Learner's Packet: Science 7

SMILE
(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)
Learner’s Packet
Name: _________________________________________ ___________________________
Section: _________________________________ Date: ____________________________
SCIENCE 7
(Q1_LP1)
BACKGROUND INFORMATION FOR LEARNERS:
Scientists are problem-solvers. They carry out well planned investigation to

search for new information. This information may be a solution to a problem or an
answer to a basic question about a certain phenomenon. They set their goals and uses
a combination of concepts and methods to attain these goals. A scientist follows a
Scientific Method in conducting an investigation.
The scientific method is a process created through which hypotheses are
developed, tested, and either proven or disproven. It has seven steps namely, (1)
Identifying the Problem, (2) Formulating Hypothesis, (3) Designing an Experiment, (4)
Experimenting or Collecting Data, (5) Analyzing Data, (6) Drawing Conclusions, and
(7) Communicating Results.
LEARNING COMPETENCY WITH CODE:
MELC: Describe the components of a scientific investigation.

CG LC/ Code: S7MT-Ia-1
1. Identify the components of a Scientific Investigation.
2. Identify a problem and formulate research questions based on the
problem.
3. Formulate Hypothesis using the “if and then” statement.
4. Design an experimental plan that includes the variables, groups and
procedures.
5. Perform fair testing in an experiment.
6. Collect and analyze qualitative and quantitative data from a given
experiment.
7. Draw conclusions based from collected data.
8. Perform a guided investigation following the scientific method.
9. Communicate results of the investigation.
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ACTIVITIES/ EXERCISES:
LESSON 1
IDENTIFYING A PROBLEM and FORMULATING HYPOTHESIS
A scientist, by nature, is a keen observer. He asks a question or identifies a

problem after observing a phenomenon that is not well understood. Let’s check how
good your powers of observations are by performing this activity.
ACTIVITY 1: Are you a keen observer?
INSTRUCTIONS/ GUIDE QUESTIONS: There are things that we observe

everyday but we seldom notice. Try answering these questions to check if you are
a keen observer or not.
1. When you walk, do your arms swing with or against the rhythm of your legs?
2. On most traffic lights what is the color at the top?
3. What color is your eyes?
4. Do you have a heart shaped face?
5. How many sides are there on a standard pencil?
Ask a family member to check your answers.
ACTIVITY 2: Observations vs. Inference
There are times when you think you are expressing your observation but you
are actually inferring. Observations are those that are directly perceived by your
senses such as your eyes, nose, ears, tongue and hands or skin. Inferences are
interpretations or explanations made from your observations as influenced by prior
knowledge and experiences.
INSTRUCTIONS/ GUIDE QUESTIONS:

A. Tell whether each statement is an INFERENCE or an OBSERVATION by writing your
answer on the space provided.
1. There are plenty of fresh fruits in the tray. ________________________________
2. The lady driving a red Ferrari is a millionaire. ______________________________
3. The tomato plant is growing healthily. The soil must be very fertile.
___________________________________
4. The music at my neighbor is playing loudly. _______________________________
5. My classmate is wearing a new expensive looking dress. ____________________
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B. Direction: Study the picture below. Write your observations and inferences on the
table below.
Photo by: Obelis, Gudelia B. 2019, Brgy. Naga, Tiwi, Albay
Observations Inference
Example: The ground is very clean. Example: The land owner just finished
cleaning the place.
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Congratulations. You are now ready to make your own inferences and observations.
ACTIVITY 3: Qualitative vs. Quantitative Observations
Qualitative observations are observations that describe “qualities” of something.

These would include characteristics such as texture, color, shape, but do not involve
counting or measuring. Quantitative observations are the ones that involve counting
or measuring using standard scales. This includes mass, volume, time, temperature,
frequency of occurrence, etc.
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A. Identify if each statement is a qualitative or quantitative observation. Put a
check mark on the column corresponding to your answer.
Statements Qualitative Quantitative
1. There is a white residue at the bottom of the test
tube.
2. The water started to boil at 90ºC.
3. A strong pungent smell at the back of the kitchen.
4. The sugar easily dissolves in warm water.
5. We usually cook 4 cups of rice for lunch.
6. There were 5kg tomatoes harvested from the
backyard.
7. The females are wearing red skirt.
8. The church has a 3km distance from the school.
9. The motorcycle is speeding along the highway at
50km/hr.
10. The soup tastes salty.
B. Make your own qualitative and quantitative observations out of this picture.
https://www.liveworksheets.com/ek661857zb
Qualitative Observations Quantitative Observations
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
ACTIVITY 4: Stating a Problem and Formulating Hypothesis
A. Read the scenario below then answer the questions that follow:
Jessie noticed that an apple would usually turn brown after cutting it
into wedges and leaving it out. She was thinking on how to slow down its
discoloration if not totally prevent it from turning brown. So, she tried soaking
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it in different substances such as calamansi, pineapple juice, salt-water
mixture and pure water to check which is more effective.
1. What is the problem that Jessie wanted to solve based from the
situation?
____________________________________________________________________________
_________________________________________________________________________
2. Write specific questions about the problem Jessie wanted to investigate
as identified in no. 1?
____________________________________________________________________________
_________________________________________________________________________.
3. Formulate your hypothesis by writing a tentative answer to the specific
question you cited in no.2. Write it in “If” and “then” statement.
_________________________________________________________________________
_________________________________________________________________________
B. Direction: Go outside your house. Look around your garden. Note some
important observations. Here are some examples of a possible situation or
scenario in the garden:
1. The pests in your favorite plants.
2. A strange shape or color of leaves.
3. Stunted growth of tomato plant.
4. Plenty of chicken needing regular feeding with expensive feeds.
5. Several species of birds.
6. Flowering plants that never gave you flowers.
My observations:
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________.
Identify possible problem from your observed situation/scenario in the garden.
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________.
Write a hypothesis based from your identified problem. Use “if” and “then”
statement.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________
LESSON 2
EXPERIMENTAL DESIGN
Designing an experiment means creating a set of procedure to test a hypothesis.

Planning an experiment properly is very important in order to ensure that the right
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type of data and a sufficient sample size is available to clearly and efficiently answer
the research questions.
In designing a controlled experiment, it is important that you must be able to:
● Systematically and precisely manipulate the independent variable(s).

● Precisely measure the dependent variable(s).
● Control any potential confounding variables.
ACTIVITY 1A: Writing Procedure
Study the sample scenario below then, write a procedure on how you will do the
investigation. You can show a simple diagram of your experimental set-up.
Specific question Hypothesis

How does temperature affect the If the temperature of water is increased,
amount of sugar to be dissolved in then the amount of sugar that will be
500ml of water? dissolved will also increase.
Experimental design
Independent variable Dependent variable Controlled variable
Different temperature of The amount of sugar 1. Volume of water
water. (Could be a range dissolved measured in 2. Stirred or not
of 10, 20, 40, 60 to 80ºC) teaspoon. 3. Type of sugar
4. Grain size of sugar
Procedure:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________.
ACTIVITY 1B: Identifying variables

INSTRUCTIONS/ GUIDE QUESTIONS: Complete the table below after reading the
given scenario. You can write a more detailed procedure after completing the table.
The materials used and the measurement details must be clear.
Scenario
Pedro wanted to know if adding peat moss to sand would affect its ability to
hold water. He put 200 ml of pure sand into container A. He put a mixture of 80%
sand and 20% peat moss into container B. He put a mixture of 60% sand and 40%
peat moss into container C. He put a mixture of 40% sand and 60% peat moss into
container D. He added water to each container and measured the amount of water the
contents would absorb. He dried the sand and peat moss and repeated the experiment
5 times.
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Specific question Hypothesis
Experimental design
Independent variable Dependent variable Controlled variable
Good Job. You are now ready for the next lesson. Please keep a copy of your answers
in these two activities because your will need those in the next lesson.
Rubric for scoring the procedure:

Proficient (5 pts) Emerging (3 pts) Beginning (1pt)
What are you Both what you are What you are going Neither what you
going to going to measure and to measure or what are going to
measure and what you are going to you are going to measure nor what
change? change are described change is described. you are going to
sufficiently. change are
described.
What are you A range of things you Some of things you Very few things you
going to keep are going to keep the are going to keep are going to keep
the same? same is described. the same is the same is
described. described.
Materials All the materials you Some of the Very few materials
need are listed. materials you need you need are listed.
are listed.
Method and Method is clear and Method is not clear Method is jumbled
Diagram concise. The and concise but and wouldn't
experiment would be understandable. produce results.
easily reproducible.
Diagram (if needed) Diagram (if needed)
Diagram (if needed) is is confusing but can can't be understood.
clear and easy to be understood.
understand.
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LESSON 3
COLLECTING AND ANALYZING DATA
Data collected must still be subjected for analysis. It can be presented in tabular
form and/or in graphical form or chart. The next activity will allow you to practice
collecting and presenting data in tables and in graphs.
ACTIVITY 1: Collecting Qualitative and Quantitative data
This time, you will practice collecting important data from your experiment. Go
back to the situation/problem cited in Lesson 2 of this module. Choose only one
problem (either act. 1A or IB) that you want to investigate. Just follow the procedure
then tabulate your results below. You can use any measuring tool available at home.
Cups can be used to measure volume.
Do not forget to include units of measurement to your quantitative data.
Qualitative Observations:
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
Quantitative Observations (Activity 1A)

Table 1. Amount of sugar dissolved in different temperature of water.
Temperature Amount of sugar dissolved
Quantitative Observations (Activity 1B)

Table 2. Amount of water absorbed by sand and peat moss mixture.
Mixture Amount of Water Absorbed
YOU ARE NOW READY TO PREPARE A GRAPH OF YOUR COLLECTED DATA

GOOD LUCK!
If you chose Activity 1A, present your data using a line graph. If you performed
Activity 2A, create a bar graph. Do not forget to label your graph.
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LESSON 4
DRAWING CONCLUSIONS AND COMMUNICATING RESULTS
ACTIVITY 1: Drawing Conclusions TITLE
Complete the sentence below describing the graph you created in lesson 3.
The graph shows that _____________________________________________________________

