Department of Education

National Capital Region

Self – Learning Module
Quarter 3 Week 1

Let’s Understand (Study the Concept)

PARTICLE NATURE OF MATTER

Democritus, a Greek philosopher, suggested that matter is made up
of tiny particles which are too minute to be seen. He thought that if you
kept cutting a substance into smaller and smaller pieces, you can
eventually have the smallest possible particles—the building blocks of
matter. So many years later, scientists studied Democritus’ idea and they
added other concepts to it. The theory they developed is called the particle
nature of matter. There are four main ideas in the particle model:
1. All matter is made up of tiny particles.
2. The particles of matter are always moving.
3. The particles have spaces between them.
4. Adding heat to matter makes the particles move faster
Scientists see the particle model useful for two reasons. First, it
provides a valid explanation for the behavior of matter. Second, it
presents a very important idea—the particles of matter are always moving.
Matter that seems perfectly motionless is not motionless at all. The air
you breathe, your laptop, your toothbrush, and even your body all consist
of particles that are always in motion. Thus, the particle model can be
used to explain the properties of solids, liquids, and gases. It can also be
used to explain what happens in changes of state.

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PROPERTIES OF SOLIDS, LIQUIDS AND GASES

SOLID LIQUID GAS

• Has a definite • Has a definite • No fixed volume or

shape and volume shape, conforms to
volume • Atoms are not the volume and
• True solids have widely separated, shape of its
very rigid, therefore high container
ordered density and small • Atoms far apart
structures, in compressibility (low density and
fixed positions • No definite shape can be
(high density) (follows the shape compressed)
• Atoms held of its container) • Moving at high
tightly together, • Atoms move speeds, colliding
therefore rapidly enough to with container,
incompressible slide over one moderate thermal
• Atoms move another (ability to expansion
through vibration flow)
only, therefore • Small thermal
has small expansion
thermal
expansion

As a solid is heated, the particles vibrate faster and faster until they
have enough energy to break away from their fixed positions. When this
happens, the particles can move about more freely. The change from a

2
solid to a liquid is called melting. The reverse of melting is called or
freezing or solidification. This is the change from a liquid to a solid. As a
liquid cools, the particles in the liquid lose energy and move more and
more slowly. When they settle into fixed positions, the liquid has frozen or
solidified.
When a liquid absorbs heat energy, the particles move about more
and more quickly. Some of the particles gain enough energy to break free
of the other particles. When this happens, the liquid changes to a gas.
The change from a liquid to a gas is called evaporation.
The reverse process—the change from a gas to a liquid—is called
condensation. As a gas cools, the particles in the gas lose energy and
move more and more slowly until the gas condenses to a liquid.

Let’s Apply
Complete the phrases below.
A. The Particle Theory of Matter:
1. Matter is made up of tiny ____.
2. Particles of Matter are in constant ______.
3. There are empty ____ the particles of matter.
4. The particles of matter will move faster when ______is added.

B. States of Matter
STATE SOLID LIQUID GAS

Diagram

Spaces between
particles
Movement of
particles

3
 Let’s Analyze

1. Examine the arrangement of molecules of each state of matter,

what do you think will happen when each of these are heated?
Gas

Liquid

Solid

2. Use the particle model of matter to explain why solids have a

fixed shape, but gases fill the shape of the container they are in.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Let’s Try (Evaluation)

Read the following. Write the letter of your answer before the number.
1. Why does matter has mass and takes up space?
A. All matter is heavy.
B. Matter can be a gas.
C. Matter is made up of tiny particles that have mass and take up
space.
D. The Earth is made of matter.

4
2. Which of the following describes the particles of a liquid?
A. are tightly packed together and stay in a fixed position.
B. have no viscosity.
C. decrease in volume with increasing temperature.
D. are free to move in a container but remain in close contact with
one another.

3. Which of the following describes solid as a state of matter?

A. indefinite volume and an indefinite shape.
B. definite volume and a definite shape.
C. definite volume and an indefinite shape.
D. indefinite volume and a definite shape.
4. In which state of matter are particles packed tightly together in fixed
positions?
A. gas C. liquid
B. solid D. compound

5. How do atoms move in solid materials?

A. Does not move C. Move through vibrations
B. Move very fast D. Move rapidly
6. Which of the following statements is incorrect about particle nature of
matter?
A. All matter is made up of tiny particles.
B. The particles of matter are always moving.
C. The particles have spaces between them.
D. Adding heat to matter makes the particles move faster
For numbers 7-10, Write True if the statement is correct or write False if
the statement is incorrect.
7. The atoms of a solid are very far apart and vibrate in fixed positions.
8. Cooling a solid decrease the motion of the atoms.
9. Air has mass.
10. The particle nature of matter can be used in describing the properties
and changes in matter.

Let’s Create

Your teacher asked you to construct a model of a solid, or a liquid or a

gas. The model should show how its atoms are arranged. You must use

5
recycled materials like clay, soda crowns, old coins, and others in making
the model. Do this on a short bond paper. Color it as well. Label it
properly and write a one-sentence description of how its atoms are
arranged.

CRITERION POOR FAIR GOOD EXCELLENT

1 2 3 4
Model shows Model shows Model is well Model is
no research in evidence of thought out completely
planning. research in and finished, well
Model
planning but implemented thought out
is not finished. correctly. and is easily
Missing a understood.
component.
The model is The model is The model is The model is
poorly constructed carefully carefully
constructed. but uses constructed constructed
materials that with with materials
Construction
are not well materials that showcase
chosen. but does not student's
showcase creativity and
student's are
creativity. appropriate.
Model is Model is neat Model is Model is neat,
Organization
messy or hard but contains neat, accurate, easy
and
to follow. some errors. accurate, to follow, and
Mechanics
and easy to shows
follow. creativity.

