Republic of the Philippines
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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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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 2. Rey Noel M. Hernandez 3. Florenz L. Abdon 4. Irish S. Gorospe
5. 6. 7. 8.
Joyce Anne E. Cañasares Lorelyn G. Villamor Arlene D. Payba 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 Principal II - Puerto Galera NHS
LOIDA P. VILLAS Principal IV - PGNHS Dulangan Extension
MARGIE A. GAYA Principal I - PGNHS San Isidro Extension
AMELIA M. BUNQUIN Principal I - Facundo C. Lopez PIS Recommending Approval:
CLARITA G. VILLARUEL EPS - Science
DOMINGO L. MENDOZA JR., Ed. D. Chief - Curriculum Implementation Division Approved:
CYNTHIA ELEONOR G. MANALO Assistant Schools Division Superintendent
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SUSANA M. BAUTISTA Schools Division Superintendent
Republic of the Philippines
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LEARNING AREA: SCIENCE GRADE LEVEL: SEVEN (7)
DOMAIN: MATTER 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) Sta. Isabel, Calapan City, Oriental Mindoro, 5200 Tel. No. (043) 288-7810 Email Address:
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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 Sta. Isabel, Calapan City, Oriental Mindoro, 5200 Tel. No. (043) 288-7810 Email Address:
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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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PRE-ACTIVITY NO. 2
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ACTIVITY NO. 1 DROPS ON A PENNY MATERIALS A glass of water A penny Paper towels Soap solution
Small water dropper Record notebook Pen
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 Trial No. of Water Droplets 1 2 3
Experiment 2: Penny Dipped in Soap Solution Trial No. of Water Droplets 1 2 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)? . Sta. Isabel, Calapan City, Oriental Mindoro, 5200 Tel. No. (043) 288-7810 Email Address:
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3. Identify the following: Independent variable/s Dependent variable/s Controlled variable /s Experimental group Controlled group
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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 Yardstick, meter stick or tape measure Rubber bouncy ball Marble
Ping Pong ball Table or wall Tape
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 Type of Ball Rubber Ping Pong Marble Rubber Ping Pong Marble Rubber Ping Pong Marble
Drop Height
Trial 1
Bounce Height Trial 2 Trial 3
Average
25 cm 50 cm 75 cm
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
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4. Based from the data gathered, what will be your conclusion?
.
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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. 1 2 3 4 5 6 7 8 9
A This refers to the factor that may change as a result of changes made in the manipulated variable. Also known as the responding variable. It is an educated guess about the relationship between the independent and dependent variables. It is anything that can affect or change the results of a scientific investigation / experimentation. A statement which states that there is significant relationship / difference between two variables. It pertains to the setup that serves as the basis / standard of comparison. It refers to replicate groups that are exposed to the same conditions in an experiment. Also known as manipulated variable. It is also the factor that is intentionally changed by the experimenter. An educated guess which states that there is no significant relationship / difference between two variables. This variable pertains to all other factors that stays the same in an experiment.
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B M. Alternative Hypothesis T. Independent Variable E. Variable I. Controlled Group Y. Controlled Variable H. Hypothesis R. Null Hypothesis S. Trial C. Dependent Variable
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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 dissolved in warm water
A. Identify the following: Independent variable/s Dependent variable/s Controlled variable/s Experimental group Controlled group
Set-up 2: Creamer dissolved in hot water
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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 decolorizing charcoal dry charcoal nitric acid (HNO3) potassium nitrate (KNO3) sodium hexanitrocobaltate (Na3CO3(NO2)6) 250-mL beaker 10-mL graduated cylinder test tubes (4) funnel
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balance solid stopper to fit test tube test-tube rack test-tube clamp labels or grease pencil weighing paper filter paper striker or matches stirring rods (3) 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 1 2 3
INITIAL COLOR
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COLOR AFTER 5 MINUTES
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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: SUBTOPIC:
Modern Periodic Table of Elements 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: SUBTOPIC:
Modern Periodic Table of Elements 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: SUBTOPIC:
Modern Periodic Table of Elements 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 Number
No. of Protons
1. Oxygen 2. Helium 3. Carbon 4. Aluminum 5. Calcium 6. Sodium 7. Potassium 8. Nitrogen 9. Silicon 10. Iron 11. Hydrogen
O
8
8
No. of Rounded No. of Electrons Atomic Neutrons Mass 8 16 8
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 Sta. Isabel, Calapan City, Oriental Mindoro, 5200 Tel. No. (043) 288-7810 Email Address:
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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 1. 2. 3. 4. 5. Sta. Isabel, Calapan City, Oriental Mindoro, 5200 Tel. No. (043) 288-7810 Email Address:
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Preservative/additive
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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 1. 2. 3. 4. 5.
