Republic of the Philippines

Department of Education
CARAGA REGION

Worksheets
on
SCIENCE 7
First Quarter

SST-III
WEEK 1

CONTENT STANDARD: The learners demonstrate understanding of…

scientific ways of acquiring knowledge and solving problems.

PERFORMANCE STANDARDS: The learners should be able to…

perform in groups in guided investigations involving community- based problems using locally available
materials.

LEARNING COMPETENCY:

Describe the components of a scientific investigation (S7MT-Ia-1)

Investigation is at the heart of science. It is how scientists do research. Scientific

investigations produce evidence that helps answer questions and solve problems. If the
evidence cannot provide answers or solutions, it may still be useful. It may lead to new
questions or problems for investigation. As more knowledge is discovered, science
advances.

Steps of a Scientific Investigation

Scientists investigate the world in many ways. In different fields

of science, researchers may use different methods and be guided by
different theories and hypotheses. However, most scientists, including
physical
scientists, usually follow the general approach shown in Figure below. This approach
typically includes the following steps:

 Identify a research question Asking Questions

or problem.
 Form a hypothesis. A scientific investigation begins with a question or
 Gather evidence, or data, to test problem. Often, the question arises because a
scientist is curious about something she has
the hypothesis.
observed. An observation is any information that
 Analyze the evidence.
is gathered with the senses. People often have
 Decide whether the evidence
questions about things they see, hear, or observe
supports the hypothesis
in other ways
 Draw conclusions.

Forming Hypotheses and Making Predictions

Hypothesis is a well jotted out forecast to the answer of the certain problem. It is carried out based
on research and prior knowledge - an answer to the question framed. There is no right or wrong
hypothesis. As such developing a hypothesis may require creativity as well as reason.
Communicating Results

Researchers should always communicate their results. By sharing their results, they may be able to
get helpful feedback from other scientists. Reporting on research also lets other scientists repeat
the investigation to see whether they get the same results. Getting the same results when an
experiment is repeated is called replication. If results can be replicated, it means they are more
likely to be correct. Replication of investigations is one way that a hypothesis may eventually
become a theory.

Define Purpose: I want to know if water freezes faster on its own or with sugar
added to it.

Construct Hypothesis: The null hypothesis is that there will be no difference in

how long it takes the water to freeze, whether or not it has sugar added to it.
The alternative hypothesis is that there will be a statistically significant
difference in freezing time between the two scenarios.

Test Hypothesis and Collect Data: Fill two identical containers with the same
amount of room temperature water. Add a measured amount of sugar to one of
the containers. Place the two containers into the freezer. At regular intervals of 15
minutes, open the freezer and observe the status of the water in each container.
Continue until both have completely frozen. Write down the time it took for each
container of water to reach a fully frozen level.

Analyze Data: Look at the time it took for each container of water to freeze. Did
the water with sugar added take a significantly longer or shorter amount of time
to freeze?

Draw Conclusion: Based on the results of your experiment, come to a conclusion

as to whether water with sugar freezes faster, slower, or at the same rate as
water without sugar added.

Communicate Results: Report your findings in the form of a written report as an oral
presentation.

ACTIVITY
Name: Score: / points
Section: Teacher:

PART 1: CHECK POINT

INSTRUCTION: Answer the following

1. What is the Scientific Investigation?

2. What is forming question?

3. How to test your hypothesis?

4. How will you analyze data?

5. What is the process of conclusion?

PART 2: Apply Concepts

INSTRUCTION: Read the text and key concepts and answer the questions.

1. Write a hypothesis based on this question: Do vinegar and water freeze at the same
temperature? Make a prediction based on your hypothesis.
Part 3: Revisit
Instruction: Accomplish the questions below. Undeline the statement that corresponds
to the correct answer.

1. In an experiment, the variable you keep the same is the variable.

independent
dependent
controlled
no

2. In an experiment, the variable that is changed or made different is the variable.

Independent
dependent
controlled

3. What is the information gathered by observation or experimentation when it is not

called evidence?

scientific discoveries
data
theory
variable

4. An educated guess to explain a phenomenon is

a(n) experiment.
hypothesis.
science.
radiation.

