8

Science 8
Quarter 3 – Module
Matter

CO_Q3_Science8_Modules1-4
Science – Grade 8
Alternative Delivery Mode
Quarter 3 – Module: Matter
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Arlene DC. Biñas Ma. Theresa Montemayor
Orlie L. Orbita Judy-Ann R. Cercado
Abegail C. Acohon John Carl R. De Guzman

Content Validators: Sally R. Juanillas Jovit Angelo David

Arlene DC. Binas Ryan Joseph Espiritu
Mark E. Embuido Ritchel M. Galo
Orlie L. Orbita Kelvin Silvestre

Language Validators: Liza Vinda P. Unay

Leah D. Oducayen
Jade Valentin

Management Team:
Dr. Meliton P. Zurbano, Assistant Schools Division Superintendent, OIC-OSDS
Dr. Rustica R. Lorenzo, OIC -ASDS
Mr. Filmore R. Caballero, Chief-Curriculum Implementation Division
Mrs. Jean A. Tropel, Division EPS In-Charge of LRMS & ADM Coordinator
Dr. Maria Lea Q. Prondo, Education Program Supervisor, Science

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Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
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 What I Need to Know
Matter is made up of particles called atoms, which are too small to see.
Not everything around us is matter. Light and sound, for example, are not
matter. Light does not take up space or has mass in the same way that a table
does. Although air is made up of atoms, a sound traveling through air is not.
In this lesson you will be able to describe the classification of matter
based on its physical state.

After this lesson, students will be able to:

Explain the properties of solids, liquids, and gases based on the
particle nature of matter; (S8MT-IIIa-b-8)

What I Know
Directions: Write the letter of the correct answer.
________1. Which of the following are the three states of matter?
A. solid, liquid and gas C. gas, liquid and mixtures
B. solid, atom and particles D. density, mass and volume
________2. Which state of matter is easily compressed and changed shape to its
container?
A. gas B. solid C. liquid D. plasma
________3. Which of the following arrangement of the three states of matter is in
correct order from least to greatest based on the forces of attraction?
A. solid, liquid, gas C. liquid, solid, gas
B. gas, liquid, solid D. gas, solid, liquid
________4. Which of the following statements about the particle theory of matter is
INCORRECT?
A. All matter is made up of tiny particles.
B. The particles can move when they are heated.
C. All substances are made of the same particles.
D. There is an empty space between the particles.
________ 5. Which illustration below represents the molecules of air?

A. C.

B. D.

1 CO_Q3_Science8_Modules1-4
 Lesson
1
Particle Nature of Matter

What’s New
Mass is a measure of the amount of matter in an object. The mass of
each sample of matter is different from the mass of the other samples. Matter
can also occupy space. The measure of the space occupied by an object is
called volume. All matter has mass and volume. There are also other
properties of matter such as hardness, texture, color, shape, malleability,
ductility, and electrical conductivity which vary from one sample to another.

Activity 1: Which is matter, which is not?

Objective:
Distinguish properties of matter from those of non-matter

Materials:
1 teaspoon of sugar in a plastic cup 1 pc. of ball/small plastic bag
½ cup tap water 3 pcs. of leaves
1 pc. of stone or small rock 5 cups
1 small air pump/blown air

Procedure:
1. Among the following materials, which do you think is classified as matter?
Put a check (/) under the appropriate column. Write the reason to explain
your answer for each sample in the last column.

Is the sample Matter?

Sample Reason
Yes No Not sure
1. Sugar
2. Water
3. Stone
4. Air inside the ball
5. Leaves
6. Smoke
7. Heat
8. Light

Guide Questions:
Q1. What similarities do you observe among the first five given samples?
_________________________________________________________________________________
Q2. Does each sample have a measurable mass? _________________________________
Q3. Do you think that each sample occupies space? ______________________________
Q4. How about smoke? Does it have mass? Does it occupy space? Explain.
__________________________________________________________________________________

2 CO_Q3_Science8_Modules1-4
Q5. Do you think that heat and light have mass? Do they occupy space? Explain.
__________________________________________________________________________________

Activity 2: Particle Model of Matter

Objective:
Differentiate structure of solid, liquid and gas based on its shape and
molecular arrangement, mass, volume and movement of particles.

Part A.
Directions: Complete the table below which describes the Particle Nature of
Matter.

Properties of
Solid Liquid Gas
Matter
1. 2.
Diagram

Arrangement of Far away from each

3. _____________ Have a little space
particles other

Forces Between
4. _____________ Medium 5. _______________
particles

Shape 6. _____________ No definite shape 7. _______________

Volume Definite Definite Indefinite

Example 8. _____________ 9. ________________ 10. ______________

Part B.
Directions: Answer the following statements with Yes or No based from the
properties of matter.
______1. Solid and liquid have both definite volumes in a container.
______2. Solid has the strongest force of attraction than liquid and gas.
______3. The particles of gases have little spaces between them.
______4. All matters have a strong compressibility and energy.
______5. Liquids and gases have no definite shape while solid maintains its shape
in different types of container.

