iScience 9: K to 12 Curriculum Series

Teachers’ Manual Plan

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First Edition

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ISBN: 978-971-9980-25-4

Authors: Delia R. Aguilar, Eileen L. Del Rosario, Jocelyn R. Pedernal, Marissa E. Tadeja. Rosemarie N. Cruz
Series Editors/Authors: Gemma M. Llona, Rogelio P. Pascual
Series Editors: Arceli C. Baltazar, Cristina D. Fernandez, Cyril A. Constantino, Gemma H. Ferrera, Mary Jane R. Blancaflor, Orlando G.
Galapon
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2 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 TABLE OF CONTENTS
MATERIALS AND RESOURCES.............................................................................................................................................................................. 5
HOW TO USE THE TEACHERS’ CD RESOURCE........................................................................................................................................................5
PARTS OF THE TEACHERS’ MANUAL..................................................................................................................................................................... 5

UNIT 1: LIVING THINGS AND THEIR ENVIRONMENT.............................................................................................................................. 6

LESSON 1.1: THE DIFFERENT PARTS, FUNCTIONS, AND DISEASES OF THE RESPIRATORY AND CIRCULATORY SYSTEMS..........................................................6
LESSON 2.1: THE GENETIC INFORMATION ORGANIZED IN GENES AND CHROMOSOMES.................................................................................................9
LESSON 2.2: THE DIFFERENT PATTERNS OF INHERITANCE......................................................................................................................................10
LESSON 3.1: CHANGES THAT AFFECT SPECIES EXTINCTION.....................................................................................................................................11
LESSON 4.2: LIGHT-DEPENDENT AND LIGHT-INDEPENDENT REACTIONS....................................................................................................................14
LESSON 4.3: GENERATION OF CHEMICAL ENERGY (ATP) THROUGH RESPIRATION......................................................................................................15
LESSON 4.4: THE STRUCTURE AND FUNCTIONS OF THE MITOCHONDRIA...................................................................................................................17
LESSON 4.5: AEROBIC RESPIRATION AND ANAEROBIC RESPIRATION.........................................................................................................................19
UNIT TEST 1 – ANSWER KEY...................................................................................................................................................................... 24

UNIT 2: MATTER................................................................................................................................................................................. 25

LESSON 1.1: BOHR’S ATOMIC MODEL...............................................................................................................................................................25

LESSON 1.2: MAIN ENERGY LEVELS AND SUBLEVELS IN AN ATOM...........................................................................................................................26
LESSON 1.3: ELECTRON CONFIGURATION........................................................................................................................................................... 27
LESSON 2.1: CHEMICAL BONDS........................................................................................................................................................................29
LESSON 2.2: IONIC BONDS AND COVALENT BONDS..............................................................................................................................................31
LESSON 2.3: METALLIC BONDING..................................................................................................................................................................... 32
LESSON 3.1: ORGANIC COMPOUNDS.................................................................................................................................................................33
LESSON 3.2: HYDROCARBONS.......................................................................................................................................................................... 34
LESSON 4.1: THE MOLE..................................................................................................................................................................................36
LESSON 4.2: PERCENTAGE COMPOSITION...........................................................................................................................................................37
UNIT TEST 2............................................................................................................................................................................................... 39
UNIT TEST 2 – ANSWER KEY...................................................................................................................................................................... 42

UNIT 3: EARTH AND SPACE................................................................................................................................................................. 43

LESSON 1.1: TYPES OF VOLCANOES...................................................................................................................................................................43

LESSON 1.2: VOLCANIC ERUPTIONS...................................................................................................................................................................44
LESSON 1.3: ENERGY OF VOLCANOES................................................................................................................................................................ 45
LESSON 2.1: FACTORS THAT AFFECT THE CLIMATE...............................................................................................................................................46
LESSON 2.2: GLOBAL CLIMATE PHENOMENON....................................................................................................................................................48
LESSON 2.3: EL NIÑO AND LA NIÑA..................................................................................................................................................................49
LESSON 3.1: CHARACTERISTICS OF STARS........................................................................................................................................................... 50
LESSON 3.2: CONSTELLATIONS (ARRANGEMENT OF STARS IN A GROUP)..................................................................................................................52
LESSON 3.3: CHANGING POSITION OF STARS AND CONSTELLATION.........................................................................................................................53
LESSON 3.4: USES OF CONSTELLATION.............................................................................................................................................................. 54
UNIT TEST 3............................................................................................................................................................................................... 55

UNIT 4: FORCE, MOTION, AND ENERGY............................................................................................................................................... 59

LESSON 1.1: MOTION IN TWO DIMENSIONS.......................................................................................................................................................59

LESSON 1.2: IMPULSE AND MOMENTUM........................................................................................................................................................... 60
LESSON 1.3: COLLISION AND CONSERVATION OF MOMENTUM...............................................................................................................................62
LESSON 2.1: CHANGES IN THE DIFFERENT FORMS OF MECHANICAL ENERGY.............................................................................................................63
LESSON 2.2: CONSERVATION OF MECHANICAL ENERGY.........................................................................................................................................64

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LESSON 3.1: NATURAL HEAT TRANSFER.............................................................................................................................................................65
LESSON 3.2: HEAT LOSS THROUGH CONDUCTION, CONVECTION AND RADIATION.......................................................................................................67
LESSON 3.3: WASTE ENERGY CANNOT BE PREVENTED.........................................................................................................................................69
LESSON 4.2: TRANSMISSION OF ELECTRICAL ENERGY............................................................................................................................................74
LESSON: 4.3 ELECTRICAL ENERGY CONSUMPTION................................................................................................................................................76
UNIT TEST 4............................................................................................................................................................................................... 79
UNIT TEST 4 – ANSWER KEY...................................................................................................................................................................... 82

4 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 MATERIALS AND RESOURCES
iScience Textbook and Workbook Features and Content that the Teacher and student can use for assessment and other activities.

In the Textbook
 Concept Check – short quiz provided after every lesson.
 Anchor Charts – these are science charts found at the end part of the textbook. It includes supplementary charts that can be used during the
discussion or while answering activities.
In the Workbook
 Students’ Score Page – page where teacher can write down the scores of the students’ every time, they check the activities. This is a very helpful
feature both for the parent and student and especially for the teacher as this page shows the progress of the student based on the scores and
activities done.
 Building Skills – worksheets prepared for students’ graded activities
o Test Yourself – observations and experiments about the topic.
o Skills Workout – exercise applying the skills learned from the topic.
o Mind Challenge – real-life questions or scenarios that would practice the skills learned.
In the iScience Teachers’ Resources
 iScience Textbook and Workbook Teachers’ Copy
 Printed Teachers’ Manual
 Teachers’ CD
o iPlan or Instructional Plan – this the soft copy of the Teachers’ Manual. It is provided in the following file formats.
 Word File (.docx) – for editing purposes
 Acrobat File (.pdf) – for printer-friendly / printer-ready use
 Flipbook (.exe) – for ease of browsing
o iPresent – editable and pre-made PowerPoint presentation of the lesson.
o iSyllabus and Course Outline
o iClips – movie clip of lessons every week for teachers’ reference during the discussion.
o Anchored Charts – appendices at the end of the textbook connected to the selected activities on the workbook.

HOW TO USE THE TEACHERS’ CD RESOURCE

The iScience Teachers’ Manual was created and pre-made to help teachers lessen their burden of creating their own daily lesson plans.
This also ensures that teachers will be more effective in instructing students when it comes to the content of the iScience curriculum
series.
Steps on how to use the Teachers’ CD
1. Place the CD on the DVD or CD ROM of your laptop or computer.
2. The File Explorer of your computer will open for the CD.
3. In the CD, find and open the file named Video Manual. This file can be opened using the Media player of your computer.
4. Watch the video to see how the files in this CD can be browsed. Apply and browse the CD so that you get familiarized with its
content.

PARTS OF THE TEACHERS’ MANUAL

1. Learning objectives
2. Learning contents
3. Development activities
a. Preparatory Activities
b. Presentation of the Lesson
c. Learning Activities
4. Generalization
5. Evaluation
6. Reinforcement
7. Enrichment
8. Assignment

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 9. Chapter Test with Answer Key

UNIT 1: LIVING THINGS AND THEIR

ENVIRONMENT

LESSON 1.1: THE DIFFERENT PARTS, FUNCTIONS, AND DISEASES OF THE

RESPIRATORY AND CIRCULATORY SYSTEMS
LEARNING OBJECTIVES
Cognitive:  Identify the structure of the respiratory system and the circulatory system.
Psychomotor:  Make a distinction between the two phases of breathing.
Affective:  Accurately trace the circulation of blood and lymph in the human body.
LEARNING CONTENTS
Reference Materials:  iScience 9, pp.3-12
Instructional Materials:  Diagram of a respiratory system and circulatory system.
Value:  A good citizen must be more concerned about our environment for the welfare of the people
and animals. One of the moral responsibilities of each member of the family is to love each
other in order to make the home a good and happy place to live in.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Definition of term like conservation, precipitation, nitrogen fixation and preservation.
II. Motivational: Ask the students to put their hands on their chest and feel their breathing. Can you feel that your
chest moves up and down slightly? This time take a deep breath. Did you notice that your rib cage moves out and
upward when you inhale? The activity that you have done involved your respiratory system.
III. Review: Try to recall the different practices done by man that contribute to the destruction of our ecosystem.
Presentation of the Lesson
Discuss the function of the respiratory system and circulatory system. Let the students label each part of the
respiratory and circulatory system. Let the students perform the activity of the circulatory and respiratory system.
GENERALIZATION
Lead the Students in generating that:
The respiratory system consists of the airways and the lungs that allow the exchange of gases to occur between the lungs and the
blood, and between the blood and the cells of the body. It closely works together with the circulatory system which consists of heart,
blood and the blood vessels. The heart is divided into two atriums and two ventricles. The blood, which is low in oxygen and high in
carbon dioxide, enters the right side of the heart and is pumped into pulmonary circulation. After oxygenation in the lungs and
removing some carbon dioxide, it returns to the left side of the heart. The left ventricle pumps blood out of the heart to the rest of the
body. The cardiac cycle consists of atrium contracting, while the ventricles relax and vice versa. Every time the blood flows along the
blood tubes, it exerts force along the wall of the blood tubes. This is called blood pressure. Unhealthy lifestyles like cigarette smoking,
unhealthy diet, lack of physical activity and drinking too much alcoholic drinks may lead to diseases of the respiratory and circulatory
system. Some of the common diseases of the respiratory and circulatory system. Can be fatal such as coronary heart disease, heart
attack, heart failure, stroke, chronic obstructive pulmonary disease (COPD), lung cancer and asthma. however, there are ways to keep
the respiratory and circulatory system healthy and could avoid these diseases like exercise regularly, avoid cigarette smoking, eating
healthy and balanced diet, and drink plenty of water.
EVALUATION
1-4
Let the Students answer Test Yourself section on page of the workbook.
Answer Key:
A. Inhalation and Exhalation
It depends on the student’s observation

6 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 Answers to Guide Questions:
1. Answers May Vary 2. Answers May Vary
Generalization: Answers Vary
B. Parts and Function of the Heart
Function
Labelled Parts of the (Tell whether it receives or pumps oxygen rich blood or oxygen
Heart poor blood, transports oxygen rich blood or oxygen poor
blood).
Carries unoxygenated blood that has returned from the body
Q Right Atrium and send it through the vena cava and pumps the blood into
the right
Pushes blood into an artery that leads to the lungs, the blood
R Right Ventricle will be oxygenated before it will return to the heart.
S Left Atrium Collects or carries oxygenated blood that has returned from the
lungs.
Pushes the blood into the body’s blood vessels for the
T Left Ventricle circulation through the body. It is responsible for the delivery of
the adequate blood to the entire body.
U Superior Vena cava Carries deoxygenated blood from the body to the heart.
V Aorta Used to carry oxygenated blood from the left ventricle to the
body
Carries deoxygenated blood from the right ventricle to the
W Pulmonary Artery lungs. It transports deoxygenated blood from the heart to the
lungs.
Responsible for transporting oxygenated blood from the lungs
X Left Pulmonary Vein back to the left atrium of the heart. It carries deoxygenated
blood from the rest of the body then back to the heart.
Receives deoxygenated blood from the body through the vena
Y Right Pulmonary Veins cava then pumps it into the right ventricle then sends it to the
lungs to be oxygenated.
Answers to Guide Questions:
1. The circulatory system supplies oxygen and nutrients in our body and helps carry waste and carbon dioxide out of the
body.
2. The left ventricle has the thickest muscular wall because blood is pumped out of the heart at a greater pressure. It is the
major pumping chambered of the heart.
Generalization: Answers May Vary
REINFORCEMENT
4-6
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
A.
1.
a. Nasal cavity f. Lungs
b. Nostril g. Bronchi
c. Pharynx h. Bronchioles
d. Larynx
e. Trachea
2. The respiratory system is responsible for taking in oxygen and expelling carbon dioxide.
3. The labelled X is bronchioles.

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 4. Bronchioles serve as the passageway of air from the bronchi to the alveoli and control the distribution of air
throughout the lungs through constriction and dilation.
5. Answers may vary
B.
a. Answers vary
b. Pulse rate is equal to the heart rate.
c. The pulse rate increases as the heart beats faster.
d. Yes
e. The blood supply of the muscles become greater because the blood vessels in the muscles dilate.
ENRICHMENT
7-8
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
A. Answers to Questions
1. The major organs of the respiratory system and their functions:
a. Nasal cavity – used to filter air as it enters into the body before it reaches the lungs
b. Pharynx – the passageway of food and air as it enters into the mouth.
c. Larynx – used to protect the airways from choking in the throat and regulate the flow of air into the lungs.
d. Trachea – allows the flow of air to and from the lungs for respiration and delivers oxygen to the blood stream.
e. Bronchi – the main passageway for gas exchange, thus going to the lungs while carbon dioxide leaves the lungs through them.
It also serves as the conducting zone of the respiratory system.
f. Lungs – takes oxygen from the environment and used to transfer it to the blood stream.
2. Organs of the Circulatory system and their functions:
a. Heart – used to circulate blood throughout the body. This is the chambered organ capable of separating oxygenated and
deoxygenated blood into different chambers in order to bring blood from the body and send it to them to be oxygenated. It
supplies oxygen and nutrients to the tissue and remove carbon dioxide and other metabolic wastes.
b. Blood – used to transport oxygen and nutrients throughout the body. It regulates body temperature. It serves as fluid
connective tissues. Blood transport wastes materials to the organs for elimination.
c. Blood vessels – used to transport blood through the body.
The arteries used to carry blood away from the heart and transport it to other organs of the body. Veins carry blood toward
the heart.
3. The red blood cells will pass through the blood vessels in the lungs. The exposed oxygen is inhaled. There is the thin lining of
the lungs that will separate the blood vessels from the air. This oxygen is differed into the blood. The red blood cells bind
some of the oxygen, thus hemoglobin becomes bright red. This is now called the oxyhemoglobin. As the oxygenated blood
continues to circulate through the blood vessels, it reaches to the tissues that have used up their supply of oxygen. The
oxygen leaves the red blood cells and diffuses into the tissues and it will be used in the cellular respiration. The hemoglobin
that has given up its oxygen will lose its bright red color thus becomes dull purplish red. This purplish red is deoxygenated
blood.

4. NOTE: Actual diagram depends on the students.

8 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 B. Answers may vary

ASSIGNMENT
Ask the student to make a model of the lungs using balloons and other recyclable materials.

LESSON 2.1: THE GENETIC INFORMATION ORGANIZED IN GENES AND

CHROMOSOMES
LEARNING OBJECTIVES
Cognitive:  Discuss the genetic information organized in genes and chromosomes.
Psychomotor:  Differentiate a gene from a chromosome.
Affective:  Briefly discuss and explain the structure of DNA.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.14-17
Instructional Materials:  Show a model of DNA and use it in the discussion.
Value:  One must be more cautious in choosing his or her life partner.
DEVELOPMENT ACTIVITIES

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Preparatory Activities
I. Drill: Identifying the parts and functions of respiratory and circulatory system.
II. Motivational: For the motivation introduce first the structure of DNA identifying its part.
III. Review: Trace the path of breathing. Differentiate inhalation from exhalation.
Presentation of the Lesson
Start the lesson by introducing the DNA model identifying all the parts. Discuss to the class Gene and chromosomes.
GENERALIZATION
Lead the Students in generating that:
DNA is made up of molecules called nucleotide. Each nucleotide contains a phosphate group, a sugar group and a nitrogen base. The
four types of nitrogen bases are adenine (A), thymine (T), guanine (G) and cytosine (C). The order of these bases determines DNA’s
instructions, or genetic code. Human DNA has around 3 billion bases, and more than 99 percent of those bases are the same in all
people. Genes are a distinct portion of a cell’s DNA. They are coded instructions for making everything that our body needs especially
proteins. These proteins are chains of chemical building blocks, which are called amino acids. Proteins form the basis for most of what
our body does, such as digestion, making energy and growing. Chromosomes are made up of genes. These genes determine the traits
of all living organisms.
EVALUATION
9-10
Let the Students answer Test Yourself section on page of the workbook.
Answer Key:
a. The nucleus contains genetic materials called DNA.
b. Chromosomes are made up of DNA that are tightly coiled many times around proteins called histones.
c. Genes are made up of DNA
d. DNA is a double helix formed by base paired attached to sugar phosphate.
e. Gene is the name given to a section of DNA that carries instruction for making protein.
f. Proteins
g. Cytoplasm
REINFORCEMENT
10-12
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. Answers may vary
2. Albinisms
3. Yes
4. James has a sickle cell anemia.
5. Sickle cell anemia is caused by inherited abnormal hemoglobin. This abnormal hemoglobin causes distorted red blood
cells.

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ENRICHMENT
12
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1. DNA 4. Three
2. DNA Protein 5. Cancer
3. Homologous alleles
ASSIGNMENT
Make a model of DNA using any recyclable material present in your place.

