This Teacher's Manual Is Intended Only For Teachers Who Use A Vibal CTLP

This Teacher's Manual is intended only for teachers who use a Vibal CTLP.
© Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

PREFACE
This book was designed and written for use by physics teachers regardless
of the textbook they are using in the classroom. To make sure that this goal is
achieved, we incorporated the following features in the book:
1. The teaching tips revolve around topics generally covered in a high
school physics text, following the DepEd Curriculum Guide.
2. The discussions take into consideration the unifying themes of high
school physics, namely: (a) physics as a basic science, (b) energy, (c) sta-
bility and equilibrium, (d) diversity and unity, (e) systems and interac-
tions and (f) technology.
3. The book discusses Wiggins and Mctighe’s Understanding by Design
(UbD) in the context of Physics, identifying the EUs and EQs per chapter
and giving examples of performance tasks for assessment that denote un-
derstanding, find application in real life, and help develop thinking skills.
To illustrate discussion points as well as sample instructional activities, we
used VPHI’s Practical and Explorational Physics (Modular Approach) Second Edi-
tion and Laboratory Manual and Workbook in Physics by Padua and Crisosto-
mo. And for additional information, we recommend internet resources, including
i-learn.vibalpublishing.com.
To our colleagues, good luck!
THE AUTHORS
Science and Technology IV

PRACTICAL AND EXPLORATIONAL PHYSICS
Modular Approach
Second Edition
ISBN 978-971-07-2669-1
Copyright © 2010 by Vibal Publishing House, Inc. and Alicia L. Paduaa and Ricardo M.
Crisostomo
All rights reserved. No part of this book may be reproduced or transmitted in any form or by
any means—electronic or mechanical, including photocopying, recording or any information
storage and retrieval system without permission in writing from the publisher and the authors.
Artwork belongs solely to Vibal Publishing House, Inc.
Published and printed by Vibal Publishing House, Inc.

MANILA 1253 G. Araneta Ave., Quezon City
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Cagayan de Oro City
Member: Philippine Educational Publishers’ Association; Book Development Association;

Association of South East Asian Publishers; Graphic Arts Technical Foundation
ii
CONTENTS
Partt ONE: TIME TABLE FOR THE COURSE .................................................. 2
Partt TWO: GENERAL COMMENTS ............................................................... 4
Partt THREE: SUGGESTIONS FOR EACH CHAPTER.................................... 10
UNIT I Introduction to Physics .............................................................. 10

Chapter 1 What Is Physics? .............................................................................................................. 10
Chapter 2 How Are Physical Quantities Described? ................................................................... 14
UNIT II MECHANICS ............................................................................... 18

Chapter 3 How Far and How Fast Do Objects Move? ................................................................. 18
Chapter 4 How Does Force Cause a Change in Motion? ............................................................ 25
Chapter 5 How Is Equilibrium Achieved? .................................................................................... 33
Chapter 6 What Influences the Movements of Heavenly Bodies? ............................................. 38
Chapter 7 How Does Energy Produce Work? ............................................................................... 42
Chapter 8 What Happens When Objects Rotate? ......................................................................... 47
Chapter 9 What Forces Influence Particle Movement in Matter? ............................................. 51
UNIT III Oscillations and Waves............................................................... 56

Chapter 10 How Do Particles Move in a Medium and Transfer Energy? .................................. 56
Chapter 11 How Is Sound Produced, Propagated and Perceived? .............................................. 60
UNIT IV Thermodynamics ........................................................................ 65

Chapter 12 How Are Heat and Temperature Related? .................................................................. 65
Chapter 13 What Laws Govern the Transfer of Heat? ................................................................... 70
UNIT V Electricity and Magnetism.......................................................... 74

Chapter 14 How Do Electric Charges That Are at Rest Interact? ................................................ 74
Chapter 15 How Is Electricity Put into Use? ................................................................................... 78
Chapter 16 How Are Electricity and Magnetism Interrelated? ................................................... 84
Chapter 17 How Do Electronic Components Work? ..................................................................... 88
UNIT VI Electromagnetic Waves and Optics .............................................. 91

Chapter 18 How Are Electronic Waves Used in Communication? ............................................. 91
Chapter 19 What Is the Mystery Behind Light? ............................................................................. 94
Chapter 20 How Are Images Reflected and Refracted by Mirrors and Lenses? ....................... 98
UNIT VII MODERN PHYSICS ....................................................................... 102

Chapter 21 What Is Relativity? .......................................................................................................... 102
Chapter 22 How Is Nuclear Physics Useful to Man? ..................................................................... 106
Chapter 23 What Are the Basic Building Blocks of the Universe? .............................................. 109
Appendix ....................................................................................................................... 112

Glossaryy .......................................................................................................................... 122
1
Part ONE: TIMETABLE FOR THE COURSE
A. NUMBER OF CLASS DAYS
Duration
Unit/Chapter
(number of days)
UNITT I Introduction to Physics (10 days)

Chapter 1 What Is Physics? 3-5 days
Chapter 2 How Are Physical Quantities Described? 3-5 days
UNITT II Mechanics (75 days)

Chapter 3 How Far and How Fast Do Objects Move? 12-15 days
Chapter 4 How Does Force Cause a Change in Motion? 15-18 days
Chapter 5 How Is Equilibrium Achieved? 5-7 days
Chapter 6 What Influences the Movements of Heavenly 3-5 days
Bodies?
Chapter 7 How Does Energy Produce Work? 15-18 days
Chapter 8 What Happens When Objects Rotate? 3-4 days
Chapter 9 What Forces Influence Particle Movement in 5-8 days
Matter?
UNITT III Oscillations and Waves (15 days)

Chapter 10 How Do Particles Move in a Medium and 5-10 days
Transfer Energy?
Chapter 11 How Is Sound Produced, Propagated and 3-5 days
Perceived?
UNITT IV Thermodynamics (10 days)

Chapter 12 How Are Heat and Temperature Related? 3-5 days
Chapter 13 What Laws Govern the Transfer of Heat? 3-5 days
UNITT V Electricity and Magnetism (40 days)

Chapter 14 How Do Electric Charges That Are at Rest 3-5 days
Interact?
Chapter 15 How Is Electricity Put into Use? 10-15 days
Chapter 166 How Are Electricity and Magnetism Interre- 10-15 days
lated?
Chapter 177 How Do Electronic Components Work? 3-5 days
2 Practical and Explorational Physics
UNITT VI Electromagnetic Waves (15 days)
Chapter 18 How Are Electromagnetic Waves Used in Com- 3-5 days
munication?
Chapter 19 What Is the Mystery Behind Light? 3-5 days
Chapter 20 How Are Images Reflected and Refracted by 3-5 days
Mirrors and Lenses?
UNITT VII Modern Physics (13 days)

Chapter 21 What Is Relativity? 3-5 days
Chapter 22 How Is Nuclear Physics Useful to Man? 3-5 days
Chapter 23 What Are the Basic Building Blocks of the 2-3 days
Universe?
B. SEMESTRAL AND QUARTERLY SCHEDULE

Chapter 1
Chapter 2
First Quarter Chapter 3
Chapter 4
Chapter 5
First Semester Chapter 6
Chapter 7
Chapter 8
Second Quarter
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Chapter 14
Third Quarter
Chapter 15
Chapter 16
Chapter 17
Second Semester
Chapter 18
Chapter 19
Chapter 20
Fourth Quarter
Chapter 21
Chapter 22
Chapter 23
Teacher’s Manual 3
Part TWO: GENERAL COMMENTS
Following its mandate to improve the country’s curriculum for Basic Educa-
tion in order to equip the youth with the skills and knowledge needed in this In-
formation Age, the Department of Education (DepEd) deemed it wise to utilize
the teaching-learning paradigm proposed by Grant Wiggins and Jay Mctighe
(2002). The authors call it “Understanding by Design”, now popularly called
UbD.
1. UNDERSTANDING BY DESIGN (UbD)

Q1: In essence, what is UbD?
It is a proposed design for a curriculum framework, a course pro-
gram, a unit plan, a learning system and the like. It can simply be de-
scribed as an instructional design.
Q2: What are the major components of all instructional designs?
All instructional designs, including UbD, have: (a) educational
goals/objectives and content, (b) teaching-learning strategies, and
(c) assessment.
1.1 Goals/Objectives and Content

Educational psychologists group the general goals of education into
three:
a. Knowledge (cognitive goal)
b. Skills, both cognitive and manipulative (behavioral goal)
c. Attitudes (affective goal)
Some educators express objectives as learning competencies. For les-
son plans, some educators recommend that these be stated as behavioral
objectives, since behavior is easiest to detect if the objectives have been
attained.
Content includes the main topics and major ideas per chapter.
1.2 Teaching Strategies and Techniques

All instructional designs encourage teachers to use varied instruc-
tional activities that are relevant to the students’ daily life and cater to
their learning styles and multiple intelligences.
The strategies and techniques that teachers use vary depending on
various factors—LEARNER factors (their characteristics, SES, readiness,
etc.); LEARNING ENVIRONMENT factors (school facilities and equip-
ment, books and other learning resources, etc.); and TEACHER factors
(their academic background, trainings attended, teaching experience,
etc.).
The teaching strategies also vary among the various academic dis-
ciplines. In science, for instance, found to be most effective are: (a) the
inquiry approach and (b) hands-on learning or learning by doing, where the
learner employs as many senses as possible in the learning process—
touch, sight, hearing, smell. On the other hand, very effective in a skill
subject are: (a) learning by doing and (b) drill/repetition.
1.3 Assessment
Assessment is used to monitor learning, to find out if the students
are achieving the objectives. It tells the teacher if the students under-
stood what he/she taught them.
Nontraditional or alternative tests, also called performance-based as-
sessment or performance tasks, are characterized by the fact that the out-
puts or the answers to questions in the task are “constructed” by the stu-
dents, borrowing the term from constructivism.
The outputs of performance tasks are not graded the same way as
the results of traditional tests. They are graded based on a set of criteria
that is unique to each output. Thus, performance tasks are accompanied
by rubrics.
2. IMPLEMENTATION STRATEGIES OF THE PROPOSED DESIGN

Q3: In terms of the basic components of an instructional design, what are the
contributions of UbD?
The major contributions of UbD are in the areas of content and as-
sessment.
2.1 Content
Content is the structural base of the knowledge goal of education in
school.
a. UbD recommends that, from the start, the teacher should iden-
tify the main idea, or what UbD calls ‘big idea’ or ‘enduring
understanding’ and what DepEd calls ‘essential understand-
ing’ (EU). The idea is that, as far as content is concerned, the EU
should serve as the focus of all the instructional activities in each
chapter or unit or quarter.
b. UbD also recommends that, to arrive at the EU, the teacher
should initiate the discussion by means of a question, what UbD
and DepEd call ‘essential questions’ (EQ). The answer to the EQ
is the EU. Sometimes, several EQ are answered by one EU. And
sometimes, one EQ is answered by several EU.
2.2 Assessment
a. UbD recommends that, right after the identification of the EU, the
teacher should think of the appropriate performance taskk that will-
depict student understanding of the EU and supporting concept(s)
and, at the same time, promote lifelong learning.
The reason is that, since the teacher has a goal, he/she must have
the appropriate tool, or instrument, to determine attainment of said
goal.
b. Once the students’ performance task has been identified, the teacher
may now choose instructional activities that will help the students
understand the EU and EQ and, at the same time, give them the
knowledge and skills that will enable them to successfully accom-
plish the identified performance assessment.
3. UbD IN THE CONTEXT OF THE SCIENCE DISCIPLINE

Q4: What are EU
U and EQ to the science teacher?
3.1 In a science class, the EUU is usually called main idea or major idea or un-
derlying science principle. And in this book, the EQ is called major area of
inquiry.
When a science teacher decides to write a lesson plan, the science
principle or generalization to be taught is usually very clear in his/her
mind right from the start.
But the teacher does not teach the science principle per se. He/She
uses science ideas or concepts to teach it. A science principle is actually
a generalization from or synthesis of related concepts.
But then again, the teacher does not teach a science concept per se.
He/She uses facts (concrete things or experiences) to teach it.
Let us illustrate this pedagogical strategy as follows:
I II III
Facts/Experiences
Principle Concepts/Ideas
(Strategies)
There are many kinds
of energy.
E.g., lab work
There are many sources
field trips
Energy is conserved. of energy.
film showing
Energy can be changed
demonstration
from one form to
another.
Figure 1
Figure 1 shows that the sequence of steps in the teacher’s lesson

plan is: I-II-III. But from the learners’ perspective, it is the reverse:
First: The students will probably be given a laboratory activity
where they will be asked to observe how energy is trans-
formed.
Also, they will probably go on a field trip to an amuse-
ment park to observe how energy is transformed in the dif-
ferent rides.
And they will probably be shown a film about the differ-
ent sources of energy and how they are transformed to other
forms.
Second: After the activities that exposed them to different sources of
energy and transformation of energy, the students are now in
the position to say that: energy can be transformed from one
form to another.
Third: Finally, the students can make the generalization that: en-
ergy is conserved, it cannot be created nor destroyed.
Thus, the sequence of steps (Figure 1) in the learner’s
psyche is III-II-I.
3.2 To the science teacher, what are the essential features that should be re-
flected in his/her instructional design?
The following questions should guide him/her in constructing the
lesson plan:
a. What are the science principles (EU) and supporting science
concepts (EQ) that you would like your students to learn from
the lesson? (This is essentially the CONTENT of the lesson.)
b. What TEACHING STRATEGIES will you use so that the stu-
dents will understand the content (EU and EQ) of the lesson?
(‘Understanding’ here implies the ability of the learner to apply/
transfer what is learnt in school to situations in life.)
c. How do you plan to test if the students understood the les-
son? Or what do you want the students to do as evidence of
understanding? (This ASSESSMENT is a performance task that
should be evaluated on the basis of certain criteria. To this end,
the Appendix of this book contains sample rubrics for different
outputs: poster, model, foldables, etc.)
4. LABORATORY/FIELD ACTIVITIES
VPHI has published a book entitled Laboratory Manual and Workbook in
Physics. The authors prepared exercises based on the resources available in
the community, the facilities and equipment present in the school, and other
considerations like length of time entailed, expenses to be incurred, and se-
curity of the students.
Needless to say, no physics class is expected to perform all exercises. The
teacher has the final decision as to how many and which exercises his/her
class will perform. In fact, the teachers are enjoined to feel free to modify the
exercises according to the needs of the students and the limitations in the
school setting.
5. INTEGRATION OF VALUES EDUCATION

Perhaps the best guidelines with regard to values education are these:
a. Model the values, attitudes and traits related to the topic or activity
scheduled for the day.
b. Take advantage of every opportunity in class to integrate desirable val-
ues and attitudes appropriate for the subject matter scheduled for dis-
cussion. Do not hesitate to give a spiritual orientation to the discussion,
as long as the values/attitudes are indeed suited to the topic(s) at hand.
c. Do not leave the matter of integration of values purely to chance. Do
prepare for it. Be ready with teaching techniques and instructional
materials for the purpose.
6. FRAMEWORK OF THE BOOK

This book has three main parts: Part One is the timetable for the course;
Part Two contains general comments; and Part Three contains suggestions
for each chapter. These are followed by the Appendix.
The suggestions for each chapter include the following sections.
The introductory paragraph includes one or more of the pertinent unify-
ing themes of physics listed below:
• Physics as a basic science. How does everything in nature act in con-
formity with a law?
• Energy. What is the unifying concept of all sciences?
• Stability and Equilibrium. What is and what is not changing in nature?
• Diversity and Unity. How are the forms of energy different or alike?
• Systems and Interactions. How do the different systems interact with
one another?
Technically, as far as the general frameworkk of each chapter is concerned,

the sections are supposed to be organized under the following headings:
I. CONTENTT (Stage 1 of the Proposed Instructional Design)
• Underlying Science Principles, or Essential Understanding (EU)
• Major Areas of Inquiry, or Essential Questions (EQ)
II. STUDENTS’ PERFORMANCE TASK(S) AS EVIDENCE OF UNDERSTAND-
ING (Stage 2)
III. COMMENTS AND SUGGESTIONS (STRATEGIES, etc.) (Stage 3)

• Exploring Students’ Prior Knowledge
• Suggested Activities
But, if we make a paradigm shift from the chapter’s GENERAL FRAME-

WORK to short LESSON PLANS, the instructional activities can be moved
from section III to section II. And assessment can be moved from section II to
section III, this time, as formative tests for daily monitoring of learning.
The rest of the sections are the following:
IV. ANSWERS TO REVIEW

W QUESTIONS IN THE TEXTBOOK
V. CONCEPT MAP/OTHER GRAPHIC ORGANIZERS
These sections, especially the subsections of item No. III (Comments and
Suggestions), may be rearranged whenever deemed advisable.
Finally, the Appendix contains sample scoring rubrics that you may want
to use for rating the students’ performance tasks (item No. II).
These sections, especially the subsections of item No. II, may be rear-
ranged when deemed advisable.
7. INTERNET RESOURCES
To facilitate student understanding of specific topics and to widen their
perspective of that particular area of physics, the students may be encour-
aged to visit the websites suggested in the book Practical and Explorational
Physics, Second Edition by Alicia L. Padua, and Ricardo M. Crisostomo.
Part THREE: SUGGESTIONS FOR EACH CHAPTER
UNITT I INTRODUCTION TO PHYSICS

Unit I consists of two chapters: What Is Physics? (Chapter 1) and How Are
Physical Quantities Described? (Chapter 2). The unit is about physics and its na-
ture. It deals with the different branches of physics. It also deals with the major
steps of the scientific method and how this has been applied by famous physi-
cists, both local and foreign. Furthermore, it discusses the fundamental quanti-
ties, their representations, measurements, and derivations of mathematical rela-
tionships.
Chapterr 1 What Is Physics?

