JOSE RIZAL UNIVERSITY

Basic Education – Senior High School Division

VISION
JRU will be a market leader in the use of technology for innovation in teaching and learning to produce graduates of social importance.
MISSION
The University aims to develop its students to become useful and responsible citizens through the effective transfer of (relevant knowledge and desirable values.
INSTITUTIONAL OUTCOME
A JRU graduate has the competencies and values in the discipline area completed such that he/she is a useful and responsible citizen of the country.

Subject Title: PHYSICS 1

Subject Code: NAT S111
Credit Units: 1.5 units
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.
Co-requisite: N/A
Placement: Grade 11 / 1st Sem. / SY 2019-2020
A. Program Educational Objectives (PEO): The Senior High School Division shall produce graduates who are able to:
B. Exercise higher and multifaceted analytical and communication skills in diverse situations needed for higher learning.
C. Apply analytical and critical thinking skills in solving complex questions, investigating global issues and developing creative solutions for challenges and real-
world problems.
D. Apply mathematical and scientific knowledge and skills in solving and developing creative solutions to the challenges and problems facing our nation and our
world.
E. Effectively and responsibly exercise processes and skills in manipulating the emerging technologies using appropriate information significant to himself/herself
and his/her community.
F. Demonstrate love of God and commitment to practice the Rizalian Core Values and love of the Filipino nation in everyday living.
Student Outcomes (S0): By the time of graduation, students will have the ability to:
G. Exhibit knowledge, skills and attitudes necessary in the workplace.
H. Communicate thoughts and ideas effectively using oral, written and non-verbal communication skills in a variety of forms and contexts.
I. Manifest scientific, mathematical and technological skills through authentic engagement in applications of content and conceptual knowledge.
J. Understand and balance diverse views and beliefs in multi-cultural environment to reach logical and practical solutions.
K. Exhibit morally and socially accepted behavior towards his/her immediate environment through active participation in civic and community activities.

Subject Learning Outcomes and Relationship to Student Outcomes and Program Educational Objectives (Prelims):
Subject Learning Outcomes (SLO) Student Outcomes PEO
Demonstrate an understanding of basic scientific principles, theories, and laws as well as an awareness of the changing A BC 1235
SLO1
nature of Physics.

Analyze, interpret, and evaluate scientific hypotheses and theories using rigorous methods (including statistical and ABDE 1245
SLO2
mathematical techniques)

Develop the ability to use appropriate mathematical techniques and physical concepts to obtain quantitative solutions to ABDE 1245
SLO3 problems in Physics and demonstrate understanding of the differences in applying the scientific method using both
inductive and deductive reasoning to get results that accurately represent the physical processes.
SUBJECT OUTLINE
TIME FRAME CONTENT CONTENT SLO PERFORMANCE STANDARDS LEARNING COMPETENCIES
STANDARDS
Prelims 1. Units The learners WWF: The learners...
June 3 - 7, 2019 2. Physical demonstrate an The learners are able to... 1. Solve measurement
Quantities understanding of... SLO1 problems involving
Week 1 3. Measurement 1. The effect of Solve, using experimental and conversion of units, expression
4. Graphical instruments on theoretical approaches, multi-concept, of
Presentation measurements rich context problems involving measurements in scientific
5. Linear Fitting of 2. Uncertainties and measurement, vectors, motions in 1D, notation
Data deviations in 2D, and 3D, Newton’s Laws, work, 2. Differentiate accuracy from
measurement energy, center of mass, momentum, precision
3. Sources and types of impulse, and collisions 3. Differentiate random errors
error from systematic
4. Accuracy versus 4. Use the least count concept
Precision to estimate errors associated
5. Uncertainty of derived with single measurements
Quantities 5. Estimate errors from multiple
6. Error bars measurements of a physical
7. Graphical analysis: quantity using variance
linear fitting and 6. Estimate the uncertainty of a
transformation of derived quantity from the
functional dependence to estimated values and
linear form uncertainties of directly
measured quantities
7. Estimate intercepts and
slopes—and and their
uncertainties—in experimental
data with linear dependence
using the “eyeball method”
and/or linear regression
formulae
June 10 - 14, 1. Vectors and vector WWF: 1. Differentiate vector and
2019 Vectors Addition SLO1 Session 1 scalar quantities
2. Components of Review: (5 minutes) Quick review of 2. Perform addition of vectors
Week 2 vectors previous lesson involving physical 3. Rewrite a vector in
3. Unit vectors quantities, right-triangle relations (SOH- component form
CAH-TOA), and parallelograms; 4. Calculate directions and
Vectors vs. Scalars; magnitudes of vectors

