K To 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL CORE .
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTGrade: Grade 11/12Core Subject Title: Physical ScienceNo. of Hours/Quarter: 40 hours/quarterPrerequisite:Core Subject Description: Evolution of our understanding of matter, motion, electricity, magnetism, light, and the universe from ancient times to the present; applicationsof physics and chemistry concepts in contexts such as atmospheric phenomena, cosmology, astronomy, vision, medical instrumentation, space technology, drugs, sources ofenergy, pollution and recycling, fitness and health, and cosmetics.CONTENTCONTENT STANDARD(The learners demonstrate anunderstanding of.)PERFORMANCESTANDARD(The learners.)LEARNING COMPETENCIES(The learners.)CODESCIENCEEQUIPMENTQUARTER 3How the elementsfound in the universewere formed1.2.the formation of theelements during the BigBang and during stellarevolutionmake a creativerepresentation of thehistorical development of theatom or the the chemicalelement in a timelinethe distribution of thechemical elements and theisotopes in the universe1.2.3.How the idea of theatom, along with theidea of the elementsevolved3.how the concept of theatom evolved from AncientGreek to the presenthow the concept of theelement evolved fromK to 12 Senior High School Core Curriculum – Physical Science August 20164.give evidence for and explainthe formation of the lightelements in the Big Bangtheory(3 hours)S11/12PS-IIIa-1give evidence for and describethe formation of heavierelements during starformation and evolutionS11/12PS-IIIa-2write the nuclear fusionreactions that take place instars, which lead to theformation of new elementsS11/12PS-IIIa-34.describe how elementsheavier than iron are formed5.describe the ideas of theAncient Greeks on the atomS11/12PS-IIIa-b-4S11/12PS-IIIa-b-5Page 1 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCONTENTCONTENT STANDARD(The learners demonstrate anunderstanding of.)PERFORMANCESTANDARD(The learners.)Ancient Greek to thepresentLEARNING COMPETENCIES(The learners.)6.describe the ideas of theAncient Greeks on theelements(2 hours)7.describe the contributions ofthe alchemists to the scienceof chemistryS11/12PS-IIIb-78.point out the main ideas in thediscovery of the structure ofthe atom and its subatomicparticles(3 hours)S11/12PS-IIIb-8cite the contributions of J.J.Thomson, Ernest Rutherford,Henry Moseley, and Niels Bohrto the understanding of thestructure of the atomS11/12PS-IIIb-9describe the nuclear model ofthe atom and the location ofits major components(protons, neutrons, andelectrons)S11/12PS-IIIb-10explain how the concept ofatomic number led to thesynthesis of new elements inthe laboratoryS11/12PS-IIIb-119.10.11.K to 12 Senior High School Core Curriculum – Physical Science August 2016CODESCIENCEEQUIPMENTS11/12PS-IIIa-b-6Page 2 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCONTENTHow the properties ofmatter relate to theirchemical structureCONTENT STANDARD(The learners demonstrate anunderstanding of.)1.2.PERFORMANCESTANDARD(The learners.)how the uses of differentmaterials are related totheir properties andstructuresthe relationship betweenthe function and structureof biologicalmacromoleculesLEARNING COMPETENCIES(The learners.)12.write the nuclear reactionsinvolved in the synthesis ofnew elements13.cite the contribution of JohnDalton toward theunderstanding of the conceptof the chemical elements(1 hour)14.explain how Dalton’s theorycontributed to the discovery ofother elements1.determine if a molecule ispolar or non polar given itsstructure(2 hours)relate the polarity of amolecule to its properties2.3.4.5.6.K to 12 Senior High School Core Curriculum – Physical Science August 2016describe the general types ofintermolecular forces(3 hours)give the type of intermolecularforces in the properties ofsubstances(3 hours)explain the