This chapter includes three modules. Physics: The Basic Science (Module 1),
Nature’s Laws Are Mathematical and Simple (Module 2) and Career Opportunities
that Await a Physicist (Module 3).
Module 1 presents the relationship of physics with other branches of natu-
ral science. It also discusses how a problem can be solved using the Scientific
Method. Furthermore, it explains how physics becomes the basis of technology
that changes people’s way of living and thinking.
Module 2 is about tools that are used in the study of the physical world. It
also discusses how physical quantities are classified, measured, quantified, and
related to one another.
Module 3 presents famous Filipino and foreign physicists. It also discusses
career opportunities that await a physicist.
I. CONTENTT
Underlying Science Principles, or Essential Understanding (EU)
1. Physics principles are applicable in everyday life.
2. Scientific theories are based on careful observations and measurements.
3. Greatness of ideas starts from simple things.
4. People’s way of thinking and living is greatly affected by their attitudes.
Major Areas of Inquiry, or Essential Question (EQ)

1. Why is physics considered a basic science?
2. How can the scientific method lead to discoveries and advances in sci-
ence?
3. Why do we measure?
4. How will you measure a quantity with a reasonable degree of accuracy
and precision?
5. Why are the concepts in physics described with mathematical formula?
6. How do physicists think and work?
7. How can gained knowledge, acquired skills and formed values lead to
better opportunities in life?
II. STUDENT’S PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING

Example:
Give the students the following instruction.
a. Prepare a plan for improving an existing technology.
b. Design and construct a box with a square base of 100 cm2 using one
used short folder and without any adhesive or binding material.
Make sure that the box can hold grains or liquid.
c. Make a “foldable” about a Filipino physicist that includes his/her
picture, life, works, and contributions.
Note: Use the appropriate rubric found in Appendix.
III. COMMENTS AND SUGGESTIONS

A. Exploring Students’ Prior Knowledge
Use “What I Know-What I Want to Know-What I learned” (K-W-L)
Chart to elicit students’ prior knowledge on the nature of physics as a
branch of science.
B. Suggested Activities
1. Motivation: Begin by asking the students, “How will you compare sci-
ence to a tree?”
2. Discuss the branches of science based on the output of the motiva-
tional activity.
3. Perform Exercise 1: Physics and Its Branches (VPHI Laboratory Manual
and Workbook in Physics, p. 4).
4. Provide a real life problem that can be solved using the scientific
method.
5. Perform Exercise 2: Scientific Method: (LMWP, p. 5).
6. Weblink: Ask the students to visit http://www.sossrilanka.com/uni/
sponge-bob-scientific-method-worksheet.html.
7. Panel Discussion: Select a number of students to be part of a panel
discussion on “Impacts of Technology”.
8. Ask the students to make an estimate of the size of the room. Then, let
them determine the area of the room using their body parts as units
of measurement.
9. Lead the students in the discussion on the importance of measurement.
10. Perform Exercise 4: Using a Vernier Caliper (LMWP, pp. 8-9).
11. Weblink: Ask the students to visit http://www.aaastudy.com/mea69_
x6.htm#section2.
12. Provide the students with different sets of data that they could pres-
ent graphically on a graphing paper or using EXCEL to determine the
relationship that exists between the physical quantities.
13. Perform Exercise 5: The Physicist Way of Life (LMWP, pp. 10-13).
14. Lead the students in the discussion on local and foreign physicists
and the career opportunities that await a physicist.
15. Let the students answer the last column of the K-W-L chart.
16. Ask the students to prepare a graphic organizer that will show their
understanding of the concepts learned.
17. Enrichment Activity: Ask the students to interview Filipino physicists.
18. Use any of the following to assess students’ understanding.
a. Seatwork (Chapter Review)
b. Short quiz
c. Portfolio
d. Prompts
e. Learning Logs

W QUESTIONS
A. 1. d
2. b
3. a
4. d
B. 1. SF SN
a. 3 1.43 × 102
b. 3 3.67 × 101
c. 4 2.009 × 103
d. 1 5 × 10–3
e. 4 3.5 × 103
2. a. 604 800 s e. 2.16 × 10–2 m/s

b. 99 500 KHz f. 2.5 × 1013 mm2
c. 300 L g. 2.96 × 104 ft/s
d. 4.75 × 10–4 m3 h. 7.5 × 10–4 mm
3. a. direct square
b. d = 4.9 t2
300
c. t = 6.39 s
d. d = 122.5 m
Distance
200
100
2 4 6 8
Time
V. GRAPHIC ORGANIZER: TREE DIAGRAM
Chapterr 2 How Are Physical Quantities Described?
This chapter is composed of two modules: Identifying Scalars and Vectors
(Module 4) and Adding Vectors (Module 5).
Module 4 reviews the physical quantities and classifies these quantities as
either scalar or vector. It also illustrates how to represent a vector quantity.
Module 5 demonstrates how to add or combine two or more vectors into a
single vector and how to find the perpendicular components of a single vector
using graphical and analytical method.
I. CONTENT
1. A scalar quantity has magnitude only while a vector quantity has both
magnitude and direction.
2. A vector quantity is represented by an arrow—the length of the arrow
represents the magnitude and the arrowhead points the direction.
3. The resultant is the single vector that represents the sum of two or more
vectors.
4. The equilibrant is the single vector that is equal in magnitude but oppo-
site in direction to the resultant.
5. A single vector can be resolved into its perpendicular components.
6. Vectors can be combined or resolved using graphical or analytical method.

1. How can you say that an object is in equilibrium?
2. Into what type of forces can a singular force be resolved?
3. How many forces can be combined to a single force?
II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING

Example:
a. Prepare a vector art using ten vectors.
b. Create at least five (5) vector problems on vector addition and at least
five (5) on vector resolution.
Note: Use the appropriate rubrics found in Appendix.
1. Given the following physical quantities, group them according to
their common characteristics.
acceleration mass
displacement speed
distance velocity
force weight
1. Discuss the difference between distance and displacement.
2. Identify quantities with directions (vectors) and without directions
(scalars).
3. Answer Self-checkk (textbook, p. 31).
4. Illustrate how to represent the vector quantity graphically.
6. Perform Exercise 6: Vectors and Scalars (LMWP, pp. 14-15).
7. Illustrate how to do a vector addition using the graphical method.
(See Examples 1-4, textbook, p. 33-34).
9. Review the Pythagorean Theorem and the Trigonometric Functions
as an introduction to Vector Resolution.
11. Illustrate how to add vectors using the Analytical Method (See ex-
amples on pp. 37-39, textbook).
13. Perform Exercise 7: Who Will Win? (LMWP, pp. 16-17)
14. Use any of the following to assess student’s understanding.
b. Short quiz
c. Board work

W QUESTIONS
A. Multiple Choice
1. b 4. b
2. d 5. b
3. b
B. 1. 12 km E
8 km W
12 km – 8 km = 4 km E
N
12 km E
W E
R= 4 km E 8 km W
S
2. 5 cm E
3 cm N
6 cm W
N
6 cm W
θ
R
3 cm N
W E
5 cm E
1
R = (1 cm)2 + (3 cm)2 θ=
3
= 1 cm 2 + 9 cm 2 θ = tan–1 (.33)
= 10 cm 2 θ = 18° W of N
R = 3.16 cm
3. 25 N 60°
N
25
Fy
60 θ
Fx
Fx = F cos θ Fy = F sin θ
= 25 cos 60° = 25 sin 60°
Fx = 12.5 N ≈ 13 N Fy = 21.65 N ≈ 22 N
4. 50 km N
30 km 20° N of W
x y
50 km N 0 50
(30 cos 20°) (30 sin 20°)
30 km 20° N of W
–28.19 10.26
Σ –28.19 60.26
60.26
R = ( – 28.19 km)2 + (60.26 km)2 tan θ =
28.19
= 794.68 km 2 + 3631.27 km 2 = 64.93° N of W
= 4425.95 km 2
R = 66.53 km
5. 70 m 50° SE
dx = 70 cos 50° dy = 70 sin 50°
= 45 m East = 53.62 m South ≈ 54 m South
V. GRAPHIC ORGANIZER: CONCEPT MAP
PHYSICAL QUANTITIES
can be classified as can be combined
VECTORS SCALARS GRAPHICALLY ANALYTICALLY
using
HEAD-TAIL POLYGON
METHOD METHOD
UNITT II MECHANICS
Unit II consists of seven chapters: How Far and How Fast Do Objects Move?
(Chapter 3), How Does Force Cause a Change in Motion? (Chapter 4), How Is Equi-
librium Achieved? (Chapter 5), What Influences the Movements of Heavenly Bodies?
(Chapter 6), How Does Energy Produce Work? (Chapter 7), What Happens When
Objects Rotate? (Chapter 8) and What Forces Influence Particle Movement in Matter?
(Chapter 9).
This unit deals with subbranch of classical physics that is concerned with
the forces acting on bodies whether at rest or in motion. It includes statics which
focuses on the way in which forces combine with each other so as to produce
equilibrium, kinematics which focuses on the motion of the body without regard
to the cause of that motion and dynamics which focuses on the way in which
force produces motion.
Chapterr 3 How Far and How Fast Do Objects Move?

This chapter includes three modules. Kinematics: Description of Motion (Mod-
ule 6), Motion of Falling Objects (Module 7) and Projectile Motion (Module 8).
Module 6 deals with the description of motion using graphs and kinematic
equations.
Module 7 discusses the motion of falling objects and the factors that affect
their rate of fall.
Module 8 deals with the motion of an object thrown with an initial velocity
horizontally or at an angle.
I. CONTENT
1. Motion is relative.
2. Acceleration can be positive or negative (deceleration).
3. Motion problems can be broken into parts.
4. Anything that goes up, goes down.
5. When you reach the top, there is no way but to go down.
6. Resistance affects output.

1. When do you say that a body is in motion?
2. How would you describe an accelerating object?
3. What factors affect an object’s rate of fall?
4. How will you compare free fall and projectile motion?
5. How do you hit/attain the targets/goals that you set in your life?
Ask the students to determine their reaction time or determine the height
of a building using the concept of free fall.

Identify whether the given situation illustrates a body in motion.
1. a car parked in a garage
2. a passenger inside a moving vehicle
3. a boy walking with his dog side by side
4. a passenger seated in a moving airplane
5. a ball rolling along the floor
1. Motivation: Relate the students’ responses in part A above with their
response to this question—What do objects in motion have in common?
2. Ask the students to show the difference between distance and dis-
placement by walking from a specific starting point to a particular
location inside the room.
3. Answer Self-check (textbook, p. 49).
4. Discuss speed and velocity.
5. Illustrate how to solve speed and velocity problems.
6. Guide the students in the derivation of the kinematic equations. (Re-
fer to Table 6 on p. 51 textbook).
8. Ask the students to plot the given data and draw the graph.
d (m) 10 20 30 40 50
t (s) 1 2 3 4 5
9. From the graph in No. 8, review how to determine the slope of a line.
10. Compare the slopes of the graph in Fig. 6.3 and Fig. 6.4 on page 52 of
the textbook to show the difference between the motion of the object
in the two graphs.
11. Use Fig. 6.5 to describe the different types of motion.
12. Perform Taskk (textbook, p. 53).
14. Perform Exercise 8: Changing Speed in the Laboratory Manual and Work-
book in Physics (LMWP, pp. 26-27).
15. Perform Exercise 9: Falling Objects (LMWP, pp. 28-29).
16. Conduct a post lab-discussion and derive formulas for free fall from
uniformly accelerated motion.
17. Illustrate how to solve free fall problems.
19. Perform Exercise 10: Beyond Free Fall: Throwing the Ball Upward (LMWP,
p. 30).
20. Show video clips that exhibit terminal velocity and ask the students
what will happen if the object does not attain terminal velocity.
21. Perform
m Exercise 11: Comparing Free Fall and Projectilee (LMWP, p. 31 – 32).
22. Derive the formulas for horizontal projection.
23. Illustrate how to solve problems on horizontal projection.
25. Perform Exercise 12: Projectile Launched Horizontally (LMWP, pp. 33 -34).
26. Derive the formulas for projectiles launched at an angle.
27. Illustrate how to solve problems on projectiles launched at an angle.
28. Perform Exercise 13: Projectile Launched at an Angle (LMWP, p. 35).
29. Enrichment Activity: Determine the hang time of a basketball player
using the equation on a projectile motion.
b. Short quiz
c. Board work
31. Ask the students to visit the suggested Weblinkk on p. 64 of the text-
book.

W QUESTIONS
A. 1. d
2. a and e
3. b and h
4. d
5. c and f
m
B. 1. a=2 vi = 0
s2
a) t = 10 s
v f = v i + at
⎛ m⎞
= 0 + 2 2 (10 s)
⎝ s ⎠
m
v f = 20
s
b) t = 15 s ⎛ m⎞
2 (15 s) 2
at 2
⎝ s2 ⎠
d = vi t + =0+
2 2
⎛ m⎞
2 (225 s 2 )
⎝ s2 ⎠
=
2
d = 225 m ≈ 220 m
c) d = 500 m
at 2
d = vi t +
2
2d = at 2
2d 2 (500 m)
m
t= = = 500 s 2
a m
2
s2
t = 22.36 s ≈ 22 s
2. dy = 25 m vi = 0
vf – vi
a) v f = v i 2 + 2 dg b) t =
g
⎛ m⎞ m
= 0 + 2 (25 m) 9.8 2 22.14 –0
⎝ s ⎠ s
=
m2 m
= 490 9.8 2
s
s2
t = 2.26 s ≈ 2.3 s
m m
v f = 22.14 ≈ 22
s s
m
3. d = 30 m v x = 12
s
2d
a) t =
g
m
2(30 m)
=
m
9.8 2
s
60 s 2
=
9.8
= 6.12 s 2
t = 2.47 s ≈ 2.5 s
b) R = v x t
⎛ m⎞
= 12 (2.47 s)
⎝ s⎠
R = 29.64 m ≈ 30 m
c) v f = 0 + gt
y
⎛ m⎞
= 9.8 2 (2.47 s)
⎝ s ⎠
m
= 24.21
s
2 2
⎛ m⎞ ⎛ m⎞
v f = 12 + 24.21
R
⎝ s⎠ ⎝ s⎠
m2 m2
= 144 + 586.12
s2 s2
m m
v f = 27.02 ≈ 27
R
s s
m
4. v i = 35 θ = 35°
s
v y = v i sin θ
⎛ m⎞
= 35 (sin 35º)
⎝ s⎠
⎛ m⎞
= 35 (0.57)
⎝ s⎠
m
v y = 19.95
s
Practical and Explorational Physics
vi 2 sin 2 θ
a) R =
g
2
⎛ m⎞
35 [sin 2(35°)]
⎝ s⎠
=
g
⎛ m2 ⎞
1225 (sin 70°)
⎝ s2 ⎠
=
m
9.8 2
s
(1225 m)(0.94) 1151.5 m
= =
9.8 9.8
= 117.5 m ≈ 120 m
(v i sin θ) 2
b) d y =
2g
2
⎡⎛ m ⎞ ⎤
⎢ 35 (sin 35°) ⎥
⎣⎝ s ⎠ ⎦
=
⎛ m⎞
2 9.8 2
⎝ s ⎠
2
⎡⎛ m ⎞ ⎤
⎢ 35 (0.57) ⎥
⎣⎝ s ⎠ ⎦
=
m
19.6 2
s
m2
398
= s2
m
19.6
s2
d y = 20.31 m ≈ 20 m
2 vy
c) tT =
g
⎛ m⎞
2 19.95
⎝ s⎠
=
m
9.8 2
s
m
39.9
= s
m
9.8 2
s
t T = 4.07 s ≈ 4.1 s
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Chapterr 4 How Does Force Cause a Change in Motion?
This chapter includes five modules: Force Causes Changes in Motion (Module
9), Newton’s Laws of Motion (Module 10), Impulse and Momentum (Module 11),
Conservation of Momentum (Module 12 ) and Friction (Module 13).
Module 9 focuses on the way force produces motion.
Module 10 deals with the study of Newton’s Laws of Motion.
Module 11 discusses the concepts of linear momentum and impulse in ana-
lyzing the behavior of objects in motion.
Module 12 discusses conservation of momentum in the analysis of situations
that involve collision.
Module 13 discusses the causes, advantages and disadvantages of friction
and how to increase and decrease its effects.
I. CONTENT
1. Force causes changes in motion.
2. Newton’s laws describe the general principles that guide the patterns of
motion of objects.
3. Forces come in pairs.
4. Total momentum remains constant.
5. Friction can be both an advantage and disadvantage.

1. How does force cause change in motion?
2. How do Newton’s laws of motion explain everyday life situations/oc-
currences?
3. How can damages caused by collision be minimized?
4. What does it mean to say that momentum is conserved?
5. In what ways do we observe conservation of momentum?
6. How can friction be overcome?
II. STUDENTS’ PERFORMANCE TASKS AS EVIDENCE OF UNDERSTANDING

Example:
Give the students the following instructions.
1. Make a photo essay/scrapbook/video clips of real situations show-
ing application of Newton’s Laws of Motion, conservation of mo-
mentum and friction. Provide descriptions/captions to explain each
situation.
2. Design a safe transport container for fragile objects using scrap/recy-
clable materials.

