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NAT SCI. 1
EARTH AND LIFE SCIENCE

LEARNER’S MODULE
UNIT TEST TO FINAL
TEACHER/S CONTACT NO.
DARYL JAY B. SANCO 09998901172

STUDENT’S NAME
Earth and Life Science
Earth and Life Science – Grade 11/12 Alternative Delivery Mode
First Edition, 2020

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Development Team of the Module:

Authors: Melvin B. Arcangel, Hazel R. Balan, Teresita Z. Bastillada,

Reu Zandro C. Enguito, Dyna F. Gorre, Fritz Ryan S. Hondanero,
Rowena E. Lontayao, Gilden Maecah M. Migalang, Daisy R. Yap,
Jessie James O. Yapao.
Reviewers: Ringo R. Dadole Shylza C. Tipalan Ricky P. Jabien
Illustrator: Jann Dee C. Canicon Louis Philip O. Bayla Reu Zandro C. Enguito
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Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V
Asst. Regional Director Mala Epra B. Magnaong CES, CLMD
Members: Dr. Bienvenido U. Tagolimot, Jr.
Regional ADM Coordinator
Dr.Nick C. Pañares
EPS, Science

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 Earth and Life Science

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1
 TABLE OF CONTENTS

Coverage
Pages

UNIT TEST COVERAGE

Week 1- August 23-27, 2021 5
Lesson 1 – Hypotheses on Origin of the Universe
Week 2 and 3- August 30- September 10, 2021 6-8
Lesson 2 –Different Hypotheses on the Origin of the Solar System
Week 4 -September 16-18, 2021 (Unit Test examination)

PRELIM COVERAGE
Week 5 –September 20-24, 2021 9
Lesson 3 –Uniqueness of Earth
Week 6 –September 27 –October 1, 2021 10
Lesson 4 –Subsytems of the Planet
Week 7 –October 4-8, 2021 11-18
Lesson 5 –The Different Layers of Earth
Week 8 -October 14-16, 2021 (Prelim examination)

MIDTERMS COVERAGE
Week 9 –October 18-22, 2021 17-21
Lesson 6 –Stars on Rocks and Its Processes
Week 10 –October 25-29, 2021 23-25
Lesson 7 –Exogenic Processes
Week 11 –November 1-5, 2021 25-28
Lesson 8 –Pushing Beyond Limits
Week 12 -November 11-13, 2021 (Midterms examination)

PRE-FINALS COVERAGE
Week 13 –November 15-19, 2021 29-31
Lesson 9 –Geologic Time Scale
Week 14 –November 22-26, 2021 32-33
Lesson 10 –Historical Development of the Concept of Life
Week 15 –November 29 –December 3, 2021 34-35
Lesson 11 –The Origin of the First Life Forms
Week 16 –December 6-10, 2021 36-40
Lesson 12 –Unifying Themes in the Study of Life
Week 17 -December 16-18, 2021 (Prefinals examination)

FINALS COVERAGE
Week 18- January 3-7, 2021 41-44
Lesson 13 –The Cell as the Basic Unit of Life
Week 19 –January 10-14, 2022 45-46
Lesson 14 –Photosynthesis 46-56
Lesson 15 –Cellular Respiration: Harvesting Energy from Food
Week 19 -January 13-15, 2022 (Finals examination)

2
 What I Need to Know

This module demonstrates an understanding of the formation of the universe and the solar
system, the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up
the Earth, and the Earth‟s internal structure.

Did the Universe have a beginning? The question of the origin of the Universe is one of the most
exiting topics for all of us including the scientist. In this module, it states the different theories
explaining the origin of the universe. It is this curiosity to solve the mystery of our origin that has
driven us to be who we are today and helped us discover and build better technology that we so
ungratefully enjoy.

Exploring the birth of the earliest galaxies in the universe, understanding the planetary systems,
explore planets that are capable of supporting life, and to learning whether life began elsewhere
in the solar system have helped us advance and build our civilization.

Learning Objectives
After going through this module, you are expected to:
State the different hypotheses explaining the origin of the universe.
(S11/12ES-Ia-e-1)
Describe the different hypotheses explaining the origin of the solar system.
(S11/12ES-Ia-e-2)
Recognize the uniqueness of Earth, being the only planet in the solar system with properties
necessary to support life. (S11/12ES-Ia-e-3)
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy
flow. (S11/12ES-Ia-e-4)
Explain the current advancements/information on the solar system.
(S11/12ES-Ia-e-5)
Show the contributions of personalities/people on the understanding of the earth systems.
(S11/12ES-Ia-e-6)
Identify the layers of the Earth (crust, mantle, and core). (S11/12ES-Ia-e-7)
Differentiate the layers of the Earth. (S11/12ES-Ia-e-8)

General Instructions

To achieve the competencies of this module, complete the following:

Understand and follow the instructions carefully.
Accomplish the pre-test to identify your preparedness about the lessons in this module.
Refer your answers to the given answer key.
Read each lesson and do activities provided for you.
Demonstrate the activities to guide you in comprehending the lessons.
Take the self-test after each lesson to assess your understanding of the topics.
Answer the post-test to measure how much you have gained from the topics.

3
4
 Week 1- August 23-27, 2021

Hypotheses on Origin of the Universe

Learning Concept
In this generation Z when hi-tech gadgets, machineries, and devices abound, there are still
many basic questions that come in our mind. We continue to look for clearer explanations to the
things that mystify us. These could be from the simple things that we usually see and observe
every day to the complex questions about our existence. We ask ourselves how the world,
universe originated. What is so special and interesting about the universe and solar system
where we belong?
The same questions bothered man ages ago. So, man has observed and studied the world
around him in his desire to satisfy his curiosity. Scientists, too, have studied these questions and
have offered various answers to them. We shall answer of these questions in this lesson.

Before we discuss the different theories and ideas of some brilliant scientist and philosophers on
the origin of the universe, let us first describe the universe by answering the given activity.

A galaxy may be a huge collection of gas, dust, and billions of stars and their solar systems. A
galaxy is held together by gravity.
What is the universe? Do the Universe have a beginning? Will it have an end?

https://www.learnthesky.com/blog/types-of-galaxies
Wonderers where the word universe came from? Well, the word came from old French which
comes from the Latin word Universum. The famous Cicero first used it and later, many Latin
authors followed him and was later adapted by Modern English.
Universum can be interpreted as “everything rotated as one “everything rotated by one” It was
illustrated by an early Greek model of the universe. In this model, all matter was in spherical
rotation of the outermost sphere was accommodate for motion and change of everything within.
Basically, the universe is defined as the totality of everything that exist including the physical
matter and energy, ranging from the smallest atom to the biggest galaxy. The planets go around
the sun. Everything in the universe constitute a systematic whole. Think of the Universe as
clusters of objects interacting with each other.

Cosmology -is the branch of science that deals with study of the origin, evolution and fate of
the universe.
Theories behind the origin of the universe
How did the universe originate? There are different hypothesis on the birth of the universe.
Diverse culture and beliefs era led to numerous ways of understanding the universe.
Divine Creation Theory
The Universe is brought about by the power of God. (Please read Genesis in the Bible). The
Bible is a casebook of divine love therefore the Bible are both gifts from God.
5
Big bang Theory
According to this theory developed by various scientists and philosopher, the whole universe
was at one confined to a dense, hot supermassive ball. Then about 15 billion years ago, a
tremendous explosion occurred, hurling this material in all directions. Just like playing bubbles
that each one theme will attend in several directions.
The big bang marks the start of the universe all matter and space were created. The materials
thrown out as gas cooled and accumulated, forming the stars that compose the galactic
systems. Big Bang was also known as the idea of expansion and therefore the most accepted
theory

Week 2 and 3- August 30- September 10, 2021

LESSON

2 Different Hypotheses on the Origin of the Solar

System

Learning Concept

Now that you have gained background about the Universe, it‟s time for you to discover about the
solar system. The solar system is a gravitationally bound system composed of the sun and
objects that orbits around it, either directly or indirectly.
The solar system is constantly in motion. The planet and their moons, comets, asteroids and
other objects in space revolve around the sun. But where does our solar system originated? How
did it come to

Different planets revolved around the sun.

6
THE DIFFERENT THEORIES OF SOLAR SYSTEM

Nebular hypothesis

Have you experienced watching the making of cotton candy? How was it made of?

The making of cotton candy, it starts from nothing.

Vortices Theory
Many scientists have developed various theories to explain the origin of the solar system. Rene
Descartes, in the mid 1600‟s device a theory of Vortex. It indicates that the outer space was full of
matter in in different states, whirling about the sun like a vortex. Descartes explained how the
universe could have started from utter chaos and following his basic laws of motion, the
particles arranged so as to resemble what is today. Once the materials in the universe began to
change position, the overall motion would have been circular because there is no void in nature.
So, whenever a material change in position, another particle must also change in position to fill
the space where the previous material once was. This type of movement, would have caused
something what Descartes observed to be the orbits of the planets about the sun with the more
massive materials spinning out to towards the outside of the vortex and the lighter objects
remaining closer to the center.
This theory can be exemplified by the movement of by grade level where grade 7 of batch 2018
will move to grade 8 as 2019, the grade 8 will move to grade 9 to grade 10 and so on. Descartes
said that whenever there is movement in the particles, other particles will fill the space where it
was. Like grade 7 proceeding to grade 8, another batch of grade 7 will take their place. Then the
higher year which is grade 12 considered the heavier objects, are spinning out towards the outer
most part of the vortex or school because they will go to another school for college. The lighter
objects or the lower level in this case, remains close to the center or the school.
Jeans-Jeffrey‟s Tidal Theory
Tidal theory as proposed by Sir James Hopwood Jeans (1877-1946) and Harold Jeffrey (1891-
1989). The planets were produced from the substance that was eliminated of the sun. As a
speeding massive star passed near the sun, by gravitational attraction, it pulled off materials
and raised tides on the sun resulting in

the loss of single cigar-shaped filament of hot gas. This hot gas consequently condensed to
form planets (not gone through planetesimal stage).

