LANAO SCHOOL OF SCIENCE & TECHNOLOGY, INC.

Abaga, Lala, Lanao del Norte

SENIOR HIGH SCHOOL

Learning Anytime @ Home

GRADE 12 LEARNING MODULE

EARTH AND LIFE

SCIENCE

MODULE 1

COURSE SUBJECT DESCRIPTION: This learning area is designed to provide a general background for the
understanding of Earth Science and Biology. It presents the history of the Earth through geologic time. It
discusses the Earth’s Structure, composition and processes. Issues, concerns, and problems pertaining to
natural hazards are also included. It also deals with the basic principles and processes in the study of biology.
It covers life processes and interactions at the cellular, organism, population and ecosystem levels.

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 MODULE 1
ORIGIN AND STRUCTURE OF THE EARTH
LESSON AND COVERAGE
In this module, you will take the following lesson:
Lesson 1 : Universe and the Solar System
In this lesson, you will do the following
-State the different hypotheses and theories explaining the origin of the universe
Lesson 1 -Describe the different hypotheses explaining the origin of the solar system
-Explain the current advancements/information on the solar system

EXPECTED LEARNING OUTCOME

To do well in this module, you need to demonstrate an understanding of:
1. the formation of the universe and the solar system
2. the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the earth
3. the Earth’s internal structure

LEARNING EXPERIENCES
LEARNING ACTIVITIES SPECIAL INSTRUCTIONS
-If there is internet access, you can play the movie clips
-Read Information Sheet No. 1.1-1 about “DOPPLER EFFECT and INTERACTIVE” directly
from website;
(http://molebash.com/doppler/horn/horn1.htm)
-Answer the enrichment and submit thru gmail/yahoo or
messenger or submit your output next meeting.

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 LESSON 1

Task Sheet No.1

In the beginning…….

Suppose you meet an alien who ask you to describe Earth, how would you describe the Earth?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Suppose the alien further asks you regarding the origin and history of your home, would you be able to
confidently answer the question? Yes or no. then how? Elaborate your answer.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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 LESSON 1

UNIVERSE AND THE SOLAR SYSTEM

INFORMATION SHEET 1.1-1

IMPORTANT TERMINOLIGIES
A. Baryonic matter –“ordinary” matter consisting of protons, electrons, and neutrons that comprise
atoms, planets, stars, galaxies and other bodies.
B. Dark matter – matter that has gravity but does not emit light
C. Dark energy – a source of anti-gravity; a force that counteracts gravity and causes the universe to
expand
D. Protostar- an early stage in the formation of a star resulting from the gravitational collapse of gases.
E. Thermonuclear reaction- a nuclear fusion reaction responsible for the energy produced by stars.
F. Main sequence stars – stars that fuse hydrogen atoms to form helium atoms in their cores; outward
pressure resulting from nuclear fusion is balanced by gravitational forces.
G. Light years – the distance light can travel in a year; a unit of length used to measure astronomical
distance.

THE INTRODUCTION AND ORIGIN OF THE UNIVERSE

How did the universe come to be? What is it made up of?
We have always been told that everything is made up of matter and energy, and that matter is composed of
atoms, which are composed of sub atomic particles; or that organic matter is made up of cells. But have you
ever asked how the universe came to be and what it is made up of?
The creation of the universe is just one of the many things in science that cannot be easily explained.
Several cultures believe in universal creation as observed in their own unique stories, lores, and creation
myths.

STRUCTURE, COMPOSITION AND AGE

-The universe as we currently know it comprises all space and time, and all matter and energy in it.

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-It is made of 4.6% baryonic matter (“ordinary” matter consisting of protons, electrons, and neutrons that
comprise atoms, planets, stars, galaxies and other bodies”), 24% cold dark matter (matter that has gravity
but does not emit light) and 71.4% dark energy (a source of anti-gravity)
-Dark matter can explain what may be holding galaxies together for the reason that the low total mass is
insufficient for gravity alone to do so while dark energy can explain the observed accelerating expansion of
the universe.

-Hydrogen, helium and lithium are the three most abundant elements.
-Stars- the building block of galaxies- are born out of clouds of gas and dust in galaxies. Instabilities within
the clouds eventually results into gravitational collapse, rotation, heating-up, and transformation into a
protostar-the hot core of a future star as thermonuclear reactions set in.
-Stellar interiors are like furnaces where elements are synthesized or combined/fused together. Most stars
such as the Sun belong to the so-called “ main sequence stars.” In the cores of such stars, hydrogen atoms
are fused through thermonuclear reactions to make helium atoms. Massive main sequence stars burn up
their hydrogen faster than smaller stars. Stars like our Sun burnup hydrogen in about 10 billion years.

BIRTH, EVOLUTION, DEATH AND REBIRTH OF STARS.

-The remaining dust and gas may end up as they are or as planets, asteroids or other bodies in the
accompanying planetary system.
-A galaxy is a cluster of billions of stars and clusters of galaxies form superclusters. In between the clusters
is practically an empty space. This organization of matter the universe suggests that it is indeed clumpy at
a certain scale. But at a large scale, it appears homogenous and isotropic.
-Base on recent data, the universe is 13.8 billion years old. The diameter of the universe is possibly infinite
but should be at least 91 billion light years. (1 light year = 9.4607 x 10 12 km). Its density is 4.5 x 10-31 g/cm3

EXPANDING UNIVERSE
 In 1929, Edwin Hubble announced his significant discovery of the “redshift” and its interpretation that
galaxies are moving away from each other, hence as evidence for an expanding universe just as
predicted by Einstein’s Theory of General Relativity.
 He observed that spectral lines of starlight made to pass through a prism are shifted toward the red
part of the electromagnetic spectrum, i.e, toward the band of lower frequency; the inference that the
star or galaxy must be moving away from us.
 Red shift as evidence for an expanding universe. The positions of the absorptions lines for helium for
light coming from the sun are shifted towards the red end as compared with those for a distant star.
This evidence for expansion contradicted the previously held view of a static and unchanging universe.
COSMIC MICROWAVE BACKGROUND
1. There is a pervasive cosmic microwave background (CMB) radiation in the universe. Its accidental
discovery in 1946 by Arno Penzias and Robert Woodrow Wilson earned them the physics Nobel Prize in
1978.
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2. It can be observed as a strikingly uniform faint in glow in the microwave band coming from all
directions-blackbody radiation with an average temperature of about 2.7 degrees above absolute zero.

Task Sheet 1.2

REVIEW

1. What is your idea of the beginning of the universe?



2. Do you know that different cultures have their own creation myths?


3. What is a creation myth?



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4. How is creation myth communicated?


Information Sheet 1.1.-2

ORIGIN OF THE UNIVERSE

NON-SCIENTIFIC THOUGHT
-Ancient Egyptians believed in many gods and myths which narrate that the world arose from an infinite
sea at the first rising of the sun.
-The Kuba People of Central Africa tell the story of a creator god Mbombo (or Bumba) who, alone in a dark
and water-covered Earth, felt an intense stomach pain and then vomited the stars, sun and moon.
-In India, there is the narrative that gods sacrificed Purusha, the primal man whose head, feet, eyes, and
mind became the sky, earth, sun and moon respectively.
-The monotheistic religions of Judaism, Cristianity, and Islam claim that a supreme being created the
universe, including man and other living organisms.
- Creation mythsis a symbolic narrative of the beginning of the world as understood by a culture.

STEADY STATE MODEL

-The now discredited steady state model of the universe was proposed in 1948 by Bondi and Gould and by
Hoyle.
-It maintains that new matter is created as the universe expands thereby maintaining its density.
-Its predictions led to tests and its eventual rejection with the discovery of the cosmic microwave
background.

BIG BANG THEORY

-As the currently accepted theory of the origin and evolution of the universe, the Big Bang Theory
postulates that 13.8 billion years ago, the universe expanded from a tiny, dense and hot mass to its
present size and much cooler state.
-The theory rests on two ideas: General relativity and the cosmological Principle. In Einstein’s General
Theory of Relativity, gravity is thought of as a distortion of space-time and no longer described by a
gravitational field in contrast to the law of Gravity of Isaac Newton. General Relativity explains the
peculiarities of the orbit of Mercury and the bending of light by the Sun and has passed rigorous tests. The

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cosmological Principle assumes that the Universe is homogeneous and isotropic when averaged over large
scales. This is consistent with our current large-scale image of the universe. But keep in mind that it is
clumpy at smaller scales.
-The Big Bang Theory has withstood the tests for expansion: 1) the redshift 2) abundance of hydrogen,
helium, and lithium, and 3) the uniformly pervasive cosmic wave background radiation-the remnant heat
from the bang.

EVOLUTION OF THE UNIVERSE ACCORDING TO THE BIG BANG THEORY

-From time zero (13.8 billion years ago) until 10 -43 second later, all matter and energy in the universe
existed as a hot, dense, tiny state. It then underwent extremely rapid, exponential inflation until 10 -32
second later after which and until 10 seconds from time zero, conditions allowed the existence of only
quarks, hadrons, and leptons.
-Then, Big Bang nucleosynthesis took place and produced protons, neutrons, atomic nuclei, and then
hydrogen, helium, and lithium until 20 minutes after time zero when sufficient cooling did not allow
further nucleosynthesis.
-From then on until 380,000 years, the cooling universe entered a matter-dominated period when photons
decoupled from matter and light could travel freely as still observed today in the form of cosmic
microwave background radiation.
-As the universe continued to cool down, matter collected into clouds giving rise to only stars after 380,000
years and eventually galaxies would form after 100 million years from time zero during which, through
nucleosynthesis in stars, carbon and elements heavier than carbon were produced.
-From 9.8 billion years until the present, the universe became dark-energy dominated and underwent
accelerating expansion. At about 9.8 billion years after the big bang, the solar system was formed.

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 Task Sheet No. 1.3

LET’S FIND OUT HOW MUCH YOU KNOW ABOUT THIS LESSON!!!!

ENRICHMENT
TEST I : MULTIPLE CHOICE
Directions: Read each question carefully. Circle the letter of the correct answer.
1. Which of the following unit of measurement used to measure astronomical distance?
a. Kilometer/hour b. Miles/hour c. Meter d. Light years
2. Which of the following matter that has gravity but does not emit light?
a. Dark Matter b. Dark Energy c. Baryonic Matter d. Light years
3. It is a matter consisting of protons, electrons, and neutrons that comprises atoms, planets, stars,
galaxies and other bodies.
a. Baryonic matter b. Dark matter c. Dark energy d. Protostar
4. It is a nuclear fusion reaction responsible for the energy produced by the stars.
a. Light years b. Main sequence stars c. Thermonuclear reaction d. Protostar
5. It comprises all space and time, and all matter and energy in it.
a. Galaxy b. Milky Way c. Universe d. Redshift
6. It is a huge disc and spiral-shaped aggregation of about atleast 100 billion stars and other bodies.
a. Milky way Galaxy b. Universe c. Solar system d. Nebula
7. Who announced the significant discovery of the redshift?
a. Albert Einstein b. Edwin Hubble
c. J.C Chamberlain and F.R Mouletons d. Ray Lyttleton
8. What is the age of the Solar system?
a. 4.1 billion years old b. 4.2 billion years old
c. 4.6 billion years old d. 4.10 billion years
9. It is an early stage in the formation of the star resulting from the gravitational collapse of the gases.
a. Protostar b. Dark energy c. Sun Star d. Sun Comet
10. They believed in many gods and myths which narrate that the world arose from an infinite sea a
the first rising of the sun.
a. Kuba people b. Ancient Egyptiansc. Central Africans d. Americans
11. The primal man whose head, feet, eyes, and mind became the sky, earth, sun, and moon
respectively.
a. Mbombo b. Bumbac. Purusha d. Juda
12. A religion in which defined as the belief in the existence of only one God created the world.
a. Monotheism b. Budhism c. Perenialism d. Existenialism
13. It is located in between Mars and Jupiter.
a. Asteroid belt b. Kuiper Belt c. Black belt d. None of these
14. The theory talks about the origin and evolution of the universe.
a. Big Bang Theory b. Theory of Relativity c. Redshift theory d. Cosmic Theory

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 15. It is an interpretation that galaxies are moving away from each other.
a. Theory of general Relativity b. Redshift c. Spectrum d. Doppler Effect
TEST II. ESSAY

1. What is the fate of the universe?

2. Will the universe continue to expand or will it eventually contract because of gravity?

3. What did the Ancient Egyptians believed about the origin of the universe?

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 LANAO SCHOOL OF SCIENCES & TECHNOLOGY, INC.
Abaga, Lala, Lanao del Norte

SENIOR HIGH SCHOOL

Learning Anytime @ Home

GRADE 12 LEARNING MODULE

EARTH AND LIFE

SCIENCE

MODULE 2

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 MODULE 2

LESSON AND COVERAGE

In this module, you will take the following lesson:
Lesson 2: Universe and the solar system (Origin of the solar system)

In this lesson, you will do the following

LESSON 2 -Describe the different hypotheses explaining the origin of the solar system
-Explain the current advancements/information on the solar system

Specific Learning Outcomes

At the end of this lesson, the learners will be able to:
1. Identify the large scale and small scale properties of the Solar System;
2. Discuss the different hypotheses explaining the origin of the solar system; and
3. Become familiar with the most recent advancements/information on the solar system.

LEARNING EXPERIENCES

LEARNING ACTIVITIES SPECIAL INSTRUCTIONS

-Please read information sheet 2.1
-Read Information Sheet No. 2.1-1 -Answer the enrichment and submit thru
[email protected] or
[email protected] or messenger account at
ediliza ramos or submit your output next meeting.

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 LESSON 2

THE ORIGIN OF THE SOLAR SYSTEM

INFORMATION SHEET 2.1

SOLAR SYSTEM

Overview

A. The solar system is located in the Milky Way galaxy – a huge disc and spiral-shaped aggregation of
about at least 100 billion stars and other bodies.
B. Its spiral arms rotate around a globular cluster or bulge of many, many stars, at the center of which
lies a supermassive blackhole.
C. This galaxy is about 100 million light years across (1 light year = 9.4607 x 1012 km;
D. The solar system revolves around the galactic center once in about 240 million years
E. The Milky Way is part of the so-called Local Group of galaxies, which in turn is part of the Virgo
supercluster of galaxies
F. Based on the assumption that they are remnants of the materials from which they were formed,
radioactive dating of meteorites, suggests that the Earth and solar system are 4.6 billion years old.
G. The solar system comprises the Sun, eight planets, dwarf planets such as Pluto, satellites, asteroids,
comets and other minor bodies such as those in the Kuiper belt and interplanetary dust.
H. The asteroid belt lies between Mars and Jupiter. Meteoroids are smaller asteroids. They are
thought of as remnants of a “failed planet” – one that did not form due to disturbance from
Jupiter’s gravity.
I. The Kuiper belt lies beyond Neptune (30 to 50 AU, 1 AU = Sun-Earth distance = 150 million km) and
comprise numerous rocky or icy bodies of few meters to hundreds of kilometers in size.
J. The Oort cloud marks the outer boundary of the solar system and is composed mostly of icy
objects.

LARGE SCALE FEATURES OF THE SOLAR SYSTEM

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 1. Much of the mass of the Solar System is concentrated at the center (sun) while angular momentum is
held by the outer planets.
2. Orbits of the planets elliptical and are on the same plane
3. All planets revolve around the sun
4. The periods of revolution of the planets increase with increasing distance from the Sun, the innermost
planet moves fastest, the outermost, the slowest.
5. All planets are located at regular intervals from the sun

SMALL SCALE FEATURES OF THE SOLAR SYSTEM

1. Most planets rotate prograde. Prograde –counterclockwise when viewed from above the Earth’s North
Pole.
2. Inner terrestrial planets are made of materials with high melting points such as silicates, iron, and nickel.
They rotate slower, have thin or no atmosphere, higher densities and lower contents of volatiles-
hydrogen, helium, and noble gases.
3. The outer four planets-Jupiter, Saturn, Uranus and Neptune are called “gas giants” because of the
dominance of gases and their larger size. They rotate faster; have thick atmosphere, lower densities, and
fluid interiors rich in hydrogen, helium and ices (water, ammonia, methane).

ELEMENT ABUNDANCE OF EARTH, METEORITES, AND UNIVERSE

1. The table below shows the abundance of elements across bodies in the solar system as compared to
abundance in the universe.
a. Except for hydrogen, helium, inert gases, and volatiles, the Universe and Earth have similar
abundance especially for rock and metal elements
b. The sun and the large planets have enough gravity to retain hydrogen and helium. Rare inert gases
are too light for the Earth’s gravity to retain, thus the low abundance.
c. Retention of volatile elements by the Earth is consistent with the idea that some materials that
formed the Earth and the solar system were “cold” and solid; otherwise, the volatiles would have
been lost. These suggest that the Earth and the Solar system could be derived from materials with
composition similar to that of the universe.
d. The presence of heavy elements such as lead, silver, and uranium on Earth suggests that it was
derived from remnants of a supernova and that the Sun is a second-generation star made by
recycling materials.

ORIGIN OF THE SOLAR SYSTEM

-Any acceptable scientific thought on the origin of the solar system has to be consistent with and
supported by information about it (e.g. large and small scale features, composition). There will be a
need to revise currently accepted ideas should data no longer support them.
RIVAL THEORIES
-Many theories have been proposed since about four centuries ago. Each has weaknesses in explaining
all characteristics of the solar system. A few are discussed below.
NEBULAR HYPOTHESIS
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 -In the 1700s Emanuel Swedenborg, Immanuel Kant, and Pierre-Simon Laplace independently thought
of a rotating gaseous cloud that cools and contracts in the middle to form the sun and the rest into a
disc that become the planets. This nebular theory failed to account for the distribution of angular
momentum in the solar system.

