General

Chemistry 1 11
General Chemistry 1 – Grade 11
Quarter 1 – Module 1: Properties of Matter
First Edition, 2020

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Published by the Department of Education Division of Pasig City

Development Team of the Self-Learning Module

Writer: Roanna A. Cabigting

Editor: Ma. Victoria G. Señase
Reviewer: RosallioP. Oriarte Jr.
Illustrator: Edison P. Clet
Layout Artist: Mark Kihm G. Lara
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
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OIC-Chief, Curriculum Implementation Division

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Librada L. Agon EdD (EPP/TLE/TVL/TVE)

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Pasig City
 General
Chemistry 1
11
Quarter 1
Self-Learning Module 1
Properties of Matter
Introductory Message
For the facilitator:

Welcome to the Chemistry 1 Self-Learning Module 1 on Properties of Matter

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Moreover, you are expected to encourage and assist
the learners as they do the tasks included in the module.
 For the Learner:

Welcome to the Chemistry 1 Self-Learning Module 1 on Properties of Matter

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an
active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest – This measures how much you have learned from the
 EXPECTATIONS

This module is developed and designed for Senior High School STEM students.
The first lesson is about the Properties of Matter. Specifically, you are expected to:

1. identify the physical and chemical properties of matter; and,

2. use the properties of matter to identify substances .

PRETEST

Directions: Read the following carefully. Choose the letter of the best answer and
write it on your notebook.

1. Which property determines whether one substance will sink or float in another
substance?
A.Texture C. Volume
B. Temperature D. Density

2. Which property makes it possible for a metal to be made into sheets?

A. Malleability C. Ductility
B. Metallic Luster D.Brittleness

3. In an experiment, spoons made of different materials were used. A small amount

of butter is placed at each end while the opposite ends of the spoons were
submerged in hot water. The butter melt in only one of the spoons. Which of the
following physical property of that spoon caused the melting of butter?
A. Density C.Thermal conductivity
B. Diffusibility D. Toxicity

4. When water and kerosene were mixed, the kerosene floats on the water. What
physical property of the material is behind this?
AViscosityC.Flammability
B. Polarity D. Conductivity

5. Which of the following is a chemical property of water?

A. Ice floats on water. C. Water expands when it freezes.
B. Water boils at 100°C. D. Water reacts violently with sodium.
 RECAP

Do not be upset if you did not get all the correct answers. This module will help
you understand the underlying concepts in these questions. Before reading this
lesson, recall your concepts on the states of matter.

Question: What distinguishes one state of matter to the other? complete this table.

FEATURES SOLID LIQUID GAS PLASMA

volume
Manner how
particles move
compressibility
energy

Great! Reserve all your aces and charge yourself for the lesson!

LESSON

Is this picture familiar? Where do you think is this place? Can you identify
and list down the materials that can be seen in Pasig River then and now? Keep the
list because you will use it in the latter part of this lesson.Are the nature of these
materials give adverse effects on the Pasig River? To answer this question, you
must have a background on the properties of matter.

Sourc e :https://commons.wikimedia.org/wiki/File:Manila_Bay_Pasig_and_Pampanga_River_Basins_pollution_2008.jpgSource : https://commons.wikimedia.org/wiki/File:Convalencia_Island_on_Pasig_River_in_Manila.jpg

First, let us tickle your scientific thought. Try this at home. Seek assistance
from older ones. Get 3 different spoons preferably made of wood, plastic, and metal.
Place one of their ends inside a bowl. You may refer to the picture below. Put a
small amount of butter on each opposite end. Pour hot water into the bowl. Be
careful! Hot water can burn! Watch carefully. Remember not to touch the
experiment. Then be ready to answer the following guide questions:

Guide Questions:
1. What can you say about the sample materials? Are they different? How are they
different?
2. What happens to the butter in each sample?
3. Does the butter behave in the same way for different materials? Why or Why
not?
The three spoon samples behave differently because they are made of
different materials with different properties. This experiment proves that a single
matter has its unique set of properties. Do you want to find out what are these
properties?

Let us have a walkthrough on the properties of substances. You might notice

that some of the materials that will be presented might be similar to the materials
that you see in Pasig River.

