UNIT I

MATTER & ITS PROPERTIES

Lesson 1: Properties of Matter, Classification of Matter & Simple
Separation Techniques

CONTEXT
Learning Competency
At the end of the lesson, the learners can:
a. Distinguish between physical and chemical properties and give examples;
b. Differentiate between pure substances and mixtures, between elements and
compounds, and homogeneous and heterogeneous mixtures;
c. Use properties of matter to identify substances and to separate them; and
d. Apply simple separation techniques such as distillation, chromatography.
Values Integration: Character and Compassion

EXPERIENCE
Prelection: Identifying The Type of Change
Directions: Examine the given pictures and identify whether they are physical or chemical
changes. Write your answer in the space provided.
Source: www.dreamstime.com

1. _____________ 2. _____________ 3. _____________ 4. ______________

Processing Questions:
1. How were you able to identify whether the given is a physical or chemical change?
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2. What are the indicators that the change is physical or chemical?

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Concept Notes
The universe is made up of matter, energy, and empty space. Matter is anything that has mass
and occupies space. It can change, or be made to change, from one form to another. In a
chemical change, or commonly known as chemical reaction, substances are used up
(disappear), and others are formed to take their places. The new substances formed in the
reaction have different compositions and properties from the substances present before the
reaction occurred. An example is the burning of a mixture of hydrocarbons. In this mixture,
the main component is propane. When this chemical change takes place, propane and oxygen
from the air are converted to carbon dioxide and water.

Matter also undergoes another type of change, called physical change. It differs from a
chemical reaction in that the identity and composition of the substances do not change. Most
physical changes involve changes of state – for example, the melting of solids and the boiling
of liquids. Water remains water whether it is in the liquid state or in the form of ice or steam.
The conversion from one state to another is a physical change. Another important type of
physical change involves making or separating mixtures. Dissolving sugar in water is a
physical change.

Fig. 1.1 – Physical Change and Chemical

Change

The chemical properties of a substance are the chemical reactions that it undergoes. It is the
ability of a substance to combine with or change into one or more other substances. A
chemical property of iron is its ability to react with oxygen present in air to form rust.
Physical properties are all properties that do not involve chemical reactions. It is a
characteristic that can be observed without changing the sample’s composition. For example,
density, color, melting point, and physical state (liquid, solid, gas) are all physical properties.

Matter can be divided into two classes: pure substances and mixtures. Pure substances can be
classified as elements or compounds. Mixtures can be classified as homogeneous or
heterogeneous.

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 ELEMENTS

An element is a substance that consists of identical

atoms. At this time, 118 elements are known. Of these,
90 occur in nature; the others are made by chemists
and physicists in the laboratory. A list of the known
elements is found in the periodic table, along with
their symbols and other information. Their symbols
consist of one or two letters. Many symbols
correspond directly to the name in English (for
example, C for carbon, H for hydrogen, and Li for
lithium), but a few are derived from the Latin or
German names. Others are named for people who
Fig. 1.2 – Element and Compound played significant roles in the development of atomic
science.

COMPOUNDS

A compound is a pure substance composed of two or more elements in a fixed ratio by mass.
For example, water is a compound made up of hydrogen and oxygen while table salt is a
compound made up of sodium and chlorine. There are an estimated 20 million known
compounds. A compound is characterized by its formula. The formula gives us the ratios of
the compound’s constituent elements and identifies each element by its atomic symbol. For
example, in table salt the ratio of sodium atoms to chlorine atoms is 1:1. Given that Na is the
symbol for sodium and Cl is the symbol for chlorine, the formula of table salt is NaCl. In
water, the combining ratio is two hydrogen atoms to one oxygen atom. The symbol for
hydrogen is H, that for oxygen is O, and the formula of water is H2O. The subscripts following
the atomic symbols indicate the ratio of the combining elements. The number 1 in these ratios
is omitted from the subscript. It is understood that NaCl means a ratio of 1:1 and that H2O
represents a ratio of 2:1.
MIXTURES

A mixture is a combination of two or more pure

substances. Most of the matter we encounter in our daily
lives (including our own bodies) is made up of mixtures
instead of pure substances. For example, blood, butter,
gasoline, soap, the metal in a ring, the air we breathe, and
the earth we walk on are all mixtures of pure substances.
An important difference between a compound and a
mixture is that the ratios by mass of the elements in a
compound are fixed, whereas in a mixture the pure
substances can be present in any mass ratio. Mixtures are
classified as either homogeneous or heterogeneous. A
Fig. 1.3 – Homogeneous Mixture and heterogeneous mixture does not blend smoothly
Heterogeneous Mixture throughout, and the individual substances remain distinct.
A freshly squeezed juice is a heterogeneous mixture of
juice and pulp.
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A homogeneous mixture has constant composition throughout; it always has a single phase. If
you cut a piece of mercury-silver amalgam into two, their compositions will be the same. They
will contain the same relative amounts of silver and mercury, no matter the size of each piece.
An important characteristic of a mixture is that it consists of two or more pure substances, each
having different physical properties. If we know the physical properties of the individual
substances, we can use appropriate physical means to separate the mixture into its component
parts.