LESSON 2.2: THE DIFFERENT PATTERNS OF INHERITANCE

LEARNING OBJECTIVES
Cognitive:  Discuss the different patterns of Non-Mendelian Inheritance.
Psychomotor:  Illustrate what is an incomplete dominance.
Affective:  Briefly explain the difference between phenotype from a genotype.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.18-22
Instructional Materials:  Table showing the seven traits of Gregor Mendel’s experiment.
Value:  Importance of heredity in determining what kind of offspring a person will produce.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Giving meaning to the following terms: autosome, proteins, nucleic acids, chromosomes, DNA, and genes.
II. Motivational: Give a brief background on Gregor Mendel’s experiments. Introduce to the students the seven-
contrasting trait on the garden peas describe in the experiments.
III. Review: Differentiate genes from a chromosome. Give more examples for a clear understanding of the students
about these two terms.
Presentation of the Lesson
Introduce to the class the seven traits of Gregor Mendel’s experiment. Show the class incomplete dominance sex linked
genes, multiple alleles and the polygenes diseases.
GENERALIZATION
Lead the Students in generating that:
Heredity is the passing of traits from parents to offspring. Mendel’s classic genetic experiments involved the interpretation of
crossing the garden pea plants having pairs of contrasting traits. Multiple alleles are traits that have three or more alleles. A
polygenic inheritance is a trait affected by many genes in which each individual gene makes a small contribution to the
organism’s phenotype. The environment interacts with an organism’s genotype to produce its phenotype.
EVALUATION
13-14
Let the Students answer Test Yourself section on page of the workbook.
Answer Key:
Common Genetic Traits
Mother Father Son and Daughter
Answer may vary Answer may vary Answer may vary
Guide Questions:
1. Answers may vary 4. Answers may vary
2. Answers may vary 5. Answers may vary
3. Answers may vary 6. Answers may vary
Generalization: Answers may vary

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REINFORCEMENT
15-16
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
Across:
2 Second filial generation 9 Heredity
4 Incomplete dominance 10 Phenotype
7 Mutations
Down:
1 Mendel’s Law of Genetics 8 Polygene
3 Non-Mendelian Inheritance 11 Genotype
5 Gregor Mendel 12 Pleitropy
6 First filial Generation
ENRICHMENT

Let the Students answer the Mind Challenge section on page 17 of the workbook.
Answer Key:
1. A 2. D 3. C 4. B 5. C
ASSIGNMENT
Ask the students to give more example on incomplete dominance and more exercises in hybridization using seven traits of
Gregor Mendel’s experiments.

LESSON 3.1: CHANGES THAT AFFECT SPECIES EXTINCTION

LEARNING OBJECTIVES
Cognitive:  Discuss the causes of species extinction.
Psychomotor:  Relate species extinction to the failure of population of organisms to adapt and to abrupt
changes in the environment.
Affective: Explain the importance of biological diversity.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.24-29
Instructional Materials:  Diagram of different types of extinct animals.
Value:  Understanding the diversified forms of life on earth.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Definition of terms used in the previous lesson such as: phenotype, hybrid, genotype, hemophilia, mutation
etc.
II. Motivational: Show to the class some diagrams explaining the global changes triggered by human activities.
III. Review: Explain the difference of the following:
a. Multiple alleles b. Multiple genes c. Sex-linked genes
Presentation of the Lesson
Start the lesson by asking the student why extinction happened in the ecosystem or in the environment. Then as the
students answer lead again the question what activities or what causes then to be extinct, whom to be blame and so
on.
Learning Activities
Let the students answer Concept Check section on page 28 of the textbook.
Answer:
1. Biodiversity 4. acid precipitation
2. Global warming 5. evolutionary rescue
3. Joseph Fourier

12 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

GENERALIZATION
Lead the Students in generating that:
Extinction in biology is the dying out or termination of species. Extinction occurs when species are diminished because of
environmental forces (habitat fragmentation, global change, overexploitation of species for human use) or because of evolutionary
changes in their members (genetic inbreeding, poor reproduction, decline in population numbers). Biodiversity is everywhere, both
on land and in water. It includes all organisms from microscopic bacteria to more complex plants and animals. It reflects the number,
variety and variability of living organisms. It also includes diversity within species, between species and among ecosystems. This
concept covers how diversity changes from one location to another and over time. All the Earth’s ecosystems have been transformed
through human actions. Ecosystems continue to be converted to agricultural and other uses. The current loss of biodiversity and the
changes in the environment are now faster than ever before in human history. Many animal and plant populations have declined in
numbers. Species extinction is a natural part of Earth’s history. Human activity has increased the extinction rate by at least 100 times
compared to the natural rate.
EVALUATION

Let the Students answer Test Yourself section on page 19 of the workbook.
Answer Key:
Answers may vary, it depends on the student’s own discussion.
REINFORCEMENT
20
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
Answers may vary, it depends on the student’s own discussion.
ENRICHMENT
21
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
A.
1. B 2. D 3. C 4. C 5. D
B.
1. Answers may vary
ASSIGNMENT
Allow the students to make some research about some other causes of extinction.

LESSON 4.1: STRUCTURES AND FORMATION OF PLANT PARTS AND ORGANELLES

INVOLVED IN PHOTOSYNTHESIS
LEARNING OBJECTIVES
Cognitive:  Explain the process of photosynthesis
Psychomotor:  Enumerate and describe the internal parts of a leaf
Affective:  Briefly discuss the function of each part of the chloroplast
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.31-35
Instructional Materials:  Diagram of the internal parts of a leaf.
Value:  Appreciate leaf in relation to function especially the chloroplast which help in
photosynthesis.

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DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Word puzzle given the definition of the words; Students should fill up the grid with the word that should
correspond to the meaning given by the teacher.
II. Motivational: The students will go out to the class to collect different type of leaf of the plants. Examine the leaf
under the microscope to identify each part.
III. Review: Recall some factors that causes the decline of biodiversity.
Presentation of the Lesson
Present to the class a typical leaf. Point its part and identify them. After identifying the parts introduce also the internal
structure of the leaf. Point to them that that there are different types of tissues that comprise the leaf, then if possible, ask
them the function of each, then proceed to the other type of discussion.
GENERALIZATION
Lead the Students in generating that:
Chloroplast there is a stocked, disk-shaped structures called the thylakoid. This thylakoid contains chlorophyll found inside the
membrane. Chlorophyll absorbs certain portions of the visible spectrum that captures energy from sunlight. It is also responsible for
the interaction between light and plant materials. In plants, photosynthesis takes place in the leaves which contains several layers of
cells. Photosynthesis uses solar energy, carbon dioxide and water in order to produce energy-storing carbohydrates. Oxygen is
generated as a waste product of photosynthesis. The thylakoid membrane contains many copies of photosystem I and II. Each
photosystem consists of a light-harvesting complex of pigment molecules and an adjacent electron transport system. Light is absorbed
by the light-harvesting complex of photosystem II that is the green light and strikes photosystem I causing it to emit electrons. The
energy is passed to the reaction center chlorophyll molecules. The electrons are captured by photosystem I electron transport system.
The electrons lost from the reaction center of photosystem I is replaced by those coming from the transport system II.
EVALUATION

Let the Students answer Test Yourself section on page 23-24 of the workbook.
Answer Key:
Guide Questions:
1. Answers may vary 3. Answers may vary
2. Answers may vary 4. Answers may vary
Generalization: Answers may vary
REINFORCEMENT

24
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
Parts of the chloroplast:

PARTS FUNCTIONS
1. Outer Membrane Permeable to molecules or passageway of materials
2. Inner Membrane Contains plenty of transporters
3. Stroma The aqueous fluid that fills the internal space inside a chloroplast.
4. Thylakoids Captures light and contains chlorophyll.

14 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 5. Lumen Found inside a thylakoid membrane.
6. Granum Stack of thylakoids.
ENRICHMENT

Let the Students answer the Mind Challenge section on page 25 of the workbook.
Answer Key:
1. A 2. D 3. B 4. D 5. C
ASSIGNMENT
For the assignment let the students test some kinds of food or substances for the presence of starch. Let them test also if
starch is present in medicine tablets, and clothes.

LESSON 4.2: LIGHT-DEPENDENT AND LIGHT-INDEPENDENT REACTIONS

LEARNING OBJECTIVES
Cognitive:  Discuss the light dependent and the light independent reactions
Psychomotor:  Differentiate light dependent and light independent reactions
Affective:  Briefly identify the products of light dependent and light independent reactions.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.36-41
Instructional Materials:  Show an illustration showing the light dependent reactions and light independent reaction.
Value:  The students should realize the value of natural processes to man’s existence.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: To recall some terms, you may use some games so terms can be identified using its meaning.
II. Motivational: Ask the students if light is a requirement in all the reactions of photosynthesis and ask them if
photosynthesis occurs at night in dark reactions.
III. Review: Review the functions of the internal parts of the leaf try to recall to the students the importance of
thylakoid in the process of photosynthesis
Presentation of the Lesson
Start the lesson by asking the students to recall the equation of photosynthesis. Point out that this equation happens in two
phases. Then tell the students that energy transformation is from solar energy to chemical energy then proceed your
discussion.
Learning Activities
Let the students answer Concept Check section on page of the textbook.
40
Answer:
1. Chloroplasts 2. Photons 3. Accessory pigments 4. Photorespiration 5. Pigments
GENERALIZATION
Lead the Students in generating that:
Photosynthesis takes place in two major stages or phases. The chemical reactions of step one, depend on light energy and the
reactions that do not depend directly on light. The reactions that depend directly on light is called light reactions and
reactions that do not depend directly on light is called dark reactions. Light reactions take place in the grana of the
chloroplast, while dark reactions take place in the stroma. In the light reaction phase, the light energy is absorbed by
chlorophyll and other pigment molecules in the grana of the chloroplast. ATP production is not the only result of the light
reactions. In this reaction, water is split into oxygen and hydrogen ions. The oxygen is given off. The dark reactions, also
known as Calvin Cycle, takes place in the stroma of the chloroplast and it does not require light energy. Each step in the dark
reaction is controlled by an enzyme.

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 15

EVALUATION

Let the Students answer Test Yourself section on page. 27-28 of the workbook.
Answer Key:
A. B.

REINFORCEMENT
28
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key: Answers may vary
ENRICHMENT
29
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1. Thylakoids
2. During the light reactions
3. A. ATP is the energy yield of all living organisms. It serves as the energy storing and transforming molecules.
B. NADPH is an enzyme used in the reduction reaction of anabolic processes in plants. It serves as coenzymes and a
reducing agent.
4. Light reaction takes place only in the presence of light while light independent reaction can occur with or without light.
5. In the light-independent reactions or Calvin cycle, the energized electrons from the light-dependent reactions provide
the energy to form carbohydrates from carbon dioxide molecules.
ASSIGNMENT
Allow the students to find out how Melvin Calvin and his colleagues were able to figure out the process involved in the dark
reactions.

LESSON 4.3: GENERATION OF CHEMICAL ENERGY (ATP) THROUGH RESPIRATION

LEARNING OBJECTIVES
Cognitive:  Explain the cellular respiration.
Psychomotor:  Discuss the three stages of cellular respiration.
Affective:  Accurately explain the difference between photosynthesis from cellular respiration.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.42-48
Instructional Materials:  Diagram of mitochondria with labelled parts.
Value:  Appreciate the importance of the different processes involved in cellular respiration that
replenish ATP.

16 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Drill on terms like absorption pigments, Calvin cycle, dark reaction, light reactions, photons and accessory pigments.
II. Motivational: Show the equation of photosynthesis then the equation of cellular respiration. Ask the students what they
observe about the two equations.
III. Review: Review the difference between light reactions from the dark reactions.
Presentation of the Lesson
To start the discussion, tell the students that respiration is divided into three phases namely glycolysis, kreb cycle and
electron flow along the respiratory chain. Then proceed to your discussion.
Learning Activities
47
Let the students answer Concept Check section on page of the textbook.
Answers: 1. Cellular respiration 2. Mitochondria 3. Cytoplasm 4. Krebs cycle 5. Endothermic
GENERALIZATION
Lead the Students in generating that:
Cellular respiration is the most catabolic pathway that uses oxygen in the breakdown of glucose, to obtain energy in the most usable
form of ATP. Respiration consists of three stages: Glycolysis, Krebs cycle and Electron transport chain. Glycolysis takes place in the
cytosol, breaks the glucose into two molecules of pyruvate. It has an energy-investment phase and an energy-payoff phase. There
are two molecules of ATP consumed as glucose and it is split into two molecules of glyceraldehydes phosphate. The Krebs cycle is
located in the mitochondrial matrix that converts a derivative of pyruvate into carbon dioxide. In this cycle, the acetyl fragment of
acetyl CoA is added to oxaloacetate to form citrate. For the electron transport chain, it happened in the inner portion of the
mitochondrial membrane. Most components are proteins with tightly bound, non-protein prosthetic groups that shift between
reduced and oxidized, states as they accept and donate electrons.
EVALUATION
31-32
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
COMPARISON PHOTOSYNTHESIS RESPIRATION
1. Starting Materials CO2, H2O, sunlight C6H12O6 , O2, O2
2. End Products C6H12O6 , O2, CO2 , H2O

3. Cell Parts Involved in the Chloroplast Mitochondria

Process
4. Light Requirements Sunlight Sunlight is not required
5. Time of the Day at Which During day time where sunlight is
the Reaction Occurs already present Occur all the time
Answers to Guide Questions:
1. They are related to each other because the product of photosynthesis is used in respiration to make ATP. On the other
hand, glucose turned back into carbon dioxide to be used in photosynthesis. Then water is broken down to form oxygen
during photosynthesis while in respiration this oxygen is combined with hydrogen to form water. This water is needed
again in photosynthesis.
2. Chloroplasts are the organelles in plant that store chlorophyll. These chlorophylls used to absorb light so that plant could
get its energy from the light. It is also the chlorophyll that trap the light energy needed in photosynthesis.
3. Mitochondria – C6H12O6 CO2 , H2O Consume O2
Chloroplast _ CO2 , H2O C6H12O6 ± O2 liberate O2

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 17

REINFORCEMENT
32
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
PROCESS MAIN FUNCTION INPUTS OUTPUTS
Glycolysis Breakdown glucose to form Glucose, 2NAD,2ATP, 2 Pyruvate, 2NADH, 2ADP,
ATP and NADPH 4ADP, 2 pyruvate 4ATP
Pyruvate Used as starting point for 2 pyruvate acid. 2NAD, 2 2NADH, CO2, 2 acetyl CoA
fermentation and yield Coenzyme A
ethanol or lactate.
Krebs cycle Produces electron carrier to 2 Acetyl Coenzyme, 3NAD, 1ATP, 3NADH, 1FADH2 2CO2
be used in the electron 1ADP, 1FAD
transport chain.
ETC Transmembrane proton NADH, FADH2, O2, 34ATP, NAD, FAD, H2O
electron chemical gradient ADP ± P
resulting to redox reaction
Fermentation Produces a large amount of C6H12O6 2C2H5OH, 2CO2, 2ATP
ATP to fuel a chemical
reaction. Breakdown glucose
and release energy where
organic substances are the
final electron acceptor.
ENRICHMENT
33
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1. A 2. D 3. D 4. A 5. C
ASSIGNMENT
Make a research about other importance of photosynthesis and cellular respiration.

LESSON 4.4: THE STRUCTURE AND FUNCTIONS OF THE MITOCHONDRIA

LEARNING OBJECTIVES
Cognitive:  Describe the structure of the mitochondria.
Psychomotor:  Explain why mitochondria is important.
Affective:  Cite and state the importance of mitochondria.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.49-51
Instructional Materials:  Diagram of mitochondria showing its parts.
Value:  Appreciate the role of mitochondria as the powerhouse of the cell.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Drill on terms like ATP, cellular respiration, cytoplasm, electron transport chain, Krebs cycle and glucose.
II. Motivational: Start the discussion about giving example of the jeep. Tell them that a jeep will not run without the
engine and so as the cell. Then lead the discussion to the role of mitochondria. Explain to the students that the function
of mitochondria is just like the jeep.
III. Review: Trace and differentiate photosynthesis and cellular respiration.
Presentation of the Lesson
Ask the students to recall the unction and importance of AFT. Remind them that although ATP is being used up, the cells can
replenish its supply using the chemical energy released from the breakdown of food through the process of cellular
respiration. Discuss also the structure and function of the mitochondrion then continue the discussion.

18 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

GENERALIZATION
Lead the Students in generating that:
Mitochondria are structures found within the cytoplasm. These structures carry out chemical reactions that release energy for cellular
respiration activities. There are two membranes that make up a mitochondrion. The outer membrane is smooth while the inner
membrane folds to form finger-like projections called cristae. The chemical reactions that release energy from food take place on the
surface of the cristae. Mitochondria are numerous in cells that are continuously working such as the cells that make up heart muscle.
Different mitochondria organelles produce different proteins and they can be used for various functions. The energy forms of ATP also
produce small amounts of carbon dioxide.
EVALUATION

Let the Students answer Test Yourself section on page. 35-36 of the workbook.
Answer Key:
1.
a. Inner membrane aid in the movement of electrons and synthesize ATP. It contains the electron transport system
ATPase complex
b. Cristae are the folds of the inner membrane.
c. Matrix contains enzymes proteins used in the production of energy.
d. Mitochondrial DNA encodes proteins involved in electron transport and oxidative phosphorylation that occur in
cellular respiration. They carry genes necessary for the synthesis of same mitochondrial proteins.
e. Ribosomes aid in protein synthesis.
f. Outer membrane surrounds the inner membrane leaving spaces in between. It has pores large enough to allow
ions, molecules and small proteins to pass through.
2. We need to study the structure of mitochondria because they are the organelles that acts like the digestive system which
takes in nutrients and create energy rich molecules for the cell. They are responsible of converting the air we breathe and
the food we eat into energy that the cell can use in order to grow.
REINFORCEMENT
37
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:

PARTS FUNCTION
A. Inner Membrane Synthesize ATP aid in the movement of electrons.
B. Ribosomes Used for proteins synthesis
C. Mitochondrial DNA Encodes proteins, carries genes necessary for the synthesis of some
mitochondrial proteins.
D. Outer Membrane The gateway to the mitochondria because it has porins that allow
smaller proteins and allow bigger proteins in. It works in connection
with inner membrane to allow proteins into the matrix.
E. Cristae Increases the surface area of the inner membrane in order to have a
faster production of ATP.
F. Matrix Production of energy.

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 19

ENRICHMENT
38
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1. C 2. D 3. C 4. C 5. A
ASSIGNMENT
Ask the students to answer this question: What substance causes the tired feeling after doing heavy work? Discuss it and give
more example to fully understand the lesson.

