TAGBILARAN CITY COLLEGE

College of Business and Industry

Tagbilaran City, Bohol

Course Code GE9 Instructors Julie Ann G. Mangyao, LPT

Course Title Mathematics, Science E-mail Address jamangyao.tcc@gmail.com
and Technology
Course Credits 3 units Contact Numbers 09303019436
Course General Education Consultation
Classification Hours
Pre-requisite(s) None Consultation Online (MS Teams)/ Faculty
Venue Room

Learning Module 1 ` : Introduction to Mathematics, Science and Technology

Duration of Delivery : January 18 – 20, 2023
Due Date of Deliverables : January 20, 2023

1 Introduction to Math, Science & Tech.

Learning Module

Intended Learning Outcomes:

 Familiarize concepts relating to Mathematics, Science, and Technology; and
 Evaluate how mathematics, science and technology are related with each other
in the real world.

INTRODUCTION

Mathematics, science, and technology are driving forces in our society, impacting all areas
of life. Everyone must make choices in their personal and professional lives for which
understanding of these disciplines and their ethical dimensions is essential. The mathematics,
science and technology education communities are undergoing major reform in curriculum
design, instructional strategies. The traditional separation of mathematics, science, and
technology instruction showing only concretely defined subjects provides an unrealistic view of
the world. Today, interrelatedness is needed to solve problems.
CONCEPT NOTES

In 18th century mathematics was already become a part of modern science. Mathematics
begin to develop very fast because of its introduction to schools. Therefore, everyone has a
chance to learn the basic fundamentals of mathematics. There are many new ideas, solutions to
old mathematical problems, researchers which lead to create new fields of mathematics. Old
fields of mathematics are also expanding.
In the 21st century, Mathematics is used in:
 Robotics
 space research
 Sports
 Biological Calculations
 Field of Information technology

Mathematics in the life of Sciences:

 Mathematical neuro science tries to model neuronal activity. Main problem of
neuroscience is how the nervous system does.
 Process of Information. Main Problem of population genetics. How genetic mutations
and selection are propagated in a population?
 Main problem of epidemiology: Dynamics of diseases?

Thus, Mathematics is playing an important role in solution of these problems.

Contributions of Mathematician in field of Computer technology

Difference Engine Analytical Engine Tabulating Machine

Charles Babbage –a British mathematician.

 designed a machine aimed at calculating mathematical tables in 1822 called Difference
Engine.
 In 1833, designed a machine called Analytical Engine which had almost all the parts of a
modern computer.
Hollerith - invented a fast counting machine named Tabulating Machine in 1880.
Leonhard Euler - worked in graph theory and number theory, as well as, lunar theory, optics
and other areas of physics
 developed a famous formula of mathematics which gave a new turn to modern science.
Rene Descartes
  On November 10, 1619 when Descartes was 23, he had a vision in which it was
“revealed” to him that the universe is mathematical and logical.

Mathematics as a language of physics

 Mathematics is a language which seems to be well suited for describing the physical
universe.
 Defining characteristic is precision.
 It shares some similarities with music.

Google and Linear Algebra

 Google set itself apart from other search engines by its ability to quantify “relevance
“with the help of mathematics.

The Language of Life

 Biological calculation seems to be more “horizontal”.
 This “horizontal” nature of biological calculation eliminates the problem of compounding
errors.
 The language of the nervous system seems to have less “arithmetical depth” than we
are used to in mathematics.
 The nervous system seems to use a radically different method of notation which is
stochastic: not the positional system.
 Meaning is conveyed by statistical properties of the message. Meaning is also
conveyed by statistical properties of different messages transmitted simultaneously.
The Nature of Mathematical Calculation

 In numerical calculations that involve approximations or “errors”, repeated calculations

can compound the “errors” to the point of rendering the calculation meaningless.
 “Arithmetical” or “logical” depth refers to the number of serial arithmetic operations that
have to be performed in a calculation.