Motivation (5 minutes)
Part 1: Geometric representation of
Vectors
Total displacement in a random walk
- ask for six volunteers
- blindfold the first volunteer
about a meter away from the
 board, let the volunteer turn 2-
3 times to give a little spatial
disorientation, then ask this
student to walk towards the
board and draw a dot on the
board. Do the same for the
next volunteer then draw an
arrow connecting the two
subsequent dots with the
previous one as starting point
and the current dot with the
arrow head. Do the same for
the rest of the volunteers.
- After the exercise, indicate the
vector of displacement (red
arrow) by connecting the first
position with the last position.
This vector is the sum of all the
drawn vectors by connecting
the endpoint to the starting
point of the next. use the
resulting diagram to introduce
displacement as a vector.
Otherwise, illustrate on the
board the magnitude and
direction of a vector using
displacement (with a starting
point and an ending point,
where the arrow head is at the
ending point).

Session 2
- Explain how to calculate the
magnitude of vector C by
using the Pythagorean
Theorem and its components
as the magnitude of vector A
and the magnitude of vector B.
- Explain how to calculate the
components of vector C in
general, from its magnitude
multiplied with the cosine of its
angle from vector A (theta)
and the cosine of its angle
from vector B (phi).
- Use the parallelogram method
to illustrate the sum of two
vectors. Give more examples
 for students to work with on
the board.
- Illustrate vector subtraction by
adding a vector to the negative
direction of another vector.
Compare the direction of the
difference and the sum of
vectors A and B. Indicate that
vectors of the same magnitude
but opposite directions are
anti-parallel vectors.
Part 2: The Unit Vector
- Explain that the direction of a
vector can be represented by
a unit vector that is parallel to
that vector. Using the
algebraic representation of a
vector, calculate the
components of the unit vector
parallel to that vector.
- Indicate how to write a unit
vector by using a caret or a
hat.
Part 3: Vector components
- Discuss that vectors can be
written by using its
components multiplied by unit
vectors along the horizontal (x)
and the vertical (y) axes.
- Discuss vectors and their
addition using the quadrant
plane to illustrate how the
signs of the components vary
depending on the location on
the quadrant plane as sections
in the 2-dimensional Cartesian
coordinate system.
- Extend discussion to include
vectors in 3 dimensions.
Discuss how to sum (or subtract
vectors) algebraically using the vector
components.
June 17 - 21, 1. Position, time, WWF: 1. Convert a verbal description
2019 distance, displacement, Quick Recall (5 minutes): of a physical situation involving
speed, average velocity SLO1 Do a quick review of the previous uniform acceleration in one
Week 3 instantaneous velocity lesson on displacement vs. distance dimension into a mathematical
and vector/scalar quantities. description2. Recognize
Kinematics: Motion 2. Average acceleration, Session 1:
Along a Straight and instantaneous In describing how objects move
Line acceleration introduce how the use of distance and
3. Uniformly accelerated time leads to the more precise use by
linear motion physicists of vectors to quantify motion
4. Free-fall motion with velocity and acceleration (here,
5. 1D Uniform defined only as requiring change in
Acceleration Problems velocity)
1. Ask for two volunteers. Instruct
one to walk in a straight line
but fast from one end of the
classroom to another as the
other records the duration time
(using his or her watch or
timer). The covered distance is
measured using the meter
stick (or tape measure).
Repeat the activity but this
time let the volunteers switch
tasks and ask the other
volunteer to walk as fast as the
first volunteer from the same
ends of the classroom. Is the
second volunteer able to walk
as fast as the first? Another
pair of volunteers might do
better than the first pair.
2. Ask the class what the
difference is between speed
and velocity.
Instruction/Delivery:
1. Discuss how to calculate the average
velocity using positions on a number
line, with recorded arrival time and
covered distance (p1, p2, …, p5). For
instance at p1, x1 = 3m, t1 = 2s, etc.
The average velocity is calculated as
the ratio between the displacement and
the time interval during the
displacement. Thus, the average
velocity between p1 and p2 can be
calculated.
2. Derive the Five(5) Kinematic
Equations and discuss the different
whether or not a physical
situation
involves constant velocity or
constant
acceleration
3. Interpret displacement and
velocity,
respectively, as areas under
velocity vs. time and
acceleration vs. time curves
4. Interpret velocity and
acceleration, respectively, as
slopes of position vs. time and
velocity vs. time curves
5. Construct velocity vs. time
and acceleration vs. time
graphs, respectively,
corresponding to a
given position vs. time-graph
and velocity vs. time graph and
vice versa
6. Solve for unknown quantities
in equations involving one-
dimensional uniformly
accelerated motion
7. Use the fact that the
magnitude of acceleration due
to gravity on the Earth’s surface
is nearly constant and
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 limited
to, the “tail-gating
phenomenon”, pursuit, rocket
launch, and freefall problems
 orientation of the line graph for
Instantaneous motion whether
increasing, decreasing and changing
acceleration

