General

12 Chemistry
Quarter 1

LEARNER’S MATERIAL
 Module

General Chemistry Grade 12

1
PIVOT IV-A Learner’s Material
Quarter 1 Module 1 WEEK
First Edition, 2020
1

GRADE 12
General Chemistry
Identifying properties of matter
and simple separation techniques

Development Team of the Module

Author: Glennica Joyce A. Abenes

Editor:
Reviewer:
Illustrator:
Layout Artist:
Management Team:

1
I What I need to know?

Note: Ilalagay lang ang bahagi ng IDEA sa simula at kapag nagpalit ng sub-part
ng IDEA sa buong module

Lesson Overview
The properties of matter: Physical and Chemical will be presented to the learners
in order for them to cautiously observe and learn to categorize substances accordingly.
By knowing this, the learners will be prepared and will know how substances can react
to one another, and how it changes from one form to another. Also, students will
know various techniques to separate substances with one another, from simple to
complex ways.

Lesson objectives
The student will:
 Use properties of matter to identify substances and to separate them

 Recognize the formula of common chemical substances

 Compare consumer products on the basis of their components for use, safety,
quality and cost
 Describe various simple separation techniques

2
 I What is new?

Activity #1: Blind Item

In this activity, the learners will play a short simple game with the help of any of
their available housemates. In a plate or any container with flat surface, the learners
must ask one of their relatives to put at least a teaspoonful of the ff: (in any order)
- white sugar - flour - cornstarch
- salt (iodized) - pepper (fine grained) - creamer
- powdered milk - powdered coffee
Then asked them to write the name of the substance of 6 small pieces of paper, the
learners must now try to accurately label these presented substances. There are no “do’s
and don’ts” for this game, so the learners can freely do anything to solve the game.
Afterwards, their relative will have to confirm whether their answers are correct.

Answer the following questions:

1. What is the relevance of the mini game you just played?
2. What are the main points of the game?
3. Why do scientist think that it isn’t a good idea to classify matter by its phases?
4. Why does physical characteristics such as color is not helpful in classifying
things?
5. If you are a scientist, how you would classify things?

Answer

3
D What I know?

Pre-assessment:
Arrange the jumbled letters according to the correct answer in a given definition
of the properties of matter and separation techniques.
1. It is made up of one type of atom, cannot be broken down into simpler substance.
STENELME
2. The ability to dissolve in another substance. YILIBOLUTS
3. Molecules that are made up of more than 1 type of atom. SDOMCOUPN
4. Property that do not depend on the amount of matter present. NETEXESIV YROPEPTR
5. Ability of chemical to burn or ignite, causing fire or combustion. FALMTIBILAMY
6. Separating liquid mixtures based on the difference in boiling point. NATIOLITSLID
7. Definite composition, can be an element, molecule or compound. REPU CEASTNSUB
8. This separation takes advantage on the difference in state of matter. RATONITLIF
9. A mixture in which composition are uniform throughout. GEMOHOSUOEN MUTIXER
10. Metals can be separated using this technique. TENGAMCI PARASENOTI

Answer

4
D What is in?

Activity #2: Classifying and Separating Matter

(Set A) Indicate whether the situations in column A presented physical or chemical
change. Then choose on the column B, what property of matter is mainly involved in the
changes.

A B
_________________1. Cutting paper a. Solubility
_________________2. Metal rusting b. Length
_________________3. Rotting fruit c. Flammability
_________________4. Crushing aspirin d. volume
_________________5. rapid burning of wood e. weight
_________________6. Sugar dissolving in tea f. Reactivity
_________________7. Lighter fluid burning g. Combustibility
_________________8. Man getting fat h. mass

(Set B) “A thought experiment”

“Suppose you are in a game called minute to win it, and you have in front of you a
mixture of sand, beads, paper clips, and seashells in a bucket. How you will segregate all
of it in just a minute. Since this is just in your mind, you can use anything you can think
of.” Write down/Illustrate every solution you can think of.

Answer

5
D What is it?

Discussion: Show the students how matter is described, classified and separated.
Matter has been repeatedly defined as anything that has mass and occupies
space, and these are composed of particles such as atoms, molecules and ions. These can
also be divided into different states of matter: solid, liquid, gas and plasma. Ever since
the beginning, scientists grouped matters by using different observable characteristics
and this is divided mainly into Physical and Chemical properties which can be defined as
intensive or extensive property.

