Grade 11 General Science

Content standard

The learners learn that 1. physics principles apply to numerous aspects of everyday living; 2. understanding linear and angular quantities to describe motion helps in the design of efficient machines; 3. the efficiency of simple and compound machines can be improved by applying basic physics principles; 4. hydraulic systems exploit the relationship between pressure, force, and area to multiply forces and perform tasks; 5. analysis of electricity generation, consumption patterns, and energy-efficiency practices can lead to better energy supply and management; and 6. an understanding of the properties of light and sound leads to their safe and productive application.

Performance standard

By the end of the quarter, learners identify general physics principles and their applications in daily life. They use scientific principles to solve problems, make informed decisions, and illustrate the applications of physics for self, society, and the environment. They design simple and compound machines and hydraulic systems to demonstrate applications of force, torque, center of mass, and hydraulic-related principles. They evaluate energy-efficient practices in electricity supply and consumption at home and local businesses and explore the advantages and drawbacks of light and sound in medical imaging, security, communication, and entertainment. Suggested Performance Task ● Design a model house that showcases how the physics principles behind rotational dynamics, energy efficiency, sound, and light can improve the ambiance and efficiency of Filipino homes.

Learning competencies (12)

• GENSCI-G11-Q1-01

  identify various ways physics enhances our quality of life across different areas, including household activities, health and safety, work productivity, and leisure;

• GENSCI-G11-Q1-02

  compare and contrast translational and rotational motion in terms of their respective linear and angular quantities;

• GENSCI-G11-Q1-03

  demonstrate through simple activities the relationship between linear and angular quantities;

  • a. human movement (e.g., exercises, dance, and gymnastics), and
  • b. ergonomic designs (e.g., buildings, vehicles, furniture, and toys);

• GENSCI-G11-Q1-04

  apply concepts of translational and rotational motion to design and build prototypes of efficient simple and compound machines;

• GENSCI-G11-Q1-05

  explain the characteristics of efficient simple and compound machines;

• GENSCI-G11-Q1-06

  explain how simple hydraulic systems use fluid principles to enhance simple and compound machines;

• GENSCI-G11-Q1-07

  identify applications of Archimedes’ principle and Pascal’s principle in various contexts, such as home, community, businesses, and transportation;

• GENSCI-G11-Q1-08

  design simple practical activities or models to determine how variations in physical properties, such as shape, mass, and volume, affect an object's ability to float in a fluid;

• GENSCI-G11-Q1-09

  discuss safety practices in dealing with electrical hazards, such as overloading, damaged insulation, damp electrical conditions, faulty wiring, and electrocution;

• GENSCI-G11-Q1-10

  propose ways to minimize energy loss and energy wastage in homes, schools, local businesses, and other parts of society;

• GENSCI-G11-Q1-11

  discuss properties of light and sound waves related to communications technology, navigation, medicine, and entertainment; and

• GENSCI-G11-Q1-12

  identify innovations related to sound and light, such as soundproofing, sound amplifiers, LEDs, holograms, and lasers.

Content standard

The learners learn that 1. past research in the field of chemistry provides the foundations for the development of helpful products and processes; 2. household and personal care products contain chemical substances that determine their properties and guide their proper use and disposal; 3. chemical reactions are part of human activities and present in the environment; and 4. chemicals should be handled safely, and solutions can have beneficial and harmful environmental effects.

Performance standard

By the end of the quarter, learners apply research skills to discover how scientists have impacted our lives. They recognize the significant role of different agencies in the Philippines, such as DOST and DTI, in scientific innovation and development. They show critical thinking in explaining the different substances in household and personal care products, including their benefits and potential risks of using and disposing of them. They demonstrate appropriate and safe handling and use of chemicals. They explain that chemical reactions occur in human activities and the environment, and that several chemical solutions pose a threat to the community. Suggested Performance Task ● Look for household or personal care products and identify their active ingredients. Then, research each active ingredient by identifying its brief description, other uses, and potential impact on humans and the environment.

Learning competencies (11)

• GENSCI-G11-Q2-01

  use information from secondary resources to report how Louis Pasteur combined research from the fields of chemistry and biology, which has helped scientists to understand the cause of some diseases and prevent infection;

• GENSCI-G11-Q2-02

  construct a table using product labels that describe the function of the different substances (elements or compounds) present in household products such as those in bleach, detergents, baking powder, and personal care products such as shampoo, soaps, and toothpaste;

• GENSCI-G11-Q2-03

  explain the benefits and potential risks of using and disposing of household and personal care products, by considering their chemical composition, environmental impact, and human health effects, referring to the Department of Trade and Industry (DTI), Food and Drugs Authority (FDA), and the Department of Environment and Natural Resources (DENR);

• GENSCI-G11-Q2-04

  explain some of the common types of chemical reactions and provide examples for the following: decomposition, acid on carbonates, acids on metals, and combustion;

• GENSCI-G11-Q2-05

  identify the type of chemical reactions that occur in our daily activities, including baking, cleaning, and burning;

• GENSCI-G11-Q2-06

  use chemical equations to show biological and environmental processes such as photosynthesis and respiration;

• GENSCI-G11-Q2-07

  describe the chemical reactions that take place in our body cells, which are referred to as metabolism, and explain their significance;

• GENSCI-G11-Q2-08

  explain the characteristics of solutions and their examples in household products, industry, and environmental science;

• GENSCI-G11-Q2-09

  apply best practices in the proper handling, storage, and disposal of chemicals;

• GENSCI-G11-Q2-10

  investigate how much salt dissolved in water will prevent the growth of a simple garden plant; and

• GENSCI-G11-Q2-11

  create a table to show how solutions of saltwater and wastewater can affect local ecosystems and recommend ways to minimize their negative impact on the environment.

