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Ask them to answer the question: How do the following particles differ from each other? Ions particles with charges a. Atoms In case they fail to recall the differences, a b. Molecules short discussion might be necessary. Also, c. Ions refer them to read Chapter 1 of the resource book Chang, R. Construct the following block diagram and make them fill it up using the keywords listed in the Answer for Number 3 board.

The block diagram can be presented through PowerPoint slides projected on a white board. The keywords to be placed are: solid; liquid; gas. Answer for Number 4 The arrangement of the particles for solid, liquid, and gas, respectively are:. For the bottom layer of boxes, ask them to illustrate how the particles are distributed or arranged in each state of matter using circles.

Ask them to answer the following questions: Answer for Number 5 a. How separated are the particles in each state of matter? Solid: closely packed; restricted motion b. How free are the particles to move in each state of matter? Liquid: far apart; free movement Gas: very far apart; very free chaotic movement 6. Ask them to classify the following substances according to the three states of matter: a.

Iron nail Answer for Number 6 b. Sugar a. Solid c. Syrup b. Liquid d. Air d. Gas e. Ice e. Solid f. Alcohol f. Construct the following block diagram and make them fill it up using the keywords listed in the Answer for Number 7 board. The keywords to be placed are: physical properties and chemical properties left cluster ; and extensive properties and intensive properties right cluster. Ask them to answer the following questions: Answer for Number 8 a.

In physical properties, no change in a. What is the difference between physical properties and chemical properties? How do the extensive properties differ from the intensive properties? On the other hand, in chemical properties, a change in composition occurs during the determination or measurement of these properties.

Extensive properties change their value when the amount of matter or substance is changed. Meanwhile, intensive properties do not change their value when the amount of matter is changed. In case they fail to recall the differences, a short discussion might be necessary. Also, refer them to read Chapter 1 of the resource book Chang, R.

Ask them to classify the following examples as physical or chemical properties: Answer for Number 9 a. Melting of ice a. Physical property b. Evaporation of water b. Physical property c. Chemical property c. Rusting d. Chemical property d. Ask them to classify the following examples as intensive or extensive properties: Answer for Number 10 a. Boiling point a. Intensive property b. Extensive property b.

Weight c. Extensive property c. Volume d. Intensive property. Answer for Number 11 Construct the following block diagram and make them fill it up using the keywords listed in the The block diagram can be presented through board.

PowerPoint slides projected on a white board. The keywords to be placed are: pure substances and mixtures top cluster ; elements and compounds bottom left cluster ; homogeneous mixtures and heterogeneous mixture bottom right cluster.

Answer for Number 12 Ask them to answer the question: How do pure substances differ from mixtures? Pure substances are composed of only one component, while mixtures are composed of several components. Present the following substances or pictures of these substances , and ask them to answer the Answer for Number 13 question: Which of the following are pure substances and which are mixtures?

Pure substance b. Pure substance a. Table sugar c. Mixture b. Table salt d. Mixture e. Pure substance c. Iodized salt f. Mixture d. Brown sugar g. Pure substance h. Distilled water f. Soft drinks g. Oxygen gas in tank h. Human breath. Answer for Number 14 Ask them to answer the question: What is the difference between elements and compounds? Elements are pure substances that are Give examples of each. Possible examples: iron; gold; mercury Compounds are pure substances made up of two or more kinds of atoms.

Possible examples: salt; sugar; water In case they fail to recall the differences, a short discussion might be necessary. Ask them to answer the question: What is the difference between homogeneous and heterogeneous mixtures?

Answer for Number 15 A homogeneous mixture has a uniform composition and exhibits the same properties in different parts of the mixture. A heterogeneous mixture has a non- uniform composition and its properties vary in different parts of the mixture.

Present the following mixtures or pictures of these mixtures , and ask them the question: Which of Answer for Number 16 the following are homogeneous mixtures? Which are heterogeneous mixtures? Homogeneous mixture b. Heterogeneous mixture a. Rubbing alcohol c. Heterogeneous mixture b. Mixture of water and oil d. Homogeneous mixture e.

Homogeneous mixture c. Mixture of salt and pepper d. Carbonated soft drink e. Human breath Answer for Number 17 The block diagram can be presented through Construct the following block diagram and make them fill it up using the keywords listed in the PowerPoint slides projected on a white board.