Use the anticipation guide to explore students prior knowledge.
Anticipation Guide: Read each statement and check if you agree or
disagree with each.
Statements Agree Disagree
1. Action and reaction forces cancel each other.
2. No forces act on objects at rest.
3. Friction depends on the area of contact.
4. A karate expert does not pull back upon striking his
target.
5. Two objects with the same mass which collide head-on
will stop.
B. Other Suggestions
1. Motivation: Ask the students to demonstrate the effects of applying
force to an object in the classroom.
2. Lead the discussion on balanced and unbalanced forces and contact
and field forces.
3. Perform Exercise 14: Forces in Action (LMWP, p. 36).
5. Ask students to present some inertia tricks.
6. Discuss Newton’s First Law of Motion.
7. Perform Exercise 15: Law of Inertia (LMWP, p. 37).
8. Apply POE (Predict-Observe-Explain) to introduce Newton’s Second
Law of Motion by using balls of different masses.
a. Ask the students to write their predictions as to what will happen
if they roll two balls of different masses.
b. Let them share their predictions.
c. Let the students observe what happens as the balls are rolled.
d. Let the students explain their observations.
9. Derive equations for the Second Law of Motion with the students.
10. Illustrate how to solve problems using equations for the Second Law
of Motion.
11. Perform Exercise 16: Force, Mass and Acceleration (LMWP, pp. 38-39).
12. Perform Exercise 17: Balloon Rocket (LMWP, p. 40) as prelude to the
discussion of Newton’s Third Law.
13. Perform Exercise 18: Action-Reaction Forces (LMWP, p. 41).
15. Do Taskk (textbook, p. 75).
16. Ask students to cite examples where momentum is used to describe a
situation (Example: a basketball team has regained momentum when
it is leading the game).
17. Introduce the scientific definition of momentum.
18. Let students explore the relationship between mass and velocity.
19. Illustrate how to solve momentum problems.
21. Guide the students to derive the relationship of impulse and momen-
tum using Newton’s Law of Motion, F = ma.
22. Illustrate how to solve impulse and momentum problems.
24. Perform Exercise 19: Impulse and Momentum (LMWP, pp. 42-45).
25. Discuss the Law of Conservation of Momentum.
26. Demonstrate the different types of collision––elastic and inelastic, us-
ing explosion carts. (If not available, rubber balls and clay putty may
be used.)
27. Perform Exercise 20: Conservation of Momentum (LMWP, p. 46).
28. Derive with the students the formulas for conservation of momen-
tum in inelastic collision.
29. Illustrate how to solve collision problems.
31. Show video clips of actual vehicular collisions and discuss safety pre-
cautionary measures to prevent road accidents.
32. Introduce friction with the question: “Is friction nuisance or neces-
sity?” Let the students explain their answers.
33. Use the students’ responses in No. 32 to discuss the types of friction
and the factors affecting friction.
34. Derive the equation for coefficient of friction.
35. Illustrate how to solve friction problems.
37. Perform Exercise 21: Friction: Nuisance or Necessity? (LMWP, pp. 47-48).
a. Seat work (Chapter Review)
b. Short quiz
c. Board work
d. Research work
39. Ask the students to visit the suggested Weblinks on p. 91 of the text-
book.

W QUESTIONS
A. 1. a
2. b
3. d
4. d
5. d
6. a
B. 1. m = 1500 kg vi = 30 m / s v f = 65 m / s t=8s
m (v f – vi) (1500 kg)(65 m / s – 30 m / s)
F= =
t 8s
(1500 kg)(35 m / s)
=
8s
52 500 kg m / s
=
8s
= 820.31 kg m / s 2
F = 820.31 N ≈ 800 N
2. m1 = 1600 kg m2 = 1600 kg + 240 kg

a1 = 1.2 m/s2 a2 = ?
m1a1 = m2a2
(1600 kg)(1.2 m / s 2 )
a2 =
1840 kg
a2 = 1.04 m/s2
3. m1 = 1800 kg v1 = 30 m/s E v = 12 m/s
m2 = 2200 kg v2 = ?
m1 v 1 + m 2 v 2 = (m1 + m 2 ) v
(m1 + m 2 ) v – m1 v 1
v2 =
m2
(1800 kg + 2200 kg) 12 m / s – (1800 kg)(30 m / s)
=
2200 kg
(4000 kg)(12 m / s) – 54 000 kg m / s
=
2200 kg
48 000 kg m / s – 54 000 kg m / s
=
2200 kg
–6000 kg m / s
=
2200 kg
v 2 = – 2.73 m / s ≈ 3 m / s westward
4. m1 = 25 g v2 = 15 m/s
v1 = 30 m/s v1ʹ = 22 m/s
m2 = 10 g v2ʹ = ?
m 1 v 1 + m 2 v 2 – m 1 v 1ʹ
v2ʹ =
m2
(25 g)(30 m / s) + (10 g)(15 m / s) – (25 g)(22 m / s)
=
10 g
750 g m / s + 150 g m / s – 550 g m / s
=
10 g
v 2 ʹ = 35 m / s
5. Fw = 400 N
μ = 0.035
Ff = ?
Ff
μ= → Ff = μFN
FN
= μFW
= (0.035)(400 N)
Ff = 14 N ≈ 10 N
6. m = 42 kg
θ = 30°
μ = 0.25
Ff = ?
Ff = μFN
= μ (mg cos θ)
= (0.25)(42 kg)(9.8 m / s 2 )(cos 30°)
= (0.25)(42 kg)(9.8 m / s 2 )(.87)
Ff = 89.52 N ≈ 90 N
7. m1 = 0.4 kg v2 = 0
v1 = 21 m/s v2ʹ = 30 m/s
m2 = 0.20 kg v1ʹ = ?
m1 v1 + m 2 v 2 – m 2 v 2 ʹ
v 1ʹ =
m1
(0.4 kg)(21 m / s) + (0) – (0.2 kg)(30 m / s)
=
0.4 kg
8.4 kg m / s – 6.0 kg m / s
=
0.4 kg
v 1ʹ = 6 m / s
8. m = 75 kg t = 0.5 s
v1 = 25 m/s vf = 0
m (v f – v i )
a) F =
t
(75 kg)(0 – 25 m / s)
=
0.5 s
1875 kg m / s
=–
0.5 s
F = – 3750 N ≈ – 4000 N
b) t = .001 s
m (v f – v i )
F=
t
(75 kg)(0 – 25 m / s)
=
0.001 s
–1875 kg m / s
F= = – 1 875 000 N ≈ – 2 000 000 N
0.001 s
9. m = 60 kg
FN = (60 kg)(9.8 m/s2) = 588 N
μ = 0.450
Ff = μFN
= (0.450)(588 N)
Ff = 264.6 N
10. m = 0.60 kg
vi = 0
vf = 7 m / s
t = 0.20 s
m (v f – v i )
F=
t
(0.60 kg)(7 m / s – 0)
=
0.20 s
4.2 kg m / s
=
0.20 s
F = 21 N
11. m = 45 kg
Fnet = 7 N
Fnet
a=
m
7 kg m / s 2
a=
45 kg
a = 0.16 m / s 2 ≈ 0.2 m / s 2
12. m1 = 1200 kg v2 = ?
v1 = –40 m/s v1ʹ = –45 m/s
m2 = 1100 kg v2ʹ = 35 m/s
m 1 v 1ʹ + m 2 v 2 ʹ – m 1 v 1
v2 =
m2
–54 000 kg m / s + 38 500 kg m / s + 48 000 kg m / s
=
1100 kg
v 2 = 29.55 m / s
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Chapterr 5 How is Equilibrium Achieved?
This chapter includes three modules: Equilibrium of Rigid Bodies (Module 14),
Center of Gravity and Equilibrium (Module 15) and Conditions for Equilibrium
(Module 16).
Module 14 discusses the motion of rigid bodies characterized by translation-
al and rotational motion. It also discusses the conditions to be met for a body to
be in mechanical equilibrium.
Module 15 defines center of gravity. It includes the ways of locating the cen-
ter of gravity of different objects. It also discusses the different states of equilib-
rium.
Module 16 deals with forces in equilibrium. It discusses the conditions for
translational and rotational equilibrium.
I. CONTENT
1. Systems react to change by seeking stability.
2. Location of center of gravity is affected by the shape of the object.
3. An object will always try to orient itself in such a way that the center of
mass is directly below the center of support.

1. How is equilibrium achieved?
2. How is center of gravity related to equilibrium?
3. How does shape affect the location of the center of gravity?
4. How does changing your center of gravity affect how well you can balance?

Example:
1. Construct a mobile that will show the different conditions for equilib-
rium using recyclable materials.
2. Construct a balancing toy.

A. Exploring Students Prior Knowledge
Ask the students to give examples of objects in stable and unstable con-
ditions by passing a sheet of paper with the table shown on the next page.
Stable Unstable
This will be done by group wherein each member writes one example
for each column.
1. Motivation: Use a balancing toy and ask the students the question:
How does the toy achieve balance?
2. Lead the discussion on equilibrium of rigid bodies.
4. Perform Exercise 22: Motion of Rigid Bodies (LMWP, p. 49).
5. Ask the students to try the simple exercises on p. 97 of the textbook,
section 15.1.
6. Let the students explain their experience and lead discussion on cen-
ter of gravity.
7. Perform Exercise 23: Center of Gravity (LMWP, pp. 50-51).
8. Do a postlab discussion on locating center of gravity.
10. Do Taskk on p. 98 of the textbook.
11. Let the students show the different states of equilibrium using a cone.
Let them compare one state with the other.
13. Present different situations where concurrent forces are applied (Fig-
ure 16.1, p. 100 of the textbook). Then show how to draw a free-body
diagram (FBD).
14. Illustrate how to solve problems using the first condition for equilibrium.
16. Net-link: Ask the students to visit the following websites:
http://www.exploratorium.edu/snacks/center_of_gravity.html
/ – quick
demonstration of center of gravity using a meter stick and clay
http://wow.osu.edu/experiments/ntb/center_of_mass.html
/ – simple
way to find the center of mass of some interesting shapes
http://www.teachingk-8.com/archives/integrating_science_in_
your_classroom/balancing_acts_by_john_cowers.html – experiments
with center of gravity that will help you see the artistic side of science
by allowing you to be creative in designing, building and assembling
simple sculptures that require balance (locating the center of gravity)
and varying amounts of mass
18. Perform Exercise 24: Moving Mobiles (LMWP, p. 52-53).
19. Conduct a postlab discussion on moving mobiles and lead discussion
on Second Condition for Equilibrium.
b. Short quiz
c. Board work
d. Journal Prompt
• How can the center of gravity be changed?
• What will be its effect?
23. Ask the students to visit the suggested Weblinkk on p. 108 of the textbook.

W QUESTIONS
A. 1. c
2. c
3. c
4. b
5. c
B. Problem Solving
1. ∑Fx = T2x + (–T1y) = 0
T2cos 30° – T1cos 40° = 0 40° 30°
T1 T2
T2cos 30° = T1cos 40°
cos 40°
T2 = T1
cos 30°
∑Fy = T2y + T1y – FW
= T2sin 30° + T1sin 40° – 25FWN= 25.0 N
T2sin 30° + T1sin 40° = 25 N
cos 40°
T1 (sin 30°) + T1sin 40° = 25 N
cos 30°
(0.77)(0.5) + T (0.64) = 25 N
T1 1
0.87
0.385
T1 1
(0.64) = 25 N
0.87
T1(0.44) + T1(0.64) = 25 N
T1(1.08) = 25 N
T1 = 23.15 N
cos 40°
T2 = T1
cos 30°
(23.15 N)(0.77)
=
0.87
T2 = 20.49 N
2. m = 2000 kg
θ = 30°
FW = (2000 kg)(9.8 m/s2)
= 19 600 N
F|| = FW sin 30° 30°
= (19 600 N)(sin 30°)
m = 2000 kg
F|| = 9800 N
3. (65 kg)(x) + (20 kg)(1.75 m) = (85 kg)(4.5 m)
347.5 kg • m
x=
65 kg
x = 5.35 m
5.5 m
The painter can stand up to the x
2.75 m
farthest end without tipping over. 1.75 m 1.0 m
60 kg 20 kg
4. (80 N)(2 m) + (200 N)(5 m) + (500 N)(10 m) = (1080 N)x

6160 N • m cg
x=
1080 N 2m 5m 10 m
300 N 80 N 200 N 500 N
5. T
T T
RN
- -
RN
5 5
F1 + F2 = 735 N
Take F2 as pivot point:
F1 (2.75 m) + F2 (0) – (49 N)(1.375 m) – (735 N)(1 m) = 0
F1 (2.75 m) = (735 N m) + (67.375 N m)
802.375 N m
F1 =
2.75 m
F1 = 291.77 N
6. a. (200 g)(20 cm) = (10 cm)m3
m3 = 400 g
b. (600 g)(15 cm) = (20 cm)m2
m2 = 450 g
c. (1050 g)(10 cm) = (30 cm)m4
m4 = 350 g
C.

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Chapterr 6 What Influences the Movement
of Heavenly Bodies?
This chapter involves four modules. Circular Motion (Module 17), Laws of
Planetary Motion (Module 18), Newton’s Law of Universal Gravitation (Module 19)
and Mass and Weight (Module 20).
Module 17 discusses circular motion which includes such motion like the
Earth around the sun, a swinging object tied to a string, Ferris wheel and a race
car around a circular track and others.
Module 18 describes the motion of planets in the solar system.
Module 19 explains the Law of Universal Gravitation in terms of the relation-
ship among gravitational force, mass and distance separating objects.
Module 20 shows the differences and relationships among mass, weight and
force of gravity.
I. CONTENT
1. Heavenly bodies move in space in an orderly manner.
2. Understanding of planetary motion changes over time.
3. Weight decreases as the distance from center of the earth increases.
4. Mass of an object is not affected by a change in location.
5. An inward force pulls an object towards the center.
6. You always move with uniform circular motion because of the earth’s
rotation.

1. What forces are involved in the following statements?
a. a car rounding a curve
b. a boy riding on a merry-go-round
c. a girl on a swinging flying fiesta
d. clothes in a spinning washing machine
2. How do the planets move around the sun?
3. How does gravitational force help explain planetary motion?
4. What is the distinction between mass and weight?

Example:
Amusement Park Physics:
Visit an amusement park and analyze the motion of the following
rides applying concepts learned in this chapter.
a. grand carousel/merry-go-round
b. ferris wheel
c. flying fiesta
Prepare a chart that will show comparison of the three different rides.

Identify whether the statement is true or false.
1. I will weigh less on the moon.
2. Planets move in a circular motion.
3. Chairs in an orbiting spacecraft are massless and weightless.
4. The earth attracts the moon with a greater force than the moon
attracts the earth.
1. Motivation: “Water-Pail Swing”
Challenge the students to swing a pail (they can use paper cup or
empty noodle cup tied to a string) half-filled with water in a vertical
circle. Ask the students why the water does not spill.
2. Lead the discussion on circular motion.
3. Derive with the students the equations used to solve the problem on
circular motion.
4. Illustrate how to solve circular motion problem.
6. Perform Taskk in p. 118 of the textbook.
7. Perform Exercise 15: Uniform Circular Motion (LMWP, pp. 54-55)
and Exercise 26: Application of Centripetal Force in “The Sticky Coin”
(LMWP, p. 56).
8. Ask the students to come up with a creative output to show the de-
velopment of ideas on planetary motion (e.g., comic strips, models,
posters, etc.) and present in class.
9. Discuss Kepler’s Laws of Planetary Motion and the Law of Universal
Gravitation.
10. Illustrate how to solve problems using the equation for the Law of
Universal Gravitation.
12. Perform Exercise 28: Gravitational Force of Attraction (LMWP, p. 59).
13. Perform Exercise 29: Relationship of Mass and Weight (LMWP, p. 60).
14. Do a postlab discussion on Exercise 29 and proceed to the discussion
on the relationship among mass, weight and force of gravity.
17. Net-link: Ask the students to visit http//galileoandeinstein.physics.
virginia.edu.
b. Short quiz
c. Board work
d. Journal
19. Ask the students to write a brief essay on their experience of weight-
lessness.
20. Let the students visit the suggested Weblinkk on p. 130 of the textbook.

W QUESTIONS
A. 1. d
2. c
3. c
4. c
5. c
B. Problem Solving
1. a. (5 kg)(10 N/kg) = 50 N, (10 kg)(10 N/kg) = 100 N
b. 10 m/s2
c. 10 N/kg
2. r = 3.0 m
f = 0.025 Hz
ac = 4π 2 r f 2
= 4 (3.14)2 (3.0 m)(0.025 / s)2
= 4 (9.86)(3.0 m)(0.025 / s 2 )
a c = 2.96 m / s 2 ≈ 3 m / s 2
3. F = 8400 N m = 1600 kg
r = 130 m
Fr (8400 N)(130 m)
v= =
m 1600 kg
v = 26.12 m/s
m1 m 2 Fg
4. a. Fg = G 2
⇒ = 145 N
(2r) 4
580 N
b. = 59.18 kg
9.8 m / s 2
CENTRIPETAL FORCE
causes an object
to move in
UNIFORM CIRCULAR
MOTION
which is an
ACCELERATED MOTION
with
CONSTANT SPEED CHANGING DIRECTION
Chapterr 7 How Does Energy Produce Work?
This chapter includes three modules: Energy: The Capacity To Do Work
(Module 21), Conservation of Mechanical Energy (Module 22) and Power: Rate of
Doing Workk (Module 23).
Module 21 discusses the importance of the use of energy in our daily activities.
Module 22 discusses energy transformation as the unifying principle among
the various forms of energy.
Module 23 explains the relationship among energy, work and power.
I. CONTENT
1. Energy is conserved.
2. Energy can be changed from one form to another but it cannot be created
nor destroyed.
3. Energy is needed for you to do work.
4. Power is the rate of energy and its application.
5. Work is done when energy is changed into different forms.

1. How do you know if you are doing work?
2. How is energy related to work?
3. What is power?
4. What does it mean to say that energy is conserved?

Example:
Give the pupils the instruction below.
Construct a flowchart which will show common daily activities that
exhibits transformation of energy from one form to another.