___________________________________________________________________________________
___________________________________________________________________________________
Scientists generally report not only the results but also their methodology and
any problems or questions that arose during their hypothesis testing. Reporting the
findings enables others to build upon them.
ACTIVITY 2: Writing Laboratory report

Prepare a short report of the completed investigation you have chosen starting
from lesson 2. If you have completed the exercises, organize your report using the
format below.
Title: ______________________
I. Statement of the problem or purpose: (briefly summarize any relevant
background information about the experiment before the statement of the
problem)
II. Hypothesis______________________
III. Materials ____________________________
IV. Procedure ________________________
V. Data/results/ observations __________________
VI. Analysis (interpretation of the results/graph) ___________________
VII. Conclusions (The conclusion is a concise statement that answers the
objective/s)
ACTIVITY 3: The Scientific Method

Let’s check if you can organize these events into proper sequence
following the scientific method.
Sheryl’s mom works 3rd shift so she sleeps during the day so she doesn’t want to
disturb her mom when she plays loud music.
Using numbers, indicate the order of events in using the scientific method.
___ She knows she needs her CD player and the loudest music she likes.
___ Sheryl wonders how loudly she and her friends can play music without disturbing
her mom.
___ Sheryl decides that half volume is still too loud.
___ She plans to turn on the CD player in the record room with her CD at half
volume then stand outside her mom’s room to measure the sound.
___ One day when her mom isn’t sleeping, Sheryl tries the experiment.
___ Sheryl thinks that half volume should be low enough.
___ Standing outside her mom’s room, she can still hear the music.
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REFLECTION:
I learned that…
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
REFERENCES FOR LEARNERS:
Textbooks and Guides:

Carey, S. S. (2004). A Beginner's Guide to Scientific Method. Canada: Holly J. Allen.
Untalan, C. R., Lacquin, K. P., Mabini, S. B., & Asis, P. C. (2020). Self Learning Module 1-4
Science 7-Q1. Leagazpi City: DepEd, ROV.
Internet Sources:
HEATHER. (2015, January 2). Scientific method. Retrieved from Minnesota Literacy Council:
https://www.literacymn.org/sites/default/files/curriculum/unit3.1_scientific_method_1a.p
df
Krech, M. (2016). Teaching Experimental Design. Retrieved from Marcia's Science Teaching
Ideas: https://mjksciteachingideas.com/design.html
Scribbr. (n.d.). Knowledge base. Retrieved from scribbr.com:
https://www.scribbr.com/category/research-process/
Smith, O. (n.d.). Teach students the design of the experiment. Retrieved from Storyboard
That: https://www.storyboardthat.com/articles/e/experimental-design
ANSWER KEY:
Lesson 1. Activity 2
1. Observation
2. Inference
3. Inference
4. Observation
5. Inference
Lesson 1 Activity 3A
Statements Qualitative Quantitative
1. There is a white residue at the bottom of the test √
tube.
2. The water started to boil at 90ºC. √
3. A strong pungent smell at the back of the kitchen. √
4. The sugar easily dissolves in warm water. √
5. We usually cook 4 cups of rice for lunch. √
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6. There were 5kg tomatoes harvested from the √
backyard.
7. The females are wearing red skirt. √
8. The church is 3km distance from the school. √
9. The motorcycle is speeding along the highway at √
50km/hr.
10. The soup tastes salty. √
Lesson 1 Activity 3A (other observations depend on the learner)

Qualitative Observations Quantitative Observations
1. The pencil is shorter than the paint 1. The eraser is 5cm long.
brush.
2. The pencil is color blue. 2. The brush is 5 cm. longer than the
pencil.
Lesson 1 Activity 4.
1. What kind of substance will be more effective in preventing the discoloration of
apples?
2. Which substance (calamansi, pineapple juice, pure water or salt-water) is more
effective in preventing the discoloration of apples?
3. If sliced apples are soaked in acidic substance, then it will not turn brown.
Lesson 2. Activity 1A. Answers may vary.
Lesson 2. Activity 1B
Specific Question Hypothesis
Does the amount of peat moss affect the If the amount of peat moss mixed with
water holding capacity of sand? sand is increased, then its ability to hold
water will be greater.
Experimental Design
Independent Variable Dependent Variable Controlled Variable
Different proportions of Water holding ability of Volume of water
peat moss- sand mixture sand measured in terms Kind of peat moss
of the volume of water Degree of dryness of sand
absorbed
Lesson 4. Activity 3
3 She knows she needs her CD player and the loudest music she likes.
1 Sheryl wonders how loudly she and her friends can play music without disturbing
her mom.
7 Sheryl decides that half volume is still too loud.
4 She plans to turn on the CD player in the record room with her CD at half volume
then stand outside her mom’s room to measure the sound.
5 One day when her mom isn’t sleeping, Sheryl tries the experiment.
2 Sheryl thinks that half volume should be low enough.
11
6 Standing outside her mom’s room she can still hear the music.
DEVELOPMENT TEAM
Author/ Writer: GUDELIA B. OBELIS, T-III, Naga NHS, Tiwi

Content Editor: AMELIA A. MILALLOS, HT-III, Daraga NHS, Daraga North
Language Editor: SHIELA P. ALBERTO, SP-I, Maipon ES, Guinobatan East
Education Program Supervisor: JADE O. ALBERTO, EdD
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SMILE
Learner’s Packet
Name: _________________________________________ ___________________________
Section: _________________________________Date: _____________________________
SCIENCE 7
(Q1_LP2)
All things around us, from the smallest to the biggest, from the air we breathe,
the water we drink, the food that we eat and even us, are made up of elements and
compounds. These elements that were discovered are organized in what we call the
periodic table of elements to quickly refer to the information about an element such
as atomic number, atomic mass, chemical symbol and etc.
The elements are the simplest form of matter. From elements, more complex
substances are formed and hence form everything around us. Being the simplest form
of matter, elements can no longer be broken down into smaller components physically
or chemically.
Each element is made up of one type of atom and has a set of properties unique
from another. This means that no two elements have the same set of properties. These
properties and other information about the elements are summarized in a special tool
created by scientists called the Periodic Table of Elements.
The Periodic Table lists all 118 elements known at

present. It provides information about the
elements like atomic number, atomic mass,
electronegativity, and ionization energy (You will
learn more about this in the succeeding grade
levels.). The elements
are arranged from left
to right and top to
bottom in order of
increasing atomic
https://sciencenotes.org/printable-periodic- number. Usually, as
the atomic number increases, the atomic mass also
table/ https://www.flipscience.ph/news/featur
es-news/features/150-years-periodic-
increases. table-iypt2019/
Scientists used letters to represent elements to make it easier for us to be familiar with
them. These letters are called symbols. Symbols of elements can be one letter or two
letters.
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• Elements like Boron, Oxygen, and Sulfur have one letter symbol taken from
their first letters. (Boron = B, Oxygen = O, Sulfur = S).
• Other symbols are taken from the first two letters of the element name. Like
Li for Lithium, Co for Cobalt and Ca for Calcium.
• There are also two-letter symbols which consist of the first letter of the
element followed by another letter found in the element name. Examples of these
are: Chlorine = Cl, Zinc = Zn, and Cadmium = Cd.
Thus, usually an element symbol is one letter only, that is the first letter of the element
name, or two letters which consist of the first letter and another letter found in the
element name. However, there are also elements that have peculiar (unusual) symbols
like Iron whose symbol is Fe. It is because some symbols of the elements are taken
from their ancient names. Iron has an ancient name of ferrum, hence the symbol Fe.
Below is a table that shows the ancient names of some elements and their symbols.
Elements with Ancient Names
Ancient name Element Symbol

Argentum Silver Ag
Aurum Gold Au
Cuprum Copper Cu
Ferrum Iron Fe
Hydrargyrum Mercury Hg
Kalium Potassium K
Natrium Sodium Na
Plumbum Lead Pb
Stannum Tin Sn
Stibium Antimony Sb
Wolfram Tungsten W
Remember: Element symbols always start with a big letter followed by a small letter
(in case of two-letter symbols).
Over the years, scientists have discovered plenty of information about the elements
and finding a way of organizing them had been a difficult task. Until the periodic table
of elements was proposed by Dmitri Mendeleev. Now, elements are arranged in such
a way that their location in the periodic table can tell us information about their
behavior or properties.
Scientists logically arranged the elements in the periodic table. Doing so
allowed us to have an idea about the properties of some
elements by knowing the properties of other elements related
to them. Thus, knowing where an element is located in the
periodic table can give us information about its properties.
This means that there is no need to memorize the periodic
table, but it is an advantage to be familiar with it.
The columns of elements in the periodic table are called
family or group. These columns are numbered 1 to 18 from left
to right. Each family or group has a corresponding group
number. For example, the first column is called Group 1, the
second column, Group 2 and so on. Elements found in the same
column in the periodic table have similar properties. Therefore,
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Oxygen and Sulfur, which are group 16 elements, have similar properties with
Selenium, Tellurium, Polonium and Livermorium.
MELC: Recognize that substances are classified into elements and compounds.
CG LC/ Code: S7MT-Ig-h-5
1. Identify the names and symbols of elements in the periodic table.
2. Familiarize the location and family/group number of elements in the periodic table.
ACTIVITY 1: THE SAGA OF THE GOLD DUST KID

Read the story “The Saga of the Gold Dust Kid” and fill in the blanks with the
words that correspond to the letter symbols. Do this by:
1. Looking for the given letter symbol on the special tool located on page X.
2. Writing the word below the letter symbol.
(Example: letter symbol: H; word: Hydrogen)
The kid rode his favorite horse named B________.

