Preface

It has been elaborated in research and literature that the highest

performing education systems are those that combine quality with

equity. Quality education in the Department of Education (DepEd) is

ensured by the learning standards in content and performance laid in

the curriculum guide. Equity in education means that personal or

social circumstances such as gender, ethnic origin or family

background, are not obstacles to achieving educational potential and

that inclusively, all individuals reach at least a basic minimum level of

skills.

In these education systems, the vast majority of learners have the

opportunity to attain high-level skills, regardless of their own

personal and socio-economic circumstances. This corresponds to the

aim of DepEd Cagayan de Oro City that no learner is left in the

progression of learning. Through DepEd’s flexible learning options

(FLO), learners who have sought to continue their learning can still

pursue in the Open High School Program (OHSP) or in the

Alternative Learning System (ALS).

One of the most efficient educational strategies carried out by

DepEd Cagayan de Oro City at the present is the investment in FLO

all the way up to senior high school. Hence, Senior High School

Alternative Responsive Education Delivery (SHARED) Options is

operationalized as a brainchild of the Schools Division

Superintendent, Jonathan S. Dela Peña, PhD.

Two secondary schools, Bulua National High School and Lapasan

National High School, and two government facilities, Bureau of Jail

Management and Penology-Cagayan de Oro City Jail and Department

of Health-Treatment and Rehabilitation Center-Cagayan de Oro City,

are implementing the SHARED Options.

To keep up with the student-centeredness of the K to 12 Basic

Education Curriculum, SHARED Options facilitators are adopting the

tenets of Dynamic Learning Program (DLP) that encourages

responsible and accountable learning.

This compilation of DLP learning activity sheets is an instrument to

achieve quality and equity in educating our learners in the second

wind. This is a green light for SHARED Options and the DLP learning

activity sheets will continually improve over the years.

Ray Butch D. Mahinay, PhD

Jean S. Macasero, PhD
 Acknowledgment

The operation of the Senior High School Alternative Responsive

Education Delivery (SHARED) Options took off with confidence that

learners with limited opportunities to senior high school education

can still pursue and complete it. With a pool of competent, dedicated,

and optimistic Dynamic Learning Program (DLP) writers, validators,

and consultants, the SHARED Options is in full swing. Gratitude is

due to the following:

 Schools Division Superintendent, Jonathan S. Dela Peña, PhD,

Assistant Schools Division Superintendent Alicia E. Anghay,

PhD, for authoring and buoying up this initiative to the

fullest;

 CID Chief Lorebina C. Carrasco, and SGOD Chief Rosalio R.

Vitorillo, for the consistent support to all activities in the

SHARED Options;

 School principals and senior high school teachers from Bulua

NHS, Lapasan NHS, Puerto NHS and Lumbia NHS, for the

legwork that SHARED Options is always in vigor;

 Stakeholders who partnered in the launching and operation of

SHARED Options, specifically to the Bureau of Jail

Management and Penology-Cagayan de Oro City Jail and the

Department of Health-Treatment and Rehabilitation Center-

Cagayan de Oro City;

  Writers: Dyna F. Gorre, Leneth G, Udarbe, Mercygel R.

Dangel and validators of the DLP learning activity sheets, to

which this compilation is heavily attributable to, for their

expertise and time spent in the workshops;

 Alternative Learning System implementers, for the technical

assistance given to the sessions;

 Reproduction (LRMDS) Gemma P. Pajayon and Lanie M. Signo

 To all who in one way or another have contributed to the

undertakings of SHARED Options.

Mabuhay ang mga mag-aaral! Ito ay para sa kanila, para sa bayan!

Ray Butch D. Mahinay, PhD

Jean S. Macasero, PhD
Writers:
1. Leneth Udarbe Lapasan NHS

2. Dyna F. Gorre Cagayan de Oro- Balulang Annex

3. Mercygel Dangel Cagayan de Oro- Balulang Annex
Editors/Validators:

1. Dyna Gorre Balulang NHS

2. Eduardo Cartel,PhD EPS- Science, CID- Division Office

Reproduction (LRMDS):
1. Gemma P. Pajayon - Project Development Officer II
2. Lanie M. Signo - Librarian II

JEAN S. MACASERO, PhD RAY BUTCH D. MAHINAY, PhD

EPS- SHS Coordinator MT-1 ALS Coordinator

LOREBINA C. CARRASCO ALICIA E. ANGHAY, PhD

Chief, CID Assistant Schools Division Superintendent

JONATHAN S. DELA PEŇA, PhD., CESO V

Schools Division Superintendent
 SHARED OPTIONS
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DLP LEARNING ACTIVITY SHEET

MONITORING OF ACCOMPLISHED LEARNING ACTIVITY SHEETS

PHYSICAL SCIENCE

ACTIVITY LEARNING ACTIVITY TITLE DATE SCORE ITEM

NUMBER
1 Formation of the light elements in the Big Bang Theory
2 Evidence for the formation of heavier elements
3 Nuclear fusion in stars
4 Formation of elements heavier than Iron
5 Ancient Greeks idea on the Atom
6 Ancient Greeks idea on the Elements
7 Contribution of Alchemists to Chemistry
8 Structure of Atom and its subatomic particles
9 Understanding the Structure of the Atom
10 The nuclear model of the atom
11 Synthesis of new elements
12 Writing Nuclear Reaction
13 John Dalton’s Chemical Atomic Theory
14 Other Discoveries after John Dalton proposed his Chemical Atomic
Theory
15 Polarity of a Molecule based on its Structure
16 Relationship of Molecule’s Polarity to its Properties
17 Intermolecular Forces
18 Effect of Intermolecular Forces on the Properties of Substances
19 Properties of Materials used in Medical Implants and Prostheses
20 Properties of Silly Putty (a construction supply) based on its
Structure
21 Basic Structure of Macromolecules
22-23 Effects of Concentration on the Rate of Reaction
24 Effects of Temperature on the Rate of Reaction
25 Effects of Particle Size on the Rate of Reaction
26 Catalyst and Its Effect to Reaction Rate
27 Reactants and Products
28 Percent Yield of a Reaction
29 Limiting Reactants
30 Energy and Chemical Reaction
31 Harnessing Energy
32 Contributions of Chemistry to Household and Personal Care Products
33 Uses of Ingredients in Cleaning Agents

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ACTIVITY LEARNING ACTIVITY TITLE DATE SCORE ITEM

NUMBER
34 Common Examples of Personal Care Products

35 Major Ingredients of Cosmetics

36 Precautionary Measures in Handling Cleaning Products and Cosmetics
37 Types of Terrestrial Motion
38 Greeks View on Earth’s Shape
39 Plato’s Model of the Universe
40 Comparing and Contrasting the Different models of the Universe
41 Astronomical Phenomena before the Advent of Telescopes
42 Models of Astronomical Phenomena
43 Galileo’s Astronomical Discoveries and Observations
44 Brahe’s Innovations in Observational Astronomy
45 Kepler’s 3rd Law of Planetary Motion of Objects
46 Aristotelian vs Galilean Concept of Motion
47 How Galileo used his Discoveries in Mechanics
48 The Universal Laws of Physics
49 Acceleration
50 Newton’s Three Laws of Motion
51 Laws of Motion
52 Law of Acceleration vs. Law of Universal Gravitation
53 The Universal Laws in Physics
54 Mass, Momentum and Energy Conservation
55 Law of Conservation of Momentum
56 How light is reflected, refracted, transmitted and absorbed
57 Emergence of Light
58 The Wave Theory of Light
59 The Particle Theory of Light
60 The Photon Theory of Light
61 Wavelength, frequency, and energy relation
62 The wavelength –speed-frequency relation
63 Speed of light
64 Wave-like Properties of Electrons
65 Dispersion and Scattering
66 Various light phenomena
67 Electricity and Magnetism
68 Hertz
69 Special Relativity and the Big Bang
70 Evolution of our Universe

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71 Doppler Effect
72 Pluto

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Name: Date: Score:

Subject : Physical Science
Lesson Title: Formation of the Light Elements
Learning Competency: Give evidence for and explain the formation of the light elements in
the Big Bang theory
References: Physical Science by CHED/PNU LAS No.: 1
CONCEPT NOTES
Big Bang Theory – It was first proposed by George Lemaître and Edwin Hubble.
The key stages of the Big Bang Theory explain how the elements were initially
formed. These stages includes: (1) the universe may have begun as an infinitely hot
and dense initial singularity, a point with all of space, time, matter, and energy.
(2) All of it then began to rapidly expand in the process known as inflation (3) As
it expanded, the universe cools down. An excess of matter (electrons, protons,
neutrons, and other particles) came to be highly energetic. Protons and neutrons
come together to form different type of nuclei by nucleosynthesis or nuclear
fusion (4) electrons started to bind to ionized protons and nuclei forming neutral
atoms in the process called recombination.
Evidences of the formation of light element
1. Redshift - when the light from a galaxy
which is moving away from you is observed
the wavelength of the observed light appears
longer, it moves towards the red end of the
spectrum.
2. Relative abundance of He and H did not change
much until today. Due to rapid cooling due to
expansion, nucleosynthesis occurred and left
us with mostly H isotopes (p, D, and T).
3. Cosmic microwave background (CMB) is a
thermal radiation left as a result of recombination.

Exercise: Arrange the following stages of the Big Bang theory. Use 1 as the
first stage and 5 as the last stage.
____ 1. Electrons bind to ionized protons and nuclei to form neutral atoms.
____ 2.As it expanded, the universe cools down.
____ 3.Protons and neutrons come together to form nuclei by nucleosynthesis.
____ 4.The universe may have begun as an infinitely hot and dense initial
singularity.
____ 5. After the Big Bang, all of it then began to rapidly expand in the process
known as inflation.

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Subject : Physical Science
Lesson Title: Evidence for the formation of Heavier Elements
Learning Competency: Give evidence for and describe the formation of heavier elements
during star formation and evolution
References: Physical Science by CHED/PNU LAS No.: 2
CONCEPT NOTES
Nucleosynthesis - is the process of creating new atomic nuclei from
preexisting nucleons (protons and neutrons).
Stellar evolution – is a process by which a star changes over the course of time Stellar
nucleosynthesis - is the process by which elements are created within stars by combining
the protons and neutrons together from the nuclei of lighter elements. Main-sequence stars
are formed from the first fusion process that occurs in the hydrogen core of stars.

Types of nuclear fusion reaction to produce heavier elements

1. Proton-proton chain – deuterium is produced by the weak interaction in a
quark transformation which converts one of the protons to a neutron.
2. Triple Alpha process – is defined as the fusion of three alpha particles to form carbon.
3. Carbon-Nitrogen-Oxygen Cycle (CNO) – is a process of stellar nucleosynthesis in
which stars on the Main Sequence fuse hydrogen into helium via a six-stage sequence
of reactions.

Exercises: Encircle the letter of the correct answer.

1. The proton-proton chain reaction is a fusion reaction that enables small stars like the sun
to generate energy. Which statement is NOT true about proton-proton chain?
A. Hydrogen nuclei fuse to produce carbon atoms.
B. The p-p process occurs in three steps.
C. Hydrogen nuclei combined to form helium atom.
D. Four hydrogen nuclei are converted to one helium atom.
2. How many helium nuclei are involved in the triple alpha process?

3. It is the process in which stars on the main sequence fuse hydrogen into helium via a six-
stage sequence of reactions.
A. CNO cycle C. Proton-proton chain
B. Carbon fusion D. Triple alpha process

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Subject : Physical Science
Lesson Title: Nuclear fusion in stars
Learning Competency: Write the nuclear fusion reactions that take place in stars, which lead
to the formation of new elements
References: Physical Science for SHS by: Baya-ong, et.al LAS No.: 3
CONCEPT NOTES

Types of nuclear fusion in stars

1. Proton-proton chain
According to Beck (2006), the sun converts six million
tons of hydrogen into helium every second. The
formation is describe by the equation

2. Triple Alpha process – more and more alpha particles

are fused to create heavier elements all the way to
iron, making the core and star more massive.

3. Carbon-Nitrogen-Oxygen Cycle (CNO) – is a process

of stellar nucleosynthesis in which stars on the Main
Sequence fuse hydrogen into helium via a six-stage
sequence of reactions.

Exercises: Answer the items below. Choose from the box the item that best
completes each equation.
7 30 12 27 19
4Be 15P 6Cγ 12Mg 9F

1. 3
2He +
4
2He ______ +

2. 27
13Al+
1
0n ______ + 1
1H

3. 12
6C
12
6C + _____

4. 27
13Al + 4
2He ______ + 1
0n

5. 18
8O + 1
1H γ + ____

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Subject : Physical Science
Lesson Title: Formation of Elements Heavier than Iron
Learning Competency: Describe how elements heavier than iron are formed
References: Physical Science for SHS by Baya-ong, et.al LAS No.: 4
CONCEPT NOTES

The triple alpha process (TAP) explains how elements up to iron are formed
but beyond iron TAP could not account the formation of heavier elements. Neutron
capture via the r and s – process explains the formation of elements heavier than
iron.
Neutron capture – is a nuclear reaction in which an atomic nucleus collides with one
or more neutrons to create heavier elements.
56 1 57
X26 + n0 X26
s process – “slow process” if the time between neutron capture reaction is long
compared to the time for the beta decay to occur.
59 1 60
Fe(stable) + n0 Fe(stable)
60 1 61
Fe(stable) + n0 Fe(stable) 61Co

r process – “rapid process” if the time between neutron capture is short compared
to the time for the beta decay to occur.
59 59
Fe(stable) Co

Exercises: In the space provided, write TRUE if the statement is correct

and FALSE if NOT.

_____1. The triple alpha process explains the formation of elements heavier than
iron.
_____2. If the time between neutron capture reactions is long compared to the

time for the beta decay to occur the process is called the s-process.
_____3.The r-process is a process when the time between neutron capture

reactions is short compared to the time for the beta decay to occur.
_____4. 62Ni 1
+ n0
63 Ni
_____5. Neutron capture is a nuclear reaction in which an atomic nucleus collides

with one or more protons to create heavier elements.

