Senior High School
General Chemistry 1
Quarter 1 Module 3
Atomic Structures
Chemical Formula and Names
General Chemistry 1 - Grade 11
Alternative Delivery Mode
Quarter 1 Module 2
Atomic Structures
Chemical Formula and Names
First Edition, 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 royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book 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 Division of Cagayan de Oro
Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
Development Team of the Module
Author: Marian Grace C. Esmade
Reviewers: Jean S. Macasero, EPS - Science
Illustrator and Layout Artist:
Management Team
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent
Co-Chairpersons: Alicia E. Anghay, PhD, CESE
Asst. Schools Division Superintendent
Members Lorebina C. Carrasco, OIC-CID Chief
Jean S. Macasero, EPS - Science
Joel D. Potane, LRMS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II
Printed in the Philippines by
Department of Education Bureau of Learning Resources (DepEd-BLR)
Office Address: Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: (08822)855-0048
E-mail Address: [Link]@[Link]
Senior High School
General
Chemistry 1
Quarter 1 Module 2
Properties of Matter and Its Various Forms
This instructional material was collaboratively developed and reviewed
by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at action@
[Link].
We value your feedback and recommendation
hilippines
Table of Contents
What This Module is About .................................................................................................... i
What I Need to Know ............................................................................................................. i
How to Learn from this Module............................................................................................. ii
Icons of this Module .............................................................................................................. ii
What I Know ......................................................................................................................... iii
Lesson 1.1:
Properties of Matter ..................................................................................................... 1
What I Need to Know .................................................................................... 1
................................................................................................... 1
What Is It ....................................................................................................... 2
................................................................................................. 3
What Is It ....................................................................................................... 3
............................................................................................. 4
............................................................................................. 5
What I Have Learned .................................................................................... 6
Lesson 4.2:
Common Chemical Substances ......................................................................... 7
........................................................................................................ 7
................................................................................................... 7
What Is It ..................................................................................................... .. 8
................................................................................................ .. 8
...................................................................................................... .. 9
................................................................................................ .. 10
What I Have Learned .................................................................................. .. 11
Assessment: (Post-
Key to Answers ...................................................................................................................
Reference
What This Module is About
This module
This module has 3 lessons:
1. Isotopes
2. Naming Compounds
3. Calculating the empirical formula
You are expected to answer and complete the activities given in each lesson.
Strictly follow the instructions in each activity. You may write your answers on the
answer sheets provided.
What I Need to Know
After going through this module, you are expected to;
1. Recognize common isotopes and their uses STEM_GC11AMIc-e-19
2. Represent compounds using chemical formulas, structural formulas
and models STEM_GC11AMIc-e-21
3. Name compounds given their formula and write formula given the
name of the compound STEM_GC11AMIc-e-23
4. Calculate the empirical formula from the percent composition of a
compound STEM_GC11PCIf-32
i
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
Take your time reading the lessons carefully.
Follow the directions and/or instructions in the activities and exercises diligently.
Answer all the given tests and exercises.
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
This part connects previous lesson with that
of the current one.
An introduction of the new lesson through
various activities, before it will be presented
to you
What is It These are discussions of the activities as a
way to deepen your discovery and under-
standing of the concept.
These are follow-up activities that are in-
tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you
Learned have learned from the lesson
What I can do These are tasks that are designed to show-
case your skills and knowledge gained, and
applied into real-life concerns and situations.
ii
What I Know
Pre Assessment
Directions: Choose the best answer among the choices. Encircle the letter of your
answer.
1. Which process is a chemical change?
A. heating to boiling C. slicing into two pieces
B. burning in air D. dissolving in alcohol
2. Which of the following is an example of an element?
A. soil C. water
B. sugar D. oxygen
3. Which is the most suitable separation method can be used to separate a mixture of
different colored ink?
A. chromatography C. evaporation
B. distillation D. filtration
4. What is matter?
A. building blocks to make up organisms C. molecules that makes up all things
B. anything that is measured and seen D. none of the above
5. Which is the most suitable separation method can be used to separate the mixture of
liquids in crude oil?
A. distillation C. chromatography
B. evaporation D. fractional distillation
6. Which of the following is an example of an extensive property?
A. mass C. density
B. color D. boiling point
7. What is the chemical formula of chalk?
A. CaCO3 C. CaCO
B. COOH D. CaCO2
8. Tony Stark, a consumer with light colored hair, would like to buy shampoo but he saw
that it contains high amounts of sulfate. What should Tony do?
