Teaching Guide - Science 7

7
Teacher’s Guide
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Department of Education
Republic of the Philippines
Science – Grade 7
Teacher’s Guide
First Edition, 2013
ISBN: 978-971-9990-59-8
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Published by the Department of Education

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Authors: Alvie J. Asuncion, Maria Helen D.H. Catalan, Ph.D., Leticia V.
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UNIT 1: Diversity of Materials in the Environment
Overview
This set of five modules on the Diversity of Materials in the Environment

provides many opportunities for students to increase their understanding of solutions,
substances and mixtures, elements and compounds, acids and bases, and metals
and nonmetals, through engaging them in scientific inquiry.
There is a wide range and variety of materials on Earth. These include

natural materials, those that have been made from other materials (processed or
manufactured), and those which make up living things. In Grade 7, the development
of ideas about materials begins with awareness of solutions, which students often
encounter everyday as liquid mixtures. Further awareness of materials in terms of
the components they are made of—substances, elements, compounds are taken up
in Modules 2, 3, and 5. Students will also study the properties of a special group of
compounds—acids and bases in Module 4.
These concepts will be encountered by the students in the contexts and life
situations that they are most familiar with. It is important to recognize that the
teaching of the concepts covered in this set of modules focuses more on the ‘macro’
view (the tangible and visible). Science education research recommends that
concepts be taught, initially, at the macro level only. Explanations at the
‘submicroscopic’ level (atomic or molecular level) could be shared in appropriate
doses enough to be processed by the students. The use of chemical symbols and
equations are reserved for higher grade levels much later. The experiences gained
through different activities in each module will allow students to transform the
information they obtain into a form that is usable to them in their own personal and
community context.
The development of the modules veers away from teaching science that is
textbook-centered to that which incorporates interactive and inquiry-based learning
experiences. Inquiry is essential in learning science. When students are engaged in
inquiry, they describe objects and phenomena, “identify questions that can be
answered through scientific investigations; design and conduct a scientific
investigation; use appropriate tools and techniques to gather, analyze, and interpret
data; develop descriptions, explanations, predictions, and models using evidence;
think critically and logically to make the relationships between evidence and
explanations; recognize and analyze alternative explanations and predictions;
communicate scientific procedures and explanations; and use mathematics in all
aspects of scientific inquiry” (The National Science Education Standards, U.S.
National Research Council, 2000. p.19).
Research has shown that the use of inquiry and investigative skills develop
with age. In this set of modules, the students will apply the inquiry skills they learned
in earlier grades. They will plan and carry out simple science investigations. Each
student will be able to participate first-hand in looking for evidence to answer
questions they have posed at the beginning. They will have opportunities to gather
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and interpret data as well as draw conclusions based on evidence they have
gathered. They will perform fair tests by identifying variables to be changed,
measured and controlled, and do repeat trials.
The teacher needs to guide and intervene throughout the process of

investigation to improve the students’ understanding of the concepts involved.
Gradually, the students will gain more independence in looking for evidence to
answer questions as they move from guided inquiry to full investigations.
It is hoped that through the use of inquiry, teachers will be able to facilitate
learning of science and assess each student’s developing understandings and
abilities. Some activities, by themselves, can be considered as embedded
assessment. There is also a pre/post test that should be administered before and
after all the activities in each module have been completed. The teacher needs to
analyze the results of these tests. The pretest results will indicate students’ prior
knowledge and alternative conceptions (if any). The posttest results will show the
extent of students’ comprehension of the concepts and their capacity to demonstrate
needed skills. The posttest can also reveal students’ misconceptions that need to be
addressed in succeeding modules.
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Unit 1
SOLUTIONS
MODULE 1
In this module on Solutions, the activities have been sequenced in such a
way that the concepts are developed gradually from the first to the last activity. It
starts with the students being acquainted with solutions found in their home. The
second activity allows them to study some common characteristics of solutions—
appearance, number of phases observed, ability to be dissolved in water, and ability
to be filtered. In Activity 3, students begin to distinguish a saturated from an
unsaturated solution through a guided investigation where they learn that there is a
maximum amount of solute that can dissolve in a given amount of solvent at a
certain temperature.
Key questions for this module
What common properties do solutions have?

Are solutions always liquid?
Will all solids dissolve in water?
How fast do solids dissolve in water?
The development of inquiry skills is also gradual. In Activity 1, the students

will simply write observations and present their observations in table form. In the
second activity, students will predict, find some patterns and draw conclusions based
on the collected data in order to give some common characteristics of solutions.
Students will have the opportunity to observe, measure, analyze data and
consequently give generalizations when they distinguish between a saturated and an
unsaturated solution in Activity 3.
Activities 4 to 6 deal with factors affecting how fast a solid solute dissolves in
water. Students will perform a guided investigation where they will (1) formulate
specific question(s) to a testable form; (2) formulate a hypothesis that identifies a
cause and effect relationship between the dependent and independent variables; (3)
select and justify a procedure to be used in answering the specific question(s); (4)
identify the dependent and independent variables in the investigation; (5) carry out
the procedure that includes a fair test, including controlling variables and doing
repeated trials to increase accuracy and reliability; (6) make observations that are
relevant to the specific question(s); (7) make measurements using appropriate
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devices; (8) record and report all observations and data; (9) interpret patterns from
the data gathered; (10) infer and explain relationships from the data; and (11) draw a
conclusion from the results obtained, including a statement to support or reject the
hypothesis.
Activity
1
What solutions do you find in
your home?!
For the TEACHER
1. Assign your students to go to a store or grocery and list the products being sold.
Ask them to identify which among the products are solutions.
2. Let the students describe the products in terms of color and appearance, odor,
feel, and taste (for food products).
3. They may also search their kitchen shelves and storage areas at home to
identify the solutions they use at home. Let the students bring the product
itself or the label of the used product.
4. Bring to class other solutions which students may not recognize as solutions.
Some examples are bronze medal, brass, stainless steel utensils, sterling
silver jewelry, coins, and other solutions.
Activity
2 What are the properties of

solutions?
Table 1. Data table for Activity 2

(1) (2) (3) (4) (5) (6) (7)
Sample Will Appearance Number Can be Path of light Solution

solid or dissolve of separated (can or or not?
liquid in ½ cup phases by cannot be
water filtration seen)
(yes or no) (yes or no)
Sugar completely uniform one NO cannot be solution

seen
Salt completely uniform two NO cannot be solution

seen
Mongo not at all not uniform two YES can be seen not a
seeds solution
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(1) (2) (3) (4) (5) (6) (7)
Sample Will Appearance Number Can be Path of light Solution

solid or dissolve of separated (can or or not?
liquid in ½ cup phases by cannot be
water filtration seen)
(yes or no) (yes or no)
Powder completely not uniform two NO or can be seen colloid

ed juice or some (not a
partially powder solution)
left
on filter
paper
Cooking not at all not uniform Two NO can be seen not a

oil layers solution
Vinegar completely uniform one NO cannot be solution

(clear seen
type)
Colloidal completely not uniform one NO can be seen not a

type solution
Note 1: In column 3, students may describe the mixture in other ways such as
homogeneous or heterogeneous. They may also describe the color of the mixture.
Note 2: For salt as sample, students might observe two phases (the liquid part and
some solids at the bottom of the container.) These particles may either be
undissolved salt or particles of dirt from the sample used. In this case, the number of
phases is two. However, if all of the salt dissolved, then the number of phases is
one.
In Activity 2, students found out that a solution is formed when a solute

dissolves in a solvent to form a single phase that appears uniform throughout. In a
solution, the particles are too small that they cannot be seen by the unaided eye. The
particles in solution are smaller than the pores of the filter paper or the cheesecloth
and so these can pass through the filter.
Each part of a solution retains its characteristic properties. When a sugar

solution is filtered, the filtrate tastes sweet. The sweetness of sugar is present in any
part of the sugar solution.
Ordinarily, a path of light from a source cannot be seen unless the light
passes through mist or through dust in the air. These particles scatter light. The path
of light is visible only when the light is scattered by particles. So, when a beam of
light from a flashlight is passed through a solution, the path of light is not observed
because the particles are too small to scatter light. On the other hand, particles of
colloids and suspensions scatter or reflect light. The scatter of visible light by
particles is called Tyndall effect.
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In Activity 2, the path of light cannot be seen in the samples which dissolved
completely in water. These are solutions. So, one property of solutions is that they
do not scatter light. Solutions do not exhibit Tyndall effect. However, the path of light
can be observed in the samples that did not completely dissolve in water.
Based on the results of Activity 2, there are common properties that solutions
have.
Some common properties of solutions:
1. Solutions are homogeneous. They are mixtures consisting of one phase

only. The components are so well mixed that all parts of the solution
appear the same. A solution has the same composition and properties
throughout.
2. The solute cannot be separated from the solvent through filtration

because these are so small that they pass through the filter paper or
cheesecloth.
3. Solutions do not scatter light. They do not exhibit Tyndall effect.
It would be good to introduce the concept of solute and solvent after Activity
2. A solution consists of two components called the solvent and the solute.
Generally, the component present in small amount is called the solute. The solute
and the solvent dissolve in each other. Usually the solvent is the component present
in greater amount. So in a sugar solution, sugar is the solute and water is the
solvent.
Activity
3 What is the evidence that a

solution is saturated?
Answers to Questions
Q1. The solution appears uniform throughout. It is homogeneous. Q2. Five

and ½ teaspoons of sugar were added when there was excess undissolved
sugar observed remaining in the container. Q3. Five teaspoons of sugar is the
maximum amount that can dissolve in 20 mL of water.
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Note: Activity 3 is done at room temperature only. The effect of temperature
on solubility is not yet discussed in Grade 7. Activities 4 to 6 will deal only with the
factors affecting how fast a solid solute dissolves in water.
While in general, solubility of solute increases as temperature is increased, it

should be noted that the relationship between temperature and solubility is not
simple. Faster dissolving does not necessarily mean more extensive dissolving. It is
important to distinguish the effect of temperature on how fast the process of
dissolving takes place from its effect on the final amount of solute that will completely
dissolve.
The solubility of some solutes decreases as temperature increases. On the

other hand, there are solutes that increase their solubility at higher temperatures. For
some other solutes, their solubility is not affected by an increase in temperature.
Since the effect of temperature on different solutes is more accurately explained
using solubility curves, Grade 7 students are not expected to use these solubility
curves, which will be taken up in Grade 9. The effect of temperature on the solubility
of gases in liquids will also be taken up also in Grade 9.
Teacher Demonstration: Concentration of Solutions
Materials
food color (blue, yellow, or green)

medicine droppers
water
4 clear, transparent bottles
stirrer
Procedure (Part 1)
1. Label the clear, transparent bottles with numbers 1 to 4.

2. Place one drop of food color in bottle #1.
3. Add 50 mL water to the food color in bottle #1 and stir the solution.
4. Place 10 drops of food color in bottle #2.
5. Add 50 mL water to the food color in bottle #2 and stir the solution. 6. Show the
class bottles #1 and #2 and ask them to differentiate the two bottles.
Procedure (Part 2)

2. Add 20 mL water in bottle #3 and stir the solution.
4. Add 100 mL water to the food color in bottle #4 and stir the solution. 5. Show
the class bottles #3 and #4 and ask them to differentiate the two bottles.
After the demonstration, student should be aware that concentrated solutions can
be prepared either by adding more solute and keeping the amount of solvent the
same or keeping the amount of solute the same and reducing the amount of solvent.
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Activities 4 to 6 focus on some factors affecting how fast a solid solute
dissolves in water. These activities will allow students to perform simple
investigations where they have to do the following:
1. formulate a specific question or problem to a testable form

2. formulate a hypothesis (the statement that gives a tentative answer or solution to
the question; a possible explanation that will be proven or disproven) 3. select and
justify a procedure to be used in answering the specific question 4. identify the
dependent and independent variables in the investigation
The dependent variable is the factor or condition that is
∙ measured or responding in an experiment
∙ the change or result that occurs due to the independent variable ∙

the “what will happen” in an experiment
The independent variable is the factor or condition that is
∙ changed in an experiment directly caused by the experimenter ∙

manipulated in the experiment
∙ the “what you do” in the experiment
5. carry out the procedure that includes a fair test, which includes identifying the
control variables (factors that are kept the same) and doing repeated trials to
increase accuracy and reliability.
A fair test is making sure that in an experiment, one factor or

condition (the independent variable) affects another (the
dependent variable) by keeping all other conditions
constant or the same.
6. make observations that are relevant to the specific question 7.

make measurements using appropriate devices and units
8. record and report all observations and data
9. interpret patterns from the data gathered
10. infer and explain relationships from the data; and
11. draw a conclusion from the results obtained, including a statement to support or
reject the hypothesis.
The teacher will demonstrate the effect of stirring, as one factor affecting how
fast solids dissolve in liquids. For the other factors affecting how fast solids dissolve
in water, the class can be divided into groups of 6-8 students, where different groups
can address any one of the following:
a) the effect of particle size

b) the effect of temperature
c) the nature of the solute
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The discussion for Grade 7 will be limited only on the factors that affecting
how fast a solid solute dissolves in water based on the results of the students’
investigations in this module.
Teacher Demonstration: The Effect of Stirring
1. Put one (1) teaspoon of chocolate powder in each of two different transparent
drinking cups, labeled cup A and cup B, respectively.
2. Add ½ cup of water in each of the cups. Let the students observe closely.
3. Stir the mixture in cup A 10 times using a stirrer or teaspoon. Do not stir the
mixture in cup B.
4. Let the students observe what happens in each cup.
5. Ask the students: what differences do you observe between cup A and cup B?
6. Let the students give the reason(s) for the results they observed.
Emphasize that stirring the solution will let the solvent particles come in
contact faster with the corners and edges of solute particles. Therefore, the solute
dissolves faster. Keep in mind that stirring does not affect the amount (how much) of
solute that dissolves in solution. You will recall in Activity 3 that a solute remains
undissolved no matter how much you stir if it is already a saturated solution.
Activity
4 Size matters!
1. Let different groups of students design and conduct an investigation to find out
whether the particle size of a solid affects how fast it dissolves in water.
2. Ask students to come up with a hypothesis in a testable form. Example: The

crushed salt dissolves faster than the uncrushed (salt which has bigger size of
particles).
3. Ask students to think about how they could investigate this question using table
salt. Introduce them to the idea that crushing salt will make the particle size
smaller.
4. Provide measuring cups and teaspoons, water, table salt (big crystals) and
crushed salt. Let them use a big cup or glass bottle to roll over table salt in
order to crush it.
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5. Let the students list the materials they need. Check whether the list is complete.
Make sure that the following materials are listed (though the groups may ask
for different amounts):
2 clear plastic cups

