Juliene Mae E.

Dolloso
Grade 12 - STEM
Contemporary Philippine Arts from the Regions
Grade 11/12 Module 5:
Significance of Arts from the Regions

What I Can Do

Art Form Importance to the Society

Painting Painting encourages self and motivates people to hone
their abilities. Painting also creates a relaxing, open
environment in which artists can freely express
themselves. Painting can also help to create a positive
mood in the artist including those around them.
Sculpture Sculptures are excellent for symbolism since they
symbolize various facets of our society. The value of
sculpture in our civilization is that it allows us to see
our historical culture. We may identify and appreciate
the beauty of the society we live in through sculpture.
Architecture Architecture exists to create the physical environment
in which people live, but architecture is more than just
the built environment, it is also a part of our culture. It
stands as a representation of how we see ourselves, as
well as how we see the world.
Music Over time, music has played an important role in
society. All cultures, villages, etc., have their musical
manifestations, but while many of these manifestations
have features in common, their differences are what
make them stand out.
Dance Dancing is Part of world religions and cultures, it is a
way for certain cultures to celebrate. Some physical
benefits in dancing are improved strength and stamina,
and flexibility.

What I Have Learned

The Philippine arts are very significant for me as a Filipino because every contemporary art reflects
someone’s feelings, ideas, or perspectives. Through contemporary art, Filipinos can express themselves in a
way that will be safely observable to others. It is a means of personal expression. Culture generates social
capital and strengthens a community’s character. Art brings people together physically — at galleries,
museums, performance spaces — and culturally, through its capacity to tell a community’s shared story, to
inspire reflection, and form connections that transcend differences. Research has shown art affects the
fundamental sense of self. Painting, sculpture, music, literature, and the other arts are often considered to be
Juliene Mae E. Dolloso
Grade 12 - STEM
the repository of a society’s collective memory. Making the arts part of our lives can help us to better
appreciate ourselves as a community and enrich us culturally.

Assessment
1. D 3. C 5. C 7. A 9. D
2. B 4. A 6. B 8. A 10. A

Additional Activities
Juliene Mae E. Dolloso
Grade 12 - STEM
Disaster Readiness and Risk Reduction
Quarter 1 – Module 9:
Hazard and Its Type

What’s New
Activity 2.1
1. There are three (3) objects on the table: a glass, a cup, and a bottle.
2. If I’m going to shake the table, the object that would be affected the most by the shaking is the glass,
since it is on the edge of the table, it will easily fall off.
3. Based on the picture, the object that can be considered as a hazard is the glass.

Activity 2.2
1. …
2. …
3. …

Activity 2.4
H-
A-
Z-
A-
R-
D-

Activity 2.3
Juliene Mae E. Dolloso
Grade 12 - STEM

Danger

Pitfall Expose

Imminence Threat

HAZARD

Menace Peril

Trouble Uncertainty

Risk

What’s More
Juliene Mae E. Dolloso
Grade 12 - STEM
Activity 1.1

Natural Hazards Quasi-Natural Hazards Technological o Manmade

Hazards
Avalanche Air pollution Oil spill
Wild fires or bush fires Global warming Mining explosions
Lightning Water pollution Transportation accidents
Volcanic eruptions Desertification Train accident
Storm surge Acid rain Falling objects
Typhoon Smog Biological attacks
Sandstorm Polluting ground water
Hurricanes Dam failures
Landslides Plane crashes
Droughts Fires
Earthquake Epidemic in human plants and
animals
Tornadoes
Floods

Activity 1.2 A.
1. Erupting Volcano -
2. Smog – Air toxicity
3. Tsunami -
4. Skull and Crossbones – Fatal or toxic and acute toxicity
5. Exploding Bomb – Explosives, Self-reactive, and Organic peroxides

B.
1. I have seen the following signs before. There are no signs present in our area
2. Yes, I have encountered people who failed to comply with the hazard signs and symbols.
3. Whenever I encounter it, I always felt terrified knowing that a hazard is present within us.
4. Yes, I think it is important to know this precautionary signs for us to be aware whenever there is one.

What I Have Learned

Hazard is harmful condition, substance, human behavior or condition that can cause loss of life,
injury or either health effects . It becomes hazard when . The different types of hazards are
Juliene Mae E. Dolloso
Grade 12 - STEM
Natural hazards , Quasi-natural hazards , Technological (or man-made)
hazards . We can minimize the effects of hazards through .

