Republic of the Philippines

Department of Education
REGION VII - CENTRAL VISAYAS

GRADE 8 SCIENCE, QUARTER 1

CONTENT CONTENT STANDARDS LEARNING COMPETENCY UNPACKED LEARNING SUGGESTED

OBJECTIVES WEEK
The learners …
Learners learn that:
Organ systems working Organ systems work using a labeled diagram, trace how Identify organs of the Week 1
together together for the growth and food travels through the digestive digestive system and its Day 1
survival of the tract and explain how different functions.
organism. digestive processes work, including
mechanical processing, secretion,
digestion, absorption, and elimination
Describe the movement of Week 1
food in the digestive tract Day 2
using a labeled diagram.

Explain the role of

mechanical processing in
breaking down food through
a labeled diagram.
Identify the major digestive Week 1
enzymes and their sources Day 3
in the body.

Explain how these enzymes

contribute to chemical
digestion and absorption of
nutrients.
 Discuss the role of large Week 1
intestines in the process of Day 4
elimination.

Infer how mechanical

processing, secretion,
digestion, absorption, and
elimination take place in the
digestive process.
use of models, flow charts, diagrams, Identify the organs involved Week 2
and simulations to explain how body in the digestion and Day 1
systems work together, such as excretion process using
digestion and excretion; models, diagrams, or charts.
Explain the digestion Week 2
process using models, Day 2
diagrams or charts.
Explain the excretion Week 2
process using models, Day 3
diagrams or charts.
Using models, charts, Week 2
diagrams or simulation, Day 4
elaborate how body systems
work together in the
digestive and excretory
process.
describe how plant organs (leaf, Identify the different organs Week 3
stem, roots) work together as the involved in the transport Day 1
transport system. system of plants.
Trace the flow of water and
nutrients in plants. Week 3
Day 2
Examine the role of leaves,
stems, and roots in Week 3
transporting water and Day 3
nutrients in plants
Describe how these organs
 (leaves, stems, and roots) Week 3
work together as a transport Day 4
system in plants.
Heredity Inherited traits passed from represent patterns of inheritance of a Define the following terms:
parents to offspring are simple dominant/recessive a. Genetics Week 4
governed by the rules on the characteristic through generations of b. Heredity Day 1
patterns of inheritance. a family; c. Genotype
d. Phenotype
e. Allele
f. Dominant Trait
g. Recessive Trait
h. Homozygous
i. Heterozygous

Using models, pictures or

diagrams, differentiate
phenotype and genotype,
homozygous and
heterozygous, and dominant
and recessive traits
Recognize homozygous
dominant, homozygous Week 4
recessive and heterozygous Day 2
genotypes using Punnett
squares.

predict simple ratios of offspring Construct Punnett squares

genotypes and phenotypes in crosses to predict genotypic and Week 4
involving dominant/recessive gene phenotypic ratios of Day 3
pairs. offsprings.

Explain how gene pair

crosses result to varying
genotypes and phenotypes
of offsprings.
 Predict genotype ratios in
offsprings from dominant or Week 4
recessive crosses. Day 4

Calculate the phenotypic

ratio from the Punnett
square.

Explain why dominants traits

are more likely to be
expressed than recessive
traits.
Interpret genotypic and
phenotypic ratios in Week 5
understanding how traits are Day 1
passed on.

Use real-world examples to

illustrate the patterns of
inheritance involving crosses
between dominant and
recessive traits.
Present a case study
showing the application of Week 5
genetic ratio predictions. Day 2
Taxonomic Classification of living things describe the importance of six Name the three-domain
Classification shows life’s diversity kingdom system and the three- system that constitutes the Week 5
domain system of classification of classification of living things Day 3
living things. and describe each.
Identify the six-kingdom
system and categorize them Week 5
according to their Day 4
characteristics

Explain how the six-kingdom

system relate to the three-
 domain system of
classification of living things.
explain why humans are classified Trace the taxonomic
under Class Mammalia and the Order hierarchy leading to human Week 6
Primates; classification under Class Day 1
Mammalia.
Identify the key
characteristics of mammals Week 6
and list some examples. Day 2
List the distinct
characteristics of organisms Week 6
belonging to Order Primates. Day 3

Explain why humans are

classified as primates.
Apply the classification of
humans as mammals and Week 6
primates to real-world Day 4
scenarios.
Photosynthesis, Photosynthesis and using flow charts and labeled Trace the role of plants and
respiration and cycles respiration are processes that diagrams, explain the role of plants animals in the carbon cycle Week 7
in nature show how living things obtain and animals in the cycles of nature, using flow charts and Day 1
energy and nutrients from such as the carbon, oxygen, and labeled diagrams.
the environment water cycles;
Recognize the importance of
carbon in photosynthesis.
Explain how plants and Week 7
animals contribute to the Day 2
flow of oxygen in nature
using flow charts and
labeled diagrams.

