That which pleases Him, I strive to do always
NOTRE DAME OF ABUYOG, INC.
LIST OF TOPICS AND ITS MOST ESSENTIAL LEARNING COMPETENCIES (MELCS) THAT WERE TACKLED/NOT TACKLED
TOPIC
1. Magnetic induction
2. Faraday’s Law
3. Alternating current, LC
circuits, and other
applications of magnetic
induction`
1. Maxwell’s synthesis of
electricity, magnetism,
and optics
Abuyog, Leyte
Senior High School Department
S.Y. 2021-2022
IN GENERAL PHYSICS 2 (4TH QUARTER)
REMARK REASON
MOST ESSENTIAL LEARNING COMPETENCIES
S (If not tackled)
1. Identify the factors that affect the magnitude of the induced emf and the NOT Teacher has lesser
magnitude and direction of the induced current (Faraday’s Law). knowledge on this topic.
2. Compare and contrast electrostatic electric field and NOT Teacher has lesser
nonelectrostatic/induced electric field. knowledge on this topic.
3. Calculate the induced emf in a closed loop due to a time varying magnetic NOT Teacher has lesser
flux using Faraday’s Law. knowledge on this topic.
4. Describe the direction of the induced electric field, magnetic field, and NOT Teacher has lesser
current on a conducting/nonconducting loop using Lenz’s Law. knowledge on this topic.
5. Compare and contrast alternating current (AC) and direct current (DC). NOT Teacher has lesser
knowledge on this topic.
6. Characterize the properties (stored energy and time dependence of NOT Teacher has lesser
charges, currents, and voltages) of an LC circuit. knowledge on this topic.
1. Relate the properties of EM wave (wavelength, frequency, speed) and the NOT Teacher has lesser
properties of vacuum and optical medium (permittivity, permeability, and knowledge on this topic.
index of refraction).
That which pleases Him, I strive to do always

2. Explain the conditions for total internal reflection. NOT Teacher has lesser
2. EM waves and light knowledge on this topic.

3. Law of Reflection
3. Explain the phenomenon of dispersion by relating to Snell’s Law. NOT Time Constraint
4. Law of Refraction
(Snell’s Law) 4. Calculate the intensity of the transmitted light after passing through a NOT Teacher has lesser
series of polarizers applying Malus’s Law. knowledge on this topic.
5. Polarization (Malus’s
Law)
5. Solve problems involving reflection, refraction, dispersion, and TACKLED
polarization in contexts such as, but not limited to, (polarizing) sunglasses,
6. Applications of reflection,
atmospheric haloes, and rainbows.
refraction, dispersion, and
polarization

1. Reflection and refraction 1. Explain image formation as an application of reflection, refraction, and NOT Topic and competencies
at plane and spherical paraxial approximation. were given emphasis
surfaces during JHS (Grade 10).

2. Mirrors 2. Relate properties of mirrors and lenses (radii of curvature, focal length, NOT Topic and competencies
index of refraction [for lenses]) to image and object distance and sizes. were given emphasis
3. Thin lens during JHS (Grade 10).
4. Geometric optics 3. Determine graphically and mathematically the type (virtual/real), NOT Topic and competencies
magnification, location, and orientation of image of a point and extended were given emphasis
object produced by a plane or spherical mirror. during JHS (Grade 10).

4. Determine graphically and mathematically the type (virtual/real), NOT Topic and competencies
magnification, location/ apparent depth, and orientation of image of a were given emphasis
point and extended object produced by a lens or series of lenses. during JHS (Grade 10).
That which pleases Him, I strive to do always

5. Apply the principles of geometric optics to discuss image formation by the NOT Topic and competencies
eye, and correction of common vision defects. were given emphasis
during JHS (Grade 10).

1. Huygens’ Principle 1. Determine the conditions (superposition, path and phase difference, NOT Time constraint
polarization, amplitude) for interference to occur emphasizing the
2. Two-source interference properties of a laser as a monochromatic and coherent light source.
of light

3. Intensity in interference 2. Relate the geometry of the two-slit experiment set up (slit separation, and NOT Time constraint
patterns screen-to-slit distance) and properties of light (wavelength) to the
properties of the interference pattern (width, location, and intensity)
4. Interference in thin films

5. Diffraction from single- 3. Relate the geometry of the diffraction experiment setup (slit size, and NOT Time constraint
slits screen- to-slit distance) and properties of light (wavelength) to the
properties of the diffraction pattern (width, location, and intensity of the
fringes).

1. Postulates of Special 1. State the postulates of Special Relativity and their consequences. NOT Time constraint
Relativity

2. Relativity of times and 2. Apply the time dilation, length contraction and relativistic velocity NOT Time constraint
lengths addition to worded problems.

3. Relativistic velocity
addition 3. Calculate kinetic energy, rest energy, momentum, and speed of objects NOT Time constraint
moving with speeds comparable to the speed of light.
4. Relativistic dynamics

5. Relativistic Doppler effect

That which pleases Him, I strive to do always

1. Photoelectric effect 1. Explain the photoelectric effect using the idea of light quanta or photons. NOT Time constraint

2. Atomic spectra
2. Explain qualitatively the properties of atomic emission and absorption NOT Time constraint
3. Radioactive decay spectra using the concept of energy levels.

3. Calculating radioisotope activity using the concept of halflife. NOT Time constraint

Prepared by

LEONARDO G. PIGA, JR., LPT

Subject Teacher