COMPUTER SYSTEMS

SERVICING
Quarter 1 - Module 2
11
PARTS AND FUNCTIONS OF COMPUTERS

EXPECTATION
After reading this INFORMATION SHEET, YOU MUST be able to:
1. identify different parts and functions of a computer;
2. explain the different parts and functions of a computer;
3. appreciate the importance of parts and functions of computer.

PRE–TEST
Direction: Identify what is referred to in the following statements. Write your
answers on the lines.
___________1. It is also known as the “Brain of the computer”.
___________2. Found on many laptops, this square pad lets you move
the cursor by dragging your finger across its surface.
___________3. Used to interact with items on your computer screen.
___________4. This pointing device looks like a pencil eraser
protruding from the middle of your keyboard.
___________5. Used to display text and images on the screen.
___________6. One of the main ways to communicate with a
computer.
___________7. Allows you to play music and hear sounds effects from
your computer.
___________8. These keys include the same letter, number,
punctuation, and symbol found on a traditional typewriter.
___________9. A flat panel display, which uses an array of light-
emitting diodes as a video display.
___________10. This keypad is handy for entering numbers quickly.

RECAP
Last session we tackle about what is computer the different types of
computers, and its different sizes and power.

A computer is a machine programmable to manipulate the symbols. Its

main characteristics are:
 It gives a well-defined response to a particular set of instructions.
 This will execute a pre-programmed list of instructions.
 It can store and recover vast volumes of data easily.

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Types of Computers

 Personal computer: A small, single-user, microprocessor-based

computer.
 Workstation: Single-user, strong computer. A workstation is like a
personal computer, but it does have a more powerful
microprocessor, and a higher quality display in general.
 Minicomputer: A multi-user computer which can accommodate up
to hundreds of users at the same time.
 Mainframe: A powerful multi-user computer capable of supporting
many hundreds or thousands of users simultaneously.
 Supercomputer: An extremely fast computer that can perform
hundreds of millions of instructions per second.

LESSON

BASIC PARTS OF COMPUTER

1. System Unit
The system unit is the core of a computer system. Usually it’s a
rectangular box placed on or underneath your desk. Inside this box are may
electronic components that process information. The most important of this
component is random access memory (RAM), which temporarily stores
information that the CPU uses while the computer is on. The information
stored in RAM is erased when the computer is turned off.

Image 1.1
System Unit

Almost every part of your computer connects to the control panel by using
cables. The cables are plugged into specific ports (openings), typically at the
back of the system unit. Hardware that is not part of a network configuration
is often referred to as a peripheral computer or device.

2
2. The Mouse
The mouse is used to communicate with the objects on the computer screen. You
can move objects, open them, change them, throw them away, and perform other
actions, all by pointing and clicking your mouse.

Image 1.2 The mouse

Kinds and parts of Mouse

 Mouse ball: A little rubber ball lies in a mouse 's belly;
you roll the little ball, too, as you push the mouse.
Moving the ball tells the computer the direction and
speed to move the on-screen pointer.
 Optical: Optical mice ditch the ball/roller mechanics for
a small glowing light and a sensor.
 Trackball: Trackballs are, in essence, upside-down
mice.
 TrackPoint/AccuPoint: Found on some laptops, this
pointing device looks like a pencil eraser protruding from
the middle of your keyboard.
 Touchpads: Found on many laptops, this square pad
lets you move the cursor by dragging your finger across
its surface.
 Wireless: Wireless mice work just like their keyboard
counterparts; in fact, some share the same receiver unit
that plugs into the USB or PS/2 port of your computer.
PS/2: An older mouse comes with a connector in the PS/2
style which still works well. Just don't unplug the mouse while
the computer is turned on, the mouse will stop working even
after you plug it back in frenziedly. (Restart the computer and
the mouse will start working again.)

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3. The Monitor
Video circuits on your PC send images to your monitor, where you
can see the action. Because monitors and video circuits on your PC
(known as video cards or display adapters) work together as a team.
These terms appear on newspaper advertisements, showroom signs
and the fine print of product boxes while shopping for either a
computer or video card.

Monitors come in different types, each described below.

 CRT (cathode ray tube)
By comparison, old school CRT monitors seem boring and bulky.
Fading quickly from the marketplace, shown in Figure 3-2,
CRT (Cathode Ray Tube) monitors mimic small (but expensive)
television sets. Although some CRT monitors call themselves
"flat screen," their glass screens are relatively flat, that means
only. They are not flat panel monitors, an honor which only
belongs to LCD monitors.

Image 1.3
CRT (cathode ray tube)

LCD (Liquid Crystal Display)

LCD Monitors look slim and hip on any desktop. The most popular
monitor today, LCD monitors look much like large laptop screens mounted
on a stand. LCD monitors are also called flat-panel monitors.

Image 1.4
LCD (liquid Crystal Display)

 Quantum dot LED

A display technology that emits light using quantum dots.
QLED is expected to be more effective than OLED, and to
be less costly to manufacture. Also, QLED is ultrafine,
translucent and versatile.

4
  OLED (organic light emitting diode)
A display technology that provides bright, colorful images for
sports and action movies with a wide viewing angle, low power,
high contrast ratio and fast response time. In plasma and LCD
/ LED monitor / display the OLED technology varies greatly from
the displays.

 LED (light emitting diode)

An LED display is a flat panel display that uses a range of light-
emitting diodes to display videos. An LED panel is a small
display, or the larger display component.

Image 1.5
LED (light emitting Diode)

4. Keyboard
Keyboard is the main way to enter information into your computer. But
did you know you can also control your computer using your keyboard?
Learning just a few simple keyboard commands (computer instructions) can
help you to work more effectively.

The keys on your keyboard can be divided into several groups

based on function:
 Typing (alphanumeric) keys. These keys include the same
letter, number, punctuation, and symbol keys found on a
traditional typewriter.
 Control keys. These keys are used alone or in combination with other
keys to perform certain actions. The most frequently used control
keys are Ctrl, Alt, the Windows logo key and ESC
 Function keys. The function keys are used to perform specific tasks.
They are labeled as F1, F2, F3, and so on, up to F12. The functionality
of these keys differs from program to program.

Image 1.6
keyboard

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  Navigation keys. These keys are used for moving around in
documents or webpages and editing text. They include the arrow
keys, Home, End, Page Up, Page Down, Delete, and Insert.
 Numeric keypad. The numeric keypad is handy for entering
numbers quickly. The keys are grouped together in a block like a
conventional calculator or adding machine.
Additional Information:

 Keyboard comes with three ports supported technology USB, PS2, and
Wireless.
 Specialized keyboard keys require special drivers. Those specialized
keys won’t work until you install the keyboard’s bundled software.
 Wireless keyboards bear no cords, making for tidy desktops. Most
come in two parts: the keyboard and a receiving unit, which plugs into
your PC’s USB part. Unfortunately, they’re battery hogs.

5. Speaker
Speakers are used to play sound. They can be built into the system unit
or connected with cables. Speakers allow you to listen to music and hear
sound effects from your computer.

Image 1.7
Speaker

6. Printer
While it is not mandatory for a computer's overall operation, it is a useful tool
which helps document management. It allows a user to print objects, such as
letters and photographs, on paper.
Like most computer peripheral, printers come with their own secret vocabulary.

Image 1.8 from left to right, Inkjet Printer, Laser Printer, All in
One Printer Image

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 Kinds of Printer
a. Inkjet
Popular for their low price and high quality, inkjet printers
squirt ink onto a page, creating surprisingly realistic images in
color or black and white.
b. Laser
Laser printers might sound dangerous, but these printers) use
technology similar to their ho-hum counterpart, copying machines;
with toner, they scan images in the paper. Black and white laser
printers cost a little more than inkjet printers, twice the price for laser
printers in color. Though laser printers are unable to print digital
photos, they are cheaper for general office paperwork in the long run.

c. All-in-one (AIO)
This type of printer is popular with small offices and
incorporates a laser or inkjet printer, copying machine, scanner,
and fax machine into one compact package.

ACTIVITIES

Direction: Identify the following pictures and write your answers on the

line.

_________________1. 4. ____________________

_________________2. 5. ____________________

_________________3.

7
 WRAP–UP

Computer users need different types of computer systems. What the

user does with the computer dictates the components and peripherals needed.
Looking at the computer systems by purpose is a good place to start with
design. The Basic parts of computer is the System Unit, Monitor, Mouse, and
Keyboard also included are the peripheral devices such as speaker, and
printer although it’s not mandatory for a computer's overall operation.

VALUING

DIRECTION: Read and answer the following questions carefully in two to three
sentences each number.

1. What do you think are the importance of learning the parts and function of a
computer?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How will you use the knowledge you acquired about parts and function of a
computer?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

8
 __ POST–TEST

Direction: Write T on the line if the statement is correct and F if the statement
is wrong.

__1. System unit is the core of a computer system.

__2. Almost every other part of your computer connects to the system
unit using cables.

__3. When mice burst into the PC world in the early ’80s, Macintosh
models had two buttons.

__4. Monitors and your PC’s video circuits (known as video cards or
display adapter) work as one.

__5. All in-one printers quirt ink onto a page, creating surprisingly
realistic images in color or black and white.

__6. Keyboard is an input device, the main way to enter information

into your computer.

__7. Navigation keys are used for moving around in documents or

webpages and editing text.

__8. Inkjet printers is popular for their high price and high quality.

__9. An older mouse comes with a PS/2 style connector.

__10. LCD monitors are also called flat-panel monitors.

9
 ANSWER SHEET - MODULE 2

Name: __________________________________ Grade/Section: ________ Score: ___

School: ________________________________ Teacher: __________________________

FIRST QUARTER
WORKSHEET No. 2
Parts and Functions
of Computers
Activity 1:

Direction: Identify the following pictures and write your answers on the line.

10
 Direction: Write T on the line if the statement is correct and F if the statement
is wrong.

__1. System unit is the core of a computer system.

__2. Almost every other part of your computer connects to the system unit
using cables.

__3. When mice burst into the PC world in the early ’80s, Macintosh
models had two buttons.

__4. Monitors and your PC’s video circuits (known as video cards or display
adapter) work as one.

__5. All in-one printers quirt ink onto a page, creating surprisingly
realistic images in color or black and white.

__6. Keyboard is an input device, the main way to enter information into
your computer.

__7. Navigation keys are used for moving around in documents or

webpages and editing text.

__8. Inkjet printers is popular for their high price and high quality.

__9. An older mouse comes with a PS/2 style connector.

__10. LCD monitors are also called flat-panel monitors.

VALUING
DIRECTION: Read and answer the following questions carefully in two to three
sentences each number.

1. What do you think are the importance of learning the parts and function of a
computer?
___________________________________________________________________

2. How will you use the knowledge you acquired about parts and function of a
computer?

11
 EMPOWERMENT
TECHNOLOGIES
Quarter 1 – Module 2:
11
Online Safety, Security, Ethics and Etiquette
Standards

What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the context of Empowerment Technologies. It contains varied
activities that can help you as a Senior High School student to succeed in
environments that require the use of computer and the Internet.
The module contains lessons in Online Safety, Security, Ethics, and
Etiquette Standards which allows students to understand the world of ICT.
Happy learning!

MOST ESSENTIAL LEARNING COMPETENCIES:

• apply online safety, security, ethics, and etiquette standards and
practice in the use of ICTs as it would relate to their specific
professional tracks
(CS_ICT11/12-ICTPT-Ia-b- 2)
After going through this module, you are expected to:
K: determine the dangers of the internet
S: consider one’s safety when sharing information in the internet
A: Be responsible in the use of social networking sites

What I Know

Direction: Write True if you agree or False if you do not agree with the
statements below.

______ 1. Add someone in Facebook even if you don’t know the person to have
many friends.
______ 2. Read the terms and conditions before accepting it.
______ 3. You can share your password with your sister.
______ 4. Do not talk to strangers.
______ 5. Only download music or video from a trusted website.
______ 6. Letting people know your birthday in facebook is a must if you want
to get many gifts.

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______ 7. You can use a pirated software for personal use only.
______ 8. Avoid replying to negative comments with more negative comments.
______ 9. It is okay to share photos or videos of your friend in your social
media account.
______ 10. You should not add a password to your Wifi at home.
______ 11. Be mindful of what you share and what site you share it to.
______ 12. Install many antivirus to ensure protection to your computer.
______ 13. There is a danger for posting future vacation.
______ 14. Avoid logging in to free WIFI.
______ 15. It is okay to open any attachments or clicking ads if you have an
antivirus in your computer.

What’s New

What happens in a minute in the Internet?

https://www.capcitycreative.ca/happens-internet-minute-infographic/

2
 This picture shows the speed at which the Internet is changing the
world. The sites we visit are so overwhelmingly popular to both adults and
children. The online world is increasingly integrated into our daily lives.
The Internet, like the physical world, maybe safe or unsafe depending
on our habits. Sometimes, we do not pay much attention about the
information that we share online.
Are you safe and secured online? Using the table below, identify which
among the types of information have you shared or not shared?

Type of Information Shared Not Shared

First name
Last name
Middle name
Current and previous
schools
Cellphone Number
Name of your parents
Name of your siblings
Address
Home phone number
Birthday
You probably answered shared in the first two items. If that is the case.
Try using a search engine like google then type your first and last name. Did
you get links to your profile page? Is there any danger of being found by
search engines?

What is It

Online Safety, Security, and Etiquette Standards

The Internet is defined as the information superhighway. This means
that anyone has access to this highway, can place information, and can grab
that information. The more information you share online, the higher the risk.
Risk such as identity theft, phishing, malware infections, and the likes. That
is why Facebook continues to improve their security features.
Tips to Stay Safe Online
Here are some tips to help you stay safe when using the Internet.

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 1. Be mindful of what you share and what site you share it to.
2. Do not just accept terms and conditions; read it.
3. Check out the privacy policy page of a website.
4. Know the security features of the social networking site you use.
5. Do not share password with anyone. Treat your password like a
toothbrush. Don’t let anybody use it and get a new one every six
months.
6. Avoid logging in to public networks/Wi-Fi. One of the biggest threats
with free WiFi is the ability for hackers to position themselves between
you and the connection point. So, instead of talking directly with the
hotspot, you end up sending your information to the hacker. ... Any
information you share or access on these networks is as good as gone.
7. Do not talk to strangers whether online or face-to-face.
8. Never post anything about future vacation. You are inviting the burglar
to rob your house at that date.
9. Add friends you know in real life.
10. Avoid visiting untrusted websites.
11. Install and update an antivirus software on your computer. Use only
one antivirus software to avoid conflict.
12. If you have a Wi-Fi at home, make it a private network by adding a
password.
13. Avoid downloading anything from untrusted websites. Some websites
carry malwares that can infect your computer.
14. Buy the software; do not use pirated ones.
15. Do not reply or click links from suspicious emails.
It is your responsibility to secure your information online because there
are hackers who can find a backdoor even if your profile is already set to
private. A hacker may steal information to hurt people via identity theft,
damage or bring down systems and, often, hold those systems hostage to
collect ransom.

4
Internet Threats
Whilst the internet is a fantastic place
for communication and information,
there are many malicious threats you
need to dodge along the way. Here are
some of the threats you should be
aware of when using the Internet.
1. Spam
https://www.cybersecurity-insiders.com/every-minute-over- Most of our email accounts
504-new-cyber-threats-are-being-populated-on-the-internet/ come with a ‘Spam’ or ‘Junk’
folder. Spam emails are a huge
issue, with more than 50% of emails being syphoned into these folders. Aside
from being an annoyance, spam emails are not a direct threat, but, many can
contain malware.

2. Adware
Adware is a type of malware software that displays unwanted ads when a
user is surfing the internet. It is often included in many shareware or freeware
downloads as a legitimate way of generating advertising revenues that help
fund development. However, some websites are infected with malicious
adware that are automatically downloaded to your computer.

3. Trojan
Trojans leave your computer completely unprotected, which can mean
that hackers can steal any data from your system. Trojans often present
themselves as harmless computer programs so that hackers can penetrate
your computer without being detected.

4. Virus
One of the most talked about internet threats is a virus. Viruses usually
attach themselves covertly to downloads as they are designed to spread at an
alarming rate. Viruses are often attached to files for download, shared via
CDs, DVDs, and USB sticks, or loaded on to computers by opening infected
email attachments.

5. Worms
Worms usually make their way on to a computer via a malicious email
attachment or USB stick. Once your computer has been infected by a worm,
it will likely send itself to every email address logged in your system. To the
receiver, your email will appear harmless, until they open it and are infected
by the same worm.

6. Phishing
In its simplest terms, phishing is a form of fraudulent activity. More often
than not, official-looking emails are sent impersonating a well-known
provider, such as a bank. These emails are sent to acquire people’s passwords
and credit card details.

5
7. Spyware
Another form of malware is spyware. Spyware is an all-encompassing
internet nasty and is usually attached to pop-ups of downloadable files. Once
installed on your computer, spyware can monitor your keystrokes, read and
delete your files, reformat your hard drive, and access your applications.
Whoever is controlling the spyware has access to your personal details
without you even knowing.

8. Keyloggers
Similar to a part of spyware, keyloggers record a user’s keyboard actions.
Most keyloggers will be looking for distinguishable key entries, such as bank
card details and passwords. Keylogging is often linked to identity and
intellectual property theft.