Strapping his shooting Te_________to his side, he headed out for the
Ne_________-lit city of Sm_________.
1. What is the name of the kid’s horse? ______________________

2. In what city was the kid headed to? ______________________
If your answer to question 1 is Boron and your answer to question 2 is Samarium,
then you are on the right track! You can now proceed to the next paragraphs.
Inhaling a deep breath of O_________, he coughed on the S ________blowing from the

nearby mills.
The Hg ________was falling yet he thirsted. He drank a lot of water and tasted the Cl
________all big cities have. He headed north and felt his bones ache from Ar
________deposit build-up due to years of riding the Zn ________trail.
An artist, drunk with wine full of ethyl alcohol and semi-poisoned from the Cd________
deposits in his body waved him on. He noticed a faint spark from a distance made by
the burning of methane and P________ compounds but it did not scare him.
He rode on until he spotted the bank rumored to be the safekeeping place of a Pt

________bell. A lone sheriff with a Sn ________badge guarded it.
“Freeze,” the kid yelled, “or I’ll fill you up with Pb ________! The sheriff drew his Cr
________plated gun, but he was too slow.
15
The kid’s gun blazed like flaming Mg ________in the moonlight. A barmaid with hair that
shone like Cu ________ran as fast as she could when the kid pulled out some N
________compound from his saddlebag threatening to blow into pieces an Al________
coach that stopped by.
Amidst all the confusion, a shout rang out, “Hi ho Ag ________and a masked man on a
silvery horse raced across the Si ________sands like Na ___________ skittering in the
water. He was the famous Lone Ranger who delivers justice with an Fe ________hand.
The kid tried to resist the arrest but he was powerless against the lawman who would
not have been stopped even by a U ________bomb.
The kid has met his doom and he was to spend his life kicking dust behind Co
________steel bars. Peace was once again restored.
A warning to all those who flirt with danger: Your evil intention may be the initial step
in a C ________copy life of the saga of the Au ________dust kid.
Guide Questions:
1. From the story of the gold-dust kid, which symbols did you find easy to look for
in periodic table of elements? Why?
2. From the story of the gold-dust kid, which symbols did you find difficulty to
look for in the periodic table of elements? Why?
ACTIVITY 2: LOOKS FAMILIAR

INSTRUCTIONS/ GUIDE QUESTIONS:
On the table are some of the words you encountered during the activity. Fill in the
table by writing the corresponding letter symbols and your idea or knowledge about
the given words (this can be based on what you hear in day-to-day conversations
or from advertisements on television).
Letter Symbol My Idea About this Word
Oxygen
Chlorine
Zinc
Iron
Gold
Guide Questions:
1. Are you familiar with those words? Why do you think you are familiar with them?
2. How did the special tool help you in your task earlier?
ACTIVITY 3: ODD ONE OUT
Elements in the periodic table are arranged systematically so that properties of

elements will appear periodically and that elements are arranged by group or family.
Using your periodic table, encircle which element does not belong in the group/family.
1. Germanium, Lead, Polonium, 2. Strontium, Arsenic, Bismuth,
Carbon Phosphorus
3. Neon, Osmium, Xenon, Krypton
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4. Barium, Iodine, Fluorine, Chlorine 8. Darmstadtium, Aluminium, Nickel,
5. Calcium, Magnesium, Radium, Zinc Platinum,
6. Lithium, Cobalt, Rhodium, Iridium 9. Antimony, Nitrogen, Bismuth, Silver
7. Oxygen, Sulfur, Polonium, 10. Astatine, Iodine, Bromine, Mercury
Neodymium
ASSESSMENT:
Directions: Complete the table below by providing the data needed. You may refer
to your periodic table.
NAME OF ELEMENT SYMBOL GROUP NUMBER
Radon 1. 2.
3. Hg 4.
Lead 5. Group number 14
6. At 7.
Hafnium 8. 9.
10. Bh Group number 7
REFLECTION:
I learned that…
__________________________________________________________________________________
__________________________________________________________________________________
I wish to ask my teacher about…

__________________________________________________________________________________
__________________________________________________________________________________

Sarmiento, E.M., (2020) Supplementary Learning Module for Junior High School Learners:
Elements And The Periodic Table., 1-16.
Ferldo, M.B. and Guitierez, J.R.M. (20120). Science Learner’s Module 7. Philippines: Vibal
Publishing House, Inc.
Asuncion, A., et. al., (2017). Science Learner’s Material. Philippines: FEP Printing
Corporation.
Madriaga, E., et. al., (2017). Science Links:Worktexr for scientific and technological literacy.
Philippines: Rex Bookstore.
Stretton T. (n.d.). The Gold Dust Kid. Tom Stretton’s Chemistry Pages.
Internet Sources:
http://www2.ucdsb.on.ca/tiss/stretto
Images
Freepik. (2019) Happy cute boy thinking balloon sad. [image]. Retrieved from
17
https://www.freepik.com/premium-vector/happy-cute-kid-boy-thinking-balloon-
sad_6430114.htm#page=1&query=Happy%20%cute%20boy%20thinking%20balloon%20sad
& position=0
ANSWER KEY:
Activity 1: The Saga of the Gold-dust Kid

B – Boron Cd – Cadmium Ag – Silver
Te – Tellurium P – Phosphorus Si - Silicon
Ne – Neon Pt – Platinum Na – Sodium
Sm – Samarium Sn – Tin Fe – Iron
O – Oxygen Pb – Lead U – Uranium
S – Sulfur Cr – Chromium Co – Cobalt
Hg – Mercury Mg – Magnesium C – Carbon
Cl – Chlorine Cu – Copper Au – Gold
Ar – Argon N – Nitrogen
Zn – Zinc Al – Aluminum
Guide Questions: 1 Answers may vary
2. Answers may vary
Activity 2: LOOKS FAMILIAR
Letter symbol My idea about this word
Oxygen O Answers may vary
Chlorine Cl Answers may vary
Zinc Zn Answers may vary
Iron Fe Answers may vary
Gold Au Answers may vary
Guide Questions: 1 Answers may vary

2. Answers may vary
Activity 3 ODD ONE Out
1. Germanium, Lead, Polonium, Carbon
2. Strontium, Arsenic, Bismuth, Phosphorus
3. Neon, Osmium, Xenon, Krypton
4. Barium, Iodine, Fluorine, Chlorine
5. Calcium, Magnesium, Radium, Zinc
6. Lithium, Cobalt, Rhodium, Iridium
7. Oxygen, Sulfur, Polonium, Rubidium
8. Darmstadtium , Aluminium, Nickel, Platinum,
9. Antimony, Nitrogen, Bismuth, Silver
10. Astatine, Iodine, Bromine, Mercury
Assessment
NAME OF ELEMENT SYMBOL GROUP NUMBER
Radon 1. Ra 2. Group number 2
3. Mercury Hg 4. Group number

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Lead 5. Pb Group number 14
6. Astatine At 7. Group number
17
Hafnium 8. Hf 9. Group number 4
10. Bohrium Bh Group number 7
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DEVELOPMENT TEAM
Author/ Writer: JAY L. ALBAYTAR, T-III, Daraga NHS, Daraga North

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SMILE
Learner’s Packet
Name: _________________________________________ _____________________________
Section: _________________________________Date: ______________________________
SCIENCE 7
(Q1_LP 3)
Matter is all around us. The water that you drink, the salt that your father or
mother uses in preparing food, or the sugar that makes your orange juice sweet are all
examples of matter. These substances are made up of two or more components.
Compounds are pure substances that are made up of two or more elements that
are chemically combined. For example, water is a compound made of hydrogen atoms
and an oxygen atom. The elements in a compound are combined in a fixed mass ratio
arranged in a defined manner through chemical bonds. Any sample of pure water is
made of 11.19% hydrogen and 88.81% oxygen by mass. It does not matter where the
sample of water is taken or how it is formed. It will always have fixed definite
composition. However, not all combination of an element with another element results
to the formation of a compound. If two elements, say for example two metals are just
physically combined, it will result to the formation of an alloy. An alloy is not considered
as a compound because it is only a physical combination of two metallic elements.
A compound can only be broken down into its constituents by chemical means.
Can you separate water into its components (hydrogen gas and oxygen gas) by heating?
No, you can’t. The water will just simply evaporate into thin air and only a change in
phase occurs. What does this suggest? This suggests that physical process like heating
cannot be used to break down water into its constituent elements. Since water is made
up of hydrogen atoms and oxygen atom chemically combined, only a chemical process
can separate its components. Electrolysis is a process of decomposing water into
hydrogen and oxygen.
Elements and compounds are both pure substances. They are homogenous.
What does homogenous mean? Let us consider water to answer this question. If you will
notice, water is made of only one phase of matter. This is also true for iron, salt and
other samples of elements and compounds. The characteristics of pure substances are
the same throughout its samples. For example, if you cut a copper wire into pieces, each
piece will have the same properties as that of the whole copper wire. This implies that
being homogenous is having one phase system in which the properties will be the same
in all parts of the system. It is a fact that pure substances like elements and compounds
are made up of only one kind of matter. This means they have definite composition. For
20
example, copper is an element and is only made up of copper atoms. On the other hand,
water is a compound but it is always composed of two hydrogen atoms and one oxygen
atom. Although these two examples of pure substances have different classifications,
their composition is fixed!
How does an element differ from a compound? The table below summarizes the
differences between an element and a compound.
Table 1. Differences between an element and a compound
ELEMENT COMPOUNDS
Definition An element is a pure A compound is a pure
substance made of same substance that contains atoms
type of atom of different elements chemically
combined together in a fixed
ratio.
Representation An element is represented A compound is represented
using symbols. using its chemical formula that
represents the symbols of its
constituent elements and the
number of atoms of each
element in one molecule of the
compound.
Composition Elements contain only Compounds contain different
one type of atom. Each elements in a fixed ratio
atom has the same arranged in a defined manner
atomic number. through chemical bonds.
Ability to be Elements cannot be A compound can be separated
broken down broken down into simpler into simpler substances by
substances by chemical chemical methods/reactions.
reactions.
Types There are about 118 A lot of chemical compounds
elements that have been exist in our world. Compounds
observed. Can be are classified into ionic,
classified as metal, non- covalent, intermetallic or
metal, or metalloids. complexes.
Examples hydrogen (H), oxygen (O), Water (H2O), sodium
sulfur (S) bicarbonate (NaHCO3),
ammonia (NH3).
Reference: http://www.diffen.com/difference/Compound_vs_Element
MELC: Recognize that substances are classified into elements and compounds.
CG LC/ Code: S7MT-Ig-h-5
1. Recognize that the properties of compounds are different from the properties of the
elements they are made of;
2. Identify the chemical names of some common compounds and their uses; and
21
3. Compare and contrast elements and compounds using graphics organizers.
ACTIVITY 1: JOHN D. CURIOUS

