2019

LEARNING MODULE
Science G9| Q3

1
2
SCIENCE 9

Module 3: Earth and Space

Lesson 1: Volcanoes and Climate

Introduction and Focus Questions

Have you personally been to Albay or Tagaytay? Have you actually seen Mayon Volcano or
Taal Volcano? Have you ever seen a live volcanic eruption? How did that make you feel? If
you haven’t, wouldn’t you want to see an erupting volcano in full view or at least see a real
volcano in person? Have you heard about the damage caused by the eruption of Mount
Pinatubo in Zambales? Volcanic eruption is not new in the Philippines and we’ve had several
eruptions in the past decades. Why do a number of a particular type of volcanoes exist in
the Philippines?

Is it possible for volcanic eruptions to affect our climate in the Philippines or other parts of
the world? What exactly are the factors that affect the climate of a place? Recently and in
the past years, there has been much discussion about global climate change and its effects.
How can global climate change be best controlled? These are some of the questions that
you will need to find the answers in this module.

LESSONS AND COVERAGE

This module has the following lessons:

Lesson No. Title You’ll learn to… Estimated Time

Lesson 1.1 Classification of  Describe the 10 Hours
Volcanoes and different types
Volcanic of volcanoes
Eruptions  Differentiate
between active
and inactive
volcanoes
 Explain what
happens when
volcanoes
erupt
  Illustrate how
energy from
volcanoes may
be tapped for
human use
Lesson 1.2 Climate:  Explain how 9 Hours
Addressing the different
Effects of Global factors affect
Climate Change the climate of
an area
 Describe
certain climatic
phenomena
that occur on a
global level

MODULE MAP
Here is a simple map of the lessons you will cover:

Volcanoes

Formation Volcanic Eruption: Its Disaster Preparedness

and Cause, Events and Effects; and Risk Reduction
Classification Geothermal Energy
 Climate

Factors That Affect Addressing the Effects of

Climate Global Climate Change

EXPECTED SKILLS
To do well in this module, you need to remember and do the following:

1. Read the instructions carefully before starting anything.

2. Complete all the activities and worksheets. Follow instructions on how to

submit them.

3. Look up the meaning of words that you do not know.

4. You will frequently come across process questions as you go through

different lessons. Keep a notebook (or use the Notepad) where you can

write (and revise) your answers to these questions. Use also the notebook to

jot down short notes, draw diagrams, and summarize what you have just

read.

5. For worksheets and reports that need to be submitted, use the provided

checklist and rubric to evaluate your work before submission.

6. Allow time for relaxation and recreation when you are mentally tired. Make a

timetable to schedule your study and recreation.

PRE-ASSESSMENT

Let’s find out how much you already know about this module. encircle the letter that
corresponds the correct answers.

(A) 1. Which type of volcanoes have broad bases and steep sides, usually
have a large crater at the top and are formed by alternating layers of
magma and ash?
A. Cinder cones
B. Shield volcanoes
C. Composite volcanoes
D. Calderas
(A) 2. Why are supervolcanoes the most dangerous type of volcano?
I. The eruption significantly increases the global temperature.
II. During an eruption, enormous amounts of ash are thrown into the
atmosphere and encircles the globe.
III. The ash from an eruption lowers the temperature of the
entire planet.
IV. The lava that flows during an eruption causes damage to property.

A. I and II only
B. II and III only
C. II and IV only
D. I, II and III only
(A) 3. Which best describe a dormant volcano?
A. a volcano that is presently not erupting and that is unlikely to do so
for a very long time in the future
B. it is currently erupting or shows signs of unrest activities
C. not presently erupting but has erupted in the past and is likely to
erupt again in the future
D. also called sleeping volcano because it is presently inactive but
could erupt again
(A) 4. Julie watched an old news video of the last explosive eruption of Mount
Pinatubo. She lives in Tagaytay and thought that Taal Volcano in the
past did not erupt the way Mt. Pinatubo did because it’s located within a
lake while the other is directly situated on land. Thus, she inferred that
volcanoes erupt differently because of their composition and location.
Which among the following is not a basic feature shared by all volcanoes
if you were to explain this to Julie?
 A. The magma collects in magma chambers that can be 160
kilometers beneath the surface.
B. As the rock heats, it expands, which creates even more pressure
causing the magma to seek a way out pushing toward the surface.
C. Eruption of the magma on the surface is always violent and
explosive due to the extreme heat and pressure.
D. When magma reaches the surface, it comes out and is called an
eruption.

