DepEd SHS STEM General Chemistry Modules Quarters 1-2 by CDO

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General Chemistry 1
Quarter 1
Properties of Matter and Its Various Forms
Department of Education • Republic of the Philippines
General Chemistry 1
Quarter 1 – Module 1
Senior High School
General Chemistry 1
Senior High School

General Chemistry 1 - Grade 11
Alternative Delivery Mode
First Edition, 2020
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Published by the Department of Education – Division of Cagayan de Oro
Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
Development Team of the Module
Author: Marian Grace C. Esmade
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Schools Division Superintendent
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General
Chemistry 1
Quarter 1
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Table of Contents
What This Module is About ............................................................................................... i
What I Need to Know ........................................................................................................ i
How to Learn from this Module ........................................................................................ ii
Icons of this Module ......................................................................................................... ii
What I Know ................................................................................................................... iii
Lesson 1.1:
Properties of Matter ...................................................................................................... 1
What I Need to Know ................................................................................ 1
What’s New............................................................................................... 1
What Is It................................................................................................... 2
What’s More ............................................................................................. 3
What Is It................................................................................................... 3
What’s More (1)......................................................................................... 4
What’s More (2)......................................................................................... 5
What I Have Learned ................................................................................ 6
Lesson 4.2:
Common Chemical Substances......................................................................... 7
What’s In................................................................................................... 7
What’s New............................................................................................... 7
What Is It................................................................................................. .. 8
What’s More............................................................................................ .. 8
What’s In.................................................................................................... 9
What’s More............................................................................................... 10
What I Have Learned ................................................................................. 11
Summary …………………………………………………………………………………………..12
Assessment: (Post-Test) ………………………………………………………………………….11
Key to Answers.............................................................................................................. …13
Reference …………………………………………………………………………………….........14

i
What This Module is About
This module discusses properties of matter and Its various forms, recognizing
common chemical substances, as well as comparing consumer products on the
basis of their components for use, safety, quality, and cost
This module has 2 lessons:
1. Properties of Matter
2. Common Chemical Substances
You are expected to answer and complete the activities given in each lesson.
Strictly follow the instructions in each activity. You may write your answers on the
answer sheets provided.
What I Need to Know
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)
4. Describe various simple separation techniques such as distillation,
chromatography (STEM_GC11MPIa-b-12)

How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
Icons of this Module
What I Need to
Know
What I know
What’s In
What’s New
What is It
What’s More
What I Have
Learned
What I can do
ii
Take your time reading the lessons carefully.
Follow the directions and/or instructions in the activities and exercises diligently.
Answer all the given tests and exercises.
What I Need to This part contains learning objectives
Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through
various activities, before it will be presented
to you
What is It These are discussions of the activities as a
way to deepen your discovery and under
standing of the concept.
What’s More These are follow-up activities that are in
tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what
Learned have learned from the lesson
What I can do These are tasks that are designed to show
case your skills and knowledge gained, and
applied into real-life concerns and situations.
This part contains learning objectives that
are set for you to learn as you go along the
This is an assessment as to your level of
connects previous lesson with that
An introduction of the new lesson through
These are discussions of the activities as a
deepen your discovery and under-
up activities that are in-
Activities designed to process what you
have learned from the lesson
These are tasks that are designed to show-
life concerns and situations.

iii
What I Know
Pre Assessment
Directions: Choose the best answer among the choices. Encircle the letter of your
answer.
1. Which process is a chemical change?
A. heating to boiling C. slicing into two pieces
B. burning in air D. dissolving in alcohol
2. Which of the following is an example of an element?
A. soil C. water
B. sugar D. oxygen
3. Which is the most suitable separation method can be used to separate a mixture of
different colored ink?
A. chromatography C. evaporation
B. distillation D. filtration
4. What is matter?
A. building blocks to make up organisms C. molecules that makes up all things
B. anything that is measured and seen D. none of the above
5. Which is the most suitable separation method can be used to separate the mixture of
liquids in crude oil?
A. distillation C. chromatography
B. evaporation D. fractional distillation
6. Which of the following is an example of an extensive property?
A. mass C. density
B. color D. boiling point
7. What is the chemical formula of chalk?
A. CaCO3 C. CaCO
B. COOH D. CaCO2
8. Tony Stark, a consumer with light colored hair, would like to buy shampoo but he saw
that it contains high amounts of sulfate. What should Tony do?
A. buy the shampoo C. find a sulfate free shampoo
B. test the shampoo D. find alternatives to shampoo
9. Glass breaking is an example of..?
A. chemical property C. chemical change
B. physical property D. physical change
10.What is one of the importance of knowing the compositions of a product?
A. so we can save money C. so we can use it safely
B. so we can know the quality D. all of the choices

1
Lesson
Properties of Matter
1.1
What I Need to Know
What’s the difference between silver and its alloy? Why does copper conduct
electricity? Why is alcohol volatile? This unit will help you answer these questions
and understand the composition and properties of matter and the changes it
undergoes.
This module discusses about the properties of matter to identify substances
and to separate them (STEM_GC11MPIa-b-5). We will also try to describe various
simple separation techniques such as distillation, chromatography
(STEM_GC11MPIa-b-12).
What’s New
Activity 1: Look and List
Directions: Get only one object that holds a value to you. On the spaces below, write the
different qualitative and quantitative qualities about your chosen object. An example is
shown below:
Object: cellphone
Qualitative Quantitative
Color black, with pink casing, with tempered
glass, yellow wallpaper, made of alloy,
Oppo
3000mAh, 32gb, 4gb ROM, 4mp front
camera, 12mp back camera, 600 pictures,
43 videos
Object: ___________________
Qualitative Quantitative

What Is It
Each substance has its own set of characteristics or properties that distinguishes it
from all other substances. Pepper is pungent while sugar is sweet. Sand is grainy. Glass is
breakable. Wood burns. Clothes can be folded. Apple and potato sl
air, turn brown. In these examples, no matter what size or shape these substances have,
their particular property does not change.
By examining materials, you can find similarities and differences in their properties. This will
enable you to organize them into groups.
Properties of Matter
Physical properties
composition of the substance, though their form may change. Certain properties such as
color, viscosity, transparency, melti
and atomic or molecular diameter are usually referred to as physical properties. These
properties are involved in a physical change.
A physical change is observed when a pinch of salt is dissolved
produce a clear salt solution. The salt changes only in form or state from solid to liquid. It can
be recovered from a salt solution by boiling or evaporating it. The salt has not changed in
composition but remains as sodium chloride
Some physical properties cannot be measured (qualitative) while others can be
(quantitative).
Chemical properties
This property is related to the composition of the material. The flammabi
be determined by burning it, producing carbon dioxide. When pure water undergoes
electrolysis (a process by which electric current passes through water), water decomposes
into hydrogen and oxygen. In these examples, a chemical change t
completely different substances. It results in the formation of new chemical substances. A
chemical reaction is usually detected when one of the following is observed: formation of an
insoluble product (precipitate), evolution of gas
Table 1.1 lists some physical and chemical properties of a substance
the physical property compare with its chemical property?
Physical Properties
Crystals are colorless needles
74°C
Insoluble in water but soluble in ethyl alcohol
Density, 0.883g/Ml
Table 1.1 Properties of Lauric Acid
OTHER PROPERTIES
Properties of matter may be used to describe them. An
property that changes when the amount of material changes. Examples are mass, length,
and volume. An intensive property
2
breakable. Wood burns. Clothes can be folded. Apple and potato slices, when exposed to
their particular property does not change.
you to organize them into groups.
Physical properties are properties that are observed without changing the
color, viscosity, transparency, melting point, boiling point, hardness, density, specific heat,
properties are involved in a physical change.
A physical change is observed when a pinch of salt is dissolved in a cup of water to
solution by boiling or evaporating it. The salt has not changed in
composition but remains as sodium chloride (NaCl).
Chemical properties ae observed when matter is involved in a chemical change.
This property is related to the composition of the material. The flammabi
into hydrogen and oxygen. In these examples, a chemical change takes place to form two
insoluble product (precipitate), evolution of gas (bubbles), or change in color.
Table 1.1 lists some physical and chemical properties of a substance-lauric acid. How does
the physical property compare with its chemical property?
Physical Properties Chemical Properties
Crystals are colorless needles and melt at Produces soap when combined with sodium
hydroxide
Insoluble in water but soluble in ethyl alcohol Combines with some medicines for better
absorption by the blood
Table 1.1 Properties of Lauric Acid
roperties of matter may be used to describe them. An extensive property
intensive property does not depend on the size of the material.
ices, when exposed to
are properties that are observed without changing the
ng point, boiling point, hardness, density, specific heat,
in a cup of water to
solution by boiling or evaporating it. The salt has not changed in
ae observed when matter is involved in a chemical change.
This property is related to the composition of the material. The flammability of gasoline can
akes place to form two
(bubbles), or change in color.
lauric acid. How does
Chemical Properties
Produces soap when combined with sodium
Combines with some medicines for better
extensive property is a
does not depend on the size of the material.