June 24 - 28, Relative motion 1. Describe motion using the

2019 1. Position, distance, concept of relative velocities in
displacement, speed, SLO1 1D and 2D
Week 4 average velocity, 2. Extend the definition of
Kinematics: Motion instantaneous velocity, position, velocity, and
in 2- average acceleration, acceleration to 2D and 3D using
Dimensions and 3- and instantaneous vector representation
Dimensions acceleration in 2- and 3. Deduce the consequences of
3- dimensions the independence of vertical
2. Projectile motion and horizontal components of
3. Circular motion projectile motion
4. Relative motion 4. Calculate range, time of
flight, and maximum heights of
projectiles
5. Differentiate uniform and
non-uniform circular motion
6. Infer quantities associated
with circular motion such as
tangential velocity, centripetal
acceleration, tangential
acceleration, radius of
curvature
7. 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
8. Plan and execute an
experiment involving projectile
motion: Identifying error
sources, minimizing their
influence, and estimating the
influence of the identified error
sources on final
Results

July 1 - 5, 2019 1. Newton’s Law’s of Quick Recall (10 minutes): 1. Define inertial frames of
Motion reference
Week 5 SLO1
Newton’s Laws of 2. Inertial Reference Do a quick review of the previous
Motion and Frames lesson on displacement, vectors and
Applications 3. Action at a distance scalar quantities.
forces
4. Mass and Weight WWF:
5. Types of contact Introduction/Motivation (45 minutes)
forces: tension, normal 1. Begin with a series of
force, kinetic and static demonstrations:
friction, fluid resistance  Throw several small objects
6. Action-Reaction Pairs e.g. a piece of chalk, a
7. Free-Body Diagrams crumpled piece of paper, an
8. Applications of eraser, coins, keys etc.
Newton’s Laws to single- 2. Tell the class that:
body and multibody  They have just seen
dynamics examples of projectile motion
9. Fluid resistance  They will apply what they
10. Experiment on forces have learned so far about
11. Problem solving constant velocity motion,
using Newton uniformly accelerated motion,
vectors, and 2D kinematics to
the study of projectiles
3. Break a piece of chalk into two
pieces of unequal length. Hold the two
pieces of chalk between a thumb and
an index finger with the lower levels of
the chalks at the same level. Ask the
students to predict which piece will hit
the floor first. Ask for predictions and
reasons. Then let go. Repeat until all
observers agree.
Close the review by mentioning that
Galileo discovered around four
centuries ago that in the absence of air
resistance:
 All objects fall to the ground
with a uniform acceleration
 The acceleration is the same
for heavy and light objects.
Lesson Proper:
WWS:
Definition of Projectile and Effect of
air resistance on motion:
Hold a coin and a sheet of paper. Ask
students to predict which object will hit
2. Differentiate contact and
noncontact forces
3. Distinguish mass and weight
4. Identify action-reaction pairs
5. Draw free-body diagrams
6. Apply Newton’s 1st law to
obtain quantitative and
qualitative conclusions about
the contact and noncontact
forces acting on a body in
equilibrium (1 lecture)
7. Differentiate the properties of
static friction and kinetic friction
8. Compare the magnitude of
sought quantities such as
frictional force, normal force,
threshold angles for sliding,
acceleration, etc.
9. Apply Newton’s 2nd law and
kinematics to obtain quantitative
and qualitative conclusions
about the velocity and
acceleration of one or
more bodies, and the contact
and noncontact forces acting on
one or more bodies
10. Analyze the effect of fluid
resistance on moving object
11. Solve problems using
Newton’s Laws of motion
in contexts such as, but not
limited to, ropes
and pulleys, the design of
mobile sculptures,
transport of loads 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
board, terminal
velocity) and identifying
discrepancies between
theoretical expectations and
experimental
the floor first. Ask for predictions and results when appropriate
reasons. Drop the objects
simultaneously. (Expected result: the
coin will hit the floor first)

 Crumple the paper. Hold the

coin and the crumpled paper.
Ask students to predict which
object will hit the floor first. Ask
for predictions and reasons.
Drop the objects
simultaneously. (Expected
result: the coin and crumpled
sheet will hit the floor at almost
the same time)

 Lead a class discussion on the

two demonstrations with the
goal of making the students
realize that air resistance
alters the motion of objects.

