8

Science
Modules
Quarter 3 – Weeks 1 - 4
8
Science
Quarter 3 – Module 1:
Particle Nature of Matter
Science – Grade 8
Alternative Delivery Mode
Quarter 3 – Module 1: Particle Nature of Matter
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Dr. Jay F. Macasieb, CESE

Development Team of the Module

Writer: Annabelle H. Banzuela/Florida L. Hernandez

Editor: Edwin I. Salviejo EdD

Reviewers: Alicia P. Trinidad, Janet G. Mercado, Marlene A. Mercene

Layout Artist: Ian Paul Blas

Management Team: Neil Vincent C. Sandoval

Chief Education Program Supervisor
Curriculum Implementation Division

Hernan L. Apurada
Education Program Supervisor, Science

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph

1
 What I Need To Know
This module was designed and written with you in mind. It is here to help you master the
particle nature of matter.

The module is composed of only one lesson:

Lesson 1 – Particle Nature of Matter

After going through this module, you are expected to:
1. infer the particle nature of matter; and
2. represent through drawings/illustrations what matter is made up of.

What I Know
Choose the letter that corresponds to the best answer.
1. Which statement does not describe the particulate nature of matter?
a. The particles are in constant motion.
b. All matter is made up of tiny particles
c. There are empty spaces in between the particles.
d. There are no forces that act between the particles.
2. Which statement is incorrect regarding the particle model of matter?
a. Matter is composed of tiny particles.
b. The particles of matter attract each other.
c. The particles of matter are constantly moving.
d. The spaces between the particles are filled with air.
3. Which best describes the particles of solid?
a. Completely unmoving c. Have a weak attractive force
b. Vibrating at fixed position d. Have large spaces in between
4. Which statement about the particle theory of matter is true?
a. When solid melts the particles move slower.
b. A solid has definite shape because its particles do not move.
c. The particles in a liquid have more energy than the particles in a gas.
d. Matter is made up of tiny particles too small to be seen without a microscope.
5. Which statement is not a part of the particle theory of matter?
a. Atoms of the same element are identical.
b. Matter is made up of tiny particles called atom.
c. There are strong forces of attraction between particles.
d. The lower the temperature, the faster the particles move

Lesson Particle Nature of Matter

1

What comes to your mind whenever you hear the word matter? Sometimes we
make use of it in our daily conversations like “what’s the matter with you?”, “as a matter
of fact”, or “it doesn’t matter.” But what is matter when it comes to science?

What’s In

In science, anything that can be seen or not seen is considered matter as long as it takes
up space and has mass.
Can you name samples of matter? Think of the foods that were served to you during your
lunch or dinner time. What were the condiments on your dining table? What utensils did you
use to eat your lunch or dinner? The foods that you ate, the condiments that you added to your
food and the utensils you used in eating were all samples of matter.
It is important to remember these words related to matter.

1
 • Matter includes things that takes up space and has mass.
• Mass is the amount of material in an object.
• Volume is the space an object occupies.

What’s New
Matter exists as solids, liquids and gases. What consists matter? What will
happen if you cut a sheet of paper into tiny pieces? What will be its end point? What do you
think is matter made of? So, let’s find out. The lesson that you will be learning today focuses
on the particle theory of matter.

The behavior of particles in solid, liquids and gases can be explained by the given
assumptions stated in the Particle Nature of Matter Theory.

1. Matter is composed of tiny particles.

2. Particles of matter are constantly moving.
3. The particles of matter have spaces between them.
4. The particles of matter attract each other.
Activity 1.1 Particle Nature of Matter

Activity A

Materials: transparent plastic cup, water, sugar, spoon, measuring cup (rice cooker)

Procedure:

1. Using a clean and dry measuring cup, pour sugar until the ¼ mark.
2. Transfer the measured sugar into a transparent cup or glass.
3. Measure ½ cup water and add it into the sugar. Using spoon mix it thoroughly
until all the sugar particles dissolved.
4. Transfer the sugar mixture into a measuring cup.

Guide Questions:

1. What happened to the sugar after completely mixing with water?

______________________________________________________________________________
2. How would you prove that the sugar is still there?

______________________________________________________________________________

3. What is the combined volume of the sugar and water mixture?

______________________________________________________________________________

4. Is the volume of the resulting sugar mixture equal, more than, or less than the sum
of the volumes of the unmixed sugar and water? Why is that so?

______________________________________________________________________

Activity B
Materials: 1 transparent plastic cup, ½ cup water, dropper,
liquid food coloring (any color)
Procedure:
1. Half fill the transparent plastic cup with water.

2. Add one small drop of food coloring slowly along the side of the transparent cup then
observe.

Guide Question:

5. What happens to the food coloring dropped in the cup containing water?
6. Did the particles of food coloring move? How about the water? Explain your answer.

2
Activity C:

Procedure: Observe and analyze the images below.

Syringe with air Syringe with water

Photo taken by: Florida L. Hernandez Photo taken by: Florida L. Hernandez

Guide Question:

1. What is between the particles of air and particles of water?

_____________________________________________________________________________
2. Which plunger is easier to push, is it in the syringe with air or syringe with water?
Explain your answer.

