3rd Quarter Activities

Name:__________________________ Score:
Grade 8 - _______________________ Date:______________

Activity # 1
Common Properties of Matter
LC: Explains the properties of solids, liquids and gases based on the particle nature of matter.
I. Objectives:
After performing this activity, you should be able to:
Identify the following terms:
1. describe common properties of matter;
2. demonstrate the skill of measuring mass.
__________________ - anything that
occupies space and has mass.
II. Materials Needed:
water ___________________- measure of the
pieces of stones or small rocks amount of matter the object has.
glass
jug ___________________ - the measure
weighing scale of the space occupied by an object.
ball (basketball, volleyball, or small beach ball)
III. Procedure/ Observation:

PART I. Volume
1. Put some stone pieces into the glass one by one. Does it occupy space? Write your answer on the table below.
Keep on putting stones into the glass till the glass is full.
Q1. When the glass is full can you put more stones into it? __________
2. Pour water into the glass. Does it occupy space? Keep on adding water into the glass.
Q2.When the glass is full can you still pour more water into it?_________
3. Take an empty glass and a jug filled with water. Invert the glass over water and press it. Did air occupy space
inside the glass?
Q3. Did the water enter into the glass? ____________
4. Slightly tilt the glass. Q4.What comes out when water enters the glass? _______________
Samples Does it occupy space? (Yes or No)

1. pieces of stone
2. water
3. air
Q5. Based on the table above, what similarities do you observe among the first three given samples?
______________________________________________________________________________________
Q6. What is volume? _____________________________________________________________________
______________________________________________________________________________________
PART II. Mass

5. Demonstrate how you measure mass of each sample. Record the mass you got for each sample.
Samples Mass (grams)
1. pieces of stone
2. water
3. air inside the ball
Q7. Based on the given table, what similarities do you observe among the given samples?
______________________________________________________________________________________
Q8. What is mass? ________________________________________________________________________
______________________________________________________________________________________
IV. Conclusion:
I therefore conclude that matter has __________________________ and ________________________
Group Number: ____________________
Grade 8- _______________________ Activity # 1 Date: ___________________
Rubrics for Activity and Performance
Criteria
5 4 3 2
Compre- Thoroughly comprehended the activity Comprehended the Required teacher or peer Unable or unwilling to
hension and assisted others in doing so. activity. assistance to comprehend the comprehend the activity.
activity.
Materials Efficient in using the materials. Efficient in using the Inefficient in using the materials Do not know how to use the
Management materials but seeks and needs help. materials and needs one on
help. one assistance.
Accuracy Demonstrates skills in measuring mass Demonstrates some Demonstrates skills in Does not demonstrate skill in
(measuring with accuracy. skills in measuring measuring mass without measuring mass.
mass) mass with accuracy. accuracy.
Participation Consistently participated and obviously Participated and Required some encouragement Refused or was reluctant to
enjoyed the activity. enjoyed the activity. to participate and somewhat participate.
enjoyed the activity.
Materials
Comprehension Accuracy Participation Total
Members (5)
Management
(5) (20)
(5) (5)
1.
2.
3.
4.
5.
Group Number: ____________________


Criteria
5 4 3 2
activity.
Accuracy Demonstrates skills in measuring mass Demonstrates some Demonstrates skills in Does not demonstrate skill in
(measuring with accuracy. skills in measuring measuring mass without measuring mass.
mass) mass with accuracy. accuracy.
Materials
Comprehension Accuracy Participation Total
Members (5)
Management
(5) (20)
(5) (5)
1.
2.
3.
4.
5.
Group Number: ____________________
Shape and Volume of Matter
Criteria
5 4 3 2
activity.
Materials Efficient in using the materials. Efficient in using the Inefficient in using the materials Do not know how to use
Management materials but seeks and needs help. the materials and needs
help. one on one assistance.
Accuracy Demonstrates skills in measuring Demonstrates some Demonstrates skills in Does not demonstrate skill
(measuring volume with accuracy. skills in measuring measuring volume without in measuring volume.
volume) volume with accuracy. accuracy.
Materials
Comprehension Accuracy Total
Members (5)
Management
(5)
Participation
(20)
(5) (5)
1.
2.
3.
4.
5.
Group Number: ____________________


Criteria
5 4 3 2
activity.
Accuracy Demonstrates skills in measuring Demonstrates some Demonstrates skills in Does not demonstrate skill
(measuring volume with accuracy. skills in measuring measuring volume without in measuring volume.
volume) volume with accuracy. accuracy.
Materials
Comprehension Accuracy Total
Members (5)
Management
(5)
Participation
(20)
(5) (5)
1.
2.
3.
4.
5.
Name:__________________________ Score:
Grade 8 - _______________________ Date:______________
Activity # 2
I. Objectives:
1. differentiate common properties of matter
2. demonstrate the skill of measuring volume
block of wood piece of stone
water glass
bottle or container balloons (different shapes)
graduated cylinder
III. Procedure/Observation:
PART I. Shape
1. Prepare block of wood and piece of stone. Observe their shape. Take note of the shape of the given sample
on the table below. Put them at different places. Q1. Did you find any change in their shape? ___________
2. Pour water into a glass. Observe its shape. Pour the water into a bottle or container. Q2. Did water take the
shape of the container? ___________
3. Blow air into balloons of different shapes. Q3. Did air take the shape of the balloon? ____________
4. Based on your answers from the given questions above, put check (/) on the appropriate column below.
has no definite (no fixed)

Samples has definite (fixed) shape
shape
1. block of wood
2. piece of stone
3. water
4. air
PART II. Volume

5. Observe the block of wood again. Determine its volume by measuring its length, width and thickness.
Q4. What is the volume of the wood? _______________________
6. Measure 50mL of water using graduated cylinder. This will serve as the initial volume. Put the piece of
stone into the water. Take note of the volume of water. Determine the volume of stone by subtracting initial
volume from the final volume of water. Q5. What is the volume of the stone? __________________
7. Measure 100mL of water. Pour it into a measuring cup. Take note of the volume of water. Q6. Did the
volume of water change? ______________________
8. Pull the plunger of the syringe until it reaches 10mL mark of the syringe. Press your thumb on the tip of the
syringe and use your other thumb to push the plunger once. Q7. Did the volume change? _____________
9. Based on your answers from the given questions above, put check (/) on the appropriate column below.
has no definite (no fixed)