Temperature, color, odor, hardness, density, melting and boiling points, and molecular
weight are examples of intensive properties.
The characteristics of a substance, regardless of its shape and size, are cal
intrinsic properties. Color, viscosity, taste, and transparency are examples of
properties that cannot be expressed in numbers. Intrinsic properties assigned with definite
values are boiling point, melting point, density, and refractive index
substance which pertain only to its appearance including is shape, length, mass, and
temperature are called extrinsic properties
What’s More
Activity 2. Physical Property or Chemical Property
Directions: On the spaces provided before each number, write
physical property and write C
____1. Frost forms as the temperature drops on a
____2. A cornstalk grows from a seed that is watered and fertilized.
____3. A match ignites to form ash and a mixture of gases.
____4. Perspiration evaporates when you relax after jogging.
____5. A silver fork tarnishes slowly in
____6. A scab forms over an open cut.
____7. Paper was cut into different sizes
____8. Gasoline fumes are ignited by a spark in a car’s engine cylinder.
____9. Purple iodine vapor appears when solid iodine is warmed.
____10. Electric current decompose
oxygen).
____11. Yellow-green chlorine gas attacks silvery sodium metal to form white crystals of
sodium chloride (table salt.
____12. A magnet separates a mixture of black iron shavings and white sand.
____13. Ice cream melting
____14. An egg turning hard when it is boiled.
____15. Passing an electric current through molten magnesium chloride which yields molten
magnesium and gaseous chlorine.
What Is It
Knowing about a material’s physical and chemical property in order to correctly choose the
most efficient separation technique.
Mixtures are physical combinations of two or more substances. They can be
separated by physical processes. The method of separ
3
weight are examples of intensive properties.
The characteristics of a substance, regardless of its shape and size, are cal
intrinsic properties. Color, viscosity, taste, and transparency are examples of
that cannot be expressed in numbers. Intrinsic properties assigned with definite
values are boiling point, melting point, density, and refractive index. The characteristics of a
extrinsic properties.
What’s More
Property or Chemical Property
On the spaces provided before each number, write P if it is a substance’s
if it involves a chemical property. (2 points each number).
____1. Frost forms as the temperature drops on a humid winter night
____2. A cornstalk grows from a seed that is watered and fertilized.
____3. A match ignites to form ash and a mixture of gases.
____4. Perspiration evaporates when you relax after jogging.
____5. A silver fork tarnishes slowly in air.
____6. A scab forms over an open cut.
____7. Paper was cut into different sizes
____8. Gasoline fumes are ignited by a spark in a car’s engine cylinder.
____9. Purple iodine vapor appears when solid iodine is warmed.
____10. Electric current decomposes water into different substances (hydrogen and
green chlorine gas attacks silvery sodium metal to form white crystals of
____14. An egg turning hard when it is boiled.
magnesium and gaseous chlorine.
most efficient separation technique.
separated by physical processes. The method of separating a mixture into its components
The characteristics of a substance, regardless of its shape and size, are called
intrinsic properties. Color, viscosity, taste, and transparency are examples of intrinsic
that cannot be expressed in numbers. Intrinsic properties assigned with definite
. The characteristics of a
if it is a substance’s
if it involves a chemical property. (2 points each number).
s water into different substances (hydrogen and
green chlorine gas attacks silvery sodium metal to form white crystals of
ating a mixture into its components

4
depends primarily on the properties of each of the components. The following are the more
common methods of separating a mixture:
1. Distillation is used to separate a mixture containing volatile components. This involves
evaporation followed by condensation. Simple distillation is used when the liquid
components in the solution have widely different boiling points or when a dissolved solid
remains in the distilling flask as its solvent distills off. For mixtures of liquids when boiling
points vary within a small range, fractional distillation is recommended. Components of crude
oil are separated into fractions through this process. Petroleum products such as LPG,
kerosene, gasoline, bunker fuel oil, and asphalt are fractions from crude oil.
2. Chromatography is used to separate components from a mixture based on differences in
attraction of these components for a stationary phase (a phase that is immobile) and mobile
phase (a phase where it flows). Other types of chromatography include resin, ion-exchange,
and paper chromatography.
What’s More (1)
Activity 3: Other Separation Methods
Directions: Using different resources such as the internet, books, articles, journals, and
textbooks, research on other separation methods used in chemistry. Write the information
gathered below. (5 points each item)
Separation Methods Purpose Examples where these
methods are applied
Decantation
Filtration
Evaporation

5
What’s More (2)
Activity 4: Chromatography
Directions: you will perform basic chromatography. Prepare all your materials beforehand.
Pass this activity with the deadline indicated by the teacher.
Materials: ordinary filter paper, water-based ink pen (black), Erlenmeyer flask (if available) or
mini coke plastic container (substitute)
Procedure:
1. Cut a small strip of filter paper long enough to reach the bottom of the container or
Erlenmeyer flask while folding about 1cm over the lip. The strip should be about 1” (2.5cm)
wide.
2. Using a water-based ink pen, make a small dot about 0.5” (1.3cm) from one end of the
filter paper.
3. Add enough water to the container to over the bottom of the filter paper but not enough to
reach the ink dot.
4.Place the filter paper in the container with the dotted end facing down.
5. observe and describe what happens to the ink dot.
Questions:
1. What colors rose from the black ink?
_________________________________________________________________________
_________________________________________________________________________
2. If you were to perform the activity again but this time using an ink of different color (e.g.
blue or red), would you still obtain the same results? Explain (You may try this procedure
using a different ink color to find out)
_________________________________________________________________________
_________________________________________________________________________
3. What practical applications does chromatography have?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Illustration of the setup

What I Have Learned
Activity 4: Assessing Your Knowledge
Part A: Which of the following properties are extrinsic and intrinsic? Write E if
extrinsic and I if they are intrinsic.
____1. Temperature
____2. Volume
____3. Boiling temperature
____4. Viscosity
____5. Weight
B. Answer the following questions briefly.
1. Describe how you will separate the following components of the following mixture:
a. palay husk from the grain
_________________________________________________________________________
___________________________________________
_______________________________________________________
b. dissolved dye from water
_________________________________________________________________________
___________________________________________________
_______________________________________________________
6
What I Have Learned
Activity 4: Assessing Your Knowledge
: Which of the following properties are extrinsic and intrinsic? Write E if
extrinsic and I if they are intrinsic.
____6. Density
____7. Mass
____8. Specific gravity
____9. Hardness
____10. Length
owing questions briefly.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
: Which of the following properties are extrinsic and intrinsic? Write E if they are
_________________________________________________________________________
______________________________
__________________
_________________________________________________________________________
______________________
__________________

