8

Science
Learning Activity Sheets
Quarter 3: Week 1-8
JHS

DIVISION OF ANGELES CITY

Name: ________________________________
Section: ______________________________ Date: ___________________

QUARTER 3: WEEK 1-2

The Particle Nature of Matter

Background Information
Matter is everything around you. Matter is made up of atoms and molecules. Those
atoms go on to build the things you see and touch every day. Thus, Atoms are the building
blocks of Matter. Matter is defined as anything that occupies space and has mass. All
physical objects are composed of matter, and an easily observed property of matter is its
state or phase. The classical states of matter are solid, liquid and gas. Several other states,
including plasma and Bose-Einstein condensate, do exist, but it is the classical states that
can transition directly into any of the other classical states.

For example, an ice cube (solid water) left on a bench at room temperature quickly
changes to liquid water, whereas a jet of steam (gaseous water) from the spout of a boiling
kettle changes to liquid water when directed onto a cold surface.
Water: States of Matter
When an object is a solid, its molecules are arranged in a pattern and can’t move
around much. In a liquid, molecules are farther apart, can move around, and are not
arranged in a pattern. The movement is what makes a liquid fluid (or pourable) and take the
shape of a container it is in. The molecules in a gas are even farther apart than in a liquid
and move freely with no pattern at all.

Water (H2O) is unique because the

properties of water allow it to exist in all three
states of matter. Water is usually a liquid, but
when it reaches to 32° Fahrenheit (F), it freezes
into ice. Ice is the solid state of water. When
water reaches 212° F, it boils. When it begins to
boil, some of the water turns into steam. Steam
is the gas state of water, and is also called water
vapor. When steam comes into contact with cool
air (which reduces energy), it can condense
back into water droplets (liquid again). Those
water droplets could then freeze into (solid) ice.
PHYSICAL PROPERTIES OF MATTER
Matter has many properties. Some are physical properties. Physical properties of
matter are properties that can be measured or observed without matter changing to a
different substance. For example, whether a given substance normally exists as a solid,
liquid, or gas is a physical property. Consider water. It is a liquid at room temperature, but if it
freezes and changes to ice, it is still water. Generally, physical properties are things you can
see, hear, smell, or feel with your senses.
Examples of Physical Properties
Physical properties include the state of matter and its color and odor. For example,
oxygen is a colorless, odorless gas. Chlorine is a greenish gas with a strong, sharp odor.
Other physical properties include hardness, freezing and boiling points, solubility (ability to
dissolve in other substances), and conductivity (the ability to conduct heat or electricity).
These properties are demonstrated in Figure below. Can you think of other physical
properties?

MASS
Mass is the amount of matter in a substance or object. Mass is
commonly measured with a balance (a simple mechanical balance
in particular). SI units for mass are the kilogram, but for smaller
masses grams are often used instead.

WEIGHT
The more matter an object contains, generally the more it
weighs. However, weight is not the same thing as mass. Weight is
a measure of the force of gravity pulling on an object. It is
measured with a scale, like the kitchen - scale. The scale detects
how forcefully objects in the pan are being pulled downward by the
force of gravity. The SI unit for weight is the newton (N).
VOLUME
The amount of space matter takes up is its volume.
How the volume of matter is measured depends on its
state.

DENSITY
Density is an important physical property of matter. It reflects how closely packed the
particles of matter are. Density is calculated from the amount of mass in a given volume of
matter, using the formula: Density (D)=Mass (M)Volume (V)
To better understand density, think about a bowling ball and a volleyball. The bowling
ball feels heavy. It is solid all the way through. It contains a lot of tightly packed particles of
matter. In contrast, the volleyball feels light. It is full of air. It contains fewer, more widely
spaced particles of matter. Both balls have about the same volume, but the bowling ball has
a much greater mass. Its matter is denser.

CHEMICAL PROPERTIES OF MATTER

Some properties of matter can be measured or observed only when matter
undergoes a change to become an entirely different substance. These properties are
called chemical properties. They include flammability and reactivity.

FLAMMABILITY
Flammability is the ability of matter to burn. Wood is flammable; iron is not. When
wood burns, it changes to ashes, carbon dioxide, water vapor, and other gases. After
burning, it is no longer wood.
REACTIVITY
Reactivity is the ability of matter to combine
chemically with other substances. For example, iron is highly
reactive with oxygen. When it combines with oxygen, it forms
the reddish powder called rust. Rust is not iron but an
entirely different substance that consists of both iron and
oxygen.

LEARNING COMPETENCY:
Explain the properties of solids, liquids, and gases based on the particle nature of matter;
Week 1-2 (S8MT-IIIa- b-8)

ACTIVITY 1: Getting to know you, Matters!

Choose the correct answer by encircling the letter of your choice.
1. What phase of matter is shown in the diagram?
A. Solid C. Gas
B. b. Liquid D. Physical Change
 2. Which of the following is an example of solid?
A. Helium B. leaf C. orange juice D. syrup
3. When water evaporates, it turns from a ___________.
A. Liquid into a gas C. materials
B. Too heavy D. plants and animals on land
4. What do you call the amount of matter in an object?
A. mass B. volume C. gravity D. weight
5. What do you call the ability of matter to dissolve other substances?
A. Freezing point B. Melting point C. solubility D. flammability

6. What is anything that takes up space and has mass?’

A. mass B. atom C. volume D. matter
7. If a liquid becomes solid, that solid will not be able to become a liquid again.
A. True B. False C. Partially True D. Partially Force
8. What is referred to as the measure of the force of gravity pulling on an object?
A. Mass B. Weight C. Density D. Velocity
9. Which of the following are good conductors of heat?
A. aluminum B. wood C. copper D. A and C
10. What makes Water unique?
____________________________________________________________________
____________________________________________________________________
ACTIVITY 2. Which is Matter? Which is Not?
Identify the following sample. Put a check (  ) under the appropriate column if it’s a Matter
or Not. Write your explanation and reason to your answers.

