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 an STANDARD CODE
(The learners...) EQUIPMENT
understanding of...) (The learners...)

QUARTER 3

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

3. writethe nuclear fusion reactions

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

3. how the concept of the 4. describehow elements heavier

How the idea of the S11/12PS-IIIa-b-4
atom evolved from Ancient than iron are formed
atom, along with the
Greek to the present
idea of the elements
evolved S11/12PS-IIIa-b-5

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 K to 12 BASIC EDUCATION CURRICULUM
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4. how the concept of the 5. describe the ideas of the

element evolved from Ancient Greeks on the atom

CONTENT STANDARD PERFORMANCE

LEARNING COMPETENCIES SCIENCE
CONTENT (The learners demonstrate an STANDARD CODE
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Ancient Greek to the

present 6. describe the ideas of the
S11/12PS-IIIa-b-6
Ancient Greeks on 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 Bohr S11/12PS-IIIb-9
to the understanding of the
structure of the atom

10. describe the nuclear model of S11/12PS-IIIb-10

the atom and the location of

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 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

its major components

(protons, neutrons, and
electrons)

11. explainhow the concept of

atomic number led to the
S11/12PS-IIIb-11
synthesis of new elements in
the laboratory

CONTENT STANDARD PERFORMANCE

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

12. writethe nuclear reactions S11/12PS-IIIb-12

involved in the synthesis of
new elements

13. citethe contribution of John

Dalton toward the S11/12PS-IIIc-13
understanding of the concept
of the chemical elements
(1 hour)

14. explainhow Dalton’s theory S11/12PS-IIIc-14

contributed to the discovery of
other elements

How the properties of 1. how the uses of different 1. determine if a molecule is

matter relate to their materials are related to S11/12PS-IIIc-15
polar or non polar given
chemical structure their properties and its structure (2 hours)
structures
2. relate the polarity of a molecule
to its properties S11/12PS-IIIc-16

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SENIOR HIGH SCHOOL – CORE SUBJECT

2. the relationship between 3. describe the general types of

the function and structure intermolecular forces (3 S11/12PS-IIIc-d17
of biological hours)
macromolecules 4. give the type of intermolecular
forces in the properties of
S11/12PS-IIId-e18
substances
(3 hours)
5. explain the effect of
intermolecular forces on the S11/12PS-IIId-e19
properties of substances
6. explain how the uses of the
following materials depend on
S11/12PS-IIId-e20
their properties:
a. medical implants,

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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

the above materials are S11/12PS-IIId-e21
determined by their structure

8.

explain how the structures of S11/12PS-IIIe-22

biological macromolecules
such as carbohydrates, lipids,
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 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

nucleic acid, and proteins

determine their properties
and functions (3 hours)
How chemical 1. the following aspects of make either a poster, a flyer, 1. use simple collision theory to
changes take place chemical changes: or a brochure on a explain the effects of
product(such as fuels, concentration, temperature, S11/12PS-IIIf-23
a. how fast a reaction household, or personal care and particle size on the rate of
takes place products) indicating its uses, reaction
b. how much reactants properties, mode of action,
define catalyst and describe
are needed and how and precautions 2.
how it affects reaction rate Manganese
much products are S11/12PS-IIIf-24
(2 hours) Dioxide, 50
formed in a reaction
grams / bottle
c. how much energy is 3. calculate the amount of
involved in a reaction
substances used or
S11/12PS-IIIf-h25
produced in a chemical
2. how energy is harnessed reaction (7 hours)
4.

calculate percent yield of S11/12PS-IIIh-26

a reaction (1 hour)

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LEARNING COMPETENCIES SCIENCE
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5.
determine the limiting
reactant in a reaction and
S11/12PS-IIIh-27
calculate the amount of
product formed
(2 hours)
6. S11/12PS-IIIi-28 Alcohol
recognize that energy is Thermometer,
released or absorbed during a 20ºC to 110ºC
chemical reaction
(1 hour)
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describe how energy is

7.
harnessed from different
sources:
a. fossil fuels
b. biogas
c. geothermal S11/12PS-IIIi-29
d. hydrothermal
e. batteries
f. solar cells
g. biomass
(2 hours)

How chemistry The properties and mode of 1. S11/12PS-IIIi-j- Hydrochloric Acid,

give common examples of
contributes to the action of the following 30 HCl, technical
cleaning materials for the
understanding of consumer products: grade, 500 ml /
house and for personal care
household and bottle
personal care a. cleaning materials 2.
products from product labels, identify
b. cosmetics S11/12PS-IIIi-j-
the active ingredient(s) of
cleaning products used at 31
home
3.
give the use of the other

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

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universe motion,
precession of
the equinoxes

2. Vacuum Tube
and Manual
Vacuum
Pump

3. explain how the Greeks knew that

S11/12PS-IVa-38
the Earth is spherical

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

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 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

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CONTENT (The learners demonstrate an STANDARD CODE
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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 paved the way for S11/12PS-IVb-44
Kepler’s discovery of his laws
of
planetary motion

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CONTENT (The learners demonstrate an 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. Galilean 1. compare and contrast the
the laws of physics views of motion Aristotelian and Galilean
are universal conceptions of vertical S11/12PS-IVc-46
2. how Galileo used his motion, horizontal motion,
discoveries in mechanics and projectile motion.
(and astronomy) to
address scientific
objections to the 1. Balance,
2. explain how Galileo inferred that
Copernican model Triple Beam
objects in vacuum fall with
uniform acceleration, and that S11/12PS-IVc-47
3. Newton’s Laws of Motion 2. NSTIC
force is not necessary to
CartRail
sustain horizontal motion
4. Newton’s Law of Universal System
Gravitation
3. explain how the position vs.
5. mass, momentum, and
time, and velocity vs. time
energy conservation NSTIC Cart-Rail
graphs of constant velocity
S11/12PS-IVc-48
motion are different from System
those of constant acceleration
motion

4. recognize that the everyday S11/12PS-IVc-49

usage and the physics usage

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 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

of the term “acceleration”

differ: In physics an object
that is slowing down,
speeding up, or changing

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SENIOR HIGH SCHOOL – CORE SUBJECT

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direction is said to be
accelerating

5. explain each of Newton’s three

S11/12PS-IVd-50
laws of motion

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 of
S11/12PS-IVd-52 Strobe Light
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 an STANDARD CODE
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understanding of...) (The learners...)

8. explain the statement

“Newton's laws of motion are
S11/12PS-IVe-53
axioms while Kepler's laws of
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 Diffraction
onedimensional collision grating
S11/12PS-IVe-55
problems
2. NSTIC
CartRail
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

S11/12PS-IVf-57 Prism
2. explain how Newton and
Descartes described the
emergence of light in
various colors through
prisms

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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 wave S11/12PS-IVf-59 Ripple Tank
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

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

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7. apply the wavelength-

speedfrequency relation S11/12PS-IVg-62

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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
S11/12PS-IVh-65 1. Diffraction
10. differentiate dispersion, Slits &
scattering, interference, Diffraction
and diffraction grating

2. Laser Light

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SENIOR HIGH SCHOOL – CORE SUBJECT

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 though
red cellophane than green
cellophane S11/12PS-IVh-66
d. clothing of certain colors
appear different in artificial
light and in sunlight
e. haloes, sundogs, primary
rainbows, secondary
rainbows, and
supernumerary bows
f. why clouds are usually

LE
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white and rainclouds dark

g. why the sky is blue and
sunsets are reddish
4. explain the contributions of S11/12PS-IVi-67
Franklin, Coulomb, Oersted,
Ampere, Biot-Savart, Faraday,
and Maxwell to our
understanding of electricity
and magnetism (3 hours)

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 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

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 between
understand the Newtonian mechanics and
S11/12PS-IVi-j-69
Cosmos 2. Planets in and beyond the Maxwell’s electromagnetic
Solar System theory
(3 hours)
2. explain the consequences of the
postulates of Special Relativity
(e.g., relativity of simultaneity,
time dilation, length S11/12PS-IVi-j-70
contraction, massenergy
equivalence, and cosmic speed
limit)
3. explain the consequences of the
postulates of General Relativity
(e.g., correct predictions of
shifts in the orbit of Mercury,
gravitational bending of light, S11/12PS-IVi-j-71
and black holes)

CONTENT STANDARD
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4. explain how the speeds and

distances of far-off objects are
estimated (e.g., Doppler effect S11/12PS-IVj-72
and cosmic distance ladder)
(2 hours)

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5. explainhow we know that we live

in an expanding universe, which
used to be hot and is S11/12PS-IVj-73
approximately 14billion years old

6. explainhow Doppler shifts and

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

7. explainwhy Pluto was once

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

Code Book Legend

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 K to 12 BASIC EDUCATION CURRICULUM
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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 Quarter Third Quarter III

*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen ( -) in between letters to Week Week one a
indicate 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

References:
K to 12 Senior High School Core Curriculum – Physical Science Page 19 of 20
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

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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