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Subject : Physical Science
Lesson Title: Ancient Greeks Idea about the Atom
Learning Competency: Describe the ideas of the Ancient Greeks about the atom
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 5
CONCEPT NOTES
The word atom comes from “atomos”, an ancient Greek word meaning
indivisible. The ideas on how atoms evolved from the era of ancient Greeks are as
follows;
1. Leucippus and Democritus – claimed that everything is made up of indivisible
particles called atoms.
2. John Dalton – provides several ideas based on his atomic theory.
3. J.J. Thomson – discovered the electron. He also suggested a model of the
atom as a sphere of positive matter in which electrons are positioned by
electrostatic forces.
4. Ernest Rutherford – believed that the atom had a central positive nucleus.
5. James Chadwick – proved the existence of neutrons.
6. R.A. Milikan – determined the unit charge of the electron in his oil drop
experiment.
7. H.G.J. Moseley – proposed that electrons orbit the nucleus in defined
energy level.
8. Niels Bohr – developed the wave mechanic theory that improves the
physical nature of the atomic scale.
9. Louis de Broglie – discovered the quantum mechanics.
10. Werner Heisenberg – describes the location and energy level of an electron.
Exercises: Find and circle the Greek Philosophers’ last names in the puzzle. Find
them in all direction.
A A S U P P I C U E L B C D Bohr
E T B H E I S E N B E R G E Milikan
X D O R U T H E R F O R D M Chadwick
F H H M I L I K A N M O X O Dalton
E L R E M C F C V H S T E C Moseley
D E B R O G L I E R T O N R Heisenberg
M C E S S J O W E L E C T I De Broglie
Democritus
E X C B E N K D A L T O N T
Leucippus
M O S E L E Y A E N E R G U
Rutherford
C L I N Y D C H L E V E Y S
H A N I S N U C L E U S E E

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Subject : Physical Science
Lesson Title: Ancient Greeks ideas about Elements
Learning Competency: Describe the ideas of the Ancient Greeks on the elements
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 6
CONCEPT NOTES
Ancient Greeks on the Elements

Democritus – thought that there were only four basic substances; air, water,
earth, and fire, formed by a large number of very small particles called atoms.

Air – atoms of air carry lightness and dryness

Water – atoms of water takes the properties of “heaviness” and “wetness”
Earth – bears the properties of “heaviness” and “dryness”
Fire – were thought to be very mobile, “slippery and hot”

Greek Philosopher attempted to explain various transformations of matter

as result from the mixture of atoms constituting matter. They assumed that the
material of a growing plant is composed of water and earth atoms provided by
the soil and atoms of fire provided by the rays of the sun.

Exercises: Encircle the letter of your answer.

1. Ancient Greeks believed that matter was composed of four basic

elements. Which one of the following was NOT one of the four?
A) Earth B) fire C) Gold D) Water
2. It bears the properties of heaviness and wetness.
A) Air B) Earth C) Fire D) Water
3. These substance was thought to be very mobile.
A) Air B) Earth C) Fire D) Water
4. Atoms of these substances where thought to be light and dry.
A) Air B) Earth C) Fire D) Water
5. Atoms of these substances bear the property of being heavy and dry.
A) Air B) Earth C) fire D) Water

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Subject : Physical Science
Lesson Title: Contribution of Alchemists to Chemistry
Learning Competency: Describe the contributions of the alchemists to the science of
chemistry
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 7
CONCEPT NOTES
Alchemy played an important role in the evolution of modern science. It was
a philosophical and spiritual field of study that combine chemistry with metalwork.
Its goal were to: (1) find the elixir of life (2) find or make the substance called
the “philosopher’s stone”, (3) discover the relationship of humans to the cosmos
and use that understanding to improve the human spirit.
Development of Alchemy
In the East, in India and China, Alchemy started before the Common Era
(CE). It began with meditation and medicine to purify the spirit and body.
In the West, alchemy evolved from Egyptian metallurgy.
Aristotle (384-322BCE) believed all matter is made of the four elements.
Jabir ibn Hayyan believed that the key difference between metals was how
much mercury and sulphur they contained.
Paracelsus proposed that a balance of mercury, sulfur, and salt was
necessary to maintain health.
Robert Boyle (1662) studied the transmutation of elements through
changing gold into mercury by means of “quicksilver”.
th
Late 18 century, the field of chemistry had fully separated from
traditional alchemy. Antoine Lavoisier wrote his first true chemistry book
and Dmitri Mendeleev organize all elements in the periodic table.

Exercise: In the space provided, write True if the statement is correct

and False if not.

____1.Alchemy is philosophical and spiritual field of study that combine

chemistry with metalwork.
____2.In the East, alchemy was used in metallurgy.
____3.Robert Boyle studied the transmutation of elements by means of
quicksilver.
____4.Jabir ibn Hayyan believed that a balance of mercury, sulfur, and salt was
necessary to maintain health.
____5.The field of chemistry had fully separated from traditional alchemy in the
th
early 18 century.

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Subject : Physical Science
Lesson Title: Structure of the Atom and its Subatomic Particles
Learning Competency: Point out the main ideas in the discovery of the structure of the atom and its subatomic particles
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 8
CONCEPT NOTES
Atom is defined as the smallest particle of an element that retains the
chemical properties of the element. It is made up of two regions: the nucleus and
the electron cloud. The nucleus is located near the center of an atom. The
subatomic particles are: (1) proton – positively charged particles (2) electron –
negatively charged particle (3) neutron – neutral particle.
The first subatomic particle was discovered by
Joseph John Thomson in his cathode ray tube
experiments. He was able to measure the ration of the
charge of the cathode ray particles to their mass.

Exercises: Encircle the letter of your answer.

1. The negatively charged particle of the atom is __________.
A. electrode B. electron C. neutron D. proton
2. He discovered the electron through a cathode ray tube to study the nature
of the electric discharges.
A. James Chadwick C. J.J. Thompson
B. John Dalton D. Neils Bohr
3. All of the following are the subatomic particles except
A. electrode B. electron C. neutron D. proton
4. Which subatomic particles are located in the nucleus of a carbon atom?
A. Protons and electrons C. electrons and neutrons
B. protons and neutrons D. neutrons only
5. Which subatomic particle has no charge?
A. Alpha particle C. electron
B. Beta particle D. neutron

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Subject : Physical Science
Lesson Title: Understanding the Structure of the Atom
Learning Competency: Cite the contributions of J.J. Thomson, Ernest Rutherford, Henry
Moseley, and Niels Bohr to the understanding of the structure of the atom
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 9
CONCEPT NOTES
The Structure of the Atom
Joseph John Thomson – He conducted a series of
experiments to study the nature of electric discharge in a
high-vacuum cathode ray tube. He suggested a model of the
atom as a sphere of positive matter in which electrons are positioned by
electrostatic forces.
Ernest Rutherford – He conducted the Gold foil experiment in
which alpha particles are fired into gas atoms, a few alpha
particles were deflected, which implies a dense, positively
charged central region containing most of the atomic mass.
Henry Moseley – He used a self-built equipment to verify that every
element’s identity is distinctively determined by the number of protons it
has.
Neils Bohr –He developed and published his model of the
atomic structure which depicts the atom as a small,
positively charged nucleus surrounded by negatively-charged
electrons that travel in circular orbits around the nucleus.

Exercises: Identify the scientist who made the following contribution on the
structure of the atom.

Rutherford Bohr Moseley Thomson Democritus

_____1. The atom is a sphere of positive matter

____ 2. His experiment implies that an atom has a dense, positively charged
center in which most of the mass of the atom is contained.
_____3. The atom is a small, positively charged nucleus surrounded by
negatively-charged electrons
_____4. Every element’s identity is distinctively determined by the number of
protons it has
_____5. He conducted a series of experiments to study the nature of electric
discharge in a high-vacuum cathode ray tube.

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Subject : Physical Science
Lesson Title: The Nuclear Model of the Atom
Learning Competency: Describe the nuclear model of the atom and the location of its major components (protons, neutrons, and
electrons)
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 10
CONCEPT NOTES

The Nuclear Model of the Atom

The atom consists of a dense positive center
called the nucleus and is orbited by negatively
charged electrons.
The nuclear model of the atom was first
proposed by Ernest Rutherford while
working under JJ Thomson.
Atom consists of three subatomic
particles: proton, electron, neutron
The center of the atom is called the nucleus. It
contains most of the mass of an atom. It is composed of positively
charged protons and neutrons which are neutral in charge.
Negatively charged electrons orbit the nucleus at a great distance compared
to the size of the nucleus.
Most of the atom consists of an empty space.
In a neutral atom, the number of positively charged proton is equal to the
number of negatively charged electrons. Example: An atom of carbon has 6
protons and 6 electrons.

Exercises: Modified True or False.

Write True if the statement is correct. If false, change the underlined
word or group of words to make the whole statement correct.

_________1. Most of the atom consists of an empty space.

_________2.The nucleus of the atom composed of the protons and neutrons.
_________3.The center of the atom is called nucleus.
_________4.J.J. Thomson proposed the nuclear model of the atom.
_________5.In a neutral atom, the number of protons is greater than the
number of electrons.

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Subject : Physical Science
Lesson Title: Synthesis of New elements
Learning Competency: Explain how the concept of atomic number led to the synthesis of
new elements in the laboratory
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 11
CONCEPT NOTES
Moseley discovered using X-rays as a good fingerprint for any element in a
sample that the basic difference between elements is the number of protons
they have. He realized that an element is defined by its number of protons.

Addition of proton produces a new element.

add add add add add

H He Li Be B C
1proton 1proton 1proton 1proton 1proton

The diagram above shows that hydrogen has one proton, so its’ atomic
number is one. Adding one proton makes it Helium with an atomic number 2.
If another proton is added it will become Lithium with atomic number 3.

Moseley arranged the elements in the periodic table by their number

of protons rather than their atomic weights.

Exercise: Write True if the statement is correct and False if not.

____1. The subatomic particle proton determines the identity of the element.
____2. Moseley arranged the elements in the periodic table in increasing atomic
weights.
____3. Adding one electron on the atom produced a new element.
____4. Moseley used X-rays as fingerprints for any elements present in the
sample.
____5. The basic difference between elements is the number of neutrons they
Have.
____6. Adding one proton on Hydrogen makes it Helium with atomic number 2.
____7. An element is defined by its number of protons.

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Subject : Physical Science
Lesson Title : Nuclear Reactions in the Synthesis of New Elements
Lesson Competency: Write the nuclear reactions involved in the synthesis of new elements.
(S11/12PS-IIIb-12)
References : Teaching Guide for Senior High School – Physical Sciences LAS No.: 12
CONCEPT NOTES
In a balanced nuclear reaction, the sum of the mass numbers and the sum of
the atomic numbers for the nuclei of the reactant and the product must be equal.

Balancing nuclear reaction:

Total mass number of reactant: 251
Total mass number of product: 247 + 4 = 251

Atomic number of reactant: 98

Atomic number of product: 96 + 2 = 98
Components of a nuclear reaction:

Reactant Product

Mass number
Atomic number
EXERCISES
Complete the nuclear reactions below by supplying the correct atomic and
mass number of the underlined element.

U
1.

P
2.

B
3.

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Subject : Physical Science
Lesson Title :Understanding the Concept of Chemical Elements
Lesson Competency: Cite the contribution of John Dalton toward the understanding of
the concept of the chemical elements. (S11/12PS-IIIc-13)
References : Teaching Guide for Senior High School – Physical Sciences pages LAS No.: 13
51-52

CONCEPT NOTES

John Dalton (1766-1844), further develop the concept of the atom. His
Chemical Atomic Theory (merged concepts of atom and elements) states that:

• Gases, and all chemically inseparable elements, are made of atoms.

• The atoms of an element are identical in their masses.
• Atoms of different elements have different masses.
• Atoms combine in small, whole number ratios.

EXERCISES

Write the word TRUE on the space provided if the statement is a concept of
chemical elements based on John Dalton’s Chemical Atomic Theory. Write
the word FALSE if not.

_______1. Elements were made of the same atoms and had properties unique to
the element, while chemical compounds were made of different combined or
compounded atoms, and exhibited different sets of properties.

_______ 2. One could compute the weights of elements (and their atoms) by
looking at comparable amounts of the compounds they formed.

_______3. One could compute atomic weights compared to a reference.

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Subject : Physical Science
Lesson Title : Discovery of Other Elements through Dalton’s Theory
Lesson Competency: Explain how Dalton’s theory contributed to the discovery of other
elements. (S11/12PS-IIIc-14)
References : Teaching Guide for Senior High School – Physical Sciences pages LAS No.: 14
52-53

CONCEPT NOTES

After John Dalton developed his Chemical Atomic Theory, more discovery
arose. Some of it are the following:

Joseph Gay-Lussac determined that oxygen gas was made of 2 atoms of

oxygen and took the form of a molecule instead of an atom.

Amedeo Avogadro (the man who conceptualized the mole) determined that
equivalent volumes of two gases under similar conditions contained equal
numbers of particles, and that differences in their masses was a result of a
difference in their molecular mass.

Dmitri Mendeleev published a periodic table of elements that ordered

elements according to their atomic weights. He noted patterns in their
properties that enabled him to predict the discovery of other elements. His
table became the basis of the modern Periodic Table.

Many other scientists in the 19th century discovered more elements.

EXERCISES
Match the scientist to his discovery.
Scientist Discovery

1. Joseph Gay – Lussac a. Periodic Table of Elements

2. Amedeo Avogadro b. Chemical formula O2

3. Dmitri Mendeleev c. Chemical Atomic Theory
d. Mole concept

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Subject :Physical Science
Lesson Title : Structure of Polar and Non-polar Molecules
Lesson Competency: Determine if a molecule is polar or non-polar given its structure.
(S11/12PS-IIIc-15)
References : Teaching Guide for Senior High School – Physical Sciences pages LAS No.: 15
71-72

CONCEPT NOTES

Polarity underlies several physical properties of molecules like surface

tension, boiling point, melting point and solubility. Polarity of a molecule can be
determined through its molecular structure.
Non polar molecule has a structure that is completely
symmetrical. Symmetrical geometric shapes are linear, trigonal planar,
tetrahedral and octahedral.
Polar molecule has a structure that is completely not symmetrical. Non
symmetrical geometric shapes are bent and trigonal pyramidal.

