8

SCIENCE
QUARTER 3 – MODULE 2.1:
Changes in Matter
Week 3

SDO Taguig City and Pateros

1
Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be helped to
process the contents of the learning resource while being an active learner.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let’s Try before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

2
 Let’s Learn

This module was designed and written to help you explain physical changes
in terms of the arrangement and motion of atoms and molecules. The difference
between a physical reaction and a chemical reaction is composition. In chemical
reaction, there is a change in the composition of the substances in question; in a
physical change there is a difference in the appearance, smell, or simple display of a
sample of matter without a change in composition.

After going through this module, you are expected to:

1. differentiate physical from chemical change;
2. enumerate and discuss the different physical/phase changes in matter
(Evaporation, Condensation, Sublimation, etc.);
3. show how phase changes in matter are affected by change in temperature of
molecular level (video clips, role-playing, etc.); and
4. present how water behaves in different states in a water cycle (through song,
poem, illustration, video clips, etc.).

Let’s Try
PRE-TEST
Directions: Read and answer the following questions carefully. Choose the correct
answer.
1. Which of the following shows that physical change takes place?
A. frying fish C. sewing clothes
B. food spoilage D. lighting a matchstick
2. Tearing a piece of paper or a breaking glass is example of physical change. Which
of the following is TRUE about physical change?
A. There is no change in the property of the substance.
B. It is a change in the physical property of the substance.
C. It is a change in the chemical property of the substance.
D. It is a change in the property of the substance physically and chemically.
3. When ice melts, it turns into water. What type of phase change in matter is it?
A. Condensation B. Evaporation C. Freezing D. Melting
4. Peter observes that dry ice turned into gas, carbon dioxide, without passing
through the liquid state. What do you think the process of phase change
occurred?
A. Sublimation B. Melting C. Freezing D. Deposition
5. What happens to the heat during the processes of melting, evaporation, and
sublimation in phase change?
A. The heat is released. C. The heat is stayed.
B. The heat is absorbed. D. The heat is removed.

3
6. When water is heated, it turns into water vapor, and goes up to the atmosphere
to cool down. Which evidence shows that condensation occurred?
A. water turns to steam C. cloud formation
B. water turns to ice D. ice melting
7. When the surface of bodies of water like oceans and lakes are heated by the sun,
what process of water cycle happens?
A. Collection B. Condensation C. Evaporation D. Precipitation
8. When the rain falls in mountains and flow down to the seas or lakes, this process of
water cycle is called what?
A. Condensation B. Percolation C. Runoff D. Transpiration
9. Which of the following is an example of chemical change in substance?
A. wet paper C. salt dissolves in water
B. ripening of fruits D. grinding of coffee beans
10. Which statement describes chemical change in substance?
A. Chemical change is change in the physical property of the substance.
B. Chemical change is change in the chemical composition of the substance.
C. Chemical change is change that maintain the chemical composition of the
substance.
D. Chemical change is change that does not change the chemical composition
of the substance.
11. Painting of roofs and steel bars protect them from what type of chemical change?
A. bubbling B. curdling C. foaming D. rusting
12. Boiling of water is an example of what change/s?
A. Chemical change B. Physical change C. Both A and B D. Neither A nor B
For 13-15. Write (A) for Physical Change, (B) for Chemical Change or (C) for no
change.
13. Burning leaves ______
14. Bouncing ball ______
15. Cutting diamonds ______

Alternatively, you may answer these questions above online!

Use the link on your cellphone, tablet, laptop or desktop:
https://tinyurl.com/SCIENCE8QUARTER3WEEK3LETSTRY
You will see the score after completing the test. Write your
score on the given box and/or give it to your Science teacher.

Physical and Chemical

Lesson
Changes of Matter, Phase
1 Changes, and How Water
Behaves in Water Cycle
There are two types of change in matter: physical change and chemical
change. As the names suggest, a physical change affects a substance’s physical
properties, and a chemical change affects its chemical properties. Many physical
changes are reversible (such as heating and cooling), whereas chemical changes
are often irreversible or only reversible with an additional chemical change.

4
 We come up with the idea that matter is made up of particles. Due to the
absorbing or releasing of heat and other energies, matter can undergo a phase
change, shifting from one form to another.