WWS:

Discuss what is meant by projectile

motion,
emphasizing the following points:
 A projectile is an object
launched into unpowered flight
near the Earth’s surface
 While real projectiles have a
finite size, an internal
structure, and may be affected
by air resistance, the term
“projectile motion” is often
used in introductory physics
textbooks to refer to motion
influenced by gravity only.
 Accounting for gravity only is
often a good approximation
(e.g. coin, crumpled paper) but
not always (e.g. sheet of
paper, badminton shuttlecock,
spinning pingpong ball)
Unless otherwise specified, for the rest
of this course the term “projectile
motion” will refer to 1D, 2D, or 3D
 motion near the Earth’s surface that is
influence by gravity only

July 8 - 12, 2019 1. Dot or Scalar Product WWS: 1. Calculate the dot or scalar
2. Work done by a force Engaging the Students through product of vectors
Week 6 3. Work-energy relation SLO1 experiments and demonstration by 2. Determine the work done by
Work, Energy, and 4. Kinetic energy the teacher: a force (not
Energy 5. Power necessarily constant) acting on
Conservation 6. Conservative and 1. The students will perform an a system
Non-conservative forces experiment using one of the 3. Define work as a scalar or
7. Gravitational potential simple machines (such as a dot product of force
energy lever, pulleys, ramps and the and displacement
8. Elastic potential wheel and axle) and use data 4. Interpret the work done by a
energy from this experiment to force in one dimension as an
9. Equilibria and calculate mechanical area under a Force vs. Position
potential energy advantage, velocity ratio and curve
diagrams efficiency of the machine. 5. Relate the work done by a
10. Energy 2. Questions will be posted to the constant force to the change in
Conservation, Work, and students after the kinetic energy of a system
Power Problems consummation of experiment. 6. Apply the work-energy
3. Teacher will ask the students to theorem to obtain
bring sample of their electricity quantitative and qualitative
bill conclusions
regarding the work done, initial
Session 2: and final
velocities, mass and kinetic
Prelim 1. Students will present their energy of a system.
Examinations electricity bill to the class and 7. Represent the work-energy
discuss which household theorem graphically
July 17 – 19, appliance consumes more and 8. Relate power to work,
2019 consumes the least energy. energy, force, and
2. Student will be ask to give velocity
Week 7 different ways to consume 9. Relate the gravitational
energy. potential energy of a
system or object to the
configuration of the
system
10. Relate the elastic potential
energy of a system or object to
the configuration of the system
11. Explain the properties and
the effects of
conservative forces
12. Identify conservative and
non-conservative forces
13. Express the conservation of
energy verbally and
mathematically
 14. Use potential energy
diagrams to infer force; stable,
unstable, and neutral equilibria;
and
turning points
15. Determine whether or not
energy conservation is
applicable in a given example
before and after description of a
physical system
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 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.)

