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Dear Teacher, GREETINGS! At the outset, it is my fervent hope that you are
healthy every day, happy and enjoy teaching your students. I wish to share with you
ideas that I think would lessen the burden you are experiencing each time you are
teaching Chemistry. I have drawn practical and actual situations as examples many
of which you won’t find in reference materials but which I believe are useful and
effective tools of teaching. I modestly hope I could be of help to you.
Since it is summer vacation, I deemed it an opportunity to post this very humble
article for you and for all chemistry teachers in high school to spare time to read
and evaluate the contents of this humble work with the ultimate expectation that
you find its worth and value in expanding your preparedness for the opening of classes
this year, and an alternative reference material as classes is in progress for the
duration of the first quarter.
The preparation of this article is based on the sequencing of subject areas
contained in your textbook excluding unit and module designation/s, centered on how
the Periodic Table can be used effectively in teaching chemistry for both teaching
and learning processes to be easily attainable, reducing, if not totally eliminating
failures among students in the subject. Supplied At the end of each subject area
are supplementary test questionnaires which I believe is a minus factor to the heavy
load you are tasked to do in school.
Utilizing these material as an aid to your daily teaching of chemistry is
discretionary. Nothing is mandatory. Select parts of this article that would be of
help if you may, disregard, even discard those that you think are not. Should you
be able to consolidate the intangible benefits derived from this humble work, I will
be very grateful if you can share your copy to your colleagues and friends who are
similarly involved in teaching this subject. Versions of this kind for Grades 9,8 and
10 will come out in time for the start of the 2nd, 3rd and 4th quarters respectively
of the school year.
Happy summer vacation.
TABLE OF CONTENTS
Title Page
Mixtures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Preparation of Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Separation of Mixtures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Substances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Chemical Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
The Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Classification of Elements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
This Writer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
MIXTURES
Mixtures are combinations of two or more different materials. Stones, concrete, soil, crude oil, air, seawater
and many more are mixtures. For enlightenment, the compositions of the mixtures cited above as examples are
summarized as follows:
1. Stones (common) - sand, silicates, minerals, metals …more
2. Concrete- sand, cement, gravel
3. Soil- clay, decayed organic materials, sand, water…more
4. Crude oil- gasoline, kerosene, diesel fuel, methane, butane …more
5. Air- oxygen, hydrogen, carbon dioxide, dust particles ...more
6. Seawater- salt, water, magnesium, calcium…more
In Chemistry lingo however, mixtures involves more often with very small, oftentimes invisible
components. In fact one of the basis for classifying them has something to do with the apparent sizes of
the materials it is made of. Mixtures are classified as solutions, suspensions and colloids. Solutions and
colloids are homogenous chemical systems while colloids are heterogeneous. Homogenous refers to the
appearance of a material to be made of only one kind even if it actually consists of two or more different
kinds of materials. Heterogeneous is the opposite; its composition is often visible to the naked eye. Again,
for purposes of clarification, examples for each mixture are summarized below:
1. Solutions- ammonia water, rubbing alcohol, soft drink, wine, hydrogen peroxide. . .more
2. Colloids- bathing soap, margarine, gel, fog, smoke, clouds... more
3. Suspensions- oil and water, dust in air, milk of magnesia, sand in water . . . more
Illustrations:
Fig. 1a. Wine is an example Fig.1b. Bathing soap is an Fig.1c. Some oral rehydrates
of a solution example of a colloid are examples of suspension
At this stage in Grade 7, discussion of mixtures in detail will be centralized on solutions. Details may
be done of the other two in another year level.
SOLUTIONS
A solution is a mixture consisting of a solute and a solvent. A solute is the substance being added to
the solvent. The property of an amount of solute to be dissolved in an amount of solvent is called solubility.
When solubility takes place, the atoms, ions or molecules of solute and the solvent intermingle equally
with each other making solutions a homogenous chemical system; one phase, one color, one odor, and
one taste. Most liquid solutions are transparent. To facilitate a speedy and thorough mixing of the solute
and solvent, stirring, swirling and shaking of the mixture is commonly performed. Quantitatively, the solute
is usually lesser in amount than the solvent. Solutions are classified as solid, gas and liquid solutions.
1. SOLID SOLUTION
A solution consisting of a solid solute and a solid solvent is called solid solution. Alloys, brass, steel and
some jewelries are examples of this type of solution.
