Republic of the Philippines

REARS SCHOOL OF SCIENCE AND TECHNOLOGY

SENIOR HIGH SCHOOL DEPARTMENT

THE BUDGET OF WORK PHYSICAL SCIENCE I

Learning No. of Teaching Learning Activities

Competencies Days
I. Physical Quantities and
Measurement

A. Cognitive

1. Solve measurement
problems involving
conversion of units,
expression of
measurements in scientific
notation.

2. Differentiate accuracy
from precision.

3. Differentiate random
errors from systematic
errors. Cooperative Group Problem
Solving
4. Estimate errors from
multiple measurements of a Face-to-Face Interaction
physical quantity using 3
variance. Peer coaching and expert
coaching
5. Estimate the uncertainty
of a derived quantity from Brain storming
the estimated values and
uncertainties of directly Using Concept Mapping
measured quantities.
Learning through
6. Estimate intercepts and Exploration
slopes—and their
uncertainties—in
experimental data with
linear dependence using
the “eyeball method” and/or
linear regression formulae

B. Psychomotor

1. Use the least count Peer coaching and expert

concept to estimate errors coaching
associated with single 1
measurements Brain storming

II. Vectors
A. Cognitive
1. Differentiate vector and
scalar quantities
2.Calculate directions and Question-answer method
magnitudes of vectors

B. Psychomotor
1.Perform addition of 1 Taking notes
vectors
2.Rewrite a vector in Learning through
component form Exploration

III. Kinematics: Motion

Along a Straight Line

A. Cognitive
1. Convert a verbal
description of a physical
situation involving uniform
acceleration in one
dimension into a
mathematical description Demonstration

2. Recognize whether or Experiment in the lab.

not a physical situation
involves constant velocity or Watching film, video,
constant acceleration. etc.

3. Interpret displacement Using Concept Mapping

and velocity, respectively,
as areas under velocity vs. Learning through
time and acceleration vs. Exploration
time curves. 2
Using students’ games
4. Interpret velocity and
acceleration, respectively, Work sheet
as slopes of position vs.
time and velocity vs. time Using models and
curves. Analogies

B. PSYCHOMOTOR

1.Construct velocity vs. time

and acceleration vs. time
graphs, respectively,
corresponding to a given
position vs. time-graph and Cooperative Group Problem
velocity vs. time graph and Solving
vice versa.
Face-to-Face Interaction
2.Use the fact that the
magnitude of acceleration
due to gravity on the Earth’s Peer coaching and expert
surface is nearly constant coaching
and approximately 9.8 m/s2 3
in free-fall problems. Brain storming

3. Solve for unknown Using Concept Mapping

quantities in equations
involving one-dimensional Learning through
uniformly accelerated Exploration
motion.

4. 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 freefall
problems.
IV. Kinematics: Motion in
2 Dimensions and 3
Dimensions

A. Cognitive

1. Describe motion using

the concept of relative
velocities in 1D and 2D.

2. Extend the definition of

Demonstration
position, velocity, and
acceleration to 2D and 3D Experiment in the lab.
using vector representation.

3 Organizing a classroom
3. Deduce the Debate
consequences of the
independence of vertical Using Computer
and horizontal components Programming
of projectile motion
Watching film, video,
4. Differentiate uniform and etc.
non-uniform circular motion.
Using Concept Mapping
5. Plan and execute an
experiment involving Learning through
projectile motion: Identifying Exploration
error sources, minimizing
their influence, and Using students’ games
estimating the influence of
the identified error Work sheet

B. PSYCOMOTOR Using models and

1.Calculate range, time of Analogies

flight, and maximum heights
of projectiles. 1 Problem solving rubric at a
glance.
2. 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.

C. Affective

1. Infer quantities Reflecting on Your Own

associated with circular Thought Process
motion such as tangential 1
velocity, centripetal
acceleration, tangential
acceleration, radius of
curvature.
V. Newtons’ Law of Case study
Motion and Applications
Demonstration
A. Cognitive
Experiment in the lab.

Organizing a classroom
Debate
1. Define inertial frames of
reference.

2. Differentiate contact and

noncontact forces. Using Computer
Programming
3. Distinguish mass and
Learning through
weight.
Research
4. Identify action-reaction Individual study
pairs.
Group working
5. Differentiate the
properties of static friction Watching film, video,
and kinetic friction. etc.

