General Physics
GenPhy
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Physics 1 and 2
General Physics 1:Units and Measurement Vectors
Kinematics
Newton’s Laws
Work and Energy
Center of Mass, Momentum, Impulse and Collisions
Rotational Equilibrium and Rotational DynamicsGravity
Periodic Motion
Mechanical Waves and Sounds
Fluid Mechanics
Temperature and Heat
Ideal Gases and Laws of Thermodynamics
General Physics 2:
Electricity and Magnetism
Optics
Modern Physics Concepts
Most Essential Learning Competencies (MELC) in Senior High School (STEM) Gene...EngineerPH EducatorPH
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
This daily lesson log outlines a science teacher's weekly lesson plans, which focus on microscopy and biological organization. Over the course of several weeks, the teacher aims to teach students about the parts and functions of microscopes, proper microscope usage, different levels of biological organization, distinguishing between plant and animal cells, and microorganisms. The log details the objectives, content, resources, procedures, activities, assessments, and reflections for each lesson.
The document discusses the formation and evolution of stars, noting that stars form from the gravitational collapse of clouds of dust and gas in space. It explains that stars initially fuse hydrogen into helium through nuclear fusion, then heavier elements are formed through fusion as the star ages and grows hotter. The document also outlines the different stages of a star's life from main sequence to red giant to supernova.
The document provides an overview of a physical science class. It discusses what physical science is, which includes the study of physics, chemistry, astronomy and related subjects. It notes that students have previously learned tools, rules and techniques for finding order in physical surroundings, often through patterns and relationships expressed as equations. It introduces the topic of motion, which has captured human attention for thousands of years, and discusses how ancient and classical Greek ideas about motion evolved until modern understandings developed through Galileo and Newton.
This document provides an overview and instructions for using a Teaching Guide for Senior High School Physics. It was developed collaboratively by educators to provide teachers with lesson plans, activities, and assessments to help students develop key competencies. The guide is organized into sections that provide introductions, engage students through hands-on activities, deliver instruction through demonstrations and examples, provide practice problems for students to work through, additional enrichment materials, and evaluations. It is designed to be highly usable for teachers and aligns with DepEd's SHS curriculum and competencies.
This document provides an overview of a Teaching Guide for a General Physics 1 course for senior high school. It outlines the course content standards and performance standards, which are mapped to specific learning competencies. The course covers units, measurement, vectors, one-dimensional kinematics including uniformly accelerated motion, and two-dimensional and three-dimensional motion. The Teaching Guide is designed to be highly usable for teachers, providing classroom activities and notes to help develop students' understanding, mastery, and ownership of the content.
The document summarizes the key aspects of the K-12 education system overhaul in the Philippines including the introduction of a new senior high school program. It outlines the new senior high school tracks, subjects, facilities, schedules, teachers, grading system and components. The grading system introduces ratings of Did Not Meet Expectations to Outstanding based on performance and uses weighted averages of written work, performance tasks and final exams to determine overall grades.
Lesson 2 We Are All Made of Star Stuff (Formation of the Heavy Elements)Simple ABbieC
1) The formation of heavier elements occurs through nuclear fusion reactions during stellar evolution and supernova explosions.
2) Elements up to iron are formed through fusion in stars, while elements heavier than iron are formed through fusion and neutron capture processes during supernovae.
3) Key nuclear fusion reactions in stars include the proton-proton chain, triple alpha process, CNO cycle, and alpha ladder, which fuse hydrogen and helium into heavier elements up to iron.
Most Essential Learning Competencies (MELC) in Senior High School (STEM) Gene...EngineerPH EducatorPH
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
This daily lesson log outlines a science teacher's weekly lesson plans, which focus on microscopy and biological organization. Over the course of several weeks, the teacher aims to teach students about the parts and functions of microscopes, proper microscope usage, different levels of biological organization, distinguishing between plant and animal cells, and microorganisms. The log details the objectives, content, resources, procedures, activities, assessments, and reflections for each lesson.
The document discusses the formation and evolution of stars, noting that stars form from the gravitational collapse of clouds of dust and gas in space. It explains that stars initially fuse hydrogen into helium through nuclear fusion, then heavier elements are formed through fusion as the star ages and grows hotter. The document also outlines the different stages of a star's life from main sequence to red giant to supernova.
The document provides an overview of a physical science class. It discusses what physical science is, which includes the study of physics, chemistry, astronomy and related subjects. It notes that students have previously learned tools, rules and techniques for finding order in physical surroundings, often through patterns and relationships expressed as equations. It introduces the topic of motion, which has captured human attention for thousands of years, and discusses how ancient and classical Greek ideas about motion evolved until modern understandings developed through Galileo and Newton.
This document provides an overview and instructions for using a Teaching Guide for Senior High School Physics. It was developed collaboratively by educators to provide teachers with lesson plans, activities, and assessments to help students develop key competencies. The guide is organized into sections that provide introductions, engage students through hands-on activities, deliver instruction through demonstrations and examples, provide practice problems for students to work through, additional enrichment materials, and evaluations. It is designed to be highly usable for teachers and aligns with DepEd's SHS curriculum and competencies.
This document provides an overview of a Teaching Guide for a General Physics 1 course for senior high school. It outlines the course content standards and performance standards, which are mapped to specific learning competencies. The course covers units, measurement, vectors, one-dimensional kinematics including uniformly accelerated motion, and two-dimensional and three-dimensional motion. The Teaching Guide is designed to be highly usable for teachers, providing classroom activities and notes to help develop students' understanding, mastery, and ownership of the content.
The document summarizes the key aspects of the K-12 education system overhaul in the Philippines including the introduction of a new senior high school program. It outlines the new senior high school tracks, subjects, facilities, schedules, teachers, grading system and components. The grading system introduces ratings of Did Not Meet Expectations to Outstanding based on performance and uses weighted averages of written work, performance tasks and final exams to determine overall grades.
Lesson 2 We Are All Made of Star Stuff (Formation of the Heavy Elements)Simple ABbieC
1) The formation of heavier elements occurs through nuclear fusion reactions during stellar evolution and supernova explosions.
2) Elements up to iron are formed through fusion in stars, while elements heavier than iron are formed through fusion and neutron capture processes during supernovae.
3) Key nuclear fusion reactions in stars include the proton-proton chain, triple alpha process, CNO cycle, and alpha ladder, which fuse hydrogen and helium into heavier elements up to iron.
