Republic of the Philippines

Department of Education
National Capital Region
Schools Division Office of Las Piñas City

Learning Activity Worksheets (LAW) General Chemistry 1

Grade 11
Name: Austria Dave P . Date: 09/19/21 Rating/Score_________

MATTER AND ITS PROPERTIES

Activity 1: Physical Properties of Matter
Directions: Classify the following properties as intensive or extensive. Write your
answer inside the box where they belong.

Extensive
Intensive melting point
Properties color
Properties
VOLUME mass
MASS taste
LENGHT volume
length
density
luster
shape
hardness
boiling point

MELTING POINT
TASTE
COLOR
DENSITY
LUSTER
SHAPE
HARDNESS
BOILING POINT
VOLUME

Activity 2: Intensive or Extensive.

Directions. Identify whether the given statement is an intensive property or
extensive property by writing IP and EP on the line provided for each
number.
Page 1 of 10

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 IP 1. The color of the tablecloth fades.
EP 2. Her body mass is 60 kg.
IP 3. The boiling point of water is 100oC.
EP 4. The house occupies 50 sqm.
EP 5. Her hair is 12 inches long.
IP 6. The normal body temperature is 37oC.
IP 7. Cooking oil has a density of 910 to 930 kilograms per cubic meter.
EP 8. The block of wood has a volume of 15cm3.
IP 9. The moth balls melt at 80oC.
EP 10.The chemical substance has a pungent odor.

Reference: https://classroom.google.com/u/0/w/MTE2NTM4NDU3MTI5/t/all

Q1 Week 1 (Learning Activity Worksheet)

Target Competency: Use properties of matter to identify substances and to separate them
( STEM_GC11MP-Ia-b-5)

Activity 3: What are some common chemical substances?

Directions. Match the name of common chemical substances in Column A with
the chemical formula in column B. Write only the letter of your
answer on the space provided before each number.
Column A Column B
C 1. Glycerol (Glycerin) A. NH3
E 2. Salt (Sodium Chloride) B. NaClO
B 3. Bleach(Sodium Hypochlorite) C. C3H8O3
A . 4 Ammonia (Nitrogen Trihydride) D. NaHCO³
D 5. Baking powder (Sodium Bicarbonate) E. NaCI

Activity 4: Which is Which!

Directions: Identify what is being described in the following statements.

Nitrous oxide1. It is an anesthetic for minor surgery and is also known as

laughing gas.
Carbon dioxide2. It is the chemical formula of the gas that is used to pressurize tennis
balls.
Sodium hydroxide3. It is the chemical formula of the substance that is used to prevent
soap from drying out.
Chlorine4. It is the chemical substance that is used to chlorinate swimming
pools.
Baking soda5. It is the chemical substance that is used to make cakes and other
baked products rise in the oven.
Reference: https://www.scvths.org/site/handlers/filedownload.ashx?moduleinstanceid=178&dataid=880&FileName=ef%20worksheet%20homework.pdf

Activity 5: Pros and Cons

Directions. Analyze the pictures below. Answer the questions that follow.

Page 2 of 10

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 Product What kind of What is What can you How much
material is it this say about its does it cost?
made of? product for? quality?
stainless faucet Stainles contains It’s more resistant It’s very durable It depends on
18% chromium to water spots and and it will last the quality of a
and 8-10% of it is very easy to more than a year product.
nickel clean and maintain

plastic faucet Die-cast zinc and Gaving a resistant It’s good nor Same as the metal
chrome-plated water spot bad also coz its one it depends on
plastic not eco-friendly the quality of the
but it’s more product.
affordale than a
metal one
metallic spoon Nickel silver alloy
It’s used for eating, It is nice actually Ranges about 100-
or stainless steelstirring, mixing etc and it is so easy to 150pesos per
clean dosen.
plastic spoon Polypropylene and Its great at For me its too bad About 40-50pesos
polystyrene celebration coz its for economy per pack
disposable

Q1 Week 1 (Learning Activity Worksheet)

Target Competency: Compare consumer products on the basis of their components for use,
safety, quality, and cost (STEM_GC11MP -Ia-b-11)

Page 3 of 10

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 Activity 6: Which technique to use?
Directions. Match the process in column A with the separating technique in
column B and the diagram in column C by drawing a line.

Process (A) Separating Technique (B) Diagram (C)

Used to separate a Sublimation

magnetic solid from a
heterogeneous mixture.

Used to separate the Filtratio

components
Used to of mixture
separate n
with the use
insoluble
Involves of tools
solidthe
heating fromsucha Magnetic
as forceps or sifter. Evaporation
liquid with
solution untilthe
theuse of filter
solvent separation
evaporatespaperleaving
behind the solid residue.

