Sjac PDF

7
SCIENCE
SCIENCE
Grade 7
Learner’s Material
(Unit 1 AND Unit 2)
For Students
Grade 7 Science: Matter
QUARTER 1
DIVERSITY OF MATERIALS
IN THE ENVIRONMENT
Department of Education
University of the Philippines

National Institute for Science and Mathematics Education Development
Copyright page
Quarter 1
Student Module
Grade 7 Science: Matter
Diversity of Materials in the Environment
Marlene B. Ferido, Jacqueline Rose M. Gutierrez, Writers.

Ma. Cristina D. Padolina, Merle C. Tan, Reviewers.
Rosita R. Cruz, Wilhelmina L. Dela Paz, Cecile N. Sales, Encoders.
Alvin J. Encarnacion, Rizaldo Ramoncito S. Saliva, Artists.
Cover Design by Alvin J. Encarnacion.
May 2012
CONTENTS
Module 1. Solutions ....................................... 1
Activity 1: What Solutions Do You Find in Your Home? . . . . . . . . . . 2

Activity 2: What are the Properties of Solution? . . . . . . . . . . . . . . . . 4
Activity 3: What is the Evidence that a Solution is Saturated? . . . . . 7
Activity 4: Size Matters! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Activity 5: How Fast does Coffee Dissolve in Hot Water?
In Cold Water?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Activity 6: Which Dissolves Faster in Hot and in Cold Water:
Sugar or Salt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Module 2. Substances and Mixtures . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Activity 1: Seawater! See Water and Salts! . . . . . . . . . . . . . . . . . . . . 18

Activity 2: Looks may be Deceiving . . . . . . . . . . . . . . . . . . . . . . . . . 20
Activity 3: My Unknown Sample: Substance or Mixture? . . . . . . . . . 26
Module 3. Elements and Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Activity 1: Water, “Wat-er” You Made Of? . . . . . . . . . . . . . . . . . . . . . 28

Activity 2: The Periodic Table: It’s Element-ary! . . . . . . . . . . . . . . . . 32
Activity 3: The “Matter” on Labels . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Activity 4: The Iron-y of Food. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Module 4. Acids and Bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Activity 1: How can You Tell if the Mixture is Acidic or Basic? . . . . . 47

Activity 2: Color Range, pH Scale!. . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Activity 3: What Happens to a Metal when Exposed to
an Acidic Mixture?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Module 5. Metals and Nonmetals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Activity 1: Which can Conduct Electricity, Metals or Nonmetals? . . . 62

Activity 2: Acidity of the Oxides of Metals and Nonmetals . . . . . . . . 67
Suggested time allotment: 7 to 8 hours
MODULE
SOLUTIONS
1
Overview
In Grade 6, you have learned about different mixtures and their

characteristics. You have done activities where you mixed a solid and a
liquid or combined two different liquids. In the process of mixing, you have
observed that these mixtures either form homogeneous or heterogeneous
mixtures. You have seen that when all parts of the mixture have the same
uniform appearance and properties, it is homogeneous.
You also learned that when different parts of the mixture can be
identified, it is heterogeneous. An example of a heterogeneous mixture is ice
cubes (solid phase) placed in a glass of soft drink (liquid phase). Different
phases can be identified. When all the ice cubes are melted, only one liquid
phase is seen. It is now homogeneous.
Homogeneous mixtures are called solutions. When you put sugar into
water, the solid becomes part of the liquid and cannot be seen. You can say
that the sugar dissolves in water or the sugar is soluble in water. Solutions
may be solids dissolved in liquids or gases dissolved in liquids. There are
also solutions where a gas is dissolved in another gas, a liquid in another
liquid or a solid in another solid. Gaseous, liquid, and solid solutions are all
around you. Many commercial products are sold as solutions.
In this module, you will identify common properties of solutions using

different methods. You will also learn how to report the amount of the
components in a given volume of solution. Towards the end of the module,
you will investigate the factors that affect how fast a solid dissolves in water.
At the end of Module 1, you will be able to answer the following key
questions.
What common properties do solutions have?

Are solutions always liquid?
Will all solids dissolve in water?
How fast do solids dissolve in water?
Grade 7 Science: Matter 1

Activity 1
What Solutions do You Find in Your Home?
Objectives
After performing this activity, you should be able to:
1. describe the observable characteristics or properties of common

solutions found at home or in stores; and
2. present the data gathered in table form to show the different

properties of common solutions.
You may make a table similar to the one below.
Products or Solutions Characteristics

Found at Home or in
Stores
You noticed that you did not see solid particles or liquid droplets in
the samples of solutions. Most of the solutions, which are in liquid phase,
are colorless.
The solutions that you have observed consist of two components

called the solvent and the solute. Generally, the component present in
small amount is called the solute. The solute and the solvent dissolve in

each other. Usually the solvent is the component present in greater amount.
So in a sugar solution, sugar is the solute and water is the solvent.
You observed in Activity 1 that a solution is not always a liquid; it

can be solid, liquid, or gas. In addition, solutions may either be found in
nature or are manufactured.
Naturally Occurring Solutions
Examples of solutions that occur naturally are natural bodies of water

like the seas and ocean, blood plasma, air, and some mineral ores.
Many materials in nature can be used efficiently only when these are
in the form of solutions. For example, plants cannot absorb minerals from
the soil unless these minerals are in solution. Components of the food that
you eat go into solution during digestion. The nutrient particles in solution
can pass through the digestive tract and dissolve in the blood.
Seawater is a solution having a higher percentage of salt and minerals

than other sources of water like ground water or rivers. Rainwater is a
solution containing dissolved gases like oxygen and carbon dioxide. The
water you drink contains dissolved minerals like sodium, potassium,
magnesium and calcium and dissolved gases like oxygen and carbon
dioxide.
Air is a mixture of gases. Dry air consists of about 78% nitrogen, 21%
oxygen, 1% argon, about 1% water vapor, 0.04% carbon dioxide and traces
of argon, helium, neon, krypton, and xenon. Water vapor is present in
different amounts depending on the location. Air above big bodies of water
contains more water vapor than air above deserts. Humidity is a measure of
the amount of water vapor in air.
Useful solutions are found not only in nature; many solutions are
made for a specific purpose.
Manufactured/Processed Solutions
Almost every household uses vinegar for cooking and cleaning

purposes. Vinegar usually contains about 5% acetic acid in water. Some
vinegar are clear homogeneous mixtures (solutions). Other kinds of vinegar
are colloidal.

Gasoline is a solution made up of different substances called
hydrocarbons. It is important that gasoline contains no solid particles that
may clog the vehicle engine.
A metal alloy is a solid solution made up of two or more metals or non

metals. For example, steel is an alloy of copper and tin. Brass is an alloy of
copper and zinc.
Other examples of solutions that are processed include wine and

liquor, brewed coffee and tea.
In the next activity, you will predict what will happen when you mix a
sample solid or liquid in a given volume of water. Investigate to find out if
your predictions are correct. Explain your predictions using the evidence
you have gathered from your investigation.
Activity 2
What are the Properties of Solutions?
When you finish this activity you should be able to:
1. compare the evidence gathered with the predictions you made; and
2. describe the properties of solutions based on observations.
Materials Needed:
 6 cups water
 6 pieces, spoons
 either of the following: cheesecloth (katsa), old, white T-shirt or filter
paper
 2 tablespoons each of the following: sugar, salt, mongo seeds,
powdered juice, cooking oil, vinegar
 12 clear bottles or cups
 2 pieces each, measuring spoons (½ tsp and 1tsp)
 2 pieces each, measuring cups (½ cup and 1cup)
 3 funnels or improvised funnel made from 500 mL plastic bottle
 1 funnel rack

Procedure:
1. Predict which among the given samples will dissolve in water. Write
your predictions in column 2 of Table 1.
2. Put one cup of water in each of the cups.
3. Add ½ teaspoon of each of the six samples. Use the teaspoon to dissolve
as much of each sample as possible. Use a different teaspoon for each
of the cups.
Q1. Describe the mixture that resulted after mixing. Write your answer
in column 3.
Q2. How many phases do you observe? Write your answer and
observations in column 4.
Q3. Identify the solute in each of the mixtures. Write your answers in the
blank: ____________________________________________________________
____________________________________________________________________
Q4. What is the solvent in each of the mixtures? ______________________
Table 1. Data table for Activity 2
(1) (2) (3) (4) (5) (6)

Will Appearance Number of Can be Solution
Sample dissolve in phases separated by or not?
solid or one cup filtration
liquid water (yes or no)
(yes or no)
Sugar
Salt
Mongo
seeds
Powdered
juice
Cooking oil
Vinegar

4. Filter the mixture with filter paper using a setup similar to Figure 1.
You may use katsa or old, white T-shirt with the improvised funnel
from plastic bottle.
Figure 1. A filtration setup. The

funnel is supported on an iron
ring and the filtrate is received in
another container.*
*Philippines. Department of Education. (2004). Chemistry: Science and Technology

textbook for 3rd year. (Revised ed.). Quezon City: Author.
Q4. In which mixture were you able to separate the components (solute and
solvent) by filtration? Write your observations in column 5 of Table 1.
Q5. Which of the samples are solutions? Write your answer in column 6.
In Activity 2, you found out that a solution is formed when a solute

dissolves in a solvent to form a single phase that appears uniform
throughout. A solution is clear. In a solution, the particles are too small
that they cannot be seen by the unaided eye. The particles in solution are
smaller than the pores of the filter paper or the cheesecloth and so these
can pass through the filter.
Each part of a solution retains its characteristic properties. When a

sugar solution is filtered, the filtrate tastes sweet. The sweetness of sugar is
present in any part of the sugar solution.

Based on the results of Activity 2, there are common properties that
solutions have.
Based on the two activities you have done, can you conclude that
solutions have the following characteristics?
1. It is homogeneous. It is a mixture of one phase only. The

components are so well mixed that all parts of the solution
appear the same. Solutions have the same composition and
properties throughout.
2. The solute cannot be separated from the solvent through

filtration because these are so small that they pass through the
filter paper or cheesecloth.
3. A solution is often clear and transparent.
There are other ways of identifying a solution. You will learn these
methods in Grades 8 and 9.
In Activity 3, you will find out how much solute can dissolve in a given
amount of solvent and find out the type of solution based on whether there
is excess solute or not.
At higher grade levels, you will learn more of the detailed processes
that happen when a solute dissolves in a solvent.
Activity 3
What is the Evidence that a Solution is Saturated?
After performing this activity you will be able to:
1. determine how much solid solute completely dissolves in a given

volume water; and
2. describe the appearance of a saturated solution.

Materials Needed
 6 teaspoons sugar
 1 cup of water
 1 measuring cup (1cup capacity)
 1 measuring spoon (½ tsp capacity)
 2 small clear, transparent bottle
 2 stirrers
 1 thermometer
Procedure:
1. Put 20 mL (approximately 2 tablespoons) of water in a small clear

transparent bottle. Add ½ teaspoon of sugar and stir.
Q1. What is the appearance of the solutions? Write your
observations. ___________________________________________________
2. To the sugar solution in step #1, add ½ teaspoon sugar, a small portion
at a time and stir the solution to dissolve the sugar. At this point, you
have added 1 teaspoon sugar.
3. Add ½ teaspoon of sugar to the sugar solution in step #2 and stir the
solution. At this point, you have added one and ½ teaspoons of sugar.
4. Continue adding ½ teaspoon sugar to the same cup until the added
sugar no longer dissolves.
Q2. How many teaspoons of sugar have you added until the sugar no
longer dissolves? _________ teaspoons
Note: In this step, you will observe that there is already excess
sugar which did not dissolve.
Q3. So, how many teaspoons of sugar dissolved completely in 20 mL of

water? ____________ teaspoons
Note: This is now the maximum amount of sugar that will completely
dissolve in 20 mL of water.

In Activity 3, you have observed that there is a maximum amount of
solute that can dissolve in a given amount of solvent at a certain
temperature. This is what is called the solubility of the solute. From your
everyday experience, you also observe that there is a limit to the amount of
sugar you can dissolve in a given amount of water.
The solution that contains the maximum amount of solute dissolved

by a given amount of solvent is called a saturated solution. If you add more
solute to the solvent, it will no longer dissolve. The solution has reached its
saturation point. The presence of an excess solid which can no longer
dissolve is evidence that the solution is saturated.
A solution is unsaturated when it contains less solute than the

maximum amount it can dissolve at a given temperature. In Activity 3 Part
A, it is difficult to conclude that the containers with all solids dissolved are
unsaturated simply by observing them. Some of these may already hold the
maximum amount of solute, which cannot be observed by the unaided eye.
If they do, then these are classified as saturated solutions.
A more measurable way to find out the solubility of a solute is to

determine the maximum amount that can be dissolved in 100 g of solvent at
a specific temperature. There are available data from chemistry books that
give the solubility of common solutes at particular temperatures. Figure 2
shows the solubility of table salt at 25oC.
Figure 2. At 25oC, a saturated solution of table salt has only

36.0 g (3 tablespoons) dissolved in 100 mL of water. Any
additional table salt will no longer dissolve.

Concentration of Solutions
The concentration describes the relative amounts of solute and

solvent in a given volume of solution. When there is a large amount of
dissolved solute for a certain volume of solvent, the solution is
concentrated. A dilute solution has a small amount of dissolved solute in
comparison to the amount of solvent.
You will be able to distinguish between concentrated and dilute

solutions from a simple demonstration your teacher will perform. You will
describe the concentrations of solutions qualitatively (by simply observing
their appearance) and quantitatively (by comparing the number of drops per
volume of water).
From Part 1 of the demonstration, you were able to describe the

solutions as having quantitative concentrations of 1 drop/50 mL and 10
drops/50 mL. Qualitatively, you were able to distinguish the bottle with 10
drops/50 mL more concentrated (darker) than the bottle with 1 drop/50 mL.
Now that you have distinguished dilute from concentrated solutions

qualitatively and quantitatively from your teacher’s demonstration, you can
express concentration in other ways such as:
(1) percent by volume, which is the amount of solute in a given

volume of solution expressed as grams solute per 100 millliter of
solution (g/100 mL), and
(2) percent by mass, which is the amount of solute in a given mass of

solvent expressed as grams solute per 100 grams of solution.
Labels of products sold often show the concentrations of solutes

expressed as percent (%) by volume or mass. The alcohol used as a
disinfectant is a solution of 70% ethyl or isopropyl alcohol, meaning 70 mL
alcohol. There are also solutions sold as 40% ethyl or isopropyl alcohol.
Vinegar is often labeled as “5% acidity,” which means that it contains

5 grams of acetic acid in 100 g of vinegar. The common antiseptic, agua
oxinada is a 3% solution, that is, 3 grams hydrogen peroxide in 100 mL
water.
The concentration of solid solutions, like gold jewelry, is expressed as

karat. Pure gold is referred to as 24 karats. Jewelry that is said to be 18
karats contains 18 grams of gold for every 24 grams of the material, 6 grams

consist of the other metal like copper or silver. This material has a
concentration of 75% gold, that is, [18/24(100)]. A 14 karat (14K) gold
contains 14 grams gold and 10 grams of another metal, making it 58.3%
gold.
The following sample problems show you that there is a way to know
the exact ratio of solute to solvent, which specifies the concentration of a
solution.
Sample problem 1
How many mL of ethyl alcohol are present in a 50 mL bottle of

rubbing alcohol?
Calculation for sample problem 1
Since rubbing alcohol contains 70% ethyl alcohol, it means that 100
mL of rubbing alcohol contains 70 mL ethyl alcohol. So, the following
calculations show that in 50 mL of rubbing alcohol, there is 35 mL ethyl
alcohol.
70 mL ethyl alcohol
50 mL rubbing alcohol x = 35 mL ethyl alcohol
100 mL rubbing alcohol
All portions of a solution have the same concentration. The

composition of one part is also the same as the composition of the other
parts. But you can change the concentration of solutions. This means you
can prepare different solutions of sugar in water of different concentrations
(for example, 10%, 20%, or 30%). In the same way, you can prepare different
solutions of salt in water.
Sample problem 2
A one peso coin has a mass of 5.5 grams. How many grams of copper
are in a one peso coin containing 75% copper by mass?
Calculation for sample problem 2
75% by mass means 75 grams of copper in 100 grams of one peso

coin.

So, a 5.4 grams one peso coin contains,
75 g copper
x 5.4 g coin = 4.0 g copper
100 g coin
Factors Affecting How Fast a Solid Solute Dissolves
In activities 4 to 6, you will investigate factors that affect how fast a

solid solute dissolves in a given volume of water.
The Effect of Stirring
Your teacher demonstrated the effect of stirring in mixing a solid in

water. You observed that stirring makes the solid dissolve faster in the
solvent. Were you able to explain why this is so?
The Effect of Particle Size
In Activity 4, you will investigate how the size of the solid being
dissolved affects how fast it dissolves in water.
Activity 4
Size Matters!
1. Write a hypothesis in a testable form. Describe a test you could conduct

to find out which dissolve faster: granules (uncrushed) of table salt or the
same amount of crushed salt.
2. Identify variables (for example, amount of table salt) that you need to
control in order to have a fair test.
3. Identify the dependent and independent variables.
4. List all the materials you need, including the amount and ask these from
your teacher.

5. Be sure to record your observations and tabulate them. Write everything
you observed during the dissolving test.
6. What is your conclusion? Does the size of the salt being affect how fast it
dissolves in water?
7. Does your conclusion support or reject your hypothesis?
8. Based on what you know about dissolving, try to explain your results.
To help you explain the process of dissolving, imagine that in a

solution, the particles of the solute (table salt) and the solvent (water) are
constantly moving. Water particles collide everywhere along the surface of
the particles of table salt, especially on the corners and edges. This occurs
at the surface of the solid solute when it comes in contact with the solvent.
The particles on the corners and edges then break away from the crystal
and become surrounded by the water particles. So the solute particles are
separated by the solvent particles.
Can you now explain why smaller pieces of salt dissolve faster than
larger ones? You may use an illustration or diagram in your explanation.
The Effect of Temperature
Temperature affects how fast a solid solute dissolves in water. Your

solutions in Activity 3 were at room temperature. In Activity 5 you will
investigate how fast coffee dissolves in cold and in hot water. At what
temperature will sugar dissolve faster?
Activity 5
How Fast Does Coffee Dissolve in Hot Water? In Cold
Water?
1. Discuss how your group mates how you will do your investigation. Write
your hypothesis in a testable form. Describe a test you could conduct to
find out how fast coffee dissolves in cold and in hot water.
2. Identify variables (for example, amount of amount of coffee) that you need
to control in order to have a fair test.

your teacher.
5. Do your investigation using the proper measuring devices. Be sure to

record your observations and tabulate them. Write everything you
observed during the dissolving test. These observations are the evidence
from which you can draw your conclusions.
6. Identify variables (for example, amount of coffee) that you need to control
in order to have a fair test.
your teacher.

10. What is your conclusion? Does coffee dissolve faster in cold or in hot
water? Use the observations and results you recorded to explain your
answer.
11. Does your conclusion support or reject your hypothesis? Explain your
results.
The Nature of Solute
In Activity 6, you will find out if: (1) sugar dissolves faster in hot than in
cold water, and (2) salt dissolves faster in hot than in cold water.
Activity 6
Which Dissolves Faster in Hot and in Cold Water:
Sugar or Salt?
1. Discuss with your group mates how you will do your investigation.
2. Write your hypothesis in a testable form. Describe a test you could

conduct to find out answers to the given two questions above.

3. Identify variables (for example, amount of coffee) that you need to control
in order to have a fair test.
your teacher.

7. What is your conclusion? Does coffee dissolve faster in cold or in hot

water? Use the observations and results you recorded to explain your
answer.
8. Does your conclusion support or reject your hypothesis? Explain your

results.
The following questions can guide you:
a. Does sugar dissolve faster in hot water than in cold water?

Explain your answer, based on your observations from the
investigation.
b. Does salt dissolve faster in hot than in cold water? Explain your
answer, based on your observations from the investigation.
c. Which is affected more by increasing the temperature of the

water—how fast salt dissolves or how fast sugar dissolves?
Explain your answer.
You learned from Activity 5 that in general, a solute dissolves faster in

water when you increase the temperature. But the effect of temperature is
not that simple. The type or nature of the solute will affect how fast it
dissolves in water.
You observed from Activity 6 that increasing the temperature either

makes a solid dissolve faster or slower in water. For some solutes,
increasing the temperature does not have any effect on how fast the solute
dissolves.

Now that you have completed the activities in this module, you have
learned the properties of a solution, the ways of reporting its concentration,
as well as the effects of stirring, particle size, temperature, and type of
solute on how fast a solid dissolves in water.
While learning about solutions, you also had the chance to gather
information and gain new knowledge through the process of conducting
science investigations. You also learned the importance of identifying the
variables that had to be controlled in order to make a good plan for
measuring and testing the variables you are concerned about.
What you have started doing in these investigations is what scientists

usually do when they seek answers to a scientific question or problem. In
the next modules, you will be challenged to ask more questions about
materials around you. You will try to explain answers to your hypothesis
(your suggested explanation) after you have done your investigation.
References and Links
Brady, J.E. & Senese, F. (2004). Chemistry: Matter and its changes, 4th
edition. River Street Hoboken, NJ: John Wiley & Sons, Inc.
Bucat, R.B. (Ed.) (1984). Elements of chemistry: Earth, air, fire & water,
Volume 2. Canberra City, A.C.T., Australia.
Elvins, C., Jones, D., Lukins, N., Miskin, J., Ross, B., & Sanders, R. (1990).
Chemistry one: Materials, chemistry in everyday life. Port Melbourne,
Australia: Heinemann Educational Australia.
Hill, J.W. & Kolb, D.K. (1998). Chemistry for changing times, 8th
edition.Upper Saddle River, NJ: Prentice Hall.
Kurtus, Ron (13 January 2006). Mixtures. Retrieved Jan 9, 2012 from
http://www.school-for-champions.com/chemistry/mixtures.htm
Philippines. Department of Education. (2004).Chemistry: Science and

technology textbook for 3rd year. (Revised ed.). Quezon City: Author.

MODULE
SUBSTANCES AND
2 MIXTURES
Many things around you are mixtures. Some are solid like brass and
rocks, or liquid like seawater and fruit juices, or gas like air. Mixtures
contain two or more components. These components may vary in size. The
variation in size may tell whether a mixture is homogeneous or
heterogeneous.
In Module 1, you learned about solutions — homogeneous mixtures.

They have a uniform composition. This makes the appearance of the mixture
the same all throughout. Thus, the components of a solution are difficult to
distinguish by the unaided eye.
In this module, you will learn other examples of homogeneous

mixtures. You will use these samples to differentiate them from substances.
How are mixtures different from substances?

How are they similar?
Separating Components of a Mixture
In the earlier grades, you experienced separating the components of a

mixture. You have done this in varied ways. Try to recall some. What are the
separation techniques do you remember? Were you also able to recall
distillation and evaporation?
Different separation techniques make components of a homogeneous

mixture more distinguishable, that is, those “unseen” components when
they are in a solution become “seen”. Just like in the activity below,
distillation and evaporation will help you “see” the two major components of
seawater — water and salt.

Activity 1
Seawater! See Water and Salts!
Objective
In this activity, you should be able to collect distilled water and salts
from seawater.
Materials Needed
 seawater  alcohol lamp

 Erlenmeyer flask (sample flask)  tripod
 test tube (receiver)  safety matches
 glass tube bent at right angle,  wire gauze (asbestos
with rubber/cork attachment scraped off)
(delivery tube)  evaporating dish (or
 water bath aluminum foil)
 small boiling chips  hand lens
 spoon
Procedure
Delivery tube
1. Prepare a distillation setup as
shown in Figure 1. Place about
Receiver
60 mL of seawater in the Sample
flask
sample flask. Add 2-3 small
boiling chips. Water
bath
Handle
properly the
TAKE
glassware and
CARE! flammable
materials.
Figure 1. Simple distillation setup
2. Apply heat to the sample flask until you have collected about 15 mL of
the distilled water (distillate).
Note: Make sure the source of heat is not removed while the
distillation is in progress.

3. Taste a portion of the distillate. Compare the taste of the distillate with
that of seawater.
Never taste any
Q1. What is the taste of the TAKE sample unless
permitted by the
distillate? Is the taste the same CARE!
teacher or stated in
as seawater? the activity procedure.
4. Set the rest of the distillate aside. You will use it in Activity 2. Label it
properly.
5. While allowing the remaining seawater to

cool, prepare an evaporation setup as
shown in Figure 2.
6. Transfer the cooled liquid to the

Top view of the
evaporating dish. Aluminum foil may improvised
Water evaporating dish
be used as an alternative for bath using
evaporating dish. Note that the aluminum foil
aluminum foil was shaped like a bowl

so it can hold the sample.
Figure 2.
Evaporation using a water bath
7. Apply heat to the seawater until all the liquid has evaporated. Let it
cool. Using a hand lens, examine what is left in the evaporating dish.
Q2. What do you see? Did you notice The evaporating

TAKE
the solid that was left after all the CARE! dish may still be
liquid has evaporated? too hot to hold.
8. The solid that is left behind in the evaporating dish is called the
residue. Taste a small portion of the residue.
Q3. What is the taste of the residue?

Distinguishing Substances and Mixtures
Seawater is a solution of many different solids, including table salt, in

water. Since the solids are dissolved in water, decantation or filtration will
not work in separating water from the dissolved solids. Other separation
techniques are needed.
In the activity above, you were able to separate the components of

seawater through distillation and evaporation. One of these is distilled water.
It is considered as a substance. But what makes distilled water a substance?
In the next activity, you will observe how a substance behaves while it
is being boiled or melted. You will also find out that these behaviors will help
you differentiate substances from mixtures. Moreover, some mixtures like
substances are homogeneous. Given two unlabelled samples, one with water
(a substance), and the other a mixture of salt in water; you would not be able
to distinguish one from the other just by looking at them.
Activity 2
Looks may be Deceiving
Part A
Objectives
In this activity, you should be able to:
1. assemble properly the setup for boiling (see Figure 3);

2. describe the change in temperature of a substance during boiling;
3. describe the change in temperature of a mixture during boiling;
and
4. differentiate between substances and mixtures based on how
temperature changes during boiling.
Materials Needed
 distilled water  cork/rubber to fit thermometer

 seawater  iron stand/clamp
 beaker (50-mL), 2 pcs  alcohol lamp
 aluminium foil, 2 pcs  safety matches
 thermometer (with readings up  watch/timer
to 110oC)  graphing paper

Procedure
1. Place about 15 mL of distilled water into a

beaker. Label it properly. Describe the Handle
properly the
appearance and odor of your sample. In TAKE
glassware and
your worksheet, write your descriptions in CARE! flammable
Table 1. materials.
2. Cover the mouth of the beaker with

aluminum foil. Using the tip of your pen,
poke a hole at the center of the foil. The
hole should be big enough for the
thermometer to pass through.
Thermometer
3. Prepare the setup as shown in Figure 3.
Notes: Make sure that the thermometer bulb

is just above the surface of the sample
(about 1 mm). Also, make sure that the heat Sample in
is evenly distributed at the bottom of the beaker
beaker.
4. Begin recording the temperature when the

sample starts to boil vigorously. Record Figure 3.
your temperature reading in Table 1 under Setup for boiling
the column, Distilled water.
5. Continue boiling and take at least 5 readings at intervals of 30 seconds

after the liquid has started to boil vigorously. Note even the slight
changes in temperature. Record your temperature readings in Table 1
under the column, Distilled water.
6. Stop heating when the liquid sample reaches half of its original volume.
7. Present your data for distilled water in a graph. Place the temperature
reading along the y-axis and the time along the x-axis. Label the graphs
appropriately.
Q1. Refer to the graph and your data for distilled water, what do you notice
about its temperature during boiling?
Q2. How would you define a substance based on what you have observed?

8. Repeat steps 1 to 7 using Make sure that the beaker is
seawater. This time, record cool enough to hold. Use
your temperature readings in TAKE another beaker for seawater.
CARE! Rinse the thermometer and
Table 1 under the column, wipe dry before using it to test
Seawater. Note even the slight other samples.
changes in temperature.
Q3. Refer to the graph and your data for seawater, what do you notice
about its temperature during boiling?
Q4. How would you define a mixture based on what you have observed?
Table 1. Temperature readings of the liquid samples during boiling

at 30-sec interval
Distilled Water Seawater
Appearance/Odor
Temperature (oC)
at start of boiling
30
sec
60
sec
Temperature
90
(oC)
sec
after
120
sec
150
sec
Part B
Objectives
1. assemble properly the setup for melting (see Figure 6);

2. describe the appearance of a substance while it is melting;
3. describe the appearance of a mixture while it is melting; and
4. differentiate between substances and mixtures based on how they
appear as they melt.

Materials Needed
 benzoic acid  watch/timer

 benzoic acid-salt mixture  cover of an ice cream can
 ballpen cap (about 7-8 cm diameter)
 alcohol lamp  paper
 tripod  scissors/cutter
 wire gauze  marker pen
 safety matches
Procedure
1. Construction of an improvised melting dish from a cover of an ice cream

can. This may be prepared ahead.
a) Trace the outline of the cover of an ice cream can on a piece of

paper. Cut the paper following the outline. Adjust the cut-out so it
fits well in the inner part of the ice cream can cover.
See Figure 4a.
b) Fold the cut-out into 4 equal parts. Place the folded cut-out on top
of the cover (inner part) of the ice cream can. See Figure 4b.
c) Following the crease of the paper, trace lines using a marker pen
into the cover. Remove the cut-out. See Figure 4c.
d) In each radius, locate points which are equidistant from the center.
Using the tip of a cutter, etch and mark these points as X1, X2, X3,
and X4. See Figure 5.
4a 4b 4c
Figure 4. Guide in constructing an improvised melting dish

Your improvised melting dish should look
similar as Figure 5. Samples will be
placed at the X marks. This melting dish
may hold as much as 4 samples at one
time.
Figure 5.
Improvised melting dish
2. Prepare the setup as shown in Figure 6.
Handle
TAKE properly
CARE! flammable
materials.
Figure 6. Setup for melting
3. Using the tip of a ballpen cap, place about a scoop of benzoic acid in X1
and benzoic acid-salt mixture in X4 marks of the improvised melting
dish. Do not put anything in the X2 and X3 marks.
Note: The figure below illustrates how much one scoop of sample is.
Scoop of
sample
Figure 7. Ballpen cap as improvised

spatula with a scoop of sample

4. Examine each sample. Describe the appearance. In your worksheet,
write your descriptions for the two samples in Table 2.
5. Make sure that each sample receives

the same amount of heat. Observe TAKE Do not inhale the
CARE! fumes/ vapor.
each sample as they melt.
Table 2. Appearance of the solid samples
Benzoic acid Benzoic acid-Salt mixture

(X1) (X4)
Appearance
Q1. What did you observe while benzoic acid is melting?
Q2. How would you define a substance based on what you have observed?
Q3. What did you observe while benzoic acid-salt mixture is melting?
Q4. How would you define a mixture based on what you have observed?
The salt that you recovered in Activity 1 is mainly sodium chloride. It

melts at 801oC. Imagine how hot that is! It is 8 times hotter than boiling
water. Because of this and limited equipment, it will be difficult to perform
this in a school laboratory. However, given that sodium chloride is a
substance, what could be the expected observation as it melts?
In the next activity, you will apply what you have learned from this
module in classifying unknown samples. This time, you have to decide
which setup fits best with the sample you are given. You have to work out a
procedure to identify if the sample is a substance or a mixture. Try to design
the procedure first by recalling what you have done in the previous
activities. Let these activities serve as guides which you can check side by
side with your design. Take note of safety measures and wait for your
teacher to give you the “go signal” before proceeding.

Activity 3
My Unknown Sample: Substance or Mixture?
Objective
In this activity, you should be able to design a procedure that will

identify unknown samples as mixtures or substances.
Materials Needed
 unknown sample
Procedure
1. Design a procedure to identify if the unknown sample is a mixture or a

substance. Limit the materials that you are going to use with what is
already available.
2. Perform the activity that you designed after your teacher has checked
your procedure.
Q1. What is your basis in identifying the unknown sample you have?
___________________________________________________________________________
There are mixtures that are homogeneous which may be mistaken as

substances. Being so, appearance may not be the best basis to differentiate
substances from mixtures. However, there are ways to tell by noting how a
sample behaves during boiling and melting. In the higher grade levels, you
will learn why this is so.
During boiling, the temperature of a substance changes at the

start then it becomes the same; while the temperature of a
mixture is different at different times.
During melting, a substance melts completely/smoothly within a

short time; while a mixture has portions that seem to be not
melting.
In the next module, you will learn more about substances. Collect as
many product labels as you can, you will refer to them as you identify and
classify the substances present in the product.

MODULE
ELEMENTS AND
3 COMPOUNDS
All substances are homogeneous. Some mixtures are also
homogeneous. Being so, it is difficult to distinguish mixtures and
substances based on appearance.
However, there are ways to tell if a

sample is a mixture or a substance. The
Matter
temperature of a liquid mixture varies
during boiling but for a liquid
substance, it does not. A solid
mixture has portions that do not
Mixtures Substances
melt but a solid substance melts
completely within a short time.
In this module, you will find out

that substances may be further Compounds Elements
classified into two: compounds and
elements. You will start with the
primary characteristic that distinguishes them.
How are elements different from compounds?

Compounds
Like mixtures, compounds are also made up of two or more

components. In Module 2, you separated the components of seawater
through distillation. One of the products obtained was distilled water. Also,
you have identified distilled water as a substance.

In the activity that you are about to do, you will again “see” for
yourself components, but this time, what water is made of. With the passage
of electric current, components of water may be separated from each other.
This process is called electrolysis. You will use an improvised

electrolysis apparatus like the one shown in the figure below. Commonly
available materials were used to construct this improvised apparatus.
1
2
3
1
2
3
electrolysis
4
5
4
5 syringe
6 6
7 7
8 8
9 9
10 10
11 11
sample
container
stainless
screw
Connect red Connect black

wire to positive wire to negative
(+) terminal of (-) terminal of
the dry cell. the dry cell.
Figure 1. An improvised electrolysis apparatus
______________________________________________________
Activity 1
Water, “Wat-er” You Made Of?
Objectives
1. carry out the electrolysis of water; and

2. identify the components of water.

Materials Needed
 improvised electrolysis apparatus

 5% sodium hydroxide (NaOH) solution
 connecting wires (black and red insulation)
 9V dry cell
 test tube
 plastic syringes will serve as “collecting syringe”
 incense or bamboo stick
 safety matches Be careful in
TAKE handling the sodium
hydroxide.
CARE!
Procedure
1. Fill the sample container of the electrolysis

apparatus half-full with 5% sodium hydroxide
(NaOH) solution.
2. Fill each “electrolysis syringe” with 5% sodium

hydroxide (NaOH) solution up to the zero mark.
To do this, insert the tip of the “collecting
syringe” through the hole of the plastic straw Figure 2. Filling up
and suck out the air. Refer to Figure 2. Initially, the “electrolysis
the plunger of the “collecting syringe” should be syringe” with the
in the zero position. The basic solution will rise sample
and fill the “electrolysis syringe” as you pull the
plunger of the “collecting syringe”.
3. When the solution reaches the zero mark, fold the

straw with the “collecting syringe”. Refer to the figure
on the right. Repeat the procedure for the other
syringe.
Note: In case the 10mL syringe is used for sucking out

the air, you may need to repeat the suction of air to fill
up the “electrolysis syringe” with the basic solution.
4. Attach the connecting wires to the bottom tips of the stainless screws.
Attach the black wire to the negative (-) terminal of the dry cell. Attach
the red wire to the positive (+) terminal of the dry cell. The stainless screw
that is attached to the black wire is the negative electrode; while the
stainless screw that is attached to the red wire is the positive electrode.

5. Once the wires are connected with the dry cell, electrolysis will start.
Electrolyze until 6-8 mL of a gas is obtained at the negative electrode.
6. Draw out the gas at the negative electrode with

the “collecting syringe”. To do this, insert the tip
of the “collecting syringe” into the straw on the
side of the negative electrode. See figure on the
right. Remove the clip and draw out the gas.
Note: The plunger of the “collecting syringe”

should be at the zero mark before drawing up the
gas.
While drawing out the gas, you will notice that the solution will rise up
and fill the “electrolysis syringe” again. Make sure that the “collecting
syringe” will only contain the gas generated. However, take this chance
to refill the “electrolysis syringe” with the solution. When the level of the
solution reaches the zero mark in the “electrolysis syringe”, slowly lower
down the “collecting syringe” and immediately cover its tip with your
finger.
7. Refer to the figure on the right. Inject

the collected gas into an inverted test
tube and again cover the mouth of the
test tube with your thumb.
Immediately test the gas collected with
a lighted match or bamboo stick/
incense. Lighted match
Q1. What happened when you placed a lighted

match near the mouth of the test tube?
8. Continue to electrolyze until 6-8 mL of the gas is obtained at the

positive electrode.
9. Refer to the figure on the right.

Draw out the gas from the positive
Glowing bamboo stick
electrode and immediately inject
into a test tube held in upright
position. Immediately test the gas Collected
collected by thrusting a glowing (no gas
flame) bamboo stick all the way

down towards the bottom of the
test tube.

Note: Extinguish any flame from the burning stick but leave it glowing
before thrusting it inside the test tube.
Q2. What happened when you thrust a glowing bamboo stick inside the test
tube?
___________________________________________________________________________
Electrolysis decomposed water, a compound, into hydrogen and

oxygen. Hydrogen and oxygen are elements. As you have seen from the
activity above, compounds are substances that consist of two elements. As
you encounter more compounds, you will find out that there are compounds
that may be composed of more than two elements.
In the activity above, you noted that oxygen, the gas collected in the
positive electrode, made the lighted stick burn more vigorously. This means
oxygen supports burning. Hydrogen, the gas you collected in the negative
electrode, gave a popping sound when a glowing stick was thrust into it. The
sound comes from the rapid burning of hydrogen in the presence of air.
Note how different the properties are of hydrogen and oxygen from
water. Hydrogen burns and oxygen supports burning while water
extinguishes fire. Hydrogen is a gas at room temperature; so is oxygen.
Water, on the other hand, is a liquid at room temperature. The compound
(in this case, water) that is composed of elements (in this case, hydrogen
and oxygen) has properties that are distinctly different from the elements. In
other words, when elements combine to form compound, a different
substance is formed. In the higher grade levels, you will learn how this
combination of elements happens.
Elements
There are 118 elements. Each element has different set of properties.
No two elements have the same set of properties. Just like the two elements
that were generated in Activity 1 — hydrogen and oxygen. Even though they
are both in gaseous state at room temperature, they behave differently when
exposed to a flame or spark of flame. Hydrogen gives off a “pop” sound when
ignited; while oxygen induces a brighter spark. This difference in behavior
implies a difference in property. In effect, hydrogen and oxygen are different
substances, or to be more specific, they are different elements.

118 is quite a big number! Thanks to the works of our early scientists,
they were able to systematically organize all of the 118 elements in what we
call the periodic table of elements or sometimes simply referred as periodic
table. You will find one at the back page of this module. Amazingly, they
were able to logically arrange the elements in the table enabling one to have
an idea of the properties of several elements by knowing other elements
related to them. This means that there is no need to memorize the periodic
table but it is an advantage to be familiar with it. Thus, in the next activity,
you will accustom yourself with the periodic table.
__________________________________________________________________________
Activity 2
The Periodic Table: It’s Element-ary!
Objectives
1. be familiar with the layout of the periodic table;

2. know some information about the elements that may be found in
the periodic table; and
3. identify the group number an element it belongs to.
Material Needed
 periodic table of elements
Procedure
1. Every element has a name. In

each box of the table, you will
find only one name. One box
corresponds to one element.
Using the partial figure of the

periodic table on the right, find
where oxygen is.

2. For the next questions, please refer to the periodic table of the elements
found at the back page of this module. Write your answers for each
question in Table 1.
a. Scientists agreed to give symbols for each element. This is very

helpful especially to those elements with long names. Instead of
writing the full names, a one-letter or two-letter symbol may be
used. You can find these symbols in the periodic table too. It is
written inside the same box for that element. For instance, O is the
symbol for oxygen.
Q1. What are the symbols for elements with long names such as beryllium,
phosphorus, germanium, and darmstatdtium?
Table 1. Name and symbol of some elements and the group number it
belongs to.
Name Symbol Group Number
Note: Please add rows as necessary
b. Notice that most of the one-letter symbols are the first letters of
these elements.
Q2. What are the symbols for boron, nitrogen, fluorine and vanadium?
c. For the two-letter symbols, most of them start with the first letter
of the element. Notice that the second letter in the symbol may be
any letter found in the element’s name. Notice as well that only the
first letter is capitalized for the two-letter symbols.
Q3. What are the symbols for lithium, chlorine, argon, calcium and
manganese?

d. There are symbols that use letters that were taken from the
ancient name of the element. Examples of ancient names are
ferrum (iron), argentum (silver), hydrargyrum (mercury) and
plumbum (lead).
Q4. What are the symbols for iron, silver, mercury, and lead?
e. In the earlier grade levels, you already encountered elements. You

studied rocks and learned that some are composed of silicon and
magnesium. Some even have gold.
Q5. What are the symbols for silicon, magnesium and gold?
f. When you were recycling materials, you segregated the objects

according to what these are made of. Some of them are made from
aluminum, copper, tin or carbon.
Q6. What are the symbols for these 4 elements?
g. In nutrition, you were advised to eat enough bananas because it is

a good source of potassium.
Q7. What is the symbol for potassium?
h. In each box, you will find a number on top of each symbol. This is
the atomic number. In the higher grade levels, you will learn what
this number represents. For now, use it as a guide on how the
elements are sequenced.
Q8. What is the element’s name and symbol that comes before titanium?
How about that comes after barium?
i. Elements that are in the same column have similar properties. For
this, each column is called a family and has a family name.
However, at this point, you will refer first to each family with their
corresponding group number. Notice that the columns are
numbered 1 to 18 from left to right.
Q9. In which group does each of the elements listed in Table 1 belongs to?

