NOTE: all activities must be documented with your doing the activities

Act. 4 - Cloud in a Bottle Date: Nov 20, 2021

l. Purpose: to see how water vapor condenses

ll. Materials: plastic soft drink bottle, pump with rubber seal, some water, rubbing alcohol, a match

lll. Procedure:

1. Fill about half a cm or so of water in the bottle and swirl it around so it wets the bottom sides of
the bottle
2. Light a match, put it out, and hold it in the bottle so some smoke goes in
3. Seal the bottle with the pump, and start pumping air into the bottle
4. As you increase the pressure by pumping more air, you’ll find the seal may want to pop off, hold it
in
5. After 5-10 pumps, you have created a decent amount of pressure. Pull the seal off the bottle.
Describe what happen. A smoke or a fog came out and also the water was gone
6. WITHOUT using MATCH, try doing this again, but instead of water use rubbing alcohol
compare with the previous one, describe what happen. A big amount of fog or smoke came out
on the bottle unlike the previous one with just a water and a match and the seal pop out immediately

lV. Observation: explain the principle behind this activity: In this experiment, the alcohol acts like the
dust, providing something cool for water droplets to attach to. When we pressurize the soda bottle by
pumping air in, the air molecules collide with each other and warm the bottle. Releasing the pressure
causes the water vapor to condense quickly, forming a cloud.
Act. 5 – Imploding Can Date: ___________________

l. Purpose: to demonstrate the power of atmospheric pressure

ll. Materials: an empty soft drink can, a flame, some water, something to protect your hand for being
burned by hot object, bowl of very cold water (ice water), stopper (optional)

lll. Procedure:
1. Fill about 1 cm of water into the can, and hold it over the flame until the water starts boiling and
steam stars coming out of the opening
2. Let steam come out for half a minute to one minute
3. Before the steam runs out, quickly place the can upside down in the ice water (the opening goes
in to the water)
4. Watch and write down your observation _____________________________________________
______________________________________________________________________________

iV. Explanation: what scientific principle is demonstrated in this activity?

_______________________________________________________________________________
_______________________________________________________________________________

Act. 6 – Creating a Spark of Lightning Date: _________________

l. Purpose: to demonstrate how lightning work

ll. Materials: a balloon, a metallic object (like spoon), a dark room

lll Procedure:
1. Inflate the balloon by blowing air in to it
2. Rub the inflated balloon on your hair for two minutes
3. Go into a dark room, and touch a spoon or metallic object to the balloon
4. What happen? ________________________________________________________________

lV. Observation(s) and explanation: ______________________________________________________

_____________________________________________________________________________

V. Question: what causes lightning to developed? _________________________________________

______________________________________________________________________________

Act. 7 – Acid Rain Date: ___________________

l. Purpose: to demonstrate the problems brought about by acid rain (you have to do some research
(reading or internet sources about acid rains)

ll. Materials: chalk, eyedropper, water, vinegar, knife (optional), measuring cup, marking pen, 4 plastic
cups, 4 plates

lll. Procedure:
1. Check first if the chalk reacts with vinegar by dropping few drops into the vinegar (bubbles
should formed)
2. Follow these set-ups (number the cups 1 to 4)

Cups Mixture

1 - 1 tsp vinegar + 1 cup of water

2 - 2 tsp vinegar + 1 cup of water
3 - 3 tsp vinegar + 1 cup of water
4 - 4 tsp vinegar + 1 cup of water

3. Place your four pcs. Of chalks (you may do some curving on the chalk) into four plates, and
number the plates too – one chalk per cup

a. Put 10 drops from cup 1 onto the 1 st pc. of chalk

b. Put 10 drops from cup 2 onto the 2 nd pc. of chalk
c. Put 10 drops from cup 3 onto the 3 rd pc. of chalk
d. Put 10 drops from cup 4 onto the 4 th pc. od chalk

4. Put some of the vinegar solution on the chalk TWICE a DAY for 5 DAYS
5. At end of 5 days, observe how the chalk has changed. Write down your observations in the
table below

TABLE: OBSERVATION(s)

Plate Number Observation

1 -

2 -

3 -

4 -

lV. Question: What principle in chemistry is demonstrated in this activity?

