Beruflich Dokumente
Kultur Dokumente
INTRODUCTION 3
DESCRIPTION 5
UNIT CREDIT 6
TIME ALLOTMENT 6
EXPECTANCIES 7
GRADING SYSTEM 19
LEARNING COMPETENCIES 20
• The description defines the focus and the emphasis of the learning area as well as the language of
instruction used.
• The unit credit indicates the number of units assigned to a learning area computed on a 40-minute per
unit credit basis and which shall be used to evaluate a student’s promotion to the next year level.
• The time allotment specifies the number of minutes allocated to a learning area on a daily (or weekly,
as the case may be) basis.
• The expectancies refer to the general competencies that the learners are expected to demonstrate at
the end of each year level.
• The scope and sequence outlines the content, or the coverage of the learning area in terms of concepts
or themes, as the case may be.
• The suggested strategies are those that are typically employed to develop the content, build skills, and
integrate learning.
• The materials include those that have been approved for classroom use. The application of information
and communication technology is encouraged, where available.
• The grading system specifies how learning outcomes shall be evaluated and the aspects of student
performance which shall be rated.
• The learning competencies are the knowledge, skills, attitudes and values that the students are
expected to develop or acquire during the teaching-learning situations.
• Lastly, sample lesson plans are provided to illustrate the mode of integration, where appropriate, the
application of life skills and higher order thinking skills, the valuing process and the differentiated
activities to address the learning needs of students.
The Handbook is designed as a practical guide and is not intended to structure the operationalization of the
curriculum or impose restrictions on how the curriculum shall be implemented. Decisions on how best to teach
and how learning outcomes can be achieved most successfully rest with the school principals and teachers. They
know the direction they need to take and how best to get there.
DESCRIPTION
The Science Program at the secondary level is designed to promote students’ awareness of the relevance of science
in life and develop critical and creative thinking as well as skills in problem solving through the teaching of
science in an outdoor environment and cooperative learning. More than the understanding of science concepts,
emphasis is given on the application of these concepts to improve the environment and the quality of life.
In First Year, Integrated Science builds on elementary Science, and weaves together bits of earth science, biology,
chemistry and physics which flow sequentially in a more unified and meaningful pattern of study.
TIME ALLOTMENT
Science offerings in all year levels are allotted 60 minutes (1 hour) daily.
EXPECTANCIES
The learner is expected to apply scientific knowledge, skills and values in identifying and solving problems of the
environment, its conservation and in evolving better ways and means of doing things in daily living.
CHEMISTRY
At the end of the Third Year Science Program, the learner should be able to demonstrate understanding of the
science concepts in chemistry; develop skills to know the structure, composition, properties and classification
of matter and to explain different chemical processes/reactions, changes in matter/energy and its applications to
daily life and a discriminating appreciation of technology.
BIOLOGY
At the end of the Second Year Science Program, the learner should be able to explain the interrelationship
between the different biological processes; demonstrate scientific skill with competence and confidence; initiate
activities in the preservation and conservation of the environment.
INTEGRATED SCIENCE
At the end of the First Year Science Program, the learner should be able to demonstrate understanding of
basic science concepts, skills and attitudes needed to explore biology, chemistry, physics and earth science with
an integrative understanding and application of these scientific disciplines .