Is the sample Matter?

Sample Reasons for your answers
Yes No Not Sure
rainbow
sugar granules
water
stone
air inside ball
light
leaves
heat
smoke
gravity

ACTIVITY 3: Why does Matter matters?

Choose a word from the box to complete each sentence.
solid volume container matter ice juice
gases mass atoms chair oxygen melting
liquids shape space milk element
1. The two basic properties of matter are ________________ and ________________.
2. All matter is made up of tiny particles called _________________.
3. Volume is the amount of _____________________ that matter takes up.
4. Mass is the amount of __________________ an object has.
5. Liquids take the shape of their _____________________.
6. ___________________ do not have a definite shape or volume.
7. ___________________ do not have a definite shape, but they do have a definite volume.
8. ___________________ have a definite shape and volume.
9. A _________________ and ___________________ are examples of solids.
10. ____________________ and ______________________ are examples of liquids.
11. ____________________ and ______________________ are examples of gas.
12. Solid ice is _____________________ when it is changing into a liquid.

ACTIVITY 4: STATES OF WATER!

Use the words ice, water and water vapor to complete the table below:

ice water water vapor

Freezing to
Melting Ice to
Evaporation to
Condensation to

ACTIVITY 5:
Classify the following properties as chemical property or chemical property by
checking the appropriate column.
PHYSICAL PROPERTY CHEMICAL PROPERTY
blue color
density
flammability
dissolves in water
rusting
hardness
odor
reacts with H2O to form gas
boils at 100 degrees
sour taste

ACTIVITY 6: Identify each of the following as an example of a physical property or chemical

property.
_____________1. Silver tarnishes when it comes with hydrogen sulfide in the air.
_____________2. A banana is yellow.
_____________3. Butter freezes.
_____________4. Gasoline is flammable.
_____________5. Diamond is the hardest natural substance.
_____________6. An apple that turns brown is left in oxygen.
_____________7. Acid in tomato sauce can corrode aluminum foil.
_____________8. A bar of lead is more easily bent than a bar of aluminum of the same size.
_____________9. A sheet of copper can be pounded into a bowl.
____________10. A piece of charcoal, which is mostly the substance carbon, glows red,
gives off heat and becomes a gray ash.

QUARTER 3: WEEK 3-4

THE PARTICLE NATURE MATTER

Background Information for Learners

You hit a baseball out of the park and head for first base. You're excited. The score is
now tied. Your team has a chance of getting a winning home run. Then, you hear a crash.
Oh no! The baseball hit a window in a neighboring house. The glass has a big hole in it,
surrounded by a web of cracks. The glass has changed. It has been broken into jagged
pieces. But the glass is still glass. Breaking the window is an example of a physical change
in matter. It may also be bad news when the owner of the house finds out.

Physical Changes in Matter

A physical change in
matter is a change in one or
more of matter's physical
properties. Glass breaking is
just one example of a physical
change. Another way to think
about this is that a physical
change does not change the
identity of a substance.
Physical changes involve
Examples of Physical Changes in Matter states of matter and energy.
No new substance is created during a physical change, although the matter takes a different
form. The size, shape, and color of matter may change. Physical changes occur when
substances are mixed but don't chemically react.

How to Identify a Physical Change

One way to identify a physical change is that such a change may be reversible,
especially a phase change. For example, if you freeze water into an ice cube, you can melt it
into the water again. Ask yourself:
 Is the change reversible? Not all physical changes are easy to reverse.
 Was there a color change (with exceptions), bubble formation, or formation of a
precipitate? These are all signs of a chemical change, not a physical change.
 Is the chemical identity of the end product the same as it was before the change? If
the answer is yes, it's a physical change. If the answer is no, it's a chemical change.
Other Examples of Physical Changes
Remember, the appearance of matter changes in a physical change, but its chemical
identity remains the same.
 Crumpling a paper bag
 Melting solid sulfur into liquid sulfur. This is an interesting example since the state
change does cause a color change, even though the chemical composition is the
same before and after the change. Several nonmetals, such as oxygen and radon,
change color as they change phase.
 Chopping an apple
 Mixing salt and sand
 Filling a candy bowl with different candies
 Vaporizing liquid nitrogen
 Mixing flour, salt, and sugar
 Mixing water and oil

Boiling water
Boiling water is an example of a physical change and not a chemical change
because the water vapor still has the same molecular structure as liquid water (H 2O). If the
bubbles were caused by the decomposition of a molecule into a gas (such as H 2O →H2 and
O2), then boiling would be a chemical change.

Chemical Changes in Matter

Chemical changes (also known as chemical reactions) are changes in which one or
more substances combine or break apart to form new substances. Whenever a chemical
reaction occurs, a new substance is always FORMED! The “ingredients” of a reaction are
called the reactants, and the end results are called the products. The change from reactants
to products is signified by an arrow:

Reactants → Products

Indications of a Chemical Change

Sometimes the easiest way to identify a physical change is to rule out the possibility of
a chemical change. There may be several indications that a chemical reaction has occurred.
Note: It's possible for a substance to change color or temperature during a physical change.

 Evolving bubbles or releasing gas

 Absorbing or releasing heat
 Changing color
 Releasing an odor
 Inability to reverse the change
 Precipitation of a solid from a liquid solution
 Formation of a new chemical species. This is the best and surest indicator. A change
in the chemical properties of the sample may indicate a chemical change (e.g.,
flammability, oxidation state).

Kinetic-Molecular Theory of Matter

The kinetic molecular theory of matter states that: All matter is made up of extremely
small particles (atoms, molecules or ions), which are in constant motion:
 In solids, these particles are tightly packed together, usually in a regular array, and
vibrate back and forth.
  In liquids, the particles are still tightly packed, but as well as vibrating, they can move
over and in between one another.
 In the gaseous state, the particles are spaced out relative to one another and are
moving around with rapid, random motion.

