This document discusses exogenic processes that shape the Earth's surface. It describes weathering as the breakdown of rocks at or near the surface through mechanical or chemical means. Physical weathering breaks rocks into smaller pieces through processes like freeze-thaw cycling, while chemical weathering alters rock composition through reactions with water and gases. Erosion then transports weathered materials like sand and soil through agents such as water, wind, and gravity. Mass movement involves large-scale slope movements under gravitational forces, like landslides. Together, weathering, erosion, and mass movement continuously reshape the landscape over time.
Earth Materials and Processes : ENDOGENIC PROCESSSimple ABbieC
Earth Materials and Processes : ENDOGENIC PROCESS
Content Standard:
The learners demonstrate an understanding of:
geologic processes that occur within the Earth and
the folding and faulting of rocks
Minerals / Common Rock-forming Minerals and their Physical and Chemical Prope...Simple ABbieC
Department of Education | Senior High School
Topic: Minerals / Common Rock-forming Minerals and their Physical and Chemical Properties
Learning Competency:
Earth and Life Science: Identify common rock-forming minerals using their physical and chemical properties.
Earth Science (for STEM): Identify common rock-forming minerals using their physical and chemical properties.
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Earth Materials and Processes : ENDOGENIC PROCESSSimple ABbieC
Earth Materials and Processes : ENDOGENIC PROCESS
Content Standard:
The learners demonstrate an understanding of:
geologic processes that occur within the Earth and
the folding and faulting of rocks
Minerals / Common Rock-forming Minerals and their Physical and Chemical Prope...Simple ABbieC
Department of Education | Senior High School
Topic: Minerals / Common Rock-forming Minerals and their Physical and Chemical Properties
Learning Competency:
Earth and Life Science: Identify common rock-forming minerals using their physical and chemical properties.
Earth Science (for STEM): Identify common rock-forming minerals using their physical and chemical properties.
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Planet Earth and its properties necessary to support lifeSimple ABbieC
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
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Rocks and minerals for grade 11; Earth and life sciencesknip xin
please don't forget to like and leave your comments. this presentation is about rocks and minerals, grade 11, earth and life sciences; senior high school
This is a PowerPoint Presentation about Magmatism, a lesson in Earth and Life Science, First quarter for Grade 11/12 Students. This will help them understand the lesson and make them familiar with the topic.
Core Subject: Earth and Life Science
II. Earth Materials and Processes
A. Minerals and Rocks
The learners
demonstrate an
understanding of:
1. the three main categories of rocks
2. the origin and environment of formation of common minerals and rocks
The learners:
1. identify common rock-forming minerals using their physical and chemical properties
2. classify rocks into igneous, sedimentary, and metamorphic
Learning objectives:
Identify the different subsystems that make up the earth
Describe the interactions that transpire in each subsystem
Diagram the subsystems that make up the earth including the interactions that transpire in each interface.
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow
Geologic processes that shape the planet Earth, which occurs beneath the surface and associated with Interior forces. Download this so you can see some animations and some hidden images behind some pictures.
Planet Earth and its properties necessary to support lifeSimple ABbieC
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
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Rocks and minerals for grade 11; Earth and life sciencesknip xin
please don't forget to like and leave your comments. this presentation is about rocks and minerals, grade 11, earth and life sciences; senior high school
This is a PowerPoint Presentation about Magmatism, a lesson in Earth and Life Science, First quarter for Grade 11/12 Students. This will help them understand the lesson and make them familiar with the topic.
Core Subject: Earth and Life Science
II. Earth Materials and Processes
A. Minerals and Rocks
The learners
demonstrate an
understanding of:
1. the three main categories of rocks
2. the origin and environment of formation of common minerals and rocks
The learners:
1. identify common rock-forming minerals using their physical and chemical properties
2. classify rocks into igneous, sedimentary, and metamorphic
Learning objectives:
Identify the different subsystems that make up the earth
Describe the interactions that transpire in each subsystem
Diagram the subsystems that make up the earth including the interactions that transpire in each interface.
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow
Geologic processes that shape the planet Earth, which occurs beneath the surface and associated with Interior forces. Download this so you can see some animations and some hidden images behind some pictures.
Keys to Student-Centered Learning (Creating a Student-Centered Learning Climate)Simple ABbieC
Keys to Student-Centered Learning
(Creating a Student-Centered Learning Climate)
- Setting high social and academic expectations
- Creating school environments focused on the needs of the learner
Ore Minerals (How it is found, mined, and processed for human use)Simple ABbieC
Department of Education | Senior High School
Topic: Ore Minerals (How it is found, mined, and processed for human use)
Learning Competency:
Earth Science (for STEM): Describe how ore minerals are found, mined, and processed for human use. (S11ES-Ic-d-8)
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EARTH MATERIALS AND PROCESSES
Topic: Classification of Rocks / Types of Rocks
Senior High School | Earth and Life Science
Learning Competency: Classify rocks into igneous, sedimentary, and metamorphic. (S11/12ES-Ib-10)
Senior High School | Earth Science
Learning Competency: Classify rocks into igneous, sedimentary, and metamorphic. (S11ES-Ic-6)
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Earth and Life Science
Earth Materials and Processes: Deformation of the Crust
The learners shall be able to:
1) explain how the seafloor spreads (S11/12ESId-23);
2) describe the structure and evolution of ocean basins (S11/12ES-Id-24); and
3) explain how the movement of plates leads to the formation of folds and faults (S11/12ES-Id-22).
Specific Learning Outcomes
At the end of the lesson, the learners will be able to:
1. Discuss the history behind the Theory of Continental Drift;
2. Describe the Continental Drift Theory;
3. Enumerate and explain the evidence used to support the idea of drifting continents;
4. Identify major physiographic features of ocean basins
5. Describe the process of seafloor spreading
Earth and Life Science
Earth Materials and Processes
Deformation of the Crust: Continental Drift Theory
Learning Competencies
The learners shall be able to explain how the continents drift (S11/12ESId-20), and cite evidence that support continental drift (S11/12ES-Id-21).
Specific Learning Outcomes
At the end of the lesson, the learners will be able to:
1. Discuss the history behind the Theory of Continental Drift;
2. Describe the Continental Drift Theory; and
3. Enumerate and explain the evidence used to support the idea of drifting continents.
Lesson 5: Corpuscles to Chemical Atomic Theory (The Development of Atomic The...Simple ABbieC
At the end of the lesson, you will have to:
1. cite the contribution of John Dalton toward the understanding of the concept of the chemical elements
2. explain how Dalton’s theory contributed to the discovery of other elements.
Introduction to Life Science and The Theories on the Origin of LifeSimple ABbieC
I. Introduction to Life Science
II. The Concept of Life
III. Characteristics of Life
IV. Theories on the Origin of Life
V. Unifying Themes in the Study of Life
Lesson 4 Not Indivisible (The Structure of the Atom)Simple ABbieC
Learning Competencies
At the end of the lesson, you will have to:
1. point out the main ideas in the discovery of the structure of the atom and its subatomic particles
2. cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the structure of the atom
3. describe the nuclear model of the atom and the location of its major components (protons, neutrons, and electrons)
Lesson 3 Atomos, Aristotle and Alchemy (Chemistry Before Modern History)Simple ABbieC
Lesson 3 Atomos, Aristotle and Alchemy (Chemistry Before Modern History)
CONTENT:
How the idea of the atom, along with the idea of the elements evolved
CONTENT STANDARD
At the end of the lesson, you will have to describe:
1. how the concept of the atom evolved from Ancient Greek to the present; and
2. how the concept of the element evolved from Ancient Greek to the present
LEARNING COMPETENCIES
At the end of the lesson, you will have to:
1. describe the ideas of the Ancient Greeks on the atom (S11/12PS-IIIa-b-5)
2. describe the ideas of the Ancient Greeks on the elements (2 hours) (S11/12PS-IIIa-b-6)
3. describe the contributions of the alchemists to the science of chemistry (S11/12PS-IIIb-7)
Lesson 2 We Are All Made of Star Stuff (Formation of the Heavy Elements)Simple ABbieC
Content: How the elements found in the universe were formed
Content Standard:
At the end of the lesson, you will be able to demonstrate an understanding of:
the formation of the elements during the Big Bang and during stellar evolution
the distribution of the chemical elements and the isotopes in the universe
Learning Competencies:
At the end of the lesson,
Give evidence for and describe the formation of heavier elements during star formation and evolution (S11/12PS-IIIa-2)
Write the nuclear fusion reactions that take place in stars that lead to the formation of new elements (S11/12PS-IIIa-3)
Describe how elements heavier than iron are formed (S11/12PSIIIa-b-4))
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
6. • mechanical weathering
• the breakdown of rocks
without a change in its
composition.
• Breakdown would mean that the rock is
fractured, cracked or fragmented into
smaller pieces.
Physical Weathering
11. • decomposition of rocks due
to chemical reactions
occurring between the
minerals in rocks and the
environment.
• transforms rocks and minerals exposed to
water and gases in the atmosphere into new
chemical compounds thus, forming different
rocks and minerals.
Chemical Weathering
14. a key factor in the creation
of caves and caverns. It
can also hollow out caves
and damage cliffs.
Chemical
weathering
15. 1.THERMAL AND PRESSURE CHANGE
• Rocks crumble and break into fragments
because they are subjected to alternating
hot and cold temperatures many times.
• When a rock gets hot, it expands an
increase in volume), while at night, the rock
gets cold causing contraction (a decrease
in volume).
Processes that can Cause
Physical Weathering
16. • Temperature weaken the rock and in the process, mineral grains
are loosened from the rocks and eventually the rocks break down
into pieces. Best examples are the stone in the arid desert that
slowly turn to sand.
• The rates of expansion and contraction of the outer and inner
parts of the rock differ. The outer part expands and contracts
much more than the inner part because it is directly exposed to
the heat of the sun.
17.
18.
19. 2. WIND AND WAVES
• Wind and waves can all cause physical
weathering. Tiny grains of sand are
picked up and carried off by the wind,
which are then blasted on the surface of
rocks, smoothening them.
• On the seashore, the action of waves
chips away and cracks the rocks.
Processes that can Cause
Physical Weathering
20.
21.
22. 3. FREEZE AND THAW
• You know that if you put a glass in the
freezer it will soon break. This is because
water expands when it freezes. Similarly,
when water collects in the rock pores
and slits, it expands when it freezes.
Processes that can Cause
Physical Weathering
26. 4. ORGANIC ACIVITY
• Animals and plants also take a heavy
toll on rocks and cause them to wear
away.
• For example, there are animals that
dig holes on the ground and exposed
rocks.
Processes that can Cause
Physical Weathering
27.
28. 1.HYDRATION/ HYDROLYSIS
•Process where molecules
of some substance in rocks
chemically combine with
water molecules
Processes that can Cause
Chemical weathering
29.
30. 2. CARBONATION
• Process where Carbon Dioxide may
bond with other substances.
• A mixture of water and carbon
dioxide is called carbonic acid.
• Two examples of carbonation weathering are The
Limestone Pavement and The Stalactites.
Processes that can Cause
Chemical weathering
31. This land form is made entirely of limestone and formed
by rainwater carbonation and the freezing and thawing
process.
32. This land form is also made of limestone. It was created by
large amount of calcium being dissolved in them.
33. 3. OXIDATION
• Iron, aluminum, copper, and sodium
are examples of minerals that readily
react with oxygen which then form
mineral oxides.
• In nature, physical and chemical weathering typically
occur together, affecting the rocks. When the latter is
destroyed, valuable products are created.
Processes that can Cause
Chemical Weathering
35. • Involves the movement of the
weathered rock (snow, soil,
sand and pebbles) from their
site of weathering by the
agents of erosion such as wind,
moving water, ice and gravity.
Erosion
36. • Weathering dos not always occur
before erosion. Erosion always follows
after the weathering.
• Transport makes erosion complete. It
complete the movement of the
eroded materials and sediments.
Weathering can continue during
transport.
Erosion
37. Transport by the water
• Rainwater is the most important force or agent of
erosion. When there is heavy rain, rock pieces
are carried downstream to a suited depositional
environment with the action of gravity.
• Gravity is the driving force and it gives water the
energy to erode and carry away rock materials.
• Physical weathering dominates at higher
elevation while Chemical weathering takes on a
more active role at lower elevation.
Transport by the
water
38. • Water can carry almost any size of rocks. The
greater the volume of water and the steeper the
slope, the bigger and more rocks can be
transported.
• Serious problems in the Philippines are soil erosion
and mudslide
• Rock materials are loosened by heavy rains and
strong winds and they can come speeding down
slopes, sweeping everything in its path.
Transport by the
water
39.
40. • Wind continuously blows away loose particles of
rocks and soil from place to place.
• This is common in dry areas such as deserts.
• Wind transport can result in stunning landscapes
as sand is blown away and creates sand dunes.
• Wind can create sandstorms that contain dust
particles and deposit them in wide areas.
Transport by the
wind
42. • slope movement
• bulk movements of soil, sand, and rock
debris downslopes in response to the
force of gravity or the rapid or gradual
sinking of the Earth’s ground surface in
a vertical direction.
• The term “mass wasting” was limited only to the variety of
processes by which large masses of crustal materials are
moved by the action of gravity form one place to another.
Mass movement
(mass wasting)
43. • Recently, the term “mass wasting”
has been substituted to include mass
wasting processes and the sinking of
the Earth’s ground.
• Mass wasting is a type of erosion that
is capable of making big chances to
a mountain.
Mass movement
(mass wasting)
44. • Sinking mass movement that occurs
in a relatively rapid fashion is known
as subsidence; and a gradual
movement is called settlement.
• Subsidence involves the roof collapse or breakdown of a
subsurface cavity forming a cave.
• There is also subsidence in the form of sinkholes caused by
underground drainage.
Mass movement
(mass wasting)
53. REFERENCE:
• Moncada, M. et. al (2016). Earth and Life Science for Senior High School.
Disclaimer:
The pictures used in this slideshow presentation were obtained from various internet
websites and will be only used for educational purposes only.