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

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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. He...

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Senior High School

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

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

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Senior High School

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

Introductory Message For the facilitator: 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! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know

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

What I Know

This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module.

What’s In

This is a brief drill or review to help you link the current lesson with the previous one.

What’s New

In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation.

What is It

This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.

What’s More

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

What I Have Learned

This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson.

What I Can Do

This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns.

Assessment

This is a task which aims to evaluate your level of mastery in achieving the learning competency.

Additional Activities

In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts.

Answer Key

This contains answers to all activities in the module.

At the end of this module you will also find:

References

This is a list of all sources used in developing this module.

The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. 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); 2. recognize the formulas of common chemical substances (STEM_GC11MPla-b9); 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. 2. 3. 4.

Gallium metal melts in your hand. Platinum does not react with oxygen at room temperature. The bond paper is white. 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. 2. 3. 4. 5.

Mixtures can be heterogeneous or homogeneous. An element can be broken down into simpler substances. The composition of water can be broken down by physical means. The salt you sprinkle to your food is a pure substance. 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. ______________________ ______________________

2. _______________________ _______________________

4. _______________________ _______________________

Lesson

1

Properties of Matter

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

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

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, 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

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 H2O. This molecule can be represented as

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

When ice melts, the rigid solid becomes a mobile liquid that takes the shape of its container. Continued heating brings the liquid to a boil, and the water becomes a gas or vapor that seems to disappear into “thin air.” The changes that occur as the substance goes from solid to liquid to gas are represented in Figure 1.2. In ice the water molecules are locked into fixed positions (although they are vibrating). In the liquid the molecules are still very close together, but some motion is occurring; the positions of the molecules are no longer fixed as they are in ice. In the gaseous state the molecules are much farther apart and move randomly, hitting each other and the walls of 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. 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 H2O molecules) has changed into different substances: hydrogen (containing H2 molecules) and oxygen (containing O2 molecules). Thus in this process, the H2O molecules have been replaced by O2 and H2 molecules.

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

Water is an example of a compound. Pure water always has the same composition (the same relative amounts of hydrogen and oxygen) because it consists of H2O molecules. Water can be broken down into the elements hydrogen and oxygen by chemical means, such as by the use of an electric current.

Each element is made up of a particular kind of atom: a pure sample of the element aluminum contains only aluminum atoms, elemental copper contains only copper atoms, and so on. Thus an element contains only one kind of atom; a sample of iron contains many atoms, but they are all iron atoms. Samples of certain pure elements do contain molecules; for example, hydrogen gas contains H - H (usually written H2) molecules, and oxygen gas contains O - O (O2) molecules. However, any pure sample of an element contains only atoms of that element, never any atoms of any other element. A compound always contains atoms of different elements. For example, water contains hydrogen atoms and oxygen atoms, and there are always exactly twice as many hydrogen atoms as oxygen atoms because water consists of H-O-H molecules. A different compound, carbon dioxide, consists of CO2 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 mi...