10

SCIENCE
Fourth Quarter

LEARNING ACTIVITY SHEETS

 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY

COPYRIGHT PAGE
SCIENCE
Learning Activity Sheets
(Grade 10)

Copyright © 2021
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

“No copy of this material shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K to 12 Curriculum through the
Curriculum and Learning Management Division (CLMD). It can be reproduced for educational
purposes and the source must be acknowledged. Derivatives of the work including creating an
edited version, an enhancement of supplementary work are permitted provided all original
works are acknowledged and the copyright is attributed. No work may be derived from this
material for commercial purposes and profit.
Consultants:
Regional Director : BENJAMIN D. PARAGAS, PhD, CESO IV
Assistant Regional Director : JESSIE L. AMIN , EdD, CESO V
Schools Division Superintendent : RACHEL R. LLANA
Asst. Schools Division Superintendent : MARY JULIE A. TRUS
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG
Chief Education Supervisor, CID : EVELYN V. RAMOS

Development Team
Writers: MARY ANN D. CARPISO NATHANIEL R. ALMENDRA
VIANNIE MAY B. COLLADO ROMMEL L. ANTONIO
MELANIO NOE O. MANIPON JANE D. ASUNCION
GRETCHEL D. BANCOD KATHLEEN KAYE P. LAGUERTA
MELBA A. AGRAVANTE IRENE G. LORENZO
RACQUIEL B. ARZADON FELY L. DACUSIN

Content Editors: MARICEL S. FRANCO

LORADEL R. SULIO
ETHEL N. URIAN
Language Editor: ALOYDA B. CALANGAN
Illustrators: KATHLEEN KAYE P. LAGUERTA
Layout Artist: CHESTER C. CORTEZ
Focal Persons: RIZALINO G. CARONAN
ESTER T. GRAMAJE
MARICEL S. FRANCO
BERMELITA E. GUILLERMO

Printed by: Curriculum and Learning Management Division

DepEd, Carig Sur, Tuguegarao City

Please Practice Personal Hygiene at all times. i

 Table of Contents

Learning Competencies Page Number

Investigate the relationship between:

1. volume and pressure at constant
temperature of a gas;
2. volume and temperature at
.............................. 1-25
constant pressure of a gas;
3. explains these relationships
using the kinetic molecular
theory

Recognize the major categories of

.............................. 26-45
biomolecules such as carbohydrates,
lipids, proteins, and nucleic acids

Apply the principles of conservation of .............................. 46-55

mass to chemical reactions

Explain how the factors affecting rates

of chemical reactions are applied in
.............................. 56-69
food preservation and materials
production, control of fire, pollution and
corrosion

Note: Please Practice Personal Hygiene at all times. iii

 SCIENCE 10
Name: __________________________________ Grade Level: ___________
Date: ___________________________________ Score: _______________

LEARNING ACTIVITY SHEET

Behavior of Gases
Background Information

Have you ever wondered why gases are invisible? Are you familiar with its properties
and how it behaves?

These questions will be answered through this learning material. Exciting activities are
prepared for you to appreciate these phenomena that will lead to the understanding of the
Kinetic Molecular Theory of Gases.

For the first week, you will be dealing with the different properties of gases and learn
more about the two scientists who contributed a lot in understanding the behavior of gases.
For the second week, you will be exploring on the relationship of gases in terms of its
volume, pressure and temperature and relating it to Kinetic Molecular Theory.

Learning Competency

At the end of this journey, you should be able to investigate the relationship between:
1) volume and pressure at constant temperature of a gas;
2) volume and temperature at constant pressure of a gas;
3) explains these relationships using the kinetic molecular theory.
(S10MT-IVa-b-21, Quarter 4: Week 1-2)

LET’S RECALL

Hi! I am teacher Maan and I will be one of your guides in

this journey. In Grade 9 you have learned about chemical
bonding and its various types. This time you will know deeper
about the properties and behavior of gases. Let your journey
begin.

Note: Please Practice Personal Hygiene at all times. 1

 PRE-ASSESSMENT

But before we proceed, please answer the

following questions as pre-assessment in this topic.
Kindly encircle the letter of the correct answer.

1. Which example has particles that can be drawn closer to occupy smaller volume?
a. block of wood c. ice cube
b. fruit juice d. air inside the syringe
2. Which of the following phenomena does NOT involve the application of gas pressure?
a. burning fuels c. falling leaves
b. vulcanizing tire d. rising hot air balloons
3. Last summer vacation, the Cruz family decided to go to Pagudpod, Ilocos Norte to have a
beach party. On their way to Ilocos, all of them were surprised when the tire suddenly
exploded. What is the probable explanation for the blown-out tire during a long summer
drive?
a. High temperature causes a decrease in volume.
b. The amount of the gases inside the tire is increased.
c. The mass of the gases inside the tire increases causing a blown-up tire.
d. The volume of gases increases as the temperature increases, causing a blown-up
tire.
4. How can you possibly prove that gases have negligible mass?
a. feels the weight of the samples on both hands
b. asks two persons to hold a box filled with air
c. supports your claim of through equation
d. puts a balloon in a digital balance before and after you fill it with air

5. Each of the following containers is

air tight and has the same number of
gas molecules. Which container has
the highest pressure?

6. Each of the following containers has the same size. Which of following containers has the
most compressed gas
molecules?

7. All the gas samples have the

same temperature and mass. In which of the following conditions will the gas sample have
the highest density?
8. What happens to the density of a gas as its volume decreases at constant pressure and
temperature?
a. decreases c. increases
b. stays the same d. unpredictable

9. Which of the following statements does not agree with the Kinetic Molecular Theory of
Gases? Gas particles
a. are in constant motion c. move in predictable patterns
b. are far apart from each other d. move independently of one another

10. A 4.0L of a sample of gas at 1.0 atm of pressure is compressed into a 0.85 L tank. What
is the pressure of the compressed gas, if the temperature remains constant?
a. 0.15 atm c. 0.21 atm
b. 3.4 d. 4.7 atm

ACTIVITY 1: PROPERTIES OF GASES

Are you familiar with the properties of gas? By the way

I am teacher Nat. I will be sharing to you the data gathered
from the laboratory activities that we have conducted in
school with my students. Analyze the given data below and
answer all the questions that follow.

PART 1: GASES AND TEMPERATURE

Table 1: Data on Temperature of Air (0C)

Temperature of the Air (0C)
Trial Room Temperature Above the ice Above the
water boiling water
1 ( 10 seconds ) 23 18 27
2 ( 10 seconds ) 23 17 26
3 (10 seconds ) 23 16 28
Average 23 17 27

Q1. Compare the temperatures of air in the three set-ups. Did you notice any
difference? Explain your answer.
_________________________________________________________________
_________________________________________________________________
PART 2: GASES AND MASS

Table 2: Data on the Mass of Gas inside the Balloon.

Trial Mass of the Mass of the inflated Difference in mass
deflated balloon (g) balloon (g) (inflated-deflated)
1 2 4 2
2 2 4 2
3 2 4 2
Average 2 4 2

Q2. Compare the masses of the deflated and inflated balloon. Is there any
difference? Explain your answer.
_______________________________________________________________
_______________________________________________________________

Q3. What can you infer from this activity?

_______________________________________________________________
_______________________________________________________________

PART 3: GASES AND VOLUME

Table 3: Data on the Volume of Air Trapped in the Water-Oil Mixture

Trial Volume of Total Volume Difference in mass (Total volume
water plus when air was when air was introduced -
oil (mL) introduced Volume of water plus oil)
(mL) (mL)
1 7 9 2
2 7 9 2
3 7 9 2
Average 7 9 2

Q4. What happened to the volume reading of the water-oil mixture when air is
introduced to it?
________________________________________________________________
________________________________________________________________

Q5. What does it indicate?

________________________________________________________________
_______________________________________________________________
PART 4: GASES AND PRESSURE

In the following situation, a deflated balloon was placed on the mouth of an

Erlenmeyer flask with hot water. Observe what happens to the balloon after some time.

Q6. What happens to the balloon? ______________________________________________

Q7. Compare the sizes and shapes of the deflated and inflated balloons. What caused this
change? ____________________________________________________________________

Q3. What do you think will happen to the balloon if it continuously exposed to the boiling
water? _____________________________________________________________________

Have you imagined yourself in the laboratory after you have analyzed all the data
from the activity. At this point, you already discovered and proven that that gases have mass,
volume, temperature and pressure.

ACTIVITY 2: BOYLE’S LAW

Boyle and Charles are two of the significant persons in the

field of chemistry especially in the study on behavior of gases. But
before we learn more about the behavior of gases, let us first
familiarize ourselves on the lives of these two scientists. This
activity will help you think more about the life and contributions of
Robert Boyle and Jacques Charles in the world of science.

By the way I am teacher Nat

Who is Robert Boyle?
Robert Boyle was born on January 25, 1627 at
Lismore Castle, County Waterford Ireland and died on December 31,
1691, London, England. He is an Anglo Irish natural philosopher,
theological writer and a preeminent figure of 17th century intellectual
culture. He was best known as a natural philosopher in the field of
chemistry but also have scientific works in many areas like hydrostatics,
physics, medicine, earth science, natural history and alchemy. Other than
his scientific interests, he has prolific outputs in Christianity like his
devotional and ethical essays and theological tracts on biblical language.

Boyle started his formal education at the age of eight at Eton College where He was
known to be a studious child. From 1644 to mid - 1650s, Boyle consumed his time with his
group Hartlib Circle. With this group, George Starkey, a young immigrant from America,
heightened Boyle’s interest in experimental chemistry.

From 1656 to 1668, Robert Boyle went to Oxford and it is where his passion in
experimental chemistry became more noticeable. In 1659, together with Robert Hooke, they
completed the construction of their famous air pump and used to study pneumatics. Boyle
and Hooke had several discoveries regarding air pressure and vacuum which resulted to
their first publication in 1660 entitled, New Experiments Physico – Mechanical, Touching the
Spring of the Air and Its Effects. The two scientists also discovered the different physical
characteristics of air and its role in combustion, respiration and transmission of sound.

In 1662, Boyle’s Law was published. This law expresses the inverse relationship of
pressure and volume of gas. He performed an experiment where he trapped a fixed amount
of air in the J – tube. He changed the pressure by differing weights of mercury and he
controlled the temperature. He then found out that increasing the pressure would decrease
the volume of the gas.

Some more other writings of Boyle were The Sceptical Chymist and the Origin of
Formes and Qualities. Overall, Boyle strongly argued that for us to study about the natural
world and medicine, there is a need to apply the principles and methods of chemistry.
Who is Jacques Charles?

