Senior High School

General
Chemistry 1
Quarter 1 Week 1 Module 1
Properties of Matter
General Chemistry 1 – Grade 11
Alternative Delivery Mode
Quarter 1 Week 1 Module 1: Properties of Matter
2nd Edition 2021

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 Senior High School

General
Chemistry 1
Quarter 1 Week 1 Module 1
Properties of Matter
Introductory Message
For the facilitator:

Welcome to the General Chemistry 1 – Grade 11 Alternative Delivery Mode (ADM)

Module on Properties of Matter!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the General Chemistry 1 – Grade 11 Alternative Delivery Mode (ADM)

Module on Properties of Matter!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
 What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module.
2. Use a separate sheet of paper in answering the exercises.
3. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
4. Read the instruction carefully before doing each task.
5. Observe honesty and integrity in doing the tasks and checking your answers.
6. Finish the task at hand before proceeding to the next.
7. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone. We
hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the nature of Chemistry. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. The module is divided into two lessons, namely:
Lesson 1 – Properties of Matter
Lesson 2 – Common Substances and Separation of Mixtures

After going through this module, you are expected to:

1. use properties of matter to identify substances and separate them
(STEMGC11MPla-b-5);
2. recognize formulas of common chemical substances (STEM_GC11MPla-b-9);
3. compare consumer products on the basis of their components for use, safety,
quality and cost (STEM_GC11MPla-b-11); and
4. describe various simple separation techniques such as distillation,
chromatography (STEM_GC11MPla-b-12).

What I Know
I. Choose the letter of the best answer.

1. _______ is an element.
A. Bronze B. Ice C. Phosphorus D. Salt
2. A chemical change is shown by the _______.
A. cooking of egg C. dissolving of salt
B. drying of clothes D. rustling of leaves
3. _____ is an example of matter.
A. energy B. light C. paper D. sound
4. When water freezes, its mass ______.
A. increases C. stays the same
B. decreases D. changes based on temperature
5. Juan made himself breakfast. His activity of _____ produced a chemical change.
A. toasting the bread C. putting bread onto the plate
B. adding raisins to the cereal D. stirring coca powder into the milk
6. When matter changes state, _________.
A. its mass changes
B. its mass remains the same
C. its boiling point might also change
D. the space between particles in the matter stays the same
7. When sugar burns, _______ is evident.
A. physical change C. conservation of mass
B. chemical change D. formation of a compound
8. ______ is always called by its common name.
A. Sugar B. Water C. Table salt D. Milk of magnesia
9. Sucrose has a chemical formula of _________.
A. C6H12O6 B. C12H22O11 C. MgSO4 D. NaCl
10. ______involves separating a liquid from a solid by gently pouring off a liquid.
A. Decantation B. Distillation C. Evaporation D. Separating funnel
11. ______separates heterogeneous mixtures by spinning them at very high speeds,
which forces components to separate into layers.
A. Centrifugation B. Distillation C. Magnetism D. separating funnel
12. Evaporation is used to ______.
A. separate dyes in a marker
B. obtain dissolved solid from the solution
C. separate solids of different particle sizes
D. separate liquids of different boiling points
13. A magnet could be used to separate ______.
A. sand and salt C. colors in a food dye
B. water and sand D. sand and iron filings
14. Two or more substances mingled together, but not chemically combined are
collectively known as ______.
A. distillate B. mixture C. residue D. solution
15. _____ is a mixture.
A. Copper B. Salt C. Seawater D. Water

Lesson 1 Properties of Matter

As you look around you, you must wonder about the properties of matter. How
do plants grow and why are they green? Why is the sun hot? Why does a hot dog get
hot in a microwave oven? Why does wood burn whereas rocks do not? What is a
flame? How does soap work? Why does soda fizz when you open the bottle? When
iron rusts, what’s happening? And why doesn’t aluminum rust? How does a cold
pack for an athletic injury, which is stored for weeks or months at room temperature,
suddenly get cold when you need it? How does a hair permanent work? The answers
to these and endless other questions lie in the domain of chemistry. In this lesson
we begin to explore the nature of matter: how it is organized and how and why it
changes.