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 What is It
Solid has definite shape and volume. It cannot flow because the
particles cannot move from place to place. It cannot be compressed because
the particles are closed together and have no space to move into.

Liquid has volume but no definite shape. It only flows and takes the
shape of the container, because the particles can move around each other. It
cannot be compressed because the particles are closed together and have no
space to move into.

Gas flows and completely fills the container, because the particles can
move quickly in all directions. It can be compressed because particles are
far apart and have space to move into.

Particle Model of Matter

The three states of matter can be represented by the particle

model. This model explains the properties of substances in their different
states, as well as changes of state. It describes the arrangement, movement
and energy of particles in a substance. This model can be used to explain the
physical properties of solids, liquids and gases.

Properties of Solids, Liquids and Gases

Properties of Matter Solid Liquid Gas

Shape Definite Indefinite Indefinite
Volume Definite Definite Indefinite
Movement of Particle Vibrate Slide/ diffuse Bounce/ freely moving
Compressibility No No Yes
Energy Low Intermediate Very high
Particle Spacing Tight Loose Very far from each other
Forces of attraction
Strong Medium Low
between particles
Example Rock Water Air

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 The particle nature of matter is a well-description of matter. The basic
principles are:

1. All matter is made up of tiny particles

2. There is an empty space in between the particles
3. The particles are in constant motion
4. There are forces that act between the particles

What’s More
Activity: Matter Matters!
Objective:
Identify the classification and properties of matter.

Directions: Complete the crossword puzzle using the hints below. Choose your
answer inside the box.

Matter Volume Density Physical change

Mass Solid Liquid Chemical change
Gas Atom Elements Compound

5 CO_Q3_Science8_Modules1-4
 What I Can Do
Directions: Draw or cut three examples pictures from a magazine /
newspaper then describe its characteristics.

Solid Liquid Gas

Characteristics: Characteristics: Characteristics:

Assessment
Directions: Write the letter of the correct answer.
_______ 1. Which type of matter has the molecules packed closer together?
A. gas B. solid C. liquid D. plasma
_______ 2. Which statement describes the particles with more energy?
A. faster and farther apart C. faster and closer together
B. slower and farther apart D. slower and closer together
_______ 3. Which best describes the particles in a liquid?
A. completely unmoving
B. less freely moving than a solid
C. more freely moving than a gas
D. more freely moving than a solid
_______ 4. Which of the following statements describes a mass?
A. The amount of matter in an object.
B. The force of attraction between two bodies.
C. The weight of the object from place to place.
D. The force of gravity exerts on a body of mass.
_______ 5. Which type of matter is compressible?
A. gas B. solid C. liquid D. plasma

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 What I Need to Know
Change is an important part of our lives. The type of changes in matter
can be physical or chemical which are classified by chemists.
After this lesson, students will be able to:
Explain physical changes in terms of the arrangement and
motion of atoms and molecules. (S8MT-IIIc-d-9)

What I Know
Directions: Write the letter of the correct answer.
________1. What happens to water molecules during the boiling process?
A. They move faster and farther apart as they absorb heat.
B. They move slowly but move farther apart as they lose heat.
C. They move faster and move farther apart as they lose heat.
D. They move faster and remain close together as they absorb heat.

________ 2. An ice cube is put into a heated pan. What will most likely happen to the
molecules in the ice as it is heated?
A. Molecules will begin to move fast.
B. Molecules will begin to move slower.
C. Molecules will begin to increase in density.
D. Molecules will begin to condense in the air.

________ 3. Which of the following shows chemical change?

A. rock is crush into small pieces
B. aluminum is rolled into thin sheets
C. colored clothes fade when bleached
D. gasoline evaporates when left in an open container

________ 4. The curdling of milk is an example of which of the following evidences of

chemical change?
A. evolution of gas
B. formation of precipitate
C. evolution of heat and light
D. production of mechanical energy

________ 5. Which shows one example of physical and chemical change?

A. rusting iron and baking a cake
B. freezing water and burning coal
C. boiling of water and melting wax
D. dissolving powder and shredding paper

7 CO_Q3_Science8_Modules1-4
 Lesson
2
Changes in Matter

What’s New
A physical change involves the state of matter and energy. No new
substances are created during the physical change, although matter takes
a different form such as size, shape, and color of matter. Remember
that the appearance of matter changes physically, but its chemical
identity remains the same. While a chemical change occurs when matter
changes chemically into an entirely different substance with different chemical
properties.

Activity 1: I Am Changing!
Objectives:
• Differentiate physical change from chemical change.
• Identify the evidences of chemical change.

Part A:
Directions: Choose the best description about physical and chemical change
from the box below. Write the letter in the Venn Diagram.