EXERCISES
Given some molecular geometry, identify if it is a polar molecule or a non
polar molecule. Write your answer on the space provided below each shape.

1. ________ 2. _________ 3. ________ 4. ________

5. _______ 6. _______

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Subject : Physical Science
Lesson Title : Polarity of Molecules and Its Properties
Lesson Competency: Relate the polarity of a molecule to its properties. (S11/12PS-IIIc-16)
References : Teaching Guide for Senior High School – Physical Sciences page LAS No.: 16
75

CONCEPT NOTES

Polarity underlies some properties of molecules. Practical manifestations of

polarity is solubility and miscibility. Solubility refers to the ability of a solute to
dissolve in a certain amount of solvent. Miscibility is the ability of two liquids to
mix in all proportions.

General rule: “like dissolves like” or “like mixes with like.” This refers to
substances being able to mix due to their same polarity.

EXERCISES

Determine if the following paired substances will mix together or not. Write
the word Miscible if the following paired substances can be mixed together and
Not Miscible if they will not mix together. Write your answer on the space
provided.

Given:

Water – polar
Vinegar – polar
Gasoline – non polar
Oil – non polar

________ 1.Water + Vinegar

________ 2. Gasoline + Oil
________ 3. Water + Gasoline
________ 4. Vinegar + Gasoline
________ 5. Vinegar + Oil
________ 6. Water + Oil

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Subject : Physical Science
Lesson Title : Types of Intermolecular Forces
Lesson Competency: Describe the general types of intermolecular forces. (S11/12PS-IIIc-
17) Give the type of intermolecular forces in the properties of
substances. (S11/12PS-IIId -e-18)
References : Teaching Guide for Senior High School – Physical Sciences pages LAS No.: 17
83–88,97-98

CONCEPT NOTES
Intermolecular forces are forces that form between molecules, atoms, or
ions.
Four main types of intermolecular forces:
1. Ion-ion interaction exists between oppositely charged ions. It occurs
between ionic compounds. This is the strongest intermolecular force.
2. Dipole-dipole interaction occurs between polar molecules. This is due to the
partial positive pole and the partial negative pole of the molecule.
3. Hydrogen bond is a very strong dipole-dipole interaction. Hydrogen bond
occurs in polar molecules containing H and any one of the highly
electronegative elements, in particular F, O, N.
4. Dispersion Forces or London Forces (in honor of Fritz London) is present in
all molecules. It is the only force present in nonpolar molecules. Without
dispersion forces substances would not be able to condense to liquid and
solid phase.

EXERCISES
Determine the type of intermolecular force described. Write your answer on
the space provided.

__________ 1. Force responsible for condensation.

+1 -1
__________ 2. Force exist when Na and Cl combined.
__________ 3. The strongest among the four main intermolecular force.
__________ 4. Occurs between polar molecules.
__________ 5. Force present in nonpolar molecules.
__________ 6. It has a strong dipole-dipole interaction.
__________ 7. Occurs in polar molecules containing hydrogen atom.
__________ 8. Occurs between ions with opposite charges.
__________ 9. Intermolecular force due to the partial positive pole and the
partial negative pole of the molecule.
__________ 10. Intermolecular force existing in the molecule of HCl.

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Subject : Physical Science
Lesson Title :Effect of Intermolecular Forces on the Substance’s Properties
Lesson Competency: Explain the effect of intermolecular forces on the properties
of substances. (S11/12PS-IIId -e-19)
References : Teaching Guide for Senior High School – Physical Sciences pages LAS No.: 18
97-98

CONCEPT NOTES

The following are some properties of substances related to its intermolecular

forces.
1. Boiling point - solutions with stronger intermolecular forces (IMF) have
higher boiling points than solutions with weaker intermolecular forces. The
solutions with stronger IMF holds it molecules together stronger hence
making it harder for the solution to evaporate and eventually boil.
2. Surface tension - this is a phenomenon wherein a liquid creates a seemingly
thin film on its surface. The stronger the IMF, the stronger is its surface
tension.
3. Capillary action - this is the ability of fluids to rise in narrow tubes. The
IMF between the surface of the tube and the liquid allows the liquid to rise
provided that the IMF between the surface and the liquid is stronger than
the cohesive forces within the liquid.
4. Viscosity - this is the measure a liquid’s resistance to flow. Generally, the
stronger is the IMF in the liquid the more viscous it is.

EXERCISES

Identify what property is being exhibited by each phenomena. Write your

answer on the space provided.

_____ 1. The ability of plants to deliver nutrients from roots to its leaves
_____ 2. Paper clip floating in water
_____ 3. Evaporation of water
_____ 4. Basilisk lizard walking in the surface of water
_____ 5. The property of honey once poured
_____ 6. Water striders striding in the surface of water

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Subject : Physical Science
Lesson Title : Relating Properties of Matter with Its Structure
Lesson Competency: Explain how the uses of the following materials depend on their
properties: a.) medical implants, prosthesis b.) sports equipment c.) electronic devices d.)
construction supplies for buildings and furniture e.) household gadgets. (S11/12PS-IIId -e-20)

References : https://www.slideshare.net/JeromeJerome1/applications-of- LAS No.: 19

chemistry-in-everyday-life

CONCEPT NOTES

Nowadays, material science and engineering is a growing field, which takes the
advantage of the physical and chemical properties of different materials.
Medical Implants and prostheses are designed to aid a person by acting as a
substitute to a missing part, support an injured structure, or improve an existing
part of the body. Examples of prostheses include artificial pacemaker, cochlear
grafts, dental implants, and breast implants.
Materials used in making implants and prostheses should be inert to avoid
adverse reactions in the body. Most importantly, implants for support must have a
strong intermolecular forces to be durable.
The type of breast implant depends on the filler material; some have saline
solution as the filler, while others have silicon gel. For saline filled implants, ion-
dipole force exist. For silicon gel-based implants, dipole-induced- dipole
intermolecular force of attraction are present; this is because silicon is semi-
metal.

EXERCISES

1. Give at least three important purposes of medical implants and prostheses.

2. Give at least 3 examples of prosthesis.

3. What should the materials in making implants and prostheses must possess?

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Subject : Physical Science
Lesson Title : Effect of the Structure of Matter to its Properties
Lesson Competency: Explain how the properties of the materials for medical implants,
prosthesis, sports equipment, electronic devices, construction supplies for buildings and
furniture and household gadgets are determined by their structure. (S11/12PS-IIId -e-21)
References : Teaching Guide for Senior High School – Physical Sciences page LAS No.: 20
106

CONCEPT NOTES

Silly Putty was invented during World War II by James Wright of

General Electric while trying to make synthetic rubber. During the war, there
was lack of rubber supply. There was a need in the US to produce more rubber
for boots and tires. His discovery did not meet the standard but it was a hit
with children as a toy.
The mixture of glue and borax creates a polymer. The borax creates
crosslinks between PVA polymer chains allowing it to change its properties .

EXERCISES
Copy the following chemical reactions and structures on the formation of
Silly Putty.

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Subject : Physical Science
Lesson Title : Effect of the Structure of Matter to its Properties
Lesson Competency: Explain how the properties of the materials for medical implants,
prosthesis, sports equipment, electronic devices, construction supplies for buildings and
furniture and household gadgets are determined by their structure. (S11/12PS-IIId -e-21)
References : Teaching Guide for Senior High School – Physical Sciences page LAS No.: 20
106

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Subject : Physical Science
Lesson Title : Structures, Properties and Functions of Biological Macromolecules
Lesson Competency: Explain how the structures of biological macromolecules such as
carbohydrates, lipids, nucleic acid, and proteins determine their properties and functions.
(S11/12PS-IIId -e-22)
References : Teaching Guide for Senior High School – Physical Sciences page LAS No.: 21
106

CONCEPT NOTES
Carbohydrates are the primary energy source of the human body. The
different saccharides that humans eat are converted to glucose which can be
readily used by the body.
Proteins are composed of four elements, namely, carbon, hydrogen, oxygen
and nitrogen. Proteins are made up of amino acids. An amino acid is a molecule that
has an amine and a carboxyl group.
Lipids are a family of biomolecules having varied structures. They are
grouped together simply because of their hydrophilic property (water-fearing).
Nucleic acids play an essential role in the storage, transfer, and expression
of genetic information. If carbohydrates are composed of saccharide units,
proteins of amino acids, and lipids of fatty acids, nucleic acids are composed of
nucleotides. A nucleotide has three parts: Nitrogenous base, Five-carbon
carbohydrate or sugar; and Phosphate group.

EXERCISES
Draw some common / basic structure of the four biomolecules.

Lipid: Fatty
Carboydrates: glucose

Protein: amino acid Nucleic acid: nucleotide

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Subject: Physical Science
Lesson Title : Effects of Concentration on the Rate of Reaction
Lesson Competency : Use the simple collision theory to explain the effects of concentrations on the rate of reaction
References : https://education.seattlepi.com/examples-strong- LAS No.
effect-temperature-chemical-reactions-4731.html 22

CONCEPT NOTES
For many reactions involving liquids or gases, increasing the concentration of the
reactants increases the rate of reaction. In a few cases, increasing the concentration
of one of the reactants may have little noticeable effect of the rate. In collisions
involving two particles, the same argument applies whether the reaction involves
collision between two different particles or two of the same particle. In order for any
reaction to happen, those particles must first collide. This is true whether both
particles are in solution, or whether one is in solution and the other a solid. If the
concentration is higher, the chances of collision are greater.

EXERCISES:
Write T if the statement is TRUE and F if the statement is FALSE.
__1.The higher the concentration of a solution, the greater is the rate of reaction.
__2.The greater is the collision of particles, the slower is the rate of reaction.
__3.The lower is the water concentration in a salt solution, the smaller is the rate of
reaction.
__4.The greater is the collision of particles in a solution, the higher is the rate of
reaction.

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Subject: Physical Science
Lesson Title : Effects of Concentration on the Rate of Reaction
Lesson Competency : Use the simple collision theory to explain the effects of concentrations on the rate of reaction
References : https://education.seattlepi.com/examples-strong- LAS No.
effect-temperature-chemical-reactions-4731.html 22

CONCEPT NOTES
As you increase the temperature, the rate of reaction increases. As a rough
approximation, for many reactions happening at around room temperature, the rate of
reaction doubles for every 10°C rise in temperature. Almost any other reaction you
care to name will happen faster if you heat it - either in the lab, or in industry.
Particles can only react when they collide. If you heat a substance, the particles move
faster and so collide more frequently. That will speed up the rate of reaction.
To speed up the reaction, you need to increase the number of the very energetic
particles, those with energies equal to or greater than the activation energy.
Increasing the temperature has exactly that effect.

EXERCISES:
`Write T if the statement is TRUE and F if the sentence is FALSE.
__1. An increase in temperature will raise the average kinetic energy of the
reactant molecules.
__2. A greater proportion of molecules will have the minimum energy necessary for
an effective collision to occur.
__3. Reactions occur when two reactant molecules effectively collide, each
having minimum energy and correct orientation.
__4. As you heat a substance, its molecules move slower and are more likely to react.

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Subject : Physical Science
Lesson Title : Effects of Concentration on the Rate of Reaction
Lesson Competency : Use the simple collision theory to explain the effects of concentrations on the rate of reaction
References : shorturl.at/emop6 LAS No.: 23
shorturl.at/mnxA7
CONCEPT NOTES

For many reactions involving liquids or gases, increasing the concentration of

the reactants increases the rate of reaction. In a few cases, increasing the
concentration of one of the reactants may have little noticeable effect of the
rate.

EXERCISES
Investigate the effect of concentration on the rate of a reaction. Use the
different concentrations of vinegar and baking soda for these reaction.

1. In one cup, use pure vinegar (3mL) and place one spoonful of baking soda.
2. In another cup, add pure vinegar (1.5mL) and water (1.5 mL) before you add
the spoon full of baking soda.
3. Make an observation.

Questions
1. Which reaction had the fastest rate?
Answer: _______________________________________________________

2. Explain what could be occurring at the molecular level in each example.

(How are the molecules moving or acting?)
Answer: _______________________________________________________

3.Why are high concentration reactions faster than low concentrations?

Answer: ______________________________________________________

Additional activity: Watch the simulation of this activity using the link,
http://www.freezeray.com/flashFiles/RatesOfReactionConc.swf

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Subject: Physical Science
Lesson Title : Effects of Temperature on the Rate of Reaction
Lesson Competency : Use the simple collision theory to explain the effects
of temperature on the rate of reaction
References : LAS No.
https://www.chemguide.co.uk/physical/basicrates/temperature.html 24
https://opentextbc.ca/introductorychemistry/chapter/factors-
that-affect-the-rate-of-reactions-2/

CONCEPT NOTES
As you increase the temperature, the rate of reaction increases. As a rough
approximation, for many reactions happening at around room temperature, the rate of
reaction doubles for every 10°C rise in temperature. Almost any other reaction you
care to name will happen faster if you heat it - either in the lab, or in industry.
Particles can only react when they collide. If you heat a substance, the particles move
faster and so collide more frequently. That will speed up the rate of reaction.
To speed up the reaction, you need to increase the number of the very energetic
particles, those with energies equal to or greater than the activation energy.

