SCIENCE GRADE 7 DEPED K-12

1. 1. SCIENCE Grade 7Learner’s Material (Unit 1 AND Unit 2)

2. 2. For Students Grade 7 Science: Matter QUARTER 1 DIVERSITY OF MATERIALS IN THE ENVIRONMENT Department of Education University of
the PhilippinesNational Institute for Science and Mathematics Education Development
3. 3. Copyright pageQuarter 1Student ModuleGrade 7 Science: MatterDiversity of Materials in the Environment Marlene B. Ferido, Jacqueline Rose M.
Gutierrez, Writers. Ma. Cristina D. Padolina, Merle C. Tan, Reviewers. Rosita R. Cruz, Wilhelmina L. Dela Paz, Cecile N. Sales, Encoders. Alvin J.
Encarnacion, Rizaldo Ramoncito S. Saliva, Artists. Cover Design by Alvin J. Encarnacion.May 2012
4. 4. CONTENTS Module 1. Solutions ....................................... 1 Activity 1: What Solutions Do You Find in Your Home? . . . . . . . . . . 2 Activity 2: What
are the Properties of Solution? . . . . . . . . . . . . . . . . 4 Activity 3: What is the Evidence that a Solution is Saturated? . . . . . 7 Activity 4: Size Matters! . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Activity 5: How Fast does Coffee Dissolve in Hot Water? In Cold Water?. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . 13 Activity 6: Which Dissolves Faster in Hot and in Cold Water: Sugar or Salt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Module 2.
Substances and Mixtures . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Activity 1: Seawater! See Water and Salts! . . . . . . . . . . . . . . . . . . . . 18 Activity 2:
Looks may be Deceiving . . . . . . . . . . . . . . . . . . . . . . . . . 20 Activity 3: My Unknown Sample: Substance or Mixture? . . . . . . . . . 26 Module 3.
Elements and Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Activity 1: Water, “Wat-er” You Made Of? . . . . . . . . . . . . . . . . . . . . . 28 Activity 2: The
Periodic Table: It’s Element-ary! . . . . . . . . . . . . . . . . 32 Activity 3: The “Matter” on Labels . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Activity 4: The Iron-y of
Food. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Module 4. Acids and Bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Activity 1: How can You Tell
if the Mixture is Acidic or Basic? . . . . . 47 Activity 2: Color Range, pH Scale!. . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Activity 3: What Happens to a Metal
when Exposed to an Acidic Mixture?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Module 5. Metals and Nonmetals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
61 Activity 1: Which can Conduct Electricity, Metals or Nonmetals? . . . 62 Activity 2: Acidity of the Oxides of Metals and Nonmetals . . . . . . . . 67
5. 5. Suggested time allotment: 7 to 8 hours MODULE SOLUTIONS 1Overview In Grade 6, you have learned about different mixtures and
theircharacteristics. You have done activities where you mixed a solid and aliquid or combined two different liquids. In the process of mixing, you
haveobserved that these mixtures either form homogeneous or heterogeneousmixtures. You have seen that when all parts of the mixture have the
sameuniform appearance and properties, it is homogeneous. You also learned that when different parts of the mixture can beidentified, it is
heterogeneous. An example of a heterogeneous mixture is icecubes (solid phase) placed in a glass of soft drink (liquid phase). Differentphases can
be identified. When all the ice cubes are melted, only one liquidphase is seen. It is now homogeneous. Homogeneous mixtures are called solutions.
When you put sugar intowater, the solid becomes part of the liquid and cannot be seen. You can saythat the sugar dissolves in water or the sugar is
soluble in water. Solutionsmay be solids dissolved in liquids or gases dissolved in liquids. There arealso solutions where a gas is dissolved in another
gas, a liquid in anotherliquid or a solid in another solid. Gaseous, liquid, and solid solutions are allaround you. Many commercial products are sold as
solutions. In this module, you will identify common properties of solutions usingdifferent methods. You will also learn how to report the amount of
thecomponents in a given volume of solution. Towards the end of the module,you will investigate the factors that affect how fast a solid dissolves in
water.At the end of Module 1, you will be able to answer the following keyquestions. What common properties do solutions have? Are solutions
always liquid? Will all solids dissolve in water? How fast do solids dissolve in water?Grade 7 Science: Matter 1Diversity of Materials in the
Environment
6. 6. Activity 1 What Solutions do You Find in Your Home? Objectives After performing this activity, you should be able to: 1. describe the observable
characteristics or properties of common solutions found at home or in stores; and 2. present the data gathered in table form to show the different
properties of common solutions. You may make a table similar to the one below. Products or Solutions Characteristics Found at Home or in Stores
You noticed that you did not see solid particles or liquid droplets inthe samples of solutions. Most of the solutions, which are in liquid phase,are
colorless. The solutions that you have observed consist of two components called the solvent and the solute. Generally, the component present in
small amount is called the solute. The solute and the solvent dissolve in Grade 7 Science: Matter 2 Diversity of Materials in the Environment
7. 7. each other. Usually the solvent is the component present in greater amount.So in a sugar solution, sugar is the solute and water is the solvent. You
observed in Activity 1 that a solution is not always a liquid; itcan be solid, liquid, or gas. In addition, solutions may either be found innature or are
manufactured.Naturally Occurring Solutions Examples of solutions that occur naturally are natural bodies of waterlike the seas and ocean, blood
plasma, air, and some mineral ores. Many materials in nature can be used efficiently only when these arein the form of solutions. For example, plants
cannot absorb minerals fromthe soil unless these minerals are in solution. Components of the food thatyou eat go into solution during digestion. The
nutrient particles in solutioncan pass through the digestive tract and dissolve in the blood. Seawater is a solution having a higher percentage of salt
and mineralsthan other sources of water like ground water or rivers. Rainwater is asolution containing dissolved gases like oxygen and carbon
dioxide. Thewater you drink contains dissolved minerals like sodium, potassium,magnesium and calcium and dissolved gases like oxygen and
carbondioxide. Air is a mixture of gases. Dry air consists of about 78% nitrogen, 21%oxygen, 1% argon, about 1% water vapor, 0.04% carbon dioxide
and tracesof argon, helium, neon, krypton, and xenon. Water vapor is present indifferent amounts depending on the location. Air above big bodies of
watercontains more water vapor than air above deserts. Humidity is a measure ofthe amount of water vapor in air. Useful solutions are found not only
in nature; many solutions aremade for a specific purpose.Manufactured/Processed Solutions Almost every household uses vinegar for cooking and
cleaningpurposes. Vinegar usually contains about 5% acetic acid in water. Somevinegar are clear homogeneous mixtures (solutions). Other kinds of
vinegarare colloidal.Grade 7 Science: Matter 3Diversity of Materials in the Environment
8. 8.  1 funnel rackGrade 7 Science: Matter 4Diversity of Materials in the Environment 3 funnels or improvised funnel made from 500 mL plastic bottle 
2 pieces each, measuring cups (½ cup and 1cup)  2 pieces each, measuring spoons (½ tsp and 1tsp)  12 clear bottles or cups  2 tablespoons each
of the following: sugar, salt, mongo seeds, powdered juice, cooking oil, vinegar  either of the following: cheesecloth (katsa), old, white T-shirt or filter
paper  6 pieces, spoons  6 cups water Gasoline is a solution made up of different substances calledhydrocarbons. It is important that gasoline
contains no solid particles thatmay clog the vehicle engine. A metal alloy is a solid solution made up of two or more metals or nonmetals. For example,
steel is an alloy of copper and tin. Brass is an alloy ofcopper and zinc. Other examples of solutions that are processed include wine andliquor, brewed
coffee and tea. In the next activity, you will predict what will happen when you mix asample solid or liquid in a given volume of water. Investigate to
find out ifyour predictions are correct. Explain your predictions using the evidenceyou have gathered from your investigation.Activity 2What are the
Properties of Solutions? When you finish this activity you should be able to: 1. compare the evidence gathered with the predictions you made; and 2.
describe the properties of solutions based on observations.Materials Needed:
9. 9. Procedure:1. Predict which among the given samples will dissolve in water. Write your predictions in column 2 of Table 1.2. Put one cup of water in
each of the cups.3. Add ½ teaspoon of each of the six samples. Use the teaspoon to dissolve as much of each sample as possible. Use a different
teaspoon for each of the cups. Q1. Describe the mixture that resulted after mixing. Write your answer in column 3. Q2. How many phases do you
observe? Write your answer and observations in column 4. Q3. Identify the solute in each of the mixtures. Write your answers in the blank:
____________________________________________________________
____________________________________________________________________ Q4. What is the solvent in each of the mixtures?
______________________Table 1. Data table for Activity 2 (1) (2) (3) (4) (5) (6) Will Appearance Number of Can be Solution Sample dissolve in
phases separated by or not? solid or one cup filtration liquid water (yes or no) (yes or no) Sugar Salt Mongo seeds Powdered juice Cooking oil
VinegarGrade 7 Science: Matter 5Diversity of Materials in the Environment
10. 10. 4. Filter the mixture with filter paper using a setup similar to Figure 1. You may use katsa or old, white T-shirt with the improvised funnel from
plastic bottle. Figure 1. A filtration setup. The funnel is supported on an iron ring and the filtrate is received in another container.**Philippines.