LESSON 4.5: AEROBIC RESPIRATION AND ANAEROBIC RESPIRATION

LEARNING OBJECTIVES
Cognitive:  Differentiate aerobic respiration from anaerobic respiration.
Psychomotor:  Explain the equation of aerobic respiration from the equation of anaerobic respiration.
Affective:  Briefly compare aerobic respiration from anaerobic respiration.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.52-56
Instructional Materials:  Diagram of aerobic respiration and anaerobic respiration.
Value:  To become aware of the importance of oxygen to animals and carbon dioxide.to plants.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Definition of terms like cristae, matrix, mitochondria, outer membrane, inner membrane.
II. Motivational: Explain first the complete process of cellular respiration so that you may lead your discussion aerobic
and anaerobic respiration.
III. Review: Review and recall the function of mitochondria to the living cell.
Presentation of the Lesson
To start the class, ask the students again the meaning of the cellular respiration and aerobic respiration. Let the students identify
the organelle where respiration takes place Introduce the aerobic respiration and anaerobic respiration then continue the
discussion.
Learning Activities
Let the students answer Concept Check section on page 55 of the textbook.
Answer: 1. ATP 2. Oxygen debt 3. Fermentation 4. Chemical bonds 5. photosynthesis
GENERALIZATION
Lead the Students in generating that:
Cellular respiration allows organisms to release energy stored in the chemical bonds. Glucose (C6H12O6) is used to produce ATP. This
ATP is used to supply the energy needs. In respiration, glucose is oxidized, thus energy is released, in this case oxygen is reduced to
form water. Carbon atoms of sugar molecule are released in the form of carbon dioxide (CO2).
During cellular respiration, glucose must be oxidized at around 37% ATP in order to produce complete amount of energy. This energy
produced is needed by the body cell. Complete supply of oxygen will result to the production of water and carbon dioxide. A total of
36 ATP will be created so that more energy will be used.
a. Glycolysis = 4 ATP b. Krebs cycle = 10 ATP c. Electron transport chain = 22 ATP
EVALUATION
39-40
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
1. Warm water causes the molecules to move faster and becomes farther apart from each other.
2. People use yeast in baking. During fermentation carbon dioxide forms bubbles in dough in order to expand.
3. Respiration is important to living organisms because it provides energy to all living organisms in order to maintain
life.
4. Yeast in the experiments used to convert sugar into carbon dioxide. It feeds sugar in order to produce carbon
dioxide.

20 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

REINFORCEMENT
40-41
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
Matching Type:
A.
1. E 4. J 7. C
2. D 5. F 8. H
3. I 6. B 9. G

1. Cell respiration – energy releasing process. 6. Aerobic respiration – presence of oxygen

2. Chloroplast – involved in obtaining energy. 7. ATP- energy currency of the cell
3. Raw materials – starting materials. 8. Anaerobic respiration – absence of oxygen
4. Mitochondria – involved in producing energy. 9. Chemical equation – reactants and product
5. End product – finished products.
B.
COMPARISON PHOTOSYNTHESIS RESPIRATION
1. Starting Materials Carbon dioxide, Sugar or glucose, Oxygen
water
2. End Products Sugar or glucose Carbon dioxide, Water
3. Cell Parts Involved in the Process Chloroplast Mitochondria
4. Light Requirements Light energy or Sunlight is not required
sunlight
5. Time of the Day at which Reaction Daytime Day and night or
Takes Place throughout
ENRICHMENT
42
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1. B 2. B 3. C 4. C 5. A
ASSIGNMENT
Review and prepare for the unit test.

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 21

 UNIT TEST 1
Multiple Choice: Read each question carefully and select the letter of the correct answer.
1. It is a hollow muscular organ that pumps blood throughout the circulatory system.
a. Lungs
b. Heart
c. Arteries
d. Diaphragm
2. Which sentence best describes gas exchange during normal respiration?
a. An alveolar wall shares a membrane with artery
b. Gas exchange occurs through the walls of the capillary
c. Carbon dioxide moves from the lungs to the tissues of the body.
d. When not, enough oxygen is available the body substitute the different gases for oxygen.
3. When is the heart rate slowest?
a. While you are sleeping
b. While you are walking
c. While you are playing
d. While you are sitting
4. How are arteries and veins different?
a. An artery has thicker muscular and connective tissue layer than veins
b. Veins do not have valves while arteries have
c. Blood is under lower pressure in arteries than veins
d. Arteries carry blood to the heart while veins carry blood away from the heart.
5. Which is NOT a function of the circulatory system?
a. Carries away waste products of the body.
b. Delivers the oxygen rich blood throughout the body.
c. Responsible for the exchange of gases such as carbon dioxide and oxygen
d. Supplies the nutrients obtained from digestion throughout the body.
6. Which of the following blood vessels carry oxygenated blood away from the heart?
a. Capillaries
b. Veins
c. Arteries
d. Pulmonary vein
7. A woman who is found to be a carrier of hemophilia marries a man who is normal for the trait. What is the probability of the
couple of having a hemophilic male offspring?
a. 25%
b. 50%
c. 75%
d. 100%
8. A red gumamela flower is crossed with white gumamela flower. If the result of the cross is 1 red, 2 pink and 1 white, what
principle of inheritance is being manifested?
a. Law of Dominance
b. Incomplete Dominance
c. Codominance
d. Multiple Allelism
9. Both parents are heterozygous for blood type A. What percent of the offspring will have a blood type “O”?
a. 0%
b. 25%
c. 50%
d. 75%
10. Mrs. Dominguez has 4 boys and two girls. If she will be having another child, what is the probability/chance that Mrs.
Dominguez would have another baby boy?
a. 100%
b. 75%
c. 50%
d. 25%

22 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

11. A couple has four offspring. If two of her children is type AB and the other two children is heterozygous A, what is the
genotype of their parent’s blood type?
a. Heterozygous B and homozygous A
b. Heterozygous B and Heterozygous A
c. Homozygous B and homozygous A
d. Homozygous A and heterozygous B
12. Which of the following is NOT true about DNA?
a. DNA contains the information needed to form and control the physical and chemical makeup of an organism.
b. DNA is a double helix made up of repeating units of nucleotide.
c. DNA is composed of sugar, phosphate and nitrogenous bases?
d. DNA is located in the cytoplasm in form of chromosomes.
13. The return of the materials to the nonliving environment made possible by decomposers. Human interfere with the natural
process by ____________.
a. Introducing synthetic products
b. Burning the garbage
c. Dumping toxic waste
d. All of the above
14. Human actions have resulted in the degradation and loss of habitat and the population of a species begins to decline rapidly.
What do you call the species threatened by indiscriminate human activities?
a. Endangered
b. Extinct
c. Nearly threatened
d. Threatened
15. Which of the following is the major cause of wildlife depletion?
a. Forest fire
b. Illegal logging
c. Kaingin Farming
d. Loss of Habitat
16. What are the products of glycolysis?
a. 2 ATP, 2 CO2, 2 ethanol
b. 2 ATP, 2 NADH, 2 pyruvate
c. 36 ATP, 6 CO2, 6 H2O
d. 4 ATP, 2 FADH2, 2 pyruvate
17. What is the role of oxygen in Cellular respiration?
a. It is reduced in glycolysis as glucose is oxidized
b. It provides electron to the electron transport chain
c. It provides the activation of energy needed for oxidation to occur
d. It is the final electron acceptor in the electron transport chain.
18. Which of the following is correctly paired?
a. Glycolysis: cytoplasm
b. Krebs cycle: Inner membrane of mitochondrion
c. ETC: Cristae of the mitochondrion
d. None of the above
19. ATP is the primary source of energy in all living cells. Which process produces the greatest number of ATP’s needed by the
cells?
a. Electron transport chain
b. Krebs cycle
c. Lactic acid Fermentation
d. Glycolysis
20. What is the importance of cellular respiration?
a. To manufacture food
b. To capture energy from glucose
c. To breakdown glucose into usable form of energy
d. To make water and Carbon dioxide
21. In plant cell, what is formed during fermentation?
a. Carbon dioxide

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 23

 b. Lactic acid
c. Ethyl alcohol
d. Water
22. The dark reaction phase of photosynthesis occurs even without light as long as there is sufficient energy. Which of the
molecules below supplies this energy?
a. ATP
b. CO2
c. NADP
d. PGAL
23. The main function of this structure is to allow gases such as CO2, water vapor and oxygen to move rapidly into and out of the
leaf. What is the name of this structure?
a. Cell wall
b. Chloroplast
c. Cuticle
d. Stomata
24. The final product of photosynthesis is C6H12O6 or glucose which is produced during the dark reaction phase. What process
takes place in this phase?
a. Calvin cycle
b. Carbon oxygen cycle
c. Citric acid cycle
d. Krebs cycle
25. The food making process in plants is affected by the following factors EXCEPT:
a. CO2 in the atmosphere
b. Light
c. Water supply
d. Nutrients of the soil
26. Oxygen is one of the gases needed by animals to survive. It is released as by product during photosynthesis. Where does O2
came from?
a. From the splitting of carbon dioxide into carbon and oxygen
b. From the splitting of water molecules into hydrogen and oxygen
c. When carbon dioxide combines chemically with water.
d. When water reacts with sunlight
27. Dark reaction phase begins when CO2 enters the plant and combines with RuDP or ribulosediphosphate. This process is
known as _______.
a. Carbon dioxide fixation
b. Degradation
c. Phosphorylation
d. Fermentation
28. Energy is stored in the glucose but the cell cannot use it directly as fuel. What do you call the energy from the food molecules
that must be transferred to another molecule?
a. ADP
b. ATP
c. RuBP
d. PGAL
29. If chloroplast which contain chlorophyll is removed from the cell of a plant, which of the processes below will not occur?
a. Reproduction
b. Cellular respiration
c. Respiration
d. Photosynthesis
30. In which part of chloroplast does light-reaction take place?
a. Cuticle
b. Stroma
c. Grana
d. Stomata

24 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 UNIT TEST 1 – ANSWER KEY
1. B
2. B
3. A
4. A
5. C
6. C
7. B
8. B
9. B
10. C
11. D
12. D
13. D
14. A
15. D
16. B
17. D
18. A
19. A
20. C
21. C
22. A
23. D
24. A
25. D
26. B
27. A
28. B
29. B
30. D

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 25

UNIT 2: MATTER

LESSON 1.1: BOHR’S ATOMIC MODEL

LEARNING OBJECTIVES
Cognitive:  Describe the atomic model presented by Niels Bohr. Discuss the atomic model of Niels Bohr.
Psychomotor:  Illustrate the atomic model of Bohr.
Affective:  Realize the important contribution of Niels Bohr in the development of atomic model.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.59-61
Instructional Materials:  Visual aids, PowerPoint.
Value:  Open mindedness to new ideas.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Describe the following sub atomic particles: a. proton b. electron c. Neutron
II. Motivational: Look around you. How do you describe things which are quite small? What do you think is inside
these small materials? What are materials made up of?
III. Review: What are the subatomic particles of an atom? Give some description about each.
Presentation of the Lesson
Discuss the lesson using illustrative examples to facilitate the learning on pages of 59-60 iScience9.
Group Activity: Students will be group together. Perform Activity 1.1 page 231-232
Discussion: a. Bohr Model b. Exited state c. Ground state
GENERALIZATION
Lead the Students in generating that:
The knowledge about the inner structure of the atom will help you describe the observable properties of matter and at the same time
you will understand how it interacts with other substances. Niels Bohr’s planetary model of the atom gives you an idea about the
definite energy transformations within the atom. In Bohr’s model, each electron carries an exact amount of energy and does not lose
energy as long as it remains on its orbit.
EVALUATION
43-44
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
Data and observation:
METAL SALTS Element producing color Color of the Flame
Sodium Chloride (NaCl) Sodium Orange
Potassium chloride (KCl) Potassium Pale violet
Copper II sulfate (CuSO4) Copper Green
Boric acid Boron Green
Guide Questions:
1. The color of the flame can be considered as the characteristics of the element. But it happens also that 2 or more
elements may have the same color of flame.
2. The electron inside the atom get into “excited state” during this time, the electron or molecule absorbs energy that
causes the atom to become excited. When the electron returns to lower energy level, the energy released in the form of
light.
3. The energy level in the atomic structure refers to regions inside the atom where electrons are possibly located.
REINFORCEMENT
45
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. Proton and neutron 4. Bohr
2. Nucleus 5. Energy level
3. Prism spectroscope

26 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

ENRICHMENT
45
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
You can save more energy using LED lights. Also, money and energy are saved in maintenance and replacement costs due to
the long LED lifespan. LEDs have a lifespan of up to 60,000 hours compared to 1,500 hours for incandescent bulbs.
ASSIGNMENT
Prepare a concept map using the important ideas about atomic structure.
Answer may vary depending on the terms and concepts used by each student.

LESSON 1.2: MAIN ENERGY LEVELS AND SUBLEVELS IN AN ATOM

LEARNING OBJECTIVES
Cognitive:  Describe the different energy levels and sublevels inside the atom.
Psychomotor:  Draw the different energy levels and sublevels found inside an atom.
Affective:  Realize the importance of systematic and orderliness in doing one’s work.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.62-65
Instructional Materials:  Visual aids, PowerPoint.
Value:  Systematic and orderliness
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Give the meaning: 1. Energy level 2. Excited state 3. Ground state
II. Motivational: What do you feel when you see a rainbow? How do you describe a rainbow?
How is rainbow similar to the inner structure of an atom?
III. Review: Illustrate Bohr’s atomic model.
Presentation of the Lesson
Discuss the lesson using illustrative examples to facilitate the learning on page 62-64 of iScience9
Individual Activity: Students will be asked to Perform Activity 1.2 page 235-236
Post laboratory Discussion: a Distribution of electrons b. Energy levels and sublevels
GENERALIZATION
Lead the Students in generating that:
In 1913, Niels Bohr suggested that electrons revolve around the nucleus of an atom. He also proposed that electrons can only revolve
around the nucleus at a certain specific distance away from the nucleus. These positions are called energy levels. Each energy level
contains a certain number of sublevels. Each sublevel has a certain number of electron orbitals.
The orbitals are regions of an energy sublevel, where electrons are most probably located. Each orbital can hold a maximum number
of two electrons.
EVALUATION

Let the Students answer Test Yourself section on page. 47-48 of the workbook.
Answer Key:
Main energy level Sublevels Maximum number of Maximum number of
electrons in each sublevel electrons in each main
energy level
K s 2 2
L s 2 8
p 6
M s 2
p 6 18
d 10
N s 2
p 6 32
d 10
f 14

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 27

 Sublevels Number of electrons
s 2
p 6
d 10
f 14

Guide Questions:
1. 7
2. K=s
L= s,p
M= s,p,d
N= s,p,d,f
O= s,p,d,f
P= s,p,d,f
3. S=1 p= 3 d=5 f= 7
4. K=2 L =8 M=18 N= 32 O =32 p=32
REINFORCEMENT
49
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. Sublevel 4. Goldstein
2. Proton 5. Library
3. Building
ENRICHMENT
50
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key: Possible shape off orbital maybe like a flower, propeller blade “elesi” or other similar material.
ASSIGNMENT
Answer the following:
1. The model of the atom that we know today is composed of very small, dense nucleus at the center.
2. The concept of orbitals developed from the belief that the electrons are both particles and waves.

LESSON 1.3: ELECTRON CONFIGURATION

LEARNING OBJECTIVES
Cognitive:  Explain how electrons are distributed inside the atom.
Psychomotor:  Draw the atomic structure of some common elements
Affective:  Realize that different materials occupy specific place or area.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.66-68
Instructional Materials:  Visual aids, PowerPoint
Value:  Respect to position and status of a person
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Describe the following:
a. Main energy level b. Sublevel c. orbital
II. Motivational: The school building contains the different classroom in which each student occupies definite place
inside each classroom. Similarly, the electrons inside the atom are located in the different energy levels. How are
electrons distributed in the energy levels?
III. Review: How many sublevels are there in each main energy levels? How many electrons can occupy in each sub
levels?

28 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

Presentation of the Lesson
Discuss the lesson using illustrative examples to facilitate the learning on pages 66-67 of iScience9 Individual Activity:
Students will answer test yourself page 239 explaining electron configuration seatwork exercises.
Learning
55 Activities
Let the students answer Concept Check section on page of the textbook.
1. The important aspect is that we realize that knowing electron configurations helps us determine the valence electrons on an
atom.
2. Each shell can contain only a fixed number of electrons: The first shell can hold up to two electrons, the second shell can hold
up to eight (2 + 6) electrons, the third shell can hold up to 18 (2 + 6 + 10) and so on
GENERALIZATION
Lead the Students in generating that:
The location of electrons around the nucleus of the atom cannot be exactly determined. According to Bohr, the electrons are
orbiting around the nucleus, wherein these electrons occupy the lowest energy level first and then to the next energy level as
the number of electrons increases in an atom.
EVALUATION
51-52
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
ELEMENT SYMBOL ELECTRON CONFIGURATION
Magnesium -12 Mg 12 2 2
1s 2s 2p 3s6 2

Zinc -30 Zn 30 1s 2 2s2 2p6 3s23p64s2 3d10

Calcium-20 Ca 20
1s 2 2s 2 2p6 3s23p6 4s 2
Sulfur -16 S 16
1s 2 2s 2 2p 6 3s2 3p4
Iron-26 Fe 26
1s2 2s2 2p6 3s2 3p6 4s2 3d6
Bromine-35 Br35 1s2 2s2 3s2 3p6 4s2 3d10 4p5
Aluminum-13 Al 13
1s2 2s2 2p6 3s2 3p1
Argon-18 Ar 18
1s2 2s2 2p6 3s2 3p6
Sodium-11 Na 11
1s2 2s22p6 3s1
Guide Questions:
1. The electron configuration of the elements fills up the lower energy level first before occupying the higher energy level
and sublevels.
2. It applies Aufbau’s principle, Hund’s Rule and Pauli’ s Exclusion Principle.
REINFORCEMENT
52
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. Cobalt -29 - Co29 1s2 2s2 2p6 3s23p6 4s23d9
2. Gallium-31 - Ga31 1s22s22p63s2 3p6 4s23d10 4p1
3. Rubidium-37 Rb 37
1s2 2s2 2p6 3s2 3p6 4s23d10 4p6 5s1
4. Neon -10 Ne 10
1s22s2 2p6
5. Zinc -30 Zn30
1s2 2s2 3s2 3p6 4s2 3d10
ENRICHMENT

52
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
Illustrations vary based on the idea presented by each student.
ASSIGNMENT
Write the electron configuration of the following:
1. Cl17
2. Ag47
3. Si14
4. Rb37
5. Ge32

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 29

 6. I53
7. Hg80
8. Cd48
9. Zr40
10. Mn25

LESSON 2.1: CHEMICAL BONDS

LEARNING OBJECTIVES
Cognitive:  Explain how atoms combine.
Psychomotor:  Illustrate the bond formation between atoms.
Affective:  Realize the importance of chemical bonding in predicting behavior of atoms in a molecule.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.70-71
Instructional Materials:  Visual aids, PowerPoint
Value:  Strengthening relationship among members of the family.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Recite the electron configuration of:
1. P15
2. Sc21
3. Co27
4. Pd46
5. Pb82
II. Motivational: Picture analysis: (show of pictures of family going out together, group of teenagers eating together, a
boy and a girl together) What can you say about the pictures? In what way are they similar?
What do they enjoy doing? How do you relate it with bond formation among atoms?
III. Review: How do you write the electron configuration of elements?
Presentation of the Lesson
Presentation of the Lesson. Discuss the lesson using illustrative examples to facilitate the learning on pages 70- 71 of
iScience9. Individual Activity: Students will answer test yourself page 241. Discussion: Why do atoms combine?
How do atoms combine? Explain Octet Rule.
GENERALIZATION
Lead the Students in generating that:
Atoms combine together in order to gain stability. The valence electrons are at the outermost shell which are directly
involved in chemical bonding. Lewis structure is composed of the symbol of the element and the dots, which represent
the number of valence electrons of an atom that can be determined through the family where the atom belongs.
EVALUATION
53-54
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
Molecules Combining atom and Electron(s) Electron-dot structure of the molecule
their valence electrons needed to
become stable
.. .. .. ..
2 :Cl: Each Cl 1 : Cl :Cl or : Cl :Cl
Cl2 Chlorine electron
.. .. .. ..

