G12 Gas LM11

Learning Module in Entrepreneurship
Learning Module No. 3

Content Standards:
The learner demonstrates understanding of environment and market in one’s locality/town.
Performance Standard:
The learner independently creates a business vicinity map reflective of potential market in one’s
locality/town.
Formation Standard:
The learner shall be able to strategize an action plan that will help them succeed in a specific
endeavor.
Learning Objectives:
Guided by these standards, you will explore more on the following learning targets which will tell
you the specific skills and knowledge you need to master for the entire week.
Targets:
 Recognize the importance of marketing mix in the development of marketing strategy
 Describe the Marketing Mix (7Ps) in relation to the business opportunity vis-à- vis:
o Product;
o Place;
o Price;
Materials:
1. Smartphone / Laptop
2. Notebook
3. Calculator
Instructional Video Requirement:
/ No video is required.
Supplemental video is uploaded in the Learning Management System.
Supplemental video is provided via YouTube or other links below.
Internet Access Requirement:
Internet is not necessary throughout the module.

/ Internet is required but minimal basis.
/ Internet is required for online discussions.
Internet is optional.
In this module, I am expecting that you will be able to:

1. Read everything carefully and thoroughly.
2. Always follow the instructions.
3. Finish each activity before proceeding to the next.
4. Take down notes using note taking strategy used in the module. Process questions will
always be asked to check your understanding.
5. Use a dictionary to look up the meaning of unfamiliar words.
6. Maximize your learning resources to help you work more efficiently and to enhance your
learning.
7. Consult your teacher if you need to clarify or verify something about an activity.
8. Follow the schedule of the activities, remind yourself of deadlines. Read in advance
when necessary.
9. Find time to relax and take a break.
10. Have fun learning.
I am also expecting that your parent/guardian/ or whoever is assisting you at home will:
1. Provide a conducive learning environment.
2. Provide the materials needed for the activity.
3. Assist you in performing learning tasks.
4. Monitor your progress in answering and performing learning tasks.
5. Give feedback/response on your progress in answering and performing learning tasks.
MR. SEAN EXIRE C. PALER ENTREPRENEURSHIP Page 1 of 8

AUTHOR SUBJECT Module 3
LET US GET STARTED!
You are almost there, just a few more activities you will be ready to start your own
business. You already have your business and product concept from your previous module. In
this lesson, you have to develop the first three of the marketing mix; product, place, and price.
Josiah Go defines marketing mix as a strategy in “choosing and implementing the best possible
course of action to attain the organization’s long-term objectives and gain customer bonding and
competitive advantage profitably.” The marketing mix is composed of:
 Product,
 Place,
 Price,
 Promotion,
 People,
 Packaging, and
 Positioning
The product is the first P in the marketing mix. Dr. Eduardo A. Morato defines a product as the
tangible or intangible service that a business provides to its customers to meet their needs and
achieve expected results. There are four general types of products, namely;
 Breakthrough products- a newly invented product with completely new excellent

properties. It meets a distinct set of customer needs that have yet to be met.
 Differentiated product- It is a product that is unlike those of competitors in that it claims a
new space in the customer's mind that is distinct from the spaces occupied by existing
products.
 Copycat products- a cheaper version of a product that has been designed, marketed, or
packaged to look a lot just like a well-known rival company
 Niche product- a product aimed at a specific segment of a larger industry or market.
Niche products are frequently (though not always) more costly than more generic
products (Pettinger, T., 2017).
Products and services have a life span as well, which is determined by the product's sales history
from the time it is introduced to the market until it is removed from the market. Understanding the
various characteristics of the product life cycle stages is critical for business development. Figure
3.1 below shows how the product life cycle and its impact to the business marketing.
Figure 3.1 Product life cycle (source: https://marketing-insider.eu/characteristics-of-the-product-

life-cycle-stages/)

Individual Activity 1. Product life cycle (10 points). Share your thoughts and discuss how
each stage of the product life cycle affects the development of a business firm.
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Group Activity 1. Raw Material Table (20 pts). Together with your group, you have already
conceptualized the product and design from the previous module and now it is time for you to
think about manufacturing. When it comes to manufacturing, make sure to develop a standard
procedure. This standard procedure will be the bible for producing your product/service. With its
help, errors and wastage shall be avoided. To develop the standard procedure you have to
identify first the raw materials. Fill in all the necessary materials for production using the table
format below:
Raw Materials(per product)

Details (Brand, Unit Weight,
Raw Material Picture Quantity Cost
Description, And Supplier)
Total Cost
*Note: it is important for an entrepreneur to search for the best supplier for his raw materials as
they grant a discount.
Group Activity 2. Manufacturing process (20 Points). Now that you know the material
needed for the production, you are ready to develop the standard procedure for your product. A
standard procedure has to be specific for each detail in manufacturing such as materials,
equipment/tools to be used, measurement, time, and other important details relevant to the
production of your product. As a procedure, you have to write it in a step-by-step process
leading to your final product. Use the space provided below to write a scratch outline for your
standard procedure.
(Write the manufacturing process on the back of this paper)
The place is the second marketing mix in this module. The place is defined by Felix Lao as the
"means of distribution activities done by companies to make the right product available in the
right target market at the right quantity, right place, right condition, and the right time". In short,
your location is relevant to the undertaking as it makes the product conveniently available to the
target market (Go J., 2017). Hitherto, upon the start of the pandemic, the physical location was
not as significant as online selling, which is the new hype. In our subject, we will also adapt to
the new normal as we use a virtual location. With this, we can put up a business while
minimizing the risk of infection. Nevertheless, the right location for your plant is significant for
logistics. The closer it is to the market, the better.
Dr. Eduardo A. Morato, in his book Entrepreneurship, identified the following as the relevant
location drivers:

 Physical proximity to target market
 Customer traffic flow
 Industry clustering
 Convergence of multiple industry
 Population concentrations
 Activity hubs
 Growth potential
 Business climate
 Cost of doing business and producing goods and services.
Individual activity 2. Place (10 points). Using the relevant location drivers, identify and
discuss three relevant drivers that you think is beneficial for your group’s business.
Location Drivers Discussion
Once relevant location drivers are identified, your group may start to select a place where your
business may locate. Once a place is selected you have to prepare a business vicinity map.
This map will help you to indicate the region near or about a place and the proximity to
prominent and established landmarks. A sample of business vicinity map is shown in figure 3.2.
Figure 3.2. Business vicinity map sample
Group Activity 3. Business vicinity map. (10 Points). Draw a business vicinity map for your
chosen factory plant. The vicinity map must display places easy to identify the plant's location.
Figure 3.1 shows an example of a business vicinity map.
Draw your map in the box provided below.

What is the address of your firm’s location and what are the strategic factors that lead you to
this decision?
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Amazing! Your business looks so promising. Now that you have your standard procedure and
location, let us put a price tag to your product. Price is a major for customers’ demand.
However, with the use of your gathered data from your target customer, pricing will be a lot
easier.
Remember, before you set the price for your product you have to first determine your pricing
objective (Medina R., 1990). Your chosen pricing objective could be profit-oriented (maximize
profit, achieve the target return on investment) sales-oriented (increase sales-volume,
maintain/increase market share), or status quo-oriented (stabilize the price, meet competition, or
avoid competition). Aside from your pricing objective, you also have to consider other pricing
factors such as the company’s/business objectives, the market demand, and the market
competition (Go J., 2017). To determine the price, use the formula below:
Price = Cost of Production + Mark-up

Whereas:
Cost of production- include all cost related to the production process; direct materials, direct
labor, and manufacturing overhead
Mark-up- the amount of return
 To help you set your price, make use of the guide provided below:
 Determine the cost for each item with the use of raw materials table and your standard
procedure.
 Determine your desired mark-up for each item (Note: you have to consider also the
operating and administrative expenses when determining your mark-up rate)
 Add the cost and mark-up.
Answer the following items.
1. How much is your product? Present your solution in the box provided below.

2. What pricing objective did your group consider? Explain.
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Scaffold #3
Awesome! You now have completed devising the first three P’s of the marketing mix. Now
finalize your output in a softcopy.
Production Process
 Raw Materials
 Standard Procedure
Factory Location
 Detailed explanation for choosing the location

 Insert the computerized sketch of the business vicinity map
Pricing Strategy
 States the pricing objective of the firm and the strategy behind the product’s price.
 Clear presentation of the price computation.
This activity will be evaluated using the following rubric:
Outstanding Satisfactory Poor
Production process Identified all The procedure leads The production is
significant production to the final product, erroneous and
elements and the though lacking in lacking in details and
manufacturing details. leads to failed
procedure was products.
clearly stated.
Place The plant location is Some relevant No relevant location
strategic as all location drivers are drivers are present at
relevant location present in the firm’s the chosen location
drivers are present location hence
considered to be
strategic
Price All significant factors When formulating the On formulating the
(such as direct cost, price, certain factors price, the learner did
labor cost, were not considered, not set a pricing
manufacturing but it can still be seen objective. Pricing
overhead, and other as strategic as it factors were also not
expenses) were follows the desired considered by the
considered by the objective learner as he/she set
learner upon the price
formulating the
pricing strategy, and
it follows the
objective made by
the firm
MY LEARNING SUMMARIES
Having successfully accomplished your tasks for the entire week, you now have all the reasons
to celebrate. Hence, you must have something to remember. For this, complete the following:
 In this module, the lessons presented for the whole week were

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
The insights I gained are
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 As a responsible Christian, they made me realize that
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 Still, I have questions and clarifications about
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
THIS PART IS FOR THE PARENT OR THE ATTENDING ADULT: (this part is optional)
Kindly write some of your observations on your child’s learning/study habits this week. Include also
your suggestions or if you have questions, feel free to write them here also.
Observation/s:_________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Questions/Concerns/Suggestions:______________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Cellphone number: ___________________________
Teacher’s Remarks
Dear student, kindly consider my recommendations for your improvement in this module.
I have checked the points that you need to address. Thank you.
(/) Item Required Compliance
No.
1 Complete all required information on the front page.
2 Do not forget to pray before and after accomplishing this module.
3 Kindly ask your parent/guardian to read the expectations of this module from them
4 Take more engaged time to read the content of the entire module with a learning
disposition that is discipline-sensitive and success-oriented.
5 Complete all your activity/formative assessment boxes. Redo activity/formative
assessment box/es on page/s
6 Some parts are copied. Avoid doing this next time.

