Republic of the Philippines
Department of Education
Regional Office IX, Zamboanga Peninsula
8
SCIENCE
Quarter 3 - Module 3
PARTICLE NATURE OF MATTER
(Phase Changes Between Liquid and Gas)
Name of Learner: ___________________________
Grade & Section: ___________________________
Name of School:
______________________________
Science – Grade 8 Support Material for Independent Learning Engagement (SMILE) Quarter 3
– Module 3: Particle Nature of Matter (Phase Changes Between Liquid and Gas) First Edition,
2021
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 the exploitation of such work for a 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.
Development Team of the Module
Writer:
Areen Joy P. Estera
Editor:
Cherilyn A. Rodriguez
Reviewers:
Cherilyn A. Rodriguez, Zyhrine P. Mayormita
Layout Artist:
Oliver A. Manalo
Management Team: Virgilio P. Batan Jr.
Lourma I. Poculan
- Schools Division Superintendent
- Asst. Schools Division Superintendent
Amelinda D. Montero - Chief Education Supervisor, CID
Nur N. Hussien
- Chief Education Supervisor, SGOD
Ronillo S. Yarag
- Education Program Supervisor, LRMS
Zyhrine P. Mayormita - Education Program Supervisor, Science
Leo Martinno O. Alejo - Project Development Officer II, LRMS
Janette A. Zamoras - Public Schools District Supervisor
Adrian G. Refugio
- School Principal, Zamboanga del Norte NHS
Printed in the Philippines by
Department of Education – Region IX – Dipolog City Schools Division
Office Address:
Telefax:
E-mail Address:
Purok Farmers, Olingan, Dipolog City
Zamboanga del Norte, 7100
(065) 212-6986 and (065) 212-5818
dipolog.city@deped.gov.ph
LESSON PLAN
SCIENCE GRADE 8( 7 E’s Teaching Model)
CONTENT
UNDERSTANDING TYPHOONS
GRADE LEVEL
GRADE 8
TIME ALLOTMENT
1 Hour
DATE
May 19,2021
PREPARED BY:
EVELYN P. PETEROS
LEARNING COMPETENCIES AND OBJECTIVES
1.explain physical changes in terms of the arrangement and motion of atoms and molecules
(MELC: S8MT-IIIc-d-9). Part of the activities allows you to explore the physical changes of water.
The scope of this module permits it to be used in many different learning situations.
Specifically, this module is about; Lesson 3: Phase Changes between a Liquid and a Gas
Specific Objectives:
1. Describe what happens to water when it is left in an open container for some time;
2. Represent through drawings what happens to the particles of water when it is left in
an open container;
3. Describe what happens to water when it is left in a closed container for some time;
4. Describe what happens to water when it is heated;
5. Describe what happens to water when it is cooled;
6. Represent through drawings what happens to the particles of water when it is heated
and then cooled; and
7. Explain the processes that take place at the
submicroscopic (particle) level.
Explain how typhoon develops and how it is affected by land
masses and bodies of water.(No MELCs Code)
Learning Resources:
References :
(Khan Academy).
(No date). Tissues, organs, & organ systems. Retrieved from
https://www.khanacademy.org/science/high-school-biology/hs-human-bodysystems/hs-bodystructure-and-homeostasis/a/tissues-organs-organ-systems
(Study Jams).
(No date). The Human Body. Retrieved from
http://studyjams.scholastic.com/studyjams/jams/science/humanbody/human-body.m
(Byjus
The Learning App). (No date). Parts of a Compound Microscope. Retrieved from
https://byjus.com/biology/study-of-the-parts-of-acompound-microscope/
(Laboratory Info).
(2020). Compound Microscope-Types, Parts, Diagrams, Functions, and Uses. Retrieved
from https://laboratoryinfo.com/compoundmicroscope/
(Studylib).
(No date). Lab: The Compound Microscope. Retrieved
fromhttps://studylib.net/doc/6826165/st220_mi croscopelab_istructions
Chemistry the Central Science (2002) Brown et., al. 8th Edition.
Image credit: modified from Levels of structural organization of the human body by
OpenStax College, Anatomy & Physiology, CC BY 4.0 ( organization of the human body)
Department of Education (2017). Science 8 Learner’s Material. First Edition.