Explain the role of plants Week 7

and animals in the water Day 3
cycle process through
diagrams and flow charts.
 Create an integrated
diagram that shows the Week 7
interconnectedness of Day 4
carbon, oxygen, and water
cycles in an ecosystem.
using information from secondary Identify which part of the
sources to identify the different parts cell is involved in Week 8
of the cell where photosynthesis and photosynthesis and Day 1
respiration occur; respiration using information
from secondary sources.

Explain the role of

chloroplasts in Week 8
photosynthesis using Day 2
information from secondary
sources.
Use information from
secondary sources to Week 8
describe how cellular Day 3
respiration take place in
mitochondria.
Recognize the importance of
photosynthesis and Week 8
respiration in obtaining Day 4
energy and nutrients
needed by living things.

PERFORMANCE STANDARD:
By the end of the Quarter, learners demonstrate the use of models, flow charts, and diagrams to illustrate how body systems work
together for the growth and survival of an organism. They represent patterns of inheritance and predict simple ratios of offsprings. They
explain that the classification of living things shows the diversity and unity of living things. They describe the processes of respiration
and photosynthesis and plan and record a scientific investigation to verify the raw materials needed. They use flow charts and diagrams
to explain cycles in nature.
Suggested Performance Task:
Conduct a scientific investigation to verify the raw materials needed for photosynthesis.
 NAME OF CONTRIBUTORS POSITION SDO
1. SUSANA C. AMORA PRINCIPAL II LAPU-LAPU CITY
2. MARIA FE G. DECATORIA PRINCIPAL I LAPU-LAPU CITY
3. RICHARD ACOJIDO PRINCIPAL II TANJAY
4. MA TERESITA S. WAHING SCHOOL HEAD LAPU-LAPU CITY
5. JENNIFER S. MIRASOL EPS Science Lapu-Lapu City

Reviewed by:

BRYANT C. ACAR
EPS SCIENCE

GRADE 8 SCIENCE, QUARTER 2

 CONTENT CONTENT STANDARDS LEARNING COMPETENCY UNPACKED LEARNING OBJECTIVES SUGGESTED
WEEK
Learners learn that: The learners…

1. Use of timelines 1. The use of timeline 1. develop a timeline for the 1.a Identify key scientists and their Week 1
and charts and charts can historical background of contributions to the early atomic Day 1
2. The Atomic Model illustrate scientific the development of the theories
3. Subatomic knowledge of the current Atomic Model
particles structure of the atom that identifies tiny 1.b Compare the key features of Thomson,
4. Elements and has evolved over time. particles as atoms. Rutherford and Bohr’s atomic models
compounds 2. The current structure
5. The Periodic table of the atom includes 1.c. Explain how quantum mechanical model Day 2
subatomic particles, refined the understanding of atomic
their symbol, mass, structure
charge and location.
3. Elements and 1.d Construct a timeline highlighting key Day 3
compounds are atomic model developments from
identified as pure ancient times to the current model
substances. (Performance task)
4. The periodic table is a
useful tool to
determine the 2. draw the structure of an 2.a Describe the three fundamental sub- Day 4
chemical properties of atom in terms of the atomic particles
elements. nucleus and electron
shells; 2.b Explain how electrons are arranged in
shells

2.c Illustrate the placement of subatomic

particles in the atom

3. differentiate the 3.a Identify the symbols and the charge of Week 2
subatomic particles the fundamental subatomic particles. Day 1
protons, neutrons, and
electrons in terms of their 3.b Compare the relative masses of protons,
symbol, mass, charge, neutrons, and electrons.
 and location within an
atom; 3.c Explain the location of protons, Day 2
neutrons and electrons within an atom
and their roles in atomic stability.

