This is the Physical Science Quarter 1 Module 7, Earth’s Natural Gem, an Alternative Delivery Mode (ADM) self-learning module for Senior High School (Grade 11/12). It was published by DepEd National Capital Region (First Edition, 2020) and written by Jennilyn D. Santiago. It has one lesson on how energy is harnessed from different sources. After it, learners can tell renewable from non-renewable energy sources and weigh the pros and cons of each.
On this page 8 sections
What learners will learn
The module’s one learning competency is to describe how energy is harnessed from these sources:
- fossil fuel
- biogas
- geothermal
- hydrothermal
- batteries
- solar cells
- biomass
By the end of the module, learners should be able to:
- describe the different sources of energy;
- give a summary of how energy is produced from different sources;
- tell renewable and non-renewable sources of energy apart; and
- outline the pros and cons of the different sources of energy.
Lesson in this module
Lesson 1: How Energy is Harnessed from Different Sources. The energy that powers our homes, schools, and workplaces comes from many sources. The lesson groups these sources into renewable and non-renewable ones and explains how each source produces energy.
Key ideas: renewable and non-renewable resources
Natural resources are materials or substances found in nature that people can use, such as minerals, forests, water, and fertile land.
- A renewable energy source is replaced at the same rate it is used. The module also describes renewable resources as those that can be replaced within a person’s lifespan.
- A non-renewable energy source forms much more slowly than it is used. It takes longer than a person’s lifespan to be replaced.
How each energy source works
| Source | How the module describes it | Type, per the module |
|---|---|---|
| Fossil fuels | Buried deposits of decayed plants and animals, turned into crude oil, coal, natural gas, or heavy oils by heat and pressure over millions of years | Non-renewable |
| Biogas | Made when certain bacteria break down organic materials without oxygen (anaerobic decomposition); burned for heat and used in combustion engines to make electricity | Renewable |
| Geothermal | Heat from underneath the earth, carried to the surface as steam; the steam can generate electricity | Renewable |
| Hydrothermal | Getting heat or energy from a large body of water, most commonly water in dams or from waterfalls | Renewable |
| Batteries | Voltaic cells that use electrochemical processes to produce electricity; includes dry cells, lead and storage batteries, and fuel cells | Non-renewable |
| Solar cells | Turn sunlight directly into electricity; usually used to power homes | Renewable |
| Biomass | Organic matter available on a renewable basis, such as wood burned directly for heat and energy | Renewable |
The module ends its discussion with a reminder: energy sources are everywhere, but we must conserve and preserve them because our food, water, clothing, houses, transportation, machines, and technology depend on them.
Pros and cons, using the module’s examples
The answer key gives sample answers for three energy resources:
- Coal: can be used in cooking, but it is quite dirty and its temperature is hard to control.
- Animal manure: improves soil fertility and helps soil hold water and nutrients, but it is inconvenient to handle and store.
- Solar panels: lower electricity bills and cost little to maintain, but they are expensive to buy and depend on the weather.
Activities in the module
- What I Know: a 10-clue crossword pretest on the key terms.
- Activity 1 (What’s New): list renewable and non-renewable resources found in your home.
- Activity 2 (What is It): choose natural resources from a picture, classify them, and explain how to conserve each one. For example, the answer key suggests installing solar panels to make use of the sun and planting trees.
- Activity 3 (What’s More): write the advantages and disadvantages of coal, animal manure, and solar panels.
- What I Can Do: think about how the COVID-19 lockdowns in the National Capital Region affected air pollution and the environment.
- Assessment: a 10-item multiple-choice test.
- Additional Activities: explain why the lesson is important and where you can use what you learned.
How to use this module
For learners: Answer the What I Know crossword first. The module says that if you get every answer right, you may decide to skip the module. Then work through the parts in order and finish each task before moving on. Write your answers on a separate sheet of paper, not on the module. Check your work against the answer key honestly, and return the module to your teacher when you are done.
For parents: You can help by asking your child to point out renewable and non-renewable resources around your home, which is what Activity 1 asks for.
For teachers and facilitators: The module asks you to show learners how to use it, keep track of their progress, and support them as they work. The answer key covers the pretest, the activities, and the assessment. Several activities are marked “answers may vary,” so check those for sound reasoning rather than exact wording.
Frequently asked questions
What grade and quarter is Physical Science Module 7 for?
It is a Senior High School module for Grade 11/12 Physical Science, Quarter 1, Module 7, titled Earth’s Natural Gem.
