12

GENERAL
CHEMISTRY 1
Learner’s Module

STEM

This book was collaboratively developed and reviewed by educators.

We encourage teachers and other education stakeholders to send their
feedback, comments and recommendations.

THESSA VEE C. RIO

SUBJECT TEACHER
 1 INTRODUCTION TO CHEMISTRY

Chemistry is the study of matter—what it consists of, what its properties are, and how it
changes. Matter is anything that has mass and takes up space—that is, anything that is
physically real. Some things are easily identified as matter—the screen on which you are
reading this book, for example. Others are not so obvious. Because we move so easily
through air, we sometimes forget that it, too, is matter. Because of this, chemistry is a
science that has its fingers in just about everything. Being able to describe the ingredients
in a cake and how they change when the cake is baked, for example, is chemistry!

LESSON
1 STLCFI
1
MATTER AND ITS
PROPERTIES
 I. Content Standard The learners demonstrate understanding of the properties of
matter and its various forms
II. Performance The learners should be able to design using multimedia,
Standard demonstrations, or models, a representation or simulation of the
following:
A. Atomic structure
B. Gas behavior
C. Mass Relationships
D. Reactions
III. Learning  Use properties of matter to identify substances and to
Competencies separate them
 Recognize the formulas of common chemical substances
 Compare consumer products on the basis of their
components for use, safety, quality and costs
 Describe the various simple separation techniques such
as distillation and chromatography
IV. Learning The learners will be able to:
Outcome  Use properties of matter to identify substances and
separate them
 Recognize the formulas of common chemical substances
 Compare consumer products on the basis of their
components for use, safety, quality and costs
 Describe the various simple separation techniques such
as distillation and chromatography

LESSON MAP MATTER AND ITS

PROPERTIES

PROPERTIES OF
MATTER

CLASSIFICATIONS OF
MATTER

SEPARATING
MIXTURES

PRE-
ASSESSMENT
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I. Define the following terms:

1. Matter
______________________________________________________________________________
______________________________________________________________________________

2. Element
______________________________________________________________________________
______________________________________________________________________________

3. Compound
______________________________________________________________________________
______________________________________________________________________________

4. Mixtures
______________________________________________________________________________
______________________________________________________________________________

5. Homogenous
______________________________________________________________________________
______________________________________________________________________________

6. Heterogeneous
______________________________________________________________________________
______________________________________________________________________________

7. Distillation
______________________________________________________________________________
______________________________________________________________________________

8. Chromatography
______________________________________________________________________________
______________________________________________________________________________

9. Suspension
______________________________________________________________________________
______________________________________________________________________________

10. Colloids
______________________________________________________________________________
______________________________________________________________________________

ESSENTIAL
QUESTIONS

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 1. What is matter?
2. What are the properties of
matter?
3. How are we going to separate
mixtures? What are its techniques?

LESSON
DEVELOPMENT WITH

 PROPERTIES OF MATTER

Properties of matter generally pertain to the characteristics of a certain substance that

sets it apart from other substances. It can be categorized into two groups – the physical
properties and the chemical properties

INTENSIVE
PROPERTY
PHYSICAL
PROPERTY
PROPERTIES EXTENSIVE
OF MATTER PROPERTY
CHEMICAL
PROPERTY

Figure 1. The Properties of Matter

A. PHYSICAL PROPERTY

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 The physical properties of matter are those that can be measured and observed
without changing the composition of the substances. It is further divided into two
classifications, namely the intensive physical property and the extensive physical
property.

1. Intensive Physical Property

The intensive physical property, also called as intrinsic property, does not depend
on the size or amount of the sample. For example, a 100 mL water and a 10 mL
water have the same boiling point (100˚C), freezing point (0˚C), and density (1
g/mL at 4˚C)

Color, melting point, boiling point, density, solubility, conductivity, malleability,

luster, and viscosity are considered as intensive properties of matter.

Grape is violet Sugar is soluble in water

Figure 2. Some intensive properties of matter

2. Extensive Physical

The extensive physical property or the extrinsic property is those that can be
affected by the size and amount of samples.

Examples of extensive properties are mass, volume, length, and shape of the
substance.

B. CHEMICAL PROPERTY

The chemical property of matter is the ability of a substance to react with other
substances such as air, water, acid, and base. Table 1 shows the various chemical
properties observed in matter.

Chemical Property Description Example

Combustibility Whether the substance Wood splint undergoes
undergoes combustion or not combustion in the
presence of oxygen gas
Stability Whether the substance can be Calcium carbonate, when
easily decomposed or not heated, decomposes to
calcium oxide and evolves
to CO2
Reactivity Whether it reacts with acids, Zinc metal reacts with
bases, and oxygen, gas, or not acid to form bubbles of
gas
Relative Activity Whether the material is more Lithium is more active
active or less active than other than potassium

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 members of its chemical
family
Ionization Whether it will break into Sodium chloride (NaCl)
charged particles when in that enters in solution
solution with water or not ends up as Na+ and Cl-
ions
Toxicity Whether the substance can Allium genus contains
damage an organism or not thiosulphate, which in
high doses is toxic to dogs
and cats

ACTIVITY 1 TEST YOUR UNDERSTANDING

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

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Group the characteristics of the given substance according to their physical
(extensive or intensive) or chemical properties.

Physical Properties
Characteristics of Some
Chemical Properties
Substances Intensive Extensive
Properties Properties

1. The water in the

container has a volume
of 100 mL and a mass of
99.8 g. It is colorless,
odorless, and tasteless. It
has a density of 0.998
g/mL, boils at 100˚C. It
does not burn. It causes
iron to rust

     

2. NaCl with a mass of

37.9 g is colorless,
odorless, and salty solid
crystals. It has a melting
point of 801˚C. When
dissolved on 100 mL
water, it conducts
 
electricity. It reacts with
silver nitrate to form a
white precipitate. It also
reacts with water to
form chlorine gas,
hydrogen gas, and
sodium hydroxide
   

3. Uranium, a silver-
white radioactive metal,
melts at 1 132.3˚C and
boils at 3 818˚C. It has a
density of 19.09 g/cm3.
It burns in the air to form
U3O8. When finely
powdered, it
decomposes in cold
water. It produces a
green and volatile
compound, UF4. It also
reacts with acid to form
gas and salt

     
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 CLASSIFIACTION OF MATTER

A. PURE SUBSTANCES
A pure substance is a matter that has definite composition and distinct properties. It can be either
an element or a compound.