_________________________________________________________________________________
_________________________________________________________________________________

Enumerate some of the environmental problems brought about by acid rain

_________________________________________________________________________________
 __________________________________________________________________________________
_________________________________________________________________________________

What is an acid rain? ________________________________________________________________

Act. 8 – Why the Sky is Blue Date: _________________

l. Purpose: to replicate why the sky is blue (or other colors)

ll. Materials: a drinking glass, some water, a bit of soap (liquid or bar, white is better), flashlight that
emits white light

lll. Procedure:

1. Mix some soap into a glass of water until water is white and milky
2. Place the flashlight near the glass
3. Find the proper angle: once you look at the glass correctly, you’ll see that the liquid looks blue
4. Try holding the flashlight at different angles, see what happen

lV. Question: what causes the liquid inside the glass to change color? __________________________
____________________________________________________________________________
____________________________________________________________________________

Act. 9 – Sedimentary Rocks with Bread Date: ____________________

l. Purpose: to simulate the formation of sedimentary and igneous rock

ll. Materials: slices of white bread (at least 2 pieces or more), slices of brown bread (at least 2 pieces or
more), wax paper, a ruler, books (preferably heavy),

lll. Procedure:
1. Lay a piece of wax paper on a surface
2. Cut the crust off your slices of bread, and begin stacking them together
3. Once your slices of bread have been stacked, measure their height, then place another piece of
wax paper on top, and put as many books as you can balance. You may try and create a lot of
weight
4. After one week, remove the books and measure the bread again
5. What do you see? Write down your observation _______________________________________
____________________________________________________________________________

lV. What have you learned from this activity about the formation of sedimentary and igneous rock?
____________________________________________________________________________
____________________________________________________________________________
Act. 10 – Solar Water Purifier Date: ___________________

l. Purpose: to demonstrate how solar power could be used to visualized how sea water evaporates

ll. Materials: water, salt, large bowl, short drinking glass, plastic wrap, masking tape, small weight
like stones

lll. Procedure: (should be done during sunny day)

1. Mix salt into two cups of water until it has dissolved, pour the salt solution into a large bowl
2. Place the glass in the middle of the bowl. The glass should not come above the rim of the bowl
3. Cover the bowl with plastic wrap, and seal the bowl as best as you can from the side – you
can use masking tape if there is a need
4. Place the light weight on the plastic above the glass
5. Now, place the bowl outside in the sun for a few hours (or entire day).
6. You may try determining how long it will take to get much water – the weather condition must
be the same during the duration of the activities to control your variables
7. When the activity is done, water should be collected in the glass – taste the water and write
down your findings _____________________________________________________________

lV. Question: in what situation(s) can you apply the procedures you have learned from this activity?
_____________________________________________________________________________
_____________________________________________________________________________

Act. 11 – Air is Matter Date: ________________

l. Purpose: to demonstrate that air has weight (mass)

ll. Materials: a ruler, drill, knife, 3 pieces of strings, 2 balloons – weight and space

lll. Procedure:
1. Drill a hole above the 150 mm mark on the ruler, close to the edge
2. With the knife, notch the ruler above the 10 mm mark and above the 290 mm mark
3. Tie one of the strings through the hole and suspend the ruler from a table edge
4. Tie a balloon to each of the other two strings, tie strings into loops of equal size, and loop
one of them over each notch. The ruler should balance (if not, adjust the balloons until they
are balance
5. Remove one of the balloons and blow it up. Return it to Its place on the string and put the
string on the ruler again, exactly where it was before
6. What happen? _____________________________________________________________

lV. Question: What does the activity shows about air? ___________________________________
__________________________________________________________________________
Act. 12 – Water Occupies Space Date: ___________________

l. Purpose: to demonstrate that air occupies space

ll. Materials: pan, water, drinking glass, piece of paper

lll. Procedure:
1. Fill the pan about 2/3 full of water
2. Crumple the paper and fit it securely into the bottom of half of the glass
3. Turns the glass upside down and push it in to the pan of water (be sure the paper stays in the
same position). Hold it there for a couple of minutes, then remove the glass and look at the
paper. Does the paper remain dry or wet? Explain. ____________________________________
______________________________________________________________________________
4. What does this activity trying to prove about air? Explain. _______________________________
_______________________________________________________________________________