5. Colby wants to learn more about the feeding habits of ants. What steps should
Colby take to best study the feeding patterns of ants?

form a hypothesis, conduct an experiment, record data, make a

conclusion conduct an experiment, form a hypothesis, make a conclusion,
record data form a hypothesis, record data, conduct an experiment,
make a conclusion record data, form a hypothesis, make a conclusion,
conduct an experiment

6.Jackson and Mia want to do an experiment to determine how the temperature of

water affects how much salt can be dissolved in it. In what order should they perform the
following steps?

Step 1: With a teacher's help, bring the water in one of the beakers to the
boiling point.

Step 2: Pour equal amounts of water into two identical

beakers.

Step 3: Record how many half-teaspoons of salt are completely dissolved

in each beaker.
Step 4: Gradually put salt into the water of each beaker, a half-teaspoon at a
time.

4 2 1 3
2 1 4 3
2 4 1 3
1 2 4 3

7. A(n) is a variable representing the value being manipulated or changed.

hypothesis
constant
independent variable
control group
dependent variable
meter

8. What is a

hypothesis? a

fact
an untrue statement
an educated guess
something that can not be proven

9. Homer notices that his shower is covered in a strange green slime. Homer decides
to spray half of the shower with coconut juice, thinking this will kill the slime. He sprays the
other half of the shower with water. After 3 days of "treatment," there is no change in
the appearance of the green slime on either side of the shower. What is the
independent (manipulated) variable in his experiment?

water
green
slime
coconut juice
his shower

10.What is the first step in the scientific

method? organizing data

forming a hypothesis
asking a question
gathering information

Part 4: INVESTIGATE
Instruction: Follow the steps and accomplish the tasks as stipulated in the process.

I.INTRODUCTION
Identifying the Community Problem
Community Survey:

The student will observe problems in the community through scientific

investigation. After observing, answer the following checklist as a guide in
selecting a research problem:

Identied Community Problem YES NO REMARKS

Does the problem deal with the particular needs
of the community?
Is the problem significant enough to warrant
research or investigation?
Is the topic within your of knowledge and
experience?
Are the materials needed for investigation
locally available?
Is the time element sufficient to finish the study?

Revised formulation of the problem:

II. BODY
1. Formulating the Hypothesis
Recall what hypothesis is and how it should be formulated. Ask: “What
observations or knowledge in the past are you using in formulating a hypothesis?” Have
group work for hypothesis formulation based on their identied community problem.

Problem:

Hypothesis:

Yes No Remarks

Is the hypothesis clear, testable and specific?

Does each hypothesis describe a predicted relationship

between two more variables?

Revised Hypothesis
2. Designing an Experiment
Guide questions
• How are you going to design the experiment to test your hypothesis?

• What are the dependent and independent variables in

your experiment?
Will you observe or measure? What tools are you going to use?
What safety precautions should be applied during the experimental process?
How will you gather your data?

Accomplish the chart below to signify the schedule.

Month
1

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Procedure
1

Procedure
2

Procedure
3

Procedure
4

Procedure
5
3. Presenting and Analyzing Data
The following guide questions may be given to the students to organize the result
of their data gathering:
• What will you do to organize your data?

• Will you present them using tables, graphs, diagrams, or illustrations?

• Do you see patterns or trends in the data?

• Do the data support your hypothesis? Explain the meaning of the gures.

For data analysis, the following guidelines from DOST (Department of Science and
Technology) Investigatory Project may be used:
a. Discuss each table, graph, or diagram presented. The reader must be able to
draw out all ideas gathered.
b. Point out relationships, implications, and generalizations that can be derived
from the data in the table.
c. The following must be included in the discussion:
• every possible explanation and application of the findings;

• any defect in the methodology that may have affected the result; and

• insights that may add new information to the findings.

d. Report all the findings including those that negate the research hypothesis.

