Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 Mathematics
First Quarter
L E A R N I N G A C T I V I T Y No. 1

Name: Grade/Score:
Year and Section: Date:
School: District:
Subject :( Choose and check the appropriate box/s below.)______________________________
Religion/Values Education Filipino Formal Theme TLE/ICT
Natural Sciences English MAPEH
Araling Panlipunan Math CAdT

Type of Activity: (Choose and check the appropriate box/s below.)________________________

Concept Notes Laboratory Report Formal Theme Others:
Skills: Exercise / Drill Illustration Informal Theme
------------------------------------------------------------------------------------------------------------------------------
Division of Bohol
Name of School
L E A R N I N G A C T I V I T Y No. 1.14-A
( Science Grade 7 )

Name: Grade/Score:
Year and Section: Date:
Type of Activity (Check or choose from below.)______________________
 Concept Notes  Laboratory Report  Formal Theme  Others:
 Skills: Exercise / Drill  Illustration  Informal Theme
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Activity Title: Acids and Bases

Learning targets
 Differentiate acids and bases.
 Determine the properties of acids and bases.

References: 1. Science Learner’s Material: Unit I module 4; p.46

2. Mapa, Amelia P., et-al. Chemistry Textbook, pp. 51-52

3. Soriano, Emil F., et.al., Chemistry for the New Millennium,

pp. 46-48

4. Paz L. Adiong, Valencia Tech. Voc. High School, DLP-Writer

Concept Notes:

Foods that taste sour contain acidic ingredients. Adobo, paksiw, and

kilawin are sour because of the acetic acid (in the form of Vinegar) they

contain. Fruits such as calamansi, lemons, pomelo, guava, tamarind (sampalok),

lanzones, santol and many others contain chemicals (citric acid & ascorbic acid)
that make them taste sour. Acids can change the color of some natural dyes.

The word acid is derived from the Latin word acidus which means sour.

The bitter taste of antacids such as Maalox, Kremil-S and alka-seltzer,

is caused by the basic compounds they contain. Ampalaya, bitter fruit,

contains alkaloids that are basic. A base is a substance that in aqueous

solution, is slippery to the touch, taste bitter, changes the color of indicators

(e.g., turns red litmus paper to blue).

Exercises: 1. What are acids and bases?

2. Give at least three (3) properties of acids and bases.

Division of Bohol
Name of School
L E A R N I N G A C T I V I T Y No. 1.14-B
( Science Grade 7 )

Name: Grade/Score:
Year and Section: Date:
Type of Activity (Check or choose from below.)______________________
 Concept Notes  Laboratory Report  Formal Theme  Others:
 Skills: Exercise / Drill  Illustration  Informal Theme
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Activity title: What are indicators?

Learning targets:
 Define indicators
 Cite examples of indicators
References: 1. Science learner’s material: Unit I, Module 4; p.47
2. Soriano, Emil F., et.al., Chemistry for the New Millennium, p.48
3. Paz L. Adiong, Valencia Tech. Voc. High School, DLP-Writer
Concept notes:
The safest and simplest method of determining whether a given
substance is an acid or a base is to use an indicator. An indicator is a dye that
changes into a different color depending on whether it is an acid or a base.
There are many indicators that come from plant sources. Natural pigments
from the leaves and the colorful petals of flowers, and fruits such as, grapes
and berries may be used as indicators.
The three most popular indicators used in many laboratories are Litmus
paper, phenolphthalein and methyl orange. A common indicator is litmus, a dye
taken from the lichen plant. The reaction of acids and bases on the three
common indicators is shown in the table below.

SUBSTANCE Effect on Effect on Effect on Effect on

blue litmus red litmus phenolphthalein methyl
paper paper orange
ACID Changes it It remains It remains It remains
into red red colorless orange
BASE It remains Changes it It turns pink It turns
blue into blue yellow

Exercises: 1. What are indicators?