___________________________________________________________________________
There are many elements present in the food you eat —whether it is a
natural food like a banana or those processed like banana chips, biscuits,
milk, and juice. These are mostly nutrients which the human body needs in
order to function well. Some of these are calcium, magnesium, zinc, and
selenium. Find these elements in the periodic table. Can you name more?
Did you also find them in the periodic table?
In the next activity, you will find out how these elements are present
in the food you eat. From the product labels, information about the contents
of the food is written — named as Nutrition Facts and Ingredients.
The Nutrition Facts is a list of the

different nutrients provided by the food
product with their corresponding
percentage share on the daily
recommended dietary allowance. Refer
to the figure on the right. Notice that
some of these nutrients are elements
such as calcium. Is this food a good
source of calcium?
On the other hand, Ingredients

give you a list of the materials that
have been added to make the food
product. These materials are the
sources of the nutrients. These are the
ones that are taken in by the body.
Refer to the figure below. Find the
ingredient ferrous sulfate. Ferrous is
derived from the Latin name of iron.
Refer to the figure on the right. This is
the Nutrition Facts which corresponds to the food product having these
ingredients. Find the nutrient iron.
How much iron does this food product
give as part of the recommended
dietary allowance? From this product
label, you can tell that you will be
getting as much as 35% of iron that
you need for the day and you will get
it as ferrous sulfate — a compound of
iron.

__________________________________________________________________________________
Activity 3
The “Matter” on Labels
Objectives
1. name elements that are listed in the Nutrition Facts of a food

label;
2. recognize that the elements listed in the Nutrition Facts are not
added as the elements themselves;
3. infer the food ingredient that could be the source of those listed
elements; and
4. recognize that most of these food ingredients are examples of
compounds.
Materials Needed
 food labels
Procedure
1. Refer to the labels of different food products below.
Ingredients:
sucrose, creamer (glucose syrup,
hydrogenated palm kernel oil, sodium
caseinate containing milk, sequestrants,
emulsifiers, nature-identical flavors,
sodium chloride, anticaking agents),
maltodextrin, cereal flakes (wheat flour,
rice flour, malt extract, sucrose, corn
grits, acidity regulator), sweet whey
powder, cocoa powder, iodized salt,
Cereal drink thickener, artificial flavour, zinc sulfate,

iron pyrophosphate.
May contain traces of soya.

INGREDIENTS: SUGAR, GLUCOSE SYRUP,
MILK NGREDIENTS, MODIFIED PALM OIL,
UNSWEETENED CHOCOLATE, MODIFIED
VEGETABLE OIL, PALM OIL, VEGETABLE
OIL, COCOA BUTTER, SALT CALCIUM
CHLORIDE, CITRIC ACID, SODIUM
BICARBONATE, SOY LECITHIN, NATURAL
Chocolate AND ARTIFICIAL FLAVORS.
MAY CONTAIN PEANUTS, TREE NUTS OR EGG.
candy
Ingredients: water, hydrolysed soybean

protein, iodized salt, sugar, natural and
artificial colors with tartrazine, acidulant,
monosodium glutamate, 0.1% potassium
sorbate, natural flavor and flavor enhancer.
Soy sauce
2. List down in Table 3 the compounds in the product label and the
constituent elements. There are cases that you will need to look up the
constituent elements because they may not be obvious from the
compound name (e.g., citric acid, oil).

Table 3. Compounds and their constituent elements written in the food labels
Food Product Compound Constituent Element
Cereal Drink
Chocolate candy
Soy sauce
Note: Please add rows as necessary
3. The elements iron and zinc are listed in the Nutrition Facts for the cereal
drink. Find out from the Ingredients the source of these elements.
4. Name three elements present in the Ingredients of the cereal drink
which are not listed in the Nutrition Facts.
___________________________________________________________________________
As you have learned from the activity above, the elements in food are in
combination with other elements and the resulting compounds are referred
to as minerals. Thus, you are not eating the elements themselves.
A product label that lists sodium as a nutrient does not mean that you
will be eating the element sodium. It means that the composition of one of
the ingredients includes sodium. In the case of soy sauce, the ingredient is
monosodium glutamate.
It is very rare and most of the time

dangerous if you take in the element itself. In
Activity 1, you have seen that water did not
give off a “pop” sound nor induced a bright
spark when exposed to a spark or flame,
unlike its constituent elements hydrogen and
oxygen, respectively. This means that the
properties of compounds are different from Photo credits:
http://www.visualphotos.com/image/1x7465368/sodium_reacting_
the properties of the elements it is made up with_water_chemical_reaction
of. There are cases that the properties of a compound pose less risk than its
constituent elements. An example is sodium and one of its compounds.
Sodium is an element that burns when it comes in contact with water. Refer
to the photo above. Imagine the danger that you are in to if you will be
eating sodium as an element. However, sodium chloride, which is a
compound made up of the elements sodium and chlorine, does not burn
when it comes in contact with water. In fact, sodium chloride is sometimes
used with water as common food ingredient. Perhaps, you are already

familiar with this. Does table salt ring a bell? Sodium chloride is commonly
called as table salt. As you know, it is safe to eat. Do take note though that
it should be consumed in the right amount. Excessive consumption of
sodium chloride may lead to kidney failure. This stresses the importance of
reading product labels. This will let you know how much of a nutrient you
get from a food product. Refer to Figure 3. How much calcium do you need
to consume in a day? How about magnesium? Avoid taking them beyond
these recommended amounts. It may lead to sickness, and even death. It is
imperative that you are aware of what makes up the food that you are
eating. You may also refer to Table 2 below for food sources of some
minerals when preparing your meal.
Figure 3. Recommended mineral intake (WHO, 2004)

Table 2. Some elements essential to life*
Element Source Function Deficiency condition
Macrominerals
Milk, cheese, Essential to formation Rickets in children;
canned fish and maintenance of bones diseases of the bones
Calcium with bones, and teeth; regulates nerve in adults such as
(Ca) sesame seeds, transmission, muscle softening of the bones
green leafy contraction, and blood and decrease in bone
vegetables clotting mass
Nuts, legumes, Catalyst in the synthesis Fluid loss due to too
cereal grains, of energy-carrier much alcohol intake;
Magnesium
dark green molecules; involved in the heart failure due to
(Mg)
vegetables, sea synthesis of proteins and spasms
food, chocolate relaxation of muscles
Orange juice, Maintains regular Sudden death during
bananas, dried heartbeat, water balance fasting, poor nerve
Potassium fruits, potatoes and cell integrity; needed function, irregular
(K) in nerve transmission, heart beat
carbohydrate and protein
metabolism
Liver, meat, Part of enzymes; Keshan disease (heart
Selenium
grain, antioxidant disease)
(Se)
vegetables
Meat, table salt, Regulates amount of body Headache, physical
Sodium (Na) salt- processed fluid; involved in nerve weakness, thirst, poor
food transmission memory, appetite loss
Some proteins Component of
Sulfur (S)
biomolecules and ions
Liver, shellfish, Part of insulin and some Anemia, stunted
Zinc (Zn) meat, wheat 154 enzymes growth
germs, legumes
Microminerals or Trace elements
Liver; animal Needed for glucose Loss of insulin
Chromium
and plant utilization efficiency with age
(Cr)
tissues
Liver, kidney, Helps in the formation of Rare
Copper (Cu) egg yolk, whole hemoglobin; part of 11
grains enzymes
Sea food, Strengthens bone and Dental decay
Fluorine (F) fluorinated tooth structure
drinking water
Liver, meat, Component of hemoglobin Anemia, tiredness,
green leafy and myoglobin and apathy
Iron (Fe) vegetables,
whole grains,
cocoa beans
Sea food, Part of thyroxin, regulates Goiter
Iodine (I)
iodized salts rate of energy use
Liver, kidney, Cofactor for a number of Weight loss,
Manganese
wheat germ, enzymes occasional dermatitis
(Mn)
legumes, nuts
*Source: Chemistry S&T Textbook for Third Year, 2009

It is also an advantage if you know the different names of the elements
and compounds. Take the case of the food product label below.
Refer to the Nutrition Facts of the cereal

product on the right. It tells that this cereal
product provides the nutrient, sodium.
Now, refer to the Ingredients. Do you find

any ingredient that could be a source of
sodium? It may seem not, at first. However,
knowing that the other name for sodium chloride
is salt, you can now identify one source
ingredient for the sodium that is listed in the
Nutrition Facts.
Note that there are instances that the

Nutrition Facts is incomplete. You may find an
element unlisted but once you check the
Ingredients, you can tell that the food product could be a source of that
element. Refer to the label of the cereal drink you used in Activity 3. Is
sodium listed in the Nutrition Facts? Is there an ingredient that could be a
source of sodium? When you read product labels, make sure you do not
miss out on these information. This will help you decide if the product is
worth buying.
Any ingredient added to food should be safe to eat in terms of quality

and quantity. By quality, these ingredients must be food grade. A substance
undergoes a process before it becomes food grade. It is only after that, a
substance may be safely added as a food ingredient. If it is a non-food
grade substance then it should not be added to products that are meant to
be ingested.
Refer to the product labels for a soy

sauce and a lotion. Notice that potassium
sorbate is a common ingredient. It has the
same function for both products, that is, it
acts as a preservative so the product would
last longer. However, it is important to note
that food grade potassium sorbate was
added in soy sauce; while a non-food grade
potassium sorbate may be added in the
lotion.

Notice that the product label does not indicate if the ingredient is food
grade or not. However, there are government agencies that make sure the
food products that are sold in the market uses only food grade ingredients.
In the next activity, you will encounter another substance that is

common to materials that are not meant to be ingested. However, this
substance was made food grade before it was added as a food ingredient.
This substance is iron. This food grade iron is sprayed onto the food or
added as a powder to the mixture. Because it is the elemental iron that was
added as a mixture, its properties are retained. One of these is its magnetic
property. Thus, you can recover the iron present in the food product by
using a magnet.
___________________________________________________________________________
Activity 4
The Iron-y of Food
Objective
In this activity, you should be able to recover iron from a food product.
Materials Needed
 processed food product rich  water

in reduced iron  beaker
 magnetic stirrer (magnet  measuring cup
with white coating)  forceps
 blender
Procedure
1. Place one cup of the food sample in a blender. Add one cup of water.
2. Transfer the crushed sample to a beaker. If the mixture is too thick,

add more water.
3. Make sure that the magnetic stirring

Do not eat the food
bar is clean. Place it in the beaker
TAKE samples and the
containing the mixture. iron that will be
CARE!
extracted in the
activity.

4. Stir the mixture for about 15 minutes in a magnetic stirrer.
Note: If the magnet does not seem to move, the mixture might still be
thick. If this happens, add enough water.
5. Using the forceps, retrieve the magnetic stirring bar from the mixture.
Take a closer look at the magnetic stirring bar.
Q1. Do you notice anything that clings to the magnetic stirring bar?
6. Let the magnetic stirring bar dry. Scrape off whatever has clung to it.
Bring a magnet close to the dried material. Observe what happens.
Q2. What can you infer about the identity of the dried material? What made
you say so?
___________________________________________________________________________
As you have seen, elements are part of almost anything around us —

food, clothes, rocks, and even this paper you are currently reading from.
Elements are said to be the building blocks of matter. They are like blocks
that you can put together and build something new. When you build
something new from these elements, you call them as compounds.
Compounds are made up of elements.

Elements are the simplest form of matter.
Both elements and compounds are substances.
With the 118 elements, imagine how many combinations of elements

you can make into compounds and how diverse the materials around us can
be.
In Modules 4 & 5, you will learn more about the compounds and
elements. You will work on different samples of compounds and elements
and explore their properties.

PERIODIC TABLE

OF ELEMENTS

MODULE
ACIDS AND BASES
4
In Module 1, you identified common properties of solutions using
different methods. You learned how to report the amount of the components
in a given volume of solution. You also found out that not all solutions are
liquid. Some of them are solids and others are gases. Towards the end of the
module, you investigated the factors that affect how fast a solid dissolves in
water.
In Module 3 you learned about compounds. In Module 4 you will

study a special and important class of compounds called acids and bases.
Examples of acids are acetic acid in vinegar and citric acid in fruit juices.
The solution used for cleaning toilet bowls and tiles is 10-12% hydrochloric
acid. It is commonly called muriatic acid. These acids in these mixtures
make the mixtures acidic. We can say the same about bases and basic
solutions. An example of a base is sodium hydroxide used in making soaps
and drain cleaners. Sodium hydroxide is also called lye or caustic soda. A
common drain cleaner used in most homes in the Philippines is called sosa.
Another base is aluminum hydroxide used in antacids. The bases in these
mixtures make the mixtures basic.
In this module you will investigate the properties of acidic and basic
mixtures using an indicator, a dye that changes into a specific color
depending on whether it is placed in an acidic solution or in a basic one.
Aside from knowing the uses of acidic and basic mixtures, you will also find
out the action of acid on metals and think of ways to reduce the harmful
effects of acids. Knowing the properties of acids and bases will help you
practice safety in handling them, not only in this grade level, but in your
future science classes.
How acidic or basic are common household materials?

Does water from different sources have the same acidity?
What is the effect of acid on metals?

__________________________________________________________________________
Activity 1
How Can You Tell if a Mixture is Acidic or Basic?

How will you know if a mixture is acidic or a basic? In this activity,
you will distinguish between acidic and basic mixtures based on their color
reactions to an indicator. An indicator is a dye that changes into a different
color depending on whether it is in acid or in base. There are many
indicators that come from plant sources. Each indicator dye has one color in
an acidic mixture and a different color in a basic mixture. A common
indicator is litmus, a dye taken from the lichen plant. Litmus turns red in
acidic mixtures and becomes blue in basic mixtures.
You will first make your own acid-base indicator from plant indicators
available in your place. This is a colorful activity. You may select a local
plant in your community. You can use any of the following: violet eggplant
peel, purple camote peel, red mayana leaves or violet Baston ni San Jose.
These plant materials contain anthocyanins. These plant pigments produce
specific colors in solutions of different acidity or basicity.
In this activity, you will:
1. Prepare a plant indicator from any of the following plants: violet

eggplant peel, purple camote peel, red mayana leaves or violet
Baston ni San Jose; and
2. Find out if a given sample is acidic or basic using the plant

indicator.
It is dangerous to taste
or touch a solution in
TAKE
order to decide if it is
CARE! acidic or a basic.
Part A. Preparation of Indicator*
In this part of Activity 1, you will prepare a plant indicator that you
will use to determine if a given sample is acidic or a basic.
*University of the Philippines. National Institute for Science and Mathematics Education
Development (2001). Practical work in high school chemistry: Activities for students.
Quezon City: Author, pp. 29-33.

Materials Needed
 1 pc mature, dark violet eggplant or camote leaves of Mayana or

Baston ni San Jose
 alum (tawas) powder
 sharp knife or peeler
 small casserole or milk can
 plastic egg tray or small transparent plastic cups
 brown bottle with cover
 alcohol lamp
 tripod
Procedure
1. Peel an eggplant as thin as possible. (You may also use the skin of
purple camote or the leaves of red mayana or Baston ni San Jose.)
Cut the materials into small pieces and place in a small casserole or
milk can. You may keep the flesh of the eggplant or camote for other
purposes.
2. Add about ⅓ to ½ cup tap water to the peel depending on the size of the
eggplant or camote used. Boil for 5 minutes. Stir from time to time.
3. Transfer the mixture into a bottle while it is still hot. There is no need to
filter, just remove the solid portion. The mixture may change if left in
open air for more than 5 minutes.
4. Immediately add a pinch (2-3 matchstick head size) of alum (tawas)

powder into the solution or until the solution becomes dark blue in
color. Stir well while still hot. This is now the indicator solution.
Note: Alum will stabilize the extract. The extract will be more stable with alum
but it is recommended that the solution be used within a few days. Keep the
extract in the refrigerator or cool dark place when not in use.
Part B. Determining the acidity or basicity of some common household

items
In this part of the activity, you will find out if a given household
material is acidic or basic using the plant indicator you have prepared in
Part A.

Materials Needed
 plant indicator prepared in Part A

 vinegar
 distilled water
 tap water
 baking soda
 baking powder
 calamansi
 Other food/home items with no color:
(toothpaste, shampoo, soap, detergent, fruit juice like buko
juice, sugar in water, soft drink)
 2 plastic egg trays or 12 small plastic containers
 6 droppers
 6 plastic teaspoons
 stirrer (may be teaspoon, barbecue stick or drinking straw)
Procedure
1. Place one (1) teaspoon of each sample in each well of the egg tray.
2. Add 8-10 drops (or ½ teaspoon) of the plant indicator to the first
sample.
Note: If the sample is solid, wet a pinch (size of 2-3 match heads) of the solid
with about ½ teaspoon of distilled water.
Use one dropper for one

TAKE kind of sample. Wash each
dropper after one use. Do
CARE!
not mix samples!
3. Note the color produced. Record your observations in column 2 of

Table 1.

Table 1. Acidic or basic nature of household materials
Sample Color of indicator Nature of sample

calamansi
tap water (water from
the faucet)
Distilled water
vinegar
sugar in water
baking soda
baking powder
soft drink (colorless)
coconut water (from
buko)
toothpaste
shampoo
soap
4. Repeat step number 1 of Part B for the other samples.
5. Determine the acidic or basic nature of your sample using the color
scheme below for eggplant or camote indicator and record the nature of
each sample in Table 1.
Strongly acidic: red to pale red

Weakly acidic: blue
Weakly basic: green
Strongly basic: yellow
Part C. Determining the acidity or basicity of water from different

sources
In this part of Activity 1, you will find out how acidic or basic the
samples of water from different sources are.

Materials Needed
At least one cup water from each of the following sources of water:
 plant indicator prepared in Part A

 rainwater
 river, lake or stream
 pond
 canal
 faucet
 deep well or hand pump
 bottled water (mineral water) or distilled water
 2 plastic egg trays or 8 small plastic containers
 6 droppers
 6 plastic teaspoons
Procedure
1. Place one (1) teaspoon of each sample in each well of the egg tray.
2. Add 8-10 drops (or ½ teaspoon) of the plant indicator to the first
sample.
Note: If the sample is solid, wet a pinch (size of 2-3 match heads) of the solid
with about ½ teaspoon of distilled water.
Use one dropper for

one kind of sample.
TAKE
Wash each dropper
CARE!
after one use.
Do not mix samples!
3. Note the color produced. Record your observations in column 2 of

Table 2.

Table 2. Acidic or basic nature of water from different sources
Water sample from

Color of indicator Nature of sample
source
rainwater
river, lake or stream
Pond
Canal
water from faucet
4. Determine the acidic or basic nature of your sample using the color
scheme below for eggplant or camote indicator and record the nature of
each sample in Table 2.
Strongly acidic: red to pale red

Weakly acidic: blue
Weakly basic: green
Strongly basic: yellow
______________________________________________________________________
You can now operationally distinguish between acidic and basic

mixtures using plant indicators. More than that, using the plant extract you
have prepared allowed you to further determine the degree of acidity or
basicity of a mixture, that is, you were able to find out how strongly acidic or
basic the mixtures were. It should now be clear to you that the samples you
used in Activity 1, Parts B and C are not called acids nor bases but rather
these samples may have either acids or bases in them which make them
acidic or basic.
Another method can be used to distinguish acidic from basic

mixtures. It is through the use of the pH scale, which extends from 0 to 14.
The pH scale was proposed by the Danish biochemist S.P.L. Sorensen. In
this scale, a sample with pH 7 is neutral. An acidic mixture has a pH that is
less than 7. A basic mixture has a pH that is greater than 7. In general, the
lower the pH, the more acidic the mixture and the higher the pH, the more
basic is the mixture.
It is useful for you to know the pH of some samples of matter as

shown in Table 1 and illustrated in the pH scale drawn in Figure 1.

Table 3*. The pH values of some samples of matter
Sample of Matter pH
Gastric juice 1.6-1.8
Lemon juice 2.1
Vinegar (4%) 2.5
Softdrinks 2.0-4.0
Urine 5.5-7.0
Rainwater (unpolluted) 5.6
Milk 6.3-6.6
Saliva 6.2-7.4
Pure water 7.0
Blood 7.4
Fresh egg white 7.6-8.0
Seawater 8.4
Laundry detergents 11
Household bleach 12.8
Drain cleaner 13.0
*Adapted from: Hill, J. W. & Kolb, D. K. (1998). Chemistry for changing times, 8th
ed., p. 187.
Figure 1. The pH values of some samples of matter.

__________________________________________________________________________
Activity 2
Color Range, pH Scale!
In this activity, you will use the results in Activity 1, Parts B and C, to
determine the pH of the solutions you tested. Use the following pH scale for
eggplant indicator to determine the pH of the common mixtures you tested
in Activity 1. Present your results in a table similar to Table 4.
The eggplant indicator shows the following color changes.
pH 1 2 3 4 5 6 7 8 9 10 11 12 13 14
red/ pale/ blue /green /yellow
red
ACIDIC N BASIC
E
U
T
becoming more acidic R becoming more basic
A
L
Table 4. pH of samples from Activity 1
Sample pH based on eggplant/camote Acidic or Basic

indicator
___________________________________________________________________________
Now that you are aware of the pH of some common mixtures, why do
you think is it important to know about pH? The following facts give you
some information on how pH affects processes in the body and in the
environment, as well as in some products you often use.

Importance of pH
pH and the Human Body
Acids and bases perform specific functions to balance the pH levels in

the body. When your body has too much carbon dioxide, the blood becomes
too acidic. You breathe slowly. Breathing is slowed to increase the pH in the
blood. If pH in the body is too basic, you will hyperventilate to lower the pH.
This acid and base control is an important part of biological homeostasis
(balance) in humans. In fact, human life is sustained only if the pH of our
blood and body tissues is within a small range near 7.4.
Use of pH in Food Processing and Fruit Preservation
During food processing, pH is closely followed. Changes in pH affect

the growth of microorganisms, which cause food spoilage. Most bacteria
grow best at or near pH 7. To prevent the growth of harmful bacteria,
pickling is an effective food preservation method because it lowers pH.
The control of pH is also needed in wine and jam preparation. A few

species of bacteria grow in a basic medium of pH 9-10. This is the pH range
of stale eggs. Most molds grow within the pH range of 2- 8.5. In acidic
conditions, many fruits and products made from fruits are easily attacked
by molds unless the fruits are properly protected.
Control of pH in Soil
The pH of soil is very important. Some plants grow well in acidic soil
while others prefer basic soil. Farmers need to know the pH of their soil
since plants will only grow in a narrow pH range. The pH also affects how
much nutrients from the soil become available to plants.
Most plants in the Philippines grow in acidic soils. These plants are
banana, kaimito, durian, pineapple, soybean, coffee, eggplant, squash,
kamote, and rice. Other plants like grapes and pechay require basic soils.
Some plants grow best in almost neutral soil like orange, peanut,
watermelon, beans, cabbage, tomato, corn garlic, and onion.
pH of Rainwater
The average pH of rain is 5.6. This slightly acidic pH is due to the

presence of carbon dioxide in the air. In many areas of the world, rainwater
is much more acidic, sometimes reaching pH 3 or even lower.

Rain with a pH below 5.6 is called “acid rain.” The acidic pollutants in
the air that come from the burning of fuels used in power plants, factories,
and vehicles produce gases which are acidic. These gases enter the
atmosphere and dissolve in water vapor in the air. Some acid rain is due to
natural pollutants like those from volcanic eruptions and lightning.
Maintaining pH of Personal Care Products
Most personal care products have pH kept at specific levels to avoid

harmful effects on the body. This is true for hair products. For example, at
pH 12, hair already dissolves, that is why hair removers usually have pH of
11.5 to12. Most shampoos are within the pH range of 4 to 6. This is
because the pH of the product must be compatible with that of the hair,
which is in the range pH 4 to 5. Hair is least swollen and is strongest at this
pH range. But very often, using shampoo leaves the hair basic. So, in order
to avoid eye irritation and stinging, shampoos for infants and children have
a pH similar to that of tears (pH 7.4).
Hair has a protective covering called sebum. The use of conditioners

after using shampoo puts back this oily coating and penetrates the hair
shaft itself.
You may look up other references to learn more about the importance
of knowing about pH.
Now that you have discussed with your teacher the importance of
keeping the proper pH in the human body, in food processing and food
preservation, in farming and in personal care products, it is also essential
that you know the effects of acids on some common metals. An important
property of acids is their tendency to react with certain metals. At higher
grade levels, you will learn that the nature of the metal determines how it is
affected by specific types of acid. However, in this grade level, you will
simply investigate the effect of an acid on a common metal like iron.
Effect of an Acidic Mixture on Metal
What do you think will happen when an acid and a metal come in
contact with each other? What happens after the metal has been in contact
with the acid for some time? What changes take place?
In Activity 3, you will investigate the effect of an acid on a common

metal like iron. In Module 1, you have learned that vinegar is about 5%
acetic acid. You will be using vinegar in this investigation since it is safe to

handle and easily available. Vinegar will simply be an example that can
show the action of an acidic solution when it comes in contact with a metal.
There are other acids that affect metals but you will learn about them in
Grades 8 and 9.
___________________________________________________________________________
Activity 3
What Happens to a Metal when Exposed to an Acidic
Mixture?
Objective
In this activity, you will find out the effect of an acidic mixture, like
vinegar, on iron.
Materials Needed
 3 pieces, small iron nails (about 2.5 cm long)

 1 cup white vinegar (with 4.5 to 5 % acidity)
 3 small, clear bottles or 100 mL beaker
 1 cup water
 2 droppers
Procedure
1. Prepare a table similar to the one below.

Setup Observations
After one day After 2 days After 3 days
Iron nail (1)
Iron nail (2)
Iron nail (3)
2. Clean and wipe dry all the iron nails and the bottles.
3. Place one piece of the iron nail in each bottle.
Q1. Why do you think are there three different bottles for each sample of
iron nail?
4. Put two to three drops (just enough to barely cover the sample) of vinegar
on top of the iron nail in each bottle.

5. After adding vinegar to all samples, put aside the bottles where you can
observe changes for three days.
6. Write your observations after one day, two days, and three days on the
data table in step #1.
Q2. At the end of three days, describe completely what happened to each
sample.
Q3. Give explanations for the results you have observed.
You have observed the action of vinegar, an acidic mixture, on metal

such as iron in Activity 3. Do you think other types of acidic mixtures act in
the same way with other metals? What about other types of materials? You
will learn a lot more about the action of acids on metal and on different
types of materials in Grades 8 and 9.
Safety in Handling Acids and Bases
Now that you know the properties of acidic and basic mixtures, you
can handle them carefully. Acids and bases with high concentrations can
cause serious burns. For example, hydrochloric acid (commonly called
muriatic acid) is used in construction to remove excess mortar from bricks
and in the home to remove hardened deposits from toilet bowls.
Concentrated solutions of hydrochloric acid (about 38%) cause severe
burns, but dilute solutions can be used safely in the home if handled
carefully. You can find the following caution in a bottle of muriatic acid:
Harmful or fatal if swallowed. Strong

irritant to eye, skin, and mucous
membrane. Do not take internally.
Avoid contact with eyes, nose and
mouth. Use only in well ventilated
areas. Keep tightly sealed. Do not
store above 60oC. Keep out of reach
of children.
Acidic mixtures can easily “eat away” your skin and can make holes in
clothes. However, since vinegar is only 5% acetic acid, it will not irritate the
skin and destroy clothes.

Sodium hydroxide (commonly called lye or liquid sosa) is used to open
clogged kitchen and toilet pipes, sinks, and drains. Its product label shows
the following warning:
POISON. Avoid contact with any part

of the body. Causes severe eyes and
skin damage and burns. Store in a cool dry
place and locked cabinet. Harmful or fatal if
swallowed.
For your safety, you should make it a habit to read product labels
before using them. It is also important to know the proper way of storing
these products, as shown in the label of liquid sosa.
What happens when acids and bases combine?
Look back at the pH color chart of Activity 2. You will find a pH value
that is not acidic or basic. Mixtures that are not acidic or basic are called
neutral. When an acid mixes with a base, water and salt are produced.
Such a process is called neutralization.
If a basic mixture is added to an acidic mixture, the resulting mixture

will no longer have the properties of the acidic mixture. In the same way, if
enough acidic mixture is added to a basic mixture, the properties of the
basic mixture are changed. This is because the acid and the base in each of
the mixtures neutralize each other to produce a mixture with a different set
of properties.
The process of neutralization has some uses in everyday life. The

following are some examples:
 Treating indigestion. The acid in our stomach, gastric juice, is

hydrochloric acid with low concentration. It helps in the digestion of food.
If we eat too much food, the stomach produces more acid which leads to
indigestion and pain. To cure indigestion, the excess acid must be
neutralized by tablets called antacids. These contain bases to neutralize
the excess acid in the stomach.
 Using toothpaste to avoid tooth decay. Bacteria in the mouth can

change sweet types of food into acid. The acid then attacks the outermost
part of the tooth and leads to tooth decay. Toothpaste contains bases
that can neutralize the acid in the mouth.

 Treating soil. You will recall in the earlier part of this module that some
plants grow well in acidic soil while others prefer basic soil. Farmers
need to know the pH of their soil. Most often, the soil gets too acidic.
When this happens, the soil is treated with bases such as quicklime
(calcium oxide), slaked lime (calcium hydroxide) or calcium carbonate.
The base is usually spread on the soil by spraying.
 Treating factory waste. Liquid waste from factories often contains acid.
If this waste reaches a river, the acid will kill fish and other living things.
This problem can be prevented by adding slaked lime (calcium hydroxide)
to the waste in order to neutralize it.
After completing this module, you learned about the properties of

acidic and basic mixtures. You can now prepare indicators from plants
anytime you need to use them. You are more aware of the use of the pH
scale, which will become more helpful as you study science in higher grade
levels. You now recognize the importance of knowing the acidity or basicity
of common mixtures we use, as well as the relevant uses of the process of
neutralization.
References and Links
Brady, J.E. & Senese, F. (2004). Chemistry: Matter and its changes, 4th
edition. River Street Hoboken, NJ: John Wiley & Sons, Inc
Bucat, R.B. (Ed.) (1984). Elements of chemistry: Earth, air, fire & water,
Volume 2. Canberra City, A.C.T., Australia: Australian Academy of
Science.
Bucat, R. B. (Ed.) (1983). Elements of chemistry: Earth, air, fire & water,
Volume 1. Canberra City, A.C.T., Australia: Australian Academy of
Science.
Burns, R. A. (1999). Fundamentals of chemistry, 3rd edition. Upper Saddle
River, N.J. Prentice-Hall, Inc.
Elvins, C., Jones, D., Lukins, N., Miskin, J., Ross, B., & Sanders, R. (1990).
Chemistry one: Materials, chemistry in everyday life. Port Melbourne,
Australia: Heinemann Educational Australia.
Gallagher, R. & Ingram, P. (1989). Co-ordinated science: Chemistry. Oxford,
England: Oxford University Press.
Heffner, K. & Dorean, E. (n.d.) Must it rust? The reaction between iron and
oxygen. Retrieved Feb 16, 2012 from
http://www.haverford.edu/educ/knight-booklet/mustitrust.htm
Heyworth, R. M. (2000). Explore your world with science discovery 1. First
Lok Yang Road, Singapore. Pearson Education South Asia Pte Ltd.
Hill, J.W. & Kolb, D.K. (1998). Chemistry for changing times, 8th edition.
Upper Saddle River, NJ: Prentice Hall.
Philippines. Department of Education. (2004). Chemistry: Science and
technology textbook for 3rd year. (Revised ed.). Quezon City: Author.

MODULE
METALS AND NONMETALS
5 Elements are the simplest form of substances. This
means that whatever you do with an element, it remains
to be the same element. Its physical state may change but the identity of the
element will not. It may form compounds with other elements but the
element will never form anything simpler than it already is.
There are already more than

a hundred elements and are
organized in a Periodic Table.
Some of them are naturally
occurring and some were produced
in a laboratory.
In this module, you will find

out more about the elements. You
will see that majority of them are
metals, while some are
nonmetals. In addition to these
are the metalloids, so called
because they exhibit properties of
both metals and nonmetals.
How are metals different from nonmetals?

Properties of Metals
In the earlier grades, you segregated objects according to the material

they are made of. You did this when you were starting the habit of 5Rs —
recycle, reuse, recover, repair or reduce. Look around you. Which objects are
made of metals? What made you say that they are metals?
Perhaps, you have been identifying a metal based on its appearance.

Most of the time, metals are shiny. They exhibit a luster which is the reason
that they are used as decorations.

Many metals are ductile. This means that metals can be drawn into
wires. An example is copper. The ductility of copper makes it very useful as
electrical wires. Gold is also a metal that is ductile; however, it is rarely
used as an electrical wire. What could be the reason for this?
Some metals are malleable. This means that they can be hammered
or rolled into thin sheets without breaking. An example is aluminum. It is
passed into mills and rolled thinly to produce the aluminum foil used to
wrap food. Most soda cans are made of aluminum, too.
Some metals are magnetic. This means that they are attracted by a
magnet. The common ones are iron, nickel and cobalt. Get a magnet. Try
them in different metals in your home or school. Were they all attracted to
the magnet? What metals are these?
The general properties of metals are luster, ductility, malleability and

magnetic properties. Metals exhibit these properties in varying degrees.
Other properties exhibited by metals
In the next activity, you will

investigate the electrical conductivity
of different materials. This property
allows electricity to pass through a
material. You will find out whether this
These are made from copper.
property is exhibited by metals or Make sure they are not
nonmetals. You will use an improvised touching each other.
conductivity tester as the one shown on
the right.
Activity 1
Which can Conduct Electricity, Metals or Nonmetals?
Objective
In this activity, you should be able to distinguish between metals and

nonmetals based on its electrical conductivity.
Materials Needed
 samples of copper, aluminum, sulfur, iron and iodine
 white paper
 improvised conductivity apparatus

Procedure
1. Place a sample in a sheet of white paper. This will help you observe the
samples better. In Table 1, note down the appearance of each of them.
Table 1. Electrical conductivity of different materials

Sample Appearance Electrical Conductivity
aluminum
copper
iodine
iron
sulfur
Q1. Which of the samples look like metals? How about nonmetals?
2. Place the end tip of the improvised conductivity apparatus in contact

with each sample. If the tester gives off a sound, the sample is said to
be electrically conductive. Otherwise, it is electrically nonconductive.
Note: Do not let the end tips of the conductivity tester touch each other.
Q2. Which of the samples are electrical conductors? Which are not? Note
them down in Table 1.
In the activity above, you determined qualitatively the electrical

conductivity of each sample. However, if you wish to know the electrical
conductivity values, a more sophisticated tester may be used such as the
one in the figure below.
The metallic probe in the figure on the left is

the one that comes in contact with the sample. It
will measure then display the electrical
conductivity value in the liquid crystal display
(LCD) screen. Refer to the periodic table found at
the back page of this module.
The electrical conductivity values are written

at the bottom line of each box. It is expressed in
x106 Ohm-1cm-1. What do you notice about the
elements with electrical conductivity values?

Where are they located in the periodic table?
One amazing feature of the periodic

table is that all the metals are placed in one
side. Those that are on the other side
(grayish shade) are the nonmetals.
Notice that there is a stair step line

formed by some elements which somewhat
divides the metals and nonmetals. These
elements are the metalloids. They are
elements exhibiting properties that are
intermediate to metals and nonmetals. Name the
metalloids. Name some metals. Name some nonmetals.
Which are electrically conductive, metals or nonmetals? Which

element has the highest electrical conductivity value? What could be the
reason for using copper as an electrical wire more than this element?
You might wonder why some metals do not have electrical

conductivity values when supposedly all of them possess such property.
Notice that these metals are the ones mostly found at the last rows of the
periodic table. Elements in those rows are mostly radioactive. This means
that the element is very unstable and exists in a very short period of time. In
effect, it would be difficult to test for their properties. In the higher grade
levels, you will learn that there are ways to infer the electrical conductivities
of these elements.
Electrical conductivity clearly distinguishes metals from nonmetals

but there is one exception. Refer to the periodic table. Which element is
electrically conductive even if it is a nonmetal?
One form of carbon is graphite. It is commonly

available as the black rod in your pencils. Get your
sharpened pencil. Place the black rod in between the end tips
of your improvised conductivity tester. Make sure that the black
rod is in contact with the tips of the tester. What happened?
In the higher grade levels, you will learn why carbon (graphite)
though a nonmetal is electrically conductive.

Look for other objects and test if they are made up of metal or
nonmetal. Write down these objects in the appropriate box of the diagram
below.
Were you able to find a

cooking pot as one of your test
objects? What element is it mainly
made of?
Refer to Table 2. This table

shows the thermal conductivity
values of some elements expressed
in Watt/centimeter-Kelvin (W/cmK).
Thermal conductivity is the ability
of an element to allow heat to pass
through it. The higher the value, the
better heat conductor an element
is. Find the elements that are
mainly used for the cooking pots. What can you say about the thermal
conductivity of this element compared with the other elements? Is this
element, a metal or nonmetal? In general, which are better heat conductors,
metals or nonmetals? Based on Table 2, what other elements can be used as
cooking pots? Note as well that the malleability of a metal is a consideration
in using it as a material for cooking pot.
Table 2. Thermal conductivities of some elements

Thermal Conductivity*
Element Symbol
(W/cmK)
Copper Cu 4.01
Aluminum Al 2.37
Iron Fe 0.802
Selenium Se 0.0204
Sulfur S 0.00269
Phosphorus P 0.00235
*Kenneth Barbalace. Periodic Table of Elements - Sorted by Thermal Conductivity.
EnvironmentalChemistry.com. 1995 - 2012. Accessed on-line: 3/14/2012
http://EnvironmentalChemistry.com/yogi/periodic/thermal.html
Metals and Nonmetals In and Around You
In the figure below, you will find the elements that your body is made
up of. What element are you made up of the most? Is it a metal or a

nonmetal? Of all the elements reported in the graph, how many are metals?
How about nonmetals?
Data taken from Burns, 1999
Refer to the figure below. The figure shows how much of one element is
present in the Earth’s crust relative to the other elements. What element is
the most abundant in the Earth’s crust? What comes second? Are these
metals or nonmetals?
Data taken from Burns, 1999
Refer to the periodic table. What constitutes majority of the elements,

metals or nonmetals?
Interestingly, even with the fewer number of nonmetals, their

abundance is higher than metals. As you have seen above from the two

graphs, both living and nonliving systems are mainly composed of
nonmetals.
As you learned in Module 3, elements form compounds. The

percentage abundance of the elements reported in the graphs above
accounts some elements that are present in compounds, much like the food
ingredients you encountered in Module 3. For instance, sodium is present in
sodium chloride. The 18.0% carbon that makes up the human body is
mostly compounds of carbon such as the DNA that carries your genetic
code.
Oxides of Metals and Nonmetals
Similarly, oxygen accounted in the graphs may also be in compounds.

Some of these compounds are called oxides. These oxides may be formed
when an element is burned. These oxides exhibit different acidities. In
Module 4, you learned that there are indicators that you can use to
determine such. One of these acid indicators is the litmus paper. What color
does the litmus paper show when the sample is acidic? How about when the
sample is basic?
In the next activity, you will separately burn a sample of a metal and a
nonmetal. You will test the acidity of the oxide of a metal and that of the
oxide of a nonmetal.
Activity 2
Acidity of the Oxides of Metals and Nonmetals
Objective
In this activity, you should be able to distinguish between metals and

nonmetals based on the acidity of their oxides.
Materials Needed
 magnesium (Mg) ribbon  litmus paper (red and blue)

 sulfur (S)  water
 iron wire (holder)  cork
 alcohol lamp  watch glass
 test tube  dropper/stirring rod
 beaker

Procedure
1. Get a piece of iron wire. Make a small loop at one end. Insert the other
end into a cork to serve as a handle.
2. Get a piece of magnesium ribbon. Describe its appearance. Note this in

Table 3.
Q1. Is magnesium a metal or a nonmetal?
3. Coil a small piece of Mg ribbon (about TAKE Do not inhale the

2 cm) and place on top of the loop. CARE! fumes/vapor.
Place the looped end of the wire into
the flame of an alcohol lamp. Note what
happens. Record your observations in Table 3.
4. Place 2 mL of water in a small test tube. Add the ash produced when
you burned the Mg ribbon. Shake the test tube gently.
5. Get a watch glass and place a piece each of red and blue litmus papers.
6. Wet one end of a stirring rod with the solution and place a drop of this
solution on a piece of blue litmus paper. Repeat the test on red litmus
paper.
Q2. Which litmus paper changed in color? Describe the change. Note this in
Table 3.
Q3. Is the oxide of magnesium acidic or basic?
Table 3. Data for Activity 2

Observations Reaction of its
Before During After oxide with
heating heating heating litmus paper
Magnesium
(Mg)
Sulfur
(S)
7. Place 2 mL of water in another test tube. Clean the wire loop and dip in
powdered sulfur (S).
Q4. Is sulfur a metal or nonmetal?

8. Place the looped end of the wire containing the sample over the flame.
As soon as the sulfur starts to burn, put the loop into the test tube
without touching the water. Remove the loop into the test tube once the
sulfur is completely burned. Cover the test tube immediately and shake
well.
9. Get a watch glass and place a piece each of red and blue litmus papers.
10. Wet one end of a stirring rod with the solution and place a drop of this
solution on a piece of blue litmus paper. Repeat the test on red litmus
paper.
Q5. Which litmus paper changed in color? Describe the change. Note this in
Table 3.
Q6. Is the oxide of sulfur acidic or basic?

___________________________________________________________________________
In this module, you learned about the properties of metals and

nonmetals. These properties are the ones that determine their uses like
aluminum’s malleability to become soda cans, and copper’s ductility to
become electrical wires.
Most of the elements are metals. They are shiny, malleable

and ductile but just in varying degrees — like electrical and
thermal conductivity. Nonmetals are electrically
nonconductive except for some forms of carbon.
It is important to note though that most objects are made not of a

single material, rather of a combination of materials so they become fitter for
a purpose. This is where your knowledge on the properties of materials
comes in. Which materials do you combine to make it fit for a purpose? As
you can see from the image in this module cover, the electrical wire made of
copper was covered with rubber. Rubber is mainly made of compounds of
nonmetals such as carbon, hydrogen and chlorine. As you have learned,
nonmetals are nonconductors of electricity. Using a nonmetal to cover a
metal makes it safer to use as an electrical wire.
As you advance to another grade level, there are more properties of

matter that you will encounter. It is hoped that you will be able to maximize
the properties of different materials to create new beneficial products or find
other uses for them.

PERIODIC TABLE

OF ELEMENTS

Suggested time allotment: 4 hours
MODULE
FROM CELL TO
1 ORGANISM
Overview
There are different materials in the environment. There are also

diverse kinds of living things. This module will discuss different kinds of
living things and what they are made up of.
Organ systems work together to help organisms meet their basic

needs and to survive. The digestive system helps organisms get energy from
the food they eat. The circulatory system moves the nutrients that come
from digested food, along with blood, to the different parts of the body. How
do you think do the other organ systems work together? Do plants have
organ systems, too?
Organ systems are made up of organs that have related functions and
are grouped together. For example, the mouth, esophagus, stomach, and
intestines are organs of the digestive system. The heart, arteries and veins
are some parts that make up the circulatory system. Are there organisms
that do not have organs?
This module introduces you to the different structures that make up

an organism. These structures are formed from the grouping together of
parts whose functions are related. You will also discover in this module that
organs themselves are made up of even smaller parts. Anything that
happens to these small parts will affect the functioning of the organs, organ
systems, and the whole organism.
What are organisms? What makes them up?
Grade 7 Science 77
Living Things and Their Environment
Activity 1
What makes up an organism?
Objectives
1. identify the parts that make up an organism,

2. describe the function of each part, and
3. describe how these parts work together in an organism.
Materials Needed
Writing materials
Posters and pictures of organisms, organ systems, organs, tissues,
and cells
Procedure
Read the selection below and answer the questions that follow.
You are an organism just like the plants and animals.
Photos: Courtesy of Michael Anthony B. Mantala
Figure 1. Pictures of a human being, plant, and an animal
Grade 7 Science 78
Have you ever asked yourself what makes
you up and the other organisms around you?
Figure 2 shows a model of a human torso.
Q1. What parts of the human body do you see?
Q2. To which organ systems do these parts

belong?
Figure 3 shows some organ systems that

you may be familiar with.
Q3. Can you identify these organ systems?
Q4. How do these organ systems work

together?
Photo: Courtesy of Michael Anthony B. Mantala
Biology Laboratory, UP NISMED
Figure 2. A model of a
human torso
Photo: http://fc.amdsb.ca/~melanie_mccowan/S04B36342.2/
human-_body.jpg
Figure 3. Some Organ Systems
The circulatory system is one of the organ

systems that make up an organism. It is made
up of the heart, blood vessels, and blood.
Photo: Courtesy of Michael Anthony B.
Mantala
Figure 4 shows a model of a human Biology Laboratory, UP NISMED
heart. Your heart is about the size of your fist. Figure 4. A model of a
It pumps and circulates blood to the different human heart
parts of the body through the blood vessels.
Grade 7 Science 79
Certain diseases affect the heart and cause it to function improperly.
To learn more about these diseases and what they do to the heart, interview
relatives or neighbors who have heart problems or who know of people who
have the disease. You can also use the internet and the library to read
articles about how certain diseases affect the heart, its parts, and the whole
organism.
Q5. Refer to Figure 4. What parts of the human heart do you see?
Q6. What do you think will happen to the heart if any of these parts were
injured or diseased?
Q7. If these parts of the heart were injured or diseased, what do you think
will happen to the organism?
The excretory system is another organ

system that makes up an organism. It is made
up of different organs that help the body
eliminate metabolic wastes and maintain
internal balance. These organs include a pair of
kidneys. Figure 5 shows a model of a human
kidney. What shape does it look like?
The kidneys are made up of even smaller

parts. Some parts eliminate wastes that are no
longer needed by the body; other parts function
in the reabsorption of water and nutrients.
Like the heart, certain diseases also affect

the kidneys and their function. To learn more
about these diseases and what they do to the
kidneys, interview relatives or neighbors who
have kidney problems or who know of people Photo: Courtesy of Michael Anthony B. Mantala
who have the disease. You can also use the Biology Laboratory, UP NISMED
internet and library resources to read articles or

news clips about how certain diseases affect the human kidney
kidneys – and the other organs of the body –
and the whole organism.
Q8. Refer to Figure 5. What parts of the human kidney do you see?
Q9. What do you think will happen to the kidneys if any of these parts were
Q10. If these parts of the kidneys were injured or diseased, what do you
think will happen to the organism?
Grade 7 Science 80
Q11. What procedure can a medical doctor do to correct an injury to these
organs?
Organs are made up of tissues. The

heart, kidneys, and the parts that make
them up are made up of tissues. Figure 6
shows a picture of a muscle tissue. This
tissue is made up of cells - the basic units
of structure and function in organisms.
Q12. What do you think will happen to

the organs if these tissues were
Q13. If these tissues were injured or Photo: http://www.uoguelph.ca/zoology/

diseased, what do you think will devobio/miller/013638fig6-17.gif
happen to the organ systems? Figure 6. Muscle tissues
Q14. If these tissues were injured or diseased, what do you think will
happen to the organism?
Plants are also made up of organ

systems: the root and shoot systems. The
root system absorbs water and nutrients;
the shoot system moves them to the
different parts of the plant.
Q15. In what ways are the functions of

the organ systems of plants similar
to those of animals? Photo: Courtesy of Michael Anthony B. Mantala
Figure 7. An orchid showing

Q16. In what ways are they different? shoot and root systems
Figure 8 shows a picture of a flower.

Flowers are the reproductive organs of
plants. Together with the leaves and the
stems, they make up the shoot system.
Q17. In what ways are flowers similar to

the reproductive organs of animals?
Q18. In what ways are they different?

Q19. How do the flowers, leaves, and Figure 8. A Gumamela
stems help plants meet their basic (Hibiscus) flower
needs?
Grade 7 Science 81
Q20. What do think will happen to the plant if any of the parts that make
up the shoot system were injured or diseased?
Figure 9 shows a picture of the roots of a

tree. What parts do you think make up these
roots?
Q21. Aside from absorbing water and

nutrients, what other functions do the
roots serve?
Figure 9. Roots of a tree
Figure 10 shows a model of a section of a

root tip. When you get a small section of a root
tip and view it under a microscope, you will see
that it is made up of many layers of tissues.
You will also see that these tissues are
composed of similar cells that are arranged
and grouped together to perform specific
functions.
Q22. What do you think will happen to the

roots if the tissues that make them up
were injured or diseased?
Q23. If the roots were injured or diseased,

what do you think will happen to the
plant?
Biology Laboratory, UP NISMED

section of a root tip showing
different plant tissues
Take a closer look at the models of

animal and plant cells in Figure 11. Cells are
the basic units of structure and function of all
organisms. These cells are grouped together to
form more complex structures: tissues, organs,
and organs systems.
Animals and plants are very different

organisms and yet, they are both made up of Photo: Courtesy of Michael Anthony B.
parts that are organized similarly. Mantala, Biology Laboratory, UP NISMED
Figure 11. Models of animal

and plant cells
Grade 7 Science 82
Q24. What do you think will happen to the tissues, organs, and organ
systems if these cells were injured or diseased?
Q25. If the tissues, organs, and organ systems were injured or diseased,
what do you think will happen to the organism?
Activity 2
Levels of organization in an organism
Objectives
1. identify the different levels of organization in an organism,

2. describe the parts that make up each level of organization and
their functions, and
3. describe how the parts that make up a level of organization affect
the higher levels of organization and the entire organism.
Materials Needed
Writing materials
Posters and pictures of organisms, organ systems, organs, tissues,
and cells
Procedure
1. From the interviews you have made in Activity 1 and the articles
you have read about certain diseases that affect the heart,
kidneys, and the other parts of the body, complete the table on
page 8. You may use Manila paper if the spaces provided in the
table are not enough.
2. On the topmost row write a disease, which you have read about
or learned from your interview, that affects parts of the human
body.
3. In each of the boxes that correspond to the levels of organization,

describe how the disease affects the parts that make up each
level.
4. Opposite each level of organization, cut and paste pictures (you

may use the pictures that come with the articles) that show how
the disease affects the parts that make up the different levels.
Another option is to show it through drawing.
Grade 7 Science 83
Table. Diseases and their effects on the levels of organization in an
organism
Disease:
How does the disease affect Pictures/Drawings
each of the following levels
of organization?
Organism
Organ System
Organ
Tissue
Cell
After learning the different levels of organization in organisms, can

you think of levels of organization that are bigger than the organism?
Grade 7 Science 84
Humans and animals
are organisms...
Putting them all up together…
Plants are organisms...
Photo: Courtesy of Michael Anthony B. Mantala Photo: Courtesy of Michael

Anthony B. Mantala
Humans and animals are made up of

Plants are made up of organ
organ systems...
systems...
Photo:
http://www.emc.maricopa.edu/faculty/farabee/biobk/be Photo: http://aarcaro.files.wordpress.com/2011/01/dwa5-
an_whole_morphology.gif organ-systems2.gif
Organ systems are made up

of organs...
Organ systems are made up
of organs...
Photo:
http://aarcaro.files.wordpress.com/2011/01/dw
a5-organ-systems2.gif
Organs are made up of

tissues...
Organs are made up of
tissues...
Photo: Photo:
http://www.tantebazar.com/imgx/simple_plant http://www.emc.maricopa.edu/faculty/farabee/bi
_tissues.jpg obk/stomTS.gif
Tissues are made up of cells... All organisms

are made up of cells.
Photo: http://www.bbc.co.uk/ks3bitesize/science/images/
Grade 7 Science 85
Reading Materials/Links/Websites
Bright Hub Education. (2009). Science Lesson Plan: Biological Organization.

Middle School Science Lessons. Retrieved January 16 2012 from
http://www.brighthubeducation.com/
Education. (2003). The Pyramid of Life (Levels of Biological Organization).

Biology Demystified: A Self-Teaching Guide. Retrieved January 16,
2012 from http://www.education.com/
Scitable by Nature Education. (2008). Biological Complexity and Integrative

Levels of Organization. Scitable Topicpage. Retrieved February 7, 2012
from http://www.nature.com/scitable
Grade 7 Science 86
MODULE
PLANT and ANIMAL CELLS
2
Overview
All organisms, big or small consist of cells. Some organisms are

single-celled, composed of only one cell. Others are multicellular, possessing
many cells that work together to form an organism. The moss plant for
example, may be made up of hundreds or thousands cells. Your body has
billions of cells while very large animals like elephants have trillions.
Most cells are so small that they can only be seen using the
microscope. It is a special equipment to make small objects like cells look
bigger. One kind of microscope used to study cells is called a light
microscope. Light microscopes use diffused or artificial light to illuminate
the object to be observed. From the simplest to the most powerful and
sophisticated microscopes, scientists were able to gather information about
cells. What you will see and learn about cells later have been revealed by
microscopes. If your school has microscope, your teacher will teach you how
to use it through activities you will perform.
In this module you will study plant and animal cells, their parts and
functions.
Are all cells the same?

If not, in what ways are they different?
Cell Parts
Use the illustrations that follow to learn about parts of plant and
animal cells.
Grade 7 Science 87
Activity 1
Comparing plant and animal cells
Objectives
After doing this activity, you should be able to:
1. identify parts of the cell;

2. describe plant and animal cells;
3. differentiate plant cells from animal cells;
4. construct a Venn Diagram to show parts that are common to both and
parts that are only found in either plant or animal cells.
Materials Needed
sheet of paper
ballpen or pencil
Illustrations in Figures 1 and 2
Procedure
1. Study closely Figures 1 and 2. These are diagrammatic presentations of

plant and animal cells and their parts.
Figure 1. Parts of a plant cell
Grade 7 Science 88
Figure 2. Parts of an animal cell
Q1. Compare the shape of a plant cell with that of an animal cell as shown
in Figures 1 and 2.
Q2. Which cell parts are found in both cells?
Q3. Which are present only in animal cells?
Q4. Which are present only in plant cells?
A Venn Diagram shows relationships between and among sets or

groups of objects that have something in common. It uses two circles that
overlap with one another. The common things are found in the overlapping
area, while the differences are in the non-overlapping areas.
2. Using the information you have gathered from Figures 1 and 2, construct
a Venn diagram of plant and animal cells on a sheet of paper. Label the
overlapping and non-overlapping areas.
3. Present and explain your Venn diagram to class.
Q5. Based on your observations and study of plant and animal cells, cite
differences and similarities between them.
Grade 7 Science 89
A cell has three basic parts: the nucleus, plasma membrane and
cytoplasm. The nucleus is a part of cells which is easily seen. It is very
important because it controls all the activities of the other parts that occur
within the cell. The nucleus contains materials that play a role in heredity.
You will discuss about these materials in the later modules and grade levels.
The plasma membrane encloses the cell and separates what is inside
it from its environment. It also controls what goes into and out of the cell.
The plasma membrane allows entry of materials needed by the cell and
eliminates those which are not needed.
Q6. What do you think will happen to the cell if the plasma membrane does
not function properly?
The cytoplasm consists of a jelly-like substance where all the other

parts of the cell are located. It does not however, include the area where the
nucleus is located. Many different activities of the cell occur in the
cytoplasm.
You have seen that plant cells have cell walls and chloroplasts that
are not found in animal cells. The cell wall is made of stiff material that
forms the outermost part of plant cells. This gives shape and protection to
them.
Recall in your elementary grades that plants make their own food.
Chloroplasts are important in plant cells because it is where food is made. It
contains chlorophyll which absorbs energy from the sun to make food for
plants.
Q7. What is the purpose of the cell wall in plants?
Q8. Look at Fig. 1 again. Why are there several chloroplasts in the plant
cell?
Vacuoles are present in both plant and animal cells. In plant cells,
they are large and usually occupy more than half of the cell space. They play
a role in storing nutrients and increasing cell size during growth. Some
plant vacuoles contain poisonous substances. Vacuoles also store water,
thereby maintaining rigidity to cells and provide support for plants to stand
upright. Plant cell vacuoles are responsible for the crisp appearance of fresh
vegetables.
Vacuoles in animal cells are small and are called vesicles. They serve
as storage of water and food and also function in the excretion of waste
materials.
Q9. How would vacuoles in plants serve as defense against animals that eat
them?
Grade 7 Science 90
You have observed that centrioles are only found in animal cells.
These have a role in cell reproduction which you will take up in the higher
grade levels.
You have been introduced to the basic parts of plant and animal cells.
For functions of the mitochondrion, golgi body, endoplasmic reticulum
(rough and smooth), lysosomes and ribosomes which are not discussed
here, you will come to know about them in the other grade level modules.
If you have a microscope you can also study plant cells by doing the
next activity. Read and do the activities in the section on “How to Use The
Light Microscope” before performing Activity 2.
Activity 2
Investigating plant cells
Objectives
1. prepare a wet mount;

2. describe a plant cell observed under the light microscope;
3. stain plant cells;
4. identify observable parts of a plant cell;
5. draw onion cells as seen through the light microscope; and
6. explain the role of microscopes in cell study.
Materials Needed
dropper tissue paper

cover slip iodine solution
glass slide light microscope
onion bulb scale forceps or tweezers
scalpel or sharp blade 50-mL beaker with tap water
Procedure
1. Prepare the onion scale by following steps indicated in Figure 3. Use the
transparent skin from the inner surface of the onion scale.
Be careful in using
CAUTION: the scalpel or blade!
Grade 7 Science 91
Figure 3. Preparing onion scale for microscopic study (Source:
University of the Philippines. Institute for Science and Mathematics Education
Development (2000). Sourcebook on practical work for teacher trainers: High School
biology (vol. 2). Quezon City: Science and Mathematics Education Manpower
Project (SMEMDP). p.164)
2. Following the procedure on how to make a wet mount described in “How

to Use The Light Microscope”, prepare one using the transparent onion
skin from Step 1. Remember to place it on the glass slide with the inner
surface (non-waxy side) facing up. Check too that the onion skin is not
folded or wrinkled.
3. Examine the onion skin slide under the low power objective (LPO).
Do not tilt the

CAUTION: microscope!
Q10. How much are these onion cells magnified?
Q11. In this case, why is it not good to tilt the microscope?
4. Shift to the high power objective (HPO).
Raise the objectives a

little and look to the
REMEMBER:
side while changing
objectives!
Q12. Describe the onion cells.
Grade 7 Science 92
5. Remove the slide from the stage. You can now stain the onion cells with
iodine solution.
Be careful not to spill

IODINE
it on your skin and
STAINS!
clothing!
6. Using a dropper, place one or two drops of iodine solution along one edge
of the cover slip. Place a piece of tissue paper on the other edge of the
cover slip. The tissue paper will absorb the water, and iodine solution
spreads out under the cover slip until the whole specimen is covered with
stain (Figure 4).
Figure 4. Staining onion cells (Source: Philippines. Department of

Education. (2009). Science and Technology II. Textbook (Rev. ed.). Pasig City:
Instructional Materials Development Corporation. p. 23.
7. Examine the stained onion cells under the LPO and HPO.
Q13. Did you observe any change in the image of onion cells before and
after staining?
Q14. How did the iodine solution affect the image of the onion cells?
Q15. What parts of the onion cell can you identify?
8. Draw three to four onion cells as seen under the HPO. Label the parts
you have identified. Indicate how much the cells are magnified.
Q16. Of what importance is the contribution of the microscope in the study

of cells?
Grade 7 Science 93
You have learned that the cell makes up all organisms. And that
organisms can be made up of just one cell or billions of cells. The module
also introduced you to the microscope which has contributed to the valuable
information about cell structure and function.
You also found out about the fundamental parts of the cell which are
the nucleus, plasma membrane and cytoplasm. These parts play very
important roles in the survival of cells.
Specifically, Activity 1 showed you the similarities and differences in

parts of plant and animal cells and the functions of these parts. Other than
the three parts first mentioned, the mitochondrion, rough and smooth
endoplasmic reticulum, Golgi body, vacuole/vesicle, ribosomes and
lysosome are common to them. In fact, these are also present in fungi and
protists which you will study in the next module. You have observed in the
illustrations that plant cells have a cell wall, and chloroplasts which are not
found in animal cells. These have something to do with the nature of plants
having tough stems and their being able to produce their own food. On the
other hand, animal cells have centrioles which are not found in plant cells.
You have seen too the rectangular shape of plant cells as compared to the
more or less rounded one in animal cells shown in the illustrations you have
studied. You will know and see more of the other shapes of plant and
animal cells in the next grade levels.
The second activity was a good opportunity for you to have observed
real plant cells using the light microscope. The use of stains in studying
cells has made cell parts more easy to find, observe and identify.
Grade 7 Science 94
HOW TO USE THE LIGHT

MICROSCOPE
If your school has microscopes read this section and perform the
following activities.
The microscope is a tool which can help you see tiny objects and living
organisms. It makes them look bigger. This ability of the microscope is
called its magnifying power or magnification. The microscope also has the
capacity to distinguish small gaps between two separate points which
humans cannot distinguish. It is called its resolving power or resolution.
The light microscope uses diffused light from the sun or artificial light
to illuminate the object to be observed. From its source, visible light passes
through the small or thin specimen to be observed through the glass lenses.
As light passes through the lenses, it is bent so specimen appears bigger
when it is projected to the eye. The form and structure of the specimen can
then be seen because some of their parts reflect light.
This section will introduce you to the parts of the light microscope and
their functions. More importantly, it will teach you how to use it properly for
successful cell study and other investigations.
What are the parts of the microscope and how does

each part function?
How do you use the microscope?
Objectives
1. handle the microscope properly;

2. identify the parts of the microscope;
3. describe what parts of the microscope can do;
4. prepare materials for microscope study;
5. focus the microscope properly;
6. compare the image of the object seen by the unaided eye and
under the microscope; and
Grade 7 Science 95
7. compute for the magnification of objects observed under the
microscope.
Materials Needed
lens paper pencil

light microscope dropper
tissue paper or old t-shirt scissors
newspaper page tap water
glass slide and cover slips forceps or tweezer
Procedure
A. The Microscope, Its Parts and their Functions
1. Get the microscope from its box or the cabinet. Do this by grasping the
curved arm with one hand and supporting the base with the other hand.
2. Carry it to your table or working place. Remember to always use both

hands when carrying the microscope.
3. Put the microscope down gently on the laboratory table with its arm
facing you. Place it about 7 centimeters away from the edge of the table.
4. Wipe with tissue paper or

old t-shirt the metal parts of
the microscope.
Q1. What are the functions of

the base and the arm of the
microscope?
5. Figure 1 shows a light

microscope that most
schools have. Study and
use this to locate different
parts of the microscope.
6. Look for the revolving

nosepiece. Note that
objectives are attached it.
You should know that there Figure 1. The light microscopes
are lenses inside the and its parts
objectives.
Q2. What have you observed about the objectives?
Grade 7 Science 96
Most schools have light microscopes with three objectives. Others
have four. Usually, the shortest one marked 3x, 4x or 5x is called the
scanner. The low power objective (LPO) is marked 10x or 12x while the
high power objective (HPO) is marked 40x, 43x or 60x. The objectives
magnify the object to be observed to a certain size as indicated by the 3x,
10x or 40x, etc. marks.
If the longest objective of your microscope is marked 97x or 100x or

OIO or the word “oil” on it, then it has an oil immersion objective (OIO).
This objective is used to view bacteria, very small protists and fungi. The
OIO requires the use of a special oil such as quality cedarwood oil or
cargille’s immersion oil.
7. Find the coarse adjustment. Slowly turn it upwards, then downwards.
Q3. What is accomplished by turning the coarse adjustment upwards?

downwards?
8. Looking from the side of the microscope, raise the body tube. Then, turn
the revolving nosepiece in any direction until the LPO is back in position.
You will know an objective is in position when it clicks. Note that the
revolving nosepiece makes possible the changing from one objective to
another.
Q4. What is the other function of the revolving nosepiece?
Q5. Which part connects the eyepiece to the revolving nosepiece with the
objectives?
9. Locate the eyepiece. Notice also that it is marked with a number and an
x. Know that the eyepiece further magnifies the image of the object that
has been magnified by the objective. If the eyepiece is cloudy or dusty,
wipe it gently with a piece of lens paper.
Only use lens paper in cleaning

REMEMBER: the lenses of the eyepiece and
the objectives.
10. Look through the eyepiece. Do you see anything?
11. Now, locate the mirror. Then, position the microscope towards diffused
light from the windows or ceiling light. Look through the eyepiece and
with the concave mirror (with depression) facing up, move it until you
see a bright circle of light.
Grade 7 Science 97
Never use direct sunlight as a
light source to view objects
CAUTION: under the microscope. Direct
sunlight can permanently
damage the retina of the eye.
The bright circle of light is called the field of view of the microscope.
Adjust the position of the mirror so that it is not glaring to the eyes.
Practice viewing through the microscope using both eyes open. This will
reduce eyestrain.
Q6. What are the two functions of the eyepiece?
Q7. Describe the function of the mirror.
12. Locate the diaphragm. While looking into the eyepiece, rotate the
diaphragm to the next opening. Continue to do so until the original
opening you used is back under the hole in the stage.
Q8. What do you notice as you change the diaphragm openings?
Q9. What can you infer as to the function of the diaphragm?
13. Find the inclination joint.
Q10. What parts of the microscope are being connected by the inclination
joint?
14. Grasp the arm and slowly pull it towards you. Sit down and try looking
through the eyepiece.
Q11. What does this movement do?
Tilting of the microscope allows one to do

observations while seating down. This is
REMEMBER: however, only done when materials
observed do not contain liquids like water.
Grade 7 Science 98
B. Making a Wet Mount
A specimen is a part or sample of any material e.g. plant, animal,

paper or mineral, for study or examination under the microscope.
Specimens should be small and thin for light to pass through them.
15. Cut out a small letter “e” from a newspaper page. Using forceps or
tweezers place it in the center of a glass slide in an upright position.
Q12. What makes the letter “e” suitable for

observation under the microscope?
16. Add a drop of tap water over the

specimen. It will act as a mounting
medium and make clear the image of the
specimen. Position the cover slip at 45°
with one side touching one edge of the
Figure 2. Making a wet
water on the slide (Figure 2).
mount
17. Slowly lower the other edge of the cover slip until it rests on the water
and the printed letter. Bubbles are perfect circles you see on your
preparation. Remove or minimize trapped bubbles by gently tapping the
cover slip with the eraser-end of a pencil. Make the bubble move
towards the edge of the cover slip.
C. Observing Specimens
18. Put the slide on the stage. Make sure that the letter is in the center of
the hole in the stage and under the LPO. Hold it firmly with the stage
clips.
19. Watching from the side, carefully lower the body tube until the end of
the LPO almost touches the cover slip.
20. Look through the eyepiece. Slowly turn the coarse adjustment upwards
to raise the objective until the letter “e” appears. Continue until you see
the letter clearly. This would indicate that you have focused it already.
Q13. Describe the position of the letter as seen under the microscope.
Q14. Compare the image of the letter that you see using your unaided eye
with what you see through the microscope.
21. Look through the microscope again. Slowly move the slide to the right,
then to the left.
Q15. To which direction does the image move?
Grade 7 Science 99
22. Move the slide to the center. To shift to the HPO, raise the body tube
first. Looking from the side, turn the revolving nosepiece to put the HPO
in place. Then, using the fine adjustment slowly lower the objective till
it almost touches the cover slip. Looking through the eyepiece, turn the
fine adjustment until you see the clearest image.
Q16. Why do you have to watch from the side when changing objectives?
Q17. Why should the fine adjustment knob be used only with the HPO?
Current microscope models are said to be parfocal. This means the

image in clear focus under the low power objective, remains focused after
shifting to HPO. If the microscope you are using is not parfocal, slightly turn
the fine adjustment knob in either direction to get a clear picture.
23. Look through the eyepiece again. Then, shift to the LPO, and the
scanner. Observe closely the image of the letter.
Q18. In which objective/s can you see the whole letter “e”?
Q19. What are the advantages of using the HPO? the disadvantages?
Q20. In which objective is the light darker? brighter?
D. Magnifying Power of the Light Microscope
Can you recall the functions of the objectives and the eyepiece?
The magnification of a specimen can be calculated by multiplying the

number found in the eyepiece with the number found on the objective being
used. So, if a specimen is viewed using a 10x objective and a 10x eyepiece it
will be magnified 100 times.
24. Examine the numbers indicated on the eyepiece and scanner.
Q21. How much is the letter “e” you are now viewing under the scanner
magnified? under the LPO? Under the HPO?
Q22. If a cell being observed has been magnified 200x under the HPO, what
is the magnifying power of the eyepiece used?
Q23. In what ways would the microscope contribute to the study of

different objects and organisms?
25. After using the microscope, lift the stage clips to remove the slide from
the stage. Wash and wipe or air dry the slide and cover slip. Keep them
in their proper places. Dispose trash or other materials properly.
Grade 7 Science 100

You have just familiarized yourself with the light microscope, its parts
and their functions. Similarly, you have practiced using it.
After every use of the microscope, prepare it for storage following these
steps:
1. Turn the revolving nosepiece until the LPO is in place.
2. Lower down the body tube so that the end of the objective is
approximately 1 cm above the stage.
3. Position the clips so that they do not extend beyond the sides of the
stage.
4. Rotate the diaphragm until the smallest opening is in position.
5. Let the mirror stand on its edge with the concave side facing the user
to protect it from dust.
6. Some microscope boxes have a socket for the eyepiece. In this case,
remove the eyepiece from the body tube and place it in the socket.
7. Put back the microscope’s plastic cover. If the original plastic cover
has been lost or destroyed, use any clean plastic bag big enough to
cover the microscope.
8. Carry the microscope as described in Step 1 of Procedure A. Put it

back in its case or storage cabinet or return it to your teacher.
Knowledge about objects and organisms revealed by the microscope is

of great value not only to students like you but also to everyone who wish to
study and understand life. It is but important for you to know how to take
care of this tool for an efficient and longer use. Here are some practices to
achieve this:
1. Check the microscope before and after use. Report any missing or
damaged part to your teacher.
2. Use a clean tissue paper or soft cloth like old t-shirt to clean the
mechanical parts of the microscope.
3. Prevent liquids, especially acids and alcohol from spilling on any part
of the microscope. Always use a cover slip in observing wet mounts.
4. Check for moisture (such as from condensation of human breath) in

the eyepiece. This may happen due to prolonged observation of
specimens. Wipe with lens paper.
Grade 7 Science 101

5. Avoid tilting the microscope while observing wet mounts. Water might
flow into the mechanical parts of the microscope causing them to rust.
Select a chair with suitable height so that both forearms can be rested
on the table during observation.
6. Never store the microscopes in a chemical laboratory or any place

where there are corrosive fumes. Make sure there are silica get packs
inside microscope boxes or storage cabinet to absorb moisture.
The microscope has become an important investigative tool in

studying objects and organisms around you. Knowing its parts as well as
proper manipulation and care will make your study of science effective,
interesting and more meaningful.
Hwa, K. S., Sao-Ee, G., & Luan, K. S. (2010). My pals are here! 6A science.
(International Ed.). Singapore: Marshall Cavendish.
Miller, K. R., & Levine, L. (2006). Prentice Hall biology. Upper Saddle River,
NJ: Pearson.
Philippines. Department of Education. (2009). Science and Technology II

textbook. (Rev. ed.). Pasig City: Instructional Materials Development
Corporation.
Reyes, V.F., & Alfonso, L. G. (1979). The microscope: Part 1. Manila: Alemar-
Phoenix Publishing House.
http://www.cellsalive.com/cells/cell_model.htm
www.microscope-microscope.org/activities/school/microscope-use.htm
www.biologycorner.com/bio1/microscope.html
Grade 7 Science 102

MODULE LIVING THINGS OTHER
3 THAN PLANTS AND

ANIMALS
Overview
In this module, you will start examining life forms other than the
plants and animals you studied in Grades 3 through 6. You will begin with
the macroscopic forms or parts that you can see and move to the barely
noticeable ones, using a magnifying lens. If your school has a microscope,
you can observe the truly microscopic forms as well. These cannot be seen
by the naked eye, not even through magnifying lenses.
These life forms are in the soil, water and air all around us. They are
on our body and inside it, on the food we eat and the things we use. Many
are useful to humans while some are harmful and may cause disease. In
studying them, we develop inquiry skills and use a powerful observation
device, the microscope, if this is available.
You and your classmates will perform two hands-on activities in this
module, which entail observing, recording, communicating by drawing and
writing, going out in the school grounds to collect specimens, inferring and
answering questions.
In so doing, you expand your knowledge about the living world and
appreciate the diversity in life forms.
What are the other living things besides plants

and animals?
Which are useful to us? Which are harmful?
Grade 7 Science 103

Activity 1
Are these also plants?
Objectives
1. Observe life forms other than those you studied from Grades 3
through 6,
2. Use a magnifying lens to observe them,
3. Share what you know about these life forms with classmates and
groupmates,
3. Compare them with known living things studied in Grades 3 to 6.
Materials Needed
Live specimens from teacher

Magnifying lens
Procedure
1. Look* at the live specimen shown by

your teacher which is like the photo
below:
Q1. Is it a plant? _______________________
Q2. What is its name?

__________________
Q3. What is the reason for your answer

in Q1? _____________________________
____________________________________
Photo by A. Encarnacion 2012
*Warning: Do not touch the specimen with your bare hands, taste or
smell it, especially those of you who have known allergies
and if the specimen is not eaten. It may be poisonous.
Grade 7 Science 104

2. Look at the second live specimen your teacher will show you. It is similar
to the photo below:
Rotor, A.V. (2010) http://avrotor.blogspot.com/2010/03

downloaded 12 March 2012.
Q4. Is it a plant? _______________
Q5. What is its name? _______________________________
Q6. What is your reason for your answer in Q4? ________________________

___________________________________________________________________
3. Compare the two specimens shown by your teacher.
Q7. How are they different? ___________________________
Q8. How are they alike? ______________________________
Q9. Do you know of other living things like the two above? _____________.
If so, describe these living things. _______________________________
Q10. How did you know about them? ___________________
Q11. Write their names if you know them. ______________
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4. Observe the third specimen to be shown by your teacher. She will show
you something like this photo grabbed from an internet source.
http://www.treeboss.net/tree-trunk-splotches.htm
downloaded 21 March 2012
Q12. What do you think it is? _______________
Q13. Is it a plant? ________________
Q14. Give a reason for your answer in Q13.______________________________

___________________________________________________________________
5. Observe these three other things your teacher prepared for you to
observe:
a. b. Or, c.
And, d.
Photo credits: potato by A.
Encarnacion, old banana peeling and
bread by R. Reyes, and
http://www.hawaii.edu/reefalgae/in
vasive_algae/chloro/enteromorpha_fl
exuosa.htm downloaded 12 March
2012 for the “green stuff.”
Warning: Do not touch (a), (b), or (c) with your bare hands. Do not
smell or taste them either. Some sensitive individuals may
be allergic to them.
Grade 7 Science 106

6. Describe what you see in each (a) and (b) or (c).
Q15. (a) _________________________________________________________________
Q16. (b or c) ____________________________________________________________
7. Describe (d).
Q17. (d) ________________________________________________________________
8. What do you think the growths on (a), and (b) or (c) are?
Q18. (a) ____________________________ Q19. (b) or (c) _____________________
9. How about (d), what do you think it is?
Q20. ___________________________
10. Discuss your answers with your classmates and teacher in class.
_____________________________________________________________________
What you saw are also living things. There are living things or
organisms that cannot be readily identified by the usual parts of plants we
recognize like roots, stems, leaves, flowers, or fruits though they may have
the green color and some plant-like parts. There are also living things that
we can see only when we use magnifying lenses. Tomorrow, we will go out
and look for more of these kinds of living things which are not like the
plants we learned about in the lower grades. Bring plastic gloves, and plastic
bags at least one each.
Activity 2
What other living things are found in the school
grounds?
Objectives
1. Hunt for life forms that are doubtfully plants,

2. Collect specimens of these life forms,
3. Observe these life forms using a magnifying lens,
4. Describe/draw them,
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5. Describe their habitats,
6. Infer their needs,
7. Compare with others observed in the previous activity, and
8. Group together those that have similarities.
Materials Needed
Clear plastic bag

Plastic gloves
Forceps, tweezers or tongs
Magnifying lens
Procedure
1. Bring the first three materials listed when you go out into the school
grounds. Look for other things that are plant-like in the school grounds.
Your teacher will suggest where to go and what to collect.
2. Go back to the classroom and observe what you collected with a

magnifying lens.
Q1. Describe what you see. Draw it.
Q2. Describe the place where you found it. ______________________________
Q3. What do you think it needs to live and grow? ________________________

____________________________________________________________________
Q4. Does it look like any of the organisms you saw yesterday? ___________
If so, which one? ___________________________
3. Find out from your teacher the names of all the living things you
observed in Activities 1 and 2.
Grade 7 Science 108

Q5. How are they different from the living things you already know about
and studied in the lower grades?
For your homework, find out from reference books and the internet
under which big groups the living things you studied belong. Find out the
other members of these groups, the characteristics they exhibit, their uses
to humans, as well as negative effects. Put the information you collected in a
table like the one below:
Name of Big group/ Characteristics Uses/ Harmful

organism Other Benefits Effects
Examples
What are the similarities among these groups? __________________________

________________________________________________________________________
How are they different from each other? ________________________________

________________________________________________________________________
How are these big groups different from the groups of animals and plants
studied in Grades 3-6? ________________________________________________
_______________________________________________________________________
Discuss in class, with your classmates and teacher, the beneficial and
harmful effects of members of these groups.
What you studied in this module are the big groups of Fungi, Algae
and Bacteria which are different from the two big groups of Animals and
Plants studied in Grades 3-6. You did not study many other members of
these groups however. There are many more interesting members of these
groups which you will learn about in the higher grades. Together, these
three groups plus the groups of plants and animals studied in the previous
grades make up the living world.
We are a part of this living world. We have to learn to live with

different kinds of living things. Ensuring the survival of other kinds also
ensures our own survival.
Grade 7 Science 109

If your school has a microscope, you can do Activity 3.
It is an OPTIONAL activity.
Activity 3
What do these living things look like under the
microscope?
Objectives
1. Prepare slides of the growths on old banana peeling, and/or bread

mold, lumot, and the bacterial colony you saw in Activities 1 and 2,
2. Observe these living things using a microscope,
3. Draw and describe these living things,
4. Be able to label the parts and describe the function of these parts
based on reference photographs or drawings and library/internet
research.
Materials Needed
Slides and cover slips

Dissecting needles (may be improvised)
Dropper
Cotton, gauze or clean absorbent cloth
Clean water
Procedure
1. Get a small part of the white, cottony growth on the decomposing

banana.
2. Spread it with a needle until only a thin layer is on the middle of the
glass slide.
3. With the dropper, wet the spot with a drop of water.
4. Cover with the cover slip by putting down one side first and gently
laying down the cover slip until it is flat over the specimen.
Grade 7 Science 110

5. Place it on the microscope stage just under the low power objective
(LPO).
Q1. Draw what you see.
6. Focus until clear, then shift to the high power objective (HPO).
Q2. Draw what you see.
Q3. Describe what you see under the LPO and HPO.
Q4. Label the parts based on a reference photo or drawing your teacher
shows you.
7. Do the same for the growth on the bread, lumot, and Z on the potato.
8. Discuss your findings with your teacher and classmates.
Grade 7 Science 111

MODULE
REPRODUCTION:
4 THE CONTINUITY OF LIFE
Overview
The beginning of a new life is truly a remarkable event. The sight of a

chick making its way out of the cracked shell or a germinating seed slowly
pushing through the soil can leave one fascinated. The ability of an
organism to produce new individuals is one of the characteristics that
distinguishes living things from nonliving things. This ability is called
reproduction.
In the previous modules, you have already begun to explore the

diversity of organisms. These organisms bring about the continuation of
their own kind through reproduction. And although these organisms have
different methods of reproduction, every method leads to the beginning of a
new life.
This module will discuss the different modes of reproduction in

representative plants, animals, and microorganisms. Investigations are
included in this module to help you understand the different ways that
organisms reproduce and differentiate the offspring resulting from each
mode of reproduction.
What are the different modes of reproduction?

How can we use this knowledge in growing plants?
Grade 7 Science 112

MODES OF REPRODUCTION
In order to continue their own kind, organisms must reproduce.

Organisms may reproduce either asexually or sexually.
I. Asexual Reproduction
There are several ways by which organisms reproduce asexually. In

the following activity, let us examine how potatoes reproduce.
Activity 1
Can you grow new plants from “eyes”?
A potato tuber is a specialized stem which functions as a food storage

organ. Let us investigate how tubers can be used in growing new plants.
Objectives
After you have performed this activity, you should be able to:
a) describe how potatoes reproduce.

b) explain what vegetative reproduction is.
c) describe the advantages of growing plants using vegetative
reproduction.
Materials Needed
1 potato
5 big cans filled with garden soil
(you may use big cans of powdered milk)
Trowel
Knife
Procedure
1. Examine the potato. Can potato eye

you see depressions? (bud)
These are the “eyes” or
buds.
Figure 1. Potato eyes.

Grade 7 Science 113
2. Cut the potato into pieces with each piece having an “eye”. Observe how
the cut pieces look.
3. Set aside the cut pieces for 2-3 days. Draw and describe how the cut
pieces look after 3 days.
4. After 3 days, plant each piece in a can, about 10-cm deep. Set the tuber
so that the “eye” points upward.
Q1. Can you give a reason why it is better to plant the cut pieces with the
“eye” pointing upward?
5. Set aside the cans in a shady area. Water the soil everyday to keep it
moist.
Q2. How many “eyes” from each potato were you able to get?
Q3. How many new shoots grew from each potato “eye” you planted?
Q4. What is the advantage of using this type of propagation?
6. Report the progress of your work to your teacher. Discuss your work in
class.
After this activity, you may transplant the potato plants in your school
garden. You may harvest the potatoes within 10 weeks. Check how many
potatoes you can harvest from one plant.
The activity that you have performed shows how potatoes are
propagated vegetatively. From a single potato, several new potato plants can
be produced. Potato “eyes” are axillary buds where shoots can emerge.
Vegetative reproduction is a kind of asexual reproduction where a new
individual, known as the offspring, is produced from a single parent.
Aside from potatoes, many economically important plants can be

propagated vegetatively. The kalanchoe, a medicinal plant, can reproduce
through its leaves (Figure 2). Plantlets can grow around the leaf margin.
Grade 7 Science 114

Figure 2. Plantlets grow around the leaf margins of the Kalanchoe.
Do you know other examples of plants that can be propagated

through vegetative reproduction?
In the lower grades, you have learned that during reproduction,

certain traits are passed on from parent to offspring. These traits are in the
form of codes contained in genes. Genes are found in chromosomes which
are in turn located in the nucleus of cells.
In asexual reproduction, the parent and the resulting offspring have

the same genes and this is the reason why they have the same traits. In
other words, we can say that they are genetically identical.
Why do we use vegetative propagation to grow plants? Vegetative

propagation results in plants that reach maturity faster than plants grown
from seeds. Another good thing about vegetative propagation is that the
same good agricultural traits such as taste, yield, and resistance to pests
will be passed on from generation to generation. But one disadvantage is
that the population might be wiped out if environmental conditions become
unfavourable.
Let us now look at other types of asexual reproduction.
Activity 2
Can one become two?
While walking to school, have you noticed greenish growth on barks of
trees or on slippery concrete walkways? What could this organism be? Let
us observe closely what organism this might be.
Grade 7 Science 115

Objectives
a) describe how Protococcus reproduce.

b) explain what fission is.
c) infer the characteristics of the offspring of Protococcus.
Materials Needed
Scalpel or blade
Microscope slide
Cover slip
Microscope
Tap water in clean bottle
Dropper
Procedure
Preparation for Activity
1. Look for barks of trees, stones, rocks, moist flower pots that have
greenish growth.
2. Get the greenish growth by scraping the sides.
3. Soak the scrapings in water overnight to separate the soil particles and
debris from the microorganisms.
Day 1
1. Put a small amount of scraping on a slide.
2. Add a drop of water.
3. With 2 dissecting needles, carefully tease or separate the scraping and

mix it with the water.
4. Gently place a cover slip on the slide. Examine the scraping under the
low power objective.
Grade 7 Science 116

Look for a cell similar to the figure below.
Figure 3. Protococcus is a round

single-celled green alga.
5. Show your teacher the Protococcus cell that you have located.
6. Protococcus reproduces by dividing. Dividing cells are separated by a

wall-like structure. Look for Protococcus cells that are dividing.
7. Shift to high power objective.
Q5. Draw the dividing Protococcus cells that you have identified.
This type of asexual reproduction is called fission. The cell divides to

form two identical daughter cells. Each daughter cell continues to grow
until it becomes as large as the parent cell.
Q6. Research on other examples of unicellular organisms that reproduce

through fission.
Budding
Budding is another type of asexual reproduction. Yeast, hydra, and

sponges reproduce this way. Figure 4 shows how yeast, a microorganism
used in baking, reproduces by budding. In budding, a new individual may
form as an outgrowth of the parent. The outgrowth separates from the
parent and becomes a new individual.
Figure 4. Budding in yeast.
Grade 7 Science 117

Spore formation
Have you seen a piece of bread with mold growing on it? The black,
round structure at the tip of a stalk is called a spore case which contains
the spores. When the spore case opens, the tiny spores are released and
may be carried by wind or water. Once the spore lands on a favourable
environment, it develops into a new organism. Under the microscope, a
bread mold with a spore case looks like the one in Figure 4.
spore case
stalk
Figure 4. Bread mold spore case
Formation of spore is another type of asexual reproduction common

among molds or fungi.
Regeneration
Animals can also reproduce by regeneration. Did you know that when
a hydra is cut into several pieces, a process known as fragmentation, each
piece can grow into another hydra? In certain types of starfish, an arm that
breaks off from the body can develop into a new individual.
II. Sexual Reproduction
Sexual reproduction is a mode of reproduction that involves two

parents. Parents produce reproductive cells called gametes through a type
of cell division called meiosis. Meiosis will be discussed in detail in Grade 8.
Gametes from the two parents unite in a process called fertilization.

The fertilized cell is referred to as a zygote which develops into a new
organism.
Grade 7 Science 118

Organisms reproduce sexually in a number of ways. Let us take a
look at the different ways how representative microorganisms, plants, and
animals reproduce sexually.
Conjugation
Some microorganisms undergo sexual reproduction by a process

called conjugation. An example of a microorganism that reproduces by
conjugation is Spirogyra, a green alga. Spirogyra can be found in freshwater
habitats such as ponds and rivers.
During conjugation, a bridge forms between two cells of two Spirogyra

filaments lying side by side. The contents of one cell pass into the other cell
through the bridge, emptying the other cell. The contents of both cells
combine in the other cell and form the zygote. This zygote is able to secrete
a substance that forms a wall around itself for protection against
unfavorable environmental conditions (e.g. when the pond dries up). When
conditions become suitable for growth and development, the zygote grows
into a new individual.
Sexual Reproduction in Flowering Plants
The flower is the reproductive organ in flowering plants. Flowers have

structures that produce the gametes necessary for reproduction. Let us
take a look at the parts of a gumamela flower.
Activity 3
Structure of a Gumamela flower
Objectives
a) distinguish the male and the female reproductive structures of a

gumamela flower
b) describe the function of each structure in reproduction.
Grade 7 Science 119

Materials Needed
2 gumamela flowers (1 fresh and 1 withered)

1 gumamela bud
Hand lens
Scalpel or Razor blade
Procedure
1. Examine the entire flower and the part of its stem.
Q6. Describe how the flower is attached to the stem.
2. Examine the bud, an unopened flower. Identify the sepals.
Q7. What is the function of the sepals in the unopened flower?
3. Remove the sepals and petals. The most important reproductive parts
remain. Touch the stigma in a relatively fresh opened flower, in a bud
and in a withered one.
Q8. On which flower does the stigma feel sticky?
Q9. Why do you think the stigma is sticky?
4. Cut through the ovary and examine the parts with a hand lens.
Q10. How many compartments do you find?
Inside the compartments are ovules which contain the egg cell (female
gamete).
5. Touch the tip of a stamen or tap it lightly over a piece of white paper.
The powdery materials at the tips are made up of pollen grains. Sperm
cells (male gamete) are produced inside these grains.
6. Take a whole flower. Measure the distance between a pollen grain on a

stamen and the ovary where the ovule is.
Q11. How do you think pollen grains reach the pistil?
Grade 7 Science 120

Pollination brings together the gametes of a flower and it occurs when
a pollen grain of the right kind lands on the stigma of the pistil. Each pollen
forms a tube that grows down through the pistil and reaches the ovule in
the ovary. One of the nuclei in the pollen tube unites with the egg nucleus
in the ovule to form a zygote. The other sperm nucleus combines with
another bigger nucleus in the ovule which develops into the endosperm.
Sexual Reproduction in Humans and Animals
Humans (and all animals that reproduce sexually) have cells called
gametes. Gametes are formed during meiosis and come in the form of sperm
(produced by males) or eggs (produced by females). When conditions are
right, sperm and egg unite in a process known as fertilization. The resulting
fertilized egg, or zygote, contains genes from both parents.
Comparison of Asexual and Sexual Reproduction
In asexual reproduction, a single organism is the sole parent and the

offspring is genetically identical to the parent.
In sexual reproduction, two parents produce offspring that have

unique combinations of genes. Offspring of sexual reproduction differ
genetically from their siblings and both parents.
Summary
1. Organisms must reproduce to continue their own kind.
2. There are two major modes of reproduction: asexual and sexual

reproduction.
3. Asexual reproduction gives rise to offspring that are identical to the

parent.
4. Individuals that reproduce through sexual reproduction need two

parents, a male and a female, that produce egg cell and sperm cell.
5. Sexual reproduction gives rise to offspring that are a combination of the

traits from its parents.
Grade 7 Science 121

MODULE
INTERACTIONS
5
Overview
The environment is a collection of living and nonliving things. Mosses

growing on rocks, garden snails gliding on garden fences, and fish
swimming in water are just a few examples of how living and nonliving
things interact. The living components of the environment are also called
organisms. The nonliving components make up the physical environment of
these organisms.
Organisms that belong to the same species and live in the same place
form a population. The moss that grows on rocks makes up a population.
Populations that live in the same place and interact with each other form a
community; goats grazing on grass, chickens feeding on grains, and lizards
preying on insects make up a community.
Interactions between organisms and their environment are also a

familiar sight: carabaos helping farmers till the soil, earthworms burrowing
in the ground, and birds using twigs to build their nests. Organisms interact
with each other and their environment to meet their basic needs and
survive.
Some interactions are beneficial; others are harmful. There are also
interactions in which populations of organisms are neither benefitted nor
harmed. All these interactions take place in ecosystems.
In this module, you will discover more about ecosystems, the

components that make them up, and the interactions that take place among
the components of the environment.
How do organisms interact with each other and with their

environment?
How is energy transferred from one organism to the other?
Grade 7 Science 122

In Module 1, you have been introduced to the concept of levels of
organization in organisms. This module will introduce you to levels of
organization that are beyond the level of the organism.
Activity 1
What does it mean to be alive?
Objectives
1. identify the components of the environment,

2. compare living and nonliving things, and
3. describe how organisms interact with each other and with their
environment.
Materials Needed
Drawing and writing materials

Rocks whose surface is grown with small plants
Magnifying lens
Procedure
1. Visit your school garden or a pond near your school. On a separate sheet
of paper, describe or draw the place.
Q1. What are the things that you see in your school garden or the pond?
Q2. Which of these things are living? Which of these things are nonliving?
Q3. Observe the things that you identified as living. What do they have in
common?
Q4. Observe the things that you identified as nonliving. What do they have
in common?
Q5. What interactions do you observe happening among the living and
nonliving things?
Q6. What makes living things different from nonliving things?
Grade 7 Science 123

2. Observe the rocks in your school
garden or the pond near your
school. Do they look like that
shown in Figure 1? If so, use a
magnifying lens to see the details
of the small plants. These small
plants make up a population.
Q7. What do these small plants need

that is provided for by the rock?
Q8. Where do you find these rocks
that are inhabited by small Figure 1. Small plants growing on
plants? rocks
Q9. What other things in the environment are inhabited by these small
plants? Where do you find these things?
Q10. Why do you find them in these

places?
Figure 2 shows a fence

populated by small plants. They
usually grow on fences during the
rainy season.
Q11. Do you also see small plants

growing on the fences of your
school?
Q12. What other living and nonliving
Figure 2. Small plants growing on
things did you see in the school fences
garden or the pond? Do you see
them in other parts of the
school? Explain your answer.
Figure 3 shows a picture of

populations of different kinds of
plants. Together, they form a
community.
Q13. Do you know of a similar place

near your school where you see
communities of organisms? Photo: Courtesy of Michael Anthony B. Mantala
Figure 3. Different kinds of plants
Grade 7 Science 124

Q14. Are the things you find in your school garden or the pond the same
things that you find in the backyard of your house? Explain your answer.
Q15. How do living things interact with each other and with their
environment?
Your environment is home to many kinds of living and nonliving

things. You also see interaction between them like in the rocks and fences
that are inhabited by small plants and algae. These rocks that are usually
found in wet places provide anchorage and nutrients to the small plants and
algae.
Activity 2
Housemates? Ecomates!
Objectives
1. describe interdependence among the components of the environment,

2. explain how organisms interact with their environment to survive, and
3. infer what happens to organisms if their environment is not able to
provide them with their basic needs.
Materials Needed
Eight (8) – 500mL wide-mouthed glass jars with covers

Two (2) liters of water allowed to stand overnight
Hydrilla (or other aquarium plants)
Snails and guppies (or other aquarium fishes)
Light source
Optional: Bromthymol blue solution (BTB) – an indicator that is used to
test for the presence (or absence) of carbon dioxide
Procedure
1. Fill each container with water until it is two thirds full.
Optional: Add 15mL of BTB to each container. Note that this volume of BTB
will depend on the amount of water in the container and how diluted the
indicator is.
Grade 7 Science 125

Setup 1 – With strong light Setup 2 – Without light
A1 Water only (control) A2 Water only (control)
B1 Water with snails and B2 Water with snails and
guppies only guppies only
C1 Water with Hydrilla only C2 Water with Hydrilla only
D1 Water with snails, guppies, D2 Water with snails, guppies,
and Hydrilla and Hydrilla
3. Use the chart above to set up and label the containers.
4. Cover all the jars.
5. Copy Table 1 on a separate sheet of paper to record your observations of

changes, if any, in the things that were placed in each of the containers.
6. Record data each day for three days. Also include in your data a
description of the health or condition of the organisms and where they
stay most of the time in the container.
Optional: If you use BTB, get a 10 mL sample of water from each container
then add 5 drops of the indicator. Observe for changes in color, if any. Do
this each day for three days.
Table 1. Interactions among organisms and their environment
Setups Observations
Day 1 Day 2 Day 3
A1
A2
B1
B2
C1
C2
D1
D2
Grade 7 Science 126

Q16. Where did the snails and fish stay most of the time in each of the
containers each day for three days? Explain your answer.
Q17. What happened to the organisms in each of the containers after three
days?
Q18. In which container/s were the organisms still alive? Which organisms
are these?
Q19. What do you think will happen to the organisms in each of the jars
when left closed for a longer period of time? Why do you think so?
Questions 19-21 are additional questions if you used BTB.
Q20. In which container/s did you observe change in color on each day for
three days?
Q21. Bromthymol blue changes color to yellow in the presence of carbon

dioxide. Which jar/s contained carbon dioxide?
Q22. What explains the presence of carbon dioxide in this/these

container/s?
Q23. How do plants and animals depend on each other?
The plants give off oxygen in the presence of light. The fishes and
snails need oxygen to survive. Plants need carbon dioxide given off by the
fishes and snails to survive.
What you observed in this activity are interactions that take place in
an aquarium. There are other kinds of interactions and interdependence
among organisms and their environment in bigger ecosystems.
Ecological Relationships
In the environment, there are plants, animals, and microscopic

organisms such as bacteria and fungi. A group of organisms of the same
kind living in the same place at the same time is called a population.
Q24. In figure 4 below, what populations of organisms do you see?
Grade 7 Science 127

Photo: Courtesy of Rodolfo S. Treyes
Figure 4. An example of an ecosystem with different organisms
Populations that interact in a given environment form a community.

In a community interactions within and among populations may have
important influences to death rate and birth rates of the organisms and, in
turn, on population growth and size -- these interactions may have positive,
neutral, or even negative influences on interacting populations. Look at
figure 5 below. What kind of interaction do the ants and aphids exhibit?
B
A
Source: http://www.suchitraimages.com/photography/page/3
http://www.veggiegardener.com/pests/aphids/
Figure 5. A. Interacting populations of ants and aphids.

B. An ant taking honeydew from the back of an aphid.
Aphids are small insects that suck liquid containing sugar from the
conducting tissues of plants. These aphids get a certain amount of sugar
and other nutrients from this liquid. However, much of the liquid called
honeydew is released through the aphids’ anus. The ants consume this
honeydew as food. The ants, in turn, protect the aphids from their insect
predators. Thus, both species benefit from each other. This interaction
between the populations of ants and aphids is referred to as mutualism.
Grade 7 Science 128

Some interactions among organisms are easier to determine than
others, and some effects can easily be observed. Study the photographs
that follow.
Figure 6 shows fern plants

growing on a trunk of a Narra tree.
What kind of relationship do you think
do these two organisms have?
Figure 6. Fern plants growing on a

trunk of a Narra tree.
Epiphytes are plants that depend on other plants for support.

Usually, epiphytes grow on trunks and branches of trees. Figure 6 shows
an epiphytic fern that attached itself on a trunk of a Narra tree without
harming the tree. The Narra tree is a host that provides a place for the fern
to live. When it rains, the ferns get nutrients from rotting leaves and other
organic materials that collect at the root base of the fern plant. This
relationship is called commensalism -- one organism benefits from the host
organism, while the host organism is neither positively nor negatively
affected.
Q25. What other examples of commensalism

can you give?
Figure 7 shows an insect larva and a leaf

of a plant. What kind of relationship do you think
do these two organisms have?
Figure 7. A larva of an insect lives on the leaves of

the plant and causes damage by eating the leaves.
The insect larva (the parasite) gets its nutrients by eating the leaves –
thereby, damaging the plant (the host). This relationship is called
parasitism. A parasite gets its nutrients from a living host harmed by the
interaction. Another example of parasitism is the flea that thrives on a dog.
The dog is harmed by the flea that feeds on its blood.
Q26. What other examples of parasitism can you give?
Grade 7 Science 129

Activity 3
Which eats what?
Objectives
1. identify the predators and prey animals in the environment,

2. describe how the predators capture the prey animals for food, and
3. describe how predators and prey animals interact with each other in
the environment.
Materials Needed
worksheet
pencil
hand lens
Procedure
1. Observe each organism in the picture carefully. Fill in the appropriate

box to each of the organism.
Q27. Q28. Q29.

What Which is the Which part of
Organisms organisms are eater? the body does
involved? Which is eaten? the eater use
to get its
food?
Grade 7 Science 130

2. You may visit a school ground or garden to make more observations.
3. If you have observed other organisms that are not in the list, you may
also add such observations to your worksheet. No need to put pictures;
just write the common name of the organisms on the appropriate box.
Q30. Q31. Q32.

Which Which is the How does the
Organisms organisms are eater? Which is eater get its
involved? eaten? food?
Grade 7 Science 131

Animals kill and eat other animals. This interaction is called
predation. An animal that kills and eat other animals is called a predator.
An animal that is killed and eaten by its predator is called a prey. Prey
animals are usually smaller and less powerful than the predator that eats
them.
In a given community, predators compete with other predators for

prey animals. In the wild, a predator’s prey may be another prey’s predator.
This means that while an animal hunts and feeds upon another animal, it
can also become prey to a larger and stronger predator.
When two populations use the same resource, they participate in a

biological interaction called competition. Resources for which different
populations compete include food, nesting sites, habitat, light, nutrients,
and water. Usually, competition occurs for resources in short supply.
Energy Transfer in the Ecosystems
Why does an organism eat another organism?
Plants, animals, and microorganisms must obtain energy to enable

them to move, grow, repair damaged body parts, and reproduce.
Plants are capable of converting energy from the Sun into chemical
energy in the form of glucose (food). The process is called photosynthesis; it
uses water, carbon dioxide, and sunlight. Most plants make much more
food each day than they need. Excess glucose is converted into starch by
the plants and is stored either in the roots, stem, leaves, tubers, seeds, or in
fruits, as shown in Figure 8.
Q33. Why are plants considered producers?

Q34. Are plants the only organisms in an ecosystem that can produce their
own food?
rice grains corn grains “kamote” potato cassava
“petchay” banana coconut mango sugar cane

Photos: Courtesy of Rodolfo S. Treyes
Figure 8. Different plant parts that store chemical energy in the form of starch
or sugar. Sugar cane is an example of plant with high sugar content.
Grade 7 Science 132

There are also microorganisms that can photosynthesize; examples of
which are shown in Figure 9.
Spirogyra (algae) Cyanobacteria (anabaena) Euglena Diatoms
Figure 9. These photosynthetic microorganisms are present in ponds, in rice

paddies, or any fresh water ecosystem.
Q35. How do animals and humans obtain energy to keep them alive?
Humans and other animals are not capable of making their own food.
They are dependent on the organic matter made by photosynthetic
organisms. These organisms that include the plants and some
microorganisms are considered as producers.
Animals and humans must eat either plants or other animals to

obtain energy. Organisms that feed on other organisms are called
consumers. Those that get their energy by eating plants only are called first
order consumers.
Q36. In figure 10, which organisms are being eaten?

Q37. Which organisms are the consumers?
Q38. In your community, what other organisms do you know eat plants
only?
Goats eating grass Cows eating grass Caterpillar eating a leaf Mouse eating corn
Figure 10. The first-order consumers are the animals that eat plants.
Some energy in the first-order consumer is not used by the consumer

itself. This energy is made available to another consumer. A consumer that
eats the plant-eaters for energy is called a second-order consumer, examples
of which are shown in figure 11.
Grade 7 Science 133

Snake eats corn-eating mouse Chicken eats caterpillar
Figure 11. The second-order consumers are the animals that eat
the plant-eaters.
Q39. In figure 11, which organisms provide energy to the snake and
chicken?
A second-order consumer gets only a fraction of energy from the first-

order consumer that it fed upon. A part of this energy is stored and may be
passed on to another consumer. A consumer that eats a second-order
consumer is called a third-order consumer, examples of which are shown in
figure 12. Human beings are third-order consumers.
Figure 12. Third-order

consumers are organisms
that eat the second-order
consumers. (A) A hawk eats a
chicken; and (B) a crocodile
eats a chicken, too.
A B
Source: http://guysagi.wordpress.com/2011/02/28/mean-bird/
Source: http://roryheadmav.multiply.com/journal
Q40. Refer to figure 13 below. How does energy from the Sun reach the
third-order consumers? Trace the flow of energy among organisms by
filling up the boxes below. The arrow ( ) pointing to the next box
means “eaten by”.
Grade 7 Science 134

Figure 13. Tracing the flow of energy from the Sun to different organisms.
The transfer of energy can be sequenced. The sequence of energy

transfer among organisms to obtain energy and nutrients is called a food
chain (see figure 13). A food chain starts with the energy source, the Sun.
The next link in the chain is the group of organisms that make their own
food – the photosynthetic organisms (producers). Next in the sequence are
the organisms that eat the producers; they are the first-order consumers.
The next link in the chain is the group of animals that eat the first-order
consumers; they are the second-order consumers. These organisms, in
turn, are eaten by larger animals – the predators; they are also called, third-
order consumers. Each food chain ends with a top predator – an animal
with no natural enemies.
Photos: Courtesy of Grace Reyes

and Rodolfo S. Treyes
Figure 14. A transfer of energy shown in a food chain. The “gabi” plant produces its own
food through photosynthesis. Grasshopper eats the leaves of “gabi” plant to get its energy
and nutrients. The chicken eats the grasshopper. Then the chicken is eaten by humans.
Grade 7 Science 135

Q41. List down the organisms found in your community. Classify them
according to the following categories:
Organism Producer First-Order Second-Order Third-Order

Consumer Consumer Consumer
Q42. Construct a food chain using the organisms listed on the table above.
When plants and animals die, the energy in their bodies can be
transferred to another group of organisms. Consumers that look for and eat
dead animals or plants are considered scavengers.
House flies, cockroaches, maggots and ants are scavengers (see figure
15). Earthworms feed on dead grass and leaves if they are above ground.
They also feed on fruits, berries, and vegetables. If they are under the soil,
earthworms may feed on algae, fungi, and bacteria.
Figure 15. Common scavengers: housefly, earthworm,

ants, and cockroach.
Once the scavengers are done with eating a dead organism, the
decomposers (microorganisms) take over and consume whatever was left by
the scavengers. Decomposers consume any dead plants and animals.
There are different kinds of decomposers
performing different functions in the ecosystem.
Some groups of bacteria prefer breaking down
meat or waste from the consumers that eat meat.
Figure 16. A group of bacteria.
Grade 7 Science 136

What do you see on bread or rice that had been kept for some time?
They have molds! Sometimes, you see a trunk of a tree with mushrooms
growing on it (refer to figure 17). These are fungi and they are decomposers;
they prefer to grow on starchy food, fruits, vegetables, and dead plants.
Figure 17. Fungi growing on left-over rice and bread, fruit, and dead trunk of a tree.
Microorganisms that include bacteria and fungi break down proteins,

starches, and other complex organic substances that were once part of living
things. During the process of decomposition, decomposers release nutrients
from the organic material back into the soil, making the soil available to
plants and other producers.
Activity 4
What to do with food wastes?
At the end of this activity you will decide on the best way to deal with
food wastes in your home or school. You will record your observations and
draw inferences. You will construct food chains starting with the food
wastes, which are actually dead organisms, and the living organisms found
in the compost pots. You will supplement your observations and inferences
with information found from the internet or in the library.
Materials Needed
Two small, clear jars with covers (and with holes all over)
At least three large clay flower pots,
Soil
Rubber gloves
Trowel
Microscope
Slides and cover slips
Grade 7 Science 137

Magnifying lens
Pole for aerating composting materials
Wire covers for the clay pots
Procedure
1. Set up the composting pots and jars in advance. In one covered jar, put
some food wastes. In the other covered jar, put a layer of soil at the
bottom, followed by a layer of food wastes covered with a layer of soil.
Repeat until the jar is full. Do the same for the clay pots, filling one first
before moving to the second pot, until the third (or last pot) is full. Water
the jar and pots with soil if the soil dries up.
2. Do not water the jar of food wastes without soil. Observe the food
wastes and living organisms that you find in the jar daily. Record your
observations on a table like the one below:
Day/Date Observations about food wastes and living organisms
Note: Write your answers in your notebook. Add rows as needed.

3. Do the same for the jar with soil and the clay pots as soon as they are
full. Include observations about the soil.
4. After a week, and every week thereafter, mix the contents of a clay pot
to provide air to the organisms underneath the surface the soil.
5. Continue your observations until the food wastes can no longer be seen
and everything looks like soil. This means that decomposition of the
food wastes is complete or nearly so. You have made compost.
Q43. What organisms did you find in the compost jar or pot from Day 1?
List them down in the order of appearance. You may draw those you
cannot identify. (Write your answers in your notebook.)
Use the magnifying lens and microscope to examine very small and
microscopic organisms. On Day 1, get small samples of the soil and make
wet mounts to examine it under the microscope. Repeat this after a week
and every week thereafter until the observations are concluded.
Q44. Draw the microscopic organisms you observe and try to identify them
with the help of reference books.
Grade 7 Science 138

Q45. Construct at least one food chain and one food web based on your
observations.
Q46. What is the benefit of composting food wastes?
Q47. What other methods would you recommend to dispose of food wastes?
Energy transfer in an ecosystem follows a process. The ultimate

source of energy for all living things is the Sun. The producers of the
ecosystem take energy from sunlight and convert it to chemical energy. This
energy is passed on to consumers and then to decomposers. The energy
flows only in one direction and is not cycled back.
In contrast, the materials in the form of nutrients needed by living

things are cycled between organisms and the environment. These materials
are used up by the producers to make other forms of materials that are
cycled among the consumers and finally returned to the environment by the
decomposers. Energy flows and materials are cycled in the ecosystem. We
live in a dynamic world, indeed!
About Our Earth, Panda. (2008). Ecological Interactions. Teacher Resources,

Web Fieldtrips. Retrieved February 7, 2012 from
http://wwf.panda.org/
Global Change, University of Michigan. (2008). Ecological Communities:

Networks of Interacting Species. Global Change Lectures. Retrieved
January 16, 2012 from http://www.globalchange.umich.edu/
Johnson, George B. and Raven, Peter H. Biology. Holt, Rinehart and

Winston: A Harcourt Education Company, U.S.A. 2004
Nature, International Weekly Journal of Science. (2010). Ecological

Interactions. Nature Journal. Retrieved January 16, 2012 from
http://www.nature.com/nature/index.html
Reece, Jane B. et al. Campbell Biology: Concepts and Connections, 7th ed.
Pearson Education Inc., U.S.A. 2012
Grade 7 Science 139

7
(Second Part)
Grade 7 Science: Learner’s Material (Second Part) 1

2 Grade 7 Science: Learner’s Material (Second Part)
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(Second Part)
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Science- Grade 7
Learner’s Material: Second Part
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Unit 3: Energy in Motion
Reviewer: Josefina Ll. Pabellon

Coordinator: Merle C. Tan
Authors: Alvie J. Asuncion, Leticia V. Catris, Cerilina M. Maramag,
and Marie Paz E. Morales
Unit 4: Earth and Space
Reviewers: Eligio C. Obille Jr., Risa L. Reyes, and Merle C. Tan

Coordinator: Merle C. Tan
Authors: Ivy P. Mejia, Eligio C. Obille Jr., and Merle C. Tan
Illustrators: Alvin J. Encarnacion, Rizaldo Ramoncito S. Saliva

Layout Artist: Cecile N. Sales
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TABLE OF CONTENTS
(2nd Part)
Unit 3: Energy in Motion

Page
Module 1. Describing Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Activity 1: Where is it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Activity 2: My home to school roadmap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Activity 3: Fun walk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Activity 4: Doing detective work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Module 2. Waves Around You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Activity 1: Let’s Make Waves! What happens when waves pass by?. . . . . . . . 18
Activity 2: Anatomy of a Wave: How do you describe waves? . . . . . . . . . . . . 23
Activity 3: Mechanical vs. Electromagnetic Waves: How do waves
propagate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Module 3. Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Activity 1: My own sounding box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Activity 2: Properties and characteristics of sound . . . . . . . . . . . . . . . . . . . . . 40
Activity 3: Big time gig! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Module 4. Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Activity 1: Light sources: Langis kandila or lampara . . . . . . . . . . . . . . . . . . . 50
Activity 2: My spectrum wheel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Activity 3: Colors of light – color of life! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Activity 4: Light up straight! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Module 5. Heat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Activity 1: Warm me up, cool me down . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Activity 2: Which feels colder? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Activity 3: Move me up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Activity 4: Keep it cold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Activity 5: All at once . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Module 6. Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Activity 1: Charged interactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Activity 2: To charge or not to charge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Activity 3: Pass the charge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Activity 4: When lightning strikes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Activity 5: Let there be light! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Unit 4: Earth and Space
Page
Module 1. The Philippine Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Activity 1: Where in the world is the Philippines (Part I) . . . . . . . . . . . . . . . . . 91
Activity 2: Where in the world is the Philippines (Part II) . . . . . . . . . . . . . . . . . 95
Activity 3: What are some factors that will affect the amount
of water in the watersheds?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Activity 4: How is soil formed from rocks? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Activity 5: Where are the mineral deposits in the Philippines? . . . . . . . . . . . . 105
Activity 6: How do people destroy natural resources? . . . . . . . . . . . . . . . . . . . 116
Activity 7: Are you ready for “Make-a-Difference” Day? . . . . . . . . . . . . . . . . . 117
Module 2. Solar Energy and the Atmosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Activity 1: What is the basis for dividing Earth’s atmosphere into layers? . . . 119
Activity 2: Does a greenhouse retain or release heat? . . . . . . . . . . . . . . . . . . . 122
Activity 3: What happens when air is heated? . . . . . . . . . . . . . . . . . . . . . . . . . 128
Activity 4: What happens to the air in the surroundings as warm air rises?. . 130
Activity 5: Which warms up faster? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Activity 6: In what direction do winds blow–from high to low pressure
area or vice versa? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Module 3. Seasons and Eclipses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Activity 1: Why do the seasons change? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Activity 2: How does the length of daytime and nighttime affect
the season? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Activity 3: Are there shadows in space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Activity 4: Does a Bakunawa causes eclipses? . . . . . . . . . . . . . . . . . . . . . . . . . . 159

MODULE
1 DESCRIBING MOTION
Many of the things around us move. Some move slowly like the turtles
and clouds, others move much more quickly like the satellites. Because
motion is so common, it seems to be very simple. But in science, describing
motion actually entails careful use of some definitions.
This module provides you with scientific knowledge and skills

necessary to describe motion along a straight path. You will learn to
describe the motion of objects in terms of position, distance travelled, and
speed. You will also learn to analyze or represent motion of objects using
charts, diagrams, and graphs. While these all provide the same information
about the motion of objects, you will find out that one may be more helpful
than the other depending on your particular objective.
At the end of this module, you are expected to answer the following
questions:
 When can we say that an object is in motion?

 How do we describe the motion of an object?
Where?
Before you will be able to describe the motion of an object, you must
first be able to tell exactly where it is positioned. Describing exact position
entails two ideas: describing how far the object is from the point of reference
and describing its direction relative to that point of reference. You will learn
about the importance of point of reference and direction when you perform
Activity 1.

Grade 7 Science: Energy In Motion 85
Activity 1
Where is it?
Objective
In this activity, you should be able to describe in words the position of

an object within the room or the school ground.
Procedure
1. Obtain from your teacher the piece of paper that describes where you
will find the object.
Q1. Were you able to find the object? Was it easy or difficult?
Q2. Is the instruction clear and easy to follow? What made it so?
2. Put back the object to its place, if you found it. Otherwise, ask your
teacher first where it is located before you move on to the next step.
3. Revise the instruction to make it more helpful. Write it on a separate

sheet of paper and let another group use it to find the object.
Q3. Were they successful in finding the object? Was it easy for them or
difficult?
Q4. What other details or information included in your instruction that
made it clearer and easier to follow?
Q5. In your own words, what is point of reference and how important it
is?
Describing through visuals

The position of an object can be described in many ways. You can use
words, like what you did in Activity 1. You can also use visuals, like
diagrams or graphs. Use the examples to explore how these help in
providing accurate descriptions of positions of objects.
Using diagrams
Consider the diagram in Figure 1. The positions of the objects are
described in the diagram by their coordinates along the number line.

-15m -10m - 5m 0m 5m 10m 15m
Figure 1
Q6. What is the position of the dog?

Q7. What is the position of the tree?
Q8. What is the position of the dog with respect to the house?
Q9. What is the position of the tree with respect to the dog?
Here is another example. In this diagram, the positions of the ball

rolling are shown at equal intervals of time. You can use the diagram to
describe the position of the ball at any given time.
(Timer) 00 : 00 00 : 05 00 : 10 00 : 15
min sec min sec min sec min sec
0m 5m 10m 15m
Figure 2
Q10. What is the initial position of the ball? What is its final position?
Q11. What is the position of the ball at 10 seconds?
Q12. At what time is the position of the ball equal to 5 meters?
Using graphs
Another way to describe the motion of the ball is by the use of motion
graphs. Convert the diagram in Figure 2 to graph by following the guide
below.
I. Fill up Table 1 using the data in Figure 2. Note that the positions of the
ball are shown every 5 seconds.
Grade77Science:
Grade Science: Learner’s
Energy InMaterial
Motion (Second Part) 87
5
Table 1: Position of the ball vs time
Time (s) Position of the ball
(m)
0 0
II. Plot the values in Table 1 as points on the graph in Figure 3. Note that
time is plotted on the X-axis while position is plotted on the Y-axis. An
example is given below.
15
Position (m)
10
5 (20s, 5m)
0 5 10 15 20
Time (s)
Figure 3
III. Lastly, draw a straight diagonal line through the points in the graph.
The graph that you have just drawn in Figure 3 is called position-time
graph. You can also use this graph to describe the position of the ball at any
given time. For example, if you are asked to find the position of the ball at
10 seconds, all you need to do is to find the point along the diagonal line
where the vertical line at the 10 second-mark intersects (Figure 4). Then find
where the horizontal line from that point of intersection will cross the Y axis,
which is the position axis. This will give you the position of the ball at 10
seconds.

Point of
intersection
Position (m)
0 10 Time (s)
Figure 4
Now try answering the following questions using your own position-
time graph.
Q13. What is the position of the ball at 7.5 seconds?
Q14. At what time is the position of the ball equal to 12.5 meters?
How Far?
In science, motion is N
defined as the change in position
W E
for a particular time interval. You
10m
can then start describing motion 5m S
with the question, “How far did 10m
the object travel?” There are
actually two ways to answer this
question. First is by getting the
Figure 5
total length of the path travelled
by the object. In Figure 5 for
example, the dog ran 10m to the east, then 5m to the south, and another
10m to the west. So it has travelled a total of 25 meters. The other way is by
measuring the distance between the initial position and final position of the
object. Based again on Figure 5, the dog has travelled 5 meters to the south.
In science, the first measurement gives the distance travelled by the
object (represented by broken lines) while the second measurement gives its
displacement (represented by continuous line).

Here are more illustrations showing the difference between distance
travelled (represented by broken lines) by an object and its displacement
(represented by continuous lines).
a.
b.
c.
Figure 6
Can you give one difference between distance and displacement based
on the given examples? When can displacement be equal to zero? Is it
possible to get zero displacement? What if the ball, the car, and the dog in
the illustration go back to their starting positions, what will happen to their
respective distances? How about their displacements? If you answered these
questions correctly, then you have most probably understood the difference
between distance and displacement.
 Distance refers to the length of the entire path that the object
travelled.
 Displacement refers to the shortest distance between the object’s two
positions, like the distance between its point of origin and its point of
destination, no matter what path it took to get to that destination.
When a graph is plotted in terms of the distance travelled by the

object and the time it took to cover such distance, the graph can be called
distance-time graph. If the graph is plotted in terms of displacement and

time, it is called displacement-time graph. Refer to the graph in Figure 7.
What is the displacement of the object after 2 seconds? What is its
displacement after 6 seconds? How will you describe the motion of the object
between 0s and 2s, between 2s and 4s, and between 4s and 6s?
Displacement (m) 4
0
1 2 3 4 5 6
Time (s)
Figure 7
Activity 2
My home to school roadmap
Objective
In this activity you should be able to make a roadmap that shows how
you get to school from your house.
Procedure
1. Devise a way to easily measure distance. Let your teacher check your
non-standard measurement for precision.
2. Using your measuring device, gather the data that you will need for
your roadmap. Make sure that you take down notes of all names of the
roads, landmarks, corners, posts, and establishments you pass by.
Record your data properly.
3. Using your gathered data, draw your house-school roadmap on a short
bond paper. Decide on the most convenient scale to use when you
draw your roadmap. An example is shown below.

1 cm Scale: 1 cm = 1 km
2 km
5 km
3 km
Figure 8
4. Label your roadmap properly, including names of the roads,

establishments, etc. Specify also the length of road.
5. Finally, let your teacher check again your work.
Q1. What is the total length of your travel from your house to your
school?
Q2. What is the total displacement of your travel?
How fast?
After determining how far the object moves, the next question will be
“How fast did the object move?” This information can be provided by the
object’s speed or velocity.
Are you familiar with the traffic signs below? These signs tell us the
maximum or minimum speed limits allowed by law for road vehicles. In
general, the minimum speed limit in the Philippines is 60 km/h and the
maximum speed limit is 100 km/h.
What are the units used in the above examples of speed limits? What
quantities do these units represent that are related to speed?
10Grade 7 Science: Energy In Motion 92

Grade 7 Science: Learner’s Material (Second Part)
Activity 3
Fun walk
Objective
In this activity you should be able to gather data to determine who
walks fastest.
Procedure
1. Start by choosing a spacious place to walk straight.
2. Half of the group will walk while the other half will observe and record
data.
3. Mark on the ground the starting line. All participants must start from
the starting line at the same time.
4. Upon receiving the go signal, all participants must start to walk as fast
as they could. The other members should observe closely as the
participants walk and determine who walks fastest.
5. Repeat #4 but this time, collect data to support your conclusion.
Discuss within your group how you are going to do this.
Q1. What quantities did you measure for your data?
Q2. How did you combine these quantities to determine how fast each
participant was walking?
Q3. How did you use the result to determine who walked fastest?
Speed
The questions in the above activity are actually referring to speed. If
you know the speed of each participant, you can tell who is the fastest.
Speed is defined as distance travelled divided by the time of travel.
dis tan ce travelled

speed 
time of travel
The units of speed can be miles per hour (mi/h), kilometres per hour
(km/h), or meters per second (m/s).
Q4. At constant distance, how is speed related to the time of travel?

Q5. At constant time to travel, how is speed related to the distance
travelled?
Q6. Who was travelling faster than the other, a person who covered 10
meters in 5 seconds or the one who took 10 seconds to cover 20
meters?
Speed and direction
In describing the motion of an object, we do not just describe how fast

the object moves. We also consider the direction to where it is going. Speed
with direction is referred to as velocity. The sample weather bulletin below
will show you the importance of knowing not just the speed of the storm but
also its direction.
Table 2: Sample weather bulletin

Weather Bulletin: Tropical Storm "Juaning"
Wednesday, 27 July 2011 at 09:27:14 AM
Location of 90 km East of Infanta,
Center Quezon
Coordinates 14.8°N, 122.5°E
Strength of the Max. wind speed of 85 km/hr near the center & gustiness of up to 100
winds km/hr
Movement 11km/hr going West-Northwest
Forecast On Wednesday AM: Expected to make landfall over Polillo Island

between 8am to 10am and over Southern Aurora by 1pm to 3pm and
will traverse Central Luzon
Whenever there is a storm coming, we are notified of its impending

danger in terms of its speed and direction. Aside from this, we are also
informed about its strength. Do you know that as the storm moves, its
winds move in circles? The circular speed of the winds of the storm
determines its strength. Different storm signals are given in places
depending on the circular speed of the winds of the storm and the distance
from the center.
Study again the weather bulletin above. Which is the speed for the
circular motion of the typhoon winds? Which is the speed for the motion of
the storm as a whole along the path? How important are speed and direction
in determining the weather forecast for the next hours?

Constant speed vs instantaneous speed
If you solved for the distance travelled by each participant over the
time he took to cover such distance, then you have computed for his
average speed. But why average speed and not just speed? It is considered
average speed because it represents the speed of the participant throughout
his travel. During his travel, there were instants that his speed would vary.
His speed at an instant is called instantaneous speed. Similarly, the velocity
of a moving body at an instant is called instantaneous velocity. The
instantaneous speed may be equal, greater than, or less than the average
speed.
When an object’s instantaneous speed values are always the same, then
it means that the object is moving with constant speed. We refer to this as
constant motion. Where you will be and what time you will reach your
destination is easily predicted when you move at constant speed or velocity.
Are you familiar with the speedometer? Speedometer is a device used to

measure the instantaneous speed of a vehicle. Speedometers are important
to the drivers because they need to know how fast they are going so they
know if they are already driving beyond the speed limit or not.
How fast is the velocity changing?

In reality, objects do not
always move at constant velocity.
Storms like “Juaning” also do
change their speeds, directions, or
both. The next activity will help
you analyze examples of motion
with changing velocities (or with
changing speed, since we are only
trying to analyze examples of
motion in only one direction) using Source: http://drrm.region4a.dost.gov.ph/
tape charts and motion graphs.

Figure 9. Track of tropical storm “Juaning”

Activity 4
Doing detective work
Consider this situation below:
Supposed you were having your on-the-job training in a private

investigating company. You were asked to join a team assigned to
investigate a ‘hit and run’ case. The alleged suspect was captured by
the CCTV camera driving down a road leading to the place of incident.
The suspect denied the allegation, saying that he was then driving
very slowly with a constant speed. Because of the short time
difference when he was caught by the camera and when the accident
happened, he insisted that it was impossible that he would already be
at the place when the crime happened. But when you were viewing
the scene again on the camera, you noticed that his car was leaving
oil spots on the road. When you checked these spots on site, you
found out that they are still evident. So you began to wonder if the
spots can be used to investigate the motion of the car of the suspect
and check whether he was telling the truth or not.
Here is an activity that you can do to help you with your investigation.
You will analyze the motion using strips of papers with dots. For this
activity, assume that the dots represent the ‘oil drops’ left by the car down
the road.
Materials
 ruler
 paper strips with dots
 cutter or pair of scissors
Procedure
A. Using tape chart

1. Obtain from your teacher paper strips with dots.
2. Label each dot. Start from 0, then 1, 2, 3, and so on. In this example,
each dot occurred every 1 second.
1 sec
0 1 2 3
Figure 10
14Grade 7 Science: Energy In Motion Grade 7 Science: Learner’s Material (Second Part)
96
3. Examine the distances between successive dots.
Q1. How will you compare the distances between successive dots?
4. Cut the strip at each drop, starting
from the first to the last drop, and 4
paste them side by side on a graph
3
paper to form a tape chart as
2
shown in Figure 11.
1
Q2. How do the lengths of the tapes
compare?
Figure 11. Sample tape chart
Q3. If each tape represents the distance travelled by the object for
1 second, then what ‘quantity’ does each piece of tape provide?
Q4. What does the chart tell you about the speed of the car?
The difference in length between two successive tapes provides the object’s
acceleration or its change in speed or velocity for a time interval of
1 second.
Q5. How will you compare the changes in the lengths of two successive
tapes?
Q6. What then can you say about the acceleration of the moving car?
B. Using motion graphs Table 3

5. Measure the distance travelled Time of travel (s) Distance travelled (m)
by the car after 1 second, 2 1
seconds, and so on by 2
measuring the distance between 3
drops 0 and 1, 0 and 2, and so 4
on. Enter your measurements in 5
Table 3 on the right.
6. Plot the values in Table 3

as points on the graph in
Distance (cm)
Figure 12 on the right.
Q7. How does your

distance-time graph
look like?
0
Time (sec)
Figure 12
7. Join the mid-points of the tops
of the tapes with a line. You
4
have now converted your tape
Speed (cm/s)
chart to a speed-time graph. 3
Q8. How does you graph look 2

like? How is this different
1
from your graph in Figure
12?
1 2 3 4 Time (s)
Q9. How will you interpret this
graph in terms of the speed Figure 13
and acceleration of the
moving car?
Q10. If you found out in your investigation that the arrangement of oil
drops left by the car is similar to what you used in this activity, was
the suspect telling the truth when he said that he was driving with
constant speed?
In this module, you have learned how to describe the motion of objects
in terms of position, distance and displacement, speed and velocity, and
acceleration. You have also learned how to represent motion of objects using
diagrams, charts, and graphs.
Let us summarize what you have learned by relating distance,

displacement, speed, velocity, and acceleration.
 If an object does not change its position at a given time interval,
then it is at rest or its speed is zero or not accelerating.
 If an object covers equal distance at equal intervals of time, then it
is moving at constant speed and still not accelerating.
 If an object covers varying distances at equal intervals of time, then
it is moving with changing speed or velocity. It means that the
object is accelerating.
Links and References
Chapter 2: Representing Motion. Retrieved March 14, 2012 from

http://igcse-physics--41-p2-yrh.brentsvillehs.schools.pwcs.edu/modules
Chapter 3: Accelerated Motion. Retrieved March 14, 2012 from http://igcse-
physics--41-p2-yrh.brentsvillehs.schools.pwcs.edu/modules
HS Science IV: Physics in your environment. Teacher’s Edition. 1981. Science
Education Center. Quezon City

MODULE
2 WAVES AROUND YOU
Waves occur all around you in the physical world. When you throw a
stone into a lake, water waves spread out from the splash. When you strum
the strings of a guitar, sound waves carry the noise all around you. When
you switch on a lamp, light waves flood the room. Water, sound, and light
waves differ in important ways but they all share the basic properties of
wave motion. For instance, you can see water waves and surfers would say
that they enjoy riding the waves. On the other hand, you don’t see sound
waves and light waves but you experience them in other ways. Your ears can
detect sound waves and your skin can get burned by ultraviolet waves if you
stay under the sun for too long.
A wave is a periodic disturbance that moves away from a source and

carries energy with it. For example, earthquake waves show us that the
amount of energy carried by a wave can do work on objects by exerting
forces that move objects from their original positions. Have you personally
experience an earthquake? How did it feel? Did you know that you can
understand earthquakes by studying waves?
In this module, you would be doing three activities that would

demonstrate the properties of wave motion. After performing these activities,
you should be able to:
1. explain how waves carry energy from one place to

another;
2. distinguish between transverse and longitudinal waves;
3. distinguish between mechanical and electromagnetic
waves; and
4. create a model to demonstrate the relationship among
frequency, amplitude, wavelength, and wave velocity.
Grade
Grade7 Science:
7 Science:Learner’s
Energy Material
In Motion(Second Part) 1799
Warm up. What are Waves?
Activity 1 will introduce you to different types of waves distinguished

according to the direction of vibrations of particles with respect to the
direction in which the waves travel. Activity 2 will give you a background of
the terms and quantities used in describing periodic waves. Finally, Activity
3 will strengthen your understanding of the properties
of waves and how they propagate.
Try to wave at your seatmate and observe the

motion of your hand. Do you make a side-to-side
motion with the palm of your hand? Do you do an up-
and-down motion with your hand?
1. Describe your personal hand wave.
Waving is a common
The repetitive motion that you do with your gesture that people do
hand while waving is called a vibration. A vibration to catch someone’s
causes wave motion. When you observe a wave, the attention or to convey
source is always a vibration. a farewell.
2. Think of a still lake. How would you generate

water waves on the lake?
Activity 1. Let’s Make Waves!

What happens when waves pass by?
Objective
In this activity, you will observe and draw

different types of waves and describe how they
are produced. You will also describe the different
types of waves.
Time Allotment: 30 minutes

Materials
 A rope (at least five meters long)

 A colored ribbon
 A coil spring (Slinky™)
 A basin filled with water
 A paper boat
Procedure
A. What are transverse waves?
1. Straighten the rope and place it above a long table. Hold one end of
the rope and vibrate it up and down. You would be able to observe
a pulse. Draw three sketches of the rope showing the motion of the
pulse at three subsequent instances (snapshots at three different
times). Draw an arrow to represent the direction of the pulse’s
motion.
Time 1
Time 2
Time 3
a. What is the source of the wave pulse?
b. Describe the motion of your hand as you create the pulse.
c. Describe the motion of the pulse with respect to the source.

You will now tag a specific part of the rope while making a
series of pulses. A periodic wave can be regarded as a series
of pulses. One pulse follows another in regular succession.
Figure 1. Periodic wave
Tie one end of the rope on a rigid and fixed object (e.g heavy table,
door knob, etc).
Figure 2. Rope tied to a rigid object
Attach a colored ribbon on one part of the rope. You may use
adhesive tape to fix the ribbon. Make a wave by continuously
vibrating the end of the rope with quick up-and-down movements
of your hand. Draw the waveform or the shape of the wave that
you have created.
Ask a friend to vibrate the rope while you observe the motion of
the colored ribbon. Remember that the colored ribbon serves as a
marker of a chosen segment of the rope.
a. Does the wave transport the colored ribbon from its original
position to the end of the rope?

b. Describe the vibration of the colored ribbon. How does it move
as waves pass by? Does it move in the same direction as the
wave?
B. What are longitudinal waves?
1. Connect one end of a long table to a wall. Place coil spring on top of
table. Attach one end of the coil spring to the wall while you hold
the other end.
Figure 3. Coil spring on a flat table with one

end attached to a wall
Do not lift the coil spring. Ask a friend to vibrate the end of the coil
spring by doing a back-and-forth motion parallel to the length of
the spring. Observe the waves along the coil spring. Draw how the
coil spring looks like as you move it back-and-forth.
2. Attach a colored ribbon on one part of the coil spring. You may use
an adhesive tape to fix the ribbon. Ask a friend to vibrate the coil
spring back-and-forth while you observe the motion of the colored
ribbon. Remember that the colored ribbon serves as a marker of a
chosen segment of the coil spring.
a. Does the wave transport the colored ribbon from its original
position to the end of the rope?
b. Describe the vibration of the colored ribbon. How does it move

as waves pass by?

C. What are surface waves?
1. Place a basin filled with water on top of a level table. Wait until the
water becomes still or motionless. Create a wave pulse by tapping
the surface of the water with your index finger and observe the
direction of travel of the wave pulse. Tap the surface of the water at
regular intervals to create periodic waves. View the waves from
above and draw the pattern that you see. In your drawing, mark
the source of the disturbance.
2. Wait for the water to become still before you place your paper boat
on the surface. Create periodic waves and observe what happens to
your paper boat.
a. Do the waves set the paper boat into motion? What is required
to set an object into motion?
b. If you exert more energy in creating periodic waves by tapping

the surface with greater strength, how does this affect the
movement of the paper boat?
3. If you were somehow able to mark individual water molecules (you

used a colored ribbon to do this earlier) and follow them as waves
pass by, you would find that their paths are like those shown in
the figure below.
Figure 4. Surface waves

a. As shown in the figure, the passage of a wave across a surface
of a body of water involves the motion of particles following a
___________ pattern about their original positions.
b. Does the wave transport water molecules from the source of

the vibration? Support your answer using the shown figure.
D. Summary
1. Waves can be typified according to the direction of motion of the

vibrating particles with respect to the direction in which the waves
travel.
a. Waves in a rope are called ____________ waves because the

individual segments of the rope vibrate ____________ to the
direction in which the waves travel.
b. When each portion of a coil spring is alternatively compressed

and extended, ____________ waves are produced.
c. Waves on the surface of a body of water are a combination of

transverse and longitudinal waves. Each water molecule
moves in a _______________ pattern as the waves pass by.
2. How do we know that waves carry energy?
3. What happens when waves pass by?
Activity 2. Anatomy of a Wave

How do you describe waves?
Background
You had the experience of creating periodic waves in Activity 1. In a

periodic wave, one pulse follows another in regular succession; a certain
waveform – the shape of individual waves – is repeated at regular intervals.
Most periodic waves have sinusoidal waveforms as shown below. The

highest point and lowest point of a wave are called the crest and the trough
respectively. The amplitude is the maximum displacement of a vibrating
particle on either side of its normal position when the wave passes.
Figure 5. Sinusoidal wave
Objective
In this activity, you will identify the quantities used in describing

periodic waves.
Materials
 A ruler
 A basin filled with water
 A rope (at least five meters long)
 A colored ribbon
 A watch or digital timer
Procedure
A. How can you measure the wavelength of a

wave?
1. The wavelength of a wave refers to the distance between any

successive identical parts of the wave. For instance, the distance
from one crest to the next is equal to one full wavelength. In the
following illustration, this is given by the interval B to F. Identify
the other intervals that represent one full wavelength.
_____________________________________________________________
_____________________________________________________________

2. Place a basin filled with water on top of a level table. Wait for the
water to become still. Create a vibration by regularly tapping the
surface of the water with your index finger. You would be able to
see the subsequent crest of the water waves.
Figure 6. Crest and trough on a water wave
Draw the water waves as you see them from the top of the basin.
Label one wavelength in your drawing.
3. Increase the rate of the vibrations you create by tapping the

surface of the water rapidly. What happens to the wavelength of
the waves? _______________________________________________
Draw the water waves as you see them from the top of the basin.
Compare it with your drawing in number 2.
B. How do you measure the frequency of a wave?
1. The frequency of a series of periodic waves is the number of waves

that pass a particular point every one second. Just like what you
have done in Activity 1, attach a colored ribbon on a rope to serve

as a tag. Tie one end of the rope on a fixed object and ask a friend
to create periodic waves by regularly vibrating the other end of the
rope.
2. You will count how many times the colored ribbon reached the
crest in 10 seconds. You will start counting once the ribbon
reaches the crest a second time. It means that one wave has
passed by the ribbon’s position. Ask another friend with a watch or
a digital timer to alert you to start counting and to stop counting
after 10 seconds. Record the results in Table 1.
3. It is also useful to consider the period of a wave, which is the time

required for one complete wave to pass a given point. The period of
each wave is
1
𝑝𝑒𝑟𝑖𝑜𝑑 =
𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
From the identified frequency of the observed periodic waves, the

period can be calculated. For example, if two waves per second are
passing by, each wave has a period of ½ seconds.
Table 1. Frequency and period of the wave

Number of waves Frequency
Period
(N cycles) that passed by of the waves
of the waves (seconds)
the ribbon in 10 seconds (N cycles/10 seconds)
The unit of frequency is the hertz (Hz); 1 Hz = 1 cycle/second.
4. If you increase the frequency of vibration by jerking the end of the

rope at a faster rate, what happens to the wavelength?
__________________________________________________________________
C. How do you measure the speed of a wave?
1. Using the rope with ribbon. Create periodic waves and estimate
their wavelength. Count the number of waves that pass by the
ribbon in ten seconds. Compute the frequency of the waves. Record
the results in Table 2.

2. The wave speed is the distance traveled by the wave per second.
𝑤𝑎𝑣𝑒 𝑠𝑝𝑒𝑒𝑑 = 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑒𝑑 𝑝𝑒𝑟 𝑠𝑒𝑐𝑜𝑛𝑑 = 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑥 𝑤𝑎𝑣𝑒𝑙𝑒𝑛𝑔𝑡ℎ
From the basic formula that applies to all periodic waves, you can
see that wave speed, frequency and wavelength are independent of
the wave’s amplitude.
a. Using the data from number 1, calculate the wave speed of the
observed periodic waves. Record the result in Table 2.
Table 2. The speed of a wave

Estimated Number of waves Frequency Wave speed
wavelength (N cycles) that of the waves (meter/second)
(meters) passed by the (N cycles/10
ribbon in 10 seconds)
seconds
Summary
1. What is the relationship between wave speed, wavelength and

frequency?
2. Suppose you observed an anchored boat to rise and fall once every
4.0 seconds as waves whose crests are 25 meters apart pass by it.
a. What is the frequency of the observed waves?
b. What is the speed of the waves?
Activity 3. Mechanical vs. Electromagnetic Waves

How do waves propagate?
Objective
In this activity, you will differentiate between mechanical waves and

electromagnetic waves.

Materials
 Findings from Activity 1

 Chart of the electromagnetic spectrum
A. What are mechanical waves?
1. When you created waves using a rope in Activity 1 Part A, you were
able to observe a moving pattern. In this case, the medium of wave
propagation is the rope.
a. In Activity 1 Part B, what is the medium of wave propagation?
b. In Activity 1 Part C, what is the medium of wave propagation?
2. The waves that you have created in

Activity 1 all require a medium for
wave propagation. They are called
mechanical waves.
a. How can you generate

mechanical waves? The medium of propagation for the wave
shown above is the rope.
3. All three kinds of waves –
transverse, longitudinal, and surface – are sent out by an
earthquake and can be detected many thousands of kilometers
away if the quake is a major one.
a. What do you think is the source of earthquake waves?
b. What is the medium of propagation of earthquake waves?
B. What are electromagnetic waves?
1. Energy from the sun reaches the earth through electromagnetic

waves. As opposed to mechanical waves, electromagnetic waves
require no material medium for their passage. Thus, they can pass
through empty space. Locate the electromagnetic spectrum chart
in your classroom. A smaller image of the chart is shown below.
Identify the common name of each wave shown in the chart.

1. ______________________ 5. _______________________
2. ______________________ 6. _______________________
3. ______________________ 7. _______________________
4. ______________________
2. The electromagnetic spectrum shows the various types of

electromagnetic waves, the range of their frequencies and
wavelength. The wave speed of all electromagnetic waves is the
same and equal to the speed of light which is approximately equal
to 300 000 000 m/s.
Figure 7. The electromagnetic spectrum
a. Examine the electromagnetic spectrum.
1. Describe the relationship between frequency and

wavelength of each electromagnetic wave.
2. Draw waves to represent each electromagnetic wave.

Your illustrations must represent the wavelength of a
wave relative to the others. For instance, gamma rays
have a very small wavelength compared to the other
waves in the spectrum.

1. Gamma Rays
2. __________
3. __________
4. __________
5. __________
6. __________
7. __________
b. The Sun is an important source of ultraviolet (UV) waves,

which is the main cause of sunburn. Sunscreen lotions are
transparent to visible light but absorb most UV light. The
higher a sunscreen’s solar protection factor (SPF), the greater
the percentage of UV light absorbed. Why are UV rays
harmful to the skin compared to visible light?
Compare the frequency and energy carried by UV waves to

that of visible light.
C. Summary
1. Mechanical waves like sound, water waves, earthquake waves,

and waves in a stretched string propagate through a
_______________ while __________________ waves such as radio
waves, visible light, and gamma rays, do not require a material
medium for their passage.
Review. Waves Around You
The activities that you have performed are all about wave motion or
the propagation of a pattern caused by a vibration. Waves transport energy
from one place to another thus they can set objects into motion.

What happens when waves pass by?
Activity 1 introduced you to transverse waves, longitudinal waves, and

surface waves. You observed the motion of a segment of the material
through which the wave travels.
1. Transverse waves occur when the individual particles or

segments of a medium vibrate from side to side perpendicular to
the direction in which the waves travel.
2. Longitudinal waves occur when the individual particles of a

medium vibrate back and forth in the direction in which the
waves travel.
3. The motion of water molecules on the surface of deep water in

which a wave is propagating is a combination of transverse and
longitudinal displacements, with the result that molecules at the
surface move in nearly circular paths. Each molecule is displaced
both horizontally and vertically from its normal position.
4. While energy is transported by virtue of the moving pattern, it is

important to remember that there is not net transport of matter
in wave motion. The particles vibrate about a normal position and
do not undergo a net motion.
How can you describe waves?
In Activity 2, you have encountered the important terms and

quantities used to describe periodic waves.
1. The crest and trough refer to the highest point and lowest point of
a wave pattern, respectively.
2. The amplitude of a wave is the maximum displacement of a

particle of the medium on either side of its normal position when
the wave passes.
3. The frequency of periodic waves is the number of waves that pass

a particular point for every one second while the wavelength is
the distance between adjacent crests or troughs.
4. The period is the time required for one complete wave to pass a
particular point.

5. The speed of the wave refers to the distance the wave travels per
unit time. It is related to the frequency of the wave and
wavelength through the following equation:
𝑤𝑎𝑣𝑒 𝑠𝑝𝑒𝑒𝑑 = 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑥 𝑤𝑎𝑣𝑒𝑙𝑒𝑛𝑔𝑡ℎ
How do waves propagate?
Finally, Activity 3 prompted you to distinguish between mechanical

and electromagnetic waves.
1. In mechanical waves, some physical medium is being disturbed

for the wave to propagate. A wave traveling on a string would not
exist without the string. Sound waves could not travel through air
if there were no air molecules. With mechanical waves, what we
interpret as a wave corresponds to the propagation of a
disturbance through a medium.
2. On the other hand, electromagnetic waves do not require a

medium to propagate; some examples of electromagnetic waves
are visible light, radio waves, television signals, and x-rays.
Up Next. Light
In the next module, you would learn about visible light, the most
familiar form of electromagnetic waves, since it is the part of the
electromagnetic spectrum that the human eye can detect. Through some
interesting activities, you would come across the characteristics of light, how
it is produced and how it propagates. You would need the concepts that you
learned from this module to fully understand and appreciate the occurrence
of light.

Pre/Post Test
Consider the diagram below to answer questions 1 and 2.
1. The wavelength of the wave in the diagram above is given by letter

______.
2. The amplitude of the wave in the diagram above is given by letter _____.
3. Indicate the interval that represents a half wavelength.
a. A to E c. A to B
b. B to F d. C to E
4. A pulse sent down a long string eventually dies away and disappears.
What happens to its energy?
a. The energy disappears with the wave.
b. The energy is remains along the length of the string.
c. The energy is transferred from the wave to the environment.
d. The pulse does not carry energy.
5. Mechanical waves transport energy from one place to another through

a. Alternately vibrating particles of the medium
b. Particles traveling with the wave
c. Vibrating particles and traveling particles
d. None of the above
6. In a transverse wave, the individual particles of the medium

a. move in circles
b. move in ellipses
c. move parallel to the direction of travel
d. move perpendicular to the direction of travel

7. The higher the frequency of a wave,
a. the lower its speed c. the greater its amplitude

b. the shorter its wavelength d. the longer its period
8. Of the following properties of a wave, the one that is independent of the

others is its
a. amplitude c. wavelength
b. wave speed d. frequency
9. Waves in a lake are 5.00 m in length and pass an anchored boat 1.25 s
apart. The speed of the waves is
a. 0.25 m/s
b. 4.00 m/s
c. 6.25 m/s
d. impossible to find from the information given
10. Energy from the sun reaches the earth through
a. ultraviolet waves c. mechanical waves

b. infrared waves d. electromagnetic waves
References and Web Links
Anatomy of an electromagnetic wave. Available at:

http://missionscience.nasa.gov/ems/02_anatomy.html
Electromagnetic waves. Available at:

http://www.colorado.edu/physics/2000/waves_particles/
[3] Hewitt, P. (2006). Conceptual Physics 10th Ed. USA: Pearson Addison-
Wesley.
The anatomy of a wave. Available at:

http://www.physicsclassroom.com/class/waves/u10l2a.cfm
The nature of a wave. Available at:

http://www.physicsclassroom.com/class/waves/u10l1c.cfm

MODULE
3 SOUND
Would you like to try placing your palm on your throat while saying –
“What you doin?” What did your palm feel? Were there vibrations in the
throat? Try it again and this time, say – “Mom! Phineas and Ferb are making
a title sequence!”
Terms to Remember
In the previous module you learned Longitudinal Wave
about wave properties and common - Wave whose motion is parallel
characteristics like pitch and loudness. You to the motion of the particles of
will also learn the 2 kinds of waves according the medium
Mechanical wave
to propagation. These are the longitudinal and - Wave that need a medium in
transverse waves. Sound is an example of a order to propagate
longitudinal wave. It is also classified as a
mechanical wave. Thus there has to be matter
for which sound should travel and propagate.
This matter is better known as medium.
Figure 1. Longitudinal wave
How does sound propagate?
In Activity 1, you will try to explore how sound is produced. You are
going to use local materials available in your community to do this activity.
You can do “Art Attack” and be very creative with your project.

Activity 1
My own sounding box
Objectives
In this activity, you should be able to construct a sounding box to
1. demonstrate how sound is produced; and
2. identify factors that affect the pitch and loudness of the sound
produced.
Materials Needed
 shoe box
 variety of elastic or rubber bands (thin and thick)
 extra cardboard – optional
 pair of scissors or cutter
Handle all sharp
 ruler TAKE
tools with care.
CARE!
Procedure
1. Cut and design your shoe

box as shown in Figure 2.
2. Put the rubber bands

around the box. Make sure
that the rubber bands are
almost equally spaced and
that the rubber bands are
arranged according to
increasing thickness from
the lower end to the other Figure 2. My sounding box
end of the box.

3. Use your finger to pluck each rubber band. Listen to the sound
produced.
Q1. What physical signs did you observe when you plucked each
band. Did you hear any sound? What produced the sound?
Q2. How different are the sounds produced by each band with
different thickness?
4. This time use the fingers of one hand to stretch one of the elastics.
Pluck the elastic with the fingers of the other hand and observe.
Q3. Are there changes in the note when you plucked the stretched
band?
5. Repeat step 4 with the other elastic bands.
Q4. Arrange the elastics in sequence from the highest note to the
lowest note produced.
When we talk or make any sound, our vocal cords vibrate. When there
are no vibrations felt, no sound is produced. This means that sounds are
caused by vibrations. Vibrations of molecules are to the to-and-fro or back-
and-forth movement of molecules. Vibrations are considered as a
disturbance that travels through a medium. This vibratory motion causes
energy to transfer to our ears and is interpreted by our brain. Sound waves
are examples of longitudinal waves. They are also known as mechanical
waves since sound waves need medium in order to propagate.
In Activity 1, vibrations produced by the elastic band produced sound.

The sounding box amplified (increase in amplitude) this sound.
Sound waves can travel in air. When they come in contact with our
eardrums, the vibrations of the air force our eardrums to vibrate which is
sensed and interpreted by our brain.
Can sound waves also travel in other media like solids

and liquids?

You can try this one. Place your ear against one end of a tabletop. Ask
a friend to gently tap the other end of the table with a pencil or a ruler. What
happens? Then ask your friend to again gently tap the other end of the table
but this time, make sure that your ear is not touching the table. What
happens? In which situation did you encounter louder and more
pronounced sound? In which situation did you encounter the sound clearly?
Sound is produced by the slight tapping of the table with a pencil or a

ruler. This can be heard clearly at the other end of the table. This shows
that sound waves can also travel through wood or solid. Sound is more
distinct in solids than in air. This also means that sound is heard much
louder when it travels in solids than in air.
What about in liquids?

Can sound travel in liquids
too? Liquids are better
transmitters of sound than
gases. If two bodies are
struck together underwater,
the sound heard by a person
Figure 3: Molecules of different media
who is underwater is louder
than when heard in air, but
softer than in solids.
As you can see in Figure 3, particles of solids are more closely packed
than particles of liquid and gas. This is why sound produced in solids is
much more distinct and loud than when it is propagated or produced in
liquids and gas. Between liquids and gases, on the other hand, liquid
particles appear more closely spaced than gases. This means that louder
sound will be produced in liquids than in gases.
Spacing of particles of the medium like solid, liquid and gas is an

important factor on how would is transmitted. Take a look at Figure 3,
liquid particles are closer to each other than the particles in the gas. Sound
waves are transmitted easier in liquids. Between liquids and solids, the
particles of solids are even closer together than the liquid molecules;
therefore, sound travels even faster in solids than in liquids. Since different
media transmit sound differently, sound travels at different speeds in

different materials. Since solid is the best transmitter of sound, sound
travels fastest in solids and slowest in gases.
The table below shows the speed of sound in different materials.
Table 1: Speed of sound in different materials

Speed of Sound
Materials
V (m/s)
Air (0oC) 331
He (0oC) 1005
H (20oC) 1300
Water 1440
Seawater 1560
Iron and Steel 5000
Aluminum 5100
Hard wood 4000
Sound speed is dependent on several factors such as (1) atmospheric

pressure, (2) relative humidity, and (3) atmospheric temperature. Remember
these weather elements you studied in your earlier grades? High values of
these elements lead to faster moving sound. When you are in the low lands
and the surrounding is hot, sound travels fast. Do you want to know why
sound travels faster in hot air? There are more molecular interactions that
happen in hot air. This is because the hot particles of air gain more kinetic
energy and so there is also an increase in the mean velocity of the
molecules. Since sound is a consequence of energy transfer through
collisions, more collisions and faster collisions means faster sound.
Going a little deeper on this, speed of sound basically depends on the

elastic property and the inertial property of the medium on which it
propagates. The elastic property is concerned with the ability of the material
to retain or maintain its shape and not to deform when a force is applied on
it. Solids as compared to liquids and gases have the highest elastic property.
Consequently, solid is the medium on which sound travels fastest. This
means that the greater the elastic property, the faster the sound waves
travel. The iniertial property, on the other hand, is the tendency of the
material to maintain its state of motion. More inertial property means the
more inert (more massive or greater mass density) the individual particles of
the medium, the less responsive they will be to the interactions between
neighbouring particles and the slower that the wave will be. Within a single
phase medium, like air for example, humid air is more inert than humid air.
This is because water that has changed to vapor is mixed with the air. This
phenomenon increases the mass density of air and so increases the inertial

property of the medium. This will eventually decrease the speed of sound on
that medium.
Sound cannot travel in a vacuum. Remember that sound is a

mechanical wave which needs medium in order to propagate. If no matter
exists, there will be no sound. In the outer space, sound would not be
transmitted.
Sound waves possess characteristics common to all types of waves.

These are frequency, wavelength, amplitude, speed or velocity, period and
phase. Just like other waves, sound also exhibits wave properties just like
reflection, refraction, diffraction, and interference. More than these
properties are pitch and loudness of sound. Pitch refers to the highness or
lowness of sound. Loudness is how soft or how intense the sound is as
perceived by the ear and interpreted by the brain. Do you want to find out
more characteristics and properties of sound? Activity No. 2 will let your
discover some of these properties using your sounding box.
Activity 2
Properties and characteristics of sound
Objective
In this activity, you will use your sounding box to describe the
characteristics of sound and compare them with those of sound produced by
a guitar.
Materials Needed
 Sounding Box
 Wooden rod
 Ruler
 Guitar
Procedure
Part 1: Sounding the Box...
1. Label the rubber bands of

your sounding box as S1, S2
and so on. Labeling should start with the thinnest rubber band.

2. Pluck each rubber band. Listen to the sounds produced.
Q1. What did you observed when you plucked each of the rubber bands
and sound is produced? How then is sound produced?
Q2. Is there a difference in the sound produced by each of the rubber

bands? How do they differ?
Q3. Which band produced a higher sound? Which band produced a

lower sound?
Q4. How can you make a softer sound? How can you make a louder
sound?
Q5. What factors affect the pitch and loudness of the sound produced
by the rubber bands?
3. Stretch one of the rubber bands and while doing so, pluck it again.
Q6. Is there a change in the sound produced when you pluck the
rubber band while stretching it? How does stretching the rubber
band affect the pitch of the sound produced?
4. Place a ruler (on its edge) across ruler ruler

the sounding box as shown in
Figure 3. Pluck each rubber band
and observe.
Q7. Is there a difference in the

sound produced when the
ruler is placed across the Figure 3: With stretch rubber
box? bands
5. Move the ruler off center to the left or to a

diagonal position so that one side of each
rubber band is shorter than the other side
(Figure 4). Pluck again each rubber band on
each side of the ruler and observe.
Figure 4: Diagonal
Stretching of the bands

Q8. Which part of the rubber band (shorter side or longer side) provides
higher pitch? Which part provides lower pitch?
Q9. Again, what factors affect the pitch of the sound produced by the
rubber bands?
Part 2: The Guitar...
6. Strum each guitar string without holding the frets. (String #0 is the
lower most string while string #6 is the uppermost string.)
7. Record all you observations in the table provided.
String # Pitch (High or Low)

0
1
2
3
4
5
6
Q10. Which string vibrates fastest when strummed?
Q11. Which string vibrates slowest when strummed?
Q12. Which string has the highest frequency?
Q13. Which string has the highest pitch?
Q14. Which has the lowest frequency?
Q15. Which string has the lowest pitch?
Q16. How would you relate pitch and frequency?
The highness or lowness of sound is known as the pitch of a sound or

a musical note. In Activity No. 2 you were able to relate vibrations, frequency
and pitch using your improvised sounding box and a guitar. The pitch of a
high frequency sound is also high and a low frequency sound is also; lower
in pitch.

When you were in your
earlier grades you studied about
the human ear. Our ear and that
of animals are the very sensitive
sound detectors. The ear is a part
of the peripheral auditory system.
It is divided into three major parts:
the outer ear, the middle ear and
the inner ear.
The outer ear called the

pinna collects the sound waves
and focuses them into the ear Figure 4: The human ear
canal. This canal transmits the
sound waves to the eardrum.
The ear canal is the eardrum membrane or the tympanum. It

separates the outer and the middle ears physically. Air vibrations set the
eardrum membrane in motion that causes the three smallest bones
(hammer, anvil and stirrup) to move. These three bones convert the small-
amplitude vibration of the eardrum into large-amplitude oscillations. These
oscillations are transferred to the inner ear through the oval window.
Behind the oval window is a snail-shell shaped liquid –filled organ

called the cochlea. The large-amplitude oscillations create waves that travel
in liquid. These sounds are converted into electrical impulses, which are
sent to the brain by the auditory nerve. The brain, interprets these signals
as words, music or noise.
Did you know that we can only sense within the frequency range of
about 20 Hz to about 20000 Hz? Vibrational frequencies beyond 20 000 Hz
is called ultrasonic frequencies while extremely low frequencies are known
as infrasonic frequencies. Our ear cannot detect ultrasonic or infrasonic
waves. But some animals like dogs can hear sounds as high as 50 000 Hz
while bats can detect sounds as high as 100 000 Hz.

We can see images of your baby
brother or sister when the OB-Gyne
asks your mommy or nanay to
undergo ultrasound. Ultrasonic
waves are used to help physicians see
our internal organs. Nowadays,
ultrasonic technology is of three kinds:
2-dimensional, 3-dimensional, and 4-
dimensional categories. In the 3- and
4-dimensional ultrasonic technologies,
the features of the fetus are very
clearly captured. Figure 5: Ultrasound
It has also been found that ultrasonic waves can be used as rodent
and insect exterminators. The very loud ultrasonic sources in a building will
usually drive the rodents away or disorient cockroaches causing them to die
from the induced erratic behavior. What other applications of sound do you
have in mind? Do you want to share them too?
Loudness and Intensity
Do you still remember intensity

of light in the previous module? In
sound, intensity refers to the amount
of energy a sound wave. Figure 6
shows varying intensity of sound. High
amplitude sounds usually carry large
energy and have higher intensity while
low amplitude sound carry lesser
amount of energy and have lower
intensity.
Figure 6: Varying sounds
Sound intensity is measured by various instruments like the

oscilloscope. Loudness is a psychological sensation that differs for different
people. Loudness is subjective but is still related to the intensity of sound.
In fact, despite the subjective variations, loudness varies nearly
logarithmically with intensity. A logarithmic scale is used to describe sound
intensity, which roughly corresponds to loudness. The unit of intensity level
for sound is the decibel (dB), which was named after Alexander Graham Bell

who invented the telephone. On the decibel scale, an increase of 1 dB means
that sound intensity is increased by a factor of 10.
Father and son duo

interprets the loudness of a
sound differently. The son
considers the rock music a
soft music while the father
considers it a loud sound. The
father may even interpret the
sound as a distorted sound,
which is known as noise.
Figure 7: Father and Son Duo
Noise is wave that is not
pleasing to the senses.
Table 2. Sound Levels of different sound sources
Source of sound Level (dB)

Jet engine, 30 m away 140
Threshold of pain 120
Amplified rock music 115
Old subway train 100
Average factory 90
Busy street traffic 70
Normal conversation 60
Library 40
Close whisper 20
Normal breathing 10
Threshold of hearing 0
Let’s see how you interpret sound yourselves. Look for 3 more
classmates and try Activity 3. This will test your ability to design and at the
same time show your talents!

Activity 3
Big time gig!
Objectives
1. create musical instruments using indigenous products and

2. use these instruments to compose tunes and present in a Gig.
Students may also utilize other indigenous musical instruments.
Materials Needed
 Indigenous materials such as sticks, bottles or glassware available in

your locality to be used as musical instrument
 Localized or improvised stringed instruments
 Localized or improvised drum set
Procedure
1. Form a group of four (4). One can play a stringed instrument, while the
other can play the drum and the 3rd member can use the other
instrument that your group will design or create. The last member will
be your group’s solo performer.
2. Look for local materials which you can use to create different musical
instruments.
3. Try to come up with your own composition using the instruments you
have created.
4. In the class GIG you are to play and sing at least 2 songs (any song of
your choice and your original composition).
5. Check the Rubric included to become familiar with the criteria for
which you will be rated.

Big Time Gig!
Rubric Scoring
Task/
4 3 2 1 Score
Criteria
 Makes use of  Makes use
local or  Makes use  Makes use of local
indigenous of local of local materials
materials materials materials only.
Improvised/  The improvised only. only.  The sound
Localized instruments  The  The produced by
musical produce good improvised improvised the
instruments quality sound instruments instruments improvised
comparable to produce produce fair instruments
standard good quality quality is not clear
musical sound. sound. and
instruments. distinct.
The group’s
The group’s The group’s
The group’s original original
original original
composition has composition
composition composition
good melody. has fair melody
has fair melody has fair melody
Composition and the lyrics
and the lyrics and the lyrics
The lyrics provided provided are
provided are provided are
are thematic and NEITHER
thematic and NOT thematic
meaningful thematic nor
meaningful but meaningful
meaningful
 The group  The group  The group
 The group was
was able to was able to was able to
able to
successfully use the use the
successfully use
use the improvised improvised
the improvised
improvised musical musical
musical
musical instruments instruments
instruments in
Performance instruments but some but MOST
their GIG.
in their were out of were out of
 The group was
GIG. tune tune
able to provide
 The group  The group  The group
good quality
was able to was able to was able to
rendition or
provide fair provide fair provide fair
performance.
rendition. rendition. rendition
3 out of 4
2 out of 4
Each one of them members
completed their
Cooperation completed their task completed their Only 1 out of
task so as to
and Team so as to come up task so as to the 4 members
come up with
Work with the expected come up with did his/her job
the expected
output - GIG the expected
output - GIG
output - GIG
TOTAL

How was your GIG? Did you enjoy this activity? Aside from the
concepts and principles in sound you learned and applied for a perfect
performance what other insights can you identify? Can you extend your
designs to come up with quality instruments using indigenous materials?
You can be famous with your artworks...
Sound waves are mechanical waves than need for a medium for sound
to propagate. Vibrations of the medium create a series of compression and
rarefaction which results to longitudinal waves. Sound can travel in all
media but not in vacuum. Sound is fastest in matter that is closely packed
like solid and slowest in gas. Speed of sound is dependent on factors like
temperature, humidity and air pressure. High temperature brings much
faster sound. Increased humidity, on the other hand makes sound travel
slower. As pressure is increased, speed is also increased. Inertial and elastic
properties of the medium also play an important part in the speed of sound.
Solids tend to be highly elastic than gases and thus sound travel fastest in
solids. In a single phase matter however, the inertial property which is the
tendency of the material to maintain its motion also affect speed of sound.
Humid air is more massive and is more inert than dry air. This condition
brings lesser molecular interactions and eventually slower sound. Sound,
just like other waves do have characteristics such as speed, frequency,
wavelength, amplitude, phase and period. Like any other wave, sound
exhibit properties like reflection, refraction, interference and diffraction.
Other properties are loudness and pitch. Pitch is dependent on the
frequency of sound wave. The higher frequency the higher the pitch of the
sound produced.
Organisms like us are capable of sensing sound through our ears.

Just like other organism, our ears do have parts that perform special tasks
until the auditory signals reach and are interpreted by our brain.
Frequencies beyond the audible to human are known as ultrasonic (beyond
the upper limit) and infrasonic (below the lower limit). Intensity and
loudness are quantitative and qualitative descriptions of the energy carried
by the wave. High amplitude waves are intense and are sensed as loud
sound. Low amplitude sound waves are soft sound. Music is a special sound
that forms patterns and are appealing to our sense of hearing.
http://www.physicsclassroom.com/Class/sound/u11l2c.cfm
http://en.wikipedia.org/wiki/Sound#Sound_wave_properties_and_characteristics
http://personal.cityu.edu.hk/~bsapplec/characte.htm
http://www.slideshare.net/agatonlydelle/physics-sounds

MODULE
LIGHT
4
Do you still remember Sir Isaac Newton? What about Christian
Huygens? Did you meet them in your earlier grades? These people were the
first to study about light.
In this module, you will learn about light. You will also find out that
there are different sources of light and that light exhibits different
characteristics and properties. Finally, you will design a simple activity to
test whether light travels in a straight light or not.
What are the common sources of light?

How do these common sources produce light?
What are the common properties and
characteristics of light?
Sir Isaac Newton believed that light behaves like a particle while
Christian Huygens believed that light behaves like a wave. A 3rd scientist,
Max Planck came up with what is now known as the Dual-Nature of Light.
He explained that light can be a particle and can also be a wave. To
complete our knowledge about the nature of light, James Clark Maxwell
proposed the Electromagnetic Theory of Light.
While these scientists dig deep into the nature of light and how light
are propagated, let us be more familiar with ordinary materials we use as
common sources of light. The Sun for example is known as a natural source
of light. Sun is also considered as a luminous body (an object capable of
producing its own light). Other sources are the lamps, bulbs, and candles.
These are the artificial sources.
In your earlier grades you learned about energy transformation.

Energy transformation is needed to convert or transform forms of energy to
light or other forms. In bulbs, electric potential is converted to light. In
lamps, chemical energy is transformed to light.
Grade
Grade7 7Science:
Science:Learner’s Material
Energy In Motion(Second Part) 49
131
In Activity 1, you will try to observe transformation of chemical energy
from chemical substances such as oil to light. Further, you will also gather
data which chemical substance is best by relating it to the brightness of the
light produced. In this activity, you will use the langis kandila or lampara as
we call it in the Philippines or the Diwali lights as it is known in other
countries like India.
Activity 1
Light sources: Langis kandila or lampara
Objectives

1. construct a simple photometer;
2. determine which chemical substance produce the brightest light; and
3. infer that brightness of light is dependent on the distance of the
source.
Materials Needed
 an electric glow lamp (Small lamp is needed)

 candle - weighing 75 grams
 wedge with sloping surfaces (sharp angle about 60° to 70° that serve
as the photometer (made of white wood or paper)
 langis kandila or lampara
 variety of vegetable oil (about 5)
 aluminum pie containers or small clay pots
 cotton string for wick
 set of books or tripod that will serve as platform for Diwali lights
Procedure
Part 1: Improvised Photometer
Arrange the
electric glow lamp,
the candle and the
wedge as shown on
the right. Make
sure that you do 1 2
this activity in a
dark room for good Figure 1. Improvised photometer set up
results.

Illuminate the side “A” of the wedge by the lamp and side “B” by the
candle. In general the lamp side will look brighter than the other.
Move the wedge nearer to the candle to a spot at which you as an

observer, looking down on the two surfaces of the wedge (from “C”) cannot
see any difference between them in respect of brightness. (They are then
equally illuminated; that is to say the candle light falling on “B” is equal in
intensity to the electric light falling on “A.”)
Calculate the power of the lamp relative to the candle. (E.g. If both side
of the wedge showed equal illumination when it is about 200 cm from 1, and
50 cm from 2, the distances are as 4 to 1. But as light falls off according to
the square of the distance: (200)2 = 40 000 and (50)2 = 2 500 or 16 to 1.).
Thus the candle-power of the lamp is 16.
Q1. What is the candle power of your set up? (Include your computations.)
Part 2: Langis Kandila or Lampara
1. Make 5 langis kandila or lampara

using aluminium pie containers
or small clay pots as shown.
Label your langis kandila as DL-
KL1, DL-KL2 and so on. Figure 2: Langis kandila or lampara
2. Pour different variety of vegetable oil in each of the pot.
3. Use the improvised photometer to determine the brightness of each of

the candle.
4. Replace the candle you used in the 1st part with the langis kandila.
5. Compute the candle power of the lamp with respect to the langis
kandila. You may refer to step 4 for the step by step process of
determining the candle power using the improvised photometer. Record
your data on the provided table:
Table 1. Brightness of Vegetable Oil Variety

Diwali Lights/Langis Vegetable Oil Brightness/Luminous
Kandila Variety Intensity (Candela)
DL-LK 1 Canola Oil
DL-LK 2 Butter
DL-LK 3 Margarine
DL-LK 4 Corn Oil
DL-LK 5 Olive Oil

Q2. Which among the langis kandila or lampara is the brightest?
Part 3: Intensity vs Distance from light source
1. Position your brightest Diwali light or langis kandila 20 inches or about

50 cm from the wedge. Compute the brightness of the Diwali light.
2. Move the langis kandila or Diwali light 10 cm closer then compute the
brightness.
3. Repeat step 2 and each time move the langis kandila or Diwali light 10
cm closer to the wedge. Compute the corresponding brightness and
record your data on the table below.
Distance from the Brightness

Observation
Wedge (cm) (Candela)
50
40
30
20
10
Q3. How would you relate the brightness or intensity of light with the
distance from the source?
Brightness of light depends on the source and the distance from the
source. Brightness however, is qualitative and is dependent of the person’s
perception. Quantitatively, brightness can be expressed as luminous
intensity with a unit known as candela. The unit expression came from the
fact that one candle can approximately represent the amount of visible
radiation emitted by a candle flame. However, this decades-ago assumption
is inaccurate. But we still used this concept in Activity 1 as we are limited to
an improvised photometer. If you are using a real photometer on the other
hand, luminous intensity refers to the amount of light power emanating from a
point source within a solid angle of one steradian.
Further, in Activity 1, varied chemical sources produced different light

intensity. Likewise, different distances from the light source provided varied
intensity.
As mentioned earlier, James Clark Maxwell discovered the

Electromagnetic Theory of Light. He combined the concepts of light,
electricity and magnetism to come up with his theory forming
electromagnetic waves. Since these are waves they also exhibit different

characteristics of waves such as wavelength, frequency and wave speed
which you have studied in the previous module. There are different forms of
electromagnetic waves arranged according to frequency. This arrangement of
the electromagnetic waves is known as Electromagnetic spectrum. The
visible part of which is known as white light or visible light. The next activity
will lead you to explore the characteristics of the electromagnetic spectrum.
Activity 2
My spectrum wheel
Objectives
In this activity, you should be able to
1. construct a spectrum wheel and

2. explore the characteristics of light such as energy, frequency and
wavelength.
Materials Needed
 Spectrum Wheel Pattern

TAKE Handle all sharp
 Cardboard or illustration board
objects with care.
 Button fastener CARE!
 Glue or paste
Procedure
Part 1: Spectrum Wheel
Cut the two art files that make up the wheel on the next pages.
Cut along the lines drawn on the top wheel. The small window near the
center of the wheel should be completely cut out and removed.
Punch a whole into the center of the two wheels together. You may use a
button fastener to hold the two wheels securely in place, one on top of the
other, but they should be free to rotate relative to each other.
When you see a region of the EM spectrum show up in the open window and
the "W,F,E" that correspond to that region showing up under the flaps then
you know that you have done it right.

Source: Sonoma State University (http://www.swift.sonoma.edu

Part 2: Characteristics of Light
Try out your Spectrum Wheel by positioning the inner most of the flaps on
EM SPECTRUM. This will simultaneously position the other flaps to
ENERGY, WAVELENGTH & FREQUENCY.
Turn the upper wheel and observe the combinations.
Fill in the table below with the corresponding combinations you have
observed using your Spectrum Wheel.
Table 1. Characteristics of Light
Frequency x
EM Spectrum Energy Frequency Wavelength
wavelength
Radio
Microwave
Infrared
Visible Light
Ultraviolet
X-Ray
Gamma Ray
Q1. How are frequency and wavelength related for a specific region of the
spectrum?
Q2. What can you observe with the values of the product of frequency and
wavelength in the different spectra?
Q3. How is ENERGY related to FREQUENCY?
Now that we are familiar with the electromagnetic spectrum and the
corresponding energies, frequencies and wavelength probably we can see
some applications of these in everyday living. UV rays are highly energetic
than other spectral regions on its left. This could be a possible reason why
we are not advised to stay under the sun after 9:00 in the morning. Prolong
use of mobile phones may cause ear infection. This may be due to a higher
energy emitted by microwaves used in cellular phones than radio waves
commonly used in other communication devices. What about the visible
spectrum? Do you want to know more about this spectral region?

What are the frequencies and
energies of the visible spectrum? This is
the visible light. Sir Isaac Newton used a
prism to show that light which we
ordinarily see as white consists of
different colors. Dispersion is a
phenomenon in which a prism separates
white light into its component colors.
Activity 3 will provide you more
information about visible light. In this
activity, you will be able to detect Figure 3. Color spectrum
relationships between colors, energy,
frequency, wavelength and intensity.
Activity 3
Colors of light – color of life!
Objectives
In this activity, you should be able to
1. make a color spectrum wheel;

2. explore the characteristics of color lights; and
3. observe how primary colors combine to form other colors.
Materials Needed
 Color Spectrum Wheel Pattern Cardboard or illustration board

 white screen
 plastic filters (green, blue and red)
 3 pieces of high intensity flashlights
 button fastener
 glue or paste Handle all sharp
TAKE
objects with care
CARE!

Procedure
Part 1: Color Wheel
1. Cut the two art files that make up the wheel on the next pages.
2. Cut along the lines drawn on the top wheel. Cut the 2 sides as shown.
The small window near the center of the wheel should be completely cut
out and removed.
3. Punch a hole at the center of the two wheels. You may use a button
fastener to secure the two wheels together one on top of the other, but
they should be free to rotate relative to each other.
4. When you see a region of the Color spectrum show up in the open
window and the "W,F,E" that correspond to that region showing up
under the flaps then you know that you have done it right.



Part 2: Characteristics of Light
1. Try out your Color Spectrum Wheel by positioning the inner most of the
flaps on COLOR SPECTRUM. This will simultaneously position the
other flaps to ENERGY, WAVELENGTH & FREQUENCY.
2. Turn the upper wheel and observe the combinations.
3. Fill in the table below with the corresponding combinations you have
observed using your Spectrum Wheel.
Table 1. Characteristics of Color Lights

Color Energy Frequency Wavelength Frequency x wavelength
Spectrum (eV) (THz) (nm) (m/s)
Red
Orange
Yellow
Green
Blue
Violet
4. You will need to convert the equivalents of frequencies to Hz and the

equivalent wavelengths to meters. Note that terra (T) is a prefix for 1014
while nano (n) is a prefix equivalent to 10-9.
Q1. Which color registers the highest frequency? shortest wavelength?

Q2. Which color registers the lowest frequency? longest wavelength?
Q3. What do you observe with the wavelength and frequency of the different
colors?
Q4. What did you observe with the product of wavelength and frequency for
each color? What is the significance of this value?
Q5. What can you say about the speed of the different colors of light in air?
Q6. Give a plausible explanation as to why white light separate into
different colors.
Part 3: Combining Colors
1. Cover the lens of the flashlight with blue plastic filter. Do the same with
the 2 other flashlights. The 2nd flashlight with green plastic filter and
the 3rd with red plastic filter.

2. Ask 2 other groupmates to hold the 2 other flashlight while you hold on
to the 3rd one. Shine these flashlights on the white screen and note the
colors projected on the screen.
3. Let 2 color lights from the flashlights overlap. Observe what color is
produced and fill in the table below.
Table 2. Color that you see

Color of Plastic Filter Color that you see projected on the screen
Green
Blue
Red
Table 3. Color Mixing

Color Combination Resulting Color
Green + Blue
Blue + Red
Red + Green
Red + Green + Blue
Dispersion, a special kind of refraction, provided us color lights. This

phenomenon is observed when white light passes through a triangular
prism. When white light enters a prism and travels slower in speed than in
vacuum, color separation is observed due to variation in the frequencies
(and wavelength) of color lights. Remember the concept of refractive indices
in the previous module? The variations in frequencies (and wavelengths) are
caused by the different refractive indices of the varying color light. Thus,
blue light with greater refractive index refracts more and appears to bend
more than red light. But do you really think that light will bend when
travelling in space? The last activity in this module will test your ability to
design an experiment to test if light travels in a straight line or not.
Activity 4
Light up straight!
Objective
In this activity, you should be able to design an experiment given

several materials to show that light travels in a straight line.

Materials Needed
 2 pieces of cardboard Handle all sharp

 cutting tool objects with care.
 bright room TAKE
CARE! Handle all lighting
 ruler or meter stick tools with care to
 permanent marker avoid being burnt.
 pencil
 any object (e.g. medium size Johnson’s face powder box)
General Instructions
1. Given the materials design a 5-6 step procedure to test that light
follows a straight line or not.
2. Remember that you are only allowed to use the materials specified in
this particular activity.
3. Check the rubric scoring for your guide.
Lighting Up Straight!
Rubric Scoring
Task/
4 3 2 1 Score
Criteria
 Steps are  Steps are  Steps are  Steps are
logically logically logically logically
presented. presented. presented. presented.
 The procedure  The  The  The
included about procedure procedure procedure
5-6 steps. included included included
 All materials about 3-4 about 3-4 about 2-3
Experiment
given to the steps. steps. steps.
Procedure
group are  75% of the  50% of the  25% of the
utilized in the materials materials materials
procedure given to the given to the given to the
group are group are group are
utilized in the utilized in utilized in
procedure the the
procedure procedure

The group has The group has The group has The group had
successfully attained the partially some effort but
attained the object object to prove attained the was not able to
to prove that light that light travels object to prove attained the
Result of
travels in a in a straight line that light object to prove
Experiment
straight line using using their travels in a that light
Try-out/
their designed designed straight line travels in a
Feasibility
procedure. procedure but using their straight line
there are some designed using their
steps that are not procedure. designed.
very clear.
Each one of them About 75% of the About 50% of About 25% of
completed their members the members the members
Cooperation task so as to come completed their completed their did his/her job
and Team up with the task so as to task so as to
Work expected output. come up with the come up with
expected output. the expected
output.
TOTAL
Light, accordingly has wavelike nature and particle-like nature. As a

wave, it is part of the electromagnetic waves as the visible spectrum. This
visible spectrum is also known as white light. White light undergoes
dispersion when it passes through a prism. The variations of refractive
indices result to variations in the refraction of color lights dependent on the
frequencies (and wavelength) of the color lights. This brings about blue light
being refracted more than the other color lights and thus appears to be
bent. However, light travels in a straight line path in a particular medium.
Brightness or intensity and colors are special properties of light. These

can be observed in different phenomena such as rainbows, red sunset, and
blue sky. You can identify many other applications of light and colors as you
become keen observers of natural phenomena.
http://amazing-space.stsci.edu/resources/explorations/groundup/
lesson/glossary/term-full.php?t=dispersion
http://www.physicsclassroom.com/class/refrn/u14l4a.cfm

MODULE
HEAT
5
For sure, you have used the word ‘heat’ many times in your life. You
have experienced it; you have observed its effects. But have you ever
wondered what heat really is?
In your earlier grades, you learned that heat moves from the source to
other objects or places. Example is the kettle with water placed on top of
burning stove. The water gets hot because heat from the burning stove is
transferred to it.
This module aims to reinforce your understanding of heat as an
energy that transfers from one object or place to another. You will determine
the conditions necessary for heat to transfer and the direction by which heat
transfers by examining the changes in the temperature of the objects
involved. You will observe the different methods of heat transfer and
investigate some factors that affect these methods. The results will help you
explain why objects get hot or cold and why some objects are seemingly
colder or warmer than the others even if they are exposed to the same
temperature.
 How is heat transferred between objects or places?

 Do all objects equally conduct, absorb, or emit heat?
What is Heat?
Have you ever heard of the term “thermal energy” before? Any object is
said to possess thermal energy due to the movement of its particles. How is
heat related to thermal energy? Like any other forms of energy, thermal
energy can be transformed into other forms or transferred to other objects or
places. Heat is a form of energy that refers to the thermal energy that is ‘in

transit’ or in the process of being transferred. It stops to become heat when
the transfer stops. After the energy is transferred, say to another object, it
may again become thermal energy or may be transformed to other forms.
Thermometer
Heat transfer is related to

change in temperature or change in
the relative hotness or coldness of an
object. Most of the activities found in
Figure 1. Thermometer
this module will ask you to collect and
analyze temperature readings to arrive at the desired concepts. To achieve
this, you have to use the laboratory thermometer, which is different from
the clinical thermometer we use to determine our body temperature. The
kind that you most probably have in your school is the glass tube with fluid
inside, usually mercury or alcohol. Always handle the thermometer with
care to avoid breaking the glass. Also, be sure that you know how to read
and use the device properly to get good and accurate results. Inform your
teacher if you are not sure of this so that you will be guided accordingly.
Activity 1
Warm me up, cool me down
Objective
In this activity, you should be able to describe the condition necessary
for heat transfer to take place and trace the direction in which heat is
transferred.
Materials Needed
 2 small containers (drinking cups or glasses)
 2 big containers (enough to accommodate the small containers)
 tap water
 hot water
 food coloring
 laboratory thermometers (with reading up to 100oC)
Procedure
1. Label the small and big containers as shown

in Figure 2.
Figure 2
2. Half fill containers 1, 2, and A with tap water. Half fill also container B
with hot water. Be careful when you pour hot water into the container.
3. Add few drops of food coloring on the larger containers.
4. Measure the initial temperature of Setup 1 Setup 2

water in each of the 4 containers, in
degree Celsius (°C). Record your
measurements in Table 1.
5. Carefully place container 1 inside

container A (Figure 3). This will be Figure 3
your Setup 1.
6. Place also container 2 inside container B. This will be your Setup 2.
7. Measure the temperature of water in all containers 2 minutes after

arranging the setups. Record again your measurements in the table
(after 2 minutes).
8. Continue to measure and record the temperature of water after 4, 6, 8,

and 10 minutes. Write all your measurements in the table below.
Table 1. Temperature readings for Setup 1 and Setup 2

Temperature (°C) of Water After
Container 0 min 2 4 6 8 10
(initial) mins mins mins mins mins
Setup 1-Tap water

1 A-Tap water
Setup 2-Tap water

2 B-Hot water
Q1. In which setup did you find changes in the temperature of water inside
the containers? In which setup did you NOT find changes in the
temperature of water inside the containers?
Q2. In which setup is heat transfer taking place between the containers?
Q3. What then is the condition necessary for heat transfer to take place
between objects?
9. Refer to the changes in the temperature of water in the setup where
heat transfer is taking place.

Q4. Which container contains water with higher initial temperature? What
happens to its temperature after 2 minutes?
Q5. Which container contains water with lower initial temperature? What
happens to its temperature after 2 minutes?
Q6. If heat is related to temperature, what then is the direction of heat that
transfers between the containers?
Q7. What happens to the temperature of water in each container after 4, 6,
8, and 10 minutes? What does this tell us about the heat transfer
taking place between the containers?
Q8. Until when do you think will heat transfer continue to take place
between the containers?
If your teacher allows it, you may continue to measure the temperature
of the water in both containers for your basis in answering Q8. And if you
plot the temperature vs. time graph of the water in both containers, you will
obtain a graph similar to Figure 4.
Temperature (°C)
Time (s)
Figure 4
10. Analyze the graph and answer the following questions:
Q9. What does the blue curved line on the graph show? Which container
does this represent?
Q10. What does the red curved line on the graph show? Which container
does this represent?
Q11. What does the orange broken line in the graph show? Is heat transfer
still taking place during this time? If yes, where is heat transfer now
taking place?

If you do not have laboratory thermometers in your school, you may
still perform the activity above using your sense of touch. You can use your
fingers or hands to feel the objects being observed. But be very careful with
this especially if you are dealing with hot water. You have to take note also
that touching is not always reliable. Try out this simple activity below.
Prepare three containers. Half fill one container with hot water, but not
hot enough to burn your hand. Pour very cold water into the second
container and lukewarm water in the third container. First,
simultaneously place your left hand in the hot water and your right
hand in the cold water. Keep them in for a few minutes. Then take
them out, and place both of them together into the container with
lukewarm water. How do your hands feel? Do they feel equally cold?
If you try out this activity, you will observe that your left hand feels
the water cold while your right hand feels it warm. This is due to the initial
conditions of the hands before they were placed into the container with
lukewarm water. So if you use sensation to determine the relative hotness or
coldness of the objects, make sure to feel the objects with different hands or
fingers.
How Does Heat Transfer?
In the previous activity, you explored the idea that heat transfers
under certain conditions. But how exactly is heat transferred? The next
activities will allow you to explore these different methods by which heat
can be transferred from one object or place to another.
Activity 2
Which feels colder?
Objective
In this activity, you should be able to describe heat transfer by
conduction and compare the heat conductivities of materials based on
their relative coldness.
Materials Needed
 small pieces of different objects (copper/silver coin, paper, aluminum
foil, iron nail, etc.)
 laboratory thermometer

Procedure
Part A: To be performed one day ahead.

1. Place a laboratory thermometer inside the freezer of the refrigerator.
2. Place also your sample objects inside the freezer at the same time.
Leave them inside the freezer overnight.
Part B: To be performed the next day.
3. Take the temperature reading from the thermometer inside the freezer.
Q1. What is the temperature reading inside the freezer?

Q2. If ever there is a way to measure also the temperature of the objects
placed inside the freezer, how do you think will their temperature
compare with each other and with the temperature reading from the
thermometer?
4. Touch one object lightly with your finger and feel it.
Q3. Did heat transfer take place between your finger and the object? If yes,
how and in what direction did heat transfer between them?
Q4. Did you feel the object cold? What made it so? (Relate this to your
answer in Q3.)
5. Touch the rest of the objects inside the freezer using different fingers,
then observe.
Q5. Did the objects feel equally cold? What does this tell us about the
amount of heat transferred when you touch each object?
Q6. Which among the objects feels ‘coldest’? Which feels ‘warmest’?
Q7. Which among the objects is the best conductor of heat? Which object is
the poorest conductor of heat?
Activity 2 demonstrates heat transfer by conduction, one of the

methods by which heat is transferred. Conduction takes place between
objects that are in contact with each other. The energy from the object of
higher temperature is transferred to the other object through their particles
that are close or in contact with each other. Then the particles receiving the
energy will also transfer the energy to other places within the object through
their neighboring particles. During this process, only the energy moves, not
the matter itself. This can be observed in Activity 1. You have observed that
the hot colored water stayed inside container B and did not mix with the

water inside container 2. So this shows that only the energy transferred
between the containers.
Here is another example of heat transfer by conduction. Think of a
metal spoon put in a bowl of a hot champorado that you were about to eat
when you suddenly remembered that you had to do first a very important
task. When you came back, you noticed that the handle of the spoon
became really hot! How do you think this happened? The heat from the
champorado is transferred to the part of the spoon that is in direct contact
with the food by conduction. Then it is transferred to the cooler regions of
the spoon through its particles. Why did you feel the spoon hot? When you
touched the spoon, heat is also transferred to your hand by conduction. So
your hand gained heat or thermal energy, and this makes you feel the object
hot.
Can you now explain why your hand that was previously dipped into
hot water felt the lukewarm water cold while the other hand that was
previously dipped into very cold water felt it hot?
Heat Conductivities
In the previous activity, you found out that some objects conduct heat
faster than the others. This explains why we feel some objects colder or
warmer than the others even if they are of the same temperature. Which
usually feels warmer to our feet – the tiled floor or the rug?
More accurate and thorough experiments had been carried out long
before to determine the heat or thermal conductivity of every material. The
approximate values of thermal conductivity for some common materials are
shown below:
Table 2: List of thermal conductivities of common materials

Conductivity Conductivity
Material Material
W/(m·K) W/(m·K)
Silver 429 Concrete 1.1
Copper 401 Water at 20°C 0.6
Gold 318 Rubber 0.16
Polypropylene
Aluminum 237 0.25
plastic
Ice 2 Wood 0.04 - 0.4
Glass, ordinary 1.7 Air at 0°C 0.025
Solids that conduct heat better are considered good conductors of

heat while those which conduct heat poorly are generally called insulators.

Metals are mostly good conductors of heat. When we use a pot or pan to
cook our food over a stove, we usually use a pot holder made of fabrics to
grasp the metal handle. In the process, we are using an insulator to prevent
our hand from being burned by the conductor, which is the metal pan or
pot. Why are woven fabrics that are full of trapped air considered good
insulators?
Activity 3
Move me up
You have previously learned that water is a poor conductor of heat, as

shown in Table 2. But why is it that when you heat the bottom of the pan
containing water, the entire water evenly gets hot quickly? Think of the
answer to this question while performing this next activity.
Objective
In this activity, you should be able to observe and describe convection
of heat through liquids.
Materials Needed
 2 transparent containers (drinking glass, beaker, bottle)

 dropper
 hot water
 cold water
 piece of cardboard
Be careful not to bump the table or shake the container at any time during the
experiment.
Procedure
1. Fill one of the glass containers with tap water.

2. While waiting for the water to become still, mix in a separate container
a few drops of food coloring with a small amount of very cold water.
(You may also make the food coloring cold by placing the bottle inside the
refrigerator for at least an hour before you perform the activity.)
3. Suck a few drops of cold food coloring using the dropper and slowly dip
the end of the medicine dropper into the container with tap water, down

to the bottom. See to it that the colored water does not come out of the
dropper yet until its end reaches the bottom of the container.
4. Slowly press the dropper to release a small amount of the liquid at the
bottom of the container. Then slowly remove the dropper from the
container, making sure not to disturb the water. Observe for few
minutes.
Q1. Does the food coloring stay at the bottom of the container or does it mix
with the liquid above it?
5. Fill the other container with hot water.
6. Place the cardboard over the top of the
container with hot water. Then carefully place
the container with tap water on top of it. The
cardboard must support the container on top
as shown in Figure 5.
Q2. What happens to the food coloring after
placing the container above the other Figure 5
container? Why does this happen?
Q3. How is heat transfer taking place in the setup?
Where is heat coming from and where is it going?
Q4. Is there a transfer of matter, the food coloring, involved during the
transfer of heat?
Q5. You have just observed another method of heat transfer, called
convection. In your own words, how does convection take place? How
is this process different from conduction?
Q6. Do you think convection only occurs when the source of heat is at the
bottom of the container? What if the source of heat is near the top of
the container? You may try it by interchanging the containers in your
previous experiment.
What you found out in this experiment is generally true with fluids,
which include liquids and gases. In the next quarter, you will learn about
convection of heat in air when you study about winds.
So what happens in your experiment? When you placed the glass on

top of another glass with hot water, heat transfer takes place from the hot
water to the tap water including the colored water. This makes these liquids
expand and become lighter and float atop the cooler water at the top of the
container. This will then be replaced by the cooler water descending from
above.

Activity 4
Keep it cold
So far you have learned that heat can be transferred by conduction

and convection. In each method, a material, either a solid or a liquid or gas,
is required. But can heat also transfer even without the material? If we stay
under the sun for a while, do we not feel warm? But how does the heat from
this very distant object reach the surface of the earth? The transfer of energy
from the sun across nearly empty space is made possible by radiation.
Radiation takes place even in the absence of material.
Do you know that all objects, even ordinary ones, give off heat into the
surrounding by radiation? Yes, and that includes us! But why don't we feel
it? We do not feel this radiation because we are normally surrounded by
other objects of the same temperature. We can only feel it if we happen to
stand between objects that have different temperature, for example, if we
stand near a lighted bulb, a burning object, or stay under the Sun.
All objects emit and absorb radiation although some objects are better
at emitting or absorbing radiation than others. Try out this next activity for
you to find out. In this activity, you will determine how different surfaces of
the object affect its ability to absorb heat.
Introduction
One hot sunny day, Cobi and Mumble walked into a tea shop and
each asked for an order of iced milk tea for takeout. The crew told them as
part of their promo, their customers can choose the color of the tumbler
they want to use, pointing to the array of containers made of the same
material but are of different colors and textures. Cobi favored the container
with a dull black surface, saying that the milk tea will stay cooler if it is
placed in a black container. Mumble remarked that the tea would stay even
cooler if it is in a container with bright shiny surface.
Prediction
1. If you were in their situation, which container do you think will keep
the iced milk tea cooler longer? Explain your choice.
2. Assuming an initial temperature of 5°C, predict the possible

temperatures of the milk tea in each container after 5, 10, 15, and 20
minutes. Assume that the containers are covered.

Temperature (°C)
Cup
0 min 5 min 10 min 15 min 20 min
Dull black
5°C
container
Bright shiny
5°C
container
Task:
Design a laboratory activity that will enable you to test your prediction. See
to it that you will conduct a fair investigation. Start by answering the
questions below:
 What problem are you going to solve? (Testable Question)

_____________________________________________________________________
 What are you going to vary? (Independent variable)

_____________________________________________________________________
 What are you not going to vary? (Controlled Variables)

_____________________________________________________________________
 What are you going to measure? (Dependent variables)

_____________________________________________________________________
1. Write down your step by step procedure. Note that you may use the
light from the sun or from the lighted bulb as your source of energy.
2. Collect your data according to your procedure. Present your data in
tabulated form.
3. Analyze your data and answer the following questions:
Q1. Which container warmed up faster?
Q2. Which container absorbs heat faster?
Q3. Which container will keep the milk tea cooler longer? Is your prediction
correct?
Q4. Will the same container also keep a hot coffee warmer longer that the
other?

Activity 5
All at once
So far, you have learned that heat can be transferred in various ways.
You have also learned that different objects absorb, reflect, and transmit
heat differently. In the next activities, you will not perform laboratory
experiments anymore. All you have to do is to use your understanding so far
of the basic concepts of heat transfer to accomplish the given tasks or
answer the questions being asked.
Task 1
Heat transfer is evident everywhere around us. Look at the illustration

below. This illustration depicts several situations that involve heat transfer.
Your task is to identify examples of situations found in the illustration that
involve the different methods of heat transfer.
Figure 6
1. Encircle three situations in the drawing that involve any method of heat
transfer. Label them 1, 2, and 3.
2. Note that in your chosen situations, there could be more than one heat
transfer taking place at the same time. Make your choices more specific
by filling up Table 3.

Table 3: Examples of heat transfer
Which object Which object What is the method of
Description
gives off heat? receives heat? heat transfer?
Task 2
Below is a diagram showing the basic parts of the thermos bottle.

Examine the parts and the different materials used. Explain how these help
to keep the liquid inside either hot or cold for a longer period of time.
Explain also how the methods of heat transfer are affected by each material.
Stopper made of plastic

or cork
Silvered inner and outer

glass wall
Vacuum between inner and

Hot outer wall
liquid
Outer casing made of
plastic or metal
Figure 7: Basic parts of

Ceramic base a thermos bottle

In the next module, you will learn about another form of energy which
you also encounter in everyday life, electricity. Specifically, you will learn
about the different types of charges and perform activities that will
demonstrate how objects can be charged in different ways. You will also
build simple electric circuits and discuss how energy is transferred and
transformed in the circuit.
Links and References
Sootin, H. (1964). Experiments with heat. W.W. Norton and Company, Inc.
Where is Heat coming from and where is it going? Retrieved March 10, 2012
from http://www.powersleuth.org/docs/EHM%20Lesson%204%20FT.pdf
Conduction, Convection, Radiation: Investigating Heat Transfers. Retrieved

March 10, 2012 from
http://www.powersleuth.org/docs/EHM%20Lesson%205%20FT.pdf

MODULE
ELECTRICITY
6
In Module 5, you learned about heat as a form of energy that can be
transferred through conduction, convection and radiation. You identified the
conditions that are necessary for these processes to occur and performed
activities that allowed you to investigate the different modes of heat transfer.
Finally, you learned to distinguish between insulators and conductors of
heat and were able to identify the uses of each.
Now you will learn about another form of energy which you encounter
in everyday life, electricity. You must be familiar with this energy since it is
the energy required to operate appliances, gadgets, and machines, to name
a few. Aside from these manmade devices, the ever-present nature of
electricity is demonstrated by lightning and the motion of living organisms
which is made possible by electrical signals sent between cells. However, in
spite of the familiar existence of electricity, many people do not know that it
actually originates from the motion of charges.
In this module, you will learn about the different types of charges and
perform activities that will demonstrate how objects can be charged in
different ways. You will also learn the importance of grounding and the use
of lightning rods. At the end of the module you will do an activity that will
introduce you to simple electric circuits. The key questions that will be
answered in this module are the following:
What are the different types of charges?

How can objects be charged?
What is the purpose of grounding?
How do lighting rods work?
What constitutes a complete electrical circuit?

Activity 1
Charged interactions
Objectives
1. charge a material by friction;

2. observe the behavior of charged objects;
3. distinguish between the two types of charges; and
4. demonstrate how objects can be discharged.
Materials Needed:
 Strong adhesive tape (transparent)

 Smooth wooden table
 Meter stick
 Piece of wood (~1 meter long) to hold tape strips
 Moistened sponge
Procedure:
1. Using a meter stick, pull off a 40- to 60- cm piece of adhesive tape and
fold a short section of it (~1 cm) to make a nonsticky "handle" at that
end of the tape.
2. Lay the tape adhesive side down and slide your finger along the tape to
firmly attach it to a smooth, dry surface of a table.
3. Peel the tape from the surface vigorously pulling up on the handle you
have made on one end. See figure below. Make sure that the tape does
not curl up around itself or your fingers.
Figure 1. How to peel the tape off the surface
4. While holding the tape up by the handle and away from other objects,
attach the tape to the horizontal wooden piece or the edge of your table.

Make sure that the sticky side does not come in contact with other
objects.
Figure 2. Attaching the tape to a holder
5. Bring your finger near, but not touching, the nonsticky side of the tape.
Is there any sign of interaction between the tape and the finger?
6. Try this with another object. Is there any sign of interaction between
the tape and this object?
7. Prepare another tape as described in steps 1 to 3.
8. Bring the nonsticky side of the two charged tapes you prepared near
each other. Do you observe any interaction?
9. Drag a moistened sponge across the nonsticky side of the tapes and
repeat steps 5, 6 and 8. Do you still observe any interaction?
10. Record your observations.
Types of Charges
You have learned in previous modules that all matter are made up of
atoms or combinations of atoms called compounds. The varying atomic
composition of different materials gives them different electrical properties.
One of which is the ability of a material to lose or gain electrons when they
come into contact with a different material through friction.
In activity 1, when you pulled the tape vigorously from the table, some
of the electrons from the table’s surface were transferred to the tape. This
means that the table has lost some electrons so it has become positively
charged while the tape has gained electrons which made it negatively
charged. The process involved is usually referred to as charging up the
material, and in this particular activity the process used is charging by
friction.

It is important to remember that during the charging process, ideally,
the amount of charge lost by the table is equal to the amount of charge
gained by the tape. This is generally true in any charging process. The idea
is known as:
The Law of Conservation of Charge

Charges cannot be created nor destroyed, but can be
transferred from one material to another.
The total charge in a system must remain constant.
Electric Force
When you brought your finger (and the other object) near the charged
tape, you must have observed that the tape was drawn towards your finger
as if being pulled by an invisible force. This force is called electric force
which acts on charges. An uncharged or neutral object that has balanced
positive and negative charges cannot experience this force.
We learned from the previous section that the tape is negatively

charged. The excess negative charge in the tape allowed it to interact with
your finger and the other object. Recall also that when you placed the two
charged tapes near each other they seem to push each other away. These
observations tell us that there are two kinds of electric force which arises
from the fact that there also two kinds of electrical charges. The interactions
between the charges are summarized in the following law:
Electrostatic Law
Like charges repel and unlike charges attract.
But your finger and the other object are neutral, so how did they
interact with the charged tape? Generally, a charged object and an
uncharged object tend to attract each other due to the phenomenon of
electrostatic polarization which can be explained by the electrostatic law.
When a neutral object is placed near a charged object, the charges within
the neutral object are rearranged such that the charged object attracts the
opposite charges within the neutral object. This phenomenon is illustrated
in Figure 3.

Figure 3. Polarization of a neutral object
Discharging
In Activity 1, after dragging a moistened sponge on the surface of the

tape, you must have noticed that the previous interactions you observed has
ceased to occur. What happened? The lack of interaction indicates that the
electrical force is gone which can only happen when there are no more
excess charges in the tape, that is, it has become neutral.
The process of removing excess charges on an object is called

discharging. When discharging is done by means of providing a path
between the charged object and a ground, the process may be referred to as
grounding. A ground can be any object that can serve as an “unlimited”
source of electrons so that it will be capable of removing or transferring
electrons from or to a charged object in order to neutralize that object.
Grounding is necessary in electrical devices and equipment since it

can prevent the build-up of excess charges where it is not needed. In the
next activity, you will use the idea of grounding to discover another way of
charging a material.
Activity 2
To charge or not to charge
Objective
After performing this activity, you should be able to apply the

phenomenon of polarization and grounding to charge a material by
induction.

Materials Needed:
 Styrofoam cup
 soft drink can
 balloon
Procedure:
1. Mount the soft drink can on the Styrofoam cup as

seen in Figure 4.
Figure 4. Mounting of
soft drink can
2. Charge the balloon by rubbing it off your hair

or your classmate’s hair. Note: This will work
only if the hair is completely dry.
3. Place the charged balloon as near as possible

to the soft drink can without the two objects
touching. Figure 5. Balloon placed
near the can
4. Touch the can with your finger at

the end opposite the balloon.
5. Remove your hand and observe

how the balloon and the can will
interact. Figure 6. Touching the can
Q1. What do you think is the charge acquired by the

balloon after rubbing it against your hair?
Q2. In which part of the activity did polarization occur? Explain.
Q3. What is the purpose of touching the can in step #4?
Q4. Were you able to charge the soft drink can? Explain how this happened.
Q5. Based on your answer in Q1, what do you think is the charge of the soft
drink can?

Conductors vs. Insulators
The behavior of a charged material depends on its ability to allow

charges to flow through it. A material that permits charges to flow freely
within it, is a good electrical conductor. A good conducting material will
allow charges to be distributed evenly on its surface. Metals are usually
good conductors of electricity.
In contrast to conductors, insulators are materials that hinder the
free flow charges within it. If charge is transferred to an insulator, the
excess charge will remain at the original location of charging. This means
that charge is seldom distributed evenly across the surface of an insulator.
Some examples of insulators are glass, porcelain, plastic and rubber.
The observations you made had in Activity 2 depended on the fact
that the balloon and the Styrofoam are good insulators while the soft drink
can and you are good conductors. You have observed that the soft drink can
has become charged after you touched one of its ends. The charging process
used in this activity is called induction charging, where an object can be
charged without actual contact to any other charged object.
In the next activity you will investigate another method of charging
which depends on the conductivity of the materials
Activity 3
Pass the charge
Objective
After performing this activity, you should be able to charge a material

by conduction.
Materials Needed:
 2 styrofoam cups
 2 softdrink cans
 balloon
Procedure:
1. Repeat all steps of Activity 2. Figure 7. Putting the two set-ups

2. Let the charged can-cup set-up from into contact.
Activity 2 touch a neutral can-cup set-up
as shown in Figure 7.

3. Separate the two set-ups then observe how the charged balloon
interacts with the first and second set-up.
Q1. Were you able to charge the can in the second set-up? Explain how this
happened.
Q2. Is it necessary for the two cans to come into contact for charging to
happen? Why or why not?
Q3. From your observation in step 3, infer the charge acquired by the can in
the second set-up.
The charging process you performed in Activity 3 is called charging

by conduction which involves the contact of a charged object to a neutral
object. Now that you have learned the three types of charging processes, we
can discuss a natural phenomenon which is essentially a result of electrical
charging. You will investigate this phenomenon in the following activity.
Activity 4
When lightning strikes
Objectives:
1. explain how lightning occurs;

2. discuss ways of avoiding the dangers associated with lightning; and
3. explain how a lightning rod functions.
Materials Needed:
 access to reference books or to the Internet
Procedure:
1. Learn amazing facts about lightning by researching the answers to the

following questions:
 What is a lightning?
 Where does a lightning originate?
 How ‘powerful’ is a lightning bolt?
 Can lightning’s energy be caught stored, and used?
 How many people are killed by lightning per year?
86Grade 7 Science: Energy In Motion Grade 7 Science: Learner’s Material (Second Part)
168
 What can you do to prevent yourself from being struck by
lightning?
 Some people have been hit by lightning many times. Why have they
survived?
 How many bushfires are started by lightning strikes?
 ‘Lightning never strikes twice in the same place.’ Is this a myth or a
fact?
 What are lightning rods? How do they function?
As introduced at the beginning of this module, electrical energy has

numerous applications. However many of this applications will not be
possible unless we know how to control electrical energy or electricity. How
do we control electricity? It starts by providing a path through which
charges can flow. This path is provided by an electric circuit. You will
investigate the necessary conditions for an electric circuit to function in the
following activity.
Activity 5
Let there be light!
Objectives:
1. identify the appropriate arrangements of wire, bulb and

battery which successfully light a bulb; and
2. describe the two requirements for an electric circuit to function.
Materials Needed:
 3- or 1.5-volt battery
 2-meter copper wires/ wires with alligator clips
 pliers/ wire cutter
 1.5- watt bulb/ LED
Procedure:
1. Work with a partner and discover the appropriate arrangements of

wires, a battery and a bulb that will make the bulb light.
2. Once you are successful in the arrangement, draw a diagram

representing your circuit.
3. Compare your output with other pairs that are successful in their
arrangement.
Q1. What difficulties did you encounter in performing this activity?
Q2. How does your work compare with other pair’s work?
Q3. What was necessary to make the bulb light?
Energy Transfer in the Circuit
In Activity 5, you have seen that with appropriate materials and

connections, it is possible for the bulb to light. We know that light is one
form of energy. Where did this energy come from? The law of conservation of
energy tells us that energy can neither be created nor destroyed but can be
transformed from one form to another. This tells us that the light energy
observed in the bulb must have come from the electrical energy or electricity
in the circuit. In fact, all electrical equipment and devices are based on this
process of transformation of electrical energy into other forms of energy.
Some examples are:
1. Flat iron – Electrical energy to thermal energy or heat

2. Electric fan – Electrical energy to mechanical energy
3. Washing machine – electrical energy to mechanical energy.
Can you identify other examples?
References
“Instructor Materials: Electricity” by American Association of Physics

Teachers © 2001. Retrieved June 11, 2012 from
https://aapt.org/Publications/pips_samples/2_ELECTRICITY/INSTRUCTO
R/099_e4.pdf
http://www.physicsclassroom.com/class/estatics/U8L2a.cfm (Date
accessed: June 11, 2012)
http://museumvictoria.com.au/pages/7567/lightning-room-classroom-
activities.pdf (Date accessed: June 12, 2012)
http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html (Date accessed:

June 12, 2012)

MODULE
THE
1 PHILIPPINE ENVIRONMENT
Overview
Everything that we see around us makes up our environment. The

landforms and bodies of water that make up the landscape, the mountains and
valleys, rivers and seas; the climate, the rains brought by the monsoons, the
warm, humid weather that we frequently experience; the natural resources that
we make use of; every plant and animal that live around us. Truly, the
environment is made up of a lot of things.
All these things that we find in our surroundings and all the natural
phenomena that we observe are not due to some random luck or accident.
What makes up our environment is very much related to where our country is
on the globe. Or, to say it in a different way, the characteristics of our
environment are determined by the location of the Philippines on the planet.
Latitude and Longitude
Before we learn about the characteristics of our environment, let us first

talk about the location of the Philippines. Where is the Philippines? The
Philippines is on Earth, of course, but where exactly is it located? To answer
this question, you have to learn a new skill: locating places using latitude and
longitude.
Activity 1
Where in the world is the Philippines? (Part I)
Grade 7 Science: Earth and Space 175

Objective
After performing this activity, you should be able to describe the location
of the Philippines using latitude and longitude.
What to use
globes
What to do
1. Study the image of a globe on the right.

Then get a real globe and identify the parts
that are labelled in the image. Be ready to
point them out when your teachers asks
you.
2. After studying the globe and the image on

the right, try to define “equator” in your own
words. Give your own definition when your
teacher asks you. Figure 1. What does the globe
represent?
3. The “northern hemisphere” is that part of the world between the North Pole
and the equator. Show the northern hemisphere on the globe when your
teacher asks you.
4. Where is the “southern hemisphere”? Show

the southern hemisphere on the globe when
your teacher asks you.
5. Study the drawing on the right. It shows the

lines of latitude.
Q1. Describe the lines of latitude.
Q2. Show the lines of latitude on the globe

when your teacher asks you. Figure 2. What is the reference
line when determining the
latitude?

Q3. The starting point for latitude is the equator. The equator is at latitude
0° (0 degree). At the North Pole, the latitude is 90°N (90 degrees north).
At the South Pole, the latitude is 90°S (90 degrees south). Show the
following latitudes when your teacher calls on you: 15°N; 60°N; 30°S;
45°S.
Q4. The globe does not show all lines of latitude. If you wish to find
50°N, where should you look?
6. Study the drawing on the right. It shows the

lines of longitude.
Q5. Describe the lines of longitude.
Q6. Show the lines of longitude on the globe

when your teacher asks you.
Q7. The starting point for longitude is the

Prime Meridian. The Prime Meridian is
at longitude 0°. Show the Prime Figure 3. What is the
Meridian on the globe when your reference line when
teacher asks you. determining the longitude?
Q8. To the right of the Prime Meridian, the longitude is written this way:
15°E (15 degrees east), 30°E (30 degrees east), and so on. To the left of
the Prime Meridian, the longitude is written as 15°W (15 degrees west),
30°W (30 degrees west), and so on. On your globe, find longitude 180°.
What does this longitude represent?
Q9. Not all lines of longitude are shown on a globe. If you want to find
20°W, where should you look?
Q10. The location of a place may be described by using latitude and

longitude. To the nearest degree, what is the latitude and longitude of
Manila?
Q11. Compared to the size of the world, Manila is just a tiny spot, and its
location may be described using a pair of latitude and longitude. But
how would you describe the location of an “area” such as the whole
Philippines?

Now you know how to describe the location of a certain place using
latitude and longitude. The lines of latitude are also known as parallels of
latitude. That is because the lines of latitude are parallel to the equator and to
each other. Five lines of latitude have special names. They are listed in the
table below. The latitude values have been rounded off to the nearest half-
degree.
Latitude Name
0° Equator
23.5°N Tropic of Cancer
23.5°S Tropic of Capricorn
66.5°N Arctic Circle
66.5°S Antarctic Circle
Get a globe and find the Tropic of Cancer and the Tropic of Capricorn.
Trace the two lines of latitude with a red chalk. The part of the world between
the two chalk lines is called the tropics. Countries that are located in this zone
experience a tropical climate where the annual average temperature is above
18°C.
Now, find the Arctic Circle and the Antarctic Circle on the globe. Trace
them with blue chalk. Between the Tropic of Cancer and the Arctic Circle is the
northern temperate zone; between the Tropic of Capricorn and the Antarctic
Circle is the southern temperate zone. Countries in these zones go through
four seasons – winter, spring summer, and autumn.
Finally, the areas within the Arctic Circle and Antarctic Circle are called
the polar regions or frigid zones. People who choose to live in these areas have
to deal with temperatures that never go above 10°C. It is cold all year round
and even during the summer months, it does not feel like summer at all.
To sum up, the closer the latitude is to the equator, the warmer the
climate. The closer it is to the poles, the colder. Thus, it is clear that there is a
relationship between the latitude of a place and the climate it experiences, and
you will find out why in the next module.

Landmasses and Bodies of Water
Using latitude and longitude is not the only way that you can describe
the location of a certain area. Another way is by identifying the landmasses and
bodies of water that are found in that area. So, what are the landmasses and
bodies of water that surround the Philippines? Do the following activity and get
to know the surrounding geography.
Activity 2
Where in the world is the Philippines? (Part II)
Objective
After performing this activity, you should be able to describe the location
of the Philippines with respect to the surrounding landmasses and
bodies of water.
What to use
globe or world map
What to do
1. Using a globe or a world map as reference, label the blank map below.
2. Your labelled map should include the following:
A. Landmasses B. Bodies of water
Philippine archipelago Philippine Sea

Asian continent South China Sea
Malay peninsula Indian Ocean
Isthmus of Kra Pacific Ocean
Indonesian archipelago
Australian continent
Q1. Which bodies of water in the list are found to the west of the
Philippines?

Q2. Which body of water in the list is located to the east of the
Philippines?
Q3. Which large landmass is found to the north of the Philippines?
3. Be ready to show the map with your labels when your teachers asks you.
Figure 4. Where is the Philippines in the map? Why is the Philippines called an
archipelago?

By now you can say that you really know where the Philippines is. You
can now describe its location in two ways: by using latitude and longitude, and
by identifying the landmasses and bodies of water that surround it. What then
is the use of knowing where the Philippines is located? You will find out in the
next section and also in the following module.
Are We Lucky in the Philippines?
Planet Earth is made up of different things - air, water, plants, animals,

soil, rocks, minerals, crude oil, and other fossil fuels. These things are called
natural resources because they are not made by people; rather they are
gathered from nature. Sunlight and wind are also natural resources. We use all
these things to survive or satisfy our needs.
The Philippines is considered rich in natural resources. We have fertile,

arable lands, high diversity of plant and animals, extensive coastlines, and rich
mineral deposits. We have natural gas, coal, and geothermal energy. Wind and
water are also harnessed for electricity generation.
Photo: Courtesy of Cecile N. Sales Photo: Courtesy of Kit Stephen S. Agad http://en.wikipedia.org/wiki/File:POTW_
MichelleELLA01.jpg
Figure 5: What kind of natural resources are shown in the pictures? Do you have
similar resources in your area?
Why do we have rich natural resources? What geologic structures in the

country account for these bounty? Is our location near the equator related to
the presence of these natural resources?
The next lessons will help you find answers to some questions about
natural resources in the country namely, rocks and minerals, water, soil,
varied life forms, and energy.

 How does our latitude position affect the water, soil resources, and
biodiversity in the country?
 What mineral deposits do we have in the country? Where are they
located and why only in those places?
 Given our location, what energy resources are available?
 Which of our practices in using natural resources are sustainable?
Which are not sustainable?
 How can we help conserve natural resources so that future
generations can also enjoy them?
Hopefully, the knowledge and skills acquired in the lessons will help you
value your responsibility as a productive citizen so that you can help prevent
protected and vulnerable places from being mined, forests from being overcut,
and natural resources like metals from ending up in a dumpsite.
Water Resources and Biodiversity
The Philippines boasts of many different kinds of natural water forms,

such as bays, rivers, lakes, falls, gulfs, straits, and swamps. Because it is made
up of islands, the country's coastline (seashore) if laid end-to-end, would
measure around 17.5 thousand kilometers. And you know how we are proud of
our coastlines! The bodies of water and its surrounding environment not only
support the survival of diverse organisms for food but are also used for other
economic activities. All these you learned in Araling Panlipunan.
In the previous activity you identified two big bodies of water on the west
and east side of the country: the Pacific Ocean in the east and south China Sea
in the west (sometimes referred to as the West Philippine Sea). These bodies of
water are the origin of typhoons which on the average, according to Philippine
Atmospheric, Geophysical and Astronomical Services Administration (PAGASA),
is about 20 a year. Typhoons and the monsoons (amihan and habagat) bring
lots of rain to the Philippines.
What is your association with too much rainfall? For some, rain and
typhoons result in flooding, landslides, and health related-problems. But water
is one of nature’s gifts to us. People need fresh water for many purposes. We
use water for domestic purposes, for irrigation, and for industries. We need
water to generate electricity. We use water for recreation or its aesthetic value.
Many resorts are located near springs, waterfalls or lakes.

Where does water in your community come from? You collect them when
the rain falls or get them from the river, deep well, or spring. But where does
water from rivers, lakes, and springs originate?
They come from a watershed – an area of land on a slope which drains its
water into a stream and its tributaries (small streams that supply water to a
main stream). This is the reason why a watershed is sometimes called a
catchment area or drainage basin. It includes the surface of the land and the
underground rock formation drained by the stream.
From an aerial view, drainage patterns in a watershed resemble a

network similar to the branching pattern of a tree. Tributaries, similar to twigs
and small branches, flow into streams, the main branch of the tree. Streams
eventually empty into a large river comparable to the trunk.
http://en.wikipedia.org/wiki/File:Maria1637jf.JPG
Figure 6. The network of streams in a watershed area is illustrated on the left and a
photo of a watershed area is on the right. How does the concept “water runs downhill”
apply to a watershed?
Watersheds come in all shapes and sizes. They cross towns and
provinces. In other parts of the world, they may cross national boundaries.
There are many watersheds in the Philippines basically because we have

abundant rainfall. Do you know that Mt. Apo in Davao-Cotabato, Makiling-
Banahaw in Laguna and Quezon, and Tiwi in Albay are watersheds? You must
have heard about La Mesa Dam in Metro Manila, Pantabangan Dam in
Pampanga, and Angat Dam in Bulacan. These watersheds are sources of water
of many communities in the area. The Maria Cristina Falls in Iligan City is in a
watershed; it is used to generate electricity. Locate these places in your map.
Ask elders where the watershed is in or near your area? Observe it is used in
your community.

But watersheds are not just about water. A single watershed may include
combination of forest, grassland, marshes, and other habitats. Diverse
organisms in the Philippines are found in these areas! Being a tropical country,
the Philippines has abundant rainfall, many bodies of water, and lots of
sunshine. The right temperature and abundant rainfall explain partly why our
country is considered to be a mega-diverse country. This means that we have
high diversity of plants and animals, both on land and in water (Philippine
Clearing House Mechanism Website, 2012).
Reports show that in many islands of the Philippine archipelago, there is

a high number of endemic plants and animals (endemic means found only in
the Philippines). The country hosts more than 52,177 described species of
which more than half is found nowhere else in the world. They say that on a
per unit area basis, the Philippines shelters more diversity of life than any
other country on the planet.
For now remember that the main function of a watershed is the

production of a continuous water supply that would maintain the lifeforms
within it and in the area fed by its stream. Later you will learn that besides
supporting the survival of varied life forms, abundant water in the country is
important in moderating temperature. This topic will be discussed later.
Have you ever asked yourself the following questions? If we have

abundant rainfall to feed watersheds, why do we experience drought some
parts of the year? What factors affect the health of a watershed? Is there a way
of regulating the flow of water in watershed so that there will be enough for all
throughout the year? What can people do to keep watersheds ‘healthy’? Find
out about these in the next activity.
Activity 3
What are some factors that will affect the amount of
water in watersheds?
Objective
You will design a procedure to show how a certain factor affects the
amount of water that can be stored underground or released by a
watershed to rivers, lakes and other bodies of water.

What to do
1. In your group, choose one factor that you want to investigate.
a. Vegetation cover
b. Slope of the area
c. Kind of soil
d. Amount of rainfall
2. Identify the variables that you need to control and the variable that you
will change.
3. Design a procedure to determine the effect of the factor you chose on

watersheds.
4. Be ready to present your design in the class and to defend why you
designed it that way.
Soil Resources, Rainfall and Temperature
Recall in elementary school science that soil is formed when rocks and
other materials near the Earth’s surface are broken down by a number of
processes collectively called weathering. You learned two types of weathering:
the mechanical breaking of rocks or physical weathering, and the chemical
decay of rocks or chemical weathering.
Let us review what happens to a piece of rock when left under the Sun
and rain for a long time. Do the next activity.

Activity 4
How are soils formed from rocks?
Objectives
1. Using the information in the table, trace the formation of soil from
rocks.
2. Identify the factors acting together on rocks to form soil.
What to use
Drawing pens
What to do
1. Processes involved in soil formation are listed in the table below. Read the
descriptions of the processes and make your own illustrations of the
different processes. Draw in the designated spaces.
2. Use the descriptions and your drawings to answer the following questions.
Q1. What are the factors that act together on rocks to form soil?
Q2. What does the following sentence mean, “Soils were once rocks”?
Processes of soil formation Illustrations of processes
When a piece of rock is exposed to the Sun, Drawing A

its outer part expands (becomes bigger)
because it heats up faster than the inner part
(Drawing A).
On cooling, at night time, the outer part of Drawing B

the rock contracts or shrinks because the
outer part of the rock cools faster than the
inner portion (Drawing B). The process of
expansion and contraction are repeated over
the years and produce cracks in the rock
causing the outer surface to break off.

Processes of soil formation Illustrations of processes
Once broken, water enters the cracks causing Drawing C

some minerals to dissolve. The rock breaks
apart further. (Drawing C).
Air also enters the cracks, and oxygen in the Drawing D

air combines with some elements such as
iron to produce iron oxide (rust or kalawang)
which is brittle and will easily peel off. In a
similar way, carbon dioxide from the air
reacts with water to form an acid causing the
rock to soften further. Once soft and broken,
bacteria and small plants start to grow in the
cracks of the rock (Drawing D).
After some time, the dead plants and
animals die and decay causing the formation
of more acidic substances which further
breaks the rocks. The dead bodies of plants
and animals are acted upon by
microorganism and breakdown into smaller
compounds while the minerals from the rock
return to the soil.
Soil covers the entire Earth. Temperature, rainfall, chemical changes,

and biological action act together to continuously form soil. Climate, expressed
as both temperature and rainfall effects, is often considered the most powerful
soil-forming factor.
Temperature controls how fast chemical reactions occur. Many reactions

proceed more quickly as temperature increases. Warm-region soils are
normally more developed or more mature than cold-region soils. Mature soils
have more silt and clay on or near the surface. Thus, soils in the tropical areas
are observed to sustain various farming activities and account for why the
primary source of livelihood in the Philippines and other countries in the

tropical region is their fertile land. What is the effect of very little rainfall on
food production?
Climate (temperature and rainfall) is a significant factor not only in soil

formation but also in sustaining diversity of plants and animals in the country.
On the other hand, water also directly affects the movement of soluble soil
nutrients from the top soil to deep under the ground (leaching). These
nutrients may no longer be available to shallow rooted plants. Acidic rainwater
may also contribute to the loss of minerals in soil resulting in low yield. So
rainfall determines the kind of vegetation in an area. In turn, the degree of
vegetation cover, especially in sloping areas, determines how much soil is
removed. Are there ways to protect soil resources?
Rocks and Mineral Resources
History tells us that rocks have been used by humans for more than two
million years. Our ancestors lived in caves; they carved rocks and stones to
make tools for hunting animals, cultivating crops, or weapons for protection.
Rocks, stones, gravel, and sand were and are still used to make roads,
buildings, monuments, and art objects.
http://commons.wikimedia.org/wiki/File:DirkvdM_rocks.jpg http://en.wikipedia.org/wiki/File:Pana_Banaue_Rice_Terraces.jpg
Figure 7. What are the features of the Figure 8. What kind of tools do you think
rocks? What environmental factors were used to build the Rice Terraces?
may have caused such features? Why are terraces useful?
The mining of rocks for their metal content has been considered one of
the most important factors of human progress. The mining industry has raised
levels of economy in some regions, in part because of the kind of metals
available from the rocks in those areas.

Activity 5
Where are the minerals deposits in the Philippines?
Mineral deposits can be classified into two types: metallic and non-
metalllic. You have already learned the symbols of some metals and nonmetals.
Review them before you do the activity.
Objectives
After performing this activity, you will be able to
1. locate the metallic mineral deposits across the country;

2. find out what geologic features are common in areas where the deposits
are found;
3. give a possible reason/s for the association between metallic mineral
deposits and geologic features in the country; and
4. infer why your area or region is rich or not rich in metallic mineral
deposits.
What to use
Figure 9: Metallic Deposits Map of the Philippines

Figure 10: Map of Trenches and Faults in the Philippines
Figure 11: Map of Volcanoes in the Philippines
2 pieces of plastic sheet used for book cover, same size as a book page
Marking pens (two colors, if possible)
What to do
Part I
1. Familiarize yourself with the physical map of the Philippines. Identify

specific places of interest to you in the different regions.
2. In your notebook, make a four-column table with headings similar to

Table 1.

Table 1: Metallic Minerals in the Philippines and Their Location
Metal, in Metal, in Province/Region Geologic Structure

Symbols Words Where the Metals are Near the Location
(Example: Found of the Metallic
Au) Deposits
(1) (2) (3) (4)
3. As a group, study the Metallic Deposits Map of the Philippines. See Figure
9. In the map you will see symbols of metals. Fill in the information
needed in Columns 1 and 2 of your own table.
4. Check with each other if you have correctly written the correct words for
the symbol of the metals. Add as many rows as there are kinds of metals
in the map.
5. Analyze the data in Table 1.
Q1. Identify five metals which are most abundant across the country. Put
a number on this metal (1 for most abundant, 2 next abundant, and
so on).
Q2. Record in Column 3 where the five most abundant metals are located.

Figure 9. Metallic Deposits in the Philippines

Figure 10. Trenches and Faults in the Philippines

Figure 11. Volcanoes in the Philippines

Part II
1. Get two plastic sheets. On one sheet, trace the outlines of the trenches
and faults from Figure 10. On the other sheet, trace the location of
volcanoes from Figure 11.
2. Place the Trench and Fault plastic sheet over the Metallic Deposits map.
3. Place the Volcanoes plastic sheet over the two maps.

Q3. What geologic structures are found near the location of the metallic
deposits? Write trenches, faults or volcanoes in column 4 of Table 1.
Q4. Write a statement to connect the presence of metallic deposits with
trenches or volcanic areas.
Q5. Why do you think are metallic deposits abundant in places where
there are trenches or volcanoes?
4. Look for your province in the map.

Q6. Are there metallic deposits in your area?
Q7. What could be reason for the presence or absence of metallic deposits
in your area? You can download the detailed map of Trenches, Faults
and volcanoes in the Philippines from the website of Phivolcs.
Q8. If there are metallic deposits, what activities tell you that there are
indeed deposits in or near your area/province?
The important metallic minerals found in various parts of the Philippines

include gold, copper, iron, chromite (made up of chromium, iron, and other
metals), nickel, cobalt, and platinum. The most productive copper and gold
producers in the Philippines are found in Baguio, the province of Benguet, and
in Surigao-Davao areas. Major producers of nickel are in Palawan and Surigao
(DENR Website, 2012).
Metals are important. The properties of metals make them useful for
specific purposes. You learned these in Quarter 1. Iron is the main material for
steel bars used in buildings and road construction. Copper is used in making
electrical wires. Tin is the material for milk cans and other preserved food
products. Nickel is mixed with copper or other metals to form stainless cooking
wares. Gold is important in making jewelry.

What other metals are you familiar with? What are the uses of
aluminum? What metal is used to make GI sheets for roofing? What metals are
used to make artificial arms or legs? Are metals used in chairs and other
furniture? Do you know that some dentists use gold for filling teeth cavities?
Look around and find how versatile metals are.
The Philippines has also varied nonmetallic resources including sand

and gravel, limestone, marble, clay, and other quarry materials. Your teacher
will show you a map of the nometallic deposits in the Philippines. Locate your
area and determine what nonmetallic deposits are found there. How are these
deposits recovered? How are they used in your community? For example: What
are the uses of sand, gravel, or clay? How are marble stones used? Think of
other nonmetals and their uses!
Copper –iron ore Iron filings Quartz Copper ore
Figure 12. From the drawing, what are ores? Have you noticed that a piece of ore can
have more than one kind of mineral in it?
Do you know that the Philippines is listed as the 5th mineral country in
the world, 3rd in gold reserves, 4th in copper, and 5th in nickel! The ores
(mineral-bearing rocks) are processed out of the country to recover the pure
metal. We buy the pure metal. Is this practice advantageous to the Philippines?
Why or why not?
The richness of the Philippines

in terms of mineral resources is being
attributed to its location in the so-
called Pacific Ring of Fire. See Figure
13. This area is associated with over
450 volcanoes (small triangles in the
map) and is home to approximately
75% of the world's active volcanoes.
Why are there minerals where there Figure 13. Besides the Philippines, what
are volcanoes? other countries are in the Ring of Fire? Do
you think they are also rich in mineral
resources?

Geologists (scientists who study the Earth and the processes that occur
in and on it) explain that there is a continuous source of heat deep under the
Earth; this melts rocks and other materials (link to usgs website) The mixture
of molten or semi-molten materials is called magma. Because magma is hotter
and lighter than the surrounding rocks, it rises, melting some of the rocks it
passes on the way. If the magma finds a way to the surface, it will erupt as
lava. Lava flow is observed in erupting volcanoes.
But the rising magma does not always reach the surface to erupt.
Instead, it may slowly cool and harden beneath the volcano and form different
kinds of igneous rocks. Under favourable temperature and pressure conditions,
the metal-containing rocks continuously melt and redeposit, eventually forming
rich-mineral veins.
Though originally scattered in very small amounts in magma, the metals

are concentrated when magma convectively moves and circulates ore-bearing
liquids and gases. This is the reason why metallic minerals deposits such as
copper, gold, silver, lead, and zinc are associated with magmas found deep
within the roots of extinct volcanoes. And as you saw in the maps, volcanoes
are always near trenches and faults! You will learn more of this later.
For now you must have realized that the presence of mineral deposits in
the Philippines is not by accident. It is nature’s gift. If before, your association
with volcanoes and trenches is danger and risk to life and property, now you
know that the presence of volcanoes, trenches and other geological structures
is the reason for the rich mineral deposits in the country.
The existence of volcanoes also explains why the Philippines is rich in

geothermal energy (heat from the Earth). Energy resources will be discussed in
the next section.
Energy Resources
The abundance of some metal resources in the Philippines is related to

geologic structures, specifically the presence of volcanoes and trenches in the
country. The year-round warm temperature and availability of water are effects
of our geographic location.
The tropical climate and the geological conditions also provide several
possibilities to get clean and cheap energy. Do you know which energy

resources are due to these factors? Were the following included in your list-
solar energy, heat from the ground (geothermal energy), hydrothermal energy
from falling water), wind energy, and natural gas?
Solar energy is free and inexhaustible.

This energy source will be discussed in a later
science subject.
Geothermal energy was briefly introduced

in the lesson on mineral resources and their
location. The Philippines ranked second to the
United States in terms of geothermal energy
deposits. Geothermal power plants are located
in Banahaw-Makiling, Laguna, Tiwi in Albay, http://commons.wikimedia.org/wiki/File:Hot_Spring.jpg
Bacman in Sorsogon, Palimpinon in Negros

Figure 14. Do you know that heat
Occidental, Tongonan in Leyte, and Mt. Apo from the Earth may escape as
side of Cotabato. steam in a hot spring?
Try to locate places with geothermal power plants in your map? Does
your area have geothermal energy deposits? How do you know?
Hydrothermal or hydroelectric
power plants use water to generate
electricity. They provide for 27% of
total electricity production in the
country. Ambuklao in Benguet, Mt
Province, Agus in Lanao del Sur and
Agus in Lanao del Norte are large
hydrothermal power plants. Small
hydroelectric power plants are in
Caliraya, Laguna, Magat in Isabela,
Photograph courtesy of National Power Corporation, retrieved
Loboc in Bohol, and other places. Used from http://www.industcards.com/hydro-philippines.htm
water from hydropower plants flows
Figure 15. How is water used to
through irrigation systems. Many of the
generate electricity?
reservoir areas are used for sport
activities.

Again, locate places with hydroelectric power plants in your map? Does
your area have hydroelectric power plants? What other uses do you have for
water in these areas?
Natural gas is a form of fossil fuel, so are coal and crude oil (sometimes
called petroleum). Fossil fuels were formed from plants and animals that lived
on Earth millions of years ago. They are buried deep in the Earth. Natural gas
and oil are taken from the deep through oil rigs while coal is extracted through
mining. Fossil fuels are used to produce electricity and run vehicles and factory
machines. Did you know that petroleum is the raw material for making
plastics?
In the Philippines, we have coal

and natural gas deposits. Coal is a
black or brownish black, solid rock
that can be burned. It contains about
40% non-combustible components,
thus a source of air pollution when
used as fuel. Coal deposits are
scattered over the Philippines but the
largest deposit is located in Semirara Figure 16. The black bands in the picture
are coal deposits. Coal is not like the
Island, Antique. Coal mines are also
charcoal you use for broiling fish or
located in Cebu, Zamboanga barbecue. What do you think is the
Sibuguey, Albay, Surigao, and difference?
Negros Provinces.
Our natural gas deposits are found offshore of Palawan. Do you know
where this place is? The Malampaya Deepwater Gas-to-Power Project employs
‘state-of-the-art deepwater technology’ to draw natural gas from deep beneath
Philippine waters. The gas fuels three natural gas-fired power stations to
provide 40-45% of Luzon's power generation requirements. The Department of
Energy reports that since October 2001, the Philippines has been importing
less petroleum for electricity generation, providing the country foreign-
exchange savings and energy security from this clean fuel.
Natural gas is considered clean fuel because when burned, it produces

the least carbon dioxide, among fossil fuels. CO2 is naturally present in air in
small amounts. However, studies show that increase in carbon dioxide in the
atmosphere results in increase in atmospheric temperature, globally. You will
learn about global warming in the next module.

Did you know that in Ilocos Province, giant wind mills as shown in
Figure 5 of this module are used to generate electricity. In Quirino, Ilocos Sur
the electricity generated from wind mills runs a motorized sugarcane press for
the community's muscovado sugar production? This project is a joint effort
between the local farmers and local organizations with support from Japan. In
Bangui, Ilocos Norte, the windmills as high as 50 meters not only help
improve the tourism in Ilocos but it also provides 40% of the energy
requirements for electricity in the entire province. This proves that we do not
have to be dependent on fossil fuel in our country.
What do you think are the environmental conditions in Ilocos Sur and
Ilocos Norte that allow them to use wind power for electricity? Do you think
there are places that have these conditions? Support your answers.
Conserving and Protecting Natural Resources
There are two types of natural resources on Earth - renewable and

nonrenewable. What is the difference between these two kinds of resources?
The food people eat comes from plants and animals. Plants are replaced
by new ones after each harvest. People also eat animals. Animals have the
capacity to reproduce and are replaced when young animals are born. Water in
a river or in a well may dry up. But when the rain comes the water is replaced.
Plants, animals, and water are resources that can be replaced. They are
renewable resources.
Most plants grow in top soil. Rain and floods wash away top soil. Can top
soil be replaced easily? Soil comes from rocks and materials from dead plants
and animals. It takes thousands of years for soil to form. Soil cannot be
replaced easily, or it takes a very long time to replace. It is a nonrenewable
resource.
Metals like copper, iron, and aluminum are abundant on Earth. But
people are using them up fast. They have to dig deeper into the ground to get
what they need. Coal, oil and natural gas (fossil fuels) were formed from plants
and animals that lived on Earth millions of years ago. It takes millions of years
for dead plants and animals to turn into fossil fuels. Soil, coal, oil and natural
gas are nonrenewable resources.

Before you do Activity 6, think of these sentences: “Too much is taken
from Earth!" and "Too much is put into Earth." You may write up a short essay
about your understanding of the sentences.
Activity 6
How do people destroy natural resources?
Objectives
1. Identify the effects of some human activities on natural resources.

2. Suggest ways to reduce the effects.
What to Do
1. Study Table 2 and tell if you have observed the activities listed in your
locality.
Table 2. Ways People Destroy Natural Resources

Activities Effects on Natural Resources
(1) (2)
When roads are built, mountains are Damage natural habitats and/or kill
blown off using dynamite. plants and animals.
Rice fields are turned into residential or
commercial centers.
People cut too many trees for lumber or
paper or building houses.
More factories are being built to keep up
with the demands of a fast growing
population and industrialization.
Too much mining and quarrying for the

purpose of getting precious metals and
stones and gravel.
Some farmers use too much chemical Too much fertilizer destroys the quality of
fertilizers to replenish soil fertility. the soil and is harmful to both human
and animals.
Plastics and other garbage are burned.
Cars, trucks, and tricycles that emit dark

smoke (smoke belchers) are allowed to
travel.
Other activities

2. Discuss the effects of these activities on natural resources.
3. Write the effects on the column opposite the activities. An activity may
have more than one effect. Some of the effects have already been listed in
the table.
4. Do you know of other activities that destroy or cause the depletion of

natural resources? Add them to the list and fill the corresponding effect in
column 2.
5. What can you do to conserve resources?
Protecting Resources in Your Own Way
All resources used by humans, including fuels, metals, and building

materials, come from the Earth. Many of these resources are not in endless
supply. It has taken many thousands and millions of years to develop and
accumulate these resources.
To conserve natural resources is to protect or use them wisely without

wasting them or using them up completely. Conserving natural resources can
make them last and be available for future generations. This is what
sustainability of natural resources means. Each one of us should think about
how to make things sustainable. Remember: The lives of future generations
depend on how we use natural resources today.
Activity 7
Are you ready for “Make-a-Difference” Day?
This activity involves you in hands-on activities that help you learn more
about reducing waste, reusing materials instead of throwing them away,
recycling, composting, and conserving natural resources and energy. There are
many activities that you can include: conducting a "waste-free lunch" or
building art materials out of cans, bottles, and other recyclable trash.
Depending on the location and nature of your school, you might want to
include river cleanup, trail maintenance, or tree planting. Or, you can mix
these activities with a poster making contest for use in the campaign on non-
use of plastic bags for shopping and/or marketing.

What to do
1. In your group, make a list of what is done in your school that help
conserve natural resources. Discuss your list before finalizing the report.
2. Make another list of what is done in your school that do not help conserve
natural resources. For example, do you still have lots of things in the trash
can or on the ground? What are they? What is being done with them?
3. Come up with a one-day plan on what else can be done in school to

conserve natural resources. Present your plan to the class.
4. Based on the group presentation, decide which part in the plans will be
adopted or adapted to make a class plan. The plan should consider the
following:
 Easy to follow
 Who will be responsible for making the plan happen
 What should be done if the people responsible for making the plan
happen will not or cannot do it
 What natural resources will be conserved
 Schedule of activities to include monitoring
 Why you think this plan is the best idea
5. With your teacher’s permission, make an appointment with your principal

to present your plan and to solicit support. Maybe she might recommend
the “Make-a-Difference” Day for the whole school!
Hopefully, the “Make-a-Difference” Day will engage you in a variety of

environmental activities that help foster not only an appreciation for the
environment and the resources it provides but also develop a life-long
environmental stewardship among your age group.
Links and Other Reading Materials
gdis.denr.gov.ph (Geohazard Map)

http://www.phivolcs.dost.gov.ph
http://www.jcmiras.net/surge/p124.htm (Geothermal power plants in the
Philippines)
http://www.industcards.com/hydro-philippines.htm (Hydroelectric power
plants in the Philippines)

MODULE
SOLAR ENERGY AND THE
2 ATMOSPHERE
In the previous module, you learned that the presence of different

natural resources in the Philippines is related to the country’s location. It
was also mentioned that the climate in a certain area depends on its
latitude. In this module, you are going to learn more about how the location
of the Philippines influences its climate and weather. To prepare you for this
lesson, you must first learn about the envelope of air that surrounds the
Earth where all weather events happen – the atmosphere.
Activity 1
What is the basis for dividing
Earth’s atmosphere into
layers?
Earth’s atmosphere is divided into five
layers. What is the basis for subdividing the
atmosphere?
Objectives
You will be able to gather information

about Earth’s atmosphere based on a graph.
Specifically, you will:
1. describe the features of each of the five

layers;
2. compare the features of the five layers;
and
3. explain the basis for the division of the Figure 1. What are the layers of the
layers of the atmosphere. atmosphere?

What to use
 Graph in Figure 1
 A ruler, if available
What to do
1. Study the graph.
Q1. What are the five layers? Estimate the height of each layer.
Q2. Describe the graph for each layer.
Q3. In which layer is temperature increasing with increasing altitude?
Q4. In which layer is temperature decreasing with increasing altitude?
Q5. What is the relationship between temperature and height in the
- troposphere?
- stratosphere?
- mesosphere?
- thermosphere?
- exosphere?
Q6. Observe the whole graph. What is the basis for the division of
Earth’s atmosphere?
Q7. From the graph, can you generalize that the higher the layer of the
atmosphere (that is closer to the Sun), the hotter the temperature?
Why or why not?
Q8. What other information about Earth’s atmosphere can you derive
from the graph?
2. Read the succeeding paragraphs and think of a way to organize and

summarize the data about the atmosphere from the graph and the
information in the discussion that follows.
The troposphere is the layer closest to Earth’s surface. The

temperature just above the ground is hotter than the temperature high
above. Weather occurs in the troposphere because this layer contains most
of the water vapor. Remember the water cycle? Without water, there would
be no clouds, rain, snow or other weather features. Air in the troposphere is
constantly moving. As a result, aircraft flying through the troposphere may
have a very bumpy ride – what we know as turbulence. People who have
used the airplane for travelling have experienced this especially when there
is a typhoon in areas where the plane passes through.

The stratosphere is the layer of air that extends to about 50 km from
Earth’s surface. Many jet aircraft fly in the stratosphere because it is very
stable. It is in the stratosphere that we find the ozone layer. The ozone layer
absorbs much of the Sun’s harmful radiation that would otherwise be
dangerous to plant and animal life.
The layer between 50 km and 80 km above the Earth’s surface is

called the mesosphere. Air in this layer is very thin and cold. Meteors or rock
fragments burn up in the mesosphere.
The thermosphere is between 80 km and 110 km above the Earth.

Space shuttles fly in this area and it is also where the auroras are found.
Auroras are caused when the solar wind strikes gases in the atmosphere
above the Poles. Why can we not see auroras in the Philippines?
The upper limit of our atmosphere is the exosphere. This layer of the
atmosphere merges into space. Satellites are stationed in this area, 500 km
to 1000 km from Earth.
To summarize what has been discussed: More than three quarters of

Earth’s atmosphere is made up of nitrogen while one fifth is oxygen. The
remaining 1% is a mixture of carbon dioxide, water vapour, and ozone.
These gases not only produce important weather features such as cloud and
rain, but also have considerable influence on the overall climate of the
Earth, through the greenhouse effect and global warming.
What is the Greenhouse Effect?
In order to understand the greenhouse effect, you need to first

understand how a real greenhouse works.
In temperate countries, a greenhouse is used to grow seedlings in the

late winter and early spring and later, planted in the open field when the
weather is warmer. Greenhouses also protect plants from weather
phenomena such snowstorm or dust storms. In tropical countries,
greenhouses are used by commercial plant growers to protect flowering and
ornamental plants from harsh weather conditions and insect attack.
Greenhouses range in size from small sheds to very large buildings.

They also vary in terms of types of covering materials. Some are made of
glass while others are made of plastic.

http://commons.wikimedia.org/wiki/File:Gartengew%C3%A4chshaus.JPG
Figure 2. Different sizes of greenhouses. How does a greenhouse work?
Activity 2
Does a greenhouse retain or release heat?
Objectives
The activity will enable you to
1. construct a model greenhouse.

2. find out if your model greenhouse retains heat
3. relate the concept of greenhouse to the increasing temperature of
Earth’s atmosphere.
What to use
 2-liter plastic soft drink bottle

 2-plastic containers to serve as base of the bottles
 knife or scissors
 transparent tape
Be careful when
 two alcohol thermometers handling sharp
CAUTION
 one reading lamp (if objects like knife or
available), otherwise bring scissors and
the setups under the Sun breakable equipment
like thermometer.
What to do
Constructing the model greenhouse
For each model greenhouse you will need a two-liter plastic soft drink
container (with cap) and a shallow plastic container for the base.

1. Remove the label of the soft drink bottle but keep the cap attached.
2. Cut off carefully, the end of the bottle approximately 5-6 cm from the
bottom. Dispose of the bottom piece.
3. Place the bottle with cap in the plastic base. This is your model
greenhouse. Label it Bottle A.
4. Use scissors or knife to cut several elongated openings or vents (1.5 x

5.0 cm) on the sides of Bottle B. Leave Bottle A intact.
5. Tape a thermometer onto a piece of cardboard. Make sure that the

cardboard is longer than the thermometer so that the bulb will not
touch the plastic base. Make two thermometer setups, one for Bottle A
and another for Bottle B. Place one thermometer setup in each bottle.
Figure 3. How to construct a model greenhouse
6. Place both bottles approximately 10 cm away NOTE:

from the lamp. DO NOT turn on the lamp yet.
If you have no lamp,
Q1. Predict which bottle will get hotter when
bring the setups
you turn on the light or when they are outside the classroom
exposed to the Sun. How will you know under the Sun where
that one bottle is hotter than the other? they will not be
disturbed.
Q2. Write down your prediction and the
reason why you predicted that way.

7. Turn on the light and begin collecting data every five minutes for 25
minutes. (Note: But if you have no lamp, place the setups under the
Sun. Read the temperature every 20 minutes for over two hours.)
8. Record the temperature readings of Bottle A and Bottle B in your

notebook.
9. Graph your data separately for Bottles A and B.

Q3. What variable did you put in the x-axis? In the y-axis?
Q4. Why did you put these data in the x and y axes, respectively?
Q5. Describe the graph resulting from observations in Bottle A.
Q6. Describe the graph resulting from observations in Bottle B.
Q7. Explain the similarities in the graphs of Bottles A and B.
Q8. Explain the differences in the graphs of Bottles A and B.
Q9. Does this activity help you answer the question in the activity
title: Do greenhouses retain heat? What is the evidence?
Greenhouses allow sunlight to enter but prevent heat from escaping.

The transparent covering of the greenhouse allows visible light to enter
without obstruction. It warms the inside of the greenhouse as energy is
absorbed by the plants, soil, and other things inside the building. Air
warmed by the heat inside is retained in the building by the roof and wall.
The transparent covering also prevents the heat from leaving by reflecting
the energy back into the walls and preventing outside winds from carrying it
away.
The Earth’s atmosphere is compared to a greenhouse. You know that

besides nitrogen and oxygen, Earth’s atmosphere contains trace gases such
as carbon dioxide, water vapor, methane, and ozone. Like the glass in a
greenhouse, the trace gases have a similar effect on the Sun’s rays. They
allow sunlight to pass through, resulting in the warming up of the Earth’s
surface. But they absorb the energy coming from the Earth’s surface,
keeping the Earth’s temperature suitable for life on Earth. The process by
which the Earth’s atmosphere warms up is called ‘greenhouse effect,’ and
the trace gases are referred to as ‘greenhouse gases.’

https://sites.google.com/site/glowar88/all-about-global-warming/1-what-is-global-warming
Figure 4. Why are greenhouse gases like the glass in

the greenhouse?
The ‘greenhouse effect’ is a natural process and it warms the Earth.

Without the greenhouse effect, Earth would be very cold, too cold for living
things, such as plants and animals.
To further understand the

effect of greenhouse gases look at
Figure 5. It contains some data
about Venus and Earth, planets
that are almost of the same size
and if you remember from
elementary school science, are near
each other, so they are called twin
planets. The composition of
atmosphere and the average
surface temperature of the two
planets are also given. Why is the Figure 5. What gas is present in the
average temperature of Venus very atmosphere of Venus that explains its
much higher than that of Earth? high surface temperature?
What could have caused this
phenomenon?
Both Earth and Venus have carbon dioxide, a greenhouse gas, in their
atmospheres. The small amount of carbon dioxide on Earth’s gives the right
temperature for living things to survive. With the high surface temperature

of Venus due to its high carbon dioxide concentration, do you think life
forms like those we know of could exist there? Why or why not?
Is Earth Getting Warmer? What is the Evidence?
Studies have shown that before 1750 (called the pre-industrialization

years), carbon dioxide concentration was about 0.028 percent or 280 parts
per million (ppm) by volume. The graph below shows the concentration of
carbon dioxide from 1958 to
2003. What information can you
derive from the graph?
Recent studies report that

in 2000-2009, carbon dioxide
rose by 2.0 ppm per year. In
2011, the level is higher than at
any time during the last 800
thousand years. Local
temperatures fluctuate
naturally, over the past 50 years
but the average global
temperature has increased at
the fastest rate in recorded http://en.wikipedia.org/wiki/File:Mauna_Loa_Carbon_Dioxi
history. de-en.svg#file
Figure 6. Carbon dioxide measurements in

Mauna Loa Observatory, Hawaii
So what if there is increasing emission of greenhouse gases like

carbon dioxide into the atmosphere? What is the problem with a small
increase in carbon dioxide concentration in the atmosphere?
More carbon dioxide means that more heat is trapped in Earth’s

atmosphere. More heat cannot return back into space. More heat trapped by
the carbon dioxide means a warmer Earth.
The increasing temperature phenomenon is known as ‘global

warming’. Global means that all countries and people around the world are
affected even if that country is not a major contributor of greenhouse gases.
Many scientists now agree that many human activities emit more
greenhouses gases into the atmosphere, making the natural greenhouse
effect stronger. Scientists are also saying that if we carry on polluting the
atmosphere with greenhouse gases, it will have a dangerous effect on the
Earth.

Sources of Greenhouse Gases
Carbon dioxide is naturally produced when people and animals

breathe. Plants and trees take in and use carbon dioxide to produce their
own food. Volcanoes also produce carbon dioxide. Methane comes from
grazing animals as they digest their food and from decaying matter in wet
rice fields. Ozone is also naturally present in the stratosphere.
But human activities emit a lot of greenhouse gases into the

atmosphere.
Study Figure 7.
http://en.wikipedia.org/wiki/File:Global_Carbon_Emission_by_Type
.png
Figure 7. Does burning of fossil fuels raise the

carbon dioxide concentration in the atmosphere?
Which fossil fuel has the highest contribution to carbon dioxide

concentration in the atmosphere?
What human activities use this fuel? List at least three.
Recall Module 1. What kind of fossil fuels are used in the Philippines?
Are we also contributing to the increase in carbon dioxide
concentration in the atmosphere? Why or why not?
Carbon dioxide comes from the burning of fossil fuel such as coal,
crude oil and natural gas. Cutting down and burning of trees releases
carbon dioxide. Methane can also be released from buried waste. For
example, the left-over food, garden wastes, and animal wastes collected from
our homes are thrown into dumpsites. When lots of wastes are compressed

and packed together, they produce methane. Coal mining also produces
methane.
Another group of greenhouse gases includes the chlorofluorocarbons

or CFCs for short. CFCs have been used in spray cans as propellants, in
refrigerators as refrigerants, and in making foam plastics as foaming agents.
They become dangerous when released into the atmosphere, depleting the
ozone layer. For this reason, their use has been banned around the world.
What have you learned about the atmosphere? There are natural
processes in the atmosphere that protect and sustain life on Earth. For
example, the greenhouse effect keeps temperature on Earth just right for
living things. For as long as the concentration of greenhouse gases are
controlled, we will have no problem.
But human beings activities have emitted greenhouse gases into the
atmosphere, increasing their levels to quantities that have adverse effects on
people, plants, animals and the physical environment. Burning of fossil
fuels, for example, has increased levels of carbon dioxide thus trapping more
heat, increasing air temperature, and causing global warming. Such global
phenomenon is feared to melt polar ice caps and cause flooding to low-lying
areas that will result to reduction in biodiversity. It is even feared that global
warming is already changing climates around the globe, causing stronger
typhoons, and creating many health-related problems. You will learn more
about climate change later.
Common Atmospheric Phenomena
In the next section, you will learn two concepts that will help you
understand common atmospheric phenomena: why the wind blows, why
monsoons occur, and what is the so-called intertropical convergence zone.
All of these are driven by the same thing: the heat of the Sun or solar
energy. Thus, we begin by asking, what happens when air is heated?
Activity 3
What happens when air is heated?
Objective
After this activity, you should be able to explain what happens when air
is heated.

What to use
two paper bags

candle
long straight stick
match
masking tape
chair
Figure 8. Setup for Activity 3
What to do
1. Attach a paper bag to each end of the stick (see drawing above). The
open end of each bag should be facing down.
2. Balance the stick with the paper bags on the chair (see drawing below.)
3. Make a prediction: what do you

think will happen if you place a
lighted candle under the open end
of one of the bags?
4. Now, light the candle and place it

below one of the bags. Caution: Do
not place the candle too close to
the paper bag. It may catch fire. Be
ready with a pail of water or wet
rag just in case.
Figure 9. Balance the stick with paper

bags on a chair.
Q1. Was your prediction accurate?

Describe what happened.
Q2. Can you explain why?
Figure 10. What will happen when a

lighted candle is placed under one of
the bags?

This is the first concept that you need to know: Warm air rises. Now,
try to answer the following question. When warm air is rising, what is its
effect on the air in the surroundings? Will the air in the surroundings stay
in place? Or will it be affected in some way by the rising air? Do the
following activity and find out.
Activity 4
What happens to the air in the surroundings as warm
air rises?
Objective
After performing this activity, you should be

able to explain what happens to the air in the
surroundings as warm air rises.
What to use
box candle
scissors match
cardboard tube smoke source
clear plastic (ex. mosquito coil)
Figure 11.
Setup for Activity 4
What to do
Pre-activity
Make two holes in the box: one hole on one side and another hole on
top (see drawing). Place the cardboard tube over the hole on top and tape it
in place. Make a window at the front side of the box so you can see inside.
Cover the window with clear plastic to make the box airtight.
Activity proper
1. Open the box and place the candle directly below the hole on top. Light
up the candle and close the box.
2. Make a prediction: What do you think will happen if you place a smoke
source near the hole?
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Grade 7 Science: Earth and Space Grade 7 Science: Learner’s Material (Second Part)
214
3. Now, place the smoke source near
the hole.
Q1. Was your prediction accurate?
Q2. What happened?
Q3. Can you explain why?
Figure 12. What happens to the

smoke when the source is
placed near the hole?
What Makes the Air Move?
As you have seen in the activity, air in the surroundings can be

affected by rising warm air. The drawing below shows how this happens.
First, the air above the candle becomes warm because of the flame. What
happens to this warm air? It rises. As warm air rises, what happens to the
air in the surroundings? It will move toward the place where warm air is
rising. But you cannot see air, how can you tell that it is moving? Did you
see smoke from the mosquito coil? The movement of the smoke shows the
movement of the air.
Figure 13. Air in the surroundings move

toward the place where warm air is rising.
Let us now relate what happened in the activity to what happens in

nature. During the day, the surface of the Earth becomes warm because of
the Sun. Some parts of the Earth will warm up more quickly than others.
Naturally, the air above the warmer surfaces will also become warm. What
happens to the warm air? Just like in the activity, it will rise. How is the air
in the surroundings affected? It will move toward the place where warm air

is rising. This is the other concept that you need to know: Air moves toward
the place where warm air is rising.
Whenever we feel the air moving, that means that somewhere, warm
air is rising. And the air around us moves toward the place where warm air
is rising. Do you remember that ‘moving air’ is called wind? Every time you
feel the wind, it means that air is moving toward the place where warm air is
rising. Strictly speaking, wind is air that is moving horizontally.
Let us use now the two concepts you have learned to explain other
things. You know that the surface of the Earth is made basically of two
things: land and water. When the Sun’s rays strike land and water, do they
heat up as fast as each other? Do land and water absorb heat from the Sun
in the same way? Or is there a difference? Perform the next activity and find
out.
Activity 5
Which warms up faster?
Objectives
After performing this activity, you should be able to
1. compare which warms up faster: sand or water

2. compare which cools faster: sand or water
3. use the results of the activity to explain sea breeze and land breeze
What to use
2 identical plastic containers string

2 thermometers water
2 iron stands with clamps sand
What to do
1. In the shade, set up everything as shown below. The bulbs of the

thermometer should be 2 cm below the surface of the water and sand.

Figure 14. Setup for Activity 5
2. Wait for 5 minutes, then read the initial temperature of the water and
sand. Record the temperature readings below.
Initial temperature reading for water: __________

Initial temperature reading for sand: __________
3. Now, place the setup under the Sun. Read the thermometers again and
record the temperature readings in Table 1. Read every 5 minutes for
25 minutes.
Table 1. In the Sun

Observation Water Sand
time (minutes)
0
5
10
15
20
25
4. After 25 minutes, bring the setup back to the shade. Read the
thermometers and record the temperature readings in Table 2. Read
every 5 minutes for 25 minutes.

Table 2. In the shade
Observation Water Sand
time (minutes)
0
5
10
15
20
25
5. Study the data in the tables and answer the following questions.
Q1. Which has a higher temperature after 25 minutes in the Sun,

water or sand?
Q2. After 25 minutes, how many Celsius degrees was the increase in
the temperature of the water? Of the sand?
6. Make a line graph using the temperature readings taken while the
setup was in the Sun.
Q3. Based on the graph, which became hot faster, water or sand?
Q4. What happened to the temperature of the water and sand when
brought to the shade?
Q5. How many Celsius degrees was the decrease in temperature of the
water after 25 minutes? Of the sand?
7. Make a line graph using the temperature readings taken when the
setup was in the shade.
Q6. Based on the graph, which cooled down faster, water or sand?
Sea Breeze and Land Breeze
The sand and water in the previous activity stand for land and water
in real life. From the activity, you have learned that sand heats up faster
than water, and that sand cools down faster than water. In the same way,
when land surfaces are exposed to the Sun during the day, they heat up
faster than bodies of water. At night, when the Sun has set, the land loses
heat faster than bodies of water. How does this affect the air in the
surroundings?

Imagine that you are standing by the sea, along the shore. During the
day, the land heats up faster than the water in the sea. The air above land
will then become warm ahead of the air above the sea. You know what
happens to warm air: it rises. So the warmer air above the land will rise. The
air above the sea will then move in to replace the rising warm air. (See
drawing below.) You will then feel this moving air as a light wind—a sea
breeze.
Figure 15. When does sea breeze occur?
What will happen at night, when the Sun is gone? The land and sea
will both cool down. But the land will lose heat faster than the water in the
sea. In other words, the sea will stay warm longer. This time the air above
the sea will be warmer than that above land. The warm air above the sea will
then rise. Air from land will move out to replace the rising warm air. (See
drawing below.) This moving air or wind from land is called a land breeze.
Figure 16. When does land breeze occur?

In the illustration above, you can see an arrow pointing upward. This
represents rising warm air. The place where warm air rises is a place where
air pressure is low. In other words, the place where warm air is rising is a
low-pressure area. In contrast, cold air is dense and tends to sink. The place
where cold air is sinking is a high-pressure area. Based on what you learned
so far, in what direction does air move, from a low-pressure area to a high-
pressure area or the other way around? You probably know the answer
already. But the next section will make it clearer for you.
Monsoons
Do you know what monsoons are? Many people think that monsoons
are rains. They are not. Monsoons are wind systems. But these winds
usually bring abundant rainfall to the country and this is probably the
reason why they have been mistaken for rains. In Filipino, the monsoons are
called amihan or habagat, depending on where the winds come from. Find
out which is which in the following activity.
Activity 6
In what direction do winds blow–from high to low
pressure area or vice versa?
Objectives
1. Interpret a map to determine direction of wind movement

2. Explain why it is cold around in December to February and warm
around July.
3. Illustrate why habagat brings lots of rain
4. Give examples how the monsoons (amihan and habagat) affect
people.
What to use
Figure 17: Pressure and Winds in January

Figure 18: Pressure and Winds in July
pencil

What to do
Part I.
Study Figure 17. It shows the air pressure and direction of winds in different
parts of the world in January. Low-pressure areas are marked by L and
high-pressure areas are marked by H. Broken lines with arrowheads show
the direction of the wind.
Q1. Choose a low-pressure area and study the direction of the winds
around it. Do the winds move toward the low-pressure area or away
from it?
Q2. Choose a high-pressure area and study the direction of the winds
around it. Do the winds move toward the high-pressure area or away
from it?
Q3. In what direction do winds blow? Do winds blow from high-pressure

areas to low-pressure areas? Or, from low-pressure areas to high-
pressure areas?
Q4. Where is North in the map? South? West? East? Write the directions on
the map.
Q5. Where is the Philippines on the map? Encircle it.
Q6. Study the wind direction near the Philippine area. From what direction
does the wind blow near the Philippines in January?

138
Figure 17. Pressure and Winds in January

Figure 18. Pressure and Winds in July
139
Part II.
Study Figure 18. It shows the air pressure and direction of winds in different
parts of the world in July.
Q7. Study the wind direction near the Philippine area. From what direction
does the wind blow in the vicinity of the Philippines in July?
Figure 17 shows what happens during the colder months. The wind
blows from the high-pressure area in the Asian continent toward the low-
pressure area south of the Philippines. The cold air that we experience from
December to February is part of this wind system. This monsoon wind is locally
known as amihan. As you can see from Figure 17, the wind passes over some
bodies of water before it reaches the Philippines. The wind picks up moisture
along the way and brings rain to the eastern part of the Philippines.
Now, what happens during the warmer months? Study Figure 18

carefully. What do you observe about the low-pressure area and high-pressure
area near the Philippines? They have changed places. (You will learn why in the
next module.) As a result, the direction of the wind also changes. This time the
wind will move from the high-pressure area in Australia to the low-pressure
area in the Asian continent. This monsoon wind is locally called habagat. Trace
the path of the habagat before it reaches the Philippines. Can you explain why
the habagat brings so much rain? Which part of the Philippines does the
habagat affect the most?
The monsoons, habagat and amihan, affect people in different ways. Try
to explain the following. Why do farmers welcome the monsoons? Why are
fisherfolk not so happy about the monsoons? Why do energy providers
appreciate the monsoons? Why are fishpen owners worried about the
monsoons? How do the monsoons affect your own town?
In the next section, you will apply the two concepts once more to explain
another weather event.

The Intertropical Convergence Zone (ITCZ)
Many people who listen to weather forecasts are confused about the
intertropical convergence zone. But it is easy to understand it once you know
that warm air rises, and air moves toward the place where warm air is rising.
Take a look at the drawing below.
Figure 19. Sun’s rays at the equator and

at a higher latitude
Figure 19 shows the rays of the Sun at two different places at noon.
Study the drawing carefully. Where would you observe the Sun directly above
you? When you are at the equator? Or when you are at a higher latitude?
As you can see, the position of the Sun at midday depends on where you
are. At the equator, the Sun will be directly overhead and the rays of the Sun
will hit the ground directly. At a higher latitude, the Sun will be lower in the
sky and the Sun’s rays will strike the ground at a lower angle. Where do you
think will it be warmer?
It is clear that it is warmer at the equator than anywhere else. Because of

that, the air over the equator will be warmer than the air over other parts of the
Earth. And you already know what happens to warm air. It rises. And when
warm air rises, air in the surroundings will then move as a result.

Figure 20. How does the air move at the equator?
As you can see from Figure 20, air from north of the equator and air from
south of the equator will move toward the place where warm air is rising. Thus,
the intertropical convergence zone is the place where winds in the tropics meet
or converge. (Recall that the area near the equator is called the tropics.) In time
the rising warm air will form clouds, which may lead to thunderstorms. Now
you know why weather forecasters often blame the ITCZ for some heavy
afternoon rains. The band of white clouds in the following picture shows the
location of the ITCZ.
Figure 21. Satellite photo showing the location of ITCZ

Summary
This module discussed global atmospheric phenomena like the

greenhouse effect and global warming (including ozone depletion) that affect
people, plants, animals and the physical environment around the world. And
though the greenhouse effect is a natural phenomenon, there is a growing
concern that human activities have emitted substances into the atmosphere
that are causing changes in weather patterns at the local level.
Highlighted in this module are concepts used to explain common

atmospheric phenomena: why the wind blows, why monsoons occur, and what
is the so-called inter tropical convergence zone.
It is important for everyone to understand the varied atmospheric

phenomena so that we can all prepare for whatever changes that occur in the
environment and cope with these changes.
There are still many things to learn about the atmosphere, specifically on
weather and climate. You have just been provided with the basic concepts. You
will learn more as you move to Grade 8 and onwards.

MODULE
3 SEASONS AND ECLIPSES
Overview
In Grade 6, you have learned about the major members of our solar
system. Like the other planets, the Earth moves mainly in two ways: it spins
on its axis and it goes around the Sun. And as the Earth revolves around
the Sun, the Moon is also revolving around the Earth. Can you imagine all
these “motions” happening at the same time? The amazing thing is we do
not feel that the Earth is moving. In reality, the planet is speeding around
the Sun at 30 kilometers each second. (The solar system is also moving
around the center of the Milky Way!)
But even if we do not actually see the Earth or Moon moving, we can
observe the effects of their motion. For example, because the Earth rotates,
we experience day and night. As the Moon goes around the Earth, we see
changes in the Moon‘s appearance.
In this module you will learn that the motions of the Earth and Moon
have other effects. Read on and find out why.
Seasons
In Grade 6, you tracked the weather for the whole school year. You
found out that there are two seasons in the Philippines: rainy and dry. You
might have noticed too that there are months of the year when it is cold and
months when it is hot. The seasons follow each other regularly and you can
tell in advance when it is going to be warm or cold and when it is going to be
rainy or not. But can you explain why there are seasons at all? Do you know
why the seasons change? The following activity will help you understand
why.

Activity 1
Why do the seasons change?
Objective
After performing this activity, you should be able to give one reason why
the seasons change.
What to use
Figures 1 to 5
What to do
1. Study Figure 1 carefully. It shows the Earth at different locations along

its orbit around the Sun. Note that the axis of Earth is not
perpendicular to its plane of orbit; it is tilted. The letter “N” refers to the
North Pole while “S” refers to the South Pole.
Figure 1. The drawing shows the location of the Earth at

different times of the year. Note that the axis of Earth is not
vertical; it is tilted. (Not drawn to scale)
Q1. In which month is the North Pole tilted toward the Sun– in June or
December?
Q2. In which month is the North Pole tilted away from the Sun– in June
or December?

2. Study Figure 2 carefully. The drawing shows how the Earth is oriented
with respect to the Sun during the month of June.
Figure 2. Where do direct rays from the Sun fall in June?
Q3. In June, which hemisphere receives direct rays from the Sun– the
Northern Hemisphere or Southern Hemisphere?
3. Study Figure 3 carefully. The drawing shows how the Earth is oriented
with respect to the Sun during the month of December.

Figure 3. Where do direct rays from the Sun fall in December?
Q4. In December, which hemisphere receives direct rays from the Sun-
the Northern Hemisphere or Southern Hemisphere?
Look at Figure 1 again. Note that the axis of the Earth is not
perpendicular to the plane of its orbit; it is tilted from the vertical by 23.5
degrees. What is the effect of this tilt?
In June, the North Pole is tilted toward the Sun. Naturally, the
Northern Hemisphere will also be tilted toward the Sun. The Northern
Hemisphere will then receive direct rays from the Sun (Fig. 2). When the
Sun’s rays hit the ground directly, the place will become warmer than when
the rays are oblique (Figures 4 and 5). This is why it is summer in the
Northern Hemisphere at this time.
But the Earth is not stationary. The Earth goes around the Sun. What
happens when the Earth has moved to the other side of the Sun?
After six months, in December, the North Pole will be pointing away
from the Sun (Figure 1). The Northern Hemisphere will no longer receive
direct rays from the Sun. The Northern Hemisphere will then experience a
time of cold. For temperate countries in the Northern Hemisphere, it will be
winter. In tropical Philippines, it is simply the cold season.

What’s the angle got to do
with it?
“Direct rays” means that the

rays of the Sun hit the
ground at 90°. The rays are
vertical or perpendicular to
the ground. When the Sun’s
rays strike the ground at a
high angle, each square
meter of the ground receives
a greater amount of solar
energy than when the rays
are inclined. The result is
greater warming. (See
Figure 4.)
On the other hand, when the

Figure 4. In the tropics, the warm season is due
Sun’s rays come in at an
to the Sun’s rays hitting the ground directly. To
an observer, the position of the Sun at noon will oblique angle, each square
be exactly overhead. meter of the ground will
receive a lesser amount of
Which part of the Earth receives the solar energy. That’s because
direct rays of the Sun in December? As you at lower angles, solar energy
can see in Figure 3, it is the South Pole that will be distributed over a
is tilted toward the Sun. This time the Sun’s wider area. The place will
direct rays will fall on the Southern then experience less heating
Hemisphere. It will then be summer in the up. (See Figure 5.)
Southern Hemisphere. Thus, when it is cold
in the Northern Hemisphere, it is warm in the
Southern Hemisphere.
After another six months, in June of the following year, the Earth will
have made one full trip around the Sun. The Sun’s direct rays will fall on the
Northern Hemisphere once more. It will be warm in the Northern
Hemisphere and cold in the Southern Hemisphere all over again. Thus, the
seasons change because the direct rays of the Sun shift from one
hemisphere to the other as the Earth goes around the Sun.

Figure 5. The cold season is the result of the
Sun’s rays striking the ground at a lower angle.
To an observer, the Sun at midday will not be
directly above; it will be lower in the sky.
Now you know one of the reasons why the seasons change. Sometimes
the Sun’s direct rays fall on the Northern Hemisphere and sometimes they
fall on the Southern Hemisphere. And that is because the Earth is tilted and
it goes around the Sun. There is another reason why the seasons change.
Find out in the next activity.
Activity 2
How does the length of daytime and nighttime affect
the season?
Objectives
1. Interpret data about sunrise and sunset to tell when daytime is long
and when daytime is short;
2. Infer the effect of length of daytime and nighttime on seasons;

3. Summarize the reasons why seasons change based on Activity 1 and
Activity 2.
What to use
Table 1
What to do
1. Study the table below. It shows the times of sunrise and sunset on one
day of each month.
Table 1: Sunrise and sunset in Manila on selected days of 2011
Day Sunrise Sunset Length of daytime
Jan 22, 2011 6:25 AM 5:50 PM 11h 25m
Feb 22, 2011 6:17 AM 6:02 PM 11h 45m
Mar 22, 2011 5:59 AM 6:07 PM 12h 08m
Apr 22, 2011 5:38 AM 6:11 PM 12h 33m
May 22, 2011 5:27 AM 6:19 PM 12h 52m
Jun 22, 2011 5:28 AM 6:28 PM 13h 00m
Jul 22, 2011 5:36 AM 6:28 PM 12h 52m
Aug 22, 2011 5:43 AM 6:15 PM 12h 32m
Sep 22, 2011 5:45 AM 5:53 PM 12h 08m
Oct 22, 2011 5:49 AM 5:33 PM 11h 44m
Nov 22, 2011 6:00 AM 5:24 PM 11h 24m
Dec 22, 2011 6:16 AM 5:32 PM 11h 16m
Q1. Compare the times of sunrise from January, 2011 to December,

2011. What do you notice?
Q2. Compare the times of sunset during the same period. What do you
notice?
Q3. Compare the time of sunrise on June 22, 2011 with that on
December 22, 2011. On which day did the Sun rise earlier?

Q4. Compare the time of sunset on June 22, 2011 with that on
December 22, 2011. On which day did the Sun set later?
Q5. When was daytime the longest?
Q6. When was daytime the shortest?
You know that there are 24 hours in a day. You probably think that
daytime and nighttime are always equal. But you can infer from the activity
that the length of daytime changes from month to month. When the North
Pole is tilted toward the Sun, daytime will be longer than nighttime in the
Northern Hemisphere.
What happens when daytime is longer than nighttime? The time of

heating up during the day will be longer than the time of cooling down at
night. The Northern Hemisphere steadily warms up and the result is
summer. At the same time, in the Southern Hemisphere, the opposite is
happening. Nights are longer than daytime. It is winter there.
But when the Earth has moved farther along its orbit, the North Pole
will then be tilted away from the Sun. Nighttime will then be longer than
daytime in the Northern Hemisphere. There would be a shorter time for
heating up and longer time to cool down. The result is winter in the
Northern Hemisphere. In tropical Philippines, it is the cold season.
Meanwhile, it will be summer in the Southern Hemisphere.
At this point, you should now be able to explain why the seasons
change. Your explanation should include the following things: the tilt of the
Earth; its revolution around the Sun; the direct rays of the Sun, and the
length of daytime. There are other factors that affect the seasons but these
are the most important.
After discussing the motions of the Earth, let us now focus on the
motions of another celestial object, the Moon. You have seen that the shape
of the Moon appears to change from night to night. You have learned in
Grade 5 that the changing phases of the Moon are due to the revolution of
the Moon. The movement of the Moon also produces other phenomena
which you will learn in the next section.

Shadows and Eclipses
Do you know how shadows are formed? How

about eclipses? Do you know why they occur? Do
you think that shadows and eclipses are related in
any way?
In this section, you will review what you know

about shadows and later on perform an activity on
eclipses. Afterwards, you will look at some common
beliefs about eclipses and figure out if they have any
scientific bases at all.
Using a shadow-play activity, your teacher will demonstrate how

shadows are formed and how shadows affect the surroundings. The
demonstrations should lead you to the following ideas:
 When a light source is blocked by an object, a shadow of that

object is cast. The shadow will darken the object on which it falls.
 The distance of the object from the light source affects the size of
its shadow. When an object is closer to the light source, its shadow
will appear big. But when it is farther from the light source, its
shadow is smaller.
 The occurrence of shadows is an ordinary phenomenon that you

experience every day. Shadows can be seen anywhere. Sometimes,
the shadow appears bigger than the original object, other times
smaller.
How about in outer space? Are shadows formed there, too? How can
you tell when you are here on Earth?
The next activity will help you answer these questions. The materials
that you will use in the activity represent some astronomical objects in
space. You will need to simulate space by making the activity area dark.
Cover the windows with dark materials such as black garbage bag or dark
cloth.

Activity 3
Are there shadows in space?
Objective
After performing this activity, you should be able to explain how

shadows are formed in space.
What to use
 1 big ball (plastic or Styrofoam ball)

 1 small ball (diameter must be about ¼ of the big ball)
 flashlight or other light source
 2 pieces barbecue stick (about one ruler long)
 any white paper or cardboard larger than the big ball
 Styrofoam block or block of wood as a base
What to do
Note: All throughout the activity, stay at the back or at the side of the
flashlight as much as possible. None of your members should stay at
the back of the big ball, unless specified.
1. Pierce the small ball in the middle with the barbecue

stick. Then push the stick into a Styrofoam block to make
it stand (see drawing on the right). The small ball
represents the Moon. Do the same to the big ball. The big
ball represents the Earth.
2. Hold the flashlight and shine it on the small ball (see drawing below).
The distance between the flashlight and the ball is one footstep.
Observe the small ball as you shine light on it. The flashlight represents
the Sun.
Sun Moon
1 footstep
Q1. What is formed on the other side of the Moon?

3. Place the Earth one footstep away from the Moon (see drawing below).
Make sure that the Sun, Moon, and Earth are along a straight line.
Turn on the flashlight and observe.
Sun Moon Earth
1 footstep 1 footstep
Q2. What is formed on the surface of the Earth?
4. Place the white paper one footstep away from the Earth (see drawing
below). The white paper must be facing the Earth. Observe what is
formed on the white paper.
Sun Moon Earth
1 footstep 1 footstep 1 footstep
Q3. What is formed on the white paper?
5. Ask a group mate to move the Moon along a circular path as shown
below.
Circular path
Q4. What happens to the shadow of the Moon as you move the Moon
around the Earth?
Q5. Observe the appearance of the Moon. What is the effect of the
shadow of the Earth on the Moon as the Moon reaches position X
(see drawing above)?
Grade
Grade77Science:
Science:Learner’s
Earth andMaterial
Space (Second Part) 155
238
You have just simulated the formation of shadows of astronomical
objects in space. The formation and darkening is exactly the same as the
formation of shadows commonly seen around you. When shadows are
formed on astronomical objects, a darkening effect is observed. This
phenomenon is called an eclipse.
How Do Eclipses Happen?
In the earlier grades, you learned about the members of the solar
system. You know that the Sun gives off light. As the different members of
the solar system move around the Sun, they block the light from the Sun
and form shadows. What this means is that planets have shadows, and even
their moons have shadows, too. But we cannot see the shadows that they
form because we are far from them. The only shadows that we can observe
are the shadows of the Moon and Earth.
Figure 6. Look at the shadows of the Moon and Earth. Where does the shadow
of the Moon fall? Where does the shadow of the Earth fall?
Look at Figure 6. (Note that the objects are not drawn to scale.) In the
drawing, there are two Moons. Of course, you know that we only have one
Moon. The figure is just showing you the Moon at two different locations as
it goes around the Earth.
The figure shows where the shadows of the Moon and Earth are as
viewed in space. But here on Earth, you cannot observe these shadows.
Why? Look at the shadow of the Moon in positions A and B. In position A,
the Moon is too high; its shadow does not fall on Earth. In position B, the
Moon is too low; the shadow of the Earth does not fall on the Moon. The
shadows of the Earth and Moon are cast in space. So, when can we observe
these shadows? In what positions can we see these shadows? Let us look at
another arrangement.

Figure 7. When does the shadow of the Moon fall on Earth? When does Earth
cast a shadow on the Moon?
In Figure 7, the Earth has moved along its orbit, taking the Moon
along. The Moon is shown in two different locations once more. Note that at
these positions, the Moon is neither too high nor too low. In fact, the Moon
is in a straight line between the Sun and the Earth. You can say that the
three objects are perfectly aligned.
At position A, where does the shadow of the Moon fall? As you can
see, the shadow of the Moon now falls on the Earth. When you are within
this shadow, you will experience a solar eclipse. A solar eclipse occurs
when the Moon comes directly between the Sun and Earth (Figure 7,
position A). You have simulated this solar eclipse in Activity 3.
Figure 8. Where is the Moon in relation to the Sun and Earth during a solar
eclipse?
Let us look at the Sun, Moon, and Earth in Figure 8. Look at the tip of
the shadow of the Moon as it falls on Earth. Is the entire shadow of the
Moon completely dark? Do you notice the unequal shading of the shadow?
Actually this unequal shading is comparable to what you have observed in
your simulation activity.

Remember the shadow of the
small ball (Moon) on the big ball
(Earth) in your activity? It has a gray
outer part and a darker inner part
(Figure 9). In the case of the Moon’s
shadow, this gray outer region is the
penumbra while the darker inner
region is the umbra.
If you are standing within the

umbra of the Moon’s shadow, you will
Figure 9. Is the shadow of the small see the Sun disappear from your view.
ball uniformly dark? The surroundings appear like it is
early evening. In this case, you are
witnessing a total solar eclipse. In comparison, if you are in the penumbra,
you will see the Sun partially covered by the Moon. There are no dramatic
changes in the surroundings; there is no noticeable dimming of sunlight. In
this case, you are observing a partial solar eclipse.
Let us go back to Figure 7. Look at the Moon in position B. Do you

notice that at this position the Moon is also aligned with the Sun and Earth?
At this position, a different type of eclipse occurs. This time, the Moon is in
the shadow of the Earth. In this case, you will observe a lunar eclipse. A
lunar eclipse occurs when the Moon is directly on the opposite side of the
Earth as the Sun.
The occurrence of a lunar eclipse was simulated in the activity. Do

you remember the small ball (Moon) in position X? You noticed that the
shadow of the big ball (Earth) darkened the whole surface of the small ball.
In a lunar eclipse, the shadow of the Earth also darkens the Moon (Figure
10).
Figure 10. Where is the Earth in relation to the Sun and Moon during a
lunar eclipse?

Focus your attention on the shadow of the Earth in Figure 10. The
shadow is wider than that of the Moon. It also has an umbra and a
penumbra. Which part of the Earth’s shadow falls on the Moon? Is the Moon
always found within the umbra?
The appearance of the Moon is dependent on its location in the

Earth’s shadow. When the entire Moon is within the umbra, it will look
totally dark. At this time you will observe a total lunar eclipse. But when the
Moon passes only through a part of the umbra, a partial lunar eclipse will
be observed. A part of the Moon will look dark while the rest will be lighter.
In earlier grades, you learned that it takes about one month for the
Moon to complete its trip around the Earth. If that is the case, then we
should be observing monthly eclipses. In reality, eclipses do not occur every
month. There are only about three solar eclipses and three lunar eclipses in
a year. What could be the reason for this?
The answer lies in the orbit of the Moon. Look at the orbit of the Earth
and the Moon in Figures 6 and 7. Do their orbits have the same
orientations? As you can see the Moon’s orbit is slightly inclined. The orbit
is tilted by 50 from the plane of the orbit of the Earth. As the moon moves
around the Earth, it is sometimes higher or lower than the Earth. In these
situations, the shadow of the Moon does not hit the surface of the Earth.
Thus, no eclipses will occur. Eclipses only happen when the Moon aligns
with the Sun and Earth.
Facts, Myths, and Superstitions
Some people believe that a sudden darkening during the day (solar
eclipse) brings bad luck. Others say that it is also bad luck when the Moon
turns dark during a Full Moon (lunar eclipse).
Do you think these beliefs regarding eclipses are true? Let us find that
out in the next activity.
Activity 4
Does a Bakunawa cause eclipses?
Objective
When you finish this activity, you should be able to evaluate some
beliefs about eclipses.

What to do
1. Collect some beliefs about eclipses. You Ancient Tagalogs call eclipses as
may ask older people in your family or in laho. Others call it as eklepse
the community Or, you may read on some (pronounced as written). Old
of these beliefs. people would tell you that
during laho or eklepse, the Sun
and the Moon are eaten by a big
Table 2. Beliefs related to eclipses and its
snake called Bakunawa. The
scientific bases
only way to bring them back is
Beliefs Scientific explanations
to create a very loud noise. The
Bakunawa gets irritated with
the noise and spews out the Sun
and the Moon back to the
people.
Q1. Which beliefs and practices have

scientific bases? Why do you say so?
Q2. Which beliefs and practices have no scientific bases? Support your
answer.
Which among the beliefs you have collected do you consider true? Do
all the beliefs you have collected have scientific bases? Are the explanations
of the occurrences of eclipses related to these beliefs? Are there any proofs
that tell you they are true?
In science, explanations are supported with evidence. Beliefs related

to eclipses, such as the Sun being swallowed by Bakunawa (a large animal),
or the increase of harmful microorganisms during an eclipse, are passed on
by adults to young children. But until now, no proof has been offered to
show that they are true.
However, there are beliefs that have scientific bases. For example, it is
bad to look directly at the Sun during a solar eclipse. Doing so will damage
your eyes. This is true. Even if only a thin crescent of the Sun is left
uncovered by the Moon, it will still be too bright for you to observe. In fact, it
is 10,000 times brighter than the Full Moon and it will certainly harm your
retina. So if you ever observe a solar eclipse, be ready with a solar filter or
welder’s goggles to protect your eyes.

Now you are an informed student on the occurrence of eclipses. The
next time an eclipse occurs, your task is to explain to your family or the
community the factors that cause eclipse.
Summary
You may still be wondering why the topics Seasons and Eclipses were
discussed together in a single module. The reason is that these phenomena
are mainly the result of the motions of the Earth and Moon through space.
As the Earth goes around the Sun, the northern and southern hemispheres
are alternately exposed to the direct rays of the Sun, leading to the annual
changes in seasons. And as the Moon goes around the Earth, it sometimes
forms a straight line with the Sun and Earth, leading to the occurrence of
eclipses. We do not directly see nor observe the motions of the Earth and
Moon, but we can observe the phenomena that arise because of them.

For inquiries or feedback, please write or call:
DepEd-Bureau of Secondary Education, Curriculum

Development Division
3/F Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 632-7746 or 633-7242
E-mail Address: lolitaandrada@yahoo.com
ISBN: ___________

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7

Grade 7 Science: Matter

University of the Philippines

Marlene B. Ferido, Jacqueline Rose M. Gutierrez, Writers.

Module 1. Solutions ....................................... 1

Activity 1: What Solutions Do You Find in Your Home? . . . . . . . . . . 2

Module 2. Substances and Mixtures . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Activity 1: Seawater! See Water and Salts! . . . . . . . . . . . . . . . . . . . . 18

Module 3. Elements and Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Activity 1: Water, “Wat-er” You Made Of? . . . . . . . . . . . . . . . . . . . . . 28

Module 4. Acids and Bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Activity 1: How can You Tell if the Mixture is Acidic or Basic? . . . . . 47

Module 5. Metals and Nonmetals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Activity 1: Which can Conduct Electricity, Metals or Nonmetals? . . . 62

In Grade 6, you have learned about different mixtures and their

In this module, you will identify common properties of solutions using

What common properties do solutions have?

Grade 7 Science: Matter 1

After performing this activity, you should be able to:

1. describe the observable characteristics or properties of common

2. present the data gathered in table form to show the different

You may make a table similar to the one below.

Products or Solutions Characteristics

The solutions that you have observed consist of two components

Grade 7 Science: Matter 2

You observed in Activity 1 that a solution is not always a liquid; it

Naturally Occurring Solutions

Examples of solutions that occur naturally are natural bodies of water

Seawater is a solution having a higher percentage of salt and minerals

Almost every household uses vinegar for cooking and cleaning

Grade 7 Science: Matter 3

A metal alloy is a solid solution made up of two or more metals or non

Other examples of solutions that are processed include wine and

When you finish this activity you should be able to:

Grade 7 Science: Matter 4

2. Put one cup of water in each of the cups.

Q4. What is the solvent in each of the mixtures? ______________________

Table 1. Data table for Activity 2

(1) (2) (3) (4) (5) (6)

Grade 7 Science: Matter 5

Figure 1. A filtration setup. The

*Philippines. Department of Education. (2004). Chemistry: Science and Technology

In Activity 2, you found out that a solution is formed when a solute

Each part of a solution retains its characteristic properties. When a

Grade 7 Science: Matter 6

1. It is homogeneous. It is a mixture of one phase only. The

2. The solute cannot be separated from the solvent through

3. A solution is often clear and transparent.

After performing this activity you will be able to:

1. determine how much solid solute completely dissolves in a given

Grade 7 Science: Matter 7

1. Put 20 mL (approximately 2 tablespoons) of water in a small clear

Q3. So, how many teaspoons of sugar dissolved completely in 20 mL of

Grade 7 Science: Matter 8

The solution that contains the maximum amount of solute dissolved

A solution is unsaturated when it contains less solute than the

A more measurable way to find out the solubility of a solute is to

Figure 2. At 25oC, a saturated solution of table salt has only

Grade 7 Science: Matter 9

The concentration describes the relative amounts of solute and

You will be able to distinguish between concentrated and dilute

From Part 1 of the demonstration, you were able to describe the

Now that you have distinguished dilute from concentrated solutions