1
2. GAS SOLUTION
Gas solution consists of gases as solute and solvent. Air is a natural gas solution. It consists of about 78%
Nitrogen and 21% Oxygen. Since the composition of Nitrogen is larger than Oxygen, it follows that Nitrogen
is the solvent and Oxygen the solute. Other gases are dissolved in Nitrogen such as Carbon Dioxide and
some Noble or Inert gases.
3. LIQUID SOLUTION
A liquid solution consist of a liquid solvent, usually water, and either solid, liquid or gas as solute. Water
is sometimes called universal solvent because of its capacity to dissolve most substances. Liquid solutions
is the most popular type of solution among the three, owing to the fact that majority of solutions are in
the liquid phase. In addition, many consumer products used at home are liquid solutions giving the
impression to household owners and members that all solutions are liquid. Consequently, when the term
solution is mentioned, it is often meant to connote a liquid mixture. Students could be of help to correct
this notion among members of the family.
Solutions are further classified based on the phase used of the solute. A solid dissolved in water is called
solid in liquid solution, a liquid dissolved in water is called a liquid in liquid solution and a gas dissolved in
water is classified as gas in liquid solution.
PREPARATION OF SOLUTIONS
Chemistry laboratory activities usually need the use of different solutions. The standard preparation of
solutions in the laboratory is 1 liter (1 m3) but this can be reduced depending on the need specified in the
activity. Unless otherwise indicated, the solvent used in preparing solutions is water (distilled). A solution
prepared with water as solvent are called aqueous solutions. Using solutions without particular or specific
concentrations can be done as follows:
1. DILUTE Solution
A dilute solution contains a small amount of solute in an amount of solvent. For instance a pinch of salt
is added to a glass of water, the process results to a dilute solution of salt. Similarly if a few grams of Copper
Sulfate is added to 1000 ml. of water, then a dilute solution of Copper Sulfate is made.
2. CONCENTRATED Solution
Adding more solute to a dilute solution will increase its concentration. A solution that has more solute a
solvent can dissolve is a concentrated solution.
3. UNSATURATED Solution
A solution that contains less solute an amount of solvent can dissolve. This is quite similar to a dilute
solution. If additional solute is added to a solution and is dissolved, then the solution is Unsaturated. If the
solute is a colored substance, a pale color of the solution can be observed.
4. SATURATED Solution
A solution which has more solute than the amount a solvent can dissolve. Addition of more solute to an
unsaturated solution will make a saturated solution. A darker color is observed in a saturated solution.
5. SUPERSATURATED Solution
A solution is supersatured if addition of solute to a saturated solution remains undissolved at normal
temperatures. Increasing the temperature will enhance solubility of the undissolved solute but will return
to its original state upon cooling. A supersaturated solution contains excess solute the amount a solvent
can dissolve. Supersaturated solutions has the most prominent color of the three.
2
Illustrations:
The next methods of preparing solutions require specific amounts of solute and solvent.
6. PERCENT BY MASS
Percent by mass solution is the mass of solute (in grams, usually a solid) per liter of solution. To prepare
this type of solution, we consider the desired percentage composition of the solution and change it to
decimal number multiplied by 1000. The product obtained is the corresponding mass of solute to be used
in the preparation of the solution. Measure the mass in a balance and pour it to a marked container such
as a beaker, volumetric flask or erlenmeyer flask. Add a partial amount of water (distilled) and shake mildly
or swirl; stir with a stirring rod if the container used is a beaker, until all the solid sample completely
dissolves. Add enough water to the 1000 ml mark.
Illustrations:
Stirring Rod
2000 ml
1000 ml
1000 ml
Example:
1. To prepare a 1% Sodium Hydroxide (NaOH) Solution
Mass of solute (NaOH) = 1% /100 = 0.01 x 1000 = 10 g. NaOH
Mass of solvent H2O = 1000g. – 10g. = 990g, H2O (Density of H2O is 1g/ml therefore 1 ml H2O = 1g H2O)
Dissolving 10 g. NaOH in water totaling 1000 ml will make a 1% NaOH solution
As stated earlier, the standard preparation of solutions is to 1 liter. This, however, may be reduced
depending on the needed quantity. For example you need only 50 ml of a 5% Potassium Permanganate
(KMnO4) solution:
3
Since the density of water (H2O) is 1g. /ml, adding the mass in gram of solute to the mass of solvent
water will probably validate the desired percent composition by mass of the solution.
