DIVISION OF NAVOTAS CITY

Science
Quarter 1

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
Science – Grade 7
Alternative Delivery Mode
Quarter 1
Second Edition, 2021

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 Table of Contents
What I Know .................................................................................... 1

Module 1 ......................................................................................... 2

Module 2 ......................................................................................... 17

Module 3 ......................................................................................... 25

Module 4 ......................................................................................... 29

Module 5 ......................................................................................... 38

Assessment ..................................................................................... 43

Answer Key ...................................................................................... 45

Reference ......................................................................................... 46
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. As a student, you are asked to conduct a scientific investigation. What
should you do after observing something of interest?
A. Just walk away C. Formulate a question
B. Clap your hands D. Write it on a notebook
2. Which of the following is an example of a quantitative set of data?
A. Height of students C. Emotions
B. Brand of pencil D. Gender
3. It is the symbol of gold.
A. G B. Au C. Eu D. Ua
4. How many elements are known as of today?
A. 112 B. 116 C. 118 D. 120
5. Which of the following is a correct definition of an element?
A. A substance that cannot combine with another substance
B. A substance with pure metal properties
C. a pure substance that cannot be broken down by chemical methods into
simpler components
D. A pure substance that can be broken down into another substance
6. Which of the following is NOT a characteristic of a compound?
A. has different properties from the elements that formed it
B. pure substance made of two or more elements
C. different samples have different properties
D. can be represented by a chemical formula’
7. A silvery material has a strong smell, evaporates quickly, and it boils and
melts at a sharp temperature. We can classify it as:
A. Element B. Mixture C. Solution D. Coarse mixture
8. All the following statements describes the properties of solution, EXCEPT for:
A. It has solute that dissolves by the solvent.
B. It cannot be separated by means of filtration
C. It has several colors.
D. It is transparent or clear.
9. What is the term we use when we have a less concentrated solution?
A. dilute B. solvent C. volume D. concentrated
10. How do you increase the concentration of a solution?
A. Add more water C. Less water or solvent
B. Less powder or solute D. Add more powder or solute

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 MODULE 1

This module was designed and written with you in mind. It is here to help you
understand and describe the component of scientific investigation. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
This module is divided into four lessons enumerated as follows:
Lesson 1.1 – Observations and Problems
Lesson 1.2 – Variables, Hypothesis Writing and Testing
Lesson 1.3 – Gathering, Presenting and Interpreting Data
Lesson 1.4 – Designing Your Own Experiment
After going through this module, you are expected to:
1. Identify the components of an investigation research problem, hypothesis,
method for testing hypothesis and conclusions based on evidence;
2. Differentiate qualitative from quantitative observation;
3. Identify the independent, dependent, and controlled variables;
4. Formulate hypothesis, collect, organize and interpret data about the
investigation;
5. Perform accurate measurements and/or design a simple investigation
involving community-based problems (guided investigation)

Lesson OBSERVATION: The Gateway to

1.4 Scientific Investigations
To start the journey unto scientific investigation, one must start with
observations in nature and the problems that we identify. In this lesson, we will learn
how to write observations and derive problems out of it that we can solve through
scientific investigation.

Scientific Investigation Defined

Scientific Investigation is an integral part of the process of science. Scientific
method is used to provide evidence and answers to the questions and problems
raised from an observation.

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 Scientific investigation is the foundation of science. Discoveries about the laws
of motion, mathematical laws, biology, chemistry, technology, etc. were done because
of scientific investigation. As more knowledge is discovered, science advances.
Anyone can contribute to the building up of the scientific knowledge.

Components of Scientific Investigation

Scientific investigation follows the process to provide solution to a question or
problem. The following flowchart shows the whole flow of the process of scientific
investigation:

State the Problem

Make Observation Do Background Research

Construct the Hypothesis

Identify the Variables to be Tested

Test the Hypothesis

Design the Experiment Gather Data Organize Data

Analyze Data

Formulate Conclusons

Communicate Results

The flow chart shows the step-by-step, iterative method for the scientific
method. It starts with stating the problem to be solved. An important part of stating
the problem is to make observations and to do background research to clearly define
your problem.
Observations
A scientific investigation typically begins from making observations. We make
observations all the time. Observations involves the five senses and the basic sense
organs – eyes, nose, ears, tongue, and hands. For you to observe, you don’t just look
– you look intently in it. You don’t just touch it, you feel it. Observation involves
deeper looking, feeling, listening, smelling, and tasting.

Observations can either be qualitative or quantitative. When we say

qualitative, we describe it by its quality. Quantitative observations, however, is
described by the exact quantity. Quantitative observations or measurements usually
needs apparatus and equipment. For example, there is a small amount of water in
the glass is a qualitative observation, while there is 30 mL of water in the glass, that
is a quantitative observation. When there are numbers involved, it is a quantitative
observation.

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Activity 1: Qualitative vs Quantitative Observations
Materials:
Candle
Matchstick
Ruler
Procedures:
1. First observe the unlit candle. Measure its length using a ruler. Write as
many observations as you can on the data table.
2. Light the candle and also write many observations as you can. Observe the
length of the candle. (Please ask the assistance of your parents/guardians
or older siblings in doing this activity)
3. Extinguish the flame from the candle. Measure also its length. Log your
observations in the data table.
Data Table:
Set-up OBSERVATIONS

Unlit Candle

Lighted Candle

Extinguished
Candle
Critical thinking questions:
1. What senses did you use in making observations?
2. What changes have you noticed from the lighted, unlit, and extinguished
candles?
3. Give an example of a qualitative observation that you have logged in the data
table. Why do you say that it is a qualitative observation?
4. Give an example of a quantitative observation. Why do you say that it is a
quantitative observation?
5. From the examples you have given above, differentiate in your own words
qualitative from quantitative observations.
To further check your understanding on qualitative vs quantitative observations,
determine whether the following statements is a qualitative or a quantitative
observation. Write QUALI if it is a qualitative observation or QUANTI if it is a
quantitative observation. Write your answers on your answer sheet.
1. There are ten boys in your Facebook Messenger classroom.
2. I am eating a lot of pancit canton.
3. Among your classmates, Rigel is the smartest.
4. I drank 25 mL of water today.
5. Some of the leaves have fallen from your plant.

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 Lesson Finding Problems from
1.2 Observations
From the given observations, you can now formulate problems that can be
solved. In this lesson, you will be guided on how to formulate problems that is
testable through experimentation.

Problem statements are “what if” statements

that is according to what you have observed. It can be
written as a simple sentence. Generally, you must keep
it short and simple. It is important in the scientific
process that you make the problem simple and
testable.

For example, in the observation given above, the observation is “the fried egg
is burnt.” What questions can we derive from it? It can be “How long must we cook
the egg so that it will not burn?” This is an example of a problem statement.

In problem statements, we can see a “cause” and an “effect.” We call that

variable. In experimentation, we have three types of variables:
a. Independent Variable. These are the things that we manipulate or change
in a study. For example, in the problem “How long must we cook the egg
so that it will not burn?” the independent variable is the time it takes for
us to cook an egg. This is the cause.
b. Dependent Variable. These are the effects or the response to the change
in the independent variable. In our example given, the dependent variable
will be the appearance of the egg after frying for a certain time. This is
the effect.
c. Constant Variables. These are the things that we don’t change so that we
can focus on the cause and effect of the independent to the dependent
variable. For example, in the situation, the constant variables should be
the pan and oil that we use, and the temperature of flame.

As we formulate problems, we should keep other variables constant so that

we can focus on the cause-effect relationship of the independent and dependent
variables. Moreover, so that we can formulate a very specific problem and so that we
can test it.

Gathering of Background Information or Data

One of the things that we can do to formulate a very good and specific problem
statement is to gather background information. This background information can be
previous research about the topic, reliable articles about the problem that you want
to probe, or even observations from other people regarding the problem that you want
to solve. Not all that you read on the internet as well is true. We must also exercise

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prudence and fact-checking.

For example, if we want to gather background information about the

relationship between the length of time that the egg is cooked and the appearance
that it has, we can consult cookbooks, scientific journals, or even ask our TLE
teachers or cooks that are reliable in the subject area. We now jot those information
and important data for us to formulate our problem.

How to Formulate and Improve Problem Statements

You need to write your problem statement in terms of a question. You can also
formulate a problem statement in declarative format but in this lesson, we will use
the question form. To formulate problem statement, you need to identify the subject
that you need to study. For our example, it is the fried egg that is our subject of the
study. The subject of our study is still broad, so we need to specify it. Here, you can
explore the topic of your interest. You can talk to professionals who are experts in
the field. You can also search on the internet different articles and research done on
the subject. You can use Google.com or for more scholarly articles,
scholar.google.com.

We need also to identify both the independent and the dependent variables in
our study. In our example, the independent variable is the time of frying, and the
dependent variable is the appearance of the egg. We need to single out the variables
so that we can use them into our statement of the problem and that we can test
them. Too many variables in a study will make the study vague and unreliable.

Now, here are some sentence frames that you can use in your problem
statements:

Example 1: What is the effect of (independent variable) on (dependent variable)?

Example 2: How/to what extent does the (independent variable) affect (dependent
variable)?

Let us apply the following sentence frames in our problem on the fried egg.

Example 1: What is the effect of amount of time of frying on the appearance of the
fried egg?

Example 2: To what extent does the amount of time of frying affect the appearance
of the fried egg?

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Concept Check:

Before we continue formulating your own problem, let us check your

understanding regarding variable.