EXERCISES:
I.Write T if the statement is TRUE and F if the sentence is FALSE.
__1. An increase in temperature will raise the average kinetic energy of the
reactant molecules.
__2. A greater proportion of molecules will have the minimum energy necessary for
an effective collision to occur.
__3. As you heat a substance, its molecules move slower and are more likely to react.
__4. Collisions tend to be more effective at higher temperatures because the
molecules strike each other at higher velocities.
II. Label the following as fastest, fast, or slowest in terms of reaction rate.
_______a. Hot water (70-80°C))
_______b. Room temperature water (30-35°C)
_______c. Cold water (water with ice)

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Subject: Physical Science
Lesson Title : Effects of Particle Size on the Rate of Reaction
Lesson Competency : Use the simple collision theory to explain the effects of particle size on the rate of reaction
References : LAS No, 25
http://teachtogether.chedk12.com/teaching_guides/view/276#section5

CONCEPT NOTES
The effective radius in collision theory is given by the sum of the participating
reactant's radiuses. Thus, reaction rate is linearly dependent on particle size. Smaller
reactant particles provide a greater surface area which increases the chances for
particle collisions so the reaction rate increases. An experiment would show that more
crushed eggshells reacted with HCl than the uncrushed eggshells. Therefore, it can be
concluded that decreasing particle size or increasing surface area results to faster
reaction rate. In collision theory, an increase in surface area relates to more particles
being available for collision.

EXERCISES
Supply the missing link by choosing from the options inside the box.

Collisions
Surface area
Rate of reaction
Effective
Kinetic energy
Size particles

The effect of particle size reduces the (1)____________, increases the (2)
_______, increases the number of (3) _______________per second, increases the
number of (4) ________collisions, thereby increasing the (5)________________.

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CONCEPT NOTES
Name: Date: Score:
Subject: Physical Science
Lesson Title : Catalyst and Its Effect to Reaction Rate
Lesson Competency : Define a catalyst and describe how it affects reaction rate
References : LAS NO.
https://study.com/academy/practice/quiz-worksheet-catalysts-reaction- 26
rates.html
https://www.chemguide.co.uk/physical/basicrates/catalyst.html
A catalyst lowers the activation energy, speeds up the reaction, takes part in the
reaction, but comes out unchanged. When the reaction has finished, you would have exactly
the same mass of catalyst as you had at the beginning. A catalyst provides an alternative
route for the reaction with lower activation energy.

EXERCISES
1. A homogenous catalyst
a.is in the same phase as the reactants
b.is in the same phase as the products
c.is in a different phase as the reactants
d.is in a different phase as the products
e.none of these options
2. The Activation Energy of a reaction
a.is the overall energy change of a reaction
b.is the energy barrier that has to be crossed to initiate a reaction
c.is affected by catalysts
d.is unaffected by catalysts
e.both the energy barrier that has to be crossed to initiate a reaction and is
affected by catalysts
3. Define in your own words what the role of a catalyst is. How does it affect the rate of
reaction.

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Subject: Physical Science

Lesson Title : Reactants and Products: Calculating the amount of substances used
or produced in a chermical reaction
Lesson Competency : Calculate the amount of substances used or produced in
a chemical reaction
References : http://chemed.chem.purdue.edu/genchem/topicreview LAS NO.
/bp/ch3/equations.html 27

CONCEPT NOTES
Because atoms are neither created nor destroyed in a chemical reaction, the
total mass of products in a reaction must be the same as the total mass of the
reactants. Chemical reactions are described by chemical equations.
Example: The reaction between hydrogen and oxygen to form water
is represented by the following equation.
2 H2 + O2-----> 2 H2O
Chemical equations must be balanced -- they must have the same number of
atoms of each element on both sides of the equation. On the atomic scale, the
following equation is balanced because the total mass of the reactants is equal to the
mass of the products.

2 H2(g) + O2(g) 2 H2O(g)

2 x 2 amu + 32 amu 2 x 18 amu

36 amu 36 amu

On the macroscopic scale, it is balanced because the mass of two moles of

hydrogen and one mole of oxygen is equal to the mass of two moles of water.

2 H2(g) + O2(g) 2 H2O(g)

2 x 2 g + 32 g 2 x 18 g
36 g 36 g

EXERCISES
Write a balanced equation for the reaction that occurs when ammonia burns in
air to form nitrogen oxide and water.
_____ NH3 + _____ O2 _____ NO + _____ H2O

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Subject: Physical Science
Lesson Title : Percent Yield of a Reaction
Lesson Competency : Calculate the percent yield of a reaction
References : LAS No.
https://study.com/academy/lesson/how-to-calculate-percent- 28
yield-definition-formula-example.html

CONCEPT NOTES
In chemistry, we have theoretical yield, which is the amount of the product
calculated from the limiting reactant. The limiting reactant is the reactant in the
chemical reaction which limits the amount of product that can be formed. The actual
yield is the actual amount produced when the experiment or reaction is carried out.
The discrepancy between the theoretical yield and the actual yield can be
calculated using the percent yield, which uses this formula:

Magnesium carbonate (MgCO3) decomposed to form 15 grams of MgO in the

actual experiment. If the theoretical yield is 19 grams, what is the percent yield of
MgO?

In this problem, you need to calculate the percent yield of magnesium oxide. To
do this, you need to know the actual and theoretical yields of magnesium oxide. Both
these values are already given to you in the question, so the only thing you need to do is
to plug these values in the percent yield formula:

EXERCISES
If the reaction of 30 grams of calcium carbonate (CaCO 3) produces 20 grams
of calcium oxide (CaO), what is the percent yield for the following reaction?

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Subject: Physical Science
Lesson Title : Limiting Reactants
Lesson Competency : Determine the limiting reactant in a reaction and calculate
the amount of product formed
References https://chem.libretexts.org/LibreTexts/College_of_Marin/ LAS NO.
Marin%3A_CHEM_114_-_Introductory_Chemistry_(Daubenmire)/08%3A 29
_Quantities_in_Chemical_Reactions/8.5%3A_Limiting_Reactant%2C_
Theoretical_Yield%2C_and_Percent_Yield

CONCEPT NOTES
More often, however, reactants are present in mole ratios that are not the same
as the ratio of the coefficients in the balanced chemical equation. As a result, one or
more of them will not be used up completely but will be left over when the reaction is
completed. In this situation, the amount of product that can be obtained is limited by
the amount of only one of the reactants. The reactant that restricts the amount of
product obtained is called the limiting reactant.

As an example consider the balanced equation

4C2H3Br3 +11O2→8CO2 +6H2O+6Br2 (8.5.5)
What is the limiting reactant if 76.4 grams of C2H3Br3 reacted with 49.1 grams of
O2? Solution
Using Approach 1:
Step 1: Balance the chemical equation.
4 mol C2H3Br3 to 11 mol O2 to 6 mol H2 O to 6 mol Br2
Step 2: Convert all given information into moles.
76.4g C2H3Br3 ×1mol C2H3Br3 266.72g C2H3Br3=0.286mol C2H3Br3
49.1gO2×1molO2 32.00gO2=1.53molO2
Step 3: Calculate the mole ratio from the given information. Compare the calculated ratio to
the actual ratio. Assuming that all of the oxygen is used up,
1.53molO2 ×4mol C2H3Br3 11molO2 = 0.556 mol C2H3Br3 are required.
Conclusion: Because 0.556 moles of C2H3Br3 required > 0.286 moles of C2H3Br3 available, C2H3Br3 is
the limiting reactant.
EXERCISES
In the reaction of magnesium metal and oxygen, calculate the mass of
magnesium oxide that can be produced if 2.40 g Mg reacts with 10.0 g O 2.
2 Mg (s) + O2 (g) → 2 MgO (s)

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Subject: Physical Science
Lesson Title : Energy and Chemical Reaction
Lesson Competency : Recognize that energy is released or absorbed during a chemical reaction
References : https://www.siyavula.com/read/science/grade-11 LAS NO.
/energy-and-chemical-change/12-energy-and-chemical-change-01 30

CONCEPT NOTES
All chemical reactions involve energy changes. In some reactions, we are able to
observe these energy changes as either an increase or a decrease in the overall energy
of the system.
In some reactions, the energy that must be absorbed to break the bonds in the
reactants, is less than the energy that is released when the new bonds of the products
are formed. This means that in the overall reaction, energy is released as either heat
or light. This type of reaction is called an exothermic reaction.
In other reactions, the energy that must be absorbed to break the bonds in the
reactants, is more than the energy that is released when the new bonds in the
products are formed. This means that in the overall reaction, energy must be absorbed
from the surroundings. This type of reaction is known as an endothermic reaction.

EXERCISES
I.Classify the following processes as either endothermic or exothermic reaction.
____1.Photosynthesis
____2.Respiration
____3.Combustion
____4.Decomposition of limestone
II. State whether energy is absorbed in or released in each of the following
situations:
____1. The bond between hydrogen and chlorine in a molecule of hydrogen chloride
breaks.
____2. A bond is formed between hydrogen and fluorine to form a molecule of
hydrogen fluoride.
____3. A molecule of nitrogen (N2) is formed.
____4. A molecule of carbon monoxide breaks apart.
____5. Reactants react to give products and energy.

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Subject: Physical Science
Lesson Title : Harnessing Energy from Different Sources
Lesson Competency : Describe how energy is harnessed from different sources
References : LAS NO.
https://www.teachengineering.org/lessons/view/cub_environ_lesson09 31
https://www.factmonster.com/science/energy/types-energy

CONCEPT NOTES
Energy is the power we use for transportation, for heat and light in our homes
and for the manufacture of all kinds of products. There are two sources of energy:
renewable and nonrenewable energy. The Sun is by far the most important source of
natural energy on Earth. Most of the energy we use comes from fossil fuels, such as
coal, natural gas and petroleum. Fossil fuels are put through a process called
combustion in order to produce energy. Nuclear energy is derived from the conversion
of matter into energy and has a very high energy density.
Renewable resources include solar energy, wind, geothermal energy, biomass and
hydropower.
Solar energy comes from the sun. Some people use solar panels on their homes to
convert sunlight into electricity.
Wind turbines, which look like giant windmills, generate electricity.
Geothermal energy comes from the Earth's crust. Engineers extract steam or
very hot water from the Earth's crust and use the steam to generate electricity.
Biomass includes natural products such as wood, manure and corn. These
materials are burned and used for heat.
Dams and rivers generate hydropower. When water flows through a dam it
activates a turbine, which runs an electric generator.
EXERCISES
Draw and label completely as renewable or nonrenewable energy source based on
the following illustrations.

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Subject: Physical Science
Lesson Title : Chemistry in Household and Personal Care Products
Lesson Competency : Give common examples of cleaning materials for the house and for personal care
References : https://brainly.ph/question/1382801 LAS NO.32

CONCEPT NOTES
(1) Safety - knowledge in Chemistry would help one to identify chemicals and how safe
they are. For example bleach, stain removers, and other cleaners are corrosive and
therefore must be used with care and stored appropriately.

(2) Storage - determine where household items must be kept. Perishable goods such as
meat, fruits, vegetables, and milk must be kept refrigerated to avoid spoilage. Various
substances must also be kept away from heat or sunlight.

(3) Health - product labels contain ingredients to show what they used in
manufacturing them. Most especially, people with allergies must pay attention to the
ingredients. It also contains information like amount of fat, sugar, salt, etc. to see how
it could affect our health.
EXERCISES
Classify the following items of cleaning materials as house care or personal care.
__________1. Facial cleanser
__________2. Detergent powder
__________3. Baking Soda
__________4.Ethyl alcohol
__________5. Mosquito repellent lotion
__________6. Dishwashing Paste
__________7.Muriatic Acid
__________8. Ascorbic Acid
__________9. Fluoride Toothpaste
__________10.Shampoo
__________11. Mouthwash
__________12. Paint
__________13. Thinner
__________14.Nail Polish
__________15. Bleach

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Subject: Physical Science
Lesson Title : Uses of Ingredients in Cleaning Agents
Lesson Competency : Identify the active ingredients from product labels of cleaning
products used at home; give the use of the other ingredients in
cleaning agents
References : LAS No.
http://www.healthycleaning101.org/types-of-household-cleaning-products/ 33

CONCEPT NOTES
Cleaning house means cleaning surfaces like floors, walls, windows, rugs and
appliances. Except for rugs and upholstery, most household surfaces are “hard.”
Technically, household cleaning is “hard surface cleaning.” No single product can
provide optimum performance on all surfaces and all soils. Thus, it is not surprising
that many different household cleaners are available in the marketplace. They are
formulated to clean efficiently and conveniently in the many different situations found
in the home. Some are designed for more general use, such as all-purpose cleaners,
while others are designed to work best on specific surfaces and/or soils.
ACTIVE INGREDIENTS IN HOUSEHOLD CLEANERS
a. Sodium hydroxide – present in soaps
b. Acetic Acid-present in vinegar
c. Sodium Bicarbonate- Baking Soda
d. Antimicrobial agents-present in disinfectants
e. Abrasives- present in metal cleaners
f. Sodium Hypochlorite- is contained in bleaches
g. Surfactants- present in glass cleaners
EXERCISES
Give the use of the following ingredients in cleaning agents whether it act as a
surfactant, abrasive, or antimicrobial agent, acids, sodium hydroxide, sodium
bicarbonate, preservatives, bleaching agents, colourants or enzymes based on the following situations.
_____1. Cleaning wounds _____6.Stain remover
_____2. Beautifying landscapes _____7. Removal of solid grease
_____3.Washing of clothes _____8.Breaks down soil into simpler forms
_____4. Draining solid particles _____9.Prevents decay
_____5. Adding color to products _____10.Provides alkalinity

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Subject: Physical Science
Lesson Title : Common Examples of Personal Care Products
Lesson Competency : Give common examples of personal care products used to enhance the appearance of the human body
References : LAS No.
https://www.google.com/search?q=personal+care+products&source= 34
lnms&tbm=isch&sa=X&ved=0ahUKEwi3jtGwhY_eAhWFTbwKHWC2AZgQ_AU
IDigB&biw=1024&bih=440

CONCEPT NOTES
Under the law, some of the products commonly referred to as "personal care
products" are cosmetics. These include, for example, skin moisturizers, perfumes,
lipsticks, fingernail polishes, eye and facial makeup preparations, shampoos, permanent
waves, hair colors, toothpastes, and deodorants. Some, however, are regulated as
drugs. Among these are skin protectants (such as lip balms and diaper ointments),
mouthwashes marketed with therapeutic claims, antiperspirants, and treatments for
dandruff or acne.

