The document outlines the core curriculum for physical science in senior high school. It covers various topics to be taught across four quarters, including:
1) The formation of elements in the universe and evolution of atomic theory from ancient Greece to present.
2) How the properties of matter relate to their chemical structures and intermolecular forces.
3) Aspects of chemical changes such as reaction rates, amounts of reactants and products, and energy changes.
4) The historical development of models of the universe from ancient Greece to Copernicus, Galileo, Kepler and Newton, and how evidence showed Earth was not the center.
5) How Newton's laws of motion and universal gravitation helped establish that
This document provides an introduction to the Teaching Guide for Senior High School General Biology 1. It was collaboratively developed by educators from various educational institutions. The guide is meant to support the K to 12 program's vision of developing empowered, productive, and socially responsible individuals. It utilizes the SHS for SHS framework which focuses on developing meaning, mastery, and ownership of learning among students. Biology 1 is a specialized STEM subject that builds on cellular and molecular concepts from junior high. The guide provides meaningful, updated content and diverse learning activities to help students develop higher-order thinking skills even in resource-poor settings. It is meant to aid both new and experienced teachers in facilitating the new senior high curriculum.
The document discusses the unique properties of Earth that enable life. It describes how Earth's distance from the sun, atmosphere, size and mass, magnetic field, and presence of water all contribute to regulating temperature and protecting life from radiation. The atmosphere protects living things through mechanisms like photodissociation that break down ozone into elemental oxygen, converting harmful radiation to less harmful radiation. Earth's gravity also helps maintain its atmosphere and keep the moon in orbit. Understanding Earth's unique characteristics is significant for recognizing what enables life on the planet.
The document discusses Lewis dot structures, which use dots to represent valence electrons around an atomic symbol. It explains that ions have Lewis dot diagrams with fewer (for cations) or more (for anions) dots than the corresponding atom due to gaining or losing electrons. The document provides examples of Lewis dot diagrams for various ions, such as Ca2+ and O2-. It also includes practice problems asking students to draw Lewis dot diagrams for additional ions.
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.
This document outlines the curriculum for a Biology 2 course for senior high school students specializing in STEM. The course is designed to enhance understanding of principles and concepts in biology, particularly heredity and variation, and diversity of living organisms. It covers topics such as organismal biology, genetics, evolution and origin of biodiversity, and systematics. Learning competencies are provided for each topic, along with codes identifying their standards. The course requires 40 hours of instruction over 10 weeks and may include experiments using equipment like balances and triple beam balances. References for the curriculum include molecular biology and Campbell Biology textbooks.
The document defines key terms related to chemical equations:
- Chemical reactions represent changes where reactants are converted to products through chemical changes.
- Chemical equations express reactions using formulas, numbers, and symbols to represent reactants and products.
- Coefficients indicate the number of atoms or molecular units of each substance involved in the reaction.
A mole is the standard unit used to measure very large quantities of small particles like atoms and molecules. It represents 6.02 x 1023 particles, which is an immense number that is difficult to comprehend. The molar mass of an element or compound is the mass in grams of one mole of that substance. To find molar mass, one does an atom inventory of the substance and multiplies the number of each type of atom by its atomic mass on the periodic table, then sums the results.
This document discusses the polarity of molecules and how it relates to properties like solubility and miscibility. It defines polarity as a separation of electric charge within a molecule, leading to partial charges. Polar molecules contain polar bonds with an electrostatic difference. Solubility is defined as a substance dissolving in a solvent, while miscibility is the ability of liquids to mix in all proportions. The document states that "like dissolves like" meaning polar substances dissolve in polar solvents, and nonpolar substances dissolve in nonpolar solvents. It provides examples of polar and nonpolar substances and whether they would mix or form separate layers. The strength of intermolecular forces affects properties such as boiling point, melting point, vapor pressure and
This document provides an introduction to the Teaching Guide for Senior High School General Biology 1. It was collaboratively developed by educators from various educational institutions. The guide is meant to support the K to 12 program's vision of developing empowered, productive, and socially responsible individuals. It utilizes the SHS for SHS framework which focuses on developing meaning, mastery, and ownership of learning among students. Biology 1 is a specialized STEM subject that builds on cellular and molecular concepts from junior high. The guide provides meaningful, updated content and diverse learning activities to help students develop higher-order thinking skills even in resource-poor settings. It is meant to aid both new and experienced teachers in facilitating the new senior high curriculum.
The document discusses the unique properties of Earth that enable life. It describes how Earth's distance from the sun, atmosphere, size and mass, magnetic field, and presence of water all contribute to regulating temperature and protecting life from radiation. The atmosphere protects living things through mechanisms like photodissociation that break down ozone into elemental oxygen, converting harmful radiation to less harmful radiation. Earth's gravity also helps maintain its atmosphere and keep the moon in orbit. Understanding Earth's unique characteristics is significant for recognizing what enables life on the planet.
The document discusses Lewis dot structures, which use dots to represent valence electrons around an atomic symbol. It explains that ions have Lewis dot diagrams with fewer (for cations) or more (for anions) dots than the corresponding atom due to gaining or losing electrons. The document provides examples of Lewis dot diagrams for various ions, such as Ca2+ and O2-. It also includes practice problems asking students to draw Lewis dot diagrams for additional ions.
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.
This document outlines the curriculum for a Biology 2 course for senior high school students specializing in STEM. The course is designed to enhance understanding of principles and concepts in biology, particularly heredity and variation, and diversity of living organisms. It covers topics such as organismal biology, genetics, evolution and origin of biodiversity, and systematics. Learning competencies are provided for each topic, along with codes identifying their standards. The course requires 40 hours of instruction over 10 weeks and may include experiments using equipment like balances and triple beam balances. References for the curriculum include molecular biology and Campbell Biology textbooks.
