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DLP Grade 7-10 Matter With Link
DLP Grade 7-10 Matter With Link
DLP Grade 7-10 Matter With Link
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.1 (Module 1)
Type of Activity: Concept Notes
Activity Title: The Kinetic Molecular Theory of Gases
Learning Introduce the concept of Kinetic Molecular Theory of Gases/ S10MT-Iva-b-21
Competencies:
Learning Target: Recognize Kinetic Molecular Theory of gases
Reference: 1. Science Learners Material, Unit 4, p.350.
2. Soriano, Emil F.,,et. al., Chemistry For The New Millennium, pp. 245-246.
All the properties and characteristics of gases can be described using the kinetic
molecular theory of gases ( also described as the theory of moving molecules ). This theory
is based on several assumptions which explain the measured properties of gases in terms of
the behavior of individual gas molecules.
The assumptions of the kinetic molecular theory are:
1. Gases are made up of atoms or molecules that continuously move in random and
straight-line motion.
2. .The distance between particles of gases is so wide compared to their individual
sizes. A gas particle is mostly empty space or with negligible volume.
3. The force of attraction between gas molecules is almost negligible.
4. The collisions between gas particles and the walls of their container are perfectly
elastic. This means that during collision, there is no loss or gain of energy among the
particles.
5. The average kinetic energy of a gas is proportional to its temperature in Kelvin.
Exercises:
In table form identify the property of gases that is described by the following
observations and write the part of kinetic molecular theory that explains the observation.
1. You smell the food being cooked by your mother.
2. Party balloons burst when exposed to sunlight.
3. LPG tanks should be stored in cool areas
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.2 (Module 1)
Type of Activity: Concept Notes
Activity Title: Properties of Gases based on Kinetic Molecular Theory
Learning Introduce the concept of Kinetic Molecular Theory of Gases/S10MT-Iva-b-21
Competencies:
Recognize/Enumerate some properties of gases based on Kinetic Molecular
Learning Target:
Theory
Reference: 1. Science Learners Material, Unit 4, pp.350-351.
2. Soriano, Emil F.,,et. al., Chemistry For The New Millennium, pp. 241-245.
Gases behave differently from one another. However, they also manifest common
properties. Properties of gases may be grouped into two- the general properties and the
measurable properties of gases.
A. General Properties of gases
1. Most gases exist as molecules, usually diatomic. Examples of these gases are:
Oxygen ( O2), Iodine (I2), Chlorine (Cl2 ), and Hydrogen (H2). However noble gases,
such as Neon (Ne), Argon (Ar), and Helium (He) exist as individual atoms. They are
called monatomic gases.
2. Gases have no definite shape and volume. They follow the shape of their container
and occupy all the spaces available. The volume of their container also becomes
their volume.
3. Gases are easily compressed when pressure is applied.
4. Gases expand when heated and contract when cooled.
5. Gases exert pressure
B. Measurable Properties of gases
1. Pressure: is defined as force per unit area. The pressure of a gas is the force
exerted by the gas on the walls of its container divided by the surface area of
the container (P=F/A). The standard unit of pressure is Pascal (Pa). Other units of
pressure that are commonly used are atmosphere (atm), torr (torr), and
millimeter of mercury (mmHg).
2. Volume: the volume of a gas is tha space it occupies. Also, the volume of a vessel is
equal to the volume of the gas it contains. The common units of volume used in gas
measurements are cubic meter (m3), cubic centimeter (cm3), liter (L), and milliliter
(mL).
3. Temperature: the degree of hotness and coldness of a body. The temperature of
a gas is determined using a thermometer. It is usually expressed in three units,
the Celsius (ͦC ), degree Fahrenheit ( ͦF ), and Kelvin (K).
4. Amount of Gases: The quantity of the gas being measured is always expressed in
moles or n. Units of mass such as kilogram and gram should be converted to moles.
Thus, number of moles equals mass of the gas per Molar mass of the gas (
n=mass/molar mass).
5. Density: The densities of gases are very small compared with those of solids and
liquids. The density of a gas is computed by dividing the mass of the gas by its
volume. The unit often used is gram per liter (g/L).
Exercises: Make a table showing the measurable properties of gases,
their symbols and the common units used.
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.3A (Module 1)
Type of Activity: Laboratory Report
Activity Title: Getting To Know Gases
Exercises: 1. Is the mass of the deflated balloon different from the the inflated balloon?
2. Which is heavier, the inflated or the deflated balloon? Why? What can you
infer in this activity?
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.3B (Module 1)
Type of Activity: Laboratory Report
Activity Title: Getting To Know Gases
Learning Investigate that gases have volume,/S10MT-Iva-b-21
Competencies:
Learning Target: Prove that gases have volume
Reference: 1. Science Learners Material, Unit 4, pp.356-357.
https://www.google.com.ph/search?q=properties+of+gases+videos&oq=properti
Suggested Link:
es+of+gases+videos&aqs=chrome..69i57.1721
L E A R N I N G A C T I V I T Y No.1.3C (Module 1)
Type of Activity: Laboratory Report
Activity Title: Getting To Know Gases
Learning Investigate that gases have temperature,/S10MT-Iva-b-21
Competencies:
Learning Target: Prove that gases have temperature
Reference: 1. Science Learners Material, Unit 4, pp.357-359.
Trial Temperature of
the Air ( ͦC )
Initial (room Above the ice Above the boiling
temperature) water water
1
2
3
Average
L E A R N I N G A C T I V I T Y No.1.3D (Module 1)
Type of Activity: Laboratory Report
Activity Title: Getting To Know Gases
Learning Investigate that gases have pressure,/S10MT-Iva-b-21
Competencies:
Learning Target: Prove that gases have pressure.
Reference: 1. Science Learners Material, Unit 4, pp.355-359.
https://www.google.com.ph/search?q=properties+of+gases+videos&oq=properti
Suggested Link:
es+of+gases+videos&aqs=chrome..69i57.1721
L E A R N I N G A C T I V I T Y No.2 (Module 1)
Type of Activity: Laboratory Report
Activity Title: Boyle̕s Law
Learning Investigate the relationship between volume and pressure of gases at
Competencies: constant temperature.,/S10MT-Iva-b-21
Determine the relationship between volume and pressure of gases at constant
Learning Target:
temperature.
Reference: 1. Science Learners Material, Unit 4, pp.362-365.
Suggested Link:
L E A R N I N G A C T I V I T Y No.2.1 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: Pressure-Volume Relationship in Gases (Boyle̕s Law)
Learning Investigate the relationship between volume and pressure of gases at
Competencies: constant temperature.,/S10MT-Iva-b-21
Derive from a given data the relationship between pressure and volume of a
Learning Target: confined gas at constant temperature.
Solve problems relating to Boyle̕s Law.
Reference: 1. Science Learners Material, Unit 4, pp.366-368.
Suggested Link:
L E A R N I N G A C T I V I T Y No.3 (Module 1)
Type of Activity: Laboratory Report
Activity Title: Charle̕s Law
Learning Investigate the relationship between volume and temperature of gases at
Competencies: constant pressure/S10MT-Iva-b-21
Determine the relationship between volume and temperature at constant
Learning Target:
pressure.
Reference: 1. Science Learners Material, Unit 4, pp.369-371.
Suggested Link:
Exercises:
1. What happens to the size of the balloon as the temperature
decreases?
2. How does the change in the temperature relate to the
volume of gas in the balloon?
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.3.1 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: The Volume-Temperature Relationship in Gases
L E A R N I N G A C T I V I T Y No.4 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: Gay Lussac̕s Law
Learning Investigate the relationship between temperature and pressure of gases at
Competencies: constant volume/S10MT-Iva-b-21
Detrmine the relationship between temperature and pressure of a confined
Learning Target:
gas at constant volume.