Answer for Number 18 Learner prompt: Look at this diagram. Give three common ways to separate the components of Some keywords that can placed are filtration; a mixture?

Answer for Number 19 Filtration: to separate a solid from a liquid in a heterogeneous mixture using a filtering membrane, like paper or cloth Distillation: to separate a liquid in a homogeneous mixture Magnetic separation: to separate a magnetic solid from a heterogeneous mixture Ask them to answer the question: When can each method be used in separating the components Decantation: to separate a solid from a of a mixture?

Ask them to answer the question: How can the following components of the following mixtures Answer for Number 20 be separated? Heating to evaporate the water a. Salt from salt water b. By adding water to dissolve the salt, and filter or decant to separate the iron. Salt from a mixture of iron and salt. Present a demonstration for the visualization of matter. This will reinforce the concept on the This activity can be done at the end of the differences between pure substances, mixtures, elements, and compounds.

See attached sheet. Then conduct the learners activity on Visualization and Classification of Matter. See the teachers guide and learners worksheet. Make them do an activity wherein they will apply the visualization of matter to classify pure This activity can be done at the end of the substances, mixtures, elements, and compounds. In case there is no longer 2.

Written task assignment : Classify some substances found in the kitchen and in the bathroom as enough time, it can be done during the laboratory session. The learner classified six or more The learner classified four to five The learner classified less than The learner did not do the substances in Part 1 correctly, and substances in Part 1 correctly, and four substances in Part 1 correctly, assigned tasks.

Introduction In this activity, physical models, such as balls or beads, will be used to illustrate that matter is made up of particles. A ball or a bead will represent an atom of an element, and a combination of balls or bead will represent a compound. Procedure 1. Assemble the following sets of balls and place them in 4. Ask them the following questions: unlabelled zip lock bags.

Are the balls the same or different? Do the balls represent a pure substance of a mixture? Do the balls represent an element or a compound? Repeat Step 3 with the mixture set. Repeat Step 3 with the compound set. Repeat Step 3 with the diatomic set.

Highlight and discuss the answer to the last question. Introduce the concept of formulas. Each ball of a certain color will be assigned a letter e. A for the white, B for the black, 2. Show the bags to the learners and tell them that their task is to and C for another color. If the 9. Ask them for a possible formula for: content is a pure substance, they have to determine if it is a a. Show them the bag with monoatomic elements, and ask them if c.

Take out the contents from the bag one by one, and show them to the learners. Assemble the following sets of balls and place them in zip lock 2. Distribute the set of bags and ask the learners to fill up the bags labeled only with the letters. Ask them to compare their results. For the bags containing models of compounds, ask them to write the formula of the compound represented by the model. Obtain a set of bags with physical models of the particles of different substances from your teacher.

Examine the particles in each bag and classify them as pure substances or mixtures, monoatomic elements, or diatomic elements.

Fill up the worksheet provided below using the bags labeled A to H. For the bags with models of compounds, write the formula of the compound represented by the model. Materials Laboratory glassware or alternative containers. Resources 1 Separation of a mixture [PDF file]. This introduction can serve as a pre-laboratory discussion prior to the experiment proper. A laboratory experiment sheet has to be prepared and distributed to the learners.

Ask the learners to recall how to differentiate a pure substance from a mixture. Point out that mixtures are common and that in some situations, it is necessary to separate the The experiment described in Annex 1 could be adopted or revised to suit the available facilities. State the objective of the experiment they will be performing. Ask them how table salt is obtained from seawater. They will be asked to search 2. As an alternative, you can ask how drinking water is obtained from seawater.

Provide each group with a prepared mixture of salt, sand, and iron filings. Ask them to follow the procedure in the experiment sheet. A vial can be used instead of the evaporating dish, and the watch glass can be omitted. A moistened filter paper can be used to cover the vial. A vial or a small bottle can be used in place of a beaker. A plastic funnel used at home can be a substitute for the glass funnel.

They can be asked to make a flow diagram of the procedure. If desired, the experiment can be performed as a quantitative procedure wherein the isolated substances will be dried and weighed.

In the post-laboratory discussion, ask them what properties of the components were used to The volatile nature of naphthalene enabled its sublimation. Point out that the odor of separate each from the other.

Discuss possible alternative procedures for the separation. The difference in the solubility of sodium chloride 3. Naphthalene dissolves in ethanol but not in 1. Ask them to submit a report on the experiment. They could be provided with a worksheet that they have to fill up, which could include some b.