Note: Volumes of solids slightly changes when dissolved in a liquid. For this reason, discrepancy in the
total volume of solution can be expected should preparation is done following this method.
7. PERCENT BY VOLUME
Measuring volume of liquid solutes instead of mass is more comfortable to do. Consequently, preparing
solutions using liquid solute is often done in percentage composition by volume. Percent by volume refers
to the volume of solute dissolved to a liter of solution. To prepare the solution, change the percent number
to decimal and multiply it by 1000. The product obtained is the volume of the solute. Measure the volume
in a graduated cylinder. To obtain the volume of solvent, subtract the total volume of solution by the
volume of solute. The difference obtained corresponds to the volume of solvent needed for the solution.
Measure the volume of solvent in another cylinder. Mix the two in an appropriate container such as beaker,
volumetric or erlenmeyer flask. Stir the mixture (if in a beaker) or mildly swirl the flask containing the
mixture. Reminder: When preparing acid solutions always add acid to water.
Examples:
4
Formula: % composition (by mass) = mass of solute / mass (volume) of solution x 100
= 12g. /30g. x 100 = 0.4 x 100 = 40 % Ans.
2. How many milliliters of acetic acid will you use to prepare a 500 ml 3% acetic acid solution?
Formula: Volume of solute = % composition x volume of solution
= 3%/ 100 x 500 ml
= 0.03 x 500 ml = 15 ml Acetic Acid Ans.
3. A solution of 5% salt was prepared using 20 grams of the solute. What is the volume of the solution?
Formula: Volume of solution = mass of solute / % composition
= 20g/ 5%/100
= 20/ 0.05 = 400 ml 5% salt solution Ans.
Other methods of preparation of solutions include Molar (M), molal (m) and normal (N) solutions. These
will be discussed to students as they go to the higher levels.
2. TEMPERATURE
Increasing temperature increases the kinetic energy of the atoms, ions or molecules of the solute and
solvent cutting the time of the dissolving process to take place. With increased kinetic energy, particles
of the solute makes it easier to break away from each other and mingle with the particles of the solvent.
Increase in temperature is only advantageous to solid solvents. The reverse is true when the solute is a
gas.
5
Is because more sides and therefore more particles of the solute are exposed directly to the solvent.
4. STIRRING AND SWIRLING
To a large extent, stirring and swirling increases the capacity of the particles of solute and solvent to break
away from its component particles which reaches to the point that all of the particulates are detached from
one another.
5. PRESSURE
Because of the mobility of the particles of gases, its solubility is often not attainable at normal
conditions. To effect dissolving of gases, increased pressure and lowering of temperature is applied such as
dissolving of carbon dioxide in the production of bottled or canned beverages which rushes out indicated
by a popping or hissing sound when the container is opened.
SEPARATION OF MIXTURES
Several activities and needs demands for mixtures to be separated. For example in salt making,
components of saline or seawater is separated by evaporation through the action of heat from sunlight.
Oxygen and Nitrogen contained in air is separated by fractional distillation as well as components of crude
oil such as gasoline, diesel oil, kerosene, and many others.
1. DISTILLATION-
Distillation is the process of separating liquid mixtures by heating it to a boiling. The component with
lower boiling temperature separates as a pure substance in the form of vapor which can be collected as it
condenses apart from the other component/s with higher boiling temperature. When a mixture is
composed of several materials, boiling temperature is maintained and gradually increased to sustain boiling
of the next component with a low boiling temperature. The pure substance collected from distillation is
called distillate. An improvised simple distillation set-up can be prepared in the laboratory as shown below.
6
Illustration:
Iron Stand
Stopper
Iron Clamp
Test Tube
Sample Mixture
Delivery Tube
Receiver
2. FILTRATION-
The process of separating fine solid (such as precipitate) and liquid mixture by letting it pass through a
porous material. Filter Paper is commonly used as filtering material in the laboratory. The liquid called
filtrate passes through the filter paper while the solid portion called residue is left in the sides and surface
of the filtering material.