Physical property can be observed or measured without changing the identity of the
matter. It is further subdivided into extensive and intensive properties. Extensive proper-
ties are characteristics that depend on the amount of matter present:
- Mass, the quantity of matter within a sample.
- Weight, the force exerted on mass by gravitational field.
- Volume, amount of 3-dimensional space something takes up.
- Length, measure of a distance
- Density, the amount of mass in a given volume. Mathematically expressed as D = M/
V in D stands for density, M for mass and V for volume.
While Intensive properties do not depend on the amount of matter present:
- color and odor
- freezing and boiling point
-Malleability, ability to be pounded into thin sheets. (e.g. making an aluminum foil)
- Ductility, the ability to be drawn or pulled into a wire (e.g. copper wires)
- Solubility, the ability to dissolve in another substance.
- Thermal conductivity, transfer of thermal energy from one area to another.
On the other hand, Chemical property describes a substance based on its ability to
change into a new substance with different properties, such as:
- Combustibility, a measure of how easily a substance burst into flames through fire.
- Flammability, ability of chemical to burn or ignite, causing fire or combustion.
- Reactivity, the rate at which a chemical substance tends to undergo a chemical reac-
tion (Acids, Bases, Oxidation-Reduction)

6
Matter can be classified depending on their components in molecular level:

Pure substance has definite composition in which it can either be an element, molecule
or a compound.
Atom Element Molecules
When elements chemically bond together.
the smallest unit It can either be:
Made up of one
of matter, con-
type of atom, can- Diatomic mole- Compound
sists of proton,
not be broken into cules - many different types
neutron and elec-
simpler substance - same element of element bonded
tron
bonded together together.

e.g. e.g.
e.g. H2O – water
Lead, Gold, Bis- Oxygen (O2)
C6H12O11 - sugar
muth Fluorine (F2)

Mixtures are NOT pure substances, and it is made up of 2 or more substances that are
NOT chemically bonded. There are two types of mixtures: Heterogeneous mixture con-
sidered as the “least mixed” because it does not appear the same throughout. Particles
are large enough to be seen and separated easily. Homogeneous mixture is known as
the “well mixed” as it appears the same throughout. Particles are not easily recognizable.
There are also subtypes of mixture that people encountered daily:
- Suspensions, a mixture in which particles or a material are dispersed throughout
a liquid or gas but are large enough that they settle out.
- Colloids, this appears cloudy because particles are dispersed throughout but are
not heavy enough to settle out.
- Solution, a type of homogeneous mixture formed when one substance dissolves
in another. It is composed of solute and solvent.
In a mixture, each substance has its own identity thus using their different physical and
chemical property, separating any type of mixture is possible. There are several common
techniques that has been widely used across the world:
1. Mechanical Separation (often by hand), takes advantage of physical property such as
color and shape.
2. Magnetic Separation takes advantage of magnetism property.
3. Filtration applied to mixture with different states of matter, or different particle’s size.
4. Decanting slowly pouring off a liquid leaving another liquid or solid behind, its best for
mixture with different densities.

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5. Distillation the separation of mixtures of liquid based on differences in boiling points.
the solvent (mobile phase).
6. Evaporation, vaporizing a liquid and leaving the dissolved solid(s) behind.
7. Density separation more dense components sink to the bottom and less dense com-
ponents float.
8. Centrifuge, circular motion helps denser components sink to the bottom faster. e.g
extraction of DNA from blood.
9. Paper chromatography, use the property of molecular attraction to separate mixtures.
Different molecules have varying molecular attraction for the paper (stationary phase) vs
the solvent (mobile phase)
10. Fractional crystallization dissolved substances crystallize out of a solution once their
solubility limit is reached as the solution cools.

Set-up for Distillation Evaporation Density Centrifugation

process separation

Paper chromatography Rock candy via fractional

crystallization

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 E What is more?