Let’s Recall

A. Fill out the table below to compare the three states of matter based on their
properties.
Properties Options Solid Liquid Gas
Shape • Takes the shape of
its container
• Has its own shape
• No shape of its own
Volume • Constant
• Variable
Effect of • Highly compressible
Compression • Incompressible
on Volume
Mass • Definite mass
• No definite mass
Particle • Weak
Interaction • Moderate
• Strong

B. Identify the following as a chemical (C) or physical property (P).

_____1. blue color
_____2. density
_____3. flammability (burns)
_____4. solubility (dissolves)
_____5. reacts with acid
_____6. supports combustion
_____7. sour taste
_____8. melting point
_____9. reacts with water
_____10. hardness
_____11. boiling point
_____12. luster
_____13. odor
_____14. reacts with air

C. Identify and describe the particles of the following illustrations of the state of
matter.

The particle view of a gas The particle view of a liquid The particle view of a solid

DESCRIPTION/
OBSERVATION

5
 Read this…
Physical changes are limited to changes that result in a difference in display
without changing the composition. Some common changes (but not limited to) are:
texture, color, temperature, shape, and change of state.
Physical properties include many other aspects of a substance. The following
are (but not limited to) physical properties: luster, malleability, ability to be drawn into a
wire, density, viscosity, solubility, mass, and volume.
Any change in these physical properties is referred to as a physical change.
When temperature changes, matter can undergo a phase change, shifting
from one form to another. Examples of phase changes are melting (changing from a
solid to a liquid), freezing (changing from a liquid to a solid), evaporation (changing
from a liquid to a gas), and condensation (changing from a gas to a liquid).
The water moves from one reservoir to another, such as from river to ocean, or
from ocean to the atmosphere, by the physical processes. In doing so, the water goes
through different forms: liquid, solid (ice), and vapor.
The water cycle involves the exchange of energy, which leads to temperature
changes.

Let’s Explore

Rearrange the jumbled letters to form the types of physical and chemical
changes in substances.
Physical Change Chemical Change
TIUNGTC - TORNGIT -
RNGIETA - RUNBIGN -
HAERTINTGS - OKICOGN -
NIRNIDGG - TIRSUNG -
NGIXMI - REFNITNEMG -

I’m sure you know what most of these phases look like. So, let’s identify what
type of phase change took place in the following samples and explain how it
happened. You may choose the type of phase change in the first column of the box
below and its explanation in the second column.

Icicles form in plant Water droplets in glass of Ice cube melts

cold water
Type: ___________________ Type: ___________________ Type: _________________
Explanation: Explanation: Explanation:
_________________________ _________________________ _______________________

6
 Dry ice in a spoon Steam in kettle Frozen water
Type: ___________________ Type: ___________________ Type: _________________
Explanation: Explanation: Explanation:
_________________________ _________________________ _______________________

Types Explanation
• Melting • Liquid to solid
• Evaporation • Gas to solid
• Sublimation • Solid to liquid
• Deposition • Liquid to gas
• Freezing • Gas to liquid
• Condensation • Solid to gas

Let’s Elaborate

PHYSICAL AND CHEMICAL CHANGES

Credit to: FreeSchool
No matter where you are or what you are doing, things are changing all
around you. Whether its plant’s growing or log’s burning, or even if you just eating
food. The materials around you are changing in size, shape, and structure, releasing
or absorbing energy, and creating new substances. In chemistry, most changes are
divided into two categories: physical changes and chemical changes.
A physical change is something that changes the physical properties of a
substance – as size, shape or form. Cutting a piece of cloth is an example of a physical
change. Even though, the cloth changes shape and size when it is cut, it does not
create a new substance. It still cloth. Even the pieces of cloth are sewn together and
made into a shirt, only physical changes have occurred. The shirt is still made of the
same substance as the original cloth, just in a new form.
Another type of physical change involves – changing state of matter and
water is a great example of this. Ice melts and becomes water, and water evaporates
to become steam. But not matter its form, the water is still water. One way we can tell
this is a physical change is that the change can be undone. Water vapor can
condense back into liquid water, and liquid water can be frozen back into ice without
changing to a different substance.
In fact, many physical changes can be undone. For example, we know that
dissolving sugar into water is a physical change. Because, even though, the sugar and
the water are mixed together, they do not combine and create a new substance.
They are still just sugar and water and they can be separated from each other. Not all
mixtures are simple to separate as sugar and water. When you mix butter, sugar, flour,
and eggs, there is not a practical way to separate them again but is still only a physical
change. The chemical change occurs when you put your mixture in the oven and
add heat. Baking has many of the indications of the chemical change. The mixture in
the oven absorbs heat. It also changes its color and produces an odor. Gases are

