This document provides information about a science module titled "Two Worlds Apart: Pure Substances vs Mixtures". It includes details such as the writers and editors involved in developing the module, copyright information, and a brief introductory message for both facilitators and learners. The summary is:
The document introduces a science module that distinguishes between pure substances and mixtures. It provides details on the development team and copyright, and includes introductory messages for facilitators and learners to guide them in using the self-learning material.
This document is the introduction to a module on phenomena of light for senior high school physical science. It provides background context on light phenomena observable in nature. The module will cover reflection, refraction, absorption, transmission, and scattering of light. It includes one lesson on phenomena of light. Upon completion, learners will be able to describe and explain different light phenomena and relate light properties to natural occurrences. The document outlines what learners need to know and lists the learning objectives.
Here are the answers:
1. honey bee (Apis mellifera) B BUDDING
2. hydra (Hydra) A BINARY FISSION
3. planarian flatworm (Planaria) D TRANSVERSE FISSION
4. starfish (Asterias) C FRAGMENTATION
5. water flea (Daphnia) E PARTHENOGENESIS
This document provides information about a science module for 7th grade students. It includes an introductory message for teachers and learners. The module is divided into three lessons about biology and life processes. It explains what students are expected to learn and lists the parts of the module like objectives, activities, and assessments. References and contact information are provided at the end.
PHILO_Q1_Mod3_The Human Person as an Embodied Spirit.pdfLawSchool5
The document discusses the human person as an embodied spirit, explaining that a human person has a body, mind, and spirit that form their identity. It defines key terms like man, human, and person and describes humans as having both a cognitive self and physical self. The human person is presented as having an animating core or spirit that drives their thoughts, actions, and experiences in the world in an embodied way.
Senior General Chemistry 1 _Q1_Module 9 for printing.pdfiammonkeyking
This module focuses on explaining the concepts of limiting reagent and excess reagent in chemical reactions. It provides learning activities to help students define these terms, explain how to identify the limiting reagent when given the amounts of reactants, and use the limiting reagent to calculate the amount of products formed. The module is designed to help students master the competencies of defining limiting and excess reagents, explaining the concept of limiting reagent in reactions, and identifying the limiting and excess reagents in example reactions.
7_8. TLE Agricultural Crop Production Quarter 1 Module 1_ Farm Tools, Equipme...JENNYROSEMOJICA
Here are the answers to Activity 1.1:
1. Spade - Used for breaking hard topsoil and digging canals or ditches.
2. Rake - Used for cleaning the ground and leveling the topsoil.
3. Hand Trowel - Used in loosening soil around the growing plants.
4. Bolo - Used for chopping branches of tree and cutting tall grasses and weeds.
5. Sprinkler - Used for watering seedlings and young plants.
Here are the answers to Activity 1.1:
1. Spade - Used for breaking hard topsoil and digging canals or ditches.
2. Rake - Used for cleaning the ground and leveling the topsoil.
3. Hand Trowel - Used in loosening soil around the growing plants.
4. Bolo - Used for chopping branches of tree and cutting tall grasses and weeds.
5. Sprinkler - Used for watering seedlings and young plants.
This document is the introduction to a module on phenomena of light for senior high school physical science. It provides background context on light phenomena observable in nature. The module will cover reflection, refraction, absorption, transmission, and scattering of light. It includes one lesson on phenomena of light. Upon completion, learners will be able to describe and explain different light phenomena and relate light properties to natural occurrences. The document outlines what learners need to know and lists the learning objectives.
Here are the answers:
1. honey bee (Apis mellifera) B BUDDING
2. hydra (Hydra) A BINARY FISSION
3. planarian flatworm (Planaria) D TRANSVERSE FISSION
4. starfish (Asterias) C FRAGMENTATION
5. water flea (Daphnia) E PARTHENOGENESIS
This document provides information about a science module for 7th grade students. It includes an introductory message for teachers and learners. The module is divided into three lessons about biology and life processes. It explains what students are expected to learn and lists the parts of the module like objectives, activities, and assessments. References and contact information are provided at the end.
PHILO_Q1_Mod3_The Human Person as an Embodied Spirit.pdfLawSchool5
The document discusses the human person as an embodied spirit, explaining that a human person has a body, mind, and spirit that form their identity. It defines key terms like man, human, and person and describes humans as having both a cognitive self and physical self. The human person is presented as having an animating core or spirit that drives their thoughts, actions, and experiences in the world in an embodied way.
Senior General Chemistry 1 _Q1_Module 9 for printing.pdfiammonkeyking
This module focuses on explaining the concepts of limiting reagent and excess reagent in chemical reactions. It provides learning activities to help students define these terms, explain how to identify the limiting reagent when given the amounts of reactants, and use the limiting reagent to calculate the amount of products formed. The module is designed to help students master the competencies of defining limiting and excess reagents, explaining the concept of limiting reagent in reactions, and identifying the limiting and excess reagents in example reactions.
7_8. TLE Agricultural Crop Production Quarter 1 Module 1_ Farm Tools, Equipme...JENNYROSEMOJICA
Here are the answers to Activity 1.1:
1. Spade - Used for breaking hard topsoil and digging canals or ditches.
2. Rake - Used for cleaning the ground and leveling the topsoil.
3. Hand Trowel - Used in loosening soil around the growing plants.
4. Bolo - Used for chopping branches of tree and cutting tall grasses and weeds.
5. Sprinkler - Used for watering seedlings and young plants.
Here are the answers to Activity 1.1:
1. Spade - Used for breaking hard topsoil and digging canals or ditches.
2. Rake - Used for cleaning the ground and leveling the topsoil.
3. Hand Trowel - Used in loosening soil around the growing plants.
4. Bolo - Used for chopping branches of tree and cutting tall grasses and weeds.
5. Sprinkler - Used for watering seedlings and young plants.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st-century skills while taking into consideration their needs and circumstances.
Here are two pictures of liquids. What can you observe?
Learner: In picture 1, I can see water in a glass. The water takes the shape of the glass. In picture 2, I can see oil in a pan. The oil also takes the shape of the pan.
Here are two pictures of liquids. What can you observe?
Learner: In picture 1, I can see water in a glass. The water takes the shape of the glass. In picture 2, I can see oil in a pan. The oil also takes the shape of the pan.
Here are the steps to estimate the cost of farm activities for 1 hectare of land preparation for rice for the first cropping of 2019-2020:
1. Identify the farm activities needed such as plowing, harrowing, construction and repair of dikes, etc.
2. Determine the number of workers and equipment needed for each activity.
3. Quantify the labor input such as number of days, hours, etc.
4. Determine the labor cost per day/hour.
5. Multiply the labor cost by the labor input to get the total cost.
6. Tabulate all the information to come up with the estimated total cost of production.
The table provided
1. Stellar nucleosynthesis is the process by which elements are created in stars through nuclear fusion.
2. In the cores of stars, hydrogen is fused into helium, and heavier elements like carbon, oxygen, and iron are created.
3. Different stages of a star's life cycle, like the main sequence, red giant, and supernova phases, produce different heavy elements.
4. Massive stars have shorter life cycles and explode as supernovae, dispersing heavy elements into space, while less massive stars have longer lives and become white dwarfs.
PHILO_Q1_Mod4_The Human Person in the Environment.pdfLawSchool5
This document provides an introduction to a module on "The Human Person in the Environment" for senior high school students. It includes information on copyright, the development team for the module, and an introductory message for both the facilitator and learner. The module aims to help learners understand key concepts of environmental philosophy and how humans should ethically deal with the environment.
