General Physics 1 Teaching Guide PDF (Philippine Normal University)

The Commission on Higher Education in collaboration with the Philippine Normal University Teaching Guide for Senior High School GENERAL PHYSICS 1 STEM SUBJECT This Teaching Guide was collaboratively developed and reviewed by e...

The Commission on Higher Education in collaboration with the Philippine Normal University Teaching Guide for Senior High School GENERAL PHYSICS 1 STEM SUBJECT This Teaching Guide was collaboratively developed and reviewed by educators from public and private schools, colleges, and universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Commission on Higher Education, K to 12 Transition Program Management Unit - Senior High School Support Team at [email protected]. We value your feedback and recommendations.  Development Team Team Leader: Jose Perico H. Esguerra, Ph.D. Writers: Rommel G. Bacabac, Ph.D, Jo-Ann M. Cordovilla, John Keith V. Magali, Kendrick A. Agapito, Ranzivelle Marianne Roxas - Villanueva, This Teaching Guide by the Commission on Higher Education is Ph.D. licensed under a Creative Technical Editors: Eduardo C. Cuansing, Ph.D, Commons Attribution- Voltaire M. Mistades, Ph.D. NonCommercial-ShareAlike 4.0 International License. This means Published by the Commission on Higher Education, 2016 Copyreader: Mariel A. Gabriel you are free to: Chairperson: Patricia B. Licuanan, Ph.D. Illustrator: Patricia G. De Vera Share — copy and redistribute the Commission on Higher Education material in any medium or format Adapt — remix, transform, and K to 12 Transition Program Management Unit build upon the material. Office Address: 4th Floor, Commission on Higher Education, The licensor, CHED, cannot revoke C.P. Garcia Ave., Diliman, Quezon City Senior High School Support Team these freedoms as long as you Telefax: (02) 441-0927 / E-mail Address: [email protected] CHED K to 12 Transition Program Management Unit follow the license terms. However, Program Director: Karol Mark R. Yee under the following terms: Attribution — You must give Lead for Senior High School Support: appropriate credit, provide a link to Consultants Gerson M. Abesamis the license, and indicate if changes THIS PROJECT WAS DEVELOPED WITH THE PHILIPPINE NORMAL UNIVERSITY. were made. You may do so in any Course Development Officers: University President: Ester B. Ogena, Ph.D. reasonable manner, but not in any John Carlo P. Fernando, Danie Son D. Gonzalvo, way that suggests the licensor VP for Academics: Ma. Antoinette C. Montealegre, Ph.D. Stanley Ernest G. Yu endorses you or your use. VP for University Relations & Advancement: Rosemarievic V. Diaz, Ph.D. Lead for Policy Advocacy and Communications: NonCommercial — You may not use Ma. Cynthia Rose B. Bautista, Ph.D., CHED the material for commercial Averill M. Pizarro Bienvenido F. Nebres, S.J., Ph.D., Ateneo de Manila University purposes. Teacher Training Officers: ShareAlike — If you remix, Carmela C. Oracion, Ph.D., Ateneo de Manila University Ma. Theresa C. Carlos, Mylene E. Dones transform, or build upon the Minella C. Alarcon, Ph.D., CHED material, you must distribute your Monitoring and Evaluation Officer: contributions under the same license Gareth Price, Sheffield Hallam University Robert Adrian N. Daulat as the original. Stuart Bevins, Ph.D., Sheffield Hallam University Administrative Officers: Ma. Leana Paula B. Bato, Kevin Ross D. Nera, Allison A. Danao, Ayhen Loisse B. Dalena Printed in the Philippines by EC-TEC Commercial, No. 32 St. Louis Compound 7, Baesa, Quezon City, [email protected] Introduction As the Commission supports DepEd’s implementation of Senior High School (SHS), it upholds the vision and mission of the K to 12 program, stated in Section 2 of Republic Act 10533, or the Enhanced Basic Education Act of 2013, that “every graduate of basic education be an empowered individual, through a program rooted on...the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in creative and critical thinking, and the capacity and willingness to transform others and oneself.” To accomplish this, the Commission partnered with the Philippine Normal University (PNU), the National Center for Teacher Education, to develop Teaching Guides for Courses of SHS. Together with PNU, this Teaching Guide was studied and reviewed by education and pedagogy experts, and was enhanced with appropriate methodologies