7
released which is what helps the bake good to rise. Finally, this change cannot be
undone. You cannot unbaked a cake.
Chemical changes occur when the particles of two or more substances are re-
arrange to form a new substance. For example, when you burn wood. The wood is
transformed into a new substance, ash. Just like in baking, this change cannot be
undone. Also like the cookies, the wood changes color, releases gases, smoke, and
produces an odor. Unlike in baking, this chemical change releases heat and gives off
light. Chemical changes take place around us. Metal rusting, fireworks exploding, fruit
ripening, and digesting food are all examples of chemical changes.
Here are some clues to look at if you are not sure whether something is a
chemical or physical change. Chemical changes always form a new substance. They
may absorb or release heat. Sometimes, chemical change may change in color,
produce an odor, create a sound, release gases, or produce light. Chemical changes
usually cannot be undone. Physical changes do not form a new substance. A physical
change may change the shape or size of the object. It may change the state of a
substance or matter. Many physical changes can be undone in some way. In physical
change, you end up with the same substance to start up with even if it is look different.

To learn more about Physical and Chemical Changes, you may visit the link below.
Use the link on your cellphone, tablet or desktop.
https://m.youtube.com/watch?v=x49BtB5dOwg
https://m.youtube.com/watch?v=ANOtoVBAzDU
Take notes of what you have read and viewed using the link and share it to your chatmates via
Facebook or Messenger.

PHASE CHANGES
Credit to: Professor Dave Explains
It is possible for matter to transform directly between any of the three phases.
We are probably aware of melting and freezing which go between solids and liquids
as well as boiling and condensing which go between liquid and gas. In addition,
going directly from solid to gas like dry ice is called sublimation. Going directly from
gas to solid is called deposition. Each process carries with it a particular change in
entropy.
Any liquid will have a vapor pressure as some particles will spontaneously
evaporate and as temperature is raised the liquid will eventually reach its boiling point
which is where the vapor pressure is equal to the atmosphere pressure. At this
temperature, bubbles of gas will form within the liquid as opposed to only molecules
at the liquid-gas interphase going into the gas phase. The normal boiling point of a
liquid is measured at 1 atmosphere (atm) or the pressure at sea level. When
atmosphere pressure decreases, the boiling point decreases, which is why water boils
at lower temperature at higher altitude. The freezing point of a substance is the
temperature at which a liquid turn to a crystalline solid. The melting point is the
temperature at which a crystalline solid melt. These are the same temperature they
just represent processes at opposite direction. As we heat a sample of ice, it will melt
and then boil.
On this diagram, the flat section represents
the phase changes of themselves. In these
sections, the temperature doesn’t rise because
the heat energy being added is going towards
disrupting the latex energy of ice or

8
overwhelming the hydrogen bonds occurring in
liquid water. So, during these periods, the heat
energy does not go towards heating the sample. Once the phase change’s
complete, the heat
energy returns to heating the sample. The energy exchange during melting and
boiling is called the heat of fusion and the heat of vaporization, respectively.
The phase change is denoted by these subscripts (s, l, and g) telling us when
water is considered as solid, liquid or gas. And these are the energy needed per mole
of water to cause the phase change.

This is specific to water because every compound has a different latex energy
in solid phase and makes an intermolecular contact of different strength in a liquid
phase.
Phase diagrams shows what phase a substance will
be in at a particular temperature and pressure. For water,
we can see the phases we would expect at atmosphere
pressure. If the pressure is dramatically lowered, we can see
how water would sublimate as the temperature increases
instead of melting first. On the phase diagram, lines
represent equilibria between two phases and the triple
point represent an equilibrium between all three. For water,
the line between solid and liquid slants up and left because
the solid form is less dense than the liquid form.
For carbon dioxide (CO2), it is the liquid form that is
less dense so the lines slant up and right. Also notice that at
the atmosphere pressure, carbon dioxide is never a liquid.
this is why dry ice, which is solid carbon dioxide, typically
sublimate.