7 Write all your entries legibly. As much as possible avoid too many erasures/alterations.
Keep your module neat.
8 Use your handwriting throughout the module. I do not expect your parents to accomplish
this module.
9 Be careful with your spelling.
10 Optimize the use of your reference books/suggested materials. This surely contributes to
your success in this module.
11 Please make your work original. Cite references whenever applicable or necessary.
12 Engage your parents in some conversation points found in this module.
13 On learning synthesis. Rewrite your learning summary taking into consideration the
attainment of stated learning competencies.
14 On learning synthesis: Rewrite your Christian reflection as an empowered student whose
values are anchored to _______________________________.

15 Participate promptly in your monitoring classes through your assigned group chat.
16 This module will be part of your portfolio which you will submit towards the end of the
quarter. Keep it responsibly.
17 Over-all Rating:
Beginning: Demonstrate an initial understanding of the concepts and competencies
relevant to the expected learning.
Developing: Demonstrate a partial understanding of the concepts and competencies
Proficient: Demonstrate a complete understanding of the concepts and competencies
Advanced: Demonstrate a sophisticated understanding of the concepts and competencies
___________________________
Teacher’s Signature over Printed Name
____________
Date
REFERENCES:
Batisan, R. S. (2016). Entrepreneurship. Makati City: Diwa Textbooks.
Mejorada N.(2006),Business Finance, Goodwill Bookstore
Morato, Jr. (2016). Entrepreneurship. Manila: Rex Book Store.
Reilly K. & Brown F. (2012) Investment Analysis & Portfolio Management, Mason, OH 45040,
USA, South-Western Cengage Learning
Pettinger, T.(September 15, 2017). Retrieved from
https://www.economicshelp.org/blog/12381/business/niche-products/. Niche Products. Date
retrieved February 14, 2022.
Retrieved from https://marketing-insider.eu/characteristics-of-the-product-life-cycle-stages.
Product life cycle. Date retrieved February 14, 2022.

INQUIRIES, INVESTIGATION & IMMERSION
Content Standards:
The Learner demonstrates understanding on the reading of Related Literatures and Studies.
Performance Standards:
The Learner should be able to list down the Reviewed Related Literatures & Studies and arrange
them thematically, come up with the theoretical framework & conceptual framework.
Formation Standards:
The learner acknowledges God as the ultimate source of all knowledge.
Learning Objectives:
You will be guided by these standards as you learn more about the following learning targets, which
will inform you of the exact skills and knowledge you will need to acquire throughout the entire week.
Targets:
1. I can select, cites and synthesizes related literature according to ethical standards.
Materials:
Sample Research Output
Textbooks

No video is required.
Supplemental video is provided via YouTube or other links below.

/ Internet is required but minimal basis.
Internet is required for online discussions.

4. Take down notes using note taking strategy used in the module. Process questions will always be
asked to check your understanding.
6. Maximize your learning resources to help you work more efficiently and to enhance your learning.
8. Follow the schedule of the activities, remind yourself of deadlines. Read in advance when
necessary.
Page 1 of 6
Dr. Rodelio M. Alba Inquiries, Investigation & Immersion
Author Learning Module #3
LESSON 3 – Reading and Synthesizing the Reviewed Literatures

You have been reading throughout the semester to improve your research abilities and to
learn from professionals. Apart from your reading, I am assuming you also learn from academic
professionals. If you truly want to pursue a career in research, reading should be a daily habit. The
importance of learning and gaining knowledge from professionals is essential for this module study.
Let us begin!
Page 2 of 6
Let us now construct our synthesis based on the literature and studies discussed previously.
Synthesis is the process of condensing and connecting several sources in order to conduct a
literature review, make suggestions, and relate your activity to the research.
Page 3 of 6
For your further reading, click the link or scan the QR code:
How to Synthesize Written Information from Multiple Sources
SCAFFOLD #3
This section will serve as your record of accomplishments.
Make a copy of this and use it to track your progress.
You will be required to submit your individual research report
at the conclusion of the semester.
In this task, your group shall provide three (3) foreign and three (3) local literatures regarding
your research topic, and another three (3) for foreign and three (3) local studies. Arrange in thematic
form, and present your synthesis of related literatures and studies. Your theoretical and conceptual
framework will be presented also.
OUR REVIEW OF RELATED LITERATURES AND STUDIES
Review of Related Literatures and Studies
(Provide separate paper for your answer, or write at the back of this paper)
(or choose to answer from the Google Forms provided by your teacher)
To help you assess each other, here is the rubric for your teamwork:
Page 4 of 6
Congratulations, you have just finished your Module 3! After studying our lesson, kindly write the
things you learned, the one you found interesting, and questions as your learning summaries.
MY LEARNING SUMMARIES
Having successfully accomplished your tasks for the entire week, you now have all the reasons to
celebrate. Hence, you must have something to remember. For this, complete the following:
• In this module, the lessons presented for the whole week were
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
• The insights I gained are
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
• As a responsible Christian, they made me realize that
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
• Still, I have questions and clarifications about

______________________________________________________________________
Kindly write some of your observations on your child’s learning/study habits this week. Include also your
suggestions or if you have questions, feel free to write them here also.
Observation/s:________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Questions/Concerns/Suggestions: __________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
TEACHER’S REMARKS
(✓) Item Required Compliance
No.
1 Complete all required information in the front page.
disposition that is discipline-sensitive and success oriented.
assessment box/es on page/s ____________________________________
Page 5 of 6
7 Write all your entries legibly. As much as possible avoid too much
erasures/alterations. Keep your module neat.
8 Use your own handwriting all throughout the module. I do not expect your parents to
accomplish this module.
10 Optimize the use of your reference books/suggested materials. This surely contributes
to your success in this module.
14 On learning synthesis: Rewrite your Christian reflection as an empowered student
whose values are anchored to _______________________________.
16 This module will be part of your portfolio which you will submit towards the end of
the quarter. Keep it responsibly.
17 Over-all Rating:
Advanced: Demonstrate a sophisticated understanding of the concepts and
competencies relevant to the expected learning.
References:
Alba, R. M. (2018). Local Public Officials as Change Agents: Its Implication to Public
Administration. Olongapo City.
Create your dynamic or code. (2022, January 3). Retrieved from MeQR: https://me-
qr.com/?bannerid=7811841915&gclid=Cj0KCQiAt8WOBhDbARIsANQLp965dwIse_2-
88qdzU9Cd_wRrOMcY0JwwOnyRA0JOiVTfrxb5qLx9UsaAkjEEALw_wcB
DeVry University. (2020, April 17). Retrieved from devry.edu:
https://in.pinterest.com/pin/714102084651323722/
DreamsTime. (n.d.). Retrieved from dreamstime.com:
https://www.dreamstime.com/illustration/blank-corkboard.htmlisolated-horizontally-oriented-
3d-illustration.html
McCombes, S. (2020, March 28). How to Synthesize Written Information from Multiple Sources.
Retrieved from Simply Psychology: https://www.simplypsychology.org/synthesising.html
Pinterest. (n.d.). Retrieved from pinterest.com: https://in.pinterest.com/pin/714102084651323722/
Stratford Primary School. (n.d.). Retrieved from stratfordprimary.school.nz:
https://stratfordprimary.school.nz/aim-high-3/learning-targets-for-2019/
Page 6 of 6
CULMINATING ACTIVITY
Content Standard:
The learner demonstrates an understanding of the key concepts, principles, and processes of
humanities and social sciences
Performance Standard:
The learner shall be able to produce a creative portfolio that will integrate his/her learning in specialized
learning areas under humanities or social sciences.
Formation Standard:
The learner uses his/her learning on Humanities and Social Sciences towards the betterment of the
society.
Learning Objective:
Guided by these standards, you will explore more on the following learning targets which will tell you
the specific skills and knowledge you need to master for the entire week.
Target:
Generate comments, feedbacks and observations on the feasibility, appropriateness and relevance of
concept
Materials:
2. Notebook
3. Pen / Pencil
4. HUMSS Fusion (Work Immersion, Research, Career Advocay, Culminating Activity) by: Neil
Oliver T. Penullar, Ma. Lourdes F. Melegrito PhD Cand. And Diana J. Mendoza, PhD.

