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SCIENCE
First Quarter – Module 1
Steps in Scientific Investigation

Department of Education ● Republic of the Philippines

 What I Need to Know

Investigation is the heart of science. It is the way scientists do research.

Scientific investigation is a way to find answers to a question and produce evidences
which can help solve problems. When the evidence cannot provide answers or
solutions, then it may lead to new questions or problems for investigation. As more
knowledge are discovered, science advances.
This module contains five (5) lessons:
Lesson 1: Introduction to Scientific Investigation
Lesson 2: Identifying Problems and Making Observations
Lesson 3: Formulating and Testing Hypothesis
Lesson 4: Analyzing Data
Lesson 5: Drawing Conclusions and Communicating Results
After going through this module, you should be able to describe the components
of a scientific investigation (S7MT-Ia-1).
This module was designed and written with you in mind. It is here to help you
understand the process of Scientific Investigation. The scope of this module allows you
to use different learning situations. You need to be patient in doing your tasks. Follow
the directions in the activities and answer the given test and exercises properly.

What I Know

Directions: In the following multiple-choice items, choose the letter of the correct
answer and write it in your Science activity notebook.
1. When your mother sent you to the market to buy fruits and vegetables, how did you
choose the quality of fruits and vegetables?
A. Ask the vendor to choose it for you.
B. Take any kind and pay right away.
C. Examine the skin of fruits and check dark spots.
D. Ask other costumer to choose the vegetables and fruits for you.

2. Which of the following steps in scientific investigation requires asking a question?

A. Gathering Data C. Forming Hypothesis
B. Identifying Problem D. Making Observations

3. When a researcher listens to the sounds of the whale, he/she is ________.

A. interpreting data C. making observations
B. drawing conclusions D. making a hypothesis
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4. Which question has measurable observation?
A. Who made the first microscope?
B. How do giraffes adapt to their environment?
C. How long ago did dinosaurs live on the Earth?
D. Does the amount of salt in water affect the temperature at which it boils?

5. In order to come up with the best hypothesis, it must be _________.

A. experimental B. proven correct C. observable D. testable

6. A possible answer to a question or problem is called ___________.

A. hypothesis B. observation C. quantitative D. inference

7. Which of the following is the best hypothesis?

A. If a tennis ball is frozen, it won't bounce as high as to the one that is not
frozen.
B. If a tennis ball is frozen, then it will not bounce as high as expected.
C. If a tennis ball is heated, it will bounce high.
D. Frozen tennis ball will not bounce high.

8. The students in a Science class placed ice cubes in a cup. They were studying on how
long it would take for the ice to melt. Which of the following variables would most
likely NOT affect the time it takes for the ice to melt?
A. Temperature of the room C. Size of the ice cube
B. Number of students D. Size of cup

9. What is the purpose of a data analysis?

A. Interpret result in the experiment C. Test a hypothesis
B. Communicate data D. Control variables

10. Which of the following best describes the data gathered in a scientific investigation?
A. Ideas you think are true C. Facts or information
B. Manipulated Variable D. Numbers

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 Lesson
Introduction to Scientific
1 Investigation
Scientific Investigation is the way in which scientists and researchers use a
systematic process to answer questions about the world around us. It is a way of finding
the answer to a question using the carefully arranged steps. In other words, the scientific
investigation is a systematic process that involves measurable observations to
formulate, test or modify, and prove a hypothesis.

What’s New

Activity 2: Vocabulary Match!

Directions: Match the words in the box to their descriptions below. Write the letter of
your answer in your Science activity notebook.

A. Scientific Method B. Question C. Observe D. Interpret

E. Experiment F. Conclusion

1. To explain or give meaning

2. Notice what occurs during an experiment.
3. The inquiry or problem relating to a topic that can be answered by conducting
an experiment.
4. A test or trial performed in order to prove the temporary answer of the identified
problem.
5. A method of doing investigation that includes the steps such as identifying a
problem, gathering data, forming and testing a hypothesis, and drawing a
conclusion.

What is It

Steps in Scientific Investigation

Scientists are, by nature, keen observers. They can easily perceive areas where
problems exist. Having identified the problem, scientists undertake a carefully planned
investigation following a systematic and logical approach in steps in scientific
investigation as shown in Figure 1 below.

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Figure 1. Steps in Scientific Investigation

1. Identifying Problems
• The problem comes when a researcher is curious or interested about something
he/she has observed in the environment.
2. Making Observations
• The scientist will research and make observations regarding the problem.
3. Forming a Hypothesis
• Hypothesis is an educated guess or a tentative solution to
the identified problem.
4. Testing the Hypothesis/Experimentation
• Some hypotheses may be tested simply by further observations or take an elaborated
and tedious experimental process which involves identifying and controlling
variables.
5. Organizing and Analyzing Data
• Data are organized (using tables, graphs, models,
figures, text) and analyzed based on observed patterns
and relationships among the data gathered.
6. Drawing Conclusions
• Making generalization/ drawing inferences is based on the gathered data that
support the hypothesis.
7. Communicating Results
• Scientific information / findings of the research or investigation is
communicated clearly.
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 Lesson
Identifying Problems and
2 Making Observations
The process of science begins with an identification of problems and making
observations. An observation is any information that is gathered with the senses.

What’s New

Activity 2: State the Problem

Directions: Using the picture below, answer the
question below. Write your answers
in your Science activity notebook.
Question:
1. What problem can you identify in the
picture based on your observations?
Figure 2. An Incident in Ozamiz City
Photo Credits: Rizza Mae L. Serino

What is It

Step 1. Identifying the Problem

• Identifying the problem in a situation begins with a question based on an

observation (what, when, who, which, why, where or how).
• The problem to solve must be something which is measurable and observable that
can be answered through an experiment.

Example of a Problem Statement:

“Why should everybody wear mask during this CoVID – 19 pandemic?"

In order to come up with a problem, one must observe and be curious about the
environment. For example, your friend Carmel has observed that most of the people in
their area are wearing mask. She also observed that people wearing mask are less
prone to the virus than those who are not wearing mask. Carmel then wonders whether
wearing a mask is important in protecting oneself against the CoVId – 19 virus that is
spreading in their community. Based on the example given, Carmel can now formulate
a problem based on her observations.

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 Step 2. Making Observations

• An observation is any information that is gathered using the senses (sight,

smell, touch and hearing).
Qualitative observations do not involve measurements of numbers but
instead characteristics. (Example: The grass is green.)
• Quantitative observations are measured values made using instruments such as
rulers, balances, graduated cylinders, beakers, thermometers, etc.
(Example: The object had a volume of 4.9 liters.
This process is making observations using your sense of sight. Making observations
and gathering information are necessary steps in scientific investigation in order to
avoid making mistakes.

Lesson Formulating and

3 Testing Hypothesis
After having thoroughly researched your question, you should have some
tentative answers about how things work. A hypothesis is an educated guess of what
you think will happen or what you will find out. Scientists generally begin an
investigation by forming a hypothesis. The hypothesis may not be correct, but it puts
the scientists’ understanding of the system being studied into a form that can be tested
through an experiment.

What’s New

Activity 2: If…, then…

Directions: Write a testable hypothesis in “If…then…” format for each of the
following problems. Write your answers in your Science activity
notebook. Example Problem: What effect does someone high-fiving have
on running speed?
Hypothesis: If a person high-fives, then he/she will run faster.
1. Problem: What effect does calamansi extract have on stained clothes?
Hypothesis:__________________________________________
2. Problem: What effect does light have on plant growth?
Hypothesis:______________________________________________

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 What is It

Step 3. Formulating Hypothesis

• A good format for a hypothesis would be, “If we do ___, then ___ will happen.”
• Hypothesis should be measurable so it can help you solve the problem identified.
Importance of a Testable Hypothesis
To design and perform an experiment using the scientific investigation, you
need to make sure that your hypothesis is testable. To be considered testable, some
essential criteria must be met:

1. There must be a possibility to prove that the hypothesis is true.

2. There must be a possibility to prove that the hypothesis is false.
3. The results of the hypothesis must be reproducible.
Without these criteria, the hypothesis and the results are not clear. As a result,
the experiment will not prove or disprove anything significant.

How to Formulate an Effective Hypothesis

A testable hypothesis is not a simple statement. It is a statement that needs to
offer a clear introduction to a scientific experiment, its intentions, and the possible
outcomes. However, there are some important things to consider when building an
effective hypothesis.
1. State the problem that you are trying to solve.
o Make sure that the hypothesis clearly defines the topic and the focus of the
experiment.
2. Try to write the hypothesis as an if-then statement.
o Follow this template: If a specific action is taken, then a certain outcome is
expected. Examples: If a ball is dropped, then it will fall toward the ground.
If garlic repels fleas, then a dog that is given garlic everyday will not get fleas.
3. Define the variables.
o A variable is a factor that can take on different values. There must be at least
two variables in an experiment. They are called the manipulated variable and
the responding variable. In scientific experiments, a hypothesis proposes and
examines the relationship between an independent variable and a dependent
variable. The effect on the dependent variable (the idea being tested) depends
on or is determined by what happens when you change the independent variable
(the factor being changed). The manipulated variable (also called the
"independent variable") is a factor that is changed by the researcher. This is
something that is being manipulated by the person doing the experiment.
Example: The cleaning liquid (soft drink or vinegar) used in the previous
activity. The responding variable (also called the "dependent variable") is a
factor that the researcher predicts will change if the manipulate variable
changes. It is the thing being measured.

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 Example: The color change of the 25-centavo coin when applied with the
cleaning liquids (softdrink/vinegar)
o There are also variables that are held constant so it won’t influence the outcome
of an experiment. These are variables that are kept the same or the unchanged
variable in the experiment and are called controlled variables.
Examples: The shape and size of the drinking glasses, The kind of coin used
The amount of cleaning liquid used

Step 4. Testing Hypothesis

Hypothesis Testing is used to determine whether

the hypothesis assumed for the sample of data stands true for the entire
population or not. This can be done by doing experiments.
- An experiment is a controlled scientific study of specific variables.
- Designing experiment means creating a set of procedures to test a hypothesis.

Lesson

4 Analyzing Data
Once the experiment is complete, the results can be analyzed. The results
should confirm the hypothesis either true or false. Research experiments are usually
analyzed in order to determine relationships among the data. In the case of a simpler
experiment, one would look at the data and see how the variables affect each other.

What’s New

Activity 2: Paper Drop!

Directions: Perform the activity ‘Paper Drop!’ and answer the questions that follow.
Write the answers in your Science activity notebook.
Materials: 2 pieces of paper (crumpled and plain), 1 coin, 1 ruler, 1 graphing paper,
and colored pens
Procedure:
1. Drop a piece of crumpled paper into a target 30 times.
2. Put a coin target on the floor and drop the papers toward the target.
3. For each drop, measure the distance between the coin the landing area of the
paper using a ruler.
4. Drop the crumpled piece and the plain piece alternately until you have dropped each
for 10 times.
5. Record your observations in your Science activity notebook.
6. On a piece of graphing paper, make a plot of your results that helps to show whether
one type of paper lands closer to the target than the other.
7. After plotting the data, write a short statement about what have you observed in the
activity.
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Guide Questions:
1. Without collecting any data, which type of paper do you think will tend to land closest
to the target? Explain.
2. After the experiment, which type of paper tends to land closest to the target? Explain.
3. What is the relationship between the type of paper used and its distance towards the
target?

What is It

Step 5. Analyzing Data

• Data analysis is a process of interpreting and giving meaning to the data

collected, organized, and displayed in the form of a table, bar chart, line
graph, or other representation.
• Ways of analyzing data:
1. Using statistics 3. Determining relationships between variables
2. Interpreting graphs 4. Determining possible sources of experimental errors

• Examples of data presentations:

Table 3. Observation Data in Tabular Form

Set-up General Description
A Good growth but leaves are attacked with worms and insects
B Good growth with healthy leaves free from worms and insects
C Stunted growth with shrunk leaves but free from worms and insects

Numerical Data in Tabular Form and Graphical Form

Source: https://www.starbooks.com

Figure 4. (a) Numerical Data in Tabular Form (b) Numerical Data in Graphical Form

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 Lesson
Drawing Conclusions and
5 Communicating Results
Drawing conclusion is utilizing information that is implied to make meaning
out of what is not clarified. When a conclusion is drawn, the validity of the conclusions
and the research findings will be presented. On the other hand, communicating results
is the sharing of results to others and allowing them to analyze your work for further
enhancement.

What’s New

Activity 2: Let Us Conclude!

Directions: Using the data in below, select the most appropriate conclusion from the
statements below. Write your answer in your Science activity notebook.

Table 4. Seed Germination and Soaking Time

Soaking Time (in hours) Not
Groups
36 24 12 6 Soaked
1 2 4 6 10 10
2 1 2 6 9 10
3 0 0 5 8 9
4 10 5 5 10 9
5 2 5 7 10 9
6 0 2 8 10 8
Total No. of Seeds germinated in each
15 18 37 57 55
group
Total No. of Seeds soaked (ten seeds per
60 60 60 60 60
group)

1. The longer the soaking time, the lesser the survival of the seeds.
2. The longer the soaking time, the greater the survival of the seeds.
3. The number of seeds that germinate decreases as the soaking time increases.
4. The soaking time affects the germination of the seeds.

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 What is It

Step 6. Drawing a Conclusion

• A conclusion is a statement about the results of the experiment. If the data

supports the hypothesis, then the hypothesis may be the explanation for the
problem. If the data does not support the hypothesis, then more observations
will be made, a new hypothesis will be formed, and the scientific
investigation will be repeated.
• When a hypothesis has been tested many times under many different conditions
and has been found to explain a group of observations, the hypothesis becomes a
theory. Theories are explanations for some problems based on observations,
experimentation, and reasoning. While, if the same results have been obtained for
so many times by different scientists, the summary of these experimental results
becomes a law. Laws are summaries of many experimental results and
observations. Laws are not the same with theories because laws tell only what
happens, not why it happens.

Step 7. Communicating Results

• When a conclusion is drawn, the research can be presented to others to

inform them of the findings and receive input about the validity of the
conclusion drawn from the research. Reporting one’s research let other scientists
repeat the investigation to see whether they get the same results.

What I Have Learned

Directions: Fill in the blanks with the correct words found in the box. Write your
answers in your Science activity notebook.
Conclusion Hypothesis Explanations Scientific
Problem Observation Experimentation Analysis

The ___investigation
(1) is one way that people think about and solve questions or
problems. When you begin your experiment, it is important to state a ____ (2) that you
would like to find an answer to.
The process of science begins with an identification of problems and making
(3)
____. These are information gathered with your senses. People often have questions
about things they see, hear or observe in other ways.
After having thoroughly researched your question, you should have some
educated guess about how things work. A ____ (4) is an educated guess of what you think
will happen or what you will find out. The next thing you do is to test your hypothesis.

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Some hypotheses may be tested simply by further observation, whereas others take an
(5) Hypothesis testing is used to assess the plausibility of
elaborated process through ____.
a hypothesis by using sample data.
Once the experiment is complete, data ___ (6) follows which are results that
confirm the hypothesis either true or false. Research experiments are usually analyzed
with statistical software in order to determine relationships among data.
(7)
The last step of the Scientific Investigation is to state your _____. This is a
generalization which is tentative but is always a work in progress and are open to
examination for further improvement.

What I Can Do

Directions: Identify the steps in scientific investigation using the

illustration below. Write the answers in your Science activity
notebook.

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 Assessment

Directions: In the following multiple-choice items, choose the letter of the correct
answer and write it in your Science activity notebook.
1. Which describes the purpose of a conclusion in the scientific investigation?
A. It gives sources of information to help the investigation.
B. It states an expected outcome of the investigation.
C. It states whether the data supports the hypothesis.
D. It explains the reason for doing the investigation.

2. Which type of data gathered in an experiment is considered to be an exact

presentation in numeric form?
A. Qualitative data C. Verbal data
B. Descriptive observation D. Quantitative data

3. When your mother sent you to the market to buy fruits and vegetables, how did you
choose the quality of fruits and vegetables?
A. Ask the vendor to choose it for you.
B. Take any kind and pay right away.
C. Examine the skin of fruits and check dark spots.
D. Ask other costumer to choose the vegetables and fruits for you.

4. When a researcher listens to the sounds of the whale, he/she is ________.

A. interpreting data C. making observations
B. drawing conclusions D. making a hypothesis

5. Which question has measurable observation?

A. Who made the first microscope?
B. How do giraffes adapt to their environment?
C. How long ago did dinosaurs live on the Earth?
D. Does the amount of salt in water affect the temperature at which it boils?

6. In order to come up with the best hypothesis, it must be _________.

A. experimental C. observable
B. proven correct D. testable

7. Which of the following is the best hypotheses?

A. If a tennis ball is frozen, it won't bounce as high as to the one that is not frozen.
B. If I freeze a tennis ball, then it will not bounce as high as expected.
C. If I heat up a tennis ball it will bounce high.
D. Frozen tennis ball will not bounce high.
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For items 8 to 10, refer to the situation below:
Sam wished to investigate how fertilizer run-off affects the growth of algae in
freshwater lakes and streams. He set his experiment this way. He placed 900 ml of water
into each of five 1000 ml glass beakers. To each beaker he added 5 ml of water from
an aquarium which contains a large concentration of algae. The beakers were placed
under a grow light which was timed to provide 12 hours of light each day. Liquid
fertilizer was added to the beakers in the following amounts:

Beaker A - 8 ml fertilizer
Beaker B - 6 ml fertilizer
Beaker C - 4 ml fertilizer
Beaker D - 2 ml fertilizer
Beaker E - no fertilizer

Each week a random sample from each of the beakers was examined under a
microscope to get a count of the number of algal cells present.

8. Which of the following is the control group for this experiment?

A. Beakers A & B C. Beaker D
B. Beakers B & C D. Beaker E

9. What is the dependent variable?

A. Amount of water C. The size of the beaker/container
B. Amount of liquid fertilizer used D. The number of algal cells present

10. Which variable is manipulated by the researcher in the experiment?

A. Amount of liquid fertilizer C. Amount of water
B. The size of the beaker D. Amount of light

Congratulations! You have completed Module 1.

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SCIENCE 7 QUARTER 1- MODULE 2
ELEMENTS AND COMPOUND

What I Need to Know

Pure substances are those substances that are made up of only one kind of
particles and have fixed or constant structure. In this Self-Learning Material, you will
be learning the classifications of pure substances which are the elements and
compounds.
After going through this module, you should be able to recognize that
substances are classified into elements and compounds (S7MT-Ig-h-5).
Specifically, you are expected to:
1. identify elements through its origin, chemical symbol, properties, and
composition;
2 . differentiate between elements and compounds; and
3. classify compounds as acids and bases.

What I Know

Directions: Choose the le tter of the best answer. Write your answers in
your Science activity notebook or answer sheet.

1. What is represented by the letters found on each box of the Periodic Table?
A. Atomic Number C. Density
B. Chemical Symbol D. Mass Number

2. Nonmetals are known to be usually gases by state. Which nonmetal is considered as

the gas of life?
A. Carbon B. Neon C. Nitrogen D. Oxygen

3. Mango, the National Fruit of the Philippines, is known for its sour tastes when unripe.
Which describes the substances that taste sour?
A. Acids B. Bases C. Oxides D. Salts
4. What term refers to the horizontal lines that run from left to right across the Periodic
Table?
A. Dimensions B. Families C. Groups D. Periods

5. Gold is usually used in jewelry and accessories. What property is shown by this
metal?
A. Ductility B. High melting point C. Lustrous D. malleability
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6. Which of the following is a general characteristic of a base?
A. Bitter B. Salty C. Sour D. Sweet

7. Which element has a chemical symbol derived from its origin?

A. Argon B. Magnesium C. Mercury D. Platinum

8. Nonmetals are usually gases at room temperature. What happens when they are in
solid form?
A. Brittle B. Crystallized C. Granules D. Hard

9. Antacids help neutralize acidity in stomach. What property is shown by these

substances?
A. Acidic B. Basic C. Dilute D. Neutral

10. What is the Latin origin of Antimony?

A. Argentum B. Natrium C. Plumbum D. Stibiu

Lesson
The Periodic Table of
1 Elements
The Periodic Table of Elements is a highly needed tool in understanding the
nature of elements found on Earth. With the use of this wonderful aid, you will
familiarize the names and chemical symbols of the elements.

What’s In

Activity 1: Search Me!

Directions: Search at least five (5) materials at home which are made up of substances.
Write the names of these materials in your Science activity notebook.

Examples: Shampoo, Spoon, and Toothpaste

1.___________________ 4.____________________
2. ______________________ 5.____________________
3. ______________________

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 What’s New

Activity 2. Find Me!

Directions: In the word box below are words which refer to the origin of names of the
elements. Find these words in the puzzle by encircling the words vertically, horizontally
and diagonally. Look also for the mystery word using the given clue below.

Clue for the Mystery Word:It is a tabular display of elements arranged in increasing
atomic number and recurring chemical properties.

WORD BOX
Alumen Calx Columns Iodes Tellus

Borah Ceres Helios Rows Wolfram

E X Z T A L U M E N I U S
S L X Y R M L Y U I K A N
D A B U E N K H J K I S M
C C X A W B J G M L U D U
H G C I T V H F A M Y F L
E K V O Q C B O R A H G O
L U N P A E I D F A T H C
I T B L T R G D L S R J R
O R A K E E F R O W S L E
S E S J L S D S W I E K A
V S D H L C D E A A R S S
I S F G U X S E R T Y E U
I O D E S Z A A S D F A P

What is It

There are 118 elements on Earth and they are all listed in the modern periodic
table. Most of these elements are abundant in nature. Others were discovered in the
laboratory which were already named by the International Union of Pure and Applied
Chemistry (IUPAC).
In the late 1800s, Dmitri Mendeleev, a Russian chemist arranged the chemical
elements according to increasing atomic masses. Mendeleev’s output became the
earliest version of the periodic table of elements which increase our knowledge in
understanding the chemical properties of the elements.

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 Origin of Names of Some Elements
What have you noticed about the names of the elements? Origin of the names
could be based on the color of the element, name of famous scientists, places, heavenly
bodies of our universe, names of minerals and ores, and even from mythological entities

Origin Names of Elements

1. Chlorine from Greek “chloros” meaning greenish-yellow
2. Iodine from Greek “iodes” meaning violet
3. Cesium from “coesius” meaning skyblue
4. Iridum from Latin “iris” meaning rainbow
Color 5. Rubidium from Latin “rubidus” meaning deepest red
6. Rhodium from “rhodon” meaning rose
1. Einsteinium from Albert Einstein, the proponent of the
relativity theory
2. Curium from Pierre and Marie Curie, the discoverer of the element
radium
3. Fermium from Enrico Fermi, pioneer in nuclear physics
Scientists 4. Nobelium from Alfred Nobel, inventor of dynamite and founder of
the Nobel Prize
5. Mendelevium from Dmitri Mendeleev, the chief architect of the Periodic
Table
1. Cerium from Ceres, the first asteroid being discovered
2. Helium from Helios which means sun
Names of 3. Neptunium from planet Neptune
Celestial Bodies 4. Plutonium from dwarf planet Pluto
5. Tellurium from Tellus which means Earth
6. Mercury from the planet Mercury
7. Uranium from the planet Uranus
1. Arsenic from Arsenikus which means brave male
Names of 2. Cobalt from the word Kobold which means evil spirits
Mythological 3. Nickel from Nickel also which means devil
Figures 4. Thorium form Thor who is the Norse god of war
5. Wolfram of tungsten which means wolf

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 1. Aluminum from Alumen which means alum
Names of 2. Boron from the mineral Borah which means borax
Minerals and 3. Calcium from Calx which means chalk
Ores 4. Fluorine from Flour Lapis which means fluorspar
5. Silicon from the ore Sitex which means flint
1. Americium, Berkelium, and Californium from USA, Berkeley, and
Geographical California.
Names 2. Germanium from Winkler, Germany
3. Polonium from Poland

An element’s chemical symbol consists of one or two letters. An element’s

chemical symbol consists of two or more letters. The firs letter is written in capital
letter and the rest of the letters are in small letters. The symbol is typically derived from
the element’s chemical name.
It was Jons Jacob Berzelius (1779-1848), a Sweden chemist, who proposed that
a chemical element be represented by one or two letters or by a chemical symbol. The
chemical symbols of the elements are the same throughout the various countries around
the world. As shown in the periodic table of elements found on page 6, the chemical
elements are arranged based on the increasing atomic numbers. Each column/vertical
in the periodic table is called group that possesses the same properties with one another
while each row/horizontal is called period. There are 18 groups and 7 periods in the
periodic table. In the American system, the Group A elements are called representative
elements while Group are called the transition metals

What’s More

Activity 3. Name It!

Directions: Below are chemical symbols of elements. Identify the chemical
name of the element through its symbol. Write your answers in
your Science activity notebook.

Symbol Chemical Name Symbol Chemical Name

1. N 6. Pb
2. C 7. Fe
3. Au 8. Ca
4. Sn 9. O
5. I 10. Mg

Elements as pure substances exist as unique materials in our planet since these
forms of matter already have their own set of properties and compositions that do not
change from one sample to another. As you will go over the periodic table, there are
regions that specify classifications.

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 Lesson

2 Elements
What’s In

Activity 1. Arrange Me!

Directions: Using the descriptions as your clues, arrange the following jumbled
names of elements below. Write your answers in your Science activity
notebook or answer sheet.

Names of the Elements Descriptions

1. RNIO component of steel used in making bars

2. XYNEGO the gas of life responsible for life to exist

3. CLCMUAI comprises the bones and teeth

4. NNOE widely used in advertising signs
5. DLOG used to make jewelries

What is It

An element is a pure substance that cannot be broken down into simpler

substances but can be chemically combined with one another to produce another
substance – a compound. It consists of single and specific atom that has the same
atomic number. Consider the examples of materials below. What have you noticed?

Figure 2. Common Utensils found in the Kitchen

The examples shown in Figure 2 are materials which are made up of elements.
Aluminum, which is used in cooking pans, is an element.
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 Other elements found in common kitchen utensils are Silver, Iron, Copper and
Chromium. A substance that cannot be broken down into its simpler components by
ordinary chemical means is an element. Elements can be classified as metals and
nonmetals.

Metals
Metals are just one of the three major kinds of elements found in the periodic
table. They are natural substances of earth’s crust, in which they are generally found in
the form of metal ores, associated both with each other and with many other elements.
Shown in Table 2 below are some properties of metals which are the basis of their
usefulness in the society.
Table 2. Properties of Metals
Properties Definition
Lustrous Being shiny in appearance
At room temperature and atmospheric pressure, metals are generally solid
Solids
except for Mercury.

Malleability Able to be drawn into thin sheets or plates or any shapes without breaking
Ductility Able to be stretched into fine wires
High boiling
The temperature at which a substance starts to boil
points
High melting
The temperature at which a substance starts to melt
points
Conductivity Able to conduct electricity well; ability to conduct heat and electricity

Nonmetals
Nonmetals are one of the three major kinds of elements found in the periodic
table with metals. Most of them are gases at room temperature. Bromine is the only
nonmetal that is liquid by nature. In solid forms, nonmetals are usually brittle, powdery,
and dull in appearance. They are neither malleable nor ductile.
Shown in Table 3 below are some properties of nonmetals which are the basis
of their usefulness in the society.
Table 3. Properties of Nonmetals
Properties
1. Nonmetals are not lustrous at all when they are in solid forms.
2. Nonmetals can be gases or volatile liquids at room temperature and others can still be
solid. If they are in solid forms, they tend to become dull, powdery, or brittle.
3. Nonmetals break easily. They are not malleable at all.
4. Most nonmetals have low boiling and melting points except for carbon in the form of
diamond.
5. Nonmetals are poor conductors of heat and electricity due to their loosely held electrons.

21
Table 4. Common Examples of Metals and Nonmetals
Metals Nonmetals
Magnesium (Mg) Carbon (C)
Manganese (Mn) Fluorine (F)
Cobalt (Co) Helium (H

Regions of Metals and Nonmetals in the Periodic Table

Examine closely the periodic table below and observe the heavy, ladder-like
line which passes between B-Al, Al-Si, Si-Ge, Ge-As, As-Sb, Sb-Te, Te-Po, and Po-
At. What can you say about it?
This line is referred to as the Sanderson line that divides the metals from the rest
of the kinds of elements. The elements to the left are the metals which largely comprise
Groups 1A, 2A, 1B, 2B, 3B, 4B, 5B, 6B, 7B, 8B, 9B, 10B, 11B and 12B. These metals
show the characteristics previously discussed.
To the right of the heavy ladder-like line which passes along B, Al, Si, Ge, As,
Sb, Te, Po, and At is the exact location of the majority of the nonmetals in the periodic
table. Can you point them one by one?

ELEMENTS

Figure 3. The Location of Metals and Nonmetals in the Periodic Table

Source: https://slideplayer.com/slide/3140722/

22
 What’s More

Activity 1. Metals vs Nonmetals

Directions: Below are statements about metals and nonmetals. Write TRUE if the
statement is correct and FALSE if it is not. Write your answers in your Answer Sheet.

1. Metals comprise as the majority of the elements found in the periodic table.
2. The only metal that is liquid is mercury.
3. Metals are usually liquid by nature and not malleable as well.
4. Metals and nonmetals are pure substances.
5. Metals like iron, copper, and aluminum are widely used to make utensils in
the kitchen.

Lesson

3 Compounds
What is It

Compounds are made up of two or more elements that are chemically combined
producing a new set of properties. They can be classified into acids and bases.
Generally, acids taste sour while bases taste bitter and slippery when touch. But not all
substances that taste sour are acids nor substances that taste bitter are bases. In order to
establish the definite characteristics of acids and bases, you should use the following
indicators:
1.Litmus paper - used to test the acidity and basicity of a substance where acids
turn blue litmus paper into red while bases turn red litmus paper into blue.
2.pH (potential of Hydrogen ion) scale - another way of determining the acidity
and basicity of a substance.

23
Refer to Figure 5 below.

ACIDIC BASIC
NEUTRAL

1 2 1 1 1 4 1 1 1 1 1 4 1
7
1 2 3 4 5 6 8 9 10 11 12 13 14
Figure 5. pH Scale

Anything with a pH value below 7.0 is acidic, and anything above 7.0 (from7.1
to 14.0) is alkaline or basic. Acids are substances that provide hydrogen ions (H+) and
lower pH, whereas bases provide hydroxide ions (OH–) and higher pH. On the other
hand, substances with a pH value of 7.0 are neutral (Fowler, 2020)

3. Natural indicator. If litmus paper is not available, you can use local materials as an
indicator. There are many indicators that come from plant sources. Examples are violet
eggplant peel, purple camote peel, red mayana leaves or violet Baston ni San Jose.
These plant materials contain anthocyanins. These plant pigments produce specific
colors in solutions of different acidity or basicity.

Table 5. List of Common Acids, Bases and their Sources

Acids Sources Bases Sources

Acetic Acid Vinegar Sodium Bicarbonate Baking Soda

Muriatic Potassium Hydroxide Wood Ashes

Hydrochloric
Acid
Acid
Calcium Hydroxide Lime
Calamansi
Citric Acid
Calcium Oxide Lye
Garlic
Nitric Acid

24
 What I Have Learned

Directions: Fill in the blanks with the correct word/s to complete the statement. The
answers are found in the word box below. Write your answers in your science activity
notebook.
WORD BOX

Acidic Ductile element slippery

basic Dmitri Mendeleev metals

1.An_____is a substance that cannot be broken down into simpler substances

by any chemical process.
2.______ arranged the chemical elements according to increasing atomic
masses.
3. Metals can be drawn easily into wires making them so _____.
4. The pH values of __________ substances range from 1.00 to 6.59.
5. The pH values of ___________ substances range from 7.01 to 14.00.

What I Can Do

Directions: Listed below are substances. Put a check mark (√) whether the substance is an
element or a compound. Write your answers in your Science activity notebook.

Substances Element Compound

Carbon Dioxide

Oxygen

Water

Table Salt

Gold

25
 Assessment

Directions: Choose the letter of the correct answer and write it in your Science
activity notebook

1. Why are metals used in making kitchen utensils?

A. Metals are lustrous and can be polished.
B. Metals are ductile and can be drawn into wires.
C. Metals are malleable and can be made into thin sheets.
D. Metals are good conductors of heat and have high melting point.

2. What is the classification of carbon dioxide as a pure substance?

A. Compound B. Element C. Mixture D. Solution

3. Which of the following elements has a name derived from “Norse, the god
of war”?
A. Actinium B. Germanium C. Polonium D. Thorium

4. Which of the following is considered as the “king of metals”?

A. Copper B. Hafnium C. Iron D. Zinc

5. Bases are bitter and slippery by nature. Which of the following is an

example of a base?
A. Antacid B. Juice C. Salt D. Vinegar

6. Which of the following is a general characteristic of a base?

A. Bitter B. Salty C. Sour D. Sweet

7. Which element has a chemical symbol derived from its origin?

A. Argon B. Magnesium C. Mercury D. Platinum

8. Nonmetals are usually gases at room temperature. What happens when they
are in solid form?
A. Brittle B. Crystallized C. Granules D. Hard

9.Antacids help neutralize acidity in stomach. What property is shown by

these substances?
A. Acidic B. Basic C. Dilute D. Neutral

10.What is the Latin origin of Antimony?

A. Argentum B. Natrium C. Plumbum D. Stibium

Congratulations! You have completed Module 2.

26
 SCIENCE 7 QUARTER 1- MODULE 3
DISTINGUISHING MIXTURES FROM SUBSTANCES

What I Need to Know

Almost all materials you used at home, in school and everything you see around
are all made up of mixtures. Have you ever made a drink with water and a juice
powder? How about lemonade from a mix? This is an example of a mixture. After
going through this Self-Learning Module, you should be able to distinguish mixtures
from substances based on a set of properties (S7MT-Ie-f-4).
Specifically, you are expected to:
-describe mixtures based on their properties;
-classify common materials as either mixtures or substances; and
-identify useful products which can be obtained from natural mixtures.

What I Know

Directions: In the following multiple-choice questions, select the correct answer from
the given choices and write the letter of the answer in your Science activity notebook.

1. You mix soil and water in a jar. After a few minutes, the soil has settled at the bottom
of the jar and the water is at the top. What classification of matter is this?
A. Compound C. Mixture
B. Element D. Pure substance
2. H ow many phases can be observed when oil and water are mixed?
A. One B. Two C. Three D. Four

3. Which of the following describes a heterogeneous mixture?

A. Clear in appearance C. One observable phase
B. Uniform in appearance D. Particles settled at the bottom
of a container
4. Which of the following is a mixture?
A. Distilled water B. Sugar C. Soy sauce D. Salt

5. What process is involved in separating coconut pulp (sapal) from coconut milk?
A. Crystallization B. Distillation C. Filtration D. Flotation
6. When table salt dissolves in water, how does the resulting mixture appear?
A. It has two phases. C. It is homogeneous in appearance
B. Light cannot pass through it D. It is heterogeneous in appearance.
7. Which of the following properties does NOT describe a pure substance?
A. soluble in water C. heterogeneous in nature
B. homogeneous in nature D. has a constant boiling temperature
27
8. Which property of a substance is similar to that of a solution?
A. fixed boiling point C. sharp melting point
B. fixed composition D. being made-up of one phase
9. Which of the following mixtures can be separated by distillation?
A. alcohol in water C. oil in coconut milk
B. flour dissolved in water D. salt in patis
10. Which of the following is a heterogeneous mixture?
A. soft drink B. milk C. fruit salad D. alcohol

Lesson
Properties of Mixtures
1
You’ve learned that pure substances are homogeneous and are made of one
particular kind of matter. They are either classified as an element or a compound.
Gold, silver, calcium, glass water, and sugar are examples of pure substances.
Mixtures, on the other hand, are materials consisting of two or more kinds of
substances physically combined. The substances that combine retains their properties
and characteristics. Air, seawater, stainless steel and halo-halo are examples of
mixtures

What’s In

To check your knowledge from the previous lesson on substances, do the activity below
Directions: Determine which of the materials listed in the table below is/are
substance/s. Place a checkmark (√) in the appropriate column.

Activity 1: Am I a Substance?

Materials Substance
1. Salt water
2. Juice
3. Pure gold
4. Soft drinks
5. Wine
6. Salt
7. Sugar
8. Water
9. Vinegar
10.Milk
28
 What’s New

How are mixtures different from substances? How are they similar?

Mixtures can be distinguished from substances by looking at their physical

properties. These properties can be observed easily using your senses. Do the activities
below to describe some physical properties of mixtures.

Activity 2-A: Mix It Up!

Directions: Complete the table below by describing the materials listed on the first
column based on its properties. Place a checkmark (√) on the appropriate columns to
indicate your descriptions. Items 1 and 2 are done as your guide.

Components
can be
Phases Appearance Separated
Materials by Physical
Means
Two Homogeneous Heterogeneous
One or (uniform (not uniform) Yes No
more throughout)
1. Salt dissolved in water
√ √ √

2. Salt √ √ √
3. Mongo seeds and
Peanut seeds
4. Distilled water
5. Sand and gravel

6. Sugar dissolved in water

7. Coffee powder
and sugar in
a glass of water

29
 What is It

A mixture is a combination of two or more substances. The components of a

mixture which could either be solid, liquid or gaseous phases can be of any proportion.
The following are some of the properties and characteristics of mixtures:
1. Components: retain its properties after combining them
Examples:

1. Salt + water = saltwater mixture

(The salty taste identifies the salt as one of the components of the mixtures.)

2. Sand + gravel = sand and gravel

mixture
(Both components can be identified.)
2. Chemical system: both homogeneous and heterogeneous

a. Homogeneous system – one phase uniform in appearance

Examples:

1. Salt + water = saltwater mixture

2. Sugar + water = sugar water mixture

b. Heterogeneous system – two or more observable phases

Examples:

1. Sand + gravel = sand and gravel mixture

2. Sand + water = sand and water mixture

3. Oil + water = oil and water mixture

30
3. Boiling Point: vary in a mixture
The boiling point of mixtures differs while the boiling point of substances is fixed.
Example:

Pure water boils at 100 0C

-
1. 100o
C

2. Water added with salt boils at 102 0C

4. Can be Separated by a Physical Process

These are some ways you can separate mixtures:
• Decantation – the particles of the mixtures are allowed to
settle down and less dense particles are poured off.
Example:
a. Cooking oil + water (Cooking oil is less dense, hence it
floats in water and can be poured off.)
b. rice grain + water (Rice washing can be poured off.)

• Distillation – involves the process of

evaporation and condensation.
Example:
a. Purifying seawater (As heat is applied, water
evaporates and white crystal residues remain.)
b.Alcohol in water (As heat is applied, alcohol evaporates
first while water remains.)

Filtration – is the process of separating filtrate from the residue by passing through
the filter paper or strainer.
Filtrate is the liquid that passes through the filter paper.
Residue is the solid which remains in the filter paper.
Example:
a. Coconut milk pulp (Coconut milk passes through the
strainer while coconut pulp or “sapal” remains as
residue.)
b. Calamansi juice extract (Calamansi juice passes
through while the seeds remain in the strainer.)
c. Muddy water (Water passes through the filter paper while the mud
remains on the filter paper.)

31
 What’s More

Activity 4: Heat Me!

Directions: Read and analyze the situation below and answer the questions that
follow. Write your answers in your Science activity notebook.

Lorna performs an experiment to distinguish mixtures from substances using

distilled water in container A and salt solution (water + salt) in container B. First, she
heats one (1) glass of pure water in container A and one (1) glass of salt solution in
container B. She applies heat on both until the water dries up. She then observes that
container B has few substances left.

Question 1. Is there a substance left in container A? _________________________

In container B? ____________________________________________
Question 2. Can components of substance in container A be separated by physical
means? _____________________________
Question 3. What would be the substance left (residue) in container B? ________
Question 4. Can components of the mixture in container B be separated by physical
means? _______________________________________
If yes, in what way? _______________________________________
Question 5. How do you distinguish mixtures from substances? _______________

What I Have Learned

Directions: Fill in the blanks to complete the paragraphs below using the words found
in the box. Write your answer in your Science activity notebook.

chemical substances heterogeneous homogeneous

liquid mixture physical varies solid fixed

(1)
A __________ (2)
is a combination of two or more __________which can be
(3)
separated by __________ means. Its component can be mixed in any proportion which
(4)
could either be __________, (5)
__________, or gaseous phases. A mixture can be
(6)
homogeneous or __________. (7)
On the other hand, substances are __________ form of
(8)
matter which can be separated by__________ means.
The boiling point is another property of mixtures and substances. The boiling
(9)
of a mixture__________ (10)
while that of a substance is __________.

32
 What I Can Do

In the second column, state whether the material is a mixture or a substance.

** In the third column, classify the material as homogeneous or heterogeneous.
*** In the fourth column, state the process or method of how each component of the
mixture can be separated.
Directions: Complete the table by classifying each of the materials below.
Table 3. Classifying Materials Based on their Properties
Material *Mixture **Homogeneous ***Method of
or or Separating
Substance Heterogeneous the Components
1.Laundry detergent
(contains white and blue
crystals)
2. Pure Water (H2O)

3. Soil

4. Oil in Vinegar

5. Baking Soda
(NaHCO3)

33
 Assessment

Directions: Read and answer each question carefully. Write the letter that
corresponds to your answer in your Answersheet.
1. Which of the following describes a heterogeneous mixture?
A. Clear in appearance C. One observable phase
B. Uniform in appearance D .Particles settled at the bottom of a container

2. When table salt dissolves in water, how does the resulting mixture appear?
A. It has two phases. C. It is homogeneous in appearance
B. Light cannot pass through it. D. It is heterogeneous in appearance.

3. Which of the following mixtures can be separated by distillation?

A. alcohol in water C. oil in coconut milk
B. flour dissolved in water D. salt in patis

4. You mix soil and water in a jar. After a few minutes, the soil has settled at the
bottom of the jar and the water is at the top. What classification of matter is this?
A. Compound C. Mixture
B. Element D. Pure substance

5. Which of the following is a homogeneous mixture?

A. Alcohol C. Halo-halo
B. Fruit salad D. Mango float

6. Which property of a substance is similar to that of a solution?

A. fixed boiling point C. sharp melting point
B. fixed composition D. being made-up of single phase

7. How can the coconut pulp (sapal) be separated from coconut milk?
A. by crystallization C. by filtration
B. by distillation D. by flotation

8. Which of the following is NOT a mixture?

A. dark coffee C. pineapple juice
B. fruit salad D. sugar

9. H ow many phases can be observed when oil and water are mixed?
A. One B. Two C. Three D. Four

10. Which of the following properties does NOT describe a pure substance?
A. soluble in water C. heterogeneous in nature
B. homogeneous in nature D. constant boiling temperature

34

Congratulations! You have completed Module 3.

 SCIENCE 7 QUARTER 1- MODULE 4
UNSATURATED & SATURATED
SOLUTIONS

What I Need to Know

Solutions are everywhere. They may be solids dissolved in liquids or gases

dissolved in liquids. In this module, you are guided to understand fully the concept of
solutions and its properties. The terms and definitions are simplified for you to grasp
the idea supplemented by illustrations, explanations and activities. The different fun
learning activities found in this module can be done at home. This will give you a great
avenue to broaden your understanding of solutions.

This module contains two (2) lessons:

Lesson 1 - Unsaturated Solution
Lesson 2 - Saturated Solution

After going through this Self-Learning Module, you should be able to

investigate properties of unsaturated or saturated solutions. (S7MT-Ic-2)
Specifically, you are expected to:
1. identify the components of a solution;
2. prepare unsaturated and saturated solutions; and
3. cite some examples of an unsaturated and saturated solutions that are found at
home.

In going through this module, you are advised to read the instructions carefully
especially on the hands-on activities to minimize errors of the results. Your parents can
assist you in preparing the set-up for series of activities.

35
 What I Know

A. Identification
Directions: Based on the given examples below, identify whether each is a solute,
solvent, saturated solution or unsaturated solution. Write your
answers in your Science activity sheet.

1. Sugar __________
2. Salt __________
3. Water __________
4. Water with fully dissolved salt __________
5. Water with undissolved sugar __________

B. Multiple Choice
Directions: Choose the letter of the correct answer and write it in your Science
activity sheet.

6. Which of the following is/are component/s of a solution?

A. Solute C. Solute and solvent
B. Solvent D. Sugar and salt

7. Which solution has the maximum amount of solute dissolved?

A. Saturated Solution C. Supersaturated solution
B. Unsaturated Solution D. Super-unsaturated solution

8. You are given a 50 mL solution in a beaker. You add solute to the beaker and
the solute dissolves. The solution is _____.
A. saturated C. supersaturated
B. unsaturated D. cannot be determined

9. In an ice tea mix, which part of the solution is the solute?

A. Ice B. Ice tea C. Tea powder D. Water

10. An unsaturated solution has ___________.

A. lesser amount of solvent than solute
B. lesser amount of solute than solvent
C. equal amount of solute and solvent
D. no solute

36
 Lesson
Unsaturated Solutions
1
Unsaturated solution is a solution that completely dissolves, leaving no
remaining substances.

What’s New

Activity 1: Count and Name Me!

Directions: Using the 26 letters in the Alphabet with its corresponding numbers, name
the following words below. Write your answers in your Science activity
notebook. (Examples are given as your guide.)

A B C D E FGH I J K L M N O P Q R S T U V W X Y Z

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Examples:
19 1 12 20 SALT
23 1 20 5 18 WATER

1. 19 15 12 21 20 5 __________

2. 19 15 12 22 5 14 20 __________

3. 19 15 12 21 20 9 15 14 __________

4. 19 15 12 21 2 9 12 9 20 25 __________

5. 21 14 19 1 20 21 18 1 20 5 4 __________

37
 What is It

You learned from the previous module all about heterogeneous and
homogeneous mixtures. One example of a homogenous mixture is known as solution.
Solution is a mixture that has a uniform composition. To form this, two substances are
being used: the solute and solvent.

SOLUTION
IS COMPOSED OF

SOLUTE SOLVENT

The solute is a component of a solution that is being dissolved, normally present

in a smaller amount. On the other hand, solvent is a component of a solution that
dissolves the solute and it is normally greater in amount. To understand more all about
this, we will have a simple illustration. A lump of sugar is added to a glass of water.

Water
+ =
(Solvent) (Solute) Sugar solution

In this case, the water in the glass is the solvent, the sugar (substance being
dissolved) is the solute and the result is called sugar solution.

Here is a trivia! Did you know that water is called the universal solvent? Water
is considered to be the “universal solvent” because many substances can be dissolved
from it just like in the example mentioned above. Here is another example; a pinch of
salt is added to the water.

Water

(Solvent) 38
(Solute) Salt solution
 The ability of a solute to be dissolved in a solvent in a given solution is called
solubility. That is why sugar and table salt will dissolve in water because both
substances possess a property called solubility. But as you increase the amount of solute
in a given solution, there is a tendency that not all solutes will be dissolved completely.

½ tablespoon sugar

For instance, if you put 1/2 tablespoon of sugar in a glass of water and stir, the
sugar granules will easily dissolve hence there are no traces of sugar found in the
specific solution. But as you increase the amount of sugar that is being mixed with
water, you can now visibly see the remaining sugar granules that are undissolved.

An unsaturated solution is a type of solution containing less amount of solute

in a given amount of solvent leaving no traces of it. This simply means that the solvent
can still dissolve more solute and it forms a single phase.

Lesson

2 Saturated Solutions

From your previous lesson, you have learned that in an unsaturated solution, all
solutes were completely dissolved by the solvent leaving no traces of solutes.

In this lesson, you will investigate what will happen if you add more solutes to
the solution.

39
 What’s New

Activity 2A: What’s the Word?

Directions: Read the sentences and identify the adjective that is used to describe
some words in the sentences below. Write your answers in your Science
activity notebook.
1. The maximum amount of milk powder that will dissolve in
one glass of water is 5 tablespoons.
Softdrink
2. The maximum number of hydrogen atoms in a water molecule
sugar is 2.
3. In a sodium atom, the maximum number of electrons is 11.

Fig. 4. Sample saturated What is the word? _____________ (write your answer in your
solution
science activity notebook)

What is It

Saturated solution is a solution that contains the maximum amount of solute

that can be dissolved in a given amount of solvent. A state where the solution has
reached a point in which no more solute can be dissolved. It is understood that saturation
of the solution has been achieved saturation when the added substance can no longer
be dissolved leaving a solid precipitate.

Fig. 1. Solid solute is Fig. 2. Solution is thoroughly Fig. 3. Few solutes are visible
added stirred

There are several ways to make a saturated solution:

• by adding a solute/s to a liquid until dissolving stops;
• by evaporating a solvent from a solution until the solute begins to
precipitate; and
• by adding seed crystals to a solution that is supersaturated.

40
 What I Have Learned

A. Directions: Given the clues, complete crossword puzzle below. Write the complete
puzzle in your Science activity notebook.

CLUES

CROSS
1. The ability of a solute that can be dissolved in a given amount of solvent in a
solution
2. A component of a solution that dissolves the solute and it is normally greater
in amount.
5. Considered to be the universal solvent

DOWN
1. A component of a solution that is being dissolved, normally present in a
smaller amount.
3. A mixture that has a uniform composition.
4. A type of solution that completely dissolves the solute leaving no traces of it.

What I Can Do

A. Directions: Cite at least 10 examples of solutions that are found at home. Write it in
your Science Activity Notebook.

41
 Assessment

Multiple Choice
Directions: Choose the letter of the correct answer and write it in your Science
activity notebook.

1. Which of the following is/are component/s of a solution?

A. solute C. solute and solvent
B. solvent D. sugar and salt

2. Which solution has the maximum amount of solute dissolved?

A. Saturated solution C. Supersaturated solution
B. Unsaturated Solution D. Super-unsaturated solution

3. You are given a 50 mL solution in a beaker. You add solute to the beaker and
the solute dissolves. The solution was _____.
A. saturated C. supersaturated
B. unsaturated D. super-unsaturated

4. Which of the following simple tests can be performed to determine if the

solution is saturated?
A. Adding water to the solution
B. Evaporating solvent from a solution
C. Putting a beam of light to the solution
D. Adding a small amount of solute and stir

5. A saturated solution contains __________.

A. greater amount of solute than solvent
B. lesser amount of solute than solvent
C. equal amount of solute and solvent
D. maximum amount of solute

Congratulations! You have completed Module 4.

42
SCIENCE 7 QUARTER 1- MODULE 5
CONCENTRATION OF SOLUTIONS
For the Learner
Welcome to the Science 7 Alternative Delivery Mode (ADM)
Module on Concentration of Solutions.
Most of us may have a qualitative idea of what concentration means. Our
parents and elders often drink instant coffee, juices or tea in any given time of the day.
They have known that too much powder gives a strong flavor and a highly concentrated
drink, whereas, a little powder results in a diluted solution may be difficult to
differentiate from water. Though the terms “concentrated” and “dilute” are relative. In
chemistry, the concentration of a solution is the quantity of a solute that is contained in
a solution. Learning the concentration of solutes is important in controlling the ratio of
components thus the quantitative computation is necessary. Chemists use different
methods to define concentrations, some of which are describe in this module.

What I Need to know

The concentration of solution refers to the relative amount of solute

dissolved in a given solution. The concentration of solutions can be described both
quantitatively or qualitatively. When there is a large amount of dissolved solute for a
certain volume of solvent, the solution is concentrated. However, dilute solutions refer
to solutions with a very small amount of solute dissolved.
This module contains two (2) lessons:
● Lesson 1: Expressing Concentration of Solutions in Percent by Mass
● Lesson 2: Expressing Concentration of Solutions in Percent by Volume

After reading this module, learners should be able to express concentrations of

solutions quantitatively by preparing different concentrations of mixtures according to
uses and availability of materials (S7MT-Id-3).
Specifically, you are expected to:

1. express the amount of solute in a solution in various concentrations in percent

by mass and by volume;
2. identify the derivative equation of percent by mass;
3. prepare different concentrations of mixtures and compute the percent
concentration by mass and volumet
by Mass and Volume)

43
 What I Know

Directions: Read each question carefully. Choose the letter that corresponds to
the correct answer and write it in your Science activity notebook.

1. What mass of water should be added to 22.0 g of KCl to make 5.50% by

mass solution?
A. 0.25 g B.25g C. 40 g D.400 g

2. What mass of solute is needed to make 60.0 g of a 2.9% solution?

A. 0.65 g B. 1.74 g C. 2.90 g D.3.00 g

3. How many grams of NaCl are needed to prepare 1200 grams of a 3.62 %
bleach solution?
A. 34.44 g B.40.44 g C. 43.44 g D.44.34 g

4. What is the concentration, in percent by mass, of 0.62 g of solute in 45.0 g

of a solution?
A. 0.014 % B. 0.121% C. 1.38% D. 1.41%

5. What is the percent by mass of a solution made by dissolving 25.0 g of NaCl

into 170.0 g of water?
A.10.92 % B. 12.82% C. 14.70.0 % D. 16.05 %

6. What is the percent by mass of a solution made by dissolving 30.0 g of

sugar into a 150.0 g solution?
A.10.0 % B.11.1% C. 20.0 % D. 80.0%

7. A part of the solution being dissolved is known as ______________.

A. Concentrate B.dilute C. solute D.solvent

8. When a solution is diluted, it has a high amount of ________ to ________.

A. solute; solvent C. solvent; solute
B. solution; solute D. solvent; solution

9. Vinegar is said to contain 5% acetic acid. How much water is present in a

500 mL solution?
A. 25 mL B. 250 mL C. 332 mL D. 475 mL

10. Povidone- iodine is a 10% antiseptic solution. In a 120 mL solution, how

much iodine is present?
A. 12 mL B. 15 mL C. 18 mL D. 21 mL

44
 Lesson
Expressing Concentration
1 of Solutions in Percent by Mass

In the previous lesson, you have investigated the properties of unsaturated or

saturated solutions wherein unsaturated solutions contain less amount of solute while
saturated solutions contain the maximum amount of solute that can be dissolved in a
given amount of solvent.
The most noticeable characteristic of solutions is their concentrations- how
much solute is dissolved in a given amount of solvent.

What’s In

Common Solutions
Directions: Provide a list of five (5) solutions that are present in your
household or solutions that you commonly use. Write the answers in
your science notebook.

1._____________________ 2.______________________

3.______________________ 4.______________________
5._____________________

What is It

A solution has two types of components: the solute and the solvent. The solute
is present in a small amount and is dissolved in a solution. Usually, the solvent is the
component present in a greater amount and dissolves the solute. In figure 1 below, you
would easily identify the ink as the solute since it is of a lesser amount and the water
inside the container is the solvent.
Supposed you have ink and two 50 mL bottle of water and by placing 1 drop of
ink on the first bottle and 10 drops on the other bottle, you would be able to describe
the solutions as having quantitative concentrations of 1 drop/50 mL and 10 drops/50
mL.

45
 Qualitatively, you will be able to observe that the
bottle with 10 drops/50 mL is darker (concentrated) than the
bottle with 1 drop/50 mL (dilute).
The Percent by Mass expresses the concentration of
a solution as a ratio or percentage of the mass of the solute
to the mass of the solution (g/100 g of solution). For
example, pure gold (Au) is referred to as 24 karats. Jewelry
that is said to be 14 karat (14K) gold contains 14 grams gold
and 10 grams of another metal (like copper (Cu) and silver Figure 1. Ink in water

(Ag)). This material has a concentration of 58.3% gold.

The percent by mass can be calculated through the equation:

mass of solute
% mass = x 100%
mass of solution

The mass of the solution is equal to the mass of the solute plus the mass of the
solvent.

Mass (solution) = Mass (solute) + Mass (solvent)

The mass of the solute, solvent and solution

TAKE NOTE
must be expressed in the same units.

SAMPLE EXERCISES

1. What is the percent by a mass concentration of 0.62 g of solute in 45.0 g of a

solution?

Given: mass of solute = 0.62 g Identify the given quantities.

mass of solution = 45.0 g
Ask: % mass = ? Know what’s being asked.
Equation:
mass of solute Choose applicable equation.
% mass = x 100%
mass of solution

46
Solution:
mass of solute Choose applicable equation.
% mass = x 100%
mass of solution

0.62 g Substitute the given quantities.

% mass = x 100%
45 g
Cancel same units & divide the
% mass = 0.62 g x 100% mass solute by the mass of the
45 g
solution

% mass = 0.0137777 x 100% Multiply result by 100

% mass = 1.38% Make sure you have the correct

unit.

2. What is the percent concentration by mass of a solution that contains 25.0 g of

sugar dissolved in 200.0 g of water? Identify the given quantities.
Given: mass of solute = 25.0 g
mass of solvent = 200 g Remember that the mass of the
solution is equal to the mass of
mass of solution = 225 g solute and solvent

Ask: % mass = ? Know what is being asked.

Solution:

% mass = mass of solute x 100% Choose applicable equation.

mass of solution

25 g Substitute quantities & Cancel

% mass = x 100%
225 g similar units.

% mass = 0.1111 x 100% Multiply result by 100

% mass = 11.11% Make sure you have the correct

unit.

47
3. A sugar solution, with a mass of 150 g has a percent concentration of 20.83%.
How much sugar and water is present in this solution?
Given: mass of solution = 150 g
Identify the given quantities.
% mass = 20.83%

Know what is being asked.

Ask: mass of solute =?

Solution:

Identify the mass of the solute.

% mass = mass of solute x 100%

mass of solution

% mass Derive the percent by mass

mass solute = 100% x mass solution equation to mass solute

20.83% Substitute quantities & Cancel

mass solute = x 150 g
100% similar units.

mass solute = 31.24 grams sugar Make sure you have the correct
unit.
To determine the mass of the solvent,

mass solvent = mass solution - mass solute Hence, the problem asked for
the mass solvent. Subtract the
mass solute to the mass of the
solution
mass solvent = 150 g – 31.24 g

mass solvent = 118.76 grams water Make sure you have the correct
unit.

48
 What’s More

Directions: Solve the following problems. Show your solutions and express your
answer in two decimal places. Write your answers in your Science
notebook.

1. What is the percent by mass concentration of a salt solution prepared by

dissolving 11 grams of salt in 80 grams of solution? ________________
2. A one peso coin has a mass of 5.4 grams. How many grams of copper are
in a one peso containing 75% copper by mass? ___________________

Lesson
Expressing Concentration
2 of Solutions in Percent by Volume

What’s In

Activity 1: Fill Me!

Directions: Complete the paragraph using the words in the box below. Write your
answers in your Science activity notebook.

dissolves mass soluble sugar

When you add a small amount of sugar to water, the solid disappears. We say
that it __________. The water particles attracts with the _______ particles. Although
the sugar particles are still there, we can’t see them anymore. We say that sugar
is soluble in water and has formed a solution. When there is a solid solute and liquid
solvent, its concentration is expressed in percent by _________.

49
 What is It

The percent by volume are for solutions that involve a liquid solute and
solvent, and express concentration by volume of its components. It expresses the
concentration of a liquid solution as a percentage of the volume of a solute to the
volume of the solution (g/100 mL). Most rubbing alcohol products that are being sold
these pandemic times have a concentration of 70% (which could be isopropyl or ethyl
alcohol) means that 70% is alcohol and the other 30% is water (by volume of solute
and solvent). The percent by volume could be computed as:

volume of solute
% volume = x 100%
volume of solution

The volume of the solute,

TAKE
solvent and solution must be
NOTE
expressed in the same units.

However, the volume of solutions is somehow not equal to the volumes of

solvent and solute because volumes of liquids are not additive.
Examples:

SAMPLE EXERCISES
1. Most alcoholic beverages contain ethanol (ethyl alcohol). A 750 mL bottle of
wine contains 93.75 mL of ethanol. What is the percent by volume
concentration of ethanol in the bottle?

Given:
volume of solute = 93.75 mL
Identify the given quantities.
volume of solution = 750 mL
Asked:% volume = ? Know what’s being asked.
Solution:
% volume = volume of solute x 100% Choose applicable equation.
volume of solution
% volume = 93.75 mL x 100% Substitute the given quantities
750 mL and cancel the same units
50
% volume = 0.125 x 100%
Multiply result by 100

% volume = 12.50% Make sure you have the correct

unit.

2. How many milliliters of ethyl alcohol are present in a 50 mL bottle of a 70%

alcohol solution?

Given:% volume = 70 %
volume of solution = 50 mL Identify the given quantities.

Asked: volume of solute = ?

Know what’s being asked.

Solution:
Since the given is a 70% alcohol solution. It means that 100 mL of the alcohol
solution contains 70 mL ethyl alcohol.

Derive the percent

% volume by volume equation
volume of solute = x volume of solution
100% to volume solute

70 %
Substitute the given quantities
volume of solute = 100% x 50 mL and cancel same units

volume of solute = 0.70 x 50 mL

Multiply the result with the
volume of solution

volume of solute = 35.00 mL

Make sure you have the
correct unit.

51
 What’s More

Activity 3: Watch my Concentration!

Directions: Solve the following problems. Show your solutions and express your
answer in two decimal places. Write your answers in your Science
activity notebook.

1. Boric acid is said to be soluble in water. How will you prepare a 50 mL

solution that is 2% in boric acid?
2. What is the percent by volume of methanol in a 90 mL solution that
contains 25 mL methanol?

What I Have Learned

Directions: Copy and complete the equation below and write it in your Science
activity notebook.

1. Concentration of solutions that involves solid solute and solvent uses

Percent by Mass with an equation:

mass of ________
% mass = x _____
mass of _________

2. Concentration of solutions that involves liquid solute and solvent uses

Percent by Volume with an equation:

volume of ________
% volume = x _____
volume of _________

52
 Assessment

Directions: In the following multiple-choice items, choose the letter that corresponds
to the correct answer and write it in your Science activity notebook.

1. A part of the solution being dissolved is known as ______________.

A.concentrate B. dilute C. solute D.solvent

2. When a solution is diluted, it has a high amount of ________ to ________.

A. solute;solvent C. solvent;solute
B. solution;solute D. solvent;solution

3. What is the concentration, in percent by mass, of 0.62 g of solute in 45.0 g of

solution?
A. 0.014 % B. 0.121% C. 1.38% D. 1.41%

4. What is the percent by mass of a solution made by dissolving 25.0 g of NaCl into
170.0 g of water?
A.10.92 % B.12.82% C. 14.70.0 % D.16.05%

5. What is the percent by mass of a solution made by dissolving 30.0 g of sugar into
150.0 g solution?
A.10.0 % B. 11.1% C. 20.0 % D. 80.0%

6. What mass of water should be added to 22.0 g of KCl to make 5.50% by mass
solution?
A. 0.25 g B. 25 g C. 40 g D.400 g

7. What mass of solute is needed to make 60.0 g of a 2.9% solution?

A.0.65 g B. 1.74 g C. 2.90 g D. 3.00 g

8. How many grams of NaCl are needed to prepare 1200 grams of a 3.62 % bleach
solution?
A. 34.44 g B.40.44 g C. 43.44 g D. 44.34g

53
9. What is the percent concentration of sugar in pink lemonade if 28 g of sugar is
added to 209 g of water?
A. 5.14 % B. 11.81% C. 13.40 % D.14.73%

10. What is the percent concentration if 25 g of orange powder is dissolved in a 125 g

solution?
A. 20 % B. 80 % C. 100% D. 120 %

Congratulations! You have completed Module 5.

54
 55
WHAT I KNOW
1. C 9. A
2. B 10. C
3. C
4. D LESSON 1
5. D What’s New
WHAT I HAVE LEARNED
6. D
7. C 1. D
1. SCIENTIFIC
8. B 2. C 2. PROBLEM
3. B ASSESSMENT 3. OBSERVATION
4. E 4. HYPOTHESIS
5. A 1. C 9. D 5. EXPERIMENTATION
2. D 10. A 6. ANALYSIS
7. CONCLUSION
3. C
4. C
LESSON 3 LESSON 2 5. D
What’s New What’s New 6. D
7. C
Answers may Answers may 8. D WHAT I CAN DO
vary. vary.
1.Identify the problem
2.Make observations.
3. Form a hypothesis.
Lesson 4 4. Test and perform experiments.
What’s New 5. Organize and analyze data.
Lesson 5 6. Draw conclusion.
4. The soaking time affects the 7. Communicate results.
What’s New
germination of the seeds.
Answers may vary.
MODULE 1: STEPS IN SCIENTIFIC INVESTIGATION
Answer Key
 56
LESSON 1
What’s More
1. Nitrogen 6. Lead
2. Carbon 7. Iron
3. Gold 8. Calcium
4. Tin 9. Oxygen
What’s New 5. Iodine 10.Magnesium
LESSON 2
What can I Do
Substances Element Compound
Carbon ✓
Dioxide
Oxygen ✓
Water ✓
Table Salt ✓
Gold ✓
LESSON 3
What I know
1. B 8. A
2. D 9. B
3. A 10. D
4. D
5. C
6. A
7. C
MODULE 2: ELEMENTS AND COMPOUNDS
Answer Key
 What I Know What’s New
1. C 9. A 57
Activity 2-B
2. B 10. C 1. 63 oC
3. D 2. 66 oC
4. C 3. 74 oC
5. C 4. No
6. C 5. Yes
7. C
8. D
What’s More
1. No, Yes
2. No
3. Salt
4. Yes, Heating
5. Mixture – can
be separated
by physical
means
Substance –
cannot be
separated by
physical
What I Can Do
What I Have
Learned
1. Mixture
2. Substances
3. Physical
4-5 Solid/Liquid
6. Heterogeneous
Assessment 7.
1. D 4. C 7. C 10. C Homogeneous
2. C 5. A 8. D 8. Chemical
3. A 6. D 9. B 9. Varies
10. Fixed
MODULE 3: DISTINGUISHING MIXTURES FROM SUBSTANCES
Answer Key
 58
Assessment
1. C 2. A 3. B
4. D 5. D
What I Have Learned
A. Activity 5: Complete Me
Lesson 2:
What’s New What I Know
A. Maximum
1. solute
2. solute
3. solvent
4. unsaturated
solution
Lesson 1: 5. saturated
solution
What’s New 6. C
1. SOLUTE 7. A
2. SOLVENT 8. B
3. SOLUTION 9. C
4. SOLUBILITY 10. B
5. UNSATURATED
MODULE 4: UNSATURATED AND SATURATED SOLUTIONS
Answer Key
 59
What I Know
1.D 6.A
2.C 7. B
3.C 8.C
4.A 9.B What I have Learned
5.A 10.A 1. %mass = mass solute X 100%
mass of solution
2. Mass solute = % mass x mass of solution
100%
Lesson 1: What’s In 3. Volume solute = % volume x volume of solution
(Possible answers) 100%
Coffee Mass solvent=mass solution =mass solute
Vinegar Mass solventWhat I Can Do (%mass x mass solution)
=mass of solution
Bleach Activity 3 100%
Softdrinks By or
measuring the amount of solute (255 g
Juice salt) and solvent (745 g water) to be
added.
Lesson 1: What’s New 1.255 g of salt
(Possible answer) 2. 15 tbsp of salt
745 g of water
Activity 4.
Compute the volume of alcohol in the
No. of tbsp.: 1-10 solution, which is equal to 900 mL and
divide it by 20 mL giving 45 cups of
Lesson 1: What’s More alcohol that should be added to make a
60% 1.5L solution.
Lesson 2: What’s In
dissolves Assessment
sugar 1.C 6.A
mass
2.C 7.B
Lesson 2: What’s New
(Answers may vary) 3.C 8. C
4.A 9.B
5.A 10.A
MODULE 5: CONCENTRATION OF SOLUTIONS
Answer Key