Qtr 1 module 4 elements & compounds

Suggested time allotment: 5 to 6 hours

MODULE ELEMENTS AND
COMPOUNDS
4 All substances are homogeneous. Some mixtures are also
homogeneous. Being so, it is difficult to distinguish mixtures and
substances based on appearance.

However, there are ways to tell if a sample is
a mixture or a substance. The temperature of
a liquid mixture changes during boiling but
for a liquid substance, it does not. A solid
mixture has portions that do not melt
but a solid substance melts completely at
a given time. From here, you can say that
the more observations and characteristics
you consider, the better you can classify
them.

In this module, you will find out that substances may further be
classified into two: compound and element. You will start with the primary
characteristic that distinguishes them.

How are elements different from compounds?
How are they similar?

Compounds

Like mixtures, compounds are also made up of two or more
components. In module 3, you separated the components of seawater
through distillation. One of the products obtained was distilled water. Also,
you have identified distilled water as a substance.

In the activity that you are about to do, you will again “see” for
yourself components, but this time, what water is made of. With the passage
of electric current, components of water may be separated from each other.

This process is called electrolysis. You will use an improvised electrolysis
apparatus like the one shown in the figure below. Commonly available
materials were used to construct this improvised apparatus.

1
2
3
1
2
3
electrolysis
4
5
4
5 syringe
6 6
7 7
8 8
9 9
10 10
11 11

sample
container

stainless
screw

Connect red Connect black
wire to positive wire to negative
(+) terminal of (-) terminal of
the dry cell. the dry cell.

Figure 1. An improvised electrolysis apparatus

______________________________________________________

Activity 1
Water, “Wat-er” you made of?

Objectives

In this activity, you should be able to:

1. carry out the electrolysis of water; and
2. identify the components of water.

Grade 7 Science: Matter 2
Diversity of Materials in the Environment

Materials Needed

 improvised electrolysis apparatus
 5% sodium hydroxide (NaOH) solution
 connecting wires (black and red insulation)
 9V dry cell
 test tube
 plastic syringes will serve as “collecting syringe”
 incense or bamboo stick
 safety matches Be careful in
TAKE handling the
CARE! sodium hydroxide.

Procedure

1. Fill the sample container of the electrolysis
apparatus half-full with 5% sodium
hydroxide (NaOH) solution.

2. Fill each “electrolysis syringe” with 5%
sodium hydroxide (NaOH) solution up to the
zero mark. To do this, insert the tip of the
“collecting syringe” through the hole of the Figure 2. Filling up
plastic straw and suck out the air. Refer to the “electrolysis
syringe” with the
Figure 2. Initially, the plunger of the sample
“collecting syringe” should be in the zero
position. The basic solution will rise and fill
the “electrolysis syringe” as you pull the plunger of
the “collecting syringe”.

3. When the solution reaches the zero mark, fold the
straw with the “collecting syringe”. Refer to the figure
on the right. Repeat the procedure for the other
syringe.

Note: In case the 10mL syringe is used for sucking out
the air, you may need to repeat the suction of air to fill
up the “electrolysis syringe” with the basic solution.

4. Attach the connecting wires to the bottom tips of the stainless screws.
Attach the black wire to the negative (-) terminal of the dry cell. Attach
the red wire to the positive (+) terminal of the dry cell. The stainless
screw that is attached to the black wire is the negative electrode; while


the stainless screw that is attached to the red wire is the positive
electrode.

5. Once the wires are connected with the dry cell, electrolysis will start.
Electrolyze until 6-8 mL of a gas is obtained at the negative
electrode.

6. Draw out the gas at the negative electrode
with the “collecting syringe”. To do this, insert
the tip of the “collecting syringe” into the straw
on the side of the negative electrode. See
figure on the right. Remove the clip and draw
out the gas.

Note: The plunger of the “collecting syringe”
should be at the zero mark before drawing up
the gas.

While drawing out the gas, you will notice that the solution will rise
up and fill the “electrolysis syringe” again. Make sure that the
“collecting syringe” will only contain the gas generated. However, take
this chance to refill the “electrolysis syringe” with the solution. When
the level of the solution reaches the zero mark in the “electrolysis
syringe”, slowly lower down the “collecting syringe” and immediately
cover its tip with your finger.