Used to separate a Mechanical

volatile solid from a non- Separation
volatile solid

Activity 7: How can we separate them?

Directions. Analyze what method to use in order to separate the components of
the given mixtures below.

Mixture Method of separation

1. Noodles soak in water Distillation
2. Components of moth balls Sublimation
3. Safety pins in sand Magnetic
4. Chalk dust in water Filtration
5. Salt in seawater Evaporation

Reference: https://classroom.google.com/u/0/w/MTE2NTM4NDU3MTI5/t/all

Q1 Week 1 (Learning Activity Worksheet)

Target Competency: Describe separation techniques for mixtures and compounds
(STEM_GC11MP-Ia-b-10)

Page 4 of 10

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 CHEMICAL NAMES AND FORMULAS
Activity 1: What Am I?
Directions: Identify the isotope being described. Write your answer on the space
provided.
1. ______________________ - used as a tracer to diagnose pernicious anemia.
2. ______________________ - used in archeology, biological research, and pollution
control.
3. ______________________ - used to treat thyroid disorders.
4. ______________________ - destroys many disease-causing bacteria in food as well
as those that cause food to spoil.
5. ______________________ - used as fuel for nuclear power plants and naval nuclear
propulsion systems.
6. _______________________ - used in many smoke detectors for homes and
businesses to measure levels of toxic lead in dried paint samples.
7. ______________________ - used to determine damage in heart tissue and
detection of tumors.
8. ______________________ - used to treat cancerous tumors, to measure correct
patient dosages of radioactive pharmaceuticals.
9. ______________________ - widely used to diagnose thyroid disorders and other
metabolic disorders.
10 . _____________________ - has powered more than 20 NASA spacecrafts.

Reference:http://www.ijcasereportsandimages.com/archive/2014/009-2014-ijcri/RA-10012-09-2014-maloth/ijcri1001209201412-maloth-full-text.php

Activity 2: Representing Compounds

Directions: Given the structural formula, identify the molecular formula and empirical
formula of the following compounds.
Structural Formulas Molecular Empirical
Formulas Formulas

1.

2.

3.

4.

5.

Reference: https://classroom.google.com/u/0/w/MTE2NTM4NDU3MTI5/t/all
https://www.askdifference.com/ethene-vs-ethylene/ https://en.wikipedia.org/wiki/1,2-Dibromoethane
http://www.differencebetween.net/science/difference-between-acetic-acid-and-glacial-acetic-acid/
https://byjus.com/chemistry/ethyl-acetate-formula/ https://www.fishersci.com/shop/products/sulfuric-acid-concentrate-0-5m-
standard-solution-honeywell-2/6001623

Q1 Week 2 (Learning Activity Worksheet) Page 4 of 8

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Target Competency: 1. Recognize common isotopes and their uses (STEM_GC11AM-Ic-e-19) 2
.Represent compounds using chemical formulas, structural formulas and models (STEM_GC11AM-Ice -
21)

Activity 3: Represent Me!

Directions: Determine the molecular and empirical formulas of the following
compounds.

Compounds Molecular formulas Empirical formulas

1. sucrose
2. caffeine
3. hydrogen peroxide
4. glucose
5. ascorbic acid

Activity 4: Naming Ionic Compounds (Binary/Ternary)

Directions: Name the following ionic compounds. Write your answer on the line
provided.

1. Cu2O _______________________________________
2. Co(ClO3)3 _______________________________________
3. Pb(SO4)2 _______________________________________
4. (NH4)3PO4 _______________________________________
5. Zn3N2 _______________________________________
6. Li2O _______________________________________
7. Fe(C2H3O2)3 _______________________________________
8. K3N _______________________________________
9. Cd(NO3)2 _______________________________________
10. CaBr2 _______________________________________

Activity 5: Naming Molecular Compounds

Directions: Name the following molecular compounds. Write your answer on the line
provided.

1. CF4 _______________________________________
2. SeCl2 __________________________________________
3. SO3 _______________________________________ 4. ClF
_______________________________________
5. Cl2O _______________________________________ 6. PCl 5
_______________________________________ 7. N 2O5
_______________________________________
8. Br3O8 _______________________________________
9. NI3 _______________________________________

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 10. IF7 _______________________________________

Q1 Week 2 (Learning Activity Worksheet) Page 5 of 8

Target Competency: Name compounds given their formula and write formula given the name of
the compound (STEM_GC11AM-Ic-e-23)

Activity 6. Naming Hydrates and Acids Directions:

Name the following compounds.