Illustration:
Iron Stand
Filter Paper
Sample Mixture
Iron Ring
Evaporating Dish
Glass Funnel
Wire Gauze
Receiver Tripod
3. EVAPORATION-
The preferred method of separating solutions consisting of a solid and liquid is by evaporation. In the
laboratory, the mixture is heated to boiling (See Fig.6 above) causing the liquid component of the mixture
to evaporate as a vapor leaving only the solid part called residue in the container (evaporating dish).
4. DECANTATION-
This method of separating mixtures is quite common because several household activities adopts this
method typically such as rinsing of rice where the liquid is separated by pouring it out after washing the
grains, or pouring of used cooking oil to another container to separate it from solid particulates. In a
broader sense, this refers to the separation of solid-liquid mixtures by allowing solid particles to settle
down and transfer the liquid to another container. Other practical methods include picking, sieving, and
scooping.
Mixtures, as had been dealt with in the foregoing discussions gives a clear information that despite of
its composition being made of different materials, they can be separated by simple physical means. This is
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a clear indication that only the physical properties of the material making up a mixture is/are changed but
not its composition or chemical properties.
SUBSTANCES
Substances are the purest form of matter. As such, all substances are homogeneous; one phase, one
color etc. and has constant melting, boiling and freezing temperatures as opposed to mixtures which are
made of two or more different materials, many of which are heterogeneous with fluctuating boiling,
melting and freezing temperatures.
There are two kinds of substances; elements and compounds. An element is the simplest form of matter
which consists of only one kind of atom, while a compound consists of two or more different kinds of
atoms. Being pure that they are, difficulties in differentiating elements and compounds are often
encountered which in some instances requires laboratory works for these two forms of matter to be
identified from one another. It extends to the simplest task of recognizing among students the chemical
names whether it denotes a name of an element or a compound. A simple approach can be used that will
generate interest to the subject and a feeling of ease to pursue more ideas about chemistry, following
methods sensible enough in introducing the differences of elements and compounds.
Illustration:
Chemical Names
Elements Compounds
Sodium Sodium Chloride
Iron Iron Oxide
Calcium Calcium Carbonate
Magnesium MagnesiumSulfide
Hydrogen Hydrogen Peroxide
Table 1. Elements and Compounds
8
Students should be reminded though that some compounds have only one name while some others
have more than two chemical names which they will encounter in detail when they take up higher
chemistry or in the college level. A few examples are shown below:
Illustration:
Illustration:
CHEMICAL SYMBOLS
A chemical symbol is a representation of the chemical name of an element, atom or ion.
Example:
Fig.7a-Element Manganese Fig.7b-Manganese atom Fig.7c- Manganese ion
The example shows that the symbol for Manganese ion differ from that of the symbol of the Element
and of the atom because it has a charge. This should be made clear to the students. There are three ways
how scientists created the chemical symbols of the elements:
9
Referring to the Periodic Table, most of the chemical symbols consists of two letters which are based
on the chemical names of the elements. The first letter is the first letter of the chemical name of the
element written in capital, followed by a small letter taken from any of the letters in the chemical name of
the same element.
Illustration:
2. CHEMICAL SYMBOLS ORIGINATING FROM THE ANCIENT OR LATIN NAME OF THE ELEMENT
Symbols of some elements seem to defy the logic of using the letters from its names. But not really; it is
because these symbols are derived from the Latin names of the element which suggests its early discovery.
Basically, they follow the same pattern as shown in Table 4 above except that it is based on the Latin names
of the element.
Illustration:
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To improve visibility, a sketch of the Periodic Table is reproduced below limiting the features to those
that are relevant to the topics being discussed here.
IUPAC Groupings
1 2 16 17 18
PERIODS
2 4.00
1 1.00 Atomic Number Helium
Hydrogen
1
IIA
ALKALINE EARTH VIA VIIA
METALS GROUPS or FAMILY CHALCOGENS HALOGENS
3. ATOMIC NUMBERS
The Atomic Numbers of the Elements are found at the upper left corner of the rectangular frames. The
Atomic Numbers are definite for each Element. No two elements have the same atomic numbers.
4. CLASSIFICATION OF ELEMENTS
The classification of the Elements can easily be recognized by referring to the color of the chemical
symbol of the Element in the Periodic Table. Below is an illustration of the Color Indicators.
