Grade Department of Education

Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

Learning Quarter: 1
Competency: Chemistry around us Week : 1

Day 1

Chemical Reactions occur continuously around us, in our

bodies, in our house, and in the environment. Without these
processes, life as we all know could not exist. Some of these
familiar processes: photosynthesis in plants, car mechanism,
burning of woods, and digestion to name a few. This section
presents the connection and importance of Chemistry concepts
and products to the whole wide world and how it greatly
influenced our daily life activities.

Objectives
At the end of this day, the learners are expected to:
 Relate the importance of Chemistry to our daily life
 Describe the role of Chemistry to society and industry

Learning Task 1: Importance of Chemistry to Daily Life

CHEMISTRY AROUND US

Direction: Explore the objects near you. Which among them do you think are related
to chemistry? List 15 objects and beside the name of the object, write a sentence
explaining why it is related to Chemistry.

OBJECT EXPLANATION

1
2
3
4
5
6

8
9

Written and Developed by: Romina D. Mediana, T-III 1

Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

10

11
12
13
14
15

Learning Task 2: Role of Chemistry in the Society

What would be our lives be like if we did not have things like
toothpaste, soap, shampoo, plastic, paper, batteries, gasoline,
medicine, fiod preservatives, galvanized iron, rubber tires,
glass and dyes? Tell the role of chemistry in your life

- END OF DAY 1-

Written and Developed by: Romina D. Mediana, T-III 2

Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

Day 2

Objectives
At the end of this day, the learners are expected to:
 Cite contributions of Chemistry to society and industry

Learning Task 1: Contributions of Chemistry through Time

The role of chemistry in society is to helped man live

comfortably. It advances human civilization with its
breakthroughs and technological discoveries. Chemistry
plays a vital role in human life by always searching
applications that benefits mankind.

Direction: Make a timeline showing the contributions of Chemistry in society and

technology in the Philippines and around the World. You can use cut-outs or printed
materials in your timeline creatively.

YEAR CONTRIBUTIONS

Guide Questions:
1. What is the role of Chemistry in society and technology?
______________________________________________________________
______________________________________________________________

Written and Developed by: Romina D. Mediana, T-III 3

Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

- END OF DAY 2 –
Day 3

Objectives
At the end of this day, the learners are expected to:
 Give examples of careers that use chemistry.

Learning Task 1: Careers in Chemistry

Chemistry offers a variety of challenging career opportunities in

different sectors may it in education, government, or in the industry.
Chemists are trained to apply principles and concepts to various
field works to produce technological advancements and be able to
contribute in giving humanity a comfortable and better life quality.

Direction: Find the listed career opportunities for Chemists in the box. Encircle the
word or two words. There are 10 of them that run backward, diagonally, vertically, and
horizontally. Answer also the questions provided.

WORD SEARCH

Chemistry Teacher
Dietician
Agriculturist
Food technologist
Materials Engineer
Meteorologist
Pharmacist
Geochemist
Radiologist
Forensic
Toxicologist

Written and Developed by: Romina D. Mediana, T-III 4

Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

Guide Questions:
1. How does each career make use of Chemistry?
a. Chemistry Teacher - ___________________________________

b. Dietician - ___________________________________

c. Agriculturist - ___________________________________

d. Food technologist - ___________________________________

e. Materials Engineer - ___________________________________

f. Meteorologist - ___________________________________

g. Pharmacist - ___________________________________

h. Geochemist - ___________________________________

i. Radiologist - ___________________________________

j. Forensic - ___________________________________

k. Toxicologist - ___________________________________

2. Can you think of similar careers not listed on box?

1. _____________________ 4. _____________________
2. _____________________ 5. _____________________
3. _____________________ 6. _____________________

3. What is the most important contribution of Chemistry in the fields of

medicine and agriculture?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

4. Do you agree that chemist holds a significant role in society? Explain your
answer.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
- END OF DAY 3 -

Written and Developed by: Romina D. Mediana, T-III 5

Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

Day 4

Objectives
At the end of this day, the learners are expected to:
 Define Chemistry
 Identify the areas of Chemistry

Learning Task 1: Chemistry and Its Branches

Chemistry is called central science. A basic understanding

of chemistry is essential to the study of the different fields of
science such as Physics, Biology, Earth Sciences, Ecology,
Environmental Science, and others. Chemistry is a broad
branch of science that is divided into five areas of study:
Organic Chemistry, Inorganic Chemistry, Analytical Chemistry,
Physical Chemistry, and Biochemistry.

