Republic of the Philippines

Department of Education
Region V
Schools Division Office of Camarines Sur
MILAOR NATIONAL HIGH SCHOOL
San Jose, Milaor, Camarines Sur

TABLE OF SPECIFICATION
(---S-U-B-J-E-C-T--)
FIRST QUARTER EXAMINATION (OCTOBER 27-28,2022)
 School: MILAOR NATIONAL HIGH SCHOOL Grade level & Subject: 11 GENERAL CHEMISTRY 1
 District: MILAOR Quarter: 1ST QUARTER
 School Head: MELINDA P. BANDOY School ID: 301999
Learning Competencies % of COGNITIVE PROCESS DIMENSION Test Item

No. of Days Taught

Teach Placement

No. of Questions
Duration (Hours)

Understanding
ing

Remembering
The learners should be able to…

Evaluating
Analyzing
Applying

Creating
1.recognize that substances are made up of smaller particles STEM_GC11MP-Ia-b-1 4 8 4 1 1 1 1 1—4
2.describe and/or make a representation of the arrangement, relative spacing, and relative motion of the 4 8 4 1 1 1 1 5—8
particles in each of the three phases of matter STEM_GC11MP-Ia-b-2
3.distinguish between physical and chemical properties and give examples STEM_GC11MP-Ia-b-3 2 4 2 1 1 9—10
4.distinguish between extensive and intensive properties and give examples STEM_GC11MP-Ia-b-4 2 4 2 1 1 11—12
5.use properties of matter to identify substances and to separate them STEM_GC11MP-Ia-b-5 2 4 2 1 1 13—14

6.differentiate between pure substances and mixtures STEM_GC11MP-Ia-b-6 3 6 3 1 1 1 15—17

7.differentiate between elements and compounds STEM_GC11MP-Ia-b-7 2 4 2 1 1 18—19
8.differentiate between homogenous and heterogenous mixtures STEM_GC11MP-Ia-b-8 2 4 2 1 1 20—21
 9.recognize the formulas of common chemical substances STEM_GC11MP-Ia-b-9 2 4 2 1 1 22—23
10.describe separation techniques for mixtures and compounds STEM_GC11MP-Ia-b-10 2 4 2 1 1 24—25
11.compare consumer products on the basis of their components for use, safety, quality and cost 2 4 2 1 1 26—27
STEM_GC11MP-Ia-b-11
12.differentiate between precision and accuracy STEM_GC11MT-Ib-13 2 4 2 1 1 28—29
13.explain how the basic laws of matter (law of conservation of mass, law of constant composition, law of 2 4 2 1 1 30—31
multiple proportion) led to the formulation of Dalton’s Atomic Theory STEM_GC11AM-Ic-e-15
14.describe Dalton’s Atomic Theory STEM_GC11AM-Ic-e-16 2 4 2 1 1 32—33

15.differentiate among atomic number, mass number, and isotopes, and which of these distinguishes one 4 8 4 1 1 1 1 34—37
element from another STEM_GC11AM-Ic-e-17
16.write isotopic symbols STEM_GC11AM-Ic-e-18 1 2 1 1 38—38
17.recognize common isotopes and their uses STEM_GC11AM-Ic-e-19 2 4 2 1 1 39—40
18. differentiate among atoms, molecules, ions and give examples STEM_GC11AM-Ic-e-20 1 2 1 1 41—41
19.represent compounds using chemical formulas, structural formulas and models STEM_GC11AM-Ic-e-21 3 6 3 1 1 1 42—44
20. give the similarities and differences between the empirical formula and molecular formula of a 2 4 2 1 1 45—46
compound STEM_GC11AM-Ic-e-22
21.name compounds given their formula and write formula given the name of the compound 1 2 1 1 47—47
STEM_GC11AM-Ic-e-23
22.Practice chemical nomenclature: writing the chemical formulas of ionic 3 6 3 1 1 1 48—50
compounds; naming ionic compounds from formulas STEM_GC11AM-Ic-e-24
TOTAL 50 100 50 13 16 12 6 1 2 50

Prepared by: Reviewed by: Approved by:

ARIANE I. LAGATIC MA. CECILIA B. NICOLASORA MELINDA P. BANDOY

Subject Teacher Assistant School Principal II School Principal II