CAMARINES NORTE COLLEGE

Junior High School Department

Labo, Camarines Norte
S.Y. 2020-2021

THIRD QUARTER
SCIENCE 8

Content Standard:

The learners demonstrate an understanding of:

the particle nature of matter as basis for explaining properties, physical
changes, and structure of substances and mixtures
the identity of a substance according to its atomic structure
the periodic table of elements as an organizing tool to determine the
chemical properties of elements

Performance Standard:

The learners shall be able to:

present how water behaves in its different states within the
water cycle

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 1

 UNIT 9: THE PARTICLE NATURE OF MATTER
Lesson 1-2
WEEK 1 The States of Matter and Their  Test 1-3 pg 4-5
Properties and Phase Change
 Test 1-3
Lesson 3:
 What a
WEEK 2 Elements, Compounds and pg 6-7
Chemist
Mixtures
Must Be?
UNIT 10: ATOMIC STRUCTURE
Lesson 1:  Select and
WEEK 2 pg 9
Atomic Models and Theory Explain
Lesson 2:
 Completing
The Fundamental Components pg 10
the Table A
of the Atom
WEEK 3 Lesson 3:
 Completing
The Quantum Mechanical Model
the Table B pg 12
of an Atom
 Hund’s Rule

WEEK 4: 3rd Preliminary Examination

UNIT 11: PERIODIC TABLE OF ELEMENTS
Lesson 1:  Circle pg 14
Development of the Periodic Table Ancient
WEEK 5
Lesson 2 Timeline pg 16-
Arrangement of Elements  Test 1-3 17
WEEK 6  Test 1-2 pg 18
Lesson 3:
Trends in the Periodic Table  My Favorite
WEEK 7 pg 19
Element
WEEK 8 3RD DEPARTMENTAL EXAMINATION

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 2

 WEEK 1
UNIT 9:
THE PARTICLES NATURE
OF MATTER

God provides all things for His children here on Earth.

The activities between interacting materials offer proofs of the abundance

of elements in this universe. All matter is particulate in nature. This simply
means that matter is made up of tiny bits of material known as particle atom
from the Greek word atomos, meaning indivisible.

Matter and energy make up the entire universe. The substance that you
eat, drink, breath, write on, and sit on are all made of atoms. They are too small
that only the most powerful microscope could see them. As such, one needs to
understand what the atoms are doing to understand why substances behave in
a way that they do.

After going through this module, you should be able to:

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

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 3

 WEEK 1
Lesson 1
States of Matter and Their Properties

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

Use your textbook as guide in doing the activities: Reference Guide: Science Link 8 pages 235-245
You can also visit www.camarinesnortecollegejhs.com/ for deeper understanding, videos and examples.
Select Modules >> Grade 8 >> Third Quarter >> Science

NOTE: Do these activities on a ONE WHOLE INTERMEDIATE PAPER.

Test 1: Matching Type. Match the description in column A to its corresponding term in column
B. Write the LETTER of your answer on your answer sheet.

Column A Column B
1. It is a large particle formed by the combination of two or a. amorphous
more atoms. solid
2. It is the ratio of mass per unit volume. b. cohesion
3. It is the force of attraction between identical molecules. c. density
4. It is a measure of the resistance of a fluid to flow. d. fluidity
5. It is a property of solid for which the particles are arranged e. intermolecular
irregularly. force
6. It pertains to the force exerted of the movement of a f. molecule
molecules over an area.
7. It is the state of matter with a hot ionized gas that allows both g. plasma
the positive charged ion and a negative charged electron to
coexist.
8. It is the ability of a liquid to flow. h. pressure
9. It is an attractive force that hold particles together. i. surfactants
10. These are compounds that lower the surface tension of a j. viscosity
liquid.

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 4

 Test 2: Identification. Identify the properties of matter being described in the following
situations or examples. Write your answer on your answer sheet.

1. water climbing up the paper towel 11. motor oil is slow to pour
2. vegetable oil floats in water 12. 1000 C
3. propane gas evaporates and fill the room right away 13. glass
4. catsup is slow to pour 14. freezing point
5. diaper draw water from the diaper to the interior 15. gold
6. a pin floating on water 16. copper
7. Calcite 17. rubber
8. barometer 18. burette
9. thin blade does not sink in the water 19. Pascal
10. plastic 20. Rhodonite

Test 3: True or False. Write “TRUE” if the statement is correct and if false, write the word or
phrase that makes it wrong and change it to make the statement true.