Read the short story about John D. Curious who experimented on how iron and
sulfur react when heated. Then, answer the guide questions that follow.
John D. Curious would always ask himself what compounds are made of. He
learned from his teacher that iron (II) sulfide is an example of a compound. He wanted
to know how compounds are formed so he asked his teacher about this.
His teacher gladly told him that he can answer his own questions if he performs
a simple Science experiment. With guidance from his teacher, he performed an
experiment on how iron and sulfur react when heated.
First, John D. Curious prepared the materials that he needed for the experiment.
These were iron filings, sulfur powder, a magnet, test tube, test tube holder, Bunsen
burner, and a watch glass.
He described the appearance and color of iron filings and sulfur powder. By
placing a magnet near the iron filings and sulfur powder, he tested for the magnetic
properties of both substances and wrote his observations on his data notebook.
https://pixels.com/featured
https://sciencephoto.com/media/66325 /iron-filings-with-a-magnet- https://sciencephoto.com/media
5/view/ironfilings-and-sulphur andrew- /3167/viewin/testing-sulphur-
lambertphotography.html for-magneticproperties
He mixed the iron filings and

sulfur powder on a watch glass
and placed a magnet over it and
observed that the iron filings were
stuck to the magnet leaving the
sulfur powder on the watch glass.
https://commons.m.wikip https://fineartamerica.com/fe
edia.org/wiki/File:Fe- atured/separation-of-sulphur-
S_mixture-03.jpg andiron-filings-dorling-
kindersleyuig.html
22
Then, he placed the iron and sulfur
mixture in a test tube and started to
heat it.
https://chemlegin.wordpress. https://sciencephoto.com/
com/2014/11/30/two- media/722663/view/iron-
chemical-reactions/amp and-sulfur-reaction
After heating the mixture, he wrapped the test tube with a cloth and broke the
bottom end of it with a hammer to get the new substance that
was formed in the reaction. The substance that was formed was
iron (II) sulfide (FeS). He studied its color and appearance as
well as its magnetic property and wrote his observations on his
data notebook.
At the end of the experiment, John D. Curious learned
how compounds are formed. Aside from this, he also learned
that the new substance has different properties from that of the
substances that he used before the reaction. Finally, he
submitted the results and observations that was written on https://www.alamy.com/s
his data notebook to his teacher. tockphoto/iron-
sulphide.html
Guide Questions:
1. Before heating, how will you describe the properties (color and appearance) of
iron and sulfur?
_____________________________________________________________________________
2. Did the iron filings stick to magnet? Did the sulfur powder stick to the magnet?
_____________________________________________________________________________
3. Describe the property (color and appearance of iron (II) sulfide (FeS)? Did the iron
(II) sulfide stick to magnet?
_____________________________________________________________________________
4. Did the compound iron (II) sulfide (FeS) have similar properties (color, appearance,
ability to be magnetized) to iron or sulfur?
_____________________________________________________________________________
5. How are compounds formed?
______________________________________________________________________________
ACTIVITY 2: Compounds are in the House!
Task A. Let us have a short tour in your house. Let us see if we can find compounds.
1. Visit your Kitchen, list down the compounds you saw.
____________________________________________________________________________
2. In your comfort room, list down the compounds you are commonly using.
___________________________________________________________________________
23
3. Check your cabinets for medicine and cosmetics, identify at least 5 compounds.
__________________________________________________________________________
Task B. Below is an article about some of the most important compounds that we use
on a regular basis. List the compounds mentioned in the article as well as their
respective uses. Identify also the elements that they are made of. You can make a table
just like the one below. An example has been done for you.
The Most Important Chemical Compounds
By Heather Brown
We are living in a world filled with chemical compounds, some of them being the
most important things we use on a regular basis. Here are a few of the thousands of
compounds that are most useful in our daily routines:
• Sodium Chloride or Table Salt (NaCl) – Salt is used not only in cooking, but in
cleaning as well. In fact, it is said that there are more than 14,000 specific uses for salt
all in all.
• Water (H2O) – No explanation is needed as to how important water is in our life.
Basically, water is something that could help us survive even if we don’t have anything
else.
• Sodium bicarbonate or Baking Soda (NaHCO3) – Baking soda does not only have
benefits around the kitchen, but is also used in beauty and health. It can be used as a
cleaning and whitening agent, and is a great deodorizer as well.
• Sucrose or Table Sugar (C12H22O11) – Sucrose is used mainly in cooking and as
a sweetener.
• Sodium Hypochlorite or Bleach (NaClO) – Bleach is used as a stain remover,
disinfectant and deodorant. It is also used to treat water and to reduce skin damage.
• Hydrogen Peroxide (H2O2) – This is used as a germicidal agent and is the only
one of its kind that is composed of oxygen and water. It is an alternative to bleach and
is a potent disinfectant. It is also used in personal hygiene products like mouthwash
and toothpaste, and is used to lighten hair. It is also used to sanitize meat and other
food products.
• Acetone ((CH3)2CO) – Acetone has a number of medical and cosmetic uses, the
most popular being as a nail polish remover. It is also a popular solvent and is used for
other domestic and laboratory processes.
• Methane (CH4) – Methane is a natural gas that is used to refine crude oil. It is
also used as a reactant to produce other substances such as chloromethanes and
ammonia.
• Carbon Dioxide (CO2) – Carbon dioxide is used in the content of fire
extinguishers and in the production of dry ice. It is also used in the production of
carbonated drinks.
• Citric Acid (C6H8O7) – An organic compound, it is usually found in citrus fruits.
It is used for culinary and medicinal purposes.
• Sodium Nitrate (NaNO3) – Sodium nitrate is used in the food and agriculture
industry. It is also the prime ingredient in fertilizers.
• Ammonia (NH3) – Ammonia reacts with acids to produce salts. It is used in a lot
of cleaning products.
24
Table 1.
Most Common Chemical Constituent Uses
Compounds Formula elements
Table salt NaCl Na sodium Cl For salting fish for
chlorine cooking
ACTIVITY 3: ELEMENTS VS. COMPOUNDS
Make a Venn diagram to compare and contrast elements and compounds. Use
the pool of ideas inside the box as your reference.
Pool of Ideas
Homogenous system Can be broken down by chemical means
Two or more elements chemically Examples are nitrogen, oxygen, chlorine
combined Cannot be broken down by chemical means
Held together by chemical bonds Exist as inorganic or organic
Exist as metal, nonmetal, metalloid Examples are sugar, salt, water
Pure substances Simplest substances
Made of one type of atom
ELEMENTS COMPOUNDS
ASSESSMENT/ RUBRIC FOR SCORING:

A. Directions: Read each statement carefully. Write TRUE if the statement is true
and FALSE if it is not true.
_________ 1. Compounds have properties that are different from the properties of its
constituent elements.
_________ 2. Compounds can only be separated into its constituents by chemical
process.
________ 3. Elements that make up a compound are in a fixed mass ratio.
________ 4. Compounds are made up of two or more elements physically and chemically
combined.
_________ 5. Sodium, chlorine and oxygen are examples of compounds.
25
B. Rubric for Scoring:
This is how you will be graded in this worksheet.
YES NO
Criteria:
(5 points) (3 points)
1. Did you answer correctly all the guide questions about

John D. Curious?
2. Did you have a short tour in your house and see if we
can find compounds?
3. Did you complete Table No. 2?
4. Did you make a Venn diagram to compare and
contrast elements and compounds?
5. Did you answer correctly the 5-item assessment?
6. Where you able to completely express your answer in
the reflection part?
TOTAL POINTS (30 points)
REFLECTION:
I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I want to ask my teacher about
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________________

Santelices, John Serwin V. (2020). Science 7 Quarter 1 Module 7 Compounds,

Department of Education, Region V
Chavez , John Dewey B. (2020) Science 7 Quarter 1 – Module 8 Familiarizing Chemical
Names and Uses of Compound, Department of Education, Region V.
Valeza , Marisol U. (2020) Science 7 Quarter 1 – Module 9 Elements and Compounds
on Food Labels, Department of Education, Region V
Santelices , John Serwin V. (2020) Science 7 Quarter 1 – Module 11 Elements vs
Compounds, Department of Education, Region V
26
K to 12 Most Essential Learning Competencies (2020), Department of Education
Ferido, Marlene B & Gutierrez, Jacqueline Rose M. (2012). Science Learner’s Module 7.
Philippines: Vibal Publishing House, Inc.
Internet Sources:
Department of Education. (2011). Project EASE (Effective Alternative Secondary
Education) Chemistry, Module 3 Classifying Matter as Pure Substances. Retrieved from
https://lrmds.deped.gov.ph/detail1029
Texas Education Agency (TEA). (n.d.) Elements And Compounds. Retrieved from
https://texasgateway.org/resource/elements-and-compounds Brown, H. (n.d.). The
Most Important Chemical Compounds. Retrieved from
https://www.famousscientists.org/the-most-important-chemical-compounds/
ANSWER KEY:
Activity 1- Answers may vary.