Here are the steps to create a survival kit for your family:
1. Make a list of all family members and their specific needs (e.g. medicines, baby items).
2. Determine a kit for 3 days minimum for each person.
3. Gather the essential items discussed in the lesson such as food, water, tools, hygiene supplies.
4. Package the items together in an easily accessible bag or container and clearly label it.
5. Check expiration dates and replace items as needed (recommend every 6 months).
6. Store the kit in a dry, cool place and make sure all family members know the location.
7. Consider including comfort items like entertainment or games
This document provides an introduction to philosophy, explaining that it originated in ancient Greece and involves examining life's biggest questions through reason rather than faith. It defines philosophy as the love of wisdom and discusses Thales as the first Western philosopher, noting that philosophical activity is characterized by examining wide generalizations, fundamentals, and integrating ideas into a coherent whole. The main branches of philosophy are also introduced.
The answer is A. Gender symbol.
2. It refers to certain roles, characteristics, and expectations of how a person should feel, think, and act as influenced by parents, peers, and society.
A. gender symbol
B. gender role
C. sex
D. sexuality
1. This module will teach learners about sexuality as an important component of one's personality. Sexuality is a natural part of human life and involves masculine and feminine identification.
2. Key terms in sexuality such as sex, gender, and sexuality will be defined. Learners will express how sexuality is an important part of one's personality through a written reflection.
3. Learners will also learn to draw basic symbols that describe gender and sexuality.
I, (name), take you, (name), to be my wife/husband. I promise to be true to you in good times and in bad, in sickness and in health. I will love you and honor you all the days of my life.
The document discusses chemical reactions and their characteristics. It defines a chemical reaction as one where the reactants are converted into new products with a different composition. Signs of a chemical reaction include gas evolution, temperature change, and new substances forming. Chemical equations are used to represent the reactants and products of chemical reactions.
This document provides information about a Science module on electromagnetic waves, including:
1) The module covers different forms of electromagnetic waves, their wavelengths, frequencies, and relationship to energy.
2) It was created by the Department of Education of the Philippines for 10th grade science and will be taught through alternative delivery due to COVID-19.
3) The module was written by Bryan J. Remillo and edited by a team at the Department of Education - Region I office in La Union, Philippines.
Here are the key points about polarity of molecules:
1. Polarity arises due to differences in electronegativity between bonded atoms. The greater the difference, the more polar the bond.
2. Bonds between atoms with an electronegativity difference of 0.5-1.6 are considered polar covalent bonds.
3. Whether a molecule with polar bonds is itself polar depends on the molecular geometry. If the polar bonds are arranged asymmetrically, it results in a polar molecule with a partial positive and negative region.
4. Common polar molecules include H2O, HCl, NH3. Nonpolar molecules like CO2, CH4 have symmetrical arrangements of polar bonds that cancel out
PHILO_Q1_Mod2.1_Methods of Philosphizing.pdfLawSchool5
This module introduces the philosophy of epistemology. Epistemology studies how humans acquire knowledge and determine what is true. It has two main goals: 1) to show how knowledge can be acquired and 2) to validate if acquired knowledge is truly knowledge. Knowledge is a mental grasp of reality obtained through perception or reason based on perception. There are two main ways of acquiring knowledge - through the senses like sight and touch, and through rational thinking using the mind. The process of acquiring knowledge starts with reality, then using the senses to perceive reality, and thinking rationally about sense perceptions to gain understanding.
Here are some key terms defined:
Hygiene - Conditions and practices that help to maintain health and prevent the spread of diseases. Proper hygiene includes keeping your body and living areas clean.
Sanitation - The maintenance of conditions that protect health. This includes the disposal of human waste, provision of clean drinking water and food hygiene, among other things.
Disinfection - The reduction of pathogenic microorganisms on inanimate objects and surfaces. Disinfection aims to kill or inactivate viruses and bacteria, but not bacterial spores.
Sterilization - The complete elimination or destruction of all forms of microbial life, including spores. Sterilization aims to kill all microorganisms and prevent their growth.
This document provides an introduction to an instructional module on organic chemistry. It includes sections on notes for teachers, introductions for both teachers and learners, learning objectives, and a pre-test for learners to assess their existing knowledge. The module aims to help learners understand key concepts in organic chemistry and the importance of organic compounds in areas like health, industry, and the environment. It provides guidance on using the module and outlines the various parts that will help facilitate learning.
1. A sender encodes a message and transmits it through a channel to the receiver.
2. The receiver decodes the message transmitted by the sender.
3. Feedback is given by the receiver in response to the message received from the sender. This feedback allows communication to become a two-way process.
4. Context or environment influences the communication exchange between the sender and receiver at each step of the process.
1. A sender encodes a message and transmits it through a channel to the receiver.
2. The receiver decodes the message transmitted by the sender.
3. Feedback is given by the receiver in response to the message received from the sender. This completes the communication process.
Mechanisms and Applications of Antiviral Neutralizing Antibodies - Creative B...Creative-Biolabs
Neutralizing antibodies, pivotal in immune defense, specifically bind and inhibit viral pathogens, thereby playing a crucial role in protecting against and mitigating infectious diseases. In this slide, we will introduce what antibodies and neutralizing antibodies are, the production and regulation of neutralizing antibodies, their mechanisms of action, classification and applications, as well as the challenges they face.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st-century skills while taking into consideration their needs and circumstances.
Here are two pictures of liquids. What can you observe?
Learner: In picture 1, I can see water in a glass. The water takes the shape of the glass. In picture 2, I can see oil in a pan. The oil also takes the shape of the pan.
Here are two pictures of liquids. What can you observe?
Learner: In picture 1, I can see water in a glass. The water takes the shape of the glass. In picture 2, I can see oil in a pan. The oil also takes the shape of the pan.
Here are the steps to estimate the cost of farm activities for 1 hectare of land preparation for rice for the first cropping of 2019-2020:
1. Identify the farm activities needed such as plowing, harrowing, construction and repair of dikes, etc.
2. Determine the number of workers and equipment needed for each activity.
3. Quantify the labor input such as number of days, hours, etc.
4. Determine the labor cost per day/hour.
5. Multiply the labor cost by the labor input to get the total cost.
6. Tabulate all the information to come up with the estimated total cost of production.
The table provided
1. Stellar nucleosynthesis is the process by which elements are created in stars through nuclear fusion.
2. In the cores of stars, hydrogen is fused into helium, and heavier elements like carbon, oxygen, and iron are created.
3. Different stages of a star's life cycle, like the main sequence, red giant, and supernova phases, produce different heavy elements.
4. Massive stars have shorter life cycles and explode as supernovae, dispersing heavy elements into space, while less massive stars have longer lives and become white dwarfs.
PHILO_Q1_Mod4_The Human Person in the Environment.pdfLawSchool5
This document provides an introduction to a module on "The Human Person in the Environment" for senior high school students. It includes information on copyright, the development team for the module, and an introductory message for both the facilitator and learner. The module aims to help learners understand key concepts of environmental philosophy and how humans should ethically deal with the environment.
Here are the steps to create a survival kit for your family:
1. Make a list of all family members and their specific needs (e.g. medicines, baby items).
2. Determine a kit for 3 days minimum for each person.
3. Gather the essential items discussed in the lesson such as food, water, tools, hygiene supplies.
4. Package the items together in an easily accessible bag or container and clearly label it.
5. Check expiration dates and replace items as needed (recommend every 6 months).
6. Store the kit in a dry, cool place and make sure all family members know the location.
7. Consider including comfort items like entertainment or games
This document provides an introduction to philosophy, explaining that it originated in ancient Greece and involves examining life's biggest questions through reason rather than faith. It defines philosophy as the love of wisdom and discusses Thales as the first Western philosopher, noting that philosophical activity is characterized by examining wide generalizations, fundamentals, and integrating ideas into a coherent whole. The main branches of philosophy are also introduced.
The answer is A. Gender symbol.
2. It refers to certain roles, characteristics, and expectations of how a person should feel, think, and act as influenced by parents, peers, and society.