4.a Define pure substances Week 2, Day 3

4. describe the properties of
4.b Explain that pure substances
pure substances as:
have fixed chemical compositions.
a. having fixed chemical
composition, examples of
4.c Describe the properties of pure
which are elements and
substances
compounds, and
4.d Distinguish between elements and Day 4
b. that all the atoms of
compounds as types of pure substance
an element have a
unique number of
4.e Explain how the number of protons
protons;
determines the identity of an element

5. discuss the significant 4.a Describe the attempts of Antoine Week 3

contributions of early Lavoisier’ and Johann Dobereiner to Day 1
scientists in the classify elements
development of the
periodic table; 4.b Discuss the Alexander de Chancourtois’s
helical arrangement and John Newlands’
law of octaves.

5.c Explain how Mendeleev’s table was built Day 2

upon the earlier work to predict
undiscovered elements

6. identify the names and Day 3-4

symbols of the first 20 or
 several common
elements of the periodic
table;

7. explain that the 7.a Describe how elements are arranged in Week 4
arrangement of elements periods and groups Day 1
in the periodic table as 7
periods and 18 groups is 7.b Explain how elements are in the same Day 2
based on their atomic group have the same chemical
structure and chemical properties
properties, such as
reactivity; 7.c Explain how elements in the same Day 3
period and group exhibit trends in DAY 4
i. atomic radius Week 5, Day 1
ii. ionization energy Day 2
iii. electron affinity and
iv. electronegativity

7.d Compare the reactivity of elements Day 3

within group or period

7.e Explain why elements in the same Day 4

group share similar reactivity and vary
in periods

8. Explain that the electron 8.a Identify the main energy levels and Week 6
structure of an atom subshell (s, p, d, f) and their capacity to Day 1
determines its position hold electrons.
on the periodic table
8.b. Write ground-state electron Day 2-3
configurations for elements using Aufbau
principle, Pauli’s exclusion principle and
Hund’s Rule
 8.e Explain how the periodic table’s structure Day 4
mimics the filling of electron subshell.

9. calculate the number of 9.a Determine the atomic number and atomic Week 7, Day 1
protons, neutrons, and mass of an atom
electrons in the atom of
several elements such as 9.b Calculate the number of protons, Day 2-3
aluminum. neutrons and electrons of elements

9.c Calculate number of subatomic particles Day 4

for isotopes.

10. explain that the 10.a Determine the valence electrons of an Week 8, Day 1
elements within the atom using the electron configuration
group in the periodic
table have the same 10.b Explain how periodic table groups Day 2
number of valence correlate with valence electrons.
electrons.
10.c Use the periodic table to determine the Day 3
number of valence electrons for
elements
in different groups
Day 4
10.d Explain how valence electron determines
an atom’s chemical behavior and
reactivity within groups

PERFORMANCE STANDARD:
By the end of the Quarter, learners demonstrate an understanding of the structure of the atom and how our understandings have changed over
time. They draw models of the atom and use tables to represent the properties of subatomic particles. They demonstrate their knowledge and
understanding of the periodic table by identifying the elements, their symbols, their valence electrons, and their positions within the groups and
periods. They design and/or create timelines or documentaries as interesting learning tool

Suggested Performance Task:

Design an illustrated timeline or create a documentary that describes and discusses the development of the models of atomic structure
contributed by Dalton, Thomson, Rutherford, and Bohr.

NAME OF CONTRIBUTORS POSITION SDO

1. RUFINO T. TUDLASAN, JR. EPS Science Mandaue City

2. LOUWELA P. GUERRERO Principal IV Mandaue City

3. EMILY A. BINGGAS Principal III Mandaue City

4. JEROS PHILIP A. FORTUNA TIC Tanjay City

Reviewed by:

BRYANT C. ACAR
EPS SCIENCE
GRADE 8 SCIENCE, QUARTER 3
 CONTENT CONTENT LEARNING COMPETENCY UNPACKED LEARNING SUGGESTED
STANDARDS OBEJECTIVES WEEK
The learners…
Learners learn that:

Distribution of the The distribution of 1. Identify what 1. Identify the proportion of Earth Week 1 – Day 1
continents continents and oceans proportion of the surface covered by water and land
on Earth is related to Earth’s surface is
the presence of the covered with water as
oceanic crust and opposed to land
continental crust

Crustal features and The distribution of 2. Gather information 1. Identify upper crustal layers of the Week 1-Day 2
interactions continents and oceans from secondary solid earth
on Earth is related to sources to name and
the presence of the describe the upper
oceanic crust and crustal layers of the 2. Describe compositional and Week 1- Day 3
continental crust solid earth structural features of the upper
crustal layer

3. Gather information from secondary Week 1- Day 4

sources to name and describe the
upper crustal layer

Crustal features and Volcanic terrain is built 2. Describe the different 1. Identify the main types of Week 2 – Day 1
interactions by the slow types of volcanoes volcanoes and their activity levels.
accumulation of erupted found around the
lava. world according to 2. Identify the various types of Week 2- Day 2
their: volcanic eruptions and their
a. activity characteristics.
b. type of eruption
 c. location in the Week 2- Day 3
crust; 3. Describe how the location of
volcanoes in the Earth's crust
influences their formation and
characteristics.
Week 2- Day 4
4. Describe advanced types of
volcanoes (supervolcanoes,
submarine volcanoes) and their
global distribution.

Crustal features and Volcanic terrain is built 3. Relate the shape of a 1. Recognize different types of Week 3- Day 1
interactions by the slow volcano’s cone to its volcanoes, including cinder cones,
accumulation of erupted composition composite volcanoes
lava. (stratovolcanoes), and tuff cones.

2. Explain how the composition of a Week 3- Day 2

volcano influences its shape.

Crustal features and The earth’s surface is 4. Relate the location 1. Describe the composition and Week 3- Day 3
interactions made of separate and and distribution of differences between oceanic and
movable plates. active volcanoes, continental crust
earthquake
epicenters, and major
mountain belts to the 2. Relate the distribution of active Week 3- Day 4
distribution of volcanoes to plate boundaries.
oceanic crust and
continental crust 3. Explain how earthquake epicenters Week 4 – Day 1
and major mountain belts are related &2
to plate boundaries.

Crustal features and The earth’s surface is 5. Identify how oceanic 1. Identify the composition and Week 4 – Day 3
interactions made of separate and crust and continental formation of oceanic and continental
movable plates. crust is associated crust
with the Earth’s
lithospheric plates 2. Describe how oceanic and Week 4 – Day 4
continental crust is associated with
the Earth’s lithospheric plates

Typhoons Bodies of water and 6. gather information 1. Identify key factors contributing to Week 5 Day 1
landforms affect from secondary the formation of typhoons by
typhoons. sources to explain: reviewing scientific articles, weather
a. how typhoons reports, and meteorological studies.
develop, and
b. why the Philippines is 2. Analyze the conditions necessary Week 5
prone to typhoons; for typhoon development, such as Day 2
ocean temperature, wind patterns,
and atmospheric pressure, using data
gathered.

3. Examine the geographical and

climatic factors that make the Week 5 Day 3
Philippines highly susceptible to
typhoons.

4. Interpret weather maps, historical Week 5 Day 4

data, and climate patterns to explain
the frequency and impact of
typhoons in the country.

Typhoons Bodies of water and 8. Use a map and a record of 1. Explain the concept of the Week 6 Day 1
landforms affect typhoons. tracking data to trace the Philippine Area of Responsibility (PAR)
path of typhoons that enter and its significance in monitoring
the Philippine Area of typhoons
 Responsibility (PAR);
2. Use a map and a record of tracking Week 6 Day 2
data to trace the path of typhoons
that enter the Philippine Area of
Responsibility (PAR);

1. Explain how bodies of water and Week 6 Day 3

Typhoons Bodies of water and 9. Discuss how bodies of landforms influence typhoon behavior
landforms affect typhoons. water and landforms affect
typhoons;
Week 6 Day 4
2. Discuss how bodies of water and
landforms affect typhoons;

Tides Bodies of water and 10.Gather information from 1. Identify the role of DOST in Week 7 Day 1
landforms affect typhoons. the Department of Science typhoon monitoring and response.
and Technology (DOST) and
other reliable websites to
identify how authorities
2. Describe the different types of Week 7 Day 2
support communities affected
by typhoons;
support provided by DOST and other
agencies to communities affected by
typhoons based on gathered
information.