A. buy the shampoo C. find a sulfate free shampoo
B. test the shampoo D. find alternatives to shampoo
9. Glass breaking is an example of..?
A. chemical property C. chemical change
B. physical property D. physical change
[Link] is one of the importance of knowing the compositions of a product?
A. so we can save money C. so we can use it safely
B. so we can know the quality D. all of the choices
iii
Lesson
Isotopes
1
What I Need to Know
Recognize common isotopes and their uses STEM_GC11AMIc-e-19
Review on Protons, Neutrons, and Electrons
Atoms of an element have a constant or fixed number of protons. The atomic number gives
the number of protons in the nucleus of the atom. For the neutral atom, the number of
protons is equal to the number of its electrons. The atomic number is often represented by
the symbol Z.
Z = nuclear charge = number of protons = number of electrons in neutral form
The mass number is represented by the symbol A. The sum of the number of protons and
neutrons is called the mass number. An atom may be represented by the nuclear symbol AZE
where:
E = symbol of the element
A = mass number
Z = atomic number
A = number of protons (Z) + number of neutrons
The protons and neutrons are collectively called nucleons.
Let us look at some examples of nuclear symbols of elements
1.2412Mg (Magnesium)
Atomic numver (Z)=12
# of protons: 12
# of electrons: 12
Number of neutrons: (A-Z)
(24-12) = 12
1
Activity 1: Subatomic Particles
Directions: Complete the table below by supplying the correct quantity or number of
particles. The example before may be used as a guide.
Element Atomic Atomic No. of No. of No. of
mass Number Protons Neutrons Electrons
Phosphorus 31 15
Barium 56 81
Chromium 28 24
Bismuth 209 83
Magnesium 12 12
What Is It
However, with modern science and techniques, isotopes have been discovered. This
numbers. In other words, isotopes are atoms of the same element but has different numbers
of neutrons.
For example, all carbon atoms (Z=6) have 6 protons as well as electrons, but only 98.89% of
naturally occurring carbon atoms have 6 neutrons (A=12).
Sample Problem 1. Determining the number of Subatomic Particles in the Isotopes of an
Element
Problem: Silicon (Si) is a major component in semiconductor chips. It has three naturally
occurring isotopes, 28Si, 29Si, and 30Si. Determine the number of protons, neutrons, and
electrons in each silicon isotope.
Plan: The mass number (A) of each of the three isotopes is given, which is the sum of protons
and neutrons. Using the periodic table, we can find the atomic number (Z) which equals the
number of electrons. We obtain the number of neutrons by subtracting (A-Z).
Solution: According to the periodic table, the atomic number of Silicon is 14. Therefore,
28
Si has 14 protons, 14 electrons, and 14 neutrons (28-14)
29
Si has 14 protons, 14 electrons, and 15 neutrons (29-14)
30
Si has 14 protons, 14 electrons, and 16 neutrons (30-14)
2
(1)
Activity 2: Do it Yourself
Directions: Using the sample before, determine the number of protons, neutrons, and
electrons in these problems. Encircle and put a label on each subatomic particle.
A. 115Q
Solution and Answer:
B. 4120R
Solution and Answer:
C. 13153X
Solution and Answer:
D. What elements do Q, R, and X represent?
(2)
Activity 3: Uses of Isotopes
Directions: Research and know more about the isotopes given below. On the spaces given,
draw the uses of the isotopes. Write a short caption below each drawing.
3
Sulfur Isotopes Krypton Isotopes
Uranium Isotopes Silver Isotopes
2
Lesson Compounds: Formulas and
2 Names
In a chemical formula, element symbols, and, often, numerical subscripts show the type and
number of each atom in the smallest unit of the substance. In this lesson, you will learn how
to write the names and formulas of ionic and simple covalent compounds and how to
visualize molecules.
What Is It
Activity 3: Other Separation Methods
Directions: Using different resources such as the internet, books, articles, journals, and
textbooks, research on other separation methods used in chemistry. Write the information
gathered below. (5 points each item)
Separation Methods Purpose Examples where these
methods are applied
Decantation
Filtration
3
Evaporation
Activity 4: Chromatography
Directions: you will perform basic chromatography. Prepare all your materials beforehand.