Pass a sheet of paper per column/row and ask the students to write
activities that show work.
1. Use the students’ responses to A to discuss concept of work.
Note: Highlight examples that do not show work.
3. Derive equations for work.
4. Illustrate how to solve problems using equations for work.
6. Perform Exercise 30: Use of Energy (LMWP, p. 61).
7. Use the results of Exercise 30 to discuss energy and its many forms.
9. Perform Exercise 31: Conservation of Mechanical Energyy (LMWP, pp. 62-63).
10. Discuss conservation of mechanical energy using the results of Exer-
cise 31 and Figure 22.1 (textbook, p. 138).
12. Derive the equations for conservation of mechanical energy.
13. Illustrate how to solve problems using equation for Conservation of
Mechanical Energy
14. Answer Self-checkk (textbook, p. 140 and p. 143).
15. Ask the students to share their experiences in climbing up and going
down the stairs.
Ask the following questions:
a. How did you feel in climbing up?
b. How would you relate this to the amount of work done?
16. Introduce the concept of power.
17. Let the students do Taskk (textbook, p. 145).
19. Perform Exercise 32: The Power of Exercise (LMWP, pp. 64-65).
b. Short quiz
c. Reflection log
Ask the students to react on the following:
1. Choose a job you love and you will never work a day in life
(By Confucius).
2. It’s not how much power you’ve got that counts but how you
use it (by Leaving).
W QUESTIONS
A. 1. a
2. c
3. b
4. d
5. d
B. 1. F = 30 N d=5m
a) W = Fd
= (30 N)(5 m)
W = 150 J ≈ 200 J
b) θ = 25°
W = Fa cos θ d
= (30 N )(cos 25°)(5 m)
= (30 N )(0.91)(5 m)
W = 136.5 J ≈ 100 J
c) θ = 50°
W = (30 N)(cos 50°)(5 m)
= (30 N)(.64)(5 m)
W = 96 J ≈ 100 J
2. m = 0.6 kg h=5m
a) W = PE
= mgh
= (0.6 kg)(9.8 m / s 2 )(5 m)
W = 29.4 J
Total energy = KE max = 54 J
KE 5 m = Total energy – PE 5 m
= 54 J – 29.4 J
= 24.6 J
KE 5 m
c) v=
m
24.6 kg m 2 / s 2
=
0.6 kg
= 41 m 2 / s 2
v = 6.40 m / s
3. w
m = 75 kg P=
t
vi = 0 m / s
Fd
v f = 10 m / s =
t
t=3s mad
=
Δv t
a=
t (75)(3.33)(15)
=
vf – vi 3
=
t = 1248.75 w
10 – 0 P = 1.25 kw
=
3
a = 3.33 m / s 2
1 2
d= at
2
1
= (3.33 m / s 2 )(3 s)2
2
d = 15 m
4. h1 = 75 m
h2 = 30 m
PE1 = (75 m)(9.8 m/s2)(mass)
PE2 = (30 m)(9.8 m/s2)(mass)
1
KE = mv 2 = m[(75 m)(9.8 m/s2) – (30 m)(9.8 m/s2)]
2
1 2
v = (75 m)(9.8 m/s2) – (30 m)(9.8 m/s2)
2
v= 2(9.8 m / s 2 )(75 m – 30 m) = 29.70 m/s
5. m = 2.5 kg
θ = 32.6°
d = 1.5 m
W = Fd
= mg sinθ d
= (2.5 kg)(9.8 m/s2)(sin 32.6°)(1.5 m)
W = 19.8 J
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Chapterr 8 What Happens When Objects Rotate?
This chapter includes three modules, (Module 24),
Rotational Inertia (Module 25) and Angular Momentum and Its Conservation
(Module 26).
Module 24 shows how the distance, velocity and acceleration of an object in
rotational motion can be measured. It also includes comparison of rotational and
linear kinematic equations.
Module 25 discusses how inertia applies to objects exhibiting rotational mo-
tion.
Module 26 focuses on angular momentum of an object in rotational motion.
It shows the similarity between linear and angular momentum. It also includes
discussion on conservation of angular momentum and its application.
I. CONTENT
1. In the absence of an unbalanced external torque, the angular momentum
of a system remains constant.
2. Decreases in rotational inertia lead to increases in rotational velocity such
as in the spinning ice skater or diver and a planet orbiting the sun.

1. How can you describe rotational motion?
2. Why do bicycles and other similar objects remain upright when they are
moving but not when they are stationary?
3. How do spinning objects (such as skates and discus) change their rota-
tional velocities?
4. When is angular momentum conserved?

Examples:
1. Prepare demonstration activity that will explain how the location of
an object’s mass with respect to its axis of rotation determines its ro-
tational inertia.
2. Visit an amusement park/playground with a freely-rotating child’s
merry go round. Take some time to observe some of the phenomena
discussed in this chapter. Prepare a report that includes the time it
takes for the merry-go-round to come to rest after you stop pushing
it and discuss the steps on how you did it.
Note: If there is no merry-go-round available in the park, you may use
the Lazy Susan of a round dining table or you may improvise with the
use of any rotating disc.

Ask the students to perform Exercise 33: Rotational Kinematics (LMWP,
p. 66).
1. Discuss Rotational Kinematics using the results of Exercise 33.
2. Derive the equations for Rotational Kinematics.
3. Illustrate how to solve problems on Rotational Kinematics.
6. Demonstration:
Have the students try to balance on a finger an upright long stick
with a massive weight on one end. Try at first with the weight at the
finger tip, then with the weight at the top.
7. Lead the demonstration activity to the concept that rotational inertia
is greater for the stick when it is made to rotate with the massive part
far from the pivot point than closer. Thus the farther the mass, the
greater the rotational inertia; the more it resists a change in motion.
9. Perform Exercise 34: Rotational Inertia (LMWP, pp. 67-68).
10. Present Table 25 (Textbook, p. 158) Moments of Inertia of Selected
Bodies with Mass m and show illustrative examples.
12. Discuss Angular Momentum by comparing it with linear momen-
tum. Refer to Table 26 (textbook, p. 159).
13. Show how to solve problems on Angular Momentum.
16. Perform Exercise 35: Conservation of Angular Momentum (LMWP,
pp. 69-70).
b. Short quizzes
c. Demonstrations
W QUESTIONS
A. 1. c
2. b
3. a
4. b
5. a
B. 1. L = 25 kg • m2/s
m = 4 kg
r = 0.25 m
L 25 kg • m 2 / s 25 kg • m 2 / s
v= = = = 25 m/s
mr (4 kg)(0.25 m) 1 kg • m
2. m = 40 kg
0.5 m
r= = 0.25 m
2
1
I = mr2
2
1
= (40 kg)(0.25 m)2
2
= (20 kg)(0.063 m2)
I = 1.26 kg • m2
3. θ = (4 rev)(2π rad/rev) = 8π rad
ωf2 = ωi2 + 2αθ
ωf 2 – ωi2
α=
2θ
0 – (3 rad / s)2
=
2(8π rad)
–9 rad 2 / s 2
=
50.24 rad
α = 0.18 rad/s2
τ 48 N • m 48 N • m 2 / s 2
4. α = = =
I 8 kg • m 2 8 kg • m 2
= 6 rad/s2
5. I1ω1 = I2ω2
I 1ω 1 ⎛ 3.6 kg • m 2 ⎞
ω2 = = (1 rev / s)
⎝ 1.2 kg • m ⎠
2
I2
ω2 = 3 rev/s
6. t=2s
ω i = 4990 rpm
rev 6.28 1 min i
= 4990 × ×
i
min rev 60 s
ω i = 522.29 rad / s
ωf = 0
ωf – ωi
α=
t
0 – 522.29 rad / s
=
2s
α = – 261.14 rad / s 2
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Chapterr 9 What Forces Influence Particle
Movement in Matter?
This chapter includes two modules: Properties of a Solid (Module 27) and Me-
chanics of Fluids (Module 28).
Module 27 discusses the characteristics and properties of solids.
Module 28 discusses fluid statics and fluid dynamics.
I. CONTENT
1. All matter on Earth generally exist in any of the states of matter (solid,
liquid, gas, plasma).
2. The behavior of matter depends on its characteristics and properties.
3. Most types of matter you encounter every day are mixtures of two or
more components.
1. What happens to the density of an object when it is cut into smaller pieces?
2. Force = Pressure?
3. Which objects float? sink?
4. Why do some materials cling to each other?
5. How is pressure transmitted? increased? reduced?

Example:
1. Construct a boat using aluminum foil or clay that can carry the great-
est number of marbles without sinking.
2. Prepare a video/power point presentation of the application of the
principles learned in this chapter in actual situations. Provide the
necessary explanations.
3. Construct a cartesian diver and explain how it works.

Word Webbing:
Write the word solid in the center of the board. Ask volunteers
(around 10) to write a word that comes to their mind related to the word.
Circle each word and draw a line to connect the words that relate to
each other.
1. Use the clusters of words to discuss the properties of solids.
3. Perform Exercise 36: Hooke’s Law (LMWP, pp. 71-72).
4. Discuss Hooke’s Law.
6. Derive the equations for Modulus of Elasticity.
7. Show illustrative examples.
8. Recall with the students the concept of density.
10. Perform Exercise 37: Pressure (LMWP, p. 73).
11. Discuss the results of Exercise 37 and introduce liquid pressure.
12. Perform the activities in Do This (textbook, p. 174).
13. Derive the equations for pressure.
14. Show illustrative examples.
16. Show Pascal’s Principle in actual situations.
Example: squeezing a tube of toothpaste.
17. Derive the equation for Pascal’s Principle.
19. Perform Exercise 38: Liquid Pressure (LMWP, p. 75).
20. Do POE (Predict-Observe-Explain)
a. Fill a large clear container with water.
b. Show two cans full of soft drink, one diet and one regular.
c. Ask students to predict what happens if the can of diet soft drink
is placed in the container. Ask them to observe and write their
explanation. Do the same with the can of regular soft drink.
21. Discuss Buoyancy and Archimedes’ Principle using POE results.
23. Perform this activity.
• Pour water into a glass until it is ¾ full.
• Gently place a needle on the surface of the water. Try to make it
float.
• Do the same with paper clip and staple wire and other light-
weight items.
• Relate cause and effect.
24. Discuss surface tension using observations from the previous activ-
ity.
26. Perform Exercise 40: Bernoulli’s Principle (LMWP, p. 77).
27. Discuss Bernoulli’s Principle using the results of Exercise 40.
28. Do the Taskk (textbook, p. 185).
b. Short quizzes
c. Journal
Have students think of the effects of water’s high surface ten-
sion as applied in daily life. Describe the effect.

W QUESTIONS
A. 1. d
2. d
3. c
4. c
5. b
B. 1. diameter = 1.0 mm = 1 × 10–3 m
Lo = 2.0 m
m = 5.0 kg
∆L = 1.2 mm = 1.2 × 10–3 m
FLo (5.0 kg)(9.8 m / s 2 )(2.0 m)
Y= =
A ΔL (3.14)(5 × 10 –4 m)2 (1.2 × 10 –3 m)
98 J
=
9.42 × 10 –10 m 3
× 1011 N/m2
2. Fair = 50 N Foil = 41 N
Fwater = 36 N
Fair 50 N
mmetal = = = 5.10 kg
g 9.8 m / s 2
Fb(water) = ρwater gVmetal
Fb( water )
Vmetal =
ρwater g
14 N
= = 1.43 × 10–3 m3
(1 × 10 kg / m 3 )(9.8 m / s 2 )
3
5.10 kg
ρmetal= –3 3
= 3.57 × 103 kg/m3
1.43 × 10 m
Fb(oil) = Fair – Fwater
= 50 N – 41 N = 9 N
Fb(oil) = ρoil gVmetal
Fb(oil) 9N
ρoil = =
g Vmetal (9.8 m / s )(1.43 × 10 –3 m 3 )
2
ρoil = 6.42 × 102 kg/m3

3. hwater = 20 cm
hoil = 30 cm
P = 0.70 × 103 kg/m3
a. P = ρghoil + Pa
= (0.70 × 103 kg/m3)(9.8 m/s2)(0.30 m) + Pa
= 2058 Pa + (1 × 105 Pa)
= 102 058 Pa
P = 1.02 × 105 Pa (surface)
b. P = Pa + ρghoil + ρghwater
= (1 × 105 Pa) + 2058 Pa + (1000 kg/m3)(9.8 m/s2)(0.2 m)
= (1 × 105 Pa) + 2058 Pa + 1960 Pa
= 104 018 Pa
P = 1.04 × 105 Pa (bottom)
4. F2 = (1200 kg)(9.8 m/s2) = 11 760 N
A1 = 12 cm2
A2 = 700 cm2
F1 = ?
F1 F
= 2
A1 A2
F2 A 1
F1 =
A2
(11 760 N)(12 cm 2 )
=
700 cm 2
F1 = 201.6 N
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UNITT III OSCILLATIONS AND WAVES
Unit III consists of two chapters: How Do Particles Move in a Medium and Trans-
fer Energy? (Chapter 10) and How Is Sound Produced, Propagated and Perceived?
(Chapter 11).
This unit is about the nature and properties of waves. It describes how waves
transfer energy. It explains how waves are classified and interact.
Chapterr 10 How Do Particles Move in a Medium

and Transfer Energy?
This chapter includes three modules. Simple Harmonic Motion (Module
29), Waves: Carriers of Energy (Module 30) and Wave Properties and Interactions
(Module 31).
Module 29 is about the basic concepts of periodic motion and oscillatory mo-
tion that involve repetitive motion in a regular cycle.
Module 30 deals with the nature of waves as carriers of energy and the dif-
ferent types in which they occur.
Module 31 discusses the properties of waves.
I. CONTENT
1. The source of all waves is something that vibrates.
2. Information gets to us in some form of wave.
3. When a wave travels in a medium, the medium does not move with the
wave.
4. Objects vibrate at their own particular frequency.

1. How do waves travel?
2. How do waves transfer energy?
3. What human activities are considered periodic? Why?
4. Why is there a common notion that wave frequency and speed are the
same?

Ask students to construct foldables about types, characteristics and prop-
erties of waves.
Correcting misconceptions. Ask students to agree or disagree with
the given statements.
1. Wave speed and wave frequency are the same.
2. When a wave travels in a medium, a medium travels with a wave.
3. Waves can be added but not cancelled.
4. Wave amplitude and wave displacement are the same.
5. Waves travel in a vacuum (empty space).
1. Use the corrected misconceptions to introduce wave motion.
2. Ask the students to observe your tapping of the teacher’s table or the
blackboard. Let the students relate their observation to the frequency
and period and link this to periodic motion.
3. Recall Hooke’s Law and Simple Pendulum in relation to periodic mo-
tion.
4. Show how to solve periodic motion problems.
6. Do a demo activity using a slinky/long coiled spring (or perform
Exercise 43: Waves on a Slinky, LMWP pp. 83-84).
• Ask two students to hold each end of the spring or slinky and
send transverse pulses along it.
• Let them shake it and produce sine waves.
• Then send a stretch and squeeze down the spring showing a lon-
gitudinal pulse.
• Send a series of pulses.
7. Use the observations in the demo activity to discuss the nature and
types of waves.
8. Use Fig. 30.4 to show the characteristics of a wave.
9. Show how to solve problems on waves.
11. Demonstrate the different properties of waves using a big transpar-
ent bowl filled with water and discuss each property.
a. For reflection
Dip a pencil into the water to form circular waves. Pay atten-
tion to the ripple as it hits the wall of the bowl.
b. For diffraction
Place a barrier (like a ruler or block of wood) in the bowl and
dip the pencil. Observe what happens.
c. For refraction
Submerge a pencil into the bowl of water and have the students
observe the appearance of the pencil from the side of the container.
d. For interference and superposition
Dip two pencils simultaneously into the bowl of water. Ob-
serve what happens. Repeat what you have done but vary the
speed of dipping of the other pencil. Observe what happens.
b. Short quizzes
c. Journal reflection
Ask the students to share their insights on how they can relate
the characteristics and properties of wave to their life.

W QUESTIONS
A. 1. a
2. d
3. b
4. d
5. b
B. Problem Solving
1 1
1. f = =
T 7
2. L = 2.5 m
1
f=
T
L
T = 2π
g
2.5 m
= 2(3.14)
9.8 m / s 2
= 6.28 0.255 s 2
T = 3.17 s
1
f= = 0.315 Hz
3.17 s
3. f = 0.5 Hz
1
T=
f
gT 2 (9.8 m / s 2 )(2 s)2
L= = = 0.99 m
4π 2 4(3.14)2
4. F1 = 16 N
x1 = 1.0 cm
x2 = 2.5 cm
F2 = ?
F1 F2
=
x1 x2
(16 N)(2.5 cm)
F2 = = 40 N
1.0 cm
λ = 12 m
v = fλ
v = (2.0 Hz)(12 m) = 24 m/s
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Chapterr 11 How Is Sound Produced, Propagated
and Perceived?
This chapter includes four modules: Sound Production, Propagation and Percep-
tion (Module 32), Speed of Sound (Module 33), Sound Wave Interactions (Module 34)
and Musical Sounds (Module 35).
Module 32 discusses sound’s nature and properties. It also discusses the
ways in which sound is produced, propagated and perceived.
Module 33 discusses the factors that affect the speed of sound and how the
speed of sound can be measured.
Module 34 discusses how sound is changed. It also includes the different
properties that sound exhibit.
Module 35 discusses the variety of sounds produced by different instru-
ments.
I. CONTENT
1. Sound travels at different speeds and media but not in a vacuum.
2. Sound waves carry energy.
3. Not all sounds are pleasant.
4. Noise is an unpleasant sound that can be harmful to people and their
environment.
5. The mental impressions we have are related to the sound that we hear.

1. How is sound produced, propagated and perceived?
2. Do you hear all sounds?
3. What kind of sound is music for you? noise for you?
4. What latest technology makes use of sound waves?

