This is the Alternative Delivery Mode (ADM) self-learning module for Senior High School Physical Science, Quarter 2 – Module 2: Investigating Principles Governing Motion (First Edition, 2020, Department of Education – National Capital Region). It is written for Grade 11 and Grade 12 learners. It compares how Aristotle and Galileo explained motion, shows how Galileo arrived at the idea of uniform acceleration, and explains how Newton’s first law of motion builds on Galileo’s work.
On this page 9 sections
What learners will learn
After going through this module, learners are expected to:
- Compare and contrast Aristotelian and Galilean conceptions of vertical motion, horizontal motion, and projectile motion.
- Explain how Galileo inferred that objects in a vacuum fall with uniform acceleration, and that force is not necessary to sustain horizontal motion.
- Explain the distinction between Newton’s first law of motion and Galileo’s assertion that force is not necessary to sustain horizontal motion.
- Cite practical applications of principles involving motion in day-to-day living.
Lesson in this module
The module has one lesson, Lesson 1 – Investigating Principles Governing Motion. It follows the previous module, which covered the Greek idea of a spherical Earth, astronomical phenomena known before the telescope, and Brahe’s work leading to Kepler’s laws of planetary motion.
Aristotle and Galileo on motion
Aristotle sorted motion into two kinds:
- Natural motion: a body moves and returns to its natural state because of its nature and composition. Smoke rising and an apple falling from a tree are examples.
- Violent motion: a body needs an external force to move, such as a cart being pushed.
Galileo rejected the idea that motion depends on what a body is made of. He said motion can be described by measuring quantities such as time and distance. The module compares the two thinkers on three kinds of motion:
| Kind of motion | Aristotle | Galileo |
|---|---|---|
| Vertical motion | The velocity of a body is inversely proportional to the time it takes to travel a certain height. | Two objects of different weights dropped from a high point hit the ground at the same time. |
| Horizontal motion | Bodies need force to keep moving horizontally. | With no interference, a moving body keeps moving in a straight line; force is needed to stop it, not to keep it going. |
| Projectile motion | Antiperistasis: the resistance of a medium in response to a moving body. | Projectiles follow a curved path with a horizontal and a vertical component. |
Galileo and uniform acceleration
Through his cannonball experiment, Galileo concluded that objects dropped at the same time from the same height reach the ground together, regardless of mass and size. He noticed that falling objects speed up as they go down and called this change in speed acceleration. He also stated that speed is directly proportional to the time of travel, and that distance covered is directly proportional to the square of the time. So the speed of a falling object depends on how long it has been falling, not on its weight.
From his inclined plane experiment, the module lists these conclusions:
- A body rolling down an inclined plane gains the same amount of speed every second.
- The greatest acceleration happens when the plane is vertical, as if the body were falling freely.
- Bodies fall with constant acceleration near the Earth’s surface, and force is not necessary to sustain horizontal motion.
Galileo’s assertion and Newton’s laws
Galileo stated that an object’s mass is related to its resistance to changes in motion, and that force is not needed to keep an object moving. Isaac Newton built his laws of motion on these findings:
- First law (inertia): a body at rest stays at rest, and a body in motion keeps moving, unless an external force acts on it.
- Second law: force is the product of an object’s mass and its acceleration.
- Third law (law of interaction): when two bodies interact, they exert equal forces on each other in opposite directions.
The module sums up the key idea: inertia is a body’s ability to resist a change in its motion.
Activities in the module
- What’s New – Fall for You: drop a pen and a sheet of paper from one meter, first separately and then glued together, and record the times over three trials.
- Activity 1 – Great Motion Debate: complete a table comparing Aristotle and Galileo on vertical, horizontal, and projectile motion.
- Activity 2 – Science Consensus: compare Newton and Galileo on inertia, force, a body at rest, and a body in motion.
- Activity 3 – Graph it All the Way: explain distance–time, velocity–time, and acceleration–time graphs for a ball on a smooth inclined plane.
- What I Can Do: relate the principles of motion to road safety (safe vehicle distance, seatbelts, airbags), sports, and parachuting.
