Unit 1: Earth and Space
Module 1: Plate Tectonics
UPDATE: LEARNER'S MATERIAL FOR QUARTER 1, NOW AVAILABLE FOR DOWNLOAD! For the Teacher's Guide, log in to http://kasamateachers.ning.com/ and request for a soft copy.
|
|
Contents:
1. Plate Tectonics 1.1 Distribution 1.1.1 volcanoes 1.1.2 earthquake epicenters 1.1.3 mountain ranges 1.2 Plate boundaries 1.3 Processes and landforms along plate boundaries 1.4 Internal structure of the Earth 1.5 Mechanism (possible causes of movement) 1.6 Evidence of plate movement |
Content Standard:
The Learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges Performance Standards: The Learners shall be able to: 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions 2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions Learning Competencies:
The Learners should be able to… 1. describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; 2. describe the different types of plate boundaries; 3. explain the different processes that occur along the plate boundaries; 4. describe the internal structure of the Earth; 5. describe the possible causes of plate movement; and 6. enumerate the lines of evidence that support plate movement Following are some video demonstrations of the activities included in this module. These videos were recorded during the Regional Training for Grade 10 Teachers at De La Salle University- Dasmarinas. You may view or download these videos via youtube. |
|
|
|
|
Unit 2: Force, Motion, and Energy
Contents:
1. Electricity and Magnetism -Electromagnetic Effects 2. Electromagnetic Spectrum 3. Light -Reflection of Light in Mirrors -Refraction of Light in Lenses Content Standards: The learner demonstrates understanding of: -the relationship between electricity and magnetism in electric motors and generators; -the different regions of the electromagnetic spectrum; and -the images formed by the different types of mirrors and lenses. Uploaded are the slide presentations on selected activities in each of the module. You may download it here:
“Darkness cannot drive out darkness: only light can do that. Hate cannot drive out hate: only love can do that.” Martin Luther King Jr. |
|
Unit 4: Matter and its Interactions
Module 1: Behavior of Gases
Contents:
1. Gas Laws 1.1 Kinetic Molecular Theory 1.2 Volume, pressure, and temperature relationship 1.3 Ideal gas law NOTES FROM THE PROFESSOR! Here are the notes provided by Professor Malou Cervania in the conduct of the laboratory activity about Charles' Law: Note 1: (Charles' Law) We agreed that to justify the used of the formula V=4/3(pi) r^3, the Balloon must be spherical (or at least near spherical) Note 2: (Charles' Law) that the balloon must be submerged (by any means), to justify the assumption that the temperature of the water is the same as the temperature of the gas inside the balloon. Note 3: (Charles'Law) the data from the activity will lead the students the concept that indeed, as the temperature increases, the volume also increase; and vice versa. However, with this kind of activity (with lots of possible sources of error) it will be near impossible to get a straight line, when you plot the results in a graph. Thus, give our students a set of data (that will show a constant k=V/T) for graphing. File containing the activity sheets from Prof. Cervania is available for download here!
Summary of the contents:
-Module 1, Activity 3: Charles’ Law -Module 2, Activity 4: How much Can You Take? -Part 1: Laboratory Activity on Law of Conservation of Mass -Part 2: Paper Clip Reaction Model -Module 3, Activity 1: Test for Carbohydrates: Are all carbohydrates the same? -Part 1: Iodine Test for Starch -Part 2: Benedict’s Test for Reducing Sugars -Module 3, Activity 2: The Denaturation of Proteins: How do proteins behave in different conditions? |
Content Standard:
The learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles. Learning Competencies: The learners should be able to investigate the relationship between: -volume and pressure at constant temperature of a gas; -volume and temperature at constant pressure of a gas; and -explains these relationships using the kinetic molecular theory. For this module, we have seven instructional activities. Activity 3: Charles' Law is shown in the video below: |
Module 2: Chemical Reactions
Content Standard:
The Learners demonstrate an understanding of the chemical reactions associated with biological and industrial processes affecting life and the environment. Performance Standard: The learner should be able to, using any form of media, present chemical reactions involved in biological and industrial processes affecting life and the environment. NOTES FROM THE PROFESSOR!
Here are the notes provided by Professor Malou Cervania in the conduct of the laboratory activity about Law of Conservation of Mass: Note 4: (Chemical Reactions) Go micro scale! drops of reactants will show the same result, nakatipid pa tayo ng resources and chemicals Note 5: if we will use the coffee stirrer (the one like a small spoon) as "improvised spatula" don't allow to use it as stirrer anymore, give our student a stick or a plastic stirrer (the straight one). (Good Laboratory practice, a spatula for dispensing solid, stirring rod for stirring) Note 6: (How much can you take) use only 1.0mL, approx 10 drops of Copper sulfate solution, or just enough to completely submerge the crumpled steel wool. -- that's micro-scale experiment Note 7: (How much can you take) the laboratory activity is to compare the mass of the reactant and the mass of the product, thus, if reaction occurs upon addition of copper sulfate already (it will surely), then you don't have to heat the test tube.Just let our students observe for 2-3 minutes (for evidences of change) before weighing again. you can repeat the same reaction later with addition of heat when you tackle the factors affecting reaction. Note 8: (how much can you take) but if you really wish to have the test tube heated, but you don't want to use the alcohol lamp, hot-water bath may do. (this way our students will not hold the test tube while heating, less chances of breakage) The meeting of two personalities is like the contact of two chemical substances: if there is any reaction, both are transformed. |
Learning Competencies:
The learners should be able to: -apply the principles of conservation of mass to chemical reactions; and -explain how the factors affecting rates of chemical reactions are applied in food preservation and materials production, control of fire, pollution, and corrosion. For this module, we have seven instructional activities. Below is a demonstration of Activity 4: How much can you take? This is divided into two parts, the experiment on the steel wool and the paper clip reaction model. |
Module 3: Biomolecules
Contents:
3. Biomolecules 3.1 Elements present in biomolecules 3.2 Carbohydrates, lipids, proteins, and nucleic acids 3.2.1. Food Labels We have two instructional activities for this module. The following videos and images show how Benedict's test for reducing sugar was performed and its results. NOTES FROM THE PROFESSOR!
Here are the notes provided by Professor Malou Cervania in the conduct of the laboratory activity about Law of Conservation of Mass: TO FOLLOW. :) |
Content Standard:
The learner demonstrates understanding of the structure of biomolecules, which are made up mostly of a limited number of elements, such as carbon, hydrogen, oxygen, and nitrogen. Performance Standard: The learner should be able to recognize the major categories of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids. |