1. Let the students construct improvised musical instruments applying
what they learned about sound waves.
2. Have them write a letter of inquiry to a law maker/local officials regard-
ing laws/hindrances on noise pollution.
Think-Pair-Share
Students will write down ideas on propagation and medium of
sound. Then they will turn to a partner and share their ideas.
1. Call on some students to share with the class what they have dis-
cussed during the Think-Pair-Share and use this to discuss sound
waves production, propagation and perception.
2. Perform Exercise 45: Properties of Sound Waves (LMWP, pp. 86-87).
4. Pose the question: Do you see lightning before you hear thunder or
do you hear thunder before seeing lightning? Use the responses of
students to discuss variations in the speed of sound.
5. Ask the students to complete a table by giving situations that will
show how properties of a medium affect the speed of sound.
Property Situation
Density
Elasticity
Temperature
6. Ask students to study Table 33 Speed of Sound in Some Materials on

p. 209 (textbook) and make a generalization.
7. Show the students how to solve problems involving speed of sound.
9. Perform Exercise 46: Use of Echoes (LMWP, pp. 88-89).
10. Gallery Walk
Divide the class into five groups.
Assign each to draw/sketch a diagram/illustration/picture
about the following ideas:
Group 1 – Refraction of sound
Group 2 – Reflection of sound
Group 3 – Diffraction of sound
Group 4 – Interference of sound
Group 5 – Resonance
Let them post their output on strategic places and then give time
for them to take turns to view other groups’ output and write com-
ments.
Do this until they have seen all the outputs, then proceed to sharing
to the big group.
Provide synthesis to the discussion.
12. Perform Exercise 48: Musical Sounds (LMWP, p. 91) or let the students
listen to a recorded sound produced by different instruments.
13. Discuss the different musical instruments.
16. Let the students listen to a recorded soft sound (mellow music, soft
whisper, rustling of leaves) and loud sounds (plane taking off, con-
struction site, heavy traffic).
17. Let them compare the two sounds (soft and loud) and discuss music
and noise.
18. Ask students to share what they can do to prevent/minimize noise
pollution.
b. Short quizzes
c. Learning log
Ask the students to write a reflection on the kind of music
they prefer to listen/appreciate in terms of nature and quality of
sound.
Compare this with their friends’ and parents’ preference.
20. Ask the students to visit the suggested Weblinkk on p. 216.

W QUESTIONS
A. 1. a
2. d
3. a
4. c
5. c
6. b
7. c
8. b
B. 1. The ear may be blocked by an object (i.e., ear plugs) or loud sounds
may cause temporary hearing loss.
2. Different objects have different densities so their vibrations and the
sound frequency produced vary.
3. The Doppler effect exists when a sound is moving towards or away
from you. The sound changes in frequency and wavelength but not
in speed.
4. A shock wave is a compression wave that is produced by a sudden
change in pressure and particle velocity, such as in an explosion, or
by a body moving faster than sound.
5. The higher the frequency, the higher the pitch.
6. Sound wave interactions illustrated in items a to c:
a. diffraction
b. reflection/echo
c. refraction
7. Kind of interference shown in items a and b:
a. destructive interference
b. constructive interference
C. 1. t = 0.8 s (time for sound emitted to return to source)
v = 344 m / s (at room temperature of 20°C)
d = vt
= (344 m / s)(0.8 s)
= 275.2 m (distance traveled by sound from
source to the cliff back to the source)
1
d (from source to cliff) = (275.2 m)
2
= 137.6 m ≈ 100 m
2. f = 36 Hz T = 20°C
v
λ=
f
344 m / s
=
36 / s
λ = 9.56 m
3. f = 457 Hz π = 0.75 m
v = λf
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UNITT IV THERMODYNAMICS
Unit IV consists of two chapters: How Are Heat and Temperature Related?
(Chapter 12) and What Laws Govern the Transfer of Heat? (Chapter 13).
This unit deals with heat and its transformation to mechanical energy. It dis-
cusses thermodynamics, the study of heat in relation to temperature, work and
energy. It covers the Zeroth, First and Second Law of Thermodynamics.
Chapterr 12 How Are Heat and Temperature Related?

This chapter includes four modules: Temperature and Thermal Energy (Module
36), Thermal Expansion (Module 37), Heat Transfer (Module 38) and Phase Changes
(Module 39).
Module 36 discusses the difference between heat and temperature.
Module 37 explains thermal expansion of different materials.
Module 38 presents ways in which heat is transferred
Module 39 explains what causes matter to change state.
I. CONTENT
Underlying Science priciples, or Essential Understanding (EU)
1. Temperature = Heat?
2. Matter expands when heated and contracts when cooled.
3. Heat flows from warmer objects to cooler objects.
4. Heat loss by one object equals the heat gained by another object.
5. When heat is absorbed or given off, an object may undergo a change of
phase.

1. How are heat and temperature related?
2. What makes an object hot? cold?
3. What causes transfer of thermal energy?
4. Does adding heat always change the temperature of a substance? Are
there other ways of changing the temperature of an object besides adding
heat?
5. How do the different ways of heat transfer apply to heating and cooling
systems?
II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF LEARNING
Example:
Design and construct an icebox that can keep ice from melting for a
longer period using low-cost materials.
Identify the factors that you considered in the design.
Explain how you came up with the design.
Compare your ice box with existing commercial products.

Ask the students to recall the last time that their temperature was
taken using a thermometer.
Pose the question: Does the temperature reading give the amount of
heat in your body?
1. Start discussion of heat and temperature using their response to part A
and follow it up with this question: Which has higher temperature, a
cup of boiling water or a teapot of boiling water?
2. Perform Do This activity on p. 221 of the textbook.
3. Present and discuss with the students pictures of different types of
thermometer.
4. Use Fig. 36.6 (p. 223 of the textbook) to discuss the different scales
used to measure temperature.
5. Show how to convert from one temperature scale to another.
7. Introduce thermal expansion by posing this question: (1) How would
you open a tight bottle cap? (2) How would you remove a glass stuck
into another glass? (3) What time of the day should you buy a pair of
leather shoes?
9. Perform Exercise 49: Temperature and Thermal Energy (LMWP, p. 95) or
Exercise 50: Expansion by Heat (LMWP, p. 96).
10. Ask the students to identify the three ways of heat transfer and give
examples.
11. Perform Exercise 51: Heat Transfer (LMWP, p. 97).
12. Answer Self -checkk (textbook, p. 227).
13. Ask the students to analyze Table 38, p. 227 of the textbook and rec-
ognize that specific heat of substances varies as temperature changes.
14. Show how the amount of heat transfer is computed.
16. Perform Exercise 52: Heat Loss and Heat Gain (LMWP, pp. 98-99).
17. Do a postlab activity that will lead to the discussion of latent heat and
heat of phase change.
19. Show the students how to solve problems on heat of phase change
using Sample Problems on p. 231 of the textbook.
b. Short quizzes
c. Conduct an energy survey of your home.
• What is the heat source of your home?
• Explain how heat flows into and out of your home.
• What could be done to improve the energy efficiency of your
home?
22. Visit the suggested Weblinks on p. 233 of the textbook.
IV. ANSWERS TO REVIEW QUESTIONS

A. 1. b
2. c
3. d
4. d
5. c
6. c
B. Problem Solving
1. mercury –39°C
–38°F
copper 1083°C
1981°F
oxygen –219°C
–362°F
2. mw = 150 g mi = 1 g
Tiw = 10°C Tiff = 75°C Tf = ?
mC∆T
Ti = mC∆Tw
⎛ cal ⎞ ⎛ cal ⎞
(1 g) 0.105 (75°C – Tf ) = (150 g) 1 (Tf – 10°C)
⎝ g°C ⎠ ⎝ g°C ⎠
– 0.105 Tf + 7.875 cal = 150 T – 1500 cal
⎝ °C ⎠ ⎝ °C ⎠ f
cal cal
0.105 Tf + 150 T = 7.875 cal + 1500 cal
°C °C f
cal
150.105 T
°C f = 1507.875 cal
cal cal
150.105 150.105
°C °C
Tf = 10.05°C
3. mCu = 200 g mw = 350 g

Ti = 25°C mice = ? Tf = 9°C
Cu + H2O = ice + ice
mC∆T + mC∆T = mLf + mC∆T
(200 g) ⎜ 0.093 ⎟ (25°C – 9°C) + (350 g) ⎜ 1 ⎟ (25°C – 9°C)
⎝ g°C ⎠ ⎝ g°C ⎠
= m ⎜ 80 ⎟ + m⎜1 ⎟ (9°C)
⎝ g ⎠ ⎝ g°C ⎠
⎛ cal ⎞
297.6 cal + 5600 cal = m ⎜ 89 ⎟
⎝ g ⎠
⎛ cal ⎞
m ⎜ 89 ⎟
5897.6 cal ⎝ g ⎠
=
cal cal
89 89
g g
m = 66.27 g
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Chapterr 13 What Laws Govern the Transfer of Heat?
This chapter includes four modules: The Zeroth Law and Thermodynamic Pro-
cesses (Module 40), The First Law of Thermodynamics (Module 41), Heat Engines
and Heat Pumps (Module 42) and Entropy and the Second Law of Thermodynamics
(Module 43).
Module 40 discusses how work can transfer energy to a substance and the
possibility of its reverse process.
Module 41 explains the principle of the conservation of energy which serves
as the basis of the First Law of Thermodynamics.
Module 42 discusses the conversion of mechanical energy into thermal en-
ergy, and vice versa.
Module 43 introduces the Second Law of Thermodynamics and includes
heat engines and environmental pollution problem.
I. CONTENT
1. You can never invent a perpetual motion machine.
2. Energy cannot be created nor destroyed but can be transformed from one
form to another.
3. Heat is nothing more than the motion of the atoms and molecules that
comprise matter.
4. The Law of Thermodynamics is crucial to making wise energy choices
and policy decision.

1. How can we generate power efficiently?
2. Why does the human body work?
3. How does the law of thermodynamics explain chaos?
4. If you could build an ideal heat engine, how will it operate?

Example:
Give students the following instruction.
Study your refrigerator at home and make a report on the following:
a. the energy source that provides the work to remove the heat
b. the power rating
c. the location of heat engine coils
d. the temperature at several different times
1) inside the refrigerator
2) inside the freezer compartment
3) near the heat exchange coil
4) in the room some distance away from the refrigerator
Include in your report how the information you gathered affect the effi-
ciency of the refrigerator. Relate your answer to entropy and the Second Law
of Thermodynamics. Discuss how the refrigerator (as an example of a heat
engine) affect environmental condition.

Picture Analysis:
Present pictures of refrigerator, aircon unit, car engines, steam engine.
Ask students the question: What comes into your mind when you see
these pictures?
1. Pose the question: “How long does it take to measure a patient’s body
temperature with a thermometer?” Explain why.
2. Using the students’ responses, lead the discussion to zeroth law of
thermodynamics.
3. Perform Exercise 53: Zeroth Law (LMWP, p. 100).
5. Recall the principle of conservation of energy and relate this to the
First Law of Thermodynamics.
6. Derive the equation for the First Law of Thermodynamics and show
how to solve problems using Sample Problem on p. 238 of the textbook.
7. Answer Self-check,k p. 238 of the textbook.
8. Perform Exercise 54: What Heat Can Do (LMWP, pp. 101-102).
9. Ask the students to take a link at Fig. 42.1 p. 239 of the textbook and
explain what happens to the heat and the piston during the cycle.
10. Ask the students to compare Fig. 42.1, Fig. 42.2 and Fig. 42.3 and an-
swer the question: “Would it be possible to use heat engine to pro-
vide the work to operate a refrigerator?”
11. Derive the formula for measuring the thermal efficiency of an engine
and show how to solve problems on heat engines using sample prob-
lems on p. 241 of the textbook.
13. Demonstrate an increase in entropy using a glass of water and food
coloring. Refer to Fig. 43.1 of the textbook.
14. Lead the discussion on the Second Law of Thermodynamics.
15. Show how to solve problems involving the Second Law of Thermo-
dynamics using Sample Problems on p. 244 of the textbook.
16. Answer Self-check,
k p. 244 of the textbook.
17. Documentary film viewing on air pollution.
b. Short quizzes
c. Interview two vehicle owners, one using diesel-engine car and
the other using gasoline-engine car. Ask them the advantages and
disadvantages of these engines. You may also ask a driver using
LPG fueled vehicle.
19. Ask the students to visit the suggested Weblinkk on p. 246 of the text-
book.

W QUESTIONS
A. 1. d 5. b
2. d 6. a
3. b 7. c
4. c 8. b
B. 1. No, there would be no suitable low-temperature reservoir to absorb
the waste heat from the engine.
2. to increase efficiency
3. As rising air undergoes adiabatic expansion, it cools.
W 1700 J
4. a. Act. Eff. = = = 18.89%
Q H 9000 J
TC 643 K
b. Max. Eff. = 1 – =1– = 30.34%
QH 923 K
Q
5. ∆SB2 =
T
Q = ∆SB2 • T
= (2.8 × 104 J/K)(291 K)
Q = 8.15 × 106 J
∆Suniverse = ∆SB2 + ∆SB1
= 2.8 × 104 J/K + 6.4 × 104 J/K
∆Suniverse = 9.2 × 104 J/K
INTERNAL ENERGY
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UNITT V ELECTRICITY AND MAGNETISM
The unit consists of four chapters: How Do Electric Charges That Are at Rest
Interact? (Chapter 14), How Is Electricity Put into Use? (Chapter 15), How Are Elec-
tricity and Magnetism Interrelated? (Chapter 16) and How Do Electronic Components
Work? (Chapter 17).
This unit explains the phenomena of electricity and magnetism. It discusses
their nature and relationships. It also discusses how electricity and magnetism are
applied in electric power generation, production of motion and in electronics.
Chapterr 14 How Do Electric Charges That Are

at Rest Interact?
This chapter includes two modules, Interaction of Electric Charges (Module 44)
and Electric Fields (Module 45).
Module 44 discusses the nature and transfer of electric charges. It also deals
with Coulomb’s Law.
Module 45 includes a discussion on nature’s characteristics of electric field.
I. CONTENT
1. Electric fields provide the force that moves charged particles.
2. Like charges repel, unlike charges attract.
3. Different materials have different affinities for electrons.
4. Electrostatic force is stronger than gravitational force.
5. Charge is conserved.

1. How do objects acquire charge?
2. How is electrostatic force similar to and different from gravitational
force?
3. How does the concept of a field eliminate the idea of action at a distance?
4. Can electric fields be shielded?

Example:
Choose one problem and one application of electrostatics.
(Ex. Problems: sheets of paper stick together, cotton fibers attract dust)
Application: electrostatics paint spraying, photocopying and laser printing)
Build a model or create a poster to show the solution to the problem
and a procedure on how the application works.

1. Ask the students to agree or disagree on the following.
a. Electricity was discovered by Benjamin Franklin.
b. It is safer to stay inside a car than stand outside during a thunder-
storm.
c. A charged body has only one type of charge.
d Friction is a necessary factor in charging an object.
e. The human body is a conductor.
2. Ask the students to give examples of static charge.
(Ex. clinging clothes, static charge experienced after walking across a
floor and touching a doorknob.)
3. Discuss students’ responses and relate them to transfer of electric
charge.
4. Perform Exercise 57: Interaction Between Charged Particles (LMWP,
p. 111) and Exercise 58: Electrostatic Charges (LMWP, p. 112).
5. Demonstrate the use of an electroscope (if available) or use Fig 44.5
textbook, p. 252 and Fig. 44.6, p. 253 to show charging by conduction,
induction and polarization.
6. Ask the students to classify the following materials and group them
into conductors and insulators using POE
a. alcohol g. paper
b. aluminum foil h. plastic
c. copper i. rubber
d. cork j. salt
e. glass k. water
f. oil l. wood
7. Answer Self-check, k p. 254 of the textbook.
8. Recall Newton’s Laws of Universal Gravitation and compare with
Coulomb’s Law.
9. Show how to solve problems applying Coulomb’s Law using Sample
Problem on p. 255 of the textbook.
10. Answer Self-check on p. 256 of the textbook.
11. Discuss electric field strength using Fig. 45.2, p. 257 of the textbook.
12. Show how to solve problems involving electric field strength using
Sample Problem on p. 258 of the textbook.
13. Ask the students to describe the direction of the electric lines of force
using Fig. 45.4, p. 259 of the textbook.
14. Answer Self-checkk on p. 261 of the textbook.
b. Short quizzes
c. Surf the internet to find out the effects of static charge on your
daily life and what you can do to minimize these effects.
16. Have the students visit the suggested Weblinkk on p. 262.

W QUESTIONS
A. Multiple Choice
1. c
2. d
3. b
4. d
5. c
B. Essay; Problem Solving
1. The charges that make up Q will spread out over the object’s surface.
2. No, two objects need not be charged for them to attract each other
electrically.
Yes, two objects have to be charged for them to repel each other elec-
trically.
3. Q1 = 5 × 10–7 C Q2 = 2 × 10–7 C
F = 100 N
kQ 1 Q 2
d=
F
(9 × 109 Nm 2 / C2 )(5 × 10 –7 C)(2 × 10 –7 C)
100 N
d = 3 × 10 m
–3
4. F1 = 9.3 × 10–4 N
d1 = 20 cm = 0.2 m
d2 = 4.5 cm = 0.045 m
d3 = 86 cm = 0.86 m
F2 = ? F3 = ?
F1 F2
2
=
d1 d2 2
F1d 2 2
2
=
d1 2
(9.3 × 10 – 4 N)(4.5 cm)2

=
(20 cm)2
F2 = 4.71 × 10–5 N
F1d 2 2
b. F3 =
d1 2
(9.3 × 10 – 4 N)(86 cm)2

=
(20 cm)2
F3 = 1.72 × 10–2 N
5. The two forces (i.e., the gravitational attraction between two protons
and their electric repulsion) are never equal.
V. GRAPHIC ORGANIZER: C0NCEPT MAP
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Chapterr 15 How Is Electricity Put Into Use?
This chapter includes three modules: Electrical Quantities and Units (Module
46), Ohm’s Law (Module 47) and Multiple-Load Circuits (Module 48).
Module 46 introduces certain quantities and units in describing electric circuits.
Module 47 presents applications of Ohm’s Law and the devices that are used
to relate and measure the different quantities involved.
Module 48 discusses the different types of circuit connections and their ap-
plications. It also includes a discussion on how to use electricity safely.
I. CONTENT
1. Electric circuits and electric current are central to understanding how
simple electrical devices work.
2. Materials have the property of opposing an electric current.
3. There is a relationship among voltage, current and resistance given in
Ohm’s law.
4. Current carries energy and does work.