SIMPLE SEPARATION TECHNIQUES

Simple Separation Techniques are used to separate the constituents of a mixture and are
usually done to remove unwanted materials or obtain useful components. These include
filtration, distillation, crystallization, sublimation, chromatography, evaporation, mechanical
picking, and magnetic separation.

Filtration

It is a technique that uses a porous barrier to separate a solid

from a liquid. When the mixture is poured through a filter
paper, the liquid passes through, leaving the solids trapped in
the filter paper. The liquid that passes through the filter paper is
called filtrate, while the solid trapped in the filter paper is called
the residue.

Example: brewing coffee

Fig. 1.4 – Filtration

Distillation

It is a technique that is based on differences in the boiling

points of the substances involved. In distillation, a mixture is
heated until the substance with the lowest boiling point turns
into vapor that can be condensed back into a liquid and
collected. The liquid obtained from the condensation of vapors
in distillation is called distillate.

Example: desalination of water

Fig. 1.5 – Distillation

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 Crystallization

It is a technique that results in the formation of pure solid

particles of a substance from an impure mixture. On adding a
solid substance in a liquid and stirring it, the solid dissolves in
the fluid. But when added more and more solid to the liquid, a
point comes after which no more solid dissolves in the liquid.
This point is called a saturation point.

Example: crystallization of sugar from an aqueous solution

Fig. 1.6 - Crystallization

Sublimation

It is a process in which solid changes to vapor without passing

through the liquid phase. It can be used to separate two solids
present in a mixture when one of the solids sublimes while the
other does not.

Example: mixture of ammonium chloride and table salt

Fig. 1.7 - Sublimation

Chromatography

It is a technique that separates the components of a mixture,

called mobile phase, based on the ability of each component to
travel, or be drawn across the surface of another material,
called stationary phase.

Example: paper chromatography is used to see the different

pigments that produce the colors in leaves

Fig. 1.8 – Paper Chromatography

Evaporation

It is a technique used to separate a solution of a solvent and a

soluble solid. It recovers the solute from the solution by
evaporating away the solvent.

Example: Salt collected from saltwater mixture

Fig. 1.9 - Evaporation

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 Mechanical Picking

It employs the use of difference in physical appearances of

the substances in a mixture. The components are separated
based on physical characteristics such as size, shape, and
appearance.

Example: removing husk particles from rice grains

Fig. 1.10 – Mechanical Picking

Magnetic Separation

It makes use of the magnetic property of one component.

Ferromagnetic substances such as iron, cobalt, and nickel are
separated from nonmagnetic substances using magnetic
separators.

Example: removing iron filings from sulfur powder

Fig. 1.11 - Magnetic Separation

Guided/Independent Practice

Guided Practice: Let’s Go Separate This Mixture

Directions: Imagine you are a member of a team of scientists working together in a laboratory.
Your team has been given an important job. You have been given a beaker that contains a
mixture of substances to separate. Each item is equivalent to 2 points.

The mixture contains the following components:

• sand
• iron filings
• salt
• ethanol
• water
• marbles

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Your job is to design a procedure for separating the mixture into its individual components.
How would you do that? In correct order, list down the separation techniques that you will use
and the components that will be separated.

1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
5. __________________________________________________

Independent Practice: Concept Mapping

Directions: Matter can be classified into different categories that have defined properties.
Fill out the diagram below with the correct terms.

MATTER

Pure Subs Mixtures

Elements compounds
homogenous heterogenous

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REFLECTION-ACTION
Writing to Learn Worksheet 1
Modified SQ2R

Date : __________________________

Topic : Matter and Its Properties (Simple Separation Techniques)

Reference: ____________________________________________

Summary:
Why is it important to separate mixtures?
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Factual Question:
Write one question about simple separation techniques.
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Reflection:
What are the pros and cons of dealing with mixtures?
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Real-Life Application
Most of the products that we use every day are mixtures. Examples of these products are
compact fluorescent lamps and batteries. Although beneficial, these products contain harmful
substances. For example, CFLs contain mercury, while batteries contain cadmium, both of
which are toxic chemicals. As a student, how can you help reduce the potentially harmful
effects of these products?
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EVALUATION
A. Written Work (20 Points)

A short quiz in the form of multiple choice and identification will be given after the
discussion of this lesson

B. Performance Task (55 Points)

Laboratory Report: Simple Separation Techniques

Goal To execute a simple experiment on simple separation techniques

Role Young scientist
Junior and Senior High School Students from Public Schools who have
Audience
difficulty understanding chemistry concepts
Most of the substances that we encounter daily come in the form of
mixtures. As a young scientist, you wish to employ appropriate simple
Situation separation techniques to separate substances from mixtures to observe a
substance’s distinct properties and separate valuable components from
non-useful components.
Laboratory report based on the “Simple Separation Techniques”
Product experiment
Standard Please refer to the rubric to be given by your teacher.