______________________________________________________________________________________

Activity D:

Materials: 2 identical containers

Procedure:

1. Fill one container with water (A) and the other container left empty (B).
2. Place one hand inside each container one at a time and try to wiggle it.
Guide Question:

1. On which container does your hand able to move easily? Why is that so?
______________________________________________________________________________________
___

What is It
The particle of solids, liquids and gases are not visible to the naked eye. These particles
can be represented by drawings or illustrations that will give you a clearer picture of its
appearance when mixed with another substance.

Based on the results in activity 1.1 make a representation of the particles in each situation.

Activity 1.2

Activity A

Draw the particles of water and sugar after mixing together. Place your illustration in
container C. Use the shapes and pen color below.
water – use black pen sugar – use red pen

+ = Particles
of water
Particles and sugar
of Water
Particles

A B of sugar C

3
 Activity B

Draw the particles of water and food coloring after mixing together. Place your
illustration in container C. Use the shapes and pen color below.
water – use black pen
food coloring – use red pen

+ Particles

=
of water
Particles and food
of Water coloring
A Particles
of food
B coloring C

Activity C

Draw the particles of air as shown in the Draw the particles of air as shown in the
above activity (situation C). Use triangle ( above activity (situation 1.C). Use circle ( )
) to represent the particles of air. to represent the particles of water.

Syringe with air

plunger plunger Syringe with water

What’s More

From the idea that matter is made up of tiny particles and the situations that you observed,
you were able to illustrate what matter is made up of by drawing what is happening to the
particles at a level beyond what your eyes can see.

The particle model shows that solids have definite shape and volume because the particles
are packed closely together in fixed positions thus, they are incompressible. They vibrate a
little but in fixed positions. The particles of solids are held together by strong forces. In liquids,
the particles are close to one another nudging one another as they move. Since the particles
are close to one another, the attraction between particles is stronger than those in gases.
Liquids take the shape of their container and are not as easy to compress as gases because
the spaces between the particles in a liquid are much smaller than gases. Unlike solids, liquids
can flow out of a container and can be poured into another while maintaining their volume.
In gases, the particles move at random directions. The distance between the particles is large
and so there is room for the particles to move closer to each other, which explains why gases
are highly compressible. The attraction between particles is negligible because of the large
distances between them.

What I Have Learned

The following are the assumptions of the particle nature of matter:
1. Matter is composed of tiny particles.
2. Particles of matter are constantly moving.

4
 3. The particles of matter have spaces between them.
4. The particles of matter attract each other.

What I Can Do

Activity 1.3

Write the particle nature of matter represented by the following images. Pick from the choices
below.
• Particles of matter are constantly moving.
• The particles of matter attract each other.
• Matter is composed of tiny particles.
• These particles have spaces between them.

Situation Particle nature of matter

Photo taken by: Florida L. Hernandez

1. Plastic ice bag filled with sand

Photo taken by: Florida L. Hernandez

2. Jar full of macaroni pasta and monggo seeds

Photo taken by: Annabelle H. Banzuela

3. Drop of water on the faucet spout

Assessment

Choose the letter that corresponds to the best answer.

1. Which statement does not describe the particle nature of matter?

a. The particles are in constant motion.
b. All matter is made up of tiny particles
c. There are empty spaces in between the particles.
d. There are no forces that act between the particles.
2. Which statement is incorrect regarding the particle model of matter?
a. Matter is composed of tiny particles.
b. The particles of matter attract each other.
c. The particles of matter are constantly moving.
d. The spaces between the particles are filled with air.
3. Which best describes the particles of solid?
a. Completely unmoving c. Have a weak attractive force
b. Vibrating at fixed position d. Have large spaces in between
4. Which statement about the particle theory of matter is TRUE?

5
 a. When solid melts the particles move slower.
b. A solid has definite shape because its particles do not move.
c. The particles in a liquid have more energy than the particles in a gas.
d. Matter is made up of tiny particles too small to be seen without a microscope.
5. Which statement is not a part of the particle theory of matter?
a. Atoms of the same element are identical.
b. Matter is made up of tiny particles called atom.
c. There are strong forces of attraction between particles.
d. The lower the temperature, the faster the particles move.
6. Which diagram shows how the particles are arranged in the solution when sugar is
dissolved in water?
Key: sugar particle

water particle

A B C D
a. A b. B c. C d. D

7. Which statement best explains the fact that gases can be compressed?
a. The particles in a gas are very far apart
b. The particles in a gas do not have a fixed volume.
c. The particles in a gas are constantly moving very rapidly.
d. The particles in a gas has no force of attraction (bonds) between them.
8. When you bring two drops of water near each other and allow them to touch, they
immediately become one drop. This is mainly because
a. Water is a liquid.
b. Water molecules are magnetic.
c. Water molecules are made up of atoms.
d. Water molecules are attracted to each other.
9. Which statement best describes this illustration?

a. The particles vibrate in a fixed position.

b. The particles move in any direction as they are incompressible.
c. The particles are nudging one another as they move and change position.
d. The particles move freely because they are far apart and there is negligible
attraction between them.
10. If you put food coloring in water at room temperature, the coloring spreads throughout.
Why does the color spread out in water?
a. Water molecules are warm.
b. Water molecules are in motion.
c. Water is denser than the food coloring.
d. Water is less dense than the food coloring.

