basic education assistance for mindanao

LEARNING GUIDEBASIC EDUCATION ASSISTANCE FOR MINDANAO

Third Year ScienceClassifying Matter

Classifications of Substances

LEARNING GUIDE

COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office within the work is created shall be necessary for exploitation of such work for profit.” This material has been developed within the Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be given by the author(s) or the BEAM Project Management Unit and the source must be clearly acknowledged.

Basic Education Assistance for Mindanao

Edited and produced by the Materials Development Center, August 2009

BASIC EDUCATION ASSISTANCE FOR MINDANAO

THIRD YEAR SCIENCE

CLASSIFYING MATTER

CLASSIFICATIONS OF SUBSTANCES

Information about this Learning GuideRecommended number of lessons for this Learning Guide: 3

Basic Education Curriculum CompetenciesThird Year Science: Demonstrate skill in identifying chemical systems and classification of matter.

• Differentiate between homogeneous and heterogeneous systems.

• Discuss pure substances and mixtures.

• Describe three (3) types of mixtures.

• Differentiate between elements and compounds in an operational manner.

• Classify elements as metals, non-metals or metalloids based on their properties.

• Group compounds into organic and inorganic based on their formulas.

Objectives• Classify pure substances based on their properties.

• Differentiate organic from inorganic compounds.

• Classify substances as basic or acidic, based on the reaction on litmus paper as an indicator.

• Describe the properties of metals, non-metals and metalloids.

Essential concepts, knowledge and understandings targeted• Pure substances are classified as elements and compounds.

• Elements may be metals, non-metals or metalloids.

• Compounds may be classified as organic or inorganic .

• Salts can be prepared by a reaction of an acid and a base.

• Acids turn blue litmus paper to red; Bases turn red litmus paper to blue.

• A metal exhibits luster, it is malleable and can conduct electric current.

• A nonmetal does not have metallic luster, is brittle and is generally a non-electrical conductor.

Specific vocabulary introduced• Organic compound

• Inorganic compound

• Acids

• Bases

• Neutral compounds

Basic Education Assistance for MindanaoLearning Guide, August 2009 3


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• Salts

• Electric conductivity

• Malleability

Suggested organizational strategies• Students are grouped according to class size, ideally having 7-8 students per group.

• Time is sufficiently allotted in the performance of an activity.

• The medium used in conversing with a fellow group member during group discussions depend on the dialect spoken to enable them to understand one another. But, during reporting sessions, ENGLISH is the medium to be used.

Activities in this Learning GuideActivity 1: Get to know me

Multiple Intelligences

• Verbal/Linguistic

• Interpersonal

• Visual/Spatial

Skills

• Knowledge of major ideas

• Grasp meaning

• Seeing patterns

• Observation and recall of information

• Interpret facts, compare, contrast

• Use information

Text Types

• Observation

• Factual Description

• Explanation

Activity 2: Mind map



• Visual/Spatial

Skills

• Generalize from given facts

• Mastery of subject matter



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Activity 3: Rotating Learning Stations and Practical work



• Interpersonal

• Logical/Mathematical

Skills


• Grasp meaning

• Seeing patterns


• Compare and discriminate between ideas

• Use information

• Understanding information

Text Types

• Procedure

• Personal Response

• Narrative

• Observation

• Explanation

Activity 4: What's in this nook?



• Interpersonal

• Visual/Spatial

Skills



• Relate knowledge from several areas

• Use information


Text Types

• Discussion



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• Personal Response

• Narrative

Activity 5: 5.1 My Substances Necklace, 5.2 My Friend Venn, 5.3 My Fish Bone



• Interpersonal

• Logical/Mathematical

• Intrapersonal

• Visual/Spatial

Skills



• Grasp meaning

• Seeing patterns

• Use old ideas to create new ones


• Recognition of hidden meanings

• Relate knowledge from several areas

• Use information


Text Types

• Procedure

• Discussion

• Narrative

• Explanation

• Information Report

Activity 6: Starlight



• Interpersonal

• Intrapersonal

• Visual/Spatial



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Skills



• Seeing patterns


• Translate knowledge into new context

• Use information


Text Types

• Narrative

• Review

• Explanation

Key Assessment Strategies• Oral participation

• Use of rubric

• Output presentation



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Mind MapThe Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.

