The Commission on Higher Education
in collaboration with the Philippine Normal University
Teaching Guide for Senior High School INITIAL RELEASE: 13 JUNE 2016
GENERAL PHYSICS 1
SPECIALIZED SUBJECT | ACADEMIC - STEM
This Teaching Guide was collaboratively developed and reviewed by educators from public and private schools, colleges, and universities. We
encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Commission on
Higher Education, K to 12 Transition Program Management Unit - Senior High School Support Team at . We value your
feedback and recommendations.
, Development Team
Team Leader: Jose Perico H. Esguerra, Ph.D.
Writers: Kendrick A. Agapito, Rommel G. Bacabac,
Ph.D., Jo-Ann M. Cordovilla, John Keith V. Magali, This Teaching Guide by the
Ranzivelle Marianne Roxas-Villanueva, Ph.D. Commission on Higher Education is
licensed under a Creative
Technical Editor: Eduardo C. Cuansing, Ph.D.,
Commons Attribution-
Voltaire M. Mistades, Ph.D. NonCommercial-ShareAlike 4.0
Copy Reader: Mariel A. Gabriel International License. This means
Published by the Commission on Higher Education, 2016 you are free to:
Illustrators: Rachelle Ann J. Bantayan, Andrea Liza T.
Chairperson: Patricia B. Licuanan, Ph.D. Share — copy and redistribute the
Meneses, Danielle Christine Quing material in any medium or format
Commission on Higher Education
Cover Artists: Paolo Kurtis N. Tan, Renan U. Ortiz Adapt — remix, transform, and
K to 12 Transition Program Management Unit
build upon the material.
Office Address: 4th Floor, Commission on Higher Education, The licensor, CHED, cannot revoke
C.P. Garcia Ave., Diliman, Quezon City these freedoms as long as you
Senior High School Support Team
Telefax: (02) 441-0927 / E-mail Address: CHED K to 12 Transition Program Management Unit follow the license terms. However,
under the following terms:
Program Director: Karol Mark R. Yee Attribution — You must give
Lead for Senior High School Support: appropriate credit, provide a link to
Consultants Gerson M. Abesamis the license, and indicate if changes
THIS PROJECT WAS DEVELOPED WITH THE PHILIPPINE NORMAL UNIVERSITY. were made. You may do so in any
University President: Ester B. Ogena, Ph.D. Course Development Officers: reasonable manner, but not in any
John Carlo P. Fernando, Danie Son D. Gonzalvo way that suggests the licensor
VP for Academics: Ma. Antoinette C. Montealegre, Ph.D.
endorses you or your use.
VP for University Relations & Advancement: Rosemarievic V. Diaz, Ph.D. Lead for Policy Advocacy and Communications: NonCommercial — You may not use
Ma. Cynthia Rose B. Bautista, Ph.D., CHED Averill M. Pizarro the material for commercial
Bienvenido F. Nebres, S.J., Ph.D., Ateneo de Manila University purposes.
Teacher Training Officers:
ShareAlike — If you remix,
Carmela C. Oracion, Ph.D., Ateneo de Manila University Ma. Theresa C. Carlos, Mylene E. Dones
transform, or build upon the
Minella C. Alarcon, Ph.D., CHED
Monitoring and Evaluation Officer: material, you must distribute your
Gareth Price, Sheffield Hallam University Robert Adrian N. Daulat contributions under the same license
Stuart Bevins, Ph.D., Sheffield Hallam University as the original.
Administrative Officers:
Ma. Leana Paula B. Bato, Kevin Ross D. Nera,
Allison A. Danao, Ayhen Loisse B. Dalena
Printed in the Philippines by EC-TEC Commercial, No. 32 St.
Louis Compound 7, Baesa, Quezon City,
,Introduction
As the Commission supports DepEd’s implementation of Senior High School (SHS), it upholds the vision
and mission of the K to 12 program, stated in Section 2 of Republic Act 10533, or the Enhanced Basic
Education Act of 2013, that “every graduate of basic education be an empowered individual, through a
program rooted on...the competence to engage in work and be productive, the ability to coexist in
fruitful harmony with local and global communities, the capability to engage in creative and critical
thinking, and the capacity and willingness to transform others and oneself.”
To accomplish this, the Commission partnered with the Philippine Normal University (PNU), the National
Center for Teacher Education, to develop Teaching Guides for Courses of SHS. Together with PNU, this
Teaching Guide was studied and reviewed by education and pedagogy experts, and was enhanced with
appropriate methodologies and strategies.
Furthermore, the Commission believes that teachers are the most important partners in attaining this
goal. Incorporated in this Teaching Guide is a framework that will guide them in creating lessons and
assessment tools, support them in facilitating activities and questions, and assist them towards deeper
content areas and competencies. Thus, the introduction of the SHS for SHS Framework.
The SHS for SHS Framework, which stands for “Saysay-Husay-Sarili for Senior High School,” is at the
core of this book. The lessons, which combine high-quality content with flexible elements to
SHS for SHS accommodate diversity of teachers and environments, promote these three fundamental concepts:
Framework
SAYSAY: MEANING HUSAY: MASTERY SARILI: OWNERSHIP
Why is this important? How will I deeply understand this? What can I do with this?
Through this Teaching Guide, Given that developing mastery When teachers empower
teachers will be able to facilitate goes beyond memorization, learners to take ownership of
an understanding of the value teachers should also aim for their learning, they develop
of the lessons, for each learner deep understanding of the independence and self-
to fully engage in the content subject matter where they lead direction, learning about both
on both the cognitive and learners to analyze and the subject matter and
affective levels. synthesize knowledge. themselves.
, Implementing this course at the senior high school level is subject to numerous challenges
About this with mastery of content among educators tapped to facilitate learning and a lack of
Teaching Guide resources to deliver the necessary content and develop skills and attitudes in the learners,
being foremost among these.
In support of the SHS for SHS framework developed by CHED, these teaching guides were
crafted and refined by biologists and biology educators in partnership with educators from
focus groups all over the Philippines to provide opportunities to develop the following:
1. Saysay through meaningful, updated, and context-specific content that highlights
important points and common misconceptions so that learners can connect to their real-
world experiences and future careers;
2. Husay through diverse learning experiences that can be implemented in a resource-
poor classroom or makeshift laboratory that tap cognitive, affective, and psychomotor
domains are accompanied by field-tested teaching tips that aid in facilitating discovery and
development of higher-order thinking skills; and
3. Sarili through flexible and relevant content and performance standards allow
learners the freedom to innovate, make their own decisions, and initiate activities to fully
develop their academic and personal potential.
These ready-to-use guides are helpful to educators new to either the content or biologists
new to the experience of teaching Senior High School due to their enriched content
presented as lesson plans or guides. Veteran educators may also add ideas from these
guides to their repertoire. The Biology Team hopes that this resource may aid in easing the
transition of the different stakeholders into the new curriculum as we move towards the
constant improvement of Philippine education.
in collaboration with the Philippine Normal University
Teaching Guide for Senior High School INITIAL RELEASE: 13 JUNE 2016
GENERAL PHYSICS 1
SPECIALIZED SUBJECT | ACADEMIC - STEM
This Teaching Guide was collaboratively developed and reviewed by educators from public and private schools, colleges, and universities. We
encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Commission on
Higher Education, K to 12 Transition Program Management Unit - Senior High School Support Team at . We value your
feedback and recommendations.
, Development Team
Team Leader: Jose Perico H. Esguerra, Ph.D.
Writers: Kendrick A. Agapito, Rommel G. Bacabac,
Ph.D., Jo-Ann M. Cordovilla, John Keith V. Magali, This Teaching Guide by the
Ranzivelle Marianne Roxas-Villanueva, Ph.D. Commission on Higher Education is
licensed under a Creative
Technical Editor: Eduardo C. Cuansing, Ph.D.,
Commons Attribution-
Voltaire M. Mistades, Ph.D. NonCommercial-ShareAlike 4.0
Copy Reader: Mariel A. Gabriel International License. This means
Published by the Commission on Higher Education, 2016 you are free to:
Illustrators: Rachelle Ann J. Bantayan, Andrea Liza T.
Chairperson: Patricia B. Licuanan, Ph.D. Share — copy and redistribute the
Meneses, Danielle Christine Quing material in any medium or format
Commission on Higher Education
Cover Artists: Paolo Kurtis N. Tan, Renan U. Ortiz Adapt — remix, transform, and
K to 12 Transition Program Management Unit
build upon the material.
Office Address: 4th Floor, Commission on Higher Education, The licensor, CHED, cannot revoke
C.P. Garcia Ave., Diliman, Quezon City these freedoms as long as you
Senior High School Support Team
Telefax: (02) 441-0927 / E-mail Address: CHED K to 12 Transition Program Management Unit follow the license terms. However,
under the following terms:
Program Director: Karol Mark R. Yee Attribution — You must give
Lead for Senior High School Support: appropriate credit, provide a link to
Consultants Gerson M. Abesamis the license, and indicate if changes
THIS PROJECT WAS DEVELOPED WITH THE PHILIPPINE NORMAL UNIVERSITY. were made. You may do so in any
University President: Ester B. Ogena, Ph.D. Course Development Officers: reasonable manner, but not in any
John Carlo P. Fernando, Danie Son D. Gonzalvo way that suggests the licensor
VP for Academics: Ma. Antoinette C. Montealegre, Ph.D.
endorses you or your use.
VP for University Relations & Advancement: Rosemarievic V. Diaz, Ph.D. Lead for Policy Advocacy and Communications: NonCommercial — You may not use
Ma. Cynthia Rose B. Bautista, Ph.D., CHED Averill M. Pizarro the material for commercial
Bienvenido F. Nebres, S.J., Ph.D., Ateneo de Manila University purposes.
Teacher Training Officers:
ShareAlike — If you remix,
Carmela C. Oracion, Ph.D., Ateneo de Manila University Ma. Theresa C. Carlos, Mylene E. Dones
transform, or build upon the
Minella C. Alarcon, Ph.D., CHED
Monitoring and Evaluation Officer: material, you must distribute your
Gareth Price, Sheffield Hallam University Robert Adrian N. Daulat contributions under the same license
Stuart Bevins, Ph.D., Sheffield Hallam University as the original.
Administrative Officers:
Ma. Leana Paula B. Bato, Kevin Ross D. Nera,
Allison A. Danao, Ayhen Loisse B. Dalena
Printed in the Philippines by EC-TEC Commercial, No. 32 St.
Louis Compound 7, Baesa, Quezon City,
,Introduction
As the Commission supports DepEd’s implementation of Senior High School (SHS), it upholds the vision
and mission of the K to 12 program, stated in Section 2 of Republic Act 10533, or the Enhanced Basic
Education Act of 2013, that “every graduate of basic education be an empowered individual, through a
program rooted on...the competence to engage in work and be productive, the ability to coexist in
fruitful harmony with local and global communities, the capability to engage in creative and critical
thinking, and the capacity and willingness to transform others and oneself.”
To accomplish this, the Commission partnered with the Philippine Normal University (PNU), the National
Center for Teacher Education, to develop Teaching Guides for Courses of SHS. Together with PNU, this
Teaching Guide was studied and reviewed by education and pedagogy experts, and was enhanced with
appropriate methodologies and strategies.
Furthermore, the Commission believes that teachers are the most important partners in attaining this
goal. Incorporated in this Teaching Guide is a framework that will guide them in creating lessons and
assessment tools, support them in facilitating activities and questions, and assist them towards deeper
content areas and competencies. Thus, the introduction of the SHS for SHS Framework.
The SHS for SHS Framework, which stands for “Saysay-Husay-Sarili for Senior High School,” is at the
core of this book. The lessons, which combine high-quality content with flexible elements to
SHS for SHS accommodate diversity of teachers and environments, promote these three fundamental concepts:
Framework
SAYSAY: MEANING HUSAY: MASTERY SARILI: OWNERSHIP
Why is this important? How will I deeply understand this? What can I do with this?
Through this Teaching Guide, Given that developing mastery When teachers empower
teachers will be able to facilitate goes beyond memorization, learners to take ownership of
an understanding of the value teachers should also aim for their learning, they develop
of the lessons, for each learner deep understanding of the independence and self-
to fully engage in the content subject matter where they lead direction, learning about both
on both the cognitive and learners to analyze and the subject matter and
affective levels. synthesize knowledge. themselves.
, Implementing this course at the senior high school level is subject to numerous challenges
About this with mastery of content among educators tapped to facilitate learning and a lack of
Teaching Guide resources to deliver the necessary content and develop skills and attitudes in the learners,
being foremost among these.
In support of the SHS for SHS framework developed by CHED, these teaching guides were
crafted and refined by biologists and biology educators in partnership with educators from
focus groups all over the Philippines to provide opportunities to develop the following:
1. Saysay through meaningful, updated, and context-specific content that highlights
important points and common misconceptions so that learners can connect to their real-
world experiences and future careers;
2. Husay through diverse learning experiences that can be implemented in a resource-
poor classroom or makeshift laboratory that tap cognitive, affective, and psychomotor
domains are accompanied by field-tested teaching tips that aid in facilitating discovery and
development of higher-order thinking skills; and
3. Sarili through flexible and relevant content and performance standards allow
learners the freedom to innovate, make their own decisions, and initiate activities to fully
develop their academic and personal potential.
These ready-to-use guides are helpful to educators new to either the content or biologists
new to the experience of teaching Senior High School due to their enriched content
presented as lesson plans or guides. Veteran educators may also add ideas from these
guides to their repertoire. The Biology Team hopes that this resource may aid in easing the
transition of the different stakeholders into the new curriculum as we move towards the
constant improvement of Philippine education.