6
8
Science
Quarter 3 – Module 2:
Properties of the Three States of
Matter
Science – Grade 8
Alternative Delivery Mode
Quarter 3 – Module 2: Properties of the Three States of Matter
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Dr. Jay F. Macasieb, CESE

Development Team of the Module

Writer: Annabelle H. Banzuela/Florida L. Hernandez

Editor: Hernan L. Apurada

Reviewers: Alicia P Trinidad, Janet G Mercado, Marlene A Mercene

Layout Artist: Ian Paul Blas

Management Team: Neil Vincent C. Sandoval

Chief Education Program Supervisor
Curriculum Implementation Division

Hernan L. Apurada
Education Program Supervisor, Science

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph

1
 What I Need To Know
This module was designed and written with you in mind. It is here to help you master the
properties of the three states of matter.

This module is composed of only one lesson:

Lesson 1: Properties of the Three States of Matter

After going through this module, you are expected to:

1. describe the properties of solids, liquids, and gases;

2. explain the arrangement of the particles of solid, liquid and gas; and
3. differentiate the structure of solids, liquids, and gases based on its boiling point, melting
point, density and specific gravity.

What I Know

Choose the letter that corresponds to the best answer.

1. Which state of matter has no fixed shape and volume, and the particles are far from
each other?
a. a. Gas b. Liquid c. Plasma d. Solid
2. Which statement about solids is incorrect?
a. Solids have definite shape and volume.
b. Attraction between particles is too strong.
c. Solids are capable of being compressed and expanded.
d. d. Solids are made up of particles with very minimal kinetic energies and
distance.
3. Which is the best characteristic of liquid?
a. It constantly keeps its shape.
b. Molecules are tightly packed.
c. Molecules are spread far apart.
d. It takes the shape of its container.
4. Which describes the movement of molecules in gas?
a. In gas, the molecules vibrate in place.
b. In gas, the molecules are moving in all directions.
c. In gas, the movement of molecules flow over the other.
d. In gas, the attraction between the molecules is so tight that the molecules do not
move.
5. How will you describe the particles of solid?
i. A solid has mass and takes up space.
ii. The particles of solid are attracted to each other.
iii. The particles of solid can move past one another.
iv. The particles of solid vibrate but do not move past one another.
A. I, II, III C. I, III, IV
B. I, II, IV D. II, III, IV

1
 Lesson Properties of the Three States of
1 Matter
Matter is composed of tiny particles, the particles are constantly moving, the particles have spaces
between them, and the particles attract each other. You were also able to present the particles of solid,
liquid and gas through an illustration to have a clear picture of what matter is made of.

What’s In
In this lesson, you are expected to explain the properties of solids, liquids, and gases in terms of
shape and volume, arrangement, attractive force, and motion of particles; and differentiate the structure of
solids, liquids, and gases based on its boiling point, melting point, density, and specific gravity. Before you
proceed , let us recall some major concepts:

What’s New
Properties of Matter

Properties of Matter Definition

The shape of an object shows how attracted the particles are
with each other. When the particles are very tight or close with
1. Shape
one another it means the force of attraction is high and there’s
no more space between them.
This property describes how closely packed the particles in an
2. Density
object with respect to space being occupied.
This property describes how much the particles in an object
can be pressed or squeezed together.
*when the particles are already squeezed together it is less
3. Compressibility
compressible.
*when the particles have spaces between them it is more
compressible.
This feature describes how much the particles in an object can
be move farther away from each other.
*when the particles are already squeezed together it is less
4. Diffusibility
diffusible.
*when the particles have spaces between them it is more
diffusible.
The temperature at which a substance changes from a liquid
5. Boiling point to a gas of the liquid is the temperature where the pressure of
the vapor is equal to the atmospheric pressure.
The temperature at which a substance changes from solid to
6. Melting Point
liquid.
The ratio of the density of a substance to the density of a given
7. Specific Gravity
reference material.

To familiarize yourself with the properties of matter, do activity 1.1

Activity 1.1
Encircle the word listed in the box.
Word Search
Solid
Liquid
Gas
Mass
Volume
Density
Boiling point
Melting point
Specific gravity
Compressibility
Diffusibility

2
 What is It
Particles are too small that can be seen by the naked eye. The particles of
matter in the different states are arranged differently. In solids, the particles are
arranged closely packed and are held strongly that they do not allow movement and
would vibrate in their fixed position. In liquids, the particles are quite far from each
other and have freedom of movement. In gases, particles are far apart from each other
and move in all directions frequently colliding with each other and the side of the
container.

To better understand the different properties of matter, do activity 1.2

Activity 1.2.

Complete the table using the word that best describes the properties of solid, liquid
and gas.

Solid Liquid Gas

Properties of Solid,
Liquid and Gas

https://commons.wikimedia.or https://commons.wikimedia.o https://commons.wikimedia.

g/wiki/File:Gif_- rg/wiki/File:Gif_- org/wiki/File:Gif_-
AtomosSolido_01.gif AtomosLiquid_03.gif AtomosGas_02.gif

1. Mass
(with, without)

2. Volume
(definite, indefinite)

3. Shape
(fixed, not fixed)

4. Attractive force
(strong, weak, average)

5. Density
(high, low, moderate)

6. Compressibility
(high, low, moderate)

7. Diffusibility
(high, low, moderate)

What’s More
In Activity 1.2 you were able to describe the properties of matter. Now let us further
describe the other properties of matter, do activity 1.3.