PHASE CHANGES BETWEEN STATES IN MATTER

Matter undergoes phase changes or phase transitions from on state of matter
to another. Why do phase changes occur? Phase changes typically occur when the
temperature or pressure of a system is altered. When temperature increases matter
becomes hotter, when temperature decreases matter becomes colder.
There are four states of matter in the universe: plasma, gas, liquid, and solid.
However, matter on Earth exists mostly in three phases: solid, liquid, and gas. A phase
is a distinctive form of a substance, and matter can change among the phases.
There are six phase changes which happens to different substances at different
temperatures.
1. Melting (Solid to Liquid) – it is a process by which a substance changes from
solid phase to liquid phase. When energy is added, the vibration of the
molecules increases as the molecules start to move apart. (e.g., ice cube melts
into liquid water)

9
 2. Freezing (Liquid to Solid) – it is a process by which a substance changes from
liquid to solid. When the energy decreases, there is an increase in particle order
characteristic of solids. (e.g., liquid water freezes into ice)
3. Evaporation (Liquid to Gas) – it is a process by which the molecules of a liquid
escape from the surface of the liquid and enter the gas phase. (e.g., water
boils into steam)
4. Condensation (Gas to Liquid) – it is a process by which the molecules of a gas
cool and move slowly, the molecules tend to stick together to form a liquid.
(e.g., water vapor into dew drops)
5. Deposition (Gas to Solid) – it is a process by which the particles of a gas settled
into solid due to lower temperature. (e.g., water vapor in clouds changes
directly to ice skipping the liquid phase)
6. Sublimation (Solid to Gas) – it is a transition from solid to gas without passing the
liquid phase. (e.g., frozen ice (snow) into vapor)

To learn more about Phase Changes, you may visit the link below.
Use the link on your cellphone, tablet or desktop.
https://m.youtube.com/watch?v=I12tD5zR15Q
https://m.youtube.com/watch?v=oc0ypeDELb0
Take notes of what you have read and viewed using the link and share it to your
chatmates via Facebook or Messenger.

Let’s Dig In
Activity 1. Chemical and Physical Changes
Objectives
In this activity you will learn to differentiate between chemical and physical
changes. Make observations and cite evidence to identify changes as chemical or
physical.

Materials
Ice cube Water Candle Pan Wooden stick
Calamansi Milk Vinegar Egg shell Table salt
Iodine solution (Betadine) Steamed rice Pencil

Procedure/Observation
1. Listed below are the 10 opportunities for
you to observe changes in matter. You
may do these to demonstrate the
changes. Make a data table to
organize your observations of the
matter before and after any change(s)
that may occur. Be detailed in your
observations.
a. Place an ice cube in a saucer and let
it melts.
b. Boil a small amount of water.
SAFETY PRECAUTIONARY MEASURES
1. Select a place in your
house that is convenient
and safe in doing the
experiment.
2. The place must be in
open area and away from children and
flammable materials.
3. When using fire or flame, please be
advised to have a parent’s or guardian’s
supervision.

10
 c. Melt a small amount of candle wax.
SAFETY PRECAUTIONARY MEASURES
Then allow the melted wax to cool. 4. Prepare a bucket of water
d. Break a wooden stick into several near the activity area if in
pieces. case of emergency.
e. Hold a wooden stick in a flame. (Dip 5. Wear protective gears like
face mask, goggles or face
it in water after you observed it.)
shield, and gloves if available.
f. Add a few drops of calamansi juice to 6. Use proper equipment for hot surface
a small amount of milk. like pot holder or tongs.
g. Add a few drops of vinegar to a 5. After doing the experiment, check the
crushed eggshell. equipment used like stove and/or the
LPG tank if it is closed and safe, clean the
h. Add a small amount of table salt to activity area, and dispose or clean
water; stir; boil the solution to dryness; properly the materials used.
cool and record the result.
i. Add several drops of iodine solution to crushed steamed rice.
j. Sharpen a pencil and collect the shavings.
2. Organize the information in your data table.
a. Complete the checklist below that organizes your observations by
putting a check (✓) mark on the column that occur in each sample.