4. Formulating Conclusions and Recommendations

Give the general guidelines on how to make conclusions and recommendations

through the following guide questions:

a. What does the data tell you? How do these answer your main problem?

b. Do the results support your hypothesis? Do the results lead you to another hypothesis?

c. What general statements can you come up with regarding the results of your
investigation? Write your conclusion for the problem.

d. Are there other problems that come up? What are the things you would like to do
to improve the result of your study? Write your recommendations.

e. Based on the conclusions, what other aspects would you like to nd out about
your research topic which you yourself or any other person who is interested may
pursue? Include these in the recommendations.

Note: After completing all the tasks, accomplish the entire investigation on a separate paper and pass it to
the teacher for final checking.
WEEK 2-3

CONTENT STANDARD: The learners demonstrate the understanding of …

classifying substances as elements or compounds.

PERFORMANCE STANDARDS: The learners should be able to …

make a chart, poster, or multimedia presentation of common elements showing their names, symbols, and
uses.

LEARNING COMPETENCY:

Recognize that substances are classified into elements and compound (S7MT-Ig-h-5)

KEY POINT!

Matter can be broken down into two categories: pure substances

and mixtures. Pure substances are further broken down into elements
and compounds. Mixtures are physically combined structures that can be
separated into their original components.
Elements and Compounds
Elements are the simplest complete chemical substances. Each element corresponds to a single entry on the
periodic table. An element is a material that consists of a single type of atom. Each atom type contains the same
number of protons.

Chemical bonds link elements together to form more complex molecules called compounds. A compound
consists of two or more types of elements held together by covalent or ionic bonds.

Elements cannot be divided into smaller units without large amounts of energy. Compounds, on the other
hand, can have their bonds broken with practical amounts of energy, such as the heat from a fire.

Matter can be broken down into two categories: pure substances and mixtures. Pure substances are further
broken down into elements and compounds. Mixtures are physically combined structures that can be separated
back into their original components.

Key Terms

 element: Any one of the simplest chemical substances that cannot be changed
in a chemical reaction or by any chemical means. Made up of atoms that all
have the same number of protons.
 chemical bond: Any of several attractive forces that serve to bind atoms
together to form molecules.
 compound: A substance made from two or more elements. Consists of a fixed
ratio of chemically bonded atoms. Has unique properties that are different from
the properties of its individual elements.

ACTIVITY
Name: Score: / points
Section: Teacher:

PART 1: CHECK POINT

INSTRUCTION: Fill in the blanks.

1. An is a pure substance that cannot be broken down by chemical

methods into simpler components.

2. An is the smallest particle of an element that still has the same

properties of that element.

3. There are a total of elements.

4. A is a molecule made of atoms from different elements.

5. in compounds happen when chemical bonds are created or

destroyed.

PART 2: FACT CHECK

INSTRUCTION: State if True or False

1. All atoms of a specific element have the different chemical makeup, size, and mass.

2. Molecule is used to describe any atoms that are together by a chemical bond.

3. Every compound is a molecule, and every molecule is a compound.

4. When elements join and become compounds, they do not lose many of their individual behaviors.

5. Physical forces alone rarely break down compounds completely.

PART 3: ONE WORD ANSWER

INSTRUCTION: Write down on the blank the word which the statement refers to.

1. It takes the shape of the container.

2. It is made up of particles/atoms of only one kind.

3. A Compound is same throughout in properties and composition. We call it

4. A Smallest unit of an element that has all the basic properties of the

element.

5. It is made up of two or more kinds of atoms or compounds mixed in any proportion.

6. This molecule is made of two atoms of hydrogen and one atom of oxygen.

7. One example of an element.

8. The elements are placed in specific locations because of the way they look and act.

9. These substances will have a constant appearance, color and density throughout the

sample.

10. Objects that take up space and

have mass.

PART 4: REVISIT

INSTRUCTION: Read the following information on elements, compounds and mixtures.

Fill in the blanks where necessary.

Elements:
1. A pure substance containing only one kind of .

2. An element is always uniform all the way through (homogeneous).

3. An element be separated into simpler materials (except

during nuclear reactions).

4. Over 100 existing elements are listed and classified on the .

Compounds:

5. A pure substance containing two or more kinds of .

6. The atoms are combined in some way. Often times (but not
always) they come together to form groups of atoms called molecules.