The document defines key terms related to chemical equations:
- Chemical reactions represent changes where reactants are converted to products through chemical changes.
- Chemical equations express reactions using formulas, numbers, and symbols to represent reactants and products.
- Coefficients indicate the number of atoms or molecular units of each substance involved in the reaction.
A mole is the standard unit used to measure very large quantities of small particles like atoms and molecules. It represents 6.02 x 1023 particles, which is an immense number that is difficult to comprehend. The molar mass of an element or compound is the mass in grams of one mole of that substance. To find molar mass, one does an atom inventory of the substance and multiplies the number of each type of atom by its atomic mass on the periodic table, then sums the results.
This document discusses the polarity of molecules and how it relates to properties like solubility and miscibility. It defines polarity as a separation of electric charge within a molecule, leading to partial charges. Polar molecules contain polar bonds with an electrostatic difference. Solubility is defined as a substance dissolving in a solvent, while miscibility is the ability of liquids to mix in all proportions. The document states that "like dissolves like" meaning polar substances dissolve in polar solvents, and nonpolar substances dissolve in nonpolar solvents. It provides examples of polar and nonpolar substances and whether they would mix or form separate layers. The strength of intermolecular forces affects properties such as boiling point, melting point, vapor pressure and
The document discusses Lewis structures and the rules for drawing them. It explains that Lewis structures show how atoms bond via shared electron pairs to achieve stable noble gas configurations. It provides a 4-step process for drawing Lewis structures, covering counting electrons, identifying the central atom, adding lone pairs to complete octets, and checking that all electrons are accounted for. Exceptions to the octet rule and drawing structures for ions are also covered.
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
1. The document outlines an Earth and Life Science curriculum for senior high school students covering topics like the origin and structure of Earth, Earth materials and processes, natural hazards and adaptation, and an introduction to life science.
2. It includes content and performance standards, as well as over 40 specific learning competencies covering subjects such as the formation of the universe, plate tectonics, rock types, geological and weather hazards, cell biology, and principles of evolution.
3. The curriculum is designed to provide students with a general understanding of Earth Science and Biology concepts through hands-on learning activities like conducting surveys of local hazards and designing posters on topics like the evolution of crop plants.
This document discusses concepts related to stoichiometry including empirical formulas, molecular formulas, percentage composition, and hydrates. It provides examples of calculating empirical formulas from mass percentages of elements in compounds and using mole ratios. It also distinguishes between empirical formulas that give the lowest whole number ratio of atoms in a compound and molecular formulas that give the actual ratio in compounds.
This teaching guide was collaboratively developed by educators to provide instruction for the Earth and Life Science subject in senior high school. It introduces a framework called SHS for SHS that focuses on developing meaning, mastery, and ownership of the material for students. The guide contains lesson plans, activities, and assessments to help teachers facilitate learning in a way that aligns with Department of Education and Commission on Higher Education standards and prepares students for college or employment.
The document provides an overview of naming chemical compounds. It discusses the rules for naming binary ionic compounds that contain metals and nonmetals (types I and II), binary covalent compounds between two nonmetals (type III), compounds containing polyatomic ions, and acids. Examples of applying the naming conventions are provided throughout. The overall strategies are to consider whether the compounds are ionic or covalent, identify cations and anions or elemental names, and apply prefixes or suffixes accordingly when arriving at the systematic name.
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
This teaching guide lesson introduces students to the major organelles and structures found within cells, including the endomembrane system, mitochondria, chloroplasts, cytoskeleton, and extracellular matrix. Students will demonstrate their understanding by constructing 3D models of whole cells using local materials that show the endomembrane system, mitochondria, and chloroplasts. The models aim to help students understand the structures and functions of these organelles.
Stoichiometry deals with the numerical relationships of elements and compounds and the mathematical proportions of reactants and products in chemical transformations
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.
ORIGIN & STRUCTURE OF THE EARTH..module 1.pptxJesSaMine8
Earth is unique in the known universe for its ability to harbor life. It has a molten nickel-iron core that generates a protective magnetic field and an atmosphere that shields the planet from harmful solar radiation. There are four key factors that make Earth habitable - suitable temperature, an atmosphere, sources of energy, and availability of nutrients. Earth occupies the narrow temperature range required for liquid water to exist and has an atmosphere that provides insulation. It receives energy from the sun and has water and geological cycles that distribute nutrients across the planet, supporting life.
Internal transport in animals occurs through circulatory systems. Simple organisms rely on diffusion through their gastrovascular cavities or two cell layers. More complex animals have developed muscular pumps (hearts) that circulate fluid (blood or hemolymph) through tubular vessels. Most animals have closed circulatory systems with double circulation, where blood is pumped from the heart to the lungs and then to the rest of the body. The human cardiovascular system has further evolved to include arteries, veins, and a four-chambered heart that fully separates oxygenated and deoxygenated blood.
The document discusses the periodic table, its history, organization, and the trends in various elemental properties that can be predicted from it. The periodic table was developed by Mendeleev in 1869 and organizes elements by atomic number. It allows prediction of trends in properties like atomic radius, ionization energy, and electronegativity across periods and down groups. The periodic table classifies elements as metals, nonmetals, metalloids and noble gases and notes important families like alkali metals, alkaline earth metals, and halogens.
Stellar Nucleosynthesis by Tarun P. Roshan, CHSTRIVER
- Hydrogen and helium were formed in the early universe after the Big Bang, while all other elements have been synthesized through nuclear fusion processes inside stars.
- Stars generate energy through nuclear fusion reactions like the proton-proton chain or CNO cycle, which fuse hydrogen into helium. Further reactions like the triple-alpha process fuse helium into carbon.