(A) 5. In the recent past, humans have been looking for and trying out
alternative sources of renewable energy to reduce dependence on
fossil fuels. How can the energy from volcanoes be tapped for human
use?
A. The lava can be used for cooking.
B. The energy from the magma can be used to heat water.
C. Geothermal energy can be tapped to produce steam used for
heating showers.
D. Geothermal energy can be used to generate electricity.

(A) 6. Wilma recently migrated to Washington, DC in the United States on

October 31st last year. She is originally from Manila, Philippines. She
knows that come November, it’s already fall season in the USA which
means it would be cold. What she finds fascinating is when she’s taking a
walk around noon time to look for a fast food chain in the city, the sun
was never positioned directly overhead as she can see from her shadow.
The sun seems to be just above the horizon. On the other hand, when
she was in Manila on the same month of the year and the same time of
the day, the sun would be directly above her and it would feel hot
outside. Which statement best explains Wilma’s observation about
factors that determine the climate of a place?
I. The amount of solar energy a particular location receives is the
most important factor in determining that location’s temperature.
II. The lower the latitude, the more sunlight an area will receive. At the
equator, days are equally long year-round and the sun is just about
directly overhead at midday.
III. The tropics are warmer than the temperate regions. The polar areas
are in between, both in latitude and average air temperature.
IV. The amount of sunlight that strikes the ground is different at each
latitude.

A. II and IV only
B. I and III only
C. I and IV only
D. II, III and IV only
(A) 7. In the image below, which is true about the greenhouse effect?

A. It is the retention of part of the sun’s energy in the Earth’s

atmosphere in the form of heat as a result of the presence of
greenhouse gases.
B. It is the heating of the atmosphere resulting from the absorption of
radiation from the sun.
C. It involves both natural and man-made greenhouse gases
that completely trap the infrared and UV radiation from the
sun.
D. It refers to both the absorbed and escaped solar energy in the
atmosphere through the help of greenhouse gases.

(A) 8. Looking at the image below, which among the following statements is
incorrect about El Niño?

A. The term El Niño refers to the large-scale ocean-atmosphere

climate interaction linked to a periodic warming in sea surface
temperatures across the central and east-central Equatorial Pacific.
B. El Niño means The Little Boy, or Christ Child in Spanish.
 C. El Niño episodes represent periods of below-average sea
surface temperatures across the east-central Equatorial Pacific.
D. Typical El Niño effects are likely to develop over North
America during the upcoming winter season.

For numbers 9-11, refer to the image below showing a map of the ring of fire.

(M) 9. Which statement accurately describes the location of the Philippines on

this particular type of map?
A. The Philippines is located above the equator.
B. The Philippines is directly within the ring of fire.
C. The Philippines slightly missed the ring of fire.
D. The Philippines is enclosed by the ring of fire.

(M) 10. The Ring of Fire is an area of frequent earthquakes and volcanic
eruptions encircling the basin of the Pacific Ocean. It is associated with a
nearly continuous series of oceanic trenches, island arcs, and volcanic
mountain ranges and/or plate movements. Based on the map and this
information, is it correct to say that there are many volcanoes in the
Philippines?
A. No, that is incorrect.
B. Yes, that is correct.
C. It is partially correct because not all the islands in the Philippines
have volcanoes.
D. It is partially correct because not all the volcanoes in the Philippines
are actively erupting.
(M) 11. Several stratovolcanoes like Mt. Mayon of the Philippines, Mt. Fuji of
Japan, Mt. Sinabung of Indonesia and Mt. Saint Helens of the USA are
located in the ring of fire. Would you say stratovolcanoes are common
in the Philippines? Why or why not?
A. Yes, because approximately 75% of the world’s volcanoes are
found in the Pacific ring of fire and stratovolcanoes are common
around the ring of fire.*
B. Yes, because all of the world’s active stratovolcanoes are found in
the ring of fire.
C. Yes, because 100% of stratovolcanoes are located within the ring of
fire where plate boundaries are actively subducting.
D. No, because there are other types of volcanoes in the Philippines.