1. Clouds are made entirely of water droplets.

2. When energy is lost by water molecules, its velocity increases.
3. At melting point, molecules throughout the liquid have enough energy to vaporize.
4. As heat is removed from the water, the molecules lose kinetic energy.
5. Deposition is a method used by our bod to control body temperature.
6. Sublimation is reverse of freezing.
7. Heat transfer moves from an object with low temperature to an object with high
temperature.
8. Water cycle is a perfect example of phase changes.
9. When water reaches its critical pressure and temperature, it can no longer exist as a
liquid.
10. Backpackers and astronauts used dried food because they are light to carry.

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 5

 WEEK 2
Lesson 3: Elements, Compounds and Mixtures

Learning Competency:
 Explain physical changes in terms of the arrangement and motion
of atoms and molecules; (S8MT-IIIc-d-9)
1.

Use your textbook as guide in doing the activities: Reference Guide: Science Link 8 pages 246-253
You can also visit www.camarinesnortecollegejhs.com/ for deeper understanding, videos and examples.
Select Modules >> Grade 8 >> Third Quarter >> Science

NOTE: Do these activities on a ONE WHOLE INTERMEDIATE PAPER.

Test 1: Identification. Identify the terms being referred to in each item. Write your answer on
your answer sheet.

1. It is the term used to describe a pure substance made up of only one atom.
2. It is a representation of an element using letters derived from the first letter, second
letter, Latin name and so on.
3. These are substances whose colors are affected by acids and bases.
4. It is the term used to describe two or elements combined through chemical reactions.
5. It states that pure compounds always consist of the same elements combined in the same
proportion by mass.

Test 2: Classification A. Tell whether the given examples are indicated as element, compounds
or mixture. Write your answer on your answer sheet.

1. Cobalt 6. mud and water 11. calamansi juice

2. concentrated juice 7. gelatin 12. zonrox
3. ammonia 8. silver 13. Sulfuric acid
4. water 9. carbonate 14. steel bar
5. Tungsten 10. syrup medicine 15. air

Test 3: Classification B. Tell whether the given examples are classified as homogeneous or
heterogeneous mixture. Write your answer on your answer sheet.

1. mud 6. fruit salad 11. gravel and sand

2. salt-water 7. milk tea 12. alcohol and water
3. brass 8. Seawater 13. adobo
4. halo-halo 9. vinegar and water 14. assorted paperclips
5. air 10. oil and water 15. soy sauce and water

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 6

 Activity: What a Chemist Must Be?

Objective: To display understanding of the effects of solutions and colloids that benefit and harm
humans and the environment.

Task: You can choose from the following options:

a. Create an article or open letter that will discuss the need of solutions and colloids in the
field of medicine and food industry. Your open letter must contain examples or situations
where mixture is involved. It must have at least 300 words with own title. Do this on a long
sized bond paper.
b. Make a poster showing the benefit and harm of mixtures in agriculture. Do this on a ¼
white cartolina.
c. Create a poem about your own experience in using mixtures (any kind of mixtures). Your
poem must contain the benefits and harm that you got from using it. It must have four (4)
stanzas and four (4) lines with own title. Do this on a long sized- bond paper.

Standards: accuracy of content, organization, clarity of message and completeness.

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 7

 WEEK 2
UNIT 10:
ATOMIC STRUCTURE

Indeed, God gave us a brain, so we are equipped with the ability to think.
One of the greatest achievement of modern science has been the demonstration
that all the common forms of matter are made of atoms—entities too small to
be seen with even the most powerful optical microscopes. Despite our inability
to see atoms in the conventional sense, they ate now so familiar to us that it is
easy to forget that their existence was still doubted by some scientists as little
as 90 years ago.

The main purpose of this module is to introduce to you to atoms and to

the major atomic constituents. A subsidiary aim is to give you some insight into
the early historical development of atomic physics, since this too is part of the
common culture that all physicist share.

After going through this module, you should be able to:

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

MODULE MAP:

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 8

 WEEK 2
Lesson 1: Atomic Models and Structures

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

Once the existence of the atom and its constituent electron had been conclusively
demonstrated, it was obviously important to understand the structure of the atom. How are
electrons accommodated within an atom?