AssessmentAll six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is important that your students know what they will be assessed on.

Stages of LearningThe following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.

1. Activating Prior LearningThis stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.

Background or purposeSubstances are part of our everyday lives. However, understanding them have been put aside by most people except those inclined to investigate them. Students have prior views



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about its classifications. They will then connect these views to the relevant concepts here presented.

Activity 1 (15 minutes) page 14

Title: “Get to know me”

• Inform the class that they will be doing a task on classifying/grouping materials as substances or mixtures.

• Form 5 groups of 7 people or as desired. Let them choose their leader,recorder and reporter. Guide them to start brainstorming how to group or classify the given materials. You may provide hints such as they may be classified them according to properties.

• Distribute the activity sheets to each group. Visit them during the activity to ensure that they are doing their tasks. When they are done,request each group to prepare for their reports to the whole class.

StrategyBrainstorming as a strategy enables students to explore and investigate their own ideas and the ideas of their classmates. Perhaps for a reason,they may argue or agree on some points but somehow they will learn to relate and communicate. They may have some questions and disagreement but these will help them learn more about the concepts. Inaccurate responses to questions are part and parcel of the strategy which should be given due appreciation. What is important is the fact that students are able to start thinking and express themselves.

Formative AssessmentIn the performance of the activity, misconceptions maybe present. If and when these are manifested, a needed input maybe provided to the students. Also, the kind of participation and interaction in the groups during the activity and in the reporting process may be assessed.

RoundupThis question can be asked for a roundup: “How then do materials that we see and use differ from each other?” Call a representative from each group to answer the question. They should be able to state that one difference is that some are pure substances and some are mixtures.

2. Setting the ContextThis stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.

Background or purposeThe objectives of the lesson may be stated at this stage to provide direction and set the minds of the students. The mind map when fully explained will set the stage towards understanding the structure and scope of this lesson. Emphasize that this Learning Guide focuses on classification of pure substances.

Activity 2 (10 minutes)

• Prepare an enlarged copy of the mind map on an overhead transparency (OHT) or when not available, on a manila paper.



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• Explain the mind map to the class such that they will be aware of the flow of the lesson.

3. Learning Activity SequenceThis stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.

Background or purposeThe students will be engaged in a series of activities where they will learn concepts through discovery.

StrategyThe strategies employed are Rotating Learning Stations and Practical work. Each group is asked and guided to go to each station in a round robin manner to do the tasks set for them.

The learning stations is ideal when two or more concepts are interrelated in a lesson. The strategy is suggested when there are few/limited equipment to be used by many groups, especially in large classes.


Part I Rotating Learning Stations

Titles:

3.1 Learning Station 1: “Its Elemental” page 16

3.2 Learning Station 2: ACID, BASE, OR NEUTRAL? page 22

3.3 Learning Station 3: “ORGANIC and INORGANIC, Does it matter?”page 24

Part II “Salty SALT” page 25

• Prepare the setups before the onset of the activity.

• Before the activity,brief the students about the tasks in the learning stations. Mention that they will be doing the tasks within the alloted time so that other groups in other learning stations will have the chance to experience or do the activities. Each group will rotate in the learning stations in a round robin manner.

• When they are finished, assign a learning station to a group and ask them to make a report of their results. Give due recognition for the efforts made.

• After all groups have reported, give comments on their responses. Discuss things which are vague, clear out misconceptions and correct some errors if there are.

• When everything in part 1 has been discussed, direct students to perform part 2 activity, Salty Salt.

Formative AssessmentThe interaction of the group members, in performing their tasks can be a form of assessment in this stage of the lesson. The quality of their results and their reports may also be assessed.



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RoundupCall any member of a group to answer a question for the roundup. Be sure that each group is given one question to answer:

1.How can we differentiate a metal, a nonmetal, and a metalloid from each other?

2.Describe the reaction of an acid, a base, and a neutral substance on litmus paper.

3.How does an organic compound differ from an inorganic one?

4.How may pure substances be classified?

5.How are salts prepared?

4. Check for Understanding of the topic or skillThis stage is for teachers to find out how much students have understood before they apply it to other learning experiences.

