K-to-12-MELCS-with-CG-Codes

601

of drama as a at least one scene Understand intertextuality as a technique of drama HUMSS_CW/MPIj-IIc-16
genre and are able for a one-act play Conceptualize a character/setting/plot for a one-act play HUMSS_CW/MPIj-IIc-17
to analyze its that can be staged. Explore different staging modalities vis-à-vis envisioning the script HUMSS_CW/MPIjc-18
elements and HUMSS_CW/MPIj-IIc-20
techniques. Write at least one scene for one-act play applying the various
elements, techniques, and literary devices HUMSS_CW/MPIIc-f-23
The learners have The learners shall Write a craft essay demonstrating awareness of and sensitivity to the
an understanding be able to produce different literary and/or socio-political contexts of creative writing
of the different a craft essay on the
orientations of personal creative
creative writing. process
deploying a
consciously
selected
orientation of
creative writing
The learners may Create an online portfolio the outputs produced: poetry, fiction,
choose from any of script, etc. applying ICT skills/any appropriate multimedia forms
the following:
1. Design a group
blog for poetry
and fiction
2. Produce a suite
of poems, a
full/completed
short story, or
a script for a
one-act play,
with the option
of staging
3. Create
hypertext
literature

602

Grade Level: Grade 12
Subject: Culminating Activity

Quarter Contents Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies HUMSS_CA12-Ia-d-1
HUMSS_CA12-Ia-d-2
The learners demonstrate The learners shall be able to… 1. Formulate a plan that will
demonstrate the key concepts, HUMSS_CA12-Ia-d-3
an understanding of… principles, and processes of HUMSS_CA12-Ia-d-4
humanities and social sciences
produce a creative portfolio Weeks 1 HUMSS_CA12-Ia-d-5

key concepts, principles, that will integrate their 2. write a concept anchored on Week 2-3 HUMSS_CA12-Ie-IIf-6
and processes of learning in specialized learning the prepared plan Week 4
humanities and social areas under humanities or Week 5 HUMSS_CA12-IIg-7
sciences social sciences 3. generate comments, feedbacks Week 1-2
and observations on the
1 feasibility, appropriateness and Week 3-4
relevance of concept
2
4. synthesize insights from the
observations, comments, and
recommendations of peers
and/or teachers

5. examine the preparedness and
completeness of the output
based on the key concepts,
principles and processes of
humanities and social sciences

6. showcase their understanding
of the key concepts, principles,
and processes of humanities
and social sciences through an
exhibition

603

Grade Level: Grade 12
Subject Title: Disciplines and Ideas in the Applied Social Sciences

QUARTER CONTENT STANDARD PERFORMANCE LEARNING COMPETENCY DURATION K to 12 CG Code
1 The learners demonstrate STANDARD The learners ... Week 1
an understanding of… HUMSS_DIASS
social sciences and The learners should be clarify the relationships Week 2 12-Ia-1
applied social sciences able to… and differences Week 3
between social sciences 1
disciplines of counseling explain clearly public and applied social HUMSWS_DIASS
perceptions about the sciences
professionals and work of social sciences 12e-Ia-2
practitioners in and applied social science identify the goals and scope e
counseling practitioners of counseling
demonstrate a high level HUMSkS_DIASS
of understanding of the explain the principles of 121-Ib-5
basic concepts of counseling 1
counseling through a 1
group presentation of a 4. discuss roles and 1
situation in which functions of counselors
practitioners of counseling HUMSS_DIASS
work together to assist 5. identify specific work 12-Ic-6
individuals, groups, or areas in which
communities involved in counselors work HUMSS_DIASS
difficult situations (e.g., 12-Ic-7
postdisaster, court 6. value rights,
hearing about separation responsibilities, and HUMSS_DIASS
of celebrity couple, cyber 12-Ic-9
bullying)
undertake participant
observation (e.g., a day in
a life of a counselor) to
adequately document and
critique their roles,
functions, and
competencies

604

QUARTER CONTENT STANDARD PERFORMANCE LEARNING COMPETENCY DURATION K to 12 CG Code
1 STANDARD accountabilities of
clientele and audiences counselors Week 4 HUMSS_DIASS
in counseling use acceptable research Week 5 12-Ic-10
protocols, conduct a 7. distinguish between
settings, processes, survey among young ethical and unethical HUMSS_DIASS
methods, and tools in adults (i.e., ages 18–21) behaviors among 12-Id-11
counseling on their counseling needs counselors
HUMSS_DIASS
disciplines of social work 8. describe the clientele 12-Id-14
of counseling
HUMSS_DIASS
present results and 9. illustrate the different 12-Id-15
recommendation for class processes and methods
discussion involved in counseling HUMSS_DIASS
using the results of the 12-Ie-16
survey conducted, 10. distinguish the needs of
critically evaluate whether individuals, groups,
the needs of the organizations, and
respondents are communities
addressed by the
practitioners and 1. identify the goals and
pertinent institutions scope of social work

propose suggestions on
how needs can be
effectively addressed
demonstrate a high level
of understanding of the
basic concepts of social

605

QUARTER CONTENT STANDARD PERFORMANCE LEARNING COMPETENCY DURATION K to 12 CG Code
STANDARD Week 6 HUMSS_DIASS
professionals and 2. explain the principles
practitioners in social work through a group and core values of social 12-Ie-18
work presentation of a work
situation in which HUMSS_DIASS
clientele and audiences practitioners of social 3. explain the roles and 12-If-19
in social work work collaborate to assist functions of social
individuals, groups, or workers HUMSS_DIASS
communities involved in 12-If-20
difficult situations (e.g., 4. identify specific work
post disaster, court areas in which social HUMSS_DIASS
hearing about separation workers work 12-If-22
of celebrity couple, cyber
bullying) 6. value rights, HUMSS_DIASS
undertake participant responsibilities, and 12-If-23
observation (e.g., a day in accountabilities
a life of a social worker) to HUMSS_DIASS
adequately document and 7. distinguish between 12-Ig-24
critique their roles, ethical and unethical
functions, and behaviors among HUMSS_DIASS
competencies practitioners 12-Ig-25

use acceptable research 9. describe the clientele
protocols, conduct a of social work
survey among young
adults (i.e., ages 18–21) 10. distinguish the needs of
on their social work needs individuals, groups,
organizations and
communities

606

QUARTER CONTENT STANDARD PERFORMANCE LEARNING COMPETENCY DURATION K to 12 CG Code
STANDARD Week 7
HUMSS_DIASS
present results and 12-Ig-27
recommendation for class
discussion HUMSS_DIASS
12-Ih-28
1
HUMSS_DIASS
settings, processes, using the results of the 12-Ih-29
methods, and tools in survey conducted,
social work critically evaluate whether HUMSS_DIASS
the needs of the 12-Ih-31
respondents are 11. illustrate the different
addressed by the processes and methods
practitioners and involved in undertaking
pertinent institutions social work

disciplines of propose suggestions on 1. identify the goals and
communication how needs can be scope of
effectively addressed communication
1 demonstrate a high level
of understanding of the 2. explain the principles of
basic concepts of communication
communication through a
group presentation of a 4. describe the elements
situation in which and levels of the
practitioners of communication
communication work processes
together to assist
individuals, groups, or
communities involved in
difficult situations (e.g.,
post disaster, court
hearing about separation
of celebrity couple, cyber
bullying)

607

QUARTER CONTENT STANDARD PERFORMANCE LEARNING COMPETENCY DURATION K to 12 CG Code
2 professionals and STANDARD Week 8 HUMSS_DIASS
practitioners in 5. explain the roles and
communication undertake participant functions of Week 9 12-Ij-32
observation (e.g., a day in communicators and Week 1
clientele and audiences a life of a communicator/ journalists HUMSS_DIASS
in communication journalist) to adequately 12-Ij-33
document and critique 6. identify specific work
settings, processes, their roles, functions, and areas in which HUMSS_DIASS
methods and tools in competencies communicators and 12-Ij-35
communication journalists work
use acceptable research HUMSS_DIASS
protocols, conduct a 7. explain the rights, 12-Ij-36
survey among young responsibilities, and
adults (i.e., ages 18–21) accountabilities HUMSS_DIASS
on their social work needs 12-IIa-37
8. distinguish between
present results and ethical and unethical HUMSS_DIASS
recommendation for class behaviors among 12-IIa-38
discussion practitioners
using results of survey HUMSS_DIASS
conducted, critically 10. describe the clientele 12-IIa-40
evaluate whether the and audience of
needs of the respondents communication HUMSS_DIASS
are addressed by the 12-IIa-41
practitioners and 11. distinguish the needs of
pertinent institutions individuals, groups,
organizations, and
communities

12. illustrate the different
processes and methods
involved in undertaking
communication

13. distinguish the
appropriate
communication media
channel(s) to use in

608

QUARTER CONTENT STANDARD PERFORMANCE LEARNING COMPETENCY DURATION K to 12 CG Code
STANDARD
different settings and HUMSS_DIASS
propose suggestions on situations 12-IIb-d-42
how needs can be
effectively addressed HUMSS_DIASS
12-IIb-d-43
functions of applied assess objectively through 1. explain each of the
social sciences HUMSS_DIASS
an individual project how functions of applied 12-IIe-f-44
effects of applied social
sciences processes the functions of the social sciences HUMSS_DIASS
12-IIe-i-45
applied social sciences
HUMSS_DIASS
have been fulfilled in any 12-IIj-46

of the following: 2. identify situations that
1. case study of a would require or
necessitate the Week 2
counselee performance of the Week 3
2. case study on various functions in
local /Philippine
integrative social settings
work
3. comparison of the
programming of any

two television

networks

participate in a one-day 3. analyze the effects of

exposure trip to an applied social sciences

existing development processes on

program and write a individuals, groups, and

sincere reflection report society

on the effects of the 4. evaluate the effects of

processes on the clientele certain program or

projects on knowledge,

attitude, and behavior

of individuals, groups,

and society

submit a portfolio of 5. synthesize the learning

output from the course from the course and its

609

QUARTER CONTENT STANDARD PERFORMANCE LEARNING COMPETENCY DURATION K to 12 CG Code
STANDARD
applications to the
learner