A. In this change, the substance changes its appearance, but it is still the
same substance with the same original molecules.
B. In this change, the atoms break their bonds to form new molecules with
new properties. There are new substances formed.
C. Melting ice cream, freezing water, boiling water, crumpled paper, haircut,
chewing food, smashing watermelon.
D. Electrolysis, rusting, combustion, vinegar combined with baking soda,
digestion of food.

8 CO_Q3_Science8_Modules1-4
Part B:
Directions: Write PC if the situation undergoes physical change and CC if it is
chemical change.
Answer
An ice cube is placed under the sun. Later there is a puddle of
1
water. After a while, the puddle is gone.
2 Two chemicals are mixed together and a gas is produced.
3 A bicycle changes color as it rusts.
4 A solid is crushed to a powder.
5 Two substances are mixed and light is produced.
6 Melting of ice.
7 Mixing of salt and pepper
8 Chocolate syrup is dissolved in milk.
9 A marshmallow is toasted over a campfire.
10 A marshmallow is cut in half.

Part C:
Directions: Read each scenario where chemical change has occurred and
identify the evidences involve.
Scenario Evidence
1 Your friend decides to toast a piece of bread, but he leaves
it in the toaster too long. The bread is black and the
kitchen is full of smoke.
2 You forgot to dry the bread knife when you washed it
that’s why reddish-brown spots appeared on it.
3 A pinch of crack egg shell was placed in a cup of vinegar
demonstrates the formation of bubbles.
4 In fireworks show, the fireworks explode giving off heat
and light.
5 You take out your best silver spoons and notice that they
are very dull and have some black spots.

Activity 2: Phase to Phase!

Objective:
Identify the different phase changes in matter

Directions: Match each description from the right with the correct phase changes.
Write the letter of the correct answer. You may use the phase change more than
once.
A. Sublimation D. Deposition
B. Condensation E. Melting
C. Evaporation F. Freezing

9 CO_Q3_Science8_Modules1-4
Answer
1. Ice is left out in the counter
2. Frost forms on the window on a cold day
3. Water is left in a freezer
4. Clothes are out to dry
5. Dry ice to create fog
6. The bathroom mirror gets fogged up after a shower
7. A pond gets shallower at the end of a long hot summer
8. Your hair was wet when you left the house, but dries by the time you got
to school
9. The ice cream you are eating drips down your arm
10. Liquid on the glass cools and hardens

What is It
There are two types of changes in matter: physical change and chemical
change. Many physical changes are reversible, whereas chemical changes are often
irreversible with an additional chemical change.

The most important thing for you to remember is that in a physical change
the composition of a substance does not change while in a chemical change the
chemical composition of a substance does change and new substance is formed.

Common Physical Change

Texture Color Temperature Shape

The changing of color of
a substance is not
necessarily an indicator
of a chemical change. The shape of an
The texture of a
object can be
substance can differ Although we
For example, changing changed and
with a physical cannot see
the color of a metal does the object will
change. temperature
not change its physical still remain true
change,
properties. to its chemical
Example: A piece of unless if a
composition.
wood was sanded, change of
However, in a chemical
waxed, and state is
reaction, a color change Example: if one
polished. It would occurring, it is
is usually an indicator were to fold
have a very different a physical
that a reaction is money, the
texture than it change.
occurring. money is still
initially had as a
chemically the
rough piece of wood.
Painting the metal car same.
does not change the
composition of the
metallic substance.

10 CO_Q3_Science8_Modules1-4
Evidences of Chemical Change

Production of gas Formation of a

Change in Color Noticeable Odor
(bubbles) Precipitate
The formation of
The products are
bubbles, or rather When two or more
different color than
gas, is another compounds or
the reactants.
indicator of a elements are mixed
chemical reaction and a scent or odor
For example, if one
taking place. is present, a
were to observe the
chemical reaction A precipitate is
rusting of metal
When bubbles has taken place. defined to be a
over time, one
form, a solid that forms
would realize that
temperature Change in inside of a
the metal has
change could also Temperature solution or
changed color and
be taking place. another solid.
turned orange.
Heat is released or
Temperature
This change in absorbed during the
change and
color is an evidence reaction
formation of
of a chemical
bubbles often
reaction.
occur together.

A change of state is also called as a phase change. It is a conversion of a

substance from one physical state of matter to another. More so, it involves a change
in energy which is usually added or removed in the form of heat. When a substance
is transformed from a solid to a liquid, or to a gas, the particles making up the
substance (atoms, ions, or molecules) must overcome the attractive forces holding
them together in the condensed state. As particles are pulled apart, the distance of
separation increases, and potential energy increases. Thus, a phase change from
solid state (a state of low potential energy) to a liquid or gas requires energy. This
means that energy must be absorbed by the solid. Phase change is a physical
change.

11 CO_Q3_Science8_Modules1-4
 What’s More

Activity: What Goes Around and Round…

Objective:
Present how water behaves in different states in a water cycle.