Note on submission: Please refer to the rubric for the criteria on timeliness. If the
performance task is submitted 1 week after the due date, the highest possible score of
the group will be determined by the lowest score from the groups who submitted on
time.

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 Laboratory Experiment:
Common Laboratory Apparatus and Simple Separation Techniques

When scientists collect samples from the environment for analysis, most often there are many
substances present in the sample. It is important to isolate the substance of interest before any
effective chemical analysis could be conducted.

This laboratory activity will help you familiarize the most common simple separation
techniques: filtration, evaporation, and paper chromatography.

Materials: Chemicals and/or Samples:

Specifications Material/Apparatus Specifications Sample/Solution
Filtration Filtration
1 pc Funnel
1 pc Stirring rod
1 pc Filter paper 100 mL Wastewater
1 pc, 250 mL Beaker
1 pc, 250 mL Erlenmeyer Flask
Evaporation Evaporation
1 pc Iron stand w/ring
1 pc Wire Gauze
1 pc Bunsen burner
10 mL
1 pc, 250 mL Beaker Saltwater solution
1 pc, 250 mL Evaporating dish
1 pc, 10 mL Graduated cylinder
Paper Chromatography Paper Chromatography
5-7 cm Masking tape
1 pc Stirring rod
1 strip Filter paper 1 pc, black Washable marker
1 pc Graduated cylinder
1 pc, 250 mL Beaker

Procedure:

Part 1: Filtration
1. Fold the filter paper in quarters and place in the funnel as
shown in the figure.
2. Place the funnel into the Erlenmeyer flask.
3. With the use of a stirring rod, slowly pour the wastewater
into the funnel.
4. Observe the water that passes through the filter paper.
Fig. 1.12 – Filtration Set-up

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Part 2: Evaporation
1. Pour the saltwater mixture into the evaporating dish.
2. Weigh the evaporating dish using a triple beam balance.
3. Place the evaporating dish on the iron stand with wire gauze
as shown in figure __.
4. Heat the mixture until all the liquid evaporates.
5. Allow the evaporating dish to cool at room temperature.
6. Weigh the evaporating dish. Record your observation.
Fig. 1.13- Evaporation Set-up

Part 3: Paper Chromatography

1. With clean hands, fold the filter paper into quarters as shown in figure ____.
2. Unfold the filter paper on a clean dry surface.
3. Using a black-colored nonpermanent felt tip pen, place a small dot on the middle of the
filter paper.
4. Using a pencil, label the filter paper on its edge (A for pen 1, B for pen 2, etc.
5. Very carefully, use a dropper to place 1 drop of alcohol on the center of the filter paper
and watch what happens. Record your initial observation.
6. Add further drops of alcohol, one drop at a time, waiting with each drop for the
spreading to stop. Record your final observations.

Small dot

Fig. 1.14- Filter Paper for Chromatography

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 UNIT II
ATOMS, MOLECULES, AND IONS
Lesson 2: The Development of The Atomic Model, The Periodic
Table, and Nomenclature

CONTEXT
Learning Competency
At the end of the lesson, the learners can:
a. Explain how Dalton’s Atomic Theory was formulated;
b. Differentiate among atoms, ions, molecules and give examples;
c. Differentiate among atomic number, mass number, and isotopes and isotopic symbols,
and which of these distinguishes one element from another;
d. Recognize common isotopes and their uses; and
e. Practice chemical nomenclature: name compounds given the formula and write
formula given the name of the compound.
Values Integration: Character and Competence

EXPERIENCE
Prelection: Observing Electric Charges
Directions: Electric charge plays a vital role in atomic structure. How can these electric
charges be observed? Perform the procedure listed below and write down your observations.
Then using your knowledge of electric charge, determine which charges are similar and
which ones are different. How can you tell?

Materials Needed:
• 1 pc paper
• 1 pc paper puncher/scissors
• 1 pc plastic comb
• 20 cm adhesive tape
• 1 pc monobloc chair (or any hard plastic surface)

1. Cut out small round pieces of paper using a paper puncher and spread them on
the table. Run a plastic comb through your hair then bring the comb close to the
pieces of paper.

Observation:
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 2. Cut out two 10-cm pieces of tape. Fold a 1-cm portion of each tape back to
itself, so it forms a handle. Stick both pieces of tape firmly to your monoblack
chair side by side. Then quickly pull both pieces off the chair and bring them
close together, non-stick sides facing each other.

Observation:
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Concept Notes

DEVELOPMENT OF THE ATOMIC MODEL

Leucippus and Democritus first made the proposal that matter is composed of tiny particles
that cannot be divided. They named it atomos, which literally means indivisible or uncuttable
in Greek. They thought that the atomos were in ceaseless motion, infinitely numerous, and
indestructible.