A. Direction: Match the branches of chemistry in column A to the statements in

column B. Write the number of the statement that corresponds to your answer.

COLUMN A COLUMN B
A. Organic Chemistry 1. measure the level of mercury in
blood
B. Inorganic Chemistry 2. study non-carbon-based materials in
rocks
C. Biochemistry 3. investigate changes that occur as
food is digested in the stomach
D. Analytical Chemistry 4. study carbon-based materials in
petroleum products
E. Physical Chemistry 5. explain the energy change that
occurs when dry ice vaporizes

B. Write the correct branch of chemistry to the given picture.

1. ___________________________

Written and Developed by: Romina D. Mediana, T-III 6

Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

2. __________________________

3. ___________________________

4. ___________________________

5. ___________________________

- END OF DAY 4 –

Written and Developed by: Romina D. Mediana, T-III 7

Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

Day 5

Learning Task 1: Chapter Assessment

Imagine that you are a chemist.

Make a one-page action plan on
how you can contribute in
addressing one pressing socio-
scientific issue or environmental
problem. You can include an
illustration, a table, or a chart in
your output.

- END OF DAY 5 –

Written and Developed by: Romina D. Mediana, T-III 8

Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

Learning Use properties of matter to identify Quarter: 1

Competency: substances and to separate them Week : 1
CG CODE: STEM_GC11MPIa-b-5

Day 1

How much do you know about the matter? Which is not

matter? Energy, light, and sound are classified as not matter
because they do not occupy space and have mass but their
sources only. Energy enables us to do work, but this comes
from the food that we eat, a matter. Light for example comes
from the bulbs and bulbs are matter, so as the sound that
comes from a radio, which is also matter.
Objectives
At the end of this day, the learners are expected to:
 Define matter operationally
 Recognize that substances are made of smaller particles; and
 Describe and/or make a representation of the arrangement, relative
spacing, and relative motion of the particles in each of the three phases
of matter.
 Classify matter according to origin

Learning Task 1: The Particulate of Matter

Direction: Identify the following if each is matter or not. On the space before the
number, write M if it is a matter and O if it is not.

____1. Sound of a police siren _____6. block of ice

____2. Airplane _____7. Light from a torch-
____3. books on a shelf _____8. information from the internet
____4. bouquet of flowers _____9. heat from a fire
____5. pair of shoes _____10. dozen of donuts
Learning Task 2: Classification Of Matter
A. According to the State

. All substances can exist in three

states: solid, liquid, and gas. They are
all made up of microscopic particles but
the behavior of these particles gives
distinction and properties to each state
of matter.

Written and Developed by: Romina D. Mediana, T-III 9

Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

Direction: Compare the three states of matter according to the illustration above and
the given properties.

PROPERTY SOLID LIQUID GAS

Arrangement of
particles
Relative spacing
between particles
Relative motion of
particles

Compressibility

Density

Volume

Shape

Diffusion

Expansion

Guide Question:
1. As scientific and technological knowledge increases, our society uses
resources at an ever-increasing rate. This results to generation of more wastes,
usually solid wastes. List at least (5) materials we discard as solid wastes and
suggest ways of reprocessing or recycling these materials.

B. According to Origin

There are two kinds of matter:

1. Organic Materials - which are commonly derived from living things and
contain carbon
2. Inorganic Materials - are generally derived from non-living sources, such as
rocks or minerals, and encompass such categories as
glass, ceramics, and metals.

Written and Developed by: Romina D. Mediana, T-III 1

0
Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

Direction: Give ten (10) examples of each kind of matter.

ORGANIC INORGANIC
1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

Explain your basis of classifying each example as organic or inorganic

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

-END OF DAY 1-

Written and Developed by: Romina D. Mediana, T-III 1

1
Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

Day 2

Objectives
At the end of this day, the learners are expected to:
 differentiate between pure substances and mixtures;
 differentiate between elements and compounds;
 differentiate between homogeneous and heterogeneous mixtures;
 distinguish between physical and chemical properties and give
examples;

Learning Task 2: Classification of Matter

C. According to Composition

Matter is classified into two broad categories: the pure

substances and mixtures. Mixtures can be separated into pure
substances by physical methods while the pure substances are
further distinguished into categories such as elements and
compounds. Elements further grouped into metal, metalloids or
nonmetal. Compounds can be classified as organic or inorganic
and group as acid, base or salts. Similarly, mixtures are also
classified into three types: homogeneous (solution) and
heterogeneous (colloids or suspension).

Direction: In the following, identify which is an element (E), compound (C),

Homogeneous (hom), and heterogeneous (het).

