De La Salle Lipa • Integrated School • Senior High School • Science Learning Area • EARTH SCIENCE

Earth Systems, Rocks and Minerals, Energy, Human Activities

1. Kindly refer to the new uploaded files for your ICL, assignments and concept maps.
2. Practice MINERAL IDENTIFICATION from the given link (explore the video and learn from the
professor) and bring your own rocks and mineral/jewelry.
3. Do advance readings based on the concept maps given.
4. Answer PERSONAL SOLID WASTE INVENTORY and HOUSEHOLD ENERGY AUDIT
5. Read this an be informed https://x.rappler.com/x/mnicole/1460782895671-The-Sad-Truth-Behind-
Clark-Green-City

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 De La Salle Lipa • Integrated School • Senior High School • Science Learning Area • EARTH SCIENCE

Group #: Date Performed: Score:

Names: ___________________________________ ___________________________________

___________________________________ ___________________________________
___________________________________ ___________________________________

MINERAL IDENTIFICATION

OBJECTIVE: Identify minerals based on their properties.

MATERIALS: streak plate or piece of plate abrasive ceramic tile, weak acid (10%HCl), steel knife, piece of
glass, own mineral/jewelry

PROCEDURE:
1. Obtain the mineral /jewelry samples from each member. The member who provided his own mineral
sample will predetermine their physical properties using the link (https://www.ck12.org/c/earth-
science/mineral-identification/lesson/Mineral-Identification-MS-ES/?referrer=concept_details) and other
resources as guide.
2. Consolidate and list down all the physical properties of the mineral sample in the table provided.
3. Use the attached flowchart to guide you in finalizing the names of the mineral.
4. Do additional research on the mineral dentified in order to determine if you made the right
identification. Cite sources in APA format.

DATA:
Table 1. __________________________________________________________________________________

SAMPLE PHYSICAL PROPERTIES NAME OF MINERAL

CONCLUSION:___________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

REFERENCE:
Olivar II, J. T., Rodolfo, R. S. and Cabria, H. B. (2016). Exploring Life Through Science Series. SHS. Earth
Science. Phoenix Publishing House. Inc.

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 De La Salle Lipa • Integrated School • Senior High School • Science Learning Area • EARTH SCIENCE

Group #: Date Performed: Score:

Names: Christian Andrei L. Laylo

PERSONAL SOLID WASTE INVENTORY

OBJECTIVE: Determine the amount of solid waste generated from daily activities.

MATERIAL: personal solid wastes

PROCEDURE:
1. For the next seven days, record all the materials you use every day. Materials recorded should include
all solid waste as well as any items that may be recycled or reused in some way. Examples of items to
be recorded should include paper, plastic bags, food wrappers, beverage containers, product packaging
(shampoo bottles, deodorant containers, toothpaste tubes), newspapers, aluminum foil, cardboard boxes,
paperboard roll from toilet paper, and so on.
2. Keep a running inventory of your solid wastes throughout the week, with a final tally of the number of
items in each major category (e.g. paper, plastic, aluminum, Styrofoam, mixed metals, glass, etc.)
tabulated at the end of this time period.
3. Then, weigh or estimate the weight of your waste materials by category to calculate a total mass of all
your materials for the week. Include an inventory of organic waste generated in the preparation of your
meals at home. Weigh and divide it by the number of persons in your household.
4. Calculate the mass of your annual solid waste production based on this seven days’ period.

DATA:
Table 1. Solid Wastes used on Weekdays and Sunday

MATERIALS WEIGHT (ESTIMATED IN GRAMS) TOTAL

BY CATEGORY*
DAY 1 2 3 4 5 6 7

PAPER 15 0 6.3 8.2 6.1 2 12 49.6

PLASTIC 3 2.1 0 7 4 2.5 8 22.6
ALUMINUM 0 0 0 0 0 0 0 0
STYROFOAM 0 0 0 0 0 0 0 0
MIXED METALS 0 6 3 0 0 9 3 21
CERAMICS/GLASS 0 0 0 0 0 0 0 0
ORGANIC 10 8 4 2 18 31 28 101
WASTES