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 Figure 2. Representations of elements and compounds

1. ELEMENT

An element is the simplest form of matter since it is composed of only one kind of atom, the
smallest particle of an element. It is a pure substance that cannot be decomposed into a simpler
substance by ordinary chemical means.

Examples of elements are hydrogen, helium, carbon, iron, and nickel. Elements are
represented by symbols; the first letter of the symbol is always capitalized, but any following letters
are not. The symbols of some elements, such as C for carbon and He for helium, are derived from the
first letters of the name of the element. Other symbols are derived from the Latin names of the
element such as Cuprum (Cu) for copper, Aurum (Au) for gold, Natrium (Na) for sodium, and
Stannum (St) for tin.

2. COMPOUND

Elements react with each other to form a compound, a pure substance containing two or more
kinds of atom chemically combined in a definite proportion by mass. Unlike elements, compounds can
be separated into simpler substances, but only through chemical means.

An example of a compound is the sodium chloride (NaCl), which is formed when sodium (Na)
atom reacts with chlorine (Cl) atom. The properties of a compound are dramatically different from the
properties of the elements composing it. For instance, using the stated reaction, chlorine is a green,
poisonous gas that is very toxic. It was used as a weapon during the World War I. On the other hand,
sodium is a soft silvery metal that reacts vigorously with water and, if held in the hand, could burn it
severely. Together, however, these atoms produce the compound sodium chloride (table salt), a clear,
crystalline solid particles that is essential for human life.

Other examples of compounds are water (H 2O), carbon dioxide or dry ice (CO2), ammonia
(NH3), sucrose or table sugar (C12H22O11), caustic soda (NaOH), milk of magnesia (Mg(OH)2), slake
lime (Ca(OH)2), baking soda (NaHCO3), gypsum or plaster of Paris (CaSO 4), corundum (Al2O3),
laughing gas (N2O), aqua fortis (HNO3), and oil of Vitriol (H2SO4).

3. MIXTURES

Mixtures are composed of two or more substances combined physically in variable

proportions. It can be a physical combination of two elements, such as bronze (a mixture of Au and Cu)
and amalgam (a mixture of Ag and Hg); of two compounds such as salt solution (a mixture of water
(H2O) and sodium chloride (NaCl); alcoholic beverages (a mixture of ethanol (C2H6O) and water
(H2O)); and mixture of water (H2O) and toluene (C7H8). In the formation of a mixture, components
retain their properties and can be separated by physical means. For example, gold and copper in bronze
can be separated through heating or melting, because the two metals involved have different melting
points; water and sodium chloride in a salt solution can be separated through evaporation because water
evaporates while salt does not; ethanol and water in alcoholic beverages can be separated through
distillation, a process in which the mixture is boiled, causing the vapors of the two liquids to form
different temperatures. The vapors then condense at different temperatures and can be collected one at a
time. Lastly, water and toluene when mixed from two distinct layers and, hence, can be separated
through the use of separatory funnel.

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Mixtures can be either classified as homogenous and heterogenous

1. Homogenous mixture

A homogenous mixture, also called a solution, is

relatively uniform in composition; every portion of the mixture
is like every other portion. A solution is composed of a solute
or the dissolved substance, and a solvent or the dissolving
medium. For example, in a sugar and water solution, sugar is
the solute dissolved in the solvent, which is water.

Solutions are well-mixed and behave like a single

substance. The solute particles dissolved in a solution are too
small to be seen by the naked eye. Figure 3. Examples of homogenous
They are also stable, since they do not settle down on standing.
mixture
2. Heterogeneous mixture

A mixture whose composition varies from one position to another within the sample is
considered as heterogeneous. Heterogeneous mixtures can either a suspension or a colloid.

a. Suspensions consist of coarse particles which are visible to the naked eye. Its particles are
unstable since they settle down after a short period of time. Water with particles such as sand or flour
and muck are examples of suspension.

b. Colloids consist of a dispersed phase or the substance

that is dissolved or scattered and a dispersing medium or the
substance in which the dispersed phase is spread. The size of
the dispersed
phase is spread. The size of the dispersed phase in
colloid is intermediate, in between the sizes of particles of a
suspension and a solution.
Colloids exhibit the Tyndall effect, which is the ability to
Figure 3.1 Examples of heterogeneous
scatter a beam of light that passes through it. This property is
mixtures
only exclusive among colloids, and is not observed in solutions and suspensions.

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10
 ACTIVITY 2 TEST YOUR KNOWLEDGE

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

Write the formula of the following chemical substance.

1. Toluene -

2. sodium chloride -

3. sucrose -

4. ethanol -

5. amalgam -

6. bronze -

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11
7. plaster of Paris -

8. milk of magnesia -

9. caustic soda -

10. salt solution -

 COMPARISON ON THE DIFFERENT KINDS OF MIXTURES

For solutions, the general types exist in any of the three states of matter. It is based on the final state of
the solution or the solvent.