Given below are four real-life, home-based situations. For each item below,
specify the independent, dependent, and constant variables. The first one is done for
you.

Example: You want to study the best time to dry clothes after laundry.

Independent Variable: Time for drying clothes.

Dependent Variable: Effect on clothes.
Constant Variable: Type of clothes, laundry done.

1. An investigator wants to find out if longer hours of watching television can

cause eye defects.
Independent Variable:
Dependent Variable:
Constant Variables:

2. A researcher wants to know if the insulation of a room affects the temperature

of the room.
Independent Variable:
Dependent Variable:
Constant Variables:

3. You want to test what paper is best to use for a paper airplane to make it fly
longer.
Independent Variable:
Dependent Variable:
Constant Variables:

Formulating Your Own Problem: Inverted Pyramid Approach

Now, it’s your turn. You need to formulate your own problem based on your
observations. Now look around and focus on what interests you. It may be food,
technology, or any phenomenon that happens.

We will use the inverted pyramid to narrow down your research topic. For
example, you are interested in making your tomato plant grow faster. Use the
following inverted pyramid as a guide.

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 TOPIC
Tomato Plant
SUB-TOPIC
Growth of Tomato Plant

Factors that affect the growth of

tomato plant (length of stem of the PROBLEM (BACKGROUND
tomato plant) - soil, water, amount INFORMATION AND
of fertilizer OBSERVATIONS)

What is the effect of varying

amounts of fertilizer in the
PROBLEM STATEMENT
soil on the length of stem of
the tomato plant?

You need to also ask the following questions as you do your inverted pyramid for
narrowing your problem statement:

a. What are the independent and dependent variables?

b. What are the factors that must remain constant?

In the example given above, the independent variable is the amount of fertilizer,
and the dependent variable is the length of stem of tomato plant. The factors that
must remain constant is the amount of water given, the type of soil, the amount of
sunlight, and others that can affect the study.

Now, it is your turn. Fill up the inverted pyramid with your topic of choice.

Answer the following questions as well:

a. What is the independent variable in your problem?

b. What is the dependent variable in your problem?
c. What variables must remain constant in your problem?

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 Lesson Formulating Hypotheses and
1.3 Designing Your Experiment

Now, you have your problem already. It is now turned to formulate hypothesis
and design our experiment to solve the problem.

After formulating the research question, the next step in the scientific method
is to form hypothesis.

A hypothesis is a possible answer or solution to a scientific question or

problem. It must be based on scientific knowledge, and it must be logical and
falsifiable. Falsifiable means that it is possible to make observations that would
disprove the hypothesis. Logical means that it is based on previous knowledge or
previous experiences that you have.

For example, if we will go back to our problem in Lesson 2 about the appearance
of the fried egg and the time it takes to cook it, we can formulate certain guesses
about the solution to the problem. We can guess that the longer the egg is fried, the
better it’s appearance. Or the other way around, that the shorter the time that the
egg is fried, the better it’s appearance. The hypothesis is the one that we test when
we design the experiment. It is either we accept the hypothesis that we get or we
reject it.

For example, you are curious if the rate of stirring affects the rate of dissolving
of a certain powdered juice drink. What hypothesis can we give? I will give you a
simple format of writing the hypothesis:

Hypothesis Format

We will use the If… then… format for our hypothesis. For example, in the
problem on the rate of stirring and rate of dissolving, we can say that:

If we stir the water and powdered juice quickly, then the powdered juice will
dissolve faster.

For the example in fried egg and appearance, we can state that:

If we fry the egg longer, then the appearance of the fried egg will be better.

After writing the hypothesis, we can now design an experiment to test our
hypothesis.

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Designing Your Experiment

Designing your experiment involves a step-by-step approach on how we can

answer our problem and prove our hypothesis, whether to accept it or reject it.

The design of your experiment will depend on your variables – the

independent, dependent, and your constant variable. We need to maintain all
constant variables constant so that no extraneous effects will happen.

For example, for the fried egg problem, so we will design our experiment by
looking back at the variables. The independent variable is the length of time that the
egg will cook. The dependent variable is the appearance of the egg. The constant
variables are the type of oil to be used, pan to be used, temperature of the flame and
of the pan.

Let us design the experiment using this simple table.

Independent Variable Dependent Variable Constant Variable

Length of time that the Appearance of the egg Type of oil
egg will cook Pan to be used
Temperature of flame and
pan
Size of eggs, type of eggs
Procedures Materials to be Used
1. Select the eggs to be used. It must be of same Eggs
size and type.
2. Fry four eggs at different time durations. The Oil
time durations must be of equal intervals (1 Pan
minute, 2 minutes, 3 minutes, 4 minutes) Egg
3. Check the appearance of each of the egg, Fried egg

As you design your experiment, you need to make sure that only the
independent variable is changing so that your observations will be valid. Moreover,
we can do many trials in the experiment so that we can check if the results are
consistent. For example, we can repeat the experiment three times so that we can
check if the fried eggs produced at different time intervals are of same appearance.
We can also do replications. Replication is when other people do your same
experiment to verify your results. Repeated trials are used in a problem so that we
can check if what we have done is consistent. Replication is used to verify your
findings. An experiment is valid if it can be reproduced by others.

Let us test your hypothesis skills by doing this activity.

Activity 1: Candles and Diameters

Your Ate asked you to buy candles that will last long even in the times when
electricity is fluctuating or there is a brownout. You are thinking of which among the
different types of candles will last longer.

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 Candle A: with 3 cm diameter, 10 cm long

Candle B: with 2 cm diameter, 10 cm long

Candle C: with 1 cm diameter, 10 cm long

Write a problem statement for the situation:

What is the independent variable?

What is the dependent variable?

What is the constant variable?

From your problem statement, write a plausible hypothesis. Use the if…
then… format.

Lesson The Final Stretch of Scientific

1.4 Investigation
When you design your experiment and formulate your hypothesis, the next
step is to run your experiment. When you run your experiment, you will gather data.
You need to organize it to become meaningful. Moreover, the end goal is to produce
a valid interpretation of the data and make a plausible conclusion out of it.

Testing Your Hypothesis: Experimentation

To test your hypothesis, after designing your experiment, the next thing to do
is to conduct the experiment. To conduct the experiment is to conduct it with
precision, accuracy, and precaution. The experiment is the process that will prove or
disprove your hypothesis.

A good scientist will conduct experiments more than once so that they can
double-check their work. Some of the work that scientists do is measuring,
calibrating, pouring, mixing, analyzing using different instruments such as
microscopes, spectrometers, and others.

While doing the experiment, a scientist must log all their observations. A
logbook comes handy on this task. A data logbook records all observations,
measurements, events, and drawings during the course of the experiment. A logbook
should be tightly bound and not loose-leaf. It should be stored in a place where it
will not be wet or destroyed. The logbook will be the meat of your experiment in the
scientific method.

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 A data logbook may not be as clean and as organized. It may have erasures or
scribbles of information. But after the experiment day, one must organize the data
in the logbook so that it will not be a source of confusion. Shown below are examples
of logs in the data logbook of students of Navotas Science High School in their
Research subject.

This is a portion of the data logbook of Aisleen Santos of Navotas Science High
School in her subject Research. She is a junior high school student just like you!
Because she writes her data in the data logbook, she doesn’t forget important data
and observations that she has done for that day. Moreover, because of that skill of
notetaking and data logging, she can now organize data to formulate meaningful
conclusions.

For the example in the previous lessons regarding the amount of time it takes
for the egg to cook and its appearance, you can also write your observations in a
simple notecard or a notebook. Then you can organize your data using graphs,
charts, and illustrations.

Organizing, Analyzing and Interpreting Experimental data

We call the observed information from the experiment experimental data.
There is a need to analyze and interpret experimental data because the soundness
of any conclusions largely or correct accurate interpretation of experiment data.
Inaccurate data can lead to misconceptions and often to biased conclusions. Data
must be organized and recorded in an orderly manner so that they will be easily
analyzed.

We can analyze and interpret experimental data by tabulation, plotting data

on a graph, using diagram, drawings, charts and cycles, and scaled models.

A. Tabulation is a process of arranging numerical observations in columns

that are properly labeled.
Example:
For a problem involving the relationship of temperature and the dissolving
time of a solid in seconds, we can organize the data in a table.

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 Dissolving Time of a Solid
Temperature Dissolving Time
(in C)
o (in seconds)
37 60
47 56
58 49
65 35
76 29
85 20

From the table shown above, we can draw different observations and therefore,
draw sound conclusions. For example, we can observe that increasing the
temperature shortens the dissolving time of the solid. Therefore, temperature
affects the dissolving time of a solid.

The sentence in bold and italics is called a conclusion. It is a judgment or

decision reached by reasoning. It is a statement that we can draw from observations.

If you want to use tables in organizing data, you need to put a title to it. The
title should reflect the data shown in the table. Don’t put a title that is unrelated to
the data in the table. You also need to figure out how many columns and rows will
you use. Every column should have a heading, just like the example above. Your
headings should also identify the units of measurement that you used, for example,
OC, seconds, mL. These units will easily enable the reader to make comparisons. This

will also help the reader make the necessary comparisons, such as comparing
temperature and rate of dissolving, etc.

B. Plotting Data on a Graph

The advantage of using a line or a bar graph is that it will show the trend or
relationships between two variables. In addition, it shows the exact value by
reading a graph. Let us try reading a bar graph below.

