SCIENCE 10 Curriculum Guide (August 2016)

SCIENCE 10 Curriculum Guide (August 2016)

1st Quarter - Earth & Space (Earth Science)
2nd Quarter - Force, Motion & Energy (Physics)
3rd Quarter - Living Things and Their Environment (Biology)
4th Quarter - Matter (Chemistry)

SCIENCE 10 Curriculum Guide - DOWNLOAD HERE

Reference:
K to 12 Science Curriculum Guide (August 2016)

SCIENCE 9 Curriculum Guide (August 2016)

SCIENCE 9 Curriculum Guide (August 2016)

1st Quarter - Living Things and their Environment (Biology)
2nd Quarter - Matter (Chemistry)
3rd Quarter - Earth & Space (Earth Science)
4th Quarter - Force, Motion & Energy (Physics)

SCIENCE 9 Curriculum Guide - DOWNLOAD HERE

Reference:
K to 12 Science Curriculum Guide (August 2016)

How to Prepare the DLL

(As stated on DepEd Order no. 42, s.2015 Enclosure pp. 11-12 of 16)

Edited: June 10, 2017 (inclusion of Specific (Daily) Objectives after I.C. Learning Competencies/Objectives (L.C. Code)

DLL Template page 1/2

Objectives:

This part of the DLL includes objectives related to content knowledge and competencies. According to Airasian (1994), lesson objectives describe the “kinds of content knowledge and processes teachers hope their students will learn from instruction (p.48).” The lesson objectives describe the behavior or performance teachers want learners to exhibit in order to consider them competent. The objectives state what the teacher intends to teach and serve as a guide for instruction and assessment. The content standards refer to the learning area-based facts, concepts, and procedures that students need to learn, while the competencies pertain to the knowledge, skills, and attitudes that students need to demonstrate in a lesson. The competency codes are also logged in this part of the DLL.

Content:

The topic or subject matter pertains to the particular content that the lesson focuses on.

Learning Resources:

This part of the DLL asks teachers to log the references and other learning resources that the teacher will use for the lesson. The references include the particular pages of the TG, LM, textbook, and the additional materials from the LRMDS portal. The other learning resources refer to materials such as those that are teacher-made, authentic, and others not included in the references. This part of the DLL can also include the supplies, equipment, tools and other non-print materials needed for activities before, during, and after the lesson.

Procedures:

This part of the DLL contains ten (10) parts including:

a) reviewing previous lesson/s or presenting the new lesson. This part connects the lesson with learners’ prior knowledge. It explicitly teaches the learners how the new lesson connects to previous lessons. It also reviews and presents new lessons in a systematic manner; 

b) establishing a purpose for the lesson will motivate the learner to learn the new lesson. It encourages them to ask questions about the new topic and helps establish a reason for learning the new lesson;

c) presenting examples/instances of the new shows instances of the content and competencies. This is also where the concepts are clarified;

d) discussing new concepts leads to the first formative assessment. Teachers shall prepare good questions for this part. The teacher will listen to the answers of learners to gauge if they understood the lesson. If not, then they re-teach. If the learners have understood the lesson, the teacher shall proceed to deepening the lesson;

DLL Template p2/2

e) continuation of the discussion of new concepts leading to the second formative assessment that deepens the lesson and shows learners new ways of applying learning. The teacher can use pair, group, and team work to help learners discuss the lesson among themselves. The learners can present their work to the class and this serves as the teacher’s way of assessing if the concepts are solidifying and if their skills are developing;

f) developing mastery, which leads to the third formative assessment, can be done through more individual work activities such as writing, creative ways of representing learning, dramatizing, etc. The teacher shall ask learners to demonstrate their learning through assessable activities such as quizzes, worksheets, seat work, and games. When the students demonstrate learning, then proceed to the next step. The teacher can add activities as needed until formative assessment shows that the learners are confident in their knowledge and competencies;

g) finding practical applications of concepts and skills in daily living which can develop appreciation and valuing for students’ learning by bridging the lesson to daily living. This will also establish relevance in the lesson;

h) making generalizations and abstractions about the lesson will conclude the lesson by asking learners good questions that will help them crystallize their learning so they can declare knowledge and demonstrate their skills;

 i) evaluating learning is a way of assessing the learners and whether the learning objectives have been met. Evaluation should tap into the three types of objectives; and

 j) additional activities for application or remediation will be based on the formative assessments and will provide children with enrichment or remedial activities. The teacher should provide extra time for additional teaching activities to those learners demonstrating that they have difficulties with the lesson.