Kinetic Model of Matter

The three classical states of matter compared at the molecular level. In solids, the
particles vibrate about fixed positions. In liquids, the particles vibrate and move over and in
between one another. Gas particles are widely spaced and move with rapid, random motion.

NOTE: For each of these states, the higher the temperature, the faster the particles
move.

STATE CHANGES OF MATTER

Phase changes are changes that occur when substances are melted, frozen, boiled,
condensed, sublimated, or deposited. They are also physical changes because they do not
change the nature of the substance.
When temperature changes,
matter can undergo a phase change,
shifting from one form to another.
Examples of phase changes
are melting (changing from a solid to a
liquid), freezing (changing from a liquid
to a solid), evaporation (changing from a
liquid to a gas),
and condensation (changing from a gas
to a liquid).
Moving from a Liquid to a Gas
Water turns from a liquid into a gas when it boils at a temperature of 100°C. You
need to add heat to the water to make it boil. Steam is an invisible gas. But you see
microscopic water particles where the steam hits the cool air. Turning water into steam is an
example of change of state.

Moving from a Liquid to a Solid

Water becomes solid when its temperature goes below 0°C – this is how ice is
formed. This is called freezing.

When a solid is heated and reaches its melting point, it melts into a liquid. When a
liquid reaches its boiling point, it evaporates into a gas. When you cool down a gas, you can
condense it back into liquid and a liquid turn into a solid, when it reaches its freezing point.
The freezing and melting point of a substance are always the same temperature.
Sublimation is when a solid turn directly into a gas. Pure water becomes ice at 0 degrees
Celsius and it boils at 100oC. As the bonds that hold solid particles together are very strong,
energy is needed to break them, so the particles start moving more freely when the
substance becomes a liquid. When a solid turn back into a liquid, this energy is transferred
to the surroundings, as it is no longer needed. In order for our body to cool down, it produces
sweat. Sweat uses heat from our body to evaporate.

LEARNING COMPETENCY:
Explain physical changes in terms of the arrangement and motion of atoms and molecules;
Week 3-4 (S8MT-IIIc- d-9)

ACTIVITY 1. Do It Yourself!
Identify the following as changes in matter. Write (P) for Physical Change and (C) for
Chemical Changes.

PHYSICAL CHANGE CHEMICAL CHANGE

1. a change in size, shape, or state 1. a change in the physical and
2. no new substance is formed chemical properties
2. a new substance is formed

______1. Table salt (NaCl) dissolves in water. ______6. Milk sours

______2. Silver (Ag) tarnishes. ______7. Sugar dissolves in water.
______3. Grass grows. ______8. A tire is inflated.
______4. Heat changes H2O to steam. ______9. Food is digested.
______5. Ice melts. ______10. Paper towel absorbs water.
ACTIVITY 2: Change for the Better!
Read each scenario. Decide whether a physical or chemical change has occurred and give
evidence for your decision. The first one has been done for you to use as an example.

Scenario Physical or Evidence

Chemical
Change?
A student removes a loaf of Physical No change in the substance. No
bread from the oven. The student Change unexpected color change,
cuts a slice off the loaf and temperature change or gas given
spreads butter on it. off.
1. Your friend decides to toast a
piece of bread, but leaves it in
the toaster too long. The bread is
black and the kitchen is full of
smoke.
2. You forget to dry the bread knife
when you washed it and reddish-
brown spots appeared on it.

3. You blow dry your wet hair.

4. In baking biscuits and other quick

breads, the baking powder reacts
to release carbon dioxide
bubbles. The carbon dioxide
bubbles cause the dough to rise.
5. A straight piece of wire is coiled
to form a spring.

ACTIVITY 3:
Complete the following sentences by using the words in the bank.

Boiling Boiling Point Condensation Evaporation Freezing

Freezing Point Melting Melting Point Sublimation Vaporization

1. The type of vaporization that takes place below the surface of a liquid is called
____________.
2. Liquids boil at a specific temperature called the ______________________.
3. The melting point of a substance is also the same as the ____________________.
4. ___________________ is changing from a solid to a liquid.
5. When matter changes from solid to liquid, the process is called ______________.
6. The reverse of melting is called ______________, when liquid becomes a solid.
7. In _________________, particles change directly from a solid to gas.
8. When a solid is heated and reaches its _________________, it melts into a liquid
9. ________________ occurs when gas changes directly to a solid without going through
the liquid state.
10. The opposite of vaporization is called _________________.

ACTIVITY 4: Matters at Home!

Give examples and identify the phase of change in matter that you can find in your homes.

PHASE CHANGE DESCRIPTION SAMPLE

EXAMPLE: Liquid to Solid Water to ice
FREEZING
Melting
Evaporation
Condensation
Freezing
Sublimation

ACTIVITY 5: The Particle Model of Matter

Draw dots on the beaker to represent which state of matter it is.

SOLID LIQUID GAS

Which particles are very attracted to each other? Why?

_________________________________________________________________________

ACTIVITY 6: KINETIC MOLECULAR THEORY MODEL

The following figures show the representative particles of a given substance in
a various state of matter.
What are the key characteristics of atoms and molecules in gases, liquids, and solids? In
Table 1 below, describe the characteristics of particles for each phase of matter based on
Model 1. Be specific with regard to spacing, the potential of particle movement, and whether
or not the particles will fill the container.

Table 1: Characteristics of the Phases of Matter

PROPERTY OF SOLID LIQUID GAS
MATTER
Energy and Movement
of Particles

Spaces between
particles

Attractive forces
between particles.