What’s In
A knowledge of chemistry is useful to almost everyone—chemistry occurs
all around us all of the time, and an understanding of chemistry is useful to doctors,
lawyers, mechanics, business people, firefighters, and poets among others.
Chemistry is important—there is no doubt about that. It lies at the heart of our efforts
to produce new materials that make our lives safer and easier, to produce new
sources of energy that are abundant and nonpolluting, and to understand and
control the many diseases that threaten us and our food supplies. Even if your future
career does not require the daily use of chemical principles, your life will be greatly
influenced by chemistry. Can you still recall what is chemistry?

What’s New
Read carefully the following riddles. All of the answers are matter. Clues
are given by the number of blank lines after the riddle. Please put your answers in
a blank sheet of paper.
1. No need to go far and wide, in your meals I subtly hide;
To save them from being bland; from tasteless to grand. What am I? __ __ __ __
2. What would you be without me? I’m essential even if you can’t see;
I am what you breathe, making your life complete. What am I? __ __ __
3. I am needed for life and look transparent;
Adult body? I compose it by 60 percent. What am I? __ __ __ __ __
4. Looking white; Powdery, I’m fine alright;
In flour I’m added; So from small it turns to big instead. What am I?
__ __ __ __ __ __ __ __ __ __
5. Always present everywhere, I brighten most food I swear;
From coffee to pastry, all of them becomes tasty. What am I? __ __ __ __ __
 What is It

Matter, the “stuff” of which the universe is composed, has two characteristics:
it has mass and it occupies space. Matter comes in a great variety of forms: the stars,
the air that you are breathing, the gasoline that you put in your car, the chair on
which you are sitting, the meat in the sandwich you may have had for lunch, the
tissues in your brain that enable you to read and comprehend this sentence, and so
on. To try to understand the nature of matter, we classify it in various ways. For
example, wood, bone, and steel share certain characteristics. These things are all
rigid; they have definite shapes that are difficult to change. On the other hand, water
and gasoline, for example, take the shape of any container into which they are
poured. The substances we have just described illustrate the three states of matter:
solid, liquid, and gas. The state of a given sample of matter depends on the strength
of the forces among the particles contained in the matter; the stronger these forces,
the more rigid the matter.
Table 1.1. The Three States of Matter

Physical and Chemical Properties

and Changes
When you see a friend, you
immediately respond and call him
or her by name. We can recognize a
friend because each person has
unique characteristics or
properties. The person may be thin
and tall, may have black hair and
brown eyes, and so on. The
characteristics just mentioned are
examples of physical properties.
Substances also have physical
properties. Typical physical
properties of a substance include
odor, color, volume, state (gas,
Figure 1.1. Phase Changes of Matter
Source:https://www/britannica.com/science/phase-
liquid, or solid), density, melting
state-of-matter point, and boiling point. We can
also describe a pure substance in
terms of its chemical properties, which refer to its ability to form new substances.
An example of a chemical change is wood burning, giving off heat and gases and
leaving a residue of ashes. In this process, the wood is changed to several new
substances. Other examples of chemical changes include the rusting of the steel, the
digestion of food in our stomachs, and the growth of grass in our gardens. In a
chemical change a given substance changes to a fundamentally different substance
or substances.
Matter can undergo changes in both its physical and its chemical properties.
To illustrate the fundamental differences between physical and chemical changes,
we will consider water. A sample of water contains a very large number of individual
units (called molecules), each made up of two atoms of hydrogen and one atom of
oxygen—the familiar H2O. This molecule can be represented as

where the letters stand for atoms and the lines show attachments (called bonds)
between atoms, and the molecular model (on the right) represents water in a more
three-dimensional fashion. What is really occurring when water undergoes the
following changes?