2. Give at least 3 examples of indicators used in laboratories.

Division of Bohol
Name of School
L E A R N I N G A C T I V I T Y No. 1.14- C
( Science Grade 7 )

Name: Grade/Score:
Year and Section: Date:
Type of Activity (Check or choose from below.)______________________
 Concept Notes  Laboratory Report  Formal Theme  Others:
 Skills: Exercise / Drill  Illustration  Informal Theme
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Activity Title: How can you tell if a mixture is acidic and basic?

Learning target:

 Prepare a plant indicator from any of the following plants: violet eggplant

peel, purple camote peel, red mayana leaves or violet baston ni San Jose.

Reference: 1. Science Learner’s Material: Unit I Module 4; pp:47-48

2. P

az L. Adiong, Valencia Tech. Voc. High School, DLP-Writer

Concept Notes;
 Have you observed someone cooking fish sinigang with camote tops and

tamarind extracts? The camote leaves change color as soon as the tamarind is

added. The leaves become an indicator.

You can make your own acid-base indicator from plants available in your

place. You may select a local plant in your community. You can use any of the

following: Violet eggplant peel, purple camote peel, red mayana leaves or violet

Baston ni San Jose. These plant materials contain anthocyanins. These plant

pigments produce specific colors in solutions of different acidity or basicity.

Materials needed:

 1 pc mature, dark violet eggplant or camote leaves of mayana or

Baston ni San Jose

 Alum (tawas) powder

 Sharp knife or peeler

 Small casserole or milk can

 Plastic egg tray or small transparent plastic cups

 Brown bottle with cover

 Alcohol lamp

 Tripod

Procedure

1. Peel an eggplant as thin as possible. (You may also use the skin of purple

camote or the leaves of red mayana or Baston ni San Jose)

Cut the materials into small pieces and place in a small casserole or milk

can. You may keep the flesh of the eggplant or camote for other

purposes.

2. Add about 1/3 to ½ cup tap water to the peel depending on the size of

the eggplant or camote used. Boil for 5 minutes, stir from time to time.

3. Transfer the mixture into a bottle while it is still hot. There is no need

to filter, just remove the solid portion. The mixture may change if left in

open air for more than 5 minutes.

4. Immediately add a pinch (2-3 matchstick head size) of alum (tawas)

powder into the solution or until the solution becomes dark blue in color.

Stir well while still hot. This is now the indicator solution.

Exercises: 1. What is the purpose of adding a pinch of alum (tawas) powder

into the solution?

 Division of Bohol
Name of School
L E A R N I N G A C T I V I T Y No. 1.14-D
( Science Grade 7 )

Name: Grade/Score:
Year and Section: Date:
Type of Activity (Check or choose from below.)______________________
 Concept Notes  Laboratory Report  Formal Theme  Others:
 Skills: Exercise / Drill  Illustration  Informal Theme
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Activity title: How can you tell if a mixture is acidic or basic?

Learning target:
 Determine the acidity / basicity of some common household items using
the prepared plant indicator.
Reference: 1. Science Learner’s Material: Unit I, Module 4; pp. 48-50
2. Paz L. Adiong, Valencia Tech. Voc. High School, DLP-Writer
Materials Needed:
 Plant indicator prepared in  Other food/home items with
part A no color: (toothpaste,
 Vinegar shampoo, soap, detergent,
 Distilled water fruit juice like buko juice,
 Tap water sugar in water, soft drink)
 Baking soda  2 plastic teaspoons
 Baking powder  Stirrer ( maybe teaspoon,
 Calamansi barbecue stick or drinking
straw)

Procedure:
1. Place one (1) teaspoon of each sample in each well of the egg tray.
2. Add 8-10 drops (or ½ teaspoon) of the plant indicator to the first
sample.
Note: If the sample is solid, wet a pinch (size of 2-3 match heads) of
the solid with about ½ teaspoon of distilled water.
Take care! Use one dropper for one kind of sample. Wash each dropper
after use. Do not mix samples!
3. Note the color produced. Record your observations in column 2 of table
I.

