K to 12 BASIC EDUCATION

CURRICULUM SENIOR HIGH SCHOOL –

CORE SUBJECT
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 STANDARD PERFORMANCE

LEARNING COMPETENCIES SCIENCE
CONTENT (The learners demonstrate STANDARD CODE
(The learners...) EQUIPMENT
an understanding of...) (The learners...)

QUARTER 3

How the elements 1. the formation of the make a creative 1. give evidence for and
found in the universe elements during the representation of the explain the formation of the
S11/12PS-IIIa-1
were formed Big Bang and during historical development of the light elements in the Big
stellar evolution atom or the the chemical Bang theory
element in a timeline (3 hours)
2. the distribution of the
chemical elements and 2. give evidence for and
the isotopes in the describe the formation of
S11/12PS-IIIa-2
universe heavier elements during star
formation and evolution

3. write the nuclear fusion

reactions that take place
S11/12PS-IIIa-3
in stars, which lead to the
formation of new elements

How the idea of the 4. describe how elements

S11/12PS-IIIa-b-4
atom, along with the 3. how the concept of the heavier than iron are
idea of the elements atom evolved from formed
evolved Ancient Greek to the
present 5. describe the ideas of the S11/12PS-IIIa-b-5
Ancient Greeks on the
K to 12 Senior High [Link] the concept
Curriculum of Science August
– Physical atom Page 1 of 19
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the element evolved
from

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CONTENT STANDARD PERFORMANCE

LEARNING COMPETENCIES SCIENCE
CONTENT (The learners demonstrate STANDARD CODE
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an understanding of...) (The learners...)

Ancient Greek to the

present 6. describe the ideas of
the Ancient Greeks on S11/12PS-IIIa-b-6
the elements
(2 hours)

7. describe the contributions of

the alchemists to the S11/12PS-IIIb-7
science of chemistry

8. point out the main ideas in

the discovery of the structure
of the atom and its subatomic S11/12PS-IIIb-8
particles
(3 hours)

9. cite the contributions of J.J.

Thomson, Ernest Rutherford,
Henry Moseley, and Niels S11/12PS-IIIb-9
Bohr to the understanding of
the structure of the atom

10. describe the nuclear model of

the atom and the location of
its major components S11/12PS-IIIb-10
(protons, neutrons, and
electrons)
11. explain how the concept of
atomic number led to the
S11/12PS-IIIb-11
synthesis of new elements in
the laboratory
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CONTENT STANDARD PERFORMANCE

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CONTENT (The learners demonstrate STANDARD CODE
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12. write the nuclear reactions

involved in the synthesis of S11/12PS-IIIb-12
new elements
13. cite the contribution of John
Dalton toward the S11/12PS-IIIc-13
understanding of the concept
of the chemical elements
(1 hour)
14. explain how Dalton’s theory
S11/12PS-IIIc-14
contributed to the discovery of
other elements

1. determine if a molecule is
How the properties of 1. how the uses of
polar or non polar given S11/12PS-IIIc-15
matter relate to their different materials are
its structure
chemical structure related to their (2 hours)
properties and structures
2. relate the polarity of a
molecule to its S11/12PS-IIIc-16
2. the relationship between
properties
the function and
3. describe the general types
structure of biological S11/12PS-IIIc-d-
of intermolecular forces
macromolecules 17
(3 hours)
4. give the type of
intermolecular forces in the S11/12PS-IIId-e-
properties of substances 18
(3 hours)
5. explain the effect of
S11/12PS-IIId-e-
intermolecular forces on
19
the
properties of substances
6. explain how the uses of the
following materials depend S11/12PS-IIId-e-
on their properties: 20
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prosthesis
b. sports equipment
c. electronic devices
d. construction supplies
for buildings and
furniture
e. household gadgets
7. explain how the properties of
S11/12PS-IIId-e-
the above materials are
21
determined by their structure
8. explain how the structures of
biological macromolecules
such as carbohydrates, lipids,
nucleic acid, and proteins S11/12PS-IIIe-22
determine their properties
and functions
(3 hours)
How chemical 1. the following aspects make either a poster, a flyer, 1. use simple collision theory to
changes take place of chemical changes: or a brochure on a explain the effects of
S11/12PS-IIIf-23
product(such as fuels, concentration, temperature,
a. how fast a household, or personal care and particle size on the rate
reaction takes products) indicating its uses, of reaction
place properties, mode of action,
2. define catalyst and
b. how much reactants and precautions Manganese
describe how it affects S11/12PS-IIIf-24
are needed and Dioxide, 50
reaction rate grams / bottle
how much products
are formed in a (2 hours)
reaction 3. calculate the amount of
c. how much energy is substances used or produced S11/12PS-IIIf-h-
involved in a in a chemical reaction 25
reaction (7 hours)
4. calculate percent yield of
2. how energy is harnessed a reaction S11/12PS-IIIh-26
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LEARNING COMPETENCIES SCIENCE
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5. determine the limiting

reactant in a reaction
S11/12PS-IIIh-27
and calculate the amount
of product formed
(2 hours)