It took more than 2,000 years before the ancient idea about atoms become a theory.
Scientists have relied on early ideas and used them as their guide and references for their
own studies. Here are some atomic theories that you must know:

 Dalton’s Atomic Theory (The Solid Sphere Model)

 The Raisin Bun Model- also called as plum-pudding model proposed by
Joseph John Thomson
 Nuclear Model of an Atom by Ernest Rutherford
 Planetary Model of an Atom by Neils Bohr
 Bohr-Sommerfeld Atomic Model by Neils Bohr and Arnold Sommerfeld

You can explore more about this lesson by reading your textbook:Science Link 8 pages 262-267
You can also visit www.camarinesnortecollegejhs.com/ for deeper understanding, videos and examples.
Select Modules >> Grade 8 >> Third Quarter >> Science

NOTE: Do these activities on a ONE WHOLE INTERMEDIATE PAPER.

Activity 1: Select and Explain. Select at least two atomic theories below. Draw an illustration
about it and discuss the concept about that theory. Do these on your answer sheet.

1. The Raisin Bun Model 3. Planetary Model of an Atom

2. Nuclear Model of an Atom 4. Bohr-Sommerfield Atomic Model

Example:

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 9

 WEEK 3
Lesson 2: The Fundamental Components of
an Atom

Learning Competency:
Determine the number of protons, neutrons, and
electrons in a particular atom. (S8MT-IIIe-f-10)
Key Terms:
Proton -These are the positively charged in an atom (+)
Electron -These are the negatively charged in an atom (-)
Neutron -doesn’t have any charge
Cation -It is the term used to describe an ion with positive charge
Anion -term used to describe an ion with negative charge
Atomic Mass -It is the sum of the numbers of protons and neutrons in an atom.
Atomic Number -distinctive number of protons in each element
nuclide -It is the term used to describe an atom of specific isotope.
isotopes -Atoms of the same element having same atomic number but differ
in atomic mass

Key Concept:
 The number of protons and electrons in an element are equal.
 The number of protons in an element is equal to its atomic number.
 The formula in determining the number of neutron is:
Number of neutron= atomic number – mass number
 Atomic mass can be determine using this formula:
Atomic mass= number of protons + number of neutrons

You can explore more about this lesson by reading your textbook: Science Link 8 pages 268-271
You can also visit www.camarinesnortecollegejhs.com/ for deeper understanding, videos and examples.
Select Modules >> Grade 8 >> Third Quarter >> Science

NOTE: Do these activities on a ONE WHOLE INTERMEDIATE PAPER.

Completing the Table. Determine the number of protons, neutrons, and electrons in
an atom of the given elements by completing the table below. Copy, show the
solution and complete the table on your answer sheet.

Write your answer on your answer sheet.

Element Atomic Mass Number of Number of Number of
Number Number protons Electrons Neutrons
1.Mercury 80 80 121
2. Calcium 20 40 20
3. Oxygen 16 8 8
4. Iodine 53 53 74
5. Aluminum 13 27 13
6. Carbon 6 12 6
7. Arsenic 75 33 42
8. Potassium 39 19 19
9. Barium 56 56 81
10. Silver 108 47 47

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 10

 WEEK 3
Lesson 3: The Quantum Mechanical Model
of an Atom

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

Key Concept:
Valence  electron occupying a valence shell
electron
Valence shell  electron shell
Ground state  lowest energy level in an electron cloud
Excited state  highest energy state farthest from the nucleus
Orbitals  region around the nucleus of an atom with the greatest
probability of finding electrons
 “sublevel”
 SHAPES OF ORBITALS
s orbital (sharp)- with highest possible electron of 2
p orbital (principal)- with highest possible electron of
6
d orbital (diffused)- with highest possible electron of
10
f orbital (fundamental)- with highest possible electron
of 14
Electron  Shorthand representation of how each electron is arranged
Configuration among the orbitals, levels, and sublevels based on the
stated principles.
EXAMPLE: Oxygen (since the atomic number of an oxygen is 8, its number of
electron is also 8)
Electron configuration: 1s22s22p4

HUND’S RULE- also known as the principle of minimum pairing and the principle of
maximum multiplicity. EXAMPLE: Oxygen: 1s22s22p4

1s2 2s2 2p4

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 11

 You can explore more about this lesson by reading your textbook: Science Link 8 pages 271-280
You can also visit www.camarinesnortecollegejhs.com/ for deeper understanding, videos and examples.
Select Modules >> Grade 8 >> Third Quarter >> Science

NOTE: Do these activities on a ONE WHOLE INTERMEDIATE PAPER.

