Republic of the Philippines

Department of Education
National Capital Region
SCHOOLS DIVISION OF PASAY CITY

Quarter 1 Week 1 Module 1

Most Essential Learning Competencies (MELCs):

1) Describe the nature of Consumer Chemistry.

2) Explain the historical development of the atom.
3) Differentiate elements and compounds
4) Identify common properties of matter.
5) Describe the trends and properties of the periodic table.
 PASAY CC9 – Q1 – W1 – 01 - 02

DEPARTMENT OF EDUCATION - NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE in CONSUMER CHEMISTRY

First Quarter/ Week 1/ Day 1 - 2

Name: ____________________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

INTRODUCTION TO CONSUMER CHEMISTRY

At the end of this module, you are expected to describe the nature of Consumer
Chemistry.

BRIEF INTRODUCTION

Everything around us is made up of chemicals. From the fragrant soap we use to clean our body to
the gasoline that fills our cars and the colorful paint used in your room… Chemistry is everywhere!
Understanding how molecules form and interact to create complex structures helps us to harness
the power of chemistry and use it, just like a toolbox, to create and improve many of the consumer
products that we use today.

But can you still remember your previous Chemistry class? Your answer should be yes! Why?
Consumer Chemistry is an integrated subject. Your knowledge of basic chemistry concepts and
chemical principles are very important in this subject. You will learn how organic chemistry impacts
our lives.

Therefore, what is Consumer Chemistry? Consumer Chemistry is the chemistry of everyday

processes and products. You will learn the chemistry of soaps and detergents, foods, cosmetics,
hygiene products, toys, paints and other products commonly found in the kitchen, laundry, bathroom
and workshop. You will be introduced to the fundamental applications of organic chemistry to our
society, technology and the development of consumer products. Simply, you will learn the use of
chemistry to real world examples, specifically in a consumer context.

So, if you ever wondered why soap dissolves oily substances or how detergents and bleach clean
clothes, then let this module help you find the answer to your questions.

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 PASAY CC9 – Q1 – W1 – 01 - 02

Name: ____________________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

What you will do:

Construct a diagram about the different products and processes that you think are part or will become
your lesson for Consumer Chemistry. You can be creative in presenting your diagram.

I want to learn Consumer Chemistry because

Did You Know

Consumer products, also called as final goods, are products that individuals or households
bought for personal use. In other words, consumer products are goods that are bought for
consumption by the average consumer.

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 PASAY CC9 – Q1 – W1 – 01 - 02

DEPARTMENT OF EDUCATION - NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE in CONSUMER CHEMISTRY

First Quarter/ Week 1/ Day 1 - 2

Name: ____________________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

Lesson 02
WHAT IS AN ATOM?
At the end of this module, you are expected to explain the historical development of the atom.

Atom: The Smallest Building Block of Matter

Charcoal, honey, gasoline, smoke and all the other things that surround you are examples of matter. And
you already learned during your Grade 8 Science class that matter is composed of atoms.

In this lesson, we will look again at how the atomic structure has developed from ~400 BC with
Democritus’s ‘atomos’ to the modern nuclear model that we know today. Remember that the goal of each atomic
model was to accurately represent all of the experimental evidence about the atom in the simplest way possible.

400 B.C. Democritus Introduces the Atom

The history of the atom begins around 400 B.C. with an important Greek philosopher
named Democritus. His ideas were based on reasoning rather than science and drew
on the teachings of two Greek philosophers who came before him: Leucippus and
Anaxagoras.

Democritus knew that if you cut a piece of matter, such as an apple, into smaller and
smaller pieces, each half had the same properties as the original apple. He thought that
at some point you would reach a piece so tiny that it could no longer be divided. He
called these “uncuttable” pieces atomos, meaning ‘indivisible.’ This is where the modern
term atom comes from.

Democritus’s model stated that all matter consists of atoms that cannot be further subdivided
into smaller particles and a void (empty space) exists between them. He stated that atoms
are indestructible and unchangeable. Also, that they are homogenous, meaning they have no
internal structure. His atomic model was solid and differ in size, shape, mass, position and
arrangement.

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 1803 - 1805 Dalton Brings Back the Atom

The English chemist John Dalton brought back Democritus’s ancient ideas about the atom. He
was able to demonstrate that atoms actually do exist, something that Democritus had only
guessed.

From his research, Dalton developed the atomic theory which consists of three basic ideas:
• All substances are made of atoms. Atoms are the smallest particles of matter. They cannot be divided into
smaller particles, created, or destroyed.
• All atoms of the same element are alike and have the same mass. Atoms of different elements are different
and have different masses.
• Atoms join together to form compounds, and a given compound always consists of the same kinds of atoms
in the same proportions.

Because Dalton thought atoms were the smallest particles of matter, he envisioned them as solid, hard spheres,
like billiard (pool) balls, so he used wooden balls to model them.

