PHYSICAL EDUCATION

SWIMMING (INDIVIDUAL SPORT)

A. HISTORY
Swimming activity has been around for thousands of years. There are engravings that show people in the
middle of the water supposed to swim, taking as date 7000 AC
In ancient Greece, swimming has become a prerequisite for becoming a soldier so that they can improve
their fitness.
Over the years, several cultures have given some relevance to swimming activity, but none have made it
very popular. In the seventeenth century, the Japanese began to take swimming lessons at school
compulsory.
It was only in the nineteenth century that the West really began to give some value to this activity, and
over the years new styles of swimming emerged until it finally became a regulated export.
Swimming is an Olympic modality since the first Games of the modern era and since then the export has
evolved greatly and has had different champions and records achieved.
One of the most notorious swimmers ever won dozens of medals recently, from 2004 to Beijing in 2008
and already with some decline in 2012, but nevertheless strong, Michael Phelps dominated swimming in
the most varied styles, imposing several records and becoming the athlete with the most medals of the
Olympic Games since its existence, and this record is far greater than the athlete who previously held it.

B. COURT DIMENSIONS AND VENUE

There are two regulation pool sizes that exist in the world of competitive swimming. They are:
 Short course pools: More common at public swimming locations or high schools.
 Long course pools: Normally found on college campuses or higher-end swimming facilities.
Although metric and non-metric pool lengths are used in USA Swimming competitions, FINA only accepts
international records swum in long course pools.
Short Course
 Length: 25 meters or 25 yards
 Abbreviations: SCM means 25 meters long, while SCY means 25 yards long
 Number of lanes: four or more
 
Long Course or Olympic Distance
 Length: 50 meters (164 feet)
 Width: 25 meters (84 feet)
 Number of lanes: 8 to 10
 Lane width: 2.5 meters (8.2 feet)
 Depth: At least 2 meters (6.6 feet)
 Temperature: 25-28 degrees Celsius (77–82 degrees Fahrenheit)
Sometimes pools are designed to accommodate both dimensions, with a length of 50 meters and a width
of 25 yards. In these instances, a mobile bulkhead often helps set the pool up for long course or short
course.
C. EQUIPMENT AND GEARS
Swimsuit
Competitive swimwear seeks to improve upon bare skin for a speed advantage and coverage.
Swim cap
A swim cap (a.k.a. cap) keeps the swimmer's hair out of the way to reduce drag. Caps may be made of
latex, silicone, spandex or lycra.
Goggles
Goggles keep water and chlorine out of swimmers' eyes. Goggles may be tinted to counteract glare at
outdoor pools. Prescription goggles may be used by swimmers who wear corrective lenses.
Swim Fins
Rubber fins are used to help kick faster and build strength and technique, but are illegal in a race. They
also improve technique by keeping the feet in the proper position while kicking.
Drag suit
Swimmers use drag suits in training to increase resistance. This allows a swimmer to be challenged even
more when practicing and let the swimmer feel less resistance when racing. Drag suits are not used in
competitive races.
Hand paddles
Swimmers use these plastic devices to build arm and shoulder strength while refining hand-pulling
technique. Hand paddles attach to the hand with rubber tubing or elastic material. They come in many
different shapes and sizes, depending on swimmer preference and hand size.
Kickboard
A kickboard is a foam board that swimmers use to support the weight of the upper body while they focus
on kicking. Kicking is the movement of the legs only which helps to increase leg muscle for future strength.
Pull buoy
Often used at the same time as hand paddles, pull buoys support swimmers' legs (and prevent them from
kicking) while they focus on pulling. Pull buoys are made of foam so they float in the water. Swimmers
hold them in between the thighs. They can also be used as a kickboard to make kicking a little harder.
Ankle bands
Improving balance will minimize the need for this kick to provide an upward, instead of a forward vector,
and in some cases completely corrects the kick. Using an ankle band will have the immediate effect of
turning off your kick, which then forces you to make efforts to correct your balance. If you are successful in
discovering these, then the ankle band has done part of its job. [20]
Snorkel
A snorkel is a plastic device that helps swimmers breathe while swimming. This piece of equipment helps
the swimmer practice keeping their head in one position, along with training them for the proper breathing
technique of breathing in through the mouth and out the nose. This technique is the opposite of a common
runner's breathing pattern, which is in the nose and out the mouth.

D. RULES OF THE GAME

Starts
At the start of each heat, the referee signals swimmers with a series of short whistles, at which time the
swimmers remove all excess clothing except swimwear. At the sound of a long whistle, the swimmers take
their places on the starting platform, deck or in the water. Next, the referee stretches his arm out in a
signal to the starter that the swimmers are under the starter’s control. On the starter’s command, “take
your mark,” the swimmers assume the starting position with one foot in front of the starting platform;
swimmers in the water must have one hand on the wall. At this time, the swimmers wait for the starting
signal.
False Starts
Any swimmer starting before the signal is disqualified, if the referee observes and confirms the starter’s
observation of the violation. If the starting signal is given before the swimmer is disqualified, the race
continues and the swimmer who had the false start is disqualified at the end of the race. If a recall signal is
sounded inadvertently, no swimmer is charged with a false start. If a swimmer responds to the “stand up”
command and is charged with a false start, he may be relieved of the charge. If the starter does not
correct a swimmer for an illegal starting position, the swimmer cannot be disqualified. A swimmer who
notifies the referee before the race of his intent not to compete will be disqualified as a declared false
start.
Strokes, Turns and Finishes
Each swimming style--breaststroke, butterfly, backstroke, freestyle, individual medley and relay--has
specific stroke, turn and finish rules associated with that type of swimming. The stroke is how the style is
performed. For example, in the backstroke, the swimmer must push off on his back and continue
swimming on his back throughout the race. The turn rules govern how the swimmer must negotiate turning
around at the end of the lap. The finish governs the rules of how the swimmer must finish. In the
backstroke, the swimmer must finish by touching the wall on his back; in the breaststroke, the swimmer
must touch the wall with both hands.
Disqualifications
Swimmers can be disqualified for false starts, unsportsmanlike behavior, acting in an unsafe manner,
obstructing another swimmer in the water, entering the pool before a race has finished or dipping goggles
into the pool prior to an event. If a swimmer stands on the bottom of the pool during any race except the
freestyle, he will be disqualified from the race. A swimmer must start and finish the race in the same lane;
grasping the lane dividers is not permitted.

E. OFFICIALS
here are several types of officials, [17] which are needed to manage the competition. [18]
Referee: The referee has full control and authority over all officials. The referee will enforce all rules and
decisions of FINA and shall have the final answer to all questions relating to the actual conduct of anything
regarding the meet, as well as the final settlement of which is not otherwise covered by the rules.
Starter: The starter has full control of the swimmers from the time the referee turns the swimmers over to
him/her until the race commences. A starter begins the race by saying, "Take your mark."
Clerk of course: The clerk of course (also called the "bullpen") assembles swimmers prior to each event,
and is responsible for organizing ("seeding") swimmers into heats based on their times.
Timekeepers: Each timekeeper takes the time of the swimmers in the lane assigned to him/her. Unless a
video backup system is used, it may be necessary to use the full complement of timekeepers even when
automatic officiating equipment is used.
Inspectors of turns: One inspector of turns is assigned to one or more lanes at each end of the pool. Each
inspector of turns ensures that swimmers comply with the relevant rules for turning, as well as the relevant
rules for start and finish of the race.
Judges of Stroke: Judges of stroke are located on each side of the pool. They follow the swimmers during
their swim back and forth across the pool. They ensure that the rules related to the style of swimming
designated for the event are being observed, and observe the turns and the finishes to assist the
inspectors of turns.
Finish judges: Finish judges determine the order of finish and make sure the swimmers finish in
accordance with the rules (two hands simultaneously for breaststroke and butterfly, on the back for
backstroke, etc.)