- As stars evolve and age, heavier elements are produced through successive nuclear fusion processes up to iron, which has the highest binding energy. Elements heavier than iron are produced through s-process and r-process neutron capture.
- When stars run out of nuclear fuel and can no longer fuse elements, their cores collapse in supernova explosions, seeding the
This document discusses different types of intermolecular forces: dipole-dipole forces between polar molecules, ion-dipole forces between ions and polar molecules, dispersion forces between all molecules due to induced dipoles, and strong hydrogen bonds between partial charges on hydrogen and electronegative atoms like N, O, F. These intermolecular forces are responsible for determining the properties and phase of substances.
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.
Here are the key points about polarity of molecules:
1. Polarity arises due to differences in electronegativity between bonded atoms. The greater the difference, the more polar the bond.
2. Bonds between atoms with an electronegativity difference of 0.5-1.6 are considered polar covalent bonds.
3. Whether a molecule with polar bonds is itself polar depends on the molecular geometry. If the polar bonds are arranged asymmetrically, it results in a polar molecule with a partial positive and negative region.
4. Common polar molecules include H2O, HCl, NH3. Nonpolar molecules like CO2, CH4 have symmetrical arrangements of polar bonds that cancel out
This ppt was made for our stupid projects..... The main purpose behind uploading this ppt is that no one should suffer like us and waste their time behind these stupid things... concentrate on your studies..
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 key topics in General Chemistry II to be covered in weeks 3-4. These include:
1) Expressing the concentration of solutions using various units like percent by mass, molarity, molality, etc.
2) Performing stoichiometric calculations for reactions in solution.
3) Describing how concentration affects colligative properties of solutions.
4) Differentiating colligative properties of nonelectrolyte and electrolyte solutions.
5) Calculating properties like boiling point elevation and freezing point depression from concentration.
The document provides details of the Earth and Life Science curriculum for senior high school students. It covers various topics including the origin and structure of Earth, Earth materials and processes, natural hazards and their mitigation, and an introduction to life science. For each topic, it lists the relevant content standards, learning competencies, and science equipment needed. The curriculum aims to provide students with a general understanding of Earth science concepts like plate tectonics, geological time scale, and life science topics such as cellular processes, genetics, and animal organ systems.
SHS-Core_Earth-and-Life-Science-CG_with-tagged-sci-equipment.pdfLea Mae Cu-Tomnob
1) The document outlines an Earth and Life Science curriculum for senior high school students. It details various topics related to Earth science, including the origin and structure of Earth, Earth materials and processes, natural hazards, and the history of Earth. 2) It also covers topics in life science such as an introduction to life, bioenergetics, and cellular respiration. 3) For each topic, it lists learning competencies, performance standards, and codes that students are expected to demonstrate understanding of.
The document discusses Lewis structures and the rules for drawing them. It explains that Lewis structures show how atoms bond via shared electron pairs to achieve stable noble gas configurations. It provides a 4-step process for drawing Lewis structures, covering counting electrons, identifying the central atom, adding lone pairs to complete octets, and checking that all electrons are accounted for. Exceptions to the octet rule and drawing structures for ions are also covered.
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
1. The document outlines an Earth and Life Science curriculum for senior high school students covering topics like the origin and structure of Earth, Earth materials and processes, natural hazards and adaptation, and an introduction to life science.
2. It includes content and performance standards, as well as over 40 specific learning competencies covering subjects such as the formation of the universe, plate tectonics, rock types, geological and weather hazards, cell biology, and principles of evolution.
3. The curriculum is designed to provide students with a general understanding of Earth Science and Biology concepts through hands-on learning activities like conducting surveys of local hazards and designing posters on topics like the evolution of crop plants.
This document discusses concepts related to stoichiometry including empirical formulas, molecular formulas, percentage composition, and hydrates. It provides examples of calculating empirical formulas from mass percentages of elements in compounds and using mole ratios. It also distinguishes between empirical formulas that give the lowest whole number ratio of atoms in a compound and molecular formulas that give the actual ratio in compounds.
This teaching guide was collaboratively developed by educators to provide instruction for the Earth and Life Science subject in senior high school. It introduces a framework called SHS for SHS that focuses on developing meaning, mastery, and ownership of the material for students. The guide contains lesson plans, activities, and assessments to help teachers facilitate learning in a way that aligns with Department of Education and Commission on Higher Education standards and prepares students for college or employment.
The document provides an overview of naming chemical compounds. It discusses the rules for naming binary ionic compounds that contain metals and nonmetals (types I and II), binary covalent compounds between two nonmetals (type III), compounds containing polyatomic ions, and acids. Examples of applying the naming conventions are provided throughout. The overall strategies are to consider whether the compounds are ionic or covalent, identify cations and anions or elemental names, and apply prefixes or suffixes accordingly when arriving at the systematic name.
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
This teaching guide lesson introduces students to the major organelles and structures found within cells, including the endomembrane system, mitochondria, chloroplasts, cytoskeleton, and extracellular matrix. Students will demonstrate their understanding by constructing 3D models of whole cells using local materials that show the endomembrane system, mitochondria, and chloroplasts. The models aim to help students understand the structures and functions of these organelles.
Stoichiometry deals with the numerical relationships of elements and compounds and the mathematical proportions of reactants and products in chemical transformations
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.
ORIGIN & STRUCTURE OF THE EARTH..module 1.pptxJesSaMine8
Earth is unique in the known universe for its ability to harbor life. It has a molten nickel-iron core that generates a protective magnetic field and an atmosphere that shields the planet from harmful solar radiation. There are four key factors that make Earth habitable - suitable temperature, an atmosphere, sources of energy, and availability of nutrients. Earth occupies the narrow temperature range required for liquid water to exist and has an atmosphere that provides insulation. It receives energy from the sun and has water and geological cycles that distribute nutrients across the planet, supporting life.