Reference: 1. Science Learners Material, Unit 4, pp.375-378.
Suggested Link:
L E A R N I N G A C T I V I T Y No.4.1 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: The Temperature-Pressure Relationship in Gases
Learning Investigate the relationship between temperature and pressure of gases at
Competencies: constant volume/S10MT-Iva-b-21
Derive from a given data the relationship between temperature and pressure
Learning Target: of a gas at constant volume,
Solve problems relating to Gay-Lussac̕s Law.
Reference: 1. Science Learners Material, Unit 4, pp.377-379.
Suggested Link:
L E A R N I N G A C T I V I T Y No.5 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: Combined Gas Law
L E A R N I N G A C T I V I T Y No.5.1 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: Combined Gas Law
Learning Investigate the relationship among temperature , pressure and volume of
Competencies: gases at constant number of moles./S10MT-Iva-b-21
Learning Target: Solve Problems related to combined gas law
Reference: 1. Science Learners Material, Unit 4, pp.383-385.
Suggested Link:
When Boyle̓s Law and Charles̓ Law are considered together, the resulting principle
is called Combined Gas Law. It states that for a given mass of gas, the volume is inversely
proportional to the pressure and directly proportional to its absolute temperature.
Combined Gas Law equation is derived froBoyle̓s and Charles̓ Law equation. Boyle̓s
Law Pα 1/V : Charles̓ Law V α T
The relationship between the two gas laws will be expressed as
V α T/P (Combined Gas Law).
Therefore, the above equation may be rewritten as PVα T
PV=kT
PV/T=k
If a gas is brought to two different temperatures and pressures, it
will give two different values, with the same value for k. Then,P1V1/T1=P2V2/T2 . This
equation is known as the Combined Gas Law Equation.
1. Helium gas has a volume of 250 mL at 0 ͦC at 1.0 atm. What will be the final pressure
if the volume is reduced to 100 mL at 45 ͦC ?
2. The volume of a gas at 27 ͦC and 700 mmHg is 600 mL. What is the volume of
the gas at -20.0 ͦC and 500 mmHg?
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.5.2 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: Avogadro̕s Hypothesis
Learning State Avogadro̕s Hypothesis./S10MT-Iva-b-21
Competencies:
Learning Target: Solve Problems related to combined gas law
Reference: 1. Science Learners Material, Unit 4, pp.384-386.
Suggested Link:
In 1811, Lorenzo Romano Amedeo Carlo Avogadro wrote in a paper that, " Equal
volumes of all gases, kept at the same pressure and temperature, contain equal numbers of
molecules." He was the first to suggest that the volume of a gas is directly proportional to
the number of moles of gas present at a given temperature and pressure.
If the volume of gases is directly proportional to the number of mole whose
symbol is n, the mathematica symbol would be V α n at constant T and P thus, V/n=k where
V is the volume of gas in moles and k is a proportionality constant. This can also be
expressed as:
V1/n1 = V2/n2 or V1n2 = V2n1
L E A R N I N G A C T I V I T Y No.6 (Module 1)
Type of Activity: Laboratory Report
Activity Title: Squashing The Bottle (Adopted from Apex)
Learning Investigate the relationship among volume, temperature, pressure and number
Competencies: of moles./S10MT-Iva-b-21
Show the relationship the relationship among volume, temperature, pressure
Learning Target:
and number of moles.
Reference: 1. Science Learners Material, Unit 4, p.388
Suggested Link:
L E A R N I N G A C T I V I T Y No.7 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: Ideal Gas Law
At constant temperature and pressure, the vlume of a gas is directly proportional to the
number of moles. A greater number of moles occupies larger volume. This was the
observation made by Amedeo Avogadro. This can beexpressed mathematically as V α n at
constant pressure and temperature V = kn
When the above equation is combined with Boyle̓s Law and Charle̓s Law, another
law is produced. This is called Ideal Gas Law. This law considers all measurable factors that
affect the behavior of gases.These include pressure, volume, temperature, and the number
of moles.
The ideal gas equation is derived as follows:
Boyle̓s Law: P α 1/V Charle̓s Law: V α T
Avogadro̓s Law: V α n
Combining the above relationships, V α nT/p
Replacing the proportionality sign with the equal sign, and introducing a constant,
R, the equation above will become PV=nRT
This is known as the Ideal Gas Equation where:
P= Pressure in atmospheres
V= Volume in liters
n= number of moles
R= gas constant which is equal to 0.0821L•atm/mol•K
T= the temperature in K
L E A R N I N G A C T I V I T Y No.8A (Module 1)
Type of Activity: Laboratory Report
Activity Title: A Gaseous Outlook(Adopted from Apex)
Learning Investigate the relationship between pressure, volume, temperature and
Competencies: number of moles./S10MT-Iva-b-21
Learning Target: Determine the application of gas laws in daily occurences.
Reference: 1. Science Learners Material, Unit 4, pp.391-392
Suggested Link:
Procedure A
:
1. Thread a string through the straw and tie its ends tightly bet-ween two points at
equal heights in a room (e.g., handle or hooks).
2. Inflate the balloon and keep the neck closed between your fingers.
3. Fix the balloon underneath the drinking straw with the sticky tape and pull the
balloon along to one end of the string.
4. Pull your fingers against the mouth of the balloon then let go.
Exercises:
1. Explain why the balloon shoots along the thread at a certain speed using the concept
of the gas laws.
2. What does this prove regarding the compressibility of gases?
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.8B (Module 1)
Type of Activity: Laboratory Report
Activity Title: A Gaseous Outlook(Adopted from Apex)
Learning Investigate the relationship between pressure, volumetemperature and
Competencies: number of moles./S10MT-Iva-b-21
Learning Target: Determine the application of gas laws in daily occurences.
Reference: 1. Science Learners Material, Unit 4, pp.391-392
Suggested Link:
Exercises:
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.1 (Module 1)
Type of Activity: Concept Notes
Activity Title: The Kinetic Molecular Theory of Gases
Learning Introduce the concept of Kinetic Molecular Theory of Gases/ S10MT-Iva-b-21
Competencies:
Learning Target: Recognize Kinetic Molecular Theory of gases
Reference: 1. Science Learners Material, Unit 4, p.350.
2. Soriano, Emil F.,,et. al., Chemistry For The New Millennium, pp. 245-246.
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.2 (Module 1)
Type of Activity: Concept Notes
Activity Title: Properties of Gases based on Kinetic Molecular Theory
Learning Introduce the concept of Kinetic Molecular Theory of Gases/S10MT-Iva-b-21
Competencies:
Recognize/Enumerate some properties of gases based on Kinetic Molecular
Learning Target:
Theory
Reference: 1. Science Learners Material, Unit 4, pp.350-351.
2. Soriano, Emil F.,,et. al., Chemistry For The New Millennium, pp. 241-245.
Amount n Mole
Density D g/L
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.3A (Module 1)
Type of Activity: Laboratory Report
Activity Title: Getting To Know Gases
Learning Investigate the properties of gases: mass,volume, temperature and
Competencies: pressure,/S10MT-Iva-b-21
Prove that gases have the following properties:mass, volume, temperature and
Learning Target:
pressure.
Reference: 1. Science Learners Material, Unit 4, pp.355-356.
2.
Q1. IS THE MASS OF THE DEFLATED BALLOON DIFFERENT FROM THE MASS
OF THE INFLATED BALLOON? YES
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.3B (Module 1)
Type of Activity: Laboratory Report
Activity Title: Getting To Know Gases
Learning Investigate that gases have volume,/S10MT-Iva-b-21
Competencies:
Learning Target: Prove that gases have volume
Reference: 1. Science Learners Material, Unit 4, pp.356-357.