Today, the solar system refers to stars and all of the object in space that move around it,
including its natural satellite (moon), comets and asteroids. They all comprise a spiral galaxy, a
very large group of stars that make up the universe known as the Milky Way with the sun as it is
holding the planets and numerous smaller objects in its orbit. To enhance your understanding

7
about the solar system, common definitions about the common space objects and their
corresponding illustration are given below.
ASTEROID: Basically, a chunk of rock that orbits the sun. Its size can be from a few feet up to
several miles in diameter.
COMET: A cosmic snowball of rocks, dusts, frozen gases that grow tails as it comes nearer to
the Sun. It glows due to the heat of the sun causing dust and gases to spit from it leaving trails
behind. It is usually visible in the sky.
METEOR AND METEORITES: Small chinks and rocks in space. A meteor commonly called
“shooting star” falls into the planet‟s atmosphere. It leaves bright trail in the sky which we usually
see. Part of this chunk of rocks and dust hits the ground is called meteorite.
PLANET: Any large heavenly bodies that revolves around the sun in the solar system.

QUIZ/ ASSESSMENT

Exit ticket:

Granting that all these theories are proven wrong, do you have alternative
exploration as to how the universe begun? Can you find a better explanation? What
could it be? Formulate your own theory.
__ _
_
_

Learning Activity: Who, When, How?

The learner will fill out the table below:

DSCOVERY DATE OF WHO HOW IT

DISCOVERY DISCOVERED DOSCOVERED

ERIS

MAKE-MAKE

KEPLER -78b

………………………………..END OF UNIT TEST MODULE…………………………..

8
 Week 5 –September 20-24, 2021
LESSON

_ 3 Uniqueness of Earth

What makes the Earth unique?

First: It is the only known planet with liquid surface water in an amount conducive to life
evolving, remarkable for its precisely-tuned amount of water, not too much to cover the
mountains, and not so little that it's a dry desert when viewing Earth from space, there is one
overwhelming feature and the oceans of liquid water. In terms of area , these oceans cover
approximately 70% of the world. What is even more amazing than this percentage is that a
single drop of liquid water is yet to be found on any other planet in the Solar System. In this
regard, the Earth is truly unique. The presence of liquid water is vital for life. In fact, life is
believed to have first developed 3.8 billion years ago in the oceans, only later evolving the ability
to survive on land.
Second: It is the only known planet “Just right” location in the solar system That is, they're
far enough away to be out of the heavy heat and radiation zone, but not so far that they're
extremely cold. This just-right distance is called the "habitable zone."
Third: It is the only known planet "just-right" aspect of Earth is its size; If it was much smaller, it
wouldn't be able to hold on to our precious atmosphere, but much larger and it'd be a Jovian
planet too hot for all times .
Fourth: It is the only known planet that moon stabilizes our planet's rotation, preventing
drastic movements of the poles that could cause massive changes in climate that some
scientists think could have doomed any chance for budding life to make or evolve. The moon
also helpfully pulls the ocean's tides, which scientists suggest may need been the right place for
youth to start evolving to survive ashore .
Fifth: It is the only known planet which core gives us a source of geothermal energy, allows
cycling of raw materials, and sets up a magnetic field around the planet that protects us from
radiation.
Sixth: It is the only known planet that has a magnetic sphere around the planet which
deflects the solar wind and allows the atmosphere to remain in place. Atmosphere is the ability
for Earth to possess life is dependent in many ways on its atmosphere. The composition of the
atmosphere is roughly 78% nitrogen (N2), 21% oxygen (O2), 1% argon, with trace amounts of
carbon dioxide (CO2) and other gases. Nitrogen and oxygen are essential to DNA and biological
energy production, respectively, without which life couldn't be sustained. Additionally, the
oxygen found in what is known as the ozone layer of the atmosphere protects the surface of the
planet by absorbing harmful solar radiation.
Seventh: Orbit and Rotation At roughly 365 days, the Earth‟s orbit around the Sun is
familiar to us. The length of our year is due in large part to the Earth‟s average orbital distance of
1.50 x 108 km. What many of us aren't conversant in is that at this orbital distance it takes
sunlight, on the average , about eight minutes and twenty seconds to succeed in the world .
Eight: It is the only known planet that has nutrients (one of the most important factors to sustain
life) are cycled through hydrologic cycle and plate tectonics (volcanism)
Ninth: It is the only known planet that has enough amount of sunlight which is a vital for the
process of photosynthesis.

9
 Week 6 –September 27 –October 1, 2021
LESSON

_
4 Subsystems of the Planet

Learning Concept

The closer view of earth and its unique characteristics help us appreciate why the
physical environment is traditionally divided into four subsystems, the hydrosphere, atmosphere,
geosphere and biosphere.
The hydrosphere is composed of all the waters on or near the Earth surface. This includes water
on the surface like ocean, rivers, and lakes. It may also be the water in the underground, in
wells and aquifers and may exist as a moisture in the air which is visible as clouds and fogs.

The earth‟s atmosphere can be in a form of liquid vapor and ice such as glacier, ice caps
and icebergs. This frozen part is called cryosphere. Mostly ninety-seven (97%) percent of the
earths water is in the form of oceans (salty) and the rest is fresh water (non-salty). Three-
quarters of this fresh water is solid and exist in the ice sheets.
The Earth‟s atmosphere is not just comprise of air but includes an envelope of gases extending
to the space. This thin layer of gas that envelops our planet is necessary to sustain life because
it contains gases essential for humans and animals to breathe. It enables plants to make their
own food, traps heat to keep us warm, protects us from harmful radiation from the space and
drives ocean currents that spread heat which regulate our climate. The greenhouse gases help
keep our planet‟s temperature to level conducive to life.
The atmosphere includes air, precipitation, clouds, and aerosols. They are tiny particles
suspended in the air. It contains mixture of gases such as oxygen and nitrogen that makes up
99% of the volume in air. The remaining part of the atmosphere is composed of traces gas such
as argon while the others are carbon dioxide and ozone which are present in minute or small
amounts.
The geosphere comprises the solid part of the planet which include the different landforms
on the surface of the Earth. The planets inner core which extends to the crust, is predominantly
classified as the lithosphere; the upper mantle and the crust. The lithosphere is the area which
mostly influence the geological processes of the planet.
Geosphere includes the non-living land features. Geosphere came from the Latin word name
“Geo” which means ground. Solid rock does not mean that geosphere is still because it is
constantly moving. Our planet‟s surface is covered by a thin layer called crust. The Earth‟s crust
has a thin layer measuring 40km deep composed of solid rocks and minerals with temperature
of 22 degrees Celsius. The crust is made up of large rocks. It is divided into two forms; Oceanic
crust and continental crust. The biosphere is the area where life exists. It could occupy the
oceans, surface of the land and can also be in the atmosphere.

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 Week 7 –October 4-8, 2021
LESSON

_
5 The Different Layers of Earth
_

Learning Concept

We call the Earth as our mother, our home, but did you ever think about what our home is
actually made of? Have you ever asked yourself what part of the earth we are living?
If we could travel through the layer of the earth, what would our trip be like? In order to make
this trip, what type of vehicle we will be using? Is it possible to travel? Why or why not? In order
to make this trip, we would need a special vehicle that could travel through both liquid and solid
rock and that could withstand intense temperature and pressure changes! The deeper into the
center of the Earth, the hotter and it is and the more pressure we will face.
It is impossible to actually travel your way through the ground to reach the other side of the Earth
because after about five miles down, you would experience such intense heat that you would
burn up. Nobody has ever been able to do travel this far. "So how do we know what's down
there?"
"Scientists who study the Earth are geologists who have been able to learn about the
different layers by using other methods such as studying rocks and minerals, volcanoes, and
earthquakes. They believe that as the Earth cooled, heavier materials sank towards the center of
the Earth and lighter materials surfaced to the top. Thus, determining the four main layers which
are known as the crust, the mantle, the outer core, and the inner core.

Outer core

Inner core

Mantle

Crust

11
Here is the most main information that you should know about the "layers", the Earth which is
consisted of the following:

Crust-The crust is the most outer layer of the Earth. It is underlain by the mantle. The entire
earth's crust occupies just 1% of the earth's volume. The crust is divided into two parts the
continental and oceanic. The oceanic crust is roughly 7 kilometers thick and composed of the
dark igneous rock called basalt. By contrast, the continental crust averages 35-40 kilometers
thick but may exceed 70 kilometers in some mountainous regions. Unlike the oceanic crust,
which has a relatively homogenous chemical composition, the continental crust consists of many
rock types. The upper crust has an average composition of a granitic rock called granodiorite,
whereas the composition of the lowermost continental crust is more akin to basalt. The rocks of
the oceanic crust are younger (180 million years or less) and more dense than continental rocks.
The temperature of the crust is 200
degrees Celsius (392 Fahrenheit) to 400 degrees Celsius (752 Fahrenheit).

Mantle- The Mantle is the second layer of the earth, that take up 80% of the Earth, a solid,
rocky shell that extends to a depth of 2900 kilometers. The dominant rock type in the upper
mantle is peridotite. The mantle has two sections: (Lithosphere and the Asthenosphere).
The temperature of the lithosphere and asthenosphere is 300 to 500 degrees Celsius. In the
mantle, convection currents occur. The convection current occurs in the lithosphere and the
asthenosphere.
The lithosphere (sphere of rock) is the upper part of the mantle. Its temperature is about 400
degrees Celsius. The lithosphere (lower mantle) is rigid part of the mantle. The lithosphere is not
only part of the mantle it is the crust and the upper part of the mantle together. The depth of the
lithosphere is 50-100 km thick.
Beneath the lithosphere in the upper mantle (to a depth of about 660 kilometers) lies a soft,
comparatively weak layer known as asthenosphere (weak sphere) The top portion of
asthenosphere results in a small amount of melting due to high temperature and melting. A very
interesting fact is that the mantle grows about a meter every year.
Core- is the third layer of the earth, is a sphere composed of an iron nickel alloy. At the extreme
pressures found in the core, the iron rich material has an average density of nearly 11g/cm
cubes and approaches 14 times the density of water at earth‟s center. This core is divided into
two regions that exhibit very different mechanical strengths.

The outer core -. The outer core surrounds the inner core. It is a liquid layer 2270 kilometers
thick.it is the convective flow of metallic iron within the zone that generates Earth‟s magnetic
field. The temperature is 7,200 to 9,000 degrees Fahrenheit (4,000 to 5,000 degrees Celsius).