1. CuSO4 • 5H2O _______________________________________

2. MgCl2 • 6H2O _______________________________________
3. ZnCl2 • 6H2O _______________________________________
4. FeSO4 • 7H2O _______________________________________
5. HClO4 _______________________________________
6. HI (aq) _______________________________________ 7. H 3PO3
_______________________________________
8. H2CO3 _______________________________________
9. HBr (aq) _______________________________________
10. HIO4 _______________________________________

Activity 7: Writing Formulas for Ionic Compounds (Binary/Ternary) Directions:

Write the formulas for the following ionic compounds.

1) copper (I) fluoride ____________________________

2) lithium phosphate ____________________________
3) vanadium (III) selenide ____________________________
4) manganese (IV) phosphide ____________________________
5) beryllium sulfide ____________________________
6) sodium iodate ____________________________
7) aluminum arsenide ____________________________
8) potassium permanganate ____________________________
9) chromium (VI) cyanide ____________________________
10) tin (II) sulfate ____________________________

Activity 8: Writing Formulas for Molecular Compounds

Directions: Write the formulas for the following molecular compounds.

1) hexasulfur dibromide ____________________________

2) dinitrogen monoxide ____________________________
3) nitrogen trifluoride ____________________________
4) pentaoxygen octafluoride ____________________________
5) xenon hexafluoride ____________________________
6) sulfur hexafluoride ____________________________
7) phosphorous trichloride ____________________________
8) nitrogen monoxide ____________________________

Activity 9. Writing Formulas for Hydrates and Acids Directions:

Write the formulas for the following compounds.
1) sodium dichromate trihydrate _______________________
2) silver nitrate octahydrate _______________________
3) barium chromate pentahydrate _______________________
4) tin (IV) oxide dihydrate _______________________

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5) chromium(III) carbonate hexahydrate _______________________
6) hydroselenic acid _______________________
7) sulfurous acid _______________________
8) chlorous acid _______________________
9) hydrofluoric acid _______________________
10) oxalic acid _______________________

Q1 Week 2 (Learning Activity Worksheet) Page 6 of 8

Target Competency: Name compounds given their formula and write formula given the name of
the compound (STEM_GC11AM-Ic-e-23)
Activity 10: Empirical Formula
Directions: Determine the empirical formula from the percent composition for each
of the following compounds. Show complete solution.

1) 92.24 % C; 7.76 % H

2) 36.48 % Na; 25.44 % S; 38.08 % O

3) 49.99 % C; 5.61 % H; 44.40 % O

4) 38.76 % Ca; 19.97 % P; 41.27 % O

5) 21.2%N, 6.1%H, 24.2%S and 48.5%O

Activity 11: Empirical Formula and Name of Compound

Directions: Find the empirical formula and name for each of the following compounds.

1. A compound that contains 15.8% carbon and 84.2% sulfur.

2. A compound with 50.05 % sulfur and 49.95 % oxygen.

3. A compound with percent composition of 44.82% Potassium, 18.39% Sulfur, and

36.79% Oxygen.

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 4. A compound with 24.74% (by mass) potassium, 34.76% manganese, and
40.50% oxygen.

5. A compound that contains 21.6% Na, 33.3% Cl, and 45.1% O.

Q1 Week 2 (Learning Activity Worksheet) Page 7

of 8
Target Competency: Calculate the empirical formula from the percent composition of a
compound (STEM_GC11PC -If-32)
Activity 12. Challenge!
Directions: Solve the following problems. Show your solution.

1. A chemist made a new compound and had its elemental composition analyzed.
The results of this analysis are shown below. Element Amount C 1.388 g; H
0.345g
O 1.850 g
a. What is the percent composition of each of the elements in this compound?

b. What is the empirical formula for this compound?

2. A chemist finds a salt on the lab bench and determines it is composed of 64.0 g
Br and 9.8 g of Mg.
a. What is the empirical formula of this compound?

b. Review: What is the name of this compound?

c. Review: What are the charges of the two ions in this compound?

3. Ammonia reacts with phosphoric acid to form a compound that contains 28.2%
nitrogen, 8.1% hydrogen, 20.8% phosphorous, and 42.9% oxygen. Calculate the
empirical formula of this compound.

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 4. Smog is common in cities throughout the world. One component of smog is PAN
(peroxyacylnitrate) which consists of 20.2% C, 2.50% H, 11.4% N, and 65.9% O
by mass. Determine the empirical formula of PAN.

5. Nitroglycerin has the following percentage composition: carbon: 15.87%,

hydrogen:
2.22%, nitrogen: 18.50%, oxygen: 63.41%. Determine its empirical formula.

Q1 Week 2 (Learning Activity Worksheet) Page 8

of 8
Target Competency: Calculate the empirical formula from the percent composition of a
compound (STEM_GC11PC -If-32)

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