Midterm 1. Differentiate center of mass

July 22 - 26, 2019 1 . Center of mass WWS: and geometric
Center of Mass, 2. Momentum Engaging the Students center
Week 8 Momentum, 3. Impulse 2. Relate the motion of center of
Impulse, and 4. Impulse-momentum SLO2 The teacher asks students, “What does mass of a system to the
Collisions relation it mean for a sports team to have momentum and net external
5. Law of conservation of momentum?” “What is momentum?” force acting on the system
momentum 3. Relate the momentum,
6. Collisions a. Students will respond with something impulse, force, and time of
7. Center of Mass, like “They cannot be stopped.” contact in a system
Impulse, Momentum, 4. Explain the necessary
and Collision Problems b. Teacher says, “So, if a team has no conditions for
8. Energy and momentum, then…?”Students will conservation of linear
momentum experiments probably respond, “…They are easy to momentum to be valid.
stop.” Or, “They are already stopped.” 5. Compare and contrast elastic
and inelastic
c. Teacher concretizes momentum as collisions
“how hard it is to stop something,”
making it clear this is just a temporary
working definition.
WWS:
Engage your students by considering
the following discussion/Concept
Review
1. What two quantities are used to
calculate the momentum of an object?
Are these two quantities multiplied?
Divided?
Ans. The two quantities are mass and
velocity. Momentum is the product of
mass multiplied by velocity.
2. Consider a 0.2 kg bullet and 2,000 kg
wrecking ball. Can they have the same
momentum?
Ans. Yes, because momentum also
includes velocity. At velocity zero, they
both have zero momentum.
3. How is Newton's second law written,
in terms of force, time, mass and
velocity? Can you show that impulse is
related to momentum?
Simple Activity/Demostration: Roll or
toss a ball toward a wall. Let the ball
bounce off the wall and come back and
ask the students these following
question:
a. What forces does the ball experience
while moving toward the wall?
Ans. The ball experiences gravity and a
small amount of friction.
b. What is the momentum of the ball as
it moves toward the wall?
Ans. The momentum is the product of
the ball's mass and velocity v1.
c. What happens at to the ball when it
hits the wall?
Ans. The ball exerts a force on the wall,
and the wall exerts an equal and
opposite force on the ball. The force
6. Apply the concept of
restitution coefficient in
collisions
7. Predict motion of constituent
particles for
different types of collisions (e.g.,
elastic,
inelastic)
8. Solve problems involving
center of mass,
impulse, and momentum in
contexts such as,
but not limited to, rocket motion,
vehicle
collisions, and ping-pong.
(Emphasize also the
concept of whiplash and the
sliding, rolling, and mechanical
deformations in vehicle
collisions.)
9. Perform an experiment
involving energy and
momentum conservation and
analyze the data
identifying discrepancies
between theoretical
expectations and experimental
results when
appropriate
 causes the ball to deform and then
bounce back toward you.

d. What happens to the ball's momentum

and velocity on the way back?
Ans. The ball is now travelling in the
opposite direction v2. The relationship
between v1 and v2 is unclear and
depends on the kind of ball you use and
how much energy is lost in the collision.
However, the change in momentum is
still final momentum minus the initial
momentum.

July 29 – Aug. 2, 1. Moment of inertia 1. Calculate the moment of

2019 Rotational 2. Angular position, WWS: inertia about a given
Equilibrium and angular velocity, axis of single-object and
Week 9 Rotational angular acceleration Solve multi-concept, rich context multiple-object
Dynamics 3. Torque SLO2 problems using concepts from systems (1 lecture with
4. Torque-angular rotational motion, fluids, oscillations, exercises)
acceleration relation gravity, and 2. Exploit analogies between
5. Static equilibrium thermodynamics pure translational
6. Rotational kinematics motion and pure rotational
7. Work done by a motion to infer
torque rotational motion equations
8. Rotational kinetic (e.g., rotational
energy kinematic equations, rotational
9. Angular momentum kinetic energy,
10. Static equilibrium torque-angular acceleration
experiments relation)
11. Rotational motion 3. Calculate magnitude and
problems direction of torque
using the definition of torque as
a cross product
4. Describe rotational quantities
using vectors
5. Determine whether a system
is in static
equilibrium or not
6. Apply the rotational kinematic
relations for
systems with constant angular
accelerations
7. Apply rotational kinetic
energy formulae
8. 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
using a small
bathroom scale
9. Determine angular
momentum of different
Systems
10. Apply the torque-angular
momentum relation
11. Recognize whether angular
momentum is
conserved or not over various
time intervals in a
given system
12. Perform an experiment
involving static
equilibrium and analyze the
data—identifying
discrepancies between
theoretical expectations
and experimental results when
appropriate
13. Solve rotational kinematics
and dynamics
problems, in contexts such as,
but not limited to,
flywheels as energy storage
devices, and
spinning hard drives