Samples has definite (fixed) volume
volume
1. block of wood
2. piece of stone
3. water
4. air
IV. Conclusion:
I therefore conclude that ___________________ has definite shape and volume.
________________ has no definite shape but has definite volume. __________________ has no
definite shape and volume.
Name:__________________________ Activity # 3 Score:
Grade 8 - _______________________ What is matter made of? Date:______________
I. Objectives: After performing this activity, you should be able to:
1. infer from given situations or observable events what matter is made of
2. explain how these observed situations or events give evidence that matter is made up of tiny particles
½ cup of water 1 measuring cup (1 cup capacity)
food coloring (blue, green, or red) 1 dropper 10mL mark
4 pieces of vials with 5mL and 10mL mark ½ cup refined sugar 5mL mark
1 piece, 100-mL graduated cylinder stirrer or spoon
III. Procedure/Observation:
PART I
1. Label the vials as A, B, C and D.
2. Pour 10mL of tap water into vial A and 5mL of tap water into vials B, C and D.
3. Add a drop of food coloring solution in vial A. 7. Think about food coloring and water as
Made up of tiny particles. Draw the
molecules of food coloring and water
in the illustration below using the given
legend. – food coloring o–water
A B C D
___mL water ___mL water ___mL water ___mL water
Q1. What is the color of the food coloring solution used? ____________ A water
Q2. What is the color of the resulting solution? ________________
4. Using dropper, transfer 5mL of the resulting solution in vial A into vial B.
5. Transfer 5mL of the resulting solution in vial B into vial C. A resulting
6. Transfer 5mL of the resulting solution in vial C into vial D. solution
Q3. What can you observe about the color of the solutions in vials B, C and D? __________________________
Q4. Based on your observation, is the food coloring still present in the solution contained in B, C and D?_______
Explain your answer. _______________________________________________________________________
PART II
1. Using a clean and dry graduated cylinder, pour sugar until the 20mL mark of the graduated cylinder.
2. Transfer the measured sugar into a 250-mL beaker or transparent bottle.
3. Measure 50mL of distilled or clean tap water using graduated cylinder.
4. Add the 50mL water to the sugar and mix thoroughly until all the sugar dissolves. Taste the resulting solution.
Q5. What is the taste of the resulting mixture? __________________
5. Transfer the sugar mixture into a graduated cylinder. Q6. What is the volume of the mixture? ____________
6.Based on the given procedure above, fill in the needed data and label the amount of sugar and water and
the amount of the resulting mixture in the illustration below.
7. Think about sugar and water as made up of tiny particles. Draw the molecules of sugar and water in the
illustration below using the given legend. – sugar o – water
______mL sugar + ______mL water = ______mL sugar and water mixture

Q7. Is the volume of the resulting sugar mixture equal, more than or less than the sum of the volumes of the
unmixed sugar and water? ______________________________
IV. Conclusion:
I therefore conclude that matter is made up of tiny ___________________________ called _______________.
Group Number: ____________________
What is matter made of?
Criteria
5 4 3 2
Comprehension Thoroughly comprehended Comprehended the Required teacher or peer Unable or unwilling to
the activity and assisted activity. assistance to comprehend comprehend the activity.
others in doing so. the activity.
Materials Efficient in using the Efficient in using the Inefficient in using the Do not know how to use the
Management materials. materials but seeks help. materials and needs help. materials and needs one on
one assistance.
Following Followed procedures Followed some Required teacher or peer Did not follow procedures
procedure correctly. procedures correctly. assistance in performing the
activity
Participation Consistently participated and Participated and enjoyed Required some Refused or was reluctant to
obviously enjoyed the activity. the activity. encouragement to participate participate.
and somewhat enjoyed the
activity.
Materials Following
Comprehension Total
Members Management Procedure Participation
(5) (20)
(5) (5) (5)
1.
2.
3.
4.
5.
Group Number: ____________________

What is matter made of?

Criteria
5 4 3 2
one assistance.
activity
activity.
Materials Following
Comprehension Total
(5) (20)
(5) (5) (5)
1.
2.
3.
4.
5.
Group Number: ____________________
Are particles of matter moving? What is between them?
Criteria
5 4 3 2
one assistance.
Presentation Efficient in using the materials Efficient in using the Efficient in using the materials Inefficient in using the materials
and explains all of the materials and explains but needs help in explaining and needs help in explaining
concepts clearly. most of the concept the concept. the concept.
thoroughly.
activity.
Materials Following
Comprehension Total
(5) (20)
(5) (5) (5)
1.
2.
3.
4.
5.
Group Number: ____________________