When ice melts, the rigid solid becomes a mobile liquid that takes the
shape of its container. Continued heating brings the liquid to a boil, and
the water becomes a gas or vapor that seems
to disappear into “thin air.” The
changes that occur as the substance goes
from solid to liquid to gas are represented in
Figure 1.2. In ice the water molecules are
locked into fixed positions (although they are
vibrating). In the liquid the molecules are
still very close together, but some motion is
occurring; the positions of the molecules
are no longer fixed as they are in ice. In the
gaseous state the molecules are
much farther apart and move randomly,
hitting each other and the walls of Figure 1.2. States of Matter
the Source: Zumdahl, Steven S. and Decoste,
Donald J. Introductory Chemistry. Centgage
container. Learning, 2010

The most important thing about all these

changes is that the water molecules are still intact.
The motions of individual molecules and the
distances between them change, but H2O
molecules are still present. These changes of state
are physical changes because they do not affect
the composition of the substance. In each state we
still have water (H2O), not some other substance.
Now suppose we run an electric current through
water (electrolysis) as illustrated in Figure 1.3.
Something very different happens. The water
disappears and is replaced by two new gaseous
substances, hydrogen and oxygen. An electric
current actually causes the water molecules to
Figure 1.3. Electrolysis come apart—the water decomposes to hydrogen
Source: Zumdahl, Steven S. and and oxygen. We can represent this process as
Decoste, Donald J. Introductory follows:
Chemistry. Centgage Learning, 2010
 This is a chemical change because water
(consisting of H 2O molecules) has
changed into different substances: hydrogen
(containing H2 molecules) and oxygen (containing
O2 molecules). Thus, the H2O molecules have been
replaced by O2 and H2 molecules.

Elements and Compounds

As we examine the chemical changes of matter, we encounter a series of
fundamental substances called elements. Elements cannot be broken down into
other substances by chemical means. Examples of elements are iron, aluminum,
oxygen, and hydrogen. All of the matter in the world around us
contains elements. The elements sometimes are found in an isolated state,
but more often they are combined with other elements. Most substances contain
several elements combined together.
The atoms of certain elements have special affinities for each other. They bind
together in special ways to form compounds, substances that have the same
composition no matter where we find them. Because compounds are made of
elements, they can be broken down into elements through chemical changes:

Water is an example of a compound. Pure water always has the same

composition (the same relative amounts of hydrogen and oxygen) because it consists
of H2O molecules. Water can be broken down into the elements hydrogen and oxygen
by chemical means, such as by the use of an electric current.
Each element is made up of a particular kind of atom: a pure sample of the
element aluminum contains only aluminum atoms, elemental copper contains only
copper atoms, and so on. Thus an element contains only one kind of atom; a sample
of iron contains many atoms, but they are all iron atoms. Samples of certain pure
elements do contain molecules; for example, hydrogen gas contains H - H (usually
written H2) molecules, and oxygen gas contains O - O (O2) molecules. However, any
pure sample of an element contains only atoms of that element, never any atoms of
any other element.
A compound always contains atoms of different elements. For example,
water contains hydrogen atoms and oxygen atoms, and there are always exactly twice
as many hydrogen atoms as oxygen atoms because water consists of H-O-H
molecules. A different compound, carbon dioxide, consists of CO 2 molecules and so
contains carbon atoms and oxygen atoms (always in
the ratio 1:2).
A compound, although it contains more than one type of atom, always
has the same composition—that is, the same combination of atoms. The properties of
a compound are typically very different from those of the elements it contains. For
example, the properties of water are quite different from the properties of pure
hydrogen and pure oxygen.

