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, I 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: The students will develop the value of character and conscience by having
perseverance, responsibility and integrity in conducting experiments and handling laboratory
equipment and materials safely. While also gaining competence by understanding complex
concepts and mastering simple separation techniques.

Essential Understanding : At the end of the unit, the students will understand that everything
is made up of matter. Matter has diverse physical and chemical properties; it can undergo
physical and chemical changes. Most frequently, matter can be found as mixtures of two or
more substances, which can be separated by various separation techniques.

Prelection
Activity 1.1: Identifying The Type of Change
Instructions: 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 Question:
How did you identify the pictures as physical or chemical change?

1
EXPERIENCE
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.

2
 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
played significant roles in the development of atomic
science.
Fig. 1.2 – Element and Compound
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.
3
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

4
 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

5
 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

Decantation

Decantation is the process of separation of liquid from solid

and other immiscible (non-mixing) liquids, by removing the
liquid layer at the top from the layer of solid or liquid below.
The process can be carried out by tilting the mixture after
pouring out the top layer.

Example: separation of oil and water

Fig. 1.12 - Decantation

6
REFERENCES
BOOKS

• Araneta, F.L., Pescones, T. R., & Fajardo, N. N. (2017). General Chemistry – Books I & II
(2nd Ed.). Quezon City, Philippines: Abiva Publishing House, Inc.
• Bayquen, A.V. (2006). Exploring Life Through Science: Chemistry (1st Ed.). Quezon City,
Philippines: Phoenix Publishing House, Inc.
• Buthelezi, T., Dingrando, L., Hainen, N., Wistrom, C., & Zike, D. (2008). Chemistry: Matter
and change (1st Ed.). Ohio, USA: The McGraw-Hill Companies, Inc.
• Espinosa, A.A. & Fernandez, K.N. (2016). General Chemistry 1 (1st Ed.). Makati City,
Philippines: Diwa Learning Systems Inc.
• Ilao, L. V., Lontoc, B. M., & Paderna-Gayon, E. S. (2016). General Chemistry I (1st Ed.).
Sampaloc, Manila, Philippines: REX Book Store

IMAGES

• Figure 1.1 https://media.buzzle.com/media/images-en/gallery/earth-science/water/1200-

115779804-melting-ice-cubes.jpg and https://uniquefacts.net/health/reasons-to-eat-unripe-
bananas/
• Figure 1.2 https://www.thoughtco.com/carbon-element-facts-p2-606514 and
https://m.alibaba.com/product/50031848173/Common-Salt-Sodium-Chloride-NaCl-.html
• Figure 1.3 https://www.azolifesciences.com/amp/news/20200406/Exposing-the-difference-
between-hot-and-cold-brew-coffee.aspx and
https://www.eatthismuch.com/recipe/nutrition/iced-coffee-protein-shake,927338/)
• Figure 1.4 http://2.bp.blogspot.com/-
wPBcCE_IFM8/VlrV_D_TbuI/AAAAAAAAAWo/DlvJ_xix0t4/s1600/Gravfilt2.jpg
• Figure 1.5 https://glossary.periodni.com/glossary.php?en=distillation
• Figure 1.6 https://physicsworld.com/a/self-amplifyingcrystallization-produces-a-christmas-tree-
of-salt/
• Figure 1.7 https://classnotes.org.in/class-9/matter-in-oursurrounding/sublimation/
• Figure 1.8 https://www.thoughtco.com/do-paperchromatography-with-leaves-602235
• Figure 1.9 http://cosmosforschools.com/PDFs/Lesson_033_handout.pdf
• Figure 1.10 https://www.shutterstock.com/image-photo/rice-husk-1074772469
• Figure 1.11 https://ichef.bbci.co.uk/images/ic/288xn/p023hnzm.jpg
• Figure 1.12 https://www.google.com/search?q=decantation+actual&sca_esv=db90c

7
Guided/Independent Practice
Guided Practice:
Activity 1.2: Let’s Go Separate This Mixture
Instructions: 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. The mixture contains the following components:
sand, iron filings, salt, ethanol, water, marbles.
How would you do that? Using the flowchart below list down the separation techniques that you
will be using and the components that will be separated.

Legend : Separation technique used = ; Component/s separated = .

Mixture

1.

2. 3. 4.

5. 6.
Independent Practice
Activity 1.3: Concept Mapping
Instructions: Matter can be classified into different categories that have defined properties.
Fill out the diagram below with the correct terms.

8
REFLECTION
Instructions: Kindly answer the following questions on the space provided for.
1. What are the things you need to consider in performing different separation techniques?
How does separation techniques help society?

2. How does this lesson help you understand the different properties of matter and
classifications of matter?

3. Which part of the activity helped you understand the lesson better?

ACTION
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 provided by the 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.

9
 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

10
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 the 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 the 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 and B for pen 2).
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

EVALUATION
Activity 1.4: Snow Storm
Instructions: On a scratch paper write a question that you still have regarding the lesson,
wad/crumple the paper up. When given a signal, throw the paper upward. Then pick up random
papers, write the question and your answer on the table provided below.