Mathematics and the human brain

 DARPA recently asked for proposals to build a mathematical model of the human brain.
 That effort will radically alter the way we construct digital computers.
 It may also radically alter our views of intelligence and consciousness and our humanity.
 Integrating Mathematics, Science, and
Technology

A. Mathematics

Problem solving with mathematics and

other areas of text is crucial to students better
understanding their world. More specific,
school mathematics experiences at all levels
should include opportunities to learn by
working on also the problems arising outside
of mathematics.

B. Science

Observing, thinking,
experimenting, and validating, a kind of
merger of mathematics and technology
into scientific inquiry holds promise for a
scientifically literate society. Defining the
human experience, technology allows us to interact, shape, or more fully understand our
environment. Distinction between technology and science blurs as technology becomes more
sophisticated. Seen then can be that technologies shape science as they develop, thereby
providing more motivation and direction for theory building.

C. Technology

About 2.4 million years ago, the first humans created primitive tools by chipping away
the edges of the stones. Tool making was the first technology. It was a means to solve
problems. Over the millennia,
humans have refined their
capability to create technological
ways to solve problems.
Technology is created,
managed, and used by societies
and individuals, according to
their goals and values (ITEA,
2000). The promise of the future
lies not in technology alone, but
in people's ability to use it,
manage it, assess and
understand it. The major goal of
technology education is to
develop a technologically literate
citizenry, one that has the ability to use, manage, assess, and understand technology. One
should further accept it that technology has consequences or impacts affecting individuals,
society, and the environment.

A full inspection and integration of mathematics, science, and technology based

activities and education goals will develop a technological literate society. Technology has
shifted from tools, machines, and products to systems, problem solving, and interfacing with
science and mathematics. Technological, scientific, and mathematical literacy go hand in hand.
Technologists use math and science, scientists use math and technology, and mathematicians
use science and technology. Mathematicians employ reasoning and analysis to explore
relationships among abstractions. Scientists use methods of inquiry when observing the natural
world and building explanatory structures. Technologists design products and systems to create
the human-made world. Just as mathematics and science consider problem solving a
foundational skill, technology educators include the idea of inductive and deductive problem-
solving as essential.
References

 https://www.bethel.edu/undergrad/academics/general-education/curriculum/math-
science-technology
 https://slideplayer.com/slide/10210490/
 Assessment

CONCEPTION ACTIVITY

The Pitch Game!

Directions

1. Students will be grouped into three (3).

2. Groups will create 2 to 5 sentences convincing their classmates how important Math, Science
and Technology is and what to do to make others love it.

3. Each group will pick words for their topic. The words are Math, Science, and Technology.

4. Each group will brainstorm on the given topic and give ideas about how important Math,
Science and Technology is.

5. Each group will be given only 1 minute to present.

Criteria

Criteria Excellent (20) Well Done (15) Fairly Done (10) Needs Improvement (5)
Accuracy The The information The information The information included
information included included does not address the
included is adequately inadequately topic.
accurate and addresses the addresses the
completely assigned topic. topic or
addresses the questions. The
topic. information
included is
sometimes
inaccurate.
Delivery The presenter The presenter The presenter The presenter omits
effectively and adequately delivers the important information and
concisely delivers the information but does not stay on topic.
delivers the information does not stay on The presenter appears,
information while staying topic. The tense or nervous.
while on topic. on topic. The presenter
The presenter presenter appears tense or
is relaxed and appeals to be nervous.
self-confident. relaxed and
self-confident.
 TAGBILARAN CITY COLLEGE
College of Business and Industry
Tagbilaran City, Bohol

Course Code GE9 Instructors Julie Ann G. Mangyao, LPT

Course Title Mathematics, Science E-mail Address jamangyao.tcc@gmail.com
and Technology
Course Credits 3 units Contact Numbers 09303019436
Course General Education Consultation
Classification Hours
Pre-requisite(s) None Consultation Online (MS Teams)/ Faculty
Venue Room

Learning Module 2 ` : Science in the Physical World

Duration of Delivery : January 23, - 25, 2023
Due Date of Deliverables : January 25, 2023

2 Science & the Physical World: Matter &

Ecosystem
Learning Module

Intended Learning Outcomes:

 Identify the states and properties of matter;
 Familiarize the various types of ecosystems; and
 Illustrate the various life cycles of living things.