_____1. Silver metal _____6. Wine

_____2. Table salt _____7. Chicken soup
_____3. Creamy peanut butter _____8. Oxygen gas
_____4. Unopened Carbonated soda _____9. Bird’s nest soup
_____5. Iron _____10. Stainless steel

Direction: Here are some common objects. On the spaces, classify these elements
as metals, nonmetals, or metalloids.

_____1. Toothpaste _____6. Dental fillings

_____2. Electric wires _____7. Kitchenware
_____3. Coins _____8. PVC (polyvinyl chloride)
_____4. Hair shampoo _____9. Iodized salt
_____5. Aluminum foil _____10. Body of a car

Written and Developed by: Romina D. Mediana, T-III 1

2
Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

LEARNING TASK 3 PHYSICAL AND CHEMICAL PROPERTIES OF MATTER

Around us are materials that have a distinct

character. These are called properties of matter,
the distinguishing characteristics to identify a
certain material. There are two general categories:
Physical properties and Chemical Property.
Physical properties can be measured and
observed without changing the composition or
identity of a substance. Color, odor, taste, volume,
hardness, boiling point texture, electrical
conductivity, solubility, malleability, and tensile
strength are examples of physical properties of
matter. The physical properties are classified into
intensive properties (not dependent on the amount
of matter ex. texture, color, odor, hardness, and
density) and extensive properties (depend on the
amount of matter (ex. volume, mass, length, and
area).
Chemical properties are those that result
when a new substance is produced. Thus, there is
a change in the composition of matter; we call it a
chemical change. Examples of chemical
properties are flammability, corrosiveness, and
reactivity with acids.

Direction: Classify the following properties as physical or chemical. Write PP if

physical Properties, CP if chemical properties, EP extensive properties
or IP intensive properties on the space provided before each number.

_____1 Boiling point of a salt solution

_____2. Ice floats on water
_____3. Cadmium is poisonous
_____4. Hydrogen catches fire when ignited in air
_____5. Gallium liquefies at hand temperatures
_____6. . Silicon is hard
_____7. Sulfur is bright yellow
_____8. Color of a dye
_____9. Temperature
_____10. Tendency to burn

Written and Developed by: Romina D. Mediana, T-III 1

3
Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

Direction: Complete the concept map below using the correct words from the
concept box below.

Matter Physical change Chemical change Appearance Appearance and composition

Size Shape Hardness Texture Phase Release of Gas
Rusting of iron Evolution of Heat and light formation of precipitate making ice candy

Undergoes either

Is an example of a is an example of a

or
Involves only a change in involves a change in both

Involves the involves the

Presence of the presence of the
Following following
Evidences evidences

-END OF DAY 2-

Written and Developed by: Romina D. Mediana, T-III 1

4
Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

Learning Recognize the formulas of common Quarter: 1

Competency: chemical substances Week : 1
CG CODE: STEM_GC11MPIa-b-9
Day 3

Chemistry is said to So, to figure out what

be a subject where it kind of product we are
involves reactions along using, one must know the
with the products formed. chemical proportions. All
In our daily life, we come these chemicals are bound
across various chemical up with atoms in a fixed
substances that are proportion and
beneficial in our day-to- arrangement.
day activities. All of the
Understanding the
substances we use in our
chemical formula of a
house such as medicines
substance helps us to be
are made of different
guided in handling this.
chemical substances.

Objectives
At the end of this day, the learners are expected to:
 Identify the chemical formulas for several common substances.
 Compare consumer products on the basis of their components for use,
safety, quality and cost
Learning Task 4: Formulas of Common Chemical Substances
Direction: List down 10 chemical substances you can find inside your house. Then fill up the
boxes in the table.

Common Chemical Chemical Elements Function

Substances Name Formula Present
Ex. Nail Polish Acetone CH3COCH3 C, H, O To remove nail
polish
1
2
3
4
5
6
7
8
9
10

Written and Developed by: Romina D. Mediana, T-III 1

5
Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

Learning Compare consumer products on the Quarter: 1

Competency: basis of their components for use,
safety, quality and cost Week : 1
CG CODE: STEM_GC11MPIa-b-11

Learning Task 5: Comparison on Consumer Products based on

their Components

Direction: Go around your house, in your bedroom, in the kitchen or outside

your house. Select five different brands of (3) consumer products (ex. Soap, cooking
oil, deodorant, etc.). State the specific use of each product. Compare their known
safety and quality based on your experience. Compare also their cost.