EXERCISES
Draw and label at least 6-8 personal care products based on the given pictures below.

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Subject: Physical Science
Lesson Title : Major Ingredients of Cosmetics
Lesson Competency : Identify the major ingredients of cosmetics
References : LAS No.
https://www.science.org.au/curious/people-medicine/chemistry-cosmetics 35

CONCEPT NOTES
Cosmetics are products designed to cleanse, protect and change the appearance
of external parts of our bodies. The key ingredients present in most cosmetics include
water, emulsifiers, preservatives, thickeners, moisturisers, colours and fragrances.
Ingredients can be naturally occurring or artificial, but any potential impact on our
health depends mainly on the chemical compounds they are made of. The doses of
potentially dangerous chemicals found in cosmetics are considered too small to pose a
risk to human health.

EXERCISES
Identify the cosmetics which are shown below.

1._________ 6._________

2._________ 7._________

3._________ 8._________

4._________ 9._________

5._________ 10.________

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Subject: Physical Science
Lesson Title : Major Ingredients of Cosmetics
Lesson Competency : Identify the major ingredients of cosmetics
References : LAS No.
https://www.science.org.au/curious/people-medicine/chemistry-cosmetics 35

PERFUME

SUNSCREEN
BLUSH
MASCARA

TONER

SHAVECREAM

COLOGNE

POWDER

BODYWASH

HAIRSPRAY

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Subject: Physical Science
Lesson Title : Major Ingredients of Cosmetics
Lesson Competency : Identify the major ingredients of cosmetics
References : LAS No.
https://www.science.org.au/curious/people-medicine/chemistry-cosmetics 35

CLEANSER

EYE LINER

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Subject: Physical Science
Lesson Title : Precautionary Measures in Handling Cleaning Products
and Cosmetics
Lesson Competency : Explain the precautionary measures indicated in various
cleaning products and cosmetics
References : LAS No.
https://djeraldbautista.wordpress.com/2017/11/19/the-precautionary- 36
measures-indicated-in-various-cleaning-products-and-cosmetics/

CONCEPT NOTES
When choosing a personal care product, the following precautionary measures must be
observed.
a. Learn to read the labels.
b. Be aware of toxic substances that may be found in the product you want to buy.
c. When draining substances, make sure it is safe for the environment.
d.Storage Instructions: Products contain information about specific storage
instructions to keep their functionality.
e. Directions for Use: Products such as pesticides have specific instructions to better
use the product while maintaining the health of the user and the materials which these
household products are applied to.
f. Manufacturing and Expiration Date: Keeping track of the expiration date has obvious
reasons. You would not want the product to be expired before using it. However, the
manufacturing date is also important to keep track of. In the event of an incident
(poisoning, etc.), manufacturers can track the product down in order to make sure that
the batch of products is recalled for further testing and analysis.

EXERCISES
Identify and explain the precautionary measure being illustrated below.

1. ________________________________________________________________________

2. _________________________________________________

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Subject: Physical Science
Lesson Title : 3 Types of Terrestrial Motion
Lesson Competency : Explain what the Greeks considered to be the three types of terrestrial motion
References : LAS No.
https://www.google.com/search?q=activity+sheet+and+concept+notes+on+ 37
3+types+of+terrestrial+motion&tbm

CONCEPT NOTES

EXERCISES
Identify the type of terrestrial motion being described below.
______1. Rotation of Earth on its own axis
______2. Revolution of Earth around the Sun
______3. Over the course of a year, the Sun appears to move a little towards the
East each day as seen with respect to the background stars.
______4. Movement in westward direction along the ecliptic relative to the fixed
stars
______5. Responsible for the daily rising and setting of the sun and the stars

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Subject: Physical Science
Lesson Title : Greeks View on Earth’s Shape
Lesson Competency : Explain how the Greeks knew that the Earth is spherical
References : http://practicalphysics.org/greek-evidence-earths-shape- LAS No.
and-spin.html 38

CONCEPT NOTES
Pythagoras' pupils, if not the great man himself, knew that the Earth is round.
Traveller's tales of ships disappearing over the horizon and the Pole Star shifting to
a higher position in the sky as one journeyed north, suggested a curved Earth.
Aristotle (about 340 BC), two centuries later, supported the idea of a spherical
Earth, Moon and planets because:
the sphere is a perfect solid and the heavens are a region of perfection
the Earth's component pieces, falling naturally towards the center, would press
into a round form
in an eclipse of the Moon, the Earth's shadow is always circular: a flat disc would
cast an oval shadow
even in short travels northwards the Pole Star is higher in the sky.
This mixture of dogmatic reasons and experimental common sense was typical of him
and he did much to set science on its feet.

A spinning Earth

EXERCISES
Draw the illustrations above and label them correctly and properly. A rubric will
be used in rating your output.
Rubric: Creativity - 5
Neatness & Correct Labelling - 5
Impact - 5
Total 15

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Subject: Physical Science
Lesson Title : Plato’s Model of the Universe
Lesson Competency : Explain how Plato’s problem of “Saving the Appearances ”
constrained Greek models of the Universe
References : https://brainly.ph/question/1306892 LAS No. 39

CONCEPT NOTES
Plato’s problem of the “saving the appearances” became an obstacle to the
Greeks’ models of the universe as Plato gave a challenge to astronomers to explain the
non-regular motions (combination of circular motions and constant speed of rotation)
of planets, sun, and moon.
In particular, Plato challenged his students with this problem: “What circular
motions uniform and perfectly regular, are to be admitted as hypothesis so that it
might be possible to save the appearances presented by the planets?” This challenge is
known as “Plato’s Saving the Appearances” in the history of astronomy. The fact
remains, however, that a task was set for astronomers; the task was generally
accepted; and the task was pursued for nearly two thousand years, from the Greeks in
the fourth century B.C. to Copernicus and the European Renaissance in the sixteenth
and seventeenth centuries A.D.
The curious problem of astronomers is the following: First, they provide
themselves with certain hypotheses: Starting from such hypotheses, astronomers then
try to show that all the heavenly bodies have a circular and uniform motion, that the
irregularities which become manifest when we observe these bodies—their now faster,
now slower motion; their moving now forward, now backward; their latitude now
southern, now northern; their various stops in one region of the sky; their at one time
seemingly greater, and at another time seemingly smaller diameter—that all these
things and all things analogous are but appearances and not realities.
EXERCISES
Explain in 5 sentences how Plato’s problem of “Saving the Appearances” forced
Greek models of the universe.

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Subject: Physical Science
Lesson Title : Comparing and Contrasting the Different models of the Universe
Lesson Competency : Compare and contrast the models of the universe by Exodus, Aristotle, Aristarchus, Ptolemy, and Copernicus
References : LAS No.
https://lagmandana.wordpress.com/2017/11/24/the-models-of- 40
the-universe-eudoxus-aristotle-aristarchus-ptolemy-and-copernicus/

CONCEPT NOTES
Eudoxus’, Aristotle’s, and Ptolemy’s models have the Earth as the center of the
universe while Aristarchus’ and Copernicus’ models have the Sun as the center.
Eudoxus’ model has 27 concentric spheres for the Sun, Moon, planets, and the
stars whose common center is the Earth.
Aristotle’s model of the universe is composed of 56 spheres guiding the motion of
Sun, Moon and the five known planets.
Aristarchus said that smaller celestial bodies must orbit the larger ones and
since the Sun is much larger than the Earth, then the Earth must orbit around
the Sun.
Ptolemaic model introduced the concepts of epicycle, deferent, and equant to
explain the observed “imperfect” motions of the planets.
Copernicus’ model recognized that the Earth rotates on its axis, revolves around
the Sun, and undergoes precession.

EXERCISES
Copy the pattern of the table provided below. Complete the information pertaining to the models of the Universe of the specified scientists.
Name of the Proponent/Scientist Views of their model of the Universe
Eudoxus

Aristotle

Aristarchus

Ptolemy

Copernicus

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Subject: Physical Science
Lesson Title : Astronomical Phenomena before the Advent of Telescopes
Lesson Competency :Cite examples of astronomical phenomena known to
astronomers before the advent of telescopes
References : https://lagmandana.wordpress.com/2017/11/24/astronomical- LAS No.
phenomena-known-to-astronomers-before-the-advent-of-telescopes/ 41

CONCEPT NOTES
Even before the invention of the telescope, ancient people have already observed
different astronomical phenomena. The most observable objects in the sky are the sun
and moon. By looking at the shadows that the gnomon casts, they were able to observe
that the sun rises in the eastern part of the sky, reaches its highest point in midday,
and sets in the western part of the sky. Also, they recorded that the points where the
sun rises and sets on the horizon varies over a year and these variations happen
periodically.
Ancient people have observed that the moon changes its path and its appearance
within a period of 29.5 days. They observed that the moon changes its appearance
from thin semi-circular disk to full circular disk. These phases of the moon are the
basis of ancient calendars. A lunar eclipse occurs when the Earth casts its shadow on
the moon when the Earth is between the Sun and the Moon.
A phenomenon such as this is known as a lunar eclipse wherein the moon changes
into a dark or blood red color. Aside from lunar eclipse, the occurrence of a solar
eclipse was also observed. It was also observed that the stars appear to be attached
to a celestial sphere that rotates around an axis in one day. Also, the constellations’
positions in the night sky vary depending on the time of the year.
Astronomers have discovered that Mercury, Venus, Mars, Jupiter, and Saturn
are planets because they have noticed that the stars are in a fixed position with
respect to each other. But there are very bright stars that change positions
periodically which are called “wanderers” or planetes in Greek terms.
EXERCISES
Put a checkmark (/) if the following descriptions are examples of astronomical
phenomena prior to the advent of telescope and put an X if it does not.

___1. rising and setting of the Sun ___5. daily and annual motion of the stars
___2.Phases of the moon ___6. Mercury, Venus, Mars, Jupiter, and Saturn
___3.lunar eclipse ___7.appearance of a comet
___4.solar eclipse ___8. Existence of asteroid belt
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Subject: Physical Science
Lesson Title : Models of Astronomical Phenomena
Lesson Competency : Compare and contrast explanations and models of astronomical phenomena (Copernican, Ptolemaic, and
Tychonic)
References : https://brainly.ph/question/1370540# LAS No. 42

CONCEPT NOTES
Today, the Solar System consists of eight planets namely Mercury, Venus, Earth,
Mars, Jupiter, Saturn, Uranus, and Neptune. All these planets revolve around a massive
ball of helium and hydrogen known as the Sun. There are other bodies within the Solar
System such as moons that revolve around the planets, asteroids, and planetoids.

Jumping ahead in time, the systems of three astronomers were prominent in

Kepler’s day (around the turn of the 17th century). They were: Claudius Ptolemy, who
developed the mathematics for an earth-centered planetary model in the second
century AD, Nicolaus Copernicus, who is famous for introducing (in modern times) the
idea that the sun is the center of the planetary system, and Tycho Brahe, a well-to-do
Danish nobleman who understood the importance of advancing the observational
techniques behind astronomy, if the science was to truly progress.
PtolemaicModel: Heliocentric model Tychonic Model

EXERCISES: Complete the paragraph by indicating the name of the Astronomer.

According to _______, the sun is should be positioned motionless near the
center of the universe. Earth and all the planets surround it, rotating around the sun in
some circular paths that can be modified by uniform speed and epicycles.
According to _______, the sun, moon, and planets like Mars orbit the
earth. He thought that stars move around our planet earth every day and the motion
of the biggest star - the sun, and the moon, as well as the planets was added to that
first common motion of the entire universe or heavens.
However, according to Danish astronomer, ______ it was actually a combination
of Copernican and Ptolemaic. He believed that the planets in the heavens of solar
system revolve only around the sun but our planet is the center of the universe.

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Subject: Physical Science
Lesson Title : Galileo’s Astronomical Discoveries and Observations
Lesson Competency : Explain how Galileo’s astronomical discoveries and observations helped weaken the
support for Ptolemaic model
References : https://brainly.ph/question/1250001 LAS No. 43

CONCEPT NOTES
History had claimed that a refracting telescope was accidentally invented by a
Dutch lensmaker, Hans Lippershey, in 1608. Galileo, upon hearing of this invention
without having seen it, made his own telescope and aimed it to the skies. The following
lists some of the things that he saw with his telescope, all of which greatly
contradicted the models of Ptolemy and Aristotle and provided new data that
supported Copernican model.
The moon has mountains, valleys, and craters. This suggested that the moon is
not so different from Earth implying that something in the celestial realm is
barelydistinguishable from objects that belong to the terrestrial realm.
The surface of the sun has some blemishes, which are now called sunspots. This
contradicted the Greek concept of the sun as being a perfect celestial body.
Jupiter has four moons revolving around it. This showed that not all heavenly
bodies have to revolve around Earth. There are other centers of revolution that
are themselves revolving.
Venus has phases similar to the moon. This showed that Venus is just illuminated
by the light form the sun and that it is revolving around the sun. The Ptolemaic
model can only account for the crescent phase of Venus, not the full range of
phases observed by Galileo.
Many stars’ faint to be seen by the naked eye become visible with his telescope.
The Milky Way was simply made of individual stars. Even when viewed through a
telescope, the stars still appeared to be point of light. This provided evidence
that the stars are extremely far away and that it was extremely difficult to
observe stellar parallax.
EXERCISES: Label the following pictures with specific names or descriptions.
1.______ 2. _____________ 3.________ 4._________ 5.________

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Subject: Physical Science
Lesson Title : Brahe’s Innovations in Observational Astronomy
Lesson Competency : Explain how Brahe’s innovations and extensive collection of
data in observational astronomy paved the way for Kepler’s
discovery of his laws of planetary motion
References : LAS No. 44
http://teachtogether.chedk12.com/teaching_guides/view/267

CONCEPT NOTES
Brahe became famous through his observations: (a) Supernova explosion of 11 Nov
1572 — named “Nova Stella”, now SN 1572 (b) Comet in 1577.Kepler was hired as sort
of “research assistant” by Brahe primarily to prove that Brahe’s model (geoheliocentric
model) which emphasize that the Earth was at rest, the sun went around the Earth and
the planets all went around the sun - an intermediate picture between Ptolemy and
Copernicus. Kepler needed Brahe’s data to do mathematical analysis while Brahe needs
Kepler to make mathematical calculations to prove that the model satisfies the
observed data. Brahe died before his model is proven. Kepler inherited vast data set
that will prove crucial for developing his Three Laws of Planetary Motion later.

