UCCP MAGILL MEMORIAL SCHOOL INCORPORATED

150, Quezon Avenue, Lucena City

Study Guide
Earth and Life Science
Grade 11
Module 1 – Origin of the Universe
 UCCP MAGILL MEMORIAL SCHOOL INCORPORATED
150, Quezon Avenue, Lucena City

OVERVIEW

This module has been designed and written for you. Here it helps you learn about the

nature of life science and earth. It can be used in many different learning situations due to the

scope of this module. The language used recognizes students' diverse vocabulary.

LEARNING OUTCOMES

 State the different hypotheses explaining the origin of the

universe.
 Recognize the uniqueness of Earth, being the only planet in the
solar system with properties necessary to support life.
 Explain that the Earth consists of four subsystems, across whose
boundaries matter and energy flow.
 UCCP MAGILL MEMORIAL SCHOOL INCORPORATED
150, Quezon Avenue, Lucena City

Lesson 1: Origin of the Universe

 Cosmology is an astronomical branch

involving the origins and developments of
the universe, from the Big Bang into the
present and future.
 According to NASA, "the scientific study
of the broad characteristics of all the
cosmos" is the definition of cosmology.
 10-15B years ago the universe began when the primordial explosion called BIG BANG.

Theories on the Origin of the Universe

o BIG BANG THEORY - All the energy and matter of the universe were
compressed into hot and dense state. Temperature decreased sufficiently to allow
clumps of matter to collect. these materials formed the first nebulae, which
evolved into the first stars and galaxies. Our sun and planetary system formed 5
billion years later.
o CREATIONIST THEORY - This theory states that God, the Supreme Being
created the whole universe out of nothing. The proof can be read in the Holy
Bible stipulating that God created the heaven and the Earth including man.
o OSCILLATING UNIVERSE THEORY - proposed by a Russian-born US
cosmologist GEORGE GAMOW. He said that the expansion of the universe will
eventually come to a halt then it collapses up to the time that the universe will
return to its original form and form another Big Bang will occur. This process will
happen as a cycle.
o STEADY STATE THEORY - This theory states that the universe has always
been the same since the beginning and will remain in its present state until
eternity. It further claims that the new galaxies appear because of the drifting of
other galaxies.
Our Expanding Universe
o The universe is still expanding in a Doppler red shift in
the light we receive. It shows an increasing distance
between us and other galaxies in the universe. It also
shows that the universe is expanding slowly.
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The Redshift - This phenomenon occurs

when a source of waves, such as light or
sound, is moving with respect to an
observer or listener.
o If the source is moving away from
you, the waves drop in frequency:
sound becomes lower in pitch, and light tends to shift toward the red end of the
spectrum.

Origin of the Solar System - The nebular hypothesis, according to this theory, the Sun
and all the planets of our Solar System formed from a massive cloud of molecular gas
and dust. The cloud then collapsed around 4.57 billion years ago due to an event.
This could have been caused by a passing star or shock waves from a supernova, but the
result was a gravitational collapse at the cloud's center.

CHALLENGE YOURSELF

EXERCISE 1
Answer the following:
1. How did the universe start based on the Creationist Theory?

2. Why is the Big Bang Theory the most accepted theory about the origin of the universe?
 UCCP MAGILL MEMORIAL SCHOOL INCORPORATED
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3. How can you prove that the universe is expanding?

4. If you are to formulate your own theory about the origin of the universe, how would you
explain it?

EXERCISE 2

Direction: Complete the Statement. Choose only one.

I do not believe in any theory about the origin of the universe because
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I believe in the ______________________________ Theory because
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 UCCP MAGILL MEMORIAL SCHOOL INCORPORATED
150, Quezon Avenue, Lucena City

Lesson 2: Earth

Layers of the Earth

 Earth is made up of 3 main layers.
 Crust
o Physical Properties:
 outermost
layer and the thinnest
layer (5-70km thick)
 Surface temperature
 1% of Earth’s mass and made of solid rock.
o Composition:
 consists of loose rocks & soil
2 Types of Crust
 Continental Crust - forms and contains the large landmasses and it
consists of granite
 Oceanic Crust – it consists of basalt.
 Mantle
o Physical Properties:
o thickest layer (2900km thick) and very hot layer
o Divided into two parts:
o Upper mantle 9000℃
o Lower mantle 1000℃ to 3700℃
o Composition – it is made up of ferro-magnesium silicate and composed of 80%
of earth’s mass.
 Core
o The Core is Divided into two parts:
o Outer Core – only liquid layer!
 Made up of liquid iron and nickel.
 This layer creates the Earth’s magnetic field.
 It is about 2270km thick.
 Temperatures ranges from 3700℃ to 4300℃
o Inner Core
 The center of Earth.
 composed mostly of solid iron.
 This layer may also contain oxygen, sulfur, and silicon.
 It is extremely hot.
 Temperatures recently estimated to be about 6000℃
 Each layer has its own individual composition and physical properties.
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Earth system
 Relies on the interactions among vast
combination of factors that enable it to
support life.
 Earth is dynamic, a combination of
interrelated, interdependent, or interacting
parts forming a collective whole or entity.

Earth Subsystem
 Lithosphere
o It is part of the planet composed of rock and minerals.
o It includes the solid crust, the molten mantle, and the liquid and solid parts of the
earth’s core.
 Hydrosphere
o Consists of those parts of the earth system composed of water in its liquid,
gaseous(vapour) and solid(ice).
o Includes the waters of Earth – oceans, lakes, rivers, and glaciers.
 Biosphere
o Composed of all living things: people, other animals, and plants.
 Atmosphere
o This is the gaseous layer surrounding and held to its surface by gravity.
o The gaseous blanket of air that envelops, shields, and insulates Earth. Variation in
atmospheric components and processes create the changing condition that we
know as weather and climate.

Sphere interactions
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Hydr
o

Even
Atmo Litho
t

Bio

Lithosphere – Hydrosphere
o Increase erosion of loose soil may have led to increased sediments in stream
water, making the water muddier.
Lithosphere – Biosphere
o A decrease in vegetation may have resulted in increased soil erosion because of
there were fewer roots to hold the soil in place.
Lithosphere – Atmosphere
o Ash particles in the air may have been carried by the wind and dropped on the
ground miles away from the forest fires; the ash particles – which have a high pH
– may have changed the pH in the soil.
Hydrosphere – Biosphere
o Ash particles in the water may have been clogged the gills of fish and other
aquatic organisms and choked them.
Hydrosphere – Atmosphere
o They have been more precipitation in neighboring areas because ash particles in
the air may have become condensation centers upon which raindrops could from.
o Very dry, windy air may have drawn moisture out of the living grasses and trees
through the process of evaporation.
Biosphere – Atmosphere
o Smoke in the air may have coated the lungs of animals – including people – and
affected their ability to breathe.
 UCCP MAGILL MEMORIAL SCHOOL INCORPORATED
150, Quezon Avenue, Lucena City

CHALLENGE YOURSELF

EXERCISE 1
1. How is the Earth unique among the other planets in our solar system?

Define each term.

2. Biosphere –

3. Geosphere –

4. Atmosphere –

5. Hydrosphere –

6. What is the source of the earth’s energy?

7. How does the hydrosphere influence weather?

 UCCP MAGILL MEMORIAL SCHOOL INCORPORATED
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8. What does “geologically active planet” mean?

9. The earth’s crust is div

10. ided into _______________.

11. Oceanic plates are being forced _______________ continental plates. This cause the
______________ plate to ____________.

EXERCISE 2

A. Get a map and cut the continents using scissors. Paste your work on a short bond paper
and attach it here.
B. Fit the edges of the continents to one another.

 Did the edges of the continents fit together? What can you say about it?

 Do you agree or disagree with the theories on the movements of the Earth’s crust?
Support your answer.

 What can you conclude from this activity?

