Course Number: PHY2 Instructor: Neil Virgel G.

Inding

Course Title: Physics 2 Email: neil.inding@gmail.com

Course Credit: 3 units

Course Schedule: 1:00 – 4:00 Saturday

Subject: Physics 2
Vision:
Saint Vincent’s College a Diocesan Catholic School, envisions to become the preferred provider of excellent Teacher Education Programs
that will develop Fully Integrated Teacher Education Graduates guided by the Catholic Precepts of love, truth and freedom in the service of
God, country and people.

Mission:
The teacher Education Programs of Saint Vincent’s College through the Catholic Christian ideals commits itself to the task of delivering
quality programs that will produce Teacher Education graduates who can be “teachers of humanity”.

Goals:
Specifically, the school aims:
1. to teach the Teacher Education students the values of Saint Vincent Ferrer that will guide them to become humanist Teacher
Education professionals;
2. to produce professionally skilled Teacher Education graduates who are lovers of truth, freedom and service to the community;
3. to produce relevant, competitive and employable Teacher Education graduates not only locally but also globally;
4. to train Teacher Education students to be sensitive and responsive to the needs of the learners, parents and the community in general;
5. to intensify the Teacher Education students’ research and community outreach capabilities; and
6. to shape teacher Education graduates of total character.
Program Outcomes
After finishing the programs graduates of the BSCpE programs of Saint Vincent’s College are teachers who can:
1. actualize the values of a true Catholic Christian as espoused by Saint Vincent Ferrer;
2. manifest one’s deep understanding of the teaching process in terms of curriculum development, instructional materials development,
lesson planning and designing educational assessment tool and education techniques, teaching methodologies and approaches,
research and the role of the teachers in using these processes to enhance learnings amongst students;
3. imagine, create and innovate in the application of the various teaching approaches while exhibiting basic and higher level literacy,
communication efficiency, numeracy critical thinking and listening and other learning skills needed in diverse learning environments;
4. practice a deep and lifelong love for learning by being proactive in decision making and responsive to pressing changes locally and
globally;
5. demonstrate genuine love for the learners and partnership with the community in the education of the young through meaningful
interaction and effective communication;
6. dedicate the self for professional and ethical demands of the teaching profession in the name of truth, justice and service.
Course Description
This is a three-unit subject which deals with the concepts, processes and principles of Physics. This course is designed to foster the use of
inquiry-based learning through the application of the practical approach. Students will be guided to answer scientific questions by a process
of making observations, asking questions, doing experiments, and analyzing and interpreting data.
Course learning Outcomes
1. acquire technical and scientific vocabulary;
2. develop the ability to apply an understanding of the principles and concepts involved in Physics to situations which may or may not be
familiar;
3. appreciate the contributions of some of the outstanding regional and international scientists to the development of Physics;
4. develop critical thinking and problem solving skills; 5. plan, design and perform experiments to test theories and hypotheses;
Course Outline
 Topic and Time Specific Objectives Student Learning Outcomes (SLO) and Outcomes-based Evidence of Outcomes
Allotment Activities Assessment
Strategies/Activities
MECHANICS distinguish between scalars and Students can distinguish between scalars  Individual  Rubric score cards
(week 1 – 4) vectors and give examples of and vectors and give examples of discussion, group of class
each; each; work, board work, participation
 VECTORS seat work and quiz accomplished by
use scale diagrams to find the Students can use scale diagrams to find  Journal Writing  Teacher
resultant of two vectors; the resultant of two vectors;  Assignment  Peer
 Test Score
calculate the resultant of vectors Students can calculate the resultant of  Score Cards
which are parallel, anti-parallel vectors which are parallel, anti-parallel
and perpendicular; and perpendicular;

explain that a single vector is Students can explain that a single vector is
equivalent to two other vectors equivalent to two other vectors at right
at right angles. angles.