ENCOUNTER HYPOTHESES
A. Buffon’s (1749) Sun-Comet encounter that sent matter to form planet.
B. James Jeans’ (1917) sun-star encounter that would have drawn from the sun matter that would
condense to planets.
C. T.C Chamberlain and F.R Moulton’s (1904) planetesimal Hypothesis involving a star much bigger
than the sun passing by the Sun and draws gaseous filaments from both out which planetisimals
were formed.
D. Ray Lyttleton’s (1940) sun’s companion star colliding with another to form a proto-planet that
breaks up to form Jupiter and Saturn.
E. Otto Schmidt’s accretion theory proposed that the Sun passed through a dense interstellar cloud
and emerged with a dusty, gaseous envelope that eventually became the planets. However, it
cannot explain how the planets and satellites were formed. The time required to form the planets
exceeds the age of the solar system.
F. M.M Woolfson’s capture theory is a variation of James Jean’s near-collision hypothesis. In this
Scenario, the sun drags from a near proto-star a filament of material which becomes the planet.
Collisions between proto-planets close to the Sun produced the terrestrial planets; condensations
in the filament produced the giant planets and their satellites. Different ages for the Sun and
planets are predicted by this theory.

SUN-STAR INTERACTION
Nobel prized winner Harold Urey’s compositional studies on meteorites in the 1950s and other scientists’ work
on these objects led to the conclusion that meteorite constituents have changed very little since the solar
system’s early history and can give clues about their information.The currently accepted theory on the origin
of the solar system relies much on information from meteorites.

PROTOPLANET HYPOTHESIS –CURRENT HYPOTHESIS

A. About 4.6 billion years ago, in the Orion arm of the Milky Way Galaxy, a slowly-rotating gas and dust
cloud dominated by hydrogen and helium starts to contract due to gravity
B. As most of the mass move to the center to eventually become a proto-Sun, the remaining materials
form a disc that will eventually become the planets and momentum is transferred outwards.
C. Due to collisions, fragments of dust and solid matter begin sticking to each other to form larger and
larger bodies from meter to kilometer in size. These proto-planets are accretions of frozen water,
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 ammonia, methane, silicon, aluminum, iron, and other metals in rock and mineral grains enveloped in
hydrogen and helium.
D. High-Speed collisions with large objects destroys much of the mantle of Mercury, puts Venus in
Retrograde rotation.
E. Collision of the Earth with large object produces the moon. This is supported by the composition of the
moon very similar to the Earth’s Mantle.
F. When the proto-Sun is established as a star, its solar wind blasts hydrogen, helium, and volatiles from
the inner planets to beyond Mars to form the Gas giants leaving behind a system we know today.

RECENT ADVANCEMENT/INFORMATION ON THE SOLAR SYSTEM

EXPLORATION OF MARS
-Since the 1960s, the Soviet Union and the U.S have been sending unmanned probes to the planet Mars with
the primary purpose of testing the planet’s habitability. The early efforts in the exploration of Mars involved
flybys through which spectacular photographs of the Martian Surface were taken. The First successful landing
and operation on the surface of Mars occurred in 1975 under the Viking program of NASA. Recently, NASA,
using high resolution imagery of the surface of Mars, presented evidence of seasonal flow liquid water (in the
form of brine-salty water) on the surface of Mars.

ROSETTA’S COMET
-Rosetta is a space probe built by the European Space Agency and Launched on 2 March 2004. One of its
missions is to rendezvous with and attempt to land a probe (Philae) on a comet in the Kuiper Belt. One of the
purposes of the mission is to better understand comets and early solar systems. Philae landed successfully on
comet suggests that its isotopic composition is different from water from Earth.

PLUTO FLYBY
-On 14 July 2015, NASA’s New Horizon spacecraft provided mankind the first close-up view of the dwarf planet
pluto. Images captured from the flyby revealed a complex terrain-ice mountains and vast crater free plains.
The presence of crater free plains suggests recent (last 100 millions of years) of geologic activity.

Task Sheet No.2.1

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LET’S FIND OUT HOW MUCH YOU KNOW ABOUT THIS LESSON!!!!

ENRICHMENT
TEST I: MULTIPLE CHOICE
Directions: Read each question carefully. Circle the letter of the correct answer.
1. What planets that are called the ‘gas giants’?
a. Jupiter, Saturn, Uranus, Neptune c. Mercury, Venus, Jupiter, Saturn
b. Mercury, Venus, Earth, Mars d. Earth, Mars, Uranus, Neptune
2. Where does the solar system located?
a. Supermassive blackhole c. Milky Way Galaxy
b. Galactic center d. orbits
3. Where does the planet revolve?
a. Orbit b. moon c. sun d. universe
4. What do you call to the space built by the European Space Agency and Launched on 2 March 2004?
a. Pluto flyby b. Rosetta’s Comet c. Rosette’s Comet d. Proto-planet
5. What hypothesis which states that rotating gaseous cloud that cools and contracts in the middle to form
the sun and the rest into a disc that become the planets.
a. Rival Hypothesis b. Encounter Hypothesis c. Nebular Hypothesis d. Protoplanet Hypothesis
6. When does the first successful landing and operation on the surface of Mars occurr under the Viking
program of NASA.
a. 1975 b. 1965 c. 1985 d. 1995
7. When does NASA’s New Horizon spacecraft provided mankind the first close-up view of the dwarf planet
pluto.
a. July 24, 2015 b. July 14, 2015 c. June 24, 2015 d. June 14, 2015
8. What organization presented evidence of seasonal flow liquid water on the surface of Mars?
a. PAG-ASA b. PHIVOLCS c. NASA d. NRRMC
9. Who proposed a theory states that the Sun passed through a dense interstellar cloud and emerged with
a dusty, gaseous envelope that eventually became the planets.
a. Ray Lyttleton b. Otto Schmidt c. M.M Woolfson d. James Jean
10. Whose theory states that the sun drags from a near proto-star a filament of material which becomes the
planet?
a. Ray Lyttleton b. Otto Schmidt c. M.M Woolfson d. James Jean

TEST II. ESSAY

1. Is the Solar System unique or rare? What is the possibility of finding a similar system within the Milky
Way Galaxy? What about an Earth like plane

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 LANAO SCHOOL OF SCIENCES & TECHNOLOGY, INC.
Abaga, Lala, Lanao del Norte

SENIOR HIGH SCHOOL

Learning Anytime @ Home

GRADE 12 LEARNING MODULE

EARTH AND LIFE

SCIENCE

MODULE 3

18
 MODULE 3

LESSONS AND COVERAGE

In this module, you will take the following lessons:
Lesson 1 : Universe and the Solar System
In these lessons, you will do the following

-Recognize the uniqueness of Earth, being the only planet in the solar system with
properties necessary to support life.
Lesson 1 - Explain that the Earth consists of four subsystems, across whose boundaries matter and
energy flow.

LEARNING EXPERIENCES

LEARNING ACTIVITIES SPECIAL INSTRUCTIONS

-Answer the “TASK SHEET 3.1” “TASK SHEET 3.2” “TASK
-Read Information Sheet No. 3.1-1, 3.1-2 and 3.1-3 SHEET 3.3” and submit thru [email protected]
or [email protected] or messenger account at
ediliza ramos or submit your output next meeting.

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 LESSON 3

Task Sheet No. 3.1

Four pictures one word

1. Guess the four letter word.

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 LESSON 3

THE UNIQUENESS OF THE EARTH

Information Sheet No. 3.1-1

Man's failure to protect the environment and therefore LIFE here on Earth is perhaps due to:
1. Inability to recognize the full consequence of his/her actions;
2. Lack of appreciation of how truly unique the Earth is.
The humanity’s failure to protect the environment and life here on Earth is likely due to the following:
1. Inability to recognize the full consequence of his/her actions
2. Lack of appreciation of how truly unique the Earth is

2. Compare and Contrast. What are the similarities and differences among these three terrestrial
planets?

1. Venus, Earth, and Mars are part of the inner terrestrial or "rocky" planets. Their composition and densities
are not too different from each other.

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2. Venus is considered to be the Earth's twin planet. It has a very similar size and mass with the Earth. Mars is
about half the Earth's size.
3. Orbital period and velocity are related to the planet's distance from the sun. Among the three planet,
Venus is the nearest and Mars is the farthest from the Sun.
4. Rotational speed of Earth and Mars are very similar. Rotational speed of Venus is extremely slow.
5. Abundance of liquid water on Earth, hence the blue color. The Earth is a habitable planet.

Task Sheet No 3.2

ESSAY
1. What makes the earth unique?

______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2. What did the human do to destroy the earth?

______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3. What will happen if the earth will be destroyed? Will the life continue to exist?

______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________________

4. Write a 200 word report/essay on the following topic: ‘Can man alter Mars environment to make it
more suitable for human habitation? How?

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 ______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

INFORMATION SHEET 3.1-2

THE EARTH SYSTEM
Definition of a system
- A set of interconnected components that are interacting to form a unified whole.
The Earth subsystem
 Atmosphere
A. The atmosphere is the thin gaseous layer that envelopes the lithosphere.
B. The present atmosphere is composed of 78% nitrogen (N), 21% oxygen (O2), 0.9%
argon, and trace amount of other gases.
C. One of the most important processes by which the heat on the Earth's surface is
redistributed is through atmospheric circulation.
D. There is also a constant exchange of heat and moisture between the atmosphere and the
hydrosphere through the hydrologic cycle.
 Lithosphere
A. The lithosphere includes the rocks of the crust and mantle, the metallic liquid outer core,
and the solid metallic inner core.
B. The Plate Tectonics is an important process in shaping the surface of the Earth. The primary driving
mechanism is the Earth's internal heat, such as that in mantle convection.
 Biosphere
A. The biosphere is the set of all life forms on Earth.
B. It covers all ecosystems—from the soil to the rainforest, from mangroves to coral reefs,
and from the plankton-rich ocean surface to the deep sea.
C. For the majority of life on Earth, the base of the food chain comprises photosynthetic organisms.
During photosynthesis, CO2 is sequestered from the atmosphere, while oxygen is released as a
byproduct. The biosphere is a CO2 sink, and therefore, an important part of the carbon cycle.
D. Sunlight is not necessary for life.
 Hydrosphere
A. About 70% of the Earth is covered with liquid water (hydrosphere) and much of it is in the form of
ocean water.
B. Only 3% of Earth's water is fresh: two-thirds are in the form of ice, and the remaining one-third is
present in streams, lakes, and groundwater.
C. The oceans are important sinks for CO2 through direct exchange with the atmosphere and indirectly
through the weathering of rocks.
D. Heat is absorbed and redistributed on the surface of the Earth through ocean circulation.
The origin of the systems approach to the study of the Earth
23
A. One of the first scientists to push for a more integrated or holistic approach in the understanding of the
universe (and by extension the Earth) was Friedrich Wilhelm Heinrich Alexander von Humboldt. He considered
the universe as one interacting entity.
B. The term "biosphere" was popularized by Vladimir Vernadsky (1863-1945), a Russian - Ukranian scientist
who hypothesized that life is a geological force that shapes the Earth.
C. In the 1970s, the Gaia Hypothesis was jointly developed by James Lovelock, an English scientist/naturalist,
and Lynn Margulis, an American microbiologist. According to the Gaia Hypothesis, the biosphere is a self-
regulating system that is capable of controlling its physical and chemical environment.
D. In 1983, NASA advisory council established the Earth Systems Science Committee. The committee, chaired
by Moustafa Chahine, published a ground breaking report Earth System Science: A Program for Global
Change in 1988. For the first time, scientists were able to demonstrate how the many systems interact.
Task Sheet No. 3.3

LET’S FIND OUT HOW MUCH YOU KNOW ABOUT THIS LESSON!!!!

ENRICHMENT
TEST I. MATCHING TYPE
DIRECTIONS: Match Column A to column B
A. B.
1. the thin gaseous layer that a. Lithosphere
envelopes the lithosphere
2. it includes the rocks of the crust and mantle b. Atmosphere
3. it is the set of all life forms on Earth c. Hydrosphere
4. About 70% of the Earth is covered with liquid water
and much of it is in the form of ocean water d. Biosphere
5. A set of interconnected components that are e. System
interacting to form a unified whole. F. Subsystem

TEST II. ENUMERATION

6. What are the different subsystems of Earth?

7. Describe the different subsystem of Earth.

TEST III. ESSAY

1. What is a biosphere according to Gaia Hypothesis?

______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2. What did Friedrich Wilhelm Heinrich Alexander von Humboldt considered about the universe?

24
 _________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3. What did Vladimir Vernadsky hypothesized about life?

_________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

25
 LANAO SCHOOL OF SCIENCE & TECHNOLOGY, INC.
Abaga, Lala, Lanao del Norte

SENIOR HIGH SCHOOL

Learning Anytime @ Home

GRADE 12 LEARNING MODULE

EARTH AND LIFE

SCIENCE

MODULE 4

26
 MODULE 4

THE INTERNAL STRUCTURE OF THE EARTH

LESSON AND COVERAGE

In this module, you will take the following lessons:
Lesson 5: The internal structure of the Earth
In this lesson, you will do the following

LESSON 5 -Describe the Earth’s interior (in terms of crust, mantle, core); and
-Compare the Earth’s layers

EXPECTED LEARNING OUTCOME

 Describe where the Earth’s internal heat comes from
 Describe how magma is formed (magmatism)

LEARNING EXPERIENCES

LEARNING ACTIVITIES SPECIAL INSTRUCTIONS

-Answer the “TASK SHEET 4.1”and submit thru
-Read Information Sheet No. 4.1-1 [email protected] or
[email protected] or messenger account at
ediliza ramos or submit your output next meeting.

27
 LESSON 4

THE INTERNAL STRUCTURE OF THE EARTH

Information Sheet No. 4.1

IMPORTANT TERMINOLIGIES
A. Crust – thin, outermost layer of the Earth; is of two different types: continental crust and oceanic crust
B. Mantle – middle layer of the earth between the crust and the core; makes up about 83% of Earth’s interior
C. Core – innermost layer of the earth; outer core is in a liquid state whereas inner core is in solid state
D. Lithosphere – rigid outer layer of the layer which is made up of the brittle crust and upper mantle
E. Asthenosphere – layer of weak, ductile rock in the mantle; situated below the lithosphere
F. Moho – boundary separating the crust and the mantle
G. Seismic wave – an elastic shock wave that travels outward in all directions from an earthquake source
H. Convection – transfer of heat by mass movement or circulation of a substance
I. Plate tectonics – theory which proposes that the earth’s crust and upper mantle to be composed of several
large, thin, and relatively rigid plates that move relative to one another

Earth consists of layers made up of different densities. Earth’s center is the core which is composed of
dense metals like nickel and iron. The outermost layer, called the crust, is made up mostly of light elements,
such as silicon, oxygen and aluminum. The middle layer consisting of rocks is called mantle.

28
Core: Inner and Outer
The study of Earth’s interior is most difficult because it is inaccessible. The information about Earth’s
core is from seismic information and computer models.
Inge Lehmann, a seismologist, discovered in 1936 that earth has solid inner core. Furthermore, studies
showed that the hot spherical solid has a radius of 1250 kilometers. It consists mainly of iron-nickel alloy and is
magnetic. It has temperature of about 6000 0C, almost as hot as the surface of the sun. The pressure in the
inner core is so great that alloy cannot melt. For this reason, the inner core is mostly solid.

The outer core is made mostly of iron and nickel. The outer core is approximately 2300 km thick. It is
very hot; the temperature is between 4000 0C and 5000oC. Because of the very high temperature, the outer
core is liquid. The boundary between the outer core and inner core is sometimes referred to as Lehmann
discontinuity.

Earth’s molten metallic core gave rise to magnetic field. The magnetic field is attributed to the dynamo
effect of circulating electric current. The nature of the dynamo is not known in detail, however, it is always
linked to the rotation of the Earth.

Mantle: Lower and Upper

The mantle is the longest part of Earth. It is the intermediate layer of the Earth and is subdivided into
lower and upper mantle. It is made up of molten rocks called magma. The magma circulates in currents
determined by cooling and sinking of heavier minerals and the heating and rising of the lighter minerals. The
mantle has a total thickness of 2900 km.
The lower mantle is hot and exhibits plasticity. The higher pressure in the layer causes formation of
minerals that are different from that of the upper layer. Gutenberg discontinuity is detected between Earth’s
lower mantle and the outer core as observed by changes in the seismic waves. It is 2240 km thick.
The uppermost mantle and the Earth’s crust that form the lithosphere are relatively rigid. The upper
boundary that separates the upper mantle from the Earth’s crust is defined by the sudden increase in seismic
velocity. This is called Mohorovicic (or Moho) discontinuity; as noted by Andrija mohorovicic 1909. Moho is
5km to 10 km below the ocean floor and 20 to 90 km with an average of 35km, beneath typical continents.

Crust
There are two types of crust that make up surface of the lithosphere. These are the oceanic crust and
the continental crust. Both the continental and the oceanic crust lie on top of the mantle. The continental
crust is relatively thicker than the oceanic crust because of high elevation. This is also a result of the varying
density between the two types of crust---the granitic continental crust has lower density than the basaltic
oceanic crust, which results in the varying elevation.