Department of Education-Bureau of Learning Resources (DepEd-BLR)
Department of Education (2017). Science 8 Teachers Guide. First Edition.
Department of Education-Bureau of Learning Resources (DepEd-BLR)
Image Credit:
evaporation - Google Search
boiling water - Google Search
condensation in a close container - Google Search
What’s In
In the previous week, you learned about the particles of matter in different
states. Let us check if you can still remember your lessons by answering the
activity.
Activity 1: Get to Know Me a Little More! The properties of matter are
listed below. Choose the properties that correctly describe the state of matter
based on the given illustration. Write the properties in the second column of
the given table. Lastly, identify the state of matter to complete the table







Particles are able to move all freely to all parts of the container.
Have definite shape and volume.
Flows, spread out and take the shape of the container
Particles vibrate and are packed closely together in fixed position
It is compressible. It can occupy small volume or it can expand to occupy a larger volume
Assumes the shape of a portion of the container that it occupies
It is rigid
Activity 3- Dissecting of a Tropical Cyclone
Objectives:
After performing this activity, you should be able to:
1. Identify to which part of the tropical cyclone has the strongest wind speed
2. Determine the categories of air pressure inside the tropical cyclone
Figure 4 consists of three
illustrations. The top one
shows a tropical cyclone as
seen at an angle. White rain
bands move around the center
or “eye.” The
bottom
illustration shows a crossection of a tropical cyclone. It
is like slicing it in half and
looking at it from the side. Left
side illustration show the
satellite view of a typhoon.
Fig. 4: (Top) View of a Tropical cyclone at an angle (Bottom)Typhoon Cross-section
Adapted from Science – Grade 8 Learner’s Module,1st Edition, 2013
Procedure:
Guide Questions
Q1. Location A is within the eye of the tropical cyclone. B, C and D are locations that are more
distant from the eye. The air pressures at the different locations are : Table 2.
Location
A
B
C
D
*Air pressure in
930
960
980
990
millibars (mb)
*Air pressure refers to the weight of air over a certain area
Compare the air pressures at A, B, C, and D. What do you notice?
Q2. Location E is within the eye of a tropical cyclone. Location F is within the clouds surrounding
the eye. The clouds at F make up the eyewall. The wind speeds at the two locations are:
Location
E
F
Windspeed ( km/hour)
10
200
Compare the wind speed within the eye at the eyewall.
say?_______________________________________________________________
What
can
you
Let’s do activity 4 in order to understand more on how do tropical cyclones develops
into typhoon.
EXPLAIN:
Activity 4 When tropical cyclone becomes stronger!
Directions: Identify the name of the cyclone as it pass through the stages of progression using
the descriptions below. Write your answer in the box.
Stages of Progression (not arrange in order)
Tropical Disturbance commonly exist in the tropical
trade winds at any one time and are
often accompanied by clouds and precipitation
Typhoon, Hurricane, or Cyclone. A pronounced rotation develops around the central core as
spiral rain bands rotate around the eye of the storm. The heaviest precipitation and strongest
winds are associated with the eye wall .
Tropical Depression
The winds blow stronger due to the greater convergence that causes
quicker decrease in the pressure. It increases in speed sustaining one -minute winds up to 38
mph at an elevation of 10 meters.
Tropical Storm The tropical storm receives an official name once
sustained winds reach
39mph in the closed circulation. The winds increase greatly and can take as little as a hal
.
f day to as much as couple days
How does a typhoon can cease to intensify its tropical characteristics? Let’s answer activity
number 5 to know more about these factors affecting typhoon.
ELABORATE
Activity 5 Factors Affecting Typhoon
Directions: Fill in the blank with
the factors affecting typhoon found in a word
bank. Write your answer on the space provided before each number.
Word Bank
No water
Wind shear
Cold water
_____________1. A typhoon will drastically deteriorate once its eye moves over land
with_______ The air over land cools quickly due to specific heat
causing the typhoon to
quickly lose intensity.
_____________2. When the storm moves over __________, it loses its energy source, which is the
evaporating water from ocean surface, it weakens due to the deprivation of warm water by
moving over
bodies of water with a temperature below 26.5 OC.