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.3C (Module 1)
Type of Activity: Laboratory Report
Activity Title: Getting To Know Gases
Learning Investigate that gases have temperature,/S10MT-Iva-b-21
Competencies:
Learning Target: Prove that gases have temperature
Reference: 1. Science Learners Material, Unit 4, pp.357-359.
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.3D (Module 1)
Type of Activity: Laboratory Report
Activity Title: Getting To Know Gases
Learning Investigate that gases have pressure,/S10MT-Iva-b-21
Competencies:
Learning Target: Prove that gases have pressure.
Reference: 1. Science Learners Material, Unit 4, pp.355-359.
WHY? WARM AIR IS LESS DENSE THAN COLD AIR. THE UPWARDLY MOVING
VAPORS ENTER THE BALLOON AND MAKE IT INFLATED, THEREBY
CHANGING ITS SIZE AND SHAPE. THE MORE VAPORS ARE PRODUCED, THE BIGGER
WILL BE THE BALLOON.
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.2 (Module 1)
Type of Activity: Laboratory Report
Activity Title: Boyle̕s Law
Learning Investigate the relationship between volume and pressure of gases at
Competencies: constant temperature.,/S10MT-Iva-b-21
Determine the relationship between volume and pressure of gases at constant
Learning Target:
temperature.
Reference: 1. Science Learners Material, Unit 4, pp.362-365.
2.
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.2.1 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: Pressure-Volume Relationship in Gases (Boyle̕s Law)
Learning Investigate the relationship between volume and pressure of gases at
Competencies: constant temperature.,/S10MT-Iva-b-21
Derive from a given data the relationship between pressure and volume of a
Learning Target: confined gas at constant temperature.
Solve problems relating to Boyle̕s Law.
Reference: 1. Science Learners Material, Unit 4, pp.366-368.
2.
Q2. IF 100 mL OF THE GAS WAS COLLECTED AT 760 mmHg, WHAT IS THE
NEW VOLUME OF GAS WHEN THE BAROMETER READS 745 mmHg AT
THIS SAME TEMPERATURE?
GIVEN: V1 = 100 mL FIND: V2
P1 = 760 mmHg
P2 = 745 mmHg
SOLUTION: P1V1 = P2V2
Therefore: V2 ‗ P1V1 ‗ ( 760 mmHg )( 100 mL )
P2 745mmHg
‗ 76 000 mL
745
= 102 mL
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.3 (Module 1)
Type of Activity: Laboratory Report
Activity Title: Charle̕s Law
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.3.1 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: The Volume-Temperature Relationship in Gases
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.4 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: Gay Lussac̕s Law
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.4.1 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: The Temperature-Pressure Relationship in Gases
Learning Investigate the relationship between temperature and pressure of gases at
Competencies: constant volume/S10MT-Iva-b-21
Derive from a given data the relationship between temperature and pressure
Learning Target: of a gas at constant volume,
Solve problems relating to Gay-Lussac̕s Law.
Reference: 1. Science Learners Material, Unit 4, pp.377-379.
2.
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.5 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: Combined Gas Law
Learning Investigate the relationship among temperature , pressure and volume of
Competencies: gases at constant number of moles./S10MT-Iva-b-21
Determine the relationship among temperature, pressure, and volume of gases
Learning Target:
at constant number of moles.
Reference: 1. Science Learners Material, Unit 4, pp.380-382.
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.5.1 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: Combined Gas Law
Learning Investigate the relationship among temperature , pressure and volume of
Competencies: gases at constant number of moles./S10MT-Iva-b-21
Learning Target: Solve Problems related to combined gas law
Reference: 1. Science Learners Material, Unit 4, pp.383-385.
V2 ‗ 708 mL
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.5.2 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: Avogadro̕s Hypothesis
Learning State Avogadro̕s Hypothesis./S10MT-Iva-b-21
Competencies:
Learning Target: Solve Problems related to combined gas law
Reference: 1. Science Learners Material, Unit 4, pp.384-386.
2.
= 9.3 L
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.6 (Module 1)
Type of Activity: Laboratory Report
Activity Title: Squashing The Bottle (Adopted from Apex)
Learning Investigate the relationship among volume, temperature, pressure and number
Competencies: of moles./S10MT-Iva-b-21
Show the relationship the relationship among volume, temperature, pressure
Learning Target:
and number of moles.
Reference: 1. Science Learners Material, Unit 4, p.388
Q1. WHAT HAPPENED WHEN YOU COVER THE BOTTLE? THE BOTTLE
WILL IMMEDIATELY SHRINK
PROCEDURE B.
Q1. WHAT HAPPENED TO THE BOTTLE? THE BOTTLE ALSO SHRINKS BUT
ONLY SLIGHTLY.
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.7 (Module 1)
Type of Activity: Concept Notes/Skills
Activity Title: Ideal Gas Law
Learning Investigate the relationship between pressure, volume,temperature and
Competencies: number of moles./S10MT-Iva-b-21
Show the relationship the relationship among volume, temperature, pressure
and number of moles.
Learning Target:
State ideal gas law
Apply ideal gas law in solving problems
Reference: 1. Science Learners Material, Unit 4, pp.389-390
2.
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.8A (Module 1)
Type of Activity: Laboratory Report
Activity Title: A Gaseous Outlook)Adopted from Apex)
Learning Investigate the relationship between pressure, volumetemperature and
Competencies: number of moles./S10MT-Iva-b-21
Learning Target: Determine the application of gas laws in daily occurences.
Reference: 1. Science Learners Material, Unit 4, pp.391-392
2.
L E A R N I N G A C T I V I T Y No.8B (Module 1)
Type of Activity: Laboratory Report
Activity Title: A Gaseous Outlook)Adopted from Apex)
Learning Investigate the relationship between pressure, volumetemperature and
Competencies: number of moles./S10MT-Iva-b-21
Learning Target: Determine the application of gas laws in daily occurences.
Reference: 1. Science Learners Material, Unit 4, pp.391-392
2.
L E A R N I N G A C T I V I T Y No.1 (Module 1)
Type of Activity: Concept Notes
Activity Title: Acids and Bases
Learning Investigate properties of acidic and basic mixtures using natural indicators
indicator /S7MT-Ii-6
Competency:
• Differentiate acids and bases.
Learning Targets:
• Determine the properties of acids and bases.
References: 1. Science Learner’s Material: Unit I module 4; p.46.
2. Mapa, Amelia P., et-al. Chemistry Textbook, pp. 51-52.
Suggested Link:
Foods that taste sour contain acidic ingredients. Adobo, paksiw, and
kilawin are sour because of the acetic acid (in the form of Vinegar) they
lanzones, santol and many others contain chemicals (citric acid & ascorbic acid)
that make them taste sour. Acids can change the color of some natural dyes.
The word acid is derived from the Latin word acidus which means sour.
solution, is slippery to the touch, taste bitter, changes the color of indicators
L E A R N I N G A C T I V I T Y No.2 (Module 1)
Type of Activity: Concept Notes
Activity Title: What are indicators?
Suggested Link:
The safest and simplest method of determining whether a given substance is an acid
or a base is to use an indicator. An indicator is a dye that changes into a different color
depending on whether it is an acid or a base. There are many indicators that come from
plant sources. Natural pigments from the leaves and the colorful petals of flowers, and
fruits such as, grapes and berries may be used as indicators.
The three most popular indicators used in many laboratories are Litmus paper,
phenolphthalein and methyl orange. A common indicator is litmus, a dye taken from the
lichen plant. The reaction of acids and bases on the three common indicators is shown in the
table below.
Grade 7 Science
1ST Quarter
L E A R N I N G A C T I V I T Y No.3 (Part A)
Type of Activity: Laboratory report/Skills
Activity Title: How can you tell if a mixture is acidic or basic?