Number of COVID Cases

80
Number of COVID Cases

60
40
20
0

Barangay

This bar graph shows the number of COVID Cases in certain barangays in

Navotas City. Bar graphs shows clear trends through solid bars. Taller bars
mean larger values. This gives a summary of large data in visual forms.
Line graphs, on the other hand can also give a quick analysis of data. Line
graphs are the most common graphs in the sciences. You can quickly see the range,
the maximum and minimum data, and the changes over certain periods of time.
Shown below is a sample of a line graph.

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 Growth of Tomato Plant
40

Length (cm)
30
20
10
0
0 2 4 6 8 10 12 14
Day

From line graphs, we can gather also valid interpretations, like the seeding
germinated only after 2 days, the increase in height during the first 8 days was very
slowly, and from the 10th day the increase in height was very fast.

When we are doing graphs like bar and line graph, some rules must be
followed. You need to determine the variables correctly. Remember this acronym:
MIX – Manipulated – Independent Variable – put in x-axis

DRY – Dependent Variable – Result – put in y-axis.

You need to have equal intervals of data on your x and y-axis. You need to
determine the scale of the graph. After that, you need to label the axes and title the
graph. Lastly, plot the points and draw the bar or line graph. If you have technology,
MS Excel can help you in doing automatic graphs.
C. Using Diagrams, Drawings and Charts
A diagram can serve as an outline of the actual drawing.
They illustrate what is being described. They usually have
labels to show different details. Diagrams can also show things
that are not seen, such as cross-sections and lateral cut of
objects. Series of diagrams can also show series of events. A
diagram has the capacity to tell you in a glance many details
that a page cannot do. A diagrammatic representation of the
cross section of a fruit as follows:
Diagrams can yield interpretations, for example, there are three major layers
in this cross section. The first layer is the widest, followed by thin layer before the
core.
Charts, on the other hand, has different functions. Pie charts show relative
sizes of various segments that make up a totality of a whole. Flow charts show
sequence of events in order. It answers questions of “what happens next?” A pie chart
on the composition of air in the atmosphere is given below.

Other Gas
Oxygen

Hydrogen Nitrogen

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Drawing Conclusions

Using the evidence gathered in the experiment, we can draw conclusions. It’s
either we accept or reject our hypothesis. For example, if we go back to our fried egg
problem, and we saw that at 5 minutes, the egg is fully cooked and has the best
appearance through illustrations. Therefore, we can conclude that the optimal time
of cooking fried eggs is five minutes. It is a must that the conclusions must be
supported by the data that you gathered. A good scientist must not twist data just
to fit what they want. We think scientifically.

Communicate Results

This is a very important step in a scientific investigation. This step is

communicating to others about your methods and findings. This will enable them to
replicate experiment to provide more evidence to your hypothesis. When
communicating with the results, describe the methods used in the experiment and
the analyzation of the data gathered.

Following these steps will help us conduct a valid scientific investigation. With
scientific investigation, we can construct possible solutions and factual explanations.
Use this to answer everyday questions and problems. Your discovery can bring a
great impact in our world.

Activity 1: Identifying the components of a scientific investigation

The narrative below shows a student conducting his scientific investigation.

Read the narrative carefully and identify the components used by the student. Use
the letter to answer the identification.
Freezing Water
(a) Carl, a Grade 7 student, and a lemonade seller observed that water freezes for
several hours. He must produce ice cubes as soon as possible so that he can accommodate
the growing demand for his lemonade drink. (b) He wondered what he can do to speed up
freezing water. (c) Then he thought of a possible solution; adding sugar to the water can speed
up the freezing of water. (d) He tests his idea by making two sets of water, with and without
sugar, and put them in the freezer. Time after time, he checked them and about an hour
later, he discovered that the sugar water has already frozen while the pure water has not yet
reached the freezing point. He recorded his findings and analyzed the date. (e) He arrived at
the conclusion that water with sugar freezes faster than just water. (f) Amazed at his
discovery, he shared this investigation with his classmates. He was also able to comply with
the growing demand for his lemonade drink.
Components of Scientific Investigation:

______ 1) Test the hypothesis

______ 2) Communicate results

______ 3) Make observations

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______ 4) Formulate a hypothesis

______ 5) Draw conclusion

______ 6) Ask a question

Activity 2: Organizing Data

Let us also try to organize data using a table. Read the following short
narrative about an experiment by Ronald.

One day, Ronald noticed that the stems of some of the plants bend towards the
window. When Ronald turned the plants away from the window, he noticed that the plants
were bent back turning towards the window again. He hypothesized that the direction of the
light source affects the direction of the growth of the plant.
Ronald set up an experiment with four plants that are all 20 centimeters tall. He
labelled it W, X, Y and Z in four different locations with four different light sources. He put
plant W to the left of a dark corner with a very small pinhole light source also to its left. Plant
X is placed to the right of the same dark corner and the light source is same as plant W – the
pinhole to the left. Plant Y, however, is put into a dark corner as well, but the source of light
is at the center. Plant Z, on the other hand, is also put into a dark corner, but the source of
light is at its right.
From the narrative of Ronald, make a table of his experimental set-ups for
Plants W, X, Y and Z.

Practical Application: Cooking the Best Pancit Canton Ever

One of the most loved snacks of Filipinos is the instant noodles – or also
known as Pancit canton. Sometimes, pancit canton can be very tasty and delicious,
but sometimes as well, it becomes so soggy and fat that it is undesirable to eat. Now
that you know the steps in scientific investigation, and as a Scientist at Home, help
in the discovery of the secret on how to cook the best pancit canton ever. Design your
experiment here. A workplan is given to you for you to fill in.

Problem Statement
Hypothesis (If… then…)
Independent Variable
Dependent Variable
Constant / Control
Variables
Steps in the Experiment (Design Your Experiment)
Step 1
Step 2
Step 3
Step 4
Answer the following guide questions:
1. What things did you considered in cooking the “best pancit canton?”
2. What factors do you think contributed to cooking it?
3. How can scientific method help in solving problems?

16
 MODULE 2

This module was designed and written with you in mind. It is here to help you
understand deeply on elements and compounds. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
This module is divided into four lessons enumerated as follows:
Lesson 2.1 – The World of Elements
Lesson 2.2 – Zooming into the World of Compounds
After going through this module, you are expected to:
1. Define elements based on its composition.
2. Briefly describe the history and basis of naming elements (using Periodic Table
of Elements).
3. Identify and describe important elements available in the market, homes, and
the community.
4. Recognize important compounds that are useful to humans, environment, and
industry.
5. Identify elements and compounds from food labels and other products
available at home, market, and the community

Lesson
The World of Elements
2.1
Elements are pure substances made up of only one type of atom. The atom is
the simplest unit of matter. It is a pure substance (like hydrogen and oxygen) that
can’t be split into simpler substances by chemical or physical means. Some common
examples of elements are hydrogen, nitrogen, and carbon. In total, 118 elements
have been discovered. All discovered elements are listed in the Periodic Table of
Elements.

17
ELEMENTS

For this part of the lesson, we will have a guide through Kuya Don, a Chemist.
He will teach us on the basics of an element.

Hi! I am Kuya Don. Today I’ll be touring you in

my laboratory where different elements can be
found. Elements are pure substances. They are
strong! It cannot be broken down into simple
form by chemical means. The elements are a
huge family. They have 118 members. Do you
want to know some of them?

This is the Periodic Table of

Elements. It lists down the 118
known elements, either naturally
made or artificially made.
Elements here are arranged in
increasing atomic number as you
can see inside the boxes in the
table. Can you name some
elements that you can, see?

The boxes in the periodic table

represents one element. Basic
information in the periodic table
includes the element name and the
element symbol. Scientists agreed to
give symbols to each of the elements. In
the next section, we will learn how the
elements are named! I will let you
discover it through guided activity. Till
next time!

18
Rules in Naming Elements

Naming the elements is a difficult task. The individual or the group that
discovered it gets the privilege of naming it. Here are some of the ways on how they
named the elements as we get it today. These are from IUPAC or International Union
of Pure and Applied Chemistry.
1. Based on the properties of the Elements.
Elements have been named based on their properties or attributes. For
example, phosphorus got its name from the Greek word “phosphoros,” which
means lightning bearer. It is since phosphorus, when burnt, gives off a very
bright light.
2. Based on its origin/ore or mineral substance
Elements are also named based on its origin mineral or what we call as ore.
Elements are usually found mixed with other elements through rocks called
minerals. For example, aluminum is named after its ore alum, from where it
was first found. Alum is a combination of aluminum, potassium, and sulfates.
3. Based on its Discovery
Some of the elements are named based on the way it was discovered. For
example, helium was named helium when they discovered it accidentally
when they are studying a solar eclipse and saw an unknown signal in their
graphs. They named it after the Greek word for sun or helios.
4. Based on mythological figures or astronomical object
Some of the elements are named after mythological figures, like Thorium from
the name of the Norse god Thor or the god of thunder.
5. Based on places they represent.
Most recently discovered elements are named after locations that they
represent. For example, Yttrium is named after Ytterby, Sweden, as they are
found in a mine in that location. Berkelium is named after Berkley, California,
where this element is discovered.
6. Based on scientist’s name
Some of the elements as well are named in honor of famous scientists like
Einsteinium in honor of Albert Einstein.
Rules in Giving Element Symbols

Scientists agreed to give symbols for each element. This is very helpful
especially to those elements with long names. Instead of writing the full names, a
one-letter or two-letter symbol may be used. You can find these symbols in the
periodic table. It is written in the same box for that element. For instance, O is the
symbol for oxygen.
Notice that most of the one-letter symbols are the first letters of these
elements. For the two-letter symbols, most of them start with the first letter of the
element. Notice that the second letter of the symbol may be any letter found in the
element’s name. Notice as well that only the first letter is capitalized for the two-
letter symbol.