On the other hand, the classifications of colloids are based on the physical state of the dispersed phase
and the dispersing medium

a. Aerosol is a colloidal system of particles dispersed in gas.

b. Sol is formed when solid particles are dispersed in a liquid phase
c. Solid sol is formed when solid particles are dispersed into another solid.
d. Emulsion is a colloid made up of two liquids that are immiscible and small
particles suspended on it
e. Gel is a colloid of a liquid in a solid
f. Foam is a gas disbursed in a liquid or a solid

Table 1. Comparison among the different kinds of mixtures

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12
 ACTIVITY 3 TEST YOUR UNDERSTANDING

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

1. Explain your understanding about the Table 1 on the comparison among the different kinds of
mixtures.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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 ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

 SEPARATING MIXTURES
1. DISTILLATION

Distillation is a process of separating a

homogeneous mixture composed of two
substances with different boiling points. It is
a method that generally uses two phase
changes: evaporation and condensation at
different temperatures, the two liquids are
collected one at a time. This technique is
used in extracting ethanol from a wine
sample F igu re 1. Distilla tion setu p

2. CHROMATOGRAPHY

Chromatography is
another method of separating
complex mixtures. It has
various methods that can be
used in separating mixtures

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14
Figure 2. Paper chromatography setup and a paper chromatogram
 such as paper chromatography, which makes use of an adsorbent (filter paper or chromatogram
paper). The separation depends upon the solubility of each component in the solvent. For example, in
the separation of each component of a water-based ink, the dye which is very soluble in the solvent
travels faster and moves up the paper while the dye that is less soluble travels slowly and is usually at
the lower part of the paper.

ACTIVITY 4 TEST YOUR KNOWLEDGE

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

1. Differentiate distillation and chromatography

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2. Research the meaning of following separating mixtures, and draw and label their set up. You
can use a Long Bondpaper for your drawings.

1. Filtration

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2. Decantation and Centrifugation

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 ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3. Magnetic Separation

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

4. Evaporation

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

RUBRICS IN ANSWERING ESSAY QUESTIONS

4 3 2 1
FEATURES
EXPERT ACCOMPLISHED CAPABLE BEGINNER
Quality of  It is written  It is written  It had a  It had no
Writing in an in an little style style or
extraordinary interesting or voice voice
voice and style and  Give some  Gives no
style voice information new
 Very  Somewhat but poorly information
informative informative organized and very
and well- and poorly
organized organized organized
Grammar  Virtually no  Few spelling  A number  So many
Usage and spelling, and of spelling, spelling,
Mechanics punctuation punctuations punctuation punctuation
or errors, or and
grammatical minor grammatical grammatical
errors grammatical errors errors that it
error interferes
with the
meaning

RUBRICS FOR THE SCHEMATIC DRAWING

FEATURES
20 pts 18 pts 15 pts 10 pts
Elements and Planned carefully The artwork The student shows The student
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16
Principles of and showed an shows that the lack of planning showed little
Design advanced student applied and a little evidence of any
awareness of the the principles of evidence that an understanding of
elements and design while overall the elements an
principles of using one or more composition was principles of art.
design. Student elements planned No evidence of
went above and effectively. planning. Student
beyond Student met did the minimum
expectations expectations of work required
Craftsmanship All aspects of the With a little more The student Below average
and Neatness artwork were effort in finishing showed average craftsmanship, lack
considered and techniques, the craftsmanship; of pride in finished
patiently artwork could be adequate, or not as artwork. Showed
completed. The outstanding. good as the little evidence of
finished product is Overall, the student’s previous effort and/ or a
a result of careful project is clean abilities, a bit lack of
meticulous and without major careless. Minor understanding
planning. The defects like defects may be includes obvious
craftsmanship is folds/rips present deficits like folds,
outstanding. rips, stray marks,
Project is pristine and/ or breaks
and well kept.
Execution, The artwork was The artwork was The artwork was The artwork was
Originality, and successfully successfully partially but never fully
Uniqueness executed from executed from successfully completed.
concept to concept to executed
completion, with completion.
an original
approach

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CHAPTER
TEST

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

I. Identify whether the given substance is an element, compound or mixture.

_________________ 1. Plaster of Paris

_________________ 2. Copper

_________________ 3. Sodium

_________________ 4. Sodium chloride

_________________ 5. Baking soda

_________________ 6. Hydrogen peroxide

_________________ 7. Alcoholic beverages

_________________ 8. Amalgam

_________________ 9. Toluene

_________________ 10. Hydrogen

II. Identify whether the given substance is homogenous or heterogeneous mixture.

1. Water –

2. Wines –

3. Soil –

4. Rocks in the sand –

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 5. Mud puddles –

6. Plastics –

7. Cement –

8. Blood plasma –

9. Smog –

10. Bowl of oatmeal -

SUMMARY

This lesson is about Matter and its Properties. You learned to:

 Use properties of matter to identify substances and to separate them

 Recognize the formulas of common chemical substance
 Compare consumer products on the basis of their components for use, safety, quality an costs
 Describe the various simple separation techniques such as distillation and chromatography

REFERENCES

Rodil, M., et al. Conceptual Science and Beyond: General Chemistry 1. Brilliant
Cretions Publishing, Inc. Novaliches, Quezon City, 2017

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 2
ATOMS, MOLECULES
LESSON AND IONS

I. Content The learners demonstrate understanding of:

Standard 1. Atomic structure
2. Formulas and names of compounds
II. Performance The learners should be able to design using multimedia,
Standard demonstrations, or models, a representation or simulation
of the following:
E. Atomic structure
F. Gas behavior
G. Mass Relationships
H. Reactions
III. Learning  Recognize the formulas of common chemical
Competencie substances
s  Represent compounds using chemical formulas
and models
 Name compounds given their formula and write
formula given the name of the compound
IV. Learning The learners will be able to:
Outcome  Recognize common isotopes and their uses
 Represent compounds using chemical formulas
and models
 Name compounds given their formula and write
formula given the name of the compound

LESSON MAP

ATOMS, MOLECULES
AND IONS

ISOTOPES

CHEMICAL
FORMULAS

STRUCTURAL
FORMULA AND
MOLECULAR
FORMULA

STLCFI
NAMING
20
COMPOUNDS
 PRE-ASSESSMENT

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

A. Define the following terms.

1. Isotopes –

2. Chemical formula –

3. Structural formula –

4. Ionic compounds –

5. Anions –

6. Cations –

7. Binary compounds –

8. Tertiary compounds –

9. Molecular formula –

10. Empirical formula –

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 ESSENTIAL
QUESTION
S

1. What are atoms and molecules?

2. How do they differ?
3. Are you familiar with isotopes?
4. Do you know how to write chemical
formulas?
5. Do you know how to name a compunds?

