive element, the English name of the positive
ion is written first followed by the name of the negative ion with
the proper prefix (indicating the number of atoms) ending with
-ide. For example, carbon monoxide is written as CO. The prefix
“mono” signifies that there is one atom of oxygen for every one
atom of carbon. NO2 stands for nitrogen dioxide wherein two
atoms of oxygen bind for every one atom of nitrogen. If the
positive element contains more than one atom, prefixes are

5 NegOr_Q1_GenChem1-12_SLK Week3_v2
 also used to denote the number of positive ions. For example,
P2O5 is diphosphorus pentoxide.
Table 1. List of some common ions.

6. We can use these rules to help us name both ionic compounds

and molecular compounds. However, molecular compounds
are often given other names by scientists to simplify the name
(or because the molecule was named long before its formula
was discovered). For example, if we have 2 hydrogen atoms
and one oxygen atom the above naming rules would tell us that
6 NegOr_Q1_GenChem1-12_SLK Week3_v2
 the substance is dihydrogen monoxide. But this compound is
better known as water. Table 2 shows some
examexamplescommon molecular compounds.
Table 2. List of some common molecular compounds

Chemical Chemical
Name Name
Formula Formula
Water H2O Hydrochloric acid HCl
Sulfuric acid H2SO4 Methane CH4
Ethane C2H6 Ammonia NH3
Nitric acid HNO3 Hydrogen peroxide H2O2

7. Binary acids contain only two substances, one of which is

hydrogen. In naming binary acids, the word hydro is written first
followed by the name of the negative ion which ends in -ic and
the word acid is added. For example, HCl is hydrochloric acid.
In naming ternary acids (composed of more than two
elements), the name of the negative polyatomic ion ending in -
ate is changed to -ic, and the name of the negative polyatomic
ion ending in -ite is changed to -ous, and the word acid is
added. For example, HNO3 is nitric acid.

Consumer Products

A consumer product is any item bought for consumption.

Convenience products are those that are routinely bought

in the market such as household cleaning products and
personal care products.

We often check ingredient labels for food and other products

we use every day, like toothpaste or soap, and come across
unfamiliar chemical names on a product label by technical names
such as sodium chloride and sodium hypochlorite.

Consumer products contain different components that

influence their properties and use. We check on product labels

7 NegOr_Q1_GenChem1-12_SLK Week3_v2
because we want to ensure that chemical ingredients found in the
products we use are safe. Product manufacturers and chemists
rely on technical standards when labeling their products to ensure
quality, safety, and consistency. With a little research using
credible sources (such as the U.S. Food and Drug Administration or
the product manufacturer), you will find out why a chemical, or
any other specific ingredient, is in a product, how it is used for, and
what benefit it provides.

Household Cleaning Products

Cleaning agents are substances that are used to remove

dust, stains, and foul odors on surfaces. These contain active
ingredients or compounds that disinfect surfaces and kill
microorganisms. Cleaning agents can be categorized as acidic,
alkaline, neutral, and degreaser, all of which are usually
manufactured as powders, liquids, or sprays. The most used
cleaning products are bleach, soaps, and detergents. These
products have different compositions, specific uses, precautions
for use, and costs.
Bleach helps clean and whiten surfaces by generally
lowering the stability of the chemical bonds in stain molecules. It
can convert dirt into particles that can be easily washed away in
combination with the use of detergents. Sodium hypochlorite
(NaClO) and hydrogen peroxide(H2O2) are the most common
bleaching agents that are strong oxidizers. Oxidizers are
substances that oxidize (or help in substance breakdown) another
substance. When used in concentrated form, they can burn the
skin and eyes.
Soap and detergent are a mixture of surfactants, water
softeners, stain removers, enzymes, and perfumes, among others.
Surfactants are surface active agents that can reduce the surface
tension of liquids. For example, in washing oil off plates, surfactants
help the oil and water come together by weakening the surface
tension of oil. Surfactants render soaps and detergents capable of

8 NegOr_Q1_GenChem1-12_SLK Week3_v2
lowering the surface tension of water, which allows them to wet
the surface to be cleaned. They also loosen and disperse water-
insoluble solids such as grease and dirt making them washable with
water.
Commercial soaps and detergents are added with special
ingredients like bleach, abrasives, color, and optical brighteners
which enhance the cleaning capability of the product, however,
the added ingredients entail additional cost to the product. Soap
and detergents are generally not toxic and severely dangerous
but may cause irritation to the skin and eyes.