 UCCP MAGILL MEMORIAL SCHOOL INCORPORATED
150, Quezon Avenue, Lucena City

ASSIGNMENT

Research on other theories about the origin of the universe. Summarize their main
assumptions.
In a paragraph, describe how the atmosphere, biosphere, geosphere, and hydrosphere all
interact to make up the planet we inhabit.

Study Guide
Earth and Life Science
Grade 11
 UCCP MAGILL MEMORIAL SCHOOL INCORPORATED
150, Quezon Avenue, Lucena City

Module 2 – Materials of the Earth

OVERVIEW

This module has been designed and written for you. Here it helps you learn about the

nature of life science and earth. It can be used in many different learning situations due to the

scope of this module. The language used recognizes students' diverse vocabulary.
 UCCP MAGILL MEMORIAL SCHOOL INCORPORATED
150, Quezon Avenue, Lucena City

LEARNING OUTCOMES

 Identify common rock-forming minerals using their

physical and chemical properties.
 Classify rocks into igneous, sedimentary, and
metamorphic.

Lesson 1: Minerals

The study of minerals, which are the building blocks of rocks, is

known as mineralogy.
Minerals are defined as a naturally formed, generally inorganic,
crystalline solid made up of an ordered array of atoms with a
specific chemical composition.
PHYSICAL PROPERTIES OF MINERALS
o Luster – it refers to the way light is reflected from
a mineral surface.
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o Hardness – refers to the resistance to being scratched. Frederich Moh, a German

mineralogist, developed a hardness scale with numbers ranging from 1 to 10 in
increasing hardness.
MOH’S SCALE OF HARDNESS
1. Talc 6. Orthoclase
2. Gypsum 7. Quartz
3. Calcite 8. Topaz
4. Fluorite 9. Corundum
5. Apatite 10. Diamond
o Streak – it refers to the color of the powdered mineral.
o Cleavage – The tendency of a Mineral to break evenly
along its weakest plane.
o Fracture – minerals that do not exhibit cleavage are said to be fracture when
broken.
o Color – Least useful property in identifying minerals.
o Specific gravity – The ratio of the density of the mineral to the density of water
(1 g/cm3). For example, if a mineral has a specific gravity of 5 that means it is 5
times as dense as water.
o Crystal form – Some minerals tend to form crystals that aid in the identification
of the mineral.
CHEMICAL PROPERTIES OF MINERALS
 The presence and arrangement of atoms in minerals are indicated by
chemical properties of minerals. Minerals react to certain substances using
their chemical properties.
o SILICATE CLASS - largest group of minerals.
 contains silicon and oxygen, with some aluminum, magnesium, iron and
calcium.
 Example: MAFIC (magnesium) and FELSIC (feldspar)
 USES: glass and ceramics • quartz crystals (vibrations)
o CARBONATE CLASS - deposited in
marine environments. It is place with high
evaporation rates. In stalactites and
stalagmites
 USES
 livestock mineral supplement
and soda ash
o SULPHATE CLASS - where salty waters slowly evaporate.
 EXAMPLES • Barite • Gypsum • Celestite
 USES: plaster • algaecide • mineral supplement • epsom salt • surfactant •
lead-acid battery
o HALIDE CLASS - contains natural salts.
 EXAMPLES: • Halite • Fluorite
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 USES: • metal-halide lamps • steel and aluminum • fertilizer • rock salt

o OXIDE CLASS - carry histories of changes in Earth’s magnetic field. It
precipitates close to Earth’s surface. The oxidation products during weathering
and accessory minerals in igneous rocks.
 EXAMPLES • Hematite • Corundum
 USES • inorganic sunscreen • flame retardant • coloring agent • Alkali
batteries
o SULPHIDE CLASS - contains most of the economically significant minerals to
man includes copper, lead, and zinc
 EXAMPLES • Acanthite • Chalcocite
o PHOSPHATE CLASS - important biological minerals
 EXAMPLES • Turquoise • Wavellite • Apatite
o ELEMENT CLASS - contains pure native elements and it is usually metals and
pure form.
 EXAMPLES • Gold • Copper • Bismuth

CHALLENGE YOURSELF

EXERCISE 1
Direction: Write the definition of the following properties of minerals. Do this in your notebook.
1. Color:
2. Streak:
3. Luster:
4. Hardness:
5. Cleavage:

ACTIVITY 1
Direction: Name three minerals and list the properties that mineral demonstrates. Do this in your
notebook.
 UCCP MAGILL MEMORIAL SCHOOL INCORPORATED
150, Quezon Avenue, Lucena City

Lesson 2: Rocks

A rock is a mass of solid geological resources.

Geologically, individual mineral crystals, non-mineral
inorganic solids like glass, other rock fragments and even
fossils include geologic materials.

Sedimentary Rocks:
Metamorphic Rocks:Form
are
formedsediments
from when old
(pieces
rocks
of
change rocks)
other by heatthat and
are
pressure. together.
cemented

Igneous Rocks: Form

from molten rock that
cools and hardens.
Sedimentary Rocks:
1. Clastics
• Rocks that form when sediments (sand, silt etc.) are lithified.
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2. Non-Clastics
A. Organics (bioclastics)
B. Form from living things.
Examples: Coal, limestone
A. Chemical (crystaline)
B. Formed from the evaporation or precipitation of sea water.
Examples: Halite, gypsum

Igneous:
- Form when liquid rock cools and solidifies
 Two types:
o Intrusive
 Cools below the earths surface
(slowwwwly!)
 Magma
 “Plutonic”
o Extrusive
 Cools at the Earth’s surface (quickly!)
 Lava
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 “Volcanic”
- Igneous rocks are also formed when volcanoes erupt,
causing the magma to rise above the earth's surface.
- The longer the rock takes to cool, the larger the crystals!
o Cools slow …..Large crystals
o Cools fast …….small crystals
o Cools immediately……NO Crystals (glass)

Types of igneous rocks

1. Granite- most abundant igneous rock. It can be made up of feldspar, quartz,
mica, and hornblende.
2. Obsidian - Obsidian rocks are igneous rocks that form when lava cools quickly
above ground. It is a glass and not a mixture of minerals. The edges of this rock
are very sharp.
3. Pumice - formed when lava cooled quickly above ground. This rock is so
light, that many pumice rocks will actually float in water.

Metamorphic:
• Rocks that are changed due to extreme heat and/or pressure.
• DO NOT MELT!!! (they recrystallize)
Metamorphic rocks become…
1. Harder
2. More dense
3. Banded or foliated.
4. Distorted
 It can be classified as:
o Banded

o Foliated – rocks that do not have bending.

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CHALLENGE YOURSELF

EXERCISE 2
Direction: Classify the following rocks in the box as to Igneous, Sedimentary and Metamorphic.

Granite marble basalt

gypsum
Conglomerate calcite slate schist
Pumice sandstone diorite
quartzite
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ACTIVITY 2
Direction: Make a Philippine map showing the location of different minerals in the country. Do
this in a short bond paper.
Rubrics: Content 10 points
Neatness 10 points
Presentation 10 points
Total 30 points

EXERCISE 3

Direction: Write true if the statement is true or false if the statement is false.

_____ 1. When a rock changes from one type to another, it usually happens very quickly.
_____ 2. One type of rock can change to any other type of rock.
_____ 3. All the processes of the rock cycle take place underground.
_____ 4. To see the minerals in rock, you always need to use a microscope.
_____ 5. Rocks are named for the minerals they contain and how the minerals came together.
_____ 6. A rock formed from pieces of gravel and sand would be classified as an igneous rock.
_____ 7. A rock resulting from the formation of mineral crystals would be classified as a
sedimentary rock.
_____ 8. Sedimentary rocks include sandstone and shale.
_____ 9. Plants and animals can act to wear down rocks.
_____ 10. Metamorphism may change a rock’s mineral composition.

Assignment: Make presentation about discussing the rock cycle. Send it to

my messenger account or Gmail account. It will be checked by means of
rubrics.
Rubrics: Content 40 points
Creativity 15 points
Presentation 25points
Organization 20 points
Total 100 points