The inner core- is the most inner layer of the earth, a sphere having a radius of 1216
kilometers. The inner core is extremely hot it is somewhere between 9000- and 13000-degrees
Fahrenheit (5000 and 7000 degrees Celsius). Despite its higher temperature, the material in the
inner core is solid because of intense pressure than the outer core. The iron in the inner core is
not pure (so not just iron) scientists believe it contains sulfur and nickel and also smaller number
of other elements. How much do you understand about the layers of the earth? This activity will
provide you

12
 What I have learned

Universe constitutes a systematic whole. Also, the term universe can be portrayed by a
cluster of objects interacting with each other
Big bang theory states as a tremendous explosion occurred, hurling this material in all
directions. The big bang marks the beginning of the universe all matter and space were created.
Steady State theory states that the Universe has been present ever since and therefore it has
no beginning and end and has been expanding constantly.
The Pulsating theory states as an expansion of the universe is brought about by the rapid rate of
gravity and inertia.
Solar system is the gravitationally bound system comprising the sun and objects that orbit
around it, either directly or indirectly.
Nebular theory explains that the solar system evolved from a nebula that disintegrate due to the
fall of its own gravity.
Vortex theory states that the space was entirely filled with matter in various states, whirling
about the sun like a vortex.
Planet Earth is the only habitable planet in the universe
Planet Earth have four subsystem the geosphere, hydrosphere, atmosphere and biosphere
The three main layers of the earth are crust, mantle and core
Crust is the thinnest layer. The entire earth's crust occupies just 1% of the earth's volume.
Mantle is the second layer of the earth, it takes up 80% of the Earth, a solid,
rocky shell that extends to a depth of 2900 kilometers.
Core is the third layer of the earth, a sphere composed of an iron nickel alloy at the extreme
pressure.

13
 QUIZ/ ASSESSMENT

MULTIPLE CHOICE:
Directions: Read and understand each item and choose the letter of the correct answer. Write
your answer on a separate sheet of paper.

1. How old is the universe?

A. 10 Billion years old C. 14 Billion years old
B. 5 Billion years old D. 1 Billion years old

2. What theory states that the density of matter in the expanding universe remains unchanged
due to continues creation of matter.
A. big bang C. creation
B. pulsating D. steady state theory

3. The term” big bang” refers to

A. ultimate fate of the universe C. supernova explosion
B. formation of elements D. origin of the universe

4. The leading explanation about how the universe began is called:

A. Universal theory C. Milky way theory
B. Solar system theory D. Big bang theory

5. What is the name of our own galaxy?

A. Andromeda C. stellar
B. Milky Way D. supernova

6. A system which is made up of the sun and the heavenly bodies that move around it is known
as
A. lunar system C. solar system
B. space D. galaxy

7. Heavenly bodies which revolved around the sun are called:

A. orbits C. stars
B. planets D. galaxies

8. A theory which states that a speeding massive star passed near the sun, by gravitational
attraction, it pulled off materials and raised tides on the sun.
A. Jeans-Jeffrey‟s Tidal Theory C. Creation theory
B. Pulsating theory D. Vortices theory

9. This theory states that the universe has been present ever since and therefore it has no
beginning and end and has been expanding constantly.
A. Steady state theory C. Creation theory
B. Pulsating theory D. Vortices theory

14
10. This theory states that the universe was an infinitely self-sustaining cycle of expanding and
contracting
A. Steady state theory C. Creation theory
B. Pulsating theory D. Vortices theory

11. Which of the following is NOT one of the four major subsystems of Earth?
A. biosphere C. hydrosphere
B. Water sphere D. geosphere

12. Which subsystem contains all living organisms of Earth, including those on the land, in the
water and air?
A. Biosphere B. hydrosphere
C. Atmosphere D. Geosphere

13. One of the current advancement/information about the solar system last 2013 is
the Earth‟s almost-twin. What is the name of the planet?
A. Kepler 78 B. Eris
C. Makemake D. Moon

14. A scientist known for proposing the Gaia Hypothesis which states that all organisms and
their inorganic surroundings on Earth are closely integrated.
A. James Ephraim Lovelock B. Walter B. Langbein
C. Paul A. Witherson D. John Dalton

For numbers 15-18 refer from the picture that shows the illustration is kind of confusing because
it appears to have four layers.

15. Where is the hottest layer?

A. Layer 4 C. Layer 3
B. Layer D. all of the three layers

16. The thickest layer of the earth.

A. Layer 4 C. Layer 3
B. Layer D. all of the three layers

17. What is the name of the layer number 1 in the picture?

A. Mantle B. Crust
C. Core D. Outer core

18. A layer where convection occurred

A. Mantle B. Crust
C. Core D. Outer core

15
TRUE OR FALSE: Write TRUE if the statement is correct and FALSE if it is wrong.
19. Earth is the only known planet “just right” location in the solar system.

20. Earth is the only known planet which core gives us a source of geothermal energy
that allows cycling of raw materials.

_ 21. Earth is the only known planet that has a magnetic sphere around the planet which
deflects the solar wind and allows the atmosphere to remain in place.

22. Mars and Earth are the planets that have nutrients (one of the most important factors
to sustain life).

Hydrologic cycle as an example of different sphere interactions.

https://www.thinglink.com/scene/741733823821119488

For numbers 23-25: Refer from the picture above. Find at least three sphere interactions you
can infer from the scene. Follow the results of an interaction through all four spheres. Choose
from the statement below and write the letter of your correct answer.
Hydrosphere and atmosphere in evaporation process.

Evaporation from the hydrosphere provides the medium for cloud and rain formation in the
biosphere.
Biosphere and atmosphere in carbon and oxygen cycle
Evaporation from the atmosphere provides the medium for cloud and rain formation in the
atmosphere.
Evaporation from the hydrosphere provides the medium for cloud and rain formation in the
atmosphere.
23. _
24. _ _
25. _ ___
………….………………END OF PRELIM MODULE………………………..…
16
 LESSON Week 9 –October 18-22, 2021
Stars on Rocks and
6 Its Processes

Learning Concept

In this section, we will discuss Earth materials and processes, and it is important
that we would first gain basic understanding on the materials that make up the Earth‟s
surface. The rocks and minerals that make-up Earth serve a great purpose as they
can be utilized as raw materials in industrial constructions, electronic devices, home
appliance, and can even be molded into jewelry.
The minerals that we will study here will include common rock-forming minerals
as well as economically-significant minerals. To gain understanding on the difference
between minerals and rocks, imagine your favorite chocolate bar. A chocolate bar has
different ingredients such as the chocolate, caramel, peanuts. Using this analogy, a
rock is like a chocolate bar, made up of different types of minerals clumped together.
Minerals are characterized with the following criteria from Haldar and Tišljar,
2014:
1. Naturally-occurring substance – it should be found naturally on Earth
2. Inorganic – cannot be formed from materials that were once part of
living things
3. Solid – minerals should always be solid (definite shape and volume)
4. Crystal Structure – particles line up in pattern that repeats over and
over
5. Definite Chemical Composition – elements should be in exact
proportion

Physical properties of minerals

Physical property of minerals refers to the outward appearance of minerals that

are used identify and differentiate one mineral from another. According to Rumble
2018, physical property of minerals are often utilized in classification as the definite
chemical composition and atomic structure of minerals is usually reflected in its
physical form.

Luster: How shiny or dull a metallic luster (appearance of metals),

mineral is vitreous luster (like shiny glass), earthy
It is the appearance a mineral makes luster (dull appearance of soil), and silky
when light is reflected on its surface. luster (like satin cloth)
17
 Malachite (green), Azurite (blue)

Color Minerals occur in variety of

colors
The most obvious property of minerals.
Different minerals give off different
distinct color.

Streak: Color of its powder

This refers to the color of the mineral in
its powdered form which may or may not
be similar to the color of the mineral. This
can be obtained by scratching the
mineral on a streak plate.

Streak produced by chalk

mineral
Hardness
The property of mineral to resist
scratching or being cut. A mineral has
the property to mark the surface of any
mineral which is softer than itself.

Feldspar red can only be

cut using steel (hardness
Cleavage: breaking in planes scale number 6)
This refers to the property of minerals to
break in areas with weak bonding. This
is identified by the smooth and flat
surfaces of minerals when breaking (not
all minerals have cleavage).

Cleavage pattern of calcite

18
Chemical Properties

The chemical property of minerals determines its chemical composition and

structure in the atomic level. Its chemical property also dictates the minerals reactivity
to various types of chemical substances cited from Saddleback College, 2012.

Crystal Form
This is a property of minerals which
refers to the orderly arrangement of
atoms that give them a solid
structure. The arrangement of atoms
determines the physical structure of
minerals

Magnetism
Some minerals provide strong magnetic Crystal structure of
attraction to some hand magnet (e.g. bituminous mineral
magnetite)

Reaction with Acid

Some minerals react with acid and form
bubbles that release carbon dioxide
(CO2)

Magnetic activity of
magnetite rock
Taste
Some minerals produce distinct taste
(sulfuric acid – sour; Epsom – bitter;
NaCl – salty)
However, this can only be applied for
minerals which are soluble, as some
minerals may contain toxic materials

Reactivity of mineral to
acids

19
CLASSIFICATION OF ROCKS

Rocks are basically the core foundation of Earth, as different layers of rocks lay
below Earth‟s surface. They are observable in every portion of our surrounding and
exist from land to ocean. Rocks are aggregate or clumps of one or more different types
of minerals. Rocks are categorized into three major rock types: Igneous,
Sedimentary, and, Metamorphic. The Earth‟s surface is made up of 66%
sedimentary rocks while 34% of it is igneous and metamorphic rocks as cited from
Mibei, 2014.

Igneous rocks

These are also known as “volcanic rocks” as these rocks are formed by the
solidification or hardening of molten rocks (rocks that are melted due to volcanic heat).
Igneous was derived from the term “ignis” meaning fire, thus, referring to rocks that
are formed due to high temperatures Carlson et al., 2008.

Igneous rocks are classified into: Plutonic (intrusive) rocks and Volcanic
(extrusive) rocks. Plutonic rocks are formed when molten magma within the Earth‟s
crust slowly cools and crystallizes. These rocks are characterized by their course-
grained texture and crystals are visible to the naked eye (e.g. granite, diorite, gabbro,
peridotite). On the other hand, Volcanic rocks are those that are formed due to the
extrusion of magma during volcanic eruption in the form of lava or fragmental ejecta.
These rocks are characterized by their fine-grained or glassy texture (e.g. obsidian,
basalt, rhyolite, andesite).