Jacques Alexandre – Cesar Charles was born on November 12, 1746 in

Beaugency, France and died on April 7, 1823 in Paris. He is a French the first to ascend
in a hydrogen balloon together with Nicholas Robert in 1783

His first occupation was a clerk at the Ministry of Finance in Paris but then turned to
science and experimented with electricity. His concentration was on ballooning which
made him to be a known individual on reaching the highest altitude using a balloon.
About 1787, Charles’ law was developed which focuses on thermal expansion of
gases. Charles is best known for his studies on how the volume of gas changes with
temperatures. In 1787, He studied oxygen, nitrogen, hydrogen and carbon dioxide and
found out that the volume of all of these gases increased identically with higher
temperature when pressure was held constant. Although he found these results, he did
not publish. It was Gay – Lussac who publish the same findings but gave due credits to
Charles.
Much of Charles work and publications were on mathematics however he remains
to be a scientist and inventor. He finished many experiments on electricity and invented
instruments like the new type of hydrometer that is used to measure densities as well as
the development of a reflecting goniometer for measuring the angle of crystals.
On the latest life of Charles, he remained to be a university physics professor.
 PROFILE OF A SCIENTIST
Name of Scientist: ____________________ ____________________
Years of Scientist’s ____________________
Life: ____________________
Nationality of Scientist: ____________________ ____________________
Major Scientific
Interests:
● _______________ ● ____________________
_____

● _______________ ● ____________________
_____

● _______________ ● ____________________
_____

Major Contributions to
Science:
● _______________ ● ____________________
_____

● _______________ ● ____________________
_____

● _______________ ● ____________________
_____

Publications:
● _______________ ● ____________________
_____

● _______________ ● ____________________
_____

● _______________ ● ____________________
_____

Special Recognition
and Awards:
● _______________ ● ____________________
_____

● _______________ ● ____________________
_____

Other Information:
● _______________ ● ____________________
_____
 ● _______________ ● ____________________
_____

GAS LAWS

Gases have different properties. They have indefinite shape and size and fit the shape and size
of their containers. Gases are easily compressed when pressure is applied, expand when
heated and contract when cooled. Below is a table showing how pressure, volume and
temperature are interrelated.

Measurable Properties of Gases

Properties Definition Formula Unit Conversion

of Gases

Pressure Force per unit area. The P=F/A Pa, atm, torr, 1 atm = 760 torr = 760
pressure of the gas is the mm Hg mm Hg
force exerted by the gas on 1 torr = 1 mm Hg
the walls of its container 1 atm = 101 325 Pa
divided by the surface area
of the container.

Volume The volume of the gas is the m3, cm3, L, mL 1 L = 0.001 m3

space it occupies. The 1 L = 1000 cm3
volume of the vessel is 1mL = 1 cm3
equal to the volume of the
gas it contains. This is
based on the principle that
gas particles can occupy all
the spaces available.

Temperatur Measure of the hotness and K, oC, oF C = 5/9 (oF – 32)

o

o
e coldness of the gas F = 9/5 (oC + 32)
K = oC + 273

Amount of The quantity of the gas n=mass/Mola mole

Gases being measured is always r mass
expressed in moles or n.
 ACTIVITY 3: BOYLE’S LAW

What keeps the oxygen gas inside the tank liquid? What
keeps the petroleum gas liquid inside a tank? Let us try to find
out through the next activity. Hello, I am teacher Vie.

Objective:

Investigate the relationship between volume and pressure of gases at constant temperature.

Below is a container with an unknown gas. An upward arrow represents the pulling
up of the cover and the downward arrow represents the pressing down of the cover.

Analyze the illustration and answer the questions that follow.

1. What do the dots inside the container represent?

_____________________________________________________________________
_______________________________________________________
2. What do you notice on the particles inside the container after the top cover was
pressed downward? What is the effect of this on the pressure inside the container?
_____________________________________________________________________
_______________________________________________________
3. What happens to the volume of the gas inside the container after it was pressed?
_____________________________________________________________________
_______________________________________________________

How confident are you with your answers? Check the like icon if you are confident
with your answer, otherwise check dislike.
 Based on the previous activity, you have just learned the effect of pressure on
the volume of a gas. You have seen in the illustration that pressing the cover of the
container means increasing the pressure inside it. The pressure is increased since
there is more collision of particles inside the walls of the container. And as you keep
on pressing it, the volume of the gas inside the container decreases. So as soon as
you continue pressing, the gas particles become much closer forming the molecules
of a liquid. This is then explanation why the gas inside an LPG tank remains to be
liquid.

This pressure and volume relationship of gas is known as Boyle’s law. It was
named after Robert Boyle after he has performed an experiment on gases. According to
Robert Boyle (16th century), the volume (v) of a given amount of gas held at constant
temperature varies inversely with the applied pressure (P). In other words, at constant
temperature, when the pressure is increased, the volume of the gas is decreased. When
the pressure is decreased, the volume is increased. This can be represented by the
mathematical expressions below.

where:
V1 = initial volume
V2 = final volume
P1 = initial pressure
P2 = final pressure

From the Boyle’s law equation, we can solve for an unknown property of a gas.
Study the given example below.
Example #1: A sample of gaseous nitrogen in a 65.0 L automobile air bag has a pressure
of 745 mmHg. If this sample is transferred to a 25.0 L bag at the same temperature. What
is the pressure of the gas in the 25.0 L bag?
Solution:
It is often useful to make a table of the information provided

We know that P1V1 = P2V2

Therefore,
P2 = P1V1
V2
P2 = [745 mm Hg][65.0 L]
25.0 L
P2 = 1937 mm Hg
 ACTIVITY 4: IT’S YOUR TURN

After you have learned Boyle’s law, this time it’s your
turn to solve the following problems. Show your solution.

1. If a sample of gas has a volume of 100 ml when the pressure is 50 Pa, what is the
volume when the pressure is increased to 400 Pa, assuming temperature is constant?

2. A gas collected when the pressure is 800 mmHg has a volume of 380 ml. What
volume, in ml, will the gas occupy at 200 mmHg?

ACTIVITY 5: CHARLE’S LAW

Hi there! After finding out the relationship of

pressure and volume at constant temperature, I think
you are now ready to know the next gas law. You are
now going to find out the relationship of temperature
and volume if the pressure is constant.

Scenario:
A group of Grade 10 students wanted to find out relationship between volume
and temperature at constant pressure. They were given three balloons, three containers
filled with ice water, tap water and hot water and a tape measure. They inflated the
three balloons with the same circumference and placed each of them on top of the
three beakers. After 3 minutes, they took the balloons and measured the
circumference of each and recorded them on a table.
Task:

The table below shows the recorded observations of the students in their experiment.
Study the table and answer the questions that follow.

Table 1: Data on Determining the Size of the Balloon at Different Temperatures

Average Average Circumference of the Balloon (cm)

Set – up
temperature (oC) Before after difference
Hot water 92 24 30 6
Tap water 25 24 24 0
Ice water 19 24 20 -4
Questions:
1. In which set – up do you observe changes on then balloon?
______________________________________________________________
2. What happens to the size of the balloon when the temperature is increased?
______________________________________________________________
3. What does negative four (-4) in ice water set up indicates?
______________________________________________________________
4. Based on the activity, complete the statement below.
“At constant pressure, when the temperature __________, the volume __________”.

Activity 5 helped you find out the relationship of temperature and volume at constant
pressure. You have just learned that increasing the temperature of a gas would also increase
its volume. This was explained further by Jacques Charles in his experiment of a trapped gas
in a cylinder with a movable piston I water bath at different temperatures.

Charles’ Law states that at constant pressure,

the volume of a fixed amount of gas is
directly proportional to the Kelvin (K) temperature.

Mathematically, Charles’ law can be expressed as

V α T at constant P or

Where:
V1 = initial volume T1 = initial temperature
V2 = final volume T2 = final temperature

Let us try to use the equation above to solve for the following worded
problem on Charles’ law.

Example 1:
A container contains 5 L of nitrogen gas at 25° C. What will be its volume if the
temperature increases by 35° C keeping the pressure constant?
Solution:
V1 = 5 L V2 = ?
T1 = (25°C + 273) K = 298 K T2 = (25°C + 35°C + 273) K = 333 K

Formula: V1= V2 Manipulate the equation and solve for V2:

T1 T2 V1T2 = V2T1 V2 = V1T2
T1
Substituting the values, Answer: V2 = 5.59 L
V2 = (5 L) (333 K)
298 K
 ACTIVITY 6: SOLVING CHARLES’ LAW

After you have discovered how to compute for Charles’

law, now it’s your time to analyze the problems below.
Show your complete solution.

1. A sample of gas occupies 3 L at 300 K. What volume will it occupy at 200 K?

2. A sample of oxygen occupies a volume of 1.6 L at 91°C. What will be the

temperature when the volume of oxygen is reduced to 1.2 L?

The Kinetic Molecular Theory

You have learned the different types of laws such as Boyle’s Law and Charles’ Law.
These laws have been proposed through experimental results. In order to explain the behavior
of gases at molecular level, James Clerk Maxwell proposed the Kinetic Molecular Theory of
Gases. This theory is based on the following postulates:

1. Gases are made up of atoms or molecules that

continuously move in random motion. Throughout
their motion, these molecules travel in straight line
unless they collide with. At this point, they will
bounce of and change direction.

Figure 1. Molecules of gases in

random motion

2. The distance from one

molecule to another molecule of gases are so wide compared
to their individual sizes. A gas is mostly empty space or with
negligible volume.

Figure 2. Distance of gas

molecules

3. The force of attraction between gas molecules is almost negligible.

Figure 3. Slight interaction is negligible

 4. The collisions between gas molecules and the walls of their container are perfectly
elastic. This means, there is no loss or gain of energy among the particles during
collision.

Figure 4. a) Elastic collision b) Inelastic collision

5. The average kinetic energy of a gas is proportional to its temperature in Kelvin.

Figure 5. a) Lower average b) higher average kinetic

kinetic energy and lower energy and higher absolute
absolute temperature temperature

Let’s review!

a). Boyle’s Law. The pressure is exerted when the molecules collide with each other
and hit the sides of the container. The more collisions, the more pressure exerted.
When the molecules are closer together, they collide more frequently. If the
volume is lesser, more collisions, more pressure. if the volume is greater, lesser
collisions, lesser pressure. Therefore, pressure and volume are inversely
proportional if the temperature and total kinetic energy is kept constant.

b). Charles’ Law. The gas molecules will move faster as the temperature increases.
As the molecules move faster, they likely heat the edge of the edge of the
container more often. If the reaction is kept at constant pressure, they must stay
farther apart, and an increase in volume will compensate for the increase in
particle collision with the surface of the container. Therefore, volume and
temperature are directly proportional if the pressure is kept constant.
 ACTIVITY 7: KMT ON-THE-GO!

It seems you already learned a lot about Kinetic

Molecular Theory of Gases. In this activity, you are going
to match the observation of gas properties in column A to
the postulates of Kinetic Molecular Theory of Gases in
column B. Write your answers on the blank provided.

Column A (Observation of Column B (postulates of Kinetic

Properties of Gases) Molecular Theory)
1. Gas molecules do not slow down A. Gases are made up of atoms or
and condense into a liquid because molecules that continuously move in
they exert only very weak random and motion.
attractive forces upon each other.
2. Kinetic energy is energy of motion.
B. The distance from one molecule to
Gas molecules speed up as the another molecule of gases are so wide
temperature increases. compared to their individual sizes.
3. Gases exert pressure. Adding
C. The force of attraction between gas
more gas gets more pressure. molecules is almost negligible
4. Gases are easily compressed. D. The collisions between gas molecules
and the walls of their container are
perfectly elastic.
5. An inflated basketball weighs more E. The average kinetic energy of a gas is
than a deflated basketball. proportional to its temperature in
kelvin.

