DLP Grade 7-10 Matter With Link

Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.1 (Module 1)
Type of Activity: Concept Notes
Activity Title: The Kinetic Molecular Theory of Gases
Learning Introduce the concept of Kinetic Molecular Theory of Gases/ S10MT-Iva-b-21
Competencies:
Learning Target: Recognize Kinetic Molecular Theory of gases
Reference: 1. Science Learners Material, Unit 4, p.350.
2. Soriano, Emil F.,,et. al., Chemistry For The New Millennium, pp. 245-246.
Suggested Link: https://www.youtube.com/results?search_query=properties+of+gases
All the properties and characteristics of gases can be described using the kinetic
molecular theory of gases ( also described as the theory of moving molecules ). This
theory is based on several assumptions which explain the measured properties of gases in
terms of the behavior of individual gas molecules.
The assumptions of the kinetic molecular theory are:
1. Gases are made up of atoms or molecules that continuously move in random and
straight-line motion.
2. .The distance between particles of gases is so wide compared to their individual
sizes. A gas particle is mostly empty space or with negligible volume.
3. The force of attraction between gas molecules is almost negligible.
4. The collisions between gas particles and the walls of their container are perfectly
elastic. This means that during collision, there is no loss or gain of energy among
the particles.
5. The average kinetic energy of a gas is proportional to its temperature in Kelvin.
Exercises:
In table form identify the property of gases that is described by the following
observations and write the part of kinetic molecular theory that explains the observation.
1. You smell the food being cooked by your mother.
2. Party balloons burst when exposed to sunlight.
3. LPG tanks should be stored in cool areas
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Properties of Gases based on Kinetic Molecular Theory
Learning Introduce the concept of Kinetic Molecular Theory of Gases/S10MT-Iva-b-21
Competencies:
Recognize/Enumerate some properties of gases based on Kinetic Molecular
Learning Target:
Theory
Reference: 1. Science Learners Material, Unit 4, pp.350-351.
Gases behave differently from one another. However, they also manifest common
properties. Properties of gases may be grouped into two- the general properties and the
measurable properties of gases.
A. General Properties of gases
1. Most gases exist as molecules, usually diatomic. Examples of these gases are:
Oxygen ( O2), Iodine (I2), Chlorine (Cl2 ), and Hydrogen (H2). However noble
gases, such as Neon (Ne), Argon (Ar), and Helium (He) exist as individual atoms.
They are called monatomic gases.
2. Gases have no definite shape and volume. They follow the shape of their
container and occupy all the spaces available. The volume of their container also
becomes their volume.
3. Gases are easily compressed when pressure is applied.
4. Gases expand when heated and contract when cooled.
5. Gases exert pressure
B. Measurable Properties of gases
1. Pressure: is defined as force per unit area. The pressure of a gas is the force
exerted by the gas on the walls of its container divided by the surface area of
the container (P=F/A). The standard unit of pressure is Pascal (Pa). Other units
of pressure that are commonly used are atmosphere (atm), torr (torr), and
millimeter of mercury (mmHg).
2. Volume: the volume of a gas is tha space it occupies. Also, the volume of a vessel
is equal to the volume of the gas it contains. The common units of volume used in
gas measurements are cubic meter (m3), cubic centimeter (cm3), liter (L), and
milliliter (mL).
3. Temperature: the degree of hotness and coldness of a body. The temperature
of a gas is determined using a thermometer. It is usually expressed in three
units, the Celsius (ͦC ), degree Fahrenheit ( ͦF ), and Kelvin (K).
4. Amount of Gases: The quantity of the gas being measured is always expressed in
moles or n. Units of mass such as kilogram and gram should be converted to
moles. Thus, number of moles equals mass of the gas per Molar mass of the gas (
n=mass/molar mass).
5. Density: The densities of gases are very small compared with those of solids and
liquids. The density of a gas is computed by dividing the mass of the gas by its
volume. The unit often used is gram per liter (g/L).
Exercises: Make a table showing the measurable properties of gases,
their symbols and the common units used.
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.3A (Module 1)
Type of Activity: Laboratory Report
Activity Title: Getting To Know Gases
Learning Investigate the properties of gases: mass ,volume, temperature and
Competencies: pressure,/S10MT-Iva-b-21
Prove that gases have the following properties: mass, volume, temperature and
Learning Target:
pressure.
Suggested Link https://www.youtube.com/results?search_query=properties+of+gases
Materials: 3 rubber balloons of the same kind

Digital balance balloon pump ( optional )
Procedure ( A ). Gases and its Mass

1. Measure the mass of the deflated balloon using a digital balance with a
0.01 precision ( sensitive up to two decimal places ).
2. Inflate the balloon using a balloon pump and seal the opening by securely
twisting /looping the end.
3. Measure the mass of the inflated balloon using a digital balance.
4. Do three trials and record your data. Note: Keep the inflated ballon to be
used in procedure D.
TABLE 1. Data for the mass of gas inside the balloon

Trial Mass of the deflated Mass of the inflated Difference in mass
balloon (g) balloon (g) (Inflated-Deflated)
1
2
3
Average
Exercises: 1. Is the mass of the deflated balloon different from the the inflated balloon?
2. Which is heavier, the inflated or the deflated balloon? Why? What can you
infer in this activity?
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.3B (Module 1)
Learning Investigate that gases have volume,/S10MT-Iva-b-21
Competencies:
Learning Target: Prove that gases have volume
https://www.google.com.ph/search?
Suggested Link: q=properties+of+gases+videos&oq=properties+of+gases+videos&aqs=chrome..69
i57.1721
Materials: Pipette and Aspirator or Syringe

100-mL graduated cylinder
200 mL water 20 mL cooking oil
Procedure B: Gases and its Volume

1. Put approximately 50 mL of water in the graduated cylinder.
2. Cover the water with cooking oil up to approximately 70 mL.
Let the oil settle at the top of the water.
3. Dip the tip of the pipette in the water-oil mixture until it
reaches the water portion of the mixture. Carefully press the aspirator at the
other end of the pipette to introduce air in the mixture. A syringe can be used as a
substitute for pipette.
4. Carefully remove the pipette from the water-oil mixture.
Read the final volume after introducing air in the water-oil
mixture.
Note: You may use syringe if pipette and aspirator are not available.
5.Perform three trials and write your data on table 2.
Table 2. Data for the volume of air trapped in the water-oil mixture
Trial Volume of water Total volume when Difference in mass
plus oil (mL) air was introduced (Inflated-Deflated)
(mL)
1
2
3
Average
Exercises: 1. What happens to the volume reading of the water-oil

mixture when air is introduce to it?
2. What does it indicate?
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.3C (Module 1)
Learning Investigate that gases have temperature,/S10MT-Iva-b-21
Competencies:
Learning Target: Prove that gases have temperature
Seggested Link: q=properties+of+gases+videos&oq=properties+of+gases+videos&aqs=chrome..69
i57.1721
Materials: Thermometer (360 ͦC) Matchstick

Alcohol Lamp Denatured Alcohol
Tripod Ice
Wire gauze 500-mL beaker or any Tin can
Procedure C: Gases and its Temperature
1.Pour approximately 150mL of water in a beaker or any Tin can.
2. Measure the initial temperature of the air just above the water
Level.
3. Fill the beaker with crushed ice up to the water level. After 5 minutes, measure
the temperature of the air just above the water level.
4. Assemble the wire gauze, tripod, and alcohol lamp. Set aside the iced water.
Replace the content of the beaker with tap water.
Place the beaker with water on the wire gauze.
5.Heat the water until it boils and get the temperature of the air just above the water
level.
6.Perform three trials and write your data on Table 3.
Table 3. Temperature of Water Vapor
Trial Temperature of
the Air ( ͦC )
Initial (room Above the ice Above the boiling
temperature) water water
1
2
3
Average
Exercises: 1. Is there a difference in the temperature of air among the

three set-ups ?
2. Explain the difference in the temperature of air.

.
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.3D (Module 1)
Learning Investigate that gases have pressure,/S10MT-Iva-b-21
Competencies:
Learning Target: Prove that gases have pressure.
Suggested Link: q=properties+of+gases+videos&oq=properties+of+gases+videos&aqs=chrome..69
i57.1721
Materials: Erlenmeyer Flask Wire gauze

Alcohol Lamp Matchstick
Tripod Denatured Alcohol
Procedure D: Gases and its Pressure
1. Place the Erlenmeyer flask with tap water, apply heat to it until it boils.
2. Carefully place an inflated balloon on the mouth of the Erlenmeyer flask with
hot water. Observe what happens.
3. Remove the inflated balloon from the Erlenmeyer flask.
4. Get a deflated balloon and place it at the mouth of the Erlenmeyer flask.
5. Assemble the wire gauze, tripod, and alcohol lamp. Heat the Erlenmeyer flask
with a deflated balloon.
Exercises: 1. What happens to the inflated balloon in procedure #2?

What causes this phenomenon?
2. What happens to the shape of the balloon in procedure #5?
What causes the balloon to change its shape
and size?
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.2 (Module 1)
Activity Title: Boyle̕s Law
Learning Investigate the relationship between volume and pressure of gases at
Competencies: constant temperature.,/S10MT-Iva-b-21
Determine the relationship between volume and pressure of gases at constant
Learning Target:
temperature.
Suggested Link:
Materials: 25 mL syringe 5" by 3" illustration board

Set of weights 6" by 4" by 0.25" wood
Ruler Candle or glue gun
Glue stick Matchstick (if you opted to use candle)
Procedure:
1. Fill the syringe with air by pulling the plunger. See to it that
The volume reading is at approximately 25.0 mL.
2. Seal the opening of the syringe with the the melted glue stick.
3. Bore a hole that is very close to the size of the opening of the syringe in a 6"
by 4" flat wood. Screw the wood on a stable object. Insert in an upright
position the sealed part of the syringe in the hole of the wood, be sure it is
sturdy.
4. Paste a 5" by 3" illustration board at the end of the plunger. This will serve as
the holder of the weights. You have just prepared a Boyle̓s Law Apparatus.
5. Carefully place a 200-gram weight on the holder and get the volume reading.
6. Place one at a time different weights to the plunger. If you do not have set of
weights, you may use books of the same kind. Be sure to get the mass of each
book.
7. Record the mass and volume reading using Table 5.
8. Plot a graph with the pressure at y-axis and volume at the x-axis. (Describe
the graph)
Table 5. Observation on Volume Changes
Trial Volume (cm3) Mass (g) Pressure (N/m2)
Initial Reading
1
2
3
4
5
Note: P= Force/Area
Force= mass (kg) x acceleration due to gravity (9.8m/s 2)
πr2= Surface Area of the Syringe.
Exercises: 1. What happens to the volume and pressure on the syringe
when the set of weights is added?
2. What is the relationship between volume and pressure
of gases at constant temperature?
Division of Bohol
Grade 10 Science
4rth Quarter
Type of Activity: Concept Notes/Skills
Activity Title: Pressure-Volume Relationship in Gases (Boyle̕s Law)
Derive from a given data the relationship between pressure and volume of a
Learning Target: confined gas at constant temperature.
Solve problems relating to Boyle̕s Law.
Suggested Link:
The relationship between the volume and pressure of gases at constant

temperature was first stated and analyzed by Robert Boyle in 1662. He performed an
experiment wherein he trapped a fixed amount of air in the J-tube. He found that the
volume of the gas decreases as the pressure exerted on it increases, This phenomenon
isnow known as Boyle̓s Law.Boyle̓s conclusion can be explained by the kinetic
MolecularTheory. The molecules of a gas exert pressure on the walls of of its container.
When pressure is applied on the gas, the molecules move closer to one another which
result in the decrease in volume. This increases the chances of collisions among the
molecules and the walls of the container, thus, pressure is increased.
Thus, P α 1/V at constant temperature, to remove the proportionalitySign, we introduce
the constant k, so, P=k1/V, therefore; PV=kIf the same gas is brought into two different
pressure. It will give twodifferent volumes, with the same value for k. Then the equation will
become P1V1 = P2V2 Where: P1 = initial pressure
P 2 = final pressure
V 1 = initial volume
V 2 = final volume
Exercises: Solve the following problems:

1. A Scuba Diver needs a diving tank in order to provide breathing gas while he
is under water. How much pressure is needed for 6.00 liters of gas at 1.01
atmospheric pressure to be compressed in a 3.00 liter cylinder?
2. If 100 mL of the gas was collected at 760 mmHg, what is the new volume of
gas when the barometer reads 745 mmHg at this same temperature?
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Charle̕s Law
Learning Investigate the relationship between volume and temperature of gases at
Competencies: constant pressure/S10MT-Iva-b-21
Determine the relationship between volume and temperature at constant
Learning Target:
pressure.
Suggested Link:
Materials: Rubber Balloon Thermometer

Tap Water Alcohol Lamp
Hot Water Ice Tape measure
Procedure:
1. Prepare 3 beakers ( 1 for ice water; 1 for tap water and another
one for hot water).
2. Inflate a balloon
3. Measure the circumference of the balloon using a tape measure.
4. Get the temperature reading of the hot water.
5. Put the balloon in hot water for 2 minutes, then measure again
its circumferences..
6. Do three trials and get the average of the results.
7. Repeat procedures 3-6 using tap water.
8. Repeat procedures 3-6 . This time use ice water.
9. Record the results in Table 6.
Table 6. Data on Determining the size of the Balloon at Different
Temperatures
Set-up Average Average Circumference of the Balloon (cm)
Temperature Before After Difference
( ͦC )
Warm
Water
Tap
Water
Ice
Water
Exercises:
1. What happens to the size of the balloon as the temperature
decreases?
2. How does the change in the temperature relate to the
volume of gas in the balloon?
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: The Volume-Temperature Relationship in Gases
Derive from a given data the relationship between volume and temperature of
Learning Target: a confined gas at constant Pressure.
Solve problems relating to Charle̕s Law
2. Soriano, Emil F.,et. al., Chemistry for the New Millennium, pp. 248-251.
Suggested Link:
The Volume-Temperature relationship in gases (k=V/T) was

Determined by and named after Jacques Charles. In his experiment, he
trapped a sample of gas in a cylinder with a movable piston in water bath at different
temperatures and found out that different gases decreased their volume by factors
1/273 per ͦC of cooling. With this rate of reduction, if gas will be cooled up to -273, it will have
zero volume. He then, concluded that when the pressure of a gas is kept constant, the
volume of a fixed mass of gas is directly proportional to its tempera-ture in Kelvin. This
relationship is now known as Charle̓s Law.
Mathematically, Charle̓s Law can be expressed as VαT at constant P.
Removing the proportionality symbol ( α ) and using the equality sign (=) the
equation will be as follows: V=kT or k=V/T
If the same gas is brought to two different temperature, it will give two
different volumes. The equation will become V1/T1=V2/T2
Where: T1= initial temperature of the gas
V1= initial volume of the gas
T2= final temperature of the gas
V2= final volume of the gas
Any unit of volume may be used, provided that the unit of V 1 and V2 are the same.
However, only Kelvin scale may be used for temperature.

1. An inflated balloon with a volume of 0.75 L at 30 ͦC was placed
Inside the freezer where the temperature is -10 ͦC. Find out what will happen to
the volume of the balloon if the pressure remains constant. Support your answer
with computation.
2 .A cylinder with a movable piston contains 250cm 3 air at 10 ͦC. If the pressure
Is kept constant, at what temperature would you expect the volume to be
150cm3 ?
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Gay Lussac̕s Law
Learning Investigate the relationship between temperature and pressure of gases at
Competencies: constant volume/S10MT-Iva-b-21
Detrmine the relationship between temperature and pressure of a confined
Learning Target:
gas at constant volume.
Suggested Link:
Materials: 110 ͦC thermometer Denatured Alcohol

Erlenmeyer Flask /bottle Liquid dropper
Cork or rubber stopper
Procedure:
1. Insert the thermometer into the stopper. Precaution: Lubricate the
thermometer with a small amount of grease before insertion.
2. Put 5 drops of denatured alcohol in the Erlenmeyer flask.
3. Cover the Erlenmeyer flask with the stopper that you prepared in Procedure 1.
The size of the stopper should fit the mouth of the Erlenmeyer flask. Wait
for 2 minutes before measuring the temperature.
4. Shake the Erlenmeyer flask for 2 minutes and take the temperature reading.
Caution: Carefully hold the thermometer to avoid breakage.
5. Perform three trials and record the data.
Table 8. Data on Temperature of the Gas Before and After
Shaking the Erlenmeyer flask
Trial Temperature ( ͦC )
Before Shaking After Shaking

1
2
3
Average
Exercises: 1. What happens to the drops of denatured alcohol after 2

minutes? After another 2 minutes?
2 .Compare the pressure exerted by the denatured alcohol
molecules before and after shaking?
3 .How is the temperature of gas molecules affected by
Pressure or vice versa?
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: The Temperature-Pressure Relationship in Gases
Derive from a given data the relationship between temperature and pressure
Learning Target: of a gas at constant volume,
Solve problems relating to Gay-Lussac̕s Law.
Suggested Link:
The person who is credited with the determination of the temperature-pressure

relationship in gases at constant volume is Joseph Louis Gay-Lussac. He deduced that the
pressure of the gas is directly proportional to its temperature.
This means that when the temperature of gases increases its pressure also
increases or vice versa. Hence, we can state the Gay-Lussac̛s Law as: At constant volume,
the pressure of a fixed mass of
gas is directly proportional to the absolute temperature.
Gay-Lussac̓s Law can be expressed mathematically as P α T
At constant volume. It can be written as: P=kT or k= P/T
Since there is a direct proportionality between the pressure
And temperature of gases at constant vlume, it can be shown in this
Equation: P1/T1=P2/T2
Where: P1 = the initial pressure
T1 = the initial temperature
P2 = the final pressure
T2 = the final temperature

1. A certain light bulb containing argon has a pressure of 1.20 atm at 18 ͦC. If it
will be heated to 85 ͦC at constant volume, what will be the resulting pressure?
Is it enough to cause sudden breakage of the bulb?
2. At 20 ͦC a confined ammonia gas has a pressure of 2.50 atm.

At what temperature would its pressure be equal to 760 mmHg? ( note: 1 atm=
760 mmHg )
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Combined Gas Law
Learning Investigate the relationship among temperature , pressure and volume of
Competencies: gases at constant number of moles./S10MT-Iva-b-21
Determine the relationship among temperature, pressure, and volume of gases
Learning Target:
at constant number of moles.
Suggested Link:
Materials: Liquid dropper Matchstick/candle

Cylindrical container with cover Ruler
Denatured alcohol
Procedure:
1. Get a cylindrical container made of hard carton and bore a hole near its bottom.
2. Remove the cover of the cylindrical container and put 5 drops of denatured
alcohol. CAUTION: Denatured alcohol is toxic or
poisonous. It can cause cause blindness. Be careful!
3. Cover and hold the cylindrical container in such a way that your
Thumb is covering the hole near the base.
4. Shake the container vigorously for 1 minute.
5. Place the container on the table or arm rest. As quickly as possible, place a
lighted match/candle near the hole. Observe what will happen. Caution: The
container of the denatured alcohol should be placed as far as possible from your
working area because it is flammable. Immediately wash your hands with plenty
of water after this procedure.
Exercises: 1. What happens to the cylindrical container when a source

of heat is placed near the hole?
2.Why do you need to shake the container after putting 5
drops of denatured alcohol?
3.How is the volume of a gas related to its temperature
and pressure?
Division of Bohol
Grade 10 Science
4rth Quarter
Learning Target: Solve Problems related to combined gas law
Suggested Link:
When Boyle̓s Law and Charles̓ Law are considered together, the resulting principle
is called Combined Gas Law. It states that for a given mass of gas, the volume is inversely
proportional to the pressure and directly proportional to its absolute temperature.
Combined Gas Law equation is derived froBoyle̓s and Charles̓ Law equation. Boyle̓s
Law Pα 1/V : Charles̓ Law V α T
The relationship between the two gas laws will be expressed as
V α T/P (Combined Gas Law).
Therefore, the above equation may be rewritten as PVα T
PV=kT
PV/T=k
If a gas is brought to two different temperatures and pressures, it
will give two different values, with the same value for k. Then,P 1V1/T1=P2V2/T2 . This
equation is known as the Combined Gas Law Equation.
1. Helium gas has a volume of 250 mL at 0 ͦC at 1.0 atm. What will be the final
pressure if the volume is reduced to 100 mL at 45 ͦC ?
2. The volume of a gas at 27 ͦC and 700 mmHg is 600 mL. What is the volume of
the gas at -20.0 ͦC and 500 mmHg?
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Avogadro̕s Hypothesis
Learning State Avogadro̕s Hypothesis./S10MT-Iva-b-21
Competencies:
Suggested Link:
In 1811, Lorenzo Romano Amedeo Carlo Avogadro wrote in a paper that, " Equal
volumes of all gases, kept at the same pressure and temperature, contain equal numbers
of molecules." He was the first to suggest that the volume of a gas is directly
proportional to the number of moles of gas present at a given temperature and pressure.
If the volume of gases is directly proportional to the number of mole whose
symbol is n, the mathematica symbol would be V α n at constant T and P thus, V/n=k
where V is the volume of gas in moles and k is a proportionality constant. This can also be
expressed as:
V 1/n1 = V2/n2 or V1n2 = V2n1
1. A 7.25L sample of nitrogen gas is determined to contain 0.75 mole of
nitrogen. How many moles of nitrogen gas would there be in a 20L sample
provided the temperature and pressure remains the same.
2. What will be the final volume of a 5.00L He gas which contains 0.965 mole
of the gas at 30 ͦC and 1.00 atmosphere, if the amount of this gas is
increased to 1.80
moles provided that temperature and pressure remains unchanged?
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Squashing The Bottle (Adopted from Apex)
Learning Investigate the relationship among volume, temperature, pressure and number
Competencies: of moles./S10MT-Iva-b-21
Show the relationship the relationship among volume, temperature, pressure
Learning Target:
and number of moles.
Reference: 1. Science Learners Material, Unit 4, p.388
Suggested Link:
Materials: Two empty, plastic, 1.5-litre bottles with cover

Hot Water Ice Cubes Hammer Plastic Bag
Procedure for Activity A

:
1. Fill one-third of the bottle with hot water.
2. After a few seconds, empty the bottle and put the cover at once.
.
Exercises: 1. What happened when you covered the bottle?
2. What caused it to happen?
Procedure for Activity B

:
1. Put some ice cubes in a plastic bag. Crush the cubes with a hammer.
2. Put the crushed ice cubes in the bottle. Put the cover on.
3. Shake the bottle so that the inner portion is thoroughly chilled. Observe the
bottle.
Exercises: 1. What happened to the bottle?

2 .Explain the phenomenon.
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Ideal Gas Law
Learning Investigate the relationship between pressure, volume,temperature and
Competencies: number of moles./S10MT-Iva-b-21
Learning Target:
State ideal gas law
Apply ideal gas law in solving problems
Reference: 1. Science Learners Material, Unit 4, pp.389-390
Suggested Link:
At constant temperature and pressure, the vlume of a gas is directly proportional to the
number of moles. A greater number of moles occupies larger volume. This was the
observation made by Amedeo Avogadro. This can beexpressed mathematically as V α n at
constant pressure and temperature V = kn
When the above equation is combined with Boyle̓s Law and Charle̓s Law,
another law is produced. This is called Ideal Gas Law. This law considers all measurable
factors that affect the behavior of gases.These include pressure, volume, temperature,
and the number of moles.
The ideal gas equation is derived as follows:
Boyle̓s Law: P α 1/V Charle̓s Law: V α T
Avogadro̓s Law: V α n
Combining the above relationships, V α nT/p
Replacing the proportionality sign with the equal sign, and introducing a
constant, R, the equation above will become PV=nRT
This is known as the Ideal Gas Equation where:
P= Pressure in atmospheres
V= Volume in liters
n= number of moles
R= gas constant which is equal to 0.0821L•atm/mol•K
T= the temperature in K

1 .What is the volume of a container that can hold 0.50 mole of gas at 25.0 ͦC
and 1.25 atm?
2. Fermentation of glucose produce gas in the form of carbon dioxide is
produced if 0.78 L of carbon dioxide at 20.1 ͦC and 1.00 atm was collected
during the process?
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.8A (Module 1)
Activity Title: A Gaseous Outlook(Adopted from Apex)
Learning Investigate the relationship between pressure, volume, temperature and
Learning Target: Determine the application of gas laws in daily occurences.
Suggested Link:
Materials: String Sticky tape

Medium-sized balloon Drinking straw
Procedure A
:
1. Thread a string through the straw and tie its ends tightly bet-ween two points at
equal heights in a room (e.g., handle or hooks).
2. Inflate the balloon and keep the neck closed between your fingers.
3. Fix the balloon underneath the drinking straw with the sticky tape and pull the
balloon along to one end of the string.
4. Pull your fingers against the mouth of the balloon then let go.
Exercises:
1. Explain why the balloon shoots along the thread at a certain speed using the
concept of the gas laws.
2. What does this prove regarding the compressibility of gases?
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.8B (Module 1)
Activity Title: A Gaseous Outlook(Adopted from Apex)
Learning Investigate the relationship between pressure, volumetemperature and
Suggested Link:
Materials: Glass bottle Medium-sized balloon

Sink with hot and cold water
Procedure: B. The Rising Water
1. Put the glass into the water upside down.

2. Lift the glass up, but without the rim going above the surface of the water,
Observe what happens.
Exercises:
1. What happened to the level of the water inside the glass?

What caused this to happened?
2. If the rim of the glass was raised above the surface of the water, what might
have happened?
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: The Kinetic Molecular Theory of Gases
Learning Introduce the concept of Kinetic Molecular Theory of Gases/ S10MT-Iva-b-21
Competencies:
Learning Target: Recognize Kinetic Molecular Theory of gases
Reference: 1. Science Learners Material, Unit 4, p.350.
LEARNING ACTIVITY NO. 1.1 ( THE KINETIC MOLECULAR THEORY OF GASES )
OBSERVATION PROPERTY KINETIC MOLECULAR

THEORY
1.You smell the food Molecules are always in
being cooked by Diffusion random motion
your mother.
2. Party balloon Gas volume expand when
burst when Expansion heated
exposed to
sunlight.
3. LPG tanks should Gas volume contract when
be stored in cool Contraction cooled
areas.
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Properties of Gases based on Kinetic Molecular Theory
Learning Introduce the concept of Kinetic Molecular Theory of Gases/S10MT-Iva-b-21
Competencies:
Recognize/Enumerate some properties of gases based on Kinetic Molecular
Learning Target:
Theory
LEARNING ACTIVITY NO. 1.2 ,Module 1, Unit 4 ( PROPERTIES OF GASES BASED ON

KINETIC MOLECULAR THEORY)
MEASURABLE PROPERTIES OF GASES, THEIR SYMBOLS AND
THE COMMON UNITS USED
PROPERTY SYMBOL COMMON UNITS USED

Pressure P atm, torr, mmHg
Temperature T ͦͦC, ͦF, K
Volume V m , cm3, L, mL
3
Amount n Mole
Density D g/L
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.3A (Module 1)
Learning Investigate the properties of gases: mass,volume, temperature and
Competencies: pressure,/S10MT-Iva-b-21
Prove that gases have the following properties:mass, volume, temperature and
Learning Target:
pressure.
2.
LEARNING ACTIVITY NO. 1.3A ( MODULE 1 ) GETTING TO KNOW GASES
Q1. IS THE MASS OF THE DEFLATED BALLOON DIFFERENT FROM THE MASS
OF THE INFLATED BALLOON? YES
Q2. WHICH IS HEAVIER, THE INFLATED OR THE DEFLATED BALLOON?

THE INFLATED BALLOON IS HEAVIER THAN THE DEFLATED
BALLOON.
WHY? THE DIFFERENCE IN THE MASS OF THE TWO BALLOONS IS DUE

TO THE INTRODUCTION OF GAS.
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.3B (Module 1)
Learning Investigate that gases have volume,/S10MT-Iva-b-21
Competencies:
Learning Target: Prove that gases have volume
LEARNING ACTIVITY NO. 1.3B, MODULE 1, UNIT 4. GETTING TO KNOW

GASES.
Q1.. WHAT HAPPENS TO THE VOLUME READING OF THE WATER-OIL

MIXTURE WHEN AN AIR IS INTRODUCED TO IT?
THE VOLUME INCREASES.
Q2. WHAT DOES IT INDICATE?

GAS HAS VOLUME.
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.3C (Module 1)
Learning Investigate that gases have temperature,/S10MT-Iva-b-21
Competencies:
Learning Target: Prove that gases have temperature
LEARNING ACTIVITY NO. 1.3C, MODULE 1, UNIT 4, GETTING TO KNOW

GASES
Q1. IS THERE A DIFFERENCE IN THE TEMPERATURE OF THE AIR AMONG THE

THREE SET-UPS? YES.
Q2. EXPLAIN THE DIFFERENCE IN THE TEMPERATURE OF THE AIR.

HEAT FLOWS FROM THE SYSTEM TO THE SURROUNDING OR VICE
VERSA. IF THE WATER IS COLD, THE SURROUNDING AIR ALSO GETS
COLD. CONVERSELY, IF THE WATER IS HOT, THE SURROUNDING AIR
ALSO GETS HOT.
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
L E A R N I N G A C T I V I T Y No.1.3D (Module 1)
Learning Investigate that gases have pressure,/S10MT-Iva-b-21
Competencies:
Learning Target: Prove that gases have pressure.
LEARNING ACTIVITY NO. 1.3D, MODULE 1, UNIT 4, GETTING TO KNOW GASES
Q1. WHAT HAPPENS TO THE INFLATED BALLOON?

THE BALLOON BECOMES BIGGER.
WHAT CAUSES THIS PHENOMENON?
HEAT FLOWS. THE HEAT OF THE WATER IS TRRANSFERRED

INTO THE AIR ABOVE IT, WHICH THEN TRANSFERS THE HEAT INTO THE AIR
INSIDE THE BALLOON. ONCE THE AIR INSIDE THE BALLON IS HEATED, ITS
MOLECULES WILL BECOME MORE EXCITED CAUSING AN
INCREASE IN THEIR KINETIC ENERGY. THE AMOUNT OF KINETIC ENERGY THAT
THEY POSSESS BECOMES GREAT ENOUGH THAT ENABLE THEM TO PUSH THE
WALLS OF THE BALLOON. THIS PHENOMENON RESULTS TO AN INCREASE IN THE
SPACES IN BETWEEN MOLECULES OF GASES. HENCE, THE BALLOON BECOMES
BIGGER.
Q2. WHAT HAPPENS TO THE SHAPE OF THE BALLOON IN PROCEDURE #5?

THE DEFLATED BALLOON BECOMES INFLATED.
WHAT CAUSES THE BALLOON TO CHANGE ITS SHAPE AND SIZE?

AS THE WATER IS HEATED UNTIL IT BOILS, WATER VAPORS
ARE PRODUCED. THESE VAPORS ARE WARM AND WARM AIR (INCLUDING THE
VAPOR) MOVES UPWARD JUST AS COLD AIR MOVES DOWNWARD.
WHY? WARM AIR IS LESS DENSE THAN COLD AIR. THE UPWARDLY MOVING
VAPORS ENTER THE BALLOON AND MAKE IT INFLATED, THEREBY
CHANGING ITS SIZE AND SHAPE. THE MORE VAPORS ARE PRODUCED, THE BIGGER
WILL BE THE BALLOON.
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Boyle̕s Law
Determine the relationship between volume and pressure of gases at constant
Learning Target:
temperature.
2.
LEARNING ACTIVITY NO.2, MODULE 1, UNIT 4, BOYLE̓S LAW
Q1. WHAT HAPPENS TO THE VOLUME AND PRESSURE OF THE SYRINGE AS

THE SET OF WEIGHTS IS ADDED ON TOP OF IT?
THE VOLUME OF THE GAS INSIDE THE SYRINGE DECREASES.
THE PRESSURE OF THE GAS INSIDE THE SYRINGE INCREASES.
Q2. WHAT IS THE RELATIONSHIP BETWEEN VOLUME AND PRESSURE OF

GASES AT CONSTANT TEMPERATURE? INVERSELY PROPORTIONAL
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Pressure-Volume Relationship in Gases (Boyle̕s Law)
Derive from a given data the relationship between pressure and volume of a
Learning Target: confined gas at constant temperature.
Solve problems relating to Boyle̕s Law.
2.
LEARNING ACTIVITY NO.2.1, MODULE 1, UNIT 4, PRESSURE-VOLUME

RELATIONSHIP IN GASES (BOYLE̓S LAW)
Q1. A SCUBA DIVER NEEDS A DIVING TANK IN ORDER TO PROVIDE
BREATHING GAS WHILE HE IS UNDERWATER. HOW MUCH PRESSURE
IS NEEDED FOR 6.00 LITERS OF GAS AT 1.01 ATMOSPHERIC PRESSURE
TO BE COMPRESSED IN A 3.00 LITER CYLINDER?
GIVEN: V! = 6.00 L Find: P2
V2 = 3.00 L
Solution: P!V! = P2V2
Therefore: P2 ‗ P1V1 ‗ ( 1.01. atm ) ( 6.00 L ) ‗ 6.06/3.00 atm ‗ 2.02atm
V2 3.00L
( The volume is reduced so the pressure must

increased)
Q2. IF 100 mL OF THE GAS WAS COLLECTED AT 760 mmHg, WHAT IS THE
NEW VOLUME OF GAS WHEN THE BAROMETER READS 745 mmHg AT
THIS SAME TEMPERATURE?
GIVEN: V1 = 100 mL FIND: V2
P1 = 760 mmHg
P2 = 745 mmHg
SOLUTION: P1V1 = P2V2
Therefore: V2 ‗ P1V1 ‗ ( 760 mmHg )( 100 mL )
P2 745mmHg
‗ 76 000 mL
745
= 102 mL
( The pressure is reduced so the volume is

increased )
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Charle̕s Law
Determine the relationship between volume and temperature at constant
Learning Target:
pressure.
2.
LEARNING ACTIVITY NO. 3 MODULE 1, UNIT 4. CHARLE̓S LAW
Q1. WHAT HAPPENS TO THE SIZE OF THE BALLOON AS THE TEMPERATURE

DECREASES?
THE BALLOON BECOMES SMALLER.
Q2. HOW DOES THE CHANGE IN THE TEMPERATURE RELATE TO

THE VOLUME OF GAS IN THE BALLOON?
THE VOLUME OF GAS IN THE BALLOON IS DIRECTLY

PROPORTIONAL TO ITS ABSOLUTE TEMPERATURE. A DECREASE IN
TEMPERATURE MEANS A DECREASE IN VOLUME.
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: The Volume-Temperature Relationship in Gases
Derive from a given data the relationship between volume and temperature of
Learning Target: a confined gas at constant Pressure.
Solve problems relating to Charle̕s Law
2. Soriano, Emil F.,et. al., Chemistry for the New Millennium, pp. 248-251.
LEARNING ACTIVITY NO. 3.1, MODULE 1, UNIT 4. THE VOLUME-TEMPERATURE

RELATIONSHIP IN GASES
Q1. AN INFLATED BALLOON WITH A VOLUME OF 0.75L AT 30 ͦC WAS PLACED
INSIDE THE FREEZER WHERE THE TEMPERATURE IS -10 ͦC. FIND OUT
WHAT WILL HAPPEN TO THE VOLUME OF THE BALLON IF THE PRESSURE
REMAINS CONSTANT. SUPPORT YOUR ANSWER WITH COMPUTATION.
GIVEN: V1 = 0.75 L FIND: V 2
T1 = 30 ͦC = 303 K
K = ͦC + 273 = 303K
T2 = -10 ͦC = 263K
K = ͦC + 273 = -10 + 273 = 263K
SOLUTION: V1 ‗ V2 V1T2 = V2T1
T 1 T2
Therefore: V2 ‗ V1T2 ‗ ( 0.75L )( 263 K ) ‗ 197.25 L ‗ 0.65L
T1 303K 303
(The volume decreases because the temperature
decreases also )
Q2. A CYLINDER WITH A MOVABLE PISTON CONTAINS 250 cm3 AIR AT 10 ͦC.
IF THE PRESSURE IS KEPT CONSTANT, AT WHAT TEMPERATURE WOULD
YOU EXPECT THE VOLUME TO BE 150 cm3?
GIVEN: V1 = 250 cm3 FIND: T2
T1 = 10 ͦC =283K
V2 = 150 cm3
SOLUTION: V1 ‗ V2 V1T2 = V2T1

T 1 T2
Therefore: T2 ‗ V2T1 ‗ (150cm3 )( 283K) ‗ 42 450 K ‗ 169.8K
V1 250cm3 250
( The temperature decreases because the

Volume decreases also)
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Gay Lussac̕s Law
Detrmine the relationship between temperature and pressure of a confined
Learning Target:
gas at constant volume.
2.
LEARNING ACTIVITY NO. 4, MODULE 1, UNIT 4. GAY LUSSAC̓S LAW
Q1. WHAT HAPPENS TO THE DROPS OF DENATURED ALCOHOL AFTER

2 MINUTES? AFTER ANOTHER 2 MINUTES?
THOSE WERE CONVERTED TO VAPOR.
Q2. COMPARE THE PRESSURE EXERTED BY THE DENATURED ALCOHOL

MOLECULES BEFORE AND AFTER SHAKING?
THE PRESSURE OF THE SHAKEN VAPOR IS HIGHER THAN THAT
OF THE UNSHAKEN ONE.
Q3. HOW IS THE TEMPERATURE OF GAS MOLECULES AFFECTED BY

PRESSURE OR VICE VERSA?
THE RELATIONSHIP BETWEEN PRESSURE AND TEMPERATURE OF
GASES AT CONSTANT VOLUME IS DIRECTLY PROPORTIONAL. MEANING AS THE
TEMPERATURE INCREASES THE PRESSURE ALSO INCREASES. BOTH OF
THEM ALSO DECREASES AT THE SAME TIME.
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: The Temperature-Pressure Relationship in Gases
Derive from a given data the relationship between temperature and pressure
Learning Target: of a gas at constant volume,
Solve problems relating to Gay-Lussac̕s Law.
2.
LEARNING ACTIVITY NO. 4.1, MODULE 1, UNIT 4, THE TEMPERATURE-

PRESSURE RELATIONSHIP IN GASES
Q1. A CERTAIN LIGHT BULB-CONTAINING ARGON HAS A PRESSURE
OF 1.20atm AT 18 ͦC. IF IT WILL BE HEATED TO 85 ͦC AT CONSTANT
VOLUME, WHAT WILL BE THE RESULTING PRESSURE?
GIVEN: P1 = 1.20atm FIND: P2
T1= 18 ͦC = 291K
T2 = 85 ͦC = 358K
SOLUTION: P1 ‗ P2 P1T2 = P2T1

T 1 T2
Therefore: P2 ‗ P1T2
T1
= (1.20atm)(358K)
291K
= 429.6 atm
291
= 1.48 atm
( The temperature is increased, so the pressure also increases.)
Q2. AT 20 ͦC A CONFINED AMMONIA GAS HAS A PRESSURE OF 2.50atm. AT
WHAT TEMPERATURE WOULD ITS PRESSURE BE EQUAL TO 760mmHg?
(Note: 1atm = 760 mmHg)
GIVEN: T1 = 20 ͦC = 293K FIND: T 2
P1 = 2.50atm
P2 = 760mmHg = 1atm
SOLUTION: P1 ‗ P2 P1T2 = P2T1

T1 T2
Therefore: T2 ‗ P2T1 ‗ (1atm)(293K) atm = 293K = 117.2K
P1 2.50 2.50
( The pressure is decreased, so the temperature also decreases.)
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
Determine the relationship among temperature, pressure, and volume of gases
Learning Target:
at constant number of moles.
LEARNING ACTIVITY NO. 5, MODULE 1, UNIT 4. COMBINED GAS LAW
Q1. WHAT HAPPENS TO THE CYLINDRICAL CONTAINER WHEN A SOURCE OF

HEAT IS PLACED NEAR A HOLE?
THE COVER AUTOMATICALLY PULLS OUT.
Q2. WHY DO YOU NEED TO SHAKE THE CONTAINER AFTER PUTTING 5

DROPS OF DENATURED ALCOHOL?
TO CONVERT THE DROPS INTO VAPOR.
Q3. HOW IS THE VOLUME OF A GAS RELATED TO ITS TEMPERATURE AND
PRESSURE?
THE VOLUME OF A GAS IS DIRECTLY PROPORTIONAL TO ITS

TEMPERATURE AND PRESSURE.
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
ACTIVITY NO. 5.1, MODULE 1, UNIT 4. COMBINED GAS LAW

Q1. HELIUM GAS HAS A VOLUME OF 250mL AT 0 ͦC AT 1.0 atm. WHAT WILL BE
THE FINAL PRESSURE IF THE VOLUME IS REDUCED TO 100mL AT 45 ͦC?
GIVEN: V1 = 250mL FIND: P 2

T1= 0 ͦC = 273K
P1 = 1.0atm
V2 = 100mL
T2 = 45 ͦC = 318K
SOLUTION: P1V1 ‗ P2V2 P1V1T2 = P2V2T1
T1 T2
Therefore: P2 ‗ P1V1T2 ‗ ( 1.0atm)(250Ml)(318K)
V 2T1 (100mL)(273K)
‗ 79 500 atm ‗ 2.9 atm

27 300
Q2. THE VOLUME OF A GAS AT 27 ͦC AND 700 mmHg IS 600 mL. WHAT IS
THE VOLUME OF THE GAS AT -20.0 ͦC AND 500mmHg?
GIVEN: T1 = 27 ͦC + 273 = 300K FIND: V2

P1= 700 mmHg
V1 = 600 mL
T2= -20.0 + 273 = 253K
P2 = 500 mmHg
SOLUTION: P1V1 ‗ P2V2 P1V1T2 = P2V2T1

T1 T2
Therefore: V2 ‗ P1V1T2 ‗ (700mmHg)(600mL)(253K)
P 2T1 (500mmHg)(300K)
‗ 106 260 000 mL
150 000
V 2 ‗ 708 mL
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Avogadro̕s Hypothesis
Learning State Avogadro̕s Hypothesis./S10MT-Iva-b-21
Competencies:
2.
LEARNING ACTIVITY NO. 5.2, UNIT 4, MODULE 1. AVOGADRO̓S HYPOTHESIS
Q1. A 7.25L SAMPLE OF NITROGEN GAS IS DETERMINED TO CONTAIN 0.75

MOLE OF NITROGEN. HOW MANY MOLES OF NITROGEN GAS WOULD
THERE BE IN A 20L SAMPLE PROVIDED THE TEMPERATURE AND
PRESSURE REMAINS THE SAME.
GIVEN: V1 = 7.25L FIND: n(N2)
n1 = 0.75 mole (N2)
V2 = 20L
SOLUTION: V1 ‗ V2 V1n2 = V2n1

n 1 n2
Therefore: n2 ‗ V2n1 ‗ ( 20L )( 0.75 mL ) ‗ 15 mol = 2.1 mol N2
V1 7.25 L 7.25
Q2. WHAT WILL BE THE FINAL VOLUME OF A 5.00L He GAS WHICH
CONTAINS 0.965 mole OF THE GAS AT 30 ͦC AND 1.00 atm, IF THE
AMOUNT OF THIS GAS IS INCREASED TO 1.80 moles PROVIDED THAT
TEMPERATURE AND PRESSURE REMAINS UNCHANGED?
GIVEN: V1 = 5.0L FIND: V2

n1 = 0.965 mol
P1 = 1.00 atm
T1 = 30 ͦC
n2 = 1.80 mol
P2 = 1.00 atm
T2 = 30 ͦC
SOLUTION: V1 ‗ V2 V 1 n2 = V 2n1
n1 n2
Therefore: V 2 ‗ V1n2 ‗ (5.0L)(1.80 mol) ‗ 9 L

n1 0.965 mol 0.965
= 9.3 L
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Squashing The Bottle (Adopted from Apex)
Learning Investigate the relationship among volume, temperature, pressure and number
Competencies: of moles./S10MT-Iva-b-21
Learning Target:
Reference: 1. Science Learners Material, Unit 4, p.388
LEARNING ACTIVITY NO. 6, MODULE 1, UNIT 4. SQUASHING THE

BOTTLE (ADOPTED FROM APEX)
PROCEDURE A
Q1. WHAT HAPPENED WHEN YOU COVER THE BOTTLE? THE BOTTLE
WILL IMMEDIATELY SHRINK
Q2. WHAT CAUSED IT TO HAPPEN?

THE HOT WATER LEAVES HOT GASES INSIDE THE BOTTLE. ONCE IT
IS CLOSED, THE HOT GASES ARE TRAPPED. AT CONSTANT AMOUNT OF
A GAS, HOT GASES HAVE HIGH TEMPERATURE AND HIGH KINETIC
ENERGY THAT CAUSE HIGH PRESSURE. SINCE THE PRESSURE IS
INVERSELY PROPORTIONAL TO THE VOLUME OF A GAS, THE VOLUME
IS SUDDENLY REDUCED.
PROCEDURE B.
Q1. WHAT HAPPENED TO THE BOTTLE? THE BOTTLE ALSO SHRINKS

BUT ONLY SLIGHTLY.
Q2. EXPLAIN THE PHENOMENON.

THE ICE ABSORBS THE HEAT FROM THE GASES INSIDE THE
BOTTLE CAUSING THESE GASES TO HAVE LOWER TEMPERATURE,
LOWER KINETIC ENERGY, AND LOWER PRESSURE.
SINCE THE VOLUME OF A GAS IS DIRECTLY PROPORTIONAL TO
ITS TEMPERATURE AT CONSTANT AMOUNT OF GAS, THE VOLUME
ALSO DECREASES.
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: Ideal Gas Law
Learning Investigate the relationship between pressure, volume,temperature and
Learning Target:
State ideal gas law
Apply ideal gas law in solving problems
2.
LEARNING ACTIVITY NO. 7, UNIT 4, MODULE 1. IDEAL GAS LAW

Q1. WHAT IS THE VOLUME OF A CONTAINER THAT CAN HOLD 0.50
mole OF GAS AT 25.0 ͦC AND 1.25 atm?
GIVEN: P = 1.25 atm FIND: V
n = 0.50 mol
T = 25.0 ͦC = 298K
R = 0.0821 L·at
mol·K
SOLUTION: PV=nrt
Therefore: PV‗ nRT ‗ (0.50 mol)(0.0821L•atm)( 298 K )
P mol•K
‗ 12.2329 L ‗ 9.8L
1.25
Q2. FERMENTATION OF GLUCOSE PRODUCE GAS IN THE FORM
OF CARBON DIOXIDE. HOW MANY MOLES OF CARBON
DIOXIDE IS PRODUCED IF 0.78L OF CARBON DIOXIDE
AT 20.1 ·ͦC AND 1.00 atm WAS COLLECTED DURING THE
PROCESS?
GIVEN: V= 0.78L FIND: n

T= 20.1 = 293.1K
P= 1.00 atm
R= 0.0821 L•atm
mol•K
SOLUTION: PV=nRT = (1.00 atm)(0.78L)
RT (0.0821L•atm )(293.1) = 0.78 mol = 0.032 mol
mol•K 24.06 CO 2
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: A Gaseous Outlook)Adopted from Apex)
2.
LEARNING ACTIVITY NO. 8A,UNIT 4 MODULE 1. A GASEOUS

OUTLOOK (ADOPTED FROM APEX)
Q1. EXPLAIN WHY THE BALLOON SHOOTS ALONG THE THREAD

AT A CERTAIN SPEED USING THE CONCEPT OF THE GAS
LAWS.
THE COMPRESSED GASES HAVE HIGH KINETIC ENERGY
THAT ALLOWS THE BALLOON TO MOVE. THERE ARE MOLECULES
OF GASES THAT PUSH THE WALLS OF THE BALLOON AND THERE ARE
GASES THAT PUSH THE AIR NEAR THE OPENING OF THE BALLOON.
THE BALLOON MOVES TOWARD THE DIRECTION OF THE GASES WITH
THE GREATER FORCE.
Q2.WHAT DOES THIS PROVE REGARDING THE COMPRESSIBILITY

OF GASES?
THE LOWER THE COMPRESSION, THE HIGHER IS THE
AMOUNT OF KINETIC ENERGY,THE FASTER IS THE SPEED.
ANSWER KEY
Division of Bohol
Grade 10 Science
4rth Quarter
Activity Title: A Gaseous Outlook)Adopted from Apex)
2.
LEARNING ACTIVITY NO. 8B, UNIT 4, MODULE 1. A GASEOUS OUTLOOK

(ADOPTED FROM APEX)
Q1. WHAT HAPPENED TO THE LEVEL OF THE WATER INSIDE THE
GLASS?
THE WATER DID NOT ENTER THE GLASS.
WHAT CAUSED THIS TO HAPPEN?
THE SPACES BETWEEN THE WATER MOLECULES AT
THE BOTTOM OF THE BASIN ARE NOT ENOUGH TO ACCOMMODATE
THE MOLECULES OF GASES INSIDE THE GLASS.
Q2. IF THE RIM OF THE GLASS WAS RAISED ABOVE THE SURFACE OF
THE WATER, WHAT MIGHT HAVE HAPPENED?
IF THE GLASS IS RAISED WITHOUT LEAVING THE WATER,
OR IF THE GLASS IS TOTALLY REMOVED FROM THE WATER, THE
VOLUME OF THE GAS IS ALSO REDUCED CAUSING
A DECREASE IN THE LEVEL OF THE WATER.
Division of Bohol
Grade 7 Science
1ST Quarter
Activity Title: Acids and Bases
Learning Investigate properties of acidic and basic mixtures using natural indicators
Competency:
indicator /S7MT-Ii-6
• Differentiate acids and bases.
Learning Targets:
• Determine the properties of acids and bases.
References: 1. Science Learner’s Material: Unit I module 4; p.46.
2. Mapa, Amelia P., et-al. Chemistry Textbook, pp. 51-52.
Suggested Link:
Foods that taste sour contain acidic ingredients. Adobo, paksiw, and
kilawin are sour because of the acetic acid (in the form of Vinegar) they
contain. Fruits such as calamansi, lemons, pomelo, guava, tamarind (sampalok),
lanzones, santol and many others contain chemicals (citric acid & ascorbic
acid) that make them taste sour. Acids can change the color of some natural
dyes. The word acid is derived from the Latin word acidus which means sour.
The bitter taste of antacids such as Maalox, Kremil-S and alka-seltzer,
is caused by the basic compounds they contain. Ampalaya, bitter fruit,
contains alkaloids that are basic. A base is a substance that in aqueous
solution, is slippery to the touch, taste bitter, changes the color of
indicators (e.g., turns red litmus paper to blue).
Exercises: 1. What are acids and bases?
2. Give at least three (3) properties of acids and bases.

Division of Bohol
Grade 7 Science
1ST Quarter
Activity Title: What are indicators?
Learning Investigate properties of acidic and basic mixtures using natural
Competency:
indicators/S7MT-Ii-6
• Define indicators.
Learning Targets:
• Cite examples of indiators.
2. Soriano, Emil F.,et, al., Chemistry for the New Millennium, p.48.
Suggested Link:
The safest and simplest method of determining whether a given substance is an

acid or a base is to use an indicator. An indicator is a dye that changes into a different
color depending on whether it is an acid or a base. There are many indicators that come
from plant sources. Natural pigments from the leaves and the colorful petals of flowers,
and fruits such as, grapes and berries may be used as indicators.
The three most popular indicators used in many laboratories are Litmus paper,
phenolphthalein and methyl orange. A common indicator is litmus, a dye taken from the
lichen plant. The reaction of acids and bases on the three common indicators is shown in
the table below.
SUBSTANC Effect on blue Effect on red Effect on Effect on

E litmus paper litmus paper phenolphthalei methyl
n orange
ACID Changes it into It remains red It remains It remains
red colorless orange
BASE It remains Changes it into It turns pink It turns
blue blue yellow
Exercises: 1. What are indicators?

2. Give at least 3 examples of indicators used in laboratories.
Diovision of Bohol
Grade 7 Science
1ST Quarter
L E A R N I N G A C T I V I T Y No.3 (Part A)
Type of Activity: Laboratory report/Skills
Activity Title: How can you tell if a mixture is acidic or basic?
Learning Investigate properties of acidic and basic mixtures using natural indicators;
Competency:
•Prepare a plant indicator from any of the following plants: violet eggplant peel,
Learning Target: purple camote peel, red mayana leaves or violet baston ni San Jose .

2. Soriano, Emil F.,et, al., Chemistry for the New Millennium, p.48.
Suggested Link:
Have you observed someone cooking fish sinigang with camote tops
and tamarind extracts? The camote leaves change color as soon as the
tamarind is added. The leaves become an indicator.
You can make your own acid-base indicator from plants available in your
place. You may select a local plant in your community. You can use any of the
following: 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.
Materials needed:
 1 pc mature, dark violet eggplant or camote leaves of mayana or
Baston ni San Jose

 Alum (tawas) powder
 Sharp knife or peeler
 Small casserole or milk can
 Plastic egg tray or small transparent plastic cups
 Brown bottle with cover
 Alcohol lamp
 Tripod
Procedure:
1.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 1/3 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.
Exercises: 1. What is the purpose of adding a pinch of alum (tawas)
powder into the solution?

Division of Bohol
Grade 7 Science
1ST Quarter
L E A R N I N G A C T I V I T Y No.3 (Part B)
Competency:
• Determine the acidity/basicity of some common household items using the
Learning Target:
prepared plant indicator.
References: 1. Science Learner’s Material: Unit I module 4; pp.48-50
Suggested Link:
Materials Needed:
 Plant indicator prepared in  Other food/home items with
part A no color: (toothpaste,
 Vinegar shampoo, soap, detergent,
 Distilled water
fruit juice like buko juice,
 Tap water
sugar in water, soft drink)
 Baking soda
 2 plastic teaspoons
 Baking powder
 Stirrer ( maybe teaspoon,
 Calamansi
barbecue stick or drinking
straw)
Procedure:
1.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 solid with about ½ teaspoon of distilled water.
Take care! Use one dropper for one kind of sample. Wash each dropper
after use. Do not mix samples!
3.Note the color produced. Record your observations in column 2 of table
I.
Table I. 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
Soap
4.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 I.
Strongly acidic: red to pale red
Weakly acidic: blue
Weakly basic: green
Strongly basic: yellow
Exercise: Among the given samples, which are strongly acidic and
strongly basic?
Division of Bohol
Grade 7 Science
1ST Quarter
L E A R N I N G A C T I V I T Y No.3 (Part C)
Competency:
•Determine the acidity/basicity of water from different sources .
Learning Target:
References: 1. Science Learner’s Material: Unit I module 4; pp.50-52.

Suggested Link:
Materials needed:
 At least one cup water from each of the following sources of water:
Rainwater, river, lake or stream, pond, canal, faucet, deep well or
handpump
 Plant indicator prepared in Part A  Bottled water (mineral water)
 6 droppers or distilled water
 6 plastic teaspoons  2 plastic egg trays or 8 small
plastic containers
Procedure:
1. 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 solid with about ½ teaspoon of distilled water.
Take care! Use one dropper for one kind of sample. Wash each dropper
after one use. Do not mix samples!
3.Note the color produced. Record your observations in column 2 of Table 2.
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 faucet
Deep well or handpump
4.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 acidic : green
Strongly basic : yellow
Exercise: Among the given samples, which are weakly acidic and weakly
basic?
Division of Bohol
Grade 7 Science
1ST Quarter
L E A R N I N G A C T I V I T Y No.4
Activity Title: pH meter
Competency:
•Illustrate/ Introduce pH meter .
Learning Target:
•Identify pH value of some samples of matter .
Suggested Link:
Another method which can be used to distinguish acidic from basic

mixtures is through the use of a pH meter. A pH meter has a scale which
extends from 0 to 14. This was proposed by Danish biochemist S.P.L
Sorensen. In this scale, a sample with pH 7 is neutral. An acidic mixture has a
pH that is less than 7. A basic mixture has a pH that is greater than 7. In
general, the lower the pH, the more acidic the mixture and the higher the
pH, the more basic is the mixture. Figure I gives the parts of the meter.
Figure I. Parts of the pH meter.
Below is a table showing the pH value 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 detergent 11
Household bleach 12.8
Drain Cleaner 13.0
Exercise:
What is the relationship between the pH value and the acidity /
basicity of a substance?
Division of Bohol
Grade 7 Science
1ST Quarter
L E A R N I N G A C T I V I T Y No.4.1
Activity Title: Color Range, pH Scale
Competency:
•Determine the pH of the solutions tested using the pH scale .
Learning Target:

Suggested Link:
Using the plant extract you have prepared allowed you to further
determine the degree of acidity or basicity of a mixture, that is, you were
able to find out how strongly acidic or basic the mixtures were. It is clear to
you now that the sample you used in the previous activity (Activity 3, parts B
and C) are not called acids nor bases but rather these samples may have
either acids or bases in them which make them acidic or basic.
In this activity, you will use the results in Activity 3, parts B and C, to
determine the pH of the solutions you tested. Use the following pH scale for
eggplant indicator to determine the pH of the common mixtures you tested
in Activity 3. Write your results in the table below.
The eggplant indicator shows the following color changes.
pH
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
red/ pale/ blue /green /yellow
N
ACIDIC E BASIC
U
becoming more acidic becoming more basic
T
R
A
L
Table 1. pH of Samples from Activity 3

SAMPLE pH based on Acidic or basic
eggplant / camote
indicator
Calamansi
Tap water (water
from the faucet)
Distilled water
Vinegar
Sugar in water
Baking soda
Baking powder
Softdrink (colorless)
Coconut water (from
buko)
Toothpaste
Shampoo
Soap
Exercise: Now that you are aware of some common mixtures, why do you
think that, it is important for us to know the pH of some substances that we
are using in our daily activities?
Division of Bohol
Grade 7 Science
1ST Quarter
Activity Title: What happens to a Metal when exposed to an Acidic Mixtures?
Learning Describe some properties of metals and non-metals such as luster,malleability,
Competency:
ductility, ductility and conductivity.
•Investigate the effect of an acid on a common metal like iron .
Learning Target:

Suggested Link:
You have learned that vinegar is about 5% acetic acid. Vinegar will be
used in this investigation since it is safe to handle and easily available. It is a
simple example that can show the action of an acidic solution when it comes
in contact with a metal.
Materials needed:
 3 pieces, small iron nails (about 2.5 cm long)
 1 cup white vinegar (with 4.5 to 5% acidity)
 3 small, clear bottles or 100 mL beaker
 1 cup water
 2 droppers
Procedure
1. Prepare a table similar to the one below.
Set-up Observations
After one day After 2 days After 3 days
Iron nail (1)
Iron nail (2)
Iron nail (3)
2. Clean and wipe dry all the iron nails and the bottles.
3. Place one piece of the iron nail in each bottle.
4. Put two to three drops (just enough to barely cover the sample) of
vinegar on top of the iron nail in each bottle.
5. After adding vinegar to all sample, put aside the bottles where you can
observe changes for three days.
6. Write your observations after one day, two days, and three days on the
table in step #1.
Exercises: 1. At the end of three days, describe completely what
happened to each sample.
2. Give explanations for the results you have observed.
Division of Bohol
Grade 7 Science
1ST Quarter
MODULE 2 Substances and Mixtures
Activity Title: Separating Components of mixtures
Learning Describe the methods of separating the components of mixtures.
Competency:
Learning Target: •Identify the techniques in separating the components of mixtures .
References: 1. Science Learner’s Material: Unit I module 2; p. 17.
2. Mapa, Amelia P.,et. al., Chemistry Textbook, pp. 42-43.
Suggested Link:
A mixture can be separated into its components through physical

processes. One of the simplest of these is filtration. This can be used to
separate a liquid from a solid in a mixture. It is the first step in purifying
water for drinking. It removes insoluble solids from the water, but is
incapable of removing dissolved materials.
There are other methods of separating the components of mixtures
and these are the following:
1. Distillation - vaporizes the liquid components of a mixture and then
condenses them for recovery.
2. Flotation - the process of blowing air into a mixture to separate the
fine or light particles.
3. Centrifugation – a widely used method of separating mixtures according
to the different densities of the components.
4. Chromatography – used to separate liquid or gas mixtures.
5. Scooping: used to remove the floating mineral from the mixture by
using a spoon.
EXERCISES: Cite at least (3) methods of separating the components of

mixtures aside from the given methods mentioned above.
Division of Bohol
Grade 7 Science
1ST Quarter
Activity Title: Separating Components of a mixture “ Seawater! See water and salts!”
Learning Describe the methods of separating the components of mixtures.
Competency:
•Separate water from the salts in seawater.
Learning Target:
• Purify seawater through the process of distillation.
References: 1. Science Learner’s Material: Unit I module 2; pp. 17-19.
2. Soriano, Emil F.,et.al., Chemistry for the New Millennium,pp.54-57.
Suggested Link:
Different separation techniques make components of a homogenous

mixture more distinguishable, that is, those “unseen” components when they
are in a solution become “seen”. Just like in the activity below, distillation and
evaporation will help you “see” the two major components of seawater, these
are, water and salt.
Materials Needed
 Seawater
 Spoon
 Erlenmeyer flask (sample
 Alcohol lamp
flask)
 Tripod
 Test take (receiver)
 Safety matches
 Glass tube bent at right
 Wire gauze (asbestos scraped off)
angle, with rubber cork
 Evaporating dish (or aluminum foil)
attachment (delivery tube)
 Hand lens
 Water bath
Procedure
 Small boiling chips
1. Prepare a distillation set-up as shown in Figure 1. Place about 60 ml of
seawater in the sample flask. Add 2-3 small boiling chips.
Take care! Handle properly the glassware and flammable materials.
2. Apply 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.
3. Taste a portion of the distillate. Compare the taste of the distillate
with that of seawater.
Take care! Never taste any sample unless permitted by the
teacher or stated in 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
set-up as shown in Figure 2.
6. Transfer the cooled liquid to the evaporating

dish. Aluminum foil may be used as an alternative for evaporating dish.
Note that the aluminium foil was shaped like a bowl so it can hold the
sample.
7. Apply heat to the seawater until all the liquid has evaporated. Let it
cool. Using a hand lens, examine what is left in the evaporating dish.
8. The solid that is left behind in the evaporating dish is called the
residue. Taste a small portion of the residue.
Exercises:
1. What is the taste of the distillate? Is the taste the same as seawater?
2. Did you notice the solid that was left after all the liquid has
evaporated? What is the taste of the residue?
Division of Bohol
Grade 7 Science
1ST Quarter
Activity Title: Distinguishing Substances and Mixtures " Looks May be Deceiving "
Learning Distinguish Substances and Mixtures.
Competency:
•.Describe the change in temperature of a substance and Mixture during
boiling.
Learning Target:
• Differentiate between substances and mixtures based on how temperature
changes during boiling.
Suggested Link:
In the previous activity, you will observe how a substance behaves while it
is being boiled or melted. You will also find out that these behaviours will help you
differentiate substances from mixtures. Moreover, some mixtures like substances
are homogeneous. Given two unlabelled samples, one with water (a substance), and
the other a mixture of salt in water, you would not be able to distinguish one from
the other just by looking at them.
Materials Needed:
 Distilled water  Cork/rubber to fit
 Seawater thermometer
 Beaker (50-ml), 2 pcs  Iron stand/clamp
 Aluminium foil, 2 pcs  Alcohol lamp
 Thermometer (with readings up to 1100C)  Safety matches
 Ruler
 Watch/timer
 Pencil
 Graphing paper
Procedure:
1. Place about 15 ml of distilled water into a beaker. Label it properly. Describe
the appearance and odor of your sample. In your worksheet, write your
descriptions in table 1.
Take care! Handle properly the glassware and flammable materials.
2. Cover the mouth of the beaker with aluminium 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.
3. Prepare the set-up as shown in Figure 3.
Notes: Make sure that the thermometer bulb is
just above the surface of the sample (about
1mm). Also, make sure that the heat is evenly distributed at the bottom of
the beaker.
4. Begin recording the temperature when the sample starts to boil vigorously.
Record your temperature reading in Table 1 under 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.
8. Repeat steps 1 to 7 using seawater. This time, record your temperature
readings in Table 1 under the column, seawater. Note even the slight changes
in temperature.
Take care! Make sure that the beaker is cool enough to hold. Use another
beaker for seawater. Rinse the thermometer and wipe dry before using it to
test other samples.
Table I. Temperature readings of the liquid samples during boiling at 30 – sec

interval.
Distilled water Seawater
APPEARANCE
ODOR
Temperature (0C) at start of
Boiling
30 sec
Temperature 60 sec
(0C) 90 sec
120 sec
after
150 sec
Exercises:
1. Refer to the graph and your data for distilled water/seawater, what do
you notice about its temperature during boiling?
2. How would you define a substance/a mixture based on what you have
observed?
Division of Bohol
Grade 7 Science
1ST Quarter
Type of Activity: Laboratory report/skills
Competency:
•.Describe the change in temperature of a substance and Mixture during
boiling.
Learning Target:
• Differentiate between substances and mixtures based on how temperature
changes during boiling.
Suggested Link:
Materials:
 Benzoic acid
 Benzoic acid-salt mixture  Watch/timer
 Ballpen cap  Cover of an ice cream can
 Alcohol lamp
(about 7-8 cm diameter)
 Tripod
 Paper
 Wire gauze
 Scissors/cutter
 Safety matches
 Marker pen
Procedure
1. 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 X 1,
X2, X3, and X4. See Figure 4.
Note: 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.
2.Prepare the set-up as shown in Figure 6.

Take care! Handle properly flammable materials.
1. Using the tip of a ballpen cap, place about a scoop of benzoic acid in X 1 and
benzoic acid salt mixtures in X 4 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.
Figure 7. Ballpen cap as improvised spatula with a scoop of sample
2. Examine each sample. Describe the appearance. In your worksheet, write

your descriptions for the two sample in table 1.
Table 1. Appearance of the solid samples

Benzoic acid Benzoic acid-salt mixture
(X1) (X4)
APPEARANCE
Exercises:
1. What did you observe while benzoic acid and benzoic acid-salt mixture are
melting?
2. How would you define a substance and a mixture based on what you have
observed?
Division of Bohol
Grade 7 Science
1ST Quarter
Competency:
•.Design a procedure that will identify the unknown samples as mixtures or
Learning Target:
substances.
Suggested Link:
There are mixtures that are homogeneous which may be mistaken as

substances. Being so, appearance may not be the best basis to differentiate
substances from mixtures. However, there are ways to tell by noting how a
sample behaves during boiling and melting.
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. While during melting, a substance melts completely /
smoothly within a short time; while a mixture has portions that seem to be
not melting.
In this activity, you will apply what you have learned in classifying
unknown samples. This time, you have to decide which set-up fits best with
the sample you are given. You have to work out a procedure first by recalling
what you have done in the previous activities. Take note of safety measures
and wait for your teacher to give you the “go signal” before proceeding.
Materials Needed:
Unknown sample
Procedure:
1. 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.
Exercise: 1. What is your basis in identifying the unknown sample you have?
Division of Bohol
Grade 9 Science
2nd Quarter
Activity Title: Organic Compounds Are they Useful?
Learning Recognize Organic Compounds and its uses/S9MT-IIh-18
Competencies:
• Define Organic Compounds.
Learning Target:
• Recognize the uses of common Organic Compounds.
Suggested Link:
Organic compounds are group of compounds that contain the

element carbon. These compounds contain carbon and hydrogen combined
with other elements namely Oxygen, Nitrogen, Phosphorus, Sulphur, and
Halogens (Fluorine, Chlorine,Bromine and Iodine). Ethyl alcohol, acetone,
gasoline, napthalene, acetic acid, vanillin, acetylene, and esters are just a few
examples of many examples of many useful organic compounds. These are
produced by plants and animals and can also be produced artificially. There
are also organic compounds that are produced from petroleum: Liquefied
Petroleum Gas (LPG), gasoline, lubricating oil, and kerosene which have
different uses in the community.
Materials:
Paper and pen Pentel pen Manila paper
Labels or Pictures of the following products:
Gasoline acetone kerosene
Acetic Acid LPG Ethanol
Procedures:
1. With your group mates, use the labels/pictures of the materials to answer
the following questions. Complete the table about the uses of the compounds.
Indicate using a check mark, the use of the compounds.
Table 1.Organic compounds and their uses.

Organic Compounds
Kerosen Acetic
Gasoline Ethanol Acetone LPG
e Acid
Beverage
Food
Antisepti
c
Fuel
Cleaner
Exercises:
1. What are organic compounds?
2. Cite at least five (5) examples of organic compounds and give their uses.
Division of Bohol
Grade 9 Science
2nd Quarter
Activity Title: Properties of common Organic Compounds (Odor, Phase and Viscosity)
Learning Recognize the properties of Organic Compounds (Odor, Phase and Viscosity).
Competencies: S9MT-IIh-18
• Observe the properties of common Organic Compounds.
Learning Target:
• Relate the properties to their uses.
Reference: Science Learners Material, Unit 2, pp.132-135.
Suggested Link:
Materials:
Kerosene 4 identical test tubes
Lubricating oil 4 pieces of half inch-plastic beads
Ethyl alcohol stop watch
Diesel Oil 4 corks or rubber stopper
Paper and pen 25 mL graduated cylinder
Warning: Follow the procedure carefully! You are about to use flammable
substances. Prepare sand and wet rags to be used in case of fire.
Procedure:
1. A. With your group, use the table below to record your data from this
activity.
Materials Odor Phase Viscosity (Average

time it takes the marble
to reach the bottom)
Kerosene
Lubricating Oil
Diesel Oil
Ethyl Alcohol
b. Place 15 ml of each of the four (4) identical test tubes and label each test
tube according to the liquid it contains.
c. Observe the materials and write the phase and odor of the materials on
the table.
2. Testing the viscosity of the materials
a. fill test tube with the first liquid, drop one plastic bead and then
cover it tightly with a cork or rubber stopper.
b. invert the test tube so tha the bead falls and touches the cork.
c. quickly turn the test tube in an upright position. Determine the time it
takes the bead to fall or reach the bottom of the test tube.
d. procedures a, b and c should look like the illustration below.
Drop the bead and cover Invert the test Quickly turn the the
the test tube tube test tube in a proper posistion
← Start timing
Exercises:
1.Which material is most viscous? What are the common uses of viscous
materials?
2. Which liquid materials have strong odor and weak odor?
Division of Bohol
Grade 9 Science
2nd Quarter
Activity Title: Properties of common Organic Compounds (Volatility and Flammability)
Learning Recognize the properties of Organic Compounds (Volatility and Flammability).
Competencies: S9MT-IIh-18
• Observe the properties of common Organic Compounds.
Learning Target:
• Relate the properties to their uses.
Suggested Link:
Materials:
Kerosene 4 medicine dropper
Lubricating oil 4 pieces of ¼ sheet of long bond paper
Ethyl alcohol Stop watch
Diesel oil 4 bottle crown (tansan)
Paper and pen 25 ml graduated cylinder
calculator matches cotton buds
Procedure:
1.) A. With your group, use the table below to record your data from this
activity.
Materials Volatility (the time it Flammability (Average

takes the liquid to time it takes the
evaporate) material to burn
completely)
Kerosene
Lubricating Oil
Diesel Oil
Ethyl Alcohol
Warning: Follow the procedure carefully! You are about to use flammable
substances. Prepare sand or wet rags to be used in
case of fire.
2. Testing the Volatility of the Materials

a. using a medicine dropper, put two drops of each liquid material on a
separate piece of bond paper. You and your group mates should do this at
the same time and place it on the arm rest.
b. Record the time it takes the paper to get dry. This is equivalent to
the time it takes the liquid to completely evaporate.
3. Testing for Flammability of the Materials
Warning: Wear mask before performing the following procedure. Have the
sand or wet rags near you while doing the test for flammability.
a. Prepare four bottle crowns (tansan) and then place a cotton bud in each
crown.
b. Wet the cotton buds with 10 drops of the liquid materials.
c. Ignite each wet cotton bud using a lighted match stick.
d. Record the time it takes each cotton bud to burn completely.
e. Repeat steps a, b, c and d four more times so that you will have five
trials per liquid material.
f. Compute for the average time it takes each cotton bud to burn
completely.
g. Write your data on the table provided for
Exercises:
1. Which materials are flammable? In what ways are these
materials used?
2. Why is it important to know the properties of these kinds
of organic compounds?
Division of Bohol
Grade 9 Science
2nd Quarter
Activity Title: The Hydrocarbons: Types of Hydrocarbons
Learning Recognize the general classes and uses of organic compounds/ S9MT-IIh-18
Competencies:
• Define Hydrocarbons.
Learning Target:
• Identify the types of Hydrocarbons based on the number of bonds.
Suggested Link:
Hydrocarbons are organic compounds that contain carbon and hydrogen

atoms. Hydrocarbons such as methane, ethane and butane are components of
natural gas.
Hydrocarbons are grouped based on the number of bond it contains.
These are: alkanes, alkenes, and alkynes. The compounds in each group have
certain structures that make their properties different from the other.
Exercises:
1. What are hydrocarbons?
2. What are the types of hydrocarbons based on the number of bonds?
Division of Bohol
Grade 9 Science
2nd Quarter
Activity Title: Hydrocarbons: Alkanes
Learning Recognize the general classes and uses of organic compounds/S9 MT-IIh-18
Competencies:
• Identify the type of bond formed in Alkanes.
Learning Target:
• Recognize common kinds of Alkanes.
References: Science Learners Material, Unit 2, pp.135-136.
Mapa, Amelia et. al., Chemistry Textbook,p. 352
Suggested Link:
The first group of Hydrocarbons are called Alkanes, sometimes

referred to as Paraffin (means little affinity). These are Hydrocarbons that
have single bonds between carbon atoms. The table below shows the common
kinds of alkanes.
Table 1.Alkanes.
Name Phase Condensed Structural Formula Boiling
Point
(oC)
Methane Gas CH4 -162
Ethane Gas CH3CH3 -89
Propane Gas CH3CH2CH3 -42
Butane Gas CH3CH2CH2CH3 -0.5
Pentane Liquid CH3CH2CH2CH2CH3 36
Hexane Liquid CH3CH2CH2CH2CH2CH3 69
Heptane Liquid CH3CH2CH2CH2CH2CH2CH3 98
Octane Liquid CH3CH2CH2CH2CH2CH2CH2CH 126
3
Exercises:
1. What type of bond is formed in Alkanes?
2. Give at least five (5) examples of Alkanes.
Division of Bohol
Grade 9 Science
2nd Quarter
Activity Title: Hydrocarbons: Alkenes
Competencies:
• Identify the type of bond formed in Alkenes.
Learning Target:
• Recognize common kinds of Alkenes.
Suggested Link:
Another group of Hydrocarbons is the unsaturated Alkenes. This group

is characterized by a double bond between two carbon atoms. The names of
the Alkenes are based on the names of the Alkanes with the same number of
carbon atoms, but the ending –ane is replaced with –ene. Thus, C 2H4 is named
ethane from ethane.
Name Phase Condensed Boiling Point
Structural (oC)
Formula
Ethene Gas CH2=CH2 -104
Propene Gas CH2=CHCH3 -47
1-Butene Gas CH2=CHCH2CH3 -6
1-Pentene Liquid CH2=CHCH2CH2CH 30
3
1-Hexene Liquid CH2=CHCH2CH2CH 63

3
Exercises:
1. What type of bond is formed in Alkenes?
2. Give at least five (5) examples of Alkenes.
Division of Bohol
Grade 9 Science
2nd Quarter
Activity Title: Hydrocarbons: Alkynes
Competencies:
• Identify the type of bond formed in Alkynes.
Learning Target:
• Recognize common kinds of Alkynes.
Suggested Link:
The Alkynes is the group of Hydrocarbons characterized by a triple

bond between two carbon atoms and the rest are single bonds. The names of
Alkynes are based on the names of Alkanes with the same number of carbon
atoms but the ending –ane is replaced with –yne. Thus C2H2 is named Ethyne
from Ethane.
Table 3.Alkynes.
Name Phase Condensed Structural Boiling Point
Formula (oC)
Ethyne Gas HC CH -84
Propyne Gas HC CCH3 -47
2-Butyne Gas H3C CCH3 8.08
1-Pentyne Liquid HC CCH2CH2CH3 40.2
Exercises:
1. What type of bond is formed in Alkynes?
2. Give at least five (5) examples of common kinds of Alkynes.
Division of Bohol
Grade 9 Science
2nd Quarter
Type of Activity: Laboratory Report/Skills
Activity Title: Which Bananas will ripen faster?
Competencies:
• Investigate a common organic compounds such as ethyne which can ripen
Learning Target:
fruits faster than the natural way.
Suggested Link:
Calcium carbide (CaC 2) is a compound that is commonly known as

Kalburo. Fruit vendors use this substance to speed up ripening of fruits like
mangoes and bananas in just a couple of days. When Calcium carbide reacts
with water such as moisture in the air, ethyne gas is produced. Ethyne or
commonly known as acetylene is a kind of alkyne.
Materials:
Calcium carbide (Kalburo) face masks newspapers
Packaging tape small plastic cups
12 unripe, green bananas of the same variety
2 empty shoe or fruit juice boxes
Procedures:
1. Using sheets of paper, wrap ¼ kilo (250g) of crushed calcium carbide
(kalburo). Make sure that the wrapped calcium carbide will just be enough to
fit the area of the bottom of one shoe box.
2. Put the wrapped calcium carbide at the bottom of the shoe box and cover
it with another piece of newspaper.
3. Place 3 unripe (nearing maturity) bananas of the same kind inside the first
box with calcium carbide. This will be group A.
4. Do not put wrapped calcium carbide in the other shoe box.
5. Place another set of 3 green, unripe bananas of the same kind in the
second box. This will be group B.
6. After putting all the bananas in each box, A & B, cover both boxes.
7. Leave the shoe boxes for 48 hours.
8. After 2 or 3 days, put on your face masks and observe what happened to
the bananas. Write your observation in the data below.
No. of Ripe Bananas and their

Group
appearance
A ( with calcium carbide)
B ( without calcium carbide)
Exercises:
1. What are you going to find out or investigate in the experiment?
2. Write your hypothesis or prediction about what might happen in the
experiment.
Division of Bohol
Grade 9 Science
2nd Quarter
Activity Title: What are Variables?
Competencies:
• Define variables.
Learning Target:
• Identify the types of variables
1. Science Learners Material, Unit 2, pp.137-138.
References:
2. Kori Rogalinsky, Intel Philippines Science fair booklet,pp. 5-6.
Suggested Link:
Variables are factors, conditions, and/or relationships that can

change or be changed in an experiment. These are characteristics which have
2 or more mutually exclusive values or properties. Some examples of this are
the following: Sex (has two properties – maleness and femaleness); Ages of
different persons have different value, size, height, weight and income.
There are three types of variables namely:
1. Manipulated or Independent variable. This is the variable that is
intentionally changed by the investigator / person in the experiment.
2. Responding or Dependent variable. This is the variable that is affected
as a result of the change done.
3. Control Variable. This is the variable that is not changed in the
experiment or stays the same during the experiment.
Exercises:
1. Based from the previous activity about “Which bananas will ripen
faster?”, identify the independent, dependent, and the control variables.
2. Students of different ages were given the same puzzle to assemble.

The students were divided into 2 groups, Group A and Group B. Group A
students were allowed to use a calculator while Group B did not use a
calculator. The puzzle assembly time was measured. What is the manipulated,
responding and control variable?
Division of Bohol
Grade 9 Science
2nd Quarter
Activity Title: How to analyse result and make conclusions and inferences.
Competencies:
• Define and formulate conclusion and inference.
Learning Target:
• Analyze results.
1. Science Learners Material, Unit 2, pp.137-138.
References:
2. Kori Rogalinsky, Intel Philippines Science fair booklet,pp. 13-14.
Suggested Link:
Tables and graphs prepare data for interpretation in the form of

conclusions and inferences. A conclusion is a factual summary of data.
Usually, more than one conclusion statement is required to summarize a data
set. An inference, on the other hand, is a generalization that explains or
interprets the data set.
Exercises:
1. Based from the previous activity about “Which bananas will ripen
faster?”, how many bananas ripened in Group A and in Group B? Which group
has fully ripened bananas?
2. What conclusion can you make from the results of your experiments?
Division of Bohol
Grade 9 Science
2nd Quarter
Activity Title: Alcohols and their Uses
Competencies:
• Recognize alcohols and their uses.
Learning Target:
• Identify the functional group of alcohols.
Suggested Link:
Alcohols are another group of organic compounds with a functional

group of —OH (Hydroxyl group). It is one of the derivatives of hydrocarbon
which also have very important uses. Some alcohols are used as antiseptic or
disinfectant, others are used as cleaning agents, some are used as
components of liquors and a few alcohols are used as fuel for portable stoves
or other types of burner.
Materials:
Labels or pictures of commonly used alcohol products brought by your teacher
Pentel pen tape and pen Manila paper
Procedure:
1. With your group, read the labels of the products that contain alcohol.
2. Fill-in the table below, the names of the products and the alcohol
compounds that are found in the labels of the product and their uses.
Name of Alcohols Percentage(%) or
Name of
Present in the amount of Alcohol Uses
Product
Product in the Product
1.
2.
3.
4.
5.
3. With your group, use the following illustrations of the structures of

common alcohols to answer the following questions.
H H H H H H
H — C — C — OH H— C — C — C—H H — C — OH
H H H OH H H
Ethyl alcohol Isopropyl alcohol Methyl alcohol
Exercises:
1. What are the common products that contain alcohol?
2. What functional group is common to ethyl alcohol, methyl alcohol and
isopropyl alcohol?
Division of Bohol
Grade 9 Science
2nd Quarter
Activity Title: What is common between acetone and formalin?
Competencies:
• Differentiate acetone and formalin based from their respective uses.
Learning Target:
• Identify the functional group common to acetone and formalin.
References: Science Learners Material, Unit 2, p.140.
Suggested Link:
Acetone is a volatile fragrant flammable liquid. Ketone is used chiefly

as a solvent and in organic synthesis. Formalin, usually known as
formaldehyde, is a colored, pungent, irritating gas which is used chiefly in
aqueous solution as a disinfectant and preservative and in chemical synthesis.
Both are organic compounds that contain carbonyl functional group, which is
composed of a carbon atom double bonded to an oxygen atom.
Materials:
Acetone Manila Paper Pentel Pen
Formalin Paper and pen
Procedures:
With your group, talk about the uses of the simple compounds shown to you
by your teacher and refer to the illustration of the structural formula of
acetone and formaldehyde (formalin) below to answer the questions.
O H O H
H— C — H H— C — C — C — H
H H
Formaldehyde Acetone
Exercises:
1. What types of bonds do the common compounds (formalin and
acetone) have in their structural formula?
2. Formalin and acetone are common carbonyl containing compounds.
Why do you think they both belong in the group of carbonyl
containing
compounds?
3. What are the uses of formalin (formaldehyde)?
Division of Bohol
Grade 9 Science
2nd Quarter
What̕s in a mole?The Relationships among Number of Moles, Mass, and
Activity Title:
Number of Particles
Learning Use the mole concept to express mass of substances/S9 MT-IIi-19
Competencies:
• Describe the relationships among the number of moles, mass and number
Learning Target:
of particles.
Science Learners Material, Unit 2, pp.145-147.
References:
E. F. Soriano, Chemistry for the New Millennium, pp. 170-171.
Suggested Link:
The number of mole is computed by dividing the mass of the substance

by its atomic mass unit (for element) and molar mass
(for compound).
We can have the formula as:

mass of substance
mole (n) = atomic mass/molar mass
The mole concept states that one mole of any substance has equal
number of particles (atoms, ions or molecules) which is 6.02 X 10 23.
Example:
1 mole of H2O molecule = 6.02 X 1023
1 mole of H atom = 6.02 X 1023
1 mole of H+ion = 6.02 X 1023
Exercises:
1. State the relationship between the following properties:
a. Mass and number of moles
b. Number of moles and number of particles
2. Show how you will convert the mass of a given sample to number
of moles and vice versa.
Division of Bohol
Grade 9 Science
2nd Quarter
Activity Title: What̕s in a mole?The Chemists̕ mole
Competencies:
Learning Target: • Define mole as a unit of quantity.
References:
Suggested Link:
Chemists developed a concept of how to express the exact number of

atoms or particles contained in a given mass of substance called the Mole.
A mole denotes a collection of large fixed number of particles (atoms,
ions or molecules). It is defined as the amount of substance containing the
same number of atoms as 12 g of pure carbon-12. The symbol for the number
of mol is n and its unit is abbreviated as mol.
But how many atoms or molecules does a mole of any substance
contain? Amadeo Avogadro, an Italian lawyer and physicist, pioneered the
studies on counting atoms and molecules. He concluded that a mole of any
substance contains exactly 6.022 x 1023 particles.
Exercises:
1. What is a mole?
2. When is a particle classified as an atom; a molecule or a formula unit?
Division of Bohol
Grade 9 Science
2nd Quarter
Activity Title: What̕s in a mole?The Chemists̕ mole
Competencies:
Learning Target: • Apply the mole concept in completing a given set of data.
References:
Suggested Link:
Material: Periodic Table of Elements
Procedure:
Complete the table with the needed information.

SUBSTANCE MOLAR REPRESENTATIVE MASS NUMBER NUMBER
MASS PARTICLE (g) OF OF
(g/mol) MOLES PARTICLES
Carbon dioxide 44.01 2.5
(CO2)
Gold (Au) Atom 1
Glucose (C6H12O6) 360.36 1.205 x 1024
Calcium fluoride Formula Unit 3
(CaF2)
Nitrogen gas (N2) 28.02
Exercise:
Show your solution in solving for the number of moles in the table
above (CO2, Au, C6H12O6, CaF2 , N2).
Division of Bohol
Grade 8 Science
3nd Quarter
Activity Title: "Charge" it to experience!
Based on the particle nature of matter;
Learning
Explain physical changes in terms of the arrangement and motion of atoms
Competencies:
and molecules/S8MT-IIIc-d-9
•Observe that objects may attract or repel each other.
Learning Target: • Infer that objects may carry positive and negative charges.
• Deduce that neutral objects contain positive and negative charges.
1. Science Learner̕s Material: Unit 3 Module 2, pp. 192-193.
References:
2. Mapa, Amelia P., et. al., Chemistry Textbook, pp. 58-59.
Suggested Link:
Have you experienced rubbing a plastic covered notebook vigorously

against a hard object and placing it over your head? You must have noticed
that your hair strands stood on end. This is because they were attracted to
the plastic sheet.
A similar incident was first observed by a Greek philosopher known as
Thales of Melitus in the 6th century B.C. Pieces of fiber from his cloak were
attracted to a rubbed amber.
The attraction of the strands of hair to the plastic sheet and the
fibers of the cloak to the rubbed amber occurs because of static electricity.
The word “electricity” comes from the Greek term for amber, meaning,
electron. A body which acquires a certain amount of electricity, causing it to
attract or repel other bodies, is called a charged body. Charged bodies
attract and repel others because of electrostatic forces existing between
charges.
Ordinarily, bodies are not charged they are neutral. However, when
rubbed, they become charged. Since objects or materials are believed to be
made of atoms, it follows that atoms must be electrical in nature. If atoms
are neutral, they must contain equal numbers of oppositely charged particles
described as positive (+) and negative (-) charges.
EXERCISES:
1. What are atoms?
2. What is the charge of an atom?
Division of Bohol
Grade 8 Science
3nd Quarter
Activity Title: "Charge" it to experience!
Learning
Competencies:
and molecules/S8MT-IIIc-d-9.
•Observe that objects may attract or repel each other.
Learning Target: • Infer that objects may carry positive and negative charges.
• Deduce that neutral objects contain positive and negative charges.
References: 1. Science Learner̕s Material: Unit 3 Module 2, p.193.
Suggested Link:
Materials Needed:
Meterstick or any meter-long stick
Balloons
String
Chairs or any stand for the stick
Glass (from a picture frame)
Cloth (flannel or silk cloth)
PROCEDURE:
1. Inflate the two balloons. Tie each using a length of string. Place the
meter – long stick across two chairs. Suspend the two balloons so that
they hang freely about two inches apart.
2. With each hand holding one balloon, rub the balloons simultaneously
against your hair several times. Let go of the balloons. Observe.
3. Rub the piece of glass with a silk cloth. Bring the piece of glass
between the two balloons. Observe.
Exercises: 1. What happen with the balloons in procedure 2 and 3?

2. Did the balloons acquire the same change or different changes
in procedure 2 and 3? What made you say so?
Division of Bohol
Grade 8 Science
3nd Quarter
Activity Title: The Subatomic Particles of an Atom
Learning Identify the3 main subatomic particles/S8MT-IIIc-d-9.
Competencies:
Learning Target: • Recognize some properties of the three main subatomic particles.
References:
2. Mapa, Amelia P., et. al., Chemistry Textbook, p. 63.
Suggested Link:
From experiments conducted in the latter part of the 19 th century to

the early half of the 20 th century, scientists collected that atoms are
composed of three types of particles, namely, (1) protons, (2) electrons and
(3) neutrons. These components of the atom are collectively referred to as
subatomic particles.
Atoms, of which all objects are made, are electrical in nature. These
contain particles with positive and negative charges. The proton carries a
positive charge (+1). These electron carries a negative charge (-). Atoms, in
their most stable state are neutral with an equal number of protons and
electrons. The other particle is the neutron which does not carry any charge
or is neutral. Below is a table of some properties of the three main subatomic
particles.
Table 2.1. Some properties of the three main subatomic particles.

Subatomic particle (symbol) Charge Mass, grams Location in the Atom
Electrons (e-) -1 9.109 x 10-28 Outside the Nucleus
Protons (p+) +1 1.672 x 10-24 Nucleus (Inside)
Neutrons (n0) 0 1.675 x 10-24 Nucleus (Inside)
EXERCISES:
1. Based from the table above arrange the three (3) main sub-atomic
particles according to increasing order of mass.
2. Which subatomic particle is the lightest? The heaviest?
Division of Bohol
Grade 8 Science
3nd Quarter
Activity Title: The big difference
Learning Determine the properties of the 3 main subatomic particles/S8MT-IIIc-d-9.
Competencies:
• Compare the masses of the subatomic particles using different ways of
Learning visual
Target:representation.
• Infer which sub-atomic particle contributes to the mass of the atom.
References: 1. Science Learner̕s Material: Unit 3 Module 2,pp. 195-196.
Suggested Link:
Materials Needed:
Pencil/pen
Ruler
Crayons or colored pencils/pen
PROCEDURE:
Based from the previous table of some properties of the three main
1. Show a comparison of the masses of the three sub-atomic particles
using a bar graph.
Refer to figure 1. Masses (expressed in X10-28 grams) of the
2. This time, using a pie chart, show the proportion of the masses of
the subatomic particles for an atom composed of only 1 proton, 1
neutron and 1 electron.
3. A seesaw can show a comparison between two
masses of an object. A seesaw goes up and down
depending on the mass it carries on each side.
Exercises 1. How does the mass of the neutron compare with the mass of
proton? Using circles to represent the particles show the
comparison by drawing a seesaw with the particles on it.
2. How many electrons be placed on one side of the seesaw to
balance it if the other side has 1 proton on it, like the one shown
below? Write the number on the space provided in the
illustration below.
Figure 2: Masses (expressed in x10-28 grams) of the subatomic particles.

Division of Bohol
Grade 8 Science
3nd Quarter
L E A R N I N G A C T I V I T Y No. 5
Activity Title: Changes between a Liquid and a Gas
Learning
Competencies:
Learning Target: • determine the changes between a Liquid and a Gas
References:
2. Soriano, E. F.,et. al., Chemistry for the new Millenium, pp. 40-41.
Suggested Link:
Substances are capable of changing their physical phase when the

conditions are altered. One of the conditions that make substances
transform from one phase to another is the change in temperature.
When a liquid is heated, the kinetic energy of its molecules is
increased, making the particles move faster. Further heating may bring the
liquid into its boiling point. Boiling point is a temperature where the vapor
pressure of the liquid equals atmospheric pressure. When enough kinetic
energy is possessed by the liquid particles, they will break away from their
neighbouring particles and will become gas. The change of phase from liquid
to gas is called vaporization or evaporation. The process where a gas is
changed into a liquid is called condensation.
Exercises:
1. What are the changes that take place in liquid and gas?
2. Define the following:
a. Evaporation
b. Condensation
c. Boiling point
Division of Bohol
.Grade 8 Science
3nd Quarter
L E A R N I N G A C T I V I T Y No.5.1(Part A)
Activity Title: What changes take place when water is heated?
Learning
Competencies:
• Describe what happens to water when it is heated.
Learning Target:
• Represent through drawings/illustrations what happens.
References: Science Learner̕s Material: Unit 3, Module 1, pp. 184-185.
Suggested Link:
Materials Needed:
100 ml tap water (or 1/2 cup tap water)
1 piece, beaker or Erlenmeyer flask, 200 or 250ml
1 piece, small watch glass
1 piece, tripod
1 piece, wire gauze (without the asbestos)
1 piece, alcohol lamp
Safety matches
1 marker pen (any color)
Procedure:
Part A. Boiling water
1. Pour ½ cup or 100 ml of water into the beaker and mark the level of water
outside the beaker.
2. Put the beaker with water on top of the tripod as shown in Figure 5.
3. Let the water boil using the alcohol lamp. Observe carefully what is
happening to the water when it is already boiling.
4. You may do any of the following: Write a description or draw a cartoon or
illustration to demonstrate how the particles of water behave as they are
heated.
5. After boiling the water for 10 minutes, remove the alcohol lamp and put off
the flame.
EXERCISES:
1. Describe what you observe is the water inside the beaker and above the level
of water when it is already boiling.
2. If you keep the water boiling for more than 10 minutes, what do you think
will happen to the amount of water in the beaker? Why?
Division of Bohol
Grade 8 Science
3nd Quarter
L E A R N I N G A C T I V I T Y No.5.1 (Part B)
Activity Title: What changes take place when water is cooled?
Learning
Competencies:
• Describe what happens to water when it is cooled.
Learning Target: • Represent through drawings/illustrations. What happens to the particles of
Water when it is cooled.
References: 1. Science Learner̕s Material: Unit 3 Module 1, p. 186.
Suggested Link:
Part B. Cooling Water

1. Using the hot water that has boiled from Part A, cover the beaker
with watch glass!
2. You may do any of the following: Write a description or draw a
cartoon or illustration to demonstrate how the particles of water
behave as they are cooled.
EXERCISES:
1. Describe what you observe in the water inside the beaker and at the
bottom of the watch glass.
2. Where does the water at the bottom of the watch glass come from?
Division of Bohol
Grade 8 Science
3nd Quarter
Activity Title: Changes between a solid and a Gas
Learning
Competencies:
Learning Target: Determine the changes between a solid and a gas.
1. Science Learner̕s Material: Unit 3 Module 1, p. 188.
References:
2. Soriano, E. F., et. al., Chemistry for the New Millennium, p.41.
Suggested Link:
When solid substances are heated, they generally change into liquid.
This is because the applied heat will increase the kinetic energy of the solid
particles, causing them to move faster. If sufficient heat is absorbed by
solid particles, they will break away from their adjacent particles and passes
liquid properties. The change of phase from solid to liquid is called melting.
EXERCISES:
1. What change takes place in solid to liquid?
2. Define melting.
Division of Bohol
Grade 8 Science
3nd Quarter
Activity Title: What changes take place when ice turns into liquid water?
Learning
Competencies:
• Represent through drawings or cartoons what happens to the particles of ice
Learning Target: When it turns to liquid;
• Explain the processes taking place using the particle model of matter.
References: Science Learner̕s Material: Unit 3 Module 1, p. 187.
Suggested Link:
Materials Needed:
2 pieces, ice cubes

1 piece, watch glass or saucer
PROCEDURE:
1. Put one piece of ice cube on a watch glass or small saucer.

2. Observe what happens to the ice cube after 2 minutes.
3. You may do any of the following: write a description on draw a cartoon
or illustration to show how the particles of water behave as ice changes
to a liquid.
EXERCISES:
1. Explain what is happening to the particles of water in ice as it turns to

liquid using the particle model of matter.
2. Explain what will happen to the liquid on the watch glass or saucer if it
is transferred into small container and left inside the freezer after a
few hours or overnight?
Division of Bohol
Grade 8 Science
2nd Quarter
L E A R N I N G A C T I V I T Y No.
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
\
Division of Bohol
Grade 8 Science
2nd Quarter
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:
Division of Bohol
Grade 8 Science
2nd Quarter
Activity Title:
Learning
Competencies:
Learning Target:
References:
Suggested Link:

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Division of Bohol

Suggested Link: https://www.youtube.com/results?search_query=properties+of+gases

Materials: 3 rubber balloons of the same kind

Procedure ( A ). Gases and its Mass

TABLE 1. Data for the mass of gas inside the balloon

Materials: Pipette and Aspirator or Syringe

Procedure B: Gases and its Volume

Exercises: 1. What happens to the volume reading of the water-oil

Materials: Thermometer (360 ͦC) Matchstick

Table 3. Temperature of Water Vapor

Exercises: 1. Is there a difference in the temperature of air among the

2. Explain the difference in the temperature of air.

Materials: Erlenmeyer Flask Wire gauze

Exercises: 1. What happens to the inflated balloon in procedure #2?

Materials: 25 mL syringe 5" by 3" illustration board

The relationship between the volume and pressure of gases at constant

Exercises: Solve the following problems:

Materials: Rubber Balloon Thermometer

The Volume-Temperature relationship in gases (k=V/T) was

Exercises: Solve the following problems:

Materials: 110 ͦC thermometer Denatured Alcohol

Before Shaking After Shaking

Exercises: 1. What happens to the drops of denatured alcohol after 2

The person who is credited with the determination of the temperature-pressure

Exercises: Solve the following problems:

2. At 20 ͦC a confined ammonia gas has a pressure of 2.50 atm.

Materials: Liquid dropper Matchstick/candle

Exercises: 1. What happens to the cylindrical container when a source

Exercises: Solve the following problems:

Materials: Two empty, plastic, 1.5-litre bottles with cover

Procedure for Activity A

Procedure for Activity B

Exercises: 1. What happened to the bottle?

Exercises: Solve the following problems:

Materials: String Sticky tape

Materials: Glass bottle Medium-sized balloon

Procedure: B. The Rising Water

1. Put the glass into the water upside down.

1. What happened to the level of the water inside the glass?

LEARNING ACTIVITY NO. 1.1 ( THE KINETIC MOLECULAR THEORY OF GASES )

OBSERVATION PROPERTY KINETIC MOLECULAR

LEARNING ACTIVITY NO. 1.2 ,Module 1, Unit 4 ( PROPERTIES OF GASES BASED ON

MEASURABLE PROPERTIES OF GASES, THEIR SYMBOLS AND

THE COMMON UNITS USED

PROPERTY SYMBOL COMMON UNITS USED

LEARNING ACTIVITY NO. 1.3A ( MODULE 1 ) GETTING TO KNOW GASES

Q2. WHICH IS HEAVIER, THE INFLATED OR THE DEFLATED BALLOON?

WHY? THE DIFFERENCE IN THE MASS OF THE TWO BALLOONS IS DUE

LEARNING ACTIVITY NO. 1.3B, MODULE 1, UNIT 4. GETTING TO KNOW

Q1.. WHAT HAPPENS TO THE VOLUME READING OF THE WATER-OIL

Q2. WHAT DOES IT INDICATE?

LEARNING ACTIVITY NO. 1.3C, MODULE 1, UNIT 4, GETTING TO KNOW

Q1. IS THERE A DIFFERENCE IN THE TEMPERATURE OF THE AIR AMONG THE

Q2. EXPLAIN THE DIFFERENCE IN THE TEMPERATURE OF THE AIR.

LEARNING ACTIVITY NO. 1.3D, MODULE 1, UNIT 4, GETTING TO KNOW GASES

Q1. WHAT HAPPENS TO THE INFLATED BALLOON?

WHAT CAUSES THIS PHENOMENON?

HEAT FLOWS. THE HEAT OF THE WATER IS TRRANSFERRED

Q2. WHAT HAPPENS TO THE SHAPE OF THE BALLOON IN PROCEDURE #5?

WHAT CAUSES THE BALLOON TO CHANGE ITS SHAPE AND SIZE?

LEARNING ACTIVITY NO.2, MODULE 1, UNIT 4, BOYLE̓S LAW

Q1. WHAT HAPPENS TO THE VOLUME AND PRESSURE OF THE SYRINGE AS