University of the Philippines Integrated School

SCIENCE DEPARTMENT

SCIENCE 6
First Semester Course Pack
AY 2025-2026

Written by
Mary Joyce B. Cocamas
Maria Ronelli S. Espina

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 Table of Contents
Course Guide…………………………………………………………………………………………………………………. 1

Module 1 Technology .............................................................................................................. 2

Lesson 1 Science vs Technology ................................................................................................ 5
Lesson 2 Impacts of Technology ................................................................................................ 5
Lesson 3 Types of Technology .................................................................................................... 7

Module 2 Laboratory Tools and Safety ..................................................................................... 9

Lesson 1 Common Laboratory Tools......................................................................................... 10
Lesson 2 Laboratory Safety ..................................................................................................... 12
Lesson 3 Introduction to Microscope ........................................................................................ 14

Module 3 Matter .................................................................................................................... 16

Lesson 1 Atoms ...................................................................................................................... 17
Lesson 2 Atomic Number and Mass number ............................................................................. 18

Module 4 States of Matter ..................................................................................................... 22

Lesson 1 Bose-Einstein Condensate ........................................................................................ 23

Module 5 The Periodic Table .................................................................................................. 26

Lesson 1 Elements ................................................................................................................. 27
Lesson 2 Groups and Periods ................................................................................................... 28
Lesson 3 Metals, Nonmetals and Metalloids ............................................................................. 31

Module 6 Nuclear Change ..................................................................................................... 32

Lesson 1 Nuclear Fission ........................................................................................................ 33
Lesson 2 Nuclear Fusion ......................................................................................................... 34

Module 7 Characteristics of Living Things ............................................................................. 35

Lesson 1 Response to Stimuli .................................................................................................. 35
Lesson 2 Adaptation ................................................................................................................ 36
Lesson 3 Homeostasis ............................................................................................................ 38

Module 8 Plants .................................................................................................................... 40

Lesson 1 Plant Organs ............................................................................................................. 40
Lesson 2 Classification of Plants .............................................................................................. 43
Lesson 3 Plant Tropisms .......................................................................................................... 46
Lesson 4 Specialized Plant Structures ...................................................................................... 48

Module 9 Diversity of Life ...................................................................................................... 52

Lesson 1 Protists..................................................................................................................... 52
Lesson 2 Bacteria ................................................................................................................... 58

Module 10 Human Body Systems .......................................................................................... 62

Lesson 1 The nervous system................................................................................................... 62
Lesson 2 The endocrine system ............................................................................................... 66
Lesson 3 Comparing the nervous and endocrine system ........................................................... 68

References .......................................................................................................................... .68

Course Guide

Subject Science 6

Course Description
It is a one-year course on basic concepts in the life, physical, and earth sciences. It
develops the process skills and promotes scientific attitudes and values.

Prerequisite: Science 5

Course Credit: 5 units

Course Goal
The course aims to:
• enhance literacy in science and technology,
• concretize cognitive, creative, and science process skills,
• infuse scientific attitudes and values,
• develop understanding of the interrelationship of science, technology,
environment, and society; and,
• promote interest in science-related careers.

Course Outcome
Upon completion of the course, students must be able to:
• demonstrate the scientific method steps by designing an investigatory project,
• recognize the parts of the periodic table,
• categorize living organisms into the different kingdoms,
• relate how the body systems work together to achieve homeostasis,
• illustrate everyday activities that applies the Laws of Motion,
• evaluate the advantages and disadvantages of different sources of energy; and,
• develop concrete steps on how we can mitigate the effects of climate change.

1
 LEARNING OBJECTIVES
At the end of the module, you will be able to:

1. Define technology
2. Classify technology according to its use
3. Evaluate the advantages and disadvantages of using technology

Science explains the natural world through intellectual and investigative practices that involve
observations of that world. The word science comes from the Latin word scientia meaning “knowledge or
to know.”

Quick Thinking 1
What comes to mind when you hear the word technology?

Give 4 words that come to your mind when you hear the word Technology.
Write one word for each box (4 pts).

Technology

3
 Technology

1. Technology comes into the natural world to produce something more than what already
exists. It means words or discourse about the way things are gained.

2. The word technology comes from the Greek word techne meaning art or
craft and logos meaning a thought, a saying or an expression.

3. Technology is also the set of means (tools, devices, systems, methods, procedures)
created by the technological process.

There are two processes related to technology, invention and innovation.

 invention - a new man-made device or process. Creation of a new product, service or process
 innovation - an improvement or better way of using or doing things

Seatwork 1 Name and CN:

Can you tell which objects are invented and innovated? Put them inside the appropriate box inside the
table. Match the invention to its correct innovation.

cellular phone sundial

clock telegram
email telephone
keypad touchpad
laptop typewriter

Invention Innovation

4
 Science is related to technology, but they are not the same. Study the table to know about their
differences.
Science Technology
study of natural world human-made world

deals with what is what can be

origin of the word scientia which means techne which means art and
knowledge craft and logos which means
saying or expression

Focus understanding the natural world adding to what already exists

skills needed observation and experimenting design, construction and

testing

development methods discovery through investigation invention, innovation and

production

Purpose satisfy search for knowledge, satisfy human wants and

curiosity needs, for improvement of life,
survival

Quick Thinking 2

Can you explain the differences between science and technology?

Impacts of Technology

New technologies are transforming the way we plan, design, and operate on the different activities
that we do regularly. Yet technologies are also shaped by the people who design and create them.
Individuals can control or influence how technologies are used.

In a typical day during the pandemic, there are different ways that you have engaged yourself with
the different products, processes, and services of technology.

5
 Name and CN:

Activity 1

Look at the pictures of examples of some types of technology. On the box across each picture, list down 2
advantages or positive impacts and three disadvantages or negative impacts in using them.

1. mobile phone
Positive impacts Negative Impacts

2. laptop computer

Positive impacts Negative Impacts

3. social media

Positive impacts Negative Impacts

6
 Types of Technology

1. Information technology
• provides access to knowledge and resources on a wide range of topics
Examples: TV, internet, satellite, GPS, mobile phones, tablets, laptops

2. Communication Technology
• is giving or exchange of information
• enables us to contact people thousands of miles away
• provides instant access to different forms of communication
Examples: social networking sites, video conferencing, e-mail, instant messaging

3. Information and Communication Technology

• is an umbrella term that includes all technologies for the communication of information
• used in the conveying, manipulation and storage of data by electronic means
Examples: internet, mobile phones, radio, TV, automated teller machine (ATM)

4. Medical Technology
• encompasses a wide range of healthcare products
• used to diagnose, monitor or treat diseases or medical conditions affecting humans
Examples: stethoscope, MRI scanner, CT scanner, x-ray machine, ECG, ultrasound, lasers

5. Assistive Technology
• used to increase, maintain, or improve the functional capabilities of people with disabilities
Examples: hearing aids, innovative eyewear, prosthetic devices, medication dispensers,
wheelchair, stroller, cane

6. Transportation Technology
• provides a way for people, animals, products, and materials to be moved from one place to
another faster and easier
• facilitates more efficient and effective operation of transportation systems
Examples: airplane, train, motor vehicles, commercial and cruise ships

7. Entertainment Technology
• uses manufactured or created components to enhance or make possible any sort of
entertainment experience
Examples: TV, video games, virtual reality gears

8. Instructional or Teaching Technology

• is a systematic way of designing, carrying out, and evaluating the total process of learning and
teaching to bring about more effective instruction

7
 Examples: videotapes, computer, internet, projectors, automatic page turners
9. Agricultural Technology
• is the production of machines used on a farm to help with farming.
• is the application of techniques to control the growth and harvesting of animal and vegetable
products.
Examples: tractor, irrigation, pest control, harvester, food preservation

10. Environmental Technology

• used to monitor, model, and conserve the natural environment and resources, and to curb the
negative impacts of human involvement.
Examples: renewable energy, water purification, air purification, sewage treatment, solid waste
management, energy conservation.

Creative Work 1

Directions: Suppose you’re an innovator. Choose a type of technology and choose one example from it.
Suggest an improvement in its features and the elaborate the new function. Attach an image or drawing
of your innovation. Write the name and description of your product, explain why you have thought of
creating it and how it would be beneficial.

Rubrics for grading:

Criteria 5 3 1

Follows all Follows most of the Does not follow

Format
specifications. specifications. specifications.

The output reflects an The output shows poor

The output reflects an
exceptional degree of display of creativity and is
Creativity average degree of the
the student’s based on the ideas or
and Originality student’s creativity.
creativity. outputs of others.

The output is
The output is attractive The output is not attractive
Attractiveness and exceptionally terms
in terms of design, and is distractingly messy
Neatness of design, layout, and
layout, and neatness. or very poorly designed.
neatness.

All information about Some information Does not explain the

the product is about product is information about the
Write-Up
explained well. explained well. product.

8
 LEARNING OBJECTIVES
At the end of the module, you will be able to:

1. Describe common laboratory tools

2. Explain the function of common laboratory tools
3. Explain the laboratory safety procedures
4. Name the parts and functions of a compound microscope

People use a variety of tools to explore the world around them. Just the same as laboratory tools are
very important in the advancement of science. The type of laboratory tools use depends on the problems
they are trying to solve.

Effective teaching and learning of science involves seeing, handling, and manipulating real objects
and materials.

The proper uses of laboratory tools or apparatus are knowledge one should have before even
beginning to think of an experiment. Knowing which correct laboratory tools to use will only aid in having a
successful experiment and might help in correcting errors.

Quick Thinking 3
When you look around your house, what types of tools can you find that may be similar in
structure and functions as some common laboratory tools?

9
 Laboratory Tools

Some common laboratory tools and their uses

• alcohol lamp - lit as a source of heat

• balance - used for obtaining the mass of solid and liquid samples

• beaker - cylindrical glassware with flat bottom used for mixing and heating substances

• Erlenmeyer flask – a glassware with small opening and flat bottom used to hold liquids. The shape
also makes it suitable for mixing and swirling liquids during titration.