Content standard

The learners learn that 1. all levels of life have systems of related parts; 2. structures and functions are related at all levels of the organization of life; 3. cells carry out functions that enable organisms to survive; 4. organ systems work together to carry out essential functions of an organism; 5. climate change affects ecosystems and the organisms living in them; and 6. ecosystems are finite and have limited resources.

Performance standard

By the end of the quarter, learners use examples to describe the relationships among living systems and their components and how the structure of a part relates to its function. They explain the role of cells in perpetuating life and how organ systems work together to maintain optimal health. They conduct investigations on the effects of climate change on local ecosystems. Suggested Performance Task ● Create a presentation using chosen multimodal activities (e.g., forum, infographic, podcast, vlog, etc.) to effectively communicate key concepts about the effects of climate change on the local ecosystem in the learners' community.

Learning competencies (12)

• GENSCI-G11-Q3-01

  explain using photographs or videos of simple plants or animals as examples how life forms operate as systems of related parts working together;

• GENSCI-G11-Q3-02

  create a diagram to show the relationship between the structural components of a biological system and their functions;

• GENSCI-G11-Q3-03

  describe how cells obtain nutrients from food and convert them into energy through cellular processes to sustain life in plants and animals;

• GENSCI-G11-Q3-04

  explain how various plant organs interact to facilitate the transport of materials throughout the plant system;

• GENSCI-G11-Q3-05

  describe how a damaged part in a system affects the organism using the case of a torn ACL (skeletal and muscular) and an asthma attack (respiratory and circulatory);

• GENSCI-G11-Q3-06

  explain how the nervous and endocrine systems work together to regulate body temperature in response to stimuli;

• GENSCI-G11-Q3-07

  explain how vaccines work by relating to the functions of the immune system and lymphatic system in protecting an organism against infectious diseases;

• GENSCI-G11-Q3-08

  describe what is meant by the term ‘climate change’;

• GENSCI-G11-Q3-09

  describe how biological systems respond to climate change and contribute to understanding its effects on living organisms in the Philippines;

• GENSCI-G11-Q3-10

  explain how climate change impacts Philippine ecosystems;

• GENSCI-G11-Q3-11

  propose ways to adapt and mitigate the impacts of climate change on local biodiversity; and

• GENSCI-G11-Q3-12

  analyze information from secondary sources to evaluate the adverse effects of overpopulation locally and globally.

Content standard

The learners learn that 1. planet Earth is currently the only planet in the Solar System that can support life; 2. an appropriate amount of greenhouse gases helps regulate Earth's temperature, making it suitable for life; 3. the Philippines is a unique country in terms of its landforms, bodies of water, climate, and biodiversity; 4. earth materials are commonly used in human activity and industry; 5. the Philippines is continuously shaped and reshaped by geologic and hydrometeorological processes;

Performance standard

By the end of the quarter, learners use evidence from secondary sources to explain the uniqueness of planet Earth compared to other planets in the Solar System. They use models to describe and illustrate the distinctiveness of the Philippine Archipelago, showing how islands are formed through geological processes. They investigate the properties of rocks, minerals, and soil and apply their findings to using earth materials in the Philippines. They integrate ideas, experiences, understanding, and skills to explain geological and hydrometeorological hazards affecting the Philippines. They propose sound, viable, and sustainable mechanisms for hazard mitigation and adaptation. Suggested Performance Task ● Create a brochure to promote the importance of the Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) and the Philippine Institute of Volcanology and Seismology (PHIVOLCS) to the local community in understanding and mitigating geological and hydrometeorological hazards.

Learning competencies (10)

• GENSCI-G11-Q4-01

  explain the characteristics of Earth that support life in comparison with the other planets of the Solar System;

• GENSCI-G11-Q4-02

  describe how the greenhouse effect regulates Earth's temperature, making it suitable for life;

• GENSCI-G11-Q4-03

  demonstrate how the Philippine archipelago was formed;

• GENSCI-G11-Q4-04

  explain using suitable resources, including images, maps, and cross-sections the unique landforms, climate, and life forms of the Philippines Archipelago that have developed due to its geographical and geological location on Earth;

• GENSCI-G11-Q4-05

  describe the distinctive properties and local availability of earth materials, including rocks, minerals, and soils, and how they are harnessed to support human activities and industries;

• GENSCI-G11-Q4-06

  describe geological and hydrometeorological hazards, such as volcanic eruptions, earthquakes, tsunamis, typhoons, floods, and landslides, and slowly acting processes, such as soil erosion and saltwater intrusion;

• GENSCI-G11-Q4-07

  use evidence from secondary resources to describe how human activities have contributed to the modification of landforms and bodies of water of the Philippines since the beginning of the Neolithic Period (~6,000 BCE);

• GENSCI-G11-Q4-08

  assess geological and hydrometeorological hazards (e.g., tropical cyclones, ipo-ipo, thunderstorms, coastal storm surges, and heat waves) in terms of risks and prevention and mitigation strategies;

• GENSCI-G11-Q4-09

  describe how the PAGASA iHEAT (Heat Index) maps provide Filipinos with the knowledge they need to take proactive measures to protect themselves from heat- related illnesses; and

• GENSCI-G11-Q4-10

  develop family preparedness plans and community-based disaster risk reduction and management plans to prepare for, respond to, and recover from geological and hydrometeorological hazards that affect the Philippines.