Internal transport in animals occurs through circulatory systems. Simple organisms rely on diffusion through their gastrovascular cavities or two cell layers. More complex animals have developed muscular pumps (hearts) that circulate fluid (blood or hemolymph) through tubular vessels. Most animals have closed circulatory systems with double circulation, where blood is pumped from the heart to the lungs and then to the rest of the body. The human cardiovascular system has further evolved to include arteries, veins, and a four-chambered heart that fully separates oxygenated and deoxygenated blood.
The document discusses the periodic table, its history, organization, and the trends in various elemental properties that can be predicted from it. The periodic table was developed by Mendeleev in 1869 and organizes elements by atomic number. It allows prediction of trends in properties like atomic radius, ionization energy, and electronegativity across periods and down groups. The periodic table classifies elements as metals, nonmetals, metalloids and noble gases and notes important families like alkali metals, alkaline earth metals, and halogens.
Stellar Nucleosynthesis by Tarun P. Roshan, CHSTRIVER
- Hydrogen and helium were formed in the early universe after the Big Bang, while all other elements have been synthesized through nuclear fusion processes inside stars.
- Stars generate energy through nuclear fusion reactions like the proton-proton chain or CNO cycle, which fuse hydrogen into helium. Further reactions like the triple-alpha process fuse helium into carbon.
- As stars evolve and age, heavier elements are produced through successive nuclear fusion processes up to iron, which has the highest binding energy. Elements heavier than iron are produced through s-process and r-process neutron capture.
- When stars run out of nuclear fuel and can no longer fuse elements, their cores collapse in supernova explosions, seeding the
This document discusses different types of intermolecular forces: dipole-dipole forces between polar molecules, ion-dipole forces between ions and polar molecules, dispersion forces between all molecules due to induced dipoles, and strong hydrogen bonds between partial charges on hydrogen and electronegative atoms like N, O, F. These intermolecular forces are responsible for determining the properties and phase of substances.
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.
Here are the key points about polarity of molecules:
1. Polarity arises due to differences in electronegativity between bonded atoms. The greater the difference, the more polar the bond.
2. Bonds between atoms with an electronegativity difference of 0.5-1.6 are considered polar covalent bonds.
3. Whether a molecule with polar bonds is itself polar depends on the molecular geometry. If the polar bonds are arranged asymmetrically, it results in a polar molecule with a partial positive and negative region.
4. Common polar molecules include H2O, HCl, NH3. Nonpolar molecules like CO2, CH4 have symmetrical arrangements of polar bonds that cancel out
This ppt was made for our stupid projects..... The main purpose behind uploading this ppt is that no one should suffer like us and waste their time behind these stupid things... concentrate on your studies..
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 key topics in General Chemistry II to be covered in weeks 3-4. These include:
1) Expressing the concentration of solutions using various units like percent by mass, molarity, molality, etc.
2) Performing stoichiometric calculations for reactions in solution.
3) Describing how concentration affects colligative properties of solutions.
4) Differentiating colligative properties of nonelectrolyte and electrolyte solutions.
5) Calculating properties like boiling point elevation and freezing point depression from concentration.
The document provides details of the Earth and Life Science curriculum for senior high school students. It covers various topics including the origin and structure of Earth, Earth materials and processes, natural hazards and their mitigation, and an introduction to life science. For each topic, it lists the relevant content standards, learning competencies, and science equipment needed. The curriculum aims to provide students with a general understanding of Earth science concepts like plate tectonics, geological time scale, and life science topics such as cellular processes, genetics, and animal organ systems.
SHS-Core_Earth-and-Life-Science-CG_with-tagged-sci-equipment.pdfLea Mae Cu-Tomnob
1) The document outlines an Earth and Life Science curriculum for senior high school students. It details various topics related to Earth science, including the origin and structure of Earth, Earth materials and processes, natural hazards, and the history of Earth. 2) It also covers topics in life science such as an introduction to life, bioenergetics, and cellular respiration. 3) For each topic, it lists learning competencies, performance standards, and codes that students are expected to demonstrate understanding of.
Budget of work of earth and life scienceJohndy Ruloma
1) The document outlines an Earth and Life Science curriculum for grades 11-12. It covers topics like the origin and structure of Earth, Earth materials and processes, natural hazards, and an introduction to life science.
2) For each topic, it lists content standards, learning competencies, and science equipment needed. For example, under "Origin and Structure of Earth" are competencies on the formation of the universe and solar system, Earth's internal structure, and plate tectonics.
3) It provides overviews of the curriculum units on biogeochemical cycles, energy flow, and the systems that allow animal survival. Performance standards assess understanding through activities like a hazards survey or presentation on disease.
The document provides a 42-week lesson plan for a Form 1 Science class. Over the course of the year, students will learn about topics including the scientific method, cells, states of matter, energy, and heat. Each week covers 1-2 learning objectives and includes the expected learning outcomes. Formative and summative assessments are scheduled throughout the year to evaluate students' understanding of the material.
This document contains the quarterly learning plan for a 6th grade Science class. It includes 4 quarters each focused on a different standard. Each quarter lists the content standards, performance standards, and most essential learning competencies to be covered over 7 weeks. The topics covered include mixtures, human body systems, characteristics of living things, forces and motion, energy transformations, earth sciences, and scientific investigation methods.
This document provides a yearly teaching plan for chemistry for Form 4 students in 2013 at SMK Seri Keramat. It outlines the themes, learning objectives, suggested learning activities and outcomes for each week. The plan covers topics such as the structure of the atom, isotopes, electronic structure, chemical formulae, equations and the mole concept. Learning activities include experiments, discussions, simulations and quizzes. The objectives are for students to understand key chemistry concepts and develop scientific skills through engaging lessons and assessments.