Grade Level: Grade 11
Subject: Disciplines and Ideas in the Social Sciences (DISS)

Quarter Content Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Standards Code

First The learners The learners shall be able *Differentiate the nature and functions of Social Science Week 1-2
Quarter demonstrate to… disciplines with the natural sciences and humanities
an understanding
of… *Explain the major events and its contribution that led to Week 3-4
the emergence of the social science disciplines

the emergence of connect the disciplines *Analyze the basic concepts and principles of the major Week 5
the with their historical and social science theories:
Social Sciences social foundations a. Structural-functionalism
and the b. Marxism
different c. Symbolic Interactionism
disciplines

key concepts and interpret personal and *Apply the major social science theories and its Week 6-7
approaches in the social experiences using importance in examining socio-cultural, economic, and Week 8-10
Social relevant approaches in the political conditions.
Sciences Social Sciences a. Structural-functionalism
b. Marxism
evaluate the strengths and c. Symbolic Interactionism
weaknesses of the
approach *Analyze the basic concepts and principles of the major
social science ideas:
a. Psychoanalysis
b. Rational Choice
c. Institutionalism

610

Quarter Content Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Standards Code

d. Feminist Theory
e. Hermeneutical Phenomenology
f. Human-Environment Systems

*Apply the social science ideas and its importance in Week 11-12
examining socio-cultural, economic, and political
conditions.
*Analyze the basic concepts and principles of the major
social science ideas:
a. Psychoanalysis
b. Rational Choice
c. Institutionalism
d. Feminist Theory
e. Hermeneutical Phenomenology
f. Human-Environment Systems

Second key concepts in carry out an exploration of *Examine the key concepts and ideas of Filipino thinkers in Week 13
Quarter the Social Sciences personal and social the Social Sciences rooted in Filipino language/s and Week 14
rooted in Filipino experiences using experiences:
language/s and indigenous concepts a. 19th Century (Isabelo delos Reyes, Jose Rizal, others )
experiences b. 20th- 21st Century (Sikolohiyang Pilipino, Pantayong
Pananaw, others)

*Evaluate the roles and significance of Filipinos’
indigenous social ideas to national development

the role of Social illustrate situations and *Analyze the practical use of Social Sciences in addressing Week 15-16
Science in the real contexts in which Social social concerns and phenomenon
world Science can be applied

611

Grade Level: Grade 12
Subject: Introduction of World Religions and Belief System

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

First The learner The learner prepares *Differentiate the concept, elements and characteristics Week 1
Quarter demonstrates character sketches of a of belief system, world view, religion, and spirituality
understanding of belief person who is spiritual but
system or worldview*, not religious and a person
Religion, Spirituality, who is religious but not
Philosophy of Religion, spiritual.
and Theology.

The learner *Analyze the interconnectedness of geography, culture Week 2
demonstrates and religions
understanding of The learner conducts a
historical and group activity that
geographical contexts demonstrates the influence
of the different of a religion in a certain
religions. culture.

The learner The learner gathers print or *Analyze the influences of religion to culture and Week 3
demonstrates web-based articles, photos, society Week 4
understanding of editorial, etc. showing the
effects of Religions: positive or negative effects
positive and negative. of religion.

The learner
demonstrates
understanding of the
elements of Judaism:

*Examine the brief history, core teachings,

612

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

a. Founders: Abraham The learner demonstrates fundamental beliefs, practices, and related issues of
(2000 B.C.) and/or understanding of the Judaism.
Moses (1391-1271 elements of Judaism: The
B.C.) learner identifies a story
b. Sacred texts: Torah, from the Old Testament
Poetry, Prophets, that demonstrates the
Talmud, Mishnah Jewish belief in one God
c. Doctrines: Ten (e.g. Story of Samson).
Commandments, 618
Rules
d. God:
Yahweh/Jehovah
e. Sects: Orthodox,
Conservative, Reform
Liberal

The learner
demonstrates
understanding of the
elements of
Christianity:

a. Founder: Jesus *Examine the brief history, core teachings, fundamental Week 5
Christ (c. 7 beliefs, practices, and related issues of Christianity.
BC30 A.D.) b. The learner interviews a
Sacred texts: Christian parent or couple
Bible (Old on why they are Christians
Testament and and what beliefs and
New practices they adhere to.
Testament) c.
Doctrines:
Trinity, Virgin

613

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

Birth, Deity of
Christ,
Resurrection,
Last Judgment
d: God: Trinity
(Father, Son
and Holy
Spirit) e. Sects:
Roman
Catholic,
Greek/Eastern
Orthodox,
Protestantism,
etc. f. Issues:
Ecumenism,
Sexuality
issues (e.g.,
contraception,
homosexuality,
ordination of
women

The learner *Examine the brief history, core teachings, fundamental
demonstrates beliefs, practices, and related issues of Islam
understanding of the
elements of Islam: Week 6

a. Founder: Prophet
Muhammad (570-632
A.D.) b. Sacred texts:

614

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

Qur’an, Hadith c. The learner conducts a
Doctrines: Five Pillars panel
of Islam (Shahadah- discussion on Muslim
declaring there is no beliefs and practices (when
other god but Allah possible inviting a Muslim).
and Muhammad is His
messenger, Salat-ritual Week 7
prayer five times a
day, Sawm-fasting *Compare and contrast the uniqueness and similarities of
during Ramadan, Judaism, Christianity and Islam
Zakat-alms giving to
the poor, and
Hajjpilgrimage to
Mecca at least once in
a lifetime) d. God:
Allah e. Practitioners:
Sunni, Shi’ite, Sufi f.
Issues: Gender
Inequality, Militant
Islam, Migration

The learner
demonstrates
understanding of the
elements of Hinduism:

a. Founders: Aryans The learner simulates a *Analyze the brief history, core teachings, fundamental Week 8
(1500 B.C.) b. Sacred particular yoga and writes a beliefs, practices, and related issues of Hinduism.
texts: Vedas, reflection paper on her
Upanishads and insights
Bhagavad-Gita c.
Doctrines: Dharma-

615

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

duty, Kamapleasure,
Artha-wealth,
Mokshaliberation,
Brahman, Atman, the
Identification of
Brahman and Atman,
the Four Yogas (Yoga
of Knowledge, Yoga of
Work, Yoga of
Devotion or Love, and
Yoga of Psychological
Exercises) d. Gods: 33
million gods and
goddesses e. Issues:
Gender Inequality,
Caste System, Poverty

The learner *Analyze the brief history, core teachings, fundamental
demonstrates beliefs, practices, and related issues of Theravada
understanding of the Buddhism
elements of Theravada
Buddhism:

a. Founder: Siddhartha The learner evaluates the Week 9
Gautama (563-483 Eightfold Path in terms of
B.C.) b. Sacred texts: how it achieves the Middle
Tripitaka c. Doctrines: Way
Four Noble Truths,

616

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

Eight-fold Path, Law of
Dependent Origination
and The
Impermanence of
Things d. God: non-
theistic e. Issue:
Territory conflict in
Mainland Southeast
Asia

The learner The learner draws the Week 10
demonstrates insight from the acts of Week 11
understanding of the generosity of Tzu Chi
elements of Mahayana Foundation that reflect the
Buddhism: core teaching of Mahayana

a. Founder: Siddhartha *Analyze the brief history, core teachings, fundamental
Gautama (563-483 beliefs, practices, and related issues of Mahayana
B.C.) b. Sacred texts: Buddhism
Sutras c. Doctrines:
Four Noble Truths, *Explain the uniqueness and similarities of Mahayana
Eight-fold Path, The Six and Theravada Buddhism
Perfections to become
a Bodhisattva
(generosity, morality,
patience,
perseverance,
meditation, and
insight) d. God: non-
theistic e. Issues: Tibet
invasion, Engaged

617

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

activism f. Universality
and growth of sects:
Development of
Buddhism to Zen
(Chan) Buddhism as
the fruit of its
encounter with
Taoism.

