SENIOR HIGH SCHOOL

INSTRUCTIONAL MODULE
SCHOOL YEAR 2020-2021- FIRST SEMESTER

PHYSICAL SCIENCE 12

Ms. Marianne P. Tolentino

Subject Teacher

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 TABLE OF CONTENT

FIRST QUARTER
LESSON 1: FORMATION OF ELEMENTS
BIG BANG THEORY ………………................................................................6

LESSON 2: ATOMS AND ELEMENTS

ATOMIC STRUCTURE OF MATTER …………………………….......................9

LESSON 3: NUCLEAR MODEL AND THE SYNTHESIS OF NEW ELEMENTS

NUCLEAR MODEL OF AN ATOM AND ATOMIC REACTIONS ………......12

LESSON 4: BIOLOGICAL MOLECULES

CARBOHYDRATES ……………………………………………….....................15
PROTEINS, LIPIDS, NUCLEIC ACIDS ……………………..............................16

LESSON 5: HARNESSING OF ENERGY

BIOFUEL ………………………………………………………………………......19
GEOTHERMAL …………………………………………………………………...23
HYDROTHERMAL ……………………………………………………………......24

SECOND QUARTER
LESSON 1: NEWTON’S LAWS OF MOTION
MEASURING MOTION ……………………………….......................................26
FORCE ...........................................................................................................27
NEWTON’S LAWS OF MOTION ....................................................................28
MOMENTUM .................................................................................................29

LESSON 2: LIGHT
PROPERTIES OF LIGHT …………………….....................................................30
COLOR AROUND US ......................………………………….........................31
INVISIBLE LIGHT ............................................................................................32

LESSON 3: THE SOLAR SYSTEM AND BEYOND

SOLAR SYSTEM AND PLANETARY MOTION ………………..........................34
CLASSIFICATION OF PLANETS ……………………………………..................35

LESSON PROPER

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I. Module Learning Competencies:
At the end of the module the students will be able to;

give evidence for and explain the formation of the light elements in the Big Bang
theory, during star formation and evolution;
describe the contributions of the alchemists to the science of chemistry and discovery
of the structure of the atom and its subatomic particles;
cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, and
Niels Bohr to the understanding of the structure of the atom;
describe the nuclear model of the atom and the location of its major
components (protons, neutrons, and electrons) ;
explain how the concept of atomic number led to the synthesis of new elements
in the laboratory;
compare and contrast explanations and models of astronomical phenomena
(Copernican, Ptolemaic, and Tychonic);
explain how the scientists astronomical discoveries and observations
(Lunar craters, phases of Venus, moons of Jupiter, sun spots, supernovas, the
apparently identical size of stars
explain how the speeds and distances of far-off objects are estimated
(e.g., Doppler effect and cosmic distance ladder and how the expanding universe;
explain how Doppler shifts and transits can be used to detect extra solar planets;
explain why Pluto was once thought to be a planet but is no longer considered on.

PRE-TEST:

Choose the correct answer. Encircle of your final answer.

1. The bouncing of light rays off an a. Symmetry

object is called_________. b. Reflection

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 c. Congruence a. Ability to conduct heat
d. Refraction b. Magnetism
c. Melting point
2. What part of a telescope refracts d. Boiling point
light?
a. Base 8. Anything that has mass
b. Focus knob and takes up space is
c. Lens called _______?
d. Body tube a. Matter
b. Length
3. Eyeglasses work on the principle c. Weight
of ________. d. Materials
a. Reflection
b. Symmetry 9. The best conductor of
c. Refraction electricity is _________?
d. Rainbow colors a. Air
b. Metal
4. When we look at a red bird, c. Water
which color is reflected? d. Rock
a. Yellow
b. Red 10. A solution composed
c. Green completely of gases is _______?
d. Blue a. Air
b. Petroleum
5. An example of an everyday c. Kool-Aid
object that works due to d. Soda
reflected light is a ___________?
a. Microscope 11. Which of the following has the
b. Camera greatest inertia?
c. Telescope a. Bowling ball
d. Tinted car window b. Car
c. Train
6. The bending of light rays by an d. Planet
object is called __________?
a. Reflection 12. Planets and moons in the solar
b. Refraction system keep moving due to ___?
c. Congruence a. Gravity
d. Symmetr b. Inertia
7. What property changes when c. Force
an ice cube melts? d. Magnetism

Direction: Read the questions carefully and choose the best answer.

1. It is the most widely accepted explanation of the origin of the universe that t
he existence of all matter is believed to have started with the birth of the universe.

