BASIC EDUCATION DEPARTMENT The University of · PDF fileBASIC EDUCATION DEPARTMENT The University of Mindanao ... Science and technology: ... DepEd K-12 Science Module for Grade 9

K-12 Curriculum

BASIC EDUCATION DEPARTMENT The University of Mindanao Davao City, Philippines

Colorblindness Updated 08-28-14 17B23 http://wp.me/p4Fmjr-1j Page 1 of 2

Name Activity no. Grade Group no. Date

How Colorblindness is Transmitted

Sex-Linked Inheritance

A sex-linked gene is a gene located on a sex chromosome. As you might expect, genes on

the Y chromosome are found only in males and are passed directly from father to son. Genes

located on the X chromosome are found in both sexes, but the fact that men have just one X

chromosome leads to some interesting consequences.

For example, human genes responsible for color vision are all located on the X chromosome.

In males, a defective allele for any of these genes results in colorblindness, an inability to

distinguish certain colors. The most common form, red-green colorblindness, occurs in about 1 in 12

males. Among females, however, colorblindness affects only about 1 in 200. Why is there such a

difference?

Materials

● 3 white beans and 1 red bean

● marker

Procedures

1. Label one plastic cup Mother and a second

plastic cup Father.

2. The white beans represent X chromosomes.

Use a black marker to make a dot on 1 white

bean to represent the X-linked allele for

colorblindness. Place this bean, plus 1

unmarked white bean, into the cup labeled

Mother.

3. Mark a black dot on another white bean.

Place this bean, plus 1 red bean, into the cup

labeled Father. The red bean represents

a Y chromosome.

4. Close your eyes and pick one bean

from each cup to represent how each

parent contributes to a sex chromosome

and a fertilized egg.

5. In your data table, record the color of each

bean and the sex of an individual who would

carry this pair of sex chromosomes. Also

record how many X-linked alleles the

individual has. Put the beans back in the cups

they came from.

6. Determine whether the individual would

have colorblindness.

7. Repeat steps 4 to 6 for a total of 15 pairs of

beans.

Data and Observations

Table 1: Individual Tabulation

Trial Colors Sex of Individual Number of X-linked Alleles

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Colorblindness Updated 08-28-14 17B23 http://wp.me/p4Fmjr-1j Page 2 of 2

Table 2: Individual Totals

Grand Total

Male Female

Total Colorblind Percentage (%) Total Colorblind Percentage (%)

Table 3: Class Totals

Grand Total

Male Female

Total Colorblind Percentage (%) Total Colorblind Percentage (%)

Analyze and Conclude

1. Draw Conclusions: How do human sex chromosomes keep the numbers of males and females

roughly equal?

2. Calculate: Calculate the class totals for each data column. How many females were colorblind?

How many males? Explain these results.

3. Use Models: Evaluate your model. How accurately does it represent the transmission of

colorblindness in a population? Why?

Reference: Miller J. & Levine J. (2010). Biology. New Jersey: Prentice Hall

Multiple Allele & Codominance Updated 05-03-15 81B38 url Page 1 of 1


Multiple Allele and Codominance

Objectives

1. Explain the different patterns of non-

Mendelian inheritance like multiple allele and

codominance.

Procedures

1. Show your solutions and write your

answers in the spaces provided.

2. Give the genotype of Babies 1, 2 and 3 and

Couples 1, 2, and 3 by filling up the genotype

columns in Table 1 below. Connect with

arrows the baby to the most probable parent.

3. Perform the cross for the three couples

using the Punnet squares in Table 2.

4. Encircle the genotype of babies 1, 2 and 3

in the Punnet squares in Table 2.


Three couples were admitted to a hospital, with the wives due to give birth that same night. The hospital staff forgot to put name tags on the babies. To be able to identify which baby goes to which couple, a blood test was performed.

Table 1 Genotype and Phenotype of Babies and Parents

Babies

Couples

Baby Phenotype Genotype Couple Wife Husband

Phenotype Genotype Phenotype Genotype

1 A 1 AB O

2 AB 2 B B

3 O 3 A B

Table 2 Punnet Squares

Couple 1 Couple 2 Couple 3


1. Indentify which baby will logically go to couple 1.



4. Explain how multiple allele as mode of inheritance is illustrated in this problem set.

5. Explain how codominance as mode of inheritance is illustrated in this problem set.

6. What Mendelian Law was not followed by the inheritance of ABO blood groups. State the law.

Reference: Joaquin, C. C. et al. (2011). Science and technology: 101 exercises to choose from. Laboratory

manual and workbook in biology. Manila: Vibal Publishing House Inc.

Population Density Updated 04-03-15 76B37 url Page 1 of 2


Population Density

Objectives

1. Determine the pattern of population

distribution using mathematical formula

2. Compare the distribution patterns of the

different populations.

Materials

• Ruler

• Pencil & Paper

Procedures

1. Study the three patterns of population

distribution in Figure 1.

2. Using the given formula for computing

population density, calculate the density of

each population.

Density = number of individuals

size of area 3. Count the total number for each population.

Record the number in the table.

4. Calculate the density of each population.

Record it in the Table 1.


Figure 1 Distribution of Plants in an area

Table 1 Population Density

Population Name Number of Organisms Population Density

Bermuda Grass

Clover

Lilies


1. What is the distribution pattern of Bermuda grass?

2. What is the distribution pattern of Clover?

3. What is the distribution pattern of Lilies?

Population Density Updated 04-03-15 76B37 url Page 2 of 2

4. Which population has the greatest density?

5. Infer from recorded data from the possible causes for the differences in the population density.

6. What conditions could change the density of any of the population.

7. Describe how a population’s density can be used to learn about the needs and characteristics of

that population.

Reference: DepEd K-12 Science Module for Grade 9

Covalent Bonding Updated 04-03-15 77C21 url Page 1 of 2


Covalent Bonding

Objectives

1. Explain how covalent bonding takes place.

2. Illustrate the sharing of electrons.

Materials:

Periodic Table of Elements

Procedures

1. Show how the sharing of electrons form

covalent bond in the following compounds:

a. ammonia (NH3)

b. water (H2O)

c. hydrogen chloride (HCl)

d. nitrogen gas (N2)

e. oxygen gas (O2)

f. methane (CH4)

g. hydrogen gas (H2)

h. phosphine (PH3)

i. sulfur dioxide (SO2)

j. chlorine gas (Cl2)


Table 1 Types of Covalent Bond

Compound Chemical Formula Lewis Structure Type of Bond (Polar Covalent/Nonpolar Covalent)

Ammonia

Water

Hydrogen

Chloride

Nitrogen gas

Oxygen gas

Methane

Hydrogen gas

Phosphine

Sulfur dioxide

Chlorine gas


1. How do covalent bonds form between atoms?

2. What kind of elements usually forms covalent bond?

3. Is it possible for metals and non-metals to form nonpolar covalent? Why?

Covalent Bonding Updated 04-03-15 77C21 url Page 2 of 2

4. Is it possible for metals and non-metals to fom polar covalent bond? Why?

5. Why is it that diatomic molecules always form nonpolar covalent bond?

6. Differentiate polar covalent bond from nonpolar covalent bond.


Chemical Formula Updated 04-01-15 57C08 url Page 1 of 2


Chemical Formula

A chemical formula identifies the kind of elements present in a substance through its symbol. It also

identifies the relative numbers of their constituent elements using subscripts. Just like chemical

symbols, these formulas are only representations of a given substance-symbol for elements and

formula for compounds. These chemical formulas are named in two ways: through their common

name or chemical name.

Objectives

1. Write the chemical formula of a compound

2. Give the name of some common compound

Procedures

1. Fill in the table by writing the chemical

formula and name of the formed compound in

each box. The following are general guidelines

in writing the formula of a compound:

a. Write the symbols of the constituents’

atoms side by side. The symbol or

formula of the ion with the positive

oxidation number is placed on the left

side and the symbol or formula of the

ion with the negative oxidation number

is placed on the opposite side.

b. Use criss-cross method in balancing

the charges. The oxidation number of

each constituents atoms or ions

becomes the subscript of the opposite

atom or ion. If the subscript is 1, it is

no longer written. If it is a polyatomic

ion and will have a subscript greater

than 1, enclose the polyatomic ion in a

parenthesis, and place the subscript

after the parenthesis.

c. Cancel all subscripts if these are equal

or the same.

d. Simplify all subscripts or reduce them

to the lowest ratio.

Reference: Tolentino, J. Laboratory manual: Science and Technology. Manila: Vicarish

Chemical Formula Updated 04-01-15 57C08 url Page 2 of 2


Table 1: Writing and Naming of Chemical Formula N

O2

-1

SO

4-2

N-3

O-2

Fe(C

N)

6-4

PO

4-3

Cl-1

CO

3-2

OH

-1

NaO

H

Sodiu

m

Hydro

xid

e

Na

+1

H+

1

Ba

+2

Al+

3

NH

4+

1

Cu

+2

As

+3

Sn

+2

Sn

+4

Ca

+2

Organic & Inorganic Updated 09-22-14 48C05 http://wp.me/p4Fmjr-4F Page 1 of 1


Organic and Inorganic Substances

Objective

• To differentiate between organic and inorganic substances

Materials

• candle

• match

• tissue paper

• beaker

• ice cube

Procedures

1. Light the candle with a match.

2. Place the underside of the beaker over the

flame and observe what happens to the

underside of the beaker.

3. Wipe the underside with a tissue paper.

You’re done with set-up A.

4. For set-up B, invert the beaker so that its

mouth is facing the ground.

5. Place an ice cube on its underside and

place the set-up over the flame. The fire

should heat the beaker and the ice from the

inside of the beaker.

Pointers for Discussion

1. When the candle is burned, which elements

do you think is deposited on the underside of

the beaker?

2. Which three elements are present in the

wax or candle?

3. Differentiate organic from inorganic

compounds.


Draw and label set-A and set-B.

Set-up A Set-up B

Questions and Generalization

1. In set-up A, which element is deposited on the underside of the beaker?

2. Which elements appear in set-up B that came from the candle or wax?

3. How then you should define organic substances?

Understanding the Mole Updated 09-23-14 49C06 http://wp.me/p4Fmjr-4K Page 1 of 1


Understanding the Mole

Objectives

• Measure the mass of one mole of some

common substances

• State the relationship between mass and

number of moles

• Convert units of mass to number of moles,

number of particles and vice versa

Materials

• Triple beam balance

• 30 pieces white beans, mongo beans,

squash seeds.

• 10 thumbtacks

• water

Procedure

1. Measure the mass of 10 pieces each of the

non-seed materials.

2. Take 30 pieces each of the seeds and

measure their mass.

3. Measure the mass of one mole of water.

4. Supply your data below in Table 1.

5. Compute also for the missing data found in

Table 2.

Data and Observation

Table 1

Materials No. of Pieces Mass in grams

1. White Beans

2. Mongo Seeds

3. Squash Seeds

4. Thumbtacks

5. Water

Table 2

Substances Molar Mass

(g/mole)

Mass

(grams) No. of Moles No. of Particles

1. Water (H20) 36

2. Sugar (C6H12O6) 2

3. Sulfur 1.204 X 1024

Questions and Generalization

1. As a whole, what can you say about the mass of the materials even though they are equal in

number of pieces.

2. How much mass (in grams) would one mole of water contain? How about 3.5 moles of water? (2

answers)

3. Suppose that you have a sample of 5 moles of sugar (C6H12O6), what is its mass and ALSO

compute the number of particles? (2 answers)

4. As a generalization state the relationship of the mole of a substance to its molar mass and

avogradro’s number.

Volcanoes in the Philippines Updated 04-03-15 78E18 url Page 1 of 2


Volcanoes in the Philippines

Objective

1. Classify volcanoes as active or inactive

Maberials

• Philippine map

• colored pens

• triangle ruler

Procedure:

1. Using the Philippine map, plot the location

of the following volcanoes. You can use the

symbol to represent a volcano. Assign

colors for the volcanoes. Indicate this in the

legend.


Volcano Latitude Longitude Number of Eruptions

Latest Eruption or Activity

Cabaluyan 15 ° 120° 0 -

Cocoro 10° 121° 0 -

Iraya 12° 124° 1 1454

Kanlaon 10° 123° 26 2006

Mayon 13° 123° 49 2013

Pulung 7° 124° 0 -

Smith 19° 121° 6 1924

Taal 14° 120° 33 1977

Tamburok 11° 124° 0 -

Urot 5° 121° 0 - Source: Philippine Institute of Volcanology and Seismology, accessed Sept. 30, 2013


1. Are all the volcanoes found in the same location?

2. Which of the volcanoes had the most number of eruptions? least number of eruptions? no record

of eruption?

3. How will you classify the volcanoes that have records of eruptions?

4. How will you classify volcanoes with no record of eruption?

5. In your own words, differentiate an active volcano from an inactive one.


Volcanoes in the Philippines Updated 04-03-15 78E18 url Page 2 of 2

Philippine Map

Legend Color: Description:

Volcano has no record of eruption

Volcano has erupted 1 to 5 times

Volcano has erupted 6 to 10 times

Volcano has erupted more than 10 times

H-R Diagram Updated 04-09-15 79E19 url Page 1 of 2


H-R Diagram

A scientific way of classifying stars relates to color, surface temperature, and the amount of

energy (brightness) that starts give off. These relationships were independently discovered by two

astronomers between 1911 and 1913. They were Denmark’s Ejnar Hertzpurng and America’s Henry

Norris Russel. Their work resulted in a graph which became known as the Hertzsprung-Russel

Diagram. This diagram provides convenient way of classifying stars.

Objectives

1. Describe the four groups of stars in the H-R

diagram

2. Compare the sun with other main sequence

stars in terms of temperature, brightness, and

size.

3. State the relationship between the size of a

star to its temperature, brightness, and its

position in the H-R diagram

Materials

• H-R Diagram

• Coloring Materials

Procedure

1. Study and use the H-R Diagram to answer

the questions below.

2. Color the Diagram that rightly represents

the color of the stars.


Figure 1 The H-R Diagram

H-R Diagram Updated 04-09-15 79E19 url Page 2 of 2


1. How many groups of stars are there in the diagram?

2. What are they?

3. How will you describe the main sequence of stars?

4. How does the sun compare with the other main sequence stars?

5. What group of stars are found below the main sequence?

6. How do the stars above the main sequence compare with the stars below the main sequence?

7. Which group of stars are very bright and massive?

8. Which stars are very bright but have low surface temperature?

9. Look at the red supergiant star and the blue star. They are in the same brightness but differ in

surface temperature. Why do they differ in temperature?

References:

Basa et al. (1999). Science and technology for a better life: Integrated science workbook (3rd ed.) Makati:

Diwa

Kelly, R. (2012). H-R diagram. Retrieved on April 9, 2015 from http://www.astronomy.com/-

/media/Images/Web%20Extras/2015/02/HRDiagram.jpg?mw=600

Projectile Launched Horizontally Updated 01-29-15 58P08 url Page 1 of 2


Projectile Launched Horizontally

Objective

• Describe the nature and the factors that

affect projectile motion

Materials

• Ball • 3 Books

• Stopwatch • Masking Tape

• 2 meter sticks

Procedures

1. Tape the meter sticks together as shown in

Figure 1.

2. Prepare the rest of the set up by referring

to Figure 1.

3. Hold the ball at the top of the elevated end

of the meter stick.

4. Measure the distance (dx1). Record your

data in Table 1.

5. Let the ball roll down from the highest point

on the inclined meter stick and measure the

time (t1) it will take the ball to move down

from the foot of the meter stick to the edge of

the table.

6. Mark on the floor using a chalk (or any

marker) the point where the ball lands and

measure the horizontal distance (dx) from the

point directly below the edge of the table to

the point where the ball lands.

7. Compute the horizontal velocity of the ball

using the equation:

8. Compute the time when the ball leaves the

edge of the table and lands on the floor using:

9. Measure the vertical distance of the floor to

the table’s edge (dy measured).

10. Compute again for the vertical distance

(dy computed) using:

11. Compute the percentage error in

determining the value of vertical distance

using:

Figure 1: Laboratory Setup


Table 1

Trial dx1 (m)

t1 (s)

vx (m/s)

dx (m)

t2 (s)

dy measured

dy computed

% error dy

1

2

3

4

ave

Projectile Launched Horizontally Updated 01-29-15 58P08 url Page 2 of 2


1. What factors can affect the value of the horizontal velocity of the ball?

2. Compare the measured and computed value of the vertical distance.

3. How can the horizontal distance travelled by the ball be increased?

4. What factors affect the motion of a projectile launched horizontally?

Reference: Alumaga, M. J. et al. (2014). Science and technology 9. Quezon City: Vibal Group, Inc.

Investigating Momentum Updated 09-05-14 66P12 url Page 1 of 1


Investigating Momentum

Objective

Identify the factors that affect momentum.

Materials

• Board or plank (at least 1.0 m long)

• Books

• Block of wood

• Masking tape

• Protractor

• Ruler/meterstick

• toy cars/trucks, one at least twice as heavy

as the other

Procedures

1. Place several books on top of a table and

position the plane board at an angle of about

30 degrees from the horizontal. This is your

inclined plane.

2. Using masking tape and marker, label

distances of every 10 cm starting from the

lower portion of the inclined plane up to the

other edge of the inclined plane.

3. Place the block of wood about 10 cm from

the foot of the inclined plane. Label this as the

block’s initial position.

4. Position the small toy car at the 20-cm

mark and release the car and let it hit the

block of wood.

5. Measure how far the block moved. Record

this as the stopping distance.

6. Repeat steps 4 and 5 while varying only the

initial position/distance for 40 cm, 60 cm, 80

cm, 100 cm.

7. Do steps 4 to 6, this time using the bigger

toy vehicle. Record your data in the table.


Table 1: Stopping Distance of the Toy Cars Figure 1: Laboratory Setup

Initial Distance

(cm)

Stopping Distance (cm) of

small toy car

Stopping Distance (cm) of

big toy car

20

40

60

80

100


1. How will you compare their stopping distances?

2. Did the two toy vehicles immediately stop as they hit the block of wood? Describe the stopping

distances of the two toy cars.

3. Which has a greater stopping distance, the small toy car or the big toy truck? How do the

stopping distances of each one change according to the point of release?

4. If momentum is a measure of how difficult it is to stop a moving object, which of the two vehicles

had a greater momentum?

Reference: K-12 Science module for Grade 9

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BASIC EDUCATION DEPARTMENT The University of · PDF fileBASIC EDUCATION DEPARTMENT The University of Mindanao ... Science and technology: ... DepEd K-12 Science Module for Grade 9