BADMINTON DOUBLES (DUAL)

A. HISTORY
A badminton-like game was known in ancient Greece and Egypt - a game called battledore and
shuttlecock - in which two players hit a feathered shuttlecock back and forth with tiny rackets.
The game was played in India during the 18th Century, at which time it was called "Poona”. In the 1860s it
was adopted by British Army officers stationed in India. The officers took the game back to England,
where it became a success at a party given by the Duke of Beaufort in 1873 at his estate called
"Badminton" in Gloucestershire.
A variation of Badminton which has been developed only recently, Speed Badminton or Speedminton, is
played without a net, and is gaining popularity, especially in Germany.

B. COURT DIMENSIONS AND VENUE

Overall Court Dimensions
The overall dimensions of a badminton court are 20 feet by 44 feet. The lines along these measurements
mark the sidelines for doubles play and long service lines for singles play.
The Net Line
The net line marks the middle of the court where the net is placed, creating 22 feet by 20 feet area on
each side of the net.
Short Service Line
The short service line is marked 6 feet 6 inches (some are marked 7 feet) from the center line. The area
inside the short service line is also called the Non-Volley Zone.
Center Line
The Center Line is the line that divides the court from the Short Service Line to the Back Boundary Line.
This delineates the Left from Right Service Court.
Side Line for Singles Play
The Singles Side Line is marked 1 1/2 feet from the edge of the outer boundary (doubles side line)
Back Boundary Line and Long Service Line for Singles
The back boundary line is the same for singles and doubles play it is the outermost back line on the court.
Long Service Line for Doubles
The Long Service line for Doubles is marked 2 1/2 feet inside the Back Boundary Line.
The Badminton Net
The badminton net measures 5 feet tall in the center.
 
C. EQUIPMENT AND GEARS
Racquets
Badminton racquets are lightweight, with top quality racquets weighing between 70 and 95 grams (2.5 and
3.4 ounces) not including grip or strings. [14][15] They are composed of many different materials ranging
from carbon fibre composite (graphite reinforced plastic) to solid steel, which may be augmented by a
variety of materials. Carbon fibre has an excellent strength to weight ratio, is stiff, and gives
excellent kinetic energy transfer.
Strings
Badminton strings for racquets are thin, high-performing strings with thicknesses ranging from about 0.62
to 0.73 mm. Thicker strings are more durable, but many players prefer the feel of thinner strings. String
tension is normally in the range of 80 to 160 N (18 to 36 lbf). Recreational players generally string at lower
tensions than professionals, typically between 80 and 110 N (18 and 25 lbf). Professionals string between
about 110 and 160 N (25 and 36 lbf).
Grip
The choice of grip allows a player to increase the thickness of their racquet handle and choose a
comfortable surface to hold. A player may build up the handle with one or several grips before applying
the final layer.
Shuttlecock
A shuttlecock (often abbreviated to shuttle; also called a birdie) is a high-drag projectile, with an
open conical shape: the cone is formed from sixteen overlapping feathers embedded into a rounded cork
base. The cork is covered with thin leather or synthetic material. Synthetic shuttles are often used by
recreational players to reduce their costs as feathered shuttles break easily. These nylon shuttles may be
constructed with either natural cork or synthetic foam base and a plastic skirt.
Shoes
Badminton shoes are lightweight with soles of rubber or similar high-grip, non-marking materials.
Compared to running shoes, badminton shoes have little lateral support. High levels of lateral support are
useful for activities where lateral motion is undesirable and unexpected. Badminton, however, requires
powerful lateral movements. A highly built-up lateral support will not be able to protect the foot in
badminton; instead, it will encourage catastrophic collapse at the point where the shoe's support fails, and
the player's ankles are not ready for the sudden loading, which can cause sprains.

D. RULES OF THE GAME

Rules
 A match consists of the best of three games of 21 points.
 The player/pair winning a rally adds a point to its score.
 At 20-all, the player/pair which first gains a 2-point lead wins that game.
 At 29-all, the side scoring the 30th point wins that game.
 The player/pair winning a game serves first in the next game.
 A badminton match can be played by two opposing players (singles) or four opposing players
(doubles).
 A competitive match must be played indoors utilizing the official court dimensions.
 A point is scored when the shuttlecock lands inside the opponent's court or if a returned
shuttlecock hits the net or lands outside of the court the player will lose the point.
 At the start of the rally, the server and receiver stand in diagonally opposite service courts.
 A legal serve must be hit diagonally over the net and across the court.
 A badminton serve must be hit underarm and below the server's waist height with the racquet shaft
pointing downwards, the shuttlecock is not allowed to bounce. After a point is won, the players will
move to the opposite serving stations for the next point.
  The rules do not allow second serves.
 During a point a player can return the shuttlecock from inside and outside of the court.
 A player is not able to touch the net with any part of their body or racket.
 A player must not deliberately distract their opponent.
 A player is not able to hit the shuttlecock twice.
 A 'let' may be called by the referee if an unforeseen or accidental issue arises.
 A game must include two rest periods. These are a 90-second rest after the first game and a 5-
minute rest after the second game.

E. OFFICIALS
Role of the referee
The referee is the most important official of the whole tournament. He or she is in charge of the
competition and needs to ensure that the tournament is conducted following the Laws of
Badminton (including court, rackets and shuttlecock measurements), the regulations of the Badminton
World Federation and/or any other regulations that might be relevant in that specific competition.
Role of the Umpire
The umpire is the maximum authority in a particular match and it is in charge of the court.
Role of the Service Judge
The service judge is responsible for making a ‘service fault’ call and to provide shuttles to the players.
Role of the Line Judge
The line judges are responsible for indicating whether a shuttlecock landed “in” or “out” if the shuttle lands
near the lines, he/she is assigned to control. 

VOLLEYBALL (TEAM)
A.
In 1895, William G. Morgan, an instructor at the Young Men’s Christian Association (YMCA) in Holyoke,
Massachusetts, decided to blend elements of basketball, baseball, tennis, and handball to create a game
for his classes of businessmen which would demand less physical contact than basketball. He created the
game of Volleyball (at that time called mintonette).
Per Morgan, the game was fit for the gymnasium or exercise hall but, could also be played outdoor. The
play consisted of any number of players keeping a ball in motion from one side to the other over a net
raised 6 feet 6 inches above the floor. Play is started by a player on one side serving the ball over the net
into the opponents’ field or court. The opponents then, without letting the ball strike the floor, return it, and
it is in this way kept going back and forth until one side fails to return the ball or the ball hits the floor. The
side serving the ball earns points when the opposite side either fails to return the ball or allows the ball to
hit the floor.
During a demonstration game, someone remarked to Morgan that the players seemed to be volleying the
ball back and forth over the net, and perhaps “volleyball” would be a more descriptive name for the sport.
B.
Dimensions
The playing court is 18m long and 9m wide and is surrounded by a free zone 3m wide on all sides.

The space above the playing area is known as the free playing space and is a minimum of 7m high from
the playing surface.

For FIVB, world and official competitions, the free zone measures a minimum of 5m from the side lines
and 8m from the end’s lines. The free playing space is a minimum of 7m high from the playing surface.
Playing surface
The playing surface is flat and a light colour. For FIVB, world and official competitions, only a wooden or
synthetic surface is allowed.

White colours are required for the lines. Other different colours are required for the playing court and free
zone.
Line markings
All lines on the court are 5cm wide and are a light colour different from the colour of the floor.

The boundary lines are the two side lines and end lines. The centre line divides the playing court into two
equal courts, 9m x 9m each. This line extends from beneath the net from sideline to sideline.

On each court the rear edge of the attack line is drawn 3m back from the middle of the centre line and
marks the front zone.
Zones and areas
The front zone on each court is limited by the axis of the centre line and the rear edge of the attack line.
The front zone extends beyond the side lines to the end of the free zone.

The service zone is a 9m wide area behind each end line and extends to the end of the free zone. It is
15cm long and drawn 20cm behind the end line as an extension of the side lines. 

The substitution zone extends from both attack lines to the scorer’s table.

The Libero Replacement zone is part of the free zone on the same side as the team benches, extending
from the attack line up to the end line.