_____________3. High ____________at several thousand feet from the surface can
remove the heat and moisture needed from the area near the center of the typhoon, causing
it to tear
apart the storm in different direction and disrupting it.
What I Need to Know
This module was designed and written in a way that suits your understanding and needs.
It is here to help you acquire mastery to explain physical changes in terms of the
arrangement and motion of atoms and molecules (MELC: S8MT-IIIc-d-9). Part of the
activities allows you to explore the physical changes of water. The scope of this module permits
it to be used in many different learning situations. Specifically, this module is about;
Lesson 3: Phase Changes between a Liquid and a Gas
Specific Objectives:
1. Describe what happens to water when it is left in an open container for some time;
2. Represent through drawings what happens to the particles of water when it is left
in an open container;
3. Describe what happens to water when it is left in a closed container for some time;
4. Describe what happens to water when it is heated;
5. Describe what happens to water when it is cooled;
6. Represent through drawings what happens to the particles of water when it is
heated and then cooled; and 7. Explain the processes that take place at the
submicroscopic (particle) level.
What’s In
In the previous week, you learned about the particles of matter in different states. Let us
check if you can still remember your lessons by answering the activity.
Activity 1: Get to Know Me a Little More!
The properties of matter are listed below. Choose the properties that correctly describe the
state of matter based on the given illustration. Write the properties in the second column of the
given table. Lastly, identify the state of matter to complete the table.
== Particles are able to move freely to all parts of the container.Have definite shape
and volume
= Flows, spreads out and takes the shape of the container
= Particles vibrate and are packed closely together in fixed positions
= It is compressible. It can occupy small volume or it can expand to
occupy a larger one.
1
= Assumes the shape of the portion of the container that it occupies
= It is rigid
Illustration
Properties
What State of Matter Am I?
Good job! Matter is anything that has mass and volume. It is made up of tiny particles
that are moving all the time. These particles have spaces between them. From your previous
lesson, you had a better view of how these particles are arranged differently in each state of
matter, which are solid, liquid, and gas. Everything you have learned about the states of matter
is exactly what you need first to understand our new lesson for this week.
What’s New
Activity 2: You Raise Me Up!
Directions: Decide to either do the simple experiment (at home) or read Scenario 1 in order to
answer the activity questions. You can also do both!
2
A.
Do the Experiment
Materials:
●
●
liquid water, 1 glass
glass without cover, 1
●
glass with cover, 1
Procedure:
1.
Half-fill two (2) identical glasses with liquid water.
2.
Label first glass “A” and set it aside.
3.
Label second glass “B,” cover it and set it aside.
4.
Place in direct sunlight the two glasses of water: uncovered (A) and with cover (B).
5.
Observe what happens the next day.
B.
Scenario 1
Juan and Pedro are neighbors and best buddies. One day they decided to play basketball. While
playing under the heat of the sun, Juan signaled for a time-out to have a water break. While
having their break, Juan and Pedro respectfully asked Aling Marya if they can have a glass of
water for each one of them. They finished the first glass of water and asked for another one.
After drinking half of their respective second glass of water, Juan left his glass of water
uncovered while Pedro covered his glass of water before they left to play again.
Here are important things you need to consider:
✔
Juan’s glass of water is half full and uncovered.
✔
Pedro’s glass of water is half full and covered.
✔
Both glasses of water were placed under the heat of the sun.
Activity Questions:
Did you perform the experiment? Did you simply read the story of Juan and Pedro? Either
way, you will have to answer the questions.
1. Describe what happened to the water in a glass with a cover.
_______________________________________________________________________________________________
___________________________________________________________________________
2. Describe what happened to the water in a glass that is uncovered.
_______________________________________________________________________________________________
___________________________________________________________________________
3. What do you think happened to the volume of the water inside the glass which is covered and
the one that is uncovered?
_______________________________________________________________________________________________
___________________________________________________________________________
4. Where do you think the water goes? Describe the process by writing or by drawing your
description. Label and use arrows to indicate what is in your drawing.
3
_______________________________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_________________________________________________________________
5. What do you think will happen if you are going to heat the water in a glass with a cover?
Explain your answer.
_______________________________________________________________________________________________
___________________________________________________________________________
Activity 3: Serve it Hot or Cold?