SCOPE AND SEQUENCE
I. Introduction
1. Local superstitions, beliefs and practices/ways related to science and technology
2. Scientific values in decision making and problem-solving
3. Desirable qualities of scientists
4. Contributions of outstanding Filipino and foreign scientists
I. Introduction
1. Nature of biology as a science of life
1.1 Unifying ideas in biology
2. Biological concepts as applied in technology
2.1 Implications and responsibilities of any biotechnology
3. Contributions of Filipino and foreign scientists in Biology
3.1 Contributions of Filipino and foreign scientists in the field of biology and biotechnology
4. The compound microscope
4.1 Parts of the compound microscope
4.2 Special tools in research and technology
II. Ecosystem
1. Similarities and differences of ecosystems
1.1 Natural and man-made ecosystems
1.2 Managed and unmanaged ecosystems
2. Man’s role in maintaining balance in nature
2.1 Environmental issues
2.2 Prevention of ecological problems
IV. Biodiversity
1. Diverse forms of living things
1.1 Distinguishing characteristics of organisms
1.2 Common viruses and their effects on host cells
2. Potential value of organisms
2.1 Economic importance of organisms
2.2 Conserving economically important organisms
V. Evolution
1. Theories of evolution
1.1 Darwin’s theory of evolution
1.2 Lamarck’s theory of evolution
2. Direct and indirect evidences of evolution
2.1 Distinguishing direct from indirect evidence of evolution
2.2 Indirect evidences of shared ancestry
3. Evolutionary pattern in plants, animals and human beings
3.1 Factors affecting the pattern of evolution in some plants, animals and human beings
3.2 Effects of some technologies on the evolution of organisms
VIII. Reproduction
1. Importance of cell division
1.1 Cell cycle
1.2 Explaining mitosis and meiosis
1.3 Differentiating mitosis from meiosis
2. Cellular reproduction among plants, animals and human beings
2.1 Sexual and asexual reproduction in a variety of organisms
3. Human Reproduction
3.1 Parts and functions of the human reproductive system
3.2 Stages of development of the fertilized embryo and fetus
4. Problems and issues related to fertility and population growth
4.1 Analyzing some problems on fertility
4.2 Ways of planning population growth
5. Ill effects of human sexually transmitted diseases
5.1 Risks of contamination to various sexually transmitted diseases specially AIDS
IX. Genetics
1. Chromosomal basis of inheritance and the role of DNA as a blue print of life
1.1 Explaining the chromosomal basis of inheritance
1.2 Importance of DNA in the transmission of traits
2. Fundamental role of chromosomes and genes in hereditary variations
2.1 Discussing how chromosomes and genes are related to each other
3. Mendelian Principles of Heredity
3.1 Mendel’s experiment on garden peas illustrating Mendelian Principle’s of Inheritance
3.2 Traits that follow Mendelian patterns of heredity
3.3 Solving monohybrid crosses given the phenotypes and genotypes of parents
4. Non Mendelian Patterns of Heredity
4.1 Inferring that certain traits do not always follow the Mendelian Principles of Heredity
5. Different chromosomal aberrations
5.1 Explaining how mutation occurs
6. Issues concerning advanced technologies in genetics
6.1 Effects of genetic engineering
6.2 Genetically Modified Organisms or Food
6.3 Problems concerning cloning and gene splicing
I. Introduction
1. Importance of Chemistry
1.1 Importance of Chemistry to daily life Role of Chemistry in society and industry
1.2 Contributions of Chemistry to other sciences
1.3 Different tasks of a chemist
2. Achievements of Filipino and foreign scientists in chemistry and related technology
2.1 Researches in Chemistry conducted by Filipino scientists
2.2 Contributions of Filipino and foreign scientists in the field of chemical technology
3. Different apparatus used in a Chemistry laboratory
3.1 Uses of the different apparatus’ in a Chemistry laboratory
3.2 Safety precautions to be observed in a Chemistry laboratory
4. Mathematical concepts in Chemistry
4.1 Significant figures
4.2 Mathematical concepts in problem solving using scientific notation
4.3 Conversion in length, volume, temperature, pressure, etc.
4.4 Basic concept of a mole
IV. Colloids
1. Properties, preparation and uses of colloids
1.1 Classification of colloids
1.2 Properties of colloids and their behavior
1.3 Methods and principles involved in purification of colloids
1.4 Preparation of useful colloids
2. Importance of colloids to daily life