9. Pharming
Pharming is a more complex version of phishing that exploits the DNS
system. Pharmers often create web pages mimicking that of a trustworthy
business, such as an online banking log-in page. Users will then enter their
details, thinking they are logging in to their usual service, and their details
will be stolen by the pharmer.

10. Rogue Security Software

This is a form of malicious software and internet fraud that misleads users
into believing there is a virus on their computer and aims to convince them
to pay for a fake malware removal tool that
actually installs malware on their computer.

Netiquette
Netiquette is short for "Internet etiquette."
Just like etiquette is a code of polite behavior in
society, netiquette is a code of good behavior on
the Internet. This includes several aspects of the
Internet, such as email, social media, online https://www.eu-in-the-
chat, web forums, website comments, multiplayer media.eu/index.php/meetings/item/15-
gaming, and other types of online communication. netiquette-and-online-awareness

While there is no official list of netiquette rules

or guidelines, the general idea is to respect others online. Below are ten
examples of rules to follow for good netiquette:

1. Avoid posting inflammatory or offensive comments online

(a.k.a flaming).
2. Respect others' privacy by not sharing personal information, photos,
or videos that another person may not want published online.
3. Never spam others by sending large amounts of unsolicited email.

6
 4. Show good sportsmanship when playing online games, whether you
win or lose.
5. Don't troll people in web forums or website comments by repeatedly
nagging or annoying them.
6. Stick to the topic when posting in online forums or when commenting
on photos or videos, such as YouTube or Facebook comments.
7. Don't swear or use offensive language.
8. Avoid replying to negative comments with more negative comments.
Instead, break the cycle with a positive post.
9. If someone asks a question and you know the answer, offer to help.
10. Thank others who help you online.
The Internet provides a sense of anonymity since you often do not see or
hear the people with whom you are communicating online. But that is not an
excuse for having poor manners or posting incendiary comments. While some
users may feel like they can hide behind their keyboard or smartphone when
posting online, the fact is they are still the ones publishing the content.
Remember – if you post offensive remarks online and the veil of anonymity is
lifted, you will have to answer for the comments you made.

In summary, good netiquette benefits both you and others on the Internet.
Posting a positive comment rather than a negative one just might make
someone's day.

What’s More

Visit a social networking site and look for the site’s privacy policy. Write
a summary on how the website handles your private and public information.
Write your answer in your notebook.

What I Have Learned

Instruction: Make a journal to manifest your understanding about the topic.
You can start by following the format below. Write it in your notebook.

7
 What I Can Do

Create a poster promoting “Think before you click”. Post it in your social
media site as an awareness program for your friends. (If internet connection is
not available, do your poster on a bond paper and submit it to your teacher.)

Rubric

CATEGORY 4 3 2 1

Required The poster All required All but 1 of the Several

Elements includes all elements are required required
required included on the elements are elements were
elements as poster. included on the missing.
well as poster.
additional
information.
Labels All items of Almost all items of Many items of Labels are too
importance on importance on the importance on small to view
the poster are poster are clearly the poster are OR no
clearly labeled labeled with labels clearly labeled important
with labels that that can be read with labels that items were
can be read from at least 3 feet can be read from labeled.
from at least 3 away. at least 3 feet
feet away. away.
Graphics - All graphics are All graphics are All graphics Graphics do
Relevance related to the related to the topic relate to the not relate to
topic and make and most make it topic. One or two
the topic OR
it easier to easier to borrowed several
understand. All understand. Some graphics have a
borrowed
borrowed borrowed graphics source citation.
graphics do
graphics have have a source not have a
a source citation. source
citation. citation.
Layout and The poster is The poster is The poster is The poster is
design exceptionally attractive in terms acceptably distractingly
attractive in of design, layout, attractive though messy or very
terms of design, and neatness. it may be a bit poorly
layout, and messy. designed. It is
neatness. not attractive.
Organization There are no There are 1-2 There are 3-4 There are more
grammatical/m grammatical/mec grammatical/mec than 4
echanical hanical mistakes hanical mistakes grammatical/
mistakes on the on the poster. on the poster. mechanical
poster.
mistakes on
the poster

8
 Assessment

I. Match Column A with Column B. Read each item carefully and use
your notebook to write your answers.

Answers A B
________1. It displays unwanted ads when a a. Spyware
user is surfing the internet. b. Rogue security
________2. This is a form of malicious software
software and internet fraud that c. Adware
misleads users into believing there d. Worm
is a virus on their computer and e. Keylogging
convince them to pay for a fake f. Netiquette
malware removal tool. g. Virus
________3. They present themselves as h. Trojans
harmless computer programs so i. Spam
that hackers can penetrate your j. Phishing
computer without being detected. k. Pharmers
________4. It can monitor your keystrokes,
l. Internet
read and delete your files,
reformat your hard drive, and
access your applications.
________5. These are unwanted emails.
________6. They usually make their way on to
a computer via a malicious email
attachment or USB stick.
________7. They are often attached to files for
download, shared via CDs, DVDs,
and USB sticks, or loaded on to
computers by opening infected
email attachments.
________8. These are official-looking emails
that are sent impersonating a
well-known provider, such as a
bank.
________9. This is often linked to identity and
intellectual property theft.
________10. A code of good behavior on
the Internet.

9
 ________11. This is defined as an information
superhighway.
________12. They create web pages mimicking
that of a trustworthy business,
such as an online banking log-in
page.
________13. This records a user’s keyboard
input.
________14. This is not a direct threat but
many can contain malware.
________15. It leaves your computer
completely unprotected.

Additional Activities

Research about cybercrime news. Using any video-recording device,

report it as if you were a newscaster. Save your file and send it to your
teacher.

Answer Key

15.False
14.True
13.True
12.False Answer the following;
11.True 1. Assessment
10.False
2. What I Can Do - Performance
Task #2
9. False
8. True
7. False
6. False
5. True
4. True
3. False
2. True
1. False
What I Know

10
 INTRODUCTION TO THE
PHILOSOPHY
OF THE HUMAN PERSON
11
Quarter 1 – Module 2:
THE VALUE OF DOING PHILOSOPHY
INTRODUCTION
In the previous module, you encountered some meaningful
questions about doing philosophy. You learned about the
different definitions of philosophy. You also learned how a
human person should think and act in a particular situation
or problem.
After coming across the definition and process of doing
philosophy, would you consider philosophy as a way of life? The
challenge is always in you on how you are going to apply
desirable concepts of philosophy in your daily life. So, I hope you
are ready to go further in doing philosophy. Enjoy!

OBJECTIVES
At the end of this module, you should be able to:
1. Enumerate the value of doing philosophy in one’s life;
2. Realize the value of doing philosophy in obtaining a
broad perspective on life (PPT11/12-Ib-1.2); and
3. Create a slogan showing the value of doing philosophy
to one’s life.

VOCABULARY

Now, that you know your targets for the day, have a glimpse of the new
words below which may appear in this module.
REFLECTION is the ability to think and learn about an action and
experience, respectively.

DOING PHILOSOPHY means engaging oneself to consider

philosophical activities particularly in the use of holistic perspective,
asking questions, and reflection.

1
PRE-TEST
TRUE OR FALSE
Direction: Read each item carefully. Write “T” if the statement is true
and “F” if the statement is false. Write your answer in your notebook.

1. Reflection helps you think, decide and act by simply asking simple and deep
questions.
2. Philosophy as discipline is limited in its scope.
3. Doing philosophy manifests the use of reflective thinking and partial thinking.
4. Aesthetics can help us develop our critical and analytical thinking skills over
logic.
5. Understanding others and their way of thinking is a practical value of doing
philosophy.

B. Multiple Choice
Direction: Read and answer each item carefully. Write the letter of your answer in
your notebook.
1. You open your wallet and saw that you still have a hundred pesos left from your weekly
allowance. How reflection is applied based on a given situation?
A. Spend it wisely.
B. Buy discounted accessories.
C. Save it regardless of the consequence.
D. Buy load to play your favorite mobile games.

2. The following demonstrates recognizing human activities that emanated from reflection
except:
A. Will this clothe fit me?
B. What sort of person wears this kind of shirt?
C. Do I even have to buy a new t-shirt today?
D. Am I better off spending my money on other things?

3. I failed to study the lesson so I choose to cheat on a test in order to get a passing grade.
What does it show based on Socrates’ philosophy?
A. I am not doing the right thing.
B. I am only seeking what is most serviceable to myself.
C. that act might be acceptable in certain circumstances.
D. my action is good if the consequences are such that I pass.

4. Which of the following analyzes about living a life of excellence according to Socrates?
A. have good health and good friends
B. seek pleasure and avoid pain and do our duty
C. seek what we think is in our own best interest regardless of moral considerations.
D. do only that which we know to be right regardless of the external consequences.

5. Which of the following is a philosophical reflection regarding the nature of knowledge?

A. What is the ultimate reality?
B. How do I know what I know?

2
 C. What is valid and sound argument?
D. How is the mind related to the body?

Well done!
This next activity will help you appreciate the value of doing philosophy aside
from engaging yourself to holistic thinking. Let us see where reflection takes you.

LEARNING ACTIVITY 1: I-Reflect!

Direction: Below are some human activities. Identify its possible
effects by giving a possible scenario and write it on the blank box.

1. Not studying the

lesson before the
exam

2. Not observing
proper health
protocols against
COVID-19

3. Following parents
and teachers’ advice

4. Eating nutritious
food

5. Avoid smoking and

exercise regularly

3
 Does it show
reflection? Justify your
Human Activities
(Tick your response) Answer
Yes No

1. Not studying the lesson

before the exam.

2. Not observing proper

health protocols against
COVID-19.

3. Following parents and

teachers’ advice.

4. Eating nutritious food.

5. Avoid smoking and

exercise regularly.

Process Questions:
1. For you, what is reflection?
______________________________________________________________
________________________________________________________
______________________________________________________________
________________________________________________________

2. Why is doing philosophy in a form of reflection important?

______________________________________________________________
________________________________________________________
______________________________________________________________
________________________________________________________

3. What do you think will happen if a person does not engage in doing philosophy?
______________________________________________________________
________________________________________________________
______________________________________________________________
________________________________________________________
You just learned that one way to appreciate the value of doing philosophy is to have a
reflection and it took place before you take a particular action.
Going back to what Plato said, to philosophize is to wonder. This next activity will test
your curiosity that offers an avenue for learning. Do you believe that questions matter too? Let
us try to find out!

4
LEARNING ACTIVITY 2: I-Wonder!
Direction: Think at least 5 simple and 5 deep questions about
anything and everything in this world. Preferably, questions that
everyone can relate to. It could be about you, others, world, God,
etc. Write them down in the box provided.

It’s
Simple!

It’s
Deep!

5
Process Questions:
1. Which question do you find the easiest to answer? Why?

2. Which question do you find the hardest to answer? Why?

3. Do the complex questions make you think and reflect of your answer? Explain.
LEARNING ACTIVITY 3: I Think, therfore I Ask

Direction: Write down at least 3 to 5 questions (simple or

deep) dealing with the following branches of philosophy.
Be guided with the definition provided for each branch.
Example: Epistemology – How do we know what we know?

6
 It is about time to dig deep on the concepts you have learned from the previous
activities. For you what is the value of doing philosophy?
Well, in this part of the module it will provide you with the holistic understanding of
the practical values of doing philosophy. Hence, there are other importance of philosophy
from different sources and institutions. You may google them and verify the sources.

DEEPENING

Realizing the value of doing philosophy is necessary to one’s life. The practical
values of doing philosophy in our lives are enumerated below:

1. It helps us develop our critical and analytical thinking skills. Ideas and
information are validated in philosophy. We do not immediately believe on any
information, messages, news etc. unless they are verified. It can be done through
a series of analysis and scrutiny with the aid of human reason supported with
different perspectives and any scientific evidences. In effect, it allows us to become
a good decision maker in life. Thus, actions may always undergo a process of
thought.

2. It helps us present organized concepts and ideas. Philosophy can be both

theoretical and practical in its approach. It is therefore unlimited in its scope of study
and because of that, it enables us to know essentials from non-essentials and
holistic from partial. Doing philosophy takes a big part in debate and argumentation.
In fact, philosophy is one of the recommended pre-courses for law studies.

3. It helps us find our essence or purpose. Our rationality is always attached to our
purpose. Having a holistic perspective and reflective thinking play an important role
in attaining humanity’s purpose. Without thinking is a failure to achieve this purpose
since our rationality sets us apart from other beings or existence. According to
Aristotle, we as humans should serve our purpose to think. If we go against this
purpose, we suffer the consequences of erroneous ideas, poor health and an
unhappy life.

4. It helps us become a good person necessary for self-development. This can

be realized through the practical uses of ethical theories that philosophy offers.
Also, it can help us judge a particular situation where all circumstances are
considered including the agent of an act, the means or process of an act, and the
end or motives of an act. However, one of the ancient philosophers in the name of
Socrates claimed that the way to live an excellent life is to do only that which we
know to be right regardless of external consequences. It also tries to examine the
ultimate causes and all other involved circumstances of situations. This is the
reason why it helped us to be fair and objective in handling different situations in
life.

7
5. It helps us understand others and their way of thinking. Ideas of different
people manifest the way they think. It usually serves as the foundation of where
that person is coming from. Doing philosophy in this manner can dig deep on the
background of any intellectual masterpiece. It is because philosophy introduces
different school of thoughts and contrasting ideas from different times or era.

6. It helps us understand God better. Doing philosophy helps us know not only
ourselves but most importantly the very nature and attributes of God. Philosophy
offers various arguments on the existence and non-existence of God. This may
help us strengthen our faith and disregard invalid arguments.

Basically philosophy means love of wisdom. Wisdom is an application of knowledge.

So why not apply your knowledge learned from this module. Let’s do it!

APPLICATION

Activity 4: My Slogan
Direction: Make a slogan showing the value of doing philosophy
to one’s life. Limit your explanations into 5 to 10 sentences. Do it
in a long bond paper.

My Slogan:

My Explanation:
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________

8
POST TEST
TRUE OR FALSE
Direction: Read each item carefully. Write “T” if the statement is true
and “F” if the statement is false. Write your answer in your notebook.

1. Philosophy as discipline is limited in its scope.

2. Doing philosophy manifests the use of reflective thinking and partial
thinking.
3. Understanding others and their way of thinking is a practical value of doing
philosophy.
4. Reflection helps you think, decide and act by simply asking simple and
deep questions.
5. Aesthetics can help us develop our critical and analytical thinking skills over
logic.
B. Multiple Choice
Direction: Read and answer each item carefully. Write the letter of your answer in
your notebook.
1. Which of the following is a philosophical reflection regarding the nature of
knowledge?
A. What is the ultimate reality?
B. How do I know what I know?
C. What is valid and sound argument?
D. How is the mind related to the body?

2. I failed to study the lesson so I choose to cheat on a test in order to get a passing
grade. What does it show based on Socrates’ philosophy?
A. I am not doing the right thing.
B. I am only seeking what is most serviceable to myself.
C. that act might be acceptable in certain circumstances.
D. my action is good if the consequences are such that I pass.

3. Which of the following analyzes about living a life of excellence according to

Socrates?
A. have good health and good friends
B. seek pleasure and avoid pain and do our duty
C. seek what we think is in our own best interest regardless of moral
considerations.
D. do only that which we know to be right regardless of the external
consequences.

9
4. The following demonstrates recognizing human activities that emanated from
reflection except:
A. Will this clothe fit me?
B. What sort of person wears this kind of shirt?
C. Do I even have to buy a new t-shirt today?
D. Am I better off spending my money on other things?

5. You open your wallet and saw that you still have a hundred pesos left from your
weekly allowance. How reflection is applied based on a given situation?
A. Spend it wisely.
B. Buy discounted accessories.
C. Save it regardless of the consequence.
D. Buy load to play your favorite mobile games.

ADDITIONAL ACTIVITIES

Research at least 5 to 10 practical value of philosophy in obtaining a broad perspective

on life according to different philosophers and other reliable sources. Make sure to cite your
sources.

Answer Key

Pre Test
True or False
1. T 2. F 3. F 4. F 5. T
Multiple Choice
1. A 2. A 3. A 4. D 5. B
Activity 2: I-Wonder!
- Answers may vary

Activity 3: I Think, therefore I ask.

- Answers may vary

Activity 4: My slogan
- Answers may vary

Answer the following:

1. Activity 1
2. Post Test

10
ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES
Lesson 2: Language Used in Academic
11
Texts from Various Disciplines

What is it

Academic writing in English is linear; it has one central point or theme with
every part contributing to the main line of argument, without digressions or repetitions.
Its objective is to inform rather than to entertain. Most of the writing you do outside of
university and the texts you read are likely to be very informal and conversational.
Think about the emails you write, the posts you share onto the Internet, the messages
you send on your phone are the magazines you read. Academic subjects are generally
more complex than everyday communication and the readers of academic texts are
often experts in their field who have certain expectations about the communicative
style and language used in their specialist subject. One way of looking at the
characteristics of academic writing is summarized in the figure below.

Complex

Formal Characteristics Objective

of Academic
Writing

Concise Specific

Eight Main Language Features of Academic Writing

1. Complexity
Written language is relatively more complex than spoken language. Written texts
are lexically dense compared to spoken language - they have proportionately more
lexical words than grammatical words. Written texts are shorter and have longer,
more complex words and phrases. They have more noun-based phrases, more
nominalizations, and more lexical variation.

1
Example:
Spoken Written
Whenever I had visited there before, I had Every previous visit had left me with a
ended up feeling that it would be futile if I sense of the futility of further action on
tried to do anything more. my part.
Because the technology has improved it Improvements in technology have
is less risky than it used to be when you reduced the risks and high costs
install them at the same time, and it does associated with simultaneous
not cost so much either. installation.
Accessed: http://www.uefap.com/writing/feature/complex_intro.htm

2. Formality
Academic writing is relatively formal. In general, this means that you should AVOID:
a. colloquial words and expressions: stuff, a lot, thing
b. abbreviated forms: can’t, doesn’t, shouldn’t
c. two-word verbs: put off, bring up
d. subheadings, numbering, and bullet points
e. asking questions

3. Precision
In academic writing, you need to be precise when you use information, dates, or
figures. Do not use “a lot of people” when you can say “50 million people.”

4. Objectivity
Written language is, in general, objective rather than personal. It, therefore, has fewer
words that refer to the writer or the reader. This means that the main emphasis should
be on the information that you want to give and the arguments you want to make. For
that reason, academic writing tends to use nouns (and adjectives), rather than verbs
(and adverbs).

A. Compare these two paragraphs:

A. The question of what constitutes “language proficiency” and the nature of its
cross -lingual dimensions is also at the core of many hotly debated issues in the
areas of bilingual education and second language pedagogy and testing.
Research has suggested ways of making second language teaching and

testing more “communicative” (e.g., Canale and Swain, 1980; Oller, 1979b) on
the grounds that a communicative approach better reflects the nature of
language proficiency than one which emphasizes the acquisition of
discrete language skills.

2
 B. We do not really know what language proficiency is, but many people have
talked about it for a long time. Some researchers have tried to find ways for us

to make teaching and testing more communicative because that is how

language works. I think that language is something we use for communicating,
not an object for us to study and we remember that when we teach and test it.

Which is more objective?

B. In general, avoid words like I, me, myself

A reader will normally assume that any idea not referenced is your own. It is,
therefore, unnecessary to make this explicit.
Don’t write: In my opinion, this is a very interesting study. Write:
This is a very interesting study.

Avoid “you” to refer to the reader or people in general.

Don’t write: “You can easily forget how different life was 50
years ago.”
Write: “It is easy to forget how difficult life was 50 years ago.”

C. Examples
▪ Clearly, this was far less true of France than…
▪ This is where the disagreements and controversies begin…
▪ The data indicates that…
▪ This is not a view shared by everyone; Jones, for example, claims that…
▪ …very few people would claim
▪ It is worthwhile at this stage to consider…
▪ Of course, more concrete evidence is needed before…
▪ Several possibilities emerge…
5. Explicitness
Academic writing is explicit about the relationships in the text. Furthermore, it is the
responsibility of the writer in English to make clear to the reader how the various parts
of the text are related. These connections can be made explicit by the use of different
signaling words.
Academic writing is explicit in several ways. It is explicit in its signposting of the
organization of the ideas in the text. As a writer of academic English, it is your
responsibility to make it clear to your reader how various parts of the text is related.
These connections can be made by the use of different signaling words.

3
 a. For example, if you want to tell your reader that your line of argument is going
to change, make it clear.
Example:
The Bristol 167 was to be Britain’s great new advance on American types such as
the Lockheed Constellation and Douglas DC-6, which did not have the range to fly the
Atlantic non-stop. It was also to be the largest aircraft ever built in Britain. However,
even by the end of the war, the design had run into serious difficulties.

b. If you think that one sentence gives reasons for something in another
sentence, make it explicit.
Example:
While an earlier generation of writers had noted this feature of the period, it was not
until the recent work of Cairn cross that the significance of this outflow was realized.
Partly this was because the current account deficit appears much smaller in current
(1980s) data than it was thought to be by contemporaries.

c. If you think two ideas are almost the same, say so.
Example:
Marx referred throughout his work to other systems than the capitalist system,
especially those which he knew from the history of Europe to have preceded
capitalism; systems such as feudalism, where the relation of production was
characterized by the personal relation of the feudal lord and his serf and a relation of
subordination which came from the lord’s control of the land. Similarly, Marx was
interested in slavery and in the classical Indian and Chinese social systems, or in those
systems where the ties of local community are all important.

d. If you intend your sentence to give extra information, make it clear.

Example:
He is born into a family, he marries into a family, and he becomes the husband and
father of his own family. In addition, he has a definite place of origin and more relatives
than he knows what to do with, and he receives a rudimentary education at the
Canadian Mission School.

e. If you are giving examples, do it explicitly.

Example:
This has sometimes led to disputes between religious and secular clergy, between
orders and bishops. For example, in the Northern context, the previous bishop of Down
and Connor, Dr. Philibin, refused for most of his period of leadership in Belfast to have
Jesuits visiting or residing in his diocese.

6. Accuracy
Academic writing uses vocabulary accurately. Most subjects have words with
narrow specific meanings. In academic writing, you need to be accurate in your use
of vocabulary.
• Do not confuse, for example, “phonetics” and “phonology” or

4
 “grammar” with “syntax.”
• Choose the correct word, for example, “meeting,”
“assembly,”
“gathering,” or “conference.”
• or from: “money,” “cash,” “currency,” “capital,” or “funds”

7. Hedging
In any kind of academic writing you do, it is necessary to make decisions about
your stance on a particular subject or the strength of the claims you are making.
Different subjects prefer to do this in different ways. Linguists know a technique
common in certain kinds of academic writing as a “hedge”. It is often believed that
academic writing, particularly scientific writing, is factual, simply to convey facts
and information. ▪ However, it is now recognized that an important feature of
academic writing is the concept of cautious language, often called “hedging” or
“vague language.”

Language used in hedging:

Introductory Verbs
▪seem ▪tend ▪look like ▪appear to be ▪indicate
▪think ▪believe ▪doubt ▪be sure ▪suggest
Certain Lexical Verbs ▪believe
▪assume ▪suggest

Language used in hedging:

Certain Modal Verbs
▪will ▪must ▪would
▪might ▪could ▪may

Adverbs of Frequency ▪often

▪sometimes ▪usually

Language used in hedging:

Modal Adverbs
▪certainly ▪definitely ▪clearly ▪probably ▪possibly ▪perhaps
▪conceivably
Modal Adjectives
▪certain ▪definite ▪clear
▪probable ▪possible

Language used in hedging:

Modal Nouns ▪assumption ▪possibility
▪probability
That clauses
▪It could be the case that… ▪It might be suggested that…
▪There is every hope that…

5
EXAMPLES: Compare the following.
1. A. It may be said that the commitment to some of the social and economic
concepts was less strong than it is now.
B. The commitment to some of the social and economic concepts was less
strong than it is now.
2. A. The lives they chose may seem overly ascetic and self-denying to most
women today.
B. The lives they chose seem overly ascetic and self- denying to most women
today.
3. A. Nowadays, the urinary symptoms seem to be of a lesser order. B.
Nowadays, the urinary symptoms are of a lesser order.
4. A. There are certainly cases where this would seem to have been the only
possible method of transmission.
B. There are cases where this would have been the only possiblemethod of
transmission.

What Is It
What are your observations about the examples given? Write your
observation on the space provided.
___________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________.

8. Responsibility
In academic writing, you must be responsible for and must be able to
provide evidence and justification for any claims you make. You are also
responsible for demonstrating an understanding of any source texts you use. This
is done by paraphrasing, summarizing what you have read, and acknowledging
the source of these information or ideas by a system of citations. (accessed:
http://www.uefap.com/writing/feature/ featfram.htm)

What’s More

Activity 2.1
Why does academic writing need to be formal, objective, complex, concise and
specific? To find the answer to this question read the text below and underline the
word that best completes each sentence.

6
 An academic is responsible for expanding the boundaries of knowledge. This is
serious business and a/an 1) (informal, formal, complex) writing style reflects the
importance and sincerity of this work. If an academic text contains informal casual
language, the credibility of the writer is weakened. Therefore, in an academic text you
see 2) (formal, concise, sophisticated) academic vocabulary and words written in their
3) (shorter, complex, full) form.

Academic writing appears 4) (complex, concise, specialized) because it often

refers to abstract ideas, whereas everyday language is more concrete and familiar.
Academic subjects have their own 5) (specialized, formal, unnecessary) vocabulary
too which students of other subjects may not be familiar with. Oddly, if English is not
your first language, the importance of being 6) (complex, concise, objective) in
academic writing adds to this complexity. Sentences that are structured around 7)
(noun, verb, adverb) phrases are generally 8) (unnecessary, complex, concise) and
clearer than sentences constructed around 9) (noun, verb, adverb), but they may be
more difficult for students to write. The same is true when writers use sentences that
contain subordinate clauses or lists. Sophisticated adverbs and connecting words, and
10) (use, definitions, highlighting) of important words also add to the clarity and
precision of academic writing.

An academic paper should be written in an 11) (academic, objective, informal)

style. Academics focus on information and argumentation. In other words, they
establish the facts by writing about what they have learned from others and from their
own research, and how this has led to new conclusions. This style of writing therefore
avoids personal 12) (pronouns, words, stories) and the passive voice is a common
linguistic feature. Emotional language is also avoided. Being assertive, and therefore
appearing superior and arrogant, is regarded negatively. Writers are expected to be
cautious, or tentative, about the conclusions they come to and so 13) (hesitating,
complexity, hedging) is another typical characteristic of academic writing.
A major part of an academic’s job is to build on the work of others and so it is
expected that an author refers to that previous work, hence the need for 14) (hedging,
reporting, specialized) verbs. It sets the scene for the current research; shows that the
author knows his/her subject well, pays respect to previous research and situates the
current paper in time and place. This is why the names of other academics occur so
frequently in published research papers. Any idea that is not referenced is assumed
to be the author’s idea and so it is 15) (shorter, necessary, unnecessary) to write, ‘I
think’ or ‘In my view’.

7
 What I Have Learned

Academic language refers to the oral, written, auditory, and visual language proficiency required to
learn effectively in schools and academic programs—i.e., it's the language used in classroom lessons, books,
tests, and assignments, and it's the language that students are expected to learn and achieve fluency in.

GETTING DEEPER!
Lesson:
___________________________________________________________
___________________________________________________________
What I want to say about the lesson:
___________________________________________________________
___________________________________________________________
___________________________________________________________
What I found out:
___________________________________________________________
___________________________________________________________

What’s New

Thinking About How You Read (ANSWER THIS IN A YELLOWPAD)

What are your reading strategies? Enumerate some of these and state how these help
you. Are these reading strategies effective?
Strategy How this strategy helps you?
1. 2. 1.

3. 2.
3.

Are these reading strategies effective? Why?

______________________________________________________________
___________________________________________________________________
___________________________________________________________________

8
 EARTH & LIFE SCIENCE
Quarter 1; Self-Learning Module 2
11
The Four Subsystems of the Earth

I Need to Know

This module was designed and written with you in mind. It is here to help you:
explain that the Earth consists of four subsystems, across whose boundaries
matter and energy flow (S11/12ES-Ia-e- 4).

The scope of this module allows you to use it in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now
using.

After going through this module, you are expected to:

1. name and describe the four subsystems consisting the Earth,
2. explain how matter and energy flows across boundaries of these four
subsystems, and
3. show significance of the interrelatedness, interdependence and interaction
of matter and energy across the subsystems.

1
 Lesson
The Four Subsystems of
1 the Earth

Lesson Overview

Earth is the third planet from the Sun and the only planet in the solar system
that can sustain life. Earth system is essentially a closed system. A closed system
is a system in which there is only an exchange of heat or energy and no exchange of
matter. It receives energy from the Sun and returns some of this energy to space.

The Earth is comprised of four major subsystems. These subsystems are also
called the “spheres of the Earth.” They are atmosphere (air), hydrosphere (water),
biosphere (life), and geosphere or lithosphere (land).

Figure 1: The Earth’s Four Subsystems

Atmosphere

The word atmosphere comes from the Greek roots atmos which means gas,
and sphaira which means globe or ball. The atmosphere makes up of all the gases
on Earth. It extends outward about 10,000 km from the surface of the Earth. It is
composed of 78.1% nitrogen, 21% oxygen, 0.9% argon, 0.04% carbon dioxide, and
other components.

2
 The atmosphere has different layers – troposphere, stratosphere, mesosphere,
thermosphere, and exosphere.

Troposphere extends to about 14.5 km

above the Earth's surface. It is the lowest
layer where the weather forms.

Stratosphere is found 14.5 to 50 km

above the Earth's surface. The ozone layer
that protects the Earth from the Sun's
harmful UV radiation is found in this layer.

Mesosphere extends from 50 to 85 km

above the Earth's surface. It protects the
Earth from the impact of space debris.

Thermosphere is found 85 to 600 km

above the Earth's surface. It has charged
particles that are affected by the Earth's
magnetic field. The particles create the
Auroras or Northern and Southern lights.
Source: <a href="https://www.freepik.com/vectors/
poster"> Poster vector created by brgfx -
Exosphere is the farthest layer. It extends www.freepik.com</a>
to about 10 000 km above the Earth's
Figure 2. Layers of the Earth’s Atmosphere
surface.

Biosphere
Bio is a Greek root word that means life. The biosphere is the limited part of
the Earth that can support living things. It comprises the Earth’s crust where all
microbes, plants, animals and human beings survive. It also extends to the lower areas
of the atmosphere where insects and birds can be found until the deepest parts of the
oceans where marine organisms live.

Figure 3. Living Organisms

Organisms interact with the other spheres to survive. Many organisms need
Oxygen and Carbon dioxide from the atmosphere to carry out life processes. Water,
which comprises the hydrosphere, is also important to living organisms. Finally, the
rocks, soil, and minerals that constitute the geosphere also support life.

3
Geosphere or Lithosphere

Geo is a Greek root word which means ground. Geosphere includes all the
soil, rocks, and minerals present in the surface and interior of the Earth. It is divided
into three layers namely crust, mantle, and core.

Figure 4. Structure of the Earth

The crust is the outermost layer of the geosphere. It is made mostly of silicate
materials. There are two different types of crust, the oceanic and continental crusts.
The thin oceanic crust that lies beneath the oceanic floors is about 5 to 10 km thick.
On the other hand, the thicker continental crust that makes up the continents is about
15 to 70 km thick.

The mantle, which lies just below the crust, is made mostly of silicate rocks rich
in magnesium and iron. It is about 2,900 km thick. It has increasing temperatures at
increasing depths. For instance, the layer with the lowest temperature is the one right
beneath the crust. This layer, which is soft enough to flow, causes the plates of the
crust to move. On the other hand, the layer with the highest temperature is found in
contact with the heat-producing core.

The core, which has a radius of 3,400 km, is the innermost layer of the Earth.
It is mostly made up of iron and nickel. Core is the source of Earth’s internal heat
because it contains radioactive materials that release energy as they decay into more
stable substances. Geoscientists think that the iron crystals in the inner core are
aligned north-south, along with Earth’s axis of rotation and magnetic field.

Hydrosphere
Hydro is a Greek root word which means water. Hydrosphere is composed of
all the water on Earth in any form: water vapor, liquid water, and ice. It is comprised of
97.5% saltwater and 2.5% freshwater. It includes all bodies of water such as oceans,
lakes, rivers, and marshes. Clouds and rain are also part of the hydrosphere.

4
 Earth is sometimes called the “water planet” or the “blue planet” because
seas cover more than two-thirds (2/3) of its surface.

Source: https://www.needpix.com/photo/361940 Source:https://www.needpix.com/photo/1600828

/world-earth-globe-graphic-water-land- /ocean-sea-atlantic-ocean-indian-ocean-rock-
landscape-free-picture-free-photos waves-landscape-free-pictures-free-photos

Figure 5. Earth’s bodies of water Figure 6. Ocean water

The water on Earth is constantly moving. It moves through the oceans in

currents. Warm waters in the tropics move toward the poles while cold water from the
Polar Regions moves toward the tropics. Water also flows into streams and rivers and
through the rocks underground. It can also move from the Earth’s surface to the air by
evaporation and then fall back to Earth as precipitation. It even moves into and out of
the bodies of organisms.

How the Earth’s Subsystems are connected?

The four subsystems of the Earth are interconnected with each other through
the different processes that shape the Earth and its environment constantly cycle
elements through the planet.

Source: <a href="https://www.freepik.com/vectors/water">Water vector created by brgfx -

www.freepik.com</a>

Figure 7. Diagram of Water Cycle

Some examples of these different cycles are water cycle, nitrogen cycle,
nutrients cycle, and others. All of these cycles allow the flow of matter and energy to
make life on Earth possible.

5
 The interconnection of the four subsystems of the Earth can be shown in the
water cycle or also called hydrologic cycle. Water cycle describes the continuous
circulation of water in the Earth-atmosphere system. Water from the geosphere or
lithosphere (land) and hydrosphere (bodies of water) evaporates, turning water to
vapor, from the surface of the earth, rises into the atmosphere (air), then cools and
condenses into rain or snow in clouds, and falls again back to the ground as
precipitation. The biosphere or the living organisms such as plants, animals and
human make use of the water from land surface and oceans to sustain their life on this
planet.

The interactions between Earth’s subsystems are complex, and they are
happening constantly, though their effects are not always obvious. There are some
extremely dramatic examples of Earth’s systems interacting, like volcanic eruptions
and tsunamis, but there are also slow, nearly undetectable changes that alter ocean
chemistry, the content of our atmosphere, and the microbial biodiversity in soil. Each
part this planet, from Earth’s inner core to the top of the atmosphere, has a role in
making Earth home to billions of life forms.

I Will Do

Activity 1: Interconnectivity…
Objective: After completing this activity, you should be able to explain the
interconnection of the four subsystems of the Earth with one another.

Procedure: Read the Lesson Overview found in pages 6-10. Write your own
interpretation or analysis about what the diagram below shows.

Guide questions in answering the

activity:

1. How the four subsystems of the

Earth connect with one another?
2. How matter and energy flows
across boundaries of these four
subsystems?

6
 I Will Practice

How do the four subsystems interact?

For each of the following processes, list the sphere where matter begins in the
process and the sphere where matter ends in the process.

Example:

Water in the lake

Hydrosphere Geosphere
becomes ground water

Start Here:

Water evaporates into the air

Plants absorb water into their

roots.

Humans breathe in oxygen

Oil well burns fuels.

River deposit sediments

I Will Apply

Based on what you have learned from this lesson, make a list of at least 5 any
objects or things that can be found or belong to each subsystem. Answer the given
questions below.

7
 GEOSPHERE ATMOSPHERE

EARTH’S
SPHERES

HYDROSPHERE BIOSPHERE

Questions:

1. How the things that you have listed down in each subsystem interact with one another?
2. How matter and energy flow across these things from one subsystem to another?

Key Answer

Lesson 1: Earth’s Four Subsystems & Their Interactions

I Will Do

(Answers may Vary)

The diagram shows the interrelatedness, interdependence and interaction of
matter and energy across the four subsystems of the Earth.
As the energy from the sun enters the Earth, energy flows from one system
to another and vice versa. Each subsystem has direct interaction with the
other system as shown by the arrows. For example, the atmosphere is
directly connected with the geosphere, hydrosphere and biosphere.
These four subsytems overlaps with one another. The biosphere is located
at the center of the diagram which shows the interdependence of living things
among these subsystems in order to survive.
The water cycle is the best illustration of the interconnection of the four
subsystems of the Earth through different processes that involves the flow of
water (matter) in different states in a cycle which makes life on Earth
possible.

8
 I Will Practice

I Will Apply

crust, mantle, inner core, outer core, oxygen, nitrogen, argon, ions,
lithosphere Carbon Dioxide (O2)

Plants, animals, human beings,

ocean, rivers, lakes, clouds, ice, rain
microorganisms, sunlight

Sample Answers:
1. The geosphere, atmosphere and hydrosphere provide the habitat for
the biosphere. The biosphere’s biotic and abiotic components are
Written
also part ofAssessment Worksheet No. 2
the other subsystems.
2. Matter (e.g. water) and energy (e.g. heat) flow through the
subsystems through natural processes like volcanic eruption and
water cycle which brought about changes in the Earth’s crust.

9
 Written Assessment Worksheet No. 2

Concept Check

Name: _________________________________ Grade & Section: ____________

Part I. Multiple Choice. Read each item carefully. Select the letter of the best
answer.

1. Which layer of the atmosphere is NOT part of the biosphere?

A. Thermosphere
B. Stratosphere
C. Mesosphere
D. All of the above
2. Which elements comprise the smallest fraction in the composition of the
atmosphere?
A. Oxygen & Argon
B. Nitrogen & Argon
C. Nitrogen & Oxygen
D. Carbon dioxide &Argon
3. Which subsystem consists of the plants, animals, microorganisms including
human beings?
A. Atmosphere
B. Biosphere
C. Geosphere
D. Hydrosphere
4. Which analogy correctly corresponds to the characteristics of the following
Earth’s spheres?
A. Atmosphere: solid Earth; Hydrosphere: living organisms
B. Biosphere: living organism; Geosphere: solid Earth
C. Geosphere: solid Earth; Hydrosphere: gaseous envelope
D. Hydrosphere: water portion; Atmosphere: living organisms
5. Which subsystem provides the essential gases for living things to survive?
A. Atmosphere
B. Biosphere
C. Geosphere
D. Hydrosphere
6. Which layer of the geosphere is made up of rocks and soil where living
organisms thrive?
A. crust
B. inner core
C. mantle
D. outer core

10
 7. Which subsystems did water go through in a water cycle?
A. Troposphere, Stratosphere, Mesosphere, Thermosphere, Exosphere
B. Atmosphere, Biosphere, Geosphere, Hydrosphere
C. None of the above
D. All of the above
8. Which of the following is the both part of the geosphere and biosphere?
A. crust
B. inner core
C. mantle
D. outer core
9. Which of the following proves that matter and energy flows across the
boundaries between subsystems?
A. All of the following
B. Tsunami
C. Volcanic eruption
D. Water cycle
10. In which subsystem do microorganisms belong?
A. Atmosphere
B. Biosphere
C. Geosphere
D. Hydrosphere

PART II. ESSAY

Explain how matter and energy flow across the boundaries of the four subsystems
of the Earth.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

PART III. REFLECTION QUESTION:

Show significance of the interrelatedness, interdependence and interaction of
matter and energy across the subsystems.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Instruction:
1. Read & study Earth & Life Science Module 2 “The Four Subsystems of
the Earth”
2. Answer Written Assessment Worksheet No. 2 only

11
 GENERAL
MATHEMATICS 11
Quarter 1 Module 2
EVALUATING FUNCTIONS

What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the key concepts of functions specifically on evaluating functions. The scope of
this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
After going through this module, you are expected to:
1. recall the process of substitution;
2. identify the various types of functions; and
3. evaluate functions.

What I Know

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

1. Which of the following is a polynomial function?

a. f ( x) = 2 x 2 − 10 x + 7 c. p ( x) = x − 7
3

b. g ( x) = 4 x 2 − 3 x + 8 s ( x) = 2 m − 1
d.
2. What kind of function is being illustrated by f ( x) = 2 x 3 − 3 x + 5 ?
a. Rational Function c. Greatest Integer Function
b. Constant Function d. Absolute Value Function
3. Find the function value given h( x) = 17 + 8 x of x = 4d .
a. 17 − 32d c. 17 + 32d
b. 17 − 32d 2 d. 17 + 32d
2

4. Which of the following shows a logarithmic function?

a. f ( x) = 8 x 3 + 8 c. f ( x) = 3 − 6
x

b. f ( x) = log 9 81 f ( x) = x − 1 − 8
d.
5. Find the function value given h( x) = 7 x − 11 , if x = 8m + 3 .
a. 56m + 10 c. 56m + 10
2

b. 56m − 10 d. 56m − 10
2

1
6. Which of the following is the value of the function f ( x) = 3 x 2 − 15 x + 5 + 3 given
x = 3?
a. 25 c. 19
b. 16 d. 10
7. Evaluate the function h( x) = x + 31 given x = 2.5.
a. 34 c. -33
b. -34 d. 33
8. Give the value of the of the function c( x) = 5 x 3 − 18 at c(3) .
a. 117 c. 153
b. 27 d. 63
9. Evaluate: h( x) = 5 x 2 − 8 x + 12 given x = 5.
a. 22 c. 97
b. 145 d. -3
10. Find the value of the function h( x) = 5 x − 4 if x = 6 .
2

a. 80 c. 16
b. 2 19 d. 4
11. Evaluate the function f ( x) = 3x − 5 x + 2 given x = 2 x + 5 .
2

a. 12 x 2 + 50 x + 52 c. 12 x − 50 x + 52
2

b. 12 x 2 + 65 x + 77 d. 12 x − 65 x + 77
2

2x 2 − 5
12. Given h( x) = , determine h(5).
3
a. -15 c. 15
5 5
b. −
3 d. 3
2
13. Evaluate the function k ( x) = 5 x if x = .
3
a. 3
5 c. 5
b. 25 d.
3
25
2 x 2 − 3x + 7
14. Given g ( x) = , determine g ( 2) .
3x − 4
9 8
a.
2 c. 7
9 8
b. − −
2 d. 7
3x + 7
15. For what values of x can we not evaluate the function f ( x) = ?
x2 − 4
a. ±4 c. ±2
b. ±3 d. ±1

2
 Lesson

1 Evaluating Functions

Finding the value of “x” for most of the students is what Mathematics is all about.
Sometimes, it seems to be a joke for the students to evaluate an expression, like
what is shown by the illustration.
Find x.
Here it is!

If you want to learn how to find the value of “y”, well then, you are in the right
page. WELCOME to your second module!

What’s In

Before we begin, let’s go back to the time when you first encounter how to evaluate
expressions.

Do you still remember?

Given the following expressions, find its value if x = 3.

1. x − 9

2. 3x + 7

3. x 2 + 4 x − 10

4. 2 x 2 − 6 x + 26

5. 3x 2 − 6

3
 We have learned that, in an algebraic expression, letters can stand for numbers.
And to find the value of the expression, there are two things that you have to do.

1. Replace each letter in the expression with the assigned value.

First, replace each letter in the expression with the value that has been
assigned to it. To make your calculations clear and avoid mistakes, always
enclose the numbers you're substituting inside parentheses. The value that's
given to a variable stays the same throughout the entire problem, even if the
letter occurs more than once in the expression.

However, since variables "vary", the value assigned to a particular variable can
change from problem to problem, just not within a single problem.

2. Perform the operations in the expression using the correct order of

operations.
Once you've substituted the value for the letter, do the operations to find the
value of the expression. Don't forget to use the correct order of operations: first
do any operations involving exponents, then do multiplication and division, and
finally do addition and subtraction!

If in the activity above, you do the same process in order to arrive with these answers,
then, this module seems to be very easy to you.

Solutions:

Given the following expressions, find its value if x = 3.

1. x − 9

Since x = 3, we just replaced

= x−9
x by 3 in the expression,
= (3) − 9 then subtract by 9.
= −6

2. 3x + 7

= 3x + 7 Following the steps, we just

= 3(3) + 7 replace x by 3, multiply it by the
=9+7 numerical coefficient 3, then add
7
= 16

4
3. x 2 + 4 x − 10
After replacing x by 3, we
= x 2 + 4 x − 10 get the squared of 3 which
= (3) 2 + 4(3) − 10 is 9, add it to the product
of 4 and 3, then lastly, we
= 9 + 12 − 10
subtracted 10 from its
= 11 sum.

4. 2 x 2 − 6 x + 26
Simply each term inside
= 2 x 2 − 6 x + 26 the parenthesis in order to
= 2(3) 2 − 6(3) + 26 arrive with 18 subtracted
by 18 plus 26
= 18 − 18 + 26
= 26

5. 3x 3 − 6
Get the cubed of 3 which is
= 3x 3 − 6
27, then multiply it to 3 to
= 3(3) 3 − 6 get 81 then subtract 6
= 3(27) − 6
= 81 − 6
= 75

Types of Functions

What’s New

Before you proceed to this module, try to look and analyze some of the common types
of functions that you might encounter as you go on with this module.

Types of Description Example

Function
Constant A constant function is a function that has y=7
Function the same output value no matter what
your input value is. Because of this, a
constant function has the form f ( x) = b ,
where b is a constant (a single value that
does not change).
Identity Function The identity function is a function which f (2) = 2
returns the same value, which was used
as its argument. In other words, the

5
 identity function is the function f ( x) = x ,
for all values of x.
Polynomial A polynomial function is defined by
Function y = a 0 + a1 x + a 2 x 2 + ... + a n x n , where n is a
0 1 2
non-negative integer and a , a , a
,…, n ∈ R.
✓ Linear The polynomial function with degree one. y = 2x + 5
Function It is in the form y = mx + b
✓ Quadratic If the degree of the polynomial function is y = 3x 2 + 2 x + 5
Function two, then it is a quadratic function. It is
expressed as y = ax 2 + bx + c , where a ≠ 0
and a, b, c are constant and x is a
variable.
✓ Cubic A cubic polynomial function is a y = 5 x 3 + 3x 2 + 2 x + 5
Function polynomial of degree three and can be
denoted by f ( x) = ax 3 + bx 2 + cx + d , where
a ≠ 0 and a, b, c, and d are constant & x
is a variable.
Power Function A power function is a function in the form f ( x) = 8 x 5
y = ax b where b is any real constant
number. Many of our parent functions
such as linear functions and quadratic
functions are in fact power functions.

Rational Function A rational function is any function which

can be represented by a rational fraction x 2 − 3x + 2
p( x) f ( x) =
say, in which numerator, p(x) and x2 − 4
q( x)
denominator, q(x) are polynomial
functions of x, where q(x) ≠ 0.
Exponential These are functions of the form: y = 2x
function y = ab x ,
where x is in an exponent and a and b are
constants. (Note that only b is raised to
the power x; not a.) If the base b is greater
than 1 then the result is exponential
growth.
Logarithmic Logarithmic functions are the inverses of y = log 7 49
Function exponential functions, and any
exponential function can be expressed in
logarithmic form. Logarithms are very
useful in permitting us to work with very
large numbers while manipulating
numbers of a much more manageable
size. It is written in the form
y = log b x x  0, where b  0 and b  1
Absolute Value The absolute value of any number, c is
Function represented in the form of |c|. If any

6
 function f: R→ R is defined by f ( x) = x , it y = x−4 +2
is known as absolute value function. For
each non-negative value of x, f(x) = x and
for each negative value of x, f(x) = -x, i.e.,
f(x) = {x, if x ≥ 0; – x, if x < 0.
Greatest Integer If a function f: R→ R is defined by f(x) = f ( x) = x + 1
Function [x], x ∈ X. It round-off to the real number
where x is the
to the integer less than the number.
Suppose, the given interval is in the form greatest integer
of (k, k+1), the value of greatest integer function
function is k which is an integer.

What is It

Evaluating function is the process of determining the value of the function at the
number assigned to a given variable. Just like in evaluating algebraic expressions,
to evaluate function you just need to a.) replace each letter in the expression with
the assigned value and b.) perform the operations in the expression using the correct
order of operations.

Look at these examples!

Example 1: Given f ( x) = 2 x − 4 , find the value of the function if x = 3.

Solution:

f (3) = 2(3) − 4 ✓ Substitute 3 for x in the function.

f (3) = 6 − 4 ✓ Simplify the expression on the right

f (3) = 2 side of the equation.

Answer: Given f ( x) = 2 x − 4 , f (3) = 2

Example 2: Given g ( x) = 3x 2 + 7 , find g (−3) .

Solution:

g (−3) = 3(−3) 2 + 7 ✓ Substitute -3 for x in the function.

g (−3) = 3(9) + 7 ✓ Simplify the expression on the
g (−3) = 27 + 7 right side of the equation.
g (−3) = 34

7
 Answer: Given g ( x) = 3x 2 + 7 , g (−3) = 34

Example 3: Given p( x) = 3x 2 + 5 x − 2 , find p(0) and p(−1) .

Solution:

p(0) = 3(0) 2 + 5(0) − 2

p(0) = 3(0) + 0 − 2
Treat each of these like two
p(0) = 0 + 0 − 2
separate problems. In each
p(0) = −2 case, you substitute the value
in for x and simplify. Start with
p(0) = 3(−1) 2 + 5(−1) − 2 x = 0, then x=-1.
p(0) = 3(1) − 5 − 2
p(0) = 3 − 5 − 2
p(0) = −4

Answer: Given p( x) = 3x 2 + 5 x − 2 , p(0) = −2 , p(−1) = −4

Example 4: Given f ( x) = 5x + 1 , find f (h + 1) .

✓ This time, you substitute (h +
Solution: 1) into the equation for x.
f (h + 1) = 5(h + 1) + 1 ✓ Use the distributive property
on the right side, and then
f (h + 1) = 5h + 5 + 1 combine like terms to simplify.
f (h + 1) = 5h + 6

Answer: Given f ( x) = 5x + 1 , f (h + 1) = 5h + 6

Example 5: Given g ( x) = 3x − 2 , find g (9) .

Solution:

g (9) = 3(9) − 2 ✓ Substitute 9 for x in the function.

g (9) = 27 − 2 ✓ Simplify the expression on the
g (9) = 25 right side of the equation.

g (9) = 5

Answer: Given g ( x) = 3x − 2 , g (9) = 5

4x + 8
Example 6: Given h( x) = , find the value of function if x = −5
2x − 4
Solution:

8
 4(−5) + 8
h(−5) = ✓ Substitute -5 for x in the function.
2(−5) − 4
− 20 + 8 ✓ Simplify the expression on the right
h(−5) =
− 10 − 4 side of the equation. (recall the
− 12 concepts of integers and simplifying
h(−5) = fractions)
− 14
6
h(−5) =
7
4x + 8 6
Answer: Given h( x) = , h(−5) =
2x − 4 7
3
Example 7: Evaluate f ( x) = 2 x if x = .
2
Solution:
3

3 2
f =2
2 ✓ Substitute
3
for x in the function.
3 2
f   = 23
2 ✓ Simplify the expression on the right
3 side of the equation. (get the cubed
f = 8
2 of 2 which is 8, then simplify)

3
f   = 4•2
2
3
f =2 2
2

3
Answer: Given f ( x) = 2 x , f   = 2 2
2
Example 8: Evaluate the function h( x) = x + 2 where x  is the greatest integer
function given x = 2.4 .

Solution: ✓ Substitute 2.4 for x in the function.

h(2.4) = 2.4 + 2 ✓ Simplify the expression on the right

side of the equation. (remember that
h(2.4) = 2 + 2
in greatest integer function, value
h(2.4) = 4
was rounded-off to the real number
to the integer less than the number)

Answer: Given h( x) = x + 2 , h(2.4) = 4

9
Example 9:Evaluate the function f ( x) = x − 8 where x − 8 means the absolute
value of x − 8 if x = 3 .

Solution: ✓ Substitute 3 for x in the function.

f (3) = 3 − 8 ✓ Simplify the expression on the right
f (3) = − 5 side of the equation. (remember that
any number in the absolute value
f (3) = 5
sign is always positive)

Answer: Given f ( x) = x − 8 , f (3) = 5

Example 10: Evaluate the function f ( x) = x 2 − 2 x + 2 at f (2 x − 3) .

Solution:

f (2 x − 3) = (2 x − 3) 2 − 2(2 x − 3) + 2
✓ Substitute 2 x − 3 for x in the
f (2 x − 3) = (4 x 2 − 12 x + 9) − 4 x + 6 + 2
function.
f (2 x − 3) = 4 x 2 − 12 x + 9 − 4 x + 6 + 2
✓ Simplify the expression on the
f (2 x − 3) = 4 x 2 − 12 x − 4 x + 9 + 6 + 2 right side of the equation.
f (2 x − 3) = 4 x 2 − 16 x + 17

What’s More

Your Turn!
Independent Practice 1: Fill Me
Evaluate the following functions by filling up the missing parts of the solution.

1. f ( x) = 3x − 5 , find f (2)
Solution:
f (2) = ___________________
f (2) = 6 − 5
f (2) = ___________________

2. g ( x) = 3 2 x , find g(6)
Solution:

10
 g (6) = _________________
g (6) = 312
g (6) = _________________

3. k (a) = a − 2 , find k (−9)

Solution:
k (−9) = ______________
k (−9) = 9 − 2
k (−9) = ______________

4. p(a) = −4a − 2 , find p(2a)

Solution:

p(2a) = ______________
p(2a) = ______________

5. g (t ) = t 2 − 2 , find g (−2)

Solution:

g (−2) = ________________
g (−2) = ________________
g (−2) = ________________

Independent Assessment 1: Evaluate!

Evaluate the following functions. Write your answer and complete solution on
separate paper.

1. Given w(n) = n − 1, find the value of the function if w = -1.

2. Given f ( x) = x − 3 , find f (9.3) .

3. Evaluate the function w( x) = − 2 x + 3 if x = -1.

4. Evaluate: f ( x) = − x − 1 , find f (a 2 )

5. Given f ( x) = 4 x − 5 , find f (2 x + 3)

Independent Practice 2: TRUE or SOLVE!

11
Analyze the following functions by evaluating its value. Write TRUE of the indicated
answer and solution is correct, if not, rewrite the solution to arrive with the correct
answer on the space provided.

1. Evaluate f (t ) = 2t − 3 ; f (t 2 )
Solution:
Answer:
f (t 2 ) = 2(t 2 ) − 3
f (t 2 ) = 2t 2 − 3

2. Given the function g ( x) = 5x − 13 , find g (9) .

Solution:
g (9) = 5(9) − 13 Answer:
g (9) = 45 − 13
g (9) = 32
g (9) = 16 2

5x − 7
3. Given the function f ( x) = , find the value of the function if x = −3 .
3x − 2
Solution:
5(−3) − 7
f (−3) = Answer:
3(−3) − 2
− 15 − 7
f (−3) =
−9−2
22
f (−3) =
11
f (−3) = −2

4. Evaluate the function f ( x) = x 2 − 3x + 5 at f (3x − 1) .

Solution:
Answer:
f (3x − 1) = (3x − 1) 2 − 3x + 5
f (3x − 1) = 9 x 2 − 6 x + 1 − 3x + 5
f (3x − 1) = 9 x 2 − 9 x + 6

4
5. Evaluate: g ( x) = 3 x if x =
3
Solution:

12
 4
4
g  = 3 3 Answer:
3
4
g   = 3 34
3
4
g   = 3 81
3
4
g   = 3 27 • 3
3
4
g   = 33 3
3

Independent Assessment 2: Find my Value!

Evaluate the following functions. Write your solution on a separate paper.
1. g ( x) = 5x − 7 ; g ( x 2 + 1)
Answer: _______________________

2. h(t ) = x 2 + 2 x + 4 ; h(2)
Answer: _______________________

3x 2 − 1
3. k ( x) = ; k (−3)
2x + 4
Answer: _______________________

4. f ( x) = 2 x 2 + 5 x − 9 ; f (5x − 2)
Answer: _______________________
3
5. g ( p) = 4 x ; x =
2
Answer: _______________________

What I Have Learned

A. Complete the following statements to show how you understood the different types
of functions. Answer using your own words,
1. A polynomial function is _______________________________________________________
_________________________________________________________________________________.
2. An exponential function _______________________________________________________
_________________________________________________________________________________.

13
3. A rational function ____________________________________________________________
_________________________________________________________________________________.
4. An absolute value function ____________________________________________________
_________________________________________________________________________________.
5. A greatest integer function ____________________________________________________
_________________________________________________________________________________.

B. Fill in the blanks to show how we evaluate functions.

Evaluating function is the process of ___________________________ of the function at

the _________________ assigned to a given variable. Just like in evaluating algebraic
expressions, to evaluate function you just need to ________________________________
in the expression with the assigned value, then _________________________________ in
the expression using the correct order of operations. Don’t forget to
_______________________ your answer.

What I Can Do

In this part of the module, you will apply your knowledge on evaluating functions in
solving real-life situations. Write your complete answer on the given space.

1. Mark charges ₱100.00 for an encoding work. In addition, he charges ₱5.00 per
page of printed output.

a. Find a function f(x) where x represents the number page of printed out.

b. How much will Mark charge for 55-page encoding and printing work?

2. Under certain circumstances, a virus spreads according to the function:

1
P(t ) =
1 + 15(2.1) −0.3t
Where where P(t) is the proportion of the population that has the virus (t) days
after the acquisition of virus started. Find p(4) and p(10), and interpret the results.

14
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following is not a polynomial function?
a. f ( x) = 2 x − 10
b. g ( x) = 4 x 2 − 3x + 8
c. p( x) = x 3 − 7
d. s ( x) = 3 x − 4 − 9
3x − 11
2. What kind of function is being illustrated by f ( x) = ?
x+7
a. Rational Function
b. Constant Function
c. Greatest Integer Function
d. Absolute Value Function
3. Find the function value given h( x) = 9 − 5x of x = 3m .
a. 9 − 15m
b. 9 − 15m
2

c. 9 + 15m
d. 9 + 15m
2

4. Which of the following shows an exponential function?

a. f ( x) = 3 x + 8
b. f ( x) = 2 x 3 − 7
c. f ( x) = 3 x − 6
d. f ( x) = x − 8
5. Find the function value given h( x) = 3x − 8 , if x = 9a + 1 .
a. 27 a + 5
b. 27 a − 5
c. 18a + 11
d. 18a − 11
6. Which of the following is the value of the function f ( x) = 4 x − 8 + 2 given x = 2?
2

a. 8
b. 9
c. 10
d. 11

15
7. Evaluate the function h( x) = x − 11 given x = 3.5.
a. -8
b. 8
c. -9
d. 9
8. Give the value of the of the function c( x) = 3x 2 − 36 at c(5) .
a. -21
b. 14
c. 111
d. 39
9. Evaluate: h( x) = 5 x 3 − 3x + 9 given x = 3.
a. 45
b. 63
c. 135
d. 153

10. Find the value of the function f ( x) = 2 x 2 + 3 if x = 6.

a. 75
b. 5 3
c. 15
d. 2 3
11. Evaluate the function f ( x) = 2 x 2 − 3x + 1 given x = 3x − 5 .
a. f (3x − 5) = 18 x 2 − 69 x + 66
b. f (3x − 5) = 18 x 2 − 63 x + 51
c. f (3x − 5) = 18 x 2 + 69 x − 66
d. f (3x − 5) = 18 x 2 + 63 x − 51
x2 − 3
12. Given g(x) = , determine g(5).
2
a. 11
7
b.
2
c. -11
7
d. −
2
5
13. Evaluate the function g ( x) = 3 x if x = .
3
a. 3
243
b. 243
c. 9 3
d. 33 9

16
 x 2 − 2x + 5
14. Given g ( x) = , determine g (4) .
x+3
5
a.
7
5
b. −
7
13
c.
7
13
d. −
7
x+4
15. For what values of x can we not evaluate the function f ( x) = ?
x2 − 9
a. ±4
b. ±3
c. ±2
d. ±1

Additional Activities

Difference Quotient

f ( x + h) − f ( x)
this quantity is called difference quotient. Specifically, the difference
h
quotient is used in the discussion of the rate of change, a fundamental concept
in calculus.

Example: Find the difference quotient for each of the following function.
A. f(x) = 4x - 2

B. f(x) = x2

Solution:

A. f(x) = 4x - 2

f ( x + h) = 4( x + h) − 2 = 4 x + 4h − 2
f ( x + h) − f ( x) 4 x + 4h − 2 − (4 x − 2)
=
h h
4 x + 4 h − 2 − 4 x + 2)
=
h
4h
=
h
=4

17
 B. f(x) = x2
f ( x + h) = ( x + h) 2 = x 2 + 2hx + h 2
f ( x + h) − f ( x) x 2 + 2hx + h 2 − ( x) 2
=
h h
x + 2hx + h − ( x)
2 2 2
=
h
2hx + h 2
=
h
= 2x + h
YOUR TURN!

f ( x + h) − f ( x)
Find the value of , h ≠ 0 for each of the following function.
h

1. f ( x) = 3x + 4

2. g ( x) = x 2 + 3

Answer Key
15.C
14.A
13.D
12.C
11.A
5. 10.B
4. 9. C
3. 5 8. A
2. 6 7. D
1. -2 6. B
Independent Assessment 1 5. A
4. B
3. C
2. D
1. A

Know
What I

18
HEALTH OPTIMIZING PHYSICAL
EDUCATION
H.O.P.E 1
11
Quarter 1 – Module 2:
Set Fitness Goal
What I Need to Know
This module was designed and written to help you understand Health
Optimizing Physical Education 1 specifically about setting your fitness goal. The
scope of this module permits it to be utilized in many various learning situations.
The given activities in this module can be done individually or with the help of a
family members. This module focuses in sets Frequency Intensity Time Type
(FITT) goals based on training principles to achieve and/or maintain health -
related fitness (HRF).
After browsing this module, you're expected to:
1. Discuss the FITT principles and principle of physical activity in helping to
develop a private exercise preparation;
2. Create fitness plan based on the FITT principle and principle of physical
activity to reach a fitness goal;
3. Evaluate the potential benefits of FITT principles;
4. Perform moderate to vigorous physical activities based on the programed
fitness plan.

What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. What is the first element you should set up when planning workout plan? It
refers to how often you exercise.
A. Frequency B. Intensity C. Time D. Type
2. What is the most basic principle in physical activity that indicates doing more
than normal for improvement to happen?
A. Overload Principle C. Reversibility Principle
B. Progression Principle D. Specificity Principle
3. What do you call the duration or the length of session of a physical activity?
A. Frequency B. Intensity C. Time D. Type
4. What principle in physical activity is defined as gradual increase in exerting
effort or load that is done not too slowly, nor too rapidly?
A. Overload Principle C. Reversibility Principle
B. Progression Principle D. Specificity Principle

1
5. Jogging, dancing, lunges, brisk walking, squats, and planking are examples
of what FITT principle?

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

6. The effect of training will be lost if the training is discontinued. Which

principle of physical activity does it refer to?

A. Overload Principle C. Reversibility Principle

B. Progression Principle D. Specificity Principle

7. Cardo do jogging, running and dancing to improve his cardio vascular

endurance. What principle of physical fitness does it manifest?

A. Overload Principle C. Reversibility Principle

B. Progression Principle D. Specificity Principle

8. Which of the FITT principles discuss the effort level of the exercise?

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

9. Juan is 32 years old. What is his maximum target heart rate?

A. 186 B. 187 C. 188 D. 189

10. Jannah is 17 years old. She has a resting heart rate of 41, what is Jannah’s
heart rate reserve?

A. 162 B. 164 C. 166 D. 167

11. Which part of the exercise program stimulates beneficial adaptation when
performed regularly?

A. Cool-down C. Stretching
B. Exercise load D. Warm-up

12. Which is essential prior to actual workload so that the body can prepare for
more strenuous activity?

A. Cool-down C. Stretching
B. Exercise load D. Warm-up

13. Which part of the exercise program is essential after a workout as it permits
the pre-exercise heart rate and blood pressure for a gradual recovery?

A. Cool-down C. Stretching
B. Exercise load D. Warm-up
14. How much MET will you spend while sitting at rest?

A. 1 MET B. 2 METs C. 3 METs D. 4 METs

15. Which of the following is considered as vigorous exercise?

A. Basketball game C. Tennis doubles

B. Sweeping floors D. Walking -5 km/h

2
 Lesson Health Optimizing Physical Education 1:
1 Set Fitness Goal

What’s In
Activity 1. FITNESS QUEST
Direction: Identify what HRF components do the following physical activities in
column A belong to. Then, determine whether they are Cardiovascular Activity,
Flexibility Muscular or Strength Activity and Endurance Activity. Write your
answer on a separate sheet.
A B
1. Jogging
2. Walking
3. Sit-ups
4. Lunges
5. Dynamic Stretching
6. Body-weight Exercises
7. Swimming
8. Yoga
9. Brisk Walking
10. Stretching
11.Squats
12.Planks

What’s New
Let’s Start!!!
Improving fitness is a crucial goal for achieving optimum health. If
carefully planned, performed, monitored, and evaluated, positive health -related
outcomes will be achieved which reduces risks of acquiring health problems.
Activity 2: WORD HUNT
Directions: Find ten (10) words related to health on the grid. Words appear straight
across, up and down, down and up, and diagonally. Write your answer on a separate
sheet.
T U Q T U O R Y I O P L F J G
S I W Y E R T U F C V K R H F
R F M P P R I N C I P L E D D
E G H E Q O G P S G B C Q S A
V Q G Z W P J R D F V V U A O
E W V W C R K O U D Q B E Z L
R E S X E A N G G H W N N X R
S R D C R S M R R J E M C G E
I T F V I N T E N S I T Y H V
B Y G B T D B S F T R Y A S O
I U H N Y F V S D Y T U C D F
3
 L I J S P E C I F I C T Y J K
I O K M U G F O L N M I V Q T
T P L F I H D N S B O P W Y
Y A T R A I N I N G G N B T U

1.________________________________ 6.________________________________

2._________________________________ 7.________________________________
3._________________________________ 8.________________________________

4._________________________________ 9.________________________________
5._________________________________ 10._______________________________

What is It

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

Principles of Physical Activity

4
Overload Principle

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

Overloading will be achieved by following the acronym FITT:

Frequency: Increasing the number of times you train per week

Intensity: Increasing the problem of the exercise, for instance, running at 12 km/h
rather than 10 or increasing the load you're squatting with.
Time: Increasing the length of your training time for every session for instance,
cycling for 45 minutes rather than 30.
Type: Increase the intensity of the training. For instance, progress from walking to
running

Principle of Progression

To ensure that the results will still improve over time, the adapted workload
should be continually increased. A gradual and systematic increase within the
workload over a period of time will lead to improvement in fitness without risk of
injury. If overload occurs and increase rapidly, it may lead to injury or muscle
damage. If increased slowly, improvement is unlikely. For instance, the athlete who
exercises vigorously only on weekends violates the principle of progression and may
not see obvious fitness gains.

The Principle of Progression also stresses the requirement for correct rest and
recovery. Continual stress on the body and constant overload will lead to exhaustion
and injury. You ought not to train hard all the time, as you'll risk overtraining and
a decrease in fitness.

Principle of Specificity

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

Principle of Reversibility

Development of muscles will happen if regular movement and execution are

completed. If activity ceases, it will be reversed. This shows that benefits and changes
achieved from overload will last as long as training is continuous. On the flip side,
this also implies that the detraining effect will be reversed once training is resumed.
Extended rest periods reduce fitness and therefore the physiological effects diminish
over time which throws the body back to its pre-training condition.

5
Note: The effect of training will be lost if the training is discontinued.

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

Understanding the F.I.T.T. principle helps you create a workout
plan which will be beneficial in reaching your fitness goals. F.I.T.T. stands for
frequency, intensity, time, and type of exercise. These are the four elements you
would like to believe to make workouts that suit your goals and fitness level.
Learn how the F.I.T.T. principle works.
Table 1. F.I.T.T Principles

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

Frequency

The first thing to identify in the workout plan is frequency—how often you
exercise. Your frequency often depends on a spread of things including the sort of
workout you're doing, how hard you're working, your fitness level, and your exercise
goals. Three to five times a week is a safe frequency for each component of health-
related physical fitness.

American College of Sports Medicine sets exercise guidelines to provide a place to

start figuring out how often to work-out:

For cardio: Include your goal, guidelines recommend moderate exercise five or more
days every week or intense cardio three days every week to improve your health.
If your goal is to lose weight, you'll need to work often up to six or more days a week.

For strength training: The suggested frequency is two to three non-consecutive days
a week, it should be one to two days between sessions. If you are doing a split routine,
like upper body at some point and lower body subsequent, your workouts are going
to be more frequent than total body workouts.

6
Intensity
Intensity refers to how hard you work during the physical activity period.
Intensity is often measured in several ways, counting on the health-related
component. For instance, monitoring pulse rate is a technique to measure intensity
during aerobic endurance activities but gives no indication of intensity during
flexibility activities.
For cardio: For cardio, you will usually monitor intensity by heart rate or pulse
rate. The recommendation for steady-state workouts is at a moderate intensity
and for interval training it should be done at a high intensity for a shorter period
of time.
For strength training: Monitoring the intensity of strength training involves a
special set of parameters. The intensity depends on the workload you are doing,
the amount of weight you lift, and the number of repetitions and sets. You can
change the intensity based on your goals. For a beginner use a lighter weight and
do fewer sets with high repetitions (two or three sets of 12 to 20 repetitions). If
your goal is to develop muscle, do a higher number of sets with a moderate
amount of repetitions (four sets of 10 to 12 reps each). If you want to create
strength, use heavyweights to try to do more sets with fewer repetitions for
example, five sets of three repetitions each.

How to get your Target Heart Rate

1. Get the Maximum Heart Rate.

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

2. Determine the Heart Rate Reserve.
HRR = MHR – ______________ (Resting Heart Rate) HRR= _____________
3. Take 60% and 80% of the HRR

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

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

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

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

7
 Health Trivia

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

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

Time

Time is the length of the physical activity. Considering the other aspects of the
F.I.T.T principle, time differs depending on the health-related fitness component
targeted.

For cardio: The suggested cardio exercise is 30 to 60 minutes but the duration of
your workout depends on the type of exercise. For a beginner, you might start with
a workout of 15 to 20 minutes. If you're doing steady-state cardio, like going for a
run, you may exercise for 30 minutes to an hour. If you're doing interval training and
working at a high intensity, your workout should be shorter, around 20 minutes to
half-hour.

For strength training: How long you lift weights depends on the type of workout
you're doing and on your schedule. For total body workout, you may take up to an
hour, but a split routine may take less time because you're working for fewer muscle
groups.

Type

Type refers to the definite physical activity selected to improve a component

of health-related fitness. For example, a person who wants to improve the arm
strength should exercise the triceps and biceps, while an individual who wants to
improve aerobic endurance needs to execute some other aerobically challenging
activities such as jogging, running, swimming.
For Cardio: Cardio is changeable since any activity that makes your heart rate up
counts. Dancing, running, walking, jogging, and cycling are some of the wide variety
of activities you may choose. Having more than one cardio activity helps reduce
boredom.

For strength training: Strength training workouts can also offer a variety of
exercises. It includes any exercise using resistance like dumbbells, barbells,
machines, and many others to work your muscles. You may also use your body as
resistance tool. You may change the type of your strength workout depending on
your goal.

8
How to Use the F.I.T.T Principle in Your Workout

The F.I.T.T. principle provide guides on how to control your program and get
favorable results. To avoid boredom, injuries, and weight loss plateaus, this principle
will help you figure out how to alter workout types, time, intensity and activities.

For example, walking three times a week for 30 minutes at a moderate pace
might be a great help for a beginner. Your body adjusts to these workouts and several
things may happen after a few weeks such as:

• Burn fewer calories

• Weight loss
• Boredom sets in

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

• Changing the frequency by adding day of jogging or walking

• Changing the intensity by adding some running intervals or walking faster
• Changing the time spent jogging each workout day
• Changing the type of workout by dancing, cycling, or running.

Changing one of the elements will create a big difference in the workout plan and
in how your body reacts to exercise. It's significant to alter things up on a regular
basis to keep your body and mind healthy.

Muscle develops once the body is trained to do more than what it used to. The
Principles of Training implies that overloading helps develop targeted muscle areas.
Benefits of this can be achieved through continuous overloading, or else, if stopped,
it will go back to its original form.
FITT principle acknowledges the importance of optimum fitness development.
It stands for Frequency, Intensity, Time and Type. The physical activity program is
used as a guideline for fitness routine to achieve results. Execution of exercise is also
related to its intensity. The more the activity is repeated, the more chances of
developing fitness.
Intensity is defined as how easy or hard the designed task is accomplished or
the magnitude of work done. The body’s response by the number of times the heart
pumps measured in beats per minute determines the intensity. Workable heart rate’s
capacity will help in getting ideal Targeted Heart Rate (THR) range.
Proper choosing of activities helps achieving goals set by specifying the target
muscles to develop. To keep activities exciting and interesting, setting up variations
in exercises or routines may help.

Part of an Exercise Program

An exercise workout has three components: warm-up, exercise load and
cool-down. The exercise load or workout load is the program activity that would
stimulate beneficial adaptation when performed regularly. A warm-up is essential
prior to actual workload as it prepares the body for more strenuous activity. It
increases the blood flow to the working muscles without an abrupt increase in lactic
acid accumulation. According to research, the warmer the body and muscle, the

9
higher the muscular output. A good warm-up also prepares the heart, muscles, and
joints for the next activity by decreasing joint stiffness and increasing the nerve
impulses. Cool-down is essential after a workout as it permits the pre-exercise heart
rate and blood pressure for a gradual recovery. Cooling down may be most vital for
competitive endurance athletes, like marathoners, because it helps regulate blood
flow.
Warm-up - At least 5 to 10 minutes of low to moderate intensity aerobic exercise or
resistance exercise with lighter weights.
Conditioning -15 to 60 minutes of aerobic, resistance, neuromuscular, and/or sport
activities
Cool-down - At least 5 to 10 minutes of low to moderate intensity aerobic exercise or
resistance exercise with lighter weights
Stretching - At least 10 minutes of stretching exercises performed after the warm-
up or cool-down phase

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

Methods for Assessing Aerobic Intensity

Metabolic equivalents (METs) express aerobic intensity as mL per kg per min of
oxygen being consumed.
❖ The energy expenditure while sitting at rest is equal to 1MET. It is taken by
convention to be an oxygen uptake of 3.5 mL per kg of body weight per min.

❖ Light-intensity aerobic activity is an activity done at 1.1 to 2.9 METs,

moderate-intensity activity is an activity done at 3 to 5.9 METs while vigorous
activity is an activity done at ≥ 6 METs.

The intensity of aerobic activities is sometimes measured as the speed of the activity
(for example, walking at 5 km/h, jogging at 10 km/h).

Table 2. MET Equivalents of Common Aerobic Activities

Types of Light <3METS Moderate 3 to Vigorous ≥ 6

Activity <6METS METs
Walking Walking slowly • Walking ~5 km/h = • Walking at very
around home, store or 3.3 brisk pace (~7 km/h)
office = 2.0 • Brisk walking at ~6 = 6.3
km/h = 5.0 • Jogging at 8 km/h =
8.0
• Jogging at 10 km/h
= 10.0
• Running at 11
km/h = 11.5

10
 Household • Sitting — using • Cleaning — heavy: Shoveling, digging
Chore and computer work at washing windows or ditches = 8.5
Occupation desk using light hand car = 3.0 • Carrying heavy
tools = 1.5 • Sweeping floors or loads such as bricks =
• Standing performing carpet, vacuuming, 7.5
light work such as mopping = 3.0–3.5
making bed, washing
dishes or preparing
food = 2.0–2.5
Leisure and • Arts & crafts, playing
• Badminton — • Basketball game =
Sports cards = 1.5 recreational = 4.5 8.0
• Playing most musical
• Cycling — on flat: • Cycling — on flat:
instruments = 2.0–2.5
light effort (16–19 moderate effort (20–
km/h) = 6.0 22 mph) = 8.0; fast
• Golf — walking (23–26 mph) = 10
pulling clubs = 4.3 • Football — casual =
• Table tennis = 4.0 7.0; competitive =
• Tennis doubles = 5.0 10.0
• Volleyball — non- • Swimming —
competitive = 3.0–4.0 • moderate/hard = 8–
Swimming leisurely = 11
6.0 • Tennis singles = 8.0
https://www.chp.gov.hk/archive/epp/files/DoctorsHanbook_ch4.pdf

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

11
FLEXIBILITY EXERCISES

12
13
 MUSCULAR STRENGTH and ENDURANCE

14
15
 What’s More

Activity 3: LET’S DO THIS

Direction: Perform each activity at a time and fill out the table below with the
required information.

Describe the 5-minute walking 4- minute 3- minute

activity based on around home sweeping floors jumping jacks
the following:
How did you feel?

How was your

breathing?

How much did you

sweat?

Did you have

difficulty
speaking?

Reflection:
1. Which among the three (walking around, sweeping floor, 3-minute jumping jacks)
is considered:

a) Light activity: _________________________________________________________________

Justify your answer: ____________________________________________________________

_________________________________________________________________________________

b) Moderate activity: _____________________________________________________________

Justify your answer: _____________________________________________________________

_________________________________________________________________________________
c) Vigorous Activity: _____________________________________________________________

Justify your answer: _____________________________________________________________

_________________________________________________________________________________

16
 What I Have Learned
Activity 4: SUM IT UP!!
Direction: In this activity you will summarize all your learnings.
1. Review all the readings you had about the lesson.

2. Cite a generalization by filling in the blank to complete the sentences:

A. F.I.T.T is __________________________________________________________________
______________________________________________________________________________
B. Principles of overload is ____________________________________________________
______________________________________________________________________________
C. Principles of progression is _________________________________________________
______________________________________________________________________________
D. Principles of specificity is __________________________________________________
______________________________________________________________________________
E. Principles of reversibility is _________________________________________________
______________________________________________________________________________
3. What factors should be considered when designing a personal fitness program?
Why? ________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Why is it essential to incorporate a warm-up and cool down in a routine
exercise? _____________________________________________________________________
______________________________________________________________________________

What I Can Do

Activity 5: MY FITNESS PROGRAM

Directions: Create your own fitness program using the F.I.T.T principle. Ask your
family members to participate in performing the exercise. Before you start, make sure
that your cellular phone is ready to record your video.
FITT Goals Frequency Intensity Type Time

Parts of the (Indicate Light, Kind of exercises, (Total fitness

Fitness Plan days of the Moderate – selected physical plan not less
week) Vigorous activities than 60
minutes)
Warm-up

Workout

1. 1.

2. 2.

3 3.

4 4.

5. 5.

Cool down

17
 Assessment

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

1. Which of the following is true about frequency?

A. Effort level of the exercise C. Period covered in an exercise session

B. Number of session in a week D. Type of activity .

2. Which principle in physical activity claims that in order to progress and

improve our fitness, we have to put our bodies under additional stress?

A. Principle of Overload C. Principle of Reversibility

B. Principle of Progression D. Principle of Specificity

3. Jogging, dancing, lunges, brisk walking, squats and planking are examples of
what FITT principle?

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

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

effort or load that is done not too slowly, nor too rapidly?

A. Principle of Overload C. Principle of Reversibility

B. Principle of Progression D. Principle of Specificity

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

A. 2 times a day C. 1 hour per session

B. 3 times a week D. All of the above

6. Karen is increasing the difficulty of her exercise, she runs 12km per hour.
Which FITT principle is manifested?

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

7. Daniel is 42 years old. What is his maximum target heart rate?

A. 176 B. 177 C. 178 D. 179

8. Maddie is 20 years old. He has a resting heart rate of 40. What is his heart
rate reserve?

A. 158 B. 160 C. 162 D. 164

18
9. Cardo does jogging, running and dancing because he wants to improve his
cardio vascular endurance. What principle of physical fitness does he
manifest?

A. Principle of Overload C. Principle of Reversibility

B. Principle of Progression D. Principle of Specificity

10. Which of the following given statements is true about Principles of

Reversibility?

A. The benefits of training are lost with prolonged periods without training.
B. Repeatedly practicing a skill or a series of movements past required
performance
C. Exposing the body to an entirely new stimulus creates consistent
performance enhancements
D. To ensure that results will continue to improve over time, the degree of the
training intensity must continually increase above the adapted work load.

11. Which part of the exercise program stimulates beneficial adaptation when
performed regularly?

A. Cool-down B. Exercise load C. Warm-up D. Stretching

12. Which of the following is true about warm-up?

A. It stimulates beneficial adaptation when performed regularly.

B. It permits the pre-exercise heart rate and blood pressure for a gradual
recovery.
C. It increases the blood flow to the working muscles without an abrupt
increase in lactic acid accumulation.
D. It is the most vital for competitive endurance athletes, like marathoners,
because it helps regulate blood flow.

13. Which part of exercise program is done after exercise load?

A. Cool-down B. Exercise load C. Warm-up D. Stretching

14. How much MET will you spend while playing basketball game?

A. 5 METs B. 6 METs C. 7 METs D. 8 METs

15. Which is not an example of moderate exercise?

A. Competitive Football C. Tennis doubles

B. Sweeping floors D. Walking -5 km/hr

19
 Additional Activities

According to Nicole Blades a certified trainer in Connecticut, “Plank is one of

those jack-of-all-trades exercises you can carry in your back pocket to strengthen
not only your core, but also your chest, arms, back, legs, and booty”, she added a
“plank with proper form can help improve your posture. The best part is, this
dynamic move doesn’t require any equipment. It’s a total bodyweight exercise”.

How to Do a Plank

1. Place your forearms on the floor, elbows aligned with your shoulders and arms
about shoulder width-apart and parallel to your body.
2. Ground your toes into the floor and gluts firmly press to hold steady your body.
Your legs should be working, too — be careful not to lock your knees.

3. Neutralize your neck and spine by observing the spot on the floor.
4. Maintain your position for at least 20 seconds. Maintain your plank for as long
as manageable without compromising your form or breath.

Activity 6: LET’S DO THE PLANK!!

Directions: This is a 30-day exercise that will test the muscular strength of your
core muscles also your chest, arms, back, legs, and booty.
Day 1: Day 2: Day 3: Day 4: Day 5:
10 seconds 20 seconds 30 seconds 40 seconds 50 seconds
Day 6: 1 Day 7: Day 8: Day 9: Day 10:
minute! (60 1m & 10 seconds 1m & 20 1m & 30 1m & 40
seconds) seconds seconds seconds
Day 11: Day 12: Day 13: Day 14: Day 15:
1m & 50 2 minutes! 2m & 10 2m & 20 2m & 30
seconds seconds seconds seconds
Day 16: Day 17: 2m & 50 Day 18: Day 19: Day 20:
2m & 40 seconds seconds 3 minutes! 3m & 10 3m & 20
seconds seconds
Day 21: Day 22: Day 23: Day 24: Day 25:
3m & 30 seconds 3m & 40 seconds 3m & 50 4 minutes 4m & 10
seconds seconds
Day 26: Day 27: Day 28: Day 29: Day 30:
3m & 20 seconds 3m & 30 seconds 3m & 40 3m & 50 5 minutes!
seconds seconds

20
 KOMUNIKASYON AT
PANANALIKSIK SA WIKA AT
KULTURANG PILIPINO
11
MODYUL 2: SITWASYONG
PANGKOMUNIKASYON

Sitwasyong Pangkomunikasyon

Panimula:
Magandang araw!
Kumusta ka?
Mabuti naman at maayos ang iyong kalagayan!
Sabik ka na ba sa bago nating aralin? Sa gawaing ito, makikilala mo ang mga
konseptong pangwika na ginagamit sa radyo, talumpati, panayam at telebisyon.
Malalaman mo rin ang iba’t ibang antas ng wika sa pakikipagkomunikasyon.
O, ano kayang-kaya ba? Halika! umpisahan na natin.

Sa modyul na ito, ikaw ay inaasahang

nakapag-uugnay ang mga konseptong pangwika
sa mga napakinggan/napanood na sitwasyong
pang komunikasyon sa radyo, talumpati, mga
panayam at telebisyon (Hal: Tonight with Arnold
Clavio, State of the Nation, Mareng Winnie,Word of
the Lourd (http://lourddeveyra.blogspot.com).

Layunin

1
 Ito ang mga bagong salita na dapat
mong kilalanin para sa araling ito.

Basahin natin.
Talasalitaan

Radyo - ay isang teknolohiya na

. Telebisyon -isang
pinapahintulutan ang
sistemang telekomunikasyon
pagpapadala ng mga hudyat
(signals) sa pamamagitan para sa pagpapahayag at
ng modulation ng electromagnet pagtanggap ng mga gumagalaw na
ic waves na may mga larawan at tunog sa kalayuan.
mga frequency na mas mababa
kaysa liwanag.

Talumpati - ay isang buod

ng kaisipan o opinyon ng isang tao
na pinababatid sa pamamagitan KWF – komisyon sa Wikang
ng pagsasalita sa entablado para sa Filipino. Ahensyang nangangasiwa
mga pangkat ng mga tao. sa pagpapaunlad ng wikang
pambansa.

Pakikipanayam -o pangagaglugad
Ortograpiya – masusi at maingat
ng isang impormasyon ay isang
na pag-aaral tungkol sa
paraaan ng pagkuha ng
pagbabaybay ng mga salita.
impormasyon o kabatiran nang
harap-harapan.

2
 Ano ba ang alam mo na sa ating aralin, subukin
mo nga?

Panimulang Gawain
Panuto: Basahin ang panayam, isulat kung anong antas ng wika (Pambansa,
Pampanitikan, kolokyal at lalawiganin) nabibilang ang mga naka-itim na salita.

Tanong: Nasaan na po ang KWF sa pagpapaunlad ng wikang Filipino?

Sagot: Hindi naman kami ang magpapaunlad noon (1) eh. Ang bayan
ang gumagamit, ang nagpapaunlad, ng wikang Filipino. Ang ginagawa
lang namin ay (2)pangasiwaan ito. Kung may nakakalimutan – katulad
nga ng paglimot sa pagpapasok ng mga wikang katutubo – eh
kailangang gumawa kami ng (3) plano para magawa at mas maging
aktibo ang mga wikang katutubo.

Tanong: Paano po magagamit ng mas maraming Filipino ang

ortograpiyang pambansa?

Sagot: (4) Matagal na namang may ortograpiya, pero hindi puspusan

ang pagpapakalat. Pero ako, simula noong last year na ako ay (5)
maupo, iyon ang aming inayos, dahil mahalaga ang ortograpiyang
pambansa para sa isang istandardisadong paggamit ng wika. At ito
namang istandardisasyong ito ay kailangan para sa tinatawag na
intellectualization o cultivation ng national language. Hindi magaganap
iyong mas mataas na yugto kapag hindi naging istandardisado ang
wikang Filipino.

Binabati kita. Natapos mo ang unang pagsubok.

Alamin natin sa pahina 16 ang wastong sagot sa mga tanong.
Saang antas ka nabibilang?
5 tamang sagot – NAPAKAHUSAY
3-4 tamang Sagot – MAGALING
1-2 tamang sagot – PAGBUBUTIHAN PA
0 tamang sagot – KAYA MO YAN

3
 O, di ba kayang-kaya mong hanapin ang mga
sitwasyong kinahihiligan mo.
Halika, may inihanda pa akong aralin para sa iyo.

Mga Gawain sa Pagkatuto:

Basahin mo.
Ang wikang Filipino ay nangunguna sa komunikasyon sa halos lahat ng media
ngayon. Ito ay isa sa mga paraan upang magbigay impormasyon sa masa. Sa radyo,
ito’y nangungunang mass media na abot kaya ng mga pinoy.

Paano ginagamit ang Antas ng wika sa radyo?

Tumpak! ginagamit ang pormal at di-pormal na antas ng wika sa radyo. Basahin

sa ibaba ang kahulugan ng antas ng wika.

________________________________________________________________________

Pormal – ito ang mga salitang estandard dahil kinikilala, tinatanggap at

ginagamit ng higit na nakararami lalo na ng nakapag-aral ng wika.

Halimbawa:
MANILA, Philippines — Nilagdaan kahapon ni Pangulong Rodrigo Duterte ang
Executive Order No. 114 na nagi-institutionalize ng Balik Probinsiya, Bagong
Pag-Asa Program.

Layunin ng programa na mabawasan ang mga mamamayang nagsisiksikan

sa Metro Manila.

Sa ilalim ng EO, itatayo ang Balik Probinsiya, Bagong Pag-asa Council na

pamumunuan ng Executive Sectetary at tatayong vice chairperson ang Socio-
Economic Planning Secretary.

Layunin din ng kautusan na paunlarin ang mga lalawigan upang matigil na

ang paglipat ng mga taga-probinsiya sa Metro Manila.

4
 Ano naman ang dalawang uri ng Pormal na wika?

Tama, Pambansa – salitang ginagamit sa mga aklat pangwika, pampamahalaan at paaralan.

Pampanitikan – salitang ginagamit ng mga manunulat sa kanilang mga akda na karaniwang
matatayog, masining at ginagamitan ng idyoma.

Halimbawa:

Una, gusto naming gunitain na isa sa mga layunin nang iproklama ang pagkakaroon
ng isang wikang pambansa batay sa katutubong wika ay 'yong lunggati, 'yong aspiration na
itong wika na ito ay maging sagisag para magbuklod ang mga Filipino (Michael
Buezahttps://www.rappler.com/video/66648-almario-pagpapaunlad-wikang-pambansa-
filipino)

Ano naman ang tinatawag na Impormal na wika?

_________________________________________________________________________

Ang Impormal na wika ay mga salitang karaniwan at madalas na gamitin sa

pakikipag-usap sa mga kaibigan o kakilala.

Nauuri ang impormal na wika sa :

❖ Lalawiganin – ginagamit sa partikular na pook o lalawigan, madalas ang

pagkakaroon ng punto sa pagsasalita ng mga taong kabilang sa lugar na
yaon.
Halimbawa:
Tanong: Ano po ang estado ng wikang Filipino?

Sagot: Kung ang pag-uusapan dito ay kung ito ba ay ginagamit ng mamamayan, natitiyak
ko na ginagamit na ito ng halos lahat ng tao sa Filipinas, magmula sa Batanes hanggang sa
Tawi-Tawi. Nalibot ko na 'yung lahat halos ng pook sa Filipinas, at hindi ako kailanman
gumamit ng Ingles.

❖ Kolokyal – pagpapaikli ng isang salita, katulad ng meron sa mayroon,

‘asan sa nasaan, ‘lika sa halika atbp.

5
Halimbawa:
1. Kaya sabi nila, ang kanilang hiling, baka dapat – lalo ngayong nagkakaroon ng
mga kasunduang pangkapayapaan sa Mindanao – eh baka dapat Filipino ang
gamitin, sa halip na Ingles.
2. So, ang tawag sa lingustics nito ay lingua franca. Ibig sabihin, wika na ng bayan
ang wikang Filipino. Kahit na isang Ilokano o Bisaya ang nagkatagpo, mag-uusap
sila sa pamamagitan ng wikang Filipino.
3. Ika nga, sabi dito, you cannot flog a dead horse. Meaning, paano mo papakainin
‘yung kabayo kung patay na? So hindi ko kayo kabayo, just an analogy.

Mayroon kayang pagkakaiba ang dalawang ito sa Pabalbal

na antas ng wika?

_________________________________________________________________________________

Tinatawag na Balbal ang mga salitang nalilikha ng grupo ng tao upang maging wika
nila at sila lang ang nakakaintindi. Salitang kanto ang karamihan nito.

_________________________________________________________________________________

Halimbawa:
Mahigpit na pinaalalahanan ng gobyerno ang mga tao sa pagsunod sa “social
distancing” at pagsuot ng mask sa pampublikong lugar, ngunit tila “deadma” lang ang ilan
nating mga kababayan. Subalit ang iba ay kering-keri ang pagsusuot ng mask lalo pa’t feel
nila ang design nito. Nai-imbyerna naman ang ilang netizens kapag nai-post sa social media
ang hindi nila pagsusuot ng mask. Wiz daw makahinga ang ilan kaya hindi sila nagsusuot ng
mask.

Ipagpatuloy mo ang
pagbasa at sagutin ang mga
tanong.

6
 Sa mga sitwasyong nabasa mo sa radyo, talumpati, panayam at
telebisyon, makikilala mo kaya ang mga konseptong pangwika? Maaari
mo bang banggitin?

___________________________________________________
Ang mga salitang i-incentivize, better compliance , nagko-contribute, tax,
ay mga salitang pormal. Ngunit kailangang gamitin natin ang wika na may pantay na
katangian. Hindi ‘yong pinaghalong Ingles at Pilipino. Dito pumapasok ang
Bilingguwalismo. Ang kakayahan ng tao na gamitin ang dalawang wika na may
pantay na galing.

Halimbawa:

Pangatlo po is dadaan po tayo sa data ng SSS and BIR kasi formal sector. Dapat ito
po 'yung gawin natin so that we can target better kasi alam natin kung sino sila at i-incentivize
po natin 'yung better compliance kasi 'yung mga nagko-contribute ng tax at ng SSS, 'yan po
ang unang tutulungan natin.

Ano kaya ang kaugnayan ng mga salitang ito sa pang-araw-araw

mo na pamumuhay?

Kailangang gamitin ang wika ayon sa tamang sitwasyon. Nakikita sa uri ng

wikang ginagamit mo ang katayuan mo sa lipunan. Kaya nga, kung gusto mong
igalang ka ng iba, dapat lumabas sa bibig mo ang mga salitang musika din sa
iyong pandinig.

Ipagpatuloy mo.

Mag FACT or BLUFF tayo para sa ilan pang karagdagang kaalamang dapat
mong matutunan sa konseptong pangwika

7
 Ang pagkakaroon ng antas ng Fact. Tulad ng tao, ang wika ay
wika ay isa pang mahalagang katangian Nahahati rin sa iba’t ibang
nito. Fact o Bluff? kategorya ayon sa kaantasan
nito.

Sa lahat ng antas ng wika, ang

balbal ang pinakadinamiko. Fact o
Fact. Ang usong salitang balbal ngayon
Bluff?
ay maaaring laos nabukas.

Salitang Pabalbal ang “mabulaklak

ang dila”. Fact o Bluff?

Bluff. Ito ay pampanitikang antas ng wika

Sapagkat nangangahulugan itong magaling
Magsalita.

Kaibigan – tagalog; Gayyem –

Ilokano; Higala – Cebuano; Amiga -
Bikolano . ang mga salitang ito ay isang
halimbawa ng kolokyal na antas ng wika.
Fact o Bluff?

Bluff. Lalawiganin o Panlalawigan ang

mga salitang ito sapagkat may
kani-kaniyang tawag sa bawat lugar ang kaibigan.

Bluff. Ang mga salitang ito ay

Ngetpa, olats, datung, jowa, haybol,
Pabalbal na ang ibig sabihin ay parak, ay mga salitang pambansa. Fact o
Pangit, talo, kasintahan, bahay at bluff?
Pulis.

8
Yehey! Nauunawaan mo na ang kaugnayan ng sitwasyong pangwika sa radio, talumpati,
panayam at telebisyon, maaari mo nang gawin ang sumusunod na mga
pagsasanay.

Ano’ng mahahalagang impormasyon ang iyong nalaman?

Makatutulong kaya ang mga ito sa iyong pag-aaral?

Markahan sa ibaba ang antas ng iyong pagkaunawa:

Lubos na naunawaan
Naunawaan
Naguluhan

Simulan mo na ang iba’t ibang gawain.

Panuto: Basahing mabuti ang mga salita sa ibaba. Ibigay

ang tamang katumbas na kahulugan sa bawat antas.
Gawing gabay ang ibinigay na halimbawa.
Pagsasanay 1

Salita Pambansa Pampanitikan Kolokyal Lalawiganin Balbal

1.Perfect Pekpekto Walang ‘di bulok Yari/ganap swabe

kapintasan

2.Ayaw

3.Gunitain

4.Bride

5.Bukas

9
 a. Walang kapintasan h. ayoko o. jowa
b. hindi ko gusto i. di ko feel p. babaing ikakasal
c. bulay-bulayin j. magnilay q. ‘yoko
d. nobya k. newly wed r. isipin
e. kasbum l. kinaumagahan s. kinabukasan
f. perpekto m. kasintahan t. waswit

g. swabe n. hindi bulok

Kamusta ang unang pagsasanay? MADALI ba o MAHIRAP?

Tingnan ang sagot sa pahina 16.
Nakuha mo bang lahat ng wastong sagot sa pagsasanay 1?
Kung nakuha mo nang lahat, ikaw ay MAHUSAY!
Maaari mo nang gawin ang Pagsasanay 2.
Kung mababa sa 3, balikan mong muli ang hindi mo nakuha at pag-aralang
muli at pagkatapos, magpatuloy na sa pagsasanay 2.

Dahil madali mo lang nasagutan ang unang pagsasanay, heto pa ang isa
pang gawaing magpapatibay ng iyong kaalaman.

Pagsasanay Panuto: Basahing mabuti ang talata at tukuyin kung

2Kolokyal, anong antas ng wika (Pambansa, Pabalbal,
lalawiganin at Pampanitikan) nabibilang ang mga
salitang ginamit sa talumpati. Isulat ang sagot sa talahanayan sa
sumunod na pahina.

Iyan ang problema. (1)So inaayos namin ‘yan. Gusto ko lahat mabigyan. Ayaw kong
may mamatay ni isang Pilipino na gutom. Kaya may another survey tayo madalian. Ang dapat
diyan barangay captain because that is your duty, inyong duty ‘yan and the mayors to
determine sino ‘yang hindi nasali sa listahan at mabigyan kaagad.

(2)You know it’s a --- may Comelec listahan. Kayong mga flying voters noon,
kung saan-saan kayo nagboto ayan. Hindi namin malaman ngayon kung nasaan kayo. ‘Pag

10
tawag, wala naman kayo. So that is really a problem. It is a problema that confronts
government. Problema ninyo, problema namin.

But kung magdating na tayo sa (3)laro ng sisihan, the blame game, eh mag-unawa
sana ninyo kung ano ang talagang sitwasyon ‘yung totoong realidad ng buhay natin.

And sabi ko nga hindi sabihin na kung wala ka, wala ka ng --- (4)purnada ka na. It’s
not that. But kung wala ka, maghintay ka and we will come up --- alam ko sigurado. (5)Tutal
sabi nga hindi tayo maubusan ng pera. Mag-utang tayo nang mag-utang, mag-utang ---
kay mag-utang, ipagbili, mapagbili, ipagbili natin lahat hanggang maubos tapos punta na tayo
lahat sa Amerika.

Halaw sa:https://www.philstar.com/headlines/2020/04/14/2007237/full-text-dutertes-april-13-talk-people-covid-
19-pandemic

Pangungusap Antas ng Wika

1. So inaayos namin ‘yan

2. You know it’s a --- may Comelec listahan.

Kayong mga flying voters noon, kung saan-
saan kayo nagboto ayan.

3. laro ng sisihan,

4. Purnada ka na. It’s not that.

5. Tutal sabi nga hindi tayo maubusan ng pera.

Ang galing-galing mo! Natapos mo ang Pagsasanay 2.

Saang pagsasanay ka nahirapan? Pagsasanay 1 Pagsasanay 2

Gayunpaman binabati kita sa iyong tagumpay.

11
Balikan ang mga natutuhan sa naunang mga
gawain upang masagutan ang sumusunod
na pagsasanay.
Panuto: Basahin ang seleksyon sa ibaba at suriin
kung anong antas ng wika nabibilang ang mga
Pagsasanay 3
salitang naka-itim. Punan ng sagot ang
talahanayan sa sumunod na pahina.

NGONGONG PAG-IBIG
ni: Nonoy Marcelo
Ang pinakahuli pong tadyak ng tadhana at
nagpasemplang sa ating bida, e naganap two years ago nang
iniwan siya ng kanyang waswit na si Moses for a 60-year
hostess (opo, sisenta nga ang basa n’yo) ng Paradise Club sa
Espaňa. Ito, ayon kay Menggay, ang kasalukuyang sugar
mommy ng kanyang absentee husband Moses.
Kung sa Bibliya man si Moses ang “sumagip sa mga
Hebrews mula sa kanilang pagkakapiit sa Ehipto,”…ang
Moses ko naman ang sumagip sa aking pagkakapreso sa
trabaho. Nagsilbi ako noon bilang katulong sa isang mayaman
ngunit malupit na mag-asawa. Dahil sa wala na sigurong
mapaglibangan ang mag-asawa, nakagiliwan na nilang
pagmumurahin at pagsasabunutan si Menggay sa bawat
wrong move ng kawawa. And so she was liberated by Moses
from tsimay to housewife…
‘Yon nga lang, walang kalam-alam ang pobre na ang
buhay na kanyang ipinagpalit ay higit pa palang hawla kaysa
nilisan niyang mala- Muntinlupang estate ng mag-asawang
baliw. Isang taon lang nagsama ng matamis ang mag-
asawang Sancho nang natipuhan nga si Moses ni sisenta-year
old hospitality girl. Nag alsa-balutan nga ito mula sa piling niya
at nang kanilang year-old first-born.
(Halaw sa KPwkp Bernales, et al. 2016)

source:imagepngkey.com

12
 Salita Antas ng Wika
tadyak ng tadhana
nagpasemplang
waswit
Bibliya
sumagip
pagkakapiit
tsimay

Bilib na talaga ako sa iyo. Nasagutan mo lahat na pagsasanay. Iwasto mo

ang iyong mga kasagutan sa pahina 16.
Anong naramdaman mo matapos malaman ang
resulta ng iyong pagsisikap?

 ☺ 

Ang bahaging ito ng modyul ay susukat sa mga natutuhan mo sa

loob ng aralin. Huwag kang matakot dahil alam kong kayang-kaya
mo ito. Huling pagsubok na lamang ito na kailangan mong sagutin.

Panapos na Pagsubok
Panuto: subuking gumawa ng sariling talumpati gamit ang antas ng wika. Gawing gabay ang
ibinigay na halimbawa.

Mga kapwa ko mag-aaral,

Naloka ba kayo sa naganap na Enhanced Community Quarantine sa ating bansa?

Maaaring ang sagot ninyo ay korek ka jan, ‘te! Malamang ang ilan sainyo ay parang hilong
talilong kaiikot sa loob lamang ng bahay ninyo. Tumunganga buong maghapon, o di kaya’y
marahil ang ilan sainyo ay napabayaan na sa kusina, kaya lumulobo. At sigurado ako ang
iba ay natutulog sa pansitan! Kaya hindi alam ang nagaganap sa kanilang barangay.
Kalorky talaga!

13
 Nagamit mo kaya sa kapaki-pakinabang na gawain ang pag-stay mo sa iyong haybol?
Nakumpuni mo kaya ang mga sirang gamit ng inyong tahanan? Nakatulong ka kaya sa iyong
mudrakels at pudrakels? O baka naman mas nasisiyahan ka sa pag-aalaska sa iyong mga
kapatid. Okay lang na mag krayola ang mga paslit na ito basta’t nag-uumapaw ang saya sa
puso mo.

Panahon na siguro upang baguhin natin ang mga immature nating ginagawa sa buhay.
Simulan natin na maging produktibo tayo sa bawat araw. Gawin natin ang mga bagay na
kapaki-pakinabang upang magalak naman ang ating mga pamilya. Siguro hindi pa naman
huli ang lahat para ipakita natin sa iba na tayong mga kabataan ay bahagi na ng lipunang
matiwasay, payapa, at nagkakaisa.

Dios Mabalos po. (ni: Ligaya H. Garcia)

Pamantayan sa Pagsulat:

a. Naangkop sa paksa – 10 pts.

b. Gumamit ng antas ng wika – 15 pts.
c. Malinaw at wasto ang mga pangungusap – 5pts
Kabuuan 30pts

Yehey!
Malapit mo nang matapos ang araling ito. Iwasto ang
iyong mga sagot sa pahina 16.
Ilang bituin kaya ang iyong matatanggap? Suriin sa ibaba.

 nagawa lahat  1 hindi nagawa

 2 hindi nagawa  3 pataas hindi nagawa

14
 Ang ganda ng aralin natin.

Ang dami kong natutuhan.

Na-enjoy ko rin ang mga gawain

at pagsasanay.

Hindi rin ako nahirapan sa mga

pagsasanay. Kaya parang gusto
ko pa ng karagdagang Gawain.

Tara magtulungan tayo!

Karagdagang Gawain

Panuto: Subuking kapanayamin ang kapitan ng inyong barangay tungkol sa Social

Amelioration Program ng gobyerno. Hingin ang reaksyon niya tungkol dito. Itala ang
ginamit na antas ng wika sa kanyang mga kasagutan. Isulat ito sa malinis na papel.
Sundin ang tamang gabay sa pakikipanayam.

Tanong:

1. Ano po ang masasabi ninyo sa Social Amelioration Program ng ating gobyerno?

2. Kumusta naman po ang pamamahagi ninyo ng ayuda sa ating mga kabaranggay?
3. May magandang naidulot po ba ito sa ating mga kabaranggay? Bakit po?
4. Ano naman po ang hindi magandang naidulot ng ganitong programa?
5. Sa kabuuan po, ano po ang nais ninyong sabihin sa ating mga kabaranggay?

Sa wakas ay narating mo ang dulo ng

aralin. Ang saya-saya ko at
napagtagumpayan mo ang mga
pagsasanay at gawain.

Ang husay mo kid!

Sagutan ang mga sumusunod na gawain:

Pagsasanay 1, 2 at 3

15
 ORAL COMMUNICATION
IN CONTEXT
Quarter 1; Module 2
11
Communication Models

What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the different models of communication. It will lead you to understanding
how communication works among people to foster mutual understanding and good
relationship. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

This module consists of one lesson:

• Communication Models

After going through this module, you are expected to:

1. differentiate the various models of communication;
2. explain the process of communication through the elements involved; and
3. recognize the importance of the models in understanding the
communication process as applied in everyday life.

1
 Lesson
Communication
1 Models

What’s In

Communicating with others takes us to a new experience. We are either the

ones starting the conversation process or the ones receiving it. As the exchange of
information progresses, both the source and the recipient go through favorable or
unfavorable experiences. The two or more individuals involved may end up
satisfied or discontented with the result. At some random instances, conflicts may
incidentally arise. But still, the end goal of communication is always for building
better human relationships.

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

2
 Directions: Complete the paragraph below by choosing the correct word from the
WORD POOL. Write your answer on a separate sheet of paper.
WORD POOL

behavior motivates
communication nonverbal
decoding receiver
interact sender
message written

(1.) __________ is a process which follows a certain procedure.

Communication occurs between two or more people: the (2.) __________ or source of
the information and the (3.) __________. It can be articulated through (4.) __________
or spoken words. It can also be expressed through gestures, facial expressions, or
actions which are (5.) _________ where words are not needed to understand what
one means.
(6.) _____________________ is the process of interpreting the encoded (7.)
_____________ of the source by the receiver.
Communication also functions to control (8.) ____________________. It (9.)
___________ or encourages people to live better and allows individuals to (10.)
__________ with others.

What Is New

How often do you and your family eat all together? What do you normally
talk about? Read the anecdote and extract the different communication situations
that you will find in the story.
The Glitch

By Divina P. Maming

Dela Cruz family came

together for breakfast. Each had
his/her own story to tell about
his/her experiences for the week.
This is the usual scenario every
Sunday morning.

“Good morning kids!” greeted

the mother who had just finished
setting the table for five. Tonio and

3
Maria could not wait to reach for their chairs with a big grin on their faces as they
said, “Good morning, nanay!”

Criselda walked out from her room, still sleepy, her hair unkempt, her
sleepwear on but appeared equally thrilled as her siblings shared the table with
their mother.

“Nanay, I can smell the aroma of your best delicacy, adobo,” she remarked.
“Yeah, I know. It is the favorite of the family so adobo is what I prepared today,”
she answered. Criselda replied, “I can’t wait to taste it!”

Mang Cardo, the man of the family , is a clerk in one of the rural banks in
town. He was talking to somebody over the phone; his voice echoed excitement but
later on, his positive mood gradually vanished. As he turned towards the table, he
shrugged his shoulders for disappointment.

“Let’s eat!” mother exclaimed, wanting to turn the situation around. But
everybody seemed to have been overwhelmed by their father’s silence. It was the
first time they saw him in a really low spirit. “What happened?” at last, the wife
asked.

“I may lose my job,” he said with a croaky voice.

“But why?” Aling Terie was surprised and so were the children. She quickly
walked towards him and patted his shoulder. “It’s okay. You can still find another
job,” she said offering him a seat.

The children also let their father feel their support as they smilingly uttered,
“Tatay, don’t worry, we are here to help.”

“Yes, we will assist nanay in selling fish in the market after school hours,”
Tonio said. “Maybe we can add vegetables to sell too, for additional income,” Maria
added. Criselda, on the other hand, volunteered to do the home chores.

“Thank you, my dear children,” was all Aling Terie could say.

Mang Cardo was moved by his family’s gesture. He was not expecting for
such an all-out support. He felt good about it. He started asking his kids about
their activities in school and how they fared in their subjects.

Each of them excitedly told his own story. Criselda declared, “I got highest
score in Math, so my teacher rewarded me with a bar of chocolate.” Tonio then
mentioned about their project in Science which could eliminate foot smell and
everyone poked fun at it. They asked him whether they could try the product to
see if it would really work. Maria spoke about their field trip to the town’s historical
heritage and talked about what she learned from it.
Exchanges of stories persisted until someone gave Mang Cardo a ring. The
ringing lasted for some seconds and finally, he stood up to answer the call.

4
 As he returned to the table, he was smiling. He was informed that the
retrenchment was not for him; it was a mistake. Now, the glitch is fixed and he is
to report to work the next day again.

All of them could not contain their happiness. And so, they sat down again
to eat all together. “We will go to the church after breakfast, as usual,” Mang Cardo
sighed with relief.

Now, answer the following questions:

1. What are the different communication scenarios in the story?
_________________________________________________________________________
2. How did each communication scenario develop?
_________________________________________________________________________
3. Did a conflict arise in the story? What kind of conflict is it? Did it affect the
communication process? Was it resolved? How? How did the rest of the
family members react to it?
_________________________________________________________________________
4. How can we establish a good communication?
_________________________________________________________________________
5. What is the importance of communication in our daily life?
_________________________________________________________________________

What is It

Imagine your life and the world you live in without proper communication
procedure. Would there be order or chaos? Would there be understanding or
misunderstanding?
Communication plays a crucial role in human life. It facilitates the sending
and receiving of knowledge and information. It allows people to develop various
kinds of social relationships. It provides an avenue for people to express their
ideas, thoughts, feelings, and insights. Without it, societies will be restrained from
developing and progressing. With all the advancements in technology,
communication nowadays has changed dramatically, adapting to the 21st century
way of life. Beginning from the ancient times when messages were written on

5
tablets, clays and barks of trees or conveyed by the heralds or emissaries for
proclamations to an entire territory, communication has drastically evolved to
fastest means of sending messages through electronic gadgets and computers.
Video calling or conferences is another high technological innovation where
distance is not quite a problem anymore to foster mutual understanding.

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

Models of Communication Process

A. Linear Communication

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

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

message to a receiver who never responds or has no way of responding to the
information conveyed. For instance, a competition organizer is presenting the
contest mechanics. The message is final and cannot be contended at all. It could

be the president giving his State of the Nation Address on the national television
or a student who reads a poem or tells a story in front of an audience in a school
program. Other examples include sending a notification or automated message
that does not require a reply, reading a blog, or even the traditional way of sending
a message such as a telegram.

Fig 1. Shannon-Weaver Model

Source: https://tinyurl.com/yaltqfqy. Retrieved May 25, 2020

6
 Shannon-Weaver Model
An example of linear type of communication is the Shannon-Weaver
model (1949). It is also considered as the mother of all communication models. It
has a one-way process starting from a source (producer of message); passing
through a channel (signals adapted for transmission) which may at times be
interrupted by noise (barrier) to a receiver (decoder of message from the signal).
The process stops after the message has arrived at its destination.

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

Interactive approach is a two-way communication process where a

response is given after a message is sent. The recipient of the action intentionally
or unintentionally gives a feedback associated with the information received.
Let us extract Criselda and her mother’s dialogue from the story.

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

adobo.
Aling Terie: Yeah, I know. It is the favorite of the family so adobo
is what I prepared today.
Criselda: I can’t wait to taste it!

Aling Terie’s response to Criselda’s statement proves that she decodes

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

7
 Schramm Model

Fig 2. Schramm Model

Source: https://tinyurl.com/yazbv5mv. Date Retrieved May 25, 2020

Schramm (1954) visualized the process of communication as an

exchange of thoughts and ideas. Feedback was added to the Shannon-Weaver
Model. The recipient of the message decodes it and creates a feedback based on
his understanding of the information sent and vice versa.
The figure identifies the six elements of communication which are the
sender, the message sent, the receiver and the feedback provided by the receiver
and sent back as a response to the sender and the processes of encoding and
decoding.
Remember, information may become useless if it is not conveyed
properly to others. Thus, the processes of encoding and decoding are the key
components of this model, including feedback.

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

expressed to others.

Decoding is when this idea or information is understood and

interpreted by the receiver.

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

8
 The process goes on starting from the sender (source) who encodes the
message transmitted to the receiver which he interprets; decodes a message
(feedback) to be sent back to the source who in turn, decodes and interprets the
information sent.
C. Transactional Model
Communication is dynamic. It has a complex nature. It takes place
among individuals at any given time with any given subject. However, there are
tendencies that barriers would interfere which may create a sudden impact and
change in the processing of information.
In a classroom setting, for example, you are being grouped into five or
six members for an activity. Your task is to give an opinion or reaction to the
closure of the biggest television network in the Philippines. Each of you expresses
your thoughts regarding the matter. While having that activity, you also heard the
JHS graders having their dance practice for the upcoming event. That noise did
not interrupt your discussion as you give your own views. This situation is an
example of a transactional approach.

The communicator (source) encodes the message and transmits it

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

Transactional Communication Model

Fig 3. Transactional Model

Source: https://tinyurl.com/ybwyog2a. Date retrieved: May 25, 2020

9
 The transactional model shows a circular process of interaction between
the persons involved in the communication, with each one actively participating
and sharing ideas with one another. They are the communicators actively
exchanging information and reaction.

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

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

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

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

What’s More

General Directions: Perform the activities below to better understand the

concept of communication and how it works. Follow the indicated
directions for each activity.

A. Directions: In the Venn diagram below, show the similarities and differences of
the three communication models.

10
 For you, which model is most effective? Why?

___________________________________________________________________
___________________________________________________________________
B. Directions: Identify the elements that constitute the communication process by
answering the crossword puzzle below. Write your answer on a separate sheet
of paper.

Across:
1. the reaction or
response provided
by the receiver of the
information.
4. the recipient of the
message sent

Down:
2. the source of the information or message
3. the information or idea conveyed
5. the factor affecting the communication flow

C. Directions: Read the given situations and fill in the grid below by identifying
the elements of communication.

1. Rosa instructs her little brother to water the plants in their garden. However,
she did not notice that her brother was wearing headphones when she gave
instructions. She learned too late that her brother did not do what she told
him.

source
message
receiver
B barrier (if any)

11
 2. Gerry bought a can of milk from the nearby store. As it was handed to him,
he checked its expiration date. He found out that the product is already
expired and reported it to the storekeeper.

message
receiver
feedback (if any)

3. Trina’s mother sent her a ring and requested for a video call. The poor
internet connection did not make it possible. They resorted to just texting
each other.

source
channel
B barrier (if any)

D. Directions: Write a response to each of the following dialogue prompts to

complete the communication processes.

Trisha: Gaby, can’t you see that grandma crossing the street?
She might be hit by the speeding vehicles.
Your answer: __________________________________________________
________________________________________________________________.

Rica: Hey Reggie! Are you going to join the Bible study this afternoon?
Reggie: I will ask permission from my parents because it may end late.
Your answer: ________________________________________________.

You are comfortably seated on a bus full of passengers for a

long drive. Before it departs, a pregnant woman persuades the driver
to count her in even if she’ll be standing the whole trip.
Driver: Ma’am, there is no vacant seat anymore.
Pregnant Woman: Please sir, I’m already tired from the day’s work and
I’d like to go home to take a rest.
You: _____________________________________________________________.

12
 What I Have Learned
Answer the following questions:

1. What are the different communication models?

_________________________________________________________________________
_________________________________________________________________________

2. What sets communication models different from each other?

_________________________________________________________________________
_________________________________________________________________________

3. Why is feedback important in communication?

_________________________________________________________________________
_________________________________________________________________________

4. When is communication process successful?

_________________________________________________________________________
_________________________________________________________________________

Assessment

A. Directions: Write T if the statement is TRUE and write F if it is FALSE. Use a

separate sheet of paper.

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

2. Along with the extensive revamp in most aspects of human life, ways of
communication also change.
3. Schramm Model is the most complicated example of human communication
process.
4. In the interaction model, communication is a one-way process.
5. Communication is merely successful when conflict was absent in the
process.

B. Directions: Read each item carefully then choose the letter that corresponds to
your answer. Write your answers on a separate sheet of paper.

13
6. Which of the following is an example of a one-way communication model?
A. A group of teenagers planning for a big event
B. The committee finding ways to reach for the less fortunate in their
barangay.
C. The Philippine President delivering his SONA
D. A and B

7. You ask your sister to put on her mask every time she goes out and she nods
in reply. Which model of communication is presented here?
A. Interactive C. Linear
B. Conversational D. Transactional

8. Which model of communication portrays a multilayer of communication

processes where the characters and environment change overtime?

A. Interactive model C. Transactional model

B. Linear model D. ALL of the above

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

A. Interactive Model C. Transactional model
B. Linear Model D. A combination of A and B

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

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

12. The Enhanced Community Quarantine (ECQ) frightened many people here
and there. On his social media account, Joshua posted a status of dismay.
Many supported his claim, but others opposed it. His status acquired a
hundred reactions and the comments thread rose to 75. What model of
communication is exemplified?
A. Berlo’s Model C. Shannon-Weaver Model
B. Schramm Model D. Transactional Model

14
 13. In the situation given in #12, what element of communication is NOT
present?
A. barrier B. context C. feedback D. receiver

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

A. It connects the gaps among persons involved.
B. It narrows down issues and addresses it.
C. It offers solution to the community problems.
D. It paves a way to conflict.

15. What happens when the message is NOT clearly conveyed?

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

Additional Activities

A. List down examples of situation in each of the given communication models

Shannon-Weaver Model Schramm Model Transactional Model

B. Write a 10-sentence paragraph in this situation. As a student, if you are to

address the nation or the Filipino people in this time of pandemic, what would
you tell them? You may post it on your social media account (not compulsory)
and see the different reactions you will get. You may clarify points but refrain
from building conflicts in the process.

C. Exchange e-mails or messages with your friends regarding your ECQ

experiences and how do you see and feel about it. Tell them how it affects your
life.

Answer the following activities:

1.What's More
2. What I Have Learned
3. Assessment
3. Additional Activities - PERFORMANCE TASK 1

15