Republic of the Philippines

Department of Education
SCHOOLS DIVISION OF ORIENTAL MINDORO

GRADE 7 - SCIENCE
ACTIVITY WORKSHEETS
(FIRST QUARTER)
Most Essential Learning Competencies
 Describe the components of a scientific investigation.
 Recognize that substances are classified into elements and compounds.
 Distinguish mixtures from substances based on a set of properties.
 Investigate properties of unsaturated or saturated solutions.
 Express concentrations of solutions quantitatively by preparing different
concentrations of mixtures according to uses and availability of materials.

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 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ORIENTAL MINDORO

GRADE 7 - SCIENCE ACTIVITY WORKSHEETS

Most Essential Learning Competencies
First Quarter

PUERTO GALERA DISTRICT - SCIENCE TEACHERS

CONTRIBUTORS / AUTHORS:

PUERTO GALERA NATIONAL HIGH SCHOOL

1. Jomar V. Marasigan 5. Joyce Anne E. Cañasares
2. Rey Noel M. Hernandez 6. Lorelyn G. Villamor
3. Florenz L. Abdon 7. Arlene D. Payba
4. Irish S. Gorospe 8. Ginalyn G. Sealongo

PUERTO GALERA NHS - SAN ISIDRO EXTENSION

1. Evangeline M. Herrera
2. Marissa A. Sumayod
3. Ma. Isabel B. Reniva

PUERTO GALERA NHS - DULANGAN EXTENSION

1. Febe P. Ronquillo

FACUNDO C. LOPEZ - PALANGAN INTEGRATED SCHOOL

1. Maricel B. Maranan
2. Aika A. Ilustre
3. Jaylene Z. Maralit

Reviewed and Checked by:

JOMAR V. MARASIGAN
Head Teacher II - Science

Noted:

VICTORINO B. AGELLON LOIDA P. VILLAS

Principal II - Puerto Galera NHS Principal IV - PGNHS Dulangan Extension

MARGIE A. GAYA AMELIA M. BUNQUIN

Principal I - PGNHS San Isidro Extension Principal I - Facundo C. Lopez PIS

Recommending Approval:

CLARITA G. VILLARUEL DOMINGO L. MENDOZA JR., Ed. D.

EPS - Science Chief - Curriculum Implementation Division

Approved:

CYNTHIA ELEONOR G. MANALO SUSANA M. BAUTISTA

Assistant Schools Division Superintendent Schools Division Superintendent

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Email Address: orientalmindoro@deped.gov.ph
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ORIENTAL MINDORO

LEARNING AREA: SCIENCE DOMAIN: MATTER

GRADE LEVEL: SEVEN (7) QUARTER: FIRST

LEARNING COMPETENCY
 Describe the components of a scientific investigation.

LEARNING OBJECTIVES
1. Define scientific method / scientific investigation.
2. Identify the independent, dependent and controlled variables in the problem.
3. Define hypothesis scientifically and formulate a hypothesis from the given situation.
4. Recognize that the design of an investigation should show fair testing.
5. Follow the steps of the scientific method and perform experiments using it.
6. Conduct a simple investigation using processes involving community-based problems by using
locally available materials.

SUBJECT MATTER: Components of a Scientific Investigation

OVERVIEW
The Scientific Method or Scientific Investigation is a process or a series of steps that allows a
person to arrive at a tested and proven answer. The sequence of steps also allows the conclusion or answer to
be double-checked or be validated by others. The following are the steps of the scientific method:

1. Observation and Identification of the Problem

To observe means to be aware of one’s surroundings by using any or all of the five senses. In
a process, a problem usually arises. Choosing a problem to be explored also requires preliminary
steps to ensure a successful investigation. First and foremost, you should have an existing knowledge
on the problem. To reinforce that existing knowledge, conduct research by collecting information
from print and multimedia, interviews and observations in the environment.
This part answers the following questions: What questions do you have about your topic?
What do you want to know? Example: How does fertilizer affect the growth of plants?

2. Formulation of Hypothesis
Once the problem is identified and a testable question has been proposed, you can formulate
the hypothesis. Hypothesis is a simple statement that presents the possible solution to the problem. It
can be tested, and it is based on knowledge and research. A hypothesis can be an overall statement
about the observation (descriptive) or a guess about what caused the pattern in the observation
(explanatory).
Hypothesis may be stated in two ways:
a.
Null Hypothesis (Ho) - hypothesis that states no relationship between
variables. Example: The fertilizer does not affect the growth of plants.
(Ho: A = B)
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b.
Alternative Hypothesis (Ha) - hypothesis that states a relationship between variables.
Example: There is significant relationship between the growth of plants and the use of fertilizer.
(Ha: A ≠ B)

3. Test the Hypothesis

After the hypothesis is formulated, some tests to nullify or verify it are necessary. An
experiment is done under controlled conditions in order to test the hypothesis, and it is considered
the most important part of the scientific method. The reliability and validity of the experiment
depend on certain factors or variables that can influence its outcome. Variables are components in
an experiment that are either maintained or changed to check the validity of the results. There are
three kinds of variables:
a.
Independent variables are the factors that you can change or alter during the experiment. These
variables cause a corresponding effect in other variables. Hence in an experiment, the
independent variable is the quantity that is varied or manipulated. The amount or the presence
of nitrogen fertilizer is considered the independent variable in the experiment.
b.
Dependent variable refers to the quantity that is identified as the possibly being affected by the
independent variable. Hence, the independent variable is a presumed “cause”, while the
dependent variable is a presumed “effect”. In an experiment, the dependent variable is the
quantity that is measured or observed. They include the growth of the plants in terms of
height, number of leaves and other characteristics.
c.
Controlled variables are variables that are kept constant. In most cases, several factors can affect
the dependent variable other than the independent variable. In the previous sample problem,
the controlled variables are the amount of water and sunlight received by the plants, the
temperature, the amount and type of soil, and the size of the pot where the tomato seeds have
been planted.

In testing a hypothesis, two or more setups are usually prepared to (1) to determine if the
identified independent variable has an effect on the identified dependent variable; and (2) make sure
that the observed changes in the dependent variable are caused by the independent variable and not
by extraneous variables. One or more of the setups can be the experimental group, while another is
the control group.
 The experimental group is the setup where the treatment or independent variable is introduced.
Manifestations of the effect of the independent variable are expected to be observed in this setup.
 The control group is the setup where the independent variable is not introduced. This group often
serves as a basis of comparison for the changes in the dependent variables which are expected to
be observed in the experimental setup.

A fair test should always be employed when conducting experiments. It is done by changing
only one factor at a time while keeping all other conditions the same (constant).

4. Collection, Analysis and Interpretation of Data

During the experimentation process, observations from both the experimental and control
groups are recorded as raw data of the experiment. Data obtained from experiments should be
analyzed and presented systematically. The data may be presented using a table for easy
interpretation. If the data are placed on a table, it is easy to make comparisons, to see patterns and
trends as whether there

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is increasing or decreasing size or height of plant parts, and to show the relationship of the two factors,
which will serve as the basis for drawing conclusion.

5. Draw a Conclusion
A conclusion is a summary of the results of the experiment and the statement of how the
results match up to the hypothesis. There are two options for a conclusion. One is to reject the
hypothesis, and the other one is to accept it.

6. Communicate the Results

Once the data have been obtained and analyzed, and the conclusion have been draw, the next
step is to share the results. This stage is important in perpetuating the body of knowledge gained in
conducting a scientific investigation.