Introduction

The word "science" probably brings to mind many different pictures: a fat textbook, white
lab coats and microscopes, an astronomer peering through a telescope, a naturalist in the
rainforest, Einstein's equations scribbled on a chalkboard, the launch of the space shuttle,
bubbling beakers. However, among the many topics about it, matter and ecosystem have been
and will always be considered as essentials that needs to be remembered forever.

Concept Notes

Matter – anything that occupies space and has mass

 Plasma - consists of Bose- Einstein
Solid - tightly packed Liquid - particles are Gas - high kinetic
highly charged Condensates - used to
particles which has able to flow around energy (KE) with no
particles with study quantum
definite shape, mass, each other and have definite shape and
extremely high KE (i.e. mechanics on a
and volume no definite shape volume
noble gases) macroscopic level

STATES OF MATTER

Properties of Matter:
1. Physical – can be observed or measured without
changing the identity of the substance
a. Color
b. Hardness
c. Malleability
d. Solubility
e. Electrical Conductivity
f. Density
g. Melting Point
h. Boiling Point
2. Chemical – can only be measured or observed as
matter transforms into a particular type of matter
a. Reactivity – tendency of matter to combine
chemically with other substances
b. Flammability – tendency of matter to burn
c. Toxicity – extent to which a chemical element or combination of chemicals may harm
an organism
d. Acidity – substance’s ability to react with an acid

Ecosystem - an interaction among the members of a biotic community and includes

their interaction with the non-living environment
Habitat – environment where organisms live

Functions of Ecosystem

The functions of the ecosystem are as follows:

 It regulates the essential ecological processes, supports life systems and renders
stability.
 It is also responsible for the cycling of nutrients between biotic and abiotic components.
 It maintains a balance among the various trophic levels in the ecosystem.
 It cycles the minerals through the biosphere.
  The abiotic components help in the synthesis of organic components that involves the
exchange of energy.

Types of Ecosystem

Forest Ecosystem
- consists of several plants, animals and
microorganisms that live in coordination with the Freshwater Ecosystem
abiotic factors of the environment. - Three basic categories: Lentic
Terrestrial
Grassland Ecosystem
- vegetation is dominated by grasses and herbs.
Aquatic
(Lakes, Ponds & Pools), Lotic (Rivers
and Streams) and Wetlands
(land-based) (water-based)
Temperate grasslands, savanna grasslands are some
of the examples of grassland ecosystems. - have no salt content
Tundra Ecosystem
- devoid of trees and are found in cold climates or where
rainfall is scarce. These are covered with snow for most
of the year. The ecosystem in the Arctic or mountain
tops is tundra type. Marine Ecosystem
- marine ecosystem includes seas
Desert Ecosystem and oceans
- found throughout the world where the days are - have a more substantial salt
hot and the nights are cold.
- fall within regions that receive an annual rainfall
content and greater biodiversity in
not more than 25mm. The Earth is made of about comparison to the freshwater
17 percent desert ecosystem. ecosystem

Life Cycles of Living Things

Life can be defined in terms of the smallest submicroscopic particles to the largest and
most imposing of plants and animals. To determine if something is living one must look for signs
of movement, response to touch, patterns of growth or the ability to take in or make food. Life is
best described in terms of the integration of life sustaining functions. A living organism must
carry on specific biochemical and biophysical activities continuously in order to maintain life
defining processes.
Animals
Birth, growth, reproduction and death
represent the four stages of the life cycle of all
animals. Although these stages are common to all
animals, they vary significantly among species. For
instance, while insects, birds and reptiles are born
from an egg, mammals develop as embryos inside
the mothers' bodies. Here is an example of a frog’s
life cycle:

Plants
The plant life cycle consists of four
main stages; seed, sprout, small
plant, and adult plant. The picture at
the left shows the life cycle of a
tree:

Humans
Human bodies change significantly over time, and food is the fuel for those changes. People
of all ages need the same basic nutrients—essential amino acids, carbohydrates, essential fatty
acids, and twenty-eight vitamins and minerals—to sustain life and health. The major stages of
the human lifecycle are illustrated as follows:
  Pregnancy. The development of a zygote into an embryo and then into a fetus in
preparation for childbirth.
 Infancy. The earliest part of childhood. It is the period from birth through age one.
 Toddler years. Occur during ages two and three and are the end of early childhood.
 Childhood. Takes place from ages four to eight.
 Puberty. The period from ages nine to thirteen, which is the beginning of adolescence.
 Older adolescence. The stage that takes place between ages fourteen and eighteen.
 Adulthood. The period from adolescence to the end of life and begins at age nineteen.
 Middle age. The period of adulthood that stretches from age thirty-one to fifty.
 Senior years, or old age. Extend from age fifty-one until the end of life

*To those who have internet connection or have stable signal, you may visit the following
links so you could learn more about the different life cycles of organisms:

 Life Cycle of Animals https://bit.ly/3aJtiyU

 Plant Life Cycle https://bit.ly/2KVw4Gr
 Stages of Life https://bit.ly/2WPwYam

References:
https://ncert.nic.in/ncerts/l/keph101.pdf
https://chem.libretexts.org/Bookshelves/Inorganic_Chemistry/
Modules_and_Websites_(Inorganic_Chemistry)/Chemical_Reactions/Properties_of_Matter
https://www.eartheclipse.com/ecosystem/structure-and-types-of-ecosystem.html
 Assessment

PERFORMANCE TASK

WHAT’S IN A LIFETIME?

All living organisms undergo a certain cycle in a lifetime. Now, your task is to draw the
life cycle of a living organism (plant or animal). Place appropriate labels and short descriptions
on the different stages of the chosen organism’s life cycle. Your work should exclude those
whose life cycles are already indicated in this module. You will be graded based on the following
rubric:

Area Excellent Well Done Fairly Done Needs

(20) (15) (10) Improvement
(5)
Accuracy of Labels All stages are drawn Some stages are not Some stages are not The labels do not
and are labelled labelled accurately. drawn and thus, coincide with the
accurately. cannot be labelled. stages in the
drawing.
Clarity of Descriptions for each Descriptions could Descriptions are Descriptions are not
Descriptions stage are clear, brief, be understood but is correct but could still accurate based on
and concise. quite lengthy. be improved. the stages.
Creativity & The output is neatly Colors are The output is neat The output has lots
Neatness presented with appropriate to the but is not colored of erasures and
colors that are chosen organism but based on the chosen improvement is
appropriate to the the neatness could organism. needed.
chosen organism. still be improved.
Promptness The output was The output was The output was The output was
submitted on the set submitted a day after submitted two days submitted three days
deadline. the set deadline. after the set or more after the set
deadline. deadline.
 f TAGBILARAN CITY COLLEGE
College of Business and Industry
Tagbilaran City, Bohol

Course Code GE9 Instructors Julie Ann G. Mangyao, LPT

Course Title Mathematics, Science E-mail Address jamangyao.tcc@gmail.com
and Technology
Course Credits 3 units Contact Numbers 09303019436
Course General Education Consultation
Classification Hours
Pre-requisite(s) None Consultation Online (MS Teams)/ Faculty
Venue Room

Learning Module 3 ` : Measurement in the Physical World:

Units of Measurement
Duration of Delivery : January 30 – February 3, 2023
Due Date of Deliverables : February 3, 2023

3 Measurement in the Physical World

Learning Module

Intended Learning Outcomes:

 Familiarize the different units of measurement;
 Assimilate the various units of measure; and
 Convert one measurement unit to another.