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 a. Big Bang Theory c. Steady State Theory
b. Fission Theory d. Stellar Explosion
2. Who was the scientist that observed many stars and galaxies shine with light
and moving away from each other at high speeds?
a. Edwin Hubble c. George Hubble
b. Edwin Lemaitre d. Georges Lemaitre
3. What certain era of the Big Bang event do protons, neutrons and electrons came?
a. electroweak era c. era of nucleosynthesis
b. era of nuclei d. galaxy era
4. What is the period that is characterized by the existence of both matter
and antimatter?
a. electroweak era c. era of galaxies
b. era of nucleosynthesis d. particle era
5. The particle theory stated that all matter is composed of very small particles
called atoms that came from the Greek word atomos, which means _________.
a. uncuttable c. unpredictable
b. unmovable d. unshakeable
6. Who said that there were four elements – fire, air, water, and earth?
a. Aristotle c. Empedocles
b. Democritus d. Rutherford
7. Aristotle believed in the theory of the four elements and added the fifth
element which was called _______.
a. ether c. water
b. fire d. wind
8. What does the particle theory says?
a. All atoms are composed of big particles of atoms.
b. All atoms are composed of molecules.
c. All matter is composed of small particles called atoms.
d. All matter is composed of molecules.

CHAPTER 1: THE BEGINNING

LESSON 1: BIG BANG THEORY

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 At the end of the lesson, students are expected to;
a. give evidence of Big Bang Theory;
b. explain the formation of light and heavy elements alongside the formation of
stars and it’s evolution;
c. describe how elements heavier than iron are formed.

BIG BANG THEORY

 Modern physicists turn to big bang theory to explain the origin of the universe.
this is idea was first proposed by a Belgian priest Georges Lemaitre who claimed
that the universe may have begun from a primordial atom.
 Discoveries is an astronomy and physics have shown beyond a reasonable doubt
that our universe did have a beginning.
 According to the standard theory our universe sprang into existence as singularity
around 13.7 billion years ago.
 The universe continues to expand and cool to this day and we are inside of it
incredible creatures living on a unique planet circling a beautiful star clustered
together with several years.

HISTORY AND DEVELOPMENT

The BIG BANG THEORY developed
from observations of the structure of the
Universe and from theoretical considerations.

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 ALBERT EINSTEIN (1879-1955)

In 1915, Einstein predicted that the universe is expanding and he came up

with 10 field equations to support his general theory of relativity.

ALEXANDER FRIEDMANN (1888-1925)

10 Years later, Friedmann a Russian cosmologist and mathematician read

Einstein’s work but thought the cosmological constant was wrong.

EDWIN HUBBLE (1889-1953)

In 1924, Hubble’s measurement of the great distance to the nearest spiral

nebulae showed that these systems were indeed other galaxies.

Problems with the Big Bang Theory

 It violates the first law of thermodynamics, which says you can't create or

destroy matter or energy. Critics claim that the big bang theory suggests the
universe began out of nothing. 
 Some critics say that the formation of stars and galaxies violates the law
of entropy, which suggests systems of change become less organized over
time. But if you view the early universe as completely homogeneous and
isotropic, then the current universe shows signs of obeying the law of
entropy.
 Some astrophysicists and cosmologists argue that scientists have
misinterpreted evidence like the redshift of celestial bodies and the cosmic
microwave background radiation. 
 he early inflationary period of the big bang appears to violate the rule that
nothing can travel faster than the speed of light.

NAME: _______________________________________________ DATE:

_________________
STRAND: ____________________________________________ GRADE 12

ACTIVITY NO.1
Choose the correct answer. Encircle your final answer.

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1. Light from distant galaxies are being bent as the universe is expanding.
A. True B. False

2. Which of the following has been used as evidence to support the universe is
expanding from a historical beginning explosion?
A. Light from distant galaxies and planets showing a shift in their
wavelengths.
B. Leftover cosmic energy on the horizon of the universes.
C. Same amount of space matter all throughout the universe regardless of
where one looks
D. All of the above

3. The big bang rapid expansion occurred when? 

A. Millions of years ago B. Billions of years ago

ESSAY:
1. Explain in your own word what is Big Bang Theory based on your own ideas
and understanding and how this Theory related to our/your lives?
(atleast 3 to 5 sentences.)