Lesson
Common Chemical Substances
1.2
What’s In
Previously, we have learned how the
its composition. We have also discussed separation techniques in different mixtures
Now, as we’re already talking about
common chemical substances (
them as well as compare consumer products on the basis of their components for
use, safety, quality, and cost (
What’s New
Activity 2.1 Name That Element!
Directions: Using your periodic table or your prior knowledge, name
in the periodic table.
Element
Symbol
Element Name
1 Cl
2 Sn
3 Ti
4 V
5 Sb
6 Kr
7 Xe
7
Previously, we have learned how the different properties of matter as well as
its composition. We have also discussed separation techniques in different mixtures
Now, as we’re already talking about substances and mixtures, let’s take a look at
common chemical substances (STEM_GC11MPIa-b-9) and we will try to recog
use, safety, quality, and cost (STEM_GC11MPIa-b-1)
Activity 2.1 Name That Element!
: Using your periodic table or your prior knowledge, name the following elements
Element Name Element
Symbol
Element Name
8 Ir
9 Mg
10 Be
11 Rn
12 F
13 B
14 Tl
matter as well as
its composition. We have also discussed separation techniques in different mixtures.
substances and mixtures, let’s take a look at
and we will try to recognize
the following elements
Element Name

8
What Is It
Matter can be classified into three types based on its composition – elements, compounds,
and mixtures. Elements are two kinds of substances: a substance is matter whose
composition is fixed. Mixtures are not substances because they have a variable composition
1. Elements. An element is the simplest type of matter with unique physical and chemical
properties. It consists of only one kind of atom, and, therefore, cannot be broken down into a
simpler type of matter by any physical or chemical methods. Each element has a name,
such as carbon, fluorine, or oxygen. A sample of fluorine contains only fluorine atoms.
In nature, most elements exist as population of atoms, either separated or in contact
with each other, depending on the physical state. Several elements occur in molecular form:
molecule is an independent structure of two or more atoms bound together. Oxygen, for
example, occurs in air as diatomic (two atom) molecules.
2. Compounds. Compounds are substances formed when two or more elements combine
through a chemical change. Sodium chloride, sugar, and water are examples of compounds.
Another feature of a compound is that its properties are different from the properties of its
compound elements. Example: soft, silvery sodium metal and yellow-green, poisonous
chlorine gas are very different from the compound they form- white, crystalline sodium
chloride, or table salt!
Unlike an element, a compound can be broken down into simpler substances. For
example, am electric current breaks down molten sodium chloride into metallic sodium and
chlorine gas.
3. Mixtures. A mixture consists of two or more substances (elements and/or compounds)
that are mixed together. Because a mixture is NOT a substance, the components of a
mixture can vary in their parts by mass. For example, a mixture of the compounds sodium
chloride and water can have different parts by mass of salt to water. A mixture also retains
many of the properties of its components.
What’s More (1)
Activity 2.2 Research It!
Directions: Using various search engines, books, and the Internet, research the name or
the formula of the different compounds as well as its uses. #1 will serve as an example.
Common
Compounds
(Formula)
Name Uses
1 H2O Water or dihydrogen oxide Most common solvent, we use
it everyday life as we take a
bath, cook our food, and
sustain life
2 SO3

9
3 CH4
4 NH3
5 N2O
6 K2SO4
7 H2O2
8 Hydrofluoric acid
9 Hypobromous acid
10 NO
11
MnSO4
12 Perchlorate
13 Cyanide
14 BaO2
15 NaNO2
16 CaCO3
What’s In
CHEMISTRY IN INDUSTRY
Many science principles are applied in industries. Industrialization not only uplifts the
quality of human existence, but also propels nation to higher levels of economic prosperity.
Many pure substances and mixtures, organic or inorganic in nature, are now
commercially manufactured and used by school and government laboratories, households,
or industries as raw materials for intermediary or final products. They undergo hundreds of
test before they are sold in the market.
Substances may be pure or impure, knowledge of the properties of the components
in the mixture facilitates the manufacture of products to a certain degree of purity. For
example, impure mineral ores are processed into useful metals.

Materials exist in gas, solid, or liquid states. Packing them may pose a problem. Materials
used as containers are carefully chosen to ensure that no harmful reactions will take place between
the content and the container. The container must be free
What’s More
Activity 2.3 Becoming a Better Consumer
Directions: Research or read on the different components or ingredients of the following
items. On the third column, decide whether it is safe, has good quality, or for
Product or
Item
Components/Ingredients
1. junk food Salt, corn, monosodium
glutamate (vetsin)
2. soft drink
3 lollipop
4 deodorant
5 detergent
6 shampoo
Guide Questions:
1. Why is it important to know the components or ingredients of the items/products that we
use every day?
_________________________________________________________________________
___________________________________________________
_______________________________________________________
2. What harmful components have you find out from the items above? Explain.
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________
3. What other options do you have i
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________
10
the content and the container. The container must be free from outside contamination.
What’s More (2)
Becoming a Better Consumer
Research or read on the different components or ingredients of the following
items. On the third column, decide whether it is safe, has good quality, or for
Components/Ingredients Safe? Good
Quality?
Salt, corn, monosodium
glutamate (vetsin)
X X
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. What other options do you have in mind if some of the products have harmful to use?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
from outside contamination.
Research or read on the different components or ingredients of the following
items. On the third column, decide whether it is safe, has good quality, or for a good price.
Good
price?
Will I
buy?
̸ No
_________________________________________________________________________
______________________
__________________
_________________________________________________________________________
_________________________________________________________________________
__________________
n mind if some of the products have harmful to use?
_________________________________________________________________________
_________________________________________________________________________
_______________

What I Have Learned
Activity 2.4 Let’s Sum It Up!
Direction: Make a flash card of the information
Attach a minimum of 10 flash cards in your answer sheet
creative as you can be.
Materials: Short bond paper cut in 1/8 size crosswise.
Procedure: The front portion of the flash card s
in this module and at the back of the card, wr
This activity is essential in helping you retain the knowledge you acquired! Write
remember!
Post Assessment
Directions: Choose the best answer among the choices. Encircle the letter of your
answer.
1. What is matter?
A. building blocks to make up organisms
B. anything that is measured and seen
liquids in crude oil?
A. distillation
B. evaporation
different colored ink?
A. chromatography
B. distillation
4. which process is a chemical change?
A. heating to boiling
B. burning in air
A. soil
B. sugar
11
What I Have Learned
Let’s Sum It Up!
Make a flash card of the information in this module that struck you the most.
a minimum of 10 flash cards in your answer sheet when you pass it. Remember, be
Short bond paper cut in 1/8 size crosswise.
The front portion of the flash card should contain a question about
and at the back of the card, write the answer of the question
This activity is essential in helping you retain the knowledge you acquired! Write
Post Assessment
Choose the best answer among the choices. Encircle the letter of your
blocks to make up organisms C. molecules that makes up all things
that is measured and seen D. none of the above
C. chromatography
D. fractional distillation
C. evaporation
D. filtration
h process is a chemical change?
C. slicing into two pieces
D. dissolving in alcohol
C. water
D. oxygen
in this module that struck you the most.
when you pass it. Remember, be
hould contain a question about the lessons
ite the answer of the question you wrote.
This activity is essential in helping you retain the knowledge you acquired! Write it down to
Choose the best answer among the choices. Encircle the letter of your
molecules that makes up all things
D. fractional distillation
C. slicing into two pieces
D. dissolving in alcohol