ACTIVITY 8: SHORT Q-A for KMT

To check your understanding about KMT read and

answer the following questions briefly. Write your answers
on the blank provided.

1. What will happen to the pressure of a system where the volume is decreased at
constant temperature?
and
_____________________________________________________________________
_______________________________________________________

2. What will happen to the volume of the system if temperature is increased at constant
pressure? What is the relationship of volume and temperature?
_____________________________________________________________________
_______________________________________________________
 ACTIVITY 9: THE TRUTH ABOUT KMT!

Write TRUE if the statement is CORRECT and if otherwise,

change the underlined word to make it correct.

________________1. Gas molecules are always in constant random motion.

________________2. The gas is mostly empty space.
________________3. The collision among molecules are inelastic.
________________4. Gas molecules interact with each other.
________________5. Average kinetic energy is inversely proportional to the temperature.

PRACTICAL APPLICATIONS

For part 1, write B if the situation applies to Boyle’s Law and

C if it applies to Charles’ Law. For Part 2, answer the
questions briefly.

PART 1.
_____1. Inhalation and exhalation
_____2. Helium balloon on a cold day
_____3. Syringe
_____4. Jogging during weather
_____5. Spray paint
_____6. Immersing dented ball in warm water
_____7. Opening of soda can
_____8. Hot air balloon
_____9. Bicycle pump
_____10. Baking bread
_____11. Outer space
_____12. Flat basketball left in very hot quadrangle
_____13. Air bubbles
_____14. Bursting od deodorant spray bottle under high temperature
_____15. Scuba diving
PART 2.

1. Why do our ears pop when we go up in a mountain?

__________________________________________________________________
2. Why basketball bounces when it is being dribbled?
__________________________________________________________________
____________________________________________________
3. Why does soda or soft drink produce hissing sound?
__________________________________________________________________
____________________________________________________

MY PERSONAL REFLECTION

Congratulations! You have reached the end

of this activity. We are confident indeed that you
have learned a lot about the behavior of gases. Let
us now reflect your learning journey. Complete the
following phrase.

First, I believe that

_______________________________________________________________

Second, I believe (infer) that

_______________________________________________________________

Finally, I believe that

_______________________________________________________________

POST ASSESSMENT

I’m glad that you made it! At this point you are now
ready to take the post assessment. Kindly encircle the letter
of the correct answer.

1. What happens to the density of a gas as its volume decreases at constant pressure and
temperature?
a. decreases c. increases
b. stays the same d. unpredictable
2. Which of the following statements does not agree with the Kinetic Molecular Theory of
Gases? Gas particles
a. are in constant motion c. move in predictable patterns
b. are special far apart from each other d. move independently of one another
3. A 4.0L of a sample of gas at 1.0 atm of pressure is compressed into a 0.85 L tank. What is
the pressure of the compressed gas, if the temperature remains constant?
a. 0.15 atm c. 0.21 atm
b. 3.4 d. 4.7 atm

For numbers 4 to 6, the choices are: (Please write your answer on the space provided before
each number.)
a. Boyle’s Law c. Charles’ Law
b. Combined Gas Law d. Ideal Gas Law
_____4. What law explains the mechanism of gas compressor?
_____5. What gas law best explains the explosion of the heated aerosol container?
_____6. What gas law explains the shrinking of basketball when left outside on a cold
weather?
7. The pressure is changed from 500 kPa to 250 kPa. What would you expect the new volume
to be if the initial volume is 200 mL? C
a. 100 ml b. 250 ml c. 400 ml d. 625 ml
8. Kinetic-molecular theory is most useful and accurate when gases are at _____ or at _____.
a. high temperature; high pressure c. low temperature; high pressure
b. high temperature; low pressure d. low temperature; low pressure

9. Each of the following containers is

air tight and has the same number of gas
molecules. Which container has the
highest pressure?

10. Each of the following containers has the same size. Which of following containers has the
most compressed gas
molecules?
ANSWER KEY

Congratulations that you have reached this

part!

PRE-ASSESSMENT
1. D 2. C 3. D 4. D 5. A
6. D 7. A 8. C 9. C 10. D

ACTIVITY 1: PROPERTIES OF GASES

PART 1: GASES AND TEMPERATURE

Q1. Yes, there is a difference in the temperature of the air among the three set-ups.
Heat flows from the system to the surrounding vice-versa. If the water is cold, the
surrounding air also gets cold. Conversely, if the water is hot, the surrounding air,
also gets hot.

PART 2: GASES AND MASS

Q2. Yes there is difference in the mass of the deflated and inflated balloon. The
inflated balloon is heavier than the deflated because the difference in the
mass of the two balloons is due to the introduction of gas.

Q3. We can infer from the activity that gases like solids and gases also have mass.

PART 3: GASES AND VOLUME

Q4. The volume reading of the water-oil mixture when air is introduced to it
increases.
Q5. The activity indicates that gas has volume.

PART 4: GASES AND PRESSURE

Q6. The balloon becomes bigger because heat flows. The heat of the water is
transferred into the air above it which then transfers the heat into the air
inside the balloon. Once the air inside the balloon is heated, its molecules will
become excited causing an increase in their kinetic energy. The amount of the
kinetic energy that they possess becomes great enough that enable them to
push the walls of the balloon. This phenomenon results in the spaces in
between molecules of gases. Hence the balloon becomes bigger.

Q7. As the water is heated until it boils, water vapor are produced. These vapors
are warm and warm air (including the vapor) moves upward just as cold air
moves downward. This is because warm air is less dense than the cold air.
The upwardly moving vapors enter the balloon and make it inflated, thereby
changing its size and shape. The more vapors are produced, the bigger will be
the balloon.
 Q3. If the balloon is continuously exposed to
the boiling water it becomes bigger and
bigger.

ACTIVITY 2: PROFILE OF A SCIENTIST

PROFILE OF A SCIENTIST
Name of Scientist: Robert Boyle Jacques Charles
Years of Scientist’s Life: 1627 – 1691 1746 - 1823
Nationality of Scientist: Anglo – Irish French
Major Scientific Interests:
● Chemistry, physics ● Aerostation(ballooning)

● Medicine, hydrostatics ● physics

● Alchemy, earth science ● ____________________

Major Contributions to Science:

● Boyle’s law ● Charle’s law

● ____________________ ● Invention of hydrometer

and goniometer

● ____________________ ● _________________

Publications:
● New Experiments Physico ● _________________
– Mechanical, Touching
the Spring of the Air and
Its Effects

● Boyle’s law ● _________________

● The Sceptical Chymist ● _________________

● Origin of Formes and
Qualities

Special Recognition and

Awards:
 ● ____________________ ● first to ascend in a
hydrogen balloon

● ____________________ ● _________________

Other Information:
● Have great contribution in ● Physics professor
Christianity through his
devotional and ethical essays

● ____________________ ● _________________

ACTIVITY 3: BOYLE’S LAW

1. The dots represent the gas particles or gas molecules
2. The particles get closer to each other and they collide more on the wall of the
container. The pressure inside the container is higher.
3. The volume becomes lesser.
4. The particles get much closer to each other and they tend to touch each other. It will
not remain in gas phase. It will now turn into a liquid phase since the molecules or
particles are already touching each other.

ACTIVITY 4: IT’S YOUR TURN

1. Given: P1= 50 Pa
P2= 400 Pa
V1= 100 mL
V2= _____

We know that P1V1 = P2V2

Therefore,
V2 = P1V1
P2
V2 = [50 Pa][100 mL]
400 Pa

Answer : V2 = 12.5 mL

2. Given: P1= 800 mmHg

P2= 200 mmHg
V1= 380 mL
V2= _____

We know that P1V1 = P2V2

Therefore,
V2 = P1V1
P2
V2 = [800 mmHg][380mL]
200 mmHg
 Answer: V2 = 1,520 mL

ACTIVITY 5: CHARLE’S LAW

1. There are changes in hot water set up and ice water set up.
2. When the temperature is decreased, the size of the balloon also increased.
3. Negative 4 indicates that the size of the balloon decreased by 4 cm.
4. increases; increases or decreases; decreases

ACTIVITY 6: SOLVING CHARLE’S LAW

1. Given: T1= 300 K
T2= 200 K
V1= 3 L
V2= _____

We know that V1= V2

T1 T2
Therefore,
V2 = T2V1
T1
V2 = [200 K][3 L]
300 K
Answer : V2 = 2

2. Given: T1= 91 + 273 K = 364 K

T2= _____
V1= 1.6 L
V2= 1.2 L

We know that V1= V2

T1 T2
Therefore,
T2 = T1V2
V1
T2 = [364 K][1.2 L]
1.6 L
Answer: T2 = 273 K

ACTIVITY 7: KMT ON-THE-GO

1. C
2. E
3. D
4. B
5. A

ACTIVITY 7: SHORT Q-A for KMT

 1. Since the volume of the container has decreased, the gas molecules have to move a
shorter distance to have a collision. Therefore, there will be more collision causing an
increase in pressure.

2. The volume will increase since volume and temperature are directly proportional.

ACTIVITY 8: TRUTH ABOUT KMT

1. TRUE
2. TRUE
3. elastic
4. Do not interact
5. Directly proportional

ACTIVITY 9: PRACTICAL APPLICATIONS

PART 1:
1. B 9. B

2. C 10. C

3. B 11. B

4. C 12. C

5. B 13. B

6. C 14. C

7. B 15. B

8. C

PART 2:
1. The air pressure declines as you go up. If there is a blockage in the Eustachian tubes
which connect both sides of the ear drum, then the change in external pressure will
cause the ears to “pop” as the pressure is equalized by air being forced past the
blockage.
2. The basketball is filled with air. So, it bounces while you are dribbling it. The same is
true with the other kinds of ball.
3. When you open a can or bottle of soft drinks, it fizzes because of the escaping
dissolved carbon dioxide due to change of pressure. When the wind blows, it exerts
pressure too.
MY PERSONAL REFLECTION
**Answers may vary.

POST-ASSESSMENT
1. C 2. C 3. D 4. A 5. B
6. B 7. C 8. B 9. A 10.D

REFERENCES

Acosta, Herma D. et al. DepEd Science Learning Material 10. Pasig City: REX Bookstore, Inc., 2015.
pp. 3-32.

Boyle, Robert. Retrieved from: https://www.britannica.com/biography/Robert-Boyle Accessed May

21, 2020.

Boyle’s Law. Retrieved from: https://www.ck12.org/c/physical-science/boyles-law/rwa/Breathing-

Muscles/ Accessed May 21, 2020.