 STATICS explain the effects of forces; Students can explain the effects of forces;

identify types of forces; Students can identify types of forces;

determine the weight of objects; Students can determine the weight of

show how derived quantities and objects;
their related units are produced; show how derived quantities and their
related units are produced;

recall the special names given to Students can recall the special names
the units for some derived given to the units for some derived
 quantities; express derived units quantities; express derived units
using the index notation; using the index notation;

identify situations in which the Students can identify situations in which

application of a force will result the application of a force will result
in a turning effect; in a turning effect;

define the moment of a force, T; Students can define the moment of a

force, T;

apply the principle of moments; Students can apply the principle of

moments;

explain the action of common Students can explain the action of

tools and devices as levers; common tools and devices as levers;

determine the location of the Students can determine the location of the
center of gravity of a body; center of gravity of a body;

solve problems using Students can solve problems using

Hooke’s law. Hooke’s law.
 DYNAMICS: define the terms: Students can define the terms:
MOTION IN A distance, distance,
STRAIGHT displacement, speed, displacement, speed,
LINE velocity, velocity,
acceleration acceleration

apply displacementtime and Students can apply displacementtime and

velocitytime graphs; velocitytime graphs;

state Newton's three laws of Students can state Newton's three laws of
 motion; motion;

use Newton's laws to explain Students can use Newton's laws to explain
dynamic systems; dynamic systems;

apply the law of conservation of Students can apply the law of

linear momentum conservation of linear momentum
 ENERGY define energy; Students can define energy;

identify the various forms of Students can identify the various forms of
energy; energy;

describe the energy Students can describe the energy

transformation(s) in a given transformation(s) in a given situation;
situation;

apply the relationship: Students can apply the relationship:

work = force x displacement; work = force x displacement;

discuss the use of energy from Students can discuss the use of energy
alternative sources, fromalternative sources,
and its importance to and its importance to
the Caribbean; the Caribbean;

define potential energy; Students can define potential energy;

calculate the change in Students can calculate the change in

gravitational potential energy gravitational potential energy

define kinetic energy Students can define kinetic energy

 calculate kinetic energies Students can calculate kinetic energies

apply the law of conservation of Students can apply the law of

energy; conservation ofenergy;

define power and apply Students can define power and apply
definition; definition;
 HYDROSTATI define pressure and apply Students can define pressure and apply
CS definition; definition;

relate the pressure at a point in a Students can relate the pressure at a point
fluid to its depth and the in a fluid to its depth and the
density; density;

apply Archimedes’principle to Students can apply Archimedes’principle

predict whether a body would to predict whether a body would float or
float or sink in a given fluid. sink in a given fluid.
THERMAL differentiate between the caloric Students can differentiate between the  Individual  Rubric score cards
PHYSICS AND and kinetic theories of heat as caloric and kinetic theories of heat as discussion, group of class
KINETIC THEORY they existed in the eighteenth they existed in the eighteenth century; work, board work, participation
(week 5-7) century; seat work and quiz accomplished by
 Journal Writing  Teacher
 NATURE OF discuss the role of Joule’s Students can discuss the role of Joule’s  Assignment  Peer
HEAT experiments in establishing the experiments in establishing the  Test Score
principle of conservation of principle of conservation of  Score Cards
energy. energy.
 TRANSFER OF explain the transfer of thermal Students can explain the transfer of
THERMAL energy by conduction; thermal energy by conduction;
ENERGY
explain the transfer of thermal Students can explain the transfer of
energy by convection; thermal energy by convection;
 explain the transfer of thermal Students can explain the transfer of
energy by radiation; thermal energy by radiation;

conduct experiments to Students can conduct experiments to

investigate the factors on which investigate the factors on which
absorption and emission of absorption and emission of radiation
radiation depend; depend;
WAVES AND differentiate between types of Students can differentiate between types  Individual  Rubric score cards
OPTICS waves; of waves; discussion, group of class
(week 8-10) work, board work, participation
 WAVE apply speed, frequency, Students can apply speed, frequency, seat work and quiz accomplished by
MOTION wavelength, period and wavelength, period and amplitude;  Journal Writing  Teacher
amplitude;  Assignment  Peer
 Test Score
represent transverse and Students can represent transverse and  Score Cards
longitudinal waves in longitudinal waves in
displacementposition and displacementposition and displacement-
displacement-time graphs time graphs