7. A compound is always homogeneous (uniform).

8. Compounds be separated by physical means. Separating

a compound requires a chemical reaction.

PART 5: ACTIVATE

INSTRUCTION: Make a chart, poster, or multimedia presentation of common

elements showing their names, symbols, and uses. Examples below. Attached your
output on the box provided.
WEEK 4-5

CONTENT STANDARD: The learners demonstrate the understanding of …

the properties of substances that distinguish them from mixtures.

PERFORMANCE STANDARDS: The learners should be able to …

investigate the properties of mixtures of varying concentrations using available

materials in the community for specific purposes.

LEARNING COMPETENCY:

Distinguish mixtures from substances based on a set of properties (S7MT-Ie-f-4)

Pure Substance vs Mixture

Firstly, a pure substance is matter which cannot be separated into any other kind of matter
when using the physical or chemical process. All the particles which make up a pure
substance have the same color, taste, composition and texture. In other words, it can be
an element or a compound, which consists of only one component with a definite
composition, chemical and
physical properties.

Secondly, a mixture is a combination of two or more substances which are not united using a chemical
procedure. The components that make up a mixture do not exist in fixed proportions, and most of the
natural substances that you are familiar with, are mixtures. Examples of mixtures include water, alcohol, oil,
and dye.

So what are the distinct differences between these

two?
With regards to a mixture, it can be physically separated into pure compounds or elements. This is something
that is not possible with a pure substance, because it is already a type of matter which exists in its most basic,
or purest form.

Another distinct characteristic of a pure substance is that, no matter how physically impossible it may be to
isolate a pure substance, it can only be considered as pure if no impurities are detected. When it comes to
their physical properties, such as their boiling or melting points, pure substances are non-changing, while
mixtures are varying. For example, the boiling point of pure water is at 100 degrees Celsius, while the boiling
point of alcohol mixed with water may be at a range of temperatures. To put it simply, pure substances are
exactly what the name implies – pure, while mixtures are impure.
ACTIVITY
Name: Score: / points
Section: Teacher:

PART 1: CHECK POINT

INSTRUCTION: Identify each substance as a compound, an element, a

heterogeneous mixture, or a homogeneous mixture (solution).

a. filtered tea
b. freshly squeezed orange juice
c. a compact disc
d. aluminum oxide, a white powder that contains a 2:3 ratio of aluminum and oxygen atoms
e. selenium
Strategy:

Decide whether a substance is chemically pure. If it is pure, the substance is either an element or a
compound. If a substance can be separated into its elements, it is a compound.

If a substance is not chemically pure, it is either a heterogeneous mixture or a homogeneous mixture.

If its composition is uniform throughout, it is a homogeneous mixture.

Answers: a.

b.

c.

d.

e.
PART 2:

INSTRUCTION: How would a chemist categorize each example of matter? Include a brief
explanation why you came up with the answer.

1. saltwater

2. soil

3. water

4. oxygen

PART 3:

INSTRUCTION: Classify the following as pure substances (element or compound) or

mixtures.

1.
sodium 11. iron _

2. water 12. salt water

13. chocolate chip ice cream

3. soil

4. coffee 14. nitrogen

5. oxygen 15. Eggs

6. isopropyl alcohol 16. Blood

7. carbon dioxide 17. table salt

18. nail polish
8. cake batter

9. air 19. milk

20.
10. chicken noodle soup Soda _

PART 4:

INSTRUCTION: Check the appropriate categories for the substances listed below. All
substances will have a check in more than one
column.

Substanc Heterogen Homogen Compoun

e eous eous Pure Solution Element d Mixture

Matter Matter Substance

lead
metal

table salt

(NaCl)

Kool-Aid

drink
vegetabl
e

soup

oxygen

gas

distilled

water

Concrete

pure gold
brass

metal

flat 7 -Up

soda

raw egg

(cracked

open)

Air

pure iron

iron rust

(Fe2O3)

dirt

baking

soda

(NaHCO3
)

PART 5: PURE OR MIXTURE?