Granite (Plutonic igneous rock) Obsidian (Volcanic igneous rock)

Sedimentary rocks

Sedimentary rocks are materials that are formed from „sediments‟ of other
rocks. These are actually formed by deposition of rocks through time, as minerals and
other particles from living matter combine and accumulate to form the rocks.
Sedimentary rocks appear to be grainy and of different composition due to
combination of deposited materials. Coastal rocks are good example of sedimentary
rocks (Haldar & Tišljar, 2014).

20
 Sedimentary rocks can be classified into: Clastic and Non-clastic sedimentary
rocks. Clastic sedimentary rocks are land-derived inorganic sedimentary rocks which
are formed by the sedimentation of weathered rock particles (e.g. shale, sandstone,
conglomerate). Non-clastic sedimentary rocks are those that are formed by the
compaction, precipitation, or evaporation of chemical compounds (e.g. halite or rock
salt), or cementation of organic matter (e.g. coal)

A B C
A is a sample of shale (clastic), B is a sample of halite (non-clastic
inorganic) and C is a sample of coal (non-clastic organic).

Metamorphic rocks

Metamorphic rocks are rocks that are formed from an already existing rock due
to high temperature and pressure. According to Mibei, 2014, Metamorphism means
a change from the original form; thus, metamorphic rocks could change its form,
texture, physical and chemical properties. It can elongate, become shiny, or harden

Metamorphic rocks can be characterized by examining the composition of their

minerals, chemical composition, or their texture and foliation. However, texture is often
utilized as a diagnostic characteristic in metamorphic rock identification. There are two
basic types of metamorphic rocks: Foliated and Non-foliated metamorphic rocks.
Foliated metamorphic rocks have banded or layered texture due to its exposure to
high temperature and pressure (e.g. gneiss, phyllite, slate). Non-foliated metamorphic
rocks are characterized by the absence of banding or layering and can be observed
to have small or large grain sized minerals (hornfels, quartzite, novaculite).

Mica schist (Non-foliated metamorphic

rocks)
(Foliated

metamorphic rocks)

Marble
21
ROCK CYCLE
Rock cycle is a representation of the transition of the three rock types
associated with Earth‟s processes such as weathering, deposition, volcanic eruptions,
erosion, and change in temperature and pressure. This shows the changes that rocks
undergo, and its modifications and transformations.

Formation of different rock types

22
 LESSON Week 10 –October 25-29, 2021

7 Exogenic Processes

Learning Concept

Earth has undergone many changes in time. Various landforms are destroyed
by earthquakes and volcanic eruptions, lands have been eroded by flashfloods, or
swamped by sea level rise. As old landforms are destroyed, new would arise. The
constant deformation and rebuilding those cycles in the planet is what we refer to as
Earth‟s geomorphic processes. According to Derbyshire et al. 2013, Geo means
Earth and morph means form; thus, these are the processes that shaped our planet
to what we know of it today
Geomorphic processes are classified into two: Endogenic process and
Exogenic process. Endogenic processes are the processes that occur below the
surface of the Earth. These are the changes that create large-scale landforms (e.g.
Volcanoes, Rifts, and Valleys). On the other hand, Exogenic processes, occurs above
the Earth‟s surface and are involved with the modifications and transformation of the
landforms formed by Endogenic processes (e.g. Coastal beaches, Sand dunes)
In this section, we will discuss what the different types of exogenic processes
are and how these processes shape the landforms we know today.

Weathering

Weathering refers to the breaking or decomposition of rocks due to external

factors that can be caused by climate, weather, chemical compounds, or living
organisms. Weathering can be identified by formation of cracks, spaces, or small
fractures on rocks. Weathering can be characterized into Physical weathering (decay
of rocks due to weather elements such as high temperature or extreme cold),
Chemical weathering (decomposition due to chemical changes in the mineral), and
Biological weathering (breaking of rocks brought by living organisms) as cited from
Hugget, 2011.

A B C

23
 Breaking of a rock due to physical weathering (A) chemical weathering of rocks due
to acid rain (B); and biological weathering rocks due to burrowing roots of trees (C).

Erosion

Erosion refers to the movement of rocks, debris, and other products of

weathering, from one location to another. When large rocks are broken into smaller
pieces in weathering, erosional geomorphic agents would then carry these small
fragments. Erosional agents include flowing water (streams and rivers), glaciers, wind,
and ocean waves. Erosion contribute a large part on the continuous changes that
occur in the Earth‟s surface.

Flowing water as erosional agent of weathered soil and rocks

Mass wasting

Mass wasting refers to the movement of rocks due to the force of gravity.
Cracks and breaks, due to continuous weathering, can create large chunks of rocks
that would eventually fall downwards due to its heavy mass. Mass wasting can occur
slowly, as small fragments of rocks are gradually deposited at a lower elevation, or it
can occur suddenly. Landslides are the most common mass wasting occurrence,
which can result to catastrophic consequences. Some activities can cause mass
wasting such as: removal of support from below (e.g. mining), overloading of materials
due to filling, overloading due to rainfall, removal of rock material from slope, or
earthquakes and volcanic eruptions as stated by Nelson, 2018.

Fragmented rocks falling due to gravity

24
Deposition
Deposition is geological process which involves the addition of sediments, soil
and rocks to a land mass. Deposition is a direct consequence of erosion, wherein the
eroded rocks would then be deposited in a particular landform. This would occur when
the fragments of rocks carried erosional agents (e.g. wind, flowing, water, or gravity)
would lose their velocity, would eventually stop its movement and settle. Most common
deposition landforms are beaches and river deltas since they are the final destination
of most erosional agents.

Deposition of eroded soil in coastal areas

Week 11 –November 1-5, 2021

LESSON

Pushing Beyond Limits

8
Learning Concept

When you travel to various places, you can see different geological structures
that amazes you without a doubt. You witness the fascinating mountains of Bukidnon
and majestic chocolate hills of Bohol. But how these structures were formed?
Rolling mountains, vast plains, deep valleys and beautiful shapes of the
archipelago is caused by the continuous movement our crustal plates. These
movements in the Lithosphere is collectively termed as Diastrophism. As the earth‟s
crust moves, force is applied to rocks which can cause alteration and deformation to
its physical structure.
Geological stress refers to the forces acting upon a crustal plate which causes
diastrophic movements. Stress Forces can be classified into three (3) types namely,
tension, compression and shearing. Tension is a force which stretches or pulls rock
layers from opposite directions. It normally creates another seafloor since it pushes
the rock layers away from each other.
25
 Compression is a type force which would create mountains and fault lines
because pushes rock layers away from each other. While, shearing make rock layers
slide past each other creating fault lines.
Furthermore, compressional stress may cause rock layers to create fold or fault. Folding occurs
when rock layers crumple or wrinkle due to pushing from both directions. Faults, on the other
hand, occurs when rock layers breaks and cause earthquakes

Quiz/ Assessment

MULTIPLE CHOICE
Directions: Read each item carefully and write the letter of your choice
on a separate sheet of paper. (1 point each)
1. Which of the following statements describes a mineral?
A. It is natural occurring, organic, solid, with crystal structure, and definite
composition
B. It is man-made, inorganic, solid, with crystal structure, and definite
composition
C. It is naturally-occurring, inorganic, solid, with crystal structure, and
definite composition
D. It is naturally-occurring, inorganic, solid, with crystal structure, and
indefinite composition

2. Which among the three rock types are formed due to the melting of rocks
brought about by volcanic activities?
A. Igneous rocks B. Sedimentary rocks
C. Metamorphic rocks D. Pleiomorphic rocks

3. Which statement is NOT true for sedimentary rocks?

A. Sedimentary rocks often have layers showing deposition of sediment at
different time periods.
B. Sedimentary rocks often have fossils trapped within them.
C. Sedimentary rocks often have layer structures of crystals caused by
effect of heat and pressure.
D. Sedimentary rocks consist of layers of lots of small particles and are
often porous.

4. Which statement is an example of biological weathering?

A. A tree in front yard spreads its roots in a sidewalk, pushing the sidewalk
up and causing it to crack
B. Over the course of two years, the top layer of soil at a Bukidnon farm is
blown away.
C. Rainfall collects in a crack in a rock. When the temperature drops, the
water freezes cracking the rock
D. A very large storm occurs along the coast. The waves washed away
sands in the shore.

26
 5. This is an exogenic process from which rocks are transported downslope
due to the action of gravity.
A. Erosion
B. Mass Wasting
C. Weathering
D. Deposition

QUIZ 2/ ASSESSMENT
Learning Activity: Aftermath of magma formation

Instructions: Describe what happens after the magma is formed using a concept map

QUIZ 3/ ASSESSMENT
Enrichment Activity: Geologic Stress Analysis

Instructions: The table below shows diagram of the different geologic stress.
Kindly illustrate the rock movement direction using the lines, describe the stress and
its possible structured geologic feature.

27
 Rock Geologic
Diagram Geologic Movement Stress Structure
Stress Direction Description formed

….………………………………END OF MIDTERM MODULE…………………………………

28
 Week 13 –November 15-19, 2021
LESSON
Geologic Time Scale
9 _

Learning Concept

The history and evolution of Earth are described using the geologic timescale. The
geologic time scale (GTS) is a system of chronological dating that relates geological strata
(stratigraphy) to time. It is used by geologists, paleontologists, and other Earth scientists to
describe the timing and relationships of events that have occurred during Earth's history. The
two eons (Precambrian and Phanerozoic eon) was the formative years and the beginning of the
biological evolution of Earth. Precambrian Eon theories are partially supported by rock evidences
state that Earth‟s transformation happened during Precambrian eon. The oldest fossils found
were dated around 3.5 billion years old. During this eon no organisms of the present could have
been formed.

During the Phanerozoic Eon, organisms start evolving; various geologic

process and biologic complexities became more evident. This eon is divided into:
1. Paleozoic Era - the era of old life lasted 542 to 251 MYA. It is subdivided
into: Cambrian & Ordovician (age of invertebrates); Silurian & Devonian (age
of fishes); Mississippian & Pennsylvanian (carboniferous period) and Permian
period (animals are mostly amphibians and plants mostly conifers).
2. Mesozoic Era – Age of reptiles about 251 to 65.5 MYA. It is subdivided into
Triassic, Jurassic, and Cretaceous period. Reptiles are dominant organisms
during this era.
3. Cenozoic Era – The era of recent life started from 65.5 MYA to present. It is
also known as the age of mammals.