effect ofintermolecular forces on theproperties of substancesexplain how the uses of thefollowing materials depend ontheir properties:a. medical S-IIId-e19S11/12PS-IIId-e20Page 3 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCONTENTCONTENT STANDARD(The learners demonstrate anunderstanding of.)PERFORMANCESTANDARD(The learners.)LEARNING COMPETENCIES(The learners.)CODESCIENCEEQUIPMENTprosthesisb. sports equipmentc. electronic devicesd. construction supplies forbuildings and furnituree. household gadgetsHow chemicalchanges take place1. the following aspects ofchemical changes:a. how fast a reactiontakes placeb. how much reactantsare needed and howmuch products areformed in a reactionc. how much energy isinvolved in a reactionmake either a poster, a flyer,or a brochure on aproduct(such as fuels,household, or personal careproducts) indicating its uses,properties, mode of action,and precautions7.explain how the properties ofthe above materials aredetermined by their structure8.explain how the structures ofbiological macromoleculessuch as carbohydrates, lipids,nucleic acid, and proteinsdetermine their properties andfunctions(3 hours)use simple collision theory toexplain the effects ofconcentration, temperature,and particle size on the rate 12PS-IIIf-24(2 hours)3.2. how energy is harnessed4.K to 12 Senior High School Core Curriculum – Physical Science August 2016define catalyst and describehow it affects reaction rateS11/12PS-IIId-e21calculate the amount ofsubstances used or producedin a chemical reaction(7 hours)S11/12PS-IIIf-h25calculate percent yield of areaction(1 hour)S11/12PS-IIIh-26ManganeseDioxide, 50grams / bottlePage 4 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCONTENTCONTENT STANDARD(The learners demonstrate anunderstanding of.)PERFORMANCESTANDARD(The learners.)LEARNING COMPETENCIES(The learners.)5.6.7.How chemistrycontributes to theunderstanding ofhousehold andpersonal careproductsThe properties and mode ofaction of the followingconsumer products:a. cleaning materialsb. cosmeticsrecognize that energy isreleased or absorbed during achemical reaction(1 hour)describe how energy isharnessed from differentsources:a. fossil fuelsb. biogasc. geothermald. hydrothermale. batteriesf. solar cellsg. biomass(2 hours)1.give common examples ofcleaning materials for thehouse and for personal care2.from product labels, identifythe active ingredient(s) ofcleaning products used athome3.K to 12 Senior High School Core Curriculum – Physical Science August 2016determine the limitingreactant in a reaction andcalculate the amount ofproduct formed(2 -IIIi-28AlcoholThermometer, 20ºC to c Acid,HCl, technicalgrade, 500 ml /bottleS11/12PS-IIIi-j31give the use of the otherPage 5 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCONTENTCONTENT STANDARD(The learners demonstrate anunderstanding of.)PERFORMANCESTANDARD(The learners.)LEARNING COMPETENCIES(The learners.)ingredients in cleaning agents4.5.6.give common examples ofpersonal care products usedto enhance the appearance ofthe human bodyidentify the major ingredientsof cosmetics such as bodylotion, skin whitener,deodorants, shaving cream,and and perfumeexplain the precautionarymeasures indicated in variouscleaning products (5 hours for competences 2-6)QUARTER 4How we come torealize that the Earthis not the center ofthe Universe.1. Greek views of matter,motion, and the universe2. competing models of theuniverse by Eudoxus,Aristotle, Aristarchus,Ptolemy,3. Copernicus, Brahe, andKepler4. evidence that the Earth isnot the center of theK to 12 Senior High School Core Curriculum – Physical Science August 20161. explain what the Greeksconsidered to be the threetypes of terrestrial motion2. explain what is meant bydiurnal motion, annual motion,precession of the equinoxesS11/12PS-IVa-36S11/12PS-IVa-371. Solar SystemModel; SunEarth-MoonModel &Multimedia