2 stirrers
Measuring cups: ½ cup, 1 cup
2 tablespoons of rock salt
water
6. Check the procedure of the students. The dependent and independent variables
should be identified. The control variable should also be specified and
considered in the procedure to be done.
7. Let the students perform at least two trials (replicates), but it is much better if three
trials or replicates are done.
Effect of Particle Size
In the discussion, ask students if their observations from the investigation

support this idea that smaller pieces can dissolve faster than larger ones. They can
infer that when water and salt are mixed, the particles are constantly moving within
the container.
The teacher should let the students imagine that in a solution, the particles of
the solute (table salt) and the solvent (water) are constantly moving. Water particles
collide everywhere along the surface of the particles of table salt.
When the water particles come close to the salt particles, the collision
happens more often at the corners and edges of the solid salt. At the corners and
edges of the solid, the particles are more easily removed than those which are within
the solid.
The container with crushed salt has much smaller particles in the solution
than the container with bigger crystals of salt. So water particles could more easily
surround the smaller particles of crushed salt than the surface of the big salt crystal.
Therefore, the crushed salt dissolves faster. Thus, the smaller particles of salt, the
easier they mix with the water.
These explanations refer to the surface area of the solute particles. The
surface area is the area of the solute particles exposed to the solvent (water in this
case). Since the crushed table salt has a bigger the surface area, then it dissolves
faster. Therefore, crushed table salt dissolves faster than the bigger granules of salt.
Note: The term “surface area” is not used in explaining the effect of particle size to
Grade 7 students since it may still be difficult for them to visualize what it means.
However, showing a big whole cube and another cube of the same dimension but cut
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into smaller pieces of cubes may help students visualize that the cube cut into
smaller pieces has a larger surface area.
Activity
5
How fast does coffee dissolve
in hot water? In cold water?
This activity will let students conduct an investigation to see how fast coffee
dissolves in cold and in hot water.
1. Ask students how they make hot coffee. Ask them if they could make “cold coffee”
by adding cold water or milk to the hot coffee.
2. In groups, ask them to write a hypothesis in testable form to compare how fast
coffee dissolves in cold and in hot water. An example of a hypothesis is: Coffee
powder dissolves faster in hot water than in cold water.
3. Give time for the students to determine which variables should be controlled. They
should come up with the following variables: amount of water in each cup;
amount of coffee in each cup; method of stirring; time when the solid is added to
water, and how long each solution is stirred. Students should know that what
differs in each cup is the temperature of the water.
Note: You may either have each group conduct its own investigation according
to the group’s plans, or have a class discussion to decide on a procedure that
everyone will use.
4. Let them list the materials they need as well as the amounts needed. Their list
should include the following:
2 cups hot water

2 cups cold water
instant coffee powder
2 clear plastic cups
2 stirrers
Measuring spoons: ½ tsp, 1 tsp
6. The following procedure is one method students can use. Different ratios of coffee
and water can be used since different groups are assigned to investigate the
effect of temperature.
Procedure
1. Place ½ cup of cold water in a cup.

2. Place ½ cup of hot water in another cup.
3. At the same time, add ½ teaspoon of coffee to each cup.
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4. Stir each solid for 10 seconds and observe.
5. Stir for another 10 seconds and observe again.
Expected results: The coffee in hot water will make the color of water dark brown or
black. The coffee powder will dissolve faster in hot water. In cold water, there will be
some coffee particles remaining that did not dissolve. With more stirring, the coffee in
the cold water may also completely dissolve in the water after some time.
Note: Coffee is used in this activity because making hot coffee is common to
students and such will show how heating a liquid can affect how fast a solid
dissolves.
Let the students draw diagrams or illustrations showing the stages of a solid
dissolving. Ask students questions like the following:
• Does coffee dissolve faster in hot water?

• What is the best way to make “cold coffee”?
The Effect of Temperature
Most solids, like coffee powder, dissolve faster in hot water than in cold
water. At higher temperature, the water particles in move faster and come in contact
more frequently with the solute particles (the coffee powder).
Activity
6
Which dissolves faster in hot
and in cold water? Sugar or
salt?
Questions to investigate: Does salt dissolve faster in hot water than in cold water?
Does sugar dissolve faster in hot water than in cold water?
1. Ask students to investigate how temperature affects how fast sugar and salt
dissolve in water.
In their earlier investigations, students learned that the temperature of water

affected how fast coffee dissolves in water. Ask students how they could test
whether the temperature of water affects how fast salt dissolves in water. Similarly,
ask them how they can test whether temperature of water affects how fast sugar
dissolves in water.
2. Let the students formulate a hypothesis in testable form. For example, they can
predict that both sugar and salt dissolve better in hot water than in cold water.
3. Ask the students to identify the dependent and the independent variables.
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4. Give time for the students to determine which variables should be controlled. They
should come up with the following variables: amount of water in each cup;
amount of salt and sugar in each cup; method of stirring; time when the solid is
added to water, and how long each solution is stirred. Students should
recognize that what differs in each cup is the temperature of the water.
You may ask students these questions to guide them in controlling
variables: • Do you need to use the same amount of sugar in each
sample?
• Do you need to use the same amount of water in dissolving both sugar and
salt?
• Should the water be at the same or at different temperatures?
5. Let them list the materials they need as well as the amounts needed. Their list
should include the following:
2 cups of water
2 cups cold water
2 tablespoon sugar
2 tablespoon salt
4 plastic cups
2 stirrers
Measuring spoons: ½ tsp, 1 tsp
6. The following procedure is one method students can use. Different amounts of
salt, sugar and water can be used depending on the planned procedure of the
students.
Hint: It is better to use a small volume of water, for example, 20 mL of water to

make the time for investigation shorter.
Sugar in hot and cold water

a. Place 20 mL of hot water in a cup.
b. Place 20 mL of cold water in another cup.
c. At the same time, add 2 teaspoons of sugar to each cup.
d. Stir the sugar in each cup for 10 seconds and observe. What happened to
the sugar?
e. Record your observations.
f. Stir for another 10 seconds and observe again.
g. Set aside both containers.
h. After 5 minutes, observe closely the bottom of the container.
Salt in cold and hot water
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Repeat Steps 1 to 7 with salt.
7. Discuss the results of the investigation. Ask the following questions:
• Does temperature affect how fast sugar dissolves in water? Give the
evidence based on your observations.
• Does temperature affect how fast salt that dissolves in water? Give the
evidence based on your observations.
• Which dissolves easier in hot water: sugar or salt?
Expected results:
For sugar: Sugar dissolves faster in hot water than in cold water. Two
teaspoons of sugar can completely dissolve at room temperature in three
minutes. But, two teaspoons of sugar can completely dissolve at 75oC in one
minute and 13 seconds.
For salt: There is about the same amount of salt remaining at the bottom of
both the hot and cold containers. Only a little more salt can dissolve in very hot
water than in cold.
Students can conclude that temperature affects how fast sugar dissolves in
water more than it affects how fast salt dissolves in water. This conclusion is
based on the difference in the time needed to dissolve sugar in cold and in hot
water. However, there is only a slight difference in the time needed to
completely dissolve the salt in hot water than in cold water.
8. Let students use their observations to make statements about the effect of
temperature on how fast salt dissolves in water as well as how fast sugar
dissolves in water.
9. When all groups have completed their investigation, compare the results.
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PRE/POST TEST
1. Which of the following is an example of a solution? (Choose more than one.)
a. Vinegar
b. Mud in water
c. Food coloring in water
d. Sugar dissolved in water
e. Ice cream
Give the reason why you think these are solutions.
2. Which statement describes the solute?
a. It is the solid formed in solution.

b. It is the liquid part of the solution.
c. It is the component of a solution in smaller amount.
d. It is the component of a solution in bigger amount.
3. Which is more concentrated, a solution containing 5 grams of salt in 10 grams of

water or a solution containing 18 grams of salt in 90 grams of water? Show
your calculations.
4. The label of the 200-mL rubbing alcohol that Mrs. Herrera bought shows that it
contains 40% ethyl alcohol. What is the volume of ethyl alcohol does the
rubbing alcohol contain? Show your calculations.
5. Joel and Ben wanted to find out how much salt is needed to make a saturated
solution in 100 mL of water. Use the following data to answer the questions
below the table.
Step Amount of Observations
Number salt added
1 6 grams After stirring, salt completely dissolved.
7 6 grams After stirring, some salt is seen at the bottom of

the container.
a. Which is the solute of the solution? Which is the solvent?
b. In which step is the solution described as saturated solution? Explain your
answer.
c. What the concentration of the solution in step 4?
6. Give one reason why people stir coffee or juice in water after they have added
sugar.
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7. Why do you think that it is easier to dissolve powdered brown sugar than a big
whole piece or chunk of brown sugar (the size of a small ice cream cup) in
water?
For items 8-10: A group of students was asked to investigate how fast sugar
dissolves in cold and in hot water?
8. If this is going to be a fair test, what variables should they control?
a. Amount of water and sugar in each cup, method of stirring, time when the
solid is added to water, how long each solution is stirred.
b. Amount of water and sugar in each cup, method of stirring, how long each
solution is stirred.
c. Amount of sugar in each cup; method of stirring, time when the solid is
added to water, how long each solution is stirred.
d. Amount of water in each cup, method of stirring, time when the solid is
added to water; how long each solution is stirred.
9. What is the dependent variable (what is being measured)?
I. The temperature of water.

II. The amount of sugar.
III. The length of time that sugar completely dissolves in hot water. IV.
The length of time that sugar completely dissolves in cold water.
a. I only c. II and III

b. II only d. III and IV
10. What is the independent variable in the investigation?
a. I only c. I, II and III

b. II and III d. II, III and IV
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Answer Key
1. (a), (c), (d); Vinegar, food coloring in water, and sugar dissolved in water are all
solutions since each appears to be in one phase only (homogeneous) and
transparent.
2. (c). The component in smaller amount is the solute. The component present in
greater amount is the solvent.The solid formed in a solution is called a
precipitate.
3. 5 grams salt in 10 grams water is more concentrated.

Calculations:
5 grams salt/10 grams water x 100% = 50% salt
18 grams salt/90 grams water x 100% = 20% salt
4. % volume = volume solute/volume solution x 100%

40% = volume solute/200 mL x 100 %
volume solute = 40% x 200 mL = 80 mL ethyl alcohol
5. a. Salt is the solute; water is the solvent.

b. The solution is saturated at step 6. The solution is saturated when all
(maximum amount) of the solute was dissolved. At step 7, some salt
already came out of solution and did not dissolve anymore.
c. 24 grams/100 mL
6. Stirring will increase the movement or allows faster spreading of solute particles
in the solvent. This in turn hastens the contact between the surface of the
solute and the solvent particles.
7. Powdered brown sugar has more corners and edges since the particles of the
powder are smaller. So there will be more particles of brown sugar that can attach
or come in contact with the water, making it dissolve faster in water. 8. (a)
9. (d)
10. (a)
17
References
Brady, J. E., & Senese, F. (2004). Chemistry: Matter and its changes, 4th ed. River
Street Hoboken, NJ: John Wiley & Sons, Inc.
Bucat, R. B. (Ed.) (1984). Elements of chemistry: Earth, air, fire & water. Vol 2.
Canberra City, A.C.T., Australia.
California Grade 7 Science. (2009) Cluster 2: Particle theory of matter, Grades 5 to

8: A foundation for implementation. Retrieved from
http://www.edu.gov.mb.ca/k12/cur/science/found/5to8/7c2.pdf.
Elvins, C., Jones, D., Lukins, N., Miskin, J., Ross, Bo., & Sanders, R. (1990)
Chemistry one: Materials, chemistry in everyday life. Port Melbourne, Australia:
Heinemann Educational Australia.
Hill, J. W. & Kolb, D. K. (1998). Chemistry for changing times, 8th ed.. Upper Saddle
River, NJ: Prentice Hall.
Kurtus, Ron (13 January 2006). Mixtures. Retrieved from http://www.school-for
champions.com/chemistry/mixtures.htm.
Philippines. Department of Education (2004). Chemistry: Science and technology

textbook for 3rd year. (Revised ed.) Quezon City: Author.
University of California at Berkeley. CEPUP Lawrence Hall of Science. (1990).

Chemistry survey & solutions and pollution. Menlo Park, California: Addision
Wesley Publishing Company.
18
Unit 1
SUBSTANCES AND
MODULE 2 MIXTURES
In this module, students will broaden their knowledge about the different
samples of matter. They will find out that mixture is just one of the two major classes
of matter. The other of which is the substance. Based on differences in behavior
under certain conditions, they should be able to distinguish one from the other.
How are mixtures different from substances?