Directions: Read the following scenarios carefully. Perhaps you have already encountered
almost the same situations at home. All you just need is a little curiosity, keen observation, and
the courage to ask questions. All of these will always help you learn something new.
C.
Scenario 2
Mang Kulas always drinks his hot coffee early in the morning.
One day he asked his grandson Jun-Jun to boil water for his coffee.
Jun-Jun obediently filled the kettle with one (1) cup of tap water
and mounted it on top of a cooking stove, and set it to medium heat.
After a while, Jun-Jun noticed that bubbles were formed, and some
vapor escaped out of the kettle beak. He decided that the water
inside is already boiling and turned off the cooking stove. He then
carefully poured the hot water into a clean cup.
To his surprise, the amount of water before and after boiling was
not the same. Jun-Jun wondered how it was possible. Nevertheless,
Jun-Jun continued preparing the coffee and served it to his
grandfather with a smile.
Based on the scenario you’ve just read, answer the following questions.
1. What did Jun-Jun observe when he decided that the water inside the kettle is boiling?
___________________________________________________________________________________________
_______________________________________________________________________
2. Write a description or draw a cartoon to show how the particles of water behave as they are
heated.
___________________________________________________________________________________________
_______________________________________________________________________
_________________________________________________________________________________
4
3. What do you think is the reason why Jun-Jun was able to observe what happened to the
water inside the kettle?
_________________________________________________________________________________
_________________________________________________________________________________
4. If Jun-Jun kept the water boiling for more than 10 minutes, what do you think will happen to
the amount of water inside the kettle? Why?
___________________________________________________________________________________________
_____________________________________________________________________
5. Where did the water go?
___________________________________________________________________________________________
_______________________________________________________________________
6. Can you explain by illustration how the water changes from liquid to gas? What is happening
to the particles of water?
___________________________________________________________________________________________
_______________________________________________________________________
D.
Scenario 3
The next day, Jun-Jun boiled water again for his grandfather’s coffee. Since his
grandfather was still on their farm, he covered the cup of hot water and set it aside. It took a
while for his grandfather to be home, and the cup of hot water had turned cold already.
Based on Scenario 3, answer the following questions.
1. Describe what must have been observed by Jun-Jun on the inside of the cup cover?
______________________________________________________________________________________________
____________________________________________________________________________
2. Where does the water under cover of the cup come from?
______________________________________________________________________________________________
____________________________________________________________________________
3. Explain by illustration how the water changes from gas to liquid.
______________________________________________________________________________________________
____________________________________________________________________________
______________________________________________________________________________________________
____________________________________________________________________________
4. Describe what might have happened to the particles of water.
______________________________________________________________________________________________
____________________________________________________________________________
How did you find the activities? Was it fun? Were you able to share all your observations?
Were you able to draw all your observations? You just did a good job on doing your activities.
You are now ready to learn the reasons behind your observations.
5
What is it
Particles are always in motion based on the particle
model of the atom. The principle is presented at a
submicroscopic level of the activities that you just had. We
are focused on the particles of water that we refer to as
molecules that have kinetic energy that differs from one
another. Some molecules have higher kinetic energy than
others, making them move faster compared to the molecules
that have lower kinetic energy (see Figure 1). At room
temperature, some molecules of water have enough amount
of kinetic energy to break the attraction between the
molecules close to them. Once the attraction is broken, these
molecules will escape from the surface and will move into the
air. Thus, changing the phase from liquid to gas. This
process is what we call
evaporation. As evaporation takes place, the water molecules with lower Source: average ki
HYPERLINK
netic energy will not be able to escape and will be left in the liquid phase. Figure 1. Motion of
molecules during
Evaporation in sub-microscopic level.
It is important to take note that evaporation in an open container differs from evaporation
in a container that is covered. In an open container, once the molecules have enough energy to
break the attraction between neighboring molecules, they can freely escape into the air once they
transform into its gaseous phase. On the other hand, in a closed container, not all of the
molecules can escape into the air outside the container because some (in vapor form) may be
trapped on the cover.
In scenario 2, Jun-Jun observed that after boiling, the amount of water decreased. What
is the possible reason for this? As temperature increases, water molecules will gain more energy,
making them move faster. Water molecules will have the energy to break the attraction of nearby
molecules. These molecules will escape to its gaseous phase in the process of evaporation.