The learner The learner presents a Week 12
demonstrates character sketch of a
understanding of the person who personifies the
elements of Confucian virtues.
Confucianism:

a. Founder: Confucius *Analyze the brief history, core teachings, fundamental
(551-479 B.C.) beliefs, practices, and related issues of Confucianism
b. Sacred texts:
Confucian Classics c.
Doctrines: Mandate of
Heaven, T”ien, Human
nature as originally
good (Mencius) or evil
(Hsun Tze),
Rectification of Names,
The Moral Way
consisting of five
cardinal virtues, Filial
Piety, and Ancestor
Worship d. God:
Heaven e. Issues:
Gender inequality,
Authoritarianism

618

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

The learner The learner identifies the *Analyze the brief history, core teachings, fundamental Week 13
demonstrates things she can do without beliefs, practices, and related issues of Taoism Week 14
understanding of the by making an inventory of
elements of Taoism: a. personal belongings (e.g. *Examine the brief history, core teachings, fundamental
Founder: Lao Tzu (604 things in the bedroom) and beliefs, practices, and related issues of Shintoism
B.C. - ?) b. Sacred writes a reflection on
texts: Tao Te Ching, Taoism based on the result
Book of Chuang Tze c. of the inventory.
Doctrines: Wu-Wei,
Law of Reversion, The learner interprets the
Following nature d. Kojiki creation story
Tao as the Origin of all creatively.
Beings, unnameable
and eternal e. Issues:
Inaction, Superstitious
practices,
Environmentalism

The learner
demonstrates
understanding of the
elements of Shintoism:

a. Founders: *Explain the uniqueness and similarities of Confucianism,
Prehistoric Animists of
Japan b. Sacred texts: Taoism and Shintoism Week 15
Kojiki and Nihongi c.
Doctrines: belief in
kami, divinity of
emperors d. Gods:
kami (animist and
nature spirits) e.
Issues: Shrine visits of

619

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

Japanese prime
minister

Grade Level: Grade 11/12
Subject: Malikhaing Pagsulat

Quarter Content Performance Most Essential Learning Competencies Duration
Standards Standards
Natutukoy ang pagkakaiba ng makathaing K to 12 CG Code
(Pamantayang (Pamantayan sa pagsulat sa iba pang anyo ng pagsulat
1st Quarter Pangnilalaman) Pagganap) Week 1- HUMSS_CW/MP11/12-
Nauunawaan ng Naiuugnay ang mga ideya mula sa mga 2 Iab-1
mag aaral ang Ang mag - aaral ay karanasan*
pagbuo ng imahe, makakasulat ng Week 1- HUMSS_CW/MP11/12-
diksyon, mga maiikling talata o Nagagamit ang wika upang mag-udyok ng 2 Iab-2
tayutay at pag-iiba- mga vignette na mga emosyunal at intelektwal na tugon
iba (variations) ng gumagamit ng mula sa mambabasa Week 1- HUMSS_CW/MP11/12-
wika diksyon,pagbuo ng Nagagamit ang pagbuo ng imahe, diksyon, 2 Iab-3
imahe, mga mga tayutay, at mga tiyak na karanasan
tayutay at mga Week 1-2 HUMSS_CW/MP11/12-Iab-
espesipikong Natutukoy ang iba’t ibang elemento, mga 4
karanasan teknik, at kagamitang pampanitikan sa
panulaan*
Nauunawaan ng Ang mag - aaral ay Natutukoy ang mga tiyak na anyo at Week 3- HUMSS_CW/MP11/12c-f6
mag aaral ang tula makasusulat ng kumbensyon sa panulaan* 6
bilang isang anyo at maikli at masining Nakagagamit ng piling mga elemento sa
nasusuri ang mga na tula panulaan sa maikling pagsasanay sa Week 3- HUMSS_CW/MP11/12c-f6
elemento/sangkap pagsulat 6 HUMSS_CW/MP11/12c-f8
at teknik nito Nakatutuklas ng mga makabagong teknik sa Week 3-
6

Week 3- HUMSS_CW/MP11/12c-f9

620

Ang mag - aaral ay pagsulat ng tula 6 HUMSS_CW/MP11/12c-
makasusulat ng Nakasusulat ng tula gamit ng iba’t ibang Week 3- f10
isang tampok na elemento, teknik, at literary devices 6 HUMSS_CW/MPIg-i-11
eksena/tagpo para Natutukoy ang iba’t ibang elemento, teknik, Week 7-
sa isang maikling at literary devices maikling kuwento 8
kuwento (piksyon)
Nauunawaan ng Natutukoy ang iba’t ibang istilo ng Week 7- HUMSS_CW/MPIg-i-12
mag aaral ang pagkakabuo ng maikling kuwento (piksyon) 8 HUMSS_CW/MPIg-i-13
maikling kuwento Nakasusulat ng dyornal at ilang maikling Week 7-
bilang isang anyo at pagsasanay na gumagamit ng mga 8
nasusuri ang mga pangunahing elemento ng maikling kuwento
elemento/sangkap (piksyon)* Week 7- HUMSS_CW/MPIg-i-1
at teknik nito Nakasusulat ng isang maikling tagpo gamit 8
ang iba’t ibang elemento, teknik at literary
2nd Quarter Nauunawaan ng Ang mag - aaral ay devices* Week 1- HUMSS_CW/MPIj-IIc-15
mag aaral ang dula makabubuo ng Natutukoy ang iba’t ibang elemento, teknik, 3 HUMSS_CW/MPIj-IIc-16
bilang isang anyo at isang tagpo/eksena at literary devices ng isang dula Week 1- HUMSS_CW/MPIj-IIc-17
nasusuri ang mga para sa isang Nauunawaan ang intertekstwalidad bilang 3 HUMSS_CW/MPIjc-18
elemento/sangkap iisahing-yugtong isang teknik ng dula Week 1-
nito dula na Nakabubuo ng tauhan, tagpuan, banghay ng 3
maisasatanghalan iisahing- yugtong dula Week 1-
Nagagamit ang iba’t ibang paraan ng 3
pagtatanghal batay sa inaasahang
kalalabasan ng binuong iskrip Week 1- HUMSS_CW/MPIj-IIc-19
Nakasusulat ng maikling pagsasanay gamit 3
ang tauhan, diyalogo, banghay, at iba pang
elemento ng dula Week 1- HUMSS_CW/MPIj-IIc-20
Nakasusulat ng isang tagpo para sa iisahing- 3
yugtong dula gamit ang iba’t ibang
Nauunawaan ng Ang mag - aaral ay elemento, teknik, at literary devices Week 4- HUMSS_CW/MPIIc-f-21
mag aaral ang iba’t makabubuo ng Nasusuri ang malikhaing akda sa 5
ibang oryentasyon craft essay ukol sa kontekstong pampanitikan at
ng malikhaing personal at sosyopolitikal* Week 4- HUMSS_CW/MPIIc-f-22
pagsulat malikhaing proseso Naipapamalas ang kamalayan at 5
sensitibidad sa iba’t ibang oryentasyon ng

621

na malay na malikhaing pagsulat Week 4- HUMSS_CW/MPIIc-f-23
gumagamit ng Nakasusulat ng isang sanaysay 5 HUMSS_CW/MPIIg-j-24
piniling Week 6-
oryentasyon sa Nakabubuo ng blog na pangkatan para sa 8
malikhaing tula at/o maikling kuwento (piksyon) gamit
pagsulat ang kasanayang pang- ICT at iba pang
angkop na anyong multimedia.
Natutukoy ang iba’t ibang paraan ng Week 6- HUMSS_CW/MPIIg-j-25
publishing media para sa paglalathala ng 8
manuskripto HUMSS_CW/MPIIg-j-26
Natutukoy ang mga posibilidad ng mga Week 6- HUMSS_CW/MPIIg-j-27
intertekstwal na anyo 8
Nakasusulat ng antololohiya/koleksyon ng Week 6-
mga tula, isang maikling kuwento, o iskrip 8
para sa iisahing- yugtong dula

Grade Level: Grade 12
Subject: Philippine Politics and Governance

Quarter Contents Standards Performance Most Essential Learning Duration K to 12 CG
First Quarter Standards Competencies Code
Demonstrate an understanding of
politics and political science, Clearly identify *Explain the concept, relationship and Week 1
governance, political ideologies, a specific importance of politics, governance
power, states, nations, and political and government
globalization phenomenon
and how it can
be studied Differentiate the political ideologies Week 2-3 HUMSS_PG12-
Ib-c-7

*Analyze the nature, Week 4
dimensions/types, and consequences
of power

622

Demonstrate an understanding of the Explain the roles *Analyze the relationship among Week 5-6
historical background of Philippine of different nations and states in the context of
democratic politics, the executive, the political globalization Week 7-8
legislative, the judiciary, and institutions *Analyze the evolution of Philippine Week 9
decentralization and local governance politics and governance Week 10

*Analyze the roles and powers of the
executive branch of the government
*Differentiate the roles and
responsibilities of the Philippine
Senate and the House of
Representatives

Second Quarter *Analyze the roles and responsibilities Week 11
of the Philippine Judiciary Week 12
Demonstrate an understanding of Analyze the Week 13 HUMSS_PG12-
elections and political and civil society interactions Explain the roles and functions of IIa-b-2
and social movements between state Local Government Unit (LGU)
and society HUMSS_PG12-
Analyze the nature of elections and IIc-d-9
political parties in the Philippines

*Explain the concept, role, and Week 14
contributions of civil society societies
and social movements to Philippine
democracy

Demonstrate an understanding of Propose a *Explain the importance of active Week 15
citizenship project on citizenship Week 16
political
engagement *Explain issues and programs related
and youth to political engagement and youth
empowerment empowerment

623

Grade Level : Grade 12

Subject : Trends, Networks, and Critical Thinking in the 21st Century

Quarter Contents Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Standards Weeks 1-2
QUARTER The learner The learner will be able to derive an 1. Differentiate a trend from a fad HUMSS_MCT12-Ia-b-3
1 understands idea from instances and present 2. Explain the process on how to spot a Week 3 HUMSS_MCT12-Ia-b-2
the this idea through a 100-word essay,
emergence of artwork, and other graphic trend Week 4 HUMSS_MCT12-Ia-b-4
trends and representations. 3. Point out the elements that make up a Week 5
patterns. HUMSS_MCT12-Ia-b-5
trend
4. Describe the different characteristics of a HUMSS_MCT12-Ia-b-6
HUMSS_MCT12-Ia-b-7
trend HUMSS_MCT12-Ia-b-8
5. Identify parts of a whole.
6. Identify and explain an emerging pattern HUMSS_MCT12-Ic-e-2
• HUMSS_MCT12-
7. Identify causes and consequences Ic-e-1
• HUMSS_MCT12-
The learner The learner draws a color-coded 1. Explain strategic analysis and intuitive Ic-e-5
understands map of the networks of power thinking
strategic relations (political, economic, • Define strategic analysis and HUMSS_MCT12-Ic-e-3
analysis and cultural, and kinship ties) within a intuitive thinking HUMSS_MCT12-Ic-e-4;
intuitive particular community. • Differentiate key components in HUMSS_MCT12-Ic-e-6
thinking. strategic analysis and intuitive
The learner locates on a map the thinking HUMSS_MCT12-If-g-2
The learner different geographical origins of the
understands various components/elements of 2. Apply strategic analysis HUMSS_MCT12-If-g-4
the an 3. Apply intuitive thinking in solving a
components, industrial/technological/agricultural HUMSS_MCT12-If-g-5
operations, product and writes a reflection problem in the community using a map of
effects, and social networks
networks of 1. Explain the concrete effects of
globalization and to one’s daily life
2. Explain the need for collaboration and
cooperation to achieve interconnectedness
of people and nations
3. Discuss the different contributions of the
parts to a whole and the important role of