Are particles of matter moving? What is between them?
Criteria
5 4 3 2
one assistance.
Presentation Efficient in using the materials Efficient in using the Efficient in using the materials Inefficient in using the materials
and explains all of the materials and explains but needs help in explaining and needs help in explaining
concepts clearly. most of the concept the concept. the concept.
thoroughly.
activity.
Materials Following
Comprehension Total
(5) (20)
(5) (5) (5)
1.
2.
3.
4.
5.
Name:__________________________ Score:
Grade 8 - _______________________ Activity # 4 Date:______________
Are the particles of matter moving?
What is between them?
I. Objectives:
1. infer from observations that particles of matter move; and
2. represent through a drawing/illustration what is between particles of matter.
2 cups tap water food coloring 3 tbsp sugar
3 pieces, 20mL plastic syringe (without the needle) perfume
1 piece, wide-mouthed transparent container (200 or 250mL capacity) block of wood
III. Procedure/ Observation:
PART I – Movement of Particles
1. Add one small drop of food coloring slowly along the side of the transparent container.
Q1. What happens to the food coloring dropped in the container with water? ___________________________
Q2. Based on your observation, are particles of liquid moving? _________________
2. Spray perfume in the classroom.
Q3. Can you smell the scent of the perfume? ________________
Q4. Based on your observation, are particles of gas moving? _________________
3. Observe a block of wood. The particles in a solid are tightly packed and locked in place. Q5. How do particles of
solid move? The particles of solid _______________ a little in fixed position.
PART II – Solid, Liquid and Gas in a Syringe (Compressibility)
1. Remove the plunger of syringe #1, then fill it up with sugar granules up to 20mL mark. Return the plunger of the
syringe. Push the plunger while your other thumb presses on the tip of the barrel.
Q6. Did the plunger move? ___________ Q7. Can you compress solid particles? _____________
2. Pull the plunger of syringe #2 until it reaches the 20mL mark. Press your thumb on the tip of the barrel and use
your other thumb to push the plunger once.
Q8. Did the plunger move? _________ Q9. Based on what you observed can you compress gas particles?_______
Q10. Can you push the plunger all the way through the syringe while your thumb presses on the tip of the
barrel?__________
3. This time, push the plunger of syringe #3 all the way to the end of the syringe. Suck colored water from the cup
or container up to the 20-mL level of the syringe. Cover tightly the tip of the barrel with your thumb. Push the
plunger.
Q11. Did the plunger move? ___________
Q12. Which is difficult to push plunger with sugar, with the air or with the colored water?_____________________
4. Represent your comparison by drawing the particles of sugar, air and the particles of water on the
illustration below.
IV. Conclusion:
I learned that particles of matter are _______________ and there are _____________ between particles.
Name:__________________________ Score:
Grade 8 - _______________________ Date:______________
Work Sheet # 1
Properties of Solid, Liquid and Gas
A. These diagrams represent one substance in different states of matter. Identify each diagram.
1. 2. 3.
B. Read the choices below. Identify if it describes a solid, liquid or gas. Put check ( ∕ )on appropriate boxes.
Choices: Solid Liquid Gas
A. has fixed volume and shape
1. Shape and
B. has fixed volume, no fixed shape
Volume
C. fills container, no fixed volume
A. not widely separated
2. Particle
B. closely packed
Arrangement
C. widely separated
A. very freely; move at random directions
3. Motion of
B. freely; move and change position
Particles
C. vibrate a little; cannot move around
A. extremely difficult to compress
4. Compressibility B. difficult to compress
C. can be compressed easily
5. Attraction A. strong
Between B. negligible
Particles C. very strong
C. Refer to the table above then answer the following questions:

1. Which state of matter has fixed shape and volume with particles closely packed together? ___________________________
2. In which state of matter are the particles farthest apart? _______________________________
3. The particles in an unknown substance are closer to one another, pushing one another as they move and the attraction
between particles is stronger than those in gases. What is the unknown substance? __________________________
4. Gas particles spread so fast because they move ___________________ and the particles are far apart or widely separated.
5. List down the different states/phases of matter from fastest to slowest particle motion.
fastest ___________________ - ______________________ - ______________________ slowest
6. Cross out (X) from the group of substances the term that does not fit the description - “they have definite volume”?
oxygen milk water chocolate bar air pencil carbon dioxide stone leaves
Name:__________________________ Score:
Grade 8 - _______________________ Date:______________
Work Sheet # 2
Properties of the Three States of Matter (Solid, Liquid and Gas)
A. Particle Model of the Three States of Matter
B. Matching Type:
Match the following properties of the different states of Matter to Solid, Liquid or Gas by drawing lines.
C. Answer the following riddles about Solid, Liquid and Gas. WHAT AM I?
________________1. I can be compressed because there are large spaces between my particles. What am I?
________________2. My particles are close to each other and it is difficult to push them even closer to each other.
________________3. My particles can be made closer to each other.
________________4. I am not as compressible as air.
________________5. I have definite shape and volume.
________________6. My particles are closely packed together in fixed positions.
________________7. I have fixed volume but I don’t have fixed shape.
________________8. I have no fixed volume and I fill container.
Name:__________________________ Score:
Changes Between Liquid and Gas
LC: Explains physical changes in terms of the arrangement and motion of atoms and molecules.
I. Objectives:
1. describe what happens to water when it is left in an open or closed container for some time
2. represent through illustrations what happens to the particles of water during evaporation and condensation
3. explain the processes taking place at the sub-microscopic level.
A. What changes take place when water is left in an 1 piece, small watch glass Portable gas range
open container? In a closed container?
II. Materials Needed: III. Procedure:
1 cup tap water Part 1. Boiling Water
3 pieces, watch glass or 2 pieces shallow transparent 1. Pour 1/2 cup or 100 mL of water into the beaker
plastic container with covers (used for condiments) and mark the level of water outside the beaker.
1 teaspoon or ½ measuring tablespoon 2. Put the beaker with water on top of the portable gas
III. Procedure: range
1. Pour 1 teaspoon or 1/2 tablespoon of tap water into 3. Let the water boil. Observe carefully what is
the watch glass. Label this container No.1. Cover happening to the water when it is already boiling.
container No.1 and set it aside. 4. After boiling the water for 10 minutes, put off the
2. Pour 1 teaspoon or 1/2 tablespoon of tap water into flame.
the second watch glass. This is container No. 2. Do IV. Observation:
not cover container No. 2. Draw illustrations to demonstrate how the particles of
3. Put container No. 2 beside container No. 1 in an area water behave as they are heated.
of your room where these can be kept overnight.
4. During your next science class, discuss with your
group mates the following questions.
IV. Observation:
Draw the set-up
Q6. What do you observe in the water inside the

beaker. __________________are formed
Q7. What do you think is inside the bubbles that form
when the water boils?_____________________
Q8. If you keep the water boiling for more than 10
minutes, what do you think will happen to the
Container 1(with cover) Container 2 (without cover)
amount of water in the beaker?________________
Q1. What happened to the water in container No. 1?
(increase, decrease, remain the same)
The amount of water ______________________
Q9. What process happened in the boiling water?
_________________________________________
Q2. What happened to the water in container No. 2?
Part 2. Cooling Water
The amount of water ______________________
1. Using the hot water that has boiled from Part 1,
cover the beaker with watch glass.
Q3. Which container has more water? Container ___
Q10. What do you observe at the bottom of the watch
Q4. What process happened in container 1?
glass? __________________________________
________________________________________
Q11. Where do the water droplets at the bottom of
Q5. What process happened in container 2?
the watch glass come from?___________________
________________________________________
Q12. What process happened when the steam turned
B. What changes take place when water is heated
into droplets of water?_______________________
or cooled?
V. Conclusion:
I therefore conclude that evaporation is a
100 mL tap water 1 piece, beaker, 250 mL
change from ______________ to ________________
while condensation is a change from ______________ to ________________.
Name:__________________________ Score:
Grade 8 - _______________________ Date:______________
Activity # 6
Changes Between Liquid and Solid
I. Objectives:
1. explain the processes taking place when ice turns to liquid and when liquid turns to ice
2. represent through illustrations what happens to the particles of water during melting and freezing