There are also symbols that used letters from the ancient name of the element.
For example, ferrum or the ancient name of iron gets its symbol from it (Fe). Argentum
is the old name of silver, but the element symbol is Ag.

19
Acivity 1. Self-Discovery Mode

DIRECTIONS: Using your periodic table, choose ten elements and write their names
and their symbols in the table below.

ELEMENT ELEMENT SYMBOL

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Critical Thinking Questions:

1. Based on your chosen elements, how are the element symbols derived?
2. Is there a pattern in the names of the elements? Explain.
3. Which among those elements are familiar to you? Unfamiliar to you?

Activity 2. Pamilya Ko!

1. Look closely to the sets of elements given below.

2. Analyze how each element in each set got their symbol.
3. Based on your conclusion, state the rule in deriving the symbol of an element.

DATA I DATA II

Nitrogen Boron Lithium Aluminum

N B Li Al

Carbon Helium
C He

Hydrogen Oxygen Beryllium Calcium

H O Be Ca

20
 DATA III DATA IV

Chlorine Arsenic Sodium Mercury

Cl As Na Hg

Rubidium Iron
Rb Fe

Magnesium Manganese Potassium Silver

Mg Mn K Ag

Critical Thinking Questions

1. Based on the examples above, how are the element symbols derived?
DATA I DATA II DATA III DATA IV

2. If the symbol of an element is only one letter how it should be written?

3. If the symbol of an element consists of two letters how it should be written?
4. Where do you think the symbol in DATA IV was derived?

Lesson Zooming into the World of

2.2 Compounds
From the previous lesson, you have learned the world of elements under the
pure substances. Now, we will go into the new world of compounds. How is
compounds different from elements? Let us dig deeper into the wonderful world of
compounds.

COMPOUNDS DEFINED
Compounds are combination of two or more types of elements chemically
combined that possess different characteristics from its source elements. For
example, water, with a chemical formula H2O contains two atoms of hydrogen and
one atom of oxygen. The chemical property of water is different from the individual
properties of hydrogen and oxygen.
The table below will help you process this information.
Properties Hydrogen (H) Oxygen (O) Water (H2O)
Boiling Point -252.9 °C -183 °C 100 C
o

Melting Point -259.2 °C -218.8 °C 0oC

State Gas Gas Liquid

21
 Since compounds are chemically combined, they cannot be separated by
physical means. Water cannot be separated into hydrogen and oxygen by simple
boiling. It can be separated into its element components by chemical means.
Compounds are found anywhere. From our homes, nature, industries, and
environment.
Introduction to Chemical Formula
Every compound in nature is represented by a chemical formula. A chemical
formula shows the ratio of elements in a certain compound. For example, H2O means
2 atoms of hydrogen is to 1 atom of oxygen. This is water. H2O2, however, contains 2
atoms of hydrogen and 2 atoms of oxygen. This is NOT water. This is now hydrogen
peroxide – or what we commonly known as agua oxigenada.
To interpret chemical formulas, the subscripts or the little numbers after the
element symbol in a compound shows how many atoms of that element is in that
compound.
Example 1:

NaOH
In the example above, NaOH or sodium hydroxide or commonly known as lye
or apog contains one atom of sodium (Na), one atom of oxygen (O) and one atom of
hydrogen (H). When there is no number in the subscripts, it means that there is one
atom of that element.
Example 2:
C12H22O11
In the next example, C12H22O11 or sucrose or commonly known as table sugar
or asukal, it contains 12 atoms of carbon (C), 22 atoms of hydrogen (H), and 11 atoms
of oxygen (O).
Example 3:
Ca(OH)2
In the final example, calcium hydroxide or commonly known as lime, you can
see that there is one atom of calcium. For oxygen and hydrogen, you can see that
they are enclosed in a parenthesis followed by a superscript 2. It means that both
oxygen and hydrogen have 2 atoms of oxygen and hydrogen. In short, lime has 1
atom of calcium, 2 atoms of hydrogen, and 2 atoms of oxygen.
Compounds in Nature
Compounds in nature are commonly organic. It means that it has carbon
atoms in it. Full discussion on carbon compounds will happen in your Grade 9
Science.
Some of the basic examples of compounds in nature are vitamins like Vitamin
C – or ascorbic acid. The chemical formula of ascorbic acid is C6H8O6. Vitamin E, a
vitamin that is produced by cell when we expose to sunshine has a chemical formula
of C29H50O2.

22
 In the atmosphere, we can also see compounds such as carbon dioxide (CO2)
that we exhale during the respiration process. In the seas, we can have calcium
carbonate (CaCO3) which is the main component of corals.
Compounds in Industry
Some of the common compounds used in the industry are the following:
a. Sulfuric Acid (H2SO4) which is considered as the most produced industrial
chemical in the world. This is used as a source to make phosphoric acid that
is used to produce fertilizers and in producing elemental copper pure.
b. Ethylene (C2H4) is used in the industry to produce polyethylene polymers,
which in turn become plastics. It is the one that you read as PET bottles –
polyethylene bottles.
c. Ammonia (NH3) is a compound used in agriculture and used as antifungals
for certain fruits.
Compounds in the Human Body
Even our human body is filled with many compounds. In our blood, the red
compound that makes it red is called hemoglobin which has a chemical formula
C2952H4664O832N812S8Fe4. It is a very big compound that is composed of a lot of atoms
of carbon, hydrogen, oxygen, nitrogen, sulfur, and iron. The iron component of
hemoglobin makes it red, like rust. Another compound found in our body is gastric
juice, or hydrochloric acid with chemical formula HCl. It is a very acidic substance
that can digest food particles.

Activity 1: Table Completion

Directions: Given below are different compounds used in the industry, found in the
human body, and is found in nature. Identify the constituent elements in the
compounds and how many atoms of that element is found in that compound. The
first one is done for you. Put a sixth one for the table for your own example.

Common Name of Chemical Name Chemical Elements Present

the Compound Formula
chalk calcium carbonate CaCO3 1 atom of Calcium
1 atom of Carbon
3 atoms of Oxygen
Plaster of Paris calcium sulfate CaSO4
lemons citric acid C6H8O7
laundry bleach hypochlorous acid HClO
liquid rubber latex C5H8
moth balls paradichlorobenzene C6H4Cl2

23
Activity 2: Picture Analysis
Directions: Correctly label each picture for what it is representing. Each shape
symbolizes an element. If two elements are connected, therefore, it symbolizes a
compound.

A B C D E
_____ Pure Element – only one type of atom present.
_____ Mixture of two elements – two types of uncombined atoms present.
_____ Pure compound – only one type of compound present.
_____ Mixture of two compounds – two types of compounds present.
_____ Mixture of a compound and an element.

Activity 1: Compounds on Food Labels

One of the common things that we consume is food and an informative part
of a food product is what we call food labels. In the food label, we can see the different
nutrition facts and ingredients found in the food. For this activity, you will check the
different food labels in your home.
Objective:
In this activity, you should be able to name elements and compounds found
in the Nutrition Facts in a food label.
Materials:
Sample food labels found usually in the back of food products.
Procedure:
1. Refer to the food labels of different food products. You can check it at the back
of the product.
2. List down in the table below the compounds in the food label and its
constituent elements. You may look it up on the internet.
Food Product Compounds Present Constituent Elements

Critical Thinking Questions:

1. Are there elements in the food label? Compounds?
2. From your observations, most of the components of the food labels is/are
elements or compounds? Explain.

24
 MODULE 3

This module was designed and written with you in mind. It is here to help you master
the difference between mixtures and pure substances. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
After going through this module, you are expected to:
1. Distinguish mixtures from substances according to its composition and
properties (Use Venn diagram, Tabulation, Table organizer, etc.)
2. Classify given materials as substances or mixtures (include chemical formula
of substances with their common names and chemical names of materials
found at home or in the community)
3. Determine unknown materials as substances or mixtures based on the given
descriptions/ statements (ex. A material was burned and produced two new
materials. What is the nature of the material?)

MIXTURES DEFINED
Most of the things around us are mixtures. As defined by Chemistry, mixtures
are combination of substances physically combined. Some of the ways of physical
combination is stirring and mixing. When things are physically combined, the forces
that holds them are temporary. Mixtures, since they are physically combined, can be
separated into its components through physical means as well. Mixtures also may
have changed set of physical properties. The boiling point of a 75% alcohol may be
different to the boiling point of an 85% alcohol.
PURE SUBSTANCES VERSUS MIXTURES
The main difference between a pure substance and a mixture is that a pure
substance cannot be separated by physical means, such as filtration, sifting, or
magnetism. For example, when you grind and sift pure elemental iron (Fe), you don’t
alter the characteristics of iron. Each individual iron granule will all have the same
characteristic – thus, it is an evidence that there is no change that happened. If you
filter pure water (H2O), it’s hydrogen and oxygen components did not separate. If you
have rust or iron oxide (Fe2O3), you don’t separate the iron and oxygen components
of it using a magnet. You need chemical means of separation like electrolysis (use of
electricity) to separate their component.