You can also watch about Dalton’s Atomic Theory by Don’t Memorise using this link.
https://www.youtube.com/watch?v=syi3pXJNe58

1897 Thomson Adds Electrons

When John Dalton discovered the atoms in 1804, he thought that it was the smallest particle of
matter because it could not be broken down into smaller particles. Not until the electron was
discovered in 1897 by a British physicist named Joseph John (J.J.) Thomson.

He discovered the electron when he was experimenting with gas discharge tubes (cathode ray
tubes). He noticed a movement in the tube and he called it cathode rays. The rays moved from
the negative end of the tube to the positive end. He realized that the rays were made of
negatively charged particles – electrons.

You can watch how the cathode rays travel using the link below:
Thomson’s Cathode Ray Tube Experiment by Wendell Thomas
https://www.youtube.com/watch?v=_nLESblUAHY

Thomson’s Plum Pudding Model

1911 Narrowing Down the Nucleus

In 1911, through his clever research, Ernest Rutherford showed that the positive charge of
an atom is confined to a tiny massive region at the center of it, rather than being spread
evenly throughout as Thomson had suggested. Rutherford conducted the famous gold foil
experiment in which he used a thin sheet of gold foil. He also used a special equipment to
shoot alpha particles (positively charged particles) at the gold foil. The experiment showed
that atoms are made of a small positive nucleus and that the atom is mostly empty space.

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 You can watch what happened to the alpha particles
as it hit the gold foil using this link:
.
Rutherford’s Atomic Model – Part 1 and 2 by
Don’t Memorise
https://www.youtube.com/watch?v=1EdTw4I6L0U

1913 Modeling the Atom

The next major advance in atomic history occurred in 1913, when the Danish scientist Niels Bohr
published a description of a more detailed model of the atom. His model identified more clearly
where electrons could be found. Although later scientists would develop more refined atomic
models, Bohr’s model was basically correct and much of it is still accepted today. It is also a very
useful model because it explains the properties of different elements.

A simple definition of Bohr’s atomic model is that electrons orbit the nucleus at set distances.
When an electron changes orbits, it does so in a sudden quantum leap. The energy difference between the initial
and final orbit is emitted by the atom in bundles of electromagnetic radiation called photons.

You can watch the what is the structure of the atom

according to Bohr and his postulates using this link:
Bohr’s Model of an Atom by Don’t Memorise
https://www.youtube.com/watch?v=S1LDJUu4nko

Thomson’s Planetary model

Remember!

▪ Democritus described atoms as eternally unchanging and indivisible, all made of the same substance,
and differing only in size, shape, and arrangement in space.
▪ John Dalton developed the Atomic Theory wherein he proposed that the atom is the indivisible unit of
an element.
▪ J.J. Thomson discovered the electrons and suggested the ‘plum pudding’ model.
▪ Ernest Rutherford said protons were in the center of the atom that he called nucleus. The nucleus is
positively charged and it contains almost all the mass of the atom.
▪ Neils Bohr proposed fixed circular orbits around the nucleus for the electrons.
▪ In the current model of the atom, electrons occupy regions of space or orbitals around the nucleus that
are determined by their energies.

You may also learn from these online sites:

History of the Atom. https://www.ck12.org/book/ck-12-physical-science-for-middle-school/section/5.2/

History of the Atom. http://thehistoryoftheatom.weebly.com
Atomic Theory and Structure Early Ideas about Matter: From Democritus to Dalton by Anthony Carpi,
Ph.D. http://www.visionlearning.com/en/library/Chemistry/1/Early-Ideas-about-Matter/49
CK-12 Physical Science for Middle School. https://flexbooks.ck12.org/cbook/ck-12-middle-school-physical-
science-flexbook-2.0

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 PASAY CC9 – Q1 – W1 – 01 - 02

Name: ____________________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

Click and Learn

Visit YouTube.com and watch the video entitled The 2400-year Search for the Atom
Then answer briefly the following questions. (https://www.youtube.com/watch?v=xazQRcSCRaY)

1. Why do you think that the idea of Aristotle about matter being composed
List down the three of only four elements (earth, wind, fire and air) was strongly believed
elementary particles of rather than Democritus’s atomos?
the atom.

2. How did Dalton explained about substances that Democritus wasn’t

able to explain?

3. Describe the atom according to JJ Thomson.

5. Why is Bohr’s model called the

planetary model of the atom?

4. Enumerate what happened to the alpha particles

during Rutherford’s experiment.

REFLECTIVE JOURNAL
Given the chance to talk one of the scientists who
contributed to the development of the atomic
After watching the video, I learned that structure, who will he be and what will you say
and ask him?

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 PASAY CC9 – Q1 – W1 – 01 - 02

Name: ____________________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

Make Your Own Atomic Theory Timeline

Directions:
1. Using the information that you have read about the scientists and the theories they have developed over
time about matter and the atom, cut out all of the scientists’ name, information boxes, pictures, atomic
models and analogies, and organize them by date/theory.
2. On a separate sheet of paper, design your own timeline that included these dates:

400 B.C., 300 B.C. to Early 1800s, 1803, 1897, 1908, 1913, 2000

3. Your timeline can be a straight line, or a may be more like a “journey”. Be creative as possible. Make it
look great! You can use crayons or colored pencils to decorate the dates and/or names.
4. For each of the seven dates, arrange and glue the correct information (name of scientist, atomic model,
analogy and additional information).
5. Afterwards, answer the questions and look over the rubric to see how you will be graded.