This document provides comprehensive physics review notes for first year students. It is authored by Dr. Ram Chand Raguel, who has a PhD in Physics and is the Principal and Head of the Physics Department at Government Girls Degree College in Jhudo, Pakistan. The manuscript covers the scope of physics, including the classification of physics into branches like mechanics, electromagnetism, optics, and modern physics. It defines physical quantities and units, and explains dimensional analysis. The notes are intended to remove errors and omissions through feedback from students.
This document provides the syllabus and structure for the entrance test for the University of Health Sciences Lahore, Pakistan in 2016. It outlines the following:
1. The structure of the entrance test paper includes questions on Physics, Chemistry, English, and Biology. Physics will have 44 questions, Chemistry 58, English 30, and Biology 88 for a total of 220 questions.
2. The physics syllabus covers topics including physical quantities and units, forces, fluid dynamics, light, waves, deformation of solids, ideal gases, heat and thermodynamics, electronics, current electricity, magnetism and electromagnetism, and nuclear physics.
3. Sample topics from the chemistry syllabus include physical chemistry covering
This document outlines the curriculum for an Environmental Science course for grades 11-12. It includes:
- The unit title (Organization), recommended instructional days (45 days), and date developed (September 2022).
- The performance expectations aligned with the unit from the Next Generation Science Standards.
- Recommended hands-on activities and investigations for students to explore the standards, including modeling photosynthesis and cellular respiration, investigating ecosystems, natural selection, and more.
- Additional information like disciplinary core ideas, science and engineering practices, and crosscutting concepts addressed in the unit.
This document contains information about the content standards, performance standards, most essential learning competencies, and duration for the science subject in grades 5 and 6.
For grade 5 science, the four quarters cover topics like properties of materials, human and animal reproduction, motion and forces, and weather and the earth's surface. The duration is usually 1-2 weeks per competency.
For grade 6 science, the first quarter focuses on mixtures and separation techniques. The second quarter examines the major human organ systems and how they work together. Most competencies are taught over 1-3 weeks.
This document provides an overview of physics, including definitions, key concepts, and subfields. It can be summarized as follows:
Physics is the study of the natural world and its fundamental principles. It is a quantitative, empirical science that uses observations, experiments and mathematical modeling to understand physical phenomena across multiple scales. Physics can be broadly divided into macroscopic domains that study large-scale phenomena, microscopic domains that study atomic and subatomic interactions, and mesoscopic domains that study interactions between tens to hundreds of atoms. The major subfields of physics include mechanics, electromagnetism, optics, thermodynamics, quantum mechanics, atomic physics, nuclear physics, condensed matter physics, and high energy physics.
This document provides a summary of recent publications related to research conducted at the WPI-ICReDD. It lists five publications from 2018-2019 related to catalysis and materials science. It then discusses the research projects and personnel involved in the JST CREST program that is funding this work. The document outlines the goals of using data-driven approaches and machine learning to optimize materials discovery and design. It proposes a multilevel framework that combines in-house and public data along with quality control and annotations to advance the field.
The document outlines the syllabus for a B.Sc. in Physics over 6 semesters. It includes:
- Theory and practical courses each semester on topics like mechanics, waves, thermodynamics, optics, and modern physics.
- Theory courses are 4 hours per week and practical courses are 3 hours per week.
- Sample topics for semester 1 include mechanics, vectors, central forces, and special relativity. The practical focuses on experiments related to mechanics.
- Recommended textbooks and references are provided for each subject.
This document summarizes Matthew Thickitt's master's thesis project which used computational simulations to study nuclear reaction rates in novae. Specifically, it investigated how varying reaction rates affected abundances in the HCNO-II and HCNO-III cycles in 1 MSun CO and 1.25 MSun ONe novae profiles. It also examined the temperature dependence and dominance of narrow resonances in the astrophysically important F18(p,α)O15 reaction using data from a study by Laird et al. The results supported the validity of the computational codes used and findings from previous studies on this reaction.
The document discusses teaching physics in a New Zealand context. It provides examples of context-based physics problems that could be used, such as investigating speed limits based on road conditions. It also describes the Salters Horners Advanced Physics (SHAP) program which uses context-led physics teaching for students aged 16-19 based around 11 selected contexts. The program was developed carefully based on research to ensure progression in physics and math concepts. An example chapter on archaeology is described to illustrate how contexts are used to structure lessons around relevant physics topics.
The document appears to be a syllabus outline for Class IX science covering the second term. It includes:
1. An outline of the units, topics, and marks allocated to each for the term. Motion, force and work receives the most marks at 36.
2. Information about value-based questions being included and a problem solving assessment being part of the exams.
3. Sample questions in various formats like MCQ, VSA, SA, and LA to provide examples of question types and topics that could be covered.
4. Details of the practical exams to be conducted, listing several experiments to be done by students.
So in summary, the document provides an overview of the science
The document provides background information on a Year 6 science class that will be studying energy and matter. It describes the 24 students in the class and their interest in science. It outlines the intended learning outcomes for the unit, which will have the students explore energy as it relates to physical and chemical changes, different energy sources and transfers, and sustainability. The unit aims to develop the students' science inquiry skills through hands-on experiments using the 5E instructional model.
- Alchemy originated as an ancient practice of using symbols and experiments on metals in attempts to prolong life and transform metals like lead into gold.
- Over time, contributions from various civilizations like the Mesopotamians, Egyptians, Chinese, Indians, Arabs and Muslims, and Europeans advanced alchemical techniques and understanding.
- By the 16th century, alchemists had separated into two groups - one pursuing the pseudoscience of immortality and transmutation, while the other helped discover new compounds through scientific experimentation, contributing to the emergence of chemistry as a modern science.