No video is required.
 Supplemental video is uploaded in the Learning Management System.
 Supplemental video is provided via YouTube or other links below:
https://study.com/academy/lesson/group-work-in-the-classroom-definition-benefits-
examples.html Group Work in the Classroom
https://algonquincollege.libguides.com/studyskills/gw-problems Solutions for Common
Group Problems

 Internet is required but minimal basis.
 Internet is required for online discussions.

4. Take down notes using note taking strategy used in the module. Process questions will always
be asked to check your understanding.
6. Maximize your learning resources to help you work more efficiently and to enhance your
learning.
necessary.
ARESTESS P. UNDAYAG CULMINATING ACTIVITY Page 1 of 6
LET US GET STARTED!

Group work is a form of voluntary association of members benefiting from cooperative learning that
enhances the total output of the activity than when done individually. Group work can be an efficient
way of inspiring students, encouraging constructive learning and improving core skills in critical
thinking, communication and decision-making. But group work can frustrate students and teachers and
feel like a waste of time without proper preparation and facilitation.
Group projects, properly organized, may improve skills that are important to both group and individual
work, including the ability to: break down complicated tasks into parts and steps, plan time and handle
it, refine understanding through debate and explanation.
Professors say group projects give a unique chance to work with other people and be creative.
Students say that, due to randomly assigned partners, lack of coordination and difficult scheduling of
time, group projects are unfair.
Why are students not Enthusiastic about group work?
1. Inequitable Contribution – Team members believe that others are not putting as much effort as
themselves.
2. Lack of Recognition – With so many individuals contributing, some may feel that their efforts are
not needed or will be recognized.
3. Loafing – Since students will be graded as a group, some members exert effort in achieving group
goals.
4. Non-cohesive Group – If the group is not cohesive, the members are more prone to social loafing
since they are not concerned about letting down their teammates.
It may often feel easier to work on your own. It can be effective, in your own time, you can work on the
project, and you can control all the processes.
Write your experience working in a group. Indicate your role as a group member. Write your answer in
the box provided
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Importance of Group Work
In every work environment, school, and even at home, group work is inevitable. There are always tasks
and situations that require you to work with other people, aside from gaining new experiences and new
friends. If there are some good reasons to get involved in group work, if your teacher or classmate is
forced upon you, whether it is a study group you organize with your peers, group work can be helpful in
expand your knowledge and understanding of issues.
You may use this links https://learningcommons.yorku.ca/groupwork/ Students Guide to Group Work
(3:03) https://algonquincollege.libguides.com/studyskills/gw-problems Solutions for Common Group
Problems (4:31) to learn more about group work.
Identify and define the issues in group work and the strategies in resolving group work issues and also
the guidelines on group formation, building, project planning, and implementation. Reflect on why group
work is important and analyze issues affecting group work.

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Scaffold 3
You are required to take self-assessment to identify areas where you may need to improve as you
perform your charity work at home. It is important that you answer as honest as you can to maximize
the benefits of your work. Reflect on the following:
How is it working with your family members?

 What skill area do you want to target for personal improvement?
 What one thing could you do tomorrow to begin your skill enhancement?
Write your comments, feedbacks and observations, appropriateness and relevance of concept on your
feasibility that you are doing or working. Use the box provided below.Your self-assessment will be
graded on the following rubric:
CATEGORY 1 2 3 4
Motivation/Participation Student Student Student make Student can
tend not sometimes an effort to be relied on
to make an effort participate to participate
participate to participate and remain and remain
or and remain engaged engaged
remain engaged while even while while doing
engaged doing the doing the the project.
while doing project project
the
project
Time Management Student get Student tend Student Student
things done to procrastinate, usually use routinely use
by so others may time well to time well to
the have to adjust ensure that ensure things
deadline. deadlines or things or are done on
Others often work work time
have to responsibilities reponsiblities
adjust are done.
deadloines
or
work
responsibiliti
es.
Preparedness Student Student make Student Student
forget an effort to usually usually
or lose bring or find needed needed
materials materials materials and materials and
needed to needed to come ready come ready
work. work, but often to work. to work.
mispalce
things.
Problem Solving Student do Student do not Student Student
not usually usually consistenly
usually participate with participate participate
participate the member of with the with the
with the family in family family
the member problem solving member in member in
of with an open problem problem
the family in mind. Tend not solving with solving with
problem to share their an open an open
solving thoughts and mind, share mind, sharing
with an ideas or inhibit thought and thoughts and
open the contributions ideas without ideas without
mind. Tend of others. inhibiting inhibiting the
not contributions contributions
to share of others. of others.
their
thoughts
and
ideas or
inhibit
the
contribution
s
of others.
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To sum up the lesson, whatever form the group work takes on your course, the opportunity to work with
others, rather than on your own, can provide distinct benefits. Groups who work well together will
achieve much more than people who work on their own. It is possible to apply a broader range of skills
to practical tasks and to share and discuss ideas can play a key role in improving your understanding of
a specific subject area. Being part of a team will help you improve your interpersonal skills, such as
speaking and listening, and teamwork skills, such as leadership, and collaborating with others and
inspiring them.
During your academic career, some of these skills would be useful and all are valued. It can help to
recognize your own strengths and weaknesses by communicating with others (for example, you may be
a better leader than a listener, or you may be good at coming up with 'big ideas' but not so good at
putting them into action). Enhanced self-awareness will both support your learning style and when you
come to write your CV or full work application forms, it will be invaluable. In order to maximize these
benefits, you will need to manage your group work effectively.
How are you doing now? Stretch for a while and have a rest. You did well. Meanwhile, simply put a
check mark () before the item that applies you.
SKILLS
I can generate comments, feedbacks and observations on the feasibility,

appropriateness and relevance of concept.
Therefore, I learned well and good!
Therefore, I need more practice so I can do better next time!
Great! We are almost done here. As you finish this module, do not forget to pray the Glory be.
Learning Summaries:
 In this module, the lessons presented for the whole week were _________________________
____________________________________________________________________________
____________________________________________________________________________
 The insights I gained are ________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 As a responsible Christian, they made me realize that _________________________________
____________________________________________________________________________
____________________________________________________________________________
 Still, I have questions and clarifications about ________________________________________
Kindly write some of your observations on your child’s learning/study habits this week. Include
also your suggestions or if you have questions, feel free to write them here also.
Observation/s:_________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Questions/Concerns/Suggestions:______________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Teacher’s Remarks
Dear student, kindly consider my recommendations for your improvement in this module. I have
checked particular points that you need to address. Thank you!
Item
() Required Compliance
No.
Take more engaged time to read the content of the entire module with a learning
4
Complete all your activity/formative assessment boxes. Redo activity/formative
5 assessment box/es on page/s ____________________________________

Write all your entries legibly. As much as possible avoid too much
7
Use your own handwriting all throughout the module. I do not expect your parents to
8

Optimize the use of your reference books/suggested materials. This surely contributes
10
to your success in this module.
On learning synthesis. Rewrite your learning summary taking into consideration the
13
On learning synthesis: Rewrite your Christian reflection as an empowered student
14
This module will be part of your portfolio which you will submit towards the end of the
16
17 Over-all Rating:
REFERENCES:
Pennular, T. Neil Oliver, Melegrito, F. Ma. Lourdes, Phd Cand., & Mendoza, J. Diana, Phd (2016).
HUMSS Fusion: Phoenix Publishing House.
The Learning Commons at York University(2020). Retrrieved from

https://learningcommons.yorku.ca/groupwork/ Student Guide to Group Work. Date Retrieved: January
12, 2022
Algolquin College (2021). Retrieved from https://algonquincollege.libguides.com/studyskills/gw-

problems Solutions for Common Group Problems. Date Retrieved: January 12, 2022

APPLIED ECONOMICS
Module No. 3
CONTENT STANDARDS:
The learner demonstrates an understanding of the law of supply and demand and factors affecting the
economic situation
PERFORMANCE STANDARD:
The learner shall be able to conduct a survey of current economic situation within the vicinity.
FORMATION STANDARD:
The learner becomes responsible members of the community
LEARNING OBJECTIVES:
Guided by these standards, you will explore more on the following learning targets which will tell you
the specific skills and knowledge you need to master for the entire week.
Targets
Differentiate various market structures in terms of:
a. number of sellers
b. types of products
c. entry/exit to market
d. pricing power
e. others
Materials:
1. eLibrary (EBSCO / Worldbook)
3. Notebook
4. Pen / Pencil

ü No video is required.
Supplemental readings provided via websites or other links below:
ü
https://www.youtube.com/watch?v=9Hxy-TuX9fs

ü Internet is required but minimal basis.
ü Internet is required for online discussions.

