SOLO TAXONOMY – Grade 9

First Quarter
1. Athletes that were from the host countries usually won gold medals during different athletic events.
These occurrences were linked on how these athletes were customed to the condition of the
atmosphere where the events will happen. How does the concentration of oxygen in inhaled air affect
the human body's overall energy levels and performance during physical activities?

A) UNI-STRUCTURAL: Higher oxygen concentration in inhaled air leads to improved oxygen supply to
muscles, enhancing energy levels and physical performance.
B) UNI-STRUCTURAL: Lower oxygen concentration in inhaled air leads to decreased oxygen supply to
muscles, reducing energy levels and physical performance.
C) MULTI-STRUCTURAL: Oxygen concentration in inhaled air directly impacts energy levels and physical
performance.
D) RELATIONAL: Balanced oxygen concentration in inhaled air is essential for optimal energy levels and
physical performance.

Choice A discusses how higher oxygen concentration enhances performance.

Choice B focuses on the impact of lower oxygen concentration, addressing a single factor.
Choice C mentions that oxygen concentration directly impacts energy levels and physical performance,
considering the direct relationship between oxygen and performance.
Choice D highlights the importance of balanced oxygen concentration for optimal performance, both
considering relationships and contexts.

MELCs: Explain how the respiratory and circulatory systems work together to transport nutrients, gases,
and other molecules to and from the different parts of the body. (S9LT-la-b-26)

2. Cross breeding among different breeds of animals and plants is beneficial in development and
production of quality traits. How does the understanding of non-Mendelian inheritance patterns impact
the prediction of an individual's traits based on their genotype?

A) MULTI-STRUCTURAL: Non-Mendelian inheritance patterns complicate the prediction of traits, as they

involve interactions between multiple genes or alleles, leading to a wider range of possible phenotypes.
B) UNI-STRUCTURAL: Non-Mendelian patterns simplify trait prediction, as they follow predictable ratios
and are not influenced by multiple genes
C) RELATIONAL: Non-Mendelian patterns have no impact on predicting an individual's traits, as
Mendel's laws are sufficient for accurate predictions.
D) MULTI-STRUCTURAL: Non-Mendelian patterns only affect the prediction of specific traits, while
Mendelian inheritance covers most genetic variations.

Choice A consider various aspects of non-Mendelian patterns, highlighting the complexity and specificity
of their effects.
Choice B states that non-Mendelian patterns simplify trait prediction, focusing on one characteristic of
these patterns.
Choice C asserts that non-Mendelian patterns have no impact on trait prediction, challenging the
commonly held understanding and encouraging a deeper consideration of the topic.
Choice D consider various aspects of non-Mendelian patterns, highlighting the complexity and
specificity of their effects.

MELCs: Explain the different patterns of non -Mendelian inheritance. (S9LT -Id – 29)

Second Quarter
 3. Hydrocarbons can be classified to different types based on how they are bonded together. These
classifications give the substances different characteristics which tells about how they can be used. How
do the properties of these substances differ based on the type of chemical bonds they form?

A) MULTI-STRUCTURAL: The type of chemical bond influences properties such as melting point,
electrical conductivity, and solubility of substances.
B) RELATIONAL: The type of chemical bond has no impact on the properties of substances; all
substances behave similarly regardless of the type of bond they form
C) UNI-STRUCTURAL: Chemical bonds only affect the color and odor of substances, not other physical
properties
D) UNI-STRUCTURAL: The properties of substances are solely determined by the number of atoms they
contain, regardless of the type of chemical bonds present

Choice A discusses the diverse effects of different types of chemical bonds on properties like melting
point and electrical conductivity.
Choice B challenge common misconceptions and require deeper considerations about the influence of
chemical bonds on substance properties.
Choice C simplifies the impact of chemical bonds to only color and odor, ignoring other physical
properties.
Choice D challenge common misconceptions and require deeper considerations about the influence of
chemical bonds on substance properties.

MELCs: Explain how the structure of the carbon atom affects the type of bonds it forms; S9MT-IIg-17

4. How does the knowledge of molar mass assist scientists in chemical reactions and stoichiometry
calculations?

A) RELATIONAL: Understanding molar mass allows scientists to convert between mass and moles,
aiding in precise measurement and calculation of reactants and products in chemical reactions.
B) UNI-STRUCTURAL: Molar mass helps in determining the stoichiometry of reactions, ensuring
accurate proportions and yields in experimental setups.
C) MULTI-STRUCTURAL: Molar mass is only applicable in theoretical chemistry and has no practical use
in experimental setups or industrial applications.
D): UNI-STRUCTURAL Molar mass is useful only in determining the physical state of substances and has
significance in chemical reactions or stoichiometry calculations.

Choice A emphasizes the practical application of molar mass knowledge in chemical reactions and
stoichiometry calculations, showcasing its importance in experimental and theoretical chemistry.
Choice B test basic knowledge about the concept of molar mass and its unit.
Choice C requires understanding the composition of glucose and applying the molar masses of
individual elements.
Choice D test basic knowledge about the concept of molar mass and its unit.
MELCs: Use the mole concept to express mass of substances; S9MT -IIi - 19

Third Quarter
 5. A group of scientists is conducting research on the effects of human activities on a remote rainforest.
How does deforestation contribute to climate change?

