Grade 10 Activity

SAN FELIPE NERI PAROCHIAL SCHOOL
PAASCU ACREDITED LEVEL II

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
SKILL: Pre assessment

Activity 1.1
Anticipation Prediction Guide
DIRECTION: Read the following statements and use your prior knowledge to respond whether you think each
is true or false. On the column pertaining to your response, discuss briefly the reasons for your answers.
TRUE
STATEMENT
FALSE
1. Scientist know exactly what the composition is of each layer of Earths Interior.
Justification:
2. Matter and energy move from Earths interior toward the surface.
Justification:
3. There is one type of crust near Earths surface, and it is found on the continent.
Justification:
4. Most earthquakes occur in the middle of lithospheric plates.
Justification:
5. A magnitude -4 earthquake releases about twice as much energy as a magnitude 3
earthquakes.
Justification:
6. Subduction occurs when oceanic and continental lithospheric plates move toward
each other.
Justification:
7. Faults are surfaces where rocks break and move.
Justification:
8. Tsunamis are huge tidal waves
Justification:
Evaluators Feedback:
________________________________________________________________________________
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________________________________________________________________________________
__________________________
Received by: Teachers Signature
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
SKILL/S: Enumerate the line of evidences that supports plate movement.

Activity 1.2
My World Map
DIRECTION: Using glue, scissors, and sheet of construction paper, the students will cut out the continents and
arrange them on the construction paper in an alternate layout according to coastline shapes.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
SKILL/S: Describe the possible causes of plate movement.

ACTIVITY 1.3
MOVING PLATES
PROCEDURE:
1. Place the pan on top of the can

2. Half fill the with used cooking oil/margarine
3. Make the blocks float in oil such that they are approximately 1
cm apart.
4. Place an alcohol burner under the pan.
5. Observe the movement of blocks when the oil is heated
Materials:
Shallow rectangular metal pan
4 empty cans of sardines (tall cans)
3 wooden blocks
Cooking oil/margarine
Alcohol burner
Questions:
1. What happened to the blocks as the oil under the space between blocks 1 & 2 is heated?
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2. Describe the space between block 2 & 3.
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3. What is represented by the blocks?
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4. How this observation with the Earths plate movement?
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________________________________________________________________________________
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
SKILL/S: Describe the possible causes of plate movement.

ACTIVITY 1.4
Instruct Me Video
DIRECTION: Upon watching the video that you have chosen answer the following questions.
1. What makes you choose the video?
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___________________________________________________________________________
2. How did the video presented the concepts?
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3. Summarize 5 points that you have learned from the video?
4. Who do think are the intended viewer of the video? What makes you think that?
___________________________________________________________________________
___________________________________________________________________________
5. Are the information reliable? What makes it reliable?
___________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
SKILL/S: Describe the different types of plate boundaries

ACTIVITY 1.5
Trench, Mountain, Volcano Map
DIRECTION: Study the world map below. Answer the questions that follow.
1. What does the map shows?

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2. How will the knowledge from this map be any of help for you?
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3. How would this knowledge affect our way of living?
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________________________________________________________________________________
________________________________________________________________________________
NAME: _____________________
SECTION: _____________
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
DATE: _____________________
SCORE: ______________

ACTIVITY 1.6
In Their Perspective
DIRECTION: If you were a person located in a Volcanic prone are how would someone feel?
Engineer
President
How will a person utilized

this knowledge about
faults, and earthquake?
Father of the House
Real State Owner
________________________________________________________________________________
________________________________________________________________________________
NAME: _____________________
__________________________
SECTION: _____________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
DATE: _____________________
SCORE: ______________

ACTIVITY 1.7
Oh My Fault!
PROCEDURE:
The students will be given three different colors of clay. To be used in representing rock units, and plastic knife.
Create and layer three rock units using colored dough of different colors. Draw and label your rock units in
half with your plastic knife so that you have two sections of rock each with three units. With the two have
together, slide them past each other in opposite directions as shown in the right. Describe in your own words
what happens to the blocks. Separate the different colors of dough and place them back in their correct
containers.
Guide Questions:
1. What do you think is happening to the Earths crust in this activity?
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2. If this event continues for millions of years, what do you think will be the effect on the crust?
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3. What do you think will happen to the crust if this event goes on for a very long period of time?
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4. What phenomena might happen during this phenomena?
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_______________________________________________________________________________
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________