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PRE-ACTIVITY NO. 1

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 Republic of the Philippines
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PRE-ACTIVITY NO. 2

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 Republic of the Philippines
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ACTIVITY NO. 1
DROPS ON A PENNY

MATERIALS
 A glass of water  Small water dropper
 A penny  Record notebook
 Paper towels  Pen
 Soap solution

DETAILED PROCEDURES
1. Wash a penny thoroughly with water and dry it completely with a paper towel.
2. Place the penny on a flat surface.
3. Using the water dropper, put drops of water on the penny one by one, count as you go. Continue until
any amount of water spills onto the table.
4. Note down the number of drops that fit on the penny.
5. Repeat the experiment twice more.
6. Dip the penny in soap solution and place it on a flat surface.
7. Using the water dropper, put drops of water on the penny one by one, count as you go. Continue until
any amount of water spills onto the table.
8. Note down the number of drops that fit on the penny.
9. Repeat the experiment twice more.

DATA AND OBSERVATIONS

Experiment 1: Dry Penny Experiment 2: Penny Dipped in Soap Solution

Trial No. of Water Droplets Trial No. of Water Droplets
1 1
2 2
3 3

LET’S CHECK YOUR UNDERSTANDING!

1. What is the problem?

2. What is your hypothesis (should be answered before the conduct of the experiment)?

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3. Identify the following:

 Independent variable/s -
 Dependent variable/s -
 Controlled variable /s -
 Experimental group -
 Controlled group -

4. Based from the data gathered, what will be your conclusion?

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ACTIVITY NO. 2
THE SCIENCE OF BOUNCY BALL

MATERIALS
 Wooden board  Ping Pong ball
 Yardstick, meter stick or tape measure  Table or wall
 Rubber bouncy ball  Tape
 Marble

DETAILED PROCEDURES

1. Set the wooden board flat on the ground next to a wall or table.
2. Tape the meter stick to the wall or table as shown. Make sure that the meter stick starts with zero
(0) is at the bottom.
3. Have a partner drop the rubber ball from the twenty five (25) centimeter mark and record the
height of the first bounce in a table. Repeat three (3) times and record bounce height for each of
your 3 trials.
4. Average the recorded bounce heights from each trial together to find the average bounce height
for the rubber ball.
5. Repeat steps 3 and 4 for the marble.
6. Repeat steps 3 and 4 for the ping pong ball.
7. Have a partner drop the rubber ball from the fifty (50) centimeter mark and record the height of the
first bounce in a table. Repeat three (3) times and record bounce height for each of your 3 trials.
8. Average the recorded bounce heights from each 50 cm trial together to find the average
bounce height for the rubber ball.
9. Repeat steps 7 and 8 for the marble.
10. Repeat steps 7 and 8 for the ping pong ball.
11. Have a partner drop the rubber ball from the seventy five (75) centimeter mark and record the height
of the first bounce in a table. Repeat three (3) times and record bounce height for each of your 3
trials.
12. Average the recorded bounce heights from each 75 cm trial together to find the average
bounce height for the rubber ball.
13. Repeat steps 11 and 12 for the marble.
14. Repeat steps 11 and 12 for the ping pong ball.

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DATA AND OBSERVATIONS

Bounce Height
Type of Ball Drop Height Trial 1 Trial 2 Trial 3 Average
Rubber
Ping Pong 25 cm
Marble
Rubber
Ping Pong 50 cm
Marble
Rubber
Ping Pong 75 cm
Marble

LET’S CHECK YOUR UNDERSTANDING!

1. What is the problem?

2. Formulate your hypothesis (should be answered before the conduct of the experiment).

3. Identify the following:

 Independent variable/s -
 Dependent variable/s -
 Controlled variable /s -

4. Based from the data gathered, what will be your conclusion?

Sta. Isabel, Calapan City, Oriental Mindoro, 5200

Tel. No. (043) 288-7810
Email Address: orientalmindoro@deped.gov.ph
 Republic of the Philippines
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SCHOOLS DIVISION OF ORIENTAL MINDORO

ACTIVITY NO. 3
THE BART SIMPSON’S EXPERIMENT

MATERIALS
 Record notebook
 Pen

DETAILED PROCEDURES
1. Read the selection / situation carefully.
2. Tabulate and analyze the given data.
3. Answer the guide questions provided.

Story (Situation)

Bart Simpson believes that mice exposed to microwaves will become extra strong (maybe he’s been
reading too much about Radioactivity). He decided to perform the experiment by placing 10 mice in a
microwave for 10 seconds (do not do this at home, Bart is a misguided fictional character). He compared
those 10 mice to another 10 mice that had not been exposed. His test consisted of a heavy block of wood that
blocked the mouse food. He found that 8 out of the 10 microwaved mice were able to push the block away
(one at a time). While, 7 out of 10 non-microwaved mice were able to do the same.

LET’S CHECK YOUR UNDERSTANDING!

1. What is the problem?

2. What do you think was Bart’s hypothesis?

3. Identify the following:

 Independent variable/s -
 Dependent variable/s -
 Controlled variable /s -
 Experimental group -
 Controlled group -

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4. Which part of the selection shows how Bart tested his hypothesis?

5. What should be Bart’s conclusion?

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EVALUATION / ASSESSMENT

I. Direction: Using numbers 1-6, arrange the steps in scientific investigation in chronological order.

Formulate a hypothesis
Draw a conclusion.
Test the hypothesis by performing an experiment.
Communicate the results.
Conduct an observation and identify the problem.
Collect, analyze and interpret the data.

II. Direction: Match column A with column B. Write only the letter on the space provided before each
number.

No. A B
This refers to the factor that may change as a result of changes made
1 M. Alternative Hypothesis
in the manipulated variable. Also known as the responding variable.
It is an educated guess about the relationship between the
2 T. Independent Variable
independent and dependent variables.
It is anything that can affect or change the results of a scientific
3 E. Variable
investigation / experimentation.
A statement which states that there is significant relationship /
4 I. Controlled Group
difference between two variables.
It pertains to the setup that serves as the basis / standard of
5 Y. Controlled Variable
comparison.
It refers to replicate groups that are exposed to the same conditions in
6 H. Hypothesis
an experiment.
Also known as manipulated variable. It is also the factor that is
7 R. Null Hypothesis
intentionally changed by the experimenter.
An educated guess which states that there is no significant
8 S. Trial
relationship / difference between two variables.
This variable pertains to all other factors that stays the same in an
9 C. Dependent Variable
experiment.

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III. Application

Problem/Question:
What effect does temperature have on solution rate?
Example: Creamer (Coffee mate) dissolved in warm and hot water.

Set-up 1: Creamer Set-up 2: Creamer

dissolved in warm dissolved in hot
water water

A. Identify the following:

 Independent variable/s -
 Dependent variable/s -
 Controlled variable/s -
 Experimental group -
 Controlled group -

B. Formulate a hypothesis.

C. Using the given information (as shown in Table 1), analyze and interpret the data.

Table 1:
Set-ups Trial 1 Trial 2 Trial 3 Mean
Set-up 1: Creamer dissolved in warm water 29 seconds 30 seconds 29 seconds 29.33
Set-up 2: Creamer dissolved in hot water 12 seconds 12 seconds 11 seconds 11.67

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D. Make a general statement / conclusion.

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LEARNING COMPETENCY
 Recognize that substances are classified into elements and compounds.

ACTIVITY NO. 1

LEARNING OBJECTIVES
1. Classify substance into elements and compounds.
2. Detect the presence of potassium in coffee.
3. Recognize the importance of Matter.