2.1 Colloids in technology
2.2 Importance of colloids to daily life
2.3 Biological and environmental impact of colloids
2.4 Gas mixtures and air pollution
V. Gases
1. Behavior of gases
1.1 Properties and behavior of gases based on Kinetic Molecular Theory
1.2 Relationship among molecular interactions, boiling points, vapor pressure and phases of
matter
1.3 Diffusion of gases
1.4 Relationship between rate of diffusion and the molecular mass of a substance
1.5 Boyle’s law
1.6 Charles’ law
1.7 Relationship between concept of a mole and volume of gases
1.8 Variables that describe the state of gases (P, T, V, n…)
2. Problem solving using mathematical calculations
2.1 Boyle’s, Charles’, Avogadro’s, and Dalton’s law of partial pressure
3. Gas law principles and common household technologies
3.1 Storage of gases and volatile liquids
3.2 Application of gas laws in daily occurrences
3.3 Technologies involved pressure cooker, refrigerators, bicycle pump, generators, etc.
3.4 Properties of gases and air pollution
3. Chemical equations
3.1 Types of reactions
3.2 Information gathered from a balanced equation
3.3 Identification of type of reaction involved given a balanced equation
3.4 Chemical reactions involved in soap making and car batteries
A. Suggested Strategies
1. Discovery Learning
It is the hands-on and experiential learning that requires a teacher’s full knowledge of content,
pedagogy and child development to create an environment in which new learnings are related to
what has come before and to that which will follow.
Processes for discovery learning:
a. Exploration
b. Concept Introduction
c. Concept Application
4. Cooperative Learning
Science students work together in small groups to learn academic and interpersonal skills. It
fosters academic, personal and social success to all students.
B. Materials
All DepEd approved Textbooks/Teachers’ Manual
GRADING SYSTEM
TOTAL 100%
LEARNING COMPETENCIES
Specific Competencies
After undergoing the first year Science Program, the learner shall have developed the following
competencies:
I. Introduction
1. Relate how science and technology affect mans’ belief, practices, and ways of thinking
1.1 Cite local superstitions, beliefs and practices/ways of thinking that are related to science
and technology
1.2 Cite examples of how science and technology influences our lives
1.3 Discuss the importance of scientific values in decision making and problem-solving in
daily life
2. Appreciate the contributions to science and technology of outstanding Filipino and foreign
scientists
2.1 Identify the desirable qualities of scientists
2.2 Cite contributions made by outstanding Filipino and foreign scientists
3. Show how man disturbs the interrelationship among organisms and between organisms and their
environment
3.1 Discuss the effect of population size/density on food, space and relationships among
organisms
3. Develop awareness and understanding of the different phenomena related to the moon-earth
system
3.1 Discuss how tides and eclipses occur
3.2 Cite situation/s how these affect people’s lives
3.3 Discuss safety precautions in observing partial eclipses
3. Appreciate the fact that our country is blessed with abundant energy resources
3.1 Identify sources of energy in the Philippines
3.2 Compare the significance of using conventional and non-conventional sources of energy
Specific Competencies
After undergoing the Second Year Science & Technology Program, the learner shall have developed the
following competencies:
I. Introduction
3. Appreciate the contributions of Filipino and foreign scientists in the development of biology and
biotechnology
3.1 Describe the contributions of Filipino and foreign scientists in the field of biology and
biotechnology
II. Ecosystem
2. Understand how discoveries on cellular structures and functions have led to useful technologies
2.1 Point out that the activities of certain cell organelles are used to promote food production
and health
IV. Biodiversity
V. Evolution
1. Understand the theories of evolution
1.1 Explain Darwin’s theory of evolution
1.2 Differentiate Lamarck’s theory of evolution from Darwin’s theory
1. Understand the interaction of cells, tissues, organs an systems I in maintaining the life of an
organism
1.1 Illustrate the coordinated functions of cells, tissues, organ systems in maintaining the life
of plants, animals and human beings
1.2 Recognize the necessity of an organized system for proper growth development and
survival of the organism