Evaporation and formation of gas can happen even below the surface of the liquid. That explains
the formation of bubbles that rise to the surface, and escape into the air seen as steam or vapor.
Jun-Jun may have seen both bubbles and steam and made him decide that the water is already
boiled.
The observation in the activities you had can be better explained in Figure 2. Recall your
lessons in math to read and understand the graph shown. The graph is composed of the y-axis
(vertical) where the temperature in 0C is
indicated, and the x-axis (horizontal), where
time is indicated. Drinking water (liquid) lies
between above 0oC and below 100 oC and is
represented by the letter A segment (dark).
When the temperature reaches 100 oC the
water (liquid) starts to boil. At this point,
evaporation takes place. Once the temperature
continues to increase, water molecules start to
become vapor (gas). On the other hand, at 100
oC, condensation may also take place when the
Figure 2. Change of Liquid to Gas
6
temperature of the water starts to decrease. So when boiled water in a cup is covered, some of
the vapor cannot escape and turns back into a liquid through the process of condensation
since the temperature is slowly starting to decrease.
In Scenario 3, Jun-Jun observed that droplets formed under cover of the cup. Where did
the droplets come from? Liquid water that changes into its gaseous phase is called water vapor.
The water vapor rises, and some molecules touch the cover of the cup. The cover is cooler than
the boiling water, so some of the heat energy of the vapor molecules are transferred into the
cover, in effect cooling the water vapor. If the particles lose enough energy, the attraction
between them can overcome their motion, which will make them attract with each other again,
making them go back to the liquid phase. The droplets under cover of the cup result from the
process called condensation (see Figure 3).
Not all of the water molecules change from liquid to gas. There is still water in their liquid
state that was left. Some of them might not have enough
energy to overcome the forces of attraction of the nearby
molecules. Moreover, some of the water molecules escape
and turn into vapor, some hit the surface of the liquid,
and if these molecules do not have enough energy to
Source: HYPERLINK
overcome the attraction, they will stay and remain in the
"https://www.google.com/search?q=condensation+in+a+close
liquid state. The condensation process is exactly the
Figure 3. Motion of molecules during
Condensation in sub -microscopic level.
reverse of the evaporation process.
Have you experienced waking up early in the
morning and observed fog around you? Or droplets of
water on a leaf early in the morning without rain the
other night? What about opening your packed lunch at
noon and seeing droplets of water under cover of the
container of your food? And of course, while drinking your cold drinks,
you see droplets of water outside the glass. These are examples of
condensation.
What’s More
Activity 4. What is Essential is Invisible to the Naked Eye
Directions: Below are cooking pans A and B being heated. A is uncovered while B is covered.
Show what happens to the molecules of water inside each pan by drawing. Also, label what
kind of process is taking place. Make a short description below each cooking pan.
7
Cooking Pan A
Cooking Pan B
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
What I Have Learned
Activity 5. 4-Pics 1-Word
Direction: What have all these pictures in common? Identify the specific word that links the four
pictures.
8
What I Can Do
Activity 6: True or False
Direction: Read each statement below and decide whether it is TRUE or FALSE. Indicate a
checkmark (✔) if the statement is TRUE and an (X) mark if the statement
is FALSE.
_______1. Evaporation of water is a physical change.
_______2. Condensation of water is a physical change.
_______3. Drinking water (l), ice (s), steam (g) are all the same substance.
_______4. In the process of physical change the substance changes its physical
appearance but not its composition.
_______5. When drinking water (liquid) is boiled, surface particles start to evaporate
and turn into its gaseous state. This process is NOT an example of a
physical change.
Assessment
Direction: Write your answers (letters) clearly on the space provided before the number.
_____1. What do you call the molecules that escaped from the liquid and go into the
gaseous phase?
A. Condense
C. Vapor
B. Fog
D. Water
_____2. When a gas is cooled, the motion of the particles slows down. If the particles
lose enough energy, their attraction for each other can overcome their
motion and cause them to associate with one another to become liquid.
What do you
call this process?