A. gender symbol
B. gender role
C. sex
D. sexuality
1. This module will teach learners about sexuality as an important component of one's personality. Sexuality is a natural part of human life and involves masculine and feminine identification.
2. Key terms in sexuality such as sex, gender, and sexuality will be defined. Learners will express how sexuality is an important part of one's personality through a written reflection.
3. Learners will also learn to draw basic symbols that describe gender and sexuality.
I, (name), take you, (name), to be my wife/husband. I promise to be true to you in good times and in bad, in sickness and in health. I will love you and honor you all the days of my life.
The document discusses chemical reactions and their characteristics. It defines a chemical reaction as one where the reactants are converted into new products with a different composition. Signs of a chemical reaction include gas evolution, temperature change, and new substances forming. Chemical equations are used to represent the reactants and products of chemical reactions.
This document provides information about a Science module on electromagnetic waves, including:
1) The module covers different forms of electromagnetic waves, their wavelengths, frequencies, and relationship to energy.
2) It was created by the Department of Education of the Philippines for 10th grade science and will be taught through alternative delivery due to COVID-19.
3) The module was written by Bryan J. Remillo and edited by a team at the Department of Education - Region I office in La Union, Philippines.
Here are the key points about polarity of molecules:
1. Polarity arises due to differences in electronegativity between bonded atoms. The greater the difference, the more polar the bond.
2. Bonds between atoms with an electronegativity difference of 0.5-1.6 are considered polar covalent bonds.
3. Whether a molecule with polar bonds is itself polar depends on the molecular geometry. If the polar bonds are arranged asymmetrically, it results in a polar molecule with a partial positive and negative region.
4. Common polar molecules include H2O, HCl, NH3. Nonpolar molecules like CO2, CH4 have symmetrical arrangements of polar bonds that cancel out
PHILO_Q1_Mod2.1_Methods of Philosphizing.pdfLawSchool5
This module introduces the philosophy of epistemology. Epistemology studies how humans acquire knowledge and determine what is true. It has two main goals: 1) to show how knowledge can be acquired and 2) to validate if acquired knowledge is truly knowledge. Knowledge is a mental grasp of reality obtained through perception or reason based on perception. There are two main ways of acquiring knowledge - through the senses like sight and touch, and through rational thinking using the mind. The process of acquiring knowledge starts with reality, then using the senses to perceive reality, and thinking rationally about sense perceptions to gain understanding.
Here are some key terms defined:
Hygiene - Conditions and practices that help to maintain health and prevent the spread of diseases. Proper hygiene includes keeping your body and living areas clean.
Sanitation - The maintenance of conditions that protect health. This includes the disposal of human waste, provision of clean drinking water and food hygiene, among other things.
Disinfection - The reduction of pathogenic microorganisms on inanimate objects and surfaces. Disinfection aims to kill or inactivate viruses and bacteria, but not bacterial spores.
Sterilization - The complete elimination or destruction of all forms of microbial life, including spores. Sterilization aims to kill all microorganisms and prevent their growth.
This document provides an introduction to an instructional module on organic chemistry. It includes sections on notes for teachers, introductions for both teachers and learners, learning objectives, and a pre-test for learners to assess their existing knowledge. The module aims to help learners understand key concepts in organic chemistry and the importance of organic compounds in areas like health, industry, and the environment. It provides guidance on using the module and outlines the various parts that will help facilitate learning.
1. A sender encodes a message and transmits it through a channel to the receiver.
2. The receiver decodes the message transmitted by the sender.
3. Feedback is given by the receiver in response to the message received from the sender. This feedback allows communication to become a two-way process.
4. Context or environment influences the communication exchange between the sender and receiver at each step of the process.
1. A sender encodes a message and transmits it through a channel to the receiver.
2. The receiver decodes the message transmitted by the sender.
3. Feedback is given by the receiver in response to the message received from the sender. This completes the communication process.
Similar to science7_q1_mod3_two_worlds_apart_pure_substances_vs_mixtures_FINAL08032020.pdf (20)
Mechanisms and Applications of Antiviral Neutralizing Antibodies - Creative B...Creative-Biolabs
Neutralizing antibodies, pivotal in immune defense, specifically bind and inhibit viral pathogens, thereby playing a crucial role in protecting against and mitigating infectious diseases. In this slide, we will introduce what antibodies and neutralizing antibodies are, the production and regulation of neutralizing antibodies, their mechanisms of action, classification and applications, as well as the challenges they face.
ESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...Advanced-Concepts-Team
Presentation in the Science Coffee of the Advanced Concepts Team of the European Space Agency on the 07.06.2024.
Speaker: Diego Blas (IFAE/ICREA)
Title: Gravitational wave detection with orbital motion of Moon and artificial
Abstract:
In this talk I will describe some recent ideas to find gravitational waves from supermassive black holes or of primordial origin by studying their secular effect on the orbital motion of the Moon or satellites that are laser ranged.
(June 12, 2024) Webinar: Development of PET theranostics targeting the molecu...Scintica Instrumentation
Targeting Hsp90 and its pathogen Orthologs with Tethered Inhibitors as a Diagnostic and Therapeutic Strategy for cancer and infectious diseases with Dr. Timothy Haystead.
Candidate young stellar objects in the S-cluster: Kinematic analysis of a sub...Sérgio Sacani
Context. The observation of several L-band emission sources in the S cluster has led to a rich discussion of their nature. However, a definitive answer to the classification of the dusty objects requires an explanation for the detection of compact Doppler-shifted Brγ emission. The ionized hydrogen in combination with the observation of mid-infrared L-band continuum emission suggests that most of these sources are embedded in a dusty envelope. These embedded sources are part of the S-cluster, and their relationship to the S-stars is still under debate. To date, the question of the origin of these two populations has been vague, although all explanations favor migration processes for the individual cluster members. Aims. This work revisits the S-cluster and its dusty members orbiting the supermassive black hole SgrA* on bound Keplerian orbits from a kinematic perspective. The aim is to explore the Keplerian parameters for patterns that might imply a nonrandom distribution of the sample. Additionally, various analytical aspects are considered to address the nature of the dusty sources. Methods. Based on the photometric analysis, we estimated the individual H−K and K−L colors for the source sample and compared the results to known cluster members. The classification revealed a noticeable contrast between the S-stars and the dusty sources. To fit the flux-density distribution, we utilized the radiative transfer code HYPERION and implemented a young stellar object Class I model. We obtained the position angle from the Keplerian fit results; additionally, we analyzed the distribution of the inclinations and the longitudes of the ascending node. Results. The colors of the dusty sources suggest a stellar nature consistent with the spectral energy distribution in the near and midinfrared domains. Furthermore, the evaporation timescales of dusty and gaseous clumps in the vicinity of SgrA* are much shorter ( 2yr) than the epochs covered by the observations (≈15yr). In addition to the strong evidence for the stellar classification of the D-sources, we also find a clear disk-like pattern following the arrangements of S-stars proposed in the literature. Furthermore, we find a global intrinsic inclination for all dusty sources of 60 ± 20◦, implying a common formation process. Conclusions. The pattern of the dusty sources manifested in the distribution of the position angles, inclinations, and longitudes of the ascending node strongly suggests two different scenarios: the main-sequence stars and the dusty stellar S-cluster sources share a common formation history or migrated with a similar formation channel in the vicinity of SgrA*. Alternatively, the gravitational influence of SgrA* in combination with a massive perturber, such as a putative intermediate mass black hole in the IRS 13 cluster, forces the dusty objects and S-stars to follow a particular orbital arrangement. Key words. stars: black holes– stars: formation– Galaxy: center– galaxies: star formation
Anti-Universe And Emergent Gravity and the Dark UniverseSérgio Sacani
Recent theoretical progress indicates that spacetime and gravity emerge together from the entanglement structure of an underlying microscopic theory. These ideas are best understood in Anti-de Sitter space, where they rely on the area law for entanglement entropy. The extension to de Sitter space requires taking into account the entropy and temperature associated with the cosmological horizon. Using insights from string theory, black hole physics and quantum information theory we argue that the positive dark energy leads to a thermal volume law contribution to the entropy that overtakes the area law precisely at the cosmological horizon. Due to the competition between area and volume law entanglement the microscopic de Sitter states do not thermalise at sub-Hubble scales: they exhibit memory effects in the form of an entropy displacement caused by matter. The emergent laws of gravity contain an additional ‘dark’ gravitational force describing the ‘elastic’ response due to the entropy displacement. We derive an estimate of the strength of this extra force in terms of the baryonic mass, Newton’s constant and the Hubble acceleration scale a0 = cH0, and provide evidence for the fact that this additional ‘dark gravity force’ explains the observed phenomena in galaxies and clusters currently attributed to dark matter.