Learning Investigate properties of acidic and basic mixtures using natural indicators;
indicator /S7MT-Ii-6
Competency:
•Prepare a plant indicator from any of the following plants: violet eggplant peel,
Learning Target: purple camote peel, red mayana leaves or violet baston ni San Jose .
Suggested Link:
Have you observed someone cooking fish sinigang with camote tops
and tamarind extracts? The camote leaves change color as soon as the
You can make your own acid-base indicator from plants available in your
place. You may select a local plant in your community. You can use any of the
following: Violet eggplant peel, purple camote peel, red mayana leaves or violet
Baston ni San Jose. These plant materials contain anthocyanins. These plant
Materials needed:
Alcohol lamp
Tripod
Procedure:
1.Peel an eggplant as thin as possible. (You may also use the skin of purple
camote or the leaves of red mayana or Baston ni San Jose) Cut the
materials into small pieces and place in a small casserole or milk can. You
may keep the flesh of the eggplant or camote for other purposes.
2.Add about 1/3 to ½ cup tap water to the peel depending on the size of the
eggplant or camote used. Boil for 5 minutes, stir from time to time.
3.Transfer the mixture into a bottle while it is still hot. There is no need to
filter, just remove the solid portion. The mixture may change if left in open
powder into the solution or until the solution becomes dark blue in color.
Stir well while still hot. This is now the indicator solution.
L E A R N I N G A C T I V I T Y No.3 (Part B)
Type of Activity: Laboratory report/Skills
Activity Title: How can you tell if a mixture is acidic or basic?
Learning Investigate properties of acidic and basic mixtures using natural indicators;
indicator /S7MT-Ii-6
Competency:
• Determine the acidity/basicity of some common household items using the
Learning Target:
prepared plant indicator.
References: 1. Science Learner’s Material: Unit I module 4; pp.48-50
Suggested Link:
Materials Needed:
Plant indicator prepared in Other food/home items with
part A no color: (toothpaste,
Vinegar shampoo, soap, detergent,
Distilled water fruit juice like buko juice,
Tap water sugar in water, soft drink)
Baking soda 2 plastic teaspoons
Baking powder Stirrer ( maybe teaspoon,
Calamansi barbecue stick or drinking
straw)
Procedure:
1.Place one (1) teaspoon of each sample in each well of the egg tray.
2.Add 8-10 drops (or ½ teaspoon) of the plant indicator to the first sample.
Note: If the sample is solid, wet a pinch (size of 2-3 match heads) of
the solid with about ½ teaspoon of distilled water.
Take care! Use one dropper for one kind of sample. Wash each dropper
after use. Do not mix samples!
3.Note the color produced. Record your observations in column 2 of table I.
Table I. Acidic or basic nature of household materials
Sample Color of Indicator Nature of Sample
Calamansi
Tap water (water
from the faucet)
Distilled water
Vinegar
Sugar in water
Baking soda
Baking powder
Soft drink (colorless)
Coconut water (from
buko)
Toothpaste
Shampoo
Soap
4.Repeat step number 1 of Part B for the other samples.
5.Determine the acidic or basic nature of your sample using the color
scheme below for eggplant or camote indicator and record the nature of
each sample in Table I.
Strongly acidic: red to pale red
Weakly acidic: blue
Weakly basic: green
Strongly basic: yellow
Exercise: Among the given samples, which are strongly acidic and
strongly basic?
Division of Bohol
Grade 7 Science
1ST Quarter
L E A R N I N G A C T I V I T Y No.3 (Part C)
Type of Activity: Laboratory report/Skills
Activity Title: How can you tell if a mixture is acidic or basic?
Learning Investigate properties of acidic and basic mixtures using natural indicators;
indicator /S7MT-Ii-6
Competency:
•Determine the acidity/basicity of water from different sources .
Learning Target:
Materials needed:
At least one cup water from each of the following sources of water:
Rainwater, river, lake or stream, pond, canal, faucet, deep well or handpump
Plant indicator prepared in Part A Bottled water (mineral water)
6 droppers or distilled water
6 plastic teaspoons 2 plastic egg trays or 8 small
plastic containers
Procedure:
1. Place one (1) teaspoon of each sample in each well of the egg tray.
2.Add 8-10 drops (or ½ teaspoon) of the plant indicator to the first sample.
Note: If the sample is solid, wet a pinch (size of 2-3 match heads) of
the solid with about ½ teaspoon of distilled water.
Take care! Use one dropper for one kind of sample. Wash each dropper
after one use. Do not mix samples!
3.Note the color produced. Record your observations in column 2 of Table 2.
Table 2. Acidic or basic nature of water from different sources.
Water sample from Color of indicator Nature of sample
source
Rainwater
River, lake or stream
Pond
Canal
Water from faucet
Deep well or handpump
4.Determine the acidic or basic nature of your sample using the color scheme
below for eggplant or camote indicator and record the nature of each sample
in Table 2.
Strongly acidic : red to pale red
Weakly acidic : blue
Weakly acidic : green
Strongly basic : yellow
Exercise: Among the given samples, which are weakly acidic and weakly basic?
Division of Bohol
Grade 7 Science
1ST Quarter
L E A R N I N G A C T I V I T Y No.4
Type of Activity: Concept Notes
Activity Title: pH meter
Learning Investigate properties of acidic and basic mixtures using natural indicators;
indicator /S7MT-Ii-6
Competency:
•Illustrate/ Introduce pH meter .
Learning Target:
•Identify pH value of some samples of matter .
References: 1. Science Learner’s Material: Unit I module 4; pp.52-53.
Suggested Link:
Exercise:
What is the relationship between the pH value and the acidity / basicity
of a substance?
Division of Bohol
Grade 7 Science
1ST Quarter
L E A R N I N G A C T I V I T Y No.4.1
Type of Activity: Laboratory report/Skills
Activity Title: Color Range, pH Scale
Learning Investigate properties of acidic and basic mixtures using natural indicators;
indicator /S7MT-Ii-6
Competency:
•Determine the pH of the solutions tested using the pH scale .
Learning Target:
Using the plant extract you have prepared allowed you to further
determine the degree of acidity or basicity of a mixture, that is, you were
able to find out how strongly acidic or basic the mixtures were. It is clear to
you now that the sample you used in the previous activity (Activity 3, parts B
and C) are not called acids nor bases but rather these samples may have either
acids or bases in them which make them acidic or basic.
In this activity, you will use the results in Activity 3, parts B and C, to
determine the pH of the solutions you tested. Use the following pH scale for
eggplant indicator to determine the pH of the common mixtures you tested in
Activity 3. Write your results in the table below.
pH
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
N
ACIDIC E BASIC
U
becoming more acidic becoming more basic
T
R
A
L
Table 1. pH of Samples from Activity 3
SAMPLE pH based on eggplant Acidic or basic
/ camote indicator
Calamansi
Tap water (water
from the faucet)
Distilled water
Vinegar
Sugar in water
Baking soda
Baking powder
Softdrink (colorless)
Coconut water (from
buko)
Toothpaste
Shampoo
Soap
Exercise: Now that you are aware of some common mixtures, why do you think
that, it is important for us to know the pH of some substances that we are
using in our daily activities?
Division of Bohol
Grade 7 Science
1ST Quarter
L E A R N I N G A C T I V I T Y No.5
Type of Activity: Laboratory report/Skills
Activity Title: What happens to a Metal when exposed to an Acidic Mixtures?
Learning Describe some properties of metals and non-metals such as luster,malleability,
ductility, ductility and conductivity.
Competency:
•Investigate the effect of an acid on a common metal like iron .
Learning Target:
You have learned that vinegar is about 5% acetic acid. Vinegar will be
used in this investigation since it is safe to handle and easily available. It is a
simple example that can show the action of an acidic solution when it comes in
contact with a metal.