Activity 2- Answers may vary.
Assessment
1. TRUE
2. TRUE
3. TRUE
4. FALSE
5. FALSE
DEVELOPMENT TEAM
Author/ Writer: CATHERINE L. MUYNA, T-III, Camalig NHS, Camalig South

27
SMILE
Learner’s Packet
Name:
_________________________________________________________________________
Section: _________________________________ Date: ___________________________
SCIENCE 7
(Q1_LP4)
Any material that is not a mixture, is called a pure substance. Pure

substances include elements and compounds. It is much more difficult to break
down pure substances into their parts, and complex chemical methods are needed
to do this.
We can use melting and boiling points to test for pure substances. Pure
substances have a sharply defined (one temperature) melting or boiling point. Impure
substances have a temperature range over which they melt or boil.
The boiling of pure substances also happens when the atmospheric pressure
is equal to the vapor pressure. Boiling is usually indicated when the liquid has
bubbles formed and rises to the surface. The temperature at which boiling happens
is referred to as the boiling point. Pure substances are made up of only one type of
element or compound. This is why the boiling point of a pure substance is fixed or
will not change. Even if the pure substance is exposed to a higher amount of heat,
the boiling point of a specific pure substance will stay the same.
Key Points to Ponder

● The boiling point of a pure substance is the temperature at which the
substance transitions from a liquid to the gaseous phase. At this point, the
vapor pressure of the liquid is equal to the applied pressure on the liquid.
● The boiling point at a pressure of 1 atmosphere is called the normal boiling
point. The normal boiling point of water is 100°C, and remains constant until
the water has vaporized.
● The normal boiling point is high for liquids with strong intermolecular
attractions and low for liquids with weak intermolecular attractions.
● For a solution boiled at a fixed pressure, the composition of the vapor will
usually differ from that of the liquid. In addition, the change in the liquid
composition during boiling will change the boiling point.
The activities in this module will help you better understand the difference
between the boiling and melting point of a pure substance and of a mixture.
28
MELC: Distinguish Mixtures from Substances Based on a Set of

Properties
CG LC/ Code: (S7LT- -Ie-f-4)
1. Differentiate a pure substance from a mixture based on its boiling and
melting point.
2. Identify a material as a pure substance or mixture through a given sets of
boiling and melting point.
3. Illustrate the boiling and melting point of pure substance and mixture
using graphs.
ACTIVITY 1:
Read and study every given situation in the following task. Afterwards, be able to
answer the following activities carefully.
The behavior on heating of mixture and pure substances is different. Melting and
boiling temperature are constant for pure substances and change, with time, for mixtures. The
following table contains time and temperature data for samples of two different materials, A
and B that are being heated separately at a constant rate. Graph the data in the table on the
temperature-versus-time grid that are provided below. Then answer the questions that follow.
Table 1. Boiling and Melting Point of Materials
Material A Material B
Time (Minutes) Temperature (0C) Time (Minutes) Temperature (0C)
0 -25 0 30
1 -20 1 37
2 -16 2 44
3 -14 3 51
4 -12 4 51
5 -10 5 51
6 -0 6 51
7 12 7 60
8 25 8 70
https://www.vsb.bc.ca/schools/point-grey/Teaching-and-Learning/Classes-and-
Departments/Science/Chemistry-11/Documents/ch2ws.pdf
29
Material A
Temperature (0C)
Time (Min)
Material B
Temperature (0C)
Time (Min)
Guide Questions:
1. Is material A, a mixture or a pure substance? How do you know?
___________________________________________________________________________
___________________________________________________________________________
30
2. What is material A’s freezing point or freezing point range?
_______________________
3. What is material A’s boiling point or boiling range?
_______________________________
4. In what range of temperatures is A present as solid only? In what range of
temperatures is A present as liquid only?
___________________________________________________________________________
___________________________________________________________________________
5. Is material B a mixture or a pure substance? How do you know?
___________________________________________________________________________
6. What is material B’s freezing point or freezing point range?
___________________________________________________________________________
7. What is material B’s boiling point or boiling range?
____________________________________________________________________
8. In what range of temperatures is B present as solid only? In what range of
temperatures is B present as liquid only?
___________________________________________________________________________
___________________________________________________________________________
ACTIVITY 2: Boiling and Melting Point Investigation

Color the thermometer graphs according to the instructions at the bottom of
this page. Some of the information has already been put onto the “Water” graph for
you. Then, answer the questions at the back of this page.
Substance Boiling Point °C
Water 100
Ethanol 78
Bromine 59
Radon –61
https://www.paulding.k12.ga.us/site/Default.aspx?PageType=6&SiteID=4&SearchString=boiling%20and%20melting%20point%20of%20pur
%20substances%20and%20mixture
For each substance:
1. Use a pencil to darken the boiling point lines.
2. With a yellow pencil, color in the area of the thermometer directly above
the boiling point line.
3. Use a pencil to add arrows to indicate the melting and boiling points. Place
the arrows to the left of each thermometer and label them "BP" and "MP."
31
4. In each of the yellow regions, write the word gas.
5. In each of the red regions, write the word liquid.
6. In each of the blue regions, write the word solid.
True or False
True False
1. Bromine is a gas at – 60 °C.
2. Radon is a solid at – 100 °C.
3. Ethanol is a gas at 140 °C.
4. Water is a liquid at – 5 °C.
5. Bromine is a solid at 0 °C.
6. Radon melts at a lower temperature than water.
7. Bromine melts at a lower temperature than ethanol.
Guide Questions
8. Which substance has the lowest boiling point? ________________________
9. Which substance has the highest melting point? _______________________
10. If temperature was increased at the same rate for all four substances, which
substance would turn into a gas first? _______________________________
11. If ethanol melts at –115 °C, at what temperature does it freeze? ___________
12. Which substance has to be the coolest before it starts condensing? ________
13. There are 100 degrees between water's melting and boiling points. How many
degrees are there between ethanol's melting and boiling points?
______________________________________________________________________________
14. If the temperature heats up from -10 to 65, which substance would be most
reactive?
_____________________________________________________________________________
15. One goal of this activity was for you to see that every pure substance has its
own unique properties. How does your completed diagram help you to see
this?
___________________________________________________________________________
16. Is changing a substance state of matter (phase change) a physical change or
a chemical change? Explain. _______________________________________________
___________________________________________________________________________
17. Suppose your teacher gives you a container of salt water and a container of
water. Neither of the containers is labeled. Your teacher tells you, your job is
to determine which container is salt water and which container is water.
You’re not allowed to taste the substances, and both containers of liquid look
exactly the same. Use your knowledge of physical properties and the phase
changes to explain what you could do to determine which container is water.
___________________________________________________________________________
32
REFLECTION:
1. I learned that _____________________________________________________________

__________________________________________________________________________
2. I enjoyed most on
___________________________________________________________________________
3. I want to learn more on _____________________________________________
Textbooks:
SLM Grade 7 Science Quarter 1 – Module 12 Boiling Point of a Pure
Substance
McGraw Hill Access Science the Science Authority Boiling Point

Retrieved from https://www.accessscience.com/content/boiling-
point/089400
Internet Sources:
Pure Substances Retrieved from

https://intl.siyavula.com/read/science/grade-10/classification-of-
matter/02-classification-of-matter-03
DC Health and Company Finding About Matter Retrieved from

https://www.vsb.bc.ca/schools/point-grey/Teaching-and-Learning/Classes-
and-Departments/Science/Chemistry-11/Documents/ch2ws.pdf
Boiling and Melting Point Retrieved from

https://www.paulding.k12.ga.us/cms/lib/GA01903603/Centricity/Domain
/1085/physical%20properties%20and%20phase%20change.doc
33
ANSWER KEY:
Activity 1
Material A Material B
https://www.vsb.bc.ca/schools/point-grey/Teaching-and-Learning/Classes-and-Departments/Science/Chemistry-
11/Documents/ch2ws.pdf
Answers to Guide Questions
1. Mixture
The freezing and boiling points are not constant as shown by the
fact that the melting and boiling regions are not horizontal.
2. -16C to -10C
3. 49C to 63C
4. Below about -16C
Above 10C to below about 49C
5. Pure substance
Its freezing and boiling points are constant as shown by the
horizontal melting and boiling regions on the graph.
6. 50C
7. 133C
8. Below 51C
Above 51C and below 133C
Activity
34
https://www.paulding.k12.ga.us/site/Default.aspx?PageType=6&SiteID=4&SearchStr
ing=boiling%20and%20melting%20point%20of%20pure%20substances%20and%20mi
xture
True or False
True False
1. Bromine is a gas at – 60 °C.
✓
2. Radon is a solid at – 100 °C.
✓
3. Ethanol is a gas at 140 °C.
✓
4. Water is a liquid at – 5 °C.
✓
5. Bromine is a solid at 0 °C.
✓
6. Radon melts at a lower temperature than water.
✓
7. Bromine melts at a lower temperature than
ethanol. ✓
Answers to Guide Questions

8. Radon
9. Water
10. Radon
11. -115, because melting point and freezing point are the same.
12. Radon
13. 193
14. Bromine
15. Melting point and boiling point are physical properties. This activity shows
that each of the 4 elements has different melting and boiling points.
16. Phase change is a physical change because nothing new is formed. The
substance just changes its state of matter.
17. You could boil both substances. Only the water will boil at 100 degrees
Celsius because boiling at 100 degrees Celsius is a physical property of water.
Salt Water is a different substance so it will have a different boiling point.
DEVELOPMENT TEAM
Author/ Writer: LORENA B. BASCO, T-III, Naga NHS, Tiwi

35
SMILE
Learner’s Packet
Name: ___________________________________________________________________
Section: _________________________________ Date: ___________________________
SCIENCE 7
(Q1_LP5)
Matter can be classified into different ways.
(https://chem.libretexts.org/Courses/Los_Angeles_Trade_Technical_College/Foundations_of_Introductory_Chemistry-1/3%3A_Matter/3.5%3A_Pure_Substances_and_Mixtures)
MELC: • Distinguish mixtures from substances based on a set of

properties; CG LC/ Code: (S7LT- -Ie-f-4)
1. Separate components of homogeneous mixture through
simple distillation process
2. Illustrate the concepts of substance and mixture through a
concept map.
36
ACTIVITY 1: MIXTURES VS. PURE SUBTANCE

