Name:_____________________________________________ Date: 11 – 15 – 21

Subject Teacher: MONIQUE B. MANGUBAT ___ Score: ________

Science SCIENCE

10 QUARTER 2
LAS 1
ELECTROMAGNETIC WAVES

Content Standard
The different regions of electromagnetic Spectrum
Most Essential Learning Competency (MELC)
Compare the relative wavelengths of different forms of electromagnetic wave

Electromagnetic Waves
Accelerating electrons produce electromagnetic (EM) waves. These waves are a combination of electric and
magnetic fields. A changing magnetic field produces an electric field and a
changing electric field produces a magnetic field. As accelerated electrons
produce an electric field of a wave, the varying electric field produces the
wave’s magnetic field. Both the electric field and the magnetic field oscillate
perpendicular to each other and to the direction of the propagating wave.
Therefore, electromagnetic waves are transverse waves, as shown in
Figure 1.
Among the examples of EM waves are radiowaves, microwaves, infrared,
visible light, ultraviolet, x-rays and gamma rays. All EM waves travel at a
speed of 3 X 108 m/s in a vacuum and denoted as c, the speed of light. Figure 1. Electromagnetic Wave
Since all the electromagnetic waves have the same speed, as wavelength Propagation decreases, the frequency
of the wave increases as expressed in the equation v=λf
where: v is the wave speed, or c (speed of light) expressed in meter per second,
f is the frequency expressed in Hertz λ is the wavelength expressed in meters

Speed
All electromagnetic waves travel at a speed of 300,000 km/s (3 x 10 8m/s) in a vacuum of space. However, when
electromagnetic waves travel through matter, they slow down. The speed of the wave depends upon the material they travel
through.
Electromagnetic waves usually travel the slowest in solids and the fastest in gases, as shown in Table 1 below.
Material Speed (Km/s)
Vacuum 300,000
Air Slightly less than 300,000
Water 226,000
Glass 200,000
Diamond 124,000
Table 1. Speed of Visible Light
Frequency
The frequency, represented by the Greek letter nu (ν), is the number of waves that pass a certain point in a specified amount
of time. Typically, frequency is measured in units of cycles per second or waves per second. One wave per second is also
called a
Hertz (Hz) and in SI units is a reciprocal second (s−1).
Example Problem 1: (Assume that the waves propagate in a vacuum.)
1. What is the frequency of radio waves with wavelength of 20 m?
Given: v= c = 3 X 108 m/s
λ= 20m
f= ?
Equation:
v=c=λf
Solution:
f=c/λ = 3 X108 m/s
20 m
= 1.5 X 107 Hz

Wavelength
Wavelength is defined as the distance measured from one crest of a wave to the next crest or from one through to the second
through. A wave cycle consists of one complete wave—starting at the zero point, going up to a wave crest, going back down
to a wave trough, and back to the zero point again. The wavelength of a wave is the distance between any two corresponding
points on adjacent waves. It is easiest to visualize the wavelength of a wave as the distance from one wave crest to the next. In
an equation, wavelength is represented by the Greek letter lambda (λ). Depending on the type of wave, wavelength can be
measured in meters, centimeters, or nanometers (1 m = 10 9 nm). To find wavelength ( λ ), use this equation v=λf.

Example Problem 2:
1. What is the wavelength of an electromagnetic wave that has a frequency of 4.95×1014 Hz?
Given : f = 4.95 x 1014 Hz Solution:
v= c=3.00 x 108 m/s λ=v/f
λ =? = 3.00 x 108 m/s / 4.95 x 1014Hz
Equation: = 6.06×10-7m
v=λf

ACTIVITY : LET’S TALK ABOUT EM!

Directions: Write T if the statement is True, F if the statement is false. (1 point each)

_______1. Electromagnetic waves transfer energy through vacuum.

______ 2. A wave is a disturbance that transfers energy

______ 3. Most EM waves are invisible and undetectable.

______ 4. The electric field and the magnetic field oscillate parallel to each other

______ 5. As wavelength increases, the frequency of wave also increases.

Assessment
MULTIPLE CHOICE
Directions: Identify the letter of the choice that best completes the statement or answers
the question. Write the letter on the space provided before each number.

____1. The source of all electromagnetic wave is

a. magnetic fields c. electric fields
b. heat d. vibrating charges

____2. Which of the following is NOT an electromagnetic wave?

a. sound c. light
b. radio d. infrared
____3. In the electromagnetic wave, the direction of the propagation of the wave is_____.
a. always to the right
b. always to the left
c. parallel to electric and magnetic field directions
d. perpendicular to the electric and magnetic field directions
____4. How far is a light-second?.

a. 5000 km

b. 300,000 km

c. 4,000,000 km

d. 50,000,000 km

_____5. What is the wavelength of the wave with a frequency of 3 x 109 Hz?
a. 1.0 x 10-1 m c. 1.0 x 10-2 m
 b. 1.0 x 101 m d. 1.0 x 102 m
Name:_____________________________________________ Date: 11 – 22 – 21
Subject Teacher: MONIQUE B. MANGUBAT ___ Score: ________

Science QUARTER 2
SCIENCE
10 LAS 2

ELECTROMAGNETIC SPECTRUM

I. Content Standard:
The different regions of electromagnetic Spectrum
Most Essential Learning Competency:
Compare the relative wavelengths of different forms of electromagnetic Wave.

II. Discussion

It is manifested in the previous activity that EM wave is a disturbance that carries energy and
can pass through a medium. It is invisible but can be detected through observation. The
Electromagnetic Spectrum is a continuum of electromagnetic waves arranged according to frequency
and wavelength. It is gradual progression from the waves of lowest frequency to highest frequencies.
According to increasing frequency, EM spectrum includes; radio waves, microwaves, infrared, visible
light, ultra violet, X-rays and gamma rays. These waves do not have exact dividing section. Look closely
at the electromagnetic spectrum shown in the illustration below.

As you go from left to right, the wavelengths get smaller and the frequencies get higher. This is
an inverse relationship between wave size and frequency. ( As one goes up, the other goes down).

ELECTROMAGNETIC WAVES IN ORDER

1. Radio waves
Radio waves have the longest wavelengths of all the electromagnetic waves. They range from
around a foot long to several miles long. Radio waves are often used to transmit data and have been
used for all sorts of applications including radio and television communication.
Radio waves have a very wide range of wavelengths and are divided into smaller regions of
wavebands and are allocated by specific law of service according to the frequency as. Each application
can be noted and observed from using AM radio broadcasting, FM radio broadcasting, TV broadcasting
and satellite communication. These specific applications and uses is governed by the frequency and
wavelength as presented in the figure below.
Low frequency waves are suitable for communication over great distances. It can be affected by
curvature of the earth thus, repeater is used to extend the range.
High frequency waves can be reflected by ionosphere thus enables the waves to be transmitted over
great distances. The table below shows how bands, frequency and wavelength are arranged with
specific application.

2. Microwaves
Microwaves are shorter than radio waves with wavelengths measured in centimeters. We
use microwaves to cook food, transmit information, and in radar that helps to predict the weather.
Microwaves are useful in communication because they can penetrate clouds, smoke, and light
rain.
3. Infrared
Between microwaves and visible light are infrared waves. Infrared waves are sometimes
classified as "near" infrared and "far" infrared. Near infrared waves are the waves that are closer to
visible light in wavelength. These are the infrared waves that are used in your TV remote to change
channels. Far infrared waves are further away from visible light in wavelength. Far infrared waves
are thermal and give off heat. Anything that gives off heat radiates infrared waves. This includes
the human body!

4. Visible Light
Wavelengths range from 700nm (red light) to 30 nm (violet light) with frequencies higher
than infrared waves. These are waves in the EM spectrum that humans can see. When light
passes through a prism, it is separated into its constituent colors: the red, orange, yellow, green,
blue, indigo and violet (ROY G BIV). Violet has the highest frequency while red light has the lowest
frequency.

5. Ultraviolet
Ultraviolet waves have the next shortest wavelength after visible light. It is ultraviolet rays
from the Sun that cause sunburns. We are protected from the Sun's ultraviolet rays by the ozone
layer.

6. X-rays
X-rays have even shorter wavelengths than ultraviolet rays. At this point in the
electromagnetic spectrum, scientists begin to think of these rays move as particles than waves. X-
rays were discovered by German scientist Wilhelm Roentgen. They can penetrate soft tissue like
skin and muscle and are used to take X-ray pictures of bones in medicine.

7.Gamma rays
Gamma rays are the shortest waves in the spectrum and, as a result, have the most energy.
Gamma rays are sometimes used in treating cancer and in taking detailed images for diagnostic
medicine. Gamma rays are produced in high energy nuclear explosions and supernovas.

III. Activity : Compare Me!

Directions: Compare the types of electromagnetic spectrum waves. Use symbol < if it is
less or smaller than, while > if it is greater or bigger than. ( 2points each)

1. Radio wave is ___________ than the gamma-ray in terms of wavelength.

2. Microwave is ____________ than Infrared in terms of wavelength.
3. Visible light is_____________ than X-ray in terms of frequency.
4. Radio wave is _____________than gamma-ray in terms of energy.
5. Infrared is ______________than UV in terms of wavelength.

IV. Assessment : Multiple Choice

Directions: Write the letter of your answer on the space provided before each number.