29
 Task Sheet No. 4.1
Review
A. Identify the following layers:

B. Give two characteristics of the following layer:

W__________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

X___________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Z___________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

30
 AUTHENTIC MONTESSORI PROGRAMS
PAG-UTLAN, MARIBAGO LAPU-LAPU CITY
TEL # (032) 495-1349/0908-334-5550

SENIOR HIGH SCHOOL

Learning Anytime @ Home

GRADE 11 LEARNING MODULE

EARTH AND LIFE

SCIENCE
MODULE 5

PREPARED BY: EDILIZA A. RAMOS

31
 MODULE 5

EARTH MATERIALS AND PROCESSES

LESSON AND COVERAGE

In this module, you will take the following lessons:
Lesson 5: Minerals

In this lesson, you will do the following

Identify common rock forming minerals using their physical and physical properties
Lesson 5 Describe the change I mineral components and texture of rocks due to change in pressure
and temperature (metamorphism)

EXPECTED LEARNING OUTCOME

To do well in this module, you need to demonstrate an understanding of:

 the origin and environment of formation of common minerals and rocks

 geologic processes that occur within the Earth

LEARNING EXPERIENCES

LEARNING ACTIVITIES SPECIAL INSTRUCTIONS

-Answer the “TASK SHEET 5.1”and submit thru
-Read information sheet No. 5.1-1 [email protected] or
[email protected] or messenger account at
ediliza ramos or submit your output next meeting.

32
 LESSON 5

Minerals

Information Sheet 5.1

BIG IDEAS

Earth’s materials include rocks and minerals. They exhibit characteristics features
and have economic value. Earth’s rocks undergo transformation.

MINERAL- a naturally occurring (not man-made or machine generated), inorganic (not a byproduct of living
things) solid with an orderly crystalline structure and a definite chemical composition. Minerals are the basic
building blocks of rocks

Mineral Name Halite (table salt)

Chemical composition NaCl
Luster Non-metallic – vitreous; transparent to transluscent
Hardness Soft (2-2.5)
Color White
Streak White
Crystal Form / Habit Cubic
Cleavage Perfect cubic
Specific Gravity Light (2.2)
Other Properties Salty taste; very soluble; produces reddish spark in flame

There are several different mineral properties which must be identified and defined.

1. Luster – it is the quality and intensity of reflected light exhibited by the mineral
a. Metallic – generally opaque and exhibit a resplendent shine similar to a polished metal
b. Non-metallic – vitreous (glassy), adamantine (brilliant/diamond-like), resinous, silky, pearly, dull (earthy),
greasy, among others.

33
2. Hardness – it is a measure of the resistance of a mineral (not specifically surface) to abrasion.
a. Introduce students to the use of a hardness scale designed by German geologist/mineralogist Friedrich
Mohs in 1812 (Mohs Scale of Hardness).
b. The Mohs Scale of Hardness measures the scratch resistance of various minerals from a scale of 1 to 10,
based on the ability of a harder material/mineral to scratch a softer one.
c. Pros of the Mohs scale:
i. The test is easy.
ii. The test can be done anywhere, anytime, as long as there is sufficient light to see scratches.

iii. The test is convenient for field geologists with scratch kits who want to make a rough identification
of minerals outside the lab.

d. Cons of the Mohs scale:

i. The Scale is qualitative, not quantitative.
ii. The test cannot be used to accurately test the hardness of industrial materials.

3. Crystal Form/Habit The external shape of a crystal or groups of crystals is displayed / observed as these
crystals grow in open spaces. The form reflects the supposedly internal structure (of atoms and ions) of the
crystal (mineral). It is the natural shape of the mineral before the development of any cleavage or fracture.
Examples include prismatic, tabular, bladed, platy, reniform and equant. A mineral that do not have a crystal
structure is described as amorphous.

4. Color and streak

a. A lot of minerals can exhibit same or similar colors. Individual minerals can also display a variety of colors
resulting from impurities and also from some geologic processes like weathering.
b. Examples of coloring: quartz can be pink (rose quartz), purple (amethyst), orange (citrine), white
(colorless quartz) etc.
c. Streak, on the other hand, is the mineral’s color in powdered form. It is inherent in almost every mineral,
and is a more diagnostic property compared to color. Note that the color of a mineral can be different from
its streak.
d. Examples of streak: pyrite (FeS2) exhibits gold color but has a black or dark gray streak.
e. The crystal’s form also defines the relative growth of the crystal in three dimensions, which include the
crystal’s length, width and height.

34
5. Cleavage – the property of some minerals to break along specific planes of weakness to form smooth, flat
surfaces
a. These planes exist because the bonding of atoms making up the mineral happens to be weak in those
areas.
b. When minerals break evenly in more than one direction, cleavage is described by the number of cleavage
directions, the angle(s) at which they meet, and the quality of cleavage (e.g. cleavage in 2 directions at 90°).
c. Cleavage is different from habit; the two are distinct, unrelated properties. Although both are dictated by
crystal structure, crystal habit forms as the mineral are growing, relying on how the individual atoms in the
crystal come together. Cleavage, meanwhile, is the weak plane that developed after the crystal is formed.

6. Specific Gravity – the ratio of the density of the mineral and the density of water
a. This parameter indicates how many times more the mineral weighs compared to an equal amount of
water (SG 1).
b. For example, a bucket of silver (SG 10) would weigh ten times more than a bucket of water.

7. Others – magnetism, odor, taste, tenacity, reaction to acid, etc. For example, magnetite is strongly
magnetic; sulfur has distinctive smell; halite is salty; calcite fizzes with acid as with dolomite but in powdered
form; etc.

OTHER INFORMATIONS:
1. Silicates – minerals containing the two most abundant elements in the Earth’s crust, namely, silicon and
oxygen.
a. When linked together, these two elements form the silicon oxygen tetrahedron - the fundamental
building block of silicate minerals.
b. Over 90% of rock-forming minerals belong to this group.

2. Oxides – minerals composed of oxygen anion (O2-) combined with one or more metal ions
3. Sulfates – minerals containing sulfur and oxygen in the form of the (SO4)- anion
4. Sulfides – minerals containing sulfur and a metal; some sulfides are sources of economically important
metals such as copper, lead, and zinc.
5. Carbonates – minerals containing the carbonate (CO3)2- anion combined with other elements
6. Native Elements – minerals that form as individual elements
a. Metals and Intermetals – minerals with high thermal and electrical conductivity, typically with metallic
luster, low hardness (gold, lead)
b. Semi-metals – minerals that are more fragile than metals and have lower conductivity (arsenic,
bismuth)
c. Nonmetals – nonconductive (sulfur, diamond)
7. Halides – minerals containing halogen elements combined with one or more metals

Task Sheet No. 5.1

ASSESSMENT
35
A. Knowledge
MULTIPLE CHOICE: Choose the letter of the correct answer.

1. What do you call to the external shape of a crystal or groups of crystals is displayed / observed as these crystals
grow in open spaces.
a. Crystal Form/Habit c. Hardness
b. Cleavage d. Crystal habit
2. What do you call to the property of some minerals to break along specific planes of weakness to form
smooth, flat surfaces
a. Crystal Form/Habit c. Hardness
b. Cleavage d. Crystal habit
3. What do you call to a measure of the resistance of a mineral to abrasion?
a. Crystal Form/Habit c. Hardness
b. Cleavage d. Crystal habit
4. Which type of mineral that contains the two most abundant elements in the Earth’s crust, namely,
silicon and oxygen?
a. Silicates c. sulfates
b. Oxides d. Carbonates
5. Which type of minerals composed of oxygen anion (O2-) combined with one or more metal ions?
a. Silicates c. Sulfates
b. Oxides d. Carbonates
6. Which type of minerals contains halogen elements combined with one or more metals?
a. Oxide c. Halides
b. Sulfides d. Sulfates
7. Which type of minerals contains the carbonate (CO3)2- anion combined with other elements?
a. Carbonates c. Halides
b. Sulfides d. Sulfates
8. Which type of minerals contains sulfur and oxygen in the form of the (SO4)- anion
a. Silicates c. Sulfates
b. Oxides d. Carbonates
9. What do you call to a mineral that form as individual elements?
a. Metals c. semi metal
b. Non metal d. native element
10. What minerals that are more fragile than metals and have lower conductivity (arsenic, bismuth)?
a. Metals c. semi metal
b. Non metal d. native element

B. Understanding

36
1. Do you consider water as a mineral?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2. How about snowflakes or tube ice? Are these minerals?

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
______________________________________________________________________________________

3. Suppose you are given different minerals, how would you easily identify minerals?

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
_______________________________________________________________________________________

AUTHENTIC MONTESSORI PROGRAMS

PAG-UTLAN, MARIBAGO LAPU-LAPU CITY
TEL # (032) 495-1349/0908-334-5550

37
 SENIOR HIGH SCHOOL
Learning Anytime @ Home

GRADE 11 LEARNING MODULE

EARTH AND LIFE

SCIENCE

MODULE 6

PREPARED BY EDILIZA A. RAMOS

MODULE 6

38
 EARTH MATERIALS AND PROCESSES

LESSON AND COVERAGE

In this module, you will take the following lessons:
Lesson 6: Rocks
Lesson 7: Exogenic process
In this lesson, you will do the following
-Compare and contrast the formation of the different types of igneous rocks
Lesson 6 - identify common rock-forming minerals using their physical and chemical properties
- classify rocks into igneous, sedimentary, and metamorphic

EXPECTED LEARNING OUTCOME

To do well in this module, you need to demonstrate an understanding of:
1. the three main categories of rocks
2. the origin and environment of formation of common minerals and rocks
3. geologic processes that occur on the surface of the Earth such as weathering, erosion, mass wasting, and
sedimentation
4. the folding and faulting of rocks

LEARNING EXPERIENCES
LEARNING ACTIVITIES SPECIAL INSTRUCTIONS
--Answer the “TASK SHEET 6.1”and submit thru
-Read information sheet No. 6.1-1 [email protected] or
[email protected] or messenger account at
ediliza ramos or submit your output next meeting.

-Read information sheet 6.1-2 --Answer the “TASK SHEET 6.2”and submit thru
[email protected] or
[email protected] or messenger account at
ediliza ramos or submit your output next meeting.

LESSON 6
39
 ROCKS

Information Sheet 6.1

Rocks are aggregate of minerals. It can be composed of single mineral (e.g. Quartzite, a metamorphic rock
composed predominantly of Quartz) or more commonly, as an aggregate of two or more minerals. A mineral
name can be used as a rock name (e.g. Gypsum Rock which is composed predominantly of the mineral
Gypsum (CaSO4).

Rock Classifications
Rocks are classified on the basis of the mode of formation. The three rock types are igneous,
sedimentary and metamorphic rocks.

1. Igneous rocks - rocks that are formed from the solidification of molten rock material (magma or lava).
Molten rock material can solidify below the surface of the earth (plutonic igneous rocks) or at the
surface of the Earth (volcanic igneous rocks). Minerals are formed during the crystallization of the
magma. Note that the rate of cooling is one of the most important factors that control crystal size and
the texture of the rock in general.
-Igneous rocks are also classified according to silica content: felsic, intermediate, mafic and
ultramafic.
• felsic: also called granitic; >65% silica, generally light-colored
• intermediate: also called andesitic; 55-65% silica; generally medium colored (medium gray)
• mafic: also called basaltic; 45-55% silica; generally dark colored
• ultramafic: <45% silica; generally very dark colored; composed mainly of olivine and pyroxene
which are the major constituents of the upper mantle
EXAMPLES OF IGNEOUS ROCKS
1. Granite - phaneritic texture and rhyolite aphanitic and vesicular texture.
2. Diorite phaneritic texture
3. Andesite aphanitic texture.
4. Gabbro phaneritic texture
5. Basalt with aphanitic texture. Although the crystals in the gabbro may not be large, they are still
visible. Temperature and pressure at the Earth’s surface are low, allowing sedimentary processes to
happen
6. Sediment- solid fragments of organic or inorganic materials from weathered and eroded pre-
existing rocks and living
2. Sedimentary rocks- These are rocks that formed through the accumulation, compaction, and
cementation of sediments. They generally form at surface or near surface conditions.
• Sedimentary processes at or near the surface of the Earth include: weathering of rocks, sediment
transport and deposition, compaction and cementation
• Factors in sedimentary processes: weathering and transport agents (water, wind ice)
• Common sedimentary features: strata and fossils
• Strata: >1cm is called bedding and anything less is called lamination; layering is the result of a change
in grain size and composition; each layer represents a distinct period of deposition.
• Fossils: remains and traces of plants and animals that are preserved in rocks.

40
 Non-clastic / Chemical/Biochemical – derived from sediments that precipitated from concentrated
solutions (e.g. seawater) or from the accumulation of biologic or organic material (e.g. shells, plant
material). They are further classified on the basis of chemical composition.
Clastic/terrigenous - form from the accumulation and lithification of sediments derived from the
breakdown of pre-existing rocks. They are further classified according to dominant grain size.

EXAMPLES OF SEDIMENTARY ROCKS

1. Conglomerate relatively large and rounded clasts
2. breccia angular clasts
3. Sandstone visible grains and prominent layering
4. claystone with several embedded fossils.
5. Non-clastic sedimentary rocks limestone

3. Metamorphic rocks - rocks that form from the transformation of pre-existing rocks (igneous, sedimentary,
or metamorphic rocks) through the process of metamorphism. Metamorphism can involve changes in the
physical and chemical properties of rocks in response to heat, pressure, and chemically active fluids. They are
commonly formed underneath the earth through metamorphism

Contact metamorphism
• Heat as the main factor: occurs when a pre-existing rocks get in contact with a heat source (magma)
• Occurs on a relatively small scale: around the vicinity of intruding magma
• Creates non-foliated metamorphic rocks (e.g. hornfels)
Regional metamorphism
• Pressure as main factor: occurs in areas that have undergone deformation during orogenic event resulting in mountain
belts
• Occurs in a regional/large scale
• Creates foliated metamorphic rocks such as schist and gneiss
• Non-foliated rocks like marble also form thru regional metamorphism, where pressure is not intense, far from the
main geologic event.

41
 Task Sheet No. 6.1

REVIEW

A.
 Refer to the rock cycle. Describe how the following rocks are formed:
a. Igneous Rock
_____________________________________________________________________________________
____________________________________________________________________________________________
__________________________________________________________________________________________

b. Sedimentary Rock
______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

c. Metamorphic Rock
______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

 Name three common rocks and give their uses.

42
 B. Understanding
Answer the following questions:

1. What distinguishing features best describe metamorphic rocks?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2. Do you agree to the statement “One rock is the raw material for another”? justify your answer
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

3. Your place has been found to have a large deposit of gold. Are in favor of making your place a
mining site? Explain your answer
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

LESSON 7

Information sheet 7.1

Exogenic Process
BIG IDEA
Earth’s surface is constantly changing. There are processes involved in sculpting Earth’s
surface, such as weathering, mass wasting, erosion, transportation, and deposition.

Weathering

Exogenic processes are external processes that occur at or near the surface of Earth. Exogenic
processes are part of the rock cycle. They are responsible for transforming rock into sediment. Exogenic
processes include degradation processes (weathering, mass wasting, erosion, and transportation) and
aggradations processes. The physical breakdown and/or chemical alteration of rocks at or near Earth’s surface
is referred to as weathering. It is a degradation process and does not involve movement of materials. There
are two types of weathering: mechanical and chemical weathering.

Mechanical weathering
Mechanical weathering or disintegration is the breaking up of large rocks into smaller fragments without changing
the rock’s mineral composition
There are physical processes that occur in nature that break rocks into smaller pieces. These include
frost wedging (frost weathering), insolation weathering (thermal stress weathering), unloading (pressure
release) and biological activity.
43
  Frost wedging or frost weathering occurs in regions where temperature fluctuates above or below
freezing point, resulting in a freeze-thaw cycle. Water that enters through the crack and empty spaces
of rocks expands when it freezes.

 Insolation weathering or sometimes called thermal stress results from the expansion and contraction
of rocks caused by temperature changes. The expansion differs from for each mineral in the rock,
resulting into different stresses that may cause the rock to crack apart. Furthermore, the outer surface
of the rock is often warmer or colder than the inner portions, which may cause the peeling away of
outer layers. The process of “peeing off” is called exfoliation

 Unloading or pressure release occurs when the overlying rock eroded away, causing the outer rock to
expand more than the rock below. This expansion may separate the outer rock from the rock body.
This process is evident in intrusive igneous rocks. Intrusive igneous rocks are formed deep beneath
Earth’s surface. The overlying rock material exerts tremendous pressure on the igneous rocks.
 Biological activity – plants and animals as agents of mechanical weathering

Chemical Weathering

Chemical weathering decomposes rocks through chemical change. The processes involved in chemical
weathering include the following:

 Oxidation
Oxygen dissolved in water will oxidize some materials. Reddish-brown rust will appear on the surface
of iron-rich minerals which easily crumbles and weakens the rock.
 Hydrolysis
Water is perhaps the most important agents of chemical weathering. It affects silicate.
It change in the composition of minerals when they react with water,
 Carbonation and solution
Carbon dioxide (CO2) dissolves in water to form carbonic acid (H 2CO3) and reacts with carbonate rocks
(CaCO3) to form a soluble product (calcium bicarbonate).
 Biological Action
Some plants and animals may create chemical weathering by releasing chelating and, audifying
compounds that reacts with some minerals in rocks. Decaying remains of dead plants in soil may form
organic acids and, when dissolved in water, may cause chemical weathering.

Mass Wasting
In your travel from your home to school or other places, have you noticed a downward movement of rocks,
soil, and regolith (rock and mineral fragments from weathering) from slopes?

The mass movement of rocks, soil, and regolith is often referred to as mass wasting. It is the step that
follows weathering and is also a degradation process. The driving force of mass wasting is gravity. Although
gravity is the controlling force, there are other factors that influence or trigger the down slope movement of
materials with water, such as over steepening of slopes beyond the angle of repose, removal of anchoring
vegetation, and ground vibration from earthquakes.

44
Types of Mass Wasting

There are different types of mass wasting processes. Each process is defined by the type of materials
involved, and the velocity and nature of the movement.