Charle’s law examples. Retrieved from: https://chemistrygod.com/charles-law-examples Accessed

May 21, 2020

Charles, Jacques. Retrieved from: https://www.britannica.com/biography/Jacques-Charles Accessed

last May 21, 2020

file:///C:/Users/ACER/Downloads/CHEM_SCI_4a_KINETIC_THEORY_DW_CA%20[880]%20Stu
dent.pdf

Kinetic Molecular Theory. Retrieved from: https://courses.lumenlearning.com/boundless-

chemistry/chapter/kinetic-molecular-theory/ Accessed May 21, 2020.
 SCIENCE 10
Name of Learner: ____________________________ Grade Level: ________________
Section: ____________________________________ Date: ______________________

LEARNING ACTIVITY SHEETS

BIOMOLECULES

Background Information for the Learners:

Carbohydrates “The Chief Source of Energy”

Foods are everywhere. Most of the foods we eat

contain carbohydrates.
Carbohydrates are important biomolecule of our
body. They are called “chief source” because it
provides the main energy needed by our body. In https://www.google.com/search?q=carbohydrates

layman’s terms, we acknowledge carbohydrates as Figure 1.3

Examples of Foods containing Carbohydrates
sugars or substances that taste sweet. Depending on the
number of constituting sugar units obtained Saccharide (Greek
upon hydrolysis, they are classified as “sakcharon” means sugar)
is the unit of
monosaccharides (1 unit), disaccharides (2 carbohydrates
units), (3-10 units) and polysaccharides (more
than 10 units).

Carbohydrates are important because:

1. they are the main source of energy of all living organisms;

2. they store energy which is in form of the polysaccharide glycogen in animals and
starch in plants;
3. together with protein, they provide the structural support and serve as components
for the cells; and
4. they provide support or backbone to other organic compound such as in the nucleic
acid.
 The main function of carbohydrates is to store and provide energy. They are broken
down into smaller glucose units that can be easily absorbed by the cells. When glucose is
further broken down, the energy released by breaking its chemical bonds are used or stored
by the body.
Some carbohydrates also serve as the framework of cellular structures. For example,
cellulose makes up the cell wall of plant cells. Chitin, another carbohydrate, forms the
exoskeleton of arthropods and the cell wall of fungal cells.

Classifications of Carbohydrates

Carbohydrates are molecules that are composed of carbon, hydrogen, and oxygen.
They have a general formula of CnH2nOn . They can be classified depending on the number
of their monomer units called saccharides.
Monosaccharides are the simplest form of carbohydrates. They contain either five or
six carbon atoms. Monosaccharides [Greek monos = single; sacchar = sugar] or simple sugars
consist of one sugar unit that cannot be further broken down into simpler sugars.
Disaccharides are two monosaccharides bonded to each other. The monosaccharides
are linked through an ether group.
Polysaccharides are long chains of monosaccharide units. They are also called
complex carbohydrates. Similar to disaccharides, the monosaccharides are linked through an
ether bond in polysaccharides.

Monosaccharides: Simplest Form of Carbohydrates

Monosaccharides are also known to be the “building blocks” of carbohydrates. They
are usually colorless, crystalline and soluble in water. They represented by the chemical
formula C6H12O6.
Below are the examples of Monosaccharides:
Table 1: Major Examples of Monosaccharides
Compound Common Name Description/s Sources
-major carbohydrate found in
Fruit juices, honey,
Blood sugar/ both animals and plants
Glucose corn, syrup,
dextrose -important product of
vegetables
photosynthesis for plants
Sugar component of mammary Milk and milk
Galactose Milk Sugar`
animal products
-sweetest sugar Fruits, Fruit juices,
Fructose Fruit sugar
-found in most fruits honey

As what they say, too much or too little of anything may lead to some diseases. When
too much glucose is in the blood, the pancreas secretes a hormone called “insulin” which
stimulates cells in the liver, muscles and fat to absorb glucose and transform it into glycogen
or fats, which can be stored for a period of time. When blood glucose drops, the pancreas
secretes glucagon, which causes the liver, muscles and fat to convert glycogen back to
glucose.

Disaccharides: Combination of Monosaccharides

Disaccharide, also called double sugar, any substance that is composed of two
molecules of simple sugars (monosaccharides) linked to each other. Disaccharides are
crystalline water-soluble compounds. The monosaccharides within them are linked by a
glycosidic bond (or glycosidic linkage), the position of which may be designated α- or β- or a
combination of the two (α-,β-). Glycosidic bonds are cleaved by enzymes known as
glycosidases. The three major disaccharides are sucrose, lactose, and maltose.
To simplify, disaccharides are formed from the dehydration synthesis of two
monosaccharides. For instance, when two units of glucose undergo dehydration synthesis, it
will form maltose, an example of disaccharide. Disaccharides follow the rule of molecular
formula CnH2nOn-1 because dehydration synthesis is used to form them. Remember that
dehydration synthesis removes water. Moreover, a disaccharide molecule can also be reduced
back to the individual monosaccharide that forms them through hydrolysis reaction.
Below are the three major examples of disaccharides
Table 2: Major Examples of Disaccharides
Compound Sugar Units Description/s Sources
-also known as malt sugar
Maltose Glucose + Glucose -from the reaction of malt Germinating grains
on starch
-primary ingredient found
Glucose + Milk and milk
Lactose in the milk of all mammals
Galactose products
-is not sweet to taste
-known as table sugar
Sugarcane, sugar
Sucrose Glucose + Fructose -found in all photosynthetic
beet
plants

People who cannot digest milk products are called “lactose intolerant” because they
do not produce the enzyme (lactase) necessary to break the bond between glucose and
galactose. Since lactose molecules are very large to be absorbed into circulatory system, they
continue through the digestive system, where they eventually broken down by bacteria in
large intestine. These bacteria digest monosaccharides producing carbon dioxide gas in the
process. As a result, a common symptom of lactose intolerance is a build-up of intestinal gas
along with a bloated feeling, and more often passing out undigested lactose as diarrhea.
 Figure 1 Figure 2 Figure 3

Sucrose (Glucose + Fructose) Lactose (Glucose + Galactose) Maltose (Glucose + Glucose)

(The three figure shows two monosaccharides bonded or joined together by a glycosidic bond)

Polysaccharides: Long Chain Sugars

Polysaccharides and Oligosaccharides are long chains of monosaccharides linked by
glycosidic bonds. They contain thousands of chains of monosaccharides. Like disaccharide,
polysaccharide is formed by numerous dehydration synthesis of monosaccharide.
Polysaccharide are so big that they need to be broken down into individual monosaccharide
units before they can be absorbed by the cell.
Three important polysaccharides, starch, glycogen, and cellulose, are composed of
glucose. Starch and glycogen are short-term energy that stores in plants and animals,
respectively. The glucose monomers are linked by α glycosidic bonds.
Below is the list of major types of Polysaccharides:
Table 3. Major Types of Polysaccharides
Compound Description/s Sources
-also known as amylum
-found mostly in stems, roots and crops
Rice, wheat, grains,
Starch -formed by long repetitive chains of glucose
cereals
monosaccharide units
-serves as the storage carbohydrate in plants
-counter part of amylopectin
-usually stored in the liver and muscles of animals
(vertebrates)
Glycogen Liver, muscles
-can be easily broken down into individual glucose if
need arises
-serves as the storage of carbohydrate in animals
-most abundant polysaccharide
-main component of plant cell
Cellulose Plant fiber
-is tough and cannot be digested easily
-it needs the enzyme “Cellulase” to be broken down
 The Figure 4 on the left
shows the Polysaccharide
Amylose/starch. Glucose
monosaccharide units are link or
bonded by a glycosidic bond.

Figure 4
Polysaccharide Amylose/starch

Proteins: Most Abundant

Organic Compounds in Living Cell

Among the four organic compounds, proteins are the

most abundant in the living cell. It is generally composed of
the elements carbon, hydrogen, oxygen, nitrogen, and
Figure 5
sometimes, phosphorus and sulfur. Examples of Foods containing Proteins

Proteins are macromolecules made up of nitrogen-containing monomers called amino

acids. An amino acid is a molecule composed of an amino group (−NH2) and a carboxyl

group (−COOH), together with a variable side chain. 20 different amino acids contribute to

nearly all of the thousands of different proteins important in human structure and function.
Body proteins contain a unique combination of a few dozens to a few hundreds of these 20
amino acid monomers. These amino acids have the same fundamental structure. The 20
amino acids are classified into two: the essential and nonessential amino acids. Essential
amino acids can be obtained by eating protein-rich foods while nonessential amino acids are
readily synthesized by the cells.

The table below shows the two classifications of amino acids. Notice that amino acids
can be abbreviated by the first three letters of their name except for tryptophan, asparagine,
glutamic acid and glutamine.

Table 4. Essential and Nonessential Amino Acids

Essential Amino Acids Nonessential Amino Acids
Histidine-His Alanine-Ala
Isoleucine-Iso Arginine-Arg
Leucine-Leu Asparagine-Asn
Lysine-Lys Aspartic Acid-Asp
Methionine-Met Cysteine-Cys
 Phenylalanine-Phe Glutamic Acid-Gln
Threonine-Thr Glutamine-Gln
Tryptophan-Trp Glycine-Gly
Valine-Val Proline-Pro
Serine-Ser
Tyrosine-Tyr

The unique bond holding amino acids

together is called a peptide bond. A peptide bond is a
covalent bond between two amino acids that forms
by dehydration synthesis. A peptide, in fact, is a very
short chain of amino acids. Strands containing fewer
than about 100 amino acids are generally referred to
as polypeptides rather than proteins.
Figure 6
Peptide Bond. Different amino acids join
together to form peptides, polypeptides, or
When two (2) amino acids are chained with each
proteins via dehydration synthesis. The bonds
other, a dipeptide (di- means two) is produced. When
between the amino acids are peptide bonds.
three (3) amino acids are chained, then a tripeptide
(tri-means three) is formed. When four or more amino acids are joined, the polymer
polypeptide is formed. To break down the peptide bond, hydrolysis reaction is needed.

The following are the biochemical importance of proteins:

1. Protein serves as the structural components of living cell. It means that cell needs
protein to do its function.

2. Proteins perform biochemical functions such as hastening chemical reactions

through enzymes which serves as a catalyst. Enzymes are very important in speeding the
chemical reaction process in the body. For instance, to break down amylose or starch through
digestive process, the enzyme amylase will reduce the amylose to small sugar units. If there
is no enzyme, chemical reactions will take longer. (See Figure 7)
3 minutes
Amylose + Amylase Glucose Units
30 minutes
Amylose Glucose Units
Figure 7.
The Importance of Breaking down Large Molecules into Smaller units through enzymes
 3. Proteins also act as the biochemical regulator of the body in the form of hormones.
For example, a growth hormone or GH promotes and regulates the growth of organisms.

4. The blood is mostly composed of proteins. Hemoglobin in the red blood cells
serves as the transporter of oxygen, carbon dioxide, and other compounds in the body. The
plasma, which is the liquid part of blood, is also composed of proteins. The WBC or white
blood cell and antibodies that promote immunity are also made of protein.

5. Keratin, which gives support and protection to the skin, is a kind of protein;
collagen provides the strength to connective tissues particularly the cartilage. The actin and
myosin filaments enable contraction and relaxation of muscles.

6. Proteins contain genetic materials-the genes that determine traits.

Lipids
Lipids are organic compounds that constitute
fats and fat-like compounds. Lipids cannot be dissolved
in or combined with water. Lipids are composed mainly
of the elements carbon, hydrogen, oxygen and some of
nitrogen and phosphorus.