624

globalization essay on the insights gathered from creative imagination in putting together
in his/her
daily life. the exercise. the various parts of a whole

4. Illustrate the origin of the different HUMSS_MCT12-If-g-7

The learner locates on a map the components of a gadget, business HUMSS_MCT12-Ih-i-2
workplaces of the OFWs in their enterprise, HUMSS_MCT12-Ih-i-3
community and writes a reflection industrial/technological/agricultural HUMSS_MCT12-Ih-i-4
paper on the effects of labor product, etc. through a mind map and
migration to their community. reflection essay HUMSS_MCT12-IIa-c-1
HUMSS_MCT12-IIa-c-4
The learner The learner 1. Explain the effects of consumption and HUMSS_MCT12-IIa-c-5
HUMSS_MCT12-IIa-c-6
understands production patterns on climate change HUMSS_MCT12-IIa-c-7

the 1) analyzes how production and 2. Discuss personal contributions that can

consequences consumption habits contribute to actually solve the problem of climate Week 6

of personal the problem of climate change and change Week 1
Week 2
and local explain why.

action to

global and 2) writes a resolution that you can 3. Make a stand on how the consequences

planetary share with your friends about how of one’s action affect the lives of others

climate you can personally contribute and the environment

change. towards solving the problem of

climate change.

Culminating Activity or Exam – 1 week

Discuss demonstrate and examine the relationship between network and trends and how it affects

you

QUARTER The learner using any form of oral presentation, 1. Identify democratic practices
2 understands the learner explains creatively the 2. Explain the importance of participation in
the meaning ill effects of undemocratic practices
and related to factors such as gender democracy
dimensions of biases, poverty, political 3. Differentiate participatory from
democracy. marginalization, racial inequality,
cultural domination, crisis of representative democracy
representation and politics of 4. Assess democratic interventions
recognition.
prevailing in political and social
institutions
5. Formulate a viable alternative to
undemocratic practices

625

The learner The learner organizes and mobilizes 1. Identify the dimensions of technology Week 3 HUMSS_MCT12-IId-f-1
understands an event that deals with a that are enabling and inhibiting HUMSS_MCT12-IId-f-2
how ICT significant global issue, using ICT. Week 4 HUMSS_MCT12-IId-f-4
enslaves, 2. Discuss the benefits of technology Week 5 HUMSS_MCT12-IId-f-5
emancipates, The learner creates a social map 3. Explain the weakest link in a system using Week 6
and that traces the various roles that Week 7 HUMSS_MCT12-IId-f-6
empowers students play in the community strategic and intuitive thinking HUMSS_MCT12-IIg-i-1
individuals. (family members, community 4. Explain how information communication HUMSS_MCT12-IIg-i-2
leader, etc.) and rank the HUMSS_MCT12-IIg-i-3
The learner significance of the roles played technology can facilitate social HUMSS_MCT12-IIg-i-4
understands within the community. relationships and political movements HUMSS_MCT12-IIg-i-5
the (occupy movements)
parallelism 5. Propose a creative intervention to HUMSS_MCT12-IIg-i-6
between improve human life using ICT
neural and 1. Differentiate connections from
social relationship, and networks
networks. 2. Illustrate how the brain or neural network
works
3. Compare the neural networks with social
networks
4. Establish linkage between self and the
social network one belongs to
5. Demonstrate how thinking processes are
shaped by social relationships

6. Identify the significant social roles
students play within the community by
creating a social map of their
relationships

Culminating Activity or Exam – 1 week
On the basis of the different outputs per quarter, propose the kind of future you want, explain why
you want that future, and illustrate how will you get there

626

627

Grade Level: Grade 11

Subject: Basic Calculus

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learners

demonstrate an The learner shall be ableThe learners…

understanding of… to…

Quarter 3 the basic concepts formulate and solve illustrate the limit of a function using a table of values and the Week 1 STEM_BC11LC-

of limit and accurately real-life graph of the function IIIa-1

continuity of a problems involving distinguish between limx→c f ( x ) and f(c) STEM_BC11LC-
function continuity of illustrate the limit laws IIIa-2
functions
STEM_BC11LC-

IIIa-3

apply the limit laws in evaluating the limit of algebraic functions STEM_BC11LC-

(polynomial, rational, and radical IIIa-4

compute the limits of exponential, logarithmic, and trigonometric STEM_BC11LC-

functions using tables ofvalues and graphs of the functions Week 2 IIIb-1

STEM_BC11LC-

illustrate limits involving the expressions and IIIb-2

using tables of values

illustrate continuity of a function at a number Week 3 STEM_BC11LC-
determine whether a function is continuous at a number or not IIIc-1

STEM_BC11LC-

illustrate continuity of a function on an interval IIIc-2
STEM_BC11LC-

IIIc-3

solves problems involving continuity of a function STEM_BC11LC-

IIId-3

basic concepts of formulate and solve illustrate the tangent line to the graph of a function at a given point Week 4 STEM_BC11D-

derivatives accurately situational IIIe-1

problems involving applies the definition of the derivative of a function at a given number STEM_BC11D-

extreme values IIIe-2

relate the derivative of a function to the slope of the tangent line STEM_BC11D-

IIIe-3

determine the relationship between differentiability and continuity of a Week 5 STEM_BC11D -
function IIIf-1

628

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learners

demonstrate an The learner shall be ableThe learners…

understanding of… to…

apply the differentiation rules in computing the derivative of an STEM_BC11D-IIIf-

algebraic, exponential, logarithmic, trigonometric functions and inverse 3
trigonometric functions

illustrate the Extreme Value Theorem Week 6

solve optimization problems that yield polynomial functions

formulate and solve illustrate the Chain Rule of differentiation STEM_BC11D-
accurately situational solve problems using the Chain Rule IIIh-2
problems involving illustrate implicit differentiation
related rates Week 7 to STEM_BC11D-
8 IIIh-i-1

STEM_BC11D-IIIi-
2

solve problems (including logarithmic, and inverse trigonometric STEM_BC11D-

functions) using implicit differentiation Week 9 IIIi-j-1

solve situational problems involving related rates STEM_BC11D-IIIj-
2

Quarter 4 antiderivatives and formulate and solve illustrate an antiderivative of a function Week 1 to STEM_BC11I-IVa-

Riemann integral accurately situational 31
problems involving STEM_BC11I-IVa-
population models compute the general antiderivative of polynomial, radical, b-1
exponential, and trigonometric functions
compute the antiderivative of a function using substitution rule

solve problems involving antidifferentiation Week 4

solve situational problems involving exponential growth and decay Week 5 to

formulate and solve illustrate the definite integral as the limit of the Riemann sums 6

accurately real-life illustrate the Fundamental Theorem of Calculus STEM_BC11I-IVh-

problems involving areas 1

of plane regions compute the definite integral of a function using the Fundamental Week 7 STEM_BC11I-IVh-

Theorem of Calculus 2

compute the definite integral of a function using the substitution rule STEM_BC11I-IVi-

2

compute the area of a plane region using the definite integral Week 8 STEM_BC11I-IVi-

j-1

solve problems involving areas of plane regions Week 9 STEM_BC11I-IVj-

2

629

Grade Level: Grade 11/12
Subject: Biology I

Quarter Content Performance Most Essential Learning Competencies Duration
Standard Standard
Week 1
The learners The learners Week 1 K to 12 CG Code
demonstrate should be able Week 2
understanding to... Week 2 STEM_BIO11/12-Ia-c-1
of... Week 3 STEM_BIO11/12-Ia-c-2
1st 1. Cell Theory 1. construct a 3D Explain the postulates of the cell theory Week3 STEM_BIO11/12-Ia-c-3
Quarter 2. Cell Structure model of a Describe the structure and function of major and STEM_BIO11/12-Ia-c-4
and Functions plant/animal/ subcellular organelles Week 4 STEM_BIO11/12-Ia-c-5
3. Prokaryotic vs bacterial cell using Distinguish prokaryotic and eukaryotic cells
Eukaryotic Cells recyclable according to their distinguishing features Week 4 STEM_BIO11/12-Id-f-6
4. Cell Types materials Classify different cell types (of plant/animal Week 5 STEM_BIO11/12-Id-f-7
5. Cell tissues) and specify the functions of each Week 5
Modifications 2. construct a cell Describe some cell modifications that lead to Week 5 STEM_BIO11/12-Id-f-9
membrane model adaptation to carry out specialized functions (e.g., STEM_BIO11/12-Id-f-10
6. Cell Cycle from indigenous microvilli, root hair) STEM_BIO11/12-Ig-h-11
a. Mitosis Characterize the phases of the cell cycle and their STEM_BIO11/12-Ig-h-12
b. Meiosis control points
Describe the stages of mitosis/meiosis given 2n=6
7. Transport A review of this competency could be done since
Mechanisms it has been taught in Grade 8 (S8LT-IVd-16
Compare mitosis and meiosis, and their role in the
a. Simple cell-division cycle)
Diffusion Explain the significance or applications of mitosis/
meiosis
Identify disorders and diseases that result from
the malfunction of the cell during the cell cycle
Describe the structural components of the cell
membrane
Relate the structure and composition of the cell
membrane to its function