LESSON
DEVELOPMENT WITH
ACTIVITIES

 ISOTOPES

Isotopes are atoms with the same atomic number but different mass numbers. Since the atomic
number is equal to the number of protons and the mass number is the sum of protons and neutrons,
it can also be said that isotopes are elements with the same number of protons but have a different
number of neutrons.

Two elements with known isotopes are hydrogen and oxygen. Hydrogen has three isotopes
namely, protium (1H1) with 1 proton and no neutrons, deuterium ( 1H2) with 1 proton and 1 neutron
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 and tritium (1H3) with 1 proton and 2 neutrons. Oxygen has also three isotopes, namely, oxygen –
16 (8O16) (8 protons and 8 neutrons), oxygen – 17 ( 8O17) (8 protons and 9 neutrons), and oxygen –
18 (8O18) (8 protons and 10 neutrons).

Similar with other pure substances, isotopes also have important uses. Table 1 below shows some
samples of isotopes and their corresponding uses.

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 ACTIVITY 1 TEST YOUR KNOWLEDGE

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

1. Write at least 5 isotopes and write their uses.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

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  CHEMICAL FORMULAS

A chemical formula is the written chemical structure of a compound. It is made up of the

elements and its corresponding relative number in a compound. There are two types of chemical
formula – the molecular formula and the empirical formula.

a. The molecular formula indicates the actual number of each element in the
compound

b. The empirical formula is the simplest chemical formula. It only shows the
relative ratio between the number of atoms of the different elements present in the
compound.

To further differentiate chemical formula from empirical formula, consider the examples below.

Compound Chemical formula Empirical formula

Naphthalene C10H8 C5H4
Hydrogen Peroxide H2O2 HO
Benzene C6H6 CH
Glucose C6H12O6 CH2O

 STRUCTURAL FORMULA AND MOLECULAR MODELS

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 The structural formula shows how atoms are bonded to one another in a molecule. This is best
represented using molecular models like the ball-and-stick model and the space-filling-model. In the
ball-and-stick model kits, the atoms are represented by color-coded plastic ball with holes in them. The
stick represents the chemical bonds. In space-filling models, the atoms are represented by connected
balls, hence the bonds are not visible. The balls are proportional to the size of the atoms. Table 2
shows the molecular formula and structural formula, and molecular models of some common
molecules.

ACTIVITY 2
Ta ble 2. Molecu la r a n d Str u ctu r a l F ormu la s a n d Molecu la r Models of Some
Common Molecu les

TEST YOUR CREATIVITY

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 Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

1. On a short bond paper, draw the ball-and-stick model and the space filling model of the
following molecules. Be creative. You can use coloring materials.

a. methanol

b. ammonia

c. methane

d. carbon tetrachloride

e. hydrogen peroxide

 NAMING COMPOUNDS

A. IONIC COMPOUNDS

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 Ionic compounds are made of cations and anions. Hence in naming compounds, you should be familiar
with the name of cations and anions (summarized at the end of the lesson on page 23), and take note of
the following rules.

1. For binary compounds, metal cations take their names from the elements with the
anions take the first part of the name of the element, and add the suffix –ide at the end.

2. For ternary compounds which contain three elements, the cation goes first in its name
before the polyatomic ion which usually ends with –ite or –ate.

3. For compounds containing a metallic ion of variable charge, either the classical method
or the stock method of naming may be used. In the classical method, the name of the
metallic ion ends in –ous (for lower charge) an d-ic (for higher charge). In the stock
method, the metal is named first followed by the value of the charge written in Roman numeral
(enclosed in parenthesis).

B. MOLECULAR COMPOUNDS

1 . F o r o n e p a i r

1 , d i - 2 , t r i - 3

d e t e r m i n e t h e n

prefix “mono” is omitted.

Examples

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28
 CO – carbon monoxide CO2 – carbon dioxide
NO2 – nitrogen dioxide N2O4 – dinitrogen tetraoxide
2. For binary compounds, place the name of the first element; then, follow it with the
second element. The second element is named by adding –ide to the root of the element name.

Examples
HCl – hydrogen chloride Hl – hydrogen iodide
HBr – hydrogen bromide SiC – silicon carbide
3. For binary compounds considered as acids, use the prefix hydro- followed by the stem
name of the anion ending with –ic, then by the word “acid”

Examples
HCl – hydrochloric acid Hl – hydroiodic acid
HBr – hydrobromic acid HF – hydrofluoric acid
4. Oxy-acids, those that contain hydrogen, oxygen, and another element, is named in two
ways –

a. for anions ending with –ate, change –ate to –ic; then, follow it with the word
“acid”
b. for anions ending with –ite, change –ite to –ous; then, follow it with the word
“acid”

Examples

ACTIVITY 3 TEST YOUR KNOWLEDGE

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

1. Write the formula of each of the following compounds

____________________a. lithium carbonate

____________________b. potassium chromate
____________________c. sodium cyanide
____________________d. aluminum chloride
____________________e. antimony (v) oxide
____________________f. phosphoric acid
____________________g. sodium hydride
____________________h. sulphur dioxide
____________________i sodium carbonate
____________________j. perchloric acid

2. Give the name of the following compounds. Use the stock method in naming compounds
containing a metallic ion of the variable charge.