Introduction

Have you ever thought how carpenters were able to build a house from the raw
materials? How did they know the quantity of materials needed to make that house? They
measure. Measuring is a fundamental skill that should be learned not just by carpenters, but by
everyone. Its practical applications are numerous.

Concept Notes

Measurement - the process of obtaining the magnitude of a quantity relative to an

agreed standard. 
 Standard unit of measurement - expressed in inches, feet, and pounds in the United
States, and centimeters, meters, and kilograms in the Metric system. Volume is measured in
ounces, cups, pints, quarts, and gallons in the U.S. and milliliters and liters in the Metric system.

Nonstandard unit of measurement - something that may vary in length or weight. For
instance, marbles are not reliable for finding out how heavy something is because each marble
will weigh differently than the others. Likewise, a human foot cannot be used for measuring
length because everyone's foot is a different size.

Why use Metric or SI?

The metric system is a form of measurement that scientists around the world use. This form
of measurement is also known as the International System of Units (SI). This allows to be
precise and everything must be exact in measure.
A decimal system based on 10

7 Basic Fundamental SI Units

PHYSICAL QUANTITIES AND THEIR UNITS

A unit of measurement is a quantity used as a standard to express a physical quantity.

The following are the basic quantities being measured and the respective units used:

1. LENGTH - describes how long something is. Distance, height, thickness, and depth also

use the same units.

Some of the common units are millimetre (mm), centimetre (cm), inch (in), and foot (ft).

A ruler is a common instrument used for measuring the length of small objects. It usually has
four units of measurement to choose from: millimeter, centimeter, inch, and foot.

A meterstick is an instrument for measuring short distances.

For short distances, the metric unit meter (m) and the English unit yard (yd) are commonly
used.

For long distances, the metric unit kilometer (km) and the English unit mile (mi) are commonly
used.

2.  MASS - It describes how heavy something is.

Some of the common units are milligram (mg), gram (g), ounce (oz), kilogram (kg), pound
(lb), and ton.

A weighing scale is an instrument commonly used for measuring the mass of fruits, vegetables,
and meat. The scale is calibrated in grams and kilograms

3.  TIME - It describes how long it takes to do something. Both the metric and English system
uses the same units of measurement for time. Some of the common units are seconds (s),
minute (min), and hour (hr).

A clock is a common instrument for indicating time. It shows the time in hours, minutes, and
sometimes in seconds.

• day (d) – is a unit equivalent to two revolutions of the clock’s short

(hour) hand.
• week (wk) – is a unit equivalent to 7 days.
• month (mo) – is a unit equivalent to 30 days. It is commonly used in
determining the age of an infant or a baby animal.
• year (yr) – is a unit equivalent to 12 months. It is commonly used in
determining the age of a person or an object.

4.  AREA – It describes how much surface is occupied by something. The measurement for
area uses the same units of measurement for length. The only difference is that the units are
"squared" since area is a product of two dimensions (usually length and width, which uses the
same unit).

Some of the common units are square centimetre (cm2 or sq. cm), square foot (ft2 or sq. ft),
square meter (m2 or sq. m), acre, and hectare (ha)

5.  VOLUME

Volume – describes how much space (or liquid) is occupied (or contained) by something.
Similar to area, volume also uses the units of length but the only difference is that the unit is
“cubed”. Cubed units are typically used for volumes of space while there are also units of
volume dedicated for liquid measurements.

Some of the common units are millilitre (ml), cubic centimeters (cm³ or cc), fluid ounce (fl
oz), cup, pint (pt), quart (qt), liter (L), and gallon (gal).

6.  TEMPERATURE
Temperature – describes how hot or cold something is. The common units are Celsius scale
(°C), Fahrenheit scale (°F)  & Kelvin scale (K) 

The thermometer is the most common instrument for measuring temperature. It is usually

calibrated on both the Celsius and Fahrenheit scales.

Examples on how to convert one measurement unit to another.

A) Problems with a single conversion factor.

1. How many cm are in 18.9 inches?

2.54 cm
18.7∈×
1∈¿=47.5 cm¿
2. How many grams are in 0.143 ounces?
1 gram
0.143 oz × =4.05 grams
0.03527 oz

B) Problems with two or more conversion factors.

1. How many mL are in 0.037 quarts?

 1L 1000 mL
0.037 qt × × =35 mL
1.057 qt 1L

2. How many grams are in 0.397 pounds (lbs)?

1 kg 1000 g
0.397 lb × × =180 g=1.80 ×103 g
2.20 lb 1 kg

3. How many micrograms are in 6.8 x 107 ounces?

−7 1g 1000 mg 1000 μg
6.8 ×10 oz × × × =19 μg
0.0353 g 1g 1mg
References:
https://www.skillsyouneed.com/num/measurement-systems.html
https://www.ipracticemath.com/learn/measurement/measurement-units

Assessment

QUIZ

I. Measuring. Convert the measuring units as indicated. Show your solution. (3

pts each). Write your answer on a one whole sheet of paper.

1. How many inches are there in 232 mm? (There are 2.54 cm in 1 inch)
2. How many minutes are there in 2.35 years?
3. How many inches are there in 62.8 cm?

II. Convert the measuring units as indicated. (2 points each)

1. 60 in = _____ ft
2. 132 in = _____ ft
3. 36 ft = _____ yd
4. 24 ft = _____ yd
5. 4 ft = ______ in
6. 27 ft = _____ yd
7. 2 yd = ______ ft
8. 30 ft = _____ yd
9. 5 yd = ______ ft
10. 8 ft = ______ in
 Performance Task
Estimating the Measurement of Things Around Me Activity!

Directions

1. Students will bring things found in the environment (it should be safe and convenient for the
students) and also measuring tools i.e. ruler, tape measure and clock.

2. Students will get one paper and label it Item, Measurement, Prediction, Result.

3. Students will write on the labelled paper the item they bring, the measurement they used and
the tool, their measurement prediction and the actual result using the measurement tool.

4. Students will then share their outputs in class.

Criteria

Criteria Excellent (20) Well Done (15) Fairly Done (10) Needs Improvement (5)
Accuracy The The information The information The information included is
information included is included not accurate and does not
included is accurate and inadequately address the activity.
accurate and adequately addresses the
completely addresses the activity. The
addresses the activity. information
activity. included is
sometimes
inaccurate.
Delivery The presenter The presenter The presenter The presenter omits
effectively and adequately delivers the important information and
concisely delivers the information but does not stay on topic.
delivers the information does not stay on The presenter appears,
information while staying topic. The tense or nervous.
while on topic. on topic. The presenter
The presenter presenter appears tense or
is relaxed and appeals to be nervous.
self-confident. relaxed and
self-confident.
 TAGBILARAN CITY COLLEGE
College of Business and Industry
Tagbilaran City, Bohol

Course Code GE9 Instructors Julie Ann G. Mangyao, LPT

Course Title Mathematics, Science E-mail Address jamangyao.tcc@gmail.com
and Technology
Course Credits 3 units Contact Numbers 09303019436
Course General Education Consultation
Classification Hours
Pre-requisite(s) None Consultation Online (MS Teams)/ Faculty
Venue Room

Learning Module 4 ` : Measurement in the Physical World:

Density, Mass and Volume
Duration of Delivery : February 6 – 8, 2023
Due Date of Deliverables : September 9, 2023

4 Measurement in the Physical World:

Mass, Volume, Density
Learning Module

Intended Learning Outcomes:

• Explain density, mass, and volume relationships .
• Use the formulas of density, mass, and volume.
• Solve problems involving density, mass and volume.

INTRODUCTION

Mass, volume and density are three of an object’s most basic properties. Mass is how
heavy something is, volume tells you how big it is, and density is mass divided by volume.
Although mass and volume are properties you deal with every day, the idea of density is a little
less obvious and takes careful thought. However, once you get the hang of it, density is very
useful.
CONCEPT NOTES
MASS
• measure of how heavy the object
• The SI unit for mass is the gram (g) & kilogram (kg).

Gram /g – small unite of mass used to measure light objects.

Ex. The mass of a paper clip is about 1 gram / 1g

Kilograms/ kg- larger unit of mass that is used to measure heavier objects
Ex. The mass of one liter of milk is about 1 kilogram / 1kg

VOLUME
• Volume is the amount of space an object takes up.
• Measured in milliliters (ml) or in cubic meter (𝑐𝑚3) 1 ml= 1 𝑐𝑚3
• Can be measured with a ruler or graduated cylinder

Ways to measure volume:

I. Volume of liquids:
-Place in a graduated cylinder and read the meniscus. The unit is ml.

• For liquid volume, the SI unit is liter (L)

1,000 L= 1 𝑚3
1 𝑚3= 1,000,000 𝑐𝑚3
1000 L= 1,000,000 𝑐𝑚3
1 L = 1000 𝑐𝑚3
1 L=1000 ml
If 1000 ml= 1000 𝑐𝑚3 , therefore 1 ml= 1 𝑐𝑚3

II. Measure length, width and height with a ruler

Insert the values into formula
Volume= length x width x height
The unit is (𝑐𝑚3)
 III. Volume of Irregularly Shaped Objects
Displacement Method
-Put water in graduated cylinder.
-Place object inside.
-Record the new volume.
-Subtract

DENSITY
• Measurement of how tightly the matter is packed in a substance.
• Density is the amount of matter in one-unit volume of the substance.
• Unit g/ml or g/cm3

To find the density

I. Find the mass of the object
II. Find the volume of the object
III. Use the formula
 Example
If the mass of an object is 56 grams and it takes up 14 cm3 of space, calculate the
density

Solution:

56 grams
D= 3
14 cm

=4 g/cm3

Ways to Affect Density Change

- Increases the mass → increase density

- Decrease the mass → decrease in density

Relationship between Mass, Volume, and Density

Finding Mass from Volume and Density

If the density of a diamond is 3.5 g/cm3, what would be the mass of a diamond whose is .8
cm3?

M=DxV Substitute number and units

= 3.5 g/cm3 x x .8 cm3

= 2.8 g

To remember the relationship of the three, the triangle of power could be of help.

To learn more about density, mass, and volume, you may the following links:
References:

https://sciencing.com/relationship-between-mass-volume-density-6597014.html
https://bit.ly/38GZ6Sm
https://bit.ly/2WM26r4

ASSESSMENT

Conception Activity

I. Directions: Write volume (V) or mass (M) on the space provided.

___________1. You can measure it with a scale or balance.
___________2. You can measure it in grams.
___________3. You can measure it with a measuring up.
___________4. The amount of matter and object contains.
___________5. You can measure it in liters.

Quiz
Direction: Solve the problems below using the appropriate formula.

1. A sphere is made from gold. It has volume 3 cm3 and mass 60 g. Calculate the density of
the object.
2. An object is made from steel. It has a volume of 25 m3and a mass of 425 kg. Calculate
the density of the object.
3. The mass of an object is 600 g. The density of the substance which the object is made
from is 3.2 g/cm 3. Calculate the volume of the object.
4. Copper has a density of 9 g/c m3. Calculate the mass of 240 cm 3of copper.