The monomers of lipids are the fatty acids and

glycerol. Fatty acids are classified into two (2):
Figure 8
Examples of Foods containing fats and saturated and unsaturated fatty acids (Refer to Figure
lipids
2). Saturated fatty acid appears in a straight chain while
unsaturated fatty acids appear bending because of double bonds (double line) or “kink”.
Saturated fatty acids can solidify in
room temperature and are usually
called as animal fats. Saturated fatty
acids are less healthy than the
unsaturated fatty acids which are
mostly present in plants. Unsaturated
fatty acids are sometimes referring
as plant oils. Unsaturated fatty acids
Figure 9
do not solidify in room temperature. Structure of Saturated (top) and Unsaturated Fatty Acids (Below)
 The formation of polymer lipids requires the dehydration synthesis of one molecule of
glycerol and fatty acids. Glycerol molecule contains OH molecules. Each OH molecule can
undergo dehydration synthesis with the H of fatty acid. When they are attached, a lipid is
produced. When one fatty acid molecule undergoes dehydration synthesis with one OH of
glycerol, a monoglyceride (mono means one) is produced.
When two fatty acids synthesize with two OH molecules of glycerol, diglycerides (di
means two) are formed; and when three fatty acids synthesize with three OH of glycerol,
triglycerides (tri means three) are formed.
The following are the biochemical importance of lipids:
1. Like carbohydrates and proteins, lipids provide structural component of the cell,
particularly of the phospholipid bilayer of the plasma membrane. What makes your skin
resistant to water is the sebum, the specialized oil secreted by the sebaceous glands of your
skin. The cutin of plant leaves also makes them resistant and enables slow dehydration of
water.
2. Lipids provide the energy given by carbohydrates because of the number of
hydrogen atoms it possesses.
3. Lipids also serve also serve as the medium of some hormones like steroids and
vitamin D and secosteroids.
3. Lipids serve as an insulator of heat, help retail body normal temperature, and
protect animals from extreme coldness. The skin of animals in the Arctic regions like
penguins and snow bears are mostly composed of fats.
The three main types of lipids are
triacylglycerols (also called triglycerides),
phospholipids, and sterols.
1. Triacylglycerols (also known
as triglycerides) make up more than 95
percent of lipids in the diet and are commonly
found in fried foods, vegetable oil, butter,
whole milk, cheese, cream cheese, and some
meats. Naturally occurring triacylglycerols are
Figure 10
found in many foods, including avocados, Types of Lipids

olives, corn, and nuts. We commonly call the

triacylglycerols in our food “fats” and “oils.” Fats are lipids that are solid at room
temperature, whereas oils are liquid. As with most fats, triacylglycerols do not dissolve in
water. The terms fats, oils, and triacylglycerols are discretionary and can be used
interchangeably. In this chapter when we use the word fat, we are referring to
triacylglycerols.
2.Phospholipids make up only about 2 percent of dietary lipids. They are water-
soluble and are found in both plants and animals. Phospholipids are crucial for building the
protective barrier, or membrane, around your body’s cells. In fact, phospholipids are
synthesized in the body to form cell and organelle membranes. In blood and body fluids,
phospholipids form structures in which fat is enclosed and transported throughout the
bloodstream.
3. Sterols are the least common type of lipid. Cholesterol is perhaps the best well-
known sterol. Though cholesterol has a notorious reputation, the body gets only a small
amount of its cholesterol through food—the body produces most of it. Cholesterol is an
important component of the cell membrane and is required for the synthesis of sex hormones,
vitamin D, and bile salts.

Nucleic Acids “Strings of Life”

Nucleic acids are commonly known as DNA and

RNA molecules. DNA and RNA molecules rest in the
nucleus of cells. Nucleic acids are composed of the
elements carbon, hydrogen, oxygen and phosphorus. The
following are the biochemical importance of nucleic acids:
1. DNA and RNA molecules store genetic
information or genes of organisms that contain traits that
can be passed down from parents to offspring.
Figure 11
2. DNA and RNA molecules particularly function Double Helix Nucleic Acid
for the formation of proteins.
Nucleotide is the monomer of polynucleotide (DNA and RNA). A molecule of
nucleotide is composed of pentose sugar, a nitrogenous base, and a phosphate group (Refer to
Figure 12)

Figure 12
 To produce a polynucleotide, dehydration synthesis happens between two or more
nucleotides. Specifically, it happens between a phosphate group of one nucleotide and the
sugar group of the next nucleotide. When two nucleotides undergo dehydration synthesis, a
dinucleotide is formed. When three or more, a polynucleotide is formed. Nucleotides are
joined together by a bond called phosphodiester bond.
The deoxyribonucleic acid (DNA) and ribonucleic acid (RNA) are the nucleic acids
found in living organisms. Both the DNA and RNA carry genetic information about an
organism. What is then the difference between DNA and RNA? The table below shows the
differences between DNA and RNA:

Nitrogenous bases establish complementary base pairs. Such complementary bases

pairings are applicable in DNA. Because of this, one strand of polynucleotide can form
complementary base pair with another strand of polynucleotide. The complementary base
pairing of two-stranded polynucleotide produces DNA forming the double helix which
appears like ladder. This remarkable complementary base pairing and establishing of helical
appearance of DNA were discovered by James Watson and Francis Crick. In RNA, such base
pairings also exist. However, instead of Thymine (T) pairing up with Adenine (A), Uracil (U)
establishes complementary base pair with Adenine (A). The figure below shows the structure
of the
four
nitrog
enous
bases.

Figure 13. Structure of Nitrogenous Bases

Learning Competencies with Code:

Recognize the major categories of biomolecules such as carbohydrates, lipids,
proteins, and nucleic acids (S10MTIVc-d-22)
 Table 5: Comparison between DNA and RNA
Basis of Comparison DNA RNA
Codes for amino acids and
Store and transfer genetic acts as a messenger between
Role
information DNA and ribosomes to
make proteins
Strand Double Single
Sugar Deoxyribose Ribose
Cytosine (C)-Guanine (G) Cytosine (C)- Guanine (G)
Nitrogen Bases Pairings
Adenine (A)- Thymine (T) Adenine (A)- Uracil (U)
Stability in Alkaline
Stable Unstable
Conditions

Activity 1
Directions: List down all foods that you have in your kitchen on the table below and classify
it as glucose, galactose, fructose, maltose, lactose, sucrose, starch, glycogen, cellulose.

No. Item/Food Found in your Kitchen Type of Sugar

1
2
3
4
5
6
7
8
9
10

Activity 2: Modified TRUE or FALSE.

Directions: Tell whether the following statements are true or false. Write TRUE if the
statement is correct. If FALSE, change the underlined word/s to make it correct.

_____________________1. Carbohydrates are also known as hydrates of carbon.

_____________________2. Monosaccharides are composed of one sugar.
_____________________3. Starch is the most abundant polysaccharide.
_____________________4. Sugar units of Polysaccharides are linked together by an ionic
bond.
_____________________5. Dehydration synthesis results in breaking down large molecule
of sugar to form single unit of sugar.
_____________________6. Galactose and glucose when undergo hydrolysis reaction, forms
lactose.
_____________________7. Glucose can be readily absorbed by cell without undergoing
any reactions.
_____________________8. Carbohydrates are sugars.
_____________________9. Lactose intolerance is caused by excess lactase inside the body.
_____________________10. Polysaccharides are long chains of disaccharide sugars.

Activity 3: Iodine Test for Starch

Starch can be identified by its reaction with iodine solution. The presence of starch in the
sample is indicated by the change in color of iodine which is originally dark brown when
dropped into a sample to color ranges from blue to black. This activity was done for you.
Check the corresponding columns whether the tested sample contains starch or otherwise.
Color Change Presence of Absence of
No. Tested Sample
Starch Starch
1 Cooked pasta Dark blue
2 Potato Black
3 Cooked rice Blue-black
4 Apple Brown
5 Milk Brown

Activity 4
Choose one of the following activities as your performance-based output.

Activity Instructions
Make slogan in a long bond paper about
importance of carbohydrates in the human
Slogan
body. Use English words only. You may
add colors.
Make poster in a long bond paper showing
Poster one importance of carbohydrates in the
human body.
Make an acrostic on the word
CARBOHYDRATES. You may choose
Acrostic
whether importance or examples of foods
containing carbohydrates.
 Activity 5

Directions: Interview three members of your family and ask them to give sources of proteins
they know. Write their answers on the table below:

Family Member Listed Sources of Proteins

Activity 6. What’s in the box?

Directions: Identify what is being asked in the following statements. Write your answer on
the box provided for.
1. Proteins are composed mainly of what elements?

2. Known as catalyst which speeds up chemical reaction

3. Monomers of Proteins

4. Two types of Amino Acids

5. Amino acids are joined together by what type of bond?

6. It is a type of reaction that enables chain of amino

acids to be broken down

7. Polymer of Amino acids where four or more amino

acids are joined together

8. An example of protein that gives support and

protection to outside part of the body
 Activity 7. Performance-Based Output.
Directions: On a long bond paper, create a simple menu wherein you can use protein-rich
ingredients. Create a good or eye-catching title of your own menu. Follow the format below.
Title
Ingredients
Procedures

Activity 8:
Directions: Enumerate at least five sources of fats and lipids that are not identified in the
BIL. Write your answers on the boxes.

Activity 9
Directions: Answer the scientists’ inquiries. Write your answer on the callout provided.

Tell me the
difference between
fats and oils

Describe to me briefly
the 3 types of lipids
 Describe to me briefly the
difference between saturated
and unsaturated fatty acids

Activity10:
Directions: Describe briefly word/s, phrases based on the background information of lipids
given to you
1. cutin- ____________________________________________________________________
2. Phospholipid bilayer- _______________________________________________________
3. kink- ____________________________________________________________________
4. diglycerides- ______________________________________________________________
5. Dehydration synthesis- ______________________________________________________
6. sebum-
___________________________________________________________________
7. Glycerol- _________________________________________________________________
8. animal fats- _______________________________________________________________

Activity 11
Directions: Identify what is/are being asked. Write your answer on the space provided for.
______________________________1. Monomer of polynucleotide
______________________________2. Composition of a polynucleotide
______________________________3. Bond that exists between polynucleotide formation
______________________________4. Four Nitrogenous bases of DNA
______________________________5. Four Nitrogenous bases of RNA
______________________________6. Elements present in nucleic acid

Activity 12
Directions: Complete the table below. Write your answer on the space provided for.
Nucleic Acid Sugar Nitrogen Base Pairing
Cytosine 1________________
DNA Deoxyribose
Thymine 2________________
4________________ Adenine
RNA 3_______________
Guanine 5_________________
 Guide Questions: Answer the following questions. To support your idea, you may add some
scientific evidences.

1. Explain why Carbohydrates are the “chief and main” source of energy?
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________.

2. Why do you think marathon runners eat a meal rich in carbohydrates the day before the
race?
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________.

3. Why do diabetic people take insulin in their body? What causes them to do so?
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

4. If you have lactose intolerance, what do you think is the best remedy to avoid the effects of
it? ________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

5. Explain how proteins serve as structural component of the living cell.

___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
6. What will the body looks like if proteins are not present?
____________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________.

7. Glycerol is needed when you need a diet that is high in unsaturated fatty acids, what fat/oil
Why?
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________.