ELEMENTS
SOURCES
FUNCTION
B. Identify the common elements and compounds present in the items listed below. 1. 2. 3. 4. 5.
Milk Rice Jewelry Toothpaste Chlorinated water
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DEFICIENCY
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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: SUBTOPIC:
Substances and Mixtures 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 Salt Mixed nuts Tap water Nips candy
Brown sugar Candies Mixed nuts Halo-halo 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. Sta. Isabel, Calapan City, Oriental Mindoro, 5200 Tel. No. (043) 288-7810 Email Address:
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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 2. Water 3. Mercury 4. Sugar 5. Oxygen
6. Gasoline 7. Alcohol 8. Gold 9. Mixed candies 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: SUBTOPIC:
Diversity of Materials in the Environment 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 Color, taste, feel No. of Products Found at Homogeneous or Appearance, taste Observable Home or in a Store 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 Sta. Isabel, Calapan City, Oriental Mindoro, 5200 Tel. No. (043) 288-7810 Email Address:
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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) dissolve in Appearance separated light solid or Number of one cup (uniform or not by (can or liquid phases 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. Sta. Isabel, Calapan City, Oriental Mindoro, 5200 Tel. No. (043) 288-7810 Email Address:
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(7) Solution or not?
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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. Sta. Isabel, Calapan City, Oriental Mindoro, 5200 Tel. No. (043) 288-7810 Email Address:
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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 No.
Types of Solution
Solute
Solvent
Examples
1
Solid-solid
solid
solid
Alloys like brass, bronze etc.
2
Solid-liquid
solid
liquid
The solution of sugar, salt etc in water.
3
Solid-gas
solid
gas
Sublimation of substances like iodine, camphor etc into the air.
4
Liquid-solid
liquid
solid
Hydrated salts, mercury in amalgamated zinc etc.
5
Liquidliquid
liquid
liquid
Alcohol in water, benzene in toluene
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: SUBTOPIC:
Solutions 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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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 1020% perfume oils dissolved in alcohol and a trace of water.
Cooking oil and water poured on the same glass.
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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 Solution
Solute
Solvent
State of Solute
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State of Solvent
State of Solution
Type of Solution According to Solute and Solvent
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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 . Sta. Isabel, Calapan City, Oriental Mindoro, 5200 Tel. No. (043) 288-7810 Email Address:
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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
gas liquid liquid liquid
gas solid solid
STATE OF SOLVENT gas liquid solid
EXAMPLE Air Oxygen in water Salt in water Alcohol in water 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?
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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: SUBTOPIC:
Concentrations of Solutions 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
Sta. Isabel, Calapan City, Oriental Mindoro, 5200 Tel. No. (043) 288-7810 Email Address:
[email protected]
Republic of the Philippines
Department of Education
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:
[email protected]
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 ? 37.5% 48%
m solute 25g 45g ?
Sta. Isabel, Calapan City, Oriental Mindoro, 5200 Tel. No. (043) 288-7810 Email Address:
[email protected]
m solution 50g ? 25g
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: SUBTOPIC:
Concentrations of Solutions 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
Sta. Isabel, Calapan City, Oriental Mindoro, 5200 Tel. No. (043) 288-7810 Email Address:
[email protected]
Republic of the Philippines
Department of Education
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 40% ? 62.5%
v solute ? 15mL 50mL
Sta. Isabel, Calapan City, Oriental Mindoro, 5200 Tel. No. (043) 288-7810 Email Address:
[email protected]
v solution 50mL 60mL ?
Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ORIENTAL MINDORO
BETHEL HIGH SCHOOL
Name: __________________________________ Section: _________________________
Score: ____________ 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: SUBTOPIC:
Modern Periodic Table of Elements 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:
[email protected]
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:
[email protected]
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:
[email protected]