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
PPT on Alternate Wetting and Drying presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
Microbial interaction
Microorganisms interacts with each other and can be physically associated with another organisms in a variety of ways.
One organism can be located on the surface of another organism as an ectobiont or located within another organism as endobiont.
Microbial interaction may be positive such as mutualism, proto-cooperation, commensalism or may be negative such as parasitism, predation or competition
Types of microbial interaction
Positive interaction: mutualism, proto-cooperation, commensalism
Negative interaction: Ammensalism (antagonism), parasitism, predation, competition
I. Mutualism:
It is defined as the relationship in which each organism in interaction gets benefits from association. It is an obligatory relationship in which mutualist and host are metabolically dependent on each other.
Mutualistic relationship is very specific where one member of association cannot be replaced by another species.
Mutualism require close physical contact between interacting organisms.
Relationship of mutualism allows organisms to exist in habitat that could not occupied by either species alone.
Mutualistic relationship between organisms allows them to act as a single organism.
Examples of mutualism:
i. Lichens:
Lichens are excellent example of mutualism.
They are the association of specific fungi and certain genus of algae. In lichen, fungal partner is called mycobiont and algal partner is called
II. Syntrophism:
It is an association in which the growth of one organism either depends on or improved by the substrate provided by another organism.
In syntrophism both organism in association gets benefits.
Compound A
Utilized by population 1
Compound B
Utilized by population 2
Compound C
utilized by both Population 1+2
Products
In this theoretical example of syntrophism, population 1 is able to utilize and metabolize compound A, forming compound B but cannot metabolize beyond compound B without co-operation of population 2. Population 2is unable to utilize compound A but it can metabolize compound B forming compound C. Then both population 1 and 2 are able to carry out metabolic reaction which leads to formation of end product that neither population could produce alone.
Examples of syntrophism:
i. Methanogenic ecosystem in sludge digester
Methane produced by methanogenic bacteria depends upon interspecies hydrogen transfer by other fermentative bacteria.
Anaerobic fermentative bacteria generate CO2 and H2 utilizing carbohydrates which is then utilized by methanogenic bacteria (Methanobacter) to produce methane.
ii. Lactobacillus arobinosus and Enterococcus faecalis:
In the minimal media, Lactobacillus arobinosus and Enterococcus faecalis are able to grow together but not alone.
The synergistic relationship between E. faecalis and L. arobinosus occurs in which E. faecalis require folic acid
PPT on Direct Seeded Rice presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
Mending Clothing to Support Sustainable Fashion_CIMaR 2024.pdfSelcen Ozturkcan
Ozturkcan, S., Berndt, A., & Angelakis, A. (2024). Mending clothing to support sustainable fashion. Presented at the 31st Annual Conference by the Consortium for International Marketing Research (CIMaR), 10-13 Jun 2024, University of Gävle, Sweden.
Discovery of An Apparent Red, High-Velocity Type Ia Supernova at 𝐳 = 2.9 wi...Sérgio Sacani
We present the JWST discovery of SN 2023adsy, a transient object located in a host galaxy JADES-GS
+
53.13485
−
27.82088
with a host spectroscopic redshift of
2.903
±
0.007
. The transient was identified in deep James Webb Space Telescope (JWST)/NIRCam imaging from the JWST Advanced Deep Extragalactic Survey (JADES) program. Photometric and spectroscopic followup with NIRCam and NIRSpec, respectively, confirm the redshift and yield UV-NIR light-curve, NIR color, and spectroscopic information all consistent with a Type Ia classification. Despite its classification as a likely SN Ia, SN 2023adsy is both fairly red (
�
(
�
−
�
)
∼
0.9
) despite a host galaxy with low-extinction and has a high Ca II velocity (
19
,
000
±
2
,
000
km/s) compared to the general population of SNe Ia. While these characteristics are consistent with some Ca-rich SNe Ia, particularly SN 2016hnk, SN 2023adsy is intrinsically brighter than the low-
�
Ca-rich population. Although such an object is too red for any low-
�
cosmological sample, we apply a fiducial standardization approach to SN 2023adsy and find that the SN 2023adsy luminosity distance measurement is in excellent agreement (
≲
1
�
) with
Λ
CDM. Therefore unlike low-
�
Ca-rich SNe Ia, SN 2023adsy is standardizable and gives no indication that SN Ia standardized luminosities change significantly with redshift. A larger sample of distant SNe Ia is required to determine if SN Ia population characteristics at high-
�
truly diverge from their low-
�
counterparts, and to confirm that standardized luminosities nevertheless remain constant with redshift.
JAMES WEBB STUDY THE MASSIVE BLACK HOLE SEEDSSérgio Sacani
The pathway(s) to seeding the massive black holes (MBHs) that exist at the heart of galaxies in the present and distant Universe remains an unsolved problem. Here we categorise, describe and quantitatively discuss the formation pathways of both light and heavy seeds. We emphasise that the most recent computational models suggest that rather than a bimodal-like mass spectrum between light and heavy seeds with light at one end and heavy at the other that instead a continuum exists. Light seeds being more ubiquitous and the heavier seeds becoming less and less abundant due the rarer environmental conditions required for their formation. We therefore examine the different mechanisms that give rise to different seed mass spectrums. We show how and why the mechanisms that produce the heaviest seeds are also among the rarest events in the Universe and are hence extremely unlikely to be the seeds for the vast majority of the MBH population. We quantify, within the limits of the current large uncertainties in the seeding processes, the expected number densities of the seed mass spectrum. We argue that light seeds must be at least 103 to 105 times more numerous than heavy seeds to explain the MBH population as a whole. Based on our current understanding of the seed population this makes heavy seeds (Mseed > 103 M⊙) a significantly more likely pathway given that heavy seeds have an abundance pattern than is close to and likely in excess of 10−4 compared to light seeds. Finally, we examine the current state-of-the-art in numerical calculations and recent observations and plot a path forward for near-future advances in both domains.
2. Science - Grade 7
Alternative Delivery Mode
Quarter 1 – Module 3: Title: Two Worlds Apart: Pure Substances vs. Mixtures
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by
Department of Education – SOCCSKSARGEN
Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
Development Team of the Module
Writers: Wilfredo D. Bartolo, Jr., Glenn Frey L. Pepito, Leah Joy A. Desamparado
Editors: Cynthia S. Bustillo, Miraflor O. Albios
Reviewers: Agabai S. Kandalayang, Marry Anne A. Barrientos, Yusof A. Aliudin,
Mary Joy D. Bautista
Layout Artist: Glen D. Napoles, Analyn J. Madera, Ruth J. Gumangi
Management Team: Allan G. Farnazo
Isagani S. Dela Cruz
Gilbert B. Barrera
Arturo D. Tingson, Jr.
Peter Van C. Ang-ug
Elpidio B. Daquipil
Juvy B. Nitura
Lenie G. Forro
4. ii
Introductory Message
For the facilitator:
Welcome to the Science 7 Alternative Delivery Mode (ADM) on Pure
Substances and Mixtures.