25
 Pure substance is homogeneous in nature as well. They have uniform
composition and uniform properties. For example, elemental iron (Fe) will be the
same whatever the size or shape. Any sample of an element will be 100% same all
through out. Thus, elemental iron will have the same luster, same density, same
magnetic behavior, same melting, boiling points, and same chemical characteristics.
These properties are also known as intrinsic properties of matter. Intrinsic
properties of matter are properties of matter that do not change regardless of the
volume of the material. Pure water as well have the same composition all throughout,
how much volume it may have. So, if I take pure water from Navotas and I compare
it with the properties of pure water from Cebu or from Ilo-ilo or from Baguio, it has
uniform properties and composition.
Mixtures, in the contrary, can be separated by physical means. Physical
means it deals with physical changes. Examples of physical separation are
distillation, magnetic separation, filtration, evaporation, and others. Moreover,
mixtures do not have consistent properties. It is dependent on the composition of the
mixture. The boiling point of saltwater solution composed of 100 mL of water and 10
g of salt is different from the boiling point of a saltwater solution composed of 100
mL of water and 20 g of salt. Mixtures also have a variable composition. It means
that my orange juice may have a different composition than your orange juice.
Moreover, when the individual components are mixed, the individual components
retain their individual properties in the mixture.
EXAMPLES OF MIXTURES
Mixtures can be a combination of the three different states of matter – solid,
liquid, and gas. Their combinations and examples are shown in the table below.
Dissolved/Dispersed Phase (The one mixed with the medium)
Dispersion Medium (The phase

Solid Liquid Gas

Solid Alloys Gels Hydrogen in metals,
Aerogels, Pumice,
of the mixture)

Styrofoam
Liquid Salt in water, Blood, Alcoholic beverages, Oxygen dissolved in
Mud Mayonnaise, Milk water, whipping cream,
shaving cream
Gas Dust, Smoke Aerosols, Fog, Mist, Air (combination of
Hair Spray different gases that do not
react/combine with each
other)

HOMOGENEOUS AND HETEROGENEOUS MIXTURES

Mixtures can be classified into two main groups – homogeneous and
heterogeneous mixtures. In your previous grade, these two are named uniform and
non-uniform mixtures, respectively. The prefix homo- means same, while hetero-
means different.
Homogeneous mixtures are mixtures with a single phase. It means that it has
a uniform or same appearance throughout. The mixture that falls in the
homogeneous category are solutions. Heterogeneous mixtures, however, are
mixtures with two or more distinct phases. You can see boundaries between the
phases. A classic example of a heterogeneous mixture is oil and water mixed. Since

26
they are immiscible – or insoluble, they form a distinct layer of oil and water. So,
there are TWO phases of one state. They are both in the liquid state but in two
distinct phases. Under heterogeneous mixtures, we can classify them either coarse
mixture, suspensions, and colloids. Colloids are the sweet spot between
homogeneous and heterogeneous mixtures since it possesses both the properties of
homogeneous and heterogeneous mixtures.
CLASSIFYING HOMOGENEOUS AND HETEROGENEOUS MIXTURES
BASED ON OBSERVABLE PROPERTIES
Solutions, colloids, and suspensions have different physical properties. The
table below shows the comparison between solutions, colloids, and suspensions.
Physical Property Solutions Colloids Suspension
Separation Does not separate Does not separate Separates easily
easily easily, but can
separate throughout
time
Effect of a beam of Light passes through Light passes through Light cannot pass
light easily with a visible path through.
(called Tyndall effect)
Filterability Passes through a Passes through a Does not allow
filter paper easily filter paper easily particles to pass
through filter paper
Particle size Less than 1 nm 1 to 100 nm More than 100 nm
Example Orange juice/Salt Milk/Blood Flour and water
water mixture

Since all these three types of mixtures are combined physically, they can also
be separated physically. For example, a saltwater solution can be separated through
distillation. Colloidal mixtures like blood can be separated using centrifugation.
Suspensions, however, can be separated by simple filtration. Through the different
activities in this module and methods of separating mixtures that you learned in
Grade 6, you can determine whether a mixture is a solution or a colloid.

Activity 1 Distinguishing Mixtures from Pure Substances

We will look at various materials in your home and determine whether they
are mixtures or pure substances.

27
INSTRUCTIONS:
1. List down 5-10 things that you can see in your surroundings (kitchen, sala, study
area, etc).
2. Classify them using the table below. Check whether you can classify them as
either mixture or a pure substance. An example is done for you.
3. If you have internet connection, search for the chemical formula of those pure
substances that you can see at home.
Material Mixture Pure Substance
Example: Vinegar /
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Critical thinking question:
1. What was your basis in classifying those materials as mixture and pure
substance?
Activity 2: Reverse Process!
In the next task, I will be giving you examples of matter. Determine whether it
is a mixture or a pure substance.
Matter Mixture or Pure Substance
1. Helium gas inside a balloon
2. Seawater
3. Orange juice with pulp
4. Pure water
5. Carbon dioxide in air
Critical thinking question:
1. What was your reason in classifying those materials as mixture or pure
substance?
Mixture: Materials: _____________________ Reason: ____________
Pure substance: Materials: _____________ Reason: ____________
Activity 3: Three – Way Venn Diagram
There are similarities and differences between solutions, suspensions, and
colloids. Let us use a Venn Diagram in putting the similarities and differences
between them.
The three-way Venn Diagram has many portions, labelled by different letters.
Let me walkthrough you by the different portions:
For Part A: You will put characteristics unique for solutions. For Part B: You
will put characteristics unique for suspension. For Part C: You will put
characteristics unique for colloids. For Part D: You will put characteristics that are
common for both solutions and suspensions. For Part E: You will put characteristics

28
that are common for both solutions and
colloids. For Part F: You will put Solutions
characteristics that are common for both
A
suspensions and colloids. For Part G: You will
put characteristics that are common for both
D E
solutions, suspensions, and colloids.
B G C

Suspensions F Colloids

Put in the different sections of the Venn Diagram the following statements:
Homogeneous mixture Particles do not settle
Heterogeneous mixture Can be separated by physical means
Exhibits Tyndall Effect Large particles can be seen
Particles cannot be removed by straining/filtering
Particles are undissolved

You can add more statements in the Venn Diagram to complete the
comparison between solutions, colloids, and suspensions.
Critical thinking question:
1. In your own words, can how you describe solution, suspension, and colloid?

Activity 4: What Am I?
From your knowledge on the differences of pure substances (elements and
compounds), and mixtures (solutions, suspension, colloids), you can now distinguish
the classification of an unknown sample.
Try the following examples and infer the classification of the material.
1. Liquid Y boil at 100oC. When it is subjected to electrolysis, the liquid splits
into two gases. One of the gases support combustions, and the other gas
extinguishes fire. What am I?
2. Liquid Z has a uniform appearance. After quite some time, some of its
components settle and separates. When light is passed on to it, it forms a
visible path. What am I?

MODULE 4

This module was designed and written with you in mind. It is here to help you master
the nature of Matter. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

29
The module is divided into four lessons, namely:
• Lesson 4.1 – Definition and components of solution
• Lesson 4.2 – Properties and characteristics of common solutions
• Lesson 4.3 – The effect of the nature of solute and the solvent in a solution
(Solid, Liquid and Gaseous)
• Lesson 4.4 – Properties of unsaturated, saturated, and supersaturated
After going through this module, you are expected to:
1. define solution operationally and identify and describe the components of a
solution; (S7MT-Ic-2.1 and 2.2)
2. describe the properties and characteristics of common solutions.
(S7MT-Ic-2.3)
3. investigate the effect of the nature of solute and the solvent in a solution (Solid,
Liquid and Gaseous;(S7MT-Ic-2.4)
4. investigate the properties of unsaturated, saturated, and supersaturated
solutions ;(S7MT-Ic-2.5 a) and
5. perform an experiment on saturation of solution and differentiate saturated,
unsaturated, and supersaturated solutions. (S7MT-Ic-2.5. a)

Lesson Definition and Components of

4.1 Solution

Activity L 4.1.1: SILENT READING ACTIVITY with CONCEPT/VOCABULARY

MAP III (SRA.CVM)
Directions: Read and understand the text below about “solution” then accomplish
the graphic organizer “CONCEPT/VOCABULARY MAP III”.
READING TEXT: SOLUTION
A solution is a mixture that appears to be a single substance but is composed
of particles of two or more substances that are distributed evenly amongst each other.
Solutions are often described “Homogeneous mixture” because they have the same
appearance and properties throughout the mixture, and so the components appear as
a single phase. This is why a whole bottle of soft drink has the same taste throughout.
Solutions have main components. The solute which is the substance that is
dissolved, and usually present in a lesser amount (by weight). A solute is soluble, or
able to dissolve in a solution. On the other hand, the substance in which the solute is
dissolved is called the solvent. Normally, the solvent is present in greater amount (major
proportion) compared to the solute.
The solute and solvent can be in any state of matter i.e., solid, liquid and gas.
Familiar examples of solutions are the sugar in water and salt in water
solutions. Between the two examples given, which do you think are the solutes and
solvents?

30
 Indeed, you are correct. The water is the solute, and the salt and sugar are the
solvents.

Activity L 4.1.2: State of Solute and Solvent (SSS)

Directions: Identify the State of each solute and solvent of the following solutions.
SOLUTE SOLVENT
SOLUTION
Name State Name State
1. air
2. soda/soft drink
3. vinegar
4. filtered sea water
5. Brass
“CONCEPT/VOCABULARY MAP III” of SOLUTION

Definitions/descriptions
1.
2.
3.