6.Compare the magnitude Using Concept Mapping

of sought quantities such as 2
frictional force, normal Learning through
force, threshold angles for Exploration
sliding, acceleration, etc.
Using students’ games
7. Analyze the effect of fluid
resistance on moving Work sheet
object.
Using models and
8. Plan and execute an
experiment involving forces Analogies
(e.g., force table, friction
board, terminal velocity)
and identifying
discrepancies between
theoretical expectations

B. PSYCOMOTOR

1. Draw free-body
diagrams.

2.Apply Newton’s 1st law to

obtain quantitative and
qualitative conclusions
about the contact and
noncontact forces acting on
a body in equilibrium.

3. Apply Newton’s 2nd law

and kinematics to obtain
quantitative and qualitative
conclusions about the
velocity and acceleration of Cooperative Group Problem
one or more bodies, and Solving
the contact and noncontact
forces acting on one or 3 Face-to-Face Interaction
more bodies.
Peer coaching and expert
4.Solve problems using
coaching
Newton’s Laws of motion in
contexts such as, but not
Brain storming
limited to, ropes and
pulleys, the design of Using Concept Mapping
mobile sculptures, transport
of loads on conveyor belts,
Learning through
force needed to move
stalled vehicles,
determination of safe Exploration
driving speeds on banked
curved roads.

VI. Work, Energy &

Energy Conservations

A. Cognitive

1.Determine the work done

by a force (not necessarily
constant) acting on a
system.

2.Define work as a scalar or

dot product of force and
displacement.

3. Explain the properties

and the effects of
conservative forces.
Concept mapping
4.Identify conservative and
non-conservative forces. 1 Problem based learning

5.Express the conservation Team work and mini-lecture

of energy verbally and
mathematically.

6.Determine whether or not

energy conservation is
applicable in a given
example before and after
description of a physical
system.

B. PSYCOMOTOR

1.Calculate the dot or scalar

product of vectors.

2.Interpret the work done by

a force in one dimension as
an area under a Force vs.
Position curve.

3.Apply the work-energy

Group working
theorem to obtain
quantitative and qualitative
Watching film, video,
conclusions regarding the
work done, initial and final etc.
2
velocities, mass and kinetic
Using Concept Mapping
energy of a system.
Learning through
4.Represent the work- Exploration
energy theorem graphically.
Using students’ games
5.Use potential energy
diagrams to infer force; Using models and
stable, unstable, and analogies
neutral equilibria; and
turning points.

6.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. (Conversion of
joules to calories should be
emphasized at this point.)

C. Affective

1.Relate the work done by a

constant force to the
change in kinetic energy of
a system.

2.Relate power to work, Reflecting on Your Own

energy, force, and velocity. 1 Thought Process

3.Relate the gravitational

potential energy of a
system or object to the
configuration of the system.

4.Relate the elastic

potential energy of a
system or object to the
configuration of the system.
VII. Center of Mass,
Momentum, Impulse and
Collisions

A. Cognitive

1.Differentiate center of
mass and geometric center

2. Explain the necessary

conditions for conservation
Using Computer
of linear momentum to be
Programming
valid.
Learning through
3. Compare and contrast Research
elastic and inelastic 2
collisions Individual study

4.Predict motion of Group working

constituent particles for
different types of collisions Watching film, video,
(e.g., elastic, inelastic). etc.

Using Concept Mapping

B. PSYCOMOTOR

1.Apply the concept of

restitution coefficient in
collisions.
Learning through
Exploration
2.Solve problems involving
center of mass, impulse,
and momentum in contexts Using students’ games
such as, but not limited to,
Work sheet
rocket motion, vehicle
collisions, and ping-pong. 2
Using models and
(Emphasize also the
concept of whiplash and the
sliding, rolling, and analogies
mechanical deformations in
vehicle collisions.)

3.Perform an experiment
involving energy and
momentum conservation
and analyze the data
identifying discrepancies
between theoretical
expectations and
experimental results when
appropriate.

C. Affective

1. Relate the motion of

center of mass of a system
to the momentum and net
external force acting on the
system. 1
Reflecting on Your Own
2. Relate the momentum, Thought Process
impulse, force, and time of
contact in a system.
VIII. Rotational
equilibrium and rotational
dynamics

A. Cognitive

1.Exploit analogies between

pure translational motion
and pure rotational motion
Organizing a classroom
to infer rotational motion
Debate
equations (e.g., rotational
kinematic equations,
Using Computer
rotational kinetic energy,
torque-angular acceleration Programming
relation).
Group working
2
2.Describe rotational Watching film, video,
quantities using vectors. etc.