Act. 13 – Rain Date: __________________

l. Purpose: to demonstrate how rains are formed

ll. Materials: stove, boiling water kettle, metal baking pan, ice cubes, water

lll. Procedure:
1. Fill the kettle about half-full of water and set on the stove to boil
2. Once water starts to boil, hold the pan with ice cubes above the kettle spout where steam
start to comes out
3. What happens? Explain ______________________________________________________
_________________________________________________________________________

lV. Observation: Compare this activity with the water cycle, is it “similar”? Explain
_________________________________________________________________________
_________________________________________________________________________

Act. 14 – Heating Land and Sea Date: ______________________

A) l. Purpose: to demonstrate that the longer the sun shines, the warmer the weather
 ll. Materials: 2 identical pans, 2 identical thermometers, soil enough to fill one pan, light easy
to move table

lll. Procedure:
1. bring the table outside on a sunny day and set the pan on top of it
2. divide the soil equally between the pans, and place thermometer in each
(do not allow the thermometer to touch the bottom)
3. after 15 minutes, read the thermometers and record the temperature. What is the
reading of the soil in the two pans? ______________________________________
4. remove one pan and let the other remains for 15 minutes more.
5. Read the thermometer again and compare it with the reading in step 3. Was there
a change in the reading? If so, what could be the reason? ________________________

lV. Observation: Write down your observations ______________________________________

________________________________________________________________________

B) I. Purpose: to demonstrate that soil heat faster than water does

II. Materials: 2 identical pans, soil enough to fill a pan, water enough to fill a pan, light easy to
move table, refrigerator (something to cover the set-up to prevent contamination)

III. Procedure:
1. bring the table outside on a sunny day and set the pans on top of it
2. fill the pan with soil, the other with water, then let them set under the sun for 30 minutes
3. touch the top of the soil and the top of the water with your hand, you should easily be
able to tell which is warmer
4. Place the pans in the refrigerator for 30 minutes, then repeat step 3 (cover the water and
the soil set-up with something to prevent contamination of the refrigerator)
was there a difference between the set-up under the sun, and the set-up inside the
refrigerator? If so, why? ___________________________________________________
_______________________________________________________________________

IV. Observation: why is it that soil warms up faster than water?

_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Act. 15 – Biogeochemical Cycle Date: ____________

I. Objectives: identify the biogeochemical cycle (carbon, nitrogen, water, oxygen) in your study area
involving the organisms and their habitat

II. Materials: notebook, writing instruments, biology books, internet

III. Procedure:
1. use prepared biogeochemical cycles as reference and models
2. construct diagrams to indicate C, N, O and H20 cycles taking place in the habitat of organisms in
your study area

IV. Discussion:
1. cite the processes involved in the C, N and H2O cycle (use the different cycles diagram)
2. what factors may influence to hasten/retard such cycles? _____________________________
3. cite the role of the soil in the nutrient cycle _________________________________________

V. Drawings: Water cycle, Nitrogen cycle, Carbon cycle

Date: _________________

Act. 16 – Investigating Environmental Factors and Their Relation to the Flora and Fauna of________
_______________________ (name of your chosen study area)

I. Purpose: a. described and identify the components of an ecosystem

b. determined the abiotic condition present in the study area
c. gave at least four examples representing abiotic and biotic interactions found
in the study area

II. Materials: thermometer, meter stick, field notebook, pencil, graphing paper

III. Procedure: study area: _____________________________ date: _________________

location: _______________________________ time started: ___________
time ended: ___________

1. look and observed the things you see and feel around you ___________________________
__________________________________________________________________________
2. list down the things you think seems to become a part of the environment
__________________________________________________________________________
3. classify the things you feel and see into living and nonliving components of this
environment _______________________________________________________________
4. enumerate some environmental factors that maybe, are present in a freshwater, marine and
estuarine environment (if part of your study area)
5. take notes of some environmental problems prevalent in this study area
___________________________________________________________________________

6. what environmental factors possibly influence life in the study area? __________________
__________________________________________________________________________
7. which abiotic factors affect you most? __________________________________________
8. how would the environment looks like if the environmental factors were not present in your
study area or in other environments? _____________________________________________
9. will life continue to exist if these environmental factors were missing? ________________
__________________________________________________________________________