INSTRUCTION: Consider the following substances:

tap water a cup of coffee sugar gold

distilled water chocolate salt sterling silver

sea water air oxygen gas

1. Place the substances in the appropriate column of the table below

Pure Mixture of
substances substances

Note: Table salt is actually a mixture. Sodium chloride is a pure substance.

2. Pure substances may be elements (made up of one kind of atom) or

compounds (made up of molecules containing at least two different types of
atom). Which of the substances in the first column of the table could be
described as:

(a) elements?
(b) compounds?

3. What is distilled water? Is this the same as pure water?

Explain.
WEEK 6

CONTENT STANDARD: The learners demonstrate the understanding of …

some important properties of solutions.

PERFORMANCE STANDARDS: The learners should be able to …

prepare different concentrations of mixtures according to uses and availability of materials

LEARNING COMPETENCY:

Investigate properties of unsaturated or saturated solutions (S7MT-Ic-2)

Table salt (NaCl) readily dissolves in water. Suppose that you have a beaker of water to which you add
some salt, stirring until it dissolves. So you add more and that dissolves. You keep adding more and
more salt, eventually reaching a point that no more of the salt will dissolve no matter how long or how
vigorously you stir it. Why?

KEY POINTS!

When solid solute (substance or particles) and liquid solvent are mixed, the only possible reactions
are dissolution and crystallization.

Dissolution is the dissolving process of the solid solute.

Crystallization is the opposite, causing the solid solute to remain undissolved.

KIND OF DEFINITI
SATURATION ON
Saturated Solution A solution with solute that dissolves until it is
unable to dissolve anymore, leaving the
undissolved substances at the bottom.

Unsaturated Solution A solution (with less solute than

the saturated solution) that
completely dissolves, leaving no
remaining
Supersaturated Solution substances.
A solution (with more solute than the
saturated solution) that contains more
undissolved solute than the saturated
solution because of its tendency to
crystallize and precipitate.
Example 1: Above is illustrated an example of a saturated solution. In Figure 1.1-1.3, there is
a constant amount of water in all the beakers. Figure 1.1 shows the start of the
saturation process, in which the solid solute begins to dissolve (represented by red
arrows). In the next beaker, Figure 1.2, much of the solid solute has dissolved, but not
completely, because the process of crystallization (represented by blue arrows) has begun.
In the last beaker, Figure 1.3, only a small amount of the solute solvent remains
undissolved. In this process, the rate of the crystallization is faster than the rate of
dissolution, causing the amount of dissolved to be less than the amount crystallized.

Example 2: Next, an unsaturated solution is considered. In Figure 2.1-2.3, there is a constant

amount of water in all the beakers. Figure 2.1 shows the start of the process, in which
solid solute is beginning to dissolve (represented by red arrows). In the next beaker,
shown in Figure 2.2, a large amount of solute has dissolved. The size of the red arrows are
much larger than those of the blue arrows, which means that the rate of dissolution is
much greater than rate of crystallization. In the last beaker, shown in Figure 2.3, the
solute solvent has completely dissolved in the liquid solvent.

The amount of solute that can be dissolved in a solvent to form a saturated solution depends on a variety of
factors. The most important factors are:

Temperature: Solubility increases with temperature. For example, you can dissolve much more salt in hot water
than in cold water.

Pressure: Increasing pressure can force more solute into solution. This is commonly used to dissolve gases into
liquids.

Chemical Composition: The nature of the solute and solvent and the presence of other chemicals in a solution
affects solubility. For example, you can dissolve much more sugar in water than salt in water. Ethanol and water
are completely soluble in each other.
ACTIVITY
Name: Score: / points
Section: Teacher:

PART 1: CHECK POINT

INSTRUCTION: Identify whether the following real-life examples of solutions signifies a true or
false statement.

1. Carbonated water is saturated with carbon, hence it gives off carbon through

bubbles. Answer:

2. Adding sugar to water until it no longer dissolves creates an unsaturated

solution. Answer:

3. Continuing to dissolve salt in water until it will no longer dissolve creates a

saturated solution.

