SAINT LOUIS COLLEGE OF BULANAO

Bulanao, Tabuk City, Kalinga

OUTCOME- BASED SYLLABUS IN MODERN PHYSICS

(Sci.116----BSED 3 MAJOR IN SCIENCE)

Prepared By: Submitted To:

CLAYDE JHON D. ADDUN, LPT THERESE GRAIL C. LAWAGAN, Ph.D.

Instructor Dean for Academic Affairs

Noted By:

+BP. PRUDENCIO P. ANDAYA, CICM, D.D

College President
I. SAINT LOUIS COLLEGE OF BULANAO VISION- MISSION

We, the Louisians, envision ourselves to be a Christ- centered community of PEACE for the good of our people and for the greater glory of God.
Therefore, we commit ourselves to promote:
Peace and Justice Consciousness,
Ecological and Cultural Awareness,
Academic Excellence and competence,
Christian Discipleship and Community Leadership,
Employability

II. INSTITUTION ‘S VISION- MISSION

The College of Education is envisioned as a Christ-centered, academically competent and culture-responsive community of educational leaders committed to the formation
and training of teachers who are:

P – eace makers and peace builders in the work areas, in the community and in the nation;

E – cological, social and culture-responsive locally, regionally, nationally and globally;

A – cademically competent in the application, installation, operation, development, maintenance and administration, and familiar with hardware installation,
operation, and maintenance.

C – hristian leaders and discipline who are exemplars/ paragon of Christian values; and

E – ducationally and professionally responsible thus can be easily employed.

 III: BSED PROGRAM OUTCOMES:

After finishing the BSED program, the students should be able to:

PROGRAM OUTCOMES PERFORMANCE INDICATORS

KNOWLEDGE
PO1-demonstrate basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher
learning
PO2- exhibits a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in their students.
PO3- shows a deep and principled understanding of the hoe educational processes relate to larger historical, social, cultural
and political processes.
PO4- displays a meaningful and comprehensive knowledge of the subject matter they will teach.
SKILLS
PO5- apply a wide range of teaching process skills such as in curriculum development, lesson planning, materials development
taking into consideration the use of indigenous/ recycled materials, educational assessment and teaching approaches.
PO6- innovate an alternative teaching approaches, take risks in trying out these innovative approaches and evaluate the
effectiveness of such approaches in improving student’s learning.
PO7- facilitates meaningful learning of diverse types of learners, in diverse types of learning environments, using a wide range
of teaching knowledge and skills.
ATTITUDE
PO8- practices the professional, responsible, ethical and inclusive requirements of teaching profession.
PO9- reflect on the relationships among the teaching processes of the students, the nature of the content/ subject matter, and
the broader social forces hindering the school and educational processes in order to constantly improve their teaching
knowledge, skills and practices.
PO10- exhibits the willingness and the capability to continue learning by collaborating with colleagues and other experts in
their own fields in order to better fulfil their mission as teachers.
VALUES
PO11-create a peaceful classroom and inclusive learning friendly environment that provides opportunities and promotes
potential of all kinds of learners; and,
PO12 – model Christian leadership and discipleship to the school and to the community.

IV: COURSE OUTCOMES

After finishing the course, the students can:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1- Consider the reference frame of the events in a problem,
 determine whether it is necessary to consider relativistic
corrections, and perform the proper calculations if necessary;
CO2- . Identify unexamined personal assumptions and
misconceptions that impede and skew inquiry by discussing and
confronting logical and experimental contradictions that arising
from implicit assumptions in scientific thought;
CO3- Identify and characterize composing elements of systems
by breaking down a complicated problem in order to solve it and
understanding connections and relationships between elements of
the project;
CO4- Identify, understand, and accept the rights and
responsibilities of belonging to a diverse community by learning
to cooperate as physicists working on a large-scale experiment.