3.Determine whether a Using Concept Mapping

system is in static
equilibrium or not. Learning through
4.Determine angular
momentum of different
systems.

5.Recognize whether
angular momentum is
conserved or not over
various time intervals in a
given system.

B. PSYCOMOTOR

1. Calculate the moment of

inertia about a given axis of
single-object and multiple-
object systems.

2.Calculate magnitude and

direction of torque using the
definition of torque as a
cross product Exploration

3. Apply the rotational Using students’ games

kinematic relations for
systems with constant Work sheet
angular accelerations
Using models and
4.Apply rotational kinetic
3 analogies
energy formulae.

5.Solve static equilibrium

problems in contexts such
as, but not limited to, see-
saws, mobiles, cable-hinge-
strut system, leaning
ladders, and weighing a
heavy suitcase

6.Apply the torque-angular

momentum relation.

7.Perform an experiment
involving static equilibrium
and analyze the data—
identifying discrepancies
between theoretical
expectations and
experimental results when
appropriate.

8.Solve rotational
kinematics and dynamics
problems, in contexts such
as, but not limited to,
flywheels as energy storage
devices, and spinning hard
drives.
IX. Gravity

A. Cognitive

Demonstration
1.Determine the net
gravitational force on a
Experiment in the lab.
mass given a system of
point masses. Organizing a classroom
Debate
2.Discuss the physical
significance of gravitational 2 Using Computer
field. Programming

3.For circular orbits, relate

Kepler’s third law of
planetary motion to
Newton’s law of gravitation
and centripetal acceleration

B. PSYCOMOTOR

1.Use Newton’s law of

gravitation to infer
gravitational force, weight,
and acceleration due to
gravity.
Group working
2.Apply the concept of
gravitational potential Learning through
energy in physics problems Exploration

3. Calculate quantities Using students’ games

related to planetary or
satellite motion. Work sheet

Using models and

4.Apply Kepler’s 3rd Law of
3
planetary motion.
analogies
5.Solve gravity-related
problems in contexts such
as, but not limited to,
inferring the mass of the
Earth, inferring the mass of
Jupiter from the motion of
its moons, and calculating
escape speeds from the
Earth and from the solar
system.
X. Periodic Motion

A. Cognitive
Demonstration
1. Relate the amplitude,
Experiment in the lab.
frequency, angular
frequency, period,
Organizing a classroom
displacement, velocity, and
Debate
acceleration of oscillating
systems.
Using Computer
2 Programming
2. Recognize the necessary
conditions for an object to Group working
undergo simple harmonic
motion. Watching film, video,
etc.
3. Differentiate
underdamped,
overdamped, and critically
damped motion.
4. Describe the conditions
for resonance.

5.Define mechanical wave,

longitudinal wave,
transverse wave, periodic
wave, and sinusoidal wave

B. PSYCOMOTOR

1. Analyze the motion of an

oscillating system using
energy and Newton’s 2nd
law approaches.

2. Calculate the period and Using Concept Mapping

the frequency of spring
mass, simple pendulum, Learning through
and physical pendulum. Exploration

Using students’ games

3.Perform an experiment
involving periodic motion 3 Work sheet
and analyze the data—
identifying discrepancies
Using models and
between theoretical
expectations and
experimental results when Analogies
appropriate.

4. Calculate the
propagation speed, power
transmitted by waves on a
string with given tension,
mass, and length.

C. AFFECTIVE
Reflecting on Your Own
1.From a given sinusoidal Thought Process
wave function infer the
(speed, wavelength,
frequency, period, direction,
and wave number.
XI. Mechanical Waves and
Sounds

A. Cognitive
Experiment in the lab.
1.Describe qualitatively and
Organizing a classroom
quantitatively the 1 Debate
superposition of waves.
Using Computer
B. PSYCOMOTOR Programming

1. Apply the inverse-square

relation between the
intensity of waves and the
distance from the source. Learning through
Research
2.Apply the condition for
standing waves on a string. 2 Individual study
3.Solve problems involving Group working
sound and mechanical
waves in contexts such as, Watching film, video,
but not limited to, etc.
echolocation, musical
instruments, ambulance Using Concept Mapping
sounds.
Learning through
4.Perform an experiment Exploration
investigating the properties
of sound waves and Using students’ games
analyze the data
appropriately—identifying Work sheet
deviations from theoretical
expectations when
appropriate.