A penalty area, 1m x 1m, is located in the control area outside of the endlines.
Nets and posts
The net is 2.43m high for men and 2.24m high for women. It is placed vertically over the centre line. It is
1m wide and 9.5m-10m long and is 10cm square black mesh.

The height of the net is measured from the centre of the playing court.

The antenna is a flexible rod, 1.8m long and 10mm in diameter and made of fibreglass or similar material.
It is fastened on opposite sides of the net. The top of the antenna extends 80cm above the net and is
marked with 10cm stripes of contrasting colour, usually red and white.

The 2.55m high posts are placed 0.50m-1.0m outside the side lines. The posts are rounded and fixed to
the ground without wires.
C.

D.

1. The game. The game shall consist of nine innings

Inning. An inning shall consist of: when one person is playing on each side, one service each side;
when two are playing on each side, two services each side; when three are playing each side,
three services each side. The man serving continues to do so until out by failure of his side to
2. return the ball. Each man shall serve in turn.

Court. The court or floor space shall be 25 feet wide and 50 feet long, divided into two square
courts, 25 feet by 25 feet, by the net. Four feet from the net on either side and parallel with it shall
be a line across the court, the dribbling line. The boundary lines must be plainly marked so as to
be visible from all parts of the court. Note: The exact size of the court may be changed to suit the
3. convenience of the place.

Net. The net shall be at least two feet wide and 27 feet long and shall be suspended from uprights
placed at least one foot outside the side lines. The top of the net must be six feet six inches from
4. the floor.

Ball. The ball shall be a rubber bladder covered with leather or canvas. It shall measure not less
than 25 inches, nor more than 27 inches in circumference, and shall weigh not less than nine
5. ounces nor more than twelve ounces.

Server and Service. The server shall stand with one foot on the back line. The ball must be batted
with the hand. Two services or trials are allowed him to place the ball in the opponent’s court. The
server may serve into the opponent’s court at nay place. In a service, the ball must be batted at
least 10 feet, no dribbling allowed. A service which would strike the net, but which is struck by
another of the same side before striking the net, if it goes over into the opponent’s court, is good,
6. but if it should go outside, the server has no second trial.

Scoring. Each good service unreturned or ball in play unreturned by the side receiving counts one
score for the side serving. A side only scores when serving, as a failure to return, counting for the
opposite side. The ball hitting the net on the first service shall be called dead, and counts as a
7. trial.

8. Net Ball. A play, which hits the net, aside from the first service, is called a net ball, and is
equivalent to a failure to return, counting for the opposite side. The ball hitting the net on first
 service shall be called dead, and counts as a trial.

Line Ball. A line ball is a ball that strikes the boundary line. It is equivalent to one out of court, and
9. counts as such.

Play and Players. Any number of players may participate that is convenient to the place. A player
should be able to cover about 10 by 10 feet. Should any player during play touch the net, it puts
the ball out of play and counts against his side. Should any player catch or hold for an instant the
ball, it is out of play and counts for the opposite side. Should the ball strike any object other than
10. the floor and bound back into play, it is still in play.

E.
Volleyball Referee (R1)
The first referee carries out his or her responsibilities from a position standing located at the opposite end
of the net from the scorekeeper's table. 
Second Referee (R2)
The second referee takes position facing the first referee on the opposite side of the court. 
Officials Volleyball Scorer (Scorekeeper)
The scorekeeper and assistant scorekeeper are seated at the scorekeeper's table, positioned on the side
of the court opposite the first referee and behind the second referee. 
Officials Volleyball Line Judges
When using two line judges, they stand diagonally opposite each other at the ends of the court. One line
judge is positioned at the intersection of the sideline and end line to the first referee's right. The other line
judge is at the intersection of the sideline and end line to the second referee's right. Each line judge
controls an end line and entire side line.
Officials Volleyball Ball Crew
Some teams will have a ball crew (ball shaggers) that manage the game balls during play. 

SPORTS PARTICIPATION
1. Badminton
Of all the sports that I’ve participated, Badminton is the one that makes me feel active and healthy while
having fun. It has always been my passion. I began my journey of playing badminton from a very early
age and it took a lot of time, hard work, and struggle to achieve what I have today. I love playing
badminton with my friends. I love the feeling of getting better and better at the game. Badminton requires
practice and precision. My arms feel heavy after a long session, but I love how strong I feel afterwards.
Each stroke of the racket makes the typical “whoosh” sound that I love. Playing badminton makes me
want to perfect my skills. The more I play, the more addicted I become. It makes me stay in shape and
give me an energy boost throughout the day.

2. Volleyball
When I was in 4th grade, I joined the volleyball team. It was really a great experience for me, and I also
achieved an award when I was still playing this sport. Back then, I really love playing volleyball, but
somehow, I quickly realized the sport that I once loved did not give me joy and excitement anymore. It left
me feeling drained and suffocated by stress. It was actually because my teammates never really gave me
a chance to showcase what I can really do. Even so, I still enjoy playing this sport until today.

3. Table Tennis
I was still in 2nd grade when my father let me played/joined table tennis. For me, this sport is actually
interesting. It is an incredibly fast game. Even if you are a beginner, you can still play well. It is extremely
versatile. You can either relax and play around with the ball and have a good time, or you can experience
nerve-racking matches involving stamina, strategy, technique, and spin. I actually played this sport for only
a few months because I was still immature back then, I tend to skip practices most of the time and just
play with my friends or stay home. So, when my father noticed that I’m not really enjoying this sport, he let
me stop going to practice.
DISASTER READINESS AND RISK REDUCTION
(WEEK 4)
A hazard is any phenomena that has the potential to cause destruction to life and property. A hazard
becomes a disaster when the potential to cause destruction is fulfilled. When there is harm to life and
property of humans, the hazard is termed a disaster.
For example, an earthquake was to hit a barren mountain but there are a lot of people living nearby. As a
result, they faced the danger of death or physical injury. They may also lose their home, possessions, and
community.
Today, most hazards are turning into disasters simply because of the sheer extent of human communities
in the world. We exist in almost every terrain, every environment on Earth. Consequently, even small-
scale hazards turn into major disasters affecting a significant number of humans and their property.

A.
1. Richter Magnitude Scale, Mercalli Scale, and Rossi-Forel Scale
2. tsunami magnitude or Mt/ tsunamograph/ Deep-ocean tsunami detection buoys/ open-ocean
tsunami buoys and by coastal tide gages
3. Volcanic Explosivity Index (VEI)
4. Saffir-Simpson Hurricane Wind Scale or Saffir-Simpson Scale
5. Fireline Intensity

B.
Hazards are characterized in many different ways. Most hazard quantification methods use the magnitude
and intensity in determining the level of harm that a hazard event might bring. The magnitude of the event
is a measure of the strength of an event, which is an indication of how destructive it can be. Most hazard
events are measured on some kind of scale to give them a quantifiable outcome. Like for example, the
Richter Magnitude Scale measure the amount of seismic energy released in an earthquake, while the
Volcanic Explosivity Index (VEI) measures the relative explosiveness of eruptions based mainly on visual
observations.

C.
ADVANTAGES:
 It can recognize and control hazards.
 It can create awareness among the people and can also use it as a training tool as well.
 It can set risk management standards, based on acceptable safe practices and legal requirements.
 It can reduce incidents in the environment or society.
 It can save costs by being proactive instead of reactive.
DISADVANTAGES:
 There can never be a guarantee that the method has identified all of the hazards, accident
scenarios, and consequences.
 The method is very sensitive to the assumptions made by the analysts prior to beginning the
procedure. A different set of analysts might well lead to a different result.
 The procedure is sensitive to the experience of the people.
  The results are sometimes difficult to interpret and manage.

Method Advantages Disadvantages

Quantitative risk Provides quantitative risk information that can be Very data demanding. It is difficult to quantify temporal
assessment used in Cost-benefit analysis of risk reduction probability, hazard intensity, and vulnerability.
(QRA) measures.  
Event-tree Allow modelling of a sequence of events, and The probabilities for the different nodes are difficult to assess,
analysis works well for domino effects and spatial implementation is very difficult due to lack of data.
The method doesn’t give quantitative values that can be used in
Allows to express risk using classes instead of
Risk matrix cost-benefit analysis of risk reduction measures. The
exact values, and is a good basis for discussing
approach assessment of impacts and frequencies is difficult, and one area
risk reduction measures.
might have different combinations of impacts and frequencies. 