This document outlines the content standards, performance standards, most essential learning competencies, duration and CG codes for science lessons across grades 3-6. For grade 3, topics include properties of matter, human senses, parts and functions of animals and plants, characteristics of living things, and basic needs of living things. Force and motion, sources of light/sound/heat, landforms, weather, and sky objects are also addressed. Similar science topics are outlined for grades 4-6, including the human body, reproduction, circuits, weathering, the solar system and more. The document provides a quarter-by-quarter breakdown of what students should be able to do and learn in science each year from grades 3-6.
This document contains a daily lesson log from a physical science teacher. It outlines the objectives, content, learning resources, and procedures for four lessons on the formation and evolution of elements and atoms. The lessons cover how elements formed during the Big Bang and in stars, the historical development of atomic theory from ancient Greece to modern models, and how atomic number allows for synthesizing new elements in laboratories. The performance objective is for students to create a timeline illustrating the historical development of atoms and elements.
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1. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 1 of 17
Grade: Grade 11/12 No. of Hours/Quarter: 40 hours/quarter
Core Subject Title: Physical Science Prerequisite:
Core Subject Description: Evolution of our understanding of matter, motion, electricity, magnetism, light, and the universe from ancient times to the present; applications
of physics and chemistry concepts in contexts such as atmospheric phenomena, cosmology, astronomy, vision, medical instrumentation, space technology, drugs, sources of
energy, pollution and recycling, fitness and health, and cosmetics.
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
QUARTER 3
How the elements
found in the universe
were formed
How the idea of the
atom, along with the
idea of the elements
evolved
1. the formation of the
elements during the Big
Bang and during stellar
evolution
2. the distribution of the
chemical elements and the
isotopes in the universe
3. how the concept of the
atom evolved from Ancient
Greek to the present
4. how the concept of the
element evolved from
make a creative
representation of the
historical development of the
atom or the the chemical
element in a timeline
1. give evidence for and explain
the formation of the light
elements in the Big Bang
theory
(3 hours)
S11/12PS-IIIa-1
2. give evidence for and describe
the formation of heavier
elements during star
formation and evolution
S11/12PS-IIIa-2
3. write the nuclear fusion
reactions that take place in
stars, which lead to the
formation of new elements
S11/12PS-IIIa-3
4. describe how elements
heavier than iron are formed
S11/12PS-IIIa-b-4
5. describe the ideas of the
Ancient Greeks on the atom
S11/12PS-IIIa-b-5
2. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 2 of 17
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
Ancient Greek to the
present 6. describe the ideas of the
Ancient Greeks on the
elements
(2 hours)
S11/12PS-IIIa-b-6
7. describe the contributions of
the alchemists to the science
of chemistry
S11/12PS-IIIb-7
8. point out the main ideas in the
discovery of the structure of
the atom and its subatomic
particles
(3 hours)
S11/12PS-IIIb-8
9. cite the contributions of J.J.
Thomson, Ernest Rutherford,
Henry Moseley, and Niels Bohr
to the understanding of the
structure of the atom
S11/12PS-IIIb-9
10. describe the nuclear model of
the atom and the location of
its major components
(protons, neutrons, and
electrons)
S11/12PS-IIIb-10
11. explain how the concept of
atomic number led to the
synthesis of new elements in
the laboratory
S11/12PS-IIIb-11
3. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 3 of 17
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
12. write the nuclear reactions
involved in the synthesis of
new elements
S11/12PS-IIIb-12
13. cite the contribution of John
Dalton toward the
understanding of the concept
of the chemical elements
(1 hour)
S11/12PS-IIIc-13
14. explain how Dalton’s theory
contributed to the discovery of
other elements
S11/12PS-IIIc-14
How the properties of
matter relate to their
chemical structure
1. how the uses of different
materials are related to
their properties and
structures
2. the relationship between
the function and structure
of biological
macromolecules
1. determine if a molecule is
polar or non polar given its
structure
(2 hours)
S11/12PS-IIIc-15
2. relate the polarity of a
molecule to its properties S11/12PS-IIIc-16
3. describe the general types of
intermolecular forces
(3 hours)
S11/12PS-IIIc-d-
17
4. give the type of intermolecular
forces in the properties of
substances
(3 hours)
S11/12PS-IIId-e-
18
5. explain the effect of
intermolecular forces on the
properties of substances
S11/12PS-IIId-e-
19
6. explain how the uses of the
following materials depend on
their properties:
a. medical implants,
S11/12PS-IIId-e-
20
4. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 4 of 17
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
prosthesis
b. sports equipment
c. electronic devices
d. construction supplies for
buildings and furniture
e. household gadgets
7. explain how the properties of
the above materials are
determined by their structure
S11/12PS-IIId-e-
21
8. explain how the structures of
biological macromolecules
such as carbohydrates, lipids,
nucleic acid, and proteins
determine their properties and
functions
(3 hours)
S11/12PS-IIIe-22
How chemical
changes take place
1. the following aspects of
chemical changes:
a. how fast a reaction
takes place
b. how much reactants
are needed and how
much products are
formed in a reaction
c. how much energy is
involved in a reaction
2. how energy is harnessed
make either a poster, a flyer,
or a brochure on a
product(such as fuels,
household, or personal care
products) indicating its uses,
properties, mode of action,
and precautions
1. use simple collision theory to
explain the effects of
concentration, temperature,
and particle size on the rate of
reaction
2. define catalyst and describe
how it affects reaction rate
(2 hours)
S11/12PS-IIIf-23
S11/12PS-IIIf-24
Manganese
Dioxide, 50
grams / bottle
3. calculate the amount of
substances used or produced
in a chemical reaction
(7 hours)
S11/12PS-IIIf-h-
25
4. calculate percent yield of a
reaction
(1 hour)
S11/12PS-IIIh-26
5. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 5 of 17
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
5. determine the limiting
reactant in a reaction and
calculate the amount of
product formed
(2 hours)
S11/12PS-IIIh-27
6. recognize that energy is
released or absorbed during a
chemical reaction
(1 hour)
S11/12PS-IIIi-28
Alcohol
Thermometer, -
20ºC to 110ºC
7. describe how energy is
harnessed from different
sources:
a. fossil fuels
b. biogas
c. geothermal
d. hydrothermal
e. batteries
f. solar cells
g. biomass
(2 hours)
S11/12PS-IIIi-29
How chemistry
contributes to the
understanding of
household and
personal care
products
The properties and mode of
action of the following
consumer products:
a. cleaning materials
b. cosmetics
1. give common examples of
cleaning materials for the
house and for personal care
2. from product labels, identify
the active ingredient(s) of
cleaning products used at
home
3. give the use of the other
S11/12PS-IIIi-j-
30
S11/12PS-IIIi-j-
31
Hydrochloric Acid,
HCl, technical
grade, 500 ml /
bottle
6. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 6 of 17
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
ingredients in cleaning agents
4. give common examples of
personal care products used
to enhance the appearance of
the human body
5. identify the major ingredients
of cosmetics such as body
lotion, skin whitener,
deodorants, shaving cream,
and and perfume
6. explain the precautionary
measures indicated in various
cleaning products and
cosmetics
(5 hours for competences 2-6)
S11/12PS-IIIi-j-
32
S11/12PS-IIIi-j-
33
S11/12PS-IIIi-j-
34
S11/12PS-IIIi-j-
35
QUARTER 4
How we come to
realize that the Earth
is not the center of
the Universe.