August 05 - 09, 1. Newton’s Law of 1. Use Newton’s law of

2019 Universal Gravitation WWS: gravitation to infer gravitational
2. Gravitational field force, weight, and acceleration
Week 10 Gravity 3. Gravitational potential Engage your students by considering due to gravity
energy SLO2 the following discussion/Concept 2. Determine the net
4. Escape velocity Review gravitational force on a mass
5. Orbits given a system of point masses
6. Kepler’s laws of 1. What two quantities are used to 3. Discuss the physical
planetary motion calculate the momentum of an object? significance of gravitational field
Are these two quantities multiplied? 4. Apply the concept of
Divided? gravitational potential energy in
Ans. The two quantities are mass and physics problems
velocity. Momentum is the product of 5. Calculate quantities related to
mass multiplied by velocity. planetary or satellite motion
2. Consider a 0.2 kg bullet and 2,000 kg
wrecking ball. Can they have the same
momentum?
Ans. Yes, because momentum also
includes velocity. At velocity zero, they
both have zero momentum.
3. How is Newton's second law written,
in terms of force, time, mass and
velocity? Can you show that impulse is
related to momentum?
Simple Activity/Demostration: Roll or
toss a ball toward a wall. Let the ball
bounce off the wall and come back and
ask the students these following
question:
7. For circular orbits, relate
Kepler’s third law of
planetary motion to Newton’s
law 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 the
mass of Jupiter from the
motion of its moons, and
calculating escape
speeds from the Earth and from
the solar system

a. What forces does the ball experience

while moving toward the wall?
Ans. The ball experiences gravity and a
small amount of friction.

b. What is the momentum of the ball as

it moves toward the wall?
Ans. The momentum is the product of
the ball's mass and velocity v1.

c. What happens at to the ball when it

hits the wall?
Ans. The ball exerts a force on the wall,
and the wall exerts an equal and
opposite force on the ball. The force
causes the ball to deform and then
bounce back toward you.

d. What happens to the ball's momentum

and velocity on the way back?
Ans. The ball is now travelling in the
opposite direction v2. The relationship
between v1 and v2 is unclear and
depends on the kind of ball you use and
how much energy is lost in the collision.
However, the change in momentum is
still final momentum minus the initial
momentum.
August 12 - 16, 1. Periodic Motion
2019 2. Simple harmonic
Periodic Motion motion: spring-mass
Week 11 system, simple
pendulum, physical SLO2
pendulum
3. Damped and Driven
oscillation
4. Periodic Motion
Experiment
5. Mechanical waves
1. Relate the amplitude,
frequency, angular
frequency, period,
displacement, velocity, and
acceleration of oscillating
systems
2. Recognize the necessary
conditions for an object to
undergo simple harmonic
motion
3. Analyze the motion of an
oscillating system
using energy and Newton’s 2nd
law approaches
4. Calculate the period and the
frequency of spring mass,
simple pendulum, and physical
pendulum
5. Differentiate underdamped,
overdamped, and
critically damped motion
6. Describe the conditions for
resonance
7. Perform an experiment
involving periodic motion and
analyze the data—identifying
discrepancies between
theoretical expectations and
experimental results when
appropriate
8. Define mechanical wave,
longitudinal wave,
transverse wave, periodic wave,
and sinusoidal
wave
9. From a given sinusoidal wave
function infer the (speed,
wavelength, frequency, period,
direction, and wave number
10. Calculate the propagation
speed, power
transmitted by waves on a
string with given
tension, mass, and length (1
lecture)
August 19 –30,
2019
Mechanical Waves 1. Sound WWF: 1. Apply the inverse-square
Week 12 and 13 and 2. Wave Intensity relation between the
Sound 3. Interference and beats Session 1: intensity of waves and the
4. Standing waves SLO2 distance from the
5. Doppler effect Superposition and Interference of source
Waves 2. Describe qualitatively and
quantitatively the
1. With the aid of two or more superposition of waves
wave diagrams describe 3. Apply the condition for
superposition of waves at a standing waves on a
Midterm point and explain how waves string
Examinations can be completely “in phase” 4. Relate the frequency (source
and “out of phase”. dependent) and
September 02-06, 2. Use the wave diagrams to wavelength of sound with the
2019 describe constructive and motion of the
destructive interference source and the listener
Week 14 between the waves. 5. Solve problems involving
3. Use a ripple tank (if possible) sound and mechanical waves in
with two wave sources to contexts such as, but not limited
demonstrate both generation to, echolocation, musical
of waves by one or both instruments, ambulance sounds
sources and interference of 6. Perform an experiment
waves generated by the two investigating the
sources. properties of sound waves and
4. Do examples and problems analyze the
with wave diagrams and draw data appropriately—identifying
resultant wave showing deviations from
constructive and destructive theoretical expectations when
interference. appropriate