PRODUCT : SAFETY/QUALITY
_______________ SPECIFIC USE based on your COST
BRAND experience
1

Guide Question:
1. Choose your brand and explain why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

-END OF DAY 3-

Written and Developed by: Romina D. Mediana, T-III 1

6
Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

Learning Describe various simple separation Quarter: 1

Competency: techniques such as distillation,
chromatography Week : 1
CG CODE: STEM_GC11MPIa-b-12

Day 4-5

Learning Task 6: Techniques In Separating Mixtures

A mixture is composed of two or more

types of matter that can be present in varying
amounts. This can be physically separated by
using methods that use physical properties to
separate the components of the mixture such as
evaporation, distillation, filtration and
chromatography. In a chemical reaction, it is
important to isolate the component(s) of interest
from all the other materials so they can be further
characterized.
Part 1 PREPARING MIXTURES

Objectives:
 Prepare useful mixtures
 Suggest possible methods for separating mixtures
 Recover useful chemicals
Materials:
Mixing bowls/glass bottle with cover/mug
Various Kitchen Chemicals: salt, pepper, spices, sugar, soy sauce, Calamansi
juice, coffee
Direction: Prepare various mixtures of seasonings:
1. salt, pepper, spices, sugar – to season meats
2. calamansi juice and soy sauce – for dip
3. calamansi juice, sugar and water – juice
4. vinegar, cooking oil, spices – salad dressing
5. instant coffee, sugar, water – coffee
Guide Questions:
1. How did you form the mixtures? ________________________________
2. What properties did the mixtures have? ___________________________
3. How did they differ from each other? _____________________________
4. Think of ways to separate their assigned mixtures, and to try out their ideas.
_____________________________________________________
-END OF DAY 4-

Written and Developed by: Romina D. Mediana, T-III 1

7
Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

Part 2 PAPER CHROMATOGRAPHY

I. Purpose

This experiment will demonstrate the use of paper chromatography to separate

out the colors in the ink of water soluble markers. A combination of colored dyes is
often used to create blank ink. Since the inks are water-soluble, water can be used as
the solvent to dissolve the ink and separate out the colors. Different brands of marker
use various combinations of colored dyes to make up black ink. These dyes create
distinctively colored patterns, or chromatographs, when they are separated by
chromatography.

II. Materials

Marking ink/sign pen/ballepen (Blue, black, red, any colored plant extract)
Oslo paper/Drawing paper
Ruler
Lear scotch tape
Pencil
Clear plastic cup/glass/container
70% alcohol
water
Crayons/color pencils

II. Procedure
1. Cut a strip of Oslo/drawing paper about
1 inch wide and long enough to fit easily
to the bottom of the flask and fold about
1 cm over the mouth of the flask. From
this fold measure 1 inch, draw a line.
This will serve as your marker.
2. When solvent reach this line, take the
strip from the container.
3. Use pencil to draw a line across a strip
of Oslo/drawing paper, the line should
be 2.0 cm from one end of the strip.
4. Pour alcohol (for not water-based ink)
or water (water-based ink) into a cup or
container to a depth of 1.0cm.
5. Tape the unmarked end of the
Oslo/drawing paper to the center of a
pencil so that the strip hangs down
when the pencil is held horizontally on
the cup.

Written and Developed by: Romina D. Mediana, T-III 1

8
Grade Department of Education
Caraga Administrative Region – XIII

12` Division of Bayugan City

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Learning Area: Specialized Subject – General Chemistry 1

6. Rest the pencil on the rim of the cup

so that the link line end of the strip
touches the alcohol/water, but does
not extend below its surface. The ink
line should be above the solvent.
Cover the top of the cup with any
plastic lid.
7. Observe the set up.
8. Take off the strip from the flask when
the water/alcohol is near or on the line
above the strip.
9. Paste your chromatogram in your
activity sheet.

III. Data and Results

After 20 minutes, remove the strips from their cups/container for observations.
Write your observation below using colored pencils to show any variations in color on
your strips.

PEN/MARKER WATER/ALCOHOL
1. BLACK

2. RED

3. BLUE

4. PLANT EXTRACT

GUIDE QUESTIONS:
1. What did you observe on the Oslo/drawing paper? The used paper is called.
_____________________________________________________________
2. What can you conclude about the blank ink?
_____________________________________________________________
3. Why did the ink separate? What served as the solvent for the ink?
_____________________________________________________________
4. What is paper chromatography?
_____________________________________________________________
5. Give uses of Paper Chromatography
_____________________________________________________________
-END OF DAY 5-

Written and Developed by: Romina D. Mediana, T-III 1

9