Only method that allows to carry out a holistic risk

Indicator-based The resulting risk is relative and doesn’t provide information on
assessment, including social, economic and
approach actual expected losses.
environmental vulnerability and capacity.

(WEEK 5-6)
A natural event only becomes a disaster when it impacts human life, property, or livelihood. The greater
the number of vulnerable populations living in an at-risk area, the more likely an event will be categorized
as a catastrophe. By identifying at-risk populations through a social vulnerability assessment, more lives
can be protected by preparing specific emergency response efforts and performing targeted risk
communication during the event. By better characterization of vulnerable populations, the human impacts
of natural events ;lkjcan be reduced.

APPLICATION
We can’t stop the shaking of the ground during an earthquake since no one can predict with certainty
when an earthquake will happen, but it is important to get prepared in advance.
These are some steps to be prepared for an earthquake:
1. Find out what to do before, during, and after an earthquake.
2. Make a family emergency plan, so that everyone knows what to do, and where to go in case of an
emergency.
3. Get an emergency kit, so that you and your family can be self-sufficient for at least 72 hours.
To get prepared for an earthquake, we should know the risks specific to our community and our region to
help us better prepare for this hazard.

A.
The various earthquake hazards include ground shaking, ground rupture, liquefaction, landslides, and in
some areas, tsunamis.
In these primary hazards of earthquakes, ground shaking is likely to affect our community because it is
both a hazard created by earthquakes and the trigger for other hazards such as liquefaction and
landslides. Ground shaking describes the vibration of the ground during an earthquake. Most earthquake
damage results from the shaking caused by seismic waves passing beneath buildings, roads, and other
structures. For example, ground shaking may cause a store’s exterior building walls to crumble, injuring
people, blocking sidewalks and streets, and bringing down utility lines.
B.
I can tell that a tsunami can affect our dwelling place when a major undersea earthquake occurs near the
coast and at a shallow depth, there is a possibility that a destructive tsunami can be generated that will
impact near-by coasts within minutes and that can also traverse across entire ocean basins to wreak
havoc 1000’s of kilometers away and up to 24 hours later.

If a tsunamigenic earthquake occurs, I can tell that it is close enough to do damage by focusing on the
natural warning signs like the strong ground shaking from an earthquake, Unusual sea-level fluctuations,
Abnormally huge wave, and the Loud ocean roar.
To alert far-away coasts, internationally-coordinated tsunami early warning systems have been
established to provide alerts to countries on regional to- distant tsunamis. For local tsunamis, pre-event
education is absolutely critical; citizens must recognize the tsunami natural warning signs and be prepared
to immediately self-evacuate since national tsunami warning centers and emergency agencies may not be
able to provide timely warnings to all.

And some of the other hazards that can affect our place is landslide. The impact of a landslide can be
extensive, including loss of life, destruction of infrastructure, damage to land, and loss of natural
resources.
FILIPINO
A.
1. Etnograpiya ng Komunikasyon
Ito ay isa sa mga teoryang pandiskurso. Ang teoryang ito ay tumutukoy sa kakayahang
komunikatibo ng tagapagsalita higit sa kakayahang gramatika ng wika na ginagamit sa diskurso.
Mahalagang salik rin dito ang pag-aangkop ng tradisyon o kultura ng taong sangkot sa diskurso.

Ayon sa aking pagkakaunawa, ang etnograpiya ng komunikasyon ay tumutukoy sa kakayahan ng

isang tao kung paano niya gagamitin ang wika sa isang mabisang paraan. Mahalaga ring
maunawaan ang kultura o tradisyon ng isang kalahok sa diskurso. Ito ay kinakailangan upang
maiwasan ang hindi pagkakaintindihan.

2. Wika bilang pangunahing phenomenon

Ang totalidad ng pag-iral at patuloy na pagbabago ng wika kasama ang maraming gamit at antas
ng estruktura nito na malinaw na sumasailalim sa mga karanasan. Hindi maaring ihiwalay ang wika
at pag-iral bilang tagapagbigay ng kahulugan. Hindi makapag-iisip ang isang indibidwal kung hindi
siya umiiral (nag-iisip tayo sa salita). Sa ating pagsasalita nililinaw natin ang kahulugan at realidad.

Sinasabi rito na mahalaga ang wika hindi lamang sa indibidwal kundi lalo na sa lipunang kaniyang
kinabibilangan. Hindi magiging makabuluhan ang pag-aaral sa wika kung hindi ito iuugnay sa
lipunan. Ang wika ay mahalagang kasangkapan sa pakikipagusap o komunikasyon, mahalaga rin
itong instrumento o kasangkapan sa pagkakaisa o unity, maari rin itong maging kasangkapan ng
pagkontrol o pag establish ng kapangyarihan at ang wika ay isa ring kasangkapan kapwa ng
eksploytasyon o ng pagsasamantala o liberasyon o pagpapalaya.

3. Interference phenomenon
Ang Interference Phenomenon ay ang impluwensiya ng unang wika sa pagsasalita ng Filipino ng
mga kababayan natin sa iba’t ibang rehiyon. Ito ang pagbuo ng mga varayti ng wikang Filipino. Sa
madaling salita, ito ay tumatalakay sa impluwensya ng unang wika sa pangalawang wika.

4. Interlanguage
Ang interlanguage ay ang uri ng wika (o sistema ng wika) na ginagamit ng mga nag-aaral ng
pangalawang at wikang banyaga na nasa proseso ng pag-aaral ng isang target na wika. Ito ay
tinatawag din na “mental grammar”.

5. Variability concept
Ito ay ang natural na penomenon ng pagkakaiba’t-iba ng anyo at pagkakaroon ng iba’t ibang
barayti ng wika. At mahalagang tingnan nang pantay-pantay ang mga varayting ito – walang
mababa, walang mataas. Makabuluhan ang paniwalang ito saating pagtuturo ng Filipino kaugnay
ng iba pang wika sa iba’t ibang rehiyon.
B.
1. Sang-ayon ako sa pahayag na ito dahil mahalaga rin ang pagpili at paggamit natin ng mga
magagandang salita. Sa ganoong paraan ay maayos nating maipababatid sa ating kausap ang
nais natin sabihin. Maiintidihan nila ito at hindi magkakaroon ng hindi pagkakaunawaan. Mahalaga
rin ang paggamit natin ng tamang tono tuwing nakikipag-usap.
2. Hindi ako sang-ayon sa pahayag na ito sapagkat ang wikang Filipino ay isang makulay, may iba’t
ibang anyo, at maraming paraan ng paggamit nito. Marami tayong mga wika gaya ng Ilokano,
Bisaya, Tagalog at iba pa. Hindi lang iisa ang ating wika.
3. Sang-ayon. Dahil tinutukoy ng kakayahang sosyolingguwistiko ang kakayahang gamitin ang wika
nang may naaangkop na panlipunang pagpapakahulugan para sa isang tiyak na sitwasyong
pangkomunikasyon. Halimbawa, inaasahan sa atin ang paggamit ng pormal na wika sa pakikipag-
ugnayan sa mga nakatatanda at may awtoridad, kaiba sa paggamit natin ng impormal na wika sa
ating mga kaibigan at kapareho ng estado.
4. Hindi sang-ayon. Dahil

5. Sang-ayon. Dahil
GEN CHEM
(MODULE 3)
PRE-ASSESSMENT
1. A.
2. D.
3. A.
4. B.
5. A.
6. C.
7. A.
8. C.
9. A.
10. D.

ACTIVITY 3.1

John Dalton Joseph John Thompson Ernest Rutherford

“Billiard Ball Model” “Plum Pudding Model” “Rutherford Model”

ACTIVITY 3.2
Gallium- 31(protons), 31(electrons), 38(neutrons), Ga- [Ar] 3d 104s24p1
Selenium- 34(atomic number), 36 or 2,8,18,6(electrons), 45(neutrons), Se- [Ar] 3d 104s24p4
Bismuth- 83(atomic mass), 83(protons), Bi- [Xe] 4f145d106s26p3

ACTIVITY 3.3
Atoms represent the smallest pieces of matter with constant properties, and are referred to as the basic
unit of matter. However, scientists have discovered that atoms are not the smallest particles in nature.
Despite their minuscule size, a number of much smaller particles exist, known as subatomic particles. In
actuality, it is these subatomic particles that form the building blocks of our world, such as protons,
neutrons, electrons and quarks, or destroy it, such as alpha and beta particles.