REFERENCE:
https://science.howstuffworks.com/dictionary/astronomy-terms/big-bang-theory7.htm

LESSON 2: ATOMIC STRUCTURE OF MATTER

At the end of the lesson, students are expected to;

a. describe the ideas about atoms and elements held by ancient greeks;
b. enumerate the main ideas in the discovery of atoms and structures and the
leading contributions of the scientist.

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ATOMIC STRUCTURE OF MATTER

Democritus proposed that the fundamental

unit of matter is an “atomos”, a minute
particle that is uncuttable.
Matter is continuous, thus they rejected
atomos and embraced matter as essentially
made from 4 fundamentals elements, namely
EARTH, AIR, WATER, FIRE.

JOHN DALTON (1766-1844)

CHARACTERISTICS OF A ATOM
 Elements are made of atoms
 Atoms of an element are identical in shape and mass
 Atoms of different elements have different masses
 Atoms combines in whole number ratios.

STRUCTURE OF ATOMS DISCOVERED

A. JOSEPH JOHM THOMPSON (1856-1940)

 Discovered the existence of electrons in 2897 when performing a
series of expirements to study the characteristics of electric discharge
in a high voltage vacuum.

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 B. EARNEST RUTHERFORD
 Studying the natire of radioactivity and matter when he discovered
another particle lodged in an attom. This particles came to be called
nucleus.

C. HENRY MOSELEY (1887-1915)

 Demonstrate through an experiment that the important properties of
an element are associated with its atomic number and
 Radioactivity of radium, but later he used his expertise in X-ray
spectroscopy to study the X-ray spectra of elements.

NAME:___________________________________________________ DATE: ______________________

STRAND: _______________________________________________ GRADE 12

ACTIVITY NO.2

ELABORATE AND GIVE EXPLANATION.

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 1. State the specific ideas of John Dalton.


2. State atleast 2 of the characteristics of a atom.



3. State the contributions of Henry Moseley to atomic theory.



REFERENCE:
https://www.google.com/search?q=summary+of+dalton
%27s+atomic+theory&tbm=isch&ved=2ahUKEwi7taXV7-
jqAhUgnUsFHTcdBCAQ2cCegQIABAA&oq=summary+of+dalt&gs_lcp=CgNpbWcQARgAMgQIABAYOgQIABB
DOgcIABCxAxBDOgIIADoFCAAQsQNQp5APWNe9D2DIzg9oAHAAeAOAAZsBiAHdD5IBBDEyLjeYAQCgAQGq
AQtnd3Mtd2l6LWltZ7ABAMABAQ&sclient=img&ei=YWQcX_uAAaC6rtoPt7qQgAI&bih=657&biw=1366

LESSON 3: NUCLEAR MODEL OF AN ATOM AND ATOMIC REACTIONS

At the end of the lesson, students are expected to;

a. describe the nuclear model of atoms and the characteristics of its components;
b. explain how the concept of atomic number led to the synthesis of new elements.

NUCLEAR MODEL OF AN ATOM

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  Idea of an atom as the ultimate building block of matter had been
suggested as early as 440 BC.

COMPONENT OF NUCLEAR MODEL

PROPERTIES OF SUBATOMIC
PARTICLES

ATOMIC NUMBER AND THE SYNTHESIS OF NEW ELEMENTS

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NUCLEAR REACTIONS
 a change in the identity or characteristics of an atomic nucleus that results
when it is bombarded with an energetic particle, as in fission, fusion, or
radioactive decay.

NUCLEAR REACTORS
 A nuclear reactor, formerly known as an atomic pile, is a device used to
initiate and control a self-sustained nuclear chain reaction. Nuclear reactors
are used at nuclear power plants for electricity generation and in nuclear
marine propulsion.

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NAME: ___________________________________________________ DATE: ______________________
STRAND: _______________________________________________ GRADE 12

ACTIVITY NO.3
DRAW A PERIODIC TABLE IN CREATIVE WAY.

MECHANICS:
1. DRAW FIRST IN A CLEAR PAPER BOND PAPER, OSLO.
2. MAKE IT COLORFUL AS LONG A YOU WANT AND BE UNIQUE.
3. BE PUNCTUAL AND BE NEAT.
4. TAKE A SELFIE WITH YOUR DIY PERIODIC TABLE ATLEAST 2 PICTURES.

ATTACH YOUR EXTRA WORKSHEET HERE!!

REFERENCES:

https://www.google.com/search?
q=COMPONENT+OF+NUCLEAR+MODEL&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjVntXH-
OjqAhVp4XMBHRWVDWAQ_AUoAXoECA4QAw&biw=1366&bih=608#imgrc=niSJ5U5rdH0s1M

LESSON 4: BIOLOGICAL MOLECULES

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 At the end of the lesson, students are expected to;
a. explain the functions of biological macromolecules;
b. relate their function with the structure of biological macromolecules.