Flexibility is allowed in the delivery of the DLL procedures. Teachers do not need to go through all ten (10) parts in every lesson. Teachers need to ensure that the procedures of the lesson lead to the achievement of the stated objectives. The formative assessment methods to be used by the teacher should determine if the objectives of the lesson are being met. These ten parts should be done across the week.

Remarks:

This is a part of the DLL in which teachers shall indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day in cases of class suspension, etc.

Reflection:

This part of the DLL requires teachers to reflect on and assess their effectiveness. In this part of the DLL, the teacher should make notes on the number of learners who earned 80% in the evaluation, the number of learners who require additional activities for remediation and those who continue to require remediation, the effectiveness of the remedial lesson, the teaching strategies or methods that worked well and why, and the difficulties teachers encountered that their principal or supervisor can help solve.

Reference:
Enclosure of DepEd Order No. 42, s.2015. Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program, pp 11-12 of 16.

DOWNLOAD A PRINTABLE TEMPLATE HERE (pdf)

DOWNLOAD A SOFT COPY TEMPLATE HERE (word file)

Quipper School Student's Guide

A. For first time users, visit learn.quipper.com/signup

Fill in the required information like First name, Last name, Email, Username and Password.

Note: Memorize your Username and Password. You will be using these info whenever you want to access the site.

Click "Create account"

 Enter the Class Code that was given to you by your teacher. This will direct you to your class group.

The click "join a new class"

 You will be directed to your class group. Check if you have an Assignment. 

Click the link.

Click the Play Button and you will be directed to the Assigned Lesson. In this screenshot, the lesson is about "Parts of a Simple Circuit"

 After the lesson, you may now take a short Quiz.

  For correct answer, you will see a check mark.

  For wrong answer, there will be an explanation provided.

  After answering the last question, Click "Finish quiz"

Your score will appear on the screen, as well as whether you got it right or wrong per item. You may either click, "Try again" to repeat the quiz until you have mastered all the questions or "Back to classroom" to go back to the lesson.

B. For those who already have an account at quipper, visit learn.quipper.com

Enter your Username or email and Password.

Then click, "Log in"

 Enter the Class Code that was given to you by your teacher.

Then click, "join new class".

You will be directed to your Class Group.

Source:
Quipper School (learn.quipper.com)

National Achievement Test (NAT) Result

NAT-Science IV (2014) Result - Parañaque Division

NAT-Scie IV 2014 Result (Paranaque Division)

Although it is a 'Herculean Task' for us to reach a very satisfactory MPS in NAT-Science IV due to a very large population of students, this year we've made it to the 3rd out of 9 Public Secondary Schools in Parañaque Division.

1st     ParScie               91.01
2nd   SVNHS              60.77
3rd    PNHS-Main       53.51

ParScie made it to the top with a very high MPS reflecting the mastery level of their students. Although we've made it to the 3rd, still our MPS is below mastery level. The good thing is, based on the 3-year Comparative Result in NAT-Science IV in our Division, this year we've made a great increment from our previous NAT.

3-Year NAT-Science IV Result

S.Y. 2011-2012       38.86
S.Y. 2012-2013       44.64
S.Y. 2013-2014       53.51

To all the hardworking men and women of PNHS-Main Science Department - Congratulations to all of us!!!

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What is NAT?

Taking National Test

The Department of Education (RP) through its National Education Testing and Research Center (NETRC)
conducts an Annual National Test for selected grade levels. This is called the National Achievement Test or NAT.

Since S.Y. 2011-2012, NAT was administered to Grades 3 & 6 of Elementary Level and 4th year for Secondary Level.


Coverage of NAT

Elementary: Filipino, Mathematics, English, Science, HEKASI & Composition Writing
High School: Filipino, Mathematics, English, Science, Araling Panlipunan & Critical Thinking

___________________________________________________________
Results of NAT can be accessed from DedEd-NETRC Website. This site and information it contains are restricted. Access is granted ONLY to authorized users for authorized purposes. You may not disclose this information without prior authorization. Discuss any requests for disclosure of this information with DepEd-NETRC Head Office.

Source:
DepEd-NETRC Website. 
Dasmariñas Union of Private Schools Facebook Page. facebook.com/juliet.dalisay/posts/185145048201491

Image Source:
Image used above with caption "Taking the National Test". citizenship-aei.org thru gomon.com

What is Open High School Program (OHSP)?