1. Greek views of matter,
motion, and the universe
2. competing models of the
universe by Eudoxus,
Aristotle, Aristarchus,
Ptolemy,
3. Copernicus, Brahe, and
Kepler
4. evidence that the Earth is
not the center of the
1. explain what the Greeks
considered to be the three
types of terrestrial motion
S11/12PS-IVa-36
2. explain what is meant by
diurnal motion, annual motion,
precession of the equinoxes
S11/12PS-IVa-37
1. Solar System
Model; Sun-
Earth-Moon
Model &
Multimedia on
diurnal
motion,
annual
7. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 7 of 17
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
universe motion,
precession of
the equinoxes
2. Vacuum Tube
and Manual
Vacuum
Pump
3. explain how the Greeks knew
that the Earth is spherical S11/12PS-IVa-38
4. explain how Plato’s problem of
“Saving the Appearances”
constrained Greek models of
the Universe
S11/12PS-IVa-39
5. compare and contrast the
models/descriptions of the
universe by Eudoxus, Aristotle,
Aristarchus, Ptolemy, and
Copernicus
S11/12PS-IVa-40
6. cite examples of astronomical
phenomena known to
astronomers before the
advent of telescopes
S11/12PS-IVa-41
8. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 8 of 17
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
7. compare and contrast
explanations and models of
astronomical phenomena
(Copernican, Ptolemaic, and
Tychonic)
S11/12PS-IVa-42
8. explain how Galileo’s
astronomical discoveries and
observations (lunar craters,
phases of Venus, moons of
Jupiter, sun spots,
supernovas, the apparently
identical size of stars as seen
through the naked eye, and
telescope observations)
helped weaken the support for
the Ptolemaic model.
S11/12PS-IVb-43
9. explain how Brahe’s
innovations and extensive
collection of data in
observational astronomy
paved the way for Kepler’s
discovery of his laws of
planetary motion
S11/12PS-IVb-44
9. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 9 of 17
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
10. apply Kepler’s 3rd law of
planetary motion to objects in
the solar system
S11/12PS-IVb-45
Why we believe that
the laws of physics
are universal
1. Aristotelian vs. Galilean
views of motion
2. how Galileo used his
discoveries in mechanics
(and astronomy) to
address scientific
objections to the
Copernican model
3. Newton’s Laws of Motion
4. Newton’s Law of
Universal Gravitation
5. mass, momentum, and
energy conservation
1. compare and contrast the
Aristotelian and Galilean
conceptions of vertical
motion, horizontal motion, and
projectile motion.
S11/12PS-IVc-46
2. explain how Galileo inferred
that objects in vacuum fall
with uniform acceleration, and
that force is not necessary to
sustain horizontal motion
S11/12PS-IVc-47
1. Balance,
Triple Beam
2. NSTIC Cart-
Rail System
3. explain how the position vs.
time, and velocity vs. time
graphs of constant velocity
motion are different from
those of constant acceleration
motion
S11/12PS-IVc-48
NSTIC Cart-Rail
System
4. recognize that the everyday
usage and the physics usage
of the term “acceleration”
differ: In physics an object
that is slowing down,
speeding up, or changing
S11/12PS-IVc-49
10. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 10 of 17
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
direction is said to be
accelerating
5. explain each of Newton’s
three laws of motion S11/12PS-IVd-50
6. explain the subtle distinction
between Newton’s 1st Law of
Motion (or Law of Inertia) and
Galileo’s assertion that force is
not necessary to sustain
horizontal motion
S11/12PS-IVd-51
7. use algebra, Newton’s 2nd
Law of Motion, and Newton’s
Law of Universal Gravitation to
show that, in the absence of
air resistance, objects close to
the surface of the Earth fall
with identical accelerations
independent of their mass.
S11/12PS-IVd-52 Strobe Light
11. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 11 of 17
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
8. explain the statement
“Newton's laws of motion are
axioms while Kepler's laws of
planetary motion are empirical
laws.”