How are they similar?
A series of activities will gear the students in answering the questions above.
With the hope that students will find connection between the topics they have
learned in the lower grade levels to the ones they are about to learn, the first activity
will bring them to their past lesson on separating mixtures. Moreover, the products
obtained from this activity will be the ones used for the proceeding activity which will
focus on differentiating substances from mixtures. In this manner, the students will
be more convinced that mixtures may be composed of substances. A culminating
activity will check if they have learned the distinguishable behaviors between these
classes of matter vis-à-vis their ability to design an investigation.
Skills enhanced in this module

Science Inquiry Skills Manipulative Skills
through
 making qualitative and quantitative
 observing proper behavior in the
observations
laboratory to prevent accidents and
 drawing inferences from observations
errors
 organizing and tabulating data
 using the correct technique in
 comparing and contrasting behaviors of
smelling, feeling, and tasting samples
substances and mixtures
 using the correct technique in making
 classifying samples as mixtures and
temperature readings
substances
 setting up equipment for boiling and
 plotting and interpreting line graphs
melting samples
 stating a generalization based on
 constructing an improvised equipment
observations or data which are consistent
in a number of trials
19
Activity 1 Seawater! See water and

salt!
In grade 6, students have encountered

several ways in separating mixtures. Most of ∙ may be solid, liquid or gas ∙ may
them are techniques to separate be homogeneous or
heterogeneous mixtures such as scooping, heterogeneous
filtration, and decantation. In this activity, they
∙ made up of two or more
will experience a way of separating the
components of a homogeneous mixture. It is components
important that they are aware of the kind of ∙ components may be
sample they are working with — mixture. They
may review some characteristics of mixtures separated/recovered by physical
such as those in the table on the right. They means such as filtration, and distillation
may check the sample that they ∙ amount of components may vary
Characteristics of Mixtures
are going to use in this activity if it does have the characteristics listed in the table.
The students should know that the seawater sample is made up of components;
however, they cannot be distinguished because the sample is homogeneous. This
activity will help them “see” the components of their seawater sample which are salt
and water. They will distill the water out from the mixture and may refer to this
product as distilled water. The remaining sample will evaporate out the rest of the
water leaving salt crystals.
Important!
∙ Emphasize the ones written in the “Take Care!” boxes.
∙ Make sure to use protective eyewear at all times during the

activity. Some samples may splatter when inflamed.
∙ Have a fire extinguisher (blanket, sand or big jar) ready at all
times.
20
Teaching Tips
∙ Alternative materials
▪ Salt solution instead of seawater. To prepare a salt solution, add about 3.0g
table salt and 10 mL water. Mix well and filter undissolved particles. ▪ Broken
tiles or porous pot chips instead of boiling chips. The chips can be reused two
times. After the activity, collect all the chips. Wash, dry and then keep them in a
covered container.
▪ Ballpen casing and rubber hose instead of the delivery tube used for the
distillation setup.
▪ Aluminum foil instead of evaporating dish. The foil may be shaped like a bowl
and fitted around the mouth of a beaker. See Figure 2 in Student Module 2.
∙ Wire gauze without the asbestos. Simply scrape off the asbestos center of those
old wire gauze, provided they are not yet worn out. Collect the asbestos and
dispose of properly.
∙ Distillation techniques
▪ Do not remove the flame from the test tube while distillation is in progress.
This may cause the cold liquid to be sucked back into the hot test tube.
Remove the receiving test tube first before extinguishing the flame.
▪ Do not let the solution in the sample flask dry up. Remove the flame as soon
as the liquid in the sample flask is only about 1 cm high from the bottom. ▪ Keep
the receiver in the water bath while doing the distillation. It is better to add ice to
the water bath.
∙ You may discuss the distillation techniques above and ask the students the
possible reason for such techniques. Allow the students to think or give them
prompt questions that may lead them to think of the reasons.
∙ Let the students be the ones to assemble the distillation setup, however make
sure that they have done it correctly. You may include this as an assessment.
Answers to Activity Questions
Part A
Q1. There are some small, solid crystals left.
Part B
Q2. The intensity of the yellow color flame is the same with the residue and the
table salt. It is highly possible that the residue from Part A is table salt, which
is sodium chloride.
21
Activity 2 Looks may be deceiving
In Activity 1, students have learned that mixtures, despite the homogeneity, are made up of
components. These components were referred as substances. However, the word substance
is being introduced in the module for the first time. The students may not have any idea on
what a substance is. Hence, this activity will build in the students the concept of substance
from their previous knowledge on mixtures. They will find out that the behavior of mixtures are
much different than those of substances. Being so, substance is another class of matter.
This activity is divided into two parts: part A will differentiate substances and mixtures through
the way the temperature changes during boiling; while in part B, these two are differentiated
through how they appear/behave while they are melting. Both parts will make use of samples
that appear to be identical. Part A will use the distilled water obtained in Activity 1 and
seawater; while Part B will use benzoic acid and a mixture of benzoic acid and salt. They will
first differentiate the samples based on appearance. They will find it difficult to identify one
from the other by simply looking at them since they are homogeneous. As such, looks may be
deceiving. Only after the activity, they will realize a way these samples may be differentiated.
From here, the students will give their operational definition of substances.
It is highly encouraged to use the distilled water obtained in Activity 1 as the sample for Part
A. In this manner, the students will be more convinced that mixtures may be composed of
substances. Salts that were recovered from Activity 1 are still mixtures of different salts and
minerals. In effect, it may be said that mixtures may also be composed of mixtures.
Reminders
∙ In part A, make sure the students will boil the distilled water sample first. In this manner, the
chances of contaminating the distilled water may be lessened. Also, make sure the seawater
sample has the same odor as distilled water. Allow the seawater to dissipate its characteristic
odor by leaving the container partly covered overnight.
∙ In part B, make sure the samples are placed in their assigned X marks of the improvised
melting dish.
∙ The expected results and generalization are as follows. Allow the students to come about
these generalizations by themselves as you facilitate in processing their results.
▪ During boiling, the temperature of a substance changes at first then it becomes the same,
while the temperature of a mixture is different at different times.
22
▪ During melting, a substance melts completely/smoothly within a short time; while the
mixtures have portions that seem to be not melting. ▪ Do the following after Activity 2 to
emphasize that melting and boiling behavior of a substance are the same even the amount
changes. ▪
Reminders
cont’d.
▪ During boiling, the temperature of a substance changes at first then it

becomes the same, while the temperature of a mixture is different at
different times.
▪ During melting, a substance melts completely/smoothly within a short time;
while the mixtures have portions that seem to be not melting.
∙ Do the following after Activity 2 to emphasize that melting and boiling behavior
of a substance are the same even the amount changes. ▪ Boil different
volumes (1 mL, 3mL, 5mL) of distilled water. Ask the
students to describe the boiling behavior of distilled water in different
volumes. (The behavior is the same for the different volumes of distilled
water, i.e., the temperature changes at first then it becomes the same.)
▪ Melt different amounts (1 scoop, 2 scoops, 3 scoops, 4 scoops) of benzoic
acid. Ask the students to describe the melting behavior of benzoic acid in
different amounts. (The behavior is the same for the different amounts of
benzoic acid, i.e., the samples melt completely/ smoothly within a short
time.)
▪ Let them think of other properties that will not change with the amount of a
substance (e.g., density).
Teaching Tips
∙ Emphasize that the samples that will be used in Part A are the products from
Activity 1. Part B will not be using the ones collected from Activity 1.
However, after the activity, students will infer the melting behavior of one of
its products.
∙ The melting dish made by other classes or batches may be used. You may
skip the construction of an improvised melting dish if it is already available.
Other possible materials for melting dish are the metal lids of
mayonnaise/marmalade jars and Piknik shoestring potato snack.
∙ In case some materials for Part B are not available, a video may serve as an
alternative. To get a copy of this video, please access
curriculum.nismed.upd.edu.ph.
∙ Allow students to tinker with the samples so they may be able to give a rich
description for each of them. Hand lens, if available, may be used.
∙ Let the students assemble the setup for boiling. This will give an opportunity for
the students to enhance their lab/manipulative skills. This can also be
included as an assessment.
∙ Review techniques in the proper use of a laboratory thermometer. Make sure

temperature is read at the eye level. There is no need to shake the
thermometer to bring the reading to zero.
23
Teaching Tips
∙ Check how your students construct their graphs. This part is an opportunity to
reinforce what they have learned about investigations in Module 1. This can
be a way to check if they understand the concepts of independent and
dependent variables; and if they can plot using the appropriate graph to show
their results.
▪ Let them identify the kind of graph (line) that best suits their data. ▪ Let them
identify the independent (time) and the dependent (temperature reading in
o
C) variables.
▪ Let them plot the graph and see to it that it is correctly done. - The data for
the x-axis must be the independent variable, while the y axis is for the
dependent variable.
- The scale is appropriate. They should have regular intervals in their x
axis. Since reading is done every 30 sec, you can suggest that they
plot every reading they have obtained. Hence, the x-axis will have 30
sec per unit.
- The axes should be labelled with both quantity and units.
- There is a descriptive title for their graph.
∙ Compare the data obtained by the different groups. Discuss similarities and
differences among these data. Make a generalization based on the data
obtained. Emphasize that this generalization was based on data that is
consistent in a number of trials.
∙ After doing Part B of Activity 2, ask the students to describe how sodium
chloride melts. Tell them that it is a substance. After some students have
shared their answers, show them a video on how sodium chloride melts.
∙ Allow students to tinker with the samples so they may be able to give a rich
description for each of them. Hand lens, if available, may be used.
∙ Reiterate the point that “looks can be deceiving” and may not be enough basis
to classify a sample as substance or mixture.
▪ Allow them to revisit what they wrote in Tables 1 and 2 in the cell labelled
Appearance/Odor. Do the liquid samples look the same? (Yes.) How
about the solid samples? (Yes.) Based on the appearance, can you say
that the samples are the same? (Yes.)
▪ Try this one too! If it is possible to freeze the samples from Activity 1, the
students can compare the physical states the samples can assume. Ask
them the following questions: Do they look the same? (Yes.) Right after
getting the samples from the freezer, what were their physical states?
(Solid.)
24
Teaching Tips
▪ After establishing that appearance, odor, physical state cannot distinguish

a substance from a mixture, ask them the following questions: When
you boiled these two samples, can you say that they are the same? (No,
they are not anymore the same.) How about the solid samples you used
in part B? (They are also not anymore the same.) Can you say that they
are the same after you have observed how they behave while being
melted? (No, they are not anymore the same.)
▪ How can boiling and melting determine if a sample is a substance or a
mixture? (During boiling, the temperature of a substance changes at first
then it becomes the same, while the temperature of a mixture is different
at different times. During melting, a substance melts completely/
smoothly and within a short time, while the mixtures have portions that
seem to be not melting.)
Part A
Q1. The temperature changes at first and then it becomes the same.
Q2. A substance has the same boiling temperature.
Q3. The temperature is always changing.
Q4. A mixture has changing boiling temperature.
Part B
Q1. Benzoic acid melts completely/smoothly within a short time. Q2. A
substance melts completely/smoothly within a short time. Q3. Some parts of
the mixture have started to melt and some parts don’t seem to melt.
Q4. A mixture does not melt completely/smoothly like a substance. There are
some portions that seem to be not melting.
25
Activity 3 My unknown sample:

substance or mixture?
This activity may assess two things: 1) their understanding of the

distinguishable behaviors between substances and mixtures; and 2) their ability to
conduct an unstructured investigation. Each student is given one unknown sample,
either a solid or liquid. Refer to the table below for some samples that may be used
as unknowns. They will design a procedure that will identify their unknown sample as
substance or mixture. They will decide which methodology is best fitted to test their
sample. This procedure may be critiqued by their fellow students but you will still be
the one to give the final check and “go signal” to do the activity.
Some unknown samples that may be used in the activity

Liquid Solid
Substance distilled water benzoic acid
Mixture vinegar benzoic acid-salt*
mineral water benzoic acid-monosodium

glutamate*
seawater benzoic acid-white sugar*
*The ratio between the two components is 1:1.

Q1. Answers will depend on the student’s unknown.

Q1. Answers will depend on the student’s unknown.
For solid unknown, determine its melting behavior to identify whether it is a
For solid unknown, determine its melting behavior to identify whether it is a
substance or a mixture. A substance melts completely/smoothly, while a
substance or a mixture. A substance melts completely/smoothly, while a
mixture takes longer time to completely melt.
mixture takes longer time to completely melt.
For liquid unknown, determine its boiling behavior to identify whether it is a
For liquid unknown, determine its boiling behavior to identify whether it is a
substance or a mixture. A substance has a constant boiling temperature,
substance or a mixture. A substance has a constant boiling temperature,
while a mixture boils at a temperature range.
while a mixture boils at a temperature range.
Note that the method has to be repeated at least three times before the
Note that the method has to be repeated at least three times before the
student can conclude if their unknown sample is a substance or a mixture.
student can conclude if their unknown sample is a substance or a
mixture. Part B
Part B 26
Q1. Benzoic acid melts completely/smoothly within a short time.
Q1. Benzoic acid melts completely/smoothly within a short
time. Q2. A substance melts completely/smoothly within a short
time.
Q2. A substance melts completely/smoothly within a short time. Q3. Some parts of
the mixture have started to melt and some parts don’t seem to
Q3. Some parts of the mixture have started to melt and some parts don’t seem to
melt.
melt.
PRE/POST TEST
1. You were tasked to check if the liquid sample you have is a substance or a
mixture. Which among these tests is the BEST way to do so?
I. Color comparison
II. Taste comparison
III. Boiling test
IV. Melting test
A. I, II, III and IV C. I, II and IV only
B. I, II and III only D. I and III only
2. A liquid has the following properties: one-phase, colorless, boils at varying

temperature. Which of the following BEST describes the liquid?
A. Solution C. Suspension
B. Substance D. Coarse mixture
3. Jill has an unopened box of a 2-meter foil labeled 100% made of aluminum.
Aluminum is a substance. Jill takes just a thumb-size piece of the aluminum foil.
Which of the following statements is TRUE about the piece of aluminum foil that Jill
took compared with the rest that was left in the box?
A. Its mass and melting behavior are different.
B. Its mass and melting behavior are the same.
C. The mass is different but the melting behavior is the same.
D. The mass is the same but the melting behavior is different.