This SILM was collaboratively designed, developed and reviewed by
educators from public school institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the Revised K to 12 Curriculum
using the Most Essential Learning Competency amidst the COVID – 19 pandemic.
This learning material hopes to engage the learners into self – instructional,
guided and independent learning activities at their own pace and convenient time.
Furthermore, this ADM Module also aims to help learners acquire and demonstrate
the lifelong skills of the 21st
century while taking into consideration their needs and
circumstances despite these trying times.
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learner’s progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.
5. iii
For the Learner:
Welcome to the Science 7 Alternative Delivery Mode (ADM) on Pure
Substances and Mixtures.
The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.
This module has the following parts and corresponding icons:
What I Need to Know
This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It
This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
6. iv
What I Can Do
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
Answer Key
This contains answers to all activities in the
module.
At the end of this module you will also find:
References This is a list of all sources used in
developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
7. 5
What I Need to Know
Hello? How are you today? Are you ready for another round of learning? In
this module, before you will distinguish mixtures from substances based on a set of
properties, you will explore the pure substances first.
For example, look around you. Can you tell whether these matter found in
your environment or even at your home are pure substances such as the air you
smell and breathe, the food you eat, the water you drink and the other things you
see, hear and feel? It is for you to find out with the help of this module.
After going through this module, you are expected to:
1. Define pure substance;
2. Describe pure substance based on a set of properties; and
3. Relate the importance of pure substance in real – life situations
What I Know
Directions: Read each item carefully. Write only the letter of the correct answer for
each question. Use a separate sheet for your answers.
1. What are the two (2) classes of matter?
A. Atom and molecule
B. Element and compound
C. Plant and animal cells
D. Substance and mixture
2. Which is true regarding water?
A. Compound of element
B. Element of gases
C. Mixture of gases
D. Substances of gases
3. What is the difference between a substance and a mixture?
A. Substance can be separated while mixture cannot be separated.
B. Substance has many components while mixture has one only.
C. Substance is heterogeneous while mixture is homogeneous.
D. Substance is pure while mixture is impure.
8. 6
4. To separate salt from water in a seawater mixture, what process is used?
A. Condensation
B. Distillation
C. Evaporation
D. Filtration
5. Which of the following is a property of mixture?
A. It has a definite composition.
B. It consists of a single phase.
C. It has a heterogeneous composition.
D. It can be chemically separated into its components.
6. Which of the following is a physical appearance of a substance?
A. Complicated
B. Homogeneous
C. Heterogeneous
D. Non-uniform
7. Which one is the best way to determine whether an unknown sample is a
substance or a mixture?
A. Knowing its density
B. Tasting the given sample
C. Observing its physical appearance
D. Testing its melting and boiling point
8. Which is NOT a technique to separate components of mixture?
A. Condensation
B. Distillation
C. Evaporation
D. Filtration
9. Which of the following is a heterogeneous mixture?
A. Air
B. Oil in water
C. Stainless steel
D. Soft drink
10.What is/are true for substance and mixture?
I. Pure substance melts completely.
II. Pure substance has a varying boiling point.
III. Mixture does not melt completely.
IV. Mixture has a fixed boiling point.
A. I and II only
B. I and III only
C. II and IV only
D. I and IV only
9. 7
11. What does it indicate when a sugar is heated in a test tube until it is
completely changed into a black mass and droplets of water?
A. Compound
B. Element
C. Mixture
D. Solution
12. What substance is made by mixing two elements without being chemically
combined?
A. Compound
B. Element
C. Mixture
D. Solution
13. What is the best way to use in separating iron parts from a mixture?
A. Filter paper
B. Magnet
C. Water
D. Spoon
14. Which of the following uses evaporation as a means of separating the
components of the given mixture?
A. Iron fillings and sand
B. Pebbles and water
C. Sand and gravel
D. Sugar and water
15. Which of the following statements distinguishes pure substances from
mixtures?
A. Can be separated by physical means.
B. Consists of two or more kinds of matter.
C. Have no specific solubility and densities.
D. Have constant boiling temperature and melting temperature.
10. 8
Lesson
1 Pure Substance
What’s In
In your previous lesson, you learned that a solution is a homogeneous
mixture. It means that it has a uniform composition which makes the appearance
uniform all throughout.
This time you will describe the appearance and other properties of pure
substances. Is it homogeneous or heterogeneous? What are other properties of pure
substances?
What’s New
Activity No. 1
Let us proceed with the new lesson to be presented through a poem. You’ve
got what it takes to be a conqueror if you read carefully this poem and discover the
differences between substances and mixtures. The poem is entitled, “I am
Substance, I am Mixture.” (Note: This poem was composed exclusively for ADM
module)
I am Substance, I am Mixture
By Wilfredo D. Bartolo, Jr.
Matter has two broad classes
Mixtures and substances
Each one with differences
Let us start with their appearances.
Homogeneous or heterogeneous
Telling a substance from a mixture can be used
When substances are all homogeneous
Mixtures can be homo or heterogeneous.
Next way to distinguish is through separating technique
11. 9
Mixtures can be separated easy and quick
Through evaporation, distillation and filtration
But not substances due to chemical combination.
Substances and mixtures behave differently,
During boiling and melting most especially
Boiling point of substance is fixed while mixture is not
Substance melts completely but mixture does not
I am substance, I am mixture
Two worlds apart
Just always remember the differences they’ve got
To distinguish a substance or mixture from what is and what is not.
How are you feeling so far? Did you find the poem interesting and effective
learning resource? If your answer is a big yes, let us find out!
To find out if the poem really helped you to discover and understand some of
the important concepts of the lesson; you will be asked to answer the following
questions below.
Guide Questions:
1. What is a pure substance?
2. What are the properties of pure substances?
3. Tabulate your answers about pure substances.
Set of
Properties
Pure Substances
Appearance
Melting point
Boiling point
What is It
Pure Substances are one of the classes of matter. Substances are
homogeneous or with uniform composition and appearance are the same all
throughout. The temperature of a substance is fixed and sharp. During melting, a
substance melts completely/smoothly within a short time.
12. 10
Activity No. 1.1
The figure below shows separating technique for the components of pure
substances. Another set of properties that distinguishes substances from mixtures.
Electrolysis of Water
Guide Questions:
A. What is the name of the pure substance H2O?
B. What are the components of water?
C. In the picture, can we separate Hydrogen (H) from Oxygen (O)?
D. What is the process that separates components H and O of water?
In pure substances, the components are chemically combined. The
component parts are difficult to separate except for water. During the process
called electrolysis or by-passing electric current the components Hydrogen (H) and
Oxygen (O) of water are separated.
13. 11
Activity No. 1.2
Consider activity guides no. 1 and 2. Study first the given table and scenario.
Table 1: Boiling point of two liquid samples
SAMPLES
Temperature in ˚C
Before
heating
After 5
minutes
After 8
minutes
After 10
minutes
After 12
minutes
After 14
minutes
After 16
minutes
Liquid A 28 40 65 90 100 100 100
Liquid B 30 45 65 97 105 108 113
Scenario 1: Melting point of two solid samples
Chef Matt and his assistant observed two solid samples: Solid A and Solid B.
Both substances are white crystalline powder. They cannot determine which is a
substance and mixture just by looking at it. So, to distinguish which is which, they
heated the two samples using an improvised melting dish. Both the two samples
were heated at the same time and received an equal amount of heat. After a few
minutes, they had observed that Solid A melts completely within a short period of
time; while Solid B has portions that seem to be not melting.
To find out if you have understood the important concepts of the lesson,
answer the following questions below.
1. Which liquid sample is a pure substance?
Table 1: Boiling point of two liquid samples
Samples Temperature Observation while heating
Liquid A
Liquid B
2. Which solid sample is a pure substance?
Scenario 1: Melting point of two solid samples
Samples Appearance Observation while melting
Solid A
Solid B
During boiling, the temperature of a substance changes at the start then it
becomes the same and constant. During melting, a substance melts completely/
smoothly within a short time.