Table I. Acidic or basic nature of household materials

 Sample Color of Indicator Nature of Sample
Calamansi
Tap water (water
from the faucet)
Distilled water
Vinegar
Sugar in water
Baking soda
Baking powder
Soft drink (colorless)
Coconut water (from
buko)
Toothpaste
Shampoo
Soap
4. Repeat step number 1 of Part B for the other samples.
5. Determine the acidic or basic nature of your sample using the color
scheme below for eggplant or camote indicator and record the nature of
each sample in Table I.
Strongly acidic: red to pale red
Weakly acidic: blue
Weakly basic: green
Strongly basic: yellow

Exercise: Among the given samples, which are strongly acidic and
strongly basic?
 Division of Bohol
Name of School
L E A R N I N G A C T I V I T Y No. 1.14-E
( Science Grade 7 )

Name: Grade/Score:
Year and Section: Date:
Type of Activity (Check or choose from below.)______________________
 Concept Notes  Laboratory Report  Formal Theme  Others:
 Skills: Exercise / Drill  Illustration  Informal Theme
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Activity title: How can you tell if a mixture is acidic or basic?

Learning target:
 Determine the acidity / basicity of water from different sources.
References: 1. Science Leaner’s Material: Unit I Module 4; pp. 50-52
2. Paz L. Adiong, Valencia Tech. Voc. High School, DLP-Writer
Materials needed:
 At least one cup water from each of the following sources of water:
Rainwater, river, lake or stream, pond, canal, faucet, deep well or handpump
 Plant indicator prepared in Part A  Bottled water (mineral water)
 6 droppers or distilled water
 6 plastic teaspoons  2 plastic egg trays or 8 small
plastic containers
Procedure:
1. Place one (1) teaspoon of each sample in each well of the egg tray.
2. Add 8-10 drops (or ½ teaspoon) of the plant indicator to the first sample.
Note: If the sample is solid, wet a pinch (size of 2-3 match heads) of
the solid with about ½ teaspoon of distilled water.
Take care! Use one dropper for one kind of sample. Wash each dropper
after one use. Do not mix samples!
3. Note the color produced. Record your observations in column 2 of Table 2.
Table 2. Acidic or basic nature of water from different sources.
Water sample from Color of indicator Nature of sample
source
Rainwater
River, lake or stream
Pond
Canal
Water from faucet
Deep well or handpump
4. Determine the acidic or basic nature of your sample using the color scheme
below for eggplant or camote indicator and record the nature of each
sample in Table 2.
Strongly acidic : red to pale red
Weakly acidic : blue
Weakly acidic : green
Strongly basic : yellow

Exercise: Among the given samples, which are weakly acidic and weakly basic?
 Division of Bohol
Name of School
L E A R N I N G A C T I V I T Y No. 1.15-A
( Science Grade 7 )

Name: Grade/Score:
Year and Section: Date:
Type of Activity (Check or choose from below.)______________________
 Concept Notes  Laboratory Report  Formal Theme  Others:
 Skills: Exercise / Drill  Illustration  Informal Theme
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Activity title: pH meter

Learning targets:
 Illustrate / Introduce pH meter.
 Identify pH value of some samples of matter.

References: 1. Science Learner’s Material: Unit I Module 4; pp.52-53

2. Paz L. Adiong, Valencia Tech. Voc. High School, DLP-Writer

Concept notes :
Another method which can be used to distinguish acidic from basic
mixtures is through the use of a pH meter. A pH meter has a scale which
extends from 0 to 14. This was proposed by Danish biochemist S.P.L Sorensen.
In this scale, a sample with pH 7 is neutral. An acidic mixture has a pH that is
less than 7. A basic mixture has a pH that is greater than 7. In general, the
lower the pH, the more acidic the mixture and the higher the pH, the more
basic is the mixture. Figure I gives the parts of the meter.

Figure I. Parts of the pH meter.