1. Rock and Debris Falls

Rock falls occur when a piece of rock or mass of rocks become dislodged and make a free-fall along a
steep cliff. Debris fall is similar to rock fall, except that it involves a mixture of soil regolith, vegetation
and rocks.
2. Land Slides
Landslides are another type of mass wasting. They are sudden fast movement of cohesive mass of soil,
rock, or regolith. They occur in two types: translation and rotational slides. Translation slides involve
the movement of a mass of materials along a well-defined surface, such as bedding plane, foliation
surface. Rotational slides or slumps occur when the descending materials move en-masse along a
concave, upward curved surface.
3. Flows
Flows may be slurry flows or granular flows. Slurry flows consist of a mixture of rocks and/or regolith
with 20% to 40% water. They are considered as water-saturated flows. Granular flows contain 0 to 20%
water. They are not saturated with water.

Task Sheet No. 7.1

REVIEW

1. Using the Venn diagram, compare and contrast mechanical and chemical weathering.

2. How does temperature affect mechanical weathering?

____________________________________________________________________________________________
____________________________________________________________________________________________

45
 ____________________________________________________________________________________________
________________________________________________________________________________________

3. How do human activities affect weathering? Cite examples.

____________________________________________________________________________________________
____________________________________________________________________________________________
_________________________________________________________________________________________
___________________________________________________________________________________________

4. List some everyday examples of weathering. Identify and explain whether these everyday occurrences
show physical or chemical weathering.

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
________________________________________________________________________________________

AUTHENTIC MONTESSORI PROGRAMS

PAG-UTLAN, MARIBAGO LAPU-LAPU CITY
TEL # (032) 495-1349/0908-334-5550

SENIOR HIGH SCHOOL

Learning Anytime @ Home

46
GRADE 11 LEARNING MODULE

EARTH AND LIFE

SCIENCE

MODULE 7

PREPARED BY EDILIZA A. RAMOS

MODULE 7

EARTH MATERIALS AND PROCESSES

LESSONS AND COVERAGE

In this module, you will take the following lessons:

Lesson 8: Endogenic Process

In this lesson, you will do the following

- identify common rock-forming minerals using their physical and chemical properties
Lesson 1 - classify rocks into igneous, sedimentary, and metamorphic
-describe how rocks undergo weathering
Lesson 2 -explain how the products of weathering are carried away by erosion and deposited
47
 elsewhere
-make a report on how rocks and soil move down slope due to the direct action of gravity

EXPECTED LEARNING OUTCOME

To do well in this module, you need to demonstrate an understanding of:
2. the origin and environment of formation of common minerals and rocks
4. geologic processes that occur within the Earth
5. the folding and faulting of rocks

LEARNING EXPERIENCES
LEARNING ACTIVITIES SPECIAL INSTRUCTIONS
Answer the “TASK SHEET 8.1”and submit thru
-Read information sheet No. 1.1-1 [email protected] or
[email protected] or messenger account at
ediliza ramos or submit your output next meeting.

LESSON 8

Endogenic Process

Information Sheet 8.1-1

BIG IDEA

Endogenic processes are internal processes that occur beneath Earth.

These result in reshaping of landforms.

HEAT IN THE INTERIOR OF THE EARTH

48
1. Two categories of the internal heat sources of the Earth
a. Primordial heat: heat from accretion and bombardment of the Earth during the early stages of formation. If
you hit a hammer on hard surface several times, the metal in the hammer will heat up (kinetic energy is
transformed into heat energy).
b. Radioactive heat (the heat generated by long-term radioactive decay): its main sources are the four long-lived
isotopes (large half-life), namely K40, Th232, U235 and U238 that made a continuing heat source over geologic
time.
2. The estimated internal temperature of the Earth
a. The mantle and asthenosphere are considerably hotter than the lithosphere, and the core is much
hotter than the mantle.
b. Core-mantle boundary: 3,700°C
c. Inner-core – outer-core boundary: 6,300°C±800°C
d. Earth’s center: 6,400°C±600°C
3. Redistribution of the Earth’s heat:
a. Simultaneous conduction, convection and radiation
b. Convection occurs at the mantle, but not between the core and mantle, or even between the
asthenosphere and lithosphere (except at sea-floor spreading zones).The only heat transfer
mechanism in these transition zones is through conduction.

49
 MAGMA FORMATION

1. The special conditions required for the formation of magma

a. Crust and mantle are almost entirely solid, indicating that magma only forms in special places
where pre-existing solid rocks undergo melting.
b. Melting due to decrease in pressure (decompression melting): The decrease in pressure affecting a
hot mantle rock at a constant temperature permits melting forming magma. This process of hot
mantle rock rising to shallower depths in the Earth occurs in mantle plumes, beneath rifts and
beneath mid-ocean ridges.
c. Melting as a result of the addition of volatiles (flux melting): When volatiles mix with hot, dry rock,
the volatile decreases the rock’s melting point and they help break the chemical bonds in the rock to
allow melting.
d. Melting resulting from heat transfer from rising magma (heat transfer melting): A rising magma from
the mantle brings heat with it that can melt the surrounding rocks at the shallower depths.

REVIEW Task Sheet No. 8.1

[Easy]

1. What are the two primary sources of the Earth's internal heat?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2. Cite three tectonic settings where magma is formed

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3. What is the role of volatiles in the partial melting of rocks?

50
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

[Difficult]

1. What is decompression melting?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2 How is the Earth's internal heat redistributed?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3. Describe how rising magma causes melting.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Information Sheet 8.1-2

Endogenic Process

Why and how magma does rises up?

-Density contrast: magma is less dense than the surrounding country rock. Magma rises faster when
the density contrast between the magma and the country rock is greater.

At deeper levels, magma passes through mineral grain boundaries and cracks in the surrounding rock.
When enough mass and buoyancy is attained, the overlying surrounding rock is pushed aside as the
magma rises. Depending on surrounding pressure and other factors, the magma can be ejected to the
Earth’s surface or rise at shallower levels underneath.

51
 At shallower levels, magma may no longer rise because its density is almost the same as that of the
country rock. The magma starts to accumulate and slowly solidifies (Fig. 2). When the magma solidifies
at depth, it can form different types of plutonic bodies.

Viscosity: A measure of a fluid’s resistance to flow. Magmas with low viscosity flow more easily than
those with high viscosity. Temperature, silica content and volatile content control the viscosity of
magma.

Factor Effect to Viscosity

↑ temperature ↓ viscosity
↑ Silica content (SiO2) ↑ viscosity
↑ dissolved water (H2O) ↓ viscosity

Mafic magma is less viscous than silicic (felsic) magma because it is hotter and contains less silica.

The Bowen’s reaction series

a. Certain minerals are stable at higher melting temperature and crystallize before those stable at lower
temperatures.
b. This series explain how minerals are formed under different temperature conditions, given that all the
required elements for certain minerals are present.
c. There are two branches, the discontinuous and continuous branches which happen simultaneously. The
minerals in the discontinuous branch include olivine, pyroxene amphibole and biotite mica. In the
discontinuous branch, there is only plagioclase, but the Calcium and Sodium content changes from high
temperature to low temperature.
d. A single “parental magma” can produce various kinds of igneous rocks through magmatic differentiation.

Magmatic differentiation processes

Magmatic differentiation is the process of creating one or more secondary magmas from single parent
magma
a. Crystal Fractionation
–a chemical process by which the composition of a liquid, such as magma, changes due to
crystallization. Common mechanism for crystal fractionation is crystal settling. This means that denser
minerals crystallize first and settle down while the lighter minerals crystallize at the latter stages.

b. Partial Melting
- as described in Bowen’s reaction series, quartz and muscovite are basically the most stable minerals
at the Earth’s surface, making them the first ones to melt from the parent rock once exposed in higher
52
 temperature and/or pressure. Partial melting of an ultramafic rock in the mantle produces a basaltic
magma.
c. Magma mixing
– this may occur when two different magma rises up, with the more buoyant mass overtakes the more
slowly rising body. Convective flow then mixes the two magmas, generating a single, intermediate
(between the two parent magmas) magma.

The relationship of the different igneous rock types and the environment of formation

a. Basalt and basaltic magma: form when hot rocks in the mantle slowly rise and encounter lower
pressures. This leads to decompression melting (melting due to reduced pressures). This commonly
occurs along places where plates are moving away from each other (i.e. extensional plate boundaries
such as continental rifts and hotspots. This type of magma has low viscosity, low silica, high iron and
low volatile (H2O) contents.
b. Rhyolite and rhyolitic magma: formed by either (1) melting of mantle fluxed by water and sediments
carried into the mantle in subduction zones; and /or (2) interaction of mantle derived basaltic magmas
with continental crust. The magma is highly viscous with relatively high silica, low iron and high volatile
(H2O) contents.
c. Andesite and andesitic magma: Andesitic magmas maybe formed in a variety of ways: some are
formed when water and sediments on the ocean floor are pushed into the mantle along subduction
zones, leading to melting in the mantle. Others are formed when hot basaltic magma interacts with
continental crust on the way to the Earth’s surface, which likewise leads to melting. The silica, iron and
volatile (H2O) contents and viscosity are intermediate between basalt and rhyolite.

Task Sheet No. 8.2

REVIEW

DIRECTIONS: Answer the following questions:

1. Define viscosity

53
 ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2. Identify the three major factors controlling the viscosity of magma/lava.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3. How does magma change during crystallization?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

4. What is the significance of the Bowen’s reaction series?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

5. What is the Bowen’s reaction series?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

AUTHENTIC MONTESSORI PROGRAMS

PAG-UTLAN, MARIBAGO LAPU-LAPU CITY
TEL # (032) 495-1349/0908-334-5550

54
 SENIOR HIGH SCHOOL
Learning Anytime @ Home

GRADE 11 LEARNING MODULE

EARTH AND LIFE

SCIENCE

MODULE 8

PREPARED BY EDILIZA A RAMOS

MODULE 8
55
LESSONS AND COVERAGE
In this module, you will take the following lessons:
Lesson 9: Endogenic process (Continental Drift)

In this lesson, you will do the following

-explain how the continents drift
Lesson 9 - cite evidence that support continental drift

EXPECTED LEARNING OUTCOME

To do well in this module, you need to demonstrate an understanding of:
1. Discuss the history behind the Theory of Continental Drift;
2. Describe the Continental Drift Theory; and
3. Enumerate and explain the evidence used to support the idea of drifting continents

LEARNING EXPERIENCES
LEARNING ACTIVITIES SPECIAL INSTRUCTIONS
-Read information sheet No. 8.1-1 Answer the “TASK SHEET 8.1”and submit thru
[email protected] or
[email protected] or messenger account at
ediliza ramos or submit your output next meeting.

LESSON 8

56
 Endogenic Process

Information Sheet 8.1

NOTE: Pangaea – an ancient Greek word meaning “all land” or “entire earth”.

History behind the Theory of Continental Drift

A. Concept of the continental Drift
i. The idea that continents fit together like pieces of a jigsaw puzzle has been around since the 1600s,
although little significance was given to it.
ii. The continental drift hypothesis was first articulated by Alfred Wegener, a German meteorologist,
in 1912. He proposed that a single supercontinent, Pangaea, separated into the current continents
and moved across Earth’s surface to their present locations. He published his work through a book
entitled “The Origin of Continents and Oceans” in 1915.
iii. Until the 1950s-60s, it was still widely held that that continents and ocean basins had fixed
geographic positions. As such, scientists were reluctant to believe that continents could drift. What
was the driving mechanism?
iv. iv. In the 1960s, the post-war boom in oceanography generated a lot of new data about the ocean
floor. It turned out that the ocean floor was not as flat and featureless as they had originally
thought. The ocean floor was characterized by deep depressions called trenches and a network of
ridges that encircled the globe. These topographic data, together with heat flow measurements,
led to the emergence of the Seafloor Spreading Hypothesis which revived interest in Alfred
Wegener’s idea of drifting continents.

The evidence supporting continental drift

a. The fit of the continents
- Opponents of Wegener’s idea disputed his continental fit evidence, arguing that the fit of the continents’
margins was crude, and that shorelines were continuously being modified by wave erosion and depositional
processes.
i. The oceanographic data later on revealed that a much better approach was to fit the continents
together along the continental slope, where erosion would be minimal. However, a perfect fit could
still not be achieved. The process of stretching and thinning of the continental margins and
sedimentary processes (e.g. erosion, delta formation, etc.) could explain some of the overlaps.

b. Similarity in geologic units and structures

57
 - Wegener discovered that geologic structures (mountain ranges), as well as ages and rock types on
opposite sides of the Atlantic Oceans, were identical. For example, the Appalachians of the eastern United
States and Canada are similar to the mountain ranges in eastern Greenland, Ireland, Great Britain, and
Norway. Wegener concluded that these belonged to a single mountain range that became separated as the
continents drifted.

c. Fossil match
- Similar fossils of extinct plants and animals of the same age were found on different continents which
are now separated by oceans. Wegener argued that these organisms physically could not have crossed the
oceans because organisms adapt to specific types of environment and their dispersal can be limited by
biogeographic boundaries (e.g. oceans, mountain ranges, etc.) A likely explanation for this is that the
continents were part of a large contiguous landmass which later on broke apart and drifted.

i. Glossopteris flora (seed fern) – had large seeds (too large to be blown away by wind to different
continents) and grew only in subpolar regions, but fossils were widely distributed over Australia, Africa,
India and South America (later on discovered in Antarctica).

ii. Mesosaurus – a freshwater reptile (cannot cross oceans) whose fossils were found only in black
shales about 260 million years of age (Permian) in South Africa and Brazil.
iii. Lystrosaurus and Cynognathus – land reptiles whose fossils were found across South America,
Africa, India and Antarctica. With their inability to swim and the continent’s differing climates, the
organisms must have lived side by side and that the lands drifted apart after they became extinct and
fossilized.

d. Glacial and paleoclimate evidence - A glacier is a slowly moving mass or river of ice formed from the
accumulation and compaction of snow on high mountains or in polar areas. As it flows, it carries sediments of
different shapes and sizes which are then deposited and slowly compacted into a soft sedimentary rock called
till (glacial till). It also creates grooves or scratches called striations in the underlying bedrock.

i. Wegener analyzed glacial tills and striations of ancient times and found out that glaciers of the same
period (late Paleozoic age, around 300 million years ago) were located in Australia, South America,
Africa, India and Antarctica. Except for Antarctica, these continents/countries did not have subpolar
climate that allowed glaciation. In addition, the striations in the rocks were consistently pointing in
different directions. Putting the continents together in accordance to Wegener’s Pangaea shows that
the glaciation only occurred in a small region in Gondwana (around the South Pole) which then moved
outward to the aforementioned continents.

ii. Reconstructing the location of ancient glaciers led Wegener to discover that the location of the
current poles was not the same as the ancient ones. His studies showed that South Africa was originally
at the South Pole (300 million years ago), which explains the flow direction of the ancient glaciers.
Fitting the continents together places the northern half of Pangaea closer to the tropics and was
proven correct by fossil and climatological evidences.

58
 Task Sheet No. 8.1
REVIEW

Summary questions related to the lessons

1. Why do the continents fit roughly along their coastlines?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. Define the concept of continental drift.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

3. What made early scientists reject Wegener’s continental drift idea?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

4. List the lines of evidence that support continental drift.

__________________________________________________________________________________________
__________________________________________________________________________________________ -
_______________________________________________________________________________________________________________________________________

5. What evidence can prove that two mountain ranges separated by ocean were part of a single mountain
range and that these were once joined together?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

59
 AUTHENTIC MONTESSORI PROGRAMS
PAG-UTLAN, MARIBAGO LAPU-LAPU CITY
TEL # (032) 495-1349/0908-334-5550

SENIOR HIGH SCHOOL

Learning Anytime @ Home

GRADE 11 LEARNING MODULE

EARTH AND LIFE

SCIENCE

MODULE 9

PREPARED BY: EDILIZA A. RAMOS

60
 MODULE 9

DEFORMATION OF THE CRUST

LESSONS AND COVERAGE
In this module, you will take the following lessons:
Lesson 10: Deformation of the Crust (

In this lesson, you will do the following

- Describe the process of seafloor spreading; and

Lesson 10 - Demonstrate understanding of the theory of plate tectonics and how plate tectonic
processes lead to changes in Earth’s surface features

EXPECTED LEARNING OUTCOME

To do well in this module, you need to demonstrate an understanding of:
 plate tectonics
 predict what could happen in the future as the tectonic plates continue to move.
 explain how the movement of plates leads to the formation of folds and faults

LEARNING EXPERIENCES

LEARNING ACTIVITIES SPECIAL INSTRUCTIONS

-Read information sheet No. 9.1-1 Answer the “TASK SHEET 9.1”and submit thru
[email protected] or
[email protected] or messenger account at
ediliza ramos or submit your output next meeting.

61
 Task Sheet 9.1
REVIEW

1. What would the ocean floor like if we drain away all the seawater ?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
_______________________________________________________________________________________

2. Sketch a picture of what you think the ocean bottom may look like.

62
 LESSON 9

Information Sheet 9.1

SEAFLOOR BATHYMETRY
The various methods of measuring ocean depths
a. Sounding line – weighted rope lowered overboard until it touched the ocean bottom; this old method is
time-consuming and inaccurate
b. Echo sounding– type of sonar which measures depth by emitting a burst of high frequency sound and
listening for the echo from the seafloor. Sound is emitted from a source on the ship and the returning echo is
detected by a receiver on the ship. Deeper water means longer time for the echo to return to the receiver.
c. Satellite altimetry – profiles the shape of the sea surface by measuring the travel time of a radar pulse from
the satellite to the ocean surface and back to the satellite receiver. The shape of the sea surface approximates
the shape of the sea floor.