Question:

Answer:

11
 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, I 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: The students will develop the value of competence and character by
understanding the historical development of the periodic table and its organization and
significance. Students will also develop the ability to correctly name chemical compounds
and determine its significance in today’s modern world.

Essential Understanding: At the end of the unit, the students will understand that the
molecules are unique based on their atomic composition, whether they consist of atoms of the
same element or different elements. Ions, which are atoms or molecules with a net electrical
charge, play a crucial role in forming ionic compounds.

Prelection
Activity 2.1: Observing Electric Charges
Instructions: 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.

12
 Observation:

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 monoblock
chair side by side. Then quickly pull both pieces off the chair and bring them
close together, non-stick sides facing each other.
Observation:

EXPERIENCE
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.

13
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.

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.

14
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.

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

15
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

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

16
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

17
 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

18
19
Fig. 2.9 – The Periodic Table of Elements
 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.

Table 2.3 – Example of cations with more than 1 charge

Metal Cation Stock System Classical System
Cu + copper (I) ion cuprous ion
copper 2+
Cu copper (II) ion cupric ion
Fe2+ iron (II) ion ferrous ion
iron 3+
Fe iron (III) ion ferric ion
Au+ gold (I) ion aurous ion
gold
Au3+ gold (III) ion auric ion
Pb 2+ lead (II) ion plumbous ion
lead 4+
Pb lead (IV) ion plumbic ion
Sn2+ tin (II) ion stannous ion
tin
Sn4+ tin (IV) ion stannic ion

20
5. The name of the anion includes only the English root, plus –ide.
• If the anion is a monatomic 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

21
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

22
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

23
 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
REFERENCES
BOOKS

• Bettelheim, F. A., Brown, W. H., Campbell, M. K., & Farrell, S.O. (2010). Introduction to
General, Organic, & Biochemistry (9th Ed.). Belmont, CA: Brooks Cole
• Brown, T. L., LeMay, E. H., Jr., Bursten, B. E., Murphy, C. J., Woodward, P. M., Stoltzfus,
M. W., & Lufaso, M. W. (2017). Chemistry: The Central Science (14th Ed.). The
Metropolis, Singapore: Pearson Education South Asia Pte Ltd.
• Espinosa, A.A. & Fernandez, K.N. (2016). General Chemistry 1 (1st Ed.). Makati City,
Philippines: Diwa Learning Systems Inc.
• Ilao, L. V., Lontoc, B. M., & Paderna-Gayon, E. S. (2016). General Chemistry I (1st Ed.).
Sampaloc, Manila, Philippines: REX Book Store
• Jurs, P.C., Moore, J.W., & Stanitski, C.L. (2017). General Chemistry 1 (Philippine Edition).
Valenzuela, Philippines: JO-ES Publishing House, Inc.
• Rodil, M. P. (2017). Conceptual Science and Beyond: General Chemistry I (A Worktext for
Senior High School) (A. D. Santos, Ed.; H. G. Gadiano, Trans.). Novaliches, Quezon City,
Philippines: Brilliant Creations Publishing.

IMAGES

• Figure 2.1 https://quizizz.com/media/resource/gs/quizizz-media/quizzes/7f31d9b7-ca61-452d-8fb3-

b81aad7998af?w=200&h=200
• Figure 2.2 https://edurev.in/t/187533/Atomic-Number-and-Mass-Number
• Figure 2.3 https://edu.rsc.org/cpd/atoms-molecules-and-ions/3010574.article
• Figure 2.4 https://psiberg.com/wp-content/uploads/2021/07/sodium-atom-and-ion.svg
• Figure 2.5 https://psiberg.com/wp-content/uploads/2021/07/chlorine-atom-and-ion.svg
• Figure 2.6 https://www.quora.com/What-are-hydrogen-isotopes
• Figure 2.7 https://d20khd7ddkh5ls.cloudfront.net/isotope_overview.png
• Figure 2.8 https://o.quizlet.com/0qstMa8T0EcbRN14CwP2HA_b.png
• Figure 2.9 https://iupac.org/what-we-do/periodic-table-of-elements/

25
Guided/Independent Practice
Guided Practice
Activity 2.2: Designing Your Atomic Model
Instructions: 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

26
Independent Practice
Activity 2.3: Nomenclature Exercises
Instructions: 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. NaF Sodium fluoride
2.
3.
4. KOH
5. Phosphoric acid
6.
7.
8. Barium sulfate
9.
10
11.
12. No ions Dinitrogen pentoxide
13 No ions P4S10
14. No ions N3O7
15. No ions Dicarbon tetrachloride

Independent Practice
Activity 2.4: Write That Chemical
Instructions: 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.

27
 ● 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. ________________________________ _________________________

REFLECTION
Instructions: Kindly answer the following questions on the space provided for.