Materials needed:
3 pieces, small iron nails (about 2.5 cm long)
1 cup white vinegar (with 4.5 to 5% acidity)
3 small, clear bottles or 100 mL beaker
1 cup water
2 droppers
Procedure
1. Prepare a table similar to the one below.
Set-up Observations
After one day After 2 days After 3 days
Iron nail (1)
Iron nail (2)
Iron nail (3)
2. Clean and wipe dry all the iron nails and the bottles.
3. Place one piece of the iron nail in each bottle.
4. Put two to three drops (just enough to barely cover the sample) of
vinegar on top of the iron nail in each bottle.
5. After adding vinegar to all sample, put aside the bottles where you can
observe changes for three days.
6. Write your observations after one day, two days, and three days on the
table in step #1.
L E A R N I N G A C T I V I T Y No.1
MODULE 2 Substances and Mixtures
Type of Activity: Concept Notes
Activity Title: Separating Components of mixtures
Learning Describe the methods of separating the components of mixtures.
Competency:
Learning Target: •Identify the techniques in separating the components of mixtures .
References: 1. Science Learner’s Material: Unit I module 2; p. 17.
2. Mapa, Amelia P.,et. al., Chemistry Textbook, pp. 42-43.
Suggested Link:
Grade 7 Science
1ST Quarter
L E A R N I N G A C T I V I T Y No.1.1
MODULE 2 Substances and Mixtures
Type of Activity: Laboratory report/Skills
Activity Title: Separating Components of a mixture “ Seawater! See water and salts!”
Learning Describe the methods of separating the components of mixtures.
Competency:
•Separate water from the salts in seawater.
Learning Target:
• Purify seawater through the process of distillation.
References: 1. Science Learner’s Material: Unit I module 2; pp. 17-19.
2. Soriano, Emil F.,et.al., Chemistry for the New Millennium,pp.54-57.
Suggested Link:
6. Transfer the cooled liquid to the evaporating dish. Aluminum foil may be
used as an alternative for evaporating dish. Note that the aluminium foil
was shaped like a bowl so it can hold the sample.
7. Apply heat to the seawater until all the liquid has evaporated. Let it cool.
Using a hand lens, examine what is left in the evaporating dish.
8. The solid that is left behind in the evaporating dish is called the residue.
Taste a small portion of the residue.
Exercises:
1. What is the taste of the distillate? Is the taste the same as seawater?
2. Did you notice the solid that was left after all the liquid has evaporated?
What is the taste of the residue?
Division of Bohol
Grade 7 Science
1ST Quarter
L E A R N I N G A C T I V I T Y No.2 (Part A)
MODULE 2 Substances and Mixtures
Type of Activity: Laboratory report/Skills
Activity Title: Distinguishing Substances and Mixtures " Looks May be Deceiving "
Learning Distinguish Substances and Mixtures.
Competency:
•.Describe the change in temperature of a substance and Mixture during
boiling.
Learning Target:
• Differentiate between substances and mixtures based on how temperature
changes during boiling.
References: 1. Science Learner’s Material: Unit I module 2; pp. 20-22.
2. Soriano, Emil F.,et.al., Chemistry for the New Millennium,pp.42-43.
Suggested Link:
In the previous activity, you will observe how a substance behaves while it is
being boiled or melted. You will also find out that these behaviours will help you
differentiate substances from mixtures. Moreover, some mixtures like substances
are homogeneous. Given two unlabelled samples, one with water (a substance), and
the other a mixture of salt in water, you would not be able to distinguish one from
the other just by looking at them.
Materials Needed:
Distilled water Cork/rubber to fit
Seawater thermometer
Beaker (50-ml), 2 pcs Iron stand/clamp
Aluminium foil, 2 pcs Alcohol lamp
Thermometer (with readings up to 1100C) Safety matches
Ruler Watch/timer
Pencil Graphing paper
Procedure:
1. Place about 15 ml of distilled water into a beaker. Label it properly. Describe
the appearance and odor of your sample. In your worksheet, write your
descriptions in table 1.
Take care! Handle properly the glassware and flammable materials.
2. Cover the mouth of the beaker with aluminium foil. Using the tip of your pen,
poke a hole at the center of the foil. The hole should be big enough for the
thermometer to pass through.
3. Prepare the set-up as shown in Figure 3.
Notes: Make sure that the thermometer bulb is just above the surface of the
sample (about 1mm). Also, make sure that the heat is evenly distributed at the
bottom of the beaker.
4. Begin recording the temperature when the sample starts to boil vigorously.
Record your temperature reading in Table 1 under the column, Distilled water.
5. Continue boiling and take at least 5 readings at intervals of 30 seconds after
the liquid has started to boil vigorously. Note even the slight changes in
temperature. Record your temperature readings in Table 1 under the column,
Distilled water
6. Stop heating when the liquid sample reaches half of its original volume.
7. Present your data for distilled water in a graph. Place the temperature reading
along the y – axis and the time along the x-axis. Label the graphs
appropriately.
8. Repeat steps 1 to 7 using seawater. This time, record your temperature
readings in Table 1 under the column, seawater. Note even the slight changes
in temperature.
Take care! Make sure that the beaker is cool enough to hold. Use another
beaker for seawater. Rinse the thermometer and wipe dry before using it to
test other samples.
Table I. Temperature readings of the liquid samples during boiling at 30 – sec
interval.
Exercises:
1. Refer to the graph and your data for distilled water/seawater, what do
you notice about its temperature during boiling?
2. How would you define a substance/a mixture based on what you have
observed?
Division of Bohol
Grade 7 Science
1ST Quarter
L E A R N I N G A C T I V I T Y No.2 (Part A)
MODULE 2 Substances and Mixtures
Type of Activity: Laboratory report/skills
Activity Title: Distinguishing Substances and Mixtures " Looks May be Deceiving "
Learning Distinguish Substances and Mixtures.
Competency:
•.Describe the change in temperature of a substance and Mixture during
boiling.
Learning Target:
• Differentiate between substances and mixtures based on how temperature
changes during boiling.
References: 1. Science Learner’s Material: Unit I module 2; pp. 20-22.
2. Soriano, Emil F.,et.al., Chemistry for the New Millennium,pp.42-43.
Suggested Link:
Materials:
Benzoic acid
Watch/timer
Benzoic acid-salt mixture
Cover of an ice cream can
Ballpen cap
(about 7-8 cm diameter)
Alcohol lamp
Paper
Tripod
Scissors/cutter
Wire gauze
Marker pen
Safety matches
Procedure
1. Construction of an improvised melting dish from a cover of an ice cream can.
This may be prepared ahead.
a.) Trace the outline of the cover of an ice cream can on a piece of paper.
Cut the paper following the outline. Adjust the cut-out so it fits well
in the inner part of the ice cream can cover. See Figure 4a.
b.) Fold the cut-out into 4 equal parts. Place the folded cut-out on top of
the cover (inner part) of the ice cream can. See Figure 4b.
c.) Following the crease of the paper, trace lines using a marker pen into
the cover. Remove the cut-out. See Figure 4c.
d.) In each radius, locate points which are equidistant from the
center. Using the tip of a cutter, etch and mark these points as X1,
X2, X3, and X4. See Figure 4.
Note: The figure below illustrates how much one scoop of sample is.
Figure 7. Ballpen cap as improvised spatula with a scoop of sample
Grade 7 Science
1ST Quarter
L E A R N I N G A C T I V I T Y No.2 (Part A)
MODULE 2 Substances and Mixtures
Type of Activity: Concept Notes
Activity Title: Distinguishing Substances and Mixtures " Looks May be Deceiving "
Learning Distinguish Substances and Mixtures.