______________________a. CuSO4
________________________________b. AuCl3
________________________________c. Ag2CO3

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29
________________________________d. SrCO3
______________________e. (NH4)2Cr2O7
________________________________f. CaS
______________________g. NH4C2H3O2
________________________________h. SnO
______________________i. FeSO3
________________________________j. NaHCO3

RUBRICS FOR THE SCHEMATIC DRAWING

FEATURES
20 pts 18 pts 15 pts 10 pts
Elements and Planned carefully The artwork The student shows The student
Principles of and showed an shows that the lack of planning showed little
Design advanced student applied and a little evidence of any
awareness of the the principles of evidence that an understanding of
elements and design while overall the elements and
principles of using one or composition was principles of art.
design. Student more elements planned No evidence of
went above and effectively. planning. Student
beyond Student met did the minimum
expectations expectations of work required
Craftsmanship All aspects of the With a little The student Below average
and Neatness artwork were more effort in showed average craftsmanship,
considered and finishing craftsmanship; lack of pride in
patiently techniques, the adequate, or not as finished artwork.
completed. The artwork could be good as the Showed little
finished product is outstanding. student’s previous evidence of effort
a result of careful Overall, the abilities, a bit and/ or a lack of
meticulous project is clean careless. Minor understanding
planning. The and without defects may be includes obvious
craftsmanship is major defects present deficits like folds,
outstanding. like folds/rips rips, stray marks,
Project is pristine and/ or breaks
and well kept.
Execution, The artwork was The artwork was The artwork was The artwork was
Originality, and successfully successfully partially but never fully
Uniqueness executed from executed from successfully completed.

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30
 concept to concept to executed
completion, with completion.
an original
approach

CHAPTER
TEST

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

A. Write the chemical formula of the following compounds.

1. Methane – 6. Silver nitrate –

2. Hydrogen peroxide – 7. Potassium hydroxide -

3. Dinitrogen tetraoxide – 8. Aluminum oxide -

4. Cuprous sulfate – 9. Potassium nitrate -

5. Hydrogen chloride – 10. Barium sulfate –

B. Write the structural formula of the following molecules.

1. Methane –

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 2. Carbon tetrachloride-

3. Methanol –

4. Ammonia –

5. Water -

SUMMARY

SUMMARY/SYNTHESIS/GENERALIZATION

This lesson is about Atoms, Molecules and Ions. You learned to:

 Recognize common isotopes and their uses

 Represent compounds using chemical formulas and models
 Name compounds given their formula and write formula given the name of the compound

REFERENCE
S

Rodil, M., et al. Conceptual Science and Beyond: General Chemistry 1. Brilliant
Cretions Publishing, Inc. Novaliches, Quezon City, 2017

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2
CHEMICAL CALCULATIONS AND
REACTIONS

1. INTRODUCTION

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 Chemical reactions are everywhere. They occur in almost all phenomena in the
universe everyday – from the formation of rain, photosynthesis, to product
manufacturing, to food digestion, and more. The list of activities that involve chemical
reactions is endless. This is why chemistry is necessary in every person’s life.

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 1
PERCENT COMPOSITION
LESSON AND CHEMICAL
FORMULAS

1. Content Standard The learners demonstrate understanding of the

relationship of percent composition and chemical
formula
II. Performance The learners should be able to design using multimedia,
Standard demonstrations, or models, a representation or
simulation of the following:
II. Atomic structure
III. Gas behavior
IV. Mass Relationships
V. Reactions
III. Learning  Calculate the empirical formula given molar
Competencies mass
 Calculate molecular formula given molar mass
IV. Learning Outcome The learners will be able to:
 Calculate the empirical formula from the percent
composition of a compound
 Calculate the molecular formula given the molar
mass

LESSON
MAP

PERCENT
COMPOSITION AND
CHEMICAL FORMULAS

MASS PERCENTAGE
COMPOSITION

EMPIRICAL FORMULA
AND MOLECULAR
FORMULAS
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 PRE-
ASSESSMENT

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

I. Find the molar mass of the ff. compounds. Show your solution.

1. C6H6 –

2. C2HCl3O2 –

3. SiO2 –

4. C2H3O2NH4 –

5. Zn(NO3)2 –

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 ESSENTIAL
QUESTIONS

1. What is a molar mass?

2. How are you going to calculate the
mass percentage of a compound?
3. What is the difference between
emperical and molecular formula?

LESSON DEVELOPMENT
WITH ACTIVITIES

 MASS PERCENTAGE COMPOSITION

The amount of each element in a compound can also be expressed in terms of percentage. Mass
percentage composition is obtained by dividing the mass of each element by the molar mass of the
compound and multiplying the quotient by 100 percent.

Mass of element in the compound

Mass percentage of element = x 100 %
Molar mass of the compound

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Example:

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 ACTIVITY 1 TEST YOUR KNOWLEDGE

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

Solve the following problems:

1. The compound sodium thiosulfate, a photographic fixative, has a formula NA2S2O3. What is the
mass percentage of each element in the compound?

2. The atomic mass of C is 12 amu while H is 1 amu. What is the percentage composition of CH4?

3. Phosporic acid is a clear and odourless liquid found in carbonated beverages. What is the
percentage composition by mass of H?

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4. Caffeine (C8H10N4O) is a bitter substance found in coffee, tea, soft drinks, and chocolates. What
is the mass percentage of each element in the compound?

5. Acetaminophen, a pain reliever and a fever reducer, has the formula, C8H9O2N. What is the
mass percentage of H in the compound?

 EMPIRICAL FORMULA AND MOLECULAR FORMULAS

The empirical formula gives the relative ratio between the numbers of atoms of the different
elements present, while the molecular formula shows the exact number of atoms of each element per
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 molecule. These two formulas can be derived from the given mass percentage of each element in the
compound as shown in the examples that follow.

Example 1

MMT is a compound used as a gasoline supplement and octane rating booster. What is the empirical
formula of MMT it is 49.5% C, 3.2% H, 22.0% O, and 25.2 % Mn?

Example 2

An analysis of nicotine, one of more than 4 000 chemicals found in the smoke of tobacco products,
shows that it is 74.0 % C, 8.65 % H, and 17.35 % N. if the molar mass of nicotine is 162 g/mol, what
is the empirical formula and the molecular formula of nicotine?

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ACTIVITY 2 TEST YOUR KNOWLEDGE

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Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

Solve the following problems.

1. Find the empirical formula for a compound containing 40.6% C, 51% H and %$.2
% O.

2. Enamel, the hard outer covering of a tooth, is composed of a network of calcium

ions (Ca2+), phosphate ions (PO4-3), and hydroxide ions (OH-), called hydroxyapatite.
The hydroxide ion in hydroxyapatite structure can be replaced by fluoride ions (F -)
during the brushing of teeth; hence, fluoroapatite is produced. If hydroxyapatite
contains 38.39% Ca, 18.50%P, 41.41% O, and 0.20% H what is its molecular
formula?