1. What is the significance of Dalton’s Atomic Theory to me as a student?

2. In what ways does nomenclature help me in my daily life?

3. What strategies can I use to help me name chemicals and write formulas efficiently?

28
ACTION
Performance Task ( 40 Points)

Nomenclature and Balancing Equation Video Presentation

Create a video tutorial presentation of naming inorganic compounds and

Goal
balancing equations.
Chemistry instructor with knowledge on naming inorganic compounds
Role
and balancing equations.
Junior and Senior High School Students from Public Schools who have
Audience
difficulty understanding Chemistry concepts
With the recent shift to a modern type of classroom, the use of
multimedia instructions are highly in demand. However, due to the
limited access in the internet and multimedia instructions and learning
tools in some areas of the city, many students are still relying on
Situation traditional mode of classes without the support of these tools. Thus,
limiting the students’ 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 video tutorial presentation of naming inorganic compounds and
balancing equations. The video must include the following details in
exact order:
1. Introduction about inorganic compounds
Product 2. 5 types of inorganic compounds
3. Rules for naming inorganic compounds
4. 5 Examples for each type of inorganic compound.
5. Rules in balancing equations
6. Example of balancing equation
You will be graded based on the following standards: Content relevance,
content depth, clarity and organization, supporting media, delivery and
Standard
communication, engagement and audience interaction, technical quality
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 Nomenclature and Balancing Equation Video Presentation

Criteria Distinguished (5) Proficient (4) Apprentice(3) Novice (2) Limited (1)
The content is The content is The content is The content The content is
highly relevant to the relevant to the mostly relevant occasionally largely
topic, audience, and topic, audience, but may contain lacks relevance irrelevant, off-
Content purpose, and purpose, some minor to the topic, topic, or
Relevance demonstrating a effectively digressions or audience, or confusing for
profound conveying key less pertinent purpose. the topic,
understanding of the concepts and information. audience, or
subject matter and its information. purpose.
significance.
The content is The content is The content is The content is The content is
exceptionally well- well- researched adequately somewhat extremely
researched and and provides a researched, shallow, lacking shallow,
comprehensive, solid covering the in- depth analysis providing
Content Depth offering profound understanding of basics of the or relevant minimal
insights, in-depth the topic, with topic with some details. insight or
analysis, and a thoughtful analysis analysis and analysis.
thorough exploration and relevant relevant details.
of the topic. details.
The content is The content is The organization The content is Lack of
presented in a clear, generally clear and is acceptable but somewhat organization
logical, and well- well-organized, may benefit from disorganized, and structure
Clarity and organized manner, with a coherent improved clarity, making it significantly
Organization with a structured flow structure that aids coherence, or challenging for impedes
that enhances in comprehension. structure. the audience to understanding.
understanding and follow.
engagement.
Multimedia elements Multimedia Multimedia Multimedia Multimedia
(e.g., images, videos, elements are well- elements are elements are elements are
graphics) are expertly chosen and adequately somewhat poorly chosen or
selected and effectively selected and relevant but may integrated,
integrated to enhance contribute to integrated, adding require detracting from
Supporting
content content value to the improved content
Media understanding, understanding and content and selection and understanding
engagement, and engagement, supporting the integration for and
visual appeal, supporting the message. better support. engagement.
complementing the message
message effectively. appropriately.
The speaker The speaker The speaker The speaker The speaker's
communicates with communicates communicates struggles with communication
exceptional clarity, clearly, maintains adequately but may communication is
maintains eye contact, good eye contact, have minor issues , leading to incoherent, lacks
Delivery and uses engaging body uses appropriate with clarity, eye difficulties in eye contact and
Communication language, and speaks body language, contact, body understanding appropriate body
at an appropriate pace and language, or and engagement. language, and is
and volume. speaks at a pace/volume. difficult to
reasonable pace follow.
and volume.

30
 Rubric for Nomenclature and Balancing Equation Video Presentation

Criteria Distinguished (5) Proficient (4) Apprentice(3) Novice (2) Limited (1)

Engages the audience Engages the Engages the audience Fails to engage Completely
effectively, audience well, to some extent but the audience fails to engage
encourages questions encourages some may not actively effectively, the audience,
Engagement or discussions, and questions or encourage questions resulting in a leading to
and Audience creates a memorable discussions, and or discussions, passive or disinterest and
Interaction and interactive creates an engaging resulting in a disinterested disconnection.
experience. experience. somewhat engaging audience.
experience.

The video The video The video The video The video
presentation is presentation is of presentation has presentation is presentation is
technically flawless, good technical noticeable technical plagued by practically
Technical with excellent video quality, with minor issues, such as poor significant unwatchable due
and audio quality, no video or audio video or audio technical to severe
Quality
glitches, and issues that do not quality, glitches, problems that technical
seamless significantly detract or abrupt transitions. hinder content issues.
transitions. from the content. delivery.

Output was Output was Output was Output was Output was
submitted submitted submitted 2 days submitted 3 days submitted 4 days
Timeliness before/on the due hours or a day after after the due date. after the due date after the due date
date the due date

EVALUATION
Activity 2.5: 3-2-1 Feedback
Instructions: Record three things you learned in this lesson, two fun facts, and one question you
still have. Choose a partner to share your thoughts and to answer each other’s questions.

3
Things I learned

2
Two fun facts

1
1 question

31