BIOLOGICAL MACROMOLECULES
 are large organic molecules
 Are molecules necessary for the sustaining of life, these are
carbohydrates, proteins, nucleic acids, and lipids.
 A polymer is long chain of repeating units of simple molecule(monera)

I. CARBOHYDRATES
 Are biological molecules consisting carbon, hydrogen and oxygen
atoms usually in a hydrogen to oxygen ratio of 2:1 just like water.

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 II. PROTEINS
 Composed of units of amino acids.
 Amino acids are bonded covalently to form long linear chains of
polypeptides.

III. LIPIDS
 Are molecules that contain hydrocarbons and oxygen and are among the
building blocks for the structure and function of living cells.

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 IV. NUCLEIC ACIDS
 Are molecules that allow organisms to transfer genetic information from one generation
to the next.
 Nucleotides are the building blocks of nucleic acids. They are have 3 components:
1. A nitrogenous base 3. A phosphate
2. A five carbon sugar

NAME: _______________________________________ DATE: _____________________

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STRAND:____________________________________ GRADE 12

ACTIVITY NO.4

REFERENCES:

https://www.google.com/search?
q=types+of+carbohydrates&tbm=isch&ved=2ahUKEwiSvM7cgOnqAhUtnEsFHTe1DM4Q2-
cCegQIABAA&oq=types+of+car&gs_lcp=CgNpbWcQARgBMgIIADICCAAyAggAMgIIADICCAAyAgg
AMgIIADICCAAyAggAMgIIADoECAAQQzoFCAAQsQM6CAgAELEDEIMBUPX1FljfqBdgzMAXaARwA
HgAgAGpAYgB9AqSAQQxMy4ymAEAoAEBqgELZ3dzLXdpei1pbWewAQDAAQE&sclient=img&ei=
Q3YcX9KOL624rtoPt-qy8Aw&bih=608&biw=1366&hl=en#imgrc=orp0F0zGIH27FM

LESSON 5: HARNESSING OF ENERGY

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 At the end of the lesson, students are expected to;

a. describe the chemical components of various sources of energy;

b. describe how energy is harnessed from various sources of energy.

What is Energy?
 work is force applied to an object over a certain distance
such
as, pushing a cart or lifting boxes.
 Energy is what make work possible.
 It is the capacity of a system to do work.

Laws of Thermodynamics
 A science that deals with the action of the heat and latent forms
of energy.

a. Conservation of energy

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b. Disorder in the universe always increase

c. All molecular movements stop at absolute zero or 0 kelvin.

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 What is FOSSIL FUELS?
 Are organic fuels that contain the stored radiant energy of the sun which
had been converted to chemical energy by plants or animals that lived
million of years ago, in particular, during the Carboniferous period.

COMMON FOSSIL FUELS ARE:

COAL -  is a combustible black or brownish-black sedimentary

rock,formed as rock strata called coal seams.

OIL - An oil is any nonpolar chemical substance that is a viscous liquid at

ambient temperatures and is both hydrophobic (does not mix with water, literally

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 "water fearing") and lipophilic (mixes with other oils, literally "fat loving").

NATURAL GAS - (also called fossil gas; sometimes just gas), is a

naturally occurring hydrocarbon gas mixture consisting primarily of methane, but
commonly including varying amounts of other higher alkanes, and sometimes a
small percentage of carbon dioxide, nitrogen, hydrogen sulfide, or helium.

TERMINOLOGIES:
a. BIOGAS
 Is a flammable gas produced when organic materials, such as compost,
organic waste, sewage, manure, plant residues.
b. BIOMAS
 Refers to organic material derived from plants and animal waste.
 Organic materials are composed of carbon, hydrogen and oxygen.

c. BIODIESEL

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  Is a fuel derived from plants, animal and reusable materials.

WHAT IS GEOTHEMAL ENERGY?

WHAT IS HYDROTHERMAL ENERGY?

