Lesson

The Nature and Process

1 of Communication
Communication comes in various forms. From the simple nodding of your
head, stretching of hands, raising your eyebrows up to your daily conversations
with your friends over the phone, constant exchange of text messages, and regular
browsing in social networking sites, these are but some examples of how humans
communicate their thoughts, feelings, ideas, and insights. These only signify that
humans really engage in communication.

How will you react to the following picture?

Believe it or not, you’re coming to your family is a great joy! Your first cry immediately after
birth announced your arrival into this world. Afterwards, your mother understood that when you
cry, you were hungry and gave you milk in response. Your face also expressed your feelings. As
years passed by, you started pronouncing short words and responded by waving your hands or
nodding your head and most of the times, laughing out loud. Today, you can act out, speak, and
write to tell everyone what you think and feel. These are the ways you communicate.

When you exchange ideas with someone or you send information to others, you do it in
two ways. You either use words to say what you want to say or you express yourself through
gestures and facial expressions. Since then, people have the inherent need to communicate.
Humans are social beings. They live to interact regularly with others. In fact, their endurance is
due to their ability to express themselves and connect to one another and the world they live in.

When you look back in the history of humankind, you will find that early man could not
speak as you do today. Records show that people have used various communication techniques
such as the use of symbols, gestures, sounds, drawings, and sign languages (Littlejohn, 2002 as
 cited in Amudavalli, n.d.). Words and languages developed much later in human history.
Over the years, communication has progressed tremendously. Language developed side
by side with technology. Now in the 21st century, we realize the power of communication in
building relationships and the community at large. Hence, we see the importance of
communication.
Look at the pictures below. Identify the different ways of communicating with others.

1. 2.

3. 4.
 5.

What is communication and why do we communicate?

NATURE OF COMMUNICATION
Communication is a two-way process of connecting to both living and non- living
things. It is also a means of sharing and exchanging messages, information, ideas, and
feelings for mutual understanding (Gregoriom, J.C., 2015).

Communication connects people and the world they live in. It is through
communication that people are able to express their thoughts and ideas or convey
information and messages through word of mouth, gestures and signals, signs, and others.
People have always communicated with one another in various forms.

Let us further define communication using the two key terms stated above,
“message” and “understand”.

1. Communication is a message understood.

Unless a message is understood, we cannot say that communication has taken place.
Let us send a message to someone and say, “where came first”. The person who gets this
message would wonder what it means, for the arrangement of the words does not make
any sense. The message is sent but the receiver does not understand it. Therefore, for
communication to take place, we have to consider two conditions. First, there should be a
clear message. Second, the message must be understood by the receiver for whom it is
meant.

2. Communication is social interaction through messages.

Think of someone telling, “It is very warm today.” In this case, we are
communicating what ‘we experience’. The weather being warm is what we feel or
experience physically. In this scenario, we are sharing our feeling or experience with
someone else. Thus, we may say that “communication is a sharing of experience.” In our
society, we all interact with messages. Without interactions, a society cannot survive. Social
interaction is always through messages.
We discuss problems and arrive at solutions. We exchange ideas and interact with
others. We transact, and then we negotiate. In doing all these, we use communication.
Imagine a situation where we are not able to speak and interact with others or think of a
family living in the same house without speaking to each other or relating any form of
message to one another. Such situation can be very lonely and problematic. Without
communication, all forms of human relationships will vanish and die. Communication is
therefore crucial in building and maintaining relationships.

PROCESS OF COMMUNICATION
There are also times when we fail to communicate effectively which results to
misunderstanding or miscommunication. Why do you think this thing happens? What are
the ways to avoid them?

We are sometimes misunderstood due to the level of speech we use during

conversation - by the volume of our voice or the rate of our speech when we talk with our
friends or acquaintances. Sometimes, we are misunderstood due to the non- verbal actions
that we project or incorporate in our speech during face-to-face communication. Also,
when we send text or chat messages, we are misinterpreted because those messages are
often brief and devoid of emotion.

Let us now try to consider the process of communication. How does communication
take place? Who are involved? What processes are considered? By understanding the
communication process, we can also duly avoid misunderstandings and / or
miscommunication.

Our everyday transactions with people follow the communication process.

As seen in the illustration, communication begins when the speaker or source of
communication responds to a stimulus and decides to encode or transmit it in the form of a
message (or a “code”) through a particular channel or means of communication.
 The receiver decodes or interprets the message sent and responds accordingly based on
his interpretation of the message. This response comes in the form of a feedback sent to the
original source of communication (sender). As the communication transaction continues, the
sender and receiver may exchange roles until understanding is achieved. Barriers to
communication sometimes block the transmission of the message thereby creating
misunderstanding.
Through this process, we are able to understand that communication is systematic. In the
advent of technology, the exchange of information and messages in society has advanced and
has been a subject of many studies.

FUNCTIONS OF COMMUNICATION
Why do we communicate?
Since communication is certain in our lives, it comes naturally and unknowingly.
Communication serves many purposes. The following are some of the many reasons why we
communicate:
Inform Inspire Counsel Sell

Clarify Question Express Promote

Buy Understand Confirm Advise

Teach Learn Persuade Reveal

Accept Affirm Clarify Motivate

Criticize Deny Conceal And many others

From the above table, we realize that communication serves many purposes.
Whether we are at home, in school, at work, or at play, we engage in communication. We
will discuss these functions in detail in Module 4.

Assessment
Directions: Read each item carefully then choose the letter that corresponds to your
answer. Circle your answers.
1. It is the exchange of thoughts, messages, or information as by speech, signals, writing or
behavior.
A. communication C. language
B. feedback D. message

2. These are considered forms of communication.

 1. talking clearly 3. sending emails
2. chewing gum 4. looking bored

A.1234 B. 134 only C. 342 only D. 1 only

3. This body language shows that one is listening.
A. nodding and making eye contact
B. looking out of the window
C. turning away from the speaker
D. whistling while biting nails

4. It is the sender of the message.

A. barrier
B. originator
C. receiver
D. sender

5. It is a good indication that good communication occurs.

A. destructed C. unreceived
B. confused D. shared

6. It is shown when there is an understanding in the communication.

A. Each gets a chance to be the sender and the receiver.
B. Each party is able to provide feedback.
C. Each party is able to say what they want to without the other person interrupting.
D. Each party has different languages.
7. It is the content of the communication.
A. jargon C. message
B. media D. noise
8. This communication type is characterized by a certain look or gaze.
A. non-verbal Communication
B. oral Communication
C. verbal Communication
D. written Communication
9. It is the definition of communication.
1. Communication involves a transaction.
2. Communication is sharing of ideas among a group of people.
 3. Communication is a confusion of ideas in the mind of the other.
4. Communication is a transfer of messages from one person to another.
A. 1234 B. 234 only C. 124 only D. 4 only

10. This is the BEST way to continue communication.

A. active listening
B. asking questions
C. not interrupting
D. making good eye contact

11. It is known when the receiver gives a verbal or non-verbal message.

A. answer C. response
B. feedback D. none given

12. It is an indication that communication really takes place.

A. when the message enters the channel
B. when the message leaves the channel
C. when the receiver understands the message
D. when the sender transmits the message
13. This is to be avoided for effective communication.
A. ambiguity C. politeness
B. listening D. sharing of activity

14. This is essential to an effective communication.

A. three-way process
B. both a one-way and a two-way process
C. one-way process
D. two-way process

15. This refers to the responsibility of the person who receives the message for
communication to take place.
A. feedback C. perception
B. non-verbal clues D. self-concept.
 Lesson
Communication
2 models
Communicating with others takes us to a new experience. We are either the ones
starting the conversation process or the ones receiving it. As the exchange of information
progresses, both the source and the recipient go through favorable or unfavorable
experiences. The two or more individuals involved may end up satisfied or discontented
with the result. At some random instances, conflicts may incidentally arise. But still, the end
goal of communication is always for building better human relationships.

In the previous lesson, we talked about the functions, nature and process of
communication. Let us recall some key terms that you encountered in the discussion.

Directions: Complete the paragraph below by choosing the correct word from the
WORD POOL. Write your answer on a separate sheet of paper.

WORD POOL

behavior motivates

communication nonverbal

decoding receiver

interact sender

message written

(1.) __________
is a process which follows a certain procedure.
Communication occurs between two or more people: the (2.) __________ or source of the
information and the (3.) __________. It can be articulated through (4.) __________ or spoken
words. It can also be expressed through gestures, facial expressions, or actions which are
(5.) _________ where words are not needed to understand what one means.

(6.) _____________________ is the process of interpreting the encoded (7.) _____________ of

the source by the receiver.

Communication also functions to control (8.) ____________________. It (9.) ___________ or

encourages people to live better and allows individuals to (10.)__________ with others.

Imagine your life and the world you live in without proper communication
procedure. Would there be order or chaos? Would there be understanding or
misunderstanding?
 Communication plays a crucial role in human life. It facilitates the sending and
receiving of knowledge and information. It allows people to develop various kinds of social
relationships. It provides an avenue for people to express their ideas, thoughts, feelings,
and insights. Without it, societies will be restrained from developing and progressing. With
all the advancements in technology, communication nowadays has changed dramatically,
adapting to the 21st century way of life. Beginning from the ancient times when messages
were written on tablets, clays and barks of trees or conveyed by the heralds or emissaries
for proclamations to an entire territory, communication has drastically evolved to fastest
means of sending messages through electronic gadgets and computers. Video calling or
conferences is another high technological innovation where distance is not quite a problem
anymore to foster mutual understanding.

The representations below will help you understand the basic elements of
communication. See how the elements operate and interact as communication progresses.

Models of Communication Process

A. Linear Communication

Have you talked to somebody but did not get any reaction from him/her at all? Have
you experienced sending a message without receiving any feedback? This is linear
communication.

Linear communication is one-way, focusing on the transmission of a message to a

receiver who never responds or has no way of responding to the information conveyed.
For instance, a competition organizer is presenting the contest mechanics. The message is
final and cannot be contended at all. It could be the president giving his State of the Nation
Address on the national television or a student who reads a poem or tells a story in front of
an audience in a school program. Other examples include sending a notification or
automated message that does not require a reply, reading a blog, or even the traditional
way of sending a message such as a telegram.

Fig 1. Shannon-Weaver Model

Shannon-Weaver Model
 An example of linear type of communication is the Shannon-Weaver model (1949).
It is also considered as the mother of all communication models. It has a one-way process
starting from a source (producer of message); passing through a channel (signals adapted
for transmission) which may at times be interrupted by noise (barrier) to a receiver
(decoder of message from the signal). The process stops after the message has arrived at its
destination.

B. Interactive

When was the last time someone surprised you? How did you react? Who was the
last person whom you praised for a job well-done? What response did you get? What is the
significance of getting a response or reaction from the person to whom you addressed your
statement?

Interactive approach is a two-way communication process where a response is

given after a message is sent. The recipient of the action intentionally or unintentionally
gives a feedback associated with the information received.

Let us extract Criselda and her mother’s dialogue from the story.

Criselda: Nanay, I can smell the aroma of your best delicacy, adobo.

Aling Terie: Yeah, I know. It is the favorite of the family so adobo is what I
prepared today.

Criselda: I can’t wait to taste it!

Aling Terie’s response to Criselda’s statement proves that she decodes the intended
meaning of the idea passed on to her. That is what we call feedback.

See, feedback makes a difference. If the mother did not respond to the statement of
her daughter, the latter would not know whether her mother understands what she said.
The exchange of ideas or information verifies that both parties understand the message.
Take a look at the next model.

Fig 2. Schramm Model

 Schramm Model

Schramm (1954) visualized the process of communication as an exchange of

thoughts and ideas. Feedback was added to the Shannon-Weaver Model. The recipient of
the message decodes it and creates a feedback based on his understanding of the
information sent and vice versa.

The figure identifies the six elements of communication which are the sender, the
message sent, the receiver and the feedback provided by the receiver and sent back as a
response to the sender and the processes of encoding and decoding.

Remember, information may become useless if it is not conveyed properly to others.

Thus, the processes of encoding and decoding are the key components of this model,
including feedback.

Encoding is when an idea or information is translated into words and expressed to

others.

Decoding is when this idea or information is understood and interpreted by the

receiver.

Hence, the receiver must be able to send feedback to the sender in order to
complete the process. Otherwise, the communication transaction fails. Schramm’s model,
which is a two-way communication model, revolves around these principles.

The process goes on starting from the sender (source) who encodes the message
transmitted to the receiver which he interprets; decodes a message (feedback) to be sent
back to the source who in turn, decodes and interprets the information sent.

C. Transactional Model

Communication is dynamic. It has a complex nature. It takes place among

individuals at any given time with any given subject. However, there are tendencies that
barriers would interfere which may create a sudden impact and change in the processing of
information.

In a classroom setting, for example, you are being grouped into five or six members
for an activity. Your task is to give an opinion or reaction to the closure of the biggest
television network in the Philippines. Each of you expresses your thoughts regarding the
matter. While having that activity, you also heard the JHS graders having their dance
practice for the upcoming event. That noise did not interrupt your discussion as you give
your own views. This situation is an example of a transactional approach.

The communicator (source) encodes the message and transmits it through a

channel. The message transmitted may be affected by the noise (barrier). The receiver
(recipient of the message) decodes, processes, and filters the message for understanding
and is now ready to give his own feedback to the sender.
Fig 3. Transactional Model

The transactional model shows a circular process of interaction between the

persons involved in the communication, with each one actively participating and sharing
ideas with one another. They are the communicators actively exchanging information and
reaction.

Feedback is given freely and deliberately to one another or to all members

participating in the communication transaction. The sender and the receiver may
simultaneously exchange roles as communicators. Since communication is deemed
dynamic and progressive, the topic may also change from time to time.

In this concept, the noise or barrier to communication is also taken into

consideration for it may directly or indirectly affect the smooth flow of communication. In
the event that the message was not clearly conveyed due to the barrier, the communication
continues in order to clarify the intended meaning of the sender. When the transmission is
cut along the way due to the barrier, the communicators work collaboratively to
understand each other. Now, the sender becomes a receiver of feedback (the response from
the receiver) and the receiver also acts as sender providing information in response to the
message conveyed to him. In this way, the communication is made more effective and
complete.

Assessment
A. Directions: Write T if the statement is TRUE and write F if it is FALSE. Write
your answers on the space after each number.

1. There will be order and peace in the world without communication.

2. Along with the extensive revamp in most aspects of human life, ways of
communication also change.

3. Schramm Model is the most complicated example of human communication process.

4. In the interaction model, communication is a one-way process.

5. Communication is merely successful when conflict was absent in the process.

B. Directions: Read each item carefully then choose the letter that corresponds
to your answer. Write your answers on a space after each number.

1. Which of the following is an example of a one-way communication model?

A. A group of teenagers planning for a big event
B. The committee finding ways to reach for the less fortunate in their barangay.
C. The Philippine President delivering his SONA
 D. A and B
2. You ask your sister to put on her mask every time she goes out and she nods in
reply. Which model of communication is presented here?

A. Interactive C. Linear
B. Conversational D. Transactional

3. Which model of communication portrays a multilayer of communication processes

where the characters and environment change overtime?
A. Interactive model

B. Linear model

C. Transactional model

D. ALL of the above

4. Which communication model focuses on the message sent to the recipient?

A. Interactive Model C. Transactional model

B. Linear Model D. A combination of A and B

5. A strong wind struck as Arnold and his father took turns in pulling the fishing boat
to the shore. Arnold cannot hear his father’s voice. Which affects the flow of the
communication process?

A. Arnold’s voice B. boat C. father D. wind

6. Myra submitted her report to her teacher online because of the enhanced
community quarantine. Which element is missing in the process?
A. channel B. encoding C. feedback D. receiver

7. The Enhanced Community Quarantine (ECQ) frightened many people here and
there. On his social media account, Joshua posted a status of dismay. Many
supported his claim, but others opposed it. His status acquired a hundred reactions
and the comments thread rose to 75. What model of communication is exemplified?

A. Berlo’s Model C. Shannon-Weaver Model

B. Schramm Model D. Transactional Model

8. In the situation given in #12, what element of communication is NOT present?

A. barrier B. context C. feedback D. receiver

9. Which of the following is NOT a purpose of communication?

A. It connects the gaps among persons involved.
B. It narrows down issues and addresses it.
C. It offers solution to the community problems.
D. It paves a way to conflict.
 10. What happens when the message is NOT clearly conveyed?

A. The communication continues.

B. The communicators end the communication process.
C. The recipient may get the wrong information to share with others.
D. The situation will never change.

15. Just like in small group communication, the channel in public communication
should not be exaggerated.

Answer Key

Module 1 Module 2

1. A 1. F
Module 1 2. B 2. T
3. A 3. F
1. communication
4. D 4. F
2. sender
5. D 5. F
3. receiver
6. A 6. C
4. written
7. C 7. A
5. nonverbal
8. A 8. C
6. decoding
9. C 9. B
7. message
10. A 10. D
8. behavior
11. B 11. C
9. motivates
12. C 12. D
10. interact
13. A 13. A
14. D 14. D
15. C 15. C
Activity 1 (Pre-assessment)
Choose the letter of the best answer. Cirle the chosen letter on a separate sheet of paper.
1. During this period, Jose Rizal’s works such as Noli Me Tangere and El Filibusterismo were
written to awake the mind of our countrymen.
a. Spanish Period
b. American Period
c. Pre-Spanish Period
d. Period of Enlightenment

2. The Philippines had literature such as legends, folktakes, folksongs, and the like. a. Spanish
Period
b. Japanese Period
c. Pre-Spanish Period
d. Period of Enlightenment

3. In this period, religious books were written, such as Doctrina Cristiana and Urbana and Felisa,
to support or contradict the Catholic Church.
a. Spanish Period
b. American Period
c. 21st Century Period
d. Period of Enlightenment

4. Filipino writers went into all forms of literature like news, reporting, poetry, stories play, essays,
and novels which clearly depicted their love of country and their longings for independence.
a. Edsa I Period
b. American Period
c. Pre-Spanish Period
d. The 3rd Republic Period

5. Filipino literature was given a break during this period for the Filipino literature was prohibited
from using. Many wrote plays, poems, short stories, etc. Topics and themes were often about life
in the provinces.
a. Japanese Period
b. American Period
c. Pre-Spanish Period
d. American Period

6. Haiku and Tanaga were influenced by what period?

a. Spanish Period
b. Japanese Period
c. 21st Century Period
d. Period of Enlightenment

7. This period presented new trends in writing using modern technology.

a. Edsa I Period
b. 21st Century Period
c. Pre-Spanish Period
d. The 3rd Republic Period
8. This literary period witnessed newspapers which were once branded crony newspapers become
instant opposition papers.
a. Japanese Period
b. American Period
c. Pre-Spanish Period
d. Edsa I Period

9. Poetry during this period were during this period were romantic and revolutionary.
a. The 3rd Republic Period
b. Edsa I Period
c. 21st Century Period
d. Pre-Spanish Period

10. Poetry during this period were dealt with patience, regard for native culture and customs.
a. The 3rd Republic Period
b. 21st Century Period
c. Edsa I Period
d. New Society Period

PRE-SPANISH LITERATURE - is characterized by:

• Folk tales. These are made up of stories about life, adventure, love, horror, and humor where one
can derive lessons.
An example of this is THE MOON AND THE SUN.

• The Epic Age. Epics are long narrative poems in which a series of heroic achievements or events,
usually of a hero, are dealt with at length.

• Folk Songs. These are one of the oldest forms of Philippine literature that emerged in the pre-
Spanish period. These songs mirrored the early forms of culture. Many of these have 12 syllables.
Examples of which are Kundiman, Kumintang o Tagumpay, Ang Dalit o Imno, Ang Oyayi o Hele,
Diana, Soliraning and Talindaw

Understanding Literary History

Literature in this period may be classified as religious prose and poetry and secular prose and
poetry.
• Spanish Influences on Philippine Literature
The first Filipino alphabet, called ALIBATA, was replaced by the Roman alphabet. Also, the
teaching of the Christian Doctrine became the basis of religious practices. European legends and
traditions brought here became assimilated in our songs, corridos, and moro-moros.
• Folk Songs
It manifests the artistic feelings of the Filipinos and shows their innate appreciation for and love
of beauty. The examples are Leron-Leron Sinta, Pamulinawen, Dandansoy, Sarong Banggi, and
Atin Cu Pung Sing-sing.
• Recreational Plays

There were many recreational plays performed by Filipinos during the Spanish times. Almost all
of them were

o Some of Rizal’s writings: Noli Me Tangere, Mi Ultimo Adios, Sobre La Indolencia Delos
Filipinos and Filipinas Dentro De Cien Aňos.

o Some of Del Pilar’s writings: Pagibig sa Tinubuang Lupa (Love of Country), Kaingat Kayo
(Be Careful), and Dasalan at Tocsohan (Prayers and Jokes).
o Some of Jaena’s writings: Ang Fray Botod, La Hija Del Fraile (The Child of the Friar), and
Everything Is Hambug (Everything is mere show), Sa Mga Pilipino...1891), and Talumpating
Pagunita Kay Kolumbus (An Oration to Commemorate Columbus).

PERIOD OF ENLIGHTENMENT (1972- 1898)

In 19th Century, Filipino intellectuals educated in Europe called Ilustrados began to write about
the hitch of colonization.
The Propaganda Movement (1872-1896) - This movement was spearheaded mostly by the
intellectual middle-class like Jose Rizal, Marcelo del Pilar; Graciano Lopez Jaena, Antonio Luna,
Mariano Ponce, Jose Ma. Panganiban, and Pedro Paterno.