DLL-(daily lesson log) second week science grade 10Virgilio Paragele
This document outlines the objectives, content, activities, and evaluation for four classroom sessions on plate tectonics and earthquake epicenters. The sessions aim to teach students about the relationship between volcanoes, earthquake epicenters, and mountain ranges. Students will learn about plate tectonics and how to use triangulation to locate an earthquake epicenter on a map. Assessment methods include a pre-assessment quiz, board work, and activities having students apply triangulation to find epicenters. The final day will include a reflection on what understanding of plate tectonics reveals.
lesson plan in grade 8 electricity.
Learning Competencies: infer the relationship between current and charge.
OBJECTIVE:
At the end of the session/activity, the student should be able to:
1. Explain the relationship between current, voltage and resistance.
Lighter elements like hydrogen, helium, and lithium were formed during the Big Bang, while heavier elements are formed through nuclear fusion processes inside stars. Elements up to iron are fused in the cores of stars through the triple alpha process, CNO cycle, and alpha ladder. When stars explode as supernovae, even heavier elements are created via the r-process of rapid neutron capture or the s-process of slow neutron capture in red giants.
This module covers topics related to the formation of elements and the polarity of molecules. It contains four lessons: 1) the formation of heavier elements in stars, 2) the synthesis of new elements in laboratories, 3) the polarities of molecules, and 4) how the polarity of a molecule relates to its properties. The module aims to educate students in a simple way and provide activities to help achieve the learning objectives, which include explaining the formation of heavier elements and synthesis of new elements, determining if a molecule is polar or nonpolar, and relating a molecule's polarity to its properties.
1. The document outlines an Earth and Life Science curriculum for Grade 11 covering topics in Earth Science, Geology, Meteorology, and Astronomy.
2. It includes pre-tests on the solar system, planets, and the Big Bang theory. Activities include a jumbled words exercise and an origins of the universe quiz.
3. The curriculum will examine theories on the origins of the solar system and universe such as the nebular hypothesis and provide assignments on the fate of the universe and possibility of finding Earth-like exoplanets.
K to 12 SENIOR HIGH SCHOOL (STEM) Curriculum Guide in General Chemistry (with...EngineerPH EducatorPH
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
The document discusses uniformly accelerated motion and provides examples of calculating distance, displacement, velocity, and acceleration using kinematic equations. It defines terms like motion, distance, displacement, velocity, and acceleration. Sample problems are given applying the equations to situations involving a habal-habal motorcycle and rock being dropped from a building.
There are several theories about how life originated on Earth. One of the most widely accepted is the primordial soup theory, which proposes that life began in a "soup" of organic molecules. Scientists like Stanley Miller and Harold Urey conducted experiments to test this theory by simulating early Earth conditions and forming amino acids, the building blocks of life. Other experiments explored how self-replicating molecules like RNA could form protocells, the simplest early life forms. These experiments helped connect abiotic chemistry to the emergence of the first living organisms and showed how the basic requirements for life could arise naturally under plausible early Earth conditions.
1. The document provides an outline for a lesson on the universe and the solar system. It includes an introduction to motivate students by relating the vast scale of billions of years to human timescales, and images showing the relative sizes of the solar system, Milky Way galaxy, and observable universe.
2. The instruction section involves a 30 minute lecture covering the structure, composition and age of the universe, the evidence for an expanding universe from redshift measurements, and an explanation of the Big Bang theory.
3. Assessment involves assignment questions and a report/summary to evaluate students' understanding of key topics like the origin and evolution of the universe.
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
1) Moseley's X-ray spectroscopy experiments in 1913 demonstrated that an element's atomic number determines its properties and led to the discovery of gaps in the periodic table.
2) In the 1930s and 1940s, scientists used particle accelerators to synthesize elements by bombarding target elements with subatomic particles, successfully creating new elements like technetium, astatine, neptunium, and plutonium to fill in the gaps.
3) The concept of atomic number and advances in particle accelerator technology enabled scientists to artificially produce heavy transuranium elements that were previously unknown in nature.
This document provides information about stars and their formation. It begins by discussing how the universe originated from the Big Bang approximately 13 billion years ago. It then explains that early in the universe's formation, light elements like hydrogen and helium were formed through nuclear fusion. The document goes on to state that stars are formed from clouds of dust and gas in nebulae, and that nuclear fusion in the cores of stars is responsible for forming heavier elements.
COT Grade 7 Biotic and Abiotic Components of EcosystemDominic Asis
This document outlines a lesson plan on biotic and abiotic components of an ecosystem. The objectives are to differentiate between biotic and abiotic components, give examples of each, and discuss their relationship and importance. There are several classroom activities, including identifying characteristics of living vs non-living things, explaining relationships between example biotic and abiotic factors, and a discussion of how pollution affects the ecosystem relationship. A take-home assignment involves reading about plastic pollution's effects on Philippine rivers and river life.
This document is a daily lesson log for a physical science teacher in the Philippines. It outlines the week's objectives, which are to teach students about the formation of elements in the Big Bang and stars. It details the learning resources, including textbooks. It provides a daily schedule for Monday through Friday, describing the planned activities and lessons. These include introducing concepts, discussing new skills, assessing learning, and providing additional support for students. The log also includes reflections on students' understanding and progress, and asks for input on how instructional supervisors can provide further assistance to help students learn.
Don Earth & Life Science Daily Lesson Log (DLL)DONBUMACAS
This document is a daily lesson log for an Earth and Life Science class covering the origin of the universe and solar system. Over four days, students learned about various hypotheses on the origins through presentations, activities, and quizzes. They discussed theories like the Big Bang and developed their own understandings. Formative assessments tested their ability to describe cosmological structures, explain evidence for expansion, and compare solar system features to recent scientific advances. The goal was for students to understand cosmological origins and appreciate their relevance through both academic and personal perspectives.
Most Essential Learning Competencies (MELC) in Senior High School (STEM) Gene...EngineerPH EducatorPH
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
This document provides an overview of Earth and life science modules 1 and 2, which cover the origin and structure of Earth. Module 1 discusses Earth's history, structure, composition and processes. It also covers natural hazards. Module 2 examines Earth's four subsystems: the atmosphere, geosphere, hydrosphere and biosphere. Key details are provided on the role and composition of each subsystem and how they support life. The document concludes with activities for students to complete related to modules 1 and 2.
7 e lesson plan grade 8 science first observation of 2019Virgilio Paragele
1. The document outlines a lesson plan on heat and temperature for an 8th grade science class. It includes objectives, materials, teacher and student activities, and a quiz assessment.
2. Students will conduct experiments comparing the heat transfer of oil and water. They will measure how temperature changes over time and calculate the heat absorbed.