Tides The interaction between 11.Relate the relative 1. Explain the concept of tidal forces Week 7 Day 3
the Sun, Earth, and movements of the Earth, caused by the gravitational attraction
Moon causes tides. Moon, and Sun with the of the Moon and Sun on Earth's
occurrence of tides oceans.

2. Discuss how the relative Week 7 Day 4

movements of the Earth, Moon, and
Sun cause tidal variations.
 Tides The interaction between 12. draw on information 1. Identify key concepts related to Week 8 Day 1
the Sun, Earth, and from secondary sources to tidal energy, including tidal
Moon causes tides. identify situations where difference, tidal range, and tidal
tidal difference could be power plants, based on information
exploited to generate from secondary sources.
renewable energy.
2. Examine how tidal differences Week 8
impact energy generation by Day 2
analyzing case studies of existing
tidal power projects.

3. Compare different locations with

significant tidal differences and Week 8
determine their potential for Day 3
renewable energy production.

4. Interpret maps, graphs, and

scientific reports to assess the Week 8
feasibility of tidal energy in various Day 4
coastal areas.

NAME OF CONTRIBUTORS POSITION SDO

1. Geraldo D. Laňa EPSvr Toledo City Division
2. Christy B. Alfeche Principal I Toledo City Division
3. Arjie T. Palumpa Principal II Negros Oriental Division
4. Cenie M. Dizon Principal I Negros Oriental Division

Reviewed by:
BRYANT C. ACAR
EPS SCIENCE

GRADE 8 SCIENCE, QUARTER 4

 CONTENT CONTENT STANDARDS LEARNING COMPETENCY UNPACKED LEARNING OBEJECTIVES SUGGESTED
WEEK
Learners learn that: The learners…

1. Acceleration 1.Forces cause objects to 1. identify that forces cause 1. Define force, acceleration, and velocity. Week 1
accelerate. objects to accelerate, and 2. Describe how forces cause acceleration Day 1
that acceleration of an object based on Newton’s Second Law of Motion
is its rate of change of through problem solving.
velocity; 3. identify that forces cause objects to Day 2
accelerate, and that acceleration of an object
is its rate of change of velocity

2. Observe and describe 1. Observe and describe examples of Week 1

examples of accelerating accelerating objects at school and in Day 3
objects at school and in the the community, focusing on linear
local community, including acceleration.
objects that show uniform
2. An object is circular motion; 2. Observe and describe examples of Day 4
accelerating if accelerating objects at school and in the
the magnitude and/or community, undergoing uniform circular
direction of its velocity motion.
changes.
3. Construct and annotate 1. Describe the purpose and components of Week 2
distance-time graphs and distance-time and velocity-time graphs. Day 1
velocity-time graphs to
represent uniform and non- 2. Construct distance-time graphs for Day 2
uniform acceleration; uniform and non-uniform motion based on
the simple experiment conducted.

3.Construct velocity-time graphs to represent

acceleration based on the simple experiment
2. Distance-time and conducted.
Velocity-time graphs Day 3

4.Analyze and interpret distance-time and

velocity-time graphs to describe motion
 patterns. Day 4

4. Describe kinetic energy as 1. Differential kinetic energy and potential Week 3

the movement of objects or energy Day 1
particles, and potential
energy as energy stored due 2. Describe kinetic energy as the movement
to position of objects or of objects or particles, and potential energy Day 2
particles as energy stored due to position of objects or
3. Kinetic energy is the particles
energy of movement, and
potential energy is stored 5. Identify examples of 1. Identify examples of everyday situation Week 3
energy. everyday situation that that demonstrate kinetic energy being Day 3
demonstrate: transformed to potential energy;
3. Kinetic and Potential a. kinetic energy being
energy transformed to potential 2. Identify examples of everyday situations Day 4
energy; that demonstrate potential energy being
b. potential energy being transformed to kinetic energy.
transformed to kinetic energy. .

6. Recognize that work is 1. Define work and explain its relationship Week 4
done when a force causes the with force and displacement. Day 1
displacement of an object. 2. Conduct simple experiment to observe
work being done. Day 1
4. As an object falls from a 3. Recognize that work is done when a force
height its energy is causes the displacement of an object
conserved because its Day 2
through solving numerical problems
potential energy is involving the work
transformed to kinetic
energy.