Competency:
•.Design a procedure that will identify the unknown samples as mixtures or
Learning Target:
substances.
References: 1. Science Learner’s Material: Unit I module 2; p.26.
2. Soriano, Emil F.,et.al., Chemistry for the New Millennium,pp.42-43.
Suggested Link:
L E A R N I N G A C T I V I T Y No.1 (Module 3)
Type of Activity: Laboratory report/Skills
Activity Title: Organic Compounds Are they Useful?
Learning Recognize Organic Compounds and its uses/S9MT-IIh-18
Competencies:
• Define Organic Compounds.
Learning Target:
• Recognize the uses of common Organic Compounds.
Reference: 1. Science Learners Material, Unit 2, pp.131-132
2. Soriano, Emil F.,,et. al., Chemistry For The New Millennium, pp. 245-246.
Suggested Link:
Materials:
Paper and pen Pentel pen Manila paper
Labels or Pictures of the following products:
Gasoline acetone kerosene
Acetic Acid LPG Ethanol
Procedures:
1. With your group mates, use the labels/pictures of the materials to answer
the following questions. Complete the table about the uses of the compounds.
Indicate using a check mark, the use of the compounds.
Table 1.Organic compounds and their uses.
Organic Compounds
Acetic
Gasoline Ethanol Acetone LPG Kerosene
Acid
Beverage
Food
Antiseptic
Fuel
Cleaner
Exercises:
1. What are organic compounds?
2. Cite at least five (5) examples of organic compounds and give their uses.
Division of Bohol
Grade 9 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.2.1 (Module 3)
Type of Activity: Laboratory report/Skills
Activity Title: Properties of common Organic Compounds (Odor, Phase and Viscosity)
Learning Recognize the properties of Organic Compounds (Odor, Phase and Viscosity).
Competencies: S9MT-IIh-18
• Observe the properties of common Organic Compounds.
Learning Target:
• Relate the properties to their uses.
Reference: Science Learners Material, Unit 2, pp.132-135.
Suggested Link:
Materials:
Kerosene 4 identical test tubes
Lubricating oil 4 pieces of half inch-plastic beads
Ethyl alcohol stop watch
Diesel Oil 4 corks or rubber stopper
Paper and pen 25 mL graduated cylinder
Warning: Follow the procedure carefully! You are about to use flammable
substances. Prepare sand and wet rags to be used in case of fire.
Procedure:
1. A. With your group, use the table below to record your data from this
activity.
b. Place 15 ml of each of the four (4) identical test tubes and label each test
tube according to the liquid it contains.
c. Observe the materials and write the phase and odor of the materials on the
table.
2. Testing the viscosity of the materials
a. fill test tube with the first liquid, drop one plastic bead and then cover
it tightly with a cork or rubber stopper.
b. invert the test tube so tha the bead falls and touches the cork.
c. quickly turn the test tube in an upright position. Determine the time it takes
the bead to fall or reach the bottom of the test tube.
d. procedures a, b and c should look like the illustration below.
Drop the bead and cover Invert the test Quickly turn the the
the test tube tube test tube in a proper posistion
← Start timing
Exercises:
1.Which material is most viscous? What are the common uses of viscous
materials?
L E A R N I N G A C T I V I T Y No.2.2 (Module 3)
Type of Activity: Laboratory report/Skills
Activity Title: Properties of common Organic Compounds (Volatility and Flammability)
Learning Recognize the properties of Organic Compounds (Volatility and Flammability).
Competencies: S9MT-IIh-18
• Observe the properties of common Organic Compounds.
Learning Target:
• Relate the properties to their uses.
Reference: Science Learners Material, Unit 2, pp.132-135.
Suggested Link:
Materials:
Kerosene 4 medicine dropper
Lubricating oil 4 pieces of ¼ sheet of long bond paper
Ethyl alcohol Stop watch
Diesel oil 4 bottle crown (tansan)
Paper and pen 25 ml graduated cylinder
calculator matches cotton buds
Procedure:
1.) A. With your group, use the table below to record your data from this
activity.
Warning: Wear mask before performing the following procedure. Have the
sand or wet rags near you while doing the test for flammability.
a. Prepare four bottle crowns (tansan) and then place a cotton bud in each
crown.
b. Wet the cotton buds with 10 drops of the liquid materials.
c. Ignite each wet cotton bud using a lighted match stick.
d. Record the time it takes each cotton bud to burn completely.
e. Repeat steps a, b, c and d four more times so that you will have five
trials per liquid material.
f. Compute for the average time it takes each cotton bud to burn
completely.
g. Write your data on the table provided for
Exercises:
1. Which materials are flammable? In what ways are these
materials used?
2. Why is it important to know the properties of these kinds
of organic compounds?
Division of Bohol
Grade 9 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.3 (Module 3)
Type of Activity: Concept Notes
Activity Title: The Hydrocarbons: Types of Hydrocarbons
Learning Recognize the general classes and uses of organic compounds/ S9MT-IIh-18
Competencies:
• Define Hydrocarbons.
Learning Target:
• Identify the types of Hydrocarbons based on the number of bonds.
Reference: Science Learners Material, Unit 2, pp.135-136.
Suggested Link:
Exercises:
1. What are hydrocarbons?
2. What are the types of hydrocarbons based on the number of bonds?
Division of Bohol
Grade 9 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.3.1 (Module 3)
Type of Activity: Concept Notes
Activity Title: Hydrocarbons: Alkanes
Learning Recognize the general classes and uses of organic compounds/S9 MT-IIh-18
Competencies:
• Identify the type of bond formed in Alkanes.
Learning Target:
• Recognize common kinds of Alkanes.
References: Science Learners Material, Unit 2, pp.135-136.
Mapa, Amelia et. al., Chemistry Textbook,p. 352
Suggested Link:
Table 1.Alkanes.
Name Phase Condensed Structural Formula Boiling
Point
(oC)
Methane Gas CH4 -162
Ethane Gas CH3CH3 -89
Propane Gas CH3CH2CH3 -42
Butane Gas CH3CH2CH2CH3 -0.5
Pentane Liquid CH3CH2CH2CH2CH3 36
Hexane Liquid CH3CH2CH2CH2CH2CH3 69
Heptane Liquid CH3CH2CH2CH2CH2CH2CH3 98
Octane Liquid CH3CH2CH2CH2CH2CH2CH2CH3 126
Exercises:
1. What type of bond is formed in Alkanes?
2. Give at least five (5) examples of Alkanes.
Division of Bohol
Grade 9 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.3.2 (Module 3)
Type of Activity: Concept Notes
Activity Title: Hydrocarbons: Alkenes
Learning Recognize the general classes and uses of organic compounds/S9 MT-IIh-18
Competencies:
• Identify the type of bond formed in Alkenes.
Learning Target:
• Recognize common kinds of Alkenes.
References: Science Learners Material, Unit 2, pp.135-136.
Mapa, Amelia et. al., Chemistry Textbook,p. 353
Suggested Link:
Formula
Ethene Gas CH2=CH2 -104
Exercises:
1. What type of bond is formed in Alkenes?
2. Give at least five (5) examples of Alkenes.
Division of Bohol
Grade 9 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.3.3 (Module 3)
Type of Activity: Concept Notes
Activity Title: Hydrocarbons: Alkynes
Learning Recognize the general classes and uses of organic compounds/S9 MT-IIh-18
Competencies:
• Identify the type of bond formed in Alkynes.
Learning Target:
• Recognize common kinds of Alkynes.
References: Science Learners Material, Unit 2, pp.135-136.
Mapa, Amelia et. al., Chemistry Textbook,p. 352
Suggested Link:
Table 3.Alkynes.