2 pieces, ice cubes
1 piece, watch glass or saucer
III. Procedure:
1. Put one piece of ice cube on a watch glass or small saucer.
2. Observe what happens to the ice cube after 2 minutes.
IV. Observation:
Q1. What happens to the ice cubes after 2 minutes? ________________________________________
Q2. Explain what is happening to the particles of water in ice as it turns to liquid using the particle model of matter.
Q3. Explain what will happen to the liquid on the watch glass or saucer if it is transferred into a small
container and left inside the freezer after a few hours or overnight?
___________________________________________________________________________________
Q4. Identify the following diagrams as melting or freezing.
_______________________________ _______________________________
V. Conclusion:
I therefore conclude that melting is a change from ____________________ to __________________
while freezing is a change from _____________________ to ______________________.
Group Number: ____________________
Grade 8- _______________________ Activity # 5 & 6 Date: ___________________
Changes Between Solid, Liquid and Gas
Criteria
5 4 3 2
one assistance.
activity
activity.
Materials Following
Comprehension Total
(5) (20)
(5) (5) (5)
1.
2.
3.
4.
5.
Group Number: ____________________

Grade 8- _______________________ Activity # 5 & 6 Date: ___________________

Criteria
5 4 3 2
one assistance.
activity
activity.
Materials Following
Comprehension Total
(5) (20)
(5) (5) (5)
1.
2.
3.
4.
5.
Name:__________________________ Score:
Grade 8 - _______________________ Date:______________
Worksheet # 3
The four basic aspects of the particle model of matter are: (1) matter is made up of very small particles;
(2) matter is made up of particles that are constantly moving; (3) there is empty space between
the particles; and (4) there are forces that act between the particles. Using this model, we can infer that
the arrangement and motion of the particles of matter, as well as the attraction between them change when
they change from one state to another. However, the same particles of matter are involved when these
changes happen. The particle model of matter can explain the following phase changes: evaporation,
condensation, melting, and freezing.
Study the given diagram.
Heat energy released to the environment

Evaporation
Heat energy released to the environment
A. Complete the following illustrations to show how the particles of water behave when:
a. Water is left in an open container b. Water is heated c. Ice turns into liquid water
B. Identify the phase change that happens when:

1. ice turns to water - _______________________ 2. water turns to water vapor - _____________________
3. water vapor turns to water - ________________ 4. water turns to ice - ____________________________
C. Identify the process involved in the given diagram. Fill in the missing data.
5. _______________ 6. _____________
7. ______________ 8. _____________
9. ______________ liquid 10. _____________

Name:__________________________ Score:
Grade 8 - _______________________ Date:______________
Worksheet # 4
Phase Changes and Phase Diagrams
I. Draw the particles of matter in the given diagram. Identify the different processes involved.
1. 2.
3. 4.
II. Write the original and final phases of the following processes.
Phase Change Original Phase Final Phase
Evaporation 5. 6.
Condensation 7. 8.
Melting 9. 10.
Freezing 11. 12.
III. Identify the different processes involved in the following pictures/situations.
13. 14. 15.
IV. Encircle the letter of the correct answer.

16. Alcohol rubbed on your arm would quickly evaporate. The evaporating alcohol causes your arm to feel cool
because enough heat was taken from __________to cause evaporation.
a. the air b. the sun c. your arm
17. The strong smell of alcohol in a room tells you that:
a. the room is very hot
b. alcohol molecules are in the bottle but not in the air.
c. there are alcohol molecules in the air that makes alcohol vapor
Name:__________________________ Score:
Grade 8 - _______________________ Activity # 7 Date:_____________
Small but Terrible
LC - Determine the number of protons, neutrons and electrons in a particular atom.
I. Objective:
Atoms, of which all objects are
After performing this activity, you should be able to
made, are electrical in nature. Atoms
1. compare the masses of the subatomic particles
2. infer which subatomic particle contributes to the mass are composed of three types of
of the atom particles, namely, (1) protons, (2)
3. identify that neutral objects contain positive and negative electrons and (3) neutrons. These
charges components of the atom are collectively
4. identify that atoms in their most stable state are neutral referred to as subatomic particles with
II. Procedure/Observation: positive and negative charges. The
A. Identify the symbol and the charge of the subatomic particles. proton carries a positive charge (+1).
Subatomic Symbol Charge Mass Location in the The electron carries a negative charge
particles (grams) Atom (-1). The massive part of the atom
Electrons 9.109 x 10-28 Outside nucleus comes from the masses of the protons
and neutrons. Collectively, the protons
Protons 1.672 x 10-24 Nucleus
and neutrons are called nucleons. The
Neutrons 0 1.675 x 10-24
nucleons, tightly packed together, form
Refer to the masses of the subatomic particles in the table. the nucleus in the center of the atom.
Arrange the subatomic particles in increasing mass.
1. Which subatomic particle is the lightest? ______________________________________________
2. Which subatomic particle is the heaviest? _____________________________________________
3. Which subatomic particles have almost the same mass? _________________________________
4. Which subatomic particle/s make/s up most of the mass of the atom? _______________________
5. Collectively, the protons and neutrons are called _______________________________________
B. Refer to the table above to identify the location of subatomic particles. Use the given terms to label the
subatomic particles in the atomic model below.
proton ( p+) neutron (n0) nucleus electron ( e- )
C. Refer to the given concept below.