Rubric
Timeline has a title (2 points)
Organization of events is neat, clear and chronological (6 points)
All pictures, atomic models and analogies of the atom are included and accurate (6 points)
Correct matching of information boxes with the responsible scientist(s) (6 points)
Poster looks aesthetically pleasing (color, outlining, easy to read and interpret, creative) (4 points)
Work time is used wisely (2 points)
Questions #1-8 (1/2 point each)
Total points earned: _____/30

Directions: Encircle the correct answer to the following questions.

1) Who discovered the electron? 5) Who proposed a model with electrons moving in
a. Dalton c. Rutherford specific levels?
b. Thomson d. Bohr a. Dalton c. Bohr
b. Thomson d. Rutherford
2) What did Rutherford discover in his 6) Rutherford’s gold foil experiment concluded that:
experiment? a. most of the atom is empty
a. Nucleus c. Neutrons b. the center of the atom is empty
b. Electrons d. Energy level c. the center of the atom has a negative charge
d. atomic mass is spread over the whole atom
3) What does atom mean? 7) In which model are atoms imagined as tiny billiards
a. Small c. Particle balls?
b. Visible d. Indivisible a. Dalton c. Bohr
b. Thomson d. Rutherford
4) Who is “responsible” for the 2000-year 8) In which model are atoms imagined like the solar
“Death of Chemistry”? system?
a. Dalton c. Thomson a. Dalton c. Bohr
b. Democritus d. Rutherford b. Thomson d. Rutherford

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 Everything you need to make an Atomic Theory Timeline

Democritus Dalton Bohr Rutherford

Thomson Aristotle Schrodinger, Heisenberg,

Einstein and other scientists

All matter is made up of four “Atomos” means “not to be cut” Location of electrons depend
elements: fire, air, water and which refers to the smallest upon how much energy they
earth piece of matter have

This theory led to the “plum

Electrons move around the
pudding” model, in which
Atoms are “uncuttable” nucleus billions of time in one
negative particles are stuck in a
second
positively charged substance

Atoms contains mostly empty Electrons travel in paths called Most of an atom’s mass is in
space energy levels the nucleus

Energy levels are located

Atoms of the same element are Electrons are scattered around
certain distances from the
exactly alike the nucleus at a distance
nucleus

Electrons are small, negatively

Matter has four properties: Atoms of different elements are
charged particles found inside
hot, cold, dry and wet different
an atom

Atoms are made of a single

Electrons are found in electron There is a small, dense
material that is formed into
clouds, not in paths positively charged nucleus.
different shapes and sizes

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 Cotton Ball

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 PASAY CC9 – Q1 – W1 – 03

DEPARTMENT OF EDUCATION - NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE in CONSUMER CHEMISTRY

First Quarter/ Week 1/ Day 3

Name: ____________________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

Lesson 03
ELEMENTS and COMPOUNDS

At the end of this module, you are expected to differentiate elements and compounds.

Now that you have learned how scientists were able to propose the structure of the atom and
discover its subatomic particles, you will now learn the difference between an element and a
compound. But before that, let us review how matter is classified.

Let’s Go Shopping at the Matter Supermarket Classify the different products that you can see inside
a supermarket as pure substance and mixture.

HCl

SILICON CHIP COPPER WIRE ALUMINUM FOIL

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 Remember, pure substances are made of only one matter, thus the composition is the same
throughout while mixtures are made up of several substances that are not chemically
bonded.

Now let us learn what will happen if the pure substances that you classified will be simplified
chemically. I know that you already know the answer because you have already learned this
lesson when you were in Grade 7. So, this lesson will seem as a review only.

Pure substance can be chemically simplified as an element and as a compound.

What is the difference between an element and a compound?

ELEMENT COMPOUND
➢ a pure chemical
➢ contains atoms of
substance made from
different elements
the same type of atom
chemically combined in
➢ there are about 118
a fixed ratio
elements that have
➢ components cannot be
been observed and can
separated by physical
be classified as metal,
methods but can be
non-metal and metalloid
separated by chemical
➢ cannot be broken down
and electrochemical
by ordinary chemical
methods
means

Here are some examples:

Molecules of Elements

Compounds
Water forming from the
elements Hydrogen and
Oxygen

What causes the unique and defined structure of compounds?

Compounds consist of a fixed ratio of atoms that are held together by a defined spatial arrangement by
chemical bonds. Because of these chemical bonds, compounds can be:
➢ molecular compounds held together by covalent bonds
➢ salts are held by ionic bonds
➢ intermetallic compounds held together by metallic bonds
➢ complexes held by coordinate covalent bonds

You will learn more about chemical bonds during the second quarter of your Science subject.