Study the picture carefully, then label it if it’s a Mixture or a Pure
Substance.
Matter is known to its form, solid, liquid and gas but it can also be classified
according to its properties, pure substance, and mixtures.
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detergents-you-can-buy%2F93283354%2F&psig=AOvVaw3zjA1miN-
better%2Fphotostory%2F68483556.cms&psig=AOvVaw2pnZXO57oEAKS-
Tf5fhPdlYb7Vm&ust=1628316239179000&source=images&cd=vfe&ved=0CAsQj =1628316366581000&source=images&cd=vfe&ved=0CAsQj lWlTWTGB&ust=1628316498489000&source=images&cd=vfe&ved=0CAsQjRxq
RxqFwoTCKjN7-rcm_ICFQAAAAAdAAAAABAD
RxqFwoTCMi2x6fdm_ICFQAAAAAdAAAAABAD FwoTCIDFh-fdm_ICFQAAAAAdAAAAABAK
4. Detergents 5. Gold (Au) 6. Salt
https://www.google.com/url?sa=i&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fppp.worldbank.org%2Fpublic-
private-partnership%2Flibrary%2Fwater-and-sanitation-concession-agreement-example-
1&psig=AOvVaw2FBxeUX0UurVQZgtu0iYRX&ust=1628316808218000&source=images&cd
=vfe&ved=0CAsQjRxqFwoTCIjK9_rem_ICFQAAAAAdAAAAABAD
7. Water
1.______________ 3.______________ 5.______________ 7.______________
2.______________ 4.______________ 6.______________

Guide Questions:
1. Based on the pictures, how did you determine whether the materials
you see is a pure substance or a mixture?
37
2. What are the observable characteristics of a pure substance and a
mixture?
3. What makes a pure substance different from a mixture?
ACTIVITY 2: Different Ways of Separating of Mixtures
Study the description of each word below. Match column A with Column B
accordingly by referring to the descriptions given.
Column A Column B
1. Magnetization A. Mixtures were separated by
carefully pouring the top layer
into another container.
2. Evaporation B. This is often used for purifying

organic liquids and separating
mixtures which separate
mixtures by heating it up until
it boils and condensing the
vapor to give the purified
distillate.
3. Distillation C. The process of separating the
insoluble solid from the liquid
substance by allowing the
liquid to pass through a porous
material.
4. Decantation D. A process of separating mixture
where one of the components
can be attracted by a magnet.
5. Filtration E. Solid dissolved in a liquid

solution can be separated by letting the
solution dry out in the process.
A mixture is composed of two or more types of matter that can be present in varying
amounts and can be physically separated by using methods that use physical
properties to separate the components of the mixture. But let us not forget that
substance is also a matter, therefore mixtures itself is also a mixture of substances.
A substance is the same no matter where it is found, same applies to its properties.
ACTIVITY 3: SEAWATER! SEE WATER AND SALTS!
Objective: In this activity, you should be able to collect distilled water and salts
from seawater.
Materials Needed:
seawater alcohol lamp
erlenmeyer flask (sample flask) tripod
test tube (receiver) safety matches
glass tube bent at right angle, with wire gauze(asbestos scraped off)
rubber/cork attachment (delivery tube)
38
water bath evaporating dish (or aluminum foil)
small boiling chips hand lens
Spoon
(Alternative Material: Salt solution instead of seawater. Dissolved the salt in a certain
amount of water, mix well and filter undissolved particles).
Procedure:
1. Prepare a distillation setup as shown in Figure 1. Place about 60ml of

seawater in the sample flask. Add 2-3 small boiling chips.
2. Apply heat to the sample flask until you have collected about 15 mL of
the distilled water (distillate).
3. Taste a portion of the distillate. Compare the taste of the distillate with
that of seawater.
Q1: What is the taste of the distillate? Is the taste the same as seawater?
4. Set the rest of the distillate aside. You will use it in Activity 2. Label it
properly.
5. While allowing the remaining seawater to cool, prepare an evaporation
setup as shown in Figure 2.
6. Transfer the cooled liquid to the evaporating dish. Aluminium foil may
be used as an alternative for evaporating dish. Note that the aluminum
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.
Q2: What do you see? Did you notice the solid that was left after all
liquid has evaporated?
39
8. The solid that is left behind in the evaporating dish is called the residue.
Taste a small portion of the residue.
Q3: What is the taste of the residue?
Questions:
1. In the experiment, which do you think is the homogenous mixture?
pure substance? Why?
2. Can you consider seawater as an example of homogenous mixture?
Why? If yes, how will you identify the products (distilled water and
salt), a mixture or a substance?
3. Why do you think distillation process best suits to separate distilled
water and salt from the seawater?
4. After the experiment, how will you compare the properties of the
seawater from its distillate and residue?
Mixtures have two major components, the solute (the substance that dissolves
in a solvent) and solvent the dissolving medium). The nature of the solute and solvent
and the method used in every reaction clearly affects what kind of mixture it might
be, because mixtures may be homogenous or heterogeneous. Homogenous mixtures
are uniform throughout meaning the solutes are evenly distributed throughout the
solution, unlike heterogeneous mixtures which appears into one or more phases.
ACTIVITY 4:
Classify the following materials if it’s a compound, element, or mixture. Put
a check on the appropriate column.
Substance/Material Element Compound Mixture

1.Silicon
2.Brass
3.Neon
4.Baking Soda
5.Soil
6.Rocks
7.Seawater
8.Vinegar
9.Salitre
10.Steel
Substances are further classified into two kinds, elements, and compounds.
Elements are the simplest kind of matter that are made only by one kind of atoms
while compounds are made up of more than one type of atom. Unlike elements which
cannot be easily broken down by an ordinary chemical reaction, compounds are
chemically combined that can be decomposed or broken down by a simple chemical
reaction.
ACTIVITY 5: PURE SUBSTANCE VS. MIXTURE

INSTRUCTIONS/ GUIDE QUESTIONS: Study the picture carefully, based on the
picture; give five descriptions of a mixture and a pure substance. Present your
answer in a concept map as shown below.
40
Rubrics for Scoring
5 points: if the concept map is completely filled in with unique and correct ideas
4 points: if the concept map is completely filled in with correct but not unique ideas
3 points: if one part of the concept map is not filled in but the supplied ideas are
correct
2 points: if two parts of the concept map is not completely filled in and some of the
supplied ideas are incorrect
0 point: no effort exerted
After the activity, compare your concept map with your seatmate or a friend and
together make a Venn diagram summarizing your work on mixture and pure
substance.
Concluding Question: How are mixtures different from substances? How are they
similar?
__________________________________________________________________________________
REFLECTION:
41
In this activity, I learned that …
I want to ask my teacher about…
Textbooks:
a. Learning Module (Grade 7, page 20- 21)
b. Science-CG_with-tagged-sci-equipment_revised.pdf page 108
c. Science and Technology I- Integrated Science Textbook page 57
-59
d. You and the Natural World (Chemistry) Third Edition Estrella E.
Mendoza ; Teresita F. Religioso page 37-39
e. Grade 7 – Science Teachers’ Guide Unit 2 page 19-27
f. Googles images
Internet Sources:
https://chem.libretexts.org/Courses/Los_Angeles_Trade_Technical_College/F
oundations_of_Introductory_Chemistry-
1/3%3A_Matter/3.5%3A_Pure_Substances_and_Mixtures
ANSWER KEY:
Activity 1
1. Mixture Activity 3
2. Mixture Q1:
3. Mixture
4. Mixture Q2:
5. Pure Substance Q3:
6. Pure Substance
7. Pure substance Questions:
Guide Question: 1. Seawater/salt solution (homogenous

mixture) , NaCl and Distilled Water
1. Answers may vary (Pure Substance)
2. Answer may vary 2. Yes
3. Answer may vary 3. Answers may vary
Activity 2 4. Answers may vary
1. D Activity 5
2. E
42
3. B Answer may vary
4. A
5. C
Activity 4
Substance/ Material Element Compound Mixture
1.Silicon /
2.Brass /
3.Neon /
4.Baking Soda /
5.Soil /
6.Rocks /
7.Seawater /
8.Vinegar /
9.Salitre /
10.Steel /
DEVELOPMENT TEAM
Author/ Writer: ALETH ROSE N. CANALE, T-I, Naga NHS

Language Editor: SHIELA P. ALBERTO, SP-1, Maipon ES, Guinobatan East
43
SMILE
Learner’s Packet
Name: _________________________________________ ________________________
Section: __________________________________ Date: ________________________
SCIENCE 7
Q1_LP6)
A solution is a homogeneous mixture of one or more solutes dissolved in a

solvent. Solvent is the substance in which a solute dissolve to produce a
homogeneous mixture while solute is the substance that dissolves in a solvent to
produce a homogeneous mixture. Solutions maybe solids dissolved in liquids or
gases dissolved in liquids. There are also solutions where a gas is dissolved in
another gas, a liquid in another liquid or a solid in another solid. Gaseous, liquid
and solid solutions are all around you.
Solutions can be classified as saturated or unsaturated. When a small amount

of sugar is mixed in a glass of water, all the sugar will dissolve. If more and more
sugar is added while stirring, a point is reached when some sugar will settle at the
bottom of the glass even with continued rapid stirring. This type of solution is said
to be saturated. Thus, a saturated solution is the one that contains the maximum
amount of solute that can be dissolved under the condition at which the solution
exists. An unsaturated solution contains less solute that it has the capacity to
dissolve.
MELC: Investigate properties of saturated or unsaturated solutions;

CG LC/ Code: (S7MT-Ic-2)
Specific Objectives:
1. Identify solution and its components

2. Classify solutions based on solute concentration
3. Describe some observable characteristics or properties of common
solutions found at home
44
ACTIVITY 1: KWHL Chart
INSTRUCTIONS: Fill in the K-W-H-L chart below to assess your prior knowledge and
understanding of the topic Solution.
K (what i KNOW)
W ( WHAT do i want to find out?)
SOLUTION
H ( HOW can I find out what i want L ( What did I LEARN?)