Pass this activity with the deadline indicated by the teacher.
Materials: ordinary filter paper, water-based ink pen (black), Erlenmeyer flask (if available) or
mini coke plastic container (substitute)
Procedure:
1. Cut a small strip of filter paper long enough to reach the bottom of the container or
wide.
2. Using a water-based ink pen,
paper.
3. Add enough water to the container to over the bottom of the filter paper but not enough to
reach the ink dot.
[Link] the filter paper in the container with the dotted end facing down.
5. observe and describe what happens to the ink dot.
Illustration of the setup
Questions:
1. What colors rose from the black ink?
_________________________________________________________________________
_________________________________________________________________________
2. If you were to perform the activity again but this time using an ink of different color (e.g. blue
or red), would you still obtain the same results? Explain (You may try this procedure using a
different ink color to find out)
_________________________________________________________________________
_________________________________________________________________________
4
3. What practical applications does chromatography have?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What I Have Learned
Activity 4: Assessing Your Knowledge
Part A: Which of the following properties are extrinsic and intrinsic? Write E if they are
extrinsic and I if they are intrinsic.
____1. Temperature ____6. Density
____2. Volume ____7. Mass
____3. Boiling temperature ____8. Specific gravity
____4. Viscosity ____9. Hardness
____5. Weight ____10. Length
B. Answer the following questions briefly.
1. Describe how you will separate the following components of the following mixture:
a. palay husk from the grain
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
b. dissolved dye from water
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Lesson
Common Chemical Substances
1.2
5
Previously, we have learned how the different properties of matter as well as
its composition. We have also discussed separation techniques in different mixtures.
common chemical substances (STEM_GC11MPIa-b-9) and we will try to recognize
them as well as compare consumer products on the basis of their components for
use, safety, quality, and cost (STEM_GC11MPIa-b-1)
Activity 2.1 Name That Element!
Directions: Using your periodic table or your prior knowledge, name the following elements
in the periodic table.
Element Element Name Element Element Name
Symbol Symbol
1 Cl 8 Ir
2 Sn 9 Mg
3 Ti 10 Be
4V 11 Rn
5 Sb 12 F
6 Kr 13 B
7 Xe 14 Tl
What Is It
Matter can be classified into three types based on its composition elements, compounds,
and mixtures. Elements are two kinds of substances: a substance is matter whose
composition is fixed. Mixtures are not substances because they have a variable composition
1. Elements. An element is the simplest type of matter with unique physical and chemical
properties. It consists of only one kind of atom, and, therefore, cannot be broken down into a
6
simpler type of matter by any physical or chemical methods. Each element has a name, such
as carbon, fluorine, or oxygen. A sample of fluorine contains only fluorine atoms.
In nature, most elements exist as population of atoms, either separated or in contact
with each other, depending on the physical state. Several elements occur in molecular form:
molecule is an independent structure of two or more atoms bound together. Oxygen, for
example, occurs in air as diatomic (two atom) molecules.
2. Compounds. Compounds are substances formed when two or more elements combine
through a chemical change. Sodium chloride, sugar, and water are examples of compounds.
Another feature of a compound is that its properties are different from the properties of its
compound elements. Example: soft, silvery sodium metal and yellow-green, poisonous
chlorine gas are very different from the compound they form- white, crystalline sodium
chloride, or table salt!
Unlike an element, a compound can be broken down into simpler substances. For
example, am electric current breaks down molten sodium chloride into metallic sodium and
chlorine gas.
3. Mixtures. A mixture consists of two or more substances (elements and/or compounds) that
are mixed together. Because a mixture is NOT a substance, the components of a mixture can
vary in their parts by mass. For example, a mixture of the compounds sodium chloride and
water can have different parts by mass of salt to water. A mixture also retains many of the
properties of its components.
Activity 2.2 Research It!
Directions: Using various search engines, books, and the Internet, research the name or
the formula of the different compounds as well as its uses. #1 will serve as an example.