Changes in phase

Quarter 3: Week 5-6

THE ATOM
Background Information for Learners
Everything in this world is made of matter. Matter is made of atoms, which when
bonded closely together, form molecules. There also
exist subatomic particles. Scientists have proven that
the atoms is composed of small particles. From
experiments conducted in the latter part to the 19th
century to the early half of the 20th century, scientists
collected evidence that the atoms are composed of
three types of particles, namely, (1) protons, (2)
electrons, and (3) neutrons. These components of
the atoms are collectively referred to as subatomic Figure 1. JJ. Thomson’s Watermelon
particles. Certain investigations between 1800 and Model
1900 showed the relationship between matter and electric charge. When a glass is
rubbed with silk or plastic with wool, the objects become charged either positively or
negatively. It was also discovered that electric current decomposes certain compounds
into their elements through the process called electrolysis. The nineteenth century
scientists who worked on this were Alessandro Volta, Humphrey Davy, and Michael
Faraday. What they didn’t know, however, was how electricity could be studied in the
absence or in a very small amount of matter. William Crookes, an English chemist, used
a powerful vacuum pump to nearly evacuated glass tubes filled with metal electrodes.
These were called cathode rays. Observation made in discharge tubes (cathode ray
tubes) by William Crookes, Joseph John Thomson, and other scientist suggested the
 existence of negatively charged particles that were later called electron. Another
important finding was the fact that although electrons have negative charges, the overall
charge of an atom is zero. So an atom must contain enough positive charges that cancel
the negative charges. Thomson proposed a model of an atom as a positively charged
sphere where electrons are embedded. This model is sometimes referred to as a
“watermelon model” with the electrons as the seeds of a watermelon or “raisin cake
model” with the raisins as the electrons.
Around 1845-1910 scientists such as Wilhelm Roentgen, Henri Becquerel, Marie
Curie started to study about how highly energetic rays could penetrate by using different
radioactive materials which later then resulted to the discovery of radioactivity.

The discovery of radioactivity paved the way for studying the

internal structure of an atom. In 1910, British physicist Ernest
Rutherford gave his student Ernest Marsden a research to verify
Thomson’s model of the atom. Marsden and Hans Geiger
(Rutherford’s assistant) thought that alpha particles should go
through a thin gold foil undeflected. However, they were
surprised when a very small fraction of the alpha particles
Figure 2. Rutherford’s
Atomic Model bounced back at large angles. From the result of this
experiment, Rutherford explained that the few positively charged
alpha particles bounced back at large angles must have collided with very tiny but
concentrated positively charged mass.

Rutherford proposed that most of the mass and the positively charged atomic
particles, the protons, must be concentrated in a small region called nucleus. He suggested
that the electrons are distributed in the space outside the nucleus of the atom.

The discovery of the third particle of the atom occurred

in 1932. James Chadwick, one of Rutherford’s former students,
showed that each uncharged particle emitted by radioactive
atoms has mass approximately equal to a proton. These
neutral particles were called neutrons. Chadwick revised
Rutherford’s nuclear model and proposed that the nucleus
contains protons and neutrons.

Figure 3. Chadwick’s
Atomic Model
Properties of the Three Basic Subatomic Particles
Relative Mass Location in
Particle Symbol Charge
(amu) Atom
Proton p 1 +1 in nucleus
Neutron n 1 0 in nucleus
1/1840 or outside the
Electron e -1
0.0005 nucleus
ATOMIC NUMBERS AND MASS NUMBERS

Do you ever wonder why one element differs from one another element? The answer
is based on the number of protons in their nuclei. The number of protons is different for
different elements, but all atom of an element has the same number of protons in their
nuclei. An atom is electrically neutral since the number of protons is equal to the number of
electrons on it. For example, all atoms of hydrogen have one proton and one electron. Most
hydrogen atoms have no neutron in their nuclei, a small percentage has one neutron, and an
almost negligible amount contains two neutrons.
So far, you have learned about the three subatomic particles – protons, electrons,
and neutrons – and how they are arranged in the currently accepted model of the atom.
Among these subatomic particles it is the number of protons that identify the atoms of an
element. This number is the atomic number. The number of protons is called the atomic
number (atomic number = number of protons in an atom). Also remember that the
number of protons and the number of electrons in an atom are always equal in number
(number of protons = number of electrons). And by subtracting the number of proton to
the atomic mass (weight)/mass number of an atom you identify the number of neutron in an
atom (atomic mass/mass number – number of protons = number of neutrons).

Atomic Mass No. of No. of No. of

Symbol
number number Protons Neutrons Electrons
Br 35 80 35 45 35

Bromine has an atomic number of 35 which means that the number of protons and
electrons is also 35. By subtracting the number of protons to its mass number/atomic mass
(weight) we can get the number of neutrons which is 45 (80 – 35 = 45).

While all numbers of protons is the same with atoms of a particular element, the
number of neutrons may vary. Atoms having the same number of protons but different
number of neutrons are referred as isotopes. The isotopes are isotopes are identified
through their mass number which is the sum of the number of protons and the number of
neutrons in an atom. A shorthand notation for isotope includes the element’s symbol and
mass number, for instance, C-14 which has 6 protons, 6 electrons and 8 neutrons while a
normal carbon atom has 6 protons, 6 electrons and 6 neutrons. Despite these differences,
isotopes have similar chemical and physical properties. This is because they have identical
protons and electrons, which are responsible for the chemical behavior of each element.
Atomic mass is the mass of an atom of a particular element. It is the average of the
mass number naturally occurring isotopes of the element multiplied with their respective
abundance. You will not compute for the atomic mass. However, you have to know, at
least, where to find it in the periodic table. The figure on the right shows another
shorthand notation. Information on the subatomic particles may
be derived from this shorthand. The base is the element’s
symbol. The left subscript denotes the atomic number; therefore,
the protons may be known. The superscript at the left denotes
the mass number wherein the number of neutrons may be
derived. On the other hand, the superscript at the right denotes
 the charges wherein the number of electrons may be determined. When there is no
superscript at the right, it means that the charge is zero (0).