THE AMERICAN REGIME (1898-1944)

Linguistically, Americans influenced Filipino writers to write using English language. Jose Garcia
Villa became famous for his free verse.
Characteristics of Literature during this period:
The languages used in writing were Spanish and Tagalog and the dialects of the different regions.
But the writers in Tagalog, continued in their lamentations on the conditions of the country and
their attempts to arouse love for one’s native tongue and the writers in English imitated the themes
and methods of the Americans.

THE JAPANESE PERIOD (1941-1945)

Philippine Literature was interrupted in its development when another foreign country, Japan,
conquered the Philippines between1941-1945. Philippine literature in English came to a halt. This
led to all newspapers not to be circulated in the community except for TRIBUNE and PHILIPPINE
REVIEW.
o Filipino Poetry during this period
The common theme of most poems during the Japanese occupation was nationalism, country, love,
and life in the barrios, faith, religion, and the arts.
o Three types of poems emerged during this period:
a. Haiku , a poem of free verse that the Japanese like. It was made up of 17 syllables divided into
three lines and
b. Tanaga – like the Haiku, is short, but it had measure and rhyme.
c. Karaniwang Anyo (Usual Form)

PHILIPPINE LITERATURE IN ENGLISH (1941-1945)

Because of the strict prohibitions imposed by the Japanese in the writing and publishing of works
in English, Philippine literature in English experienced a dark period. For the first twenty years,
many books were published both in Filipino and in English.
In the New Filipino Literature, Philippine literature in Tagalog was revived during this period.
Most themes in the writings dealt with Japanese brutalities, the poverty of life under the Japanese
government, and the brave guerilla exploits.

PERIOD OF ACTIVISM (1970-1972)

According to Pociano Pineda, youth activism in 1970-72 was due to domestic and worldwide
causes. Because of the ills of society, the youth moved to seek reforms.
The Literary Revolution
The youth became vocal with their sentiments. They demanded a change in the government. It was
manifested in the bloody demonstrations and the sidewalk expressions and also in literature.

PERIOD OF THE NEW SOCIETY (1972- 1980)

The period of the New Society started on September 21, 1972. The Carlos Palanca Awards
continued to give annual awards. Poems dealt with patience, regard for native culture, customs,
and the beauties of nature and surroundings. Newspapers donned new forms.
News on economic progress, discipline, culture, tourism, and the like were favored more than the
sensationalized reporting of killings, rape, and robberies.

PERIOD OF THE THIRD REPUBLIC (1981-1985)

After ten years of military rule and some changes in the life of the Filipino, which started under
the New Society, Martial Rule was at last lifted on January 2, 1981. The Philippines became a new
nation, and this, former President Marcos called “The New Republic of the Philippines.” Poems
during this period of the Third Republic were romantic and revolutionary. Many Filipino songs
dealt with themes that were true-to-life like those of grief, poverty, aspirations for freedom, love
of God, of country and fellowmen.

POST-EDSA 1 REVOLUTION (1986-1995)

History took another twist. Once more, the Filipino people regained their independence, which
they lost twenty years ago. In four days from February 21-25, 1986, the so-called People Power
(Lakas ng Bayan) prevailed. In the short span of the existence of the real Republic of the
Philippines, several changes already became evident. It was noticed in the new Filipino songs,
newspapers, speeches, and even in the television programs. The now crony newspapers that
enjoyed an overnight increase in circulation were THE INQUIRER, MALAYA, and the
PEOPLE’S JOURNAL.

Activity 2
Multiple Choice. Choose the letter of the best answer. Cirle the chosen letter on a separate sheet
of paper.
1. Chant (Bulong) was used in witchcraft or enchantment especially in remote places in the
Visayas.
a. Japanese Period
b. Rebirth of Freedom
c. Pre-Spanish Period
d. Period of Enlightenment
2. Lagaylay was used in a special occasion for the Pilareños of Sorsogon during May time to get
together.
a. Spanish Period
b. New Society Period
c. Pre-Spanish Period
d. Period of 3rd Republic

3. PAGIBIG SA TINUBUANG LUPA was translated from the Spanish

a. Spanish Period
b. American Period
c. Pre-Spanish Period
d. Period of Enlightenment

4. AMOR PATRIA of Rizal, published on August 20, 1882, in Diariong Tagalog. Tagalog
Zarzuela, Cenaculo and the Embayoka of the Muslims were presented in the rebuilt Metropolitan
Theater, the Folk Arts Theater and the Cultural Center of the Philippines.
a. New Society Period
b. American Period
c. 21st Century Period
d. Period of 3rd Republic

5. Haiku, is short with a measure and rhyme consisting of 17 syllables which had favorable
diminishing effect on Tagalog literature.
a. New Society Period
b. American Period
c. 21st Century Period
d. Period of 3rd Republic
6. English as medium of instruction was introduced in the schools as intellectual language of
education in this period.
a. New Society Period
b. American Period
c. 21st Century Period
d. Period of 3rd Republic

7. This is the period wherein the youth became vocal with their sentiments and demanded change
in the government.
a. Spanish Period
b. Period of Activism
c. Pre-Spanish Period
d. Period of 3rd Republic

8. Filipinos during this period were hooked in reading magazines and comics.
a. New Society Period
b. American Period
c. Period of 3rd Republic
d. 21st Century Period

9. “Ang Bayan ko” was a song popularized in this period.

a. Period of 3rd Republic
b. New Society Period
c. 21st Century Period
d. Post-EDSA 1 Period

10. This period is notable in the reawakening of the Filipino spirit when the 3 priests Gomez,
Burgos and Zamora were guillotined without sufficient evidence of guilt. a. Post-EDSA 1 Period
b. Period of 3rd Republic
c. Period of Enlightenment
d. Period of Activism

21st Century Literature Genres

ILLUSTRATED NOVEL
• Story through text and illustrated images
• 50% of the narrative is presented without words
• The reader must interpret the images to comprehend the story completely.
• Textual portions are presented in traditional form.
• Some illustrated novels may contain no text at all.
• Span all genres.
• Examples include The Invention of Hugo Cabret by Brian Selznick and The Arrival by
Shaun Tan.

DIGI-FICTION
• Triple Media Literature
• Combines three media: book, movie/video and internet website
To get the full story, students must engage in navigation, reading, and viewing in all three forms.

• Patrick Carman’s Skeleton Creek and Anthony Zuiker’s Level 26 are examples.

GRAPHIC NOVEL
• Narrative in comic book formats
• Narrative work in which the story is conveyed to the reader using a comic form.
• The term is employed in broadly manner, encompassing non-fiction works and thematically
linked short stories as well as fictional stories across a number of genres.
• Archie Comics by John Goldwater and illustrator, Bob Montana, is a good example.

MANGA
• Japanese word for comics
• It is used in the English-speaking world as a generic term for all comic books and graphic
novels originally published in Japan.
• Considered as an artistic and storytelling style.
• Ameri-manga- sometimes used to refer to comics created by American artists in manga style.
• Shonen- Boy’s Manga (Naruto, Bleach, One Piece)
• Shojo- Girl’s Manga (Sailormoon)
• Seinen- Men’s Manga (Akira)
• Josei- Women’s Manga (Loveless, Paradise Kiss)
• Kodomo- Children’s Manga (Doraemon, Hello Kitty)

DOODLE FICTION
• Literary presentation where the author incorporates doodle writing, drawings and handwritten
graphics in place of the traditional font.
• Drawing enhances the story, often adding humorous elements
• Examples include The Diary of a Wimpy Kid by Jeff Kinney and Timmy Failure by Stephan
Pastis.

TEXT-TALK NOVELS
• Blogs, email and IM format narratives
• Stories told almost entirely in dialogue simulating social network exchanges.

CHICK LIT or CHICK LITERATURE

• Is genre fiction which addresses issues of modern womanhood, often humorously and light
heartedly.
• Chick Lit typically features a female protagonist whose femininity is heavily thermalizing in
the plot.
• Scarlet Bailey’s The night before Christmas and Miranda Dickinson’s It started with a Kiss
are examples of this.

FLASH FICTION
• Is a style of fictional literature of extreme brevity
• There is no widely accepted definition of the length and category. It could range from word to a
thousand.

SIX-WORD FLASH FICTION

• Ernest Hemingway: For sale: baby socks, never worn.
• Margaret Atwood: Longed for him. Got him, Shit.

CREATIVE NON-FICTION
• Also known as literary non-fiction or narrative non-fiction
• A genre of writing that uses literary styles and techniques to create factually accurate
narratives.
• Contrasts with other non-fiction, such as technical writing or journalism, which is also rooted in
accurate fact, but is not primarily written in service to its craft.
• As a genre, creative non-fiction is still relatively young and is only beginning to be scrutinized
with the same critical analysis given to fiction and poetry.
• 1000 Gifts by Ann Voscamp and Wind, Sand, and Stars by Antoine de Saint-Exupery are
examples.

SCIENCE FICTION
• Is a genre of speculative fiction dealing with imaginative concepts such as futuristic science
and technology, space travel, time travel, faster than light travel, a parallel universe and extra-
terrestrial life.
• Often explores the potential consequences of scientific and other innovations and has been
called a “literature of ideas”.
• Examples include Suzanne Collins’ Mockingjay and Sarah Maas’ Kingdom of Ash.

BLOG
• A weblog, a website containing short articles called posts that are changed regularly.
• Some blogs are written by one person containing his or her own opinions, interests and
experiences, while others are written by different people.

HYPER POETRY
• Digital poetry that uses links and hypertext mark-up
• It can either involved set words, phrases, lines, etc. that are presented in variable order but sit
on the page much as traditional poetry does, or it can contain parts of the poem that move and
transform.
• It is usually found online, through CD-ROM and diskette versions exist. The earliest examples
date to no later than the mid-1980’s.

Activity 3 (Pre-assessment)
Choose the letter of the best answer. Cirle the chosen letter on a separate sheet of paper.

1. A story told using a combination of text and illustrations or without text at all.
a. Digi-Fiction
b. Doodle Fiction
c. Illustrated Novel
d. Creative Non-Fiction

2. A site of collected posts or articles written by one or more people and updated regularly.
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction

3. Brief stories told in a thousand words or less.

a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction

4. Tales are written and presented using dialogues in social media applications.
a. Chick Lit
b. Digi-Fiction
c. Hyper Poetry
d. Text-Talk Novel

5. A factual story is written using literary devices and techniques.

a. Digi-Fiction
b. Doodle Fiction
c. Illustrated Novel
d. Creative Non-Fiction

6. Drawings enhance stories in this form where illustrations and handwritten graphics are
incorporated.
a. Digi-Fiction
b. Doodle Fiction
c. Illustrated Novel
d. Creative Non-Fiction

7. The genre of speculative fiction dealing with concepts of time, travel, parallel universe, extra-
terrestrial life, and futuristic technology.
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
d. Creative Non-Fiction

8. It is a collection of stories presented in comic book formats.

a. Digi-Fiction
b. Doodle Fiction
c. Illustrated Novel
d. Graphic Novel
9. Literature that uses hypertext mark-up (HTM) to connect to other parts of the piece. a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction

10. In English-speaking countries, these are stories with illustrations published in Japan.
a. Manga
b. Digi-Fiction
c. Graphic Novel
d. Illustrated Novel
 Quarter 1 – Module 12: The Inverse of One-to-one Functions

ACTIVITY 23: (PRE-ASSESSMENT)

Direction: Choose the letter of the best answer and circle it.

1. Which is not related to the word “inverse”?

a. undo
b. opposite
c. delete
d. interchange

2. What is the inverse of addition?

a. division
b. multiplication
c. subtraction
d. composition

3. What is the inverse of division?

a. addition
b. multiplication
c. subtraction
d. composition

4. What is the inverse of multiplication?

a. addition
b. division
c. subtraction
d. composition

5. What is the inverse of subtraction?

a. addition
b. division
c. multiplication
d. composition

LESSON 12: THE INVERSE OF ONE-TO-ONE FUNCTIONS

Inverse Function Defined

 The inverse of a function is a function with domain B and range A given that the original
function has domain A and range B.
 This inverse function of function f is denoted by f−1.
 It is defined by the equation f−1(y) = if and only if f (x ) = y for any y in range B.
 Since both are functions, then a function has to be one-to-one for its inverse to be a function at
the same time.
 If it is a many-to-one function, its inverse is one-to-many which is not a function.

How to Find the Inverse of One-to-one Function

 Intuitively, the inverse of a function may be known by the principle of “undo”. That is, by
considering the inverse of operations performed, the inverse of a function may be computed
easily.
 Example 1:
Given f(x) = 3x – 8, the inverse of a function may be solved intuitively.
Solution:
Steps: In symbols:
Step 1. The last operation performed is subtraction, the inverse X+8
operation of which is addition. To x, add 8.

Step 2. The second to the last operation performed is multiplication, X+8

the inverse operation of which is division. Divide x + 8 by 3.
3
−1
Step 3. Equate it to f (x) to denote that it is the inverse function of X+8
f(x) = 3x + 8 𝑓−1(x) =
3
However, it is not that easy in some case. In later examples, you will understand what I mean by
saying that there is a more general method that may be followed. To find the inverse of a one-to-one
function, consider the following:

a. Express the function in the form y = f(x)

b. Interchange the x and y variables in the equation;
c. Solve for y in terms of x
Example 2:
If it exists, solve for the inverse of (𝑥) = 𝑥2 − 6𝑥 − 7 Solution:

Recognize that g(x) is a quadratic function whose graph is a parabola opening upward. It fails
the horizontal line test because it has x-values which correspond to the same y-value. And since it is not
a one-to-one function, then its inverse is not a function. Simply put, it has no inverse function.

Alternate Solution:
𝑦 = 𝑥2 − 6𝑥 − 7 (change g(x) to y)
𝑥 = 𝑦2 − 6𝑦 − 7 (interchange x and y)
𝑦2 − 6𝑦 = 𝑥 + 7 (solve for y, APE)
𝑦2 − 6𝑦 + 9 = 𝑥 + 7 + 9 (solve for y, by completing the square, by
APE)
(𝑦 − 3)2 = 𝑥 + 16 (solve for y, by factoring)
𝑦 (solve for y, by getting the square root of both sides)

𝑦 (solve for y, by APE)

 Notice that for some values of x, there are two values of y. For instance, if x=1, 𝑦 =
and . Therefore, the inverse function of g(x) does not exist.

Example 3 Find the inverse of the rational

function ℎ(𝑥) = 4 𝑥+8

𝑥−3
Solution:

4𝑥 + 8 (change g(x) to y)
𝑦= 𝑥
−3
4𝑦 + 8 (interchange x and y)
 𝑥= 𝑦
−3
𝑥𝑦 − 3𝑥 = 4𝑦 + 8 (solve for y, MPE)
𝑥𝑦 − 4𝑦 = 3𝑥 + 8 (solve for y, by APE)
𝑦(𝑥 − 4) = 3𝑥 + 8 (solve for y, by factoring)
3𝑥 + 8 (solve for y, by MPE)
𝑦= 𝑥
−4
3𝑥 + 8 (the inverse function)
ℎ−1(𝑥) =
𝑥−4

ACTIVITY 24: ASSESSMENT

Direction: Choose the letter of the best answer and circle it.
1. Which relates to “inverse”?
a. redo
b. opposite
c. delete
d. interchange

2. What is the inverse of f(x) = x + 36?

a. 𝑓(𝑥) = 𝑥 b. 𝑓(𝑥) = 36𝑥
36
c. 𝑓(𝑥) = 𝑥 − 36 d. 𝑓(𝑥) = −𝑥 − 36
3. What is the inverse of (𝑥) = ?
25
a. 𝑓(𝑥) = 𝑥 + 25 b. 𝑓(𝑥) = 25𝑥
c. 𝑓(𝑥) = 𝑥 − 25 d. 𝑓(𝑥) = −25𝑥

4. What is the inverse of (𝑥) = −3𝑥?

a. 𝑓(𝑥) = 𝑥 + 3 b. 𝑓(𝑥) = − 𝑥
3
c. 𝑓(𝑥) = 𝑥 − 3

5. What is the inverse of (𝑥) = 𝑥 − 10?

a. 𝑓(𝑥) = 10 + 𝑥 b. 𝑓(𝑥) = −10𝑥
c. 𝑓(𝑥) = − 𝑥 d. 𝑓(𝑥) = −(𝑥 − 10)
10

Quarter 1 – Module 14: Domain and Range of Inverse Functions

ACTIVITY 25: (PRE-ASSESSMENT)
Direction: Choose the letter of the best answer and circle it.

1. What do you call to the set of all allowable values of the independent variable?

a. Range c. Real Numbers

b. Domain d. Inverse Function

2. Which of the following is not allowed as the value of the independent variable if the function is a
fraction?
 a. zero c. decimal number
b. negative number d. irrational number

3. What is the domain and range of the function (x) = x – 5 ?

a. The domain is all real numbers except -5 and the range is all real numbers except 0.
b. The domain is all real numbers and the range is all real numbers except 0.
c. The domain is all real numbers except -5 and the range is all real numbers.
d. The domain and range are all real numbers

4. What is the inverse of (x) = 3x + 6?

a. 𝑓−1(x) = X c. 𝑓−1(x) = X
3 3
b. 𝑓−1(x) = 3 d. 𝑓−1(x) = 3

𝑥 𝑥

5. Which of the following pairs of functions is NOT the inverse of each other?

a. 𝑓(x) = 2𝑥 + 5 𝑎𝑛𝑑 𝑔(𝑥) = 2𝑥 − 5 c. 𝑓(x) = 𝑥 − 3 𝑎𝑛𝑑 𝑔(𝑥) = 𝑥 + 3

b. 𝑓(x) = 3𝑥 𝑎𝑛𝑑 𝑔(𝑥) = x d. 𝑓(x) = 𝑥 + 2 𝑎𝑛𝑑 𝑔(𝑥) = 𝑥 − 2
3

LESSON 14: Finds the Domain and Range of an Inverse Function

 Recall that a function has an inverse if and only if it is one-to-one and every one-toone function
has a unique inverse function.
 Below are the steps in solving for the inverse of a function:
a. Write the function in the form y=f(x);
b. Interchange the x and y variables;
c. Solve for y in terms of x;
d. Replace y by 𝑓−1 (x);
e. Verify if f and 𝑓−1are inverse functions.

Example 1: Find the inverse of (𝑥) = 3𝑥 − 8.

Solution:
The equation of a function is y = 3x – 8.

Interchanging the x and y variables, we get x = 3y – 8.

Solving y for x: 3y = x + 8

x
𝑦=

Therefore, the inverse of (𝑥) = 3𝑥 − 8 𝑖𝑠 𝑓−1(𝑥) = x

To verify if f and 𝑓−1 are inverse functions:

[𝑓−1(𝑥)] = 3(x )−8 𝑓−1[𝑓(𝑥)] =

3
3x
=x+8 =
 =x =x

Therefore, 𝑓−1is the inverse of f.

Example 2: Find the inverse of f(x)

Solution:

The equation of a function is y =

Interchanging the x and y variables, we get x = Solving y

for x: 2𝑦 = 𝑥2 − 1

𝑥2−1
y=
2

−
1

(
𝑥
)
=
𝑥
2
−
1
Therefore, the inverse of 𝑓 𝑖𝑠 𝑓

To verify if f and 𝑓−1 are inverse functions:

𝑓 𝑓

=x =x

Therefore, 𝑓−1is the inverse of f.

ACTIVITY 26: ASSESSMENT

Direction: Choose the letter of the best answer and circle it.

1. What do you call to the resulting y-values after we have substituted in the possible x - values?

a. Range c. Real Numbers

b.Domain d. Inverse Function

2. Which of the following is not allowed as the value of the independent variable under the square root
sign?
a. zero c. decimal number
 b. negative number d. fraction

3. What is the domain and range of the function (x) = 5x + 2?

a. The domain is all real numbers except 2 and the range is all real numbers except 0.
b. The domain is all real numbers and the range is all real numbers except 0.
c. The domain is all real numbers except 2 and the range is all real numbers.
d. The domain and range are all real numbers.

4. What is the inverse of (x) = 9x +5 ?

a. 𝑓−1(𝑥) = x−5 c. 𝑓−1(𝑥) = x+5
9 3
b. 𝑓−1(𝑥) = 9 d. 𝑓−1(𝑥) = 9 x−5 x+5

5. Which of the following pair of functions is NOT the inverse of each other?

a. 𝑓(x) = 5𝑥 𝑎𝑛𝑑 𝑔(𝑥) = x c. 𝑓(x) = 1 𝑎𝑛𝑑 𝑔

5 𝑥𝑥

b. 𝑓(x) = 2 − 3𝑥 𝑎𝑛𝑑 𝑔(𝑥) = 2 −x d. 𝑓(x) = 𝑥2 𝑎𝑛𝑑 𝑔

3

Quarter 1 – Module 15:

Solving Real-life Problems Involving Inverse Functions

ACTIVITY 27: (PRE-ASSESSMENT) Direction:
Choose the letter of the best answer and circle
it.
LESSON 15: Solving Real-life Problems Involving Inverse Functions
 For you to complete the table of values, you need to evaluate the function. After completing
the table of values you can now sketch the graph of the function and its inverse.
 Remember, that the domain of the original function is the range of the inverse function and
the range of the original function is the domain of its inverse.
 Take note, that the graph of the inverse function is the reflection of the graph of the original
function about the line y = x.