Directions: Read the text below and fill out the missing cycle inside the
picture. Write your answer on the box provided.

The Sun, many millions of kilometers away, provides the energy that drives
the water cycle. It has a direct impact to the water cycle by supplying the energy
needed for evaporation. Most of Earth’s water is stored in the oceans where it can
remain for hundreds or thousands of years. Water changes from a liquid to a gas by
evaporation to become water vapor. The Sun’s energy can evaporate water from the
ocean surface or from lakes, streams, or puddles on land. Only the water molecules
evaporate; the salts remain in the ocean or a fresh water reservoir. The water vapor
remains in the atmosphere until it undergoes condensation to become tiny droplets
of liquid. The droplets gather in clouds, which are blown about the globe by wind. As
the water droplets in the clouds collide and grow, they fall from the sky as
precipitation. Precipitation can be rain, sleet, hail, or snow. Sometimes precipitation
falls back into the ocean and sometimes it falls onto the land surface.

3. 2.

1.

Guide Questions:
1. What are the processes involved in the water cycle?
___________________________________________________________________________

2. Why is the cycle important to the environment?

___________________________________________________________________________

3. Explain how does the water return to the Earth’s surface?

___________________________________________________________________________

12 CO_Q3_Science8_Modules1-4
 What I Can Do
Directions: Examine the following pictures below and answer the
guide questions.

1. What do you think will happen to the wood as it burns?

___________________________________________________________________________
2. What new substance is produced?
___________________________________________________________________________
3. As the ice turns into liquid, what causes this to happen?
___________________________________________________________________________
4. Does it produce new substance? Explain.
___________________________________________________________________________

Assessment
Directions: Write the letter of the correct answer.

________ 1. Which of the following phase changes refers to sublimation?

A. gas to solid C. solid to gas
B. gas to liquid D. solid to liquid

________ 2. What will happen to water as it evaporates?

A. gas C. liquid
B. solid D. mixture

________ 3. Which is an example of a chemical change?

A. freezing of water C. salting of food
B. burning of paper D. melting of chocolate

________ 4. Which is NOT an evidence that could indicate a chemical change?

A. change in color C. change in odor
B. change in shape D. change in energy

________ 5. A glass of water collects water droplets on the outside on a hot summer
day. What phase change is demonstrated?
A. melting C. evaporation
B. sweating D. condensation

13 CO_Q3_Science8_Modules1-4
 What I Need to Know
Matter is made up of an atom which is too small to be seen with the
naked eye or even with the use of an ordinary light microscope. It is made
up of different collection of atoms which we call elements. The fundamental
unit of matter is called atom. A molecule is a particle consisting of two or
more atoms combined together in a specific arrangement.

After this lesson, students will be able to:

Determine the number of protons, neutrons, and electrons in a
particular atom; (S8MT-IIIe-f-10)

What I Know
Directions: Write the letter of the correct answer.

________ 1. What particles of an atom can be found in the nucleus?

A. protons only C. protons and neutrons
B. electrons only D. protons and electrons

________ 2. When does an atom of an element become electrically neutral?

A. If number of neutrons is equal to the number of electrons.
B. If the number of protons is equal to the number of electrons.
C. If the number of protons is equal to the number of neutrons.
D. If the total number of protons and neutrons is equal to the number
of electrons

________ 3. What do you call to a group of atoms chemically bonded together?

A. salt
B. element
C. molecule
D. polar bond

________ 4. What will happen if an electron is added to an atom?

A. It becomes a salt.
B. It becomes a cation
C. It becomes an anion.
D. It becomes a molecule.

________ 5. What most likely to happen when an atom loses electrons?

A. It becomes a cation and turns positive
B. It becomes a cation and turns negative
C. It becomes an anion and turns positive.
D. It becomes an anion and turns negative.

14 CO_Q3_Science8_Modules1-4
 Lesson
3
Atoms and Molecules

What’s New
Activity 1: HIS-Story
Objective:
Discuss the historical background of atom and its subatomic particles

Directions: Read the contributions of different scientists in the development

of the atomic structure and answer the following guide questions.

1. Democritus:
It was in the fifth century B.C. when a Greek philosopher
named Democritus expressed the belief that matter consists of
very small, indivisible particles. He named these particles
atomos, which means indivisible or cannot be further broken
down into smaller pieces.

2. John Dalton (1766 – 1844):

John Dalton, an English chemist formed the Atomic
Theory of Matter.
• All elements are composed (made up) of atoms. It is
impossible to divide or to destroy an atom.
• All atoms of the same elements are alike. (One atom of
oxygen is like another atom of oxygen.)
• Atoms of different elements are different. (An atom of
oxygen is different from an atom of hydrogen.)
• Atoms of different elements combine to form a compound.
These atoms have to be in definite whole number ratios.
For example, water is a compound made up of 2 atoms of
hydrogen and 1 atom of oxygen (a ratio of 2:1). Three
atoms of hydrogen and 2 atoms of oxygen cannot combine
to make water.