ACTIVITY 1.8
Converge Me
PROCEDURE: The students will explore how a convergent transform boundary is created. Foam The
students will observe a demonstration done by the teacher. Place two pieces of Styrofoam pieces in a container.
You will notice that boat Styrofoam are floating. What would happen if these two Styrofoam have different
densities?
Use a string to tie a small amount of mass of different amount to each of the Styrofoam pieces. Be sure to leave
several inches of string that can be used for pulling the mass. Place the two pieces back in the water to see if
they still float. If they are unable to float, tie a smaller masses to the Styrofoam pieces. Using the string, pull the
two pieces of Styrofoam together so they collide. Describe what happens upon impact. What causes this to
occur.
Guide Questions:
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________________________________________________________________________________
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________

ACTIVITY 1.9
Converge Me Again
PROCEDURE: Students create three rock units using colored clay. Cut your rock unit into half using your
plastic knife so that you have two sections of rock each with three units. Align the two sections of rock and
push them together. Document your observation and after that separate the different dough and place them
back in the correct containers.
Guide Questions:
___________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________

ACTIVITY 1.10
Let Us Diverge
PROCEDURE: Students create three rock units using colored clay. Cut your rock unit into half using your
plastic knife so that you have two sections of rock each with three units. Align the two sections of rock and
pull them apart together. Document your observation and after that separate the different dough and place
them back in the correct containers.
Guide Questions:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
SKILL/S: Process and Land Forms Along Plate Boundaries

ACTIVITY 1.11
Oh MyVolcano
PROCEDURE: Describe and Name the part of the volcano given below.
________________________________________________________________________________
________________________________________________________________________________
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
SKILL/S: Compare the relative wavelengths of different forms of electromagnetic waves;

ACTIVITY 2.1
SPECTRUM
PROCEDURE: Fill out the given diagram below.
______________________________________________________________________________
_______________________________________________________________________________
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________

ACTIVITY 2.2
ME & EM WAVES
PROCEDURE: Identify the regions of the electromagnetic spectrum utilize in each of the situation.
_________________ 1. An airport personnel wants to know the temperature of the incoming
passengers to know if they have contagious diseases.
_________________ 2. A mother wants to reheat their left over food.
_________________ 3. A doctor wants to know if there is a bone fracture.
_________________ 4. A water refilling station wants to disinfect their water.
_________________ 5. A doctor wants to kill cancer cells from her patient.
_________________ 6. A television network wants to communicate to their audience.
_________________ 7. A student wants to connect in the wifi.
_________________ 8. A mother wants vitamin D for her daughter.
_________________ 9. A blind man wants to see the things around him.
_________________ 10. A model wants to tan her skin.
________________________________________________________________________________
________________________________________________________________________________
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________

ACTIVITY 2.3
MIRROR. . . MIRROR
DIRECTIONS: Predict the qualitative characteristics (orientation, type, and magnification) of images
formed by plane and curved mirrors and lenses.
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
SKILL/S: Predict the qualitative characteristics (orientation, type, and magnification) of images formed
by plane and curved mirrors and lenses.
ACTIVITY 2.4
IMAGE PREDICT
Directions: Predict the locations of the reflected ray given the incident ray.
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.5
CURVE PARTS
Directions: Identify the parts of the curved mirror labeled below.
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.6
CURVE PARTS
Directions: Locate and describe the images formed by the curved mirror.
Description: Image Is:
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________
Bigger Real Virtual Infront

Back
Bet. C & F At F Bet. F & V
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.7
CURVE PARTS
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________

Back
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.8
CURVE PARTS
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________

Back
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.9
CURVE PARTS
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________

Back
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.10
CURVE PARTS
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________

Back
At V
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.11
CURVE PARTS
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________

Back
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.13
CURVE PARTS
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________

Back
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.14
CURVE PARTS
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________

Back
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.15
CURVE PARTS
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________