Atoms, in their most stable state are neutral with an equal number of protons and electrons.
For a neutral atom,
Number of protons = Number of electrons = Atomic number
Mass number = Number of protons + Number of neutrons
Number of neutron = Mass number - Atomic number
6. If an atom has 6 electrons, how many protons does this atom have? ____________
7. How about if the atom has 34 protons, how many electrons does this atom have? ____________
8. What is the atomic number if an atom has 27 protons? ______________
9. Consider an atom which has six protons, six electrons and six neutrons, is the atom electrically
neutral? ___________
10. What makes the atoms in their most stable state neutral? ________________________________
_________________________________________________________________________________
Name:__________________________ Score:
Grade 8 - _______________________ Date:______________
Work Sheet # 5
What’s in a Number?
I. Neutral Atom
Use the given information about subatomic particles to
complete the table below.
The atomic number is also called
ELEMENTS SYMBOL ATOMIC NUMBER OF NUMBER OF the number of protons. A given element
NUMBER PROTONS ELECTRONS has a fixed atomic number. Thus, all of its
atoms must have the same number of
Hydrogen 1 protons. For every proton in the nucleus
Carbon 6 of an atom, there is a corresponding
electron outside the nucleus. The atomic
Calcium 20 number indicates not only the number
Silicon 14 of protons but also the number of
Iron 26 electrons. Electrons play a key role in
the chemical behavior of an atom.
Atomic mass approximately
equals the combined masses of protons
Atoms, in their most stable state are neutral with an equal
and neutrons expressed in atomic unit
number of protons and electrons.
(µ). The term mass number represents
the sum of the number of protons and
For a neutral atom,
neutrons.
Number of protons = Number of electrons = Atomic number
II. Subatomic Particles and Mass Number

Fill in the blanks.
ATOMIC MASS
ELEMENT SYMBOL PROTONS NEUTRONS ELECTRONS
NUMBER NUMBER
B 6
11 24
31 37
39 89
29 35
43 100
Pb 207
102 70
89 225
Mo 53
81 206
Name:__________________________ Score:
Subatomic Particles
Objectives:
After performing this activity, you should be able to: Number of protons = Atomic number
1. Locate the atomic number in a periodic table
2. Identify the subatomic particles associated with mass number
3. Determine the number of neutrons from the mass number Number of neutron = Mass number - Atomic number
4. Interpret shorthand notations for isotopes and atoms
5. Infer that ions are formed from the removal or addition of electron/s
I. Protons, Neutrons and Electrons Fill in the blanks.

ELEMENT SYMBOL ATOMIC PROTONS NEUTRONS ELECTRONS ATOMIC
NUMBER MASS
31 37
39 89
29 35
43 100
Pb 207
89 225
Mo 53
81 206
100 159
No 261
II. Isotopes, Ions and Subatomic Particles Use the given information to complete the table below.
MASS Charge
ISOTOPE ELEMENT
NUMBER
# of p+ # of e- # of n0
B-6 Boron 5 1 0
Fluorine 10 -1
Neon 10 10
Mg-24 12 10
Si-28 14
III. Shorthand Notations for isotopes and atoms

A. A shorthand notation for isotopes includes the element’s symbol and mass number. Consider two isotopes of
sulfur, S-32 and S-33.
1. How many protons are there in the S-32 isotope? _________2. How about the number of neutrons? __________
3. How many protons are there in the S-33 isotope? _________4. How about the number of neutrons? __________
B. The figure below shows another shorthand notation.
24
5. What is the atomic number of the sodium ion? ___________
Na 6. How many protons are there in the sodium ion? ___________

7. What is the mass number of the sodium ion? _____________
11 8. How many neutrons are there in this sodium ion? __________
9. What is the charge of the sodium ion? _________________
10. How many electrons are there in the sodium ion? __________
Name:__________________________ Score:
Grade 8 - _______________________ Work Sheet # 6 Date:_____________
Shorthand Notations and Isotopes
Number of protons = Atomic number Atomic mass approximately equals the

combined masses of protons and neutrons
expressed in atomic unit (µ). The term mass
Number of neutron = Mass number - Atomic number number represents the sum of the number of
protons and neutrons. Atoms of the same
element with different mass number are called
I. Shorthand Notations for isotopes and atoms
A. A shorthand notation for isotopes includes the
isotopes. These isotopes are atoms with the
element’s symbol and mass number. same number of protons but different number of
Label the following: neutrons. The isotopes are identified through
C-12 their mass number which is the sum of the
number of protons and number of neutrons in
an atom.
Consider two isotopes of carbon, C-12 and C-13. Atoms may gain charges. This happen
Answer the following questions: when electrons are lost or gained by the atom.
1. How many protons are there in the C-12 isotope? _________
When this happen, the atom becomes an ion.
2. How about the number of neutrons? __________
3. How many protons are there in the C-13 isotope? _________
4. How about the number of neutrons? __________
B. The figure below shows another shorthand notation. Label the figure based on the information about the
subatomic particles that may be derived from this shorthand. The base is the element’s symbol. The left subscript
denotes the atomic number, therefore the number of protons may be known. The superscript at the left denotes
the mass number wherein the number of neutrons may be derived. On the other hand, the superscript at the right
denotes the charge wherein the number of electrons may be determined. When there is no superscript at the right,
it means that the charge is zero (0).
5. How many protons are there in the lithium ion? __________
6. How many neutrons are there in the lithium ion? __________
7. How many electrons are there in the lithium ion? __________
II. Ions and Subatomic Particles