3. The lesson aims to help students understand concepts of heat transfer and temperature change through hands-on experimentation and analysis of results.
Physics Serway Jewett 6th edition for Scientists and EngineersAndreaLucarelli
This document provides an overview of a physics textbook. It is the 6th edition of Physics for Scientists and Engineers by Raymond Serway and John Jewett. The textbook has 1296 pages and covers topics in classical mechanics, oscillations and mechanical waves, thermodynamics, electricity and magnetism, light and optics, and modern physics. It uses the international system of units and includes worked examples, end-of-chapter problems, and a solutions manual.
The document outlines assumptions, cross-cutting issues, aims, syllabus objectives, and topics to be covered for a physics curriculum. It is assumed that learners have completed prerequisite courses and that necessary resources like laboratories and clubs are available. Cross-cutting issues include environmental topics, indigenous knowledge, and gender. The aims are for learners to understand physics concepts and applications, prepare for further study, and develop relevant skills. Objectives include demonstrating physics knowledge and using technology for simulations. Topics to be covered are kinematics, dynamics, work and energy, and oscillations.
DLL-(daily lesson log) second week science grade 10Virgilio Paragele
This document outlines the objectives, content, activities, and evaluation for four classroom sessions on plate tectonics and earthquake epicenters. The sessions aim to teach students about the relationship between volcanoes, earthquake epicenters, and mountain ranges. Students will learn about plate tectonics and how to use triangulation to locate an earthquake epicenter on a map. Assessment methods include a pre-assessment quiz, board work, and activities having students apply triangulation to find epicenters. The final day will include a reflection on what understanding of plate tectonics reveals.
lesson plan in grade 8 electricity.
Learning Competencies: infer the relationship between current and charge.
OBJECTIVE:
At the end of the session/activity, the student should be able to:
1. Explain the relationship between current, voltage and resistance.
Lighter elements like hydrogen, helium, and lithium were formed during the Big Bang, while heavier elements are formed through nuclear fusion processes inside stars. Elements up to iron are fused in the cores of stars through the triple alpha process, CNO cycle, and alpha ladder. When stars explode as supernovae, even heavier elements are created via the r-process of rapid neutron capture or the s-process of slow neutron capture in red giants.
This module covers topics related to the formation of elements and the polarity of molecules. It contains four lessons: 1) the formation of heavier elements in stars, 2) the synthesis of new elements in laboratories, 3) the polarities of molecules, and 4) how the polarity of a molecule relates to its properties. The module aims to educate students in a simple way and provide activities to help achieve the learning objectives, which include explaining the formation of heavier elements and synthesis of new elements, determining if a molecule is polar or nonpolar, and relating a molecule's polarity to its properties.
1. The document outlines an Earth and Life Science curriculum for Grade 11 covering topics in Earth Science, Geology, Meteorology, and Astronomy.
2. It includes pre-tests on the solar system, planets, and the Big Bang theory. Activities include a jumbled words exercise and an origins of the universe quiz.
3. The curriculum will examine theories on the origins of the solar system and universe such as the nebular hypothesis and provide assignments on the fate of the universe and possibility of finding Earth-like exoplanets.
K to 12 SENIOR HIGH SCHOOL (STEM) Curriculum Guide in General Chemistry (with...EngineerPH EducatorPH
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
The document discusses uniformly accelerated motion and provides examples of calculating distance, displacement, velocity, and acceleration using kinematic equations. It defines terms like motion, distance, displacement, velocity, and acceleration. Sample problems are given applying the equations to situations involving a habal-habal motorcycle and rock being dropped from a building.
There are several theories about how life originated on Earth. One of the most widely accepted is the primordial soup theory, which proposes that life began in a "soup" of organic molecules. Scientists like Stanley Miller and Harold Urey conducted experiments to test this theory by simulating early Earth conditions and forming amino acids, the building blocks of life. Other experiments explored how self-replicating molecules like RNA could form protocells, the simplest early life forms. These experiments helped connect abiotic chemistry to the emergence of the first living organisms and showed how the basic requirements for life could arise naturally under plausible early Earth conditions.
1. The document provides an outline for a lesson on the universe and the solar system. It includes an introduction to motivate students by relating the vast scale of billions of years to human timescales, and images showing the relative sizes of the solar system, Milky Way galaxy, and observable universe.
2. The instruction section involves a 30 minute lecture covering the structure, composition and age of the universe, the evidence for an expanding universe from redshift measurements, and an explanation of the Big Bang theory.
3. Assessment involves assignment questions and a report/summary to evaluate students' understanding of key topics like the origin and evolution of the universe.
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
1) Moseley's X-ray spectroscopy experiments in 1913 demonstrated that an element's atomic number determines its properties and led to the discovery of gaps in the periodic table.
2) In the 1930s and 1940s, scientists used particle accelerators to synthesize elements by bombarding target elements with subatomic particles, successfully creating new elements like technetium, astatine, neptunium, and plutonium to fill in the gaps.
3) The concept of atomic number and advances in particle accelerator technology enabled scientists to artificially produce heavy transuranium elements that were previously unknown in nature.
This document provides information about stars and their formation. It begins by discussing how the universe originated from the Big Bang approximately 13 billion years ago. It then explains that early in the universe's formation, light elements like hydrogen and helium were formed through nuclear fusion. The document goes on to state that stars are formed from clouds of dust and gas in nebulae, and that nuclear fusion in the cores of stars is responsible for forming heavier elements.
COT Grade 7 Biotic and Abiotic Components of EcosystemDominic Asis
This document outlines a lesson plan on biotic and abiotic components of an ecosystem. The objectives are to differentiate between biotic and abiotic components, give examples of each, and discuss their relationship and importance. There are several classroom activities, including identifying characteristics of living vs non-living things, explaining relationships between example biotic and abiotic factors, and a discussion of how pollution affects the ecosystem relationship. A take-home assignment involves reading about plastic pollution's effects on Philippine rivers and river life.
This document is a daily lesson log for a physical science teacher in the Philippines. It outlines the week's objectives, which are to teach students about the formation of elements in the Big Bang and stars. It details the learning resources, including textbooks. It provides a daily schedule for Monday through Friday, describing the planned activities and lessons. These include introducing concepts, discussing new skills, assessing learning, and providing additional support for students. The log also includes reflections on students' understanding and progress, and asks for input on how instructional supervisors can provide further assistance to help students learn.