1. Why does a bulb light?
2. What is the relationship between current and voltage in a simple circuit?
3. When a battery dies, does it run out of charge?
4. Why are Christmas lights connected in series but houselights are con-
nected in parallel?
5. Is electric energy the same as electric power? Explain.
6. What do we pay for, energy or power?
7. What safety measures are to be considered in using electricity?

Example:
1. Make a survey of your electric energy consumption for the past three
consecutive months.
2. Identify which devices consume more electric energy.
3. Propose an action plan on how to reduce your electrical energy con-
sumption.
4. Discuss the plan with the other members of your family and explain
how the plan will work.
5. Find out the results after two months.
Pose the question: Give instances when electricity can be dangerous
to you.
(Example: handling a wet hair dryer, pulling appliances by their flex)
1. P-O-E
a. Show the diagram below and ask students to predict which set-
up will make the bulb light.
A B C D E F G
b. Ask the students to explain their answers.
c. Provide materials (bulb, battery, copper wire) and let students
verify their predictions through observations.
d. Ask the students to explain the result.
2. Introduce electric circuit and the quantities needed in describing an
electric circuit.
3. Use Table 46.1 p. 266 of the textbook to discuss the factors that affect
resistance (R) to length (), cross-sectional area (A) and resistivity (ρ)
ρ
given by R =
A
4. Show how to solve problems involving factors affecting resistance
using Sample Problems on p. 267 of the textbook.
5. Answer Self-check, k p. 267 of the textbook.
6. Using activity in No. 1 (P-O-E), ask the students to identify the parts
of an electric circuit. Let them illustrate the circuit using a schematic
diagram. Refer to Table 47.1 p. 268 of the textbook for symbols used
in schematic diagram.
7. Let students make an analogy between electric circuit and the flow
of water in a pipe by asking them to match the terms in Column A
(water-flow system) with Column B (electric circuit)
A B
Water-flow system Electric Circuit
water battery
pump bulb
pipes charge
narrow pipe switch
valve wires
Ask the students to explain their analogy.
8. Perform Exercise 62: Ohm’s Law (LMWP, pp. 117-118) to determine the
relationship between current and voltage and between current and
resistance.
9. Show how to solve problems by applying Ohm’s law using the Sam-
ple Problems on p. 269 of the textbook.
10. Derive with the students the formula for power and electrical energy.
11. Guide the students in distinguishing between energy and power by
using a sample electricity bill shown in Table 47.2, p. 271.
12. Ask the students to share what they do at home to save electricity.
13. Answer Self-check,
k p. 272 of the textbook.
14. Show the students actual set-ups of series and parallel circuit connec-
tions. Let them compare the two connections.
15. Show how to solve problems involving circuit connections using
these circuit connections.
a. series b. parallel
R T = 51 R 2 = 51
Emf = 3V Emf = 3V RT = 51 R 2 = 51
Find: RT = 10 Ω Find: RT = 2.5 Ω

IT = 0.3 A IT = 1.2 A
V1 = 1.5 V V1 = 3 V
V2 = 1.5 V V2 = 3 V
I1 = 0.3 A I1 = 0.6 A
I2 = 0.3 A I2 = 0.6 A
16. Show how to solve problems involving simple network connections

using Sample Problems on pp. 274-275 of the textbook.
18. Ask the students to study Table 48 on p. 276 of the textbook to deter-
mine the electric shock hazards at different values of current.
19. Discuss with the students how electricity can both be a friend and a
foe. Let the students share how car accidents related to electricity be
prevented.
b. Short quizzes
c. Write a report on why various devices are wired in parallel.
(Example: Ignition, head lights, tail lights, CD player)
Estimate the combined resistance if another load will be added.

W QUESTIONS
A. Multiple Choice
1. a
2. b
3. d
4. a
5. c
B. Problem Solving
1. R = 10.4 Ω
V = 220 V
V 220 V
I= =
R 10.4 Ω
I = 21.15 A
2. P = 320 W
V = 110 V
P 320 W
I= = = 2.91 A
V 110 V
3. R1 = 4 Ω
R2 = 8 Ω
R3 = 12 Ω
VT = 24 V
a. RT = R1 + R2 + R3
= 4 Ω + 8 Ω + 12 Ω
RT = 24 Ω
VT 24 V
b. IT = = =1A
R T 24 Ω
c. IT = I1 = I2 = I3 = 1 A
4. R1 = 18 Ω
R2 = 9 Ω
R3 = 6 Ω
VT =12 V
1 1 1 1
a. = + +
RT R1 R2 R3
1 1 1
= + +
18 Ω 9 Ω 6 Ω
1
=
3Ω
RT = 3 Ω
b. IT = 4 A
c. I1 = 0.67 A
I2 = 1.33 A
I3 = 2 A
d. VT = V1 = V2= V3 = 12 V
5. R1 = 3 Ω R5 = 4 Ω
R2 = 3 Ω R6 = 2 Ω
R3 = 6 Ω R7 = 2 Ω
R4 = 6 Ω RT = ?
1 1 1 2
= + =
R3 – 4 6Ω 6Ω 6Ω
R3 – 4 = 3 Ω
1 1 1 3
= + =
R5 – 6 4Ω 2Ω 4Ω
4Ω
R5 – 6 =
3
Series: R2 and R3–4
R2–3–4 = 3 Ω + 3 Ω
=6Ω
Series: R5–6 and R7
6Ω
R5–6–7 = +2Ω
3
10 Ω
=
3
Parallel: R2–3–4 and R5–6–7
1 3 5+9 14
= + = =
6 Ω 10 Ω 30 Ω 30 Ω
30 Ω 15 Ω
R2–3–4–5–6–7 = =
14 7
RT = R1 + R2–3–4–5–6–7
15 Ω
=3Ω+
7
36 Ω
RT =
7
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Chapterr 16 How Are Electricity and Magnetism Interrelated?
This chapter includes three modules: Nature of Magnetism (Module 49), Elec-
tricity to Magnetism (Module 50) and Magnetism to Electricity (Module 51).
Module 49 describes the properties of magnets and the magnetic fields.
Module 50 explains how electricity can be used to generate a magnetic field.
Module 51 explains how magnetism can be used to produce electricity.
I. CONTENT
1. The earth itself behaves like a large magnet.
2. Like poles repel, unlike poles attract.
3. Relationships between electricity and magnetism led to development of
modern technology.
4. The only test to confirm that an object is a magnet is when repulsion occurs.

1. What causes magnetism?
2. How can electricity be used to generate a magnetic field, and vice versa?
3. How do we make or destroy a magnet?
4. What role do generators and transformers play in the production and
transmission of electric power?

Example:
Prepare a brochure to inform and convince your local community
(barangay, village, etc.) the importance of using electricity wisely. The
brochure should include:
a. how electricity is generated, transmitted and distributed;
b. the cost of generation, transmission and distribution of electricity
and the factors that affect this cost; and
c. the effects of power transmission to the environment.

Use Rotational Cooperative Graffiti to generate as many ideas as pos-
sible about magnets. This can be done by passing a large sheet of paper
from one student to another in a group of 10 where students will write
their ideas.
1. Ask the students to organize their brainstormed ideas into big ideas
about magnets. (Take note of some misconceptions to be addressed in
the discussion.)
2. Perform Exercise 64: Tracing Magnetic Field (LMWP, pp. 121-122) and
have a postactivity discussion.
4. Let the students construct a simple electromagnet and test one vari-
able that they think might affect the strength of the electromagnet,
given the following materials:
two 1.5 battery nail
copper wire paper clips
6. Using motorized toys. Ask students to find out how these toys work.
Guide the students in identifying the motor which makes toys work.
7. Demonstrate how an electric motor works (if materials are available),
or use Fig. 50.4 on p. 287 of the textbook to explain how a simple mo-
tor works.
8. Ask the students to compare ammeter and voltmeter.
10. Using PhET simulation (from the internet) or an actual demonstra-
tion. Show the students how magnetism is used to produce electric-
ity. Use this as springboard to discuss Faraday’s and Lenz’s Laws.
11. Ask the students to give examples of where generators and trans-
formers are found (e.g., Meralco post transformer, transmission lines,
power plants).
Let the students describe the parts and functions of a transformer and
a generator. Fig. 51.4 and 51.5 p. 291 of the textbook can be used as
reference.
13. Ask the students to use a Venn diagram to compare motor and gen-
erator.
Motor Generator
15. Ask the students to report in class the results of their performance
task on generation and transmission of electricity.
16. Use Table 51, p. 293 of the textbook, to show the advantages and
disadvantages of the various energy sources.
17. Use any of the following to assess the students’ understanding.
b. Short quizzes
c. Debate: To Nuke or Not to Nuke?

W QUESTIONS
A. Multiple Choice
1. a
2. b
3. c
4. c
5. c
6. d
7. a
8. c
9. b
B. Essay
1. AC is made by a generator that directs current through two slip rings
which produce a current that changes direction from time to time.
DC is made by a generator that directs current through a split ring or
commutator which produces a current that flows in only one direc-
tion.
2. A direct current (DC) motor operates as follows:
a. Current flows from the battery to the armature.
b. The magnetic field inside the motor exerts a downward or up-
ward force on the armature, depending on its position.
c. After half a revolution, the current switches direction because of
the split ring. It then continues the revolution and the cycle con-
tinues.
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Chapterr 17 How Do Electronic Components Work?
This chapter includes two modules: Electronic Components (Module 52) and
Electronic Logic Circuits (Module 53).
Module 52 discusses the structure and functions of electronic components.
Module 53 deals with the three basic logic gates.
I. CONTENT
1. The complex digital computer is made of numerous simple logic gates.
2. Codes are used to send information.
3. Large amount of information can now be stored in small devices.
4. Integrated circuit technology has a major impact on how people commu-
nicate, learn, work and play.

1. How do electronic components work?
2. How do semiconductors revolutionize electronics industry?
3. Does computer really make the world small?
4. How do you make logical decisions given different options?

Example:
In one assembly of Third Year Students, present how to make deci-
sions logically.
Your presentation should include:
a. a real-life problem that can be solved using the right combination
of logic gates; and
b. at least three options that can be considered to arrive at the decision.
Provide illustrations of the decision making process without men-
tioning technical terms. Discuss the process in laymans’ terms.

Use metacards and ask students to list down electronic components
that they know and have these posted on the board.
1. Present to the students actual electronic components and let them
identify each component using the terms written in the metacards.
2. Discuss with the students the different electronic components.
4. Answer Self-checkk p. 300 and p. 302 of the textbook.
5. Using the truth table and circuit diagram on p. 304, let the students
differentiate the three logic gates and their combinations.
6. Show illustrative sample on how to solve a problem using logic gates.
Refer to Fig. 53.5, p. 306 of the textbook.
7. Answer Self-check,k p. 306 of the textbook.
8. Perform Exercise 71: Basic Logic Gates (LMWP, pp. 134-135).
b. Short quizzes
c. Poster-making on Basic Electronic Components.
Poster should include different electronic devices their sym-
bols and functions and pictures of appliances which contain these
components.

W QUESTIONS
A. Multiple Choice
1. c
2. a
3. b
4. d
5. c
B. Essay
1. a. X Y Z
0 0 1
0 1 1
1 0 1
1 1 0
b. A B C D
0 0 0 1
0 0 1 0
0 1 0 1
1 0 0 1
1 0 1 0
1 1 0 1
0 1 1 1
1 1 1 0
2. a. (L • M) • N = O
L
O
M
b. (A • B) + C = D
A
B D
3. a. P•R =Q
b. (A • B) + C = D
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UNITT VI ELECTROMAGNETIC WAVES AND OPTICS
The unit consists of three chapters: How Are Electromagnetic Waves Used in
Communication? (Chapter 18), What Is the Mystery Behind Light? (Chapter 19)
and How Are Images Reflected and Refracted by Mirrors and Lenses? (Chapter 20).
This unit discusses electromagnetic waves––their different forms and how
they are produced and received. It also discusses nature and behavior of light
waves. It explains how images are formed by reflection and refraction of light.
Chapterr 18 How Are Electromagnetic Waves

Used in Communication?
This chapter includes two modules: The Electromagnetic Spectrum (Module 54)
and Radio Communication and Broadcasting (Module 55).
Module 54 deals with the electromagnetic spectrum. It includes discussion
on characteristics and properties of the different regions of electromagnetic spec-
trum. It also emphasizes the uses and effects of the different EM waves.
Module 55 deals with the transmission of information using EM waves. It
includes discussion of the methods of transmitting information using amplitude
modulation and frequency modulation in radio.
I. CONTENT
1. What people can see and touch is less than one-millionth of reality.
2. Electromagnetic waves comprise different forms representing a wide
range of phenomenon that have applications in modern technology.

1. In what ways are radio waves and light waves similar? How are they
different?
2. How do the properties of EM waves determine their uses?
3. What are some effects of electromagnetic waves in humans?

Example:
Prepare a display board that will inform the school community on the
useful applications and effects of electromagnetic waves on humans. It
must include a specific theme (Example: Electromagnetic Waves in Com-
munications), the source, detection and application.
Present to the students the following technology:
radar, radio, microwave oven, x-ray, infrared camera, thermography,
cellphone
Ask the students what they have in common and how they work.
1. From the response of the students in part A, lead the discussion on
the different components of the electromagnetic wave spectrum and
their uses.
3. Prepare an activity that will show that different types of electromag-
netic waves have different abilities to penetrate materials using a
portable AM radio and a material that can block the different wave-
lengths.
4. Discuss with the students how radiowaves are used in communica-
tion and broadcasting.
6. Perform Exercise 73: Sending Messages by Radiowaves (LMWP, p. 141).
7. Use any of the following to assess understanding
b. Short quizzes
c. Using models
Ask students to create a model that reflects how radiowaves
propagate from a point source.
8. Ask the students to visit the Weblinkk on p. 321.

W QUESTIONS
A. 1. b
2. a
3. a
4. c
5. d
B. 1. An oscillator circuit manipulates positive and negative charges by
moving them sinusoidinally, producing an electromagnetic wave. It
is based on Maxwell’s principle that moving charges produce mov-
ing waves. However, the EM wave produced alternately moves up to
down, left to right three dimensionally.
2. Elements of the Electromagnetic Spectrum
Radiowaves (1 MHz to 1 GHz)
• with a wavelength the size of a house or building
• produced by radio antennas
Microwaves (1 GHz to 1011 Hz)
• with a wavelength the size of a baseball
• produced by microwave ovens and microwave antennas
Infrared (1012.5 Hz to 1014.5 Hz)
• with the wavelength the size of a cell up to that of a bee
• produced by lamps and lasers
Visible light (1014.5 Hz to 1015 Hz)
• with a wavelength the size of a virus
• produced by light bulbs
Ultraviolet (1015 Hz to 1016 Hz)
• with a wavelength the size of a protein
• produced by synchotrons
X rays and gamma rays (1016 Hz to 1024 Hz)
• with a wavelength the size of a proton, nucleus, atom or molecule
• produced by particle accelerators, X-ray machines and unstable
matter

Electromagnetic
Spectrum
consists
of
Radiowaves Microwaves Infrared Visible Light Ultraviolet X-rays Gamma

are are is are are Rays
used used used used used
for for for for for
are are
used Oven and Remote Optical Medical used
Sterilization
for Satellites Control fibers Radiography for
Radio Radiation
telecommunication Therapy
and Navigation (cancer treatment)
Chapterr 19 What Is the Mystery Behind Light?
This chapter includes three modules: Light: In Focus (Module 56), Properties of
Light (Module 57) and Spectrum and Colors (Module 58).
Module 56 traces the development of the theories about the nature of light. It
explains the behavior of light.
Module 57 discusses the different properties of light.
Module 58 deals with the factors that determine the color of an object and
how colors are combined to form different colors.
I. CONTENT
1. Light is a form of energy that can be manipulated.
2. Light has a dual nature.
3. White light is a combination of all colors while black is the absence of colors.

1. How does light travel?
2. How can we explain the different colors that we see?
3. How do we perceive color?
4. Why is the sky blue?
5. How do our eyes distinguish different colors?

Example:
Design an energy-saving house that maximizes the use of natural
light to minimize the amount of electrical light needed during the day.
Your design must consider the angle at which light is reflected and re-
fracted. It should also include the use of types and colors of materials to
be used.

Ask the students the question: “How do you see an object?” Let them
give observations and inferences that will support their answer.
Example:
Answer: Luminous source creates light that travels to the object and
reflected by the object.
Proof: We cannot see in a dark room.
1. Perform Exercise 74: Open Forum with Our Famous Scientists (LMWP,
p. 142) or present a role play which will show the contribution of sci-
entists in the development of the theory of light.
2. Let students create shadows and ask them to explain how they are
formed. Lead them to conclude that light travels in a straight line and
the distance of the object from the light source affects the size of the
shadow. Relate this to the eclipse phenomenon.
3. Show the students how to solve problems on luminous intensity us-
ing Sample Problem on p. 327 of the textbook.
4. Use Table 56.1 and 56.2 on p. 328 of the textbook and ask the students
to determine the required intensity of illumination in a specific room.
6. Demonstrate to the students how different materials respond to light
(i.e., opaque, translucent, transparent).
7. Use the observations made from the demonstrations to discuss the
different properties of light.
9. Perform Exercise 78: Spectra and Colors (LMWP, p. 146) or demonstrate
the effect of combining or mixing colors using flashlights and colored
cellophanes.
10. Do a postlab discussion to identify the factors that determine the col-
or of an object.
11. Let the students compare how colors combine in light and in pig-
ments using paint or water color.
13. Use any of the following to assess understanding.
b. Short quizzes
c. Creative output to show the difference in combining colors of
light and mixing colors of pigment.

W QUESTIONS
A. 1. b
2. b
3. b
4. a
5. c
6. d
7. d
8. c
B. 1. Two physical evidences that light travels in straight lines are: the ex-
istence of solar eclipses (the moon blocks the sun’s rays) and the exis-
tence of shadows (an opaque material blocks the light rays).
2. Since water is a transparent, colorless material, it lets light pass
through it without absorbing any of its wavelengths. Whatever the
color (frequency and wavelength) of the light that comes from you
heading to the water is reflected in a straight line to your eye, which
enables you to see a reflection of yourself. Note that when the water
in the basin is disturbed only some of the light (particles) is reflected
as it passes through the molecules of water. Some of them hit a water
molecule and gets reflected, while some continue to pass through to
the bottom of the basin and bounce back with the basin’s color, since
some of the frequencies and wavelengths have been absorbed by the
basin’s material.
3. Soap bubbles are the films of soap that are locked in an apparent
spherical shape. However, a soap bubble is not an exact sphere for
some parts of it are thicker than the other parts, which causes ‘more’
refraction, hence, slowing the light’s speed as well as its frequency
and wavelength. Understandably, therefore, light is reflected in sev-
eral colors. A thicker soap film will be somewhere near red, whereas
a very thin one should be more on the violet spectrum.
4. F = 2275 lm
r=3m
E=?
F = 4πI
F 2275 lm
I= = = 181.04 cd
4π 4π
I 181.04 cd
E= 2 = = 20.12 lux
r (3 m)2
travels in exhibits properties

Particles
Straight path Light
of
Waves
enables
us to
see
Colors
are
classified
as
Yellow Yellow
colors of colors of
Cyan pigment Primary Secondary light Cyan
are are
Magenta Magenta
colors of colors of
light pigment
are are
Red
Green
Blue
Chapterr 20 How Are Images Reflected and Refracted
by Mirrors and Lenses?
This chapter includes three modules: Images Formed by the Reflection of Light
(Module 59), Images Formed by the Refraction of Light (Module 60) and Optical
Devices (Module 61).
Module 59 focuses on the laws of reflection and the formation of images by
plane and curved mirrors.
Module 60 focuses on the laws of refraction and the formation of images by
lenses.
Module 61 focuses on the different optical instruments.
I. CONTENT
1. The image that you see in the mirror depends on the quality of the mir-
ror. It may or may not be an accurate reflection of what is real. But you
are free to choose what you believe.
2. Lenses and mirrors can be combined to come up with useful devices to
help us see better.
3. The eye is a remarkable optical device.

1. How are images formed by a mirror or lens?
2. How is the eye similar to a camera?
3. What is the secret behind one-way mirrors?
4. How can lenses be used to correct eye defects?
5. How do we locate the position of an image?

Example:
Some public utility vehicle drivers think that any mirror can be used
to replace a standard side-view mirror. Your task is to convince them that
side-view mirror should always be a convex mirror. Prepare a presenta-
tion that will include:
a. approximate magnification produced by a plane mirror as com-
pared to a convex mirror
b. actual distance of the object from the plane mirror as compared to
a convex mirror
c. advantages of using a convex mirror; and
d. results of experiences of drivers who used plane mirror and con-
vex mirror for their side-view mirror during a road test driving.
Note: Use the appropriate rubric for presentation found in Appendix.

Brainstorming: Ask the students to write as many uses of mirrors and
lenses in everyday situations and explain why they are used for a par-
ticular purpose.
1. Ask the students to choose a partner and role play how images are
formed in a plane mirror.
2. From the role play activity, lead the students to the discussion on re-
flections on plane mirror.
3. Ask students to visit http://www.Nelsonthormes.com/secondary/
science/scinet/light/reflect/mirror.htm, to learn more about image
formed in a plane mirror.
4. Perform Exercise 76: Multiple Reflections (LMWP, p. 144) or demon-
strate the number of images formed between two adjacent mirrors.
Show how the angle between the mirrors affect the number of images
formed.
5. Ask the students to use a well-polished metal spoon as a mirror and
compare the images formed on the side curved outside and on the
side curved inward.
6. Lead the discussion on concave and convex mirrors.
7. Perform Exercise 79: Images Formed by a Concave Mirror (LMWP, p. 147)
or demonstrate how to trace images formed in concave and convex
mirrors (Table 59, p. 345 of the textbook).
9. Perform Exercise 77: Refraction with Edible Lenses (LMWP, p. 145) or
demonstrate how light is refracted as it passes through a lens made
of clear gelatin.
10. Do a postlab activity to discuss refraction in their lenses.
11. Perform Exercise 80: Images Formed by a Convex Lens (LMWP, p. 148) or
show ray diagrams for the object and the images formed by a convex
lens (Table 60, p. 348 of the textbook).
13. Let the students compare the human eye with a camera. Use Figure
61.6, p. 352 of the textbook.
14. Divide the class into small groups. Have students in each group com-
pare the different applications of lenses and mirrors in this module.
Go back to part A to check if students’ responses are correct.
16. Ask the students to visit http://www.phys.ufl.edu~phy3054/light/
lens/raydiag for tracing images formed in curved mirrors and lenses.
17. Use any of the suggested other evidences of understanding.
b. Short quizzes
c. Distinguishing mirrors and lenses
Have students look through convex lens, concave lens, plane mir-
ror and curved mirror, without allowing them to look from the sides.
Ask them to identify the type of lens/mirror and tell whether it con-
verges or diverges light.

W QUESTIONS
A. 1. b
2. b
3. b
4. d
5. d
B. Drawing Diagrams
1.
C F V
2.
3.
2Fʹ Fʹ F
Real image
Mirrors produce
Virtual image
can be
classified
as
Flat mirror Curved mirror
can be
Concave Convex

UNITT VII MODERN PHYSICS
The unit consists of three chapters: What Is Relativity? (Chapter 21), How Is
Nuclear Physics Useful to Man? (Chapter 22) and What Are the Basic Building Blocks
of the Universe? (Chapter 23).
This unit introduces the concept of relativity and the atomic and subatomic
particles. It discusses practical applications of nuclear physics.
Chapterr 21 What Is Relativity?

This chapter includes three modules: The Special Theory of Relativity
y (Module 62),
Time Dilation, Length of Contraction and Mass Increase (Module 63) and The General
Theory of Relativity (Module 64).
Module 62 deals with the consequences of a lack of universal frame of reference.
Module 63 discusses the concept of time dilation, length of contraction and
mass increase.
Module 64 explains the principles of equivalence and discusses the general
theory of relativity.
I. CONTENT
1. The laws of Physics are the same in any inertial frame of reference.
2. Time is nature’s way of seeing that everything does not happen at once.
3. Space-time exists within the universe.
4. We see into the past as we look out into the universe.
5. Motion is relative.

1. What are the effects of time dilation and length contraction?
2. How must Newton’s second law be modified when objects are moving at
very high velocities?
3. Can you travel while remaining in one place in space?
4. Can you get younger by traveling at speeds near the speed of light?

Example:
Imagine that you are a Space-Time Tour Coordinator.
Prepare a travel brochure that will include a feature where space
travelers may take relatively short trips of a few years or so and return in
decades or centuries. Identify problems that may be encountered during
the tour and present solutions to address them.

Ask each student to imagine that he/she is in a playground playing
ball with someone who is moving toward or away from him/her. Ask
each one to describe the relative speed of the ball as he/she catches the
ball from the thrower who is moving toward him/her, at rest, or moving
away.
1. Relate prior knowledge to Michelson-Morley experiment.
3. Perform Exercise 82: Special Relativity (LMWP, p. 153) or define basic
terms in Special Relativity.
4. Discuss Special Relativity using Fig. 62.2 p. 361 of the textbook.
5. Ask the students to surf the net on time dilation, length contraction
and mass increase and report it to class.
6. Show the students the equation for time dilation , length contraction
and mass increase.
8. Discuss with the students the General Theory of Relativity.
9. Use Fig. 64.3 and 64.4 on p. 365 of the textbook to discuss the Equiva-
lence Principle.
b. Short quizzes
c. Poster making on time dilation, length contraction and mass in-
crease (Exercise 83 on p. 154, LMWP)
d. Comic Strip on General Theory of Relativity (Exercise 84 on p.
155, LMWP)
12. Have the students visit the suggested Weblinkk on p. 368.

W QUESTIONS
A. Multiple Choice
1. d
2. d
3. a
4. a
5. c
B. Problem Solving
1. ∆tʹ = 3600 s
∆t = 3601 s
Δt ʹ
∆t =
v2
1–
c2
2
v 2 ⎛ Δt ʹ ⎞
1– =
c 2 ⎝ Δt ⎠
2
⎛ Δt ʹ ⎞
v =c 1–
⎝ Δt ⎠
2
⎛ 3600 s ⎞
× 10 m/s) 1 –
8
⎝ 3601 s ⎠
× 106 m/s
2. mʹ = 9.1 × 10–31 kg
v = 0.99c
v v2
Here, = 0.99 and 2 = 0.98.
c c
mʹ
So, m =
v2
1– 2
c
9.1 × 10 –31 kg
=
1 − 0.98
m = 6.43 × 10–30 kg which is 7 times greater than the elec-
tron’s rest mass.
3. lʹ = 100 m
v = 0.500c
v v2
Here, = 0.500 and 2 = 0.25.
c c
v2
So, l = lʹ 1 –
c2
1 – 0.25
l = 87 m
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Chapterr 22 How Is Nuclear Physics Useful to Man?
This chapter includes three modules: The Structure of the Atom (Module 65),
Nuclear Reactions (Module 66) and Uses of Nuclear Energy (Module 67).
Module 65 discusses the experiments that formed the bases of the knowl-
edge of atomic structure.
Module 66 deals with radioactivity and other nuclear processes including
nuclear fission and fusion.
Module 67 discusses the uses of nuclear energy in different areas like biologi-
cal science especially medicine and agriculture.
I. CONTENT
1. Nuclear is unclear.
2. Radiation is everywhere. We cannot escape from it.
3. Radiation is used to make great advances in technology that will benefit
mankind.

1. How does an atom look like?
2. Why do different isotopes of the same element have the same chemical
properties?
3. Does your body contain more neutrons than protons? More protons than
electrons?

Example:
As a concerned member of your community, prepare an open letter
about your stand on establishing a nuclear power plant in your commu-
nity. Include in the letter:
• how a nuclear power plant operates;
• advantages and disadvantages;
• impact on the community; and
• alternative sources of energy.
Note: Use the appropriate rubric for an open letter found in Appendix.
You may use Paul Hewitt’s question: Pretend you are given three ra-
dioactive cookies, one alpha, one beta and the other gamma.
Pretend that you must eat one, hold one in your hand and put the
other in your pocket Which would you eat, hold and pocket if you are
trying to minimize your exposure to radiation?
(Answer: Hold the alpha, the skin in your hand will shield you. Put
the beta in your pocket, your clothing will shield you. Eat the gamma. It
will penetrate your body anyway.)
1. Perform Exercise 85: Model of An Atom (LMWP, p. 185) or create a
model that will show the most recent model of the structure of an
atom.
2. Discuss the structure of the atom using the model.
3. Discuss isotopes using the three different forms of neon on p. 374
textbook.
5. Let the students distinguish alpha, beta and gamma rays.
6. Perform Exercise 86: Chain Reaction (LMWP, p. 157) or simulate fission
process using dominoes.
7. Let the students compare nuclear fission and fusion.
9. Show films on uses of nuclear energy––in industry, medicine, agricul-
ture and research.
10. Divide the class into small groups and ask them to discuss the uses of
nuclear energy in various fields. Include the advantages and disad-
vantages.
a. Seatwork
b. Short quizzes
c. Debate: “To Nuke or Not to Nuke”
13. Visit the suggested Weblinkk on p. 383 of the textbook.

W QUESTIONS
1. b
2. a
3. c
4. c
5. c
6. a
7. b
8. a
9. d
10. b
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Chapterr 23 What Are the Basic Building Blocks of the
Universe?
This chapter includes two modules: The Elementary Particles (Module 68) and
Fundamental Forces of Nature (Module 69).
Module 68 discusses the fundamental or elementary particles of matter.
Module 69 discusses the fundamental forces of nature and the grand unified
theory.
I. CONTENT
1. The vastness of the universe is incomprehensible.
2. There is unity in diversity.

1. What are the basic building blocks of the universe?
2. How are new particles discovered?
3. Is the universe expanding? Shrinking?

Example:
As a science student, come up with a theory that will unify or com-
bine the forces of nature into one type of force to show that everything is
interconnected. Include evidences that will support your theory.

Use LINK (List-Inquire-Note-Know):
Ask the question: What are the building blocks of matter?
Let the students state their thoughts and ideas.
Allow students to ask questions of each other while you take note of
the responses. (The Know portion will be done at the end of the lesson
using exit cards.)

1. Perform Exercise 88: Elementary Particles (LMWP, p. 160) or identify
the elementary particles using Fig. 68.1 on p. 386 of the textbook.
3. Perform Exercise 89: Fundamental Forces of Nature (LMWP, p. 161) or
use Fig. 69 on p. 390 of the textbook to discuss the fundamental forces
and the theories that seek to unify them.
b. Short quizzes
c. Photo-essay to show the unification of the fundamental forces of
nature.
d. Exit Card
Three things that I learned about...
Two things that confused me about...
One thing that I want to know more about...

W QUESTIONS
A. Multiple Choice
1. b
2. d
3 b
4. c
5. c
6. b
7. c
8. a
B. Essay
1. Baryons and meson are composed of quarks. Baryons are made up of
three quarks, while mesons are made up of two quarks.
2. Yes, all baryons are hadrons because baryons are types of hadrons.
No, not all hadrons are baryons because some hadrons are mesons.
3. A neutrino is a type of lepton associated with the electron, the muon
and the tau.
Force Range Relative Strength Effects (Examples)
holds nucleons in
Strong ~10–15 1
the nucleus
holds electrons in
Electromagnetic ∞ ~10–2 atoms; holds atoms
together
β decay; decay of
Weak ~10–18 ~10–5
unstable hadrons
holds matter in
Gravitational ∞ ~10–39 planets, stars and
galaxies
5. The grand unified theory combines the forces of nature into one type of
force by combining the electromagnetic force with the weak nuclear
force into what is known as the electroweak force. The strong nuclear
interaction is unified with the electroweak force through the grand
unified theory. Another theory, called the theory of everything seeks
to unify the previous forces with the gravitational force.
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APPENDIX
APPENDIX
SAMPLE SCORING RUBRICS

Appendix contains sample rubrics for evaluating various type of student
outputs in the sample performance tasks given in this book.
Each table below has four columns: Column I gives the set of criteria for
grading the students’ output. Column III shows how to use the criteria. If you
prefer qualitative rating, use Column II to interpret Column III. If you prefer
quantitative rating, use Column IV to interpret Column III.
Two types of rubrics are shown here. In most of the rubrics, the first three cri-
teria are of equal importance; the fourth criterion (neatness) is intended to help
the student develop the habit of submitting neat/clean outputs.
In the second type of rubrics, all four criteria are of the same weight. Notice
that Column III of this type of rubrics differs from that of the first type.
Chapter 1 a) For Improving Technology

IV
I II III
Points
Set of Criteria Rating Description
Earned
Process Excellent Meets all five criteria 4
1. Has clear vision of
final product Meets four of the
Very satisfactory 3
2. Properly organized to criteria
complete project
3. Managed time wisely Meets three of the
Satisfactory 2
4. Acquired needed criteria
knowledge base
5. Communicated Needs much Meets one or two
1
efforts with teacher improvement of the criteria
Product (Project) Excellent Meets all five criteria 4

1. Format
2. Mechanics of Meets four of the
Very satisfactory 3
speaking/writing criteria
3. Organization and
Meets three of the
structure Satisfactory 2
criteria
4. Creativity
5. Demonstrates Needs much Meets one or two
1
knowledge improvement of the criteria

Chapter 1 b) For Box Construction
IV
I II III
Points
Earned
1. Use of appropriate
Excellent Meets all four criteria 4
materials
2. Correct application of Meets the first three
Very satisfactory 3
concepts criteria
3. Performs its intended
Meets two of the first
function of noise Satisfactory 2
three criteria
pollution
4. Creativity and Needs much Meets only one of the
1
novelty improvement first three criteria
Chapter 1 c) For Foldables

IV
I II III
Points
Earned
1. Accuracy of
information
2. Creativity/Novelty of Meets all of the first
Very satisfactory 3
presentation three criteria
3. Proper
documentation Meets two of the first
Satisfactory 2
of sources and/or three criteria
clarity of instruction
Needs much Meets only one of the
4. Neatness 1
improvement first three criteria
Chapter 2 a) For Vector Art

IV
I II III
Points
Earned
1. Correct graphical
representation of Excellent Meets all four criteria 4
vectors
2. Use of appropriate Meets the first three
Very satisfactory 3
scale criteria
3. Creativity and Meets two of the first
Satisfactory 2
novelty three criteria
4. Neatness 1
Chapter 2 b) For Problem Posing
IV
I II III
Points
Earned
1. Correct application
Meets the first two
of concept in all Excellent 4
criteria
problems
2. All are realistic and Meets either criteria 2
Very satisfactory 3
practical and 3 or criteria 3 and 4
3. Correct application of
concepts in at least Satisfactory Meets criteria 3 and 4 2
five problem
4. At least five are Needs much Meets either criteria 3
1
realistic and practical improvement or 4 only
Chapter 3 For Carrying Out a Strategy and Collecting Data

IV
I II III
Points
Earned
1. Appropriate method Excellent Meets all four criteria 4
Meets the first three
2. Appropriate tools Very satisfactory 3
criteria
3. Safe and proper use Meets two of the first
Satisfactory 2
of tools three criteria
4. Accuracy of data 1
Chapter 4 a) For Photo-essay

IV
I II III
Points
Earned
1. Richness/Variety of
items/photos
2. Correctness of
accompanying Meets the first three
Very satisfactory 3
explanation/ criteria
information
3. Creativity/Novelty of
presentation and/or Satisfactory 2
three criteria
quality of photos
4. Neatness 1

Chapter 4 b) For Designing a Safe Transport Container
IV
I II III
Points
Earned
1. Good selection of
materials
2. Clear plan for the Meets the first three
Very satisfactory 3
design criteria
3. Correct application of Meets two of the first
Satisfactory 2
concept three criteria
4. Performs its intended Needs much Meets only one
1
function improvement of the first three criteria
Chapter 5 For Constructing a Mobile or a Balancing Toy