1.3 Assess the importance of each of the body systems in the overall functioning of the
organism
4. Appreciate the technologies that help defective organ systems functions properly
4.1 Identify the technologies that help the scientific defective organ system function properly
VIII. Reproduction
4. Know the problems and issues related to fertility and population growth
4.1 Analyze some problems on fertility
4.2 Suggest ways of planning population growth
IX. Genetics
1. Understand the chromosomal basis of inheritance and the role of DNA as a blue print of life
1.1 Explain the chromosomal basis of inheritance
1.2 Give the importance of DNA in the transmission of traits
Specific Competencies
After undergoing the Third Year Science Program, the learner shall have developed the following
competencies:
I. Introduction
2. Appreciate the achievements of Filipino and foreign scientists in the development of chemistry and
related technology
2.1 Give examples and discuss researches conducted by Filipino scientists which find
applications in chemistry
2.2 Cite contributions of Filipino and foreign scientists in the field of chemical technology
3. Appreciate and understand the uses of the different apparatus used in a chemistry laboratory
3.1 Identify and give the uses of some important apparatus used in chemistry laboratory
3.2 Enumerate and explain the safety precautions to be observed in a chemistry laboratory
III. Solutions
IV. Colloids
V. Gases
2. Appreciate the importance of knowing the properties of elements and how they are used in
technology
2.1 Enumerate and describe the properties of elements and their uses
2.2 Cite the importance of knowing the properties of elements and how they are applied
particularly in modern technologies and those concerning the environment
2.3 Discuss the importance of some alkali metals, alkaline earth metals and transition metals
in the human body
2. Demonstrate understanding of chemical bonds and how they relate to the properties and uses of
compounds
2.1 Discuss the biological importance of certain ions to the human body and ions in the
environment
2.2 Relate the properties of metals to the type of bond formed
3. Demonstrate the ability to use symbols, formulas and chemical equations in explaining chemical
equations
3.1 Identify and give examples of the four general types of chemical reactions
3.2 Explain the implied information derived from a balanced equation
3.3 Classify chemical reactions given balanced chemical equation
3.4 Identify chemical equations involved in chemical processes as in soap making and car
batteries
I. Target:
A. Topic:
B. Reference:
C. Materials:
A. Recall
B. Motivation
Have you experienced identifying the food your neighbors are cooking? Surely you can smell
the difference between kaldereta and fried tuyo.
Similarly, if you put a few drops of kalamansi juice into a glass of water, the whole glass of water
will taste sour almost immediately. What will happen to the taste of water if you add a pinch of salt
or sugar?
C. Lesson Proper
1. Pre-lab Discussion
Instruction (See activity on diffusion)
2. Lab Proper
- Performance of the activity on diffusion.
3. Post-lab Discussion
Guide Questions:
B. 6. What happened to the drops of soy sauce as they fall into the glass of water?
7. What happened to the soy sauce and water after 2 minutes?
8. How long did it take soy sauce to spread completely?
4. Generalization:
1. What are molecules?
2. Define diffusion. How is this phenomenon explained?
3. Where is the motion of molecules fastest? slowest?
4. Where are intermolecular spaces widest? smallest
Why can gases be compressed?
5. State the molecular theory of matter.
6. Illustrate examples of diffusion in daily life instances.
Concept:
1. Molecule is particle of matter with more than one atom. It is the smallest particle of
matter.
2. Diffusion is the spreading of one substance into another
3. Molecular theory states that:
a. Matter is made up of molecules
b. There are spaces between molecules
c. Molecules are constantly moving
d. Molecules attract one another
4. Comparison of the phases of matter
Basis of Comparison Solid Liquid Gas
a. Intermolecular space smallest bigger biggest
b. Molecular attractions back and forth slip and slide moves freely
c. Molecular motion slowest fast fastest
5. Citing examples of diffusion in solid diffusion in gas and in liquid.
5. Valuing
Application:
a. Local drinks are improved in appearance by adding food colors
b. Adding potassium permanganate to the water as mouth wash.