Background or purposeIt is necessary to check whether students have really grasped the concepts. This stage will help the teacher in knowing their level of understanding, hence, allowing more room for enrichment when needed.

StrategyThe use of a cooperative structure will allow students to discuss and verbalize a particular dimension of a concept. One such structure is called Corners. Four Corners will be structured in the classroom. A question will be posted in each Corner. A group will be assigned a corner where they will discuss and answer the question then they will share the answers with the whole class.


Title:”What's in this Nook?”

Before the activity, choose four strategic corners in the classroom. In each of these corners a question should be found which has bearing on the topic. The topic is INSIGHTS ON SUBSTANCES. Write this on the board. The questions are to be written on manila paper:

1. Differentiate a metal, a nonmetal, and a metalloid.

2. Describe the reaction of blue and red litmus paper when dipped in a solution of an acidic, a basic and a neutral substance.

3. How can you tell if a compound is organic ? Inorganic ?

4. Describe salts. Your answers should include the following aspects: a. action on litmus paper b. electrical conductivity when in the solid state and when in solution c. how it is prepared.

Brief the class about this activity and their tasks. Divide the class into five groups and direct them to choose their leader, recorder and reporter. Let group four answer question 4a only and let group five answer questions 4b and 4c.

When organized, allow each group to proceed to their corners to accomplish the tasks. When done conduct the reporting session.



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Formative AssessmentThe accuracy of their responses maybe assessed.

RoundupTake time to recognize all the worthwhile efforts of the groups. Ask some students to summarize the responses of all the groups in Activity 4.

5. Practice and ApplicationIn this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.

Background or purposeIt is a fact that students retain what they learn through practice. In this stage, they will apply the insights they gained to familiar situations.

StrategyGraphic organizers are tools that display varied information or data. Venn diagram,fish bone map and substances necklace are employed in this learning stage.


Titles:

5.1 “My Substances Necklace”page 26

5.2 “Friend Venn”page 28

5.3 “My Fish bone”page

• Inform students that they will be engaged in an activity using three graphic organizers, the necklace form, fish bone and Venn diagram.

• You may regroup them or use same grouping as in the previous stage.

• Distribute the activity sheets and give each group ample time to do the tasks. Conduct group reporting after. Assign one graphic organizer to a group to save time during the reporting.

• After the reports, correct misconceptions and mis perceptions should these crop up.

Formative AssessmentThe quality of the group's outputs and the way members participate may be assessed.

RoundupInvite and encourage the students, especially those who have not participated much in the discussion, to express their ideas or insights gained from the activity.

6. ClosureThis stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.



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Background or purposeThe use of the STARBURST technique will direct students to write then verbalize their insights on substances. The answers to the questions will provide hints to the teacher to plan enrichment lessons on this concept, pure substances.

StrategyStarburst generates different perspectives about students' learning. A five-pointed star is used here to allow students' ideas to be written and then verbalized through reporting and sharing with the whole class.

Activity 6 (15 minutes) page 30

Title: “Starlight”

• With same groups, inform them about the activity whose title will serve as a guiding light for them and their teacher. It provides a key to plan for enrichment sessions on the topic.

• Distribute the activity sheets and ensure that they are engaged fully in the tasks. Visit the groups to track how well they are doing.

• When done,conduct group reporting.

Formative AssessmentThe collective efforts of the groups,quality of participation can be tools to assess them. The Starburst activity sheets will be collected, collated then recorded for future reference

RoundupAsk volunteers to give a summary of the key points in the report. Give due appreciations for the worthwhile effort and participation of the students. Encourage the class to be more active in the future lessons.

Teacher Evaluation(To be completed by the teacher using this Teacher’s Guide)

The ways I will evaluate the success of my teaching this unit are:

1.

2.

3.



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Activity 1“Get to know Me”

Task:

You will group/classify materials as either mixture or pure substance.

Materials:

pictures of common materials from the teacher

Procedure:

1.Study the pictures. Discuss whether it is a pure substance or a mixture.