With the tagline, "Reaching the Unschooled Wherever and Whenever," Open High-School is one of the newest program of the Education Department to reach out most of our out-of-school youths.

This School Year I'm one of the fortunate teachers who were assigned to Open High School Program (OHSP). This is another teaching load aside from our regular classes. Based on the orientation for teachers, this year marks the 4th year of implementation of the said program in our school.

So what is OHSP?

Open High School Program or OHSP is an alternative mode of formal secondary education program run by the Bureau of Secondary Education (BSE) of the Department of Education (DepED) of the Republic of the Philippines. This program provides an opportunity for elementary school graduates, high school drop-outs and successful examinees of the Philippine Education Placement Test (PEPT) to complete secondary education in a purely distance learning mode. The program provides printed self-learning modules for students to use for their lessons and classroom activities.


Qualifications for students who wishes to avail of OHSP:
•     Filipino citizen
•     Independent learner
•     Have completed the pre-requisite grade or year level
•     Must pass the Independence Learning Readiness Test (ILRT) and the Informal Reading Inventory (IRI)

OHSP is available anytime. It is not dependent on the calendar of the regular school year. Student may start at their own time and at their own pacing, provided they complete their entire high education within a maximum period of six (6) years.

OHSP is intended for students who would otherwise be unable to pursue formal secondary education due the rigid requirement of regular class schedules. It is an alternative to attending regular classes but is not designed to be beneficial to all students. Most students may still learn best by attending the regular formal secondary education.


Source:
Bureau of Secondary of Education Website. http://www.bse.ph/index.php/ohsp.html

Puna sa Report Card (F138)

Kapakipakinabang na mga Puna na Maaaring Ilapat sa Kard ng mga Mag-aaral sa Mataas na Paaralan

A. Magandang Simula
• Maganda ang ipinakitang simula. Ipagpatuloy ito.
• May kakayahang lalo pang mapataas ang mga marka.
• Malaki ang pagkakataong mapaunlad at mapataas pa ang mga marka.
• May kakayahan sa paggawa. Ginagampanan ang mga tungkuling nakaatang sa kanya.
• Kinakitaan ng sigla sa mga gawain
• Nagpakita ng mahusay at kasiya-siyang panimula. Ipagpatuloy ito.
• Kinakitaan ng pagsisikap sa pag-aaral.
• May natatagong talino. Gamitin ito ng husto.
• Panatilihin ang magandang gawi sa pag-aaral.
• Ipagpatuloy ang mabuting pag-aaral at panatilihin ang magandang pag-uugali.
• Laging nagpupunyaging paunlarin ang kakayahan. Panatilihin ito.
• Nagpakita ng kasipagan sa kanyang pag-aaral. Ipagpatuloy ito.

B. Pag-aaral/Akademiks
• Napapanatili ang kasipagan sa pag-aaral.
• Nagpamalas ng kawilihan sa pag-aaral.
• May tiyaga sa mga gawain. / Kinakitaan ng tiyaga sa mga gawain.
• May mabuting gawi sa pag-aaral.
• Madaling makasunod at masidhi ang hangaring matuto.
• Kanais-nais ang magandang gawi sa pag-aaral.
• Kalugod-lugod ang ugali at gawi sa pag-aaral.
• May angking kakayahan at laging pinagbubuti ang mga gawain.
• Nagsisikap mapabuti ang pag-aaral/ maunawaan ang mga aralin
• May kusang palo sa pag-aaral.
• May tiwala sa sariling kakayanan.
• Aktibo sa klase.
• Nagpapakita ng interes at kasiglahan sa mga gawaing pang-akademiko.
• Madaling makaunawa/makasunod sa mga aralin.
• Madaling nakakasunod sa mga panuto.
• May wastong saloobin sa kanyang pag-aaral. Aktibo sa klase.
• Madaling matuto sa mga aralin
• Madaling makaunawa ng mga aralin at laging handa sa mga gawaing pansilid-aralan.
• May wastong pamamaraan sa pag-aaral.
• May pagsisikap at kasiglahan sa pag-aaral.
• Masigasig sa pag-aaral.
• Kinakitaan ng pagpupunyaging paunlarin ang sariling kakayahan.
• Masiglang nakikibahagi at nakikilahok sa pagtatalakayan sa klase.