8. Explain how lipids serve as “insulator” of human body.

____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________.

9. Give some reasons why nucleic acids are said to be the “Strings of Life”?
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________.
10. Explain the role of nucleic acid in the formation of proteins.
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________

Rubric for Scoring:

Source: Rubric for Evaluating Poster-Slogans. Retrieved from:

https://www.scribd.com/document/258018827/Rubric-for-Evaluating-Poster-Making

REFLECTION: Complete the statement

I have learned that

____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________.

Answer Key:

Activity 1: Answer may vary. Answer depends on student’s listed foods. Below are examples of possible answers.
No. Item/Food Found in your Kitchen Type of Sugar
1 Sweet corn glucose
2 Cherries fructose
3 Cake lactose
4 Avocado galactose
5 Honey glucose

Activity 2:
1. True, 2. True, 3. Cellulose, 4. Glycosidic bond, 5. Hydrolysis reaction, 6. Dehydration synthesis,
7. True, 8. True, 9. Insufficient/lack of lactase, 10. Monosaccharides

Activity 3:

Color Change Presence of Absence of

No. Tested Sample
Starch Starch
1 Cooked pasta Dark blue √
2 Potato Black √
3 Cooked rice Blue-black √
4 Apple Brown √
5 Milk Brown √

Activity 4: Answer may vary. The student’s performance output depends on his
selected performance activity. Sample answers are reflected below.
Slogan:

(www.google.com.ph/search?hl=en&tbm=isch&source=hp&biw=1366&bih=657&ei=WOwQX8SCBtCNoATki6CwDw&q=slogan+about+carbohydrates&oq=sloga
n+about+carbo&gs_lcp=CgNpbWcQAxgAMgQIABAYOgUIABCxAzoCCAA6BggAEAgQHjoGCAAQChAYUKAFWO4gYI8uaABwAHgAgAF-
iAG6DJIBBDEzLjWYAQCgAQGqAQtnd3Mtd2l6LWltZw&sclient=img" \l
"imgrc=XIqle1nPPLSdiM)

Poster:

(www.google.com.ph/search?q=poster+about+carbohydrates&tbm=isch&ved=2ahUKEwim2_3V_9LqAhVL4pQKHcmsATwQ2-
cCegQIABAA&oq=poster+about+carbohydrates&gs_lcp=CgNpbWcQAzICCAA6BggAEAcQHlCs6w9Yhf0PYP__D2gAcAB4AYABqQGIAbcJkgEDOS4zmAEAoAEBqgELZ3dzLXdpei1pb
WfAAQE&sclient=img&ei=X-wQX-avC8vE0wTJ2YbgAw&bih=657&biw=1366&hl=en" \l "imgrc=otiHoXuZlC_LzM)

Acrostics:
 C-corn H-Horned melon T-tomato
A-apple Y-yuzu E-eldberry
R-rice D-dragon fruit S-santol
B-bread R-rambutan
O-orange A-atis

Activity 5: Answer may vary. Some possible answers are reflected in the table below.

Family Member Listed Sources of Proteins

Fish
Mother peanut
shrimps
cheeze
Father beans
brocolli
eggs
Sister peanut butter

Activity 6:

1. (in any order) Carbon, Hydrogen, Oxygen, Nitrogen, Phosphorus, Sulfur; 2. Enzymes; 3. Amino
acids; 4. (in any order) Essential Amino acids, Nonessential Amino Acids; 5. Peptide bond;
6. Hydrolysis reaction; 7. Polypeptide; 8. Keratin

Activity 7. Answer may vary. Sample answer is shown in the table below

Title Tuna Vegetable Salad

¼ cup celery, Broccoli,1 cup boiled potatoes, 1 pc. lettuce, ¼ cheese,
Ingredients cooked egg,1/2 cup milk, 1 can tuna flakes, 2 table spoon mayonnaise,
salt, garlic, dash of pepper
1. Place the tuna in a clean bowl.
2. Combine all the vegetables and ingredients until thoroughly
Procedures mixed.
3. Cover the bowl and chill in the fridge for at least one hour.
Serve as desired

Exercise 8: Sources of fats and lipids are the following: soymilk, tofu, avocado, coconut, fatty fish, olive oil

Exercise 9: Answer may vary. Possible answers are the following:

1. Fats are lipids that are solid at room temperature, whereas oils are liquid.
2. Triacylglycerols (also known as triglycerides) make up more than 95 percent of lipids in the diet
and are commonly found in fried foods, vegetable oil, butter, whole milk, cheese, cream cheese, and
some meats.
Phospholipids make up only about 2 percent of dietary lipids. They are water-soluble and are found
in both plants and animals.
Sterols are the least common type of lipid. Cholesterol is perhaps the best well-known sterol.
3. Saturated fatty acid appears in a straight chain while unsaturated fatty acids appear bending because
of double bonds (double line) or “kink”.

Exercise 10: Answer may vary. Answers may be:

1.cutin- a waxy, water-repellent substance occurring in the cuticle of plants and consisting of highly
polymerized esters of fatty acids.
2.Phospholipidbilayer- s a thin polar membrane made of two layers of lipid molecules
3. kink- double line that makes unsaturated fatty acids appear bending
4. diglycerides- two fatty acids synthesize with two OH molecules of glycerol
 5. Dehydration synthesis- enables the formation of polymer lipids
6. sebum- specialized oil secreted by the sebaceous glands of skin
7. Glycerol- an important component of triglycerides
8. animal fats- also known as saturated fatty acids
Activity 11: 1. Nucleotide; 2. (in any order) Pentose sugar, Nitrogenous base, phosphate group; 3. Phosphodiester
bond; 4. (in any order) Cytosine, Thymine, Guanine, Adenine; 5. (in any order) Cytosine, Guanine,
Adenine, Uracil; 6. (in any order) Carbon, hydrogen, oxygen, phosphorus

Activity 12: 1. Guanine; 2. Adenine; 3. Ribose; 4. Cytosine; 5. Uracil

References:

A. Book

Department of Education. Science 10: Learner’s Material

Mariano, Jan Jason M. Science Links-Biology. Quezon City: Rex Book Store. 2012.

Mendoza, Estrella F, et. al. Chemistry Textbook. Phoenix Publishing. Quezon City.

Torres et. al. Investigating Life and Beyond 10. Quezon City: Triumphant Publishing.
2016.

B. Internet

www.quipperschool.com

http://www.nutrientsreview.com/carbs/monosaccharides-simple-sugars.html

https://www.toppr.com/guides/chemistry/biomolecule/disaccharides/

https://www.chem.wisc.edu/deptfiles/genchem/netorial/modules/biomolecules/modul
es/carbs/carb6.htm

https://www.edinformatics.com/math_science/what_are_polysaccharides.htm

www.google.com.ph/search?q=protein+rich+foods+clipart&tbm=isch&ved=2ahUKEwie
2am

www.google.com.ph/search?q=lipids+clipart&tbm=isch&ved=2ahUKEwiNks3_wefpAh
VD4p
www.google.com.ph/search?q=scientist+clipart&tbm=isch&ved=2ahUKEwjyyJnSy-
www.google.com.ph/search?q=scientist+clipart&tbm=isch&ved=2ahUKEwjyyJnSy-

www.google.com.ph/search?q=structure+of+nitrogenous+bases&tbm=isch&ved=2ahUKEwif

www.google.com.ph/search?q=nucleic+acid+clipart&tbm=isch&ved=2ahUKEwiUzsHh6OXpA
 SCIENCE 10
Name: __________________________________ Grade Level: ______________

Date: ___________________________________ Score: ___________________

LEARNING ACTIVITY SHEET

Conservation of Mass in Chemical Reactions

Background Information

If you boil two eggs, how many eggs would you expect to have after cooking? It is
two, right? It would not be logical to expect the number to increase or decrease because we
know that in cooking, we mostly get what we put in the pot. The same principle works for
chemical reactions. The law of conservation of mass states that mass cannot be created nor
destroyed in a chemical reaction. This means that the amount of matter before a chemical
reaction remains the same after. In an ideal system, the mass of the products equals the mass
of the reactants.

Learning Competency:
● The learners should be able to apply the principles of conservation of mass to
chemical reactions (S10MTIVe-g-23; 4th Quarter/Week 5-7)

Concept #1: Chemical Equations

In chemistry, chemical reactions are represented by chemical equations in which

symbols are used to indicate the chemical components and the processes involved. A
chemical equation is divided into two sides- the reactant side and the product side. Reactants
are substances used to produce product. Usually, an arrow symbol (→) divides the two sides
and it may be read as “yields” or “produces” or “forms”. Chemical formula represents the
chemical substances while the number of moles per substance is represented by numbers or
coefficients written before each chemical formula. The phase of each substance is represented
by letters such as (s) for solid, (ℓ) for liquid, and (g) for gas. The numbers below each
element, or the subscript, denote the number of atoms for that element. In balancing a
chemical equation, only the coefficients can be changed while the subscript cannot.

Recall: Match the following symbols with their meaning and usage in chemical
equations:

A B
____ 1. → a. in aqueous (liquid) solution
____ 2. ∆ b. yields or produces
____ 3. (s) c. gas
____ 4. (g) d. solid
____ 5. (aq) e. heat
 Activity 1: WHAT’S IN A REACTION?

Directions: Identify the components of each chemical reaction.

1. Acetic acid (CH3COOH) in vinegar reacts with water (H2O) to produce acetate
(CH3COO-) and hydronium ion (H3O+).
CH3COOH + H2O → CH3COO- + H3O+

Reactants Products

2. Two salts, aluminum sulfate (Al2(SO4)3) and calcium chloride (CaCl3), combine to
form a white precipitate of calcium sulfate (CaSO4) and aluminum chloride (AlCl3).
Al2(SO4)3 + CaCl3 → CaSO4 + AlCl3

Reactants Products

3. Solid iron (Fe) reacts with oxygen (O2) gas to produce solid iron (III) oxide (Fe2O3).
Fe + O2 → Fe2O3

Reactants Product

GUIDE QUESTIONS
Answer the following questions based on the activity.
1. How did you identify the reactants and products?
_____________________________________________________________________
2. What words helped you identify the reactant? How about the product?
_____________________________________________________________________
3. In your own words, define the reactant and the product of a chemical reaction.
_____________________________________________________________________

ASSESSMENT

A. Convert the following word equations into chemical equation form. The first one has
been done for you. (2 points each)

1. Methane (CH4) reacts with oxygen (O2) to form carbon dioxide (CO2) and water
(H2O).
Answer: CH4 + O2 → CO2 + H2O
2. Silver nitrate (AgNO3) reacts with sodium chloride (NaCl) to produce solid silver
chloride (AgCl) and sodium nitrate (NaNO3).
_____________________________________________________________

3. Hydrogen (H2) gas and iodine (I2) gas are heated to produce hydrogen iodide (HI) gas.
_____________________________________________________________

4. Solid barium oxide (BaO) yields solid barium (Ba) and oxygen (O2) gas.
_____________________________________________________________

5. Zinc (Zn) reacts with hydrochloric acid (HCl) to produce zinc chloride (ZnCl2) and
hydrogen gas (H2).
_____________________________________________________________

6. Sulfuric acid (H2SO4) reacts with lithium hydroxide (LiOH) to produce lithium sulfate
(Li2SO4) and water (H2O).

B. Identify the reactants and the products in the chemical reactions above.

Reactants Products

EXAMPLE: 1. CH4, O2 CO2, H2O

2.