630

Quarter Content Performance Most Essential Learning Competencies Duration
Standard Standard

The learners The learners K to 12 CG Code
demonstrate should be able
understanding to...
of...
or recyclable
b. Facilitated materials
Transport

c. Active
Transport

d.
Bulk/Vesicular
Transport

2nd Structures and Prepare simple Explain transport mechanisms in cells (diffusion Week 6 STEM_BIO11/12-Ig-h-13
Quarter Functions of fermentation osmosis,
Biological setup using facilitated transport, active transport) Week 6 STEM_BIO11/12-Ig-h-14
Molecules common fruits to Differentiate exocytosis and endocytosis Week 7 STEM_BIO11/12-Ii-j-17
- Enzymes produce wine or Describe the components of an enzyme Week 7 STEM_BIO11/12-Ii-j-18
vinegar via Explain oxidation/reduction reactions STEM_BIO11/12-Ii-j-19
1. ATP- ADP Cycle microorganisms Week 7
2. Photosynthesis Determine how factors such as pH, temperature, STEM_BIO11/12-IIa-j-1
3. Respiration and substrate affect enzyme activity Week 1
prepare STEM_BIO11/12-IIa-j-3
Explain coupled reaction processes and describe Week 1 STEM_BIO11/12-IIa-j-4
the role of ATP in energy coupling and transfer
Explain the importance of chlorophyll and other Week 2 STEM_BIO11/12-IIa-j-5
pigments STEM_BIO11/12-IIa-j-6
Describe the patterns of electron flow through Week 2 STEM_BIO11/12-IIa-j-7
light Week 3
reaction events Week 3
Describe the significant events of the Calvin cycle
Differentiate aerobic from anaerobic respiration
Explain the major features and sequence the
chemical events of cellular respiration

631

Quarter Content Performance Most Essential Learning Competencies Duration
Standard Standard

The learners The learners K to 12 CG Code
demonstrate should be able
understanding to...
of...

Distinguish major features of glycolysis, Krebs Week 4 STEM_BIO11/12-IIa-j-8
cycle, Week 4
electron transport system, and chemiosmosis Week 4 STEM_BIO11/12-IIa-j-9
Describe reactions that produce and consume ATP STEM_BIO11/12-IIa-j-10
Describe the role of oxygen in respiration and Week 5
describe pathways of electron flow in the absence STEM_BIO11/12-IIa-j-12
of oxygen
Explain the advantages and disadvantages of
fermentation and aerobic respiration

Grade Level: Grade 11/12
Subject: Biology II

Quarter Content Performance Most Essential Learning Competencies Duration
Standard Standard

The learners The learners K to 12 CG Code

demonstrate should be able

understanding to...

of...

3rd Recombinant Make a research Outline the processes involved in genetic Week 1 STEM_BIO11/12-IIIa-b-6
Week 1 STEM_BIO11/12-IIIa-b-7
DNA paper/case engineering Week 2 STEM_BIO11/12-IIIc-g-8

study/poster on Discuss the applications of recombinant DNA
genetic diseases

Relevance, Make a diagram Describe general features of the history of life on

Mechanisms, (e.g., pictogram, Earth, including generally accepted dates and

Evidence/Bases, poster) showing sequence of the geologic time scale and

632

Quarter Content Performance Most Essential Learning Competencies Duration
Standard Standard
Week 2
The learners The learners Week 3 K to 12 CG Code
Week 3
demonstrate should be able Week 4 STEM_BIO11/12-IIIc-g-9
Week 4
understanding to... Week 5 STEM_BIO11/12-IIIc-g-10
Week 5-6 STEM_BIO11/12-IIIc-g-11
of... Week 6 STEM_BIO11/12-IIIc-g-12
Week 1-4 STEM_BIO11/12-IIIc-g-13
and Theories of the evolution of a characteristics of major groups of organisms present STEM_BIO11/12IIIhj-14

Evolution domesticated during these time periods STEM_BIO11/12IIIhj-15
STEM_BIO11/12IIIhj-16
crop Explain the mechanisms that produce change in STEM_BIO11/12-IVa-h-1

populations from generation to generation (e.g.,

artificial selection, natural selection, genetic drift,

mutation, recombination)

Show patterns of descent with modification from

common ancestors to produce the organismal

diversity observed today

Trace the development of evolutionary thought

Explain evidences of evolution (e.g., biogeography,

fossil record, DNA/protein sequences, homology,

and embryology)

Infer evolutionary relationships among organisms

using the evidence of evolution

Basic Taxonomic Differentiate the Explain how the structural and developmental

Concepts and 3-Domain characteristics and relatedness of DNA sequences

Principles, Scheme from the are

Description, 5-Kingdom used in classifying living things

Nomenclature, Scheme of Identify the unique/ distinctive characteristics of a

Identification, classification of specific taxon relative to other taxa

and living things Describe species diversity and cladistics, including

Classification the types of evidence and procedures that can be

used to establish evolutionary relationships

4th Plant and Develop a Compare and contrast the following processes in

Animal Organ presentation (e.g. plants and animals: reproduction, development,

Systems and role-playing, nutrition, gas exchange, transport/ circulation,

their Functions dramatization regulation of body fluids, chemical and nervous

633

Quarter Content Performance Most Essential Learning Competencies Duration
Standard Standard

The learners The learners K to 12 CG Code
demonstrate should be able
understanding to... STEM_BIO11/12-IVi-j-2
of... Week 5-6
and other forms control, immune systems, and sensory and motor
Feedback of multimedia) to mechanisms
Mechanisms show how an
organism Explain how some organisms maintain steady
maintains internal
homeostasis conditions (e.g., temperature regulation, osmotic
through the balance and glucose levels) that possess various
interaction of the structures and processes
various organ
systems in the
body

GRADE LEVEL: GRADE 11
SUBJECT: GENERAL CHEMISTRY I

Quarter Content Standard Performance Standard
1st
The learners The learners should be Most Essential Learning Competencies Duration K to 12 CG code
demonstrate able to...
understanding of... Use properties of matter to identify substances Week 1 STEM_GC11MPIa-b-5
the properties of matter Design using multimedia, and to separate them Week 1 STEM_GC11MPIa-b-9
and its various forms demonstrations, or Recognize the formulas of common chemical Week 1 STEM_GC11MPIa-b-11
models, a representation substances
or simulation of any of
the following: Compare consumer products on the basis of
A. Atomic structure their components for use, safety, quality and
B. Gas behavior cost
C. Mass relationships

634

D. Reactions Describe various simple separation techniques Week 1 STEM_GC11MPIa-b-12
such as distillation, chromatography STEM_GC11AMIc-e-19
1.atomic structure STEM_GC11AMIc-e-21
2. formulas and names Recognize common isotopes and their uses. Week 2 STEM_GC11AMIc-e-23
of compounds
Represent compounds using chemical formulas, Week 2 STEM_GC11PCIf-32
the relationship of structural formulas and models STEM_GC11PCIf-33
percent composition STEM_GC11CRIf-g-37
and chemical formula Name compounds given their formula and write
STEM_GC11MRIg-h-38
the use of chemical formula given the name of the compound Week 2 STEM_GC11MRIg-h-39
formulas to represent STEM_GC11MRIg-h-40
chemical reactions Calculate the empirical formula from the percent STEM_GC11MRIg-h-42
the quantitative
relationship of composition of a compound Week 2
reactants and products
in a chemical reaction Calculate molecular formula given molar mass Week 3
Write and balanced chemical equations Week 3

Construct mole or mass ratios for a reaction in Week 3
order to calculate the amount of reactant
needed or amount of product formed in terms
of moles or mass

Calculate percent yield and theoretical yield of Week 3
the reaction

Explain the concept of limiting reagent in a Week 4

chemical reaction; identify the excess reagent(s)

(LAB) Determine mass relationship in a chemical Week 5
reaction

635

the mathematical Define pressure and give the common units of Week 5 STEM_GC11G-Ihi-43
relationship between pressure STEM_GC11G-Ihi-45
pressure, volume, and STEM_GC11G-Ihi-46
temperature of a gas Use the gas laws to determine pressure, volume, Week 5 STEM_GC11DLIi-47
or temperature of a gas under certain conditions Week 5
the partial pressures of of change Week 5
gases in a mixture Use the ideal gas equation to calculate pressure,
volume, Temperature, or number of moles of a
gas
Use Dalton’s law of partial pressures to relate
mole fraction and partial pressure of gases in a
mixture

quantitative Apply the principles of stoichiometry to Week 6 STEM_GC11GSIi-j-48
relationships of determine the amounts (volume, number of
reactants and products moles, or mass) of gaseous reactants and
in a gaseous reaction products

the behavior and Week 6 STEM_GC11KMTIj-50
properties of gases at Relate the rate of gas effusion with molar mass
the molecular level

2nd the quantum Illustrate the reactions at Use quantum numbers to describe an electron in Week 6 STEM_GC11ESIIa-b-54

mechanical description the molecular level in any an atom

of the atom and its of the following: Determine the magnetic property of the atom Week 6 STEM_GC11ESIIa-b-57

electronic structure based on its electronic configuration

1. enzyme action Draw an orbital diagram to represent the Week 6 STEM_GC11ESIIa-b-58
2. protein denaturation electronic configuration of atoms

1.ionic bond formation 3. separation of Week 7 STEM_GC11CBIId-g-70
in terms of atomic components in coconut
properties milk Draw the Lewis structure of ions