Department of Education. (2004). Chemistry: Science and Technologytextbook for 3rd year. (Revised ed.). Quezon City: Author.Q4. In which mixture
 were you able to separate the components (solute and solvent) by filtration? Write your observations in column 5 of Table 1.Q5. Which of the samples
are solutions? Write your answer in column 6. In Activity 2, you found out that a solution is formed when a solutedissolves in a solvent to form a single
phase that appears uniformthroughout. A solution is clear. In a solution, the particles are too smallthat they cannot be seen by the unaided eye. The
particles in solution aresmaller than the pores of the filter paper or the cheesecloth and so thesecan pass through the filter. Each part of a solution
retains its characteristic properties. When asugar solution is filtered, the filtrate tastes sweet. The sweetness of sugar ispresent in any part of the
sugar solution.Grade 7 Science: Matter 6Diversity of Materials in the Environment
11. 11. Based on the results of Activity 2, there are common properties thatsolutions have. Based on the two activities you have done, can you conclude
that solutions have the following characteristics? 1. It is homogeneous. It is a mixture of one phase only. The components are so well mixed that all
parts of the solution appear the same. Solutions have the same composition and properties throughout. 2. The solute cannot be separated from the
solvent through filtration because these are so small that they pass through the filter paper or cheesecloth. 3. A solution is often clear and transparent.
There are other ways of identifying a solution. You will learn thesemethods in Grades 8 and 9. In Activity 3, you will find out how much solute can
dissolve in a givenamount of solvent and find out the type of solution based on whether thereis excess solute or not. At higher grade levels, you will
learn more of the detailed processesthat happen when a solute dissolves in a solvent.Activity 3What is the Evidence that a Solution is Saturated?
After performing this activity you will be able to: 1. determine how much solid solute completely dissolves in a given volume water; and 2. describe the
appearance of a saturated solution.Grade 7 Science: Matter 7Diversity of Materials in the Environment
12. 12.  1 thermometerProcedure:1. Put 20 mL (approximately 2 tablespoons) of water in a small clear transparent bottle. Add ½ teaspoon of sugar and
stir. Q1. What is the appearance of the solutions? Write your observations. ___________________________________________________2. To the
sugar solution in step #1, add ½ teaspoon sugar, a small portion at a time 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 #2 and stir the solution. At this point, you have added one and ½ teaspoons
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? _________ teaspoons Note: In this step, you will observe that there is already excess sugar which did
not dissolve. Q3. So, how many teaspoons of sugar dissolved completely in 20 mL of water? ____________ teaspoons Note: This is now the
maximum amount of sugar that will completely dissolve in 20 mL of water.Grade 7 Science: Matter 8Diversity of Materials in the Environment 2
stirrers  2 small clear, transparent bottle  1 measuring spoon (½ tsp capacity)  1 measuring cup (1cup capacity)  1 cup of water  6 teaspoons
sugar Materials Needed
13. 13. In Activity 3, you have observed that there is a maximum amount ofsolute that can dissolve in a given amount of solvent at a certaintemperature.
This is what is called the solubility of the solute. From youreveryday experience, you also observe that there is a limit to the amount ofsugar you can
dissolve in a given amount of water. The solution that contains the maximum amount of solute dissolvedby a given amount of solvent is called a
saturated solution. If you add moresolute to the solvent, it will no longer dissolve. The solution has reached itssaturation point. The presence of an
excess solid which can no longerdissolve is evidence that the solution is saturated. A solution is unsaturated when it contains less solute than
themaximum amount it can dissolve at a given temperature. In Activity 3 PartA, it is difficult to conclude that the containers with all solids dissolved
areunsaturated simply by observing them. Some of these may already hold themaximum amount of solute, which cannot be observed by the unaided
eye.If they do, then these are classified as saturated solutions. A more measurable way to find out the solubility of a solute is todetermine the
maximum amount that can be dissolved in 100 g of solvent ata specific temperature. There are available data from chemistry books thatgive the
solubility of common solutes at particular temperatures. Figure 2shows the solubility of table salt at 25oC. Figure 2. At 25oC, a saturated solution of
table salt has only 36.0 g (3 tablespoons) dissolved in 100 mL of water. Any additional table salt will no longer dissolve.Grade 7 Science: Matter
9Diversity of Materials in the Environment
14. 14. Concentration of Solutions The concentration describes the relative amounts of solute andsolvent in a given volume of solution. When there is a
large amount ofdissolved solute for a certain volume of solvent, the solution isconcentrated. A dilute solution has a small amount of dissolved solute
incomparison to the amount of solvent. You will be able to distinguish between concentrated and dilutesolutions from a simple demonstration your
teacher will perform. You willdescribe the concentrations of solutions qualitatively (by simply observingtheir appearance) and quantitatively (by
comparing the number of drops pervolume of water). From Part 1 of the demonstration, you were able to describe thesolutions as having quantitative
concentrations of 1 drop/50 mL and 10drops/50 mL. Qualitatively, you were able to distinguish the bottle with 10drops/50 mL more concentrated
(darker) than the bottle with 1 drop/50 mL. Now that you have distinguished dilute from concentrated solutionsqualitatively and quantitatively from your
teacher’s demonstration, you canexpress concentration in other ways such as: (1) percent by volume, which is the amount of solute in a given volume
of solution expressed as grams solute per 100 millliter of solution (g/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. Labels of products sold often show the concentrations of solutesexpressed as
percent (%) by volume or mass. The alcohol used as adisinfectant is a solution of 70% ethyl or isopropyl alcohol, meaning 70 mLalcohol. There are
also solutions sold as 40% ethyl or isopropyl alcohol. Vinegar is often labeled as “5% acidity,” which means that it contains5 grams of acetic acid in
100 g of vinegar. The common antiseptic, aguaoxinada is a 3% solution, that is, 3 grams hydrogen peroxide in 100 mLwater. The concentration of
solid solutions, like gold jewelry, is expressed askarat. Pure gold is referred to as 24 karats. Jewelry that is said to be 18karats contains 18 grams of
gold for every 24 grams of the material, 6 gramsGrade 7 Science: Matter 10Diversity of Materials in the Environment
15. 15. consist of the other metal like copper or silver. This material has aconcentration of 75% gold, that is, [18/24(100)]. A 14 karat (14K) goldcontains
14 grams gold and 10 grams of another metal, making it 58.3%gold. The following sample problems show you that there is a way to knowthe exact
ratio of solute to solvent, which specifies the concentration of asolution.Sample problem 1 How many mL of ethyl alcohol are present in a 50 mL bottle
ofrubbing alcohol?Calculation for sample problem 1 Since rubbing alcohol contains 70% ethyl alcohol, it means that 100mL of rubbing alcohol
contains 70 mL ethyl alcohol. So, the followingcalculations show that in 50 mL of rubbing alcohol, there is 35 mL ethylalcohol. 70 mL ethyl alcohol 50
mL rubbing alcohol x = 35 mL ethyl alcohol 100 mL rubbing alcohol All portions of a solution have the same concentration. Thecomposition of one part
is also the same as the composition of the otherparts. But you can change the concentration of solutions. This means youcan prepare different
solutions of sugar in water of different concentrations(for example, 10%, 20%, or 30%). In the same way, you can prepare differentsolutions of salt in
water.Sample problem 2 A one peso coin has a mass of 5.5 grams. How many grams of copperare in a one peso coin containing 75% copper by
mass?Calculation for sample problem 2 75% by mass means 75 grams of copper in 100 grams of one pesocoin.Grade 7 Science: Matter 11Diversity
of Materials in the Environment
16. 16. So, a 5.4 grams one peso coin contains, 75 g copper x 5.4 g coin = 4.0 g copper 100 g coinFactors Affecting How Fast a Solid Solute Dissolves In
activities 4 to 6, you will investigate factors that affect how fast asolid solute dissolves in a given volume of water.The Effect of Stirring Your teacher
demonstrated the effect of stirring in mixing a solid inwater. You observed that stirring makes the solid dissolve faster in thesolvent. Were you able to
explain why this is so?The Effect of Particle Size In Activity 4, you will investigate how the size of the solid beingdissolved affects how fast it dissolves
in water.Activity 4Size Matters!1. Write a hypothesis in a testable form. Describe a test you could conduct to find out which dissolve faster: granules
(uncrushed) of table salt or the same amount of crushed salt.2. Identify variables (for example, amount of table salt) that you need to control in order
to have a fair test.3. Identify the dependent and independent variables.4. List all the materials you need, including the amount and ask these from your
teacher.Grade 7 Science: Matter 12Diversity of Materials in the Environment
17. 17. 5. Be sure to record your observations and tabulate them. Write everything you observed during the dissolving test.6. What is your conclusion?