3.

4.

5.

6.

C. Identify the parts of a chemical equation

Concept #2: Balancing Chemical Equations

Stoichiometry is the process of calculating the quantities of reactants and products and
relating them to each other. Applying the law of conservation of mass, the total amount of
reactants is expected to be equal to the total amount of the reactants.
From ancient times, fire has fascinated people due to its many uses. Fire provides heat
which is needed in daily activities such as cooking, burning things or combustion, and
keeping warm. Early scientists such as George Ernst Stahl and Priestly studied fire and the
changes it brings to materials such as changes in mass. In some of their experiments, the mass
of the material increased after a reaction while in others, it decreased. Stahl, Priestly, and
many others believed that it is because of the release of a substance called phlogiston. They
then came up with the Phlogiston Theory, the earliest theory of burning. Through his
experiments however, Antoine Lavoisier discovered that instead of releasing phlogiston, a
material actually burns up as it reacts with oxygen, the element in the air which enables
combustion or burning. This became the basis for his theory of Oxidation which illustrates
that the amount of material before and after a chemical reaction remains the same, though the
chemical composition may change.
Recall:

A. Read each item carefully and write your answer on the space provided.

1. This law is applied when the amount of reactants equals the

___________________
amount of products in a chemical reaction.
_____________2. Kim calculates the mass of the products of a chemical reaction
based on the molar relationships in the equation. What process is involved?
_____________3. Name three scientists who studied the changes in matter brought
about by fire.
_____________4. It was a substance believed to be released by a material as it burns.
_____________5. Keith puts out the candle flame by covering it with a glass bowl. In
the process, what element was lost causing the flame to die?

Activity 2: FAIR AND SQUARE

Instructions:
1. Study the following chemical equation:
H2 + Cl2 → HCl

2. Below is a diagram representing the reaction of hydrogen and chlorine to form

hydrochloric acid. If the number of atoms in the original equation is to be followed,
the reaction would look like an unbalanced see-saw because there is an unequal
number of H and Cl atoms on both sides.
3. For comparison, write the number of atoms of each element in the reactant and
product side in the table below.
Element Number of atoms

Reactant side Product side

Cl

4. To balance the equation, atoms are added where it is lacking in the equation.

5. Finally, the number of atoms is balanced on both sides. Write the number of reactants
and products in the balanced reaction in the table below.
Element Number of atoms

Reactant side Product side

Cl

6. Adjust the unbalanced equation to show the balanced equation by changing the
coefficients (which stand for the number of moles).
Unbalanced equation: H2 + Cl2 → HCl
Balanced equation: H2 + Cl2 → 2 HCl
 GUIDE QUESTIONS:
1. In step 1, is the number of hydrogen atoms in the reactant the same as in the product?
How about the number of chlorine atoms? Fill in the table to compare.
Number of Atoms

Product

H = H =

Cl = Cl =

2. After adding atoms to balance the equation, how many atoms per element were there?
Fill in the table below for the final number of atoms in the reactant and product side.

Number of atoms

Reactant Product

H= H=

Cl = Cl =

3. Based on the table in step 6, write the correct coefficients to complete the chemical
equation below. If the coefficient is 1, there is no need to write it.
__H2 + __Cl2 → ___HCl

ASSESSMENT:
Directions: Inspect and balance the following chemical equations by tabulating the
number of atoms in the reactant and product. Afterwards, write the balanced equation with
the correct coefficient before each chemical formula. If the coefficient is 1, there is no need
to write it. The first one has been done for you.
1. Unbalanced equation: N2 + H2 → NH3

Element Number of atoms

Reactant side Product side

N 2 1

H 2 3

Balanced equation: N2 + 3H2 → 2NH3

 Element Number of atoms

Reactant side Product side

N 2 2

H 6 6

2. Unbalanced equation: Fe + H2O → H2 + Fe3O4

Element Number of atoms

Reactant side Product side

Fe

Balanced equation:
Element Number of atoms

Reactant side Product side

Fe

3. Unbalanced equation: C3H8 + O2 → CO2 + H2O

Element Number of atoms

Reactant side Product side

Balanced equation:
Element Number of atoms

Reactant side Product side

 C

Concept #3: Balancing Chemical Equations by Inspection

A. Directions: Inspect the following chemical equations and write whether they are
balanced or unbalanced.

___________________1. SiCl4 + 2H2O → SiO2 + 4HCl

___________________2. N2 + 3O2 + H2O → HNO3
___________________3. 2 P4 + O2 → P2O5
___________________4. 2NaNO3 → 2NaNO2 + O2
___________________5. CuO + 2HNO3 → Cu(NO3)2 + H2O

B. Directions: Inspect and balance the following chemical equations. You may write
the correct coefficient in the equation itself.

1. Cu + Cl2 → CuCl2

2. Mg + H2O → H2 + MgO

3. P4 + O2 → P2O5

4. N2 + O2 + H2O → HNO3

5. Fe + NaBr → FeBr3 + Na

REFLECTION:
ANSWER KEY
Concept # 1:
Recall
1. b
2. e
3. d
4. c
5. a

Activity 1
A.
Reactants Products
CH3COOH CH3COO-
H2O H3O+

B.
Reactants Products
Al2(SO4)3 CaSO4
CaCl3 AlCl3

Reactants Product
Fe Fe2O3
O2

C.
1. reactants
2. products
3. subscripts
4. phase or state
5. coefficient

Assessment
1. *example
2. AgNO3 (aq) + NaCl (aq) → AgCl (s) + NaNO3 (aq)
3. H2 (g) + I2 (g) → HI (g)
4. BaO (s) → Ba (s) + O2 (g)
5. Zn + HCl → ZnCl2 + H2 (g)
6. H2SO4 + LiOH → Li2SO4 + H2O

Concept #2:
Recall
A.
1. Law of Conservation of Mass
2. Stoichiometry
3. Stahl, Priestly, and Lavoisier
4. Phlogiston
5. Oxygen
Activity 2:
Guide Questions:
1. *example
2. Unbalanced equation: Fe + H2O → H2 + Fe3O4
Element Number of atoms

Reactant side Product side

Fe 1 3

H 2 2

O 1 4

Balanced equation: 3Fe + 4H2O → 4H2 + Fe3O4

Element Number of atoms

Reactant side Product side

Fe 3 3

H 8 8

O 4 4

3. Unbalanced equation: C3H8 + O2 → CO2 + H2O

Element Number of atoms

Reactant side Product side

C 3 1

H 8 2

O 2 3

Balanced equation: C3H8 + 5O2 → 3CO2 + 4H2O

Element Number of atoms

Reactant side Product side

C 3 3

H 8 8

O 10 10
Concept #3:
Recall
1. balanced
2. unbalanced
3. unbalanced
4. balanced
5. balanced
Activity 3
1. Cu + Cl2 → CuCl2- balanced
2. Mg + H2O → H2 + MgO- balanced
3. P4 + 5 O2 → 2 P2O5
4. N2 + 3 O2 + H2O → 2 HNO3
5. Fe + 3 NaBr → FeBr3 + 3 Na

Guide Questions
1. By inspection, if the number of atoms of the elements is equal in the
reactant and product side, the equation is balanced. If the number of atoms
of at least one element is not equal, the equation is not balanced.
2. The coefficient which stands for the number of moles of the substance can
be changed while the subscripts remain the same.
3. The law of conservation of mass explains why the number of atoms in
both reactant and product is equal. According to this law, the amount of
matter before and after a reaction does not change, only the chemical
composition does.

Reference

Acosta, H.D., et. al. Science: Grade 10 Learner’s Material. Pasig City: DepEd-IMCS. 2015.
 SCIENCE 10
Name: _________________________________ Grade Level: _____________
Section: ____________________________ Date: __________________

LEARNING ACTIVITY SHEET

Factors Affecting Rate of Chemical Reaction

Background Information:

Collision theory explains why different reactions occur at different rates. It also
suggests ways to change the rate of a reaction. Collision theory states that for a chemical
reaction to occur, the reacting particles must collide with one another. The rate of the reaction
depends on the frequency of collisions. The more often reactant molecules collide, the faster
the reaction rate. For collisions to be successful, reacting particles should possess a minimum
kinetic energy known as activation energy to start a chemical reaction and must be in the
proper orientation when they collide.

Illustrated by Kitkat Laguerta, adopted from Compoundchem2016

Illustrated by Kitkat Laguerta, adopted from Compoundchem2016

Figure 1. Effective collisions produce product particles between the reactant particles and
ineffective collisions produce no reaction

The frequency of effective collisions between reactant particles affects the rate of a
reaction. An increase in the frequency of effective collisions increases the rate of reaction.

Chemical reactions do not occur at the same time. There are factors that affect the rate
of chemical reactions, which include:
1. concentration of reactants
2. particle size or surface area of the reactants,
3. temperature at which the reaction occurs and
4. presence of catalyst.

Learning Competency:

Explain how the factors affecting rates of chemical reactions are applied in food
preservation and materials production, control of fire, pollution and corrosion. (S10MTIVh-j-
24) (4th Q/Week 8-10)
Activity 1: Up or Down
Directions: The following are processes that can be done to affect the rate of reaction.
Indicate whether each of the following processes would increase or decrease the rate
of reaction. Encircle the thumbs up ( ) if it increases the rate of reaction and thumbs
down ( ) if otherwise.

1. adding heat

2. removing heat

3. adding a catalyst

4. diluting a solution

5. removing an enzyme

6. lowering the temperature

7. increasing the temperature

8. decreasing the surface area

9. increasing the concentration of a solution

10. breaking a reactant down into smaller pieces

Good work, Learner! As you go through the next activities, you will learn more about
the factors that affect reaction rate. Read through each activity and answer the guide
questions that follow.
Activity 2: Effect of Concentration on Reaction Rate

When a reaction involves solutions, we can alter the speed of reaction by changing the
concentration of a reactant. Concentration refers to the amount of a substance in a defined

Illustrated by: Kitkat Laguerta

space.

Figure 2. Increasing the concentration of reactants increases the reaction rate

Figure 2 shows the concentration of reactant B in the solution. Moving from left to
right, particles of reactant B are increasing in number, representing the increase in
concentration. Increasing the concentration of reactants in a solution increases the rate of
reaction as there are a greater number of particles available to react. This increases the
frequency of collisions between particles.

The rate of reaction is directly proportional to the concentration of the reactants. It

means that the higher the concentration of the reactant, the faster the reaction will be.