and strategies. Furthermore, the Commission believes that teachers are the most important partners in attaining this goal. Incorporated in this Teaching Guide is a framework that will guide them in creating lessons and assessment tools, support them in facilitating activities and questions, and assist them towards deeper content areas and competencies. Thus, the introduction of the SHS for SHS Framework. The SHS for SHS Framework, which stands for “Saysay-Husay-Sarili for Senior High School,” is at the core of this book. The lessons, which combine high-quality content with flexible elements to SHS for SHS accommodate diversity of teachers and environments, promote these three fundamental concepts: Framework SAYSAY: MEANING HUSAY: MASTERY SARILI: OWNERSHIP Why is this important? How will I deeply understand this? What can I do with this? Through this Teaching Guide, Given that developing mastery When teachers empower teachers will be able to facilitate goes beyond memorization, learners to take ownership of an understanding of the value teachers should also aim for their learning, they develop of the lessons, for each learner deep understanding of the independence and self- to fully engage in the content subject matter where they lead direction, learning about both on both the cognitive and learners to analyze and the subject matter and affective levels. synthesize knowledge. themselves.  Earth Science is a Core Subject taken in the first semester of Grade 11. This learning area is About this designed to provide a general background for the understanding of the Earth on a planetary Teaching Guide scale. It presents the history of the Earth through geologic time. It discusses the Earth’s structure and composition, the processes that occur beneath and on the Earth’s surface, as well as issues, concerns, and problems pertaining to Earth’s resources. Implementing this course at the senior high school level is subject to numerous challenges with mastery of content among educators tapped to facilitate learning and a lack of resources to deliver the necessary content and develop skills and attitudes in the learners, being foremost among these. In support of the SHS for SHS framework developed by CHED, these teaching guides were crafted and refined by biologists and biology educators in partnership with educators from focus groups all over the Philippines to provide opportunities to develop the following: Saysay through meaningful, updated, and context-specific content that highlights important points and common misconceptions so that learners can connect to their real-world experiences and future careers; Husay through diverse learning experiences that can be implemented in a resource-poor classroom or makeshift laboratory that tap cognitive, affective, and psychomotor domains are accompanied by field-tested teaching tips that aid in facilitating discovery and development of higher-order thinking skills; and Sarili through flexible and relevant content and performance standards allow learners the freedom to innovate, make their own decisions, and initiate activities to fully develop their academic and personal potential. These ready-to-use guides are helpful to educators new to either the content or biologists new to the experience of teaching Senior High School due to their enriched content presented as lesson plans or guides. Veteran educators may also add ideas from these guides to their repertoire. The Biology Team hopes that this resource may aid in easing the transition of the different stakeholders into the new curriculum as we move towards the constant improvement of Philippine education.  This Teaching Guide is mapped and aligned to the DepEd SHS Curriculum, designed to be highly Parts of the usable for teachers. It contains classroom activities and pedagogical notes, and is integrated with Teaching Guide innovative pedagogies. All of these elements are presented in the following parts: 1. Introduction Highlight key concepts and identify the essential questions Show the big picture Connect and/or review prerequisite knowledge Clearly communicate learning competencies and objectives Motivate through applications and connections to real-life 2. Motivation Give local examples and applications Engage in a game or movement activity Provide a hands-on/laboratory activity Connect to a real-life problem 3. Instruction/Delivery