Session 2:
The teacher will do the following for
further understanding of the concept:
• Explain the relationship between speed
(v), frequency (f) and wavelength
(_) [i.e. v = f_], and solve examples and
problems on the use of this
equation.
• Use a diagram with two mediums and
show that the incident wave (light
for example) can be reflected and
refracted
Final 1. Specific gravity WWF:
September 09-20, 2. Pressure
2019 Fluid Mechanics 3. Pressure vs. Depth Engaging the Students
Relation SLO3
Week 15 and 16 4. Pascal’s principle The teacher will:
5. Buoyancy and
Archimedes’ Principle 1. Explain density (in solids and
6. Continuity equation liquids) and specific gravity
7. Bernoulli’s principle and specify their units.
2. Explain pressure in solids and
liquids, and emphasise that
pressure in solids is a function
of the applied force and the
area of surface to which the
force is applied. Based on this
concept, the pressure at a
depth in a liquid is a function of
the depth. State the equations
of pressure in solids and
liquids and its unit.
3. Explain Pascal’s law and the
application of this law to the
operation principle of hydraulic
lift or jack.
4. Explain buoyancy and the
Archimedes principle. With the
aid of diagrams explain the
concepts of buoyancy, floating
bodies and the conditions of
equilibrium for floating bodies.
Demonstrate the Archimedes
principle using a regular
shaped object.
5.
September 23-27, WWF:
2019 1. Zeroth law of
thermodynamics and Engaging the Students
1. Relate density, specific
gravity, mass, and
volume to each other
2. Relate pressure to area and
force
3. Relate pressure to fluid
density and depth
4. Apply Pascal’s principle in
analyzing fluids in
various systems
5. Apply the concept of
buoyancy and Archimedes’
principle
6. Explain the limitations of and
the assumptions
underlying Bernoulli’s principle
and the continuity equation
7. Apply Bernoulli’s principle
and continuity
equation, whenever
appropriate, to infer relations
involving pressure, elevation,
speed,
and flux
8. Solve problems involving
fluids in contexts such
as, but not limited to, floating
and sinking,
swimming, Magdeburg
hemispheres, boat
design, hydraulic devices, and
balloon flight
9. 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
1. Explain the connection
between the Zeroth Law of
Thermodynamics, temperature,
thermal
Week 17 Temperature
Temperature and measurement SLO2 Lesson’s Background
Heat 2. Thermal expansion 1. Matter, whether liquid, solid, or
3. Heat and heat gas, is made of moving
capacity particles. The average kinetic
4. Calorimetry energy of these particles is
5. Mechanisms of heat related to temperature.
transfer Because the kinetic energy of
each of the individual particles
cannot be directly measured,
temperature scales, like the
Celsius and Fahrenheit scales,
are employed on the
macroscopic level to measure
temperature.
2. The thermal energy, or internal
energy, of a material includes
the kinetic energy of the atoms
or molecules as well as the
potential energy between the
atoms and molecules. Heat is a
measure of the energy
transferred from a hotter
material to a cooler material.
Heat will continue to flow from
hot materials to cold materials
until the temperature of the
materials is equal.
September 30-
October 04, 2019 1. Ideal gas law Engaging the Students
SLO3
equilibrium, and temperature
scales
2. Convert temperatures and
temperature
differences in the following
scales: Fahrenheit,
Celsius, Kelvin
3. Define coefficient of thermal
expansion and
coefficient of volume expansion
4. Calculate volume or length
changes of solids due
to changes in temperature
5. Solve problems involving
temperature, thermal
expansion, heat capacity,heat
transfer, and
thermal 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
6. 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)
7. Carry out measurements
using thermometers
8. Solve problems using the
Stefan-Boltzmann law
and the heat current formula for
radiation and
conduction
(1 lecture)
1. Enumerate the properties of
an ideal gas
Week 18 2. Internal energy of an  The teacher will introduce the 2. Solve problems involving
Ideal Gases and the ideal gas different gas laws and its ideal gas equations in
Laws of 3. Heat capacity of an corresponding formula. contexts such as, but not limited
Thermodynamics ideal gas  Demonstrate problems in to, the design
4. Thermodynamic relation to the given gas law. of metal containers for
Systems  The teacher will ask the compressed gases
5. Work done during students about different 3. Distinguish among system,
volume changes scenarios in relation to the wall, and
6. 1st law of different gas laws and the surroundings