Personal Care Products

Personal care products constitute a diverse group of
materials that improve the aesthetic appearance of the human
body. These products become useful when they are used to
enhance and beautify the appearance of the person. These are
known as cosmetic products. Examples of highly demanded
personal care products are makeup, lotions, antiperspirant,
shampoo, toothpaste, and many more.
Most cosmetic products contain a combination of at least
some of the following core ingredients: water, emulsifier,
preservative, thickener, emollient, color, fragrance, and pH
stabilizers.
The term emulsifier refers to any ingredient that helps to keep
unlike substances (such as oil and water) from separating. Many
cosmetic products are based on emulsions—small droplets of oil
dispersed in water or small droplets of water dispersed in oil. Since
oil and water don't mix no matter how much you shake, blend or
stir, emulsifiers are added to change the surface tension between
the water and the oil, producing a homogeneous and well-mixed
product with an even texture. Emulsifiers used in cosmetics include
polysorbates, laureth-4, and potassium cetyl sulfate.

Emollients soften the skin by preventing water loss. They are

used in a wide range of lipsticks, lotions, and cosmetics. A few

9 NegOr_Q1_GenChem1-12_SLK Week3_v2
different natural and synthetic chemicals work as emollients,
including beeswax, olive oil, coconut oil, and lanolin, as well as
petrolatum (petroleum jelly), mineral oil, glycerine, zinc oxide, butyl
stearate, and diglycol laurate.
Preservatives help extend a product’s shelf life, as well as
prevent contamination and the growth of harmful bacteria which
can spoil the product and possibly harm the user. Parabens (such
as methylparaben, ethylparaben, propylparaben, and
isobutylparaben) are the most widely used preservative in makeup
and shaving cream because they are highly effective in
preventing the growth of fungi, bacteria, and yeast. There have
been a lot of studies undertaken around the globe on the safety
of parabens. No claims were made to link parabens to cancer
instead, the science community has considered the use of
parabens in cosmetics to be safe. In response to consumer
demand, some companies have already begun manufacturing
paraben-free products.
Propylene glycol and polypropylene glycols are often found
in skin care products such as moisturizers, creams, and lotions. This
chemical compound helps attract water to the skin. When added
to moisturizing products, it helps to enhance the appearance of
skin by reducing flaking and restoring suppleness. Sodium laureth
sulfate and ammonium laureth sulfate in bath soaps and
shampoos, help create a soapy lather to help cleanse hair and
skin.
Toothpaste usually is a heterogeneous mixture of pastes or
gels. Sodium bicarbonate, commonly known as baking soda,
present in toothpaste helps in polishing the teeth. Sodium fluoride
helps prevent cavities. Calcium carbonate, dehydrated silica gels,
hydrated aluminum oxides, magnesium carbonate, phosphate
salts, and silicates are other chemical compounds included in
toothpaste for their unique properties that aid in the removal of
tooth debris and residual surface stains. Sorbitol, a type of sugar
derived from fruits, corn, and seaweed, helps make toothpaste
taste more pleasant.

10 NegOr_Q1_GenChem1-12_SLK Week3_v2
 Over the years, there have been periodic reports relating to
potentially toxic substances present in cosmetics (lead, mercury,
parabens) and the dangers they pose to the public. Most of these
claims are not backed up with reputable scientific research. While
the current thinking on many of these chemicals is that they are
safe to use, it is up to every consumer to make their own decision
as to whether they buy and use a product containing certain
ingredients or not. Achieving even a basic understanding of the
chemical names on a product ingredient list—what they are and
what they do—can go a long way to help consumers make
informed decisions about the products they choose to use.

III. WHAT I HAVE LEARNED

EVALUATION/POST TEST:

A. Performance task: CHEMICAL INFOGRAPHIC

Select a consumer product and make an infographic or poster

describing the compound, its properties, and uses. You can use the
Internet and other sources to check on the nature of the
compound. A sample format is provided below. Use extra sheets if
necessary.

Chemical name: _________________

Common name: _________________
Chemical formula: _______________
Uses:
___________________________________________
_________________________
Disadvantages:
___________________________________
___________________________________

11 NegOr_Q1_GenChem1-12_SLK Week3_v2
B. Naming of Some Common Commercial Products
Identify the chemical name for each to complete the table. Write
your answers in your notebook.