27
Answer Key
1. D 2. A 3. C
References
(no author). (no date). Atoms, elements, and compounds. Retrieved from
http://www.kgg.org.uk/atoms.html
(no author). (no date). Lesson 6: Pure substances. Retrieved from

http://www.saskschools.ca/curr_content/science9/chemistry/lesson6.html
American Association for the Advancement of Science. (no date). AAAS science
assessment. Retrieved from http://assessment.aaas.org/pages/home
Burns, R.A. (1999). Fundamentals of chemistry. New Jersey: Prentice-Hall, Inc.
College of Southern Idaho. (2003). Melting point tips and guidelines. Retrieved from
http://www.csi.edu/ip/physci/faculty/rex/MPTips.htm
Hill, J.W., & Kolb, D.K. (1998). Chemistry for changing times 8th edition. New
Jersey: Prentice-Hall, Inc.
Padolina, M.C.D., Simon-Antero, E., Alumaga, M.J.B., & Estanilla, L.C. (2004).
Conceptual and functional chemistry. Quezon City: Vibal Publishing House,
Inc.
Philippines. Ministry of Education and Culture. (1980). Chemistry in our environment:

High school science III (Teacher’s ed.). Quezon City: Author
Philippines. Department of Education. (2009). Chemistry: Science and technology

textbook for 3rd year. (Reprint ed.). Quezon City: Author
Shugar. G., & Dean, J. (1990). The chemist’s ready reference handbook. USA:
McGrawHill, Inc.
28
Unit 1
ELEMENTS AND
MODULE 3 COMPOUNDS
In this module, students will begin broadening and deepening their

knowledge about substances. They will find out that substances, like mixtures, are of
various kinds. Being so, like mixtures which may be classified in many ways such as
solution, suspension, and colloid; substances may also be further classified into
smaller groups, such as elements and compounds.
How are elements different from compounds?
learned in the lower grade levels to the ones they are about to learn, the first activity
will resurface some ideas from Module 2. It will begin with compound, for the reason
that it is more comparable with mixtures in terms of the number of components they
are made of. Moreover, the products obtained from this activity will serve as the
examples used to introduce the next concept, which is element. In this manner, the
students will see better the connection between compounds and elements, that is,
compounds are made up of elements. The periodic table will also be introduced to
familiarize the students with the elements and the periodic table per se. Two
activities culminate this module which will let the students realize that these elements
and compounds are found just about anywhere, even with the food they eat.
Activity
1
Water, “wat-er” you made of?
In Module 2, students have learned that substances and mixtures share

some similarities such as homogeneity. All substances are homogeneous while only
some mixtures are. Also, they learned that being homogeneous does not
automatically say that a sample is made up of only one component. This holds true
for one group of substances — the compounds. Compounds are homogeneous
29
which are also made up of components. In this activity, the students will separate
components of widely used compound — water. They will learn that water is made
up of the elements hydrogen and oxygen. The properties of each of these
substances are different from one another.
Components of water are separated through the passage of an electric

current, hence the process is termed as electrolysis. The students will use an
improvised electrolysis apparatus. You will find below how to construct one from
commonly available materials.
Reminders
∙ Acquaint the students with the

apparatus before doing the pellets (corrosive). Store NaOH Connect red
wire to positive
activity. Emphasize some solution in PET bottle. Label
(+) terminal of
parts (as shown in Figure 1) with its name, concentration the dry cell.
because they will be and date electrolysis
mentioned in the activity syringe
procedure. 1
1
2
2
3
3
4
4
5
5
6
∙ Prepare ahead 5% NaOH.

6
7
7
8
You may either use NaOH

8
sample
pellets or Liquid Sosa. stainless
screw
▪ NaOH pellets. Place 100 mL

distilled water in a beaker.
9
9
10
10
Dissolve carefully 5 g of NaOH Connect black wire to negative (-)

11
11
container terminal of the dry cell.
of preparation. NaOH absorbs CO2 from sosa and 20mL water.

air. Its concentration could change after
some time. Figure 1. An improvised electrolysis
apparatus
▪ Liquid Sosa. Mix thoroughly 1mL liquid
30
Teaching Tips
∙ Run down the procedure before doing the activity. Together, visualize what is
supposed to be done. Have one complete setup the students can look at while
emphasizing some procedures. Ask some questions as you go through each step,
for example:
▪ Procedure 1: What are the components of a 5% sodium hydroxide solution?

(Sodium hydroxide and water.) How much in percentage is each of these
components present in the said solution? (95% water and 5% sodium
hydroxide.) What is the component that is of highest amount in the solution?
(water.)
▪ Procedure 2: What is the basic solution referred to? (5% sodium hydroxide
solution) Why is it referred as a basic solution? (Sodium hydroxide is a base.) ▪
Procedure 4: Here is the dry cell, where will you connect the red wire? (Positive
terminal.) How about the black wire? (Negative terminal.)
∙ Assess your students’ capability in doing the activity. If you find that the students are
not yet ready to be the ones to do this, you are free to make this as a
demonstration activity instead.
∙ Emphasize the difference in behavior of the the two products. In the presence of a
flame or spark, hydrogen gives off a “pop” sound while oxygen induces a brighter
spark. You may also try doing the same thing with water. Collect some water vapor
in a test tube and insert a glowing stick/flame. Nothing is supposed to happen. This
will let the students observe that these three exhibit different behaviors, hence are
different substances.

Q1. A “pop” sound was heard.

Q1. A “pop” sound was heard.
Q2. A brighter spark was observed.

Q2. A brighter spark was observed.
31
Construction of an Improvised Electrolysis Apparatus
Materials Needed
 glue
 ruler
 alcohol lamp
 stripping knife
 dry cells (1.5V)
 2 paper clips (bulldog type)
 3 disposable syringes (10 mL)
 2 stainless steel screws #6 (2 x 12)
 2 connecting wires (red and black)
 GI wire (about 6 cm, ordinary wire)
 plastic bottle (1 L, 8 cm in diameter or more), preferably thick and hard
 hard plastic straw or dextrose plastic tube (6 cm long)
Procedure (Source: Practical Work in High School Chemistry)
1. Get two disposable 10 mL syringes and remove the

plungers. Attach the two syringes at the base.
Using
an alcohol lamp, heat the edge of the base to be
attached. Refer to the figure on the right.
2. Insert each tip of the syringe inside a

plastic straw about 6 m long. Bend
the straw
to close it and place a bulldog type
paper
clip on the bend to keep it in place.
Refer to
the figure on the right. These will
serve as
the “electrolysis syringes”.
32
Construction of an Improvised Electrolysis Apparatus
3. Divide the plastic bottle into three portions. Mark “cutting lines” around the
bottle. Refer to the figure on the right.
Distance between cutting-line marks:

∙ Bottom portion (3): about 5 cm from the
bottom part of the bottle. opposite sides of the base. These will serve as
1 passageway for the connecting wires.
∙ Middle portion (2): about 6 cm from 5. Use the bottom portion of the bottle as the
sample container. Measure the distance
between the centers of the “electrolysis
2 syringes”. Mark this length with a line on the
the marked line of the bottom bottom of the cup. Then using a hot GI wire (2
mm in diameter) bore a small hole at each end
portion (3)
of the line. The stainless screws will pass
through these holes.
3
6 cm 5 cm
Heat the stripping knife in an alcohol lamp. Use

the hot stripping knife to cut around these line
marks.
4. Use the middle portion of the bottle to make

a stand for the sample container. Make two
small squares measuring about 2 cm x 2 cm at
2 cm x 2 cm 2cm x 2cm
6. Insert the stainless screw through each hole by rotating it
carefully until 1/4 of the nail is out at
the bottom of the bottle. Refer to the
figure on the right. To prevent leaks,
apply glue around the stainless
screws at the bottom part of the
sample container.
Note: The glue should only be applied on the outside
surface of the sample container.
33
Construction of an Improvised Electrolysis
Apparatus
7. Support the sample container on the stand

prepared in #3. Refer to the figure on the right.
8. Invert the “electrolysis syringes” over the

1
stainless screws. Complete the setup as
Connect to positive
1
shown in the figure on the right. Insert the dry (+) terminal of the
2
2
dry cell
3
3
4
4
5
Connect to
5
6
6
cells between the connecting wires when you negative (-)

terminal of the dry cell
7
7
8
8
9
9
10
10
11
11
are ready to do the electrolysis.
Note: This procedure is also available in http://curriculum.nismed.upd.edu.ph/2012/04/how-to-make-an

improvised-electrolysis-apparatus/
Activity
2 The periodic table: It’s

element-ary!
In Activity 1, they were able to generate two elements — hydrogen and

oxygen. In this activity, they will find out that these two elements are just a fraction of
the numerous elements currently existing. Also, that these are the substances that
are homogeneous which are made up of only one component. Being so, they are
said to be the “simplest form of matter”.
All of the elements are systematically organized in the periodic table. It was
described to be “amazingly” done as varied information about all of the elements are
laid out in a single table. Patterns and trends are evident in the arrangement. It
serves as a handy reference and as such was labelled as a chemist’s tool. This tool
can then be a good starting material to learn about the different elements. However,
note that this is the first time for the students to formally use this tool. Being so, this
activity, as it walks them through the periodic table, focuses only with the basic
34
information — name and symbol. Do not overwhelm them with the vast information
the periodic table can provide. Worse, if they are required to memorize its contents.
Gradually, let them realize these different information through varied activities that
require its use. In that manner, they may find the periodic table not that complicated
— it’s even quite simple that it’s “element-ary”.
Reminders
∙ At this grade level, the students are not expected to have a fully-developed
concept of "element.” The atomic definition comes after learning about the
particulate nature of matter in grade 8. Discussion at this grade level is
limited to the idea that elements are the ones that make up compounds and
all of these elements are listed in the Periodic Table.
∙ Periodic table is a tool in Chemistry that we can refer to every now and then.
The more we use it, the more we get to be familiar with what it contains.
Thus, there is no need to memorize such table.
∙ A periodic table is provided at the end page of Modules 3 and 5. The

information placed there is limited to the scope of the module for this
quarter. It is highly encouraged to begin with the names and symbols of the
elements as they try to know what the elements are. Group number will be
introduced at the latter part of the activity. Atomic numbers, at this point, will
serve as a guide on how elements are sequenced in the table; it will not be
defined as the number of protons of an element’s atom. The latter will be
discussed in grade 8 when they have already learned about the particulate
nature of matter.
Teaching Tips
∙ Show students pictures of some elements. You may refer to some of the
books and websites listed at the end page of this guide. They may give
other descriptions of the elements such as physical state at standard
conditions and color. If possible, use real samples.
∙ As an assignment, a student may choose one element and find more
information about it. A poster or something similar may be done as if the
student is trying to promote that element.
35
Table 1. Name and symbol of some elements and the group number
it belongs to.
Q# Name Symbol Group Number (Q9)
1 beryllium Be 2
phosphorus P 15
germanium Ge 14
darmstatdtium Ds 10
2 boron B 13
nitrogen N 15
fluorine F 17
vanadium V 5
3 lithium Li 1
chlorine Cl 17
argon Ar 18
calcium Ca 2
manganese Mn 7
4 iron Fe 8
silver Ag 11
mercury Hg 12
lead Pb 14
5 silicon Si 14
magnesium Mg 2
gold Au 11
6 aluminum Al 13
copper Cu 11
tin Sn 14
carbon C 14
7 potassium K 1
8 titanium Ti 4
barium Ba 2
Activity
3 The “matter” on labels
Food in itself is a sample of matter and thereby made up of either elements,

compounds or mixtures. By law, these matter must be written in food labels. In this
activity, the students will find these matter on food labels. They will focus on the
elements and compounds that make up the food they eat. They will be more aware
of the existence of elements and compounds around them. They will find out that
these elements are some of the nutrients that a food provides. These nutrients are
called minerals. They can find them listed in the Nutrition Facts. Moreover, these
36
minerals are not added as the elements themselves. Most of the time, compounds of
that element are the ones added to manufacture the food. Being so, it is the
compound which is the one listed as the Ingredient.
Aside from the knowledge the students may gain in this activity, it is also
hoped that the students acquire the habit of reading food labels. The food they eat
has a major implication to their health and well-being. It is imperative then to be
aware of what is taken in by the body. These are all listed in a food label. Therefore,
reading food labels “matter”.
Teaching Tips
∙ Ask the students to bring more food labels. The ones used in the activity are
hoped to be only supplemental.
∙ As an assignment, the students can find product labels other than food such
as medicine, household cleaning products, cosmetics and toiletries. They
can identify elements and compounds listed on those labels.
∙ In the activity, the students will find out that the list of ingredients does not
seem to contain those nutrients in the Nutrition Facts. The iron reported in
chocolate candy is provided by the unsweetened chocolate/cocoa listed in
the ingredient. This is an opportunity to emphasize that aside from knowing
the name of the compound, it is an added advantage if they are familiar
with the natural mineral content of the food. Some of them are listed in
Table 2 of Module 3. It may also go the other way around. An ingredient is
listed but does not have a counterpart in the Nutrition Fact. There may be
two reasons for this. One is that the mineral is not that essential for health
maintenance. The other is that the food product does not significantly
provide that nutrient.
Note: Answers below are based on those labels provided in the activity.
However, it is highly encouraged that the students use additional labels for
reference.
Table 3. Compounds and their constituent elements written in the food labels
Food Product Compound Constituent Elements
Cereal Drink iron pyrophosphate iron, phosphorus, oxygen
zinc sulfate zinc, sulfur, oxygen
Chocolate sodium bicarbonate sodium, hydrogen, carbon, oxygen