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NAME: _____________________________________ DATE: _____________
STRAND:___________________________________ GRADE 12
ACTIVITY NO.5

A. Use recyclable materials to produce a mode for any of the

following sources of energy. Send your creative output on Messenger
by capturing a photo of your work or attach your work here.
(choose 2 from the 3 choices)

1. Geothermal Energy
2. Hydrothermal Energy
3. Biogas

B. Explanation
1. What are the advantages and disadvantages of fossil fuels?
__________________________________________________________________________

__________________________________________________________________________

___________________________________________________________________________

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CHAPTER 2: LAWS OF PHYSICS
LESSON 1: MEASURING MOTION
At the end of the lesson, students are expected to;

a. explain how the graphs of motion at constant velocity differ from those when
motion is at constant acceleration;
b. explain each of Newton’s laws of motion;
c. use conservation of momentum to solve one dimensional collision problems.

MEASURING MOTION

SCALAR QUANTITY
are measurements that indicate
magnitude.
VECTOR QUANTITY

indicate magnitude and direction.

SPEED

is the ratio between the distance covered by an object in motion, and the
time it took that object to cover that distance. If d is distance and t time, the
speed s is
Formula in finding speed is s=d/t .
VELOCITY

v is a vector quantity that involves two components: speed and direction.

ACCELERATION

a is a vector quantity which measures the changes in velocity over time.

a = final velocity- initial velocity

Time elapse

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FORCE

 f is a vector quantity capable of producing a change in motion. This change in

motion can be due to either change in velocity or acceleration.
 Force tells us that it is force which sets an object in motion o changes its
current motion.
 Not all force is capable of producing a change in motion.

NEWTON’S LAWS OF MOTION

First Law (Law of Inertia)

Second Law (Law of Acceleration)

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Mass and Weight

Mass is the amount of matter contained in an object.

Weight on other hand, is force due to gravity.

Formula:

Weight = mass x acceleration due to gravity

W= m x g

Third Law (Law of action and reaction)

MOMENTUM

Momentum, product of the mass of a particle and its velocity. Momentum is

a vector quantity; i.e., it has both magnitude and direction. Isaac Newton’s
second law of motion states that the time rate of change of momentum is
equal to the force acting on the particle. See Newton’s laws of motion.

LINEAR MOMENTUM
p of an object is a vector quantity which is the product of its mass and
velocity.
p= mv

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NAME: _______________________________________ DATE:____________________
STRAND:______________________________________ GRADE 12
ACTIVITY NO.6
Write TRUE if the statement is true, write FALSE if the statement is
false. If it is false, explain in one sentence why it is false.

________________1. An object that moves at constant velocity has a positive acceleration.

Explanation: ____________________________________________________________________

________________2. An object which has a negative acceleration is slowing down.

Explanation: __________________________________________________________________

_________________3. There are forces acting on objects which are at rest.

Explanation: _________________________________________________________________

_________________4. Objects at rest havr a constant velocity.

Explanation: ________________________________________________________________

_________________5. Newton’s law of universal gravitation is an empirical law.

Explanation: _______________________________________________________________

_________________6. The acceleration of an object is directly proportional to the force

applied on it.
Explanation: ______________________________________________________________

________________7. The larger the mass of an object the less is its inertia.
Explanation: _____________________________________________________________

________________8. An object which has a strong momentum has a large inertia.

Explanation: ____________________________________________________________

________________9. A massive object which is at rest has a strong momentum.

Explanation: ____________________________________________________________

_______________10. The acceleration of objects in free fall close to Earth’s surface is

Constant.
Explanation: _______________________________________________________________

LESSON 2: LIGHT

At the end of the lesson, students are expected to;

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 a. describe how the properties of light affect the object;
b. explain how we see colors;
c. explain the photon concept of light.

LIGHT AS PARTICLE

PROPERTIES OF LIGHT

a. Light and Matter Interaction

 Light travels in a straight line path until it meets an object or another
particle.
b. Reflection
 Reflected light is the most common light property we see every day.
 Colors that we see around us are the reflected light rays of the color
spectrum.
c. Refraction
 Happens when light travel into a different medium, such as when light
from outer space enters the atmosphere or when light coming from the
atmosphere enters water.
d. Absorption
 Occurs when incoming light hits an object causing its atoms to vibrate.
 Ultraviolet Radiation or UV Rays.

e. Diffraction
 Is the bending or spreading of light rays when light rays meet a new
medium or encounter obstacles.

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f. Scattering
 Light rays occurs when light spreads in may directions.
 Some bounces off (reflected), some makes it through, and others are
diffracted.
 Rayleigh Scattering.
g. Transmission
 Is the simplest light and matter interaction.

COLOR AROUND US

INVISIBLE LIGHT
 Wavelengths in the electromagnetic spectrum too short or too long to be
detected by the human eye; e.g., ultraviolet and infrared light .

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 TYPES OF INVISIBLE LIGHT

A. Infrared Light
 Infrared, sometimes called infrared light, is electromagnetic radiation with
wavelengths longer than those of visible light. 

B. Ultraviolet Light
 Ultraviolet is a form of electromagnetic radiation with wavelength from 10 nm to
400 nm, shorter than that of visible light but longer than X-rays. UV radiation is
present in sunlight, and constitutes about 10% of the total electromagnetic
radiation output from the Sun. 

NAME: ______________________________________ DATE: _____________

STRAND: ____________________________________ GRADE 12

ACTIVITY NO.7

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LESSON 3: THE SOLAR SYSTEM AND BEYOND

At the end of the lesson, students are expected to;

a. explain how speeds and distances of far-off objects are estimated;
b. explain how Doppler shift and transits can be used to detect the presence of
extra solar planets;
c. explain why Pluto which was once classified as a planet is no longer counted

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 as on today.

SOLAR SYSTEM AND PLANETARY MOTION

KEPLER’S LAWS OF PLANETARY MOTION

1. The Orbit of a planet around the sun is an ellipse with the sun being one of its
foci.
2. A Planet sweeps out equal areas during equal time intervals
3. The square of the orbit period T of a planet is directly proportional to the cube
of the semi-major axis a of its orbit.

ORBITS OF PLANET
 Planets make a counterclockwise revolution around the sun, as observed from a
position in space above the North Pole of our Planet.

CLASSIFICATION OF PLANETS

TERRESTRIAL PLANETS JOVIAN PLANETS

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 Mercury Jupiter
Venus Saturn
Earth Uranus
Mars Neptune

PHYSICAL CHARACTERISTICS TERRESTRIAL PLANETS

PHYSICAL CHARACTERISTICS JOVIAN PLANETS

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Where is Pluto? And why is it no longer considered a planet?

Why is Pluto no longer a planet?

 The International Astronomical Union (IAU) downgraded the status of Pluto to

that of a dwarf planet because it did not meet the three criteria the IAU uses to

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 define a full-sized planet. Essentially Pluto meets all the criteria except one—
it “has not cleared its neighboring region of other objects.”
 In August 2006 the International Astronomical Union (IAU) downgraded the
status of Pluto to that of “dwarf planet.” This means that from now on only the
rocky worlds of the inner Solar System and the gas giants of the outer system
will be designated as planets. The “inner Solar System” is the region of space that
is smaller than the radius of Jupiter’s orbit around the sun. It contains the
asteroid belt as well as the terrestrial planets, Mercury, Venus, Earth, and Mars.
The “gas giants” of course are Jupiter, Saturn, Neptune, and Uranus. So now we
have eight planets instead of the nine we used to have.

Doppler Shift
 The Doppler effect (or the Doppler shift) is the change in frequency of
a wave in relation to an observer who is moving relative to the wave source.
[1]
 It is named after the Austrian physicist Christian Doppler, who described
the phenomenon in 1842.

NAME: ____________________________________________________ DATE: _________________

STRAND: _________________________________________________ GRADE 12

ACTIVITY NO.8

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 A. Cross Words Hunter.

ACTIVITY NO.8
MAKE A VIDEO WITH THE CONTENT ABOUT THE SOLAR SYSTEM. GIVE

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 SOME EXPLANATION AND IDEAS FOR CLASSIFICATION OF EACH PLANET.

MECHANICS:
 For your video or vlog content maximum of 7 mins.
 Make a best video as long as you can.
 The content topic about the discussion.
 Make a solar system in recycle materials it depend on you in how to be
creative with low costing.

GRADING SYSTEM FOR YOU ACTIVITY:

Creativity /Originality (50 pts):

 Entries must be the students’ own work, in the student’s own words, and
may include personal experiences and thoughtful observations. Videos
must reflect that the student has carefully examined and thought through
the topic.

Message Content (30 pts):

 Does the student apply/address the theme Is the video relevant?

 How compelling is the video?
 Is the video presented in a logical sequence?

Technical  Organization (20 pts):

 How well is the video produced in regards to continuity, timing, camera

operation, sound quality, editing and adherence to time limit of 7 minutes.

REFERENCES:

 https://www.google.com/search?

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 q=doppler+shift&hl=en&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjng8Wn0u3qAhU
BeysKHcmADxgQ_AUoAXoECBMQAw&biw=1366&bih=608#imgrc=v-PYRRZsBbB1eM
 https://www.google.com/search?
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 https://www.google.com/search?
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 https://www.google.com/search?
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