Use the given information to complete the table below.
MASS Charge
ISOTOPE ELEMENT
NUMBER
# of p+ # of e- # of n0
C-13 Carbon 13 6 5 7 +1
B-6 Boron 5 1 0
N-14 Nitrogen 7 0
Fluorine 10 -1
Neon 10 10
Mg-24 12 10
Al-27 +3
Si-28 14
S-32 0
K-35 +1
Name:__________________________ Score:
“Building a palatable atom”
I. Objectives:
Identify the element being represented by the model Number of protons= Atomic number
Create a simple atomic model of an atom Number of neutrons= (mass number rounded to nearest whole)-
Calculate the number of protons, electrons, neutrons, (atomic number)
atomic mass and atomic mass in the given elements. Number of electrons= number of protons (in neutral atom)
II. Materials: Each shell can contain only a fixed number of electrons:
Any indigenous food to represent the following: The first shell can hold up to two electrons, the second shell can
Nucleus, Protons, Neutrons, Electrons hold up to eight (2 + 6) electrons, the third shell can hold up to
III. Procedures: 18 (2 + 6 + 10) and so on. The general formula is that the nth
1. Choose an element with an atomic number that shell can in principle hold up to 2(n2) electrons. (n - number of
ranges from 3 to 10. shell -1, 2,3 …)
2. Use a plate to hold up your model.
3. Use the same kind of food to represent each subatomic particle. The protons, neutrons, and electrons need to be
proportional to each other. For example, for Hydrogen you could have hot pandesal as your nucleus, mentos as
your neutron, nips as your proton, and for the electron peanut. Electrons are very small. They hang out in energy
levels.
4. Make your model cheap, made of palatable, delicious indigenous food. Your model must be mount watering and
not a waste of money.
5. Identify the number of protons, neutrons, and electrons.
IV. Observation:
Q1. What is the atomic name (name of element) of your model?_________________________________
Q2. What is the symbol?______________________________
Q3. What is its atomic number?_________________________
Q4. What is its mass number?__________________________
Q5. How many electrons, protons, and neutrons does your atom have?
Electrons - ________ Protons - _________ Neutrons - __________
6. Present your model to the class
V. Conclusion:
I learned that atom is made up of the following subatomic particles: _______________, _______________
and _______________. Number of protons identifies the ______________________________of an element.
Rubrics for the Atomic Model:

Criteria 5 pts. 4 pts. 3pts. 2 pts. Score
Model The students were able The students were able The students were able Frequent teacher
to thoroughly construct to construct and to construct and intervention was needed
and arrange the atomic arrange the atomic arrange the atomic for the students to be
model. No teacher model. No teacher model. But with little able to construct and
intervention was needed. intervention was teacher intervention. arrange the atomic
needed. model.
Presentation The students were able The students were able The students were able The students were able
to thoroughly present the to present the model to present the model to present the model
model with proper parts with proper parts of the though 1-2 parts are though 3-4 parts are
of the atomic model with atomic model with well missing with missing with little
well comprehended comprehended comprehended comprehended answers.
answers. answers. answers.
Creativity The students were able The students were able The students were able The students weren’t
to thoroughly make a to make a good and to make a fair model of able to make a model of
neat and well-presented well-presented model of an atom an atom
model of an atom an atom
Total
Name:__________________________ Score:
Grade 8 - _______________________ Date:______________
Work Sheet # 7
Subatomic Particles
Number of protons = Atomic number

I. Protons, Neutrons and Electrons in a Neutral Atom

Fill in the blanks.
ELEMENT SYMBOL ATOMIC PROTONS NEUTRONS ELECTRONS ATOMIC
NUMBER MASS
24 27
26 56
13 14
7 14
Mg 24
19 39
Ag 61
79 197
15 16
Cl 35
II. Isotopes and Ions

Use the given information to complete the table below.
MASS
ISOTOPE ELEMENT
NUMBER
# of p+ # of e- # of n0 Charge
P-31 16 0
Nickel 31 -1
Manganese 24 30
Zn-65 32
Ar-40 18
III. Shorthand Notations for isotopes and atoms