SUBJECT MATTER: Elements and

compounds OVERVIEW
Potassium is a chemically active element in Group 1 of the periodic table, an alkali metal. Potassium
reacts easily with oxygen and with water, producing the flammable gas oxygen. Because air contains both
oxygen and water vapor, potassium is stored under an oily liquid such as kerosene, which does not react
with potassium. Potassium is essential for the growth and maintenance of organisms. Potassium compounds
are one of the three main ingredients in fertilizers, along with compounds containing nitrogen and
phosphorus. Potassium compounds are used in photography and in medicine. Matches and fireworks also
contain potassium compounds. When a test confirms the presence of a substance without determining the
amount of substance present, the process is called qualitative analysis. In this activity, you will detect the
presence of potassium in coffee by the characteristic yellow color that appears when potassium ions react
with sodium hexanitrocobaltate. To make it easier to detect the yellow color, the coffee solution will be
decolorized with charcoal, an allotropic form of solid carbon.

MATERIALS
 Coffee  balance
 decolorizing charcoal  solid stopper to fit test tube
 dry charcoal  test-tube rack
 nitric acid (HNO3)  test-tube clamp
 potassium nitrate (KNO3)  labels or grease pencil
 sodium hexanitrocobaltate (Na3CO3(NO2)6)  weighing paper
 250-mL beaker  filter paper
 10-mL graduated cylinder  striker or matches
 test tubes (4)  stirring rods (3)
 funnel  Bunsen burner

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DETAILED PROCEDURES

Pre-Laboratory
1. State three uses of potassium.
2. Describe the function of carbon in this activity.
3. What is the significance of the test tube containing distilled water?
4. Read the entire laboratory activity. Form a hypothesis about why coffee is likely to contain
potassium. Record your hypothesis in the next column.

Actual Experimentation
1. Label three test tubes 1, 2, and 3. Place all four test tubes in a test-tube rack.
2. Place about 8 mL of coffee in the unlabeled test tube and add 0.2 g of decolorizing charcoal to the
coffee. Put a stopper in the test tube and shake its contents for 2 min.
3. Use a dry 10-mL graduated cylinder to measure about 6 mL of dry charcoal.
4. Use the filter paper and funnel to construct a filter. With the stem of the funnel inserted in test tube 1,
place the dry charcoal into the filter and pour the coffee-charcoal mixture into the filter.
5. If the collected filtrate in test tube 1 is not colorless or pale yellow, filter the filtrate again and record
the final color in Data Table 1.
6. Fill a 250-mL beaker half full with cool water.
7. Using a striker, light the Bunsen burner and gently warm the filtrate. CAUTION: Do not point the
test tube at anyone during the heating process. Using a test-tube clamp, continuously move the test
tube in and out of the flame while gently shaking the contents.
8. Slowly boil the solution until there is about 2 mL left in the test tube.
9. Cool the contents of the test tube by placing the test tube in the beaker containing cool water.
10. Clean and dry the graduated cylinder. Use it to measure about 2 mL of potassium nitrate into test tube
2. Clean the cylinder and measure about 2 mL distilled water into test tube 3.
11. To each of the three labeled test tubes, add 5 or 6 drops of nitric acid and 1 mL of sodium
hexanitrocobaltate. Record the color of these solutions in Data Table 1.
12. Mix each solution with a clean stirring rod.
13. Let the solutions stand for 5 minutes.
14. Note and record in Data Table 1 any color changes observed in each test tube

DATA AND OBSERVATIONS

TEST TUBE NUMBER INITIAL COLOR COLOR AFTER 5 MINUTES

1
2
3

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LET’S CHECK YOUR UNDERSTANDING!

1. What color changes did you observe after 5 minutes?

2. Cite the experimental evidence used to establish that coffee contains potassium.

3. What additional test might be done to confirm that the color change is due to the presence
of potassium?
_

4. If a sample of a potassium compound was heated in a Bunsen burner flame, would the flame color be
yellow? Explain.

RUBRIC FOR ASSESSING STUDENT’S OUTPUT / PERFORMANCE:

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APPLICATION

1. What results might you expect if a plant material, other than coffee, was tested?

2. What method to show that the charcoal decolorized the coffee and did not add potassium to the solution.

EVALUATION / ASSESSMENT

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ACTIVITY NO. 2
ELEMENTS AND THEIR SYMBOLS

LEARNING OBJECTIVES
1. Name the elements in the periodic table and their symbols.
2. Write the correct atomic symbol for each element in the periodic table.
3. Explain how elements in the periodic table are named.

SUBJECT MATTER: Modern Periodic Table of Elements

SUBTOPIC: Elements and their Symbols

OVERVIEW
Part of language of chemistry are the names and symbols of the chemical elements. Symbol is a
shorthand way of representing elements or atoms of an element. Every element has a unique atomic symbol
consisting of either one or two letters. The first letter is always written in capital letter, where there is second
letter, it is written in a small letter. Elements are named after places and famous scientists. Often the first
letter of the element’s name is the symbol for that element. Some are named after Latin and Greek word.
In this activity, you will determine the names and the corresponding symbol for each of the elements.

MATERIAL
 Periodic Table of Elements

DETAILED PROCEDURES
1. Get a copy of periodic table.
2. Locate the following elements and look at their atomic symbol.
 Antimony  Iron
 Carbon  Lawrencium
 Einsteinium  Lead
 Europium  Neptunium
 Francium  Sodium
 Germanium  Uranium
3. Observe the atomic symbol for each element. Study how they are written.
4. Study how they are named.
5. List the elements which are named after famous scientists, places/countries and planets.
6. List the elements which are named after a Latin and Greek word.

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LET’S CHECK YOUR UNDERSTANDING!

1. How do you write the correct symbol of the elements in the periodic table?

2. What did you noticed with the names of the elements? How they are named?

3. How do the elements like Lead and Antimony get their symbol?

EVALUATION / ASSESSMENT
Direction: Encircle the letter of the BEST answer.

1. What do you call the short way of writing an element’s name?

A. symbol C. sign
B. initial D. abbreviation

2. What is the correct atomic symbol for the element sodium?

A. Mg C. S
B. Na D. So

3. Which of the following is the correct element name for the atomic symbol Sn?
A. Antimony C. Tin
B. Sulfur D. Tungsten

4. Which of the following is not an example of element?

A. Aluminum C. Calcium
B. Argon D. Dextrosium

5. Which of the following element is named after a Latin word?

A. Americium C. Francium
B. Curium D. Lead

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MAPPING THE PERIODIC TABLE

LEARNING OBJECTIVES
1. Identify the families of elements in the periodic table.
2. Name the elements belonging to the same family.
3. Explain how elements are grouped in the modern periodic table.

SUBJECT MATTER: Modern Periodic Table of Elements

SUBTOPIC: Family Names of the Elements

OVERVIEW
The periodic table is a display of the chemical elements. Chemical elements are materials that cannot
be broken down through chemical methods. As of 2019, there are 118 identified chemical elements, 94 of
these are occur naturally while the other four were synthesized in laboratories.

Elements in a group share similar chemical and physical properties. There are groups of elements in
the periodic table that are given special names.

In this activity, you will identify the different family names of the elements in the periodic table and
their characteristics.

MATERIALS
 Periodic Table of Elements
 Crayons

DETAILED PROCEDURES
1. Study the elements in the periodic table.
2. List the different family names of the elements.
3. Using the crayons, color the elements belonging with the same family following the given colors:
 Red - Alkali metals
 Orange - Alkaline earth metals
 Yellow - Halogens
 Green - Noble gases
 Blue - Lanthanide series
 Violet - Actinide series

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4. Identify the elements belonging with the families of Alkali metals, alkaline earth metals, halogens,
noble gases, lanthanide series and actinide series.
5. Write the characteristics of each family.

LET’S CHECK YOUR UNDERSTANDING!