Physical Factors Present in the Study Area

1. after exploring the area, be sure to make a map indicating land features, water source, shady
and un-shady area, vegetation and its location
2. observe closely the location of plants and animals
3. focus attention to the amount of light received in the area, and plant distribution
4. take the temperature of air in three different places (air, soil, one meter above the soil in
 shady area, at 10 minutes interval) tabulated
5. using graphing paper, plot and interpreted the result
6. after one hour, get the average temperature of the three places selected for this activity
7. observed the weather conditions, wind distribution, humidity and record these (tabulated)
8. examine the type of soil, take notes of color and soil profile (layer of the soil)
9. cite the components that are useful to the plants and animals in these areas
10. show by illustration the cycle involving exchange occurring between the plants and the animals
11. which area get direct exposure to sunlight? __________________________________________
12. what is the relation of the amount of light to plant distribution? __________________________
______________________________________________________________________________
13 why is there no uniform distribution of light in different parts the world? ___________________
______________________________________________________________________________
14. why is there a need to know the temperature of the area? ______________________________
______________________________________________________________________________
15. why are there temperature differences in an environment? ______________________________
______________________________________________________________________________
16. cite an effect of weather difference, wind direction and humidity on an organism of the your
study area _____________________________________________________________________
17. explain the importance of knowing the different types of soil of an environment. _____________
_______________________________________________________________________________
18. if the soil is absent from an ecosystem, what would happen to the environment? ____________
_______________________________________________________________________________

Interaction Among Biotic and Abiotic Components in an Ecosystem

1. show by illustrations on some examples representing biotic and abiotic interaction

2. what biogeochemical cycles are going on this environment _______________________________
_______________________________________________________________________________
3. describe the kind of environment presently being studied ________________________________
_______________________________________________________________________________
4. cite evidences of man’s activity on this environment ____________________________________
_______________________________________________________________________________
5. list down some signs of pollutions, their sources and effects on the biotic components
6. determine if these kinds of environment, including biotic and abiotic factors can support life
_______________________________________________________________________________
7. make recommendations on how to improve this environment being studied, and give suggestions to
make the biotic cycles more efficient __________________________________________________
_________________________________________________________________________________
Act. 17. Sampling Soil in Your Study Area Date: ________________

Name of the study area: ______________________________Time started:____ Time ended:_____

I. Objective: to be able to describe (identify) the kind of soil in your study area

II. Materials: notebook, writing instrument, meterstick (improvised), hand trowel or bolo, 4 sticks

III. Procedure:
1. choose the sampling area. Make a map of the area. Include the topography, the vegetation, and
other visible characteristics
2. make a list of what you think you will be able to find, in the few cm of the ground in your study
area ____________________________________________________
3. stake out an area of one square meter on the ground and record any evidences of plants and
animals. Six sampling spots is required in your study area
4. observed and describe the soil in terms of texture, color, other observations
_______________________________________________________________________________
5. dig further into the soil (about 30 cm deep), note any change of color in the exposed layer of the
ground (*A-horizon, B-horizon, C-horizon)
 6. measure the distance between each layer (cm) make a sketch of the different layers of the soil and
label it properly

IV. Questions:
1. on the basis of your observation, what materials make up the liter, top soil and subsoil?
_______________________________________________________________________________
2. in which layer are the decaying organic matters found? __________________________________
3. are the soil fertile or not, how do you know? ___________________________________________
4. what do you think are the role of plants and animals in your study area? ____________________
_______________________________________________________________________________
5. why should soil samples be taken from several spots? ___________________________________
_______________________________________________________________________________
6. is there a need to study soil? Why? __________________________________________________
_______________________________________________________________________________

*Note: Soil profile

A-horizon – top soil, composed of bodies plants and animals which are being reduced to finely
divided organic materials “humification”
B- horizon – composed of mineral soil in which the organic compounds have been converted by
decomposers into inorganic compounds “mineralization” and thoroughly mixed with finely
divided parent materials (subsoil)
C-horizon – represent the more or less unmodified parent materials or may have been transported
to the place by gravity