12
6. Which of the following is an example of an extensive property?
A. mass C. density
B. color D. boiling point
7. glass breaking is an example of..?
A. chemical property C. chemical change
B. physical property D. physical change
8. Tony Stark, a consumer with light colored hair, would like to buy shampoo but he saw that
it contains high amounts of sulfate. What should Tony do?
A. buy the shampoo C. find a sulfate free shampoo
B. test the shampoo D. find alternatives to shampoo
9. What is the chemical formula of chalk?
A. CaCO3 C. CaCO
B. COOH D. CaCO2
10.What is one of the importance of knowing the compositions of a product?
A. so we can save money C. so we can use it safely
B. so we can know the quality D. all of the choices
SUMMARY:
 Physical properties are properties not responsible for any change in the
composition of a substance, though its form may change.
 Chemical properties involve chemical change which forms two completely
different substances.
 Extensive property is that which changes when the amount of material
undergoes change. Examples of this property are mass, length, and volume.
 Intensive property does not depend on the size or amount of the substance.
Examples of this property are temperature, color, odor, hardness, density,
melting and boiling point, and molecular weight.

Key to Answers
LESSON 1
Activity 2
1.P 2. C 3. C 4. P 5. C 6. C 7. P 8. C 9. A 10. C 11. C 12. P 13. P 14. P 15. C
Activity 4
1. E 2. E 3. E 4. I 5. E 6. E 7.E 8. E 9. I 10.
LESSON 2
Activity 1
1. chlorine 2. Tin 3. Titanium 4. Vanadium 5. Antimony 6. Krypton 7. Xenon 8. Iridium 9.
Magnesium 10. Beryllium 11. Radon 12. Fluorine 13. Boron 14. Thallium
Activity 2
Formula
2 SO3 Sulfite
3 CH4 Methane
4 NH3 Ammonium
5 N2O Dinitrogen oxide
6 K2SO4 Potassium sulfate
7 H2O2 Hydrogen peroxide
8 HF Hydrofluoric acid
9 HBrO Hypobromous acid
10 NO Nitrogen oxide
11 MnSO4 Manganese sulfate
12 ClO4 Perchlorate
13 BaO2 Barium oxide
14 NaNO2 Sodium nitrate
15 CaCO3 Calcium carbonate
Pretest
1 B
2 D
3 A
4 C
5 D
6 D
7 A
13
Key to Answers
1. E 2. E 3. E 4. I 5. E 6. E 7.E 8. E 9. I 10. E
Magnesium 10. Beryllium 11. Radon 12. Fluorine 13. Boron 14. Thallium
Name
Ammonium
Dinitrogen oxide
Potassium sulfate
Hydrogen peroxide
Hydrofluoric acid
Hypobromous acid
Nitrogen oxide
Manganese sulfate
Perchlorate
Barium oxide
Sodium nitrate
Calcium carbonate
Post Test
1C
2D
3A
4B
5D
6D
7D

14
8 C 8C
9 D 9A
10 D 10D
REFERENCES:
1. Echija, Elena, Cecilia Bayquen, Rafeal Alfonso, and Elmarita De Vera.
2020. Frontliners in Science and Technology. Makati City: Diwa
Scholastic Press
2. Silberberg, Martin. 2016. General Chemistry 1&2. McGrawHill Education.

15
For inquiries and feedback, please write or call:

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General Chemistry 1
Quarter 1
Isotopes, Naming Chemical Compounds,
and Calculating Empirical Formula
General Chemistry 1
Senior High School
Photo credit: https://bit.ly/2Zl1XfR
General Chemistry 1
Senior High School

General Chemistry 1 - Grade 11
Quarter 1 - Module 2
Isotopes, Naming Chemical Compounds, and Calculating Empirical Formula
First Edition, 2020
Author: Marian Grace C. Esmade
Reviewers: Jean S. Macasero, EPS - Science
Management Team
Asst. Schools Division Superintendent
Members Lorebina C. Carrasco, OIC-CID Chief
Jean S. Macasero, EPS - Science
Telefax: (08822)855-0048

General
Chemistry 1
Quarter 1
Isotopes, Naming Chemical Compounds, and
Calculating Empirical Formula
by educators from public and private
We value your feedback and re
Department of Education
General
Chemistry 1
Senior High School
Chemistry 1
schools, colleges, and or/universities.
● Republic of the Philippines
Senior High School

Table of Contents
What This Module is About ............................................................................................... i
What I Need to Know ........................................................................................................ i
How to Learn from this Module ........................................................................................ ii
Icons of this Module ......................................................................................................... ii
What I Know ................................................................................................................... iii
Lesson 1:
Isotopes ................................................................................................................................... 1
What’s In................................................................................................... 1
What’s New............................................................................................... 2
What Is It................................................................................................... 2
What’s More 1........................................................................................... 3
What’s More 2........................................................................................... 3
Lesson 2:
Naming Compounds..................................................................................................... 5
What’s In................................................................................................... 5
What Is It................................................................................................... 5
What’s More............................................................................................ .. 6
What Is It................................................................................................. .. 7
What’s More 2............................................................................................ 7
What’s More 3............................................................................................ 8
What I Can Do............................................................................................ 8
Lesson 3:
Calculating Empirical Formula............................................................................ 9
What’s In................................................................................................... 9
What’s New............................................................................................. .. 10
What Is It................................................................................................. .. 10
What’s More .............................................................................................. 11
What I Have Learned ................................................................................. 12
Summary …………………………………………………………………………………………..13
Assessment: (Post-Test) ………………………………………………………………………….12
Key to Answers.............................................................................................................. …14
Reference …………………………………………………………………………………….........14

i
This module
This module has 3 lessons:
1. Isotopes
2. Naming Compounds
3. Calculating the empirical formula
You are expected to answer and complete the activities given in each lesson.
Strictly follow the instructions in each activity. You may write your answers on the
answer sheets provided.
What I Need to Know
After going through this module, you are expected to;
1. Recognize common isotopes and their uses STEM_GC11AMIc-e-19
2. Represent compounds using chemical formulas, structural formulas and models
STEM_GC11AMIc-e-21
3. Name compounds given their formula and write formula given the name of the compound
STEM_GC11AMIc-e-23
4. Calculate the empirical formula from the percent composition of a compound
STEM_GC11PCIf-32

• Take your time reading the
• Answer all the given tests and exercises.
What I Need to
Know
What I know
What’s In
What’s New
What is It
What’s More
What I Have
Learned
What I can do
ii
What I Need to This part contains learning objectives that
module.
knowledge
What’s In This part connects previous lesson with
of the current one.
to you
What I Have Activities designed to process what you
to learn as you go along the
This part connects previous lesson with that
way to deepen your discovery and under-
lesson

iii
Pre Assessment
Direction: Match the term in column A to the phrase that describes it in Column B.
Write the letter of your answer on the space provided before each term.
COLUMN A COLUMN B
_______ 1. Compound A. number of protons and neutrons in the
nucleus
_______ 2. Nucleus B. positively charged particle
_______ 3. Neutron C. small but dense core of the atom
_______ 4. Proton D. negatively charged particle
_______ 5. Shells E. energy states in which electrons can exist
______ 6. Molecules F. combination of two or more elements
______ 7. Ionic bond G. used to represent a compound
______ 8. Metallic bond H. particle with no charge
______ 9. Covalent bond I. number of protons in the nucleus
______ 10. Chemical formula J. element having the same atomic number but
different atomic mass

