GENERAL CHEMISTRY 1

REQUIREMENTS FOR THE SUBJECT

Gardening. It will serve as
laboratory for learning. Students
can engage in a wide range of
Narrative Report/ Quizzes/
activities in gardening,
Planting seeds, maintaining a
Accomplishment Seatwork /
Report with Periodic
garden: students can help
MOV’s exam/
maintain a garden by watering
plants, weeding, and harvesting Group Laboratory
vegetables. Identifying Experiments with Practical
plants ,conducting MOV’s exam
experiments ,creating art. Overall, Recitation(graded (moving
gardening provides students with a and non-graded)
hands-on learning experience that exam)
can teach them valuable life skills ATTENDANCE ALL THE
and inspire a love of nature and TIME WITH SIGNATURE
the environment.
 WHAT IS THE CONNECTION OF GARDENING TO CHEMISTRY

Chemistry is a fundamental science that helps explain the chemical

processes that occur in a garden, including plant growth, soil health, and
pest management. Here are some examples of how gardening is connected
to chemistry:
Plant nutrition: Pest In summary,
Composting: plants require Soil chemistry: the
management: chemical properties
chemistry is critical
composting is the specific nutrients to understanding the
process of to grow and thrive,
chemicals, such of soil, such as its ph,
chemical processes
breaking down including nitrogen, as pesticides and nutrient content, and
that occur in a
herbicides, are texture, have a
organic matter into phosphorus, and garden, including soil
significant impact on
a nutrient-rich soil potassium. The used to control plant growth and
health, plant growth,
pests and weeds pest management,
amendment. This chemical processes health.
and composting. By
process involves a involved in plant in a garden. Understanding soil
applying principles
series of chemical nutrient uptake, Understanding chemistry is essential
of chemistry,
reactions that transport, and for determining the
the chemistry of appropriate fertilizers
gardeners can create
transform organic utilization are these chemicals optimal growing
and soil amendments
matter into a complex and conditions for plants
stable, humus-rich require an is essential for needed to create
and maintain a
their safe and optimal growing
material. understanding of healthy and
conditions for plants.
effective use. productive garden.
LESSON1.MATT
ER AND ITS
PROPERTIES
 ACTING DIFFERENT STATES OF MATTER RUBRIC
category 5 points
Delegation of responsibility Each student of the group
can clearly explain what
information is needed
State of matter Students correctly portray
and arranged all the state of
matter
content Appropriate contents that
pertains to the topic and is
properly reflected and
accurately explained
creativity Interesting, engaging,
visually stimulating. Use of
visuals, motivation, effort
and time is clearly reflected
organization Acting appears finished and
organized appropriately
3points
Each student in the group
can clearly explain wit
minimal prompting with
peers, clearly explain what
information is needed
Students portray and
arranged mostly the state of
matter
Appropriate contents that
pertains to the topic and is
somewhat reflected and
accurately explained
Engaging but not
stimulating. Some interest ,
motivation, effort and time is
reflected
Acting mostly finished and
organized appropriately
1point
One or more students in the
group cannot explain what
information is needed.
Students incorrectly portray
and arranged the state of
matter
Contents does not pertains
to the topic and is not
properly reflected and not
accurately explained
No visuals, Interest ,effort
and motivation and time not
reflected
Not organized and some
parts missing in their acting.
 THE LEARNERS SHALL BE
ABLE TO:
•1. Make a representation of the particulate nature of the
three phases of matter;

• 2. Discuss the difference between:

•a. Pure substances and mixtures
•b. Elements and compound
• c. Homogeneous and heterogeneous mixtures;
3. Classify the properties of matter as:
a. Physical or chemical
b. Intensive or extensive; and

4. Perform simple separation procedures

1.What will happen if the plunger will be pushed down
the syringe?

2.Why is it easier to compress the entrapped air than

the wood block?
• A gas is made up of particles that are far apart
from each other, which can be pushed closer
towards each other;
• A solid is made up of particles which are
compact, so that it is no longer possible to push
these particles closer to each other
 ATOMS
SOLID
MOLECULES
LIQUID
IONS
ATOM MOLECU
LES
IONS GAS
The smallestS Composed Particles with
particle of atoms charges
SOLID LIQUID GAS
 How separated are the particles in each state of matter?
How free are the particles to move in each state of matter?
• Solid: closely packed; restricted
motion
• Liquid: far apart; free movement
• Gas: very far apart; very free
(chaotic) movement answer
CLASSIFY THE FOLLOWING SUBSTANCES
ACCORDING TO THE STATES OF MATTER

fluorescent Aurora
television
lights Flames
neon signs
Stars Ice
Iron nail
lightning Alcohol
Sugar
Syrup
Air
PROPERTIE
S OF
MATTER
physical properties

chemical properties

extensive properties

intensive properties
 WHAT IS THE DIFFERENCE BETWEEN
PHYSICAL PROPERTIES AND CHEMICAL
PROPERTIES?
• In PHYSICAL PROPERTIES, no change in
composition takes place during the determination
or measurement of these properties.
• On the other hand, in CHEMICAL
PROPERTIES, a change in composition occurs
during the determination or measurement of these
CLASSIFY THE FOLLOWING EXAMPLES AS
PHYSICAL OR CHEMICAL PROPERTIES