6. Evaluation
Answer briefly:
1. Why can you smell the odor of the food your mother is cooking in the kitchen?
2. Why does water flow?
3. Draw the arrangement of molecules in solids, liquid and gases.
IV. Agreement
Answer Briefly
1. Why should you cover your nose when someone in the room is smoking?
2. Many people from far away provinces opposed the operation of the Bataan Nuclear Power Plant
because an accident in this plant would affect them. Do you think it is true? Why or why not?
Activity
Diffusion
Materials:
1 jelly ace (white) bottle of bagoong
a pinch of potassium permanganate watch with second hand
soy sauce
glass of water
Procedure:
A. Place a cube of jelly ace in the plate. Sprinkle a few grains of potassium permanganate on
the surface of the gelatin. Record the time when you did this. Set cube aside for 5 or more
minutes. Observe how long it will take for the potassium permanganate to penetrate in the
gelatin. While waiting for the results, go to step B.
B. Place a drop of soy sauce into a half glass of water. Record the time you dropped the soy sauce
into the water. Watch the water for 2 minutes without moving the glass. Observe.
C. Place a small bottle of bagoong in a box. Open it in front of your classmate. Ask them to
record the time when you opened the bottle and when they smelled the scent.
Lesson Plan in Integrated Science
I. Target
At the end of the activities, the students should be able to:
1. Show how the molecular theory explains surface tension and capillarity.
2. Illustrate capillarity and surface tension by examples
3. Differentiate adhesion from cohesion.
4. Appreciate the value of sensitivity in solving problems.
A. Topic:
1. Intermolecular attraction
2. Capillarity
a. Adhesion
b. Cohesion
B. References:
C. Materials:
Materials:
Spring of a ball point pen and basin of the water
A. Recall
Remember the molecular theory of matter. Who can give some ideas about the theory?
Illustrate molecular motion using the concept of diffusion.
What are intermolecular spaces? Cite examples.
B. Motivation
Demonstration:
Gently lay on top of the basin of water, a spring out of a ball point pen. If done properly
spring floats. Why?
Turn the ball point pen spring on end and touch it in the surface, and pull the spring upward.
What happens? What force is it that allows the water to pulled up against gravity?
C. Lesson Proper
1. Pre-lab Discussion
Discussion of Activity
2. Lab Activity
A. Surface Tension
Materials:
A glass of Water a needle a clean bowl detergent
Procedure:
1. First, carefully pour water into a clean bowl. Then, gently place a dry needle
horizontally on the surface of the water.
2. Next, place the needle into the water vertically.
3. Repeat procedure A. Then, drop a small amount of detergent on one corner
of the water. Observe.
B. Capillarity
Materials:
3 colorless plastic straws with different diameter
but with the same length a glass of colored water
Procedure:
Dip the 3 pieces of plastic straw into a glass of colored water. Observe the
amount that enters in the straw.
3. Post-lab Discussion
A. Surface tension
1. In procedure A, did the needle float or sink?
2. In the procedure B, did the needle float or sink? Explain.
3. Have you watched insects called striders play on the surface of a pond? What have
you observed?
4. In procedure C, after dropping a small amount of detergent, what happens to the
needle?
B. Capillarity
5. In which straw did the water rise the highest the one with the smallest diameter or
one with the biggest diameter.
4. Generalization
1. Explain the following phenomena
a. Surface tension
b. Capillarity
3. Differentiate:
a. Adhesion
b. Cohesion
Concepts:
1. Intermolecular attraction – attraction between molecules which is greatest in solids and
weakest in gases.
a. Surface Tension – the condition which causes the water molecules at the surface to
behave as though they were being stretched.
b. Capillarity – the rising of a liquid inside very fine tubes.
a. Adhesion – the attraction between two different kinds of molecules.
(attraction between the molecules of the tube and those of water).
b. Cohesion – attraction between the same kind (attraction between the
molecules of water).
5. Valuing
There should be solidarity or cohesion among the members of the family, especially when
there are problems, or terrible needs. Togetherness or oneness will help solve the difficulties
much easier. It will lighten the burden of the problem. Everyone in the family must adhere to the
principles of the parents in focusing/solving life’s trials.