Mixture and Pure Substances

Virtually all of the matter around us consists of mixtures of substances. For
example, if you closely observe a sample of soil, you will see that it has many types
of components, including tiny grains of sand and remnants of plants. The air we
breathe is a complex mixture of such gases as oxygen, nitrogen, carbon dioxide, and
water vapor. Even the sparkling water from a drinking fountain contains many
substances besides water.
 A mixture can be defined as something that has variable composition.
For example, wood is a mixture (its composition varies greatly depending on
the tree from which it originates); wine is a mixture (it can be red or pale yellow,
sweet or dry); coffee is a mixture (it can be strong, weak, or bitter); and, although it
looks very pure, water pumped from deep in the earth is a mixture (it contains
dissolved minerals and gases).
A pure substance, on the other hand, will always have the same
composition. Pure substances are either elements or compounds. For example, pure
water is a compound containing individual H2O molecules. However, as we find it in
nature, liquid water always contains other substances in addition to pure water—it
is a mixture. This is obvious from the different tastes, smells, and colors of water
samples obtained from various locations. However, if we take great pains to purify
samples of water from various sources (such as oceans, lakes, rivers, and the earth’s
interior), we always end up with the same pure substance—water, which is made up
only of H2O molecules. Pure water always has the same physical and chemical
properties and is always made of molecules containing hydrogen and oxygen in
exactly the same proportions, regardless of the original source of the water.
The properties of a pure substance make it possible to identify that substance
conclusively. Mixtures can be separated into pure substances: elements and/or
compounds.

For example, the mixture known as air can be separated into oxygen (element),
nitrogen (element), water (compound), carbon dioxide (compound), argon (element),
and other pure substances.
Mixtures can be classified as either homogeneous or heterogeneous. A
homogeneous mixture is the same throughout. For example, when we dissolve some
salt in water and stir well, all regions of the resulting
mixture have the same properties. A homogeneous
mixture is also called a solution. Of course, different
amounts of salt and water can be mixed to form
various solutions, but a homogeneous mixture (a
solution) does not vary in composition from one
region to another.
The air around you is a solution. It is a
homogeneous mixture of gases. Solid solutions also
exist. Brass is a homogeneous mixture of the metals
copper and zinc. A heterogeneous mixture
contains regions that have different properties from Figure 1.4. Air Components
those of other regions. For example, when we pour Source: Zumdahl, Steven S. and
Decoste, Donald J. Introductory
sand into water, the resulting mixture has one
Chemistry. Centgage Learning,
region containing water and another, very different 2010
region containing mostly sand.

What’s More
I. Determine if the statement describes a physical property or chemical property.
1. The boiling point of a certain alcohol is 78 °C. __________________
2. Diamond is very hard. __________________
3. Sugar ferments to form alcohol. __________________
4. A metal wire conducts an electric current. __________________
II. Tell if the statement shows a physical change or chemical change. Use a separate
sheet for your answer.
1. Iron metal is melted. __________________
2. Iron combines with oxygen to form rust. __________________
3. Wood burns in air. ___________________
4. A rock is broken into small pieces. ___________________

III. Classify each molecular picture as a pure substance or a mixture. If it is a pure

substance, classify it as an element or a compound. If it is a mixture, classify it
as homogeneous or heterogeneous. Put your answers on a separate sheet of paper.

1._______________________ 3. ______________________
_______________________ ______________________

2._______________________ 4. ________________________
_______________________ ________________________
(Images by Tro, Nivaldo J. Introductory Chemistry 4th ed.,Prentice Hall Inc., 2012)

IV. Classify the following as a pure substance – element or compound, or a mixture

– homogeneous or heterogeneous. Use a separate sheet of paper.
1. Gasoline
2. Stream with gravel at the bottom
3. Air
4. Brass
5. Copper metal

PURE SUBSTANCE MIXTURE

ELEMENT COMPOUND HOMOGENEOUS HETEROGENEOUS
 Common Substances and
Lesson 2
Separation of Mixtures
So many people are familiar with common chemicals inside the household.
Large amounts of chemicals are produced each year and serve as raw materials for
a variety of uses, including the manufacture of metals, plastics, fertilizers,
pharmaceuticals, fuels, paints, adhesives, pesticides, synthetic fibers,
microprocessor chips, and many other products. We will encounter many of these
substances and their uses as this subject progresses.

What’s In

Matter, as seen in the previous lesson, can have different properties – either
which these could be physical or chemical. These properties are very helpful in
classifying such matter, determining its uses, and knowing the techniques on how
to separate its components when it is classified as a mixture. So, dig into our next
lesson, as we study common matter found in our surroundings and using their
distinct properties in separating substances combined to form a mixture.