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 PASAY CC9 – Q1 – W1 – 03

Name: ____________________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

Look around your house and try to list down some examples of compounds. Write the
TRY THIS OUT! common name of the substance and give its corresponding chemical name or the
chemical compound found in the substance. Example: Muriatic acid – Hydrochloric acid

Remember!

▪ Matter can be broken down into two categories: pure substances and mixtures. Pure substances are
further broken down into elements and compounds. Mixtures are physically combined structures that
can be separated back into their original components.
▪ Elements are the simplest complete chemical substances. Each element corresponds to a single entry
on the periodic table. An element is a material that consists of a single type of atom. Each atom type
contains the same number of protons.
▪ Chemical bonds link elements together to form more complex molecules called compounds. A
compound consists of two or more types of elements held together by covalent or ionic bonds.
▪ Elements cannot be divided into smaller units without large amounts of energy. Compounds, on the
other hand, can have their bonds broken with practical amounts of energy, such as the heat from a fire.

You may also learn from these online sites:

Elements and Compounds. https://www.chemteam.info/Matter/ElementsAndCompounds.html

Elements and Compounds. https://www.ausetute.com.au/elements.html
Elements, Compounds and Mixtures. https://www.goodscience.com.au/year-8-chemistry/elements-
compounds-and-mixtures/

Biggest Molecule: Titanic Titin

In 1995, biologists smashed records by cloning the DNA for the largest protein molecule known. The
Source: aptly named titin weighs in at a molecular weight of 3 million and consists of a continuous chain of 27,000
ScienceMag.org amino acids, making it 20 to 50 times larger than the average size protein. Like the Titans of Greek
mythology, titin is known not only for its size but for its strength. Each molecule spans a distance of 1
micrometer and acts as a microscopic spring that pulls a muscle fiber back into shape after it is stretched.

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 PASAY CC9 – Q1 – W1 – 03

Name: ____________________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

The Molecules that Changed the World

Molecules or compounds are not created equal, but they changed human history. These molecules either
made the world a better place or wreaked environmental havoc. You will choose one element or compound from
the given list and make a creative infographic about it. You can either do it on your computer, print then paste it
below or you can draw it directly. If the space provided is not enough, you can attach your output to this paper.
Here’s the selection: Your infographics will be graded by:
Iron – Fe a. Design – 3 points
Silicon – Si Layout – 2 points
234567890=-0987`
DDT – C14H9C15 Color Scheme and fonts – 1 point
Aspirin – C9H8O4 b. Content – 6 points
Silicon dioxide – SiO2 Terms and Facts – 3 points
Sulfuric acid – H2SO4
Quantity and quality of data – 3 points
Morphine – C17H19NO3
Sodium chloride – NaCl c. Representation – 6 points
Potassium nitrate – KNO3 Design complements content – 2 points
Sodium stearate – NaC18H35O2 Careful choice of visuals – 2 points
Data visualization matches content and
claim – 2 points

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 PASAY CC9 – Q1 – W1 – 03

Name: ____________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

COMPARING ELEMENTS
AND COMPOUNDS Complete the Venn Diagram below comparing an element from a compound.

combination of
smallest piece elements
is atom

only have one

ELEMENT capitalized letter can be breakdown
pure substance
can't be breakdown
smallest piece is
molecule
found in periodic COMPOUND
table

Classify the following substances. Write E for REFLECTIVE JOURNAL

elements, C for compounds and M for mixtures. Sit down on your thinking chair and answer the
following question.
Salad Alcohol H 2O
M (CH3OH) C Why is it important to know the difference
Diamond C Krypton between an element and a compound? Cite
(C) E realistic examples where you can use what
Air E Chromium Soil you have learned.
M
M E Elements and compounds are the two basic building
______________________________________
Brass Acetylene blocks of chemistry. The entire topic is based on these
______________________________________
M C 2H 2 two materials.
Benzene ______________________________________
Concrete C Iodine Students must understand the fundamental concept
C 6H 6 ______________________________________
M of chemistry in order to properly learn it.
______________________________________
C Iron Pizza E
______________________________________
fillings
M ______________________________________
E
Cesium Nitric acid Chloroform ______________________________________
HNO3 CHCl3 ______________________________________
E C Silver C ______________________________________
Limestone
CaCO3 E ______________________________________
_____________________________
C
___________________________

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 PASAY CC9 – Q1 – W1 – 04

DEPARTMENT OF EDUCATION - NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE in CONSUMER CHEMISTRY

First Quarter/ Week 1/ Day 4

Name: ____________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

Lesson 04 PROPERTIES of MATTER

At the end of this module, you are expected to identify common properties of matter.

IDENTIFYING MATTER THROUGH ITS PROPERTIES

Look on the given objects on the left. How will

Ripe banana
you describe these objects? Write down your
answers.

Crumpled paper ______________________________________

______________________________________
Melting metal ______________________________________

Rusty nail Metal frame

Boiling water

We have already described matter based on its composition, if how many atoms are present within a substance. We can
also describe matter by identifying its physical and chemical properties. Let us look at their differences.