The different features of the ocean floor

a. Continental margin – submerged outer edge of the continent where continental crust transitions into
oceanic crust
i. Passive or Atlantic type – features a wide, gently sloping continental shelf (50-200m depth), a steeper
continental slope (3000-4000m depth), and a flatter continental rise.
ii. Active or Pacific type – characterized by a narrow shelf and slope that descends into a trench or
trough

b. Abyssal plains and abyssal hills – abyssal plain is an extremely flat, sediment-covered stretches of the
ocean floor, interrupted by occasional volcanoes, mostly extinct, called seamounts. Abyssal hills are elongate
hills, typically 50-300m high and common on the slopes of mid oceanic ridge (Note: figure above is not a very
good representation of abyssal hill). These hills have their origins as faulted and tilted blocks of oceanic crust.

c. Mid-ocean ridges – a submarine mountain chain that winds for more than 65,000 km around the globe. It
has a central rift valley and rugged topography on its flanks. Mid-ocean ridges are cut and offset at many
places by transform faults. The trace of a transform fault may extend away from either side of the ridge as a
fracture zone which is older and seismically inactive.

d. Deep-ocean trenches- narrow, elongated depressions on the seafloor many of which are adjacent to arcs of
island with active volcanoes; deepest features of the seafloor.
63
e. Seamounts and volcanic islands – submerged volcanoes are called seamounts while those that rise above
the ocean surface are called volcanic islands. These features may be isolated or found in clusters or chains.

SEAFLOOR SPREADING
1. REVIEW THE CONTINENTAL DRIFT THEORY
A. The evidences for Continental drift:
i. Fit of the continents
ii. Matching of rock units across ocean basins
iii. Distribution of fossils.
iv. Paleoclimate evidence (evidence of tropical climates and past glaciations)

B. Why many scientists did rejected Wegener’s Continental Drift?

i. Although Wegener presented a lot of evidence supporting the continental drift, he was not able
to convincingly explain how the continents moved.
ii. Wegener could not conceive of an acceptable mechanism for moving the continents around.

2. The different observations/evidences that led to the proposal of seafloor spreading by Hess

a. Distribution of seafloor topographic features – distribution of mid-ocean ridges and depth of the seafloor
b. Sediment thickness – fine layer of sediment covering much of the seafloor becomes progressively thicker
away from mid-ocean ridge axis; seafloor sediment not as thick as previously thought
c. Composition of oceanic crust – consists primarily of basalt
d. High heat flow along mid-ocean ridge axes – led scientists to speculate that magma is rising into the crust
just below the mid-ocean ridge axis
e. Distribution of submarine earthquakes – earthquakes do not occur randomly but define distinct belts
(earthquake belts follow trenches, mid-oceanic ridges, transform faults).

The seafloor spreading hypothesis

a. Seafloor spreading hypothesis In 1960, Harry Hess advanced the theory of seafloor spreading. Hess
proposed that seafloor separates at mid-ocean ridges where new crust forms by upwelling magma.
Newly formed oceanic crust moves laterally away from the ridge with the motion like that of a
conveyor belt. Old oceanic crusts are dragged down at the trenches and re-incorporated back into the
mantle. The process is driven by mantle convection currents rising at the ridges and descending at the
trenches. This idea is basically the same as that proposed by Arthur Holmes in 1920.
b. Proof for seafloor spreading Magnetic stripes on the seafloor: detailed mapping of magnetism
recorded in rocks of the seafloor shows that these rocks recorded reversals in direction and strength of
the Earth’s magnetic field. Alternating high and low magnetic anomalies run parallel to mid ocean
ridges. Pattern of magnetic anomalies also matches the pattern of magnetic reversal already known
from studies of continental lava flows. Deep sea drilling results: Age of seafloor forms a symmetric
pattern across the mid-oceanic ridges, age increases with distance from the oceanic ridge; no seafloor
older than 200 million years could be found, indicating that seafloor is constantly being created and
destroyed.

Theory of Plate Tectonics

Studies on the ocean and earthquakes have provided new insights in the behavior of the lithosphere.
These have led to the development of the plate tectonic theory, which proposes that the lithosphere consists
64
of seven large and numerous smaller called plates. The plates rest upon the soft layer of asthenosphere. The
plates move relative to each other. The driving force for plate movement is the convection flow in which warm
buoyant rocks rise and cooler material sinks.

The plate tectonic theory is supported by the following evidences:

1. Paleomagnetism or fossil magnetism

Paleomagnetism refers to fossils (especially rocks) formed millions of years ago and contain
record of direction of the magnetic poles at the time of their formation. A study of rock
magnetism showed that Earth’s magnetic field periodically reverse polarity.

2. Distribution of Earthquakes
Earthquake often occur along faults. Faults are breaks in a rock mass where plate movement
has occurred. Faults are associated with plate boundaries.

TYPES OF PLATE BOUNDARIES

Plate Boundary Plate Description Examples
movement
Divergent Oceanic-Oceanic Plates moving Forms elevated ridge with rift Mid-Atlantic ridge;
away from each valley at the center; submarine East Pacific rise
other volcanism and shallow
earthquakes
Continental- Broad elevated region with major East African Rift
Continental rift valley; abundant volcanism valley; Red Sea
and shallow earthquakes
Convergent Oceanic-Continental Plates moving Dense oceanic plate slips Western South
toward each beneath less dense continental America
other plate; trench forms on the
subducting plate side and
extensive volcanism on the
overriding continental plate;
earthquake foci becoming
deeper in the direction of
subduction

Older, cooler, denser plate slips

Oceanic-Oceanic beneath less dense plate; trench Aleutians;
forms on subducting plate side Marianas
and island arc on overriding
plate; band of earthquakes

65
 becoming deeper in the direction
of subduction
Continental- Neither mass is subducted; plate Himalayas; Alps
Continental edges are compressed, folded,
and uplifted resulting in the
formation of major mountain
range
Transform Plate sliding past Lithosphere is neither created mid-ocean ridge;
each other nor destroyed; most offset San Andreas fault
oceanic ridge systems while
some cut through continental
crust; characterized by shallow
earthquakes

The Wilson Cycle

1. Plate tectonics is cyclic. In 1966, J. Tuzo Wilson proposed a cycle that includes continental breakup,
drifting, collision and re-assembly of the continent.
2. Main phases of the Wilson Cycle
a. Rifting within the supercontinent leads to the opening of new ocean basin and formation of oceanic
crust.
b. Passive margin cools and sinks, and sediment accumulate along the edge.
c. Convergence begins, initiating subduction and eventual ocean closure.
d. Continent-continent collision forms the next supercontinent

The driving forces for plate motion

a. Convection in the mantle (the sinking of denser material and rising of hot, less dense material) appears to
drive plate motion.
b. Gravity-driven mechanisms such as slab-pull and ridge-push are thought to be important in driving plate
motion. Slab-pull develops when cold, dense subducting slab of lithosphere pulls along the rest of the
plate behind it. Ridge-push develops as gravity pushes the lithosphere off the mid-ocean ridges and
toward the subduction trenches.

Ocean Basin

During the early formation of the oceanic crust, it is so hot that no mantle adheres to it. As the ocean
crust cools, it cools the mantle beneath it, which starts to be joined to the base of the crust. As the ocean floor
continues to age, the solid lithosphere beneath it thickness. As the proportion of dense materials to the less
dense materials increases, the density of the lithosphere increases. When the lithosphere becomes denser
than the underlying asthenosphere, it begins to subduct. The sinking old lithosphere pulls the rest of the plate
along behind it away from the mid-ocean ridge.

Ocean Basins include continental shelf, continental slope, continental rise and ocean floor.

 Continental shelf-is relatively shallow gently sloping part of the continental crust that borders the
continent.
66
  Continental slope- it leads to deep water. The slope is quite deep. It represents the true edge of the
continent and extends downward to a depth of about 4km.

 Continental rise- it is the steep continental slope and shelf is the more gradual incline. It links the deep
ocean basin floor to the continental slope.

 Ocean floor- is formed at the base of the continental rise. It is 4000 to 6000 meters deep. It accounts
for nearly 30% of Earth’s surface. There are many volcanoes on the floor of the ocean basin.

Task Sheet No. 9.2

ASSESSMENT

Answer the following questions:

1. Will continents comeback together and form a single land mass called supercontinent? Justify your
answer.

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
_______________________________________________________________________________________

2. What are the basic assumptions of the plate tectonic theory?

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
________________________________________________________________________________________

3. What is a seafloor spreading?

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
________________________________________________________________________________________

4. Describe the ocean basin.

67
 ____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
________________________________________________________________________________________

AUTHENTIC MONTESSORI PROGRAMS

PAG-UTLAN, MARIBAGO LAPU-LAPU CITY
TEL # (032) 495-1349/0908-334-5550

SENIOR HIGH SCHOOL

Learning Anytime @ Home

GRADE 11 LEARNING MODULE

EARTH AND LIFE

68
 SCIENCE

MODULE 10

PREPARED BY: EDILIZA A. RAMOS

MODULE 10

LESSONS AND COVERAGE

In this module, you will take the following lessons:
Lesson 11: History of the Earth

In this lesson, you will do the following

-Acquire familiarity with the Geologic Time Scale;
Lesson 1 -Show the contributions of different personalities in the establishment of the Geologic
Time Scale;
- Describe how relative and absolute dating were used to subdivide geologic time;and 4.
-Explain how fossils have been used to define and identify subdivision of the geologic time
scale

EXPECTED LEARNING OUTCOME

To do well in this module, you need to demonstrate an understanding of:
1. how relative and absolute dating were used to determine the subdivisions of geologic time
2. how marker fossils (also known as guide fossils) are used to define and identify subdivisions of the
geologic time scale
LEARNING EXPERIENCES
LEARNING ACTIVITIES SPECIAL INSTRUCTIONS
Answer the “TASK SHEET 10.1”and submit thru
69
-Read information sheet No. 10.1-1 [email protected] or
[email protected] or messenger account at
ediliza ramos or submit your output next meeting.

LESSON 10

HISTORY OF THE EARTH

Information Sheet 10.1-1

Geologic Time Scale

Age of the Earth

a. The Earth has a very long history — 4.6 billions of years of history.
b. The age of the Earth is based from the radioactive isotopic dating of meteorites.
c. The oldest dated rock from the Earth is only ~3.8 billion years old.

Rocks and Fossils

a. The history of the Earth is recorded in rocks but the rock record is inherently incomplete. Some of
the "events" do not leave a record or are not preserved. Some of the rock record may have also been
lost through the recycling of rocks (Recall the rock cycle)
b. Preserved in rocks are the remains and traces of plants and animals that have lived and died
through-out Earth's History — fossils. The fossil record provides scientists with one of the most
compelling evidence for Charles Darwin's Theory of Evolution. (increasing complexity of life through
time).
Rocks, Fossils and the Geologic Time Scale

a. The Geologic Time Scale – the time line of the History of the Earth, is based from the rock record.
70
b. Geologic time is subdivided into hierarchal intervals, the largest being Eon, followed by Era, Period, and
Epoch, respectively. Subdivision of Geologic time is based from significant events in the Earth’s History as
interpreted from the rock record.
c. The mass extinction event which lead to the extinction of the dinosaurs occurred around 66.4 million years
ago marks the boundary between the Mesozoic Era (Age of the Reptiles) and the Cenozoic Era (Age of
Mammals). This mass extinction event may have been pivotal in the rise in dominance of the mammals during
the Cenozoic Era.

Geologic Timescale
a. One of the first to recognize the correspondence of between rocks and time is Nicholas Steno (1638-
1686). Steno’s principles – superposition, original horizontality, and lateral continuity became the
foundation of stratigraphy – the study of layered rocks.
b. Since the Geologic Time Scale is based on the rock record, the first order of business is to establish
the correct succession of rocks. Initially, this was done using relative dating techniques.
c. One of the earliest attempts to subdivide the rock record into units of time was made by Abraham
Gottlob Werner, a German geologist. Werner divided the rock record into the following rock-time units
(from oldest to youngest): Primary, Secondary, Tertiary, and Quaternary. Werner used the Principle of
Superposition extensively to establish temporal relationship among the rock units.
d. Fossils are also useful in determining relative ages of rocks. William “Strata” Smith (1769 – 1839),
while working in a coal mine, observed that each layer or strata of sedimentary rock contain a distinct
assemblage of fossils which can be used to establish equivalence (correlation) between rock units

separated by long distances. Moreover, he observed that these fossils succeed each other vertically in
a definite order.
e. Whereas William Smith used fossils primarily to identify rock layers, Charles Lyell (1797 – 1875),
British Lawyer and Geologist, recognized the utility of fossils in subdividing Geologic Time on the basis
of fossils. He was able to subdivide the Tertiary by examining the proportion of living vs. extinct fossils
in the rocks.
f. The underlying reason for this definite and orderly succession of fossils in the rock record is organic
evolution.

EVOLUTION OF EARTH’S HISTORY

a. Fossils are an essential part of subdividing the Geologic Time.
b. Biostratigraphy - a sub-discipline of stratigraphy which deals with the use of fossils in correlation
and establishing the relative ages of rocks.
c. Index Fossils - are marker fossils used to define periods of Geologic Time. Ideally, index fossils are
distinctive (can be easily identified and distinguished from other fossils, widespread (distribution is not
confined to a few locality) , and have limited geologic time range.
d. Ultimately, the Geologic Time Scale was assigned numerical dates (absolute dating) through the
radiometric dating of rocks.

Relative and Absolute Dating

71
How do scientists determine the geologic time scale? Scientist measure geologic time using two methods:
relative and absolute dating
Relative dating places events or rocks in their chronological sequence or order of occurrence without
knowing their actual age. This simply means that through relative dating, one can find out which layer
was formed first relative to the other layers. Relative dating cannot tell exactly how many years have
passed since the event happened.
The relative order of geologic events can be established by applying the following basic principles:
1. Principle of Original Horizontality- sedimentary rocks are deposited as horizontal or nearly
horizontal layers. Any deviation from horizontality indicates that deformation occurs after the
deposition.
2. Principle of Superposition- In the sequence of sedimentary rocks, the layer at the bottom of the
sequence is the oldest, and the successively higher levels are successively younger.
3. Principles of Cross-cutting Relationship- Geologic feature like faults or igneous intrusion are younger
that the rocks they cut across.
4. Principle of Inclusion- if rocks or rock fragments are included are included within another rock layer,
the rock fragments must be older that the rock layer where they were embedded.
Absolute dating places actual ages of rocks and events. The method used in absolute dating technique is based
on the decay rate of certain radioactive isotopes within fossils, rocks and artifacts. With the knowledge of the
decay rate, ratios of parent and daughter isotopes, the absolute date may becomputed.

Task Sheet No. 10.1

REVIEW

Answer the following questions:

1. Are the current features of the Earth the same as its features 4.6 billion years ago?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. How are scientists able to describe Earth’s history?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3. Compare relative dating from absolute dating

72
 ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

4. What are the basic principles of relative dating? Define each.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

HISTORY OF THE EARTH 10.1-2

Evolutionary events (Light Blue):
a. First evidence of life (3,850 ma)
b. Photosynthesizing bacteria (3,700 ma)
c. Oldest fossils (3,500 ma)
d. First Eukaryotes (2,700 ma)
e. Ediacaran Fauna (600 ma)
f. The Cambrian Explosion (530 ma)
g. First land plants and fish (480 ma)
h. Arthropods on land (420 ma)
i. First insects (407 ma)
j. First amphibians land vertebrates (375 ma)
k. First dinosaurs (220 mya)
l. Early mammals (220 mya)
m. First birds (150 ma)
n. First flowering plants (130 ma)
o. Early Primates 60 ma
p. First hominids (5.2 ma)
q. Modern humans (0.2 ma)
Extinctions (Red):

73
a. End Ordovician – 25% of marine vertebrates families and 57% of genera became extinct (443 ma)
b. Devonian – 50 -55% of marine invertebrate genera and 70-80 % of species go extinct (364 ma)
c. Permian – greatest extinction event; 90% of all species became extinct (250 ma)
d. End Cretaceous – extinction of the Dinosaurs; 60-80% of all species became extinct (65 ma)
e. Late Pleistocene – nearly all large mammals and birds (>45 pounds) became extinct (.01 ma)
Geologic Events (Yellow):
a. Formation of the great oceans (4,200 ma)
b. Oxygen Levels reach 3% of the Atmosphere (1.9 ma)
c. Protective Ozone in place (600 ma)
d. Gondwana forms (500 ma)
e. Oxygen nears present day concentration (400 ma)
f. Formation of Pangaea supercontinent (280 ma)
g. Pangaea supercontinent breaks up (200 ma)
h. Continents near present-day positions (40 ma)
i. Initiation of Seafloor Spreading of South China Sea (32 ma)
j. Initiation of the Philippine Fault (4 ma)
k. Global ice ages begin (2 Ma)
The Precambrian or Cryptozoic Era (4.6 Ga – 540 Ma)
a. Represents 80% of Earth’s history
b. Eon of “Hidden Life” – fossil record obscure.
Hadean Eon (4.56 -3.8 Ga)
a. From “Haedes” Greek god of the underworld
b. Chaotic time, lots of meteorite bombardment
c. Atmosphere reducing (Methane, Ammonia, CO2)
d. Start of the hydrologic cycle and the formation of the world oceans
e. Life emerged in this “hostile” environment

Archean Eon (3.8 – 2.5 Ga)

a. Anaerobic (lack of oxygen)
b. No Ozone
c. Photosynthetic prokaryotes (blue green algae) emerged and started releasing oxygen to the atmosphere
d. Life forms still limited to single celled organisms without a nucleus (prokaryotes) until 2.7 Ga when Eukaryotes
emerged.
Proterozoic Eon (2.5 Ga to 540 Ma)
a. Oxygen level reaches ~ 3% of the atmosphere
b. Rise of multicellular organisms represented by the Vendian Fauna
c. Formation of the protective Ozone Layer
Phanerozoic Eon (540 Ma to Present)
a. Eon of “visible life”
b. Diversification of life. Many life forms represented in the fossil record
c. Life forms with preservable hard parts
Paleozoic Era (540 – 245)
d. Age of “Ancient Life”
e. Rapid diversification of life as represented by the Cambrian Fauna (Cambrian Explosion)
f. Dominance of marine invertebrates
g. Plants colonize land by 480 ma
h. Animals colonize land by 450 ma
74
i. Oxygen level in the Atmosphere approaches present day concentration
j. Massive Extinction at the end (End of Permian Extinction)
Mesozoic Era (245 – 65 Ma)
a. Age of Reptiles
b. Dominance of reptiles and dinosaurs
c. Pangea starts to break-apart by 200 ma
d. Early mammals (220 mya)!
e. First birds (150 ma)!
f. First flowering plants (130 ma)!
g. Mass Extinction at the end of the Cretaceous (65 ma)
Cenozoic Era (65 ma to present)
a. Age of Mammals
b. Radiation of modern birds
c. Early Primates 60 ma!
d. Continents near present-day positions (40 ma)!
e. First hominids (5.2 ma)
f. Modern humans (0.2 ma)
g. Global ice ages begin (2 Ma)

Task Sheet No. 10.2

ASSESSMENT

A. KNOWLEDGE

1. When the extinction of the dinosaurs and all species was became extinct?
a. Devonian c. end cretaceous
b. Permian d. Late Pleistocene
2. What do you call to the Greek god of the underworld?
a. Zeus c. Haedes
b. Hera d. Poseidon
3. When was the photosynthetic prokaryotes (blue green algae) emerged and started releasing oxygen to the
atmosphere?
a. Hadean Eon c. Proterozoic Eon
b. Archaen Eon d. Paleozoic Eon
4. When was the dominance of marine invertebrates happen?
a. Paleozoic Eon c. Hadean Eon
b. Proterozoic Eon d. Archaen Eon
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5. When was the Age of “Ancient Life” happen?
a. Mesozoic Era c. Cenozoic Era
b. Paleozoic Era d. Phanerozoic Era
B. Understanding
Answer the following questions:
1. What information do fossils provide paleontologist?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2. Why do you think that there is a very little record of life during the Precambrian?