LEARNING COMPETENCY:
Determine the number of protons, neutrons, and electrons in a particular atom
(S8MT-IIIe-f-10)

ACTIVITY 1:
Multiple Choice: Choose the correct answer by encircling the letter of your choice.
1. What is the model proposed by JJ Thomson?
a. Cake Model c. Cookie Model
b. Watermelon Model d. Planetary Model
2. What is defined as elements that have the same number of protons but different number of
neutrons?
a. Molecules c. Isotopes
b. Ion d. Atoms
3. Which of the following of the following is not considered as a subatomic particle?
a. Ion c. Electron
b. Proton d. Neutron
4. What is also known as the building blocks of matter?
a. Cells c. Photon
b. Atom d. Molecules
5. What is the process wherein electric current decomposes certain compounds into their
element?
a. Photosynthesis c. Decomposition
b. Condensation d. Electrolysis
6. Which among the following scientists did not work on electric current during the nineteenth
century?
a. Humphrey Davy c. Ernest Rutherford
b. Alessandro Volta d. Michael Faraday
7. Who is the scientist who first used a powerful vacuum pump to nearly evacuate glass tubes
filled with metal electrodes?
a. Ernest Rutherford c. James Chadwick
b. William Crookes d. Marie Curie
8. What is the device that William Crookes used in his study about the existence of negatively
charged particles?
a. Gold Foil Experiment c. X-ray Machine
b. Erlenmeyer Flask d. Cathode Ray Tube
9. Which among the following scientist did not work on highly energetic rays that could penetrate
materials which led to the discovery of radioactivity?
a. Alessandro Volta c. Henri Becquerel
b. Marie Curie d. Wilhelm Roentgen
10. When did James Chadwick complete his study about neutrons?
a. 1832 c. 1932.
b. 1823 d. 191
ACTIVITY 2

Essay: Write a short paragraph with 7 – 10 sentences stating the importance of studying
atoms, its structure and properties and how it affects our daily life. You can refer to the
scoring rubric to help you in constructing your paragraph. (1 point for grammar and
neatness of output)

3 pts 2 pts 1 pt

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

ACTIVITY 3. Word Hunt: Look for 10 terms/names that have a connection to our topic (The
Atom, Atomic mass and Mass Number). Write your answer on the space provided before the
number and write a short explanation about the term or if a name his/her contribution.

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

2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________
6. ________________________________________________________________________
7. ________________________________________________________________________
8. ________________________________________________________________________
9. ________________________________________________________________________
10. _______________________________________________________________________

ACTIVITY 4. Analyzing: Answer the following questions by analyzing the questions. Write
your answer on the blank provided after the questions.

1. What is the positively charged particle of an atom?

_________________________________________________________________________
_________________________________________________________________________
2. What is the negatively charged particle of an atom?
_________________________________________________________________________
_________________________________________________________________________
3. Which subatomic particle of an atom has a neutral charge?
_________________________________________________________________________
_________________________________________________________________________
4. What is also known as an element that has the same number of protons but different
number of neutrons? What difference will it make if two identical elements have different
number of neutrons?
_________________________________________________________________________
_________________________________________________________________________
5. What is the building block of matter? Why is it called the building blocks of matter?
_________________________________________________________________________
_________________________________________________________________________
6. Who discovered neutrons?
_________________________________________________________________________
_________________________________________________________________________
7. Who is the student of Rutherford who helped him in the discovery of protons?
_________________________________________________________________________
_________________________________________________________________________
8. Who proposed the raisin cake model? And why is it called the raisin cake model?
_________________________________________________________________________
_________________________________________________________________________

9. What can be derived by adding the number of protons and neutrons in an atom?
_________________________________________________________________________
_________________________________________________________________________
10. What do we call the center of an atom consisting of protons and neutrons? And how
does it affect the atom itself?
_________________________________________________________________________
_________________________________________________________________________

ACTIVITY 5. What is my Symbol! : Using a periodic table of elements, determine the

symbol of the following elements.
1. Copper - ______
2. Phosphorus - ______
3. Argon - ______
4. Iron - ______
5. Magnesium - ______
6. Lithium - ______
7. Fluorine - ______
8. Neon - ______
9. Arsenic - ______
10. Nitrogen - ______
ACTIVITY 6. Table Completion: Complete the table by determining the symbol, atomic
number, atomic mass or weight/mass number, number of protons, number of
electrons, and number of neutrons of an atom. Note: Use the rounded off
value in the nearest tenths for the atomic mass or weight/mass number. (1
point for each missing information)

Atomic Mass No. of No. of No. of

Symbol
number number Protons Neutrons Electrons
Br 35 80 35 45 35
Na 23 11
12 12 12
9 5 4
O 8 8

Quarter 3: week 7-8

THE PERIODIC TABLE OF ELEMENTS
Background Information for Learners

Scientists have always searched for patterns, regularities and symmetries in nature.
If a pattern can be discovered, information and data can be arranged and organized in ways
that will make it more understandable, meaningful, and useful. An excellent example of this
is the periodic table. The periodic table, also known as the periodic table of elements, is a
tabular display of the chemical elements, which are arranged by atomic number, electron
configuration, and recurring chemical properties.

The periodic table of elements is the most important tool used in chemistry. To get the most
out of the table, it helps to know the parts of the periodic table and how to use the chart to
predict element properties. Mendeleev arranged the periodic table so that elements with the
most similar properties were placed in the same group. A group is a vertical column of the
periodic table. All of the 1A elements have one valence electron. This is what causes these
elements to react in the same ways as the other members of the family. The elements in 1A
are all very reactive and form compounds in the same ratios with similar properties with
other elements. Because of their similarities in their chemical properties, Mendeleev put
these elements into the same group. Group 1A is also known as the alkali metals. Although
most metals tend to be very hard, these metals are actually soft and can be easily cut.