3
Activity 1.3
Situation 1:
Materials: ice cube, saucer
Procedure:
1. Put the ice cube in a saucer.
2. Place the saucer with ice cube on your dining table and observe.
Guide Questions:
1. What happens to ice when it is left for few minutes?
______________________________________________________________________________________

2. What do you call the point/temperature where solid turns into liquid? _____________
Situation 2:
Materials:
pot with a lid, 2 cups of water
Procedure:
1. Pour 2 cups of water into the pot then cover with a lid.
2. Let it boil and observe.
Guide Questions:
1. What happens to the water when it boils? _____________________________
2. What do you call the point/ temperature where liquid turns to gas? _______________.
Situation 3
Materials:
½ cup water, ½ cup oil, empty drinking glass
Procedure:
1. Pour ½ cup of water in the empty drinking glass.
2. In the same drinking glass, add ½ cup of oil and observe.
Guide Questions:
1. What happens when oil was added to water? ____________________________
2. What property of matter explains your observation? _____________________________

What I Have Learned

• The shape of an object shows how attracted the particles are with each other.
• Density describes how closely packed the particles in an object with respect to
space being occupied.
• Compressibility relates to how much the particles in an object can be pressed or
squeezed together.
• Diffusibility tells how much the particles in an object can be moved farther away
from each other.
• Boiling point is the temperature at which a substance changes from liquid to gas.
• Melting point is the temperature at which a substance changes from solid to
liquid.
• Specific gravity is the ratio of the density of a substance to the density of a given
reference material.

4
 What I Can Do
Activity 1.4 Differentiate the three states of matter by writing their properties inside
the diagram.

Assessment

Choose the letter that corresponds to the best answer.

1. Why are solids almost incompressible?

a. The particles are very large c. The particles vibrate and rotate
b. The particles are very heavy d. The particles are packed close together

2. Which property does not describe a liquid?

a. The particles are close to one another as they move

b. The attraction between particles is weaker than those in solids
c. The attraction between particles is stronger than those in solids
d. Liquids can flow out of a container and can be poured into another

3. Which is the correct arrangement according to the decreasing movement of particles?

a. Solid-liquid-gas c. Liquid-solid-gas
b. Gas-solid- liquid d. Gas-liquid-solid

4. Which best describe the particles of solid?

a. Completely unmoving c. Have a weak attractive force

b. Vibrating at fixed position d. Have large spaces in between

5. Which is not a property of liquid?

a. They have definite shape c. They have the ability to flow

b. They have definite volume d. They take the shape of the container

6. How do gases differ from liquids in terms of attractive force?

a. Gases have weak attractive force while liquids have strong attractive force.
b. Gases have weak attractive force while liquids have average attractive force.
c. Gases have average attractive force while liquids have strong attractive force.
d. Gases have strong attractive force while liquids have average attractive force.

5
7. Why are gases easily compressed?

a. Gas molecules are softer c. Gas molecules are smaller

b. Gas molecules can move d. Gas molecules are far apart

8. Which statement best describe the melting and boiling point of solid?

a. Solids melt and boil above room temperature.

b. Solids melt and boil below room temperature.
c. Solids melt below room temperature and boil above room temperature.
d. Solids melt above room temperature and boil below room temperature.

9. Why do ice cubes float on water?

a. Water is denser as a solid than it is as a liquid.

b. Water is less dense as a solid than it is as a liquid.
c. Water has less volume as a solid than it is as a liquid.
d. Water has more volume as a solid than it is as a liquid.

10. Which is true about specific gravity of an object?

a. The ratio of the volume of a substance to the mass of a given reference material.
b. The ratio of the volume of a substance to the density of a given reference material.
c. The ratio of the density of a substance to the density of a given reference material.
d. The ratio of the density of a substance to the volume of a given reference material.

6
8
Science
Quarter 3 – Module 3:
Changes in Matter
Science – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 3: Changes in Matter
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Dr. Jay F. Macasieb, CESE

Development Team of the Module

Writer: Conrad Lumaad Reales Alma Sacer

Editor: Edwin I. Salviejo EdD

Reviewers: Alicia P. Trinidad, Janet G. Mercado, Marlene A. Marcene

Layout Artist: Ian Paul Blas

Management Team: Neil Vincent C. Sandoval

Chief Education Program Supervisor
Curriculum Implementation Division

Hernan L. Apurada
Education Program Supervisor, Science

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph

1
 What I Need To Know
This module was designed and written with you in mind. It is here to help you master the changes that
takes place in matter.
The module is composed of two lessons, namely:

• Lesson 1 – Physical Change

• Lesson 2 – Chemical Change

After going through this module, you are expected to:

1. define physical change;

2. explain physical changes in terms of the arrangement and motion of atoms and molecules;
3. enumerate and discuss the different physical/phase changes in matter; and
4. differentiate physical from chemical change .

What I Know

Choose the letter that corresponds to the best answer.

1. Which is an example of physical change?

A. baking a cake C. tearing of paper
B. cooking of food D. burning of candle
2. Which phase change turns liquid to solid?
A. meting of ice C. freezing of water
B. tearing of paper D. slicing of watermelon
3. In this picture, molecules slow down, move closer together and release heat
energy. What process is involved?
A. condensation C. melting
B. evaporation D. sublimation
4. What evidence to look for in identifying physical change?
A. The color changes.
B. There is formation of precipitate.
C. The appearance changes and creates another substance.
D. The composition is still the same, but the appearance does not.
5. What phase change occurs when mothball inside the cabinet decrease in size?
A. deposition C. melting
B. evaporation D. sublimation

Lesson Physical Change

1
Change is happening around us. Matter undergoes transformation which may be physical or
chemical in nature. Physical change is a type of change in which the substance changes its appearance or
state/phase but does not transformed into another or new substance. Example, slicing a mango in many
pieces (a process that requires energy). Only the size of the mango is different, not their composition. Melting
of an ice is another example of a physical change because ice is a solid form of water that turns into liquid.
Whether it is solid or liquid it is still water.