PHYSICAL PROPERTIES CHEMICAL PROPERTIES

Characteristics of matter that can be Characteristic ability of matter to react

measured without changing its to form a new substance
composition

Color Temperature Boiling point Heat of Chemical

Hardness Toxicity combustion stability

Flammability Reactivity
Length Weight Size Mass Volume

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 PASAY CC9 – Q1 – W1 – 04

Name: ____________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

It’s “Goo-ey” Time!

Your Goal: Manipulate an unknown substance and describe its various properties.
You will need:
Plate Water Measuring cup Mixing spoon One box of cornstarch
Newspaper One large mixing bowl Hand lotion Food coloring (any color)
What you will do: This is only the basic procedure in making a “goo” or slime.
1) Measure out 5 teaspoons of water into your bowl. Add 2 – 4 drops of food coloring to the water.
2) Add ¼ level cup of cornstarch and swirl the bowl to level the contents. Set the bowl and contents aside
for about a minute so it can settle. You can begin cleaning up your area.
3) Mix the ingredients with spoon to ensure an even consistency. Stir the mixture thoroughly to make sure
there are no lumps.
4) The “goo” should flow like a liquid when the cup is tipped but feel like a solid when touched with your
finger. Add a small pinch of cornstarch at a time if the mixture is too runny. Add water, ¼ teaspoon at a
time if the mixture is too thick to flow. As the mixture sits out, it will dry out a bit but can be fixed with
water.
5) Do not dispose the “goo” down the drain in any sink. It will clog up the drains.
6) You can try adding other materials to the mixture to get the right consistency. Just record the material
and output.

Record your observations here:

Complete the table by describing the physical properties of the materials you used before and after
mixing.
Other material (if any)
Cornstarch Water Mixture
_______________

Before
mixing

After
mixing

You can attach some photos of your output here.

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 Answer briefly the following questions:
1. What does the “goo” look and feel like? Be specific with your answers.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Do you think temperature will affect the properties of the “goo”? Explain your answer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
If you will try to heat or freeze the “goo”, write your observations here.
__________________________________________________________________________________
__________________________________________________________________________________
3. Do other substances affect how the “goo” acts? In what ways?
__________________________________________________________________________________
__________________________________________________________________________________
4. What are the physical properties of the “goo”?
__________________________________________________________________________________
__________________________________________________________________________________
5. What are the chemical properties of the “goo”? How were you able to determine it?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Let us briefly discuss your answers.

Slime or “goo” is an example of a matter that has physical properties of both solids and
liquids. It can be formed into shapes like a ball and keep its shape. But because it contains
over 90% water, it can flow. Slime is also a type of polymer, which is a large molecule
formed by many repeating units of smaller molecules or monomers. A detailed lesson on
polymers will also be discussed in this subject.

Remember!
▪ All pure substances have the same physical and chemical properties.
▪ Physical property can be observed without changing the identity of the substance.
▪ Phase of matter, luster, melting and boiling points, malleability, ductility, density, solubility, and odor are
examples of physical property.
▪ Chemical property can only be observed by changing the identity of the substance.
▪ Examples of chemical property are ability to rust, reactivity with water, air, acids, toxicity, combustibility
and flammability.

You may also learn from these online sites:

Physical and Chemical Properties of Matter. https://courses.lumenlearning.com/boundless-

chemistry/chapter/physical-and-chemical-properties-of-matter/
States of Matter. https://www.abcya.com/games/states_of_matter

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 PASAY CC9 – Q1 – W1 – 04

Name: ____________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

Shiny Clean Coins

Your Goal: Investigate the physical and chemical properties of metals.

You will need:
20 – 30 dull coins 1-2 clean steel screws or nails
¼ cup white vinegar (dilute acetic acid) water
1 teaspoon salt (NaCl) measuring spoons
1 shallow, clear glass or plastic bowl (not metal) paper towels
What you will do:
1) Pour the salt and vinegar into a bowl.
2) Stir until the salt dissolves.
3) Dip a coin halfway into the liquid and hold it there for 10 – 20 seconds. Remove the coin from the liquid.
What do you see?
4) Dump the rest of the coins into the liquid. The cleaning action will be visible for several seconds. Leave
the coins in the liquid for 5 minutes.
5) Proceed to “Instant Verdigris Activity”. Note: You will still use the solution. Don’t throw it yet.

Instant Verdigris!
What you will do:
1) After 5 minutes, take half of the coins out of the liquid and place them on a paper towel to dry.
2) Remove the rest of the coins and rinse them well under running water. Place the coins on a second
paper towel to dry. Write labels on the paper towels so you will know which towel has the rinsed coins.
3) Allow about an hour to pass and look at the coins you have placed on the paper towels.
4) While you are waiting for the coins to do their thing on the paper towels, use the salt and vinegar
solution to make “Copper Plated Nails”.

Copper Plated Nails

What you will do:
1) Place a nail or screw so that it is half in and half out of the solution you used to clean the coins. If you
have a second nail/screw, you can let it sit completely immersed in the solution.
2) Do you see bubbles rising from the nail or the threads of the screw? __________
3) Allow 10 minutes to pass and then look at the nail/screw. Is it two different colors? If not, return the nail
to its position and check again after an hour.