What I Can Do
A.
…

B.
1. …
2. ..
3. …

Additional Activities
…
Juliene Mae E. Dolloso
Grade 12 - STEM
Disaster Readiness and Risk Reduction
Quarter 1 – Module 10:
Hazard: Its Impact, Identification and Risk Assessment

What’s New
1. ANXIETY 3. SLIPPERY 5.
UNEMPLOYMENT
2. FOREST FIRE 4. CORONAVIRUS 6.
DISCRIMINATION

What’s More
Activity 1.1

Broken spine Psychological

Physical

Insanity
Amputated leg Overthinking

Relocation of people
Volcanic ash

Socio- Cultural Environmental

Amazon forest fire

Cultural wars Bird’s flu

Massive lay-off of workers

COVID-19 Biological

Bankruptcy Economic
 Juliene Mae E. Dolloso
Grade 12 - STEM

Activity 1.2

Activity 1.3

Hazard Risk Probability Impact Risk Level Changes made to reduce the
risk
Smoking in a Risk of exploding
room with a due to cigarette 4 5 20 high Smoke in an open area or
gasoline nearby triggering the stop smoking
gasoline
Cutting an open Risk of being Use proper tools or let an
wire with electrocuted 2 5 10 moderate actual professional
incorrect tools electrician do the work
Welding with no Eyesight damage
proper protective due to exposure to 4 3 12 high Use proper protective gears
goggles or shield incandescent
and gloves particles
Water spills near Risk of being Before using some electronic
an electronic electrocuted 4 5 20 high devices, check if there are
device water spills near it
Using a stool with Physical injury
stacking books as due to falling 5 2 10 moderate Use an actual ladder
a ladder
 Juliene Mae E. Dolloso
Grade 12 - STEM

What I Have Learned

1. Hazard
2. Risk
3. Vulnerability
4. Hazard identification
5. Probability, severity
6. Assess the risks, check the changes made
7. Monitored

What I Can Do

Hazard Location in Risk probabilit impact Risk Level Changes made to

the house y reduce the risk
Physical injury due Check the ceiling
The ceilings are Living to bumping the 5 1 5 low every time you stand
too low room head under the up or passing by
ceiling
The door is only
screwed on the Physical injury due
top, while the Bathroom to the door falling 4 2 8 moderate Fix the door
bottom part is in your head
broken
The middle part Physical injury due
of the ladder is Cottage to falling 4 2 8 moderate Fix the ladder
broken
Some wire is Living Electrocution due 2 4 8 moderate Arrange the wires
scattered room to scattered wires properly

Additional Activities
1. I think the possible suspects/cause for Mary’s death is the unnamed man in the song, the man with a
badge, or she accidentally died in the river.
2. Among my list of suspects/cause for Mary’s death,
Juliene Mae E. Dolloso
Grade 12 - STEM
Practical Research 2
Quarter 1 – Module 3: Week 1
Nature of Quantitative Research
Gearing Up to Start
1. B 2. D

Strengthening the Grasp

Kinds of Quantitative Research

Non – Experimental Research Experimental Research

(1) Descriptive Research

(3) Quasi-Experimental Research

(2) Correlation Research (4) True Experimental Research

Relating to Real Life

1. Descriptive research
2. Quasi–experimental research
3. True experimental research
4. Correlative research
5. Descriptive research
Juliene Mae E. Dolloso
Grade 12 - STEM
Practical Research 2
Quarter 1 – Module: Week 2
Importance of Quantitative Research across Fields

Trying the Challenge

1. STEM 6. Behavioral Sciences 11. Anthropology
2. Education 7. ABM 12. Education
3. ABM 8. STEM 13. Sport Medicine
4. Psychology 9. Behavioral Sciences 14. Anthropology
5. Sports Medicine 10. Psychology 15. ABM

Gearing Up to Start
1. C – Education
2. Effectivity of Online Classes as compared to Traditional Face-to-face program.

Relating to Real Life

1. A. “I’m conducting this research to know the effect of online games and social media to the academic
performance and share its results to my fellow students.”