What’s In

In your last lesson you learned about properties of solids, liquids, and gases. Before you proceed to
the next lesson, let us recall the major concepts:

• There are five states/phases of matter: solid, liquid, gas, plasma and Bose-Einstein condensate.
• There are different properties of matter:
1. Shape shows how attracted the particles are with each other. When the particles are very tight
or close with one another it means the force of attraction is high and there’s no more space
between them.
2. Compressibility describes how much the particles in an object can be pressed or squeezed
together. When the particles are already squeezed together it is less compressible and when
the particles have spaces between them it is more compressible.

1
 3. Diffusibility describes how much the particles in an object can be moved farther away from
each other.
4. Boiling point is the temperature at which a substance changes from liquid to gas.
5. Melting Point is the temperature at which a substance changes from solid to liquid.

What’s New
What makes or helps them change? Matter undergoes change. It could be physical or chemical.
Physical change happens when an object changes in states without changing the composition of the
material like bending of Iron, melting of chocolates, freezing of water and sublimation of mothballs. Change
in material is a constant occurrence in your everyday lives. Can you name one?

To better understand the physical change do activity 1.1

Activity 1.1: IDENTIFYING PHYSICAL CHANGE

Describe the picture shown. Explain the physical change that takes place. Write the answers inside the

1. Boiling of water.
2. The water evaporates and
change into water vapor.
box. Example:

1.

2. 3.

How does physical change takes place? Physical change may be variation in shape or size like tearing
of paper, shredding, cutting of woods and origami-making. Physical change may also be a change in the
phase of matter like evaporation (liquid to gas), freezing (liquid to solid), sublimation (solid to gas) ,
condensation (liquid to gas), melting (solid to liquid) and deposition (gas to solid).

Phase change such evaporation and freezing occurs when they are heated or even cooled. For example,
liquid water turns into steam when it is heated enough, and it turns into ice when it is put in the freezer.
Phase change are reversible – ice can be melted and then frozen again. No new elements or compounds are
formed or even the mass does not change, only arrangement and motion of the particles in a matter. To
enlighten your ideas about physical change, answer the next activity.

What is It

Activity 1.2: IDENTIFYING THE CHANGES IN PHASE

Identify what changes take place in phases/ states of the material in the given
illustrations. Be guided with the example.
Example: BOILING OF WATER (EVAPORATION) - Molecules speed up, move farther apart,
and absorb heat energy.

GAS
(water
vapor)

LIQUID

2
 1. FREEZING
OF WATER
Molecules
slow down,
move closer
together and
release heat
energy

2. MELTING OF ICE - 3. SUBLIMATION OF

Molecules speed up, MOTHBALLS (NAPTHALENE) -
move farther apart, and Molecules speed up, move farther
absorb heat energy. apart, and absorb heat energy

Phase change requires the absorption or the release of energy which affects the
arrangement and motion of the particles of matter.

What’s More
PHASE CHANGES IN MATTER

Matter or what we also call substances exists in five phases or states. The three
fundamental phases of matter are solid, liquid and gas. When a phase in one form is
changed to another, a phase change is said to have occurred like water becomes ice and
water vapor becomes water liquid. This happens due to temperature and pressure.
Phase change happens when there is either absorption or released of heat.

Phase Change Process

Evaporation Change from liquid to gas: It requires the presence of energy/heat.
e.g. drying of clothes, drying of perspiration, drying of nail polish
Condensation Change from gas to liquid: e.g. rain formation, morning dew
Melting Change from solid to liquid:e.g. melting of butter and candle
Freezing Change from liquid to solid:e.g. formation of snow and ice
Sublimation Change from solid to gas: e.g. dry ice, mothballs, and air freshener
Substances sublimes at high temperature like Arsenic. Zinc and
Cadmium also sublimes, the reason why they are not suitable for
vacuum. Sublimation is a complete reverse of deposition, solid
substance disappear without passing the liquid state.
Deposition Change from gas to solid:e.g. frost formation

Activity 1.3 IDENTIFYING THE CHANGES IN THE PHASES OF MATTER

Direction: Identify what phase change takes place. Provide the answers inside the box.
Fill it with the following words: Sublimation; Freezing; Deposition; Melting;
Evaporation; Condensation

3
 2 3

6
4 5

What I Have Learned

• Physical change is a type of change in which the substance changes its size,
shape or state / phase.
• In Physical change no new substance is created or formed the matter takes a
different form.
• A phase is the appearance of the substance; matter appears in five phases.
• Phase change can be evaporation, freezing, condensation, melting, sublimation
and deposition

What I Can Do

Activity 1.3 Identify the following changes in matter. Write the letter of the
corresponding phase change.
A – Melting B – Condensation L – Freezing E – Evaporation (Boiling)
S – Sublimation D – Deposition (Solidification)
1. The chocolate turns into liquid when not in refrigerator.
2. Placing the made ice candy into a freezer.
3. The disappearance of naphthalene balls (mothballs) in a closet.
4. A block of butter put in a hot pan.
5. Clouds turns into rain.
6. Carbon Dioxide becomes solid (dry ice)
7. Drying of curtain.
8. Formation of glaciers.
9. Water boils at 1000C.
10. Formation of water droplets above the leaves in a good morning.