6. recognize that energy is Alcohol

released or absorbed during S11/12PS-IIIi-28 Thermometer, -
a chemical reaction 20ºC to 110ºC
(1 hour)

7. describe how energy is

harnessed from
different sources:
a. fossil fuels
b. biogas
S11/12PS-IIIi-29
c. geothermal
d. hydrothermal
e. batteries
f. solar cells
g. biomass
(2 hours)

How chemistry The properties and mode of 1. give common examples of S11/12PS-IIIi-j- Hydrochloric Acid,
contributes to the action of the following cleaning materials for the 30 HCl, technical
understanding of consumer products: house and for personal grade, 500 ml /
household and care bottle
personal care a. cleaning materials
products b. cosmetics 2. from product labels, S11/12PS-IIIi-j-
identify the active 31
ingredient(s) of cleaning
products used at home

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ingredients in cleaning agents S11/12PS-IIIi-j-

32
4. give common examples of
personal care products used
to enhance the appearance S11/12PS-IIIi-j-
of the human body 33

5. identify the major

ingredients of cosmetics such
as body lotion, skin whitener, S11/12PS-IIIi-j-
deodorants, shaving cream, 34
and and perfume

6. explain the precautionary

measures indicated in
various cleaning products S11/12PS-IIIi-j-
and cosmetics 35

(5 hours for competences 2-6)

QUARTER 4

How we come to 1. Greek views of matter, 1. explain what the Greeks

realize that the Earth motion, and the considered to be the three S11/12PS-IVa-36
is not the center of universe types of terrestrial motion
the Universe.
2. competing models of 1. Solar System
the universe by 2. explain what is meant by Model; Sun-
Eudoxus, Aristotle, diurnal motion, annual motion, Earth-Moon
Aristarchus, Ptolemy, precession of the equinoxes Model &
3. Copernicus, Brahe, S11/12PS-IVa-37
Multimedia
and Kepler on diurnal
motion,
4. evidence that the Earth annual
is not the center of the
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CURRICULUM SENIOR HIGH SCHOOL –
CORE SUBJECT

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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”
S11/12PS-IVa-39
constrained Greek models of
the Universe

5. compare and contrast the

models/descriptions of the
universe by Eudoxus, Aristotle, S11/12PS-IVa-40
Aristarchus, Ptolemy, and
Copernicus

6. cite examples of astronomical

phenomena known to S11/12PS-IVa-41
astronomers before the
advent of telescopes

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an understanding of...) (The learners...)

7. compare and contrast

explanations and models of
astronomical phenomena
(Copernican, Ptolemaic, and S11/12PS-IVa-42
Tychonic)

8. explain how Galileo’s

astronomical discoveries and
observations (lunar craters,
phases of Venus, moons of
Jupiter, sun spots,
supernovas, the apparently S11/12PS-IVb-43
identical size of stars as seen
through the naked eye, and
telescope observations)
helped weaken the support
for the Ptolemaic model.

9. explain how Brahe’s

innovations and extensive
collection of data in
observational astronomy S11/12PS-IVb-44
paved the way for Kepler’s
discovery of his laws of
planetary motion

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LEARNING COMPETENCIES SCIENCE
CONTENT (The learners demonstrate STANDARD CODE
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10. apply Kepler’s 3rd law of

planetary motion to objects in S11/12PS-IVb-45
the solar system

Why we believe that 1. Aristotelian vs. 1. compare and contrast the

the laws of physics Galilean views of Aristotelian and Galilean
are universal motion conceptions of vertical S11/12PS-IVc-46
motion, horizontal motion,
2. how Galileo used his and projectile motion.
discoveries in
mechanics (and
astronomy) to address 2. explain how Galileo inferred 1. Balance,
scientific objections to that objects in vacuum fall Triple Beam
the Copernican model with uniform acceleration, and S11/12PS-IVc-47
that force is not necessary to 2. NSTIC Cart-
3. Newton’s Laws of Motion sustain horizontal motion Rail System

4. Newton’s Law of
Universal Gravitation 3. explain how the position vs.
time, and velocity vs. time
5. mass, momentum, graphs of constant velocity NSTIC Cart-Rail
and energy S11/12PS-IVc-48
motion are different from System
conservation those of constant acceleration
motion

4. recognize that the everyday

usage and the physics usage
of the term “acceleration” S11/12PS-IVc-49
differ: In physics an object
that is slowing down,
speeding up, or changing
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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
S11/12PS-IVd-51
Galileo’s assertion that force
is not necessary to sustain
horizontal motion

7. use algebra, Newton’s 2nd

Law of Motion, and Newton’s
Law of Universal Gravitation
to show that, in the absence
S11/12PS-IVd-52 Strobe Light
of air resistance, objects close
to the surface of the Earth fall
with identical accelerations
independent of their mass.