What’s New
List at least 5 essential consumer products found in your home. Copy the
table below in a sheet of paper and fill your table with each product’s use, safety,
quality and cost. Then, answer the guide questions that follow.
Product Use Safety Quality / Cost
Description
Ex. Detergent For laundry For external powdered affordable
soap use

Guide Questions:
1. Which product is the most essential? Least essential?
2. What products are safe? Which are harmful?
3. What can be done to products which are toxic to consumers?
4. When do you say that the product is of good quality?
5. What products in your list are affordable?
6. How will these products affect our environment? Our health?
7. What characteristics should be considered first when buying a product?

What is It
The following table shows some of the very common chemicals in our
surroundings with their corresponding chemical names and chemical formulas.
Table 1.2 Common Chemical Substances (Compounds)
Common Name Chemical Name Chemical Formula
Baking soda Sodium bicarbonate NaHCO3
Borax Sodium tetraborate Na2B4O7 •10H2O
decahydrate
Caustic soda Sodium hydroxide NaOH
Chalk Calcium carbonate CaCO3
Marble Calcium carbonate CaCO3
Plaster of Paris Calcium sulfate CaSO4
Quick lime Calcium oxide CaO
Table salt Sodium chloride NaCl
Table sugar Sucrose C12H22O11
Vetsin / MSG Monosodium glutamate C5H8NO4Na

Some compounds are always referred to by their common names. The two
best examples are water (H2O) and ammonia (NH3). Many of these substances are
combined to form mixtures.

Formation of Mixtures
Mixtures are physical combinations of two or more pure substances. In
physical combination, substances do not change into other substances when they
became part of a mixture. An example is when copper sulfate powder is added to
water, a mixture (solution) of copper sulfate and water is formed. The components
look different, but no new substance is formed.

Figure 1.5 The formation of a mixture is a physical process.

(Images: Benjah-bmm27, Cjp24, LHcheM; Wikimedia Commons)

Separation of Mixtures
Since they are formed by physically combining the substances, mixtures can
be physically separated. For example, if a copper sulfate solution is boiled, the
water evaporates away and the copper sulfate powder remains.

Figure 1.6 The formation of a mixture is a physically reversible process.

(Images: LHcheM, Benjah-bmm27, Cjp24; Wikimedia Commons)
Separation Techniques
There are many different techniques for separating mixtures into their
components. The most appropriate technique depends on the type of mixture and
the physical properties of the components. It also depends on whether you want to
retrieve all of the components or not. For example, if we had a solution of salt water,
the most appropriate separation technique would depend on whether we wanted to
recover both the salt and water, or just the salt.

Physical Properties of Mixture Components

Separation techniques take advantage of differing physical properties of the
components of a mixture. For example, by evaporating the water from a copper
sulfate solution, we are taking advantage of the fact that water has a lower boiling
point than copper sulfate. In fact, water boils long before copper sulfate even melts.
However, if we heated a solution of ethanol and water, the ethanol would boil
and evaporate before the water, as ethanol has a lower boiling point than water. We
would therefore need to use a different separation technique to remove water from
an ethanol-water solution.
There are other physical properties of components, besides melting and boiling
point, that can be utilized when separating mixtures, including: size, solubility,
density, magnetism and other forms of attraction.

Figure 1.7 What are some differences in physical properties that could be used
to separate these mixtures?
(Images: PublicDomainPictures, Pixabay; Jan-Mallander, *Pixabay*; Kallol Mustafa,
Wikimedia Commons)

Separating Homogeneous and Heterogeneous Mixtures

Separation techniques can generally be divided into the separation of
heterogeneous mixtures and the separation of homogeneous mixtures.
Some of the main separation techniques are shown in the table below.