Common Name Uses
Compounds
(Formula)
1 H2 O Water or dihydrogen oxide Most common solvent, we use
it everyday life as we take a
bath, cook our food, and
sustain life
2 SO3
3 CH4
4 NH3
5 N2 O
6 K2SO4
7 H2O2
8 Hydrofluoric acid
9 Hypobromous acid
7
10 NO
11
MnSO4
12 Perchlorate
13 Cyanide
14 BaO2
15 NaNO2
16 CaCO3
CHEMISTRY IN INDUSTRY
Many science principles are applied in industries. Industrialization not only uplifts the
quality of human existence, but also propels nation to higher levels of economic prosperity.
Many pure substances and mixtures, organic or inorganic in nature, are now
commercially manufactured and used by school and government laboratories, households, or
industries as raw materials for intermediary or final products. They undergo hundreds of test
before they are sold in the market.
Substances may be pure or impure, knowledge of the properties of the components in
the mixture facilitates the manufacture of products to a certain degree of purity. For example,
impure mineral ores are processed into useful metals.
Materials exist in gas, solid, or liquid states. Packing them may pose a problem.
Materials used as containers are carefully chosen to ensure that no harmful reactions will take
place between the content and the container. The container must be free from outside
contamination.
Activity 2.3 Becoming a Better Consumer
Directions: Research or read on the different components or ingredients of the following
items. On the third column, decide whether it is safe, has good quality, or for a good price.
Product or Components/Ingredients Safe? Good Good Will I
Item Quality? price? buy?
1. junk food Salt, corn, monosodium X X No
glutamate (vetsin)
8
2. soft drink
3 lollipop
4 deodorant
5 detergent
6 shampoo
Guide Questions:
1. Why is it important to know the components or ingredients of the items/products that we
use every day?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. What harmful components have you find out from the items above? Explain.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. What other options do you have in mind if some of the products have harmful to use?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What I Have Learned
Direction: Make a flash card of the information in this module that struck you the most. Attach
a minimum of 10 flash cards in your answer sheet when you pass it. Remember, be creative
as you can be.
Materials: Short bond paper cut in 1/8 size crosswise.
9
Procedure: The front portion of the flash card should contain a question about the lessons in
this module and at the back of the card, write the answer of the question you wrote.
This activity is essential in helping you retain the knowledge you acquired! Write it down to
remember!
Post Assessment
Directions: Choose the best answer among the choices. Encircle the letter of your
answer.
1. What is matter?
A. building blocks to make up organisms C. molecules that makes up all things
B. anything that is measured and seen D. none of the above
2. Which is the most suitable separation method can be used to separate the mixture of
liquids in crude oil?
A. distillation C. chromatography
B. evaporation D. fractional distillation
3. Which is the most suitable separation method can be used to separate a mixture of
different colored ink?
A. chromatography C. evaporation
B. distillation D. filtration
4. which process is a chemical change?
A. heating to boiling C. slicing into two pieces
B. burning in air D. dissolving in alcohol
5. Which of the following is an example of an element?
A. soil C. water
B. sugar D. oxygen
6. Which of the following is an example of an extensive property?
A. mass C. density
B. color D. boiling point
7. glass breaking is an example of..?
A. chemical property C. chemical change
B. physical property D. physical change
8. Tony Stark, a consumer with light colored hair, would like to buy shampoo but he saw that
it contains high amounts of sulfate. What should Tony do?
A. buy the shampoo C. find a sulfate free shampoo
B. test the shampoo D. find alternatives to shampoo
9. What is the chemical formula of chalk?
A. CaCO3 C. CaCO
B. COOH D. CaCO2
10
[Link] is one of the importance of knowing the compositions of a product?
A. so we can save money C. so we can use it safely
B. so we can know the quality D. all of the choices
SUMMARY:
Physical properties are properties not responsible for any change in the
composition of a substance, though its form may change.
Chemical properties involve chemical change which forms two completely
different substances.
Extensive property is that which changes when the amount of material
undergoes change. Examples of this property are mass, length, and volume.
Intensive property does not depend on the size or amount of the substance.
Examples of this property are temperature, color, odor, hardness, density,
melting and boiling point, and molecular weight.
Key to Answers
LESSON 1
Activity 2
1.P 2. C 3. C 4. P 5. C 6. C 7. P 8. C 9. A 10. C 11. C 12. P 13. P 14. P 15. C
Activity 4
1. E 2. E 3. E 4. I 5. E 6. E 7.E 8. E 9. I 10. E
LESSON 2
11