Give a demonstration/lecture/simulation/hands-on activity Show step-by-step solutions to sample problems Give applications of the theory Connect to a real-life problem if applicable 4. Practice Discuss worked-out examples Provide easy-medium-hard questions Give time for hands-on unguided classroom work and discovery Use formative assessment to give feedback 5. Enrichment Provide additional examples and applications Introduce extensions or generalisations of concepts Engage in reflection questions Encourage analysis through higher order thinking prompts 6. Evaluation Supply a diverse question bank for written work and exercises Provide alternative formats for student work: written homework, journal, portfolio, group/individual projects, student-directed research project  On DepEd Functional Skills and CHED College Readiness Standards As Higher Education Institutions (HEIs) welcome the graduates of On the other hand, the Commission declared the College the Senior High School program, it is of paramount importance to Readiness Standards that consist of the combination of knowledge, align Functional Skills set by DepEd with the College Readiness skills, and reflective thinking necessary to participate and succeed - Standards stated by CHED. without remediation - in entry-level undergraduate courses in The DepEd articulated a set of 21st century skills that should be college. embedded in the SHS curriculum across various subjects and tracks. The alignment of both standards, shown below, is also presented in These skills are desired outcomes that K to 12 graduates should this Teaching Guide - prepares Senior High School graduates to the possess in order to proceed to either higher education, revised college curriculum which will initially be implemented by AY employment, entrepreneurship, or middle-level skills development. 2018-2019. College Readiness Standards Foundational Skills DepEd Functional Skills Produce all forms of texts (written, oral, visual, digital) based on: 1. Solid grounding on Philippine experience and culture; 2. An understanding of the self, community, and nation; Visual and information literacies, media literacy, critical thinking 3. Application of critical and creative thinking and doing processes; and problem solving skills, creativity, initiative and self-direction 4. Competency in formulating ideas/arguments logically, scientifically, and creatively; and 5. Clear appreciation of one’s responsibility as a citizen of a multicultural Philippines and a diverse world; Global awareness, scientific and economic literacy, curiosity, Systematically apply knowledge, understanding, theory, and skills for the development of critical thinking and problem solving skills, risk taking, flexibility the self, local, and global communities using prior learning, inquiry, and experimentation and adaptability, initiative and self-direction Global awareness, media literacy, technological literacy, Work comfortably with relevant technologies and develop adaptations and innovations for creativity, flexibility and adaptability, productivity and significant use in local and global communities accountability Global awareness, multicultural literacy, collaboration and Communicate with local and global communities with proficiency, orally, in writing, and interpersonal skills, social and cross-cultural skills, leadership through new technologies of communication and responsibility Interact meaningfully in a social setting and contribute to the fulfilment of individual and Media literacy, multicultural literacy, global awareness, collaboration and interpersonal skills, social and cross-cultural shared goals, respecting the fundamental humanity of all persons and the diversity of skills, leadership and responsibility, ethical, moral, and spiritual groups and communities values  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT Grade: 12 Quarters: General Physics 1 (Q1&Q2) Subject Title: General Physics 1 No. of Hours/ Quarters: 40 hours/ quarter Prerequisite: Basic Calculus Subject Description: Mechanics of particles, rigid bodies, and fluids; waves; and heat and thermodynamics using the methods and concepts of algebra, geometry, trigonometry, graphical analysis, and basic calculus CONTENT PERFORMANCE SCIENCE CONTENT LEARNING COMPETENCIES CODE STANDARD STANDARD EQUIPMENT 1. Units The learners The learners are The learners... 