Table 1.3 Some Separation Techniques

Techniques for Separating Techniques for Separating
Heterogeneous Mixtures Homogeneous Mixtures
Decanting Evaporation
Sieving Distillation
Filtration Chromatography
Separating Funnel
Centrifugation
Magnetic Separation
Decanting
Decanting involves
separating a dense, insoluble
substance from a heterogeneous
mixture. For example, if we mixed
sand with water in a beaker, the
sand would not dissolve, but would
settle to the bottom, forming
a sediment layer. By gently pouring
off the water (the supernatant), we
could separate the sand from it. In
the laboratory, using a glass rod can Figure 1.8 Decanting
assist the decanting process, as it Source: https://www.goodscience.com.au/year-7-
chemistry/separation-of-mixtures/
minimizes the amount of splashing
and reduces the risk of pouring off
some of the sediment. Decanting
is only a useful method if the
solid particles readily settle to
the bottom. It would not be
useful, for example, in
separating fine silt particles from
water, as they often remain
suspended in the water.

Sieving
Sieving involves
separating a mixture based on
different sizes of components.
For example, small rocks can be Figure 1.9 Sieving
separated from sand by sieving Source: https://www.goodscience.com.au/year-7-
the mixture. The smaller sand chemistry/separation-of-mixtures/
grains will pass through the
holes in the sieve, whereas the rocks will
not pass through. Sieving can also be
used to separate solids from liquids,
assuming the solid pieces are larger
than the holes in the sieve. For example,
straining cooked rice is a form of
sieving.

Filtration
Filtration is a special form of
sieving that separates very fine solid
particles from liquid or gas mixtures.
Filter paper (or a similar substance with
very fine pores) is used as a sieve. For
example, air and water filters are used
in a variety of applications to keep air
and water free from minute dust and
other particles. In a laboratory, filtration
is often carried out by placing filter Figure 1.9 Filtration
Source: https://www.goodscience.com.au/year-
paper in a funnel, pouring the mixture 7-chemistry/separation-of-mixtures/
into the funnel and collecting the
filtered liquid in a beaker. The liquid
that passes through the filter is called the filtrate and the solid that gets trapped in
the filter is called the residue.

Separating Funnel
A separating funnel can be used to
separate a mixture of two non-
miscible liquids – that is, liquids
that do not mix together to form a
homogeneous solution. When such
a mixture is allowed to settle, the
less dense liquid will form a layer on
top of the more dense liquid. A tap
attached to the separating funnel
allows the bottom liquid layer to be
drained, while the top liquid layer
remains in the flask and can be
drained separately. This technique
is mostly used to separate liquids
that are miscible in water from
Figure 1.10 Separating Funnel
liquids that are non-miscible in Source: https://www.goodscience.com.au/year-7-
water. An oil-water mixture would chemistry/separation-of-mixtures/
be an example of this.

Centrifugation
Centrifugation involves spinning tubes of heterogeneous mixtures at very high
speeds, which forces part of the mixture to settle at the bottom of the tube. It can be
used for separating solid particles from liquids, or for separating non-miscible
liquids. After
centrifugation, the top
liquid layer can be
carefully removed
using a pipette.
Examples include the
separation of fat from
milk and the
separation of different
components in blood
(red blood cells, white Figure 1.11 Centrifugation
blood cells and Source: https://www.goodscience.com.au/year-7-
plasma). chemistry/separation-of-mixtures/
Centrifugation
can also be combined with sieving for separating liquids from solids. For example,
washing machines and salad spinners combine centrifuging and sieving to remove
excess water from clothes and salad greens.

Magnetic Separation
Magnetic separation is a specialized method specifically used for separating
magnetic materials, such as iron, from non-magnetic materials, such as soil and
plastic. It is commonly used in the mining and recycling industries.
 Figure 1.12 Magnetic Separation
Source: https://www.goodscience.com.au/year-7-chemistry/separation-of-
mixtures/

Evaporation
Evaporation is used for
recovering dissolved solids from
solutions. The solution is either
boiled or simply left uncovered,
resulting in the evaporation of
water and the crystallization of
solutes. For example, sea salt is
recovered by the evaporation of sea
water.