 MELTING OF ICE
 EVAPORATION OF WATER
 RUSTING
DIGESTION
extensive properties

intensive properties

physical chemical
properties properties
 HOW DO THE EXTENSIVE PROPERTIES
DIFFER FROM THE INTENSIVE PROPERTIES?

•Extensive properties change their value

when the amount of matter or substance is
changed. Meanwhile, intensive properties
do not change their value when the amount
of matter is changed.
CLASSIFY THE FOLLOWING EXAMPLES AS
INTENSIVE OR EXTENSIVE PROPERTIES

• BOILING POINT Intensive property

• WEIGHT Extensive property
Extensive property
• VOLUME Intensive property
• DENSITY
pure substances

mixtures

elements

compounds

homogeneous
mixtures

heterogeneous
mixture
HOW DO PURE SUBSTANCES DIFFER FROM
MIXTURES?

• Pure substances are composed of only one component,

while mixtures are composed of several components.
 WHICH OF THE FOLLOWING ARE PURE
SUBSTANCES AND WHICH ARE MIXTURES?
• A.Table sugar a. Pure substance
• B. Table salt b. Pure substance
• C. Iodized salt c. Mixture
• D. Brown sugar
d. Mixture
e. Pure substance
• E. Distilled water
f. Mixture
• F. Soft drinks g. Pure substance
• G. Oxygen gas (in tank) h.Mixture
• H. Human breath
 WHAT IS THE DIFFERENCE BETWEEN
ELEMENTS AND COMPOUNDS? GIVE
EXAMPLES OF EACH.
• Elements are pure substances that are made up of
only one kind of atoms.
• examples: iron; gold; mercury
• Compounds are pure substances made up of two or
more kinds of atoms.
examples: salt; sugar; water
 WHAT IS THE DIFFERENCE BETWEEN
HOMOGENEOUS AND HETEROGENEOUS
MIXTURES?

• A Homogeneous mixture has a uniform composition

and exhibits the same properties in different parts of the
mixture.
• A heterogeneous mixture has a nonuniform composition
and its properties vary in different parts of the mixture
 WHICH OF THE FOLLOWING ARE
HOMOGENEOUS MIXTURES? WHICH ARE
HETEROGENEOUS MIXTURES?
• A. RUBBING ALCOHOL
a. Homogeneous mixture
• B. MIXTURE OF WATER b. Heterogeneous mixture
AND OIL c. Heterogeneous mixture
d. Homogeneous mixture
• C. MIXTURE OF SALT AND
e. Homogeneous mixture
PEPPER
• D. CARBONATED SOFT
DRINK
VISUALIZATION AND CLASSIFICATION OF
MATTER
GIVE THREE COMMON WAYS TO SEPARATE
THE COMPONENTS OF A MIXTURE?

FILTRATION;
DISTILLATION;
MAGNETIC
SEPARATION;
DECANTATION;
SUBLIMATION.
 WHEN CAN EACH METHOD BE USED IN
SEPARATING THE COMPONENTS OF A
MIXTURE?
• FILTRATION: to separate a solid from a liquid in a heterogeneous mixture
using a filtering membrane, like paper or cloth
• DISTILLATION: to separate a liquid in a homogeneous mixture
• MAGNETIC SEPARATION: to separate a magnetic solid from a
heterogeneous mixture
• DECANTATION: to separate a solid from a liquid in a heterogeneous
mixture based on gravity
• SUBLIMATION: to separate a volatile solid from a non-volatile solid
 HOW CAN THE FOLLOWING COMPONENTS
OF THE FOLLOWING MIXTURES BE
SEPARATED?
• A. Salt from salt water a. Heating to evaporate the
water
• B. Salt from a mixture b. b. By adding water to
of iron and salt dissolve the salt, and filter
or decant to separate the
iron
 LEAF CHROMATOGRAPHY MATERIALS