Does the size of the salt being affect how fast it dissolves in water?7. Does your conclusion support or reject your hypothesis?8. Based on what you
know about dissolving, try to explain your results. To help you explain the process of dissolving, imagine that in asolution, the particles of the solute
(table salt) and the solvent (water) areconstantly moving. Water particles collide everywhere along the surface ofthe particles of table salt, especially
on the corners and edges. This occursat the surface of the solid solute when it comes in contact with the solvent.The particles on the corners and
edges then break away from the crystaland become surrounded by the water particles. So the solute particles areseparated by the solvent particles.
Can you now explain why smaller pieces of salt dissolve faster thanlarger ones? You may use an illustration or diagram in your explanation.The Effect
of Temperature Temperature affects how fast a solid solute dissolves in water. Yoursolutions in Activity 3 were at room temperature. In Activity 5 you
willinvestigate how fast coffee dissolves in cold and in hot water. At whattemperature will sugar dissolve faster?Activity 5How Fast Does Coffee
Dissolve in Hot Water? In ColdWater?1. Discuss how your group mates how you will do your investigation. Write your hypothesis in a testable form.
 Describe a test you could conduct to find out how fast coffee dissolves in cold and in hot water.2. Identify variables (for example, amount of amount of
coffee) that you need to control in order to have a fair test.3. Identify the dependent and independent variables.Grade 7 Science: Matter 13Diversity of
Materials in the Environment
18. 18. 4. List all the materials you need, including the amount and ask these from your teacher.5. Do your investigation using the proper measuring
devices. Be sure to record your observations and tabulate them. Write everything you observed during the dissolving test. These observations are the
evidence from which you can draw your conclusions.6. Identify variables (for example, amount of coffee) that you need to control in order to have a
fair test.7. Identify the dependent and independent variables.8. List all the materials you need, including the amount and ask these from your
teacher.9. Do your investigation using the proper measuring devices. Be sure to record your observations and tabulate them. Write everything you
observed during the dissolving test. These observations are the evidence from which you can draw your conclusions.10. What is your conclusion?
Does coffee dissolve faster in cold or in hot water? Use the observations and results you recorded to explain your answer.11. Does your conclusion
support or reject your hypothesis? Explain your results.The Nature of Solute In Activity 6, you will find out if: (1) sugar dissolves faster in hot than
incold water, and (2) salt dissolves faster in hot than in cold water.Activity 6Which Dissolves Faster in Hot and in Cold Water:Sugar or Salt?1. Discuss
with your group mates how you will do your investigation.2. Write your hypothesis in a testable form. Describe a test you could conduct to find out
answers to the given two questions above.Grade 7 Science: Matter 14Diversity of Materials in the Environment
19. 19. 3. Identify variables (for example, amount of coffee) that you need to control in order to have a fair test.4. Identify the dependent and independent
variables.5. List all the materials you need, including the amount and ask these from your teacher.6. Do your investigation using the proper measuring
devices. Be sure to record your observations and tabulate them. Write everything you observed during the dissolving test. These observations are the
evidence from which you can draw your conclusions.7. What is your conclusion? Does coffee dissolve faster in cold or in hot water? Use the
observations and results you recorded to explain your answer.8. Does your conclusion support or reject your hypothesis? Explain your results. The
following questions can guide you: a. Does sugar dissolve faster in hot water than in cold water? Explain your answer, based on your observations
from the investigation. b. Does salt dissolve faster in hot than in cold water? Explain your answer, based on your observations from the investigation.
c. Which is affected more by increasing the temperature of the water—how fast salt dissolves or how fast sugar dissolves? Explain your answer. You
learned from Activity 5 that in general, a solute dissolves faster inwater when you increase the temperature. But the effect of temperature isnot that
simple. The type or nature of the solute will affect how fast itdissolves in water. You observed from Activity 6 that increasing the temperature
eithermakes a solid dissolve faster or slower in water. For some solutes,increasing the temperature does not have any effect on how fast the
solutedissolves.Grade 7 Science: Matter 15Diversity of Materials in the Environment
20. 20. Now that you have completed the activities in this module, you havelearned the properties of a solution, the ways of reporting its concentration,as
well as the effects of stirring, particle size, temperature, and type ofsolute on how fast a solid dissolves in water. While learning about solutions, you
also had the chance to gatherinformation and gain new knowledge through the process of conductingscience investigations. You also learned the
importance of identifying thevariables that had to be controlled in order to make a good plan formeasuring and testing the variables you are concerned
about. What you have started doing in these investigations is what scientistsusually do when they seek answers to a scientific question or problem.
Inthe next modules, you will be challenged to ask more questions aboutmaterials around you. You will try to explain answers to your hypothesis(your
suggested explanation) after you have done your investigation.References and LinksBrady, J.E. & Senese, F. (2004). Chemistry: Matter and its
changes, 4th edition. River Street Hoboken, NJ: John Wiley & Sons, Inc.Bucat, R.B. (Ed.) (1984). Elements of chemistry: Earth, air, fire & water,
Volume 2. Canberra City, A.C.T., Australia.Elvins, C., Jones, D., Lukins, N., Miskin, J., Ross, B., & Sanders, R. (1990). Chemistry one: Materials,
chemistry in everyday life. Port Melbourne, Australia: Heinemann Educational Australia.Hill, J.W. & Kolb, D.K. (1998). Chemistry for changing times,
8th edition.Upper Saddle River, NJ: Prentice Hall.Kurtus, Ron (13 January 2006). Mixtures. Retrieved Jan 9, 2012 from http://www.school-for-
champions.com/chemistry/mixtures.htmPhilippines. Department of Education. (2004).Chemistry: Science and technology textbook for 3rd year.
(Revised ed.). Quezon City: Author.Grade 7 Science: Matter 16Diversity of Materials in the Environment
21. 21. Suggested time allotment: 5 to 6 hours MODULE SUBSTANCES AND 2 MIXTURES Many things around you are mixtures. Some are solid like
brass androcks, or liquid like seawater and fruit juices, or gas like air. Mixturescontain two or more components. These components may vary in size.
Thevariation in size may tell whether a mixture is homogeneous orheterogeneous. In Module 1, you learned about solutions — homogeneous
mixtures.They have a uniform composition. This makes the appearance of the mixturethe same all throughout. Thus, the components of a solution are
difficult todistinguish by the unaided eye. In this module, you will learn other examples of homogeneousmixtures. You will use these samples to
differentiate them from substances. How are mixtures different from substances? How are they similar?Separating Components of a Mixture In the
earlier grades, you experienced separating the components of amixture. You have done this in varied ways. Try to recall some. What are
theseparation techniques do you remember? Were you also able to recalldistillation and evaporation? Different separation techniques make
components of a homogeneousmixture more distinguishable, that is, those “unseen” components whenthey are in a solution become “seen”. Just like
in the activity below,distillation and evaporation will help you “see” the two major components ofseawater — water and salt.Grade 7 Science: Matter
17Diversity of Materials in the Environment
22. 22.  spoonProcedure Delivery tube1. Prepare a distillation setup as shown in Figure 1. Place about Receiver 60 mL of seawater in the Sample flask
sample flask. Add 2-3 small boiling chips. Water bath Handle properly the TAKE glassware and CARE! flammable materials. Figure 1. Simple
distillation setup2. App hand lens  small boiling chips  water bath aluminum foil)  evaporating dish (or  wire gauze (asbestos with rubber/cork
attachment scraped off) (delivery tube)  glass tube bent at right angle,  safety matches  test tube (receiver)  tripod  Erlenmeyer flask (sample
flask)  alcohol lamp  seawater Activity 1Seawater! See Water and Salts!Objective In this activity, you should be able to collect distilled water and
saltsfrom seawater.Materials Needed ly heat to the sample flask until you have collected about 15 mL of the distilled water (distillate). Note: Make sure
the source of heat is not removed while the distillation is in progress.Grade 7 Science: Matter 18Diversity of Materials in the Environment
23. 23. 3. Taste a portion of the distillate. Compare the taste of the distillate with that of seawater. Never taste anyQ1. What is the taste of the TAKE
sample unless permitted by the distillate? Is the taste the same CARE! teacher or stated in as seawater? the activity procedure.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 Top view of the evaporating dish. Aluminum foil may improvised Water evaporating dish be used as an
alternative for bath using evaporating dish. Note that the aluminum foil aluminum foil was shaped like a bowl so it can hold the sample. Figure 2.
Evaporation using a water bath7. 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 evaporating TAKE the solid that was left after all the CARE! dish may still be liquid has
evaporated? too hot to hold.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?Grade 7 Science: Matter 19Diversity of Materials in the Environment
24. 24.  graphing paperGrade 7 Science: Matter 20Diversity of Materials in the Environment watch/timer to 110oC)  thermometer (with readings up 
safety matches  aluminium foil, 2 pcs  alcohol lamp  beaker (50-mL), 2 pcs  iron stand/clamp  seawater  cork/rubber to fit thermometer  distilled
water Distinguishing Substances and Mixtures Seawater is a solution of many different solids, including table salt, inwater. Since the solids are
dissolved in water, decantation or filtration willnot work in separating water from the dissolved solids. Other separationtechniques are needed. In the
activity above, you were able to separate the components ofseawater through distillation and evaporation. One of these is distilled water.It is
considered as a substance. But what makes distilled water a substance? In the next activity, you will observe how a substance behaves while itis
being boiled or melted. You will also find out that these behaviors will helpyou differentiate substances from mixtures. Moreover, some mixtures
likesubstances are homogeneous. Given two unlabelled samples, one with water(a substance), and the other a mixture of salt in water; you would not
be ableto distinguish one from the other just by looking at them.Activity 2Looks may be DeceivingPart AObjectives In this activity, you should be able
to: 1. assemble properly the setup for boiling (see Figure 3); 2. describe the change in temperature of a substance during boiling; 3. describe the
change in temperature of a mixture during boiling; and 4. differentiate between substances and mixtures based on how temperature changes during
boiling.Materials Needed
25. 25. Procedure1. Place about 15 mL of distilled water into a beaker. Label it properly. Describe the Handle properly the appearance and odor of your
sample. In TAKE glassware and your worksheet, write your descriptions in CARE! flammable Table 1. materials.2. Cover the mouth of the beaker with
 aluminum foil. Using the tip of your pen, poke a hole at the center of the foil. The hole should be big enough for the thermometer to pass through.
Thermometer3. Prepare the setup as shown in Figure 3. Notes: Make sure that the thermometer bulb is just above the surface of the sample (about 1
mm). Also, make sure that the heat Sample in is evenly distributed at the bottom of the beaker beaker.4. Begin recording the temperature when the
sample starts to boil vigorously. Record Figure 3. your temperature reading in Table 1 under Setup for boiling the column, Distilled water.5. Continue
boiling and take at least 5 readings at intervals of 30 seconds after the liquid has started to boil vigorously. Note even the slight changes in
temperature. Record your temperature readings in Table 1 under the column, Distilled water.6. Stop heating when the liquid sample reaches half of its
original volume.7. Present your data for distilled water in a graph. Place the temperature reading along the y-axis and the time along the x-axis. Label
the graphs appropriately.Q1. Refer to the graph and your data for distilled water, what do you notice about its temperature during boiling?Q2. How
would you define a substance based on what you have observed?Grade 7 Science: Matter 21Diversity of Materials in the Environment
26. 26. 8. Repeat steps 1 to 7 using Make sure that the beaker is seawater. This time, record cool enough to hold. Use your temperature readings in
TAKE another beaker for seawater. CARE! Rinse the thermometer and Table 1 under the column, wipe dry before using it to test Seawater. Note
even the slight other samples. changes in temperature.Q3. Refer to the graph and your data for seawater, what do you notice about its temperature
during boiling?Q4. How would you define a mixture based on what you have observed?Table 1. Temperature readings of the liquid samples during
boilingat 30-sec interval Distilled Water Seawater Appearance/Odor Temperature (oC) at start of boiling 30 sec 60 sec Temperature 90 (oC) sec after
120 sec 150 secPart BObjectives In this activity, you should be able to: 1. assemble properly the setup for melting (see Figure 6); 2. describe the
appearance of a substance while it is melting; 3. describe the appearance of a mixture while it is melting; and 4. differentiate between substances and
mixtures based on how they appear as they melt.Grade 7 Science: Matter 22Diversity of Materials in the Environment
27. 27.  safety matchesProcedure1. Construction of an improvised melting dish from a cover of an ice cream can. This may be prepared ahead. a) Trace
the outline of the cover of an ice cream can on a piece of paper. Cut the paper following the outline. Adjust the cut-out so it fits well in the inner part of
the ice cream can cover. See Figure 4a. b) Fold the cut-out into 4 equal parts. Place the folded cut-out on top of the cover (inner part) of the ice cream
can. See Figure 4b. c) Following the crease of the paper, trace lines using a marker pen into the cover. Remove the cut-out. See Figure 4c. d) In each
radius, locate points which are equidistant from the center. Using the tip of a cutter, etch and mark these points as X1, X2, X3, and X4. See Figure 5.
4a 4b 4c Figure 4. Guide in constructing an improvised melting dishGrade 7 Science: Matter 23Diversity of Materials in the Environment marker pen
 wire gauze  scissors/cutter  tripod  paper  alcohol lamp  ballpen cap (about 7-8 cm diameter)  cover of an ice cream can  benzoic acid-salt
mixture  watch/timer  benzoic acid Materials Needed
28. 28. Your improvised melting dish should look similar as Figure 5. Samples will be placed at the X marks. This melting dish may hold as much as 4
samples at one time. Figure 5. Improvised melting dish2. Prepare the setup as shown in Figure 6. Handle TAKE properly CARE! flammable materials.
Figure 6. Setup for melting3. Using the tip of a ballpen cap, place about a scoop of benzoic acid in X1 and benzoic acid-salt mixture in X4 marks of the
improvised melting dish. Do not put anything in the X2 and X3 marks. Note: The figure below illustrates how much one scoop of sample is. Scoop of
sample Figure 7. Ballpen cap as improvised spatula with a scoop of sampleGrade 7 Science: Matter 24Diversity of Materials in the Environment
29. 29. 4. Examine each sample. Describe the appearance. In your worksheet, write your descriptions for the two samples in Table 2.5. Make sure that
each sample receives the same amount of heat. Observe TAKE Do not inhale the CARE! fumes/ vapor. each sample as they melt. Table 2.
Appearance of the solid samples Benzoic acid Benzoic acid-Salt mixture (X1) (X4) AppearanceQ1. What did you observe while benzoic acid is
melting?Q2. How would you define a substance based on what you have observed?Q3. What did you observe while benzoic acid-salt mixture is
melting?Q4. How would you define a mixture based on what you have observed? The salt that you recovered in Activity 1 is mainly sodium chloride.
Itmelts at 801oC. Imagine how hot that is! It is 8 times hotter than boilingwater. Because of this and limited equipment, it will be difficult to performthis
in a school laboratory. However, given that sodium chloride is asubstance, what could be the expected observation as it melts? In the next activity,
you will apply what you have learned from thismodule in classifying unknown samples. This time, you have to decidewhich setup fits best with the
sample you are given. You have to work out aprocedure to identify if the sample is a substance or a mixture. Try to designthe procedure first by
recalling what you have done in the previousactivities. Let these activities serve as guides which you can check side byside with your design. Take
note of safety measures and wait for yourteacher to give you the “go signal” before proceeding.Grade 7 Science: Matter 25Diversity of Materials in the
Environment
30. 30.  unknown sampleProcedure1. Design a procedure to identify if the unknown sample is a mixture or a substance. Limit the materials that you are
going to use with what is already available.2. Perform the activity that you designed after your teacher has checked your procedure.Q1. What is your
basis in identifying the unknown sample you have?___________________________________________________________________________
There are mixtures that are homogeneous which may be mistaken assubstances. Being so, appearance may not be the best basis to
differentiatesubstances from mixtures. However, there are ways to tell by noting how asample behaves during boiling and melting. In the higher grade
levels, youwill learn why this is so. During boiling, the temperature of a substance changes at the start then it becomes the same; while the
temperature of a mixture is different at different times. During melting, a substance melts completely/smoothly within a short time; while a mixture has
portions that seem to be not melting. In the next module, you will learn more about substances. Collect asmany product labels as you can, you will
refer to them as you identify andclassify the substances present in the product.Grade 7 Science: Matter 26Diversity of Materials in the
EnvironmentActivity 3My Unknown Sample: Substance or Mixture?Objective In this activity, you should be able to design a procedure that willidentify
unknown samples as mixtures or substances.Materials Needed
31. 31. Suggested time allotment: 5 to 6 hours MODULE ELEMENTS AND 3 COMPOUNDS All substances are homogeneous. Some mixtures are
alsohomogeneous. Being so, it is difficult to distinguish mixtures andsubstances based on appearance. However, there are ways to tell if asample is a
mixture or a substance. The Mattertemperature of a liquid mixture variesduring boiling but for a liquidsubstance, it does not. A solidmixture has
portions that do not Mixtures Substancesmelt but a solid substance meltscompletely within a short time. In this module, you will find outthat
substances may be further Compounds Elementsclassified into two: compounds andelements. You will start with theprimary characteristic that
distinguishes them. How are elements different from compounds? How are they similar?Compounds Like mixtures, compounds are also made up of
two or morecomponents. In Module 2, you separated the components of seawaterthrough distillation. One of the products obtained was distilled water.
Also,you have identified distilled water as a substance.Grade 7 Science: Matter 27Diversity of Materials in the Environment
32. 32. In the activity that you are about to do, you will again “see” foryourself components, but this time, what water is made of. With the passageof
electric current, components of water may be separated from each other. This process is called electrolysis. You will use an improvisedelectrolysis
apparatus like the one shown in the figure below. Commonlyavailable materials were used to construct this improvised apparatus. 1 2 3 1 2 3
electrolysis 4 5 4 5 syringe 6 6 7 7 8 8 9 9 10 10 11 11 sample container stainless screw Connect red Connect black wire to positive wire to negative
(+) terminal of (-) terminal of the dry cell. the dry cell. Figure 1. An improvised electrolysis
apparatus______________________________________________________Activity 1Water, “Wat-er” You Made Of?Objectives In this activity, you
should be able to: 1. carry out the electrolysis of water; and 2. identify the components of water.Grade 7 Science: Matter 28Diversity of Materials in the
Environment
33. 33.  safety matches Be careful in TAKE handling the sodium hydroxide. CARE!Procedure1. Fill the sample container of the electrolysis apparatus half-
full with 5% sodium hydroxide (NaOH) solution.2. Fill each “electrolysis syringe” with 5% sodium hydroxide (NaOH) solution up to the zero mark. To
do this, insert the tip of the “collecting syringe” through the hole of the plastic straw Figure 2. Filling up and suck out the air. Refer to Figure 2. Initially,
the “electrolysis the plunger of the “collecting syringe” should be syringe” with the in the zero position. The basic solution will rise sample and fill the
“electrolysis syringe” as you pull the plunger of the “collecting syringe”.3. When the solution reaches the zero mark, fold the straw with the “collecting
syringe”. Refer to the figure on the right. Repeat the procedure for the other syringe. Note: In case the 10mL syringe is used for sucking out the air,
you may need to repeat the suction of air to fill up the “electrolysis syringe” with the basic solution.4. Attach the connecting wires to the bottom tips of
the stainless screws. Attach the black wire to the negative (-) terminal of the dry cell. Attach the red wire to the positive (+) terminal of the dry cell. The
stainless screw that is attached to the black wire is the negative electrode; while the stainless screw that is attached to the red wire is the positive
electrode.Grade 7 Science: Matter 29Diversity of Materials in the Environment incense or bamboo stick  plastic syringes will serve as “collecting
 syringe”  test tube  9V dry cell  connecting wires (black and red insulation)  5% sodium hydroxide (NaOH) solution  improvised electrolysis
apparatus Materials Needed
34. 34. 5. Once the wires are connected with the dry cell, electrolysis will start. Electrolyze until 6-8 mL of a gas is obtained at the negative electrode.6.
Draw out the gas at the negative electrode with the “collecting syringe”. To do this, insert the tip of the “collecting syringe” into the straw on the side of
the negative electrode. See figure on the right. Remove the clip and draw out the gas. Note: The plunger of the “collecting syringe” should be at the
zero mark before drawing up the gas. While drawing out the gas, you will notice that the solution will rise up and fill the “electrolysis syringe” again.
Make sure that the “collecting syringe” will only contain the gas generated. However, take this chance to refill the “electrolysis syringe” with the
solution. When the level of the solution reaches the zero mark in the “electrolysis syringe”, slowly lower down the “collecting syringe” and immediately
cover its tip with your finger.7. Refer to the figure on the right. Inject the collected gas into an inverted test tube and again cover the mouth of the test
tube with your thumb. Immediately test the gas collected with a lighted match or bamboo stick/ incense. Lighted matchQ1. What happened when you
placed a lighted match near the mouth of the test tube?8. Continue to electrolyze until 6-8 mL of the gas is obtained at the positive electrode.9. Refer
to the figure on the right. Draw out the gas from the positive Glowing bamboo stick electrode and immediately inject into a test tube held in upright
position. Immediately test the gas Collected collected by thrusting a glowing (no gas flame) bamboo stick all the way down towards the bottom of the
test tube.Grade 7 Science: Matter 30Diversity of Materials in the Environment
35. 35. Note: Extinguish any flame from the burning stick but leave it glowing before thrusting it inside the test tube.Q2. What happened when you thrust a
glowing bamboo stick inside the test tube?___________________________________________________________________________ Electrolysis
decomposed water, a compound, into hydrogen andoxygen. Hydrogen and oxygen are elements. As you have seen from theactivity above,
compounds are substances that consist of two elements. Asyou encounter more compounds, you will find out that there are compoundsthat may be
composed of more than two elements. In the activity above, you noted that oxygen, the gas collected in thepositive electrode, made the lighted stick
burn more vigorously. This meansoxygen supports burning. Hydrogen, the gas you collected in the negativeelectrode, gave a popping sound when a
glowing stick was thrust into it. Thesound comes from the rapid burning of hydrogen in the presence of air. Note how different the properties are of
hydrogen and oxygen fromwater. Hydrogen burns and oxygen supports burning while waterextinguishes fire. Hydrogen is a gas at room temperature;
so is oxygen.Water, on the other hand, is a liquid at room temperature. The compound(in this case, water) that is composed of elements (in this case,
hydrogenand oxygen) has properties that are distinctly different from the elements. Inother words, when elements combine to form compound, a
differentsubstance is formed. In the higher grade levels, you will learn how thiscombination of elements happens.Elements There are 118 elements.
Each element has different set of properties.No two elements have the same set of properties. Just like the two elementsthat were generated in
Activity 1 — hydrogen and oxygen. Even though theyare both in gaseous state at room temperature, they behave differently whenexposed to a flame
or spark of flame. Hydrogen gives off a “pop” sound whenignited; while oxygen induces a brighter spark. This difference in behaviorimplies a
difference in property. In effect, hydrogen and oxygen are differentsubstances, or to be more specific, they are different elements.Grade 7 Science:
Matter 31Diversity of Materials in the Environment
36. 36.  periodic table of elementsProcedure1. Every element has a name. In each box of the table, you will find only one name. One box corresponds to
one element. Using the partial figure of the periodic table on the right, find where oxygen is.Grade 7 Science: Matter 32Diversity of Materials in the
Environment118 is quite a big number! Thanks to the works of our early scientists,they were able to systematically organize all of the 118 elements in
what wecall the periodic table of elements or sometimes simply referred as periodictable. You will find one at the back page of this module. Amazingly,
theywere able to logically arrange the elements in the table enabling one to havean idea of the properties of several elements by knowing other
elementsrelated to them. This means that there is no need to memorize the periodictable but it is an advantage to be familiar with it. Thus, in the next
activity,you will accustom yourself with the periodic
table.__________________________________________________________________________Activity 2The Periodic Table: It’s Element-ary!
Objectives In this activity, you should be able to: 1. be familiar with the layout of the periodic table; 2. know some information about the elements that
may be found in the periodic table; and 3. identify the group number an element it belongs to.Material Needed
37. 37. 2. For the next questions, please refer to the periodic table of the elements found at the back page of this module. Write your answers for each
question in Table 1. a. Scientists agreed to give symbols for each element. This is very helpful especially to those elements with long names. Instead
of writing the full names, a one-letter or two-letter symbol may be used. You can find these symbols in the periodic table too. It is written inside the
same box for that element. For instance, O is the symbol for oxygen.Q1. What are the symbols for elements with long names such as beryllium,
phosphorus, germanium, and darmstatdtium? Table 1. Name and symbol of some elements and the group number it belongs to. Name Symbol Group
Number Note: Please add rows as necessary b. Notice that most of the one-letter symbols are the first letters of these elements.Q2. What are the
symbols for boron, nitrogen, fluorine and vanadium? c. For the two-letter symbols, most of them start with the first letter of the element. Notice that the
second letter in the symbol may be any letter found in the element’s name. Notice as well that only the first letter is capitalized for the two-letter
symbols.Q3. What are the symbols for lithium, chlorine, argon, calcium and manganese?Grade 7 Science: Matter 33Diversity of Materials in the
Environment
38. 38. d. There are symbols that use letters that were taken from the ancient name of the element. Examples of ancient names are ferrum (iron),
argentum (silver), hydrargyrum (mercury) and plumbum (lead).Q4. What are the symbols for iron, silver, mercury, and lead? e. In the earlier grade
levels, you already encountered elements. You studied rocks and learned that some are composed of silicon and magnesium. Some even have
gold.Q5. What are the symbols for silicon, magnesium and gold? f. When you were recycling materials, you segregated the objects according to what
these are made of. Some of them are made from aluminum, copper, tin or carbon.Q6. What are the symbols for these 4 elements? g. In nutrition, you
were advised to eat enough bananas because it is a good source of potassium.Q7. What is the symbol for potassium? h. In each box, you will find a
number on top of each symbol. This is the atomic number. In the higher grade levels, you will learn what this number represents. For now, use it as a
guide on how the elements are sequenced.Q8. What is the element’s name and symbol that comes before titanium? How about that comes after
barium? i. Elements that are in the same column have similar properties. For this, each column is called a family and has a family name. However, at
this point, you will refer first to each family with their corresponding group number. Notice that the columns are numbered 1 to 18 from left to right.Q9.
In which group does each of the elements listed in Table 1 belongs to?Grade 7 Science: Matter 34Diversity of Materials in the Environment
39. 39.___________________________________________________________________________ There are many elements present in the food you
eat —whether it is anatural food like a banana or those processed like banana chips, biscuits,milk, and juice. These are mostly nutrients which the
human body needs inorder to function well. Some of these are calcium, magnesium, zinc, andselenium. Find these elements in the periodic table. Can
you name more?Did you also find them in the periodic table? In the next activity, you will find out how these elements are presentin the food you eat.
From the product labels, information about the contentsof the food is written — named as Nutrition Facts and Ingredients. The Nutrition Facts is a list
of thedifferent nutrients provided by the foodproduct with their correspondingpercentage share on the dailyrecommended dietary allowance. Referto
the figure on the right. Notice thatsome of these nutrients are elementssuch as calcium. Is this food a goodsource of calcium? On the other hand,
Ingredientsgive you a list of the materials thathave been added to make the foodproduct. These materials are thesources of the nutrients. These are
theones that are taken in by the body.Refer to the figure below. Find theingredient ferrous sulfate. Ferrous isderived from the Latin name of iron.Refer
to the figure on the right. This isthe Nutrition Facts which corresponds to the food product having these ingredients. Find the nutrient iron. How much
iron does this food product give as part of the recommended dietary allowance? From this product label, you can tell that you will be getting as much
as 35% of iron that you need for the day and you will get it as ferrous sulfate — a compound of iron.Grade 7 Science: Matter 35Diversity of Materials
in the Environment
40. 40. food labelsProcedure1. Refer to the labels of different food products below. Ingredients: sucrose, creamer (glucose syrup, hydrogenated palm
kernel oil, sodium caseinate containing milk, sequestrants, emulsifiers, nature-identical flavors, sodium chloride, anticaking agents), maltodextrin,
cereal flakes (wheat flour, rice flour, malt extract, sucrose, corn grits, acidity regulator), sweet whey powder, cocoa powder, iodized salt, Cereal drink
thickener, artificial flavour, zinc sulfate, iron pyrophosphate. May contain traces of soya.Grade 7 Science: Matter 36Diversity of Materials in the
Environment__________________________________________________________________________________Activity 3The “Matter” on
LabelsObjectives In this activity, you should be able to: 1. name elements that are listed in the Nutrition Facts of a food label; 2. recognize that the
 elements listed in the Nutrition Facts are not added as the elements themselves; 3. infer the food ingredient that could be the source of those listed
elements; and 4. recognize that most of these food ingredients are examples of compounds.Materials Needed
41. 41. INGREDIENTS: SUGAR, GLUCOSE SYRUP, MILK NGREDIENTS, MODIFIED PALM OIL, UNSWEETENED CHOCOLATE, MODIFIED
VEGETABLE OIL, PALM OIL, VEGETABLE OIL, COCOA BUTTER, SALT CALCIUM CHLORIDE, CITRIC ACID, SODIUM BICARBONATE, SOY
LECITHIN, NATURAL Chocolate AND ARTIFICIAL FLAVORS. MAY CONTAIN PEANUTS, TREE NUTS OR EGG. candy Ingredients: water,
hydrolysed soybean protein, iodized salt, sugar, natural and artificial colors with tartrazine, acidulant, monosodium glutamate, 0.1% potassium
sorbate, natural flavor and flavor enhancer. Soy sauce2. List down in Table 3 the compounds in the product label and the constituent elements. There
are cases that you will need to look up the constituent elements because they may not be obvious from the compound name (e.g., citric acid,
oil).Grade 7 Science: Matter 37Diversity of Materials in the Environment
42. 42. Table 3. Compounds and their constituent elements written in the food labels Food Product Compound Constituent Element Cereal Drink
Chocolate candy Soy sauceNote: Please add rows as necessary3. The elements iron and zinc are listed in the Nutrition Facts for the cereal drink.
Find out from the Ingredients the source of these elements.4. Name three elements present in the Ingredients of the cereal drink which are not listed
in the Nutrition Facts.___________________________________________________________________________ As you have learned from the
activity above, the elements in food are incombination with other elements and the resulting compounds are referredto as minerals. Thus, you are not
eating the elements themselves. A product label that lists sodium as a nutrient does not mean that youwill be eating the element sodium. It means that
the composition of one ofthe ingredients includes sodium. In the case of soy sauce, the ingredient ismonosodium glutamate. It is very rare and most of
the timedangerous if you take in the element itself. InActivity 1, you have seen that water did notgive off a “pop” sound nor induced a brightspark when
exposed to a spark or flame,unlike its constituent elements hydrogen andoxygen, respectively. This means that theproperties of compounds are
different from Photo credits: http://www.visualphotos.com/image/1x7465368/sodium_reacting_the properties of the elements it is made up
with_water_chemical_reactionof. There are cases that the properties of a compound pose less risk than itsconstituent elements. An example is
sodium and one of its compounds.Sodium is an element that burns when it comes in contact with water. Referto the photo above. Imagine the danger
that you are in to if you will beeating sodium as an element. However, sodium chloride, which is acompound made up of the elements sodium and
chlorine, does not burnwhen it comes in contact with water. In fact, sodium chloride is sometimesused with water as common food ingredient.
Perhaps, you are alreadyGrade 7 Science: Matter 38Diversity of Materials in the Environment
43. 43. familiar with this. Does table salt ring a bell? Sodium chloride is commonlycalled as table salt. As you know, it is safe to eat. Do take note though
thatit should be consumed in the right amount. Excessive consumption ofsodium chloride may lead to kidney failure. This stresses the importance
ofreading product labels. This will let you know how much of a nutrient youget from a food product. Refer to Figure 3. How much calcium do you
needto consume in a day? How about magnesium? Avoid taking them beyondthese recommended amounts. It may lead to sickness, and even death.
It isimperative that you are aware of what makes up the food that you areeating. You may also refer to Table 2 below for food sources of
someminerals when preparing your meal. Figure 3. Recommended mineral intake (WHO, 2004)Grade 7 Science: Matter 39Diversity of Materials in
the Environment
44. 44. Table 2. Some elements essential to life* Element Source Function Deficiency conditionMacrominerals Milk, cheese, Essential to formation
Rickets in children; canned fish and maintenance of bones diseases of the bonesCalcium with bones, and teeth; regulates nerve in adults such as(Ca)
sesame seeds, transmission, muscle softening of the bones green leafy contraction, and blood and decrease in bone vegetables clotting mass Nuts,
legumes, Catalyst in the synthesis Fluid loss due to too cereal grains, of energy-carrier much alcohol intake;Magnesium dark green molecules;
involved in the heart failure due to(Mg) vegetables, sea synthesis of proteins and spasms food, chocolate relaxation of muscles Orange juice,
Maintains regular Sudden death during bananas, dried heartbeat, water balance fasting, poor nervePotassium fruits, potatoes and cell integrity;
needed function, irregular(K) in nerve transmission, heart beat carbohydrate and protein metabolism Liver, meat, Part of enzymes; Keshan disease
(heartSelenium grain, antioxidant disease)(Se) vegetables Meat, table salt, Regulates amount of body Headache, physicalSodium (Na) salt-
processed fluid; involved in nerve weakness, thirst, poor food transmission memory, appetite loss Some proteins Component ofSulfur (S)
biomolecules and ions Liver, shellfish, Part of insulin and some Anemia, stuntedZinc (Zn) meat, wheat 154 enzymes growth germs,
legumesMicrominerals or Trace elements Liver; animal Needed for glucose Loss of insulinChromium and plant utilization efficiency with age(Cr)
tissues Liver, kidney, Helps in the formation of RareCopper (Cu) egg yolk, whole hemoglobin; part of 11 grains enzymes Sea food, Strengthens bone
and Dental decayFluorine (F) fluorinated tooth structure drinking water Liver, meat, Component of hemoglobin Anemia, tiredness, green leafy and
myoglobin and apathyIron (Fe) vegetables, whole grains, cocoa beans Sea food, Part of thyroxin, regulates GoiterIodine (I) iodized salts rate of
energy use Liver, kidney, Cofactor for a number of Weight loss,Manganese wheat germ, enzymes occasional dermatitis(Mn) legumes, nuts*Source:
Chemistry S&T Textbook for Third Year, 2009Grade 7 Science: Matter 40Diversity of Materials in the Environment
45. 45. It is also an advantage if you know the different names of the elementsand compounds. Take the case of the food product label below. Refer to
the Nutrition Facts of the cerealproduct on the right. It tells that this cerealproduct provides the nutrient, sodium. Now, refer to the Ingredients. Do you
findany ingredient that could be a source ofsodium? It may seem not, at first. However,knowing that the other name for sodium chlorideis salt, you can
now identify one sourceingredient for the sodium that is listed in theNutrition Facts. Note that there are instances that theNutrition Facts is incomplete.
You may find anelement unlisted but once you check theIngredients, you can tell that the food product could be a source of thatelement. Refer to the
label of the cereal drink you used in Activity 3. Issodium listed in the Nutrition Facts? Is there an ingredient that could be asource of sodium? When
you read product labels, make sure you do notmiss out on these information. This will help you decide if the product isworth buying. Any ingredient
added to food should be safe to eat in terms of qualityand quantity. By quality, these ingredients must be food grade. A substanceundergoes a
process before it becomes food grade. It is only after that, asubstance may be safely added as a food ingredient. If it is a non-foodgrade substance
then it should not be added to products that are meant tobe ingested. Refer to the product labels for a soysauce and a lotion. Notice that
potassiumsorbate is a common ingredient. It has thesame function for both products, that is, itacts as a preservative so the product wouldlast longer.
However, it is important to notethat food grade potassium sorbate wasadded in soy sauce; while a non-food gradepotassium sorbate may be added in
thelotion.Grade 7 Science: Matter 41Diversity of Materials in the Environment
46. 46.  blenderProcedure1. Place one cup of the food sample in a blender. Add one cup of water.2. Transfer the crushed sample to a beaker. If the
mixture is too thick, add more water.3. Make sure that the magnetic stirring Do not eat the food bar is clean. Place it in the beaker TAKE samples and
the containing the mixture. iron that will be CARE! extracted in the activity.Grade 7 Science: Matter 42Diversity of Materials in the Environment
forceps  measuring cup with white coating)  magnetic stirrer (magnet  beaker  water in reduced iron  processed food product rich Notice that the
product label does not indicate if the ingredient is foodgrade or not. However, there are government agencies that make sure thefood products that
are sold in the market uses only food grade ingredients. In the next activity, you will encounter another substance that iscommon to materials that are
not meant to be ingested. However, thissubstance was made food grade before it was added as a food ingredient.This substance is iron. This food
grade iron is sprayed onto the food oradded as a powder to the mixture. Because it is the elemental iron that wasadded as a mixture, its properties are
retained. One of these is its magneticproperty. Thus, you can recover the iron present in the food product byusing a
magnet.___________________________________________________________________________Activity 4The Iron-y of FoodObjective In this
activity, you should be able to recover iron from a food product.Materials Needed
47. 47. 4. Stir the mixture for about 15 minutes in a magnetic stirrer. Note: If the magnet does not seem to move, the mixture might still be thick. If this
happens, add enough water.5. Using the forceps, retrieve the magnetic stirring bar from the mixture. Take a closer look at the magnetic stirring
bar.Q1. Do you notice anything that clings to the magnetic stirring bar?6. Let the magnetic stirring bar dry. Scrape off whatever has clung to it. Bring a
magnet close to the dried material. Observe what happens.Q2. What can you infer about the identity of the dried material? What madeyou say so?
___________________________________________________________________________ As you have seen, elements are part of almost
anything around us —food, clothes, rocks, and even this paper you are currently reading from.Elements are said to be the building blocks of matter.
They are like blocksthat you can put together and build something new. When you buildsomething new from these elements, you call them as
compounds. Compounds are made up of elements. Elements are the simplest form of matter. Both elements and compounds are substances. With
the 118 elements, imagine how many combinations of elementsyou can make into compounds and how diverse the materials around us canbe. In
 Modules 4 & 5, you will learn more about the compounds andelements. You will work on different samples of compounds and elementsand explore
their properties.Grade 7 Science: Matter 43Diversity of Materials in the Environment
48. 48. PERIODIC TABLEGrade 7 Science: Matter 44Diversity of Materials in the Environment

49. 49. OF ELEMENTS Grade 7 Science: Matter 45 Diversity of Materials in the Environment

50. 50. Suggested time allotment: 5 to 6 hours MODULE ACIDS AND BASES 4 In Module 1, you identified common properties of solutions usingdifferent
methods. You learned how to report the amount of the componentsin a given volume of solution. You also found out that not all solutions areliquid.