2. QUIZ/ ASSESSMENT

MULTIPLE CHOICE
Directions: Read and understand each item and choose the CAPITAL LETTER of
your choice. Write all your answers on a piece of paper. (1 point each)

1. Which of the following statements are TRUE?

I. All minerals are solid
II. When two or more minerals combine together, they form a rock
III. When magma cools at a fast rate, large mineral crystals are produced
IV. Quartz is the most common mineral found on Earth
A. I, II, III and IV B. I, II and III C. I, II and IV D. I and II only

2. Which of these minerals commonly forms by evaporation of sea water?

A. Clay B. Halite C. Feldspar D. Quartz

3. Calcite is used as absorbent material during the burning of fossil fuels and Halite is
used to preserve food. Which of the following properties can best be used to
distinguish between calcite and halite?
A. luster B. magnetism C. streak D. reaction with acid

4. Which would most likely occur during the formation of granite and basalt?
A. lithification of weathered and eroded materials
B. solidification of molten materials
C. exposed to extreme pressure and heat
D. precipitation of seawater

5. Marble, Quartzite, Greenstone and Anthracite are rocks that came from pre-
existing rocks. What do they have in common?

29
 A. they are plutonic igneous rocks
B. they are non-foliated metamorphic rocks
C. they are volcanic igneous rocks
D. they are foliated metamorphic rocks

6. Weathering are processes that decompose rocks and convert them to loose gravel,
sand, clay and soil. Which of the following shows a certain rock undergoes
mechanical weathering?
A. water accumulates in a crack and then freezes
B. acid dissolves rock
C. iron in rocks combine with oxygen
D. feldspar weathers to form clay

7. What is the correct sequence of the processes involved in the formation of shale?
A. erosion, lithification, deposition, weathering
B. erosion, deposition, lithification, weathering
C. weathering, erosion, deposition, lithification
D. weathering, deposition, erosion, lithification

8. Clastic sedimentary rocks are composed of particles of weathered rocks called

clasts, which have been transported, deposited, compacted and cemented.
Which of the following rock sample is NOT classified as clastic sedimentary rock?
A. Sandstone B. Siltstone C. Shale D. Limestone

9. Geologists use both the minerals and texture to name igneous rocks. Most common
igneous rocks are classified in pair, each member of a pair containing the same
minerals but having a different texture. Which of the following igneous rocks are
NOT properly paired?
A. Granite and Rhyolite C. Basalt and Gabbro
B. Andesite and Diorite D. Granite and Basalt

10. The rate of cooling of magma also influences the size of mineral crystals in rocks.
A peridotite rock was observed to have big crystals, this rock is probably
A. extrusive igneous C. intrusive igneous
B. non-foliated metamorphic D. foliated metamorphic rock

11 Gneiss, a rock, is found to have visible layering in its surface. This rock is most
probably
A. foliated metamorphic C. organic sedimentary
B. clastic sedimentary D. intrusive igneous

12. Which of the following was the main reason why scientists rejected Alfred
Wegener's hypothesis?
A. All of his evidence turned out to be fake
B. He could not explain the mechanism for movement of the continents.
C. He failed to prove the taxonomic hierarchy of humans
D. He failed to identify the fossils found

30
 13. According to the seafloor hypothesis, rocks farther away from the mid-ocean
ridge were older than those near it, how did scientists discover this
phenomenon?

A. by perceiving eruptions of magma on the ocean floor

B. by making a map of rocks on the ocean floor using technology
C. by identifying the age of rocks which are gotten through drilling on the
ocean floor
D. by measuring how fast sea-floor spreading occurs

14. According to the seafloor hypothesis, rocks farther away from the mid-ocean
ridge were older than those near it, how did scientists discover this
phenomenon?
A. by perceiving eruptions of magma on the ocean floor
B. by making a map of rocks on the ocean floor using technology
C. by identifying the age of rocks which are gotten through drilling on the
ocean floor
D. by measuring how fast sea-floor spreading occurs

15. The youngest rocks on the ocean floor are located _ .

A. near trenches
B. far from mid-ocean ridges
C. at mid-ocean ridges
D. near continental slope and continental margin

16. Mt. Mayon and other active volcanoes in the Philippines are most likely to form at
.
A. transform boundaries C. convergent continental-continental boundaries
B. divergent boundaries D. convergent oceanic–continental boundaries
17. In seafloor spreading, where do magma rise?
A. at the mid-oceanic ridges C. along rift valleys
B. along the trenches D. at the edges of the continents

18. A process whereby the denser ocean floor subducts and move to the mantle,
forms the molten rock called magma and rises to form the new ocean floor is
known as .
A. conduction C. convection
B. continental drift D. subduction

19. What causes the seafloor to spread?

A. earthquake C. rising molten magma
B. sinking magma D. drifting continental crust

20. He proposed the theory of the seafloor spreading.

A. Alfred Wegener C. Tuzo Wilson
B. Harry Hess D. Abraham Ortelius

21. Molten rock refers to:

A. magma C. volcanic ash
B. lava D. caldera
31
 22. Which is the largest division of geologic time?
A. Eon C. Epoch
B. Era D. Cambrian
23. Which dating technique requires an extensive knowledge of stratigraphy?
A. Absolute Dating C. Relative Dating
B. Faunal Dating D. Radiometric Dating

24. In what era do we belong?

A. Cenozoic C. Mesozoic
B. Jurassic D. Paleozoic

25. Which is NOT a basis of stratigraphy?

A. Principle of Verticality C. Principle of Faunal Succession
B. Principle of Superposition D. Principle of Horizontality

26. Which principle states that layers can be traced over a long interval from one
location to another?
A. Principle of Faunal Succession C. Principle of Original Horizontality
B. Principle of Lateral Continuity D. Principle of Superposition

LESSON Week 14 –November 22-26, 2021

10
_
Historical Development of
the Concept of Life

o
Learning Concept

In this section, you will learn about the historical development of the concept of
life based on emerging pieces of evidence. This will help you understand how life forms
evolve from simple organisms to complex organisms. You will also explore how
scientists discover the existence of early forms of life out from pieces of evidence.

Historical Development

Scientists have found evidences that cells appeared on Earth around 3.9 billion
years ago. These early cells are said to be microorganisms. Evidences form the history
showing that microorganisms as the earliest life-forms on Earth. As the time
progressed, these microbial cells developed into more complex organisms.

32
 During the first 3 billion years, the earth‟s atmosphere was rich in nitrogen and
carbon dioxide. It was deficient in oxygen, called anoxic environment with limited
gasses present. Only anaerobic (capable of surviving in the absence of oxygen)
microorganisms have survived including methanogens- methane producing
organisms. Phototrophic organisms or light-dependent organisms have survived as
they get energy form sunlight. Purple bacteria were the first group of phototrophs while
others are anoxygenic (non-oxygen-evolving phototrophs). Cyanobacteria are
oxygen-evolving phototrophs that have evolved from anoxygenic phototrophs which
slowly oxygenated the atmosphere. As the production of oxygen in the atmosphere
increases, this allowed multicellular life-forms to develop and evolve in increasing
complexities like the plants and animals that we have today.

Life and Its Beginnings

Fossils are remnants of traces of an animal or plant material that may have
been replaced by rock material and imprinted on sedimentary rocks. These rocks may
be deposited in riverbeds or on the ocean floor. Paleontologists are scientists who
collect, identify and study fossils and other pieces of evidence about early forms of life.
Bacteria are considered as the first life-forms that have existed on Earth over billion
years ago. These pieces of evidence paved the way for scientists to conclude that the
first life-forms originated in deep hot springs found in hydrothermal vents, or cracks on
Earth‟s surface (ocean floor). In areas where volcanoes are highly active, a very hot
water from the earth‟s interior can escape through cracks. The energy present in this
kind of environment can support various chemical reactions that are necessary for the
evolution of organisms. Scientists have further found out that the ancestors of all
organisms arose from aquatic microorganisms that have survived in a very high
temperature like those in hydrothermal vents.

Source:<ahref=”https://freepik.com/free-photos-vectors/background

33
 A leaf fossil imprinted on rock Limestone with embedded fossils

LESSON Week 15 –November 29 –December 3, 2021

11 The Origin of the First Life Forms

In this topic, you will acquire knowledge on the classic experiments that are
used to imitate conditions which may have made possible the first organisms to evolve.
You will know how the theory of spontaneous generation was challenged by several
scientists and created a major shift on how scientists view the origin of living things.

Classic Experiments on the Evolution of Life

Where did organisms come from? When did they start to grow? Over the years,
several people including scientists have been asking these same questions that led
scientists to do scientific inquiry. Aristotle, a famous Greek scientist and philosopher
believed in spontaneous generation which states that the vital forces or organic matter
can create organisms from inanimate objects. He claimed that some organisms can
generate spontaneously. The presence of maggots in meat when left uncovered was
thought to be an example of spontaneous generation.
Among the scientists who did experiments and challenged the theory of
spontaneous generation were Francisco Redi, John Turberville Needham, Lazzaro
Spallanzani and Louis Pasteur.

34
 Francesco Redi’s Experiment

In 1668, Redi designed a scientific experiment to demonstrate that maggots do

not just appear spontaneously but are produced from the egg of flies. In his
experiment, a chunk of red meat was placed in each of the jars. The first set of jar
contained meat which was not covered and exposed to air. The second jar was
covered with fine cheesecloth so that air can get into them. Days later, Redi noticed
maggots on the objects in uncovered jars while there were no maggots on the objects
in the covered jars, although there were maggots on the cheesecloth on the covered
jars. From this experiment, Redi was able to prove that organisms do not just come to
life spontaneously.

Needham’s Test
John Turberville Needham, an English biologist tried to test the relevance of
Redi‟s experiment and to prove that spontaneous generation can occur in an
appropriate condition. He believed that heat could kill organisms even the smallest
ones. In his experiment, he put some chicken broth in an open container, let it
cool, then covered and kept it at room temperature. He further claimed that when the
chicken broth was boiled, all the organisms in it had died from the heat. Days later, he
noticed that a thick solution had formed on the broth and concluded that this was made
of microorganisms that had been generated spontaneously.

Spallanzani’s Experiment

Lazzaro Spallanzani, an Italian scholar conducted an experiment to verify the

experiment of Needham. Spallanzani believed that Needham had no heated the broth
enough to kill the organisms in it. He repeated Needham‟s experiment and found out
that the container that had been left open was crowded with microorganisms while the
sealed container remained free of microbial growth.