Properties of Substances

1. Electrical Conductors.Materials that can transmit the flow of energy. They have
freely moving electrons that can transfer thermal energy quickly and
easily.Examples:

2. Electrical Insulators. Materials that prevent the flow of energy. They prevent
electrons from moving through them.
Examples:

3. Density. It depends on the temperature and pressure when it is measured.

These materials are arranged from highest to lowest density measured at O° C and
1 atmospheric pressure. Substances with smaller more massive atoms that are
close together have a higher density.
Examples:
4. Acidity. Acidic solutions have a greater concentration of hydrogen ions, and
basic solutions have a lower concentration of hydroxide ions. Anything with a very
low pH is acidic, while substances with a high pH are alkaline.
Examples:

5. Flammability. Flammable materials largely depend on the chemical elements

present in their structures. The presence of more carbon generally results in more
flammable material.
Examples:

6.Reactivity. Is the substance`s tendency to undergo a chemical reaction, either by

itself or with other materials, and to release energy. Reactive can be hazardous and
poisonous when caused to react by heat, pressure, shock, friction, catalyst, contact
with air or water.
Examples:

7. Malleability. Ability of a material to be pressed, hammered, or rolled into thin

sheets without breaking the matter.
Examples:

8. Ductility. Ability of a material to be stretched under stress and converted into

thin wires.Examples:

9. Solubility. Ability of a substance to be dissolved (solute) in a given

substance(solvent).Examples:

Solute – coffee, milk & sugar

Slovent - water
10. Boiling Point. Is the temperature at which a substance changes from a liquid
into gas.
Examples:

11.Melting Point. Is the temperature at which a material changes from solid into a
liquid.
Examples:

12. Polarity. Is the way at which an atom forms a covalent bond. This relates to
solubility, boiling and melting points, and intermolecular attractions between
molecules.
Examples:

13.Elasticity.It is the tendency of a material to return to its original form or shape

after being stretched.
Examples:

14. Corrosiveness. A property of a material that causes gradual destruction by a

chemical reaction such as strong acids, oxidizers, and bases.
Examples:
 These properties of matter could be classified as chemical and physical
properties. Come on let us find out!

Types of Properties of Matter

Physical Property is a property of matter that is measured without changing a

substance`s chemical identity.This can be further classified as intensive and
extensive properties. The said classification is based on the dependency on the
amount of substance. An intensive property is a physical property of matter that
is independent of the amount of a substance. The extensive property is a
physical property of matter that depends on the amount of the substance.
Chemical Property is a property of a matter that is measured only by changing the
substance`s identity.

Using these descriptions, which of these properties are physical, and which
ones are chemical? Try to answer the following activities.

ACTIVITIES

Activity 1

I. Directions: Before the number, write PP if it refers tophysical property and CP if

it refers to a chemical property.

____1. Electrical Conductors

____2. Electrical Insulators
____3. Density
____4. Acidity
____5. Flammability
____6. Reactivity
____7. Malleability
____8. Ductility
____9. Solubility
____10. Boiling Point
____11. Melting Point
____12. Polarity
____13. Brittleness
____14. Elasticity
____ 15. Corrosiveness

Check your answers. Physical properties are used to observe or measure the
material without changing its composition while chemical properties are used to
measure and observe matter only when it changes to become entirely different
kinds of matter.
 Now, bring out the list of the materials that you have seen in Pasig River and
do Activity 2.

Activity 2.
I. Directions: Identify and classify the properties of at least 5 materials that you can
see in Pasig River.Write your answer in this table. Number 1 is done for you.

Materials Chemical Property Physical Property

1. plastic Insoluble in water Elastic, Insulator
2.
3.
4.
5.

II. Directions:Determine and classify the properties of the different spoons used in
the experiment.

Materials Chemical Property Physical Property

1. wooden spoon
2. plastic spoon
3. metal spoon

This time, try to apply your understanding of the properties of matter with
the things around us.

Activity 3

I. Directions: Match the picture with its properties by writing the letter before each
number. Use the facts from the presented discussion on the nature of substances
as your guide to this activity.

A. B. C.

D. E.

_____1. Material that prevents the flow of energy.

____ 2. A substance that floats on water due to low density.
____ 3. Most electrically conductive element.
____ 4. Materials that can combust in air.
____ 5. Anything with very low pH.

II. Directions: Analyze each statement about Covid-19 whether it conveys physical
or chemical property.Write PP if it refers to physical properties and write CP if it
refers to chemical properties of Covid-19 on the space provided before each
number..