Back
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.16
CURVE PARTS
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________
Bigger Real
Virtual
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.17
CURVE PARTS
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________
Bigger Real
Virtual
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.18
LENS
Directions: Locate and describe the images formed by lens.
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________
Bigger Real
Virtual
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.19
LENS
Directions: Locate and describe the images formed by the lens
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________
Bigger Real
Virtual
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.20
LENS
Directions: Locate and describe the images formed by the lens.
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________
Bigger Real
Virtual
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.21
LENS
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________
Bigger Real
Virtual
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.22
LENS
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________
Bigger Real
Virtual
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.23
LENS
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________
Bigger Real
Virtual
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 2.24
LENS
Upright
Location:
Inverted Smaller
Beyond C At C
__________________________
Bigger Real
Virtual
At Infinity
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
SKILL/S: Describe the parts of the reproductive system and their functions.
ACTIVITY 3.1
MALE PARTS
Directions: Identify the parts labeled in the diagram.
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
SKILL/S: Describe the parts of the reproductive system and their functions.
ACTIVITY 3.2
FEMALE PARTS
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
SKILL/S: Describe the parts of the reproductive system and their functions;
ACTIVITY 3.2
INSIDE ENDOCRINE
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
SKILL/S: Identify the major endocrine glands in the human body and their functions.
ACTIVITY 3.4
INSIDE ENDOCRINE
Directions: Study each picture that depicts the involvement of a particular gland in the endocrine
system. Write down the name of the endocrine gland and explain its effect, according to its function.
Athletes
burns up
calories
during
exercises
THYROID GLAND
It regulates metabolism
of the body.
Kids
growing
taller.
_____________________
_____________________
_____________________
_____________________
__________________________
A pregnant
women.
_____________________
_____________________
_____________________
_____________________
As sick
person in
bed.
_____________________
_____________________
_____________________
_____________________
A boy
running
away from
danger
_____________________
_____________________
_____________________
_____________________
A girl
eating
sweets.
_____________________
_____________________
_____________________
_____________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 3.5
INSIDE ENDOCRINE
Directions: Identify which gland in the endocrine system is involved in each dysfunction and explain
the effects of hormonal imbalance that was observed.
1. DWARFISM:
______________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. GIGANTISM:
______________________
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________________________________________________________________________________
3. OBESITY
______________________
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4. OSTEOPOROSIS
______________________
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________________________________________________________________________________
5. GOITER
______________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
SKILL/S: Identify the parts of the nervous system.

ACTIVITY 3.6
INSIDE ENDOCRINE
Directions: Using the given graphic organizer, fill in the missing parts to complete the entire concept
showing the structure of the nervous system.
NERVOUS SYSTEM
MAJOR DIVISIONS
MAIN COMPONENTS
MAIN COMPONENTS
BRAIN
SOMATIC NERVOUS
SYSTEM
MAIN PARTS
SUBDIVISIONS
MAIN PARTS
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 3.7
INSIDE ENDOCRINE
Directions: Match the each gland in column A with its corresponding column B.
__________ a. Stimulates growth, and controls the functions