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
________________________________________________________________________________________

3. Suppose you are asked to prepare a brochure to travel to a specific geologic time, what eon or era
would you choose? What events advertisement? Why?

AUTHENTIC MONTESSORI PROGRAMS

PAG-UTLAN, MARIBAGO LAPU-LAPU CITY
TEL # (032) 495-1349/0908-334-5550

SENIOR HIGH SCHOOL

Learning Anytime @ Home

76
GRADE 11 LEARNING MODULE

EARTH AND LIFE

SCIENCE

MODULE 11

PREPARED BY: EDILIZA A. RAMOS

MODULE 11

Natural Hazards, Mitigation and

Adaptation: Geologic Processes and Hazards

In this lesson, you will do the following

- Describe and explain the hazards associated with earthquakes;

Lesson 11 - Identify areas from the Philippine map where earthquakes are most likely to happen; and
-Identify and give examples of possible geologic hazards associated with earthquakes

77
EXPECTED LEARNING OUTCOME
To do well in this module, you need to demonstrate an understanding of:
1. various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides
2. identify areas prone to hazards brought about by earthquake, volcanic eruptions and landslides
3. give practical ways of coping with geological hazards caused by earthquake, volcanic eruptions and
landslides

LEARNING EXPERIENCES
LEARNING ACTIVITIES SPECIAL INSTRUCTIONS
Answer the “TASK SHEET 10.1”and submit thru
-Read information sheet No. 11.1-1 [email protected] or
[email protected] or messenger account at
ediliza ramos or submit your output next meeting.

LESSON 11

The Geologic Processes and Hazards

Information Sheet No. 11.1-1

78
 The Philippines is a large archipelago consisting of more than 7 100 islands. It is located along the
Western Pacific Basin and lies between two tectonic plates whose interactions give rise to geologic processes
like tectonic earthquakes, volcanism, and mass movement. It is also part of the circum-Pacific seismic belt and
is within the subduction zones called the ring of fire.

The Pacific Ring of Fire is an area surrounding the Pacific Ocean where most of the world’s geologic processes
(earthquake, volcanism, and mass movement) occur.

Because of its geographical and geophysical characteristics, the Philippines are hazard-prone to
earthquakes and volcanic eruption that have adverse effects on lives, properties, and environment. For
example, the earthquake in Bohol in 2013, the landslide in Leyte in 2006, and the volcanic eruption of Mount
Pinatubo in 1991 brought numerous deaths, destruction of properties, dislocation of people, and irreparable
damage to the environment. In general, geologic hazards are natural processes or phenomena that may cause
the loss of life, injury or other health impacts, property damage, loss of livelihood and services, social, and
economic disruption, or environment damage.

Task Sheet No. 11.1

REVIEW

Answer the following questions:

1. Name recent earthquake that you remember

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
79
 2. If the earthquake you identified is one that you have also experienced, write what you experienced,
what you saw, and what damages you observed.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3. If the earthquake you identified is one that you did not experience, write what you have heard
regarding damages etc.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Information Sheet No. 11.1-2

Prevention, Preparedness, and Response Guidelines
Earthquake
A. What to do before
 Avail of a seismic map to locate active faults
 Evaluate soundness or the ability to withstand force or stress of the structure of the house or a
building
 Check potential sources of hazards at home like heavy furniture, hanging objects, electric wiring,
flammable materials, and crack on the walls among others
 Have a communication plan among the family members where to meet and whom to call.
80
  Have a disaster supply ready that includes flashlight with extra batteries, non perishable food and
water, medicine, cash whistle and etc.
 Practice evacuations drills
B. What to do During
If indoors:
 Drop to the floor, cover your face and head with your arms. Proceed to a safe place like under a sturdy
table.
 Stay away from glass, windows and anything that can fall
 Stay inside until shaking stops and then move to an open area.
 Do not use the elevators
If outdoors:
 Stay where you are.
 Move away from lines, street light posts, walls, and other structures that may fall
If in a moving vehicle:
 Stop and stay in the vehicle; avoid stopping near or under trees, buildings and overpasses.
 Do not light a match.
 Cover your mouth with clothing and handkerchief.
 Tap a pipe/wall or use a whistle so that rescuers can locate you. Shout only as last resort. Shouting can
exhaust you and cause you to inhale dust.
What to do after
 Check yourself for injuries and apply first aid.
 After you have taken care of yourself, help the people who may have been injured or trapped.
Do not remove seriously-injured persons
 Use flashlight if needed to inspect your home for damages.
 Get everyone out if your place is unsafe.
 Expect aftershocks. Each time you feel one, drop, cover and hold on.
 Listen to battery-operated radio or television for updates and government advisories.
 Use your emergency or communication plan if necessary. Use telephone only during life-threatening
emergencies
 Help neighbors who may require special assistance like the elderly people and children.

LANDSLIDES
 is a sudden, fast movement of cohesive mass of soil, rocks or regolith. Landslide cause death and
damage to property by burying structures and communities. It also changes the landscape.

The following are the list of most common human activities that will trigger and hasten the occurrence of
landslides.
a. Removal of vegetation
b. Interference with, or changes to the natural drainage
c. Leaking pipes such as water and sewer
81
 d. Modification of slopes by construction of roads, railways, buildings, subdivisions
e. Overloading slopes
f. Mining and quarrying activities
g. Vibration from heavy traffic, blasting during road constructions of nearby mining activities
h. Excavation of rocks

Information Sheet No.11.1-3

LANDSLIDES
A. What to do before

 Check if your area is at risk for landslides. Get information such as geohazard map from the local
government. Seek assistance from the local government.
 Look for warning signs which include the following:
 Changes in your landscape (leaning stress and small slide or flows)
 Jammed door and windows for the first time
 New cracks in walls and foundations
 Widening cracks on the ground or in the streets
 Rumbling sound, trees cracking, and moving debris
 Inform the neighbors of any incoming landslide or landslide threats.

B. What to do during
 Get out of the house or building when you hear rumbling sounds
 If escape is not possible, curl into a tight ball and protect your head.
 Seek refuge behind a sturdy tree
 Stay away from the path of debris fall.

C. What to do after
 Listen to the radio for the latest information.
 Check the site or building and assess the damage before returning home.
 Stay away from the landslide area
 Check yourself if injured. Apply first aid. Seek for and help injured people
Look for and report damage to concerned people

Task Sheet 11.2

REVIEW

Answer the following questions:

1. Write your own observations for each of human activities.

82
 ____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________

2. What is a landslide?

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
________________________________________________________________________________________

3. Are there any other human activities which you think can also hasten landslides? Give examples

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
________________________________________________________________________________________

Volcanic Eruption
 Refers to the release of gases (water, carbon dioxide, carbon monoxide, and sulfur dioxide), liquids
(lava), and soils ( pyroclastic, ash, and dust) from the volcano’s vent. Volcanic eruptions may cause
loss of lives, damage to agriculture and properties, and climate change.

A. What to do before
83
  Be aware of warning signs indicating that a volcano is about to erupt. These signs include rumbling
sounds, volcanic tremors, change in color of steam emission, crater glow, ground swelling, localized
landslide, increased temperature of springs, wells, or drying up of springs/wells as well as plants.
 Listen to government warnings
 Prepare emergency kits that include nonperishable food, water, battery-operated radion, light
sources, batteries, medicines and masks, among others
 Disconnect electrical appliance
 Leave the permanent danger zone immediately. Avoid low-lying areas because lava flows and
mudflows are most likely to pass here.
 Transfer immediately to higher places or government designated evacuation areas.
 Secure your pets/ livestocks in a safe and enclosed area

B. What to do during
 Close doors and windows.
 Cover your nose with wet cloth or pants. Use goggles and eye glasses instead of outdoor lenses.
 Stay inside the house or evacuation center.
 Cover electrical devices, food, and water containers with cloth or plastic.
 Covering your face with protective mask, remove ashes from roofs. Do not let ashes accumulate on
roofs.
 Avoid driving, unless necessary
C. What to do after
 Go back to your homes s only if advised by the local government or agencies.
 Remove accumulated ash on roof and plants
 Listen to government advisories for the latest information.
 Help in the clean-up of the place
 Assist injured persons

Task Sheet No. 11.4

REVIEW

84
Answer the following question:

1. What causes the volcano to erupt?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2. What are you going to do if you experience a volcanic eruption? Give at least 3 examples.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3. As a student, how can you help the victim of volcanic eruption cope up?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

85
 AUTHENTIC MONTESSORI PROGRAMS
PAG-UTLAN, MARIBAGO LAPU-LAPU CITY
TEL # (032) 495-1349/0908-334-5550

SENIOR HIGH SCHOOL

Learning Anytime @ Home

GRADE 11 LEARNING MODULE

EARTH AND LIFE

SCIENCE

MODULE 12

PREPARED BY: EDILIZA A. RAMOS

86
 MODULE 12

Natural Hazards, Mitigation and Adaptation:

Hydrometeorological Phenomena and Hazards

In this lesson, you will do the following

1. Identify and classify the different types of hydrometeorological hazards.

Lesson 12 2. Evaluate their community for potential hazards induced by extreme atmospheric and hydrologic
conditions.

EXPECTED LEARNING OUTCOME

To do well in this module, you need to demonstrate an understanding of:
1. describe the various hazards that may happen in the wake tropical cyclones, monsoons, floods or ipo-ipo

LEARNING EXPERIENCES
LEARNING ACTIVITIES SPECIAL INSTRUCTIONS
Answer the “TASK SHEET 10.1”and submit thru
-Read information sheet No. 11.1-1 [email protected] or
[email protected] or messenger account at
ediliza ramos or submit your output next meeting.

87
 LESSON 12

Task Sheet No. 12.1

Guide questions:
1. Identify the phenomena represented by the pictures

2. Is there a link or connection among these phenomena?

88
 LESSON 12

Natural Hazards, Mitigation and

Adaptation: Hydrometeorological Phenomena and Hazards

Information Sheet No. 12.1-1

The phenomena represented by the pictures are linked by meteorological, atmospheric, and
hydrological processes.
Heavy rainfall can lead to floods. The lack of rainfall, on the other hand, results to drought and the
higher incidence of wild fire. The picture of a landslide may confuse you just recall that landslides are
associated with sloping areas and that the primary driving mechanism is the pull of gravity. The trigger for a
landslide however, can be an earthquake and/or heavy rainfall.

Definition of a hydrometeorological process

Hydrometeorological hazards are processes of atmospheric, hydrological or oceanographic nature that
may cause the loss of life or injury, property damage, social and economic disruption or environmental
degradation. Examples are tropical cyclones, monsoon rains (habagat and amihan), tornado, ipo-ipo and
thunderstorms, floods, drought, wildfire and storm surges

The Philippines is strongly affected by monsoon wind. Monsoon is a seasonal reversal of wind. The
monsoon wind includes southwest monsoon referred to as “habagat” and northeast monsoon called
“amihan.” Habagat season is characterized by hot and humid weather with frequent rainfall. It usually starts in
May and ends in October. Amihan is characterized by moderate temperature with little to no rainfall. It is
experienced as cool northeast wind drawing cold dry air from Siberia. It usually starts in November and ends in
November.
Do you know that the term typhoons, cyclones, and hurricanes only differ in the location where they
come from? Cylones are storms that form in the Indian Ocean and the Southwest Pacific. Typhoons form in the
Northwest pacific, while Hurricane form in the atlantic.
In accordance to international agreement, the term “tropical cyclone” is used most countries to
describe cyclonic storms that originate over tropical oceans. Tropical cyclone is locally referred to “bagyo”. Do
you that around 19 to 20 tropical storms enter the Philippines? PAG-ASA assigns local names to those tropical
storms in alphabetical order.
A tornado (locally known as ipo-ipo) is whirling funnel-shaped clouds. The area at the bottom of this
funnel of swirling air has an extremely low air pressure. When this low pressure point touches the ground, it
acts like a giant vacuum cleaner. Tornado lasts only for a few minutes, but causes massive damages and
injuries.
Tropical cyclones and flooding are often correlated. Cyclones are often accompanied by heavy rains
which may comes with localized or widespread flooding, as well as storm surge in coastal regions. The damage
is enormous in terms of:
 Human consequences like injury and deat of persons and health-related problems

89
  Economic consequences due to destruction of building, bridges, roads, agricultural land, and
disruption of services
 Environmental degradation affecting fauna, flora, marine life, water resources and soil.

Task Sheet No. 12.1

REVIEW

1. Using a Venn diagram, show the similarities and differences among a tropical cyclone, typhoon, and
hurricane.

2. What is your main source of warning bulletin about the weather condition? Is it helpful to you? Explain
your answer

90
 Information Sheet No. 12.1-2

Hydrometeorological hazards, risks and disasters

a. What is hazard adaptation?

Hazard adaptation are knowing how to adjust or cope with an existing environmental condition in
particular those pertaining to areas with potential hazards brought about by hydrometeorological
phenomenon. To be able to do this, it is important to identify potential hazards and their potential
impacts and effects to the community.

b. What is risk reduction?

Measures to reduce the frequency or severity of losses brought about by the effects of hazards. It is
also a measure of reducing the exposure of people to the effects of hazards.

c. What is disaster mitigation?

These are measures or methods or strategies that eliminate or at least reduce the impacts and risks of
hazards. There must be proactive measures done prior to a disaster to prevent loss of lives and
properties. One very common mitigation measures against floods are river channel dikes.

91
 Task Sheet No. 12.3
TASK

a. Think about the hazards (potential to do harm to people, property, and/or the environment)
associated with a typhoon and flooding. List your response on the below.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________________

b. Make your guideline on how to prevent, prepare and response during a hazard specifically “typhoon”

A. What to do before

B. What to do during

C. What to do after

92
 Information Sheet No.12.1-3

Natural Hazards, Mitigation and Adaptation:

Marine and Coastal Processes and their Effects

The Philippines has about 7100 islands and has one of the longest coastlines in the world,
approximately 36 289 km.
Coastlines comprise the natural boundary zone between the land and the ocean. The coastline
ecosystem consists of sand beach, sand dunes, coral reef, estuaries, delta, lagoon, magrooves, and sea grass
beds, among others.
The coastal ecosystem has significant value. It provides resources, such as marine plants and animals,
crude oil, natural gas, minerals, salts and construction materials (gravel and sand). It also provides services
(direct and indirect) like recreation, transportation, shoreline protection, sustaining biodiversity, and potential
source of renewable energy.

Coastal Processes and Hazards

Coastal regions undergo changes, which include erosion, submersion, and salt intrusion.
Coastal erosion is the wearing away of rocks and the crust. This is caused by waved action and tidal and
wave currents, which dissolves chemical in rocks.
Intense hydrometeorological phenomena lead to coastal erosion, submersion of low coastline zones,
and saltwater intrusion in coastal areas. Salt intrusion is the movement of salt water into fresh water aquifer.
In addition to natural processes, human activities also accelerate coastal processes. These include
construction of structures on or near the beach, dumping site for solid waste or construction of septic system
close to the beach, harbor development tourism-related activities, quarrying, and mining, among others.
To mitigate coastal erosion, submersion and salt intrusion in coastal areas, the following are suggested
strategies:
 Political- through legislations that define proper zoning, better land use planning and conversion,
proper waste disposal, and regulated mining quarrying
 Structural – through the use of hard and soft structures include breakwater, seawall, and groyne

Soft structures are used to dissipate wave energy by maintaining the natural topography of the coast. It
includes beach nourishment or feeding and revegetation.
Beach nourishment involves adding large volumes of sand to the beach. The sand may be obtained
from an inland or offshore source. This requires regular maintenance and is usually used in conjunction
with hard structure options.
93
 Coastal revegetation is recommended to muddy coastal environment or within the tidal zone of
estuaries where mangrove forests and other indigenous shrub species are commonly found.

Task Sheet No. 12.4

QUIZ

A. MULTIPLE CHOICE
Directions: Encircle the letter of your choice.
1. It is define as the proper zoning, better land use planning and conversion, proper waste disposal.
a. Coastal revegetation b. soft structure c. political d. structural
2. It is the movement of salt water into fresh water aquifer.
a. Coastal erosion b. salt intrusion c. coastal revegetation d. beach nourishment
3. It is wearing away of rocks at the crust.
a. Coastal erosion b. salt intrusion c. coastal revegetation d. beach nourishment
4. It is the use of hard and soft structures include breakwater, seawall, and groyne.
a. beach nourishment b. political c. soft structure d. structural
5. It is recommended to muddy coastal environment or within the tidal zone of estuaries.
a. Salt intrusion b. Coastal revegetation c. structural d. soft structure

B. Understanding
Answer the following questions:
1. Is coastal erosion inevitable? Why? Why not?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2. Describe how tourism-related activities accelerated coastal erosion.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

C. Performance
Suppose you are the mayor of a coastal town, what action plan would you initiate to mitigate
coastal processes?

94
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

AUTHENTIC MONTESSORI PROGRAMS

PAG-UTLAN, MARIBAGO LAPU-LAPU CITY
TEL # (032) 495-1349/0908-334-5550

SENIOR HIGH SCHOOL

Learning Anytime @ Home

EARTH AND LIFE

SCIENCE

MODULE
95
13
 PREPARED BY: EDILIZA A. RAMOS

MODULE 13

Introduction to Life Science

In this lesson, you will do the following

-Discuss the historical development of the concept of life including theories, experiments
Lesson 12 and evidences;
- Describe the conditions on early Earth that made the origin of life possible and the first
life forms; and
-Discuss the unifying themes of life and how they are interconnected

EXPECTED LEARNING OUTCOME

To do well in this module, you need to demonstrate an understanding of:
1. evolving concept of life based on emerging pieces of evidence
2. classic experiments that model conditions which may have enabled the first life forms to evolve;
3. how unifying themes (e.g. structure and function, evolution and ecosystems) in the study of life show
connections among living things and how they interact with each other and with their environment

LEARNING EXPERIENCES
LEARNING ACTIVITIES SPECIAL INSTRUCTIONS
Answer the “TASK SHEET 10.1”and submit thru
-Read information sheet No. 11.1-1 [email protected] or
[email protected] or messenger account at
ediliza ramos or submit your output next meeting.

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 LESSON 13

INTRODUCTION TO LIFE SCIENCE

Task Sheet No. 12.1

It is summer. You are walking along the seashore and you observe some geese on the shore. You walk
closer to the water and you notice tiny organisms. You continue to observe your surroundings. Suddenly,
several questions pop into your mind: why do organisms grow differently? What other living things exist in
this body of water? How do these animals survive their environment?
The world around us is full of amazing and diversed life forms---including seaweeds that float in the
ocean, trees that grow on land, and even the tiny bacteria inside your intestines. The world is made up of
many different places, such as oceans, forests, deserts, mountains and plains where organisms live.

THE ORIGIN OF LIFE

GUIDE
QUESTIONS

Answer the following questions:

1. What makes living things different from non living things?

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_______________________________________________________________________________________________
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2. How do living things sustain life?

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3. For your opinion: What is life?

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LESSON 13

Information Sheet No.13.1

It took Earth nearly one billion years to cool enough for the first life forms to appear. Scientist have been
studying living things and the world us for several hundred years, but only in the last few decades have we
really begun how the world around us came to be the way it is.

THE CONCEPT OF LIFE

Earth is much older than life. Based on radioactive decay studies of rocks, it was revealed that Earth is
around 4.5 billion years old---1 billion years older than the oldest fossils. So how did life begin? Where did
it come from?
There were no witnesses to the origin of life. However, there are possible explanations that attempt
different possibilities on how life could have begun:
1. Extraterrestrial origin- The hypothesis explains that life was originated on another planet outside our
solar system. Life was then carried to Earth on a meteorite or an asteroid and colonized Earth.
However, this hypothesis has not been proven.
2. Panspermia- the theory presumes that the “seed” of life exist all over the universe and can be
propagated through space, and that life on Earth originated from those seeds.
3. Divine creation- many people believe that life was put on Earth by the divine forces. Creation theories
are common to many of the world’s religions and cultures.
4. Origins from the non living matter- scientist believe that life arose on Earth from inanimate matter
after Earth had cooled. They stated that random events probably produced stable molecules that could
self-replicate. Then, natural selection favored changes in the rate of reproduction which eventually led
to the first cell.

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 The first three possibilities fall outside the realm of science, and thus are not considered for scientific
studies. Scientist hypothesized that life began back when conditions were quite different from Earth’s current
environment. These conditions included an atmosphere that lacked oxygen but was rich in carbon dioxide,
carbon monoxide, hydrogen and nitrogen. Earth’s surface was bombarded with meteorites, volcanic
eruptions, and intense radiation from the sun. It is believed that under these conditions, life may have
originated from nonliving matter—life started from chemicals that already existed in the environment. These
chemicals included water and clay, minerals in the oceans, and gases present in the atmosphere. The energy
that was [present on Earth caused these chemicals to react with one another, forming the complex molecules
(e.g., amino acids, DNA, carbohydrates, and lipids) that made life possible. However, the source of these
molecules must be discovered to understand how life originated from nonliving matter.
American chemist Stanley Miller performed an experiment that replicated early Earth conditions.
Together with Harold Urey, he provided proof that amino acids and other organic molecules could be formed.
The atmosphere that Miller and Urey introduced into the flasks contained simple molecules that were
probably present in early Earth’s atmosphere: hydrogen, carbon dioxide, methane, water vapor, nitrogen,
ammonia, and carbon monoxide. They heated and zapped it with electrical sparks to stimulate lightning.
Within days, a dark, smelly mixture developed. When this mixture was analyzed, they found that many
complex molecules had formed, including some amino acids, which are the building blocks of proteins.
How did the first cells formed? The crucial feature that separates the cell from its environment is the
cell membrane, which contains lipids. Scientist thinks that formation of tiny sphere of lipids may have been
the first stage in the origin of the cell.

Task Sheet No. 13.1

REVIEW

Answer the following questions:

1. Contrast the four explanations for the origin of life.

2. What is the difference between the atmosphere 3.5 billion years ago and today?

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3. How did scientist explain the origin of the first cell?

Information Sheet No. 13.1-2

Bioenergetics: Structures and Functions of Cells

Earth’s age, as estimated by several independent studies is about 4.5 billion years. So far, no
fossils have been found in the oldest rocks, which are about 3.8 billion years old. The oldest fossils that
have been discovered were found in 3.5 billion years old rocks that were once sediments on the ocean
floor. The tiny fossils that were found in these ancient rocks were bacteria.

Biologists separate the bacteria into two groups according to the composition of the cell walls
and cell membranes, as well as in the structure of some of their proteins. The first group is called
Eubacteria , also known as the true bacteria. Most living bacteria, including those that cause disease
and decay, are Eubacteria. The second group is bacteria, the Archaebacteria or ancient bacteria are
rare. They are found mainly in hostile environment where conditions resembles those of early Earth
(e.g., salty lakes, hot springs, swamps, and ocean floor)

Scientist believed that the first cell were the prokaryotes—Organisms whose cells have no
nucleus. The first prokaryotes were anaerobic, which means they did not need and could not tolerate
free oxygen. Organisms that need oxygen could not have survived because Earth lacked free oxygen.
Many anaerobic prokaryotes still live on Earth today in places where there is no free oxygen.

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 More complex life-forms appeared in the fossil record. These organisms, known as eukaryotes,
were much larger than prokaryotes. And they contained a central nucleus and complicated internal
structure. Over the past 1.5 billion years, eukaryotic cells have evolved into organisms that are
composed of many cells. It is believed that the first single-celled eukaryote evolved around 2 BYA and
is the ancestor of all plants and animals that exist today. By about 200 million years ago, enough ozone
had formed in the atmosphere to make Earth‘s surface a safe place to live in.

Important words to remember:

 Desmosome- found only as an intercellular junction in animal cells; all the rest are found in a
prokaryotic cell
 peroxisome which is found only in eukaryotes that contain oxidases and catalases
 Ribosome is common to all cells while the other structures are found in plant cells sites of protein
synthesis
 ER- consists of a membrane layer and the rest are made of microtubules
 Lysosomes are surrounded by a single membrane layer while the rest are made of two layers of
membranes
 Gap junctions provide cytoplasmic channels from one cell to another
 Chromoplasts plastids containing pigments other than chlorophyll
 Pili allow bacteria to exchange DNA during conjugation
A. The cell membrane
i. phospholipids and proteins in membrane
ii. ii. the fluid mosaic model of cell membrane

B. Parts of a typical bacterial cell;

 cell membrane;
 cell wall; ribosome;
 nucleoid; mesosome; pili; fimbriae; flagella; capsule; cytosol

C. Common structures in plant and animal cell:
 nucleus (with nucleolus); rough endoplasmic reticulum (rER); smooth ER; Golgi complex;
lysosomes; ribosomes; micro bodies; mitochondria
D. Unique structures in plant and animal cells
i. found in plants only – chloroplast; cell wall; large vacuole
ii. ii. found in animal cells only – centrioles and cilia
E. The cytoskeleton and some related structures
i. microfilaments; intermediate filaments; microtubules
ii. ii. centrioles iii.cilia and flagella
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 F. Extracellular components
i. in plants – cell walls; plasmodesma(ta)
ii. ii. in animals – extracellular matrix (ECM); cell junctions – tight junction; desmosome; gap
junction

Task Sheet No. 13.1

Activity 1

“Search in the internet about plant cell and animal cell, then draw it on the box provide below
including its structure”

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 Plant cell Animal cell

Activity 2

REVIEW

A simple analysis of “odd one out”.

Identify the structure which does not belong to the group.
1. capsule; flagella; pili; nucleoid; desmosome;
2. cell membrane; DNA; ribosome; peroxisome; cytosol
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 3. cell wall; plasmodesma; huge vacuole; chloroplast; ribosome
4. lysosomes; nucleus; mitochondria; chloroplast
5. cilia; flagella; centrioles; ER; microtubules
Match: Choose an answer from the choices before each numbered item
A. ribosomes B. pili C. peroxisomes D. chromoplasts E. gap junctions
6. contain oxidases and catalases
7. provide cytoplasmic channels from one cell to another
8. sites of protein synthesis
9. plastids containing pigments other than chlorophyll
10. allow bacteria to exchange DNA during conjugation

Activity 3

ANSWER THE FOLLOWING QUESTIONS:

1. How do prokaryotic and eukaryotic cells differ?

2. Compare and contrast the plant cell and animal cell. Using the Venn diagram.

AUTHENTIC MONTESSORI PROGRAMS

PAG-UTLAN, MARIBAGO LAPU-LAPU CITY
TEL # (032) 495-1349/0908-334-5550

104
 SENIOR HIGH SCHOOL
Learning Anytime @ Home

EARTH AND LIFE

SCIENCE

MODULE 14

PREPARED BY: EDILIZA A. RAMOS

MODULE 14
105
 Bioenergetic Photosynthesis and Energy Flow
In this lesson, you will do the following

-Describe the first two laws of thermodynamics

Lesson 14 -Differentiate the nature of enzyme activity
-Explain photosynthesis as a re-dox process
-Diagram the events in light reactions
-Illustrate the Calvin cycle

EXPECTED LEARNING OUTCOME

To do well in this module, you need to demonstrate an understanding of:
1. photosynthetic organisms use light energy to form energy-rich compounds. They will be able to
trace the energy flow from the environment to cells.
LEARNING EXPERIENCES
LEARNING ACTIVITIES SPECIAL INSTRUCTIONS
Answer the “TASK SHEET 14.1”and submit thru
-Read information sheet No. 14.1-1 [email protected] or
[email protected] or messenger account at
ediliza ramos or submit your output next meeting.

LESSON 14
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 Task Sheet No. 14.1
Guide questions

1. What will happen if the sun will not shine for two months?
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2. What are the energy reserves on earth?

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3. What will happen if there are no plants on earth?

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LESSON 14
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 Photosynthesis

Information Sheet No.14.1-1

All of the energy used by living cells comes ultimately from the sun, captured by plants and some algae
through photosynthesis. Recall that the plant cells contain chloroplast that carry out photosynthesis.
Photosynthesis involves three stages:
1. Capturing energy from sunlight
2. Making ATP, and
3. Building carbohydrates
The first two processes are involved in the light-dependent reaction because they take place only in the
presence of light. The third process, which involves the formation of organic molecules from atmospheric
CO2 and can take place in the light or dark, is called light-independent reaction. As long as ATP is available,
it occurs as readily in the absence of light as in its presence.
STAGE 1: Capturing Energy from Sunlight
Light consists of tiny packets of energy called photons. A molecule that absorbs light is called pigments.
Plants have pigment in their cells that absorbs the energy of light. The main pigment used in
photosynthesis is chlorophyll. It is a pigment that absorbs red and blue light and reflects green light. Plants
containing chlorophyll appear green.
Biologist found that chloroplasts are bodies with an elaborate eternal structure containing stacks of
hollow discs called thylakoids. These thylakoids are found in membranous structure called granum
(plural:grana) that contain chlorophyll.

Photosynthesis in plants occurs within the chloroplast. The chlorophyll, which absorbs photons or the tiny
packets of energy, is found in disclike structures called thylakoids.
Photosynthesis converts light energy from the sun to chemical energy in the form of sugar.

STAGE 2: Making ATP

What happens when light strikes the chlorophyll? Inside the chloroplast surrounding the thylakoid is
semiliquid substances called stroma. In the membranes of thylakoids, chlorophyll pigments are grouped
together in a network called photosystem.
Each chlorophyll within the photosyste network is capable of capturing photons. A lattice of proteins
holds pigment of the photosystem in close contact with one another. When light strikes the chlorophyll in the
photosystem, the resulting excitation passes from one chlorophyll molecule to one another. The excited
electron is not transferred mechanically by the chlorophyll; it is the energy that passed from one chlorophyll t
another. Eventually touching a membrane bound protein. The energy is then transferred to that protein
which, in turns, passes it to a series of proteins that utilizes the energy to make ATP and build organic
molecule. The end product of light reactions are NADPH, O 2, ATP, O2 is released into the atmosphere, while
the rest of the chemicals are released into the stroma of chloroplast and are nest used to drive the dark
reaction of photosynthesis.

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STAGE 3: Building Carbohydrates
The ultimate goal of photosynthesis is to capture carbon atoms from carbon dioxide in the air and use
them to make carbohydrates that store energy. In a series of reactions, plants produce number of carbon
containing molecules. From these molecules, plants can them assemble more complex carbohydrates, such as
glucose, and other compounds needed for energy and growth. This series of reaction is called the Calvin cycle,
the energy that fuels the Calvin cycle comes from ATP made during the light-independent of photosynthesis.

The cycle begins by using CO2nfrom the air into organic molecules already present in the chloroplast.
This initial incorporation of carbon into organic compounds is known as carbon fixation. The Calvin cycle then
reduces the fixed carbon to carbohydrates through the addition of electrons. The reducing power is provided
by the electrons of NADPH acquired during the light reactions. To convert CO 2 into carbohydrates, the Calvin
Cycle also needs ATP generated by the light reactions. Thus, it is the Calvin cycle that makes sugar, but it can
do so only with the help of NADPH and ATP.
The overall process of photosynthesis may be summarized by the following equation:
6CO2+12H2O+light energy C6H12O6+ 6O2

The equation shows that carbon dioxide and water reacts in the presence of sunlight to form glucose and
oxygen gas.
Note: Dark reactions also occur during daytime

Laws of Thermodynamics
a. Energy can neither be created nor destroyed; it can only be converted from one form to another.
b. Entropy or disorder occurs for every energy transformation.
Exergonic and endergonic reactions
a. Exergonic reactions occur with the net release of free energy.
b. Endergonic reactions (“energy inwards“) require free energy from its surroundings
Enzymes as biological catalysts
i. Components of an enzyme – apoenzyme; holoenzyme; cofactors; coenzymes
ii. ii. Enzyme inhibition – competitive vs. non-competitive

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 Task Sheet No.14.1

QUIZ

A. Directions: True or False. Write T if the statement is correct or true; if not write F.
1. The energy of the universe is constant.
2. An endergonic reaction is a downhill process.
3. The oxygen given off by plants come from water, not from CO2
4. Cyclic electron flow produces NADPH
5. Glucose is produced directly from the Calvin cycle
A.
Answer the following questions:
1. How do green plants capture energy from sunlight?

2. What happen to the ATP and NADPH made during the second stage of photosynthesis?

3. Should the dark reaction take place in the dark? Explain.

B. Bioenergetics Utilization of Energy

GUIDE QUESTIONS
Inquiry-based Activity

1. What you ate for breakfast or lunch?

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2. What activities you performed after eating breakfast or lunch?

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 Information Sheet No.14.1-2
CELLULAR RESPIRATION
- is a catabolic pathway

Catabolic pathways – release energy by breaking down complex molecules to simpler compounds; ex.
glucose broken down to CO2 and H2O
You have learned that living things depend on the carbohydrates in food produced from
photosynthesis. However, before food can be used to perform work, its energy must be released. This is done
in an energy-releasing process called cellular respiration. The first result of cellular respiration is the formation
of ATP molecules. The energy release when the bonds in ATP are broken is then used to power the chemical
reactions of the cell. Cellular respiration among living things takes place in the three stages: glycolysis, Kerbs
Cycle and electron transport chain.

Cellular respiration takes place in the mitochondria. The equation for the breakdown of glucose by
cellular respiration is:
C6H12O6+ 6O2 6CO2+ 6H2O+25ATP

STAGE 1: GLYCOLYSIS
Glycolysis occurs in the cytoplasm and does not require oxygen. The process involves splitting glucose
molecules into two called pyruvates. To begin glycolysis, the cell must use ATP. For each molecule of glucose
that enters glycolysis, the cell uses two molecules of ATP. Thus, one glucose molecule breaks down into two
pyruvate acid molecules, producing two molecules of nicotinamide adenine dinucleotide (NAD +) and four
molecules of ATP. Glycolisis is usually followed by either fermentation or respiration to keep the process
going. The equation indicates that glucose and oxygen reacts to form carbon dioxide, water, and ATP
molecules.

Inside the mitochondria, oxidative respiration picks up where glycolysis left off. Both pyruvate molecules
produced by glycolysis are oxidized, freeing a high-energy electron and a carbon in the form of CO 2. The
electron is donated to NAD+, forming NADH, which will be used at the end of oxidative respiration.
When oxygen is not present, anaerobic respiration or fermentation occurs. During fermentation,
organic compounds breakdown. Hydrogen from NADH attaches to the pyruvate, forming lactic acid or ethyl
alcohol (ethanol). In the conversion to alcohol, pyruvate loses a molecule of carbon dioxide as it accepts am
electron from NADH. This process regenerates NAD +, which enables gycolysis to continue.

There are two types of fermentation process:

a. ethanol fermentation – pyruvate from glycolysis loses carbon dioxide and is converted to
twocarbon compound acetaldehyde which is then reduced to ethanol; this step also produces NADH, H
+. Wine is produced by some bacteria through this process.
b. lactic acid fermentation – pyruvate from glycolysis is reduced to lactate coupled with the oxidation
of NADH, H+. When oxygen is scarce,

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STAGE 2: KERBS CYCLE
When glucose is available, glycolysis is followed by the Kerbs cycle and the electron transport chain
(ETC). The two carbon fragment, left over after the oxidation of pyruvates, joins with a four-carbon sugar.
Then, additional reactions occur in quick succession. When the two-carbon fragment is used up, its two carbon
atoms are expelled as two molecules of carbon dioxide. An electron is donated to NAD +, forming NADH. In
addition, one ATP molecule has been made and four more energetic electrons have been created. All that
remains is the original four-carbon sugar, now free to join with another two-carbon fragment. NADPH formed
during the Kerbs cycle transport hydrogen atoms and electrons to the electron transport chain. ATP is
generated and the hydrogen atoms join with oxygen to form water. This cycle of reaction is known as the
Kerbs cycle, named after Hans Kerbs, the biochemist whose work in the 1930s revealed how these reaction
works.
STAGE 3: ELECTRON TRANSPORT
The energetic electrons in the molecules of NADH formed during the Kerbs cycle are used to make ATP
in a series of reaction known as the electron transport chain. The membranes of the mitochondrion contain
proteins that serve as proton pumps. Using these proton pumps, the mitochondrion pumps protons outward.
Driven by diffusion, the protons then pass back into the interior of the mitochondrion. The energy of the
reentering protons is used by the mitochondrion to attach a phosphate group onto ADP, making new molecule
of ATP.

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 Task Sheet No.14.2
QUIZ

I. DIRECTIONS: Encircle the letter of the correct answer.

1. The following are the different stages of cellular respiration except
A. Calvin cycle D. oxidative phosphorylation
B. citric acid cycle E. oxidation and decarboxylation of acetyl CoA
C. glycolysis
2. The following is(are) true of glycolysis
A. Glycolysis is the breakdown of six-carbon glucose to two molecules of three-carbon pyruvate.
B. Glycolysis produces a net total of four molecules of ATP via substrate level phosphorylation and two
molecules of NADH,H+.
C. Glycolysis occurs in the mitochondrial matrix.
D. A and B are correct.
E. A, B, and C are correct.
3. Citric acid cycle produces
A. ATP D. A and B only
B. NADH, H+ E. A, B, and C
C. CO2
4. The electron donor(s) during oxidative phosphorylation is(are)
A. ATP B. FADH2 C. NADH, H+ D. A and B E. B and C
5. The final electron acceptor during oxidative phosphorylation is
A. AATP B. carbon dioxide C. oxygen D. NADH, H+ E. FADH2
6. ATP as the energy currency of the cell is used in the following
A. synthesis of polymers from monomers
B. active transport
C. beating of cilia
D. contraction of muscle cells
E. all of the above

II. Test Your Understanding

Answer the following questions:
1. In ancient times, Earth’s atmosphere contained no oxygen. What form of respiration do you think was
used by the earliest forms of life? Explain your answer.

113
2. Construct a diagram comparing photosynthesis and respiration.

AUTHENTIC MONTESSORI PROGRAMS

PAG-UTLAN, MARIBAGO LAPU-LAPU CITY
TEL # (032) 495-1349/0908-334-5550

SENIOR HIGH SCHOOL

Learning Anytime @ Home

EARTH AND LIFE

SCIENCE

MODULE 15

114
 PREPARED BY: EDILIZA A. RAMOS

MODULE 15

Perpetuation of Life
Bioenergetic Photosynthesis and Energy Flow
In this lesson, you will do the following

-Identify the different ways how plants reproduce.

Lesson 15 -Differentiate asexual reproduction from asexual reproduction.
-Learn the advantage and disadvantage of both types of reproduction.
-Relate how the different types of reproduction are being used in farming practices in the
Philippines
-Relate structure function relationship among flowers, fruits and seeds
-Identify local plants and how the structure of their flower, fruit and/or seeds are aided in
dispersal

EXPECTED LEARNING OUTCOME

To do well in this module, you need to demonstrate an understanding of:
1. the different ways of how plants reproduce
2. plant and animal reproduction
3. the genetic engineering used to produce novel products
LEARNING EXPERIENCES

LEARNING ACTIVITIES SPECIAL INSTRUCTIONS

Answer the “TASK SHEET 15.1”and submit thru
-Read information sheet No. 15.1-1 [email protected] or
[email protected] or messenger account at
ediliza ramos or submit your output next meeting.

115
 LESSON 15

Perpetuation of life

Information Sheet No.15.1-1

BIG IDEA

Reproduction among living things can be accomplished by asexual

or sexual reproduction.

REPRODUCTION is one of the characteristics of life. It is a biological process in which new individual organisms
are produced, may it be sexual or asexual. Sexual reproduction involves the union of gametes (egg cell and
sperm cell) through fertilization. Meanwhile, asexual reproduction involves the creation of cloned offspring
from a parent organism.

SEXUAL REPRODUCTION In plants, flowers play a major role in sexual reproduction as it houses the structures
for this process. Below is the picture of a flower and the structures involved directly/indirectly in sexual
reproduction.

In many ways, this idealized structure of a flower is found in plants, which employ sexual reproduction. It is
composed of four main flower organs: Stamen and Carpel (Reproductive) and Petals and Sepals (Sterile).
These organs are held by a structure called a receptacle. The stamen is male reproductive organ, which
produces the pollen, which contains the sperm cell. Meanwhile, the carpel or the female reproductive organ
has the following structures: stigma, style and ovary. The stigma is the sticky end of the carpel where pollen is
trapped during the process of pollination. The style is a slender neck where the sperm cell from the pollen can
travel to the base of the carpel called the ovary. In the ovary are ovules, female gametes, which when is
fertilized by the sperm becomes the seeds of a fruit. Sometimes, a flower has only one carpel, or has more
than one carpel, which is fused, it is called a pistil.

Pollination is the process of transferring pollen from an anther to a stigma. There are various ways in which
pollination occurs whether through self-pollination, wherein the pollen is transferred to the stigma of a plant’s
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own flower, or cross-pollination wherein pollen from a different plant is delivered to a stigma of a flower of a
different plant. Pollination is needed in order for fertilization to occur. Compared to self-pollination, cross-
pollination can increase genetic diversity of plants as genes from two different individuals are shared by the
offspring.

There are different methods on how pollen is transferred from one anther to one stigma. Mainly, pollination is
through biotic means (80%) and among abiotic methods of pollination, wind (98%) and water (2%) are the
main agents.

Biotic Pollinators

a. Bees- rely on nectars from flowers for their food; as such they pollinate flowers with delicate, sweet
fragrance. They are also attracted to bright colrs, yellow and blue. Red might be dull to them, but, flowers
were able to evolve by creating ultraviolet markings as nectar guides as bees can see ultraviolet light.

b. Moths and butterflies – like bees, detect odors and pollinate flowers with sweet fragrance. The difference
in activity of a butterfly and a moth allows pollination of different plants, as butterflies are attracted to bright
flowers they are day pollinators while moths, which are mostly active at night, are attracted to white or yellow
flowers which are very distinct at night.

c. Bats – like moths are attracted to sweet smelling lightly colored flowers which stand out at night.

d. Flies – are attracted to red, fleshy flowers with a rank odor reminiscent of decaying meat.

e. Birds – do not have a keen sense of smell, thus, flower fragrance is not a flower character trait by plants
pollinated by birds. Birds are usually attracted to bright flowers such as red and yellow. Also, their nectar has
high sugar content which is needed by birds. There are other biotic agents of pollination, which aids in the
delivery of pollen to a flower’s carpel. This organism, as shown above, is adapted to the various characteristics
of flowers that require pollination.

After the process of pollination, the process of fertilization might occur, which can result in the development
of a seed which houses the embryo of a future plant. Below is the process of gametophyte production,
pollination, double fertilization and seed development.

The complete process of how a seed is formed, which might eventually become a sexually produced
organism

First, egg cells (1) and sperm cells (2) are developed from particular reproductive organs. Through pollination,
two sperm cells are delivered to the ovule which fertilizes an egg cell and the endosperm, creating a process
called double fertilization.

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The union of the sperm cells and egg cells, which both contains half the genetics materials of the parent,
allows the creation of a possible organism with the same set/number of genetic material.

If fertilization is successful, the seed will develop with the corresponding embryo, endosperm and seed coat. It
will then be prepared for dispersal and germination.

ASEXUAL REPRODUCTION

In plants, as some organs grow indeterminately due to tissues that can actively divide (meristem- actively
dividing cells) and revert to non-specialized structures (parenchyma tissues). This indeterminate growth can
lead to a form of reproduction called asexual reproduction, as these organs can separate from the parent
plant with the ability to grow and develop. Fragmentation, the most common method of asexual
reproduction, can occur through growth from a stem, leaf, root and other plant organ which gained the ability
comparable to parent plant. Not all asexual reproduction is a product of fragmentation; plants can also
produced seeds without the process of pollination and fertilization, called apomixis. Apomixis occurs when
diploid cells in the ovule creates an embryo, this can later result in the formation of a seed. Furthermore,
vegetative propagation and grafting are natural and man-made processes of asexual reproduction. Below are
different types of vegetative propagation: a. Stems: that grow horizontally above the ground is called a
runner. The nodes of these plants can allow asexual reproduction through bud growth. Example of this is
grass. b. Roots: swollen roots called tubers can allow asexual reproduction. Example of this is the swollen root
of a cassava, not that of a potato. Potatoes are stems, as evidenced of their nodes. c. Leaves: that are
succulent, such as the catacataca leaf, can allow asexual reproduction. d. Bulbs: such as onion (each skin is a
leaf) and garlic (each piece is a modified stem and leaf) is attached to an underground stem. Each can form a
new bulb underground

Artificial propagation

a. Grafting: is composed of the stock (rooted part of the plant) and the scion (the attached part). This is
usually done to hasten the reproductive ability of a plant, grow a selected fruiting plant, etc.

b. Layering: like what happens to a runner, wherein, a shoot of a parent plant is bent and is covered by soil.
This stimulates root growth, after which, the plants can be separated.

c. Cutting: is done to propagate a plant by cutting the stem at an angle of a shoot with attached leaves.
Sometimes, growth stimulator is given.

Advantage and Disadvantage of Both Types of Reproduction

Sexual Reproduction Advantage

• Genetic variability
• Dispersal
• Large number
• Adapted to unstable and difficult environments
• Growth can be suspended
Disadvantage
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• Energy expensive
• Need for a pollinator
• Prone to predation
• Time constraint
Asexual Reproduction Advantage
• No need for pollinator
• Pass all good genetic material as offsprings are clones of parents
• Can grow rapidly in a stable environment, as the offspring are genetically adapted to the environment
• Strong seedlings, prevents predation
• Energy economical
Disadvantage
• Clones are prone to diseases, predation, etc.
• Cannot be dispersed long distances
• Prone to environmental fluctuating conditions

Task Sheet No. 15.1

ASSESSMENT

ANSWER THE FOLLOWING QUESTIONS:

1. What is the difference between sexual and asexual reproduction?

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2. What are the different plant organs responsible for sexual reproduction? for asexual reproduction?
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3. What is the importance of the stamen? of the carpel?

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4. Describe the process of pollination. How it plays a role in sexual reproduction in plants?
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5. What are the different types of pollination? How is one advantageous over the other method?
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6. What are the two types of pollinating agents?

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7. How are pollinators adapted together with the plant that they pollinate?
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8. What are the different types of asexual reproduction?

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9. How does the ability of a plant to asexually reproduce help farmers in the propagation of their crops?

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10. If there is a drought, how does one’s knowledge of plant reproduction determine crop yield?

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 Information Sheet No.15.1-2

In biological systems, there is a distinct relationship between an organism’s structure and its corresponding
function. This is seen in the moist skin of frogs, which allows it to breathe through its skin. The position of the
eyes and nose of a predator functions in order for it to see its prey and acquire the necessary oxygen for
energy production. This is also evident in plants: in the branching of roots to anchor large trees, the large
number of leaves to acquire more light for photosynthesis, and wood formation for structural integrity. It is
further observed in the structure-function relationship in flowers, fruits and seeds, and in the relationships
among these structures. This lesson will discuss the individual structure-function relationships of these organs
and the structure-function relationship among these organs.

1. FLOWERS
Flowers play a major role in sexual reproduction as it houses the structures for this process.
2. Vegetative Part
a. Receptacle – holds the floral parts of the flower
b. Sepal – modified leaves that protect a flower in bud and holds the petals when in bloom
c. Calyx – collective term for the sepals
d. Petal – modified leaves that surround the reproductive organ or plants; normally colourful, and with odor,
to attract pollinators
e. Corolla – collective term for petals f. Inflorescence – cluster of flowers
3. Reproductive Part
a. Stamen – male reproductive organ
b. Filament – stalk that holds the anther at the end
c. Anther – produces the pollen which houses the sperm cell
d. Carpel – Female reproductive organ. Singly or fused, is called a pistil
e. Style – the slender neck of the carpel which holds the stigma at its end.
f. Stigma – is a structure with sticky substance which traps pollen
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g. Ovary – the bulbous structure of the carpel which contains the ovule
h. Ovule – has the egg cell of the plant.
4. Complete vs Incomplete Flower
a. A complete flower has all the parts described
b. An incomplete flower is missing one or more parts
5. Adaptive mechanisms
a. As the flower is important in the development of a fruit and the eventual dispersal of the seed for plant
propagation, it has evolved different adaptive mechanisms.
b. This structure to function relationship is important as the plant should be able to attract specific pollinators
to increasing the success rate of its propagation.
c. Competition among plants over one pollinator may result in lesser chance of propagation.
FRUITS
1. Fruits – structures that not only protect the seeds of plants but also aid in their dispersal; derived from the
maturation of a flower’s ovary
a. The ovary walls eventually become the pericarp during development.
b. The pericarp is further divided into three parts: the exocarp or skin, the mesocarp or the flesh and
the endocarp, which is the core.
c. Depending on fruit adaptations, the pericarp can be stony, woody, fleshy as such the endocarp might
not be fleshy, the exocarp might be rubbery or woody, etc.
• For example: the apple’s seed and fruit is protected by an accessory fruit which formed from
the fleshy receptacle. This ensures that the seed will not be harmed during the consumption of the
fleshy receptacle, as the fruit is not eaten, rather is thrown, aiding in its dispersal. Again, this is an
example of a structure function relationship not only in one organ (the fruit) but between the flower
and the fruit that was formed.
SEEDS
1. The seed or mature ovules contain the embryo, which will eventually germinate and grow if properly
dispersed in a favorable environment.
2. To protect the embryo from harsh environmental conditions, it goes into a state of dormancy until a
period for favorable growth and development arrives. The embryo, which is not able to produce its
own food yet, is provided with food by the cotyledon or the endosperm, or both.
3. To protect the embryo, the seed coat has an hardened outer covering which protects it from
physical or chemical disturbances.
4. The embryo is composed of the hypocotyl or the embryonic axis which termites to the radicle or the
embryonic root and the epicotyl, which is attached to the first, leaves.
5. The young leaves—together with the cotyledon, the epicotyl and the apical meristem (responsible
for apical growth or elongation)—is called the plumule.
6. In grass, the embryo is protected by two sheaths: the coleoptile (protects the young shoots) and
coleorhiza (protects the young roots).
SEED AND FRUIT DISPERSAL
1. Like pollination in plants, different agents aid seed and fruit dispersal.
a. Abiotic agents (wind, water)
b. Biotic agents (animals)
2. In order to propagate, plants have evolved in order to adapt to their environments.
a. Flowers ensure the formation of the embryo through different adaptations for pollination and fertilization.
b. The developing embryo is helped by the adaptation of the fruit and seeds, which further protects and aids
in its propagation.

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 Task Sheet No.15.2
QUIZ

Answer the following questions:

1. How is structure related to a particular function?

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2. Relate specific plant structures to their function/s.

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3. How does the structure-function relationship play out in flowers?

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4. How does the structure-function relationship play out in fruits?
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5. How does the structure-function relationship play out in seeds?

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6. How is the structure-function exhibited in local flowers, fruits, or seeds? Give definite examples.
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