Legend:
L- Learned Outcomes (knowledge, skills, and values) achieved in the subject
P- Practiced the learned outcomes (knowledge, skills, values)
O- Opportunity to learn and practiced knowledge, skills and values but not taught formally

V. COURSE CODE: SCI.116

VI. DESCRIPTIVE TITLE: MODERN PHYSICS

VII. COURSE DESCRIPTION:

Modern Physics is a one-semester course covering major concepts of twentieth-century physics. The course focuses on special relativity, nonrelativistic quantum
mechanics, and elementary particle physics. This course aims to enhance student learning and understanding in special relativity, simple nonrelativistic quantum mechanics, and
basic elementary particle physics. This requires exposing and correcting unconscious misconceptions about the nature of space and time, absolute motion, simultaneity, gravity,
geometry, position, observation, determinism, probability, causality, the nature of matter, force, nothingness, the role of mathematics, and virtually everything else that most people
believe instinctively—and then replacing these misconceptions with a deeper understanding of the behavior of the universe based on experiment.

COURSE CONTENT
Course Intended Learning Outcomes Course Content Learning Assessment NUMBE Learning Resources/ Reference Materials
(CILO) Activities/ Task (Main R OF
Strategies to course HOURS
After finishing the lesson, the students Accomplish the requirement (54HR/
 and
Sem.)
assessment
should be able to: CILO Time
methods
Frame
and tools)

Practice the expectations as indicated in Orientation: Introduction of the Orientation Day 1 Course/ Program Syllabus
the course; Course Outline and major of Students (1 hour)
requirements for the whole semester on course
outline.
 Discuss modern physics Introduction to Modern Physics Discussion Problem Sets Day 2- www.worldscientific.com
 Explain the theory of relativity  RELATIVITY Day 8 https://en.m.wikipedia.org/wiki/modern_ph
-theory of relativity Cooperative/col Quizzes 9 hrs ysics
 Explain the two postulates of
Einstein’stheory of relativity, and - Invariance of Physical Laws laborative https://en.wikipedia.org/wiki/Theory_of_rel
Solving
what motivates these postulates - Relativity of Simultaneity learning ativity
Exercises
 Explain why different observers - Relativity of Time Intervals https://www.space.com/17661-theory-
can disagree about whether two - Relativity of Length Problem Based general-relativity.html
events are simultaneous - The Lorentz Learning Modular: https://www.nationalgeographic.com/news/
 Justify how relativity predicts that Transformations - The Quiz and 2017/05/einstein-relativity-thought-
moving clocks run slow, and that Doppler Effect for Computer activity experiment-train-lightning-genius/
experimental evidence confirms Electromagnetic Waves Aided Problem sets https://en.wikipedia.org/wiki/Relativity_of_
this - Relativistic Momentum Instruction simultaneity
 Describe the length of an object - Relativistic Work and https://www.britannica.com/science/Lorentz
that changes due to the object’s Energy Picture Analysis -transformations
motion -Newtonian Mechanics and https://www.sciencedirect.com/topics/earth-
Relativity Modular: and-planetary-sciences/doppler-effect
 Explain how the theory of relativity
Hand outs https://courses.lumenlearning.com/physics/c
modifies the relationship between
Research works hapter/28-5-relativistic-momentum/
velocity and momentum
https://openstax.org/books/college-
 Solve problems involving work and
physics/pages/28-6-relativistic-energy
kinetic energy for particles moving
http://abyss.uoregon.edu/~js/ast122/lectures
at relativistic speeds
/lec20.html
 Discussion Day 9- https://lco.global/spacebook/light/light-
 Explain the photoelectric effect  PHOTONS: LIGHT Quizzes Day 16 particle/
 Explain Compton effect WAVES BEHAVING AS Cooperative/col 9 hrs https://andor.oxinst.com/learning/view/article
 Solve problems involving PARTICLE laborative Problem Sets /absorption-of-light
wavelength of light emitted as - Light Absorbed as Photons: learning https://www.britannica.com/science/photoele
photon The Photoelectric Effect Assignments ctric-effect
- Light Emitted as Photons: Problem Based https://www.nde-
 Justify why light waves behave as
particles X-Ray Production Learning Exercises ed.org/EducationResources/CommunityCollege
- Light Scattered as Photons: /Radiography/Physics/xrays.htm
Compton Scattering and Pair Modular: Modular: https://radiopaedia.org/articles/x-ray-
Production Hand outs Quiz and production-2
- Wave–Particle Duality, Probability, Research works activity https://en.wikipedia.org/wiki/Compton_scatter
and Uncertainty Problem sets ing
http://abyss.uoregon.edu/~js/ast123/lectures/l
ec06.html

PrelimExam
 Explain De Broglie’s proposal that  PARTICLES BEHAVING Day 17- https://courses.lumenlearning.com/physics/c
electrons, protons, and other AS WAVES Quizzes Day 24 hapter/29-5-the-particle-wave-duality/
particles can behave like waves - Electron Waves Discussion 6 hrs https://physics.weber.edu/carroll/honors/dua
 Analyze how electron diffraction - The Nuclear Atom and Assignments lity.htm
experiments provided evidence for Atomic Spectra Cooperative/col https://chem.libretexts.org/Courses/Prince_
de Broglie’s ideas laborative Recitation Georges_Community_College/Chemistry_2
 Explain how physicists discovered - Energy Levels and the Bohr learning 000%3A_Chemistry_for_Engineers_(Sinex
the atomic nucleus Model of the Atom Modular: )/Unit_1%3A_Atomic_Structure/Chapter_2
 Describe and explain Bohr’s model - The Laser Computer Quiz and %3A_Atomic_Structure/Chapter_2.5%3A_
of electron orbits the spectra of Aided activity Atomic_Spectra_and_Models_of_the_Atom
hydrogen and hydrogen like atoms Instruction Problem sets https://chem.libretexts.org/Bookshelves/Intr
 Explain how a laser operates - Continuous Spectra oductory_Chemistry/Book
 Justify the idea of energy levels, -The Uncertainty Principle Revisited Modular:
Hand outs
%3A_Introductory_Chemistry_(CK-
12)/05%3A_Electrons_in_Atoms/5.06%3A
coupled with the photon model of
Research works _Bohr%27s_Atomic_Model
 light, explains the spectrum of light https://www.britannica.com/technology/lase
emitted by a hot, opaque object r
https://en.wikipedia.org/wiki/Continuous_s
pectrum
https://arxiv.org/abs/2006.00347
 Describe the behavior of a particle  QUANTUM MECHANICS Integrative Quizzes Day 25- https://www.livescience.com/33816-quantum-
and the Schrödinger equation that - Wave Functions and the Approach Day 33 mechanics-explanation.html
wave function must satisfy One-Dimensional Assignments 6 hrs https://en.wikipedia.org/wiki/Wave_function
 Calculate the wave functions and Schrödinger Equation Cooperative/col https://www.chemicool.com/definition/schrodi
energy levels for a particle confined - Particle in a Box laborative Seatwork nger_equation.html
to a box - Potential Wells learning https://en.wikipedia.org/wiki/Particle_in_a_bo
 Analyze the quantum mechanical - Potential Barriers and Problem Sets x
behavior of a particle in a potential Tunneling Problem Based Modular: https://en.wikipedia.org/wiki/Potential_well
well - The Harmonic Oscillator Learning Quiz https://smazka.ru.com/english/production/tun
 Use quantum mechanics to analyze Modular: activity nel-materials.html?
Day 34-
Hand outs gclid=EAIaIQobChMIu9eW6KCd7gIVEXkqCh0Vb
a harmonic oscillator Day 42
Research works Qx3EAAYASAAEgI4KPD_BwE
6 hrs
https://en.wikipedia.org/wiki/Quantum_harmo
Quizzes nic_oscillator
 Apply quantum-mechanical
calculations to three-dimensional
problems Discussion Exercises
Cooperative/col https://courses.lumenlearning.com/boundl
 Solve the Schrödinger equation for
laborative Problem Sets ess-chemistry/chapter/the-structure-of-
a particle trapped in a cubical box  ATOMIC STRUCTURE
learning the-atom/
 Describe the states of a hydrogen - The Schrödinger Equation
atom in terms of quantum numbers in Three Dimensions Modular: hyperphysics.phy-
- Particle in a Three- Problem Based Quiz astr.gsu.edu/hbase/quantum/sch3D.html
 Discuss how magnetic fields affect
Dimensional Box Learning Activity https://chem.libretexts.org/Bookshelves/P
the orbital motion of atomic
electrons - The Hydrogen Atom hysical_and_Theoretical_Chemistry_Textbo
 Analyze the structure of many- - The Zeeman Effect Computer ok_Maps/Supplemental_Modules_(Physica
electron atoms - Electron Spin Aided l_and_Theoretical_Chemistry)/Quantum_
 Explain how x rays emitted by - Many-Electron Atoms and Instruction Mechanics/05.5%3A_Particle_in_Boxes/Par
atoms reveal their inner structure the Exclusion Principle ticle_in_a_3-Dimensional_box
-X-Ray Spectra Modular: https://en.wikipedia.org/wiki/Hydrogen_at
Hand outs om
Research works https://en.wikipedia.org/wiki/Zeeman_effe
ct
https://chem.libretexts.org/Bookshelves/P
hysical_and_Theoretical_Chemistry_Textbo
 ok_Maps/Supplemental_Modules_(Physica
l_and_Theoretical_Chemistry)/Quantum_
Mechanics/09._The_Hydrogen_Atom/Ato
mic_Theory/Electrons_in_Atoms/Electron_
Spin
http://web.mst.edu/~sparlin/Phys107/Lect
ure/chap07.pdf
https://www.sciencedirect.com/topics/phy
sics-and-astronomy/x-ray-spectra