• evaporating dish – porcelain tool used to separate liquids and solids from a solution by allowing the
water to evaporate off into the air

• Florence flask - a type of flask with a round base which makes it easy to swirl and mix liquids inside
of it

• funnel - used together with filter paper to filter precipitates out of solutions

• graduated cylinder - a narrow and cylindrical container marked with horizontal lines used to
precisely measure volumes

• mortar and pestle - used to grind solid substances

• stirring rod – a solid glass tool used to mix chemicals and liquid

• test tube - cylindrical piece of glassware that comes in varying sizes

• thermometer - used to measure temperatures

• watch glass - a piece of glassware in the shape of a large contact lens used for evaporating liquids
or putting on top of a beaker

• wire gauze - generally used as a surface for a beaker or flask to rest when being heated by an alcohol
lamp or bunsen burner

10
Name and CN:

Seatwork 2

A. Name one laboratory tool that would be useful for each of the following tasks:

1. holding 250 mL of water ________________________

2. measuring 37 mL of liquid ________________________

3. measuring 120 g of sodium chloride ________________________

4. suspending glassware over the alcohol lamp ________________________

5. holding filter paper ________________________

6. keeping liquid contents in a beaker from splattering ________________________

7. heating contents in a lab ________________________

8. grinding chemicals to powder form ________________________

B. Name two laboratory tools for performing each task

1. separating grains of solid from a liquid sample ________________________________

2. heating liquid ________________________________

3. grinding 30 g of unknown solid ________________________________

4. mixing salt with water ________________________________

11
 Basic Laboratory Safety Guidelines

1. Follow instructions - Listen to your teacher or any other adult or follow a procedure in a manual. It's
also important to be familiar with all the steps, from start to finish, before you begin with your activity.

2. Wear Protective Clothing - Make sure you wear basic protective gear that include a lab coat or apron
and safety goggles. You may also need gloves, depending on the nature of the experiment. Wearing of
covered shoes and long pants is important as well as keeping your hair up so it won't fall into your
experiment or a flame.

3. Don't Eat or Drink in the Laboratory - Don't store your drinks or food in the same refrigerator that
contains chemicals or materials in the experiment.

4. Don’t Play Inside the Laboratory - It is important to act responsibly in the laboratory. Avoid randomly
mixing chemicals as it can cause an explosion, fire, or release of toxic gases. Similarly, the laboratory is
not the place for horseplay. You could break glassware, annoy others, and potentially cause an accident.

5. Dispose of Lab Waste Properly - One important laboratory safely rule is to know what to do with your
experiment when it's over. Before you start an experiment, you should know what to do at the end. Don't
leave mess in your work area.

6. Know what to do when accidents happen - Accidents can happen even if you do your best to prevent
them. Most laboratories have a plan to follow in the event of an accident. One particularly important
safety rule is to tell a supervisor when an accident occurs. Don't lie about it or try to cover it up.

7. Keep equipment and work areas clean and organized - Cluttered and unclean areas can result in
unintentional and sometimes dangerous chemical reactions.

Activity 2
Choose 3 laboratory safety guidelines and explain how you can practice these at home. Write the guideline
first and then the explanation.

12
13
 Introduction to Microscopes

"Micro" means very small, "scope" means to look at.

Microscopes are tools used to enlarge images of small objects so they can be studied. The compound
light microscope is an instrument containing two lenses, which magnifies, and a variety of knobs to
resolve (focus) the picture. Because it uses more than one lens, it is sometimes called the compound
microscope in addition to being referred to as a light microscope.

Parts of the microscope:

• arm – supports the body tube; used to carry the microscope
• base – bottom part of the microscope often shaped like a horseshoe
• inclination joint – connects the base to the arm; allows the microscope to tilt
o stage – area where the specimen is place
o stage clips – holds down the slide on the stage.
• eyepiece – the lens you look through
• body tube – holds the eyepiece and connects it to the objectives
• coarse adjustment knob – raises or lowers the body tube; used for focusing
• the specimen
• fine adjustment knob – used to fine tune the focus of your specimen
• nosepiece – holds the objectives
• low power objective (LPO) – magnifies the specimen at a lower power (10x
• high power objective (HPO) – magnifies the specimen at a higher power (40x).
• diaphragm – changes the amount of light reaching the objectives.
• mirror – reflects light towards the hole in the stage.
Using the Microscope
1. To carry the microscope, grasp the arm with one hand and hold the base with the other hand.
2. Adjust the diaphragm while looking through the eyepiece.
3. Adjust the mirror until you see the circle of light.
4. Place the slide on the stage.
5. Center the specimen over the small opening on the stage.
6. Secure the slide with the stage clips.
7. While looking at the stage from the side, turn the coarse adjustment knob to lower the body tube until
the LPO almost touches the slide.
8. While looking through the eyepiece, carefully move the coarse adjustment knob until the specimen
comes into view.
9. To switch to the HPO, look at the microscope from the side.
10. Move the nosepiece until the HPO clicks into place and turn the fine adjustment knob until the
specimen comes into focus.

14
 Name and CN:
Seatwork 3
Examine the picture of the microscope and give the name and function of each labeled part.

13

14

Part Function

1.

2.

3.

4.

5 and 6.

7.

8.

9.

10.

11.

12.

13.

15
 LEARNING OBJECTIVES
At the end of the module, you will be able to:
1. Define matter and provide examples
2. Differentiate protons, neutrons, and electrons
3. Compute for the mass number and atomic number
4. Write an element’s notation using the A-Z format
5. Identify and name isotopes

In science, matter is defined as anything that occupies space and has mass. It needs to have volume and
can take up an area. Its heaviness or lightness should also be measurable using units such as kilograms,
grams, etc. Abstract materials that cannot be seen or touched in any way are referred to as non-matter.

Activity 3

Complete the circles by providing five examples of matter and non-matter. Write your answers inside the
circles. (10 points)

Non-
Matter matter

16
Matter is made up of elements which have specific properties that cannot be easily broken down into
simpler substances. For example (see figure 3.1), a gold bar is made of the element gold. Each element
can be found in the periodic table and is designated by a chemical symbol. The chemical symbol may be a
single capital letter or a combination of two letters. In the case of gold, its chemical symbol is Au (from the
Latin word aurum which means gold).

197
Au
79 Gold
This Photo by Unknown Author is licensed under CC BY-ND

Figure 3.1 A gold bar (left) is an example of matter and it is made of the element gold (right)

Besides sharing common properties, elements are also made up of the same type of atom. An atom is the
smallest and basic unit of matter. Different representations of the atom have been proposed by scientists,
this is also known as the atomic model. Examples of atomic models include Ernest Rutherford’s Nuclear
model (Figure 3.2) and Niels Bohr’s Bohr Atomic model (Figure 3.3).

Figure 3.2 Nuclear model by Ernest Figure 3.3 Bohr model by Neils Bohr
Rutherford

The circles you see from the atomic models above are what we call as subatomic particles. In a typical
atom, there are three subatomic particles: proton, neutron, and electron. Found at the center of the atom
is the nucleus, which contains the protons and neutrons of the atom. Protons are positively charged while
neutrons are neutrally charged, they have no charge. Since atoms are very small, the subatomic particles
cannot be measured using kilograms or grams. The unit used for measuring the mass of subatomic
particles is atomic mass units (amu). Each proton and neutron has a mass of 1.0078 amu. They make up
most of the atom’s mass.

17
The area outside the nucleus is the electron shell. It is where the
electrons can be found (Figure 3.4). Electrons are negatively charged
particles orbiting outside the nucleus. Compared to the mass of protons
and neutrons, its mass is smaller in comparison. It has a mass of
0.00054858 amu.

From the Bohr model in Figure 3.3, how many protons are present? How
about neutrons? And how many electrons can you see?
It has 2 protons, 2 electrons, and 2 neutrons.

Figure 3.4 Parts of the atom

Now that we discussed the subatomic particles, we can use these in computing for the atomic number
and mass number.

The atomic number, denoted as Z, is the number of protons found in the nucleus. An atom of Lithium with
3 protons has Z = 3, while Boron with 5 protons has Z = 5. For a neutral element, an element without an
overall charge, the number of protons is equal to the number of electrons. Elements that can be found in
the periodic table are neutral.

For example, Carbon has 6 protons. Its atomic number is 6, and since it is a neutral atom it also has 6
electrons. Try the next examples below:

Element Atomic number (Z) Number of protons Number of electrons

Carbon 6 6 6
Neon 10
Sodium 11

The mass number, denoted as A, is the total number of protons and neutrons in the atom’s nucleus. It’s
also known as the atomic mass. For example, the mass number of Lithium is 7 (3 protons + 4 neutrons).
While the mass number of Boron is 11 (5 protons + 6 neutrons).

Now what if we want to compute for the number of neutron present in an atom? We can subtract the mass
number (the sum of the protons and neutrons) to the atomic number (the number of proton). Figure 3.5
shows an illustration of computing for the neutrons.

+ + - + +
=
mass number atomic number number of neutrons
Figure 3.5 Computing the number of neutrons

18
Let’s try computing for the mass number and number of neutrons from the previous example. Complete
the table below and add your answers from the previous table. The first row is completed as a guide.

Atomic No. of No. of No. of Mass number

Element
number (Z) protons electrons neutrons (A)

Carbon 6 6 6 6 12

Neon 10 10
Sodium 11 23

You may check your answer by looking at the last page of this module for the answer key.

Quick Thinking 4

Why does the mass number depend on the number of protons and neutrons instead of
electrons?

Seatwork 4 Name and CN:

Complete the table by supplying the missing values. Show your solution on the space below the table. (13
points)

Atomic Mass Number

Element Proton Neutron Electron
Number (Z) (A)

Potassium 19 39
Barium 81 56
Aluminum 13 13 13
Krypton 36 36 84
Tungsten 74 184

Solution:

19
The atomic number and mass number of an element is written in a specific way using the A-Z notation. In
this notation, the mass number (A) is written in the upper left corner and the atomic number (Z) is written
below. In the middle right area is the element symbol. Figure 3.6 shows the A-Z notation for Helium.

mass
number (A) 4
atomic
number (Z) 2
He element
symbol

Figure 3.6 A-Z notation for Helium (He)

Activity 4 Name and CN:

Analyze the given notations and complete the table that follows. Show your solution on the space
provided. (16 points)

28 39 201 132
Si Ar Hg Cs
14 18 80 55
Silicon Argon Mercury Cesium

Atomic number:

Mass number:

Number of protons:

Number of
neutrons:

Solution:

20
Isotopes are elements that have the same number of protons but have different mass numbers. They can
be naturally occuring or made in the laboratory. They are named by combining the element name and the
isotope’s mass number. Figure 3.7 shows two isotopes of Carbon, Carbon-12 and Carbon-14. Both isotopes
has 6 protons. Carbon-12 has 6 neutrons and a mass number of 12. While Carbon-14 has 8 neutrons and a
mass number of 14.