How important the knowledge of conversion of currency in real-life situations?

 If you are aware of the exchange rate, it is an advantage for you to choose the right institution
or establishment for your money. You can calculate the amount you will receive as the less or
high value after the currency is converted depending on the current exchange rates.
 The inverse function is a function that switches the input and the output. But, not all functions
have inverse functions. The reverse process performed by any function f(x) is called inverse
of f(x). It means that the domain of the original function is the range of the inverse function
and that the range of the original function is the domain of the inverse function.
The graph of the inverse is the reflection of the graph of the original function. The axis of
symmetry is the line y = x.
Steps in finding the inverse of a function is given below To
find 𝑓−1(𝑥):
1. Replace f(x) with y.
2. Interchange x and y
 3. Solve for the new y from the equation in Step 2
4. Replace the new y with 𝑓−1(𝑥) if the inverse is a function
For better understanding, study the examples below and reflect on the different steps to
solve real-life problems involving inverse function.
Example 1:
Andreau and his friend are playing a number - guessing game. Andreau asks his friend to
think a positive number, then add four to the number. Next, square the resulting number, and
multiply the result by 3. Finally, divide the result by 2. If you are his friend and you get a result of 50,
(a) write an inverse function that will give you the original number and (b)
determine the original number.
Solutions:
To find the inverse, you need first to represent a model for the situation
Let x be the number that you think of x + 4 represents the
statement “add four to the number”
(𝑥 + 4)2represents the statement “square the resulting number”
3(𝑥 + 4)2represents the statement “multiply the result by 3”
3(𝑥+4)2
represents the statement “divide the result by
2” 2 Therefore, the model for the situation is 𝑓(𝑥) = 3
(𝑥+4)2

2
To find the inverse.

𝑦 Write f (x) as y

𝑥 Interchange x and y
2𝑥 = 4(𝑦 + 3)2Multiply both sides by 2

Multiply both sides by

Get the square root of both sides

𝑦 Apply the addition property of equality

Therefore, the inverse of the function is 𝑓

(b) To find the original number, use the inverse of the function 𝑓
and evaluate𝑓−1(50)

𝑓
𝑓
𝑓−1(50) = 5 − 3
𝑓−1(50) = 2
 Therefore, the original number is 2.

EXAMPLE 2:

(b) x is the total monthly cost of the service, and 𝐶−1(𝑥) is the number of songs
downloaded.
(c) 15 songs downloaded if a member’s monthly bill is ₱3,813.75

ACTIVITY 28: ASSESSMENT

Direction: Choose the letter of the best answer and circle it.
Lesson

4 The Classification of Rocks

How can we classify rocks?

Would it be by color, hardness, texture, density or other physical properties? Is

it by chemical composition? You may have a little knowledge that rocks can be
Igneous, Sedimentary or Metamorphic. But how did geologists come into these three
classifications? What do you think was their basis for classification?

Rock is a naturally occurring solid aggregate of minerals sometime with

nonmineral solid particles

Classification of Rocks
Igneous rocks or magmatic rocks are formed through the cooling and
solidification of magma or lava. Igneous rock can be classified into:

Intrusive igneous rocks.

This type of igneous rock is formed from solidification of magma below the
surface They have large crystals of minerals that formed overtime through slow
process of crystallization in a magma. Granite, diorite, gabbro, pegmatite, and
peridotite are example of this type of rock.

Granite

Extrusive igneous rocks.

This type of igneous rock is formed through faster rate of solidification of lava
on the surface of Earth. They can become glassy in appearance due to less
crystallization or vesicular like Scoria, due to the air that was trapped inside when
they solidified and formed on the surface of the earth. Other examples of this type of
rock are andesite, basalt, dacite, obsidian, pumice, rhyolite and tuff.
 Sedimentary rock is formed by the
deposition and cementation of mineral
or organic particles on the floor of oceans and
other bodies of water at the Earth surface.
Sedimentary rocks can be classified into clastic,
chemical and organic.
Scoria
Clastic sedimentary rock. It is formed from the mechanical weathering debris of
rocks.

Sandstone

Examples are breccia, conglomerate, sandstone, siltstone, and shale.

Chemical sedimentary rock. It is formed when dissolved materials precipitate from

solution. Examples of these are rock salt, iron ore, chert, flint, some dolomites.

Organic sedimentary rock. Formed from the build-up of plant or animal debris.

Metamorphic rock forms from existing rock types called “parent rock” in the process
called metamorphism, which means change in form. The original rock which can be
an igneous, sedimentary or another metamorphic rock is subjected to heat and
pressure, causing a profound chemical or physical change. Metamorphic rocks can be
further classified into:

Foliated metamorphic rocks. Formed through pressure due to compression of rocks

that create bands called foliation. Examples are gneiss, phyllite, schist, and slate.

Nonfoliated metamorphic rocks. It has no foliation or bands. Examples of this type

are hornfels, marble, quartzite, and novaculite.
 Marble
Activity
Directions: Identify the term that is being defined in the following statements.

1. _______________ is a naturally occurring solid aggregate of minerals and

sometime with nonmineral solid particles.

2. Rocks can be classified based on _______________.

3. _______________are formed through solidification or crystallization of molten

materials such as magma and lava.

4. _______________ are formed through compaction and cementation of sediments

and other materials usually under the ocean or other bodies of water.

5. _______________ are formed either by heat such those near a magma chamber or
by pressure such those in the area with compression of rock layers.

6. Granite is an example of _______________ with visible large crystals because it

solidified underneath the Earth surface.

7. Sandstone is an example of _______________ rock from compaction and

cementation of sand under the ocean.

8. Marble is an example of _______________that has been formed due to heat and

appears physically different from its parent-rock called _______________.

9. Igneous rock can be classified into ______________ and ____________________.

10. __________________ metamorphic rock contains bands and ________________

metamorphic rocks do not have bands.

11. Sedimentary rocks can be grouped according to _______________,

___________________ and ____________________.

12. ___________________ formed from the mechanical weathering debris of rocks.

13. Chemical sedimentary rocks are formed when ______________________________.

14. ___________________ are formed from the debris of plants and animals.

15. ____________________ are metamorphic rocks that has no foliation.

Assessment
Directions: Choose the letter of the best answer.
1. Ava collected samples of sedimentary rocks from the riverbank of
Pansipit. She grouped the rocks according to their characteristics. On the first
group, she observed attached shells on the samples. While on the second
group, she observed pebbles attached on it. What type of sedimentary rocks did
Ava collect from the riverbank?

a. The first group is clastic sedimentary rocks while the second is

chemical sedimentary rock.

b. The first group is clastic sedimentary rocks while the second is

organic sedimentary rock.

c. The first group is chemical sedimentary rocks while the second is

clastic sedimentary rock.

d. The first group is organic sedimentary rocks while the second is

clastic sedimentary rock.

2. Which of the following describes a rock?

1. Solid 2. Heavy 3. Naturally occurring 4. Aggregate of minerals

a. 1, 2 and 3 c. 1, 2 and 4

b. 1, 3, and 4 d. 2, 3 and 4

3. Which of the following is a classification of sedimentary rock?

a. intrusive rock c. chemical rock

b. foliated rock d. non foliated rock

4. A rock sample was recovered from Taal Volcano Island by a local. The
resident volcanologist was on site and identified the rock was formed from the
material ejected by the volcano during its eruption. He further observed that
the rock sample had glassy appearance. What type of rock did the local
recover?

a. Extrusive rock c. Metamorphic rock

b. Intrusive rock d. Sedimentary rock

5. Which of the following statement is not true about metamorphic rocks?

a. It is formed from plant and animal debris.

b. It is formed when subjected to high heat and pressure.

c. Schist, phyllite and gneiss are examples of sedimentary rocks.

d. Foliated and non-foliated are classification of sedimentary rocks.

6. While walking at the beach, Angela found a rock sample with a crystal
white appearance which according to her friend was halite – a rock salt. What
type of rock did she find?

a. Clastic rock c. Metamorphic rock

b. Chemical rock d. Organic rock

7. When magma solidifies on the surface of Earth, what possible igneous
rock may be formed?

a. gabbro b. granite c. peridotite d. scoria

8. Obsidian is rock formed through fast solidification on air when a volcano

erupts. What type of rock is obsidian?

a. Extrusive igneous rock c. Intrusive igneous rock

b. Extensive igneous rock d. Intensive igneous rock

9. Rinzen found an igneous rock from the school ground. Out of curiosity,
she strongly hit the rock sample by a hammer and found out that it had a
glassy appearance. What is the correct inference on the formation of the rock
sample?

a. It formed overtime through slow process of crystallization beneath

the surface of the Earth.

b. It formed overtime through fast process of crystallization beneath

the surface of the Earth.

c. It formed overtime through slow process of crystallization at the

surface of the Earth.

d. It formed overtime through fast process of crystallization at the

surface of the Earth.

10. Which type of rock contains plants’ and animals’ remains?

a. Chemical rock c. Foliated rock

b. Clastic rock d. Organic rock

11. Which of the following statements is not true about igneous rocks?

a. It formed crystals.

b. It is formed from magma.

c. It can become glassy in appearance.

d. It can be formed from an existing rock.

12. Which of the following is excluded from the group?

a. gabbro b. granite c. pegmatite d. Shale

13. In spite of intense heat and pressure, nonfoliated rocks did not formed
bands. Which of the following rocks are nonfoliate?

a. Gneiss b. marble c. phyllite d. slate

14. Which of the following rock contains less crystals?

a. diorite b. granite c. pegmatite d. rhyolite

15. Which group of rocks formed from precipitate of dissolved materials?

a. Clastic rock c. Foliated rock

 b. Chemical rock d. Organic rock

Lesson
Minerals Important to
5 Society

Minerals are important to society. In small scale, let’s think of some ways that
will help you to realize that you are actually using them every day.

In households, we use toothpaste that contains fluoride from fluorite mineral.

Face powder contains talc – the softest mineral. In the kitchen, salts are commonly
used to enhance the flavor of our food. Kitchen utensils like casserole are made of
aluminum – a light and durable metal, and stainless wares that contains mostly of
iron, chromium and carbon. Moreover, minerals such as silicon, silver and gold are
used as components of gadgets like cellphones and computers. Copper is the mostly
used electrical wiring because it is less expensive.

In construction, skyscrapers that tower up to 50 stories high, use durable

minerals like iron steel – a combination of iron and carbon and concrete that contains
limestone, lime and chalk that make them strong and stand still against strong
wind and earthquake. They also use glass made mainly of quartz and silica. Floors are
made up of granite and marbles. Aluminum are used in window and door panels.

In taking care of our dental health, Dentists use many tools appropriate for a
purpose. Titanium is a strong but very light metal that is used for teeth transplant.
There are also lots of other minerals that they use for cleaning and surgery. Examples
are gypsum in plaster cast, and alloys like stainless steel that primarily composed of
iron, chromium and carbon in their tools.

Power plants use minerals to provide us electricity and energy. In nuclear

power plant, radioactive minerals like Uranium is used as source of heat energy to run
a nuclear reactor. Likewise, coal power plants also use mineral coal to generate
electricity. On the hand batteries for electric cars need minerals like nickel, copper,
and lithium.

In agriculture, NPK Fertilizers contain vital minerals for the plant to grow
healthy. These minerals include Nitrogen, phosphorous and potassium. Moreover,
minerals like lime are also used to lower the acidity of the soil.

For our health, the pharmaceutical industry manufactures supplements that

contain many essential minerals that keep us strong and healthy like Calcium,
Magnesium and Zinc.

On the other hand, minerals can also cause harm among humans. Talc might
contain asbestos that can cause certain cancer which is why some cosmetic
companies discontinue using it. Nuclear power plant that uses radioactive minerals
produces radioactive waste. Burning of coals releases high amount of carbon dioxide
and other gases that contributes to the global warming. Over using of synthetic
fertilizer causes eutrophication of bodies of water
Activity

A. Direction: Complete the table below.

GIVE
ME Sector

1 Mineral used in Energy 1.

1.
2.
1.
2.
3.
1.
2.
3.
4.
1.
2.
3.
4.
5.

B. Direction: Give the uses of the following minerals in the society.

Mineral Uses/Importance
Halite (Salt)

Granite

Quartz

Gold

Aluminum

Assessment

Multiple Choice: Choose the letter of the best answer.

1. Nutrients are essential substances needed by plant to grow. However,

due to improper farming essential nutrient are depleted in soil. That is why,
farmers use fertilizer to supplement the minerals lost. What are the
components of fertilizers?

a. aluminum, iron and copper

b. potassium, nitrogen, and carbon

c. calcium, magnesium and potassium

 d. potassium, phosphorus, and nitrogen

2. Which of the following minerals is used as additive for different cosmetic

materials like face powder?

a. Charcoal b. Coal c. Rock Salt d. Talc

3. Titanium is a light, durable and non-allergenic metal. In which industry

is it not suitable for use?

1. Agriculture

2. Energy production

3. Medical industry

4. Plastic making industry

a. 1, 2 and 3 b. 1, 2 and 4 c. 1, 3 and 4 d. 2, 3 and 4

4. In the era of climate change awareness due to air pollution caused by

fossil fuel operated vehicles, inventors developed electric powered car. This car
uses batteries as energy storage. What are the mineral components of these
batteries?

a. Nickel, copper and lithium c. Nickel, lithium and zinc

b. Nickel, copper and zinc d. Nickel, silver and zinc

5. Which of the following minerals is usually used in households to

enhance food taste?

a. Charcoal b. Coal c. Rock d. Salt Talc

6. Iron is a corrosive metal and forms rust once exposed to air. Manufacturers
use stainless steel in making safe kitchen wares. Which primary mineral is
combined with iron and carbon to form stainless steel?

a. Chromium b. Nickel c. Silicon d. Titanium

7. Which of the following semi metallic minerals is mostly used as electrical

components for gadgets and computers?

a. antimony b. boron c. germanium d. silicon

8. Nuclear energy is one of the cleanest and efficient energy sources. Which
of the following minerals is used as a source of this type of energy?

a. Calcium b. Chromium c. Titanium d. Uranium

9. Which of the following metals are mainly used as aircraft components

because of their lightness and durability?
a. Aluminum b. Chromium c. Titanium d. Uranium

10. Tooth extraction leaves an empty gum that affects an individual’s

speaking and eating ability. To address this problem, dentists use light metallic
mineral to implant tooth on the affected gum. What metallic mineral is used by
the dentists?

a. Aluminum b. Calcium c. Titanium d. Uranium

11. What mineral is important in making toothpaste to fight tooth decay?

a. Calcium b. Chlorite c. Fluorite d. Fluoride

12. What are the minerals that composed glasses which are also used to
produce kitchen wares?

a. Quartz and nickel c. Silica and chromium

b. Quartz and silica d. Silica and nickel

13. What organic mineral are used as a source of energy by some power
plants in the Philippines?

a. charcoal b. chromium c. coal d. uranium

14. Silver is more conductive than copper. In spite of this, why do you think
silver is not commonly used in electrical wiring?

a. Silver is harder than copper.

b. Silver is more malleable than copper.

c. Silver is more abundant than copper.

d. Silver is more expensive than copper.

15. Which of the following mineral can reduce soil’s acidity?

a. Coal b. Gypsum c. Lime d. Quartz

 Module 4 Module 5
Module 4
Activity 1. D
1. D
2. B 2. D
1. Rock
3. C 3. A
2. Formation
4. A 4. A
3. Igneous
5. A 5. C
4. Sedimentary
6. A 6. A
5. Metamorphic
7. D 7. D
6. Intrusive
8. A 8. D
7. Sedimentary
9. D 9. A
8. Metamorphic
10. D 10. C
9. Intrusive-
11. D 11. C
extrusive
12. D 12. B
10. Foliated-non-
13. C 13. C
foliated
14. D 14. D
11. Clastic-
15. B 15. C
chemical-
organic
12. Clastic
13. Dissolved
materials
precipitate
from solution
14. Organic
15. Non-foliated
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Why is Earth ca lle d “the living pla ne t?”

A. It sustains life. C. It has water at the surface B. It has

atmosphere D. All of the above

2. Which among the set of planets are called terrestrial?

A. Jupiter, Neptune, Uranus

B. Mercury, Venus, Mars, Earth

C. Earth, Venus, Mars, Jupiter

D. Jupiter, Saturn, Uranus, Neptune

3. What makes the planet Earth habitable compared to other planets?

A. It has soil. C. It has people.

B. It has trees. D. It has liquid water.

4. What makes planet Earth habitable?

A. It has comfortable distance from the sun.

B. It has atmosphere that protects from radiation.

C. The atmosphere holds carbon dioxide and other gases.

D. All of the above

5. Why is Earth called a terrestrial planet?

A. It has life C. It is farther from the sun

B. It is closest to the sun D. It is placed at almost the middle planets

Lesson
Origin and Structure of
1the Earth- Planet Earth
Earth is the only planet in the solar system known to harbour life. Our planet has a
molten nickel-iron core which gave rise to an extensive magnetic field, which, along
with the atmosphere, shields us from harmful radiation coming from the Sun. In this
module, you will understand why this planet is called the “living planet.”
 What’s In

Just a part of the vast universe is the solar system. From the previous concepts
learned, identify the planets in the solar system in the given illustration.

Question: What do you think are the characteristics of the planet Earth that make it
different from all the other planets?
 What’s New

Earth: A Habitable Planet

Read the document carefully and answer the questions that follow

Table 1. Factors that make a planet habitable

Factors that

make a

Temperature Low temperatures Life seems to be At about 125oC, protein Surface: only the Earth’s

influences how cause chemicals to limited to a and carbohydrate surface is in this temperature

quickly atoms react slowly, which temperature range of molecules, and the genetic range. Sub-surface: the interior

and molecules interferes with the -15oC to 115oC. In material (e.g., DNA and of the solid planets and moons

move. reactions necessary for this range, liquid RNA) start to break apart. may be in this temperature

life. It can also cause water can still exist Also, high temperatures range.

the freezing of water, under certain cause the quick

making liquid water conditions. evaporation of water.

unavailable.

Atmosphere Small planets and Earth and Venus are Venus’s atmosphere is Of the solid planets and

moons have the right size to hold 100 times thicker than moons, only Earth, Venus, and

insufficient gravity to a sufficient Earth’s. It is made almost Titan have significant

hold an atmosphere. atmosphere. Earth’s entirely of greenhouse atmospheres. Mars’

The gas molecules atmosphere is about gasses, making the atmosphere is about 1/100th

escape to space, 100 miles thick. It surface too hot for life. that of Earth’s, too small for

leaving the planet or keeps the surface The four giant planets are significant insulation or

moon without an warm and protects it completely made of gas. shielding.

insulating blanket or a from radiation and

protective shield. small- to medium-

sized meteorites.

Energy When there is too little With a steady input Light energy is a problem Surface: The inner planets get

sunlight or too few of of either light or if it makes a planet too too much sunlight for life. The
 the chemicals that chemical energy, hot or if there are too outer planets get too little.

provide energy to cells, cells can run the many harmful rays, such

such as iron or sulfur, chemical reactions as ultraviolet. Too many

organisms die. necessary for life. energy-rich chemicals is and moons have energy-rich

not a problem chemicals.

Nutrients used to Without chemicals to All solid planets and Too many nutrients are not a Surface: Earth has a water cycle, an

build and make proteins and moons have the same problem. However, too active atmosphere, and volcanoes to

maintain an carbohydrates, organisms general chemical a circulation system, such as circulate nutrients. Venus, Titan,

organism’s body. cannot grow. Planets makeup, so nutrients the constant volcanism on Io, and Mars have nutrients and

without systems to deliver are present. Those with Jupiter’s moon, Io, or the ways to circulate them to

nutrients to its organisms a water cycle or volcanic churning atmospheres of the organisms.

(e.g., a water cycle or activity can transport gas planets, interferes with an

volcanic activity) cannot and replenish the organism’s ability to get

support life. Also, when chemicals required by enough nutrients. with sub-surface water or molten

nutrients are spread so living organisms. rock can circulate and replenish

thin that they are hard to nutrients for organisms

obtain, such as on a gas

planet, life cannot exist.

Factors that make a planet habitable. National Science Foundation,

n,d.http://www.lpi.usara.edu/education/explore/our_place/hab_ref_table.pdf

Question:

1. What are the factors that make the planet habitable?

2. What are the characteristics of planet Earth that makes it habitable?

 What is It

Earth is the only place in the known universe confirmed to host life and is the only
one known for sure to have liquid water in the surface. These are reasons why
planet earth is a unique one: (1) It has liquid water; (2) Plate Tectonics; and (3) It
has atmosphere that shelters it from the worst of the sun’s rays.

Earth is the only planet in the solar system that has a large amount of liquid water.
About 70% of the surface of the Earth is covered by liquid or frozen water. Because of
this, Earth is sometimes called “blue planet.” Planet Earth is habitable because it has
the right distance from the sun. It is kept warm by an insulating atmosphere, and it
has the right chemical ingredients for life including water and carbon. It can provide
water, oxygen, useful biological products for human, and has suitable weather and
climate.