2. Physical Quantities demonstrate an able to... STEM_GP12EU-Ia- 3. Measurement understanding of... 1. Solve measurement problems involving 1 4. Graphical Solve, using conversion of units, expression of Presentation 1. The effect of experimental and measurements in scientific notation 5. Linear Fitting of Data instruments on theoretical STEM_GP12EU-Ia- 2. Differentiate accuracy from precision measurements approaches, 2 2. Uncertainties and multiconcept, 3. Differentiate random errors from STEM_GP12EU-Ia- deviations in rich-context systematic errors 3 measurement problems 4. Use the least count concept to estimate 3. Sources and types involving STEM_GP12EU-Ia- errors associated with single of error measurement, 4 measurements 4. Accuracy versus vectors, motions 5. Estimate errors from multiple precision in 1D, 2D, and STEM_GP12EU-Ia- measurements of a physical quantity 5. Uncertainty of 3D, Newton’s 5 using variance derived quantities Laws, work, 6. Estimate the uncertainty of a derived 6. Error bars energy, center of quantity from the estimated values and STEM_GP12EU-Ia- 7. Graphical analysis: mass, uncertainties of directly measured 6 linear fitting and momentum, quantities transformation of impulse, and 7. Estimate intercepts and slopes—and and functional collisions their uncertainties—in experimental data dependence to STEM_GP12EU-Ia- with linear dependence using the linear form 7 “eyeball method” and/or linear regression formulae Vectors 1. Vectors and vector 1. Differentiate vector and scalar quantities STEM_GP12V-Ia-8 addition 2. Perform addition of vectors STEM_GP12V-Ia-9 2. Components of STEM_GP12V-Ia- 3. Rewrite a vector in component form vectors 10 3. Unit vectors 4. Calculate directions and magnitudes of STEM_GP12V-Ia- K to 12 Senior High School STEM Specialized Subject – General Physics 1 August 2016 Page 1 of 15  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT CONTENT PERFORMANCE SCIENCE CONTENT LEARNING COMPETENCIES CODE STANDARD STANDARD EQUIPMENT vectors 11 Kinematics: Motion 1. Position, time, 1. Convert a verbal description of a physical Along a Straight Line distance, situation involving uniform acceleration STEM_GP12Kin-Ib- displacement, in one dimension into a mathematical 12 speed, average description velocity, 2. Recognize whether or not a physical instantaneous STEM_GP12KIN- situation involves constant velocity or velocity Ib-13 constant acceleration 2. Average acceleration, and 3. Interpret displacement and velocity, instantaneous STEM_GP12KIN- respectively, as areas under velocity vs. acceleration Ib-14 time and acceleration vs. time curves 3. Uniformly accelerated linear 4. Interpret velocity and acceleration, motion STEM_GP12KIN- respectively, as slopes of position vs. 4. Free-fall motion Ib-15 time and velocity vs. time curves 5. 1D Uniform Acceleration 5. Construct velocity vs. time and Problems acceleration vs. time graphs, STEM_GP12KIN- respectively, corresponding to a given NSTIC Free-FALL Set Ib-16 position vs. time-graph and velocity vs. time graph and vice versa 6. Solve for unknown quantities in STEM_GP12KIN- equations involving one-dimensional Ib-17 uniformly accelerated motion 7. Use the fact that the magnitude of acceleration due to gravity on the Earth’s STEM_GP12KIN- surface is nearly constant and NSTIC Free-FALL Set Ib-18 approximately 9.8 m/s2 in free-fall problems 8. Solve problems involving one- dimensional motion with constant acceleration in contexts such as, but not STEM_GP12KIN- limited to, the “tail-gating phenomenon”, Ib-19 pursuit, rocket launch, and free-fall problems Kinematics: Motion in 2- Relative motion 1. Describe motion using the concept of STEM_GP12KIN-Ic- Dimensions and 3- 1. Position, distance, relative velocities in 1D and 2D 20 K to 12 Senior High School STEM Specialized Subject – General Physics 1 August 2016 Page 2 of 15  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT CONTENT PERFORMANCE SCIENCE CONTENT LEARNING COMPETENCIES CODE STANDARD STANDARD EQUIPMENT Dimensions displacement, 2. Extend the definition of position, velocity, STEM_GP12KIN-Ic- speed, average and acceleration to 2D and 3D using 21 velocity, vector representation instantaneous 3. Deduce the consequences of the STEM_GP12KIN-Ic- velocity, average independence of vertical and horizontal 22 acceleration, and components of projectile motion instantaneous 4. Calculate range, time