SOIL PROFILE
Act. 18 – A Rotten Log or Lumber Date: __________________

I. Purpose: to determine what kind of community does a decaying log or lumber sustain

II. Materials: notebook, pen/pencil, large tray or box, knives, hand trowel, decaying log/lumber

III. Procedure:
1. find your decaying log. Describe its location: on a slope, level ground, deep in the wood,
or in clearing, and so on
2. try to locate the stump of the tree. How far is it from the log? Is it in the same condition?
Do any branches, leaves, or fruit still remain? Are any parts of the former tree still alive?
____________________________________________________________________________
____________________________________________________________________________
3. look for evidence as how the tree died
4. try to identify the species of the tree, is the bark still on the log? Can you find any living
things under the bark? ____________________________________________________
5. look at the end of the log, or at the stump, and try to count the tree rings – about how old
is the tree? ___________________________________________________________________
6. examine the wood, is it dry or moist? Decayed completely or in part? _____________________
7. push knife into the wood, is the wood firm or rotten? __________________________________
8. examine the soil under the log, how has the log affected the soil? ________________________
 ______________________________________________________________________________
9. look for animal life and plant life in, under, or around the log
10. summarize your findings in a table like below

Table 1: Animal life (you can add lines if needed)

Type of animal Where found Behavior Food (if observed)

Table 2: Plant Life (you can add lines if needed)

IV. Conclusions and Discussion:

1. what evidence did you find that the log builds soil? _____________________________________
_______________________________________________________________________________

2. what seem to be the major plant and animal forms in the log community?
_______________________________________________________________________________
_______________________________________________________________________________

3. how do plants depend on the log? __________________________________________________

_______________________________________________________________________________

4. how do animals depend on the log? _________________________________________________

_______________________________________________________________________________

5. as far as the evidence permits, describe the food web of the log community
_______________________________________________________________________________
_______________________________________________________________________________

Act. 19 How Much Water Soil Washed into the River Date: _________________
I. Objectives:
1) to simulate the process of producing yellowish, muddy river water
2) to extrapolate how much soil is carried to the water after a heavy rainfall considering the depth,
the width, and the length of the river from the mountain the sea

II. Materials: clay soil, clean bottle, improvised graduated cylinder, balance, stirring rod, teaspoon,
a drinking glass (100 mL) muddy water (control set up)

III. Procedure:
1. take the mass of a clean bottle ____
2. measure 200 g of clay soil into the pre-weighed bottle
3. by teaspoons, add soil into the bottle with 100 mL of water, stir. Add more soil little by little
until you get the color of the river water. This is the control set-up
4. again, weigh the bottle with soil to determine how much soil was used to make a creamy,
yellowish muddy water

IV. Guide Questions:

1. how much soil did you used to produce the kind of water similar to the control __________
2. if the average depth of the river is 2 m, its width is 12 m and its length from the mountain
to the sea is 5 km, how much soil was washed down the river?
3. how would you describe the mountain area where the rain fell before and after the episode?
____________________________________________________________________________
4 what do you think should be done to that area to reduce soil erosion? Why? ______________
____________________________________________________________________________

Act. 20 - Air Pollution Date: _____________

I. Problem: to study the particulate matter in the air and to determine its origin

II. Materials: file cards, (7 cm x 13 cm), masking tape, BBQ stick (30 cm), magnifying glass or
reading glass

III. Procedure:
1. put 2 strips of masking tape, sticky side out, on the long the long side of each card
2. mount each card on a BBQ stick, using tape or tacks
3. place one card on each of your house (building), with the sticky side of card facing the wind
4. mark the location on each card (north, south, east, west) with respect to the house or building
5. leave the cards in place for three days, then bring them inside your house/building
6. examine the cards, using magnifying glass/reading glass
7. write down your observation, what did you see? _____________________________________
_____________________________________________________________________________

IV. Questions:
1. did it make any difference on which side of the house the cards were placed? ______________
_____________________________________________________________________________

2. would the material on the cards be called smog?______________________________________

 3. do you think the collected material is harmful to human? Why? _________________________
_____________________________________________________________________________

4. was any of the material the result of human’s activities? _______________________________

_____________________________________________________________________________

5. can you relate this fact to the energy crisis? _________________________________________

_____________________________________________________________________________

6. is there any way that the amount of soot in the air could be reduced? ___________________
_____________________________________________________________________________

Note: do not throw away the card you will use these in the next activity (Act. 21)

Act. 21. Study of Car Exhaust Date: _________________

I. Problem: to determine the kinds of pollution associated with car exhaust

II. Materials: car, absorbent cotton, small box

III. Procedure:
1. hold a piece of absorbent cotton over the exhaust of a car for about 5 seconds while the
motor is running (caution: do not touch the exhaust pipe with your finger – it’s hot)
2. examine the deposits on the cotton and compare with the card from activity 20
3. write down your observation ___________________________________________________
___________________________________________________________________________

