K TO 12 School Grade Level 12

DAILY LESSON Teacher Learning Area General Physics 1

LOG
Date / Time Quarter/ Week First/Week 3

I. OBJECTIVES Day 1 (120 minutes) Day 2 (120 minutes)

The learners demonstrate an understanding of Relative Motion
A. Content Standards 1. Position, distance, displacement, speed, average velocity, instantaneous velocity, average acceleration, and instantaneous acceleration in
2- and 3- dimensions.
2. Projectile motion
3. Circular motion
4. Relative motion
The learners are able to solve using experimental and theoretical approaches, multi-concept, rich-context problems involving measurement,
B. Performance Standard vectors, motions in 1D, 2D and 3D, Newton’s Laws, work, energy, center of mass, momentum, impulse and collisions.
C. Learning The learners… The learners…
Competencies / 1. Describe motion using the concept of relative velocities in 1D 1. Differentiate uniform and non-uniform circular motion.
Write the LC code for and 2D. STEM_GP12KIN-Ic-20 STEM_GP12KIN-Ic-24
each objective: 2. Extend the definition of position, velocity, and acceleration to 2. Infer quantities associated with circular motion such as tangential
2D and 3D using vector representation. STEM_GP12KIN-Ic- velocity, centripetal acceleration, tangential acceleration, radius of
21 curvature. STEM_GP12KIN-Ic-25
3. Deduce the consequences of the independence of vertical and 3. Solve problems involving two dimensional motion in contexts such
horizontal components of projectile motion. STEM_GP12KIN- as, but not limited to ledge jumping, movie stunts, basketball, safe
Ic-22 locations during firework displays, and Ferris wheels.
4. Calculate range, time of flight, and maximum heights of STEM_GP12KIN-Ic-26
projectiles. STEM_GP12KIN-Ic-23 4. Plan and execute an experiment involving projectile motion:
Identifying error sources, minimizing their influence, and estimating
the influence of the identified error sources on final results.
STEM_GP12KIN-Ic-27

II. CONTENT Kinematics: Motion in 2-Dimensions and 3-Dimensions

III. LEARNING RESOURCES

A. References
Materials from Learning
Resource (LR) Portal

B. Other Learning Book Book

Resources 1. Bauer, W., & Westfall, G. (2016). General Physics 1 (2nd ed.). 1. Bauer, W., & Westfall, G. (2016). General Physics 1 (2nd ed.).
McGraw Hill Education. McGraw Hill Education.

Website:
1. Coordinate Systems and Transforms -
https://sites.google.com/site/craigandera/craigs-stuff/directx-
home/managed-direct3d-tutorial/06-coordinate-systems-and-
transforms
2. Bouncing Ball -
http://andrewsuryadi3dtutorials.blogspot.com/2016/01/basic-
animation-bouncing-ball.html
3. Relative Motion -
https://www.youtube.com/watch?v=wD7C4V9smG4
4. Projectile Motion -
https://www.youtube.com/watch?v=aY8z2qO44WA
Website:
1. Uniform Circular Motion: Crash Course Physics -
https://www.youtube.com/watch?v=bpFK2VCRHUs
2. Ferris Wheel -
https://www.tes.com/lessons/Rnp5xeH0rxZLwQ/circular-motion
3. Banked Circular Track - https://study.com/academy/lesson/circular-
motion-around-a-banked-circular-track.html
4. Circular Motion -
https://www.eduhk.hk/apfslt/issue_2/kkwan/circular_motion.pdf
5. Experiment on Projectile Motion -
https://www.eduhk.hk/apfslt/issue_2/kkwan/circular_motion.pdf

IV. PROCEDURES

A. Reviewing previous  State the learning objectives for the day’s lesson.  State the learning objectives for the day’s lesson.
lesson or presenting  Perform review on displacement, average velocity, and  Quickly perform a review on relative and projectile motions.
the new lesson instantaneous velocity.  Picture Analysis: Show the following pictures to the class

 Process question: How will you describe the motion involved in the
images shown?
 Learners may possibly answer that the motion is circular motion.