1. How do you identify families of elements on the periodic table?

2. Which group is considered as happy element, or the most stable of the elements (non-reactive)?

3. How the elements in the periodic table are grouped?

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EVALUATION / ASSESSMENT
Direction: Encircle the letter of the BEST answer.

1. What do you call the part of the periodic table possessing the same chemical and physical properties?
A. atoms C. period
B. families/ group D. row

2. These group of elements are found in group 17 (7A) and have seven valence electrons?
A. Alkali metals C. Halogens
B. Alkaline earth metals D. Noble gases

3. How the elements in the periodic table are grouped?

A. based on increasing atomic size C. based on their similar physical and chemical properties
B. based on increasing atomic number D. based on their structure

4. How many groups or families of elements are there in the periodic

table? A. 7 C. 17
B. 10 D. 18

5. Which of the following is TRUE about elements belonging to the same group or family in
the periodic table?
A. have different valence electrons
B. have different physical and chemical properties
C. share similar physical and chemical properties
D. share similar physical properties but different chemical properties

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ACTIVITY NO. 4
COUNT ME IN!

LEARNING OBJECTIVES
1. Describe protons, neutrons and electrons.
2. Determine the number of protons, neutron and electrons of a given atom.
3. Explain how each number of subatomic particles affect the mass of an atom.

SUBJECT MATTER: Modern Periodic Table of Elements

SUBTOPIC: Determining Number of Proton, Electron, Neutron

OVERVIEW
Atoms are made of extremely tiny particles called protons, neutrons and electrons. Protons and
neutrons are in the center of the atom, making up the nucleus. Electrons surround the nucleus. Protons have
positive charge. Electrons have negative charge. Neutrons have no charge. Since opposite charges attract,
protons and electrons attract each other. Protons and electrons are the same with the atomic number of an
atom, while atomic mass is the combined number of neutrons and electrons.
In this activity, you will determine the number of protons, electrons, neutrons and atomic mass of a
given atom.

MATERIAL
 Periodic Table of Elements

DETAILED PROCEDURES

1. Study the elements in the periodic table.

2. Complete the table by supplying the correct information. Use the illustration below as a guide.

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Element Symbol Atomic No. of No. of Rounded No. of

Number Protons Electrons Atomic Neutrons
Mass
1. Oxygen O 8 8 8 16 8
2. Helium
3. Carbon
4. Aluminum
5. Calcium
6. Sodium
7. Potassium
8. Nitrogen
9. Silicon
10. Iron
11. Hydrogen

LET’S CHECK YOUR UNDERSTANDING!

1. How do you compute for the mass of an atom given the number of protons and neutrons?

2. Which subatomic particles account for most of the mass of an atom?

3. What do you call the part of an atom which holds the protons and neutrons?

EVALUATION / ASSESSMENT
Direction: Encircle the letter of the BEST answer.

1. Which of the following particles account for most of the mass of an atom?
A. electron and proton C. neutron and electron
B. neutron and proton D. electron, neutron and proton

2. Given the atomic number of iron atom which is 26, how many protons and electrons does an iron
atom has?
A. electrons 13, protons 13 C. electrons 13, protons 26
B. electrons 26, protons 26 D. electrons 26, protons 13

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3. Which of the following statement is true about proton and electron?

A. Proton is found inside the nucleus, electron is found outside the nucleus
B. Electron is found inside the nucleus, proton is found outside the nucleus
C. Electron and proton are both found inside the nucleus of an atom
D. Electron and proton are both found outside the nucleus of an atom

4. An atom of phosphorus has 15 protons and 16 neutrons. What is the mass number of phosphorus?
A. 15 C. 31
B. 16 D. 32

5. Sodium chloride (NaCl), commonly known as table salt is composed of the atoms of sodium
and chlorine. What is the total atomic mass of sodium chloride given the information below:
Sodium: atomic number- 11 Chlorine: atomic number- 17
No. of neutrons- 12 No. of neutrons- 18
A. 23 amu C. 28 amu
B. 35 amu D. 58 amu

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ACTIVITY NO. 5

LEARNING OBJECTIVES
1. Name the elements that are listed in the ingredients of a food label.
2. Recognize that elements listed in the ingredients are not added as elements themselves
3. Infer that the food ingredient could be the source of those listed elements
4. Recognize that the most of food ingredients are example of elements and compounds.

SUBJECT MATTER: Importance of Elements around Us

OVERVIEW
An element is a fundamental substance from which all other substances are made. An element cannot
be broken down into a simpler substance. They are very essential in our everyday life.

MATERIALS
 Different food labels
 Manila paper
 Paste,
 Pair of scissors

DETAILED PROCEDURES
1. Cut the different food labels that you have collected. Paste them in Manila paper.
2. Read the list of food ingredients in different food label.
3. Classify each ingredients as:
A. main ingredient, preservative, or additive
B. element or compound
4. Classify the food additives in the food labels.
5. Write your observation in the table.

DATA AND OBSERVATIONS

A. Table 1. Food Ingredients and their purposes.
Food labels Main food ingredients Preservative/additive
1.
2.
3.
4.
5.

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LET’S CHECK YOUR UNDERSTANDING!

1. What are the compound/elements present in the Ingredients of food labels?

2. What is the food sources of these elements in the ingredients?

3. Is it important to read first the ingredients or nutrition facts of the goods before buying it?

4. How important is elements and compound in our daily life?

APPLICATION

A. Give at least 5 Elements and their sources, function and deficiency condition when not taken by our body

ELEMENTS SOURCES FUNCTION DEFICIENCY

1.
2.
3.
4.
5.

B. Identify the common elements and compounds present in the items listed below.

1. Milk
2. Rice
3. Jewelry
4. Toothpaste
5. Chlorinated water

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EVALUATION / ASSESSMENT
Direction: Encircle the letter of the BEST answer.

1. Elements play an important role in the body. Which element and its function are correctly paired?
A. Sodium: important in nerve conduction and fluid balance
B. Phosphorous: found inside the cell essential in the conduction of nerve impulses
C. Chlorine: found outside the cells which serve as a major electrolyte
D. Oxygen: important in bones and teeth and some amino acids

2. Calcium is essential to the formation and maintenance of bones and teeth. Which of the following food is
the sources of this element?
A. Milk and Cheese C. Orange juice and Banana
B. Seafood D. Meat and Nuts

3. Goiter is the deficiency that you may get when you are lack of this kind of elements or micro minerals.
A. Fluorine C. Iodine
B. Iron D. Calcium

4. Maria doesn’t like to eat sea foods and drinking fluorinated water that’s why she suffer tooth decay,
what essential element is she needs to strengthen her bones and structure of teeth?
A. Potassium C. Copper
B. Sodium D. Fluorine

5. Which of the following elements maintains regular heartbeat, water balance and cell integrity?
A. Calcium C. Iodine
B. Iron D. Potassium

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LEARNING COMPETENCY:
 Distinguish mixtures from substances based on a set of properties.

ACTIVITY NO. 1

LEARNING OBJECTIVES:
1. Define substances and mixtures.
2. Differentiate substances from mixtures.
3. Determine examples as substances and mixtures.

SUBJECT MATTER: Substances and Mixtures

SUBTOPIC: Identifying Heterogeneous and Homogeneous Mixtures

OVERVIEW
Matter is anything that has mass and occupies space. Basically speaking anything that we can see or
touch is matter. There are two classification of matter.
 In Substances the atoms are strongly bonded together for it has fixed composition, distinct or
identical properties and cannot be separated by physical method. Substances can be element or
compound.
 In Mixtures there are at least two or more different particles combined (can be element or compound)
that are not chemically combined and can be separated by physical method. Mixtures can be
homogenous and heterogeneous.