Name Phase Condensed Structural Boiling Point
Formula (oC)
Exercises:
1. What type of bond is formed in Alkynes?
2. Give at least five (5) examples of common kinds of Alkynes.
Division of Bohol
Grade 9 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.4.1 (Module 3)
Type of Activity: Laboratory Report/Skills
Activity Title: Which Bananas will ripen faster?
Learning Recognize the general classes and uses of organic compounds/S9 MT-IIh-18
Competencies:
• Investigate a common organic compounds such as ethyne which can ripen
Learning Target:
fruits faster than the natural way.
References: Science Learners Material, Unit 2, pp.137-138.
Suggested Link:
Exercises:
1. What are you going to find out or investigate in the experiment?
2. Write your hypothesis or prediction about what might happen in the
experiment.
Division of Bohol
Grade 9 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.4.2 (Module 3)
Type of Activity: Concept Notes
Activity Title: What are Variables?
Learning Recognize the general classes and uses of organic compounds/S9 MT-IIh-18
Competencies:
• Define variables.
Learning Target:
• Identify the types of variables
1. Science Learners Material, Unit 2, pp.137-138.
References:
2. Kori Rogalinsky, Intel Philippines Science fair booklet,pp. 5-6.
Suggested Link:
Exercises:
1. Based from the previous activity about “Which bananas will ripen
faster?”, identify the independent, dependent, and the control variables.
L E A R N I N G A C T I V I T Y No.4.3 (Module 3)
Type of Activity: Concept Notes
Activity Title: How to analyse result and make conclusions and inferences.
Learning Recognize the general classes and uses of organic compounds/S9 MT-IIh-18
Competencies:
• Define and formulate conclusion and inference.
Learning Target:
• Analyze results.
1. Science Learners Material, Unit 2, pp.137-138.
References:
2. Kori Rogalinsky, Intel Philippines Science fair booklet,pp. 13-14.
Suggested Link:
Exercises:
1. Based from the previous activity about “Which bananas will ripen
faster?”, how many bananas ripened in Group A and in Group B? Which group
has fully ripened bananas?
2. What conclusion can you make from the results of your experiments?
Division of Bohol
Grade 9 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.5 (Module 3)
Type of Activity: Concept Notes
Activity Title: Alcohols and their Uses
Learning Recognize the general classes and uses of organic compounds/S9 MT-IIh-18
Competencies:
• Recognize alcohols and their uses.
Learning Target:
• Identify the functional group of alcohols.
References: Science Learners Material, Unit 2, pp.138-139.
Suggested Link:
Materials:
Labels or pictures of commonly used alcohol products brought by your teacher
Pentel pen tape and pen Manila paper
Procedure:
1. With your group, read the labels of the products that contain alcohol.
2. Fill-in the table below, the names of the products and the alcohol
compounds that are found in the labels of the product and their uses.
Name of Alcohols Percentage(%) or
Name of
Present in the amount of Alcohol Uses
Product
Product in the Product
1.
2.
3.
4.
5.
3. With your group, use the following illustrations of the structures of
common alcohols to answer the following questions.
H H H H H H
H — C — C — OH H— C — C — C—H H — C — OH
H H H OH H H
Ethyl alcohol Isopropyl alcohol Methyl alcohol
Exercises:
1. What are the common products that contain alcohol?
2. What functional group is common to ethyl alcohol, methyl alcohol and
isopropyl alcohol?
Division of Bohol
Grade 9 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.6 (Module 3)
Type of Activity: Concept Notes
Activity Title: What is common between acetone and formalin?
Learning Recognize the general classes and uses of organic compounds/S9 MT-IIh-18
Competencies:
• Differentiate acetone and formalin based from their respective uses.
Learning Target:
• Identify the functional group common to acetone and formalin.
References: Science Learners Material, Unit 2, p.140.
Suggested Link:
L E A R N I N G A C T I V I T Y No.1 (Module 4)
Type of Activity: Concept Notes
What̕s in a mole?The Relationships among Number of Moles, Mass, and
Activity Title:
Number of Particles
Learning Use the mole concept to express mass of substances/S9 MT-IIi-19
Competencies:
• Describe the relationships among the number of moles, mass and number
Learning Target:
of particles.
Science Learners Material, Unit 2, pp.145-147.
References:
E. F. Soriano, Chemistry for the New Millennium, pp. 170-171.
Suggested Link:
Example:
1 mole of H2O molecule = 6.02 X 1023
1 mole of H atom = 6.02 X 1023
1 mole of H+ion = 6.02 X 1023
Exercises:
1. State the relationship between the following properties:
a. Mass and number of moles
b. Number of moles and number of particles
2. Show how you will convert the mass of a given sample to number of
moles and vice versa.
Division of Bohol
Grade 9 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.1A (Module 4)
Type of Activity: Concept Notes
Activity Title: What̕s in a mole?The Chemists̕ mole
Learning Use the mole concept to express mass of substances/S9 MT-IIi-19
Competencies:
Learning Target: • Define mole as a unit of quantity.
Science Learners Material, Unit 2, pp.153-154.
References:
E. F. Soriano, Chemistry for the New Millennium, pp. 167-168.
Suggested Link:
Exercises:
1. What is a mole?
2. When is a particle classified as an atom; a molecule or a formula unit?
Division of Bohol
Grade 9 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.1B (Module 4)
Type of Activity: Concept Notes
Activity Title: What̕s in a mole?The Chemists̕ mole
Learning Use the mole concept to express mass of substances/S9 MT-IIi-19
Competencies:
Learning Target: • Apply the mole concept in completing a given set of data.
Science Learners Material, Unit 2, pp.153-154.
References:
E. F. Soriano, Chemistry for the New Millennium, pp. 167-168.
Suggested Link:
Procedure:
Exercise:
Show your solution in solving for the number of moles in the table
above (CO2, Au, C6H12O6, CaF2 , N2).
Division of Bohol
Grade 8 Science
3nd Quarter
L E A R N I N G A C T I V I T Y No.1.1
Type of Activity: Concept Notes
Activity Title: "Charge" it to experience!
Based on the particle nature of matter;
Learning
Explain physical changes in terms of the arrangement and motion of atoms
Competencies:
and molecules/S8MT-IIIc-d-9
•Observe that objects may attract or repel each other.
Learning Target: • Infer that objects may carry positive and negative charges.
• Deduce that neutral objects contain positive and negative charges.
1. Science Learner̕s Material: Unit 3 Module 2, pp. 192-193.
References:
2. Mapa, Amelia P., et. al., Chemistry Textbook, pp. 58-59.
Suggested Link:
L E A R N I N G A C T I V I T Y No.1.2
Type of Activity: Laboratory Report
Activity Title: "Charge" it to experience!
Based on the particle nature of matter;
Learning
Explain physical changes in terms of the arrangement and motion of atoms
Competencies:
and molecules/S8MT-IIIc-d-9.
•Observe that objects may attract or repel each other.
Learning Target: • Infer that objects may carry positive and negative charges.
• Deduce that neutral objects contain positive and negative charges.
References: 1. Science Learner̕s Material: Unit 3 Module 2, p.193.
Suggested Link:
Materials Needed:
Meterstick or any meter-long stick
Balloons
String
Chairs or any stand for the stick
Glass (from a picture frame)
Cloth (flannel or silk cloth)
PROCEDURE:
1. Inflate the two balloons. Tie each using a length of string. Place the
meter – long stick across two chairs. Suspend the two balloons so that
they hang freely about two inches apart.
2. With each hand holding one balloon, rub the balloons simultaneously
against your hair several times. Let go of the balloons. Observe.
3. Rub the piece of glass with a silk cloth. Bring the piece of glass between
the two balloons. Observe.