B. Establishing a purpose for
the lesson
C. Presenting examples/
instances for the new lesson
 Teacher-led Activity (I DO): Show how to solve a problem that
involves x- and y-components.
 Present a problem to the learners: A baseball is thrown with a
velocity of 31.1 m/s at an angle of Ɵ = 33.4˚ above horizontal.
What is the horizontal component of the ball’s velocity at the
highest point of the ball’s trajectory?
 Ask the learners first to solve the problem and see if they will be
able to differentiate the problem from the problems in one
dimension with constant acceleration (straight line and free-fall).
 If the learners are not able to solve the problem, then proceed in
solving it on the board and provide step-by-step solution.
 Video Analysis: Present a video on relative motion. (Appendix
1)
 Before discussing projectile motion, introduce three-dimensional
coordinate system.
 Ask the learners how they can show three-dimensional
coordinate system using their hands.
 Picture Analysis: Present the picture below to the class.
 Let the learners analyze the picture.
 Process questions:
1. How would you describe the motion in the picture?
 Show a video of understanding circular motion:
https://www.youtube.com/watch?v=bpFK2VCRHUs (Appendix 3)
 Ask the learners how they describe the motion of Ferris wheel and
carousel.
 Learners may answer x- and y-components can still be taken into
account in solving problems of motion shown in Ferris wheel and
carousel.
 Present back the previously shown images of circular motion.
 Show the following additional images for circular motion and allow
learners to identify the differences:
Satellite Banked Circular Track
Roller Coaster Solar System
 Steer the class in providing a definition for circular motion.
 In Physics, circular motion is a movement of an object along the
circumference of a circle or rotation along a circular path.
 Circular motion can be uniform, with constant angular rate of rotation
and constant speed, or non-uniform with a changing rate of rotation.
 2. What does the numbers 0-100 indicate?
3. What kind of motions are involved in the picture?
4. How can you solve the total distance covered?
 Discuss that the most striking difference between velocity along
D. Discussing new concepts a line and velocity in two or three dimensions is that the latter
and practicing new skills # 1 can change direction even in cases where the speed stays
constant. Ask the learners: What can you infer from the
statement?
 Because acceleration is defined as a change in velocity – any
change in velocity – divided by a time interval, there can be
acceleration even when the magnitude of the velocity does not
change.
 Consider, for example, a particle moving in two dimensions (that
is, in a plane). At time t1, the particle has velocity v1, and a later
time t2, the particle has velocity v2. The change in velocity of the
particle is ∆𝑣 = 𝑣2 − 𝑣1 . The average acceleration, aave, for the
time interval ∆𝑡 = 𝑡2 − 𝑡1 is given by,
∆𝑣 𝑣2 − 𝑣1
𝑎𝑎𝑣𝑒 = =
∆𝑡 𝑡2 − 𝑡1
 In general, an acceleration vector arises if an object’s velocity
vector changes in magnitude or direction. Any time an object
travels along a curved part, in two or three dimensions, it must
have acceleration.
 Before providing an example: state the equations to be used in
solving problems in two or three dimensions.
 It is best to start with projectile motion (2D)
 Projectile motion of an object can be separated into motion in the
x-direction, described by the equations:
(1) 𝑥 = 𝑥0 + 𝑣𝑥 𝑡
(2) 𝑣𝑥 = 𝑣𝑥𝑜
and motion in the y-direction, described by
1 advisable to have this activity be done by the teacher rather than by a
(3) 𝑦 = 𝑦0 + 𝑣𝑦0 𝑡 − 𝑔𝑡 2
2
(4) 𝑦 = 𝑦0 + 𝑣𝑦 𝑡
(5) 𝑣𝑦 = 𝑣𝑦0 − 𝑔𝑡
1
(6) 𝑣𝑦 = 2 (𝑣𝑦 + 𝑣𝑦0 )
2
(7) 𝑣𝑦2 = 𝑣𝑦0 − 2𝑔(𝑦 − 𝑦0 )
 Show a GIF of uniform circular motion. GIF can be obtained from
https://www.physicsclassroom.com/mmedia/circmot/ucm.cfm.
 Uniform circular motion can be described as the motion of an object in
a circle at a constant speed. As an object moves in a circle, it is
constantly changing its direction. Since the direction of the velocity
vector is the same as the direction of the of the object’s motion, the
velocity is directed tangent to the circle as well.
 Challenge Question: Can we consider an object moving in a circle as
accelerating?
 An object moving in a circle is accelerating. Accelerating objects are
objects which are changing their velocity – either the speed or the
direction.
 The net force acting upon such an object is directed towards the center
of the circle. The net force is said to be an inward or centripetal force.
Without such an inward force, an object would continue in a straight
line, never deviating from its direction. Yet, with the inward net force
directed perpendicular to the velocity vector, the object is always
changing its direction and undergoing an inward acceleration.
 Concept Check: If there is uniform circular motion, is there non-
uniform circular motion?
 Non-uniform
a. The net acceleration is no longer pointing towards the center of the
circle.
b. There are two components of acceleration:
1. Radial/centripetal: due to change in direction of velocity
2. Tangential: due to change in magnitude of velocity
 Activity: Perform a simple activity of circling a stone attached to a
string. The circular motion should be done on top of the head. It is
student. Make sure that the speed of rotation is not constant.
  The range R of an ideal projectile is given by
𝑣02
𝑅= 𝑠𝑖𝑛2𝜃0
𝑔
 The maximum height H reached by an ideal projectile is given by
2
𝑣𝑦0
𝐻 = 𝑦0 +
2𝑔
 Projectile trajectories are not parabolas when air resistance is
taken into account. In general, the trajectories of realistic
projectiles do not reach the maximum predicted height, and they
have a significantly shorter range.
 Briefly introduce polar coordinates and why it is more convenient to
E. Discussing new concepts use these coordinates than Cartesian.
and practicing new skills # 2  The conversion between Cartesian coordinates, x and y, and polar
coordinates, r and Ɵ, is given by
𝑟 = √𝑥 2 + 𝑦 2
𝑦
𝜃 = 𝑡𝑎𝑛−1 ( )
𝑥
 The conversion between polar coordinates and Cartesian coordinates
is given by
𝑥 = 𝑟 𝑐𝑜𝑠𝜃
𝑦 = 𝑟 𝑠𝑖𝑛𝜃
 Discuss the comparison of kinematical variables for circular motion.
Quantity Linea Angula Relationship
r r
Displace s Ɵ s=rƟ
ment
Velocity v ω v=rω
Accelerat a α at = r α
c= r ω
2
ion a
 Do not dwell too much on polar coordinates since the lesson for this
session focuses on differentiating uniform and non-uniform circular
motion.
 This topic can be added on the discussion if time permits.
 WE DO (Teacher will solve the problem along with the  The following problems will cover learning competency 26. The
F. Developing mastery learners): Provide an exercise for the learners to work on as a problems can be solved collaboratively in groups. Each group will
(Leads to Formative practice.
 Assessment 3)  Make sure that you provide immediate assistance whenever a discuss their solutions on the board. The whole class must observe how
learner or learner s find it difficult to proceed to the next step in each problem has been solved.
solving the problem.  Problem 1: During the 2004 Olympic Games, a shot putter threw a shot
 Sample Problem: An object is launched at a speed of 20 m/s from put with a speed of 13 m/s at an angle of 43˚ above the horizontal. She
the top of a tall tower. The height y of the object as a function of released the shot put from a height of 2m above the ground.
time t elapsed from launch is y (t) = -4.90t2 + 19.32t + 60, where a. How far did the shot put travel in the horizontal direction?
h is in meters and t is in seconds. Determine b. How long was it until the shot put hit the ground?
 the height H of the tower  Problem 2: For a Science Olympiad competition, a group of middle
 the launch angle school students build a trebuchet that can fire a tennis ball from a height
 the horizontal distance travelled by the object before it hits of 1.55 m with a velocity of 10.5 m/s and a launch angle of 35˚ above
the ground. the horizontal.
 When listening to a television broadcast of a baseball game, you a. What horizontal distance will the tennis ball cover before it hits the
G. Finding practical often hear the phrase “line drive” or “frozen rope” for a ball hit ground?
applications of concepts really hard and at a low angle with respect to the ground. Some b. What is the x-component of the velocity of the tennis ball just
and skills in daily living announcers even use “frozen rope” to describe a particularly before it hits the ground?
strong throw from second or third base to first base. This figure c. What is the speed of the tennis ball just before it hits the ground?
speech implies movement on a straight line – but we know that
the ball’s actual trajectory is parabola.
Problem: What is the maximum height that a baseball reaches if it
is thrown from second base to first base or from third base, and in
either case is released from a height of 6 ft, with a speed of 90
mph, and caught at the same height?
 Solution:
v0 = 90 mph = 40.2336 m/s
d12 = 90 ft = 27.432 m (standard dimension of a baseball field
from first base to second base)
d13 = 38.795 m (distance from first base to third base)
y0 = 6 ft = 1.8288 m
 To obtain the initial launch angle of the ball, we use the equation A trebuchet
for the range equating it to d12.
𝑣02 1 𝑑12 𝑔
 𝑑12 = 𝑠𝑖𝑛2𝜃0 → 𝜃0 = 2 𝑠𝑖𝑛−1 ( )
𝑔 𝑣02
 The equation for maximum is already given as
𝑣02 𝑠𝑖𝑛2 𝜃0
𝐻 = 𝑦0 +
2𝑔
 Substituting the expression for the launch angle into the equation
for the maximum height results in