What does the module cover?
It has one lesson on how energy is harnessed from fossil fuels, biogas, geothermal, hydrothermal, batteries, solar cells, and biomass. It also covers how to tell renewable from non-renewable sources.
Which energy sources does the module call renewable?
The module lists biogas, geothermal energy, hydrothermal energy, solar cells, and biomass as renewable. It lists fossil fuels and batteries as non-renewable.
Does the module have an answer key?
Yes. The answer key covers the What I Know crossword, the activities, the What I Can Do task, and the 10-item assessment.
What is biogas?
According to the module, biogas is produced when certain bacteria break down organic materials without oxygen (anaerobic decomposition). It is burned for heat and used in combustion engines to produce electricity.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Physical Science
Quarter 1 – Module 7: Earth’s Natural Gem
Science – Grade 11/12 Alternative Delivery Mode Quarter 1 – Module 7: Earth’s Natural Gem 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 creates shall be necessary for the exploitation of such work for a profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
There are borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) that included in this module are owned by their respective copyright holders. Every effort 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
Writers: Jennilyn D. Santiago
Editors: Joey H. Villanueva, Arlene C. Malaybalay
Reviewers: Tommy R. Rico, Emiterio D. Macarubbo, Maricris N. Surigao
Illustrator: Helen Grace L. Cabalag
Layout Artist: Justine C. Montoya
Management Team: Wilfredo E. Cabral, Director IV Jennifer 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
depedncr@deped.gov.ph 02-929-0153 Misamis St., Bago Bantay, Quezon City
Printed in the Philippines by ______________________
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 1 – Module 7: Earth’s Natural Gem
Senior High School
This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and or/universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph.
We value your feedback and recommendations.
Introductory Message
For the facilitator:
Welcome to Physical Science Grade 11/12 Alternative Delivery Mode (ADM) Module on Biological macromolecule structure and its function!
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, 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, please encourage and assist the learners as they do the tasks included in the module.
For the learner
Welcome to the Physical Science 11/12 Alternative Delivery Mode (ADM) Module on Earth’s Natural Gem!
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 and corresponding icons:
| Part | Description |
|---|---|
| What I Need to Know | This part will give you an idea of the skills or competencies you are expected to learn in the Module. |
| What I Know | This part includes an activity that will check what you already know about the lesson. If you get all the correct answers (100%), you may decide to skip this module. |
| What’s In | This drill or review to help you link the current lesson with the previous one. |
| What’s New | This section provides a brief discussion of the lesson. It aims to help you discover and understand new concepts and skills. |
| What is It | This part includes questions or blank sentences/paragraphs to be filled in to process what you learned from the lesson. |
| What’s More | This part 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 part includes questions or blank sentences/paragraphs to be filled in to process what you learned from the lesson. |
| Part | Description |
|---|---|
| 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 part is a task that 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 part contains answers to all activities in the module. |
[transcriber’s note: table continued from the previous page]
At the end of this module, you will also find:
| Part | Description |
|---|---|
| References | This part is a list of all sources used in development of 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 module 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 principles governing the structures and functions of biological macromolecules. The language used recognizes the diverse vocabulary level of students. The lessons follow the standard sequence of the course.
This module consists of one lesson:
- Describe how energy is harnessed from different sources:
(a) fossil fuel
(b) biogas
(c) geothermal
(d) hydrothermal
(e) batteries
(f) solar cells
(g) biomass
By the end of this module, you can:
- describe the different sources of energy;
- give a summary of how energy produces from a different source;
- differentiate renewable and non-renewable sources of energy; and
- outline the pros and cons of the different sources of energy.
What I Know
Directions: Complete the crossword by filling in a word that fits the given clues below.
[chart: crossword grid; What I Know]
[transcriber’s note: the crossword grid cannot be fully reproduced as text. The clue numbers and the letters printed in the grid are listed below in reading order; cell positions for some letters are uncertain.]
- Clue numbers printed in the grid: 1, 2, 3, 4, 5, 6, 7-8, 9, 10
- Row beginning 1: T, A, R, U, E
- Column beginning 6: A, T, Y
- Row beginning 4: O, R, E, S
- Column beginning 3: O, E, E, A
- Row beginning 5: E, A, L
- Row beginning 7-8: B, O, A, S
- Column beginning 9: C, O, L
- Row beginning 10: H, R, O, E, A, L
- Column beginning 2: S, F, L
- Letter G beside the 7-8 column: G
- The materials or substances that exist naturally without any action of humankind.
