Earth Science Modules

SCIENCE I
EARTH SCIENCE
LEARNING GUIDE
TP-IMD-02 v0 No. JHS-039-IM
ENGR. LUCIA S. NORRIS
COLLEGE OF EDUCATION
VSU INTEGRATED HIGH SCHOOL

2020
No copies temporary or permanent, in whole or in part of this
IM shall be made without written permission from the
author/s.
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Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
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and innovative technologies for sustainable communities and environment.
No. JHS-039-IM
Vision
A globally competitive university for science, technology, and

environmental conservation
Mission
Development of a highly competitive human resource,

cutting-edge scientific knowledge and innovative
technologies for sustainable communities and environment.
Quality Policy
The Visayas State University (VSU), a globally competitive university of

science and technology and environmental conservation, is created by law to
develop highly competitive human resource, cutting-edge scientific
knowledge and innovative technologies for sustainable communities and
environment.
1. Produce highly competent, quality and word-class manpower in
science and technology, especially for agriculture, environmental
management and industry who are proficient in communication
skills, critical thinking and analytic abilities;
2. Generate and disseminate relevant knowledge and technologies
that lead to improved productivity, profitability and sustainability in
agriculture, environment and industry;
3. Satisfy the needs and applicable requirements of the industry, the
community and government sectors who are in need of quality
graduates and technology ready for commercialization through
the establishment, operation, maintenance and continual
improvement of a Quality Management System (QMS) which is
aligned with the requirements of ISO 900:2015.
It shall be the policy of the university that the quality policies and procedures
are communicated to and understood by all faculties, staff, students and
ii ScienceIVB:Organic Chemistry/Biochemistry
other stakeholders and that the system shall be continually improved for their
relevance and effectiveness.
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Learning Guide in
Title
Science 1: EARTH
Page
SCIENCE
For instructional purposes only • SY 2020-2021 v
Foreword
The Visayas State University Integrated High School (VSUIHS) would

like to introduce to you this learning guide in the time of COVID-19. This
is in response to the challenges caused by this pandemic in the field of
basic education. VSUIHS has always upheld that education must carry
on whatever the challenges and changes that we face now and ahead
of us.
This learning guide is intended primarily for VSU Integrated High School
students that, despite the pandemic, you can continue to learn. This
module covers the most essential learning competencies, and it is hoped
that your awareness and interest will be enhanced through this learning
guide.
Together, let us face the challenges of this "new normal."
BAYRON S. BARREDO
Dean, College of Education
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vi ScienceIVB:Organic Chemistry/Biochemistry
Acknowledgment
The author expresses her indebtedness and profound gratitude for the success
of this learning guide My sincere and heartfelt appreciation to the following
persons who became instrumental in the making of this module:
Ryan G. Tayum for aiding the author of some manipulative operation.
Juver G. Colas for coaching the author of the new fonts to be used in the
module.
Ms. Susan M. Enage for helping the author obtained the books needed.
For my children who were the author’s inspiration and encouragement

since the
beginning.
The God Almighty for the guidance and the gift of willingness and
determination He bestowed upon the author.
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For instructional purposes only • SY 2020-2021 vii
About the Author/s
ENGR. LUCIA S. NORRIS

She is a professor of Visayas State
University Integrated High School (VSUIHS).
She earned her undergraduate degree of
Bachelor of Science in Chemical Engineering
at the University of San Carlos way back
1979.
She took the Chemical Engineering
Board Examination on that same year and
passes it. Because of her desire to teach, she
enrolled 18 units of education subjects at
Southern Leyte State University. She took the
Philippine Board Examination for teachers
and passed the exam.
She is currently a handling Organic
Chemistry for Grade 10 and Earth Science
for Grade 7.
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viii ScienceIVB:Organic Chemistry/Biochemistry
Table of Contents
Vision i
Mission i
Quality Policy i
Title Page iv
Foreword v
Acknowledgment vi
About the Author/s vii
Table of Contents viii
List of Tables x
List of Figures xi
Module 1: INTRODUCTION TO EARTH SCIENCE 1

Module Pretest 1
Lesson 1.1: Classification of Science 2
Lesson 1.2: Scientific Method 5
Lesson 1.3: Traits of a Scientist/Filipino and Foreign Scientists 7
References and Additional Resources 10
Module Posttest 10
Module 2: MEASUREMENT 12
Module Pretest 12
Lesson 2.1: Conversion of Units and Density Computation 14
Lesson 2.2: Scientific Notation and Significant Figures 19
Module Posttest 23
Module 3: MATTER 24
Module Pretest 24
Lesson 3.1: Matter and Its State 25
Lesson 3.2: Properties and Changes of Matter 27
Module Posttest 29
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Module 4: CLASSIFICATIONS OF MATTER 30

Module Pretest 30
Lesson 4.1: Pure Substances 31
Lesson 4.2: Mixtures 37
Module Posttest 40
Attachments 41
Module 1 Answers to the Pretest and Posttest 41
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x ScienceIVB:Organic Chemistry/Biochemistry
List of Tables
1 International System of Units - - -- - - - - - - - - - - - - - - - - - - - - - - - - - -14

2 Elements with Their Latin Names and Chemical Symbols - - - - - - 32
3 Chemical Formula of Some Compounds - - - - - - - - - - - - - - - - - - - 34
4 Wide Applications of Compounds at Home and in Industry - - - - 34
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32
List of Figures
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Module 1: INTRODUCTION
TO EARTH SCIENCE
Module Overview
This module introduces the classification and branches of science, how
scientific method is carried about, and the traits a scientist should have , and
some scientists that have contributed on the improvement and development
of science.
Module Pretest
You need to answer this pre-test for us to know how much you have
already known about the topic, your scores will not be graded/recorded. It
would be great if you get a big score because you will no longer have a hard
time learning the lessons. But if you get a “not so big” score, no need to worry
because the modules will give you opportunities to learn through its lessons.
Read the statements carefully before answering.
1. What are the three classification of science?
2. Define each.
3. Identify the three main branches of pure science.
4. Define each branch.
5. What are the sub-branches of life science? Define each.
6. What are the sub-branches of physical science? Define each.
7. What are the sub-branches of earth science? Define each.
8. Enumerate the steps in solving problems using the scientific method.
9. What are the traits of a scientist?
10. Identify five Filipino scientists and five Foreign scientists and their
contribution to science.
2 ScienceIVB:Organic Chemistry/Biochemistry
Lesson 1.1: Classification of Science
Learning Objectives
At the end of the lesson, you (student) should be able to:
1. To classify science and define each.
2. To identify and define the three main branches of pure science and its
sub-branches.
Materials and Equipment Needed

Science books, internet connection
Learning Activities (Activating Prior Knowledge)

Look at the environment around you. What you see and what you feel,
everything is connected with science. Plants, buildings, houses, stones, rocks,
clothes you wear, the air you breathe, and all the conveniences one enjoys are
all products of science. Each of these creations we owed in science.
Learning Probe (Analysis)

How does science affect your life here on earth?
Learning Time (Acquire New Knowledge)

Science comes from Latin word scientia means “to know”
Science is a systematic attempt to establish knowledge that helps explain
occurrences through objective means.
It employs skills such as measuring, analyzing, observing, and
experimenting.
Science is classified as:

Pure science – involves gathering of information and is done mainly for the
pursuit of knowledge.
Applied science – deals with the search for practical uses of scientific
knowledge and scientific laws.
Technology – brings about innovations and inventions that package scientific
knowledge into practical solutions to a specific problem or need. It is the
application of scientific knowledge.
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Three main branches of pure science:

1. Life Science is the science concerned with the study of living organisms. Any
science that deals with living organisms, their life processes, and their
interrelationships is dealt on life science. These includes biology, botany,
zoology, microbiology, physiology, biochemistry, ecology, genetics, medicine
and related subjects.
a. Biology - Biology is defined as the science of life or living matter in all its
forms and phenomena, especially with reference to origin, growth,
reproduction, structure.
b. Botany – the study of plants
c. Zoology – the study of animals
d. Genetics – the study of the function and behavior of genes.
e. Biomedicine – is the application of biological knowledge to human
health.
f. Cellular biology – (cell biology) – aims to understand the properties,
structure, activities and functions of the cell.
g. Developmental biology – is the study of the growth and development of
organisms. It is the study of life processes.
h. Ecology – is the study of populations of organisms in their natural
habitats.
i. Embryology – deals with the study of the development of the embryo.
j. Histology is the study of tissues.
k. Molecular biology – studies the molecular basis of biological functions.
l. Physiology – deals with the functions and activities of life and living
matter.
2. Physical science – deals with matter and energy.

a. Physics – the study of the interaction between matter and energy
b. Chemistry – study of the composition of matter and the changes it
undergoes
c. Astronomy – study of the heavenly bodies
3. Earth Science – also known as geoscience, or the study of the Earth and its
neighbors.
a. Geology – the study of the history and the structure of the Earth.
b. Paleontology – the study of prehistoric life through fossil remains.
c. Oceanography – the study of the physical, chemical, and biological
aspects of the oceans, the ocean floor, mapping, and measuring of the Earth’s
surface under water
d. Meteorology – the study of the Earth’s weather and the atmosphere.
e. Petrology – the study of rocks.
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Learning Tasks (Application)

1. Draw a concept map of the branches of science.
2. Relate your ambition on the different branches of science and how
you go about it
Learning Check (Assessment)

Direction: Answer the following questions/statements comprehensively.
1. Identify and define the three branches of science.
2. Identify and define the three main branches of pure science.
3. Define the following:
a. Biology
b. Ecology
c. Microbiology
d. Physics
e. Chemistry
f. Geology
g. Meteorology
h. Botany
i. Zoology
j. Genetics
k. Astronomy
l. Oceanography
Instructions on how to Submit Students’ Output

Output of the students are to be submitted at the VSUIHS Learning Kiosk near
the ATM machines at the guardpost.
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Lesson 1.2: Scientific Method
Learning Objectives
1. To define scientific method.
2. To give the steps in solving problems using the scientific method.

Science books, internet connection

Create an investigation of a happening that caught your attention that
pertains science activities.

What role do the external senses (sight, hearing, touch, taste, smell) play in
scientific research?

The scientific method is a sequence of steps followed by scientists to
differentiate truth from myth and superstition, or validate or refute
speculations.
The process of making scientific inquiry is the scientific method, which
consist of several steps. The scientific method is a step-by-step procedure by
which information is obtained in a precise and orderly manner, and from which
conclusions can be drawn.
The method begins with the observation of an interesting phenomenon
and the identification of a problem. The problem can be defined clearly by
asking a series of questions, which limit the scope of the problem. Based on
previous experiment or research, one may then be in a position to make an
educated guess, known as hypothesis, in order to answer the questions posed.
The hypothesis provides a theoretical framework, which allows the
prediction of possible effects if known factors associated with the observed
phenomenon are modified. The validity of the hypothesis is determined by
gathering data through experimentation, that is, by investigating whether the
effects predicted by the hypothesis are actually manifested in the real world.
Hence, the hypothesis may either be rejected or accepted based on the
outcome of the experiments. It is important to record experimental results
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carefully in order to substantiate the conclusions made. Data can either be

qualitative (descriptive observations, with no numerical values associated) or
quantitative (which can therefore be presented graphically). Finally,
experimental data are subjected to analysis in order to determine if they are
real or if the resulting conclusions can be taken in general or if they apply only
to certain cases or under limited conditions.
Hypothesis – a tentative explanation about a set of observations, an
educated guess.
Theory – is a statement that uses facts and relies on observation,
research and experimentation. Theories are proposed after repeated
experimentations produce consistent results. Theory is a synthesis of a large
body of information to help us understand and explain occurrences.
Scientific Law – describes the behavior of the universe under certain
conditions, usually expressed as mathematical equation. A law is a rule, a
principle, or a general statement that is universally true in nature or as found in
observation or experimentation.

1. Write a brief report of the investigation you made in your
vicinity, specifically the following:
a. Objectives of the Study
b. Hypothesis
c. Methodology
d. Results

Direction: Answer the following comprehensively and systematically.
1. Define scientific method.
2. Enumerate the steps in solving problems using the scientific
method.

Students are advised to submit their output at the VSUIHS Learning Kiosk at
the guard post near the ATM machines.
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Lesson 1.3: Traits of a Scientist/Filipino

and Foreign Scientists
Learning Objectives
1. To enumerate the traits of a scientist
2. To explain these traits.
3. To identify some Filipino and Foreign scientists and their
contributions to science

Pictures of some scientists

1. Identify a local scientist.
2. Do an interview of some qualities that he/she has as a scientist.

What are the traits do young student researchers should have?

Traits and characteristics that scientists must have are the following:
1. Curiosity and Fascination – always ask questions and often wonder about
the world.
2. Humility and Healthy Skepticism – must be humble and accepts mistakes,
does not accept claims to knowledge without critical analysis.
3. Positive Attitude toward Failure – accepting one’s failure, it is from failure
that one learns to modify and improve an experiment. Ex. Thomas Alva Edison
conducted more than 10,000 failed experiments. His positive attitude towards
failure eventually led him to success.
4. Open-mindedness – means accepting criticisms and changing one’s views,
includes showing respect for the work and ideas of others, being open to
possibilities and new ways of thinking.
5. Perseverance – should be patient especially when dealing with problems
and unexpected setbacks.
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6. Self-confidence – ready to defend his work especially if he knows that he is

right.
7. Intellectual Honesty – does not claim to be the authors of a work that does
not belong to him.
8. Scientific Intuition – have a gut feeling to intuitively predict that something
will happen.
9. Aptitude for Serendipity – unexpectedly discovering or finding things.
10. Ethics – scientists are guided by some moral code, that is, their works will
not have a negative impact on society, humanity, the environment and the
ecosystem and above all, guided by our God Almighty.
Some Filipino Scientists and their contributions to science:
1. Engr. Felix D. Maramba – discovered the indigenous source of

energy called biogas.
2. Dr.Luz Oliveros-Belardo – her work on essential oils from
Philippine medicinal plants.
3. Dr. Julian A. Banzon – made a study on fuels from coconut and
sugarcane.
4. Dr.Clara Y. Lim-Sylianco – made a study of mutagens (substances
that increase the rate of mutation of cells), antimutagens and
bioorganic mechanisms and focus her researches on Philippine
medicinal plants.
5. Dr. Ann A. Endoma – conducted research on synthesizing
anticancer products from Philippine plants using biochemical
processes.
Some Foreign Scientists and their contributions to science:
1. Louis Pasteur – a French chemist, founder of microbiology,

discovered the process of pasteurization (a controlled heating
process that protects liquids from spoilage caused by
microorganisms).
2. Marie Curie – French physicist, renowned for her research on
radioactivity, discovered two radioactive elements Polonium and
Radium.
3. Charles Goodyear – discovered vulcanization and tires
4. Thomas Alva Edison – inventor of many electrical devices such as
the light bulbs.
5. Rosalind Franklin – discovered the DNA structure in Genetics.
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1. Bring a picture of a scientist
2. Identify him/her
3. Give three traits you found in him/her
4. Identify his/her contribution to the community/world

1. What are the traits that a scientist should have?
2. Explain each trait.
3. Give two Filipino scientists and two Foreign scientists with their
contributions.

Students are advised to submit their out at the VSUIHS Learning Kiosk at the
guard post near the ATM machines.
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References and Additional Resources
Angeles, Delfin C., et. al.; Science Vistas 7; Don Bosco Press, Inc., 2013
Bernas, Veronica S., et. al.; Exploring the Realms of Science 7;JO-ES Publishing House,
Inc., 2015
Ferriols-Pavico, Josefina Ma.; Exploring Life Through Science Series; Phoenix
Publishing House, 2013
De los Santos, Ma. Teresa B, et. al.; Science Grade 7, Vicarish Publication and Trading,
Inc.,2015
Rabago, Lilia M., et. al.; Science and Technology, Vibal Publiishing House, Inc., 2014
Ramos, John Donnie M., et. al.; Exploring Life Through Science BIOLOGY, Phoenix
Publishing House, Inc. 2006
Villaraza, Aaron Joseph L.,et. al.; Science BLAST 7, Trinitas Publishing, Inc.,
Module Post-test
1. What are the three classification of science?

2. Define each.
3. Identify the three main branches of pure science.
4. Define each branch.
5. What are the sub-branches of life science? Define each.
6. What are the sub-branches of physical science? Define each.
7. What are the sub-branches of earth science? Define each.
8. Enumerate the steps in solving problems using the scientific method.
9. What are the traits of a scientist?
10. Identify five Filipino scientists and five Foreign scientists with their
contributions.
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Module 2: MEASUREMENT
Module Overview
This module deals with measurements concept. Matter is quantitative
and its composition, properties, behavior and the changes can be presented by
numbers. In order to observe things in reality and to understand them, one uses
measurable change.
There is a long history in the development of quantitation in science,
but it became apparent that standard methods of measurement were required
in order for members of the international scientific community to communicate
meaningfully with each other. For the students to comprehend the use of
measurements in science and how to manipulate the different values to other
units is an objective of this module.
Module Pretest
You need to answer this pre-test for us to know how much you have
already known about the topic, your scores will not be graded/recorded. It
would be great if you get a big score because you will no longer have a hard
time learning the lessons. But if you get a “not so big” score, no need to worry
because the modules will give you opportunities to learn through its lessons.
Read the statements carefully before answering.
Convert the following:
1. 30 in to ft
2. 3.6 km to m
3. 456 cm to in
4. 2 kg to g
5. 200 mL to L
6. 25oC to oF
7. 70oF to oC
8. 100oF to K
9. What is the density of a substance whose mass is 50.0 g and the
volume is 420 cm3?
10. What is the mass of a substance whose density equals 0.45 g/cm3 and
the volume is equal to 10.0 cm3?
11. Change the following to scientific notation:

a. 120,000,000,000,000,000
b. 34,500,000,000
c. 0.000 000 005
d. 0.000 000 000 000 0076
12. Change the following to ordinary form:
a. 3.2 x 106
b. 1.0 x 104
c. 7.80 x 10-5
d. 1.4 x 10-8
13. Determine the number the number of significant figures in each of the
following:
a. 3.80
b. 12.000
c. 0.064
d. 9582
e. 700000
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Lesson 2.1: Conversion of Units and

Density Computation
Learning Objectives
1. To convert one unit to another unit.
2. To compute the density of a substance.
Materials and Equipments Needed

Conversion factors guide, calculator, ruler, meter stick

What is your height in ft? in meters?

Which is heavier, a 1 kilogram nail or a 2.2 lbs. cotton?

The International System of Units or commonly referred to as SI Units was
promulgated in 1960 by the 11th General Conference on Weights and
Measures
and it is the standard method of measurement used by the international
scientific community. There are seven based units from which all other
SI units are derived.
Table 1.International System of Units

Quantity Unit Abbreviation (Symbol)
Mass Kilogram kg
Time Second s
Length Meter m
Temperature Kelvin K
Amount of substance Mole mol
Electric current Ampere A
Luminous intensity Candela cd
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Temperature is the measurement of the hotness or coldness of a body.

The instrument used is a thermometer. The units of temperature are degrees
Celsius or degrees Centigrade, degrees Fahrenheit and the absolute
temperature unit which is Kelvin unit.
Density is derived from mass and volume. It is expressed as the ratio of
mass in grams and volume in cubic centimeter, making the unit of density,
g/cm3 (or g/mL)
Quantitative observations are taken through measurements.
Measurement is the process of finding out how many measuring units there
are in something. It gives quantitative information about the physical world.
To change one unit to another unit, write first the given value and find the
relation of the unit to the desired unit. One method that can be used converting
one unit to another is the dimensional analysis. The purpose is to cancel out
units other than the desired units other than desired units through fixed
relationships.
Sample Problems:
Ex: 1. Change 6 inches to feet.
a. Given: 6.0 in
b. Find: value in feet
c. Solution:
Determine the fixed relation of inches to feet.
So, 12 inches (in) = 1 foot (ft)
6 in x 1 ft/12 in = 0.5 ft
2. Convert 1500 cm to m.
a. Given: 1500 cm
b. Find: value in meters
c. Solution:
Determine the fixed relation of centimeter to meter.
So, 1 meter (m) = 100 centimeter (cm)
1500 cm x 1 m/100 cm = 15 m
3. Convert 100 grams (g) to kilograms (kg)

Given: 100 g
Find: value in kg
Solution:
1 kg = 1000 g
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100 g x 1kg/1000 g = 0.1 kg
4. Change 1.2 liter (L) to cm3.

Given: 1.2 L
Find: value in cm3
Solution:
1 L = 1000 mL
1 mL = 1 cm3
1.2 L x 1000 cm3/1L = 12,000 cm3
In the temperature conversion, the formulae below are to be used:

To change degree Celsius (oC) to degrees Fahrenheit (oF):
o
F = 9/5 (oC) + 32
To change degree Fahrenheit (oF) to degree Celsius or degree Centigrade (oC):
o
C = 5/9 (oF – 32)
To change oC to Kelvin unit (K):

K = oC + 273
Sample Problems:
1. Convert 27oC to oF.
a. Given: 27oC
b. Find: value in oF
c. Solution:
To change oC to oF, use the formula oF = 9/5 (oC) + 32.
o
F = 9/5(27) + 32 = 5 x 27 + 32 = 80.6oF
2. Change 100oF to K.
a. Given: 100oF
b. Find: value in oC, then to K unit
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c. Solution:
o
F to oC
o
C = 5/9 (oF – 32) = 5/9 (100– 32) = 5/9 (68) = 37.78 oC
o
C to K
K = oC + 273 = 37.78 + 273 = 310.78 K
Density Sample Problems:
1. A wooden cylinder has a mass of 3.6 g. What is the density of the wood
if it has a volume of 4.0 cm3?
Given: mass (m) = 3.6 g
volume (v) = 4.0 cm3
Find: density (d) of a wooden cylinder
Solution:
d = 3.6 g/ 4.0 cm3 = 0.9 g/cc
2. What is the density of a wooden block if it measures 2 cm by 3 cm by 4

cm and its mass is 15 g?
Given: v = 2 cm by 3 cm by 4 cm
m = 15 g
Find: density of the wooden block
Solution:
v = 2 cm x 3 cm x 4 cm = 24 cm3
d = m/v = 15 g/24 cm3 = 0.625 g/cc
If mass is required, the equation becomes m = d x v; and if volume is required,

the equation becomes v= m/d.
3. What is the mass of a substance if the density is 0.45 g/cc and the volume
is 30 cc?
Given: d = 0.45 g/cc
v = 30 cc
Find: mass of the substance
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Solution:
m= dxv m = 0.45 g/cc x 30cc = 13.50 g

1. Measure the length and width and thickness of a book in your house in
feet. Change it to centimeters. Find its volume in cubic centimeters. Show your
solution.
2. Find a small wooden block in your vicinity. Measure its width, length
and thickness and mass. Compute its density using the formula d = m/v.

Direction: Answer the following comprehensively
Solve the following problems:
1. How many kilometers are there in 456 cm?
2. How many milligrams are there in 23.1 g?
3. The volume of a cylinder is given by v = πr2h. Find the volume of a
cylinder with a height (h) of 659.75 cm and a radius (r) of 20.015 cm. Express
your answer in liters (L).
4. What is the density of a substance if its mass is 50 g and its volume is
75 cc?
5. Change 200oF to Kelvin unit.
Instructions on How to Submit Students’ Output

Students’ output should be submitted at the VSUIHS Learning Kiosk located
at the guard post near the ATM machines.
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Lesson 2.2: Scientific Notation and

Significant Figures
Learning Objectives
1. To write numbers in scientific notation, vise versa.
2. To give the number of significant figures

Science books

What is the equivalent of nanometer in meters using scientific
notation? Picometer in meters using scientific notation?

How far is the sun from the earth?

Writing very large or very small numbers is a tedious process. Zeros are
to be written to indicate how large or how small a number is. To solve this
problem, scientific notation can be used.
Scientific Notation is a way of writing very big or very small numbers in
exponential form. Very big numbers or very small numbers can be written in a
shorter way by expressing it in scientific notation.
The scientific notation has the following format: N x 10n where N is the
coefficient whose value ranges from 1 to 10 and n is the exponent of 10 whose
value ranges from negative to positive integers.
Significant figures are digits that are certain plus one estimated digit.
There are rules to be followed to determine the number of significant figures.
These rules have been devised to help us determine how many significant
numbers to retain in a calculation.
To write very big or very small numbers in scientific notation is to use the
format
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N x 10n where N is a value from 1 to 10 and n is the exponent of 10 which is

from
negative to positive integers. The exponent indicates how many times the
coefficient
must be multiplied by 10.
In this case: 2.1 x 103 = 2.1 x 10 x 10 x10 = 2,100
Let us consider Avogadro’s number = 602 214 210 000 000 000 000
000 particles.
To write this in scientific notation is to move the point found after the
last digit to
the left and place the point between 6 and 0.
Count the number of digits the point has been moved, it will be the exponent
of the
number 10. The result will be 6.0221421 x 1023 particles.
Another is the mass of an electron is 0.000 000 000 000 000 000 000 000
000 000 910 938 97 kg. This is a number less than 1 , so its exponent is a
negative
number. A point is found after the first 0. Move this point between 9 and 7
making it
9.7. Count how many digits does the point been moved. In writing the
scientific notation
the result would be 9.7 x 10-31 kg.
Examples:
Change to scientific notation
1. 100,000,000,000 = 1.0 x 1011
2. 53,028,000,000,000,000 = 5.3028 x 1016
3. 0.000 000 002 65 = 2.65 x 10-9
4. 0.000 000 01200 = 1.200 x 10-8
Significant figures are digits that are certain or sure plus one uncertain or
guessed digit. There are instruments that
The rules to be followed in determining the number of significant figures:
1. All nonzero digits are significant.
Examples: 3.25 and 46.648 have 3 and 5 significant digits, respectively
2. Zeros between nonzero digits are significant.
Examples: 309.2 has 4 significant digits
410.07 has 5 significant digits
3. Zeros before the fist nonzero digit are not significant. These are called
leading zeros.
Examples: 0.4256 has 4 significant digits
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4. Zeros after the last nonzero digit may or may not be significant.
These are called trailing zeros.
a) If there is a decimal point in the number, all trailing zeros are
significant. Examples: 342.10 has 5 significant digits
b) If there is no decimal point in the number, the trailing zeros are NOT
significant. Examples: 50 has 1 significant digit
100 has 1 significant digit
240 has 2 significant digit
4 030 700 has 5 significant digits

1. Find the distance from the earth to the moon in ordinary form and in
scientific notation.
2. Give the distance from the earth to the moon to three significant
figures.

Quiz: A. Give the scientific notation of the following:
1. 143 000 000 000
2. 0.000 000 000 000 000 0386
3. 25 801 000
4. 0.000 000 1
B. Write the following scientific notation in ordinary form:
5. 3.80 x 1015
6. 2.009 x 10-8
C. Indicate the number of significant figures in each item below:
7. 400.08
8. 0.0301
9. 2.0
10. 7 569 000
Instructions on how to submit student output

Students’ output should be submitted at the VSUIHS Learning Kiosk at
the guard post near the ATM machines.
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- Angeles, Delfin C., et. al.; Science Vistas 7; Don Bosco Press, Inc., 2013
- • Bernas, Veronica S., et. al.; Exploring the Realms of Science 7;JO-ES
Publishing House, Inc., 2015
- • Ferriols-Pavico, Josefina Ma.; Exploring Life Through Science
Series; Phoenix Publishing House, 2013
- • De los Santos, Ma. Teresa B, et. al.; Science Grade 7, Vicarish
Publication and Trading, Inc.,2015
- Padolina, Ma. Cristina D., et. al., Conceptual and Functional
Chemistry,Modular Approach; Vibal Publishing House; 2010
- • Rabago, Lilia M., et. al.; Science and Technology, Vibal Publiishing
House, Inc., 2014
- • Ramos, John Donnie M., et. al.; Exploring Life Through Science
BIOLOGY, Phoenix Publishing House, Inc. 2006
- • Villaraza, Aaron Joseph L.,et. al.; Science BLAST 7, Trinitas
Publishing, Inc., 2014
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Module Posttest
Instructions: Read the statements carefully before answering.

Convert the following:
1. 30 in to ft
2. 3.6 km to m
3. 456 cm to in
4. 2 kg to g
5. 200 mL to L
6. 25oC to oF
7. 70oF to oC
8. 100oF to K
9. What is the density of a substance whose mass is 50.0 g and the
volume is 420 cm3?
10. What is the mass of a substance whose density equals 0.45 g/cm3
and the volume is equal to 10.0 cm3?
11. Change the following to scientific notation:

a. 120,000,000,000,000,000
b. 34,500,000,000
c. 0.000000005
d. 0.0000000000000076
12. Change the following to ordinary form:
a. 3.2 x 106
b. 1.0 x 104
c. 7.80 x 10-5
d. 1.4 x 10-8
13. Determine the number the number of significant figures in each of the
following:
a. 3.80
b. 12.000
c. 0.064
d. 9582
e. 700000
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Module 3: MATTER
Module Overview
This module introduces you to the complexity of matter, its state,
properties, and changes. The students in this part will understand the different
concepts about matter and how each concept relate with each other.
There are now six states of matter. These are solid, liquid, gas, plasma,
Bose-Einstein condensate and the fermionic condensate.
Matter possess properties which may be intensive and extensive.
These properties are being discussed in this module. Also, the changes that
matter undergoes are also presented here.
Module Pretest
1. Enumerate the six states of matter.
2. Define and give example for each.
3. Give the two properties of matter.
4. Describe each and give example for each.
5. What are the changes that matter undergoes?
6. Define each change and give two examples for each.
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Lesson 3.1: Matter and Its State
Learning Objectives
1. To give the six states of matter.
2. To define the six states of matter.
3. To give examples for each state of matter.

Pictures of the six states of matter

Make a research on the six states of matter. Be able to know their
properties and examples.

What state of matter found in the stars and in the galaxies?

Previously, there were five states of matter on the site. Solids, liquids,
gases, plasmas, and Bose-Einstein condensates (BEC) are different states of
matter that have different physical properties. Solids are often hard, liquids fill
containers, and gases surround us in the air. Each of these states is also known
as a phase.
Water, most famously, freezes at low temperatures and modest
pressures, becomes liquid at either higher pressures and/or higher
temperatures, and becomes a gas at still higher temperatures or very low
pressures. There's a critical temperature, however, above about 374 °C (705
°F), at which this distinction breaks down. At low pressures, you still get a gas;
at higher pressures, you get a supercritical fluid with properties of both gas and
liquid. Go to higher temperatures still, and you'll begin ionizing your molecules,
creating a plasma: that fourth state of matter.
Plasma is a state of matter that is often thought of as a subset of gases,
but the two states behave very differently. But unlike ordinary gases, plasmas
are made up of atoms in which some or all of the electrons have been stripped
away ad positively charged nuclei, called ions, roam freely. Examples: the
excited low-pressure gas inside neon signs and fluorescent lights, solar wind,
welding arcs, and the Earth's ionosphere.
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A Bose-Einstein condensate is a group of atoms cooled to within a hair of

absolute zero. When they reach that temperature the atoms are hardly moving
relative to each other; they have almost no free energy to do so. At that point,
the atoms begin to clump together, and enter the same energy states. In
summary, in a Bose-Einstein condensate, the individual bosons become
indistinguishable. Two examples of materials containing Bose-Einstein
condensates are superconductors and superfluids. Superconductors conduct
electricity with virtually zero electrical resistance: Once a current is started, it
flows indefinitely. Bose-Einstein condensate (BEC), a state of matter in which
separate atoms or subatomic particles, cooled to near absolute zero (0 K, −
273.15 °C, or − 459.67 °F; K = kelvin), coalesce into a single quantum
mechanical entity.
A fermionic condensate is a superfluid phase formed by fermionic
particles at low temperatures. It is closely related to the Bose–Einstein
condensate, a superfluid phase formed by bosonic atoms under similar
conditions. Condensation is the process through which gas changes into a
liquid when it touches a cooler surface. Condensation is an important part of
the water cycle. It is the opposite of evaporation.
Bosons and fermions are subatomic particles (bits of matter smaller than
an atom). The difference between a boson and a fermion is the number of the
atom's electrons, neutrons and/or protons. An atom is composed of bosons if
it has an even number of electrons. An atom is composed of fermions if it has
an odd number of electrons, neutrons and protons. An example of a boson
would be a gluon. An example of a fermion would be potassium-40, which is
what Deborah Jin used as the gas cloud. Bosons can form clumps and are
attracted to each other, whereas fermions do not form clumps. Fermions are
usually found in straight strings because they repel each other. This is because
fermions obey the Pauli exclusion principle, which states that they cannot
gather together in the same quantum state.

Choose one state of matter and draw it in a ¼ illustration board. Then,
put a brief description of the state you choose.

2. Describe each state.
3. Give an example for each state.

Output of the students are to be submitted at the VSUIHS Learning Kiosk near
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Lesson 3.2: Properties and Changes of

Matter
Learning Objectives
1. To give and define the two properties of matter
2. To identify the physical and chemical properties of a substance.
3. To differentiate physical change and chemical change.
4. To give the indications that chemical change occur.

A small nail, a big nail, a unheated sugar, a heated sugar

Compare the physical properties of the small nail and a big nail.
Compare the chemical properties of the unheated sugar and the
heated sugar.

Can you identify the intensive and extensive properties of matter? Why do
substances undergo physical and chemical change?

There are two properties of matter: physical and chemical properties.
Physical properties are characteristics that scientists can measure without
changing the composition of the sample under study, such as mass, color, and
volume (the amount of space occupied by a sample).
Physical properties can be extensive or intensive. Extensive properties
vary with the amount of the substance and include mass, weight, and volume.
Intensive properties, in contrast, do not depend on the amount of the
substance; they include color, melting point, boiling point, electrical
conductivity, and physical state at a given temperature. For example, elemental
sulfur is a yellow crystalline solid that does not conduct electricity and has a
melting point of 115.2 °C, no matter what amount is examined. Scientists
commonly measure intensive properties to determine a substance’s identity,
whereas extensive properties convey information about the amount of the
substance in a sample.
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Chemical properties describe the characteristic ability of a substance

to react to form new substances; they include its flammability and
susceptibility to corrosion. All samples of a pure substance have the same
chemical and physical properties. For example, pure copper is always a
reddish-brown solid (a physical property) and always dissolves in dilute nitric
acid to produce a blue solution and a brown gas (a chemical property).
Physical change occurs when a substance changes its appearance
without changing its composition. The transformation of ice to water at 0oC
and from water to steam at 100oC is a physical change. The process of
changing from one physical state to another is known as phase change. When
ice changes to water and as water changes to water vapor, the composition
remains the same. They are still made up of water molecules containing two
hydrogen atoms and one oxygen atom per molecule.
A chemical change is also known as chemical reaction. It occurs when
a substance is transformed into another substance with a totally different
composition and properties. A chemical change is always accompanied by the
formation of a new substance. Coconut oil becomes rancid when exposed to
air because new substances are formed. Thus, the oil has undergone a
chemical change or chemical reaction. Another example is the rusting of iron.
Iron combines with oxygen to form rust.
To determine whether a chemical change occur, these are the evidences:

a. Change of color, odor and taste ex. Souring of milk
b. Production of heat and light ex. Burning of wood
c. Evolution of gas ex. Oxygen in the photosynthesis of plants
d. Formation of a precipitate ex. Mixing acid and base
e. Change in temperature ex. Dynamite explosion

1. Identify a substance, then give four examples of physical properties
(two examples of extensive properties and two examples of intensive
properties).
2. Also, give two chemical properties of that substance.
3. Observe two chemical changes occurring in your kitchen.

1. What are the two properties of matter?

2. Define each property.
3. Differentiate intensive physical property from extensive physical
property.
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4. Give two examples for each.

5. Give two examples of chemical properties of matter.
6. Give 3 examples of physical changes occurring in our environment.
7. What are the five evidences that a chemical change occur?
8. Give 3 examples of chemical changes occurring in our environment.
Instructions on How to Submit StudentS’ Output

Students output are to be submitted at the VSUIHS Learning Kiosk near
Inc., 2015
Inc.,2015
Publishing House, 2013.
Padolina, Ma. Cristina D, et. al.; Conceptual and Functional Chemistry; Vibal Publishing
House, Inc.; 2010.
Villaraza, Aaron Joseph L., et. al.; SCIENCE BLAST 7; Trinitas Publishing Inc.; 2014.
https://www.google.com/search?q=plasma+state+of+matter&rlz=1C1GIGM_enPH823PH823&
oq=plasma&aqs=chrome.3.69i57j0l2j69i59j0l4.5383j0j15&sourceid=chrome&ie=UTF-8
https://www.google.com/search?rlz=1C1GIGM_enPH823PH823&ei=xFJHX7aGFMbn-
QbO157gDw&q=bose+einstein+condensate&oq=plasma+state+of+matter&gs_lcp=CgZwc3ktY
WIQARg
Module Posttest

2. Define and give example for each.
3. Give the two properties of matter.
4. Describe each and give example for each.
5. What are the changes that matter undergoes?
6. Define each change and give two examples for each.
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Module 4:
CLASSIFICATIONS OF
MATTER
Module Overview
Matter as presented in this module covers two broad categories; pure
substances and mixtures. The students in this module will be able to identify
and classify matter. Each category will be discussed separately giving
essential tools as guide in which each matter should belong.
This module will give the students ability to categorize pure substances
as element or compound and will be able to learn which are metals, nonmetals
and metalloids and acids, bases and salts.
The students will also understand how mixtures are classified as
solutions, colloids and suspensions. Each type of mixtures will be presented in
this module.
Module Pretest
1. What are the two classifications of matter?

2. Define each.
3. Differentiate elements from compounds.
4. What are the properties of metals? Nonmetals? Metalloids?
5. Give 2 examples for each.
6. What are the properties of acids? Bases?
8. What are the types of mixtures?
9. Define each.
10. Give an example for each.
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Lesson 4.1: Pure Substances
Learning Objectives
1. To classify pure substances as elements and compounds.
2. To classify elements as metals, nonmetals and metalloids.
3. To give the properties of metals and nonmetals.
4. To classify compounds as acids, bases and salts.
5. To identify metals, nonmetals, metalloids, acids, bases and salts.

Elemental sulphur, iron, copper, water, sugar, salt

Get a periodic table and familiarize the elements that are common or
those elements you have already heard.
Identify some common compounds that are found in your kitchen.

Is the air you breathe a pure substance or a mixture?
Is pure water an element or a compound?
Support your answer.

Classification of Matter according to its composition:
Pure substance – is matter having definite composition and distinct
properties.
a. Element – is composed of one kind of atom; cannot be decomposed
into simpler substances; smallest particles of an element that retain their
properties of the element.
Periodic Table of the elements – contains names and symbols of the
elements
Jons Jakob Berzelius- a Swedish chemist, was the first to use letters
for the chemical symbols of the elements.
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Most of the symbols of the elements are based on the English names:
one or two letters of the English name. For one letter symbol, it should be
capitalized. For two letter symbol, the first letter should be capitalized, and the
second letter should be in small letter.
Examples:
Hydrogen - H
Oxygen - O
Phosphorus - P
Nitrogen - N
Helium - He
Lithium - Li
Calcium - Ca
Magnesium - Mg
Manganese - Mn
Molybdenum - Mo
And by Latin names of the elements.
Table 2. Elements with their Latin names and chemical symbols:

Name of Elements Latin Names Symbol
Sodium Natrium Na
Potassium Kalium K
Iron Ferrum Fe
Copper Cuprum Cu
Silver Argentum Ag
Tin Stannum Sn
Antimony Stibum Sb
Gold Aurum Au
Mercury Hydrargyrum Hg
Lead Plumbum Pb
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Uses of Some elements:

Oxygen – supports human life
Calcium – makes our teeth and bones strong
Mercury – used to form dental amalgam
Copper – used in electrical wiring
Elements are classified as:

1. Metals are generally hard, lustrous, malleable (can be pounded into
thin sheets), ductile(can be drawn into wire) and readily conduct electricity
and heat.
Ex. Al, Fe, and Cu form a strong framework. Some like Cu, Ag, and Au are
chemically unreactive and are solids at room temperature and resistant to
corrosion and rust. Some like Li, K, and Na are extremely reactive with air and
water. Mercury is the only liquid at room temperature.
2. Nonmetals are generally gases or solids; they are not lustrous, not
malleable, not ductile, and are usually poor conductors of electricity and heat.
Ex. Halogens (F,Cl,Br,I) and gaseous elements like O, H, N, He, Ne, Ar, Kr, Xe.
Solid nonmetals C, P, S, Se.
3. Semimetals or metalloids have some properties of metals and some
properties of nonmetals or have properties intermediate between those of
metals and nonmetals.
B, Si, Ge, As, Sb, Te, Po are the metalloids.
Si is a brittle solid, a typical feature of nonmetals, conducts a limited amount
of electricity.
Alloys are a combination of two or more metals or a metal and a nonmetal.
Ex. Brass, bronze.
Mercury has the ability to dissolve other metals and form alloys. Dentists
combine mercury with silver to make a silver-mercury amalgam (alloy) to fill
cavities in teeth.
b. Compounds – substances that are made up of two or more elements and
thus compose of two or more atoms. It is represented by a chemical formula,
a symbol that shows the relative proportions of the number of atoms of the
elements that compose the substance.
Examples: H2O (water) composed of two atoms hydrogen for every

one atom of oxygen
NaCl (table salt) composed of one atom sodium for every one
atom chlorine
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Table 3. Chemical formulas of compounds:
Name of Compounds Common Name Chemical Formulas

Sodium chloride Table salt NaCl
Sucrose Table sugar C12H22O11
Hydrochlooric acid Muriatic acid HCl
Methane Marsh gas CH4
Silicon dioxide Sand or quartz SiO2
Sodium bicarbonate Baking soda NaHCO3
Wide applications of compounds at home and in industry:

Name of Compounds Chemical Formula Uses
Hydrogen peroxide H2O2 used as an antiseptic
Sucrose C12H22O11 serves as sweetener
Table salt NaCl enhance the taste of
viands
Potassium iodide KI preparation of iodized salt
Sulfuric acid H2SO4 manufacture of detergents
and automobile batteries
Compounds are classified as acids, bases and salts.

The word acid comes from either of these Latin words: acidus,
meaning “sour”, or acetum, meaning “vinegar”.
Properties of acids:
1. Acids taste sour. For example, the taste of vinegar is caused by acetic
acid (CH3COOH). Lemons and other citrus fruits have a biting taste because
they contain citric acid, (molecular formula, H3C6H5O7). Lactic acid
[CH3CH(OH)COOH] gives unsweetened yogurt its characteristic after-taste.
2. Acids react with certain metals, such as magnesium (Mg), zinc (Zn), and
tin (Sn), liberating hydrogen gas.
3. When they are in aqueous solutions, acids turn blue litmus paper to red.
4. Acids react with limestone (CaCO3), liberating CO2.
5. Acids react with bases to form salt and water.
The pH of a solution is a measure of its acidity and basicity. pH is an
intensive property of matter that indicates how acidic or how basic it is. The
pH ranges from 1 to 14, with 7 as the neutral pH. A pH below 7 indicates an
acidic solution while a pH greater than 7 indicates a basic or alkaline solution.
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pH < 7.00 𝑎𝑐𝑖𝑑𝑖𝑐 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛

pH = 7.00 neutral solution
pH >7.00 𝑏𝑎𝑠𝑖𝑐 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛
Acids maybe classified as:
a. Strong acids
hydrochloric acid HCl
sulfuric acid H2SO4
nitric acid HNO3
hydrobromic acid HBr
hydroiodic acid HI
perchloric acid HClO4
b. Weak acids
acetic acid HC2H3O2
hydrofluoric acid HF
phosphoric acid H3PO4
citric acid C3H5(COOH)3
lactic acid CH3CHOHCOOH
boric acid H3BO3
Properties of Bases:
1. Bases taste bitter. Unlike acids, bases are not present in common foods or
beverages so they are not readily available for tasting. However, we can
recognize the taste of a base in certain antacids like Alka-Seltzer. The
bitterness comes from the base sodium bicarbonate (NaHCO3).
2. Bases feel slippery or soapy.
3. Bases react with grease and oils.
4. When they are in aqueous solutions, base turn red litmus paper to blue.
5. Bases react with acids to form water and salts.
Bases maybe classified as:
a. Strong bases
sodium hydroxide NaOH
potassium hydroxide KOH
lithium hydroxide LiOH
calcium hydroxide Ca(OH)2
strontium hydroxide Sr(OH)2
barium hydroxide Ba(OH)2
b. Weak bases
ammonium hydroxide NH4OH
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magnesium hydroxide Mg(OH)2

Properties of Salts:
Salts are ionic in nature due to the presence of ions. They are brittle, hard and
crystalline solids. Salt is white, odorless and it has a salty taste. All potassium
(K), ammonium (NH4+) and sodium (Na) salts are soluble in water (H2O)
Uses of Salts
Common salt is used in cooking gas.
It is used as a preservative in pickles and in curing meat and fish.
It is used in the manufacture of soap.
It is used to melt the ice in winter in cold countries.
Used in making large chemicals like washing soda, baking soda etc

Identify elements and compounds found in your surroundings.
Identify acids, bases and salts found in your home kitchen.

Classify each of the following as element, or compound:
1. tungsten 6. protein
2. acetic acid 7. sulfur
3. gold 8. phosphorus
4. sucrose 9. lactic acid
5. baking soda 10. Lye
Instructions on How to Submit Students’ Output

Output of the students should be submitted at the VSUIHS Learning Kiosk near
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Lesson 4.2: Mixtures
Learning Objectives
1. To define mixtures.
2. To classify mixtures as solutions, colloids and suspensions.
3. To define and give examples of solutions, colloids and
suspensions.

Salt solution, cooked corn starch, flour and water

1. Mix salt with water and stir it. What mixture did you obtain?
2. Mix corn starch with water and heat it. What mixture did you
obtain?
3. Mix flour with water. What mixture did you obtain?

What mixtures can you see in your environment?

A mixture is a material made up of two or more different substances
which are physically combined. A mixture is the physical combination of two
or more substances in which the identities are retained and are mixed in the
form of solutions, suspensions and colloids. Mixtures can be classified into
two main categories: homogeneous and heterogeneous. A homogeneous
mixture is one in which the composition of its constituents are uniformly mixed
throughout. A homogeneous mixture in which on substance, the solute,
dissolves completely in another substance, the solvent, may also be called a
solution. Usually the solvent is a liquid, however the solute can be either a liquid,
solid, or a gas. In a homogeneous solution, the particles of solute are spread
evenly among the solvent particles and the extremely small particles of solute
cannot be separated from the solvent by filtration through filter paper because
the spaces between paper fibers are much greater than the size of the solute
and solvent particles. Other examples of homogeneous mixtures include sugar
water, which is the mixture of sucrose and water, and gasoline, which is a
mixture of dozens of compounds. A heterogeneous mixture is a non-uniform
mixture in which the components separate and the composition varies. Unlike
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the homogeneous mixture, heterogeneous mixtures can be separated through

physical processes. An example of a physical process used is filtration, which
can easily separate the sand from the water in a sand-water mixture by using
a filter paper. Some more examples of heterogeneous mixtures include salad
dressing, rocks, and oil and water mixtures. Heterogeneous mixtures involving
at least one fluid are also called suspension mixtures and separate if they are
left standing long enough. Consider the idea of mixing oil and water together.
Regardless of the amount of time spent shaking the two together, eventually
oil and water mixtures will separate with the oil rising to the top of the mixture
due to its lower density.
A mixture is composed of two or more types of matter that can be
present in varying amounts and can be separated by physical changes, such as
evaporation. A mixture with a composition that varies from point to point is
called a heterogeneous mixture. Italian dressing is an example of a
heterogeneous mixture. Its composition can vary because it may be prepared
from varying amounts of oil, vinegar, and herbs. It is not the same from point
to point throughout the mixture—one drop may be mostly vinegar, whereas a
different drop may be mostly oil or herbs because the oil and vinegar separate
and the herbs settle. Other examples of heterogeneous mixtures are chocolate
chip cookies (we can see the separate bits of chocolate, nuts, and cookie
dough) and granite (we can see the quartz, mica, feldspar, and more).
A homogeneous mixture, also called a solution, exhibits a uniform
composition and appears visually the same throughout. An example of a
solution is a sports drink, consisting of water, sugar, coloring, flavoring, and
electrolytes mixed together uniformly. Each drop of a sports drink tastes the
same because each drop contains the same amounts of water, sugar, and
other components. Note that the composition of a sports drink can vary—it
could be made with somewhat more or less sugar, flavoring, or other
components, and still be a sports drink. Other examples of homogeneous
mixtures include air, maple syrup, gasoline, and a solution of salt in water.
Mixtures that fall between a solution and a heterogeneous mixture are
called colloidal suspensions (or just colloids). A mixture is considered colloidal
if it typically does not spontaneously separate or settle out as time passes and
cannot be completely separated by filtering through a typical filter paper. It
turns out that a mixture is colloidal in its behavior if one or more of its
dimensions of length, width, or thickness is in the range of 1-1000 nm. A
colloidal mixture can also be recognized by shining a beam of light through the
mixture. If the mixture is colloidal, the beam of light will be partially scattered
by the suspended nanometer sized particles and can be observed by the
viewer. This is known as the Tyndall effect. In the case of the Tyndall effect,
some of the light is scattered since the wavelengths of light in the visible range,
about 400 nm to 700 nm, are encountering suspended colloidal sized particles
of about the same size. In contrast, if the beam of light were passed through a
solution, the observer standing at right angles to the direction of the beam
would see no light being reflected from either the solute or solvent formula
units that make up the solution because the particles of solute and solvent are
so much smaller than the wavelength of the visible light being directed through
the solution.
Suspensions are a heterogeneous mixture of two or more substances.
Particles of the solute do not dissolve in the solvent rather they remain
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No. JHS-039-IM
suspended in bulk throughout. The size of particles of suspension is large

enough to be visible from naked eyes.
Solutions: molecules ~0.1-2 nm in size
Colloids: molecules ~ 2-1000 nm in size
Suspensions: molecules greater than ~ 1000 nm in size

Make a research on how to prepare a mayonnaise mixture and do it at home.

Classify each of the following as solution, suspension or colloid.
1. clean air 6. alcohol in water
2. wine 7. kerosene in water
3. soil in water 8. butter
4. blood 9. bronze
5. cheese 10. Rubber

Students output are to be submitted at the VSUIHS Learning Kiosk near
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Inc., 2015
Inc.,2015
Publishing House, 2013.
Padolina, Ma. Cristina D, et. al.; Conceptual and Functional Chemistry; Vibal Publishing
House, Inc.; 2010.
Villaraza, Aaron Joseph L., et. al.; SCIENCE BLAST 7; Trinitas Publishing Inc.; 2014.
https://www.google.com/search?q=salt+properties+and+uses&rlz=1C1GIGM_enPH823PH823
&oq=salts+properties&aqs=chrome.2.69i57j0l7.13176j1j15&sourceid=chrome&ie=UTF-8
https://www.google.com/search?q=mixtures&rlz=1C1GIGM_enPH823PH823&oq=mixtures&aq
s=chrome..69i57j0l7.9489j0j15&sourceid=chro
https://www.google.com/search?q=mixtures+and+their+characteristics&oq=&aqs=chrome.2.6
9i59l5.1577144692j0j15&sourceid=chrome&ie=UTF-8
https://www.google.com/search?q=suspensions&oq=suspensions&aqs=chrome..69i57j0l7.47
82j1j15&sourceid=chrome&ie=UTF-
Module Posttest
1. What are the two classifications of matter?

2. Define each.
3. Differentiate elements from compounds.
4. What are the properties of metals? Nonmetals? Metalloids?
5. Give 2 examples for each.
6. What are the properties of acids? Bases? Salts?
8. What are the types of mixtures?
9. Define each.
10. Give an example for each
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Attachments
Module 1 Answers to the Pretest and Posttest
Answer to the Pre-test:

1. Pure science, applied science and technology
2. Pure science – involves gathering of information and is done mainly
for the pursuit of knowledge.
Applied science – deals with the search for practical uses of scientific
knowledge and scientific laws.
Technology – brings about innovations and inventions that package
scientific knowledge into practical solutions to a specific problem or need. It
is the application of scientific knowledge.
3. Life science, Physical science and Earth science
4. Life science also known as biology- studies all aspects of living
things.
Physical science – deals with matter and energy.
Earth Science – also known as geoscience, or the study of the Earth
and its neighbors
5. Life Science
a. Botany – the study of plants
b. Zoology – the study of animals
c. Genetics – the study of the function and
behavior of genes.
d. Biomedicine – is the application of biolo
e. Cellular biology – (cell biology) – aims to understand the properties,
structure, activities and functions of the cell.
f. Developmental biology – is the study of the growth and
development of organisms. It is the study of life processes.
g. Ecology – is the study of populations of organisms in their natural
habitats.
h. Embryology – deals with the study of the development of the
embryo.
i. Histology is the study of tissues.
j. Molecular biology – studies the molecular basis of biological

functions.
k. Physiology – deals with the functions and activities of life and living
matter.
6. Physical Science
a. Physics – the study of the interaction between matter and energy
b. Chemistry – study of the composition of matter and the changes it
undergoes
c. Astronomy – study of the heavenly bodies
7. Earth Science
a. Geology – the study of the history and the structure of the Earth.
b. Paleontology – the study of prehistoric life through fossil remains.
c. Oceanography – the study of the physical, chemical, and biological
aspects of the oceans, the ocean floor, mapping, and measuring of the Earth’s
surface under water
d. Meteorology – the study of the Earth’s weather and the
atmosphere.
e. Petrology – the study of rocks.
8. Steps in solving problems using the scientific method
1. Observation – keen observation of one’s surroundings and
awareness of what is going on around you can lead to ideas that help identify
a particular problem.
2. Research – Go to the library and read up information related to the
problem you identified. Review existing records or data.
3. Hypothesize – Formulate an educated guess on the factors that
affect your particular problem.
4. Testing the hypothesis – designing and performing an experiment.
Gather the materials that you will need. Identify the treatment that you will
implement so that you can compare your results with a reference data.
5. Recording and analyzing data- Analyze your data into tables and
graphs so that it will be easier to visualize your results.
6. Drawing conclusion(s) – draw your conclusions based on your
findings and interpretation of the data.
9. Traits and characteristics that scientists must have are the following:
Curiosity and Fascination, Humility and Healthy Skepticism, Positive
Attitude toward Failure, Openmindedness, Perseverance, Self-confidence,
Intellectual Honesty, Scientific Intuition, Aptitude for Serendipity, and
Ethics.
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10. Some Filipino Scientists and their contributions to science:

Engr. Felix D. Maramba – discovered the indigenous source of energy
called biogas.
Dr.Luz Oliveros-Belardo – her work on essential oils from
Philippinemedicinal plants.
Dr. Julian A. Banzon – made a study on fuels from coconut and
sugarcane.
Dr.Clara Y. Lim-Sylianco – made a study of mutagens (substances
that increase the rate of mutation of cells), antimutagens and bioorganic
mechanisms and focus her researches on Philippine medicinal plants.
Dr. Ann A. Endoma – conducted research on synthesizing anticancer
products from Philippine plants using biochemical processes.
Some Foreign Scientists and their contributions to science:
Louis Pasteur – a French chemist, founder of microbiology, discove
red the process of pasteurization (a controlled heating process that protects
liquids from spoilage caused by microorganisms).
Marie Curie – French physicist, renowned for her research on
radioactivity, discovered two radioactive elements Polonium and Radium.
Charles Goodyear – discovered vulcanization and tires
Thomas Alva Edison – inventor of many electrical devices such as the
light bulbs.
Rosalind Franklin – discovered the DNA structure in Genetics.What
are the traits of a scientist?
1. 2.5 ft.
2. 3,600 m
3. 179.53 in
4. 2000 g
5. 0.2 L
6. 77 oF
7. 21.11 oC
8. 310.78 K
9. 0.119 g/cm3
10. 4.5 g
11. a. 1.2 x 1017
b. 3.45 x 1010
c. 5.0 x 10-9
d. 7.6 x 10-15
12. a. 3 200 000
b. 10 000
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c. 0.000 078
d. 0.000 000 014
13. a. 3
b. 5
c. 2
d. 4
e. 1
1. Solid, liquid, gas, plasma, Bose-Einstein condensate and Fermionic

condensate.
2. Solids are often hard, have definite mass and definite volume; liquids
have definite mass and indefinite volume ( takes the shape of the container);
and gases has indefinite mass and indefinite volume (takes the shape of the
container. Plasma is a state of matter that is often thought of as a subset of
gases, but the two states behave very differently. But unlike ordinary gases,
plasmas are made up of atoms in which some or all of the electrons have
been stripped away and positively charged nuclei, called ions, roam freely. A
Bose-Einstein condensate is a group of atoms cooled to within a hair of
absolute zero. A fermionic condensate is a superfluid phase formed by
fermionic particles at low temperatures. It is closely related to the Bose–
Einstein condensate, a superfluid phase formed by bosonic atoms under
similar conditions.
Examples: solid – stone; liquid –water; gas-air; plasma-neon signs;
Bose-Einstein condensate-superconductors; Fermionic condensate-gas
cloud(K-40).
3. Physical properties and chemical properties
4. Physical properties are characteristics that scientists can measure
without changing the composition of the sample under study, such as mass,
color, and volume (the amount of space occupied by a sample).
Chemical properties describe the characteristic ability of a substance
to react to form new substances; they include its flammability and
susceptibility to corrosion.
5-6 Physical change occurs when a substance changes its appearance
without changing its composition. Ex. Cutting of paper; solid ice melts
A chemical change is also known as chemical reaction. It occurs when
a substance is transformed into another substance with a totally different
composition and properties. Ex.: heating of sugar; food rots
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1. The two classifications of matter are pure substances and mixtures.

2. Pure substance – is matter having definite composition and distinct
properties. Mixture is a material made up of two or more
different substances which are physically combined.
3. Elements are substances that are composed of only one kind of atom
while compounds are composed of two or more kinds of atom.
4. Metals are generally hard, lustrous, malleable (can be pounded into
thin sheets), ductile(can be drawn into wire) and readily conduct
electricity and heat.
Nonmetals are generally gases or solids; they are not lustrous, not
malleable, not ductile, and are usually poor conductors of electricity
and heat.
Semimetals or metalloids have some properties of metals and some
properties of nonmetals or have properties intermediate between
those of metals and nonmetals.
5. Examples of metals: Al and Fe
Examples of nonmetals: O and Cl
Examples of metalloids: B and Si
6. Properties of acids
a. Acids taste sour.
b. Acids react with certain metals, such as magnesium (Mg), zinc
(Zn), and tin (Sn),
liberating hydrogen gas.
c. When they are in aqueous solutions, acids turn blue litmus paper
to red.
d. Acids react with limestone (CaCO3) liberating CO2.
e. Acids react with bases to form salt and water.
Properties of Bases:
a. Bases taste bitter. Unlike acids, bases are not present in common
foods or beverages, so they are not readily available for
tasting. However, we can recognize the taste of a base in certain
antacids like Alka-Seltzer. The bitterness comes from the base
sodium bicarbonate (NaHCO3).
b. Bases feel slippery or soapy.
c. Bases react with grease and oils.
d.. When they are in aqueous solutions, base turn red litmus paper to
blue.
e.. Bases react with acids to form water and salts.
Properties of salts:
Salts are ionic in nature due to the presence of ions. They are brittle,
hard and crystalline solids. Salt is white, odorless and it has a salty
taste. All potassium (K), ammonium (NH4+) and sodium (Na) salts are
soluble in water (H2O))
7. Examples of acids: HCl (hydrochloric acid) and HNO3 (nitric acid
Examples of bases: NaOH and Mg(OH)2
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Examples of salts: NaCl and MgBr2

8. The three types of mixtures are solutions, colloids and suspensions.
9. A homogeneous mixture, also called a solution, exhibits a uniform
composition and appears visually the same throughout. An example
of a solution is a sports drink, consisting of water, sugar, coloring,
flavoring, and electrolytes mixed together uniformly
Mixtures that fall between a solution and a heterogeneous mixture
are called colloidal suspensions (or just colloids). A mixture is
considered colloidal if it typically does not spontaneously separate or
settle out as time passes and cannot be completely separated by
filtering through a typical filter paper.
Suspensions are a heterogeneous mixture of two or more substances.
Particles of the solute do not dissolve in the solvent rather they remain
suspended in bulk throughout. The size of particles of suspension is
large enough to be visible from naked eyes.
10. Example of a solution: tea
Example of a colloid: cooked starch
Example of a suspension: medicine with instruction shake first
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No. JHS-039-IM
VSU INTEGRATED
HIGH SCHOOL
College of EDUCATION
For inquiries, contact:
SHALOM GRACE C. SUGANO

shalomgrace.sugano@vsu.edu.ph • jhs@vsu.edu.ph
053 563 7027
Use this code when referring to this material:

TP-IMD-02 v0 07-15-20 • No. JHS-039-IM
Visca, Baybay City, Leyte

Philippines 6521
information@vsu.edu.ph
+63 53 565 0600
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SCIENCE I

ENGR. LUCIA S. NORRIS

VSU INTEGRATED HIGH SCHOOL

A globally competitive university for science, technology, and

Development of a highly competitive human resource,

The Visayas State University (VSU), a globally competitive university of

The Visayas State University Integrated High School (VSUIHS) would

Together, let us face the challenges of this "new normal."

Ryan G. Tayum for aiding the author of some manipulative operation.

For my children who were the author’s inspiration and encouragement

About the Author/s

ENGR. LUCIA S. NORRIS

Module 1: INTRODUCTION TO EARTH SCIENCE 1

Module 4: CLASSIFICATIONS OF MATTER 30

1 International System of Units - - -- - - - - - - - - - - - - - - - - - - - - - - - - - -14

Read the statements carefully before answering.

1. What are the three classification of science?

3. Identify the three main branches of pure science.

4. Define each branch.

5. What are the sub-branches of life science? Define each.

6. What are the sub-branches of physical science? Define each.

7. What are the sub-branches of earth science? Define each.

8. Enumerate the steps in solving problems using the scientific method.

9. What are the traits of a scientist?

Lesson 1.1: Classification of Science

Materials and Equipment Needed

Learning Activities (Activating Prior Knowledge)

Learning Probe (Analysis)

Learning Time (Acquire New Knowledge)

Science is classified as:

Three main branches of pure science:

2. Physical science – deals with matter and energy.

Learning Tasks (Application)

Learning Check (Assessment)

Instructions on how to Submit Students’ Output

Lesson 1.2: Scientific Method

Materials and Equipment Needed

Learning Activities (Activating Prior Knowledge)

Learning Probe (Analysis)

Learning Time (Acquire New Knowledge)

carefully in order to substantiate the conclusions made. Data can either be

Learning Tasks (Application)

Learning Check (Assessment)

Instructions on how to Submit Students’ Output

Lesson 1.3: Traits of a Scientist/Filipino

Materials and Equipment Needed

Learning Activities (Activating Prior Knowledge)

Learning Probe (Analysis)

Learning Time (Acquire New Knowledge)

6. Self-confidence – ready to defend his work especially if he knows that he is

Some Filipino Scientists and their contributions to science:

1. Engr. Felix D. Maramba – discovered the indigenous source of

Some Foreign Scientists and their contributions to science:

1. Louis Pasteur – a French chemist, founder of microbiology,

Learning Tasks (Application)

Learning Check (Assessment)

Instructions on how to Submit Students’ Output

References and Additional Resources

1. What are the three classification of science?

11. Change the following to scientific notation:

Lesson 2.1: Conversion of Units and

Materials and Equipments Needed