___1. Which two waves lie at the ends of the visible spectrum?
a. Infrared and Ultra-violet rays
b. Radio waves and Microwaves
c. Radio waves and X-rays
d. X-rays and Gamma rays 12

___2. In the visible spectrum, which color has the longest wavelength?
a. Blue b. Green c. Red d. Violet

___3. Which property spells the difference between infra-red and ultra-violet radiation?
a. Color c. Speed in vacuum
b. Wavelength d. None of the choices

___4. Which of the following types of waves has the shortest wavelength?
a. Microwaves
b. Radio waves
c. Ultraviolet
d. X rays

___5. A wave with low frequency would have relatively-------------.

a. Low energy and long wavelength
 b. Low energy and short wavelength
c. High energy and long wavelength
d. High energy and short-wave length
Name:_____________________________________________ Date: 11 – 29 – 21
Subject Teacher: MONIQUE B. MANGUBAT Score: ________

Science QUARTER 2
SCIENCE
10 SUMMATIVE TEST 1

SUMMATIVE TEST
MULTIPLE CHOICE
Directions: Identify the letter of the choice that best completes the statement or answers the
question. Write the letter on the space provided before each number.

____1. The source of all electromagnetic wave is

a. Magnetic fields c. Electric fields
b. Heat d. Vibrating charges

____2. Which of the following is NOT an electromagnetic wave?

a. Sound c. Light
b. Radio d. Infrared

____3. In the electromagnetic wave, the direction of the propagation of the wave is_____.
a. always to the right
b. always to the left
c. parallel to electric and magnetic field directions
d. perpendicular to the electric and magnetic field directions

____4. How far is a light-second?

a. 5000 km
b. 300,000 km
c. 4,000,000 km
d. 50,000,000 km

_____5. What is the wavelength of the wave with a frequency of 3 x 109 Hz?
a. 1.0 x 10-1 m c. 1.0 x 10-2 m
b. 1.0 x 101 m d. 1.0 x 102 m

_____6. Which two waves lie at the ends of the visible spectrum?
a. Infrared and Ultra-violet rays
b. Radio waves and Microwaves
c. Radio waves and X-rays
d. X-rays and Gamma rays 12

_____7. In the visible spectrum, which color has the longest wavelength?
a. Blue b. Green c. Red d. Violet

_____8. Which property spells the difference between infra-red and ultra-violet radiation?
a. Color c. Speed in vacuum
b. Wavelength d. None of the choices

____9. Which of the following types of waves has the shortest wavelength?
a. Microwaves
b. Radio waves
c. Ultraviolet
d. X rays

_____10. A wave with low frequency would have relatively-------------.

a. Low energy and long wavelength
b. Low energy and short wavelength
c. High energy and long wavelength
d. High energy and short-wave length
 10 QUARTER 2
LAS 3/W4 SCIENCE
Name:____________________________________________________________ Date: 12 – 06 – 21
Subject Teacher: MONIQUE B. MANGUBAT __________ Score: ________

Practical Applications of EM Waves

I. Competency:
After going through this lesson, you are expected to:
a. Cite examples of practical applications of the different regions of EM waves. (S10FEIIc-d-48)

II. Essential Concepts and Knowledge

1. Microwaves
Microwaves refer to specific kinds of electromagnetic waves and are characterized by long
wavelengths ranging between 0.04 and 12 inches, and short frequencies of up to 300GHz. Microwaves
are most suited to transmitting signals that require a large bandwidth and have a wide range of
practical applications in cooking, communications, and radar.

Applications of Microwaves
A. Satellite communication
Microwaves can penetrate the atmosphere of the earth. This is the reason why they are used for
satellite communications. Microwaves signals are transmitted by an antenna to a satellite which
amplifies and re-transmits the signal to an antenna in other parts of the world. This is how we
communicate with the rest of the world.
B. Cell Phone Communication
Radio waves are used as a medium for transmitting information between mobile devices. When
you send message, voice call, a video clip, or a photo, this information is transformed into signals
which are then sent through microwaves to the nearest cell tower. It is at this point that the signal gets
transmitted to the intended destination device.
C. Radar
Ever wonder how the police radar gun works to calculate the speed of a vehicle? The answer to
this lies in microwaves. The device sends out short burst of microwaves. When this out going waves hit
the vehicle, they get reflected and are detected by the gun receiver. This is what ultimately computes
the speed of the vehicle based on the distance traveled by the microwaves and the time it took to
receive the reflected signal.
The application of Radio Detection and Ranging (RADAR) system isn’t just limited to radio speed
guns. It is widely used to provide information on the angle, range, or velocity of objects in the air, sea
or terrain.

2. Ultraviolet rays
Are germicidal in nature and destroy bacteria, viruses and molds from virus surfaces, air or
water. UV rays are also used to detect the forged bank notes. Real bank notes don’t turn fluorescent
under UV light. Ultraviolet radiation is also used in sterilizing water from drinking fountains.
Ultraviolet radiation in sunlight produces vitamin D in the skin and gives us tanning effect. But since
UV rays have high energy, it could be harmful to some extent. It could burn the
skin and hurt our eyes. Overexposure to UV radiation may cause skin cancer.

3. X- Ray
X-rays comes come just after the ultraviolet rays. They are of shorter wavelength but carries
higher energy than UV. X-rays were discovered by Wilhem Conrad Roentgen in 1895.
Long wavelength X-rays can penetrate the flesh but not the bones. They are used to help doctors look
inside the body in diagnosing bone fractures and tumors.
Short wavelength X-rays can penetrate even through metal. They are used in industry to inspect
welded joints for faults.

4. Gamma Rays
Can cause and also treat cancers. High dose of gamma rays kill the normal cells causing cancer
while proper amount can kill mutated cells.

5. Infrared
Infrared radiation lies beyond the red end of the visible light. It is emitted by all objects. The
amount and wavelength of radiation depend on temperature. Below 500oC, an object emits only
infrared radiation. Above 500oC, an object glows and emits both infrared and some visible light.
The differences in color determine the differences in temperature. For example, shades of blue and
green indicate regions of colder temperature; and red and yellow indicate warmer temperature.
Infrared remote controls are used in TVs and other electronic device.
III. Activity: USE MY WAVE TO FILL ME IN
Directions: Complete the table below by choosing the right answer found in the box below the table.
Write your answer inside the table. (2pts each box)

Types of EM waves Pictures Uses

1. 6.

2. 7.

3. 8.

4. 9.

5. 10

IV. Assessment
Multiple Choice
Directions: Choose the letter that corresponds to your answer.
Write your answer on space provided before each number.
___1. What objects are used to see infrared objects?
a. plastic bottle c. night vision goggles
b. satellites d. regular cameras
___2. How do infrared waves work in remotes?
a. magic c. motion sensor
b. make noise d. send infrared pulses
___3. Which of the following CANNOT be determined by radar?
a. speed c. location
b. distance d. density of metal
___4. Who discovered X-rays?
a. Marie Curie c. William Coolidge
b. Robert Ledly d. Wilhelm Conrad Roentgen
___5. What type of EM waves help doctors in diagnosing bone fractures and tumors?
a. X-rays c. infrared
 b. gamma rays d. ultraviolet rays

10 QUARTER 2
LAS 4/W5
SCIENCE

Name:____________________________________________________________ Date: 12 – 13 – 21
Subject Teacher: MONIQUE B. MANGUBAT __________ Score: ________

Effects of Electromagnetic Radiation

I. Competency:
After going through this lesson, you are expected to:
a. Explain the effects of electromagnetic radiation in living things and the environment.
(S10FEIIe-f-49)

II. Essential Concepts and Knowledge

Electromagnetic Radiation
Electromagnetic radiation is a form of energy that is all around us and takes many forms, such
as radio waves, microwaves, X-rays and gamma rays, but visible light is only a small portion of the EM
spectrum, which contains a broad range of electromagnetic wavelength.

Effects of Electromagnetic Radiation:

a. Radio waves
People can be expose to RF radiation from both natural and man-made sources.
Natural sources include: The Sun and the Outer Space, The sky-including lightning strikes
Man-made sources include: Broadcasting radio and TV signals, cell phone towers and cellphone, Wi-Fi,
Bluetooth and Radar.
If radio frequency radiation is absorbed by the body in large enough amounts, this can damage
the DNA (genes) inside of cell, which can sometimes result in cancer.

b. Microwaves
Microwave radiations can heat body tissue the same way it heats food. Exposure to high level of
microwaves can cause painful burn. Two areas of the body, the eyes and the testes are particularly
vulnerable to RF heating because there are relatively little blood flow in them to carry excess heat.
Additionally, the lens of the eye is particularly sensitive to intense heat, and exposure to high level of
intense heat can cause cataracts.

c. Infrared
Infrared radiation is invisible to the human eye starting from 780 nanometers (the last
wavelength that a human can see). People sometimes call the infrared radiation as heat radiation
instead because a person can sense certain wavelength of it on their skin as warmth. When exposed to
high amount of infrared radiation, it mostly involves thermal effect on eyes and skin.

d. Visible light
The visible light radiation can exert various biologic effects such erythema, pigmentation,
thermal damage and free radical production. Additionally, visible light exposure can cause or
exacerbate photo dermatoses such as solar urticarial, chronic actinic dermatosis (CAD) and cutaneous
porphyria.
Sunscreen and sunblock lotion are the mainstay treatment against visible light problem
Too much light can also damage the retina in your eyes. This can happen when you look at something
very bright, such as the sun.

e. Ultraviolet
UV rays, either from the sun or from artificial source like tanning beds, can cause sunburns.
Exposure to UV rays can cause premature aging of the skin and sign of sun damage such as wrinkles,
leathery skin, liver spots. It can also cause eye problems. They can cause the cornea to become
inflamed or burned that can lead to the cataract formation.

f. X-Ray
X-rays are form of electromagnetic radiation that can penetrate or pass through the human
body and produce shadow like images of bones and some organs.
X-ray can cause mutation in our DNA and therefore, might lead to cancer later in life, for this reason,
X-rays are classified as a carcinogen by WHO and the US government.
A higher absorbed dose of X-ray radiation means a higher risk for adverse effects including skin
redness, infertility, cataracts, and hair loss.

g. Gamma rays

Gamma rays have the smallest wavelengths and carry the highest amount of energy and can
penetrate in all matters that can change the DNA (gene).
They are produced by the hottest and the most energetic objects in the universe, such as neutron
stars. On earth, gamma waves are generated by nuclear explosion and lightning.
Gamma rays are known human carcinogens (cancer-causing agents). They can cause mutation in
growing tissues, so unborn babies are very vulnerable.