A. A shorthand notation for isotopes includes the element’s symbol and mass number. Consider two
isotopes of sulfur, S-32 and S-33.
1. How many protons are there in the S-32 isotope? ______2. How about the number of neutrons? _____
3. How many protons are there in the S-33 isotope? ______4. How about the number of neutrons? _____
B. The figure below shows another shorthand notation.
5. What is the atomic number of the sodium ion? ___________
6. How many protons are there in the sodium ion? ___________
23
7. What is the mass number of the sodium ion? _____________
Na 8. How many neutrons are there in this sodium ion? __________
9. What is the charge of the sodium ion? _________________
11 10. How many electrons are there in the sodium ion? __________
Name: _______________________________
_______________________________ Group Activity Score:
_______________________________ Where Am I Located?
Procedure:
1. Given is a blank periodic table and a list of unknown group of elements: ABC / DEF / GHI / JKL
2. The vertical columns of the periodic table are called groups. Number the groups from 1-18.
3. The horizontal rows of the periodic table are called periods. Number the periods from 1-7.
4. In a blank periodic table, place the unknown group of elements using the clues provided below.
A – group 1, period 2 D – group 2, period 4 G – group 2, period 5 J – group 1, period 6
B – group 14, period 2 E – group 8, period 4 H – group 9, period 5 K – group 16, period 6
C – group 18, period 2 F – group 14, period 4 I – group 17, period 5 L – group 7, period 7
5. Metalloids are found along the zigzag line (shaded area) between metals and nonmetals. Nonmetals lie on the right side of the zigzag line.
Answer the following questions based on the given data.
Observation:
1. Is A a metal or nonmetal? __________________ 4. Identify the period of the following 5. List the unknown elements
2. What do you call elements B, C and I? ________________ group of unknown elements: under the following groups:
3. Which elements are located on the shaded area? ___________ a. ABC – Period _______ a. Group 1 - __________
What do you call these elements? _______________ b. DEF – Period _______ b. Group 2 - __________
c. GHI – Period _______ c. Group 14 - _________
Name:__________________________ Score:
GETTING TO KNOW THE PERIODIC TABLE SET A
LC-Trace the development of the periodic table from observations based on similarities in properties of elements
Objective: To describe how the elements are arranged in the periodic table.
1. The horizontal rows of the periodic table are called periods. Number 4. Write the names of the two rows at the bottom of the chart:
the periods. Lanthanides and Actinides
2. The vertical columns of the periodic table are called groups. Number 5. Write the symbol of each element.
the groups. 6. Place the atomic number for each element above the symbol.
3. Write the name of each of the following groups above the number: 7. Draw a heavy black line between the metals and nonmetals.
Group 1 Alkali metals 8. Use the following chart to color the periodic table.
Group 2 Alkaline earth metal Halogens violet Noble gases red
Group 3-12 Transition metals Alkali metals green Alkaline earth metals brown
Group 16 Chalcogens or oxygen group Transition elements orange Lanthanides blue
Group 17 Halogens Actinides yellow Oxygen group pink
Group 18 Noble Gases
Name:__________________________ Score:
GETTING TO KNOW THE PERIODIC TABLE SET B
Group 2 Alkaline earth metal Halogens green Noble gases brown
Group 3-12 Transition metals Alkali metals orange Alkaline earth metals blue
Group 16 Chalcogens or oxygen group Transition elements yellow Lanthanides pink
Group 17 Halogens Actinides red Oxygen group violet
Name:__________________________ Score:
GETTING TO KNOW THE PERIODIC TABLE SET C
Group 2 Alkaline earth metal Halogens orange Noble gases blue
Group 3-12 Transition metals Alkali metals yellow Alkaline earth metals pink
Group 16 Chalcogens or oxygen group Transition elements red Lanthanides violet
Group 17 Halogens Actinides brown Oxygen group green
Name:__________________________ Score:
GETTING TO KNOW THE PERIODIC TABLE SET D
Group 2 Alkaline earth metal Halogens yellow Noble gases pink
Group 3-12 Transition metals Alkali metals red Alkaline earth metals violet
Group 16 Chalcogens or oxygen group Transition elements brown Lanthanides green
Group 17 Halogens Actinides blue Oxygen group orange
Name:__________________________ Score:
Metallic Property
LC- Use the periodic table to predict the chemical behavior of an element
With respect to the position in the periodic table, metallic property increases from top to bottom and decreases from left to right. The
horizontal arrow indicates decreasing metallic property while vertical arrow indicates increasing metallic property.
1
1
2 Decreasing
2
3
Increasing
3
4
4
5
6
5
7
6
A. Refer to the Periodic table of elements above to answer the following questions:
1. Which element has the highest metallic property in Family 2A? _______ 4. Which element has the lowest metallic property in Period 5? _______
2. Which element has the lowest metallic property in Family 4A? _______ 5. Which element has the lowest metallic property in Period 4? _______
3. Which element has the lowest metallic property in Family 1B? _______ 6. Which element has the highest metallic property in Period 3? ______
B. Arrange the following elements in increasing metallic property: C. Arrange the following elements in decreasing metallic property:
7. Os, Pb, At, Pt - __________________ 11. Cd, Pd, Sn, Rb - __________________
8. Fe, Os, Hs, Ru – _________________ 12. Cu, Ag, Rg, Au - __________________
9. Cl, Al, Mg, Na - __________________ 13. Ca, Cr, Mn, Cu - __________________
10. Al, Ga, In, Tl - __________________ 14. Ra, Ba, Sr, Mg - ___________________
D. Refer to the Periodic table of elements above to answer this question:
15. Lithium, sodium, potassium are metals belonging to Group 1. In this group, how does reactivity vary – increasing or decreasing from top to bottom in
the periodic table? _____________________________
Name:__________________________ Score:
Metal… Metal: How reactive are you?
LC- Use the periodic table to predict the chemical behavior of an element
There is an existing definite order of reactivity existing among metals and hydrogen according to their ability to displace one another. This
arrangement is called the metal reactivity series or activity series of metals. The activity series is an arrangement of metals according to
decreasing order of reactivity, as shown below.
Activity Series of Metals - an arrangement of metals according to decreasing

order of reactivity, A. Refer to the table on the left to answer the following questions:
Which will be more reactive with acid in the following pairs of metal?
1. Mg or Na - ___________
2. Ag or Al - ____________
3. Fe or Zn - ____________
4. Pb or Li - _____________
5. K or Cu - _____________
B. Arrange the following metals in the order of their decreasing reactivity.

6. Fe, Cu, Al, Zn - ____________________________
7. Ca, K, Ag, Pt - _____________________________
8. Au, Pb, Na, Fe - ____________________________
C. Arrange the following metals in the order of their increasing reactivity.

9. Li, Sn, Cu, Fe - _______________________________
10. Sn, Mg, Pb, Al - ______________________________
D. Circle the letter of the correct answer:

11. Which of the following elements is the least reactive to acid?
A. Magnesium B. Carbon
C. Hydrogen D. Gold
12. Which element would be most reactive when added to an acid?
A. Platinum B. Lead
C. Calcium D. Potassium
Name:__________________________ Score: ____________
Grade 8 - _______________________ CROSS WORD PUZZLE Date:______________
DIRECTION: Answer the questions below to identify the words in the cross word puzzle. Have fun!
1
2 3 4
5 6
7 8 9
10 11
12 13 14
15 16 17 18
19 20
21
22
23
24 25
26 27
28 29
30 31
32
33
34 35
36 37
ACROSS DOWN
2. The central part of an atom. 1. Group 1 elements are called _____________
3. If heat is applied to water, what is likely to happen? Water turns to metals.
_________ 4. Which element would be most reactive when
5. Which state of matter has fixed shape and volume with particles closely added to an acid?
packed together with little movement? 6. The particles of an unknown substance are
7. The amount of matter the object has. closer to one another, pushing one another as
8. Matter is made up of tiny _________________ they move, and the attraction between
13. The process that occurs when water turns to ice. particles is stronger than those in gases. What
14. Solid has definite _________ and definite volume. is the state of the unknown substance?
15. What process occurs when water vapor turns to liquid water? 9. Particles of matter have ____________
17. The solid water is also known as _______ between them.
19. What does the neutral charge in the atom represent? 10. When a substance undergoes ___________,
21. The smallest particle of an element. solid (ice) as end phase was produced.
22. Equal number of protons and electrons makes an atom ___________ 11. The ease and speed with which a metal
23. They are vertical columns with increasing atomic numbers from top to reacts with another substance is called its
bottom. _______________.
27. The elements on the left side side of the periodic table are clasified as 12. What does the positive charge inside the
____________ atom represent?
28. What atom contains the same number of protons but have different 16. It is the process by which a liquid changes
number of neutrons? into gas due to an increase in temperature.
29. The particles of matter __________ each other. 18. In a neutral atom the number of protons is
31. The volume of the mixture is less than the volume of the unmixed sugar __________to the number of electrons.
and water because the water molecules_____ in the spaces between sugar 20. The elements on the left side side of the
molecules. periodic table are clasified as ____________
32. What is common to Helium, Neon and Argon? They are all ________gases. 24. Which element would be least reactive when
33. Boron, Silicon, Germanium, Arsenic, Antimony, Tellurium and Polonium are added to an acid?
classified as _______________. 25. Anything that occupies space and has mass.
34. Particles of matter are ____________. 26. What do you call the horizontal rows of the
36. A particle consisting of two or more atoms combined together in a specific periodic table?
arrangement. 30. Spoon, plate, water fit the description - “have
37. _____________ are arranged in the periodic table according to increasing definite ___________”
atomic number. 35. Particles of a ______ move rapidly.
Name:__________________________ Score: ____________
Grade 8 - _______________________ CROSS WORD PUZZLE Date:______________
DIRECTION: Answer the questions below to identify the words in the cross word puzzle. Have fun!
1A
2N U C L E U S 3V A 4P O R
5S O 6L I D K O
I 7M A S S 8P A R T I C L E 9S
Q 10M L A P 11R
12P U 13F R E E Z I N G S 14S H A P E
R I L S C A
15C O N D 16E N S A T I O N 17I C 18E E C
T V I U Q S T
O A 19N E U T R O 20N M U I
N P G O 21A T O M V
O 22N E U T R A L I
23G R O U P S M T
A E 24P 25M Y
T 26P 27M E T A L A
28I S O T O P E S A 29A T T R A C T
O R L T T
N 30V 31F I T S I E
O O 32N O B L E R
33M E T A L L O I D S U
U S 34M O V I N 35G
M A
36M O L E C U L E S 37E L E M E N T S
ACROSS DOWN
2. The central part of an atom. 1. Group 1 elements are called _____________
3. If heat is applied to water, what is likely to happen? Water turns to metals.
_________ 4. Which element would be most reactive when added
5. Which state of matter has fixed shape and volume with particles closely to an acid?
packed together with little movement? 6. The particles of an unknown substance are closer
7. The amount of matter the object has. to one another, pushing one another as they move,
8. Matter is made up of tiny _________________ and the attraction between particles is stronger than
13. The process that occurs when water turns to ice. those in gases. What is the state of the unknown
14. Solid has definite _________ and definite volume. substance?
15. What process occurs when water vapor turns to liquid water? 9. Particles of matter have ____________ between
17. The solid water is also known as _______ them.
19. What does the neutral charge in the atom represent? 10. When a substance undergoes ___________, solid
21. The smallest particle of an element. (ice) as end phase was produced.
22. Equal number of protons and electrons makes an atom ___________ 11. The ease and speed with which a metal reacts
23. They are vertical columns with increasing atomic numbers from top to with another substance is called its
bottom. _______________.
27. The elements on the left side side of the periodic table are clasified as 12. What does the positive charge inside the atom
____________ represent?
28. What atom contains the same number of protons but have different 16. It is the process by which a liquid changes into
number of neutrons? gas due to an increase in temperature.
29. The particles of matter __________ each other. 18. In a neutral atom the number of protons is
31. The volume of the mixture is less than the volume of the unmixed sugar __________to the number of electrons.
and water because the water molecules_____ in the spaces between sugar 20. The elements on the left side side of the periodic
molecules. table are clasified as ____________
32. What is common to Helium, Neon and Argon? They are all _______ gases. 24. Which element would be least reactive when
33. Boron, Silicon, Germanium, Arsenic, Antimony, Tellurium and Polonium are added to an acid?
classified as _______________. 25. Anything that occupies space and has mass.
34. Particles of matter are ____________. 26. What do you call the horizontal rows of the
36. A particle consisting of two or more atoms combined together in a specific periodic table?
arrangement. 30. Spoon, plate, water fit the description - “have
37. ______________ are arranged in the modern periodic table according to definite ___________”
increasing atomic number. 35. Particles of a ______ move rapidly.

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3rd Quarter Activities

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Name:__________________________ Score:

Grade 8 - _______________________ Date:______________

III. Procedure/ Observation:

Samples Does it occupy space? (Yes or No)

PART II. Mass

Group Number: ____________________

Rubrics for Activity and Performance

Group Number: ____________________

Rubrics for Activity and Performance

has no definite (no fixed)

PART II. Volume

has no definite (no fixed)

______mL sugar + ______mL water = ______mL sugar and water mixture

Group Number: ____________________

Rubrics for Activity and Performance

Group Number: ____________________

C. Refer to the table above then answer the following questions:

A. Particle Model of the Three States of Matter

Q6. What do you observe in the water inside the

II. Materials Needed:

Group Number: ____________________

Rubrics for Activity and Performance

Study the given diagram.

Heat energy released to the environment

Heat energy released to the environment

B. Identify the phase change that happens when:

9. ______________ liquid 10. _____________

13. 14. 15.

IV. Encircle the letter of the correct answer.

C. Refer to the given concept below.

LC - Determine the number of protons, neutrons and electrons in a particular atom.

II. Subatomic Particles and Mass Number

I. Protons, Neutrons and Electrons Fill in the blanks.

III. Shorthand Notations for isotopes and atoms

Na 6. How many protons are there in the sodium ion? ___________

Number of protons = Atomic number Atomic mass approximately equals the

6. How many neutrons are there in the lithium ion? __________

7. How many electrons are there in the lithium ion? __________

II. Ions and Subatomic Particles

Rubrics for the Atomic Model:

Number of protons = Atomic number

I. Protons, Neutrons and Electrons in a Neutral Atom

II. Isotopes and Ions

III. Shorthand Notations for isotopes and atoms

Activity Series of Metals - an arrangement of metals according to decreasing

B. Arrange the following metals in the order of their decreasing reactivity.

C. Arrange the following metals in the order of their increasing reactivity.

D. Circle the letter of the correct answer:

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Grade 8 - _________ Date:

mL sugar + mL water = __mL sugar and water mixture

9. __ liquid 10. _