of other glands
__________ b. Controls the calcium level in your body, and
normalizes bone growth.
__________ c. Regulates body metabolism and causes storage
of calcium in bones
__________ d. Enables the body to produce certain antibodies
__________ e. Prepares the body for action, and controls the
heart rate and breathing in times of emergency.
__________ f. Controls maturations and male characteristics.
__________ g. Regulates blood sugar levels
__________ h. Influence female traits and support reproductive
function.
__________________________
1. Thymus
2. Pancreas
3. Adrenal
4. Thyroid
5. Parathyroid
6. Pituitary
7. Testis
8. Ovaries
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
SKILL/S: Investigate the relationship between volume and pressure at constant temperature of a gas.
ACTIVITY 4.1
BOYLES ACTIVITY
Directions: Solve the following problems.
A sample of oxygen gas (O2) has a volume of 8.0L and a pressure of 1.0 atm. What is the new
pressure if the volume is decreased to 2.0 L
Hypotheses: Pressure will _______________
Given:
Final Answer:
Formula:
A sample of oxygen gas has a volume of 20.0 L at 740 mm Hg. What will be the volume of the gas at
1520 mm Hg?
Hypotheses: Volume will _______________
Given:
Final Answer:
Formula:
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 4.2
BOYLES ACTIVITY
In a hospital respirator unit, the gauge on a 10.0 L tank of compressed oxygen reads 4500 mm Hg.
How many liters of oxygen can you get from the tank at a pressure of 750 mm of Hg?
Given:
Final Answer:
Formula:
A 1.04 L sample of gas at 759 mm Hg pressure is expanded until its volume is 2.24 L. What will be
the pressure in the expanded gas sample (at constant temperature)?
Given:
Final Answer:
Formula:
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 4.3
BOYLES ACTIVITY
The pressure on a 425 ml sample of gas is decreased from 855 mm Hg to 759 mm Hg. What will be
the new volume of the gas?
Given:
Final Answer:
Formula:
What will be the pressure exerted by a 142 mL gas sample measured at 480 torr pressure allowed to
expand to a volume of 200 ml at a constant temperature?
Given:
Final Answer:
Formula:
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 4.4
CHARLES ACTIVITY
A sample of neon gas at 760 mm Hg has a volume of 10.0L and a temperature of 34 0C. Find the new
volume of the gas after the temperature has been increased to 75 0C at 760 mm Hg.
Given:
Final Answer:
Formula:
A container holds 50.0 mL of nitrogen at 25 C and a pressure of 736 mm Hg. What will be its volume
if the temperature increases by 35 C?
Given:
Final Answer:
Formula:
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 4.5
CHARLES ACTIVITY
A sample of oxygen occupies a volume of 160 dm3 at 91 C. What will be volume of oxygen when the
temperature drops to 0.00 C?
Given:
Final Answer:
Formula:
A sample of hydrogen has an initial temperature of 50. C. When the temperature is lowered to -5.0
C, the volume of hydrogen becomes 212 cm3 . What was the initial volume of the hydrogen in cm3 ?
Given:
Final Answer:
Formula:
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 4.6
CHARLES ACTIVITY
568 cm3 of chlorine at 25 C will occupy what volume at -25 C while the pressure remains constant?
Given:
Final Answer:
Formula:
A sample of helium has a volume of 521 dm3 at a pressure of 75 cm Hg and a temperature of 18 C.

When the temperature is increased to 23 C, what is the volume of the helium?
Given:
Final Answer:
Formula:
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 4.7
GAY-LUSSACS ACTIVITY
568 cm3 of chlorine at 25 C will occupy what volume at -25 C while the pressure remains constant?
Given:
Final Answer:
Formula:
A sample of helium has a volume of 521 dm3 at a pressure of 75 cm Hg and a temperature of 18 C.

When the temperature is increased to 23 C, what is the volume of the helium?
Given:
Final Answer:
Formula:
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
ACTIVITY 4.8
IDEAL GAS LAWS
DIRECTIONS: Identify the gas laws that are observed in the following scenario.
________________ 1. The bubbles exhaled by a scuba diver grow as the approach the surface of
the ocean. (The pressure exerted by the weight of the water decreases with depth, so the volume of
the bubbles increases as they rise.)
________________ 2. Deep sea fish die when brought to the surface. (The pressure decreases as
the fish are brought to the surface, so the volume of gases in their bodies increases, and pops
bladders, cells, and membranes).
________________ 3. Pushing in the plunger of a plugged-up syringe decreases the volume of air
trapped under the plunger.
________________ 4. A football inflated inside and then taken outdoors on a winter day shrinks
slightly.
________________ 5. A slightly underinflated rubber life raft left in bright sunlight swells up (Why
shouldn't you overinflate your life raft when your ship goes down in tropical waters?)
________________ 6. The plunger on a turkey syringe thermometer pops out when the turkey is
done (The volume of air trapped under the plunger increases when the temperature inside the turkey
climbs).
________________ 7. The gauge pressure in a steel-belted automobile tire will be higher when the
car is traveling over hot asphalt than it was when the car was in the garage.
________________ 8. Throwing an aerosol can into a fire may cause it to explode
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
NAME: _____________________
DATE: _____________________
SECTION: _____________
SCORE: ______________
EXPERIMENT 1: BOYLES LAW
MATERIALS:
Syringe
Set of weights
Wood Blocks
Procedure:
1. Fill the syringe with air by pulling the plunger. See to it that the volume reading is at its maximum.
2. Seal the opening with the melted glue stick.
3. Place one at a time different weights to the plunger.
4. Record the mass and volume reading using the Table below.
TRIAL
Initial Reading
1
2
3
4
5
VOLUME (cm3)
MASS (g)
0
100
200
300
400
500
PRESSURE (N/m2)
1. What happens to the volume of the syringe as the set of weights is added on top of it?
2. What happens to the pressure on the syringe when the set of weights is added?
3. Plot the graph with the pressure at the y axis and volume at the x axis. Describe graph.
4. What is the relationship between volume and pressure of gases at constant temperature?
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
GENERALIZATION: Based on the experiment create a general statement which describe the relationship
between volume and pressure?
NAME: _____________________
SECTION: _____________
DATE: _____________________
SCORE: ______________
EXPERIMENT 2: CHARLES LAW
MATERIALS:
Rubber balloon
thermometer
ice
Tap water
alcohol lamp
Hot water
tape measure
Procedure:
1. Prepare 3 beakers (1 ice water, 1 tap water, 1 hot water)
2. Inflate a balloon.
3. Measure the circumference of the balloon using a tape measure.
4. Measure the temperature of the water.
5. Record the results.
Set Up
Average Temperature
Average Circumference of the Balloon
Before
After
Difference
Warm Water
Tap Water
Ice Water
1. What happens to the size of the balloon as the temperature decreases?
2. How does the change in the temperature relate to the volume of gas in the balloon?
GENERALIZATION: Based on the experiment create a general statement which describe the relationship
between temperature and volume?
__________________________
_______________________ (__________)
Parents Signature
(Date)