- Additional Activities – Rolling in the Deep: build ramps from folders, roll a marble, and test Galileo’s idea of uniform acceleration.
How to use this module
Learners: Start with What I Know, a five-item pretest; if you get every item right, the module says you may skip it. Then work through the parts in order, from What’s In to Additional Activities. Write your answers on a separate sheet of paper, check them honestly against the Answer Key, and return the module to your teacher when you finish.
Parents: Help your child gather simple materials for the hands-on activities, such as paper, a pen, glue, a meter stick, folders, and a marble, and encourage them to ask the teacher when they get stuck.
Teachers: The module asks facilitators to orient learners on its use, track their progress, and give feedback. The Answer Key covers What I Know, Assessment, What’s More, and Additional Activities.
Frequently asked questions
What grade and quarter is this Physical Science module for?
It is a Senior High School Physical Science module for Grade 11 and Grade 12, Quarter 2 – Module 2.
What is the difference between natural and violent motion?
According to Aristotle, natural motion happens because of a body’s nature and composition, like smoke rising. Violent motion needs an external force, like pushing a cart.
What did Galileo discover about falling objects?
He concluded that objects dropped at the same time from the same height reach the ground together regardless of mass and size, and that falling objects speed up at a uniform rate.
What is antiperistasis?
It is Aristotle’s idea of the resistance of a medium in response to the movement of a body, which he used to explain projectile motion.
Does the module have an answer key?
Yes. It has answers for the pretest (What I Know), the Assessment, the What’s More activities, and the Additional Activities.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Physical Science Quarter 2 – Module 2: Investigating Principles Governing Motion
Senior High School
[illustration: teacher and learners studying outdoors and indoors, with a globe and a lantern]
GOVERNMENT PROPERTY NOT FOR SALE
Physical Science Alternative Delivery Mode Quarter 2 – Module 2: Investigating Principles Governing Motion First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Authors: Daniel A. Lorenzo Editors: Joey H. Villanueva, Arlene C. Malaybalay Reviewers: Tommy R. Rico, Emiterio D. Macarubbo, Mariciris N. Surigao Illustrator: Daniel A. Lorenzo Layout Artist: Justine C. Montoya Management Team: Wilfredo E. Cabral, Director IV Jennifer F. Vivas, CLMD Chief Dennis M. Mendoza, Regional EPS in-charge of LRMS Micah S. Pacheco, Regional ADM Coordinator Jocelyn M. Aliñab, CID Chief Tommy R. Rico, Division in-charge of LRMS and Division ADM Coordinator
Department of Education – National Capital Region
Office Address: Misamis St., Bago Bantay, Quezon City Telefax: 02-929-0153 E-mail Address: depedncr@deped.gov.ph
Physical Science Quarter 2 – Module 2: Investigating Principles Governing Motion
Senior High School
Physical Science Quarter 2 – Module 2: Investigating Principles Governing Motion
Introductory Message
For the facilitator:
Welcome to Physical Science Grade 11/12 Alternative Delivery Mode (ADM) Module on Aristotelian and Galilean conceptions regarding motion, uniform acceleration, and the distinction between Newton’s first law of motion to Galileo’s assertion!
This module was collaboratively designed, developed, and reviewed to assist the teachers/facilitators in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners in guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st – century skills while taking into consideration their needs.
In addition to the material in the main text, you will also see this box in the body of the module:
Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners.
As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners’ progress while allowing them to manage their learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.
For the learner:
Welcome to Physical Science 11/12 Alternative Delivery Mode (ADM) Module on Aristotelian and Galilean conceptions regarding motion, uniform acceleration, and the distinction between Newton’s first law of motion to Galileo’s assertion!
Our hands are the most represented parts of the human body. It is often used to depict skill, action, and purpose. With our hands, we create, accomplish and learn. Hence, you are capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be able to process the contents of the learning resource while being an active learner.
This module has the following parts:
What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module.