Earth, Venus, and Mars may have similarities: (1) They all are terrestrial planets,
made of solid rocks and silicates; (2) They all have an atmosphere; (3) They all
almost have the same time to rotate on their axes; (4) Earth and Mars both have
water; (5) They all have carbon dioxide; and (6 All have landforms. Earth, Venus,
and Mars have differences: (1) Venus has no water; (2) Venus and Mars don’t have
oxygen; and (3) Earth has life forms.

What’s More

Activity 1.1 Understanding Planet Earth

Compare and Contrast

How is planet Earth similar and different from Venus and Mars? Provide possible
explanations for your observations using the information in the table.
VENUS EARTH MARS

Mass (1024kg) 4.87 5.97 0.642

Diameter (km) 12,104 12,756 6792

Density (kg/m3) 5243 5514 3933

Gravity (m/s2) 8.9 9.8 3.7

Escape Velocity (km/s) 10.4 11.2 5

Surface pressure (bars) 92 1 0.01

Composition of atmosphere 96% CO2, 3.5% N 77%N, 21% O2, 1%Ar 95%CO2, 2.7%N, 1.6%Ar

Major Greenhouse Gases(GHG) CO2 CO2 H2O CO2

Mean Temperature (0C) 464 15 -65

Temperature if no greenhouse gases are -46 -18 -57

present

Changes in Temperature (0C) due to +523 +33 +10

greenhouse gases

Distance from the Sun (106km) 108.2 149.6 227.9

Orbital Period (days) 224.7 365.2 687

Orbital Velocity (km/s) 35 29.8 24.1

Length of day (hours) 2802 24 24.7

Global Magnetic Field No Yes No

Comparison of the features of Venus, Earth, and Mars

(National Aeronautics and Space Administration, 2015)

 What I Have Learned

1. Planet Earth is considered habitable because of the following reasons: (1) it has
the right distance from the sun; (2) it is protected from harmful solar radiation
by its magnetic field; (3) it is kept warm by an insulating atmosphere; and (4) it
has the right amount of ingredients for life, including water and carbon.

2. Earth is different from other planets in a way that it is the only planet with
liquid water on the surface.

a. Earth, Venus, and Mars may have similarities: (1) They all are terrestrial
planets, made of solid rocks and silicates; (2) They all have an atmosphere;
(3) They all almost have the same time to rotate on their

axes; (4) Earth and Mars both have water; (5) They all have carbon dioxide;
and (6) All have landforms.

a. Earth, Venus, and Mars have differences: (1) Venus has no water; (2)

Venus and Mars don’t have oxygen; and (3) Earth has life forms.

What I Can Do

“Terraforming Mars”

Can man change or adjust Mars’ environment to make it more suitable for human
habitation? How?

List down your answer on the table.

4
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. What makes planet Earth different from the other planets in the solar system?

A. It supports life. C. The atmosphere holds gases.

B. It is mostly covered in water. D. All of the above

2. Which best describe planet Earth?

A. It has people that live in it.

B. It has soil where trees grow.

C. It has trees that provide oxygen.
D. It has liquid water in the surface.
3. What makes planet Earth a “house” for living organisms?
A. It has comfortable distance from the sun.

B. The atmosphere serves as shields from the sun.

C. Only A

D. Both A and B
4. Which is not true in a comparison between Mars and Earth?
A. It has life mechanism.

B. It has water and atmosphere.

C. It has carbon dioxide in the atmosphere.
D. It has atmosphere that supports oxygen.
5. Which must be provided for an organism to survive in planet Earth?
A. Mars has larger isolated shield volcanoes than Earth

B. Mars likely cooled more slowly than Earth.

C. Unlike Earth, there are ices on the polar caps of Mars.
D. Unlike Earth, liquid water has not yet been detected on Mars.
 Answer Key

D.15
D.15
C.14
A.14
D.13
D.13
D.12
D.12
D.11
D.11
D.10
D.10
D .9
than .Earth D .9
B .8
A .8
A .7 .Earth Mars is colder
D .7
D .6
Venus is hotter than D .6
B .5
B .5
B .4
thin atmosphere. D .4
D .3
B .3
D .2 Earth, while Mars has
B .2
D .1
almost dense as D .1
Assessment
What I Know
atmosphere which is

Venus has very thick

What's More
 Lesson

Earth – The Subsystem

Earth is sometimes called the “water planet” or the “blue planet” because seas cover
more than two-thirds of its surface. Earth is the only planet or moon in the solar
system with rain that falls from clouds, runs over the land, and collects in extensive
oceans. It is also the only body we know that supports life. This self-learning module
will help you understand the subsystem of the planet where you stand right now.

What’s New

Subsystems of the Earth

Analyze and label the given picture. From the picture, create a general concept on
each picture and identify the physical characteristics of the subsystem of the Earth.
Differentiate one with the other.
 (A) (B) (C) (D)

What is It

Subsystems of the Earth

The four subsystems of the Earth are:

a. Atmosphere – the gaseous layer above the Earth’s surface primarily

composed of different gases such as nitrogen and oxygen.

b. Biosphere – the zone of the Earth where all forms of life exist. This serves as
the ecosystem of all living and non- living organisms.

c. Geosphere – the solid part of the Earth that consists the entire planet from the
center of the core to the outer crust. It includes core, mantle, and crust of the
Earth.

d. Hydrosphere – the water part of the Earth that includes oceans and glaciers.

What I Have Learned

Subsystems of the Earth

The four subsystems of the Earth are:

2. Atmosphere – it is the gaseous layer above the Earth’s surface, primarily composed
of 78% nitrogen and 21% oxygen. Other gases like argon, carbon dioxide, carbon
monoxide, ozone, and other inert gases made the remaining 1%. The atmosphere
supports life because animals and oxygen, and plants need both carbon dioxide and
oxygen. In addition, the atmosphere supports life indirectly by regulating climate.
Air acts as both a blanket and a filter, retaining heat at night and shielding from
direct solar radiation during the day.
3. Biosphere – the zone of Earth where all forms of life exist: in the sea, on land, and
in water. It is sometimes called as the large ecosystem. This is the zone that life
inhabits. Biosphere is a very thin layer of the earth’s surface.

4. Geosphere – the solid Earth, consisting of the entire planet from the center of the
core to the outer crust. It includes the core, mantle, and crust of the Earth.

5. Hydrosphere – the water part of the Earth which circulates among oceans,
continents, glaciers, and atmosphere. Oceans cover 71% of the Earth and contain
97.5% of its water.

Earth is a complex system made up of many smaller systems through which matter and
energy are continuously cycled. Energy and matter flow through Earth’s spheres:
geosphere, hydrosphere, atmosphere, and biosphere. Energy flows through the
atmosphere mostly by convection. How does matter and energy flow across the four
subsystems of the Earth? The Earth consists of four subsystems, across whose
boundaries matter and energy flows, the atmosphere (air), biosphere (living things),
hydrosphere (water), and geosphere (land). The atmosphere provides the geosphere with
heat and energy needed for rock breakdown and erosion. The biosphere receives gases,
heat, and sunlight (energy) from the atmosphere. It receives water from the hydrosphere
and a living medium from the geosphere.

What I Can Do

The human population has increased rapidly since the 1700’s. For most of human
history, there were fewer than half-billion people on Earth. In mid- 2009, 6.7 billion
people inhabited our planet. Because of these, extensive pollution is everywhere. As a
student, what can you do to save not only a particular system, but the Earth itself?
Write your answer in the table.

MY ENVIRONMENTAL “TO DO” LIST

1.
 Lesson

3 Minerals

Minerals make up the rocks beneath your feet, the soil that supports plants, and the
deep rock of Earth’s mantle. Any thorough study of Earth must include an
understanding of minerals. But it is not sufficient to study minerals isolated from the
rest of the planet. Rather we can learn more by observing the ways that minerals
interact with other Earth systems.

What’s New

Identify the following objects below. Then using the Internet or other possible
sources, determine what type of minerals are present in each of the presented
objects in the table.

1.

2.
 3.

4.

5.

We are using these products made from minerals daily. Graphite is the mineral used in
wooden pencil. Halite is the mineral found in salt. Your cellphone is made up of different
minerals. The cars that we drive, the roads that we travel, the building that we live in,
are some examples of products derived from minerals.

Characteristics of Minerals

Arrange the jumbled letters to find the appropriate criteria to determine whether a
material is classified as a mineral or not.

1. NLTLAURYNGOIRUCC

___________________________- It is a product of Earth’s natural processes.

2. CAIIROGN

___________________________- It must be product of Earth’s physical

processes.

3.SOUENEGOMOH DILOS

___________________________- have definite shape and volume.

4.ENILLATSYRC ESRTRUCUT

__________________________- atoms are arranged in order of

increasing pattern.

e. LMCEHAINOITOCMOPSI

__________________________- represented by chemical formula

__________________________- represented by chemical formula

What is It

What are Minerals?

Minerals are the building blocks of rocks. Mineralogists use the criteria to
determine whether a material is classified as a mineral or not.

Characteristics of Minerals

1. naturally occurring- a product of Earth’s natural processes

2. inorganic- it must be product of Earth’s physical processes.

3. homogeneous solid- minerals should have definite volume and rigid shape
4. definite chemical composition—represented by a chemical formula

5. orderly crystalline structure- atoms of minerals are arranged in an orderly

and repeating pattern

Properties of Minerals

To identify minerals, mineralogists observe the following properties:

a. Color - mineral’s color may change depending on the surface.

b. Streak - color of mineral in powdered form.

c. Hardness - minerals resistance to scratching

Mohs Scale of Hardness (Diamond is the Hardest with a scale of 10)

10 - Diamond

9 - Corundum

8 - Topaz

7 - Quartz

6 - Orthoclase

5 - Apatite

4 - Fluorite

3 - Calcite

2 - Gypsum

1 - Talc

d. Cleavage - mineral’s resistance to being broken and fracture e.

Crystalline structure or habit

f. Diaphaneity/amount of transparency - ability to allow light to pass

through it. This is affected by chemical makeup of the mineral sample. g.
Luster - how light is reflected off a surface

h. Tenacity - describes the minerals reaction to stress.

 Brittleness- a mineral turns into powder

Malleability a mineral can be flattened by pounding with a hammer.

Ductility- A mineral can be stretched into wire.

Flexible but inelastic-Minerals are bent but they remain in the new
position.

Flexible and elastic- Minerals are bent, and they bring back to their

original position.

Sectility- ability of minerals to be sliced by a knife.

Answer Key

structure crystalline.4

Homogeneous.3 solid

Inorganic.2

B 1 Naturally occuring
brittleness .5
vary
Sectility .4
Bridge.5 – answers may
Malleability .3
vary
Luster .2
Car.4 – answers may
Ductility .1
may vary
What's More
Cellphone.3 – answers

Table.2 salt - halite

.1.A Pencil - graphite

What’s New

15 A B.10 B .5

A.14 .9 C C .4

C.13 .8 C A .3

.12 D .7 C B .2

A.11 .6 D C .1

Pre Test/Post test

 Lesson

4 Rocks

Petrology is the scientific study of rocks. Rocks are combined aggregation of minerals.
Petrologist classified rocks based on how they were formed. In general, rocks are
classified as igneous, sedimentary, and metamorphic rock.

What is It

Earth is a solid rock to a depth of 2,900 kilometers, where mantle meets the liquid outer
core. A rock is a naturally occurring solid aggregate of one or more minerals. The
aggregate minerals forming the rocks are held together by chemical bonds. Grains can
be different in color, texture, and sizes. Geologists then group rocks into three categories
based on how the rocks form: igneous sedimentary and metamorphic rock. Petrology
is the scientific study of rocks. Petrologists classify rocks based on how they were
formed.

Three types of Rocks

Igneous- formed from hardening and crystallization of magma or molten material that

originates deep within the earth.

Two types of igneous rock:

A. Extrusive/Volcanic rock - forms when magma makes its way to Earth’s surface

as lava and then cools. The crystals are very small (fine grained) since the cooling
process is fast.
 B. Intrusive/Plutonic - It cools slowly beneath the Earth surface and are created by
magma. The intrusive igneous rocks have very large crystals (coarse grained).

Igneous rocks are classified based on

1. Composition

FELSIC - light in color; feldspar and silicates

MAFIC - dark in color; made up of magnesium and iron

INTERMEDIATE – between mafic and felsic

ULTRAMAFIC - very dark color

2. Texture- overall appearance of

rock Aphanistic - fine grained Phaneritic-
coarse grained

Porphyritic- large crystals with small crystals

Glassy- non-ordered solid from rapid quenching

Pyroclastic- composite of ejected fragments

Examples:

Obsidian, pumice, basalt, granite, diorite, gabbro

Sedimentary rocks provide information about surface conditions that existed in the
Earth’s past.

6. Particles of sand, shells, pebbles, and other fragments of materials called

sediments, accumulate in layers and over long period of time harden into rocks.

7. Compaction-due to increase of pressure of layered sediments it bind together to

form the sedimentary rocks.
 What I Have Learned

Fill in the table below by providing basic information about the types of rocks. You
may refer to the words in the box below.

Igneous Sedimentary Metamorphic

Types

Examples

Process of

formation

WORD LISTS

Lithification pumice clastic

Metamorphism sandstone intrusive

Cooling andesite extrusive

Cementation slate non- clastic

Deposition marble contact

metamorphism
Answer Key

What I have Learned?

Igneous Sedimentary Metamorphic

Types Intrusive Clastic Contact

extrusive Non- Clastic Regional

Metamorphism

Examples Obsidian, Breccia, Limestone

granite conglomerate sandstone

Basalt

pumice

Process Crystallization Compaction metamorphism

involved cooling Lithification

cementation
Lesson Exogenic Processes

The earth’s surface is composed of water and landmasses. The solid portion is made out
of rocks and minerals that could experience changes either physically or chemically.
The weathered materials are transported by different agents from one place to another
and will settle down in a particular area. These progressions that happen are achieved
by forms called exogenic processes. It includes weathering, erosion, and deposition.

Mechanical weathering or physical weathering is the breakdown of rocks into pieces

without any change in its composition. In this process, the size and shape of rocks
changes and this occurs because of the following factors shown in the table below.

Factors Description

Due to tectonic forces, granite may rise to form mountain range.

Pressure After the granite ascends and cools, the overlying rocks and

sediments may erode. At the point when the pressure diminishes,

the rock expands, cools, and became brittle and fractured.

Rocks expand and are fractured when expose to high temperature.

Temperature However, if the temperature drops to 0°C (freezing point of water), it

also expands and causes fracture.

Frost Generally, rocks have fracture in its surface and when water

Wedging accumulates in the crack and at that point freezes, the ice expands

and breaks the rock apart.

The breakdown of rocks is caused by impact and friction. This

Abrasion primarily occurs during collision of rocks, sand, and silt due to

current or waves along a stream or seashore causing sharp edges

and corners to wear off and become rounded.

Organic The roots grow causing penetration into the crack, expand, and in

Activity the long run, break the rock.

Human Activities such as digging, quarrying, denuding forests and

Activities cultivating land contribute to physical weathering.

 Burrowing Animals like rats, rabbits and squirrels excavate into the ground to

Animals create a space for habitation.

Activity 4

9. Identify the factors of physical weathering shown in each picture.

1____________________________________

2. ____________________________________

3. ____________________________________

In chemical weathering, there are changes in the composition of rocks due to the
chemical reactions presented below.
 Chemical Description

Reactions

It occurs in specific minerals which are dissolved in water. Examples

Dissolution of these minerals are Halite (NaCl) and Calcite (CaCO3). The

formation of stalactites and stalagmites in caves are brought about

by this chemical reaction.

Hydrolysis Rock-forming minerals like amphibole, pyroxene, and feldspar react

with water and form different kinds of clay minerals.

It is the response of oxygen with minerals. If the iron oxidizes, the

reaction.

ii. Analyze each picture. Identify the chemical reaction that causes chemical
weathering.

4____________________________________

5. ____________________________________
 Answer Key

.5 hydrolysis

.4 dissolution

II- Chemical weathering

.3 burrowing of animals

.2 human activity

.1 organic activity

I-Physical weathering

Activity 4

What is It

Lesson

6 The Earth’s Internal Heat

Heat energy plays a vital role in our planet. It is one of the extreme factors in what
makes the world livable. If you think of a volcano, you know Earth must be hot inside.
The heat inside of our planet moves continents, build mountains and causes
earthquakes, but where does all this heat inside the earth come from?

Sources of heat in our planet can be identified as Primordial and Radiogenic heat. During
the early formation of the Earth, the internal heat energy that gradually gathered together
by means of dispersion in the planet during its few million years of evolution is called
Primordial heat. The major contribution of this internal heat is the accretional energy –
the energy deposited during the early formation of a planet. The core is a storage of
primordial heat that originates from times of accretion when kinetic energy of colliding
particles was transformed into thermal energy. This heat is constantly lost to the outer
silicate layers of the mantle and crust of the earth through convection and conduction. In
addition, the heat of the core takes tens of thousands of years to reach the surface of the
earth. Today, the surface of the earth is made of a cold rigid rock since 4.5 billion years ago,
the earth’s surface cools from the outside but the core is still made of extremely hot material.

On the other hand, the thermal energy released as a result of spontaneous nuclear
disintegration is called Radiogenic Heat. It involves the disintegration of natural
radioactive elements inside the earth – like Uranium, Thorium and Potassium. Uranium
is a special kind of element because when it decays, heat (radiogenic) is produced.
Estimated at 47 terawatts (TW), the flow of heat from Earth's interior to the surface and
it comes from two main sources in equal amounts: the radiogenic heat produced by the
radioactive decay of isotopes in the mantle and crust, and the primordial heat left over
from the formation of the Earth. Radioactive elements exist everywhere on the earth in
a fairly significant concentration. Without the process of radioactive decay, there would
be fewer volcanoes and earthquakes – and less formation of earth’s vast mountain
ranges.

What’s In

Activity 1: Earth’s Layers

Directions. Label the diagram below with the names of each layers. Include a brief
description of each of the Earth’s layers.

THE STRUCTURE OF THE EARTH

Activity 2: Which of which?

Directions. Identify the sources of internal heat by writing RH for radiogenic heat and
PH for primordial heat. Write your answer on a separate sheet of paper.

____1. Presence of different isotopes of heat producing element in the mantle and

crust.

____2. Internal heat accumulated by dissipation of planet.

____3. Release of accretional energy.

____4. Processes involved in mantle convection.

____5. Release of thermal energy as a result of spontaneous nuclear disintegration.

Sources of Heat and Heat Transfer

Both sources of heat whether primordial or radiogenic undergo heat transfer and
it plays an important role to the continuous changes and development of our planet. In
connection, another part of this module describes the heat transfer in the Earth. Three
processes can transfer heat: conduction, convection, and radiation.

Conduction governs the thermal conditions in almost entire solid portions of the Earth and
plays a very important role in the lithosphere. Its processes happen in the earth’s surface.
Conduction is one of the three main ways that heat energy moves from place to place.
Technically, it can be defined as the process by which heat energy is transmitted through
collisions between neighboring atoms or molecules. Heat from the Earth's core and radiation
from the Sun is transferred to the surface of the Earth by conduction. Contact of the
atmosphere with these warm surfaces transfers thermal energy, which then heats up the
rest of the air through convection.

Convection involves transfer of heat by the movement of mass, which is a more efficient
means of heat transport in the Earth compared to pure conduction. Convection
dominates the thermal conditions in the zones where large quantities of fluids (molten
rocks) exist, and thus governs the heat transport in the fluid outer core and the mantle.
In geological time scale, the mantle behaves as a viscous fluid due to the existence of
high temperatures. In convection current, the mantle of the earth moves slowly because
of transfer of heat from the interior of the earth up to the surface. This result to the
movement of tectonic plates. Hot materials are added at the edges of a plate and then it
cools. At those edges, it becomes dense by its exposure from the heat and sinks into the
earth at an ocean trench. This start the formation of volcanoes.
Radiation is the least important mode of heat transport in the Earth. The process of heat
exchange between the Sun and the Earth, through radiation, controls the temperatures at
the Earth's surface. Inside the Earth, radiation is significant only in the hottest parts of the
core and the lower mantle. When the land and water become warm in summer, they emit
long – wavelength infrared radiation that is readily absorbed by the atmosphere. This
continues during night time too. Convection in the air then spreads out the thermal energy
throughout the atmosphere.

What is It
Activity 5: Fill me up!

Directions. Use the word bank to fill in the gaps in the passage below. Write your
answers on a separate sheet of paper.

Convection Earth’s plates

Plates

The surface layer of the earth is called the ___________________. This layer is

broken up into pieces called ___________________. These __________________ “float” on

the mantle. Heat rising and falling inside the mantle creates current called

_____________________. The ___________________ current move the __________________.

This movement is known as ___________________. The movement of the earth’s plate

causes earthquakes and ___________________.

 Answer Key

RH .5

RH .4

PH .3

PH .2

RH .1
Activity 2

core

Core – Outer and Inner .c

Lower mantle

Mantle – Upper and .b

Continental crust

Crust – Oceanic and .a

Activity 1

What's in

Volcanoes .8

Earthquakes .7

Plate tectonics .6

Convection .5

Convection current .4

Plates .3

Earth’s Plates .2

Crust .1

Activity 4
Lesson Changes in Mineral
Components and Texture of
Rocks (Metamorphism)

This part of the module contains topics about metamorphism. Students must
describe changes in mineral component and texture of rocks due to changes in pressure
and temperature by doing the different activities included in this part of the module.
Likewise, concept about the metamorphism is available for the students reference in
doing each activity incorporated in the procedure.