ondiurnalmotion,annualPage 6 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCONTENTCONTENT STANDARD(The learners demonstrate anunderstanding of.)PERFORMANCESTANDARD(The learners.)LEARNING COMPETENCIES(The ssion ofthe equinoxes2. Vacuum Tubeand ManualVacuumPump3. explain how the Greeks knewthat the Earth is sphericalS11/12PS-IVa-384. explain how Plato’s problem of“Saving the Appearances”constrained Greek models ofthe UniverseS11/12PS-IVa-395. compare and contrast themodels/descriptions of theuniverse by Eudoxus, Aristotle,Aristarchus, Ptolemy, andCopernicusS11/12PS-IVa-406. cite examples of astronomicalphenomena known toastronomers before theadvent of telescopesK to 12 Senior High School Core Curriculum – Physical Science August 2016S11/12PS-IVa-41Page 7 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCONTENTCONTENT STANDARD(The learners demonstrate anunderstanding of.)PERFORMANCESTANDARD(The learners.)LEARNING COMPETENCIES(The learners.)7. compare and contrastexplanations and models ofastronomical phenomena(Copernican, Ptolemaic, andTychonic)K to 12 Senior High School Core Curriculum – Physical Science August 2016CODESCIENCEEQUIPMENTS11/12PS-IVa-428. explain how Galileo’sastronomical discoveries andobservations (lunar craters,phases of Venus, moons ofJupiter, sun spots,supernovas, the apparentlyidentical size of stars as seenthrough the naked eye, andtelescope observations)helped weaken the support forthe Ptolemaic model.S11/12PS-IVb-439. explain how Brahe’sinnovations and extensivecollection of data inobservational astronomypaved the way for Kepler’sdiscovery of his laws ofplanetary motionS11/12PS-IVb-44Page 8 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCONTENTWhy we believe thatthe laws of physicsare universalCONTENT STANDARD(The learners demonstrate anunderstanding of.)PERFORMANCESTANDARD(The learners.)1. Aristotelian vs. Galileanviews of motion2. how Galileo used hisdiscoveries in mechanics(and astronomy) toaddress scientificobjections to theCopernican model3. Newton’s Laws of Motion4. Newton’s Law ofUniversal Gravitation5. mass, momentum, andenergy conservationK to 12 Senior High School Core Curriculum – Physical Science August 2016LEARNING COMPETENCIES(The learners.)CODE10. apply Kepler’s 3rd law ofplanetary motion to objects inthe solar systemS11/12PS-IVb-451. compare and contrast theAristotelian and Galileanconceptions of verticalmotion, horizontal motion, andprojectile motion.S11/12PS-IVc-462. explain how Galileo inferredthat objects in vacuum fallwith uniform acceleration, andthat force is not necessary tosustain horizontal motionS11/12PS-IVc-473. explain how the position vs.time, and velocity vs. timegraphs of constant velocitymotion are different fromthose of constant accelerationmotionS11/12PS-IVc-484. recognize that the everydayusage and the physics usageof the term “acceleration”differ: In physics an objectthat is slowing down,speeding up, or changingSCIENCEEQUIPMENT1. Balance,Triple Beam2. NSTIC CartRail SystemNSTIC Cart-RailSystemS11/12PS-IVc-49Page 9 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCONTENTCONTENT STANDARD(The learners demonstrate anunderstanding of.)PERFORMANCESTANDARD(The learners.)LEARNING COMPETENCIES(The learners.)CODESCIENCEEQUIPMENTdirection is said to beacceleratingK to 12 Senior High School Core Curriculum – Physical Science August 20165. explain each of Newton’sthree laws of motionS11/12PS-IVd-506. explain the subtle distinctionbetween Newton’s 1st Law ofMotion (or Law of Inertia) andGalileo’s assertion that force isnot necessary to sustainhorizontal motionS11/12PS-IVd-517. use algebra, Newton’s 2ndLaw of Motion, and Newton’sLaw of Universal Gravitation toshow that, in the absence ofair resistance, objects close tothe surface of the Earth fallwith identical accelerationsindependent of their mass.S11/12PS-IVd-52Strobe LightPage 10 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCONTENTCONTENT STANDARD(The learners demonstrate anunderstanding of.)PERFORMANCESTANDARD(The learners.)LEARNING COMPETENCIES(The learners.)CODE8. explain the statement“Newton's laws of motion areaxioms while Kepler's laws ofplanetary motion are empiricallaws.”S11/12PS-IVe-539. explain the contributions ofscientists to our understandingof mass, momentum, andenergy conservationS11/12PS-IVe-5410. use the law of conservation ofmomentum to solve onedimensional collision problemsS11/12PS-IVe-55SCIENCEEQUIPMENT1. DiffractionSlits &Diffractiongrating2. NSTIC CartRail SystemHow light acts as awave and a particle1. describe what happens whenlight is reflected, refracted,transmitted, and absorbed2. explain how Newton andDescartes described theemergence of light in variouscolors through prismsK to 12 Senior High School Core Curriculum – Physical Science August 2016S11/12PS-IVf-56S11/12PS-IVf-57PrismPage 11 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCONTENTCONTENT STANDARD(The learners demonstrate anunderstanding of.)PERFORMANCESTANDARD(The learners.)LEARNING COMPETENCIES(The learners.)SCIENCEEQUIPMENT3. cite examples of waves (e.g.,water, stadium, sound, string,and light waves)S11/12PS-IVf-584. describe how the propagationof light, reflection, andrefraction are explained by thewave model and the particlemodel of lightS11/12PS-IVf-59Ripple TankS11/12PS-IVf-60Halogen Tube5. explain how the photon theoryof light accounts for atomicspectra6. explain how the photonconcept and the fact that theenergy of a photon is directlyproportional to its frequencycan be used to explain whyred light is used inphotographic dark rooms, whywe get easily sunburned inultraviolet light but not invisible light, and how we seecolors7. apply the wavelength-speedfrequency relationK to 12 Senior High School Core Curriculum – Physical Science August 2016CODES11/12PS-IVf-61S11/12PS-IVg-62Page 12 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCONTENTCONTENT STANDARD(The learners demonstrate anunderstanding of.)PERFORMANCESTANDARD(The learners.)LEARNING COMPETENCIES(The learners.)8. describe how Galileo andRoemer contributed to theeventual acceptance of theview that the speed of light isfinite9. cite experimental evidenceshowing that electrons canbehave like waves10. differentiate dispersion,scattering, interference, 11/12PS-IVg-64S11/12PS-IVh-651. DiffractionSlits &Diffractiongrating2. Laser Light3. explain various lightphenomena such as:a. your reflection on theconcave and convex sidesof a spoon looks differentb. miragesc. light from a red laserpasses more easily thoughred cellophane than greencellophaned. clothing of certain colorsappear different inartificial light and insunlighte. haloes, sundogs, primaryrainbows, secondaryrainbows, andsupernumerary bowsf. why clouds are usuallyK to 12 Senior High School Core Curriculum – Physical Science August 2016S11/12PS-IVh-66Page 13 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCONTENTCONTENT STANDARD(The learners demonstrate anunderstanding of.)PERFORMANCESTANDARD(The learners.)LEARNING COMPETENCIES(The learners.)white and rainclouds darkg. why the sky is blue andsunsets are reddish4. explain the contributions ofFranklin, Coulomb, Oersted,Ampere, Biot-Savart, Faraday,and Maxwell to ourunderstanding of electricityand magnetism (3 hours)5. describe how Hertz producedradio pulsesexplain how special relativityresolved the conflict betweenNewtonian mechanics andMaxwell’s electromagnetictheory(3 hours)2. explain the consequences ofthe postulates of SpecialRelativity (e.g., relativity ofsimultaneity, time dilation,length contraction, massenergy equivalence, andcosmic speed limit)3. explain the consequences ofthe postulates of GeneralRelativity (e.g., correctpredictions of shifts in theorbit of Mercury, gravitationalbending of light, and 12PS-IVi-681.How