candy
calcium chloride calcium, chlorine
Soy sauce monosodium glutamate sodium, carbon, hydrogen,

nitrogen, oxygen
37
Activity 4 The iron-y of food

fortification
Most of the minerals added to the food are in the form of compounds, for it is
more easily absorbed by the body if it is in such form. Being so, rarely that the
element itself is added. However, there are food products which are fortified with
element iron.
Iron in the blood is the one responsible in carrying oxygen from the lungs to
the rest of the body. For the body to function well, oxygen is critically needed. Health
officials had to find ways to ascertain that there is enough iron in the food. Besides,
there was a time when a lot of people were stricken with anemia — sickness caused
by a deficiency of iron. To address this, most of the food products especially milk and
cereal were required to be fortified with iron. Some food are added with compounds
of iron such as ferrous sulfate, ferric pyrophosphate, and ferrous fumarate. However,
addition of some of these compounds affect the taste of the food. In effect,
consumers may not buy or patronize the food product. Food technologists devised
other ways to add iron to food products. One of which is to manufacture a food grade
iron. This is the elemental iron which was subjected into a reduction process that
makes it permissible to be added to food. Being the element iron itself, properties of
this substance are retained such as its ability to be attracted by a magnet.
In this activity, students will be able to recover the iron present in a food
product. Emphasize though that the iron in the food is safe to eat compared to the
iron that makes up the concrete nail and other products that are not meant to be
ingested. Also, the ones that will be recovered from the activity should not be
ingested.
Most of the equipment needed for this activity may be available in your TLE
laboratory. A video (http://curriculum.nismed.upd.edu.ph/2012/04/the-iron-y-of-food/)
is provided in case the materials for this activity are not easily accessible/available.
Q1. There are small, black pieces or bits that are attached to the magnet.
Q2. With its attraction to the magnet, it is highly possible that the black bits
recovered from the food are pieces of iron.
38
PRE/POST TEST
1. Which of the following statements is TRUE?
A. Ferrous sulfate cannot be broken down into simpler substances.

B. Compounds are made up of one kind of element.
C. Water is composed of more than two elements.
D. Compounds are more complex than elements.
2. Which of the following statements is TRUE?

A. Ferrous sulfate cannot be broken down into simpler substances.
B. Compounds are made up of one kind of element.
C. Water is composed of more than two elements.
D. Compounds are more complex than elements.
For questions 3 to 5. Refer to the information below. You may also refer to the
periodic table. Write the symbols only.
Substance Substance Substance
Symbol melts at boils at
Ca 850 oC 1490 oC
Cu 1083 oC 2600 oC
Fe 1540 oC 2900 oC
He -270 oC -269 oC
Mg 650 oC 1110 oC
NCl3 -37 oC 71 oC
NO -163 oC -152 oC
Na2CO3 858 oC 890 oC
SiO2 1610 oC 2230 oC
3. Which compound melts above 1000°C and boils above 2000°C? 4.
Which element is gaseous at room temperature?
5. Which substance is liquid at 30°C?
39
Answer Key
1. D 2. B 3. SiO2 4. He 5. NCl3
References
(no author). (no date). Melting and boiling points of compounds. Retrieved from
http://www.gcsescience.com/imeltcomplz.htm
(no author). (no date). Understanding food additives. Retrieved from

http://www.understandingfoodadditives.org/pages/Ch2p5-3.htm
Nutritionist-Dietitians’ Association of the Philippines. (2006). Iron fortification of rice:

The Philippine experience. Retrieved from http://www.ndap.org.ph/iron
fortification-rice-philippine-experience
Conceptual and functional chemistry. Quezon City: Vibal Publishing House, Inc.
Philippines. National Institute for Science and Mathematics Education Development.

(2001). Practical work in high school chemistry: Sourcebook for teachers. Quezon
City: Author

Rose, A. (2012). Iron rich foods: Foods high in iron for health. Retrieved February
18, 2012, from http://www.ironrichfood.org/
USA. Department of Energy. (1991). Iron compounds and magnetism. Retrieved

from http://www.newton.dep.anl.gov/askasci/chem03/chem03870.htm
World Health Organization. (2004). Recommended nutrient intakes — minerals .

from http://whqlibdoc.who.int/publications/2004/9241546123_annexes.pdf
40
4
Unit 1
MODULE
ACIDS AND BASES
In this module, students will get acquainted with the properties of a group of
compounds—acids and bases. They will prepare plant indicators to help them
determine the acidity or basicity of common household items. Upon completion of
this module, students will be able to answer the following key questions that will
allow them recognize the characteristic properties of acids and bases.
How acidic or basic are common household materials?
Does water from different sources have the same acidity?
What is the effect of acid on metals?
Similar to Module 1, the activities have been developed in such a way that
concepts are developed gradually from the first to the last activity. It starts with the
students distinguishing between acidic and basic mixtures through the use of a plant
indicator, which they will prepare. Using the plant indicator, they will determine the
acidity or basicity of common household items as well as that of water from different
sources. In Activity 2, students are guided to determine the pH of the solutions in
Activity 1. In Activity 3, students will investigate the effect of an acid on a metal like
iron. They will find out what happens after the metal has been in contact with the
acidic mixture for some time.
Activity
1
How can you tell if a mixture
is acidic or a basic?
This is a colorful activity that the students will enjoy. Instead of using litmus
paper, which can only indicate if a sample is acidic or basic, the use of plant
indicators has an advantage since these can specify a range of pH values.
41
This activity is divided into three parts. Part A allows the students to prepare
the plant indicator and use it in Part B to determine the acidity or basicity of common
household items. Similar to Part B, Part C gives the students the opportunity to test
different water samples from various sources for acidity or basicity.
If you want the class to always have indicator paper available for use, then it
is good to ask selected students to work on the following with the guidance of the
teacher outside of their class time in Science.
Preparing an eggplant/camote acid-base indicator paper
Note: You may do this if you need to use an indicator to test samples in other
science activities.
1. Pour the indicator solution prepared in Part A into a shallow plastic or ceramic
container. (Do not use a metal container.)
2. Cover the entire filter or bond paper with the indicator solution by dipping the
paper into the solution.
3. Air dry for about five minutes. (There is no need to air dry the paper completely at
this point.)
4. Repeat procedure numbers 1 and 2 three times or until the color of the paper
becomes dark.
5. Continue drying the indicator paper. When the paper is completely dry, cut the
paper into small square pieces. This is your indicator paper. Keep it in a covered
bottle.
6. Label the bottle properly (with name of material and date of preparation).
Background Information on Indicators
The red, purple, and blue colors of most flowers and some vegetables
contain compounds called anthocyanins. A typical anthocyanin is red in acid, purple
in neutral, and blue in basic solution. The eggplant extract shows yellow in a strong
base since it contains anthoxanthins (colorless in acid, yellow in base) in addition to
anthocyanins. Note that anthocyanins and anthoxanthins are usually present in
many plants. The green color is a mixture of blue and yellow. Colors of anthocyanins
in neutral to basic condition are very unstable. The purple, blue, and green colors will
fade and eventually turn to yellow upon exposure to air.
42
Teaching Tips
Teaching Tips
Part A
Part A
∙ Only one of the suggested plants will be prepared by all groups in the class. ∙
Only one of the suggested plants will be prepared by all groups in the class.
∙ If the other plants are available, you may assign some groups to use the
∙ If the other plants are available, you may assign some groups to use the
other suggested plants that can be used as indicators.
other suggested plants that can be used as indicators.
∙ Emphasize the caution written in the “Take Care!” box.
∙ Emphasize the caution written in the “Take Care!” box.
Part C
Part C
∙ Instruct the students to use a wide-mouthed plastic container, about ½ liter
∙ Instruct the students to use a wide-mouthed plastic container, about ½ liter

capacity to collect water. The container for collecting water should be
capacity to collect water. The container for collecting water should be
dipped or immersed about 6 inches or about 15 cm from the surface of the
dipped or immersed about 6 inches or about 15 cm from the surface of the
source of water.
source of water.
Answers to Activity 1
Table 1. Acidic or basic nature of household materials

Sample Color of indicator Nature of sample
calamansi strongly acidic
tap water (water from weakly acidic

the faucet)
distilled water neutral
vinegar strongly acidic

sugar in water weakly acidic or
neutral (depending
on the type of water
used)
baking soda basic
baking powder basic
soft drink (colorless) strongly acidic
coconut water (from weakly acidic

buko)
toothpaste basic
shampoo basic
soap basic
43
Reminder
∙ It is recommended that preparation for Activity 3 be started the day before

Activity 2 is done. This will ensure that students have three days to observe
the changes in each setup of Activity 3.
Activity
2 Color range, pH range
This activity introduces students to another method that can be used to

distinguish acids from bases. It is through the use of the pH scale, which extends
from 0 to 14. Students simply need to use color range given for eggplant indicator in
the student module.
Teaching Tips
∙ If a universal indicator paper is available, it would be good to use it also and

compare the pH observed with that of the plant indicator.
∙ The excess plant indicator can be stored in a bottle and kept in a cool dark
place or inside a refrigerator.
∙ The pH indicated in the answers for Table 3 may not be exactly the same as
the pH observed using the plant indicator prepared by the students. This is
acceptable as long as the nature of the sample (acidic or basic) is the same
as expected. This means that a sample of calamansi may not have exactly
pH 2, but it should still be in the strongly acidic range.
44
Answers to Activity 2
Table 3. pH of samples from Activity 1

Sample pH based on Acidic or Basic
eggplant/camote
indicator
calamansi pH 2 strongly acidic
tap water (water pH 5 to 6 weakly acidic

from the faucet)
Distilled water around pH 7 neutral
vinegar pH 2 to 3 strongly acidic
sugar in water pH 6-7 weakly acidic to neutral
baking soda pH 8 to 9 basic
baking powder around pH 8 basic
soft drink (colorless) pH 2 to 3 strongly acidic
coconut water pH 5 weakly acidic

(from buko)
toothpaste pH 8 to 9 basic
shampoo pH 8 to 9 basic
soap pH 8 to 9 basic
Answers to Part C will depend on the sources of water, so pH will depend on

the specific water sample tested by the student.
Activity
3 .
What happens to metals
when exposed to acids?
Q1. There are three different bottles for each sample of iron nail to make sure
that replicate data are gathered for the setups.
Q2. At the end of 3 days, the iron nail has rust all over its sides, head, and tip.
Q3. When iron rusts, it produces a characteristic flaky red-brown solid,

commonly called iron rust.
45
Further Explanation on Rusting of Iron
Rust is hydrated iron or iron (III) hydroxide, Fe(OH) 3, sometimes written

as Fe2O3∙3H2O. This layer does not securely stick to the surface of the iron. It
flakes off, weakening the metal and leaving it exposed to further rusting and
structural decay.
Iron forms rust upon prolonged exposure to oxygen and moisture in the
air and in the presence of acid. Recall that the acid used in Activity 3 is vinegar,
which is about 4.5 to 5% acetic acid.
Note that you do not need to let the students memorize the chemical
formula of iron rust. It is sufficient for Grade 7 students to know that rust is
hydrated iron or iron hydroxide.
PRE/POST TEST
1. Arrange the following household items: toothpaste, milk, tap water, vinegar from
the most acidic to most basic?
a. tap water, milk, toothpaste, vinegar

b. milk, tap water, vinegar, toothpaste
c. toothpaste, milk, tap water, vinegar
d. vinegar, tap water, milk, toothpaste
2. Arrange the household items in question number (1) from the item with the highest
pH to the one with the lowest pH.
3. Give a reason why farmers need to know how acidic or basic the soil is before
they plant their crop.
4. Give at least two (2) safe ways you should practice when you handle an acid, like
muriatic acid.
5. Why does “rust” form on some metallic materials?
46
Answer Key
1. (d) vinegar, tap water, milk, toothpaste
2. toothpaste, milk, tap water, vinegar
3. Any one of the answers below is considered correct.
(a) Some plants grow well in acidic soil while others prefer basic soil.
Farmers need to know the pH of their soil since plants will only grow
in a specific pH range.
(b) The pH also affects how much nutrients from the soil become available
to plants.
4. Any two of the following answers is considered correct.
(a) Do not take internally (Do not taste nor drink).