MidtermExam
 Define some key properties of  NUCLEAR PHYSICS Discussion Quizzes Day 43-
atomic nuclei, including radii, - Properties of Nuclei Day 49
densities, spins, and magnetic - Nuclear Binding and Nuclear Integrative 9 hrs
moments Structure Approach Seat works
 Explain how the binding energy of - Nuclear Stability and Radioactivity
a nucleus depends on the numbers - Activities and Half-Lives Cooperative/col
of protons and neutrons that it - Biological Effects of Radiation laborative Problem Sets
contains - Nuclear Reactions learning
 Cite the most important ways in - Nuclear Fission Modular:
which unstable nuclei undergo - Nuclear Fusion Problem Based Quiz
radioactive decay Learning activity
 Give some of the biological hazards
Computer Day 50- https://www.nature.com/subjects/particle-
and medical uses of radiation
Aided Day 54 physics
 Analyze some important types of
Instruction 9 hrs https://www.space.com/16042-
nuclear reactions
Modular: cosmology.html
 Explain what happens in a nuclear
Hand outs https://en.wikipedia.org/wiki/Elementary_parti
fission chain reaction, and how it Quizzes cle
can be controlled Research works
https://phys.libretexts.org/Bookshelves/Univer
sity_Physics/Book
 %3A_University_Physics_(OpenStax)/Map
Assignments %3A_University_Physics_III_-
 Discuss the key varieties of  Particle physics and Discussion _Optics_and_Modern_Physics_(OpenStax)/11%
fundamental subatomic particles Cosmology Cooperative/col Modular: 3A_Particle_Physics_and_Cosmology/11.05%3
and how they were discovered - Fundamental Particles—A History laborative Quiz A_Particle_Accelerators_and_Detectors
 Discuss how physicists use - Particle Accelerators and Detectors learning activity
accelerators and detectors to probe - Particles and Interactions
the properties of subatomic - Quarks and the Eightfold Way Computer
particles - The Standard Model and Beyond Aided
 Explain the four ways in which - The Expanding Universe Instruction
subatomic particles interact with - The Beginning of Time
each other Modular:
 Describe the structure of protons, Hand outs
neutrons, and other particles Research works
 Explain how physicists probe the
limits of the standard model of
particles and interactions
 Cite some evidences that the
universe is expanding and that the
expansion is speeding up
Finalexam

VIII. COURSE REQUIREMENTS:

 For the computation of the students’ respective grades, the following bases of evaluation shall be used:
1. Individual outputs (quizzes, seat works, assignments, quizzes, research works and experiments)
2. Periodical examinations
3. Performance Tasks

IX. REFERENCES:
A.Textbook:
1. physical science 1, Dennis G. Caballes RPT,PhD , Marissa A. Rodriguez, MPH, MALT, Andy Nestor Ryan Pazon, RPT, MAT pages: 21-25

X. GRADING SYSTEM: Averaging

The grading system as indicated in the teacher’s and Students’ Handbook is as follows:
PG = PCS + PT MG = MCS + MT TFG = FCS + FT FG/ AVERAGE = PG + MG+ TFG
2 2 2 3
LEGEND: PCS – Prelim Class Standing MCS – Midterm Class Standing FCS – Finals Class Standing
PT – Prelim Test MT – Midterm Test FT – Final Test
PG – Prelim Grade MG – Midterm Grade TFG – Tentative Final Grade