No Visible
Change Precipitate Gas Other
Samples Change
in Color Formation Formation Changes
Occurred
Melted ice
cube
Boiled water
Cooled
candle wax
Broken
wooden stick
Burnt
wooden stick
Milk with
calamansi
juice
Egg shell with
vinegar
Table salt
Rice with
iodine
solution
Pencil
shavings

3. A physical change involves changes in the appearance of the material but

does not involve creation of new materials. A chemical change involves the
formation of new materials. Chemical reactions are characterized by a
number of changes, including color changes and the formation of a
precipitate or gas.
a. Which of the interactions you observed were chemical change? Explain
your answer.

11
 b. Which of the interactions you observed were physical changes? Explain
your answer.
c. When you placed the wooden stick into a flame, what other evidence
(besides the color change) indicated that a chemical change took
place?
d. Imagine a situation where two colorless solutions are mixed together.
There is no color change, no precipitate is formed, and no gas is
released as the solutions are mixed. Is this an example of a chemical or
physical change? Explain your choice.

Activity 2. What changes take place when water is heated or

cooled?
Objectives
In this activity, you will observe and describe the changes in phases of matter.
Represent through drawing or illustration what happens to the particles of matter
during phase change, and explain the processes taking place at the sub-microscopic
level.

Materials
Piece of ice cube ½ cup of water Clear glass or bottle
Saucer Stove Small casserole

Procedure/Observation
Part A. Melting Ice
1. Put a piece of ice cube on a small saucer.
2. Observe what happens to the ice cube after 2 minutes.
3. You may do any of the following: write a description or draw a cartoon or
illustration to show how the particles of water behave as ice changes to a
liquid.
a. Explain what is happening to the particles of water in ice as it turns to
liquid using the particle model of matter.
b. Explain what will happen to the liquid on the saucer if it is transferred into
a small container and left inside the freezer after a few hours or
overnight?

Part B. Boiling Water

1. Pour ½ cup or 100 mL of water into a clear bottle and mark the level of
water outside the bottle.
2. Transfer the water into a small casserole and put it on the stove.
3. Let the water boil for 10 minutes in low fire. Observe carefully what is
happening to the water when it is already boiling.
c. Describe what you observe in the
SAFETY PRECAUTIONARY MEASURES
water inside the casserole. 1. Select a place in your
4. You may do any of the following: house that is convenient
write a description or draw a and safe in doing the
cartoon or illustration to experiment.
2. The place must be in
demonstrate how the particles of
open area and away from children and
water behave as they are heated. flammable materials.

12
 5. Put off the fire and let the water cool
down for 5 minutes. Then, transfer it
to the clear bottle and check the
level of water.
d. What do you think is inside the
bubbles that form when the
water boils? Where did they
come from?
e. If you keep the water boiling for
more than 10 minutes, what do
you think will happen to the
amount of water in the
casserole? Why?
f. Where did the water go?
g. Can you explain by illustration
how the water changes from
liquid to gas? What is happening to the particles of water?
SAFETY PRECAUTIONARY MEASURES
3. When using fire or flame,
please be advised to have
a parent’s or guardian’s
supervision.
4. Prepare a bucket of water
near the activity area if in case of
emergency.
5. Wear protective gears like face mask,
goggles or face shield, and gloves if
available.
6. Use proper equipment for hot surface
like pot holder or tongs.
5. After doing the experiment, check the
equipment used like stove and/or the
LPG tank if it is closed and safe, clean the
activity area, and dispose or clean
properly the materials used.

Part C. Cooling Water

1. Using the hot water that has boiled from Part B, cover the clear bottle with
saucer.
h. Describe what you observe in the water inside the clear bottle and at
the bottom of the saucer.
2. You may do any of the following: write a description or draw a cartoon or
illustration to demonstrate how the particles of water behave as they are
cooled.
i. Where does the water at the bottom of the saucer come from?
j. Can you explain by illustration how the water changes from gas to
liquid?
k. Describe what is happening to the particles of water.

Let’s Remember

1. Physical changes only change the appearance of a substance, not its

chemical composition.
2. Chemical changes cause a substance to change into an entirely substance
with a new chemical formula.
3. Chemical changes are also known as chemical reactions. The “ingredients” of
a reaction are called reactants, and the end results are called products.
4. A chemical change results from a chemical reaction, while a physical change
is when matter changes forms but not chemical identity.
5. Examples of chemical changes are burning, cooking, rusting, and rotting.
6. Examples of physical changes are boiling, melting, freezing, and shredding.
7. Often, physical changes can be undone, if energy is input. The only way to
reverse a chemical change is via another chemical reaction.
8. Phase change is a change from one state of matter to another.
9. Phase changes are physical changes because they do not affect the
chemical make-up of a substance.