What I Know This part includes activity that will check what you already know about the lesson. If you get all the correct answer (100%), you may decide to skip this module.
What’s In This is a brief drill or review to help you link the current lesson with the previous one.
What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity, or a situation.
What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.
What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module.
What I Have Learned This includes questions or blank sentences/paragraphs to be filled in to process what you learned from the lesson.
What I Can Do This section provides an activity that will help you transfer your new knowledge or skills into real-life situations.
Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency.
Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned.
Answer Key This contains answers to all activities in the module.
At the end of this module you will also find:
References This is a list of all sources used in developing this module.
The following are some reminders in using this module:
- Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises.
- Don’t forget to answer What I Know before moving on to the other activities in the module.
- Read the instruction carefully before doing each task.
- Observe honesty and integrity in doing the tasks and in checking your answers.
- Finish the task at hand before proceeding to the next activity.
- Return this module to your teacher/facilitator once done.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain a deep understanding of the relevant competencies. You can do it!
What I Need to Know
This module was designed and written with you in mind. It aims to help you master the Aristotelian and Galilean concepts regarding motion, uniform acceleration, and the distinction between Newton’s first law of motion to Galileo’s assertion. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course.
The module consists of only one lesson:
- Lesson 1 – Aristotelian and Galilean Conception of motion, Uniform acceleration and Newton’s first law of motion and Galileo’s Assertion
After going through this module, you are expected to:
- Compare and contrast Aristotelian and Galilean conceptions of vertical motion, horizontal motion, and projectile motion;
- Explain how Galileo inferred that objects in vacuum fall with uniform acceleration, and that force is not necessary to sustain horizontal motion;
- Explain the distinction between Newton’s 1st Law of Motion & Galileo’s assertion that force is not necessary to sustain horizontal motion; and
- Cite practical applications of principles involving motion in our day to day living.
Notes to the Teacher This module provides learning activities which encourage self-directed learning. Moreover, your role is to facilitate the learning process by providing a clear understanding of how to maximize the use of this module, monitor the development of our learners, scaffold the acquisition of learning to achieve target mastery level, and provide positive feedback regarding their progress.
What I Know
DIRECTIONS: Read each question carefully. Choose the letter of the best answer. Write your answer on a separate sheet of paper.
Which of the following is TRUE about Galileo’s assertion about free – falling bodies?
a. Bodies will fall on the surface of the Earth at a constant acceleration.
b. Bodies will fall on the surface of the Earth at a constant speed.
c. Bodies will fall on the surface of the Earth at a constant velocity.
d. Bodies will fall on the surface of the Earth at a constant projectile.
Which of the following is NOT considered part of Aristotelian’s natural motion?
a. A book resting on top of a table
b. Pushing a cart
c. An apple falling from a tree
d. Smoke naturally rises
Which of the following is NOT an assertion of Galileo?
a. A body that is in uniform motion will move a distance that is proportional to the time it will take to travel.
b. A uniformly accelerating body will travel at a speed proportional to time.
c. An object in motion will keep moving; and the external force is not necessary to maintain the motion.
d. A body will fall on the surface of the Earth at a constant speed.
Which of the following is TRUE about Aristotle’s assertion about vertical motion?
a. The distance of a body is inversely proportional to the time it covers to travel a certain height.
b. The mass of a body is inversely proportional to the time it covers to travel a certain height.
c. The acceleration of a body is inversely proportional to the time it covers to travel a certain height.
d. The velocity of a body is inversely proportional to the time it covers to travel a certain height.
Which of the following is TRUE about inertia based on Galileo’s conception?
a. Inertia is responsible for bringing a body to motion.
b. Inertia is responsible for the continuous acceleration of a body.
c. The amount of inertia of a body is directly proportional to its mass.
d. The amount of inertia of a body is inversely proportional to its mass.