IV. Questions:
1. which material has a distinct odor, the card particulate or the engine exhaust? ___________
___________________________________________________________________________

2. which material, particulate or exhaust, has a sticky feel? _____________________________

___________________________________________________________________________
 3. can particulate or exhaust fumes be seen in the air? ________________________________
___________________________________________________________________________

4. which deposits are mostly due to nature, which to human activity? ___________________
___________________________________________________________________________

5. are any of the deposits you have collected apt to be harmful to humans? Why? __________
___________________________________________________________________________

6. can any of the deposits be controlled? How? ______________________________________

___________________________________________________________________________

V. Drawing /Picture: attached a picture/drawing of you doing the activity

Act. 22 - Thermal Pollution Date: ________________

I. Problem: to determine the effect of heat on Daphnia (water flea)

II. Materials: algae culture (from pond or clean stagnant water), daphnia, (water flea) tiny swimming
organisms from the same source of water algae, 2 test tubes, heat source (100 w bulb), medicine
dropper

III Procedure:
1. prepare 2 test tubes half full of algae culture at room temperature
2. place 2 or 4 daphnia in each test tube with a dropper
3. place one test tube near a light source
4. place the other test tube away from light source, keep it at room temperature
5. observe and record activities in both test tubes
6. after 30 minutes, describe again what you observed in both test tubes, what happened?
_____________________________________________________________________________
_____________________________________________________________________________

IV. Questions:
1. what happened to the daphnia in the test tube near the heat? _________________________
____________________________________________________________________________
 2. what happened in the daphnia in the test tube kept at room temperature? _______________
_____________________________________________________________________________

3. how would the addition of heated water from nuclear power plant affect daphnia in a river?
_____________________________________________________________________________
_____________________________________________________________________________

4. do you consider that warm water from an industrial plant is a pollutant when it is discharged
Into river and lakes? ____________________________________________________________
_____________________________________________________________________________

V. Drawing/Picture: attached pictures of your set-up in this activity

Act. 22 – Solar Still Date: _______________

I. Problem: to examine the presence of moisture in the soil

II. Materials: plastic dipper (“tabo”) plastic sheet (100 cm x 100 cm), shovel, stone (one middle size;
assorted sizes)

III. Procedure:
1. dig a hole in the ground about (60 cm x 60 cm) deep, do this when it is sunny and warm
2. place an empty dipper in the center of the hole so it cannot tip over
3. stretch the plastic sheet over the hole and fasten it down firmly around the edges
4. use stones to hold the plastic sheet around the hole to keep it in place
5. the stones should be placed around the edge of the plastic leaving the center free
6. allow a little slack in the plastic sheet, and gently place a little stone in the center of the sheet
(do not used large stone or the sheet too slack, that the dipper becomes sealed)
7. allow the set up to stand for a day or overnight, checking to see that the setup is still alright
(do not perform this activity when weather is bad)
8. after a day or overnight, gently remove the stones and lift up one end of the plastic sheet, if
the underside of the plastic is wet, you may dismantle the apparatus
9. if no moisture has collected, replace the sheet and leave for another 24 hours before examining
the plastic for moisture
10. write down your observations ___________________________________________________
 ____________________________________________________________________________
11. what is the dipper for? _________________________________________________________

IV. Questions:
1. what is the source of water? ____________________________________________________

2. is the water safe enough to drink? _______________________________________________

3. would the apparatus be a good thing to carry if you were traveling in the wild?
____________________________________________________________________________

4. would you be able to collect any moisture in a desert region? __________________________

_____________________________________________________________________________

V. Drawing/Picture: attached a picture of your apparatus

Act. 23 – Pollution in the Ground Around Your House Date: _______________

I. Problem: to determine the kinds of debris that collect in any area inhabited by humans

II. Materials: glove, plastic bags, large paper bag (if available)

III. Procedure:
1. survey the areas around your house
2. wearing glove, pick up any debris that is found which are manmade
3. place all these debris/materials in the paper bag or plastic bag, classify them
4. what do you think would be the effect of these debris on the environment? _____________
___________________________________________________________________________
5. after the activity, disposed of these debris/materials properly

