OBE Learning Plan in Physics

(SPEC 116 – Modern Physics)

Unit: Relativity and Beyond

Chapter: Looking deeper into everyday phenomena

Topics:

 Quarks and other elementary particles

 Cosmology: looking out into the universe
 Semiconductors and Microelectronics
 Superconductors and other new materials

Reference

Topic: Quarks and other elementary particles

Objectives Description of Activities Formative Assessment

At the end of the lesson, the
students will be able to:

1. Identify the two most 1. Multimedia presentation
fundamental types of viewing shall be utilized to
particles. provide an entertaining
visualization of the
introduction of fundamental
types of particles in
elements.
The students shall fill in the
Venn Diagram that is a
perfect graphic organizer for
knowing the basic
characteristics, differences,
and similarities of the basic
fundamental types of
particles. Following the
answer keys made by the
teacher, the students progress
will be identified.

2. Give importance on 2. Pair and Share or Group Literature writing shall be

how elementary Sharing  is collaborative
particles interact and learning strategy where
relate to other students work together in
particles and forces learning about the
and nature. interaction between
elementary particles.
used such as poem writing
that let the students to
express their understanding
of the importance of
elementary particles in the
environment.
Following the rubric, the
teacher will be able to assess

3. Apply the basic 3. Cabbage relay game (Oral
concepts of quarks
and other elementary
particles.
Topic: Cosmology: Looking out into the universe
Objectives
At the end of the lesson, the
students will be able to:
1. Students will be able
to explain the
distinguished theories
on the formation of
universe.
2. The students will be
able to compare and
contrast the different
types of galaxies in
the universe.
3. Students will be able to
assemble, use and
disassemble the various
recitations) is best for
application of learning
activity with a strategy on
the respondent’s selection,
wherein all students have
the equal chance to be
selected. Ex: Cabbage relay.
Descriptions of Activities
1. Interactive Reading the
students will be grouped
into 4 and each group will
be assigned to read an
article of a certain theory
of the formation of
universe in a creative way.
This will be utilized to
gain learning through
reading and listening.
2. Compare and Contrast
Graphic Organizer will
be used to easily compare
and contrast the different
types of galaxies in the
universe as to its form,
features, and
characteristics.
4. Demonstration of the
parts and functions of the
telescope will help the
students’ status in learning.
Situational type of
assessment or problem
solving shall be used to
develop the student’s
application activity on their
learnings of quarks and other
elementary particles in
laboratory or non-laboratory
situations. Following the
rubric, the teacher will be
able to assess students’ status
in learning.
Formative Assessment
Matching type of quiz will
serve as an assessment to
match the theory to its
respective definition, features,
and characteristics. The scores
on the quiz will determine the
students’ progress throughout
the learning process.
Brain storming & Reporting
shall come after to answer the
guide questions inspired by the
graphic organizer. Reporting
would determine the learning
of the students base on the
graphic organizer. The answers
will be scored according to the
designed rubric that would
determine the learning
outcomes.
Labeling type of assessment.
Shall be utilized to assess the
mastery of the students on the
 types of telescopes
available for their use.
Topics: semiconductors and Microelectrons Superconductors and other New Materials
Formative Plan
Objectives Descriptions of Activities
At the end of the lesson, the
students will be able to:
1. Explain the
importance of electric
conductors and super
conductors in human
life.
2. Determine the
properties of electric
conductors,
semiconductor, and
super conductors.
students to master the
name of the parts, its
functions and the proper
way of using the telescope
in the outer space
discovery. The
demonstration will show
actual use of telescope
using its parts to enjoy
features for the users
preference.
1. Identification . Students will
identify events in real life
where human uses electric
conductors, semiconductor
and super conductors for
necessary activities.
2. Experiment shall be done to
determine which materials
that are semi-conductor,
conductor, and
superconductor. The student
will then determine the
differences of those materials
before the teacher goes to the
formal discussion. This
would demonstrate the
superconductivity and prove
the properties of doping a
name and functions of the parts
of telescope. This is possible
by labeling the parts being
pointed in the arrows in the
answer sheet. Scores will
determine the student’s status
in learning. Individual Re-
demonstration will come after
to determine the student’s
application of knowledge.
Formative Assessments
Essay writing. The students
will create an essay that will
tackle about the importance of
knowing electric conductor
and superconductors in the
field of science and how does
it change our way of living.
Scoring procedure shall be
guided by the Rubric designed
by teacher.
Short multiple-choice quiz.
Will be useful to determine
the attainment of the desired
learning outcome. Short
multiple quiz should cater the
evaluation of students
understanding on the
properties of semi-conductors,
conductors, and super electric
conductor materials.
 Matt insulator to opposed
other interpretations

3. Demonstrate
understanding on 3. Demonstrate the
the superconductivity and prove
Microelectrons. the properties of doping a
Matt insulator to opposed
other interpretations.
Video Presentation making.
Students will then produce
venue in social media
discussing the understanding
of micro electrons.

- Create a template in
superconductor on a Micro
electron superconductor or
exploiting the knowledge
base of high-temperature
superconductivity in doped
“Matt Insulating” copper
oxide materials.
4.

Summative Plan

Summative assessment

The students will demonstrate the model in relativity and beyond (Looking deeper into
everyday phenomena)

Instructions

1. Create your own scale model of the solar system to help you understand cosmic
distances.
2. Pick an object (Such as a grapefruit or basketball ball) to represent the sun.
 3. Look up the diameters of the Earth and the Sun , as well as the distance from the Earth to
the Sun.
4. How big should your scale-model be and how far away should it be from your model sun,
to fit the scale?
5. How far away would Proxima Centauri be from your model sun?
6. How about the Andromeda Galaxy?

Grading and Standards

Scoring Rubrics

10 pts 8 pts 6pts

Creativity
Resourcefulness
Accuracy

Model Rubrics

Criteria Outstanding (10) Satisfactory (8) Needs improvement

(5)
Model accuracy The model is accurate The model is accurate The model is accurate
and included all but lacks some in terms of
required information information demonstrating.
Model creativity Project is unique and Project is nice, but it Project appears
does not appear to is not unique. It has forced it appears to
look like the others. many similar have many parts that
The model shows components as other are strange and do not
creativity that is presentation. serve any purpose.
exciting and fresh.
Design and Materials The model is neat and Model has design Model has many
well designed. flaws. Choice of design flaws. Choice
Choice of materials is materials is of materials does not
well suited from appropriate for suit model.
materials. model.
Labeling Accuracy Labelled correctly: The note card was There was no note
the scale model present with some card to accompany
labelled information the model.
but not all.
Economy All materials use are Materials use is Materials use is very
very economical. economical. uneconomical.

Prepared by:

Cesar Ian Abila

Jane Aranas
Jhempson Agata
Sharia Arboleras
Aira Jane Agote
Caryl Anne Awa
Sheena Alegarbes
Arnold Nikko Balladares