Lesson 1 – Investigating Principles Governing Motion
“The physics of motion provides one of the clearest examples of the intuitive and unexpected nature of Science.” -Lewis Wolpert
What’s In
In the previous module, you have learned how ancient Greeks presented the concept of spherical Earth, cited different astronomical phenomena known before the advent of the telescope, and explained Brahe’s inventions and discoveries which paved the way to the development of Kepler’s laws of planetary motion. In this module, you will examine Aristotelian and Galilean conceptions regarding motion, describe a body in motion exhibiting uniform acceleration, explain the distinction between Newton’s first law of motion to Galileo’s assertion, and identify the practical applications of the aforementioned topics in our day to day living.
What’s New
Fall for You
Materials: 5 peso-coin, 1 whole paper, meter stick, glue
Setup A Directions : Hold a pen and 1 whole paper one meter above the ground. Drop both items simultaneously. Measure the time it hit the ground.
Setup B Directions: Attach the pen to the paper using a glue. Drop both items simultaneously. Measure the time it hit the ground.
| Trials | Setup A: Pen | Setup A: Paper | Setup B: Pen & Paper |
|---|---|---|---|
| First | |||
| Second | |||
| Third |
Guide Questions
- Give the time it took for the two items to hit the ground in both setups.
- Describe your derived inference based on the activity.
What is It
Galilean Conceptions vs. Aristotelian Conceptions
According to Aristotle, motion is classified as natural or violent motion. He explained that in a natural motion, a body will move and will return to its natural state based on the body’s nature and composition. In contrast, a body moving in a violent motion needs an external force for it to move. However, Galileo disproved Aristotle’s claims and stated that the motion of a body is not due to its composition. He further asserted that the motion of a body can be described by measurement and the changes in quantifiable variables such as time and distance. Lastly, he further asserted that:
- A body who is in uniform motion will move a distance that is proportional to the time it will take to travel;
- A uniformly accelerating body will travel at a speed proportional to time; and
- An object in motion will keep moving; and the external force is not necessary to maintain the motion.
With regards to the concept of vertical motion, Aristotle pointed out that the velocity of a body is inversely proportional to the time it covers to travel a certain height. On the other hand, Galileo emphasized that if two objects of different weights are dropped from a high point, both will hit the ground at the same time.
In terms of horizontal motion, Aristotle mentioned that bodies require force to maintain horizontal motion. In the contrary, Galileo asserted that if there is no interference, a body in motion will keep moving in a straight line forever. He further added that there is no need to apply force for it to continuously move. The external force will act upon the body not to keep it from moving, but for it to stop moving.
Lastly, with regards to projectile motion, Aristotle coined the concept of antiperistasis which is the resistance of a medium in response to the movement of a body; while Galileo explained that projectiles follow a curved path with a horizontal and vertical component.
Galileo and his Uniform Acceleration
Galileo asserted using his cannonball experiment that when objects are dropped simultaneously at the same height, they will reach the ground at the same time regardless of mass, size, and air resistance. This experiment paved the way for the discovery of the principle of uniform acceleration.
Furthermore, he noticed that falling objects increases their speed as they go down and he coined this change in speed as acceleration. His observations lead to remarkable conclusions that regardless of the mass, size, and shape of an object, and air resistance, falling objects will always have uniform acceleration and that, force is not necessary to sustain the horizontal motion of a body. He further asserted that the speed of a body is directly proportional to the time it travels a path and that the distance covered by a moving body is directly proportional to the square of time interval which implies that the speed of a falling object does not depend on a body’s weight but on the time of fall. Lastly, using his inclined plane experiment and cannonball experiment, he came up with the following observations and conclusions:
[illustration: Galileo standing atop a leaning tower, dropping objects; Figure 2. Galileo and his Cannon Ball Experiment]
[illustration: a ball on a curved inclined plane path; Figure 3. Inclined Plane Experiment]
➢ A body moving down an inclined plane increases its acceleration by the same value after every second.
➢ The maximum acceleration of a body is attained when the inclined plane is positioned vertically as if the body is falling.
➢ Using the law of parabolic fall, he concluded that bodies fall with constant acceleration on the surface and that gravity pulling all bodies downward is a constant force. In this regard, he found out that force is not necessary to sustain horizontal motion.