13
 10. During a phase change heat energy is either absorbed or released.
11. Heat energy is released as molecules slow down and move closer together –
exothermic.
12. Heat energy is absorbed as molecules speed up and expand – endothermic.
13. There are six changes of phase that substances go through:
a. Freezing: liquid to solid. d. Vaporization: liquid to gas.
b. Melting: solid to liquid. e. Sublimation: solid to gas.
c. Condensation: gas to liquid. f. Deposition: gas to solid.
14. Phase changes, such as the conversion of liquid water to steam, provide an
important example of a system in which there is a large change in internal
energy with volume at constant temperature.

Let’s Apply

Now, you know more about phase change in matter. Let us relate this idea to
the water cycle. Water cycle, also known as the hydrologic cycle or the hydrological
cycle, describes the continuous movement of water on, above, and below the
surface of the earth. There are several stages in the water cycle: evaporation,
transpiration, condensation, precipitation, collection or percolation.
Below is a diagram shows the flow of the water cycle. Draw or illustrate the
event or scenario on each stage.

To learn more about Water Cycle, you may visit the link below.
Use the link on your cellphone, tablet or desktop.
https://www.youtube.com/watch?v=al-do-HGuIk

Take notes of what you have read and viewed using the link and share it to your
chatmates via Facebook or Messenger.

14
 Let’s Evaluate

POST-TEST
Directions: Read the following questions carefully. Choose the correct answer for
each question.
1. In a cup of liquid water, when would the water molecules move slowly?
A. The molecules would move slowly if the liquid water in the cup became a gas.
B. The molecules would move slowly if the liquid water in the cup became a solid.
C. The molecules would move slowly if the liquid water in the cup became still.
D. The molecules would not move slowly in the cup of liquid water.
2. Why does liquid water take the shape of a cup it is poured into, but solid ice cubes
do not?
A. Because the molecules of liquid water can easily move fast one another but
the molecules of solid ice cannot.
B. Because the molecules of liquid water are moving but the molecules of solid
ice are not.
C. Because the molecules of liquid water are smaller than the molecules of solid
ice.
D. Because the molecules of liquid water are softer than the molecules of solid
ice.
3. When a substance changes from a liquid to a solid, which of the following is TRUE?
A. The molecules of the substance connect more strongly to one another.
B. The molecules of the substance change from soft to hard.
C. The molecules of the substance change shape.
D. The molecules of the substance get heavier.
4. If enough heat was REMOVED from B, it would change into _____.

A. A B. a gas C. a liquid D. C
For numbers 5-10. Refer to the diagram below. Label the processes of the phase
change.

5. ______________________
6. ______________________ 5 8
7. ______________________ 6 7

8. ______________________
9
9. ______________________
10. _____________________ 10

15
11. Which processes of the water cycle return water vapor directly to the
atmosphere?
A. Evaporation and transpiration C. Infiltration and capillarity
B. Freezing and precipitation D. Water retention and runoff
12. The arrows in the diagram below represent processes in the water cycle.

Which processes in the water cycle are identified by the numbered arrows?
A. Process 1 is condensation while process 2 is infiltration.
B. Process 1 is evaporation while process 2 is infiltration.
C. Process 1 is precipitation while process 2 is runoff.
D. Process 1 is transpiration while process 2 is runoff.
13. The flowchart below shows part of Earth’s water cycle. The question marks indicate
a part of the flowchart that has been deliberately left blank.
Precipitation Runoff Ocean ??? Water vapor
Which process should be shown in place of the question marks to best complete the
flowchart?
A. Condensation B. Deposition C. Evaporation D. Infiltration
14. The water table usually rises when there is _____.
A. an increase in the slope of the land
B. a decrease in the amount of infiltration
C. an increase in the amount of precipitation
D. a decrease in the amount of surface area covered by vegetation
15. Hail, snow, and rain are examples of what process in the water cycle?
A. Collection B. Condensation C. Evaporation D. Precipitation

Alternatively, you may answer these questions above online!