Completing the Table. Complete the table by supplying the electron configuration, number of
valence electrons, period, family and block of the given elements. Copy and answer the table on
your answer sheet.

Number of
Element Electron Configuration period family block
valence electrons
1. 15P

2. 47 Ag
3. 25Mn

4. 53 I
5. 19K

Hund’s Rule. Draw the Hund’s rule of the given elements from activity 1

Element Hund’s Rule

1. 15P

2. 47 Ag
3. 25Mn

4. 53 I
5. 19K

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 12

 WEEK 5
UNIT 11:
PERIODIC TABLE
OF ELEMENTS

Looking at the world, you will find an overwhelming number of different

substances. To bring order a somewhat disorganized system, nineteenth-
century chemists developed the periodic table by arranging elements in the
increasing order of their atomic masses. However, there were some
discrepancies found which led to the newest version of the periodic table where
elements are arranged in order of increasing atomic number.

After going through this module, you should be able to:

Use the periodic table to predict the chemical behavior of an
element. (S8MT-IIIi-j-12)

MODULE MAP:

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 13

 WEEK 5
Lesson 1: Development of the Periodic Table

Learning Competency:
Use the periodic table to predict the chemical
behavior of an element. (S8MT-IIIi-j-12)

Key Concept:
 The Periodic Table of the Elements is an organized way of displaying information
that is known about the approximately 100 chemical building blocks of the universe.
It often appears as a roughly rectangular chart with individual squares containing
information about each element.
 Atomic Symbols are symbolic way for people to refer to elements in the periodic table.
Atomic symbol is made up of the first letter of the word.
(Hydrogen= H)
But it is not always the case. The element Helium must use
the first two letter in its name to avoid confusion. The first
letter is always capitalized and the second letter is always
lower case.

In some case, elements symbol was derived on their Latin

name just like lead with a symbol Pb which stands for
plumbum.
 Atomic number represents the number of protons in one
atom of the elements. On the picture, it is the number in the upper
left side of the box. Lead has an atomic number of 82 and carbon has
6.
 Atomic mass is the sum of protons and neutrons. It is expressed in
atomic mass unit or amu.

You can explore more about this lesson by reading your textbook: Science Link 8 pages 290-297
You can also visit www.camarinesnortecollegejhs.com/ for deeper understanding, videos and examples.
Select Modules >> Grade 8 >> Third Quarter >> Science

NOTE: Do these activities on a ONE WHOLE INTERMEDIATE PAPER.

Activity: Circle Ancient Timeline. Show the development of periodic table using the diagram
below. Big circles contain the name of the elements arrangement (example: Newland’s Octave)
and the small circles contain the year, the proponent and its short description. Note: Your
timeline must have 7 big circles and each big circle will have 3 small circles. Do this on your
answer sheet.

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 14

 WEEK 5
Lesson 2: Arrangement of the Elements

Learning Competency:
Use the periodic table to predict the chemical
behavior of an element. (S8MT-IIIi-j-12)

Key Concept:
 Groups, or vertical columns,
1. elements in a group are different but have similar
chemical and physical properties because they have the same number of outer
electrons. For instance, the noble gasses have their outermost orbit filled and
therefore atoms from this family do not bond with other atoms.

 Period, or horizontal rows. Along a period, a gradual change in chemical properties

occurs from one element to another. Changes in the properties occur because the
number of protons and electrons increases from left to right across a period or row.
The increase in number of electrons is important because the outer electrons determine
the element’s chemical properties.

Example:
Molybdenum: Group 6, period 5

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 15

  The Blocks

 Locating Elements According to their Classification

You can explore more about this lesson by reading your textbook: Link 8 pages 297-306
You can also visit www.camarinesnortecollegejhs.com/ for deeper understanding, videos and examples.
Select Modules >> Grade 8 >> Third Quarter >> Science

NOTE: Do these activities on a ONE WHOLE INTERMEDIATE PAPER.