Application:
If water striders and other insects can walk on the surface of water, can humans do the same?
In the critically-acclaimed movie “Crouching Tiger Hidden Dragon,” there was a scene when
actors run on the surface of water. Is it possible?
While enjoying your softdrink (Coke), how do you account for the rise of the liquid in the straw
to your mouth?
Can you compare yourself to the water striders while playing near the pond? Give your reasons
for your answer.
6. Evaluation
Choose the best answer:
1. The rise of water from the roots to all parts of the plants is called:
a. Capillarity c. Gravitational force
b. Cohesion and Adhesion d. Surface tension
2. Iron filings do not sink when placed slowly on the surface of the water because of:
a. Adhesion c. Cohesion
b. Capillarity d. Surface Tension
IV. Agreement
1. Give other examples of natural phenomena in matter.
2. Define the following terms:
mass density regular solids
weight volume irregular solids
References:
Science and Technology I pp.69-80.
Lesson Plan in Biology
I. Target
A. Topic: Biotechnology
B. Subtopics: Types of Technologies
C. Materials: news articles, actual samples of technologies
D. References: Science and Technology by Rabago, Joaquin, Lagunzad
2 9 15 20 5 3 8 14 15 12 15 7 25
(BIOTECHNOLOGY)
B. Motivation
The teacher asks the students to re-arrange the words to form a statement.
Many From Are
Benefits There Science
Mankind That Derives
(There are many benefits that mankind derives from science)
What do you mean by this?
C. Lesson Proper
1. Preliminary Activity: Small Group Discussion
Ask the group to classify the technologies in their news article based on their nature and use
(gadgets, products, processes or techniques)
Reporting Back
1. What are the technologies present in your news article?
2. How did you classify your technologies?
3. Of what importance are these technologies to us?
4. What are the factors that we need to consider to determine what technologies are useful to
us?
D. Generalization:
The types of technologies based on their nature and use are gadgets, products, processes and
techniques.
Factors to consider in determining what technologies are appropriate for use are (1) maintenance
cost (2) availability of raw materials and manpower, (3) effect to ecosystem and (4) necessity.
E. Application:
You have discovered a medicine that could help cure AIDS but you do not have enough money to
continue your research. What are you going to do?
F. Evaluation:
IV. Agreement:
Have an interview with doctors, farmers or veterinarians about the common diseases of plants,
animals and man in your community. You may include also the causes, effects and the ways of controlling
or treating the disease.
Lesson Plan in Biology
I. Target
At the end of the activities, students should be able to:
1. Name some common diseases among plants, animals and man in the community
2. Discuss its causes and effects.
3. Suggest new techniques in disease control.
4. Discuss the value of health.
A. Topic: Biotechnology
A. Recall:
Put the sample illustrations of types of technologies in the proper column. (shampoo, pen, lipstick,
dialysis machine, fermenting wine)
B. Motivation
Man goes through several stages of mental development and physical growth. A Filipino’s average
life span is around 65 years old. The body’s ability to resist disease declines with age. Many diseases
can befall man during his lifetime. There are many ways of preventing disease. Even the human body
has barriers designed to prevent entry of disease-causing organisms. An illustration of a macrophage
trapping bacteria will be shown to the class.
C. Lesson Proper: Small Group Discussion
1. Group yourselves according to the barangay or community you belong.
2. Discuss within your group the results of the survey conducted.
Reporting Back
1. What animal, man or plant diseases are common in your community?
2. What are the cause of the diseases ?
3. How do plant and animal diseases affect crop and livestock production?
4. What are the techniques in preventing diseases ?
D. Generalization:
There are common diseases of plants, animals and man in a community. Microorganisms
like bacteria, viruses and fungi cause diseases. Diseases can be prevented through vaccination,
proper hygiene and eating a balanced diet. There are new techniques in controlling diseases, such
as cell fusion, use of antibiotics and use of monoclonal antibodies.