describe how sound is produced Students can describe how sound is

and propagated in a medium; produced and propagated in a medium;

relate the terms ‘pitch’ and Students can relate the terms ‘pitch’ and
‘loudness’ to wave parameters; ‘loudness’ to wave parameters;

apply the speed of sound to Students can apply the speed of sound to
practical situations; practical situations;
 ELECTROMAG identify a source and use of each Students can identify a source and use of
NETIC WAVES type of e.m. wave. each type of e.m. wave.
 differentiate between types of
e.m. waves in terms of their
wavelengths;
 LIGHT compare the rival theories of
WAVES light held by scientists;
explain why the diffraction of
light is not normally observed;
describe the formation of images
in a plane mirror;
describe the refraction of light
rays;
ELECTRICITY AND explain the charging of objects;
MAGNETISM
(week 11-13)
describe the forces that electric
 ELECTROSTA charges exert on each other;
TICS
explain charging by induction;
 CURRENT distinguish between conductors
ELECTRICITY and insulators;
differentiate between electron
flow and conventional current;
state the unit of electrical
current;
Students can differentiate between types
of e.m. waves in terms of their
wavelengths;
Students can compare the rival theories of
light held by scientists;
Students can explain why the diffraction
of light is not normally observed;
Students can describe the formation of
images in a plane mirror;
Students can describe the refraction of
light rays;
Students can explain the charging of  Individual  Rubric score cards
objects; discussion, group of class
work, board work, participation
Students can describe the forces that seat work and quiz accomplished by
electric charges exert on each other;  Journal Writing  Teacher
 Assignment  Peer
Students can explain charging by  Test Score
induction;  Score Cards
Students can distinguish between
conductors and insulators;
Students can differentiate between
electron flow and conventional current;
state the unit Students can of electrical
current;
 differentiate between direct and Students can differentiate between direct
alternating currents; and alternating currents;

THE PHYSICS OF appreciate the development of Students can appreciate the development  Individual  Rubric score cards
THE ATOM atomic theory and the concept of of atomic theory and the concept of the discussion, group of class
(week 14-16) the nucleus nucleus work, board work, participation
seat work and quiz accomplished by
 MODELS OF understand how the elements Students can understand how the elements  Journal Writing  Teacher
THE ATOM differ in atomic structure differ in atomic structure  Assignment  Peer
 Test Score
 Score Cards
 STRUCTURE be familiar with the phenomenon Students can be familiar with the
OF THE ATOM of radioactivity and the safety phenomenon of radioactivity and the
measures when dealing with safety measures when dealing with
radioactive substances; radioactive substances;

 RADIOACTIVI know that a change in the Students can know that a change in the
TY nuclear mass is associated with nuclear mass is associated with the release
the release of energy; of energy;

appreciate the importance of Students can appreciate the importance of

nuclear energy on society and nuclear energy on society and the
the environment. environment.
Teaching Strategies
Learning activities in the classroom increase the student’s understanding and retention of knowledge. This course utilizes
differentiated instruction with a wide variety of approaches to learning that will address student’s different learning needs. This includes
games, recitation, journal writing, board work, seat work, group work, quizzes and examinations; in order to aid in the student’s physical,
mental, emotional and social development. Attendance will be of outmost importance as this shows the student’s willingness to learn.

Assessment Details:
The following are the details of the class requirements:
1. Journal
Writing about thinking is challenging. The purpose of journal writing is to help students begin to understand to communicate their
thinking. Students are required to write their feelings about their experiences in math and they also have to explain what they
discover in themselves while they solve problems applying the concepts that they learn.

2. Board work/Seatwork
Perform the necessary operation and explain the work in a manner understandable by each student.

3. Group work
Assign a task that will foster teamwork, then require each group to explain how they go through in performing the task.

4. Recitation/Discussion
Active participation in discussion/recitations is a must for the students to develop confidence.

5. Quizzes
Participate in quizzes. If a student is absent during the quiz, then the rating for that activity is 65%.
6. Major Exams
Design in the following manner:
 50% easy
 25% average problems
 25% very challenging problems