Figure 1.13 Evaporation

Source: https://www.goodscience.com.au/year-7-
chemistry/separation-of-mixtures/

Distillation
Distillation is
similar to evaporation,
except that the evaporated
substance, known as
the distillate, is collected.
The evaporated substance
is passed through a tube
known as a condenser,
which is surrounded by
cold water. The evaporated
substance is cooled,
causing it to condense
back to a liquid so that it
can be collected.
Distillation can be used to Figure 1.14 Distillation
separate liquids based on Source: https://www.goodscience.com.au/year-7-
chemistry/separation-of-mixtures/
their differing boiling point.
It is commonly used in
producing petrol, alcohol and perfumes. Distillation can also be used to remove
dissolved impurities from substances, such as in the purification of water.
Chromatography
Chromatography is
used to separate
liquid or gas
mixtures. It uses
very small
quantities as its
purpose is primarily
for identifying and
analyzing
substances within a
mixture, rather than
separating mixtures Figure 1.15 Chromatography
Source: https://www.goodscience.com.au/year-7-
to recover large
chemistry/separation-of-mixtures/
amounts of their
components. Some
examples include drug testing of urine and blood samples, testing water samples for
pollutants, and comparing a suspect’s sample with evidence found at a crime scene.
Chromatography uses the principle of different affinities (attraction) of substances
within a mixture to two separating substances, known as the stationary phase and
the mobile phase.

What’s More
Based on the illustration, name the pointed parts. Use a separate sheet of paper for
your answers.

Set-up A Set-up B

distillate distillation filter paper filtrate filtration

Funnel water outlet water inlet thermometer Bunsen burner

Round bottom flask residue mixture condenser

Stand conical flask beaker stand

(Images: https://www.goodscience.com.au/year-7-chemistry/separation-of-mixtures/)
 What I Have Learned
Fill in the blanks with the correct word(s). Write your answers in a separate sheet of
paper.
1. A ________________________ involves a change in one or more physical ________,
but no change in the fundamental components that make up the
substance.
2. The most common physical changes are changes of state:
solid ⇔ ___________ ⇔ gas.
3. A _______________________ involves a change in the fundamental components of
the substance; a given substance changes into a different substance or
substances. _____________ changes are called reactions: silver tarnishes by
reacting with substances in the air; a plant forms a leaf by combining
various substances from the air and soil; and so on.
4. Pure substances are of two types: ___________, which cannot be broken down
chemically into simpler substances, and ____________, which can be broken down
chemically into elements.
5. A ___________ has variable composition. A ______________ mixture has the same
properties throughout; a _______________ mixture does not. A pure substance always
has the same composition.
6. ______________ and ___________ are chemicals that always use their common
names.
7. Mixtures are ______________ combinations of substances. Therefore, they can be
separated by _______________ processes.
8. The best technique for separating a mixture depends on the ______________ and
the properties of the _________________.
9. Separation techniques take advantage of differing ______________ of the
components of a mixture.
10. Separation techniques can be divided into those that separate _________________
mixtures and those that separate _______________ mixtures.

What I Can Do

Imagine the following situation:

Jane’s mobile phone was
stolen in class and a note was
left behind, demanding Php
500 for its return. She
suspected five people in her
class, but was not sure who
could have done it. All the
suspects denied taking the
phone and writing the note, but
agreed to have their pens tested
by Jane, to see if their ink
matched that on the note.
Jane performed paper
chromatography on the ink
from each person’s pen as well
as the ink from the note. The
results are shown at the right.
A. Based on the illustration, answer the questions below in a separate sheet of paper.
1. Whose pen has the ink similar to the pen used to write the note?
A) Andrei B) Kate C) Mary D) Michelle E) Sam
2. Who has the pen with ink that has the most number of pigments?
A) Andrei B) Kate C) Mary D) Michelle E) Sam
3. Who has the pen with ink containing only one type of pigment?
A) Andrei B) Kate C) Mary D) Michelle E) Sam
4. Whose pen has the ink with pigments that spread out the most?
A. Andrei B) Kate C) Mary D) Michelle E) Sam
5. Who could be the possible one making the wrong act?
A. Andrei B) Kate C) Mary D) Michelle E) Sam

B. Jane did not use water as the mobile phase, instead she used alcohol when she
performed paper chromatography. Why do you think she chose to use a different
substance? ______________________________________________________________________

Assessment

Choose the letter of the correct answer. Write down your answer on a separate sheet
of paper.