E. Application/ Valuing
Do you believe in the saying “Health is Wealth”? Explain your answer.
F. Evaluation:
Write the letter of the correct answer:
________1. A new technique in controlling diseases wherein two cells combine into one is
called
a) cell fusion c) MCA
b) hybrid d) Vaccination
________2. Diseases can be prevented through
a) vaccination c) eating a balanced diet
b) proper hygiene d) all of the above
________3. Which of the following diseases are caused by virus
a) AIDS c) TB
b) fever d) cough
________4. Bacterial diseases can be treated with
a) herbal plants c) hybridomas
b) antibiotics d) cell fusion
________5. Researches on the preparation of drugs using herbal/ medicinal plants are going on.
Which among the following plants are sources of drugs.
a) Lagundi c) Yerba Buena
b) Tsaang Gubat d) all of the above
IV. Agreement:
1. What are the different techniques in improving the growth of crops and livestock?
Lesson Plan in Chemistry
I. Targets
A. Topic
Factors Affecting Rates of Chemical Reactions
B. References
Chemistry by Merrill pp. 448-452
Chemistry by Addison Wesley pp. 492-494
a. Recall
We learned from the past lesson that chemical system a chemical system either release or absorb
energy. When do we say energy is released/absorbed in a chemical system?
b. Motivation
How fast can a reaction go? We say some are very fast, others are very slow. There are many
reasons that may affect rates of reaction. Can you name some?
C. Lesson Proper
1. Activity
1.1 Effect of temperature
Measure two 1 – gram sample of rock salt. Put each gram separately in small
beaker. Pour 10 mL of tap water in one beaker and add 10 mL of hot water in the
other. Observe the time it takes to dissolve each sample of salt.
Caution: Use goggles. Move as far back as possible from the reaction set up before
mixing the reactants.
In our activity, we have observed that rate of reactions vary. Let us discuss the various
factors
2.1 Effect of temperature
According to the Kinetic Molecular Theory, the kinetic energy of molecules
increases as the temperature increases. Increased kinetic energy increases the speed
of particles, thus increased molecular collision takes place. Increased molecular
action results in increased molecular activation energy, thus lowering activation
energy level.
2.2 Effect particle size
Smaller particles are more reactive. They are more energetic. Small particles have
greater surface area exposed to reaction, thus increasing the frequency at which
particles collide.
2.3 Effect of concentration
The greater the number of reacting substances increases the rate of reaction.
Crowded particles in a fixed volume increase the frequency of collision.
2.4 Effect of catalyst
A catalyst is a substance that increases the rate of reaction without itself being
used in the process. Catalysts act in one or more steps of reactions by lowering the
reaction energy level. With lower activation energy level more collision will have
sufficient energy to pass over the energy barrier. Thus, greater fraction of collision
is effective at any given point.
2.5 Nature of reactant
Ionic reactions occur almost instaneously. NaCl is highly soluble in another polar
substance like water. This system demonstrate the “like dissolves like” reaction.
In this system the oppositely charge collide, more often, thus causing effective
reaction.
3. Generalization
There are 5 general factors affecting the rate of reaction; temperature, concentration,
particles size, potency of catalyst and nature reactants. The rate of reaction depends upon
the rate of effective collision, which are dependent upon the energy reactant particles
and the barriers of the reaction. Therefore, reactions rate is made faster by: increasing
temperature, increasing concentration, reducing the number of reactants or of similar
nature e.g. polar to polar or non-polar to non-polar.
4. Valuing/Application
All of us have goals in life. We would wish to achieve these goals as best we can and at the
soonest. To be successful, we look for ways we can overcome possible obstacle. Sometimes,
we need the influences of other people. When we do ask for other peoples help, we see to it
that they understand our situation in life.