4
 Assessment
Choose the letter that corresponds to the best answer.
1. A cold can drinks collects water droplets on the outside portion of the can on a hot summer
day. What phase change it indicates?

A. Condensation C. Freezing
B. Evaporation D. Melting
2. Physical changes involve states of matter and energy. Which phase change requires an
increase in heat energy?
A. Condensation C. Freezing
B. Evaporation D. Melting
3. During winter most of the person rub their hands in order to get heat and when they blow
they see it. What phase change it indicates?
A. Condensation C. Freezing
B. Evaporation D. Melting
4. Water is heated in a stove at the cold winter time until steam is given off. What phase
change it indicates?
A. Condensation C. Freezing
B. Evaporation D. Melting
5. Which of these phase change involves a change of rectangular butter put into a hot pan?
A. Condensation C. Freezing
B. Evaporation D. Melting

Lesson Chemical Change

2
Talking about changes, one of the famous elected president once said, “I want change”, with his
word, not only matter change, he did also changes for his country and countrymen and also for the new
generation. There are so many things that happens every day in our surroundings and it is accompanied
by changes. Example, when we eat some are digested and some are not. Like also jewelry, shiny at first but
it also fades. All substances manifest changes. Why does it change? In this lesson, we are going to discover
why and how things change?

What’s In
In previous lesson you learned that matter undergoes changes when energy is applied. These
changes is physical change which is also known as phase change. Physical change is a change in the
appearance of the substance or matter specifically its state or phase but not in the composition and no new
substance is being formed. For example, when you cut a paper it’s still the same paper but it turns into
smaller pieces.

Do this activity.

Activity 2.1: IDENTYING THE CHANGES IN THE PHASES OF MATTER

Example. Ice cream melts. – solid → liquid

Physical Changes Phase Change

1. Boiling water. ____________ → ___________

2. Disappearance of acetone. ____________ → ___________
3. Drying of paint. ____________ → ___________
4. Melting of butter. ____________ → ___________
5. Formation of clouds. ____________ → ___________

What’s New
Around us we can see matter, even inside our house, it is there and some of changes that happens.
These changes are physical change that had been discussed in the previous lesson and another is chemical

5
change. Chemical change is a change in the appearance of matter and its’s composition and there is a new
substance being formed. For example, you teared a paper and burn it, it is not the same paper after tearing,
it is already ash and ash is composed of Carbon. On the other hand, chemical change results when the
transformation produces a different material like rusting of Iron and burning of wood. Chemical change can
be identified by temperature change, light, bubbles, precipitate formation, change in color and odor. It is
also difficult to reverse, and appearance visibly changes.

It is also important to know that chemical change may occur without any indicators being obvious to
the casual observer. For example, the rusting of iron produces heat and a color change, but it takes a long
time for the change to be evident, even though the process is ongoing.

What is It
When ice cream melts, the appearance changes. When you grind peanuts, it pulverized. When you
light the candle, it turns into small or the wax melts. When you cut small, dried stems it turns into smaller
pieces. So, when substances change its appearance and phase it changes physically. When you eat the ice
cream and peanut it’s been digested, and nutrients absorbed by your body. It’s not the same before and
after, it changes. When you melt the sugar, the color changes. When you light the candle, the wick turns
shorter because it is burned and released carbon dioxide. When you burn the small pieces of dried stems
it becomes ashes. So, when substances change its composition and new substance formed, it changes
chemically. To understand better, do activity 2.2.

Activity 2.2: IDENTIFYING CHEMICAL CHANGE

A. Underline the chemical change in the paragraph.

A man washes his face before going to bed. He also makes sure that he eats his dinner before going to
sleep. He turns on his alarm clock so that he must be in work on time. In the morning, when he wakes up,
he prepares everything for a bath. He cooks egg and hotdog for breakfast. Peel apples for his fruits. Before
he leaves, he waters his favorite plant, kiss and hug his cute dog.

B. Identify the evidence of chemical change.

Example: curdling of milk - change of taste, formation of bubbles
1. Digestion of food
2. Formation of molds in bread
3. Ripening of fruits
4. Burning of wood
5. Food spoils

What’s More

Why does everything change? We cannot count the changes that happens every day. They happened in all
things that surrounds us and brings a lot of advantages in our lives but sometimes disadvantage. Matter
changes and these changes may be physical and chemical.

Let us find out more about these changes by answering the next activity.

Activity 2.3: PHYSICAL CHANGE OR CHEMICAL CHANGE?

Complete the table by putting a check (√)

MATTER PHYSICAL CHANGE CHEMICAL CHANGE

Example: ripening of tomato √
1.cooking of pork broccoli
2. slicing a watermelon
3. crumpling of paper
4. cooking of mongo
5. tearing of paper

What I Have Learned

• There are two changes that matter undergoes.
• Physical change is a change in the appearance and phase and not in composition of a substance.
It is also called phase change.