No legend or Legend, but 1-2 parts of All formatted

Legend/Key formatted most parts legend are correctly.
incorrectly. formatted not Comments
incorrectly. formatted
correctly

REFERENCES:

https://www.scoe.org/files/ngss-particle-modelintl.siyavula.com
/read/science/grade /06-partic...

6
 Department of Education
National Capital Region
Schools Division of Parañaque City
Self-Learning Module
Science 8 Quarter 3 Week 2
PHYSICAL PROPERTIES and CLASSIFICATION of MATTER

Learning Competencies (Essential Competencies)

• Explain the properties of solids, liquids, and gases based on the particle
nature of matter. (S8MT-IIIa-b-8)

Objectives

• Differentiate the structure of solids, liquids, and gases based on its boiling
point and melting point

Let’s Understand (Study the Concept)

PHYSICAL PROPERTY OF MATTER: BOILING AND MELTING POINTS

The particles in matter in solids, liquids and gasses are held together by forces
of attraction. The strength of these forces determines a substance boiling and melting
points. Increasing or decreasing the temperature in a matter makes the molecules
move faster (or slower) or make them move away (or closer) to each other. Thus,
causing changes in the structure of its molecules.

When solid matter is heated its

molecules move faster and gains energy. This
makes the molecules “push” each other further
away from themselves. When this happens, it
makes the volume of solid increase and
expands. Eventually, the increase in
temperature will weaken the force of attraction
and the regular pattern of solid molecules
breaks, causes it to move around each other.
Then the solid melts. The temperature at which
this takes place is called the melting point of
the substance. Solids which have high melting
points have stronger forces of attraction between
their particles than those which have low melting
points.

1
 When liquid matter is heated the molecules move around even faster as their
average energy. As the temperature increases, it causes some of liquid molecules to
escape in a form of bubble and begin to evaporate to become gas. When this happens
boiling point of the substance takes place. Liquids with high boiling points have
stronger forces between their particles than liquids with low boiling points.

When a gas is cooled the molecules move slower towards each other. The
forces of attraction become significant that causes gas to condensate to liquid. Gas
molecules also moves in equilibrium with liquid. (Chemistry, 2009)

DENSITY AND SPECIFIC GRAVITY

Density of an object is used to describe how these particles are closely packed
in a matter - solid liquid or gas. (BBC, 2021). It is measured as mass per unit volume
(ρ= m/V). Matter have different densities. For liquids and solids, their densities are
measured in grams per milliliter and grams per cubic centimeter, respectively, and
change very little as the temperature of the sample changes. Gases have much lower
densities, so much lower that gas densities are measured in grams per liter instead of
grams per milliliter. The density of a gas varies considerably as the temperature of the
gas changes. (Fundamentals of Chemistry, 2000)

Table 2.1 Densities of Three Common Substances

Density at 20°C Density at 100°C
solid: sodium 2.16 g/cm 3 2.16 g/cm3
chloride
liquid: water 0.998 g/cm3 0.958 g/cm3
gas: oxygen 1.33 g/cm3 1.05 g/cm3

Specific gravity, also

called relative density (Britannica,
2021) is ratio of the density of a
substance to that of a standard
substance (density of water).
Since (at standard temperature
and pressure) water has a density
of 1 gram/cm3, and since all of the
units cancel, specific gravity is
usually very close to the same
value as density (but without any
units).

2
CLASSIFICATION OF MATTER BASED ON ITS COMPOSITION
According to its composition, matter can be classified as pure substances and
mixtures. (JoVE Core Chemistry, 2021)

Pure substances have same compositions, or simply called substances. They

have a fixed uniform composition. They are further classified as elements and
compounds. While mixtures do not have a fixed composition. (Wysession, Frank,
Yancupoulos, 2006)

PURE SUBSTANCES
MIXTURES
Element Compound
- A substance - A substance made - A substance made of two or
made of only one from two or more more elements or
type of atom. different elements compounds, mixed but not
- Cannot be broken bonded together. joined.
down. - Joined in a fixed - Tends to retain some of the
- No two element proportion properties of its individual
are the same type substance but less constant
(of atom). - Its composition is not fixed

Let’s Analyze

A. Boiling and Melting Points

1) What happens to the molecules of a candle when it starts to melt?

______________________________________________________________
______________________________________________________________
2) What happens to the molecules of water when it starts to boil?
______________________________________________________________
______________________________________________________________
B. Density and Specific Gravity

1) A lava lamp is made of special wax and translucent liquid mixture inside a
glass vessel. Explain why the wax can float inside the vessel.
______________________________________________________________
______________________________________________________________

3
 2) What is the relationship of density to specific gravity?
______________________________________________________________
______________________________________________________________
______________________________________________________________

C. Classification of Matter Based on its Composition

Classify the components found in a milk tea as to element, compound or
mixture.

Components Element Compound Mixture

1) Brewed tea
2) Ice cubes
3) Sugar syrup
4) Milk
5) Tapioca Pearls

Let’s Try (Evaluation)

A. Multiple Choice. Choose the best answer in each item. Write the letter of
your choice before each number.

1. What happens to the molecules of solid it is heated?

I. moves closer to each other
II. moves further to each other
III. the structure of the solid molecules is the same
IV. the regularity of the structure of solid molecules changes
A. I and II C. I and III
B. II and IV D. I and IV

2. Which of the following statement is true?

A. Solids which have high melting points have stronger forces of attraction
between their particles than those which have low melting points.
B. Solids which have high boiling points have stronger forces of attraction
between their particles than those which have low melting points.
C. Liquids which have high melting points have stronger forces of attraction
between their particles than those which have low melting points.
D. Gas with high melting points have stronger forces of attraction between
their particles than those which have low melting points.

4
3. When you mix oil and water, oil floats above water even they are both liquid.
Why?
A. because they have different composition
B. because they have difference in molecules
C. because they have different densities
D. because they have different specific gravity

4. What do you call the ratio of the density of a substance to that density of
water?
A. boiling point C. specific gravity
B. melting point D. mixture

5. Which of the following statements is incorrect?

A. Matter can be classified according to their composition.
B. Substances with same composition are called pure substances.
C. Mixtures are composed of compounds that mixed but not joined.
D. Properties of pure substances vary from one sample to another sample.

B. Identification. Identify whether the following substances is an element,

compound or mixture. Put a check mark under each classification.

Substance Element Compound Mixture

1. aluminum foil
2. silicon dioxide
3. Magic Sarap
Seasoning
4. Cloud 9 choco bar
5. 3-in-1 coffee mix

5
 Let’s Create

Goal: Create e a comic strip showing how the structures of molecules change
during boiling or melting point.

Role: a local illustrator

Audience: Kids 2-6 years of age in your community.

Situation: You a science enthusiast illustrator assigned to show how molecules

move and change during melting or boiling point. You are to show this
to kids in your community.

Product: a three-window comic strip

Exemplar (3-window comic strip):

Standards:

6
 Department of Education
National Capital Region
Schools Division of Parañaque City
Self-Learning Module
Science 8 Quarter 3 Week 3
PHYSICAL, CHEMICAL and PHASE CHANGES

Learning Competencies (Essential Competencies)

• Explain physical changes in terms of the arrangement and motion of atoms

and molecules. (S8MT-IIIc-d-9)

Objectives

• Differentiate physical from chemical change.

• Enumerate and discuss the different physical/phase changes in matter
(Evaporation, Condensation, Sublimation, etc.) in terms of molecular
arrangement and molecular motion.
• Demonstrate through various means how phase changes in matter are
affected by change in temperature.

Let’s Understand (Study the Concept)

Change is everywhere. Changes in matter enable scientists to study matter

further and to have a better understanding of its structure and properties. They study
two types of changes—physical changes and chemical changes.

Physical Change
Physical changes are changes in which no bonds are broken or formed and no
new substance is formed. This means that the same types of compounds or elements
present at the start of the change are there at the end of the change. The properties
will also be the same. Some types of physical changes are phase changes, separation
of a mixture, physical deformation (cutting, denting, stretching) and making solutions.
When an ice cube melts, its shape changes because it acquires the ability to
flow but its composition does not change. Melting is an example of a physical change.

1
Chemical Change

Chemical changes occur when bonds are broken and/or formed between
molecules or atoms thus forming a new substance with different properties. Chemical
changes are frequently harder to reverse than physical changes.

Burning a paper is an example of a chemical change. Ash is formed as result

of burning the paper which is a new product. Chemical change requires that a new
substance must form. These changes are irreversible in nature.

PHASE CHANGE

Phase change is a physical change wherein one state of matter changes to

another. They do not affect the chemical composition of a substance. During a phase
change, heat energy is either absorbed or released. Heat energy is released as
molecules slow down and move closer together which is called exothermic reaction.
When heat energy is absorbed, molecules speed up and expand and is known as
endothermic reaction.

2
 PHASE
Direction of change ENERGY
CHANGE
Molecules speed up, move farther
Melting solid to a liquid
apart, and absorb heat energy
Molecule slow down, move closer
Freezing liquid to a solid
together and release heat energy
liquid to gas Molecules speed up, move farther
Evaporation
apart, and absorb heat energy.
liquid to a gas on the Molecules speed up, move farther
Vaporization surface of a liquid (type apart, and absorb heat energy
of vaporization).
Molecule slow down, move closer
Condensation gas to a liquid
together and release heat energy
Molecules speed up, move farther
Sublimation solid to a gas
apart, and absorb heat energy
Molecules slow down, move closer
Deposition gas to a solid
together and release heat energy

Fig. 1. Direction of Energy in Phase Changes

3
 Fig. 2. Phase Change Diagram

The phase change diagram in Figure 2 shows the behavior of atoms in the
different phases with increasing temperature and heat energy.

Let’s Analyze
Answer the following questions briefly.

1. Which among the phases changes involves absorption of energy?

______________________________________________________________
______________________________________________________________
____
2. What happen to the molecules whenever heat is released in during a phase
change?
______________________________________________________________
______________________________________________________________
____

3. Why is a phase change considered a physical change?

______________________________________________________________
______________________________________________________________
____

Let’s Try (Evaluation)

Directions: Read the following. Write the letter of your answer before the number.

1. Which of the following is an example of physical change?

A. Mixing baking soda and vinegar together, and this causes bubbles and
foam.
B. A glass cup falls from the counter and shatters on the ground.

4
 C. Lighting a piece of paper on fire and the paper burns up and leaves
ashes.
D. Baking a birthday cake for your mother.

2. Which change can be easily be reversed?

A. Chemical Change C. Both a physical and a chemical change
B. Physical Change D. Neither a physical or a chemical change

3. Which of the following takes place if the chemical properties of a substance

remain unchanged and the appearance or shape of an substance changes?
A. Chemical Change C. Both a physical and a chemical change
B. Physical Change D. Neither a physical or a chemical change

4. Which is an example of a physical change?

A. Metal rusting C. Water boiling
B. Silver tarnishing D. Paper burning

5. What characteristic best describes what happen during a physical change?

A. Composition changes
B. Composition stays the same
C. Forms stays the same
D. Mass is lost

6. The phase change in which a substance changes from a solid to a gas or

vapor without changing to a liquid first is
A. vaporization. C. deposition.
B. sublimation. D. melting

7. The change of a substance from a solid directly to a gas is called

A. sublimation. C. evaporation.
B. melting. D. condensation

8. The phase change that is the reverse of melting is

A. condensation C. vaporization.
B. sublimation. D. freezing

9. All changes of the state of matter require

A. sublimation. C. vibration.
B. energy D. water

10. What type of change occurs when water changes from a solid to a liquid?
A. a physical change C. an irreversible change
B. a phase change D. both a and b

5
 Let’s Create

Your teacher asks you to make a poster showing a phase change happening
in the environment. This will be published in your school science journal. It should
contain a title and it should have a short description of the phase change.
RITERION 5 3 1
Neatness Clear and concise Identify phase Somewhat define
definition of phase change of matter and identify phase
change change of matter

Examples of Student is able to Student is able to Student is able to

Phase Change give 1 example of give 1 example of a give an example of
a physical change physical change and only a physical OR
and 1 example of 1 example of a chemical change of
a chemical chemical change of matter. The pictures
change of matter. matter. The pictures are neat, but may
The pictures are are not neat and have errors.
neat and correct. correct.
Descriptions Student is able to Student is able to Student is able to
of identify identify identify
Phase Change characteristics characteristics that characteristics that
that phase describe phase describe either the
changes of matter change of matter physical or chemical
with extensive detail. The change of matter but
detail. The information is is lacking detail.
information is neat somewhat neat and
and correct. correct.
Written/ Has a title and Has a title and Has a title and
Typed information is information is typed information is typed
Information typed or written or written fairly or written somewhat
neatly with no neatly with no more neatly no more than
spelling, than 0-4 errors 5-6 errors
punctuation, or
grammatical
errors

REFERENCES:

J.M.K.C. Donev et al. (2018). Energy Education - Phase change [Online]. Available:
https://energyeducation.ca/encyclopedia/Phase_change. [Accessed: January 20, 2021].

6
 Department of Education
National Capital Region
Schools Division of Parañaque City
Self-Learning Module
Science 8 Quarter 3 Week 4
EVIDENCE of CHEMICAL CHANGE

Learning Competencies (Essential Competencies)

• Explain physical changes in terms of the arrangement and motion of atoms

and molecules. (S8MT-IIIc-d-9)

Objectives

• Define chemical change operationally and cite the different evidence of

chemical change
• Explain how chemical change affects the chemical composition of a
material (molecular level)
• Create a story showing the similarities and differences of physical and
chemical change, Place concrete examples for each change

Let’s Understand (Study the Concept)

In the previous module, we learned the different physical changes that occur in
matter. We also discussed how matter change from one state to another and the
factors that make it possible. In this module, we are going to focus on chemical change
and the processes that happen at the molecular level.

Chemical changes in matter

occur when new substances are formed
from the combination of different
substances. Chemical changes are
easily recognized because there are
physical manifestations connected to
this phenomenon. One good example is
rust formation. Rust forms when iron is
exposed to moist air.

1
 On the molecular level, Iron (Fe) reacts with molecular oxygen (O 2) in the
presence of water.

Evidence of Chemical Changes

Chemical changes can be attributed to the following evidence.

1. Change in color
- Color change suggests that a chemical reaction is
happening. One example is when hair is being dyed.
When chemicals are applied to the hair, it changes color
depending on the pigments used. Another common
example is cooking an egg, the egg white which is
originally transparent turned into white.

2. Production of gas (bubble formation)

- Bubbles are formed when gases are
produced in a chemical reaction. An
example is when vinegar is mixed with
baking soda, the mixture releases gas.
Rising of bread in baking also suggest that
a chemical reaction has took place.

3. Change in energy/Production of light

- This evidence can be easily observed. An
example of this is fireworks. When flash
powder is ignited, it produces light. Another
example is emission of light from burning
candle.

2
4. Change in smell or taste
- When food or substances changes taste or smell most
probably, a chemical reaction has occurred. For
instance, a piece of loaf bread when subjected to heat
becomes toasted. The difference in taste and smell of
the break signifies that there was a chemical change.

5. Formation of precipitate
- When two or more substances
combined, a solid substance is
formed which is different from
the original substances, we call
this as precipitate.

3
 Let’s Analyze

A. Directions: Physical and chemical changes occur all around you every day.
Read the story below and circle the physical changes and underline the
chemical changes you see within it.

Just One of Those Days

Aaahhh! A brand-new day. You go into the kitchen

and open the fridge and pour a glass of milk. Before
you even drink it you can tell from the smell that the
milk has soured. You make a glass of ice water
instead. Suddenly, you hear your cat screech. You run
to help her and see she has stepped on a rusty tack
(you know from science class that it rusted due to
oxidation). You run to call the emergency traveling vet
to come to your house. As you are walking back to the
kitchen, you notice that some of your plants are dying and beginning to decay and that
some saltwater has evaporated out of your fish tank. You make a mental note to take
care of both after school.

You go back to get your ice water but

find that the ice has melted. You are so
thirsty you don’t care and drink it anyway.
You suddenly realize how hungry you are
and take an apple from the counter and bite
into it. Yum. Then you hear glass breaking.
(What kind of crazy day is this?!) You run to
see what has happened and find that the
traveling vet accidentally broke a window.
But he promises to pay for the damage before he takes your cat away to attend.

What a day, and it’s only just begun. You go back to the apple, but it has turned
brown. You decide to make some eggs and toast instead. You first whip the eggs with
a fork and then cook them. You pop a piece of bread in the toaster, which a few

4
minutes later turns nice and brown. You melt some butter on the toast and add some
grape jelly. You think about dyeing your hair purple but then remember how your
parents reacted when your sister did that. So instead, you just decide to finish
breakfast and catch the bus, hoping the crazy part of your day has ended. (Retrieved
from
http://www.westerville.k12.oh.us/userfiles/4148/Classes/5342/A%20Chemical%20an
d%20Physical%20Change%20Story.pdf on January 20, 2020)

B. Directions: Answer the following questions concisely.

1. Suppose you mix baking soda and white vinegar. What signs might indicate
that a chemical change occurs?
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. You read that a physical change is a change in physical properties, and a

chemical change in chemical properties. Do you agree? Explain your answer.
______________________________________________________________
______________________________________________________________
______________________________________________________________

Let’s Try (Evaluation)

1. Which of the following terms refers to the changes that happen in matter which
results to formation of new substances?
A. Chemical change C. Physical change
B. Phase change D. All of the above

2. Which of the following is an example of chemical change?

A. Caramelizing sugar C. Freezing of ponds on winter
B. Cutting paper into pieces D. Melting of polar ice caps

3. One clue of a chemical change is the formation of a precipitate. When does

precipitate form?
A. When a solid dissolve in a liquid
5
 B. When one liquid dissolves in another
C. When two liquids react and a solid is formed
D. When two liquids react, and a gas is produced

4. What is/are the requirements for iron to rust?

A. Iron C. Oxygen
B. Water D. All of the above

5. Which of the following is NOT an evidence of chemical change?

A. Change in color C. Phase change
B. Formation of gas D. Production of light

Let’s Create

Create a ‘story’ which showcases the processes involved in physical and

chemical changes. The story must include the following criteria:

_______________________________________________
Title
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

1. There must be at least 5 different chemical changes. (5 points)

2. Explain in the story why do you think it is a chemical change. (5 points)
3. You must include the definition of a chemical change within your story. (1 point)
4. There must be inclusion of at least 4 different physical changes. (4 points)

6
 Department of Education
National Capital Region
Schools Division of Parañaque City
Self-Learning Module
Science 8 Quarter 3 Week 5
The ATOM

Let’s Understand (Study the Concept)

Atom is the basic building block of matter. It

consists of 3 subatomic particles namely protons,
neutrons, and electrons. The image at the right
shows the location of these particles in an atom.
Protons are located at the center of an atom
together with the neutrons. These two particles
make up the nucleus where the mass of the atom
is concentrated. On the other hand, electrons are
located around the nucleus where it revolves and Figure 1. Structure of an Atom
responsible for the atom’s volume.

The number of protons in a particular atom does not easily change that is why
protons gives the ‘identity’ to the atom unlike the other two subatomic particles. The
atomic number of an element in the periodic also signifies the number of protons
present in an atom. Since no duplication of atomic number is seen in the periodic table
of elements therefore each element is unique on its own. However, element’s neutrons
and electrons may change.

A single element may have different number

of neutrons, which we refer to as isotopes. Since
neutrons and protons are responsible for the
mass number of an element, each isotope of the
same element will have different mass numbers
because of the deficit or addition in the number of
neutrons. Let us take the element hydrogen as an
example. Hydrogen has 3 isotopes named
according to their mass number: Hydrogen-1,
Hydrogen-2, Hydrogen-3 or using their special
Figure 2. Isotopes of Hydrogen names: Protium, Deuterium and Tritium. All these
3 isotopes have the same number of proton, but
the number of neutrons differs with one another as shown in the figure at the left.

1
 The model of the atoms we know of today will not be possible if not for the
efforts of the previous scientists. The first person to coin the term ‘atomos’ was
Democritus who believed that matter is composed of small solid objects which cannot
be divided, created, nor destroyed. The diagram above shows the development of the
different atomic models based on their own specific discoveries.

How do we determine the number of

subatomic particles present in an atom? A very
powerful tool is important to answer this question: the
periodic table of elements. The PTE presents vast
amount of information regarding the atoms of the
elements. As previously said, the atomic number
represents the proton, the approximation of the mass can be used for the mass
number. While the number of electrons is the same for the number of protons when
an atom is neutral. We will be discussing in the next module how to determine the
number of electrons when an atom is charged.

2
Here is a step-by-step procedure to calculate the number of each subatomic particles.
Let us take a neutral sodium atom (Na) as an example.

1. First, look at the details of the given element in the periodic table.

2. Identify the element’s atomic number and atomic mass.

3. The atomic number is equal to the number of protons and electrons if the
element is neutral. In this, they are the same because Sodium (Na) is neutral.

Neutral Atom: Protons = Electrons

Protons and Electrons = 11

4. To get the number of neutrons, approximate the atomic mass to a whole

number and subtract the atomic number from it.

Atomic Mass = 22.99 ≈ Mass Number = 23

Neutrons = Mass Number (23) – Atomic Number (11)
Neutrons = 12

5. Now you have completely determined the number of subatomic particles in a

sodium atom (Na).

3
 Let’s Analyze

Directions: Complete the table below by supplying the missing information.

A.

Element Mass # # of protons # of neutrons # of electrons

Nitrogen

Magnesium

Sodium

Chlorine

Copper

B.

Isotope Mass # # of protons # of neutrons # of electrons

He-4 4

C-13 6

17 18

131 53

U-238 92

Let’s Try (Evaluation)

1. What is the relationship of proton number to the electron number given that the
atom is neutral?
A. Doubled C. Halved
B. Equal D. Tripled

2. The mass of the atom is primarily concentrated at the nucleus. What subatomic
particles are part of the nucleus?
A. Electrons and Protons B. Neutrons and Electrons

4
 C. Protons and Leptons D. Protons and Neutrons

3. How many protons are present in U-235?

A. 92 C. 235
B. 146 D. 330

4. How many neutrons are present in Ni-59?

A. 28 C. 59
B. 31 D. 87

5. How many electrons are present in N-14?

A. 7 C. 14
B. 10 D. 21

6. Which subatomic particle gives the identity of the atom?

A. Electron C. Proton
B. Neutron D. None of the above.

7. Which of the following refers to an electron?

I. Inside the nucleus
II. Positively charged
III. Negatively charged
IV. Revolves around the nucleus

A. I, II C. II, III
B. I, IV D. III, IV

8. Where is the location of the nucleus in an atom?

A. Around the atom C. Center of the atom
B. Beside the electron D. None of the above

9. Which information in the periodic table is used to determine the mass number?
A. Atomic Mass C. Electronic Configuration
B. Atomic Number D. Oxidation Number

10. What term refers to the elements having the same atomic number but different
mass numbers?
A. Isobar C. Isomer
B. Isoelectronic D. Isotope

5
 Let’s Create

Create a ‘visual representation’ of an element and its isotope in accordance with the
description of the subatomic particles and its location.

Criteria Excellent Proficient Adequate Limited

(4) (3) (2) (1)
Details and All the parts of All the parts of Most of the Many parts of
Information the the parts of the the
presentation presentation presentation presentation
contributed to said something said something needed
the clear and rather vaguely improvement
interesting important important
Method of Understandabl Unique but not Not unique but Not unique but
Presentation e, unique, and organized organized not organized
exemplary
Techniques/ Create a Create an Create an Create an
Creativity powerful image interesting adequate adequate
image image that is image which is
moderately not suitable
suitable
Accuracy Information Information Information Information
contains contains minor contains errors contains many
essentially no errors errors
errors

6
 Department of Education
National Capital Region
Schools Division of Parañaque City
Self-Learning Module
Science 8 Quarter 3 Week 6
The ATOM

Learning Competencies (Essential Competencies)

• Determine the number of protons, neutrons, and electrons in a particular

atom; (S8MT-IIIe-f-10)

Objectives

• Determine the number of electrons, protons, and neutrons in an atom.

• Determine the number of electron, proton, and neutron in positive ions
(cation).
• Determine the number of electron, proton, and neutron in negative ions
(anion).
• Illustrate how the sub-atomic particles are distributed in an
atom/anion/cation.

Let’s Understand (Study the Concept)

In the previous module, we learned about the different subatomic particles and
their corresponding roles in an atom. We also explored on how we can determine the
number of each subatomic particles present in a particular isotope of a neutral atom.
In this module, we will continue with the same topic, but we will focus on charged
atoms.

Atoms that have equal number of protons and electrons are considered neutral.
However, the number of electrons may change due to transfer of electron from one
element to the other. The imbalance in the number of protons and electrons causes
the atom to become charged. These charged atoms are called ions.

Figure 1. Transfer of Electrons

1
 Let us take the example shown in Figure 1. Sodium atoms transferred electrons
to oxygen. The resulting specifies after the transfer of electrons has been made are
positively and negatively charged atoms. Sodium transferred one of its electrons to
oxygen, which resulted to the difference in the number of protons to electrons. In this
case, sodium has more protons than electrons, that is why it became positively
charged. All positively charged species are called cations. In contrast, when oxygen
received 2 electrons from sodium atoms, the number of electrons is greater than its
protons. This made the oxygen atom to become negatively charged. Species which
contain negative charges are called anions.

Here is a step-by-step procedure to calculate the number of each subatomic

particles for charged atoms. Let us take a Fluoride Ion (F-) as an example.

1. First, look at the details of the given element in the periodic table.

2. Identify the element’s atomic number and atomic mass.

3. The atomic number is equal to the number of protons and electrons if the
element is neutral. In this case, Fluorine is negatively charged, therefore we will
add the value of the negative charge to the number of electrons.

Charge: Protons - Electrons

Protons = 9
Electrons = 10

2
 4. To get the number of neutrons, approximate the atomic mass to a whole
number and subtract the atomic number from it.

Atomic Mass = 18.998 ≈ Mass Number = 19

Neutrons = Mass Number (19) – Atomic Number (9)
Neutrons = 10

5. Now you have completely determined the number of subatomic particles in

fluoride ion (F-).

Table 2 shows some of the nonmetals that gained electron and became anions.
For example, Phosphorus, has an atomic number of 15 which means it has 15 protons,
in its neutral state, the number of protons must equal the number of electrons,
therefore, a neutral Phosphorus has also 15 electrons. For Phosphorus to attain
stability, it needs to gain 3 more electrons to satisfy the octet rule. Once it has acquired
3 more electrons, it will become an anion, Phosphide ion, P3-.

3
 Let’s Analyze

A. Directions: Complete the table below by supplying the missing information.

# of # of # of
Element/Ion mass # charge
protons neutrons electrons
Na+ 23 10

Cl- 35 -1

14 7 -3

1 0 +1

8 8 8

B. Directions: Complete the table below by supplying the missing information.

# of # of # of
Element/Ion mass # charge
protons neutrons electrons
Lithium ion

Oxide ion

Chloride ion

Potassium ion

Sulfide ion

C. Answer the following questions concisely.

1. Find two neighboring elements on the periodic table whose positions would be
reversed if they were arranged by atomic mass instead of atomic number.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

4
2. Can an isotope be an ion?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Let’s Try (Evaluation)

1. What is the general term which refers to a charged atom?

A. Anion C. Ion
B. Cation D. Proton
2. How does an atom become charged?
A. by gaining a proton C. by losing a proton
B. by transferring an electron D. by losing a neutron
3. How many protons are present in Li ? +

A. 1 C. 3
B. 2 D. 4
4. How many neutrons are present in Mg?
A. 11 C. 13
B. 12 D. 24
5. How many electrons are present in N ? 3-

A. 4 C. 10
B. 7 D. 14
6. Which subatomic particle plays a vital role for an atom to become charged?
A. Electron C. Proton
B. Neutron D. None of the above.
7. Which of the following refers to an ion?
I. Inside the nucleus
II. Positively charged
III. Negatively charged
IV. Differs in volume from the parent atom
A. I, II, III C. I, II, IV
B. I, III, IV D. II, III, IV
8. What happens to the volume of an atom when it becomes positive charged?
A. Bigger C. Stays the same
B. Smaller D. None of the above
9. What happens to the volume of an atom when it becomes negatively charged?
A. Bigger C. Stays the same
B. Smaller D. None of the above
10. What is the charge of a cation?
A. Neutral
B. Negative
C. Positive
D. None of the above

5
 Let’s Create

Create a ‘visual representation’ of how atoms are converted into ions using
any recyclable materials as representative parts of the atoms. Take a photo of your
work and paste it in the box provided below. Write a simple description on the space
provided.

___________________________________________________________________
__________________________________________________________________

Standards:

Criteria Excellent Proficient Adequate Limited

(4) (3) (2) (1)
Details and All the parts of All the parts of Most of the Many parts of
Information the the parts of the the
presentation presentation presentation presentation
contributed to said something said something needed
the clear and rather vaguely improvement
interesting important important
Method of Understandabl Unique but not Not unique but Not unique but
Presentation e, unique, and organized organized not organized
exemplary
Techniques/ Create a Create an Create an Create an
Creativity powerful image interesting adequate adequate
image image that is image which is
moderately not suitable
suitable
Accuracy Information Information Information Information
contains contains minor contains errors contains many
essentially no errors errors
errors

6
 Department of Education
National Capital Region
Schools Division of Parañaque City
Self-Learning Module
Science 8 Quarter 3 Week 7
The PERIODIC TABLE of ELEMENTS

Learning Competencies (Essential Competencies)

• Use the periodic table to predict the chemical behavior of an element.

(S8MT-IIIi-j-12)

Objectives

• Write the electron configuration of elements in a given group and relate it

to their classification in the PT (metals, non-metals, metalloids)
• Describe the predict the elements’ trend in the PT with respect to its
density and melting point; and ability to react with oxygen
• Describe the predict the elements’ trend in the PT with respect to its
reaction with water and reaction of metals with non-metals and vice versa

Let’s Understand (Study the Concept)

In the previous module, we learned the different subatomic particles and how
atoms become charged. We learned that it was due to the imbalance of proton vs the
electrons present in an atom. In this module, we are going to focus our discussion on
the electrons and predict the element’s behavior using the periodic table. But before
that let us read an article of the brief history on how periodic table was created by
Deboleena M. Guharay.

The periodic table of elements is a common sight in classrooms, campus

hallways and libraries, but it is more than a tabular organization of pure substances.
Scientists can use the table to analyze reactivity among elements, predict chemical
reactions, understand trends in periodic properties among different elements and
speculate on the properties of those yet to be discovered.

The modern periodic table arranges the elements by their atomic numbers and
periodic properties. Several scientists worked over almost a century to assemble the
elements into this format.

In 1789, French chemist Antoine Lavoisier tried grouping the elements as

metals and nonmetals. Forty years later, German physicist Johann Wolfang
Döbereiner observed similarities in physical and chemical properties of certain
elements. He arranged them in groups of three in increasing order of atomic weight

1
and called them triads, observing that some properties of the middle element, such as
atomic weight and density, approximated the average value of these properties in the
other two in each triad.

A breakthrough came with the publication of a revised list of elements and their
atomic masses at the first international conference of chemistry in Karlsruhe,
Germany, in 1860. They concluded that hydrogen would be assigned the atomic
weight of 1 and the atomic weight of other elements would be decided by comparison
with hydrogen. For example, carbon, being12 times heavier than hydrogen, would
have an atomic weight of 12.

British chemist John Newlands was the first to arrange the elements into a
periodic table with increasing order of atomic masses. He found that every eight
elements had similar properties and called this the law of octaves. He arranged the
elements in eight groups but left no gaps for undiscovered elements.

In 1869, Russian chemist Dmitri Mendeleev created the framework that became
the modern periodic table, leaving gaps for elements that were yet to be discovered.
While arranging the elements according to their atomic weight, if he found that they
did not fit into the group he would rearrange them. Mendeleev predicted the properties
of some undiscovered elements and gave them names such as "eka-aluminium" for
an element with properties similar to aluminium. Later eka-aluminium was discovered
as gallium. Some discrepancies remained; the position of certain elements, such as
iodine and tellurium, could not be explained.

German chemist Lothar Meyer produced a version of the periodic table similar
to Mendeleev’s in 1870. He left gaps for undiscovered elements but never predicted
their properties. The Royal Society of London awarded the Davy Medal in 1882 to both
Mendeleev and Meyer. The later discovery of elements predicted by Mendeleev,
including gallium (1875), scandium (1879) and germanium (1886), verified his
predictions and his periodic table won universal recognition. In 1955 the 101st element
was named mendelevium in his honor.

The concept of sub-atomic particles did

not exist in the 19th century. In 1913, English
physicist Henry Moseley used X-rays to
measure the wavelengths of elements and
correlated these measurements to their
atomic numbers. He then rearranged the
elements in the periodic table on the basis of
atomic numbers. This helped explain
disparities in earlier versions that had
used atomic masses.

In the periodic table, the horizontal

rows are called periods, with metals in the
extreme left and nonmetals on the right. The
vertical columns, called groups, consist of
elements with similar chemical properties. The WIKIMEDIA: The 1869 periodic table by Mendeleev in Russian, with
periodic table provides information about the a title that translates "An experiment on a system of elements ... based
on their atomic weights and chemical similarities." .

2
atomic structure of the elements and the chemical similarities or dissimilarities
between them. Scientists use the table to study chemicals and design experiments. It
is used to develop chemicals used in the pharmaceutical and cosmetics industries and
batteries used in technological devices.

UNESCO named 2019 the International Year of the Periodic Table to mark the
150th anniversary of Mendeleev’s publication. Researchers and teachers worldwide
took this opportunity to reflect on the importance of the periodic table and spread
awareness about it in classrooms and beyond. Workshops and conferences
encouraged people to use the knowledge of the periodic table to solve problems in
health, technology, agriculture, environment and education. Publication houses
organized monthly activities such as quiz contests, podcasts, personal story sections
and industry site tours. These initiatives demonstrated how the elements are integral
to our daily lives in medicines, pesticides and lithium batteries.

On its website marking the celebration, UNESCO wrote, “The Periodic Table of
Chemical Elements is more than just a guide or catalogue of the entire known atoms
in the universe; it is essentially a window on the universe, helping to expand our
understanding of the world around us.”

The periodic table of elements offers a wide array of

information that can be used to predict the element’s
behavior. For instance, the number above each column for
group A (Groups IA-VIIIA) elements will tell us the number of
valence electrons present in an atom. Valence electrons
refer to the outermost electrons of an atom. These are
responsible for chemical bonding.

We can also deduce the valence electrons of an atom by means of electron

configuration. Electron configuration is the distribution/arrangement of electrons in

3
an atom. We can also use the periodic table to be able to know the location of electrons
in an atom.

Here is a step-by-step procedure to write the electron configuration of an element. Let

us take neutral Oxygen (O) as an example.

1. First, look at the details of the given element in the periodic table.

2. Identify the element’s atomic number. Since, the element is

neutral, the number of both protons and electrons are equal. In
this case, we are interested with electrons.
Atomic Number = Protons = Electrons = 8

3. Use the diagram below to write the electron configuration of oxygen following
the arrow.

4. Each subshell (the letter representation) can only accommodate a certain

number of electrons. For instance, subshells can hold a total of 2, 6, 10, and 14
for s, p, d, and f subshells.

5. Now let’s write the electron configuration of

oxygen. The total number of electrons in
oxygen must be reflected in the configuration.
The highest coefficient dictates the number of
valence electron in an element. In this case,
ve is 6. Add the exponents of the highest
coefficient.

Other notations:

Noble gas configuration: Oxygen - [He] 2s² 2p4

Orbital box notation:

More examples of electron configuration:

Ne

4
 Elements behavior such as density, melting point, ability to release and attract
electrons can also be predicted using the periodic trends. Below is the summary of
trends:

Let’s Analyze

Write the electron configuration of the following species:

Element/Ion Electron Configuration

Helium

Carbon

Sodium

Nitrogen

Xenon

Let’s Try (Evaluation)

1. Which of the following terms refers to the representation of the arrangement of

electrons in energy levels, sublevels, and orbitals?
A. Electron configuration C. Valence Electron
B. Periodic Table D. All of the above

5
 2. What is the electron configuration of Sulfur?
A. 1s22s22p63s23p4 C. 1s22s22p63s13p4
B. 1s22s22p53s23p4 D. 1s22s23p64s23d4
3. Which of the following electronic configuration is for noble gas?
A. 1s22s22p63s23p4 C. 1s22s22p63s23p6
B. 1s22s22p63s23p5 D. 1s22s22p63s23p7
4. What element has the valence configuration of 3s23p5?
A. Chlorine C. Silicon
B. Phosphorus D. Sulfur
5. What element has the valence configuration of 2p3?
A. Boron C. Fluorine
B. Carbon D. Nitrogen

Let’s Create

Create an ‘infographic’ showing the importance of the periodic table and knowing the
trends.

Criteria Excellent Proficient Adequate Limited

(4) (3) (2) (1)
Details and All the parts of All the parts of Most of the Many parts of
Information the the parts of the the
presentation presentation presentation presentation
contributed to said something said something needed
the clear and rather vaguely improvement
interesting important important
Method of Understandabl Unique but not Not unique but
Not unique
Presentation e, unique, and organized organized but not
exemplary organized
Techniques/ Create a Create an Create an Create an
Creativity powerful image interesting adequate adequate
image image that is image which
moderately is not suitable
suitable
Accuracy Information Information Information Information
contains contains minor contains errors contains
essentially no errors many errors
errors