Activity #3: Crossword Puzzle

Across: Down:
2. Solid particles trap during filtration 1. State of matter composed of freely mov-
4. Solid has a rigid and _____ particles ing molecules capable of indefinite expan-
5. When a solute did not mix up with sol- sion
vent is it known to be? 3. Not all molecules are compound, be-
8. Fruit salad is an example of this type of cause there is also a/an?
mixture 6. In paper chromatography, you take ad-
10. A separation technique used in washing vantage of difference in molecular?
rice 7. Measure of the total amount of matter
11. The smallest unit in an element contained within an object
12. It measures how much solute can be 9. Basic building block of physical matter,
dissolved in a solvent cannot be broken into simpler substance
15. Gelatin is an example what solution 13. Property of substance that can be
subtype? measured without changing chemical com-
position
14. What kind of phase is the paper during
chromatography?

9
 E What I can do?

Activity #4: Familiarizing common household products

Chemistry surrounds us every single day and not everybody has really consciously
thought of it. So to further increase the awareness on how science can affect our daily
lives, each learner should gather at least five common products they use in their home
(cleaning products, personal care, daily supplies). Learners must make a detailed review
for each product, it should include the use, safety, quality and cost, as well as, the sub-
stance’s classification and physical & chemical properties. The following report must be
written in short bond paper, and if possible, paste the product’s label as well.

What else can I do?

E

Activity #5: Solar still challenge

The learners will be asked to perform the “solar still challenge” by the weekend. The in-
struction is found in this link: https://www.slideshare.net/WERI/solar-still-challenge
There are also guide questions in the link where they can answer.

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 A What I have learned?

Answer the following questions.

1. Can a physical change occur even if there is no chemical change? and vice versa?
2. Is it possible that two things that have identical physical properties will have different
chemical property? Give an example.
3. In any reactions, which is more reliable to give accurate measurement, physical or
chemical property?
4. What is the difference between elements and compounds? Give example of each.
5. How do a molecule and a compound differ?
6. Are all compound can be molecules? How about vice versa? Why or why not?
7. Does a physical appearance of the product affect its chemical quality? How about vice
versa?
8. When can each method be used in separating the components of a mixture?

Answer

A What I can achieve?

In a bond paper, make a reflection of everything that you have learned from this lesson.
You can use a graphic organizer to correlate the topic with one another and ways that it
can be used in real-life situations. (Attach your reflection here)

11
 Module

General Chemistry Grade 12

2
PIVOT IV-A Learner’s Material
Quarter 1 Module 2 WEEK
First Edition, 2020
2

GRADE 12
General Chemistry
Isotopes, Chemical naming and
Formula writing

Development Team of the Module

Author: Glennica Joyce A. Abenes

Editor:
Reviewer:
Illustrator:
Layout Artist:
Management Team:

12
 I What I need to know?

Lesson Overview
All matter is made up of atom that has three subatomic particles and each element
has a unique number of particles. Due to the unpredictable nature of elements, it can ex-
ist in various forms known as isotopes, most of it are stable but there are some which are
highly unstable that emits radiation once it decayed, these are known as radioisotopes.
Elements bond with another and make up a compound which can be represented
in various forms: chemical formula, structural formula and molecular model. Also assign-
ing a name to these compounds through its chemical formula is not that simple, different
types of elements in a compound should be taken into consider since there are certain
rules for each type. There are also different types of chemical formula, empirical, molecu-
lar and structural formula.

Lesson objectives
The student will:
 Write isotopic symbols, recognize common isotopes and understand how and
why they are formed. Also to explore different uses of these isotopes.
 Learn the difference in writing chemical formula for a compound that has
different classification (metal, non-metals, metalloids, transition metals
 Identifying its structural formula and models.

 Understand what is an empirical formula and how does it differ from chemical
formula

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 I What is new?