Don Earth & Life Science Daily Lesson Log (DLL)DONBUMACAS
This document is a daily lesson log for an Earth and Life Science class covering the origin of the universe and solar system. Over four days, students learned about various hypotheses on the origins through presentations, activities, and quizzes. They discussed theories like the Big Bang and developed their own understandings. Formative assessments tested their ability to describe cosmological structures, explain evidence for expansion, and compare solar system features to recent scientific advances. The goal was for students to understand cosmological origins and appreciate their relevance through both academic and personal perspectives.
Most Essential Learning Competencies (MELC) in Senior High School (STEM) Gene...EngineerPH EducatorPH
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
This document provides an overview of Earth and life science modules 1 and 2, which cover the origin and structure of Earth. Module 1 discusses Earth's history, structure, composition and processes. It also covers natural hazards. Module 2 examines Earth's four subsystems: the atmosphere, geosphere, hydrosphere and biosphere. Key details are provided on the role and composition of each subsystem and how they support life. The document concludes with activities for students to complete related to modules 1 and 2.
7 e lesson plan grade 8 science first observation of 2019Virgilio Paragele
1. The document outlines a lesson plan on heat and temperature for an 8th grade science class. It includes objectives, materials, teacher and student activities, and a quiz assessment.
2. Students will conduct experiments comparing the heat transfer of oil and water. They will measure how temperature changes over time and calculate the heat absorbed.
3. The lesson aims to help students understand concepts of heat transfer and temperature change through hands-on experimentation and analysis of results.
Physics Serway Jewett 6th edition for Scientists and EngineersAndreaLucarelli
This document provides an overview of a physics textbook. It is the 6th edition of Physics for Scientists and Engineers by Raymond Serway and John Jewett. The textbook has 1296 pages and covers topics in classical mechanics, oscillations and mechanical waves, thermodynamics, electricity and magnetism, light and optics, and modern physics. It uses the international system of units and includes worked examples, end-of-chapter problems, and a solutions manual.
The document outlines assumptions, cross-cutting issues, aims, syllabus objectives, and topics to be covered for a physics curriculum. It is assumed that learners have completed prerequisite courses and that necessary resources like laboratories and clubs are available. Cross-cutting issues include environmental topics, indigenous knowledge, and gender. The aims are for learners to understand physics concepts and applications, prepare for further study, and develop relevant skills. Objectives include demonstrating physics knowledge and using technology for simulations. Topics to be covered are kinematics, dynamics, work and energy, and oscillations.
The document provides an upgraded syllabus for Physics in standards 11 and 12 in Maharashtra, India. Some key points:
- The syllabus aligns with international standards and is divided into two years for continuity between standards 11 and 12.
- Objectives include emphasizing conceptual understanding, use of SI units, logical sequencing of concepts, and developing problem-solving skills.
- Standard 11 covers topics like measurements, scalars and vectors, projectile motion, forces, friction, sound waves, thermal properties of matter, refraction of light, ray optics, electrostatics, current electricity, and magnetic effects of electric current.
- Standard 12 covers topics like circular motion, gravitation, rotational motion,
College Physics Syllabus for Education.docxLarryMostoles1
This document provides a syllabus for a college physics course taught over three quarters. The course is an algebra-based introduction to physics designed for non-physics majors. It covers mechanics in the first quarter, electromagnetism in the second, and thermal physics, waves, and optics in the third. The syllabus outlines the instructor's contact information, course goals and resources, including the required textbook. It also provides a schedule of topics to be covered each week along with assigned readings.
The document outlines the syllabus breakdown for the O1 physics class at the Quaid-e-Azam Group of Schools & Colleges in Mardan. Over the first and second terms, students will cover topics including physical quantities and measurements, kinematics, dynamics, mass, weight and density, and energy sources. Key concepts include scalars and vectors, motion graphs, forces, density calculations, forms of energy, and renewable/non-renewable resources. The document lists sub-topics, learning objectives, and number of weeks for each topic.
This document is the syllabus for Physics 71 Elementary Physics I, a 4-unit course offered in the 1st semester of AY 2007-2008. The course covers mechanics, fluids, and wave motion using Newton's Laws and conservation principles. Evaluation is based on 3 long exams (60%), recitation/quizzes/homework (20%), and a final exam (20%). The syllabus outlines course policies, grading scale, course schedule by chapter with topics and objectives, and a sample of suggested practice problems for each chapter.
These learning materials were designed to address the SOPEEC 2004 Canadian syllabus for 3rd Class Power Engineering Certification. It covers topics in applied mechanics, thermodynamics, chemistry, boiler codes, electrical theory, instrumentation, pumps, boilers, prime movers, and refrigeration. The document provides learning outcomes and objectives for each topic to help students learn problem solving skills and understand key concepts needed to obtain their power engineering certification.
1) The document outlines the content, standards, competencies, and equipment for a General Physics 1 course covering mechanics for senior high school students specializing in STEM.
2) Topics include measurement, vectors, kinematics, Newton's laws of motion, work, energy, momentum, rotational motion, and fluids.
3) Students will develop understanding and problem-solving abilities through experiments and "multi-concept, rich-context problems" integrating various physics concepts.
This document outlines the syllabus for Class XI Physics in India. It includes 10 units that cover topics like physical world and measurement, kinematics, laws of motion, work energy and power, properties of matter, thermodynamics, oscillations and waves. It details the course structure, marking scheme and practical exams. The objectives are to develop conceptual understanding, apply concepts to solve problems, develop experimental skills and appreciate the interface of Physics with other disciplines.
The document provides details about the revised physics syllabus for classes 11-12 in India. Some key points:
- The syllabus aims to focus on basic conceptual understanding while also maintaining international standards.
- It aims to reduce curriculum load by eliminating overlapping concepts and promote problem-solving abilities.
- The course structure divides physics concepts into 10 units covering areas like kinematics, laws of motion, thermodynamics, properties of matter, and oscillations and waves.
- Evaluation includes a 3-hour theory exam worth 70 marks and a practical exam worth 30 marks testing 15 experiments and 5 activities.
This document outlines the syllabus for Class XI-XII Physics. It covers 10 units of study over the two years including Electrostatics, Current Electricity, Magnetic Effects of Current and Magnetism, Electromagnetic Induction, Alternating Currents, Electromagnetic Waves, Optics, Dual Nature of Radiation and Matter, Atoms and Nuclei, and Semiconductor Electronics. The syllabus emphasizes conceptual understanding, use of SI units and international standards, and developing problem-solving and experimental skills in students. It aims to provide a firm foundation for further learning in Physics and expose students to industrial and technological applications of the concepts.