This Photo by Unknown Author is licensed under CC BY-SA-NC

Figure 3.7 Bohr atomic model of Carbon-12 and Carbon-14 (He)

Answer key for the atomic number and mass number example:

Element Z # of protons # of electrons # of neutrons A

Carbon 6 6 6 6 12

Neon 10 10 10 10 20

Sodium 11 11 11 12 23

21
 LEARNING OBJECTIVES
At the end of the module, you will be able to:
1. Relate the movement of atoms to the state of matter
2. Give examples of each state of matter
3. Differentiate Bose-Einstein Condensate from other states of matter

We discussed that matter is anything that occupies space and has mass. In this lesson, we relate how the
energy and movement of atoms result to the different states of matter. We will also discuss the fifth state of
matter, Bose-Einstein condensate. But before we proceed with the discussion, let us first have a short
experiment using common household materials.

Quick Thinking 5

What happens to the energy of particles as you increase the temperature?

Have you ever tried putting a glass of water inside the refrigerator? Or eating ice cream during a hot
summer day? What is the effect of
the temperature to the object? For
the glass of water, it solidifies after
an hour or so in the refrigerator. Examples of solids Examples of liquids
And the ice cream melts after a few
minutes. These examples show a
change between solid to liquid, and
vice versa.

From your previous classes, you

Matter
were introduced to the different
states of matter: solid, liquid, gas,
and plasma. Before we recall the
properties of these states, let us Examples of gas Examples of plasma
first see if you can give examples of
each. For each state of matter
provide at least five examples.

22
The particulate nature of matter states that, “all matter is made up of particles and these particles are
always moving”. These particles are the subatomic particles, atoms, or groups of atoms known as
molecules. The movement of particles depends on their energy, which is affected by its temperature. As the
temperature increases, the energy of the particles increases. And in the opposite, as it becomes colder, the
energy of the particles decreases. Figure 4.1 arranges the four states of matter in increasing energy.

Figure 4.1 Visualization of the particles of solid, liquid, gas, and plasma.
Source: Encyclopedia Brittanica, 2011

Solid
- Particles of solids are held by strong interactions resulting in a tightly packed arrangement. They are
held firmly in place but move through vibration within a limited area. Solids have a definite shape and
a definite volume.

Liquid
- Interactions between particles of liquids are weaker, allowing them to move in random direction and
flow around each other. Liquids assume the shape of its container and it has definite volume.

Gas
- Particles that make up gases fly in all directions at great speeds. Its high energy and far apart
arrangement makes the attractive forces between them insignificant. They neither have their own
shape nor volume.

Plasma
- Plasma is not a common state of matter found on Earth, but it comprises over 99% of the visible
universe. It is caused by a very high temperature which leads to highly charged particles with
extremely high kinetic energy. The extremely high temperature causes the electrons to be stripped
away, forming ionized gas.

On the other end of this spectrum, we have the fifth state of matter: Bose-einstein condensate or BEC. A
Bose-Einstein condensate is composed of a group of atoms cooled to almost absolute zero, the lowest
temperature there is. It was first predicted by Satyendra Nath Bose in the early 1920s. He was working on

23
statistical problems in quantum mechanics and sent his ideas to Albert Einstein. Einstein saw that Bose’s
study was important and pursued to get them published.
It was only in 1995 that Eric Cornell and Carl Wieman managed to make a BEC using a combination of lasers
and magnets. How were Cornell and Wieman able to create BEC in the laboratory? They started with a cloud
of rubidium-87 diffuse gas atoms. Using lasers to take energy away from the atoms, it was cooled to near
absolute zero (temperature of 0 K or -273.15 ºC or -459.67 ºF). To cool them further, the scientists used
evaporative cooling.

At this state, atoms are hardly moving relative to each other. They have almost no energy to move. Atoms
begin to clump together, becoming identical, and start behaving as though it were a single atom.

The four other states of matter have been studied for decades, because of this BEC is considered the most
mysterious among the states. They are also interesting as they can only be created under very controlled
conditions, which allows them to be manipulated.

Seatwork 5 Name and CN:

Identify whether the given represents a solid, liquid, gas, plasma, or bose-einstein condensate. (10 points)

1. Milk - _______________________________________________________

2. Oxygen - ____________________________________________________

3. Marshmallow - ______________________________________________

4. Water vapor - _______________________________________________

5. Tomato soup - ______________________________________________

6. Sun - _______________________________________________________

7. Have very unexcited and very cold atoms - ____________________

8. Carbon dioxide - ____________________________________________

9. A piece of wood - ___________________________________________

10. Have very excited and very hot atoms - _______________________

24
 Creative Work 2

As the most mysterious state of matter, the existence of Bose-einstein condensate is not as well-known
and popular as the other states of matter. For this creative work, you are tasked to create an infographic to
introduce BEC.

Directions: On your assigned Jamboard, create an infographic that would help people at home learn more
about bose-einstein condensate. Your work may be in portrait or landscape format. Make sure to include
descriptions of the state of matter and interesting facts about it. Color your infographic and make it eye-
catching!

Rubrics for grading:

Criteria: 4 3 2 1

The output was The output

The output The output did
complete and followed only a
Format followed most of not follow the
followed the few of the
the directions. directions.
directions. directions.

The output
The output
The output shows poor
reflects an The output
reflects an display of
exceptional shows poor
Creative average degree creativity and is
degree of the display of
of the student’s based on the
student’s creativity.
creativity. ideas or output
creativity.
of others.

The output
The output The output
includes The output
includes includes
Accuracy of excellent, includes fairly
satisfactory information that
information accurate, and accurate
information with is poorly
correct information.
a few errors. accurate.
information.

The output
The output is The output is The output is not
shows
attractive in acceptably attractive and is
Neatness exceptional
terms of design attractive but is distractingly
design and
and neatness. a little messy. messy.
neatness.

25
 LEARNING OBJECTIVES
At the end of the module, you will be able to:
1. Describe elements based on its period and group
2. Differentiate elements from compunds
3. Identify elements as metals, non-metals, or metalloids
4. Name simple compounds

In the previous modules, we discussed what elements are and that each element has an assigned atomic
number and mass number based on their atoms. The atomic number is equal to the number of protons
present. While the mass number or atomic weight is the combination of protons and neutrons found in the
nucleus. In this module, we will be discussing a vital tool where a summary of elements can be found: the
periodic table.

One of the most powerful icons in science, the periodic table of elements is a document that summarizes
what we know of chemistry. It is called “periodic” because elements are arranged in a pattern based on their
properties and they follow an interval. In this lesson, we will be discussing some of these properties such as
their periods and groups, metals, non-metals, and metalloids. Such a carefully designed icon was not
created overnight, many versions have been proposed by different scientists and it continues to evolve even
today.

During the 1800s, Jons Jakob Berzelius developed a table of atomic weights of elements and introduced
the use of letter as element symbols (Figure 5.1).

In 1817, Johann Dobereiner proposed the Law of Triads. He classified the elements with similar properties
into groups of three. The triads are arranged in increasing order, wherein when the first and third element’s
value is averaged the second value is obtained. But this did not apply to all the elements.

An example of a triad is sulfur, selenium, and tellurium. They are arranged based on their boiling point,
wherein sulfur’s is 444.6°C, selenium’s is 716°C, and tellurium’s is 988°C. The average of the boiling points
of sulfur and tellurium is 716.3°C, the boiling point of selenium.

26
Dimitri Mendeleev, the father of the periodic table,
arranged the periodic table in increasing mass numbers
and left blanks for missing elements in 1865 (Figure
5.2).

Henry Moseley further improved the periodic table in

1913. He arranged the elements in order of increasing
atomic number (Figure 5.3).

Figure 5.1 Mendeleev’s periodic table

Activity 5 Name and CN:

An element can be identified by its name or its symbol. What do you notice of how the element symbols
are assigned?

1. The symbols of the most common elements, mainly non-metals, use the first letter of their English
name. Based on the periodic table, can you give 3 examples of these elements?
Element name Symbol

2. If the name of the element has the same initial letter as another element, then the symbol uses the first
and second letters of their English name. Based on the periodic table, can you give 3 examples of these
elements?
Element name Symbol

3. If the first two letters of the element name are the same as another element, then the symbol consists of
the first letter and the first consonant of the English name that they do not have in common. Based on the
periodic table, can you give 5 examples of these elements?
Element name Symbol

4. Some symbols are based on their old name or Latin name of the element. Given the element’s English
and Latin names, can you find its symbol on the periodic table?

27
 English name Latin name Symbol
Iron Ferrum
Sodium Natrium
Potassium Kalium
Copper Cuprum
Gold Aurum
Mercury Hydrargyrum
Tungsten Wolfram
Antimony Stibium
Lead Plumbum
Silver Argentum

Quick Thinking 6
What interesting element names can you see from the periodic table? What element names
are already familiar to you?

Look at your copy of the periodic table. It is composed of periods and groups. The periods are the periodic
table’s rows. Elements in the same period have the same number of electron orbitals. They are arranged in
increasing atomic number from left to right. There are 7 periods in the periodic table (the rows of Hydrogen,
Lithium, Sodium, Potassium, Rubidium, Cesium, and Francium).

On the other hand, the groups are the periodic table’s columns. Elements in the same group have the same
number of electrons in their outermost orbital, also known as the valence electrons. Elements in a group
have the same chemical properties. There are 18 groups in the periodic table.

Groups in the periodic table:

Group 1 – elements in this group are known as Alkali metals. They are very reactive soft metals that can be
cut with a knife. Elements included are lithium, sodium, potassium, rubidium, cesium, and francium.

Group 2 – elements in this group are known as Alkaline earth metals. They are less metallic than alkali
metals. Elements included in this group are beryllium, magnesium, calcium, strontium, barium, and radium.

Group 3 to 12 – elements in these groups are known as transition metals. They are mostly hard and strong
metals that melt and boil at high temperatures.

Group 13 – this group is known as the Boron family. It is composed of a metalloid (Boron) and other metal
elements.

Group 14 – this group is known as the Carbon family. It is composed of elements that are mostly unreactive.

28
Group 15 – this group is known as the Nitrogen family. Elements in this group differ in appearance, they have
different states of matter.

Group 16 – this group is known as chalcogens or the Oxygen family. These elements can be found in nature
as both free and combined with other elements. They also have different states of matter.

Group 17 – elements in this group are known as halogens, the most reactive non-metals. They easily react
with alkali metals to form stable compounds.

Group 18 – elements in this group are known as noble gases. Noble gases are unreactive and very stable
elements. They have low boiling points and are gas state at room temperature.

In the periodic table, you may observe 2 rows named as lanthanide and actinide series. These are known as
the inner transition metals, inserted at periods 6 and 7. These metals are less common compared to the
other metals. Lanthanides, found in period 6, mostly occur in nature. While Actinides, elements in period 7,
are mostly synthetic and made in the laboratory.

Practice – Atomic Math

Complete the table by filling out the missing information about the elements. Notice that the notation for
the mass number and atomic number in the periodic table does not follow the A-Z notation.

Element Element Period Group Atomic Mass No. of No. of

name symbol number number number number protons neutrons

Ex: carbon C 2 14 6 12 6 6

iodine

krypton

cobalt
gold
yttrium
bismuth

nickel

silicon

astatine
arsenic

29
 30
Figure 5.2 Periodic Table of the Elements
Source: [Link]

\
 Properties of metals, non-metals, and metalloids

Elements in the periodic table are arranged based on their classification as metals, non-metals, or
metalloids.

Most elements in the periodic table are metals. They are mostly solid (except mercury) and shiny in
appearance. Metals are malleable, they can be molded into shapes without breaking, and ductile, they can
be formed into wires. They have a high melting point and are good conductors of heat and electricity. They
are positioned at the left side of the periodic table.

Meanwhile, non-metals are brittle and dull. They have a low melting point and are poor conductors of heat
and electricity. They are neither malleable nor ductile. Non-metals are positioned at the right side of the
periodic table. These elements include hydrogen, helium, carbon, nitrogen, oxygen, fluorine, neon,
phosphorus, sulfur, chlorine, argon, selenium, bromine, krypton, iodine, xenon, astatine, radon, tennessine,
and oganesson.

Between the spectrum of metals and non-metals are metalloids. Metalloids have mixed properties of
metals and non-metals. They could be dull or shiny in appearance. They are good semiconductors and are
usually malleable and ductile. They are found in a staircase position between metals and non-metals. The
metalloids include boron, silicon, germanium, arsenic, antimony, tellurium, and polonium.

In the previous modules we learned that elements are made up of only one type of atom. If there are more
than one type, it is already considered as a compound. Compounds are combination of two or more
elements. Examples of common compounds are water (H 2O), carbon dioxide (CO2), table salt (NaCl), table
sugar (C12H22O11), and vinegar (CH3COOH).

Seatwork 6 Name and CN:

Based from the given clues, determine the element name and whether it is a metal, non-metal, or
metalloid. (10 points)

Example: element with atomic number 1 – Hydrogen, non-metal

1. Element in period 5, group 2 - __________________________________________

2. Element with atomic number 100 - _____________________________________

3. Element with the symbol W - ___________________________________________

4. The only element that is not a metal in group 13 - _________________________

5. Element in period 6, group 12 - _________________________________________

31
 LEARNING OBJECTIVES
At the end of the module, you will be able to:
1. describe how nuclear fusion occurs
2. describe how nuclear fission occurs
3. differentiate nuclear fusion and nuclear fission

From the previous modules, you were introduced to the atom, its nucleus, and the subatomic particles –
proton, neutron, electron. You were also introduced to isotopes, the variations of an atom with the same
number of protons but different number of neutrons. In this lesson, we will apply these on how we can
change the nucleus and obtain energy from it.

What are four words that come to your mind when you hear the word Nuclear? Write a word for each box.

Quick Thinking 7

Nuclear

In your earlier Science classes, you learned about physical and chemical change. Here, we will be
discussing about nuclear change.

32
Nuclear change involves changes
in the structure of the atom,
specifically its nucleus. It involves
more energy, about 1 million times,
compared to physical and
chemical change. There are two
types of nuclear change: nuclear
fission and nuclear fusion.

Nuclear fission occurs when a

large atom is split into two or more
smaller ones. It does so either
through radioactive decay or
because it has been bombarded by a neutron. The resulting pieces have an overall smaller mass compared
to the original nucleus, with some of the mass converted into nuclear energy.

The discovery of nucler fission started in 1938 when German physicists Otto Hahn and Fritz Strassman
bombarded a Uranium atom with neutrons in an attempt to make a heavier element. But unlike their
hypothesis, they ended up splitting the atom into barium and krypton. It was later on realized that splitting
an atom causes a release of energy.

Have you ever tried playing marbles wherein there’s a group of marbles clumped together and you throw a
marble to break the group? Or have you watched the beginning of a billiard game where the group of billiard
balls shaped like a triange is shot by a white billiard ball? That’s similar to how fission happens. The nuclei
(plural of nucleus) of an isotope, such as Uranium-235 and Plutonium-239, is bombarded by neutrons
resulting to the isotope splitting into smaller nuclei, gamma ray, and free neutrons.

Fission may be controlled or uncontrolled. In both fission reactions, a neutron bombards a nuclei and the
freed neutron causes separate reactions by bombarding another nuclei. This causes a chain reaction,
releasing more energy. For controlled fission, energy released is used to power nuclear powerplants.

In these powerplants, the energy is used to heat water to produce steam and the steam turns the turbine to
generate electricity. This source of electricity is clean compared to burning fossil fuels because its
byproduct is steam. There is one nuclear power plant in the Philippines located in Morong, Bataan. It was
built in 1985, but it was never used. Many people believed that it would pose a huge threat to public health.
The nuclear wastes from operation might become a hazard if it is not managed properly. But if the power
plant operated, it could have provided at least 10% of Luzon’s electricity.

On the other hand, uncontrolled fission reactions are used to fuel nuclear weapons. The first atomic bomb
was formed in July 1945. A notable incidence wherein the use of atomic weapons resulted to loss of lives
was during the military strike on the cities of Hiroshima and Nagasaki in Japan. Since then, nuclear research

33
has been classified as extremely sensitive and materials used to create nuclear weapons have been difficult
to obtain.

The other type of nuclear change is nuclear fusion, where two light atoms fuse together to make a heavier
one. Unlike nuclear fission, it produces less nuclear waste and releases three to four times more energy.

Nuclei of two atoms need to overcome their repulsion to one another because of their similar charge. It can
only be done at very high temperatures where repulsive electrostatic forces can be overcome. At this
temperature, the atoms are stripped of their electrons and become plasma. This is why fusion is the main
source of energy for the stars and the sun.

Nuclear fusion can be done on Earth by combining two isotopes of hydrogen: Hydrogen-2 (also known as
deuterium) and Hydrogen-3 (tritium). When deuterium and tritium are combined, they result in the formation
of helium and release a free neutron. Uncontrolled fusion is used in hydrogen bombs

Nuclear fusion of stars and the sun involve the merging of two protons. For stars with higher temperatures,
two carbons are merged.

Name and CN:

Activity 6

Now that you were introduced to the two types of nuclear change, let us try to determine their similarities
and differences using a venn diagram. Include at least two similarities and three differences by compeleting
the venn diagram below. (8 points)

Nuclear fission Nuclear fusion

34
 LEARNING OBJECTIVES
At the end of this module, you should be able to:

1. Recall the characteristics of living things,

2. Illustrate the relationship between stimulus and response,
3. Explain how adaptation can lead to evolution; and
4. Describe why homeostasis is a requirement to life.

All living organisms share several characteristics that differentiate it from non-living things. In this module
we will discuss three characteristics of living things that is essential in an organism’s survival and the
continuation of its future generation.

Quick Thinking 8

Before we proceed to the lesson, let us first recall the features of living things that you are familiar with. In
the boxes surrounding the circle, write five properties or characteristics which exhibit that something is
alive.

An organism’s sensitivity enables it to detect changes in its environment and use this information to produce
an appropriate reaction. This is an important characteristic of living things known as response to stimulus.

35
A stimulus (plural, stimuli) is a changing factor detected by our senses which causes a reaction from the
organism that perceives them. This could be in the form of external or internal stimuli.

External stimuli come from the outside Internal stimuli occur from within an
environment. Examples of these include noise, organism. These include changes in blood
smell, change in temperature, heat, and sugar level, feeling of hunger, thirst, invasion
change in the amount of light detected. of pathogens, or having a full bladder.

The response is what happens when the organism reacts to the stimulus. For example: when you feel cold
your body shivers and get goose bumps. When a dog feels hot, they pant and move to a cooler area. When
you feel hungry, you look for food to eat. When the eyes detect too much light, the pupils constrict or become
smaller to let in less light. When you have unwanted pathogens inside your body, you get a fever. When you
have a full bladder, you urinate.

Activity 7

For numbers 1 and 2, provide a possible stimulus to the following responses:

1. Response: Your classmate sighs loudly while sitting down

2. Response: The neighbor’s dog is barking loudly during the night

For numbers 3 and 4, provide a response to the following stimuli:

3. Stimuli: You saw your favorite celebrity

4. Stimuli: A shark smelled blood nearby

For number 5 create your own example of a situation showing its stimulus and response.

A desert is a very hot and arid environment where a human,

with no source of water, will not last a week if stuck in such
an environment. But organisms like the camel and cactus
have a different response to survive in a desert. They have
modified structures for storing fat and conserving water to
survive long droughts. In addition, camels have long and
thick eyelashes and closable nostrils to keep sand away
from their eyes and nose (Figure 7.1). Figure 7.1 A camel has developed humps that store
fat for food and water storage.
This Photo by Unknown Author is licensed under CC
BY-SA 36
 Cavefishes live inside caves with constant darkness and
scarce food. They need to be able to conserve energy and
sense their environment without using their eyes. Over a
long period of time of living in the dark, their ancestors lost
their eyes and grew thin bodies (Figure 7.2).

When living things constantly experience a certain stimulus

for a long period of time, it is possible for it to change its
structure or behavior to better adapt to its environment.

Figure 7.2 Cave fishes that live in constant darkness

and scarce food have over time lost their eyes and
developed thin bodies to reserve energy.
This Photo by Unknown Author is licensed under CC
BY-NC-ND

Giraffes, for example, have very long necks that allow them to
eat tall plants with less competition. But the ancestors of
giraffes had shorter necks than those we see today. The long
necks were not because they stretched their neck, but it was
brought by mutation, random changes in an organism’s
structure that make them different from others. This mutation
gave long-necked giraffes a higher chance of survival compared
to shorter-necked giraffes. Over time, long-necked giraffes
Figure 7.3 Giraffes have long legs and necks
reproduced more than short-necked ones until the time came that enables them to eat tall plants with less
that there were more long-necked giraffes because of the competition.

adaptation that they developed (Figure 7.3).

This change in characteristic over time in a population of organisms

is known as evolution.

Adaptations can also occur in humans. The Sherpa people have lived
in the high mountains of Tibet for more than 3000 years. The oxygen
levels in these altitudes are significantly lower than in sea level. In
these low oxygen levels, breathing becomes heavier and faster to
inhale more oxygen to make up for the decreased oxygen in the
atmosphere. The Sherpa people have been able to adapt to this
environment by developing stronger lungs and having higher capacity
Figure 7.4 A fennec fox has large ears to for exercise.
dissipate excess heat of the desert.

37
Organisms can also adapt their behavior to better suit their environment. Emperor penguins have adapted
to the icy cold environment in Antarctica by using their flippers for gliding through the ice instead of walking.
The fennec fox is nocturnal to avoid the desert heat at day. Its large ears, a structural adaptation, are also
good for dissipating body heat (Figure 7.4)

Some animals hibernate or go into a deep sleep as an adaptation to the cold months of winter. In this deep
sleep, their metabolism slows down, and body temperature drops. Since bodily processes are so slow, it
needs very little food to stay alive. A similar adaptation is estivation, where an animal goes into a deep sleep
as an adaptation to the hot, dry months of summer.

Plants also have adaptations through their specialized structures. These allow them to better survive their
environment. This will be discussed in Module 8.

Homeostasis

Living things experience changes in their environment, e.g. change in temperature, availability of nutrition,
change in blood sugar level. An important characteristic that allows living things to survive is their ability to
maintain a constant internal environment. Regardless of the conditions around them, they can keep things
relatively stable on the inside. This is known as homeostasis, the tendency to maintain a state of
equilibrium. It came from the Greek words homoios which means “similar”, and stasis which means
“standing still”.

In human beings, we can maintain a stable internal body temperature. If we go to an environment where the
air temperature is freezing, our body does not freeze. Instead, it shivers or get goose bumps to maintain a
stable internal environment. The same goes when the air temperature is hot. To maintain a stable body
temperature, we sweat to dissipate the heat.

Homeostasis can also be seen in plants on how they regulate

the amount of water inside them. Plants have tiny pores
called stomate (singular, stomata) where carbon dioxide
enters which will be used in photosynthesis (Figure 7.5).
However, water vapor may also exit through these openings.
As such, plants have mechanisms that enable them to close
their stomate to avoid too much water loss.

Keeping a stable internal environment is an important

characteristic that enables living things to survive in a
constantly changing environment, inside and outside the Figure 7.5 Plants have stomata that can be
microscopically viewed in their leaves. This Photo by
cell. In humans, the endocrine system plays an important Unknown Author is licensed under CC BY-NC-ND
role in homeostasis as the hormones regulate the activity of
our cells.

38
 Name and CN:

Seatwork 7

For each statement, determine which characteristic of living things is demonstrated. Write A for
adaptation, H for homeostasis, and R for response to stimulus on the space before each number.

1. An indoor plant will grow towards the window where there is sunlight.

2. Since they live in rivers and ponds, duck and geese have developed webbed feet
suited for swimming.

3. The jaguar’s spotted fur is an effective camouflage when hiding among tall
grasses and stalking its prey.

4. The body regulates its fluid content by producing urine to expel excess water and
dissolved wastes.

5. Antarctic seals have thick fur and blubber that serves as insulation from the cold
climate.

6. Our bodies try to follow a regular daily rhythm between being asleep and awake.

7. The puffer fish inflates its body to become visually bigger whenever it detects a
threat.

8. Koalas only eat leaves from eucalyptus trees to lessen their competition for food.

39
 LEARNING OBJECTIVES
At the end of this module, you should be able to:
1. Differentiate vascular and non-vascular plants,
2. Predict the response of plants to different stimuli; and
3. Infer the function of specialized organs based on its form.

More than being decorations at home or in public places, plants have served different important roles in our
lives. Plants provide shade during sunny days. They maintain the atmosphere by absorbing carbon dioxide
and releasing oxygen. Their roots absorb water, which helps prevent floods. In this module we will discuss
the characteristics of plants, its anatomy, classification, responses to different stimuli, and modified
organs.

Plants are multicellular organisms; they are composed of different kinds of cells. Most plants are
terrestrial, they can be found on land. Unlike animals, they are autotrophic. This means plants can
produce their own food by converting light energy to chemical energy through a process called
photosynthesis.

To keep a plant healthy, its most essential requirements need to be provided. These include sunlight, water,
minerals, and gases from the air. Sunlight, water, and carbon dioxide are used by the plant to make its own
food. The water absorbed by the roots prevent the plant from wilting. Minerals such as nitrogen, phosphorus,
and potassium are also absorbed by roots from the soil and contribute to the growth of the plant. If a plant
does not receive any of these requirements, it will hinder its growth and can lead to its death.

The parts of a plant may be divided into two sections: the root and shoot system (Figure 8.1)

The Root System

The plant’s root system includes the organs that are found below the soil, which mainly includes
the root. The root absorbs water and minerals from the soil and delivers it to the shoot. It anchors
the plant to the soil and provide stability. It also serves as a storage of nutrients for the plant.

40
 The Shoot System
This includes the plant organs found above the soil: stem, leaves, flowers, and fruits. It gathers
carbon dioxide and sunlight needed for photosynthesis. And it contains the plant’s reproductive
organs, the flowers.

There are two types of roots: the primary

root that grows downward and the lateral
root that branches out from the primary
root and grows to the side. Root hairs are
found on the root. They enhance the
absorption of water and nutrients by
covering more areas. A root cap can be
found at the ends of the root. It covers and
protects each root tip as the root elongates
and moves downward (Figure 8.2).

There are two types of root systems in

plants: taproot system and fibrous root
Figure 8.1 Different parts of a plant. This Photo by Unknown Author is licensed under system.
CC BY-NC-ND

The taproot system includes a single, thick The fibrous root system has many small
primary root known as the taproot, with branching roots known as fibrous roots, but it
smaller lateral roots growing from its sides. does not have a large primary root. The
The taproot anchors the plant securely as it numerous threadlike roots increase the surface
can deeply bury in the ground. It also stores area for absorption of water and minerals, but
food and water; this helps the plant survive they are not as effective in anchoring the plant to
droughts. the ground (Figure 8.3).

Figure 8.3 Comparing the taproot system and fibrous root system of plants. This Photo by Unknown Author is licensed under CC BY-SA

41
A plant’s stem transports and distributes the nutrients throughout its body. It elongates the shoot to absorb
more sunlight and it bears the leaves, which functions for gas exchange and absorbs light.

Found along the stem are nodes and internodes. The node is
where the leaves attach or branch from the stem. The
internode is a stem segment in between two nodes (Figure
8.4).

Buds can also be found along the stem (Figure 8.1). A bud is a
part of the plant where new cells are produced. It may develop
into a leaf, stem, or flowers.

A stem may be herbaceous or woody. Herbaceous stems are

soft and green in appearance. They do not survive extreme
winters. Meanwhile, woody stems are hard and brown. They
are covered in bark which allows them to survive the cold
weather.
Figure 8.4 The nodes and internodes found along a stem.

A plant’s leaf is the main organ that absorbs sunlight to be

used to produce food or photosynthesis. Inside the cells of leaves, chloroplasts can be found. These are
organelles where photosynthesis occurs and the reason for a leaf’s green color. A leaf is also important in
gas exchange, wherein carbon dioxide is taken in and oxygen is released through the stomata.

Stomata (singular, stoma) are openings in leaf tissue that

controls the exchange of gases (recall Figure 7.5). They can be
found on green stems and surfaces of leaves. Fewer stomata are
located on the upper surface of the leaf to conserve water.

Among the main parts of a leaf include the petiole, a short stalk
that joins the leaf blade and the stem, and the blade, the main
part of the leaf. Within the blade, can be found the lamina, the
green and widest part of the leaf, the midrib found at the center
of the blade from which the vein branches from, and the margin
which is the edge of the leaf. The veins of the leaf contain the
vascular tissues that distributes the water and minerals to the leaf
(Figure 8.5). Figure 8.5 Essential structures of a leaf include the
petiole, blade, midrib, and vein. This Photo by
Unknown Author is licensed under CC BY-SA

Quick Thinking 9

How do plants exhibit the characteristics of living things, i.e., movement, response to
stimulus, adaptation?

42
Plants can be generally grouped as either vascular or non-vascular plants based on the presence of
vascular tissues known as the xylem and phloem.

Figure 8.5 An illustration comparing the two vascular tissues, xylem, and phloem. This Photo by Unknown Author is licensed under CC BY-SA-
NC

The vascular tissues are found throughout vascular plants: from the root, stem, and leaf veins.

Xylem is responsible for the distribution of On the other hand, the phloem distributes the
water and minerals taken up by the roots. It is food created through photosynthesis to the
composed of a vessel with thick walls and rest of the plant body. Its vessel has walls in
tracheid surrounding the vessel that help between with holes or perforations.
conduct water and minerals. The direction of Companion cells, which stores food, surround
the materials transported follow a one-way the phloem vessels. Materials flow in two
flow, upward from the root to the shoot. directions – both upward and downward.

Vascular plants are also known as Tracheophytes. They have the vascular tissue found throughout their
root, stem, and leaves. These are plants that we commonly see around us. And they include the plants that
bare spores, seeds, cones, and flowers. Presence of vascular tissues allow them to grow taller and more
abundant in different areas compared to non-vascular plants.

Plants that do not have vascular tissues are classified as Nonvascular plants. They are also known as
Bryophytes. They also do not have true roots, stem, nor leaves. Instead of true roots, they have rhizoids
(Figure 8.6).

Rhizoids are small hairs that act as roots. They anchor the plant and help absorb water and minerals. Due
to the limited absorption of water and minerals brought by rhizoids, non-vascular plants are smaller. They

43
are only found in moist areas because they need
direct contact with water. Water is distributed to the
plant body through diffusion.

Examples of non-vascular plants includes moss,

liverwort, and hornwort. They are usually found along
moist tree trunks. Non-vascular plants can be used
as fuel when burned, served to retain soil and water,
and helps prevent erosion.

Figure 8.6 Rhizoids are small hairs found at the base of non-
vascular plants. This Photo by Unknown Author is licensed
under CC BY-SA

Activity 8 Name and CN:

For this activity, you may do the experiment if you have the materials available at home. Your teacher will
also provide a video demonstration for parts 1a and 1b.

Part 1 (Water transport). Materials you will need:

• Gelatin • Measuring cup
• Straw • Basin
• Food color • Ruler
• Celery stalk • Scissors
• Water

Part 1a. Procedure:

1. Poke one to three holes in the gelatin using a straw.
2. Put a few drops of food color on the holes in the gelatin.
3. Wait for a few moments and observe what happens to the food color.

Guide Questions:
a. What happens to the food color after some time?

b. Suppose the gelatin is made up of the cells of a moss plant, how do you explain the process of
water transport in mosses?

44
Part 1b. Procedure:
1. Measure 25 cm from the tip of the celery stalk. Submerge the stalk in water and cut the 25 cm mark
on the stalk. Make sure you do not remove the celery from the water so that its xylem does not close.
2. Pour 25 mL of clean water in a measuring cup and add a few drops of red or blue food coloring.
3. Submerge the celery stalk in the colored water. Wait for the water to rise into the celery stalks.
4. After a while, the color should have reached the leafy parts. Record the final volume of the water
after some of it has been absorbed by the celery.

Guide Questions:
a. Where did the food color go? How did this happen?

b. What do you call the part of the plant where the water went through? What could happen to the
plant if this were removed or not functioning well?

c. In humans, which organ/s do you think is equivalent to this means of transport (your answer in
b)?

Part 2 (Photosynthesis). Materials you will need:

• Water • six freshly picked leaves

• 2 cups (big enough for the leaves to fit)

Part 2. Procedure:
1. Collect six freshly picked green leaves. Include the petiole when picking the leaves.
2. Fill the cups ¾ of its size and put 3 leaves inside each cup. Make sure that the leaves are completely
submerged. Add more water if necessary.
3. Label 1 cup A and place it under direct sunlight or close to a source of light. Label the other cup B and
place it under a dark area or an area far from light.
4. Leave your set-up at their respective area for 2 hours. After 2 hours, observe the result and difference
between the two cups. Answer the guide questions below.

Guide Questions:
a. Compare what happened between set-ups A and B.

b. What caused the difference between the results of set-ups A and B?

45
Although plants do not walk and talk, like other living things, they respond to stimuli in their environment.
They do this by growing in a particular direction. This is called tropism, an innate ability of an organism to
turn or move in response to a stimulus. A plant growth or movement away from a stimulus is a negative
tropism. While plant growth toward or facing a stimulus is a positive tropism. There are different forms of
tropism, and they differ based on the stimulus the plant responds to.

1. Phototropism is the growth response of a plant to light.

In positive phototropism, the plant grows In negative phototropism, the plant grows
toward the light. This is demonstrated by the away from the light. This is demonstrated by
plant stem and leaves to ensure that they have the roots and some stem to prevent
access to sunlight. overheating.

2. Gravitropism is the growth response of a plant to gravity.

In positive gravitropism, the plant organ such In negative gravitropism, the plant organ
such as the shoot stem and leaves move
as the root moves toward gravity (downward).
against gravity (upward).

3. Hydrotropism is the growth response of a plant to water.

In positive hydrotropism, the plant organ (most In negative hydrotropism, the root, found in
commonly the root) moves to the direction of moist soil with enough water to absorb,
water when it is exposed to dry soil. They must grows straight downward.
overcome gravitropism.

4. Thigmotropism is the growth response of a plant to touch or contact.

In positive thigmotropism, the leaf or stem A well-known example of negative thigmotropism

moves to the direction of another plant to would be the leaves of the makihaya plant. When
be in physical contact with them, e.g., touched, even lightly, it closes and moves away from
vines crawling towards a wall. the source of touch.

5. Chemotropism is the growth response of a plant to chemicals or food.

In positive chemotropism, the plant grows toward the In Negative chemotropism is the
direction of nutrient-rich soil or favorable chemicals. An growth of the plant away from
example is in the pollination in flowering plants, when a certain chemicals, such as
pollen grain lands on the stigma (female reproductive harmful acids and toxins.
structure) it grows a pollen tube which is directed to the ovary
by chemical signals.
46
 Name and CN:
Activity 9

Directions: Find a pair and for each situation, sketch what the plant will look like in a few days. Include a
short explanation of why this is your prediction of the plant’s fate.

1. The plant shown below has recently been placed next to a window after staying in a dark room for a
day. What will the plant look like after a few days?

In a few days:

Explanation:

2. The plant shown below has been tipped over on its side. What will the plant look like after a few
days?

In a few days:

Explanation:

47
 Specialized plant structures

To better adapt to its environment, plants have also developed specialized structures of their main plant
organs (root, stem, leaves). These specialized structures function differently from the normal function of the
organs.

Root Modifications

1. Prop Roots
▪ These are long, thick, and massive roots that
developed from the upper part of the stem, such
as the branches of a Balete tree (Figure 8.7).
Prop roots grow in a downward vertical position
and provide support to the tree.

These are also called adventitious roots as

they came from a plant organ other than the
Figure 8.7 Prop roots seen in a Balete tree look like long hairs
root. coming from the branches of its stem. These provide support for
the tree, like pillars and poles.

2. Pneumatophores
▪ Pneumatophores are aerial respiratory roots that
look like spikes coming out of the soil and water.
The exposed portions have lenticels (small holes)
that allow respiration of oxygen to reach the
submerged roots. They exhibit negative
geotropism. Example organism that has
pneumatophores are mangroves (Figure 8.8).
Figure 8.8 Mangroves have pneumatophores that allow oxygen
to reach the submerged roots. This Photo by Unknown Author is
licensed under CC BY-NC-ND

3. Storage Roots
▪ These are enlarged roots modified for storage of
starch and water. They usually grow
underground as protection from plant-eating
animals. Examples of storage roots include
carrots, radish, turnip, sweet potato (Figure
8.9), cassava, and yam.
Figure 8.9 Kamote or sweet potato is an example of a storage root.
This Photo by Unknown Author is licensed under CC BY-SA

48
Stem Modifications

1. Stolons
▪ Also known as runners, stolons are stem that grow horizontally above the soil surface (Figure 8.10).
They are used for vegetative reproduction as when the internode breaks of the nodes grow as an
independent plant. A strawberry is an example of a plant with stolons.

2. Rhizomes
▪ Rhizomes are modified stem that grow horizontally, but unlike stolons, rhizomes grow underground
(Figure 8.10). They function for vegetative reproduction and food storage. Grasses propagate
through rhizomes.

Figure 8.10 [Left] Rhizomes are horizontal stems that grow below the ground while [Right] stolons are horizontal stems that
grow above the ground. This Photo by Unknown Author is licensed under CC BY-SA

3. Phylloclades

▪ These are modified photosynthetic stems. The true

leaves may fall off early, have become smaller, or became
spines. These are common in plants found in the desert as
having smaller leaves means that they will lose less water
due to heat. A well-known example of a plant with
phylloclades is the cactus. The green fleshy parts we see
are the stems, while the spines are the true leaves (Figure
8.11).

Figure 8.11 Cacti have photosynthetic stems known as

phylloclades.

49
Leaf Modifications

1) Storage Leaves
▪ Plants like the aloe vera and other succulents
grow fleshy leaves that serve as storage for
water and food (Figure 8.12). Plants with storage
for water can survive for months without even a
single drop of water. Onions and garlics have
storage leaves for food. Figure 8.12 Aloe vera plants both have storage leaves and spines
along its leaves. This Photo by Unknown Author is licensed under
CC BY-NC

2) Leaf Bracts
▪ These are large, brightly colored leaves that surround
the actual flowers. Leaf bracts help the small flowers to
attract pollinators. Flowers like the bougainvillea (Figure
8.13), poinsettia, and Doña Aurora have leaf bracts.

Figure 8.13 The flowers of the bougainvillea are surrounded by

brightly colored leaf bracts to make it more attractive to
pollinators. This Photo by Unknown Author is licensed under CC BY-
SA

3) Leaf traps
▪ Modifications of plants that grow in places that do not have enough nitrogen in the soil or
atmosphere. These leaves are adapted to catch and digest insects to fulfill the plant’s nitrogen
requirement. Examples include the Venus fly trap, pitcher plant, and sundew plant (Figure 8.14).

Figure 8.14 (From left to right) The Venus fly trap, pitcher plant, and sundew plant have leaf traps that catch insects and obtain nitrogen nutrients.
These are also known as carnivorous plants. This Photo by Unknown Author is licensed under CC BY-SA

50
 Creative Work 3

Directions: Suppose that you are a plant advocate. Create a poster that will encourage your community to
plant by highlighting at least three reasons on why they should plant.

Procedure:
1. Orient your paper in a landscape manner.
2. Draw your creative poster and color your work.
3. Include a short summary at the bottom of the paper, with 2-3 sentences, of why people should
plant.

CATEGORY 4 3 2 1
The poster clearly The poster
The poster displays
and excellently adequately The poster poorly
some inaccurate
highlights at least demonstrates motivates
information to
three reasons on reasons on why planting and
Content encourage people
why people should people should gives several
to plant. There are
plant. It applies plant through well- inaccurate
less than three
topics from the thought of information.
reasons given.
lesson. graphics.
The output reflects
The output reflects The output shows
an average degree The output shows
an exceptional poor display of
of the student’s poor display of
degree of the creativity and is
creativity. Quality creativity. Quality
Creativity student’s based on the
of work is of work is fair. It
creativity. Quality ideas or outputs
competent and shows little
of work of others. Quality
shows imagination.
outstanding. of work is poor.
imagination.

The poster is
The poster is The poster is
The poster is distractingly
exceptionally acceptably
Attractiveness attractive in terms messy and shows
attractive in terms attractive though it
and Neatness of design, layout, poor
of design, layout, may be a bit
and neatness organization. It is
and neatness. messy.
not attractive.

Some information
All information
about the poster is
about the poster is
easy to understand Information about No explanation
well explained and
Write-Up and shows the poster is about the poster
shows correct
adequate use of limited and vague. was included.
grammar and
grammar and
punctuation.
punctuation.

51
 LEARNING OBJECTIVES
At the end of this module, you should be able to:
1. Describe protists and its types based on nutrition,
2. Differentiate protists from bacteria, and bacteria from viruses,
3. Give examples of disease-causing protists, bacteria, or viruses and ways on how to
avoid being infected.

In this module, we focus on organisms classified as protists and bacteria – their characteristics and
common examples. We’ll also be comparing bacteria from viruses.

Quick Thinking 10
Why is kingdom Protista described as a "hodgepodge" group?

Protists are diverse group of organisms under the Kingdom Protista. These are organisms that do not qualify
as plants, animals, bacteria, or fungi. Protists are eukaryotic and are either unicellular or multicellular. They
have a wide range of characteristics based on its cell surface, movement, nutrition, reproduction, and the
environment where they can be found.

Definition of Terms:
• Eukaryotic – organisms with cells that contain membrane-bound nucleus and
organelles.
• Prokaryotic – organisms that do not have a true nucleus and membrane-bound
organelles.
• Unicellular – organism made up of a single cell.
• Multicellular – organism consisting of many kinds of cells.

52
Cell Surface
Most protists are microscopic, but some also exist as macroscopic organisms. Protists can be found in
groups or individually. And their cells can be enclosed by animal-like cell membranes, plant-like cell walls,
or silica-based shells:
• Plasma Membrane – thin and flexible membrane seen in all animals
• Cell wall – sturdier than a cell wall and is found in plant cells
• Glass shells – shells made of silica

Movement
Majority of protists are motile. They have evolved varied means to move away or towards a stimulus (figure
9.1).
• Non-motile – protists that are stationary or goes with the flow of water
• Flagella – these are whip-like rotating tails used to swim around. Some protists have one or more
than one.
• Cilia – small-hairs found around the body of the protist used to swim around.
• Pseudopod – “fake feet” formed by flexible protists that can change shape.

Figure 9.1 Different modes of motility in protists. Some protists, like the Paramecium, move using their cilia (a), others, such as an Amoeba, have
extensions of their cells known as a pseudopod (b), while organisms like the Euglena use a whip-like tail. Retrieved from [Link].

Nutrition
Protists exhibit different ways on how they obtain their food:
• Autotroph – like plants, some protists produce their own food with the help of sunlight through
photosynthesis. This occurs in the chloroplast.
• Heterotroph – like animals, some protists can eat and digest other organisms to gain energy
• Saprotroph – like fungi, some protists absorb nutrients from dead organisms or organic wastes

Reproduction
Protists reproduce by a variety of ways. Most protists undergo asexual reproduction, wherein only one parent
is involved to produce new organisms that are identical to the parent. When nutrients are depleted, some
protists undergo sexual reproduction. Examples of asexual reproduction include:
• Binary fission – protists can “clone” themselves by dividing into two (figure 9.2).

53
 Figure 9.2 An amoeba reproduces by dividing itself into two through binary fission. Image retrieved from
[Link]

• Multiple fission – some protists simultaneously divide into multiple copies (figure 9.3)

Figure 9.3 Some protists divide asexually by creating multiple copies at once. Image retrieved from [Link]

• Budding – protists can cut off a piece of its body or produce a tiny bud that grows to the size of the
parent protist (figure 9.4)

Figure 9.4 Protists can cut a part of its body or grow a tiny bud that would separate from the parent and grow into a new organism.
Image retrieved from [Link]

Environment
Protists are mostly found in damp or aquatic environments. Common habitats include:
• Fresh water – some protists like to live in swamps and rivers
• Sea water – some protists live in the sea
• Damp places – some protists like to live on the barks of trees or walls and damp soil
• Inside other organisms – some protists are parasitic and live inside other organisms

54
 Seatwork 8

Directions: Choose an example of protist and research the following information about it:
• What is the name of this protist?
• Describe the appearance of your chosen protist.
• How does the protist obtain its nutrition?
• Which type of environment would you usually see this protist?
• What harm/s or benefit/s does this protist bring?

Include at least one photo of your chosen protist in the google document.

Protists can be grouped based on how they obtain their food – animal-like protozoa, plant-like protophyta,
and fungi-like molds.

1.) Protozoa are unicellular protists that are animal-like. They can move and are heterotrophs, they get
their energy from consuming other organisms such as ingesting bacteria, algae, and other
protozoans.

Amoebas (figure 9.5) can be found in environments such as fresh water, salt water, and in soil. They crawl
by changing their shapes to form a pseudopod. It is a paratsite that spreads through contaminated food
and water. Infected individuals may experience diarrhea, fever, or amebiasis.

Flagellates (figure 9.6) are protozoans that have between one to thousands of flagella, tails used to move
around.

Figure 9.5 Amoebas are heterotrophic, they can engulf their food Figure 9.6 Flagellates main mode of motility is their flagella. This
using their pseudopods. This Photo by Unknown Author is Photo by Unknown Author is licensed under CC BY
licensed under CC BY

55
Ciliates (figure 9.7) are protozoans covered in small hairs known as cilia. These “hairs” move back and forth
to allow the ciliate to move in a swimming motion.

Sporozoans (figure 9.8) produce spores that grow into new organisms. An example is the plasmodium which
causes malaria.

Figure 9.8 A plasmodium, an example of a sporozoan, surrounded

by red blood cells. This Photo by Unknown Author is licensed under
Figure 9.7 Ciliates are covered by small hair-looking cilia. This Photo
CC BY-SA
by Unknown Author is licensed under CC BY

2.) Protophyta are plant-like protists that obtain their food through photosynthesis. They are autotrophs
and some are microscopic.

Dinoflagellates (figure 9.9) rotate like a top as they move. They cause red tides when there is an
overpopulation of dinoflagellates. Some exhibit bioluminescence.

Figure 9.9 Dinoflagellates look like a top and have two flagella. Some emit light that are noticeable during the night time
This Photo by Unknown Author is licensed under CC BY-SA

Euglenoids (figure 9.10) are protists that lie between the line that divides plants and animals. Some can
photosynthesize while others are heterotrophic.

Diatoms (figure 9.11) are protists that live inside “glass houses” – double shells made of silica.

56
 Figure 9.10 Euglenoids are microscopic protists commonly found in Figure 9.11 Diatoms are non-motile protists that live inside glass
freshwater habitats. This Photo by Unknown Author is licensed shells. This Photo by Unknown Author is licensed under CC BY-NC-
under CC BY-SA ND

Algae (figure 9.12) is a diverse group of photosynthetic

protists that come in different sizes and colors, which
includes red, brown, and green algae. Examples include
seaweed, kelp, and sea lettuce.

3.) Molds are fungi-like protists. They gain nutrition by

absorbing nutrients from dead organisms. Figure 9.12 Algae include macroscopic organisms such as kelp.
This Photo by Unknown Author is licensed under CC BY-SA

Slime molds (figure 9.13) appear as gelatin-like slimes

that stick to damp surfaces such as forest soil and dead
trees. They help in the decomposition of dead plants.

Water molds (figure 9.14) form long fibers similar to fungi. They are often found growing on the decomposing
bodies of insects and other animals.

Figure 9.14 Water molds have long fibers used to obtain

Figure 9.13 Slime molds are saprotrophs that feed on dead plants. This
nutrients from decomposing animals. This Photo by Unknown
Photo by Unknown Author is licensed under CC BY-NC-ND
Author is licensed under CC BY-SA

57
Bacteria (singular, bacterium) are the simplest and most abundant form of life on Earth. They are prokaryotic
unicellular organisms that lack nucleus and membrane-bound organelles (figure 9.15). Its genes can be
found scattered inside the cell in the form of a nucleoid. The bacterial cell is enclosed by a cell wall, its
composition is different from a plant’s cell wall. Most bacteria have a pilus (plural, pili), a hair-like structure
that help bacteria attach to surfaces and can act as a bridge between cells during sexual reproduction.
Motile bacteria have one or more flagella for movement.

cell wall

flagella
nucleoid

pilus

Figure 9.15 Common parts of a bacterium.

Bacteria come in many shapes (figure 9.16) – some are round/sphere-shaped, some are rod-shaped, some
are curved, and others are spiral-shaped.

Figure 9.16 Different shapes of microscopic bacteria include round-shaped (coccus), rod-shaped (bacillus), curved (vibrio), and spiral-shaped
(spirillum).

Bacteria can be photosynthetic, using sunlight to produce food, or non-photosynthetic, dependent on other
organisms for their food. Some are disease-causing (pathogenic), and some have health benefits (probiotic).
They can be non-motile or motile, moving with the use of the flagellum (figure 9.17).

58
 Figure 9.17 Bacteria can be stationary or motile. This Photo by Unknown Author is licensed under CC BY

They can occur individually or in a cluster (figure 9.18).

Figure 9.18 Some bacteria are solitary while others occur in groups. Photo retrieved from [Link]. This Photo by Unknown
Author is licensed under CC BY

Reproduction for bacteria can occur asexually, such as

binary fission, or sexually through conjugation (figure
9.19), attaching to each other using the pilus and
exchanging genes.

Figure 9.19 During conjugation, prokaryotes attach to each other and exchange genes.
This Photo by Unknown Author is licensed under CC BY

59
 Seatwork 9 Name and CN:

In the Venn diagram below, write at least 2 similarities and 2 differences each between protists and
bacteria.

Protists Bacteria

Quick Thinking 11

How are bacteria different from viruses?

Virus

A virus is composed of genetic material enclosed within a genes

protein coat called a capsid (figure 9.20). They do not have
cells and require a host to reproduce.

The virus attacks by injecting its genetic material and taking

control of its host. When the host cell divides, the virus also capsid
reproduces.
Figure 9.20 Virus is made up of genes containing the genetic
material and the outer layer capsid.

60
 Creative Work 4 – Bacteria vs. Viruses: Know the difference

Directions: Interview your family and friends on what they know about bacteria and viruses. Identify
misconceptions and create an infographic that would address these misconceptions.

You may use a short bond paper or any digital software for your infographic. Don’t forget to color your work.

Rubrics for grading:

CATEGORY 4 3 2 1
The infographic The infographic
The infographic
demonstrates a The infographic includes a
includes a
realistic includes a misconception
misconception
misconception misconception and and includes the
Content and was
and addresses it adequately correct
addressed with
skillfully using addressed with information with
erroneous
correct facts. some missing
information.
information. details.
The output
The output reflects The output shows
reflects an The output shows
an average degree poor display of
exceptional poor display of
of the student’s creativity and is
degree of the creativity. Quality
Creativity creativity. Quality of based on the
student’s of work is fair. It
work is competent ideas or outputs
creativity. Quality shows little
and shows of others. Quality
of work imagination.
imagination. of work is poor.
outstanding.

The infographic is The infographic is

The infographic is
exceptionally The infographic is distractingly
acceptably
Attractiveness attractive in attractive in terms messy and shows
attractive though
and Neatness terms of design, of design, layout, poor
it may be a bit
layout, and and neatness. organization. It is
messy.
neatness. not attractive.

Infographic Main idea is

Main idea is Infographic
makes a good present. Some
understandable. No makes poor first
Clarity initial impression. graphics or
unnecessary impression and is
Main idea is easy visuals are
graphics or visuals. confusing.
to understand. unneeded.

61
 LEARNING OBJECTIVES
At the end of this module, you should be able to:
1. Compare and contrast the nervous and endocrine system,
2. Identify and locate parts of the nervous and endocrine system,
3. Evaluate the functions of specific hormones and possible consequences when
homeostasis is not maintained; and,
4. Recommend ways on how to care for the nervous and endocrine system.

In this module, we will be focusing on the nervous system and endocrine system. We will discuss the parts
the compose these systems, their function, and how they maintain homeostasis. Although the systems may
seem similar in their function, we’ll also highlight their differences.

Quick Thinking 12
How does the nervous and endocrine system affect the other body systems?

The nervous system is made up of the brain, spinal cord, and a complex network of nerves that covers all
parts of the body. The nerves carry signals from different parts of the body towards the brain and vice versa.

This human body system is responsible for many functions that may be divided into three basic categories:
• Sensation – With the help of the five sense organs, the nervous system can receive information from
the environment. These sense organs detect different stimuli and sends the information to the brain
for decoding and processing.
• Integration – Once the information reaches the brain, the control center of the body, it is processed
to formulate an appropriate response. It interprets the information it received and compares it with
previous stimuli and past experiences to generate a response.
• Response – After being processed and integrated, the brain sends signals to the target muscle,
organ, or gland to produce a response to the stimulus. This response may be voluntary or involuntary.

62
The nervous system is divided into two major regions: the central nervous system (CNS) and the peripheral
nervous system (PNS).

The central nervous system is composed of the brain and the spinal cord (figure 10.1). It is the processing
center for the nervous system. The spinal cord serves as a link between the brain and peripheral nervous
system. It sends the sensory information from the PNS to the brain and the brain processes and interprets
it. The response is sent back to the PNS through the spinal cord.

On the other hand, the peripheral nervous system is

composed of nerves, cable-like bundles of fiber, that
branch out from the CNS (at the periphery, beyond the
brain and spinal cord). It connects the CNS to the rest
of the body. Nerves transport information to and from
the brain and spinal cord.

The responses carried by the PNS can be classified as

under the somatic or autonomic nervous system.

Voluntary or controlled responses fall under the

somatic nervous system. These are actions that
involve the skeletal muscles, including learned reflex
responses such as jumping and screaming when
someone startles you.

The autonomic nervous system works involuntarily

and reflexively. It coordinates and controls activities
that do not require thinking, such as beating of the Figure 10.1 The nervous system can be divided into the central and
heart, secretion of glands, and digestion of food. It peripheral nervous system. This Photo by Unknown Author is
licensed under CC BY-SA-NC
regulates the internal organs to maintain homeostasis.

It can be further divided into two divisions: the sympathetic division and parasympathetic division. The
sympathetic nervous system oversees our body’s “fight or flight” response during increased activity,
stress, and times of emergencies. It makes our heartbeat faster, increases sweat, and dilates the pupils.
Meanwhile, the parasympathetic nervous system opposes these actions. It controls the “rest and digest”
responses to conserve the body’s energy. Such responses include slowing the heart rate, relaxing the
muscles, and slows breathing.

The brain is the main coordinating center for sensation and intellect. It is enclosed by the cranium of the
skull and is bathed with protective fluid.

63
The cerebrum is the largest part of the brain (figure 10.2). It regulates several important functions such as
sensory information, emotions, learning, and problem-solving. It is divided into two halves, known as the
hemispheres, connected to each other at the center. The left hemisphere controls the right side of the body.
It handles tasks such as reading, writing, speaking, logic, and analysis. While the right hemisphere controls
the left side of the body. The right half focuses on creativity, imagination, pattern recognition, music, and
emotional expression.

At the base of the cerebellum can be found the “little brain, the cerebellum (figure 10.3). It is mostly in
charge of muscle movement. It controls functions such as reflexes, balance and equilibrium, posture, eye
movement, and language learning.

The brain stem connects the brain and the spinal cord (figure 10.3). It controls the flow of signals between
the brain and the body. It also performs important roles such as regulating heart rate, breathing, and
consciousness.

Figure 10.2 The cerebrum can be divided into two hemispheres –

the left and right hemisphere. This Photo by Unknown Author is Figure 10.3 The main parts of the brain are the cerebrum,
licensed under CC BY-SA cerebellum, and brain stem.

Activity 10 Name and CN:

Observe your body’s responses during your day-to-day routine. Identify five responses facilitated by the
somatic nervous system and five responses facilitated by the autonomic nervous system.

Responses by the:
somatic nervous system autonomic nervous system

64
Neurons or nerve cells specialize in transmitting nerve impulses or signals. It receives and sends the signals
from the source to the receiver. Its main parts include the dendrite, soma, and axon (figure 10.4).

The dendrite receives the information from the previous neuron. The cell body of the neuron, the soma,
contains the nucleus and processes the information received from the dendrite. After processing the
information, the soma passes it to the axon which carries the information to other neurons or body parts.
The ends of axons contain axon terminals, this release neurotransmitters to pass the signals. Myelin
sheaths can be found covering the axon, it speeds the transmission of electrical signals.

Figure 10.4 The neurons are the cells of the nervous system and it is composed of several parts – the dendrite, soma, and
axon. This Photo by Unknown Author is licensed under CC BY-SA

There are three general types of neurons:

1) Sensory neurons – these are neurons that gather information from the environment through the sensory
organs and send the information they gathered to the brain

2) Interneurons – they carry nerve impulses from one neuron to another and connects the sensory and
motor neurons

3) Motor neurons – these send nerve impulses from the central nervous system to the muscles, glands, or
organs to initiate the response

65
The endocrine system controls the body’s activities by telling the cells what to do through chemical signals
known as hormones. Hormones are chemical messengers that carry information and instruction to the
cells. They are produced by the endocrine glands and released into the bloodstream. Endocrine glands
come in different shapes, sizes, and location. It may differ between males and females, as in the case of the
testis and ovary (figure 10.5)

Figure 10.5 The endocrine system is composed of endocrine glands that release hormones. This Photo by Unknown Author is licensed under CC BY

Pituitary gland
- It is located at the base of the brain and is about the size of the pea. It is known as the “master gland”
because it makes and releases hormones that control other glands and body functions.
o The pituitary gland produces the growth hormone which regulates the body’s physical growth
by stimulating the growth, repair, and reproduction of cells.
o It also produces the antidiuretic hormone which regulates water balance by controlling the
amount reabsorbed by the kidneys and reducing the production of sweat.

Pineal gland
- Also known as the Pineal body, the pineal gland is found deep within the middle of the brain. It releases
melatonin which regulates the sleep-wake cycle and is stimulated by darkness.

66
Thyroid gland
- It is found at the neck, below the voice box. It’s described as in the shape of a bow tie. The thyroid
hormone controls the body’s rate of metabolism. The more thyroid hormone present, the faster the cells
burn food to make energy.

Pancreas
- The pancreas is found between the kidneys. It also functions for the digestive system by secreting
digestive enzymes. It regulates blood sugar levels by producing insulin and glucagon.
o Insulin lowers the blood sugar level by converting glucose to glycogen and storing it in the liver.
o Glucagon does the opposite by converting glycogen to glucose, releasing it to the blood, and
increasing blood sugar level.

Adrenal gland
- The adrenal glands are found on top of each kidney. It releases adrenaline, a hormone that makes you
feel alert when in danger or under stress.

Ovaries
- The reproductive glands of females, the ovaries are found inside the pelvic area. It produces hormones
involved in the regulation of the menstrual cycle known as the estrogen and progesterone. These
hormones also play a role in pregnancy by creating an ideal condition for developing and supporting a
fetus in the womb. The estrogen is responsible for the changes in the female body during puberty.

Testes
- The testes are the male reproductive glands and can be found at the lower pelvic area. It signals the
changes in the male body associated with puberty.

Seatwork 10 Name and CN:

Read each situation and identify which hormone is at work. Write your answer before each number.

1. Mary’s heartbeat races and her sweating increases every time she
_______________________ watches a horror movie.

2. Rob is a grade 2 student and the shortest boy among his

_______________________ batchmates.

3. After the summer break, Annie has started to develop rounder hips
_______________________ and she got her first menstruation.

4. Janine eats sweets daily, but her blood glucose level is still
_______________________ maintained.

_______________________ 5. Michael has trouble sleeping every night for the past year,

67
Use the table below to summarize the key differences between the nervous and endocrine system.

Basis of comparison Nervous system Endocrine system

main function

control center

parts

way of communication

connection to the body

rate of response and duration of

effect

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