Activity #1: “Cutting the paper”

Challenge one of the members of your family to a competition of cutting a 1/4 sheet of
paper as many times as you possibly can. (note: there is no time limit). Afterwards, see
which one of you were able to cut the paper in half more? When both of you can no long-
er go on, ask yourselves whether it is possible to go on in cutting it in half, mentally? Until
when? Write your detailed answer below:

Answer

Activity #2: “Finding destination”

Read and analyze the situation:
You are a tourist travelling around an unfamiliar city, you lost your map/gps so you don’t
really how will you get to the publisher’s office. So you tried to ask for direction to the man
sitting by the bench and he said: “Go straight ahead, after a few blocks you’ll see a bakery,
turn on that road and by the corner you will see a blue building, that’s the office you are
looking for.” However, upon walking you saw that there are actually two bakeries on left
and right side of the road, unsure of which road to take, you asked another man and he
said “you see that Julie’s bakery, take that road and then up ahead you will see two blue
buildings by the corner named Jenkin’s company and Miller’s company, the latter is a pub-
lishing company while the other one is an advertisement office.”
- Based on the passage you have read, how would you differentiate the two men who
helped you?
- Why do we name objects, people, pets, elements, etc.?
- Do all names stay the same? Do your name always stay the same?

14
D What I know?

Pre-assessment: (Set A)
Find and encircle the word which best fit the statements below:

Clues:
1. a type of bond between Carbon and Oxygen
2. type of bond the salt have
3. type of bond between two or more elements
4. Mendeleev developed a periodic table of _____?
5. a formula w/c uses lines to represent a chemical bond
6. a formula w/c gives the simplest ratio of atoms in a compound
7. a positive charged ion
8. a negative charged ion
9. this can be the radioactive form of an element
10. the nucleus of atom contains protons and _____?

(Set B)
The learners should be able to arrive at the same conclusion from the “Cutting the pa-
per” activity that eventually, they will come to a point wherein they can no longer cut it
in half, because they have reached the basic unit of matter, atom, which is indivisible.
Ask the learners to fill up this table to the best of their knowledge.

15
 D What is in?

Activity #3: Activity: “Name tag”

Below are the common chemical substances we often see in our surroundings. Write IC if
the compound has ionic bond (metal to non-metal), and CC if it is covalent (non-metal to
non-metal), then match each chemical formula with the right chemical name.
(Note: you can use a periodic table to check the classification of the elements)

Column A Column B

_________1. CCl4 a. Sulfur dioxide

_________2. NaCl b. Pottasium iodide

_________3. SO2 c. dihydrogen monoxide

_________4. MgO d. Carbon tetrachloride

_________5. KI e. Sodium chloride

_________6. H2O f. Magnesium oxide

16
D What is it?

Discussion: Show the students how elements form an isotope, identify how chemical
substances are named and how formulas are written. On the second part, calculating
empirical formula through percent composition will also be discussed.
Isotopes
There are 3 sub-atomic particles known as electrons, protons and neutrons which were
discovered by J.J. Thompson, Ernest Rutherford and James Chadwick, respectively. By
knowing the numbers of these 3 in an element, atomic number and mass were able to
identify.
Basic rules to remember: (In a neutral atom)
 Atomic number = No. of protons = No. of electron
 Atomic mass = No.of proton + No. of neutron
Most of the elements that exist today originated from
stellar core which exploded million years ago, naturally
these elements underwent decay in order for it to
achieve stability. In order to do this, the elements ei-
ther lose or gain neutron, and therefore creating an-
other variation of an element known as isotope. An
isotope has the same atomic number but different atomic mass, this can exist in more
stable form of an element, or become radioactive known as radioisotope. Isotope can be
represented using a nuclear notation as seen below:
Three Isotopes of Hydrogen

Different isotopes of the same element may differ in physical properties such as boiling
point, etc. but they have the same chemical properties, thus bond with other elements in
the same way. By using a mass spectrometer it enables scientist to distinguish different
isotope and measure its relative abundance in a given sample.
Naming and Writing Formula of Compounds
A molecule is the smallest unit of a compound that retains chemical characteristics of a
compound. Its composition can be given by a molecular formula. On the other hand,
naming a compound depends on what type of bond exist between these elements. Pres-
ently, there are three types of chemical bond namely the Ionic, covalent and Metallic.
Remember that a neutral atom have the same number of protons and electrons howev-
er, when a chemical bond occur these atoms either transfer or share some of their elec-
tron to the neighboring atoms, making them a positively charged ion, cation and a nega-
tively charged ion, an anion. A superscript at the upper right corner indicates whether it
is a stable atom or an ion.