Group 2A is also called the alkaline earth metals. Once again, because of their
similarities in electron configurations, these elements have similar properties to each other.
The same pattern is true of other groups on the periodic table.

It is important to recognize a couple of other important groups on the periodic table

by their group name. Group 7A (or 17) elements are also called halogens. This group
contains very reactive nonmetal elements.

The transition metals are the metals

you are probably most familiar. They are less
reactive harder metals which are good
conductors of heat and electricity.

The noble gases are in group 8A.

These elements also have similar properties to
each other, the most significant property being
that they are extremely unreactive, rarely
forming compounds. We will learn the reason
for this later, when we discuss how compounds
form. The elements in this group are also
gases at room temperature.

If you can locate an element on the

Periodic Table, you can use the element's
position to figure out the energy level of the
element's valence electrons. A period is a
horizontal row of elements on the periodic
table. For example, the elements sodium
(Na) and magnesium (Mg) are both in
period 3. The elements astatine (At) and
radon (Rn) are both in period 6.

We can use the periodic table to

identify the known elements as metals,
nonmetals, and semimetals or metalloids, as
shown in the figure on the right. Metals are
good conductors of heat and electricity, and
are malleable (they can be hammered into
sheets) and ductile (they can be drawn into
wire). Most of the metals are solids at room
temperature, with a characteristic silvery
shine (except for mercury, which is a
liquid). Nonmetals are (usually) poor
conductors of heat and electricity, and are not malleable or ductile; many of the elemental
nonmetals are gases at room temperature, while others are liquids and others are
solids. The metalloids are intermediate in their properties. In their physical properties, they
are more like the nonmetals, but under certain circumstances, several of them can be made
to conduct electricity. These semiconductors are extremely important in computers and
other electronic devices.

History of the Periodic Table

The development of the Periodic table could be traced back in 1817 to the work of
Johann Wolfgang Döbereiner, a German chemist who formed the triads of elements with
similar properties like the triad of calcium, barium and strontium. In 1863, John Alexander
Reina Newlands, an English chemist proposed the Law of Octaves. He based his
classification of elements on the fact that similar properties could be noted for every eight
elements when they are arranged in order of increasing atomic masses. Around 1869 two
scientists determined a way to put the elements in order. Lothar Meyer and Dmitri
Mendeleev both came up with periodic tables that showed how elements should be
grouped. Both arranged the elements in order of increasing atomic mass while putting in
groups those with similar properties. Both of them also left blank spaces in their tables,
believing that these spaces would be filled later with elements yet to be discovered. Later, in
1914, Henry Moseley, an English physicist observed that the order of the X-ray frequencies
emitted by elements follows the ordering of the elements by atomic number. This
observation led to the development of the modern periodic law which states that the
properties of elements vary periodically with atomic number. The modern periodic table
organizes elements in such a way
that information about the elements
and their compounds are easily
revealed. The vertical columns of the
periodic table, called groups, identify
the principal families of elements.
Some families have their special
names. Refer to the figure on the
right, Group 1 is named as the alkali
metals, Group 2 as the alkaline
earth metals, Group 17 as the
halogens and Group 18 as the Figure 1: Families or Groups of Elements. Image from
noble gases. Groups 13 to 16 are https://www.pinterest.ph/pin/579838520743429357/
named based on the first element
found in their families. Thus Group 16 is called the Oxygen Group. The horizontal rows or
periods are numbered from the top to bottom. The elements are grouped into blocks or
series in the periodic table. Refer to the figure above, Group 3 to Group 12 constitutes one
block wherein elements in this block are referred as the transition elements. The lanthanides
and actinides are special series of elements but
are also part of the transition block; they are
also called the inner transition elements.
Elements from the taller columns (groups 1, 2,
and 13 through 18) are called the
representative elements or main groups of
the periodic table.
Elements are grouped according to
metals, nonmetals and metalloids. Metals are
solid, malleable, ductile and good conductors of
Figure 2: Metals, Non-Metals and Metalloids.
heat. They also possess luster. The only liquid Image from https://sciencenotes.org/metals-
metal is mercury, (Hg). Nonmetals can be solids, metalloids-nonmetals/
liquids or gases. The only liquid nonmetal is bromine, (Br). In between metals and
nonmetals that lie along either side of the zigzag line of the periodic table are the
metalloids. Some of these elements like boron (B) and silicon (Si) are used as
semiconductors.
The physical properties of metals include luster, malleability, ductility, and
conductivity. Metals vary in reactivity. The most reactive metals will react even with cold
water while the least will not react even with acid. The ease and speed with which a metal
reacts with another substance is called its reactivity. Metals differ in their tendency to lose
electrons; more reactive metals lose electrons more easily.
A more reactive metal is able to donate electrons to the ion of a less reactive metal in a
displacement reaction. With respect to position in the
periodic table of the representative elements, metallic
character increases from top to bottom and
decreases from left to right; while nonmetallic
character decreases from top to bottom and
increases from left to right, as seen in the figure on
the right.
The atomic radius of a chemical element is a
measure of the size of its atoms. It represents the
mean distance from the nucleus to the boundary of
the surrounding cloud of electrons. Two distinct
trends are noticeable in the atomic size or atomic
radius of the periodic table: 1. Atoms get larger going
down a group (vertical arrangement or column); and
2. Atoms get smaller moving from left to right across
Figure 3: Activity Series of Metals. Image from:
each period (horizontal arrangement of elements). https://www.onlinemathlearning.com/reactivity-
Electronegativity measures an atom's tendency to series.html
attract and form bonds with electrons. This property
exists due to the electronic configuration of atoms.
The way the electrons of an atom are distributed in the various energy levels or electron
shells is called electronic configuration. From left to right across a period of elements,
electronegativity increases. If the valence shell of an atom is less than half full, it requires
less energy to lose an
electron than to gain one. Conversely, if
the valence shell is more than half full, it
is easier to pull an electron into the
valence shell than to donate one. From
top to bottom down a group,
electronegativity decreases. This is
because atomic number increases down
a group, and thus there is an increased
distance between the valence electrons
and nucleus, or a greater atomic radius.
Important exceptions of the above
rules include the noble gases,
lanthanides, and actinides. The noble
gases possess a complete valence shell
and do not usually attract electrons.