Enriching the Skill

1. People 4. Meaningful
2. Conventional 5. Augment
3. Modern 6. Improve
Juliene Mae E. Dolloso
Grade 12 - STEM
Filipino sa Piling Lárang: Akademik
Unang Markahan – Modyul 1:
Kahulugan at Kalikasan ng Akademikong Pagsulat
Juliene Mae E. Dolloso
Grade 12 - STEM
Hope Optimizing Physical Education 3
1st Semester – Module 5
DANCE

Activity 1: Different Kinds of Dance Exercise

Dance Exercise What to Stretch

1. Aerobic
2. Jazz exercise
3. Hip-hop
4. Belly dancing
5. Zumba
6. Dance sports ballroom

Activity 2: Identify Signs of Dehydration

Signs of Dehydration
Headache
Dry mouth
Dry skin
Feeling tired
Fatigue
Constipation
UTI
Muscle cramps
Dark-colored urine
Urinating and sweating less than usual

Activity 3: My 1 Hour Step by Step Fitness Routine

Time Procedure Remarks

Juliene Mae E. Dolloso
Grade 12 - STEM
Activity 4: Synthesizing Your Learning
1.
a. …
b. …
c. …
d. …
e. …
2. …
3. …

Post Test
1. C 6. D 11. A
2. C 7. C 12. B
3. C 8. A 13. B
4. A 9. D 14. B
5. A 10. C 15. B
Juliene Mae E. Dolloso
Grade 12 - STEM
General Physics 1
Quarter 1 – MELC 33-34
Week 4
Applications of Newton’s Laws of Motion

Activity 1

Task 1
Given: 1000N – weight
Asked: Tension (T)
Solution: ∑Fy = 0; T-w = 0 Since w= 100N, T= 1000N
Or T = w
Final Answer: The tension of the rope is 1000N

Task 2
Given: 70N – weight
Asked: Tension 1
Tension 2
Solution: ∑Fy = 0; T₁ - ½ (w) Since w= 70N. T₁ = ½ (70) = 35N
Or T = ½ (w) T₂= ½ (70) = 35N
∑Fy = 0; T₂ - ½ (w)
Or T = ½ (w)
Final Answer: The tension of two ropes are both equal to 35N
: The weight of the box will be evenly distributed to the two people

Task 3
Given: Tension 2 = 90N
Angle = 48°
Juliene Mae E. Dolloso
Grade 12 - STEM
Asked: Tension 1
weight
Solution: ∑Fx = 0; T₂ₓ = T₂ cos ϴ ∑Fₓ = 0 = (-T₁ + T₂ₓ) or
T₂ₓ = T₂ cos 48° (-T₁ + T₂ₓ) = 0
T₂ₓ = (90N) (cos 48°) (T₁) = T₂ₓ
T₂ₓ = 60.22N T₁ = 60.22N

∑Fy = 0; T₂y = T₂ sin ϴ ∑Fy = 0 = (-w + T₂y) or

T₂y = T₂ sin 48° (-w + T₂y) = 0
T₂y = (90N) (sin 48°) (w) = T₂y
T₂y = 66.88 w = 66.88N
Final Answer: The tension 1 of the rope is 60.22N, while the weight of the box is 66.88N
: The second rope should be stronger since it will be exposed to a greater amount of tension
which is almost proportional to the weight of the box.

Task 4
Given: Tension 1 = 65N
Angle = 40°
Asked: Tension 2
Weight
T₁
Solution: ∑Fₓ = 0; T₁ₓ = ∑Fₓ = 0 = (-T₂ + T₁ₓ) or
cos ϴ
65 N
T₁ₓ = (-T₂ + T₁ₓ) = 0
cos 40 °
T₁ₓ = 84.85 (T₂) = T₁ₓ
T₂ = 84.85 N

∑Fy = 0; T₁y = T₁ tan 40° ∑Fy = 0 = (-w + T₁y) or

Juliene Mae E. Dolloso
Grade 12 - STEM
T₁y = T₁ tan 40° (-w + T₁y) = 0
T₁y = (65N) (tan 40°) (w) = T₁y
T₁y = 54.54 w = 54.54N
Final Answer: The tension 2 of the rope is 84.85N while the weight of the box is 54.54N
: The second rope will tend to break first since it will be exposed to a greater amount of tension