to learn)
Skills I expect to use:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_____________________
ACTIVITY 2: Solutions vs. Non-Solutions
INSTRUCTIONS: You are going to perform a simple activity in order for you to identify
the components of a solution and be able to classify mixtures as solutions or non-
solutions.
Materials Needed:
1 L water
2 tablespoons each of sand, salt, and soy sauce
3 transparent glass/cups
3 tablespoons
bond paper
(Reminder: Do not taste the solution. Be careful in handling the substances and
other materials while doing the activity.)
Procedures:
1. Pour one cup of water in each cup.
2. Add to each cup ½ tablespoons of sand, and salt. Stir the mixture with tablespoon
to dissolve as much of each sample as possible. Use different tablespoons for each
of the cups. Observe the result.
45
Q1. Which of the two set-ups dissolved the solute completely?
__________________________________________________________________________________
__________________________________________________________________________________
3. Leave the two set-ups for five minutes and take note of the results.
Q2. Did the sand dissolve and form a solution? How about salt?
__________________________________________________________________________________
__________________________________________________________________________________
4. Prepare another set-up by mixing soy sauce with water. Stir mixture. Compare the
third set-up with two previous set-ups by observing the three samples in a
transparent glass under the sunlight, or you may use a flashlight and allow light to
pass through the samples.
(Note: a clear solution is not necessarily colorless, but transparent in light.)
Q3. Which of the three set-ups forms a clear solution?
__________________________________________________________________________________
__________________________________________________________________________________
5. Add more salt, sand, and soy sauce to each corresponding set-up and stir.
Q4. Describe the resulting solution. How many phases of matter did you
observe?
__________________________________________________________________________________
________________________________________________________________________________
6. Get a piece of bond paper and fold it to form a cone. Allow the three set-ups to
pass through this improvised filter paper. Filter the water with soy sauce, then the
salt with water, and lastly the sand with water
Q5. Can they be separated by filtration?
__________________________________________________________________________________
7. Identify the solute and solvent in each of the three set-ups.
Q6. Which of the three set-ups form a solution or non-solution?
__________________________________________________________________________________
Use the table below to answer question number 6.
Set-up Solute Solvent Solution/Non-Solution
A. Sand and Water
B. Salt and Water
C. Soy sauce and

water
Photo Source: images.google.com
46
ACTIVITY 3: What Solutions Can You Find In your Home?
INSTRUCTIONS: Take a tour in your house particularly in your kitchen. List down
at least 10 solutions that can be prepared at home and identify the solute, solvent
and the types of solution. Use the template below for your answers. An example is
provided for you.
SOLUTION SOLUTE SOLVENT TYPE OF SOLUTION
(Solid Solution, Liquid
Solution or Gaseous Solution)
1. Ex. Coffee Coffee and sugar Hot water Liquid Solution
2.
3.
4.
5.
6.
7.
8.
9.
10.
GUIDE QUESTIONS:
1. How do you classify the solutions available at home?
________________________________________________________________________
________________________________________________________________________
2. How can you identify the solute and the solvent in the solutions you have
listed?
________________________________________________________________________
________________________________________________________________________
ACTIVITY 4: Soluble or Insoluble
INSTRUCTIONS: Classify the following substances as soluble or insoluble in water.

Draw the symbol ☺ on the column applicable to the following substances.
SUBSTANCES SOLUBLE INSOLUBLE SUBSTANCES SOLUBLE INSOLUBLE
1. Salt 6. Sugar
7. Vinegar
2. Soy sauce
47
3. Black 8. Milk
pepper
4. Soil 9. Flour
5. Oil 10. Juice
Photo Source: images.google.com

GUIDE QUESTIONS:
1. Define the following terms:
a. soluble _____________________________________________________________
b. insoluble _____________________________________________________________
2. What are the factors that affect solubility?
__________________________________________________________________________________
__________________________________________________________________________________
ACTIVITY 5: What are the evidences that make a solution saturated?
INSTRUCTION: Solutions can also be classified according to its concentration such

as saturated, unsaturated and supersaturated. In the next activity, you will try to
investigate the properties of saturated or unsaturated solutions. You can perform
this activity with your family members.
Objectives:
1. Determine how much solid solute dissolves in a given volume of water;
and
2. Describe the appearance of a saturated solution?
Materials Needed:
1 measuring cup (1 cup capacity)
1 measuring spoon (½ tsp. capacity)
1 cup water
6 teaspoons of sugar
2 small transparent bottles
2 stirrers (maybe stirring rod, chopstick, hard straw or coffee stirrer)
Procedure:
1. Pour 20 mL (approx. 2 tablespoon) of water in a small transparent bottle. Add ½
teaspoon of sugar and stir.
Q1. What is the appearance of the solution? Write your observations.
48
___________________________________________________________________________
2. To the sugar solution in step no.1, add ½ teaspoon sugar and stir the solution
to dissolve the sugar. At this point, you have added 1 teaspoon sugar.
3. Add ½ teaspoon of sugar to the sugar solution in step no.2 and stir the solution.
This point, you have added 1 ½ teaspoon of sugar.
4. Continue adding ½ teaspoon sugar to the same cup until the added sugar no
longer dissolves.
Q2. How many teaspoons of sugar have you added until the sugar no longer
dissolves? _________________________________________________________________
Note: In this step, you will observe that there is already excess sugar which did not
dissolve
Q3. How many teaspoons of sugar dissolved completely in 20 ml of water?
___________________________________________________________________________
___________________________________________________________________________
Note: This is now the maximum amount of sugar that will completely dissolve in 20
ml of water.
ACTIVITY 6: Saturated vs Unsaturated Solution?
INSTRUCTION: Answer the following questions. Write your answer on the space
provided.
1. Define unsaturated and saturated solution operationally.
__________________________________________________________________________________
__________________________________________________________________________________
2. Differentiate saturated from unsaturated solutions. Use the diagram below.
3. What is the third type of solution according to its concentration? How does
it differ from saturated and unsaturated solutions?
________________________________________________________________________
________________________________________________________________________
49
ASSESSMENT:
Why is knowledge of solution important in our daily life especially in times of

pandemic?
__________________________________________________________________________________
__________________________________________________________________________________
EXTEND:
What is the difference between concentration solution and diluted solution?
__________________________________________________________________________________
REFLECTION:
I learned that
_________________________________________________________
_________________________________________________________
_________________________________________________________
_____________________________________________________
I wish to ask my teacher about
_________________________________________________________
_________________________________________________________
_________________________________________________________
_____________________________________________________
Textbooks:
Science 7 Learning Materials pages 2-10
Science 7 Teacher’s Guide pages 3-8
Pictures taken from Google images
Supplementary Learning Materials in Science 7- Quarter 1: Module 21
Properties of Saturated and Unsaturated Solution
Internet Sources:
https://www.chem.purdue.edu/gchelp/solutions/whatis.html
ANSWER KEY:
Activity 1: KWHL Chart

Answers may vary.
Activity 2: Solutions vs. Non-Solutions
Answers to questions:
50
1. The set-up of salt and water dissolves completely.
2. The sand did not dissolve in water and did not form solution. While the
salt dissolved completely in water and form solution.
3. The set-up of salt and water and the set-up of soy sauce with water form
a clear solution.
4. For salt and soy sauce solutions, there was only one phase of matter
observed which the liquid phase is. While the sand and water, it showed
two phases of matter, solid and liquid phase.
5. The salt and water, as well as the soy sauce and water cannot be separated
by filtration, while the sand and water can be separated.
Set-up Solute Solvent Solution/Non-
Solution
a. Sand and sand water Non-solution
Water
b. Salt and salt water Solution
Water
c. Soy sauce Soy sauce water Solution
and water
Activity 3: What Solutions Can You Find In your Home?

Answers may vary.
Activity 4: Soluble or Insoluble
SUBSTANCES SOLUBLE INSOLUBLE SUBSTANCES SOLUBLE INSOLUBLE
1. Salt ☺ 6. Sugar ☺
2. Soy sauce ☺ 7. Vinegar ☺
3. Blackpepper ☺ 8. Milk ☺
4. Soil ☺ 9. Flour ☺
5. Oil ☺ 10. Juice ☺
Answers to questions:
1. a. Soluble - a substance that dissolves specifically in water.
b. Insoluble – substance that does not dissolve in water.
2. The factors that affect solubility of a solute are the temperature, pressure
and nature of the solvent.
Activity 5: What are the evidences that make a solution saturated?