What’s In

Metamorphism is the change that takes place within a body of rock as a result
of it being subjected to conditions that are different from those in which it is formed. It
is from the Greek word “meta” means change and “morphe” means form.

What is It

Activity: Heat, Pressure and Metamorphism

METAMORPHIC ROCK is formed at the surface of the Earth through the process of
metamorphism with recrystallization of minerals in rocks due to changes in pressure
and temperature conditio
The table below shows the scheme of metamorphic rock identification. It includes key
points on how to classify rocks depending on its type, texture and grain size. Specific
rock samples are also presented with their map symbol. Likewise, compositions of
metamorphic rock are also situated parallel to the type of metamorphism. The three
main factors/agents of metamorphism include heat, pressure and chemically active
fluids. The heat perhaps is the most important factors because it provides the energy to
drive the chemical changes which results in the recrystallization of minerals. The heat
increases as the depth increases.

Pressure just like heat, also increases with depth, and the buried rocks are subjected
to the force or stress. Heat and pressure causes physical changes to buried rocks.
Chemically active fluids enhanced the metamorphic process. Usually, the common
fluid which helps the chemical activity is water containing ions in solution. As the rocks
buried deeply, the water is forced out of the rock and becomes available to aid in
chemical reactions.

Let’s do it!

Directions. Answer the question below by putting a check in the box .

Question: How do temperature and pressure affect the metamorphic rock formation?
(5 points)

If the rocks are buried deep, temperature and pressure will get increased.
 Contact metamorphism creates no-foliated metamorphic rocks.

Magma will bake the surrounding rocks due to difference in temperature.

Deformed rocks with foliation/lineation is brought by pressure and

recrystallization of minerals.

Pressure is the main factor of contact metamorphism

Slate and gneiss are examples of foliated rocks.

What I Have Learned

Directions. Match the statements in column A with the indicated terms in column B.
Write the letter of the correct answer on the blank before each number.

A. B.

______7. A rock sample which

maybe distorted

or stretched
_____1. It is a Greek word which means “change”.

______8. A rock sample with

_____2. It is one of the factors affecting carbon composition.

metamorphic rock which creates ______9. It is formed by great

heat and pressure

lineation.
deep within the
earth.
_____3. Hornfels, marble and _____.
______10.It takes place when
magma introduces
_____4. It is the main factor of contact
great amount of heat into an existing
rock resulting in the recrystallization
metamorphism. and mineral reaction in the rock.

_____5. It is a process of changing

rock formation.

_____6. It has a foliation surface shiny from

microscopic mica crystal.

a. quartzite

b. metamorphism

c. meta

d. regional metamorphism

e. heat

f. pressure

g. phyllite

h. metaconglomerate

i. anthracite

j. metamorphic rock

k. contact metamorphism

Answer Key

.10 K 5.B
.9 J 4.E
.8 I 3. A
.7 H 2. F
.6 G 1.C
What I Have Learned?
 Lesson
Igneous Rocks: How Are
8 They Formed?

Have you tried mountain climbing? Did you notice different rocks in the mountain trail? Do
they look the same? Do they have different colors? Do they have crystals? Do they undergo
same process of formation? Some of you might think that all rocks are just the same,
however if we study it thoroughly, you will be surprised that they are different in terms of
their formation, physical and chemical characteristics.

In your previous lesson, you already learned that rocks can be classified as igneous,
sedimentary, and metamorphic. For this module, we will be focusing on igneous rocks
and how they are formed.

Activity 1. Crossword Puzzle

In the previous lesson, you have learned about metamorphism of rocks. Let us review
first about this before proceeding to the next topic.

Directions. Fill-in the crossword puzzle with the words being described. Match the
number of the sentences to the boxes of placed across or down the grid.

ACROSS

1. It is the change that takes

place within a body of rock as
a result of being subjected to
conditions.

3. It is a type of metamorphic
rock which is formed due to
pressure.

DOWN

2. It is the main factor of

regional metamorphism. 4. It
is a type of metamorphic
rock which is formed due to
heat.

5. It is the main factor of

contact metamorphism.
 What is It
What are igneous rocks?

Igneous rocks are one of the three major categories of rocks. The word igneous is derived
from the Latin word for fire, ignis or ignus.

These rocks are commonly found in the surface and beneath the Earth, specifically in
divergent boundaries, convergent boundaries, subduction zones and hotspots. Not all
igneous rocks have the same physical and chemical characteristics. They differ in the
origin, process of formation, color, density, size of grains, crystals and many more.

How are igneous rocks formed?

Igneous rocks are formed through the process of solidification and crystallization of
molten rocks; magma and lava. When hot, molten rocks reach the surface of the earth,
they undergo changes in temperature and pressure causing them to cool, solidify and
crystallize. Moreover, there are also solidification and crystallization magma beneath the
earth.

What are the types of igneous rocks based on their formation?

In terms of formation, igneous rocks can be classified into two: intrusive and extrusive
rocks. Below is the comparison of these two types.

Table 1. Differences Between Intrusive and Extrusive Rocks

Point of Comparison Intrusive Rocks Extrusive Rocks

Other terminology plutonic rocks volcanic rocks

Location beneath the Earth surface of the Earth

Process of Formation plutonic volcanic

Origin formed from magma formed from lava

Color usually dark usually light colored

Density usually dense usually low density (light)

mafic: magnesium and felsic: feldspar

 cools quickly
Rate of Cooling cools slowly

fine/small or no grains

Size of Crystals large crystals small or no crystals

What are the types of igneous rocks based on composition?

Igneous rocks can also be classified according to their composition. They are
composed of SiO2 or silica. Not all igneous rocks have the same silica content. If
there is oversaturation of silica in the magma, its minerals will precipitate. On the
other hand, if there is undersaturation of silica in the magma, its minerals will not
precipitate and will not be present in the igneous rocks. The viscosity of magma is
also affected because of silica content.

There are four classifications of igneous rocks based on silica content: ultramafic,
mafic, intermediate and felsic.

1. Ultramafic Igneous Rocks

• They have a very low silica content; less than 45% of SiO2.

• Before forming into igneous rocks, its magma has very low viscosity.

• Its color is ranged too black (peridotite) to olive green (dunite).

• Their density is very high.

• They are rich in pyroxene and olivine minerals.

• Examples of these rocks are peridotite and dunite.

2. Mafic Igneous Rocks

They have a low silica content; 45-52% of SiO2.

Before forming into igneous rocks, its magma has low viscosity; more viscous than
ultramafic magma.

They have black color.

Their density is high.

They are composed of pyroxene, calcium-rich plagioclase feldspar

Examples of these rocks are gabbro and basalt.

3. Intermediate Igneous Rocks

They have a high silica content; 53-65% of SiO2.

Before forming into igneous rocks, its magma has intermediate viscosity; more viscous
than the mafic magma.

Their color is gray.

Their density is intermediate.

They are composed of biotite, alkali feldspar and quartz.

Examples of these rocks are diorite and andesite.

4. Felsic Igneous Rocks

They have a very high silica content; more than 65% of SiO2

Before forming into igneous rocks, its magma has high viscosity; more viscous than
the intermediate magma.

They have light color.

Their density is very low.

They are composed of quartz and alkali feldspar.

Examples of these rocks are granite and rhyolite.

Granite Diorite Gabbro Peridotite

Rock types

Composition FELSIC INTERMEDIATE MAFIC ULTRAMAFIC

Light Dark

Color

SiO2 70% 60% 50% 40%

MgO 0.95% 2.5% 15% 48%

Major Quartz Biotite Pyroxene Pyroxene

mineral Alkali Feldspar Alkali Feldspar Plagioclase Olivine

content Quartz Feldspar

Figure 3. Differences of Igneous Rocks based on Composition

Based on the illustration, you will notice the differences of these four classifications of
igneous rocks in terms of their color. Ultramafic has the darkest color and felsic has the
lightest color. To sum, the higher the silica content is, the lighter its c
olor while the lower the silica content is, the darker its color. Thus, amount of silica
affects the color of the rocks.

Composition FELSIC INTERMEDIATE MAFIC ULTRAMAFIC

Rock types Granite Diorite Gabbro Peridotite

Rhyolite Andesite Basalt

Percentage of mineral by volume

1200°
700°C Temperature at which melting starts C

Figure 4. Differences of Igneous Rocks based on Composition in

Relation to Silica Content and Temperature

This is another illustration showing the differences of ultramafic, mafic, intermediate

and felsic igneous rocks; rock types, kind and percentage of minerals; percentage of
silica content; and ranges of temperature.

Felsic has the highest silica content while ultramafic has the lowest silica content. On
the other hand, felsic is exposed to 700 degree Celsius and ultramafic is exposed to
1200 degree Celsius. It means when igneous rock is exposed to extreme high
temperature, its color is darker, while if it is exposed to lower temperature, its color is
light.

What are the types of igneous rocks based on texture?

Igneous rocks have different textures. Texture of a rock is the size and arrangement of
the minerals it contains.

4. Phaneritic texture – Rocks have large minerals (example: granite)

5. Aphanitic texture- The mineral grains are too small to see with the unaided
eye (example: basalt)

6. Vesicular texture – Rocks have many pits from gas escape (example: basalt)

7. Porphyritic texture – Rocks have two (2) distinct grain sizes, large and small
(example: andesite porphyry)

Glassy texture- Rocks do have obvious minera

What I Have Learned

Activity . Complete Me!

Directions. Read the following statements and fill-in the blanks with the correct term
or phrase.

a. The word igneous is derived from the Latin word for _________, ignis or ignus.

b. Igneous rocks are commonly found in the _________and _________ the Earth,
specifically in divergent boundaries, convergent boundaries, subduction zones and
hotspots.

c. Igneous rocks are formed through the process of _________ and _________ of
molten rocks; magma and lava.

d. When hot, molten rocks reach the surface of the earth, they undergo changes in
_________and _________ causing them to _________, _________and _________.
e. In terms of formation, igneous rocks can be classified into two; _________ and

_________ rocks.
Answer Key
.5 heat

.4 contact

.2 pressure

Down

.3 regional

.1 metamorphism

Across

Activity 1

What's in
rhyolite, scoria

.10 basalt, obsidian,

granite

9.gabbro, diorite,

8.large, small or no

7.Slowly, quickly

6..magma, lava

5.intrusive, extrusive

solidify, crystallize

pressure, cool,

4.temperature,

crystallization

3.solidification,

2.surface, beneath

1.fire
 Lesson

1 What is Disaster and

Disaster Risk?

In this module, the learners will hold an understanding about disaster and develop a
firm grasp of a very crucial factor that has direct bearing on disaster and disaster risk.

Philippines: A Country Prone to Natural Disasters

The Philippines has experienced from an inexhaustible number of deadly earthquakes,

volcano eruptions, and other natural disasters. This is due to its location along the Ring of
Fire, a large Pacific Ocean region where many volcanic eruptions and earthquakes occur.

Activity 1: “Count Me In”

Direction: Write five (5) disastrous events in the Philippines in the last five years that
you could still recall.

1. _____________________________________

2. _____________________________________

3. _____________________________________

4. _____________________________________

5. _____________________________________

IT’S A DISASTER

Disaster is "a sudden, calamitous occurrence that causes great harm, injury,
destruction, and devastation to life and property”. It disrupts the usual course of life, causing
both physical and emotional distress such as an intense feeling of helplessness and
hopelessness. A preceding definition of disaster stresses that two elements are affected – life
(whether human or animal) and property. The effects vary – it maybe a minor damage (like
broken windows and doors), major damage (like torn rooftops, collapsed walls), total
destruction (like completely destroyed houses and structures rendering them useless and
inhabitable) and the worst scenario, it can lead to death. (Asian Disaster Preparedness
Center, ADPC, 2012)

According to the Food and Agriculture Organization (FAO, 2008), disaster is “a serious
disruption of the functioning of a community or a society involving widespread human,
material, economic or environmental losses and involving widespread human, material,
economic or environmental losses and impacts, which exceeds the ability of the affected
community or society to cope using its own resources”.
 Any adverse episode or phenomenon can exploit a vulnerability in the affected
population or community to create damage and this awareness will form the basis for an
adequate intervention.

Meanwhile, the United Nations International Strategy for Disaster Reduction defines
disaster as a serious disruption of the functioning of a community or a society involving
widespread human, material, economic or environmental losses and impacts, which exceeds
the ability of the affected community or society to cope using its own resources.

Disasters are often a result of the combination of: the exposure to a hazard; the
conditions of vulnerability that are present; and insufficient capacity or measures to reduce
or cope with the potential negative consequences.

Its impacts may include loss of life, injury, disease and other negative effects on
human physical, mental, and social wellbeing, together with damage to properties,
destruction of assets, loss of services, social and economic disruptions, and environmental
degradation.

Classification of Disasters:
Disasters can be divided into 2 large categories:

A. Natural Disasters – a natural phenomenon is caused by natural forces, such as

earthquakes, typhoon, volcanic eruptions, hurricanes, fires, tornados, and extreme
temperatures. They can be classified as rapid onset disasters and those with progressive
onset, such as droughts that lead to famine. These events, usually sudden, can have
tremendous effects.

B. Man-made - Disasters caused by man are those in which major direct causes
are identifiable intentional or non-intentional human actions.

Subdivided into three categories:

1. Technological/industrial disasters - Unregulated industrialization and

inadequate safety standards increase the risk for industrial disasters.

EXAMPLE: leaks of hazardous materials; accidental explosions; bridge or road

collapses, or vehicle collisions; Power cuts

2. Terrorism/Violence - the threat of terrorism has also increased due to the

spread of technologies involving nuclear, biological, and chemical agents used to develop
weapons of mass destruction.

EXAMPLE : bombs or explosions; release of chemical materials; release of biological

agents; release of radioactive agents; multiple or massive shootings; mutinies
 3. Complex humanitarian emergencies - the term complex emergency is usually
used to describe the humanitarian emergency resulting from an international or civil war. In
such situations, large numbers of people are displaced from their homes due to the lack of
personal safety and the disruption of basic infrastructure including food distribution, water,
electricity, and sanitation, or communities are left stranded and isolated in their own homes
unable to access assistance.

EXAMPLE: conflicts or wars and Genocide the deliberate killing of a large group of
people, especially those of a particular ethnic group or nation

The damage caused by disaster cannot be measured. It also differs with the kind of
geographical location, climate, earth’s specific characteristics, and level of vulnerability.
These determining factors affect generally the psychological, socio – economic, political, and
ethnical state of the affected area.

Risk and Disaster Risk

Risk has various connotations within different disciplines. In general, risk is defined
as “the combination of the probability of an event and its negative consequences” (UNISDR,
2009). The term risk is thus multidisciplinary and is used in a variety of contexts. It is
usually associated with the degree to which humans cannot cope (lack of capacity) with a
situation (e.g. natural hazard).

The term disaster risk refers to the potential (not actual and realized) disaster losses,
in lives, health status, livelihoods, assets, and services which could occur in a community or
society over some specified future time period.

Disaster risk is the product of the possible damage caused by a hazard due to the
vulnerability within a community. It should be noted that the effect of a hazard (of a
particular magnitude) would affect communities differently (Von Kotze, 1999:35).

It can also be determined by the presence of three variables: hazards (natural or

anthropogenic); vulnerability to a hazard; and coping capacity linked to the reduction,
mitigation, and resilience to the vulnerability of a community.

Activity 1.2 FIX ME!!!

Instruction: Arranged the given jumbled letters to identify the correct terminology.
The definition will help you to derive the correct answer. Answering this activity will develop
your visual and analysis skills. Write your answer in your answer sheet.

JUMBLED LETTERS DEFINITION

 A sudden calamitous event, bringing great damage,
1. RTAIESSD
loss, destruction, and devastation.

A path along the Pacific Ocean characterized by active

2. GRNI FO IEFR
volcanoes and frequent earthquakes.

An event causing great and often sudden damage or

3. TALAYMIC
distress.

Shaking of earth caused by waves moving on and below

4. AQRHTEKEAU
the earth's surface.

When lava and gas are discharged from a volcanic vent.

5. ICNLOVAC IPREOUTN

Largest and deepest of Earth's oceanic divisions.

6. CFCPIAI NEAOC

Type of tropical cyclone, or severe tropical storm.

7. OOYNHPT

A natural event such as a flood, earthquake, or

8. LTARUNA RTAIESDS hurricane that causes great damage or loss of life.

9. ETUTODSRCIN A sudden or great misfortune or failure.

Caused by man are those in which major direct

10. NMA EDMA RESTSAID causes are identifiable intentional or non-
intentional human actions.

Assessment
Choose the letter of the best answer.

1. Which of the following is a sudden, calamitous event, bringing great damage, loss,
destruction, and devastation to life and property?

a. disaster

b. hazard

c. phenomenon

d. risk

2. A natural disaster can be a _____________ .

a. phenomenon

b. terrorism/Violence

c. technological/industrial issues

d. complex humanitarian emergencies

 3. All of the following are the effects of disasters EXCEPT ___________

a. can destroy health infrastructure

b. can cause an unexpected number of deaths

c. can have adverse effects on the environment

d. can cause the ability of every specie to reproduce

4. It is also called as the Circum-Pacific belt, the zone of earthquakes surrounding

the Pacific Ocean where about 99% of the world’s earthquake occurs.

a. drought c. subsidence

b. ring of fire d. Bermuda Triangle

5. Which of the following is NOT an example of man-caused hazard?

a. mutiny c. earthquake

b. genocide d. bombs or explosions

6. It is defined as the source of danger and something that may cause injury or harm. It
is also the uncertain course of events in a country.

a. disaster c. risk

b. hazard d. phenomenon

7. Which of the following category is a man-made hazard?

a. storm surges c. Landslide on Mining sites

b. flooded coastal areas d. Oil Spills from shipping boat

8. Which of the following is NOT included in the phases of disaster?

a. recovery phase c. emergency phase

b. planning phase d. preparedness phase

9. A natural disaster where sea waves of local or distant origin that results from large-
scale seafloor displacements associated with large earthquakes, major submarine
slides, or exploring volcanic hazards is called _______

a. earthquake c. tsunami

b. flood d. typhoon
 10. During the initial stage of a disaster, almost all surface means of transportation within
the community are disrupted by broken bridges, roads, and streets that are rendered
impassable by landslides or floods. The restricted mobility of vehicles makes rescue
and other emergency operations doubly difficult. What is this impact/ effect of
disaster?

a. economic impact c. damage to critical facilities

b. social and political impact d. disruption of transportatio

11. Which of the following variables will NOT determine the elements in identifying
disaster risk?

a. coping capacity

b. population explosion

c. vulnerability to a hazard

d. hazard (natural or man-made)

12. There are many impacts of Disaster, on what impact it will fall if a person is suffering
from post-traumatic stress syndrome?

a. physical wellbeing impact c. social wellbeing impact

b. mental wellbeing impact d. none of the above

13. Erica is outside the building. Which action should she do when she feels the ground is
shaking?

a. Stay away from trees, powerlines, post and concrete structures.

b. Move away from steep slopes which may be affected by landslides.

c. If near the shore and feel and earthquake, especially if it’s too strong, move
quickly to higher grounds.

d. All of the above.

14. The potential disaster losses in lives, health statuses, livelihoods, assets, and services,
which could occur in a particular community or a society over some specified future time
period is called _______________.

a. disaster risk c. disaster prevention

b. disaster mitigation d. disaster preparedness

15. Disaster has a great impact on which of the following aspect?

a. Bacteria c. Invention

b. Human d. Technology
 Lesson
Differentiating Risk Factors
1 Underlying Disaster

RISK FACTORS

Disaster risk as defined in the first module, has three important elements such as:

1. Exposure - the “elements at risk from a natural or man-made hazard event

(Quebral, 2016).

2. 2. Hazard-a potentially dangerous physical occurrence, phenomenon or

human activity that may result in loss of life or injury, property damage, social and
economic disruption, or environmental degradation.

3. Vulnerability - the condition determined by physical, social, economic and

environmental factors or processes, which increase the susceptibility of a community to
the impact of hazard (Food and Agriculture Organization of the United nation, FAO 2008).

Reduction of the level of vulnerability and exposure is possible by keeping people and
property as distant as possible from hazards. We can not avoid natural events from
occurring, but we can concentrate on addressing the reduction of risk and exposure by
determining the factors causing disasters.

Risk Factors are processes or conditions, often development-related, that influence the
level of disaster risk by increasing levels of exposure and vulnerability or reducing
capacity.

The following are also taken into consideration when risk factors underlying disaster are
involved:

 Severity of exposure - which measures those who experience disaster firsthand

which has the highest risk of developing future mental problems, followed by those
in contact with the victims such as rescue workers and health care practitioners
and the lowest risk are those most distant like those who have awareness of the
disaster only through news.

 Gender and Family - the female gender suffers more adverse effects. This
worsens when children are present at home. Marital relationships are placed under
strain.

 Age - adults in the age range of 40-60 are more stressed after disasters but in
general, children exhibit more stress after disasters than adults do.

 Economic status of country - evidence indicates that severe mental

problems resulting from disasters are more prevalent in developing countries like
the Philippines. Furthermore, it has been observed that natural disasters tend to
 have more adverse effects in developing countries than do mancaused disasters in
developed countries.