7. Recognize that power is the 1. Define power and relate it to work and Week 4
rate of doing work time. Day 3
2. Differentiate between work and power.
 3. Recognize that power is the rate of doing Day 3
work through solving numerical problems in Day 4
daily life situation

8. explain that the mechanical 1. define mechanical energy, kinetic energy, Week 5
energy of an object is the sum and potential energy. Day 1
of the kinetic energy and the 2. identify examples of objects possessing
potential energy available to mechanical energy in real-life scenarios. Day 1
do work. 3. describe how mechanical energy
transforms between kinetic and potential Day 2
forms.
4. Conduct simple experiments to show how
4. Work and energy Day 3
mechanical energy is conserved in a
chosen system (pendulum, roller coaster
model, bouncing ball, inclined plane, etc.)
5. explain that the mechanical energy of an
Day 4
object is the sum of the kinetic energy and
the potential energy available to do work.

9. describe the conservation Week 6

of energy in everyday 1. explain the law of conservation of Day 1
situations involving gravity, energy and its relevance to
such as when objects fall; gravitational systems.
5. The resources of the 2. differentiate between gravitational Day 2
Philippines provide many potential energy and kinetic energy
benefits to its people and using diagrams and examples
their activities.
3. determine gravitational potential Day 3
energy and kinetic energy in falling
objects in relation to their
transformations during motion
5. Renewable energy 4. describe how energy conservation Day 4
applies to systems involving gravity,
 focusing on the transformation
between gravitational potential energy
and kinetic energy in real-world
examples such as roller coasters or
swings.

10. gather information from WEEK 7

secondary sources to explain 1. gather information from newspaper Day 1-2
how potential energy stored in articles and/ or other printed materials
lakes and dams in the
to explain how potential energy stored
Philippines is used to produce
kinetic energy to generate in lakes and dams in the Philippines is
electricity for use in homes, used to produce kinetic energy to
communities, and industry; generate electricity for use in homes,
communities, and industry;
2. gather information from books and/or
encyclopedias to explain how potential
Day 3
energy stored in lakes and dams in the
Philippines is used to produce kinetic
energy to generate electricity for use
in homes, communities, and industry;
3. gather information from research
websites and/ or journal articles to
explain how potential energy stored in Day 4
lakes and dams in the Philippines is
used to produce kinetic energy to
generate electricity for use in homes,
communities, and industry;

11. carry out guided Week 8

investigations to describe and 1. State and verify the law of reflection Day 1
 illustrate the reflection of light
using plane and curved 2. Describe the characteristics of images
2. Properties of light mirrors and the refraction of formed by a plane, concave and Day 1
light using transparent blocks,
convex mirrors
lenses, and prisms with
examples from everyday 3. Illustrate the reflection of light to Day 2
applications. locate and describe the image formed
by objects

4. Describe Snell’s Law (Law of Day3

Refraction)

5. Describe the characteristics of images Day3

formed by concave and convex lenses,
blocks and prisms

6. Conduct simple experiments to carry Day 4

out guided investigations to describe
and illustrate the reflection of light
using plane and curved mirrors and
the refraction of light using
transparent blocks, lenses, and prisms
with examples from everyday
applications.

PERFORMANCE STANDARD:

By the end of the Quarter, learners demonstrate understanding of the technical meaning of acceleration and apply their understanding to
everyday situations involving motion. They represent and interpret acceleration in distance-time and velocity-time graphs to make predictions
about the movement of objects. Learners link motion to kinetic energy and potential energy and explain transformations between them using
everyday examples. Learners relate understanding of kinetic energy and potential energy to an appreciation of the hydro-electric resources of the
Philippines for the generation of electricity for use in homes, communities, and industries. They use scientific investigations to explore the
properties of light and apply their learning to solving problems in everyday situations
Suggested Performance Task:
Make a working model of a party light that uses batteries as the power source. Describe the scientific ideas that you have utilized to change the
properties of light

NAME OF CONTRIBUTORS POSITION SDO

1. LUZ T. OMOC-OC PRINCIPAL-1 SIQUIJOR

2. FLORENCE EVE C. SALIOT PRINCIPAL-1 SIQUIJOR
3. DEMETRIO V. CATID JR. PRINCIPAL-1 SIQUIJOR
4. JEAN L. CLARIÑO PRINCIPAL I TOLEDO CITY

Reviewed by:

BRYANT C. ACAR
EPS SCIENCE