For numbers 12-13, refer to the graph below.

(M) 12. Which statement best describes the graph showing the relationship
between carbon dioxide and temperature from 1964 to 2008?
A. Temperature is inversely proportional with the carbon
dioxide concentration for this time period.
B. Temperature is direcly proportional with the carbon dioxide
concentration for this time period.
C. As the concentration of carbon dioxide increases, so does the
temperature in a span of approximately 5 decades.
D. From 1964 to 2008, the CO2 concentration is steadily increasing.
While temperature is variable, the general trend is increasing as
well.
(M) 13. Based on the graph shown above, what does this tell us about how the
global CO2 concentration will affect the global temperature in the future?
A. The trend will be the same because the period covered to complete
this data is long enough to forecast the future.
B. The trend may continue to rise for CO2 concentration if we continue
to use fossil fuels at the same rate or with a higher emission rate,
thus further causing an increase in global temperature.
C. We cannot predict the future trend because we don’t have the data
yet.
D. The global temperature is bound to increase in the future because
humans will continue to burn fossil fuels which currently are our
sole source of energy.

For number 14, use the graph below.

(M) 14. What does this projected data tell us about how human activities
contribute to global climate change?
A. The international community needs to be united and committed in
making huge and drastic efforts now to adapt to and mitigate
climate change to reduce greenhouse gas emissions and
establish more carbon sinks because it will stiil take about 100
years before CO2 and temperature will stabilize.
 B. Humans, on a global level, are the main contributors to climate
change especially those from rich countries. Thus, the use of fossil
fuels should be reduced mainly by developed countries like the US.
C. Human activities are the main source of higher CO2 emissions,
thus, climate change adaptation strategies and policies must be
strictly enforced in developing countries because they will
experience the greatest impacts of climate change.
D. Human activities are causing the climate to change therefore any
climate change strategy will not significantly decrease the global
temperature in the future.

(T) 15. You observed that your neighbor has been burning dried fallen leaves,
weeds and twigs in his backyard every weekend. What appropriate
action should you take?
A. Report him to the barangay office and request the barangay captain
to make him stop.
B. Speak kindly to your neighbor and ask if he could stop burning
leaves and withered branches of trees because it’s not good for our
environment.
C. Ask your neighbor why he’s doing this and educate him on the
science behind and possible effects of his action then teach him the
benefits of composting and how to do it.
D. Advise your neighbor to at least lessen the number of times he’s
burning because it will be hard for him to break this habit and you
wouldn’t want to hurt his feelings.

(T) 16. It’s summer and you have been planning to take a vacation in Naga City
in Bicol where your parents live so you bought a bus ticket early. While
you were still in Manila a few days before your scheduled trip, you saw
the news on TV that Mt. Mayon in Albay has erupted and thousands of
people were evacuated. Is it safe for you to still go on vacation in Naga?
A. Yes, because Mayon is a 2-3 hour drive from Naga. The lava can’t
go that far and based on its past eruptions the people in Albay are
the ones mainly affected but be prepared to encounter some traces
of ash.
B. Yes, because Mayon is too far for the pyroclastic flow to reach
Naga and the bus will never pass through Albay anyway so it’s safe
to take the trip.
C. No, because the ashes will surely be flown by the wind and will
eventually reach Naga, thus, ruining your vacation.
D. No, because the eruption can continue for weeks.

(T) 17. Your father just got a promotion and his already high salary was even
doubled but your family had to move to Camiguin Island several
kilometers away from Mount Hibok-Hibok which is an active volcano.
 Having known that you live near an active volcano, what information
should you know and preparations should you take in case the volcano
will show signs of an eruption?
A. Check out the website of PHIVOLCS and read on the past eruption
history of Mt. Hibok-Hibok from your local library.
B. Interview local community folks in the island about the past
eruptions of this volcano and asked what they did.
C. Be prepared for a possible volcanic eruption by keeping and
regularly maintaining a bag of clothes, footwear, non-perishable
goods, bottled water, toiletries, flashlight, batteries, and cash which
is always ready to carry anytime.
D. Search the internet or other resources for pertinent data about Mt.
Hibok-Hibok, talk to long-time residents or officials in the area,
and discuss with your family a possible volcanic disaster
preparedness plan.