physics helps usunderstand theCosmos1. Relativity and the Big Bang2. Planets in and beyond theSolar SystemK to 12 Senior High School Core Curriculum – Physical Science August -j-71Page 14 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCONTENTCONTENT STANDARD(The learners demonstrate anunderstanding of.)PERFORMANCESTANDARD(The learners.)LEARNING COMPETENCIES(The learners.)4.5.6.7.K to 12 Senior High School Core Curriculum – Physical Science August 2016explain how the speeds anddistances of far-off objects areestimated (e.g., Doppler effectand cosmic distance ladder)(2 hours)explain how we know that welive in an expanding universe,which used to be hot and isapproximately 14billion S-IVj-73explain how Doppler shiftsand transits can be used todetect extra solar planetsS11/12PS-IVj-74explain why Pluto was oncethought to be a planet but isno longer considered oneS11/12PS-IVj-75Page 15 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTCode Book LegendSample: S11/12PS-IIIa-1LEGENDSAMPLELearning Area and Strand/ Subject orSpecializationScienceS11/12First EntryUppercase Letter/sGrade LevelGrade 11/12Domain/Content/Component/ TopicPhysical SciencePS-Roman Numeral*Zero if no specific quarterQuarterThird QuarterIIIWeekWeek oneaLowercase Letter/s*Put a hyphen (-) in between letters to indicate morethan a specific weekArabic NumberK to 12 Senior High School Core Curriculum – Physical Science August 2016Competencygive evidence for and explain the formationof the light elements in the Big Bang theory1Page 16 of 17
K to 12 BASIC EDUCATION CURRICULUMSENIOR HIGH SCHOOL – CORE SUBJECTReferences: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.K to 12 Senior High School Core Curriculum – Physical Science August 2016Page 17 of 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 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 .
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work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to
59 TV Oranje Basic Light Basic Basic 23.5 12187 H 29900 2/3 60 Schlager TV Basic Light Basic Basic 00.0 0 H 0 61 INPLUS Basic Light Basic Basic 19.2 11229 V 22000 2/3 TV VLAANDEREN is een merk gebruikt onder licentie door Canal Luxembourg S. à r.l. Maatschappelijke zetel: Rue Albert Borschette 4, L-1246 Luxembourg
1. PC-BASIC 2.0.3. A free, cross-platform emulator for the GW-BASIC family of interpreters. PC-BASIC is a free, cross-platform interpreter for GW-BASIC, Advanced BASIC (BASICA), PCjr Cartridge Basic and Tandy 1000 GWBASIC. It interprets these BASIC dialects with a high degree of accuracy, aiming for bug-for-
Obasanjo after its passage by the National Assembly on 26th May, 2004. The UBEA Act makes provision for basic education comprising Early Child Care Education (ECCE), Primary and Junior Secondary Education. Primary and Secondary Education The financing of basic education is the responsibility of the State and Local Governments. In
Basic Router Pod, Basic Switch Pod, and Advanced Router Pod. This guide documents the NETLABAE Basic Router Pod, used with CCNA 3.x Basic Router Configuration Labs. You may have up to eight Basic Router Pods per NETLABAE system. The NETLABAE Basic Router Pod features direct access to the console of routers R1, R2, and R3. 9/3/2005 Page 3 of 23
Visual Basic - Chapter 2 Mohammad Shokoohi * Adopted from An Introduction to Programming Using Visual Basic 2010, Schneider. 2 Chapter 2 –Visual Basic, Controls, and Events 2.1 An Introduction to Visual Basic 2.2 Visual Basic Controls 2.3 Visual Basic Events. 3 2.1 An Introduction to
Visual Basic 6.0 versus Other Versions of Visual Basic The original Visual Basic for DOS and Visual Basic F or Windows were introduced in 1991. Visual Basic 3.0 (a vast improvement over previous versions) was released in 1993. Visual Basic 4.0 released in late 1995 (added 32 bit application support).