Pasteur’s Test

Louis Pasteur opposed the concept of spontaneous generation. He believed

that microorganisms in decaying materials are present in the air or might have been
in the decaying materials. Organic materials would decay or rot as a result of microbial
actions or activities. If the food has been treated and become sterile, then it could have
been protected from rotting. Pasteur used the process of heating- sterilization to
eliminate contaminants. His experiment showed that in the flask that was sterilized
and sealed, organisms did not develop. When he broke the flask, slowly became filled
with microorganisms. The work of Pasteur proved that the hypothesis of spontaneous
generation is not correct. Pasteur‟s experiment gave rise to the study of microbiology.

35
 LESSON

12
Week 16 –December 6-10, 2021

Unifying Themes in the Study of Life

Learning Concept
In this lesson, you will acquire knowledge how unifying themes such as
structure and function show interconnectedness among living things and how they
interact make interactions with their environment. You will also understand how the
evidences collected by paleontologists and scientists reveal the remarkable
relationship between the diversity of organisms from earlier life-forms to the present.

Characteristics of Life
Regardless of size and shape, all forms of life share common characteristics.
These characteristics of life include the following:
 Energy processing - the use of chemical energy to help organisms perform
activities and carry out chemical reactions
 Evolutionary adaptation - the ability of individuals to adapt to their
environment
 Growth and Development- the consistent growth controlled by inherited gene
 Order - the systematic and highly ordered structure of organism
 Regulation - the ability of organisms to control their internal environment
 Response - the ability of organisms to respond to environmental stimuli
 Reproduction - the ability of every organism to reproduce its own kind

The Levels of Biological Hierarchy

Life can be studied through the organized hierarchy of organisms which reveals
new and emergent properties at each level of organization.

Biosphere- It is comprised of all lifeforms on Earth and the physical environment

where life is possible. This includes the lithosphere, hydrosphere, the atmosphere of
several kilometers, and even areas below the sea floor.

Ecosystems- It is composed of all biotic factors (living components) in an area, with

all the nonliving things or abiotic factors of the environment with which life interacts
which include the soil, water, temperature or even light.

Community- It consists of all the population of organisms living a particular

ecosystem.

Population- It comprised of all the individuals of a species living within a

specified area.

36
 Organisms – It refers to the individual in a population.
Organ system – It consists of the different organs that perform specific function in
the body

Tissue- It is a group of similar cells working together for a specific function.

Cell- life‟s fundamental unit of structure and function.

Molecules – It consist of two or more atoms such as C 6H12O6 (glucose

molecule).

Atoms - the building blocks of matter

Unifying Themes of Life

Three major fields in biology cover the unifying themes of life. These include
genetics, evolution, and biochemistry.

Genetics –It is the branch of biology that deals with the study of the
transmission of traits from parents to offspring. It also deals with variation. Within cells,
the threadlike structures called chromosomes contain genetic material in the form of
DNA (deoxyribonucleic acid). During cell division, the DNA is first replicated, or
copied, and each of the two cellular offspring inherits a complete set of chromosomes,
identical to that of the parent cell. Chromosomes consist of DNA molecules carrying
hundreds or thousands of genes which are composed of traits being transmitted from
parents to offspring during reproduction. As the cells grow and divided, the genetic
information encoded by the DNA directs our development.

Evolution – is the branch of biology that studies about change of species over
time. The diversity of life can also be explained through evolution. Fossil remains
present the history of life and the story of a changing Earth through the evolution or
organisms. Charles Darwin, in his book published in 1859, On the Origin of Species
by means of Natural Selection expressed that all species are descendants of ancestral
species (modification by descent) and that the mechanism for this process is evolution
(natural selection).
Darwin further proposed the following;
(1) Those individuals with traits suited to the environment are more likely to survive
than those with less suited traits;
(2) Hereditary constitution accounts for the survival and existence, which is a part
of natural selection process; and
(3) Evolutionary adaptation and formation of new species is the result of the
process of natural selection from one generation to another gradual with continuing
gradual change

Biochemistry – Cells are composed of chemical substances. All organisms

are made up of elements or a combination of elements –compounds. The biochemical
composition of organisms is vital in interacting with other organisms and their
environment
37
 Though there is diversity of life, organisms can be grouped into three domains:

(1) Bacteria- most diverse and widespread prokaryotes.

(2) Archaea- are prokaryotes with no distinct nucleus and other membrane-bound
organelles, often live in extreme environment
(3) Eukarya – are eukaryotes with true nuclei and other organelles that include
single-celled protists and multicellular plants, animals and fungi.

All these three domains of life require the need to reproduce (genetics), adapt
(evolution), and metabolize (biochemistry). All organisms need to reproduce to
perpetuate their future generations.
Understanding these important themes in biology will help you realize the value and importance of
each organism. You will learn how to preserve their homes and habitats that are continuously at
risks of destruction due to human activities. Living harmoniously with other organisms and with the
environment is central theme in the study of Biology.

QUIZ/ ASSESSMENT
Learning Activity: Fill me up
DIRECTIONS: Below is a diagram showing the summary of life on Earth
through time. Read the lesson text given and fill the missing concepts in the diagram
with the correct answers. Choose the words or phrases inside the box. Answer also
the given questions.

38
 -Origin of Earth -Origin of prokaryotes/microorganisms
Choices:
-Origin of Life - Human today

-Multicellular life - Marine invertebrates

-Oxygen in atmosphere

QUIZ 2/ ASSESSMENT
Learning Activity: Name the Pics
DIRECTIONS: Below are the different pictures to show the different
characteristics of life and the levels of biological hierarchy. Read the lesson text and
identify what characteristics of life are being shown. Choose from the words, inside
the box below, for your answer to each question.
Part 1-
1 2 3

Source:Jcomp<ahref=”https://freepik.com/free-photos
-vectors/background

4 5 6

Drink water- to
The need of maintain balance of
body fluids
food

39
 1.
Choices:
2. -Energy processing
3. -Growth and Development
-Order
4. -Regulation
5. -Response
-Reproduction
6. _

Part II
1 2 3

4 5

Photo credit: Hazel R. Balan credit: Hazel R. Balan

1. Choices:

2. -Organism/Population
3. -Organ system
4. -Organ
5. _ -Ecosystem
.…………………………………END OF PREFINAL MODULE……………………………………

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 LESSON Week 18- January 3-7, 2021

The Cell as the Basic Unit of

13 Life
Learning Concept
_

In this lesson, you will learn about the early discoveries about cells, cell theory,
how cells carry out function required for life and the two major processes in energy
harvesting- photosynthesis and cellular respiration.

The Cell Theory

The development of instruments and microscope allowed the early scientists to

discover the cells and understand their structures and functions. Microscopes were
invented in 1590 and further advanced during the1600s.
In 1665, Robert Hooke first seen the structure of cells as he looked through a
microscope at dead cells from the bark of an oak tree. Hooke described those
structures similar to a honeycomb and termed it “cellulae” and later used the word
“cell”. But it took the magnificently crafted lenses of Antoni van Leeuwenhoek to
visualize living cells.
In 1838, Matthias Jacob Schleiden, a German botanist and a professor worked
on the structure of plants that led him to conclude that plants are made up of cells and
these cells are the basic units of living organisms.
The following year, Theodor Schwann, a German physiologist also showed that
animal tissues are also made of cells. Later in 1855, Rudolf Virchow, a prominent
German doctor of the 19th century stated that new cells come from pre-existing cell.
Schleiden, Schwann and Virchow unified the concepts that constitute to the so-called
cell theory which include the following statements:
1. All living things are composed of fundamental units called cells.
2. A cell is the basic structure and functional unit of life.
3. A cell arises from pre-existing cells.
The cell theory has expanded as more studies and discoveries were laid out
that further led to the “Modern principles of the Cell Theory”. These statements
include the following:
1. All organisms are composed of cells.
2. The cell is basic unit of life.
3. All cells come from pre-existing cells.
4. Cells consist of information that are transmitted from cell to cell during cell
division.
5. All cells are usually the same in metabolic activities and chemical
composition.
6. Metabolism and other mechanisms of life occurs within cells.

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Source: fig.cox.miami.edu/~cmallery/150/unity/cell.text.htm. Accessed on Dec. 11,
2018
The early form of microscope The cork cells as viewed by Hooke

Plant cells- Onion Bulb Plant cells- Squash trichome

Red blood cells Grasshopper‟s wing cells

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Cell: The Unit of Life
All organisms are made up of cells. It is the basic unit of life. All cells are
connected from earlier cells. Over long evolutionary history of life on Earth, cells have
been changed in many different ways.
Cells differ in size and shape, but most of them have common three basic
structures:
 Cell membrane – part of the cell that controls the entrance and exit of
materials in or out of the cell
 Nucleus – the brain of the cell that controls all its activities
 Cytoplasm – the part of the cell outside the nucleus which contains the
organelles
The plasma membrane separates the inner part of the cell from its surrounding
environment. Inside the cell is a jellylike structure known as cytosol. The nuclear
membrane protects or shields the nucleus of the cell. It regulates the passage of
materials in and out of the nucleus. All cells have chromosomes, that contains genes
in the form of deoxyribonucleic acid or DNA. DNA contains biological information that
is passed on from one generation to the next. Cells have ribosomes which is the site
of protein synthesis. A mitochondrion is a sausage-shaped body commonly called
the “power house” of the cell. It traps the energy that results when food is broken down.
Endoplasmic reticulum is a network of tubules that extends from the nucleus to the
cell membrane and takes up quite a lot of space in some cells. It transports materials
in the cell. The golgi bodies serve as the packaging and releasing sites of the cell.
The lysosomes consist of digestive enzymes that digest wastes and worn-out or
destroyed cell parts. When cells die, chemicals in the lysosomes act to quickly break
down the cell. Vacuoles store water, food, or waste products. Vacuoles are big in plant
cells while smaller in animal cells.
Cell walls and chloroplasts are only observed among plant cells. Cell walls are
the outermost layer in plant cells made of cellulose that maintain cell‟s shape and
protect from mechanical damage. Chloroplast is the membrane bound organelle
capable of converting light energy to chemical energy stored in food among plants.

A diagram of an animal cell

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 One of the differences between prokaryotic and eukaryotic cells is the
area or location of their DNA. In a eukaryotic cell, the deoxyribonucleic acid or
DNA is located in the nucleus. In a prokaryotic cell, the DNA is concentrated
in a region called nucleoid that is not membrane-bounded.