Some of them are solids and others are gases. Towards the end of themodule, you investigated the factors that affect how fast a solid dissolves
inwater. In Module 3 you learned about compounds. In Module 4 you willstudy a special and important class of compounds called acids and
bases.Examples of acids are acetic acid in vinegar and citric acid in fruit juices.The solution used for cleaning toilet bowls and tiles is 10-12%
hydrochloricacid. It is commonly called muriatic acid. These acids in these mixturesmake the mixtures acidic. We can say the same about bases and
basicsolutions. An example of a base is sodium hydroxide used in making soapsand drain cleaners. Sodium hydroxide is also called lye or caustic
soda. Acommon drain cleaner used in most homes in the Philippines is called sosa.Another base is aluminum hydroxide used in antacids. The bases
in thesemixtures make the mixtures basic. In this module you will investigate the properties of acidic and basicmixtures using an indicator, a dye that
changes into a specific colordepending on whether it is placed in an acidic solution or in a basic one.Aside from knowing the uses of acidic and basic
mixtures, you will also findout the action of acid on metals and think of ways to reduce the harmfuleffects of acids. Knowing the properties of acids and
bases will help youpractice safety in handling them, not only in this grade level, but in yourfuture science classes. How acidic or basic are common
household materials? Does water from different sources have the same acidity? What is the effect of acid on metals?Grade 7 Science: Matter
46Diversity of Materials in the Environment
51. 51.__________________________________________________________________________Activity 1How Can You Tell if a Mixture is Acidic or
Basic? How will you know if a mixture is acidic or a basic? In this activity,you will distinguish between acidic and basic mixtures based on their
colorreactions to an indicator. An indicator is a dye that changes into a differentcolor depending on whether it is in acid or in base. There are
manyindicators that come from plant sources. Each indicator dye has one color inan acidic mixture and a different color in a basic mixture. A
commonindicator is litmus, a dye taken from the lichen plant. Litmus turns red inacidic mixtures and becomes blue in basic mixtures. You will first
make your own acid-base indicator from plant indicatorsavailable in your place. This is a colorful activity. You may select a localplant in your
community. You can use any of the following: violet eggplantpeel, purple camote peel, red mayana leaves or violet Baston ni San Jose.These plant
materials contain anthocyanins. These plant pigments producespecific colors in solutions of different acidity or basicity. In this activity, you will: 1.
Prepare a plant indicator from any of the following plants: violet eggplant peel, purple camote peel, red mayana leaves or violet Baston ni San Jose;
and 2. Find out if a given sample is acidic or basic using the plant indicator. It is dangerous to taste or touch a solution in TAKE order to decide if it is
CARE! acidic or a basic.Part A. Preparation of Indicator* In this part of Activity 1, you will prepare a plant indicator that youwill use to determine if a
given sample is acidic or a basic.*University of the Philippines. National Institute for Science and Mathematics Education Development (2001).
Practical work in high school chemistry: Activities for students. Quezon City: Author, pp. 29-33.Grade 7 Science: Matter 47Diversity of Materials in the
Environment
52. 52.  tripodProcedure1. Peel an eggplant as thin as possible. (You may also use the skin of purple camote or the leaves of red mayana or Baston ni
San Jose.) Cut the materials into small pieces and place in a small casserole or milk can. You may keep the flesh of the eggplant or camote for other
purposes.2. Add about ⅓ to ½ cup tap water to the peel depending on the size of the eggplant or camote used. Boil for 5 minutes. Stir from time to
time.3. Transfer the mixture into a bottle while it is still hot. There is no need to filter, just remove the solid portion. The mixture may change if left in
open air for more than 5 minutes.4. Immediately add a pinch (2-3 matchstick head size) of alum (tawas) powder into the solution or until the solution
becomes dark blue in color. Stir well while still hot. This is now the indicator solution.Note: Alum will stabilize the extract. The extract will be more
stable with alumbut it is recommended that the solution be used within a few days. Keep theextract in the refrigerator or cool dark place when not in
use.Part B. Determining the acidity or basicity of some common household items In this part of the activity, you will find out if a given
householdmaterial is acidic or basic using the plant indicator you have prepared inPart A.Grade 7 Science: Matter 48Diversity of Materials in the
Environment alcohol lamp  brown bottle with cover  plastic egg tray or small transparent plastic cups  small casserole or milk can  sharp knife or
peeler  alum (tawas) powder  1 pc mature, dark violet eggplant or camote leaves of Mayana or Baston ni San Jose Materials Needed
53. 53.  stir 6 plastic teaspoons  6 droppers  2 plastic egg trays or 12 small plastic containers  Other food/home items with no color: (toothpaste,
shampoo, soap, detergent, fruit juice like buko juice, sugar in water, soft drink)  calamansi  baking powder  baking soda  tap water  distilled water
 vinegar  plant indicator prepared in Part A Materials Needed rer (may be teaspoon, barbecue stick or drinking straw)Procedure1. Place one (1)
teaspoon of each sample in each well of the egg tray.2. Add 8-10 drops (or ½ teaspoon) of the plant indicator to the first sample.Note: If the sample is
solid, wet a pinch (size of 2-3 match heads) of the solidwith about ½ teaspoon of distilled water. Use one dropper for one TAKE kind of sample. Wash
each dropper after one use. Do CARE! not mix samples!3. Note the color produced. Record your observations in column 2 of Table 1.Grade 7
Science: Matter 49Diversity of Materials in the Environment
54. 54. Table 1. Acidic or basic nature of household materials Sample Color of indicator Nature of sample calamansi tap water (water from the faucet)
Distilled water vinegar sugar in water baking soda baking powder soft drink (colorless) coconut water (from buko) toothpaste shampoo soap4. Repeat
step number 1 of Part B for the other samples.5. Determine the acidic or basic nature of your sample using the color scheme below for eggplant or
camote indicator and record the nature of each sample in Table 1. Strongly acidic: red to pale red Weakly acidic: blue Weakly basic: green Strongly
basic: yellowPart C. Determining the acidity or basicity of water from different sources In this part of Activity 1, you will find out how acidic or basic
thesamples of water from different sources are.Grade 7 Science: Matter 50Diversity of Materials in the Environment
55. 55.  6 plastic teaspoonsProcedure1. Place one (1) teaspoon of each sample in each well of the egg tray.2. Add 8-10 drops (or ½ teaspoon) of the
plant indicator to the first sample.Note: If the sample is solid, wet a pinch (size of 2-3 match heads) of the solidwith about ½ teaspoon of distilled
water. Use one dropper for one kind of sample. TAKE Wash each dropper CARE! after one use. Do not mix samples!3. Note the color produced.
Record your observations in column 2 of Table 2.Grade 7 Science: Matter 51Diversity of Materials in the Environment 6 droppers  2 plastic egg
trays or 8 small plastic containers  bottled water (mineral water) or distilled water  deep well or hand pump  faucet  canal  pond  river, lake or
stream  rainwater  plant indicator prepared in Part A Materials Needed At least one cup water from each of the following sources of water:
56. 56. Table 2. Acidic or basic nature of water from different sources Water sample from Color of indicator Nature of sample source rainwater river, lake
or stream Pond Canal water from faucet4. Determine the acidic or basic nature of your sample using the color scheme below for eggplant or camote
indicator and record the nature of each sample in Table 2. Strongly acidic: red to pale red Weakly acidic: blue Weakly basic: green Strongly basic:
yellow ______________________________________________________________________ You can now operationally distinguish between acidic
and basicmixtures using plant indicators. More than that, using the plant extract youhave prepared allowed you to further determine the degree of
acidity orbasicity of a mixture, that is, you were able to find out how strongly acidic orbasic the mixtures were. It should now be clear to you that the
samples youused in Activity 1, Parts B and C are not called acids nor bases but ratherthese samples may have either acids or bases in them which
make themacidic or basic. Another method can be used to distinguish acidic from basicmixtures. It is through the use of the pH scale, which extends
from 0 to 14.The pH scale was proposed by the Danish biochemist S.P.L. Sorensen. Inthis scale, a sample with pH 7 is neutral. An acidic mixture has
a pH that isless than 7. A basic mixture has a pH that is greater than 7. In general, thelower the pH, the more acidic the mixture and the higher the pH,
the morebasic is the mixture. It is useful for you to know the pH of some samples of matter asshown in Table 1 and illustrated in the pH scale drawn in
Figure 1.Grade 7 Science: Matter 52Diversity of Materials in the Environment
57. 57. Table 3*. The pH values of some samples of matter Sample of Matter pH Gastric juice 1.6-1.8 Lemon juice 2.1 Vinegar (4%) 2.5 Softdrinks 2.0-4.0
Urine 5.5-7.0 Rainwater (unpolluted) 5.6 Milk 6.3-6.6 Saliva 6.2-7.4 Pure water 7.0 Blood 7.4 Fresh egg white 7.6-8.0 Seawater 8.4 Laundry
detergents 11 Household bleach 12.8 Drain cleaner 13.0*Adapted from: Hill, J. W. & Kolb, D. K. (1998). Chemistry for changing times, 8th ed., p. 187.
Figure 1. The pH values of some samples of matter.Grade 7 Science: Matter 53Diversity of Materials in the Environment