Common Name Chemical Formula Uses

Name
Table salt 1.) NaCl Gives salty taste to food
Table sugar 2.) C12H22O11 Gives sweet taste
Baking soda 3.) NaHCO3 Leavening of bread
Milk of Magnesia 4.) Mg(OH)2 antacid
Bleach 5.) NaClO Bleaching agent

C. Identification. Identify the terms being defined or described.

Write the letter of the correct answer on the space provided.

a. Preservatives b. Emulsifier c. Cosmetics

d. Surfactants e. Cleaning agents

_______ 1. Surface active agents that can reduce the surface

tension of liquids.

_______ 2. Substances are used to remove dirt, stain, or clutter on

the surface.

_______ 3. ____ helps extend a product’s shelf life and prevent

contamination and the growth of harmful bacteria
which can spoil the product.

_______ 4. Any ingredient that helps to keep unlike substances

(such as oil and water) from separating.

_______ 5. These are products used to enhance and beautify the

appearance of the person.

12 NegOr_Q1_GenChem1-12_SLK Week3_v2
REFERENCE

Bayquen, A. and Peńa, G. (2017). Exploring life through science

series: General Chemistry 1. Phoenix Publishing House Inc:
Quezon City.

Silberberg, M. (2006). Chemistry: The molecular nature of matter

and change, 4th ed. McGraw-Hill Companies, Inc.: New York.

Petrucci, Ralph H., William S. Harwood, and F. Geoffrey Herring.

General chemistry: principles and modern applications. Vol.
1. Prentice Hall, 2002.

Skoog, Douglas A., Donald M. West, F. James Holler, and Stanley R.

Crouch. Fundamentals of analytical chemistry. Nelson
Education, 2013.

13 NegOr_Q1_GenChem1-12_SLK Week3_v2
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA EdD

OIC - Assistant Schools Division Superintendent

MARCELO K. PALISPIS EdD JD

OIC – Assistant Schools Division Superintendent

NILITA L. RAGAY EdD

OIC - Assistant Schools Division Superintendent/CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMDS)

ARNOLD R. JUNGCO
PSDS – Division Science Coordinator

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

GERALD T. UBAG
Lay-Out Artist

ANDRE ARIEL B. CADIVIDA

Writer
_________________________________

ALPHA QA TEAM
LIEZEL A. AGOR
EUFRATES G. ANSOK, JR.
JOAN Y. BUBULI
MA. OFELIA I. BUSCATO
DEXTER D. PAIRA
LIELIN A. DE LA ZERNA

BETA QA TEAM
ZENAIDA A. ACADEMIA RANJEL D. ESTIMAR
ALLAN Z. ALBERTO MARIA SALOME B. GOMEZ
EUFRATES G. ANSOK JR. JUSTIN PAUL ASERNIO C. KINAMOT
DORIN FAYE D. CADAYDAY ARJIE T. PALUMPA
MERCY G. DAGOY LESTER C. PABALINAS
ROWENA R. DINOKOT
DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible learning modality
to the teachers and learners of the Division of Negros Oriental. The contents of this module are carefully researched, chosen, and
evaluated to comply with the set learning competencies. The writers and evaluator were clearly instructed to give credits to
information and illustrations used to substantiate this material. All content is subject to copyright and may not be reproduced in
any form without division.

14 NegOr_Q1_GenChem1-12_SLK Week3_v2
SYNOPSIS ANSWER KEY

This self-learning kit discusses how

we recognize the names of chemical
substances and how consumer
products are categorized based on
their components for use, safety, quality,
and cost. Learners will surely have a full
grasp of the importance of
understanding the nature of chemical
ingredients found in consumer products,
thus helping them in making informed
decisions about the products they
choose to use. The discussions herein are
contextualized and thus meet the
Pre-activity/Pre-test
standards of the K12 curriculum. A. 1. NaCl
2. NaHCO3
3. NaF
In using this learning kit, you are expected
4. HCl
to develop
a
scientific ability and enhance your resourcefulness and creativity as
you engage in various activities included Pre-activity/Pre-test
herein. Come and let us
A. 1. Answer may vary.
make learning fun. B. 1. Sodium Chloride
2. Sucrose
3. Sodium bicarbonate
ABOUT THE AUTHOR 4. Magnesium hydroxide
5. Sodium hypochlorite
C. 1. d
ANDRE ARIEL B. CADIVIDA 2. e finished Bachelor of
Science in Biology at Negros
3. aOriental State University
Main Campus in 2013. He 4. bis currently teaching at
5. c
Cansal-ing Provincial Community High School as a
senior high teacher, library designate and the focal
person of the senior high department. He is currently
completing Master of Arts in Science Teaching at
Negros Oriental State University.

15 NegOr_Q1_GenChem1-12_SLK Week3_v2