 Below is a table showing the pH value of some samples of matter.
Sample of Matter pH
Gastric juice 1.6 – 1.8
Lemon juice 2.1
Vinegar (4%) 2.5
Softdrinks 2.0-4.0
Urine 5.5-7.0
Rainwater (unpolluted) 5.6
Milk 6.3-6.6
Saliva 6.2-7.4
Pure water 7.0
Blood 7.4
Fresh egg white 7.6-8.0
Seawater 8.4
Laundry detergent 11
Household bleach 12.8
Drain Cleaner 13.0

Exercise:
What is the relationship between the pH value and the acidity / basicity
of a substance?
 Division of Bohol
Name of School
L E A R N I N G A C T I V I T Y No. 1.15-B
( Science Grade 7 )

Name: Grade/Score:
Year and Section: Date:
Type of Activity (Check or choose from below.)______________________
 Concept Notes  Laboratory Report  Formal Theme  Others:
 Skills: Exercise / Drill  Illustration  Informal Theme
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Activity title: Color Range, pH Scale!

Learning target:
 Determine the pH of the solutions tested using the pH scale.
Reference: 1. Science Learner’s Material: Unit I Module 4; p.54
2. Paz L. Adiong, Valencia Tech. Voc. High School, DLP-Writer

Concept notes:
Using the plant extract you have prepared allowed you to further
determine the degree of acidity or basicity of a mixture, that is, you were
able to find out how strongly acidic or basic the mixtures were. It is clear to
you now that the sample you used in the previous activity (Activity 3, parts B
and C) are not called acids nor bases but rather these samples may have either
acids or bases in them which make them acidic or basic.
In this activity, you will use the results in Activity 3, parts B and C, to
determine the pH of the solutions you tested. Use the following pH scale for
eggplant indicator to determine the pH of the common mixtures you tested in
Activity 3. Write your results in the table below.

The eggplant indicator shows the following color changes.

pH

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

red/ pale/ blue /green /yellow

N
ACIDIC E BASIC
U
becoming more acidic T
becoming more basic
R
A
L
Table 1. pH of Samples from Activity 3
SAMPLE pH based on Acidic or basic
eggplant / camote
indicator
Calamansi
Tap water (water
from the faucet)
Distilled water
Vinegar
Sugar in water
Baking soda
Baking powder
Soft drink
(colorless)
Coconut water (from
buko)
Toothpaste
Shampoo
Soap

Exercise: Now that you are aware of some common mixtures, why do you think
that, it is important for us to know the pH of some substances that we are
using in our daily activities?
 Division of Bohol
Name of School
L E A R N I N G A C T I V I T Y No. 1.16
( Science Grade 7 )

Name: Grade/Score:
Year and Section: Date:
Type of Activity (Check or choose from below.)______________________
 Concept Notes  Laboratory Report  Formal Theme  Others:
 Skills: Exercise / Drill  Illustration  Informal Theme
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Activity title: What happens to a Metal when exposed to an Acidic Mixtures?

Learning Target:
 Investigate the effect of an acid on a common metal like iron.
Reference: 1. Science Learner’s material: Unit I Module 4; pp. 57-58
2. Paz L. Adiong, Valencia Tech. Voc. High School, DLP-Writer
Concept notes:
You have learned that vinegar is about 5% acetic acid. Vinegar will be
used in this investigation since it is safe to handle and easily available. It is a
simple example that can show the action of an acidic solution when it comes in
contact with a metal.
Materials needed:
 3 pieces, small iron nails (about 2.5 cm long)
 1 cup white vinegar (with 4.5 to 5% acidity)
 3 small, clear bottles or 100 mL beaker
 1 cup water
 2 droppers
Procedure
1. Prepare a table similar to the one below.
Set-up Observations
After one day After 2 days After 3 days
Iron nail (1)
Iron nail (2)
Iron nail (3)

2. Clean and wipe dry all the iron nails and the bottles.
3. Place one piece of the iron nail in each bottle.
4. Put two to three drops (just enough to barely cover the sample) of
vinegar on top of the iron nail in each bottle.
5. After adding vinegar to all sample, put aside the bottles where you can
observe changes for three days.
 6. Write your observations after one day, two days, and three days on the
table in step #1.