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LEARNING COMPETENCIES SCIENCE
CONTENT (The learners demonstrate STANDARD CODE
(The learners...) EQUIPMENT
an understanding of...) (The learners...)

8. explain the statement

“Newton's laws of motion are
axioms while Kepler's laws of S11/12PS-IVe-53
planetary motion are empirical
laws.”

9. explain the contributions of

scientists to our understanding
S11/12PS-IVe-54
of mass, momentum, and
energy conservation

1. Diffraction
10. use the law of conservation of Slits &
momentum to solve one- Diffraction
dimensional collision problems S11/12PS-IVe-55 grating

2. NSTIC Cart-
Rail System

How light acts as a 1. describe what happens when

wave and a particle light is reflected, refracted, S11/12PS-IVf-56
transmitted, and absorbed

2. explain how Newton and

Descartes described the S11/12PS-IVf-57
Prism
emergence of light in various
colors through prisms

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CONTENT (The learners demonstrate STANDARD CODE
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an understanding of...) (The learners...)

3. cite examples of waves (e.g.,

water, stadium, sound, string, S11/12PS-IVf-58
and light waves)

4. describe how the propagation

of light, reflection, and
refraction are explained by the S11/12PS-IVf-59 Ripple Tank
wave model and the particle
model of light

5. explain how the photon theory

of light accounts for atomic
S11/12PS-IVf-60 Halogen Tube
spectra

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
S11/12PS-IVf-61
photographic dark rooms,
why we get easily sunburned
in ultraviolet light but not in
visible light, and how we see
colors

7. apply the wavelength-speed-

frequency relation S11/12PS-IVg-62

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LEARNING COMPETENCIES SCIENCE
CONTENT (The learners demonstrate STANDARD CODE
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an understanding of...) (The learners...)

8. describe how Galileo and

Roemer contributed to the
eventual acceptance of the S11/12PS-IVg-63
view that the speed of light is
finite

9. cite experimental evidence

S11/12PS-IVg-64
showing that electrons can
behave like waves
1. Diffraction
10. differentiate dispersion, Slits &
scattering, interference, and Diffraction
S11/12PS-IVh-65
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 S11/12PS-IVh-66
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
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f. why clouds are usually

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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,
S11/12PS-IVi-67
and Maxwell to our
understanding of electricity
and magnetism (3 hours)

5. describe how Hertz produced S11/12PS-IVi-68

radio pulses

1. explain how special relativity

How physics helps us 1. Relativity and the Big Bang resolved the conflict
understand the between Newtonian
S11/12PS-IVi-j-69
Cosmos 2. Planets in and beyond mechanics and
the Solar System Maxwell’s electromagnetic
theory
(3 hours)
2. explain the consequences
of the postulates of Special
Relativity (e.g., relativity of
simultaneity, time dilation, S11/12PS-IVi-j-70
length contraction, mass-
energy equivalence, and
cosmic speed limit)
3. explain the consequences of
the postulates of General
Relativity (e.g., correct
predictions of shifts in the S11/12PS-IVi-j-71
orbit of Mercury,
gravitational bending of light,
and black
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LEARNING COMPETENCIES SCIENCE
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an understanding of...) (The learners...)

4. explain how the speeds and

distances of far-off objects are
estimated (e.g., Doppler S11/12PS-IVj-72
effect and cosmic distance
ladder)
(2 hours)
5. explain how we know that
we live in an expanding
universe, which used to be S11/12PS-IVj-73
hot and is approximately
14billion years
old

6. explain how Doppler shifts

and transits can be used S11/12PS-IVj-74
to detect extra solar
planets

7. explain why Pluto was once

thought to be a planet but S11/12PS-IVj-75
is no longer considered one

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Code Book Legend Sample: S11/12PS-

IIIa-1

LEGEND SAMPLE

Learning Area and Strand/ Subject or

Science
Specialization
First Entry S11/12
Grade Level Grade 11/12

Domain/Content/
Uppercase Letter/s
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 Week Week one a
more than a specific week
-
give evidence for and explain the formation
Arabic Number Competency
of the light elements in the Big Bang theory
1

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CORE SUBJECT

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.

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