H. Making generalizations
and abstractions about
the lesson
I. Evaluating Learning
J. Additional activities for
application for remediation
1 𝑑 𝑔
𝑣02 𝑠𝑖𝑛2 [ 𝑠𝑖𝑛−1 ( 122 )]
2 𝑣0
𝐻 = 𝑦0 +
2𝑔
 Inserting the values (numbers) into the equation:
𝐻
= 1.8288 𝑚
𝑚
𝑚 2 (27.432 𝑚) (9.81 2 )
2 1 −1 𝑠
(40.2336 2 ) 𝑠𝑖𝑛 [2 𝑠𝑖𝑛 ( )]
𝑠 (40.2336 𝑚/𝑠)
+
2(9.81 𝑚/𝑠 2 )
= 2.40285 𝑚
 The precision of the given values was two significant digits. So,
the final answer will result to H = 2.4 m.
 Perform a generalization of the motion in 2D in the case of  Divide the learners into groups with five members (numbers may
projectile motion. vary dependent on the total number of learners in the class).
 Concept Check:  Let the learners perform the experiment (Appendix 5). Experiment
A projectile is launched from an initial height y0 =0. For a given adapted from
launch angle, if the launch speed is doubled, what will happen to https://www.eduhk.hk/apfslt/issue_2/kkwan/circular_motion.pdf.
the range R, and the time in the air, tair?
a. R and tair will both double.
b. R and tair will both quadruple.
c. R will double and tair will stay the same.
d. R will quadruple and tair will double.
e. R will double and tair will quadruple.
 YOU DO (Learners will perform the problem-solving on their
own). Think-Pair-Share. Divide the class into groups (if possible,
group them in pairs).
 Problem to be solved: A rock is thrown horizontally from the top
of a building with an initial speed of v = 10.1 m/s. If it lands d =
57.1 m from the base of the building, how high is the building?
 This part of the lesson can be a board work or if the learners
prefer to solve the problem on their chairs, they can do so.
 As supplemental learning for the learners, they may watch the  Further readings on circular motion can be accessed on
video on projectile motion. (Appendix 2) https://www.eduhk.hk/apfslt/issue_2/kkwan/circular_motion.pdf.
(Appendix 4)
 This lesson on relative motion starts with the concept on projectile motion. Majority of the lesson will be teacher-led as the concepts to be
V. REMARKS developed are in deeper explanation as compared to the knowledge obtained by the students in junior high school.

