Grade: 11 Semester: Second Semester

Core Subject Title: Physical Science No. of Hours/Semester: 80 hours

Prerequisites (If needed): None

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.

Culminating Performance Standard:   Create an infomercial showcasing day-to-day applications of the principles of chemistry and physics encompassing the social, political, economic,
cultural, health and environmental implications that these principles may represent

Highest Thinking Skill to Highest Enabling Strategy to

Learning Competencies Assess Use in Developing the Highest
Thinking Skill to Assess

Most
Content Performance
Content Essential Flexible
Standards Standards
Topics Complete Assessment Flexible
KUD Most Essential KUD Enabling
RBT Activities Learning
General
Level Strategies
Performance Strategy
(FLS)
Checks

2. Why 3. Newton’s MECHANICS: Create a visual 1. compare and Compare and

we Laws of (i) Dynamics presentation to contrast the contrast the ONLINE &
believe Motion of Motion: show the Aristotelian and Aristotelian and OFFLINE
that the Newton's 3 everyday Galilean Galilean conceptions
Unders Representatio
laws of Laws of applications of conceptions of K of vertical motion, K Reflection
tanding ns
physics Motion the concepts vertical motion, horizontal motion and
are (ii) of mechanics. horizontal motion, projectile motion Graphic
univers Momentum in and projectile Organizer
al 1 Dimension motion.

5. Mass, 2. explain how K Explain how Galileo K Unders Reflection Representatio ONLINE &
Momentum Galileo inferred that inferred that objects tanding ns OFFLINE
and objects in vacuum in vacuum fall with

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Conservation fall with uniform uniform acceleration,
of Energy acceleration, and and that force is not
that force is not necessary to sustain
necessary to horizontal motion Graphic
sustain horizontal Organizer
motion

3. explain how the

position vs. time,
and velocity vs.
time graphs of
constant velocity K    
motion are different
from those of
constant
acceleration motion  

4. recognize that
the everyday usage
and the physics
usage of the term
“acceleration”
differ: In physics an
K
object that is
slowing down,
speeding up, or
changing direction
is said to be
accelerating      

5. explain each of K explain each of K Unders   Representatio  ONLINE &

Newton’s three Newton’s three laws tanding ns OFFLINE
laws of motion of motion

Graphic

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 Organizer

6. explain the explain the subtle

subtle distinction distinction between
between Newton’s Newton’s 1st Law of
1st Law of Motion Motion (or Law of
(or Law of Inertia) Inertia) and Galileo’s
K  ONLINE &
and Galileo’s assertion that force is
OFFLINE
assertion that force not necessary to
is not necessary to sustain horizontal
sustain horizontal motion Unders  Representati
motion tanding   ons Concept Map

7. use algebra, use algebra,

Newton’s 2nd Law Newton’s 2nd Law of
of Motion, and Motion, and Newton’s
Newton’s Law of Law of Universal
Universal Gravitation to show
Gravitation to show that, in the absence
that, in the absence of air resistance,
U U
of air resistance, objects close to the  ONLINE &
objects close to the surface of the Earth OFFLINE
surface of the Earth fall with identical
fall with identical accelerations
accelerations independent of their Problem Set
independent of mass Analyzi Problem Communicati
their mass. ng Solving ons

8. explain the      
statement
“Newton's laws of
motion are axioms
while Kepler's laws
of planetary motion
are empirical laws.”

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 9. explain the explain the
contributions of contributions of
scientists to our scientists to our
understanding of K understanding of U
mass, momentum, mass, momentum,
and energy and energy
conservation conservation      

10. use the law of

conservation of
momentum to solve U A
one dimensional
collision problems      

Performance Task:
GOAL You are to show the application of chemistry and physics in everyday life through a collage of clippings (modular) or an short video (online) relevant to your
strand.
ROLE You are a contributor who is tasked to create a visual presentation about chemistry and physics everyday life relevant to your strand.
AUDIENCE SHS & JHS students of Colegio de Los Banos and other nearby schools in the community.
SITUATION The school will have its annual Science Week. This year’s theme is focused on appreciating and acknowledging the significant applications of chemistry and
physics and their impact on the improvement of man’s life.
PRODUCT/PERFORMANCE Clippings or video should show the application of the chemistry and physics through pictures, news clips and advertisements relevant to
your strand.
STANDARD Your product must manifest the following characteristics (varies according to class decisions for rating):
1. Accuracy of Content
2. Organization
3. Creativity
4. Audience Appeal

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 Poor = 2 Fair = 3 Adequate=4 Excellent =5

Category
1. Content / Expertise/ Project content is not accurate. It Project content is accurate but Project content is accurate with Project content is accurate,
understanding of material contains multiple errors and /or contains some errors and multiple or minimal errors and omissions. complete and error free. Presenter
major omissions. Presenter shows major omissions. Presenter shows Presenter shows an adequate shows an understanding beyond
little understanding of subject some understanding of the material
understanding of the material. grade level or expectation.
material with numerous errors. with few mistakes.

Poor = 2 Fair = 3 Adequate=4 Excellent =5

Category
2. Creativity, Originality and Project shows little creativity Project shows an inadequate level Project shows an appropriate Project shows an advanced level of
Professionalism and/or originality. Project of creativity and/or originality. level of creativity and/or creativity and/or originality that
shows little care for Project is neat but has a “last originality. Project looks well- makes the project unique. Project
appearance. minute” appearance. planned and thought out exemplifies professionalism.

Poor = 2 Fair = 3 Adequate = 4 Excellent = 5

Category
3. Educational Utility Project can not be used to The project is very limited in The project can be used to teach Project can be used as a valuable
teach a lesson. teaching a lesson. a lesson on the learning, however teaching tool for other students.
some parts are lacking.

Category Poor = 2 Fair = 3 Adequate = 4 Excellent = 5

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4. Presentation & Presentation fails to meet Presentation barely meets Presentation meets expectations Presentation exceeds expectation
Requirements/ Directions expectations. Project is late expectations. Some directions/ and shows some novel approach and shows a unique approach to
(one letter grade/day requirements are not followed. to the project. All directions/ the project. All directions/
deduction), and directions are requirements are successfully requirements are successfully
not followed. adhered to. adhered to.

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