Let’s Analyze!
Suppose a group of Grade 10-Franklin students conducts an investigation to
determine the effect of using salt in preserving pork meat. They prepared three (3)
slices of pork meat and added salt as shown in figure 3. After three (3) days, the pork
meat in set up A was spoiled.
Illustrated by Kitkat Laguerta

Figure 3: The three setups show the varying amounts of salt added to the meat slices

Guide Questions:

1. If the setups will be left for 3 1 tbsp days, 3 tbsp which set-up will
last longer? Why? Explain your answer.
_____________________________________________________________________
_____________________________________________________________________
________________________________________________

2. What do you think is the role of the salt in preserving the pork meat?
_____________________________________________________________________
_____________________________________________________________________
________________________________________________

3. Is there a relationship between the rate of reaction (shelf life of the meat) to the
concentration of reactant (salt)? Explain your answer.
_____________________________________________________________________
_____________________________________________________________________
________________________________________________

4. What preservatives (vinegar, salt, or sugar) were used in the following food?

Food Preservative

processed meat (tocino)

dried fish (daing / tuyo)

pickled fruit (atcharang papaya)

wine (tapuy)
Activity 3: Effect of Particle Size on the Reaction Rate

Figure 4 shows a solid reactant that is broken up into smaller pieces. The total surface
area (surface that is exposed) increases compared to when it was whole.

Illustrated by Kitkat Laguerta, adopted from Compoundchem2016

Illustrated by Kitkat Laguerta, adopted from Compoundchem2016

Figure 4. Reducing the particle size increases the surface area exposed to particle collisions

Increasing the surface area of solid reactants increases the number of particles that are
exposed and available to react, and as a consequence this increases the frequency of particle
collisions, increasing the rate of reaction.

Only the surface of a solid reactant is exposed to collisions with the particles of other
reactants. Thus, the smaller the particles, the more surface area exposed, the higher the rate of
reaction.
Take note:
● When a solid reactant is broken up into smaller pieces, its total surface area is
increased.
● There are more surfaces exposed for other reactant particles to collide into.
The collisions between the reactant particles become more frequent.
● This causes an increase in the frequency of effective collisions. Thus, the rate
of reaction increases.

The rate of chemical reaction is inversely proportional to the size of particles of the
reactant. If the particles are small, there is a larger surface area. Thus, the reaction will occur
faster.

Let’s Analyze!
Soap making involves the reaction of
Sodium hydroxide with vegetable oil. Two
groups of Grade 10 students made soap by
mixing Sodium Hydroxide (NaOH) and
vegetable oil. Group A used powdered NaOH
and Group B used NaOH pellets.
 Illustrated by Kitkat Laguerta

Figure 5. Group A mixed powdered sodium hydroxide in 100 ml vegetable oil

while Group B mixed sodium hydroxide pellets in vegetable oil of the same
amount.

The students observed that the set up with the powdered NaOH formed soap faster
than the set up with NaOH pellets.

Guide Questions:

1. Which set-up would have a faster chemical reaction with the vegetable
oil? Setup A or setup B? Why?
_____________________________________________________________________
_______________________________________________________

2. If you were to make your own soap at home, which form of sodium hydroxide will
you use? Why?
_____________________________________________________________________
_______________________________________________________

3. In your daily activity, why is it advisable to chew your food into smaller pieces before
swallowing?
_____________________________________________________________________
______________________________________________________
Activity 4: Effect of Temperature on the Reaction Rate
A chemical reaction can be made to proceed more quickly or slowly by increasing or
decreasing the temperature of the reactants. Temperature is the property of matter which
reflects the quantity of energy of motion of the component particles. It is a comparative
measure of how hot or cold a material is.

Illustrated by Kitkat Laguerta

Figure 6. Increasing the temperature of the reactants increases the reaction rate

When the temperature is increased, the reactant particles gain energy, move faster and
collide with each other more often. At higher temperatures, more particles possess energy
equal to or greater than the activation energy, resulting in a higher frequency of effective
collisions. Thus, the rate of reaction is higher.
The temperature of the reactants is directly proportional to the rate of reaction. It
means that the higher the temperature, the faster the rate of reaction is.

Let’s Analyze!
Consider this situation: Anna and her mother are cooking pork meat for lunch. Anna’s
mother told her to add the salt in the pan before it boils but Anna forgot to do this and ended
up sprinkling salt on the dish while it was boiling instead without telling her mother. Her
mother tasted their dish and it was too salty.

Guide Questions:
1. Why should salt be added to cooking food before it comes to a rolling boil?
______________________________________________________
______________________________________________________

2. Which reaction process is affected by the increase in temperature?

______________________________________________________
______________________________________________________

3. What happens to the dissolution of salt under high temperature?

______________________________________________________
______________________________________________________
Activity 5: Effect of a Catalyst on Reaction Rate
A catalyst provides an alternative route for the reaction, with a lower activation
energy. This means that the particle collisions need less energy for a reaction to occur,
increasing the rate of reaction.

Illustrated by Kitkat Laguerta, adopted from Compoundchem2016

llustrated by Kitkat Laguerta, adopted from Compoundchem2016

Figure 7. The presence of a catalyst reduces the activation energy required to produce a
reaction

A catalyst is a chemical that modifies the rate of a chemical reaction but remains
unchanged at the end of the reaction. A catalyst lowers the activation energy to speed up
chemical reaction. Figure 4 shows the difference between a reaction with catalyst (catalyzed
reaction) and a reaction without catalyst (uncatalyzed reaction). It also shows that the
activation energy for uncatalyzed reactions is greater. It means the presence of a catalyst
reduces the activation energy, increasing the rate of reaction.
Bananas are one of the most common fruits in the country. It has many varieties such
as lakatan, latundan and saba. Banana fruit contains vitamins such as vitamins A, B, and C;
and minerals such as calcium, iron, magnesium, phosphorus, potassium and zinc. It is a good
source of carbohydrates. The flavor and odor of the banana fruit are due to its ester amyl
acetate content. Unripe bananas contain more starch than ripe bananas. During the ripening
stage, the starch is converted to sugar through the aid of Ethylene, a plant hormone produced
by banana as it ripens. Ethylene fuels the production of the enzyme amylase to convert
banana starch to sugar and the production of the enzyme pectinase which breaks down pectin,
a component of the cell wall. This explains why bananas have a sweet taste and are soft when
ripened.
Guide Questions:
1. What is the role of calcium carbide in the ripening of banana?
_____________________________________________________________________
_______________________________________________________
2. How about ethylene in the ripening of banana?
_____________________________________________________________________
_______________________________________________________
3. Does the calcium carbide change in the ripening of banana? How about the ethylene
in banana?
_____________________________________________________________________
_______________________________________________________
4. Describe the role of a catalyst (calcium carbide/ethylene) in a chemical reaction.
_____________________________________________________________________
_______________________________________________________

Activity 6: Which factor is it?

Directions: Based on what you have learned about the factors affecting the rate of reaction,
decide which of the pair has a higher rate of reaction and then determine the factor
that affected the rate of reaction.

Situation A Situation B

1. Grilling whole chicken Grilling pieces of sliced chicken

Illustrated by Kitkat Laguerta Illustrated by Kitkat Laguerta

Which has a higher rate of reaction? ________________________

What factor affected the rate of reaction? ________________________

2. Statues exposed to the sun and rain tend Statues with shading or roof tend to
to become discolored and corrode maintain their condition

Illustrated by Kitkat Laguerta

Illustrated by Kitkat Laguerta

Which has a higher rate of reaction? ________________________

What factor affected the rate of reaction? ________________________

3. Food in refrigerator do not spoil easily Food left exposed develop molds

Illustrated by Michael Jerome Bueno Illustrated by Michael Jerome Bueno

Which has a higher rate of reaction? ________________________

What factor affected the rate of reaction? ________________________

4. Camp fires using twigs tend to burn out Camp fires using firewood tend to burn
faster longer

Illustrated by Michael Jerome Bueno Illustrated by Michael Jerome Bueno

Which has a higher rate of reaction? ________________________

What factor affected the rate of reaction? ________________________

5. Mangoes ripened using madre cacao Mangoes ripened naturally

leaves

Illustrated by Kitkat Laguerta Illustrated by Kitkat Laguerta

Which has a higher rate of reaction? ________________________

What factor affected the rate of reaction? ________________________

.
REFLECTION:
Directions: Reflect on what you have learned from the activities you have done by answering
the following questions.

321 Challenge Your response...

What are the 3 things that I

have learned:

What are the 2 things that I

want to know more:

What is a thing that I enjoyed

most:
 Answer Key

Activity 1: Up or Down

1. 3. 5. 7. 9.

2. 4. 6. 8. 10.

Activity 2: Effect of Concentration on Reaction Rate

Guide Questions:
1. The pork meat with more salt will last longer. Salt removes the water content of the pork meat. The
more concentration of salt the more water will be removed thus preventing the spoilage of the meat.
2. Salt removes water/moisture from the meat; thus, it serves as preservative.
3. Yes, there is a relationship, the more salt (increase concentration) of the reactant the faster the rate of
reaction (decrease in bacterial activity).
4. Processed meat (tocino): Sugar
Dried fish (daing/ tuyo): Salt
Pickled fruit (atcharang papaya): Vinegar, Sugar
Wine (tapuy): Sugar

Activity 3: Effect of particle size on the reaction rate

Guide Questions:
1. There is faster chemical reaction in set-up A where NaOH is powdered because it will react faster
with vegetable oil.
2. Powdered. When the particle size is smaller, there is greater surface area. There are more surfaces
exposed for the other reactant particles to collide into thus collision between reactant particles
become more frequent.
3. Just like the above experiment, if the particle size is smaller, the faster the collision. In like manner,
if food is chewed very well, its particle size becomes smaller for easy digestion.

Activity 4: Effect of temperature on reaction rate

Guide Questions:
1. At lower temperature, less salt is dissolved; salt is given time to dissolve.
2. Dissolution of salt
3. It becomes faster

Activity 5: Effect of catalyst on reaction rate

Guide Questions:
1. Calcium carbide acts as a catalyst
2. Ethylene in fruits like banana hastens its ripening.
3. No, the catalyst remains unchanged at the end of the reaction.
4. A catalyst lowers the activation energy to speed up chemical reaction.

Activity 6: Which factor is it?

1. Situation B; Particle size / surface area
2. Situation B; Temperature
3. Situation B; Temperature
4. Situation A; Particle size / surface area
5. Situation A; Presence of Catalyst
References:
Printed Materials:
● Science G10 Learner’s Material First Edition. 2015
● De Guzman, D. Delos Reyes and Me A. Espinosa. Discover Science: Chemistry. Philippines: Diwa
Learning Systems, Inc. 2012.
● Magno, Marcelita C. et al. Practical Work in High School Chemistry Sourcebook for Teachers. Manila:
UP-NISMED. 2001.
● Toon, Tan Yin. et al. Discover Chemistry GCE’O’ Level Science 2nd Edition. Marshall Cavendish,
Malaysia. 2018.

Online Sources:
● https://www.kevankruger.com/uploads/2/5/8/1/25810280/6.2_assigment.pdf
● https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_Chemistry_Textbook_Maps/Supple
mental_Modules_(Physical_and_Theoretical_Chemistry)/Kinetics/Modeling_Reaction_Kinetics/Collis
ion_Theory/The_Collision_Theory
● https://www.tes.com/teaching-resource/catalysts-worksheet-ks3-level-11631328
● http://mrsterrylhs.weebly.com/uploads/6/3/1/1/63116991/reaction_rate_worksheet_key.pdf
● Compound interest. Making reactions faster: factors affecting rates of reaction. Compoundchem. 2016.
Retrieved from https://www.compoundchem.com/2016/02/17/rate-of-reaction/