Exercises: 1. At the end of three days, describe completely what

happened to each sample.
2. Give explanations for the results you have observed.
 Division of Bohol
Name of School
L E A R N I N G A C T I V I T Y No. 1.7-A
MODULE 2 Substances and Mixtures
( Science Grade 7 )

Name: Grade/Score:
Year and Section: Date:
Type of Activity (Check or choose from below.)______________________
 Concept Notes  Laboratory Report  Formal Theme  Others:
 Skills: Exercise / Drill  Illustration  Informal Theme
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Activity Title: Separating Components of a Mixture

Learning Target:
 Identify the techniques in separating the components of mixtures.
References: 1. Science Learner’s Materials: Unit 1 Module 2; p.17
2. Mapa, Amelia P., et.al., Chemistry Textbook, pp. 42-43
3. Paz L. Adiong, Valencia Tech. Voc. High School, DLP-Writer
CONCEPT NOTES:
A mixture can be separated into its components through physical
processes. One of the simplest of these is filtration. This can be used to
separate a liquid from a solid in a mixture. It is the first step in purifying
water for drinking. It removes insoluble solids from the water, but is incapable
of removing dissolved materials.
There are other methods of separating the components of mixtures and
these are the following:
1. Distillation - vaporizes the liquid components of a mixture and then
condenses them for recovery.
2. Flotation - the process of blowing air into a mixture to separate the fine
or light particles.
3. Centrifugation – a widely used method of separating mixtures according
to the different densities of the components.
4. Chromatography – used to separate liquid or gas mixtures.
5. Scooping: used to remove the floating mineral from the mixture by using
a spoon.

EXERCISES: Cite at least (3) methods of separating the components of

mixtures aside from the given methods mentioned above.
 Division of Bohol
Name of School
L E A R N I N G A C T I V I T Y No. 1.7-B
( Science Grade 7 )

Name: Grade/Score:
Year and Section: Date:
Type of Activity (Check or choose from below.)______________________
 Concept Notes  Laboratory Report  Formal Theme  Others:
 Skills: Exercise / Drill  Illustration  Informal Theme
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Activity Title: Separating Components of a mixture

“Seawater! See water and salts!”
Learning Targets:
 Separate water from the salts in Seawater.
 Purify seawater through the process of distillation.
Reference: 1. Science Learner’s Material: Unit 1 Module 2; pp. 17-19
2. Paz L. Adiong, Valencia Tech. Voc. High School, DLP-Writer
Concept Notes:
Different separation techniques make components of a homogenous
mixture more distinguishable, that is, those “unseen” components when they
are in a solution become “seen”. Just like in the activity below, distillation and
evaporation will help you “see” the two major components of seawater, these
are, water and salt.
Materials Needed
 Seawater
 Spoon
 Erlenmeyer flask (sample
 Alcohol lamp
flask)
 Tripod  Test take (receiver)
 Safety matches  Glass tube bent at right
 Wire gauze (asbestos scraped off) angle, with rubber cork
 Evaporating dish (or aluminum foil) attachment (delivery tube)
 Water bath
 Hand lens
 Small boiling chips
Procedure
1. Prepare a distillation set-up as shown in Figure 1. Place about 60 ml of
seawater in the sample flask. Add 2-3 small boiling chips.
Take care! Handle properly the glassware and flammable materials.
 2. Apply heat to the sample flask until you have collected about 15 ml of
the distilled water (distillate).
Note: Make sure the source of heat is not removed while the
distillation is in progress.
3. Taste a portion of the distillate. Compare the taste of the distillate with
that of seawater.
Take care! Never taste any sample unless permitted by the
teacher or stated in the activity procedure.
4. Set the rest of the distillate aside. You will use it in Activity 2. Label it
properly.
5. While allowing the remaining seawater to cool, prepare an evaporation
set-up as shown in Figure 2.

6. Transfer the cooled liquid to the evaporating dish. Aluminum foil may be
used as an alternative for evaporating dish. Note that the aluminium foil
was shaped like a bowl so it can hold the sample.
7. Apply heat to the seawater until all the liquid has evaporated. Let it cool.
Using a hand lens, examine what is left in the evaporating dish.
8. The solid that is left behind in the evaporating dish is called the residue.
Taste a small portion of the residue.

Exercises:
1. What is the taste of the distillate? Is the taste the same as seawater?
2. Did you notice the solid that was left after all the liquid has evaporated?
What is the taste of the residue?
 Division of Bohol
Name of School
L E A R N I N G A C T I V I T Y No. 1.8-A
( Science Grade 7 )

Name: Grade/Score:
Year and Section: Date:
Type of Activity (Check or choose from below.)______________________
 Concept Notes  Laboratory Report  Formal Theme  Others:
 Skills: Exercise / Drill  Illustration  Informal Theme
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Activity Title: Distinguishing Substances and Mixtures

“Looks May be Deceiving”
Learning Targets:
 Describe the change in temperature of a substances and Mixture during
boiling.
 Differentiate between substances and mixtures based on how temperature
changes during boiling.

Reference: 1. Science Learner’s Material: Unit 1 Module 2, pp. 20-22

2. Paz L. Adiong, Valencia Tech. Voc. High School, DLP-Writer
Concept Notes:
In the previous activity, you will observe how a substance behaves while it is
being boiled or melted. You will also find out that these behaviours will help you
differentiate substances from mixtures. Moreover, some mixtures like substances
are homogeneous. Given two unlabelled samples, one with water (a substance), and
the other a mixture of salt in water, you would not be able to distinguish one from
the other just by looking at them.

Materials Needed:
 Distilled water  Cork/rubber to fit
 Seawater thermometer
 Beaker (50-ml), 2 pcs  Iron stand/clamp
 Aluminium foil, 2 pcs  Alcohol lamp
 Thermometer (with readings up to 1100C)  Safety matches
 Ruler  Watch/timer
 Pencil  Graphing paper

Procedure:
1. Place about 15 ml of distilled water into a beaker. Label it properly. Describe
the appearance and odor of your sample. In your worksheet, write your
descriptions in table 1.
Take care! Handle properly the glassware and flammable materials.
2. Cover the mouth of the beaker with aluminium foil. Using the tip of your pen,
poke a hole at the center of the foil. The hole should be big enough for the
thermometer to pass through.
3. Prepare the set-up as shown in Figure 3.

Notes: Make sure that the thermometer bulb is just above the surface of the
sample (about 1mm). Also, make sure that the heat is evenly distributed at the
bottom of the beaker.
4. Begin recording the temperature when the sample starts to boil vigorously.
Record your temperature reading in Table 1 under the column, Distilled water.
5. Continue boiling and take at least 5 readings at intervals of 30 seconds after
the liquid has started to boil vigorously. Note even the slight changes in
temperature. Record your temperature readings in Table 1 under the column,
Distilled water
6. Stop heating when the liquid sample reaches half of its original volume.
7. Present your data for distilled water in a graph. Place the temperature reading
along the y – axis and the time along the x-axis. Label the graphs
appropriately.
8. Repeat steps 1 to 7 using seawater. This time, record your temperature
readings in Table 1 under the column, seawater. Note even the slight changes
in temperature.
Take care! Make sure that the beaker is cool enough to hold. Use another
beaker for seawater. Rinse the thermometer and wipe dry before using it to
test other samples.
Table I. Temperature readings of the liquid samples during boiling at 30 – sec
interval.

Distilled water Seawater

APPEARANCE
ODOR
Temperature (0C) at start of
Boiling
30 sec
Temperature 60 sec
(0C) 90 sec
after 120 sec
150 sec

Exercises:
1. Refer to the graph and your data for distilled water/seawater, what do
you notice about its temperature during boiling?
2. How would you define a substance/a mixture based on what you have
observed?
 Division of Bohol
Name of School
L E A R N I N G A C T I V I T Y No. 1.8-B
( Science Grade 7 )

Name: Grade/Score:
Year and Section: Date:
Type of Activity (Check or choose from below.)______________________
 Concept Notes  Laboratory Report  Formal Theme  Others:
 Skills: Exercise / Drill  Illustration  Informal Theme
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Activity Title: Distinguishing Substances and Mixtures

“Looks May be Deceiving”
Learning Targets:
 Describe the appearance of a substance and mixture while they are
melting.
 Differentiate between substances and mixtures based on how they
appear as they melt.

