INTRODUCTION TO PHILOSOPHY (REVIEWER)
of critical questions in order to unmask the
LESSON: Humanity and Wonder
 Philosophy is the eternal quest for
wisdom.
 COINED TERM OF PHILOSPHY IS
PYTHAGORAS
Socrates – true knowing is docta ignorantia
“Who am I?” – a question that really bothers us
all.
(What makes you, you?)
Wisdom- moral wisdom not just intellectual
wisdom.
“True knowledge must lead to real virtue.”
(Virtue of Perfection)
“Education is the perfection of the human
person, that is, the whole person.”
TOPIC:METHODS OF PHILOSOPHIZING
Socratic Method – it consists of asking a series
sophistry of those who claim to hold a
monopoly of the truth.
 the quest for truthbegins with the art of
questioning.
ART OF QUESTIONING
 It aims to determine and distinguish the
truth from opinion. (realities of the
world).
Plato – considered as the important philosopher
in the Western world.
 divided reality in two: World of Forms
and World of Objects (Senses)
 he separated forms from concrete
things so that they exist apart from the
worldly things that we see.
 forms have an independent existence,
they can persist even though particular
things perish.
 World of objects are but a copy of the
world of Forms.
 (Plato) the basic criterion for reality is
permanence. For him, Forms are the
changeless, eternal and non-material
essences or patterns of which the actual
visible objects we see are just mere
copies.
What is man in this scheme of reality?
Man is his soul. This soul is tripartite: consist of
3 elements;
1. appetitive- concerned with bodily
pleasures
2. Spirited- concerned with emotions
3. Logical- concerned with reason
The bodily existence that we have now is an
imprisonment of the soul.
How does Philosophy differs from Scientific
knowledge in knowing Reality?
Science is the field in which human being can
direct his questions in order to tear things into
specific or small parts and arrive at an
explanation of reality. Scientists have provided
us with a way of understanding things and a
way of knowing how things work.
Example: People now know that a disease can
be caused by bacteria or infection or
malfunction within the body.
Philosophy – is a science or discipline that uses
human reason to investigate the ultimate
causes, reasons, and principles which govern all
things.
 it knows the truth when it conforms to
the reality.
What are the Practical uses of Philosophy in
our lives?
1. Philosophy requires a person to engage
in analysis and interpretation of
concepts, definitions, arguments, and
problems. One can apply this critical
and analytical mindset in approaching
information gained from media and
addressing issues encountered in life. A
philosophical approach can help us
avoid being tricked by false claims and
manipulative schemes.
2. Problem-solving and decision making
are important aspects in life which we
can benefit from a knowledge of
philosophy. The ability to analyze
problem or dilemma, identify its
significant aspects, and come up with
alternative solutions is an important
skill learned through Philosophy.
3. A philosopher is also good
communicator who can clearly and
adequately present his or her ideas.
4. Wisdom – is one intended product of
philosophizing, and this refers to a
person’s ability to apply knowledge to
daily life particularly in making sound
choices and judgment in the practical
aspects of life.
5. Knowledge in philosophy can contribute
to self-development. One can be better
student, scientist, artist, etc., if one has
the capacity for inquiry, critical thinking
and reflection.
What is reality?
Aristotle- he disagreed Plato’s Theory of Forms
and took a different view in interpreting reality.
For him, all ideas and views are based on
perception and our reality is based on what we
can sense and perceive.
Reality – is the physical things that we see, feel,
taste, and smell, as well as the things that we
cannot easily perceive and comprehend. It also
includes things that already existed, things that
presently exist, and the things that are yet to
exist.
TOPIC: DEDUCTIVE AND INDUCTIVE
Logic is the use of arguments—also called
premises—correctly.
Deductive arguments are often said to start
from the general and end with the specific. In
philosophy, to argue deductively is to provide
successive premises which lead to certain
conclusion. That is, if all of your premises are
true, your conclusion will be true as well.
EX. Premise 1: All dogs are mammals.
Premise 2: Lassie is a dog.
Conclusion: Therefore, Lassie is a mammal.
example above, it is impossible for the
conclusion to be false if all of the premises are
true. In this case, we call such a deductive
argument as valid. Simply put, if the conclusion
drawn from the premises makes sense, then the
argument can be considered valid. If the
conclusion doesn’t make sense, it can be
classified as invalid, as in the example below.
Premise 1: All dogs are mammals.
Premise 2: Dumbo is a mammal.
Conclusion: Dumbo is a dog.
Inductive arguments, meanwhile, are
characterized more by their predictive power.
That is, they don’t deal with certainties but with
probabilities and likelihood. Perhaps it’s best to
give an example first before explaining:
Premise 1: Most Filipinos have black hair.
Premise 2: Pedro is Filipino.
Conclusion: Pedro has black hair.
TOPIC: FALLACY
 (logic) errors or mistakes in reasoning
 The term came from the Latin word
faller which means ‘deception’ or
‘false’. Hence, fallacies are false
reasoning
TOPIC: Humanity and Personhood
These two methods
The Socratic dialogue, and the Hegelian
dialectics – have been used not only by
students of Philosophy, but also by scholars who
have made some of the biggest decisions in the
world. This method can be used both in simple
situations and concepts, and in the immense
problems the world finds itself to be in.
Socratic Dialogue- which is considered
as a form of dialectics, is a two-way
process that works between two parties
discussing a central idea. It is an active
 process that allows people to exchange
their views, beliefs, and arguments to
arrive at the truth they would believe.
 Socratic Dialogue makes us
rethink of the concepts and
ideas we think we already
know.
EXAMPLE:
- Socrates: What is a “chair”?
- Person 2: A chair is a furniture on which
one can sit on.
- Socrates: So, because I can sit on the
table, does it mean it’s also a chair?
- Person 2: No, a chair is created to be sat
upon. Whereas a table is not. It is
defined by its purpose.
- Socrates: I see. If I use a chair as a tool
to elevate my body and reach the
ceiling, does it mean it is no longer a
chair because it is not serving its
purpose?
For Sartre, the exercise of freedom carries
Responsibility
The German idealist Georg Wilhelm Friedrich
Hegel presented another form of a dialectical
method in three levels called Hegelian method:
a thesis, an antithesis, and a synthesis.
Thesis -is one’s prevailing idea or situation. It is
our current perception of the world and all its
aspects that affect us. It is a proposition that
claims to be true.
- It is a proposition that claims to be true.
Antithesis- is the idea that opposes the thesis.
These are the problems we encounter in the
situations we find ourselves in.
- These are the problems we encounter
in the situations we find ourselves in.
Through a constant dialogue, the
problems (antithesis) are resolved
which results to synthesis.
Synthesis- is the product of struggle between
the thesis and antithesis. Eventually, the
synthesis becomes the new thesis which would
find itself an antithesis and produce a synthesis.
It is a cycle that is in constant flux and is
continuously evolving.
For example, during the Medieval period, it was
a widely accepted fact that the Earth is flat and
that the Sun revolves around it. Eventually,
scientists and discoverers opposed the idea by
proclaiming that the Earth is not flat, and the
Sun does not revolve around it. Through
countless debates, rigorous research, and study
of the universe, it has been proven that the
Earth is round, that it revolves around the Sun,
and rotates in its own axis. Let us determine the
thesis, antithesis, and synthesis here.
Thesis: The Earth is flat and the Sun revolves
around it. (Prevailing idea)
Antithesis: The Earth is not flat and the Sun
does not revolve around it. (Opposing idea)
Synthesis: The Earth is round, revolves around
the Sun, and rotates in its own axis. (New
thesis)
Authenticity – the virtue of being true to one’s
character or personality
- Authenticity, on the other hand, is the
virtue of being true to oneself, to your
own desires and character.
Dialectics – the method of philosophical
discussion through a dialogue
During World War II, the philosophical school of
thought called Existentialism became popular.
Jean-Paul Sartre, a French philosopher, is
widely known for “Existence precedes essence.”
He referred to “essence” as meaning or
purpose.
Existentialism – a 20th century school of
thought that focused on individual existence.
- Existentialism has become even more
popular. Its most famous proponent,
Jean-Paul Sartre, was a French
philosopher who is widely known for his
words, “Existence precedes essence.”
He referred to “essence” as meaning or
purpose.
Introspection – the act of reflecting about
oneself; an inspection of the self
- Introspection, or the examination of
oneself through the analysis of the
meaning of one’s life, was given
emphasis on his philosophy.
DURING MEDEIVAL PERIOD
During the Medieval period, Christianity was at its
peak. It provided answers to questions the ancient
philosophers have started. Questions about the
meaning of life, death, purpose, and how one should
lead his life have been answered through the
revelation of God’s word. Many have turned to
religion to find their life’s meaning. It starts with the
idea that there exists an all-knowing (omniscient), an
all-powerful (omnipotent) and an all-present
(omnipresent) Supreme Being who created the world
and all the creatures in it, including human beings.
This leads to the belief that the Supreme Being has
chosen a certain path for man even before he is
conceived, and it is the man’s task to discover and
walk through it. Many theologians and philosophers
like St. Augustine have written different works to
describe the nature of God, how man can be in
accordance to God’s will, religious concepts like the
soul, the Holy Trinity, and virtues that would guide
man towards a meaningful life. However, there are
people who do not adhere to the idea of religion, as
it poses unanswered questions about God’s
existence. Religion may explain everything about the
meaning of life,but it does not provide an
explanation for itself nor answer its fundamental
premise of where God comes from. Hence, some
people have chosen to find meaning by themselves .

DURING WORLD WAR 2

During the Second World War, there have been

countless casualties even after it has ended. It was a
time that the individual was given paramount
importance. Since the war has destroyed lives and
cities, people started to value their lives in a greater
way than before. It is during this time that the
philosophical school of thought called Existentialism
has become even more popular. Its most famous
proponent, Jean-Paul Sartre, was a French
philosopher who is widely known for his words,
“Existence precedes essence.” He referred to
“essence” as meaning or purpose. Contrary to a
religious perspective wherein man already has a
purpose assigned to him by a supreme being even
before he existed in the world, Sartre’s view is that
man does not have a purpose yet when he is born.
Man existed first, without meaning or purpose, and
as he goes through his life, he creates the meaning
and purpose for himself. For the Existentialists, it is
the individual, not the society who can provide
meaning in his own life. Freedom, responsibility, and
authenticity are the virtues that Existentialism has
focused on.
PERSONAL DEVELOPMENT ( REVIEWER)
LESSON 1: KNOWING ONESELF
Personal Development-Makes students aware
of the developmental stage that they are in, for
them to better understand themselves and the
significant people around them as they make
important career decisions as adolescents.
Self-concept- refers to your awareness of
yourself.
-It connotes first the identification of the ideal
self as separate from others.
-It encompasses all the behaviors evaluated in
the actual self that you engage in to reach the
ideal self.
SELF- It is the union of elements namely: body,
thoughts, feelings or emotions, and sensations
that constitute the individuality and identity of a
person.
EMOTIONS-are reactions that human beings
experience in response to events or situations.
SENSATION-a physical feeling. These emotions
and sensations that you experience prompt you
to act and behave the way you do.
TOPIC: BODY THOUGHTS FEELINGS OR
EMOTIONS SENSATIONS
SELF- EXPLORATION-The practice of examining
your own thoughts, feelings, values, beliefs,
identity, background, views, and emotions, with
the purpose of better understanding yourself.
ACTUAL SELF- Built on self-knowledge.
Self-knowledge is derived from social
interactions that provide insight into how others
react to you.
-Your actual self is the one that you actually see.
IDEAL SELF-How we want to be It is an idealized
image that we have developed over time, based
on what we have learned and experienced.
-Your ideal self is the self that you aspire to be.
SELF AWARENESS-starts with assessing yourself
becoming more aware of yourself, you are
equipped to make wiser decisions about crucial
issues in life.
Personal effectiveness- making use of all the
personal resources – talents, skills, energy and
time, to enable you to achieve life goals.
Talents- first are needed to be identified and
then developed to be used in a particular
subject area (science, literature, sports, politics,
etc.).
Experience- includes knowledge and skills that
we acquire in the process of cognitive and
practical activities.
Knowledge- is required for setting goals,
defining an action plan to achieve them and risk
assessment.
Skills- also determine whether real actions are
performed in accordance with the plan
Determination- focus only on achieving a
specific goal without being distracted.
Self- confidence- process of personal
development, as a result of getting aware of
yourself, your actions and their consequences.
Persistence- makes you keep moving forward
regardless of emerging obstacles.
Managing stress- combat stress that arises in
daily life.
Problem solving skills- help cope with the
problems encountered with a lack of
experience.
Creativity- find extraordinary ways to carry out a
specific action.
Generating ideas- achieve goals using new,
original, unconventional ideas.
LESSON 2: DEVELOPING THE WHOLE PERSON
ASPECTS OF THE SELF-The self-concept is
represented by several aspects of the self. It is
conceived as collection of multiple, context-
dependent selves. This construct believes that
context activates particular regions of self
knowledge and self-relevant feedback affects
selfevaluations. A deeper look on the different
aspects of self can identify specific areas for
self-regulation, stability and improvement.
THREE BASIC, BUT VERY DIFFERENT ASPECTS OF
THE SELF
1. Physical Or Tangible Aspects- relate to
the body (height, weight, facial
appearance, and quality of skin, hair
and descriptions of body areas such as
your neck, chest, waist, legs.
2. Intellectual And Conscious Aspects-
relate to the mind (include how well
you reason and solve problems,
capacity to learn and create, general
amount of knowledge, wisdom and
insights.
 3. Emotional and Intuitive Aspects/
Spiritual Self or Life Force- as they
relate to the spirit and feeling.
-Emotional-relates to typical feelings you have.
-Intuitive Aspects/ Spiritual Self or Life Force-
relates to your faith and relationship with the
creator Creativity relates to your feelings about
yourself and organized religion, and reactions
about your spiritual connections to others.
4. Sensual Self- relates to senses
5. Interactional/ Social Self- relates to our
relationship with other people.
6. Nutritional Self- relates to nutritional status.
7. Contextual Self- relates to your reaction to
light, temperature, space, colors, sound, and
seasons and your impact on the environment.
Puberty- is the process of physical maturation
where an adolescent reaches sexual maturity
and becomes capable of reproduction.
-which is part of the adolescence has its onset
at ages 10-11 for girls and 11-12 for boys.
-Adolescence, from 13-19 years old, is
considered as a transition from childhood to
adulthood, a passage from one stage to another
(Hurlock, 1982)
TOPIC: Physical or Physiological Changes and
their Implications
FOR BOYS
-Broadened hips and shoulders and pronounced
waistline
-Physical changes in sex organs Boys’ testes or
gonads rapidly grow bigger for a year during
early pubescence.
-The penis grows. Boys- production and release
of sperm, spermarche, when they experience
nocturnal emissions or wet dreams.
-Husky voice and lowers in pitch
-Muscle growth
-Body hair and pubic hair
FOR GIRLS
-For girls, the uterus, fallopian tubes, ovaries,
and vagina grow rapidly during puberty.
-Menarche or the first menstrual period marks a
girl’s sexual maturity and is indicative of her
capacity to be pregnant.
-Fuller and more melodious voice
-Wider and rounder hips
-Enlargement of pelvic regions
-Breasts development
-Body hair and pubic hair
Androgens and Estrogens- are hormones or
chemical substances produced by endocrine
glands that actively affect physical growth and
development.
Testosterone is an androgen that is associated in
the maturation of boys.
Estradiol is an estrogen associated in the
physical development of girls.
Sebaceous glands and apocrine glands become
more active.
-Cause acne and other skin problems
-Body odor
-Trigger weight gain: obesity
-According to Stice and Shaw (2002), only a few
adolescents experience body- cathexis or the
degree of satisfaction or dissatisfaction with
one's body.
Nerve fibers- in the corpus callosum thicken,
making the brain process information faster.
Corpus callosum- connects the left and right
hemisphere of your brain.
Prefrontal cortex- involved in decision- making,
reasoning , and controlling one's emotions.
Amygdala- the seat of your emotions such as
anger, sadness and happiness.
Prefrontal cortex- responsible to reason and
understand your experiences objectively and
may fail to control emotions.
Adolescents cognitive ability: follow clear logic
and reason, process information into
meaningful messages and understand complex personal beliefs, even if those beliefs are not in
situations to solve problems, (Jean Piaget) accordance with laws or social convention.

RISKY BEHAVIORS Adolescent who deviate from their own general

principles and act upon the wishes of others
Cutting classes
even though these are wrong are more likely to
Cheating Smoking and/ or taking drugs suffer from self commendation- blaming of
oneself.
Drinking alcoholic beverages
Having developed a sound conscience or the
Lying inner force that makes external controls
Computer game addiction unnecessary (Hurlock, 1982) plays an important
role in assuming responsibility in your life
Stealing
TOPIC: Relationship of Thoughts, Feelings, and
TOPIC: Psychological or Emotional Changes and Behaviors
their Implications

Adolescence has often been described as a

period of "storm and stress" (Hurlock, 1982).
Teenagers use these material possessions as
status symbols (Hurlock, 1982).

Emotional patterns as an adolescent can be

differentiated from those when you are a child
and eventually gain a degree of control on how
you express your emotions.

TOPIC: Social Changes during Adolescence

Social changes are particularly notable as Your thoughts, feelings, and actions interplay
adolescents become more autonomous from with one another.
their parents, spend more time with peers, and
Your thoughts determine the mood or
begin exploring romantic relationships and
emotions.
sexuality.
You act upon what you feel and think.
How Parents and Caring Adults Can Support
Social Development

Set examples of healthy relationships.

Monitor and get to know adolescents’ friends

and dating partners.

Encourage participation in activities adolescents

care about.

Exhibit empathetic behavior.

Build connections by talking to adolescents

about your interests and learn about theirs.
Teach adolescents how to deal with peer
pressure.

TOPIC: Moral/ Spiritual Changes and their

Implications

According to Kohlberg, adolescents should have

attained the post conventional reasoning or
have developed moral reasoning based on the
universal human rights.

Postconventional reasoning is the final stage of

Kohlberg's model of moral reasoning, in which
an individual makes choices based on their own

PRACTICAL RESEARCH (REVIEWER)
Multiple choice
Subjectivity- is NOT a characteristic of
quantitative research
 Quantitative research is known
for its objectivity, which means
it aims to minimize personal
bias and opinions in data
collection and analysis.
Quantitative research relies on
numerical data and statistical
analysis to draw conclusions,
and it often seeks to establish
generalizability by examining a
sample of a larger population.
Proficiency in statistics- skill that required
for effective statistical analysis in
quantitative research
 Effective statistical analysis in
quantitative research requires
proficiency in statistics.
Statistical analysis is a critical
component of quantitative
research, and researchers need
to have a strong understanding
of statistical methods,
techniques, and software tools
to analyze and interpret
numerical data accurately.
Correlational research - Correlational research
focuses on identifying relationships between
variables. This type of research design does not
involve directly comparing two variables.
True experimental research - True experimental
research involves randomizing samples to
establish a cause-and-effect relationship. This
type of research design uses controlled
conditions to manipulate an independent
variable and observe its effects on a dependent
variable.
The variable being manipulated - In an
experiment, the independent variable is the one
that is deliberately manipulated or controlled by
the researcher to observe its effect on the
dependent variable.
True experimental research - True experimental
research involves manipulating variables in a
controlled environment to establish causal
relationships. In this case, you want to
investigate the impact of a new teaching
method on student performance, which
requires controlling variables for a causal
conclusion.
Subjectivity - Quantitative research aims to be
objective and minimize subjectivity, as it relies
on measurable data and statistical analysis.
To effectively address research inquiries -
Familiarity with the characteristics of
quantitative research helps researchers design
studies that effectively address their research
questions by using appropriate methods and
minimizing biases.
Independent variables change due to the
influence of other variables. - Independent
variables are the ones that researchers
manipulate to observe their effects on
dependent variables.
Eye color - A nominal variable is a categorical
variable without a meaningful order. Eye color is
a classic example of a nominal variable.
Meaningful but lacks a true zero point - Interval
variables have meaningful intervals between
values, but they lack a true zero point. For
example, temperature in Celsius is an interval
variable because it has meaningful differences
between degrees, but a temperature of 0°C
doesn't mean an absence of temperature.
It helps them select statistical analyses. -
Understanding the roles of variables helps
researchers choose appropriate statistical
analyses that align with their research
objectives and data characteristics.
To set the stage and context for the research
problem - Describing the background of a study
provides context and helps readers understand
the significance of the research problem.
It might result in misleading findings. - If a
research title is specific and measurable but
lacks relevance to the research problem, the
findings might not be meaningful or applicable
to the overall research objective.
Indentification
Quantitative research- deals with numerals and
how it can describe a phenomenon or infer a
relationship
Descriptive- The focus of this research design is
to describe factors, variables, or phenomena
that occur in nature.
Experimental- The primary objective of this
research design is to identify a cause-effect
relationship between the variables where the
samples are randomized.
Cross-sectional- It is a survey design that
acquires information at one point in time.

Longitudinal- It is a survey design that acquires

information at multiple points in time to
compare, contrast, and assess changes in
responses.

Sample- They are a subgroup of the population

that is chosen either randomly or purposively to
participate in the survey research.

Moderating- These are variable that may have a

strong conditioned effect on the relationship
between independent and dependent variables.

Mediating- This variable shows the connection

between the independent and the dependent
variables.

Extraneous- This variable may be treated as

independent or moderating variables but should
be excluded from the research study itself since
it may interfere with the research process.

MATCHING ROUND

Psychology, experiment- Psychological

experiment on the effects of cooperation on
team dynamics.

Politics, Experiment- Mock elections involving

candidates with predetermined characteristics
and effects on the number of votes won

Economics, survey- Level of income per

household

Chemistry, survey- Most common chemical

substances in high school laboratory
experiments

Biology, experiment- Chemistry, survey- Effects

of a new brand of fertilizer on the growth of
crops

TOPIC: Identifying a Quantitative Research

Problem
-The ability to choose a topic is an essential
skill to start a good research paper. It is
important that you pick out a relevant and
valuable topic and maximize the resources
that you have.
Steps in Identifying the Area of Inquiry
1. Brainstorm for ideas- When brainstorming, it
is more advisable to concentrate on topics that
interest you. It is also helpful if you focus on
your field.
Brainstorming- helps you in narrowing down
the topics that you are mostly interested in and
look at other perspectives that might be related
to it.
2. Read, read, and read- You need to make sure
that there are resources about your topic. It
gives you a preview of the possible availability
of related literature for your topic of interest.
3. Make your matrix.- Look into the research
gaps when reading different resources and
previous researches.
Research gaps are areas of the study that
remain unanswered, hence its openness to be
researched about.
Identifying research gaps may prevent the
replication of the exact topics that were already
studied before. It helps you to get over the “so
what” question.
-Research gaps are helpful in exploring for
potential research topics. For instance, you may
look into the recommendations to future
researchers in previous studies.
-It is also useful to review the scope of the
study to help you identify possible research
gaps.
4. Describe your topic of interest briefly-
Analyze the angle of the topic you are really
interested in. Know the value of the research
topic to focus on the perspective why it is
relevant. Describing your topic briefly may give
you an overview if the topic is feasible to be
researched about.
5. Read again- You must check the availability of
the literature of your chosen topic as you may
encounter modification in research writing.
It may include changing the topic itself, the
variables and others as there may be too much
or too little available literature.
6. Formulate your working title- Your working
title focuses on the direction of your study. It
helps you determine your variables and may
give you a preview of its possible dynamics
within your research.
-Creating a quantitative research title involves
capturing the essence of your study while
conveying its main variables, context, and goals.
Writing a Research Title
1. Key Variables/Concepts: Begin with the
main variables or concepts you're
studying. These are the central
elements of your research.
2. Context/Population: Include
information about the population or
context your study focuses on. This
helps to specify the scope of your
research.
3. Research Methodology: Mention that
your research is quantitative to indicate
the approach you're taking.
4. Research Purpose/Outcome: Highlight
the overall purpose or expected
outcome of your research.
-This format is structured and explicit, offering
a clear and comprehensive view of your
research right in the title. It works well when
you want to provide specific details about the
variables, context, methodology, and research
purpose. It's particularly useful for titles that
require precision and clarity.
-This format allows for more creativity and can
create engaging titles that capture attention. It's
useful when you want to emphasize a specific
aspect of your research and create a unique
title that stands out. While it may not provide
as much detailed information as the first format,
it can intrigue readers and prompt them to
learn more.

GENERAL CHEMISTRY (REVIEWER)

IDENTIFICATION
MOLECULAR COPOUNDS-THIS ARE COMPUNDS
THAT CONSIST OF NON METAL ATOMS HELD TO
TOGETHER BY COVELANTS BONDS
MONATOMIC ION- IT IS AN ION THAT CONSIST
OF A SINGLE ATOM
CHEMICAL PROPERTIES-THIS ARE PROPERTIES
THAT CAN BE OBSERVE OR MEASURED BY
CHANGING THE CHEMICAL NATURE OF THE
SUBSTANCE
Distillation-IT IS A SEPARATION TECHNIQUE
THAT TERRIFYS LIQUID MEASURE USING
BOILING POINTS OF A SUBTANCES
Separatory funnel- IT IS A LABORATORY
APPARATUS USE TO SEPARATE TWO IMMISCIBLE
LIQUIDS
EXTENSIVE PROPERTIES-THIS ARE PROPERTIES
THAT DEPEND ON THE AMOUNT OF MATTER
BEING MEASURED
HOMOGENEOUS MIXTURE-IT IS A MIXTURE
WITH A UNIFORM APPERANCE AND
COMPOSITION THROUGH OUT
IODINE 123- TO TREAT TROID DISSORDERS
IONIC COMPOUNDS- THIS ARE CPOMPUNDS
CONSIST OF CATIONS AND ANIONS HELD
TOGETHER BY ELECTROSTATIC ATTRACTION
MULTIPLE CHOICE
HOW IS PLASMA USE IN EVERY DAY LIFE
 PLASMA IS USE TO IMMATE
LIGHT
IMAGINE YOU ARE REQUIRED TO IDENTIFY A
MATERIAL IN THE LAB THAT IS UNKNOWN YOU
HAVE DETERMINE THE VOLUME AND MAS
WHICH PROPERTIES OF MATTER YOU
INVESTEGATING
 DENSITY
WHY IS ACHIEVING LOW TEMPERATURES
IMPORTANT FOR CREATING BOSE EINSTINE
CONDENSATE
 IT SLOWS DOWN THE MOTION
OF ATOMS ALLOWING THEM TO
CLUMP TOGETHER
YOU NOTICE THAT WHEN YOU LEAVE A GLASS
OF WATER OUT OF THE WARM DAYTHE WATER
LEVEL REGULARLY OR GRADUALY DECREASING
OVERTIME WHICH PHENOMENON IS
RESPONSIBLE TO THIS OBSERVATION
 EVAPORATION
HOW DOES SPECT OR BOSE EINSTEIN
CONDESATE RESEARCH IMPACT TECHNOLOGY
AND APPLICATION
 IT IS USE IN EXTREMLY PRECISE
SCENSORS QUANTOM
COMPUTERS AND ATOMIC
LACERS
WHY DO SCIENCES USE MAGNETIC AND LACER
TRAPS IN BACK EXPERIMENT
 TO CREATE CHEMICAL RECTION
WITHIN THE BACK
HOW MANY PROTONS ARE THERE IN ATOMS
WITH ATOMIC NUMBER 6
 6
WHICH OF THE PARTICLE OF ATOM HAS NO
CHARGE
 NEUTRON
HOW ARE ELEMENTS ARANGE IN THE MODERN
PERIODECT TABLE
 THROUGH THE ATOMIC
NUMBER
WHAT DOES THE NUCLEUS OF AN ATOM
CONTAIN
 PROTONS AND NEUTRONS
WHICH OF THE FOLLOWING isotopes IS USE IN
MANY SMOKE DETECTORFOR HOMES AND
BUSINESSES TO MEASURE LEVEL TOXIC LEAD
AND GUIDE PAIN SAMPLE
 AMAMERCIUM 241
WHICH OF THE FOLLOWING ISOTOPES IS USE TO
DIAGNOSE TYROID CANCERS AND OTHER
METABOLIC DISSORDERS
 IODINE 123
WHICH OF THE FOLLOWING ISOTOPES IS USE
TO REAT CANCEROUS TUMORS TO MEASURE
CORRECT PATIENTS DOSAGES OF RADIO ACTIVE
PARASOTICLES
 CESIUM 137
HOW DO YOU NAME A TRANSITION METAL
 ELEMENT NAME
 CHARGE IN ROMAN NUMERALS
 PLUS ION
HOW DO YOU NAME A MONATOMIC ION
 ELEMENTS STELL NAME
 PLUS IDE
 ION
WHAT COULD BE THE CHARGE OF ATOM IT IS WHICH OF THE FOLLOWING has thick shape and
HAS 10 PROTONS AND A ELECTRON volume can be compressed

 UNKNOWN  Gas

YOU HAVE A SAMPLE OF UNKOWN SUBTANCE
THAT CAN BE EASILY FOUNDED IN SHEET AND
DROWN INTO A WIRE ADDITIONALY IS A GOOD
CONDUCTOR OF ELECTRICITY WHICH TYPES OF
SUBTANCE ARE LIKELY DEALING WITH
 METAL
WHY IS PLASMA CONSIDERED THE MOST
ABOUNDANT STATE OF MATTERS IN UNIVERSE
 START AND INTERTALAR SPACE
COMPUSE MOSTLY OF PLASMA
WHICH OF THE FLLOWING STAMENT IS NOT
TRUE ABOUT IONS
 IONS ARE FROMED BY CHANGING
THE NUMBER OF NEUTRONS IN
ATOMS NUCLEUS
WHICH OF THE FOLLOWING STAMENTS IS NOT
TRUE ABOUT ATOMIC STRUCTURE
 THYE NUMBER OF PROTONS AND
NEUGTRONS IS ALWAYS EQUAL FOR
ALL ATOMS OF ELEMENTS

HOW DOES THE BEHIVIOR OF PLASMA CHANGE

IN THE PRESENT OF A STRONG ELECTRIC FIELD
TEST 3
 PARTICLES MOVE ALONG THE
YOU WILL NEED TO RIGHT THE CHEMICAL
ELECTRIC FIELD LINE AND
FORMULA AND CHEMICAL NAME OF THE
GENERATE CURRENT
INDIVIDULA ION
WHY SPEC OFTEN REFFEREDOR BEING SCENE
EXAMPLE
BOSE EINSTINE CONDENSATE OFTEN REFERED
TO ASK 15TH STAGE OF MATTER

 IT HAS PROPERTIS BOTH CLASSICAL

ANG QUANTOM STATES

WHICH OF THE FOLLOWING TERMS REFERS

HOW LONG THE PRODUCT WILL LAST OR
PERTAIN THE DEURABILITY

 QUALIY

WHICH OF THE FOLLOWING PROPERTIES OF

MATTER IS EXTENSIVE

 MASS
AND YOU NEED TO A ND B
WHICH OF THE FOLLOWING OF ELEMENTS IS
NON METAL TEST B YOU NEED TO DRAW THE STRUCTURAL
FORMULA AND THE STRUTURAL MODEL
 Br BROMINE

WHICH OF THE FOLLOWING STATEMENT IS NOT

CORRECT ABOUT CHEMICAL FORMULA

 uses brackets, parenthesis, plus,

minus sign

WHICH OF THE FOLLOWING PROPERTIES OF

MATTER THAT CAN BE OBSERVE OR MEASURED
WITHOUT CHANGING THE COMPOSITION OF
SUBSTANCE

 PHYSICAL PROPERTIES

WHY THIS PLASMA BEHAVE DIFFERENTLY FROM

GASES

 ITS PARTICLES CAN INTERACT THE

ELECTRO MAGNETIC IT FORCES