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.

C. Did the remedial lessons

work? No. of learners who have
caught up with the lesson.

D. No. of learners who continue

to require remediation
_____Experiment _____Role Play _____Experiment _____Role Play
_____Lecture _____Complete IMs _____Lecture _____Complete IMs
E. Which of my teaching
_____Discover _____Collaborative Learning _____Discover _____Collaborative Learning
strategies worked well? Why
Others, please specify Others, please specify
did these work?
Why? ______________________________________________ Why? ______________________________________________

_____Bullying among students _____Bullying among students

F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
______Pupils/ behavior/attitude ______Pupils/ behavior/attitude
_____Colorful IMs _____Colorful IMs
_____Unavailable technology equipment (AVR/LCD) _____Unavailable technology equipment (AVR/LCD)
_____Science/ Computer/Internet lab _____Science/ Computer/Internet lab
Others, please specify __________________ Others, please specify __________________
 _____Localized videos _____Localized videos
G. What innovation or localized
_____Making big books from views of the locality _____Making big books from views of the locality
materials did I use/discover
_____ Recycling of plastics for contemporary arts _____ Recycling of plastics for contemporary arts
which I wish to share with other
_____Local music composition _____Local music composition
teachers?
Others, please specify_____________ Others, please specify_____________

Note: This material has been crafted for the benefit of the teachers and learners as reference to ease preparation of teaching-learning plan, yet you can modify it as to diversity of learners
but not the competencies. Thank you.