7. Refer to the figure on the right. Inject
the collected gas into an inverted test
tube and again cover the mouth of
the test tube with your thumb.
Immediately test the gas collected
with a lighted match or bamboo
stick. Lighted match

Q1. What happened when you placed a lighted match near the mouth of the
test tube?

8. Continue to electrolyze until 6-8 mL of the
gas is obtained at the positive electrode.
Glowing bamboo stick

Collected
Grade 7 Science: Matter gas 4

9. Refer to the figure on the right. Draw out the gas from the positive
electrode and immediately inject into a test tube held in upright
position. Immediately test the gas collected by thrusting a glowing (no
flame) bamboo stick all the way down towards the bottom of the test
tube.

Note: Extinguish any flame from the burning stick but leave it glowing
before thrusting it inside the test tube.

Q2. What happened when you thrust a glowing bamboo stick inside the test
tube?

___________________________________________________________________________

As you have seen from the activity above, compounds are made up of
components. These components are called the elements. Like compounds,
the elements are also substances. However, unlike compounds, elements
cannot be broken down into simpler substances. Chop a sample of an
element; you still have the same substance after! Distill? You get the same!
Electrolyze? Still the same!

Notice as well that the property of a compound is different from the
properties of its constituent elements.

Elements

There are 114 known elements. Each element has different set of
properties. No two elements have the same set of properties. Just like the
two elements that were generated in Activity 1 — hydrogen and oxygen.
Even though they are both in gaseous state at room temperature, they
behave differently when exposed to a flame or spark of flame. Hydrogen
gives off a “pop” sound when ignited; while oxygen induces a brighter spark.
This difference in behavior implies a difference in property. In effect,
hydrogen and oxygen are different substances, or to be more specific, they
are different elements.

114 is quite a big number! Thanks to the works of our early scientists,
they were able to systematically organize all of the 114 elements in what we
call the periodic table of elements or sometimes simply referred as periodic
table. You will find one at the back page of this module. Amazingly, they
were able to logically arrange the elements in the table enabling one to have
an idea of the properties of several elements by knowing other elements
related to them. This means that there is no need to memorize the periodic


table but it is an advantage to be familiar with it. Thus, in the next activity,
you will accustom yourself with the periodic table.

__________________________________________________________________________

Activity 2
The Periodic Table: It’s Element-ary!

Objectives

1. know some information about the elements that may be found in
the periodic table; and
2. identify the group number an element it belongs to.

Material Needed

 periodic table of elements

Procedure

1. Every element has a name. In each box of the table, you will find only
one name. One box corresponds to one
element.

Using the partial figure of the
periodic table on the right, find
where oxygen is.

2. For the next questions, please refer to the periodic table of the
elements found at the back page of this module. Write your answers
for each question in Table 1.

a. Scientists agreed to give symbols for each element. This is very
helpful especially to those elements with long names. Instead of
writing the full names, a one-letter or two-letter symbol may be
used. You can find these symbols in the periodic table too. It is
written inside the same box for that element. For instance, O is the
symbol for oxygen.


Q1. What are the symbols for elements with long names such as beryllium,
phosphorus, germanium, and darmstatdtium?

Table 1. Name and symbol of some elements and the group number it
belongs to.
Name Symbol Group Number

Note: Please add rows as necessary

b. Notice that most of the one-letter symbols are the first letters of
these elements.

Q2. What are the symbols for boron, nitrogen, fluorine and vanadium?

c. For the two-letter symbols, most of them start with the first letter
of the elements. Notice that the second letter in the symbol may be
any letter found in the element’s name. Notice as well that only the
first letter is capitalized for the two-letter symbols.

Q3. What are the symbols for lithium, chlorine, argon, calcium and
manganese?

d. There are symbols that use letters that were taken from the
ancient name of the element. Examples of ancient names are
ferrum (iron), argentum (silver), hydrargyrum (mercury) and
plumbum (lead).

Q4. What are the symbols for iron, silver, mercury, and lead?

e. In the earlier grade levels, you already encountered elements. You
studied rocks and learned that some are composed of silicon and
magnesium. Some even have gold.

Q5. What are the symbols for silicon, magnesium and gold?


f. When you were recycling materials, you segregated the objects
according to what these are made of. Some of them are made from
aluminum, copper, tin or carbon.

