0% found this document useful (0 votes)
14 views37 pages

Module1 - Week1-Copy-For-Modular 2

kwkwk

Uploaded by

kira Chums
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
14 views37 pages

Module1 - Week1-Copy-For-Modular 2

kwkwk

Uploaded by

kira Chums
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 37

lOMoARcPSD|47771657

General Chemistry 1 Quarter 1 – Module 1: Properties


of Matter
Generaly Psychology (Philippine College of Technology )

Scan to open on Studocu

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

Studocu is not sponsored or endorsed by any college or university

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

Senior High School

General
Chemistry 1
Quarter 1 – Module 1:
Properties of Matter

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

General Chemistry 1 – Senior High School


Alternative Delivery Mode
Quarter 1 – Module 1: Properties of Matter
June 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Published by the Department of Education


Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Developers / Compilers: Dinna G. Carangue and Irene R. Kawarasaki

Reviewers: Roquesa B. Sabejon, PSDS North District VII


Imelda Lañojan, Master Teacher II - Apas National High School
Celia C. Gepitulan, M.Ed., School Head Regino Mercado Night High School
Zenaida Grapa, Master Teacher - Talamban National High School

Management Team:

RHEA MAR A. ANGTUD, Ed.D., Schools Division Superintendent


DANILO G. GUDELOSAO, Ed.D., Asst. Schools Division Superintendent GRECIA F.
BATALUNA, CID Chief
RAYLENE S. MANAWATAO, EPSvr – Science
LUIS O. DERASIN JR. DPA, EPSvr – Araling Panlipunan VANESSA HARAYO LLB,
Division ADM Coordinator

Printed in the Philippines by DepEd Cebu City


Department of Education – Region VII

Office Address: New Imus Road, Barangay Day-as, Cebu City


Telephone No.: (032) 253 2559
E-mail Address: [email protected]

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

Senior High School

General
Chemistry 1
Quarter 1 – Module 1:
Properties of Matter

Introductory Message
For the facilitator:

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

Welcome to the General Chemistry 1 Senior High School 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.

In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher


This contains helpful tips or strategies that
will help you in guiding the learners.

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 – Senior High School 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!

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

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

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

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. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. 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. But the order in which you read them can be changed to
correspond with the textbook you are now using.

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);

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

2. recognize the 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. Classify each of the following as a physical or chemical property. Write


your answers on a separate sheet of paper.

1. Gallium metal melts in your hand.


2. Platinum does not react with oxygen at room temperature.
3. The bond paper is white.
4. The copper sheets that form the roofing of some homes have acquired a
greenish coating over the years.
5. Mothballs pass directly into the gaseous state in your cabinet.

II. Identify whether the statement is True or False. Write your answers on a
separate sheet of paper.

1. Mixtures can be heterogeneous or homogeneous.


2. An element can be broken down into simpler substances.
3. The composition of water can be broken down by physical means.
4. The salt you sprinkle to your food is a pure substance.
5. Air is an example of a compound.

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. ______________________
_______________________ ______________________

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

2. _______________________ 4.
_______________________
_______________________ ______________________
_

Lesson
Properties of Matter
1
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?

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

Notes to the Teacher


Let students recall the definition of chemistry. Let them dig
deeper on what it truly means. It is important that students
comprehend the subject’s vital role in understanding the
different processes that matter undergoes. Such will result to a
deeper appreciation of the natural world and encourage them
to apply these principles to make lives better.

What’s New

Read carefully the following riddles. All of the answers are matter. Clues are given
by the number of blank boxes after the riddle. Please put your answers in a blank
sheet of paper.
RIDDLE TIME

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,

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

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

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

Figure 1.1. Phase Changes 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, liquid, or solid),
density, melting 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 H 2O. 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
the container.
Figure 1.2. States of water 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.

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

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
come apart—the water decomposes to
hydrogen and oxygen. We can represent this

process as follows:

Figure 1.3. Electrolysis


This is a chemical change because water (consisting of H 2O molecules)
has changed into different substances: hydrogen (containing H 2 molecules) and
oxygen (containing O2 molecules). Thus in this process, the H 2O 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

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

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 (O 2)
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 H 2O 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.

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

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. Figure 1.4 Air Components

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 those of other regions. For example, when we pour sand into
water, the resulting mixture has one region containing water and another, very
different region containing mostly sand.

What’s More

I. Determine if the statement describes a physical property or chemical


property. Copy the table below on your sheet of paper and fill in with
correct statement.

a. The boiling point of a certain alcohol is 78 °C.


b. Diamond is very hard.
c. Sugar ferments to form alcohol.

d. A metal wire conducts an electric current.

PHYSICAL PROPERTY CHEMICAL PROPERTY

II. Tell if the statement shows a physical change or chemical change. Use
a separate sheet for your answer.

a. Iron metal is melted. __________________


b. Iron combines with oxygen to form rust. __________________
c. Wood burns in air. ___________________
d. A rock is broken into small pieces. ___________________

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

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


mixture – homogeneous or heterogeneous. Use a separate sheet of
paper.

a. Gasoline
b. Stream with gravel at the bottom
c. Air
d. Brass
e. Copper metal

PURE SUBSTANCE MIXTURE


ELEMENT COMPOUND HOMOGENEOUS HETEROGENEOUS

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

solid ⇔ ___________ ⇔ gas.


substance. The most common physical changes are changes of state:

2. 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.