3. If fluoroapatite contains 39.68% Ca, 18.45% P, 38.10% O, and 3.77% F, what is

its molecular formula?

CHAPTER
TEST

A. Find the mass percentage composition of the following compounds.

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1. C8H2O2N

2. C20H14O4

3. NH4NO3

4. C4H4O4

5. CrK2O4

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 B. Solve the following problem.

1. Corondum, the 9th hardest mineral, contains 52.94% Al and 47.06% O. based on their
composition, what is the empirical formula of the compound?

*Note: if after dividing by the smallest number, the subscript is still a decimal number
with decimal part of 5, multiply all subscript by 2.

SUMMARY

This lesson is about percent composition and chemical formulas. You learned to:

 Calculate the empirical formula from the percent composition of a compound

 Calculate the molecular formula given the molar mass.

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REFERENCE
S

Rodil, M., et al. Conceptual Science and Beyond: General Chemistry 1. Brilliant
Cretions Publishing, Inc. Novaliches, Quezon City, 2017

2
CHEMICAL REACTIONS
LESSON AND CHEMICAL
EQUATIONS

I. Content The learners demonstrate understanding of the use of chemical

Standard formulas to represent chemical reactions
II. Performance The learners should be able to design using multimedia,
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 Standard demonstrations, or models, a representation or simulation of the
following:
A. Atomic structure
B. Gas behavior
C. Mass Relationships
D. Reactions
III. Learning Write and balance chemical reactions
Competencies
IV. Learning The learners will be able to:
Outcome  Write chemical reaction
 Balance a chemical reaction

LESSON
MAP

CHEMICAL REACTIONS
AND CHEMICAL
EQUATIONS

CHEMICAL REACTION

WRITING CHEMICAL
EQUATIONS

BALANCING CHEMICAL

PRE-
ASSESSMENT

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

A. Define the following terms.

1. Chemical reaction –
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2. Reactants –

3. Products –

4. Coefficient –

5. Antoine Lavoisier’s law of conservation of mass –

B. Write the number of atoms present in each of the element of the given compounds.

1. C6H12O6 –

2. NaHCO3 –

3. (NH4)2C2O4 –

4. Mg(NO3)2 –

5. KHC8H4O4 -

1. What is a chemical reaction?

2. How to write a chemical
equation?
3. How to balance chemical
equation?
ESSENTIAL
QUESTIONS

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 LESSON
DEVELOPMENT WITH

 CHEMICAL REACTION
A chemical reaction is a process in which at least one substance is produced as a result of chemical
change. The substances that enter into a chemical reaction are called reactants while the substances
formed from this reaction are called products. For example, in the reaction below is NaHCO3 is referred
to as reactant, whereas, Na2CO3, H2O, and CO2 are the products.

2NaHCO3 (s)  Na2CO3 (s) + H2O (aq) + CO2

This symbolic representation of a chemical reaction is called a chemical equation. It uses symbols
and formulas to describe the changes that occur in the reaction. As can be seen, the reactants(s) is/are
written on the left-hand side and the product(s) on the right-hand side. Different symbols are used such
as follows:

1.  separates the reactants from the products; read as yields, produces,

forms, liberates

2. + separates the reactants or products from each other

3. ↑ indicates a gaseous products

4. ↓ indicates the presence of precipitate

5. (s), (l), (aq) signifies solid, liquid, gas, and aqueous reactants or products,
respectively; “aqueous” means that the substance is in a solution with
water.

6. indicates heating process

7. 2NaHCO3 2 before the NaHCO3 is called the “coefficient” or the number of moles
in the substance; no coefficient indicates 1 mole

In writing chemical equation,

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 1. Always follow the rules in writing formulas of the compound. For example, it is incorrect to write
NaCl2, CaO2, and NaSO4. It is because the charge of Na is +1, Cl is -1, Ca is +2, O is -2. Hence,
following the crisscross rule, it must be NaCl, CaO, and Na2SO4.

2. An element that is gaseous at room temperature is represented by its natural molecular formula.

a. It is incorrect to write H3, F, Cl, O, Br, I, N because hydrogen, fluorine, chlorine, oxygen,
and nitrogen are diatomic gases. Hence, they must be written as H2, F2, Cl2, O2, and N2.

b. It is incorrect to write He2, Ne2, Ar2, Kr2, Xe2 because helium, neon, argon, krypton, and
xenon are monoatomic gases. Therefore, they must be written as He, Ne, Ar, Kr, and Xe.

A gaseous element is denoted by a subscript (g).

e.g. H2(g) , F2(g) , Cl2(g) , Ne(g) , Xe(g)

3. An element in solid or liquid state is represented in equations by the element’s chemical symbol.

e.g.

It is incorrect to write Na2 nor Hg2; they must be written only as Na or Hg.

A solid element can be denoted by the subscript (s) and a liquid element by the subscript (l)

Examples Na(s) , Hg(l)

 WRITING CHEMICAL EQUATIONS

When writing a chemical equation, you must first know how and where place the coefficient and the
subscript.

Always remember that a coefficient applies to the whole formula. Subscript, on the other hand,
affects only the element to which it is written.

The coefficient multiplied

by the subscript gives the total number of an element in a formula. Hence, the above notation
denotes 2 mol NaHCO3; made up of 2 Na atoms, 2 H atoms, 2 C atoms, and 6 O atoms.

Examples

1. 4H2 has 8 atoms

2. 4H2O has 8 H atoms and 4 O atoms

3. 4(NH2)4S has 16 N atoms, 32 H atoms, and 4 S atoms.

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 ACTIVITY 1 TEST YOUR UNDERSTANDING

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

Write the number of atoms present in each element of the given compound.

1. Mg(ClO3)2

2. (NH4)2C2O4

3. (NH4)2

4. KNaC8H4O

5. Ni(CH3CO2)2

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  BALANCING CHEMICAL EQUATIONS
Antoine Lavoisier’s law of conservation of mass states that atoms can neither be created nor destroyed
in a chemical reaction; therefore, equations must be balanced.

A balanced equation has equal number of atoms on both sides; meaning, both the reactants and the
product share the same number of atoms.

balanced equation: Ca + S  CaS

unbalanced equation: H2 + O2  H2O

The reactants in the second equation have 2 H atoms and 2 O atoms, whereas the product shows only 2
H atoms and 1 O atom.

How do we balance this equation, then?

Trial-and-error is applied in changing coefficients when balancing an equation. Remember that only
the coefficients can be changed, not the subscript. Also, fractions are not allowed in the final formula.

EXAMPLES

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 ACTIVITY 2 TEST YOUR KNOWLEDGE

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

Balance the following chemical equations:

1. Fe + O2  Fe2O3

2. N2O  N2O2

3. Zn + HCl  ZnCl2 + H

4. KHC8H4O4 + NaOH  KNaC8H4O4 + H2O

5. Na2CO3 + Mg(NO3)2  MgCO3 + NaNO3

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 CHAPTER
TEST

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

A. Give the uses of the given symbol.

1. ↑ -

2. (s), (l), (aq) –

3. + -

4. ↓ -

5. ∆ -

B. Write the number of atoms in each element of the given compound.

1. CH3COO –

2. H2CO3 –
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3. Ca(OH)2 –

4. (NH4)3PO4 –

5. 2Mg3(PO4)2 –

C. Balance the following chemical equation.

1. ZnS + O2  ZnO + SO2

2. Pb(NO3)2 + NaCl  NaNO3 + PbCl2

3. Fe + O2  Fe2O3

4. H2 + N2  NH3

5. Na3PO4 + MgCl + Mg3(PO4)2

SUMMARY

This lesson is about chemical reactions and chemical equations. You learned to:

 Write and balance chemical equations

REFERENCES

Rodil, M., et al. Conceptual Science and Beyond: General Chemistry 1. Brilliant
Creations Publishing, Inc. Novaliches, Quezon City, 2017

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 LESSON 3 MASS RELATIONHIPS IN
CHEMICAL REACTIONS

I. Content The learners demonstrate understanding of the

Standard quantitative relationship of reactants and product in a
chemical reaction
II. Performance The learners should be able to design using multimedia,
Standard demonstrations, or models, a representation or
simulation of the following:
A. Atomic structure
B. Gas behavior
C. Mass Relationships
D. Reactions
III. Learning  Construct mole or mass ratios for a reaction in
Competencies order to calculate the amount of reactant needed
or amount of product formed in terms of moles
or mass
 Calculate percent yield and theoretical yield of
the reaction
 Explain the concept of limiting reagent in a
chemical reaction; identify the excess reagent(s)
IV. Learning The learners will be able to:
CHEMICAL REACTIONS
Outcome MASS RELATIONSHIP
 Construct mole or mass ratios for a reaction in
IN CHEMICALorder to calculate the amount of reactant needed
REACTIONS or amount of product formed in terms of moles
or mass
 Calculate percent yield and theoretical yield of
the reaction
Explain the concept of limiting reagent in a
CHEMICAL REACTION MASS-TO-MASSchemical reaction; identify the excess reagent(s)
RELATIONSHIP AND
MOLE-TO-MASS
LESSON RELATIONSHIP

MAP
WRITING CHEMICAL

LIMITING REAGENT
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AND PERCENT
56
CHEMICAL
 PRE-
ASSESSMENT
Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

Define the following terms:

1. Mass – to – mole relationship

_________________________________________________________________________________
_________________________________________________________________________________

2. Mole – to – mass relationship

_________________________________________________________________________________
_________________________________________________________________________________

3. limiting reagent

_________________________________________________________________________________
_________________________________________________________________________________

4. theoretical yield

_________________________________________________________________________________
_________________________________________________________________________________

5. excess reagent

_________________________________________________________________________________
______________________________________________________________________________

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 ESSENTIAL
QUESTIONS

1. What are the relationships of

chemical reactions?
2. What is a limiting reagent? percent
yield?
3. How are we going to calculate these?

LESSON DEVELOPMENT
WITH ACTIVITIES

 MASS-TO-MASS RELATIONSHIP AND MOLE-TO-MASS RELATIONSHIP

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 Other concept of stoichiometry is known as mass-to-mole relationship or vice versa. Mass-to-mole
relationship is used to predict the mole of reactant/product from a given mass of reactant/product from
a given mole of another reactant/product.

The process can be facilitated by employing the molar mass in g/mol of the compound needed as
conversion ratio. Furthermore, the molar ratio between the given compound and the unknown
compound will be needed.

1. MASS-TO-MOLE RELATIONSHIP

The process of solving mass-to-mole problem is as follows:

mass of reactant moles of reactant moles of product

(or product) (or product) (or reactant)

stoichiometric calculations for mass-to-mole

problem

EXAMPLE:
Platinum (Pt) reacts in hot agua regia, a mixture of nitric acid and sulfuric acid, to give aqueous
choloroplatinic acid (H2PtCl6), a reddish brown solid substance used in inedible inks and electroplanting

Pt + 4HNO3 + 6HCl  H2PtCl6 + 4NO2 + 4H2O

If 0.58 g Pt was reacted with hot agua regia, how many moles of H2PtCl6 were produced?

ACTIVITY 1

TEST YOUR KNOWLEDGE

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

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Solve the following problems:

1. How many moles of HCl will be produced when 249 g of AlCl3 are reacted according to this
chemical equation?

2 AlCl3 + 3 H2O  Al2O3 + 6 HCl

2. Potassium thiosulfate (K2S2O3) is used to dechlorinate water. The reaction involved is as follows:

K2S2O3 + 4Cl2 + 5H2O  2KHSO4 + 8HCl

Assume that 38.85 g of K2S2O3 is used in the process of removing excess chlorine. How many moles of
HCl will be produced?

3. How many moles of Al2O3 will be produced when 23.9 of H2O are reacted according to this
chemical equation?

2 AlCl3 + 3 H2O  Al2O3 + 6 HCl

2. MOLE-TO-MASS RELATIONSHIP

The process of solving mole-to-mass problem is as follows:

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 mass of moles of moles of
reactant/product product/reactant reactant/product

stoichiometric calculations for mole-to-mass

problem

EXAMPLE

Potassium (K) metal, when reacted with H2O, yields potassium hydroxide (KOH) and H2.

2K + 2H2O  2KOH + H2

This is an exothermic reaction which the heat released is enough to cause the H2 to ignite and the aqueous
KOH to plaster. If accidentally, 8.65 mol K were put in water, how many grams of KOH will possibly plaster?

ACTIVITY 2 TEST YOUR KNOWLEDGE

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________
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 Solve the following problems:

1. In extracting gold from ore, miners dissolve the gold using a metallurgical technique called
gold cyanidation. The chemical reaction for dissolution of Au is as follows.

4Au + 8KCN + O2 + 2H2O  4KAu(CN)2 + 4KOH

What is the minimum amount of KCN (in grams) needed to extract 38.60 moles of Au?

2. Sulfuric acid (H2SO4), a highly corrosive strong mineral acid, reacts with Cu according to this
equation:

2H2SO4 + Cu  CuSO4 + 2H2O + SO2

How many grams of sulfur dioxide (SO2) are created by this reaction if 4.78 mole of Cu react with
the H2SO4?

 LIMITNG REAGENT AND REACTION YIELD

Before a chemist conducts a reaction, he/she usually calculates the needed amount of reactant to
ensure that nothing will be wasted. If this is not done, even if one of the reactants will be consumed
completely, a reactant remains as is at the end of the reaction.

The reactant consumed completely in the reaction is called the limiting reagent because the
maximum amount of products (theoretical yield) that will be formed depends on how much of this is

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 present during the reaction. On the other hand, the reactant present in quantities greater than required
to react with the limiting reagent is called the excess reagent.

In reality, the quantity of product obtained in the reaction is less than the maximum amount
expected. This is called the theoretical yield. On the other hand, the quantity of product actually
obtained from the reaction is referred to as the actual yield. In determining the efficiency of the
reaction, percent yield is calculated as follows.

actual yield
% yield = x 100%
theoritical yield

EXAMPLE

One of the steps in producing nitric acid (HNO3) using the Ostwald process is:

4NH3 + 5O2  4NO + 6H2O

If 4.398 g of NH3 is allowed to react with 13.54 g O2, determine:

a. limiting reagent

b. the excess reagent

c. the expected mass of NO formed (theoretical yield)

d. the amount of excess reagent left at the end of the reaction; and

e. the % yield if 6.632 g of NO is actually obtained

LIMITING AND EXCESS REAGENT

To determine which of the given reactants are the limiting and the excess reagents, calculate the
moles of the product formed from the given quantities of the reactants. The reactant which forms the
lesser number of moles of product is the limiting reagent, while the reactant which forms the greater
number of moles of product is the excess reagent.

THEORETICAL YIELD

To determine the theoretical yield, calculate the mass of NO formed from the given quantity of limiting
reagent (4.398 g NH3). Remember that the maximum amount of products (theoretical yield) that will be
formed depends of how much limiting reagent is present during the reaction.

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AMOUNT OF EXCESS REAGENT LEFT

To determine the amount of excess reagent left at the end of the reaction, calculate the mass of the excess
reagent that reacts with the limiting reagent. Then, subtract the calculated mass to the given mass.

PERCENT YIELD

To determine the % yield, use the

formula as follows:

ACTIVITY 3 TEST YOUR KNOWLEDGE

Name of Student:_______________________ Date: _____________

Grade and Section: ______________________ Score: ____________

Solve the following problems:

1. Phosphoric acid (H3PO4) is a key ingredient on soft drinks that gives it a sharper flavour. One
way to produce this acid is with the aid of mineral fluoroapatite (Ca5(PO4)3F) following this reaction

(Ca5(PO4)3F) + 5 H3PO4  3 H3PO4 5CaSO4 + HF

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 If 24.5 g Ca5(PO4)3F is mixed with 89.7 g H3PO4

a. how much H3PO4 will form?

b. determine the % yield if 12.110 g H3PO4 is actually obtained

2. Thermite reaction is necessary to produce molten iron. This reaction involves Fe 3O4 and Al and is
described by:

8Al + 3 Fe3O4  9 Fe + 4 Al2O3

If 198.5 g Al and 365.5 g Fe 3O4 are used, what mass of the excess reagent remains unused at the
end of the reaction?

CHAPTER
TEST
A. Solve the following problems.

1. Sulfuric acid (H2SO4), a highly corrosive strong mineral acid, reacts with Cu according to this
equation:

2H2SO4 + Cu  CuSO4 = 2H2O + SO2

How many grams of sulfuric dioside (SO2) are created by this reaction if 6.80 mole of Cu react with
H2SO4?

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 2. One of the steps in producing nitric acid (HNO3) using the Ostwald process is:

4NH3 + 5O2  4NO + 6H2O

If 5.369 NH3 is allowed to react with 14.68 g O2 determine:

a.) limiting agent

b.) the excess reagent

c.) the expected mass of NO formed (theiritical yield)

d.) the amount of excess reagent left at the end of the reaction; and

e.) percent yield if 7.835 g of NO is actually obtained

SUMMARY
 
This lesson is about mass relationships in chemical reaction. You learned to:

 Calculate mole or mass ratios for a reaction in order to calculate the amount of reactant needed or
amount of product formed in terms of moles or mass
 Calculate the percent yield and theoretical yield of the reaction
 Explain the concept of limiting reagent in a chemical reaction and identify the excess reagents

REFERENCES 

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Rodil, M., et al. Conceptual Science and Beyond: General Chemistry 1. Brilliant
Creations Publishing, Inc. Novaliches, Quezon City, 2017

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