Q6. What are the symbols for these 4 elements?

g. In nutrition, you were advised to eat enough bananas because it is
a good source of potassium.

Q7. What is the symbol for potassium?

h. In each box, you will find a number on top of each symbol. This is
the atomic number. In the higher grade levels, you will learn what
this number represents. For now, use it as a guide on how the
elements are sequenced.

Q8. What is the element’s name and symbol that comes before titanium?
How about that comes after barium?

i. Elements that are in the same column tend to have similar
properties. For this, each column is called a family and has a
family name. However, at this point, you will refer first to each
family with their corresponding group number. Notice that the
columns are numbered 1 to 18 from left to right.

Q9. In which group does each of the elements listed in Table 1 belongs to?

___________________________________________________________________________

There are other elements present in the food you eat —whether it is a
natural food like bananas or those processed like banana chips, biscuits,
milk, and juice. In nutrition, you have called them minerals. These are
nutrients which the human body needs in order to function well. Some of
these minerals are calcium, magnesium, zinc, and selenium. Find these
elements in the periodic table. Can you name more? Did you find them in
the periodic table?

Note that these minerals have to be taken in by the body in
recommended amounts. Refer to Figure 3. How much calcium do you need
to consume in a day? How about magnesium? Avoid taking in minerals
beyond these recommended amounts. It may lead to sickness, and even
death. Thus, it is imperative that you are aware of what makes up the food


that you are eating. Also, make sure that you have a balanced diet. You may
refer to Table 2 below for food sources of some minerals when preparing
your meal

Figure 3. Recommended mineral intake (WHO, 2004)


Table 2. Some elements essential to life*
Element Source Function Deficiency condition
Macrominerals
Milk, cheese, Essential to formation Rickets in children;
canned fish and maintenance of bones diseases of the bones
Calcium with bones, and teeth; regulates nerve in adults such as
(Ca) sesame seeds, transmission, muscle softening of the bones
green leafy contraction, and blood and decrease in bone
vegetables clotting mass
Nuts, legumes, Catalyst in the synthesis Fluid loss due to too
cereal grains, of energy-carrier much alcohol intake;
Magnesium
dark green molecules; involved in the heart failure due to
(Mg)
vegetables, sea synthesis of proteins and spasms
food, chocolate relaxation of muscles
Orange juice, Maintains regular Sudden death during
bananas, dried heartbeat, water balance fasting, poor nerve
Potassium fruits, potatoes and cell integrity; needed function, irregular
(K) in nerve transmission, heart beat
carbohydrate and protein
metabolism
Liver, meat, Part of enzymes; Keshan disease (heart
Selenium
grain, antioxidant disease)
(Se)
vegetables
Meat, table salt, Regulates amount of body Headache, physical
Sodium (Na) salt- processed fluid; involved in nerve weakness, thirst, poor
food transmission memory, appetite loss
Some proteins Component of
Sulfur (S)
biomolecules and ions
Liver, shellfish, Part of insulin and some Anemia, stunted
Zinc (Zn) meat, wheat 154 enzymes growth
germs, legumes
Microminerals or Trace elements
Liver; animal Needed for glucose Loss of insulin
Chromium
and plant utilization efficiency with age
(Cr)
tissues
Liver, kidney, Helps in the formation of Rare
Copper (Cu) egg yolk, whole hemoglobin; part of 11
grains enzymes
Sea food, Strengthens bone and Dental decay
Fluorine (F) fluorinated tooth structure
drinking water
Liver, meat, Component of hemoglobin Anemia, tiredness,
green leafy and myoglobin and apathy
Iron (Fe) vegetables,
whole grains,
cocoa beans
Sea food, Part of thyroxin, regulates Goiter
Iodine (I)
iodized salts rate of energy use
Liver, kidney, Cofactor for a number of Weight loss,
Manganese
wheat germ, enzymes occasional dermatitis
(Mn)
legumes, nuts
*Source: Chemistry S&T Textbook for Third Year, 2009


You can also find information about the contents of the food in its product
label. Usually, they are written as Nutrition Facts and Ingredients.

The Nutrition Facts is a list of the different
nutrients provided by the food product
with their corresponding percentage share
on the daily recommended dietary
allowance. Refer to the figure on the right.
Notice that some of these nutrients are
elements such as calcium. Is this food a
good source of calcium?