- It is the world’s dominant energy source formed from organic material over millions of years.
- The resources that take place longer than a person’s lifespan.
- It is commonly used by industries and homes which convert radiant energy into electricity.
- The resources that can be replaced in a short period.
- A natural resource that can be found inside our home and can be used by cars, flashlights and other materials.
- It is from the anaerobic decomposition of organic materials brought about by certain varieties of bacteria.
- Any organic materials that burn directly to provide heat and energy is called _____.
- An example of combustible material formed from decayed plants and converted into another formed that can be used in cooking.
- The process of obtaining heat or energy from a large body of water is known as _____ energy.
Lesson 1: How Energy is Harnessed from Different Sources
The energy we use to power everything we do from our home to school and workplace comes from a variety of different sources. These sources break into renewable and non-renewable energy sources.
What’s In
A renewable energy source is any natural resources that replaces at the same rate on which the resource is used. A non-renewable energy source is any natural source that forms at a rate that is much lower than the rate that it is consumed.
Fossil fuels are combustible materials that took millions of years to form underneath the earth. It is a general term for buried combustible geologic deposits of organic materials, formed from decayed plants and animals that have been converted to crude oil, coal, natural gas, or heavy oils by exposure to heat and pressure in the earth’s crust over hundreds of millions of years.
Biogas is produced by the anaerobic decomposition of organic materials brought about by certain varieties of bacteria. It burns to generate heat and used in combustion engines to produce electricity.
Geothermal energy is the heat obtained from underneath the earth and carried to the surface as steam. Work is being done on geothermal systems that pump hot water into underground hotspots and then use the resulting steam to generate electricity.
Hydrothermal energy is the process of obtaining heat or energy from a large body of water. Water in dams or from waterfalls are the most common sources of hydrothermal energy.
Batteries are voltaic cells that undergo electrochemical processes to produce electrical energy. It includes dry cells, lead and storage batteries and fuel cells.
Solar cells are usually used for powering homes. These cells directly convert incoming radiant energy from the sun into usable form. Sunlight is directly converted to electrical energy.
Biomass is any organic matter available on a renewable basis. The biomass of wood is burned directly to provide heat and energy
What’s New
Activity 1
Directions: List down examples of renewable and non-renewable resources that can be found in your home.
[illustration: outline of a house with “Natural Resources” written on the roof, and “Renewable” and “Non-Renewable” labels above two columns of blank lines]
transcriber’s note: the blank lines are printed inside the house outline; the table below reproduces the two columns with ten blank rows each.
| Renewable | Non-Renewable |
|---|---|
| _____ | _____ |
| _____ | _____ |
| _____ | _____ |
| _____ | _____ |
| _____ | _____ |
| _____ | _____ |
| _____ | _____ |
| _____ | _____ |
| _____ | _____ |
| _____ | _____ |
What is It
Activity 2
Directions: Complete the table below. Choose your answer from the illustration.
[illustration: wind turbines, a factory with smokestacks, power line towers, trees, cars and a truck on a road, clouds, and a sun]
Source: vecteezy.com
| Natural Resources | Renewable/Non-Renewable | How will you conserve it? |
|---|---|---|
| 1. | ||
| 2. | ||
| 3. | ||
| 4. | ||
| 5. |
What’s More
Activity 3
Directions: Write down the pros and cons of the energy resource illustrated below.
[photo: coal burning in a furnace box] https://unsplash.com/photos/Ry6vwtAJu4g
Coal
Advantages:
Disadvantages:
[photo: animal manure; cows standing in a field]
Animal Manure
Advantages:
Disadvantages:
[photo: rows of solar panels in a field]
Solar Panels
Advantages:
Disadvantages:
What I Have Learned
Natural resources are materials or substances such as minerals, forests, water, and fertile land that are seen in nature and can be used for economic gain.
Renewable resources are materials that can be replaced within a person’s lifespan.
Non-renewable resources are materials that will take longer than a person’s lifespan to be replaced.
Biogas, geothermal energy, hydrothermal, solar cells, and biomass are considered as renewable resources, while fossil fuel and batteries are part of non-renewable resources.
Sources of energy are everywhere, however, we must conserve and preserve all-natural sources since our lives depend on food, water, clothing, houses, transportations, machines, and technology.