1. covalent bond Apply the octet rule in the formation of Week 7 STEM_GC11CBIId-g-76

formation in terms of molecular covalent compounds

atomic properties

636

2. the properties of Write the formula of molecular compounds Week 7 STEM_GC11CBIId-g-77
molecular covalent formed by the nonmetallic elements of the
compounds in relation representative block Week 7 STEM_GC11CBIId-g-78
to their structure Draw Lewis structure of molecular covalent Week 7 STEM_GC11CBIId-g-81
compounds Week 8 STEM_GC11CBIId-g-82
the properties of Week 8 STEM_GC11OCIIg-j-87
organic compounds and Describe the geometry of simple compounds Week 8 STEM_GC11OCIIg-j-89
polymers in terms of Week 8 STEM_GC11OCIIg-j-90
their structure Determine the polarity of simple molecules
STEM_GC11OCIIg-j-91
Describe the different functional groups
STEM_GC11OCIIg-j-93
Describe structural isomerism; give examples STEM_GC11OCIIg-j-95

Describe some simple reactions of organic STEM_GC11OCIIg-j-97
compounds: combustion of organic fuels,
addition, condensation, and saponification of
fats

Describe the formation and structure of Week 8
polymers

Explain the properties of some polymers in Week 8
terms of their structure Week 8
Describe the structure of proteins, nucleic acids,
lipids, and carbohydrates, and relate them to Week 8
their function

Describe the preparation of selected organic
compounds

GRADE LEVEL: GRADE 11 637
SUBJECT: GENERAL CHEMISTRY 2
K to 12 CG Code
Quarter Content Standard Performance Standard Most Essential Learning Competencies Duration
1st STEM_GC11IMFIIIa-c-99
The learners The learners should be Use the kinetic molecular model to explain Week 1 STEM_GC11IMFIIIa-c-100
demonstrate able to... properties of liquids and solids Week 1 STEM_GC11IMFIIIa-c-102
understanding of... Describe and differentiate the types of Week 1
1. the properties of Design a simple intermolecular forces STEM_GC11IMFIIIa-c-103
liquids and solids to investigation to Describe the following properties of liquids, and Week 1 STEM_GC11IMFIIIa-c-104
the nature of forces determine the effect on explain the effect of intermolecular forces on Week 1 STEM_GC11IMFIIIa-c-107
between particles boiling point or freezing these properties: surface tension, viscosity, vapor Week 2 STEM_GC11IMFIIIa-c-109
2. phase changes in point when a solid is pressure, boiling point, and molar heat of Week 2 STEM_GC11PPIIId-f-111
terms of the dissolved in water vaporization Week 2
accompanying Explain the properties of water with its molecular STEM_GC11PPIIId-f-112
changes in energy structure and intermolecular forces Week 2 STEM_GC11PPIIId-f-115
and forces between Describe the difference in structure of crystalline Week 2
particles and amorphous solids
Interpret the phase diagram of water and carbon
properties of dioxide
solutions, solubility, Determine and explain the heating and cooling
and the curve of a substance
stoichiometry of Use different ways of expressing concentration of
reactions in solutions solutions: percent by mass, mole fraction,
molarity, molality, percent by volume, percent by
mass, ppm
Perform stoichiometric calculations for reactions
in solution
Describe the effect of concentration on the
colligative properties of solutions

638

energy changes in Differentiate the colligative properties of Week 3 STEM_GC11PPIIId-f-116
chemical reactions nonelectrolyte solutions and of electrolyte
solutions Week 3 STEM_GC11PPIIId-f-117
Calculate boiling point elevation and freezing
point depression from the concentration of a Week 3 STEM_GC11PPIIId-f-118
solute in a solution Week 3 STEM_GC11PPIIId-f-119
Calculate molar mass from colligative property Week 3 STEM_GC11TCIIIg-i-124
data Week 3 STEM_GC11TCIIIg-i-125
Describe laboratory procedures in determining STEM_GC11TCIIIg-i-127
concentration of solutions STEM_GC11CKIIIi-j-130
STEM_GC11CKIIIi-j-132
Explain the first law of thermodynamics STEM_GC11CKIIIi-j-136
STEM_GC11CKIIIi-j-137
Explain enthalpy of a reaction STEM_GC11CKIIIi-j-138
STEM_GC11CTIVa-b-140
1. the rate of a Calculate the change in enthalpy of a given Week 4 STEM_GC11CTIVa-b-142
reaction and the reaction using Hess Law Week 4 STEM_GC11CTIVa-b-143
various factors that Describe how various factors influence the rate Week 4 STEM_GC11CEIVb-e-145
influence it of a reaction Week 4
2. the collision theory Differentiate zero, first-, and second-order Week 4
reactions
Explain reactions qualitatively in terms of
molecular collisions
Explain activation energy and how a catalyst
affects the reaction rate

Cite and differentiate the types of catalysts

2nd spontaneous change, Prepare a poster on a Predict the spontaneity of a process based on Week 5

entropy, and free specific application of entropy

energy one of the following: Explain the second law of thermodynamics and Week 5

A. Acid-base equilibrium its significance

B. Electrochemistry Use Gibbs’ free energy to determine the direction Week 5

Include in the poster the of a reaction

Chemical equilibrium concepts, principles, Explain chemical equilibrium in terms of the Week 5

and Le Chatelier’s and chemical reactions reaction rates of the forward and the reverse
Principle involved, and diagrams reaction

639

of processes and other Calculate equilibrium constant and the pressure Week 5 STEM_GC11CEIVb-e-148
relevant materials or concentration of reactants or products in an Week 5 STEM_GC11CEIVb-e-149
equilibrium mixture Week 6
1. acid-base State the Le Chatelier’s principle and apply it STEM_GC11ABIVf-g-153
equilibrium and its qualitatively to describe the effect of changes in STEM_GC11ABIVf-g-154
applications to the pressure, concentration and temperature on a STEM_GC11ABIVf-g-156
pH of solutions and system at equilibrium STEM_GC11ABIVf-g-160
the use of buffer STEM_GC11ABIVf-g-161
solutions Define Bronsted acids and bases STEM_GC11ABIVf-g-169
2. solubility STEM_GC11ABIVf-g-170
equilibrium and its Discuss the acid-base property of water Week 6 STEM_GC11ABIVf-g-172
applications STEM_GC11ABIVf-g-176
Calculate ph from the concentration of hydrogen Week 6 STEM_GC11ABIVf-g-178
Redox reactions as ion or hydroxide ions in aqueous solutions Week 6 STEM_GC11ABIVf-g-179
applied to galvanic
and electrolytic cells Describe how a buffer solution maintains its ph

Calculate the ph of a buffer solution using the Week 6
Henderson Hasselbalch equation Week 7

Define oxidation and reduction reactions

Balance redox reactions using the change in Week 7
oxidation number method Week 8
Identify the reaction occurring in the different
parts of the cell Week 8
Define reduction potential, oxidation potential,
and cell potential

Calculate the standard cell potential

Relate the value of the cell potential to the Week 8
feasibility of using the cell to generate an electric Week 8
current
Describe the electrochemistry involved in some STEM_GC11ABIVf-g-180
common batteries:
a. Leclanche dry cell
b. Button batteries
c. Fuel cells

640

d. Lead storage battery Week 8 STEM_GC11ABIVf-g-181
Apply electrochemical principles to explain Week 8 STEM_GC11ABIVf-g-182
corrosion STEM_GC11ABIVf-g-183

Explain the electrode reactions during electrolysis

Describe the reactions in some commercial Week 8
electrolytic processes

GRADE LEVEL : GRADE 12
SUBJECT: GENERAL PHYSICS 1

Quarter Content Standard Performance Standard Most Essential Learning Competencies Duration Code
1st
The learners demonstrate The learners should be able Solve measurement problems involving Week 1 STEM_GP12EU-Ia-
understanding of... to... conversion of units, expression of 1
1. The effect of instruments Solve, using experimental measurements in scientific notation Week 1
on and theoretical Differentiate accuracy from precision Week 1 STEM_GP12EU-Ia-
measurements approaches, multi- Week 1 2
2. Uncertainties and concept, rich-content Differentiate random errors from systematic Week 1 STEM_GP12EU-Ia-
deviations in measurement problems involving errors Week 1 3
3. Sources and types of measurement, vectors, Estimate errors from multiple measurements of Week 1 STEM_GP12EU-Ia-
error motion in 1D and 2D, a physical quantity using variance 5
Newton’s Laws, Work, Differentiate vector and scalar quantities STEM_GP12V-Ia-8
Vectors and vector Energy, Center of Mass, Perform addition of vectors STEM_GP12V-Ia-9
addition momentum, impulse and Rewrite a vector in component form STEM_GP12V-Ia-
collisions 10
STEM_GP12Kin-Ib-
1. Position, time, Convert a verbal description of a physical Week 2 12
distance, displacement, situation involving uniform acceleration in one Week 2
speed, average velocity, dimension into a mathematical description STEM_GP12KIN-
instantaneous velocity Interpret displacement and velocity, Ib-14
2. Average acceleration, respectively, as areas under velocity vs. time
and instantaneous and acceleration vs. time curves
acceleration