IV. Questions:
1. does the waste found in your area harm the environment? __________________________
__________________________________________________________________________

2. do papers have any effect on the soil? ____________________________________________

___________________________________________________________________________

3. do plastic have any effects on the soil? ____________________________________________

 ___________________________________________________________________________

4. was any debris/materials picked up not the result of human activity? ___________________
___________________________________________________________________________

5. should natural debris be removed or left to deteriorate? _____________________________

____________________________________________________________________________

V. Drawing/Picture: attached pictures/drawings of what you have done

Act. 24 – Formation of By-Products of Decay Date: ________________

I. Problem: to determine what happens to organic materials under conditions of decay

II. Materials: small balloon, bottle (50 mL), uncooked meat (10 g), several leaves, rubber band

III. Procedure:
1. place about 10 g of uncooked meat and several leaves in the bottle
2. cover the neck of the bottle with the mouth of the balloon, and fasten it in place with a rubber
band
3. set the bottle in the sun in a warm place
4. leave the bottle in the sun and observe what will happen to the balloon
5. examine the balloon each day for 5 days to see if changes had occurred
6. write down your observations ___________________________________________________
7. when done, disposed of the materials properly

IV. Questions:
1. what happen to the balloon? ____________________________________________________
____________________________________________________________________________

2. what do you think causes the changes, if any? _______________________________________

_____________________________________________________________________________
 3. suggest a reason why animals that have been drowned may eventually rise to the surface of
the stream or lake _____________________________________________________________
_____________________________________________________________________________

V. Drawing/Picture: attached pictures before and after the activity - for comparison

Act. 25 – Density Arrangement in Liquids Date: _____________

I. Problem: how do liquids of differing densities arrange themselves when mixed

II. Materials: water (60 mL), syrup (60 mL), cooking oil (60 mL), 2 glass jars, wooden block that will
fit-in inside the glass jar, piece of rubber (from old rubber slipper), foam, tiny pebbles, sand

III. Procedure:
1. put the water and oil in the first jar, shake vigorously
2. add the syrup in the jar
3. shake vigorously and allow to stand undisturbed for about 20 minutes to 30 minutes
4. put all the other materials in the second jar, shake vigorously and allow to stand for 20 minutes
to 30 minutes
5. compare your observations in the first and the second jar
6. was there difference(s)? _________________________________________________________
____________________________________________________________________________

IV. Questions:
1. suggest a reason why the liquids are arranged as you see them _________________________
____________________________________________________________________________

2. how can you prove that the liquids are arranged according to density? ___________________
 ____________________________________________________________________________

3. why do liquids rearrange themselves according to density? _____________________________

_____________________________________________________________________________

4. judging from your activity, in what physical state might the earth have been when layers were
arranged according to density? ___________________________________________________
_____________________________________________________________________________

5. can you suggest a method for finding the relative densities of the solids without actually
measuring their masses? _________________________________________________________
______________________________________________________________________________

6. what is density? _________________________________________________________________

V. Drawing: make a drawing of the two set ups and label the parts

Act. 26 – Writing A Term Paper Date:___________________

I. Purpose: to be able to write term paper properly

II. Materials: paper, pen/pencil, index cards, references from books, the internet, other sources

III. Procedure:
1. choose one topic that interest you most from the following list of environmental studies

a. interdependence/interconnectedness f. material cycle

b. diversity and stability
c. quality of the environment
d. balance of nature
e. finiteness of resources
g. population growth and carrying capacity
h. cooperation
i. stewardship
j. sustainable development
k. others that interest you

2. follow this format – (do not forget to write your name, the course you are enrolled in, and the
name of your professor)

a. college address, date submitted f. body of the term paper

b. title of the term paper g. closing statement/conclusion
 c. reasons why choose the topic h. recommendation
d. importance of the topic i. list of figures (picture, tables, etc.)
e. introduction j. references

3. steps in doing the term paper

a. select a subject f. prepare a working plan

b. narrow the subject to manageable size g. take notes (130 cm x 180 cm)
c. state the objective(s) h. outline the paper
d. give your paper a working title i. write a rough draft
e. prepare a preliminary references j. prepare the final draft

4. you will submit a hard copy of your paper using short bond papers

5. deadline for submission – on or before 22 December 2021