2. Be able to specify the basis for classifying the materials in the pictures.

3. Get ready to report your output to the whole class.

MIXTURE OR PURE SUBSTANCE



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Activity 1 (Continued)

MIXTURE OR PURE SUBSTANCE



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Activity 3.1Learning Station 1

“Its Elemental”Task:

In this activity,you will investigate the observable properties of metals and non-metals. Aluminum, copper, lead, the zinc plate in batteries are some examples of metals. Chalk, sulfur, and alum are some of the many examples for non-metals

Materials:

25-centavo coin iron nail

¼ m electrical wire (insulated) a piece of charcoal

a piece of sulfur crystal small hammer

¼ m copper wire sand paper

7 pieces manila paper electrical conductivity apparatus (please refer to page 17 for construction)

Procedure:

A.

1. Get a piece of copper wire and sand paper. Rub the wire with sand paper, what do you see after it was rubbed?

2. Rub the sulfur crystal with the sand paper also. After rubbing what do you see? Compare it with the copper wire.

B.

1. Use the hammer to pound the coin, the nail and the piece of charcoal. What happens?

2. Which material was crushed easily?

C.

1. Hammer the copper wire continuously for about 2 minutes, what do you see?

2. What you observed is also true for other materials like coins, tin cans, pots and pans. What is this property called?

3. Get a piece of charcoal and hammer it continuously for 2 minutes. What do you see? Compare it with the copper wire's appearance after it has been hammered.

D.

1. Get the electrical wire and remove its insulation (peel it off).What do you see?



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2. Assemble the electrical conductivity apparatus using the following components: connecting wires, a bulb and bulb holder, battery holder with 2 dry cells or batteries. The illustration below (see figure C) serves as a guide for the assembly of the components.

Fig A

Fig B

Fig. C


bulb

connecting wire

tape

batteries/dry cell holder

test material

alligator clip

connecting wire


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3. Test the copper wire for electrical conductivity by inserting it between the alligator clips as shown in the figure. It is a conductor if it is able to make the bulb light.

4. Test the other materials (e.g. a coin, a piece of sulfur crystal, piece of charcoal, and iron nail).

5. Copy the table “ Summarized Properties of Metals and Non-Metals” on a sheet of manila paper. Identify and write the materials according to the properties observed in the activity.

6. Based on the properties observed, operationally define a metal; a nonmetal.



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MATERIAL CLASSIFICATION PROPERTIES

Metal Non-Metal

Luster

(shine)

Malleability

(Can be flattened to thin sheets)

Brittleness

(Can be crushed or crumbled)

Electrical conductivity

Copper wire

/

Coin /

Sulfur crystal

/

Piece of Charcoal

/

Iron nail /

Electrical wire

/



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Teacher's Resource Sheet 1Improvising an Electrical Conductivity Apparatus

(Adapted from Physics Teacher Resource Material, PASMEP Edition, 1993)

• Battery holders or dry cell holders, switches and bulb holders maybe improvised or maybe assigned to students as a group project.

• Connecting wires could be made out of wires from old/broken appliances which are no longer functional.

• Metallic strips could be a good substitute for alligator clips.

A. Switch

Connect an alligator clip to the free end of one connecting wire.

B. Bulb Holder

Cut two 10- cm connecting wires. Peel 1 cm insulation from both ends. Use a masking tape or electric tape to attach the connecting wires on the bulb terminals.(see figure A)

C. Battery holder or Dry Cell holder

Cut two 10-cm connecting wires. Peel 1 cm insulation from its 2 ends. Use a masking tape to attach the wires on the terminals of the batteries /dry cells.(see figure B). Assemble the components as Fig C.


bulb

connecting wire

tape

batteries/dry cell holderFig. B


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Fig. A

Fig. C

test material

alligator clip

connecting wire


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Activity 3.2Learning Station 2

ACIDIC, BASIC OR NEUTRAL?Task:

To determine whether a sample is basic, acidic or a neutral substance using litmus paper as the indicator.

Materials:

hydrochloric acid solution(dilute) table salt solution

tap water alcohol

sodium hydroxide solution (dilute) distilled water

soapy water litmus paper

vinegar a sheet of manila paper

orange juice

toothpaste dissolved in water 10 vials labeled appropriately to

hold the materials to be tested

Procedure:

1.Use one blue and one red litmus paper for each sample to be tested. Dip one end of the litmus paper into the sample and observe what happens. Test the hydrochloric acid solution first, then the sodium hydroxide next.

2.What happens to a blue litmus paper when dipped in a solution which is acidic ? What happens to a red litmus paper?

3. What happens to a red litmus paper when dipped in a solution which is basic? What about a blue litmus paper?

4.Test the other substances, using one blue and one red litmus paper for each.

5. Copy the table on a piece of manila paper. Write red to blue or blue to red on the appropriate space under the column heading “reaction on litmus paper” based on the chemical system's reaction on litmus paper. Classify them by putting a check on the appropriate space under the heading “acidic”, “basic” or “neutral”.



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Classifications of materials based on reaction with litmus paper

Chemical

System

Reaction on litmus paper

Red to Blue

Blue to Red

Acidic Basic Neutral

(neither acid ic nor basic)

Hydrochloric acid

Sodium hydroxide

Tap water

Table salt solution

Orange juice

Distilled water

Soapy water

Vinegar

Alcohol

Toothpaste

solution



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Activity 3.3

Learning Station 3“Organic and Inorganic, does it matter?”

Task:

Determine whether the compound given is organic or inorganic .

Procedure:

1. Read the given selection about organic and inorganic compounds. Then , study and examine the chemical formulas of the listed compounds on the table.

2. Copy the table on a sheet of manila paper given to you. Identify each

compound whether organic or inorganic by checking the appropriate column.

Selection:

Organic compounds are members of a large class of substances whose molecules contain carbon, C. However, oxides of carbon like carbon dioxide and carbon monoxide are exceptions; they are not considered organic. In general, organic compounds are derived from living organisms.

The major groups of inorganic compounds include minerals like salts, silicates, and asbestos, compounds involving metallic and non-metallic elements like silicon, phosphorus, chlorine, and oxygen. It also includes metal complexes. It is any substance in which two or more chemical elements other than carbon are combined in definite proportions.

Table:

Compound and its chemical formula Organic Inorganic

1.Isopropyl alcohol, CH3CHOHCH3

2. Methane, CH4

3. Hydrochloric acid (HCl)

4. Virgin coconut oil (C12H24O2)

5. Ethyl alcohol (C2H5OH)

6. Table salt (NaCl)

7.Alum (tawas) KAl(SO4)2 .12 H2O



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Part II

“Salty SALT”Task:

To prepare a salt by the reaction of an acid and a base.

Materials

5 mL dilute sodium hydroxide solution (NaOH) stirring rod

20 mL dilute hydrochloric acid evaporating dish

medicine dropper small beaker

litmus paper(red and blue) alcohol lamp

Procedure:

A.

1.Pour 5 mL of dilute sodium hydroxide solution into an evaporating dish. Test with red and blue litmus paper. What do you observe?

2. Add dilute hydrochloric acid drop by drop. Stir as each drop is added. Test with red and blue litmus paper. What do you observe?

3. Test the mixture as hydrochloric acid is added until the color of red or blue litmus paper remains the same.

4. Evaporate the solution to dryness by heating the evaporating dish over a beaker of boiling water. What do you see inside the evaporating dish?

B.

1. Test for the electric conductivity of the resulting dry matter in step 4 using a conductivity apparatus. What do you observe?

2. Cool the evaporating dish. Put a few drops of water to the dry solid in step B-1. Stir to dissolve the solid.

3. Test the resulting solution for electrical conductivity. Record your observation.

4. Test the solution in step B-3 with blue and red litmus paper. Record your observation.



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Activity 5.1A

My Substances' Necklace

Task: Answer what is asked in each diagram. Place your answers on a similar diagram on the next page.


SUBSTANCES

Name some food itemsthat are acids.

Name some basic substances that are used in households

Give some household itemsthat contain salts.

Name non-metals that can be found in your home.

Name some metalsthat are used forjewelry making.

What elementsare found in the

human body?


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Activity 5.1B

My Substances' Necklace


SUBSTANCES


THIRD YEAR SCIENCE

CLASSIFYING MATTER: CLASSIFICATIONS OF SUBSTANCES

Activity 5.2My Friend Venn(a modified Venn Diagram)

Tasks:

1. Study the materials/substances written on the ovals. Classify whether organic or inorganic. Place your answers on the blanks below the oval.