1
Lesson
Isotopes
1
What I Need to Know
In this first lesson, you will recognize common isotopes and their uses (STEM_GC11AMIc-e-
19) by reading the short description and answering the activities given. Enjoy learning!
What’s In
Review on Protons, Neutrons, and Electrons
Atoms of an element have a constant or fixed number of protons. The atomic number gives
the number of protons in the nucleus of the atom. For the neutral atom, the number of
protons is equal to the number of its electrons. The atomic number is often represented by
the symbol Z.
Z = nuclear charge = number of protons = number of electrons in neutral form
The mass number is represented by the symbol A. The sum of the number of protons and
neutrons is called the mass number. An atom may be represented by the nuclear symbol A
ZE
where:
E = symbol of the element
A = mass number
Z = atomic number
A = number of protons (Z) + number of neutrons
The protons and neutrons are collectively called nucleons.
Let us look at some examples of nuclear symbols of elements
1.24
12Mg (Magnesium)
Atomic numver (Z)=12
# of protons: 12
# of electrons: 12
Number of neutrons: (A-Z)
(24-12) = 12

What’s New
Activity 1: Subatomic Particles
Directions: Complete the table below by supplying the correct quantity or number of
particles. The example before may be used as a guide.
Element Atomic
mass
Phosphorus 31
Barium
Chromium
Bismuth 209
Magnesium
What Is It
John Dalton’s atomic theory states that all atoms of an element have the same mass.
However, with modern science and techniques, isotopes have been discovered. This
discovery revised Dalton’s statement that atoms of the same element have the same mass
numbers. In other words, isotopes are atoms of the same element but has different numbers
of neutrons.
For example, all carbon atoms (Z=6) have 6 protons as well as electrons, bu
naturally occurring carbon atoms have 6 neutrons (A=12).
Sample Problem 1. Determining the number of Subatomic Particles in the Isotopes of an
Element
Problem: Silicon (Si) is a major component in semiconductor chips. It has three natur
occurring isotopes, 28
Si, 29
Si, and
electrons in each silicon isotope.
Plan: The mass number (A) of each of the three isotopes is given, which is the sum of
protons and neutrons. Using the periodic
equals the number of electrons. We obtain the number of neutrons by subtracting (A
Solution: According to the periodic table, the atomic number of Silicon is 14. Therefore,
28
Si has 14 protons, 14 electr
29
Si has 14 protons, 14 electrons, and 15 neutrons (29
30
Si has 14 protons, 14 electrons, and 16 neutrons (30
2
What’s New
Activity 1: Subatomic Particles
Complete the table below by supplying the correct quantity or number of
particles. The example before may be used as a guide.
Atomic
Number
No. of
Protons
No. of
Neutrons
15
56 81
28
83
12 12
revised Dalton’s statement that atoms of the same element have the same mass
For example, all carbon atoms (Z=6) have 6 protons as well as electrons, bu
naturally occurring carbon atoms have 6 neutrons (A=12).
Problem: Silicon (Si) is a major component in semiconductor chips. It has three natur
Si, and 30
Si. Determine the number of protons, neutrons, and
electrons in each silicon isotope.
protons and neutrons. Using the periodic table, we can find the atomic number (Z) which
equals the number of electrons. We obtain the number of neutrons by subtracting (A
Si has 14 protons, 14 electrons, and 14 neutrons (28-14)
Complete the table below by supplying the correct quantity or number of
No. of
Electrons
24
revised Dalton’s statement that atoms of the same element have the same mass
For example, all carbon atoms (Z=6) have 6 protons as well as electrons, but only 98.89% of
Problem: Silicon (Si) is a major component in semiconductor chips. It has three naturally
Si. Determine the number of protons, neutrons, and
table, we can find the atomic number (Z) which
equals the number of electrons. We obtain the number of neutrons by subtracting (A-Z).

3
What’s More (1)
Activity 2: Do it Yourself
Directions: Using the sample before, determine the number of protons, neutrons, and
electrons in these problems. Encircle and put a label on each subatomic particle.
A. 11
5Q
Solution and Answer:
B. 41
20R
C. 131
53X
D. What elements do Q, R, and X represent?
What’s More (2)
Activity 3: Uses of Isotopes
Directions: Research and know more about the isotopes given below. On the spaces given,
draw the uses of the isotopes. Write a short caption below each drawing.

4
Sulfur Isotopes Krypton Isotopes
Uranium Isotopes Silver Isotopes

Lesson Compounds:
Names
2
What’s In
In a chemical formula, element symbols, and, often, numerical subscripts show the type and
number of each atom in the smallest unit of the substance. In this lesson, you will
to write the names and formulas of ionic and simple covalent compounds
visualize molecules.
What Is It
Sometimes the atoms of an element are found alone. At other times they are found joined
together. When two or more atoms combine, whether these are the same or different, they
form a molecule. If these two or
formed.
There are three types of chemical bonds: ionic bond,
An ionic bond is formed when one atom shifts or transfers an electron to another atom. This
happens commonly when atoms with one valence electron, the alkali metals, elements in
Group IA are combined with seven valence electrons, the halogens or elements belonging to
Group VIIA. A good example is table salt. When sodium (Na+) reacts with chlorine (Cl
form the molecule sodium chloride (table salt), which is written as NaCl. Elements in Group
IIA may combine with elements in Group VIA. In general, atoms will form c
the bonding will cause all atoms involved to have a stable outer electron shell or eight
electrons. This rule is called the
when the outermost electron shell has eight electrons.
Sometimes atoms form bonds in which they share electrons. This is called
Water (H2O) is an example of covalent bond. Two electrons, one from each atom of
hydrogen, is shared with one atom of oxygen, since oxygen needs two more electrons for i
to become stable. Another example is carbon dioxide,
four valence electrons. It can complete its outer shell by sharing two pairs of electrons with
oxygen atom and two pairs with another one.
The last type is the metallic bond
a non-metal, in metallic bond, a metal shares electrons with another metal.
6
Compounds: Formulas and
Names
number of each atom in the smallest unit of the substance. In this lesson, you will
to write the names and formulas of ionic and simple covalent compounds and how to
. If these two or more molecules are fitted to combine, a chemical bond is
There are three types of chemical bonds: ionic bond, covalent bond and metallic bond.
is formed when one atom shifts or transfers an electron to another atom. This
oup VIIA. A good example is table salt. When sodium (Na+) reacts with chlorine (Cl
IIA may combine with elements in Group VIA. In general, atoms will form c
electrons. This rule is called the OCTET RULE. It states that atoms are in stable condition
when the outermost electron shell has eight electrons.
metimes atoms form bonds in which they share electrons. This is called
is an example of covalent bond. Two electrons, one from each atom of
hydrogen, is shared with one atom of oxygen, since oxygen needs two more electrons for i
to become stable. Another example is carbon dioxide,(CO2). Carbon from Group IVA has
oxygen atom and two pairs with another one.
bond. While in ionic and covalent bonds, a metal combines with
metal, in metallic bond, a metal shares electrons with another metal.
Formulas and
number of each atom in the smallest unit of the substance. In this lesson, you will learn how
and how to
more molecules are fitted to combine, a chemical bond is
covalent bond and metallic bond.
is formed when one atom shifts or transfers an electron to another atom. This
oup VIIA. A good example is table salt. When sodium (Na+) reacts with chlorine (Cl-), they
IIA may combine with elements in Group VIA. In general, atoms will form chemical bonds if
. It states that atoms are in stable condition
metimes atoms form bonds in which they share electrons. This is called covalent bond.
is an example of covalent bond. Two electrons, one from each atom of
hydrogen, is shared with one atom of oxygen, since oxygen needs two more electrons for it
Carbon from Group IVA has
. While in ionic and covalent bonds, a metal combines with
metal, in metallic bond, a metal shares electrons with another metal.

7
What’s More
Activity #3: Naming Chemical Compounds
Directions: Complete the table below. Refer to Table of Compounds and their
Molecular formula for your answer: The first two (2) numbers were done for you.
Given: Table of compounds with their molecular formula
MOLECULE/COMPOUND MOLECULAR FOMRULA
Table salt NaCl
Vinegar CH3COOH
Table sugar C12H22O11
Muriatic acid HCl
Salitre KNO3
Agua Oxigenada H2O2
Rust Fe2O2
Sand SiO
Naphthalene ball C10H6
White wash Ca(OH)2
Washing soda CaCO3
Molecule/Compound Chemical
Formula
Elements
Present
No. of Atoms
in each
element
Total No. of
Atoms
Present
Table salt NaCl Na, Cl 1 Na, 1 Cl
Vinegar CH3COOH C, H, O 2 C, 4 H, 2 O
Table sugar C12H22O11
Muriatic acid HCl
Salitre KNO3
Agua Oxigenada H2O2
Rust Fe2O2
Sand SiO
Naphthalene ball C10H6
White wash Ca(OH)2
Washing soda CaCO3
What’s In
Two or more elements may combine by means of a chemical bond to form a compound. By
combining the symbols of the participating atoms, a chemical formula is formed. A chemical
formula is a group of symbols used to represent a compound. This is also called a molecular
formula. More than one atom is indicated by a numerical subscript. For instance, H2O means
that the water molecule consists of two atoms of hydrogen and one of oxygen.

8
What Is It
Certain combinations of atoms form stable groups called radicals or polyatomic ion, which
form chemical bonds as an intact unit. The valence number of these radicals is taken as one.
If a molecule contains more than one of a given radical, its written formula emphasizes this
by using parentheses. Calcium phosphate, a major constituent of bones and teeth, is written
Ca3(PO4)2.
Some Polyatomic Ions
MONOVALENT 1-
BIVALENT 2-
TRIVALENT 3-
Ammonium NH4 (1+) Carbonate CO3 Phosphate PO4
Acetate C2H3O2 Chromate CrO4 Borate BO3
Chlorate ClO3 Oxalate C2O4
Chlorite ClO2 Sulfate SO4
Bicarbonate HCO3 Sulfite SO3
Bisulfate HSO4 Peroxide O2
Hydroxide OH
Nitrate NO3
Nitrite NO2
In writing a chemical formula, follow these rules:
1. Write the correct symbols of the elements and the polyatomic ions.
2. Determine the charge or valence number of the elements and the ions.
3. Indicate the charge by writing it on the right superscript
4. Exchange their valence numbers using the CRISS-CROSS METHOD.
Example: Write the chemical formula of the following compounds:
What’s More (2)
Activity #4: Writing Chemical Formulas

9
Directions: Write the chemical formula of the following compounds.
COMPOND FORMULA COMPOND FORMULA
Zinc oxide Calcium carbonate
Lithium hydride Potassium chloride
Magnesium chloride Hydrogen fluoride
Aluminum nitrite Zinc nitrate
Sodium hydroxide Magnesium sulfate
What’s More (3)
Activity #5: Writing Chemical Formulas: Practicing More
Directions: Write the chemical formula of the following compounds.
1. Sodium bromide _______________
2. Barium chloride _______________
3. Aluminum hydroxide _______________
4. Sodium oxalate _______________
5. Potassium oxide _______________
6. Nitrogen phosphate _______________
7. Hydrogen sulfide _______________
8. Zinc chloride _______________
9. Silicon oxide _______________
10. Ammonium sulfate _______________
What I Can Do
Activity #6: Model Making (Portfolio Assessment)
Directions: You will represent compounds by using two/three dimensional models. First,
research or choose which compound you want to make a model of. Follow the procedure
and prepare the materials needed for the model making. You are HIGHLY ENCOURAGED
to use recyclable materials. Deductions will be made if your output is not made out of
recyclable materials.
Materials:
Recycled sticks (balloon sticks, bamboo stick, etc)
Recycled plastic caps of softdrinks
Glue / Glue stick
Procedure:
1. Have a copy of the compound of your choice.
2. Imitate the compound structure by using the caps representing the atoms and the sticks
representing the bonds.
3. Place your output in your portfolio folder or clear book.
Lesson

10
What I Need to Know
In this third lesson of your Module 2, you will calculate the empirical formula from the percent
composition of a compound (STEM_GC11PCIf-32). Empirical formulas show the simplest
ratio among atoms in a compound.
What’s In
Percentage Composition
When a chemist has discovered a new compound, the first question to answer is,
what is the formula? To answer, he begins with analyzing the compound to determine
amounts of the elements for a given amount of the compound. This is expressed as
percentage composition. He then determines the empirical formula from this percentage
composition. If the compound is a molecular substance, he must also find the molecular
weight of the compound in order to determine the molecular formula.
Empirical formula
When a chemist analyzes an unknown compound, the first step is usually the
determination of the compound’s empirical formula. The empirical formula is therefore the
simplest formula of any compound; it is always written so that the subscripts in the molecular
formula are converted to the smallest possible whole numbers. It is derived from smallest
ratio of moles of all the atoms present in the molecule of a compound.
3

What’s New
Activity 1: Check the Label
Directions: Get any food product and check
composition of your food below:
Guide Questions:
1. Given the composition of your food, which of the following is good for your health? Which
of them is bad?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Why is it always important to ch
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________
What Is It
The empirical formula is derived from mass analysis. It shows the lowest whole
numbers of moles, and thus the relative number of atoms, of each element in the compound.
For example, in hydrogen peroxide, there is 1 part by mass of hydrogen for every 16 par
by mass of oxygen. Because the atomic mass of hydrogen is 1.008 amu and that of oxygen
is 16.00 amu, there is one H atom for every O atom. Thus, the empirical formula is HO.
A chemist studying an unknown compound goes through a three step process to fi
the empirical formula:
1. determine the mass (g) of each component element
2. convert each mass (g) to amount (mol), and write a preliminary formula
11
: Get any food product and check the nutrition facts table. List down the
composition of your food below:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
hy is it always important to check the label when we buy food products?
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________
For example, in hydrogen peroxide, there is 1 part by mass of hydrogen for every 16 par
. Because the atomic mass of hydrogen is 1.008 amu and that of oxygen
A chemist studying an unknown compound goes through a three step process to fi
1. determine the mass (g) of each component element
the nutrition facts table. List down the
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
eck the label when we buy food products?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
For example, in hydrogen peroxide, there is 1 part by mass of hydrogen for every 16 parts
. Because the atomic mass of hydrogen is 1.008 amu and that of oxygen
A chemist studying an unknown compound goes through a three step process to find

12
3. convert the amounts (mol) mathematically to whole number (integer) subscripts.
To accomplish the math conversion,
 Divide each subscript by the smallest subscript, and
 If necessary, multiply through by the smallest integer that turns all subscripts
into integers.
Example:
A sample of an unknown compound contains 0.21 mol of zinc, 0.14 mol of phosphorus, and
0.56 mol of oxygen. What is the empirical formula?
Step 1: We are given the amount (mol) of each element as fractions. We use these fractional
amounts directly in a preliminary formula as subscripts of the element symbols. Then, we
convert the fractions to whole numbers.
Step 2: SOLUTION
Using the fractions to write the preliminary formula, with the symbols Zn for zinc, P
for phosphorus, and O for oxygen:
Zn0.21P0.14O0.56
Converting the fraction to whole numbers:
1. Divide each subscript by the smallest one, which in this case is 0.14:
.
.
.
.
.
.
Zn1.5P1.0O4.0
2. Multiply through by the smallest integer that turns all subscripts into
integers. We multiply by 2 to make the 1.5 (subscript of Zn) into an integer.
Zn(1.5x2)P(1.0x2)O(4.0x2) Zn3P2O8
What’s More
Activity #2: Solving
Directions: Find the empirical formula of the following compounds.
(a) 0.063mol of chlorine atoms combined with 0.22 mol of oxygen atoms
(b) 3.33 mol of C, 6.6 mol of H, and 3.33 mol of O

What I Have Learned
Activity #3: Infographic (Portfolio Output)
Directions: You will make an infographic on the things you have learned in this
module. It may be a digital art
materials. Prepare them and follow the procedures.
What is an infographic?
It is a visual representation of data. It is also a visual aid created to better understand
concepts. Infographics are useful
than words to explain complex concepts. Use your creativity in making one!
Materials:
 Coloring materials (crayons, oil pastel, watercolor, etc)
 Art materials (art paper, cartolina, scissors, glue,
 For digital art/s, print your output
Procedure:
 Prepare your materials. Use recycled materials as much as possible.
 Research or design your infographic based on your own creativity.
 Feature the concepts you have learned in this module: iso
formula, and naming compounds in a creative manner.
Post Assessment
Word Search Puzzle
Directions: Search and shade the word or words in the puzzle that complete the
sentences below:
1. ____________ are used to represent an element
2. ____________ is a small dense core of an atom
3. Atoms combine to form ________________
4. The simplest form of matter is/are _______________
5. the _________________ is derived from mass analysis.
6. The chemical name of Li2
7. The chemical name of ZnO is _______________
8. the _______________ has the same atomic number but has a differ
physical properties
9. The chemical name of NaCl is __________________
10. The common name of C
13
What I Have Learned
: Infographic (Portfolio Output)
a digital art or handcrafted. You are encouraged to use recycled
materials. Prepare them and follow the procedures.
Infographics are useful for critical thinking and literacy models. Use more images
(crayons, oil pastel, watercolor, etc)
(art paper, cartolina, scissors, glue, stickers, etc)
For digital art/s, print your output
Prepare your materials. Use recycled materials as much as possible.
Research or design your infographic based on your own creativity.
Feature the concepts you have learned in this module: isotopes, calculating empirical
formula, and naming compounds in a creative manner.
Post Assessment
Search and shade the word or words in the puzzle that complete the
1. ____________ are used to represent an element
2. ____________ is a small dense core of an atom
3. Atoms combine to form ________________
4. The simplest form of matter is/are _______________
5. the _________________ is derived from mass analysis.
2O is _______________
The chemical name of ZnO is _______________
8. the _______________ has the same atomic number but has a differ
of NaCl is __________________
12H22O11 _________________________
or handcrafted. You are encouraged to use recycled
for critical thinking and literacy models. Use more images
Prepare your materials. Use recycled materials as much as possible.
Research or design your infographic based on your own creativity.
topes, calculating empirical
Search and shade the word or words in the puzzle that complete the
8. the _______________ has the same atomic number but has a different mass &

14
SUMMARY:
 Atoms of an element have a constant or fixed number of protons. The atomic number
gives the number of protons in the nucleus of the atom. For the neutral atom, the
number of protons is equal to the number of its electrons.
 isotopes are atoms of the same element but has different numbers of neutrons.
 There are three types of chemical bonds: ionic bond, covalent bond and metallic
bond.
 An ionic bond is formed when one atom shifts or transfers an electron to another
atom.
 The OCTET RULE states that atoms are in stable condition when the outermost
electron shell has eight electrons.
 Sometimes atoms form bonds in which they share electrons. This is called covalent
bond.
 While in ionic and covalent bonds, a metal combines with a non-metal, in metallic
bond, a metal shares electrons with another metal.
 The empirical formula is derived from mass analysis. It shows the lowest whole
numbers of moles, and thus the relative number of atoms, of each element in the
compound.

Key to Answers
Pre Assesment
Lesson 1
Activity #1
Element Atomic
mass
Phosphorus 31
Barium 137
Chromium 52
Bismuth 209
Magnesium 24
Activity 2: Do it Yourself
A. 11
5Q
5p+, 6n0, 5e-; Q = B
B. 41
20R
20p+, 21n0, 20e-; R= Ca
C. 131
53X
53p+, 78n0, 53e-; X= I
Lesson 2
Activity #3
Molecule/Compound Chemical
Formula
Table salt NaCl
Vinegar CH
Table sugar C12
Muriatic acid HCl
Salitre KNO
Agua Oxigenada H2O
Rust Fe2
Sand SiO
Naphthalene ball C10
15
Key to Answers
Atomic
Number
No. of
Protons
No. of
Neutrons
15 15 16
56 56 81
24 24 28
83 83 126
12 12 12
Chemical
Formula
Elements
Present
No. of Atoms
in each
element
NaCl Na, Cl 1 Na, 1 Cl
CH3COOH C, H, O 2 C, 4 H, 2 O
12H22O11 C, H, O 12 C; 22 H;
11 O
HCl H, C 1 H; 1 Cl
KNO3 K, N, O 1 K, 1 N, 3 O
O2 H, O 2 H, 2 O
2O2 Fe, O 2 Fe, 3 O
SiO Si, O 1 Si, 1 O
10H6 C, H 10 C, 5 H
No. of
Electrons
15
56
24
83
12
No. of Atoms Total No. of
Atoms
Present
2
8
45
2
4
4
5
2
15

16
5White wash Ca(OH)2 1 Ca, 2 O, 2
H
5
W5ashing soda CaCO3 1 Ca, 1 C, 3
O
5
Activity #4
COMPOND FORMULA COMPOND FORMULA
Zinc oxide ZnO Calcium carbonate CaCO3
Lithium hydride LiH Potassium chloride KCl
Magnesium chloride MgCl2 Hydrogen fluoride HF
Aluminum nitrite Al(NO)3 Zinc nitrate Zn(NO3)2
Sodium hydroxide NaOH Magnesium sulfate MgSO4
Activity #5
Post Assessment
1 symbols
2 nucleus
3 elements
4 atom
5 Empirical formula
6. lithium oxide
7. zinc oxide
8. isotope
9. Sodim chloride
10. sugar

17
REFERENCES:
1. Echija, Elena, Cecilia Bayquen, Rafeal Alfonso, and Elmarita De Vera.
2020. Frontliners in Science and Technology. Makati City: Diwa
Scholastic Press
2. Silberberg, Martin. 2016. General Chemistry 1&2. McGrawHill Education.

