De La Salle University-Dasmariñas

Senior High School Division

STEM-ICT Department
2 Semester, Term 4 SY 2020-2021
nd

Course Syllabus and Calendar

Course Title General Physics II

Course Code SSPSN222L
Units Earned Four (4) units
Prerequisites General Physics I
Teacher Kate Bare, Imelda Fe Cobilla, Maria Dolores Elisa Convento, Emmanuel Adrian Manuel, Donnie
Marc Louie Roble, Rex Seña
Schedule • Tuesdays, 0800-1200

Consultation Hours Every Tuesdays

Asynchronous: 8AM-12NN via SB Chat/MS Teams Chat
Synchronous: As Scheduled
Schoolbook access
code

Course Description
Physics is a branch of science that deals with explaining well-founded observations of how the natural world works. It uses mathematics to describe physical phenomena. This course is an introduction
to “Electricity and Magnetism”, “Waves and Optics”, and “Atomic and Nuclear Physics”. It helps make explicit connections between theory, real-world experiences and enhances conceptual
understanding and problem-solving skills. The course supplements the lecture with selected laboratory activities that will verify the concepts while dealing with the validity of different theories,
principles, and laws in the six (6) major topics. The course also educates students about social responsibility, morality, and spirituality by integrating the concepts learned in dealing with problems
associated with Allied Health Sciences and Medicine.
This course presents simple and precise experiments to enhance critical thinking thru analyzing and solving physical problems which are essential in the development of technology and
understanding natural phenomena.

1
Learning Calendar
Modality
Week Topic Learning Competencies Schoolbook Mastery References
Class
Activities Activities
1 (March 30) Orientation
2 (March 31-April
Holy Week/ Reflection Week
4)
II. The learners... I. Activity: Books
• Electric charge II. Content: Synchronous • Hewitt, 2015 pp. 407-424
• Insulators and • Describe using a diagram charging by rubbing and -Prayer Learning • Zitzewits et al., 1998 pp. 674-
conductors charging by induction; explain the role of electron -Orientation Session/ 700
• Coulomb’s Law transfer in electrostatic charging by rubbing Presentation Consultation • Young and Freedman, 2012
• Electric forces and fields • Describe experiments to show electrostatic charging
-YOUR GOAL: pp. 687-754
• Electric field by induction
Electric Motor Time: 10AM-
calculations • Calculate the net electric force on a point charge
exerted by a system of point charges
(Final Output 12NN Online
• Charges on conductors
• Describe an electric field as a region in which an Making • Coulomb’s Law and Electric
• Electric flux and Gauss’s
Law electric charge experiences a force Guidelines) Platform: MS Charge
2 (April 6) • Electric charge, dipoles, • Calculate the electric field due to a system of point Teams https://www.youtube.com/watch?v
force, field, and flux charges using Coulomb’s law and the superposition II-III. =TFlVWf8JX4A
problems principle Content: • Electric Charge, Field, and
III. • Calculate electric flux -Prayer Potential
• Electric potential • Use Gauss’s law to infer electric field due to uniformly -Objectives https://www.khanacademy.org/scie
energy distributed charges on long wires, spheres, and large -Learning nce/physics/electric-charge-electric-
• Electric potential plates Materials: force-and-voltage
• Equipotential surfaces • Solve problems involving charges, dipoles, forces, Video
electric fields, and flux in contexts such as, but not
• Electric Potential vs Electric
• Electric field as a recordings, Potential Energy
potential gradient limited to, systems of point charges, classical models of
Presentations https://www.utm.edu/staff/cerkal/p
• Electric potential the atom, electrical breakdown of air, charged
pendulums, control of electron and proton beams, otential.html
electrostatic ink-jet printers Formative
Assessments:

2
 III. Problem Set: https://phys.libretexts.org/Bookshel
• Relate the electric potential with work, potential Coulomb’s Law ves/University_Physics/Book%3A_U
energy, and electric field niversity_Physics_(OpenStax)/Map%
• Determine the electric potential function at any point Simulation: 3A_University_Physics_II_-
due to highly symmetric continuous- charge -Coulomb’s _Thermodynamics_Electricity_and_M
distributions
Law (PhET agnetism_(OpenStax)/07%3A_Electri
• Infer the direction and strength of electric field vector,
Interactive c_Potential/7.0S%3A_7.S%3A_Electri
nature of the electric field sources, and electrostatic
potential surfaces given the equipotential lines
Simulations) c_Potential_(Summary)
• Infer the distribution of charges at the surface of an https://courses.lumenlearning.com/
arbitrarily shaped conductor Consultation/ boundless-
• Calculate the electric field in the region given a Recording: physics/chapter/overview-3/
mathematical function describing its potential in a (See Mastery
region of space Class Activities • Gauss Law
• Solve problems involving electric potential energy and for Schedule) http://hyperphysics.phy-
electric potentials in contexts such as, but not limited astr.gsu.edu/hbase/electric/gaulaw.
to, electron guns in CRT TV picture tubes, conditions html
for merging of charge liquid drops, and Van de Graaff • Insulators and Conductors
generators
https://www.youtube.com/watch?v
=FCkaafJG_U0
• Simulation:
https://phet.colorado.edu/sims/htm
l/coulombs-law/latest/coulombs-
law_en.html
Gateway Assessment

3
 IV. IV. IV-VI. Activity: Books
• Capacitance and • Deduce the effects of simple capacitors (e.g., parallel- Content: Synchronous
capacitors plate, spherical, cylindrical) on the capacitance, charge, -Prayer Learning • Cacanindin, 2016 pp 30-75
o Capacitors in series and and potential difference when the size, potential -Objectives Session/ • Giancoli, 2016 pp 556-561;
parallel difference, or charge is changed -Learning Consultation pp564-566; pp 570-572
o Energy stored and • Calculate the equivalent capacitance of a network of • Silverio, 2017 pp 54-126
Materials
electric- field energy in capacitors connected in series/parallel
capacitors
(ppt lectures Time: 10AM-
• Determine the total charge, the charge on, and the Online
• Dielectric potential difference across each capacitor in the
/recorded 12NN
video) • Basic electricity - what is
network given the capacitors connected in voltage?
series/parallel a. Platform: MS
https://www.youtube.com/watch?v=TB
• Determine the potential energy stored inside the Formative Teams t-kxYfync
capacitor given the geometry and the potential Assessments: • Dielectrics in capacitors
V. difference across the capacitor -Capacitance, https://www.youtube.com/watch?v=rk
• Current, resistivity, and • Describe the effects of inserting dielectric materials on Dielectric, ntp3_cZl4
resistance the capacitance, charge, and electric field of a capacitor Ohm’s Law, • Difference between voltage,
3 (April 13) • Ohm’s law • Solve problems involving capacitors and dielectrics in Electrical EMF, potential difference
• Energy and power in contexts such as, but not limited to, charged plates, Safety and https://www.youtube.com/watch?v=es
electric circuits electroscopes, batteries, camera flash lamps, Geiger Devices 4OtKsWzzE
• Electrical safety counters, and coaxial cables Schematic • How a capacitor works -
• Devices for measuring Diagram of 5 capacitor physics and
currents and voltage V. Resistors applications
• Distinguish between conventional current and electron connected in https://www.youtube.com/watch?v=L6
flow cgSxpGmDo
Series and
VI. • Apply the relationship charge = current x time to new • How to read a resistor
parallel https://www.youtube.com/watch?v=GL
• Resistors in series and situations or to solve related problems
Quiz D7AgAYqwA
parallel • Describe the effect of temperature increase on the
resistance of a metallic conductor Simulation and • Kirchoff's loop rule
• Kirchhoff’s rules
• Describe the ability of a material to conduct current in Experiment: https://www.youtube.com/watch?v=pa
• R-C circuits
terms of resistivity and conductivity (Virtual Ds-Hnmklo
• Apply the relationship of the proportionality between Laboratory) • Kirchoff’s rules
resistance and the length and cross-sectional area of a -Capacitor Lab - https://www.youtube.com/watch?v
wire to solve problems BY GROUP =2Zu3ppq3n8I

4
 • Differentiate ohmic and non-ohmic materials in terms -Ohm’s Law – • Ohm's law
of their I-V curves BY GROUP https://www.youtube.com/watch?v=8j
• Differentiate emf of a source and potential difference B6hDUqN0Y
(PD) across a circuit Practice • RC Circuits
• Given an emf source connected to a resistor, determine Problem https://courses.lumenlearning.com/
the power supplied or dissipated by each element in a Solving boundless-physics/chapter/rc-
circuit circuits/
Resistors in
• Solve problems involving current, resistivity, • Resistors and capacitors
series &
resistance, and Ohm’s law in contexts such as, but not https://www.youtube.com/watch?v=58
limited to, batteries and bulbs, household wiring, Parallel
,Kirchhoff’s PzPrjGsG8
selection of fuses, and accumulation of surface charge in • Resistors and capacitors
the junction between wires made of different materials rules and R-C
circuits https://www.youtube.com/watch?v
• Operate devices for measuring currents and voltages. =58PzPrjGsG8&t=66s
Consultation/ • Resistors in series and
VI.
parallel
• Draw circuit diagrams with power sources (cell or Recording:
https://www.youtube.com/watch?v
battery), switches, lamps, resistors (fixed and variable) (See Mastery
fuses, ammeters and voltmeters Class Activities =dEuBykX5_B4
• Evaluate the equivalent resistance, current, and voltage for Schedule)
in each network of resistors connected in series and/or https://phet.colorado.edu/sims/htm
parallel l/circuit-construction-kit-dc-virtual-
lab/latest/circuit-construction-kit-
• Calculate the current and voltage through and across dc-virtual-lab_en.html
circuit elements using Kirchhoff’s loop and junction
rules (at most 2 loops only) • Series and parallel circuits
• Solve problems involving the calculation of currents https://www.youtube.com/watch?v=x2
and potential difference in circuits consisting of EuYqj_0Uk
batteries, resistors and capacitors. • What is electric current?
• Show the schematic diagram of Resistors connected in https://www.youtube.com/watch?v=kY
series and in parallel. wNj9uauJ4&t=85s
• Solve problems involving the use Kirchhoff’s rules and • What is voltage?
R-C circuits. https://www.youtube.com/watch?v=z8
qfhFXjsrw

5
 Gateway Assessment / Integrative Assessment Progress Report
VII. VII. VII-VIII Activity: Books
• Magnetic fields • Differentiate electric interactions from magnetic Synchronous • Giancoli, 2016 pp 588-591,
• Lorentz Force interactions Content: Learning 597-603, 645-649
• Motion of charge • Evaluate the total magnetic flux through an open Session/ • Silverio, 2017 pp.174 – 187.
-Prayer
particles in electric and surface; explain why the magnetic flux on a closed Consultation
surface is zero -Objectives
magnetic fields Online
• Magnetic forces on • Describe the motion of a charged particle in a magnetic -Learning
Time: 10AM- • AC and DC Circuit
current- carrying wires field in terms of its speed, acceleration, cyclotron radius, Materials
cyclotron frequency, and kinetic energy
12NN https://courses.lumenlearning.com/
• Biot-Savart Law (ppt lectures
• Evaluate the magnetic force on an arbitrary wire /recorded physics/chapter/20-5-alternating-
• Ampere’s Law Platform: current-versus-direct-current/
segment placed in a uniform magnetic field
video) MS Teams https://www.electronics-
• Evaluate the magnetic field vector at a given point in
VIII. b.
space due to a moving point charge, an infinitesimal notes.com/articles/basic_concepts/c
• Magnetic induction
current element, or a straight current-carrying Formative urrent/alternating-direct-current-ac-
• Faraday’s Law Assessments:
4 (April 20) conductor dc-electricity.php
• Alternating current, LC
• Calculate the magnetic field due to one or more straight -Lorentz Force, https://learn.sparkfun.com/tutorials
circuits, and other
wire conductors using the superposition principle. Motion of /alternating-current-ac-vs-direct-
applications of magnetic
• Calculate the force per unit length on a current carrying Charge current-dc/all
induction
wire due to the magnetic field produced by other • AC and DC Circuit
current-carrying wires particles in
https://www.diffen.com/difference/
• Evaluate the magnetic field vector at any point along the electric &
axis of a circular current loop magnetic fields Alternating_Current_vs_Direct_Curre
nt
• Solve problems involving magnetic fields, forces due to -Biot-Savart
magnetic fields and the motion of charges and current- Law • Ampere’s Law
carrying wires in contexts such as, but not limited to, https://web.iit.edu/sites/web/files/
-Ampere Law
determining the strength of Earth’s magnetic field, departments/academic-
-Magnetic affairs/academic-resource-
cyclotrons, mass spectrometers, and solenoids
Induction, center/pdfs/Amperes_law.pdf
VIII. -Faraday’s Law
• Identify the factors that affect the magnitude of the & Applications • Biot-Savart Law
induced emf and the magnitude and direction of the of magnetic https://www.youtube.com/watch?v
induced current (Faraday’s Law) induction =1BoIH6Quhiw

6
 • Compare and contrast electrostatic electric field and Quiz • Electromagnetic Induction
non-electrostatic/induced electric field Simulation and http://edisontechcenter.org/Inducti
• Calculate the induced emf in a closed loop due to a time- Experiment: onConcept.html
varying magnetic flux using Faraday’s Law https://pressbooks.bccampus.ca/trig
(Virtual
• Describe the direction of the induced electric field, forelectricians/chapter/electromagn
magnetic field, and current on a Laboratory)
-Magnetic etic-induction/
conducting/nonconducting loop using Lenz’s Law
https://www.electronics-
• Compare and contrast alternating current (AC) and Induction - BY
direct current (DC)
tutorials.ws/electromagnetism/elect
GROUP
Characterize the properties (stored energy and time- romagnetic-induction.html
-Ampere’s Law
dependence of charges, currents, and voltages) of an LC • Light
– BY GROUP https://www.britannica.com/science
circuit
/light
Practice Faraday’s Law
Problem https://courses.lumenlearning.com/
Solving boundless-
Ampere’s Law, physics/chapter/magnetic-flux-
Faraday’s Law induction-and-faradays-law/
& Lenz’s Law • Lorentz Force
https://www.youtube.com/watch?v
Consultation/ =nRDVm5rn_2A
Recording: • Magnetic Fields
(See Mastery https://www.khanacademy.org/scie
nce/physics/magnetic-forces-and-
Class Activities
magnetic-fields/magnetic-field-
for Schedule) current-carrying-wire/a/what-are-
magnetic-fields
• Simulation:
https://phet.colorado.edu/en/simul
ation/charges-and-fields
Gateway Assessment

7
 IX.
• Maxwell’s synthesis of
electricity, magnetism,
and optics
• EM waves and light
• Law of Reflection
• Law of Refraction
(Snell’s Law)
• Polarization (Malus’s
Law)
• Applications of
reflection, refraction,
dispersion, and
polarization
5 (April 27) X.
• Reflection and
refraction at plane and
spherical surfaces
• Mirrors
• Thin lens
• Geometric optics
XI.
• Huygens’ Principle
• Two-source
interference of light
• Intensity in interference
patterns
• Interference in thin
films
• Diffraction from single-
slits
8
IX. IX-XI. Activity: Online
• Relate the properties of EM wave (wavelength, Content: Synchronous • Light as Electromagnetic
frequency, speed) and the properties of vacuum and -Prayer Learning Waves and Properties of Light
optical medium (permittivity, permeability, and index -Objectives Session/ https://courses.lumenlearnin
of refraction) -Learning Consultation g.com/microbiology/chapter/
• Explain the conditions for total internal reflection Materials the-properties-of-light/
• Explain the phenomenon of dispersion by relating to Formative Time: 10AM-
Snell’s Law
Assessments: 12NN https://courses.lumenlearning.com/
• Calculate the intensity of the transmitted light after
-Quiz on Light physics/chapter/24-1-maxwells-
passing through a series of polarizers applying Malus’s
Law & Optics Platform: MS equations-electromagnetic-waves-
• Solve problems involving reflection, refraction, Simulation: Teams predicted-and-observed/
dispersion, and polarization in contexts such as, but -Huygens’
not limited to, (polarizing) sunglasses, atmospheric Principle https://www.khanacademy.org/scie
haloes, and rainbows Reflection/Refr nce/physics/geometric-optics
action
X. Consultation/ https://www.walter-
• Explain image formation as an application of reflection, Recording: fendt.de/html5/phen/refractionhuyg
refraction, and paraxial approximation (See Mastery ens_en.htm
• Relate properties of mirrors and lenses (radii of Class Activities
curvature, focal length, index of refraction [for lenses]) for Schedule)
to image and object distance and sizes
• Determine graphically and mathematically the type
(virtual/real), magnification, location, and orientation
of image of a point and extended object produced by a
plane or spherical mirror
• Determine graphically and mathematically the type
(virtual/real), magnification, location/apparent depth,
and orientation of image of a point and extended
object produced by a lens or series of lenses.
• Apply the principles of geometric optics to discuss
image formation by the eye, and correction of common
vision defects
 XI.
• Determine the conditions (superposition, path and
phase difference, polarization, amplitude) for
interference to occur emphasizing the properties of a
laser (as a monochromatic and coherent light source)
• Relate the geometry of the two-slit experiment set up
(slit separation, and screen-to-slit distance) and
properties of light (wavelength) to the properties of
the interference pattern (width, location, and
intensity)
• Relate the geometry of the diffraction experiment
setup (slit size, and screen-to slit distance) and
properties of light (wavelength) to the properties of
the diffraction pattern (width, location, and intensity
of the fringes)
Gateway Assessment
XII. XII. XII-XIII. Activity: Books
• Postulates of Special • State the postulates of Special Relativity and their Content: Synchronous • Cacanindin,2016 pp 158-176
Relativity consequences -Prayer Learning • Silverio, 2017 pp 274-304
• Relativity of times and • Apply the time dilation and length contraction -Objectives Session/
lengths formulae and the relativistic velocity addition formula -Learning Consultation Online
• Relativistic velocity • Calculate kinetic energy, rest energy, momentum, and Materials • Radiation and radioactive Decay
addition speed of objects moving with speeds comparable to Formative Time: 10AM- https://www.youtube.com/watch?v
• Relativistic dynamics the speed of light;
6 (May 4) Assessments: 12NN =oFdR_yMKOCw
• Relativistic Doppler •
(maximum of 2 Spacetime
effect XIII.
formative Platform: MS https://www.youtube.com/watch?v
XIII. • Explain the photoelectric effect using the idea of light
quanta or photons assessment) Teams =PTtPVeAjQOE
• Photoelectric effect • Strong nuclear force
• Explain qualitatively the properties of atomic emission Consultation/
• Atomic spectra https://www.youtube.com/watch?v=m
and absorption spectra using the concept of energy Recording:
• Radioactive decay pDDQ4uEH6M
levels (See Mastery
• 3. Calculating radioisotope activity using the concept of Class Activities
half-life for Schedule)

9
 Gateway Assessment / Integrative Assessment Progress Report
Grade Consultation Activity:
Consultation
7 (May 11)
Time: TBA

Platform: MS
Teams

7 (May 12-15) Research and Collaboration Days

8 (May 17-22) Self-care week/Student Activities Week
9 (May 24-29) Integration Week
10 (May 31-June
Completion Week
5)

NON-INTEGRATIVE OUTPUT PERFORMANCE STANDARD

The learners shall be able to:

(INDIVIDUALLY)
1. Create a simple electric motor.
2. Create 2D Drawings of all necessary parts of electric motor with arrows showing the direction of the magnetic field.
3. Apply the concept of Ampere’s Law, Faraday’s Law and Ohm’s Law.
4. Analyze the system of the electric motor by answering the given questions.
5. Present the making of the electric motor through a video presentation (maximum of 3 minutes)

(BY GROUP)
6. Gather and compute the necessary variables for Ohm’s Law using multimeter tester.

10
NON-INTEGRATIVE OUTPUT/PROGRESS AND GANTT CHART RUBRICS
RUBRICS FOR FINAL OUTPUT (Individual)
CRITERIA(20) 4 3
Appropriateness The output design was made based
from the given instruction and
guidelines and very pleasing.
Creativity, Style, and Functionality All the parts of the Electric Motor
are working properly and the group
showcase a particular theme to
present the output with design.
Information/ content of the
Content individual and group work are
complete, excellent and clear.
The output design was made based
from the given instruction and
guidelines but moderately pleasing.
One parts of the Electric Motor are
not working properly and the group
showcase a particular theme to
present the output with design.
Information/ content of the
individual and group work are
complete, very good and clear.
2 1
The output design was made not
based from the given instruction
and guidelines but very pleasing.
Two parts of the Electric Motor are
not working properly and the group
do not showcase a particular theme
to present the output with design.
Information/ content of the
individual and group work are quite
good but not complete and not that
clear.
The output design was made not
based from the given instruction
and guidelines and very unpleasing.
Three or more parts of the Electric
Motor are not working properly and
the group do not showcase a
particular theme to present the
output with design.
Information/ content of the
individual and group work are not
good, not complete and not that
clear.

Ability to work with a team
Over-all output
RUBRICS FOR THE PROGRESS REPORT (Individual)
CRITERIA
Strategic focus and plan
Creativity/uniqueness
Effort
Presentation (plan)
Explanation (planned project)
The over-all peer evaluation score is
15-14 points.
Excellent
4 3
Most precise and has a definite
goal.
Uses own/ or modified best ideas
and imagination
Considers time and effectively plan
on the project
Presentation is orderly and visually
appealing. Plan shows effective use
of the organized format.
A complete response with a
detailed explanation of the plan.
The over-all peer evaluation score is
13-11 points.
Very Good
Goal is stated and has a specific
focus.
Uses own ideas most of the time.
Put enough effort in planning.
Presentation is orderly /organized
and effective.
Good solid response with clear
explanation
The over-all peer evaluation score is
10-5 points.
Good
2 1
Strategic focus is not defined.
Used some imagination.
Putting small effort into the
planning.
Presentation is not clear and order.
Explanation is unclear / ambiguous.
The over-all peer evaluation score is
below 5 points.
Fair
No strategic focus and plan.
Didn’t use own ideas or imagination
Inefficiently planned the project.
Presentation is indefinite.
Misses key points.

11
Rubrics for Gantt chart
Criteria(20 pts) > 1.Appropriate time and time estimate 2.Detailed tasks breakdown 3.Organization of facts/info/Data(Chart) 4.Chart is accurate

GRADING SYSTEM
CRITERIA PERCENTAGE
Gateway Assessment (Performance Task) 45%
Non-Integrative Output (Quarter Assessment)
• Progress Reports and Gantt Chart (30%) 30%
• Output (70%)
Discourse Assessments (Online Works/Activities/Simulations) 25%
TOTAL 100%

COURSE POLICIES/GUIDELINES
1. Schoolbook: Forums, News Feed, Chat, MS Teams will be used.
2. Use real name and always have a courtesy whether communicating online or not.
3. Always follow the synchronous meeting ethics advise by the teacher such as attire, muting microphone, showing of face in video, minimizing background noise,
silent/turn off phones (no multitasking during class), etc.
4. The time you spend on this course will consist of participating in classroom lectures/discussions, participating in demonstrations, doing homework problems, performing
weekly labs and activities, and taking tests, all of which are designed to prepare you for making the Integrative Output.
5. It is understood that student will bring to class a well-organized notebook (online/actual), pencils, pens, and a "scientific" calculator, i.e., one that performs sin, cos, tan,
exponential notation, exponents, and log functions.
6. Students are expected to know how to operate their calculator correctly, including interpreting answers in degrees or radians, using scientific notation, and interpreting the
correct number of significant figures.
7. A summary of each student's grade will usually be available online. This is not an official record of students' progress but may be used as a rough guide of one's progress in
the course as well as a reminder of possible missing assignments.
8. Students are expected to engage their mind in the mental gymnastics associated with problem solving, as opposed to simply watching the instructor solve problems in class
(although that is of some value) or looking at provided solutions.
9. It is important to understand that there is a big difference between an "answer" (the numerical result at the end of a problem) and a "solution" (the procedure by which one
arrives at an answer). In physics, answers count for very little—solutions are everything. Your answer to a problem will be identified by a value and a unit with a box
drawn around it, but the solution leading up to that answer is where you will demonstrate your understanding and earn your points.

12
10. Any complaints against the teacher or against classmates should be properly addressed to the subject teacher for appropriate action. Students may seek the help
and guidance of their academic adviser in resolving the issue with the subject teacher when such mediation is needed.
11. Follow Student Handbook - Students should follow the usual classroom policies and procedures as well as those policies indicated in the course syllabus. Students
who violate such policies are referred to SDFO for proper action.
Strongly Prohibited:
12. Inviting people in synchronous meetings who are not part of the class (unless prior approved by the subject teacher)
13. Giving of password to Schoolbook and/or Office365
14. Violators will be reported to SDFO
Netiquette:
Communication and Feedback
15. Always be prepared before class.
16. Take notes on the information presented
17. Focus on the classroom conversation and activities
18. Respect the opinions of your classmates. If you feel the need to disagree, do so respectfully.
19. Ask relevant questions to clarify the material covered or assignments given.
20. Keep your answer short and on topic. Don’t post irrelevant comments, links, thoughts, or pictures.
21. Before posting your question to a discussion board, check if anyone has asked it already and received a reply.
22. Avoid using unnecessary acronyms. (e.g. TTYL = Talk to you later, LOL =Laughing out loud and many alike).
23. FB Messenger and other social media platforms can be used for consultation and urgent announcements when SB and MS Teams are not allowed.
24. Offline Communication – Only for those who are part of the printed modules and subject to strict confidentiality agreement
25. Other Communication Policies – No foul, curse, bad words whether written or verbal. No shouting, no flooding of chat and messages. No selling
Intellectual Property and Data Privacy
26. Follow Student Handbook – the policy on copyright infringement and plagiarism and its consequences
27. Use of illegally obtained software is strongly discouraged.
28. Use of original resources or royalty-free resources is strongly encouraged.

13
REFERENCES
A. Books
Cacanindin, D. A. (2016). General physics 2. Vibalgroup
Giancoli, D.C. (2016) Physics: Principles and Application
Hewitt, P. G. (2015). Conceptual Physics (12th Edition). Pearson
Sharma, B. M. (2012).Physics for IIT-JEE 2012-13 Electricity and Magnetism. Cengage Learning
Silverio, A. A. (2017). Exploring life through science general physics 2. Phoenix publishing house, inc.
Young H. and Freedman R. (2012). Sears and Zemansky’s University Physics with Modern Physics (13th Edition). Pearson
Zitzewits, P. W. et al. (1998) PHYSICS Principles and Problems. Glencoe/McGraw Hill

B. Online resources
Afrotechmods. (2016, October 3). � Basic Electricity - What is voltage? YouTube. https://www.youtube.com/watch?v=TBt-kxYfync.
Encyclopædia Britannica, inc. Physics. Encyclopædia Britannica. https://www.britannica.com/science/physics-science.
Learn at SparkFun Electronics. https://learn.sparkfun.com/.
LibreTexts Project. Physics Library. https://phys.libretexts.org.
HyperPhysics. http://hyperphysics.phy-astr.gsu.edu.
OpenStax Lessons. College Physics. https://pressbooks.bccampus.ca/collegephysics/.
OpenStax Lessons. Physics. https://courses.lumenlearning.com/physics/.
PhET Interactive Simulations. https://phet.colorado.edu/.
Physics library | Science. https://www.khanacademy.org/science/physics.
Physics Simulations at The Physics Classroom. The Physics Classroom. https://www.physicsclassroom.com/Physics-Interactives.
University of Tennessee at Martin. PHYS 221. https://www.utm.edu.
YouTube. CrashCourse Lessons. YouTube. https://www.youtube.com/channel/UCX6b17PVsYBQ0ip5gyeme-Q.
YouTube. (2019, April 15). Universe Unboxed: Insulators vs. Conductors. YouTube. https://www.youtube.com/watch?v=FCkaafJG_U0.

14
Prepared by: Endorsed:

Kate M. Bare
Imelda Fe B. Cobilla Liza D. Buitizon, LPT
Maria Dolores Elisa M. Convento Syllabus Committee Learning Management Systems Committee Academic Coordinator
Emmanuel Adrian Manuel
Donnie Marc Louie R. Roble
Rex Reigner P. Seña
General Physics II Faculty

Approved:

A/P Marlon Pareja Mario S. Torres, PhD

Vice-Principal for Academics and Research Principal

cf: OVCAR, Principal, VPAR, Track Coordinators

15