Factors which underlie disasters:

1. Climate Change - can increase disaster risk in a variety of ways – by altering the
frequency and intensity of hazards events, affecting vulnerability to hazards, and changing
exposure patterns. For most people, the expression “climate change” means the alteration
of the world’s climate that we humans are causing such as burning of fossil fuels,
deforestation and other practices that increase the carbon footprint and concentration of
greenhouse gases in the atmosphere. This is in line with the official definition by the
United Nations Framework Convention on Climate Change (UNFCCC) that climate change
is the change that can be attributed “directly or indirectly to human activity that alters the
composition of the global atmosphere and which is in addition to natural climate
variability observed over comparable time periods”

2. Environmental Degradation - changes to the environment can influence the

frequency and intensity of hazards, as well as our exposure and vulnerability to these
hazards. For instance, deforestation of slopes often leads to an increase in landslide
hazard and removal of mangroves can increase the damage caused by storm surges
(UNISDR, 2009b). It is both a driver and consequence of disasters, reducing the capacity of
the environment to meet social and ecological needs. Over consumption of natural
resources results in environmental degradation, reducing the effectiveness of essential
ecosystem services, such as the mitigation of floods and landslides. This leads to increased
risk from disasters, and in turn, natural hazards can further degrade the environment.

3. Globalized Economic Development - It results in an increased polarization between

the rich and poor on a global scale. Currently increasing the exposure of assets in hazard
prone areas, globalized economic development provides an opportunity to build resilience if
effectively managed. By participating in risksensitive development strategies such as
investing in protective infrastructure, environmental management, and upgrading informal
settlements, risk can be reduced. Dominance and increase of wealth in certain regions and
cities are expected to have increased hazard exposure (Gencer, 2013).

4. Poverty and Inequality - Impoverished people are more likely to live in

hazardexposed areas and are less able to invest in risk-reducing measures. The lack of
access to insurance and social protection means that people in poverty are often forced to
use their already limited assets to buffer disaster losses, which drives them into further
poverty. Poverty is therefore both a cause and consequence of disaster risk (Wisner et al.,
2004), particularly extensive risk, with drought being the hazard most closely associated
with poverty (Shepard et al., 2013). The impact of disasters on the poor can, in addition to
loss of life, injury and damage, cause a total loss of livelihoods, displacement, poor health,
food insecurity, among other consequences. Vulnerability is not simply about poverty, but
extensive research over the past 30 years has revealed that it is generally the poor who
tend to suffer worst from disasters (DFID, 2004; Twigg, 2004; Wisner et al., 2004; UNISDR,
2009b).
5. Poorly planned and Managed Urban Development - A new wave of urbanization is
unfolding in hazard-exposed countries and with it, new opportunities for resilient
investment emerge. People, poverty, and disaster risk are increasingly concentrated in
cities. The growing rate of urbanization and the increase in population density (in cities)
can lead to creation of risk, especially when urbanization is rapid, poorly planned and
occurring in a context of widespread poverty. Growing concentrations of people and
economic activities in many cities are seen to overlap with areas of high-risk exposure.

3. Weak Governance - weak governance zones are investment environments in which

public sector actors are unable or unwilling to assume their roles and responsibilities in
protecting rights, providing basic services and public services. Disaster risk is
disproportionately concentrated in lower-income countries with weak governance (UNISDR,
2015a). Disaster risk governance refers to the specific arrangements that societies put in
place to manage their disaster risk (UNISDR, 2011a; UNDP, 2013a) within a broader
context of risk governance (Renn, 2008 in UNISDR, 2015a). This reflects how risk is valued
against a backdrop of broader social and economic concerns (Holley et al., 2011).

Certain factors are related to a survivor’s background and recovery is hampered if

survivors: were not functioning well before the disaster; have no experience dealing with
disasters; must deal with other stressors after the disaster; have low self-esteem; feel
uncared for by others; think they exercise little control over what happens to them; and
unable to manage stress.

More factors contributory to worse outcomes: death of someone close; injury to self or
family member; life threat; panic, horror, or similar feelings; separation from family;
massive loss of property; and displacement.

Assessment
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Which of the following is the process or condition, often development related, that
influence the level of disaster risk by increasing levels of exposure and vulnerability or
reducing capacity?

a. risk factor

b. disaster risk

c. natural hazard

d. man-made hazard

2. Which of the following is NOT an element which causes disaster?

a. exposure

b. hazard

c. risk

d. vulnerability
 e. vulnerability

3. Which of the following BEST describes hazard?

a. loss of life or injury naturally

b. a phenomenon or human activity

c. potentially damaging physical event

d. reduction of vulnerability and exposure

4. Which of the following risk factors BEST describes the cause of COVID19
pandemic?

a. climate change

b. weak governance

c. globalized economic development

d. poorly- planned and managed urban development

5. It refers to the changes that can be attributed “directly or indirectly to human

activity altering the composition of the global atmosphere and additionally to the
natural climate variability observed over comparable periods of time”?

a. deforestation

b. climate change

c. global warming

d. carbon footprint

6. How will reduction of the level of vulnerability and exposure be possible?

a. proper knowledge on disaster risk

b. potentially damaging physical even

c. increase the susceptibility of a community to the impact of hazard

d. by keeping people and property as distant as possible from hazards

7. Which of the following risk factors affect with inequality?

a. poverty
 b. climate change

c. weak governance

d. globalized economic development

8. Unwillingness to assume their roles and responsibilities in governing disaster risk

unit, falls under which of the following risk factors?

a. climate change

b. weak governance

c. poverty and inequality

d. environmental degradation

9. Which among the groups suffer more adverse effects when an earthquake causing
disaster occurs?

a. men and women

b. children and women

c. old persons and women

d. old persons and children

10. The occurrence of landslides in the Philippines is increasing. This kind of disaster
will fall under which of the following risks?

a. poverty and inequality

b. climate change and weak governance

c. climate change and environmental degradation

d. climate change and globalized economic development

 Module 1
Module 1
Activity 1.2
1. A
16. Disaster 2. B Module 2
17. Ring of Fire 3. D
1. A
18. Calamity 4. B
2. C
19. Earthquake 5. B
3. C
20. Volcanic 6. B
4. C
Eruption 7. D
5. C
21. Pacific 8. B
6. D
Ocean 9. C
7. A
22. Typhoon 10. D
8. C
23. Natural 11. B
9. A
Disaster 12. A
10. C
24. Destruction 13. D
25. Man-made 14. A
Disaster 15. B
 Lesson
Stellar Nucleosynthesis:
1 Rise of the Stars!

Stellar Nucleosynthesis
The word “stellar” means star and the formation of elements in the center of the star is called stellar
nucleosynthesis. Carl Sagan said that “We are made of star stuff.” What did he mean by that? If we
know how some important heavy elements were formed same as stars, that maybe a clue.

Look at the diagrams below. These will explain how stars are formed into different stages because of
nuclear fusion (combination of nuclei to form heavier one) among heavy elements.

The diagram shows

the Proton-Proton
Chain reaction in
main sequence star .
This is the process by
which average star
gets their energy and
convert H ydrogen into
Helium. It starts with
p roton and neutron
fused together to form
deuterium. When one
proton collides with
deuterium, Helium-3
is for med. T wo
Helium - 3 collided will
form Helium-4.

Case is different in massive

star or star eight times
larger than solar mass.
They undergo CNO
(Carbon, Nitrogen,
Oxygen) cycle to convert
Hydrogen into Helium. You
can see at the right how
Carbon 12 fused with
proton (H) and form
Nitrogen - 13 . Nitrogen - 13
undergoes beta decay to
form Carbon - 13 . Carbon -
13 captures proton (H) and
Nitrogen 14 is formed.
Nitrogen 14 captures
proton and Oxygen - 15 is
produced. Oxygen - 15
undergoes beta decay and
produces Nitrogen - 15 .
Nitrogen - 15 fused with
proton gives off Helium and
ends up with Carbon - 12 .
Then the process repeats
again.
Tri alpha process happens in red giant star once they leave the stage of
main sequence star. This i s how three Helium - 4 are converted into Carbon.

A star accumulates more mass and continues to grow into red super giant.
Alpha particle fusion happens at its core and creates more heavy elements
until Iron. This is known as the Alpha ladder process.

How do elements heavier than Iron form? As the energy at the

core of the star decreases, nuclear fusion cannot produce
elements higher than Iron. Different pathway is needed for
heavier elements to be formed.
Neutron capture , a neutron is added to a seed nucleus.
Below is the representation of how neutron is captured
and heavier nucleus is formed.
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Which of the following is NOT an evidence of star formation?

a. hydrogen c. infrared Radiation

b. helium d. rocks

2. How is the energy of star produced?

a. By combustion c. by nuclear fission

b. By decomposition d. by nuclear fusion

3. Which phase of star will be created after the end of red giant?

a. black hole c. supernova

b. red super giant d. white dwarf

4. Which is known as the biggest stars in the universe.

a. main sequence star c. red super giant

b. red giant d. white dwarf

5. Which of the following gases are major components of star?

a. carbon and oxygen c. hydrogen and carbon

b. helium and carbon d. hydrogen and helium

6. Which of the following statements is FALSE?

a. The core of red giant star is made up of carbon

b. The average star has shorter life span

c. The more massive the star is the faster it burns its fuel

d. No elements heavier than Iron can be produced in a massive star

7. Which is the first stage of a star’s life cycle?

a. black hole c. protostar

b. nebula d. white dwarf

8. In main sequence star, Hydrogen fuses and converted to Helium. What element is
produced from Helium gas at its core??

a. carbon c. neon

b. iron d. silicon

9. Which is the second most abundant element in the universe?

 a. carbon c. hydrogen

b. helium d. oxygen

10. What object is formed from gas and dust particles which are pulled together by
gravity and no nuclear fusion has happened yet?

a. nebula c. protostar

b. main sequence star d. red supergiant star

11. Who stated that we are made of star stuff?

a. Carl Sagan c. Galileo Galilei

b. Edwin Hubble d. Stephen Hawking

12. Which of the following is the sign that a protostar will transform into the next stage?

a. When the it starts to spin faster

b. When it starts to glow

c. When Hydrogen nuclear fusion begins

d. When it increases temperature igniting the Hydrogen

13. When does a star become unstable?

a. When it runs out of fuel

b. When it contracts and expands

c. When its core is converted to Iron

d. When the outer shell of star is pulled by the gravity from the center

14. Which fusion of elements does Iron come from?

a. carbon fusion c. magnesium fusion
b. neon fusion d. silicon fusion

15. Which is a huge luminous ball of hot gas such as Hydrogen and Helium.
a. comet c. planet
b. moon d. star
Lesson
Physical Sciences: Concept of Atomic
1 Number that Led to the Synthesis of
New Elements in the Laboratory

Elements are made up of tiny particles, the neutron, proton and electron. H and
Helium are the elements that exist in the early beginning. Early in the Big Bang, it was a
tiny elementary particle. As the Universe expanded and cooled, there was a period of
proton-proton chain reaction wherein protons were fuse into Helium. The Universe ran
into a problem. Red giant cores get past this via the Triple-Alpha process, but the Universe
expands right through this possibility and the density/temperature are quickly too low to
synthesis any additional elements.

You learned earlier how all matter in the universe is made from tiny building blocks
called atoms. All modern scientists accept the concept of the atom, but when the
concept of the atom was first proposed about 2,500 years ago, ancient philosophers
laughed at the idea. It has always been difficult to convince people of the existence of
things that are too small to see. We will spend some existence of atoms.

Do you have any idea how the different elements on the periodic table were formed,
known and identified? Let’s have a short review.

There is what we call Big Bang Theory that has some key stages: Singularity,
Inflation, Nucleosynthesis and Recombination: Let us differentiate them. Singularity is a
one-dimensional point which contains a huge mass in an infinitely small space, where
density and gravity become infinite and space-time curves infinitely, and where the laws of
physics as we know them cease to operate. The basic homogeneity in distribution of matter
in the universe was established as a consequence of the first phase of inflation.
Nucleosynthesis was the nuclear fusion and the formation of new nuclei actions in the
early stages of development of the universe. Recombination - the formation of the capture
of free electrons by the cations in a plasma.

Key Points
• The atomic number is the number of protons (positively charged particles) in
an atom.

• Henry Gwyn-Jeffreys Moseley was an English physicist who demonstrated

that the atomic number, the number of protons in an atom, determines most of the
properties of an element.

• In 1919, Ernest Rutherford successfully carried out a nuclear transmutation

reaction a process of transforming one element or isotope into another element.

• In 1925, there were four vacancies in the periodic table corresponding to the
atomic numbers 43, 61, 85, and 87. Elements with atomic numbers 43 and 85 were
synthesized using particle accelerators.

• A particle accelerator is a device that is used to speed up the protons to

overcome the repulsion between the protons and the target atomic nuclei by using
magnetic and electrical fields. It is used to synthesize new elements.

• Elements with atomic numbers greater than 92 (atomic number of uranium)

are called transuranium elements They were discovered in the laboratory using nuclear
reactors or particle accelerators.
 Dmitri Mendeleev created a classification of elements based on their atomic weight.
He found that organizing the elements at the time by their calculated weight demonstrated
a periodic pattern of both physical and chemical properties, such as luster, physical state,
reactivity to water, and others.

Hello there, let me help you about how elements form with the atomic concept.

By the way, He is Henry Moseley. He was an English physicist whose experiment

demonstrated that the major properties of an element are determined by the atomic
number, not by the atomic weight, and firmly established the relationship between atomic
number and the charge of the atomic nucleus.

Henry Moseley was a researcher at Rutherford’s laboratory.

In 1913, Moseley used Rutherford’s work to advance the understanding of the

elements and solve the problem with Mendeleev’s periodic table.

Moseley noticed that shooting electrons at elements caused them to release x-rays
at unique frequencies. He also noticed that the frequency increased by a certain amount
when the “positive charge” of the chosen element was higher.

By arranging the elements according to the square root of the frequency they
emitted, he was able to draw out an arrangement of elements that more correctly predicted
periodic trends.

Mention the experimental evidence he gave to an existing hypothesis: that the

elements’ atomic number, or place in the periodic table, was uniquely tied to their “positive
charge”, or the number of protons they had. This discovery allowed for a better
arrangement of the periodic table, and predicted elements that were not yet discovered. His
method of identifying elements by shooting electrons and looking at x-rays became a very
useful tool in characterizing elements, and is now called x-ray spectroscopy.

He used X-ray spectroscopy to determine the atomic number of an element. He

bombarded a beam of electrons to different elements and measured their X-ray spectral
lines. His results clearly showed that frequency of the X-rays given off by an element was
mathematically related to the position of that element in the Periodic table. The frequency
is proportional to the charge of the nucleus, or the atomic number.

When the elements were arranged according to their atomic numbers, there were
four gaps in the table. These gaps corresponded to the atomic numbers 43, 61, 85, and 87.
These elements were later synthesized in the laboratory through nuclear transmutations.

Discovery of Nuclear Transmutation

In 1919, Ernest Rutherford successfully carried out a nuclear transmutation
reaction — a reaction involving the transformation of one element or isotope into another
element. The first nuclide to be prepared by artificial means was an isotope of oxygen, 17O.
It was made by Ernest Rutherford in 1919 by bombarding nitrogen atoms with α particles:

147N +42α → 178O + 11H

However, both alpha particles and atomic nuclei are positively charged, so they tend
to repel each other. Therefore, instead of using fast-moving alpha particles in synthesizing
new elements, atomic nuclei are often bombarded with neutrons (neutral particles) in
particle accelerators.

James Chadwick discovered the neutron in 1932, as a previously unknown neutral

particle produced along with 12C by the nuclear reaction between 9Be and 4He:

49𝐵𝑒 +42 → 126𝐶 + 10𝑛

 The first element to be prepared that does not occur naturally on the earth,
technetium, was created by bombardment of molybdenum by deuterons (heavy hydrogen,
H12), by Emilio Segre and Carlo Perrier in 1937:

12𝐻 +4297𝑀𝑜→2 01𝑛 +4397𝑇𝑐

The first controlled nuclear chain reaction was carried out in a reactor at the
University of Chicago in 1942. One of the many reactions involved was:

23592𝑈 + 10𝑛 → 8735𝐵𝑟 + 14657𝐿𝑎 + 310𝑛

The Discovery of the Missing Elements

Recall that in 1925, there were four vacancies in the periodic table corresponding to
the atomic numbers 43, 61, 85, and 87. Two of these elements were synthesized in the
laboratory using particle accelerators. A particle accelerator is a device that is used to
speed up the protons to overcome the repulsion between the protons and the target atomic
nuclei by using magnetic and electrical fields. It is used to synthesize new elements. In
1937, American physicist Ernest Lawrence synthesized element with atomic number 43
using a linear particle accelerator. He bombarded molybdenum (Z=42) with fast-moving
neutrons. The newly synthesized element was named Technetium (Tc) after the Greek word
"technêtos" meaning “artificial.” Tc was the first man-made element.

The bombarding of Mo with deuteron formed technicium which is the first artificially
made element.

4297𝑀𝑜 +21𝐻→ 4397 + 10𝑛

In 1940, Dale Corson, K. Mackenzie, and Emilio Segre discovered element with
atomic number 85. They bombarded atoms of bismuth (Z=83) with fastmoving alpha
particles in a cyclotron. A cyclotron is a particle accelerator that uses alternating electric
field to accelerate particles that move in a spiral path in the presence of a magnetic field.
Element-85 was named astatine from the Greek word “astatos” meaning unstable.

The two other elements with atomic numbers 61 and 87 were discovered through
studies in radioactivity. Element-61 (Promethium) was discovered as a decay product of
the fission of uranium while element-87 (Francium) was discovered as a breakdown
product of uranium.

The Synthesis of the Elements

The invention of the device called cyclotron paved the way for transmuting one
element into another artificially. The high-energy particles that are produced from the
cyclotron upon hitting heavy target nuclei produce heavier nuclei.

The Universe ran into the Be problem. Red giant cores get past this via the Triple-
Alpha process, but the Universe expands right through this possibility and the
density/temperature are quickly too low to synthesis any additional elements.

Big Bang Nucleosynthesis

• The oldest stars in the Galaxy are deficient in the abundance of elements
heavier than Helium (but show the predicted amount of He)

• The current record holder has Fe/H about 130,000 times smaller than the
solar value.

• Not quite down to Big Bang abundances, but we are getting pretty close and
still looking.
 • Low-mass stars synthesize `new’ He, C, O during the mainsequence, RGB,
HB and AGB phases.

• These freshly minted elements are brought to the surface via convection and
redistributed via stellar winds and planetary nebulae into the interstellar medium to be
incorporated into later generations of stars.

Chemical Evolution II

• For more massive stars, `equilibrium’ fusion reactions produce elements all
the way up to Fe.

• Freshly made elements are delivered via stellar winds or, sometimes more
spectacularly via supernova explosions

Chemical Evolution III

What about the trans-Fe elements?

• Equilibrium fusion reactions of light elements don’t proceed past Fe because

of Fe’s location at the peak of the curve of binding energy.

• However, in certain circumstances, supernovae for example, nonequilibrium

reactions can build elements beyond Fe in the Periodic Table. Many of these are
radioactive, but some are stable.

Neutron Capture Elements

• There are two principle paths to building the elements heavier than Fe. Both use
the addition of neutrons to existing `seed’ nuclei (neutrons have no charge so are much
easier to add to positivelycharged nuclei).

S-process (slow addition of neutrons)

R-process (rapid addition of neutrons)

The S-process
• The S-process stands for the Slow addition of neutrons to nuclei. The
addition of a no produces heavier isotope of a particular element. However, if an electron is
emitted (this is called betadecay), the nucleus moves one step up the periodic table.

• `Slow’ here means that rate of no captures is low compared to the beta-decay
rate.

• It really is slow. Sometimes 100’s of years go by between neutron captures.

The s-process acting in the range from

Ag to Sb.

Here a neutron changed into a proton by emitting an electron

 • The S-process can produce elements up to #83 - Bismuth. There are peaks in
the Solar System abundance of heavy elements at 38Sr, 56Ba and 82Pb. These are easily
understood in the context of the S-process and `magic’ numbers of neutrons.

• The site of the S-process is AGB start during and between shell flashes. The
no source is a by-product of C13+He4 -> O16

• 43Tc is an s-process nucleus and proof that it is in operation in AGB stars.

The R-process
• The R-process is the Rapid addition of neutrons to existing nuclei. Rapid here
means that many neutrons are added before a betadecay occurs.

• • First build up a VERY heavy isotope, then, as beta-decays occur, you march
up in atomic number and produce the REALLY HEAVY STUFF.

• For this to happen, a big burst of neutrons is needed. The most promising
place with the right conditions is in a SNII explosion right above the collapsed core.

• We see an overabundance of R-process elements in the oldest stars. As the

early chemical enrichment of the Galaxy was through SNII, this is evidence of SNII
as the source of r-process elements.

• If we look at the Crab Nebula or other SNII remnants we don’t see r-process
elements.

• We DO see regions of enhanced O, Si, Ne and He which appear to reflect the

`onion skin’ structure of the massive star progenitor.

The Transuranic Elements

In the 1930s, the heaviest element known was uranium, with an atomic number 92.
Early in 1940, Edwin McMillan proved that an element having an atomic number 93could
be created. He used a particle accelerator to bombard uranium with neutrons and created
an element with an atomic number 93 which he named neptunium.

Transuranic elements are synthetic elements with atomic numbers higher than that
of Uranium (Z = 92).