What I Can Do
[photo: Metro Manila skyline under a hazy sky, viewed from a hill with trees in the foreground]
Metro Manila after New Year’s fireworks. Image by Patrick Roque via WikimediaCommons (CC BY-SA 4.0)October 31, 2019
[photo: the Sierra Madre mountain range looming over Metro Manila]
The Sierra Madre mountain range looming over Metro Manila. Image by Johair Siscar Addang, Matrch 23, 2020
One of the most prominent problems in the Philippines is air pollution due to many sources contributing to it, such as private transportations, jeepneys, buses, and factories. As the situation worsens due to the pandemic, the government has decided to lockdown the areas with many cases of COVID19 recorded in the National Capital Region (NCR) that the movement of everyone is limited. If the pandemic has a good effect on our environment, what is it, and how is it manifested?
transcriber’s note: the printed answer space is an empty speech bubble with no text.
Assessment
Directions: Read each question carefully and encircle the correct answer.
Which of the following best describe renewable resources?
a. Substances that can be regrown or replaced over a period of time.
b. Resources that can be used quickly and cannot be replaced.
c. Anything that can be found outdoor.
d. Materials that can be recycled.Which of the following natural resources are usually used by powering homes especially in remote areas?
a. Biogas
b. Biomass
c. Fossil fuel
d. Solar cellsWhich of the following is not part of a fossil fuel?
a. Coal
b. Oil
c. Petroleum
d. Dry cellWhich is not true about natural resources?
a. It is anything that can be classified as renewable and non-renewable.
b. It is anything that come from nature and people can use it.
c. It is any substance that can be recycled for further use.
d. It is anything limited to factory usage.Which of the following is an example of a non-renewable resource that can be found at home?
a. Coal
b. Furniture
c. Rubber
d. WoodAny organic materials that are burned directly to provide heat and energy are called _____.
a. Biogas
b. Biomass
c. Fossil fuel
d. Solar cellsIt refers to the process of obtaining heat or energy from a large body of water.
a. Biomass
b. Fossil fuel
c. Geothermal
d. HydrothermalIt is a natural resource that can be found inside our home and can be used by cars, flashlights, and other materials.
a. Battery
b. Coal
c. Electricity
d. GasWhich of the following is an example of combustible material formed from decayed plants and converted into another formed that can be used in cooking?
a. Coal
b. Fuel
c. Gas
d. RubberIt is produced by the anaerobic decomposition of organic materials brought about by certain varieties of bacteria.
a. Biogas
b. Biomass
c. Fossil fuel
d. Solar cells
Additional Activities
Directions: Answer the questions inside the thought balloon.
[illustration: two thought balloons with lines for written answers]
Why is the lesson important?
Where can I use the concepts that I learned?
Answer Key
What I Know
- Natural Resources
- Fossil fuel
- Non-renewable
- Solar cells
- Renewable
- Battery
- Biogas
- Biomass
- Coal
- Hydrothermal
What’s New
*Answers may vary
| Renewable | Nob-Renewable |
|---|---|
| Wood | Cement |
| Solar cells | Bricks |
| Card board | Metals |
| Sunlight | Crude oil |
| Wind | Batteries |
[transcriber’s note: the top edge of this table is cut off in the image, and the printed header reads “Nob-Renewable”]
What is It
| Natural Resources | Renewable or Non-Renewable | How to conserve |
|---|---|---|
| Sun | Renewable | – install solar panels |
| Trees | Renewable | – use paper wisely, plant trees |
| Fuel used by vehicles | Non-Renewable | – drive smoothly |
| Electricity | Non-Renewable | – unplug devices when not in use |
What’s More
*Answers may vary.
| Natural Resources | Advantages | Disadvantages |
|---|---|---|
| 1. Coal | • can be used in cooking | • quite dirty • uncontrollable temperature |
| 2. Animal Manure | • improves soil fertility • improves the water and nutrient holding capacity of the soil | • Inconvenient to handle and store |
| 3. Solar panels | • reduces electricity bills • low maintenance costs | • expensive to purchase • weather dependent |
What I Can Do
*Possible answers
✓ Environmental pollution is reduced up to 30%
✓ The Earth recovered from degradation
Assessment
- A
- D
- D
- D
- A
- B
- D
- A
- A
- A
References
Books
- Physical Science for Senior High School, author: Helen E. Caintic, Ph. D.
- An Introduction to Physical Science, Rex Book Store Inc., 2016
Websites
https://www.solarschools.net/knowledge-bank/energy.convertion
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
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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