4. Take down notes using note taking strategy used in the module. Process questions will always
be asked to check your understanding.
6. Maximize your learning resources to help you work more efficiently and to enhance your learning.
necessary.
5. Give feedback/response on your progress in answering and performing learning tasks
Novabella A. Rodriguez Applied Economics 1|Page

Author Module 3
LET US GET STARTED
Competition is part of the human activity. Students have healthy, competitive spirit that drives
them into academic excellence. Employees are conscious that the right kind of rivalry will
contribute to professional growth. While, men’s affectionate behaviors are enhanced by the
nature of competition or rivalry. In short, rivalry in correct amount will help encourage men to
achieve such desired outcomes. On the other hand, competition can sometimes be abused if it
is not managed accordingly, hence, competition should be minimal and focused towards the
attainment of the common business objectives because when it comes out of hand, it becomes
undesirable and ends up hurting the entire organization.
In economics, the word ‘competition’ typically refers to something more specific. In fact,
businesses are competing with other firms offering similar products or services. In this module,
the center of the lesson will be the various market structures. Market structures provide a strong
basis for assessing the business environment. Recognizing how firms and markets operate
allows business people and leaders to evaluate current industry updates, new policies, and
regulation accurately, and how important decisions are shaped by the economy. There are four
categories of a market structure: perfect competition, monopoly, monopolistic, and oligopoly.
Analyze the table below
Pure/Perfect
Type of Market Oligopoly Monopolistic Monopoly
Competition
Number of
Numerous Few Many One
Firms
Type of Product Homogenous Differentiated Differentiated Unique
Barriers or Restricted or
freedom of Unrestricted Restricted Unrestricted Completely
entry blocked
Price Power None Large Small Complete
Power or water
Examples: Fruit Vendors Cars Restaurant
distribution
Less (use
In terms of Engage in price Limited
Less product
Competitions wars Competition
differentiation)
As seen in the table, a pure monopoly indicates that an industry has only one firm. Pure competition, on
the other hand, implies that the industry is contested by a large number of enterprises. Between them
lies the most common market forms in the actual world: oligopoly and monopolistic competition.
To elaborate the discussion, there is a big number of customers and sellers in a perfect competition
market system. All of the market's sellers are small businesses competing for customers. There is no
single major seller with a considerable market share. As a result, all of the businesses in such a market
are price sensitive. The products on the market are homogeneous, that is, they are exactly the same as
each other. Profit maximization is the sole goal of all businesses; free entry and exit from the market, i.e.
no barriers to entry and exit; furthermore, there is no such thing as consumer preference.
In monopolistic competition, there are still many producers and sellers. However, they do not all sell the
same things. Although the products are comparable, each merchant sells somewhat different items.
Consumers now have the option of selecting one product over another. Because they may have some
market strength, merchants may be able to charge a somewhat higher price. To some extent, sellers
become price setters as a result.
Author Module 3
Monopolistic competition can be seen in restaurants. In terms of taste and flavor, the items are all similar,
yet slightly different. Toothpaste is another example.
There are just a few enterprises in the market under an oligopoly. While the exact number of enterprises
is unknown, few major firms are thought to be the typical. As a result, in an oligopoly, the buyers
outnumber the sellers.
In this situation, the firms either compete or collaborate, and they utilize their market power to determine
prices and, as a result, maximize their profits. As a result, customers become price sensitive. There are
different barriers to entry in the market in an oligopoly, and new businesses find it difficult to establish
themselves.
In a monopoly market system, a single company will control the whole market. Because it has complete
market power, it can set any price it wants. Consumers have no choice but to pay the price set by the
seller, because there is only one seller and there are no close substitutes.
Monopolies are unfavorable to business. Consumers lose all of their power in this situation, and market
forces become useless. In fact, though, a pure monopoly is exceptionally rare.
Finally, monopsony is the polar opposite of monopoly, in which there is only one buyer and numerous
producers. The monopsonist may not be a price setter because it has to raise its price to encourage
producers to provide the goods and services it requires. To supply the monopsonist, providers must be
encouraged to do so, and this can only be done at a greater cost to the monopsony.
Congratulations, you have just finished your module 3! Your efforts will undoubtedly be
rewarded and recognized, even with the smallest ones, as long as you keep on striving as
you put your interest in it.
Market structure must be considered by the people who are planning to enter the business
industry. It is significant because it influences market outcomes through its effect on the incentives,
opportunities, and decision of market participants. It aims to clarify and forecast business results through
the level of market rivalry.
For additional information, read any textbooks related to Market Structures, Perfect Competition,
Oligopoly, Monopoly, Monopolistic, and Monopsony.
Also, please visit EBSCO, and read Research Article Market Concentration, Market Power, and Firm
Growth of Construction Companies in our E-learning library with the following links:
https://web.p.ebscohost.com/src_ic/pdfviewer/pdfviewer?vid=2&sid=e5e1087a-5a08-4034-acfa-
c08a27ee59c4%40redis
REFERENCES:
Caoile, P. (2017). Applied Economics. Quezon City: The Phoenix Publishing House Inc.
Villegas, B. (1992). Economics for the Consumer. Manila: The Sinag-Tala Publishers. Inc.
Tullao, Jr, T. (1993). Understanding Economics in the Philippine Setting. Quezon City: Phoenix
Publishing House
Female Instructor image Retrieved from: https://www.iconspng.com/images/female-instructor-3/female-

instructor-3.jpg Date Retrived: August 04,2020
Subicwater logo retrieved from:

https://www.google.com/search?q=subicwater&tbm=isch&ved=2ahUKEwjhrLP-
vrHuAhUCAIgKHYqrDEAQ2-
cCegQIABAA&oq=Subicwa&gs_lcp=CgNpbWcQARgAMgQIIxAnMgQIABAYMgQIABAYMgQIABAYMg
QIABAYMgQIABAYOgQIABBDOgcIABCxAxBDOgUIABCxAzoICAAQsQMQgwE6AggAULHZB1jpgAhg
pYkIaAFwAHgAgAHnA4gB_wmSAQk1LjEuMS4wLjGYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient
=img&ei=1soLYOHpE4KAoASK17KABA&bih=654&biw=709&hl=en Date Retrieved: January 23, 2021
Author Module 3
Fruit stall picture retrieved from:
https://www.shutterstock.com/search/fruit+stall Date retrieved: January 20, 2022
Internet Provider logos retrieved from:

https://www.google.com/search?q=internet+provider+philippines&tbm=isch&ved=2ahUKEwjBrZW-
v7HuAhXCCIgKHaiVBOIQ2-
cCegQIABAA&oq=Intern&gs_lcp=CgNpbWcQARgAMgQIIxAnMgQIIxAnMgUIABCxAzIFCAAQsQMyAg
gAMgUIABCxAzIFCAAQsQMyBQgAELEDMggIABCxAxCDATIICAAQsQMQgwFQwsMDWJnnA2CF8w
NoAXAAeACAAZYCiAHYCJIBBTEuNC4ymAEAoAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=X
MsLYMGPA8KRoASoq5KQDg&bih=654&biw=709&hl=en Date Retrieved: January 23, 2021
Logo of Apple, Samsung, Huawei retrieved from:

https://www.google.com/search?q=oligopoly+examples&source=lnms&tbm=isch&sa=X&ved=2ahUKEw
iqyvLU0cD1AhVlFqYKHVy-
AvUQ_AUoAXoECAEQAw&biw=1153&bih=665&dpr=1#imgrc=2XcltaL0MXNuRM Date Retrieved:
January 20, 2022

Author Module 3
ANSWER SHEET
PLEASE SUBMIT THE ANSWER SHEETS ONLY
Module No.: 3 Inclusive Dates: ________________

Name of Student:_________________________ Grade and Section:12____________
Subject Teacher: _________________________ Track/Strand: Academic/ABM
For your assessment, supply answers to the following activities:
Claim-Evidence-Reasoning: Identify the type of market structures the following images of

products and businesses in column A belong to. Write your claim and explain your answer,
emphasizing the barriers of entry and terms of competition in column B.
COLUMN A COLUMN B
Market Structure:_____________________________
Activity #2 ESSAY
Author Module 3
Based on the table presented to you and video you have watched, discuss the characteristics of
the four different market structures in terms of the number of firms and price power.
Perfect
Competition
Oligopoly
Monopolistic
Monopoly
Scaffold #3 (30 points) Examination of your Entrepreneurship product
You are about to launch your product in Entrepreneurship this coming second
quarter in your Business Enterprise and Simulation. Present your product in terms
of market structure using the table below and indicate the characteristics.
Your Product/Business:________________
Characteristics Market Structure:

________________________________
Numbers of firms
Type of product
Barriers of entry
Price power
Discuss the competition in

the industry you are entering
by mentioning the numbers
of direct competitors you will
deal with.

Author Module 3
RUBRICS FOR ASSESSMENT
4 The table presentation is entirely based on existing knowledge regarding the given
case. It is clearly stated and may really happen to real life.
3 The table presentation is partially based on existing knowledge regarding the
given case. It is clearly stated and may really happen to real life.
2 The table presentation is somehow based on existing knowledge regarding the
given case. Some statements are not clear.
1 The table presentation is not clearly thought of based on facts and is not reality
based.
LEARNING SYNTHESIS:
In this module, the lessons presented for the whole week were
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
The insights I gained are
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
As a responsible Christian, they made me realize that

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Still, I have questions and clarifications about

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Kindly write some of your observations on your child’s learning/study habits this week.
Include also your suggestions or if you have questions, feel free to write them here also.
Observation/s:___________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Questions/Concerns/Suggestions:_______________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
TEACHER’S REMARKS
Dear student, kindly consider my recommendations for your improvement in this module. I have
checked particular points that youneed to address. Thank you.
(/) Item
REQUIRED COMPLIANCE
No.

Author Module 3
assessment box/es on page/s

7 Write all your entries legibly. As much as possible avoid too much
8 Use your own handwriting all throughout the module. I do not expect your parents to
10 Optimize the use of your reference books/suggested materials. This surely
contributes to your success in this module.
14 On learning synthesis: Rewrite your Christian reflection as an empowered student
16 This module will be part of your portfolio which you will submit towards the end of the
17 Over-all Rating:
Proficient: Demonstrate a complete understanding of the concepts and
.
SUBJECT TEACHER:
____________________________
MS. NOVABELLA A. RODRIGUEZ

Author Module 3
COLUMBAN COLLEGE INC., OLONGAPO CITY
SENIOR HIGH SCHOOL – BASIC EDUCATION DEPARTMENT ASINAN
LEARNER’S MODULE
Name of the Student: ________________________ Section: __________________
_______________ 3) In terrestrial plants, epidermal cells secrete a cuticle, a layer of wax that
coats the epidermis of leaves and stems.
_______________ 4) Unlike their counterparts in the stem and the leaf, root epidermal cells
do not secrete a cuticle.
_______________ 5) The wood of a stem or a root is composed of secondary xylem, which is
made up of thick-walled cells that are dead at functional maturity.
_______________ 6) Epithelial cells lining the inner wall of the small intestines have
numerous closely packed microvilli, extensions of the plasma membrane on the side of the cells
facing the lumen of the small intestines. The microvilli increase the surface area of these
epithelial cells.
_______________ 7) Mature erythrocytes (red blood cells) of humans and other mammals
do not have nuclei, mitochondria, and ribosomes.
_______________ 8) Muscle cells contract when electrically stimulated. They also contain
abundant mitochondria.
_______________ 9) Some epithelial cells become specialized gland cells that produce and
release substances at the surface of the epithelium.
_______________ 10) White adipose cells (fat cells) have large central vacuoles and small
amount of cytoplasm.
TOPIC: The Cell Cycle – Mitosis and Meiosis
PRE-ASSESSMENT ACTIVITY
You already had lessons about mitosis and meiosis when you were in Grade 8. Using what
you learned about these processes from those previous lessons, fill out the table below.
Table 11: Characteristics of Mitosis and Meiosis

Criteria Mitosis Meiosis
Definition of the process
Type of cells that undergoes the

process
Chromosome number of the
parent cell
Number of divisions undergone
by the parent cell
Number of daughter cells
produced by a parent cell
24
Chromosome number of the

daughter cells
Page
Wayne Ann M. Ladringan General Biology 1

AUTHOR SUBJECT
LEARNER’S MODULE
Main function of the process in

living things
You may review and revise your answers as you learn more about cell division from this module.
LESSON PROPER
Living Things Exhibit Reproduction, Growth and Development
Living things produce other living things like themselves in order for their species to
continue existing. This is what reproduction is about. Although this process is not necessary
for an individual organism’s survival (that is, a living thing does not endanger its existence if it
fails to produce offspring), it is essential for the perpetuation of its species (i.e. if members of the
species are not reproducing at a fast enough rate, the species might face extinction). For this
reason, all living things spend a lot of energy on reproduction. However, organisms need to be
mature enough in order to reproduce efficiently. Therefore, they have to grow (to increase in
size and volume) and develop (to undergo the necessary changes that accom pany this growth).
Living things may reproduce either sexually or asexually. During sexual reproduction, the
sperm cell of the male parent fertilizes the egg cell of the female parent. This union of gametes
(reproductive cells) gives rise to a zygote (immature offspring) whose DNA is a combination of
its parents’ DNAs. Such mixing of genetic materials increases genetic diversity, which in turn
increases the offspring’s chances of surviving an ever-changing environment. Asexual
reproduction, on the other hand, does not involve the union of gametes. As a result, the
offspring inherits its DNA from a single parent and is technically a clone of its parent.
At this point, revisit your answers on Table 1. Using the space provided below, copy all
those answers that fall under this characteristic of living things.
Table 12: Living things exhibit reproduction, growth, and development.
For this lesson, we are going to look into reproduction at the cellular level. However, our
focus will be on mitosis and meiosis which are the two types of eukaryotic cell division.
The Cell Cycle
Although a cell spends a lot of energy on cell division, this process takes up only a very
small portion of the cell’s life cycle. In fact, actively dividing cells that are cult ured in the
laboratory only spend about 2% of their 24-hour life cycle on cell division. This shows that cells
devote a greater portion of their time on preparing to divide. The sequence of events in a cell’s
25
life, from the time it undergoes growth and dev elopment in preparation for division to the time
Page
when it actually gives rise to daughter cells, is called the cell cycle.
AUTHOR SUBJECT
LEARNER’S MODULE
The cell cycle, which you may think of as the life cycle of a cell, has two major stages:
interphase and the cell division phase. Interphase, which takes up most of the cell’s time, is
sometimes called the resting stage of the cell cycle. The term resting however, does not refer to a
period of inactivity. As you will learn later, the cell is very metabolically active during interphase
because this is the stage when it prepares everything that it needs for dividing. Interphase has
three substages called G1 phase, S phase and G2 phase. Table 13 summarizes the important
events that take place within the cell during each of these substages. It is important to note that
cellular growth and organelle synthesis happen in all stages of interphase.
Table 13: Stages of Interphase

Stage Important Events
 The cell grows and performs its basic functions. It also
produces the new organelles and other components
G1 phase: a.k.a. growth phase 1, required for division.
gap phase 1, presynthetic phase  Nucleotides, RNA, proteins and other substances needed for
making DNA are synthesized.
 The G1 checkpoint takes place.
 The cell makes another exact copy of its DNA (a process
called DNA replication) and repairs damages in this
S phase: a.k.a. synthesis phase,
molecule if there are any.
synthetic phase
 The cell produces additional microtubules. In animal cells,
the centrosome is duplicated.
 The cell continues to grow. It also makes final preparations
for division.
 The cytoskeleton is disassembled to provide materials for
G 2 phase: a.k.a. growth phase 2,
cell division.
gap phase 2, postsynthetic phase
 The chromosomes start to condense (to shorten and
thicken).
 The G2 checkpoint takes place.
GQ#12: Why is interphase called the resting stage of the cell cycle?
The lengthy interphase is followed by the relatively brief cell division phase or M phase
(M for either mitosis or meiosis) in which two major events take place: karyokinesis or the
division of the nucleus (together with the DNA it contains) and cytokinesis or the division of
the cytoplasm. The M checkpoint also takes place during this time. The cell division phase has
four stages namely: prophase, metaphase, anaphase and telophase of which more will be
said in the latter sections of this module.
After cell division, most cells go through the G 1 phase to get ready for the next division.
Some cells, on the other hand, enter the G0 phase which is described as an arrested stage when
cells differentiate (acquire specialized functions) and are not preparing to divide. There are cells
(like neurons, blood cells and muscle cells) that remain in the G 0 phase all their lives and there
26
are cells (like the ones that failed to meet the requirements of checkpoints) that only stay in this
Page
stage temporarily.
AUTHOR SUBJECT
LEARNER’S MODULE
Cell Cycle Checkpoints
The previous section mentioned three cell cycle checkpoints that are named after the
stage in which they take place: the G1 checkpoint, the G2 checkpoint and the M (metaphase)
checkpoint. A cell cycle checkpoint is a part of the cell cycle wherein a cell is prevented from
advancing to the next stage of the cycle if it does not meet certain requirements. A cell that fails
at a checkpoint will have to remedy its condition first before being allowed to proceed to the next
phase. Such a cell usually enters the G0 phase temporarily and waits for a go signal to proceed.
Table 14 presents the basic requirements for a cell to pass each checkpoint.
Table 14: The Cell Cycle Checkpoints

Checkpoint Short Description Requirements
This happens before the end of the The cell must have: grown to the proper size;
G1 phase and is the point at which enough protein reserves; and no damaged DNA.
G1
the cell makes an irreversible
decision to divide.
This takes place before the end of the The cell must have: grown to proper size; enough
G2 G 2 phase and ensures that the cell is protein reserves; and no DNA damage.
ready to enter the cell division phase. All chromosomes must be replicated correctly.
This occurs before the end of All chromosomes must be correctly attached to
M metaphase and is also called the the spindle fibers.
spindle checkpoint.
GQ#13: Why are cell cycle checkpoints important?
GQ#14: What happens to a cell that fails to meet the requirements of a checkpoint and is not able to
make the necessary improvements or repairs?
On the space provided below, make a simple figure (like a diagram or a flow chart) that
will show the stages of the cell cycle (including the checkpoints).
27
Page
Figure 8: The Cell Cycle

AUTHOR SUBJECT
LEARNER’S MODULE
Cell Division
Among unicellular organisms, cell division is a means of increasing their numbers.

However, cells that belong to multicellular organisms divide not simply to reproduce but for
other reasons as well. List down these reasons on the space provided below.
GQ#15: Why do cells of multicellular organisms divide?
The cell division of prokaryotic cells is called binary fission. This is the process wherein
a parent cell, after replicating its DNA, simply splits into two daughter cells, which are virtually
clones of itself and of each other. Since there is no nucleus to speak of, no karyokinesis precedes
cytokinesis. On the other hand, eukaryotic cells divide by either mitosis or meiosis depending
on whether the cell is somatic (cells of the body that are neither sperm nor egg cells) or
reproductive. Since you already had lessons about mitosis and meiosis in Junior High School,
make a diagram of a hypothetical animal cell with six chromosomes during metaphase of
mitosis. In your diagram, label the following structures: cell membrane, cytoplasm, spindle
fibers, asters, centrosome, centrioles, spindle apparatus, chromosome, arm (of the
chromosome), centromere (of the chromosome), kinetochore (of the chromosome) and
chromatid.
Figure 9: Cell at Metaphase of Mitosis
Mitosis
Mitosis is the type of cell division undergone by somatic cells, which include all body cells
except the egg cells and the sperm cells. One important characteristic of somatic cells is that they
are diploid. A diploid cell carries a number of chromosomes that is equal to the chromosome
28
number of its species. For example, if the chromosome number of humans is 46, then the
nucleus of all diploid cells in the human body carries 46 chromosomes each. The symbol 2N
Page

AUTHOR SUBJECT
LEARNER’S MODULE
(sometimes written as 2n) is used to indicate that a cell is diploid. In mitosis, a diploid parent
cell divides once and gives rise to two identical diploid daughter cells.
Mitosis is the means by which multicellular organisms produce new cells for growth,
maintenance and repair. When you get wounded on the knee, for example, some cells in that
wounded area die. Your body is able to replace these cells as quickly as possible because the
nearby uninjured cells divide to produce replacements. This eventually leads to the healing of
the wound.
As mentioned earlier, mitosis has four basic stages: prophase, metaphase, anaphase and
telophase. Study Figure 10 that illustrates the different stages of mitosis. Take note of how the
cell basically looks like and what structures are present in it during each stage. Then using your
diagram earlier (Figure 9) and your knowledge about cell division so far, answer the items that
are given after the figure.
Figure 10: Stages of Mitosis

Source: https://bit.ly/3A3fc4L
1. What kind of cell (animal or plant) does Figure 10 illustrate? Why do you say so?
2. What is the chromosome number of:

29
A) the parent cell? _______

Page
B) each daughter cell? ______

AUTHOR SUBJECT
LEARNER’S MODULE
3. Label the following structures in Figure 10, but do not write the whole name of the structure. Use the
capital letter corresponding to the part. For example, instead of writing cell membrane, write A which is
the letter corresponding to this structure.
A. cell membrane D. chromatin G. cytoplasm
B. centrosome E. chromosome H. nuclear membrane
C. chromatid F. cleavage furrow I. spindle fiber
4. In which stage of mitosis (write P for prophase, M for metaphase, A for anaphase or T for telophase)
does each of the following events occur? Write your answer on the blank before the item.
_____ Asters are formed.
_____ Centrosomes move apart and begin to organize spindle fibers.
_____ Chromosomes begin to move toward the equator of the cell.
_____ Cytokinesis is almost complete.
_____ The centromeres split.
_____ The cleavage furrow appears.
_____ The nuclear membrane and the nucleolus reform.
_____ The nuclear membrane has disintegrated completely.
_____ The spindle aligns the chromosomes along the equator of the cell.
_____ The spindle fibers pull the sister chromatids toward the opposite poles of the cell.
5. Why is mitosis called duplication division?
Meiosis
Egg cells and sperm cells are produced through meiosis. During meiosis, a diploid parent
cell undergoes two divisions (called Meiosis I and Meiosis II, shown in figure 11) and gives rise to
four daughter cells that are haploid (symbolized as N or n). Being haploid means that each of
these daughter cells carries only half the number of chromosomes originally possessed by the
parent cell. For example, a human gamete only has 23 chromosomes although the germ cell
from which it originated has 46. This decrease in the chromosome number of the daughter cells
is very important for sexually reproducing organisms.
As you learned from grade 10 science, during sexual reproduction the haploid sperm cell
fuses with the haploid egg cell to produce the diploid zygote. In humans (whose chromosome
number is 46), this means that the 23 chromosomes of the sperm cell combine with the 23
chromosomes of the egg cell to complete the 46 chromosomes of the zygote which will eventually
develop into a full blown human being. If the gametes were not haploid, then the zygote would
be polyploid. A polyploid cell has three or more times the haploid chromosome number of its
species (Encyclopaedia Britannica, 2020), such that if the chromosome number is 46, then a
polyploid may have at least 69 chromosomes (triploid, symbolized as 3N or 3n). This
chromosomal condition (called polyploidy) is quite common among plants, but is rare among
animals. In humans, even a single extra chromosome could have harmful effects. For example,
people with Down’s syndrome (formerly called mongolism) owe their condition to an extra
30
chromosome that makes their chromosome number 47 instead of 46. If one additional
chromosome can do that to a human being, then just imagine (if you can) what 23 more
Page
chromosomes can do.

AUTHOR SUBJECT
LEARNER’S MODULE
The two meiotic divisions have 4 stages each, but the distinct characteristics of the
process are mostly found in meiosis I (since meiosis II is very much like mitosis). One unique
feature of meiosis I is the occurrence of synapsis during prophase I. Synapsis is the pairing up
of homologous chromosomes. A diploid human cell has 23 pairs of chromosomes (22 pairs
of somatic chromosomes 0r autosomes and one pair of sex chromosomes) and in females,
all 23 pairs are homologous. Homologous chromosomes are similar in structure (like in length
and in the position of the centromere), as well as in the kind of genes that they carry. This means
that if one member of the pair carries genes for eye color, hair structure and blood type, its twin
or homolog also carries the same types of genes. Males, on the other hand, only have 22
homologous pairs because their sex chromosomes (made up of a large X chromosome and a
smaller Y chromosome) are not really similar. When homologous chromosomes are in synapsis,
they exchange equivalent genes through a process called crossing over. The rearrangement of
genes brought about by crossing over ensures that each daughter cell produced after meiosis is
genetically unique, hence promoting genetic diversity.
Another thing is that during anaphase I or anaphase II, chromosomes sometimes fail to
separate because of faulty spindle fibers. This error, which is called nondisjunction, results in
gametes having extra or missing chromosomes. When a gamete of this kind fuses with a normal
gamete, the zygote produced may either have too many or too few chromosomes. In fact, Down’s
syndrome is caused by the nondisjunction of chromosome 21 (the 21 st pair of chromosomes) in
humans. Other conditions brought about by this error will be taken up later in the module. It is
also important to note that during the brief interphase between meiosis I and meiosis II, no
DNA replication takes place within the two haploid daughter cells.
Since Figure 11 presents a simplified illustration of the stages of meiosis, there are a few
points that you must keep in mind while studying it: (1) the nuclear envelope starts to
disintegrate during prophase and (2) the spindle fibers are already present at this stage. Once
you have studied the figure, answer the items that are given after it.
31
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AUTHOR SUBJECT
LEARNER’S MODULE
Figure 11: Stages of Meiosis

Source: https://bit.ly/3imgjqu
1. What is the chromosome number of the parent cell in Figure 11? How about the daughter cells?
2. Consider the structures listed below. If the structure is present in Figure 11, put a check (√) on the
blank before it and label it in the diagram. If the structure is not present, put a cross (х) on the blank.
_____ cell membrane _____ centrioles _____ homologous chromosomes
_____ cell plate _____ centrosome _____ nuclear membrane
_____ cell wall _____ cleavage furrow _____ spindle fiber
3. Number the following statements according to the sequence of events.

_____ Chromatids are pulled toward the opposite poles of the cell.
32
_____ Two haploid parent cells start to divide.

_____ Homologous chromosomes align randomly down the cell’s equator.
Page
_____ Two haploid daughter cells are produced.

AUTHOR SUBJECT
LEARNER’S MODULE
_____ Four haploid daughter cells are produced.

_____ The chromosome number of the cell becomes haploid.
_____ Each chromosome pairs up with its homolog.
_____ Chromosomes line up along the equator of the cell.
_____ Homologous chromosomes separate and each homolog is pulled toward the opposite poles of the
cell.
_____ Homologous chromosomes exchange equivalent sections of DNA.
4. How is meiosis II similar to mitosis?
5. Why is meiosis called reduction division?
6. How is animal cell division different from plant cell division?
When Cell Division Goes Wrong
Despite strict control points, cell division does not always happen perfectly. Due to factors
in the cell’s internal and external environments, errors also occur during this process. Since a
cell divides as a response to chemical signals that it receives, a change or a mistake in these
signals may lead to the malfunctioning of the cell during division. This situation may in turn
cause disorders or diseases in organisms.
Let’s take for example the rate with which a cell divides. The frequency of division
depends on the type of cell. There are some cells that divide every 24 hours (like the ones
mentioned earlier in this lesson), some every 10 hours and there are even some that do not
divide at all. However, it sometimes happens that a cell divides faster or slower than the normal
rate for its kind because of exposure to chemicals that either stimulate or impede cell division.
What problems may arise when cells divide too slowly or too fast? Answer this by completing the
statements below.
When cells divide too slowly: When cells divide too fast:
An error during cell division, called nondisjunction, was mentioned in the previous
33
section. Nondisjunction that happens during the formation of gametes can lead to the
Page
production of a zygote that has additional or missing chromosomes. In humans, such a zygote
AUTHOR SUBJECT
LEARNER’S MODULE
may either die during the early stages of its development or mature into an organism that has
serious impairments. Nondisjunction can happen in autosomes (like in the case of Down’s
syndrome) as well as in sex chromosomes. Failure of sex chromosomes to separate gives rise to
gametes that either have both copies of the chromosome or that do not have any sex
chromosome at all. When a gamete of this type unites with a normal gamete, the resulting
zygote may have 3 sex chromosomes (symbolized as XXX, XXY or XYY) or only one sex
chromosome (symbolized as XO or YO). An example of a condition brought about by this kind of
nondisjunction is Turner’s syndrome, wherein a female has 44 autosomes and only 1 X
chromosome (for a total of 45 chromosomes).
In the table given below, give other examples of conditions that originate from the
nondisjunction of chromosomes during meiosis. Two items are given as examples.
Table 15: Conditions Due to Nondisjunction

Characteristics of a Person with the
Condition Chromosome Number
Condition
1. Down’s Syndrome 45XX or 45XY (47 Male or female, flattened face, eyes that slant up,
a.k.a. Trisomy 21 chromosomes): short neck, small ears, tongue that tends to stick
45 autosomes (due to 3 out of the mouth, little white spots on the iris of
copies of chromosome 21) the eye, small hands and feet, single line across
and two sex chromosomes the palm, short stature, mildly- to moderately-
low IQ (Centers for Disease Control and
Prevention, 2019)
2. Turner’s Syndrome 44XO (45 chromosomes): Female, short and squat, chest that is broad but
44 autosomes and one sex flat, underdeveloped reproductive system, poor
chromosome (X in math and space perception, low to normal IQ
chromosome only) (Rabago, Joaquin & Lagunzad, 2010)
3.
4.
5.
Before proceeding to the next tasks, revisit your answers in all activities of this lesson and
revise them if necessary. Make sure that you gave your best answers to all items.
34
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AUTHOR SUBJECT
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WRITTEN WORKS
A. Using the space provided below, make a diagram of the four stages of meiosis I in a
hypothetical animal cell having six chromosomes. Label your diagram properly and make sure to
keep it neat and orderly.
B. How do meiosis and mitosis benefit living things? 35

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AUTHOR SUBJECT
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Name of the Student ________________________ Section: __________________
contains the product. For example, when hydrogen gas combines with oxygen gas, it produces
liquid water. The process is represented in the equation below:
2H2(g) + O2(g) 2H2O(l)
We can read this equation as two moles of hydrogen gas react with one mole of oxygen gas
to produce two moles of liquid dihydrogen monoxide (water). As you can see, there are numbers
before the chemical formula of the substances. We call these numbers as stoichiometric
coefficients and are used to balance the chemical equations. We can also see the phase the
substances are in: (s) for solid, (l) for liquid, (g) for gas, and (aq) for aqueous.
We can be certain that a chemical reaction has occurred if we observe any of the following
phenomena:
- change in odor - change in temperature
- change in color - evolution of gas (presence of bubbles)
- formation of precipitate (cloudy appearance) - change in taste
In this module, we will discuss different kinds of chemical reactions namely the
combination, decomposition, single replacement, double replacement, neutralization, and
combustion reactions.
Combination Reactions: A + B C
In this kind of reaction, two or more substances react to form a product. This may occur
between a metal and nonmetal to form an ionic compound. A covalent compound is produced if
it occurs between two nonmetals. The previous example (chemical reaction of water) is an example
of this. Examples are further illustrated below:
C(s) + O2(g) CO2(g)
2Fe(s) + O2(g) 2FeO(s)
CaO(s) + H2O(l) Ca(OH)2(g)
6H2O(l) + P4O10(g) 4H3PO4(aq)

19
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Renato C. Fariñas Jr. General Chemistry 1

AUTHOR SUBJECT
LEARNER’S MODULE
Decomposition Reaction: C A+B
Here, a single substance breaks apart to form two or more substances. This is actually the
reverse of the synthesis reaction and usually occurs in the presence of heat, represented by the
Greek letter Δ (delta), or electricity. Examples are the following:
2KClO3(s) 2KCl(s) + 3O2(g)

electricity
2H2O(l) 2H2(g) + O2(g)
Single Replacement Reaction: AB + X AX + B
Now we see an element simply replacing another in a compound. We use the activity series
of elements in this.
increasing activity of elements
Au, Pt, Ag, Hg, Cu, Bi, Sb, H2, Pb, Sn, Ni, Co, Cd, Fe, Cr, Zn, Mn, Al, Mg, Na, Ca, Sr, Ba, K, Rb, Li
Figure 4. Activity Series of Elements (from Exploring Life Through Science: General Chemistry 1)
Al2O3(s) + 3Ba(s) 3BaO(s + 2Al(s)
Fe2O3(s) + Cu(s) no reaction
2Al(s) + 6HBr(aq) 2AlBr3(s) + 3H2(g)
Double Replacement Reactions: AX + BY AY + BX
This occurs when we have two ionic compounds exchanging cations and anions with each
other.
2KI(aq) + Pb(NO3)2(aq) 2KNO3(aq) + PbI2(aq)
Neutralization Reactions
This is actually a form of double replacement reaction, but the products are salt and water.
HCl(aq) + NaOH(aq) NaCl(aq) + H2O(l)

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AUTHOR SUBJECT
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Combustion Reactions
These reactions are fast and produce flame. This usually involves O 2 from air as a reactant.
CH4(g) + 2O2(g) CO2(g) + 2H2O(g)
Balancing Chemical Equations
After discussing the various kinds of chemical reactions and establishing your prior
knowledge on the chemical formulas of several compounds, we can write an unbalanced chemical
equation. We then balance the equation by determining the coefficients that give equal numbers
of each type of atom on the reactant and product side of the equation. A balanced chemical
equation must only contain the smallest possible whole number coefficients. Listed below are the
general steps that we follow in balancing a chemical equation derived from Chang and Goldsby
(2014):
1. Identify all reactants and products. Be sure to write their correct formulas on the left side
(reactant) and right side(product) of the equation, respectively.
2. Start balancing the equation by testing different coefficients to make the number of atoms of
each element on both sides equal. Take note that we can only change the coefficients but not the
subscript.
3. Look first for an element that appears only once on each side of the equation with equal number
of atoms on each side. We do not have to adjust the coefficients of these elements at this point.
Next, we look for elements that appear only once on each side of the equation but with unequal
number of atoms. We balance these elements before we proceed. We finally balance the elements
that appear in two or more formulas on the same side of the equation.
4. Check the balanced chemical equation if the reactant and product side both have the equal
number of atoms for each element.
Example: C2H6 + O2 CO2 + H2O
Upon inspection, we can deduce that:
Element Reactant Product

C 2 1
H 6 2
O 2 3
21
Thus, we proceed in balancing the chemical equation:

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AUTHOR SUBJECT
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C2H6 + O2 2CO2 + H2O
C2H6 + O2 2CO2 + 3H2O
C2H6 + 7/2 O2 2CO2 + 3H2O
Note that we have stated that a balanced chemical equation must have the smallest possible
whole number coefficients. Hence, we multiply everything by 2 to make the fraction into a whole
number.
2(C2H6 + 7/2 O2 2CO2 + 3H2O )
2C2H6 + 7O2 4CO2 + 6H2O
Upon checking, we will now have:
Element Reactant Product

C 4 4
H 12 12
O 14 14
STOICHIOMETRY: QUANTITATIVE RELATIONSHIPS IN A CHEMICAL REACTION

Mass Relationships in a Chemical Reaction
Stoichiometry is a branch of Chemistry that focuses in studying the amount of substances
involved in reactions. This allows us to predict the possible outcomes of a chemical reaction. Some
predictions that we can make are the following:
1. Mass of the product of a chemical reaction, if we know the starting masses of the reactants.
2. Volume of gas produced by a reaction, if we know the starting amount of the reactants.
3. Optimal ratio of reactants in a chemical reaction so that the reactants will be fully used.
However, we will only focus on the first and third prediction in this module. In dealing with
stoichiometric problems, problem solving techniques and logical reasoning will come in handy.
The mass relationship in a chemical reaction can be simply illustrated as shown below:
22
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Figure 5. Mass Relationships in a Chemical Reaction (retrieved from 2012books.lardbucket.org at 8/18/2020)

AUTHOR SUBJECT
LEARNER’S MODULE
To illustrate the procedure as shown in the flowchart, let us consider an example.