641

3. Uniformly accelerated Interpret velocity and acceleration, respectively, Week 2 STEM_GP12KIN-
linear motion as slopes of position vs. time and velocity vs. Week 2 Ib-15
3. Free-fall motion time curves Week 2
4. 1D Uniform Acceleration Construct velocity vs. time and acceleration vs. Week 2 STEM_GP12KIN-
Problems time graphs, respectively, corresponding to a Ib-16
given position vs. time-graph and velocity vs. Week 3
Relative motion time graph and vice versa STEM_GP12KIN-
1. Position, distance, Solve for unknown quantities in equations Ib-17
displacement, speed, involving one-dimensional uniformly accelerated
average velocity, motion , including free fall motion STEM_GP12KIN-
instantaneous velocity, Ib-19
average acceleration, and Solve problems involving one-dimensional
instantaneous acceleration motion with constant acceleration in contexts STEM_GP12KIN-Ic-
in 2- and 3- dimensions such as, but not limited to, the “tail-gating 20
2. Projectile Motion phenomenon”, pursuit, rocket launch, and free-
3. Circular Motion fall problems STEM_GP12KIN-Ic-
Describe motion using the concept of relative 22
1. Newton’s Law’s of velocities in 1D and 2D
Motion STEM_GP12KIN-Ic-
Deduce the consequences of the independence Week 3 23
of vertical and horizontal components of Week 3 STEM_GP12KIN-Ic-
projectile motion Week 3 25
Calculate range, time of flight, and maximum Week 3
heights of projectiles STEM_GP12KIN-Ic-
Infer quantities associated with circular motion Week 4 26
such as tangential velocity, centripetal
acceleration, tangential acceleration, radius of STEM_GP12N-Id-
curvature 28
Solve problems involving two dimensional
motion in contexts such as, but not limited to
ledge jumping, movie stunts, basketball, safe
locations during firework displays, and Ferris
wheels
Define inertial frames of reference

642

2. Inertial Reference Identify action-reaction pairs Week 4 STEM_GP12N-Id-
Frames 31
3. Action at a distance Draw free-body diagrams Week 4 STEM_GP12N-Id-
forces 32
4. Types of contact forces: Apply Newton’s 1st law to obtain quantitative Week 4 STEM_GP12N-Ie-
tension, normal force, and qualitative conclusions about the contact Week 4 33
kinetic and static friction, and noncontact forces acting on a body in Week 5
fluid resistance equilibrium STEM_GP12N-Ie-
5. Action-Reaction Pairs Differentiate the properties of static friction and Week 5 34
6. Free-Body Diagrams kinetic friction STEM_GP12N-Ie-
7. Applications of Newton’s Apply Newton’s 2nd law and kinematics to Week 5 36
Laws to single-body and obtain quantitative and qualitative conclusions
multibody dynamics about the velocity and acceleration of one or STEM_GP12N-Ie-
8. Problem solving using more bodies, and the contact and noncontact 38
Newton’s Laws forces acting on one or more bodies
Solve problems using Newton’s Laws of motion STEM_GP12WE-If-
1. Dot or Scalar Product in contexts such as, but not limited to, ropes and 40
2. Work done by a force pulleys, the design of mobile sculptures, STEM_GP12WE-If-
3. Work-energy relation transport of loads on conveyor belts, force 41
4. Kinetic energy needed to move stalled vehicles, determination STEM_GP12WE-If-
5. Power of safe driving speeds on banked curved roads 42
6. Conservative and Calculate the dot or scalar product of vectors STEM_GP12WE-If-
nonconservative forces 43
7. Gravitational potential Determine the work done by a force acting on a Week 5
energy system Week 6 STEM_GP12WE-Ig-
8. Elastic potential energy Define work as a scalar or dot product of force Week 6 48
9. Equilibria and potential and displacement
energy diagrams Interpret the work done by a force in one- Week 6 STEM_GP12WE-Ig-
10. Energy Conservation, dimension as an area under a Force vs. Position 49
Work, and Power Problems curve Week 6
Relate the gravitational potential energy of a
system or object to the configuration of the
system
Relate the elastic potential energy of a system
or object to the configuration of the system

643

Explain the properties and the effects of Week 6 STEM_GP12WE-Ig-
conservative forces Week 7 50
Use potential energy diagrams to infer force; Week 7 STEM_GP12WE-Ig-
stable, unstable, and neutral equilibria; and 53
turning points Week 7
Solve problems involving work, energy, and Week 7 STEM_GP12WE-Ih-
power in contexts such as, but not limited to, Week 8 i- 55
bungee jumping, design of roller-coasters, Week 8
1. Center of mass number of people required to build structures Week 8 STEM_GP12WE-Ih-
2. Momentum such as the Great Pyramids and the rice Week 8 i- 56
3. Impulse terraces; power and energy requirements of STEM_GP12MMIC-
4. Impulse-momentum human activities such as sleeping vs. sitting vs. Week 1 Ih- 57
relation standing, running vs. walking. Week 1
5. Law of conservation of Differentiate center of mass and geometric Week 1 STEM_GP12MMIC-
momentum center Ih- 58
6. Collisions Relate the motion of center of mass of a system STEM_GP12MMIC-
7. Center of Mass, Impulse, to the momentum and net external force acting Ii- 60
Momentum, and Collision on the system STEM_GP12MMIC-
Problems Relate the momentum, impulse, force, and time Ii- 61
of contact in a system STEM_GP12MMIC-
2nd 1. Moment of inertia Compare and contrast elastic and inelastic Ii- 63
2. Angular position, angular collisions
velocity, angular Apply the concept of restitution coefficient in STEM_GP12RED-
acceleration 3. Torque collisions IIa-1
4. Static equilibrium Solve problems involving center of mass, STEM_GP12RED-
5. Rotational kinematics impulse, and momentum in contexts such as, IIa-3
but not limited to, rocket motion, vehicle STEM_GP12RED-
collisions, and ping-pong. IIa-4
Calculate the moment of inertia about a given
axis of single-object and multiple-object systems
Calculate magnitude and direction of torque
using the definition of torque as a cross product
Describe rotational quantities using vectors

644

6. Work done by a torque Determine whether a system is in static Week 1 STEM_GP12RED-
equilibrium or not Week 1 IIa-5
1. Newton’s Law of Apply the rotational kinematic relations for Week 1 STEM_GP12RED-
Universal Gravitation systems with constant angular accelerations Week 1 IIa-6
2. Gravitational field STEM_GP12RED-
3. Gravitational potential Determine angular momentum of different IIa-9
systems STEM_GP12RED-
energy Apply the torque-angular momentum relation IIa- 10
4. Orbits STEM_GP12RED-
5. Kepler’s laws of Solve static equilibrium problems in contexts Week 1 IIa-8
planetary motion but not limited to see-saws, cable-hinge-strut- Week 2
system, leaning ladders, and weighing a heavy STEM_GP12G-IIb-
1. Periodic Motion suitcase using a small bathroom scale 16
2. Simple harmonic motion: Use Newton’s law of gravitation to infer
spring-mass system, simple gravitational force, weight, and acceleration due STEM_GP12Red-
pendulum to gravity IIb- 18
3. Damped and Driven STEM_GP12Red-
oscillation Discuss the physical significance of gravitational Week 2 IIb- 19
4. Periodic Motion field Week 2 STEM_GP12Red-
experiment Apply the concept of gravitational potential Week 2 IIb- 20
5. Mechanical waves energy in physics problems Week 3 STEM_GP12G-IIc-
Calculate quantities related to planetary or 22
satellite motion Week 3
For circular orbits, relate Kepler’s third law of STEM_GP12PM-
planetary motion to Newton’s law of gravitation Week 3 IIc-24
and centripetal acceleration Week 3
Relate the amplitude, frequency, angular Week 4 STEM_GP12PM-
frequency, period, displacement, velocity, and IIc-25
acceleration of oscillating systems STEM_GP12PM-
Recognize the necessary conditions for an object IIc-27
to undergo simple harmonic motion STEM_GP12PM-
Calculate the period and the frequency of spring IId-28
mass, simple pendulum, and physical pendulum
Differentiate underdamped, overdamped, and
critically damped motion

645

1. Sound Define mechanical wave, longitudinal wave, Week 4 STEM_GP12PM-
2. Wave Intensity transverse wave, periodic wave, and sinusoidal IId-31
3. Interference and beats wave Week 4
4. Standing waves From a given sinusoidal wave function infer the STEM_GP12PM-
5. Doppler effect speed, wavelength, frequency, period, direction, Week 4 IId-32
and wave number
1. Specific gravity Apply the inverse-square relation between the Week 5 STEM_GP12MWS-
2. Pressure intensity of waves and the distance from the Week 5 IIe- 34
3. Pressure vs. Depth source Week 5
Relation Describe qualitatively and quantitatively the STEM_GP12MWS-
4. Pascal’s principle superposition of waves Week 5 IIe- 35
5. Buoyancy and Apply the condition for standing waves on a Week 6 STEM_GP12MWS-
Archimedes’ Principle string IIe- 36
6. Bernoulli’s principle Relate the frequency (source dependent) and TEM_GP12MWS-
wavelength of sound with the motion of the IIe- 37
1. Zeroth law of source and the listener
thermodynamics and Relate density, specific gravity, mass, and STEM_GP12FM-IIf-
Temperature measurement volume to each other 40
Relate pressure to area and force STEM_GP12FM-IIf-
41
Relate pressure to fluid density and depth Week 6 STEM_GP12FM-IIf-
42
Apply Pascal’s principle in analyzing fluids in Week 6 STEM_GP12FM-IIf-
various systems Week 6 43
Apply the concept of buoyancy and Archimedes’ Week 7 STEM_GP12FM-IIf-
principle 44
Apply Bernoulli’s principle and continuity Week 7 STEM_GP12FM-IIf-
equation, whenever appropriate, to infer 46
relations involving pressure, elevation, speed,
and flux STEM_GP12TH-IIg-
Explain the connection between the Zeroth Law 49
of Thermodynamics, temperature, thermal
equilibrium, and temperature scales