(b) Avoid contact with eyes, nose and mouth.
(c) Use only in well ventilated areas.
(d) Always keep the container tightly sealed.
(e) Do not store in a warm place.
(f) Keep out of reach of children.
5. A metal like iron forms rust when exposed for a long time to oxygen and
moisture in the air and in the presence of an acid.
References
Brady, J.E. & Senese, F. (2004). Chemistry: Matter and its changes, 4th ed. River
Street Hoboken, NJ: John Wiley & Sons, Inc
Bucat, R.B. (Ed.) (1984). Elements of chemistry: Earth, air, fire & water, Vol. 2.
Canberra City, A.C.T., Australia: Australian Academy of Science.
Bucat, R. B. (Ed.) (1983). Elements of chemistry: Earth, air, fire & water, Vol. 1.
Canberra City, A.C.T., Australia: Australian Academy of Science.
Burns, R. A. (1999). Fundamentals of chemistry, 3rd edition. Upper Saddle River, N.J.
Prentice-Hall, Inc.
Elvins, C., Jones, D., Lukins, N., Miskin, J., Ross, B., & Sanders, R. (1990).
Chemistry one: Materials, chemistry in everyday life. Port Melbourne, Australia:
Heinemann Educational Australia.
47
Gallagher, R. & Ingram, P. (1989). Co-ordinated science: Chemistry. Oxford,
England: Oxford University Press.
Heffner, K. & Dorean, E. (n.d.) Must it rust? The reaction between iron and
oxygen. Retrieved from
http://www.haverford.edu/educ/knight-booklet/mustitrust.htm
Heyworth, R. M. (2000). Explore your world with science discovery 1. First Lok Yang
Road, Singapore. Pearson Education South Asia Pte Ltd.
Hill, J.W. & Kolb, D.K. (1998). Chemistry for changing times, 8th ed. Upper Saddle
River, NJ: Prentice Hall.
Philippines. Department of Education. (2004).Chemistry: Science and technology

textbook for 3rd year. (Revised ed.). Quezon City: Author.
48
Unit 1
METALS AND
MODULE 5 NONMETALS
Students are already familiar with metals. They have encountered a lot of this
during their early grade levels. In fact, they use metals as one of the segregation
scheme when they were starting the habit of 5Rs — reduce, reuse, recycle, recover
and repair. Appearance was their primary basis when they identify metals. In this
module, students will broaden their knowledge on the properties of metals. They will
learn additional characteristics of metals. They will find out that these are also
elements. Moreover, they will find out that not all elements exhibit such properties.
Most of them have highly contrasting properties with that of metals. As such, they
were referred as nonmetals.
How are metals different from nonmetals?
learned in the lower grade levels to the ones they are about to learn, a simple activity
on identifying the metals around them will be done. It is expected that they will be
basing it on the appearance of the material. Other simple activities are interspersed
within the student module to learn more properties exhibited by different metals.
They will verify if such properties are truly exhibited by metals. For instance, they will
bring close a magnet to different samples of metals. They will find out that not all of
these properties are exhibited by metals. The main activity highlights the property
that is common to all metals — electrical conductivity. It will be followed by another
activity that will likewise differentiate a metal and a nonmetal.
49
Activity 1 Which can conduct
electricity, metals or
nonmetals?
Prior to this activity, the students must have learned that metals share a
number of common properties. However, not all of the metals exhibit these
properties. For instance, only some metals are magnetic. The common ones are
iron, nickel and cobalt.
In this activity, students will learn that there is a property that all metals
possess — electrical conductivity. This is the ability of a material to allow electricity to
pass through it. They will use an improvised electrical conductivity tester to check for
such property. You will find below how to construct one from commonly available
materials.
Reminder
∙ The sound (and light)

indicates that a material is
electrically conductive. The
stem of the tester is
electrically conductive.
Please see figure on the
right. Make sure that the
tips of the conductivity
tester are not touching each other especially Teaching Tips
when testing the sample material.
These are made from copper. Make sure they are not
touching each other.

∙ Acquaint the students with the electrical conductivity tester before starting the
activity. Allow them to try having the tips of the tester touch each other. Ask them
about what they observe. This will help emphasize the reminder stated above.
50
Teaching Tips
∙ After processing the activity, you may go back to the reminder set for this
activity. Ask the students again why they were asked not to let the tips of the
electrical conductivity tester touch each other. What could be the material of
the stem of the conductivity tester? (Metal.)
∙ The students can find other objects around them to test using the improvised
electrical conductivity tester; and identify these objects if these are made up
of metals or nonmetals.
∙ Students have to understand the concept of conductivity, that is, a material is

conductive if it allows something to pass through it. In the case of electrical
conductivity, it is electricity that is allowed to pass. A material may also allow
heat to pass through it. In this case, the material is said to be thermally
conductive. However, the concept of being thermal has not been formally
introduced to the students. Being so, describe the elements that are
thermally conductive as heat conductors. The term thermal conductivity is
the one used for many references, so for familiarity purposes, the term is
mentioned. Moreover, when they have to find the values from different
references, these are referred as thermal conductivity values. During the 3rd
quarter (physics), the student will learn more about conductivity.
∙ Show students pictures of some metals and nonmetals. You may refer to
some of the books and websites listed at the end page of this guide. They
may give other descriptions of the elements such as physical state at
standard conditions and color. If possible, use real samples.
Q1. Aluminum, copper and iron look like metals; while iodine and sulfur look like
nonmetals.
Q2. Aluminum, copper and iron are electrical conductors; while iodine and sulfur
are nonconductors of electricity.
51
Construction of an Improvised Electrical Conductivity Tester
Materials Needed
∙ alcohol lamp
∙ stripping knife
∙ pliers (long nose)
∙ musical greeting card
∙ insulated copper wire, 2 pcs (2.0 mm in diameter, 24 cm long); ∙

2 pcs wood/chopstick (1 cm x 1 cm)
∙ thick iron nail, 7 cm long, 3 mm thick
Procedure
1. Using pliers and a stripping knife, remove about 6 cm of the insulation of

the copper wire on one end. At the other end of the wire, remove about
15 cm of the insulation.
Fig. 1
2. Measure four 1.5 cm length on the 6 cm stripped portion of the copper
wire. Mark these lengths as L1, L2, L3, and L4.
Fig. 2
3. Using a pair of pliers, completely turn L1 180o angle
until its end touches the L2 side of the wire. Turn L3
opposite to L1. Lastly, bend L4 in the opposite
direction so that four zigzag bends are formed. See
Figure 3. Do this for both wires.
Fig. 3
52
Construction of an Improvised Electrical
Conductivity Tester
4. Open the musical greeting card and

carefully
remove the integrated circuit by cutting out
the paper on which the IC is attached.
Fig. 4
5. Lift the long metal sheet of the switch part of

the IC. Fold it to expose the negative (-)
terminal of the switch. Retain the dry cell.
See Figure 5.
6. Clip the metal electrodes on the IC, one on

the positive (+) terminal and the other on the
negative (-) terminal. Place a block of wood or
Fig. 6
plastic or any insulator between the two
electrodes and fix it by taping. See Figure 6.
Fig. 5
53
Activity 2 Acidity of the oxides of

metals and nonmetals
This activity reinforces the idea learned from Module 3, that is, compounds
may be formed when elements combine. Hence, metals and nonmetals, being
elements, may form compounds. Combining with oxygen, a metal or a nonmetal may
form an oxide. However, the acidity differs depending on the nature of this oxide.
This, again, is a defining characteristic of a metal and a nonmetal. A metal oxide is
generally basic; while a nonmetal oxide is acidic.
Moreover, the activity will allow the students to apply their learning in Module
4. They will test the acidity of their samples. It is very important that they know how
to interpret the color changes of the acid/base indicator. The litmus paper is
suggested to be used in this activity. However, you may use other acid/base
indicators that are more available in your school. You may refer to Module 4 for
some of these indicators.
Q1. Magnesium is a metal.
Q2. The red litmus paper changed its color to blue.
Q3. The oxide of magnesium is basic.
Q4. Sulfur is a nonmetal.
Q5. The blue litmus paper changed its color to red.
Q6. The oxide of sulfur is acidic.
54
PRE/POST TEST
1. Which of the following elements is most likely ductile at room temperature?
A. Sulfur C. Nitrogen
B. Mercury D. Aluminum
2. An element was subjected into flame and the acidity of the oxide formed was
tested. Solution of this oxide turned red litmus paper to blue. Which is most likely
that element?
A. Chlorine C. Phosphorus
B. Nickel D. Silicon
For questions 3 to 5. Refer to the information below. Write the symbols only.
Element MP (oC) BP Electrical conductivity
Symbol (oC)
Al 660 2450 Good
Br -7 58 Poor
Ca 850 1490 Good
Cl -101 -35 Poor
Cu 1083 2600 Good
He -270 -269 Poor
Fe 1540 2900 Good
Pb 327 1750 Good
Mg 650 1110 Good
Hg -39 357 Good
N -210 -196 Poor
O -219 -183 Poor
P 44 280 Poor
K 64 760 Good
Na 98 890 Good
S 119 445 Poor
Zn 419 906 Good
3. Which metal is liquid at room temperature?
4. Which nonmetal is liquid at room temperature?
5. List the nonmetals in order of increasing boiling point.
55
Answer Key
1. D
2. B
3. Hg
4. Br
5. He, N, O, Cl, Br, P, S
References
Barbalace, K. (1995). Periodic table of elements sorted by thermal conductivity.

Retrieved from
http://EnvironmentalChemistry.com/yogi/periodic/thermal.html
Breck, W.G., Brown, R.J.C., & McCowan, J.D. (1988). Chemistry for science and
engineering 2nd edition. Canada: McGraw-Hill Ryerson Limited
Fine, L.W., Beall, H., & Stuehr, J. (2000). Chemistry for scientists and engineers.
USA: Harcourt, Inc.
Gallagher, R., & Ingram, P. (1989) Co-ordinated science: Chemistry. New York:
Oxford University Press
Conceptual and functional chemistry. Quezon City: Vibal Publishing House,
Inc.

Philippines. National Institute for Science and Mathematics Education Development.

(2001). Practical work in high school chemistry: Sourcebook for teachers.
Quezon City: Author
56
UNIT 2: Living Things and Their Environment
Overview
Science is about asking questions and looking for answers.
Each of the five modules on Living Things and Their Environment for Grade 7
starts with questions that will guide students in their journey of constructing the big
ideas through activities that are interspersed in the modules. The students are
provided with opportunities to develop the inquiry skills as well as their critical
thinking, problem solving, and communication skills.
There are five modules on Life Science:
Module 1: From Cell to Organism

Module 2: Plant and Animals Cells
Module 3: Living Things Other than Plants and Animals
Module 4: Reproduction: The Continuity of Life
Module 5: Interactions
These modules deal with the levels of organization and diversity of living
components of the environment both at the organism and ecosystem levels; the
relationships among living things, and between living things and their environment;
and how living things reproduce to continue their own kind.
Most of the activities may be performed as groupwork while some may be

performed individually or with a partner. It is strongly urged that students read the
activities before performing them. It is also important that the students take note of
the safety measures.
There is also a pre/post test that should be administered before and after all
the activities in each module have been completed. The pretest results will reveal
students’ prior knowledge and alternative conceptions (if any). The posttest results
will show the extent of students’ comprehension of the concepts and their capacity to
demonstrate needed skills. The posttest can also uncover students’ misconceptions
that need to be addressed in succeeding modules.
The K to 12 curriculum spirals and increases in difficulty at each grade level

so as to provide challenges appropriate to the students’ age. The tools and habits of
inquiry that students will acquire will help them develop into scientifically literate and
productive citizens.
57
Unit 2
FROM CELL TO
MODULE 1 ORGANISM
In the First Quarter, the students learned that there are different materials in
the environment. For this quarter, they will be introduced to the diverse kinds of living
things and the processes and interactions they go through. This module deals with
different kinds of living things and what they are made up of.
In the lower grades, the students have learned that the human body is made
up of organ systems that work together. In turn, these organ systems are made up of
organs whose functions are related with each other. For example, the heart and the
blood vessels are organs that facilitate the circulation of blood and nutrients to the
different parts of the body; similarly, the esophagus, stomach, and intestines work
together to carry out digestion of food. The organs are made up of even smaller
structures: the tissues and cells.
In this module, the students will be introduced to the concept of levels of

organization in an organism. They will learn in the activity titled, “What makes up an
organism?” that whatever happens to the smaller structures will affect the bigger
structures and, eventually, the whole organism. Draw out from the students the idea
that these structures work together to carry out specific functions to make the
organism meet its basic needs and survive.
Towards the end of the module, the students will recognize that all organisms
are made up of cells – the basic unit of structure and function in all living things. They
will discover more about cells in Module 2.
What are organisms?

What makes them up?
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Motivation
Ballpen disassembly
Below are parts of 4 different kinds of ballpens. Ask the students to identify
which part belongs to which ballpen.
Photo: Courtesy of Michael Anthony B. Mantala
A ballpen has parts like those shown in the

picture below. Ask them to identify the function of
each part of the ballpen.
Other Parts
Ink Tube Cap
Barrel Shell Ballpoint
Have them take a closer look at the top picture on the next page. Ask them to
identify the part of the ballpen that is missing and its function. Ask them to imagine
how the ballpen will work compared to the ballpen with complete parts.
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Below is a picture of a ballpen that was assembled with a part that belongs to
another ballpen. Ask the students to identify the part of the ballpen that was replaced
and its function. Ask them to imagine how the ballpen will work compared to the
original ballpen.
In this motivation part of the lesson, you used ballpens to represent structure
and function in organisms. The ballpen is made up of different parts that have
specific functions; they work together to make the ballpen perform its function.
Similarly, organisms are made up of parts that work together: organ systems,
organs, tissues, and cells.
Of course, you can use other representations. Bear in mind though, that the
use of representations has its limitations. It can help, to some extent, concretize
abstract concepts like structural organization in organisms as it can also give, to
some extent, misconceptions like using the ballpen as a representation for concepts
the apply to living things.
60
That said, have them discover through a discussion that like the ballpen that
is made up of different parts that work together, organ systems are made up of
organs that also work together to carry out the organ system’s task. Anything that
happens to the small parts will certainly affect the bigger parts and, eventually, the
organism.
Activity
1
What makes up an organism?
In this activity, you will ask the students to read the selection and answer the
questions that follow. The activity seeks to answer the questions: ‘What are
organisms?’ and, ‘What are they made up of?’
If you have a model or a poster of a human torso, you can show it to the class
and ask the students to check the parts closely. If not, you can direct the class to
check Figure 2 of Module 1.
Q1. What parts of the human body do you see?
They will see that the human body is made up of different parts.
Q2. To which organ systems do these parts belong?
To answer this question, have them recall the different organ systems of the
body that they have learned in the lower grades. Then, have them look at Figure 3.
Figure 3 shows some organ systems of the human body. Have them identify
the parts that make up each of the organ systems. Ask them to describe how the
different parts work together in an organ system. Have them imagine what happens
to the organism if any of the organ systems is injured or diseased.
Q3. Can you identify these organ systems?
The organ systems shown in Figure 3 are the skeletal and respiratory
systems.
Q4. How do these organ systems work together?
To answer this question, they will have to identify the functions of each of the
organ systems and describe how the function of one organ system relates to the
functions of the others. For example, the skeletal system, along with the muscular
system, functions for movement. The bones move according to the alternating
contraction and relaxation of the muscles. These movements of the skeletal and
muscular systems are coordinated by the nervous system. All these happen because
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of energy that comes from the nutrients transported by the circulatory system to the
different parts of the body.
Organ systems are made up of functionally related organs. Figure 4 shows a