EXAMPLE: The food we eat undergoes metabolism so as to provide the necessary energy that
we need to grow and function. We can represent this very complex process as:
C6H12O6 + O2 CO2 + H2O
If you have consumed 1,936.0 g of C6H12O6 over a certain period, what is the mass of CO2
produced?
SOLUTION: The first step in solving stoichiometric problems is to balance the chemical
equation. We can see that the equation above is not balanced, thus there is a need to do so.
C6H12O6 + 6O2 6CO2 + 6H2O
Afterwards, we convert the mass of C6H12O6 into number of moles of C6H12O6.
1,936.0 g C6H12O6 x (1 mol C6H12O6 / 180.18 g C6H12O6) = 10.74 mol C6H12O6
From the mole ratio (refer to the balanced chemical equation) we see that every mole of C6H12O6
produces six (6) moles of CO2. Thus, we have:
10.74 mol C6H12O6 x (6 mol CO2 / 1 mol C6H12O6) = 64.44 mol CO2
Finally, we multiply the number of moles of CO2 by its own molar mass (44.01 g/mol) to get
the mass of CO2.
64.44 mol CO2 x (44.01 g CO2 / 1 mol CO2) = 2.84x103 g CO2
Limiting and Excess Reagent

Balanced chemical equations give the ideal stoichiometric ratio among reactants and
products. However, not all the reactants are used up in a reaction. These unused reactants are
called excess reagents. These reagents are present in greater quantities than necessary to react
with the limiting reagent. The completely used up reactant or that which reacted completely is
called the limiting reagent. It limits the amount of product to be formed. Let us look at an
example to better understand the topic.
EXAMPLE: In a laboratory, a chemist mixes CO2 with NH3 to produce urea [(NH2)2CO] as shown
in the following chemical equation.
CO2(g) + NH3(g) (NH2)2CO(aq) + H2O(l)
In the said process, 450.0g NH3 are treated with 950.0g CO2. (a) Identify the limiting
reagent. (b) Determine the mass (in grams) of the product. (c) Determine the mass (in grams) of
the excess reactant.
SOLUTION: Remember that before we proceed, we need to check if the chemical equation is
23
balanced or not. Since the provided equation is not yet balanced, we will balance it first.
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CO2(g) + 2NH3(g) (NH2)2CO(aq) + H2O(l)

AUTHOR SUBJECT
LEARNER’S MODULE
Afterwards, we proceed in answering the questions. Our strategy for (a) is converting the mass
of CO2 into the number of moles of urea, and mass of NH 3 into number of moles of urea. Then,
we will compare the two number of moles of urea. The reagent that produces the smaller amount
of urea is the limiting reagent. (We will use the flowchart in figure 5 in solving this. Note that
the stoichiometric ratio came from the balanced chemical equation.)
for CO2: mass of CO2 ÷ MM of CO2 x stoichiometric ratio of urea to CO2
950.0g CO2 x (1 mol CO2 / 44.01g CO2) = 21.59 mol CO2
21.59 mol CO2 x (1 mol (NH2)2CO / 1 mol CO2) = 21.59 mol (NH2)2CO
for NH3: mass of NH3 ÷ MM of NH3 x stoichiometric ratio of NH3 to urea
450.0g NH3 x (1 mol NH3 / 17.03 g NH3) = 26.42 mol NH3
26.42 mol NH3 x (1 mol (NH2)2CO / 2 mol NH3) = 13.21 mol (NH2)2CO
Do not be confused with the MM, remember that the unit of this is gram/mole. If you can observe,
the operation became multiplication since the unit became mol/g from g/mol. If you are still
confused, feel free to ask your teacher regarding this issue.
Based on what we have computed, NH3 produced the smaller amount of urea.
Thus, the limiting reagent is NH3.
For (b), we will multiply the number of moles of urea that we got using NH 3 by the urea's MM.
mass of urea = 13.21 mol (NH2)2CO x (60.07 g (NH2)2CO / 1 mol (NH2)2CO)
mass of urea = 793.52 g (NH2)2CO
For (c), we will do this backwards. By still using the number of moles of urea that we got using
NH3, we will compute for the mass of the unused reagent.
moles of (NH2)2CO x stoichiometric ratio of CO2 to urea x MM of CO2
= 13.21 mol (NH2)2CO x (1 mol CO2 / 1 mol (NH2)2CO) x (44.01 g CO2 / 1 mol CO2)
= 581.37g CO2
We will then subtract this value from the initial amount of CO 2.
mass of unused CO2 = 950.0g CO2 - 581.37g CO2
mass of unused CO2 = 368.63 g CO2
Percent Yield and Theoretical Yield

There is no assurance that no experimental error might happen in a chemical reaction.
There could be issues like incomplete reaction, undesirable side reaction, and human errors. Thus,
there is a need for a measure indicating the rate of success of a reaction. We call this indicator as
the percent yield.
24
Percent yield is obtained by dividing the actual yield by the theoretical yield multiplied by
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AUTHOR SUBJECT
LEARNER’S MODULE
% Yield = Actual Yield x 100%

Theoretical Yield
The actual yield is the amount that is produced when a reaction is performed in a
laboratory. Theoretical yield is the maximum quantity of product that can be formed from the
given amount of reactants. Let us consider an example.
EXAMPLE: When cyclohexane (C6H12) reacts with O2, it produces adipic acid (H2C6H8O4) that
can be used in nylon production. The chemical reaction is shown below.
C6H12(l) + O2(g) H2C6H8O4(l) + H2O(g)
(a) Suppose that the limiting reagent is cyclohexane, compute the theoretical yield if you used 50.0
g of it.
(b) If you obtained 70.0g of adipic acid, what is the percent yield for the reaction?
SOLUTION: Again, before we proceed, we need to have a balanced chemical equation.
2C6H12(l) + 5O2(g) 2H2C6H8O4(l) + 2H2O(g)
(a) To find the theoretical yield, we simply do the conversion from the mass of cyclohexane into
the mass of adipic acid:
mass of adipic acid = mass of C6H12 ÷ MM of C6H12 x stoichiometric ratio of adipic acid to C6H12
x MM of adipic acid
mass of adipic acid = 50.0g C6H12 x (1mol C6H12 / 84.0g C6H12) x (2mol H2C6H8O4 / 2mol C6H12)
x (146.0g H2C6H8O4 / 1mol H2C6H8O4)
mass of adipic acid = 86.90 g H2C6H8O4 : theoretical yield
(b) In finding the percent yield of the reaction, we will just use the equation in finding it.
% Yield = (70.0g / 86.90g) x 100
% Yield = 80.55%
KINETIC MOLECULAR THEORY OF GASES AND GAS LAWS

Gas Pressure
Gases exert force on every surface that they come in contact with. We call this force as
pressure. Pressure (P) is defined as the force (F) acting on a given area (A). This is simplified in
the equation.
P=F/A
The SI unit for pressure is pascal (Pa) which is defined as one newton (N) per square
meter (m2). Hence, 1 Pa = 1 N/m2. Note that 1 N = 1 kg•m/s2.
Even though Pa is the SI unit of pressure, we will encounter a lot of problems that deal with
atmospheric pressure, defined as the pressure exerted by Earth's atmosphere and is dependent
25
on location, temperature, and weather conditions. A well-known instrument for measuring

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Learning Module in Entrepreneurship

Learning Module No. 3

Internet Access Requirement:

Internet is not necessary throughout the module.

In this module, I am expecting that you will be able to:

MR. SEAN EXIRE C. PALER ENTREPRENEURSHIP Page 1 of 8

 Breakthrough products- a newly invented product with completely new excellent

Figure 3.1 Product life cycle (source: https://marketing-insider.eu/characteristics-of-the-product-

MR. SEAN EXIRE C. PALER ENTREPRENEURSHIP Page 2 of 8

Raw Materials(per product)

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Location Drivers Discussion

Figure 3.2. Business vicinity map sample

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Price = Cost of Production + Mark-up

MR. SEAN EXIRE C. PALER ENTREPRENEURSHIP Page 5 of 8

 Detailed explanation for choosing the location

MR. SEAN EXIRE C. PALER ENTREPRENEURSHIP Page 6 of 8

6 Some parts are copied. Avoid doing this next time.

MR. SEAN EXIRE C. PALER ENTREPRENEURSHIP Page 7 of 8

MR. SEAN EXIRE C. PALER ENTREPRENEURSHIP Page 8 of 8

Instructional Video Requirement:

Internet Access Requirement:

In this module, I am expecting that you will be able to:

LESSON 3 – Reading and Synthesizing the Reviewed Literatures

How to Synthesize Written Information from Multiple Sources

Review of Related Literatures and Studies

• Still, I have questions and clarifications about

Cellphone number: ___________________________

Instructional Video Requirement:

Internet Access Requirement:

In this module, I am expecting that you will be able to:

LET US GET STARTED!

Why are students not Enthusiastic about group work?

Importance of Group Work

ARESTESS P. UNDAYAG CULMINATING ACTIVITY Page 2 of 6

How is it working with your family members?

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6 Some parts are copied. Avoid doing this next time.

ARESTESS P. UNDAYAG CULMINATING ACTIVITY Page 5 of 6

The Learning Commons at York University(2020). Retrrieved from

Algolquin College (2021). Retrieved from https://algonquincollege.libguides.com/studyskills/gw-

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Instructional Video Requirement:

Internet Access Requirement:

In this module, I am expecting that you will be able to:

Novabella A. Rodriguez Applied Economics 1|Page

Analyze the table below

Type of Product Homogenous Differentiated Differentiated Unique

Price Power None Large Small Complete

Female Instructor image Retrieved from: https://www.iconspng.com/images/female-instructor-3/female-

Subicwater logo retrieved from:

Internet Provider logos retrieved from:

Logo of Apple, Samsung, Huawei retrieved from:

Novabella A. Rodriguez Applied Economics 4|Page

PLEASE SUBMIT THE ANSWER SHEETS ONLY

Module No.: 3 Inclusive Dates: ________________

For your assessment, supply answers to the following activities:

Claim-Evidence-Reasoning: Identify the type of market structures the following images of

Scaffold #3 (30 points) Examination of your Entrepreneurship product

Characteristics Market Structure:

Discuss the competition in