2. Write their similarities in the intersection of the two ovals. One is done for you, do the rest.


___________?_________ ___________?________

They are compounds

1.Acetone-CH3COCH3

2.Acetic Acid-CH3COOH

3.Glucose-C6H12O6

4.Methane-CH4

5.Naphthalene-C10H8

6.Urea- CO(NH2)2

7.Chloroform-CHCl38.Benzene-C6H6

1.Water-H2O

2.Silica-SiO2

3.Ammonia-NH3

4.Sodium nitrate-NaNO3

5.Table salt-NaCl6.Borax-Na2B4O7.10H2O

7.Sulfuric acid-H2SO4)

8.Nitric acid-HNO3


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Teacher's Resource Sheet 2Activity 5.2- My Friend Venn(A modified Venn Diagram)


ORGANIC INORGANIC

They are compounds

They are forms of matter. They are pure substances.

They consist of 2 or more elements.

compounds.


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Activity 6“STARLIGHT”

Task:

A. Write your views /answers to the questions asked

on the spaces found at the star points.


What I found most interesting to learn

What I learned most in the lesson

What I found difficult to understandQuestions I would like to ask about this lesson

What I found easy to understand


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Teacher's Resource Sheet 3Key answers

Activity 1 “Get to know Me”!'Pure substances:

• water

• table salt

Mixtures:

• beer

• vitamins

• ice cream

• gold ring

• milk/dairy

• sauce

• fruit juices

• chalk

• sea water

Activity 3.1 “Its Elemental”A.

1. The copper wire is shiny. Some sulfur powder which was not shiny, was produced when the crystal was rubbed with sand paper.

B.

1. The coin did not break into pieces like the piece of charcoal.

2. The piece of charcoal crushed so easily when pounded.

C. Malleability

1.The copper wire can be flattened

2.The property is called malleability. Materials that can be flattened when hammered are said to be malleable.



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1. E. Summarized properties of metals and non-metals

MATERIAL CLASSIFICATION PROPERTIES

Metal Non-Metal

Luster

(shine)

Malleability

(Can be flattened to thin sheets)

Brittleness

(Can be crushed or crumbled)

Electrical conductivity

Wire / / / x /

Coin / / / x /

Sulfur Crystal

Piece of charcoal

Iron nail / / / x /

Activity 3.2 ACIDIC, BASIC OR NEUTRAL?

Classifications of materials based on action with litmus

Chemical system

Action on

Litmus paper

Red to Blue

Blue to Red

Acidic Basic

Neutral

(neither acid nor

base)

Hydrochloric acid / /

Sodium hydroxide / /

Tap water / /

Salt solution /

Orange juice / /

Distilled water /

Soapy water / /

Vinegar / /

Alcohol /



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Continuation of TRS 4Activity 3.3 “Organic or Inorganic Compound, does it matter?”

Table on classifying compounds

Compound Organic Inorganic

1.Isopropyl alcohol,

CH3CHOHCH3

/

2.Methane, CH4 /

3.Hydrochloric acid, HCl /

4.Virgin coconut oil /

5. Ethyl alcohol, CH3CH2OH /

6.Table salt, NaCl /

7 Alum, Al2(SO4)3 /

Activity 3.4 “Salty Salt”

A.

1. The red litmus paper turned to blue.

2. The blue litmus paper turns to red.

3. Crystals of sodium chloride(common table salt) formed.

B.

When tested using the conductivity apparatus, sodium chloride/table salt in solid form does not conduct electricity. It conducts current when in solution as shown by the lighting of the bulb.

Activity 5.3- My Fish Bone

A. Elements/metals

B. NonMetals

C. Basic

D. Acidic

E. Salts



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For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.

Stage 1. Activating Prior Learning

2. Setting the Context

3. Learning Activity Sequence

4. Check for Understanding

5. Practice and Application

6. Closure

Strategies

Activities from the Learning Guide

Extra activities you may wish to include

Materials and planning needed

Estimated time for this Stage

Total time for the Learning Guide Total number of lessons needed for this Learning Guide


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