Test 1: Identification. Identify the group and period of each element. Write your answer on
your answer sheet. Note: Use your periodic table as reference in answering this activity.

1. Cesium: Group ________, Period ________

2. Manganese: Group ________, Period ________
3. Helium: Group ________, Period ________
4. Mercury: Group ________, Period ________
5. Krypton: Group ________, Period ________

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 16

 Test 2: Classification B. Write the symbol of the following elements and tell whether the following
elements is under S-BLOCK, P BLOCK, D- BLOCK or F-BLOCK. Write your answer on your answer
sheet. Note: Use your periodic table as reference in answering this activity.

1. Germanium 6. Helium 11. Silver

2. Osmium 7. Tungsten 12. Bismuth
3. Arsenic 8. Carbon 13. Cadmium
4. Astatine 9. Cobalt 14. Francium
5. Bromine 10. Gold 15. Radon

Test 3: Classification A. Classify the following elements base on their types. Write ONLY the answer
on your answer sheet. Note: Use your periodic table as reference in answering this activity.

1. Lithuim (alkali metal, halogen, transition metal)

2. Arsenic (metal, non-metal, metalloid)
3. Krypton (alkaline-earth, chalcogens, noble gas)
4. Bromine (chalcogens, halogen, inert gas)
5. Sulfur (chalcogens, halogen, inert gas))
6. Scandium (alkali metal, halogen, transition metal)
7. Chlorine (metal, non-metal, metalloid)
8. Sodium (alkali metal, halogen, transition metal)
9. Beryllium (alkali, alkaline-earth, transition metal
10. Iron (alkali metal, halogen, transition metal)

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 17

 WEEK 6
Lesson 3: Trends in the Periodic Table

Learning Competency:
Use the periodic table to predict the chemical
behavior of an element. (S8MT-IIIi-j-12)

Key Concept:
 Atomic radius is used in determining the atomic volume. It decreases from left to
right and also from bottom to top.
 Ionization Energy- refers to the energy required to remove an electron from isolated,
gaseous atom or ion in its ground state.
 Metallic Property- ability of an atom to lose electron
 Nonmetallic Property- ability of an atom to gain or accept electron
 Electron Affinity- energy release when an incoming electron is finally added to an
isolated atom or neutral atom in its ground state.
 Electronegativity- attractive force of an atom for shared pair of electrons when
chemical combined with another element.

You can explore more about this lesson by reading your textbook: Science Link 8 pages 307-309
You can also visit www.camarinesnortecollegejhs.com/ for deeper understanding, videos and examples.
Select Modules >> Grade 8 >> Third Quarter >> Science

NOTE: Do these activities on a ONE WHOLE INTERMEDIATE PAPER.

Test 1: Modified True or False. Write “TRUE” if the statement is correct and if false, write the
word or phrase that makes it wrong and change it to make the statement true.

1. Atomic radii generally decrease from left to right across a period.

2. Electron affinity increases within a period from right to left of periodic table.
3. Metals have a greater tendency to gain electrons.
4. The loss of an electron is called exothermic process.
5. Ionization energy increase from bottom to top.

Test 2: Arranging. Arrange the elements based on what is asked below. Write your answer on your
answer sheet. Note: You can use your periodic table as reference in answering this activity.

Write
1. increasing atomic radius: (Li, B, N)
2. decreasing ionization energy: (Na, Cs, Li)
3. decreasing metallic property: (As, V, Co)
4. increasing metallic property: (Kr, Fe, As)
5. decreasing electronegativity: (Ra, Mg, Ca)

SCIENCE LINKS WORKTEXT FOR SCIENTIFIC AND TECHNOLOGICAL LITERACY 8 18

 WEEK 7
My Favorite Element

Objective:

To exhibit understanding of the elements in the periodic table.

Task: Choose your favorite element, write a feature about it and explain why it is your favorite.
You can choose from the following variation of task.

Make an essay about your selected element. It must include the history, significance and
products produced from the element through the years and possible things that can still
be developed from it. Write your essay on a long sized bond paper.
Make a poem featuring the uses of your selected element. Your poem must be artistically
written on a long-sized bond paper.

Standards:

Accuracy, Content organization, completeness, mechanics and creativity.

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