1. The property of _____ could NOT be used to distinguish between table salt and
table sugar.
A. color B. density C. boiling point D. melting point
2. A(n)_______ can be decomposed by chemical means.
A. element C. homogeneous mixture
B. compound D. heterogeneous mixture
3. _________ does NOT signal a chemical change.
A. color change C. production of gas
B. change in state D. production of light and heat
4. Being _______ is a chemical property of the element hydrogen.
A. colorless C. less dense than air
B. odourless D. combustible in the presence of oxygen
5. When the substance _____________, you observed a chemical property.
A. burns B. melts C. changes D. remains the same
6. The diagram at the right shows how particles of a solid occupy space. ______ is the
property of a solid that matches this micro-view of this state of matter.
A. Can flow C. No definite shape
B. No definite volume D. Cannot be compressed
7. When particles in a solid begin to move slowly past each other, ______ of matter
occurs.
A. boiling B. condensing C. melting D. subliming
8. The separation technique that involves heating a solution until the liquid changes
into a gaseous state, leaving behind a solid is known as ______.
A. chromatography B. decanting C. evaporation D. sterilization
9. A ______ is used to separate sand from iron filings.
A. filter paper C. distillation apparatus
B. bar magnet D. chromatography paper
10. ________ is NOT an example of a material or technique for separation of mixtures.
A. Fishing net B. Tea strainer C. Surgical mask D. Boiling an egg
11. The process of evaporating a liquid and then condensing the vapor by cooling is
known as _____.
A. chromatography B. decanting C. distillation D. filtration
For numbers 12 to 15, refer to the molecular pictures at the bottom right:
12. A gaseous compound is shown
in picture ____.
A. 2 B. 3 C. 4 D. 5
13. Picture ___ shows a mixture of
two gaseous elements.
A. 1 B. 2 C. 3 D. 6
14. A solid element is depicted in
picture ___.
A. 3 B. 4 C. 5 D. 6
15. Picture(s) ___ depict(s) a
mixture of gaseous element and a
gaseous compound.
Images: Zumdahl, Steven S. and Decoste, Donald J.
A. 2 C. 2 and 3
Introductory Chemistry. Centgage Learning, 2010
B. 3 D. 4 and 6

References
Books
Brown, Theodore L. et al. Chemistry the Central Science 11 ed., Prentice Hall Inc., 2009 pp.
4-5

Tro, Nivaldo J. Introductory Chemistry 4th ed.,Prentice Hall Inc., 2012, pp. 89

Zumdahl, Steven S. and Decoste, Donald J. Introductory Chemistry. Centgage Learning,

2010. pp. 57-71, 125-126

Online Resources
https://www.britannica.com/science/phase-state-of-matter

Physical and Chemical Changes Activity. Retrieved from

https://www.woodstown.org/cms/lib4/NJ01001783/Centricity/Domain/8/Texts/A
CS/resources/ac/ch8/act1.pdf

Separating Mixture Worksheet. Retrieved from https://indd.adobe.com/view/5d48f4a6-

bde8-4b87-8f62-23ecfcb6b969

https://www.goodscience.com.au/year-7-chemistry/separation-of-mixtures/

http://www.sciencequiz.net/newjcscience/jcchemistry/septechniques/septechniques1a_m
cq.htm

https://www.sciencequiz.net/newjcscience/jcchemistry/states_of_matter/matter_mcq.htm

https://www.thomas.k12.ga.us/userfiles/507/Classes/123540//userfiles/507/my%20file
s/properties%20of%20matter%20unit%20test%202018%20%E2%80%A2%20naiku.pdf?id=
157389

Cover Art
www.canva.com
 Lesson 2 – What’s More
I.
1. Thermometer
2. Water outlet
3. Condenser
4. Stand
5. Mixture
6. Round-bottom
flask
7. Water inlet
8. Bunsen
burner
9. Conical flask
10. Distillate
II.
1. Funnel
2. Filter paper
3. Mixture
4. Residue
5. Stand
6. Beaker
7. filtrate
Answer Key
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