646

2. Thermal expansion Convert temperatures and temperature Week 7 STEM_GP12TH-IIg-
3. Heat and heat capacity differences in the following scales: Fahrenheit, Week 7 50
Celsius, Kelvin Week 7
1. Ideal gas law Define coefficient of thermal expansion and Week 7 STEM_GP12TH-IIg-
2. Internal energy of an coefficient of volume expansion 51
ideal gas Calculate volume or length changes of solids due Week 8 STEM_GP12TH-IIg-
3. Heat capacity of an to changes in temperature 52
ideal gas Solve problems involving temperature, thermal STEM_GP12TH-IIg-
4. Thermodynamic expansion, heat capacity, heat transfer, and 53
systems thermal equilibrium in contexts such as, but not
5. Work done during limited to, the design of bridges and train rails STEM_GP12GLT-
volume changes using steel, relative severity of steam burns and IIh- 57
6. 1st law of water burns, thermal insulation, sizes of stars, STEM_GP12GLT-
thermodynamics and surface temperatures of planets IIh- 58
7. Thermodynamic Enumerate the properties of an ideal gas
processes: adiabatic, STEM_GP12GLT-
isothermal, isobaric, Solve problems involving ideal gas equations in Week 8 IIh- 60
isochoric contexts such as, but not limited to, the design STEM_GP12GLT-
8. Heat engines of metal containers for compressed gases Week 8 IIh- 61
9. Engine cycles Interpret PV diagrams of a thermodynamic Week 8 STEM_GP12GLT-
10. Entropy process IIh- 62
11. 2nd law of Compute the work done by a gas using dW=PdV
Thermodynamics STEM_GP12GLT-
State the relationship between changes internal Week 8 IIh- 63
energy, work done, and thermal energy supplied Week 8
through the First Law of Thermodynamics Week 8 STEM_GP12GLT-
Differentiate the following thermodynamic IIi-67
processes and show them on a PV diagram: STEM_GP12GLT-
isochoric, isobaric, isothermal, adiabatic, and IIi-68
cyclic
Calculate the efficiency of a heat engine

Describe reversible and irreversible processes Week 8

647

12. Reversible and Explain how entropy is a measure of disorder Week 8 STEM_GP12GLT-
irreversible processes IIi-69
STEM_GP12GLT-
State the 2nd Law of Thermodynamics Week 8 IIi-70
STEM_GP12GLT-
Calculate entropy changes for various processes Week 8 IIi-71
e.g., isothermal process, free expansion,
constant pressure process, etc. Code

GRADE LEVEL : GRADE 12 STEM_GP12EM-
SUBJECT: GENERAL PHYSICS 2 IIIa-1
STEM_GP12EM-
Quarter Content Standard Performance Standard Most Essential Learning Competencies Duration IIIa-2
3rd STEM_GP12EM-
The learners demonstrate The learners should be able Describe using a diagram charging by rubbing and Week 1 IIIa-3
understanding of... to... charging by induction Week 1 STEM_GP12EM-
1. Electric charge Use theoretical and Explain the role of electron transfer in Week 1 IIIa-6
2. Insulators and experimental approaches electrostatic charging by rubbing Week 1 STEM_GP12EM-
conductors to solve multi-concept and Describe experiments to show electrostatic Week 1 IIIa-7
3. Coulomb’s Law rich-context problems charging by induction Week 1 STEM_GP12EM-
4. Electric forces and fields involving electricity and IIIa-10
5. Electric field magnetism Calculate the net electric force on a point charge Week 1
calculations exerted by a system of point charges STEM_GP12EM-
6. Charges on conductors Describe an electric field as a region in which an IIIb-12
7. Electric flux and Gauss’s electric charge experiences a force STEM_GP12EM-
Law Calculate the electric field due to a system of IIIb-13
8. Electric charge, dipoles, point charges using Coulomb’s law and the
force, field, and flux superposition principle STEM_GP12EM-
problems Calculate electric flux IIIb-14

Use Gauss’s law to infer electric field due to Week 2
uniformly distributed charges on long wires, Week 2
spheres, and large plates
Solve problems involving electric charges, dipoles,
forces, fields, and flux in contexts such as, but not

648

1. Electric potential energy limited to, systems of point charges, electrical Week 2 STEM_GP12EM-
2. Electric potential breakdown of air, charged pendulums, Week 2 IIIb-15
3. Equipotential surfaces electrostatic ink-jet printers Week 3 STEM_GP12EM-
4. Electric field as a Relate the electric potential with work, potential IIIc-17
potential gradient energy, and electric field Week 3
5. Electric potential Determine the electric potential function at any Week 3 STEM_GP12EM-
point due to highly symmetric continuous- charge IIIc-18
1. Capacitance and distributions Week 3
capacitors a. Capacitors in infer the direction and strength of electric field STEM_GP12EM-
series and parallel vector, nature of the electric field sources, and Week 3 IIIc-20
b. Energy stored and electrostatic potential surfaces given the Week 4
electric-field energy in equipotential lines STEM_GP12EM-
capacitors Calculate the electric field in the region given a Week 4 IIIc-22
2. Dielectrics mathematical function describing its potential in a
region of space STEM_GP12EM-
Solve problems involving electric potential energy IIId-23
and electric potentials in contexts such as, but not
limited to, electron guns in CRT TV picture tubes STEM_GP12EM-
and Van de Graaff generators IIId-24
Deduce the effects of simple capacitors (e.g., STEM_GP12EM-
parallel-plate, spherical, cylindrical) on the IIId-25
capacitance, charge, and potential difference
when the size, potential difference, or charge is STEM_GP12EM-
changed IIId-26
Calculate the equivalent capacitance of a network
of capacitors connected in series/parallel
Determine the total charge, the charge on, and
the potential difference across each capacitor in
the network given the capacitors connected in
series/parallel
Determine the potential energy stored inside the
capacitor given the geometry and the potential
difference across the capacitor

649

1. Current, resistivity, and Describe the effects of inserting dielectric Week 4 STEM_GP12EM-
resistance materials on the capacitance, charge, and electric IIId-29
2. Ohm’s law field of a capacitor Week 5
3. Energy and power in Solve problems involving capacitors and STEM_GP12EM-
electric circuits dielectrics in contexts such as, but not limited to, Week 5 IIId-30
4. Electrical safety charged plates, batteries, and camera flashlamps. Week 5
Distinguish between conventional current and Week 5 STEM_GP12EM-
Devices for measuring electron flow Week 5 IIId-32
currents and voltages Apply the relationship charge = current x time to Week 5 STEM_GP12EM-
new situations or to solve related problems IIIe-33
Week 5 STEM_GP12EM-
Describe the effect of temperature increase on Week 5 IIIe-35
the resistance of a metallic conductor Week 5 STEM_GP12EM-
Describe the ability of a material to conduct IIIe-36
current in terms of resistivity and conductivity Week 5 STEM_GP12EM-
Apply the relationship of the proportionality IIIe-37
between resistance and the length and cross- Week 5
sectional area of a wire to solve problems Week 5 STEM_GP12EM-
Differentiate ohmic and non-ohmic materials in IIIe-38
terms of their I-V curves STEM_GP12EM-
Differentiate emf of a source and potential IIIe-40
difference (PD) across a circuit STEM_GP12EM-
Given an emf source connected to a resistor, IIIe-42
determine the power supplied or dissipated by
each element in a circuit STEM_GP12EM-
Solve problems involving current, resistivity, IIIe-44
resistance, and Ohm’s law in contexts such as, but
not limited to, batteries and bulbs, household STEM_GP12EM-
wiring, and selection of fuses. IIIe-45
Operate devices for measuring currents and STEM_GP12EM-
voltages IIIf-47
Draw circuit diagrams with power sources (cell or
battery), switches, lamps, resistors (fixed and
variable) fuses, ammeters and voltmeters

650

1. Resistors in series and Evaluate the equivalent resistance, current, and Week 6 STEM_GP12EM-
parallel voltage in a given network of resistors connected Week 6 IIIg-48
in series and/or parallel Week 6
2. Kirchhoff’s rules Calculate the current and voltage through and Week 6 STEM_GP12EM-
across circuit elements using Kirchhoff’s loop and Week 6 IIIg-49
3. R-C circuits junction rules (at most 2 loops only) Week 6
Solve problems involving the calculation of STEM_GP12EM-
1. Magnetic fields currents and potential difference in circuits Week 6 IIIg-51
2. Lorentz Force consisting of batteries, resistors and capacitors. Week 7
3. Motion of charge Differentiate electric interactions from magnetic STEM_GP12EM-
particles in electric and interactions Week 7 IIIh-54
magnetic fields Evaluate the total magnetic flux through an open Week 7 STEM_GP12EM-
4. Magnetic forces on surface Week 7 IIIh-55
current-carrying wires Describe the motion of a charged particle in a Week 7 STEM_GP12EM-
magnetic field in terms of its speed, acceleration, IIIh-58
1. Biot-Savart Law cyclotron radius, cyclotron frequency, and kinetic
2. Ampere’s Law energy STEM_GP12EM-
Evaluate the magnetic force on an arbitrary wire IIIh-59
segment placed in a uniform magnetic field STEM_GP12EM-
Evaluate the magnetic field vector at a given point IIIh-60
in space due to a moving point charge, an
infinitesimal current element, or a straight STEM_GP12EM-
current-carrying conductor IIIi-62
Calculate the magnetic field due to one or more
straight wire conductors using the superposition STEM_GP12EM-
principle IIIi-63
Calculate the force per unit length on a current
carrying wire due to the magnetic field produced STEM_GP12EM-
by other current-carrying wires IIIi-64
Evaluate the magnetic field vector at any point STEM_GP12EM-
along the axis of a circular current loop IIIi-66
Solve problems involving magnetic fields, forces
due to magnetic fields and the motion of charges
and current-carrying wires in contexts such as,
but not limited to, determining the strength of