SCIENCE DEPARTMENT
Directions: Give the products formed in the following reactions.

1. Mg(s) + Cl2
2. S(s) + O2
3. Al(s) + O2
4. C(s) + O2
5. Ca(s) +
Directions: Write the numerical coefficients to make the chemical reaction below balance.
1. Nitrous oxide, commonly known as laughing gas, can be

prepared by heating ammonium nitrate as shown in the equation
NH4NO3(s) N2O(g) + H20(l)
2. One of the principal active ingredients of Alka-Seltzer is sodium
bicarbonate, NaHCO3. Its decomposition is represented in the
equation below.
NaHCO3.Na2CO3(s) + CO2(g) + H2O(g)
3. Boron oxide which is an active additive in glass fibers can be
produced from diborane, B2H6, based on the following reaction:
B2H6 + O2 B2O3 + H20
__________________________
_______________________ (__________)
Parents Signature
(Date)

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SAN FELIPE NERI PAROCHIAL SCHOOL

PAASCU ACREDITED LEVEL II

SKILL: Pre assessment

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SKILL/S: Enumerate the line of evidences that supports plate movement.

SAN FELIPE NERI PAROCHIAL SCHOOL

SKILL/S: Describe the possible causes of plate movement.

1. Place the pan on top of the can

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SKILL/S: Describe the possible causes of plate movement.

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SKILL/S: Describe the different types of plate boundaries

1. What does the map shows?

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SKILL/S: Describe the different types of plate boundaries

How will a person utilized

Father of the House

Real State Owner

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SKILL/S: Describe the different types of plate boundaries

SAN FELIPE NERI PAROCHIAL SCHOOL

SKILL/S: Describe the different types of plate boundaries

SAN FELIPE NERI PAROCHIAL SCHOOL

SKILL/S: Describe the different types of plate boundaries

SAN FELIPE NERI PAROCHIAL SCHOOL

SKILL/S: Describe the different types of plate boundaries

SAN FELIPE NERI PAROCHIAL SCHOOL

SKILL/S: Process and Land Forms Along Plate Boundaries

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SKILL/S: Compare the relative wavelengths of different forms of electromagnetic waves;

SAN FELIPE NERI PAROCHIAL SCHOOL

SKILL/S: Compare the relative wavelengths of different forms of electromagnetic waves;

SAN FELIPE NERI PAROCHIAL SCHOOL

SKILL/S: Compare the relative wavelengths of different forms of electromagnetic waves;

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SAN FELIPE NERI PAROCHIAL SCHOOL

SAN FELIPE NERI PAROCHIAL SCHOOL

Description: Image Is:

Bigger Real Virtual Infront

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Description: Image Is:

Bigger Real Virtual Infront

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Description: Image Is:

Bigger Real Virtual Infront

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Description: Image Is:

Bigger Real Virtual Infront

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Description: Image Is:

Bigger Real Virtual Infront

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Description: Image Is:

Bigger Real Virtual Infront

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Description: Image Is:

Bigger Real Virtual Infront

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Description: Image Is:

Bigger Real Virtual Infront

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Description: Image Is:

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