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1: Physical Sciences
Activity 1
What Solutions Do You Find In Your Home Or In A Store?
OBJECTIVES:
After performing this activity, you should be able to:
1. Describe some observable characteristics or properties
of common solutions found at home or in stores; and
2. Present the data gathered in table form to show some
properties of common solutions you observed.
Activity 2
What Are Some Properties Of Solutions?
Objectives
Note: In column 3, you may describe the mixture in other ways such as homogeneous
or heterogeneous. You may also describe the color of the mixture.
5. Place the liquid collected from each filtration in a small beaker or clear
transparent glass bottle. Shine light through the liquid using a flashlight
placed on the side of the beaker. The room where you are working should
be dark. Using a black background may help you see the light across the
liquid. If the room is not dark, you can put the setup inside a cabinet in your
laboratory.
Q4. In column 6, write whether the path of light can be seen across the
liquid.
Q5. Which of the samples are solutions? Write your answer in column7.
Q6. Based on activity 2, what are some common characteristics of solutions
you observed?
Activity 3
What are the Evidences that Make a Solution
Saturated?
Part A
Objective
In this part, you should be able to collect
distilled water and salts from seawater.
Materials needed pieces of broken ceramics
or porcelain tiles)
• Seawater or 20% salt • Hand lens
solution • Metal tongs
• Erlenmeyer flask (sample • Spoon
flask) • Safety matches
• Test tube (receiver) • Wire gauze (asbestos
• Glass tube bent at right scraped off)
angle, with rubber/cork • Evaporating dish (or
attachment (delivery tube) aluminum foil)
• Water bath • Alcohol lamp
• Small boiling chips (e.g. • Tripod
Procedure
1. Prepare a distillation setup as shown in Figure 1. Place about 60
mL of seawater in the sample flask. Add 2-3 small boiling chips.
2. Apply heat to the sample flask until you have collected about 15
mL of the distilled water (distillate).
3. While allowing the remaining seawater to cool, prepare an
evaporation setup as shown in Figure 2.
4. Transfer the cooled liquid to the evaporating dish. Aluminum foil
may be used as an alternative for evaporating dish.
5. Apply heat to the seawater until all the liquid has evaporated. Let
it cool. Using a hand lens, examine what is left in the evaporating
dish.
Q1. What do you see? Did you notice the solid that was left
after all the liquid has evaporated?
6. The solid that is left behind in the evaporating dish is called the
residue. Set aside this residue for part B.
Figure 2. Evaporation
Figure 1. Simple Distillation using a water bath
Part B
Objective
In this part, you should be able to compare the residue
collected from part A with table salt using flame test.
Sample Color
No sample
Table salt
Residue from Part A
Q2. How does the color of the flame of the residue compare
with that of table salt? What can you say about the identity of
the residue fro0m Part A?
Activity 2
Looks May Be Deceiving
Part A
Objectives
In this activity, you should be able to:
1. Assemble pro0perly the setup for boiling (see Figure 4);
2. Describe the change in temperature of a substance during
boiling;
3. Describe the change in temperature of a mixture during
boiling; and
4. Differentiate between substances and mixtures based on
how temperature changes during boiling.
Materials needed
• Cork/ rubber to fit
• Distilled water
thermometer
• Seawater or salt water
• Iron stand/clamp
• Beaker (50-mL), 2 pcs
• Alcohol lamp/ Bunsen
• Aluminum foil, (5x5 cm),
burner
2 pcs
• Safety matches
• Thermometer (with
• Watch/timer
readings up to 110°C)
• Graphing paper
Procedure
1. Place about 15 mL of distilled water
into a beaker. Label it properly.
Describe the appearance and odor
of your sample. In your worksheet,
write your descriptions in Table 2.
2. Cover the mouth of the beaker with
aluminum foil. Using the tip of your
pen, poke a hole at the center of
the foil. The hole should be big
enough for the thermometer to
pass through.
3. Prepare the setup as shown in
figure 4.
Note: Make sure that the thermometer bulb
is just above the surface of the sample (about Figure 4. Setup for boiling
1mm).
4. Begin recording the temperature when the sample starts to boil vigorously.
Record your temperature reading in Table 2 under the column, Distilled water.
5. Continue boiling and take at least 5 readings at intervals of 30 seconds after
the liquid has started to boil vigorously. Note even the slight changes in
temperature. Record your temperature readings in Table 2 under the column,
Distilled water.
6. Stop heating when the liquid sample reaches half of its original volume.
7. Present your data for distilled water in a graph. Place the temperature reading
along the y-axis and the time along the x-axis. Label the graphs appropriately.
Q3. Refer to the graph and your data for distilled water, what do you notice
about its temperature during boiling?
Q4. How would you define a substance based on what you have observed?
8. Repeat steps 1 to 7 using seawater. This time, record your temperature
readings in Table 2 under column, Seawater. Note even the slight changes in
temperature.
Q5. Refer to the graph and your data for seawater, what do you notice about
its temperature during boiling?
Q6. How would you define a mixture based on what you have observed?
Table 2. Temperature readings of the liquid samples during boiling at
30-sec interval
Properties Distilled Water Seawater
Appearance/ Odor
Temperature (°C) at
start of boiling
30 Sec
60 Sec
Temperature
90 Sec
(°C) after
120 Sec
150 Sec
Part B
Objectives
negative
amplitude
80
70
59
60
50
40
30
30
20
20 16.5
10 3.5
0.008 0.02 0.04 0.14 0.3
0
Materials
Types of
Impacts Sources
Greenhouse Gas
Burning of fossil fuels,
Carbon dioxide Contributes to 50% of the earth’s global
deforestation, changes in
(CO2) warming
land use
Traps heat 20-30 times more efficiently Landfills, wetlands, flooded
Methane
that carbon dioxide; contributes to 16% of rice paddies, natural gas,
(CH4)
the warming phenomenon on earth and biomass burning
Formed when nitrous oxide
Ozone Contributes to 8% of the global warming
reacts with unburned
(O3) phenomenon on Earth
hydrocarbons
Accounts for 6% of the global warming Forest fires, burning of fossil
Nitrous oxide
phenomenon on Earth; traps heat 230 fuel, and motor vehicle
(NO)
times more efficiently than carbon dioxide exhaust
Pressurized spray cans,
Most destructive greenhouse gas; heat-
Chlorofluorocarbons polystyrene, solvents,
trapping property is 20,000 times than
(CFCs) refrigerator, and air
that of carbon dioxide
conditioning units
60%
50%
49%
40%
30%
24%
20%
14% 13%
10%
0%
Energy use Industrial Deforestation Agricultural
processes activities
Energy use Industrial processes Deforestation Agricultural activities
Figure 11.5: Human activities that contribute to the global warming phenomenon
60%
50%
50%
40%
30%
20%
20% 16%
10% 8% 6%
0%
Carbon dioxide Chlorofluorocarbons Methane Ozone Nitrous oxide
Figure 11.6: Greenhouse gases that are being released because of human activities
Figure 12.16: The moon as it covers the sun during
solar eclipse
A
Figure 12.17: The position of the sun, earth, and moon during solar eclipse
Sun
Earth Moon
Lunar
Tidal NEAP TIDE
Effect Solar and Lunar
Tidal effects cancel
to Moon
to Sun
Solar
Tidal
Effect to Sun
Figure 12.20: Diagram showing how the different types of tides occur