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 Ionic Covalent Metallic
Electrons are trans- In a covalent bond, shared Electrons become de-
ferred, and this results electrons are attracted to tached from its parent at-
in an ionic compound both positively charged nuclei om and thus form a “sea”
of the bonding atoms. of electrons around (+)
charged atomic nuclei.
Electrostatic force A force of attraction between A force of attraction of
attraction between non-metals metal cations and the mo-
cations and anions. bile electrons between
(metals & non-metal) metal atoms

A chemical formula indicates the elements present in a compound and the relative num-
ber of each. It contain the symbol for each element, accom-
panied by a subscript indicating the number of atoms of
that element. The subscript is part of a compound’s defini-
tion, if it change the formula no longer specify the same
compound.
Basic rules of writing chemical formula:
1. The most metallic element is listed first (e.g. salt is written as NaCl not ClNa)
2. In compounds that do not have metals, the more metal-like element is listed first. In
periodic table, the ones in the left side is more metallic compare to the right, and
the ones in the bottom have more metal-like characteristics than from those on the
top. (e.g. NO2 instead of O2 N, and SO2 instead of O2 S)

1. There are few exception on this such as the hydroxide ion that is written as OH -
Some chemical formula contain group of atoms that acts as a unit, polyatomic ions, their
formula is set off in a parentheses with a subscript to indicate the number of that group.
Mg(NO3)2 indicates a compound containing one magnesium atom (present as the Mg 2+
ion) and two NO3– groups. There are also three types of chemical formula: the empirical,
molecular and structural.

Molecular Empirical Structural

gives the actual number gives the relative number of uses lines to represent
of atoms of each element atoms of each element in a chemical bonds and shows
in a molecule of the com- compound. how the atoms in a molecule
pound. are connected to each other.
e.g. Hydrogen peroxide = e.g. Hydrogen peroxide = HO e.g. Hydrogen peroxide
H2O2 H—O—O—H

18
There are two types of molecular model being used to represent the chemical formula in 3
dimensional aspect: ball and stick and space-filling model. In ball-and-stick model, balls
represent the atom while stick represent the chemical bond, each ball is color coded to
differentiate the atoms. In space filling model, atoms fill the space between each other.

All compounds have an electrical charge of zero. Thus oxidation states becomes positive
once elements are bonded.
Steps in writing chemical formula: Ionic compound
Step 1: Write the symbol of metal ion (cation).
Step 2: Write the symbol of non metal ion (anion).
Step 3: Determine charges using the periodic table.
Step 4: Determine formula from ions, simply cross the
oxidation states and make it positive. If the charges
are the same, it would just cancel out.
Steps in writing chemical formula: Molecular compound
Step 1: Write the symbol of first non-metal and the subscript
that match the prefix.
Step 2: Write the symbol of second non-metal and the sub-
script that match the prefix.

Steps in naming chemical formula: Ionic compound

Step 1: Write the name of metal ion
Step 2: Write the name of non-metal ion (root word + -ide) e.g.
Chlorine → chloride, oxygen → oxide
*When polyatomic ion is used, simply used its name as it is.
*When transition metal is used, identify which oxidation state
was used to make the compound neutral (choose which cancels
out the charge of other element)
In the example, oxygen has a charge of –2, thus +2 oxidation state of iron was used to
make the compound neutral.
Steps in naming chemical formula: Binary covalent compound
Step 1: Write the name of first non-metal ion + prefix (except mono-)
Step 2: Write the name of 2nd non-metal ion (prefix + root word + -ide)
*Remove the -o or -a from a prefix before adding –oxide.
Prefixes depend on how many atoms does the element have:

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 E What is more?

Activity #4: (Set A) Naming compounds

Identify what type of bond does the following compounds have then state its name.
Chemical compound Molecular/Ionic Chemical Name

1. CBr4
2. SnO2

3. Na(MnO4)

4. Pb3(PO4)4

5. K2SO4

6. N2S4

7. Mg(NO3)2

8. SiCl4

9. P2O5

10. CS

(Set B) Writing formula

Identify what type of bond does the following compounds have then write its formula.

Chemical compound Molecular/Ionic Chemical formula

1. Barium sulfate
2. iodine heptafluoride

3. phosphorus trichloride

4. strontium sulfide

5. tin (IV) chloride

6. Iodine monochloride

7. Aluminum bromide

8. dihydrogen monoxide

9. chlorine pentafluoride

10. Copper (II) carbonate

20
 E What I can do?

Activity #5: Molecular model making

To fully immersed in concept of molecular model, make a model (ball-and-stick / space-
filling model) for these following substances:
- Hydrogen peroxide (H2O2)
- Table salt (NaCl)
- Methane (CH4)
- Table sugar (C6H12O11)
If possible, paste the models in a bond paper and attach it in the module, or print
the picture of your own model.

What else can I do?

E

Activity #6:
Isotopes have many useful application being widely used in different industries in our
current time. Enumerate at least three applications and explain it in detail how exactly it
is being used, and what for.
(kindly put your references in the end)

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 A What I have learned?

Answer the following questions.

1. Is it possible to use radioisotopes for medicinal purposes? How?
2. Does isotope behave differently with their respective “most stable” elemental form?
Does the difference in no. of neutron affect how it bond with other elements?
3. When do an atom becomes an ion?
4. How important it is that the chemical formula of substances in our medical drugs
should be correct?
5. What is the basic component of a chemical formula? What are the other ways to repre-
sent a chemical substance?
7-8. Differentiate the rules of naming for ionic compound and molecular compound.
9-10. Differentiate the rules of formula writing for ionic compound and molecular com-
pound.

Answer

A What I can achieve?

In a bond paper, make a reflection of everything that you have learned from this lesson.
You can use a graphic organizer to correlate the topic with one another and ways that it
can be used in real-life situations. (Attach your reflection here)

22
23
1. atom
2. Residues
3. Diatomic
4. Compact
5. Insoluble
6. Attraction
7. Mass
8. Heterogeneous
9. Element
10. Decanting
11. Atom
12. Solubility
13. Physical
14. Stationary
15. colloids
Post-assessment test:
1. Elements
2. Solubility
3. Compounds
4. Extensive property
5. Flammability
6. Distillation
7. Pure substance
8. Filtration
9. Homogeneous mixture
10. Magnetic separation
Pre-assessment test:
Answer (Module 1 week 1)
 Answer (Module 2 week 2)

Pre-assessment test:

(SET A)
1. Moleciular PARTICLE CHARGE LOCATION RELATIVE
2. Ionic MASS
3. Chemical Proton Positive (+) Nucleus 1
4. Elements
5. Structural Electron Negative (-) outside nucleus 0.0006
6. Empirical
7. Cation neutron Uncharged (0) Nucleus 1
8. Anion
9. Radioisotope (SET B)
10. neutrons

Post-assessment test:

(SET A) (SET B)
1. Molecular/ Carbon tetrabromide 1. Ionic/ BaSO4
2. Ionic/ Tin (IV) oxide 2. Molecular/ IF7
3. Ionic/ Sodium permanganate 3. Molecular/ PCl3
4. Ionic/ Lead (IV) phosphate 4. Ionic/ SrS
5. Ionic/ Potassium sulfate 5. Ionic/ SnCl4
6. Molecular/ Dinitrogen tetrasulfide 6. Molecular/ ICl
7. Ionic/ Magnesium nitrate 7. Ionic/ AlBr3
8. Molecular/ Silicon tetrachloride 8. Molecular/H2O
9. Molecular/ Diphosphorus pentoxide 9. Molecular/ ClF5
10. Molecular/ Carbon monosulfide 10. Ionic/ CuCO3

24
 References

Chang, R. & Goldsby, K. (2016). Chemistry. (12th ed.). New York: McGraw-Hill.
Ebbing, D. & Gammon, S. (2009). General Chemistry. 9th Ed. Boston: Houghton Mifflin
company.
Separation of a mixture [PDF file]. Retrieved from Princeton High School web site: http://
phs.princetonk12.org/teachers/jgiammanco/ Chem%201/Labs/C2-SepMixtureLab.pdf
Solar still challenge [PDF file]. Retrieved from American Chemical Society web site: http://
www.acs.org/content/dam/acsorg/global/ iyc2011/global-water-experiment-
purification.pdf
Zumdahl, S. & Zumdahl, S. (2007). Chemistry (7th Ed.) Boston, New York: Houghton
Mifflin company

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