Physics_SrSec_2023-24 for class 12th and 11th science studentsbotin17097
This document outlines the syllabus for Class XI-XII Physics. It covers 10 units of study over the two years. The units cover topics in physical, electrostatic, current, magnetic, electromagnetic, optic, atomic and electronic domains. Key concepts include motion, force, work, energy, properties of matter, electrostatics, current, magnetism, electromagnetic induction, waves, optics, dual nature of radiation and matter, atoms, and semiconductors. The syllabus aims to develop conceptual understanding, problem-solving skills, and make connections between physics and other disciplines. It also aims to expose students to industrial and technology applications of physics concepts.
This document outlines the syllabus for Class XI-XII Physics in India. It covers 10 units spanning topics in physical world and measurement, kinematics, laws of motion, work energy and power, system of particles and rigid bodies, gravitation, properties of bulk matter, thermodynamics, behavior of perfect gases, and oscillations and waves. Some key goals of the syllabus are to develop conceptual understanding, emphasize use of SI units and formulations, promote problem-solving skills, and make connections between physics and other disciplines. The course structure allocates different number of periods and marks to each unit. Practical work involves 8 required experiments and 6 activities across various areas of physics.
Infomatica Academy Provides Excellent Coaching for Class 11th Science Syllabus in Mumbai & Pune. Learn 11th Class Topics with Expert Faculties. Enroll Now!
1. This section discusses modelling forces acting on objects. The weight of an object is modelled as the gravitational force on the object due to the Earth. An object's weight has magnitude equal to its mass multiplied by the acceleration due to gravity (approximately 9.81 m/s^2) and acts downward.
2. A particle is introduced as a simplified model of an object, representing it as a single point in space with mass but no size. Forces on a particle are represented by vectors drawn from the particle.
3. For a particle to be in equilibrium, the sum of all forces acting on it must equal zero, as stated in Newton's first law of motion.
The document outlines the quarterly plans for various Science subjects across different grade levels in school year 2019-2020. It includes the topics to be covered each week, the learning competencies, and the assessment methods. The topics range from motion, waves, heat, electricity, electromagnetism, to optics. The assessments include written tests and performance tasks to evaluate students' understanding of the concepts and ability to apply them.
This document outlines the curriculum for a Grade 12 General Physics 1 course covering mechanics concepts over two quarters. The course covers units, measurement, vectors, one-dimensional and multi-dimensional kinematics, Newton's laws of motion, work, energy, momentum, rotational motion, and thermodynamics. Learning competencies are provided for each content standard and include the ability to solve complex problems involving concepts from across the mechanics units.
Similar to Most Essential Learning Competencies (MELC) in Senior High School (STEM) General Physics (20)
Here are the key points about properties of matter from the passage:
- Properties can be used to identify and classify substances. They distinguish one substance from another.
- Physical properties are observed without changing the substance's composition, though its form may change. They include color, hardness, melting/boiling points, etc. Physical changes involve only physical properties.
- Chemical properties relate to a substance's composition. Chemical changes produce new substances, as seen in burning, electrolysis, etc. They result from chemical reactions.
- Properties can be extensive (depending on amount) or intensive (independent of amount). Mass and volume are extensive while density is intensive.
- Table 1.1 compares physical and chemical properties
1. Stellar nucleosynthesis is the process by which elements are created in stars through nuclear fusion.
2. In the cores of stars, hydrogen is fused into helium, and heavier elements like carbon, oxygen, and iron are created.
3. Different stages of a star's life cycle, like the main sequence, red giant, and supernova phases, produce different heavy elements.
4. Massive stars have shorter life cycles and explode as supernovae, dispersing heavy elements into space, while less massive stars have longer lives and become white dwarfs.
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K-12 Most Essential Learning Competencies (MELC) Grades 1-10 and SHS CoreEngineerPH EducatorPH
DepEd Science Grade 3 DepEd Science Grade 4 DepEd Science Grade 5 DepEd Science Grade 6
DepEd Science Grade 7
DepEd Science Grade 8
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General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
SHS STEM General Chemistry MCT 6. Electronic Structure of AtomsEngineerPH EducatorPH
This document contains a 10 question multiple choice test on electronic structure of atoms. The questions cover topics like calculating frequencies of electromagnetic waves based on wavelength, exceptions to the Aufbau principle in electron configuration, writing electron configurations using noble gas notation, identifying elements based on their electron configurations, relationships between emission spectra and electron energy changes, the Heisenberg uncertainty principle, limitations of Rutherford's model of the atom, and the number of electrons that can occupy atomic orbitals.
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
2. Grade Level: Grade 12
Subject: General Physics 1
Quarter: First
Performance Standard: The learners should be able to Solve, using experimental and theoretical
approaches, multi- concept, rich-content problems involving measurement, vectors, motion
in 1D and 2D, Newton’s Laws, Work, Energy, Center of Mass, momentum, impulse and
collisions
Content Standard
The learners demonstrate
understanding of...