9
A. Condensation
C. Freezing
B. Evaporation
D. Melting
_____3. Which of the following statements is NOT true?
A. Condensation process is an example of physical change.
B. Evaporation is responsible for ground-water fog.
C. Evaporation process is an example of physical change.
D. Enough kinetic energy breaks the attraction of nearby molecules allowing
evaporation to take place at room temperature.
_____4. When the temperature rises and water starts to boil, the molecules gain more
energy. What do you call this type of energy as they move faster?
A. Electrical Energy
B. Potential Energy
_____5. Which of the fo
evaporation?
C. Kinetic Energy
D. Mechanical Energy
llowing scenarios will at MOST increase the rate of
A. Glass of water covered and placed under the heat of the sun.
B. Glass of water covered and exposed to high heat.
C. Glass of water uncovered and placed under the heat of the sun.
D. Glass of water uncovered and exposed to high heat.
_____6. The following are factors that may affect the evaporation process EXCEPT?
A. Heat of the Sun
C. Kinetic Energy B.
Increase temperature
D. Potential Energy
_____7. Which of the following situation/s is/are physical change? I.
Liquid turns to Gas
II.
Volume of Water decreases after heating
III.
Water evaporates
IV.
Water condenses
A. I & II only
B. All situations EXCEPT IV
C. All of the situations given
D. None of the situations given
Ana conducted an experiment. She poured 10-mL of water into a 50-mL beaker. She covered
and labeled it “A”. She set it aside. She also poured another 10-mL of water into another 50mL beaker and labeled it “B”. This time she did not cover it. She kept it that way within 24
hours.
A
Based
B
on the experiment Anna conducted, answer questions number 8 & 9.
_____8. Which of the following is possible to happen?
A.
B.
C.
D.
Water in a 50-mL beaker “A” decreased in volume.
Water in a 50-mL beaker “B” decreased in volume.
Water in a 50-mL beaker “A” increased in volume.
Water in a 50-mL beaker “B” increased in volume.
10
_____9. What do you think is the reason behind this?
A. Condensation happen
B. Evaporation happen
C. Freezing happen
D. Melting happen
_____10. Which of the following best describes the illustration below?
A.
Water condenses
C.
Water freezes
B.
Water evaporates
D. Water melts
_____11. Which of the following statements about the evaporation process is not true? A.
The rate of evaporation is fast during rainy days.
B. Evaporation happens only on the surface of a liquid.
C. All molecules of a liquid take part in the process of evaporation.
D. Evaporation and condensation are opposite processes.
For numbers 12 - 14 refer to the
graph that represents the
temperature changes of water as it is
heated.
_____12. Which figure best describes the arrangement of molecules in line A?
A.
C.
B.
D.
_____13. What will be the arrangement of molecules in line C?
11
_____14. Which of the following statements is TRUE in situation C?
I.
Either evaporation or condensation takes place depending
temperature.
II.
Liquid evaporates when temperature continues to increase.
III.
Gas condenses when temperature continues to decrease. IV.
Neither evaporation nor condensation will happen.
on
A. I, II & III only B.
I, II & IV only
C. All of the situations are TRUE.
D. None of the given statements are TRUE
_____15. Which of the following statements is false?
A. Evaporation is the process when a liquid turns into a gas.
B. Condensation is the process when a gas turns into a liquid.
C. Evaporation and condensation retain the identity of a material.
D. Evaporation and condensation are exactly the opposite of each other.
Additional Activities
Activity 8: The Cycle of Water
Directions: Below is an illustration of the water cycle. Evaporation and
condensation are part of the processes involved in it. In one whole sheet of paper,
make your own illustration and connect what you have learned this week to the
cycle of water. You may draw or describe or in any way that can help you explain
better what you have learned. Please see attached rubric for guidance.
12
the
Rubric
CATEGORY
4
3
2
1
Presentation
The output
clearly
communicates
the idea
The
output
communicates
some of the
ideas
The output
indirectly
communicates
the idea
The output does
not
sufficiently
communicate
the idea
Creativity
and
Originality
All of the
words,
descriptions,
and
illustrations
used reflect an
exceptional
degree of
ingenuity in the
creation
Most of the
words,
descriptions,
and
illustrations
used reflect an
exceptional
degree of
ingenuity in the
creation
Words,
descriptions,
and
illustrations
used were
copied from the
designs and
idea of others
Words,
descriptions,
and
illustrations
used were not
from
the
student
Accuracy
and
Relevance
to the
Content
All of the
words,
descriptions,
and
illustrations
used
were
accurate and
related to the
lesson
Most of the
words,
descriptions,
and
illustrations
used
were
accurate and
related to the
lesson
Some of the
words,
descriptions,
and
illustrations
used
were
accurate and
related
to
the lesson
Some of the
words,
descriptions,
and
illustrations
used were
neither accurate
nor related to
the lesson
TOTAL
13
SCORE
Answer Key Gr8Q3 Module 3
Activity 1. Get to Know me a Little More!
SOLID`:
1. Have definite shape and volume
2. Particles vibrate in fixed positions
3. It is rigid
LIQUID:
1. Flows, spread out and takes the shape of the container
2. Assumes the shape of the portion of the container that
it occupies
GAS:
1.
2.
Particles are able to move freely to all parts of the
container
It is compressible. If can occupy a larger one.
Activity 2. You Raise Me Up!
(Answers may vary)
1. >Droplets under the cover
>Smaller amount of water compared to the original
amount of water
2. Very small amount of water is left
3. With Cover: small of amount of water Without cover:
Very low amount of water
4. >It becomes a vapor
>It evaporates
5. There will be droplets under the cover
2.
4.
Activity 3. Serve it Hot or Cold?
Scenario 2 (Answers may vary)
1. Water is boiling bubbles and steam are both visible
2. The molecules move faster
3. The molecules gain high amount of energy breaking
the attractions from nearby molecules.
4. Amount of water will decreased because the water
will evaporate.
5. It goes into the air. It turns into is gaseous state.
Scenario 3 (Answers may vary)
1. There are droplets
Those are water in its gaseous state the returns back to its liquid state
3. Change from Liquid to Gas
When heated, water molecules become a vapor but since the cup is covered the
vapor in gaseous state is trapped and Goes back to its liquid the state again
Activity 4. What’s More
Molecules have high KE breaking
the attraction with other molecule.
Liquid changes to gas. Evaporation
takes place.
14
Activity 5: 4 Pics 1 Word
1.
2.
3.
4.
Condensation
Molecules
Vapor
Evaporation
Activity 6: True or False
1.
√
2.
√
√
√ 5.
3.
4.
x
Assessment
1. C
2.
B
3.
B
4.
C
5.
D
6.
D
7.
C
8.
B
9.
B
10. B
11. A
12. B
13.
D
14.
A 15. C
Molecules have high KE breaking the attraction
with other molecules. Liquid changes to gas.
However, some of the molecules are trapped
because of the cover. Evaporation takes place
but condensation will soon occur once the temp.
drops. Droplets will be seen under The cover.
15
References
(Khan Academy). (No date). Tissues, organs, & organ systems. Retrieved from
https://www.khanacademy.org/science/high-school-biology/hs-humanbodysystems/hs-body-structure-and-homeostasis/a/tissues-organs-organsystems
(Study Jams). (No date). The Human Body. Retrieved from
http://studyjams.scholastic.com/studyjams/jams/science/humanbody
/human-body.m
(Byjus The Learning App). (No date). Parts of a Compound Microscope.
Retrieved from https://byjus.com/biology/study-of-the-parts-ofacompound-microscope/
(Laboratory Info). (2020). Compound Microscope-Types, Parts, Diagrams,
Functions,
and
Uses.
Retrieved
from
https://laboratoryinfo.com/compoundmicroscope/
(Studylib). (No date). Lab: The Compound Microscope. Retrieved
fromhttps://studylib.net/doc/6826165/st220_mi
croscopelab_istructions
Chemistry the Central Science (2002) Brown et., al. 8th Edition.
Image credit: modified from Levels of structural organization of the human
body by OpenStax College, Anatomy & Physiology, CC BY 4.0 (
organization of the human body)
Department of Education (2017). Science 8 Learner’s Material. First Edition.
Department of Education-Bureau of Learning Resources (DepEd-BLR)
Department of Education (2017). Science 8 Teachers Guide. First Edition.
Department of Education-Bureau of Learning Resources (DepEd-BLR)
Image Credit:
evaporation - Google Search boiling
water - Google Search
condensation in a close container - Google Search