(T) 18. Your family has internet access at home but no wifi connection yet. Your
younger siblings, who are currently in grade school, love watching TV
while playing with their gadgets, and surfing the internet in your family’s
desktop computer all at the same time. You have an environmental
science subject in school. What can you do in this situation to apply what
you have learned in class about climate change?
A. Tell your siblings to use only one gadget/electronic device at a
time to save on electric bills.
B. Educate them on how to save electricity for their own future
because using too much electricity contributes to climate change.
C. Teach them about the carbon cycle for kids using an animation, let
them take a fun online quiz, then give a prize for the highest scorer.
D. Show them an animation for kids of the greenhouse effect and
have them watch a short animated video about climate change
then ask them how their actions/activities contribute to climate
change.

(T) 19. Given that climate change is happening, which among the above
activities has the most impact when in comes to reducing your carbon
footprint?
I. walking to/from school
II. riding a bicycle
III.carpooling
IV. using an electric motorbike

A. I and III only

B. II and IV only
C. I and II only
D. III and IV only
(T) 20. Your school has a solid waste management program. Which slogan
would you use as a guiding principle for this program to promote
awareness of climate change?
A. Segregate and Clean As You Go
B. Reduce, Reuse, Recycle
C. Stop and Pick a Trash
D. May Pera sa Basura
 Lesson 1.1: Classification of Volcanoes and Volcanic Eruptions

Volcanoes are a sight to behold. But even with their magnificent natural beauty, they can
cause severe damage to properties and harmful effects to our environment like the ones
that happened to our country in the past. Have you ever wondered why we have a lot of
volcanoes in this country or how these volcanoes were formed? Why do a number of a
particular type of volcanoes exist in the Philippines?

Let’s start this module by gathering your ideas about volcanoes.

ACTIVITY 1. What You Do Know about Volcano?

Question 1. What is volcano? 10 points

Question 2. What are the different types of volcano according to:

Structure:
1.

2.

3.

Activity:
1.

2.
3.
ACTIVITY 2. “Draw and Label Me”

Instruction: Draw and label the major parts of a volcano. Use any coloring materials to
enhance your drawing. 20 points
 Your goal in this section is to learn and understand the types of volcanoes and how they are
formed, the difference between active
and inactive volcanoes, and why there are many volcanoes are found in the Philippines. You
will also know more about the processes and events involved when volcanoes erupt and
discover how the energy from volcanoes may be tapped for human use.

ACTIVITY 3. Discovering the Pacific Ring of Fire

Documentary Film-Viewing. “How the Earth Was Made: The Ring of Fire”

Discover the Pacific Ring of Fire and learn how volcanoes are formed through
this very interesting documentary film. While watching the film, list down
important terms or concepts and get their meanings as well. Use the Vocabulary
Journal to write all the words that you will gather.

VOCABULARY JOURNAL
VOLCANOES
Term / Word / Concept Definition / Meaning / Importance

Now, click the link to watch the film. https://www.youtube.com/watch?

v=LcxGNs_qI6c

Process Questions:
1. What is the Ring of Fire? Is the Philippines in the Ring of Fire? Explain.
2. Why is the Ring of Fire dotted with volcanoes?

3. How are volcanoes formed in the Ring of Fire?

4. What are hazardous events brought by a volcano?

5. If you were living near a volcano, what would be the most important thing to do
during volcanic eruption?
ACTIVITY 4. Net Exploration

Search on the internet about the questions below.

Question & Answer

1. What is subduction?

2. What is a hotspot?

3. What is the difference between magma and lava?

 4. What are the 3 principal types of volcanoes?

4.1. Which type of volcano is the most common in the Philippines?

5. Why does the Philippines have many volcanoes?

5. What is the difference between an active and inactive volcano? How is

dormant different from extinct?

7. What causes a volcano to erupt and what happens when it finally erupts?
8. How can we tap the energy from volcanoes for human use?

PROCESS QUESTIONS:

1. Why do a number of a particular type of volcanoes exist in the

Philippines?

2. Why can volcanic eruptions become deadly?

3. How can volcanoes affect the lives of people in a positive way or in a way
that is beneficial to us?
ACTIVITY 5. Self-Assessment

Concept Mapping: Put some information which associate the word “volcano”

Volcano
 Process Questions:

1. Why should we plan for an emergency or a disaster?

2. What are the seven steps to successful emergency preparedness?
3. How will this planning process be of use to you and to the community you
belong?

At this point, your task is to write a step-by-step emergency preparedness plan

for an earthquake. Given a set-up wherein you are a student in a school here in
the Philippines, write the details that the school officials should include in their
emergency preparedness plan. Recall what you’ve learned about earthquakes in
grade 8. Also, remember that the Philippines is located within the Pacific Ring of
Fire where frequent earthquakes and volcanic eruptions occur. Use the
worksheet below to write and check your work.

EMERGENCY PREPAREDNESS PLANNING PROCESS WORKSHEET

Seven Steps to Details of the School’s
Successful Emergency Earthquake Emergency
Preparedness Preparedness Plan
Step 1: Gather Information

Step 2: Identify Risks

Step 3: Analyze Risks and

Develop Scenarios

Step 4: Review Operations

and Management
Considerations
Step 5: Analyze Capacity Gaps

Step 6: Document and

Distribute the Plan

Step 7: Monitor, Review for

Impact and Update the Plan
Lesson 1.2: Climate Change

Climate Change is the defining issue of our time and we are at a defining moment. From
shifting weather patterns that threaten food production, to rising sea levels that increase the
risk of catastrophic flooding, the impacts of climate change are global in scope and
unprecedented in scale. Without drastic action today, adapting to these impacts in the future
will be more difficult and costly.

Process Questions:

1. What is climate?

2. What are the different factors that affect the climate of a place?

3. How does each factor influence or determine the climate of an area?

4. How does latitude influence the climate at the equator and the polar
regions?

5. How do mountain ranges affect the precipitation levels of an area’s

climate? Compare the precipitation level between the side of a mountain
facing the ocean and the other side facing away from the ocean.
Organize and write your answers to these questions on the worksheet below.

Definition Of Climate:
Factors Affecting Climate How These Factors Affect Climate

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.
ACTIVITY 1. Understanding Common Climatic Phenomena

Part 1: El Niño and La Niña

Have you heard the terms El Niño and La Niña before? What do these words
remind you of? To find out more about these, search on the internet. Then
accomplish the El Niño and La Niña worksheet.

El Definition of the Terms Worksheet

El Niño La Niña

Process Questions:

1. What is El Niño
2. What is La Niña

3. How are they similar and different?

4. How do they affect climate?

5. What is the greenhouse effect?

6. What are greenhouse gases?

7. How do greenhouse gases contribute to global warming?

Complete the table below.

THE GREENHOUSE EFFECT WORKSHEET

Greenhouse Effect:

Greenhouse Gases:

Enhanced Greenhouse Effect/Global Warming:

ACTIVITY 2. Concept Map

You will now check your knowledge and understanding of climate.

Part 1: Map of Main Idea

Accomplish the Map of Main Idea below by writing the five main factors that
affect the climate of an area and briefly describe how each factor affects climate.

CLIMATE
Lesson 3: Stars and Constellations

Stars are huge celestial bodies made mostly of hydrogen and helium that produce light and
heat from the churning nuclear forges inside their cores. Aside from our sun, the dots of light
we see in the sky are all light-years from Earth. They are the building blocks of galaxies, of
which there are billions in the universe. It’s impossible to know how many stars exist,
but astronomers estimate that in our Milky Way galaxy alone, there are about 300 billion.

The life cycle of a star spans billions of years. As a general rule, the more massive the star,
the shorter its life span. Birth takes place inside hydrogen-based dust clouds called nebulae.
Over the course of thousands of years, gravity causes pockets of dense matter inside the
nebula to collapse under their own weight. One of these contracting masses of gas, known as
a protostar, represents a star’s nascent phase. Because the dust in the nebulae obscures
them, protostars can be difficult for astronomers to detect.

A constellation is an area on the celestial sphere in which a group of visible stars forms a

perceived outline or pattern, typically representing an animal, mythological person or creature, or
an inanimate object. The origins of the earliest constellations likely go back to prehistory. People
used them to relate stories of their beliefs, experiences, creation, or mythology. Different cultures
and countries adopted their own constellations, some of which lasted into the early 20th
century before today's constellations were internationally recognized. The recognition of
constellations has changed significantly over time. Many changed in size or shape. Some
became popular, only to drop into obscurity. Some were limited to a single culture or nation. The
48 traditional Western constellations are Greek. They are given in Aratus'
work Phenomena and Ptolemy's Almagest, though their origin probably predates these works by
several centuries. Constellations in the far southern sky were added from the 15th century until
the mid-18th century when European explorers began traveling to the Southern Hemisphere.
Twelve ancient constellations belong to the zodiac (straddling the ecliptic, which the Sun, Moon,
and planets all traverse). The origins of the zodiac remain historically uncertain;
its astrological divisions became prominent 400 BC in Babylonian or Chaldean astronomy.
 Process Questions:

1. Do stars evolve? How?

2. What are the elements that constitute a star?

3. What is the final destination of star as it dies?

4. What are believes of ancient people about constellation?

5. Why do stars seem to move across the sky?

 POST-ASSESSMENT

It’s now time to evaluate your learning. Encircle the letter of the correct answer.

1. The term Zodiac refers to .

A. the light from Saturn's rings
B. a method for making astrological predictions
C. a group of constellations lying near the ecliptic
D. the head of the Celestial Empire.
2. What is the characteristic common to the stars in a constellation?
A. equally bright
B. they are in the same cluster
C. they are so-called Copernican
D. none of these
3. Which of the following is NOT a constellation?
A. Cassiopeia
B. Cepheus
C. Great bear
D. Magellanic cloud
4. Which is a measure of the amount of a star’s light received on earth?
A. red shift
B. parallax
C. absolute magnitude
D. all of these
5. A first magnitude star is how many times brighter than a second
magnitude star?
A. 2.5
B. 7.3
C. 10
D. 15
6. Stars including the sun form when
A. enough rock from space is pulled together by gravitational attraction
B. enough rock from space is pulled together by magnetism
C. enough dust and gas from space is pulled together by gravitational
attraction
D. enough dust and gas from space is pulled together by magnetism
7. Which of the following characterizes a pulsar?
A. black hole C. neutron star
B. white dwarf D. red giant
8. Why are stars very massive?
A. The force of magnetism that tends to draw together the matter from
which they are made is very weak.
B. The force of gravity that tends to draw together the matter from
which they are made is very weak.
C. The force of magnetism which tends to draw together the matter
from which they are made is very strong
 D. The force of gravity which tends to draw together the matter from
which they are made is very strong
9. Which of the following star is the hottest?
a. Blue giant star
b. Red giant star
c. Main sequence star
d. Super nova
10. Which of the following statement is correct?
a. Sun is a star
b. Star is a planet
c. Star is an asteroid
d. A planet is a star
11. The constellations are totally imaginary things that poets, farmers and
astronomers have made up over the past 6,000 years. On a really dark night,
you can see about 1000 to 1500 stars. Which below gives the BEST purpose
of constellations?
A. Viewers can recognize different star patterns
B. Aside from forming patterns, they can be a source of direction
C. Stars move a bit, but they are confined within their constellations
D. They are a product of human imagination, they can also be a form
of entertainment
12. These stars are the most massive and hottest. They have a surface
temperature of around 60 000 K (59726.85 0C)
A. red stars C. white stars
B. blue stars D. yellow stars
13. Which observation provides the BEST evidence that Earth revolves around
the sun?
A. Stars are seen from earth appear to circle Polaris
B. Earth’s planetary winds are deflected by Corioli’s effect
C. The change from high ocean tide to low ocean tide is a repeating
pattern
D. Different star constellations are seen from earth at different times of
the year
14. The brightest star in this constellation is Aldebaran. In which constellation
can this star be found?
A. Gemini C. Polaris
B. Taurus D. Orion
15. Which type of star has a relatively low effective temperature and has a
large radius that is about 100 times that of the sun?
A. Red giant
B. White dwarf
C. Main sequence
D. Pulsar
16. Which statement describes the general relationship between the temperature
and the luminosity of main sequence stars?
A. As the temperature decreases, luminosity increases
B. As the temperature decreases, luminosity remains the same
C. As the temperature increases, luminosity increases
D. As the temperature increases, luminosity remains the same
17. Which of the given statements below is NOT TRUE?
A. Both Astronomy and Astrology are based on the scientific method
of observation, deduction and experiments
B. Astronomy and Astrology are two sciences that both
involve constellations and stars.
C. Astronomy scientifically studies the objects in space while Astrology
simply is based on a number of assumptions.
D. Astronomy studies the processes which occur in the outer space
while Astrology studies the position of celestial bodies and relates
these phenomena to people’s lives on Earth.
18. This constellation is located on celestial equator and visible throughout the
world. Its family include 5 constellations- the Orion, Canis Major and Canis
Minor, Monoceres and Lepus
A. Ursa Major
B. Orion
C. Draco
D. Hercules
19. Which of the statements below BEST supports the idea that the patterns of
the celestial objects have certain effects on people’s beliefs and practices?
A. Many people became successful through hard work, luck, and
some advice from the stars.
B. Why would newspapers and TV shows feature them if they are not
reliable and useful?
C. The influence of the stars and planets on human behavior has no
scientific basis.
D. Stars are much farther away than the moon and the sun, thus the
latter should be the basis for our beliefs.
20. Which of the following is CORRECT about zodiac constellations?
A. Unlike other constellations, they are not a product of human
imaginations
B. They are more scientific since they are bases of compatibility signs
C. A total of 14 zodiac constellations were developed through time
D. They still are part of the 88 constellations which are all products
of human imaginations
21. During a volcanic eruption, great pressure causes materials to be expelled
from the volcanic vent. Where does this pressure come from?
A. chlorine C. steam
B. oxygen D. sulfur
22. Silica-rich magmas are believed to cause violent eruptions. Why?
A. Silica explodes when in contact with air.
B. Silica is highly chemically reactive.
C. Silica-rich magma is highly viscous and traps gases.
D. Volcanoes with silica-rich magma are the youngest volcanoes.
23. Which of the following is not an effect of a volcanic eruption?
A. ejection of huge quantities of broken rocks
B. changing carbon dioxide content of the atmosphere
C. ejecting fine particles into the atmosphere that reflect sunlight and cool
Earth
 D. liquefaction, where water-saturated sediments tend to liquefy or behave
like fluid
24. Which of the following is determined by the viscosity of magma?
A. type of volcanic core that forms
B. the materials ejected from the volcano
C. whether the volcanic eruption is explosive or quiet
D. all of the above
25. Which of the following is not true about volcanic eruptions?
A. Silica-rich lava builds steeper stratovolcanoes.
B. Silica-rich lava is associated with violent eruptions.
C. Silica-poor lava tends to build low, broad shield volcanoes.
D. Silica-rich magma is fluid and allows gases to escape easily.

ESSAY
Direction: Answer the following questions briefly (5 points each).

1. Explain how magma is formed in a divergent zone and in a convergent zone.

2. Why does magma rise to Earth’s surface as soon as it is formed?

3. How do shield volcanoes, cinder cones, and composite cones differ from one another?

4. How do volcanic eruptions affect climate?

5. What is the effect of silica on the behavior of magma and the type of volcanic eruption?
GLOSSARY OF TERMS USED IN THIS LESSON:

Astrology - the persisting practices and beliefs that have started from ancient
times, which holds that the movement of heavenly bodies – stars, the planets,
the Sun and the moon, have influences on human behavior and events in human
societies.

Astronomy - the scientific study of the stars and other bodies in space, their
characteristics and their motion through the sky, that lead to some useful
applications like navigation, and some existential theories – how and when the
Earth (and the universe) was formed, and how and when they could possibly
end.

Constellations - the groupings of stars according to some patterns that

resemble human figures, mythological creatures and objects, after which these
groups are named. The sky is divided into 88 constellations, such that planets,
comets, and the Sun can be located in the sky according to the constellation in
their background as viewed from Earth.

Celestial sphere - the imaginary sphere, made up of domes, on which all stars
are mapped, according to how they are seen from Earth. This is a useful tool for
determining which stars and constellations are visible at different locations on
Earth, at different times of the year.

Ecliptic - the band in the sky where the planets seem to move through, as the
orbits of the planets around the sun are approximately coplanar (lying on the
same plane).

Horizon - the line at the distance where the Earth’s surface and the sky appear
to meet. The Sun, the stars and the planets appear to rise above the eastern
horizon, and set at the western horizon.

Horoscope - a forecast of a person’s future and assessments on one’s character

traits, based on their Zodiac sign (the relative positions of the Sun and the Zodica
constellations) at the time of the person’s birth. Horoscopes are widely popular,
printed in newspapers and magazines, and in a host of websites.

Precession - the wobbling of the Earth, such that its axis of rotation’s tilt in space
in not really constant, but also rotates on another axis. One implication of the
Earth’s precession is that Polaris is not the permanent North Star, but it is for a
few thousands of years only.

Polaris - the current North Star; such that it is the only star that seems to be fixed
in its place in the sky as the Earth rotates. Other stars, therefore, seem to be
revolving around Polaris though the hours of the night.
Star maps / charts - maps of the stars in the sky, specific to one’s location on
Earth (northern or southern hemisphere), and the time of the year (seasons).
Since the stars are relatively fixed through hundreds of years, even the dated
star charts are still useful today. Some specialized maps and charts even include
planets that are visible in the sky at specified dates.

Zodiac constellations - the “special” constellations that are located along the
ecliptic; these 12 constellations therefore serve as the background of the Sun
and the planets as they move through the sky through the year.

REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:

http://www.wikihow.com/Stargaze-Comfortably
Tips on how to prepare for a good stargazing activity.

http://zoroastrianastrology.blogspot.com/p/houses-of-zodiac.html
Get an idea on how the zodiac constellations look like, and which of these
constellations are visible at different times of the year.

http://regentsearth.com/Illustrated%20ESRT/Page%2015%20(Luminosity)/Lumin osity
%20index.htm
Diagram of the characteristics of stars.

http://www.aip.org/history/cosmology/tools/pic-spectroscopy-lithograph.htm
Diagram on spectroscopy, the key to understanding the composition of stars.
Learners may browse the page, but they need not delve too much into the
technical details.

http://www2.potsdam.edu/islamma/phys335constellations.htm
This is a very informative site showing most of the constellations with the names
of the brightest stars in them.

http://stardate.org/nightsky/constellations
This page has clickable links to more information about the constellations and the
stars in them – how to locate them in the sky, and the stories behind their names.

http://www.seasky.org/constellations/constellations-intro.html
Here’s another site where all constellations are listed, and grouped according
which are visible in each month of the year for northern hemisphere observers
(that includes us).

http://www.funbrain.com/constellation/
This is an interactive game where you’ll identify the constellations, given pictures
and some clues.
http://www.astro.umass.edu/~arny/constel/learn_const.html
This site has links to the following: how to use star charts, how the sky looks like
at different times of the year, and an interactive quiz on identifying constellations.

http://www.youtube.com/watch?v=ih7aGeFKBPE
Celestial Coordinates. This video shall orient you about the celestial sphere and
will help you locate stars and constellations in the sky.

http://www.youtube.com/watch?v=TAFvN83NZAc
Celestial Sphere Animation. This 3D animation video clearly explains why stars
in the sky change positions the way they do, and explain some terminologies for
navigating the sky, without any boring monotone voice-over.

http://www.youtube.com/watch?v=1Toya19H12w
Basics of Astronomy: The Celestial Sphere. This video clearly explains how
stars are mapped along the celestial sphere.

http://www.youtube.com/watch?v=DKQ8XuCINUU
Introductory Astronomy: Motion of Stars. This video lecture has helpful visuals
to help you understand how the stars move across the sky.

http://www.skymaps.com/downloads.html
http://www.star-map.fr/free-star-maps/
These sites contain printable star maps.

http://curious.astro.cornell.edu/question.php?number=359
http://www.astro.cornell.edu/academics/courses/astro2201/alt_az.htm
Instructions on how to describe the location of objects (stars and planets) in the
sky using the elevation angle or altitude and the azimuthal angle.