III. Activity: CORRECT ME IF I’M WRONG

Directions: Write T if the statement is true. If it false, change the underlined word to make the
statement
true. Write your answer on the space provided before each number. (1pt each)

______________1. Infrared are used in TV remote controls.

______________2. Speed gun uses X-ray to calculate speed of moving vehicle.

______________3. Microwave can cook food.

______________4. Cell phones uses Infrared to communicate.

______________5. Forge bank money can be detected through UV light.

IV. Assessment

Directions: Read and analyze each item carefully. Write your answer on the space provided before each
number.

6. Looking directly at something very bright such as sun, has a negative effect on your _____.
a. skin b. eyes c. heart d. lungs

7. Which rays enable us to see?

a. microwave c. ultraviolet
b. infrared d. visible light

8. Which material can be used to protect people from gamma rays?

a. sunblock lotion c. alcohol
b. soap d. perfume

9. Which type of ray can be felt as warmth?

a. microwave c. ultraviolet
b. infrared d. visible light

10. How can UV ray cause skin cancer?

a. Too much exposure UV radiation from the sun can damage the genetic material in your skin
cell.
b. Too low exposure UV radiation from the sun can damage the genetic material in your skin
cell.
c. Exposure from UV rays will hinder the absorption of vitamin D, which can damage your skin
cell.
d. UV rays can cause mutation of skin cells that results to abnormal growth of skin allergies.
Name:_________________________________________________ Date:______________
Section: _______________________________________________ Score:_____________

GRADE 10 SCIENCE
LEARNING ACTIVITY SHEET

COORDINATED FUNCTIONS OF THE NERVOUS, ENDOCRINE, AND REPRODUCTIVE SYSTEMS

The Structure of the Nervous System

Your nervous system connects all your body parts and transmits signals from one part to another. It is a
system of cells, tissues, and organs that regulates the body’s responses to internal and external stimuli. Each part of
the nervous system has a specific role as it functions as an important part of a system.

Major Divisions and Parts of the Nervous System

1. Central Nervous System (CNS). The CNS serves as the main processing center for the entire nervous
system. It consists of two main components, namely the:

a. Brain - this is an organ located within the skull that functions as organizer and distributor of information
for the body. It has three main parts:

*Cerebrum – large, upper part of the brain that controls activity and thought.
*Cerebellum – the part under the cerebrum that controls posture, balance, and coordination.
*Brain Stem – the part that connects the brain to the spinal cord and controls automatic functions such as
breathing, digestion, heart rate, and blood pressure.

b. Spinal Cord - this serves as a channel for signals between the brain and the rest of the body, and controls
simple musculoskeletal reflexes without input from the brain.

2. Peripheral Nervous System (PNS). The PNS connects the central nervous system to the organs and
limbs. It has two main divisions:

a. Somatic Nervous System. This system is associated with the voluntary control of body movements and
has two main parts:

*Spinal Nerves – the nerves that carry motor and sensory signals between the spinal cord and the body.
*Cranial Nerves – the nerve fibers that carry information into and out of the brain stem

b. Autonomic Nervous System. This system is associated with the involuntary control of body movements
and has two subdivisions:

*Sympathetic - it is activated when the body is in a dynamic role or stress. (e.g., increased heart rate and
breathing, dilation of pupil, sweating, etc.)
*Parasympathetic - it maintains body functions and restores the body to normal or relaxed mode.
 Now, test your understanding of the basic organization of the nervous system by doing Activity1.

Activity 1: Break it Down!

Objective: Identify the parts of the nervous system

Procedure: Using the given graphic organizer, fill in the missing parts to complete the entire concept showing the
structure of the nervous system.

Guide Questions:
1. How will you differentiate the Central Nervous System (CNS) and the Peripheral Nervous System (PNS) in terms of their
functions?

2. What might happen to the human body if one part of the nervous system fails to carry out its function properly?

Name:_________________________________________________ Date:______________
Section: _______________________________________________ Score:_____________
 10 SCIENCE
LEARNING ACTIVITY SHEET (2)

COORDINATED FUNCTIONS OF THE NERVOUS, ENDOCRINE, AND REPRODUCTIVE SYSTEMS

The Nerve Cell

The basic unit of the nervous system is the nerve cell. Nerve cells are called neurons. There are billions of neurons
in the body. Some exist alone. Others are joined together to form organs like the brain and spinal cord.
There are twelve to fourteen billions of neurons in one part of the brain alone. A neuron has a cell body containing
the nucleus. Projecting out from the cell body are root-like structures. These are the dendrites and axons. Dendrites
carry impulses towards the cell body. A cell may have as many as 200 dendrites carrying impulses toward the cell
body. A single dendrite can be over one meter long. Axons carry impulses away from the cell body. Axons pass
impulses to the dendrites of other neurons or cell body of muscle cells. Axons can be grouped together into cable-
like bundles called nerves.

Figure 2. The basic parts of a neuron

Control of Body Processes through the Nervous System

The Nerve Impulse
Neurons are cells with the special ability to carry signals or impulses. Thoughts, emotions, learning, and many
body functions are carried by nerve impulses in the neurons. A nerve impulse is a combination of an electrical
charge and a chemical reaction. A nerve impulse is not a flow of electricity, but an electrochemical signal moving
along a neuron.
Imagine that you have a board with a row of switches. Quickly click each switch in the row on and off. This will
give you an idea of how a nerve impulse travels along a neuron.
A nerve impulse cannot jump from one neuron to another. When a nerve impulse comes to the end of an axon, it
produces the chemical, called neurotransmitter, to be released. The chemical crosses the space between neurons
called synapse and stimulates the nerve impulse to start in the next dendrite.
The nervous system is assisted by five sense organs - the eyes, ears, nose, tongue, and skin. These sense organs are
constantly receiving information from the environment and sending messages to the brain. These senses aid in the
survival of human beings. A stimulus (plural: stimuli) is any factor in the environment that may trigger a nerve
impulse. A response is a reaction to a stimulus. A stimulus is received by the body and a response is made. An
organism must be able to respond to a stimulus in order to survive.
Messages do not travel in both directions along the same neuron. Only the axon of the neuron releases
neurotransmitters that cross the space between neurons. Reaction time is the length of time between application of a
stimulus and detection of a response.
The next activity that you will perform will enable you to understand these concepts better. Use your body’s senses
to detect the stimuli in your environment and execute the corresponding response.

Activity 2
How Fast is Your Reaction?
Objective: • Measure the length of time of response to catch a dropped object
Materials: • metric ruler • data chart

2. Have your partner hold a metric ruler at its end with the highest number in cm.
3. Place the thumb and forefinger of your left hand close to, but not touching, the end with the lowest number.
4. When your partner drops the ruler, try to catch it between your thumb and finger
5. Record where the top of your thumb is, when you catch the ruler. This number gives how many centimeters the
ruler fell.
6. Repeat steps 2 to 5 five more times and record the measurements on the data table that you have constructed
earlier.
7. Repeat steps 2 to 5 five more times using your right hand to catch the ruler.
8. Repeat steps 2 to 5 five more times using your left hand with your eyes closed. Your partner will signal you by
saying “now” when the ruler drops.
9. Repeat steps 2 to 5 five more times using your right hand with your eyes closed. Record your data and
observations.
10. Exchange tasks and drop the ruler for your partner.
11. To complete your data chart, change all the centimeters to seconds by multiplying by 0.01.
12. After recording all the data, compute for the average by adding up the measurements of all the trials and
dividing it by the number of trials.

Guide Questions:
(Answers will depend on whether the person is left-handed or right-handed)

Q1. With which hand did you catch the ruler faster when your eyes were open?

Q2. With which hand did you catch the ruler faster when your eyes were closed?
Q3. Did you catch the ruler faster with your eyes open or closed?

Q4. Explain why a message moving along nerve pathways takes time.

Q5. Describe the nerve pathway that the message followed when you saw the ruler fall.
Name:_________________________________________________ Date:______________
Section: _______________________________________________ Score:_____________

10 SCIENCE
LEARNING ACTIVITY SHEET (4th Q)

Behavior of Gases

What I Need to Know

Playing Mobile Legend is enjoyable if you know the rules and mechanics of the game. It would be boring if you are
not familiar with it. The same way that you are not interested in a particular lesson/topic if you have not understood anything
about it.
This module is written for you to have a better understanding on the properties and behavior of gases by investigating
the relationships between volume, temperature, and pressure using established gas laws.
The following competencies are given for you to be guided while you are studying on this module:

❖ Investigate the relationship between

1. volume and pressure at constant temperature of gas;
2. volume and temperature at constant pressure of gas.

Going through this module will give you a chance to get to know and appreciate gases just as you appreciate the other
phases of matter – solids and liquids.
This module can give you meaningful and fun learning experiences. The key is to use your time and resources
efficiently.