(MODULE 4)
PRE-ASSESSMENT
1. FALSE
2. TRUE
3. TRUE
4. TRUE
5. FALSE

EXERCISE #1
Solution:
A.W. = E(12.0000 x 0.9889) + (13.00335 x 0.0111)
= 11.8668 + 0.144337185
= 12.011137185 ~ 12 AMU

EXERCISE #2
Solution:
A.W. = E(6.015 x 0.0742) + (7.016 x 0.9258)
= 0.446313 + 6.4954128
= 6.9417258 ~ 7 AMU

EXERCISE #3
I think the isotopes that are very essential in our society are: Nickel-63, Sodium-24, Tritium, Uranium, and
Americium-241.

I chose Iridium-192, because it is useful when it comes to industrial gauges that inspect welding seams
and in medicine to treat certain cancers.
I chose krypton-85, because it is useful when it comes to detecting leaks from sealed containers, with the
escaping atoms being identified through their radiation. Krypton-85 is also used to excite phosphors in
light sources with no external source of energy and in medicine to detect abnormal heart openings.
I chose Tritium, because it has been produced in large quantities by the nuclear military program. It is also
used to make luminous dials and as a source of light for safety signs. Tritium is used as a tracer for
biochemical research, animal metabolism studies, and ground water transport measurements.
I chose Uranium, because it is a very important element that provides us with nuclear fuel used to
generate electricity in nuclear power stations. It is also used for lots of things including ceramics, ballasts,
bullets, radiation shielding, hydrogen production, and it is an industrial catalyst.
And lastly, I chose Americium-241, a silvery-white, synthetic element, that is created during nuclear
reactions of heavy elements. The element and its isotopes have very few but important uses including
smoke detectors found in nearly all buildings and the potential to power future space missions.

II.
1.)
Solution:
A.W. = E(1.0078 x 0.9998) + (2.0141 x 0.0002)
= 1.00759844 + 0.00040282
= 1.00800126 ~ 1 AMU

2.)
Solution:
A.W. = E(34.969 x 0.7553) + (36.966 x 0.2447)
= 26.4120857 + 9.0455802
= 35.4576659 ~ 35 AMU

III.
Some of the isotopes that are usually used in medicine are: Copper-67, Cobalt-57, Iodine-123, Strontium-
85, and Technetium-99m.

Copper-67 (Cu-67) is a short-range, beta-emitting radioisotope which is attractive for medical purposes
due to its ability to carry sufficient radiation energy to cause cell death in targeted cells while having a
sufficiently short half-life to limit unwanted radioactivity in patients. Cu-67 is being investigated for
therapeutic purposes across a wide range of adult and childhood cancers.
Cobalt-57 is used in medicine to help detect cancerous tumors. It is also used as a component in the
medical equipment, studying the chemical properties of various materials or testing the response of
Gamma cameras.
Iodine-123 is a radioactive isotope of iodine used in nuclear medicine for the diagnostic study of thyroid
disease.
Strontium-85 is used in medicine and biology research. Given these properties close to calcium it is used
in particular for the imaging of bones and the study of calcium metabolism.
Technetium-99m is the preferred tracer for a number of scans used in medicine worldwide to help
diagnose medical conditions. Tc-99m scans are used to detect a wide range of conditions including
injuries, infections, tumors, heart disease, thyroid abnormalities, kidney conditions and also to guide some
cancer procedures.

(MODULE 5)
PRE-ASSESSMENT
1. H₂O
2. Sodium chloride
3. FeSO4 and Fe2(SO4)3
4. Dihydrogen Monoxide
5. The suffix -ous is used in chemical nomenclature to name chemical compounds in which a
specified chemical element has a lower oxidation number than in the equivalent compound whose
name ends in the suffix -ic. For example, sulphuric acid (H₂SO₄) has more oxygen atoms per
molecule than sulphurous acid (H2SO3).

ACTIVITY 5.1:
HOH- Hydrogen  H₂CO₃- Carbonic Acid H₃PO₄- Phosphoric H₂O- Water or
Hydroxide Acid Dihydrogen Monoxide
Cu(OH)₂- Copper(II) CuCO₃- Copper(II) Cu₃(PO₄)₂- Copper(II) CuO- Copper(II) Oxide
Hydroxide Carbonate Phosphate
NH₄OH- Ammonium (NH₄)₂CO₃- Ammonium (NH₄)₃PO₄- Ammonium (NH₄)₂O- Ammonium
Hydroxide Carbonate Phosphate Oxide

ACTIVITY 5.2:
1. Formulas:
1. (CH3)2CHOH- Isopropyl alcohol (Rubbing Alcohol)
2. NaCl- Sodium chloride (Salt)
3. C12H22O11- Sucrose (Sugar)
4. NaOCl- Sodium hypochlorite (Bleach)
5. NaHCO3 – Sodium hydrogen carbonate or Sodium bicarbonate (Baking Soda)
6. Na2CO3-10H2O- Sodium carbonate decahydrate (Washing Soda)
7. CaO- Calcium Oxide (Lime)
8. KHC4H4O6 – Potassium hydrogen tartrate (Cream of Tartar)
9. Na2B4O7-10H2O- Sodium tetraborate decahydrate (Borax)
10. C- Carbon (Graphite)

Uses:
1. I use this to disinfect my hands, especially today when there is a pandemic. I also use it for
cleaning and disinfecting surfaces and items within our home.
 2. I use this for flavoring and preserving food.
3. I use this as a sweetener for foods (e.g., toast and cereal) and beverages (e.g., coffee and tea).
4. I usually use this to remove stains from white clothes and also to clean the toilets.
5. I usually use this to neutralize odors and for cleaning, because it helps remove tough stains,
eliminate foul odors, and clean difficult areas like the oven, microwave, and tile grout.
6. I usually use this to unclog drains and also to clean our outdoor furniture.
7. I use this to add a tangy bite to drinks, desserts, soups, salads, and seafood.
8. Whenever we make meringues, we use this to stabilize egg whites and helps provide the
characteristic high peaks in recipes.
9. I use this to get rid of stains, molds, and mildew around the house.
10. In pencils, graphite is used. So, I use the graphite in the pencil to draw and write for my studies.

2.
Common Name Chemical Name Chemical Formula Uses
Ethanoic acid or Acetate CH₃COOH Acetate is mainly used
Ethanoate in the production of
general consumer
articles including
clothing, lining, felts,
upholstery, carpets,
umbrellas, and cigarette
filters.
Hydrogen nitride, Ammonia NH3 Ammonia is a basic
Nitrosil, and Vaporole. building block for
ammonium nitrate
fertilizer, which releases
nitrogen, an essential
nutrient for growing
plants, including farm
crops and lawns.
Tribarium diphosphate Barium phosphate  Ba3(PO4)2 Barium phosphate may
find uses in a variety of
industrial applications,
including optical
applications like host
glasses for pulsed
lasers, preparation of
glasses with special
properties and solders
for glass-to-glass
bonding.
Methanal Formaldehyde CH2O Formaldehyde is a
strong-smelling,
colorless gas used in
making building
materials and many
household products. It
is used in pressed-wood
products, such as
particleboard, plywood,
and fiberboard; glues
and adhesives;
permanent-press
fabrics; paper product
 coatings; and certain
insulation materials.
Ortho-hydroxybenzoic Salicylic Acid C₇H₆O₃ Salicylic acid topical (for
acid the skin) is used in the
treatment of acne,
dandruff, seborrhea, or
psoriasis, and to
remove corns, calluses,
and warts.

ACTIVITY 5.3:
1. Polyatomic Ions
Name Chemical Formula and their charge
iodate ion IO3−
bromate ion BrO3−
bromite ion BrO2-
arsenate ion AsO₄³⁻
arsenite ion AsO3³⁻
azide ion N 3-
borate ion BO33-
superoxide ion O 2−
plumbate ion PbO32-
plumbite ion PbO22-

2. Common acids
Name Chemical Formula
Acetic acid (e.g., vinegar) CH₃COOH or HC2H3O2
Citric acid (e.g., lemon juice, any citrus fruit) CH₂O₂
Hydrochloric acid (e.g., muriatic acid, toilet bowl  HCl
cleaners)
Sulfuric acid (e.g., fertilizers, detergents) H₂SO₄
Boric acid (e.g., disinfectants, pesticides) H3BO3

3. Common bases
Name Chemical Formula
Ammonia (e.g., cleaning products) NH3
Sodium Hydroxide (e.g., soaps, detergents) NaOH
Potassium Hydroxide (e.g., liquid fertilizers, soaps) KOH
Magnesium Hydroxide (e.g., laxatives, antacids, Mg(OH)2
deodorants)
Calcium Hydroxide (e.g., cements, fertilizers) Ca(OH)₂

ASSESSMENT
I.
 1. suffix -ide
2. Carbon Dioxide
3. N2O
4. prefix tri-
5. Metal element
6. the first name is the element to the left side of the periodic table
7. prefix di-
8. Trisulfur dinitride
9. suffix -ic
10. Water

II.
1. H₂S
2. K2SO4
3. Ag2SO4
4. Al(OH)3
5. NaClO4
6. Cu(NO3)2
7. ZnCO₃
8. XeF4
9. SF6
10. SO₃

III.
1. Permanganic acid
2. Hydrogen chloride
3. Sodium hydroxide
4. Aluminum phosphate
5. Hydrogen iodide
6. Copper(II) oxide
7. Tin tetrachloride
8. Potassium nitrite
9. Iron(III) hydroxide
10. Nickel(II) chlorate
CPL
(LESSON 16)
1. Because the Church possesses the following characteristics: immutable, indefectible, and
perennial. And when Christ entrusted the keys of the Church to Peter, He had avowed that the
gates of hell would not prevail against His Church. The Church is indestructible no matter what.
Her enemies would not be able to put her down because she is divinely instituted.

2. Because the Church which has grown exponentially from the death and resurrection of Jesus is the
longest surviving institution. This historical character of the Church is insufficient to rationalize how
she withstands many trials and challenges. We can be secured and comforted by her transcendent
activity. This proves that the Church which Jesus founded is immutable, indefectible, and
perennial.

3. The Church founded by Christ is historical reality because “what was a promise, a prefiguration, or
a preparation in the people of Israel became a reality, a fulfillment, and a completion in the Church
of Christ.”

“Do not be afraid; from now on you will be catching men”, when Jesus said this to Simon, I became fully
aware of something. I realized that we are always afraid of what will happen to us. Because in our minds,
it is already implanted that if we make a decision today, it will surely affect our future. Human beings are
always busy fighting for the demands and standards of life, we tend to forget that Jesus is waiting and
hoping that we can still submit ourselves to Him and to God’s plan. In this Gospel, it reminds me that
everyday is a calling and there is always a challenge for all of us. I will always remember what Jesus said,
“Do not be afraid”, because in this world, it is not always being alone. We work together, we trust each
other, and we journey together, following the footsteps of Jesus Christ.

(LESSON 17)
1. I can make my encounter with Christ more meaningful and relevant by believing and accepting
Christ as my savior and also by building a spiritual relationship with Him. In other words, I will be a
part of His Church (the body of Christ), which is composed of members who are baptized into one
body by the Spirit of God. And I will always remember that the closest relationship or connection
we can have with God is by being a part of His body.

2. To become a community of life and love, we should live our lives by having courage and
perseverance as Christians, by treating others as brothers and sisters in Christ, by striving to live
with God by our side, by being wary and having self-control, so we do not fall into the traps of sin,
by loving others as we love ourselves, and lastly, by loving God with all our heart, soul, strength,
and mind.

As I recall a gift of the Holy Spirit that I receive in my Baptism and Confirmation, “wisdom” is the first thing
that comes into my mind.
Having wisdom as a gift from God, I was enables to serve the Church of Christ through my brothers and
sisters. I come to value properly the things in which I believe through faith. It inspires me to act and speak
intelligently in concrete situations in my personal and community life, leading me to make correct
decisions, according to the will of God in daily life, at home, in school, in the education of children, in
relationship with the brothers and sisters, and in my Christian life.
It is God’s guidance on how to live in a Christian way (Luke 18: 18-30). It also leads us to teach or explain
religious truths. Therefore, the Word of Wisdom is a word, an attitude, or an action that causes events to
proceed according to God’s will or that helps people realize the truth they did not know before.

In this Gospel, Jesus offers us the Beatitudes and shows us how to turn woes (poverty, hunger, hatred)
into opportunities to show the special love that God has for those who suffer and feel left behind. This
message of love is for all people, and is a call for action to help others.
And when we are struggling with the woes, it may be helpful to sit down and focus on the blessings we are
experiencing at this time. This may give us some perspective. We may realize that even though life may
not be what we would like it to be, we receive many blessings every single day. True, they may seem like
small blessings: a smile, a phone call from a friend, the beauty of the sunset or a hug from someone you
love, but they still are blessings.
When we are in the woes of life, we should look for beauty, laughter, or quiet, or ask God for a hug. Who
knows, we may be surprised to what gift we may receive!

(LESSON 18)
1. By volunteering in my community. Volunteering is actually another great way to serve God and can
be done in many ways: I can raise awareness about important issues in my community. I can serve
God through cleaning up our neighborhood or being a part of a neighborhood watch. I can also
help and protect those people in my community, especially the one who’s in need.

2. I can reach out to non-Catholic Christians by encountering with them, getting to know them, and by
listening to their different abilities and faith traditions. Reaching out acknowledges the many parts
of the Body of Christ and is necessary to building a foundation from which we can learn and act
together.

3. I can contribute to the Church’s mission by telling my family, my friends, and especially to other
people, all the things about God, the Good News, and also the experiences and lessons that I have
learned throughout my time as a follower of Christ, and recruit them to our Church so that they can
learn more and also to encourage them to spread what they have learned to other people, just like
I did.

4. Well for starters, I will help the Church leaders go through those controversies by enlarging my
voice through social media. I will be persuasive by being civil in online conversations. I will share
appropriate links, stories, photos, articles, and personal experiences on social media, that will help
get rid of those controversies about the Church.

5. The concrete actions that I will do to show my defense is to speak up with courage and civility. I will
not be intimidated into silence by intolerant voices. I will state my views with true gallantry and
kindness. I will also stand firmly for principle while understanding that in some areas we will have to
seek compromise to protect our most vital freedoms.
 Take Time to be Holy
Take time to be holy,
Speak often with thy Lord;
Abide in Him always
And feed on His Word.
Make friends with God’s children,
Help those who are weak;
Forgetting in nothing
His blessing to seek.

Take time to be holy,

The world rushes on;
Spend much time in secret
With Jesus alone.
By looking to Jesus,
Like Him thou shalt be;
Thy friends in thy conduct
His likeness shall see.

Take time to be holy,

Let Him be thy Guide,
And run not before Him,
Whatever betide.
In joy or in sorrow,
Still follow thy Lord;
And looking to Jesus,
Still trust in His Word.

Take time to be holy,

Be calm in thy soul
Each thought and each motive
Beneath His control.
Thus led by His Spirit
To fountains of love,
Thou soon shall be fitted
For service above.

The Lord Jesus, the divine Teacher, and Model of all perfection, preached holiness of life to each and
every one of His disciples, regardless of their situation. Thus, it is evident to everyone that all the faithful of
Christ of whatever rank or status are called to the fullness of the Christian Life and the perfection of
charity. All of Christ's followers, therefore, are invited and bound to pursue holiness and the perfect
fulfillment of their proper state.
As each of us lives out our particular vocation, we are called to deepen in our consecration to God and our
growth in holiness. This is what it is to be a true disciple of Jesus Christ. We follow Jesus the "Way, Truth
and Life" (Jn. 14:6), serving Him in our every thought, word, and deed. We are invited to live out our
particular vocation to holiness in a process of prayer and discernment as disciples of Jesus Christ. We are
to mature in our love of and our participation in our holy Catholic Church. We need to know our strengths
and weaknesses; our aspirations and limitations; our talents and abilities to determine how each person
will live out his/her vocation to holiness in a particular lifestyle. To live out our true vocation presupposes
both the ability to discover God's call, and the willingness and generosity to respond to it at the deepest
level of our being with the help of God's grace. Some live out their call to holiness and to be disciples of
Jesus Christ by serving their brothers and sisters in the single state.
In this Gospel, Jesus talks about how we should treat each other, especially when it comes to loving and
forgiving our enemies. We all know that these two things are extremely difficult for any person. Jesus
gives us many challenges and obstacles, but we are always encouraged to love one another.
Forgiveness is never easy. Loving our enemies and those who hurt us is never easy. But Jesus usually
does not ask us to do the easy things; he asks us to do whatever brings about the most love. A way to
show love for others is through service. Jesus talks about how it is easier to love someone who already
loves us, but what is rare is loving someone who has hurt us. This kind of service is hard to come by
today. Our challenge is to be one of those rare people, one of those people who are able to give so much
love and forgiveness even if it means not receiving anything in return. That is what Jesus is calling us all
to do. 

In this gospel, Jesus is inviting us to respond to challenges as he did – by loving, doing good, blessing,
praying and giving. This we have to do in season and out of season. Though we don’t feel and we don’t
see that it is logical to love and pray for our enemies, still, this divine call must be observed at all times.
Jesus wants a change of heart. This is hard because this is not our way. Our natural tendency is to get
even or just discipline our enemies as best as we can. This message of Jesus is a radical one. We can
only follow this if we have a close encounter with God.
PER DEV
(CHAPTER 4)
MY PERSONAL TIMELINE: THE STORY OF MY LIFE
0- My Birth: I was born on March 16, 2005.
1- My first birthday!
2- My first plane ride going to Australia.
3- My first time making friends.
4- My first time going to school. I was in kindergarten.
5- I learned how to ride a bike.
6- I became an honor student (4th) in our class.
7- I became the Class President.
8- My first time going to a leadership in St. Paul Pasig.
9- My first time playing Badminton and the time where I got picked to play in a Badminton league.
10- My first time playing in Pentagonal Meet (2015) and won. I also became 1 st in our class for the first
time.
11- Making history for being the first Badminton player from Polillio to win in Provincial Meet and compete
in STCAA.
12- I became a high school student.
13- Our class (Grade 8-OLIC) won in Cheer dance in the Intramurals 2018.
14- The time (April 2020) where I receive 8 academic awards.
15- I became a member of the Local Youth Development Council (LYDC).
16- I became a senior high student and it is also my first time competing with my friends in Quiztory (an
online quiz bee).

TASKED ASSIGNED TO ME
1. I was able to actualize my abilities.
2. I was able to achieve personal independence.
3. I was able to become socially responsible.
4. I was able to graduate in elementary with good grades.
5. I was able to build a wholesome attitude to myself.

1. Achieving competence in social and academic life.

2. Establishing personal autonomy.
3. Making important choices as an individual.
4. Developing my fundamental skills, conscience, and morality.
5. Improving my personal relation skill to other people.
I don’t have any expected tasks that I was not able to accomplish, but I do have some expected tasks that
I have not YET accomplish, like:
1. Graduating high school and college.
2. Starting my dream job.
3. Making decisions about marriage and family life.
4. Assuming civic responsibility.
5. Having my own house.

1. True
2. False
3. True
4. True
5. False
6. True
7. True
8. False
9. True
10. True

1. Developing occupational skills

2. Self-reliance
3. Ability to manage their finances
4. Social responsibility
5. Mature work orientation
6. Personal responsibility
7. Personal attitude toward work

1. Being courageous in standing up and being different from your friends.

2. Developing self-esteem.
3. Being true to yourself and avoiding the tendency to please others.

(CHAPTER 5)
1. Having a hard time balancing school works, extra-curricular activities (like band and badminton),
social activities, and chores at home.
2. When I was young, I really lack confidence in everything I do. I always tend to get shy whenever I
stood in front of a lot of people, I also hide myself away from social situations, stop trying new
things, and avoid things I find challenging.
3. Sometimes, peer pressure and the need to “fit in” can make me behave in a certain way or develop
certain habits that are hard to break.
4. Last year, my grandfather passed away. At that time, I was really having a hard time accepting it. It
really broke my heart because his death was very unexpected. And up until now, I tend to cry at
night thinking about him.
5. There was a time where I had a hard time in making a decision on whether to compete in STCAA
at Laguna for a month or just stay in Polillo and just focus on my studies. This really left me feel
anxious and indecisive because I really can’t decide and more importantly, I’m going to be gone for
a whole month without seeing my family and friends.
 1. I set a time management for myself, so that I can manage my time more efficiently and precisely in
order to work hard in all aspects of my life.
2. To boosts my self-confidence, I identified all the negative beliefs I have about myself, then I
challenge them, like giving a speech in front of a lot of people without getting shy or nervous. I also
recognize the things that I’m good at, because I tend to enjoy doing the things that I’m good at and
it helps me boost my mood.
3. I always encourage myself to be true to myself and not take on a personality just to please others. I
also learned to be assertive and I always stand up for myself.
4. To make myself better, I sought out face-to-face support from the people who care about me. I also
supported myself emotionally by taking care of myself physically.
5. At this time, I’ve come to a decision and I picked what I really want to do without having any
regrets. I chose to compete, because my family and friends assured me that I can still see them
through video chat, and my parents told me that they would visit me once in a while. With that, it
gave me confidence that I’m making the right decision. And at the end, I am really happy that I
chose that decision because that kind of opportunity only happens once in a while and I came back
with no regrets.
My Roles The Values I Need to My Responsibilities What are Expected of Me Based
Fulfill My Role Based on My Role on My Role
A citizen of the World As a citizen of the world My responsibility is to Based on my role, I am expected to
and the Philippines and the Philippines, I help the world and the do my best to fulfill my duty. And I
must be brave to fight for Philippines to be a am expected to follow all the rules
my country at all cost. better place to live. For and regulation of the world and
And I must also have Love Philippines is my this country.
to my own nation. beloved country, I must
be loyal no matter
what.

A Resident of My City of As a resident of my city, I I must help in I am expected to follow the laws.
Town must be responsible in maintaining my city And I am also expected to
my own actions. I must clean and peaceful. I contribute in my city for it to be
also be a productive must also help in better, because I believe in the
member of the society. preserving the saying that “The youth is the hope
environment of my of the town”. So, I will do my best
city. to be a good example for my city.
A Member of my Family As a member of my In the future I will help As the oldest daughter in our
family, I must love and my family in their family, I am the one expected to
respect my family no financial needs. I will finish my study first. My parents
matter what. also be the one to take expect me to study hard and shape
care of my parents my future based on what I like. I
whenever they need am expected to be independent
me. I will pay back all and live on my own in the future.
the hard work they
invested for me.

A Student at MCSP As a student I must show My responsibility at As a student at MCSP, I am

my teachers, staffs, and MCSP is to follow all expected to exert more effort on
my fellow students the rules and my studies. I am also expected to
politeness, kindness, regulation. I must also represent my school wherever I go.
compassion, and respect. be responsible in my
actions and manners.
And keeping the school
clean and peaceful is
also one of my
responsibilities.
A Friend to Someone As a friend, I must be Being a friend also As a friend, I am expected to be
there for them always, i comes with one call away whenever help is
must be a good-listener responsibilities. As a needed. I am also expected to give
to his/her problems, and friend, I must help proper advice based on the
I must be loyal to him/her as much as I situation.
him/her. can. I must offer my
shoulder for him/her
whenever he/she
needed it. I also must
give them advice that
 will help them through
their bad times.

A Member of a Group or As a member of a group As a member of a As a member of the group, I am

Organization or an organization, I must
be trustworthy and also
show trust to everyone. I
must also be honest and
fair to everyone.
group or an expected to give effort in any
organization, I must project. I am also expected to be
participate in every available when meeting is needed.
activity or projects. I
must also contribute an
idea for every project
that we have.

I am a Child of the As a child of the universe,
Universe I must have the following
virtues: respect, love.
truth, integrity, and
braveness. I must possess
these virtues enable to
be truly a child of the
universe.
As a Child of the As a child of the universe, I am
Universe, I must be expected to act based on my age. I
good to everyone. I am expected to take care of my
must also help the family. I am expected to be a
world heal, and to have better citizen of my own country. I
faith in God who is the am expected to help other people.
creator of everything or I am expected to do all of my
responsibilities in my life.
the universe.

I Am Me The last, myself. Before I
even learn to love
someone else, I must first
learn how to love myself.
I must have self- love and
Keeping myself healthy I expect myself to be a better
is one of my person someday. To have a stable
obligations. In order to life with my own family. I expect
do that I must drink myself to help my family. I expect
and eat healthy foods. I myself to be professional in some
also need to sleep in point in my life.
about 8 hours a day. I
must also keep myself
clean and good looking.

1. Group Belongingness
2. Academic Concerns
3. Roles
4. Relationships
5. Attitude toward Sexual Relationships
6. Developing Self-Esteem
7. Material Poverty
8. Career Choice
9. Values and Beliefs
10. Parents Working Abroad

11. Gregorio de Pilar

12. Edgar Jopson
13. Efren Penaflorida

14. You are a member of the human race.

15. You are a citizen of the world and of the Philippines.

(CHAPTER 6)
1. False/ true
2. False
3. True
4. True
5. False
6. True
7. True
8. False
9. True
10. True

11. School Demands and Expectations

12. Selecting a School, College Course, or Career
13. Separation Anxiety
14. College Life
15. Romantic Relationships or the Lack of it
16. Family Demands and Expectations
17. Health Concerns
18. Demands of Social Life
19. Bullying
20. …..

21. Conduct creative imagery of the problem.

22. Seek group or social support.
23. Get into relaxation activities like breathing exercises, regular physical exercise, meditation, yoga,
self-hypnosis, reading a good book, or listening to relaxing music.
24. Create situation where you can feel more relaxed like a quiet environment or a comfortable
position, and project a passive attitude toward the stressor like telling your stressor.
25. Learn to manage your time.
26. Eat properly selecting nutritious, healthy food.
27. Seek spiritual growth through prayer and meditation.
28. Have a worthwhile hobby like cross-stitching, singing, dancing, drawing, or collecting items.
29. Watch a movie with friends.
30. Have a nice, quiet walk with a member of your family after dinner.
READING AND WRITING
In my own understanding, this quote means that planning is really important; and that if you don't plan,
paradoxically, you are actually planning - but to fail. And just like in writing, if you don’t examine and
understand what you are writing about or why you are writing the paper, then you are most likely not going
to finish what you started.
You should always give some thought about how you are going to achieve something before you begin,
and we shouldn’t rush in like a bull without a route, because it will only make costly mistakes and you will
fail to achieve your goal.

ACTIVITY
Nasa cp

ASSESSMENT
1. A
2. O
3. ✓
4. A
5. F

AFFIRMATION
I think, the way pre-writing helps us students to plan and organize our thoughts before we actually write
our paper, essay, or summary is the most important benefit of it. Because by that, we were able to
facilitate the process of writing, plan our research, and clarify our thesis. It allows us to think more
concretely about our assignment or topic.
Like for example, if I have to write a paper on the government structure, it may be beneficial to create
something like a concept map to break down exactly what that is comprised of. However, if I have a paper
that requires answering a question like, “What is the benefit of contraception?”, then perhaps an outline
may be better because it is conducive to finding reasoning and sources to support my answer.
ACTIVATING PRIOR KNOWLEDGE
1. It means something that is just alright, neither good nor bad.
2. It means ordinary or moderate.
3. It means very careful about small details.
4. It means a meeting at a prearranged time and place.
5. It means coming from strong emotions and not from logic or reason.

ACTIVITY
1. Respiration
2. Chlorophyll
3. Transpiration

1. World War I
2. Fight for freedom
3. The rebellion

1. Playing area
2. Court components
3. Quadrangle shaped court

1. Popular individuals
2. Internet community
3. Content creators

1. Educational websites
2. Platforms for studying
3. Academics and media

ASSESSMENT A.
1. Social media
2. Typhoons
3. Universities
4. Science/ Branches of Science
5. Movies/ Books made into Movies

B.
1. The Top Tourist Attractions to go to in Manila
2. The Advantages of having Cats as a pet
3. The Development of the train system

AFFIRMATION
Many students make the mistake of finishing a draft of their paper and handing it in. Not only are their
papers often filled with typographical errors and other problems, but they lack the benefits of a
fundamental stage in the writing process: revision.
When we revise our writing, it gives us the chance to preview our work on behalf of the eventual reader.
We can also ensure that our ideas are clearly expressed and well supported. And, we make certain that
errors of grammar and style do not detract from our work or make it look as though the paper was
prepared hastily. Good revision can transform a mediocre first draft into an excellent final paper. It’s more
work, but it leads us to real satisfaction when we find what we have wanted.

STATS
1. ∑x = 12
2. ∑y = 5
3. ∑xy = 12
4. ∑(x + y) = 17
5. ∑4xy = 48
Solutions:
1. ∑x
To find the summation of x, just add all the given values from x₁ to x₄.
4 + 2 + 5 + 1 = 6 + 6 = 12
Therefore, ∑x = 12.
2. ∑y
To find the summation of y, just add all the given values from y₁ to y₄.
2 + 1 + 0 + 2 = 3 + 2 = 5
Therefore, ∑y = 5.
3. ∑xy
To find the summation of xy, multiply the given values for xy then add the products.
(4)(2) + (2)(1) + (5)(0) + (1)(2) = 8 + 2 + 0 + 2 = 10 + 2 = 12
Therefore, ∑xy = 12.
4. ∑(x + y)
To find the summation of x + y, add first the given values for x and y then add all
the sums.
(4 + 2) + (2 + 1) + (5 + 0) + (1 + 2) = 6 + 3 + 5 + 3 = 9 + 8 = 17
Therefore, ∑(x + y) = 17.
5. ∑4xy
To find the summation of 4xy, multiply the product of the values of x and y by 4
then find the sum of those products.
4[(4)(2)] + 4[(2)(1)] + 4[(5)(0)] + 4[(1)(2)] = 4(8) + 4(2) + 4(0) + 4(2) = 32 + 8 + 0 + 8 = 40 +
8 = 48
Therefore, ∑4xy = 48.

1. True
2. true
3. false
4. true
5. true
6. true
7. False

Yes, I can see that the above limits are also of the form 0*infinity.
I identified it by evaluating that all the limits involving an algebraic combination of functions in an
independent variable may often be evaluated by replacing these functions by their limits; if the expression
obtained after this substitution does not give enough information to determine the original limit, it is said to
take on an indeterminate form. And just like in the activity above, some of the equations are in
indeterminate form. Also, 0*inifinity is considered as an indeterminate form.

No, there is no recognizable limit for f(x) as x approaches 0. Because if the limit of f(x) as x approaches
zero from the left, it is negative infinity, if the limit of f(x) as x approaches zero from the right, it is infinity,
and if the limit of f(x) as x approaches zero, it is undefined, since both sides approach different values.
Visually,

,  , and   is undefined.

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