Most Essential Learning Competencies Duration
1. The effect of
instruments on
measurements
2. Uncertainties and
deviations in
measurement
3. Sources and types of
error
Solve measurement problems involving conversion of
units, expression of measurements in scientific notation
Week 1
Differentiate accuracy from precision Week 1
Differentiate random errors from systematic errors Week 1
Estimate errors from multiple measurements of a physical
quantity using variance
Week 1
Vectors and vector
addition
Differentiate vector and scalar quantities Week 1
Perform addition of vectors Week 1
Rewrite a vector in component form Week 1
1. Position, time,
distance,
displacement,
speed, average
velocity,
instantaneous
velocity
2. Average
acceleration, and
instantaneous
acceleration
3. Uniformly
accelerated linear
motion
3. Free-fall motion
4. 1D Uniform
Acceleration
Problems
Convert a verbal description of a physical situation
involving uniform acceleration in one dimension into a
mathematical description
Week 2
Interpret displacement and velocity, respectively, as areas
under velocity vs. time and acceleration vs. time curves
Week 2
Interpret velocity and acceleration, respectively, as slopes of
position vs. time and velocity vs. time curves
Week 2
Construct velocity vs. time and acceleration vs. time graphs,
respectively, corresponding to a given position vs. time-
graph and velocity vs. time graph and vice versa
Week 2
Solve for unknown quantities in equations involving one-
dimensional uniformly accelerated motion , including free
fall motion
Week 2
Solve problems involving one-dimensional motion with
constant acceleration in contexts such as, but not limited
to, the “tail-gating phenomenon”, pursuit, rocket launch,
and free- fall problems
Week 2
Relative motion
1. Position, distance,
displacement, speed,
average velocity,
instantaneous velocity,
average acceleration,
and instantaneous
acceleration in 2- and
3- dimensions
2. Projectile Motion
3. Circular Motion
Describe motion using the concept of relative velocities in
1D and 2D
Week 3
Deduce the consequences of the independence of vertical
and horizontal components of projectile motion
Week 3
Calculate range, time of flight, and maximum heights of
projectiles
Week 3
Infer quantities associated with circular motion such as
tangential velocity, centripetal acceleration, tangential
acceleration, radius of curvature
Week 3
Solve problems involving two dimensional motion in
contexts such as, but not limited to ledge jumping, movie
stunts, basketball, safe locations during firework displays,
and Ferris wheels
Week 3
1. Newton’s Law’s of Define inertial frames of reference Week 4
3. Motion
2. Inertial Reference
Frames
3. Action at a distance
forces
4. Types of contact
forces: tension, normal
force, kinetic and
static friction, fluid
resistance
5. Action-Reaction Pairs
6. Free-Body Diagrams
7. Applications of
Newton’s Laws to
single-body and
multibody dynamics
8. Problem solving using
Newton’s Laws
Identify action-reaction pairs Week 4
Draw free-body diagrams Week 4
Apply Newton’s 1st law to obtain quantitative and
qualitative conclusions about the contact and noncontact
forces acting on a body in equilibrium
Week 4
Differentiate the properties of static friction and kinetic
friction
Week 4
Apply Newton’s 2nd law and kinematics to obtain
quantitative and qualitative conclusions about the velocity
and acceleration of one or more bodies, and the contact and
noncontact forces acting on one or more bodies
Week 5
Solve problems using Newton’s Laws of motion in contexts
such as, but not limited to, ropes and pulleys, the design of
mobile sculptures, transport of loads on conveyor belts,
force needed to move stalled vehicles, determination of
safe driving speeds on banked curved roads
Week 5
1. Dot or Scalar Product
2. Work done by a force
3. Work-energy relation
4. Kinetic energy
5. Power
6. Conservative and
nonconservative forces
7. Gravitational potential
energy
8. Elastic potential
energy
9. Equilibria and
potential energy
diagrams
10. Energy Conservation,
Work, and Power
Problems
Calculate the dot or scalar product of vectors Week 5
Determine the work done by a force acting on a system Week 5
Define work as a scalar or dot product of force and
displacement
Week 6
Interpret the work done by a force in one- dimension as an
area under a Force vs. Position curve
Week 6
Relate the gravitational potential energy of a system or
object to the configuration of the system
Week 6
Relate the elastic potential energy of a system or object to
the configuration of the system
Week 6
Explain the properties and the effects of conservative forces Week 6
Use potential energy diagrams to infer force; stable,
unstable, and neutral equilibria; and turning points
Week 7
Solve problems involving work, energy, and power in
contexts such as, but not limited to, bungee jumping,
design of roller-coasters, number of people required to build
structures such as the Great Pyramids and the rice
terraces; power and energy requirements of human
activities such as sleeping vs. sitting vs. standing, running
vs. walking.
Week 7
1. Center of mass
2. Momentum
3. Impulse
4. Impulse-momentum
relation
5. Law of conservation of
momentum
6. Collisions
7. Center of Mass,
Impulse, Momentum,
and Collision Problems
Differentiate center of mass and geometric center Week 7
Relate the motion of center of mass of a system to the
momentum and net external force acting on the system
Week 7
Relate the momentum, impulse, force, and time of contact
in a system
Week 8
Compare and contrast elastic and inelastic collisions Week 8
Apply the concept of restitution coefficient in collisions Week 8
Solve problems involving center of mass, impulse, and
momentum in contexts such as, but not limited to, rocket
motion, vehicle collisions, and ping-pong.
Week 8
4. Grade Level: Grade 12
Subject: General Physics 1
Quarter: Second
Performance Standard: The learners should be able to Solve, using experimental and theoretical
approaches, multi- concept, rich-content problems involving measurement, vectors, motion
in 1D and 2D, Newton’s Laws, Work, Energy, Center of Mass, momentum, impulse and
collisions
Content Standard
The learners demonstrate
understanding of...
Most Essential Learning Competencies Duration
1. Moment of inertia
2. Angular position,
angular velocity, angular
acceleration
3. Torque
4. Static equilibrium
5. Rotational kinematics
6. Work done by a torque
Calculate the moment of inertia about a given axis of single-
object and multiple-object systems
Week 1
Calculate magnitude and direction of torque using the
definition of torque as a cross product
Week 1
Describe rotational quantities using vectors Week 1
Determine whether a system is in static equilibrium or not Week 1
Apply the rotational kinematic relations for systems with
constant angular accelerations
Week 1
Determine angular momentum of different systems Week 1
Apply the torque-angular momentum relation Week 1
Solve static equilibrium problems in contexts but not
limited to see-saws, cable-hinge-strut-system, leaning
ladders, and weighing a heavy suitcase using a small
bathroom scale
Week 1
1. Newton’s Law of
Universal
Gravitation
2. Gravitational field
3. Gravitational potential
energy
4. Orbits
5. Kepler’s laws of
planetary
motion
Use Newton’s law of gravitation to infer gravitational force,
weight, and acceleration due to gravity
Week 2
Discuss the physical significance of gravitational field Week 2
Apply the concept of gravitational potential energy in
physics problems
Week 2
Calculate quantities related to planetary or satellite motion Week 2
For circular orbits, relate Kepler’s third law of planetary
motion to Newton’s law of gravitation and centripetal
acceleration
Week 3
1. Periodic Motion
2. Simple harmonic
motion: spring-mass
system, simple
pendulum
3. Damped and Driven
oscillation
4. Periodic Motion
experiment
5. Mechanical waves
Relate the amplitude, frequency, angular frequency,
period, displacement, velocity, and acceleration of
oscillating systems
Week 3
Recognize the necessary conditions for an object to