L E A R N I N G A C T I V I T Y No.2.1
Type of Activity: Concept Notes
Activity Title: The Subatomic Particles of an Atom
Learning Identify the3 main subatomic particles/S8MT-IIIc-d-9.
Competencies:
Learning Target: • Recognize some properties of the three main subatomic particles.
1. Science Learner̕s Material: Unit 3 Module 2, pp. 195-196.
References:
2. Mapa, Amelia P., et. al., Chemistry Textbook, p. 63.
Suggested Link:
From experiments conducted in the latter part of the 19th century to the
early half of the 20th century, scientists collected that atoms are composed of
three types of particles, namely, (1) protons, (2) electrons and (3) neutrons.
These components of the atom are collectively referred to as subatomic
particles.
Atoms, of which all objects are made, are electrical in nature. These
contain particles with positive and negative charges. The proton carries a
positive charge (+1). These electron carries a negative charge (-). Atoms, in
their most stable state are neutral with an equal number of protons and
electrons. The other particle is the neutron which does not carry any charge
or is neutral. Below is a table of some properties of the three main subatomic
particles.
L E A R N I N G A C T I V I T Y No.2.2
Type of Activity: Laboratory Report
Activity Title: The big difference
Learning Determine the properties of the 3 main subatomic particles/S8MT-IIIc-d-9.
Competencies:
• Compare the masses of the subatomic particles using different ways of
Learning visual
Target:representation.
• Infer which sub-atomic particle contributes to the mass of the atom.
References: 1. Science Learner̕s Material: Unit 3 Module 2,pp. 195-196.
Suggested Link:
Materials Needed:
Pencil/pen
Ruler
Crayons or colored pencils/pen
PROCEDURE:
Based from the previous table of some properties of the three main
subatomic particles.
1. Show a comparison of the masses of the three sub-atomic particles
using a bar graph.
Refer to figure 1. Masses (expressed in X10-28 grams) of the
subatomic particles.
2. This time, using a pie chart, show the proportion of the masses of the
subatomic particles for an atom composed of only 1 proton, 1 neutron
and 1 electron.
3. A seesaw can show a comparison between two
masses of an object. A seesaw goes up and down
depending on the mass it carries on each side.
Exercises 1. How does the mass of the neutron compare with the mass of
proton? Using circles to represent the particles show the
comparison by drawing a seesaw with the particles on it.
2. How many electrons be placed on one side of the seesaw to
balance it if the other side has 1 proton on it, like the one shown
below? Write the number on the space provided in the illustration
below.
L E A R N I N G A C T I V I T Y No. 5
Type of Activity: Concept Notes
Activity Title: Changes between a Liquid and a Gas
Based on the particle nature of matter;
Learning
Explain physical changes in terms of the arrangement and motion of atoms
Competencies:
and molecules/S8MT-IIIc-d-9.
Learning Target: • determine the changes between a Liquid and a Gas
1. Science Learner̕s Material: Unit 3 Module 1, pp. 184-185.
References:
2. Soriano, E. F.,et. al., Chemistry for the new Millenium, pp. 40-41.
Suggested Link:
Exercises:
1. What are the changes that take place in liquid and gas?
2. Define the following:
a. Evaporation
b. Condensation
c. Boiling point
Division of Bohol
.Grade 8 Science
3nd Quarter
L E A R N I N G A C T I V I T Y No.5.1(Part A)
Type of Activity: Laboratory Report
Activity Title: What changes take place when water is heated?
Based on the particle nature of matter;
Learning
Explain physical changes in terms of the arrangement and motion of atoms
Competencies:
and molecules/S8MT-IIIc-d-9.
• Describe what happens to water when it is heated.
Learning Target:
• Represent through drawings/illustrations what happens.
References: Science Learner̕s Material: Unit 3, Module 1, pp. 184-185.
Suggested Link:
Materials Needed:
100 ml tap water (or 1/2 cup tap water)
1 piece, beaker or Erlenmeyer flask, 200 or 250ml
1 piece, small watch glass
1 piece, tripod
1 piece, wire gauze (without the asbestos)
1 piece, alcohol lamp
Safety matches
1 marker pen (any color)
Procedure:
Part A. Boiling water
1. Pour ½ cup or 100 ml of water into the beaker and mark the level of water
outside the beaker.
2. Put the beaker with water on top of the tripod as shown in Figure 5.
3. Let the water boil using the alcohol lamp. Observe carefully what is happening
to the water when it is already boiling.
4. You may do any of the following: Write a description or draw a cartoon or
illustration to demonstrate how the particles of water behave as they are
heated.
5. After boiling the water for 10 minutes, remove the alcohol lamp and put off
the flame.
EXERCISES:
1. Describe what you observe is the water inside the beaker and above the level
of water when it is already boiling.
2. If you keep the water boiling for more than 10 minutes, what do you think will
happen to the amount of water in the beaker? Why?
Division of Bohol
Grade 8 Science
3nd Quarter
L E A R N I N G A C T I V I T Y No.5.1 (Part B)
Type of Activity: Laboratory Report
Activity Title: What changes take place when water is cooled?
Based on the particle nature of matter;
Learning
Explain physical changes in terms of the arrangement and motion of atoms
Competencies:
and molecules/S8MT-IIIc-d-9.
• Describe what happens to water when it is cooled.
Learning Target: • Represent through drawings/illustrations. What happens to the particles of
Water when it is cooled.
References: 1. Science Learner̕s Material: Unit 3 Module 1, p. 186.
Suggested Link:
EXERCISES:
1. Describe what you observe in the water inside the beaker and at the
bottom of the watch glass.
2. Where does the water at the bottom of the watch glass come from?
Division of Bohol
Grade 8 Science
3nd Quarter
L E A R N I N G A C T I V I T Y No.6
Type of Activity: Concept Notes
Activity Title: Changes between a solid and a Gas
Based on the particle nature of matter;
Learning
Explain physical changes in terms of the arrangement and motion of atoms
Competencies:
and molecules/S8MT-IIIc-d-9.
Learning Target: Determine the changes between a solid and a gas.
1. Science Learner̕s Material: Unit 3 Module 1, p. 188.
References:
2. Soriano, E. F., et. al., Chemistry for the New Millennium, p.41.
Suggested Link:
When solid substances are heated, they generally change into liquid. This
is because the applied heat will increase the kinetic energy of the solid
particles, causing them to move faster. If sufficient heat is absorbed by solid
particles, they will break away from their adjacent particles and passes liquid
properties. The change of phase from solid to liquid is called melting.
EXERCISES:
2. Define melting.
Division of Bohol
Grade 8 Science
3nd Quarter
L E A R N I N G A C T I V I T Y No.6.1
Type of Activity: Laboratory Report
Activity Title: What changes take place when ice turns into liquid water?
Based on the particle nature of matter;
Learning
Explain physical changes in terms of the arrangement and motion of atoms
Competencies:
and molecules/S8MT-IIIc-d-9.
• Represent through drawings or cartoons what happens to the particles of ice
Learning Target: When it turns to liquid;
• Explain the processes taking place using the particle model of matter.
References: Science Learner̕s Material: Unit 3 Module 1, p. 187.
Suggested Link:
Materials Needed:
PROCEDURE:
EXERCISES:
L E A R N I N G A C T I V I T Y No.
Type of Activity: Concept Notes
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.
Type of Activity: Concept Notes
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.
Type of Activity: Concept Notes
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
\
Division of Bohol
Grade 8 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.
Type of Activity: Concept Notes
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.
Type of Activity: Concept Notes
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.
Type of Activity: Concept Notes
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.
Type of Activity: Concept Notes
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.
Type of Activity: Concept Notes
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.
Type of Activity: Concept Notes
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.
Type of Activity: Concept Notes
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.
Type of Activity: Concept Notes
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.
Type of Activity: Concept Notes
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link: