7 SCIENCE

Quarter 1

LEARNER’S MATERIAL
 Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit. Such agency
or office may, among other things, impose as a condition the payment of
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Borrowed materials (i.e., songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim
ownership over them.

This module is a resource of information and guide in

understanding the Most Essential Learning Competencies (MELCs). Un-
derstanding the target contents and skills can be further enriched thru
the K to 12 Learning Materials and other supplementary
materials such as worksheets/activity sheets provided by schools and/or
Schools Division Offices and thru other learning delivery modalities in-
cluding radio-based and TV-based instruction (RB/TVI).

CLMD CALABARZON

PIVOT 4A CALABARZON
 Science
Grade 7

Regional Office Management and Development Team: Job S. Zape, Jr., Ma. Leonora
M. Natividad, Romyr L. Lazo, Fe M.Ong-Ongowan, Lhovie A. Cauilan, Ephraim L. Gibas

Schools Division Office Development Team: Gemma C. Cortez. Leylanie AdaoAilyn

Torculas, Richiel D. Peñaflorida, Mary Rose M. Magbujos,

SCIENCE Grade 7
PIVOT IV-A Learner’s Material
Quarter 1
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON
 Guide in Using PIVOT Learner’s Material

For the Parents/Guardian

This module aims to assist you, dear parents, guardians, or siblings of the
learners, to understand how materials and activities are used in the new normal.
It is designed to provide the information, activities, and new learning that learners
need to work on.

Activities presented in this module are based on the Most Essential

Learning Competencies (MELCs) in Science as prescribed by the Department of
Education.

You are expected to assist the child in the tasks and ensure the learner’s
mastery of the subject matter. Be reminded that learners have to answer all the
activities in their own notebook

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-level
knowledge, skills, attitude, and values at your own pace outside the normal class-
room setting.

The module is composed of different types of activities that are arranged

according to graduated levels of difficulty—from simple to complex. You are ex-
pected to answer all activities on separate sheets of paper and submit the out-
puts to your respective teachers on the time and date agreed upon.
 PARTS OF PIVOT LEARNER’S MATERIAL

Parts of the
Description
LM

The teacher utilizes appropriate strategies in

What I need to presenting the MELC and desired learning outcomes
know
Introduction

for the day or week, purpose of the lesson, core

content and relevant samples. This allows teachers
to maximize learners awareness of their own
knowledge as regards content and skills required
What is new for the lesson.

The teacher presents activities, tasks , contents of

What I know
value and interest to the learners. This shall expose
the learners on what he/she knew, what he /she
Development

does not know and what she/he wanted to know

What is in and learn. Most of the activities and tasks must
simply and directly revolved around the concepts
to develop and master the skills or the MELC.
What is it

The teacher allows the learners to be engaged in

What is more various tasks and opportunities in building their
KSA’s to meaningfully connect their learnings after
doing the tasks in the D. This part exposes the
learner to real life situations /tasks that shall
Engagement

What I can do ignite his/ her interests to meet the expectation,

make their performance satisfactory or produce a
product or performance which lead him/ her to
What else I can
understand fully the skills and concepts .
do

The teacher brings the learners to a process where

What I have they shall demonstrate ideas, interpretation,
learned mindset or values and create pieces of information
that will form part of their knowledge in reflecting,
Assimilation

relating or using it effectively in any situation or

context. This part encourages learners in creating
What I can
conceptual structures giving them the avenue to
achieve
integrate new and old learnings.

PIVOT 4A CALABARZON
Week Components of Scientific Investigation
1
Lesson
I

Welcome Scientist! Yes, you will be a Scientist again as you will journey in un-
derstanding the concepts in conducting scientific investigation. But first you
have to determine the different components that you will be using in conducting
scientific investigations. At the end of this lesson you , you will be able to de-
scribe the components of a scientific investigation.

This time that you stay at home, you are probably aware that pandemic
caused by unseen Corona virus that caused Covid 19 that has devastated eco-
nomic life and changed the normal into new normal system.

Examine the picture shown below. Are you familiar with this?

Fig. 1. Bayanihan

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6
 What do you observe in the picture? Can you tell that there is a problem
in the above situation? If you say yes, you are absolutely correct! It means
that you are truly aware of what is happening now in the world, particularly in
our country. Natural disasters and pandemic are experienced by most of the
people. Now, what do you think are the solutions to this problem?
This pandemic has brough many cases of deaths, loss of jobs, shut down
of business and a lot more. But basically as of today, you will experience its ef-
fect because under this state of calamity in our country, you are staying at
home while learning. Isn`t it hard? Or you already appreciate staying with your
family while you are studying? Whatever you are feeling right now, that`s okay.
You will now be analyzing the situation by determining the components of scien-
tific investigation. A necessary system of solving problems around us.
What are the possible problems in the given illustrations?

PIVOT 4A CALABARZON

7
 I

Learning Task No. 1: Refer to the given data inside column A. Write possible
problems based on the given data. Chose the at least 3 data that will support
your answer from the choices in column B. Write your answer in a separate
sheet of paper.

Data Available
1: There are 200 families that evacuated in the area.
2: There are ten children being assisted by medical experts.

3: There are 500 boxes of relief goods donated in a barangay.

4: Children below 21 years old and senior citizens are not allowed to go out.

5: Malls and other businesses are limited in their business operations.

6: Schools are closed and studying is done at home.

7: Everybody is advised to wear face mask, personal protective equipment, practice so-
cial distancing, wash hands, sanitize using alcohol and bring quarantine pass when
going out, if necessary.

8: The roads are blocked by floods and some fallen trees such that transportation of
goods are limited.

9: A pandemic was declared by the World Health Organization due to Covid 19.

10: The government gave donations and funds to deserving families.

Possible Problems
(1) Positive Cases for Covid 19 Infection Increases
(2) There are no donations or relief goods received by two families in one of the
isolated barangays in CALABARZON
(3) Some people are arrested by policemen and authorities.

I think that the possible problem is

_______________________________________________________
____________________________________________________________________________________
.
I identified the said problem because of the following data :

____________________________________________________________________________________
____________________________________________________________________________________

PIVOT 4A CALABARZON

8
 There are six components that you need to understand in scientific
investigation. The 6 Steps are easy to remember with acronym of PDHECA.

1. P for Problem – stating a problem/ identifying a problem. A problem can be

identified after a thorough observation. In observing we have to use our 5
senses to gain information. After observation comes a question, which is now
your statement of the problem. A good scientist will ask lots of questions.

2. D for Data – gathering of data in a form of research

3. H for Hypothesis – formulating hypothesis (scientific guess/ educated guess)

4. E for Experiment – Testing the hypothesis

An experiment is a test that will prove or disprove the hypothesis. A good scien-
tist will conduct an experiment more than once to double-check their work.
In testing, variables are of great importance. A variable is any item, factor, or
condition that can be controlled or changed.

5. C for Conclusion – Make a statement that accept or reject the

hypothesis. The scientist will report his or her findings so that others may
know what they find out.

6. A for application – Putting something into use/operation based from the

outcome of the experiment.

PIVOT 4A CALABARZON

9
 There are six components that you need to understand in scientific
investigation. The 6 Steps are easy to remember with acronym of PDHECA.
1. P for Problem – stating a problem/ identifying a problem. A problem can be
identified after a thorough observation. In observing we have to use our 5 senses
to gain.
information. After observation comes a question, which is now your statement of
the problem. A good scientist will ask lots of questions.
2. D for Data – gathering of data in a form of research
3. H for Hypothesis – formulating hypothesis (scientific guess/ educated guess)
4. E for Experiment – Testing the hypothesis
An experiment is a test that will prove or disprove the hypothesis. A good scien-
tist will conduct an experiment more than once to double-check their work.
In testing, variables are of great importance. A variable is any item, factor, or
condition that can be controlled or changed.

5. C for Conclusion – Make a statement that accept or reject the

hypothesis. The scientist will report his or her findings so that others may know
what they find out.

6. A for application – Putting something into use/operation based from the out-
come of the experiment.

In solving a problem based on the given data or context of the situation, there are
factors that should be considered. These factors are called variables. Variable are
any factor or things, condition or trait that are changing in an experiment.
In a scientific experiment there are three kinds of variables:
1. Manipulated variables or independent variable is a factor or condition that is
intentionally changed by an investigator in an experiment.
An independent variable is the cause. Its value is independent of other variables
in your study.

2. A responding or dependent variable is a factor or condition that might be af-

fected as a result of that change.
A dependent variable is the effect. Its value depends on changes in the independ-
ent variable.

3. A variable that is not changed is called a controlled variable. These factors are
kept constant to determine any changes in the results (dependent variable) is
caused by the manipulated variable.

PIVOT 4A CALABARZON

10
 Scientists study the world by asking questions about it and seeking sci-
ence-based answers. This method is common to other sciences as well and is of-
ten referred to as the scientific method. The scientific method was used in an-
cient times, but it was first documented by Sir Francis Bacon (1561–1626) of
England, who set up inductive methods for scientific investigation. The scientific
method can be applied to all fields of study as a reasonable, rational, problem-
solving technique. The scientific procedure typically starts with an observation
that leads to an inquiry.

Researchable Problems Independent Variable Dependent Variable

Are more people infected The type of quarantine The number of cases of
with Covid 19 under measures issued by the people that are suscepti-
G e ne r a l Community government in a specific ble to Covid 19?
Quarantine (GCQ) or area
Modified Community
Quarantine (MECQ)?
Do children and senior Whether children and  the age profile/ life
citizens in a city live more senior citizens live in a span
and weigh less than simi- city or in rural areas
 Weight
lar individuals in a rural?

Learning Task No. 2: Based on your identified problem in Learning Task No. 1,
determine the dependent, independent and controlled variable in your proposed
testable or researchable problem

Researchable Problem:____________________________________________
Dependent Variable(s):____________________________________________
Independent Variable(s):__________________________________________

PIVOT 4A CALABARZON

11
 E

Learning Task No. 3: Based on your identified variables, formulate your

hypothesis. Identify the variables and data gathered. Copy the chart below.

Seek the help of the family members to gather some evidences or data to sup-
port your answer or when doing the experiment.
You can watch news or read articles or get help from the family to gather your
data.

Researchable Problem Hypothesis Variables Data gathered

Sample: Hypothesis Dependent Vari- 200 cases of in-

No.1. able: More or fected people are
Are more people infected
less people are under GCQ in
with Covid 19 under More people are
infected Area A.
infected with
General Community
Covid 19 under Independent 150 cases of in-
Quarantine (GCQ) or
GCQ than Variable: GCQ fected people are
Modified Community
MECQ? and MECQ under MECQ in
Quarantine (MECQ)? Area A.
Constant Varia-
ble: No reported cas-
Hypothesis
es for three days
No.2. Specific area un-
under GCQ but
der MECQ and
Less people are with several cas-
GCQ under
infected with es under MECQ.
study.
Covid 19 under
GCQ than
MECQ?

My answer:
Identified Problem in LT No.
1:

PIVOT 4A CALABARZON

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 A

Learning Task No. 4: Based on your gathered data, analyze your results. Write
a paragraph to show the results of your simple investigative study.

Researchable Hypoth- Varia- Data gath- Results and Conclusion

Problem esis bles ered Discussion

Sample: Hypothe- Depend- 200 cases of It was found out I therefore con-
sis No.1. ent Vari- infected peo- that there are clude that un-
Are more peo-
able: ple are under more cases of der GCQ, more
ple infected More peo-
More or GCQ in Area infected people people are in-
with Covid 19 ple are less peo- A. with Covid 19 in fected with
infected
under General ple are Area A with 200 Covid 19.
with 150 cases of
Community infected cases under
Covid 19 infected peo-
Quarantine GCQ. There
under Inde- ple are under
(GCQ) or Modi- GCQ were about 50
pendent MECQ in
fied Community than cases less for
Variable: Area A.
people infected
Quarantine MECQ? GCQ
No reported with Covid 19 in
(MECQ)? and
cases for Area A under
MECQ
three days MECQ.
Hypothe-
Con- under GCQ
sis No.2.
stant but with sev-
Less peo- Variable: eral cases
ple are under MECQ.
Specific
infected
area un-
with
der
Covid 19
MECQ
under
and
GCQ
GCQ un-
than
der
MECQ?

My answer:
Identified Prob-
lem in LT No. 1:

PIVOT 4A CALABARZON

13
 A

Learning Task No. 5: Choose the letter of the best correct answer. Write your
answer in your notebook.

1. What skill is a scientist using when she listens to the sounds that whales
makes?
A. Making a hypothesis
B. Making observations
C. Interpreting data
D. Drawing conclusion
2. Which question would be the best high level scientific question?
A. How many giraffes live in Africa?
B. Who made the first microscope?
C. How long ago did dinosaurs live on Earth?
D. Does the amount of salt in water affect the temperature at which it
boils?
3. What do you call the series of steps designed to help you solve problems and
answer questions?
A. Observation C. Hypothesis
B. Scientific Method D. Experiment
4. In science, an educated guess is called a/an
A. Conclusion C. Hypothesis
B. Observation D. Question
5. When you decide whether or not the data supports the original hypothesis,
you are
A. Asking questions C. Making observations
B. Drawing conclusions D. Forming a hypothesis
6. When a scientist shares her finding with other scientists, she is
A. Experimenting C. Analyzing data
B. Making a hypothesis D. Communicating results
7. The final part; a summary of reasonable inferences is/an
A. Controlled experiment C. Hypothesis
B. Question D. Conclusion
8. Anything that can change in an experiment is called_________.
A. Variable C. Experiment
B. Hypothesis D. Conclusion
9. All good experiment should be
A. Questionable C. Explainable
B. Testable D. Thoughtful

10. Which of the following does not belong to the group?

A. Hypothesis C. Experiment
B. Conclusion D. Plagiary

14
Week Elements and Compounds
2
Lesson
I

In this lesson, you will learn concepts about elements and compounds.
Remember that substances matter are broken down into two categories. They
can either be pure substances or mixtures. Pure substances are further broken
down into elements and compounds. Any substance is composed of one type of
atom or molecule. Whereas, mixtures are composed of different types if atoms or
molecules that are not chemically bonded.
At the end of the lesson and each learning activity, you will be able to rec-
ognize that substances are classified into elements and compounds.
The 100 plus elements in the Periodic Table are the "alphabet" of matter
because every tangible material is a combinations of these elements.
The elements are categorized as: Metals, Non-metals, Metalloid and Noble
Gases. This main categorization is based on the electrical attributes of the ele-
ments. Some elements tend to "lose" an electron, and become positively charged.
(These are the metals), other elements tend to "acquire" an electron, and become
negatively charged, (the non-metals). The third group, (metalloids), fall in between
these two extremes. And the Noble Gas category -- displays no interest in either
acquiring or losing an electron, but unlike the metalloids which can be
"persuaded" one way or the other -- the noble ones simply don't engage.
Since chemical reaction and chemical bonding are electrical in nature, it so hap-
pens that members of a certain category can substitute for another member and
thereby create a combination which is slightly different, but generally similar. Say
then that by carefully choosing a replacement element in a chemical compound,
it is possible to "engineer" a desired slight change in the nature of the compound.
This used to be the art, and now is the science of chemistry. (Source: https://
studylib.net/doc/9048930/atom-worksheet---bellevillebiology.com)
The pictures below show sample of matter commonly found at home. Can you identify the
components of these sample of matter? What kind of substance are they? Are they pure substanc-
es or mixtures?

PIVOT 4A CALABARZON

15
Elements
A chemical element is a pure substance that consists of one type of at-
om. Each atom has an atomic number, which represents the number of pro-
tons that are in the nucleus of a single atom of the element. The periodic table
of elements is ordered by ascending atomic number.
The chemical elements are divided into metals, metalloids and
non – metals. Metals, typically found on the left side of the periodic table they
are: often conductive to electricity, malleable, shiny, and sometimes mag-
netic. Aluminum, Iron, Copper, Gold, Mercury and Lead are examples of met-
als.
Non-metals are found on the right side of the periodic table (to the right
of the staircase), they are: typically not conductive, not malleable, and dull
(not shiny), not magnetic. Examples of non-metals are carbon and oxygen.
Metalloids have some characteristics of metals and some characteristics of
non-metals. Silicon and arsenic are examples of metalloids.

16
 I
Learning Task No. 1: Study the Periodic Table of Elements as shown in the dia-
gram above. Write twenty elements and their symbols in your notebook.

Elements Symbol Elements Symbol

1.
11.
2.
12.
3.
13.
4..
14.
5.
15.
6.
16.
7.
17.
8.
18.
9.
19.

D
Learning Task No. 2: Using the Periodic Table of Elements, determine the ele-
ments asked in each guide question. Write your answer in your notebook.

Guide Questions:
1. Which elements are likely to lose electrons?
______________________________________________________________
______________________________________________________________

2. Which elements are likely to gain electrons?

______________________________________________________________
______________________________________________________________

3. Which type of elements are likely to have no electrical charge at all?

______________________________________________________________
______________________________________________________________

PIVOT 4A CALABARZON
17
 E
Learning Task No. 3: Complete the following sentences by filling in the appropri-
ate word from the list below.

Atomic number Elements Letters

Compound Carbon Mixtures
Symbols Pure Carbon dioxide

1. ________________ cannot be separated by physical or chemical means.

2.Elements are abbreviated with ____________________, which consist of one or
two ____________________.
3. Elements are organized on the ____________________ according to their
____________________.
4. Two or more elements chemically combined make up a _____________.
5.. __________________ is an example of an element and _________________ is an
example of a compound.
6. Elements and compounds are called ____________ substances because they
have a unique set of chemical and physical ______________.

Learning Task No. 4: Copy the Venn diagram below in your notebook. Write
the similarities of elements and compounds at the intersection of the two
circles. Write the differences on the opposite sides of each circles.

18
 A
Learning Task No. 4: Choose the letter of the best answer. Write the chosen let-
ter on a separate sheet of paper.

1. Which of the following is a compound?

A. Wood B. Iron C. Water D. Air
2. A substance containing two or more elements chemically bonded together
is considered a(n):
A. mixture. B. atom. C. alloy. D. compound
3. How many different atoms are there in a compound?
A. One C. Two or more
B. Always two D. None of these

4. Which of these is the smallest particle?

A. An atom B. A molecule C. An element D. A speck of dust

5. Which of these is the correct symbol for magnesium

A. MG B. mg C. Mg D. Mag

6. A pure substance which atoms are of the same type is called

A. Mixture B. Compound C. Element D. All of the Above

7. Examples of noble gases are:

A. Hydrogen and Helium C. Helium and Neon
B. Nobelium and Einsteinium D. Magnesium and Chlorine

8. The lightest gas is:

A. Helium B. Oxygen C. Neon D. Carbon Dioxide

9. The table that lists down the more than 100 elements is known as the:
A. Mendeleev’s Table C. Chemistry Element Table
B. Periodic Table D. Octet Table

10. The chemical symbols of chlorine, potassium, copper, sodium, nitrogen

and iron in order are:
A. C l, P, Co, So, Ni, I C. Cl, K, Co, So, N, Fe
B. C, K, Co, Na, N, Fe D. Cl, K, Cu, Na, N, Fe

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Week Substances and Mixtures
3
Lesson
I
When different substances are physically mixed together mixtures are
formed. But how does a mixture differs from a pure substance? Have you ever
made chocolate milk? Have you ever noticed what happens if you let your choc-
olate milk sit for a while? Well, sometimes the chocolate will settle on the bot-
tom of the glass. We call it mixtures. Sometimes, two or more ingredients look
all the same when mixed together and sometimes they do not.
In this lesson, you will find out the difference between mixtures and pure
substances based on a set of properties.

Matter can be classified into pure substances and mixtures. When two or
more kinds of matter are put together it is called a mixture. Mixtures can be
made with solids, liquids or gases. Any combination will result in a mixture. A
pure substance consists of one phase with definite composition which appears
uniform in appearance and composition, regardless of its size.
In the previous module, you learned about solutions as an example of a
mixture. A solution may exist in any phase and it is consist of a solute and a
solvent. The dissolving agent is the solvent and the substance that is dissolved
is the solute.
As you go along with this lesson, you will learn other examples of mix-
tures other than solutions. You will also learn about pure substances and its
example. Different techniques on how to separate mixtures and substances will
also be discussed.
The picture below shows some examples of materials. From this dia-
gram, what can you say about substances and mixtures?

20
 I

Learning Task No. 1: Study the diagram below. Write 3 sentences about each
of the classification of matter..

1. Pure Substances

2. Mixtures

3. Elements

4. Compounds

5. Homogenous Mixtures

6. Heterogenous mixtures

PIVOT 4A CALABARZON
21
Learning Task No. 2: Identify the materials if it a mixture or pure substance.
Write your answer in your notebook. Give the reason for your answer.

Material Mixture or
Pure Substance/ Why

1. orange
juice

2. halo-halo

3. Carbon atom

4. steel

5. sugar

22
 Mixture r efer s to the physical combination of two or mor e substances in which the
identities of the individual substances are retained.
 Heterogeneous mixture is a mixtur e of two or mor e chemical substances (elements
or compounds), where the different components can be visually distinguished and easily
separated by physical means.
 Homogeneous mixture is a mixtur e of two or mor e chemical substances (elements
or compounds), where the different components cannot be visually distinguished.
 Pure substance is a for m of matter that has constant chemical composition and
characteristic properties.
 Element is a chemical substance that is made up of a par ticular kind of atom and
hence cannot be broken down or transformed by a chemical reaction into different ele-
ment.
 Compound is a chemical substance that is composed of a par ticular set of mole-
cules or ions that are chemically bonded. Two or more elements combined into one sub-
stance through a chemical reaction, such as water, form a chemical compound. All com-
pounds are substances, but not all substances are compounds. Source (Learners Manual p.30,

Learning Task No. 3: Match the statements in Column B with the terminologies
in Column A. Write your answers on your answer sheet.

Column A Column B
1. Mixture A. a substance that cannot be separated or

broken down into simpler substance.

2. Homogeneous B. can be separated by physical means.

3. Compound C. composed of two or more elements.

4. Heterogeneous D. exhibits only one phase

5. Elements E. it contains more than one phase.

PIVOT 4A CALABARZON

23
 E

Learning Task No. 4: Identify the given materials if they are homogenous or het-
erogenous mixtures. Give reasons for yur answer.

Homogeneous or Heteroge-
neous
Material
Element or compound
Why

1.milk

2. Hydrogen

3. Sand mixed with

water

4. carbon diox-
ide

5. milk and oatmeal

PIVOT 4A CALABARZON

24 PI
Learning Task No. 5: Based on the pictures that you have identified in the pre-
vious activity, answer the guide question below.

Questions:
1. Which of the following materials have uniform appearance?
_________________________________________________________________________
2. Which of the following materials have non-uniform appearance?
_________________________________________________________________________
3. How will you differentiate homogeneous mixtures from heterogeneous mix-
tures?
________________________________________________________________________
4. Which of the given examples are element? compound?
________________________________________________________________________
5. Identify the elements that make up this compound.
_______________________________________________________________________

Learning Task No. 6: Choose the letter of the best answer. Write your answers
on your answer sheet.

1. Mixture is ________________.
A. a chemically combined substance.
B. a combination of elements to make a new substance.
C. a combination of substances where new substances are formed
through a reaction.
D. a combination of substances in which the atoms of the substance do
not chemically combine
2. Mixtures can be classified into 2 types, homogeneous and heterogeneous.
They are different because
A. Heterogeneous has 2 substances while homogenous has 3 or more
substances.
B. Homogeneous looks the same throughout, with heterogeneous you
can see the different parts.
C. Heterogeneous looks the same throughout, with homogeneous you
can see the different parts
D. They are the same, just different names

PIVOT 4A CALABARZON

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 3. Which of these is a pure substance?

A. bread B. table salt C. garden soil D. sea water

4. What is the simplest form that cannot be broken down to anything sim-
pler?

A. element B. solution C. compound D. colloids

5. Which of the following is a homogeneous mixture?

A. oil and water C. halo-halo

B. sand and water D. air
6. This type of mixture contains two or more substances that are visibly

distinguishable.

A. homogeneous C. solution

B. heterogeneous D. suspension

7. A substance which consists of two or more elements which have been

combined chemically is called _______________.

A. element B. compound C. mixture D. atom

8.Select the term that describes the smallest particle of a compound that
can exist and still retain the characteristic chemical properties of a sub-
stance.
A. molecule B. atom C. electron D. nucleus

9. Which of the following is a way in which elements and compounds are

similar?
A. Elements and compounds are both pure substances.
B. Elements and compounds are both listed on the periodic table.
C. Elements and compounds are both made up of different kinds of at-
oms.
D. Elements and compounds can both be broken down by physical
changes.

26
Week Properties of Saturated and Unsaturated Solutions
4
Lesson
I

In this lesson, you will determine that solutions can either be saturated or
unsaturated. Are you familiar with these science terms describing the properties
of solutions? What are these properties that make solution saturated and unsatu-
rated? Specifically, at the end ot the lesson, you will learn to investigate proper-
ties of unsaturated and saturated solutions.
There are cases were contaminants are present in some substances. The
process of recrystallization can be used to remove these impurities. The crystals
are dissolved in a hot solvent, forming a solution. When the solvent is cooled
the compound is no longer as soluble and will precipitate out of solution, leaving
other materials still dissolved.

Saturated and Unsaturated Solutions

The chemical formula for salt is NaCl(s)⇄NaCl(aq). Supposed you dissolve

salt in water, the solution will be unsaturated as this can still accommodate more
salt. But there will come a time that these salt are completely dissolved. When
you add more salt, the additional salt remained undissolved. This is what actually
happens in a saturated solution. See the diagram below showing the prepara-
tion's of unsaturated and saturated solutions of salt and water.

NaCl(s)⇄Na+(aq)+Cl−(aq)

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 Why is it that additional salt cannot be dissolved anymore? On the molecular
level, we know that action of the water causes the individual ions to break
apart from the salt crystal and enter the solution, where they remain hydrated
by water molecules. What also happens is that some of the dissolved ions col-
lide back again with the crystal and remain there.

Recrystallization is the process of dissolved solute returning to

the solid state. At some point the rate at which the solid salt is dissolving be-
comes equal to the rate at which the dissolved solute is recrystallizing. When
that point is reached, the total amount of dissolved salt remains unchanged.

Solution equilibrium is the physical state described by the opposing

processes of dissolution and recrystallization occurring at the same rate. The
solution equilibrium for the dissolving of sodium chloride can be represented
by one of two equations.

While this shows the change of state back and forth between solid and
aqueous solution, the preferred equation also shows the dissociation that oc-
curs as an ionic solid dissolves.

When the solution equilibrium point is reached and no more solute will
dissolve, the solution is said to be saturated. A saturated solution is a solution
that contains the maximum amount of solute that is capable of being dissolved.
At 20°C, the maximum amount of NaCl that will dissolve in 100. g of water is
36.0 g. If any more NaCl is added past that point, it will not dissolve because the
solution is saturated.

What if more water is added to the solution instead? Now more NaCl
would be capable of dissolving in the additional solvent. An unsaturated solu-
tion is a solution that contains less than the maximum amount of solute that is
capable of being dissolved. Figure above illustrates the above process and shows
the distinction between unsaturated and saturated.

Solution equilibrium exists when the rate of dissolving equals the rate of
recrystallization

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 I

Learning Task No. 1: Prepare the materials. Do the simple activity.

Identify the solutions if they are saturated or unsaturated. Give reason(s) for
your answers.

Materials:
2 teaspoon of sugar for solution A 1 teaspoon of sugar for Solution B
1 cup water 1 cup water
Teaspoon for stirring
Note: Cup of water should be the same and equal amount for both solutions.
Steps:
1. Label the two cups with Solution A and Solution B, appropriately.
2. Dissolve 1 teaspoon of sugar in 1 cup of water for Solution A.
3. Stir until all sugar are dissolved.
4. Dissolve 1 teaspoon of sugar in 1 cup of water for Solution B
5. Stir until all sugar are dissolved.
6. Add another 1 teaspoon of sugar in the same cup of water for solution B.
7. Stir until al sugar are dissolved.
8. Copy and complete the chart below.

Type of Solution Saturated /Unsaturated Observations that will support

your answer

Solution A

Solution B

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 D

Learning Task No. 2: Based on your observations, determine if the given solu-
tions are either saturated or unsaturated.

1. A 500 g of flour completely dissolved in 1 liter of water.__________________________

2. When another 200 g of flour was added in the solution , the additional flour was not dissolved com-
pletely and settled ._____________________________________.

3. The solutions cannot hold any more solute when added in the solution.________________________

4. One pack of gelatin powder completely dissolved in 400 g water._____________________________

5. The milk powder cannot be dissolved anymore in a cup of water.______________________________

Learning Task No. 3: Write a short paragraph regarding the differences between
saturated and unsaturated solutions.

Type of Solution Explanations about the differences of

the two solutions

Saturated solution

Unsaturated solution

PIV-
30
 A

Learning Task No. 4: Make a simple steps that will determine your skills in dis-
tinguishing saturated and unsaturated solutions. Follow the simple guide below.
Use the materials that are available at home and that ensure your safety in preparing the solutions.

Materials:
________________________________________________________
________________________________________________________
________________________________________________________

Steps:
1. _________________________________________________________
2. __________________________________________________________
3.__________________________________________________________
4.__________________________________________________________
5.__________________________________________________________
Note: You can add more steps if necessary.

Observations: Draw the set up of your two prepared solutions.

Conclusion:
Saturated solutions are_________________________________________________

__________________________________________________________________________.

Unsaturated solutions are________________________________________________

__________________________________________________________________________.

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31
Week Concentrations of Solutions
5
Lesson
I

In this lesson you will be applying your skills in preparing different con-
centrations of solitons. In preparing these solution, you will express concentra-
tions of solutions quantitatively by preparing different concentrations of mix-
tures according to uses and availability.
Many of the materials used in science are in the form of solutions which
can be available at home. For many purposes, the exact value of concentration is
not critical; in other cases, the concentration of the solution and its method of
preparation must be as accurate as possible. quality and fresh chemicals and
solvents are used, and meticulous procedures are followed.
Thus it is very important that when solutions are prepared, an extra care
should be done and that the resources or materials should not be wasted. The
water in resources or poor method in the preparations of solutions can greatly
affect the result of the mixtures being prepared. For example, in pharmaceutical
laboratories, the exact amount and concentrations of each solution must be
carefully done so as not to harm the health of the people or consumers.
Accurate solutions can be prepared in laboratories because of the availa-
bility of materials. Examine the figure below on how solutions are made in the
laboratories.

PI

32
 I

Learning Task No. 1: Read the handout about preparations of solutions below. Answer
the guide questions.

SOLUTION PREPARATION

A solution is a homogeneous mixture created by dissolving one or more

solutes in a solvent. The chemical present in a smaller amount, the solute, is
soluble in the solvent (the chemical present in a larger amount). Solutions with
accurately known concentrations can be referred to as standard (stock) solu-
tions.

These solutions are bought directly from the manufacturer or formed by

dissolving the desired amount of solute into a volumetric flask of a specific vol-
ume. Stock solutions are frequently diluted to solutions of lesser concentration
for experimental use in the laboratory. Preparing a Standard Solution from a
Solid A solution of known concentration can be prepared from solids by two
similar methods. Although inherent errors exist with each of the methods, with
careful technique either will suffice for making solutions in General Chemistry
Laboratory.

In the first method, the solid solute is weighed out on weighing paper or
in a small container and then transferred directly to a volumetric flask
(commonly called a "vol flask").

A funnel might be helpful when transferring the solid into the slim neck
of the vol flask. A small quantity of solvent is then added to the vol flask and the
contents are swirled gently until the substance is completely dissolved. More
solvent is added until the meniscus of the liquid reaches the calibration mark
on the neck of the vol flask (a process called “diluting to volume”).

The vol flask is then capped and inverted several times until the contents
are mixed and completely dissolved. The disadvantage of this method is that
some of the weighed solid may adhere to the original container, weighing paper,
or funnel. Also, solid may be spilled when it is transferred into the slim neck of
the vol flask. (http://faculty.sites.uci.edu/chem1l/files/2013/11/RDGsolnprep.pdf )
Guide Questions:
1. What is a solution?

2. What are the materials mentioned in the handout in preparing a solution using the
first method?

3. Are these materials available at home?

4. Why is it that manufacturing companies have this special kind of instruments in pre-
paring solutions?

5. Can you still prepare solutions using available materials at home? Why?

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 D

Learning Task No. 2: Knowing the limitations of standard instruments in pre-

paring solutions, think of the available materials found at home that can be used
in measuring solute and solvent when making solutions listed below.

Solutions to make:
1. 500 gram of flour added with 1 L of water.
2. 1 L pure alcohol dissolved with 1 gallon of water.
3. 1 kg of sugar mixed in 2 L of coconut milk
4. 5 g of liquid shampoo mixed with 250 ml water

Learning Task No. 2: Choose materials found at home with known volume or
measurement in making solutions. Use the guide below.

Guide to choose materials found at home with known volume.

1. 500 ml water
2. 250 grams vinegar
3. 1 L of soy sauce
4. 500 g sugar
5. 5 kg rice
Available materials at home:
Measuring cups like the ones used in cooking rice
Empty bottles of vinegar, soy sauce, tomato ketchup, alcohol, ointment, etc.
Tea spoon, spoons, glass
Question: What materials will you use to measure the different amounts given
above in the guide with known volume ?

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 A

Learning Task No. 2: Using the available materials at home, make the following
solutions . Be careful in handling materials. Solve for the concentrations or
amount of soltuions being prepared.

Solutions to make:
1. 500 gram of flour added with 1 L of water.

2. 1 L pure alcohol dissolved with 1 gallon of water.

3. 1 kg of sugar mixed in 2 L of coconut milk

4. 5 g of liquid shampoo mixed with 250 ml water

PIVOT 4A CALABARZON
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PIV
 References:

Books:

Grade 7 Learner’s Manual p.

Grade 7 Teacher’s Guide

Websites:

http://www.schoolofdragons.com/resources/drops-on-a-penny-experiment
https://socratic.org/questions/how-can-the-scientific-method-be-applied-to-everyday-
life

https://www.christianforums.com/threads/examples-of-scientific-method-in-every-day-
life.7552345/

https://courses.lumenlearning.com/introchem/chapter/substances-and-mixtures/

http://www.eschooltoday.com/science/elements-mixtures-compounds/separation-of-
mixtures.html

https://www.greatschools.org/library/cms/29/25729.pdf

https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=1&ei=Zby-
XICmK8zVvASE0ZroBA&q=ink+in+water&oq=ink+in+water

https://www.google.com/search?
q=sand+in+water&tbm=isch&tbs=rimg:CTkFGQ32ZIwrIjjr9_1Xq32aW5NMtj1iaAEH4-
8Qxzl3GSw5Y09c5UZ6w5kSgCuNNMu-X

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 37
PIVOT 4A CALABARZON
Post test Pre test
1. B 1. A
2. D 2. C
3. B 3. B
4. C 4. D
5. B 5. A
6. D 6. B
7. D 7. C
8. D
Activity 3 Activity 2 Activity 1
1. M-groups with 1. People are developing beriberi 1. Observation is a
and without very important
2. The original hypothesis is that the
calculators; R aspect in
disease is caused by bacteria.
–speed working scientific
in math 3. Manipulated = rice; responding = method, this
problems; C- chickens. poem teaches
same problem 4. Beriberi is not caused by bacteria us to observe
instead it is the result if thiamine is the situation as
2. M-different
insufficient in the diet. a whole and not
ages; R-how
just a fraction of
long does it 5. By feeding the chicken polished rice. what we see.
takes for the
students to 6. Is penicillin producing chemicals that 2. Don’t be too
finish the kills bacteria, or is it the mold itself quick to jump
puzzle; C that kills bacteria? into conclusion
-puzzle 7. The mold provides the bacteria killing because what
chemical. you might see is
3. M-amount of
just a part of a
coffee grounds;
Week 1
 38
PIVOT 4A CALABARZON
Activity # 1 Reading Activity # 2 Elements and Pre test
comprehension Compounds
1. C
1. Which elements are likely A. 1. a. Na b. Copper
2. D
to lose electrons?
c. Tungsten d. Fe
(Metals) 3. C
e. Tin f. K g. Gold
2. Which elements are likely
h. Silver 4. A
to gain electrons?
(Nonmetals) 2. A. Elements 5. C
3. Which type of elements B. Symbols, Letters
are likely to have no
6. C
C. Periodic Table, Atomic
electrical charge at all? Number 7. C
(Noble gases) D. Compound
4. How does knowing a
8. A
E. Carbon, Carbon dioxide.
great deal about the F. Pure, Properties 9. B
property of certain
3. A. Element B. Compound 10. D
elements help us
C. Element D. Compound
humans?
E. Element F. Compound
G. Element H. Element I. Post test
Ex.( Knowing about the Compound J. Compound
1. A
properties of certain 4. Carbon 2. A
elements help us makes life 3. C
5. EX. Mendelevium,
easier for example learning
Einsteinium and Curium 4. B
that metals are ductile so
5. D
we can turn them into thin
6. D
wires wherein electrons can
B. Element – contains one 7. C
easily flow and use them to
kind of atoms. Listed on 8. B
enjoy a life with electricity.)
the Periodic Table. 9. D
Compound – substance 10. C
made up of two or more
elements chemically
combined in fixed
proportion. Formed as a
result of a chemical
reaction of elements.
Similarities – pure
substance. Has chemical
formula. Made of atoms.
Week 2
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39
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Office Address: Gate 2 Karangalan Village, Cainta Rizal

Landline: 02-8682-5773 local 420/421

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