of flight, and STEM_GP12KIN-Ic- acceleration in 2- maximum heights of projectiles 23 and 3- dimensions 5. Differentiate uniform and non-uniform STEM_GP12KIN-Ic- 2. Projectile motion circular motion 24 3. Circular motion 6. Infer quantities associated with circular 4. Relative motion motion such as tangential velocity, STEM_GP12KIN-Ic- centripetal acceleration, tangential 25 acceleration, radius of curvature 7. Solve problems involving two dimensional motion in contexts such as, STEM_GP12KIN-Ic- but not limited to ledge jumping, movie 26 stunts, basketball, safe locations during firework displays, and Ferris wheels 8. Plan and execute an experiment involving projectile motion: Identifying STEM_GP12KIN- error sources, minimizing their influence, Id-27 and estimating the influence of the identified error sources on final results Newton’s Laws of Motion 1. Newton’s Law’s of 1. Define inertial frames of reference STEM_GP12N-Id- and Applications Motion 28 2. Inertial Reference 2. Differentiate contact and noncontact STEM_GP12N-Id- Frames forces 29 3. Distinguish mass and weight STEM_GP12N-Id- 3. Action at a distance 30 forces 4. Identify action-reaction pairs STEM_GP12N-Id- NSTIC Cart-Rail 4. Mass and Weight 31 System 5. Types of contact 5. Draw free-body diagrams STEM_GP12N-Id- forces: tension, 32 normal force, 6. Apply Newton’s 1st law to obtain kinetic and static STEM_GP12N-Ie- quantitative and qualitative conclusions friction, fluid 33 about the contact and noncontact forces K to 12 Senior High School STEM Specialized Subject – General Physics 1 August 2016 Page 3 of 15  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT CONTENT PERFORMANCE SCIENCE CONTENT LEARNING COMPETENCIES CODE STANDARD STANDARD EQUIPMENT resistance acting on a body in equilibrium (1 6. Action-Reaction lecture) Pairs 7. Free-Body Diagrams 7. Differentiate the properties of static STEM_GP12N-Ie- NSTIC Friction Set 8. Applications of friction and kinetic friction 34 Newton’s Laws to 8. Compare the magnitude of sought single-body and quantities such as frictional force, normal STEM_GP12N-Ie- multibody dynamics force, threshold angles for sliding, 35 9. Fluid resistance acceleration, etc. 10. Experiment on 9. Apply Newton’s 2nd law and kinematics forces to obtain quantitative and qualitative 11. Problem solving conclusions about the velocity and STEM_GP12N-Ie- using Newton’s acceleration of one or more bodies, and 36 Laws the contact and noncontact forces acting on one or more bodies 10. Analyze the effect of fluid resistance on STEM_GP12N-Ie- moving object 37 11. Solve problems using Newton’s Laws of motion in contexts such as, but not limited to, ropes and pulleys, the design STEM_GP12N-Ie- of mobile sculptures, transport of loads 38 on conveyor belts, force needed to move stalled vehicles, determination of safe driving speeds on banked curved roads 12. Plan and execute an experiment involving forces (e.g., force table, friction 1. Force Table board, terminal velocity) and identifying STEM_GP12N-If-39 discrepancies between theoretical 2. NSTIC Friction expectations and experimental results Set when appropriate Work, Energy, and 1. Dot or Scalar 1. Calculate the dot or scalar product of STEM_GP12WE-If- Energy Conservation Product vectors 40 2. Work done by a 2. Determine the work done by a force (not STEM_GP12WE-If- force necessarily constant) acting on a system 41 3. Work-energy 3. Define work as a scalar or dot product of STEM_GP12WE-If- relation force and displacement 42 4. Kinetic energy 4. Interpret the work done by a force in STEM_GP12WE-If- K to 12 Senior High School STEM Specialized Subject – General Physics 1 August 2016 Page 4 of 15  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT CONTENT PERFORMANCE SCIENCE CONTENT LEARNING COMPETENCIES CODE STANDARD STANDARD EQUIPMENT 5. Power one-dimension as an area under a Force 43 6. Conservative and vs. Position curve nonconservative 5. Relate the work done by a constant force STEM_GP12WE-Ig- forces to the change in kinetic energy of a 44 7. Gravitational system potential energy 6. Apply the work-energy theorem to obtain 8. Elastic potential quantitative and qualitative conclusions STEM_GP12WE-Ig- energy regarding the work done, initial and final 45 9. Equilibria and velocities, mass and kinetic energy of a potential energy system. diagrams 7. Represent the work-energy theorem STEM_GP12WE-Ig- 