Materials • Hot water

• Leaves • Small clear jars or
• Rubbing alcohol glasses with lids (or
(isopropyl alcohol) plastic wrap to cover the
jars)
• Coffee filters or thick
paper towels • Shallow pan
• Kitchen utensils
• Collect leaves from a single tree or species of tree /Plant.Finely chop 2-3 leaves
or several small leaves. If available, use a blender to break open the plant cells.
The pigment molecules are in the chloroplasts of the cells, which are organelles
encased within the plant cell walls. The more you break up the leave, the more
pigment you’ll collect.
• Add enough alcohol to just cover the leaves.
• Cover the container of leaves and alcohol and set it in a shallow pan filled with
enough hot tap water to surround and heat the container. You don’t want water
getting into your container of leaves.
• Replace the hot water with fresh water as it cools. Swirl the container of leaves
around from time to time to aid the pigment extraction into the alcohol. The
extraction is ready when the alcohol is deeply colored. The darker its color, the
brighter the resulting chromatogram.
• Cut a long strip of coffee filter or sturdy paper towel for each
chromatography jar. Paper with an open mesh (like a paper towel) works
quickly, but paper with a denser mesh (like a coffee filter) is slower but
gives a better pigment separation.
• Place a strip of paper into jar, with one end in the leaf and alcohol mixture
and the other end extending upward and out of the jar.
• The alcohol moves via capillary action and evaporation, pulling the
pigment molecules along with it. Ultimately, you get bands of color, each
containing different pigments. After 30 to 90 minutes (or whenever you
achieve pigment separation), remove the paper strips and let them dry.
• Tape the strip of paper below.
 INTERPRETATION OF DATA/ANSWER THE
FOLLOWING:
1. Compare chromatograms from different colors of leaves. Are
the same pigments always present in the leaves?

2. Can you say about the distance travelled by the different

pigments? Compare each colors.

3. Identify the pigments responsible for the colors of the leaves

4. Tape the strip of paper below.

• CHROMATOGRAPHY IS A LABORATORY
TECHNIQUE USED TO SEPARATE AND
ANALYZE MIXTURES OF SUBSTANCES. IT
INVOLVES THE SEPARATION OF THE
INDIVIDUAL COMPONENTS OF A MIXTURE
BASED ON THEIR PHYSICAL AND
CHEMICAL PROPERTIES, SUCH AS THEIR
SOLUBILITY, SIZE, OR CHARGE.
• CHROMATOGRAPHY IS USED IN A
WIDE RANGE OF APPLICATIONS,
INCLUDING IN THE FOOD INDUSTRY
TO IDENTIFY ADDITIVES AND
CONTAMINANTS, IN FORENSICS TO
IDENTIFY DRUGS OR TOXINS IN
BIOLOGICAL SAMPLES, AND IN
ENVIRONMENTAL MONITORING TO
• THE COLOR OF LEAVES IS DUE TO
PIGMENTS, WHICH ARE NATURAL
SUBSTANCES THAT ABSORB CERTAIN
WAVELENGTHS OF LIGHT AND
REFLECT OTHERS. THE THREE
PRIMARY PIGMENTS THAT
CONTRIBUTE TO LEAF COLOR ARE
CHLOROPHYLL, CAROTENOIDS, AND
• CHLOROPHYLL IS THE PRIMARY
PIGMENT RESPONSIBLE FOR THE
GREEN COLOR OF LEAVES. IT IS
ESSENTIAL FOR PHOTOSYNTHESIS,
THE PROCESS BY WHICH PLANTS
CONVERT SUNLIGHT INTO
ENERGY.
• CAROTENOIDS ARE PIGMENTS THAT
ARE TYPICALLY YELLOW, ORANGE, OR
RED IN COLOR. THEY ARE INVOLVED
IN PHOTOSYNTHESIS, BUT ALSO HELP
PROTECT THE PLANT FROM
EXCESSIVE LIGHT AND HELP
REGULATE GROWTH.
• ANTHOCYANINS ARE PIGMENTS THAT
ARE TYPICALLY RED, PURPLE, OR
BLUE IN COLOR. THEY ARE NOT
INVOLVED IN PHOTOSYNTHESIS, BUT
RATHER HELP PROTECT THE PLANT
FROM DAMAGE CAUSED BY UV
RADIATION AND OTHER
• THE RELATIVE AMOUNTS OF THESE PIGMENTS
IN A LEAF CAN VARY DEPENDING ON FACTORS
SUCH AS THE SEASON, THE AMOUNT OF
SUNLIGHT THE PLANT RECEIVES, AND THE
PLANT'S OVERALL HEALTH. FOR EXAMPLE, IN
THE FALL, AS THE DAYS GET SHORTER AND
TEMPERATURES DROP, CHLOROPHYLL
PRODUCTION SLOWS DOWN AND EVENTUALLY
STOPS, ALLOWING THE OTHER PIGMENTS TO
BECOME MORE VISIBLE AND GIVING LEAVES