Component 1 Component 2

Definitions/descriptions Definitions/descriptions
1 1
2. 2.

Example based on the text Example based on the text

Examples of solution based on the text

1. 2.
.

Based on the Concept/Vocabulary Map III of solution which you have just
accomplished, answer the following questions:

1. How will you define solution?

2. What kind of mixture is solution? Why?
3. What are the components of a solution?
4. How will you differentiate solute from solvent?

31
Activity L 4.1.3: More on Solute and Solvent (MSS)
A. Directions: Identify the SOLUTE/S and SOLVENT/S in each of the following
products. Write your answers in your Science Notebook.

2
1 Components:
Components:
soybeans
fresh fish salt
sea salt wheat
filtered water boiled water
mold

3 Isopropyl Components:
water
propylene
(Colorless gas)

B. Directions: The following statements show solvent and solute in some solutions.
Identify the solute and the solvent. Complete the table below for your
answers.
1. Air is a homogeneous mixture of gases. Here both the solvent and the solute are gases.
2. Sugar syrup is a solution where sugar is dissolved in water using heat.
3. Tincture of iodine, a mixture of iodine in alcohol.
Answers:
Statement No. Name of solution Solute Solvent
1
2
3

Lesson Properties / Characteristics of

4.2 Common Solutions

Using all the data you gathered, can you describe now what are the properties
of solutions?

32
 All solutions have certain properties /characteristics in common. What are
these? Have you noticed in your activity that the components of solutions (solutes)
dissolved in/mixed well with water? What happened then? The components (solutes)
are dissolved evenly that the components cannot be recognized or identified, like
what happened to sugar, powdered (coffee, milk, and juice). And because the
components are so well mixed, all parts of the solution appear the same, meaning
they have uniform in appearance all throughout. That is the reason why solutions
are homogeneous mixture. Solutions are often clear and transparent, whether
colored or colorless. Because of this, solutions do not scatter light. They do not
exhibit Tyndall Effect. This topic will be discussed more in your Grade 9 Science.
Moreover, components of solutions cannot be separated by filtration. Why?
because these are so small that they pass through the filter paper or cheesecloth.
Did you able to separate the oil from water, and rice grains from water during
your activity? Of course, yes. Why? because these mixtures are not solutions.

Activity L 4.2.1: My Solution at Home (MSH)

Directions: Make a solution of your own. Check if the following properties are
present. Make a table as shown below for your answers.

Solution Properties Answers

Name: Is it homogeneous? (Yes/No)
Solute: Is it clear and transparent? (Yes/No)
Solvent: Is it colorless? If not, what is its color?
Drawing/Picture Is the appearance uniform or not?
Is it a liquid, solid or gas solution?
Are the components can be separated by
filtration? (Yes/No)

Lesson The Effect of the Nature of Solute

4.3 and the Solvent in a Solution

Now you can identify the factors that affect the solubility of solvent and explain
how each factor affects the solubility of solute in solution. Additionally, you
can differentiate the phrases: “The Solubility of Solids in Liquids” and “The
Solubility of Gases in Liquids”.
The solubility of solids in liquids refers to the ability of solid solute (like salt) to
dissolve in a liquid solvent (like water).

33
1. There are factors that can affect the solubility. Temperature is one. How? The
rate of dissolving increases with high temperature. Remember the salt in your
activity? It dissolves faster in hot water than in cold water.
2. The solubility is also affected by the particle/molecular size. The smaller the
size of the solute, the faster it dissolves. That is the reason why iodized salt dissolved
faster than rock salt.
3. The nature of the solute can also affect the rate of dissolving process. How?
Different solutes have different solubility in the same solvent. Let us recall your
activity. Which dissolved faster in hot water, sugar, or salt? Since, these two are
different substances, therefore they have also different rate of solubility. Need
another example? Between salt and baking soda, which do you think dissolve faster
in water? Your guess is correct. Salt dissolves in water better than baking soda
does.
4. What about the nature of solvent? Let us have iodine as an example. Between
these two solvents (alcohol and water), in which do you think Iodine dissolves better?
Your guess is good again. Iodine dissolves better in alcohol than in water. Therefore,
iodine has higher solubility in alcohol than in water
Stirring does not influence solubility of a substance but like in your activity,
the salt in the glass with water which you did not stir, did not dissolve. But
eventually, if you leave the salt to stand for a long enough time, it will dissolve. So,
why do we stir? Stirring only increases the speed of the dissolving process. The faster
the mixture is stirred, the faster the solute dissolved.
Finally, the last factor that affect solubility is the pressure. Like what you have
learned from your activity, the effect of pressure is observed only in the case of gases.
Remember the Solubility of a Gas in Liquids? Yes, it refers to the ability of gas solute
to dissolve in a liquid solvent like your favorite soft drink filled in with Carbon dioxide.

Activity L 4.3.1: Project RADIE (Read,

Analyze Do, Identify and Explain) SITUATION
Directions:
1. Read, analyze, and do the given To make a cup of
situation below. tea, a teabag is
2. Identify what factors that affect placed in a cup of
the solubility of the solute could water.
Sugar is then added.
be applied to answer the How can sugar be
question. made to dissolve
3. Explain your procedure in doing faster?
the activity.

34
 Lesson The Properties of Unsaturated,
4.4 Saturated and Supersaturated

When a solid solute (substance or particle) and a liquid solvent are mixed, the
only possible reactions are dissolution and crystallization. Dissolution is the
dissolving process of the solid solute while crystallization is the process of causing
the solid solute to remain undissolved.
From your activity, you observed that there is a limit to the number of
tablespoons of sugar you can dissolve in a glass of water. And that limit is the
maximum amount of sugar (solute) that can be dissolved in a given amount of water
(solvent).
Now, in what part of your activity you created unsaturated, saturated, and
supersaturated solutions? Let us analyze the figures below.

stirred
Unsaturated sugar solution
sugar water

Fig. 4.1 Unsaturated solution

As shown in Fig.4.1, when you added 2 tablespoons of sugar in the glass with
water, all the particles of sugar dissolved when you stirred. The solution you created
is unsaturated . This type of solution contains less solute than the maximum
amount it can dissolve at a given temperature, leaving no remaining substances on
the bottom of the container. This implies that there are still more solvent (water)
particles are available to dissolve solute (sugar).

The unsaturated solution contains less than the maximum amount of solute
that can be dissolved at that temperature.

stirred water Saturated sugar solution

sugar

Fig. 4.2 Saturated solution

What did you notice when you keep on adding sugar on the glass of water and
continously stirred the solution? Yes, you are correct! Despite of stirring the solution,
some sugar crystals did not dissolve anymore and settled only at the bottom of the
glass. At this part, what process happened ? Did you say, crystallization? Yes, indeed

35
! Crystallization occurred.( process of causing the solid solute (sugar) to remain
undissolved). At this time, the solution became saturated.

The saturated solution contains the maximum amount of solute dissolved

by a given amount of solvent. Any further addition of solute will result in undissolved
solid on the bottom of the container.

stirred
water supersaturated
sugar solution
heated

Fig. 4.3 Supersaturated solution

Look at the figure above. What did you do to help the sugar crystals dissolved?
You heated the solution? Very good. What factor affects the solubility of sugar
then? Yes, its temperature. Normally, when the temperature of a solution is
increased, more particles can be dissolved, thus increasing the amount of solute,
resulting to another type of solution called supersaturated.
But , have you noticed the appearance of the solution? Does it look familiar to
you? Yes, the appearance of supersaturated solution is the same with unsaturated
solution, in which no solute settled at the bottom. But then again, how do these two
solutions differ from one another ? A supersaturated solution has more solute than
the solvent can hold, contrary to the unsaturated solution.
Do you want to make a supersaturated solution? Well, it is just easy.
A supersaturated solution can be made by preparing a saturated solution and heat
it at higher temperature then allowing it to cool, (decreasing the solubility of the
solute); so, you can add more solute in your solution.

Activity L 4.4.1: Who Am I? (WAI)

Directions: Identify what type of solution (UNSATURATED, SATURATED and
SUPERSATURATED) is described by the following statements.

DESCRIPTION TYPE
1.Can dissolve more solute at a definite temperature.
2.Can’t add any more solute to the solvent.
3.The solute is dissolved forcefully by raising the temperature
or pressure of the solution (These generally crystal out in the
bottom by the method called crystallization).
4.Can’t dissolve any more solute at a definite temperature.
5. The solute is present in an excess amount.
6. Can still add more solute to the solvent.
7. Add fourth sachet of sugar on your coffee. None of the sugar
crystals dissolved and all settled on the bottom. To dissolve
the sugar, you will do the following:
a. Heat up the coffee to dissolve the sugar
b. Cool it back down so you can drink it.

36
Activity L 4.4.2 : Favorite Saturated Tea ( FST )
Situation: Shaynne wanted to find out how much sugar is needed to make her
favorite unsweetened tea a saturated solution in 100 ml of water. The
results of her activity are shown below.

Directions : Analyze the data to answer the questions.

Step Amount of sugar

No. added Observations
1 teaspoon= 4 grams
1 1 teaspoon After stirring, sugar completely dissolved
2 1 teaspoon After stirring, sugar completely dissolved
3 1 teaspoon After stirring, sugar completely dissolved
4 1 teaspoon After stirring, sugar completely dissolved
5 1 teaspoon After stirring, sugar completely dissolved
6 1 teaspoon After stirring, some sugar particles are seen on the
bottom of the mug.