C. Pag-uugali
• Matulungin at matapat sa kanyang mga kaklase.
• May kusang palo sa mga gawaing pansilid aralan.
• Mahusay makisama sa mga guro pati na sa kanynag mga kamag-aral.
• Hindi kinakailangang palaging utusan. May sariling kusa.
• Marunong makibagay sa nakakarami / makisama sa mga kapwa kamag-aral.
• Marunong makibahagi sa kapwa bata sa loob at labas ng paaralan.
• Mapagkakatiwalaan sa mga gawain.
• Magalang at masunurin sa mga guro.
• Masipag gumawa ng mga itinakdang gawain.
• May kooperasyon sa mga kaklase.
• Nagpapakita ng pakikiisa sa mga kamag-aral sa pagsasagawa ng mga gawaing pangklase.
• Marunong magpahalaga sa oras.
• Malinis sa katawan at gamit.
• Laging maayos at handa sa klase.
• Pumapasok sa klase ng laging handa.
• Kinakitaan ng liksi sa mga gawain.
• Pamalagiin ang mabuting pag-uugali.
• Masiglang nakikilahok sa mga pangkatang gawain.
• Matulungin at matapat sa kanyang kamag-aral.
• Magalang at malumanay magusap.
• Responsable at mapagkakatiwalaang mag-aaral.
• Responsable at mahusay na lider.
• Kinakitaan ng angking kakayahan sa pamumuno.
• Tinatanggap ang mga responsibilidad ng taos sa puso at gumagawa ng maayos.
• Tahimik at palaging nakikinig.
• Nagpapakita ng tibay ng loob at paninindigang matuto sa bawat aralin.
• May masayahing kalooban.
• Nagpakitang ang kahirapan ay hindi hadlang sa may talino at gustong malinang para sa magandang kinabukasan.
• Ipinapakita sa salita at gawa ang pagkatuto.

D.  Extra-Curricular Activities
• Matalino at maaasahan sa mga gawaing pampaaralan.
• Nagpapakita ng kawilihan sa mga gawaing iniatang sa kanya.
• Sumusunod sa mga alituntunin ng paaralan.
• Maayos sa kilos at pananamit.
• Masigasig sa paggawa at pagtulong sa mga gawain sa silid-aralan at paaralan.
• Isinasagawa ang mga gawaing iniatang sa kanya sa abot ng makakaya.

E. Positive + Negative = Neutral
• Malaki ang pagkakataong mapaunlad pa ang pagkatuto kung ____________.
• Matataas ang mga marka subalit nangangailangan ng ibayong pagsisikap sa __________.


References:
Compiled from different sources - Courtesy of Teachers from Paranaque National HS – Main

DOWNLOAD PRINTABLE COPY HERE

Transmutation Table: Is it really essential?

by: J. Policarpio

What is a Transmutation Table?

According to my Professor in a Computer Class during my College Days in one prominent university in Manila where I cross-enrolled that particular subject, '...there is no such thing as Transmutation Table, even if you search the internet...'. He said this to our class more  or less a decade ago. He is a foreigner.

So, what is a Transmutation Table? Here is one example of a transmutation table that I've downloaded from the internet, (it's already in the internet!)

Transmutation Table
Source: http://synoptics1.blogspot.com/2010/09/midterm-exam-grades.html

In Philippine Education,
Transmutation Table is an essential tool for Assessment of Student's Performance wherein a particular score (called the Raw Score) of a certain student in his/her output is assigned to a Percentage Grade.

Transmuted Grade is a percentage equivalent grade assigned to a raw score which is based on a certain baseline grade corresponding to a zero raw score.

Say for example, for a 50-item test, if a student  got a perfect score of 50, then his/her grade is 100. If he got 25 out of 50, then his/her grade is 80 and if he got 0 out of 50, he/she still have a grade of 70. (Refer to the table above). For this case, this grading system is said to be, base 70, since the lowest grade assigned to zero raw score is 70.

Transmuted vs Percentage Grade: Compared

Is it the same with Percentage Grade?

Percentage Grade is a percentage equivalent grade of a certain raw score based on its total number of items.

Generally, or should I say the common way of doing this is by converting a raw score to a percentage score which can be done by simple mathematics. I think, this is the right way of doing it. So for the same 50-item test, a perfect raw score of 50 has an equivalent percentage grade of 100. But if a student got 25 out of 50, then his/her percentage grade should be 50 and it follows that if he/she got zero raw score then his/her percentage grade is also zero!

Why Use a Transmutation Table?

The passing grade is the culprit. We have a mindset that a student should have a percentage grade of 75% for him/her to pass the given output and consequently the course after the term or the School Year. If you will use the percentage grade, mostly of your students will be getting a grade below the passing mark, which is 75%. To avoid doing adjustments at the end of the term or the school year, a Transmutation Table saves the day!

Can we avoid using a Transmutation Table?

I think, yes. And that is for fairness sake. We should be impartial in giving grades and it should be supported by mathematics. While transmutation table follows certain formulas, but it is based on a certain baseline grade which I think not a good practice. If a student got a Raw Score of zero, why give him/her a percentage grade of 70? Is it more logical that his/her grade is also zero?

With Curricular Reform in Philippine Education as we embrace the K-12 Curriculum, Transmutation Table of Grades is becoming obsolete. The new curriculum prescribed base 0 grading system as well as the use of authentic assessment and the use of rubrics. (DepEd Order No 73, s2012. Enclosure 4)

Reflections

Let's try to reflect why a certain student got a failing mark in a certain output.

First, the main reason of course is he/she didn't understands the lesson. He didn't study for his/her exam.

Second, the probability that he/she didn't listen to your discussion or maybe he/she was absent during that day of discussion.

And third which I think the most important consideration is the exam itself. Is your exam valid (or undergone the process of validation)? Have you consider the level of difficulty in preparing your exam? Is it parallel to your discussion or you've just recycled it from your past test papers? Have you allotted the prescribed percentage of items per level of difficulty?




References:
Sample Image of a Transmutation Table.  https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirq77c6dOvju88FxsAbpa5DSYaYxZAsc8hmOhi4J-G1hULQfLNsLIXSM9L36NQ4R6F7riQJanTwx_Tsxy8_gtc-x6hjiNxp5jEUfvO2KaeaR7lWKEMS2TlE561wXTab2GVyfjqnSG25hY/s1600/transmutation+synoptics+1.jpg 
Midterm Exam Grade. http://synoptics1.blogspot.com/2010/09/midterm-exam-grades.html
DepEd Order No. 73, s2012 Enclosure No 4, pp 15-19. http://www.gov.ph/downloads/2012/09sep/20120905-DepEd-DO-0073-BSA.pdf

SAMPLE Strategic Intervention Material (SIM) in Physics

Here are some LINKS to my post about Strategic Intervention Materials:

SIM 101: The Basic of Developing Strategic Intervention Materials for Classroom Use [Discussion about the basic details of SIM]

SIM 101: Guide in Reviewing Intervention Materials [Discussion about the CRITERIA for developing SIM]

Strategic Intervention Materials (SIM): A Closer Look [Some important pointers to remember for SIMs intended for competition]

Teachers' Return of Investment

Our Return of Investment
by: Sabsy Ongkiko


The mediocre teacher tells. 
The good teacher explains. 
The superior teacher demonstrates. 
The great teacher inspires.
William Arthur Ward


-------------------------------------------------
Video Source:
Our Return on Investment: Sabsy Ongkiko at TEDxADMU http://www.youtube.com/watch?v=FgOi4ZR57fA

Teacher's Phobia?

Image Source: iamzennia.files.wordpress.com/2011/03/p1171397.jpg

Observation Teaching - ito ang phobia ng mga teacher.

Sinong teacher ba ang gustong laging may nag-o-observe sa kanyang classroom? 

Sa maniwala kayo't sa hindi, kahit matatagal ng titser, kinakabahan pa rin pag may napapabalitang observation teaching. Noong bago pa kasi ako sa pagtuturo, iniisip ko na pag tumagal na ako sa pagtuturo, hindi na ako kakabahan pag may observation teaching. Mali pala. Ang tawag ata dito ng mga Psychologist at 'stage fright.'

Kung hindi ko pa alam, may isang pag-aaral na nagsasabing ang observation teaching ay walang nagagawa sa achievement ng mga bata. Well, I have nothing against observation teaching - pero minsan against talaga ako ha ha ha ha ha. In one way or another, gauge din ito ng mga administrator natin para malaman kung ano ang gusto nilang malaman na hanggang ngayon hindi pa rin nila nalalaman.

Kung tutuusin may mga advantages at disadvantages talaga ito, sa part ng mga administrator at lalo na sa part ng teacher at mga bata. Gusto ko muna maging light ang blog ko ngayon, kaya nangalap ako ng mga kwentong atin - kwentong makatotohanan na may kinalaman sa observation teaching...