C. AFFECTIVE
Reflecting on Your Own
1.Relate the frequency 1 Thought Process
(source dependent) and
wavelength of sound with
the motion of the source
and the listener
XII. Fluid Mechanics

A. Cognitive

1.Explain the limitations of

and the assumptions Group working
underlying Bernoulli’s
Watching film, video,
principle and the continuity
etc.
equation.
Using Concept Mapping
B. PSYCOMOTOR

1. Apply Pascal’s principle

in analyzing fluids in various
systems.

2.Apply the concept of

buoyancy and Archimedes’
principle.

3.Apply Bernoulli’s principle

and continuity equation,
whenever appropriate, to Learning through
infer relations involving Exploration
pressure, elevation, speed,
and flux. Using students’ games
3
Using models and
4.Solve problems involving
fluids in contexts such as,
but not limited to, floating analogies
and sinking, swimming,
Magdeburg hemispheres,
boat design, hydraulic
devices, and

5.Perform an experiment
involving either Continuity
and Bernoulli’s equation or
buoyancy, and analyze the
data appropriately—
identifying discrepancies
between theoretical
expectations and
experimental results when
appropriate.

C. AFFECTIVE

1. Relate density, specific

gravity, mass, and volume
to each other.
1 Reflecting on Your Own
Thought Process
2.Relate pressure to area
and force.

3.Relate pressure to fluid

density and depth.

XIII. Temperature and

Heat

A. Cognitive Demonstration

Experiment in the lab.

1.Explain the connection
between the Zeroth Law of
Using Computer
Thermodynamics,
temperature, thermal Programming
1
equilibrium, and
Learning through
temperature scales.
Research
2.Define coefficient of
thermal expansion and
coefficient of volume
expansion.

B. PSYCOMOTOR
Group working
1.Convert temperatures and
temperature differences in Watching film, video,
the following scales: etc.
Fahrenheit, Celsius, Kelvin.
Using Concept Mapping
2.Calculate volume or
length changes of solids Learning through
due to changes in Exploration
temperature.
2 Using students’ games
3.Solve problems involving
Using models and
temperature, thermal
expansion, heat capacity,
heat transfer, and thermal analogies
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.

4.Perform an experiment
investigating factors
affecting thermal energy
transfer and analyze the
data—identifying deviations
from theoretical
expectations when
appropriate (such as
thermal expansion and
modes of heat transfer).
5.Carry out measurements
using thermometers.

6. Solve problems using the

Stefan-Boltzmann law and
the heat current formula for
radiation and conduction.
XIV. Ideal Gases and the
Laws of Thermodynamics

A. Cognitive

1. Enumerate the properties

of an ideal gas.

2.Distinguish among
system, wall, and
surroundings.

3.Interpret PV diagrams of
a thermodynamic process. Demonstration

4.State the relationship Experiment in the lab.

between changes internal
energy, work done, and Organizing a classroom
thermal energy supplied Debate
through the First Law of
Thermodynamics. Learning through
3 Research
5.Differentiate the following
thermodynamic processes Watching film, video,
and show them on a PV etc.
diagram: isochoric, isobaric,
isothermal, adiabatic, and Using Concept Mapping
cyclic.
Learning through
Exploration
6.Describe reversible and
irreversible processes.

7.Explain how entropy is a

measure of disorder.

8. State the 2nd Law of

Thermodynamics.

9. Describe the Carnot

cycle (enumerate the
processes involved in the
cycle and illustrate the cycle
on a PV diagram)

10.State Carnot’s theorem

and use it to calculate the
maximum possible
efficiency of a heat engine.
B. PSYCOMOTOR

1.Solve problems involving

ideal gas equations in
contexts such as, but not
limited to, the design of
metal containers for
compressed gases.
Using Computer
2.Compute the work done
Programming
by a gas using dW=PdV .
Individual study
3.Use the First Law of
Thermodynamics in Group working
combination with the known
properties of adiabatic, 2 Using Concept Mapping
isothermal, isobaric, and
isochoric processes. Learning through
Exploration
4.Solve problems involving
the application of the First Work sheet
Law of Thermodynamics in
contexts such as, but not Using models and
limited to, the boiling of
water, cooling a room with analogies
an air conditioner, diesel
engines, and gases in
containers with pistons.
5.Calculate the efficiency of
a heat engine.

6.Calculate entropy
changes for various
processes e.g., isothermal
process, free expansion,
constant pressure process,
etc.

7.Solve problems involving

the application of the
Second Law of
Thermodynamics in context
such as, but not limited to,
heat engines, heat pumps,
internal combustion
engines, refrigerators, and
fuel economy.