What’s In

Activity 1: Remember Me
Crossword Puzzle. Read the clues and fill the crossword puzzle below with your answers.
Down:
1. the amount of a gas that is expressed in moles or grams
2. the amount of space occupied by the gases
3. the SI unit of pressure
4. the mass of a gas is _________
5. the average effect of the forces of the colliding molecules which can be measured in atm, torr, psi, cmHg or
mmHg
 3. Across:
1.
6. gas has no definite _____ and size
7. phase of matter that can be compressed
4. easily
6. 8. absolute temperature scale of a gas
7. 9. the most common unit of volume
5. 10. the measure of the hotness or coldness of
2.
an object

8.

9.

10.

What’s New

Activity 2: Boyle’s Law

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

Materials Needed:
➢ 25 mL syringe ➢ candle or glue gun
➢ glue stick ➢ 5” x 3” illustration board
➢ set of weights ➢ 6” x 4” x 0.25” wood
➢ ruler ➢ match (if you opted to use candle)

Procedure:
 1. Pull the syringe’s plunger to fill it with air. See to it that the reading is at approximately 25.0 mL.
2. Seal the syringe’s opening with the melted glue stick.
3. Make a hole that is close to the size of the opening of the syringe in a 6” x 4” flat wood. Screw the flat wood on a
stable object. In an upright position, insert the sealed part of the syringe in the hole of the wood; be sure it is sturdy.
4. Paste a 5” x 3” illustration board at the end of the syringe’s plunger. This will serve as the weights’ holder. You have
just made a Boyle’s Law Apparatus.
5. Place a 200-g weight on the holder and get the volume reading.
6. Place one at a time different weights on the syringe’s plunger.
If you do not have set of weights, you may use books of the same kind. Don’t forget to get the mass of each book.
7. Record the mass of the volume reading using Table 5.

Table 5. Observation on Volume Changes

Trial Volume (cm ) 3
Mass (g) Pressure (N/m2)
Initial Reading
1
2
3
4
5

𝐹𝑜𝑟𝑐𝑒
Note: 𝑷 =
𝐴𝑟𝑒𝑎
Force = mass (kg) x acceleration due to gravity (9.8 m/s 2) r2 = surface area of the syringe

Q1. What happens to the volume of the syringe as the set of weights is added on top of it?

Q2. What happens to the pressure on the syringe when the set of weights is added?

8. Plot a graph with the pressure at the y-axis and volume at the x-axis.

Q3. Describe the graph.

 Q4. At a constant temperature, what is the relationship between volume and pressure of gases?

Activity 3: Charles’ Law

Objective:
➢ Investigate the relationship between volume and temperature at constant pressure.

Materials Needed:
➢ rubber balloon ➢ thermometer
➢ tap water ➢ alcohol lamp
➢ hot water ➢ tape measure
➢ ice ➢ beakers

Procedure:
1. Prepare three beakers (one for ice water, one for tap water, and another one for hot water).
2. Inflate the balloon.
3. Measure the circumference of the balloon using a tape measure.
4. Get the temperature reading of the hot water.
5. Put the balloon in hot water for two (2) minutes, then measure its circumference.
6. Do three trials and get the average of the results.
7. Repeat procedures 3 to 6 using tap water.
8. Repeat procedures 3 to 6. This time use ice water.
9. Record the results in the Table 7.

Table 7. Data on Determining the Size of the Balloon at Different Temperatures

Average Average Circumference of the Balloon

Set-up Temperature (cm)
(°C) Before After difference
Warm water
Tap water
Ice water

Q1. As the temperature decreases, what happens to the size of the balloon?

Q2. How does the change in the temperature relate to the volume of gas in the balloon?

Name:_________________________________________________ Date:______________
Section: _______________________________________________ Score:_____________

10 SCIENCE
LEARNING ACTIVITY SHEET (4th Q2)

Behavior of Gases
What is it

Boyle’s Law
The English Chemist, Robert Boyle (1627-1691), was the first to investigate the relationship
between the pressure of a gas and its volume. It was during the 16 th century when he performed an
experiment using an improved version of the air pump where he trapped a fixed amount of air in the
J-tube, changed the pressure, controlled the temperature and observed its effect to the volume of the
air that is trapped inside the tube. He noticed that the volume decreases as its pressure increases.
From his observation, Boyle concluded that pressure is inversely related to volume such that when
the pressure is doubled, the volume of the gas is decreased to half its original value. This is now
known as Boyle’s Law that describes how the pressure of a gas tends to decrease as the volume of the
container increases. It helps us understand how gases behave under pressure.
Boyle’s Law states that the volume of a fixed amount of gas at a constant temperature is
inversely proportional to its pressure.
Mathematically, this law can be expressed as:

𝑃
𝑉
1 where P = pressure 𝑃 = 𝑘𝑉 V = volume
𝑃𝑉 = 𝑘 k = constant

This equation is read as: the product of pressure P and volume V is constant.
Applying to Boyle’s Law, when temperature of a gas is held constant, pressure and volume can
be varied. Let P1 and V1 be the initial pressure and volume of a gas, respectively. When P1 is multiplied
by V1, it is equal to a
constant k.

P1V1 = k

Let P2 be the final pressure and V2 the final volume of the gas. The final volume and pressure will also
be equal to the same constant k.

P2V2 = k

Hence, the relationship of the initial and final products of the volume and pressure of a gas may be
written as

P1V1 = k = P2V2
Therefore,
P1V1 = P2V2

You can now solve problems applying Boyle’s Law!

Let’s try to solve this problem.

Example 1: The inflated balloon that slipped from the hand of Jess has a volume of 500 mL at
sea level (1.0 atm) and it reached a height of approximately 10 km where the pressure is
approximately 0.33 atm. Assume that the temperature is constant, compute for the final volume of
the balloon.

Steps to solve the problem:

1. Identify the given information and

determine what is asked in the Given:
problem. (Do not include the known V1 = 500 mL
quantity/ies that is/are not P1 = 1.0 atm
important. In this problem, it is the P2 = 0.33 atm
height which is equal to 10 km.) V2 = ? (unknown quantity)

2. Write the equation. P1V1 = P2V2

𝑃1𝑉1
3. Derive the equation to solve for the
𝑉2 =
unknown quantity.
𝑃2
1.0 𝑎𝑡𝑚 500 𝑚𝐿
𝑉2 =
0.33 𝑎𝑡𝑚
4. Substitute the known quantities into 500
the equation, cancel the same units, 𝑚𝐿
copy the remaining unit, and 𝑉2 =
500
calculate. 0.

𝑉 2 = 1,515.15 𝑚𝐿

We know that pressure is inversely

proportional to volume, meaning, when
one decreases, the other increases.
Pressure has decreased from 1.0 atm to
5. Think about the result whether it
0.33 atm, so volume must increase. As
makes sense or not.
you can see, volume became 1,515.15
mL from 500 mL, which means it
increases. Therefore, the result makes
sense based on Boyle’s law.

Example 2: A scuba diver Given:

needs a diving tank in order to V 1 = 6.00 L
provide Example A scuba
breathing2:gas while he isdiver Given:
P 1 = 1.01 atm
1
needs a diving tank in order
underwater. How to much 6.00 L L
V 2 = 3.00
1
provide
pressurebreathing
is neededgas
forwhile
6.00 Lheofis P 2 = ?1.01 atm
2
underwater.
gas at 1.01 Howatmospheric much V = 3.00 L
2
is needed
pressure to for 6.00
compressed in aL of P =?
Solution:
gas - L cylinder?
3.00 at 1.01 atmospheric
𝑃1 𝑉1 = 𝑃2 𝑉2
pressure to compressed in a Solution: 𝑃1 𝑉1
3.00 - L cylinder? 𝑃1 𝑃 = 𝑃2 𝑉2
𝑉12 = 𝑉2 1
𝑃11 𝑉
.01 𝑎𝑡𝑚 6 .00 𝐿
𝑃 2
𝑃2 == 𝑉2
3 .00 𝐿
61.06
.01𝑎𝑡𝑚𝑎𝑡𝑚 6 .00 𝐿
𝑃22 =
3 .003 .00 𝐿
𝑃2 = 2 .02 𝑎𝑡𝑚
6 . 06 𝑎𝑡𝑚
𝑃2 =
3 .00
𝑃 = 2 .02 𝑎𝑡𝑚
2

Charles’ Law
French physicist and balloonist Jacques Charles (1746-1823) was the first to observed the
relationship between volume and temperature. From his experiments on balloons, he was able to
observe that an increase in temperature of a gas would result to an increase in its volume provided
that the pressure is kept constant. Similarly, volume of a gas decreases when its temperature
decreases. Based on his observation, Charles concluded that there is a direct relation between the
volume and temperature of a gas when its pressure remains unchanged. Direct
proportionality/relationship means that the two related properties increase or decrease together.
Charles’ Law states that at constant pressure, the volume of a fixed amount of gas is directly
proportional to its Kelvin (K) temperature.
Temperature must be expressed in Kelvin because it is the basic unit for measuring temperature
in the International System (SI). It denotes the absolute temperature scale where 0 K or absolute zero
is defined as the temperature when molecules will have their lowest energy. Mathematically, Charles’
Law can be expressed as:

𝑉 𝑇
𝑉 𝑘𝑇 where V = volume
𝑉 T = temperature
𝑘
𝑇 k = constant

Since Charles’ Law explains what happens to volume when temperature is changed while
keeping the pressure constant, we can express this law into this equation:
𝑉1 𝑉2
=
𝑇1 𝑇2
where 𝑉1 and 𝑇1 are the initial volume and temperature and 𝑉2 and 𝑇2 are the final volume and
temperature.
Always remember to express temperature in Kelvin scale in solving gas law problems. To convert
temperature from degrees Celsius to Kelvin, just add 273.15 K. Example: T = 20 ℃ = 20 + 273.15 =
293.15 K
Let’s apply Charles’ Law in solving problems related to volumetemperature relationship in gases.

Example: A cylinder with a movable piston contains 250 mL air at 10℃. If the pressure is held
constant, at what temperature would you expect the volume to be 150 mL?

Given: Solution:
𝑇1 = 10℃ = 283.15 𝐾 𝑉1 𝑉2
=
𝑉1 = 250 𝑚𝐿 𝑇1 𝑇2

𝑉𝑇22 = 150 𝑚𝐿 𝑉2𝑇1

=? 𝑇2 =
𝑉1

𝑇2 =
250 𝑚𝐿
42 ,472 .15 𝐾
250 𝑚𝐿
𝑇2 =
42 ,472 .15 𝐾

𝑇 2 = 169.89 𝐾

What’s More
Activity 4: Find Me
Word Problems. Read, analyze and solve the following problems. Show your
solutions (5 points for each problem – 2 points for the given quantities and 3 points for
the solution)

1. A sample of oxygen gas has a volume 750 mL at 740 mmHg. If the pressure is changed to 800
mmHg, what is the new volume, assuming that the temperature remains the same?
 Given: Solution:
𝑉1 = __________ 𝑃1 = __________ 𝑃2 =
__________
𝑉2 = __________

2. A sample of neon gas at 760 torr has a volume of 10.0 L and a temperature at 35℃. Solve for
the new volume of the gas after the temperature has been changed to 80℃ provided that the
pressure is held constant.
Given: Solution:
𝑉1 = __________
𝑇1 = __________
𝑇2 = __________
𝑉2 = __________

What I Have Learned

Activity 5: Complete Me
Summary. Let’s summarize what you’ve learned from the lesson by completing the statements
below. Choose the correct word inside the parenthesis. Write your answer before the letter.

1. A tank (not rigid) contains 2.4 L of helium gas at 25℃. What will be the volume of the tank after
heating it and its content to 41℃ temperature at constant pressure?
_______________ a. This is an application of (Boyle’s Law, Charles’ Law).
_______________ b. The unknown quantity in the problem is the (volume, temperature, pressure)
of the gas.
_______________ c. The formula needed to solve the problem is

( 𝑃1𝑉1 = 𝑃2𝑉2, 𝑉𝑇11 = 𝑉𝑇22 ).

_______________ d. The temperature of the gas (decreases, increases).

_______________ e. The volume of the gas (decreases, increases).

2. A sample of fluorine gas occupies a volume of 510 mL at 760 torr. If the temperature remains
the same, calculate the pressure required to reduce its volume to 170 mL.
_______________ a. This is an application of (Boyle’s Law, Charles’ Law).
_______________ b. The missing quantity in the problem is the (volume, temperature, pressure) of
the gas.
_______________ c. The formula needed to solve the problem is 𝑉1 𝑉2
( 𝑃1𝑉1 = 𝑃2𝑉2, 𝑇1 = 𝑇2 ).
_______________ d. The volume of the gas (decreases, increases).
_______________ e. The pressure of the gas (decreases, increases).

20

What I Can Do 20
Activity 6: Use Me
Real-life Application. Give an application of Boyle’s Law and Charles’ Law that you use every
day. Illustrate this application on the space provided below and write a short description on how these
laws are used in your everyday life.

Description: Illustration:

Boyle’s Law (10 points)

Charles’ Law (10 points)

Name:_________________________________________________ Date:______________
Section: _______________________________________________ Score:_____________

10 SCIENCE
LEARNING ACTIVITY SHEET (4th Q3)

Behavior of Gases

What I Need to Know

This module offers interesting discussions about gases. You will have a chance to get to know
important concepts that will make you appreciate the properties and gases' behavior. It is here to help
you master the concepts behind how gases behave based on the motion and relative distances
between gas particles (S10MT-IVa-b-21).

You learned in Grade 8 that, like other solids and liquids, gases are also made up of molecules
that behave differently. Most of the properties of gases can be attributed to the random and scattered
arrangement of their molecules, which are located as far away as possible from each other because
they have a very weak intermolecular force of attraction.

To keep you track in studying these Gas Laws, the previous week dealt with the first and second
objectives. This week, we will study the third objective; you should be able to explain these
relationships using the kinetic molecular theory.

What’s In

Kinetic Molecular Theory of Gases or kinetic theory explains the laws that describe the
behavior of gases. Gas molecules travel in a straight line until they collide with other molecules (or
walls of their container and any barrier) and change their directions.
The said theory explains gases' overall properties: volume, pressure, and temperature
considering their molecular composition and motion. As pressure is caused by the molecules colliding
with each other and their container. Kinetic theory is also known as collision theory.
 What’s New ________
10

Activity 1: Inflate-Deflate Balloon

Materials needed: 1 Large Balloon 500 ml hot water
1 500 ml empty water bottle 500 ml ice cold water 2 medium identical bowl

1. Stretch the balloon on the opening of the bottle.

2. Pour the hot water on the first bowl, then place the bottle inside the bowl. Let it stay for a minute.
What have you observed?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
3. Pour the ice cold water on the second bowl. Without touching the balloon on top of the bottle,
place the bottle inside the second bowl. Let it be in for a minute. What have you observe? What
makes the balloon to act his way?
___________________________________________________________________________________________
___________________________________________________________________________________________

The same concept is applied to a hot air balloon. Heat (temperature) basically measures the
motion of the molecule; the hotter the air inside the bottle, the more quickly molecules move, colliding
with each other increases pressure as Charles' Law said that the pressure is at constant volume
parallel to temperature. And when the bottle is placed in cold water, the air inside moves slower with
decreasing pressure.

What is it
Have you ever notice the warning label in the aerosol container? What is the temperature
required for its storage? Have you seen an explosion of a can of this kind? The explosion of this
container is also an application of Combined Gas Law. “The exposure to high temperature increases
the kinetic energy of the gases causing an increase in the high pressure due to the increased collision
of the gases on the walls. An increase in pressure would result in expansion of volume. But because
the can is contained, thus the container explodes.”

No one is credited for the Combined Gas Law. Putting together Boyle's Law and Charles' Law will
result in this statement. "The pressure and volume of a gas are inversely proportional to each other but
are both directly proportional to the temperature of that gas.

Let's use the Combined Gas Law in determining the change in the final volume, temperature, or
pressure of gases.

P₁ V₁= P₂ V₂
T₁ T₂
note: 1 stands for initial like P₁ is initial pressure;
2 stands for final like P₂ is final pressure;
P – pressure, V – volume, T – temperature

Sample Problem 1: The oxygen tank manufacturer used to produce 5.0 L oxygen tanks at 2000 psi or
pounds per square (unit for pressure) and 25°C. Statistics suggests that the 3.0 L oxygen tank at 1500
psi more marketable. What temperature requirement is needed to produce a 3 L oxygen tank at 1500
psi?

(Step 1: Identify the problem, what is needed? Write the given.) The given values are:

Initial Conditions Final Conditions

V₁ = 5.0 L V₂ = 3.0 L
T₁ = 25°C + 273 = 298 K T₂ = ?
Note: the temperature for this gas law must be in Kelvin.
To convert Celsius (C) to kelvin (k), add 273, if k to °c, deduct 273
P₁ = 2000 psi P₂ = 1500 psi
(Step 2: Extract the needed formula) The Formula:
P ₁ V₁ = P ₂ V₂
T₁ T₂

Since T₂ (final temperature) is missing, cross multiply the formula.

P₁ V₁ P₂ V₂
T₁ T₂

Then it will be T₂
P₁V₁T₂ = T₁P₂V₂.

Since we need T₂, divide each side with P₁V₁ to extract T₂.
P₁ V₁ T₂ = T₁P₂ V₂ P₁ V₁ T₂ = T₁P₂ V₂
P₁ V₁ P₁ V₁ P₁ V₁ P₁ V₁

Cancel out with the same value for it will give you 1, making it:
T₂ = T₁P₂ V₂
P₁ V₁

(Step 3: Substitute the value and solve)

The solution:
T₂ = T₁P₂ V₂
P₁ V₁

T₂ = 298 K x 1500 psi x 3.0 L=1,341,000 K= 134.1 K

2000 psi x 5.0 L 10,000
Note: cancel out the same unit and copy the remaining unit

T₂= 1,341,000 K
10,000

T₂ = 134.1 K

Checking: P₁ V₁ = P₂ V₂
T₁ T₂

2000 psi x 5.0 L = 1500 psi x 3.0 L ;

298 K 134.1 K

10,000 = 4,500 ;
298 134.1

33.56 = 33.56
Therefore your answer is correct since the initial condition of a tank is equal to the final condition.

Table 1. Commonly Used Units for Volume and Pressure

Variable SI Unit Metric Unit English Unit
cubic meter (m³) cubic
decimeter
(dm³) liter (L) milliliter quart (qt) gallon
Volume
cubic centimeter (mL) (gal)
(cm³)
atmosphere (atm)
millimeters of mercury
Pressure Pascal (Pa) (mmHg)
centimeters of mercury
(cmHg)
Sample Problem 2: Helium gas has a volume of 250 mL at 0°C at 1.0 atm (atmospheric conditions).
What will be the final pressure if the volume is reduced to 100 mL at 45°C?

Step 1: Write the given, convert both temperatures into Kelvin (K).

Step 2: Extract the needed formula. It should be with this P₂ = P₁ V₁ T₂.

T₁ V₂
Step 3: Show your solution.

Is your answer for final pressure is 2.88 atm? If it is so, then you’re correct! You are now ready on your
own.

Test 1 30

Test Problem: On a clean paper, answer the following problems. Read the situation carefully. Follow
the 3 steps; you can do your own checking if you're uncertain of your answer. 15 points for each item.

1. The volume of a gas at 27°C and 700.0 mmHg or millimeter of mercury (unit for pressure) is
600.0 mL. What is the volume of the gas at -20.0°C and 500.0 mmHg?

2. A 2.5 L of nitrogen gas exerts a pressure of 760 mmHg at 473 K. What temperature is needed to
reduce the volume to 1.75 L at 1140 torr (unit for pressure also known mmHg)?

Test 2 30

Test Problem: On a clean paper, answer the following problems. Read the situation carefully. Follow
the 3 steps. You can do your own checking if you're uncertain of your answer. 15 points for each item.

1. At what temperature will 0.654 moles of neon gas occupy 12.30 liters at
1.95 atm?

2. A cylinder of argon gas contains 50.0 L of Ar at 18.4 atm and 127°C. How many moles of argon
is in the cylinder?

Name:_________________________________________________ Date:______________
Section: _______________________________________________ Score:_____________

10 SCIENCE
LEARNING ACTIVITY SHEET (4th Q/4)
 Module 3 Biomolecules: Carbohydrates & Lipids

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the
concepts behind the categories of biomolecules, such as carbohydrates, lipids, protein, and
nucleic acids (S10MT-IVc-d-22). The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which you read them can
be changed to correspond with the textbook you are now using.

After going through this module, you are expected to:

Recognize the major categories of biomolecules such as carbohydrates and lipids

Differentiate the biomolecules from each other in terms of their structure and function.

In grade 9, you have learned why carbon is so unique that it can form bonds with hydrogen or oxygen
and form long chains of compounds compared to other elements. In this module, you will understand
the structure of biomolecules, mainly carbon, hydrogen, oxygen, proteins, nucleic acids, and some
derivatives of carbohydrates and lipids containing nitrogen. They will also learn why these
biomolecules are essential to all living things and differentiate them from each other.

10
What's In
Activity 1: Carbo-Lipids Crossword
10
Instruction: Read the clues. After all the clues are answered, fill in the crossword puzzle.

Across:
1. Readily available energy stored in liver
Across:
4 . Any molecule s produced by organisms
1. Readily
8 . Large availablewhich
molecules energyincludes
stored in liver
lipids &
4 . Any molecule s produced by organisms
carbohydrates
8
9 .. Provides
Large molecules
“instant”which
energyincludes
for cellslipids &
carbohydrates
10 . Lipid that is liquid at room temperature
9 . Provides “instant” energy for cells
Down:
10
2. . Major
Lipid that is liquid
energy sourceatofroom
the bodytemperature
Down:
3. Most abundant monosaccharide
2.
5. Major energy
Basic unit source of the body
of carbohydrate
3.
6. Most abundant
Primary monosaccharide
component of biomolecules
5. Basic unit of carbohydrate
7. Basic unit of lipids.
6. Primary component of biomolecules
7. Basic unit of lipids.
 What is it

Carbohydrates
Since food is always a part of our lives, we must know the
nutrients found in the food we eat. The following discussions will give

you a clearer avenue to understand carbohydrates.

Monosaccharides

From the prefix "mono," which means one, the monosaccharide is the simplest sugar and the
essential subunit of a carbohydrate. These compounds are white solids at room temperature.
Because they have polar, hydroxyl (-OH) groups in their molecular structures, they are very soluble
in water. The most common monosaccharides are glucose.

Although both monosaccharides have the formula C 6H12O6, their structural formulas differ. As figure 3
shows, glucose in water solution forms a ring made up of five carbon atoms and one oxygen atom, and
fructose in a water solution includes a ring made up of four carbon atoms and one oxygen atom. Both
compounds have fiveOH groups in their structures. Compounds with the same molecular formulas are
called isomers. So, glucose and fructose are isomers. Though they have the same molecular formula,
these sugars cannot be used in the same way by cells in the body. The C, H, and O atoms'
arrangement determine the shape and properties of each sugar.
During digestion, carbohydrates are broken down into monosaccharide which is absorbed into the
blood and transported to the cells providing "instant" energy to perform our activities. Sometimes we
overeat, especially when we are tired, the excess glucose is stored in the liver as glycogen for later use.
It is essential to have a steady supply of glucose in the blood to maintain body functions. As they say,
too much or too little of anything may lead to some diseases. When too much glucose is in the blood,
the pancreas secretes a hormone called insulin, which stimulates cells in the liver, muscles, and fat to
absorb glucose and transform it into glycogen or fats, stored for some time. When blood glucose drops,
the pancreas secretes glucagon, which causes the liver, muscles, and fat to convert glycogen back to
glucose. Fruits like grapes, apple, or atis contain a monosaccharide called fructose or fruit sugar. It is
considered the sweetest naturally occurring sugar. Due to its sweetness, fructose is sometimes used as
a low-calorie sweetener because less fructose is needed to produce the same sweetness that table
sugar does. Starchy food that we eat is widely distributed in the plant world. Thus, its principal
constituent glucose is found in all plants and the sap of trees. However, glucose is also found in
glycogen that is produced in animal cells.

Disaccharides

In the morning, Aaron Jay's mother prepares his coffee; he always adds half a teaspoon of table sugar.
He remembered his TLE (Technology and Livelihood Education) teacher, who mentioned one time in
their class that the sugar we use to sweeten coffee is a disaccharide. It is also called sucrose with the
molecular formula C12H22O11. He wondered how sucrose, which is a disaccharide, is formed. Their
teacher explained that the formation and breakdown of sucrose to glucose involves two reactions in
their chemistry class.
A condensation reaction is a reaction in which two molecules or parts of the same molecule combine.
During the condensation of monosaccharides to form disaccharides, one molecule of water is lost.
When two glucose molecules are combined, maltose is created, and water is lost during the process. A
hydrolysis reaction occurs when the bond between monosaccharides is broken with the addition of a
water molecule.
After he finished doing his homework, Aaron Jay drinks his milk. When he is about to jump into his
bed to have a good night's sleep, he has this bloated feeling along with a buildup of intestinal gas. He
feels uneasy and cannot sleep. He swears he will never drink milk again! The following morning in his
chemistry class, his teacher discussed another important disaccharide- Lactose or milk sugar. Lactose
is made up of a sugar called galactose and glucose. In our body, a specific enzyme, lactase, is
necessary to help break the bond between the two monosaccharides when lactose is digested.
People who cannot digest milk products are called "lactose intolerant" because they do not produce the
enzyme (lactase) necessary to break the bond between glucose and galactose. Since lactose molecules
are too large to be absorbed into the circulatory system, they continue through the digestive system,
where bacteria eventually break them down in the large intestine. These bacteria digest
monosaccharides, producing carbon dioxide gas in the process. As a result, a common symptom of
lactose intolerance is a buildup of intestinal gas along with a bloated feeling, and more often, the
passing out of undigested lactose as diarrhea. After the discussion, he concluded that he might be
"lactose intolerant."

Polysaccharides
In the evening, he did not drink milk anymore. Instead, he ate fruits before going to bed. The following
morning, he had the same routine-ate his breakfast and went to school. As the bell rang, Aaron Jay
rushed to the canteen to eat his lunch. It included local tubers like sweet potato or camote and green,
leafy vegetables like malungay and kangkong. Again, he remembered the result of their activity no.1
wherein the food samples like sweet potato and ripe banana turned blue-black when stained with
iodine solution. These foods contain polysaccharides in their class discussion (the prefix poly means
many) or complex carbohydrates. They are large molecules that are made up of many smaller units
that are joined. The reason why these foods turn blue-black is that they contain starchy components.
After lunch, he returned to their classroom. Their discussion was about the three common
polysaccharides starch, glycogen, and cellulose. The starch breakdown requires a water molecule to
provide a hydrogen atom and a hydroxyl group to the site where the bond is broken. With the help of
enzymes in the digestive system, the glucose units can be separated. When a glucose molecule is
separated from the rest of the starch polymer, it can be absorbed and used as fuel by your cells. Since
it takes time for glucose to be separated from the polysaccharide, it is gradually released to the cells.
Thus, the glucose from starch reaches muscle cells over a period providing energy as it is needed. For
this reason, athletes often eat meals rich in complex carbohydrates before an athletic event.

Starch is the chief storage form of carbohydrates in

plants and the most important carbohydrates source in
human nutrition. A starch molecule is a polysaccharide
assembled from the simple sugar glucose; it can contain
anywhere from five hundred to several hundred thousand
glucose molecules joined by covalent bonds into a single
structure. http://bit.ly/36RREnd Starch is made up of two
types of Figure 4. Structure of Starch polysaccharides:
amylose, which is a
coiled or helical structure, and amylopectin, which is branched. Plants make starch.
All individuals whose glucose intake is excessive will store the excess glucose as fat for long-
term storage, and some are converted to another polysaccharide glycogen. Glycogen is a
polysaccharide that is similar to starch because it is also composed of alpha glucose units. It differs
from starch since glycogen shows a higher degree of branching and is a polysaccharide made by an
animal.
On the other hand, starch contains both straight-chain and branched polysaccharides with
much less branching than that of glycogen and is produced only by the plant.
Figure 5 shows the glycogen structure, which consists of
long polymer chains of glucose units connected by an alpha
glycosidic linkage. It is a multibranched polysaccharide of glucose
that serves as a form of energy storage in animals. The
polysaccharide structure represents the main storage form of
glucose in the body. Glycogen is the readily available energy
stored in the liver and muscles and is
quickly metabolized. Fats are stored in adipose
http://bit.ly/36RREnd tissues but, unlike glycogen, are not as readily Figure 5. Structure of Glycogen
metabolized. They are used during prolonged exercise or activity.
After the discussion, Aaron Jay was amazed at how carbohydrates contribute to energy
production and the manufacture of important products for human consumption.

Lipids

In the previous lesson, you have learned that carbohydrates are important in providing "instant"
energy for cells. Another class of biomolecules called lipids have the "job" of storing energy for later
use. Lipids are also found in hormones and cell membrane components.
 http://bit.ly/3rBH5N6

Figure 6. Sources of Lipids

Lipids have different structural types such as carboxylic acids or fatty acids, triglycerides or
neutral fats, steroids, and waxes, to name a few. Naturally occurring esters are lipids that contain one
or more long-chain carboxylic acids called fatty acids. These are insoluble in water but soluble in
nonpolar solvents.
When Aaron Jay accidentally mixed oil and water, he observed that they do not mix. He was late
in his Chemistry class the following morning, but he could catch up on his teacher's discussion on
lipids. His teacher explained that oil and water do not mix because they do not have the same polarity.
Also, oils are composed primarily of long hydrocarbon chains. They are formed reaction between an
alcohol and one or more long-chain carboxylic acids. The most abundant of the lipids are fats and oils,
also called triglycerides. Table 4 below shows the structures of common fatty acids. The presence of
double bonds in the fatty acids lowers its melting point. At room temperature, lauric acid is stable,
while linoleic acid is liquid.

Table 4. Structures of Some Common Fatty Acids

Name Structural Formula Melting Point (oC)
Lauric CH3(CH2)10COOH 44
Myristic CH3(CH2)12COOH 53
Palmitic CH3(CH2)14COOH 63
Stearic CH3(CH2)16COOH 70
Oleic CH3(CH2)7CH=CH(CH2)7COOH 16
Linoleic* CH3(CH2)4(CH=CHCH2)2(CH2)6COOH -5
Linolenic* CH3CH2(CH=CHCH2)3(CH2)6COOH -11
Arachidonic* CH3(CH2)4(CH=CHCH2)4(CH2)2COOH -50

Fats are solids at room temperature and contain saturated fatty acids. Aaron Jay still
remembered that all saturated hydrocarbons contain single bonds and are produced only by animals.
Examples of animal fats are lard and butter. Oils are liquids at room temperature and contain
unsaturated fatty acids. Again, he recalled that unsaturated hydrocarbons have one or more double
bonds. Most oils, such as vegetable oil, corn oil, and olive oil, are produced by plants. Table 5 gives the
fatty acid content of some glycerides.

Table 5. Structures of Some Common Fatty Acids

Saturated Unsaturated
Source Others
Myristic Palmitic Stearic Oleic Linoleic
Butter 10 29 9 27 4 31
Animal 2 30 18 41 6 5
Lard 3 32 25 38 3 2
Fat
Beef
Plant Corn Oil 1 10 7 4 34 48 4
Soybean - 3 25 56 9
Peanut - 7 5 60 21 7
Olive 1 6 4 83 7 -

If you eat in moderation, fats are good sources of body fuel. They are regarded as good emergency food
and are an efficient energy storage system. However, an excess quantity of fats is not good for the
heart. Fats are not good for the heart because they tend to clog arteries and overwork the heart. While
carbohydrates are the primary energy source in your body, your system turns it to fat as a backup
energy source when carbohydrates are not available. Vitamins A, D, E, and K cannot function without
adequate daily fat intake since they are fat-soluble vitamins. If you don't meet your daily fat intake or
follow a low-fat diet, absorption of these vitamins may be limited, resulting in impaired functioning.
Steroids are another class of lipids whose molecules are composed of fused rings of atoms. The most
important steroid is cholesterol. It is a sterol because of the presence of alcohol or the hydroxyl
functional group. It is found mainly in animal cells, although cell membranes of plants may contain
small quantities of cholesterol and its major derivatives, sitosterol.
Cholesterol plays an essential role in eukaryotes and especially abundant in the cell membranes of
animal cells. A small amount of cholesterol can also be found in the membrane of some organelles
inside the cells, such as the mitochondrion and the endoplasmic reticulum. It is not only abundant in
the cell membrane but also in brain tissues of the nervous system. An important nerve cell, myelin,
covers nerve axons to help conduct the electrical impulses that make movement, sensation, thinking,
learning, and remembering possible. Studies have shown that cholesterol was the most important
factor in forming synapses, affecting our memory and learning ability. Animals can use cholesterol to
synthesize other steroids like cortisone, testosterone, and estrogen. These hormones are already
discussed in Grade 9. Although cholesterol is an essential lipid for humans, excessive cholesterol levels
in the blood can lead to deposits in the arteries of the heart. These arterial deposits are a leading cause
of heart disease.

What I Have Learned

10

Activity 4: Modified True or False 10

Let us check what you have learned about carbohydrates and lipids through
completing the true or false checklist below.

Directions: Check (√) the column for the true statement if the statement is true. But if
the statement is false, write the correct answer on the column provided for the false
statement(s).

STATEMENTS True False

1.Starch is the chief storage form of carbohydrates
in plants
2. Glucagon is the readily available energy stored
in the liver and muscles and is quickly
metabolized.
3. Oils are liquids at room temperature and
contain unsaturated fatty acids.
4.People who cannot digest milk products are
called lactose tolerant.
5. Carbohydrates provide instant energy
6. The molecular formula for glucose is C6H12O8
7. Sucrose has a molecular formula of C22H11O11
8. Oil and water do not mix because they have the
same polarity
9.Lactose is made up of a sugar called fructose
and glucose.
10.A condensation reaction is a reaction in which
two molecules or parts of the same molecule
combine.
Name:_________________________________________________ Date:______________
Section: _______________________________________________ Score:_____________

10 SCIENCE
LEARNING ACTIVITY SHEET (4th Q/5)

Module 4 Biomolecules: Proteins & Nucleic

Acids

Activity 1: Proteins and Nucleic Match!

Matching Types
Direction: Match column A with the correct answer on column B, write only the letter of
answer on the blank provided at the right side of column A.

Column A Column B
_______1. The building blocks of proteins a. Proteins
_______2. Are the polymers of amino acids b. Peptide
_______3. Known as the biological catalysts c. Amino acids
_______4. To be supplied by the food we eat d. Nucleic acids
_______5. When two amino acids react with each e.Essential Amino other in an
acid-base reaction acids
_______6. The sequence in which the amino acids f.DNA
are arranged g.RNA
_______7. Found mainly in the cell nuclei contain h.Enzymes
genetic information i.Primary Structure
_______8. Found in many places in the cell carries out j. Nucleotides
the synthesis of proteins
_______9. The monomers of nucleic acids
 _______10.Are molecules that code for hereditary traits
by controlling the production of protein

What is it

PROTEINS

Proteins are made up of elements carbon, hydrogen, oxygen, nitrogen, and sulfur. Let's continue
the story of Aaron Jay on his journey, this time to the world of proteins. From the result of his activity,
he knew that egg white, fish, meat, and cheese are foods rich in proteins. He learned from their
discussion that proteins are found in all living cells. They are the second most common molecules
found in the human body (after water) and makeup about 10% to 20% of the mass of a cell. So
whenever Aaron Jay eats protein-rich foods, his digestive system breaks the long protein chains into a
simpler substance called amino acids. He learned from his Chemistry class that amino acids are the
building blocks of proteins. Of the 20 amino acids found in human protein, only 11 can be synthesized
by the body, and 9 have to be supplied by the foods we eat. These 9 amino acids are also called
essential amino acids. Adults only need to obtain eight of them: valine, isoleucine, leucine, lysine,
methionine, phenylalanine, threonine, and tryptophan. The ninth amino acid- histidine- is only
essential for infants. Your body doesn't store amino acids, so it needs a regular daily supply of these
essential building blocks. Nonessential is a slightly misleading label because these amino acids
actually fill essential roles, but since your body synthesizes them, they're not an essential part of your
diet. Of the 11 nonessential amino acids, eight are called conditional amino acids. When you're sick or
under significant stress, your body may not be able to produce enough of these amino acids to meet
your needs. The list of conditional amino acids includes arginine, glutamine, tyrosine, cysteine, glycine,
proline, serine, and ornithine. The remaining three-alanine, asparagine, and aspartate- are
nonessential.
When two amino acids react with each other in an acid-base reaction, a peptide is formed. The
basic amino group of one amino acid reacts with the acidic carboxylic group of another amino acid,
forming the peptide, and a molecule of water is lost. This reaction shown above is classified as a
condensation reaction because the two amino acid molecules join together, and water is formed. The
bond formed is called a peptide bond, and the product is a dipeptide because it is made up of two
amino acid units. Longer chains are called polypeptides, and chains of 50 or more amino acids are
called proteins.

Amino acids Primary protein structure

Sequence of a chain of amino

acids.
Pleated Sheet Secondary protein structure
Hydrogen bonding of the
peptide backbone causes the
amino acids to fold into a
repeating pattern.

Tertiary protein
Structure Three-
dimensional folding pattern
of a protein due to side chain
interactions.

Quaternary protein structure

Protein consisting of more than one amino
acid chain

Figure 3. Primary, Secondary, Tertiary and Quaternary Proteins

Proteins are characterized by their primary, secondary, tertiary, and quaternary structures. The kind
of amino acids, which make up the chain, the sequence in which the amino acids are arranged, and
the chain's length distinguishes the primary structure of proteins. The secondary structures of
proteins refer to the coiling of the protein chain a ∞-helix structure, formation of b sheets, or twisting
into random structures. These structures result from interactions between R groups, H- bonding, or S-
S formation bonds between chains. Protein molecules are so long that they automatically coil, fold or
twist. The resulting shape is unique for each polypeptide in a particular medium, at a specific pH. The
tertiary structure describes the coiled chain's shape when it is folded or hydrated in its natural state.
(Adapted: Practical Work for Teacher Trainers, High School Chemistry volume 2, UP-NISMED)

The quaternary protein structure involves the clustering of several individual peptides into a final
specific shape. A variety of bonding interactions, including hydrogen bonding, salt bridges, and
disulfide bonds, hold the various chains into a particular geometry.

Another type of protein is the enzymes. It is known as biological catalysts. In Grade 8 Biology, you
have learned the amazing action of catalysts, particularly during the digestion process. These
molecules speed up biochemical reactions without themselves being used up in the process. They are
also highly specific. They act only on certain molecules called substrates (reactants) while leaving the
rest of the system unaffected. The role of an enzyme can be compared to a lock and a key.

The lock will not open unless you use the right key. In the same manner, an enzyme works for a
specific substrate like the enzyme lactose. Its role is to breakdown the sugar lactose into glucose and
galactose. You must appreciate the role of the enzyme in the body. Without them, chemical reactions in
the body may be too slow to occur in normal conditions and may affect the normal functioning of the
body's different systems.

NUCLEIC ACIDS
Nucleic acids are molecules that code for hereditary traits by controlling the production of protein.
Like proteins, nucleic acids are a long chain of polymers consisting of simpler units or monomers.
There are two kinds of nucleic acids: DNA, deoxyribonucleic acid, RNA, or ribonucleic acid. DNA found
mainly in the cell nuclei contains the genetic information that codes for the sequences of amino acids
in proteins. RNA is found in many places in the cell and carries out the synthesis of proteins.

Figure 4. Show a model of a nucleic acid

The monomer of the nucleic acids is the nucleotides. They are made up of three parts: a five-carbon
sugar (pentose), a phosphate group, and a ring-shaped base containing a nitrogen base.
In this model, the sphere represents a phosphate group, the pentagon represents a five-carbon sugar
(pentose), and the rectangle represents a nitrogencontaining base.

The double-helix consists of two linear strands of polymerized nucleotides that bound about each
other. The two strands are held together by hydrogen bonds that form between pairs of nucleotides.
Adenine (A) forms hydrogen bonds with thymine (T) of the other strand. Cytosine (C) forms hydrogen
bonds with a guanine (G) of the other strand.
 Figure 16.A model of a double helix for DNA

The process by which an identical copy of the original DNA is formed is called DNA replication. An
analogy of DNA replication is opening a zipper. As you open, each side of the zipper acts as a template
to synthesize a new, complementary strand. The result is two new DNA molecules with the same base
pair sequence as the original double helix.

Proteins are responsible for observable traits like curly hair, blue eyes, dark skin, etc. DNA and RNA
molecules direct the synthesis of proteins in the cells. However, this is beyond the scope of this
module.

10

Assessment 10

Direction. Encircle the letter of the best answer.

1. Which of the following is a term that refers to the building blocks of proteins?
A. Amino acids B. DNA C. Enzymes D. Nucleotides

2. Which form of amino acids is to be supplied by the foods we eat?

A. Essential B. Conditional C. Non-essential D. Peptides

3. When two amino acids react with each other in an acid-base reaction, it formed?
A. Dipeptide B. Peptides C. Polypeptides D. Proteins

4. Long chains of 50 or more amino acids are called ________?

A. Dipeptide B. Peptides C. Polypeptides D. Proteins

5. How many amino acids found in human protein?

A. 8 B. 9 C. 11 D. 20

6. The process by which an identical copy of the original DNA is formed?

A. Hydrogen bond B. DNA replication C. RNA D. Double helix

7. Which of the following is a correct pair?

A. Adenine: Thymine C. Cytosine: Thymine
B. Guanine: Adenine D. Thymine: Guanine

8. Which of the following statements is NOT TRUE of RNA?

A. Carries out the synthesis of proteins
B. Found mainly in the cell nuclei
C. Responsible for the template in the synthesis of proteins
D. D. Transfer the genetic information for the creation of proteins

9. A nucleotide is characterized by all the following EXCEPT:

A. It is composed of five-carbon sugar.
 B. It contains a phosphate group.
C. It is composed of a ring-shaped base containing nitrogen.
D. It contains a branched polymer.

10. Which of the following structures of a protein refers to the coiled chain's shape
when it is folded or hydrated in its natural state?
A. Primary structure C. Tertiary structure
B. Secondary structure D. Quaternary structure

Name:_________________________________________________ Date:______________
Section: _______________________________________________ Score:_____________

10 SCIENCE
LEARNING ACTIVITY SHEET (4th Q/6)

Module TYPES OF CHEMICAL REACTION

5

What’s New 10

10

Activity 2A: SEE ME RIGHT!

Directions: Distinguish the evidence of chemical change observed in the following

reaction and write only the letter.

a. production of light
b. evolution of gas
c. change in intrinsic property
temperature change
d.
e. formation of a precipitate

______1. Souring of milk

______2. Burning of wood
______3. Browning of leaf
______4. When antacid is added into a glass of water, bubbles are
formed
______5. When sulfuric acid is added into water,
the temperature rises.

Activity 2B: WHAT’S IN A REACTION?

20

Directions: Fill the empty boxes below by writing the symbol or formula of the 20 product
and reactant using the given statement below:

Example: Iron`(Fe) reacts copper sulfate (CuSO4) and forms iron (II) sulfate (FeSO4) and
copper (Cu).
 1. Magnesium (Mg) combines with Oxygen gas (O2) to produce magnesium oxide (MgO)

2. Hydrochloric acid (2HCl) and magnesium (Mg) react to produce hydrogen gas (H 2) and
magnesium salt (MgCl2).

3. Acetic acid (CH3COOH) and sodium bicarbonate (NaHCO 3) produce sodium acetate
(CH3COONa) with the release of carbon dioxide (CO2) gas and water.

4. Copper sulfate (CuSO4) reacts the sodium hydroxide (NaOH) to produce insoluble
copper (II) hydrogen Cu(OH)2 and sodium sulfate (Na2SO4) solution.
5. Copper Oxide (CuO) with hydrochloric acid (2HCl) to produce a green
solution of copper chloride (CuCl2) and water (H2O)

Table 1: REACTANTS AND PRODUCTS

REACTION REACTANTS Product

Example Fe + CuSo4 FeSo4 + Cu
1.
2.
3.
4.
5.

WRITING A CHEMICAL EQUATION

A chemical equation represents a chemical reaction. In a chemical equation, the reactants are
written on the left, and the products are written on the right. The coefficients next to the symbols of
entities indicate the number of moles of a substance produced or used in the chemical reaction.
Chemical Reaction is the process in which a chemical change takes place. A change where the new
substance is formed.

Parts of Chemical Equation

Symbol coefficient
subscript
2H2 + O2 → 2H2O formula
Reactants Products

A chemical equation is a chemist's shorthand for a chemical reaction. The equation

distinguishes between the reactants, the starting materials, and the products resulting from the
resulting substance/s. It shows the symbols or formulas of the reactants and products, the phases
(solid, liquid, gas) of these substances, and the substances' ratio as they react.

Symbols used in Chemical Equation

There are other symbols used in writing a chemical equation:

Symbols and their Meanings

Symbol Meaning

+ To show a combination of reactants or products.

To produce; to form; to yield.

(s)- solid (l)- liquid (g)-gas (aq)-aqueous
(s), (l), (g), (aq) (substance is dissolved in water)
Reversible reaction

Heat This indicates that heat is supplied to the

reaction.
 A formula is written above or below the yield
Pt The sign indicates its use as a catalyst or
solvent

Chemical reactions can be classified according to the following types:

A. COMBINATION/SYNTHESIS REACTION - reactants combine to form a single product.

the general formula for this reaction is:

A + B ------ → AB

Mg + O2 → Mg2O2
B. DECOMPOSITION REACTION - in this reaction, a single reactant breaks down into
simpler ones. (2 or more products). This is the reverse of the combination reaction. The general
formula for this reaction is

AB ------→ A + B

SO2 → S + O2

C. SINGLE DISPLACEMENT (Replacement) REACTION-this is when one element replaces

another element from a compound. The more active element takes the place of the less active
element in a compound. The general formula for this reaction is:
A + BC ------→ AC + B

2K + 2H2O → 2KOH + H

D. DOUBLE DISPLACEMENT REACTION (Metathesis) -this is when the positive ions (cations)
and negative ions (anions) of different compounds switch places, forming two entirely different
compounds. The general formula for this reaction is:
AB + CD → AD + CB

AgNO3 + NaCl → AgCl + NaNO3

E. COMBUSTION (Burning) REACTION - this when oxygen combines with a hydrocarbon to

form water and carbon dioxide.

CH4(g) + 2 O2(g) → CO2(g) + 2 H2O(g)

F. ACID-BASE REACTION -this is a special kind of double displacement that takes place when
an acid and base react with each other.

HCl + NaOH ----→ NaCl + H2O

HBr (aq)+KOH (aq)→H2O (l)+KBr (aq)

What’s More 12

12

Activity 3: My Reaction
Directions: From the given chemical equation, identify whether it is combination reaction,
decomposition reaction, single displacement reaction, double displacement reaction, combustion
reaction, an acid-base reaction.

Table 2: Chemical Equations

Chemical Equation Chemical Reaction
Fe + CuSO4 → Fe SO4 + Cu Example: Single Displacement
1. Al + O2 → Al2O3
2. Fe + NaBr → FeBr3 +Na

3. H2SO4 + NaOH → NaSO4+ H2O

4. C18H18 + O2 → CO2 + H2O

5.NiSO4 + LiPo4 → Ni3(PO4)2 + Li2SO4

6. NaNO3 → NaNO2 + O2