Each 0 2
CO2 Carbon
electrons
dioxide
C4
electrons

30 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 Each H 1
electron
NH3
Each N 3
Ammonia
electrons

Each Each C 4
electrons
Each H 1
C2H4 Ethane
electron

Each Cl 1
electron
CCl4 Carbon
Each C 4
tetra chloride
electrons

Each 0 2
O2 Oxygen electrons
gas

Guide Question:
1. The Lewis symbol represent the number of electrons found in the atom.
2. Octet rule states that an atom to become stable should have 8 electrons in the outermost energy level.
REINFORCEMENT

Let the Students answer the Skills Workout section on page 54 of the workbook.
Answer Key:
Element Symbol Electron Configuration Lewis Symbol
Example:
Beryllium 4Be
9
1s22s2 Be:
Magnesium 12Mg
24
1s 2s2p63s2
2
Mg:
Boron 5B
11
1s22s22p1 B
Aluminum 13Al
27
1s 2s22p63s23p1
2
Al
Potassium 19K
39
1s22s22p63s23p64s1 K
Sodium 11Na
23
1s22s22p63s23p1 Na
Lithium 3Li
7
1s22s1 Li
Silicon 14Si
28
1s 2s22p63s23p2
2
Si
Neon 10Ne
20
1s22s22p6 Ne
Oxygen 8O
16
1s22s22p4 O
Carbon 6C
12
1s22s22p2 C
ENRICHMENT

Let the Students answer the Mind Challenge section on page 55 of the workbook.
Answer Key:
The chemical bank prepared by the students vary depending on the food products available in their homes.
ASSIGNMENT
Write the electron configuration and draw the Lewis symbol of the following elements?
1. 36 Kr 85
2. 25 V
51

3. 33 As
75

4. 49 In
115

5. 34 Se
78

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 31

 LESSON 2.2: IONIC BONDS AND COVALENT BONDS
LEARNING OBJECTIVES
Cognitive:  Differentiate ionic bond from covalent bond.
Psychomotor:  Illustrate the bond formation of ionic bond and covalent bond using the Lewis formula.
Affective:  Realize the importance of chemical bonding in predicting behavior of atoms in a molecule.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.72-74
Instructional Materials:  Visual aids, PowerPoint.
Value:  Strengthening relationship among members of the family.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Give the meaning: a. Chemical bond b. Valence electron c. Lewis formula
II. Motivational: Why do atoms combine together? How do atoms combine?
III. Review: Show the electron configuration before and after the bonding of atoms. Write the chemical formula of the
compound formed between: a. Magnesium and oxygen b. Sodium and chlorine
Presentation of the Lesson
Discuss the lesson using illustrative examples to facilitate the learning
73 on pages 72-73 of iScience9. Perform Activity 2.2
Learning Activities
Let the students answer Concept Check section on page of the textbook.
Answers 1. What is the difference between ionic bonds and covalent bonds?
2. Which are stronger ionic or covalent bonds?
GENERALIZATION
Lead the Students in generating that:
Atoms are held together in molecules or compounds by chemical bonds. In forming bonds, atoms can achieve a stable electron
configuration. This happens when they have a full outer shell of electrons, either by transfer or sharing of valence electrons. An ionic
bond is a type of chemical bond that is formed from the transfer of one or more electrons from one atom to another. A covalent
bond occurs when two nonmetals share electrons. When like atoms are joined by a covalent bond and the bonding electrons are
shared equally, the bond formed is nonpolar. When an electron is unequally shared between two nonmetals, a polar covalent bond is
formed. The arrangement of bonding electrons and ion pairs around each atom in a molecule is represented by the Lewis structure.
EVALUATION

Let the Students answer Test Yourself section on page. 57 of the workbook.
Answer Key:
Compound Chemical Formula Lewis Type of Bond
Formula (Polar covalent or Nonpolar Covalent bond)
Nitrogen dioxide NO2 N polar
Chlorine gas C l2 Cl nonpolar
water H2 O H OH polar
Hydrogen chloride HCl H-Cl Polar
Guide questions:
1. A. covalent bonds
B. Ionic bonds

2. A. • B. •• C. • D. •• E.
• Al• ꓽ Ne ꓽ Ca• •Oꓽ Na•
•• •
REINFORCEMENT

Let the Students answer the Skills Workout section on page 58 of the workbook.
Answer Key:
Bonded Atoms Electronegativity difference Ionic, polar, or nonpolar bond
C and H C=2.5 H=2.1 2.5-2.1 = 0.4 polar
Ca and Cl Ca= 1.0 Cl= 3.0 3.0 – 1.0 = 2.0 ionic

32 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 Fe and F Fe= 1.8 F=4.0 4.0 - 1.8= 2.2 ionic
H and Cl H =2.1 Cl= 3.0 3.0- 2.1 = 0.9 polar
Br and H Br =2.8 H= 2.1 2.8 - 2.1 = 0.7 polar
Ca and O Ca=1.0 O= 3.5 3.5- 1.0 = 2.5 polar
Si and H Si=1.8 H= 2.1 2.1 - 1.8= 0.3 polar
Cl2 Cl= 3.0 3.0-3.0= 0 nonpolar
ENRICHMENT
58
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
Some metals are known for their being malleable and ductile. When a metal is hammered, one layer of ions slide over the
other ions. However, the displaced ions remain in the same location or vicinity, thus, preventing the metal from breaking up
into small pieces.
ASSIGNMENT
Show by electron dot formula covalent bonding in the following molecules:
1. CO2 2. CO 3. NH3 4. PCl3 5. NO2

LESSON 2.3: METALLIC BONDING

LEARNING OBJECTIVES
Cognitive:  Describe metallic bonding.
Psychomotor:  Illustrate the formation of metallic bonding.
Affective:  Realize the important uses of metallic elements in our life
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.75-76
Instructional Materials:  Visual aids, PowerPoint.
Value:  Importance of strong family ties.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Identify which bond is polar and nonpolar: 1. F-F 2. C-C 3. C-F
II. Motivational: Coins, electric wires, cooking pans and airplane parts are made up of metals. What properties of metal
makes them appropriate for this kind of materials?
III. Review: Enumerate the properties of ionic compounds. Cite common examples of ionic solids.
Presentation of the Lesson
Discuss the lesson using illustrative examples to facilitate the learning on pages 75-76 of iScience9. Group Activity: Perform
Activity 2.3 page 247. Discussion: Comparison among ionic bond, covalent bond and metallic bonding
GENERALIZATION
Lead the Students in generating that:
Metallic bonding explains many of the observed properties of metals such as malleability and ductility. Metals are good
conductors of heat and electricity, metals have luster, have high melting point and boiling point, and metals are dense.
Metallic bonds are formed between metals. It consists of the attraction of the free-floating valence electrons for the
positively charged metal ion. The electrons in metallic bonding are delocalized or moving freely throughout the piece of
metal.
EVALUATION
59-60
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
Guide Questions:
1. In the formation of lithium for example, lithium has one valence electron (2s 1). When several atoms of Lithium come
together in the solid form, the 2s electron of one atom joins the other 2s. Electrons of the other atoms. Together, they
form sea of electrons. This force of attraction is called metallic bond. Metals are good conductors of electricity and heat.
Have high melting points and high densities.
2. Electric current consists of electrons moving in a given direction under an applied electrical potential. Loosely held

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 33

 electrons, such as those making up sea of electrons in metals, can move under an applied electrical potential.
3. Shared electrons can move only in a localized area around a bonded atom.
REINFORCEMENT

60-62
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. Electron sea model 11. Malleable and ductile
2. Metallic bonding 12. Gold
3. Gold, silver, iron 13. Metal
4. Free moving or steels 14. Alloy
5. Delocalized electrons 15. Aluminum foil
6. Silver 16. Electricity
7. Alkali metals 17. Noble gases
8. Silver 18. Gold and titanium
9. Malleable 19. Mercury
10. Ductile 20. Mobile electrons
ENRICHMENT

Let the Students answer the Mind Challenge section on page 62 of the workbook.
Answer Key:
1. Carbon monoxide
2. Solid carbon dioxide
3. Solid ice
4. copper
ASSIGNMENT
Which substance would a metallic bond exist? Explain your answer.

LESSON 3.1 : ORGANIC COMPOUNDS

LEARNING OBJECTIVES
Cognitive:  Differentiate organic compounds from inorganic compounds.
Psychomotor:  Illustrate the bond between atoms in a molecule.
Affective:  Realize the importance of bonding between atoms.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.78--80
Instructional Materials:  Visual aids, PowerPoint.
Value:  Closeness and bonding among family members.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: What kind of bond is present in the following:
(Sodium chloride) (Carbon dioxide) (Iron rod) (Ammonia) (Methane gas)
II. Motivational: (The teacher will show pictures of various organic compounds)
Why are carbon compounds so numerous?
III. Review: Determine whether the following substances is polar or nonpolar:
a. Be F 2 (linear)
b. H 2 O ( bent)
c. H 2 S ( bent)
d. CH 2 Cl 2 (tetrahedral

34 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

Presentation of the Lesson
Discuss the lesson using illustrative examples to facilitate the learning on pages 78-80 of iScience9
Group Activity: Perform Activity 3.1 page 251
GENERALIZATION
Lead the Students in generating that:
Organic compounds are group of compounds that contain carbon atom. Many organic compounds are formed due to their
special characteristics. Examples of organic compounds are kerosene, gasoline, and ethyl alcohol. Some common properties
of organic compounds are odor, viscosity, and flammability.
EVALUATION

Let the Students answer Test Yourself section on page. 63-64 of the workbook.
Answer Key:
Answers to questions 1 and 2 are based on pictures presented by the students.
1. The characteristics of the materials will identify their uses.
REINFORCEMENT
64
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. Inorganic 6. Organic
2. Organic 7. Organic
3. Inorganic 8. Organic
4. Inorganic 9. Organic
5. Organic 10. Organic
ENRICHMENT
64
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
Organic compounds always consist of carbon atoms. They have lower Melting points and boiling points. They are easily
decomposed by heat at much lower temperature. The naturally occurring organic compounds have important biological
functions. This include fats, proteins, carbohydrates, vitamins, hormones. Most synthetic organic compounds have practical
uses; Medicines -- surgical materials, Food = food additives Perfume and flavoring materials. Clothing, Fuels
ASSIGNMENT
Give some examples of organic compounds that can be used as:
a. Medicine
b. Anti-freeze
c. Fuel
d. Solvent
e. Condiments
f. Fragrance

LESSON 3.2: HYDROCARBONS

LEARNING OBJECTIVES
Cognitive:  Classify hydrocarbons.
Psychomotor:  Draw the structure of common hydrocarbons.
Affective:  Recognize the important uses of common hydrocarbons.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.81-87
Instructional Materials:  Visual aids, PowerPoint.
Value:  Proper use of various products derived from hydrocarbons.

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 35

DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill Identify the following as ORGANIC or INORGANIC:
a. Oil and fats
b. Cosmetics
c. Rocks
d. Minerals
e. Carbohydrates
II. Motivational: What do you call compounds containing carbon and hydrogen atoms?
Answer: Hydrocarbon. How do you describe hydrocarbons?
III. Review: Give the properties of organic and inorganic compounds.
Presentation of the Lesson
Discuss the lesson using illustrative examples to facilitate the learning on pages 81-87 of iScience9
Group Activity: Perform Activity 3.2.
GENERALIZATION
Lead the Students in generating that:
Hydrocarbons are compounds containing carbon and hydrogen. Hydrocarbons can be classified as aliphatic or aromatic
hydrocarbons. There are three types of aliphatic hydrocarbons: alkanes, alkene and alkyne. Many compounds of carbon are
formed because their ability to form large number of derivatives. Functional groups of carbon are Alcohol, ketones, aldehydes
and carboxylic acids.
EVALUATION
65
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
1. Alkyne 4. Alkane
2. Alkane 5. Alkyne
3. Alkene
4. Alkane
5. Alkyne
REINFORCEMENT

65
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. Decane 5. C 6 H10 8. C 4 H 8
2. Propane 6. C 2 H2 9. C 5 H 8
3. Butane 7. C3 H8 10. C 7 H 14
4. Heptane
ENRICHMENT

66
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:

1. 2.
ASSIGNMENT
Would you expect hydrocarbons to be soluble in water? Why?

36 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 LESSON 4.1: THE MOLE
LEARNING OBJECTIVES
Cognitive:  Define mole.
Psychomotor:  Measure the mass of sample object.
Affective:  Show carefulness in making mathematical computations.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.89-91
Instructional Materials:  Visual aids, PowerPoint.
Value:  Accuracy and carefulness.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Solve for molar mass: (atomic mass: C=12.00, O=16.00, Na= 23.00, Cl= 35.00, Zn= 65.00, Mg=24.00)
1. CO2
2. NaCl
3. O2
4. ZnCl2
5. MgO
II. Motivational: A dozen is equivalent to 12. A pair is equal to 2.
In chemistry, chemists interpret reactions in terms of number of atoms. How do you count atoms?
III. Review: Explain: a. Molar mass b. Atomic number
Presentation of the Lesson
1. Discuss the lesson using illustrative examples to facilitate the learning on pages _89-91 of iScience9
2. Discussion: a. Concept of Mole b. How convert Mole to grams to Sample problems
GENERALIZATION
Lead the Students in generating that:
Mole is a chemical unit that always contains the same numbers of particles. The standard for the mole is 12.00 g of carbon-
12. The number of atoms in 12.00 g of carbon-12 is 6.02 x 1023, a number known as Avogadro’s number. The unit of mole
was introduced in chemistry around 1900s by Ostwald and he originally defined this unit in terms of gram.
EVALUATION

Let the Students answer Test Yourself section on page. 67 of the workbook.
Answer Key:
1. Exactly one mole
2. 5.13 x 1023 atoms Al
3. 6.02 x 1023
4. 1
REINFORCEMENT
68-69
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
a. 24 molecules of water
b. 24 particles
c. 24 formula units of salts
1. 24 bite sized chocolates
2. 12 caramels 120 marbles
ENRICHMENT
69
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1. 2.5 moles CO2
2. 85.5 grams C12 H22 O11
3. 3.01 x 10 23 molecules
4. 4.15 x 10 23 atoms of O2
5. 1.5 moles Fe

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 37

ASSIGNMENT
Answer the given questions.
1. What is the number of particles in 100 grams of each of:
a. Sodium sulfate
b. Sodium
c. Ammonia
2. What is the molar mass of:
a. Sodium sulfate (Na2 SO4 )
b. Sodium metal (Na)
c. Ammonia (NH3 )
Answers:
1. A .4.24 x 1023 particles of Na2 SO4
2. b. 2.62 x 10 24 particle of Na
c. 3.54 x 10 24 particles of NH3
2. a. 142 g/mole
b.23 g/ mole
c. 17 g/ mole

LESSON 4.2: PERCENTAGE COMPOSITION

LEARNING OBJECTIVES
Cognitive:  Determine the percentage composition of a compound given its chemical formula and vice versa.
Psychomotor:  Use mole concept to express mass of substance.
Affective:  Show carefulness in dealing mathematical problems.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.92-94
Instructional Materials:  Visual aids, PowerPoint.
Value:  Accuracy.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Determine the molar mass: (Refer to periodic table for atomic masses:
1. Lead II nitrate Pb (NO3 )2 2. Aluminum chloride AlCl3
II. Motivational: How do you know the amount of nutrient present from the food you eat daily?
III. Review: Give the difference between atomic number and atomic mass.
Presentation of the Lesson
Discuss the lesson using illustrative examples to facilitate the learning on pages 92-93 of iScience9
Discuss Percent composition. Showing sample problems involving percentage composition
GENERALIZATION
Lead the Students in generating that:
Different kinds of material with the same number of particles have different masses. The molar mass is the mass of a one
mole of substance expressed in grams. Percentage composition of a compound tells you, the percentage of each element in a
compound.
EVALUATION

Let the Students answer Test Yourself section on page. 71 of the workbook.
Answer Key:
1. Question no. 1-3 vary depending on the food samples available to students. The knowledge of percentage composition
will help us become aware of the quantity of nutrients we obtain from the foods that we eat daily.

38 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

REINFORCEMENT
72
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. A 2. C 3. B 4. D
ENRICHMENT
73
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key: 1. 60% 2. NH3 contains the most amount of nitrogen.
ASSIGNMENT
Solve the following:
The “fuel value” of the hydrogen –containing fuels depends on its mass percentage of the hydrogen. Rank the given
compounds in terms of their “ fuel value” with 1 as the highest fuel value and 3 as the one with the least fuel value:
A. C2H5OH (ethanol) B. C2H6 (ethane) C. C3 H8 ( propane)

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 39

 UNIT TEST 2
Choose the best answer:

1. Electrons are attracted to the nucleus. How will you explain this?
a. There is much space in the nucleus for electrons.
b. The nucleus is massive compared to the electron.
c. The electron has a charge opposite to that of the nucleus.

2. Gasoline is a mixture. Which observation supports this statement?

a. It is a black liquid.
b. It floats on water and pollutes bodies of water like rivers.
c. It is flammable.
d. Fractions are collected at a temperature that ranges from 700 – 210 0 C.

3. Which of the following is NOT true of unsaturated hydrocarbons?

a. They are derived from fossil fuel.
b. They are more reactive than saturated hydrocarbons.
c. They are soluble in water.
d. They have double bonds between carbon atoms.

4. Which electron configuration is possible in an excited state of electron?

a. 10 Ne: 1s2 2s2 2p5 3s1
b. 1 H: 1d1
c. 2 He: 1s2
d. 11 Na: 1s2 2s2 2p6 3d1

5. On the basis of Rutherford’s model of the atom, which of the following subatomic particle is present in the nucleus of an
atom?
a. Neutron and electron
b. Proton and neutron
c. proton
d. proton and electron

6. What kind of bond will form when two non-metallic combine atoms?
a. Nonpolar covalent bond
b. Metallic bond
c. polar covalent bond
d. ionic bond

7. Why do atoms react with one another to form chemical bonds?

a. To produce ions
b. To attain stability
c. to form compounds
d. to form molecules

8. Among the following processes, which may produce K+ ion?

a. Electrons farthest from the nucleus
b. Protons in the nucleus of the atom
c. Electrons nearest the nucleus
d. Neutrons in the nucleus of the atom

40 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 9. How many carbon atoms are present with the chemical formula: Ca3 {Fe (CN)6} 2 ?
a. 4
b. 6
c. 12
d. 48

10. What kind of force is present in ionic bond?

a. Retentive force
b. Repulsive force
c. electrostatic force
d. neutral force

11. Which alkane will most likely have a very low boiling point?
a. Hexane
b. Butane
c. Pentane
d. Propane

12. Which of the following pairs of organic compounds is highly flammable?

a. Kerosene, LPG
b. Gasoline, water
c. water, acetone
d. ethyl alcohol, water
13. Which of the following statements are TRUE about organic compounds?
I. Organic compounds contain calcium.
II. Organic compounds have carbon atom.
III. Organic compounds can be produced by living organisms.
IV. Organic compounds can be produced artificially.

a. II, III, and IV only

b. II and III only
c. I and III only
d. I, II, and III only

14. Ionic compounds are formed by two oppositely charge ions. Which of the following is an ionic compound?
a. Na2 O
b. SiO2
c. CO
d. SO2

15. The chemical reaction between a metal and a non-metal usually forms an ionic compound. Which of the following is
NOT an ionic compound?
a. NaCl
b. AlCl3
c. MgBr2
d. C6 H12 O6
16. Eleana wants to change her nail polish because it does not match with her new skirt and blouse. What must she use to
remove the old nail polish from her fingers?
a. Acetic acid
b. acetone
c. oil
d. formaldehyde
17. Which hydrocarbon compound has a double bond in the molecule?
a. Ethane
b. propyne
c. propene

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 41

 d. methane
18. Why is mole concept necessary in the study of Chemistry?
a. It can be applied to any type of particle representative.
b. It provides us a convenient way to express large numbers.
c. It is very useful when converting between grams, atoms or molecules
d. All of the above.

19. Calcium carbonate (CaCO3), with a molar mass of 100.09 g/mole, is an antacid used to neutralize extra acid present in the
stomach. Toni is prescribed by her doctor to take a 250mg of Calcium carbonate three times a day. How many moles of
Ca CO3 will Toni take for 3 days?
a. 0.0252 moles
b. 0.0225 moles
c. 0.0242 moles
d. 0.0235 moles

20. How many particles are there in one mole of a certain kind of substance?
a. 6.02 x 1023
b. 3.02 x 1023
c. 6.02 x 1024
d. 3.01 x 1024

21. How many orbitals are there in the fourth energy level?
a. 4
b. 2
c. 3
d. 6

22. What are the orbitals present in the fifth energy level?
a. S orbital
b. S,p, d, f orbitals
c. S, p, d orbitals
d. S, p orbitals
23. What is the correct electron configuration of 19 K?
a. 1s22s2 2p6 3s23p6 4s1
b. 1s2 2s2 2p6 3s2 3p5 4s2
c. 1s2 2s 2p6 3s2 3p6 s 4s2
d. 1s2s2 2p6 3s2 3p6 4s1

24. How many bonds can be form by a carbon atom?

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

25. What is common use of methane (CH4)?

a. Fertilizer
b. Fuels
c. Disinfectants
d. Ripening agent

42 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 UNIT TEST 2 – ANSWER KEY
1. C
2. D
3. C
4. A
5. B
6. A
7. B
8. A
9. C
10. C
11. B
12. A
13. B
14. A
15. D
16. B
17. C
18. D
19. B
20. A
21. A
22. B
23. A
24. C
25. B

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 43

UNIT 3: EARTH AND SPACE

LESSON 1.1: TYPES OF VOLCANOES

LEARNING OBJECTIVES
Cognitive:  Describe the different types of volcanoes.
Psychomotor:  Locate some volcanoes found in the Philippines which are active and inactive.
Affective:  Appreciate the volcanoes found in the Philippines.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.97-100
Instructional Materials:  Diagrams and pictures of volcanoes.
Value:  Appreciation of the Philippine volcano.
DEVELOPMENT ACTIVITIES
Preparatory Activities
A. Drill: Recall the following carbon compounds. Acetic acid, formaldehyde, methyl alcohol, acetone and butane.
II. Motivational: Experiment related to volcano Using the following materials mint candy and soda. What can you say
about the simple experiment?
III. Review: Properties and importance of hydrocarbons in real life situations. Explain why carbon atoms able to form
many organic compounds.
Presentation of the Lesson
Pictures showing of volcanoes. Video Presentation of volcanoes. Let your students read their books lesson 1.1.
Class discussion on the types of volcanoes according to activity and external and internal parts.
GENERALIZATION
Lead the Students in generating that:
A volcano is a mountain where gas, ash or melted rock comes out of the ground. A volcano can be a tall mountain or a small crack in
the ground. The Philippines is surrounded by active and inactive volcanoes, since our country is located on the Pacific Ring of Fire. The
types of volcanoes according to activity are: active volcanoes, inactive volcanoes and extinct volcanoes.
EVALUATION

Let the Students answer Test Yourself section on page. 75-77 of the workbook.
Answer Key:
1. Based from the data Mayon and Kanlaon.
2. Cocoro, Pulung, and Tamburok - extinct volcanoes.
3. Active volcano an erupting volcano that is having an eruption.
4. Inactive volcano or dormant is an active volcano that is not erupting but supposed to erupt again.
REINFORCEMENT
78
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
Drawing Height Location Last eruption
Mayon 2,447 Albay April 12, 2019
Taal 400 Talisay and San Nicolas, Batangas July 2009
Pinatubo 1,486 Zambales June 11, 1991
Mt Hibok Hibok 1,332 Camiguin North Coast of Mindanao 1953
ENRICHMENT

79
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1. Mt Banahaw, Mt Arayat, Mt San Cristobal are Dormant volcanoes which are famous mountain in the Philippines has not
erupted more than 10,000 years and with underground activity
2. VOLCANOES
Types of Volcanoes- Active- Mayon, Taal, Pinatubo, Kanlaon. Inactive- Parker. Extinct- Hiraya-

44 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 3. Refer to the concept map volcanoes are classified from the activity which can be active, inactive and extinct volcanoes.
Active volcanoes are Mayon, Taal, Kanlaon, and Pinatubo. Pinatubo is dormant volcano but active since it erupted last
June 1991 Volcano which is inactive Parker and Hiraya is an extinct volcano.
ASSIGNMENT
Prepare a model of active and inactive volcano use recycled materials.

LESSON 1.2: VOLCANIC ERUPTIONS

LEARNING OBJECTIVES
Cognitive:  Explain the classification and characteristics of volcanic eruptions.
Psychomotor:  Illustrate the three types of volcanic cones.
Affective:  Suggest ways on how man may benefit from the different volcanic materials.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.101-104
Instructional Materials:  Chemical substances used in activities on volcanic eruptions.
Value:  Awareness of the concentration of the solution.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Identify the parts of composite volcano and identify its external and internal parts.
II. Motivational: Let’s read a stanza from a poem from its belly comes a roar. The Earthquakes and quivers it vomits
and spews into the air as it cries out in rivers. What is the poem all about? Is it about volcanic eruptions?
III. Review: Enumeration on active and inactive volcanoes in the Philippines.
Presentation of the Lesson
Show a Volcano and excerpt video on Mt Pinatubo eruption.
Discuss the following: Examples of volcanic emissions Effects of volcanic eruptions
GENERALIZATION
Lead the Students in generating that:
The primary factors that determine whether a volcano will erupt violently or quietly include magma composition, magma
temperature and the amount of dissolved gases in the magma and its viscosity. The fragments ejected during eruptions range
in size from very fine dust and volcanic ash. The three main volcanic types in terms of their cone shape are: shield volcanoes,
cinder cones and composite cones. A caldera is a large depression in a volcano. The types of volcanic eruptions are vulcanian,
strombolian, phreatomagmatic, plinian and phreatic.
EVALUATION

Let the Students answer Test Yourself section on page. 81-85 of the workbook.
Answer Key:
A. VISCOSITY OF Liquids
Sample Data- answers may vary as long the baby oil has lower speed than water when the marble rolls along these bottles
along the ramp.
TRIAL Water Baby oil
1 2 2
2 1 3
AVERAGE TIME 1.5 2.5
Guide Questions
1. The time it took for the marble to roll along the baby oil is longer than in water.
2. Baby oil
B. VISCOSITY and Temperature
Students answer may vary as long they can arrive correct data and results the higher the temperature the lesser the viscosity.

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 45

REINFORCEMENT
86-87
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
Label parts a. Crate. b. Lava flows c. Layers of lava and ash
1. Strato volcano
2. Active volcano
3. Composite and Strombolian
4. Answers may vary as long the poster to be illustrated by the students show the external and internal parts and the
effects of chemical substances emitted during volcanic eruptions such as pyroclastic flow and lava flows there should be
alternating of ash and lava flows. The lava is viscous and sticky immensely low in silica content making it fluid.
ENRICHMENT

Let the Students answer the Mind Challenge section on page 87 of the workbook.
Answer Key:
1. B 3. G 5. E
2. D 4. C 6. A
ASSIGNMENT
Research the historical background of Mayon Volcano.

LESSON 1.3: ENERGY OF VOLCANOES

LEARNING OBJECTIVES
Cognitive:  Discuss how energy from volcano may be tapped for human use.
Psychomotor:  Trace the energy transformation of geothermal power plant as source of energy.
Affective:  Show the importance of geothermal power plant.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.105-107
Instructional Materials:  Visual aids and power point presentation.
Value:  Awareness of the concentration of solution.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Physical terms: Volcanic eruptions, Strombolian, lava, viscosity and cinder cone.
II. Motivational: How often we have experienced brownouts? How important the gases emitted nearby a Volcano?
III. Review: Classification of volcanoes in terms of:
Cone shape B. Volcanic eruptions C. Examples of each volcanic eruptions
Presentation of the Lesson
Video presentation on geothermal power plant in Tiwi, Albay. Class discussion of energy transformation in geothermal power
plant.
GENERALIZATION
Lead the Students in generating that:
Geothermal energy is produced from the heat energy within the Earth itself. The interior of the Earth is extremely hot. The
use of steam from hot springs, geysers, and volcanoes is used to generate electricity. It can be used to heat homes
greenhouses and other buildings. The steam is obtained from geothermal wells drilled into a reservoir of hot water.
Geothermal power plants are used as an alternative source of energy to cut down the use of fossil fuels.
EVALUATION

Let the Students answer Test Yourself section on page. 89 of the workbook.
Answer Key:
1. A direct geothermal - hot geysers and hot springs B. Volcano- geothermal power plant.
2. The steam coming from Earth's interior rotates a turbine that activates generator. It used steam from a reservoir of hot
water found below the Earth's surface.

46 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

REINFORCEMENT
89
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. Steam from hot springs generate electricity, heat and cool building
It soothes aching muscle due to its mineral content.
Geysers- used in electricity generation and heating purposes.
Volcano- source of geothermal power plant generating great amount of electricity.
2. Warm rises through the kinetic energy of steam drives the turbine of the generator.
ENRICHMENT

90
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:

1. Students answers may vary

ASSIGNMENT
Prepare geothermal power plant model by using recycled materials.

LESSON 2.1: FACTORS THAT AFFECT THE CLIMATE

LEARNING OBJECTIVES
Cognitive:  Explain how different factors affect the climate of an area.
Psychomotor:  Illustrate certain climactic phenomena that occur on a global level.
Affective:  Show awareness how the factors affect climate in real life situations.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.109-112
Instructional Materials:  Power point presentation, Textbook and Workbooks and globe.
Value:  Awareness
DEVELOPMENT ACTIVITIES
Preparatory Activiti
I. Drill: How to locate the latitude and longitude of places.
II. Motivational: Picture showing of different places. How do you describe the climate of each place?
III. Review: Definition of Terms: Temperature, Latitude, Land Breeze, air pressure and Evaporation.

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 47

Presentation of the Lesson
Let your students use their Textbook and Workbook to be supplemented with PowerPoint presentation on the factors that
affect climate
GENERALIZATION
Lead the Students in generating that:
The factors that affect climate are the latitude, altitude, topography, water bodies and global winds. As the latitude increases,
the intensity of solar energy decreases. The higher the elevation is, the colder the climate. Mountains play an important role
in the amount of precipitation that falls over an area. Lakes and ocean have an important effect on the temperature of an
area, because the temperature of the body of water influences the temperature of the air above it.
Global winds affect climate because they distribute heat and moisture around the Earth.
EVALUATION
91-98
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
A. Latitude
1. 23.5 degrees
2. With higher latitude
3. Greater amount of heat near the equator because it is directly to the sun
4. Near the poles- Alaska and Iceland
Generalization: The lower the latitude the higher the temperature
B. Altitude
1. Baguio
2. Manila (27.7) - Bacolod- (27.5)
3. Tacloban City
4. The higher the altitude the lower the temperature
Generalization: The altitude affects climate if the altitude is increasing the colder the place
C. Heat Capacity of Soil and Water
1. Table 2 results show the temperature of sand is higher than the temperature of water under the sun
2. Table 3 results show the difference of the temperature of sand is less than the temperature of water without the sun
Guide Questions
1. Temperature of the sand is higher than water under the sun
2. Different in temperatures between the sand and water
3. The sand absorbs heat faster
4. Lower temperature
5. The sand cools faster
6. The graph of sand temperature and time is more parabolic than the graph between the water temperature and time
Generalization: The sand has greater heat capacity than water It also releases heat faster than water.
D. OCEAN CURRENTS
Guide Questions
1. Warm water currents flow away from the equator while cold water currents moved toward the equator
2. Kuroshio current, Gulf Stream, Aguhas, North Equatorial current
3. Same answers of item no.2
4. Warm water, it brings warm water towards Southern part of Japan making the temperature warmer
5. It acts like a conveyer belt transporting warm water and precipitation from the equator to the poles and cold water
from the poles back to the tropics. It regulates global climate. It helps in regulating the distribution of sun rays that
reach the Earth surface.
Generalization: Ocean currents can make the climate much warmer or colder than normal for the latitude
E. WET AND DRY
Guide Questions
1. It condenses to form clouds
2. The temperature of the leeward side is higher than the windward side
3. Rain Shadow
Generalization: Mountains affect a regions climate. It also affects the amount of rainfall. The windward side is the wet
region while the leeward side the dry area with very little rain.

48 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

REINFORCEMENT

Let the Students answer the Skills Workout section on page 98 of the workbook.
Answer Key:
1. Latitude - places near the poles have colder climate.
2. Altitude
3. Wind- warm air rises and cools water vapor condenses.
4. Precipitation
5. Surface ocean currents- ocean warm current carries from the equator to a land mass makes warmer.
6. Global warming
ENRICHMENT
98
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key: Palawan is surrounded by bodies of water and mountains. There is always rainfall near the sea region and less rainfall at
the other side of the mountains.
ASSIGNMENT
Prepare a concept map of the factors that affect climate
Factors of Climate - Temperature - Factors Affect - Latitude( high-cold climate- low- warm climate)- Altitude- low- Land warm
- high land- Cold) Land and Water Masses- Ocean Currents- Precipitation ( cool air warm air)- Mountain Ranges( windward
(more rainfall)- leeward(less Rainfall)

LESSON 2.2: GLOBAL CLIMATE PHENOMENON

LEARNING OBJECTIVES
Cognitive:  Define global warming.
Psychomotor:  List down some negative impacts of climate change.
Affective:  Show awareness how to lessen the negative impacts of climate change.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.113-115
Instructional Materials:  Materials to be used in discussing the lesson pictures on greenhouse effect, pictures and
effects of global warming.
Value:  Values to be learned in the lesson) awareness the effects of global warming.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Physical Terms- jumbled letters - Explain each term
1. EUDETTIAL 2. OCURTCANER 3. LTUDEIAT 4. LICAMET
II. Motivational: Pictures of Some Negative Effects on Global Warming
III. Review:
1. What are the factors that affect the climate of some places
2. Explain the climate of the following places and the factors that affect these places
a. Baguio. b. Boracay c. Cebu d. Pasig City
Presentation of the Lesson
Video Presentation of Greenhouse Effect. Class discussion on the Impact of Greenhouse Effect.
GENERALIZATION
Lead the Students in generating that:
The increase in the amount of carbon dioxide in the atmosphere is due to modern burning of fossil fuels. When the
concentration of carbon dioxide increases there will be an increase on the greenhouse effect. Global warming is an increase
in the average temperature of the atmosphere, surrounding the Earth causing a climate change.
EVALUATION
99-100
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
1. A. Depletion of fossil fuels or lack of supply of fossil fuels will result to energy crisis
B. Less NEGATIVE IMPACTs of global warming
C. Oil prices hike will result to the increase of commodities

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 49

 2.
Climate Change, greenhouse effect more super typhoon- flooded area ices polar melting- rising of level water, flood,
crops devastation of pest’s toxic air pollutants changes of intensity and direction of storm tracks.
3. The increase of population affects Global warming through consumption of sources greenhouse gases.
4. The economic status and environment will improve less consumption of fossil fuels.
REINFORCEMENT

Let the Students answer the Skills Workout section on page 100 of the workbook.
Answer Key: 1. Green Revolution program and Tree planting, proper disposal of waste Materials use the 3 R's.
ENRICHMENT
101
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key: Student’s answers may vary.
ASSIGNMENT
Prepare a 2-minute song about Global warming.

LESSON 2.3: EL NIÑO AND LA NIÑA

LEARNING OBJECTIVES
Cognitive:  Differentiate La Niña from El Niño Phenomenon in wind direction.
Psychomotor:  Construct a model of El Niño or La Niña.
Affective:  Enumerate some preventive measures on the effects of El Niño and La Niña phenomena.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.116-117
Instructional Materials:  Video of the effects of El Niño and La Nina, illustrative diagrams of El Niño and La Niña
phenomena.
Value:  Awareness on the effects of El Niño and La Niña.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Pictorial analysis on the effects of global warming.
II. Motivational: Picture Showing two phenomena of global warming.
III. Review: What are ways to minimize the impact of global warming?
Presentation of the Lesson
Describe the differences of these two phenomena in terms of trade wind directions. Video Presentation of these two
phenomena
GENERALIZATION
Lead the Students in generating that:
El Niño is an abnormal and lengthy warming in the Eastern part of the Pacific Ocean. It usually occurs at irregular intervals of
two to seven years or during the Christmas season. Some areas of the Philippines will experience heavy rainfall and some
areas will experience drought. La Niña is the opposite climate disturbance of El Niño. It causes the cooling of the Eastern part
of the Philippines. It may last for nine to twelve months, but it is possible to affect our country up to two years.
EVALUATION
103-104
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
Effects of La Niña Effects of El Niño Phenomenon
heavy flooding Drought
Severe storms Water shortage
heavy rains Heat stroke
Over supply of water in dam Frequent brownouts
Water airborne sickness Pest affects harvest of crops

50 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 2. Proper disposal of waste, lessen the use of fossil fuels such petroleum products avoid deforestation or kaingin system use
biogas, fuels and unleaded gasoline.
3. El Niño trade wind blowing eastward while the trade wind of LA Niña is blowing westward.
4. Student’s answer may vary.
REINFORCEMENT

Let the Students answer the Skills Workout section on page 104 of the workbook.
Answer Key:
Climate Characteristics Cause Effect
Normal Normal rainfall during rainy Less warming of the surface water less normal rainy season and
season and Moderate region of low pressure over warm season during
temperature Southeastern of the Pacific Ocean summer
El Niño No rainfall with 7 months the trade winds subside, upwelling drought
decreases and water becomes warmer Famine
high pressure over Pacific Ocean
La Niña Heavy rains occur 9-12 The warm surface water of the Pacific severe storms and heavy
months Ocean is forced westward, unusual cold rainfalls
oceans in the Equatorial Pacific, unusual
warming of the Equatorial pacific
ENRICHMENT

105
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1. Prevent some sources that have bad effects to the environment such as proper waste segregation, use biogas fuels and
avoid burning to lessen the effects of Greenhouse Effect
2. El Nino- little boy- every 2 to 7 years- lasts for nine months and to years- blocked of upwelling of cold water- large
amount of warm surface water- severe drought-warm water in Eastward - caused by global warming
La Niña little girl- lasts 9 to 12 months -wind blowing westward-- storms and rainfall- Cold ocean temperature Eastern
part of the pacific caused by global warming
ASSIGNMENT
1. Why there is an increase of thunderstorms in the Eastern Pacific Ocean region during the El Niño?
Answer: There will be an increase of thunderstorms in the Eastern Pacific region because the warm, moist air is less
dense, rising, expanding and cooling.
2. What has caused the development of El Niño conditions over the Pacific region?
Answer: It is due to the changes in the worldwide precipitation patterns.

LESSON 3.1: CHARACTERISTICS OF STARS

LEARNING OBJECTIVES
Cognitive:  Infer some characteristics of stars based on the characteristics of the sun.
Psychomotor:  Explain the factors that affect the colors and brightness of the stars.
Affective:  Differentiate the absolute magnitude and apparent magnitude through model simulate the
emission of the brightness of stars appreciate the different brightness of stars.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.119-122
Instructional Materials:  Flashlight, dry cells batteries, candle, match and coloring Materials.
Value:  Appreciating the brightness of stars and their colors.

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 51

DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Enumerate some name of stars. Give at least five.
II. Motivational: Picture Showing of several stars. How do you describe these stars?
III. Review: What are the different colors of a rainbow? Explain the solar system.
Presentation of the Lesson
Class discussion of the different characteristics of stars such as colors, temperature, size, distance and brightness or
luminosity.
GENERALIZATION
Lead the Students in generating that:
Stars are suns in space which produce their own light. There are countless stars in the sky and about 3 000 are visible to the
naked eye. Stars vary in sizes. Some stars are dwarfs, giants and super giants. A star varies in color according to their age and
temperature. The brightness (luminosity) of a star depends on its temperature, size and distance from the Earth.
EVALUATION
107-110
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
A. Brightness of Stars
1. Big flashlight
2. The bigger flashlight is brighter than the small big flashlight
3. The bigger flashlight is still brighter
Generalization:
The absolute brightness of the source of the distance from the source of light affect the brightness of stars
B. Color of Stars
1. Several colors are observed such blue, yellow and red.
2. The cooler flame is red while the hotter the blue flame.
3. The red star is cooler than a yellow star.
Generalization The color of stars is based from the frequency and energy.
C. Size of Stars
1. The size of stars depends on the color and surface temperature of stars. The smaller the stars burn cooler and dimmer.
2. The sun is many thousand times closer to the Earth than any other stars.
Generalization As the size increases the luminosity and temperature also increase.
REINFORCEMENT
110-111
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. Lower temperature
2. Smaller
3. A glance at night sky above the Earth shows that Betelgeuse are brighter other stars at a standard distance of 32.6 light
years or 10 parsecs.
4. 9/10 larger than the star with sun radius of 0.1.
5. 5. Follow the ROYGBIV- rainbow colors the higher the frequency the star is brighter.
ENRICHMENT
111
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1. Rigel- Blue. 2. Betelgeuse- orange red 3. Pollux- yellowish 4. Castor- white 5. Sirius- white to blue 6. Aldebaran- orange 7.
Regulus - blue white, red, yellow7. Spica –Blue
2. Brightest- Rigel dimmest- Betelgeuse
ASSIGNMENT
Draw your favorite star. Explain your drawing.

52 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 LESSON 3.2: CONSTELLATIONS (ARRANGEMENT OF STARS IN A GROUP)
LEARNING OBJECTIVES
Cognitive:  Describe several constellations from star map.
Psychomotor:  Draw a constellation found in the North and south hemispheres.
Affective:  Show awareness of the importance of the appearance of Constellation.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.123-126
Instructional Materials:  Star map
Value:  Appreciation of the importance of Constellations.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Identify the characteristics of stars based from the given color.
1. Red star 2. Blue star 3. Yellow star 4. White star 5. Orange star
II. Motivational: Show a Star Map.
III. Review: What are the different characteristics of stars? Explain briefly. Differentiate absolute magnitude from
apparent magnitude of stars.
Presentation of the Lesson
Let the students read their Textbook and Workbook and let them enumerate and describe the constellations in the Northern
and Southern Hemisphere.
Learning Activities
Let the students answer Concept Check section on page 125 of the textbook.
Answers:
1. Groups of bright stars that appear close together in the sky are called constellations. They form patterns that never seem to
change over hundreds or even thousands of years. The sky is divided up into 88 constellations.
2. Although stars in constellations appear near each other in the sky, they usually lie at a variety of distances away from the
Earth.
GENERALIZATION
Lead the Students in generating that:
Constellation is a collection of stars that are formed into an imaginary pattern, like Leo the lion or Orion the Hunter. Most
people are familiar with the Big Dipper, a group of stars that is part of the constellation Ursa Major also known as the Big
Bear. There is a total of 88 constellations in the sky. This includes all the constellations in the Northern and Southern
Hemispheres. Star maps are used by stargazers to locate the constellations in the sky.
EVALUATION
113
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key: 1. Different shapes and patterns 2-3. Students answers may vary.
REINFORCEMENT
114
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. Yes, they undergo nuclear fusion and emitted gases caused sparks while planet doesn't like the Earth's layer composed of
solid, liquid and gas.
2. Due to the sun rotation we see star at night.
3. If there are several stars are connected, form like an appearance of animal like lion or like a hunter in shape.
ENRICHMENT
114
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1. Students answer may vary.
2. It changes as the object appears to drift across within the Earth's rotation the azimuth starts at zero degree and increases
clockwise exactly East 90 degrees its altitude becomes lower.
3. From right to left

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 53

ASSIGNMENT
Prepare a model of the Northern Hemisphere Model from recycled materials such as bottle caps.

LESSON 3.3: CHANGING POSITION OF STARS AND CONSTELLATION

LEARNING OBJECTIVES
Cognitive:  Explain the factors that affect changing positions of stars during night at different times of the
year.
Psychomotor:  Locate the position of stars during night and different time of the year.
Affective:  Appreciate the different shapes of constellation.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.127-129
Instructional Materials:  Materials to be used in discussing the lesson photographs on pages 303-305, globe and star maps.
Value:  Appreciation of stars.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Description of Constellations- on Star Map.
II. Motivational: What have you observed about the position of stars after one hour? Why?
III. Review: Draw the following constellations and explain briefly.
Presentation of the Lesson
Discussion of the factors that affect the change of position of stars?
Explanation of the apparent position of stars and the patterns of constellations every year.
GENERALIZATION
Lead the Students in generating that:
The revolution of the Earth on its axis, causes nightly movement of the stars across the sky. Revolution is the reason why we
see different stars in the sky at different times of the year. What a person sees in the night sky, depends on the latitude at
which he lives.
EVALUATION
115-118
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
1. This is due to the Earth's revolution around the sun.
2. The lighted parts of the globe are the region where there is sun light which is day time while the unlighted portion is
where sunlight is not visible where are stars seen at night time.
3. Canis major- Cetus- Eridanus-Gemini-Perseus-Taurus-Orion- Winter or Cold Season
Aquila, Cygnus, Hercules, Lyra, Ophiuchus, Sagittarius, Scorpius-summer
Bootes- Cancer- Hydra- Leo- Virgo- Crates-spring
Andromeda - Aquarius- Capricornus- Pegasus- Pisces- Fall or Autumn
REINFORCEMENT
119
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. The drawings may vary of the position of big Dipper as long it is rotated in clockwise or from left to right.
2. The drawings should follow the order of the month where students started to draw the Big Dipper following the
clockwise rotation refer on page 305.
ENRICHMENT
119
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key: Let your students select what constellations they will draw at least three constellations those appear during summer and
rainy seasons.

54 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

ASSIGNMENT
Research on the different types of telescope.

LESSON 3.4: USES OF CONSTELLATION

LEARNING OBJECTIVES
Cognitive:  Explain the importance of Polaris in navigation.
Psychomotor:  Enumerate some uses of constellations.
Affective:  Locate the place through hand astronomy. If the latitude is known.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.130-132
Instructional Materials:  Pictures of Polaris, Big Dipper, Little Dipper and Globe.
Value:  Awareness of importance of constellations.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Word Bank: Seasons, Celestial North Pole, Polaris, Latitude and orbit.
II. Motivational: What is magnetic Compass? Why is it called magnetic? Is there a way to locate your position aside
from a compass?
III. Review: What are the factors that affect the changing positions of stars during night and every season?
Draw the position of Orion during summer.
Presentation of the Lesson
Class discussion about the uses of constellations with aid drawings similar to figure on 131.
GENERALIZATION
Lead the Students in generating that:
The arrangements of stars were associated with religion. Constellation have a practical use during the ancient times, such as in
agriculture. Ancient people notice the appearance of the Orion constellation in the Northern Hemisphere that indicates the
beginning of the cold season. Constellation is also useful in navigation. By looking at the position of the Polaris in the night sky,
navigators are guided in their journey.
EVALUATION
121
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key: 1. It is located at the North Pole located 90 degrees above the horizon.
2.The location of Polaris can be located in two ways a.) Position of the two stars of Big Dipper b.) position of origin of
Orion Belt.
REINFORCEMENT
122
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. Fall
2. Spring
3. Summer
4. Spring
5. Rainy
6. Fall
7. Rainy - The teacher can check students answer question number 3 on page 306.
ENRICHMENT

Let the Students answer the Mind Challenge section on page 122 of the workbook.
Answer Key: Answers may vary. Different months and constellations to be selected by the students. Refer to page 306 question
number 3.
ASSIGNMENT
Prepare a flyer about their concepts about constellations and uses in agriculture and navigation.

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 55

 UNIT TEST 3
I –MULTIPLE CHOICE
1. Why does the magma flow upward toward the Earth surface?
a. It is less dense than the solid rock that surrounds it
b. It is denser than the solid rock that surrounds it
c. It is hotter
d. It has less pressure.
2. When magma reaches the Earth's surface it is called
a. Rock
b. Lava
c. Caldera
d. Magma
3. Which of the following is not an indicator of volcanic eruption?
a. release of different gases from the volcano
b. Swelling or changing shape of volcano
c. Earthquake frequency
d. Weather patterns
4. How do we determine the type of volcano that forms?
a. The type of eruption
b. The type of earthquakes prior to the eruption
c. The weather at the time of eruption
d. The location of the volcano
5. The following are the benefits from volcanic eruptions except
a. Increased tourism
b. Geothermal energy
c. Land destruction
d. Fertility of soil
6. How does geothermal power plant generate?
a. Hot water- steam- turbine- cooling tower- and injection well
b. Turbine- steam- hot water- cooling tower- and injection well
c. Cooling tower- injection well- turbine- steam- and hot water
d. Turbine- cooling tower- injection well- steam- hot water
7. The type of volcanic eruption of Mt Pinatubo
a. Plinian
b. Phreatic
c. Vulcanian
d. Strombolian
8. Why do mountain climbers bring thick jackets when they go up the mountains?
a. The temperature increases as the altitude increases.
b. The temperature decreases as the altitude increases.
c. The altitude increases as the temperature increases.
d. The altitude decreases as the temperature increases.
9. What will happen if there is too much carbon dioxide in the atmosphere?
a. Water vapor condenses
b. Greenhouse Effect occurs
c. Temperature increases
d. Climate changes
e.
10. Which side of the mountain often receives the most precipitation?
a. Rain Shadow
b. Windward side
c. Leeward side
d. Peak

56 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

11. Which is the best practice to reduce the effect of climate change?
a. Livestock raising
b. Burning fossil fuels
c. Organic farming
d. Car manufacturing
12. Which of the following Best describes climate?
a. The weather that occurs in the atmosphere within a day.
b. The pattern of weather that occurs in a region over a long period of time.
c. The disturbance in the atmosphere that happens in a long period of time.
d. The pattern of weather that occurs in a region over short period of time.
13. Why are the coldest places on Earth found at the poles?
a. Great amount of gaseous particles trap heat from the surface
b. Great amount of thermal radiation is received by these areas
c. Less amount of thermal radiation is received by these areas
d. Less amount of gaseous particles trap heat from the surface
14. Which color is the hottest star?
a. Red
b. Blue
c. Yellow
d. Orange
15. Which color is the coldest star?
a. Red
b. Blue
c. Yellow
d. Orange
16. Why do stars appear to move in the sky?
a. The Earth is rotating on its axis
b. The Universe is expanding
c. The night sky is rotating
d. New galaxies are formed
17. How do stars appear to move in the sky?
a. East to West
b. West to East
c. North to South
d. South to North.
18. Why do stars have colors?
a. It is due to presence of oxygen
b. It is due to the varied temperature
c. It is due to presence of carbon dioxide
d. It is because of the different positions.
19. How would you describe Constellation?
a. A flock of stars form a certain figure
b. A herd of stars that form a certain figure
c. A group of stars that form certain figure
d. A school of stars that form a certain figure
20. Why do you think different group of constellations are seen during each season?
a. Due to the Earth's revolution
b. Due to the Earth's speed
c. Due to the Earth's pollution
d. Due to the Earth’s weather

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 57

II - IDENTIFICATION
Identify what is being referred to of the following statements
1. It refers to the height above sea level.
2. The side of the mountain that receives less amount of rainfall
3. A manner of modifying something to be useful.
4. It forms when water vapor condenses and falls to the ground as rain
5. It brought about by the ocean current bringing warm air to a landmass in the Pacific region.
6. A long term shifting of global weather pattern
7. It a molten rock in the mantle
8. It is known as the North STAR
9. It is characterized by tall eruptions column that reach up to 20 km high.
10. The type of volcanic eruptions of Taal volcano

58 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 UNIT TEST 3 – ANSWER KEY
I
1. a
2. b
3. d
4. a
5. c
6. a
7. a
8. b
9. b
10. b
11. c
12. c
13. c
14. b
15. a
16. a
17. a
18. c
19. c
20. a
II
21. Altitude
22. Leeward
23. Mitigation
24. Precipitation
25. El Niño
26. Climate change
27. Magma
28. Polaris
29. Vulcanian
30. Phreatic

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 59

UNIT 4: FORCE, MOTION, AND ENERGY

LESSON 1.1: MOTION IN TWO DIMENSIONS

LEARNING OBJECTIVES
Cognitive:  Distinguish between the horizontal and vertical motion of a projectile
Psychomotor:  Compute for the unknown quantities involving projectile motion
Affective:  Appreciate accuracy in measurement and computation
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.135-140
Instructional Materials:  Activity sheets
Value:  Accuracy
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Define the following terms and give its unit distance, velocity, acceleration, constant acceleration due to
gravity.
II. Motivational: How do you describe the motion of a ball when the basketball player throw it over a ring? What kind
of motion is illustrated?
III. Review: Give the equations for the quantities in the drill part.
Presentation of the Lesson
Introduce activity 1.1: Motion in two dimensions. Allow the students to read and understand the procedure of the activity.
Let the students perform Activity A and B by group with the teacher supervision. Allow Group discussion in answering the
guide questions. Teacher Led Post Lab Discussion.
GENERALIZATION
Lead the Students in generating that:
A projectile is an object thrown with an initial velocity and whose motion is influenced by the pull of gravity. Projectile motion
is principally determined by two types of motions: horizontal motion and vertical motion that is independent
with each other. Projectile motion is the motion of a body with constant acceleration. The trajectory is the path of a
projectile.
EVALUATION
123-124
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
1. Yes, the coin hit the floor at the same time. Since the coin was released at the same height from the ground.
2. The coin follows a curve path while other coin falls down in a straight path.
3. Yes, the vertical and horizontal motion of a projectile are independent with each other. The vertical motion is accelerated
while horizontal motion is constant.
4. The vertical motion of a projectile is accelerated because of increasing velocity downward.
5. The horizontal motion of a projectile is constant. The initial horizontal velocity remains the same.
REINFORCEMENT
125-126
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. D= 396.9 m v= 88.2 m/s
2. Refer to diagram p136 (provide the diagram and indicate the following labels (vy,vx,dy,dx)

60 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

ENRICHMENT
126
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
Quantity Without Trajection (angle) With trajection angle
Vertical velocity Vy=gt Vy=gtsin Ꝋ
Horizontal velocity Vx= dx/t Vx= dx cos Ꝋ/t
Vertical displacement dy=gt2/2 dy=gt2 sin Ꝋ/2
Horizontal displacement dx= vxt dx= vxt cos Ꝋ
Time to reach maximum height T= 2d/g
ASSIGNMENT
Explain momentum. Give the formula for momentum. Relate momentum and Impulse.

LESSON 1.2: IMPULSE AND MOMENTUM

LEARNING OBJECTIVES
Cognitive:  Define momentum and give its unit.
Psychomotor:  Calculate the momentum given the mass and velocity.
Affective:  Apply impulse and momentum in real life activities.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.141-145
Instructional Materials:  Refer to the materials listed in the activity.
Value:  Safety, following traffic rules and regulations.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: FLASHCARDS: Identify the following equations:
Vy=gt
Vx= dx/t
dy=gt2/2
dx= vxt
II. Motivational: Which do you think have a higher momentum between a bus and a car if they are moving with the
same velocity along highway? Why?
III. Review: Compare the horizontal and vertical motion of projectile? How is the vertical motion compared with the
motion of falling bodies?
Presentation of the Lesson
Pre activity Discussion: Introduce activity1.2 Impulse and Momentum. Check the materials brought by the students in
constructing the packaging material. It should not exceed with the required materials. Allow the students to brainstorm with
their group mates. Let the students perform Activity by group. Allow Group discussion in answering the guide questions.
Teacher Led Post Lab Discussion
Learning Activities
Let the students answer Concept Check section on page 144 of the textbook.
Answer:
1. The momentum of an object is calculated as the product of mass and velocity of that object, the impulse represents the
change of momentum of a system over a certain period of time.
2. Momentum is mass in motion, and any moving object can have momentum. Impulse is not equal to momentum itself; rather,
it's the increase or decrease of an object's momentum.
3. Momentum can be negative. Momentum is a vector quantity, meaning it has both magnitude and direction.

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 61

GENERALIZATION
Lead the Students in generating that:
The impulse experienced by an object is the force × time.
I = Ft
The change in momentum of an object is the mass × change in velocity.
Δp = mΔv
The impulse equals the change in momentum.
I = Δp
Ft = mv
Momentum is mass in motion, and any moving object can have momentum. An object’s change in momentum is equal to its
impulse. Impulse is a quantity of force times the time interval. Impulse is not equal to momentum itself, but rather, it’s the
increase or decrease of an object’s momentum
EVALUATION
127
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
In constructing the protective packaging make sure that it will be able to make the time of impact longer so as to decrease
the impact force. The longer the time of impact the lesser the impact force or impulse.
REINFORCEMENT
127
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. Momentum p= mv = kg m/sec Newton sec = kgm/s2 .sec = kgm/sec
Impulse I=Ft = Newton .sec
2. Impulse is directly proportional to momentum, the greater the impulse the greater the momentum.
3. An object slows down the impulse by making the time longer while impulse speed up if the time of impact is shorter and
it will turn when the direction of the force changes.
ENRICHMENT

128-130
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1. Impulse (I) = 4.62 N. sec
2.
a. Velocity is negative when the motion of the object is directed downward, likewise positive for upward motion.
b. initial momentum (pi) = 576 kg m/sec.
c. final momentum (pf) = 480 kg m/sec.
d. change in momentum (pf-pi) = -96 kg m/sec.
3.
a. Initial momentum is zero because the object is at rest.
b. Impulse (I) = 80 Newton. sec
c. Gain in momentum p = mv = 80 kg m/ sec.
d. 80 k m/sec.
e. velocity (v) = 13.33 m/sec.
4.
a. mass (m) = 182.65 kg b. momentum (p) = 4, 566.33 kg m/sec.
5.
a. Impulse (I) = 18 Newton. Sec. b. Change in Momentum = 30kg m/sec. c. final velocity (vf) = 6 m/sec.
ASSIGNMENT
State the Law of Conservation of Momentum. Give examples.

62 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 LESSON 1.3: COLLISION AND CONSERVATION OF MOMENTUM
LEARNING OBJECTIVES
Cognitive:  Differentiate elastic and in elastic collision.
Psychomotor:  Explain the change in kinetic energy of an object after collision.
Affective:  Apply the law of conservation of momentum in daily activities.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.146-149
Instructional Materials:  Refer to the materials listed in the activity.
Value:  Concern for others, safety.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill
P = mv Find for m = ? Find for v = ?
I = Ft Find for F = ? Find for t = ?
mv = Ft Find v =? m = ? F= ?
II. Motivational: What common road accidents frequently happens in your community? What causes greater damage
among the colliding vehicles? Do you think damaged be minimized? How?
III. Review: Give the factors affecting momentum and impulse. How do these factors relate to both impulse and
momentum?
Presentation of the Lesson
Introduce activity1.3 Collision and conservation of momentum. Check the materials brought by the students. Check the set up
prepared by the students. Allow the students to brainstorm with their group mates. Let the students perform Activity by
group. Allow Group discussion in answering the guide questions.
GENERALIZATION
Lead the Students in generating that:
A collision is any interaction of particles in which momentum is transferred or exchanged. Linear momentum describes the
quantity of motion of an object. It is the product of the mass of an object and its velocity. The Law of Conservation of
Momentum states that the total momentum of the bodies before and after the interaction does not change.
EVALUATION
131-132
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
No. of marbles released P before No. of marbles catched P after Total momentum
2 0.294 2 0.294 0.588
3 1.764 3 1.764 3.528
5 4.41 5 4.41 8.82
1. Yes 2. No 3. Yes 4. No
REINFORCEMENT
133
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. The situation does not violate the law of conservation of momentum.
2. In elastic collision, the momentum and kinetic energy before and after collision are equal while in in elastic collision the
momentum of the two objects are conserved while the kinetic energy is lost.
3. The object bounces back if the
4. Air bags in the vehicles are used to lessen the effect of impact force.
5. Seat belts are stretchable to make the impact time longer if collision occur. It will make the impact force lesser due to
longer time of impact.

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 63

ENRICHMENT
134
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1. 0.5 m/sec 2. 312.63 m/sec.
ASSIGNMENT
What are the different forms of Mechanical energy? Give some examples.

LESSON 2.1: CHANGES IN THE DIFFERENT FORMS OF MECHANICAL ENERGY

LEARNING OBJECTIVES
Cognitive:  Identify the different forms of energy.
Psychomotor:  Explain how energy is transformed.
Affective:  Apply transformation of energy in daily activities.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.151-153
Instructional Materials:  Refer to the materials listed in the activity.
Value:  Energy conservation, environmental protection.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Identify the form of energy related to the pictures below (show pictures of objects
a. Battery b. Cellphone c. radio d. rotating electric fan e. rice cooker
II. Motivational: What energy form is needed by our appliances at home to work or function? What are the sources of
these energy? What happens to the energy while appliances are in operation?
III. Review: Show in a diagram how an appliance transform energy from one form to another.
Presentation of the Lesson
Pre activity Discussion: Introduce activity 2.1 Changes in the different forms of energy. Check the materials brought by the
students. Check the set up prepared by the students. Allow the students to brainstorm with their groupmates. Let the
students perform Activity by group. Allow Group discussion in answering the guide questions.
GENERALIZATION
Lead the Students in generating that:
Energy exists in different forms, such as heat, light, chemical, mechanical, electrical, sound and nuclear energy. Energy can be
converted into useful forms. Mechanical energy is classified into potential kinetic energy. Potential energy can convert to
kinetic energy and vice versa.
EVALUATION
135-136
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
1. The velocity of the ball as it rolls on the pipe.
2. Potential energy
3. Potential to kinetic energy
4. The marble roll faster in the shorter pipe.
5. As the height increases, the kinetic energy decreases.
6. As the height increases, the gravitational potential energy increases.
7. The potential energy is converted to kinetic as it falls down and as the marble strikes the surface of the table kinetic
energy losses and it gains potential energy.
REINFORCEMENT
137
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. Electrical to Mechanical
2. Solar Energy to Electrical Energy

64 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 3. Chemical Energy to Light Energy
4. Electrical Energy to Mechanical
5. Chemical Energy to Heat Energy
ENRICHMENT

138
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
A. At the 10th floor PE + 14 994 Joules
B. At the 6th floor PE + 8 996.4
C. At the 1st floor PE + 1499.4
ASSIGNMENT
State the law of conservation of Mechanical Energy. Write the equation representing the law of conservation of energy.

LESSON 2.2: CONSERVATION OF MECHANICAL ENERGY

LEARNING OBJECTIVES
Cognitive:  State the law of conservation of energy.
Psychomotor:  Calculate the total amount of mechanical energy.
Affective:  Apply the law of mechanical energy in daily activities.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.154-158
Instructional Materials:  Refer to the materials in the activity.
Value:  Energy conservation and protection of environment.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Describe the transformation of energy in the following electrical devices at home.
a. Washing machine b. Blender c. Television d. Gas stove e. Flat iron
II. Motivational: When you are running/jogging or walking, what kind of energy do you have? When you rest after a
while what happens to your energy? Does it lose?
III. Review: Differentiate potential and kinetic energy. Give the equation of these two types of energy.

Presentation of the Lesson

Pre activity Discussion: Introduce activity 2.1 Conservation of Mechanical Energy. Check the materials brought by the
students. Check the set up prepared by the students. Allow the students to brainstorm with their group mates.
Let the students perform Activity by group. Allow Group discussion in answering the guide questions.
GENERALIZATION
Lead the Students in generating that:
Mechanical energy exists in two types, potential and kinetic energy. The Law of Conservation of Mechanical Energy states
that energy can neither be created nor destroyed, it can only be converted from one form to another or transferred from one
body to another, but the total amount is constant. This means that in the absence of dissipated forces, such as friction and air
resistance, potential energy is converted to kinetic energy and vice versa. The TME (total mechanical energy) is computed
using the formula: TME = PE + KE = constant
EVALUATION
139-140
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
Mass, m = 0.02 kg Distance, d = 0.5 m
g = 9.8 m/s2 time, t = 1.2 s
Height, h = 0.5 m ave. speed, v = 4.17 m/s
PE at A = 0.98 J KE at B = 0.35 J
KE at A = 0 J PE at B = 0 J
TME at A = 0.98 J TME at B = 0.35 J

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 65

 1. The potential energy of the marble decreases as it moves down the track.
2. The kinetic energy increases.
3. The potential energy at point A is the same with the kinetic energy at point B.
4. The total mechanical energy of the marble is equal to the sum of the potential and kinetic energy as it rolls down the track.
REINFORCEMENT

Let the Students answer the Skills Workout section on page 141 of the workbook.
Answer Key:
Point PE (J) KE (J) TME (J)
1 857.5 0 857.5
2 0 857.5 857.5
3 686 0 686
ENRICHMENT
142
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1. PE = mgh
h = PE/mg
= 4500 Joules/ (45 Kg) (9.8 m/s2)
= 9.98 m
Location Height PE KE Velocity
A 5.0 24990 0 0
B 0 0 24990 9.9
C 10.0 49980 0 0
D 0 0 49980 14

ASSIGNMENT
What are the ways of transferring heat? Give some examples.

LESSON 3.1: NATURAL HEAT TRANSFER

LEARNING OBJECTIVES
Cognitive:  Define temperature.
Psychomotor:  Trace the flow of temperature.
Affective:  Feel relaxed in performing experiment with hot water.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.160-162
Instructional Materials:  Cup of hot water (Styrofoam, plastic, porcelain cup, thermometer and spoon.
Value:  Carefulness, cautious, safety.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Define the following terms:
Temperature= hotness or coldness of a body. Heat= the quality of being hot.
Temperature Scale= measurements are amounts that are more or less than a reference amount in the Celsius scale.
Thermal Energy= is the result of the movement of tiny particles called atoms, molecules or ions in solids, liquids and
gases.Heat energy = can be transferred from one object to another.
II. Motivational

66 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 What happen to a cup of coffee when you leave it on top of a table for some time?
III. Review: Differentiate conductor from insulator
Conductor and insulator are that the conductor allows the energy (heat) to pass through it, whereas the insulator does not
allow the energy to pass through it.
Presentation of the Lesson
Introduce activity 3.1 Natural Heat transfer. Allow the students to read and understand the procedure of the activity. Let the
students perform Activity by group with the teacher supervision. Allow Group discussion in answering the guide questions.
Teacher Led Post Lab Discussion.
GENERALIZATION
Lead the Students in generating that:
Transfer of heat naturally occurs when the heat of a hot body transfers to a cooler body. Conduction occurs when an object is
in contact with another object. Heat transfer stops when both materials reach the equilibrium position. Different materials
have different conductivity based on the specific heat capacity of a material.
EVALUATION
143-145
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
Material Temperature Time interval Free body diagram of heat flow

Hot water in a Styrofoam 4600 0 F 20 minutes

cup

Hot water in a plastic 212 0 F 10 minutes

cup

Hot water in a porcelain 212 0 F 5 minutes

cup

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 67

 Graph of temperature against time interval
T (Co)
5000

4000

3000

2000

1000
0 5 10 15 20
T(min)
)
Guide Questions:
1. As the time increases the temperature of the water decreases.
2. The temperature of the spoon increases. The temperature increases gradually in the spoon which is being transferred
from the hot water.
3. The temperature of the hot water in decreases while the temperature of the spoon increases until both of them attained
equilibrium temperature. The temperature decreases gradually from Styrofoam, plastic and porcelain cups respectively.
4. Heat is being transferred from one object to another object.
REINFORCEMENT
145
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
1. The heat from the body is being transferred to the cement floor that’s why we feel cold when we are barefooted.
2. I will put her with a cold towel bath to lessen the temperature since the hotness of her body will be transferred to the
cold towel.
3. I will put a spoon on the chocolate milk so that the heat will be transferred to the spoon.
ENRICHMENT
146
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1. There is radiation of heat beside the flame that’s why we are not burned and convection of heat above the flame that’s
why fingers will be burned.
2. The purpose of putting a hole near the top of a metal lampshade is to make the heat escape from the surface if not the
metal will be hot.
3. The cup with spoon will be cooler because the heat from the coffee will be transferred to the spoon.
ASSIGNMENT
Bring the following: Colored pen, Bond paper, Ruler

68 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 LESSON 3.2: HEAT LOSS THROUGH CONDUCTION, CONVECTION AND RADIATION
LEARNING OBJECTIVES
Cognitive:  Identify the conditions that contribute to heat loss and heat gain in a house.
Psychomotor:  Draw arrows to illustrate heat transfer.
Affective:  Find pleasure in illustrating the flow of temperature in a house.

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 69

LEARNING CONTENTS
Reference Materials:  iScience 9 pp.163-166
Instructional Materials:  Colored pen, bond paper and ruler.
Value:  Carefulness, cautious and to be artistic.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Fill in the blanks with the correct answer
1. Heat gain refers to the transfer of heat into your home through a variety of sources.
2. Heat loss is a measure of the total transfer of heat through the fabric of a building from inside to the outside,
either from conduction, convection, radiation, or any combination of these.
3. Heat conduction is the movement of heat from one object to another one that has different temperature when
they are touching each other.
4. Convection is the transfer of heat from one place to another by the movement of fluids.
5. Radiation is a method of heat transfer that does not rely upon any contact between the heat source and the
heated object.
II. Motivational: Where will you sit in a campfire so that you will not feel too much heat?
III. Review
Heat Heat transfer Cold Energy Convection
Thermal energy Temperature Hot Conduction Radiation
H E A T T R A N S F E R
T N
E
C R M
O G P
N Y E H N
D R O
U A I T
C T Y
T C U G
I E R
O V E E
R A D I A T I O N N
C O L D E
C H
T H E R M A L
A
T
Presentation of the Lesson:
Introduce activity 3.2 Heat Loss Through Conduction, Convection and Radiation. Allow the students to read and understand the
procedure of the activity. Let the students perform Activity by group with the teacher supervision. Allow Group discussion in
answering the guide questions. Let one group to report the results of their activity. Teacher Led Post Lab Discussion.
GENERALIZATION
Lead the Students in generating that:
Conduction is the transfer of heat between substances that are in direct contact with each other. Convection is the process of
transferring heat from one place to another by the movement of fluids. Radiation is a method of heat transfer that does not rely
upon any contact between the heat source and the heated object as in the case of conduction and convection.
EVALUATION
147
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
1. Heat and heat loss can gain inside or outside the house.
2. The following can be used to lessen heat gained inside the house: Open the windows, Plant trees near your house, Paint
the roof, put external blinds, put a curtain, cook outside the house and Unplug the appliances when not in use.
A hot environment since in that condition it is already adapted by the family.
REINFORCEMENT

70 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 148
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
Condition Heat loss Heat Gain
1. Ironing clothes 
2. Washing the dishes 
3. Watering the plants 
4. cooking food 
5. Putting curtain 
ENRICHMENT
148
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
1.
4.5 W/m2K
10 m2 = surface area
30 0C= T1
25 0C= T2
Required:
Q = Heat gain
Formula:
Qc = U* A * ΔT
[(Square Foot Area) x (U-Value) x (Temperature Difference)]
Solution:
= 10 m2 (4.5 m W/m2) x (30 0 C – 25 0 C)
= 225 W
2.
Qi + Qs +- Qc +- Qv +- Qm -Qe = 0
Where:
Qi= internal heat gain by human bodies, lamps motors and appliances
Qc = conduction of heat; Qc = U* A * ΔT
Qs = effects of solar radiation; Qs = A * I * θ
Qv = heat exchange due to ventilation; Qv= 1300 * V * ΔT
Qe = latent heat of evaporation; Qe = 666 * kg/hr
Qm = heat flow rate of such mechanical control
ASSIGNMENT
Bring the following: Colored pens (red and blue) and ruler

LESSON 3.3: WASTE ENERGY CANNOT BE PREVENTED

LEARNING OBJECTIVES
Cognitive:  Determine which situation manifests enthalpy or entropy
Psychomotor:  Distinguished between endothermic or exothermic entropy
Affective:  Appreciate drawing an arrow to illustrate the flow of energy away from the system or through the
system
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.167-171
Instructional Materials:  Cup of hot water (Styrofoam, plastic, porcelain cup) thermometer and spoon.
Value:  Carefulness, hard work and perseverance.

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 71

DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Arrange the following jumbled words
pyhetlan = Enthalpy
oypertn = Entropy
mxtrtherico = Exothermic
cntenmdohir = Endothermic
eysmts = System
II. Motivational: Do you know how nuclear power plant generates electricity?
III. Review: Differentiate conduction, convection and radiation of heat with one another.
Heat conduction (or thermal conduction) is the movement of heat from one object to another one that has different
temperature when they are touching each other. Convection of heat is the transfer of heat from one place to
another by the movement of fluids. Radiation is a method of heat transfer that does not rely upon any contact
between the heat source and the heated object.
Presentation of the Lesson
Introduce activity 3.3 Waste Energy cannot be created. Allow the students to read and understand the procedure of the
activity. Let the students perform Activity by group with the teacher supervision. Allow Group discussion in answering the
guide questions. Teacher Led Post Lab Discussion.
GENERALIZATION
Lead the Students in generating that:
The First Law of Thermodynamics states that ‘energy can be changed from one form to another, but it cannot be destroyed.’
The Second Law of Thermodynamics states that ‘the entropy of an isolated system always increases.’ The Third Law
states that ‘the entropy of a perfect crystal at absolute zero is zero.’ The Zeroth Law deals with thermal equilibrium.
Learning Activities
Let the students answer Concept Check section on page of the textbook.
Answers: 170
1. Unplug your appliances when they're not in use.
2. Buy appliances with a good energy rating.
3. Pick the right washing machine.
4. Choose an energy-efficient refrigerator.
5. Avoid installing downlights.
EVALUATION
149-150
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
System Flow of Energy Enthalpy Entropy

Exothermic Endothermic Exothermic Endothermic

1. Jumpin
g

2. Ice
melts
3. Chilled
food
4. Thinkin
g
5. Sitting

Guide Questions:
1. Give the difference between enthalpy and entropy.
Entropy, the measure of a system's thermal energy per unit temperature that is unavailable for doing useful work while
enthalpy is equal to the internal energy of the system plus the product of pressure and volume.
2. What is needed to start an enthalpy? To start an enthalpy heat is needed.

72 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 3.
Entropy makes a system more disorder? When does it happen? Cite an example. Entropy happen just like when water is
being chilled. It is already in order manner but when it becomes solid from liquid state it goes to a more disorder state.
4. How would you determine if a system is endothermic or exothermic? An endothermic reaction occurs when the
temperature of an isolated system decreases while the surroundings of a non-isolated system gains heat while
exothermic if heat is released by the system into the surroundings. Because the surroundings is gaining heat from the
system, the temperature of the surroundings increases.
REINFORCEMENT
151
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:

ENRICHMENT
152
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
Solve the following problem. Write the given formula and show your complete solution
1.The pressure on an ideal gas at 2.0 atm and 300 K is reduced suddenly to 1.0 atm, while heat is transferred to maintain the
initial temperature of 300 K. Calculate q, w and ∆U in joules for this process.
Given:
a. atm = P1
1.0 atm = P2
300 K = T1
Required:
a. w= ?
b. ∆U = ?
c. w = ?
Solution
a) For an ideal gas undergoing an isothermal process, ΔU = 0. The work done at constant external pressure is
𝑤 = − 𝑃𝑒𝑥 𝛥𝑉
where
𝛥𝑉 = 𝑉𝑓𝑖𝑛𝑎𝑙 − 𝑉𝑖𝑛𝑖𝑡𝑖𝑎𝑙
𝑉𝑖𝑛𝑖𝑡𝑖𝑎𝑙 = 𝑛𝑅𝑇 𝑃𝑖𝑛𝑖𝑡𝑖𝑎𝑙
= (1 𝑚𝑜𝑙)(0.082 06 𝐿 ⋅ 𝑎𝑡𝑚 ⋅ 𝐾 −1 ⋅ 𝑚𝑜𝑙 −1 )(200 𝐾) 3.00 𝑎𝑡𝑚
= 5.47 L
𝑉𝑓𝑖𝑛𝑎𝑙 = 𝑛𝑅𝑇 𝑃𝑓𝑖𝑛𝑎𝑙
= (1 𝑚𝑜𝑙)(0.082 06 𝐿 ⋅ 𝑎𝑡𝑚 ⋅ 𝐾 −1 ⋅ 𝑚𝑜𝑙 −1 )(200 𝐾) 1.00 𝑎𝑡𝑚
= 16.41 L
𝛥𝑉 = 𝑉𝑓𝑖𝑛𝑎𝑙 − 𝑉𝑖𝑛𝑖𝑡𝑖𝑎𝑙
= 16.41L – 5.47 L
= 10.94 𝐿 (𝑠𝑦𝑠𝑡𝑒𝑚 𝑒𝑥𝑝𝑎𝑛𝑑𝑠) 𝑤 = − 𝑃𝑒𝑥 𝛥𝑉 =
= −(1.00 𝑎𝑡𝑚)(5.47 𝐿)
= −5.47 L
= (−5.47 𝐿 ⋅ 𝑎𝑡𝑚)(101.325 𝐽 ⋅
= -554.25 J

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 73

 b. Work is done by the system on the surroundings.
𝑞 = 𝛥𝑈 − 𝑤 =
= 0 − (−554.25𝐽)
= +554.25.
c. The internal energy of an ideal gas depends only on temperature, and 𝛥𝑈 = 0.

2. Find the entropy changed for the highlighted object in each of the following systems:
a. A hot water bottle at 70 0 C conducts 150 J of energy into your feet.
Given:
70 0 C + 273 = T, 343 K
150 J = H
−277.38 kJ/mol= std enthalpy of liquid
Required:
∆S =?
Formula:
∆S = - ∆H/T
Solution:
∆S = ∆H/T
= - 150 000kJ – 277.38 KJ/mol

343K
= - 436.51KJ/mol

b. A puddle of 0.05 kg of ethyl alcohol at 20 0 C evaporates into the atmosphere.

Given:
0.05 kg of ethyl alcohol
−277.38 kJ/mol std enthaphy of liquid
20 0 C + 273 = 293 K = T
Required:
∆S = ∆H/T * 18 mol
= - - 277.38 KJ/mol (18 mol)(0.05 kg)
293 K
= .85 KJ/mol
K
ASSIGNMENT
Bring the following: Colored pens (red and blue), ruler

LESSON 4.1: GENERATION IN DIFFERENT POWER PLANTS

LEARNING OBJECTIVES
Cognitive:  Know the source of electrical energy to run a generator in a power plant.
Psychomotor:  Draw a schematic diagram of an electrical power plant
Affective:  Enjoy differentiating the source of electrical energy used to run a power plant.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.173-177
Instructional Materials:  Schematic diagram of electrical energy of generation by the different power plant.
Value:  Curiosity, awareness, artistic, patience, perseverance

74 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Identify the different source of fuel in running a power plant.
The different source of energy in running a power plants are water, uranium atom, sunlight, biomass, geyser, oil,
bagasse, manure, wind, ocean tides, coal and natural gas
II. Motivational: Where do you usually found a power plant? Do you have a power plant in your locality? What is the
source of fuel used by this power plant?
III. Review: How will you differentiate renewable from nonrenewable source of energy?
Nonrenewable energy resources, like coal, nuclear, oil, and natural gas, are available in limited supplies
while renewable resources are replenished naturally and over relatively short periods of time.
Presentation of the Lesson
Allow the students to read and understand the procedure of the activity. Let the students perform Activity by group and
answer the data table with the teacher supervision. Group discussion in answering the guide questions. Teacher Led Post Lab
Discussion. Sample Data and Observation.
GENERALIZATION
Lead the Students in generating that:
The different power plants are hydroelectric, nuclear, solar, wind, geothermal and coal power plants. The fuel used in power
plants can be renewable and nonrenewable. The source of energy that runs the turbine can be water, fossil fuels, steam,
wind, and sunlight. The different power plants have their own advantages and disadvantages.
EVALUATION
153
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
Data and Observation
Type of Power Plant Source of Energy Transformation of Energy

Hydroelectric Power Plant water PE KE ME EE

Nuclear Power Plant Uranium atom HE KE ME EE
Geothermal Energy Heat energy HE KE ME EE
Solar Energy Radiant energy HE KE ME EE
Thermal Power Plant Heat energy HE KE ME EE
Guide Questions:
1. The source of energy in the different power plant is the fuel used to run the turbine that drives the motor on top of it.
2. Hydroelectric, geothermal, and solar power plant used renewable source of energy while nuclear and thermal power
plant are considered non-renewable.
3. Some power plants are similar or different depending on the source of energy, operational cost, advantages,
disadvantages and maintenance cost.
REINFORCEMENT

Let the Students answer the Skills Workout section on page 154 of the workbook.
Answer Key:
Power plants Hydroelectric Geothermal Wind Turbine
Advantages Does not pollute the water It is also clean energy. Do not No fuel costs
or the air produce greenhouse gases that No harmful polluting gases are
can be harmful to the produced
atmosphere.
Disadvantages Large environmental Can affect the stability of land. Wind farms are noisy and may
impacts by changing the Greenhouse gas below Earth's spoil the view for people living
environment and affecting surface can potentially migrate to near them
land use, homes, and the surface and into the
natural habitats in the dam atmosphere
area

Operational Cost 42.5 per kwh 125,000 per installed kw 2,100,000/10 years

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 75

 Renewable renewable renewable renewable
Nonrenewable
ENRICHMENT
154
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
What would be your reaction if your land will be converted into
a. Hydroelectric power plant
b. geothermal power plant
c. wind power plant
d. solar power plant
e. nuclear power plant: Answers may vary depending on the student’s interpretation on the situation.
ASSIGNMENT
Bring the following materials: Pencil, Ruler, Box of crayons

LESSON 4.2: TRANSMISSION OF ELECTRICAL ENERGY

LEARNING OBJECTIVES
Cognitive:  Analyze the electrical flow of energy in transmission lines.
Psychomotor:  Illustrate the transmission of electrical energy from power plants to different houses.
Affective:  Admire how electrical energy is transmitted from the power plants to the consumers.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.178-180
Instructional Materials:  pencil, ruler, box of crayons
Value:  curiosity, awareness
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Fill in the blanks with the correct answer:
Distribution feeders 1. Connections between the output terminals of a distribution
Sub-station and the input terminals of primary circuits.
Service wires 2. An overhead electrical line running from a utility pole, to a
Customers building or other premises.
Substation 3. Reduces the high voltage of electrical power transmission to the
suitable supply for consumers.
Electric meter 4. Device that measures the amount of electric energy consumed by a
House or building
Transformer 5. An apparatus for reducing or increasing the voltage of an alternating
current.
II. Motivational: Do you know how electrical energy reaches your house?
III. Review: Identify which of the following power plants is renewable and non-renewable:
Type of Power Plants Renewable/Nonrenewable
1. Hydroelectric Power Plant Renewable
2. Nuclear Power Plant Non renewable
3. Geothermal Power Plant Renewable
4. Solar Power Plant Renewable
5. Thermal Power Plant Non renewable
Presentation of the Lesson
Allow the students to read and understand the procedure of the activity. Let the students perform Activity by group and
answer the data table with the teacher supervision. Group discussion in answering the guide questions.
Teacher Led Post Lab Discussion. Sample Data and Observation.

76 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

GENERALIZATION
Lead the Students in generating that:
Electrical energy transmission begins at the power plant generator and transmitted to the substations. The function of the
substation is to distribute electrical energy to the second substations found in the locality. The purpose of transmission lines
is to carry electrical energy over long distances. Transformers found in electric poles bring the voltage down to 220 volts. The
electrical energy is passed to the consumers through secondary lines.
EVALUATION
155-156
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
Data and Observation:

Guide Questions:
1. Where does the electrical energy distribution begin?
The electrical energy distribution begins from the power plants that generates electricity.
2. Explain how the electrical energy reaches the consumers.
Electrical energy is delivered to consumers through a complex network. Electrical energy is generated at power plants
and moves through a complex system, sometimes called the grid, of electricity substations, transformers, and power
lines that connect electricity producers and consumers.
3. Distinguished between electrical power distribution and transmission.
Distribution line carries electricity from the substation to the consumer's end while Electric power transmission is the
bulk movement of electrical energy from a generating site, such as a power plant, to an electrical substation.
4. Discuss the role of the substation.
Substations transform voltage from high to low with the use of step up or step-down transformer.
5. What happens to the voltage, as it goes to the different substation?
The voltage is being reduced as it goes from one substation to another substation.
6. What are the functions of transmission lines?
The transmission lines are the one that carries the electrical energy from the power plants to the different substations up
to the consumer’s end point.
7. What are the functions of transformers found on electric poles?
The transformer increases or decrease the voltage needed by the consumers.

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 77

REINFORCEMENT

Let the Students answer the Skills Workout section on page 157 of the workbook.
Answer Key: Draw the electrical transmission in your barangay.

ENRICHMENT

157
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:

ASSIGNMENT
Make a table of the different appliances found at home. Determine the power rating of each appliances.

LESSON: 4.3 ELECTRICAL ENERGY CONSUMPTION

LEARNING OBJECTIVES
Cognitive:  Enumerate the appliances that consume energy at home.
Psychomotor:  Calculate the electrical energy consumption per day per week and month.
Affective:  Be Contented in determining the number of hours when appliances at home are
being used.
LEARNING CONTENTS
Reference Materials:  iScience 9 pp.181-184
Instructional Materials:  Magnet, magnetic compass and iron fillings.
Value:  Patience, perseverance and be observant.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill: Define the following terms:
1. Electric l energy = is the amount of energy you pay for electricity.
2. Power rating =the amount of electrical power required for a particular device.
3. Wattage = a measure of electrical power expressed in watts.
4. Kilowatt = a measure of 1,000 watts of electrical power.
5. Appliances =a device or piece of equipment designed to perform a specific task.

78 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 II. Motivational: How much do you pay for your electrical energy consumption? Do you know how to calculate your
electrical consumption?
III. Review: Trace the flow of electrical energy from the power plants to your house.
Presentation of the Lesson
Introduce Activity 4.3 Electrical Energy Consumption. Allow the students to read and understand the procedure of the activity
Let the students perform Activity by group and answer the data table with the teacher supervision. Allow Group discussion in
answering the guide questions. Teacher Led Post Lab Discussion. Sample Data and Observation
Learning Activities
Let the students answer Concept Check section on page 183 of the textbook.
Answer: Conserving energy produces a higher quality of life. Reduced emissions result in cleaner air quality.
GENERALIZATION
Lead the Students in generating that:
Electrical appliances are designed to work efficiently, at a certain voltage rating. Power input is the ratio, at which appliance
uses up electrical energy. Power is voltage multiplied by current. An appliance with high voltage across it, or with high current
through it, has a high-power rate of converting electrical energy to other forms. Electrical energy can be converted into heat,
light, mechanical, and chemical energy. Heat is always produced in every energy conversion process. The thermal energy H
produced by an electrical device depends on the resistance (R), the current (I), and the length of time (t) the device is
operational.
EVALUATION
159-160
Let the Students answer Test Yourself section on page. of the workbook.
Answer Key:
Appliances Power Rating Time in using Daily Weekly Monthly
kwh appliance hr Consumption Consumption Consumption
1. rice cooker 450 w 1 450 3150 72450
2. flat iron 800 w 5 4000 28000 644000
3. refrigerator 1400 w 24 33,600 235200 5409600
4. electric fan 55 w 1 55 385 8855
5. oven 1000 w 1 1000 7000 161000
6. electric heater 1500 w 1 1500 10500 241500
7. washing machine 400 w 5 2000 14000 322000
8. airconditioner 3000 w 12 36000 252000 5796000
9. LED lights 60 w 5 300 2100 48300
10. LED television 30 w 5 150 1050 24150
Average Consumption 7905.5 55338.5 1272786
Guide Questions:
1. Which among the appliances did you use contribute greater electrical energy consumption?
Air conditioner contribute greater electrical energy consumption.
2. What appliance has greater power rating?
Air conditioner has greater power rating
3. How do you calculate the electrical energy consumption of each appliance? Electrical energy consumption is calculated
by multiplying the power rating and number of hours used.

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 79

REINFORCEMENT

80 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 160-161
Let the Students answer the Skills Workout section on page of the workbook.
Answer Key:
A.
Name of appliances Power Rating (kwh)

1. Electric fan .055 kw

2. Flat iron .88 kw

3. Television .030

4. Microwave oven 1 kw

5. Lamp .060 kw

6. Incandescent bulb (100) .1kw

7. Refrigerator 1.4 kw

8. Conditioning unit 3 kw

9. Electric Kettle 1.5 kw

10. Rice cooker .45 kw

B.
Appliances Number of units Number of hours Daily Energy cost Monthly energy cost
per appliance used daily
1
1. rice cooker 1 450 72 450
1
2. flat iron 5 4 000 644 000
1
3. refrigerator 24 33 600 5 409 600
5
4. electric fan 1 55 8 855
1
5. oven 1 1 000 161 000
1
6. electric heater 1 1 500 241 500
1
7. washing machine 5 2 000 322 000
2
8. air conditioner 12 36 000 5 796 000
6
9. LED lights 5 300 48 300
1
10. LED television 5 150 24 150
Home energy consumption averages 7905.5w/7.905kw 1 272 786

Cost of electrical energy 9.8/kw=77.47 12,473.30

Number of members in the household 6 members
ENRICHMENT
161
Let the Students answer the Mind Challenge section on page of the workbook.
Answer Key:
Make a pie chart of the following electrical energy consumption based on your monthly average usage.
1. Space conditioning 5796000 45.57 %
2. Water heating 241500 1.90%

iBook Publishing, Inc. | iScience 9: K to 12 Curriculum Series 81

 3. Lighting 48300 .38 %
4. Refrigeration 5409600 42.53 %
5. Home electronics 24150 .19 %
6. Laundry appliances 322000 2.53 %
7. kitchen appliances 72450 +161000 1.84 %
8. other uses 644000 5.06 %
ASSIGNMENT
Prepare for a unit test tomorrow. Study about the power plants its transmission of electrical energy.

UNIT TEST 4
Multiple Choice.

1. Out of the following which one is not unconventional source of energy?

a. Tidal power
b. Geothermal energy
c. Nuclear energy
d. Wind power

2. Coal used in power plant is also known as

a. Steam coal
b. Charcoal
c. Cola
d. Soft coal

3. How will the efficiency of a thermal power plant be improving?

a. Increased quantity of coal burnt
b. Larger quantity of water used
c. Lower load in the plant
d. Use of high steam pressures

4. Modern steam plants work on which of the following cycles?

a. Carnot cycle
b. Rankine cycle
c. Otto cycle
d. Bell- Coleman cycle

5. What would be the most important factor under consideration for the site selection of a thermal plant?
a. Availability of fuel
b. Availability of water
c. Distance from the populated area.
d. Cost and the type of land

6. By which of the following method electric power may be transmitted from one location to another location?
a. Underground System
b. Overhead system
c. Both 1 and 2
d. None of the above

7. Which of the following materials are not used for transmission and distribution of electrical power?
a. Copper
b. Aluminum
c. Tungsten

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 d. Steel

8. Which of the following are the constants of the transmission lines?

a. Inductance
b. Capacitance
c. Resistance
d. Conductance
e. All of the above

9. A line which connects between substation and distribution transformer is

a. Secondary feeder.
b. Primary feeder.
c. sub transmission feeder
d. None of these.

10. Neglecting losses in a transmission system, if the voltage is doubled, for the same power transmission, the weight of
conductor material required will be
a. Four times
b. Double
c. Half
d. One fourth

11. What quantities do you need to calculate power?

a. Current and Voltage
b. Power and time
c. Resistance and current
d. Power and Voltage

12. If resistance of an electric bulb is 500 Ω and voltage across its ends is 250 V, then power consumed by it is
a. 130 W
b. 125 W
c. 120 W
d. 200 W

13. If a light bulb is switched on for 20 s and it consumes 2400 J of electrical energy, then it's power is
a. 60 W
b. 70 W
c. 80 W
d. 90 W

14. What do you called the amount of energy supplied by current in unit time?
a. electric energy
b. friction
c. resistance
d. Electric power

15. Which among the following is a unit for electrical energy?

a. V (volt)
b. kWh (kilowatt-hour)
c. Ohm
d. q (coloumb)

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 16. A bulb has a power of 200W. What is the energy dissipated by it in 5 minutes?
a. 60J
b. 1000J
c. 60kJ
d. 1kJ

17. How is energy transform in a battery?

a. Electrical energy to chemical energy
b. Chemical energy to electrical energy
c. Mechanical energy to electrical energy
d. Chemical energy to mechanical energy

18. A current of 2A flows in a wire offering a resistance of 10ohm. Calculate the energy dissipated by the wire in 0.5 hours.
a. 72Wh
b. 72kJ
c. 7200J
d. 72kJh

19. Practically, if 10kJ of energy is supplied to a device, how much energy will the device give back?
a. Equal to10kJ
b. Less than 10kJ
c. More than 10kJ
d. Zero

20. Photovoltaic energy is the conversion of sunlight in what form of energy?

a. Chemical energy
b. Biogas
c. Electricity
d. Geothermal energy

84 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.

 UNIT TEST 4 – ANSWER KEY
1. c
2. a
3. d
4. b
5. b
6. c
7. c
8. d
9. b
10. d
11. a
12. b
13. a
14. d
15. b
16. c
17. b
18. b
19. b
20. a

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86 iScience 9: K to 12 Curriculum Series | iBook Publishing, Inc.