1 Identification of Chemical Systems

Unit 2 – Classifying Matter
Time Frame 2 weeks

Competencies
C1. Demonstrate skill in identifying chemical systems and classification of matter.
C2. Appreciate understanding 0f elements and compounds present in daily life.
C3. Demonstrate simple techniques in the preparation, separation and purification of
mixtures.
IDENTIFICATION OF CHEMICAL SYSTEMS
Time Frame 3 sessions
I. Learning Objectives
At the end of the session, the students must be able to:
1. Describe a pure substance and a mixture;
2.Observe and record data;
3.Make operational definitions of chemical systems, pure substances, and
mixtures; and
4. Recognize such chemical systems around them.
II. Subject Matter
A. Topic: Classification of chemical suystems; purity of substances
B. References
1.Department of Education, Culture and Sports. (1991). Science and
Technology III. Quezon City: Book Media Press, pp. 29-40.
2.Brown, Theodore l., LeMay, H. Eugene Jr., and Bursten, Bruse E.,
Chemistry the Central Science, New Jersey: Prentice Hall, 2000, pp. 5-11.
3.Hill John W., and Kolb, Doris K., Chemistry for Changing Times, 7th
Edition, London: Prentice Hall International, pp.17-20.
4.Franco, Aurora A., et al. Interactive Chemistry. Pp.28-29.
C. Materials
Water
Vinegar
Cooking Oil
Sugar
Salt
Soy Sauce
Calamansi Juice
Shampoo
Syrup
Buttons, Cork, Coin, etc.
III. Learning Tasks
A. Recall and Motivation
1.Ask the students to write on a piece of paper the first word that comes to mind
when they hear the word “matter”. The words are then posted on the board.
The following terms are written on colored cartolina: elements, compounds,
colloids, substances, solutions, mixture, paper, food, carbon, oxygen, and air.
2.“ Density Column Demonstration”
Set-Up:
Note the layering of the liquids (oil, colored water, shampoo, syrup).
Different solids are dropped into the column and the students are asked to
observe what happens. Solids that may be dropped: buttons, plastic chips,
bolts, screws, wood chips, etc.
B. Lesson Proper
1.Activity: “ Chemical Systems” (SAS 2-01a)
Objectives: at the end of this activity, the students should be able to:
 Differentiate homogeneous and heterogeneous systems;
 Give the operational definition dfor homogeneous;
 Record and observe data; and
 Make inferences.
Materials: Soy sauce

Garlic in Vinegar
Cooking oil in water
Mud and water
Filtered calamansi
Flour extracts and cornstarch
Syrup
Salt and water
Procedure:
1. Put each of the materials in separate test tubes and number them 1 to 8.
2. Observe their properties in terms of color, odor, phase, texture and
appearance.
3. Record and tabulate your observations and classify the chemical
system.
2. Discussion/ Concept Formation

a. Description of the Chemical Systems.
Chemical Observations Classification
Systems
1. Soy Sauce 1 dark liquid Homogeneous
2. Garlic in 1 liquid + 1 solid Heterogeneous
Vinegar
3. Cooking oil 2 liquids: Heterogeneous
in water 1 yellow, 1colorless
4. Mud and 1 solid + 1 liquid Heterogeneous
water
5. Filtered 1 yellow liquid Homogeneous
calamansi
6. Flour and 1 white solid Homogeneous
cornstarch
7. Syrup 1 colored liquid Homogenous
8. Salt water 1 colorless liquid Homogeneous
solution
b. Answer the following guide questions:

i. How many phases do you see in each set-up?
ii. Which systems are homogenous? Heterogeneous?
iii. How would you define a homogenous system?
A heterogenous system? Answer: A homodgenous system is
a one-phase system where all parts show the same
properties all throughout; a heterogeneous system is has
one or more phases in the system and each part retains its
original properties.
YOU MAY END SESSION 1 AT THIS POINT
3. Activity: “ Mixtures & Pure Substance” (SAS 2-01b)
Objective: At the end of this activity, the student should be able to

differentiate between pure substances and a mixture.
Materials: Salt
Water
Evaporating dish
Match
Tripod
Wire Gauge
Alcohol Lamp
Procedure:
I. Get a small amount of salt and a glass of water. Observe their
properties.
II. Pour a small amount of water into the evaporating dish and
dissolve the salt in it.
III. Evaporate the solution using water bath until almost all of the
water has evaporated; the evaporating dish aside to complete the
evaporation process.
IV. Observe the contents after the evaporating dish has cooled.
4. Discussion / Concept Formation

a. Answer the following questions:
i. What is left of the solution? Compare its properties with the
original salt.
ii. Were you able to get the salt from the solution? How? What
kind of matter is salt?
iii. Where did the water go? What type of matter was left in the
dish?
iv. Which of the systems is a mixture?
v. Define a (1) substance and (2) mixture. (A substance is made
up of only one kind of molecule and cannot be separated by
physical means. A mixture is made up of 2 or more kinds of
molecules, which can be separated by physical means.)
b. Application: describe the production of salt by evaporation. Is

the salt produced here different from what has been produced
in the laboratory?
YOU MAY END SESSION 2 AT THIS POINT
C. Generalization
1.Homogeneous systems are one-phase systems; all parts of the systems show
the same characteristics all throughout. A heterogeneous system is a one or
more phase system; the parts retain their original properties.
2. A substance is made of only one kind of molecule; a mixture is made of 2 or
more kinds of molecules.
3.Tables of mixtures
Type of Filterability Particle Size Degree Tyndall
mixture Setting Effect
Solutions Not filterable Smallest particle Does not NA
(ex. Salt size settle
solution)
Colloids Slight Particles are Slightly Tyndall
(Ex. Starch filterability bigger than that dispersed effect was
&water) of solutions but observed
smaller than
suspensions
Suspensions Very Biggest particle Particles NA
(ex. Starch filterable size settle at
&water) the bottom
D. Application/ Valuing
How is this kind of knowledge useful in your life? In society? In the
environment?
E. Evaluation
a. Differentiate the types of mixtures; solutions, colloids and
suspensions.
b. Give other examples of mixtures and describe how each may
be classified.

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Unit 2 – Classifying Matter

Time Frame 2 weeks

IDENTIFICATION OF CHEMICAL SYSTEMS

Time Frame 3 sessions

Materials: Soy sauce

2. Discussion/ Concept Formation

b. Answer the following guide questions:

YOU MAY END SESSION 1 AT THIS POINT

3. Activity: “ Mixtures & Pure Substance” (SAS 2-01b)

Objective: At the end of this activity, the student should be able to

4. Discussion / Concept Formation

b. Application: describe the production of salt by evaporation. Is

YOU MAY END SESSION 2 AT THIS POINT

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