The lanthanides and actinides possess more complicated chemistry that does not
generally follow any trends. Therefore, noble gases, lanthanides, and actinides do not have
electronegativity values. Ionization energy is the energy needed to remove an electron to
form a positive ion. The ionization energy of the elements within a period generally
increases from left to right. This is due to valence shell stability. The highest energy level
that an electron occupies is referred to as the outermost shell or valence shell. The
electrons in the valence shells are called valence electrons. These electrons are the ones
involved in chemical reactions. The chemical properties of an element depend on the
number of valence electrons. The ionization energy of the elements within a group generally
decreases from top to bottom. This is due to electron shielding.The noble gases po
ssess very high ionization energies because of their full valence shells as indicated in the
graph. Note that helium has the highest ionization energy of all the elements. Electron
affinity is the ability of an atom to accept an electron. Electron affinity increases from left to
right within a period. This is caused by the decrease in atomic radius. Electron affinity
decreases from top to bottom within a group. This is caused by the increase in
atomic radius.

LEARNING COMPETENCY:
Use the periodic table to predict the chemical behavior of an element. (S8MT-IIIi-j-12)
Quarter 3 Week 7-8

ACTIVITY 1: IDENTIFICATION
DIRECTIONS: On the space provided, write the correct answer that is being asked by the
following questions/statements.

1. What is the symbol for the following elements?

a. Magnesium - ______________________ b. Gallium - ________________________

c. Iron - ______________________ d. Strontium - ________________________

2. What are the names of the following elements?

a. Sn - ______________________ b. Xe - ___________________________

c. Cr - ______________________ d. Ba - ___________________________

3. What period are the following elements in?

a. He - ______________________ b. Ge - __________________________

c. Ca - ______________________ d. Ag - __________________________

4. What group are the following elements in?

a. Sodium - ______________________ b. Aluminum - _____________________

c. Iodine - ______________________ d. Titanium - _____________________

5. Write down an atom’s name and symbol with the following characteristics

a. Noble gas - ______________________ b. Alkaline earth metal - _____________

c. Alkali metal - ______________________ d. Metalloid - ______________________

e. Transition metal - _____________________ e. Halogen - ______________________

ACTIVITY 2: What am I made of

DIRECTIONS: List down 10 common items around you and identify what element/s it
contains. Fill up the other information to complete the table.

Item Element Symbol Period Group

Example:
Silver Necklace Silver Ag 5 11
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

ACTIVITY 3: Show me the picture!

DIRECTIONS: Draw/Cut out three (3) pictures that will show examples for each of the three
main categories of the periodic table of elements (Metal, Non-metal and Metalloid).
Paste/Draw your examples on a piece of Long bond paper with 1-inch margin on all sides.
Write the needed information to complete the activity. Follow the example below in
completing the task.

Metal Non-Metal Metalloid

Example:

Picture: Copper
Wire
Element: Copper
Symbol: Cu
Category: Metal

Activity 4. Multiple Choice

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Who was the scientist who arranged the elements according to groups of three?
a. John Dalton c. Dmitri Inovich Mendeleev
b. Johann Wolfgang Dobereneir d. John Alexander Newlands
2. Who was the scientist who arranged the elements in horizontal rows according to
increasing atomic masses?
a. John Dalton c. Dmitri Inovich Mendeleev
b. Johann Wolfgang Dobereneir d. John Alexander Newlands
3. Among the groups in the periodic table, which set of elements are the least reactive?
a. lanthanides c. halogens
b. actinides d. noble gases
4. As you move from left to right of the periodic table, the elements
a. increase in atomic radius c. decrease in electron affinity
 b. increase ionization energy d. had no periodic trends

5. Who stated the “law of Octaves’?

a. Johann Wolfgang Dobereneir c. John Alexander Newlands
b. Dmitri Inovich Mendeleev d. John Dalton

6. Which one of the following atoms has the largest radius?

a. O b. F c. S d. Cl

7. Which of the elements below has the largest electronegativity?

a. F b. Mg c. P d. S

8. Electronegativity __________ from left to right within a period and __________ from top
to bottom within a group.
a. decreases, increases c. increases, increases
b. increases, decreases d. stays the same, increases

9. Which of the elements below is the most metallic?

a. Na b. Mg c. Al d. K

10. Which properties are most common in nonmetals?

a. low ionization energy and low electronegativity
b. low ionization energy and high electronegativity
c. high ionization energy and low electronegativity
d. high ionization energy and high electronegativity

Activity 5. Let’s Explore!