Organisms may be unicellular or single-celled like Euglena, a protist

while animals and plants are multicellular, composed of many specialized cells
that perform specific functions.

Source: <ahref=”https://freepik.com/free-photos-vectors/medical
A unicellular green-rod-shaped Red blood cells- specialized
bacteria cells of multicellular organisms

Cells carry out Functions Required for Life

Cells can get energy and exchange materials in various ways. At the same
time, they have to convert these materials to form a product, and to use and convert
energy. Cells store energy in the form of adenosine triphosphate (ATP).
Cells carry out many functions required for life which include the following;
1. Respiration- a set of metabolic reactions and processes within the cells
2. Regulation- the control and coordination of body activities through the
nervous and endocrine systems
3. Reproduction- production of new organisms through sexual reproduction
in most multicellular organisms and asexual in other
organisms
4. Excretion - removal of wastes produced by cellular activities
5. Growth – increase in size of organisms as a result of increase in number
of cells
6. Nutrition- process by which organisms take in food
7. Transport- process in which materials needed by the cell are taken
through absorption and circulation
8. Synthesis - process by which cells combine substances chemically to
form various complex substances

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 LESSON
Week 19 –January 10-14, 2022

14 Photosynthesis
_

Learning Concept

In this lesson, you will learn about how do plants utilize the light energy and
convert it to chemical energy stored in food or glucose molecule. Differentiate the light-
dependent reaction from light-independent reaction of photosynthesis.

The Plant Leaf

Plants and animals make use of energy within the cells for energy
transformation processes required to sustain life functions. The chloroplasts in plants
and in other photosynthetic organisms trap sunlight and convert it to chemical energy
which is being stored as food in plants. This energy transformation process is called
photosynthesis. Almost all plants are autotrophs and the only nutrient requirements
are water and minerals from the soil and carbon dioxide from the air. Chloroplasts are
mostly found in the plant leaf- the site of food making in plants. Animal cells do not
have chloroplasts and not capable of making food and are called heterotrophs.
Chloroplasts contain pigments, chemical compounds, which reflect only certain
wavelengths of visible light.

Light Reactions and Calvin Cycle

The two stages of photosynthesis are the light reactions, which capture solar
energy and transform it into chemical energy; and the Calvin cycle, which uses that
chemical energy to make the organic molecules of food.

The thylakoid membranes in the chloroplasts are the sites of the light reactions,
whereas the Calvin cycle occurs in the stroma. The light independent reaction uses
sunlight to produce adenosine triphosphate (ATP) and nicotinamide dinucleotide

45
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 phosphate (NADPH), that produces chemical energy and reducing power,
respectively, to the Calvin cycle. The Calvin cycle involves the consumption of carbon
dioxide into organic molecules, which are converted to sugar molecules.

To summarize the two

photosynthetic processes:

1. In the light-dependent
reaction, water and light
are used to produced
ATP, NADPH and
Oxygen (O2).

2. ATP, NADPH and

carbon dioxide (CO2)
are used to produce
sugar.

The Photosystem
2012 Pearson Education, Inc.
Accessed at www.goggle
images. com Jan. 8,
2019

Week 19 –January 10-14, 2022

LESSON Cellular Respiration:

15 Harvesting Energy from

Food
_

Learning Concept

In this lesson, you will learn how cells harvest the energy that is stored in the
food through cellular respiration. This will also show you the different products of both
aerobic respiration and fermentation that are used in our daily life activities.

46

161
Cellular Respiration: Cells make ATP

The food that you eat provides the energy needed to carry different life
functions. Cells harvest the energy that is stored in the food you eat through cellular
respiration. Cellular respiration is the process by which the chemical energy of food
molecules is released for the production of ATP. The two types of cellular respiration
are aerobic and anaerobic respiration. Cellular respiration is a cumulative function of
three metabolic stages: glycolysis, citric acid cycle and oxidative phosphorylation.

Glycolysis

Glycolysis happens in the cell‟s

cytoplasm. For this process, the 6-carbon
glucose (C6H12O6) is decomposed into two
molecules of 3-carbon sugars known as
glyceraldehydes phosphate (GAP) and
dihydroxyacetone phosphate (DHAP).
The process needs 2 molecules of
adenosine triphosphate or ATP. DHAP is
converted into PGAL by the enzyme called
isomerase. The 2 molecules of PGAL will
be converted to two molecules of pyruvic
acid. At the end of the process of
glycolysis, four molecules of adenosine
molecules of nicotinamide adenine
dinucleotide phosphate hydrogen
(NADH). The number of adenosine
triphosphate (ATP) yielded for this process
is 2.

171

Oxidation of Pyruvic Acid: transition process

Upon arrival of the pyruvic acid in the mitochondrion, it will undergo oxidation. This
process is done through taking away of a carbon atom from pyruvic acid. When carbon
atom unites with oxygen atoms, a gas is released in the form of carbon dioxide. Also,
two electrons and two hydrogen ions are freed into the matrix of the mitochondrion.
The two electrons and one hydrogen ion are picked by electron carrier NAD+
(oxidized nicotinamide adenine nucleotide) to form the higher energy form NADH.
When Coenzyme A attaches to acetyl unit, it forms acetyl Coenzyme A (Acetyl Co-A).
Since there are two molecules of pyruvic acid from glucose that undergo oxidation,
two molecules of acetyl Co-A, two molecules of carbon dioxide and two molecules of
NADH are generated during this transition step.

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 Pyruvic acid oxidation
Accessed from
slideplayer.com
Available at
www.goggle images.
com Jan. 8, 2019

Citric acid Cycle (Kreb’s Cycle)

Upon arrival of the pyruvic acid in the mitochondrion, it will undergo oxidation.
This process is done through taking away of a carbon atom from pyruvic acid. When
carbon atom unites with oxygen atoms, a gas is released in the form of carbon dioxide.
Also, two electrons and two hydrogen ions are freed into the matrix of the
mitochondrion. The two electrons and one hydrogen ion are picked by electron carrier
NAD+ (oxidized nicotinamide adenine nucleotide) to form the higher energy form
NADH. When Coenzyme A attaches to acetyl unit, it forms acetyl Coenzyme A (Acetyl
Co-A). Since there are two molecules of pyruvic acid from glucose that undergo
oxidation, two molecules of acetyl Co-A, two molecules of carbon dioxide and two
molecules of NADH are generated during this transition step. Acetyl co- A which is a
product of pyruvic acid oxidation, goes through a Krebs‟s Cycle which takes place in
the cell‟s mitochondrion. Acetyl co-A interacts with a 4-carbon compound to form citric

48
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 acid. Then, citric acid loses two electrons and two hydrogen atoms and is converted
to 5- carbon compound (alpha ketoglutaric acid). One molecule of carbon dioxide is
also released. Two electrons and one hydrogen ion are picked up by NAD+ to become
NADH. Alpha ketoglutaric acid releases CO2, loses two electrons and two hydrogen
ions and becomes 4-carbon carboxylic acid. NAD+ picks up the two electrons and one
hydrogen ion and is reduced to NADH. At now of the Kreb‟s Cycle, one molecule of
ATP is made. Changing the position of atoms converts succinic acid to fumaric acid.
The process releases two electrons and 2 hydrogen ions. The electron carrier flavin
adenine dinucleotide picks up the 2 electrons and two hydrogen ions and is converted
to FADH2.Fumaric acid is converted to malic acid. The last step of Kreb‟s Cycle
involves atomic rearrangement of malic acid to yield oxalacetic acid. Two electrons
and two hydrogen ions are released. NAD+ picks up two electrons and one proton.
The points in the Kreb‟s Cycle where electrons are released and picked up by electron
carriers are energy carrier-generating steps. Since there are two molecules of acetyl
co-A from one glucose molecules, there are two rounds of Kreb‟s Cycle. The first
substance produced within the Kreb‟s Cycle is acid. So Kreb‟s Cycle is also called
Citric Acid Cycle.

Oxidative Phosphorylation

This system is located in the cristae of the inner membrane of the

mitochondrion. It is composed of a series of electron carriers and proteins related to

49
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ATP synthesis. The high-energy molecules, NADH and FADH2, move to the electron
transport system. Here, electrons and therefore the hydrogen ions they carry are
released. The released proton s help build up the hydrogen ion gradient within the
intermembrane compartment. The freed electrons are passed from one carrier to
another down the chain. As electrons are passed from one carrier to another, energy
is released.
The electron transport chain uses this released energy because it pumps
hydrogen ions from intermembrane compartment into the matrix. As the hydrogen ions
move from high concentration to low concentration through the ATP synthase complex
within the cristae, the enzyme ATP synthase adds phosphate to adenosine
dinucleotide phosphate (ADP+) to yield ATP. The mobile ions of hydrogen supply the
energy for this reaction.
ADP+ + Pi ATP

A pair of electrons carried by NADH yields three (3) ATP molecules. This is not
true with the electrons carried by FADH2. The electron pair produce only two (2)
molecules because FADH2 bypasses the first complex of the electron transport chain.
Since the assembly of ATP is tied with the electrochemical gradient of hydrogen ions,
the mechanism is named Chemiosmosis. Towards the end of the chain, the electrons
have lost most of its energy. The electrons with less energy are accepted by oxygen
gas. Together with hydrogen ions, water is formed.O2 + 4 e- + 4H+ 2H2O

The synthesized ATP diffuses out of the mitochondrion through channel proteins into
the cytoplasm.

50

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Summary of Cellular Respiration Process

Anaerobic Respiration

Anaerobic respiration produces ATP without the presence of oxygen.

Fermentation is an example of it. In this process, fermentation produces 2 ATP
molecules in every glucose molecule. It is then reduced into NAD+ to NADH. Below
are some examples of anaerobic respiration.

1. Alcohol fermentation, which is performed by certain microorganisms such as

yeast. Pyruvic acid is converted into alcohol like ethanol, a two-carbon compound.
Winemaking industries cash in of this process to supply wine and liquor.

2. Acid fermentation, which is carried out also by some microorganisms such

as the bacteria Lactobacillus acidophilus in yogurt. These microorganisms change
pyruvic acid into acids such as lactic acid.

3. In humans, acid is converted into lactic acids in muscles when oxygen is

depleted. The carboxylic acid in muscles causes the stiffness couch-
potatoes or those that just had very strenuous activities like hiking or hiking
feel. This stiffness goes away after a couple of days since the cessation of
strenuous activity allows aerobic conditions to return to the muscle and
carboxylic acid are often converted into ATP via the normal aerobic
respiration pathway.