undergo simple harmoni motion
Week 3
Calculate the period and the frequency of spring mass,
simple pendulum, and physical pendulum
Week 3
Differentiate underdamped, overdamped, and critically
damped motion
Week 4
Define mechanical wave, longitudinal wave, transverse
wave, periodic wave, and sinusoidal wave
Week 4
From a given sinusoidal wave function infer the speed,
wavelength, frequency, period, direction, and wave
number
Week 4
1. Sound
2. Wave Intensity
3. Interference and
beats
Apply the inverse-square relation between the intensity
of waves and the distance from the source
Week 4
Describe qualitatively and quantitatively the
superposition of waves
Week 5
5. 4. Standing waves
5. Doppler effect
Apply the condition for standing waves on a string Week 5
Relate the frequency (source dependent) and wavelength
of sound with the motion of the source and the listener
Week 5
1. Specific gravity
2. Pressure
3. Pressure vs. Depth
Relation
4. Pascal’s principle
5. Buoyancy and
Archimedes’
Principle
6. Bernoulli’s principle
Relate density, specific gravity, mass, and volume to
each other
Week 5
Relate pressure to area and force Week 6
Relate pressure to fluid density and depth Week 6
Apply Pascal’s principle in analyzing fluids in various
systems
Week 6
Apply the concept of buoyancy and Archimedes’
principle
Week 6
Apply Bernoulli’s principle and continuity equation,
whenever appropriate, to infer relations involving
pressure, elevation, speed, and flux
Week 7
1. Zeroth law of
thermodynamics and
Temperature
measurement
2. Thermal expansion
3. Heat and heat
capacity
Explain the connection between the Zeroth Law of
Thermodynamics, temperature, thermal equilibrium,
and temperature scales
Week 7
Convert temperatures and temperature differences in
the following scales: Fahrenheit, Celsius, Kelvin
Week 7
Define coefficient of thermal expansion and coefficient of
volume expansion
Week 7
Calculate volume or length changes of solids due to
changes in temperature
Week 7
Solve problems involving temperature, thermal
expansion, heat capacity, heat transfer, and thermal
equilibrium in contexts such as, but not limited to, the
design of bridges and train rails using steel, relative
severity of steam burns and water burns, thermal
insulation, sizes of stars, and surface temperatures of
planets
Week 7
1. Ideal gas law
2. Internal energy of an
ideal gas
3. Heat capacity of an
ideal gas
4. Thermodynamic
systems
5. Work done during
volume changes
6. 1st law of
thermodynamics
7. Thermodynamic
processes: adiabatic,
isothermal, isobaric,
isochoric
8. Heat engines
9. Engine cycles
10. Entropy
11. 2nd law of
Thermodynamics
12. Reversible and
irreversible
processes
Enumerate the properties of an ideal gas Week 8
Solve problems involving ideal gas equations in contexts
such as, but not limited to, the design of metal
containers for compressed gases
Week 8
Interpret PV diagrams of a thermodynamic process Week 8
Compute the work done by a gas using dW=PdV Week 8
State the relationship between changes internal energy,
work done, and thermal energy supplied through the
First Law of Thermodynamics
Week 8
Differentiate the following thermodynamic processes and
show them on a PV diagram: isochoric, isobaric,
isothermal, adiabatic, and cyclic
Week 8
Calculate the efficiency of a heat engine Week 8
Describe reversible and irreversible processes Week 8
Explain how entropy is a measure of disorder Week 8
State the 2nd Law of Thermodynamics Week 8
Calculate entropy changes for various processes e.g.,
isothermal process, free expansion, constant pressure
process, etc.
Week 8
6. Grade Level: Grade 12
Subject: General Physics 2
Quarter: Third
Performance Standard: The learners should be able to Use theoretical and experimental
approaches to solve multi-concept and rich- context problems involving electricity and
magnetism
Content Standard
The learners
demonstrate
understanding of...
Most Essential Learning Competencies Duration
1. Electric charge
2. Insulators and
conductors
3. Coulomb’s Law
4. Electric forces
and fields
5. Electric field
calculations
6. Charges on
conductors
7. Electric flux and
Gauss’s Law
8. Electric charge,
dipoles, force,
field, and flux
problems
Describe using a diagram charging by rubbing and charging by induction Week 1
Explain the role of electron transfer in electrostatic charging by
rubbing
Week 1
Describe experiments to show electrostatic charging by induction Week 1
Calculate the net electric force on a point charge exerted by a system of
point charges
Week 1
Describe an electric field as a region in which an electric charge
experiences a force
Week 1
Calculate the electric field due to a system of point charges using
Coulomb’s law and the superposition principle
Week 1
Calculate electric flux Week 1
Use Gauss’s law to infer electric field due to uniformly distributed charges
on long wires, spheres, and large plates
Week 2
Solve problems involving electric charges, dipoles, forces, fields, and flux
in contexts such as, but not limited to, systems of point charges,
electrical breakdown of air, charged pendulums, electrostatic ink-jet
printers
Week 2
1. Electric potential
energy
2. Electric potential
3. Equipotential
surfaces
4. Electric field as a
potential
gradient
5. Electric potential
Relate the electric potential with work, potential energy, and electric field Week 2
Determine the electric potential function at any point due to highly
symmetric continuous- charge distributions
Week 2
infer the direction and strength of electric field vector, nature of the
electric field sources, and electrostatic potential surfaces given the
equipotential lines
Week 3
Calculate the electric field in the region given a mathematical function
describing its potential in a region of space
Week 3
Solve problems involving electric potential energy and electric potentials in
contexts such as, but not limited to, electron guns in CRT TV picture
tubes and Van de Graaff generators
Week 3
1. Capacitance and
capacitors
a. Capacitors in
series and
parallel
b. Energy stored
and electric- field
energy in
capacitors
2. Dielectrics
Deduce the effects of simple capacitors (e.g., parallel- plate, spherical,
cylindrical) on the capacitance, charge, and potential difference when the
size, potential difference, or charge is changed
Week 3
Calculate the equivalent capacitance of a network of capacitors connected
in series/parallel
Week 3
Determine the total charge, the charge on, and the potential difference
across each capacitor in the network given the capacitors connected in
series/parallel
Week 4
Determine the potential energy stored inside the capacitor given the
geometry and the potential difference across the capacitor
Week 4
Describe the effects of inserting dielectric materials on the capacitance,
charge, and electric field of a capacitor
Week 4
Solve problems involving capacitors and dielectrics in contexts such as,
but not limited to, charged plates, batteries, and camera flashlamps.
Week 5
1. Current,
resistivity, and
resistance
Distinguish between conventional current and electron flow Week 5
Apply the relationship charge = current x time to new situations or to
solve related problems
Week 5
Describe the effect of temperature increase on the resistance of a metallic Week 5
7. 2. Ohm’s law
3. Energy and
power in electric
circuits
4. Electrical safety
conductor
Describe the ability of a material to conduct current in terms of resistivity
and conductivity
Week 5
Apply the relationship of the proportionality between resistance and the
length and cross-sectional area of a wire to solve problems
Week 5
Differentiate ohmic and non-ohmic materials in terms of their I-V curves Week 5
Differentiate emf of a source and potential difference (PD) across a circuit Week 5
Given an emf source connected to a resistor, determine the power supplied
o dissipated by each element in a circuit
Week 5
Solve problems involving current, resistivity, resistance, and Ohm’s law in
contexts such as, but not limited to, batteries and bulbs, household
wiring, and selection of
fuses.