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

3. Pure substances are of two types: ___________, which cannot be broken


down chemically into simpler substances, and ____________, which can be
broken down chemically into elements.

4. A ___________ has variable composition. A ______________ mixture has the


same properties throughout; a _______________ mixture does not. A pure
substance always has the same composition.

What I Can Do

Think back of a recent breakfast or lunch. Describe two physical and two
chemical changes that were involved in the meal and explain why you think each
was a physical and chemical change.
Then, write a paragraph describing a common activity (such as baking bread or
driving a motorcycle). Underline the physical changes (use one line) and
chemical changes (use two line) taking place within the activity. Select and
describe an activity that is sure to have at least two physical changes and two
chemical changes
(https://www.woodstown.org/cms/lib4/NJ01001783/Centricity/Domain/8/Texts
/ACS/resources/ac/ch8/act1.pdf).
Identify which components from the activities written above are elements,
compounds, homogeneous and heterogeneous mixtures.

Assessment

A. Identify the following as a physical or chemical property.

1. A rubber band stretches when you pull on it.


2. Concentrated hydrochloric acid has a choking, pungent odor.
3. Concentrated hydrochloric acid will burn a hole in cotton jeans because
the acid breaks down the cellulose fibers in cotton.
4. Copper compounds often form beautiful blue crystals when a solution
of a given copper compound is evaporated slowly.
5. Copper metal combines with substances in the air to form a green
“patina” that protects the copper from further reaction.
6. Bread turns brown when you heat it in a toaster.
7. When you use the perfume, the liquid of the perfume evaporates
quickly from your skin.
8. If you leave your steak on the gas grill too long, the steak will turn
black and char.

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

9. Hydrogen peroxide fizzes when it is applied.


10. A marshmallow turns black when toasted too long in a campfire.
11. Hydrogen peroxide dental strips will make your teeth whiter.
12. If you wash your jeans with chlorine bleach, they will fade.
13. If you spill some nail polish remover on your skin, it will evaporate
quickly.
14. When making ice cream at home, salt is added to lower the
temperature of the ice being used to freeze the mixture.
15. A bunch of hair is clogging up in your bathroom floor drain can be
removed with a drain cleaner solution.

B. Label each of the following as an atomic element, a molecular element, or


a compound.

C. Match each description below with the following microscopic pictures.


More than one picture may fit each description. A picture may be used
more than once or not used at all.

a. A gaseous compound
b. A mixture of two gaseous elements
c. A solid element
d. A mixture of gaseous element and a gaseous compound

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

Additional Activities

Read the following questions carefully. Please answer them to the best of
your ability.

1. If powdered elemental zinc and powdered elemental sulfur are poured


into a metal beaker and then heated strongly, a very vigorous chemical
reaction takes place, and the zinc sulfide was zinc sulfide is formed. Is
zinc sulfide an element or compound?

2. Pure substance X is melted, and the liquid is placed in an electrolysis


apparatus such as that shown in Figure 1.3. When an electric current is
passed through the liquid, a brown solid forms in one chamber and a
white solid forms in the other chamber. Is substance X a compound or
an element?

3. If a piece of white chalk is heated strongly in a flame, the mass of the


piece of chalk will decrease. Eventually, the chalk will crumble into a
fine white dust. Does this change suggest that
the chalk is composed of an element or a
compound? Why?

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

1. What substance is always called by its common name?


a) Table salt c) water
b) Sugar d) milk of magnesia
2. Sucrose has a chemical formula of _________.
a) C12H22O11 c) NaCl
b) C6H12O6 d) MgSO4
3. It involves the separating a liquid from a solid by gently pouring off a
liquid.
a) Evaporation c) decantation
b) Distillation d) separating funnel
4. This separates heterogeneous mixtures by spinning them at very high
speeds, which forces components to separate into layers.
a) Magnetism c) separating funnel
b) Distillation d) centrifugation
5. Evaporation is used to
a) Separate dyes in a marker
b) Separate liquids of different boiling points
c) Obtain solute from the solution
d) Separate solids of different particle size
6. A magnet could be used to separate
a) Sand and salt c) colors in a food dye

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

b) Sand and iron filings d) water and sand


7. In a coffee machine, the ground coffee is separated from the coffee
solution by using
a) Filter paper c) sand paper
b) Toilet paper d) tissue paper
8. The process of evaporating a liquid and then condensing the vapor by
cooling is known as
a) Distillation c.) decanting
b) Chromatography d) filtration
9. Two or more substances mingled together, but not chemically combined
are collectively known as
a) Mixture c) distillate
b) Residue d) solution
10. Which one of the following substances is a mixture?
a) Copper c) seawater
b) Water d) salt

Lesso
Common Substances and
n 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.