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 Quiz/ Assessment

MULTIPLE CHOICE
Directions: Read and understand each item and choose the CAPITAL LETTER of
your choice. Write all your answers on a piece of paper.

1. How did the early cells evolve and become complex cells?

A. Non-interaction of the cell population

B. Earliest life-forms have gone through evolution or change
C. Non-diversification of microbial organisms
D. Earliest life-forms remained in anoxic environment

2. Which of the following is considered to be the first life-forms that existed on earth
over two billion years ago?
A. protists
B. phototrophic plants
C. microorganisms (bacteria)
D. saprophytic fungi

3. These organisms are light-dependent which can survive as they get energy form
sunlight.

A. Phototrophic organisms
B. Heterotrophic organisms
C. Saprophytic organisms
D. Chemosynthetic organisms
4. How was the atmosphere in the early formation of earth described?

A. Less of nitrogen and CO2

B. Anoxic (deficient of oxygen)
C. Oxygen-rich
D. Rich in iron and sulfur

5. What does the “Last Universal Common Ancestor” (LUCA) present?

A. Cells cannot grow and develop
B. Cells are nonliving
C. Cells have only one shape and structure
D. Cells descended from a common ancestral cell

6. What happened when cyanobacteria evolved from anoxygenic phototrophs?

A. Anoxic (deficient of oxygen) environment still dominated

B. The atmosphere was slowly oxygenated
C. Only microorganisms evolved
D. Other living things did not survive

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7 The scientists who collect identify and study pieces of evidence about earlier-life
forms.

A. Ecologists
B. Taxonomists
C. Geneticists
D. Paleontologists

8. These are remnants or traces of a plant, an animal, or other organism that are
present in rock material deposited in riverbeds or on ocean floor.

A. Herbarium
B. Specimens
C. Fossils
D. Sediments

9. What happened when the production of oxygen in the atmosphere was sufficient as
time progressed?

A. Microorganisms stopped to grow

B. Multicellular life-forms developed
C. Organisms evolved in increasing complexities
D. Both B and C

10. What was the conclusion of Francesco Redi in his experiments as illustrated
below?

A. Organisms do not just come to life spontaneously.

B. Organisms may just come to life from inanimate objects.
C. Organisms generate spontaneously.
D. Vital forces can create organisms.

11. What was the explanation of Lazzaro Spallanzani in Needham‟s Test when the
sealed flasks with boiled chicken broth contained with microorganisms?

A. Needham was confident in his experiment

B. Needham experiment really proved spontaneous generation
C. Needham had not heated the broth enough to kill the organism in it
D. Needham experiment always hold true
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12. Who strongly opposed the concept of spontaneous generation and finally put the
controversy to an end?

A. Lazzaro Spallanzani
B. Francesco Redi
C. Louis Pasteur
D. John Needham

13. Pieces of evidence have led scientist to conclude that the first life-forms began in;
A. deep hot springs
B. hydrothermal vents
C. cracks on earth‟s surface
D. all of the above

14. In Pasteur‟s experiment, how did he eliminate contaminants?

A. Through the process of fermentation

B. Through the process of heating (sterilization)
C. Through close packaging.
D. Through washing

15. What are three major fields in biology which cover the unifying themes of life?

A. genetics, cytology, and taxonomy

B. evolution, chemistry, and physiology
C. biochemistry, anatomy, and embryology
D. genetics, evolution and biochemistry

16. Which of the following is the correct order of the level of biological organizations
from smallest to largest?

A. tissue, organisms, organ system, population

B. organism, ecosystem, population, biosphere
C. organism, population, ecosystem, community
D. organism, population, community, ecosystem, biosphere

17. Which of the following properties or processes do we associate with living things?

A. evolutionary adaptations and response

B. energy processing
C. growth and reproduction
D. all of the above

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18. This consists of various groups of organisms and their interaction with the
environment they live in.

A. Population
B. Community
C. Ecosystem
D. Tissues

19. According to Charles Darwin, organisms of a particular species are adapted to

their environment when they
A. possess non-inheritable traits that enhance their survival in the local
environment.
B. possess non-inheritable traits that enhance their reproductive success in the
local environment.
C. with traits that can be inherited further improve survival and reproductive
rates in the environment.
D. has traits which can be inherited decreasing their survival and reproductive
rates in the environment

20. This contains biological information that is passed on from one generation to the
next and ensures the existence of each species.
A. DNA
B. atoms
C. lipids
D. monosaccharide

21. Which of the following performs the function in converting sunlight to chemical
energy stored in plants?
A. chloroplasts
B. mitochondria
C. leucoplasts
D. peroxisomes

22. An English scientist who discovered the cell while looking at the thin slice of cork
plant.
A. Anton Van Leuwenhoek
B. Robert Hooke
C. Matthias Schleiden
D. Theodor Schwann

23. These are made up of many specialized cells that perform specific functions.
A. Unicellular organisms
B. Multicellular organisms
C. Euglena-protist
D. Amoeba-protozoa

55

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24. Which of the following structures is common to plant and animal cells?
A. chloroplast
B. wall made of cellulose
C. large vacuole
D. mitochondrion

25. A cell that lacks a nucleus and membrane bound organelles is known as a(an)
cell.
A. plant B. prokaryote
C. animal D. eukaryote

26. What will happen if water is removed in the body of organism?

A. difficult to survive
B. hard to reproduce
C. less/ no metabolic reactions
D. all of the above

27. Which type of organism obtains energy by metabolizing molecules produced by

other organisms?
A. autotrophs
B. heterotrophs
C. phototrophs
D. plants and algae

28. Living things that thrive with sunlight as a source of energy and with inorganic
compounds like carbon _.
A. are called photoautotrophs.
B. do not exist in nature.
C. are called heterotrophs.
D. are best classified as decomposers.

29. Pigments are needed by plants to trap energy from the sun. Which pigment is
responsible for capturing of light energy?
A. carotenoid
B. xanthophylls
C. chlorophyll
D. melanin

30. In which of the following cellular organelles does photosynthesis occur?

A. ribosome
B. chloroplast
C. chlorophyll
D. mitochondrion

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31. Which of the following are products of the light independent reactions needed in
the Calvin cycle?
A.CO2 and glucose
B. H2O and O2
C. ADP, Pi, and NADP+
D. ATP and NADPH

32. Which of the following substances are important to photosynthesis?

A. CO2 and water
B. H2O and O2
C. Food and oxygen
D. ATP and NADPH

33. Which of the following best describes respiration and photosynthesis?

A. Respiration is the reverse of the biochemical pathways of photosynthesis.
B. Photosynthesis absorbs energy and organic compounds while respiration
involves the release of such energy.
C. Photosynthesis takes place only in autotrophs or plants while respiration
takes place only in animals.
D. ATP molecules are produced in photosynthesis and used up in respiration.

34. What mechanism involves the breaking down of glucose to carbon dioxide and
water?
A. cellular respiration
B. glycolysis
C. fermentation
D. citric acid cycle

35. Where does cellular respiration process take place?

A. ribosome
B. chloroplast
C. chlorophyll
D. mitochondrion

36. Which of the following substances are needed for cellular respiration?
A. CO2 and water
B. H2O and O2
C. Food and oxygen
D. ATP and NADPH

37. is an example of anaerobic respiration which produces ATP without

the presence of oxygen.
A. Digestion
B. Lactation
C. Fermentation
D. Gestation

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 38. Which of the following processes produces more ATP molecules when
glucose is oxidized completely to water and carbon dioxide?
A. glycolysis
B. oxidation of pyruvate to acetyl CoA
C. citric acid cycle
D. oxidative phosphorylation (chemiosmosis)

39. Alcohol fermentation is used;

A. Wine making
B. Making cheese
C. Production of yogurt
D. None of the above

40. Bacteria and muscle cells are able to reduced pyruvic avid into lactate through
fermentation.
A. Aerobic respiration
B. Lactic Acid fermentation
C. Alcohol fermentation
D. Absorption

……………………………………END OF FINAL MODULE……………………………………

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 Reference: EARTH AND LIFE SCIENCE TEACHERS GUIDE AND LEARNERS GUIDE/
WORKBOOK -Aileen C. dela Cruz, Ma. Genaleen Q. Diaz,Ph.D., Ernesto A. Dizon Jr., Zoraida
S. Dizon, JanetS. Estacion, Justin Ray M. Guce, Eddie L. Listanco,D.Sc., Cristina T. Remotigue,
Sharon Rose M.Tabugo, Ph.D

Prepared by

DARYL JAY B. SANCO

Science Instructor

Reviewed and Checked by:

JELLIE R. GANUB
SHS PRINCIPAL

Attested by:

NANCY CHIONG - MAGBANUA, MSIT

Academic Dean

Verified by:

DR.EUFEMIO D. JAVIER JR.

School President

161
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BACHELOR OF SCIENCE IN MIDWIFERY (BS MID)

BACHELOR OF TECHNICAL-VOCATIONAL TEACHERS

EDUCATION (BTVTED) 64

BACHELOR OF MULTIMEDIA ARTS (BMMA)

BACHELOR OF SCIENCE IN SOCIALWORKS (BSSW)

161
 STII ASSESSMENT CENTER
OFFERS!!

AGRICULTURAL CROPS PRODUCTION NC II

ANIMAL PRODUCTION (POULTRY-CHICKEN) NC II
ANIMAL PRODCUTION (RUMINANTS) NC II
ANIMAL PRODUCTION (SWINE) NC II
BARTENDING NC II
BOOKKEEPING NC III
BREAD & PASTRY PRODUCTION NC II
CAREGIVING NC II
DRVING NC II
ELECTRONIC PRODUCTS ASSEMBLY SERVICING NC II
EVENTS MANANGEMENT SERVICES NC III
FOOD AND BEVERAGE SERVICES NC II
FRONT OFFICE SERVICES NC II
HEAVY EQUIPMENT OPERATOR (HYDRAULIC EXCAVATOR) NC II
HOUSEKEEPING NC II
MOTORCYCLE/SMALL ENGINE SERVICING NC II
ORGANIC AGRICULTURE NC II
PHARMACY SERVICES NC II
RUBBER PRODUCTION NC II
SHIELDED METAL ARC WELDING NC I
SHIELDED METAL ARC WELDING NC II
TRAINER’S METHODOLOGY COURSE

161