Use the link on your cellphone, tablet, laptop or desktop:
https://tinyurl.com/SCIENCE8QUARTER3WEEK3LETSEVALU
You will see the score after completing the test. Write your
score on the given box and/or give it to you Science teacher.

Let’s Extend

EXERCISES NO. 1. THE PHASE CHANGE

Directions: Study and interpret the phase change graph below. Answer the following
questions.

16
Questions:
1. In the diagram above, label all of the states of matter.
2. Assuming the above diagram is water, label the temperatures of the flat
portions of the diagram.
3. In the first rising portion of the graph (a), describe what is happening as energy
is added. Discuss this in terms of the kinetic molecular theory.
4. In the first flat portion of the graph (b), describe what is happening as energy is
added. Discuss this in terms of bonding forces of attraction.
5. In the second rising portion of the graph (c), describe what is happening as
energy is added. Discuss this in terms of the kinetic molecular theory.
6. In the second flat portion of the graph (d), describe what is happening as
energy is added. Discuss this in terms of bonding forces of attraction.
7. In the third rising portion of the graph (e), describe what is happening as energy
is added. Discuss this in terms of the kinetic molecular theory.

EXERCISES NO. 2. THE WATER CYCLE

Directions: Study the diagram of the water cycle below. Discuss how the water
behaves in each stage of the water cycle. You may watch the video of “The Water
Cycle”, https://www.youtube.com/watch?v=al-do-HGuIk, for further explanation.

Credit: The Water Cycle. Khan Academy. https://www.khanacademy.org/science/biology/ecology/biogeochemical-cycles/a/the-water-cycle

Discussion:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

17
References
https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_CHemicstry_Textb
ook_Maps/Supplemental_Modules_(Physical_and_Theoretical_Chemistry)/Fundame
ntals/Chemical_Change_vs_Physical_Change
https://courses.lumenlearning.com/introchem/chapter/physical-and-chemical-
changes-to-matter
https://www.thoughtco.com/physical-and-chemical-changes-examples-608338
https://www.thoughtco.com/chemical-and-physical-changes-608176
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.woodstown.
org/cms/lib4/NJ01001783/Centricity/Domain/8/Texts/ACS/resources/ac/ch8/act1.p
df&ved=2ahUKEwjQ_dODmdvqAhWwHqYKHRq3DpwQFjABegQIDRAJ&usg=AOvVa
w0isBUjGijlfSFvcmTBkxXt
https://betterlesson.com/lesson/368994/day-1-physical-vs-chemical-changes
https://www.google.com/url?sa=t&source=web&rct=j&url=http://www.wintonwoods
.org/userfiles/557/EXTENDED%2520LEARNING/Grade%2509%2520Science.pdf&ved=2
ahUKEwjom-
R3drqAhVLxlsBHQmdDocQFjASegQIAxAB&usg=AOvVaw0dhPqySipQeKKsbfeScBI2
Chemical Change vs. Physical Change. Introduction. CHEMISTRY LibreTextsTM. May
19, 2020.
https://chem.libretexts.org/Bookshelves?Physical_and_Theoretical_Chemistry_Textbo
ok_Maps/Supplemental_Modules_(Physical_and_Theoretical_Chemistry)/Fundament
als/Chemical_Change_vs._Physical_Change
Phases of matter.Dictionary.com. https://www.dictionary.com/browse/phase-of-
matter#:~:textWhen%20temperature%20changes%2C%20matter%20can,a%20gas%2
0to%20a%20liquid).
Water cycle. Wikipedia. https://en.m.wikipedia.org/wiki/Water_cycle
Campo, Pia C. et. al. Science G8 Student Learner’s Material First Edition, 2013 pp
179-181. Particle Model of the Three States of Matter
Phase Change. https://study.com/academy/lesson/phase-change-evaporation-
condensation-freezing-melting.html
Melting ice. https://favpng.com/png_view/ice-cube-ice-cream-ice-cube-melting-
png/Mtj8m1dV
Ice cubes. https://www.google.com/amp/s/time.com/5774377/ice-
hack/%3famp=true
Figure 2. Condensation forming on the surface of a cold container. Strategies to
Reduce Moisture Condensation in Food Facilities by Tim Bowser, Ravirajsinh Jadeja
Published Oct. 2016. https://extension.okstate.edu/fact-sheets/strategies-to-reduce-
moisture-condensation-in-food-facilities.html
Steam in kettle. Vaporization vs Evaporation vs Boiling by Dr. Juby George.
https://www.google.com/amp/s/thattheoreticalphysicist.wordpress.com/2015/12/31
/vaporization-vs-evaporization-vs-boiling/amp/
Dry ice in a spoon. 5+ Sublimation Examples in Everyday Life by Marvi Masud.
https://advergize.com/edu/sublimation-examples-everyday-life/