Thermodynamics, students will determine if what 4. Interpret PV diagrams of a
Thermodynamic particular law satisfies the thermodynamic
Processes: adiabatic, scenario. process
isothermal, isobaric, 5. Compute the work done by a
isochoric Engaging the Students gas using dW=PdV
7. Heat engines (1 lecture)
8. Engine cycles Engage the students by connecting 6. State the relationship
9. Entropy temperature, thermal energy, and heat between changes internal
10. 2nd law of concepts to their real world energy, work done, and thermal
Thermodynamics experiences. energy supplied
11. Reversible and through the First Law of
irreversible processes WWS: Thermodynamics
12. Carnot cycle 7. Differentiate the following
13. Entropy Activity: thermodynamic
processes and show them on a
Prior to beginning the demonstration, fill PV diagram:
a gallon-sized clear container and a isochoric, isobaric, isothermal,
cup-sized clear container with water adiabatic, and
and allow them to settle to room cyclic
temperature. Use a temperature sensor 8. Use the First Law of
to measure the room temperature (in Thermodynamics in
absence of the sensor - assume). Then combination with the known
ask the students the following properties of
questions: adiabatic, isothermal, isobaric,
a. When I measure the and isochoric
temperature of the room, what processes
am I actually measuring? Ans. 9. Solve problems involving the
The average kinetic energy of application of the
the particles of air. First Law of Thermodynamics in
b. Is it possible for a cup of water contexts such
and a gallon of water to have as, but not limited to, the boiling
the same temperature? Ans. of water,
Yes cooling a room with an air
c. If so, do they have the same conditioner, diesel
amount of thermal energy? engines, and gases in
Why? Ans. No, because the containers with pistons
gallon of water has more 10. Calculate the efficiency of a
particles with energy. heat engine
 d. If so, can they transfer the
same amount of heat? Why?
Ans. No, because the gallon
of water has more internal
energy to transfer because it
has more particles with
energy.
e. Which has more thermal
energy: an iceberg or a cup of
water? Why? Ans. The
iceberg has more thermal
energy because it contains
significantly more particles with
energy; albeit on average a
lower amount of energy.
f. Which can transfer more heat:
an iceberg or a cup of water?
Ans. The iceberg can transfer
more heat because it contains
more thermal energy.
What do you suppose happens when
the temperature reaches zero K? Ans.
This is when particles have zero kinetic
energy.
Week 18
FINAL EXAMINATION: October 09 – 11, 2019
Methodology:
Individual Activity Dynamic Group/Team Work
Socialized Recitation Questioning and Discussion Method
Independent Reading Interactive Practice Activities
Board work Computer-Aided Instruction
Role-Playing
Subject Requirements:
Performance Tasks:
Option 1: Create a “Treasure Map” that depicts exact direction and vector elements. Use the JRU Campus Map as the treasure map guide.
Option 2: Using the knowledge of different Physics Concepts, students will make a PROJECT PROPOSAL enhancing/modifying a currently existing device/invention
to make it more effective and more functional.
11. Describe reversible and
irreversible processes
12. Explain how entropy is a
measure of disorder
13. State the 2nd Law of
Thermodynamics
14. Calculate entropy changes
for various processes
e.g., isothermal process, free
expansion, constant pressure
process, etc.
15. Describe the Carnot cycle
(enumerate the processes
involved in the cycle and
illustrate the
cycle on a PV diagram)
16. State Carnot’s theorem and
use it to calculate
the maximum possible
efficiency of a heat engine
17. 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
Suggested Group Activities:

Group Experiments
Games
(See attached group activities)

Grading System:

Examinations 40%
Class Work 60%
Written Works 40%
Attendance 10%
Quizzes 10%
Class Participation 10%
Group Activities 10%
Performance Task 20%

Total 100%
FINAL GRADE Prelims x 25% + Midterm x 25% x Finals x 50%

Textbook: Silverio, A. (2017). General Physics 1. Phoenix Publishing House, Inc.

References: Hewitt, Paul G. (2014). Conceptual Physics, 12th Edition. San Francisco: Pearson.
Serway, Raymond, and Jewett. (2018) Physics for Scientists and Engineers.9th Edition. Cengage Publishing.
Young, Hugh D., and Freedman, Roger A. Sears and Zemansky's. (2019) University Physics with Modern Physics, 15th Edition. San Francisco: Pearson

Prepared By: Recommending Approval: Approved by: Date Revised

MR. RONNEL L. USERO MS. MARIA THERESA B. BONUS MR. ROMEL C. NAVARRO May 2019
Subject Teacher Dept. Chair, Specialized-Academic Subjects SHS Principal