6
 • Chemical change is a change in the appearance, state, composition of a substance and new
substance being formed. The indication of chemical change is change in intensive properties like
color, odor, and taste. Production of light, formation of precipitate, evolution of gas, and a change
in temperature.

What I Can Do
Activity 2.4: OBSERVING PHYSICAL CHANGE AND CHEMICAL CHANGE

Do the activity and record your observation in each of the activity. For changes, you may
answer Physical Change or Chemical Change.
Note: Be careful in handling hot materials

What to do? Observation (state the Changes

indication of changes)
1. Put 1 tablespoon of ice cream in a
small bowl. Set aside and notice after.
Eat the remaining ice cream. Write
down your observation.
2. Get a teaspoon of sugar, heat the
sugar in a teaspoon over a lighted
candle.
While heating, also observe the wick
of a lighted candle. Record your
observation before and after heating.

Questions:

1. When do substances/ matter changes physically?

2. When do substances/ matter changes chemically?
3. Give examples of physical changes in matter.
4. Give example of chemical changes in matter
5. What are the indications of chemical change?

Substances changes like what had happened in the activity. It can change physically this if the
composition does change only the appearance. and chemically if the composition changed and new
substance is formed.

Assessment

Choose the letter that corresponds to the best answer.

1. Which situation shows chemical change?
A. Burning of candle B. Drying of clothes
C. Cutting trees D. Melting of chocolate
2. Which shows physical change?
A. Spoilage of food B. Dissolving sugar
C. Eating bread D. Melting of sugar
3. Which evidence cannot be found in spoiled foods?
A. Production of gas B. Change in state
C. Change in color D. Precipitate found
4. Which statement best describes a chemical change?
A. A change is not effective. C. There is only a change in shape.
B. A new substance is formed. D. There is a change in phase/state.
5. What of these activities will result to a chemical change?
A. They bake a cake. C. She throws the chalk.
B. I mix sugar and water. D. He sweeps dust from the floor.

7
8
Science
Quarter 3 – Module 4:
The Water Cycle
Science – Grade 8
Alternative Delivery Mode
Quarter 3 – Module 4: The Water Cycle
Second Edition, 2021

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Published by the Department of Education

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OIC-Assistant Schools Division Superintendent: Dr. Jay F. Macasieb, CESE

Development Team of the Module

Writer: Alma Sacer

Editor: Edwin I. Salviejo EdD

Reviewers: Alicia P Trinidad, Janet G Mercado, Marlene A Mercene

Layout Artist: Ian Paul Blas

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1
 What I Need to Know
This module was designed and written with you in mind. It is here to help you master the water cycle.

The module is composed of only one lesson:

• Lesson – Water Cycle

After going through this module, you are expected to:

1. identify physical change in water cycle;

2. describe the different processes involved in water cycle; and
3. give different ways on how to conserve water.

What I Know
Choose the letter that corresponds to the best answer.

1. What is the source of energy that helps the water cycle work or start?
A. Electricity C. Soil
B. Fossil fuels D. Sun

2. What is the process in which water moves to the atmosphere from the water resources?
A. Condensation C. Precipitation
B. Evaporation D. Transpiration
3. Which phase change refers to transformation of water from the atmosphere to the different bodies of
water?
A. Condensation C. Precipitation
B. Evaporation D. Transpiration
4. What is the process when liquid water absorb by the plants turns into water
vapor?
A. Condensation C. Precipitation
B. Evaporation D. Transpiration
5. Which of the human activities refer to conserving water?

A. use a hose to wash the car

B. use the washing machine at full load
C. leave the shower running while soaping
D. leave the tap running while brushing teeth

Lesson
1 Water Cycle
Water is life. Water is one of the most important substances on earth. All plants and
animals must have water to survive. If there is no water, there would be no life on earth.

What’s In
In your last lesson you learned about physical change which is also known as phase change.
A change in the appearance of a substance or a change in the phases or states of a substance wherein
temperature and pressure play an important role.

To better understand the phase change, do activity 1.1

Activity 1.1: Phase Change

Direction: Study the diagram below and choose from the words in the box the correct label for each
image.

Remove heat energy solid Add heat energy

evaporation condensation melting
liquid freezing gas

1
 Bucket of water Water vapor
Ice

Diagram 1. Phase Change

What’s New

Did you ever ask yourself if there is enough water available to sustain living organisms in our planet? Are
we going to run out of water? What happens to the water from the ocean, trees and other living organisms? Where
do plants get the water they need to be able to process their own food? These are some questions that may tickle
your mind about water that nourishes living organisms.

Water in our planet is being replenished through the water cycle.Water cycle is the continuous movement
of water on, above and underneath the surface of the Earth. The total amount of water also remains constant
during the cycle just like component of water on Earth remains the same as Hydrogen and Oxygen. The water
from all the resources such as from river to ocean, lakes, rivers, ponds and even creeks moves to the atmosphere
through the sun in the first process. The cycle undergoes physical processes such as evaporation, condensation,
precipitation, infiltration, surface runoff, and subsurface flow. In doing so, the water goes through different forms:
liquid, solid (ice) and vapor. This also known as hydrologic cycle or the hydrological cycle.