10. Energy graphically 46 Conservation, Work, 8. Relate power to work, energy, force, and STEM_GP12WE-Ig- and Power velocity 47 Problems 9. Relate the gravitational potential energy STEM_GP12WE-Ig- of a system or object to the configuration 48 of the system 10. Relate the elastic potential energy of a STEM_GP12WE-Ig- system or object to the configuration of 49 the system 11. Explain the properties and the effects of STEM_GP12WE-Ig- conservative forces 50 12. Identify conservative and STEM_GP12WE-Ig- nonconservative forces 51 13. Express the conservation of energy STEM_GP12WE-Ig- verbally and mathematically 52 14. Use potential energy diagrams to infer STEM_GP12WE-Ig- force; stable, unstable, and neutral 53 equilibria; and turning points 15. Determine whether or not energy conservation is applicable in a given STEM_GP12WE-Ig- example before and after description of a 54 physical system K to 12 Senior High School STEM Specialized Subject – General Physics 1 August 2016 Page 5 of 15  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT CONTENT PERFORMANCE SCIENCE CONTENT LEARNING COMPETENCIES CODE STANDARD STANDARD EQUIPMENT 16. 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 STEM_GP12WE-Ih- Great Pyramids and the rice terraces; i-55 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.) Center of Mass, 1. Center of mass 1. Differentiate center of mass and STEM_GP12MMIC- Momentum, Impulse, 2. Momentum geometric center Ih-56 and Collisions 3. Impulse 2. Relate the motion of center of mass of a STEM_GP12MMIC- 4. Impulse-momentum system to the momentum and net Ih-57 relation external force acting on the system 5. Law of conservation 3. Relate the momentum, impulse, force, STEM_GP12MMIC- of momentum and time of contact in a system Ih-58 6. Collisions 4. Explain the necessary conditions for 7. Center of Mass, STEM_GP12MMIC- conservation of linear momentum to be Impulse, Ih-59 valid. Momentum, and 5. Compare and contrast elastic and STEM_GP12MMIC- Collision Problems inelastic collisions Ii-60 8. Energy and 6. Apply the concept of restitution STEM_GP12MMIC- momentum coefficient in collisions Ii-61 experiments 7. Predict motion of constituent particles for STEM_GP12MMIC- different types of collisions (e.g., elastic, Ii-62 inelastic) 8. Solve problems involving center of mass, impulse, and momentum in contexts such as, but not limited to, rocket STEM_GP12MMIC- motion, vehicle collisions, and ping-pong. Ii-63 (Emphasize also the concept of whiplash and the sliding, rolling, and mechanical deformations in vehicle collisions.) K to 12 Senior High School STEM Specialized Subject – General Physics 1 August 2016 Page 6 of 15  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT CONTENT PERFORMANCE SCIENCE CONTENT LEARNING COMPETENCIES CODE STANDARD STANDARD EQUIPMENT 9. Perform an experiment involving energy and momentum conservation and analyze the data identifying STEM_GP12MMIC- discrepancies between theoretical Ii-64 expectations and experimental results when appropriate Integration of Data Analysis and Point Refer to weeks 1 to 9 (Assessment of the performance standard) (1 week) Mechanics Concepts Rotational equilibrium 1. Moment of inertia Solve multi- 1. Calculate the moment of inertia about a STEM_GP12RED- and rotational dynamics 2. Angular position, concept, rich given axis of single-object and multiple- IIa-1 angular velocity, context problems object systems (1 lecture with exercises) angular acceleration using concepts 2. Exploit analogies between pure 3. Torque from rotational translational motion and pure rotational 4. Torque-angular motion, fluids, motion to infer rotational motion STEM_GP12RED- acceleration relation oscillations, equations (e.g., rotational kinematic IIa-2 5. Static equilibrium gravity, and equations, rotational kinetic energy, 6. Rotational thermodynamics torque-angular acceleration relation) kinematics 3. Calculate magnitude and direction of STEM_GP12RED- 7. Work done by a torque using the definition of torque as a IIa-3 torque cross product 8. Rotational kinetic 4. Describe rotational quantities using STEM_GP12RED- energy vectors IIa-4 9. Angular momentum 5. Determine whether a system is in static STEM_GP12RED- 10. Static equilibrium equilibrium or not IIa-5 experiments 6. Apply the rotational kinematic relations 11. Rotational motion STEM_GP12RED- for systems with constant angular problems