7

Science
Quarter 1 Module 3
Elements and Compounds Part 2
Science Grade 7
Alternative Delivery Mode
Quarter 1 Module 3: Elements and Compounds Part 2
First Edition, 2020

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authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Crispina L. Ambrad
Editor: Juvimar E. Montolo
Reviewer: Felisa D. Batuigas
Layout Artist: Alexandra R. De Guzman

Management Team
Schools Division Superintendent - Dr. Marilyn S. Andales, CESO V
Assistant Schools Division Superintendent - Dr. Cartesa M. Perico
- Dr. Ester A. Futalan
- Dr. Leah B. Apao

Chief, CID - Dr. Mary Ann P. Flores

EPS in LRMS - Mr. Isaiah T. Wagas
ESP in Science - Mrs. Juvimar E. Montolo

Printed in the Philippines by

Department of Education, Region VII Division of Cebu Province

Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
E-mail Address: cebu.province@deped.gov.ph
 7
Science
Quarter 1 Module 3
Elements and Compounds Part 2
Introductory Message
For the facilitator:

Welcome to the Science 7 Alternative Delivery Mode (ADM) Module on

Elements and Compounds Part 2!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource intends to engage the learners into guided and
independent learning activities at their own pace. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Note to the teacher

This module contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
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:
Welcome to the Science 7 Alternative Delivery Mode (ADM) Elements and
Compounds Part 2.
The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
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 enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.

This is a brief drill or review to help you link the

current lesson with the previous one.

In this portion, the new lesson will be introduced to

you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent practice to

solidify your understanding and skills of the topic.
You may check the answers to the exercises
using the Answer Key at the end of the module.

What I Have Learned This includes questions or blank sentence/

paragraph to be filled in to process what you
learned from the lesson.

What I Can Do This section provides an activity which will help you
transfer your new knowledge or skill into real life
situations or concerns.

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 Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to you

to enrich your knowledge or skill of the lesson
learned.This also tends retention of learned
concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module

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.
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and 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
 What I Need to Know
Matter is classified into two basic groups, pure substance and mixtures. Pure
substances are divided into two classes - elements and compounds. Elements are
composed of only one kind of atom. Compounds are substances composed of more
than one kind of atom.
After going through this module, you are expected to:
1. recognize that substances are classified into elements and compounds.
(S7MT-Ig-h-5);
2. differentiate metals from non-metals;
3. identify elements essential to life;
4. prepare an indicator;
5. determine the acidity and basicity of some materials and
6. show willingness in performing the individual task at home.

Before going on, check how much you know about this topic.
Answer the pre-test on the next page on a separate sheet of paper.

What I Know
Directions: Read carefully each item. Use a separate sheet of paper for your
answers. Write only the letter of the best answer for each question.
1. An example of a strong acid is ___
A. Laundry detergent
B. Lemon juice
C. Muriatic acid
D. Vinegar
2. All of the following will change red litmus paper to blue EXCEPT____
A. Limewater
B. Detergent solution
C. Ammonia in water
D. Seven-up or sprite

3. Your science teacher asked you to test substance X using a litmus paper. You
have noticed that the blue litmus paper turns to red. This observation indicates
that the substance is____________.
A. Acidic B. Basic C. Neutral D. Salt

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4. The table below shows the result of observation on an extract from a plant. What
is the nature of the extract
Phase Color Taste Feel Reactions Reactions
to blue LP tor red LP
Liquid Clear Bitter Slippery None Turns blue
Green

A. Acidic B. Basic C. Neutral D. Salt

5. A solution with a Ph of 11 is first tested with phenolphthalein and then with litmus.
What is the color of each indicator in this solution?
A. Phenolphthalein is colorless and litmus is blue.
B. Phenolphthalein is colorless and litmus is red.
C. Phenolphthalein is pink and litmus is blue.
D. Phenolphthalein is pink and litmus is red.
6. Which of the following is most likely a basic substance?
A. Calamansi extract
B. Detergent bar
C. Tomato
D. Vinegar
7. Which of the following substance is an element?
A. Air B. iron C. salt D. sugar
8. Elements play an important role in the human body. Which of the following is
CORRECTLY paired?
A. Chlorine: found outside the cells which serves as a major electrolyte
B. Oxygen: found inside the cell essential in the conduction of nerve impulses
C. Phosphorus: important in bones and teeth and some amino acids
D. Sodium: important in nerve conduction and fluid balance
9. Non-metals are brittle and are normally used as insulators, which of the following
pairs of elements are non-metals
A. Ca and Zn
B. K and Na
C. S and I
D. Sn and Pb
10. Which of the following statements is true for both elements and compounds?
A. They are homogeneous.
B. They are the simplest form of matter
C. They are commonly found free in nature
D. They can be broken down into simpler substances.
11. An element was subjected into flame and the acidity of the oxide formed was
tested. Solution for this oxide turned red litmus paper to blue. Most likely that
element is______>
A. Chlorine
B. Nickel
C. Phosphorous
D. Silicon

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12. Which of the following statements is/are TRUE for non-metals?

I-Non-metals are heat conductors

II- Aluminum, copper and iron are non-metals
III-Phosphorous and sulphur are non-conductors of heat and
electricity
IV- Metals have luster

A. I only
B. III only
C. III and IV
D. I and II
13. Which is true about metals?
A. They have varying melting points
B. They are used to prevent thermal or electrical conductivity
C. They are good conductors of heat.
D. They have low melting points.
14. Substance A and B were tested for physical characteristics. The results showed
that substance A and substance B are malleable, heat conductor shiny and
ductile. What is the nature of substance A and substance B?
A. Acids
B. Metals
C. Metalloids
D. Non-metals
15. Which of the following elements is most likely ductile at room temperature?
A. Aluminium
B. Mercury
C. Nitrogen
D. Sulphur
For question 16 refer to the following information below. The following table lists the
pH of four solutions J, K, L and M.
Solutions pH
J 1
K 4
L 7
M 10

16. Which of the following statements about the acid-base character of the solutions is
true?
A. Solution J is more basic than solution L.
B. Solution K is more acidic than solution L
C. Solution M is more acidic than solution K
D. Solution L is more basic than solution M

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17. Which of the following statements is TRUE concerning acids and bases?
A. Acids and bases do not react with each other
B. Acids mixed with bases neutralize each other
C. Acids mixed with bases make stronger bases
D. Acids mixed with bases make stronger acids
18. Which is the correct set of properties of an acid?
A. Sour taste, corrosive, change litmus from red to blue
B. Sour taste, corrosive, change litmus from blue to red
C. Sweet taste, slippery, change litmus from blue to red
D. Sour taste, slippery, change litmus from blue to red
19. A solid substance was observed to conduct electricity in solution. It formed ash
when burned. The ash solution changed red litmus paper to blue. What kind of
substance is the solid?
A. Element
B. Compound
C. Metal
D. Non-metal
20. Jeffrey wants to find out some distinguishing characteristics of metals. He used
aluminum can, iron nail, gold ring and silver spoon. He finally noted that these
materials display the same kind of properties. Which of the following describes the
characteristics of a metal observed by Jeffrey?
A. Metals are brittle
B. Metals are insulators
C. Metals are malleable
D. Metals are non-conductors of heat

How did you find the pre-test? What was your score? If you got 20 items
correctly you may skip the module, but of your score is 19 and below,
you must proceed with the module.
Have fun learning!

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 Module
ELEMENTS and COMPOUNDS Part 2
3

Figure 1. Periodic Table

(Source:https://sciencenotes.org/wp-content/uploads/2017/07/Periodic-Table-
Nonmetals2017.png)

Around ninety five (95) of the one hundred eighteen elements (118) elements
in the periodic table are metals. The metals are located in the left side of the periodic
table (colored silver), except for one hydrogen, which is a non-metal. All other non-
metals are on the right side (colored gold). Non-metals have varied properties, but
they do not exhibit those which characterize a metal. There are also elements that
have properties of both; they are called metalloids, or semi metals. For example:
Boron is lustrous a characteristic of metals, but has a very low thermal and electrical
conductivity. Silicon does not have luster of metals, but it is a semiconductor and
very important in the electronics industry. The metalloids boron, silicon, germanium,
arsenic, antimony, tellurium and polonium form a diagonal (colored pink) in the
periodic table; they separate the metals from non-metals.
In module 2 you have learned about Elements and its location in the periodic
table. In this module you will learn of the different classes of elements, essential
elements to life and determining acids and bases.

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Directions: Below is an activity for you to recall what you have learned in the
module. Complete the table by supplying what is lacking.
Name/Symbol Name/ Group Group Period Represen- Transi-
Symbol No. Name tative tion
Example: O Oxygen 16 Chalcogens 2 x
Example:Gold Au 11 X 6 x
1. Iodine
2. Hg
3. Lead
4. Sodium
5. Ra

For you to understand the lesson well, do the following activities as

instructed. Have you mind activity below. Have fun and good luck.

Activity 1: Read Me! Understand Me!

Properties of Metals
In the earlier grades, you segregated objects according to the materials they
are made of. You did this when you are starting the habit about 5Rs-recycle, reuse,
recover, repair or reduce. Look around you. Which objects are made of metals?
What made you say that they are metals? Perhaps, you had been identifying a metal
based on its appearance. Most of the time, metals are shiny. They exhibit a luster
which is the reason that they are used as decorations. Many metals are ductile. This
means that metals can be drawn into wires. An example is copper. The ductility of
copper makes it very useful as electrical wires. Gold is also a metal that is ductile;
however, it is rarely used as an electrical wire. What could be the reason for this? It
is because gold exhibits malleability and is known to be the most malleable metal.
Malleability refers to the ability of a metal to be hammered or rolled into thin sheets
without breaking. Another example is aluminium. It is passed into mills and rolled
thinly to produce the aluminium foil used to wrap food. Most soda cans are made of
aluminium, too. Some metals are magnetic. This means that they are attracted to a
magnet. The common ones are iron, nickel and cobalt. Another property is the
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electrical and thermal conductivity. This property allows electricity and heat to pass
through a material.
You might wonder why some metals do not have electrical conductivity values
when supposedly all of them possess such property. Notice that these metals are the
ones mostly found at the last rows of the periodic table. Elements in those rows are
mostly radioactive. This means that the element is very unstable and exists in a very
short period of time.
The general properties of metals are luster, ductility, malleability, conductivity,
and magnetic properties. Metals exhibit these properties in varying degrees.

What is It
Activity 1: Read Me! Understand Me!
Elements essential to Life
Human body contains a variety of elements and compounds. The most
common element in our body are carbon, hydrogen, nitrogen and oxygen. Water
(H2O), which contains hydrogen and oxygen, is the most common oxygen compound
on earth. It is very important in home, in industry, in the laboratory, and is biologically
essential for life. The human body is made up of about of water. Many foods.
Oxygen aids in the metabolism of food. Oxygen is given to patient with breathing
difficulty.
Other elements or minerals are needed by our body. Minerals are substances
that perform vital bodily functions. Some of the not important minerals are found in
the table below.
Element Source Function Deficiency
condition
Macrominerals
Calcium Milk, cheese, Essential to Rickets in children;
(C) canned fish with formation and diseases of bones
bones,sesame maintenance of in adults such as
seeds, green leafy bones and teeth; softening of the
vegetables regulates nerve bones and
transmission, decrease in bone
muscle contraction mass
and blood clotting
Magnesium Nuts legumes, Catalyst in the Fluid loss due to
(Mg) cereal grains, dark synthesis of energy too much alcohol
green vegetables, carrier molecules; intake,heart failure
seafood, chocolate involved in the due to spasms
synthesis of
proteins and

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 relaxation of
muscles
Potassium Orange juice, Maintains regular Sudden death
(K) bananas, dried heartbeat, water during fasting, poor
fruits, potatoes balance and cell nerve function,
integrity; needed in irregular heartbeat.
nerve transmission,
carbohydrate and
protein metabolism
Selenium Liver, meat, grain, Part of enzymes; Keshan disease
(Se) vegetables antioxidants (heart disease)
Sodium Meat, table salt, Regulates amount Headache,
(Na) salt processed food of body fluids; physical weakness,
involve in nerve thirst, poor
transmission memory, appetite
loss
Sulfur Some proteins Component of
(S) biomolecules and
ions
Zinc Liver, shellfish, Part of insulin and Anemia, stunted
(Zn) meat, wheat germs some 154 enzymes growth
legumes
Microminerals or trace elements
Chromium Liver, animal and Needed for glucose Loss of insulin
(Cr) plant tissues utilization efficiency with age
Copper Liver, kidney, egg Helps in the rare
(Cu) yolk, whole grains formation of
haemoglobin; part
of 11 enzymes
Fluorine Sea food, Strengthens bone Dental decay
(F) fluorinated drinking and tooth structure
water,
Iron Liver, meat, green Component of Anemia, tiredness
(Fe) leafy vegetables, haemoglobin and and apathy
whole grains, myoglobin
cocoa beans
Iodine Sea food iodized Part of thyroxin, Goiter
(I) salts regulates rate of
energy use
Manganese Liver, kidney, Co factor for a Weight loss,
(Mn) wheat germ, number of occasional
legumes, nuts enzymes dermatitis
Source: Chemistry S & T Textbook for Third year, 2009

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Activity 2: Prepare Me!
Acids and Bases (Preparation of an indicator)
There are two special and important classes of compounds called acids and
bases. A simple method of identifying each kind is through the use of indicators.
Indicators can be natural or artificial. Artificial indicators are very expensive because
they are artificially prepared while natural indicators are less expensive because they
can be extracted from plants.
The indicators which are commonly used for laboratory work are litmus paper
and phenolphthalein. Acid remains colorless while base changes to pink in
phenolphthalein indicator. Acid changes red litmus paper to blue color. Base
changes blue litmus paper to red color.
Today you are going to make a colorful activity. You may select a local plant
in your community. You can use any of the following: vilet eggplant peel, purple
camote peel or leaves, red mayana leaves or violet Baston ni San Jose. These plant
materials contain anthocyanin. These plant pigments produce specific colors in
solutions of different acidity or basicity.
In this activity you will:
1. Prepare a plant indicator from any of the following plants: violet eggplant
peel, purple camote peel or leaves, red mayana leaves or violet Baston ni
San Jose; and
2. Find out if a given sample is acidic or basic using the plant indicator.

Part A. Preparation of Indicator

In this part of Activity 2, you will prepare a plant indicator that you will use to
determine if a given sample is acidic or basic.

Materials needed:
1 pc mature, dark violet eggplant or camote peel/leaves or Mayana or Baston
ni San Jose
alum (tawas) powder
sharp knife or peeler
small casaserole or milk can
brown bottle with cover
alcohol Lamp
tripod

Procedure:
1. Peel an eggplant as thin as possible (You may also use the leaves of purple
camote or the leaves of red mayana or Baston ni San Jose.)
Cut the materials into small pieces and place in a small casserole or milk can.
You may keep the flesh of the eggplant or camote for other purposes.

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 2. Add about to ½ cup tap water to the peel depending on the size of the
eggplant or camote used. Boil for 5 minutes. Stir from time to time.
3. Transfer the mixture into a bottle while it is still hot. There is no need to filter,
just remove the solid portion. The mixture may change if left in open air for
more than 5 minutes,
4. Immediately add a pinch (2-3 matchstick head size) of alum (tawas) powder
into the solution or until the solution becomes dark blue in color. Stir well while
still hot. This is now the indicator solution.
Note: Alum will stabilize the extract. The extract will be more stable with alum but it
is recommended that the solution be used within a few days. Keep the extract in the
refrigerator or cool dark place when not in use.

Activity 3- Perform Me!

Acids and Bases (Determining the acidity and basicity of some materials)
Today, you are going to perform another activity this is using your prepared
indicator yesterday. Part 1 is determining the acidity or basicity using your available
household items and part 2 is determining the acidity or basicity of water from
different sources.

Part 1
In this activity, you will find out if a given household material is acidic or basic
using the plant indicator you have prepared in Activity 2.

Materials needed:
Plant indicator prepared in Activity 2
Vinegar
Distilled water
Tap water
Baking soda
Baking powder
Calamansi
Other food/home items with no color:
(toothpaste, shampoo, soap, detergent, fruit juice like buko juice, sugar
in water, soft drink)
2 plastic egg trays or 12 small plastic cups or glass bottles
6 droppers
6 plastic teaspoons
Stirrer (may be teaspoon, coffee stirrer, chop stick or drinking straw)

Procedure:
1. Place one (1) teaspoon of each sample in each well of the egg tray.
2. Add 8-10 drops (or ½ teaspoon) of the plant indicator to the first sample.

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Note: If the sample is solid, wet a pinch (size of 2-3 match heads) of the solid with
about ½ teaspoon of distilled water.

Use one drop per for one kind of

TAKE sample. Wash each dropper after
CARE! one use. Do not mix samples to
avoid contamination!

3. Note the color produced. Record your observations in column 2 or Table 1.

Table 1. Acidic or basic nature of household materials.

Sample Color of indicator Nature of sample
Calamansi
Tap water (water from
faucet)
Distilled water
Vinegar
Sugar in water
Baking soda
Baking powder
Soft drink (colorless)
Coconut water
Toothpaste
Shampoo
Soap

4. Repeat step number 1 of Part B for the other samples.

5. Determine the acidic or basic nature of your sample using the color scheme
below for eggplant or camote indicator and record the nature of each sample
in Table 1 as :
Strongly acidic: red to pale red
Weakly acidic: blue
Weakly basic: green
Strongly basic: yellow
Activity 4- Remember Me!
1. pH(potential Hydrogen) is another method of determining the acidity or
basicity of mixtures.
2. pH was proposed by Danish biochemist S.P.L. Sorensen
3. In pH scale it extends from 0 to 14, 7 is neutral, less than 7 is acidic mixture
ang higher than 7 is basic mixture.
4. Importance of ph includes the following;
a. pH and human body
b. Use of pH in food and fruit preservation
c. Control of pH in soil
d. pH of rain water
e. Maintaining pH of personal care products

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 5. When an acid mixes with a base, water and salt are produce, the process is
called neutralization.
6. Everyday life uses of neutralization process includes the following;
a. Treating indigestion
b. Using toothpaste to avoid tooth decay
c. Treating soil
d. Treating factory waste
7. An acid is a substance whose water solution exhibits the following properties;
turns litmus paper red, has a sour taste, neutralizes bases and react with
active metals to produce hydrogen gas.
8. A base is a substance whose water solution turns litmus paper to blue, has
bitter taste, biting taste, has a slippery, soapy feeling and neutralizes acids
9. Common example of bases are as follows: sodium hydroxide, baking soda,
detergent, ammonia and bleaching powder
10. Common examples of acids are as follows: calamansi, vinegar, carbonated
drinks, orange, tomato and hydrochloric acid.

Here are some enrichment activities for you to work on to master

and strengthen the basic concepts you have learned from this
lesson.

Enrichment Activity 1
Directions: Fill up the crossword puzzle by determining what is referred to by the
descriptions below.
Across
2. Most malleable metal
7. Elements that are very unstable and exists in a very short period of time.
10. Can be drawn into fine wires
Down
1. They can be flattened into sheets without breaking
3. Its ductility makes it useful for electrical wires
4. Group of elements located on the left side of the periodic table.
5. Reflection of light and shininess of metals
6. A semi-conductor; very important in the electronics industry
8. An element popularly used to wrap food
9. Allows heat and electricity to pass through the material.

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Enrichment Activity 2
A. Identification: Identify the given elements whether it is a metal, non-metal

Elements Metal Non-metal Metalloids or

Semi-metal
1. Aluminum
2. Arsenic
3. Boron
4. copper
5. chlorine
6. cobalt
7. gold
8. hydrogen
9. iron
10. iodine
11. magnesium
12. oxygen
13. potassium
14. silicon
15. silver

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Enrichment Activity 3
Where Do I Belong (acids and BASES)
Classify the following products to either ACIDS or BASES. A table is provided for
your answers
kalamansi juice vinegar softdrinks
zonrox baking soda baking powder
toothpaste shampoo soap
muriatic acid laundry detergent
ACIDS BASES

What I Have Learned

Directions: Summarize what you have learned from the lesson and activities by
answering the question below using the tabulated data.
A. Some physical properties of five different substances (A, B, C, D and E) are
outlined in the table below. Which of the substances are non-metals.
Substance Substance Substance Substance Substance
A B C D E
Physical state at room solid solid liquid liquid gas
temperature
Appearance/color Shiny white silver colorless colorless
gray
Conducts Electricity yes No yes yes no
A. Substances A and C
B. Substances C and D
C. Substances B and E
D. Substances A,B,C,D and E

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 What I Can Do

Task: Finding Out the effect of acidic mixture like vinegar on iron.
Materials: 3 pieces small iron nails (2.5cm long)
1 cup white vinegar (i.e datu puti)
3 small clear glasses
1 cup water
2 droppers
Instructions:
1. Prepare a table similar to the one below, use a separate sheet of paper.
Answers to questions 1 to 3 should also be written on this paper.
Note: (Optional) Take picture of your result after three days.
Set-up Observations
After 1 day After 2 days After 3 days
Nail 1
Nail 2
Nail 3
2. Clean and wipe dry all the iron nails and the glasses.
3. Place one piece of iron nail in each glass.
Question 1: Why do you think there are three different bottles for each
sample of iron nail?
4. Put 2 to 3 drops just enough to barely cover the sample) of vinegar on top of the
iron in each glass.
5. After adding vinegar to all samples, put aside the bottles where you can observe
changes for three days
6. Write your observations after one day, two days and three days on the data table
in step 1 #1.
Question 2: At the end of three days, describe completely what happened to
each sample.
Question 3: Give explanations for the result you have observed.

Very well done! You are now ready to take your post-test. You
may again go over the lessons and activities to review for the
final assessment.
God bless!

17
 Assessment

Directions: Choose the letter of the correct answer.

1. All of the following will change red litmus paper to blue EXCEPT____
A. Limewater
B. Detergent solution
C. Ammonia in water
D. Seven-up or sprite
2. Your science teacher asked you to test substance X using a litmus paper. You
have noticed that the blue litmus paper turns to red. This observation indicates
that the substance is____________.
A. Acidic B. Basic C. Salt D. Neutral
3. The table below shows the result of observation on an extract from a plant. What
is the nature of the extract?
Phase Color Taste Feel Reactions Reactions
to blue LP tor red LP
Liquid Clear Bitter Slippery None Turns blue
Green
A. Acidic B. Basic C. Salt D. Neutral
4. A solution with a Ph of 11 is first tested with phenolphthalein and then with
litmus. What is the color of each indicator in this solution?
A. Phenolphthalein is colorless and litmus is blue.
B. Phenolphthalein is colorless and litmus is red.
C. Phenolphthalein is pink and litmus is blue.
D. Phenolphthalein is pink and litmus is red.
5. Which of the following is most likely a basic substance?
A. Calamansi extract
B. Detergent bar
C. Tomato
D. Vinegar
6. Which of the following substance is an element?
A. Air B. iron C. salt D. sugar
7. Elements play an important role in the human body. Which of the following is
CORRECTLY paired?
A. Chlorine: found outside the cells which serves as a major electrolyte
B. Oxygen: found inside the cell essential in the conduction of nerve impulses
C. Phosphorus: important in bones and teeth and some amino acids
D. Sodium: important in nerve conduction and fluid balance
8. Non-metals are brittle and are normally used as insulators, which of the following
pairs of elements are non-metals
A. Ca and Zn
B. K and Na
C. S and I
D. Sn and Pb

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9. Which of the following statements is true for both elements and compounds?
A. They are homogeneous.
B. They are the simplest form of matter
C. They are commonly found free in nature
D. They can be broken down into simpler substances.
10. An example of a strong acid is ___
A. Laundry detergent
B. Lemon juice
C. Muriatic acid
D. Vinegar

11. An element was subjected into flame and the acidity of the oxide formed was
tested. Solution for this oxide turned red litmus paper to blue. Most likely that
element is______>
A. Chlorine
B. Nickel
C. Phosphorous
D. Silicon
12. Which of the following elements is most likely ductile at room temperature?
A. Aluminium
B. Mercury
C. Nitrogen
D. Sulphur
13. Substance A and B were tested for physical characteristics. The results showed
that substance A and substance B are malleable, heat conductor shiny and
ductile. What is the nature of substance A and substance B?
A. Acids
B. Metals
C. Metalloids
D. Non-metals
14. Which is true about metals?
A. They have varying melting points
B. They are used to prevent thermal or electrical conductivity
C. They are good conductors of heat.
D. They have low melting points.
15. Which of the following statements is/are TRUE for non-metals?

I-Non-metals are heat conductors

II- Aluminum, copper and iron are non-metals
III-Phosphorous and sulphur are non-conductors of heat and
electricity
IV- Metals have luster
A. I only
B. III only
C. III and IV
D. I and II

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 16. Jeffrey wants to find out some distinguishing characteristics of metals. He used
aluminum can, iron nail, gold ring and silver spoon. He finally noted that these
materials display the same kind of properties. Which of the following describes
the characteristics of a metal observed by Jeffrey?
A. Metals are brittle
B. Metals are insulators
C. Metals are malleable
17. A solid substance was observed to conduct electricity in solution. It formed ash
when burned. The ash solution changed red litmus paper to blue. What kind of
substance is the solid?
A. Element
B. Compound
C. Metal
D. Non-metal
18. Which is the correct set of properties of an acid?
A. Sour taste, corrosive, change litmus from red to blue
B. Sour taste, corrosive, change litmus from blue to red
C. Sweet taste, slippery, change litmus from blue to red
D. Sour taste, slippery, change litmus from blue to red
19. Which of the following statements is TRUE concerning acids and bases?
A. Acids and bases do not react with each other
B. Acids mixed with bases neutralize each other
C. Acids mixed with bases make stronger bases
D. Acids mixed with bases make stronger acids
For question 20 refer to the following information below. The following table lists the
pH of four solutions J, K,L and M.
Solutions pH
J 1
K 4
L 7
M 10

20. Which of the following statements about the acid-base character of the solutions
is true?
A. Solution J is more basic than solution L.
B. Solution K is more acidic than solution L
C. Solution M is more acidic than solution K
D. Solution L is more basic than solution M

Great Job! You are almost done with this module.

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 Additional Activities

Directions: Using the tabulated data answer questions found below.

Substance Reaction with the Reaction with the Reaction with
red litmus paper blue litmus paper phenolphthalein
Vinegar No reaction Turns red No reaction
Soap solution Turns blue No reaction Turns pink
Pure kalamansi juice No reaction Turns blue No reaction
Shampoo Turns blue No reaction Turns pink
Ammonia water Turns blue No reaction Turns pink
Soft drinks No reaction Turns red No reaction
Kremil-S in water Turns blue No reaction Turns pink
Baking Soda Solution Turns blue No reaction Turns pink

Answer the following questions

1. Which of the following substances above turn red litmus to blue?
2. Which of the following substances above turn blue litmus to red?
3. List all substances that give pink color solution with phenolphthalein indicator?
4. Which of the tested substances are acids? Which are bases?
5. Make a generalization on how to determine if a substance is an acid or a
base, using red and blue litmus paper and phenolphthalein indicator.

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 END OF THE MODULE
Congratulations for
accomplishing this module!
You are now aware of
elements and compounds.
Are you ready to explore more
on substances and mixtures?

Before you return this module to your teacher, kindly copy and fill out the Self- rating
table adapted from Valdoz (2017).

How much did this module Fair Good Excellent

help you? (5 points) (8 points) (10 points)
Differentiate metals from non-
metals
Identifying elements essential to
life
Prepare an indicator
Determine the acidity and
basicity of some materials
Show willingness in performing
the individual task at home

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