When we say cycle that is a continues circulation or process, it never stops. It begins with that substance
and ends with the same substance that undergoes the circulation or process again and so on. So, water cycle is
a continues circulation of water passing three phases (solid, liquid and gas) and with different process. The liquid
water from different reservoirs like rivers, seas, lakes, ponds, creeks, and other bodies of water changes into water
vapor through the sun, in other words it undergoes evaporation. Then it will form into clouds or condensates.
When it becomes heavy, it will fall into rain which then called precipitation. The rain will fall into different
landforms, and it will be absorbed, or it may form into different bodies of water again or in other words it will run-
off. The water from the ground serves as food of plants, it helps them to grow. It will be absorbed by the plants
which we call transpiration, and the process undergoes again.

What is It
To better understand the processes involved in water cycle do activity 1.2.

Activity 1.2: Illustrate (draw) and identify the processes in water cycle.

Illustration Process
Example:

Condensation – droplets in bottle

2
 What’s More
Activity 1.3 IDENTIFYING PROCESSES IN WATER CYCLE

Direction: Identify the processes that takes place in water cycle. Choose from the given words
the appropriate representation of the image. Transpiration; Precipitation; Run-off;
Evaporation; Condensation; Infiltration;

Other clues:

1. Through the help of the sun water rises and became water vapor.
2. Water vapor forms as clouds.
3. Water droplets fall from clouds as rain.
4. Water is soaked into the ground, flows and seeps back out enriched with minerals.
5. Water flows above the ground forming different forms of water like ponds in the image.
6. Plants absorbs water from the ground and transpire it back into the air

Diagram 2:
The Water Cycle

What I Have Learned

1. Water cycle is the continuous movement of water on, above and underneath the
surface of the Earth. Water cycle starts when precipitation occurs and water is being
collected again. Water remains constant during the cycle.

2. Water cycle is also known as hydrologic cycle or the hydrological cycle.

3. Water cycle undergoes physical processes such as evaporation, condensation,

precipitation, infiltration, surface runoff, and subsurface flow.

3
 4. Evaporation is when the sun absorbs water from the rivers or lakes, ocean or other
bodies of water and turns it into water vapor.

5. Precipitation is when so much water has condensed that air cannot hold it anymore,
falls back to the earth in the form of rain.

Performance Task: Create a picture collage on Conservation of Water Resources

Task: As an environmentalist create a picture collage to inform people how to conserve
water resources
Rubric for a picture collage

Criteria 4 3 2
Best Work Satisfactory Work Needs Improvement
Variety of pictures θ excellent variety of adequate variety of limited variety of
are used to develop pictures used to pictures used to pictures used to
conservation of develop the main develop the main develop the main
water idea idea idea
Ideas are original many original ideas some original ideas few original ideas in
and interesting in material and in material or material or display
display are evident display are evident are evident to
and stimulate a to stimulated some stimulate interest
great deal of interest interest
Pictures are related material selected is some material little material
to conservation of all relevant and selected is relevant selected is relevant
water clearly connected to and somewhat and rarely connected
the main idea connected to the to the main idea
main idea
Visual effectiveness overall visual overall visual θ overall visual
impact is very impact is effective impact is limited
effective
Total Score
Comments and
Suggestion

Assessment
Choose the letter that corresponds to the best answer.
1. In which body of water do most of the water on earth can be found?
A. creek C. ocean
B. lake D. river
2. Water from the land evaporates with the help of the sunlight, in what form can we see

What I Can Do
water after evaporation?
A. clouds C. rain
B. hail D. river
3. Which is not included in the process of water cycle?
A. Condensation C. Nitrification
B. Evaporation D. Transpiration
4. Which practice does not show a way of conserving water?
A. Use rice water in watering the plants.
B. Open the faucet while washing dishes .

4
 C. Close shower while soaping and shampoo.
D. Used water from cleaning dishes in cleaning the garage.
5. Why do we need to conserve water?
A. There is a lot of water.
B. It is limited resources.
C. It is unlimited resources.

D. We can find it everywhere.

6. Which statement best describes the importance of clean water?
A. We need bodies of water for transportation.
B. We need clean water for recreational activities.
C. We need water to regulate the temperature on earth.
D. All life on earth depends on clean water to live and grow.

For numbers 7 – 10. Write T if the statement is true and F if it is false.

____ 7. Hydrologic cycle is the continous circulation of water in the earth to the
atmosphere system.
____ 8. Evaporation is the process of water movement through a plant.
____ 9. Water from your lungs and skin condensates and must be replaced by drinking
several glasses of potable water.
____10. Morning dew on the grass, rain falling down and fog in the air are examples of
condensation.

Additional Activities

Activity 1.1 WORD SEARCH

Find the terms in the word search grid related to water cycle. Words to find: CLOUDS, RAIN,
HAIL, PRECIPITATION, TRANSPIRATION, RUNOFF, CONDENSATION, EVAPORATION, SUN,
ABSORB, SOIL, INFILTRATION, OCEAN, HYDROLOGIC, VAPOR, SUBSURFACE, PLANTS,
SNOW, WATER

P N O I T A R O P A V E W
R X H Y D R O L O G I C Q
E I N F I L T R A T I O N
C V Z E R E H P S O M T A
I L D O A L M A S S N O W
P C O N D E N S A T I O N
I L M U K H U N B N S C R
T V A R D N V F S A A E E
A A L I O S C B O L C A T
T P F F O N U R R P E N A
I O A H A I L D B B R F W
O R S E C A F R U S B U S
N O I T A R I P S N A R T
N O I T A R I P S N A R T