14. 12
What’s More
Decide how to separate these pure substances? If it is not possible, please
write “cannot be separated” on the space provided.
Substance 1 Oxygen ______________________
Substance 2 Water ______________________
Substance 3 Gold ______________________
Substance 4 Carbon Dioxide ______________________
Substance 5 Carbon ______________________
Here is another Enrichment Activity for you. Read the paragraph below and
answer the questions that follow.
A
Joseph wants to compare the chemical properties of two substances. In
doing it, he prepared two flasks containing the substances and labeled them Liquid
A and Liquid B. He monitored the boiling points of the liquids and found that the
boiling points were 100˚C for substance A and 110˚C - 112˚C for liquid B. How
would you classify the two liquids?
Answer: Which liquid sample is a pure substance? _________________
B
A student tests the melting point of a certain sample of potassium
alum/tawas. It starts melting at 91˚C and melts completely until the temperature is
92.5˚C. According to a data book, the melting point of potassium alum is 92.5˚C.
What can you say about the sample?
Answer: The sample is a____________________________.
15. 13
What I Have Learned
Directions: Read the paragraph and identify the correct words that fit in the
given sentences in the box below.
constant Boiling point melting liquid
completely different pure substance mixture
solid distilled water Melting point
heterogeneous homogeneous
Pure substances are (1)____________ in appearance. During boiling, the
temperature of a (2)__________changes at the start then it becomes (3)_________.
During melting, a substance melts (4)___________ within a short time.
To determine a (5)_________ sample if it is a pure substance , you should test
it using its boiling point; while if it is a (6)________ sample, its melting point is the
best way to test.
In Enrichment A, the liquid A is (7)_________ since it has a fixed boiling point
while the water with salt is a mixture because it has a varying melting point.
What I Can Do
Identify at least five (5) pure substances found in nature, in the supermarket,
grocery store and even at your home. Use the table below to explain your answer
based on appearance, separating techniques, boiling and melting point.
Pure
Substances
Appearance
(Homogeneous
or
Heterogeneous)
Separating
Techniques
(Components
can be
separated or
inseparable)
Boiling point
(Fixed
temperature or
temperature
different in
different times)
Melting point
(Melts
completely and
smoothly or a
portion does not
melt)
1.
2.
3.
4.
5.
16. 14
Assessment
Directions: Read each item carefully. Write only the letter of the correct answer for
each question. Use a separate sheet for your answers.
1. A gaseous material has a strong smell, evaporates quickly, particularly boils
at -33.34˚C and melts at -77.73˚C. This matter can be classified as ________.
A. metal
B. mixture
C. solution
D. substance
2. Ella is experimenting on how two liquid samples. The data he gathered is
shown in the table below.
SAMPLES
Temperature in ˚C
Before
heating
After 5
minutes
After 8
minutes
After 10
minutes
After 12
minutes
After 14
minutes
After 16
minutes
Liquid A 29 45 60 90 100 100 100
Liquid B 30 47 65 97 100 105 108
What can be inferred from the table?
A. Liquid A is pure substance while Liquid B is a mixture.
B. Liquid A is a mixture while Liquid B is a pure substance.
C. Liquid A is an element while Liquid B is a substance.
D. Both Liquids A and B are pure substance.
3. A pinch of bread was placed inside a test tube and heated until it became
blackish in color and released some gas. Which of the following statement/s
is/are true according to the given information?
I. Bread is solution.
II. Bread is composed of only one substance.
III. Bread is made up of solid and gaseous substances.
IV. Bread is made up of mixtures of different substances.
A. I only
B. II & III
C. II only
D. III & IV
17. 15
4. Water boils at 100˚C and pure ethanol at 78˚C. Which of the statements are
TRUE about water and ethanol?
I. Water and ethanol are pure substances.
II. Water and ethanol can be boiled at either 100˚C or 78˚C.
III. Water and ethanol have specific temperatures at which they
would start to boil.
IV. Water and ethanol can be identified according to
temperature at which they boil.
A. I only
B. I, II and IV
C. III only
D. I, III, and IV
5. Sodium chloride dissolves in water very well. Which is NOT TRUE in the
following statements?
A. Water is a pure substance.
B. Sodium chloride is a pure substance.
C. Dissolving sodium chloride with water produces a mixture.
D. Dissolving sodium chloride with water produces a new substance.
6. Ana wants to compare the chemical properties of two substances. In doing it,
he prepared two flasks containing the substances and labeled them Liquid A
and Liquid B. He monitored the boiling points of the liquids and found that
the boiling points were 100˚C for substance A and 110˚C - 112˚C for liquid B.
How would you classify the two liquids?
A. Liquid A is pure substance while Liquid B is a mixture.
B. Liquids A and B contain two or more atoms that are chemically
bonded.
C. Liquid A has varying boiling points while liquid B has a fix boiling
point.
D. Liquid A maybe homogenous or heterogeneous but substance B is not.
7. A white powder was tested and heated. After some time, it melts completely.
What does it imply?
A. It is a mixture.
B. It is a pure substance.
C. It is a homogeneous mixture.
D. It is a combination of pure substance and mixture.
For items 8 and 9, two liquids were observed and heated. The data gathered
is shown in the table below.
Temperature (˚C) Liquid A Liquid B
At start of boiling 100 80
After 30 sec 100 85
18. 16
After 60 sec 100 84
After 90 sec 100 86
8. Based on the table above, which of the following is TRUE about Liquid A?
A. It has a fixed boiling point.
B. It is heterogeneous.
C. It is a mixture.
D. It is an element.
9. Which of the following could be Liquid A?
A. Fruit juice
B. Soft drinks
C. water
D. water – salt solution
10.Ethan wants to separate the marbles in a jar full of water. Which of the
following is the best way to separate the mixture?
A. Decantation
B. Dissolving
C. Evaporation
D. Using a magnet
11.Which of the following will Jeofrey do to segregate the rubber bands of
different colors?
A. Water Decantation
B. Evaporation
C. Filtration
D. Physical manipulation
12.What is the best way to use in separating iron fillings from a mixture?
A. Filter paper
B. Magnet
C. Water
D. Spoon
13.Which of the following uses evaporation as a means of separating the
components of the given mixture?
A. Oil and water
B. Pebbles and sand
C. Sand and gravel
D. Salt and water
14.Which of the following materials will be used to separate a mixture of iron
nails and sand?
A. Alcohol Lamp
B. Filter paper
C. Magnet
D. Spoon
19. 17
15.Glen wants to separate salt and water mixture. Which of the following will
help him to successfully separate the components of the mixture?
I. Using a magnet III. Decantation
II. Dissolving IV. Evaporation
A. I, II, III, IV
B. I, II only
C. III, IV only
D. I and IV only
Additional Activities
Fill in the Venn Diagram below with similarities and differences between
pure substances and mixtures.
Homogeneous
Homogeneous/Heterogeneous
It has fixed boiling point
It has varying boiling point
It melts completely
Some portion seems to be not melting
Mixture
Substance
20. 18
Lesson
2
Properties of Pure
Substance
What I Need to Know
Hello? How are you today? Are you ready for another round of learning? In
this module, before you will distinguish mixtures from substances based on a set of
properties, you will also explore the mixtures.
For example, look around you. Can you tell whether if these matter found
in your environment or even at your home are mixtures such as the air you smell
and breathe, the food you eat, the water you drink and the other things you see,
hear and feel? It is for you to find out with the help of this module.
After going through this module, you are expected to:
1. Define mixtures
2. Describe mixtures based on a set of properties
3. Relate the importance of mixtures in real – life situations
What I Know
Directions: Read each item carefully. Write only the letter of the correct answer for
each question. Use a separate sheet for your answers.