1. The solution appears uniform throughout.
2. Answer may vary.
3. 5 teaspoons of sugar is the maximum amount that can dissolve in 20 ml
of water.
Activity 6: Saturated vs Unsaturated Solution
1. Saturated solution contains the maximum about of solute dissolve in a given
amount of solvent at a certain temperature while unsaturated solution is a
solution that contains less amount of solute.
2. Answers may vary.
3. Supersaturated solution is a type of solution which more solute is present in
a saturated solution.
Assessment: Answers may vary.
51
Extend:
Diluted solution is one that has relatively small amount of dissolved solute while
concentrated solution is the one that has relatively large amount of solute.
DEVELOPMENT TEAM
Author/ Writer: AMY C. TALAVERA, T-III, Naga NHS, Tiwi

52
SMILE
Learner’s Packet
Name: _________________________________________ __________________________
Section: _________________________________ Date: _____________________
SCIENCE 7
(Q1_LP7)
Alcohol is one of the most essential liquid solutions during the pandemic.
Some alcohols are labeled 70% isopropyl and some are prepared 40%. But which is
more effective to remove Covid-19?
The concentration describes the relative amounts of solute and solvent in a
given volume of solution. When there is a large amount of dissolved solute for a
certain volume of solvent, the solution is concentrated. A dilute solution has a
small amount of dissolved solute in comparison to the amount of solvent.
You have distinguished dilute from concentrated solutions qualitatively and
quantitatively, you can express concentration in other ways such as:
(1) percent by volume, which is the amount of solute in a given volume of
solution expressed as milliliters solute per 100 milliliters of solution (ml/100 mL),
and
(2) percent by mass, which is the amount of solute in a given mass of solvent
expressed as grams solute per 100 grams of solution.
After finishing the activities in this material, you should be able to express
concentration of solutions quantitatively by preparing different concentration of
mixtures. Good luck and hope you have fun learning!
(
MELC: Express concentration of solutions quantitatively by preparing

different concentration of mixtures according to uses and availability of materials;
CG LC/ Code: (S7MT-Id-3)
● Solve word problems about:
- percent by volume concentration of a solution; and
- percent by mass concentration of a solution.
ACTIVITY 1.1: Percentage by volume

INSTRUCTIONS/ GUIDE QUESTIONS: Study first on how to get the percent by
volume concentration of a solution by the given sample problem.
53
Sample Problem:
An alcohol called brand X is used as disinfectant in hospitals. Its total volume

is 100 mL containing 70 mL ethyl alcohol. What is the percentage by volume of ethyl
alcohol?
Given:
volume of solute : 70 mL ethyl alcohol
total volume of solution : 100 mL alcohol solution
Required:
percentage by volume ethyl alcohol
Solution:
𝑣𝑜𝑙𝑢𝑚𝑒 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑒
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑏𝑦 𝑣𝑜𝑙𝑢𝑚𝑒 = 𝑥 100
𝑣𝑜𝑙𝑢𝑚𝑒 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛
70 𝑚𝑙 𝑒𝑡ℎ𝑦𝑙 𝑎𝑙𝑐𝑜ℎ𝑜𝑙
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑏𝑦 𝑣𝑜𝑙𝑢𝑚𝑒 = 𝑥100
100 𝑚𝑙 𝑎𝑙𝑐𝑜ℎ𝑜𝑙 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑏𝑦 𝑣𝑜𝑙𝑢𝑚𝑒 = 0.70 𝑒𝑡ℎ𝑦𝑙 𝑎𝑙𝑐𝑜ℎ𝑜𝑙 𝑥100
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑏𝑦 𝑣𝑜𝑙𝑢𝑚𝑒 = 𝟕𝟎% 𝒆𝒕𝒉𝒚𝒍 𝒂𝒍𝒄𝒐𝒉𝒐𝒍
Direction: Solve the next problem using the first solution as a pattern.
Problem #1:
How many mL of ethyl alcohol are present in a 50 mL bottle of a 70% alcohol
solution?
Given:
________________________
________________________
Required:
________________________
Solution:
_______________________________________________________
_______________________________________________________
_______________________________________________________
Problem #2:
Another brand of alcohol, brand Y is used as disinfectant in the hospital with
a total volume of 200 mL containing 75 mL ethyl alcohol. What is the percentage by
volume of ethyl alcohol?
Given:
________________________
________________________
Required:
________________________
Solution:
_______________________________________________________
54
_______________________________________________________
_______________________________________________________
Problem #3:
Angela often experiences dysmenorrhea or painful menstruation, typically
involving abdominal cramps. She added 120 mL sambong leaves extract to 500 mL
solution and boiled it for 10 minutes to become sambong tea and cure her menstrual
cramps. What is the percent by volume of sambong leaves?
Given:
________________________
________________________
Required:
________________________
Solution:
_______________________________________________________
_______________________________________________________
_______________________________________________________
ACTIVITY 1.2 Percentage by mass

Study first on how to get the percent by mass concentration of a solution by
the given sample problem.
Sample Problem:
A one peso coin has a mass of 6.0 gram and containing 3.0 grams of copper.
What is the percentage by mass of copper in a one peso coin?
Given:
Mass of copper : 3.0 grams of copper
total mass of solution : 6.0 grams of copper coin
Required:
percentage by mass of copper
Solution:
𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑒
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑏𝑦 𝑚𝑎𝑠𝑠 = 𝑥 100
𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛
3.0 𝑔𝑟𝑎𝑚𝑠 𝑜𝑓 𝑐𝑜𝑝𝑝𝑒𝑟
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑏𝑦 𝑣𝑜𝑙𝑢𝑚𝑒 = 𝑥100
6.0 𝑔𝑟𝑎𝑚𝑠 𝑜𝑓 𝑐𝑜𝑝𝑝𝑒𝑟 𝑐𝑜𝑖𝑛
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑏𝑦 𝑣𝑜𝑙𝑢𝑚𝑒 = 0.50 𝑔𝑟𝑎𝑚𝑠 𝑜𝑓 𝑐𝑜𝑝𝑝𝑒𝑟 𝑥100
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑏𝑦 𝑣𝑜𝑙𝑢𝑚𝑒 = 𝟓𝟎% 𝒈𝒓𝒂𝒎𝒔 𝒐𝒇 𝒄𝒐𝒑𝒑𝒆𝒓
Problem #1:
How many grams of table salt will dissolve in 150 grams of water to make it
as a 60% salt solution?
Given:
________________________
________________________
55
Required:
________________________
Solution:
_______________________________________________________
_______________________________________________________
Problem #2:
A gold bar has a mass of 10.0 grams. How many grams of gold are in a gold bar
containing 75% gold by mass?
Given:
________________________
________________________
Required:
________________________
Solution:
_______________________________________________________
_______________________________________________________
Guide questions:
1. How did the amount of solute affect the concentration of solution?
2. What is the relationship of the amount of solute and the concentration of
solution?
Rubric for Scoring

Points
Criteria 5 3 1
Earned
Ideas expressed in
Ideas somewhat
pretty clear
Organization of Ideas are clear organized but
manner but
thought and organized. are not very
organization could
clear.
have been better.
Sentences are
complete, well- Sentences are Sentences need
Sentences and
constructed complete and some work to be
paragraphing
and of varied well-constructed. constructed.
structure.
Total Points Earned
REFLECTION:
In this activity, I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I enjoyed most on
___________________________________________________________________________
56
___________________________________________________________________________
___________________________________________________________________________
I want to learn more on

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Textbooks:
• Learner’s Manual - Grade 7. Diversity of Materials in the Environment. pp.9-
11
• K to 12 Most Essential Learning Competencies, Deped, page 327
• Self-Directed Module Science 7, Quarter 1 Module 24, Deped Region V
• Science Teaching Planner (STeP) for Grades 3 to 12, DepEd, SDO Albay,
2017 Internet Sources:
ANSWER KEY:
Activity 1.1 Percentage by volume

Problem #1- 35 mL ethyl alcohol
Problem #2- 37.5 % ethyl alcohol
Problem #3- 24% sambong leaves
Activity 1.2 Percentage by mass

Problem #1- 90 grams of salt
Problem #2- 7.5 grams of gold
DEVELOPMENT TEAM
Author/ Writer: NOEL N. MURILLO, T-III, Camalig NHS, Camalig South

57

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SMILE

(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)

Section: _________________________________ Date: ____________________________

BACKGROUND INFORMATION FOR LEARNERS:

Scientists are problem-solvers. They carry out well planned investigation to

LEARNING COMPETENCY WITH CODE:

MELC: Describe the components of a scientific investigation.

A scientist, by nature, is a keen observer. He asks a question or identifies a

ACTIVITY 1: Are you a keen observer?

INSTRUCTIONS/ GUIDE QUESTIONS: There are things that we observe

Ask a family member to check your answers.

ACTIVITY 2: Observations vs. Inference

INSTRUCTIONS/ GUIDE QUESTIONS:

Photo by: Obelis, Gudelia B. 2019, Brgy. Naga, Tiwi, Albay

ACTIVITY 3: Qualitative vs. Quantitative Observations

Qualitative observations are observations that describe “qualities” of something.

Qualitative Observations Quantitative Observations

ACTIVITY 4: Stating a Problem and Formulating Hypothesis

Designing an experiment means creating a set of procedure to test a hypothesis.

● Systematically and precisely manipulate the independent variable(s).

ACTIVITY 1A: Writing Procedure

Specific question Hypothesis

ACTIVITY 1B: Identifying variables

Rubric for scoring the procedure:

Quantitative Observations (Activity 1A)

Temperature Amount of sugar dissolved

Quantitative Observations (Activity 1B)

Mixture Amount of Water Absorbed

YOU ARE NOW READY TO PREPARE A GRAPH OF YOUR COLLECTED DATA

The graph shows that _____________________________________________________________

ACTIVITY 2: Writing Laboratory report

ACTIVITY 3: The Scientific Method

REFERENCES FOR LEARNERS:

Textbooks and Guides:

Lesson 1 Activity 3A (other observations depend on the learner)

Lesson 2. Activity 1A. Answers may vary.

Author/ Writer: GUDELIA B. OBELIS, T-III, Naga NHS, Tiwi

Education Program Supervisor: JADE O. ALBERTO, EdD

Section: _________________________________Date: _____________________________

BACKGROUND INFORMATION FOR LEARNERS:

The Periodic Table lists all 118 elements known at

Ancient name Element Symbol

LEARNING COMPETENCY WITH CODE:

ACTIVITY 1: THE SAGA OF THE GOLD DUST KID

The kid rode his favorite horse named B________.

1. What is the name of the kid’s horse? ______________________

Inhaling a deep breath of O_________, he coughed on the S ________blowing from the

He rode on until he spotted the bank rumored to be the safekeeping place of a Pt

ACTIVITY 2: LOOKS FAMILIAR

ACTIVITY 3: ODD ONE OUT

Elements in the periodic table are arranged systematically so that properties of

I wish to ask my teacher about…

REFERENCES FOR LEARNERS:

Textbooks and Guides:

Activity 1: The Saga of the Gold-dust Kid

Guide Questions: 1 Answers may vary

3. Mercury Hg 4. Group number

Section: _____ Date:

Section: _____Date: _

Inhaling a deep breath of O_, he coughed on the S blowing from the

Section: ___Date:

Section: _______ Date: _

Section: _______ Date: _

1. 3. 5. 7.

2. 4. 6.__