Write 3 questions that is answerable by your activity. Be sure to answer it correctly.

Question 01: _______________________________________________________________________
__________________________________________________________________________________
Answer: ___________________________________________________________________________
__________________________________________________________________________________
Question 02: _______________________________________________________________________
__________________________________________________________________________________
Answer: ___________________________________________________________________________
__________________________________________________________________________________
Question 03: _______________________________________________________________________
__________________________________________________________________________________
Answer: ___________________________________________________________________________
__________________________________________________________________________________
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 What have you learned while doing the activity? Why did the coins react with the solution?
Coins get dull because the copper present in it slowly reacts with air to for copper oxide (CuO).
Pure copper metal is bright and shiny, but the oxide is dull and greenish. When you dip it into
the salt and vinegar solution, the acetic acid from the vinegar dissolves the CuO, leaving behind
a shiny clean coin. How about the copper? It stays in the liquid. You can try using other acids
like lemon juice.

How about when you cleaned the coins with water? The water stopped the reaction between the salt and vinegar
solution and the coins. It will turn dull again but slowly over time. On the other hand, the salt and vinegar residue
on the uncleaned coins promotes a reaction between the copper and the oxygen in the air. “Verdigris” is the
resulting blue-green CuO, a patina found on metal that is similar to tarnish in silver. In nature, the oxide formed
produces minerals such as malachite and azurite.

Lastly, the copper coating on the nail/screw comes from the coins. It is different with a neutral copper metal
because it came from the salt and vinegar solution, it is a positive charged copper ion. Nails and screws are
made of steel, an alloy composed of iron. Some of the iron and oxides on the surface of the nail has been
dissolved by the solution, leaving a negative charge on its surface. A copper coating forms on the nail because
the copper ions are more strongly attracted to the nail than the iron ions.

How about the formation of bubbles? Hydrogen gas was produced from the reaction of hydrogen ions in the acid
and the metal/oxides. Therefore, forming bubbles from the surface of the nail or screw.

Search for the examples of physical and chemical properties. Write your answer on
IT’S PUZZLE TIME! the space provided. You can highlight or color the words that you’ll find.

N I R O U L F L A M M A B I L I T Y E T
Y T I L I T C U D A D K L M N V E T S H
T H O Q W E O R S L U O X I D A T I O N
O W Y I C Y R A R L A K D N I T F S J P
X L U S T E R B T E I R A O T O Y O S H
I D F G H J O G C A P E Y I R M O C Y Y
C O M P R E S S I B I L I T Y E C S H S
I B N H K R I C J I T E Z S I M U I M I
T F T U O B O A G L W M X U G S T V H C
Y W M L L A N E S I J E V B B M N P I A
F S O L U B I L I T Y N C M X I L E A L
J C I A N M A I L Y G T H O I R A M D K
C H E M I C A L D U R E A C T I V I T Y

DESIGN YOUR OWN EXPERIMENT LUSTER

1. A shine or glow ____________________
2. Gradual destruction of a metal’s surface due to reaction of the surface with
Explore chemistry using CORROSION
substances in its external environment _____________________
coins and ingredients from COMPRESSIBILITY
3. To be made more compact ____________________
your kitchen. Household TOXICITY
4. The degree to which a substance can harm humans or animals ___________
chemicals that can clean MALLEABILITY
5. Capable of being shaped or bent ________________________
or discolor your coins FLAMMABILITY
6. Ability of a substance to burn or ignite ____________________
include baking soda, VISCOSITY
7. Resistance to flow ______________________
vinegar, ketchup, salsa, COMBUSTION
8. The process of burning something _______________________
detergent, soap, fruit SOLUBILITY
9. Ability to be dissolved ____________________
juice... the possibilities are OXIDATION
10. The combination of a substance with oxygen _______________
limited only by your DUCTILITY
11. Easily pulled or stretched into thin wires ___________________
imagination. Make a 12. The measure of the relative "heaviness" of objects with a constant volume
prediction about what you ____________________
DENSITY
think will happen and then COLOR
13. Vividness of visual appearance __________
see if your hypothesis is REACTIVITY
14. What happens when a substance reacts with water or acid ____________
supported. ODOR
15. Distinctiveness smell __________________

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 PASAY CC9 – Q1 – W1 – 04

Name: ____________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

Lesson 05 TRENDS and PROPERTIES of

the PERIODIC TABLE

At the end of this module, you are expected to describe the trends
and properties of the periodic table.

THE PERIODIC TABLE OF ELEMENTS

The Modern Periodic Table of Elements is considered as the alphabet of the

universe. But do you know why it is called a periodic table? Or how the 118
elements were arranged? But first, let us check if you can still identify the
information of each element in the periodic table.

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 PASAY CC9 – Q1 – W1 – 04

Name: ____________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

Locate Me! Use the periodic table in answering the following questions.

1. Which element is number 25 on the periodic table? _______________

2. What is the symbol for Meitnerium? _______________
3. How many protons are in the atom of Neodymium? _______________
4. To which element group does Astatine belong? _______________
5. What is the atomic mass of Barium? _______________
6. Which of the following is not a nonmetal: Bromine, Phosphorus, Arsenic, Sulfur? _______________
7. True or false: Gallium and Germanium are in the same element group. _______________
8. What do you call the element series from atomic number 57 – 71? _______________
9. What is the first basic metal on the periodic table? _______________
10. Name a letter that is never been used in any symbol. _______________

Check this out! You can use the Interactive Periodic Table by PBS Learning Media:
https://www.pbslearningmedia.org/resource/phy03.sci.phys.matter.ptable/p
eriodic-table-of-the-elements/
Just click the Launch button to view the elements’ name, atomic mass and
classification.

Reading the information and locating an element in the periodic table can help you understand
its trends and properties.
You already learned how to describe the physical and chemical
properties of matter by observing it or through its reaction. You can
TRENDS or PERIODICITY also describe an elements physical and chemical properties by
using the periodic table because it is organized according to its
trends on the periodic table. Let us learn each trend.

Trends in Periodic Table

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ATOMIC RADIUS
Atomic radius is defined as half the distance between the nuclei of the
identical atoms that are bonded together.
Periodic trend: The atomic radius of atoms generally decreases from
left to right across a period.
Group trend: The atomic radius generally increases from top to bottom
within a group.

IONIZATION ENERGY
Ionization energy is the energy required to remove an electron from a specific
atom. For any given atom, the outermost valence electrons will have lower
ionization energies than the inner-shell electrons. As more electrons are added
to a nucleus, the outer electrons become shielded from the nucleus by the inner
shell electrons. This is called electron shielding
Periodic trend: Moving from left to right across the periodic table, the
ionization energy for an atom increases.
Group trend: Within a group, the ionization energy decreases as the Atomic Radius of
size of the atom gets larger. Representative Elements

ELECTRON AFFINITY
The energy change that occurs when a neutral atom gains an electron
is called electron affinity. The figure shows the electron affinities in
kJ/mol for the representative elements. Electron affinities are
measured on atoms in the gaseous state and are very difficult to
measure accurately.
Periodic trend: Electron affinity increases (become more
negative) from left to right across a period.
Group trend: Electron affinity decreases (become less
negative) from top to bottom down a group.

ELECTRONEGATIVITY
Electronegativity is the measure of the ability of an atom to attract the electrons when the atom is part of a
compound. It differs with electron affinity because electron affinity is the actual energy released when an atom
gains an electron. The electronegativity values (see figure below) can be used to predict what happens when
elements combine.
Periodic trend: Electronegativity increases from left to right across a period because of the increase in
nuclear charge. Alkali metals have low electronegativities while halogens have the highest.
Group trend: Electronegativities generally decreases from top to bottom or within a group due to the
larger atomic size.

Electronegativity Values of Elements

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 PASAY CC9 – Q1 – W1 – 04

Name: ____________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

Remember!
▪ The periodic table is an easy-to-use reference that organizes a great deal of information about elements
and how they are related to one another. Columns (groups) and rows (periods) indicate the similar
characteristics of elements.
▪ Atomic radius is the distance between the nuclei of two identical atoms bonded together. The atomic
radius decreases across a period and increases within a group.
▪ Ionization energy refers to the amount of energy needed to remove an electron from an atom. Ionization
energy decreases within a group and increases across a period.
▪ Electron affinity is a measure of the energy released when an extra electron is added to an atom. Electron
affinity increases across a period and decreases within a group.
▪ Electronegativity is a measure of the ability of an atom to attract the electrons when the atom is part of a
compound. Electronegativity increases across a period and decreases within a group.

You may also learn from these online sites:

National Center for Biotechnology Information. PubChem Database. Periodic Table of Elements,
https://pubchem.ncbi.nlm.nih.gov/periodic-table/
Periodic Trends. https://courses.lumenlearning.com/cheminter/chapter/periodic-trends-atomic-radius/
Periodic Table. Royal Society of Chemistry. https://www.rsc.org/periodic-table/trends

LEARNING CHECK
I. Read carefully each statement. Color the circle your correct answer. You can use the periodic
table.

1. Atom with the largest atomic radius

Al B O F C S K Cl
g
2. Atom with the highest electronegativity

Cs Ra Na Br P S N Si

3. Atom with the highest ionization energy

Li Be Br I K B S F

4. Atom with the lowest electron affinity

Rb Fr Ba B Be Cs P Se

5. Atom with the smallest atomic radius

P As Sb F H Fr C Ra

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 PASAY CC9 – Q1 – W1 – 04

Name: ____________________________________ Teacher: __________________

Grade & Section: ___________________ Date: ___________ Parent’s Signature: ____________

II. Arrange the following elements from lowest to highest.

Electronegativity, Electron
Elements Atomic Radius
affinity, Ionization energy
Rb, F, C, Mg
I, O, Ba, Li
Be, C, K, S
Na, Rb, Ca, Ra
Br, F, Se, P