1. What are the two (2) classes of matter?
A. Atom and molecule
B. Plant and animal cells
C. Element and compound
D. Substance and mixture
2. Which is true regarding air?
A. Compound of gases
B. Element of gases
C. Mixture of gases
D. Substances of gases
21. 19
3. What is the difference between a substance and a mixture?
A. Substance can be separated while mixture cannot be separated.
B. Substance has many components while mixture has one only.
C. Substance is heterogeneous while mixture is homogeneous.
D. Substance is pure while mixture is impure.
4. To separate salt from water in a seawater mixture, what process is used?
A. Condensation
B. Distillation
C. Evaporation
D. Filtration
5. Which of the following is a property of mixture?
A. It has a definite composition.
B. It consists of a single phase.
C. It has a heterogeneous composition.
D. It can be chemically separated into its components.
6. Which of the following is a physical appearance of a substance?
A. Complicated
B. Homogeneous
C. Heterogeneous
D. Non-uniform
7. Which one is the best way to determine whether an unknown sample is a
substance or a mixture?
A. knowing its density.
B. tasting the given sample
C. observing its physical appearance.
D. testing its melting and boiling point.
8. All are techniques which help to separate components of mixtures. Which of
these is NOT?
A. Condensation
B. Distillation
C. Evaporation
D. Filtration
9. Which of the following is a heterogeneous mixture?
A. Air
B. Soft drink
C. Oil in water
D. Stainless steel
22. 20
10.What is/are true for substance and mixture?
I. Pure substance melts completely.
II. Pure substance has a varying boiling point.
III. Mixture does not melt completely.
IV. Mixture has a fixed boiling point.
A. I and II only
B. I and III only
C. II and IV only
D. I and IV only
11.What does it indicate when a sugar is heated in a test tube until it is
completely changed into a black mass and droplets of water? The sugar is
_____ a/an
A. Compound
B. Element
C. Mixture
D. Solution
12.What substance is made by mixing two elements without being chemically
combined?
A. Compound
B. Element
C. Mixture
D. Solution
13.What is the best way to use in separating iron parts from a mixture?
A. Filter paper
B. Magnet
C. Water
D. Spoon
14.Which of the following uses evaporation as a means of separating the
components of the given mixture?
A. Iron fillings and sand
B. Pebbles and water
C. Sand and gravel
D. Sugar and water
15.Which of the following statements distinguishes pure substances from
mixtures?
A. Can be separated by physical means.
B. Consists of two or more kinds of matter.
C. Have no specific solubility and densities.
D. Have constant boiling temperature and melting temperature.
23. 21
What’s In
In your previous lesson, you learned solution which is a homogeneous
mixture. Homogeneous means uniform in composition which makes the
appearance uniform all throughout.
This time you will describe the appearance and other properties of mixtures.
Is it homogeneous or heterogeneous? What are other properties of pure substances?
What’s New
Activity No. 1
Let us proceed with the new lesson to be presented though a poem. You’ve
got what it takes to be a conqueror if you read carefully this poem and discover the
differences between substances and mixtures. The poem is entitled, “I am
substance, I am mixture.” (Note: This poem was composed exclusively for SILM)
I AM SUBSTANCE, I AM MIXTURE
By Wilfredo D. Bartolo, Jr
Matter has two broad classes
Mixtures and substances
Each one with differences
Let us start with their appearances.
Homogeneous or heterogeneous
Telling a substance from a mixture can be used
When substances are all homogeneous
Mixtures can be homo or heterogeneous.
Next way to distinguish is through separating technique
Mixtures can be separated easy and quick
Through evaporation, distillation and filtration
But not substances due to chemical combination.
Substances and mixtures behave differently,
During boiling and melting most especially
Boiling point of substance is fixed while mixture is not
Substance melts completely but mixture does not
I am substance, I am mixture
Two worlds apart
24. 22
Activity 1.1
Find out if the poem really helped you to discover and understand some of
the important concepts of the lesson. Answer the following questions below.
Guide Questions:
1. What is a mixture?
2. What are the sets of properties of mixtures?
3. Tabulate your answer about the properties of matter.
Set of Properties Mixtures
Appearance
Melting point
Boiling point
Substances and mixtures are classes of matter. Mixtures are heterogeneous
or without uniform composition and appearance are not the same all throughout.
The temperature of a mixture is different at different times. During melting, a
mixture has portions that seem to be not melting.
Activity No. 1.2
Figures below show separating techniques for the components of mixtures.
Another set of properties that distinguishes substances from mixtures.
Figure A Figure B Figure C
Figure D Figure E Figure F
25. 23
What is It
Find out if you have discovered and understood the important concepts of
the lesson, you will be asked to answer the following questions below.
A. Which pictures show filtration or straining?
B. Which picture shows filter paper being used?
C. Which picture shows pieces of iron being separated?
D. Which picture shows decantation?
E. Which picture shows dissolving?
F. Which picture shows evaporation?
There are a lot of ways to separate mixtures. Physical manipulation
separates using a spoon or any scooping material or by picking. The use of magnet
can be done to separate the metallic materials from nonmetallic materials.
Filtration is the separation of an insoluble solid from a liquid mixture using filter
paper. In decantation, the large particles of insoluble solid are separated from the
liquid mixture. Evaporation separates the soluble solid from the liquid
component of the solution by evaporating the liquid substance.
26. 24
Activity No. 1.3
Consider activity guides no. 1 and 2. If you are ready, start! Study fist table
1 and scenario 1.
Table 1: Boiling point of two liquid samples
SAMPLES
Temperature in ˚C
Before
heating
After 5
minutes
After 8
minutes
After 10
minutes
After 12
minutes
After 14
minutes
After 16
minutes
Liquid A 28 40 65 90 100 100 100
Liquid B 30 45 65 97 105 108 113
Scenario 1: Melting point of two solid samples
Chef Matt and his assistant observed two solid samples: Solid A and Solid
B. Both substances are white crystalline powder. They cannot determine which
is a substance and mixture just by looking at it. So, to distinguish which is
which, they heated the two samples using an improvised melting dish. Both the
two samples were heated at the same time and received an equal amount of
heat. After a few minutes, they had observed that Solid A melts completely
within a short period of time; while Solid B has portions that seem to be not
melting.
Guide Questions:
1. Which liquid sample is a substance?
Table 1: Boiling point of two liquid samples
Samples Temperature Observation while heating
Liquid A
Liquid B
2. Which solid sample is a substance?
Scenario 1: Melting point of two solid samples
Samples Appearance Observation while melting
Solid A
Solid B
During boiling, the temperature of a mixture is different at different times.
During melting, a mixture has portions that seem to be not melting.
27. 25
What’s More
Decide how to separate these mixture? If it is not possible, please write
“cannot be separated” on the space provided.
Mixture 1 salt and iron filings ______________________
Mixture 2 water and pebbles ______________________
Mixture 3 salty water ______________________
Mixture 4 salt, iron filings and water ______________________
Mixture 5 gravel, sand and sugar ______________________
Mixture 6 gravel, sand, sugar and iron filings ______________________
Figure A A magnet is used to separate iron Figure B Water is used to dissolve a solid
Figure C A strainer is used to separate large
solids
Figure D Decanting water with insoluble
materials into the other container
Figure E Evaporation is used to separate
already dissolve solids.
Figure F Filtration is used to separate very
small solids.
28. 26
Read the paragraph below and answer the questions that follow.
A
Joseph wants to compare the chemical properties of two substances. In
doing it, he prepared two flasks containing the substances and labeled them
Liquid A and Liquid B. He monitored the boiling points of the liquids and found
that the boiling points were 100˚C for substance A and 110˚C - 112˚C for liquid
B. How would you classify the two liquids?
Answer: Liquid A is____________________________.
Liquid B is ____________________________.