Illustration:
Metal Nonmetal Metalloid
Fig.9- Color Indicators of the Chemical
Symbols of the Elements
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So much had been said of all forms of matter as made up of elements. From air above to soil below,
from rocky and woody mountains high, oceans and rivers below, food to waste; even in life and death the
Elements plays a great role in all of them.
2. IN THE ATMOSPHERE
It is of knowledge by this time to the learners that the atmosphere consists of an ocean of gases notably
of air which is composed of Oxygen and Nitrogen. Traces of the Noble Gases such as Helium, Argon etc. as
well as gaseous compounds Water Vapor, Carbon Dioxide, Nitrogen Oxide, and Sulfur Dioxide etc. are
contained in the atmosphere. Some gaseous compounds are better known to be contaminants or
pollutants in air.
3. IN THE HYDROSPHERE
The Hydrosphere consists of large bodies of water. Elements such as Hydrogen, Oxygen, Calcium,
Magnesium, Bromine, Iodine, Sodium and Chlorine are found in sea water. Sodium and Chlorine are the
elements contained in table salt. A compound of Calcium called Calcium Carbonate forms the corals of the
sea. Traces of elements Gold, Silver, Copper and other metallic elements can be found in rivers and lakes.
3. IN THE LITHOSPHERE
In the sprawling ranges of the Earth’s crust can be found almost all of the Elements in varying
abundance. Metallic Elements are collected by extracting them from rocks called mineral ores. They are
separated from its impurities and processed to its pure form. Mining firms are involved in extracting
voluminous Elements from the earth’s crust such as Iron, Copper, Aluminum, Zinc, Gold and Silver. Other
elements are obtained by methods depending on their reactivity.
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Many of these Elements are used in varying activities and in varying amounts to produce goods,
improve services, and maintain health and all forms of human needs generally directed towards an
enjoyable, comfortable and sustainable existence of human life.
1. OXYGEN
Referring to the Periodic Table, Oxygen is element number 8. It belongs to Group VIA (CAS) or 16
(IUPAC). Oxygen is the most abundant element on earth because it is found or contained in all three phases
of matter. Air, a gas, consist of oxygen (about 21%). 88.89% of oxygen is contained in the compound water,
a liquid. In solids it combines with other elements forming silicates, salts, metallic and nonmetallic oxides.
Considering the vast number of living things on earth that are dependent and are sufficiently supplied with
oxygen provides an idea to the students how great the amount it is contained on earth.
2. SILICON
Next in abundance is Silicon. It is usually contained in sand, rocks, stones and clay. Sand, rocks and
cement which contains Silicon Dioxide (SiO2) are essentially needed in constructing buildings, roads,
bridges and many other infrastructure projects as well as in the production of concrete products. We can
see the abundance of element Silicon based on the observation from the surrounding that among the most
visible objects with which we are closely associated to are the materials mentioned above. Silicon is a
metalloid which belongs to Group IVA (CAS)) or Group 14 (IUPAC). A common use of Silicon in technology
is in the manufacture of semiconductors.
3. ALUMINUM
Looking at the Periodic Table, Aluminum is the second element going down Group IIIA (CAS) or Group 13
(IUPAC). Aluminum is the most abundant of all metals in the earth’s crust. Its shiny appearance and
resistance to corrosion makes it ideal for aerospace and transportation industries. A large amount of this
metal is also used in constructing building facades, making door and window frames, roofing, container
cans and utensils. We see alloys of aluminum at home in the form of cooking vessels. As its name suggests,
a wrapper known as Aluminum foil is made of Aluminum.
4. IRON
Iron is one of the earliest elements discovered by man. Used as implements in the early ages, it is
currently one of the most in demand metals which is used in the production of steel marketed as
reinforcement in the construction of buildings, roads, bridges and other infrastructure projects. Citing the
length of highways and the proliferation of concrete structures in urban areas will give a hint to the learners
the relative abundance of this element. Iron is a member of the Transition Metals that belongs to Group
VIIIB (CAS) or Group 8 (IUPAC).
5. CALCIUM
Calcium belongs to Group IIA (CAS) or 2 (IUPAC) in the Periodic Table. It is an important component in
the skeletal frame of the human body. Being a highly reactive metal, it is never found free in nature but in
the form of compounds. Calcium Carbonate is the most abundant compound of Calcium. Stalactites and
stalagmites found in caves, corals, shells of shellfish, mollusks and snails are made of this compound. Most
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common to the students that contain compounds of Calcium is chalk, tiles, porcelains and marble among
others.
THE COMPOUNDS
A compound is a substance made of two or more different elements. Compounds are generally classified
as Organic and Inorganic compounds with both reclassified as Acid, Base and Salt.
Illustration: Compounds
Organic Inorganic
Organic compounds refers to compounds containing the element Carbon except those consisting of
Carbonates (CO3) Cyanide (CN) and Cyannate (CNS) ions. Examples of this compounds are Calcium
Carbonate (CaCO3) Sodium Cyanide (NaCN) and Potassium Thiocyannte (KCNS). Learners will have the time
15
to learn more about organic compounds in the higher levels. What we will be dealing for the rest of the
topics that will be discussed here involves inorganic compounds.
Inorganic compounds are those compounds containing or made up of elements other than carbon. Such
compounds as Sodium Chloride (NaCl), Magnesium Sulfate (MgSO4), Barium Oxide (BaO) and many more
are examples of inorganic compounds.
ACIDS
An acid is a compound containing a Hydrogen (H+) ion. Hydronium is the name used for Hydrogen atom
specifically in relation to its function in acid compounds which is often given a moniker of acid former. A
common identity of Acids can be seen in its chemical formula which starts with the element Hydrogen (H).
Among the many acids that are used at home and in industries are listed in the table below.
BASES
A base is a compound containing a Hydroxide ion (OH-) usually written at the end of its chemical formula.
Bases should not be confused with alcohols and acids in organic chemistry which have endings or contains
the –OH and –OOH ions respectively. Bases are otherwise known as alkaline compounds. In solutions, they
are called alkaline solutions. Some of the common bases are given in the table below.
NaOH Sodium Hydroxide Preparation of soap, nylon, rayon and paper industries
Examples:
1. 2.
Acid Base Salt Water Acid Base salt Water
Learners should be clarified that salt does not strictly refer to the common table salt. Although there
are varieties of salts that comes in different colors and also used in the same way as the common salt,
there are more that can be formed in chemical reactions such as shown in example 2 aside from salts that
are formed in the earth’s crust. A few is listed in the table below.
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Chemical Formulas Chemical Names Common Uses
(NH4)2Cr2O7 Ammonium Dichromate Photography
NaHCO3 Sodium Bicarbonate Baking
MgSO4.7H2O Magnesium Sulfate Heptahydrate Laxatives
CuSO4 Copper Sulfate Fungicide
Table 8- List of common Salts
Illustration:
pH Color Indicators
pH Values 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Base
Acids Neutral (Salts) Bases
Base
Fig. 11- pH Color Indicators and pH Values
3. BASED ON pH SCALE
A pH scale is obtained from an instrument called pH Meter. The scale ranges from 0- 14 with acids having
a pH range of 0-6, while bases has a pH range of 8-14. The smaller the pH value of an acid, the stronger is
its acidity while in bases, the larger pH value of a base, the stronger is its alkalinity. Salts or the neutral
compounds has a pH of 7.
A portable type of a pH meter is easy to use even to young learners as Grade 7.
IMPORTANCE OF pH
When we use pH in relation to the human body it means balance in the acid-base content of our system
necessary for the organs to perform its normal functions. Our body consists of both acidic and basic
materials. Our digestive system for example has a high acid content in the form of Hydrochloric Acid which
helps in the digestion of the foods that we eat. Uric Acid is another compound contained in; (you can guess
it right), urines. In previous science classes, learners had probably often heard from their teachers the
terms nutrients, minerals, proteins, DNA, RNA, in addition to ( this may sound strange to them) fatty, amino
and lactic acids. Bases plays a major role in our body. Blood, which is one major lifeline of the functions of
the human body is alkaline with a pH of 7.4. Common bases that are contained in the body are Sodium
Hydroxide, Magnesium Sulfate, Aluminum Hydroxide, and Sodium Bicarbonate that neutralizes acid
content when our body tends to acquire increasing alkalinity. In its entirety, the human body is slightly
basic with a pH range of 7.3-7.5.
Growth of plants are influenced by the acid- base content of the soil; some plants are grown in alkaline
soil while others thrive in acidic soil. Overly acidic soil is neutralized by treating it with lime water and other
non-threatening basic solutions such as Aluminum and Iron Sulfates but the best neutralizer of soil is the
granular type of Sulfur. Conversely, if the soil is too alkaline, compounds such as Ammonium Sulfate, Urea,
Ammonium Nitrate and other acidifying fertilizers will increase acidity ideal for plant growth. The ideal pH
level of soil for plants is 5.5-7.5
In the production of consumer goods such as preserved foods, beverages and canned products, the pH
value of the commodities are maintained both in the pre-production stage to prevent growth and
accumulation of microorganisms that may degrade it’s quality, and post- production stages to ensure the
commodity reaches the consumers at its maximum level of quality and usability the product is intended
for. Of the indicators considered above, pH values leads as the most reliable based on the fact that they
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are indicated by numerical values which can be detected by a pH meter to as much as the thousandth
significant figure, making it possible to pinpoint the slightest difference in acidity and alkalinity strengths
of compounds. pH values are logarithmic functions which translates to tenfold the acidity or basicity of the
preceding number. For example if a compound has a pH of 2, it means it is 10 times more acidic than one
that has a pH of 3.
Zigzag Line
Metals
Fig. 13- Sketch of the location of metals, nonmetals and metalloids in the Periodic Table
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Ironically, the high number of metallic elements pales in comparison to its percentage composition in
the earth’s crust which is composed mostly of nonmetals. Oxygen alone accounts for almost 50%, followed
by Silicon at 28%.
1. APPEARANCE
2. ELECTRICAL CONDDUCTIVITY
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forming Mercuric Oxide and Hydrogen, a gas forms water with Oxygen. The reaction of Oxygen with an
element is called oxidation. Oxidation may be slow or rapid. In slow oxidation the reaction of a material
with oxygen takes place rather slow such as the fading of clothes and rusting of iron. A faster oxidation
can be observed when a material is exposed to oxygen in air resulting to change in color to some parts of
the object such as the peeling of santol where the white inner peel turns to brown, cutting of camote where
some parts becomes black others brown and slicing of eggplant where the exposed white meat of the
vegetable becomes slightly brown. Rapid oxidation is usually accompanied with fire, explosion and smoke
such as burning of paper, wood etc., explosions of firecracker, dynamite and gunpowder.
The reaction of metals and nonmetals with oxygen form a product called oxide. Metallic elements that
combine with Oxygen are called metallic oxide, while a nonmetallic element reacting with Oxygen is known
as nonmetallic oxide. The term oxidation should be kept with reservation because in higher chemistry it
has a broader meaning which refers to change in oxidation state of an element/s in chemical reactions.
An important aspect involving the metallic and nonmetallic oxides is their property to combine with
water forming acidic and basic compounds. Metallic oxides reacts with water to form basic or alkaline
compounds while nonmetallic oxides forms acidic compounds in the presence of water.
Examples:
A. Reactions of nonmetallic oxides with water
1. SO2 + H2O H2SO3 2. CO2 + H2 O H2CO3
Sulfur Dioxide (a Water Sulfurous Acid Carbon Dioxide (a Water Carbonic Acid
nonmetallic oxide) nonmetallic oxide)
THIS WRITER
Yolando A. Alura is a former chemistry and mathematics teacher at the High School Department of FEATI University in
Sta. Cruz, Manila where he obtained his B.S.E. degree majoring in Chemistry with units in M. A. Ed. majoring in
Administration and Supervision. He transferred to Parañaque National High School where he taught mathematics but was
reassigned to handle chemistry which would be his assignment for the duration of his teaching career. For several years he
was stationed at Dr. Arcadio Santos National High School also in Parañaque.
He is a Jaime N. Ferrer Foundation awardee for outstanding achievement for his work entitled Periodic Table of the
Elements (A Visual Aid for Chemistry Students). A co-writer of a reference book entitled Chemistry for Philippine High
Schools, he also prepared science manuals titled Laboratory Workbook in Science and Technology I and III. Current editions
are titled Science Activities for Grades 7, 8 and 10, the latter in collaboration with Ma. Teresa B. de los Santos. He retired
from the teaching service in 2007.
Images of the of this writers current version (K-12) of science workbooks, Science Activities for
Grades 7, 8 and 10. To ensure its usability, a complete set of ready to use chemicals needed in the activities
is supplied to school users. For inquiries, please contact 0923-6712-343.
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