* additional items can be written in a separate sheet of paper

GUIDE QUESTIONS:
1. Based on the tallied results, which type of solid waste do you produce most? Based from the table, the
solid waste we produce the most are organic wastes.
2. Why do you think you produce so much of this type of waste? The reason why we produce this type
of waste is because we eat a lot of organic foods like banana, apples, vegetables etc.
3. Give concrete ways that will help you minimize the solid waste you generate. We can minimize by
using these organic wastes as fertilizers. In that way, we can utilize and make these organic wastes
useful
4. Suggest ways on how the household, school, and community can reduce their solid waste. The ways I
can suggest are using both sides of the paper rather than using only the first page. In that way, as

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 De La Salle Lipa • Integrated School • Senior High School • Science Learning Area • EARTH SCIENCE

a student I can help my community to reduce the waste production. The companies may also use
the entrepreneurship ways rather than being a big company. In that way, they can help other
people economically and promote good environmental activities.

CONCLUSION: WE MUST TAKE CARE OF OUR ENVIRONMENT BECAUSE OUR LIFE

DEPENDS ON IT. WITHOUT THE ENVIRONMENT, THE DIFFERENT SPHERES OF LIFE, WE
WOULDN’T BE LIVING BY NOW. THOUGH WE ARE LIVING IN THE MODERN ERA, WE MUST
STILL PROMOTE SUSTAINABILITY IN ORDER FOR THE FUTURE GENERATION TO STILL
HAVE AN INSIGHT OF THE WORLD AND TO STILL CHERISH THE THINGS WE INHERITED
TO THEM.
REFERENCE:
Olivar II, J. T., Rodolfo, R. S. and Cabria, H. B. (2016). Exploring Life Through Science Series. SHS.
Earth Science. Phoenix Publishing House. Inc.

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 De La Salle Lipa • Integrated School • Senior High School • Science Learning Area • EARTH SCIENCE

Group #: Date Performed: Score:

Names: ___________________________________

HOUSEHOLD ENERGY AUDIT

OBJECTIVE: Audit the amount of household energy

MATERIAL: appliances and electrical items at home

PROCEDURE:
1. Make an inventory of appliances and electrical items your entire family uses at home. For each
appliance/item, look for the label that indicates the number of watts it uses.
2. Fill in how many hours per day this appliance is used in a typical weekday and a Sunday. Be as accurate
as possible.
3. For each appliance, convert the data into the number of kilowatt-hours of energy that it uses. This can
be done using the formula: Kwh used per day = (watt rating) (total minutes/60)/1000.
4. From your electricity, find out the cost of electricity per KWH for your area. Compute for the cost of
using it over the given time. Write all your data in a table similar to the one below.
ELECTRIC APPLIANCE WATT RATING (W) TIME USED (MIN/DAY) KWH USED PER DAY COST OF USE AT
OR DEVICE 7:50/KWH (PHP/DAY)
microwave 1450 20 .48 3.63
40” TV 135 240 .54 4.05
desk lamp 10 180 .03 0.23
TOTAL 1.05 79
5. Using the total KWH used per day, determine the amount of CO2 your entire family releases into the
atmosphere per day from your electricity use. Generally, 1.5 lb of CO2 is emitted per KWH, assuming
that all our electricity comes from a coal-fired power plant. In the sample table, 1.58 lbs of CO2 was
emitted from 1.05 KWH used.

DATA:
Table 1. __________________________________________________________________________________

ELECTRIC APPLIANCE OR DEVICE WATT TIME USED KWH USED COST OF USE AT AMOUNT OF
RATING (W) (MIN/DAY) PER DAY 7:50/KWH (PHP/DAY) CO2 EMITTED

TOTAL

GUIDE QUESTIONS:
1. What appliances and electrical items does your family usually use on a weekday? On a Sunday?
___________________________________________________________________________________
2. How much energy do you consume on a typical weekday and Sunday in KWH and in pesos? How about
in whole month? _____________________________________________________________________
___________________________________________________________________________________
3. How much carbon dioxide does your family emit in a day? In a month? _________________________
___________________________________________________________________________________

CONCLUSION: __________________________________________________________________________

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 De La Salle Lipa • Integrated School • Senior High School • Science Learning Area • EARTH SCIENCE

___________________________________________________________________________________
RESOLUTION:
_______________________
PARENT SIGNATURE
REFERENCE:
Olivar II, J. T., Rodolfo, R. S. and Cabria, H. B. (2016). Exploring Life Through Science Series. SHS.
Earth Science. Phoenix Publishing House. Inc.

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