23892𝑈 + 10𝑛 → 23993𝑁𝑝 + −01𝛽

Plutonium (Z = 94)

238𝑈 + 21𝐻 → 23993𝑁𝑝 + 210𝑛 92

238𝑁𝑝 → 23994𝑁𝑝+1 + −01𝛽 93

At the end of 1940, element-94 was synthesized by Seaborg, McMillan, Kennedy,

and Wahl. They bombarded uranium with deuterons (particles composed of a proton and a
neutron) in a cyclotron. Element-94 was named plutonium.

Elements with atomic numbers greater than 92 (atomic number of uranium) are
called transuranium elements. Hence, neptunium and plutonium are both transuranium
elements. They are unstable and decay radioactively into other elements. All these
elements were discovered in the laboratory as artificially generated synthetic elements.
They are prepared using nuclear reactors or particle accelerators. In the next lesson, you
will learn the nuclear reactions involved in the synthesis of these transuranium elements.

Stellar nucleosynthesis

This is the process by which elements are created within stars by combining the
protons and neutrons together from the nuclei of lighter elements. Fusion inside stars
transforms hydrogen into helium, heat, and radiation. Heavier elements are created in
different types of stars as they die or explode.

The Superheavy Elements

Superheavy elements are elements with atomic numbers beyond 103. These are
produced by bombarding heavy nuclear targets with accelerated heavy projectiles.

Bohrium (Z = 107) – projectile used was Cr

209𝐵𝑖 + 5424𝐶𝑟 → 261107𝐵ℎ + 210𝑛

83

Following are the equations of several nuclear reactions that have important roles in
the history of nuclear chemistry:

• The first naturally occurring unstable element that was isolated, polonium, was
discovered by the Polish scientist Marie Curie and her husband Pierre in 1898. It decays,
emitting particles:

21284𝑃𝑜 → 20882𝑃𝑏 + 42𝐻𝑒

Assessment
Directions: Choose the letter of the best answer.

1. He successfully carried out a nuclear transmutation reaction, a process of

transforming one element or isotope into another element.

a. Chadwick c. Mendeleev

b. Moseley d. Rutherford

2. This is also known as Nucleosynthesis.

 a. S Process c. Nuclear Fission

b. R-Process d. Proton-Proton Reaction

3. This is known as the origin and production of heavy elements.

a. Stellar Nucleosynthesis c. R-Process

b. Primordial Nucleosynthesis d. Supernova Nucleosynthesis

4. It was created by bombardment of molybdenum by deuterons (heavy hydrogen,

H12), by Emilio Segre and Carlo Perrier in 1937.

a. Oxygen c. Technetium

b. Helium d. Uranium

5. Process that can produce elements up to #83 - Bismuth.

a. Nuclear Fission c. S Process

b. R-Process d. S Process

6. This is known as the origin of light elements.

a. Stellar Nucleosynthesis c. R-Process

b. Primordial Nucleosynthesis d. Supernova Nucleosynthesis

7. It is also known as nuclear fusion and the formation of new nuclei actions in the
early stages of development of the universe.

a. Nucleosynthesis c. R-Process

b. S-Process d. Singularity

8. In this process there’s a buildup of a VERY heavy isotope, then as beta-decays

occur, you march up in atomic number and produce heavy product.

a. S Process c. Nuclear Fission

b. R-Process d. Proton-Proton Reaction

9. These are elements with atomic numbers beyond 103.

a. SuperHevy Elements c. Lightest Element

b. Gases Elements d. Halogens

10. This occurs in the main sequence of stars.

a. Stellar Nucleosynthesis c. R-Process

b. Primordial Nucleosynthesis d. Supernova Nucleosynthesis

11. It is a device that is used to speed up the protons to overcome the repulsion
between the protons and the target atomic nuclei by using magnetic and electrical
fields.

a. Spectroscopy c. Particle Accelerator

b. Particle Decelerator d. Microscope

12. He created a classification of elements based on their atomic weight.

 a. Rutherford c. Millikan

b. Dalton d. Mendeleev

13. It is a one-dimensional point which contains a huge mass in an infinitely small

space.

a. Nucleosynthesis c. Singularity

b. Dilation d. R-process

14. He noticed that shooting electrons at elements caused them to release x-rays at
unique frequencies.

a. Mendeleev c. Moseley

b. Millikan d. Serge

15. He synthesized element with atomic number 43 using a linear particle accelerator.

a. Ernest Rutherford c. Dmitri Mendeleev

b. Ernest Lawrence d. John Dalton

Answer Key

Module 1 Module 2
1. D 1. D
2. D 2. C
3. D 3. A
4. C 4. C
5. D 5. C
6. B 6. B
7. B 7. A
8. A 8. B
9. B 9. A
10. C 10. A
11. A 11. C
12. C 12. D
13. A 13. C
14. D 14. C
15. D 15. b

Quarter 1 – Module 1: The Healthiest and Fittest ME

ACTIVITY #1: (PRE-ASSESSMENT)

Direction: Read each statement carefully, encircle the letter of your answer.
1. It is the ability of the heart, lungs, blood vessels, and blood to work efficiently and
to supply the body with oxygen.
A. Body Composition
B. Cardiovascular Endurance
C. Flexibility

2. It is the ability to change body positions quickly and keep the body under control
when moving.
A. Agility
B. Balance
C. Coordination

3. It is the ability to combine strength with speed while moving.

A. Power
B. Speed
C. Reaction Time

4. It is the ability of muscles to lift a heavy weight or exert a lot of force one time.
A. Cardiovascular Endurance
B. Muscular Endurance
C. Muscular Strength

5. It is the combination of all the tissues that make up the body such as bones,
muscles, organs and body fat.
A. Agility
B. Body Composition
C. Flexibility

LESSON 1: EXERCISE, EAT AND EXCEL

PHYSICAL FITNESS as Defined
 A person who is free from illnesses and can do physical or sports activities and
still has an extra energy to do more activities is considered to be physically fit.
 Physical fitness is a combination of health fitness and body fitness. Health fitness
refers to your body’s ability to fight off diseases.
 Body fitness, on the other hand, is refers to the ability to do strenuous physical
or sports activities without getting tired easily.
 It is not enough for someone to only look good and feel good in order to be
called physically fit.
 An individual should also take into consideration his kind of lifestyle including
the food he takes every day because it can lead him to better health.

HEALTH RELATED FITNESS

 This is primarily associated with disease prevention and functional health.
Participating in regular health-related fitness helps you control your weight,
 prevents diseases and illness, improves mood, boosts energy and promotes
better sleep.

HEALTH RELATED FITNESS COMPONENTS

1. Body Composition – The combination of all the tissues that make up the body
such as bones, muscles, organs and body fat.
2. Cardiovascular Endurance – The ability of the heart, lungs, blood vessels, and
blood to work efficiently and to supply the body with oxygen.
3. Flexibility – The ability to use your joints fully through a wide range of motion.
4. Muscular Endurance – The ability to use muscles for a long period of time without
tiring.
5. Muscular Strength – The ability of the muscles to lift a heavy weight or exert a
lot of force one time.

SKILLS RELATED FITNESS COMPONENTS

1. Agility – The ability to change body positions quickly and keep the body under
control when moving.
2. Balance – The ability to keep the body in a steady position while standing and
moving.
3. Coordination – The ability of the body parts to work together when you perform
an activity.
4. Power – The ability to combine strength with speed while moving.
5. Reaction Time – The ability to move quickly once a signal to start moving is
received.
6. Speed – The ability to move all or a part of the body quickly.

SPECIFIC COMPONENTS OF PHYSICAL FITNESS

1. Agility –The ability of the individual to change direction or position in space with
quickness and lightness of movement while maintaining dynamic balance.
2. Balance – The ability to control organic equipment neuro-muscularly; a state of
equilibrium.
3. Coordination - The ability to integrate the body parts to produce smooth
motion.
4. Endurance – The ability to sustain long continued contractions where a number
of muscle groups are used; the capacity to bear or last long in a certain task
without undue fatigue.
5. Flexibility – The quality of plasticity, which gives the ability to do a wide range
of movement.
6. Organic Vigor – It refers to the soundness of the heart and lungs which
contributes to the ability to resist disease.
7. Power – The ability of the muscles to release maximum force in the shortest
period of time.
8. Speed – The ability to make successive movements of the same kind in the
shortest period of time.
9. Strength – The capacity to sustain the application of force without yielding or
breaking; the ability of the muscles to exert efforts against resistance.

PHYSICAL ACTIVITY AND EXERCISE

 Activities done by the skeletal muscles that utilize energy is called Physical
Activity. Activities you are doing at home or in school are considered to be
physical activity. It is classified into 4 domains: occupational, domestic,
transportation, and leisure time.
1. Occupational – These are the activities you do at your work place. Lifting
computers and books, going your friend’s desk or preparing lunch at the pantry.
2. Domestic – These are the activities you do at home. Washing clothes and dishes,
gardening, carpentry, baking or cleaning the house.
3. Transportation – These are the activities that involves travelling. Riding a jeepney,
tricycle, motorcycle, or bikes.
4. Leisure Time – These are the activities you do during recreational activities.
Playing, swimming, hiking or craft making.

 Exercise according to a study by Buckworth and Dishman, is the “planned,

structured, repetitive bodily movements that someone engages in for the
purpose of improving or maintaining physical fitness or health.”

Aerobic, Muscle-strengthening, and Bone-strengthening

Activity
Aerobic
 Aerobic activities, also called endurance activities, are physical activities in
which people move their large muscles in a rhythmic manner for a sustained
period.

Muscle-Strengthening Activity
 This kind of activity, which includes resistance training and lifting weights, causes
the body’s muscles to work or hold against an applied force or weight.

Bone-Strengthening Activity
 This kind of activity (sometimes called weight-bearing or weight-loading
activity) produces a force on the bones that promotes bone growth and
strength.
Barriers to Physical Activities
 We understand the benefits of physical activities to our health specially our
body but there are circumstances when we become lazy in performing
physical activities.
 Below are some of the barriers that hinder us to do physical activities:
1. Lack of time
2. Social Support
3. Lack of Energy
4. Lack of Motivation
5. Fear of Injury
6. Lack of Skill
7. High Costs and Lack of Facilities
8. Weather Conditions

EATING HABITS
 The term eating habits (or food habits) refers to why and how people eat, which
foods they eat, and with whom they eat, as well as the ways people obtain,
store, use, and discard food. Individual, social, cultural, religious, economic,
environmental, and political factors all influence people's eating habits.

INFLUENCES ON FOOD CHOICES

  There are many factors that determine what foods a person eats. In addition to
personal preferences, there are cultural, social, religious, economic,
environmental, and even political factors.
INDIVIDUAL PREFERENCES
 Every individual has unique likes and dislikes concerning foods. These
preferences develop over time, and are influenced by personal experiences
such as encouragement to eat, exposure to a food, family customs and rituals,
advertising, and personal values.

CULTURAL INFLUENCES.
 A cultural group provides guidelines regarding acceptable foods, food
combinations, eating patterns, and eating behaviors. Compliance with these
guidelines creates a sense of identity and belonging for the individual.

SOCIAL INFLUENCES.
 Members of a social group depend on each other, share a common culture,
and influence each other's behaviors and values. A person's membership in
particular peer, work, or community groups impacts food behaviors.

RELIGIOUS INFLUENCES.
 Religious proscriptions range from a few to many, from relaxed to highly
restrictive. This will affect a follower's food choices and behaviors.

ECONOMIC INFLUENCES.
 Money, values, and consumer skills all affect what a person purchases. The
price of a food, however, is not an indicator of its nutritional value. Cost is a
complex combination of a food's availability, status, and demand.

ENVIRONMENTAL INFLUENCES.
 The influence of the environment on food habits derives from a composite of
ecological and social factors. Foods that are commonly and easily grown
within a specific region frequently become a part of the local cuisine.

POLITICAL INFLUENCES.
 Political factors also influence food availability and trends. Food laws and trade
agreements affect what is available within and across countries, and also
affect food prices. Food labeling laws determine what consumers know about
the food they purchase.
 Eating habits are thus the result of both external factors, such as politics, and
internal factors, such as values. These habits are formed, and may change, over
a person's lifetime.

IMPROVING YOUR EATING HABITS

 When it comes to eating, we have strong habits. Some are good (“I always
eat breakfast”), and some are not so good (“I always clean my plate”).
Although many of our eating habits were established during childhood, it
doesn’t mean it’s too late to change them.
 Making sudden, radical changes to eating habits such as eating nothing but
cabbage soup, can lead to short term weight loss.
 However, such radical changes are neither healthy nor a good idea, and
won’t be successful in the long run.
  Permanently improving your eating habits requires a thoughtful approach in
which you Reflect, Replace, and Reinforce.

● REFLECT on all of your specific eating habits, both bad and good; and, your
common triggers for unhealthy eating.
● REPLACE your unhealthy eating habits with healthier ones.
● REINFORCE your new, healthier eating habits.

ACTIVITY #2: (ASSESSMENT)

Multiple Choice: Choose the letter of the best answer and encircle it.
1. The following are components of Health Related Fitness except.
A. Body Composition B. Coordination C. Flexibility

2. Which of the following are correct about components of Skills Related Fitness.
I. Reaction Time and Muscular Strength
II. Agility and Body Composition
III. Cardiovascular Endurance and Coordination
IV. Power and Balance
A. I only B. II and III C. IV only

3. James Yap runs fast while dribbling the ball. As he crosses the middle part of the
basketball court, he changes his phase to avoid his opponent. What specific
component of physical fitness did James Yap apply?
A. Agility B. Coordination C. Speed

4. Washing dishes, cleaning the house and watering the plants are examples of
what domain in physical activities?
A. Domestic B. Leisure Time C. Occupational

5. This kind of activity, which includes resistance training and lifting weights, causes
the body’s muscles to work or hold against an applied force or weight.
A. Aerobic B. Bone Strengthening C. Muscle Strengthening

Quarter 1 – Module 2: Set Fitness Goal

ACTIVITY #3 (PRE-ASSESSMENT)
Choose the letter of the best answer, and circle it.
1. What is the first element you should set up when planning workout plan? It
refers to how often you exercise.
A. Frequency B. Intensity C. Time D. Type
2. What is the most basic principle in physical activity that indicates doing more
than normal for improvement to happe
A. Overload Principle C.Reversibility Principl
B. Progression Principle D. Specificity Principle
3. What do you call the duration or the length of session of a physical activity?
A. Frequency B. Intensity C. Time D. Type
 4. What principle in physical activity is defined as gradual increase in exerting
effort or load that is done not too slowly, nor too rapidly
A. Overload Principle C. Reversibility Principle
B. Progression Principle D. Specificity Principl
5. Jogging, dancing, lunges, brisk walking, squats, and planking are examples of

what FITT principle?

A. Frequency B. Intensity C. Time D. Type

LESSON 2: Set Fitness Goal

Effective training takes time and patience. If one adheres to the proper
principles of training result will definitely be seen. The performance will be improved
and physiological changes will occur as well. A proper program of exercise considers
three principles of training: the principle of overload, the principle of progressive, and
principle of specificity.

Principles of Physical Activity

Overload Principle

This principle pertains to doing “more than normal” for improvement to happen.
It means to boost our fitness, strength, or endurance. Workload is extended
accordingly. Applying these training principles will cause long-term adaptations,
enable the body to figure more efficiently to deal with higher level of performance.

Overloading will be achieved by following the acronym FITT:

Frequency : Increasing the number of times you train per week

Intensity : Increasing the problem of the exercise, for instance, running at 12 km/h
rather than 10 or increasing the load you're squatting with.

Time : Increasing the length of your training time for every session for instance,
 cycling for 45 minutes rather than 30.

Type : Increase the intensity of the training. For instance, progress from walking
to running

Principle of Progression
 To ensure that the results will still improve over time, the adapted workload
should be continually increased. A gradual and systematic increase within the
workload over a period of time will lead to improvement in fitness without risk
of injury. If overload occurs and increase rapidly, it may lead to injury or
muscle damage. If increased slowly, improvement is unlikely. For instance, the
athlete who exercises vigorously only on weekends violates the principle of
progression and may not see obvious fitness gains.
 The Principle of Progression also stresses the requirement for correct rest and
recovery. Continual stress on the body and constant overload will lead to
exhaustion and injury. You ought not to train hard all the time, as you'll risk
overtraining and a decrease in fitness.

Principle of Specificity
 We have all heard the phrase, "Practice makes perfect." Well, this is often the
principle of specificity in action. This principle simply states that exercising a
specific piece or component of the body primarily develops that part. The
principle of specificity implies that to become better at a selected exercise or
skill, you need to perform that exercise or skill. For example, a cyclist should be
trained in cycling and a runner should be trained in running. Use the
acceptable sort of exercise that directly improves your target muscles.

Principle of Reversibility
 Development of muscles will happen if regular movement and execution are
completed. If activity ceases, it will be reversed. This shows that benefits and
changes achieved from overload will last as long as training is continuous. On
the flip side, this also implies that the detraining effect will be reversed once
training is resumed. Extended rest periods reduce fitness and therefore the
physiological effects diminish over time which throws the body back to its pre-
training condition.
Note: The effect of training will be lost if the training is discontinued

The F.I.T.T Principle of Physical Activity

 Understanding the F.I.T.T. principle helps you create a workout plan which will
be beneficial in reaching your fitness goals. F.I.T.T. stands for frequency, intensity,
time, and type of exercise. These are the four elements you would like to believe
to make workouts that suit your goals and fitness level. Learn how the F.I.T.T.
principle works.

Table 1. F.I.T.T Principles

Factor Definition
 Frequency Number of meeting in a week
Intensity Effort level of the exercise
Time Period covered in an exercise session
Type Kind of activity

FREQUENCY
 The first thing to identify in the workout plan is frequency—how often you
exercise. Your frequency often depends on a spread of things including the sort
of workout you're doing, how hard you're working, your fitness level, and your
exercise goals. Three to five times a week is a safe frequency for each
component of health-related physical fitness.
 American College of Sports Medicine sets exercise guidelines to provide a
place to start figuring out how often to work-out:
 For cardio: Include your goal, guidelines recommend moderate exercise five or more
days every week or intense cardio three days every week to improve your health. If
your goal is to lose weight, you'll need to work often up to six or more days a week.

For strength training: The suggested frequency is two to three non-consecutive

days a week, it should be one to two days between sessions. If you are doing a split
routine, like upper body at some point and lower body subsequent, your workouts are
going to be more frequent than total body workouts.

Intensity
 Intensity refers to how hard you work during the physical activity period. Intensity is
often measured in several ways, counting on the health-related component. For
instance, monitoring pulse rate is a technique to measure intensity during aerobic
endurance activities but gives no indication of intensity during flexibility activities.
 For cardio: For cardio, you will usually monitor intensity by heart rate or pulse rate. The
recommendation for steady-state workouts is at a moderate intensity and for interval
training it should be done at a high intensity for a shorter period of time.
 For strength training: Monitoring the intensity of strength training involves a
special set of parameters. The intensity depends on the workload you are
doing, the amount of weight you lift, and the number of repetitions and sets.
You can change the intensity based on your goals. For a beginner use a lighter
weight and do fewer sets with high repetitions (two or three sets of 12 to 20
repetitions). If your goal is to develop muscle, do a higher number of sets with a
moderate amount of repetitions (four sets of 10 to 12 reps each). If you want to
create strength, use heavyweights to try to do more sets with fewer repetitions
for example, five sets of three repetitions each

How to get your Target Heart Rate

1. Get the Maximum Heart Rate.

MHR = 220 - ________ (your age) MHR =____________

2. Determine the Heart Rate Reserve.

HRR = MHR – ______________ (Resting Heart Rate) HRR= _____________

3. Take 60% and 80% of the HRR

a. 60% x HRR = _________ b. 80% x HRR = _________

4. Add each HRR to Resting Heart Rate (RHR) to obtain the Target Heart Rate (THR) range.
 a. 60% HRR ___ + ______ = ______ beats per minute (RHR)

b. 80% HRR ___ + ______ = ______ beats per minute (RHR)

Note: Your resting pulse rate is the number of times your heart beats per minute after you are
at rest

Health Trivia!!!

When it comes to resting heart rate, lower is healthier.

It means your heart muscle is in good condition and it does not need to work strongly to
maintain a steady beat. Studies found out that a greater resting pulse rate is connected
with poor physical fitness and high blood pressure and body weight.

TIME
 Time is the length of the physical activity. Considering the other aspects of the
F.I.T.T principle, time differs depending on the health-related fitness component
targeted.
 For cardio: The suggested cardio exercise is 30 to 60 minutes but the duration
of your workout depends on the type of exercise. For a beginner, you might
start with a workout of 15 to 20 minutes. If you're doing steady-state cardio, like
going for a run, you may exercise for 30 minutes to an hour. If you're doing
interval training and working at a high intensity, your workout should be shorter,
around 20 minutes to half-hour.
 For strength training: How long you lift weights depends on the type of workout
you're doing and on your schedule. For total body workout, you may take up
to an hour, but a split routine may take less time because you're working for
fewer muscle groups.

TYPE
 Type refers to the definite physical activity selected to improve a component
of health-related fitness. For example, a person who wants to improve the arm
strength should exercise the triceps and biceps, while an individual who wants
to improve aerobic endurance needs to execute some other aerobically
challenging activities such as jogging, running, swimming.
 For Cardio: Cardio is changeable since any activity that makes your heart rate
up counts. Dancing, running, walking, jogging, and cycling are some of the
wide variety of activities you may choose. Having more than one cardio
activity helps reduce boredom.
 For strength training: Strength training workouts can also offer a variety of
exercises. It includes any exercise using resistance like dumbbells, barbells,
machines, and many others to work your muscles. You may also use your
body as resistance tool. You may change the type of your strength workout
depending on your goal.