It took Kepler many more years trying out many possible models to fit the available
data being concerned largely on the philosophical implications of his models and the belief
that there has to be simple numerical relationships among phenomena like the
Pythagoreans. Only after about 20 years or so working with the data he got from Brahe,
the Three Laws of Planetary Motion were published in two different years: (1) Law of
Orbit (1609)- The planets move in elliptical orbits with the sun at a focus.
(2) Law of Equal Area (1609)-In their orbits around the sun, the planets sweep out
equal areas in equal times.
(3) Law of Period (1619)-The squares of the times to complete one orbit are
proportional to the cubes of the average distances from the sun.

EXERCISES
Show your understanding of the topic by drawing each Law of Planetary Motion..

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Subject: Physical Science
Lesson Title : Kepler’s 3rd Law of Planetary Motion of Objects
rd
Lesson Competency : Apply Kepler’s 3 Law of Planetary Motion to objects in
the Solar System
References : https://www.britannica.com/science/Keplers-laws-of- LAS No. 45
planetary-motion

CONCEPT NOTES
Kepler’s three laws of planetary motion can be stated as follows: (1) All planets move
about the Sun in elliptical orbits, having the Sun as one of the foci. (2) A radius vector joining
any planet to the Sun sweeps out equal areas in equal lengths of time. (3) The squares of the
sidereal periods (of revolution) of the planets∝ are directly proportional to the cubes of their
mean distances from the Sun.( i.e. T2 a3)
The orbits are ellipses, with focal points
F1 and F2 for the first planet and F1
and F3 for the second planet. The Sun is
placed in focal point F1.
The two shaded sectors A1 and A2
have the same surface area and the
time for planet1 to cover segment A1 is
equal to the time to cover segment A2.
The total orbit times for planet1
and planet2 have a ratio (a1a2)32.

EXERCISES
Derive the equation for Kepler’s third law of planetary motion.

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Subject : Physical Science
Lesson Title : Aristotelian vs. Galilean Views of Motion
Lesson Competency: Compare and contrast the Aristotelian and Galilean conceptions of vertical motion,
horizontal motion, and projectile motion. (S11/12PS-IVc -46)
References : LAS No.: 46
http://www.hep.wisc.edu/~herndon/107-0609/lectures_files/Phy107Fall06Lect02.pdf
https://www.slideshare.net/marielmelon/aristotle-vs-galileo-72409122

CONCEPT NOTES
Aristotle and Galileo were two of the most important historical figures in
physics. They may have opposing views regarding motion, but they helped
science progress.
Motion Aristotelian Concept Galelian Concept
Horizontal Bodies seem to need push or pull Object moving on level surface
motion to maintain horizontal motion. moves in unchanging direction at
constant speed unless disturbed.
Vertical Heavier objects should fall Objects move downward
motion vertically faster than lighter because gravity disturbs their
ones. motion.
The element earth moves down The rate of fall or acceleration

toward its natural resting place. of an object is independent of

their mass.
Projectile A cannonball when fired by a When you fire a canon, the
motion canon moves in a straight cannonball moves two-
horizontal line because of a dimensional motion.
force called impetus made it
move.
EXERCISES
Make a Venn diagram showing similarities and differences of Aristotelian and
Galilean concept of motion.

Aristotelian concept Galilean concept

Similarities

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Subject : Physical Science
Lesson Title: How Galileo used his Discoveries in Mechanics to Address Objections
to Copernican Model
Lesson Competency: Explain how Galileo inferred that objects in vacuum fall with uniform
acceleration, and that force is not necessary to sustain horizontal motion. (S11/12PS-IVc-47)
References : https://jenniferpadlanramos02.wordpress.com/2017/11/18/how-galileo-inferred-that- LAS No.: 47
objects-in-vacuum-fall-with-uniform-acceleration/

CONCEPT NOTES
Galileo Galilei, is an Italian scientist, renowned for his contributions to
physics, astronomy, and scientific philosophy. He is regarded as the chief founder
of modern science.
On his experiment on free fall, he observed the following:
A ball rolling down an inclined plane increases its speed by the same
value after every second.
As the inclined plane becomes steeper, the acceleration of the rolling
ball increases.
The maximum acceleration of the rolling ball was reached when the
inclined plane was positioned vertically as if the ball is simply falling.
These observations lead Galileo to conclude that regardless of the mass of
objects and air resistance, falling objects would always have uniform acceleration.

EXERCISES

Do the procedure. Then answer the following questions.

1. Hold a book and a paper at the same height. Drop them simultaneously.
Which falls to the ground faster? Book or paper?

2. Crumple the paper. Again, hold the book and the crumpled paper at the
same height. Drop them simultaneously. Which falls to the ground faster?
Book or paper?

3. Now, hold a book and a ballpen then drop them simultaneously. Which falls
to the ground faster? Book or ballpen?

4. What can you infer out from the activity?

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Subject : Physical Science
Lesson Title : The Universal Laws of Physics
Lesson Competency: Explain how the position vs. time, and velocity vs. time graphs of constant
velocity motion are different from those of constant acceleration motion. (S11/12PS-IVc-48)
References : https://sciencing.com/difference-graph-position-time-graph- LAS No.: 48
8472236.html

CONCEPT NOTES

The position-time graph describes the motion of an object over a period of

time. Time in seconds is conventionally plotted on the x-axis and the position of
the object in meters is plotted along the y-axis.

The velocity-time graph of an object reveals the speed at which an object

is moving at a given time and whether it is slowing down or speeding up. Time in
seconds is usually plotted on the x-axis while the velocity in meters per second
is usually plotted along the y-axis.

An acceleration vs. time graph plots acceleration values on the y-axis,

and time values on the x-axis.

EXERCISES

Position-time graph Velocity-time graph Acceleration-time graph

with constant velocity with constant acceleration
with constant velocity

Time (second) Time (second) Time (second)

Describe each graph.

a. Position-time graph with constant velocity

b. Velocity – time graph with constant velocity
c. Acceleration – time graph with constant acceleration

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Subject : Physical Science
Lesson Title :Acceleration
Lesson Competency: Recognize that the everyday usage and the physics usage of the term
“acceleration” differ: In physics an object that is slowing down, speeding up, or changing
direction is said to be accelerating. (S11/12PS-IVc-49)
References : https://www.khanacademy.org/science/physics/one-dimensional- LAS No.: 49
motion/acceleration-tutorial/a/acceleration-article
https://www.scribd.com/document/362255491/Acceleration-in-
Everyday-Usage

CONCEPT NOTES

In everyday terms, acceleration refers to objects which are moving so fast.

An object slowing is not accelerating.

In physics, an object that moves fast may not be accelerating. Also, an

object that moves slowly maybe accelerating. Acceleration is the name we
give to any process where the velocity changes. Since velocity is a speed and
a direction, there are only two ways for you to accelerate: change your
speed or change your direction—or change both.

EXERCISES
Identify the motion of the car on different situation. Write accelerating or not
accelerating depending on the usage per situation.

Situation Everyday usage Physics usage

A car slowing as it
approach a pedestrian
lane.
A car moving fast, trying
to pass another car.
A car doing a U – turn.
A car moving with a
constant velocity in a
highway.

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Subject : Physical Science
Lesson Title : Newton’s Laws of Motion
Lesson Competency: Explain each of Newton’s three laws of motion. (S11/12PS-IVd-50)
References: https://www.faa.gov/education/educators/activities/highschool/media/Easy- LAS No.: 50
as-1-2-3.pdf
https://www.livescience.com/46558-laws-of-motion.html

CONCEPT NOTES

Sir Isaac Newton's three laws of motion describe the motion of massive bodies
and how they interact.

1. Newton’s First Law states that an object will remain at rest or moving at
constant speed unless an external force will act on it.The tendency to stay at
rest or, once moving, in motion, is called INERTIA. Things move or stop only
if acted upon by another force.

2. Newton’s Second Law states that acceleration is produced when there is an

unbalanced force acting on an object. The more mass an object has, the more
net force there should be in order for it to move.

3. Newton’s Third law states that for every action there is an opposite and
equal reaction.

EXERCISES

Situation Law of Motion Brief explanation

involved
If you roll a ball and eventually
stops because of friction or if it
hits something.
It is easy to push an empty cart
than a cart with full stuff.
When you punch a wall and
directly you feel hurt. The
harder you punch, the more it
hurts you.

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Subject : Physical Science
Lesson Title : Newton’s Laws of Motion
Lesson Competency: Explain the subtle distinction between Newton’s 1st Law of Motion (or Law of Inertia)
and Galileo’s assertion that force is not necessary to sustain horizontal motion. (S11/12PS-IVd-51)
References:http://zonalandeducation.com/mstm/physics/mechanics/forces/galileo/galileoInertia.html LAS No.: 51
https://www.physicsclassroom.com/class/newtlaws/Lesson-1/Inertia-and-Mass

CONCEPT NOTES
Galileo Galilei believed that when the push on the chair is taken away, the
chair should continue to move along without any assistance. The chair stops
because the chair is entirely left alone. By 'left alone' we mean that nothing
pushes or pulls on the chair, no forces acting on it.
Isaac Newton built on Galileo's thoughts about motion. His idea based on his
first law of motion is that, when you slide a book across a table and watch it slide
to a rest position, the book in motion on the table top does not come to a rest
position because of the absence of a force; rather it is the presence of a force -
that force being the force of friction - that brings the book to a rest position.

EXERCISES
Differentiate Galileo and Newton’s concept why moving object tends to go to
a rest position. Arrows represent forces acting on the object. Equal size of the
arrow means equal amount of force. Direction of the arrow means direction of the
force. Galileo’s concept Newtons’s concept

Ffriction

Fapplied

Questions Galileo’s Concept Newton’s concept

1. What forces are acting on the
book?
2. What is the direction of the
forces?
3. Compare the magnitude of the
force?
4. Are the forces balanced or
unbalanced?
5. When does an object comes to its
rest position?

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Subject : Physical Science
Lesson Title : Law of Acceleration and Newton’s Law of Universal Gravitation
Lesson Competency: Use algebra, Newton’s 2nd Law of Motion, and Newton’s Law of Universal
Gravitation to show that, in the absence of air resistance, objects close to the surface of the
Earth fall with identical accelerations independent of their mass. (S11/12PS-IVd-52)
References: https://www.jove.com/science-education/10325/newton-s-law- LAS No.: 52 of-
universal-gravitation

CONCEPT NOTES

Newton’s Law of Universal Gravitation is mathematically expressed as

2
F = Gm1 m2 /r , (Equation 1). (The gravitational force F between two masses m1
and m2, with their centers of mass separated by a distance r and G is the universal
constant of proportionality)

Newton's second law is mathematically expressed as F = ma (Equation 2)

(the force on the mass m due to the Earth's gravity)

Canceling the mass m on both sides of the equation; substituting g for a; and
noting that the distance between the objects' centers of mass is just the radius
of the Earth, rE, the magnitude of the downward force can be rewritten as:

2
g = G mE / r E. (Equation 3)

EXERCISE

Try to rewrite how Equation 3 was derived out from Equation 1 (Newton’s
Law of Universal Gravitation) and Equation 2 (Newton’s Second Law of Motion).
Show a more detailed derivation of Equation 3.

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Subject : Physical Science
Lesson Title : Universal Laws in Physics
Lesson Competency: Explain the statement “Newton's laws of motion are axioms while
Kepler's laws of planetary motion are empirical laws.” (S11/12PS-IVe-53)
References: https://prezi.com/xye1d2vvyxvj/use-algebra-newtons-2nd-law/ LAS No.: 53
CONCEPT NOTES

An axiom is a proposition regarded as self-evidently true without proof.

Empirical laws are verifiable or provable by means of observation or experiment.

Newton’s Laws
First Law: Every object in a state of uniform motion tends to remain in that
state of motion unless an external force is applied to it.
Second Law: Object’s acceleration is directly proportional to the net force
but inversely to its mass.
Third Law: For every action there is an equal and opposite reaction.

Kepler’s Law
The Law of Ellipses: The path of the planets about the sun is elliptical in
shape, with the center of the sun being located at one focus.
The Law of Equal Areas: An imaginary line drawn from the center of the sun to
the center of the planet will sweep out equal areas in equal intervals of time. The
Law of Harmonies: The ratio of the squares of the periods of any two planets is
equal to the ratio of the cubes of their average distances from the sun.

EXERCISES

Explain briefly.

“Newton's laws of motion are axioms while Kepler's laws of planetary motion are
empirical laws”

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Subject : Physical Science
Lesson Title : Mass, Momentum and Energy Conservation
Lesson Competency: Explain the contributions of scientists to our understanding of mass,
momentum, and energy conservation. (S11/12PS-IVe-54)
References: https://maryjanebeltran.wordpress.com/2017/11/19/mass- LAS No.: 54
momentum-and-energy-conservation/

CONCEPT NOTES

Mass, momentum, and energy are three quantities that can be conserved. In
Physics, when we say a quantity is conserved, it means that after an interaction or
a reaction, no part of that quantity is lost.

The law of conservation of mass states that mass in an enclosed system is

neither created nor destroyed by a chemical reaction. Thus, in a chemical reaction,
the mass of the reactants must be equal to the mass of the products.

The law of conservation of energy states that energy cannot be created or

destroyed. It can only be transformed from one form to another. Hence, the total
energy of an isolated system never change.

The law of conservation of momentum states that the total momentum of

an object does not change (i.e it remains at rest or in motion with constant
velocity) if there are no external forces acting on it.

EXERCISES

With your research assignment on scientists who contributed to the

development of the mass, momentum and energy conservation, you will be making a
timeline for the three laws.

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Subject : Physical Science
Lesson Title : Law of Conservation of Momentum
Lesson Competency: Use the law of conservation of momentum to solve one dimensional
collision problems. (S11/12PS-IVe-55)
References: LAS No.: 55
CONCEPT NOTES
If two object collides, the momentum will be conserved. This is based on
the Law of conservation of momentum.
Hence, the total momentum before collision should be equal to the total
momentum after the collision. This gives the equation Total P i= Total Pf, Total
initial momentum is equal to the Total final momentum. Where P (momentum) can
be calculated by multiplying the mass and velocity of the object (P = mv).
Therefore the final formula involving the conservation of momentum in a one
dimensional collision is m1v1 +m2v2 = m1v1’ +m2v2’ (v‘ denotes final velocity).

EXERCISE: If a red ball with a mass of 2 kg, moving with a velocity of 5 m/s
hits a stationary blue ball, determine the mass of the blue ball if the two ball
stuck together and moves 3m/s after collision.

Illustration

Complete the solution by filling in missing variables. Refer to the given at the left.
Solution:
Total Pi = Total Pf
Given:
m1v1 +m2v2 = m1v1’ +m2v2’
m1 = 2kg
v1 = 5m/s (2kg)(___) + (m2)(____) = (___)(___) + (m2)(3m/s)
m2 =? 10kgm/s + 0 = 6kgm/s + 3m/s (m2)
v2 = 0 ______ = 6kgm/s + 3m/s (m2)
v1’ =3m/s ______ - 6kgm/s = + 3m/s (m2)
v2’=3m/s 4kg = (3m ( m2)
3m 3 s
____ kg = m2
(Note: You may check your answer by doing the same process in the solution part, but this time fill up the unknown
(m2) with your answer. If both sides obtain the same total, then your answer is correct.)

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Subject : Physical Sciences
Lesson Title: How light is reflected, refracted, transmitted, and absorbed
Learning Competency: Describe what happens when light is reflected, refracted, transmitted,
and absorbed
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 56
CONCEPT NOTES
Light is a form of electromagnetic radiation that is the only visible portion
of the electromagnetic spectrum, is usually described as though it is a wavelengths
and frequencies. Light travels in straight path. When light rays encounters a
surface, one or more of the following three
things occur, the light ray: (1) Reflects off the surface and
travels off in a different direction (2) Passes from one
medium into the other and continues on a new, straight line
path (3) Is absorbed.
Light rays that reflect follow the Law of Reflection
which states that the angle of reflection is equal to the angle
of incidence. Light rays that pass through an object without
being absorbed are transmitted rays. These rays bend. This
bending is called refraction. Light rays are refracted when it
passes through different media or materials with different
densities. Light is absorbed if it passes through a medium with
the same natural frequency. As light travels through a medium,
a portion of it is absorbed.

Exercises: Encircle the letter of the correct answer.

1. What happens when light rays bounce off the surface of an object? Light is
A. absorbed B. reflected C. refracted D. transmitted
2. Light rays are ____________ when it passes through different materials
with different densities.
A. absorbed B. reflected C. refracted D. transmitted
3. When light is refracted this means that light ___________
A. Bend B. bounced off C. curved D. reflect
4. How does light travel?
A. in a wavy path C. in a straight path
B. in a zigzag path D. in all direction
5. Seeing your face in the mirror is an example of
A. absorption B. reflection C. refraction D. transmission

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Subject : Physical Sciences
Lesson Title: The Emergence of Light
Learning Competency: Explain how Newton and Descartes described the emergence of light
in various colors through prisms
References: https://bit.ly/2CUkXbF LAS No.: 57
CONCEPT NOTES
The color of the objects we see in the natural world is a result of the way
objects interact with light. When light strikes an object, it is absorbed, reflected,
or refracted by the object.
Rene Descartes, he studied the refraction and emergence of colors of
light in a prism. He observed that the different colors of light refracted at
varying degrees. He explained that when these particles passed through the
prism and encountered a slit on the edge, their rotational speed would change.
This change resulted in the emergence of a color. He noted that the red light
refracted more than the blue light.
Sir Isaac Newton studies the emergence of colors
as light passed through a prism. He saw that the red
light refracted the least while the violet light refracted
the most. This difference in refraction occurred due to
the differences in the mass of the colors of light. For
instance, a particle of red light has more mass than those of violet light.
Therefore, red light was deflected less than the violet light. Newton introduced
the term “colour spectrum” or “visible spectrum”. He showed that every colour has
a unique angle of refraction that can be calculated using a suitable prism.

Exercises: Encircle the letter of the correct answer.

1. Newton discovered that light was made of color which he called the visible ___.
A. Color world B. Light C. Rainbow D. Spectrum
2. According to Descartes, red light is refracted more than the _______ light.
A. blue B. green C. yellow D. white
3. In his experiment, Newton saw that red light refracted the least while the
_____ light refracted the most.
A. blue B. orange C. violet D. white
4. A triangular piece of glass or plastic that bends light is _______
A. microscope B. mirror C. prism D. spectrum
5. What do light rays do as they pass from one transparent material to another?
A. absorb B. bend C. disappear D. reflect

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Subject : Physical Sciences
Lesson Title: The Wave Theory of Light
Learning Competency: (1) Describe how the propagation of light, reflection, and refraction are
explained by the wave model of light (2) Cite example of waves
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 58
CONCEPT NOTES
Sound, string, radio, water, microwaves, stadium, earthquake waves are some
example of waves in our daily encounter. All waves are generated through
disturbance. In Physics, wave is a periodic disturbance which is propagated
through a particular medium. It is classified into: (1) mechanical waves (transverse
and longitudinal) (2) Electromagnetic waves (3) Matter wave.
Wave Theory of Light
Proposed by Hooke and improved by Huygens.
Huygens’ Principle – each point on a wave, behaves as a point source for waves
in the direction of wave motion. Huygens’ wave model of light explains
reflection, refraction, diffraction of light but had difficulty in explaining the
rectilinear propagation of light.
Reflection – when light bounces off an object.
Refraction – is the bending of wave when it enters a medium where its speed
changes. If light slows down, it will refract towards the normal line. If light
speeds up, it will refract away from the normal line. Refraction is responsible
for the image formation by the lenses and the eye.
Diffraction – is the slight bending of light as it passes around the edge of an
object which depends on the relative size of the wavelength of light to the
size of the opening.

Exercises: Encircle the letter of the correct answer.

1. The following propagation of light can be explained in the wave theory
EXCEPT.
A. Diffraction B. Reflection C. Refraction D. Rectilinear propagation
2. The wave theory of light was first proposed by__________
A. Einstein B. Hooke C. Huygens D. Newton
3. Transverse wave is an example of ______________
A. Electromagnetic wave C. Mechanical wave
B. Matter wave D. Thermal wave
4. The bending of light when it enters a medium where its speed changes is
called _______________
A. Diffraction B. Reflection C. Refraction D. Interference

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Subject : Physical Sciences
Lesson Title: The Particle Theory of Light
Learning Competency: Describe how the propagation of light, reflection, and refraction are
explained by the wave model of light.
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 59
CONCEPT NOTES
The Corpuscular (particle) Theory – Newton’s Theory
Rectilinear propagation – light travels in a straight line. A ball thrown does
not have rectilinear propagation. Newton explains why light did not behave in
the same way. He felt that the speed of light is extremely high, and so
deviation from rectilinear motion was not noticeable.
Diffraction - is the slight bending of light as it passes around the edge of an
object. Newton felt that light does not travel around corners. He explained
that any observed effect of this caused by the interaction of particles when
they run into each other at the edges of the objects.
Reflection – the bouncing of light as it hits a surface. Newton demonstrated
that in perfectly elastic collision, the laws of reflection could be derived
from the laws of motion.
Dispersion – the separation of light into colors. Newton explained that
particles of different mass would be affected differently when refracted.
Refraction – the bending of light. Newton believed increase in speed of the
light particles would cause the particles’ path to bend towards the normal.

Exercises: Match column A with column B. Write the letter on the space provided
before each number.
Column A Column B
____1. Refraction A. Reflection
____2. The path of light B. The bending of light

____3. The slight bending of light C. Dispersion

____4. The separation of light into colors D. Straight line

____5. The bouncing of light as it hits the E. Diffraction

object.

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Subject : Physical Sciences
Lesson Title: The Photon Theory of Light
Learning Competency: Explain how the photon theory of light accounts for the atomic spectra.
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 60
CONCEPT NOTES

PHOTON THEORY OF LIGHT

Newton thought that light was made of particles (corpuscles) that emanated
from the light source. Light can be described as a quanta, or packet, of energy
that behaves as if they were particles. Light quanta are called photons. Photons
are emitted when electrons of an atom are excited.
When light is shown on an atom, its electrons absorb photon which causes
them to gain energy and jump to a higher level. Since an electron can only exist at
certain energy levels, it can only emit photons of certain frequencies. The emitted
light can be observed as a series of colored lines called a line or atomic spectra.
Each element produces a unique set of spectral line.

Fig. 1 Excited electrons of an atom Fig. 2 Atomic spectra

Exercises: Write TRUE if the statement is correct and FALSE if NOT.

____1. The colored line observed when electrons are excited is called line spectra.
____2. Light can be described as a packet of energy.
____3. Einstein believed that light behaves like a particle.
____4. Two elements can have the same spectral lines.
____5. When light is shown on an atom, its electrons absorb photon which causes
them to gain energy and jump to a higher level.

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Subject : Physical Sciences
Lesson Title: Wavelength, frequency, and energy relation
Learning Competency: Explain how the photon concept and the fact that the energy of photon is directly proportional to its
frequency can be used to explain why red lights are used in dark rooms…
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 61
CONCEPT NOTES
Why Red Light is used in Photographic Dark Rooms?
Darkrooms used red lighting to allow photographers to control light carefully,
so that light sensitive photographic paper would not become overexposed and ruin
the pictures during the developing process. Red light in the visible region of the
spectrum has the longest wavelength.
Why do we get easily sunburned in ultraviolet light but not in visible light?
The sun is a source of the full spectrum of the ultraviolet radiation which is
divided into three regions: UVA, UVB, and UVC. The UVC is the most harmful. The
UVB rays are responsible for causing us sunburn. Exposure to UVB rays increases
the risks of DNA and other cellular damage in living organisms. This UV light has
shorter wavelength than visible light, therefore it has higher frequency and
energy.
Energy, frequency, and wavelength relation
The relationship between energy and frequency is given by the equation, E =
-24
hv, where h is Planck's constant equal to 6.63 x10 Joules-second. A direct
relationship exists; electromagnetic radiation with a higher frequency is more
energetic. The shorter the wavelength, the larger the frequency, greater the
energy. Thus, red light is used in darkrooms since it has longer wavelength, its
frequency is low and its energy also low, and therefore it does not affect the
photo developing process.

Exercises: Write TRUE if the statement is correct and FALSE if NOT.

_____1. Red light is used in darkroom because red in the spectrum has shorter
wavelength.
_____2. UVC is the most harmful ultraviolet radiation.
_____3. Energy of light is directly proportional to its frequency which means the
lower the frequency, the lower the energy.
_____4. According to the equation E = hv, the longer the wavelength, the larger
the frequency, greater the energy.
_____5. The main source of the full spectrum of ultraviolet radiation is the sun.

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Subject : Physical Sciences
Lesson Title: The Wavelength-Speed-Frequency Relation
Learning Competency: Apply the wavelength-speed-frequency relation
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 62
CONCEPT NOTES
The relationship between the frequency (the number of wave crests that
pass by a certain point in a given amount of time) and wavelength is defined by the
formula

The inverse relationship between wavelength and frequency means that the
wavelengths increases, frequency decreases. For this reason, within the visible
spectrum, shorter wavelength blue light is more energetic than longer wavelength
red light.

Example: The light blue glow given off by mercury street lamps has a wavelength
of = 436nm. What is the frequency?
8
Given: Solution: f = c = 3.00 x 10 s
-7 -
= 436nm = 4.36 x 10 m 4.36 x 10
8 14
c = 3.00 x 10 m/s = 6.88 x 10 /s
-9
1nm = 1 x 10 m

Exercises: Encircle the letter of the correct answer.

1. Which of the following correctly expresses the relationship between frequency
and wavelength?
A. frequency increases as wavelength increases
B. frequency is equal to wavelength
C. frequency decreases as wavelength increases
D. frequency and wavelength are unrelated
2. What is the frequency of red light with a wavelength of 690 nm?
5 14 -6
A. 4.34 x 10 /s B. 4.34 x 10 /s C. 230/s D. 2.3 x 10 /s 3. In the visible
light spectrum, which of the following has the greatest energy?
A. gamma rays B. Infrared rays C. Visible rays D. X-rays

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Subject : Physical Sciences
Lesson Title: Speed of light
Learning Competency: Describe how Galileo and Roemer contributed to the eventual
acceptance of the view that the speed of light is finite.
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 63
CONCEPT NOTES
Most of the Greek Astronomers believed that the speed of light is infinite.
However, two great scientists Galileo and Roemer made experiment to determine
the speed of light. With their discovery, the idea that the speed of light is
finite has been accepted.
1638 Galileo: Speed of light at least 10 times faster than sound
Galileo and his assistant made an experiment to determine the speed of light
using lamp. Galileo would uncover his lamp and as soon as his assistant saw the light
he would uncover his. Galileo was able to determine the speed of light knowing the
distance between the lamps and the time the light travel from his position to his
assistant’s position. His conclusion: “If not instantaneous it is extraordinary rapid”,
he also deduced that Speed of light at least 10 times faster than sound.
1675 Ole Roemer: 200,000Km/sec
Ole Roemer determine the approximate speed light while observing Jupiter’s
moon Io. He observed that the number of times of the eclipses of the moon of
Jupiter depend on the relative position of Jupiter and Earth. If Earth was closer
to Jupiter, the orbits of its moons appeared to speed up. If the Earth is far from
Jupiter, they seemed to slow down. He deduced that the apparent change must be
due to the extra time for light to travel when Earth was more distant from
Jupiter. He concluded that light must traveled at 200 000 km/s.
Today: the adapted value 299,792.458 km/sec at the General Conference of
weights and measures in October 21, 1983.

Exercises: Write TRUE if the statement is correct and if NOT.

____ 1. Galileo determine the speed of light through observing Jupiter’s moon Io.
____ 2. According to Roemer, if Earth was close to Jupiter, the orbits of its
moon appeared to speed up.
____ 3. Today the adopted value of the speed of light as of October 1983 is
299,729.458 km/s.
____ 4. Galileo concluded that the speed of light is, “If not instantaneous, it is
extraordinary rapid”.
____ 5. Roemer concluded that light must have traveled at 200,000 km/s.

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Subject : Physical Sciences
Lesson Title: Wave-Like Properties of Electron
Learning Competency: Cite experimental evidence showing that electrons can behave
like waves.
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 64
CONCEPT NOTES
Einstein (and others) showed that electromagnetic radiation has properties of
matter as well as waves. This is known as the Wave-particle duality for light.
The photoelectric effect of Einstein is perhaps the most direct and convincing
evidence of the existence of photons and the 'corpuscular' nature of light and
electromagnetic radiation.
2
Lois de Broglie, combine Einstein’s equation E=mc , Plank’s equation E=hv, and
the relationship between wave speed, frequency, and wavelength c=f and derive

the formula = h/mv

Heisenberg Uncertainty Principle determined that it is impossible to
experimentally determine both the position and the speed of the electron at the
same time.
Erwin Schrodinger pursued de Broglie’s idea on electron. He was the first
person to write down such a wave equation. This idea agreed with Bohr’s idea on
quantized energy level: only certain energies and therefore, wavelengths would be
allowed in the atom. He also set out to make a mathematical model that assumed
the electron was standing wave around the nucleus.

Exercises: Encircle the letter of the correct answer.

1. The wave-particle duality of light was proposed by
A. De Broglie B. Einstein C. Plank D. Schrodinger
2. It was impossible to experimentally determine both the position and the
speed of the electron at the same time was stated in the principle called __
A. Heisenberg Uncertainty C. Quantum mechanical energy
B. Pauli’s Exclusion principle D. Wave-duality principle
3. The wave equation to figure out the probability of where an electron might
be was derived by
A. Einstein B. Heisenberg C. Plank D. Schrodinger
4. He pursued de Broglie’s idea of the electron having wave properties
A. Einstein B. Heisenberg C. Plank D. Schrodinger
5. The photoelectric effect was proposed by
A. Einstein B. Heisenberg C. Plank D. Schrodinger

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Subject : Physical Sciences
Lesson Title: Dispersion and Scattering
Learning Competency: Explain various light phenomena
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 65
CONCEPT NOTES
Scattering of light
The amount of scattering depends on how big the particle is compared to the
length of light that is hitting it. Smaller wavelength are scattered more.
Why is the sky BLUE?
Light from the sun is made up of all the colors of the visible light. During
daytime, when the sun is up smaller wavelength blue light is scattered in all
direction as it hits the particles of air more than any other color.
Why are sunsets RED?
When the sun appears low in the sky, the red light waves is scattered least
by atmospheric gas molecules. During sunrise and sunset, when the sunlight
travels a long path through the atmosphere to reach our eyes, the blue light has
been mostly removed, leaving mostly red and yellow light remaining.
Mirages – is refraction phenomena in which the image of some object appears
displaced from its true position.
Rainbow – is an excellent demonstration of the dispersion of light and one
more piece of evidence that visible light is composed of a spectrum of
wavelengths, each associated with a distinct color.
Halo – is a ring around the moon or sun produced by refraction of light through a
thin cloud of ice crystals.
Sundogs – are bright spots that appear on either side of the sun when there are
thin layers of high ice crystal clouds otherwise known as Cirrus Clouds. This can
also happen at night. These are called moon dogs.

Exercises: True or False. Write TRUE if the statement is correct and FALSE if
not.
_______ 1. Rainbow demonstrates the dispersion of light.
_______ 2. Light is made up of all the colors of the visible light.
_______ 3. Halo is produced by reflection of light through a thin cloud of ice
crystals.
_______ 4. During daytime, the sky appears blue cause by the smaller wavelength
blue light is scattered more than any other color.
_______ 5. A mirage is an example of diffraction of light.

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Subject : Physical Sciences
Lesson Title: Various Light Phenomena
Learning Competency: Explain various light phenomena
References: Physical Science for SHS by Bayo-ang, et.al LAS No.: 66
shorturl.at/cqMNP

CONCEPT NOTES

Hazy Arc-It is a strange aura was spotted from the Golden Gate bridge in San
Francisco. It looked like a fully white rainbow. Like rainbow, this phenomenon
created by the refraction of light through water droplets in the clouds, but, unlike
the rainbow,because of the small size of the droplets of the fog color as it is not
enough. So it turns out rainbow is colorless, just white. Sailors often referred to
them as “sea wolves” or “misty arc”.
Allogeneically arc-This phenomenon is also known as “fire rainbow”. Is created in
the sky when light refracts through ice crystals in Cirrus clouds. The phenomenon
is very rare, since the ice crystals and the sun must stand exactly on the
horizontal line to such a dramatic refraction.
Okoloserdecna arc- It is produced from the refraction of sunlight through
horizontal ice crystals in specific cloud forms. The phenomenon is concentrated at
the Zenith, parallel to the horizon, the range of colors — from blue near Zenith
and red towards the horizon.
Ghosting- It is one of the most well-known and common optical phenomena, they
occur under a variety of guises. The most common phenomenon of the solar halo,
caused by refraction of light by ice crystals in Cirrus clouds at high altitude, and
the specific form and orientation of the crystals can create variation in the
appearance of the halo.
Iridescent clouds-When the sun is exactly at a right angle behind the clouds,
droplets of water refract the light, creating intense stretching train.

Exercises:

Browse the internet through this link:

https://steemit.com/nature/@krasotka/20-most-incredible-light-phenomena
and watch for some incredible light phenomena. Look for some other light
phenomena which are not mentioned above. Briefly describe each of them.

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Subject : Physical Sciences
Lesson Title: Electricity and Magnetism
Learning Competency: Explain the contributions of Franklin, Coulomb, Oersted, Ampere, Biot-
Savart, Faraday, and Maxwell to our understanding of electricity and magnetism
References: https://bit.ly/2DVuDln LAS No.: 67
CONCEPT NOTES
Electricity – is the presence and flow of electric charge. Magnetism -
refers to physical phenomena arising from the force caused by magnets,
objects that produce fields that attract or repel other objects.

Contributions of Scientists to Electricity and Magnetism

1. Benjamin Franklin - discovered that electricity is not generated by rubbing
two objects, but is rather transferred from one object to the other. He
also discovered that positive and negative charge is always balanced in all
objects in nature.
2. Charles-Augustin de Coulomb – proposed the Coulomb’s Law which states
that the magnitude of the electrostatic force of interaction between two
point electrical charges (q1, q2) is directly proportional the magnitudes of
electrical charge and inversely proportional to the square of the distance
(r) between them.
3. Hans Christian Ørsted – proposed the Oersted’s Law states that when a
steady electric current passes through a wire it creates a magnetic field
around it.
4. André-Marie Ampère - Ampere’s Law states Law states that for any
closed loop path, the sum of the length elements times the magnetic field
in the direction of the length element is equal to the permeability times
the electric current enclosed in the loop.
5. Michael Faraday’s law of induction is one of the important concepts of
electricity that changing magnetic fields can cause current to flow in wires.
6. Jean-Batiste Biot and Felix Savart - in their Biot-Savart Law which
provides a quantitative relationship between an electric current and the
magnetic field it produces.
7. James Clerk Maxwell – use mathematical equations to describe the
relationship between electricity and magnetism.

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Subject : Physical Sciences
Lesson Title: Hertz
Learning Competency: Describe how Hertz produced radio pulses
References: https://bit.ly/2DVuDln, https://bit.ly/2TBS9JC LAS No.: 68

CONCEPT NOTES

Heinrich Hertz
- He became the first person to transmit and receive controlled radio waves.
- He clarified and expanded the electromagnetic wave theory of Maxwell.
- He proved the existence of electromagnetic waves using instrument
to transmit and receive radio pulses.
- His apparatus consists of an induction coil, a capacitor, and two
plates separated by a small air or gap.
- Hertz was not only able to detect the waves; he was able to measure
their wavelength and velocity.

Credits: https://bit.ly/2TBS9JC

EXERCISES: True or False: Write TRUE if the statement is correct and FALSE
if NOT.

______ 1. Hertz experiment is set to generate and detect electromagnetic waves.

______ 2. Instead of using a capacitor Hertz uses an induction coil that serves as
capacitor in the set up.
______ 3. In his experiment, Hertz does not only detect the waves but also was
able to measure the wavelength and speed of the waves.

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Subject: Physical Science
Lesson Title : Special Relativity and the Big Bang
Lesson Competency : Explain how special relativity resolved the conflict
between Newtonian mechanics and Maxwell’s electromagnetic
theory (3 hours)
References : https://www.quora.com/How-does-special-relativity-resolve- LAS No. 69 the-
conflict-between-Newtonian-mechanics-and-Maxwell-s-electromagnetic-theory

CONCEPT NOTES
Before we get to Newtonian mechanics (F = ma) and electromagnetism (Maxwell’s
equations) we first need to know what Galileo said about referential frames. Newtonian
mechanics is consistent with the Galilean relativity, and is said to be invariant under
Galilean transformations. With Maxwell’s equations however there is a problem. The
equations are not invariant under such transformations. Meaning that either these
equations are wrong or the Galilean transformations are wrong.
Since Maxwell’s equations are very well verified by the experiments, some
physicists (Lorentz, Poincaré, Einstein) tried to find other transformations that would
keep Maxwell’s equations invariant. These transformations are Lorentz
transformations, and are at the core of the theory of special relativity.
Newtonain mechanics is based on the assumption of absolute space and time. This
means that the distance between two points and the time that passes between two
events doesn’t depend on the coordinate system you choose. Therefore, a coordinate
transformation must leave them invariant.
Maxwell’s equations predict a value of for the speed of light in an inertial
reference frame, c=1μ0ϵ0√. On the other hand, the Galilean transformations predict
that the speed of light in an inertial reference frame moving with relative velocity v is
c′=c+v. This is obviously a contradiction to the Galilean relativity.
The principle of relativity postulates that all physical laws are identical in all
inertial reference frames, and therefore, physical laws must be invariant under
Poincaré transformations. This is the essence of special relativity. Special relativity
‘resolves’ the conflict between Newtonian mechanics and electrodynamics by dubbing
Newtonian mechanics wrong.
EXERCISES
Explain in your own words how special relativity resolved the conflict between
Newtonian mechanics and Maxwell’s electromagnetic theory.

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Subject : Physical Science
Lesson Title : Evolution of the Universe
Lesson Competency: Explain how we know that we live in an expanding universe, which used to be hot and is approximately
14billion years old. (S11/12PS-IVj-73)
Reference:https://www.nasa.gov/mission_pages/spitzer/multimedia/timeline- LAS No.: 70
2006121889912.html

CONCEPT NOTES
The term "evolution" usually refers to the biological evolution of living things.
But the processes by which planets, stars, galaxies, and the universe form and
change over time are also types of "evolution." The idea of our universe also
undergo evolution.

EXERCISE
Open the website written on the reference above. Print and paste here,
the picture of the “timeline of the universe”. Give a brief discussion for each
period of the timeline.

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Subject : Physical Science
Lesson Title : Doppler Effect
Lesson Competency: Explain how Doppler shifts and transits can be used to detect extra solar
planets. (S11/12PS-IVj-74)
Explain how the speeds and distances of far-off objects are estimated
(e.g., Doppler effect and cosmic distance ladder). (S11/12PS-IVj-72)
References: http://lasp.colorado.edu/education/outerplanets/exoplanets.php LAS No.: 71
CONCEPT NOTES
The Doppler technique is a good method for discovering exoplanets (planets
orbiting another star and not the sun). It uses the Doppler effect to analyze the
motion and properties of the star and planet. Both the planet and the star are
orbiting a common center of mass. This means that the star and the planet
gravitationally attract one another, causing them to orbit around a point of mass
central to both bodies.

EXERCISES

Paste an article about discovering exoplanets using Doppler technique or the

use of Doppler technique in discovering exoplanets. In the article, highlight the
mechanism of how Doppler shifts and transits used in detecting exoplanets. You
may open the website written on the reference part or this website
http://users.physics.harvard.edu/~schwartz/15cFiles/Lecture21-Doppler.pdf

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Subject : Physical Science
Lesson Title : Pluto
Lesson Competency: Explain why Pluto was once thought to be a planet but is no longer
considered one. (S11/12PS-IVj-75)
References: Physical Science for Senior High School by Bayo-ang, et.al. LAS No.: 72
CONCEPT NOTES

Pluto was once considered as a planet. It was the ninth planet of the solar
system. Later it was downgraded as a dwarf planet and no longer consider as a
planet.

EXERCISE
Paste an article about Pluto. On your article emphasize the reason why Pluto
was first considered as a planet and the reasons why it was not considered today a
planet. You will do this by highlighting the phrases that give reasons. Blue color for
the reasons why Pluto was first considered as a planet and red for the reasons
why it was not considered today a planet.

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