Questions:
1. Which is the solute of the solution? Which is the solvent?
2. In which step is the favorite tea solution of Shaynne described as saturated ?
Explain your answer.
3. What is the concentration of the solution in step 4 in grams ?
4. What is the maximum amount of sugar ( in teaspoon and in grams) 100mL of
water can dissolve?

Activity 1: My Ultimate Solution (MUS)

Directions:
1. Prepare your own solution at home for a total of 35 points.
2. Decide what materials you will use. (5 pts)
3. Write down your procedures in making your solution. (10 pts)
4. Your data should contain all the lessons you have learned in this module, like
the following:
• Solute and solvent (2 pts)
• Type of solution produced (2 pts)
• Properties of your solution (3 pts)
• Factors that affect the solubility of your solute during the making of
your solution. (3 pts)
5. Create your own table or other way of presenting your data. (5 pts)
6. Take picture of your solution and paste it on your table. (5 pts

37
 MODULE 5

This module was written and designed to help you gain a thorough
understanding of the ways of expressing concentration of solutions. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
The module is divided into four lessons, namely:
• Lesson 5.1 – Types of Solution: Diluted and Concentrated
• Lesson 5.2 – Concentration of Solution: Percentage by weight
• Lesson 5.3 – Concentration of Solution: Percentage by volume
• Lesson 5.4 – Concentration of Solution: Percentage by weight/volume

After going through this module, you are expected to:

1. Enumerate and describe the types of solution according to the proportion of
the solute and the solvent (Diluted & Concentrated);
2. Identify and describe the types of solution according to the amount of solute
present in the given solvent (Concentration);
3. calculate the percentage by weight of the given solutions;
4. calculate the percentage by volume of the given solutions;
5. Explain the difference between percentage by weight of solution and by volume
solution; and
6. Express the concentration of solutions in terms of percent by weight and
percent by volume.

Lesson
Dilute and Concentrated Solution
5.1

The concentration of solution is the quantity of solute in the given amount of

solution. A concentrated solution has a relatively large amount of dissolved solute.
A dilute solution has a relatively small amount of dissolved solute.
There are several ways to express the concentration of solution. You can describe
concentration qualitatively as to strongly flavored or weakly tasted, intense colored
or slowly faded for concentrated and dilute solution respectively. Concentration of
solution is the quantity of solute in the given quantity of solution. Hence, it can also
be expressed quantitatively by percent by weight, percent by volume and percent by
weight/volume as presented in the table below.

38
Quantitative ways of Expressing Concentration of Solutions
________________________________________________________________________
Concentration Unit Symbol Formula
________________________________________________________________________
weight of solute
Percent by Weight -weight/weight % (w/w) weight of solution × 100%

volume of solute
Percent by Volume-volume/volume % (v/v) volume of solution × 100%

weight of solute
Percent by Weight/Volume- weight/volume % (w/v) volume of solution × 100%

Lesson Calculating Percent by Weight

5.2 %(w/w)

A percent by weight of solution refers to the weight of solute dissolved in 100 g of

solution. It is calculated with the following formula using the gram as the base
measure of weight (w) and expressed in percent %:
% w/w = g of solute/100 g of solution x 100% % (weight of solute divided by weight
of solution multiplied by 100)
Weight of solution = weight of solute + weight of solvent

Example problem 1:
What is the weight percentage of a solution made by dissolving 10 g of NaCl
(Salt) in 100 g of H2O (water)?
1. Given
Weight of NaCl (Salt)=10 g
Weight of H2O (Water)=100 g
2. Unknown
% w/w
3. Equation
weight of solute
% w/w=weight of solution × 100%

4. Solution
weight of NaCl
% w/w= weight of NaCl+weight of H2O × 100%

10 g NaCl
% w/w= 10g NaCl+100 g H2O × 100%

10 g NaCl
% w/w= 110 g Solution × 100%

5. Sagot
The prepared solution has 9.09% NaCl by weight.

39
 Lesson Calculating Percent by Volume
5.3 %(v/v)

A percent by volume of solution refers to the volume of solute dissolved in 100 ml

solution. It is calculated with the following formula using the milliliters(ml) as the
base measure of volume (v) and expressed in %:
% v/v = ml of solute/100 m of solution x 100% (volume of solute divided by volume
of solution multiplied by 100)
Volume of solution = volume of solute + volume of solvent

Example problem 2:
What is the percent by volume of a solution formed by added 15 ml of acetone to 25
ml of water?
1. Given
Volume of Acetone =15 ml
Volume of Water =25 ml
2. Unknown
% v/v
3. Equation
volume of solute
% v/v= volume of solution × 100%

4. Solution
volume of Acetone
% v/v= volume of Acetone+volume of water × 100%

15 ml Acetone
% v/v= 15 ml of Acetone+ 25ml Water × 100%

15 ml of Acetone
% v/v= 40 ml of Solution × 100%

5. Sagot
The prepared solution has 37.5% acetone by volume.

Lesson Calculating Percent

5.4 Weight/Volume (% w/v)

Percent by weight/volume, refers to the weight of solute dissolved in milliliters

solution is calculated with the following formula using the gram (g) as the base
measure of weight (w) and milliliters (ml) for volume (v):

40
% w/v = g of solute/100 mL of solution (grams of solute divided by milliliters of
solution multiplied by 100)

Example problem 3:
What is the % w/v of a solution that has 6.5 g of sodium chloride diluted to 100 ml
Salt solution?
1. Given
Weight of Sodium chloride=6.5g
Volume of Salt Solution =100 ml
2. Unknown
% w/v
3. Equation
weight of solute
% w/v=volume of Salt solution × 100%

4. Solution
weight of Sodium chloride
% w/v= volume of Salt solution × 100%

6.5 g Sodium chloride

% w/v= 100 ml Salt Solution × 100%

5. Sagot
The prepared solution has 6.5% Sodium chloride weight per volume.

Activity 1: Weight and C (Calculate)

Calculate the percent composition by weight of a solution following the steps in
solving word problem.
1. A 10 g sugar cube is dissolved in a 350 g of water. What is
the percent concentration by weight of the sugar
10 g sugar
solution?
cube
G_____________________________________________
U_____________________________________________
E_____________________________________________ 350 g
S_____________________________________________
water
S_____________________________________________
2. A solution is made by dissolving 125 g of sodium
125 g sodium
chloride in 750 g of water. What is the percent by
weight of sodium chloride? chloride
G_____________________________________________
U_____________________________________________
E_____________________________________________
S_____________________________________________
750 g water
S_____________________________________________
Activity 2: Volume over Volume
Calculate the percent composition by volume of a solution following the steps in
solving word problem.
1. A solution is made by adding 25 mL of acetic acid to 80 Ml of water. What is the
percent by volume of acetic acid?
G_____________________________________________

41
U_____________________________________________
E_____________________________________________
S_____________________________________________
S_____________________________________________
2. A solution is prepared by dissolving 80 ml of hydrogen peroxide in enough water
to make 480 ml of solution. Calculate the concentration of the hydrogen peroxide
solution.
G_____________________________________________
U_____________________________________________
E_____________________________________________
S_____________________________________________
S_____________________________________________
Activity 3: Gram per Milliliter Calculations
Calculate the percent weight/ volume of a solution following the steps in solving word
problem.
1. A solution is prepared from 15 g of salt in ample amount of water to make 180 mL
solution. Calculate the mass/volume concentration of salt.
G_____________________________________________
U_____________________________________________
E_____________________________________________
S_____________________________________________
S_____________________________________________
2. A solution is prepared by dissolving a sachet of chocolate drink containing 22g
powder in 350 ml water. What is the weight/volume percentage of the chocolate
drink powder?
G_____________________________________________
U_____________________________________________
E_____________________________________________
S_____________________________________________
S_____________________________________________
Activity 4: Observe, Calculate and Explain
Five solutions containing 20 ml of water and different amount of solute into each of
the container were prepared. Using your knowledge in calculating the concentration
of solution. Compute the weight/volume percentage of solute present in each
container.
2 g red food 4 g red food 6 g red food 8 g red food 10 g red food
Coloring Coloring Coloring Coloring Coloring

20 ml water 20 ml water 20 ml water 20 ml water 20 ml water

___________ ___________ ___________ ___________ ___________
Questions:
1. What happens to the color as the number of solute increases? And decreases?
2. Which container is the most dilute? Why Cdo you say so? D
3. Which container is the most concentrated? Why do you say so?
4. How can the concentration of solution be increased? decreased?
5. How can the concentration of solution be expressed?

42
To Dilute or To Concentrate Analogy
Analyze the following situations then tell what you are going to do.
1. Your mother is cooking chicken Adobo, she put a lot of vinegar and taste too
sour. If she adds soy sauce, it’s going to be salty. What could you possibly do
to lessen the vinegar flavor?
2. Muriatic acid is the commercial name for hydrochloric acid is made up of
water and acid and commonly contains 31.45% acid by mass that is 31.45 g
acid for every 100 g water. It is harmful that it could burn your skin if you use
it in that concentration. How will you make it 2% acid by mass?
3. Hydrogen peroxide or commonly known as Agua oxigenada commercially
comes in 3% concentration, it’s a mild antiseptic used for wounds to prevent
infection and can also be used as a mouthwash by mixing 1part hydrogen
peroxide: 2 parts water ratios. If you use 1 cup water, will you add more
hydrogen peroxide or lessen its amount?

