Department of Education

Division of Nueva Vizcaya

Diocese of Bayombong Educational System (DBES)
Saint Louis School, Solano, Nueva Vizcaya

SAINT LOUIS SCHOOL

DBES LEARNING ACTIVITY SHEET
QUARTER 4
Subject: SCIENCE 10
Teacher: _______________________________________
Name of Learner: __________________________________________ Score: ________________
Grade Level & Section: ______________________________________ Dates: ________________
Week No.: 1
ACTIVITY 1: Pressure Conversion Problems
Directions: Answer each problem based on the condition given.

1 atm = 101.3 kPa = 101,325 Pa = 760 mm Hg = 760 torr = 14.7 lb/in2 (psi)

The air pressure for a certain The weather news gives the An experiment at Sandia National
tire is 119 kPa. What is this atmospheric pressure as 2.13 Labs in New Mexico is performed at
pressure in atmospheres? atm. What is this atm in torr? an atmospheric pressure of 279.2 mm
Hg. What is this pressure in atm?

ACTIVITY 2: Problem Solving

Directions: Solve the given problem using GRESA.

If 22.5 L of nitrogen at 748 mm Hg are A container containing 5.00 L of a gas is collected at

compressed to 725 mm Hg at constant 100 K and then allowed to expand to 20.0 L. What
temperature. What is the new volume? must the new temperature be in order to maintain the
same pressure (as required by Charles' Law)?

1
SHORT CONSTRUCTED RESPONSE
Directions: Read and analyze the situation below and explain how gas laws is use in respiration.

The lungs together with the respiratory system allow us to breathe. They bring oxygen into our
bodies (called inspiration, or inhalation) and send carbon dioxide out (called expiration, or exhalation).
This exchange of oxygen and carbon dioxide is called respiration.
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Rubrics
Criteria 4 3 2 1
Contains very Contains Contains just
Contains limited
Content comprehensive comprehensive enough
information.
information. information. information.
Information is well Information is Information is Information is
Organization of
organized and organized and organized but is disorganized and
Idea
clear. clear. not too clear. not clear.
Shows a very clear
Shows clear Shows some Shows no
connection to real
Relevance connection to real connection to real connection to real
life situations.
life situations life situation life situations.

2
 Department of Education
Division of Nueva Vizcaya
Diocese of Bayombong Educational System (DBES)
Saint Louis School, Solano, Nueva Vizcaya

SAINT LOUIS SCHOOL

DBES LEARNING ACTIVITY SHEET
QUARTER 4
Subject: SCIENCE 10
Teacher: _______________________________________

Name of Learner: __________________________________________ Score: ________________

Grade Level & Section: ______________________________________ Dates: ________________
Week No.: 2

ACTIVITY 1: Problem Solving on Avogadro’s Law

Directions: Analyze each given problem and answer them accordingly. Use GRESA.

1 mole = 6.02 x 1023 molecule 1 mole = 22.4 L 1 mole = molar mass

21
Convert 7.21 x 10 molecules of CO to Liters. 2.927 Liters of nitrogen are contained in a
container. Convert this amount to grams.

ACTIVITY 2: Problem Solving on Combined Gas Law

Directions: Analyze each given problem and answer them accordingly. Use GRESA.

Conversion: 1atm = 760.0 mm Hg = 101.3 kPa k = 273 +oC

1. A gas balloon has a volume of 106.0 liters when 2. A gas is heated from 263.0 K to 298.0 K and
the temperature is 45.0 °C and the pressure is the volume is increased from 24.0 liters to 35.0
740.0 mm of mercury. What will its volume be liters by moving a large piston within a
at 20.0 °C and 780 .0 mm of mercury pressure? cylinder. If the original pressure was 1.00 atm,
what would the final pressure be?

MINITASK
3
Directions: Read and explain the question below. Write your answer on the space provided.

How is Avogadro’s Law applied in everyday life?

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Rubrics
Criteria 4 3 2 1
Contains very Contains Contains just
Contains limited
Content comprehensive comprehensive enough
information.
information. information. information.
Information is well Information is Information is Information is
Organization of
organized and organized and organized but is disorganized and
Idea
clear. clear. not too clear. not clear.
Shows a very clear
Shows clear Shows some Shows no
connection to real
Relevance connection to real connection to real connection to real
life situations.
life situations life situation life situations.

Department of Education
4
 Division of Nueva Vizcaya
Diocese of Bayombong Educational System (DBES)
Saint Louis School, Solano, Nueva Vizcaya

SAINT LOUIS SCHOOL

DBES LEARNING ACTIVITY SHEET
QUARTER 4

Subject: SCIENCE 10
Teacher: _______________________________________

Name of Learner: __________________________________________ Score: ________________

Grade Level & Section: ______________________________________ Dates: ________________
Week No.: 3

Activity 1: NUTRITION FACTS WORKSHEET

Directions: Answer the following questions based on the food you eat, it could be a junk food or a
biscuit. Look and CUT for the NUTRITION FACTS and paste them here.

A. Product B. The Ingredients C. Nutrition Facts

Questions:

1. What is a serving size? ______________________________________________________________

2. How many servings are in a package? _________________________________________________
3. How many calories are in a serving? ___________________________________________________
4. Fill in the blanks based on the nutrition fact of your food choice.

Activity 2. Compute for the Daily value using the equation on your book (Page 419). Show your
solution.

Cholesterol Daily Value

Total Fats Daily Value

Total Carbohydrates Daily Value

Sodium Daily Value

5
 Based on the Nutrition Label, would you consider this product to be healthy? Why? Why not? How can
you make your favorite meals healthier?
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ACTIVITY 3: NUCLEIC ACIDS
A. Identify the three molecules needed to form the nucleotides in each nucleic acid.
DNA _______________________________________________
RNA _______________________________________________

B. Classify each compound as pentose sugar, a purine, or a pyrimidine.

Adenine- purine
Guanine - ____________________________________________
Deoxyribose- _________________________________________
Thymine - ____________________________________________
Ribose - ______________________________________________
Cytosine- ____________________________________________

ACTIVITY 4. What food molecule would you eat if…

__________________1. …you needed a quick boost of energy?
__________________2. …you wanted to grow strong nails?
__________________3. …you haven’t eaten in days?
__________________4. …you wanted to grow healthy hair?
__________________5. …you had a race tomorrow afternoon?

MINI TASK.
Direction: Answer briefly but substantially.
If you were a rodent preparing for hibernation, or a bird preparing for an autumn migration, what type of
biomolecule would you want to use for energy storage? Explain your answer.
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Rubric
Criteria 4 3 2 1
Information is very Information is
Information
comprehensive and somehow There is limited
Content comprehensive
informative. comprehensive information.
and informative.
and informative.
Information is well Information is Information is Information is
Organization organized and clear. organized and organized but is disorganized and
of Idea
clear. not too clear. not clear.
Information shows
a very clear Shows clear Shows some Information has
Relevance connection to real connection to real connection to real no connection to
life situations. life situations life situation real life situations.

6
 Department of Education
Division of Nueva Vizcaya
Diocese of Bayombong Educational System (DBES)
Saint Louis School, Solano, Nueva Vizcaya

SAINT LOUIS SCHOOL

DBES LEARNING ACTIVITY SHEET
QUARTER 4

Subject: SCIENCE 10
Teacher: _______________________________________
Name of Learner: __________________________________________ Score: ________________
Grade Level & Section: ______________________________________ Dates: ________________
Week 4

LABORATORY ACTIVITY

CARBOHYDRATE TEST
Objective/s:
This experiment will help you determine if a food is a simple or complex carbohydrate. If a food
is a simple carbohydrate, the benedict will turn into blue, green, orange or red. Test each food below to
determine if it is a simple or complex carbohydrate.

Materials:
1 apple 1 potato 1 milk 1 brown and white sugar 1 slice of bread
Procedures:
1. Approximately 1 ml of sample is placed into a clean test tube.
2. 2 ml (10 drops) of Benedict’s reagent (CuSO4) is placed in the test tube.
3. The solution is then heated in a boiling water bath for 3-5 minutes.
4. Observe for color change in the solution of test tubes or precipitate formation.
5. Record all the information you observed in activity.

FOOD SAMPLE COLOR SIMPLE OR COMPLEX?

1. Apple

2. Potato

3. Milk

4. Sugar

5. Bread

QUESTIONS
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 1. Which of the following samples yielded a positive result?
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2. Why is it necessary to use Benedict’s solution in determining the presence of carbohydrates?

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3. Did you face any difficulty in conducting Benedict’s test for Carbohydrates? If yes, cite these
difficulties.
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LIPID TEST
SAPONIFICATION PROCESS
Objective: To make lye soap via the saponification reaction.
Soap making has remained unchanged over the centuries. The ancient Roman tradition called for
mixing rain water, potash and animal tallow (rendered form of beef or mutton fat). Making soap was a
long and arduous process. First, the fat had to be rendered (melted and filtered). Then, potash solution
was added. Since water and oil do not mix, this mixture had to be continuously stirred and heated
sufficiently to keep the fat melted. Slowly, a chemical reaction called saponification would take place
between the fat and the hydroxide which resulted in a liquid soap. When the fat and water no longer
separated, the mixture was allowed to cool. At this point salt, such as sodium chloride, was added to
separate the soap from the excess water. The soap came to the top, was skimmed off, and placed in
wooden molds to cure. It was aged many months to allow the reaction to run to completion.
All soap is made from fats and oils, mixed with alkaline (basic) solutions. There are many kinds
of fats and oils, both animal and vegetable. Fats are usually solid at room temperature, but many oils are
liquid at room temperature. Liquid cooking oils originate from corn, peanuts, olives, soybeans, and
many other plants. For making soap, all different types of fats and oils can be used – anything from lard
to exotic tropical plant oils.
Saponification Reactions:
Fat+Lye→Soap+Glycerol(12.1)(12.1)Fat+Lye→Soap+Glycerol
Materials and equipments:
Vegetable oil (castor oil, Measuring cylinders Wire gauze
olive oil, coconut oil or Glass beaker (250 ml) Tripod stand
palm oil) Blue and red litmus Filter funnel
20% sodium hydroxide papers Filter paper
solution Glass rod Spatula
Common salt Bunsen burner Knife
Procedure:
1. Take 25 ml of coconut oil in a measuring cylinder and pour it into a 250 ml glass beaker.
2. Measure 30 ml of 20% NaOH solution in another measuring cylinder and add it into the beaker
containing vegetable oil.
3. Prior to beginning the reaction, choose your fragrance.
4. Add 1-2 drops of desired fragrance, using the pipet provided at front bench; DO NOT MIX
FRAGRANCES.
5. Add 3 ml of 9 M sodium hydroxide solution to the beaker. This is approximately two full dropper
squirts.

8
6. Use the plastic stirring rod to mix. You must stir for 20-45 minutes; you may choose to take turns
with your lab partner. The mixture will slowly become smoother and more opaque; it should thicken
to a pudding-like consistency.
7. After approval by your instructor, add 2-3 drops of desired food coloring. Stir.
8. Add a dash (approximately 1/8 teaspoon) of stearic acid. This will serve as a hardener for the liquid
soap. Stir.
9. Pour into chosen mold shape. Label with your names and lab section number.
10. After pouring into the mold, the process will continue on its own. The soap will heat up and liquefy
again, then cool off slowly, harden and dry. So, the soap must be left undisturbed for at least 12
hours. You will pick up your finished soap in lab next week.

Observation/s:
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Questions:
1. Does it smell like any soap that you have used?
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2. Wash your hands with your soap. Does it lather like regular soap?
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3. Does it clean your hands as well as regular soap? Explain.
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PROTEIN TEST
Proteins are a class of biologically important compounds having high molecular weight. Proteins
are perhaps the most complex organic materials produced in nature. Plants build up their proteins from
carbon dioxide, water and minerals in the presence of sunlight. Animals derive proteins from plants.
Aim:
To perform some simple tests to identify the presence of proteins in the given sample.

Theory:
Protein has a high molecular mass long chain polymer composed of α-amino acids. Proteins are
constituents of cells and hence present in living bodies. Proteins contain carbon, hydrogen, nitrogen,
oxygen and sometimes phosphorus and sulphur.

Materials Required:

1. Copper sulfate solution 8. Ninhydrin reagent

2. Sodium hydroxide 9. Distilled water
3. Nitric acid 10. Test tubes
4. Mercuric sulfate 11. Test tube holder
5. Sodium nitrite 12. Dropper
6. Sulfuric acid 13. Water bath
7. pyridine solution 14. Stirrer

Procedure:

9
(a) Biuret Test:
1. Take the given sample to be tested in a (c) Millions Test:
clean test tube. 1. Take 2ml of given sample solution in a clean
2. Add 2ml of sodium hydroxide solution to test tube.
it. 2. Add 2-3 drops of Millon’s reagent and shake
3. To that add 5 to 6 drops of copper sulfate well.
solution to it. 3. Record your observations.
4. Record your observations.
(d) Ninhydrin Test:
(b) Xanthoproteic Test: 1. Take the sample solution to be tested in a
1. Take 2ml of given sample compound in a clean test tube.
test tube. 2. Add 1-2ml of ninhydrin solution to it.
2. Add a few drops of concentrated sulfuric 3. Boil the mixture.
acid and heat. 4. Record your observations.
3. Record your observations.

TEST/S OBSERVATION/S

Biuret Test

Xanthoproteic Test

Millions Test

Ninhydrin Test

QUESTION/S:
1. Which of the following tests produced an immediate result with the sample? Why?
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2. Why are only few drops of CuSO4 solution added during the biuret test?
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3. Why are different tests for protein used?

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Department of Education

10
 Division of Nueva Vizcaya
Diocese of Bayombong Educational System (DBES)
Saint Louis School, Solano, Nueva Vizcaya
SAINT LOUIS SCHOOL
DBES LEARNING ACTIVITY SHEET
QUARTER 4
Subject: SCIENCE 10
Teacher: _______________________________________
Name of Learner: __________________________________________ Score: ________________
Grade Level & Section: ______________________________________ Dates: ________________
Week No.: 5
Activity 1: EXOTHERMIC OR ENDOTHERMIC?
Directions: Classify each of the following changes as either exothermic or endothermic. Write your
answer on the space provided.
________________1. An ice cube melts after being left out on the table.
________________2. Cooking an egg in a frying fan.
________________3. Making ice cubes.
________________4. Converting frost to water vapor.
________________5. The human body uses the energy provided from food digestion.
ACTIVITY 2: REACTANTS AND PRODUCTS
Directions: Iidentify the products and reactants. Encircle the product and underline the reactant.
1. NaOH + KNO3  NaNO3 + KOH 6. NH3 + HNO3  NH4NO3

2. CaSO4 + Mg(OH)2  Ca(OH)2 + MgSO4 7. SO3 + H2O → H2SO4

3. 2Fe + 6 NaBr  2 FeBr3 + 6 Na 8. 2H 2O2 → 2H20 + O2

4. KClO3  KCl + O2 9. Fe2O3 + Al2 → Al2O3 + 2 Fe

10. Fe + O2 → Fe2O3
5. AgNO3 + Cu  Cu(NO3)2 + Ag

ACTIVITY 3: Balancing Chemical Equations

Directions: Write coefficient that balance the given chemical equations.
1. _____ CCl4(l)  _____ C(s) + _____ Cl2(g) 3. _____ K(s) + _____ O2(g)  _____ K2O(s)
2. _____ NCl3 (g)  _____ N2(g) + ____ Cl2(g)
4. _____ Cu(s) + _____ S8(s)  ____CuS(s)

SHORT CONTRUCTED RESPONSE

Directions: Read and analyze the question below. Answer briefly but substantially.
Why are endothermic/exothermic reactions important for our body aside from digestion?
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Rubric
Criteria 4 3 2 1
Information is
Information is very Information
somehow There is limited
Content comprehensive and comprehensive and
comprehensive and information.
informative. informative.
informative.
Information is Information is
Organization of Information is well Information is organized
organized but is not disorganized and not
Idea organized and clear. and clear.
too clear. clear.
Information shows a very Shows some Information has no
Shows clear connection to
Relevance clear connection to real connection to real life connection to real life
real life situations
life situations. situation situations.
Department of Education

11
 Division of Nueva Vizcaya
Diocese of Bayombong Educational System (DBES)
Saint Louis School, Solano, Nueva Vizcaya

SAINT LOUIS SCHOOL

DBES LEARNING ACTIVITY SHEET
QUARTER 4
Subject: SCIENCE 10
Teacher: _______________________________________
Name of Learner: ___________________________________________ Score: ________________
Grade Level & Section: ______________________________________ Dates: ________________
Week No.: 6
ACTIVITY 1: IDENTIFICATION
Directions: Write the letter of the following to its complementary word equations on the space
provided.
A. 2Na(s)+Cl2(g)→2NaCl(s)
B. 2NaOH(s)→Na2O(s)+H2O(g)
C. SO3 (g) + H2O (l) → H2SO4 (l)
D. Zn (s) + 2 HCl (aq) →ZnCl2 (aq) + H2 (g)
E. Cl2 (g) + 2 NaBr (aq}→ 2 NaCl (aq) + Br2 (l)
_____1. Solid sodium metal reacts with chlorine gas to product solid sodium chloride.
_____2. Sodium hydroxide decomposes to produce sodium oxide and water.
_____3. Sulfur trioxide gas reacts with water to form sulfuric acid.
_____4. Zinc reacts with hydrochloric acid to produce aqueous zinc chloride and hydrogen.
_____5. Chlorine reacts with an aqueous solution of sodium bromide to produce aqueous sodium
chloride and elemental bromine.

ACTIVITY 2: WRITING EQUATION

Directions: Identify the product of the following chemical equation and balance the equation. (2 points)
1. KClO3 →__________________________
2. Al2O3→___________________________
3. 2Hg2O →____________________________
4. AgNO3 → _________________________
5. 2NaCl →

MINI TASK
Directions: Analyze the question below. Write your answer on the space provided.

How are chemical reactions encountered in everyday life?

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____________________________________________________________________________________
____________________________________________________________________________________

Rubric
Criteria 4 3 2 1
Information is very Information is
Information
comprehensive and somehow There is limited
Content comprehensive
informative. comprehensive information.
and informative.
and informative.
Information is well Information is Information is Information is
Organization organized and clear. organized and organized but is disorganized and
of Idea
clear. not too clear. not clear.
Information shows
a very clear Shows clear Shows some Information has
Relevance connection to real connection to real connection to real no connection to
life situations. life situations life situation real life situations.

Department of Education
12
 Division of Nueva Vizcaya
Diocese of Bayombong Educational System (DBES)
Saint Louis School, Solano, Nueva Vizcaya

SAINT LOUIS SCHOOL

DBES LEARNING ACTIVITY SHEET
QUARTER 4
Subject: SCIENCE 10
Teacher: _______________________________________
Name of Learner: __________________________________________ Score: ________________
Grade Level & Section: ______________________________________ Dates: ________________
Week No.: 7
LABORATORY ACTIVITY

REACTION OF BAKING SODA AND CALCIUM CHLORIDE

Background
The equation for the chemical reaction is:
2NaHCO3 + CaCl2 CaCO3 + CO2 + 2NaCl + H2O
Calcium carbonate is insoluble in water; therefore, it appears as a precipitate. Sodium chloride is
also produced. However, it is insoluble in water, so it remains in solution. The bubbles observed are
carbon dioxide. The reaction is exothermic because more energy is given out by bond making than is
needed for bond breaking.
Materials
For each student
Safety goggles
Disposable gloves

For each group of four students

2 Beakers (50 mL)
1 Graduated cylinder (25 mL)
1 Thermometer
1 Spatula
Pen or labels

For groups to share

Calcium chloride
Baking soda
Distilled water

Procedure

Stay Safe. Make sure students don’t use the thermometer to stir the solution, as this may break the
thermometer.

1. Let students know where they can find the baking soda and calcium chloride.
2. Have students add a spatula of calcium chloride to one beaker followed by 25 mL of water and
stir until most of the calcium chloride dissolves. It is not important that all of the calcium
chloride dissolves.
3. Have students add a spatula of baking soda to one beaker followed by 25 mL of water and stir
until most of the baking soda dissolves. It is not important that all of the baking soda dissolves.
4. At this point, have students write down the appearance of the starting materials in question 1 of
What Is Going On. They should describe the two solutions rather than the solids.
5. Have students put the thermometer in the calcium chloride solution and take the temperature.
6. Have students slowly add the baking soda solution to the calcium chloride solution and write
down their observations.
13
7. At the end of the experiment, tell students to dispose of the chemicals using the procedure
followed in your school.
Questions:
1. What do the starting materials look like? List all the physical properties of your starting
materials.
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_____________________________________________________________________________

2. What do you observe when you mix the two liquids? Include what happened to the temperature.
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3. What do you think happened to the particles in baking soda and calcium chloride after they
mixed? Draw a model in the space below. You may include arrows, images, or any other
symbols you think might help people understand your model.
______________________________________________________________________________
_____________________________________________________________________________

4. Bakers use baking soda to make cakes and other baked goods rise and become nice and “cakey”
Based on your model, why do you think baking soda causes a cake to rise?
______________________________________________________________________________
_____________________________________________________________________________

5. Based on your model, why did you dissolved calcium chloride and baking soda in water first?
______________________________________________________________________________
_____________________________________________________________________________

1 PERFORMANCE TASK WITH GRASPS

Department of Education

14
 Division of Nueva Vizcaya
Diocese of Bayombong Educational System (DBES)
Saint Louis School, Solano, Nueva Vizcaya

SAINT LOUIS SCHOOL

DBES LEARNING ACTIVITY SHEET
QUARTER 4
Subject: SCIENCE 10
Teacher: _______________________________________
Name of Learner: __________________________________________ Score: ________________
Grade Level & Section: ______________________________________ Dates: ________________
Week 8:

Performance Task
You will make a poster/slogan showing the effects of chemical reactions in our environment.
The output will be evaluate using the following criteria. Place your output at the back page.
Criteria (5) (4) (3) (2)
Graphics - All graphics are All graphics are All graphics relate Graphics do not
Relevance related to the topic related to the topic to the topic. Most relate to the topic
and make it easier to and most make it borrowed graphics OR several
understand. All easier to understand. have a source borrowed graphics
borrowed graphics All borrowed citation. do not have a
have a source citation. graphics have a source citation.
source citation.
Graphics - Several of the One or two of the The graphics are No graphics made
Originality graphics used on the graphics used on the made by the by the student are
poster reflect a poster reflect student student, but are included.
exceptional degree of creativity in their based on the
student creativity in creation and/or designs or ideas of
their creation and/or display. others.
display
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive in terms of acceptably distractingly messy
attractive in terms of design, layout and attractive though it or very poorly
design, layout, and neatness may be a bit designed. It is not
neatness. messy. attractive.
Total

ss

15