III. BUILDING the PERIODIC TABLE:

The following elements belong together in families as grouped below. The elements listed are not
necessarily in order. The letters are not the normal symbols for the elements.
ZRD, SIFP, JXBE, LHT, QKA, WOV, YMC, GUN
Arrange theses elements in the proper periodic form according to the given information. Fill in the
answers in the periodic table provided below.
1. U has a total of six electrons (used as an example below – U is carbon therefore G and N are either
silicon or germanium)

2. A is the second most common element in the 12. R has the largest atomic mass of its group
atmosphere 13. F is a gas at room temperature
3. E is a noble gas 14. Atom B contains 10 protons
4. S is an alkali metal 15. Q has an atomic mass less than that of K
5. O is a halogen 16. Y is more metallic than either M or C
6. O has an atomic number larger than V but 17. X has an atomic number one higher than F
smaller than W 18. D has the smallest atomic mass in its
7. The charge on an L ion is 2+ group
8. C has five electrons in its outer energy level 19. P is the most reactive element in its family
9. The atomic mass of T is more than that of H but 20. J has the greatest density of the elements
less than that of L in its listed group
10. M has an atomic number one less than that of A 21. Atoms of I are larger than those of S
11. The electrons of atom N are distributed in three
energy levels

I VIII

II III IV V VI VII

The dotted GUN

lines provide a
workspace for
listing the
families

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 DEPARTMENT OF EDUCATION - NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY CITY

MODULE in CONSUMER CHEMISTRY

First Quarter/ Week 1

ANSWER KEY
Page 11 Pure Substance; Sugar, Water, Silicon chip, Copper wire, HCl, O2 gas, Calcium carbonate, Aluminum foil,
Salt, Baking soda

Mixtures: Vinegar, bleach, soap, glue, milk, shampoo, ice cream, soda, Nutella, cookies

Page 15

Contains only Two or more

Can’t be separated
one atom different atoms
physically
ELEMENT bonded together
Can’t be broken COMPOUND
Substances are in a
into simpler Can be separated
fixed ratio
substances chemically

Salad Alcohol H 2O
(CH3OH)
M Diamond C Krypton C
(C)
Air E Chromium E Soil
E M
M Brass Acetylene
M C 2H 2
Benzene Concrete C Iodine
C 6H 6
M Pizza
E
C Iron
fillings
M
Cesium E Nitric acid Chloroform
HNO3 CHCl3
E Silver
Limestone C C
CaCO3 E
C

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Page 20
N I R O U L F L A M M A B I L I T Y E T
Y T I L I T C U D A D K L M N V E T S H
T H O Q W E O R S L U O X I D A T I O N
O W Y I C Y R A R L A K D N I T F S J P
X L U S T E R B T E I R A O T O Y O S H
I D F G H J O G C A P E Y I R M O C Y Y
C O M P R E S S I B I L I T Y E C S H S
I B N H K R I C J I T E Z S I M U I M I
T F T U O B O A G L W M X U G S T V H C
Y W M L L A N E S I J E V B B M N P I A
F S O L U B I L I T Y N C M X I L E A L
J C I A N M A I L Y G T H O I R A M D K
C H E M I C A L D U R E A C T I V I T Y

1. A shine or glow LUSTER

2. Gradual destruction of a metal’s surface due to reaction of the surface with substances in its external
environment CORROSION
3. To be made more compact COMPRESSIBILITY
4. The degree to which a substance can harm humans or animals TOXICITY
5. Capable of being shaped or bent MALLEABILITY
6. Ability of a substance to burn or ignite FLAMMABILITY
7. Resistance to flow VISCOSITY
8. The process of burning something COMBUSTION
9. Ability to be dissolved SOLUBILITY
10. The combination of a substance with oxygen OXIDATION
11. Easily pulled or stretched into thin wires DUCTILITY
12. The measure of the relative "heaviness" of objects with a constant volume DENSITY
13. Vividness of visual appearance COLOR
14. What happens when a substance reacts with water or acid REACTIVITY
15. Distinctiveness smell ODOR

Page 22

1. Manganese 6. Arsenic
2. Meitnerium 7. False
3. 60 8. Lanthanide
4. Halogens 9. Aluminum
5. 137.30 10. J or Q

Page 24

1. Al, O, S, K
2. Ra, Br, S, N
3. Be, Br, B, F
4. Fr, Ba, Cs, P
5. P, F, H, C

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 Page 25
Electronegativity,
Elements Atomic Radius Electron affinity,
Ionization energy
Rb, F, C, Mg F, C, Mg, Rb Rb, Mg, C, F
I, O, Ba, Li O, I, Li, Ba Ba, Li, I, O
Be, C, K, S C, Be, S, K K, Be, C, S
Na, Rb, Ca, Ra Na, Ca, Ra, Rb Rb, Ra, Ca, Na
Br, F, Se, P F, P, Br, Se P, Se, Br, F

I VIII

F II III IV V VI VII X

S H D U M A V B

I T Z G C Q O E
P L R N Y K W J

SIFP LHT The dotted ZRD GUN YMC QKA WOV JXBE
lines provide a
workspace for
listing the
families

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