______1. In most representations, the shape of the virus is the same as spherical
particle with spikes, resembling an alien invader.
______2. The population density in urban is not the enemy of coronavirus.
______3. A little consensus about the color of the coronavirus comes in red, orange,
blue, yellow, steely or soft green, white with red spikes, red with blue
spikes, and many different colors in between.
______4. The fusion of coronaviruses is generally thought to occur at neutral pH.
______5. A post on social media suggests that drinking sodium bicarbonate and
lemon juice reduces the acidity of the body and the risk of getting infected
with COVID-19.

WRAP-UP
Can you tell the difference between physical and chemical properties? List down in
Table 1 the physical and chemical properties that you have learned in this lesson.

Table 1

Physical Property Chemical Property

WRAP-UP
Extend your awareness in your barangay. Interview family members or
barangay officials online to help you provide the information needed. Your task is
to cite at least 3 problems in your barangay brought about by the insufficient
knowledge of properties of matter.

Finally, you made it! Take your last step and good luck!
 POSTTEST

Directions: Choose the letter of the best answer. Write your answer on your
notebook.

1. Seeing different materials floating on a river would display what physical

property of matter?
A. density C. flammability
B. ductility D. solubility

2. What type of property of matter is shown in the picture?

A. Physical property - Reactivity
B. Chemical property – Reactivity
C. Chemical property -Flammability
D. Chemical property - Reactivity and Flammability

3. Fire problems are being rampant in the environment in NCR because of the large
number and setting of houses. What is the most evident physical property of matter
that contributed to this problem?
A. Corrosiveness of light materials
B. Mass and corrosiveness of materials
C. Density and flammability of light materials
D. Flammability and combustibility of materials

4. Once carbon dioxide is absorbed by the seawater, an ample amount of chemical

reactions will occur that increases the concentration of hydrogen ions. If this will
continue, what will be the effect in the seawater?
A. The contamination of water leads to water pollution.
B. A high amount of metals will result in the water surface.
C. Decrease of oxygen content in the water that leads to death to fishes
D. Acidificationdue to increasing of hydrogen ions causing the waterto become too
acidic.

5. Oil spill is evident in bodies of water. This is due to oil companies that discharge
their wastes into the bodies of water. Which among these properties does NOT
contribute to this phenomenon?
A. Density C. Polarity
B. Flammability D. Toxicity
 KEY TO CORRECTION

REFERENCES
Chang, R. (2010). Chemistry 10th Edition. Retrieved June 8, 2020, from www.academia.edu:
https://www.academia.edu/33200599/Chemistry_10th_Edition_By_Chang_.PDF
Ciencia, S. (2008, June 2). Manila_Bay_Pasig_and_Pampanga_River_Basins_pollution_2008.jpg. Retrieved from
commons.wikimedia.org/wiki:
https://commons.wikimedia.org/wiki/File:Manila_Bay_Pasig_and_Pampanga_River_Basins_pollution_2008.jpg
Commission on Higher Education, K. t. (2018). K to 12 Grade 11 Teacher`s Guide in General Chemistry 1. CHED.
EducatorPH, E. (2020, May 3). shs-stem-general-chemistry-1-study-note-in-matter-and-its-properties. Retrieved from
www.slideshare.net/walanoone: https://www.slideshare.net/walanoone/shs-stem-general-chemistry-1-study-
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FVelasquez, R. (2012, April 21). Convalencia_Island_on_Pasig_River_in_Manila.jpg. Retrieved from
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Loutzenhiser, K., & Michelle, C. (2015). heat-conduction-experimen. Retrieved from www.ayers-of-learning.com:
https://layers-of-learning.com/heat-conduction-experiment/
Magleo, L. A. (2011). What Matters Most. In L. A. Magleo, Exploring the realms of science (pp. 193-212). Valenzuela City:
JO-ES Publishing House, Inc.
Nagaraj, V., Kumar, N. R., & Pattanashetti, K. (2018, Jun 2). Thermal conductivity / Think Tac. Retrieved from
www.youtube.com: https://www.youtube.com/watch?v=K8YdRBWgwnM
Obayomi, W. (2020, March 26). Retrieved from www.home.kpmg:
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Weaving, S. (2020, March 31). scary-red-or-icky-green-we-cant-say-what-colour-coronavirus-is-and-dressing-it-up-might-
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