Homogeneous mixtures are mixtures in which the substances are evenly spread throughout
and have uniform composition. This is why it also called as a solution. While heterogeneous
mixtures are mixtures that does not have a uniform composition and they are not the same
throughout and is also called suspensions.

MATERIALS
 White sugar  Brown sugar
 Salt  Candies
 Mixed nuts  Mixed nuts
 Tap water  Halo-halo
 Nips candy  Distilled water

DETAILED PROCEDURES
1. Examine/ study all the given materials.
2. Group the given materials into two groups as shown on the table below.

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3. Answer the given guide questions.

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DATA AND OBSERVATIONS

SUBSTANCES MIXTURES

LET’S CHECK YOUR UNDERSTANDING!

1. What is you basis in grouping the materials into those column?

2. How are you going to define substances base on your answer?

3. How are you going to define mixtures base on your answer?

APPLICATION

1. When salt is dissolved in water, what is produced? Substance or Mixture? How did you say so?

2. Mixed nuts and candies are mixtures. Give the explanation for this statement if it is true.

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3. Explain the difference between substances and mixtures.

_

EVALUATION/ ASSESSMENT

A. Classify the following as pure substances or as mixtures.

1. Air 6. Gasoline
2. Water 7. Alcohol
3. Mercury 8. Gold
4. Sugar 9. Mixed candies
5. Oxygen 10. Milk

B. TRUE OR FALSE. Write TRUE if the statement is correct. If the statement is false, changed the
underlined word/s to make it true.

1. Mixtures is composed of one element which has fixed composition

and distinct properties.
2. Substances can be separated through physical means like hand picking.
3. Heterogeneous and homogeneous are types of mixtures.
4. Homogeneous mixtures are also called solutions for its particles are spread
throughout.
5. Elements and compounds are the different types of substances.
6. Heterogeneous mixtures are also called suspensions for it do not have uniform
composition.
7. Water, sugar and salt are examples of mixtures because it has definite
composition.

C. Write “HOMO” if the given material is homogeneous and “HETERO” if it is heterogeneous.

1. Wood 6. Dirt
2. Black Coffee 7. Sausages and mushrooms
3. Water 8. Air
4. Beads 9. Milk
5. Salt 10. Gold

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D. Classify each of the pictures below by placing the correct label in the blanks below.
SU = SUBSTANCES
MI = MIXTURES

1. 2.

3. 4. 5.

E. Complete the table below.

DEFINITION TYPES
SUBSTANCES
MIXTURES

F. Short Response

1. What is the difference between substances and mixtures?

2. How heterogeneous mixtures are differing from homogeneous mixtures?

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G. Give five (5) examples of the following:

A. Substances
1.
2.
3.
4.
5.

B. Mixtures
1.
2.
3.
4.
5.

C. Homogeneous Mixtures
1.
2.
3.

D. Heterogeneous Mixtures
1.
2.
3.

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LEARNING COMPETENCY
 Investigate properties of unsaturated or saturated solutions.

ACTIVITY NO. 1

LEARNING OBJECTIVE
1. Discuss the characteristics and properties of solutions

SUBJECT MATTER: Diversity of Materials in the Environment

SUBTOPIC: Solutions - Characteristics and Properties

OVERVIEW
A solution is a homogeneous mixture which can have different compositions depending on how
much of one substance is dissolved in the other. It is formed when a solute dissolves in a solvent to form a
single phase that appears homogeneous or uniform throughout. The portion of a solution in greater quantity
is called the solvent and the part in lesser quantity is the solute. In a sugar syrup, the solute, sugar, was
dissolved in the solvent, water. In a water-alcohol solution in which there is more alcohol than water, the
alcohol is the solvent and the water is the solute. However, water is an excellent solvent and considered the
universal solvent.

MATERIALS
 Science books / Reading Article
 Computer with internet connectivity

DETAILED PROCEDURES
1. Go to the school library or to the computer room.
2. Approach the school librarian or the ICT coordinator.
3. Ask from the librarian a borrower’s card and ask assistance on finding the books you need. Or ask
permission from the ICT teacher the usage of the computer for searching your assignment.
4. Once you have the resources, start gathering data about the characteristics and properties of solutions.
5. Base on the data you gathered, answer the activities given.

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DATA AND OBSERVATIONS

Activity A: SCIETERMS
Fill out the missing letters in the boxes to form the magic word. Base your answer on the clue given in
every item.

S O T O N
1. It is a mixture of two or more components having uniform appearance.

O U T
2. It is the component in a solution in lesser amount.

S L E T
G

3. This is the component in a solution in greater amount.

H O O G N E U
4. It means having uniform appearance and properties all throughout.

H I D T Y
5. It is the measure of the amount of water vapor in air.

C L O D
6. It is a solution that shows Tyndall effect.

S U S P N O N
7. It is a solution in which the particles will settle on standing.

Activity B: THINK SCIENTIFICALLY

Base on your research and readings, fill the blanks to complete the idea of each sentence.
1. Plants cannot take in nutrients from the soil unless these are in .
2. A measure of the amount of water vapor in air is called .
3. If there are naturally occurring solutions, there are also manufactured and
solutions.
4. Solutions that may show translucence and Tyndall effect are solutions.
5. An opaque solution which is heterogeneous and particles do not pass through an ordinary filter paper
is called .

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LET’S CHECK YOUR UNDERSTANDING!

Activity C: What Solutions Do You Find In Your Home or In a Store?

Objectives:
1. Describe some observable characteristics or properties of common solutions found at home or in a
store.
2. Show some characteristics of common solutions observed in a data table.

Materials:
 Pictures/album of different products / labels found at home and in a store
 Reference books
 Reading articles
 Samples of real solutions

Procedures:
1. From the samples and album of different product labels that your teacher will provide, list all the
products that you have at home and have bought or had seen in a store.
2. From your list, identify which among the products are solutions. List them on the table. (Answer will
vary.)
Characteristics
Products Found at Color, taste, feel No. of
Homogeneous or
Home or in a Store Appearance, taste Observable
Heterogeneous
Uniform phases

3. Give your observations for each product. Describe the products in terms of color,
appearance, feel, color, taste (for food products) and number of observable phases.
4. Based on prior knowledge, which of the products are homogeneous mixtures? What
characteristics do the homogeneous mixtures in your list have? Which are heterogeneous
mixtures?

Activity D: What Are Some Properties of Solutions?

Objectives:
1. Compare the evidence gathered with the predictions you made
2. Describe some properties of solutions based on observations

Materials:
 7 cups water
 7 pieces spoons

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 either of the following: cheesecloth (katsa), old, white T-shirt or filter paper
 1 tablespoon each of the following: sugar, salt, mongo seeds, powdered juice, cooking oil,
two different types of vinegar (one which is clear and another which appears cloudy)
 14 clear bottles or cups or small beakers
 2 pieces each, measuring spoons (½ tsp and 1tsp)
 2 pieces each, measuring cups (½ cup and 1 cup)
 3 funnels or improvised funnel made from 500 mL plastic bottle
 1 funnel rack
 1 flashlight

Procedures:
1. Predict which among the given samples will dissolve in water. Write your predictions in column 2
of the data.
2. Put one cup of water in each of the cups.
3. Add ½ teaspoon of each of the seven samples. Stir the mixture with a teaspoon to dissolve as much
of each sample as possible. Use a different teaspoon for each of the cups.

Q1. Describe the mixture that resulted after mixing. Write your answer in column 3 in the data table.
Q2. How many phases do you observe? Write your answer and observations in column 4 in the data
table.
4. Filter the mixture with filter paper . You may use katsa or old, white T-shirt with
the improvised funnel from plastic bottle.