IIa-6 accelerations STEM_GP12RED- 7. Apply rotational kinetic energy formulae IIa-7 8. Solve static equilibrium problems in contexts such as, but not limited to, see- STEM_GP12RED- saws, mobiles, cable-hinge-strut system, IIa-8 leaning ladders, and weighing a heavy suitcase using a small bathroom scale 9. Determine angular momentum of STEM_GP12RED- different systems IIa-9 K to 12 Senior High School STEM Specialized Subject – General Physics 1 August 2016 Page 7 of 15  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT CONTENT PERFORMANCE SCIENCE CONTENT LEARNING COMPETENCIES CODE STANDARD STANDARD EQUIPMENT 10. Apply the torque-angular momentum STEM_GP12RED- relation IIa-10 11. Recognize whether angular momentum is STEM_GP12RED- conserved or not over various time IIa-11 intervals in a given system 12. Perform an experiment involving static equilibrium and analyze the data— STEM_GP12RED- identifying discrepancies between IIa-12 theoretical expectations and experimental results when appropriate 13. Solve rotational kinematics and dynamics problems, in contexts such as, but not STEM_GP12RED- limited to, flywheels as energy storage IIa-13 devices, and spinning hard drives Gravity 1. Newton’s Law of 1. Use Newton’s law of gravitation to infer STEM_GP12G-IIb- Universal gravitational force, weight, and 16 Gravitation acceleration due to gravity 2. Gravitational field 2. Determine the net gravitational force on STEM_GP12Red- 3. Gravitational a mass given a system of point masses IIb-17 potential energy 3. Discuss the physical significance of STEM_GP12Red- 4. Escape velocity gravitational field IIb-18 5. Orbits 4. Apply the concept of gravitational STEM_GP12Red- potential energy in physics problems IIb-19 5. Calculate quantities related to planetary STEM_GP12Red- or satellite motion IIb-20 6. Kepler’s laws of 6. Apply Kepler’s 3rd Law of planetary STEM_GP12G-IIc- planetary motion motion 21 7. For circular orbits, relate Kepler’s third STEM_GP12G-IIc- law of planetary motion to Newton’s law 22 of gravitation and centripetal acceleration 8. Solve gravity-related problems in contexts such as, but not limited to, inferring the mass of the Earth, inferring STEM_GP12G-IIc- the mass of Jupiter from the motion of 23 its moons, and calculating escape speeds from the Earth and from the solar system Periodic Motion 1. Periodic Motion 1. Relate the amplitude, frequency, angular STEM_GP12PM- K to 12 Senior High School STEM Specialized Subject – General Physics 1 August 2016 Page 8 of 15  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT CONTENT PERFORMANCE SCIENCE CONTENT LEARNING COMPETENCIES CODE STANDARD STANDARD EQUIPMENT 2. Simple harmonic frequency, period, displacement, IIc-24 motion: spring- velocity, and acceleration of oscillating mass system, systems simple pendulum, 2. Recognize the necessary conditions for STEM_GP12PM- physical pendulum an object to undergo simple harmonic IIc-25 motion 3. Analyze the motion of an oscillating STEM_GP12PM- system using energy and Newton’s 2nd IIc-26 law approaches 4. Calculate the period and the frequency of STEM_GP12PM- spring mass, simple pendulum, and IIc-27 physical pendulum 3. Damped and Driven 5. Differentiate underdamped, overdamped, STEM_GP12PM- oscillation and critically damped motion IId-28 4. Periodic Motion STEM_GP12PM- 6. Describe the conditions for resonance experiment IId-29 7. Perform an experiment involving periodic motion and analyze the data—identifying STEM_GP12PM- discrepancies between theoretical IId-30 expectations and experimental results when appropriate 5. Mechanical waves 8. Define mechanical wave, longitudinal STEM_GP12PM- wave, transverse wave, periodic wave, Slinky Coil IId-31 and sinusoidal wave 9. From a given sinusoidal wave function STEM_GP12PM- infer the (speed, wavelength, frequency, IId-32 period, direction, and wave number 10. Calculate the propagation speed, power transmitted by waves on a string with STEM_GP12PM- given tension, mass, and length (1 IId-33 lecture) Mechanical Waves and 1. Sound 1. Apply the inverse-square relation between STEM_GP12MWS- Sound 2. Wave Intensity the intensity of waves and the distance IIe-34 3. Interference and from the source beats 2. Describe qualitatively and quantitatively STEM_GP12MWS- 4. Standing waves the superposition of waves IIe-35 5. Doppler effect 3. Apply the condition for standing waves STEM_GP12MWS- 1. DC