model of a human heart.
Q4. Refer to Figure 4. What parts of the human heart do you see?
The human heart is made up of muscles and blood vessels: the veins and
arteries. If they had advanced readings, they would probably mention auricles,
ventricles, and valves in addition to what is shown in the figure. They will have more
on these and other parts of the heart in higher Biology.
Q6. What do you think will happen to the heart if any of these parts were
injured or diseased?
An injury to any of the parts of the heart is an injury of the heart. This means,
the heart will suffer in the same way that its parts suffer.
Q7. If these parts of the heart were injured or diseased, what do you think will
happen to the organism?
As you ask this question, you can also ask them if they know of relatives or
acquaintances who have been diagnosed with heart ailment. They would probably
mention that the person is weak and experiences chest pains or difficulty in
breathing. An injury to any of the parts of the heart affects the organism – the person.
Another organ – the kidney – belongs to another organ system, the excretory
system. Like the processing you did for the heart, ask the students to check out the
picture of a model of a human kidney.
Q8. Refer to Figure 5. What parts of the human kidney do you see?
Like the heart, the kidneys are made up of muscles and blood vessels. Those
who had advanced readings may probably mention renal cortex, medulla, and pelvis
in addition to what is shown in the figure. They will have more on these and other
parts of the heart in higher Biology.
Q9. What do you think will happen to the kidneys if any of these parts were
An injury to any of the parts of the kidneys is an injury of the entire organ.
This means, the kidneys will suffer in the same way that its parts suffer.
Q10. If these parts of the kidneys were injured or diseased what do you think
will happen to the organism?
Before you ask this question, you can ask them if they know of people who
have been diagnosed with kidney problems. You can also ask how these people are
62
coping with the disease. They will probably mention that these people are weak and
have difficulty urinating or may have poor appetite. An injury to any of the parts of the
kidneys affects the organism – the person.
Organs themselves are made up of even smaller parts: the tissues and cells.
Guide the students through Figure 6 that shows a picture of a muscle tissue. You
should be able to draw the idea that these tissues play specific tasks to keep the
organs, organ systems, and the whole organism healthy.
Q11. What procedure can a medical doctor do to correct an injury the these
organs?
They will answer this question using what they have learned from the
interviews they made of the articles they have read.
Q12. What do you think will happen to the organs if these tissues were
The organ will suffer from an injury to the tissues.
Q13. If these tissues were injured or diseased, what do you think will happen
to the organ systems?
The organ systems will suffer, too.
Q14. If these tissues were injured or diseased, what do you think will happen
to the organism?
The organism will suffer, too. For example, a cut on the tissues of the skin is
felt by the whole organism. Anything that happens to the tissues will affect the bigger
structures they make up.
Plants are also made up of organ systems: the root and shoot systems. The
roots absorb water and nutrients; the shoot system moves them to the different parts
of the plant.
Q15. In what ways are the functions of the organ systems of plants similar to
those of animals?
Like the organ systems of animals, those of plants have parts that work
together. For example, the shoot system of plants is composed of the stem, leaves,
and flowers. The stem has tissues that allow for the transport of water and nutrients
from the roots to the leaves. The leaves on the other hand serve as structures for
photosynthesis through which, they manufacture their food. The flowers are the
reproductive organs of plants.
Q16. In what ways are they different?

63
Plants have only two organ systems: the root and shoot systems; whereas,
animals have complex organ systems that work directly with the other organ
systems. For example, plants do not have a nervous system that coordinates the
functions of the other organ systems of animals. Plants also do not have circulatory
and respiratory systems that move oxygen and nutrients to the different parts of the
body.
Figure 8 shows a picture of a flower. Flowers are the reproductive organs of

plants. Together with the leaves and the stems, they make up the shoot system.
Q17. How are flowers similar to the reproductive organs of animals?
Like the reproductive organs of animals, complete flowers have male and
female parts. These parts work together to bear seeds from which new plants
germinate.
Q18. How are they different?
Plants can dispense with their flowers – their reproductive organs – to

generate their kind for they can also reproduce asexually. Animals that reproduce
sexually make use of only their reproductive organs to do so.
Q19. How do the flowers, leaves, and stems help plants meet their basic
needs?
They have learned in the lower grades that plants are able to
manufacture their food through photosynthesis. They use their leaves to carry out
this process. The stem provides support to the leaves, flowers, and fruits. They also
serve as channels for the transport of water and nutrients from the roots to the
different parts of the plant. The flowers serve as their reproductive organs.
Q20. What do you think will happen to the plant if any of the parts that make
up the shoot system were injured or diseased?
Anything that happens to any of the parts that make up the shoot system of
pants will certainly affect the plant as well. You can ask them to cite examples to
highlight this connection.
The root system is another organ system of plants. In some plants, it is made
up of the primary root, the secondary roots, and the root hairs. Figure 9 shows a
picture of a root tip of an orchid.
Q21. Aside from absorbing water and nutrients, what other functions do the
roots serve?
Roots also provide anchorage to the plant.
Plants have tissues, too. You can peel off the skin of onion bulbs to show
your students what tissues look like. Tissues of onion bulbs would look like a
64
transparent plastic. Roots are also made up of tissues. Figure 10 shows a model of a
section of a root tip.
Tissues are made up of cells – the basic units of structure and function in
organisms. All organisms are made up of cells; they are the smallest level of
organization at which the properties of life can be carried out.
Q22. What do you think will happen to the roots if the tissues that make them
up were injured or diseased?
Q23. If the roots were injured or diseased, what do you think will happen to
the plant?
Serious damage to the root will kill the plant.
Q24. What do you think will happen to the tissues, organs, and organ
systems if these cells were injured or diseased?
When cells or tissues are injured or diseased, the higher levels of

organization that they make up are affected as well.
Q25. What do you think will happen to the organism?
The different parts that make up an organism each perform a specific

function. Anything that happens to the smallest of parts that make up an organism
will most likely affect the whole organism.
Activity
2 Levels of organization in
an organism
For Activity 2, Levels of organization in an organism, ask the students to

complete the table on page 8 of Module 1 using the information they gathered from
their interviews with relatives or neighbors who have diseases affecting certain
organs or who know of people who have the disease. They may also use the
information from the articles that they have read in Activity 1. Have the students read
the procedure for completing the table.
The activity will help the students synthesize what they have learned about
what makes up an organism; it also serves as an enrichment activity. In each of the
boxes that correspond to the levels of organization, have them describe how the
disease affects the parts that make up each level. Opposite each level of
organization, have them cut and paste pictures (they may use the pictures that come
with the articles) that show how the disease affects the parts that make up the
65
different levels. Another option is to have them show it through drawing. After
completing the table, have them present their work to class.
In the last part of Activity 2, ask the students to reflect on the question, Are
there levels of organization that are bigger than the organism?
At the end of Module 1, the students should have learned the following big
ideas:
o Organisms are made up of parts: organ systems, organs, tissues, and

cells.
o Whatever happens to any of these parts will affect the other parts and the
whole organism.
o We need to keep our cells and tissues healthy to make our organs, organ
systems, and the whole body healthy.
o To stay healthy, we need to eat nutritious foods; they include the plants in
our backyard and the animals in our farm.
o Like us, these plants and animals are also organisms. They have basic
needs that include proper care for them.
PRE/POST TEST
1. The heart pumps blood that carries oxygen and nutrients to the different parts of
the body. To which organ system does the heart belong?
A. Circulatory C. Excretory
B. Digestive D. Reproductive
2. Cancer starts from cells that start to grow uncontrollably fast. They destroy tissues
and organs. What does this say about the effects of diseased cells on the
higher levels of organization in an organism?
A. Cancer involves only certain kinds of cells and does not affect any other kind
of cell.
B. Diseased cells affect only the next higher levels of organization that they
make up – the tissues.
C. Diseased cells damage the higher levels of organization they make up:
tissues, organs, organ systems, and eventually, the whole organism. D.
Diseased cells do not affect the other parts of an organism.
3. Each part of an organ system plays a specific function. Which of the following
structures does not match its function?
A. Eyes : Sight C. Heart: Circulation

B. Kidneys : Respiration D. Stomach: Digestion
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4. Flowers are the reproductive organs of plants. How are flowers different from the
reproductive organs of animals?
A. Flowers have male and female parts; animals have either male or female
parts.
B. Flowers need pollinators like bees to reproduce; animals do not. C. Flowers
are shed from time to time; nothing is shed from animals. D. There is no
difference between flowers and the reproductive organs of animals.
5. The organ systems of plants consist of the root and shoot systems. Why is it
important for these organ systems to work together?
A. To grow and survive

B. To avoid pests and other animals
C. To survive floods and strong winds
D. To survive droughts and earthquakes
6. Which of the following differentiates organs from tissues?
A. Organs make up tissues; tissues make up organs

B. Tissues make up organs; cells make up tissues
C. Organs and tissues are made up of cells.
D. Organs and tissues make up an organ system.
7. At which smallest level of organization in an organism can the characteristics of

life be carried out?
A. Organ system C. Tissue

B. Organ D. Cell
8. Which is the correct sequence – from biggest to smallest – of the levels of

organization in an organism?
A. Cell Organ Organ System Tissue

B. Organ Organ System Tissue Cell
C. Tissue Cell Organ Organ System
D. Organ System Organ Tissue Cell
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Answer Key
1. A
2. C
Note: When cancer cells metastasize, they spread to the cells of other tissues
and organs. But even in the early stages, they start affecting nearby
cells and tissues and making them cancerous.
3. B
4. B
Note: Some animals are hermaphroditic like the earthworms. They have both
male and female parts; hence A is not the answer. Egg and sperm cells
are shed from the reproductive organs of animals from time to time;
hence, C is not the answer. Option B shows a difference between
flowers and the reproductive organs of animals; D is not the answer.
5. A
6. B
7. D
8. D
References
Bright Hub Education. (2009). Science Lesson Plan: Biological Organization. Middle
School Science Lessons. Retrieved January 16 2012 from
http://www.brighthubeducation.com/
Education. (2003). The Pyramid of Life (Levels of Biological Organization). Biology

Demystified: A Self-Teaching Guide. Retrieved January 16, 2012 from
http://www.education.com/
Scitable by Nature Education. (2008). Biological Complexity and Integrative Levels of

Organization. Scitable Topicpage. Retrieved February 7, 2012 from
http://www.nature.com/scitable
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Unit 2
MODULE 2 PLANT AND ANIMAL
CELLS
The module presents to the students discoveries about the cell based on
what have been observed by scientists through the microscope. It discusses
concepts that all organisms are made up of cells and that an organism can be just
single-celled (unicellular) or many-celled (multicellular). Through the module they will
be introduced to the cell, its parts and their functions, and similarities and differences
between two kinds of cells.
Are all cells the same?

If not, in what ways are they different?
Activity 1 shows how plant and animal cells look like through the illustrations
presented. Students will study and analyse these illustrations. Through these they
will also be able to observe the differences in shapes of the two cells as shown by
the figures presented. In the activity students will construct a Venn diagram to
illustrate how it can be used to differentiate plant from animal cells.
Activity 2 is an alternate activity that students can do IF YOUR SCHOOL HAS