Galileo’s Assertion and Newton’s Laws of Motion
Galileo Galilei proposed the first accurate principle governing motion and masses in his experiments wherein, remarkable findings such as bodies accelerate at the same rate regardless of their respective masses and sizes and that force is not needed to sustain horizontal motion were emphasized. He stated that the mass of an object is proportional to its resistance to move and that force is not necessary to keep an object in motion. However, Sir Isaac Newton proposed Laws on Motion anchored on the findings of Galileo and expounded his assertions. In his first law of motion, he mentioned that an object at rest will remain at rest unless acted upon by an external force and a body in motion will keep moving unless external force is acted upon it. Lastly, he stated that a body will only accelerate if an external force is acted upon it.
Newton’s first law states that, if a body is at rest or in motion, it will remain at rest or keep in motion unless an external force is acted upon. This postulate is known as inertia which was proposed by Galileo in his experiment about horizontal motion wherein, he stated that a body requires an external force to move and that an external force must be acted upon for a body to rest. On the other hand, the second law states that the change in momentum of a body is equal to the magnitude and direction of force acting upon it. He further added that force is the product of the mass of an object and its acceleration. Lastly, the third law also known as the law of interaction states that when two bodies interact, both will apply equal amount of forces to one another in the opposite direction.
What’s More
Activity 1 Great Motion Debate
Directions: Based on your understanding about Galilean and Aristotelian concept of principles governing motion, COMPARE and CONTRAST their assertions regarding vertical motion, horizontal motion, and projectile motion by completing the table below.
| Concept | Aristotle | Similarities | Galileo |
|---|---|---|---|
| VERTICAL MOTION | |||
| HORIZONTAL MOTION | |||
| PROJECTILE MOTION |
Activity 2 Science Consensus
Directions: Explain the subtle distinction between Newton’s first law of motion and Galileo’s assertions regarding force and motion by completing the table below:
| Isaac Newton | Concept | Galileo Galilei |
|---|---|---|
| INERTIA | ||
| FORCE | ||
| BODY AT REST | ||
| BODY IN MOTION |
Activity 3 Graph it All the Way
Directions: Demonstrate understanding of uniform acceleration by analyzing and explaining the distance vs. time graph, velocity vs. time graph, and acceleration vs. time graph to explain the situation below.
Situation: Describe the motion of a ball placed on an inclined plane with smooth surface.
| Distance vs. Time graph | Velocity vs. Time graph | Acceleration vs. Time graph |
|---|---|---|
| [chart: curve rising from the origin, increasing steeply; Distance vs. Time graph] Axes: d (vertical), t (horizontal) | [chart: straight line rising from the origin; Velocity vs. Time graph] Axes: v (vertical), t (horizontal) | [chart: horizontal line above the origin; Acceleration vs. Time graph] Axes: a (vertical), t (horizontal) |
What I Have Learned
- The motion of a body can be described by the measurement and the changes in quantifiable variables such as time and distance.
- Objects dropped simultaneously at the same height will hit the ground at the same time regardless of mass, size, and air resistance.
- Force is not necessary to sustain horizontal motion.
- Inertia refers to the ability of a body to resist change in motion.
What I Can Do
In order to concretize the concepts you have learned from this module, relate your understanding of the conceptions, assertions, and principles of motion to the safety on the road/transportation (safe vehicle distance, seatbelt, and airbags), sports, parachuting and in other practical applications. In addition, discuss how will you share your understanding of these concepts to others considering its implication to our life. Lastly, explain how early conceptions and assertions regarding motion paved the way to modern day understanding of fundamental principles of mechanics.
Assessment
DIRECTIONS: Read each question carefully. Choose the letter of the best answer. Write your answer on a separate sheet of paper.