String Vibrator K to 12 Senior High School STEM Specialized Subject – General Physics 1 August 2016 Page 9 of 15  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT CONTENT PERFORMANCE SCIENCE CONTENT LEARNING COMPETENCIES CODE STANDARD STANDARD EQUIPMENT on a string IIe-36 2. Musical Instrument, Miniature Guitar 4. Relate the frequency (source dependent) STEM_GP12MWS- and wavelength of sound with the Resistance Board IIe-37 motion of the source and the listener 5. Solve problems involving sound and mechanical waves in contexts such as, STEM_GP12MWS- Musical Instrument, but not limited to, echolocation, musical IIe-38 Miniature Guitar instruments, ambulance sounds 6. Perform an experiment investigating the 1. Loudspeaker properties of sound waves and analyze the data appropriately—identifying 2. Resonance Tube deviations from theoretical expectations STEM_GP12MWS- when appropriate IIe-39 3. Sound Signal Generator 4. Tuning Fork Set Fluid Mechanics 1. Specific gravity 1. Relate density, specific gravity, mass, STEM_GP12FM-IIf- 2. Pressure and volume to each other 40 3. Pressure vs. Depth STEM_GP12FM-IIf- 2. Relate pressure to area and force Relation 41 4. Pascal’s principle Open U-Tube 3. Relate pressure to fluid density and STEM_GP12FM-IIf- 5. Buoyancy and Manometer with depth 42 Archimedes’ Pressure Sensor Principle 4. Apply Pascal’s principle in analyzing fluids STEM_GP12FM-IIf- 6. Continuity equation in various systems 43 7. Bernoulli’s principle 1. Archimedes 5. Apply the concept of buoyancy and STEM_GP12FM-IIf- Principle Archimedes’ principle 44 2. Beaker, Plastic 6. Explain the limitations of and the STEM_GP12FM-IIf- assumptions underlying Bernoulli’s Air Blower 45 principle and the continuity equation K to 12 Senior High School STEM Specialized Subject – General Physics 1 August 2016 Page 10 of 15  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT CONTENT PERFORMANCE SCIENCE CONTENT LEARNING COMPETENCIES CODE STANDARD STANDARD EQUIPMENT 7. Apply Bernoulli’s principle and continuity 1. Air Blower equation, whenever appropriate, to infer STEM_GP12FM-IIf- relations involving pressure, elevation, 46 2. Archimedes speed, and flux Principle 8. Solve problems involving fluids in contexts such as, but not limited to, STEM_GP12FM-IIf- floating and sinking, swimming, Beaker, Plastic 47 Magdeburg hemispheres, boat design, hydraulic devices, and balloon flight 9. Perform an experiment involving either 1. Archimedes Continuity and Bernoulli’s equation or Principle buoyancy, and analyze the data STEM_GP12FM-IIf- appropriately—identifying discrepancies 48 2. Air Blower between theoretical expectations and experimental results when appropriate 3. Beaker, Plastic Temperature and Heat 1. Zeroth law of 1. Explain the connection between the thermodynamics Zeroth Law of Thermodynamics, STEM_GP12TH- and Temperature temperature, thermal equilibrium, and IIg-49 measurement temperature scales 2. Thermal expansion 2. Convert temperatures and temperature STEM_GP12TH- 3. Heat and heat differences in the following scales: IIg-50 capacity Fahrenheit, Celsius, Kelvin 4. Calorimetry 3. Define coefficient of thermal expansion STEM_GP12TH- Coefficient of Linear and coefficient of volume expansion IIg-51 Expansion 4. Calculate volume or length changes of STEM_GP12TH- solids due to changes in temperature IIg-52 5. Solve problems involving temperature, thermal expansion, heat capacity,heat transfer, and thermal equilibrium in contexts such as, but not limited to, the STEM_GP12TH- Coefficient of Linear design of bridges and train rails using IIg-53 Expansion steel, relative severity of steam burns and water burns, thermal insulation, sizes of stars, and surface temperatures of planets K to 12 Senior High School STEM Specialized Subject – General Physics 1 August 2016 Page 11 of 15  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT CONTENT PERFORMANCE SCIENCE CONTENT LEARNING COMPETENCIES CODE STANDARD STANDARD EQUIPMENT 6. Perform an experiment investigating factors affecting thermal energy transfer and analyze the data—identifying STEM_GP12TH- deviations from theoretical expectations IIg-54 when appropriate (such as thermal expansion and modes of heat transfer) 7. Carry out measurements using STEM_GP12TH- thermometers IIg-55 8. Solve problems using the Stefan- 5. Mechanisms of heat Boltzmann law and the heat current STEM_GP12TH- transfer