Dalton’s Atomic Model

Guide Questions:
1. What is the other name for John Dalton’s theory? ________
2. What makes up an element? ____________________________
3. What makes up a compound? ___________________________
4. What do you think is the ratio of an atom in HCl molecule?
a) 1:3 b) 2:1 c) 1:1

15 CO_Q3_Science8_Modules1-4
 3. Joseph John Thomson (Late 1800s):
J. J. Thomson, an English scientist discovered the
electrons when he experimented the gas discharge tubes. He
noticed a movement in the tube and called it as cathode rays.
The rays moved from the negative end of the tube to the positive
end. He realized that the rays were made of negatively charged
particles – electrons. He also proposed a model known as the
plum pudding model that shows how electrons were
distributed into a field of a positively charged sphere.

Guide Questions:
1. What did J.J. Thomson discover? ____________________
2. What is the charge of an electron? ___________________
3. What makes up a cathode ray? ______________________
Plum Pudding Model
4. Why do electrons move from the negative end of the tube
to the positive end? __________________________________

4. Ernest Rutherford (1871 – 1937):

Ernest Rutherford conducted a famous experiment
called the gold foil experiment. He used a thin sheet of gold
foil and a special equipment to shoot alpha particles (positively
charged particles). Most particles passed straight through the
foil like it was not there. Some particles went straight back or
were deflected (went in another direction) as if they had hit
something.

The experiment shows:

• Atoms are made up of a small positive nucleus; positive nucleus repels
(pushes away) positive alpha particles.
• Atoms are mostly an empty space.

He also proposed a nuclear model of an atom which describes a tiny dense,

positively charged core called nucleus and negatively charged electrons that are
distributed at a great distance. Most of the atom is an empty space.

16 CO_Q3_Science8_Modules1-4
Guide Questions:
1. What is the charge of an alpha particle?
_________________________________________________________________________________
2. Why is Rutherford’s experiment called the gold foil experiment?
_________________________________________________________________________________
3. How did he know that an atom was mostly empty space?
_________________________________________________________________________________

5. Niels Bohr (1885-1962)

While studying the line spectrum of hydrogen,
he was led to believe that electrons in an atom exist
in specific regions at a various distance from the
nucleus. He visualized the electrons as rotating in
orbits around the nucleus, like planets rotating
around the sun. He theorized that electrons had
several possible orbits at different distances from the nucleus and that an electron
had to be in one specific orbit (energy level) or another, but this could not exist
between orbits. In other words, the energy of the electron is said to be quantized.

6. James Chadwick (1891-1974)

Neutrons are uncharged particles or neutral particles found
in the atom’s nucleus. They were discovered by James Chadwick
in 1932. Neutrons are considered to be neutrally stable and remain
uncharged in the nucleus of an atom.
Guide Questions:
1. What subatomic particle did James Chadwick discover?
_________________________________________________________
2. What is the charge of this subatomic particle?
________________________________________________________

Activity 2: A.Z.P.E.N.
Objective:
Determine the number of electrons, protons, and neutrons in an atom.
Part A:
Directions: Complete the table by determining the mass number (A), atomic
number (Z), no. of protons (p), no. of electrons (e) and no. of neutrons (n) of the
elements. Refer to the Periodic Table at the end of this module.

Mass Atomic Protons Electrons

Element Neutrons (n)
Number (A) Number (Z) (p) (e)

Boron (B)
Sodium (Na)
Lead (Pb)
Chlorine (Cl)
Gold (Au)

17 CO_Q3_Science8_Modules1-4
Part B:
Directions: Complete the table by determining the number of sub atomic
particles of the given ions. Use the Periodic Table for the atomic number and
mass number of the given elements at the end of this module.

Chemical Mass Atomic Protons Electrons Neutrons

Symbol Number (A) Number (Z) (p) (e) (n)

K+
O 2-
Al 3+
I-

What is It

You have learned that all matter is made up of an atom that is electrical in
nature. It contains subatomic particles such as protons, electrons, and neutrons.
The proton carries a positive charge (+1) while electron carries a negative charge (-
1). Neutron which does not carry any charge is neutral. The central part of an atom
is called nucleus which contains protons and neutrons.

Subatomic Particle Charge Mass (kg) Location

Protons Positive 1.673 x 10-27 In the nucleus
Electrons Negative 9.109 x 10-31 Orbiting the nucleus
Neutrons Neutral 1.675 x 10-27 In the nucleus

18 CO_Q3_Science8_Modules1-4
Finding the Number of Protons, Neutrons, and Electrons of Elements
Each atom has a certain number of protons, electrons and neutrons. But no
matter how many particles are present in an atom, the number of electrons will
usually be the same with the number of protons. If the number of protons and
electrons are the same, the atom is considered electrically neutral. It means that the
net charge of the atom is zero; the atom is also considered stable.

Atomic Number (Z) is equivalent to the number of protons present in the

nucleus. Mass Number (A) is the total number of protons and neutrons in an atom.

Take note that atomic mass is the average of the masses of all known isotopes
of an element. Round off an element’s atomic mass will become a mass number.

To get the number of neutrons, subtract the mass number to atomic

number or number of protons.

Mass No. Atomic No. Proton Electron Neutron

(A) (Z) (p) (e) (n)
23
11
Na 23 11 11 11 12

35
17
Cl 35 17 17 17 18

Hydrogen Isotopes

19 CO_Q3_Science8_Modules1-4
 Isotopes are atoms of the same element that have the same number of protons
but different number of neutrons. This results in different atomic masses. Take an
example of hydrogen isotopes below:

Isotopes Mass No. Atomic No. Proton Electron Neutron

(A) (Z) (p) (e) (n)
1
1 H 1 1 1 1 0

2
1 H 2 1 1 1 1
3
1 H 3 1 1 1 2

If an atom is neutral, it does not have any charge. However, it can have
electrical charges. Some atoms can either gain or lose electrons. The number of
protons never changes in an atom. If an atom gains electron, the atom becomes
negatively charged. If the atom loses electrons, the atom becomes positively
charged because the number of positively charged protons exceeds the number of
electrons. An atom that carries an electrical charge is called ion. A positively charged
ion is called cation, while a negatively charged ion is called anion.

For example, when an electron is removed from a neutral sodium (Na) atom,
its symbol becomes Na+, indicating that the positive charge is greater than the total
negative charge by one unit. It is called sodium ion (cation).
However, when an electron is added to a neutral chlorine atom, its symbol
becomes Cl- , indicating that the negative charge is now greater than the total positive
charge by one charge unit. It is now called, chloride ion (anion).

Mass No. Atomic No. Proton Electron Neutron (n)

(A) (Z) (p) (e)
+
Na 23 11 11 10 12
-
Cl 35 17 17 18 18

What’s More
Activity: Finding AZPEN!
Objective:
• Determine the number of electrons, protons, and neutrons in an atom.

Directions: Complete the table by filling out the missing boxes. Refer to the
periodic table at the end of this module.

20 CO_Q3_Science8_Modules1-4
 Atomic Atomic No. of No. of No. of
Symbol Name
Mass (A) No. (Z) protons electrons Neutrons
16
𝑂 Oxygen 16 8 8 8 8
(1) (2) 209 83 (3) (4) (5)
(6) (7) (8) 36 (9) (10) 48
108
𝐴𝑔 (11) (12) (13) (14) 47 (15)

What I Can Do
Directions: Draw an atom and label its subatomic particles.

Assessment
Directions: Write the letter of the correct answer.

________ 1. Which statement best describes electrons?

A. They are positive subatomic particles and are found in the nucleus.
B. They are negative subatomic particles and are found in the nucleus.
C. They are positive subatomic particles and are found surrounding the
nucleus.
D. They are negative subatomic particles and are found surrounding
the nucleus.

________ 2. Who discovered the negative subatomic particles of an atom?

A. John Dalton C. James Chadwick
B. J.J. Thomson D. Ernest Rutherford

________ 3. What makes an atom of carbon-12 (C-12) differs from an atom of carbon-
14 (C-14)?
A. mass number C. nuclear charge
B. atomic number D. number of electrons

21 CO_Q3_Science8_Modules1-4
________ 4. When an atom becomes anion?
A. If electrons are stable
B. If an atom loses electron
C. If an atom gains electron
D. If there is an equal number of protons and electrons

_______ 5. Which of the following arrangement of sub atomic particles shows in an

increasing mass?
A. electron-neutron-proton C. neutron-electron-proton
B. electron-proton-neutron D. proton-neutron-electron

What I Need to Know

The Periodic Table of elements is a guide chart used to easily determine

the different characteristics of an element, its chemical behavior and the
position where it is located.
After this lesson, students will be able to:
Use the periodic table to predict the chemical behavior of an
element. (S8MT-IIIi-j-12)

What I Know
Directions: Write the letter of the correct answer.

_______ 1. On what block does this element’s electron configuration occur?

“1s2 2s2 2p6 3s2 3p6”
A. s-block B. p-block C. d-block D. f-block
_______ 2. On what group (metal, non-metal, metalloid) does this electron
configuration belong? (1s2 2s2 2p6 3s2 3p6)
A. metal B. non- metal C. metalloid D. mixture
_______ 3. What element represents this electron configuration (1s 2s2 2p6 3s2 3p6)?
2

A. argon, (Z=18) C. aluminum, (Z=13)

B. chlorine, (Z=17) D. phosphorus, (Z=15)
_______ 4. Which of the following best explains what a valence electron is?
A. The total number of the nucleons
B. The total number of protons in an atom
C. The total number of outermost electrons
D. The total number of all the electrons in an atom
________ 5. What do you call on the ability of an atom to attract electron of another
atom?
A. atomic radius C. electronegativity
B. metallic property D. ionization energy

22 CO_Q3_Science8_Modules1-4
 Lesson Electron Configuration &
4 Periodic Trends

What’s New

Activity 1: It’s Me and My Elements!

Objectives:
• Write the electron configuration of a given element.
• Identify the element using electron configuration.

Part A.
Directions: Determine the element, atomic number or the electron
configuration by completing the table below. Refer to the periodic table located
at the end of this module.
Atomic
Element Electron configuration
number
Manganese (Mn) 25 1. ___________________________________
2. _______________ 3. ____ 1s2 2s2 2p6 3s2 3p3
Molybdenum (Mo) 42 4. ___________________________________
5. _______________ 20 1s2 2s2 2p6 3s2 3p6 4s2

Part B.
Directions: Write the electron configuration of an element using its nearest
core symbol. (example: Magnesium, 12 = [Ne] 3s2)
Element Electron Configuration (core symbol)
1 Vanadium, 23
2 Zinc, 30
3 Yttrium, 39
4 Palladium, 46
5 Tungsten, 74

Part C.
Directions: Identify the name of the element and its nature using electron
configuration. Use the periodic table
Metal, non-metal, or
Electron configuration Element
metalloid
1 1s 2s 2p 3s 3p
2 2 6 2 5

2 1s2 2s2 2p6 3s2

3 1s2 2s2 2p6 3s2 3p6
4 1s2 2s2 2p6 3s2 3p6 4s2
5 [Ne] 3s2

23 CO_Q3_Science8_Modules1-4
Activity 2: I Choose You!
Objective:
Predict and determine the element’s trend.

Directions: Choose the element that best fits in each column.

Higher Greater
Higher More
Elements Ionization atomic
electronegativity metallic
energy size
Aluminum &
A
Chromium
Oxygen &
B
Sodium
Fluorine &
C
Potassium

What is It

The Quantum Mechanical Model

Theories from Niels Bohr about the rotation of electrons on its orbit which has
different distances from the nucleus together with the quantized energy from electron
did not work for some atoms with heavier mass. With that, mathematical equations
were derived to characterize the behaviors of the electron which is known as the
Quantum Mechanical model.

Maximum Number of Electrons allowed per Principal Energy Level

Principal Energy Level Maximum no. of electrons allowed

(n) (2n2)

1 2 x (1)2 = 2
2 2 x (2)2 = 8
3 2 x (3)2 = 18
4 2 x (4)2 = 32
5 2 x (5)2 = 50
6 2 x (6)2 = 72

24 CO_Q3_Science8_Modules1-4
Arrangement of electrons

In this part, we will see the arrangement of electrons in various orbits.

In the ground state of an atom or ion, electrons fill atomic orbitals of the lowest
available energy levels before occupying higher levels. This principle of electrons
filling the orbitals in order of increasing energy is known as the Aufbau principle.

Electrons are being assigned into specific shells and subshells also known as
electron configuration. It is represented by the principal quantum number (n)
(also known as shell), a subshell represented by a letter (s,p,d,f), and the number
of electrons represented by a superscript number.

For example, the existence of 6 electrons in the p subshell of the 2nd shell (n=2)
is shown below:

The element with an electron configuration of 1s2 2s2 2p6 is known as “Neon”.

25 CO_Q3_Science8_Modules1-4
The electron configuration
There are various techniques such as mnemonic devices used in determining
the electron configuration of an element. One of which is the Christmas tree model
and “story method”. The superscript numbers for each blocks (s,p,d,f) represents the
maximum no. of electrons per sub-shell.

26 CO_Q3_Science8_Modules1-4
 Maximum no. of electrons per
Blocks
subshells

s 2
p 6
d 10

f 14

For instance, carbon has 6 electrons. Then it should have a total number of 6
electrons as represented by a superscript distributed in each shell. The electron
configuration for carbon:

1s2 2s2 2p2

Instead of writing 2p6 (which is for Neon), the maximum electrons for carbon
on its subshell is 2. Can you locate it on periodic table of elements?

Core symbols
Elements with a higher atomic number requires longer electron configuration.
For us to make it shorter, core symbols can be used. (see sample below)

[Ne]= 1s2 2s2 2p6

Neon is a noble gas, that’s why electrons in these group were stable. Thus,
can be used as a core symbol.

Exemption to the rule

“Some” of the elements in d-block are exempted to the rule to retain the
stability of electrons. For instance, Silver-47 has an electron configuration of [Kr] 5s2,
4d9 cannot be considered as correct, because the electrons in its subshell were not
stable.