Data table for Activity D

(2) (5) (6)
(1)
Will (3) Can be Path of
Sample (4) (7)
dissolve in Appearance separated light
solid or Number of Solution
one cup (uniform or not by (can or
liquid phases or not?
water uniform filtration cannot
(yes or no) (yes or no) be seen)
Sugar
Salt
Mongo seeds
Powdered
juice
Cooking oil
Vinegar
(clear type)
Vinegar
(cloudy)
Note: In column 3, you may describe the mixture in other ways such as homogeneous or
heterogeneous. You may also describe the color of the mixture.

Q3. In which mixture were you able to separate the components by filtration? Write your
observations in column 5 of the data table.
Q4. In Column 6, write whether the path of light can be seen across the liquid.
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Q5. Which of the samples are solutions? Write your answer in column 7.
Q6. Base on Activity 2, what are some common characteristics of solutions you observed?

EVALUATION/ASSESSMENT
Challenge A: SKILL BUILDER
Fill in the blanks: Read each statement carefully. From the word pool, select the word that fits in the
blank to complete its meaning. Write your answers on the blanks.

zinc

Carbon dioxide

1. When all parts of the mixture have the same uniform appearance and properties, it is
.
2. When different parts of the mixture are visible to the unaided eye and these parts are
obviously different from one another, it is .
3. The component of a solution present in small amount is called the .
4. Usually, the solvent is the component present in amount.
5. Solutes and solvents may be solids, , or gases.
6. Seawater is a solution having a higher percentage of and minerals than other
sources of water like ground water or rivers.
7. Rainwater is a solution containing dissolved gases like oxygen and .
8. A metal alloy is a solid solution made up of two or more metals or non metals. For example,
is an alloy of copper and tin.
9. Some samples of vinegar are clear homogeneous mixtures (solutions). Other kinds of vinegar are
.
10. Brass is an alloy of copper and .

Challenge B: THINK SCIENTIFICALLY

The following examples illustrate solvent and solute in some solutions. Write TRUE if the statement
is true and FALSE if it is false.

1. Air is a homogeneous mixture of gases. Here both the solvent and the solute are gases.
2. Sugar syrup is a solution where sugar is dissolved in water using heat. Here, water is the
solute and sugar is the solvent. (Water is the solvent and sugar is the solute.)
3. Tincture of iodine is a mixture of iodine in alcohol. Iodine is the solute whereas alcohol is
the solvent.
4. In a water-alcohol solution, 70% ethyl alcohol is dissolved in water. Here, ethyl alcohol is
the solute and water is the solvent. ( Alcohol is the solvent and water is the solute)
5. In a homogeneous mixture of orange juice, water is the solvent and the juice powder is the
solute.

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SOLUTIONS: CHARCTERISTICS AND PROPERTIES

(Reading Article)

Mixtures either form homogeneous or heterogeneous mixtures. When all parts of the mixture have
the same uniform appearance and properties, it is homogeneous. When different parts of the mixture are
visible to the unaided eye and these parts are obviously different from one another, it is heterogeneous.
A heterogeneous mixture consists of two or more phases. An example of a heterogeneous mixture is ice
cubes (solid phase) placed in a glass of drinking water (liquid phase).

Solutions are homogeneous mixtures. When sugar is put into water, the solid becomes part of
the liquid and cannot be seen. Therefore, the sugar is dissolved in water or the sugar is soluble in water.
Solutions may be solids dissolved in liquids or gases dissolved in liquids. There are also solutions where
a gas is dissolved in another gas, a liquid in another liquid or a solid in another solid. Gaseous,
liquid, and solid solutions are all around in the environment. Many commercial products are sold as
solutions. In general, a solution has two types of components: the solute and the solvent. The solute and
the solvent dissolve in each other. The component present in small amount is called the solute. The particles
of solute are dissolved in a solution. Usually, the solvent is the component present in greater amount. When
sugar is dissolved in water, the sugar is the solute and water is the solvent. Solutes and solvents may be
solids, liquids, or gases.

A solution is not always a liquid; it can be solid, liquid, or gas. In addition, solutions may
either be found in nature or are manufactured.

Naturally Occurring Solutions

Many materials in nature can be used efficiently only when these are in the form of solutions.
For example, plants cannot absorb minerals from the soil unless
these minerals are in solution.

Seawater is a solution having a higher percentage of salt and minerals than other sources of water
like ground water or rivers. Rainwater is a solution containing dissolved gases like oxygen and carbon
dioxide. Air is a mixture of gases. Water vapor is present in different amounts depending on the location.
Air above big bodies of water contains more water vapor than air above deserts. Humidity is a measure of
the amount of water vapor in air. Dry air consists of about 78% nitrogen, 21% oxygen, 1% argon, 0.04%
carbon dioxide and traces of argon, helium, neon, krypton, and xenon. Useful solutions are found not only in
nature; many solutions are made for a specific purpose.

Manufactured and Processed Solutions

Almost every household uses vinegar for cooking and cleaning purposes. Vinegar usually
contains about 5% acetic acid in water. Some samples of vinegar are clear homogeneous mixtures
(solutions). Other kinds of vinegar are colloidal. A metal alloy is a solid solution made up of two or more
metals or non metals. For example, bronze is an alloy of copper and tin. Brass is an alloy of copper
and zinc. Other examples of solutions that are processed include wine and liquor, and tea (but not instant
tea).

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What are the essential characteristics of a true solution ?

1. A true solution (or simply a solution) is a homogeneous mixture. That is in a true solution, the solute
and solvent molecules cannot distinguish even under microscope. The composition and properties of
a true solution are the same throughout In a true solution, the solute particles are very small, of the
order of about 10 -10 m or 1 nm. The particles are not visible to naked eyes.
2. A true solution is clear and transparent.
3. A true solution does not scatter light. Particles don’t scatter a beam of light passing through it and
hence the path of the light is not visible.
4. The components of a true solution (the solute and the solvent), cannot be separated by filtration. This
is because both solute particles and the solvent molecules are very small as compared to the pores in
the filter paper.
5. The solute particles in a true solution do not settle down. Solutes are inseparable from the mixture
and do not sediment. A solution is stable.

SUMMARY

Some common properties of solutions:

1. Solutions are homogeneous. They are mixtures consisting of one phase only. The components are so
well mixed that all parts of the solution appear the same. A solution has the same composition and
properties throughout.
2. The solute cannot be separated from the solvent through filtration because these are so small that
they pass through the filter paper or cheesecloth.
3. Solutions do not scatter light. They do not exhibit Tyndall effect.

The following examples illustrate solvent and solute in some solutions.

 Air is a homogeneous mixture of gases. Here both the solvent and the solute are gases.
 Sugar syrup is a solution where sugar is dissolved in water using heat. Here, water is the solvent
and sugar is the solute.
 Tincture of iodine, a mixture of iodine in alcohol. Iodine is the solute whereas alcohol is the solvent.

Types of Solution
Liquid solutions, such as sugar in water, are the most common kind, but there are also solutions that
are gases or solids. Any state of matter (solid, liquid, or gas) can act both as a solute or as a solvent during
the formation of a solution. Therefore depending upon the physical states of solute and solvent, we can
classify in nine different types of solutions.

