PHYSICAL EDUCATION The Six Sports4peace Rules of the Game

Sports for Peace 1. Play Hard

 Commit yourself completely and
 A culture of fraternity and spirit of
with joy
togetherness
 Objective: Me
Aims of Sports for Peace  Personal commitment is the
foundation
 The aim of SPORTS4PEACE is to encourage 2. Play Fair
young people to develop a socially-oriented  Be honest with yourself and to
attitude in sports and games – whether in others
competition or working together as a team.  Objective: From Me to You
 It aims to communicate to young people a  Adopting the right attitude
'culture of fraternity and a spirit of 3. Hang In
togetherness', instead of a purely  Don’t give up, even when it is
competitive and performance-oriented difficult
mentality in sports, games and society.  Objective: From Me to You
 Dealing with difficulties
Patterns of behavior in fairplay, communication
4. Take Care Of
and interaction form the basis of this project:
 Respect everybody, everybody is
Mutual respect, being open to others, offering help,
important
playing honestly by the rules, being able to listen,
 Objective: You
apologizing for acting unfairly, etc.
5. Celebrate
The basis for the sports4peace project is the  Enjoy the success of the other as
“golden rule”. This principle is “treat others as you much as your own
would like to be treated.”  Objective: We
 Be happy and share the joy of others
The attitude adopted in sports and games
6. Make a Difference
should become the impulse for committing one's
 Big aims we can reach only together
self to building society that promotes peace and
 Objective: We
solidarity.
 An intensive experience of
Educational Opportunity community

Putting the sports4peace rules into practice Camping Essentials

encourages young people to:
Camping can be a fun and not expensive
 Develop their personality in a positive way. family activity or vacation, but you do need quite a
 Convey to them a way of life which involves few supplies to manage life in the great outdoors.
personal commitment.
Find out what you'll need to pack for your
Pedagogical Concept: next camping adventure, and remember to check
with your campground to see if they supply items
 Me to You to We like picnic tables and firewood, and whether fully
functional restrooms are available.
 Consider doing a test-run in your backyard moisture), dry firewood, and dry
if your family is new to camping. newspaper are all you need for a
campfire. Most campgrounds,
1. Tent
grocery stores, and convenience
 A portable shelter made of
stores sell firewood throughout the
fabric/cloth supported of poles
summer.
stretched tight of loops or cords
8. Kitchenware
attached to pegs driven into the
 The tools, utensils, appliances,
grounds.
dishes, and cookware used in food
2. Sleeping Bag
preparation or serving the food.
 A warm lined padded bag to sleep
9. Non-Perishable Food and Water
in, especially when camping.
 While you can buy filtration systems
3. Pillow
to purify water found in nature,
 A rectangular bag stuffed with
families will find it easiest to bring
feathers or foam rubber or other soft
gallons of bottled water for cooking,
materials, used to support the head
cleaning, and brushing their teeth, if
when lying down.
the campground does not have
4. Air Mattress, Cot or Sleeping Mat
running water.
 A lightweight pad, common among
 Also bring plenty of non-perishable
hikers, backpackers, and budget
food that will stay cool and safe in
travelers often used in conjunction
cans and jars until you're ready to
with a sleeping bag. Its purpose is to
cook and eat it. Canned chili and
provide padding and thermal
soups and dried soup mixes,
insulation.
individual mini cereal boxes, and
5. Flashlight and Lanterns
individually packaged crackers and
 Battery portable operated light. It is
peanut butter or pretzels will stay
used for signals and to light the
fresh.
house.
10. Toiletries and Toilet Paper
6. Bug Repellent and Citronella Candles
 Most campgrounds have fully
 Keep away mosquitoes, black flies,
functional bathrooms with running
deer flies, and other notorious biters.
water, flushing toilets, and shower
Don't forget the anti-itch cream to
stalls (sometimes coin-operated). It's
apply after insect bites or run-ins
smart to bring your own supply of
with poison ivy.
toilet paper in case it runs out in the
 Just keep in mind that many bug
bathroom.
sprays contain high levels of the
11. Camping Clothes
chemical DEET, which may not be
 Bring clothes for all types of weather,
best for small children. Talk to your
from hot or rainy days, to chilly
child's pediatrician about which
nights. If there's a body of water
products to use.
nearby, bring swimsuits and beach
7. Campfire Supplies
gear.
 Matches (stored in a plastic baggie
or wrapped in foil to keep out
 12. First-aid Kit 2. Equipment and Materials
 If your camping trip includes hiking,
biking, fishing, and other outdoor
romps, be prepared for bumps and
cuts with a first-aid kit. Use the clean
water you brought to rinse cuts and
scrapes. Find a first-aid kit for
outdoor adventures.
13. Books and Games
 Camping is a way to unplug from
computers and electronic forms of
entertainment. Encourage your kids 3. Packs
to read, enjoy the quiet time, and  Knapsack (pack frames)
put away their handheld videogames  Pack Basket
during your trip. For younger kids,  Improvised Packs
bring their favorite books and
Safety Precautions
bedtime stories to help make them
feel at home. 1. During the hike follow the necessary rules
 Bring playing cards and and safety measures to avoid possible
simple board games without a lot of danger.
pieces to lose. Telling ghost stories, 2. Never join the group without your parents’
reading, or playing games by the consent.
campfire or inside the tent will make 3. Secure the school’s permission.
more lasting memories than playing 4. It is much better if your P.E. teacher or
videogames. There's something someone older can join in your hiking
special about living and playing activity.
outdoors for a few days.
Some Tips on Hiking
Hiking: A recreational Outdoor Activity
1. Your pace must fit the slowest member of
 Hiking is an outdoor activity which consists the group.
of walking in a natural environment like 2. Short rests at short intervals are better than
hiking trails. long rests at longer intervals.
 Hikers often seek beautiful and natural 3. Avoid making your stride too long or too
environment in which to hike. short.
4. Point your toes straight ahead to cover
Preparing for a Hike
more ground with fewer steps to avoid
1. Cloth and Equipment – one must be becoming tired easily.
prepared with clothing suitable for the 5. On even ground, come down lightly on your
weather (Long sleeved and appropriate heel; lean forward and push up with your
shoes), equipped for an eight km walk and toes.
hike.
Team Building  Team-building activities are a way to
provide high-impact learning,
 The action or process of causing a group of
increase team skills and communications,
people to work together effectively as a
and improve morale and productivity.
team, especially by means of activities and
Employees benefit through experiencing a
events designed to increase motivation and
sense of accomplishment in working as a
promote cooperation.
group to complete a challenging task and
Objectives learning ways to improve communication
skills.
 Collaboration
 Communication
 Change management
 Problem solving
 Flexible thinking
 Morale building
 Trust
 Vision

Other skills that team building activities aim to

develop are the skills in managing difficult people,
skills in leading organization change, skills in
discovering training techniques that produce
results, change management, becoming a high
performance team, and resolving conflict.

Purpose of Team Building

 Team building is a collective term for

various types of activities used to enhance
social relations and define roles
within teams, often involving collaborative
tasks. Many team-building exercises aim to
expose and address interpersonal
problems within the group.

Goals of Team Building

 The success of most organizations depends

on the ability of individuals to build
effective teams. The main goals of team-
building are to improve productivity and
motivation. Taking employees out of the
office helps groups break down political and
personal barriers, eliminate distractions, and
have fun.
DISASTER READINESS AND RISK REDUCTION
Concept of Disaster Risk Reduction (DRR) and
Disaster Risk Reduction and Management
Disaster Risk Reduction – is defined as “a
systematic approach to identifying, assessing and
reducing the risk of disaster. It aims to reduce
socio-economic vulnerabilities to disaster as well as
deal with the environmental and hazards that
trigger them”
 Risk awareness and assessment including
hazard analysis and vulnerability/capacity
analysis;
 Knowledge development including
education, training, research and
information;
 Public commitment and institutional
frameworks, including organisational, policy,
legislation and community action;
 Application of measures including
environmental management, land-use and
urban planning, protection of critical
facilities, application of science and
technology, partnership and networking,
and financial instruments;
 Early warning systems including forecasting,
dissemination of warnings, preparedness
measures and reaction capacities
Disaster Risk Reduction and Management
 DRR is very wide-ranging. Its scope is much
broader and deeper than conventional
emergency management. There is potential
for DRR initiatives in just about every sector
of development and humanitarian work.
Key Concepts of DRR
1. DRR is a matter of decision
 Disaster often follow natural hazards.
A disaster’s severity depends on how
much impact a hazard has on society
and the environment. The scale of
the impact in turn depends on the
choices people make for their lives
and for their environment. These
choices relate to how people grow
their food, where and how they build
their homes, and what kind of
government they have. Each decision
and action people make are
determinants as to whether they are
vulnerable to disaster or more
resilient to them.
2. DRR is about choices
 Disaster risk reduction is the concept
and practice of reducing disaster risk
through systematic efforts to analyze
and reduce the casual factors of
disaster. Reducing exposure to
hazards, lessening vulnerability of
people and property, wise
management of land and the
environment, and improving
preparedness and early warning for
adverse events are all examples of
disaster risk reduction.
3. DRR is everyone’s business
 Disaster risk reduction includes
disciplines like disaster management,
disaster mitigation and disaster
preparedness, but DRR is also part of
sustainable development. In order
for development activities to be
sustainable they must reduce
disaster risk. On the other hand,
unsound development policies will
increase disaster risk – and disaster
losses. Thus, DRR involves every part
of society, every part of government,
and every part of the professional
and private sector.
Basic Principles of DRR Emergency Planning and Management

 Development can either increase or

decrease disaster risk.
 Disaster risk reduction policy, laws and
regulations will NOT save lives unless
correctly implemented in communities.
 The “community” is the front line of disaster
risk management.
 Disaster risk reduction is not a “stand alone”
activity – it cuts across almost all categories
of human activity.
 Integrating disaster risk reduction at the
national, provincial and community levels
takes a long time to achieve.
 DRR must become a normal part of the
decentralized development process.

Community-Based Disaster Risk Reduction and

4 Phases of Emergency Planning
Management for Preparedness
 Mitigation
 Community-based Disaster Risk
 Preparedness
Management (CBDRM) is defined as "a
 Response
process in which at risk communities are
 Recovery
actively engaged in the identification,
analysis, treatment, monitoring, and Monitoring, Evaluating and Reporting
evaluation of disaster risk in order to reduce
 Monitoring, evaluation, and reporting are
their vulnerabilities and enhance their
key activities for the success of an
capacities" ADPC 2003.
emergency plan. To respond effectively to
 The involvement of most vulnerable social
changing circumstances and new
groups is considered as paramount in this
information, a local government unit (LGU)
process, while the support of the least
must have a way to assess emergency
vulnerable groups is necessary for
planning progress on objectives and
successful implementation.
outcomes and initiate corrective action
where required. It is needed to determine
the effectiveness of the emergency plan.
  Monitoring – On an ongoing basis, a LGU
will systematically collect and store data for
indicators about progress toward the
achievement of emergency plan outcomes.
Also, a LGU will be responsible for collecting
data for these indicators over the span of
the emergency plan and for monitoring the
data trends showing changes occurring in
the region.
 Evaluating – Data on monitoring will
undergo rigorous evaluation, analysis and
interpretation of results within the context
of government policies and strategies Survival Kit and Materials
designed to achieve the objectives and to
 A very important aspect of emergency
ensure that management actions are
planning is preparing and organizing a
appropriate spatially and temporally.
survival kit. This is a "package" of the tools
 Reporting – A LGU will use various
and materials that are needed and ready for
mechanisms to formally communicate an
use in times of disaster.
emergency plan progress to the public,
o Clothes
including the release of reports on a regular
o Flashlight
basis that speak directly to the plan, as well
o Important documents
as ministry communication that address
o First-aid kit
more specific aspects of the plan.
o Emergency money
Early Warning System o Ready-to-eat food
o Battery-operated radio
 Monitoring of precursors
o Cellphone
 Forecasting of a probable event
o Bottled water
 Notification of a warning
o Whistle
 Onset of emergency response activities

 People centered

 Public awareness and education

 Effective early warning systems must be

embedded in an understandable manner
and relevant to the communities which they
serve
 Council (NDCC), the focal
organization for disaster
management in the country at that
time. It was headed by Secretary of
National Defense.
2. Republic Act 8185
 In 1991, Republic No. 7160,
otherwise known as the Local
Government Code (LGC) of 1991 was
enacted. The LGC enabled the LGU’s
to access 5% of the estimated
revenue from regular sources for
unforeseen expenditures such as
occurrence of calamities.
3. NDCC Four Point Action Plan
 With the current law seen to only
focus on response, the government
What to Expect from the States and Citizens created the National Four Point
Action Plan in 2005 to spearhead
Hazard – a hazard is any object, situation, or prevention and mitigation.
behavior that has the potential to cause injury, ill 1. Improving forecasting
health, or damage to property or the environment. capability of concerned
The Philippines is highly exposed to natural hazards agencies.
because it lies along the Pacific Typhoon Belt and 2. Engaging the local
is within the Pacific Ring of Fire. disaster councils.
3. Holding annual disaster
Asian Disaster Reduction Center (ADRC) consciousness month in
July.
 The Asian Disaster Reduction Center was
4. Formalizing stake holder
established in Kobe, Hyogo prefecture, in
partnerships through
1998, with mission to enhance disaster
memoranda of
resilience of the member countries, to build
agreement.
safe communities, and to create a society
4. Philippine Disaster Risk Reduction and
where sustainable development is possible.
Management Act (R.A. 10121)
Disaster Risk Reduction and Management  As the paradigm shifts from
(DRRM)-Related Laws and Policies response to mitigation, Republic Act
No. 10121 was enacted in 2010.
1. Presidential Decree 1566
 An act mandated to strengthen
 In 1978, former President Marcos
disaster management in the
mandated Presidential Decree No.
Philippines. It repealed PD No. 1566
1566 to strengthen Philippine
and replaced the NDCC with the
disaster control. It created the
National Disaster Coordinating
 NDRRMC (headed by the Office of
Civil Defense) as the focal body.
 As its focus is on prevention and
mitigation, the local DRRM fund was
established. LGU’s are to set aside
5% of their estimated revenue from
regular sources for their disaster
councils. 70% of the local DRRM
fund shall be used for pre-disaster
measures and the rest shall be
allocated as Quick Response Fund.
DRR-Related Services, Programs and Projects
 The NDRRMP fulfills the requirement of R.A.
10121 of 2010, which provides the legal
basis of policies, plans and programs to deal
with disasters.
 Covers four thematic areas, namely:
o Disaster Prevention and
Mitigation
o Disaster Preparedness
o Disaster Response
o Disaster Rehabilitation
Disaster Prevention and Mitigation
 Over-all responsible agency: Department
of Science and Technology (DOST)
 Expected Outcome: Avoid hazards and
mitigate their potential impacts by reducing
vulnerabilities and exposure, and enhancing
capacities of communities.
Disaster Preparedness
 Over-all responsible agency: Department
of Interior and Local Government (DILG)
 Expected Outcome: Establish and
strengthen capacities of communities to
anticipate, cope and recover from the
negative impact of emergency and
occurrences and disasters
Disaster Response
 Over-all responsible agency: Department
of Social Welfare and Development (DSWD)
 Expected Outcome: Provide life
preservation and meet the basic subsistence
during or immediately after a disaster.
Disaster Recovery and Rehabilitation
 Over-all responsible agency: National
Economic and Development Authority
(NEDA)
 Expected Outcome: Restore and improve
facilities, livelihood and living conditions
and organizational capacities of affected
communities, and reduce disaster risk in
accordance with the “building back better”
principle.
Flagship Project Related to Disaster Risk
Reduction and Management (DRRM)
Project NOAH (Nationwide Operational
Assessment of Hazards)
 Philippines’ primary disaster risk reduction
program under the Department of Science
and Technology.
 Project NOAH was a response to President
Benigno Aquino III’s call on a better disaster
prevention and mitigation system in the
Philippines.
Key Components of Disaster Preparedness
1. Knowing how to coordinate with different
government agencies tasked for disaster risk
reduction and management.
2. Knowing how to access and avail of
emergency services these agencies provide.
Lists of government agencies, contact details,
and emergency services they provide
1. Philippine Atmospheric Geophysical
Astronomical Services Administration
(PAGASA) – An agency under the
Department of Science and Technology
(DOST). It provides real-time updates about
the weather and typhoon alerts.
 For weather updates and typhoon
signal alerts
 Public Storm Warning Signals –
Public storm warning signals are
raised to warn the public of
incoming weather disturbances.
Once a Storm Signal is raised,
conditions are not yet necessarily felt
in the given area.
 PAGASA-Flood Forecasting and
Warning Section – A section on the
PAGASA website that allows the
public to monitor flood alerts and
flood bulletins throughout the
country.
2. Philippine Institute of Volcanology and
Seismology (PHIVOLCS) – A service
institute of DOST. The agency is tasked to
mitigate disasters that may arise from
volcanic eruptions, earthquakes, tsunami
and other related geotectonic phenomena.
3. National Disaster Risk Reduction and
Management Council (NDRRMC) – For
damage assessment and consolidated
reports on government action. The
NDRRMC was established to pursue disaster
prevention and risk.
4. Philippines Coast Guard – Philippine
Coastguard is an agency under the
department of transportation and
Communications that enforces maritime
safety, security, and search and rescue
operations
5. Philippine Information Agency –
Philippine Information Agency issues
updates on relief and rescue efforts in areas
affected by a natural calamity
6. National Grid Corporation of the
Philippines (NGCP) – An entity that ensures
the delivery of safe and reliable electricity
throughout the Philippine archipelago. It
provides advisories on electricity supply.
7. Metropolitan Manila Development
Authority (MMDA) – Provides real time
reports on road travel conditions in Metro
Manila; Aids in flood control in Metro
Manila
8. Department of Social Welfare and
Development (DSWD) – The DSWD is the
agency responsible for distributing social
services to the Filipino people. It spearheads
government relief operations during
incidents of calamities
9. Department of Education (DepEd) – The
department of education provides update
announcements on local Governments
units on class suspension in different areas
of the country
GENERAL CHEMISTRY II
Acids and Bases
 An acid is a substance that breaks into [H+]
ions in an aqueous solution
 A base (alkaline) is a substance that breaks
-
into [OH ] ions in an aqueous solution
 Note: aqueous solution is any solution
where H2O is the solvent.
Definition #1: Arrhenius (traditional)
 Acids: produce H+ ions (or hydronium inons
H 3 O +)
 Base: produce OH-ions
Definition #2: Bronsted – Lowry
 Acids – proton donor
 Bases – proton acceptor
found widely in nature and in many
consumer products
 The sting of ants is due to the weak acid
formic acid, HCO2H.
 Aspirin is a weak acid that has been used as
an analgesic for over 100 years
 Glycine is a representative of the amino
acids that are the basis of proteins
Some Properties of Bases
 Produce OH- ions in water
 Taste bitter, chalky
 Are electrolytes
 Feel soapy, slippery
 React with acids to form salts and water
 pH greater than 7
 turns red litmus paper to blue “basic blue”
Examples of Bases

Definition #3: Lewis  Caffeine is a well known stimulant and a

weak base
 Lewis acid – a substance that accepts an
electron pair pH of Common Substances
 Lewis base – a substance that donates an
electron pair  Vinegar – pH=2.8
 Soda – ph=2.9
Identifying Acids and Bases  Orange – pH=3.8
 Blood – pH=7.4
 Acids have a pH from 0-6
 Ammonia – pH=11.0
o Lower pH value indicates a stronger
 Oven cleaner – pH=11.1
acid
 Bases have a pH from 8-14 The three common indicators used in the
o Higher pH value indicates a stronger laboratory are:
base
Final Color
Characteristics of Acids Indicator
Acid Base / Alkali
Litmus Red Blue
 Acids can be characterized by:
Methyl Orange Pink Yellow
 A sour taste Phenolphthalein Colorless Deep pink
 It turns blue litmus paper red

Examples of an Acid

 The tartness of lemons and oranges comes

from the weak acid citric acid. The acid is
pH and –pOH  In thermodynamics, we deal with quantities
which describe our system, usually a gas
pH – a measure of the acidity of a solution
 Volume, Temperature, pressure, Heat
pOH – the measure of basicity of a solution Energy, Work

Acidity vs. Basicity Example of Processes Dealing with

Thermodynamics
Acidic pH < 7.00
Neutral pH = 7.00  Isothermal process
Basic pH > 7.00 o The process takes place at constant
temperature
Formulas: o E.g. freezing of water to ice at

  Isobaric process
 o Constant pressure
 o E.g. heating of water in open air 
 under atmospheric pressure
  Isochoric process
o Constant volume
Sample Problem
o E.g. heating of gas in a sealed metal
A solution of HCl in water has a concentration of container
0.0215 M. Find:  Reversible process
o The system is close to equilibrium at
a. pH = all times (and infinitesimal alteration
 of the conditions can restore the

universe (system + surrounding) to

the original state.
b. pOH =
 Cyclic process

o The final and initial state are the

same. However, q and w need not be
c. Hydrogen ion concentration
 zero
d. Hydroxide ion concentration  Adiabatic process
 o No heat is added or removed to or
 from the system

Temperature
Thermodynamics
 A measure of how hot or cold something is;
 The branch of physical science that deals specifically, a measure of the average kinetic
with the relations between hear and other energy of particles in an object, which is a
forms of energy (such as mechanical, type of energy associated with motion
electrical or chemical energy), and, by
extension, of the relationships between all
forms of energy
 Deals with stability of systems
Temperature vs. Heat atom in a species like molecule, formula unit
or ion.
 Heat is thought of, as a form of energy,
while the temperature is a measure of
energy.

Conversion between Farenheit, Celcius and

Kelvin






Example

Convert




Convert




Convert




Convert


 Sample Problems

 1. Determine the ocidation state of the middle
element in H2SO4
Electrochemistry

 The study of the relationship between

chemical reactions and electricity

Assigning Oxidation states to Atoms

 Oxidation state (oxidation number) of an

atom is the apparent charge that would
result when a certain number of electrons
were transferred completely from or to that
 2. Write the oxidation state of each atom in change the temperature of 1 gram
-2
SO3 of water 1
o 1 cal = 4.186 J

Formulas

 (J)
o 1kJ = 1000 J
o 1 cal = 4.186 J
 (J/kgK)
 (kg)
o 1000g = 1kg
 (K)

Heat Transfer

 The study of hear flow within an object and

from another object to another due to
differences in temperature
 Three Forms of Heat Transfer
o Conduction
o Convection
o Radiation

Specific Heat

 The amount of heat (Q) added into a body Sample Problem

of mass m to change its temperature an
Compare the amount of heat energy required to
amount is given by:
raise the temperature of 1kg of water and 1kg of

iron in 20 deg. Celcius?
o is the amount of heat transferred
(Joules – J)
o is called the specific heat and
depends on the material and the
units used (table)
o m is the mass in kg
o is the change in temperature
o
 Units of Heat
o Heat is a form of energy so we can
always use Joules (J).
o More common in thermodynamics is
the calorie: by definition 1 calorie is
the amount of heat required to
Titration

 An analytical method in which a standard

solution is used to determine the
concentration of an unknown solution
 A technique where a solution of known
concentration is used to determine the
concentration of an unknown solution
 The titrant (the known solution) is added
from a burette to a known quantity of the
analyte (the unknown solution) until the
reaction is complete.

Equivalence Point (endpoint)

 Point at which equal amounts of H30+ and Sample Problem

OH- have been added.
A 50mL sample of hydrochloric acid is titrated with
 Determined by indicator color change
60mL of 2.40 M sodium hydroxide solution. Find
Formula the molarity of the acid solution.


o Where:
o M(acid) = concentration of the acid
o V(acid) = volume of the acid
o M(base) = concentration of the acid
o V(base) = volume of the acid
 Moles H3O+ = Moles OH-
 MVn = MVn
o Where:
o M – molarity
o V – volume
o N – number of H+ ions in the acid
o N – number of OH- in the base

bye