18
For inquiries and feedback, please write or call:
DepEd Division of Cagayan de Oro City
Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048

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T
General Chemistry 1
Quarter 1
Determining Molar Mass
Chemical Reactions and Equations
Department of Education
General Chemistry 1
Senior High School
General Chemistry 1
● Republic of the Philippines
Senior High School

General Chemistry 1- Grade 12
First Edition, 2020
Author: Marian Grace C Esmade
Reviewers: Jean S. Macasero,Ph.DEPS,Shirley A. Merida, Ph.D.EPS,
Duque Caguindangan, Eleanor Rollan, Rosemarie Dullante,
Marife A. Ramos Ph.D.EPS , January Gay T. Valenzona, Ph.D.,
Mary Anthony Sieras, Arnold Langam, Arnelito Bucod
Illustrator and Layout Artist: Bismark Labadan
Management Team
Assistant Schools Division Superintendent
Members: Lorebina C. Carrasco, OIC-CID Chief
Jean S. Macasero,Ph.D. EPS
Evelyn Q. Sumanda, School Head
Cely B. Labadan,Ph.D. , School Head
Department of Education – Division of Cagayan de Oro City
Telefax: (08822)855-0048

General Chemistry 1
Quarter 1
We value your feedback and recommendations.
Department of
General Chemistry 1
We value your feedback and recommendations.
General Chemistry 1
Module 3
of the Philippines

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Table of Contents
What This Module is About............................................................................................................ i
What I Need to Know...................................................................................................................... ii
How to Learn from this Module .................................................................................................... .ii
Icons of this Module....................................................................................................................... .iii
What I Know................................................................................................................................... ..iii
Lesson 1:
Index Fossils........................................................................................................................
What I Need to Know........................................................................................... 1
What I know .......................................................................................................... 2
What Is It................................................................................................................ 3
What’s New: …..................................................................................................... 5
What’s In: ….......................................................................................................... 6
What’s More .......................................................................................................... 7
What I Have Learned: ......................................................................................... 8
Lesson 2:
History of the Earth Through Geological Time ...................................
What I need to know ............................................................................................ 10
What I know .......................................................................................................... 10
What is it .............................................................................................................. ..13
What’s New ......................................................................................................... ..16
What is it .................................................................................................................17
What’s More ........................................................................................................ ..18
What is it .................................................................................................................19
What’s New ......................................................................................................... ..21
What’s I can Do................................................................................................... ..22
What I have learned..............................................................................................23

Summary ......................................................................................................................................
Assessment: (Post-Test) ............................................................................................................ 23
Key to Answers............................................................................................................................. 26
References.................................................................................................................................... 29

Module 2
Chemical transformations are happening in everyday life. It is not enough to
describe matter and the changes that it undergoes qualitatively. They often need
more accurate, quantitative observations. In chemical reactions, a huge number of
atoms and molecules are involved. Instead of dealing with particles that cannot be
seen, chemists work with bulk of matter. These observations use measurable
quantities and calculations that are essential in understanding chemical reactions.
This module contains discussions and activities that will explain and illustrate this
topic.
What I Need to Know
At the end of this module, you should be able to:
1. Calculate molecular formula given molar mass; and
2. Write and balanced chemical equations

• Take your time reading the lessons carefully.
• Answer all the given tests a
What I Need to
Know
What I know
What’s In
What’s New
What is It
What’s More
What I Have
Learned
What I can do
Learn from this Module
What I Need to This part contains learning objectives that
module.
knowledge to the subject matter
knowledge
What’s In This part connects previous lesson with that
of the current one.
to you
What I Have Activities designed to process what you
II
are set for you to learn as you go along the
ifically to gauge prior related
This part connects previous lesson with that
way to deepen your discovery and under-
have learned from the lesson

What I Know
Pretest: MULTIPLE CHOICE:
Directions: Read and understand each item and choose the letter of the correct answer.
Use separate answer sheet of paper.
1. Which is not a type of chemical reaction?
A. Combination
B. Substitution
2. What scientific law is explained using balanced chemical equations?
A. Law of chemical reactions
B. Law of conservation of energy
3. The electrolysis of water into hydrogen and oxygen is an example of ______
reaction.
A. Combination
B. Decomposition
4. Which of the following symb
A. (aq)
B. (s)
5. In a chemical equation, the symbol that takes the place of the word ‘yield’ is a(n)
A. Equal sign
B. Coefficient
6. The symbol(s) written after
A. Soluble
B. Solution
7. Which of the following is TRUE of a balanced equation?
A. The total number of atoms remains the same.
B. The kinds of atoms remain the same.
C. The total number of molecules remains the same.
D. The number of atoms of each element remains the same.
8. Which of the following is true of a chemical reaction?
A. Only physical changes occur.
B. New substances must form.
same.
9. When oxygen is available, sulfur dioxide is produced from the burning of sulfur. Which of
the following word equations best represents this reaction?
A. sulfur + oxygen → sulfur dioxide
B. sulfur dioxide + oxygen
10. Why can’t you change the formula in order to balance a reaction?
A.The number of atoms in the left should be equal to the atoms on the right of the
arrow.
B.. The elements have definite mass ratios.
C. The molecule is indestructible.
D. The elements that combine have definite composition and fixed proportion of
elements by mass.
What I Know – Pre Assessment
Pretest: MULTIPLE CHOICE:
Read and understand each item and choose the letter of the correct answer.
sheet of paper.
Which is not a type of chemical reaction?
C. decomposition
D. evaporation
What scientific law is explained using balanced chemical equations?
Law of chemical reactions C. law of conservation of mass
Law of conservation of energy D. law of definite proportions
The electrolysis of water into hydrogen and oxygen is an example of ______
C. double replacement
D. single replacement
Which of the following symbols means a substance is in water solution?
C. (l)
D. (w)
In a chemical equation, the symbol that takes the place of the word ‘yield’ is a(n)
C. plus sign
D. arrow
6. The symbol(s) written after a formula in a chemical equation stands for
C. solid
D. synthesis
7. Which of the following is TRUE of a balanced equation?
A. The total number of atoms remains the same.
B. The kinds of atoms remain the same.
tal number of molecules remains the same.
D. The number of atoms of each element remains the same.
8. Which of the following is true of a chemical reaction?
A. Only physical changes occur. C. Only changes of state occur.
B. New substances must form. D. Chemical properties remain the
s best represents this reaction?
→ sulfur dioxide C. sulfur dioxide → sulfur + oxygen
B. sulfur dioxide + oxygen → sulfur D. sulfur → sulfur dioxide + oxygen
10. Why can’t you change the formula in order to balance a reaction?
B.. The elements have definite mass ratios.
C. The molecule is indestructible.
Read and understand each item and choose the letter of the correct answer.
C. decomposition
. evaporation
What scientific law is explained using balanced chemical equations?
C. law of conservation of mass
law of definite proportions
The electrolysis of water into hydrogen and oxygen is an example of ______
C. double replacement
D. single replacement
ols means a substance is in water solution?
In a chemical equation, the symbol that takes the place of the word ‘yield’ is a(n)
a formula in a chemical equation stands for
C. Only changes of state occur.
D. Chemical properties remain the
sulfur + oxygen
→ sulfur dioxide + oxygen

Lesson Writing and Balancing
Chemical Equations
2
What I Need to Know
We will learn how to write sample chemical reactions and translate them into
chemical equations. This module will lead you to the beauty of the chemical
language to the extent that you will be able to write it, read it and interpret its
meaning.
What’s New
Activity #1: Ice Cube Experiment
Directions: Prepare all the materials needed, follow the procedures, and answer the guide
questions.
Materials:
Ice cube
Tap water
Clear plastic cup
Weighing scale (any)
Procedure:
1. Pour water into a clear plastic cup so that it is about 1/3-full.
2. Weigh using the weighing scale. Take note of the mass.
3. Add 1 piece of ice.
4. Weigh the cup, water, and ice. Record the combined mass.
Question:
1. What is the initial mass? ___________
2. What is the final mass? ___________
3. Does the mass change or stay the same as the ice cube melts? ____________
4. Why does this happen?
___________________________________________________________________
5. If you weighed a stick of butter and then let it melt, do you think it would weigh more,
less, or the same afterwards? Why?
___________________________________________________________________

DepEd SHS STEM General Chemistry Modules Quarters 1-2 by CDO

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