IV
I II III
Points
Earned
concept
2. Creativity/Novelty of Meets the first three
Very satisfactory 3
presentation criteria
3. Good selection of Meets two of the first
Satisfactory 2
materials three criteria
4. Attractive and Needs much Meets only one of the
1
appealing improvement first three criteria
Chapter 6 For a Chart

IV
I II III
Points
Earned
1. Accuracy and
adequacy of data
2. Clarity of message Very satisfactory 3
criteria
3. Creativity/Novelty of Meets two of the first
Satisfactory 2
4. Neatness 1
Chapter 7 For a Flowchart
IV
I II III
Points
Earned
1. Correctness of
information
2. Illustrates more
than three energy Very satisfactory 3
criteria
transformations
3. Shows common daily Meets two of the first
Satisfactory 2
activities three criteria
4. Variety of activities 1
Chapter 8 a) For a Demonstration Activity

IV
I II III
Points
Earned
materials
2. Clear demonstration Meets the first three
Very satisfactory 3
of concepts criteria
3. Simple and easy to Meets two of the first
Satisfactory 2
follow procedures three criteria
4. Practical 1
Chapter 8 b) For a Report

IV
I II III
Points
Earned
1. Accuracy of
information
2. Originality in Meets the first three
Very satisfactory 3
organization of ideas criteria
3. Proper documentation Meets two of the first
Satisfactory 2
of sources three criteria
4. Neatness (for
individual report)
Individual Needs much Meets only one of the
1
participation in improvement first three criteria
group effort (for
group report)

Chapter 9 a) For Constructing a Model Boat
IV
I II III
Points
Earned
concept
2. Clear plan for the Meets the first three
Very satisfactory 3
design criteria
Satisfactory 2
Presentation three criteria
4. Performs its intended Needs much Meets only one of the
1
function improvement first three criteria
Chapter 9 b) For Video/Power Point Presentation

IV
I II III
Points
Earned
1. Richness and accuracy
of information
2. Clarity of message Very satisfactory 3
criteria
Satisfactory 2
Presentation three criteria
4. Proper documentation Needs much Meets only one of the
1
of sources improvement first three criteria
Chapter 9 c) For Constructing a Cartesian Diver

IV
I II III
Points
Earned
materials
2. Simple and easy to Meets the first three
Very satisfactory 3
follow procedures criteria
3. Clear explanation of Meets two of the first
Satisfactory 2
applied concepts three criteria
4. Creativity 1
Chapter 10 For Foldables

[Refer to Rubric (c) in Chapter 1]
Chapter 11 a) For Constructing Improvised Musical Instruments
[Refer to Rubric (b) in Chapter 1]
Chapter 11 b) For Writing a Letter of Inquiry

IV
I II III
Points
Earned
1. Clarity of purpose Excellent Meets all four criteria 4
2. Organization of ideas Very satisfactory 3
criteria
3. Accuracy of data that
shows adverse effects Satisfactory 2
three criteria
of noise pollution
4. Clarity of Message 1
Chapter 12 For Constructing an Icebox

Chapter 13 For a Report

Chapter 14 For a Poster

[Refer to Rubric in Chapter 6]
Chapter 15 For an Action Plan

IV
I II III
Points
Earned
1. Accuracy of
information
2. Clarity of objectives Very satisfactory 3
criteria
3. Clarity of organization Meets two of the first
Satisfactory 2
of results of survey three criteria
4. Complete list of Needs much Meets only one of the
1
specific tasks improvement first three criteria
Chapter 16 For a Brochure


Chapter 17 For a Presentation
IV
I II III
Points
Earned
1. Richness and accuracy
of information
2. Clarity and accuracy Meets three of the
Very satisfactory 3
of visuals criteria
3. Proper documentation
Satisfactory Meets two of the criteria 2
of sources
4. Mastery of content
and clarity of
presentation/ 1
improvement criteria
Individual participation
in group effort
Chapter 18 For a Display Board

IV
I II III
Points
Earned
1. Correctness of choice Excellent Meets all four criteria 4
2. Accuracy and clarity
Meets the first
of explanation of the Very satisfactory 3
three criteria
choice
Satisfactory 2
4. Neatness 1
Chapter 19 For a Model

IV
I II III
Points
Earned
1. Scientifically correct
and made to scale
2. Made of sturdy Meets the first three
Very satisfactory 3
material criteria
3. Easy to manipulate Meets two of the first
Satisfactory 2
for class demonstration three criteria
4. Properly and neatly
labeled (for individual
project)/Individual Needs much Meets only one of the
1
participation in improvement first three criteria
group effort (for
group project)
Chapter 20 For a Presentation
Chapter 21 For a Brochure

Chapter 22 For Writing an Open Letter About an Issue

IV
I II III
Points
Earned
1. Accuracy and soundness
of arguments
2. Proper documentation Meets the first three
Very satisfactory 3
of sources criteria
3. Logic of analysis of
arguments/soundness Satisfactory 2
three criteria
and clarity of decision
4. Neatness 1
Chapter 23 For Stating a Theory

IV
I II III
Points
Earned
1. Includes evidences Excellent Meets all four criteria 4
2. Supports/In-line
with existing Very satisfactory 3
criteria
theories
3. Can be tested and Meets two of the first
Satisfactory 2
validated three criteria
4. Stated in simple Needs much Meets only one of the
1
words improvement first three criteria

GLOSSARY
ACCELERATION – the rate of change in velocity
Y – pertains to the closeness of a measurement to the accepted value
ACCURACY
AMMETER – measures current
AMPLITUDE OF A WAVE – the maximum displacement of the particles of the me-
dium from their equilibrium position
ANGULAR ACCELERATION – the change in the angular velocity of a rotating body
with time
ANGULAR DISPLACEMENTT – the angle turned by a body about a given axis
ANGULAR MOMENTUM – the product of the moment of inertia of a rotating body
and its angular velocity
ANGULAR VELOCITY Y – the change in the angular displacement of a rotating body
about the axis of rotation with time
ANTENNA – a wire designed to transmit and receive electromagnetic waves
ANTIPARTICLE – an elementary particle with some properties such as electric
charge opposite those of the corresponding particle
BARYON – the heaviest of subatomic particles like protons and neutrons
BLACKHOLE – a mass that has collapsed to a great density that its enormous local
gravitational field prevents light from escaping
CAPACITOR – composed of two metal plates separated by an insulator. It is used to
store electric charges. The quantity of the charge stored is measured in terms
of microfarads.
CENTRIPETAL FORCE – a center-directed force that causes an object to move in a cir-
cular path
CONCAVE LENS – a diverging lens thinner at its middle than its edges that spreads
out light rays passing through it
CONCAVE MIRROR – a mirror that reflects light from its inwardly curving surface
CONDUCTORS – materials which allow free flow of electrons
CONVEX LENS – a converging lens thicker at its center than its edges that refracts
parallel light rays so the rays meet at a point
CONVEX MIRROR – a mirror that reflects light from its outwardly curving surface
DIFFRACTION – the bending of waves as they pass an edge or corner
DIODE – used as one-way conductor. It changes an alternating current to direct cur-
rent. The holes provide a means of convection. Without a hole, hot air would
be trapped inside the lampshade, making the lamp fixture dangerously hot.
DISPERSION – the separation of white light into its component colors
DISPLACEMENTT – the distance with direction
DISTANCE – the total path length traversed by an object
DOPPLER EFFECT – the change in the frequency and pitch of a sound that is caused
by the movement of either the source or the listener, or both
ECHO – a reflected sound wave
ELASTIC MODULI – associated with stress that produce change in length, shape and
volume are known as Young’s modulus, shear modulus and bulk modulus,
respectively.
ELASTIC MODULUS – the ratio of stress to strain
ELECTRIC CHARGE – the fundamental quantity in electrostatics
ELECTRIC CURRENTT – the movement of charged particles in a specific direction;
closed loop or pathway that allows electric charges to flow
ELECTRIC FIELD – the region around a charged object or particles where the elec-
tric force can be determined
ELECTRIC MOTOR – converts electrical energy into mechanical energy.
ELECTROMAGNETIC – a combined electric and magnetic field that travels through
space
ENTROPY – (a) is a measure of the disorder in a system; (b) a measure of how much
energy is unavailable for conversion into work; and (c) points out the forward
direction of the flow of events.
FLUIDS – substances whose shape can easily change and that are able to flow.
FREQUENCY – the reciprocal of period
FRICTION – the force between two surfaces that resist motion
FUSE – a piece of metal that acts as a safety device in electric current by melting
and stopping the current from flowing if a dangerously high current passes
through the circuit.
GALVANOMETER – uses the magnetic force on a current-carrying wire to turn a
pointer on a scale which can then be used to measure small amounts of current
GENERATOR – converts mechanical energy into electrical energy
GRAVITATION – the force whereby any two bodies attract each other in propor-
tion to the product of their mass and inversely proportional to the distance
between them
HALF LIFE – the time required for one-half of the unstable nuclei in a radioactive
substance to decay into a new element
HEAT ENGINE – (or thermal engine) is any device that converts heat energy into
work. An example is a car engine.

HEAT PUMP – any device that transfers heat energy from a low-temperature reser-
voir to a high-temperature reservoir. This device operates in the reverse cycle
of a thermal engine. Examples of heat pump are the common refrigerator and
the air conditioner.
HERTZ – the unit used to measure the frequency of waves
ILLUMINANCE – the amount of illumination that refers to the luminous flux fall-
ing on a unit area of a surface
IMPULSE – the change in momentum
INERTIA – the tendency of a body to resist change in its state of motion
INSULATORS – materials that do not allow free flow of electrons
INTEGRATED CIRCUITS (ICS) – contain hundreds of diodes, transistors, resistors
and capacitors in one miniaturized package of a wafer-thin chip of silicon
INTERFERENCEE – results when two waves meet to combine constructively or destructively
ISOTOPE – an atom of an element with identical chemical properties but with dif-
ferent masses; atom of the same element with different number of neutrons
KINEMATICS – the study that deals with the description of motion
Y – energy of an object by virtue of its motion
KINETIC ENERGY
LAW OF CONSERVATION OF ANGULAR MOMENTUM – states that, if the total external
torque acting on a system is zero, then there is no change in the angular momen-
tum of the system
LEPTON – the lightest of subatomic particles like electrons, positions and neutrinos
LEVER ARM – the perpendicular distance from the reference point to the direction
or line of action of the force
LIQUID PRESSURE – directly proportional to the depth and density of the liquid
LONGITUDINAL WAVES – have compressions and rarefactions. In longitudinal
waves, vibrations are parallel to the direction of wave motion.
MAGNETIC FIELD – a region in which a magnetic force can be detected. It exerts a
force on a wire, causing current to move through the wire.
MASS-SPRING SYSTEM – vibrates with simple harmonic motion and the spring
force is given by Hooke’s law. Felastic = -kx
MASS – a measure of an object’s inertia; a measure of the amount of matter on an object
MASS DEFECTT – the difference between the atomic mass of an atom and the total
mass of each individual particle
MEASUREMENTT – a process of comparing an unknown quantity with chosen stan-
dards
MOMENT OF INERTIA/ROTATIONAL INERTIA – the measure of the resistance of a
body to a change in its rotational motion
MOMENTUM – the product of mass and velocity
MUSIC – a pleasant sound produced by an object that is vibrating in a regular pattern
NET FORCE – the vector sum of all forces acting on an object
NOISE – unwanted sound which is generally produced by an object that is vibrat-
ing in an irregular manner
PHYSICS – a natural science that deals with the understanding of nonliving
things. It deals specifically with matter and energy and their relationship.
PITCH OF A SOUND – the perception of highness or lowness. Sound frequency is
the number of sound waves that pass through a point in a certain period of
time.
Y – energy stored in an object due to its position or condition
POTENTIAL ENERGY
POWER – the rate of doing work
PRECISION – refers to the closeness of measurement with other measurements
obtained in the same manner
PRESSURE – force applied per unit area
PROJECTILE – anything that is thrown with an initial velocity and follows a
curved path called trajectory
QUARKS – tiny particles that make up protons, neutrons and pions
RADIOACTIVITYY – continuous emission of particles such as alpha, beta or gamma
emission on energy from atomic nucleus as it disintegrates
REFRACTION – the bending of waves as they pass from one medium to another
REFLECTION – the bouncing of waves on a surface with angle θ to the normal
RESISTANCE – the opposition that materials offer to current
RESISTOR – an electronic component made up of two wires connected by a poor
conductor. It limits the flow of electric current in the circuit. The color code
of a resistor determines its resistance.
RESONANCE – the vibration of an object at its natural frequency
REST MASS – the intrinsic mass of an object independent of speed and energy
Y – the energy of being given by the equation E0 = mc2
REST ENERGY
RESULTANTT – the single vector that represents the sum of two or more vectors
SCALAR – a quantity with magnitude only
SCIENTIFIC METHOD – the application of a logical process of reasoning to solve a prob-
lem
SEMICONDUCTORS – include elements with four electrons in their outermost shell,
such as silicon (Si) and germanium (Ge). They are substances whose electrical
resistance lies between that of conductors and insulators.

SHADOW – the area where light rays cannot reach
SOUND WAVES – longitudinal waves composed of compressions and rarefactions
that move through a medium in the direction of the sound
SPEED – the rate of motion
STANDING WAVES – result from the interference of waves of identical wavelength,
amplitude and speed traveling in opposite directions
STRESS – refers to the stretching force per unit area while strain is the elongation
per unit length
SURFACE WAVES – combinations of transverse and longitudinal waves. The vi-
brations are both perpendicular and parallel to the direction that the wave
travels. This produces the circular motion of the wave.
Y – the application of scientific principles in the form of tools/gadgets,
TECHNOLOGY
products and processes
THERMAL EFFICIENCYY – the ratio of work done by an engine to the energy added to the
system by heat during one cycle. It is a measure of how well an engine operates.
THERMODYNAMICS – the branch of classical physics that is concerned with heat
and its relation to temperature, work and energy
TORQUE – the product of force and the lever arm
TRANSFORMER – increases or decreases the voltage of an alternating current
TRANSISTOR – a solid-state component that has replaced the vacuum tube. It is
used as a switch or as an amplifier.
TRANSVERSE WAVES – have crests and troughs. In transverse waves, vibrations
are perpendicular to the direction of wave motion.
VECTOR – a quantity that has both magnitude and directions
VECTOR RESOLUTION – the process of finding the magnitude of the vertical and
horizontal concepts of a single vector
VELOCITY – speed with direction
VOLTAGE – the electric pressure that causes current to flow
VOLTMETER – measures voltage
WAVELENGTH – the distance between two successive crests or troughs, or between
two successive compressions or rarefactions
WAVE – a disturbance that carries energy through medium or through space
Y – equals wavelength times frequency
WAVE VELOCITY
WEIGHTT – the measure of the gravitational pull on a body
K – the product of the force exerted on the object and the displacement of the
WORK
object along direction of the force

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Science and Technology IV

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Member: Philippine Educational Publishers’ Association; Book Development Association;

UNIT I Introduction to Physics .............................................................. 10

UNIT II MECHANICS ............................................................................... 18

UNIT III Oscillations and Waves............................................................... 56

UNIT IV Thermodynamics ........................................................................ 65

UNIT V Electricity and Magnetism.......................................................... 74

UNIT VI Electromagnetic Waves and Optics .............................................. 91

UNIT VII MODERN PHYSICS ....................................................................... 102

Appendix ....................................................................................................................... 112

A. NUMBER OF CLASS DAYS

UNITT I Introduction to Physics (10 days)

UNITT II Mechanics (75 days)

UNITT III Oscillations and Waves (15 days)

UNITT IV Thermodynamics (10 days)

UNITT V Electricity and Magnetism (40 days)

2 Practical and Explorational Physics

UNITT VII Modern Physics (13 days)

B. SEMESTRAL AND QUARTERLY SCHEDULE

1. UNDERSTANDING BY DESIGN (UbD)

1.1 Goals/Objectives and Content

1.2 Teaching Strategies and Techniques

4 Practical and Explorational Physics

2. IMPLEMENTATION STRATEGIES OF THE PROPOSED DESIGN

3. UbD IN THE CONTEXT OF THE SCIENCE DISCIPLINE

Figure 1 shows that the sequence of steps in the teacher’s lesson

6 Practical and Explorational Physics

5. INTEGRATION OF VALUES EDUCATION

6. FRAMEWORK OF THE BOOK

Technically, as far as the general frameworkk of each chapter is concerned,

8 Practical and Explorational Physics

III. COMMENTS AND SUGGESTIONS (STRATEGIES, etc.) (Stage 3)

But, if we make a paradigm shift from the chapter’s GENERAL FRAME-

The rest of the sections are the following:

IV. ANSWERS TO REVIEW

V. CONCEPT MAP/OTHER GRAPHIC ORGANIZERS

UNITT I INTRODUCTION TO PHYSICS

Chapterr 1 What Is Physics?

Major Areas of Inquiry, or Essential Question (EQ)

10 Practical and Explorational Physics

II. STUDENT’S PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING

III. COMMENTS AND SUGGESTIONS

IV. ANSWERS TO REVIEW

2. a. 604 800 s e. 2.16 × 10–2 m/s

12 Practical and Explorational Physics

V. GRAPHIC ORGANIZER: TREE DIAGRAM

Major Areas of Inquiry, or Essential Question (EQ)

II. STUDENTS’ PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING

14 Practical and Explorational Physics

IV. ANSWERS TO REVIEW

16 Practical and Explorational Physics

V. GRAPHIC ORGANIZER: CONCEPT MAP

can be classified as can be combined

VECTORS SCALARS GRAPHICALLY ANALYTICALLY

Chapterr 3 How Far and How Fast Do Objects Move?

Major Areas of Inquiry, or Essential Question (EQ)

18 Practical and Explorational Physics

III. COMMENTS AND SUGGESTIONS

IV. ANSWERS TO REVIEW