Sodium chloride dissolves in water, but not in questions. Silica does not dissolve in alcohol and in water. This experiment was conducted as part of the Global Experiment for the International Year of Chemistry in It could be done to motivate their innovative skills. The learner: The learner: The learner: The learner: i.

Introduction Several components, which retain their identity and characteristic properties, are present in a mixture. No chemical reactions occur between the components of a mixture. Many of the materials surrounding us are mixtures, such as soil, cement, soft drinks, and pharmaceuticals. In this experiment, the components of a mixture will be separated from each other.

The techniques applied for this separation does not involve a chemical reaction, so that the isolated components will retain their identity. Materials 1. A mixture containing the following: 4. Funnel a. Sodium chloride, NaCl 5. Watch glass b. Naphthalene 6. Masking tape c. Silicon dioxide, SiO2 sand 7. Evaporating dish 2. Digital balance 8. Filter paper 3. Beaker 9. Hot plate. Weigh 0. Place the mixture on an evaporating dish and cover it with the pre-weighed watch glass.

Seal the sides with masking tape. Place a moist tissue paper over the watch glass, and gently heat the evaporating dish until white vapors are emitted. Cool the setup and carefully remove the watch glass. Describe the solid adhering to the watch glass. Pour distilled water into the mixture remaining in the evaporating dish and stir it carefully. Filter the mixture and collect the filtrate in the pre-weighed beaker.

Wash the residual solid in the filter paper with a small amount of water, combining the washing with the filtrate. Gently heat to evaporate the water in the filtrate. Cool the beaker. Describe the solid remaining in it Dry the filter paper with the sand in an oven at oC.

Describe the solid remaining in the filter paper. Record the description of the substances isolated in the experiment. Tabulate your data below:. Lesson 3: Measurements Content Standard The learners demonstrate an understanding of measurement and the Lesson Outline difference between accuracy and precision. Discuss the need and describe the result of a measurement, in general; Instruction Demonstration Differentiate between the accuracy and precision of a measurement; Enrichment Laboratory Experiment 15 3.

Point out possible sources of errors in a measurement; and Evaluation Take-home Activity 5 4. Carry out a measurement and report the results correctly. New York: 1.

Explain the need for measurements; McGraw-Hill. Describe how to carry out measurements of length, mass, and volume; and 3. Introduce the following learning objectives using the suggested protocol Read-aloud : The lesson is essentially a review of some concepts presented and used in junior high school.

I will be able to describe the need for measurement b. I will be able to carry out simple measurements of length, volume, and mass c. I will be able to differentiate the accuracy and the precision of a measurement. Measurements PowerPoint slides. Alternatively, you can write them on flip charts. Units of measurement c. Accuracy d. Precision e. Significant figures f.

Present to two plastic bottles containing different amounts of water, and ask the learners to Alternatively, a small and a big ball of the same describe and differentiate the two objects. Make them realize the need to use a number the color and material can be used. Another option is volume of the water content or the weight of the bottles and their contents to describe the to use a small and a long plastic ruler.

Sample Responses 2. Make them realize the need for a quantitative or a numerical description of some properties of a. Measuring the ingredients during cooking or matter, and how this is applied in their daily lives. Ask them to cite some situations in daily life baking where a measurement is important. Measuring the weight of salt being purchased.

After the motivation, they will see the importance of a quantitative description of some It is expected that the learners will use the span of parameters, such as length, mass, and volume. Call two learners separately. Ask each one to measure the length of a table without using a ruler, meter stick, or tape measure. Make them write their measurements on the board number, unit: e.

Ask the class to compare the results and explain for differences or similarities. Ask them to answer the question: Why is there a need to use a common unit for measurement? Introduce the concept of unit of measurement, which is a means for a quantitative description Teacher Tip of a property.

Highlight the need for a common or universally accepted unit of measurement. The results of the measurements will be different because of the difference in the length of their 5. Point out that for scientific measurements, a common system has been agreed upon and is finger, hand, or arms. Ask them to answer the question: What is the measurement system adopted in scientific measurements? Make them recall from their Science class in junior high school that the International System or SI of 6.

Post this table on the board and ask them to supply the unit for each property. Measurement is being used in measurements in science. Alternatively, it Mass can be prepared on flip charts or on manila paper. Edmund Halley. Agrifina Helga. Anonymous vFaknH.

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