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Solution Types of
Solute Solvent Examples
No. Solution

1 Solid-solid solid solid Alloys like brass, bronze etc.

The solution of sugar, salt etc in

2 Solid-liquid solid liquid
water.

Sublimation of substances like iodine,

3 Solid-gas solid gas
camphor etc into the air.

Hydrated salts, mercury in

4 Liquid-solid liquid solid
amalgamated zinc etc.

Liquid-
5 liquid liquid Alcohol in water, benzene in toluene
liquid

6 Liquid-gas liquid gas Aerosol, water vapour in the air.

7 Gas-solid gas solid Hydrogen absorbed in palladium

8 Gas-liquid gas liquid Aerated drinks

9 Gas-gas gas gas A mixture of gases etc

Note: There are other ways of identifying a solution. You will learn these methods in Grades 8 and 9. You
will learn more of the detailed processes that happen when a solute dissolves in a solvent.

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ACTIVITY NO. 2

LEARNING OBJECTIVES
1. Describe the components of a solution.
2. Classify solutions according to components.

SUBJECT MATTER: Solutions

SUBTOPIC: Components of Solution

OVERVIEW
When one substance is dissolved in another, a solution is made. Solutions are homogeneous mixture
of solute and solvent, the components of solution. Solute is the substance that is being dissolved by the
dissolving medium which is the solvent.

MATERIALS
 Pictures of mixtures
 Pen

DETAILED PROCEDURES
1. Before doing the activity, predict answers for the following questions.
a. Can a solution be in solid, liquid or gas state?
b. Does a solution can only be made with one solute and solvent?
2. Examine the pictures on the table. Recognize which of the following are examples of solution. Write
the names of the sample on the data table, Column 1. In what state of matter do these solutions
appear as? Write your answer in Column 6.

Sample Supplemental Information

Commonly used in your kitchens, vinegar typically

contains 5–8% acetic acid by volume.

The air you breathe is made up of lots of other

things besides oxygen! Oxygen only makes up
about 21% of air. About 78% of the air you breathe
is made up of another gas called nitrogen. There are
also tiny amounts of other gases like argon, carbon
dioxide and methane.

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Tel. No. (043) 288-7810
Email Address: orientalmindoro@deped.gov.ph
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This dish is typically composed of an assortment

of fruits served as is or combined with different
types of sweet liquid and table cream. This can
either be served as an appetizer, a side dish, and as
a dessert.

A powdered drink mix with water.

Seawater, water that makes up the oceans and seas,

covering more than 70 percent of Earth's
surface. Seawater is a complex mixture of 96.5
percent water, 2.5 percent salts, and smaller
amounts of other substances, including dissolved
inorganic and organic materials, particulates, and a
few atmospheric gases.

Brass is an alloy made primarily of copper and

zinc. The proportions of the copper and zinc are
varied to yield many different kinds of brass. Basic
modern brass is 67% copper and 33% zinc.

Most full perfumes are made of about 10-

20% perfume oils dissolved in alcohol and a trace
of water.

Cooking oil and water poured on the same glass.

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Tel. No. (043) 288-7810
Email Address: orientalmindoro@deped.gov.ph
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ORIENTAL MINDORO
Paint typically consists of pigment, resin, solvent
and additives. Pigment is use to provide colour,
hiding and control gloss. Resin is the binder to hold
the pigment particles together and provide adhesion
to the surface painted. Solvent act as a carrier for
the pigments and resin – the solvent may be organic
(such as Mineral Turps) or water. Additives are
used to enhance certain properties such as ease of
brushing, mould resistance, scuff resistance, drying
and sag resistance.

Soda is made of Carbonated water (water that has

had carbon gas more or less “injected” into it.) and
High Fructose corn syrup (sugar).

3. After recognizing the solutions, identify the solute and solvent of each sample and write it in
Column 2 (solute) and Column 3(solvent). You may use the supplemental information written on the
right of each picture. Classify the solute and solvent’s state of matter (Column 4 and 5) as being used
in the solution. The table below will give you supplemental information about the above picture.
4. Classify the type of solution according to its component. Write your answer in Column 7.

DATA AND OBSERVATIONS

Type of Solution
State of State of State of
Solution Solute Solvent According to
Solute Solvent Solution
Solute and Solvent

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Tel. No. (043) 288-7810
Email Address: orientalmindoro@deped.gov.ph
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SCHOOLS DIVISION OF ORIENTAL MINDORO
BETHEL HIGH SCHOOL

LET’S CHECK YOUR UNDERSTANDING!

1. Are all the samples considered as solution? Why or why not?

2. How did you identify the solute and solvent for each solution?

3. Aside from the solid-liquid solution or aqueous solution that we mostly encounter, what other
types of solution have you learned after doing the activity?

4. Are your predictions correct?

EVALUATION / ASSESSMENT

A. MODIFIED TRUE OR FALSE: Write TRUE if the statement is correct. If the statement is false,
changed the underlined word/s to make it true.
1. In solution, solvent is always water.
2. There can be more solute in the same solution.
3. Solutions are always in liquid form.
4. Using solid solute and solid solvent, a solution can be made.
5. Solute is the component of solution that dissolves another substance.

B. For each solution, identify the solute and solvent.

1. Anna added a little sugar in her coffee because it tastes bitter.
a. The solute is .
b. The solvent is .
2. The soy sauce from Lisa’s teaspoon colored the water on the glass as she stirs it.
a. The solute is .
b. The solvent is .
3. Adding salt in warm water makes a good gargling solution.
a. The solute is .
b. The solvent is .

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Tel. No. (043) 288-7810
Email Address: orientalmindoro@deped.gov.ph
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BETHEL HIGH SCHOOL

4. As the water boils, Trixy added the jelly powder to make gelatin.
a. The solute is .
b. The solvent is .
5. Alex put a little amount of alcohol in a basin of water believing it could help in curing cold.
a. The solute is .
b. The solvent is .

C. MULTIPLE CHOICE. Read each item carefully. Write the letter of the correct answer on the
space provided before each number.

1. The part of solution that dissolves what is being put in the solution is called .
A. solute B. solvent C. precipitant
2. The solute that is found in the greatest amount in sea water is .
A. H2O B. NaCl C. KCl
3. Which of the following is an example of a gas in liquid solution?
A. carbonated drinks B. oxygen in air C. seawater
4. Vinegar and perfume are examples of .
A. solid solution B. liquid solution C. aqueous solution
5. An alloy is an example of .
A. solid solution B. liquid solution C. aqueous solution

D. COMPLETION

STATE OF SOLUTION STATE OF SOLUTE STATE OF SOLVENT EXAMPLE

gas gas Air
liquid gas Oxygen in water
liquid solid Salt in water
liquid liquid Alcohol in water
solid solid Silver in gold

E. EXPLORE MORE!
Cite some natural-occurring solutions and identify its component.

F. WHAT DO YOU THINK?

 Water is considered as the universal solvent. Can water also be a solute? What do you think?
 Solutes are substances being dissolved in a solution. It is possible to have many solutes in a
solution, but how about solvent? Can we use two or more solvent in a solution? What do you think?

Sta. Isabel, Calapan City, Oriental Mindoro, 5200

Tel. No. (043) 288-7810
Email Address: orientalmindoro@deped.gov.ph
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ORIENTAL MINDORO
BETHEL HIGH SCHOOL

LEARNING COMPETENCY
 Express concentrations of solutions quantitatively by preparing different concentrations of
mixtures according to uses and availability of materials.

ACTIVITY NO. 1

LEARNING OBJECTIVES
1. Identify the ways of expressing concentrations of solutions quantitatively.
2. Recognize the importance of knowing the right concentrations of solutions.
3. Compute the percentage by mass and percentage by volume of the solutions.