5. Evaluation
1. How are each of the following concepts relate with the rate of reaction?
a. frequency of collisions
b. kinetic energy of collisions
c. orientation of colliding particles
IV. Agreement
In the past lessons, we determined the various factors that effect reaction rates. In our next lesson,
we shall try see how these learning’s are applied in common things we do in life. For example:
I. Targets:
Given the necessary equipment and materials, 85% of the students are expected to:
1. Describe phase changes according to the Kinetic Molecular Theory (KMT) of Matter;
2. Explain refrigeration cycle in relation to phase changes, properties of fluids and Kinetic Molecular
Theory of Matter; and
3. Appreciate the importance of phase changes in the environment.
B. References:
1. Magno, Marcelita C.,Tan, Merle C.,Punzalan, Amelia E. Science and Technology for a
Better Life Second Edition, pp. 41- 60
2. Althouse, Andew D., Bracciano, Alfred F., Turnguist, Carl H., Modern Refrigeration and
Air Conditionin , pp. 75- 101
3. Johnson, William M., Whitman, William C., Refrigeration and Air Conditioning
Technology Second Edition, pp. 233- 235
A. Recall
PowerPoint presentation of the Kinetic Molecular Theory of Matter and the Properties of Gases.
B. Motivation
What do you think will happen to this black solid if we apply heat to its container ? Let’s find
out in today’s activities…
C. Lesson Proper
1. Pre lab Activity: Learning Stations
Station 1: Arrange the set-up for sublimation process and explain how it occurs according
to KMT.
Station 2: Assuming that each circle is a molecule of water, arrange them to illustrate
freezing of water. Be able to explain how water freezes according to KMT.
Station 3: Assuming that the big square is a block of ice, illustrate and explain the melting
process according to KMT.
Station 4: Arrange the set-up for boiling process and explain how boiling occurs according
to KMT.
Station 5: a.) Pour 10 ml of alcohol on your hand and observe what happens.
b) Arrange the evaporation set-up and apply heat to 15 ml of water.
c.) Explain how evaporation occurs according to KMT.
Station 6: a.) Place chunks of ice in a drinking glass. Observe what happens after 10 to 15
minutes.
b.) Be able to explain this phenomenon according to KMT.
Brainstorming among group members follows after the activity. After 15 minutes,
a representative from each group explains in front of the class the results of the activity
performed in each station.
2. Technological Applications:
Phase Changes in Refrigeration Cycle
• The molecules of liquids with higher w The evaporator increases the temperature
energies evaporate first leaving behind of the refrigerant thus converting it into
those molecules with lower energies. its gaseous phase.
w Lowering the temperature of a liquid slows After the liquid refrigerant passes through the
down the movement of the molecules thus expansion valve, the pressure decreases with
decreasing the pressure simultaneously decrease in temperature
3. Generalization:
a. According to the Kinetic Molecular Theory of Matter, the phase of a given sample of
matter is determined by existing temperature and pressure.
b. Refrigeration cycle is a continuous change of phase/ state, temperature, and pressure
inside the major components of the refrigerator.
4. Valuing:
Phase changes continuously occur in the environment. The water cycle consists of phase
changes like evaporation that helps in maintaining a fairly comfortable temperature range in
the atmosphere and condensation, which produces rain that washes the atmosphere of gaseous
pollutants. Life sprouts from the interaction of the soil, air, and water in the environment.
5. Evaluation:
A. Direction: From the choices listed below, encircle the letter of the correct answer.
1. Which property of gas proves that the molecules are in constant motion?
a. It is light. c. It is compressible.
b. It is usually visible. d. It leaks out of a container.
3. Which of the following properties of a given quantity of substance changes when it changes from liquid to
gas?
a. Its mass c. Its density
b. Its kind d. The particles it is made of.
4. What is the condition of temperature and pressure of the refrigerant in the evaporator?
a) Low temperature and low pressure
b) High temperature and high pressure
c) High temperature and low pressure
d) Low temperature and high pressure.
IV. Agreement:
Directions: Answer the following questions:
1. Give the difference between physical and chemical changes in matter.
2. Be able to give 5 examples for each kind of change.