- Rising of smoke is an example of what type of motion according to Aristotle?
a. natural
b. normal
c. reaction
d. violent - Which of the following is needed to put a body to rest?
a. inertia
b. force
c. gravity
d. mass - The resistance of a medium in response to movement of a body is known as;
a. antiperistasis
b. force
c. inertia
d. gravity - What will happen if an external force is acted upon a body at rest?
a. it will move
b. it will not move
c. nothing will happen
d. it will remain in motion - What will happen to the acceleration of the body if a marble moves in a sloped downward plane?
a. accelerates
b. decelerates
c. nothing
d. not determined
Additional Activities
Rolling in the Deep
Activity Objective: Investigate Galileo’s assertion regarding uniform acceleration by performing the activity.
Materials: 2 long folders, 1 marble
[illustration: two curved ramp profiles of a folder with a marble at the top left; SETUP A and SETUP B]
Instructions: Cut the folder at the middle and create an inclined plane/ramp indicated on the right as your pattern. Hold 1 marble on 1 end of the plane/ramp and let it roll. Carefully observe the acceleration and distance covered by the marble as it rolls on the planes/ramps. Based on your observation and understanding of the lesson, analyze, illustrate and answer the guide questions below.
Guide Questions:
- Describe the acceleration and the distance covered by the rolling ball by the two setups.
- What factor causes the difference between the acceleration and distance covered by the two setups?
- What do you think will happen to acceleration of the marble and to the distance it will cover considering factor in question number 2 is not present?
- What do you think will happen to the rolling marble on a horizontal plane with initial velocity?
- Describe how Galileo asserted his conception regarding motion using the activity.
Answer Key
[transcriber’s note: this page is printed upside down in the source; the answer key tables below are transcribed in reading order]
What I Know
- A
- B
- C
- D
- C
Assessment
- A
- B
- A
- A
- A
What’s More
Vertical motion: Aristotle: the velocity of a body is inversely proportional to the time it covers to travel certain height. Galileo: if two objects of different weight are dropped from a height both of them will hit the ground at the same time. Similarity: gravitational force acts on all bodies.
Horizontal motion: Aristotle: bodies require force to maintain horizontal motion. Galileo: there is no need to apply force for it to continuously move. Similarity: force acts a factor causing a body to move.
Projectile motion: Aristotle: antiperistasis is the resistance of a medium in response to the movement of a body. Galileo explained that projectiles follow a curved path with a horizontal and vertical component. Similarity: both considers the effect of interacting with medium (antiperistasis and friction) upon traveling a trajectory.
Newton: resists motion, necessary to move a stationary body and to stop, remains at rest without external force, keeps a body in motion unless acted upon by external force.
Galileo: resists motion & proportional to mass, not necessary to sustain a moving body, keeps a body at rest due to inertia, keeps a body in motion unless acted upon by force.
D vs. T: the ball covers longer distance for a short period of time. V vs. T: velocity of the ball is increasing at constant rate. A vs. T: the ball is in uniform acceleration.
Additional Activities
The acceleration and distance covered is reduced in both setups, friction causes the deceleration and shorter covering of distance, acceleration will be uniform and the distance covered will is similar to the original height. It will continuously move unless external force is exerted upon it. Force is not necessary to keep a body in motion.
References
Bayo-ong, Roly., Coronacion, Maria Lourdes., Jorda, Annamae., & Restubog, Anna Jamille. Physical Science for Senior High School (1st edition). Quezon City: Educational Resources Corporation, 2017.
DepEd. K to 12 Senior High School Core Curriculum – Physical Science Curriculum Guide. Learning Resource Portal, 2020. https://lrmds.deped.gov.ph/detail/14519
DepEd. Most Essential Learning Competencies (MELC). Teach Pinas, 2020. https://www.teachpinas.com/k-12-most-essential-learning-competencies-melc/
Malenab, Ryan., Catchiller, Gerry., Vibal, Pablito., & Martinez, Felipe. Essentials of Physical Science. Quezon City: Rex Bookstore, 2016.
Punzalan, Jervy., & Monserrat, Richard. Science in Today’s World for Senior High School: Physical Science. Quezon City: Sibs Publishing House, 2016.
Santiago, Karen., & Silverio, Angelina. Exploring Life through Science: Physical Science. Quezon City: Phoenix Publishing, 2016.
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
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