SUBJECT MATTER: Concentrations of Solutions

SUBTOPIC: Percent by Mass

OVERVIEW

Concentrations of Solutions
The ratio of the amount of solute to the amount of solution is the concentration of solution and can
be expressed qualitatively. When there is a large amount of dissolved solute for a certain volume of solvent,
the solution is concentrated. A dilute solution has a small amount of dissolved solute in comparison to the
amount of solvent.
The concentration of solution can also be expressed as a percent – ratio of solute to solution. This
calculation is commonly performed based on the mass of a substance (m/m) or on the volume of substances
(v/v).

Percent by Mass
One of the easiest methods of making a mixture with a specific composition is to measure the mass
of each of the parts and express the concentration as a percentage of the solute in the entire mixture. This
method is especially useful for mixtures of solids like alloys.

Useful Equation for Percent by Mass

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Tel. No. (043) 288-7810
Email Address: orientalmindoro@deped.gov.ph
 Republic of the Philippines
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SCHOOLS DIVISION OF ORIENTAL MINDORO
BETHEL HIGH SCHOOL

Sample Problem 1

What is the percent by mass of sugar solution prepared by dissolving 12 grams of sucrose (table sugar) in 72
grams of solution?

Given: mass solute = 12g

Mass solution = 72g

Sample Problem 2

What is the mass percent of sodium chloride (NaCl) in a solution that is made by dissolving 2.35 g of NaCl
in 7.45 g of water (H2O)?

Given: mass solute (NaCl) = 2.35g

mass solvent (H2O) = 7.45g
mass solution = 9.8g

MATERIALS
 Pen
 Paper

TRY IT!
1. What is the % by mass if 2.5g of salt is dissolved in 25.0 g water?
2. What is the % by mass of sodium chloride in a solution prepared by adding 25.0g salt to
125.0g water? What mass of salt is present in 10.0g of this solution?
3. How many grams of table salt are present in 240g salt solution containing 3.5% table salt?

Sta. Isabel, Calapan City, Oriental Mindoro, 5200

Tel. No. (043) 288-7810
Email Address: orientalmindoro@deped.gov.ph
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ORIENTAL MINDORO
BETHEL HIGH SCHOOL

LET’S CHECK YOUR UNDERSTANDING!

1. Weight four samples of powdered juice concentrate (1g, 2g, 3g, 4g) in separate beakers/containers.
Dissolve each sample of powdered juice concentrate till the solution is 100g. After calculating, what
are the concentrations of the solutions in percent by mass? Are there differences in color and taste of
the samples? What statement can you give regarding the relationship of the color and taste of the
solutions with their concentrations?

EVALUATION / ASSESSMENT
Direction: Encircle the letter of the BEST answer.

1. What is the percentage by mass of a solution made by dissolving 4g NaCl in 100g of

water? A. 3.84% B. 38.4% C. 384% D. 8.4%

2. What is the mass percent of potassium nitrate in a solution that is made by dissolving 30g
of potassium nitrate in 90.0g of water?
A. 10% B. 15% C. 20% D. 25%

3-5. Supply the missing data on the table.

% m/m m solute m solution

? 25g 50g
37.5% 45g ?
48% ? 25g

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Tel. No. (043) 288-7810
Email Address: orientalmindoro@deped.gov.ph
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ORIENTAL MINDORO
BETHEL HIGH SCHOOL

ACTIVITY NO. 2

LEARNING OBJECTIVES
1. Identify the ways of expressing concentrations of solutions quantitatively.
2. Recognize the importance of knowing the right concentrations of solutions.
3. Compute the percentage by mass and percentage by volume of the solutions.

SUBJECT MATTER: Concentrations of Solutions

SUBTOPIC: Percent by Volume

OVERVIEW

Percent by Volume
Solutions formed from two liquids are often expressed as volume percent with respect to the solute.
The volume percent is the volume of a liquid in 100mL of a solution. The label on a bottle of ordinary of
ordinary rubbing alcohol reads “Isopropyl alcohol, 70% by volume.” Such a solution is made by mixing
70mL of isopropyl alcohol with water to make a total volume of 100mL. The 30mL of water cannot be used
because the two volumes are not necessarily additive.

Useful Equation for Percent by Mass

Sample Problem 1

Twenty milliliters of ethyl alcohol is present in 500 mL wine. What is the percent by volume of ethyl
alcohol?

Given: volume solute = 20mL

volume solution = 72g

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Tel. No. (043) 288-7810
Email Address: orientalmindoro@deped.gov.ph
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SCHOOLS DIVISION OF ORIENTAL MINDORO
BETHEL HIGH SCHOOL
Sample Problem 2

What is the percent by volume if 25mL of methyl alcohol is added to make 50mL solution?
Given: volume solute = 25mL
volume solution = 50mL

MATERIALS
 Pen
 Paper

TRY IT!
1. What is the % by volume if 35mL of ethanol is dissolved in 65mL water?
2. How would you prepare 1 liter of an alcohol water solution that is 5% by volume alcohol?
3. What is the percent by volume of a solution formed by mixing 25 mL of isopropanol with 45mL
of water?

LET’S CHECK YOUR UNDERSTANDING!

1. A man is stranded on an island and becomes thirsty. He went to the seashore to get water to quench his
thirst. Is it safe to drink the water in the sea? If you were there, would you let him drink the water from
the sea? Justify your answer.

EVALUATION / ASSESSMENT
Direction: Encircle the letter of the BEST answer.

1. What is the concentration in percent mass/volume of 150ml of solution containing 30g of

solute? A. 0.20% B. 20% C. 2.0% D. 2%
2. What is the volume of alcohol in 500ml of wine that contains 12% alcohol by volume?
A. 0.50ml B. 5.0ml C. 60ml D. 0.60ml

3-5. Supply the missing data on the table.

% v/v v solute v solution

40% ? 50mL
? 15mL 60mL
62.5% 50mL ?

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Tel. No. (043) 288-7810
Email Address: orientalmindoro@deped.gov.ph
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ORIENTAL MINDORO
BETHEL HIGH SCHOOL
Name: __________________________________ Score: ____________
Section: _________________________ Date: _____________

MAPPING THE PERIODIC TABLE

LEARNING OBJECTIVES
1. Identify the families of elements in the periodic table.
2. Name the elements belonging to the same family.

SUBJECT MATTER: Modern Periodic Table of Elements

SUBTOPIC: Family Names of the Elements

OVERVIEW
The periodic table is a display of the chemical elements. Chemical elements are materials that cannot
be broken down through chemical methods. As of 2019, there are 118 identified chemical elements, 94 of
these are occur naturally while the other four were synthesized in laboratories.

Elements in a group share similar chemical and physical properties. There are groups of elements in
the periodic table that are given special names.

In this activity, you will identify the different family names of the elements in the periodic table and
their characteristics.

MATERIALS
 Periodic Table of Elements
 Crayons

DETAILED PROCEDURES
1. Study the elements in the periodic table.
2. List the different family names of the elements.
3. Using the crayons, color the elements belonging with the same family following the given colors:
a. Red - Alkali metals
b. Orange - Alkaline earth metals
c. Yellow - Halogens
d. Green - Noble gases
e. Blue - Lanthanide series
f. Violet - Actinide series

Sta. Isabel, Calapan City, Oriental Mindoro, 5200

Tel. No. (043) 288-7810
Email Address: orientalmindoro@deped.gov.ph
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ORIENTAL MINDORO
BETHEL HIGH SCHOOL

Sta. Isabel, Calapan City, Oriental Mindoro, 5200

Tel. No. (043) 288-7810
Email Address: orientalmindoro@deped.gov.ph
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ORIENTAL MINDORO
BETHEL HIGH SCHOOL

Sta. Isabel, Calapan City, Oriental Mindoro, 5200

Tel. No. (043) 288-7810
Email Address: orientalmindoro@deped.gov.ph