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

Notes to the Teacher


After students have done the activity in the What’s New
section, let them submit a copy of their findings. If it is possible,
let them share their results, analysis and conclusions to the
entire class. After which, feedback is to be given. Let students
also perform a laboratory activity on separating mixtures if the
situation permits.

What’s New

List at least 10 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. For laundry For external powdered affordable


Detergent use
soap

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?

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

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.

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

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.

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

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 assist the decanting
process, as it 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.

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

Figure 1.8 Decanting

Sieving

Sieving involves separating a mixture based on different sizes of


components. For example, small rocks can be separated from sand by sieving the
mixture. The smaller sand 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.

Figure 1.9 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 paper in a funnel,
pouring the mixture 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.

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

Figure 1.9 Filtration

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 liquids that are non-miscible in water. An
oil-water mixture would be an example of this.

Figure 1.10 Separating Funnel

Centrifugation

Centrifugation involves spinning tubes of heterogeneous mixtures at very


high speeds,

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

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 blood cells and
plasma).

Figure 1.11 Centrifugation

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

Evaporation

Evaporation is used for recovering dissolved solids from solutions. The


solution is either boiled or simply left uncovered, resulting in the evaporation of

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

water and the crystallization of solutes. For example, sea salt is recovered by the
evaporation of sea water.

Figure 1.13 Evaporation


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 separate liquids based on
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.

Figure 1.14 Distillation

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 to recover large
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

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

substances, known as the stationary phase and the mobile phase


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

Figure 1.15 Chromatography

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

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

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

What I Have Learned

Fill in the blanks with the appropriate answers. Write your answers on a
separate sheet of paper.

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

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.
11.Decanting involves separating a liquid _______________ from a solid
___________ by gently pouring off the liquid.
12.___________________ involves separating components of a mixture based on
their different sizes.
13._______________ is a special form of sieving where ___________ is used to
trap very fine solid particles from liquid or gas mixtures. The part of the
mixture that passes through the filter is called the _____________ and the
solid particles that get trapped in the filter are called the ________________.
Dissolved particles are able to pass through the filter paper.
14.______________ separates heterogeneous mixtures by spinning them at high
speeds. This causes the different ____________ to separate into ____________.
15.Magnetism can be used for separating ____________ materials from
____________ materials.
16.Evaporation is used for recovering _____________ substances from
_____________. The _______________ is evaporated and the ____________ is
crystallized.
17.________________ also involves evaporation, but includes the collection of
the evaporated substance, known as the ______________. The evaporated
substance is passed through a tube, known as a ____________. This tube is
surrounded by ______________, which cools the evaporated substance,
causing it to ______________ from gas back to ______________. Distillation can
be used for separating homogeneous mixtures of liquids with different
__________________.
18._________________ separates mixtures based on their differing levels of
attraction to two substances, known as the _____________ phase and the
___________ phase. An example is _______________, which can be used to
separate pigments in ink.

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.

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

Jane performed paper chromatography on the ink from each person’s pen as well
as the ink from the note. The results are shown below.

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
B)
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

Directions: Read the questions below and use a sheet of paper for your answers.
I. Choose the best separation technique for separating the mixtures in
the table. You can choose a technique more than once from the list
below.
• Centrifugation • Evaporation
• Chromatography • Filtration

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

• Decanting • Magnetism
• Distillation • Sieving

Separation
Mixture
Technique
a) salt and water (only salt needs to be recovered)

b) salt and water (water needs to be recovered)

c) sand and iron filings

d) smoke and air

e) butanol and water (butanol boils at 118⁰C)

f) chalk powder and water

g) flour and sugar

h) clothes and water

i) pebbles and water

j) water-soluble ink

k) metal fragments and oil

II. Describe how you could separate the following mixtures. You will need
to perform more than one step to recover all components.

1. Salt and sand

2. Iron filings and talc powder

3. Isopropanol, glycerol and water (*the boiling point of isopropanol is


83⁰C and boiling point of glycerol is 290 ⁰C)

Additional Activities

Extension Questions:

1. What is fractional distillation and how does it work? Give an


example of a mixture that is separated using this technique.

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

2. Describe the relationship between the density of components of a


mixture and the layers resulting from centrifugation of the mixture.

Further Research

The following questions will require you to conduct your own research.
Choose one (1) that may interest you. Write your answers on a bond
paper.
1. Research the fractional distillation of crude oil. What different products
can be separated and what are some examples of their different uses?

2. Research separation techniques that are used at your local recycling


facility. Compare the manual methods with the different automated
methods that are used. List some ways households can make the
recycling process more efficient when sorting their recyclable waste for
collection.

3. Research techniques for recycling water and list some of the uses of
recycled water. Why do you think recycled water is such a contentious
issue? Do you think recycled drinking water is safe? Would you drink it?

Downloaded by Sharmaine Dela Cruz ([email protected])


lOMoARcPSD|47771657

Downloaded by Sharmaine Dela Cruz ([email protected])

You might also like