COMPILATION OF

REMEDIAL
ACTIVITY SHEETS

SCIENCE DEPARTMENT
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
PAG-ASA NATIONAL HIGH SCHOOL
Victoria Village, Pag-asa, Binangonan, Rizal

COMPILATION OF REMEDIAL ACTIVITY SHEETS

A remedial activity is one that aims to enhance a learning ability or address

a weakness. The goal of remedial education is to provide students who are struggling
subject areas with specialized instruction. Remedial education focuses on academic
weaknesses that may constitute learning barriers and may be given one-on-one or in
groups. Among the advantages of remedial teaching techniques is that they can lay
the groundwork for further in-depth study of a subject. Before students may develop a
thorough comprehension of the subject of study, they must first learn these skills.
Furthermore, the Science Department teachers are among those who adhere to the
goal of providing remediation to selected and identified learners. It was chosen based
on their quarterly performance. Following that, the teachers devised activities that are
appropriate for and aligned with the competency (MELCS). The images below are
examples of remedial activity sheets created by science teachers.

GRADE 7
FIRST QUARTER
PART I: Complete the following sentences by filling in the appropriate word
from the list below. (10 points)

Atomic number  elements letters

compound carbon mixtures

symbols pure Carbon dioxide

properties Periodic table

 
1. __________ cannot be separated by physical or chemical means.
2. Elements are abbreviated with ___________, which consist of one or two
__________.
3. Elements are organized on the ____________according to their
________________.
4. Two or more elements chemically combined make up a __________________.
 5. _____________is an example of element and ____________ is an example of
compound.
6. Elements and compounds are called ___________substances because they
have a unique set of chemical and physical _______________.
PART II: Identify the materials if it is a mixture or pure substance. Give the reason
for your answer. (2points each)
MATERIAL MIXTURE OR PURE SUBSTANCE/
WHY

1.Orange Juice 

2. Halo-halo

3. Carbon atom

4. Steel

5. Sugar 

Part III: Read the statement inside the box and Identify if the following solutions are
Saturated, Unsaturated, or Supersaturated solutions below.

A solution containing 200 grams of sucrose (or table sugar) in

100 mL of water at 25 degree Celsius is a saturated solution.

1. A solution made by dissolving 200g of the same sugar in 100mL of water at 25

degree Celsius (2points)
2. An additional 100 g of the same sugar was added to the previous solution in
100 mL of water at 25 degree Celsius. (2points)

3. The saturated solution is heated to 100 degree Celsius. All of the solutes are
dissolved in water. (2points)

4. Cooling down the solution to 25 degree Celsius and no crystals were formed.
(2points)

PART IV: Classify the following as DILUTE SOLUTION or CONCENTRATED

SOLUTION.
1. 2.

3.  4.

5. 6.

7. 8.

9. 10.

SECOND QUARTER
PART I: Look at the chart below. Identify the parts of the microscope listed
inside the box. Group them according to their basic function.

base Body tube tube arm

Coarse adjustment eyepiece mirror diaphragm

Fine adjustment knob Objective lens nosepiece stage

MAGNIFYING ILLUMINATING MECHANICAL

PART II: Challenge your understanding of the levels of biological organization specifically
human body’s organization. Complete the following analogies. Do this by matching the levels of
organization of the human body- CELL, TISSUE, ORGAN, ORGAN SYSTEM, ORGANISM
(WHOLE BODY) to the appropriate part of the analogy. (20POINTS)

Example: Your house 

CELL: Concrete cement/nails
TISSUE: Concrete hollow block/ wood panel
ORGAN: Walls
ORGAN SYSTEM: Kitchen
ORGANISM: House
 1. Your SCHOOL
CELL:
TISSUE:
ORGAN:
ORGAN SYSTEM:
ORGANISM
2. Your MUNICIPALITY or CITY

CELL:
TISSUE:
ORGAN:
ORGAN SYSTEM:
ORGANISM:
3. Our COUNTRY in the PHILIPPINES

CELL:
TISSUE:
ORGAN:
ORGAN SYSTEM:
ORGANISM:
4. Make your own ANALOGY:

CELL:
TISSUE:
ORGAN:
ORGAN SYSTEM:
ORGANISM:

PART III: Determine whether the organelles are found in an animal cell, a plant cell, or both. Put
a check mark (/) on the column you choose for each part. (plus one1 point to make it 40/40)

Organelles Animal cell Plant cell Found on Both Animal and Plant
only only Cells

Nucleus

Cell wall

Vacuoles

Lysosome

Ribosome

Nucleolus
 Centrioles

Golgi bodies

Cytoplasm

Amyloplast 

Chloroplast

Cell
membrane

Mitochondrion

PART IV: Study the pictures below. Mention at least 2 biotic and  2 abiotic components
shown. Describe the functions of each identified abiotic components.

PICTURES COMPONENTS

BIOTIC ABIOTIC

THIRD QUARTER

PART I: DISTANCE-TIME GRAPH

ACTIVITY 1: GO FAST AND ENJOY THE THRILL  
Direction: Look at the graph below. It shows how three runners ran a 100-meter race. 

 
Questions: (2 POINTS EACH)
1.  Which runner won the race?                                                                                  
2.  Which runner stopped for a rest? 
3.  How long was the stop? 
4.  How long did Bob take to complete the race?  
5.  Calculate Albert’s average speed.

(Figure the distance and the time first!)

ANSWERS:

1.

2.

3.

4.

5.

SPEED-TIME GRAPH
ACTIVITY 3.5.2: YOUR BUS RIDE! 
The graph shows how the speed of the bus changes during a particular part of
its journey.
Directions: Choose the correct word from the given list to describe the motion
during each segment of the journey to fill in the blanks.  (2 POINTS EACH)

Choices: [accelerating - decelerating - constant speed - at rest] 

1.  Segment 0-A: The bus is _______________. Its speed changes from 0 to 10
m/s in 5 seconds. 
2.  Segment A-B: The bus is moving at a __________of 10 m/s for 5 seconds. 
3.  Segment B-C: The bus is ________________. It is slowing down from 10 m/s
to rest in 3 seconds. 
4.  Segment C-D: The bus is _________________________. It has stopped. 
5.  Segment D-E: The bus is __________________. It is gradually increasing in
speed.  

ANSWERS:

1.

2.

3.

4.

PART II: TYPES OF WAVE

Direction: Use the diagram to answer the following questions

Questions:
1. What type of wave is shown in diagram A?
           2. Give an example of a wave shown in diagram A.
           3. What type of wave is shown in diagram B?
           4. Give an example of a wave shown in diagram B.
           5. What are the highest points of the waves shown in diagram A?
           6. What are the lowest points of the waves shown in diagram A?
           7. In what region of the wave are the particles close together?
           8. In what region are the particles spread farther apart?
           9. What is the distance between two consecutive crests or troughs?        
          10.What is the maximum distance moved by a point on a vibrating body      
from its position of rest.  

ANSWERS:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
PART III: Identify the type of heat transfer that is described in the statement and
illustrations below. Write your answer in the space provided before the number.
(2POINTS EACH)

1. Warm air rises and the cool air sinks

 
________________________________

 
2. Barefoot walking on a rocky road
 
________________________________
 

3. Feeling the heat of the metal in your hand

 
________________________________
 

 
 4. Getting those bread toasted for breakfast
 
________________________________

 
5. Heat from a bonfire warms your body
 
________________________________

FOURTH QUARTER
PART I: Distinguish the following statement whether latitude or longitude. Write your
answer on the space provided.
 
      _____________1. You wanted to measure west or east direction
_____________2. Philippines is located at 13° N
_____________3. Your friend wanted to visit 38° N, because she is a Kpop fan
_____________4. Reference point is the prime meridian
_____________5. Greenwich, England is at 0°
_____________6. Philippines is located at 122° W
_____________7. You found out that there are 12 meridians in both Western            
and Eastern Hemispheres
_____________8. Reference point is the equator
_____________9. Degrees per parallel from the equator is increasing
_____________10. Measures north or south direction 

PART II: Classify the following materials as (RNR) renewable natural resource and
(NRNR) non- renewable natural resource. 
 PART III: A. Identify what layer of the atmosphere is described in the following
statements.

___________1. The layer of the atmosphere where virtually weather occurs.

___________2. Layer of the atmosphere where ozone is found.
___________3. The atmospheric layer that reflects radiowaves back to Earth.
___________4. Space shuttles fly in this area and it is also where the auroras are found.
___________5. The layer between 500km to 1000km from Earth.
___________6. Aircraft flying in this area may have a bumpy ride- commonly known as
turbulence.
___________7. The layer of air that extends to about 50km from Earth’s surface.
___________8. It is where the meteors of rock fragments burn up.
___________9. Satellites are stationed in this area.
__________10. The layer closest to the earth. 

PART IV: Complete the following sentences. Choose your answers from the word box.
All wind is caused by the ______________________ of the earth’s surface. Winds
travel from areas of high pressure to areas of low pressure. The two main types of local
winds are __________ and _____________. A sea breeze occurs during ___________
when the land heats quicker than the ocean. This causes the air over the land to heat up
also, causing it to become _________________ and rise. At the same time, the air over the
water is cooler and denser. This cooler, denser air rushes in to take place of the rising
warm air over the land. This is why when you are at the beach looking out towards the
ocean, a cool breeze blows toward your face. 
Conversely, a land breeze occurs during the _____________ when the air over the
ocean is warmer than the air over the land. This warm ocean air is less dense than the
cooler air over the land. Therefore, the warm air rises, and the cooler air from over the land
rushes in to take place. If you were on a boat during the night hours, you would feel the
breeze coming from the shore. 

Sea breeze daytime Less dense

Unequal heating Land breeze night

Prepared by:

MELANIE A. CERTEZA JESUSA G. BILOG

Teacher I Teacher I
 GRADE 8
Name: _____________________________ Gr. & Sec.: ________________

Activity 1: NEWTON’S THREE LAWS OF MOTION

Direction: Describe and give an example or a situation that shows each law of motion.

LAW OF MOTION DEFINITION/ EXAMPLE

DESCRIPTION
A. Law of Inertia

B. Law of Acceleration

C. Law of Action-Reaction

Activity 2: BALANCED and UNBALANCED FORCE

Direction: Describe and draw an example or a situation that shows balanced and
unbalanced force.

TYPE OF FORCE DEFINITION/DESCRIPTION EXAMPLE (DRAWING)

A. Balanced Force

B. Unbalanced Force

Activity 3: POTENTIAL and KINETIC ENERGY

Direction: Describe and enumerate 5 examples or a situation that show potential and
kinetic energy.

TYPE OF ENERGY DEFINITION/ EXAMPLE

DESCRIPTION
A. Potential Energy 1.
2.
3.
B. Kinetic Energy 1.
2.
3.

Activity 4: SERIES and PARALLEL CONNECTION

Direction: Complete the table.

Type of Definition Drawing Advantag Disadvantage

Circuit/Connection e

Series Circuit

Parallel Circuit
Activity 5: SAFETY DEVICES at HOME
Direction: Enumerate 5 safety tips to avoid electrical problems.

5 Safety Tips to Avoid Electrical Problems

1.
2.
3.
4.
5.

SECOND QUARTER

ACTIVITY 1:
Direction: Connect the equivalent of Richter Magnitude on Column A to the effect of the
Earthquake on Column B. Write only the letter of the correct answer. 

Column A Column B
1. 0-1.9 a. Ceiling lights swing
2. 2-2.9 b. Not felt by people
3. 3-3.9 c. Furniture moves
4. 4-4.9 d. Many buildings destroyed
5. 5-5.9 e. Felt little by people
6. 6-6.9 f. Total destruction of buildings, bridges, and roads
7. 7-7.9 g. Some buildings collapse
8. 8 up h. Walls crack

ACTIVITY 2:
Direction: Read the statements below and indicate which should be done Before (B),
During (D), or After (A) a typhoon. Place an (x) for items that do not help in typhoon
situations. 

1. Prepare an emergency kit. 

2. Leave pets outside the house. 
3. Make an emergency plan with your family. 
4. Store enough supplies of food and potable water. 
5. Check every family member. Someone might need first aid. 
6. Stay together as much as possible and have time for prayer. 
7. Close the windows, doors, and the main valve of the LPG tank. 
8. Boil the water for at least 20 minutes if potable water is unavailable. 
9. Report immediately to the authorities any fallen electric posts with damaged electrical
cables. 
10. Remove water that has accumulated in tires, cans, or any container which can be
favorable breeding place for mosquitoes.

ACTIVITY 3:
Direction: Use the word bank to complete the statements based on the learned
concepts on understanding typhoon. Each word will be used only once.
Cyclones are intense 1.______________storms with powerful winds and heavy rain.
They can be referred as 2.______________typhoon or tropical depressions. Cyclones
usually begin over warm seas where there is 3.______________ atmospheric pressure.
The warm moist air begins to 4.______________ into a strong circling storm. Once
crossing over onto land, cyclones typically 5.______________. This is because they are
out from their primary energy 6.______________. Cyclones have three main parts the
7.______________, the eye, and the eye wall. Weather in the 8.______________ of a
cyclone is usually calm. The diameter of the eye is usually around 50 km in length, but
can be as large as 320 km Cyclone intensity is measured by the storm’s
9._______________ speed on a scale of 1-4. The strongest cyclones are known as
category 4 and can move as quick as greater than 200 km/h. Winds this fast cause
10.______________damage, such as ripping trees from the ground and flattening
buildings.

WORD BANK:
tropical wind source

low hurricanes eye

intense spiral weaken
rain bands

ACTIVITY 4: 
Direction: You are to identify whether the description below matches that of a comet,
asteroid or a meteor. Copy and put a check to all the boxes that apply.

THIRD QUARTER

ACTIVITY 1: Write S if the statement describes a solid, L if liquid and G if gas. 

_______ 1. Has definite shape and volume
 _______ 2. Does not flow easily
_______ 3. Has no definite shape and volume
_______ 4. Flows easily
_______ 5. Has no definite shape but has definite volume
_______ 6. Not compressible
_______ 7. Can be poured
_______ 8. Highly rigid
_______ 9. Highly compressible
_______ 10. Atoms are least closely packed 

ACTIVITY 2: Match column A with column B. 

            Column A                                                       Column B
_____ 1. Phase Change        A. happens when a liquid solidifies
       B. change from one state to another without a change
in chemical composition
_____ 3. Condensation         C. the temperature at which solid turns into a liquid
       D. the temperature at which vapor pressure becomes
high that causes bubbles to form   inside the body of
the liquid
_____ 5. Evaporation                    E. the change from liquid to gas
_____ 6. Deposition                      F. happens when solid turns to liquid
_____ 7. Boiling point                   G. melting point of water
_____ 8. Melting point         H. boiling point of water
_____ 9. 100°C                   I. happens when a gas turns into a liquid
_____ 10. 0°C                              J. happens when a gas substance becomes a solid

ACTIVITY 3: Write the symbol of the following elements

 
1. Hassium - _____                                                                    
2. Yttrium   - _____                                                                 
3. Seaborgium  - _____                                                       
4. Livermorium   - _____                                                             
5. Darmstadtium  - _____    
6. Erbium - ____________
7. Barium  - ____________
8. Potassium - __________
9. Thorium - _________
10. Tellurium - __________
 
ACTIVITY 4: Match column A with column B. Write your answers on the lines provided.

               Column A                                               Column B

_____ 1. Atomic number of uranium                  A. 157
_____ 2. Number of neutrons of copper                B. 30
_____ 3. Number of electrons of osmium        C. 59
_____ 4. Mass number of gadolinium                        D. 35
_____ 5. Atomic number of silicon                      E. 244
_____ 6. Number of neutrons                              F. 61
_____ 7. Number of electrons of xenon                G. 92
_____ 8. Mass number of plutonium                        H. 14
_____ 9. Number of neutrons of silver                     I. 76
_____ 10. Mass number of nickel               J. 54

ACTIVITY 5: Answer the questions with the proper information using your science
module, learning packets, and the periodic table.

1. Define a family. _______________________________________________________

2. What is a period? _____________________________________________________
3. What is the symbol for the following elements.
a. Magnesium _____________ b. Potassium ______________
c. Iron _______________ d. Copper ____________
4. What are the names of the following elements.
a. C __________________ b. Cl _________________
c. Au _________________ d. Sr _________________
5. What period are the following elements in?
a. He _______________ b. Ge _________________
c. Rb _______________ d. I __________________
6. What group are the following elements?
a. Sulfur _______________ b. Ca _________________
c. Iodine _______________ d. Fe _________________
7. Give me an atom with the following characteristics.
a. Halogen _________________ b. Chalogen ________________
c. Alkali metal ______________ d. Boron ________________
e. Lanthanide series __________ f. Alkaline Earth metal ________________
g. Transition metal ___________ h. Nobel gas ________________ 

FOURTH QUARTER

ACTIVITY 1: Fill in the words from the word band in the sentences below.

    large intestine esophagus anus liver

    digestive system mouth saliva small intestine

1. The ____________________ breaks down the food we eat.

2. Digestions begins in the ____________________ when you chew and swallow.
3. A watery liquid called ____________________ makes the food wet and soft, and it
has a chemical that helps digest the food.
4. The ____________________ connects the bottom of your throat to your stomach.
5. The ____________________ is a long narrow tube that has spongy walls that soak
up nutrients from food.
6. The ____________________ is on the right side of the body near the lowest rib. Its
job is to clean the blood.
7. From the small intestine, leftover food gets pushed into the ____________________.
8. From the large intestine, food that cannot be digested leaves the  body through the
____________________.

ACTIVITY 2: Fill in the blank: Some will be used more than once.

A. Prophase D. Metaphase G. Chromatid J. Spindle fiber

B. Interphase E. Anaphase H. Cytokinesis K. Cell plate
C. Telophase F. Centromere I. Mitosis

______________1. During what phase of mitosis do centromeres divide and the

chromosomes move toward
their respective poles?
______________2. What is the phase where chromatin condenses to form
chromosomes?
______________3. What is the name of the structure that connects the two
chromatids?
______________4. In a chromosome pair connected by a centromere, what is each
individual chromosome
called?
______________5. What are the two parts of cell division?
______________6. What structure forms in prophase along which the chromosomes
move?
______________7. Which phase of mitosis is the last phase that chromatids are
together?
______________8. Which phase of the cell cycle is characterized by a non-dividing
cell?
______________9. What structure is produced when protein fibers radiate from
centrioles?
______________10. What forms across the center of a plant cell near the end of
telophase?
______________11. The period of cell growth and development between mitotic
divisions?
ACTIVITY 3: Determine whether the following characteristics apply to monohybrid or
dihybrid cross by putting a checkmark in the appropriate column(s).

Characteristic Monohybrid Dihybrid

Cross Cross
1. Two characters are considered and studied.
2. A cross involving a single pair of alleles.
3. Important for determining the independent
assortment of alleles.

4. A cross involving two pairs of alleles.

5. One character is considered and studied.
6. Important for determining the dominance
relationship between alleles.

7. Predicted genotypic ratio is 1:2:1

8. Predicted phenotypic ratio is 9:3:3:1

 ACTIVITY 4: Number the following classification groups from the largest to the smallest
(the largest group will be Number 1).

_____ Class
_____ Genus
_____ Kingdom
_____ Species
_____ Phylum
_____ Order
_____ Family

ACTIVITY 5: Identify if the following is a characteristic of high biodiversity or low

biodiversity. Write H for high and L for low in the space provided before the number.

____ 1. Abundant resources

____ 2. Unhealthy environment
____ 3. Less habitat for organisms
____ 4. A large number of species
____ 5. A variety of ecological niches
____ 6. Does not have many different forms of life
____ 7. Complex food webs
____ 8. More stable ecosystem
____ 9. Polluted environment
____ 10. Increased genetic diversity

ACTIVITY 6: Look at the food web below. Analyze it and answer the following
questions.

ACTIVITY 7: Identify the type of biogeochemical cycle described in each number. Use
the word bank below.

__________ 1. Cycle in which photosynthesis and cellular respiration participate

__________ 2.  Only cycle which does not pass through the atmosphere
__________ 3.  Cycle that involves transpiration
__________4. Cycle which is dependent on bacteria for nitrogen fixation and
denitrification
__________ 5.  Cycle in which volcanic activity and burning fossil fuels plays a role
__________ 6.  Also known as hydrologic cycle
__________ 7.  Cycle which includes an underground reservoir in the form of fossil
fuels

        Carbon Water Phosphorus Nitrogen

ACTIVITY 8: For each change, write NATURAL or HUMAN-CAUSED.

Prepared by:

LIEZEL JOY M. TOLENTINO

Teacher I

CRISTIAN G. PORTUGAL
Master Teacher I
 GRADE 9
FIRST QUARTER

PART I: HUMAN RESPIRATORY SYSTEM

Directions: Label the parts of human respiratory system. Choose your answer from the box
below. 
ALVEOL BRONCHU NASAL LARYNX
I S CAVITY
TRACHE THROAT  LIVER  BRONCHIOL
A E

PART II: SEARCH MY HEART

Directions: Using the word puzzle, search for the name of the parts of the heart. 
PART III: CAUSES OF EXTINCTION IN SPECIES
Read the words in both columns. Match column A with column B.

COLUMN A COLUMN B
1. From John W. Williams’ research, their findings indicated that
A. Climatic Heating “By the end of the 21st century, large portions of the Earth’s
and Cooling surface may experience climates not found at pre-sent and some
21st century climates may disappear.
B. Changes in Sea 2. Habitat loss and degradation affect 86% of all threatened birds,
Levels or Currents 86% of mammals and 88% of threatened amphibians.
C. Asteroids/ Cosmic 3. Increase in population, destruction/fragmentation of habitat,
Radiation pollution and climate change/global warming.
4. They use resources that the other species depend on. Once
D. Acid Rain competition gets too great, the survival of the fittest plan will
begin, and one of the species, usually the natural one, will die off.
5. This forms when sulfur dioxide and / or nitrogen oxides are put
into the atmosphere. Increases the acidity of the soil which affects
E. Disease/ Epidemic
plant life. It can also disturb rivers and lakes to a possibly lethal
level.
6. Each species has defense mechanisms like immunities and the
ability to fight disease. With the changing climate and landscape
F. Spread of Invasive
certain species are losing their ability to fend off disease. They
Species
are becoming more susceptible to disease and epidemics, which
can lead to their eventual extinction.
7. The biodiversity Earth can’t keep up with the rapid changes in
G. Human Causes of
temperature and climate. The species are not used to severe
Extinction
weather conditions and long seasons.
8. This is the result of melting freshwater. The denser, saltier water
H. Habitat
sinks and forms the currents that marine life de-pends on. Ocean
Degradation
floor spreading and rising also affects sea level.
9. The reverberations of their impact to Earth can be felt around the
world. The impact site is completely destroyed. Radiation is
I. Climate Change
being emitted from outer space and the sun. A supernova remnant
is one source of cosmic radiation.

PART IV: WHAT’S THE REACTION?

 Directions: The picture shows the chloroplast, the site of photosynthesis. Analyze the picture and the
chemical reaction of the process to answer the guide questions. 

Guide Questions:
1. What is the name of the organelle?
2. Is this organelle more likely to be found in animal cell or plant cell?
3. The structures inside the organelle are called thylakoids. What compound is necessary for
photosynthesis is contained in the thylakoid?
4. Consider the chemical reaction of the process. What substances are the reactants in photosynthesis?
5. How much carbon dioxide is needed in photosynthesis?
6. Where in the organelle are these molecules stored before they are used in the process?
7. What is the energy source for photosynthesis?
8.What substances are produced during photosynthesis?
9. Photosynthesis occurs in two parts: the Light-dependent reactions and the light-independent reactions.
a. In what part of the chloroplast do the light-dependent reaction occurs?
b. In what part of the chloroplast do the light-independent reaction occurs?

SECOND QUARTER
PART I: PERIODIC TABLE
Directions: Complete the table of the basic properties of elements using your Periodic Table of Elements.

ELEMENT SYMBO ATOMI ATOMIC IS IT A PERIO GROUP #

L C MASS/ METAL, D# (ROMAN
NUMBE WEIGHT NON- NUMERA
R (WHOLE METAL, OR L)
NUMBER METALLOID
) ?
EXAMPLE: C 6 12 NON-METAL 2 IV
CARBON

POTASSIU
M
 SULFUR

XENON

ANTIMON
Y

STRONTIU
M

PART II: CHEMICAL BONDING

Directions: Identify whether the following characteristics is COVALENT OR IONIC bond. Write
your answer on the spaces below.  You may read your module on pages 14-15 for your reference. 
_____________1. Occurs between Non-metal and metal
_____________2. Very low conductivity.
_____________3. Low volatility.
_____________4. Exist as solids, liquids and gasses.
_____________5. These are hard, because of the crystalline nature.
_____________6. Usually soluble in water.
_____________7. Occurs between two non-metals
_____________8. High volatility
_____________9. Usually insoluble in water.
_____________10. These are not very hard, though exceptions are silicon, diamond and carbon. 
PART III: ORGANIC COMPOUNDS

Directions: Complete the table about the uses of compounds. Using a check mark, indicate the uses of the
compounds. You may have more than one check mark per sample depending on its use/s.

ORGANIC COMPOUNDS
Ethyl LP Acetic
Gasoline Acetone Kerosene
Alcohol G Acid
Beverage
Food
USE Antiseptic
S
Fuel
Cleaner

PART IV: MOLAR MASS AND MOLECULAR/FORMULA MASS

Directions: Calculate the molar mass for each of the following compounds. (5 pts. Each)

1. Fe O  (FERRIC OXIDE)
2 3 2.  AgNO (SILVER NITRATE)
3
 3. HNO (NITRIC ACID)
3 4. Na PO (SODIUM PHOSPHATE)
3 4

Molecules Atomic Weight Molar Mass

H
N
O
Total molar mass _________g/mol 

THIRD QUARTER
PART I: VOLCANO

Directions: Label the basic parts of a Volcano.

PART II: SIGNS OF IMPENDING VOLCANIC ERUPTION

Directions: Identify the following statements if it is the things you need to do before, during or after a
volcanic eruption. Write B if it is for Before, D for during and A for after. 
    _____1. Assembling an emergency preparedness kit.
    _____2. Listen to a local station on a portable, battery-operated radio or television for updated
emergency information and instructions.
    _____3. Creating a household evacuation plan that includes your pets.
    _____4. Continue listening to local news for updated information and instructions.
    _____5. Keep handy a pair of goggles and a dust mask for each member of your household in case of
ashfall.
    _____6. Talk about volcanoes with your family so that everyone knows what to do in case of a
volcanic eruption. Discussing ahead of time helps reduce fear, particularly for younger children.
    _____7. Follow any evacuation orders issued by authorities and put your emergency plan into action.
    _____8. If indoors, close all window, doors, and dampers to keep volcanic ash from entering.
    _____9. Let friends and family know you are safe.
    _____10. If evacuated, return only when authorities say it is safe to do so.
PART III:
Directions: Find the words hidden in the puzzle. 

PART IV: STARS

Directions: Analyze the table below about star types and their temperature and answer the questions that
follow write your answer in one whole sheet of paper.

TYP COLOR TEMPERATURE

E (in K)
O Bluish 30,000-80,000
B Bluish 10,000-30,000
A Bluish 7,500-10,000
F White 6,000-7,500
G Yellow 5,000-6,000
K Red Orange 3,500-5,000
M Reddish 2,000-3,500

GUIDE QUESTIONS:
1. Which star has the lowest temperature?
2. What type of star has the highest temperature?
3. What color of the star has highest temperature?
4. Between Type B star and Type K star which star has the highest temperature?
5. What type and color of star has a temperature of 7,500 K?
6. What type and color of star has a temperature of 2,300 K?
7. What type of star has a bluish color?
8. What type of star has white color, and the surface temperature is 6,000 to 7,500 K?
9. In what type and color does our sun belongs?
10. What is the relationship between color and temperature of a star?

FOURTH QUARTER
Part I

Directions: Analyze each scenario. Write UAM if it exhibits Uniformly Accelerated Motion, write non-
UAM if it DOES NOT.
_____ 1. A bike that is at rest.                           _____ 6. A fruit dropping from a tree.
_____ 2. A boy holding a book.                       _____ 7. A rolling ball on an inclined plane.
_____ 3. A girl walking leisurely.                        _____ 8. A man standing still in an escalator.
_____ 4. A hanging picture frame.                  _____ 9. A car increasing its velocity at a constant rate.
_____ 5. A rock falling from a cliff.                   _____ 10. A truck running with a constant acceleration.

PART II
A. Directions: Read the words in the WORD BOX. Circle all the hidden word on the puzzle. You might
find the words spelled across, down, and diagonally. The words might be spelled forward or backward.
F A T I M E R M I
 O D E M H V G A S
R U Z P O E L S T
C A L U P T E S X
E V E L O C I T Y
N O I S I L L O C
M O M E N T U M N

B. Directions: Read each statement below carefully. Write T if you think a statement is TRUE and write
F, if you think the statement is FALSE. 
_____ 1. An object which is moving at a constant speed has momentum.
_____ 2. Two objects of different mass are moving at the same speed; the more massive object will
have the greatest momentum.
_____ 3. A less massive object can never have more momentum that a more massive object.
_____ 4. Two different objects are moving at the same speed. The larger object is difficult to stop.
_____ 5. An object with a changing speed will have a changing momentum.
_____ 6. Objects involved in collisions encounter impulses.
_____ 7. An object which experiences a net impulse will experience a momentum change.
_____ 8. In a collision, the impulse experienced by an object is not equal to its momentum change.
_____ 9. Two cars with the same mass collided but having different velocity. Car B travels faster than
car A. Therefore, Car A has greater momentum change than Car B.
_____ 10. Two objects collide. Object A has greater mass and velocity while Object B has smaller mass
and velocity. In this case, Object A has greater change of momentum or impulse.

PART III
A. Directions: Classify whether the description is Potential Energy or Kinetic Energy. 
__________1. 12 𝑚𝑣                                                  
2

__________2. Energy due to the position of an object   

__________3. Energy that is being used              
__________4. Maximum when the body at its highest point.
__________5. It is quadrupled when the object’s mass and height are doubled.
B. Direction: The image below displays a roller coaster that is moving up and down from point A to E.
After studying the image, answer the questions by circling the letter of the correct answer.

1. Which letter shows the rollercoaster with the maximum potential energy?
 A                           B                          C                          D                            E
2. Which letter shows the rollercoaster with the least potential energy?
 A                           B                          C                          D                            E
3. Which letter shows the rollercoaster with the maximum kinetic energy?
 A                           B                          C                          D                            E
4. Which letter shows the rollercoaster with the least kinetic energy?
 A                           B                          C                          D                            E
5. Which letter shows the rollercoaster with more kinetic energy than coaster B?
 A                           B                          C                          D                            E
6. Which letter shows the rollercoaster with more potential energy than coaster B?
 A                           B                          C                          D                            E
7. As the cart moves from point A to point C, it continues to slow down because the kinetic energy is
converted to potential energy. The PE is highest as it reached the highest point ____.
 A                           B                          C                          D                            E
8. At point ______, the rollercoaster has zero kinetic because it momentarily stops at this point.
 A                           B                          C                          D                            E
9. As the cart moves from point D to point E, the potential energy is converted to Kinetic energy and the
car speeds up. The KE is highest at point _____ making the car to have enough KE to continue to go up.
 A                           B                          C                          D                            E
10. The KE is highest while the potential energy is lowest at point ______.
 A                           B                          C                          D                            E

PART IV
A. DIRECTIONS: From the word bank below circle the hidden words inside the box. You can mark it
vertically, horizontally, and diagonally. 

B. DIRECTIONS: Use the given numbers to decipher the process in transmitting and distributing
electrical power to consumers. Write your answer in a one whole sheet of paper.

PART V
A. Directions: Complete the table by supplying the concepts that best describe heat and temperature. You
can choose your answers on the “Concept Pool” below.
HEA TEMPERATU
T RE
CONCEPT POOL
measure of the total kinetic degree of hotness or
SI unit is Joule cause
energy of atoms in an object coldness of an object
 measure of the average
common units are Celsius and form of
kinetic energy of atoms in effect
Fahrenheit, SI unit is Kelvin energy
an object

B. Directions: Distinguish the following situations as spontaneous process, non-spontaneous process or

needs work to reverse the process. Identify also which illustration needs work to reverse the process.
Write your answer on the table below.
a. Drying of leaves to making them fresh again.
b. Fixing an egg to make it whole.
c. Keeping the food fresh from spoilage.
d. Heating of water.
e. Flowing the water back to the top.
f. Uncooked the rice after it is cooked.

SPONTANEOUS NON-SPONTANEOUS NEEDS WORK TO REVERSE

PROCESS PROCESS THE PROCESS

Prepared by:

SHALLY V. MAGDASOC
Teacher II