On the other hand, Ingredients give you a
list of the materials that have been added
to create the food product. These materials
are the sources of the nutrients. These are
the ones that are taken in by the body.
Refer to the figure below. Find the
ingredient ferrous sulfate. Ferrous is
another word for iron. Refer to the figure above. This is the Nutrition Facts
which corresponds to the food product having these ingredients. Find the
nutrient iron. How much iron does this food product give as part of the
recommended dietary allowance? From this product label, you can tell that
you will be getting as much as 35% of iron that you need for the day and
eaten mostly as ferrous sulfate. Notice
that the name of the ingredient gave a
clue as to which nutrient this
ingredient contains.

In the next activity, you will find out
more elements and compounds listed
in food product labels.


__________________________________________________________________________________

Activity 3
The “Matter” on Labels

Objectives


1. name elements that are listed in the Nutrition Facts of a food
label;
2. recognize that the elements listed in the Nutrition Facts are not
added as the elements itself;
3. infer the food ingredient that could be the source of those listed
elements; and
4. recognize that most of these food ingredients are examples of
compounds.

Materials Needed

 food labels

Procedure

1. Refer to the labels of different food products below.

Ingredients:
sucrose, creamer (glucose syrup,
hydrogenated palm kernel oil, sodium
caseinate containing milk, sequestrants,
emulsifiers, nature-identical flavors,
sodium chloride, anticaking agents),
maltodextrin, cereal flakes (wheat flour,
rice flour, malt extract, sucrose, corn
grits, acidity regulator), sweet whey
powder, cocoa powder, iodized salt,

Cereal drink thickener, artificial flavour, zinc sulfate,
iron pyrophosphate.
May contain traces of soya.


INGREDIENTS: SUGAR, GLUCOSE SYRUP,
MILK NGREDIENTS, MODIFIED PALM OIL,
UNSWEETENED CHOCOLATE, MODIFIED
VEGETABLE OIL, PALM OIL, VEGETABLE
OIL, COCOA BUTTER, SALT CALCIUM
CHLORIDE, CITRIC ACID, SODIUM
BICARBONATE, SOY LECITHIN, NATURAL
Chocolate AND ARTIFICIAL FLAVORS.
MAY CONTAIN PEANUTS, TREE NUTS OR EGG.
candy

Ingredients: water, hydrolysed soybean
protein, iodized salt, sugar, natural and
artificial colors with tartrazine, acidulant,
monosodium glutamate, 0.1% potassium
sorbate, natural flavor and flavor enhancer.

Soy sauce

2. List down in Table 3 the elements and its corresponding compound
that is listed in the food product label. You may refer to the periodic
table found at the back page of this module.


Table 3. Elements and their corresponding compounds written in the food
labels
Food Product Elements Corresponding Compound

Cereal Drink

Chocolate candy

Soy sauce

Note: Please add rows as necessary

Q1. Did you find the corresponding compounds for all the elements listed in
the Nutrition Facts? If not, what are these elements?

Q2. Did you encounter ingredients which may be a source of an element
which is not listed in the Nutrition Facts?

___________________________________________________________________________

As you have learned from the activity above, the minerals listed in the
Nutrition Facts as elements are present in the food as compounds. Thus, you
are not eating the elements themselves.

A product label that lists sodium as a nutrient does not mean that you
will be eating the element sodium. It means that the composition of one of
the ingredients includes sodium. In the case of soy sauce, the ingredient is
monosodium glutamate.

It is very rare and most of the time
dangerous if you take in the element itself. In
Activity 1, you have seen that water did not
give off a “pop” sound nor induced a bright
spark when exposed to a spark or flame,
unlike its constituent elements hydrogen and
oxygen, respectively. This means that the
properties of compounds are different from
the properties of the elements it is made up Photo credits:

of. There are cases that the properties of a
http://www.visualphotos.com/image/1x7465368/sodium_reacting_
with_water_chemical_reaction (without permission yet)

compound pose less risk than its constituent
elements. An example is sodium and one of its compounds. Sodium is an
element that flares when it comes in contact with water. Refer to the photo
above. Imagine the danger that you are in to if you will be eating sodium as


an element. However, sodium chloride, which is a compound made up of the
elements sodium and chlorine, does not flare when it comes in contact with
water. In fact, sodium chloride is sometimes used with water as common
food ingredients. Perhaps, you are already familiar with this. Does table salt
ring a bell? Sodium chloride is commonly called as table salt. As you know,
it is safe to eat. Do take note though that it should be consumed in the right
amount. Excessive consumption of sodium chloride may lead to kidney
failure. From here comes the importance of reading product labels. This will
let you know how much of a nutrient you get from a food product. It is also
an advantage if you know the different names of the elements and
compounds. Take the case of the food product label below.

Refer to the Nutrition Facts of the cereal
product on the right. It tells that this cereal
product provides the nutrient, sodium.

Now, refer to the Ingredients. Do you find
any ingredient that could be a source of
sodium? It may seem not, at first. However,
knowing that the other name for sodium
chloride is salt, you can now identify one
source ingredient for the sodium that is listed
in the Nutrition Facts.

Note that there are instances that the
Nutrition Facts is incomplete. You may find an
element unlisted but once you check the
Ingredients, you can tell that the food product could be a source of that
mineral. Refer to the label of the cereal drink you used in Activity 3. Is
sodium listed in the Nutrition Facts? Is there an ingredient that could be a
source of sodium? When you read product labels, make sure you do not
miss out on these information. This will help you decide if the product is
worth buying.

Any ingredient added to food should be safe to eat in terms of quality
and quantity. By quality, these ingredients must be food grade. A substance
undergoes a process before it becomes food grade. It is only after that, a
substance may be safely added as a food ingredient. If it is a non-food
grade substance then it should not be added to products that are meant to
be ingested.


Refer to the product labels for a soy
sauce and a lotion. Notice that
potassium sorbate is a common
ingredient. It has the same function for
both products, that is, it acts as a
preservative so the product would last
longer. However, it is important to note
that food grade potassium sorbate was
added in soy sauce; while a non-food
grade potassium sorbate was added in
lotion.

You can safely ingest soy sauce but
never ingest the lotion. Notice that the product label does not indicate if the
ingredient is food grade or not. However, there are government agencies that
make sure the food products that are sold in the market uses only food
grade ingredients. Thus, it is safe to assume that food products consumed
in the right amount will not pose any risk.

In the next activity, you will encounter another substance that is
common to materials that are not meant to be ingested. However, this
substance was made food grade before it was added as a food ingredient.
This substance is iron. This food grade iron is sprayed onto the food or
added as a powder to the mixture. Because it is the elemental iron that was
added as a mixture, its properties are retained. One of these is its magnetic
property. Thus, you can recover the iron present in the food product by
using a magnet.

___________________________________________________________________________

Activity 4
The Iron-y of Food

Objective
In this activity, you should be able to extract iron from a food product.

Materials Needed

 processed food product rich  water
in iron  beaker
 magnetic stirrer (magnet  measuring cup
with white coating)  forceps
 blender


Procedure

1. Place one cup of the food sample in a blender. Add one cup of water.

2. Transfer the crushed sample to a beaker. If the mixture is too thick,
add more water.

3. Make sure that the magnetic stirring
Do not eat the food
bar is clean. Place it in the beaker TAKE samples and the
containing the mixture. CARE! iron that will be
extracted in the
activity.
4. Stir the mixture for about 15
minutes in a magnetic stirrer.

Note: If the magnet does not seem to move, the mixture might still be
thick. If this happens, add enough water.

5. Using the forceps, retrieve the magnetic stirring bar from the mixture.
Take a closer look at the magnetic stirring bar.

Q1. What do you observe?

___________________________________________________________________________

As you have seen, elements are part of almost anything around us —
food, clothes, rocks, and even this paper you are currently reading from.
Elements are said to be the building blocks of matter. They are like blocks
that you can put together and build something new. When you build
something new from these elements, you call them as compounds.

Compounds are made up of elements.
Elements are the simplest form of matter.
Both elements and compounds are substances.

With the 114 elements known, imagine how many combinations of
elements you can make into compounds and how diverse can the materials
around us be.

In the next module, you will learn more about the elements. You will
work on samples of elements and explore their properties.

PERIODIC TABLE


OF ELEMENTS


Qtr 1 module 4 elements & compounds

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