18
Frozen plant. Socratic Q&A answered by Ernest Z.
https://socratic.org/questions/waht-is-the-change-of-state-directly-from-gas-to-solid
Campo, Pia C. et. al. Science G8 Student Learner’s Material First Edition, 2013 pp
183-188. Changes between a Liquid and a Gas
Phase Changes (pdf).
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.dublin.k12.c
a.us/cms/lib5/CA01001424/Centricity/Domain/324/Matter%2520and%2520Phase%25
20Changes%25202.pdf&ved=2ahUKEwiZ09ic-
lfrAhVWxYsBHbFMCp8QFjAbegQIBRAB&usg=AOvVaw33S3a-MCs_Tt8vsdvoYSIC
Phase Change: Evaporation, Condensation, Freezing, Melting.
https://www.google.com/url?sa=t&source=web&rct=j&url=https://study.com/acade
my/lesson/phase-change-evaporation-condensation-freezing-
melting.html&ved=2ahUKEwio1JST-
4frAhUnylsBHeP9BxwQFjADegQIDhAJ&usg=AOvVaw1H7q8gxqCGOJIS2uKuVdPt
Phase change l physics l Britannica.
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.britannica.c
om/science/phase-change&ved=2ahUKEwio1JST-
4frAhUnylsBHeP9BxwQFjAHegQIDhAd&usg=AOvVaw2cpBhu5sf081dVeGX2q64i
Water Cycle. Illustrate the Water Cycle (Worksheet). teacher planet.
https://www.teacherplanet.com/content/water-cycle
The Water Cycle. National Science Foundation.
https://www.youtube.com/watch?v=al-do-HGuIk
The Water Cycle. Khan Academy.
https://www.khanacademy.org/science/biology/ecology/biogeochemical-
cycles/a/the-water-cycle
WS F: Phase Change Problems Worksheet. Introductory Chemistry (CHEM 1305).
https://www.studocu.com/en-us/document/university-of-houston-
downtown/introductory-chemistry/tutorial-work/ws-f-phase-change-problems-
worksheet/7012135/view
Videos on Physical and Chemical Changes
https://m.youtube.com/watch?v=x49BtB5dOwg
https://m.youtube.com/watch?v=ANOtoVBAzDU
Videos on Phase Change
https://m.youtube.com/watch?v=I12tD5zR15Q
https://m.youtube.com/watch?v=oc0ypeDELb0

19
 Development Team of the Module
Writer: Michael John C. Tafalla – UBNHS – Teacher 1

Editors: Content Evaluator: Elmer L. Belza Jr. – BNHS – Teacher 2

Teresita L. Baltazar – SVNHS – Master Teacher 2
Ian Luigie D. Ordoñez – GABHS – Teacher 1
Jennievive G. Dela Cruz – TSHS – Teacher 2
Jimmylin U. Sollano – UBNHS – Master Teacher 2
Language Evaluator: Maria Cristina A. Mayores – UBNHS – Teacher 1
Reviewer: Marlon B. Herras – UBNHS – Head Teacher 3
HYBRID MODULE TEAM:
DR. MELEDA POLITA – SDS (Team Leader)
DR. REA MILANA-CRUZ – (School Principal IV-WBNHS)
JAYAR E. LONGASA – MT I (WBNHS)
Management Team: Dr. Margarito B. Materum – Schools Division Superintendent
Dr. George P. Tizon - SGOD – Chief
Dr. Ellery G. Quintia- CID- Chief
Dr. Marivic T. Almo – Science – Education Program Supervisor
Dr. Daisy L. Mataac – LRMS – Education Program Supervisor

For inquiries or feedback, please write or call:

Schools Division of Taguig City and Pateros Upper Bicutan Taguig City

Telefax: 8384251

Email Address: sdo.tapat@deped.gov.ph

20