Ag 47 = [Kr] 5s2 4d9

s2 d9

27 CO_Q3_Science8_Modules1-4
Instead, to become stable, it will be:

s1 d10
therefore:
Ag 47 = [Kr] 5s1 4d10

Periodic Trends
In social media, whenever you hear the word “trends”, fashion, foods, memes,
other topics or pattern of ‘what is in’ might come to your mind. But in chemistry,
trend has something to do with the specific patterns in the properties of chemical
elements that are revealed in the periodic table of elements.
Periodic trends, arising from the arrangement of the periodic table, provide
chemists with an invaluable tool to quickly predict an element's properties. Major
periodic trends include electronegativity, ionization energy, electron affinity,
atomic radius, metallic character, and chemical reactivity.
Chemical properties of an atom can be determined by means of getting its
electron configuration of the outer energy level as discussed in the previous lesson.
There are many trends in periodic table such as follows:

Metallic properties

Did you notice the ladder-like structure in the periodic table? This line looks
like a zig-zag line which separates metals with non-metal elements.

28 CO_Q3_Science8_Modules1-4
 Metallic property can be determined by classifying elements into metal or
non-metal. Element which has three (3) or less electrons (under the ladder-like
structure) in outer energy level or also known as ‘valence electron’ are grouped as
metals, while elements which has 5 or more outer electrons (above the ladder-like
structure) are considered as non-metals.
In this diagram, we can say that sodium is more metal than neon. We can
conclude that the metallic character of an element generally increases from
right to left and top to bottom.

Atomic Radius

Since there is no definite boundary between the electron cloud that surrounds
the nucleus, it will be that hard to measure the size of an atom. However, it is possible
to measure the size of the radius of an atom. It can be done by measuring the
distance between the nuclei of the bonded atoms. The atoms in a group or family
increases in size from top to bottom and right to left. There are some small
exceptions, such as the oxygen radius being slightly greater than the nitrogen radius.

Ionization energy
Metals tend to give electrons than receiving it. On the other end, non-metals
love to gain or receive electrons and is hard to remove it from them.
Ionization energy refers to the amount of energy required to remove an
electron from an atom. Therefore, we can say that the ionization energy of an atom
increases from left to right and bottom to top.

Electron affinity
Electron affinity is the amount of energy released or absorbed when an
electron is added to form a negative ion. Therefore, we can say that the electron
affinity of an atom increases from left to right and bottom to top.

29 CO_Q3_Science8_Modules1-4
Electronegativity
Non-metallic elements are generally attracted to the electrons.
Electronegativity is the ability of an atom in a compound to attract electrons toward
itself. Electronegativity tends to increase from left to right and bottom to top.
Noble gases has stable numbers of electron that’s why, they were not attracted to
the electrons. The highest electronegativity in the periodic table is Fluorine.

Other trends such as density also displays a periodic trend – atomic density
increases from top to bottom but varies less significantly as one moves from
left to right across a period.
On the other hand, different groups exhibit different trends in boiling and
melting points. For Groups 1 and 2, the boiling and melting points decrease as you
move down the group. For the transition metals, boiling and melting points mostly
increase as you move down the group, but they decrease for the zinc family.
In reactivity of elements to water, it increases from top to bottom for
metal elements.

To sum it up, different trends can be illustrated as shown in the figure below.

30 CO_Q3_Science8_Modules1-4
 What’s More
Activity: Mystery Elements
Objective:
• Determine the correct location of the elements based on the different trends

Directions: Using the blank periodic table provided, locate the “mystery
elements” (represented by Capital letters) with description below.

A – this element has the highest metallic character

B – has the highest electronegativity
C – highest non-metallic character among the halogen group.
D – the most reactive element with water
E – has 3 valence electrons in and is in period 4

What I Can Do
Directions: Can you make your own mnemonic device? Aside from
ChemisTree, you can make one by telling a story (story method). Just
supply appropriate words to the letters presented on the storyline.
Ready?
Sample story: Si Sally Pumunta Sa Plaza

S__________ S __________ P____________ S ____________ P_____________

S__________ D__________ P____________ S_____________ D ____________

P__________ S __________ F____________ D _____________

S__________ F __________ D ___________ P ______________

31 CO_Q3_Science8_Modules1-4
 Assessment
Directions: Write the letter of the correct answer. Refer to the
Periodic Table containing hypothetical elements.

_____1. Which element is found in Group 1 and period 6?

A. F B. A C. C D. D

_____2. Which are examples of metalloids?

A. A & C B. F & D C. G & I D. H & B

_____3. Which of the following has the highest ionization energy?

A. element C C. element I
B. element E D. element B

_____4. Which of the following shows the correct arrangement of elements based on
decreasing electron affinity?
A. C, I, B C. D, F, C
B. B, I, C D. C, D, F

_____ 5. Which of the following has the largest atomic radius?

A. element A C. element F
B. element H D. element D

32
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