Reference: 1. Science Learner’s Material: Unit 1 Module 2., pp 22-25

2. Paz L. Adiong, Valencia Tech. Voc. High School, DLP-Writer
Materials:
 Benzoic acid
 Watch/timer
 Benzoic acid-salt mixture
 Cover of an ice cream can
 Ballpen cap
(about 7-8 cm diameter)
 Alcohol lamp
 Paper
 Tripod
 Scissors/cutter
 Wire gauze
 Marker pen
 Safety matches

Procedure
1. Construction of an improvised melting dish from a cover of an ice cream
can. This may be prepared ahead.
a.) Trace the outline of the cover of an ice cream can on a piece of paper.
Cut the paper following the outline. Adjust the cut-out so it fits well
in the inner part of the ice cream can cover. See Figure 4a.
b.) Fold the cut-out into 4 equal parts. Place the folded cut-out on top of
the cover (inner part) of the ice cream can. See Figure 4b.
c.) Following the crease of the paper, trace lines using a marker pen into
the cover. Remove the cut-out. See Figure 4c.
d.) In each radius, locate points which are equidistant from the

center. Using the tip of a cutter, etch and mark these points as X 1, X2,
X3, and X4. See Figure 4.
 Note: Your improvised melting dish should look similar as Figure 5.
Samples will be placed at the X marks. This melting dish may hold as
much as 4 samples at one time.

2. Prepare the set-up as shown in Figure 6.

Take care! Handle properly flammable materials.
3. Using the tip of a ballpen cap, place about a scoop of benzoic acid in X 1 and
benzoic acid salt mixtures in X 4 marks of the improvised melting dish. Do
not put anything in the X2 and X3 marks.

Note: The figure below illustrates how much one scoop of sample is.
Figure 7. Ballpen cap as improvised spatula with a scoop of sample

4. Examine each sample. Describe the appearance. In your worksheet, write

your descriptions for the two sample in table 1.

Table 1. Appearance of the solid samples

Benzoic acid Benzoic acid-salt mixture
(X1) (X4)
APPEARANCE
Exercises:
1. What did you observe while benzoic acid and benzoic acid-salt mixture are
melting?

2. How would you define a substance and a mixture based on what you have
observed?
 Division of Bohol
Name of School
L E A R N I N G A C T I V I T Y No. 1.9
( Science Grade 7 )

Name: Grade/Score:
Year and Section: Date:
Type of Activity (Check or choose from below.)______________________
 Concept Notes  Laboratory Report  Formal Theme  Others:
 Skills: Exercise / Drill  Illustration  Informal Theme
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Activity Title: My Unknown sample: Substance or Mixtures?

Learning Target:
 Design a procedure that will identify unknown samples as mixtures or
substances.
Reference: 1. Science Learner’s Material: Unit 1 Module 2, p.26
2. Paz L. Adiong, Valencia Tech. Voc. High School, DLP-Writer
Concept Notes:
There are mixtures that are homogeneous which may be mistaken as
substances. Being so, appearance may not be the best basis to differentiate
substances from mixtures. However, there are ways to tell by noting how a
sample behaves during boiling and melting.
During boiling, the temperature of a substance changes at the start then
it becomes the same; while the temperature of a mixture is different at
different times. While during melting, a substance melts completely /
smoothly within a short time; while a mixture has portions that seem to be not
melting.
In this activity, you will apply what you have learned in classifying
unknown samples. This time, you have to decide which set-up fits best with the
sample you are given. You have to work out a procedure first by recalling what
you have done in the previous activities. Take note of safety measures and
wait for your teacher to give you the “go signal” before proceeding.
Materials Needed:
Unknown sample
Procedure:
1. Design a procedure to identify if the unknown sample is a mixture or a
substance. Limit the materials that you are going to use with what is
already available.
2. Perform the activity that you designed after your teacher has checked
your procedure.
Exercise: 1. What is your basis in identifying the unknown sample you have?