B
A student tests the melting point of a certain sample of potassium
alum/tawas. It starts melting at 87-89˚C but does not melt completely until the
temperature is 91˚C. According to a data book, the melting point of potassium
alum is 92.5˚C. What can you say about the sample?
Answer: The sample is a____________________________.
C
Teacher Joy placed two white solid substances in two different beakers.
She labeled the beakers as Solid A and Solid B. She said that Solid A is a
substance and Solid B is a mixture. If you are going to test the melting point of
the two samples what would you expect to the melting point of Solid A and Solid
B?
Answer: ____________________________.
What I Have Learned
Read the paragraph carefully and fill in the correct words that fit in the given
sentences found in the box below.
magnet mixtures filtration different
manipulation evaporation liquid
(1) __________ are separated without any chemical reactions. There are many
different kinds of mixtures. Different mixtures are separated in (2)__________
ways.
Physical (3)__________ separates the components of varying sizes using a
spoon or any scooping material or by picking. The use of (4)__________ can be
done to separate the metallic materials from nonmetallic materials. (5)__________
is the separation of an insoluble solid from a liquid mixture using a
semipermeable membrane like filter paper.
In decantation, the large particles of insoluble solid are separated from the
(6)__________ mixture. (7)__________ separates the soluble solid from the liquid
component of the solution by evaporating the liquid substance.
29. 27
What I Can Do
Identify at least five (5) examples of mixtures found in nature, in the
supermarket, grocery store and even at your home. Distinguish these matters as
either substances or mixtures. Use the table below to explain your answer based on
appearance, separating techniques, boiling and melting point.
Assessment
Directions: Read each item carefully. Write only the letter of the correct answer for
each question. Use a separate sheet for your answers.
1. A gaseous material has a strong smell, evaporates quickly, particularly boils at -
33.34˚C and melts at -77.73˚C. This matter can be classified as ________.
A. metal
B. mixture
C. solution
D. substance
2. Ella is experimenting on how two liquid samples. The data he gathered is shown
in the table below.
SAMPLES
Temperature in ˚C
Before
heating
After 5
minutes
After 8
minutes
After 10
minutes
After 12
minutes
After 14
minutes
After 16
minutes
Liquid A 29 45 60 90 100 100 100
Liquid B 30 47 65 97 100 105 108
Mixtures
Appearance
(Homogeneous or
Heterogeneous)
Separating
Techniques(Compon
ents can be
separated or
inseparable)
Boiling point
(Fixed
temperature or
temperature
different in
different times
Melting point
(Melts completely
and smoothly or
a portion does
not melt)
1.
2.
3.
4.
5.
30. 28
What can be inferred from the table?
A. Liquid A is pure substance while Liquid B is a mixture.
B. Liquid A is a mixture while Liquid B is a pure substance
C. Liquid A is an element while Liquid B is a substance
D. Both Liquids A and B are pure substance.
3. A pinch of bread was placed inside a test tube and heated until it became
blackish in color and released some gas. Which of the following statement/s
is/are TRUE according to the given information?
I. Bread is solution.
II. Bread is composed of only one substance.
III. Bread is made up of solid and gaseous substances.
IV. Bread is made up of mixtures of different substances.
A. I only
B. II & III
C. II only
D. III & IV
4. Water boils at 100˚C and pure ethanol at 78˚C. Which of the statements are
TRUE about water and ethanol?
I. Water and ethanol are pure substances.
II. Water and ethanol can be boiled at either 100˚C or 78˚C.
III. Water and ethanol have specific temperatures at which they
would start to boil.
IV. Water and ethanol can be identified according to temperature at
which they boil.
A. I only
B. I, II and IV
C. III only
D. I, III, and IV
5. Sodium chloride dissolves in water very well. Which is NOT TRUE in the
following statements?
A. Water is a pure substance.
B. Sodium chloride is a pure substance.
C. Dissolving sodium chloride with water produces a mixture.
D. Dissolving sodium chloride with water produces a new substance.
6. Ana wants to compare the chemical properties of two substances. In doing it, he
prepared two flasks containing the substances and labeled them Liquid A and
Liquid B. He monitored the boiling points of the liquids and found that the
boiling points were 100˚C for substance A and 110˚C - 112˚C for liquid B. How
would you classify the two liquids?
A. Liquid A is pure substance while Liquid B is a mixture.
B. Liquids A and B contain two or more atoms that are chemically bonded.
C. Liquid A has varying boiling points while liquid B has a fix boiling point.
D. Liquid A may be homogenous or heterogeneous but substance B is not.
31. 29
7. A white powder was tested and heated. After some time, it melts completely.
What does it imply?
A. It is a mixture.
B. It is a pure substance.
C. It is a homogeneous mixture.
D. It is a combination of pure substance and mixture.
Two liquids were observed and heated. The data gathered is shown in the table
below.
Temperature (˚C) Liquid A Liquid B
At start of boiling 100 80
After 30 sec 100 85
After 60 sec 100 84
After 90 sec 100 86
8. Based on the table above, which of the following is TRUE about Liquid A?
A. It has a fixed boiling point.
B. It is heterogeneous.
C. It is a mixture.
D. It is an element.
9. Which of the following could be Liquid A?
A. Fruit juice
B. Soft drinks
C. Water
D. water – salt solution
10.Ethan wants to separate the marbles in a jar full of water. Which of the
following is the BEST way to separate the mixture?
A. Decantation
B. Dissolving
C. Evaporation
D. Using a magnet
11.Which of the following will Jeofrey do to segregate the rubber bands of different
colors?
A. Decantation
B. Evaporation
C. Filtration
D. Physical manipulation
12.What is the BEST way to use in separating iron fillings from a mixture?
A. Filter paper
B. Magnet
C. Water
D. Spoon
13.Which of the following uses evaporation as a means of separating the
components of the given mixture?
A. Oil and water
B. Pebbles and sand
C. Sand and gravel
D. Salt and water
32. 30
14.Which of the following materials will be used to separate a mixture of iron nails
and sand?
A. Alcohol Lamp
B. Filter paper
C. Magnet
D. Spoon
15.Glenn wants to separate salt and water mixture. Which of the following will help
him to successfully separate the components of the mixture?
I. Using a magnet III. Decantation
II. Dissolving IV. Evaporation
A. I, II, III, IV
B. I, II
C. III, IV
D. IV only
Additional Activities
Ending with Crosswords
Across:
2. It separates the components of varying sizes using a spoon or any scooping
material or by picking.
6. This is used when separating the iron nails from a jar full of sand.
Down:
1. It is the separation of an insoluble solid from a liquid mixture using a semi-
permeable membrane like filter paper.
3. The large particles of insoluble solid are separated from the liquid mixture.
4. The liquid component is separated from the solid component by heating the
mixture leaving the solid component.
5. This is the best way to separate sugar and sand mixture.
34. 32
References
Books
Asuncion, Alvie J., et al. 2017. K to 12 Science Grade 7 Learners Material. First
Edition. Pasig City: Bureau of Learning Resources (DepEd-BLR).
2020. Department of Education Curriculum Strand. Pasig City: Department of
Education.
K to 12 Science Curriculum Guide. Pasig City: Department of Education.
Mapa, Amelia P.,et al. 2001. EASE I.Module 5.Lesson 3. Quezon City: Book Media
Press.
Seymour, Rosen. 2000. Science Worshop Series. New Jersey 07458: Globe Fearon
Inc.
Tan, Merle C., et al. 2009. EASE III.Module 3. Lesson 2. BEAM III Unit 2.
Mandaluyong: Printwell, Inc.
Treyes, Rodolfo S. et al. 1997. Science and Technology III: NISMED. Second Edition.
Pasig City: Department of Education.
Websites
2020. January 29. http://www.minichemistry.com/.
2016. Learning Resources and Management System. May.
http://lrmds.deped.gov.ph/.
35. For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph