Forces

and UNIT 4
Motion TOPIC 1

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 Work,
Power,
and UNIT 4
Forces Energy TOPIC 2
and UNIT 4
Motion TOPIC 1

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 Heat
and
Energy
UNIT 4
TOPIC 3
Work,
Power,
and UNIT 4
Forces Energy TOPIC 2
and UNIT 4
Motion TOPIC 1

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 Electricity
and
Magnetism UNIT 4
TOPIC 4

Heat
and
Energy
UNIT 4
TOPIC 3
Work,
Power,
and UNIT 4
Forces Energy TOPIC 2
and UNIT 4
Motion TOPIC 1

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Content Standard
The learner demonstrates the understanding of projectile motion, impulse
and momentum, conservation of linear momentum

Most Essential Learning Competencies

 Describe the uniformly accelerated motion (horizontal and
vertical) qualitatively
 Describe uniformly accelerated motion (horizontal and vertical)
quantitatively
Forces
and
Motion
designed by TinyPPT.com
Content Standard
The learner demonstrates the understanding of projectile motion, impulse
and momentum, conservation of linear momentum

Most Essential Learning Competencies

 Describe projectile motion qualitatively and quantitatively
 Label a diagram illustrating projectile motion by indicating the
range, height, trajectory, initial horizontal velocity, and initial
vertical velocity.
 Demonstrate what happens to the height and range of the projectile
at different angles of release
 Infer from examples that the angle of release affects the height and
range of a projectile Forces
 Use examples derive from sports to show that the angle of release and
affects the range and height of a projectile Motion
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 Forces
and
Motion
Content Standard
Infer that the total momentum before and after collision is
equal.
Most Essential Learning Competencies
 Apply the law of conservation of momentum to real life
situations (interaction between a stationary body and a
moving body)
 Apply the law of conservation of momentum to real life
situations (interaction between two objects moving in the
same and opposite directions)
 Apply the law of conservation momentum to real life
situations (recoil interaction)
 Distinguish between elastic and inelastic collisions

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Content Standard
Perform activities to demonstrate conservation of mechanical
energy
Most Essential Learning Competencies
 Analyze the conversion potential to kinetic
energy and vice versa to given situations (e.g.
pendulum, roller coaster, ascending and
descending the stairs)
 Perform experiment to demonstrate Work,
conservation of mechanical energy. Power,
and
Energy

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 Work,
Power,
and
Energy
RUBE GOLDBERG
MACHINE
A Rube Goldberg machine,
named after American cartoonist Rube
Goldberg, is a chain reaction–type
machine or contraption intentionally
designed to perform a simple task in
an indirect and (impractically) overly
complicated way. Usually, these
machines consist of a series of simple
unrelated devices; the action of each
triggers the initiation of the next,
eventually resulting designed
in achieving
by TinyPPT.coma
Content Standard
Construct a model to demonstrate that heat can do work.

Most Essential Learning Competencies

 Explain how heat causes the internal energy
of a system increase
 Demonstrate that heat can do work by
constructing a model
Heat
and
Energy
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 Heat
and
Energy
Content Standard
Explain how heat transfer and energy transformation make heat
engines work

Most Essential Learning Competencies

 Infer that heat transfer can be used to do work,
and that work involves the release of heat
 Explain why machines are never 100-percent
efficient

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 Electricity
and Magnetism

Content Standard
Explain how electrical energy is generated, transmitted, and
distributed
Most Essential Learning Competencies
 Trace the energy transformation in electrical power plants
 Explain how electrical energy reaches the consumer
 Distinguish between electrical power generation, distribution
and transmission
 Differentiate a step-up transformer from a step-down
transformer
 Cite ways to minimize power loss in generation,
transmission, and distribution of electrical energy

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