Answer:

4. The Earth's soil is saturated with nitrogen.

Answer:

5. Laxative powders could saturate juice or water with which they are

mixed. Answer:

6. In beer or sparkling juices there is a saturation of carbon dioxide that is let off as a

gas. Answer:

7. Coffee powder added to water can create a saturated

solution. Answer:

8. Protein powder could be used to create a saturated solution with milk, tea, or

water. Answer:

9. Processed tea powders can be added to water to saturate the

water. Answer:

10.Protein powder could be used to create a saturated solution with milk, tea, or

water. Answer:

11.Water can be unsaturated with juice powder to create a

beverage. Answer:
12.Milk can be saturated with flour at which point no more flour can be added to the

milk. Answer:

13.Melted butter can be saturated with salt when the salt will no longer

dissolve. Answer:

14.Bathing salts can saturate water when there is no more ability to dissolve

them. Answer:

15.Sugar can be added to milk to the point of

saturation. Answer:

PART 2: REVISIT

INSTRUCTION: Answer the following questions below. Undeline the the correct answer out
of the given options.

1. When a solution cannot dissolve more solute, it is called

saturated

supersaturated

unsaturated
solvent

2. A solution that can hold more solute is

called

saturated supersaturated unsaturated

insoluble

3. A solution that has more solute than it can hold is

called

saturated supersaturated unsaturated

suspension
4. something that can be dissolved in a solution is called
soluble

insoluble

suspension

colloid

5. Something that cannot be dissolved into a solution is called

soluble

insoluble

solution

suspension

6. You are given a 40 mL solution in a beaker. You add solute to the beaker and
it dissolves. The solutions was

saturated sunday

unsaturated
supersaturated

7. which solution is
unsaturated?

II
III
8. Which solution is saturated?

II

III

9. An unsaturated solution

has: less solvent then

solute less solute then

solvent

equal amounts of solute and solvent

no solute

10. What is solubility?

The amount of polarity of molecules

The ability of a solvent to dissolve in a solute

The lack of polarity of molecules

The ability of a solute to dissolve in a solvent

PART 3: ACTIVATE

INSTRUCTION: There are many different factors that can affect whether something is a
saturated solution such as follows. Explain how the factors affect saturation of a solution.

1. The solution's temperature

2. The solution's pressure

3. Chemical makeup of substances involved

PART 4: INVESTIGATE

INSTRUCTION: Follow the procedures in the activity below. Make sure to accomplish
the follow-up questions after doing the activity.

Aim: To make saturated salt and sugar solutions.

You will need:

Water

2 glasses/containers that you can see through easily

4 teaspoons

Table salt Salt Sugar Sugar

What you need to do (Procedure):

1. Fill each glass with equal amounts of water (about 200ml should be enough).

2. Label one glass ‘Salt’ and the other glass ‘Sugar’.

3. Using one teaspoon, place one scoop of salt into the ‘Salt’ glass of water and stir
until all salt crystals are dissolved and you cannot see any crystals on the bottom of
the glass.

4. Using one of the dry teaspoons, keep adding spoonsful of salt to the ‘Salt’ glass
and stirring after each spoonful until the salt no longer dissolves. At this point, you should see
salt crystals remaining on the bottom of the glass no matter how much you stir. You
have now produced a saturated salt solution.

5. Record how many spoonsful of salt you needed to produce your saturated solution.

6. Repeat this process for sugar using the other two spoons.

Analysis and Discussion:

Answer the following questions in full and complete sentences, being sure to justify your
answers where needed.

1. Thinking about the set up for this investigation, why was it important that you
used equal amounts of water in each glass for ‘Salt’ and ‘Sugar’?
2. How many spoonsful of salt were required to make a saturated salt solution?

3. How many spoonsful of sugar were required to make a saturated sugar solution?
4. Assuming that one spoonful of salt was equal to 10g, calculate the concentration
of your saturated salt solution?

5. Assuming that one spoonful of sugar was equal to 12g, calculate the concentration
of your saturated sugar solution?

6. What conclusion can you make about the solubility of salt and sugar?
WEEK 7

CONTENT STANDARD: The learners demonstrate the understanding of …

some important properties of solutions.

PERFORMANCE STANDARDS: The learners should be able to …

prepare different concentrations of mixtures according to uses and availability of materials

LEARNING COMPETENCY:

Express concentrations of solutions quantitatively by preparing different concentrations of mixtures

according to uses and availability of materials (S7MT-Id-3)

What is concentration?

The concentration of a solution expresses the amount of solute present in a given amount of solution. The
terms concentrated and dilute are just relative expressions. A concentrated solution has more solute in it
than a dilute solution; however, this does not give any indication of the exact amount of solute present.
Therefore, we need more exact, quantitative methods of expressing concentration.

Relative Concentration Units

Concentrations are often expressed in terms of relative unites (e.g. percentages) with three different
types of percentage concentrations commonly used:

Mass Percent: The mass percent is used to express the concentration of a solution when the mass of
a solute and the mass of a solution is given:

Volume Percent: The volume percent is used to express the concentration of a solution when the volume of a
solute and the volume of a solution is given:

Mass/Volume Percent: It is the mass of solute present in 100 mL of solution. We can

calculate the mass of the solute using the volume percentage. The formula would be:

A 10% mass by volume solution means that 10 gm solute is present in 100 mL of solution.
Molarity: The molarity of a solution gives the number of gram molecules of the solute
present in one litre of the solution.

For example, 1 mol L-1 solution of KCl means that 1 mol of KCl is dissolved in 1 L of water.
Unit of molarity: mol L-1

Molality: Molality of a solution is the number of moles of solute dissolved in 1 Kg of the

solvent.

Thus, if one gram molecule of a solute is present in 1 kg of the solvent, the concentration
of solutions is said to be one molal. The unit of molarity is mol kg-1.

ACTIVITY
Name: Score: / points
Section: Teacher:

PART 1: CHECK POINT

INSTRUCTION: Identify whether the following real-life examples of solutions signifies a true or
false statement.

Percent by
Mass
Percent by Volume
Molarity
Molality
PART 2: REVISIT

INSTRUCTION: Answer the following questions. Show all work and report answers with units.

1. What is the percent by mass of 5.0 g of iron (II) sulfate dissolved in 75.0 g of water?

2. What is the mass percent of each component in the mixture formed by adding
12 g of calcium sulfate, 18 g of sodium nitrate, and 25 g of potassium chloride to 500 g
of water?

3. A solution is made by adding 25 mL of benzene to 80 mL of toluene. What is the

percent by volume of benzene?
4. A solution is formed by adding 35 g of ammonium nitrate to 250 g of water.
What is the percent by mass of ammonium nitrate?

5. What is the percent by volume of a solution formed by mixing 25 mL of

isopropanol with 45 mL of water?

6. A solution is made by dissolving 125 g of sodium chloride in 1.5 kg of water.

What is the percent by mass?
7. What is the percent by volume of a solution formed by added 15 L of acetone to
28 L of water?

8. An experiment requires a solution that is 80% methyl alcohol by volume. What

volume of methyl alcohol should be added to 200 mL of water to make this solution?

PART 3: ACTIVATE

INSTRUCTION: Answer the following questions. Show all work and report answers with units.

1. 65 g of sugar is dissolved in 750ml of water what is the concentration of the solution?

2. Which is more concentrated 34 g of salt dissolved in 100 ml of water or 100 g of
salt in 1500 ml of water?

3. If the solubility of salt in water was determined to be .5 g/ml would a solution that
had 50 g of salt in 150 ml of water be considered saturated?

4. The solubility of sodium nitrate in water is .8 g/ml at 0 degrees Celsius. The

solubility increases to 1.9 g/ml at 180 degrees Celsius. Explain why this happens.
5. If the concentration of a solution is determined to be .27 g/ml and it was
dissolved in 200 ml of solvent how much solute was used to make it?

6. If the concentration of sugar in water is determined to be .45 g/ml and 100 g of

sugar was used to make the solution how much water was used?

PART 4: QUESTION TO PONDER

INSTRUCTION: Read and understand the question below. Share your thoughts on the box
provided.

Question: Can a solution considered to be concentrated be saturated?