A.) RELATIONAL: Deforestation leads to the loss of trees, reducing the Earth's capacity to absorb
carbon dioxide, a major greenhouse gas. This increased carbon dioxide concentration in the
atmosphere contributes significantly to global warming and climate change.
B.) UNI-STRUCTURAL: Deforestation reduces the number of trees on Earth.
C.) UNI-STRUCTURAL: Cutting down trees causes habitat loss for various species.
D.) MULTI-STRUCTURAL: Deforestation affects the water cycle, disrupts local climates, and
contributes to soil erosion, all of which are interconnected factors in the broader phenomenon
of climate change.

Choice A establish connections between different elements, explaining how deforestation leads to
increased carbon dioxide concentration, which, in turn, contributes significantly to global warming and
climate change.
Choice B provide information about a single aspect of deforestation.
Choice C provide information about a single aspect of deforestation.
Choice D present multiple aspects of the topic.

MELCs: Describe certain climatic phenomena that occur on a global level; S9ES -IIIf - 31

6. Imagine a group of astronomy enthusiasts gathered at an observatory on a clear night. They are
observing the night sky and discussing constellations. What is the significance of constellations in the
context of the astronomy enthusiasts’ observation at the observatory?

A. RELATIONAL: Constellations serve as celestial maps, guiding navigators, astronomers, and

stargazers throughout history. They encapsulate cultural myths and scientific knowledge,
connecting humanity's understanding of the universe across different civilizations and time
periods.
B. UNI-STRUCTURAL: Constellations are patterns of stars in the sky.
C. UNI-STRUCTURAL: Observing constellations helps people identify specific stars in the night sky.
D. MULTI-STRUCTURAL: Constellations are formed by grouping stars into recognizable patterns.
These patterns have been used by different cultures to tell stories, navigate, and understand the
night sky.

Choice A provide a broader context, explaining the relationship between constellations and their
cultural, historical, and scientific significance, demonstrating a deeper understanding of the topic.
Choice B focus on a single aspect or idea about constellations.
Choice C focus on a single aspect or idea about constellations.
Choice D involve understanding multiple elements related to constellations, such as their formation,
cultural significance, and practical uses.

MELCs: Show which constellations may be observed at different times of the year using models; S9ES-IIIj-
35

Fourth Quarter
7. You are at a summer camp, and one of the camp activities involves launching water balloons using a
slingshot. You are observing the motion of the water balloons as they are launched. How does the angle
of projection affect the path of the water balloon during the slingshot activity at the summer camp?

A. RELATIONAL: The angle of projection plays a crucial role in determining the range of the water
balloon. At specific launch angles, the water balloon travels the farthest distance, while at others, it
falls shorter. This relationship between launch angle and range is observed during the camp activity.
B. UNI-STRUCTURAL: Changing the angle of projection alters the direction in which the water balloon
is launched.
C. UNI-STRUCTURAL: A higher launch angle makes the water balloon go higher into the air, while a
lower angle makes it travel closer to the ground.
D. MULTI-STRUCTURAL: The angle of projection affects the water balloon's initial velocity and the time
it spends in the air. These factors collectively impact the range and trajectory of the water balloon
during the slingshot activity at the summer camp.

Choice A describes the relationship between launch angles and the water balloon's range, providing a
context for understanding how changing the angle impacts the distance traveled.
Choice B describe individual aspects of how changing the launch angle affects the water balloon's
trajectory.
Choice C describe individual aspects of how changing the launch angle affects the water balloon's
trajectory.
Choice D mentions how the launch angle affects both initial velocity and time in the air, considering
various factors that influence the water balloon's motion.

MELCs: Investigate the relationship between the angle of release and the height and range of the
projectile; S9FE - IVa -35

8. A physics class conducted an experiment to study free fall. They dropped different objects from a
certain height and recorded various observations. How does free fall affect the objects in the context of
the physics class experiment?

A. RELATIONAL: Free fall is a fundamental concept in physics where all objects, regardless of their
mass, fall at the same rate in a vacuum due to gravitational acceleration. In this experiment, the
class observed that free fall demonstrates the equivalence principle, as proposed by Albert Einstein,
indicating that gravitational and inertial mass are equivalent.
B. UNI-STRUCTURAL: Free fall means that objects fall towards the Earth's surface due to gravity.
C. UNI-STRUCTURAL: During free fall, objects experience acceleration towards the ground at 9.8 m/s²
on the surface of the Earth.
D. MULTI-STRUCTURAL: Free fall is characterized by objects falling under the influence of gravity, and
during this process, they experience uniform acceleration. The physics class experiment revealed
that different objects, when dropped from the same height, reached the ground at the same time,
demonstrating the equality of gravitational acceleration for all objects.

Choice A connects the concept of free fall to broader physics theories, demonstrating the equivalence
principle and its relation to gravitational and inertial mass.
Choice B describe a single concept or idea about free fall.
Choice C describe a single concept or idea about free fall.
Choice D provide multiple details about free fall, including the definition, the experience of acceleration,
and experimental results.

MELCs: Describe the horizontal and vertical motions of a projectile; S9FE - IVa -34