How to Use the F.I.T.T Principle in Your Workout

 The F.I.T.T. principle provide guides on how to control your program and get
favorable results. To avoid boredom, injuries, and weight loss plateaus, this
principle will help you figure out how to alter workout types, time, intensity and
activities.
 For example, walking three times a week for 30 minutes at a moderate pace
might be a great help for a beginner. Your body adjusts to these workouts and
several things may happen after a few weeks such as:
 • Burn fewer calories
• Weight loss
• Boredom sets in

You may also utilize one or more of the F.I.T.T. principles, such as:

• Changing the frequency by adding day of jogging or walking

• Changing the intensity by adding some running intervals or walking faster
• Changing the time spent jogging each workout day
• Changing the type of workout by dancing, cycling, or running.
 Changing one of the elements will create a big difference in the workout plan and
in how your body reacts to exercise. It's significant to alter things up on a regular basis
to keep your body and mind healthy.

Muscle develops once the body is trained to do more than what it used to. The
Principles of Training implies that overloading helps develop targeted muscle areas.
Benefits of this can be achieved through continuous overloading, or else, if stopped,
it will go back to its original form.

FITT principle acknowledges the importance of optimum fitness development.

It stands for Frequency, Intensity, Time and Type. The physical activity program is used
as a guideline for fitness routine to achieve results. Execution of exercise is also related
to its intensity. The more the activity is repeated, the more chances of developing
fitness.

Intensity is defined as how easy or hard the designed task is accomplished or

the magnitude of work done. The body’s response by the number of times the heart
pumps measured in beats per minute determines the intensity. Workable heart rate’s
capacity will help in getting ideal Targeted Heart Rate (THR) range.

Proper choosing of activities helps achieving goals set by specifying the target
muscles to develop. To keep activities exciting and interesting, setting up variations in
exercises or routines may help.

PART OF AN EXERCISE PROGRAM

An exercise workout has three components: warm-up, exercise load and cool-
down. The exercise load or workout load is the program activity that would stimulate
beneficial adaptation when performed regularly.

 A warm-up is essential prior to actual workload as it prepares the body for more
strenuous activity. It increases the blood flow to the working muscles without an
abrupt increase in lactic acid accumulation. According to research, the
warmer the body and muscle, the higher the muscular output. A good
warm-up also prepares the heart, muscles, and joints for the next
activity by decreasing joint stiffness and increasing the nerve
impulses.
 Cool-down is essential after a workout as it permits the pre-exercise heart rate
and blood pressure for a gradual recovery. Cooling down may be most vital for
competitive endurance athletes, like marathoners, because it helps regulate
blood flow.
 Warm-up - At least 5 to 10 minutes of low to moderate intensity aerobic exercise
or resistance exercise with lighter weights.
 Conditioning -15 to 60 minutes of aerobic, resistance, neuromuscular, and/or
sport activities
 Cool-down - At least 5 to 10 minutes of low to moderate intensity aerobic
exercise or resistance exercise with lighter weights

Stretching - At least 10 minutes of stretching exercises performed after the warm-up

or cool-down phase

Note: For a beginner at least 15 to 30-minute exercise load

 Here are some examples of physical activities and exercises that you may
integrate in your own fitness plan. Remember that the intensity of exercise as well as
the type of activity to be done will vary for each person, as it is based on the fitness
level results during self-testing.

FLEXIBILITY EXERCISES
MUSCULAR STRENGTH and ENDURANCE
ACTIVITY 4: (ASSESSMENT)
Directions: Choose the letter of the best answer, and circle it.
1. Which of the following is true about frequency?
A. Effort level of the exercise C. Period covered in an exercise session
B. Number of session in a week D. Type of activity
2. Which principle in physical activity claims that in order to progress and
improve our fitness, we have to put our bodies under additional stress?
A. Principle of Overload C. Principle of Reversibility
B. Principle of Progression D. Principle of Specificity
3. Jogging, dancing, lunges, brisk walking, squats and planking are
examples of what FITT principle?
A. Frequency B. Intensity C. Time D. Type

4. What principle in physical activity is defined as gradual increase in

exerting effort or load that is done not too slowly, nor too rapidly?
A. Principle of Overload C. Principle of Reversibility
B. Principle of Progression D. Principle of Specificity

5. Which of the given examples best describes time principle of physical

activity?
A. 2 times a day C. 1 hour per session
B. 3 times a week D. All of the above

Quarter 1 – Module 3:
Set Fitness Goal Engaging in Moderate
to Vigorous Physical Activity
ACTIVITY 5:(PRE-ASSESSMENT)
Directions: Choose the letter of the best answer, and circle it.

1. What is any physical activity that makes you sweat, causes you to breathe
harder,
and gets your heart beating faster compared to when you are at rest?
A. Aerobics
B. Aerobic Exercise
C. Aerobic Fitness
D. Zumba

2. What is the ability of the cardiovascular system of the body to supply energy
during
continuous physical activities such as biking and running?
A. Aerobics
B. Aerobic Exercise
C. Aerobic Fitness
D. Zumba

3. How many seconds are needed to hold your position in doing the static
stretching?
A. 20 seconds C. 40 seconds
B. 30 seconds D. 50 seconds

4. Which of the following does not show a sedentary lifestyle?

A. brisk walking
B. doing a cross stitch
C. playing video games
D. texting a friend

5. Which is an example of vigorous physical activity?

A. ball dribbling
B. calf stretching
C. jog in place
D. mountain climbing

LESSON 3: Engaging in Moderate to Vigorous

Physical Activity
 Understanding the importance of engaging in moderate to vigorous physical
activity is considerably a great habit in achieving good health and fitness, but it
does not end there. As you engage in physical activity you will meet and mingle
with other people, making you more sociable hence, resulting for your better
social well- being.
AEROBIC EXERCISE
 Aerobic Exercise is any physical activity that makes you sweat, causes you to
breathe harder, and gets your heart beating faster compared to when you are at
rest.
 Doing aerobic exercises regularly strengthens your heart and lungs and trains your
cardiovascular system to manage and deliver oxygen more quickly and efficiently
throughout your body.
 Aerobic exercise uses your large muscle groups, is rhythmic in nature, and can be
maintained continuously for at least 10 minutes.
 Accurate measurement of exercise heart rate is crucial in monitoring
exercise
intensity.
 In order to measure the heartbeat per minute, one must be knowledgeable of
the specific points in the body where the heartbeat can be felt.
 There are four techniques in getting the heart beat per minute, and they are as
follows.

Apical site – is taken at the apex of the heart and can sometimes be felt very clearly by
placing the heel of the hand over the left side of the chest.

Carotid pulse site – is taken from the carotid artery just beside the larynx using light
pressure from the tips of the pointer and middle fingers. Remember; never check both
carotid arteries at the same time.
Radial pulse site – is taken from the radial artery at the wrist, in line with the thumb, using
tips of the pointer and middle fingers.

Temporal pulse site – can be obtained from the left or right temple with light pressure
from the tips of the pointer and middle fingers.

Aerobic fitness
 is the ability of the body’s cardiovascular system to supply energy during
continuous physical activities such as biking and running. Studies show that this
type of exercise provides many health benefits such as decreasing risk for heart
disease, stroke, high blood pressure, type II diabetes and some cancers. Examples
of aerobic activities include walking at a brisk pace, swimming, jogging, dancing,
etc.

Muscular strength
 is the ability of the muscles to exert a force during an activity such as lifting
weights. Muscle strengthening exercises involve using your muscles to work
against a resistance such as your body weight, elastic bands or weights.

Bone strengthening exercise,

 or any weight-bearing activity that produces a force on the bone, is also
important to overall health for children and adults. This force is usually produced
by impact with the ground and results in bone growth in children and healthy
maintenance of bone density in adults. Examples of bone strengthening activities
include jumping, walking, jogging, and weight lifting exercises. As you can see,
some exercises such as walking or jogging serve a dual purpose of strengthening
our bones and our aerobic system.

Muscular endurance
 on the other hand, is how many times you can lift a certain amount of weight.
Resistance training (also referred to as weight training or strength training) helps
increase muscular strength and endurance.

Resistance Training.
 Strength exercises, such as weight lifting, push-ups and crunches, work your
muscles by using resistance (like a dumbbell or your own body weight.) This type
of exercise increases lean muscle mass, which is particularly important for weight
loss, because lean muscle burns more calories than other types of tissue

Circuit training.
 It is when you alternate between several exercises (usually five to 10) that
target different muscle groups.

Flexibility exercises
 stretch your muscles and may improve your range of motion at your joints.
They can improve your flexibility and reduce your risk of injury during sports
and other activities. It is usually done in warm-up exercise to condition the
muscle and in the Cooling down exercise to allow the body to gradual
transition in a resting or near-resting state.
Static stretching
 is most often recommended for general fitness. With this type, you slowly
ease into the position and hold for 10 to 30 seconds before slowly releasing
the stretch. Static stretching should be performed with warm muscles, such
as after a warm-up or at the end of a workout. There are two forms of static
stretching.

Active Static:
 This form of stretching is used in yoga and martial arts. The stretch is held by
the strength of agonist muscles (muscles responsible for the movement).
Think of the stretch across the upper body during the Warrior II pose in
yoga. Your arms are extended as your back, chest, and shoulders are
stretched. The muscles of the arms and shoulders are the agonist muscles
that allow you to hold this stretch.

Passive Static:
 During this type of stretching, you hold the limb to perform the stretch
without any assistance such as a bar or bands. Think of a standing
quadriceps stretch in which you bend your leg behind you and hold the
foot, pulling the heel in close to your bottom, which stretches the front of
the upper thigh.

Dynamic Stretching
 is stretching with movement. The body transitions gradually into a position and this
movement is repeated as you increase your reach and range of motion.
Research has found that dynamic stretching is less beneficial than static
stretching for increasing range of motion, but unlike static stretching, it is ideal
during the pre workout phase because it gently warms muscles while also
stretching them.

INTENSITY OF PHYSICAL ACTIVITY

 Intensity refers to the rate at which the activity is being performed or the
magnitude of the effort required to perform an activity or exercise. It can be
thought of as how hard a person works to perform the activity. The intensity of
different forms of physical activity varies between people. The intensity of physical
activity depends on an individual’s previous exercise experience and their
relative level of fitness. Consequently, the examples given below are provided as
a guide only and will vary between individuals

HOW DO I ASSESS MY FITNESS LEVEL?

 You probably have some idea of how fit you are but assessing and recording
baseline fitness scores can give you benchmarks against which to measure your
progress. To assess your aerobic and muscular fitness, flexibility, and body
composition, consider recording:

Start recording your pulse rate.

First Things First: Resting Heart Rate
 Your resting heart rate is the number of times your heart beats per minute
when you’re at rest. A good time to check it is in the morning after you’ve
had a good night’s sleep, before you get out of bed.
 For most of us, between 60 to 100 beats per minute (bpm) is normal.
 The rate can be affected by factors like stress, anxiety, hormones,
medication, and how physically active you are. An athlete or a more
active person may have a resting heart rate as low as 40 beats per minute.
When it comes to resting heart rate, lower is better.
 It usually means your heart muscle is in better condition and doesn’t have
to work as hard to maintain a steady beat. Studies have found that a
higher resting heart rate is linked with lower physical fitness and higher
blood pressure and body weight.

For moderate-intensity physical activity

 your target heart rate should be between 64% and 76% of your maximum heart
rate. You can estimate your maximum heart rate based on your age. To estimate
your maximum age-related heart rate, subtract your age from 220. For example,
for a 50-year-old person, the estimated maximum age-related heart rate would
be calculated as 220 – 50 years = 170 beats per minute (bpm). The 64% and 76%
levels would be:
 64% level: 170 x 0.64 = 109 bpm, and
 76% level: 170 x 0.76 = 129 bpm

 This shows that moderate-intensity physical activity for a 50-year-old person

will require that the heart rate remains between 109 and 129 bpm during
physical activity.
FOR VIGOROUS-INTENSITY PHYSICAL ACTIVITY
 your target heart rate should be between 77% and 93% of your maximum
heart rate. To figure out this range, follow the same formula used above,
except change “64 and 76%” to “77 and 93%”. For example, for a 35-year-
old person, the estimated maximum age-related heart rate would be
calculated as 220 – 35 years = 185 beats per minute (bpm). The 77% and
93% levels would be:
 77% level: 185 x 0.77 = 142 bpm, and
 93% level: 185 x 0.93 = 172 bpm
 This shows that vigorous-intensity physical activity for a 35-year-old person
will require that the heart rate remains between 142 and 172 bpm during
physical activity.

 Record how many standard or modified pushups you can do at a

time
 How far you can reach forward while seated on the floor with your
legs in front
of you
 Your waist circumference, just above your hipbones
 Your body mass index to obtain your BMI

What are the principles of exercise that i can use as my guide in my fitness plan?
 A successful exercise program incorporates a number of general principles
in order
to make the training safe and effective, helping us to achieve our goals.

PRINCIPLE OF INDIVIDUAL DIFFERENCES

  The principle of individual differences simply means that, because we all are
unique individuals, we will all have a slightly different response to an exercise
program. This is another way of saying that "one size does not fit all" when it comes
to exercise. Well-designed exercise programs should be based on our individual
differences and responses to exercise. Some of these differences have to do with
body size and shape, genetics, past experience, chronic conditions, injuries, and
even gender. For example, women generally need more recovery time than
men,1 and older athletes generally need more recovery time than younger
athletes.

PRINCIPLE OF SPECIFICITY
 We've all heard the phrase, "Practice makes perfect." Well, this is the Principle of
Specificity in action. This principle simply states that exercising a certain body part
or component of the body primarily develops that part. The principle of specificity
implies that to become better at a particular exercise or skill, you must perform
that exercise or skill. A runner should train by running, a swimmer by swimming and
a cyclist by cycling. While it's helpful to have a good base of fitness and to do
general conditioning routines, if you want to be better at your sport, you need to
train specifically for that sport.

PRINCIPLE OF OVERLOAD
 The exercise science principle of overload states that a greater than normal stress
or load on the body is required for training adaptation to take place. What this
means is that in order to improve our fitness, strength or endurance, we need to
increase the workload accordingly. In order for a muscle (including the heart) to
increase strength, it must be gradually stressed by working against a load greater
than it is accustomed to. For adaptation to occur the volume of exercise must
overload the body in some way in line with the capacity of the individual to cope
with that overload.

PRINCIPLE OF PROGRESSION
 The principle of progression implies that there is an optimal level of overload that
should be achieved, and an optimal time frame for this overload to occur. A
gradual and systematic increase in the workload over a period of time will result
in improvements in fitness without risk of injury. If overload occurs too slowly,
improvement is unlikely, but overload that is increased too rapidly may result in
injury or muscle damage. For example, the weekend athlete who exercises
vigorously only on weekends violates the principle of progression and most likely
will not see obvious fitness gains. The Principle of Progression also stresses the need
for proper rest and recovery. Continual stress on the body and constant overload
will result in exhaustion and injury. You should not train hard all the time, as you'll
risk overtraining and a decrease in fitness.

PRINCIPLE OF ADAPTATION
 Adaptation refers to the body's ability to adjust to increased or decreased physical
demands. It is also one way we learn to coordinate muscle movement and
develop sports-specific skills, such as batting, swimming freestyle, or shooting free
throws. Repeatedly practicing a skill or activity makes it second-nature and easier
to perform. Adaptation explains why beginning exercisers are often sore after
starting a new routine, but after doing the same exercise for weeks and months
they have little, if any, muscle soreness. Additionally, it makes an athlete very
efficient and allows him to expend less energy doing the same movements. This
reinforces the need to vary a workout routine if you want to see continued
improvement.
F.I.T.T. Principle
Frequency = How often you exercise
Intensity = How hard you exercise
Time = How long you exercise
Type = What kind of exercise

 The F.I.T.T. Principle is one of the foundations of exercise, a set of guidelines

that help you set up a workout routine for maximum benefit.

ACTIVITY 6: (ASSESSMENT)
Directions: Choose the letter of the best answer, and circle it.

1. What does aerobic refer to?

A. How your body uses oxygen
B. Limit the uses of oxygen
C. The absence of oxygen
D. With little available oxygen

2. Which physical activity is NOT aerobic exercise?

A Hip-hop dancing C. Jump roping
B. Jogging D. Yoga

3. What type of physical activity makes you sweat, causes you to breathe
harder,
and gets your heart beating faster compared to when you are at rest?
A. Aerobic Exercise C. Bone Strengthening
B. Aerobic Fitness D. Muscular Strengthening

4. Which of the following will not improve a personal fitness program?

A. Muscular Strengthening
B. Exercising at moderate intensities
C. Making your program appropriate
D. Starting slowly then increase gradually

5. What is the ability of the muscles to exert a force during an activity such as
lifting weights?
A Aerobic Exercise C. Muscular Strength
B Fitness Exercise D. Power Strength

Quarter 1 – Module 4: Skill Related Fitness Choose

ACTIVITY 7:(PRE-ASSESSMENT)
Directions: Choose the letter of the best answer, and circle it.
1. What is the skill-related fitness used to knock out opponent with a strong
punch in boxing?
A. Agility C. Coordination
B. Balance D. Power

2. What is the skill-related fitness manifested when you run 100-meter dash.?
 A. Coordination C. Speed
B. Power D. Reaction Time

3. Which type of person most likely possesses high skill-related fitness?

A. Businessman C. Engineer
B. Chess player D. Gymnast

4. What is the skill related fitness that manifests when a gymnast executes
tumbling without falling to the mat?
A. Agility
B. Balance
C. Coordination
D. Reaction time

5. Which is the best example of executing reaction time?

A. Blocking a punch
B. Lifting a chair
C. Pick a piece of paper
D. Running

LESSON 4: SKILL RELATED FITNESS

 Skill-related physical fitness consists of those components of fitness that have a
relationship with enhanced performance in athletic activities. Skill-related fitness
increases one’s ability to perform in various activities and only have an indirect
connection with health.

 The skill-related components of fitness are considered to be agility, balance,

coordination, power, speed, and reaction time though some people feel that
other abilities such as spatial awareness should be included. It is assumed that
children who possess high skill-related fitness will be more likely to participate in a
variety of activities and for this reason will also exemplify a high standard of health-
related fitness.

 Skill-related fitness components are assessed with several different tests. Such
components as reaction time and speed are considered by some to be more
related to heredity than healthy lifestyles, especially in young people.

Fitness - is a condition in which an individual has sufficient energy to avoid

fatigue and enjoy life.

Skill- or performance-related fitness - involves skills that will enhance one’s

performance in athletic or sports events.

There are six skill-related fitness components: agility, balance, coordination, speed,
power, and reaction time. Skilled athletes typically excel in all six areas.

1. Agility - is the ability to change and control the direction and position of the body
while maintaining a constant, rapid motion.
For example: changing directions to hit a tennis ball
2. Balance - is the ability to control or stabilize the body when a person is standing still
or moving.
For example: skateboarding

3. Coordination - is the ability to use the senses together with body parts during
movement.
For example: dribbling a basketball

Using hands and eyes together is called hand-eye coordination.

4. Speed - is the ability to move your body or parts of your body swiftly. In sports,
players rely on speed to gain advantage over your opponents.
For example: a basketball player making a fast break to perform a lay- up, a tennis
player moving forward to get to a drop shot, a football player out running the defense
to receive a pass

5. Power - is the ability to move the body parts swiftly while applying the maximum
force of the muscles.

- is a combination of both speed and muscular strength.

For example: punching in boxing and kicking for taekwondo

6. Reaction Time - is the ability to reach or respond quickly to what you hear, see, or
feel.
For example, an athlete quickly runs when he hears the starting gun, or stealing a base
in baseball

ACTIVITY 8: (ASSESSMENT)
Directions: Choose the letter of the best answer, and circle it.

1. What is the skill related fitness manifested in chasing the escaping dog.
A. Agility
B. Balance
C. Coordination
D. Speed

2. Hitting the bull’s eye in playing dart game, is a great example of what skill related
fitness?
A. Coordination
B. Power
C. Speed
D. Reaction time

3. What is the skill related fitness that helps you to jump over the hurdles?
A. Coordination
B. Power
C. Speed
D. Reaction time

4. Which of the following is the best example of reaction time?

A. Blocking a fast and strong kick
B. Crossing the streets
C. Hitting the target
D. Walking in the balance beam

5. In which sporting event is agility often manifested?

A. Archery
B. Badminton
C. Chess
D. Rowing

ANSWER KEY:

MODULE 1: MODULE 2: MODULE 3: MODULE 4:

PRE-ASSESSMENT PRE-ASSESSMENT PRE-ASSESSMENT PRE-ASSESSMENT

1. B 1. A 1. D 1. C
2. A 2. A 2. D 2. B
3. A 3. C 3. A 3. D
4. C 4. B 4. B 4. A
5. B 5. D 5. C 5. A

ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT

1. B 1. C 1. C 1. D
2. C 2. A 2. B 2. A
3. A 3. D 3. B 3. B
4. A 4. B 4. A 4. A
5. C 5. C 5. D 5. B