John Dalton, an English school teacher and amateur meteorologist, proposed the theory of the
particle nature of matter. He is regarded as the father of atomic theory in recognition of the
importance of his atomic theory to the development of chemical knowledge.

Dalton’s Atomic Theory

1. All matter is composed of tiny, indivisible particles called atoms.
2. All atoms of a particular element are identical, but the atoms of one element differ
from the atoms of another element. Each element has unique atoms.
3. When matter undergoes changes, whether physical or chemical, the atoms are
merely rearranged. Atoms are neither created nor destroyed.
4. Atoms of different elements combine with each other in certain whole number
proportions to form compounds.

Revisions of Dalton’s Atomic Theory

1. Atoms are not indestructible. They still consist of smaller particles.
2. The atoms of one element may differ in mass. They are identical, however, in some
basic respects.

Dalton’s Model
In 1803, Dalton proposed a different theory of matter that was based on the original
thoughts of Democritus. His atomic theory is universally accepted now as our current view
of matter. The following laws during Dalton’s time could be explained by the atomic
theory.

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 a. The law of conservation of mass states that there is no detectable change in mass
during an ordinary chemical reaction.
b. The law of constant composition states that a chemical compound always contains
the same elements in the same proportion by mass.
c. The law of multiple proportions states that if two elements can be combined to
form several possible compounds, then the ratios of the masses of the second
element, which combine with a fixed mass of the first element, will be ratios of
small whole numbers.

Plum Pudding Model (Joseph John Thomson)

New discoveries led to the belief that atoms were not indivisible but were made up of smaller
subatomic particles. J. J. Thomson proposed a model of the atom that is often referred to as the
plum-pudding model. He suggested that the atoms were composed primarily of a very
massive, positively charged blob. Embedded in this blob were negatively-charged electrons.
The like positive charges would tend to spread out as much as possible and then the negative
charges would be distributed throughout the atom. Since tiny negatively charged electrons
balance the positive charges, an electrically neutral atom results.

Nuclear Model (Ernest Rutherford)

An atom is made up of a very dense, positively charged nucleus surrounded primarily by
empty space in which electrons could be found. In the gold foil experiment proved that an
atom consists of two parts: nucleus and electrons. The nucleus exists in the center of the atom.
Most of the mass and all of the positive charge of the atom are concentrated here. The nucleus
is believed to contain protons and neutrons, which together account for the mass of the
nucleus. The electrons, which occupy most of the total volume of the atom, are outside the
nucleus and move rapidly around it. Since an atom is electrically neutral, the total positive
charge of the nucleus (from the proton it contains) equals the total negative charge of all the
electrons. That is, the number of electrons equals the number of protons.

Bohr’s Model (Neils Bohr)

In the study of the line spectra of hydrogen, Bohr found out that electrons in an atom exist in
specific regions at various distances from the nucleus. He visualized the electron to be rotating
in orbits around the nucleus and that an electron had to be in one specific orbit of another, but
this could not exist between orbits.

Quantum Mechanics Model (Erwin Schrödinger)

One of the fundamental assumptions of this model is that electrons have both particle-like and
wave-like properties, and that the behavior of electrons can be described using a mathematical
equation: wave function. One consequence of this assumption is that electrons are not
perfectly free to move about in an atom. Instead, each electron is restricted to moving about in
only a certain region of space within the atom, depending on the energy level of the electron.
Different electrons have different amounts of energy and thus occupy different regions within
the atom. Furthermore, the energies of electrons are quantized, or restricted to having only
certain values.

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 SUBATOMIC PARTICLES
1. The electron is a negatively charged particle discovered by J.J. Thomson in 1897.
2. The proton is a positively charged particle discovered by Ernest Rutherford in 1917.
3. The neutron is a subatomic particle that bears no electric charge. It was discovered by
James Chadwick in 1932.

Table 2.1 – Properties of Subatomic Particles

Subatomic Electric Relative Actual Mass,

Symbol Location
Particle Charge Mass g

Proton p + 1 1.673x10-24 In the nucleus

Electron e- - 1/1840 9.109x10-28 Outside the nucleus

Neutron n 0 1 1.675x10-24 In the nucleus

Figure 2.1 – Structure of an atom

Henry Moseley developed the concept of atomic numbers. An atomic number, represented by
Z, describes the number of protons in an atom. The atomic mass or mass number,
represented by A, describes the number of protons and neutrons in an atom.

Figure 2.2 – Atomic and Mass Number

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 ATOMS, MOLECULES, IONS, AND ISOTOPES
The smallest particle of an element that retains the properties of the element is called the
atom. When two or more atoms combine, they form a molecule. Atoms can have electrical
charges. They are called ions. Some atoms can either gain or lose electrons; the number of
protons, though, never changes in an atom. If an atom gains an electron or more, it becomes
negatively charged and is called an anion. If it loses an electron or more, it becomes positively
charged and is called a cation. An ion composed of only one atom is called a monatomic ion
while an ion composed of more than one atom is called polyatomic ion.

Figure 2.3 – Atoms, Molecules, and Ions

Figure 2.4 – Formation of Cation Figure 2.5 – Formation of Anion

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Isotopes refer to two atoms with the same atomic number (number of protons) but different
numbers of neutrons.

Table 2.2 – Isotopes of Hydrogen

Isotopes of Hydrogen Protium Deuterium Tritium
Atomic number 1 1 1
Mass number 1 2 3
Number of protons 1 1 1
Number of electrons 1 1 1
Number of Neutrons 0 1 2

Fig. 2.6 – The Three Isotopes of Hydrogen

Fig. 2.7 – Carbon-14, Isotope of Carbon

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 THE MODERN PERIODIC TABLE

Dmitri Mendeleev is known to be the father of the modern periodic table. He produced a
periodic table in which elements were arranged in such a way that elements in the same
column have similar properties. He also left gaps for yet-to-be-discovered elements and
predicted properties of unknown elements. Later, atomic number rather than atomic mass was
used to arrange the elements.

The periodic law states that when the elements are arranged in order of increasing atomic
number, their physical and chemical properties show a periodic pattern. In the IUPAC
convention, the groups in the periodic table are designated by the numerals 1 through 18. In
the American convention, the longer columns on the left and right are labeled IA through
VIIIA and are also known as representative elements. The shorter columns in the middle are
labeled IB though VIIIB and are known as transition elements. The lanthanide and actinide
series in the lower portion of the periodic table are separated because they have distinct
properties. They are radioactive and synthetic elements.

Fig. 2.8 – Periodic Table

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2.9 – The Periodic Table of Elements
Fig. 2.3
 NOMENCLATURE: CHEMICAL NAMING AND FORMULA WRITING

A chemical formula is a shorthand symbol for compounds. It is composed of symbols of the

elements that show the ratio of the atoms present in the compound. An empirical formula
shows the simplest ratio of atoms in the compound while a molecular formula shows the
actual number of atoms that comprise a molecule of that compound. Example, the molecular
formula of hydrogen peroxide is H2O2 while its empirical formula is HO.

A. Metal-Nonmetal Binary (Ionic) Compounds

1. The cation is always listed before the anion.
2. The cation-anion ratio must give a net charge of zero.
3. The ratio is always expressed by the smallest whole number.
4. The uncharged English name of the metal is used.
A.Naming Cations
• If the cation is a metal ion with a fixed charge, the cation is named after the element.
Common ions include metals under Group IA (alkali metals, +1), Group IIA
(alkaline metals, +2), zinc (Zn2+), aluminum (Al3+), and silver (Ag+).
Examples are the following:
Mg2+ = magnesium ion
Al3+ = aluminum ion
Ca2+ = calcium ion
Na+ = sodium ion
Zn2+ = zinc ion
• If the cation is metal ion with a variable charge (more than one charge), the charge
must be indicated by a roman numeral in parenthesis suffixed to the name of the
element. This mostly occurs in transition metals. Occasionally, suffixes are also used
to indicate the charge of the ion. Suffix –ous is used for a lower charge ion and
suffix –ic is used for a higher charge ion.

Examples are the following:

Table 2.3 – Example of cations with more than 1 charge

Metal Cation Stock System Classical System
Cu+ copper (I) ion cuprous ion
copper
Cu2+ copper (II) ion cupric ion
Fe2+ iron (II) ion ferrous ion
iron
Fe3+ iron (III) ion ferric ion
Au+ gold (I) ion aurous ion
gold
Au3+ gold (III) ion auric ion
Pb2+ lead (II) ion plumbous ion
lead
Pb4+ lead (IV) ion plumbic ion
Sn2+ tin (II) ion stannous ion
tin
Sn4+ tin (IV) ion stannic ion

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5. The name of the anion includes only the English root, plus –ide.
• If the anion is a monoatomic anion, the anion is named by adding the suffix –ide to
the root of the element/non-metal name
Examples are the following:
Cl- = chloride
S2- = sulfide
P3- = phosphide
O2- = oxide
I- = iodide

Table 2.4 – Binary Ionic Compounds

Metal Nonmetal Chemical

(Chemical Name)
(Cation) (Anion) Formula
K+ Br- KBr Potassium bromide
Zn2+ O2- ZnO Zinc oxide
Al3+ N3- AlN Aluminum nitride
Na+ S2- Na2S Sodium sulfide
Ca2+ P3- Ca3P2 Calcium phosphide
Al3+ Cl- AlCl3 Aluminum chloride

Table 2.5 – Binary Ionic Compounds Having Cations with More Than 1 Charge
Chemical
IUPAC Name Classical Name
Formula
CuCl Copper (I) chloride Cuprous chloride
CuCl2 Copper (II) chloride Cupric chloride
Hg2Cl2 Mercury (I) chloride Mercurous chloride
HgCl2 Mercury (II) chloride Mercuric chloride
Sb2S3 Antimony (III) sulfide Antimonous sulfide
Sb2S5 Antimony (V) sulfide Antimonic sulfide

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B. Compounds With Polyatomic Ions
Oxyanions are anions composed of oxygen and one other element.
1. The name has a root name taken from the name of the central atom.
2. The names of the ions usually end in –ite for the anion with the smaller number of
oxygen atoms and –ate for the anion with the higher number of oxygen atoms.
3. When more than two polyatomic ions exist with the same central atom, the prefixes
hypo- and per- are used to indicate the smallest and largest number of oxygen atoms,
respectively.
4. The following are exceptions to the generalizations: OH- (hydroxide), O22- (peroxide),
and CN- (cyanide).
5. A polyatomic ion with a charge more negative than 1- may add a hydrogen cation (H+)
to give another anion.

Table 2.6 – Common Oxyanions

Chemical Chemical
Oxyanion Name Oxyanion Name
Formula Formula
NO2- Nitrite ClO- Hypochlorite
NO3- Nitrate ClO2- Chlorite
SO32- Sulfite ClO3- Chlorate
SO42- Sulfate ClO4- Perchlorate

Table 2.7 – Polyatomic Compounds

Chemical Chemical
Chemical Name Chemical Name
Formula Formula
Magnesium
KNO2 Potassium nitrite Mg(ClO)2
hypochlorite
Magnesium
KNO3 Potassium nitrate Mg(ClO2)2
chlorite
Na2SO3 Sodium sulfite LiClO3 Lithium chlorate
Lithium
Na2SO4 Sodium sulfate LiClO4
perchlorate

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C. Nonmetal-Nonmetal Binary (Molecular Compounds)
1. The least electronegative element is written first, followed by the more electronegative
element.
2. The suffix –ide is added to the stem of the name of the more electronegative atom.
3. If more than one compound of the same two nonmetals exists, the number of atoms of
each element present in the compound is indicated using Greek prefixes (mono-, di-,
tri-, etc.).
4. If there is only one atom of the nonmetal written first, the prefix mono- is not used.

Some compounds are known only by their common names. Examples include water (H2O),
ammonia (NH3), phosphine (PH3), arsine (AsH3), and methane (CH4).

Table 2.8 – Binary Covalent Compounds

Chemical Chemical
Chemical Name Chemical Name
Formula Formula
Dinitrogen
HF Hydrogen fluoride N2O
monoxide
HBr Hydrogen bromide NO Nitrogen monoxide
CO Carbon monoxide N2O3 Dinitrogen trioxide
CO2 Carbon dioxide NO2 Nitrogen dioxide
Carbon Dinitrogen
CCl4 N2O4
tetrachloride tetroxide
Dinitrogen
SF4 Sulfur tetrafluoride N2O5
pentoxide

D. Acids
1. In the pure state, hydrogen is named like a metal with only one charge.
2. When dissolved in water, the compounds are generally referred to by their acid names.
The acid name is obtained by dropping the word hydrogen, adding the prefix hydro- to
the anion root and changing the suffix –ide to –ic, followed by the word acid.
3. Polyatomic ions that have an –ide ending are also named in the same manner as binary
acids.

Table 2.9 – Common Binary Acids

Chemical Chemical Name Chemical Name
Formula (GASEOUS FORM) (AQUEOUS FORM)
HF Hydrogen fluoride Hydrofluoric acid
HCl Hydrogen chloride Hydrochloric acid
HBr Hydrogen bromide Hydrobromic acid
HI Hydrogen iodide Hydroiodic acid
H2S Hydrogen sulfide Hydrosulfuric acid
HCN Hydrogen cyanide Hydrocyanic acid

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 Oxyacids refer to acids formed by the combination of hydrogen with polyatomic ions.
1. The root of the anion is used to form the name of the acid.
2. If the name of the oxyanion ends in –ite, it is changed to –ous followed by the word
acid.
3. If the name of the oxyanion ends in –ate, it is changed to –ic followed by the word
acid.

Table 2.10 – Common Oxyacids

Chemical
Anion Name Chemical Name
Formula
HC2H3O2 Acetate Acetic acid
H2CO3 Carbonate Carbonic acid
H2C2O4 Oxalate Oxalic acid
HNO2 Nitrite Nitrous acid
HNO3 Nitrate Nitric acid
HIO Hypoiodite Hypoiodous acid
HIO2 Iodite Iodous acid
HIO3 Iodate Iodic acid
HIO4 Periodate Periodic acid

E. Bases
Most strong bases contain hydroxide (OH-), a polyatomic ion. Therefore, strong bases are
named following the rules for naming ionic compounds. For example, NaOH is sodium
hydroxide, KOH is potassium hydroxide, and Ca(OH)2 is calcium hydroxide. Weak bases
made of ionic compounds are also named using the ionic naming system. For example,
NH4OH is ammonium hydroxide.

Table 2.11 – Common Bases

Metal Nonmetal Chemical

(Chemical Name)
(Cation) (Anion) Formula
K+ KOH Potassium hydroxide
Zn2+ Zn(OH)2 Zinc hydroxide
Al3+ Al(OH)3 Aluminum hydroxide
Na+ NaOH Sodium hydroxide
OH- Lead (II) hydroxide or
Pb2+ Pb(OH)2
Plumbous hydroxide
Iron (III) hydroxide or
Fe3+ Fe(OH)3
Ferric hydroxide

24
Guided/Independent Practice

Guided Practice: Designing Your Atomic Model

Directions: Choose an element from the periodic table. Draw the atomic model for your
chosen element and label its parts. List down the following details:
● Name and symbol
● Atomic number
● Number of protons
● Number of electrons
● Number of neutrons

25
Guided/Independent Practice

Independent Practice: Nomenclature Exercises

Directions: Fill out the table with the necessary information. Write the correct ions, chemical
formula, and/or chemical name.

Individual Ions Chemical Formula Chemical Name

Ex: Mg2+ Cl- MgCl2 Magnesium chloride

1. Ag+ Br-
2. Fe2O3 Ferric oxide
3. K+ PO43-
4. LiOH
5. Carbonic acid
6. (NH4)2SO4
7. Ba2+ S2+
8. SnO2
9. No ions Dinitrogen pentoxide
10 No ions P4S10

Independent Practice: Isotope Exercises

Directions: Fill out the table with the necessary information. Write the correct name, symbol,
mass, and number of protons and neutrons of the given isotopes.

Name Symbol Mass Number Protons Neutrons

Cobalt-60

Uranium-238

59 26

26
Guided/Independent Practice

Independent Practice: Write That Chemical

Directions: Underline the compounds mentioned in the laboratory procedures below. List
down these compounds in alphabetical order in the table provided and write its corresponding
chemical formula.

● Add 5 drops of 1M magnesium chloride to a clean test tube. Put 2 drops of 6M ammonia
to the solution in the test tube to produce a gel-like precipitate. Then add 5 drops of 1M
ammonium chloride and shake the mixture very well.
● Put 10 drops of 1M magnesium carbonate in a clean test tube. Then add 5 drops of 1M
magnesium chloride. Record your observations.
● Add several drops of 1M barium acetate to one cylinder to test for excess sodium
carbonate. If a precipitate is formed, then sodium carbonate is the excess reactant and
barium acetate is the limiting reactant.
● Add 0.5 g of calcium carbonate to water that has the same volume as that of the one
obtained in the silver nitrate titration. Add 1.0 mL of the indicator to the blank solution.
Gradually add 0.01M solution of silver nitrate to the solution until an inert white
precipitate, like that obtained in the titration of chlorides, appears.
● Rinse a clean 500 mL Florence flask with a small portion of distilled water. Place about
16-17 mL of 6 M sulfuric acid into the flask and dilute to 500 mL with distilled water.
Rinse a clean 1 L plastic bottle with distilled water. Place about 32-34 mL of 6 M barium
hydroxide into the bottle and dilute to 1 liter with distilled water.

CHEMICAL NAME CHEMICAL FORMULA

Ex: Ammonia NH3

1. _________________________________ _________________________
2. _________________________________ _________________________
3. _________________________________ _________________________
4. _________________________________ _________________________
5. _________________________________ _________________________
6. _________________________________ _________________________
7. _________________________________ _________________________
8. _________________________________ _________________________
9. _________________________________ _________________________
10. ________________________________ _________________________

27
REFLECTION-ACTION
Writing to Learn Worksheet 2
Modified SQ2R
Date : __________________________

Topic : Atoms, Molecules, and Ions

Reference: _______________________________________

Summary:
How was the current atomic model developed?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Factual Question:
Write a question about subatomic particles.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Reflection:
What important intrinsic characteristic or component about yourself do you value the most?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Real-Life Application:
Because of technological breakthroughs and innovations, scientists were able to discover
subatomic particles, contributing to the development of the atomic structure. As a STEM
student, make a structured plan (much like a timeline) of your daily activities in a way that
will positively impact your future.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

28
EVALUATION
A. Written Work (20 Points)

A short quiz in the form of multiple choice and identification will be given after the
discussion of this lesson

B. Performance Task (2 x 30 Points)

3D Atomic Model
Create a 3D atomic model that can be used by the students to better
Goal
understand the structure of an atom.
Role Chemistry Instructor with background on 3D-modeling
Junior and Senior High School Students from Public Schools who have
Audience difficulty understanding important Chemistry concepts
With the recent shift from online class to face-to-face classes, the number
of students who struggle to understand basic Chemistry concepts have
increased. As a chemistry instructor, you would like to help in making
Situation
sure that students will be able to learn this basic and important topic in
chemistry and also helping the environment by using indigenous or
recycled materials sparking the creativity of the students.
Design and build a 3D model of an atom assigned showing the correct
atomic structure based on the nuclear or planetary models. The atomic
structure should contain the correct number of protons, neutrons, and
electrons in energy levels. You must use indigenous or recycled materials.
The model must be properly labeled and should include the following
Product details:
1.
Note on submission: Name and Chemical
Please symbol
refer to the rubricof for
the the
element
criteria on timeliness. If the
performance task
2. is submitted 1 week after the due
Properties and uses of the element date, the highest possible score of
the group will3.be determined by the
The subatomic lowest(protons,
particles scorer from the groups
neutrons, who submitted on
and electrons)
time.
4. List of indigenous/recycled materials used
You will be graded based on the following standards: Model Accuracy,
Standard
Uniqueness, Design and Materials, and Timeliness

Note on submission: Please refer to the rubric for the criteria on timeliness. If the
performance task is submitted 1 week after the due date, the highest possible score of
the group will be determined by the lowest score from the groups who submitted on
time.

29
 Rubric for 3D Atomic Model
Criteria Excellent (5) Good (4) Fair (3) Developing (2)
The model is The model is The model is The model is not
accurate (name, accurate. quite accurate. accurate. However,
symbol, & However, 1 However, at at least 3 details are
Model subatomic detail is least 2 details missing, or 3 errors
Accuracy particles) and missing, or 1 are missing, or can be identified.
(x3) includes all error can be 2 errors can be
required identified. identified.
information
including labels.
The model is The model is The model is The model appears
unique and does unique but may quite unique to be the same as
Uniqueness not appear to look have a few but may have others in many
(x1) like others. similarities several aspects.
with others. similarities
with others.

ess the quiz viaThe model is neat

MyEclass. The model is The model has The model has
and well- neat and well- some flaws. several flaws. Most
Design and designed. All designed. Some materials materials are not
Materials materials used are However, 1 or are not appropriate.
(x1) indigenous/recycl 2 materials are appropriate.
ed. not appropriate.

Output was Output was Output was Output was

submitted submitted submitted 2 submitted 3-4 days
Timeliness
on/before the due hours/1 day days after the after the due date
(x1)
date after the due due date
date

30
 Nomenclature Booklet
Goal Create a booklet of naming inorganic compounds
Role Chemistry instructor with knowledge on naming inorganic compounds
Junior and Senior High School Students from Public Schools who have
Audience
difficulty understanding Chemistry concepts
Due to the current Covid Pandemic alert level 1 in the city, the
Department of Education commended a hybrid form of teaching-learning
process (limited face-to-face) while still ensuring the health and safety of
everyone. With this set-up, many students are still adjusting on this
Situation
transition that limits their maximum capacity in understanding concepts
in Chemistry. As a Chemistry Instructor, you would like to help in
making sure that students will still be able to learn this important topic in
Chemistry.
Create a booklet of naming inorganic compounds. The booklet must
include the following details in exact order:
1. Cover page
Product 2. Table of contents
3. Short note or lection about naming inorganic compounds
4. Rules for naming inorganic compounds
5. 5 Examples
You will be graded based on the following standards: Content,
Standard
Organization of Information, Layout and Design, and Timeliness.
Note on submission: Please refer to the rubric for the criteria on timeliness. If the
performance task is submitted 1 week after the due date, the highest possible score of
the group will be determined by the lowest score from the groups who submitted on
time.

31
 Rubric for Nomenclature Booklet

Criteria Excellent (5) Good (4) Fair (3) Developing (2)

The booklet The booklet The booklet The booklet
presents factually presents some presents presents
correct concepts factually correct factually correct factually
and all the concepts and concepts and incorrect
Content
Chemical most of the few the concepts and all
(x3)
Compounds are Chemical Chemical the Chemical
named correctly Compounds are Compounds are Compounds are
named correctly named correctly named
incorrectly
The booklet The booklet The booklet The booklet
presents the presents the presents the presents the
content in a content in a content vaguely, content vaguely,
Organization
logical manner, good way, somehow does not follow
of Information
ideally follows the follows the follows the the given format
(x1)
given format and given format given format and is not
is well organized. and is and is somehow organized.
organized. organized.
The booklet is The booklet is The booklet The booklet is
exceptionally attractive in looks good in plain in terms of
attractive in terms terms of design terms of design design. Visual
of design and and neatness. and neatness. elements are
Layout and neatness. Visual Visual elements Visual elements unclear and
Design elements used are used are used are unappropriate in
(x1) clear and appropriate in somehow communicating
appropriate in communicating appropriate in the goal of the
communicating the goal of the communicating project.
the goal of the project. the goal of the
project. project.
Output was Output was Output was Output was
Timeliness submitted submitted submitted 2 days submitted 3-4
(x1) on/before the due hours/1 day after after the due days after the
date the due date date due date

32