MICROSCOPES. It will give them an opportunity to have a hands-on experience of
studying plant cells using this tool. It will also demonstrate how a stain can help in
making plant cells more visible under the microscope. In the activity students will
also draw plant cells as seen under the light microscope.
Cell Parts
Start by saying that in the earlier module, you learned that organisms have
organ systems composed of organs. These organs are made up of even smaller
parts namely, tissues and the smallest of which are the cells. Make them recall what
they have learned in Module 1 by showing them the muscle tissues, plant root
tissues and the cell models they saw in the previous module. Let them identify which
are the tissues or the cells. Or show and ask them whether an onion bulb, a stem, or
a leaf or a leaf midrib is an organ, tissue or cell. Watch out for wrong answers like,
some may still mistake tissues for cells. Make sure that they will be able to
69
differentiate one from the other at this point. Then, continue by asking them the
essential questions.
Activity
1
Comparing plant and animal
cells
You may wish to use enlarged illustrations of Figures 1 and 2 during the
discussion part of the activity. Add the information that these diagrams are results of
cell studies done using the more powerful electron microscope. Researchers and
scientists put together all the cell parts they have seen under this type of microscope
in the diagrams presented.
Give time for students to study and analyse the figures. Let them examine
first the plant cell then, the animal cell. Have them describe the plant cell and its
parts by asking them how each part looks like or where they are located or the
number of a part present in a cell. Then, let students answer the questions.
Q1. Compare the shape of a plant cell with that of an animal cell as shown in
Figures 1 and 2. Answers may be: Plant cells are rectangular or
angular or rigid in shape, while animal cells are rounded and somewhat
irregular or spherical or cylindrical. Mention that there are many other
shapes of animal cells according to their functions that they will study
later in the next grade levels.
Q2. Which cell parts are found in both cells? The nucleus, plasma
membrane, cytoplasm, the mitochondrion, rough and smooth
endoplasmic reticulum, Golgi body, vacuole, vesicle, ribosome/s and
lysosome are common to both plant and animal cells.
Q3. Which cell parts are present only in animal cells? The centrioles are
present in animal cells only.
Q4. Which cell parts are present only in plant cells? The cell wall and
chloroplast are present in plant cells only.
After students have read what a Venn diagram is, call one or two to explain if
they have understood what it is. A correct explanation would be: A Venn Diagram
shows relationships between and among sets or groups of objects that have
something in common. It uses two circles that overlap with one another. The
common things are found in the overlapping area, while the differences are in the
non-overlapping areas. You can either have students make their Venn Diagram
individually or by groups.
70
The Venn diagram that students made may look like the one
below:
Come up with a system of correcting students’ work. An example would be
for a completely correct output like the figure above, score it 16. For any wrongly
placed part or heading subtract 1 point. Take note that cell parts present only in plant
or animal cells may be written either on the left or right side of the overlapping area.
Q5. Based on your observations and study of plant and animal cells, cite
differences and similarities between them.
Differences between plant and animal cells:
∙ Plant and animal cells differ in shape and in some parts. Plant cells are
rectangular or angular or rigid in shape, while animal cells are rounded
and somewhat irregular.
∙ Plant cells have cell walls and chloroplasts which animal cells do not have.
Animal cells have centrioles which plant cells do not have.
Similarity between plant and animal cells:
∙ Both plant and animal cells have common parts namely: the nucleus,
plasma membrane, cytoplasm, the mitochondrion, rough and smooth
endoplasmic reticulum, Golgi body, vacuole/vesicle, ribosomes and
lysosome.
End the discussion for the activity by asking students if plant and animal cells
are the only types of cells. Watch out for students who have the misconception and
might think that there are only two types of cells. Clarify that cells can be of different
kinds, plant or animal cells, bacteria, amoeba cells, etc. Inform them that these will
be dealt with in later topics or grade levels.
Proceed with the discussion about the nucleus, plasma membrane and
cytoplasm, the basic parts of the cell. The nucleus serves as the control center of the
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cell. The plasma membrane is also called the cell membrane. It is semipermeable
because it permits some substances but prevents others to pass through it.
Q6. What do you think will happen to the cell if the plasma membrane does
not function properly? Without the plasma membrane, any substance
can go in and out the cell. The cell may be affected by the exit of
needed substances or entrance of unneeded or poisonous substances
that may lead to death of the cell.
Point out the cell wall and the chloroplasts, the plant cell parts which
distinguishes it from the animal cell. Mention that cell walls form the outer boundary
of plant cells and are made of cellulose a tough material. Thus, cell walls serve as
protective barrier.
Q7. What is the purpose of the cell wall in plants? The cell wall being made
of tough or rigid material gives shape and protection to plant cells.
Q8. Look at Figure 1 again. Why are there several chloroplasts in the plant
cell? The chloroplast in cells of plants is where food is made. The
greater the number of chloroplast in them makes them efficient in
making more food for the plant.
Some students may have read in other books that vacuoles/large or central
vacuoles are only found in plant cells. Clarify that vacuoles are easily seen in plant
cells because of their size. Since water also collects in the vacuoles, it pushes out
into the cell wall producing turgor pressure. This turgor pressure maintains crispness
of fresh vegetables.
In animals vacuoles are smaller and are called by some biologists as

vesicles. Some books and other reading materials say that plant and animal cells
contain vesicles that store and transport a variety of substances. In Grade 7, it is
enough that students know that plant and animal cells have parts that store and
transport different substances, some call them vacuoles, others vesicles.
Add too that lysosomes although rare are also found in plant cells. If animal
cells have these parts to digest or breakdown unneeded or trash materials, then
plant cells must have a part that can do this for them. Some biologists refer to them
as plant lysosomes or the small vacuoles in plant cells.
Regarding Q9, if students cannot relate what they have learned about
contents of some plant vacuoles to the harm they cause to the animals that eat them,
let them recall that part of the discussion in the student material.
Q9. How would vacuoles in plants serve as defense against animals that eat
them? Vacuoles in some plants may contain poison or toxic substances.
These substances can harm these animals, once eaten. So, this serve
to protect them.
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The centrioles which can be found in animal cells only, are located near the
nucleus. They help organize structures during cell division.
As stated in the student module, other cell parts will be dealt with in detail in
the higher grades. Discuss the following information:
∙ Mitochondrion- converts energy in food to a form usable to the cell; will be

taken up again in Grade 9
∙ Golgi body/apparatus – sort, modify, package and distribute cell products to
where they are needed;
∙ Endoplasmic reticulum (ER) – carry proteins to different parts of the cell; ∙
Rough ER – with attached ribosomes that manufacture proteins ∙ Smooth

ER – contains no ribosomes; makes lipids(fats)
∙ Ribosomes – produced in the nucleus, occurs in large numbers and can be
free floating in the cytoplasm, involved in the manufacture of protein, can
be attached to the ER, thus there is a rough ER; will be taken up in detail
in Grade 10
∙ Nucleolus – the prominent round structure in the nucleus that produces
ribosomes; will be dealt with in Module 4 and in Grades 11 and 12
Activity
2 Investigating plant cells
If your school has microscopes/s let students perform Activity 2 for them to be
able to observe actual plant cells, the onion cells. It is a must that they do first the
activities in the section on “HOW TO USE THE MICROSCOPE” for them to be able
to do this activity.
In Step 2, check if students placed the piece of transparent onion skin on the
slide with its non-waxy side facing up.
Check students’ record of magnification of their onion cell drawings. Some

may need to go back to part “D” on “The Magnifying Power of the Microscope”.
Q10. How much are these onion cells magnified?
The answer may vary depending on the magnifying powers of the eyepiece
and objective used.
Q11. In this case, why is it not good to tilt the microscope? It is not good to tilt
the microscope while viewing a wet mount. It might cause water to spill
and flow into its mechanical parts. This will cause its parts to rust.
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Q12. Describe the onion cells. The shape of onion cells are quite angular to
almost rectangular. The cytoplasm appears translucent. The nucleus is
easily seen as a dark spot, more or less rounded in shape and brownish
or dark brown in color.
Q13. Did you observe any change in the image of onion cell before and after
staining? Yes.
Q14. How did the iodine solution affect the image of the onion cell? There is a
change in the clarity of the image of onion cells and its parts. The cells
became more visible and the parts distinct. The nucleus is more
prominent or darker and brownish in color. The cell wall is clearly seen.
Q15. What parts of the onion cell can you identify? Answers may vary.
Usually, onion cell parts easily seen using the light microscope and
iodine stain are the cell wall, cytoplasm, nucleus and sometimes
plasma membrane and vacuole. Some very observant students may
ask about the prominent and still darker, inner circle inside the nucleus.
This is the nucleolus.
Some other students may ask which are the chloroplasts or why they cannot
see or identify the chloroplasts. Some might think and have that misconception that
all plant cells contain chloroplasts. Make them recall in what part of the plant is food
made. Lead them to the idea (by posing questions) that chloroplasts are not found in
onion cells because onion bulbs are growing under the soil. Onion bulbs are
specialized leaves that store food, so they are not photosynthesing or better are not
involved in the food making process. They should be able to say that not all plant
cells have chloroplasts. Only cells that produce food for the plant contain
chloroplasts.
You can ask students what is the purpose of adding iodine solution to their
onion cell preparation. Explain that iodine solution is used to stain cells. Have them
recall their observation and answer to Q14 to confirm this.
A drawing of four onion cells must be made. Labels should include the
nucleus, cytoplasm, cell wall, and the plasma membrane and nucleolus if observed.
Encourage them to be honest in what they have actually seen. Drawings should be
realistic, that is they must only draw what was actually observed.
Q16. Of what importance is the contribution of the microscope in the study of

cells? The microscope makes one see objects that are not seen by just
using the eyes. It enables one to see enlarged images of specimens
such as cells for a thorough study of their structure and thus, infer their
function.
To summarize the lesson, ask some students what they have learned from it.
Check if they are able to answer the essential questions found at the beginning of
the module.
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PRE/POST TEST
1. Which of the following parts allow different activities of the cell to happen? A.
vacuoles C. cytoplasm
B. lysosome D. vesicle
2. If the chloroplasts of a plant cell are damaged, which will it be unable to do? A.
protect the cell
B. make food for the cell
C. excrete waste materials
D. give instruction for cell to reproduce
Questions 3 and 4 refer to the figure next page. Use numbers in your
answers.
3. Which part allows or prevents substances to go into and out of this cell? 4.
What part of this cell store water and maintain its rigidity?
The table below enumerates the parts that are present or absent in two kinds of
cells.
Structure Cell A Cell B
cell wall ×
✔
plasma membrane
✔ ✔
Chloroplast ×
✔
Centriole ×
✔
nucleus
✔ ✔
5. Which is a plant cell? Explain your answer.

6. Which is an animal cell? Explain your answer.
75
Use the following options to answer the next question.
I. absence of centrioles
II. irregular shape
III. presence of cell wall
IV. angular and rigid shape
V. absence of chloroplast
7. You are asked to identify an unknown slide. Which could help you identify it to be
an animal cell?
A. I and III C. I and IV
B. II and V D. III and IV
Questions 8 to 10 are about the figure next page. Use numbers in your
answers.
8. Which part of this cell function in the excretion of waste materials? 9.

Which is the control center of this cell?
10. It is the part of this cell which play a role during cell division.
The following questions can be given if Activity 2 was performed:
I. Adding iodine solution to the onion cell preparation makes the cells______.
A. big. C. less visible.
B. small. D. more visible.
II. Which of the following plant cell parts is not found in onion cells?
A. chloroplast C. vacuole
B. cell wall D. mitochondrion
76
Answer Key
1. C
2. B
3. 2
4. 11
5. 2 pts.– B is a plant cell because it has a cell wall and chloroplast. 1
pt. – B is a plant cell but no explanation
0 pt. – Wrong answer or no answer at all
6. 2 pts. – A is an animal cell because it has no cell wall and no
chloroplast.
1 pt. – A is an animal cell but no explanation.
0 pt. – Wrong answer or no answer at all
7. B
8. 1
9. 8
10. 7
Answers to Optional Questions:
I. D
II. A
77
How To Use The Light Microscope
Humans are unable to see the cell, the tiniest part that make up all
organisms. The microscope has made possible observation of the cell, other tiny
objects and organisms.
This section will provide students with information about features and
capabilities of the light microscope. Activities on the parts as well as the function of
these parts will familiarize students with this important tool in learning science. The
module will teach and help students develop the skill in manipulating it. This will aid
them in doing a successful study of cells and other investigations in later topics and
grade levels. In this section, students will also calculate how much objects are
magnified under the microscope. Tips given on the proper use and care of the
microscope will help schools maintain the equipment for efficient and longer use.
Ultimately, the students will be able to recognize the role of microscopes in their
study of objects and organisms and enable them to understand life itself.
If your school has microscopes you can give demonstrations or let your
students do the activities with your supervision. Start by showing students the light
microscope. You can show the figure below to give idea to the students the
difference between the early microscopes and the current one being used.
lens
mounting pin
focusing screw
Microscope constructed by Anton van Leeuwenhoek (1632-1723)

(Philippines. Department of Education. (2009). Science and Technology II textbook. Rev. ed.
Pasig City: Instructional Materials Development Corporation)
A. Introduce students to the microscope by discussing its features and capabilities.

Have students locate the different parts of the microscope using Figure 1 in the
student material. Let them point out the parts as they go along
78

Teaching Guide - Science 7

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7

This instructional material was collaboratively

We value your feedback and recommendations.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

Published by the Department of Education

Development Team of the Learner’s Material

Consultant: Merle C. Tan, Ph.D.

This set of five modules on the Diversity of Materials in the Environment

There is a wide range and variety of materials on Earth. These include

The teacher needs to guide and intervene throughout the process of

Key questions for this module

What common properties do solutions have?

The development of inquiry skills is also gradual. In Activity 1, the students

For the TEACHER

2 What are the properties of

Table 1. Data table for Activity 2

Sample Will Appearance Number Can be Path of light Solution

Sugar completely uniform one NO cannot be solution

Salt completely uniform two NO cannot be solution

Sample Will Appearance Number Can be Path of light Solution

Powder completely not uniform two NO or can be seen colloid

Cooking not at all not uniform Two NO can be seen not a

Vinegar completely uniform one NO cannot be solution

Colloidal completely not uniform one NO can be seen not a

In Activity 2, students found out that a solution is formed when a solute

Each part of a solution retains its characteristic properties. When a sugar

Some common properties of solutions:

1. Solutions are homogeneous. They are mixtures consisting of one phase

2. The solute cannot be separated from the solvent through filtration

3. Solutions do not scatter light. They do not exhibit Tyndall effect.

3 What is the evidence that a

Q1. The solution appears uniform throughout. It is homogeneous. Q2. Five

While in general, solubility of solute increases as temperature is increased, it

The solubility of some solutes decreases as temperature increases. On the

Teacher Demonstration: Concentration of Solutions

food color (blue, yellow, or green)

1. Label the clear, transparent bottles with numbers 1 to 4.

1. Place one drop of food color in bottle #3.

1. formulate a specific question or problem to a testable form

The dependent variable is the factor or condition that is

∙ measured or responding in an experiment

∙ the change or result that occurs due to the independent variable ∙

The independent variable is the factor or condition that is

∙ changed in an experiment directly caused by the experimenter ∙

A fair test is making sure that in an experiment, one factor or

6. make observations that are relevant to the specific question 7.

a) the effect of particle size

Teacher Demonstration: The Effect of Stirring

4. Let the students observe what happens in each cup.

2. Ask students to come up with a hypothesis in a testable form. Example: The

2 clear plastic cups

Effect of Particle Size

In the discussion, ask students if their observations from the investigation

2 cups hot water

1. Place ½ cup of cold water in a cup.

• Does coffee dissolve faster in hot water?

The Effect of Temperature

In their earlier investigations, students learned that the temperature of water

You may ask students these questions to guide them in controlling