S11/12PS-IVe-53
9. explain the contributions of
scientists to our understanding
of mass, momentum, and
energy conservation
S11/12PS-IVe-54
10. use the law of conservation of
momentum to solve one-
dimensional collision problems S11/12PS-IVe-55
1. Diffraction
Slits &
Diffraction
grating
2. NSTIC Cart-
Rail System
How light acts as a
wave and a particle
1. describe what happens when
light is reflected, refracted,
transmitted, and absorbed
S11/12PS-IVf-56
2. explain how Newton and
Descartes described the
emergence of light in various
colors through prisms
S11/12PS-IVf-57
Prism
12. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 12 of 17
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
3. cite examples of waves (e.g.,
water, stadium, sound, string,
and light waves)
S11/12PS-IVf-58
4. describe how the propagation
of light, reflection, and
refraction are explained by the
wave model and the particle
model of light
S11/12PS-IVf-59 Ripple Tank
5. explain how the photon theory
of light accounts for atomic
spectra
S11/12PS-IVf-60 Halogen Tube
6. explain how the photon
concept and the fact that the
energy of a photon is directly
proportional to its frequency
can be used to explain why
red light is used in
photographic dark rooms, why
we get easily sunburned in
ultraviolet light but not in
visible light, and how we see
colors
S11/12PS-IVf-61
7. apply the wavelength-speed-
frequency relation S11/12PS-IVg-62
13. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 13 of 17
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
8. describe how Galileo and
Roemer contributed to the
eventual acceptance of the
view that the speed of light is
finite
S11/12PS-IVg-63
9. cite experimental evidence
showing that electrons can
behave like waves
S11/12PS-IVg-64
10. differentiate dispersion,
scattering, interference, and
diffraction
S11/12PS-IVh-65
1. Diffraction
Slits &
Diffraction
grating
2. Laser Light
3. explain various light
phenomena such as:
a. your reflection on the
concave and convex sides
of a spoon looks different
b. mirages
c. light from a red laser
passes more easily though
red cellophane than green
cellophane
d. clothing of certain colors
appear different in
artificial light and in
sunlight
e. haloes, sundogs, primary
rainbows, secondary
rainbows, and
supernumerary bows
f. why clouds are usually
S11/12PS-IVh-66
14. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 14 of 17
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
white and rainclouds dark
g. why the sky is blue and
sunsets are reddish
4. explain the contributions of
Franklin, Coulomb, Oersted,
Ampere, Biot-Savart, Faraday,
and Maxwell to our
understanding of electricity
and magnetism (3 hours)
S11/12PS-IVi-67
5. describe how Hertz produced
radio pulses
S11/12PS-IVi-68
How physics helps us
understand the
Cosmos
1. Relativity and the Big Bang
2. Planets in and beyond the
Solar System
1. explain how special relativity
resolved the conflict between
Newtonian mechanics and
Maxwell’s electromagnetic
theory
(3 hours)
S11/12PS-IVi-j-69
2. explain the consequences of
the postulates of Special
Relativity (e.g., relativity of
simultaneity, time dilation,
length contraction, mass-
energy equivalence, and
cosmic speed limit)
S11/12PS-IVi-j-70
3. explain the consequences of
the postulates of General
Relativity (e.g., correct
predictions of shifts in the
orbit of Mercury, gravitational
bending of light, and black
holes)
S11/12PS-IVi-j-71
15. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 15 of 17
CONTENT
CONTENT STANDARD
(The learners demonstrate an
understanding of...)
PERFORMANCE
STANDARD
(The learners...)
LEARNING COMPETENCIES
(The learners...)
CODE
SCIENCE
EQUIPMENT
4. explain how the speeds and
distances of far-off objects are
estimated (e.g., Doppler effect
and cosmic distance ladder)
(2 hours)
S11/12PS-IVj-72
5. explain how we know that we
live in an expanding universe,
which used to be hot and is
approximately 14billion years
old
S11/12PS-IVj-73
6. explain how Doppler shifts
and transits can be used to
detect extra solar planets
S11/12PS-IVj-74
7. explain why Pluto was once
thought to be a planet but is
no longer considered one
S11/12PS-IVj-75
16. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 16 of 17
Code Book Legend
Sample: S11/12PS-IIIa-1
LEGEND SAMPLE
First Entry
Learning Area and Strand/ Subject or
Specialization
Science
S11/12
Grade Level Grade 11/12
Uppercase Letter/s
Domain/Content/
Component/ Topic
Physical Science PS
-
Roman Numeral
*Zero if no specific quarter
Quarter Third Quarter III
Lowercase Letter/s
*Put a hyphen (-) in between letters to indicate more
than a specific week
Week Week one a
-
Arabic Number Competency
give evidence for and explain the formation
of the light elements in the Big Bang theory
1
17. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
K to 12 Senior High School Core Curriculum – Physical Science August 2016 Page 17 of 17
References:
Griffith, W. Thomas and Juliet Wain Brosing. The Physics of Everyday Phenomena: A Conceptual Introduction to Physics, 6th ed. NY: McGraw Hill, 2009.
Hewitt, Paul G. Conceptual Physics 11th edition. San Francisco: Pearson, 2015.
March, Robert . Physics for Poets, 5th ed. NY: McGraw-Hill 2003.
Naylor, John. Out of the Blue: A 24-hour Skywatcher's Guide. England: Cambridge University Press, 2002.
Pasachoff, Jay and Alex Filipenko. The Cosmos: Astronomy in the New Millenium. California: Thomson-Brooks/Cole, 2007.
Shipman, James T., Jerry D. Wilson, and Charles A. Higgins. An Introduction to Physical Science. Singapore: Cengage Learning Asia Pte Ltd, 2013.
Spielberg, Nathan and Bryon D. Anderson. Seven Ideas that Shook the Universe, 2nd ed. New Jersey: John Wiley & Sons, 1995.