******* ******* *******

Isang disadvantage kapag ang observer mo terror... Na sasabunin ka ng walang banlawan kapag palpak ang na-observe nya.

May nabalitaan akong ganito dati. Nag time-in na siya. Ang aga-aga nya pa pumasok. Nung mabalitaan nyang io-observe siya, nag time-out ulit. Masama daw pakiramdam.

******* ******* *******

Eto sa isang Physics Class. Ang observer ay hindi Physics Major.

Usually ang observer, sa likod naman umuupo. So si Physics teacher ay todo discuss sa harap. Nung nagpa-activity na siya na related sa itinuro nya may isang bata na naguguluhan sa activity kaya tumayo at nagtanong sa observer.

Eh hindi rin ata naintindihan ng observer ang lesson kaya ang sabi niya sa bata; 'Dun ka magtanong sa harap, hindi ako ang teacher mo.'

******* ******* *******
Eto naman sa Principal's Office, isang post-con after ng observation teaching.

Principal: (Sermon) ...wala akong naintindihan sa lesson mo... Hindi ka marunong magturo.

Teacher: Ma'am naintindihan po ng mga estudyante ko ang lesson na inobserve mo kanina. Sa katunayan halos lahat sila perfect sa test.

******* ******* *******
Eto naman isang alamat lang na gawa-gawa ng mga kinakabahang ma-observe. Don't do this at school.

Si teacher kinuntsaba daw ang mga bagets... kaya during the observation may isang bata na nagtaas ng kamay. 

'Sir!'

'Yes, ano yun hijo?'

'Kanina po kasi may nakita kaming parang granada na hinagis dito sa loob ng school... hindi po namin alam kung gagana pa o hindi na.'

'Ha! San nyu nakita? Bakit hindi nyu sinabi agad sa akin? San nyu nilagay?'

'Dun ko po nilagay sa ilalim ng upuan ni ma'am na nag-oobserve!'

******* ******* *******

Personally, naniniwala akong minsan kailangan din ng observation at demonstration teaching. Part siguro ito ng administration ng school para mamonitor ang gusto nilang makita. So far in my experience, wala pa naman akong negative na nai-encounter about dito. Nagpapasalamat pa nga ako dun sa mga observer namen na kahit sa tingin mo palpak ang ginawa mo, may nakikita pa rin silang positive. Nakaka-boost sila ng confidence. 

Gusto ko rin ang demonstration teaching kasi part ito ng sharing ng mga bagong paraan ng pagtuturo at exchange of ideas from different teachers teaching different levels of students. 

May advantages meron ding disadvantages, hindi ba mas maganda if we meet halfway?


Image Source: 
iamzennia.files.wordpress.com/2011/03/p1171397.jpg 

The Mind Museum: Quick Tour

As part of our course requirement last semester in ScieEd502, we have to discuss Field Trip as a teaching strategy and of course we have to experience it! After a lot of considerations (schedule, proximity, budget, and of course learnings), our class decided to have our Field Trip at The Mind Museum of Taguig City. 

It was scheduled one Saturday, but since I have another subject to attend to and I badly needed to be present that day, I had my own field trip earlier than the scheduled class' field trip. This will be my first time visiting this Science Museum, and fortunately, I'm just by myself... 

Here are some of the photographs of the exhibits that really captured my interest. For complete list of exhibits, refer to my references below.

The Mind Museum

The Mind Museum

The Mind Musem

Robot outside the Entrance

The First Automobile on Philippine Roads

Robot named Aedi (it's IDEA, spelled reverse)

Staan, the T. rex

Air

Earth

Neptune

The Atom

Electric Table

Newton's Cradle

Periodic Table

The Human Brain

Bernoulli's Principle

Evolution?

Earthquake Simulator

Ticket

Visits to The Mind Museum are designed in 3-HOUR TIME SLOTS, WITH ONLY A CERTAIN NUMBER OF VISITORS ALLOWED PER TIME SLOT.

Operating Hours: Tuesdays - Sundays (closed on Mondays)
TIME SLOTS ARE:
9:00 a.m. to 12:00 p.m.
12:00 p.m. to 3:00 p.m.
3:00 p.m. to 6:00 p.m.
6:00 p.m. to 9:00 p.m.(Saturdays only)*
*There are no Mind Movers at this time slot.



References:
The Mind Museum Website - themindmuseum.org
List of Complete Exhibits - ourawesomeplanet.com/awesome/2012/03/mind-museum-at-taguig-guide.html