Week 5
Devices for
measuring
currents and
voltages
Operate devices for measuring currents and voltages Week 5
1. Resistors in
series and
parallel
2. Kirchhoff’s rules
3. R-C circuits
Draw circuit diagrams with power sources (cell or battery), switches,
lamps, resistors (fixed and variable) fuses, ammeters and voltmeters
Week 5
Evaluate the equivalent resistance, current, and voltage in a given network
of resistors connected in series and/or parallel
Week 6
Calculate the current and voltage through and across circuit elements
using Kirchhoff’s loop and junction rules (at most 2 loops only)
Week 6
Solve problems involving the calculation of currents and potential
difference in circuits consisting of batteries, resistors and capacitors.
Week 6
1. Magnetic fields
2. Lorentz Force
3. Motion of charge
particles in
electric and
magnetic fields
4. Magnetic forces
on current-
carrying wires
Differentiate electric interactions from magnetic interactions Week 6
Evaluate the total magnetic flux through an open surface Week 6
Describe the motion of a charged particle in a magnetic field in terms of its
speed, acceleration, cyclotron radius, cyclotron frequency, and kinetic
energy
Week 6
Evaluate the magnetic force on an arbitrary wire segment placed in a
uniform magnetic field
Week 6
1. Biot-Savart Law
2. Ampere’s Law
Evaluate the magnetic field vector at a given point in space due to a
moving point charge, an infinitesimal current element, or a straight
current-carrying conductor
Week 7
Calculate the magnetic field due to one or more straight wire conductors
using the superposition principle
Week 7
Calculate the force per unit length on a current carrying wire due to the
magnetic field produced by other current- carrying wires
Week 7
Evaluate the magnetic field vector at any point along the axis of a circular
current loop
Week 7
Solve problems involving magnetic fields, forces due to magnetic fields and
the motion of charges and current- carrying wires in contexts such as, but
not limited to, determining the strength of Earth’s magnetic field, mass
spectrometers, and solenoids.
Week 7
8. Grade Level: Grade 12
Subject: General Physics 2
Quarter: Fourth
Performance Standard: The learners should be able to 1. Use theoretical and, when feasible,
experimental approaches to solve multiconcept, rich-context problems using concepts from
electromagnetic waves, optics, relativity, and atomic and nuclear theory. 2. Apply ideas from
atomic and nuclear physics in contexts such as, but not limited to, radiation shielding and
inferring the composition of stars
Content Standard
The learners demonstrate
understanding of...
Most Essential Learning Competencies Duration
1. Magnetic
induction
2. Faraday’s Law
3. Alternating
current, LC
circuits, and
other
applications of
magnetic
induction
Identify the factors that affect the magnitude of the
induced emf and the magnitude and direction of the
induced current (Faraday’s Law)
Week 7
Compare and contrast electrostatic electric field and non-
electrostatic/induced electric field
Week 7
Calculate the induced emf in a closed loop due to a time-
varying magnetic flux using Faraday’s Law
Week 7
Describe the direction of the induced electric field,
magnetic field, and current on a
conducting/nonconducting loop using Lenz’s Law
Week 8
Compare and contrast alternating current (AC) and direct
current (DC)
Week 8
Characterize the properties (stored energy and time-
dependence of charges, currents, and voltages) of an LC circuit
Week 8
1. Maxwell’s synthesis of
electricity,
magnetism, and
optics
2. EM waves and light
3. Law of Reflection
4. Law of Refraction
(Snell’s Law)
5. Polarization (Malus’s
Law)
7. Applications of
reflection, refraction,
dispersion, and
polarization
Relate the properties of EM wave (wavelength, frequency,
speed) and the properties of vacuum and optical medium
(permittivity, permeability, and index of refraction)
Week 8
Explain the conditions for total internal reflection Week 8
Explain the phenomenon of dispersion by relating to Snell’s
Law
Week 8
Calculate the intensity of the transmitted light after passing
through a series of polarizers applying Malus’s Law
Week 8
Solve problems involving reflection, refraction, dispersion, and
polarization in contexts such as, but not limited to, (polarizing)
sunglasses, atmospheric haloes, and rainbows
Week 8
1. Reflection and
refraction at plane
and spherical
surfaces
2. Mirrors
3. Thin lens
4. Geometric optics
Explain image formation as an application of reflection,
refraction, and paraxial approximation
Week 8
Relate properties of mirrors and lenses (radii of curvature,
focal length, index of refraction [for lenses]) to image and
object distance and sizes
Week 8
Determine graphically and mathematically the type
(virtual/real), magnification, location, and orientation of image
of a point and extended object produced by a plane or
spherical mirror
Week 8
Determine graphically and mathematically the type
(virtual/real), magnification, location/ apparent depth, and
orientation of image of a point and extended object
produced by a lens or series of lenses
Week 8
Apply the principles of geometric optics to discuss image Week 8
9. formation by the eye, and correction of common vision defects
1. Huygens’ Principle
2. Two-source
interference of light
3. Intensity in
interference patterns
4. Interference in thin
films
5. Diffraction from
single-slits
Determine the conditions (superposition, path and phase
difference, polarization, amplitude) for interference to
Week 9
occur emphasizing the properties of a laser as a
monochromatic and coherent light source
Relate the geometry of the two-slit experiment set up (slit
separation, and screen-to-slit distance) and properties of light
(wavelength) to the properties of the interference pattern
(width, location, and intensity)
Week 9
Relate the geometry of the diffraction experiment setup (slit
size, and screen- to-slit distance) and properties of light
(wavelength) to the properties of the diffraction
pattern (width, location, and intensity of the fringes)
Week 9
1. Postulates of Special
Relativity
2. Relativity of times and
lengths
3. Relativistic velocity
addition
4. Relativistic dynamics
5. Relativistic Doppler
effect
State the postulates of Special Relativity and their
consequences
Week 9
Apply the time dilation, length contraction and relativistic
velocity addition to worded problems
Week 9
Calculate kinetic energy, rest energy, momentum, and speed
of objects moving with speeds comparable to the speed of light
Week 9
1. Photoelectric effect
2. Atomic spectra
3. Radioactive decay
Explain the photoelectric effect using the idea of light quanta
or photons
Week 9
Explain qualitatively the properties of atomic emission and
absorption spectra using the concept of energy levels
Week 9
Calculating radioisotope activity using the concept of half-life Week 9