For each of the following, circle the correct element that best matches the statement on the
right.
N P As smallest ionization energy
Na K Li largest atomic radius
Mg Ca Ag most reactive
P S Al greatest electronegativity
H Be Xe highest ionization energy
Fr Rb Ca least metallic
Ar Cl Ba smallest atomic radius
Li B C lowest ionization energy
F Cl I highest electron affinity

Au K Pb least reactive
Activity 6. Let’s Do It!
Choose 5 elements from the periodic table and arrange them according to increasing atomic
radii, increasing ionization energy, increasing electronegativity and increasing metallic
property.
Example: Ba, Al, Ge, F, Ce

a. Atomic radii: F, Ge, Al, Ce, Ba

b. Ionization energy: Ba, Ce, Al, Ge, F
c. Electronegativity: Ba, Ce, Al, Ge, F
d. Metallic Property: F, Ge, Al, Ce, Ba

Reflection:
Why is periodic table of elements important?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

REFERENCES

Science Learning Hub, Accessed October 14, 2020.

https://www.sciencelearn.org.nz/resources/236-matter-in-our-world

CK-2 org, Accessed October 14, 2020.

https://www.ck12.org/book/ck-12-physical-science-for-middle-school/section/3.1/

Super Teacher Worksheets, Accessed October 14, 2020

https://www.superteacherworksheets.com/matter.html

Science Learning Hub, Accessed October 17, 2020.

https://www.fantasticfridges.com/YoungLearners/SolidsLiquidsGases

Super Teacher Worksheets, Accessed October 17, 2020

https://www.superteacherworksheets.com/matter.html

Lumen Learning, Accessed October 18, 2020

https://courses.lumenlearning.com/introchem/chapter/physical-and-chemical-changes-to-matter/

Thought Co., Accessed October 19, 2020

https://www.thoughtco.com/examples-of-physical-changes-608336

DepEd K-12.com, Accessed September 18, 2020.

http://depedk12manuals.blogspot.com/2016/06/grade-8-learners-modules-and-teachers.html#

Toppr Accessed, September 18,2020

https://www.toppr.com/content/story/amp/thomsons-model-of-atom-55210/

Rutherford Wiki Accessed, September 18,2020

https://en.wikipedia.org/wiki/Rutherford_model#/media/File:Rutherford_atomic_planetary_model.svg

History of Anatomy Accessed, September 18,2020

https://sites.google.com/site/historyofanatom/james-chadwick

Quizizz, Accessed, September 4, 2020

https://quizizz.com/admin/quiz/5702f706f632dccf635b8188/astroids-meteors-and-comets

Sol Saranay M. Baguio, Anna Carmela B. Bonifacio, Susan D. Manosa, and Celeste Joan C. Sebastian. Breaking Through
Science 8 (C & E Publishing, Inc., 2015), 212-222

DepEd K-12.com, Accessed October 17, 2020.

http://depedk12manuals.blogspot.com/2016/06/grade-8-learners-modules-and-teachers.html#

Accessed October 17, 2020.

https://www.slideshare.net/dumouchelle/periodic-table-of-elements-11841878

Accessed October 18, 2020.

https://www.angelo.edu/faculty/kboudrea/periodic/physical_metals.htm
ANSWERS KEY Activity 3:
QURTER 3 WEEK 1-2 1. The two basic properties of matter are
Activity 1: mass and shape.
1. A 6. D 2. All matter is made up of tiny particles
2. B 7. B called atoms.
3. A 8. B 3. Volume is the amount of space that
4. A 9. D matter takes up.
4. Mass is the amount of matter an object
5. C 10. Water (H2O) is unique
has.
because the properties of
5. Liquids take the shape of their
water allow it to exist
container.
in all three states (solid, liquid,
6. Gases do not have a definite shape,
gas)
Activity 2 mass, or volume.
7. Liquids do not have a definite shape,
but they do have a definite volume.
8. Solids have a definite shape and
volume.
9. A chair and ice are examples of solids.
10. Milk and juice are examples of liquids.
11. Oxygen and helium are examples of
gases.
12. Solid ice is melting when it is
changing into a liquid.

Activity 4:
Activity 6:
1. Chemical Property
2. Physical Property
3. Physical Property
Activity 5: 4. Chemical Property
5. Physical Property
6. Chemical Property
7. Chemical Property
8. Physical Property
9. Physical Property
10. Chemical Property

Scenario
ACTIVITY 6 Physical or Evidence
QUARTER 3: WEEK 3-4 Chemical
Change?
ACTIVITY 1 ACTIVITY 2
A student removes a loaf of bread Physical No change in the substance. No
1. P 6. C from the oven. The student cuts a Change unexpected color change, temperature
slice off the loaf and spreads butter change or gas given off.
2. C 7. P on it.
3. P 8. P 1. Your friend decides to toast a piece Chemical Substance changed. The bread’s color
of bread, but leaves it in the toaster Change changed. Odor and taste changed too.
4. C 9. C too long. The bread is black and the
5. P 10. P kitchen is full of smoke.
2. You forget to dry the bread knife Chemical The presence of rust is a chemical
ACTIVITY 3 when you washed it and reddish- Change change. There is a new substance in
1. Boiling 6. Freezing brown spots appeared on it. the bread knife specifically the rust.
2. Boiling Point 7. Sublimation 3. You blow dry your wet hair. Physical Water evaporates.
3. Freezing point 38.WEEK
Melting 5-6
Point Change
QUARTER
4. Melting 9. Deposition 4. In baking biscuits and other quick Chemical Gas formation means there is a
ACTIVITY
5. Evaporation 110. Condensation
breads, the baking powder reacts to Change chemical change causing the dough to
release carbon dioxide bubbles. The rise. Therefore, there is a new
carbon dioxide bubbles cause the substance formed.
dough to rise.

5. A straight piece of wire is coiled to Physical There is no new substance. There is

form a spring. Change just a new shape for the wire.

ACTIVITY 2 Refer to the rubric for scoring

Prepared by:

LEYLANIE D. SAMSON JO-EM MARCO P. HOMERES

Writer Writer

PRECY T. MANARANG
AL CARLO Y. GUEVARA
Writer
Writer

JENNIFER M. PRAZA LARRY MAR B. BAUTISTA

st
1 Level Evaluator, Grade 8 Lay-out Editor

RAY JASON C. SANGUYU GEMIMA A. ESTRABILLO EdD

Head Teacher II Education Program Supervisor - I
Evaluator Evaluator