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
Number of hours in Length of stem (in cm)
sunlight Replicate 1 Replicate 2 Replicate 3
3 hours 3.0 3.1 3.3
4 hours 4.2 4.2 4.4
5 hours 6.3 6.1 6.2
6 hours 7.1 7.2 7.7
Your teacher asked you if there is an effect of number of hours exposure in
the length of stem of Vigna radiata. You prepared three replicates of the plant in the
same soil receiving same amount of water but different amount of sunlight.

1. Which of the following statements is the main problem in the study?

A. What variety of Vigna radiata will have longest stem length in different hours
of sunlight?
B. Is there a significant difference on the stem lengths of Vigna radiata when
exposed to different amounts of sunlight?
C. In what replicate does the stem length of Vigna radiata has the most effect of
sunlight?
D. What is the difference between replicates 1, 2, and 3 of Vigna radiata exposed
in different amounts of sunlight?

43
2. Given the following hypotheses, which of the following is a NULL hypothesis based
on the situation above?
A. There is an optimal growth of Vigna radiata at 6 hours exposure.
B. There is no significant effect of amount of sunlight in the length of Vigna
radiata.
C. Between 5 to 6 hours radiation, most of the Vigna radiata will grow at least 6
cm stem length.
D. In less than 3 hours, there is no considerable stem length on Vigna radiata.
3. What is the element that is named after Marie and Pierre Curie?
A. Cesium B. Curium C. Calcium D. Chlorine
4. This element has a symbol of Pb.
A. Potassium B. Tin C. Lead D. Tungsten
5. Which one of the following may be classified as a compound and as a molecule?
A. Water B. Oxygen C. Crude oil D. Sodium
6. Natural gas is mainly methane (CH4). What two elements are found in methane?
A. Magnesium and oxygen C. Magnesium and hydrogen
B. Carbon and oxygen D. Carbon and hydrogen
7. Which of the following statements best describes colloids in contrast with
solutions?
A. Colloids may look homogeneous, but they are heterogeneous mixtures.
B. Colloids may look heterogeneous, but they are homogeneous mixtures.
C. Colloids are stable mixtures and do not separate throughout time unlike
solutions.
D. Colloids cannot pass through light as it is opaque unlike solutions.
8. A student added a second packet of sugar to his solution. Not all the sugar
crystals dissolved, and a few settled on the bottom of the container. Which type
of solution is created?
A. saturated C. unsaturated
B. supersaturated D. Both A & B
9. Two glasses containing 150 ml water each, one glass is added with 1 spoon of
sugar and the other is added with 3 spoons of sugar. Which of the following
observations indicates that the solution is a concentrated solution?
A. It is colorful. C. It tastes sweet.
B. It tastes less. D. It has dark /intense color.
10. Suppose that a solution was prepared by dissolving 25.0g of sugar into 100g of
water. Calculate the percent by mass of sugar.
A. 10% B. 20% C. 60% D. 89%

44
 45
Activity L4.4.1: Who Am I? (WAI) Activity L4.1.2: State of Solute and Solvent
1. Unsaturated (SSS) What’s More
2. Saturated 1. Air - Solute: oxygen, carbon dioxide, other
3. Supersaturated gases (gas) Solvent: nitrogen (Gas) Activity 1 – varies
4. Saturated 2. Soda- Solute: carbon dioxide (gas) Solvent:
5. Supersaturated water (Liquid)
6. Unsaturated 3. Vinegar - Solute: acetic acid (liquid) Solvent:
Activity 2 –
7. Supersaturated water (Liquid)
Activity L4.4.2 : Favorite 4. Filtered Sea Water - Solute: Salt and other
Saturated Tea (FST)
1. PS
minerals (solid) Solvent: Water (Liquid)
Q1.Solute (unsweetened tea and 2. M
5. Brass - Solute: zinc (solid) Solvent: copper
sugar) solvent (water)
Q2. Step 5. The solution is (Solid) 3. M
saturated when all (maximum Activity L4.1.3: More on Solute and Solvent
(MSS)
4. PS
amount) of the solute was
dissolved. At step 6, some salt 1. SOLUTE - fresh fish, sea salt 5. PS
already came out of solution and SOLVENT - filtered water
2. SOLUTE – soybeans, salt, wheat, mold
Activity 3 – varies
did not dissolve anymore. (At this
part , if the solution is to be SOLVENT - boiled water
heated, it becomes now 3. SOLUTE - propylene (colorless gas) Activity 4
supersaturated) SOLVENT – water
Q3. 16 grams/100 ml X 100% = B.
16% NAME OF SOLUTION – 1) Air 2) Sugar syrup 3) 1. Compound
Q4. The maximum amount of Tincture of iodine 2. Colloid
sugar a 100 ml of water can SOLUTE – 1) Oxygen, CO2, water vapor, etc 2)
dissolve based on the activity is 20 Sugar 3) iodine 3. Element
grams or 5 teaspoons of sugar. SOLVENT – 1) Nitrogen 2) water 3) alcohol 4. Solution
Module 4 Module 3
What’s More Lesson 2.2 Activity 1
What’s More
Lesson 2.2 Activity 2
1. C
2. E
3. B
4. A
5. D
Module 2
Assessment What I Know
1. B 6. D 1. C 6. C
2. B 7. A 2. A 7. B
3. B 8. A 3. B 8. C
4. C 9. C 4. C 9. A
5. A 10.B 5. C 10. D
 46
bleach
Ingredient Safety. https://www.canr.msu.edu/news/covid-19-disinfecting-with-
Anderson, E. J. L. (2020). COVID-19 – Disinfecting with Bleach. Center for Research on
https://www.insider.com/does-hydrogen-peroxide-kill-germs-and-viruses
Heger, E. (2020). Does hydrogen peroxide kill germs? Yes, it’s effective against viruses. Insider.
Inc.,
Rebecca C. Nueva España and Joy A. Apostol. (2008). Chemistry III. Abiva Publishing House,
Aurora A. Franco, et al. Interactive Chemistry. Instructional Coverage System Publishing, Inc.
Massachusetts, 2002.
Zumdahl, Zumdahl, DeCoste, World of Chemistry, Houghton Mifflin Company, Boston,
Prentince Hall, 2007.
Principles & Modern Applications, 9th ed. Upper Saddle River, New Jersey: Pearson
Petrucci, Ralph, Harwood,William, Herring, Geoffrey, Madura, Jeffry, General Chemistry:
roductory_Biology_(CK12)/01:_Introduction_to_Biology/1.01:_Scientific_Investigation
https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/Book:_Int
Libre texts. (2020, July 14). 1.1: Scientific Investigation. Retrieved July 15, 2020, from
Internet Sources:
SEDP (1997) Science and Technology III Textbook
Abesamis, Elizabeth (2005). Module in Science and Technology I
Rabago, Lilia M. et al. (2001). Chemistry Textbook Science and Technology
Special Science Classes of S&T Oriented High Schools
DOST – SEDP (2001). Research – 1: A Compilation of Instructional Enrichment Materials for
References
What’s More
Activity 3.3 What Can I Do
A. 2g/22mlx100% =10%
1. Chlorine solution containing
B. 4g/24mlx100%=17% 14.3 g Chlorine powder and
C. 6g/26mlx100%=23% 2000 ml is concentrated while
D. 8g/28mlx100%=29% the solution 14.3 g powder and
E. 10/30mlx100%=33% 20,000 ml water is dilute.
Answer to Questions
1. The color becomes more intense or. Darker as the number of solute increases and 2. Liquid bleach solution
slowly fades away as it decreases. containing 235 ml bleach in 2,
2. Container A because it contains. Less solute and has light color. 115 ml water can be used to
3. Container E because it contains a lot of solutes and has dark color.
disinfect surface while the one
4. Increasing and decreasing the amount of solute at certain amount of solvent can
make the concentration of solution high and low respectively. containing 235 ml bleach and 4,
5. Concentration of solution can be expressed by calculating the Percent by weight, 230 ml water can be used for
Percent by Volume, and Percent by Weight/Volume. handwashing.
What’s More What’s More What’s More
Activity 3 Activity 2 Activity 1
1. 1. 1.
G- 10 g sugar, 350 g water G- 15 g salt, 180 ml solution G- 25 ml acetic acid, 80 ml water
U- % by weight of sugar U- % by weight/volume of sugar U- % by volume of acetic acid
E- % by weight = weight of E- % by w/v = weight of solute/ volume E- % by volume = volume of
solute/weight of solution x 100% of solution x 100% solute/volume of solution x 100%
S- % by weight = 10g/360g x 100 % S- % by w/v = 15g/180ml x 100 % S- % by volume = 25 ml/105 ml x 100%
S- 2.8% or 3% S- 8.3% or 8% S- 23.81% or 24 %
2. 2. 2.
G- 125 g sodium chloride, 750 g water G- 22 g chocolate powder, 350 ml G- 80 ml hydrogen peroxide, 480 ml
U- % by weight of sodium chloride water solution
E- % by weight = weight of U- % by weight/volume of chocolate U- % by volume of hydrogen peroxide
solute/weight of solution x 100% powder E- % by volume =volume of solute
S- % by weight = 125g/875g x 100 % E- % by w/v = weight of solute/volume volume of solution x 100%
S- 14.29% or 14% of solution x 100% S- % by volume = 80 ml/480 ml x 100%
S- % by weight = 22g/350 ml x 100% S- 16.67% or 17%
S- 6.29% or 6 %
Module 5
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