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2. Mention that the potential difference set up by a source is analogous to the pressure difference that causes water to
flow.
3. Ask the students what the possible sources of potential differences are aside from a battery.( Expected answers: solar
cells, fuel cells, and generators)
4. Ask: What is the difference between electromotive force and potential differences across a circuit? Emphasize that
electromotive force is the potential differences across the terminals of a battery when no current is flowing.
5. Show the class the standard symbol of a dry cell as a source of electromotive force in a circuit.
6. Discuss how battery produces potential differences by introducing the term, terminal voltage.
7. Write the formula of terminal voltage on the board, and explain how to use the formula by discussing the Sample
Problem 3.10 on page 87 of the worktext. Then, let them work on Practice Exercise 3.10
8. Introduce another concept related to the previous topic by asking the students the following questions:
 How much is your monthly electric bill?
 Do you know how to compute your own electric bill?
1. Calculate the students answers to the questions. Mention the term electric power in relation to voltage, current, and
resistance.
2. Using Ohm’s law formula, show the formula for electric power to the class.
P = VI = I 2R = V2/R
3. Explain Sample Problem 3.11 on page 88 of their worktext. Then, let the students work on Practice Exercise 3.10

Generalization
Ask the students to make a concept map about their learning from the day’s session. Call volunteers to share their works if
there is an excess class time.

Day 16
Competencies:
 Describe the physiological effects of electrical shock, electrical hazards, safety devices and procedures.
 Solve problem involving current resistivity, resistance, and Ohm’s law in contexts such as, but not limited to, batteries
and bulbs, household wiring, selection of fuses, and accumulation of surface charge in junction between wires made of
different materials.

Motivation :
Pose the following questions in the class:
 When do you use electricity at home?
 Do you charge your cellphone overnight? What do you observe about your phone after charging?
 Have you seen the device/object shown on the right inside or outside your house? What is its functions?

Lesson Proper
1. Based on the students answer to the motivational question, organize their answers to focus on the following points:
 Electricity is essential in our lives, but it possesses a potential ability for corresponding destructive effects.
 Electrical safety devices are used to prevent the destructive effects of electricity.
2. Buzz Session: Using figure 3-10 on page 92 of the worktext, let the students have a small group discussion about the safety
features of the following electrical safety devices:
 Fuse 3-pong plug Ground Fault Circuit
Circuit breakers Ground wire Interrupter

3. To proceed to the next concept related to electrical safety, ask the students if they love experienced being electrocuted
when using their household appliances.
4. Emphasize to the students that electricity can be dangerous if used carelessly.
5. Using the table 3.4 on page 93 of their worktext, let the students enumerate the possible dangers of electric current in
their body.
6. Guide the students in solving Sample Problem 3.12 on page 92 of the worktext. Afterward, let them work on Practice
Exercise 3.12.
7. Let the students answer Test Yourself on pages 97-99 of the worktext.

Homework: Ask the students to list down the DO’s and DONT’s when dealing with electrical appliances.

Day 20
Competencies:
 Operate devices for measuring currents and voltages.
 Plan and perform experiment involving ohmic and non-ohmic materials and analyse the data – identifying and
analysing discrepancies between experimental results and theoretical expectations when appropriate.

Love of Lab: Electrifying Potpourri

1. Before the activity, divide the members of the class into eight groups, and assign them to bring the materials needed for
the laboratory activity.
2. On the day of the activity, remind the class of the proper handling of tools and the precautionary measures involved in
the conduct in the activity.
3. After the activity, let them submit their laboratory reports, and conduct a post-laboratory discussion.

Day 21
Competencies:
 Draw circuit diagrams with power sources ( cell or battery) switches, lamps, resistors (fixed and variable), fuses,
ammeters, and voltmeters.
 Evaluate the equivalent resistance, current, and voltage in a given network of resistors connected in series and or
parallel.

Motivation :
Ask the students to compare the human body to an electrical circuit. In their opinion, which part will correspond to the
battery, connecting wires, and the charge? Ask them to explain their answer.

Lesson Proper:
1. Show an example of an electric circuit of a house. Explain the elements of an electrical circuit.
2. During the discussion on the components of an electric circuit, pose the following question: What is the difference
between an open and close circuit?
3. Let students look at figure 4-1 on page 100 of the worktext. Ask the students to differentiate DC from AC circuit. You may
show a video on the war of currents to augment their knowledge. A suggested site is the following
https://www.youtube.com/watch?v=5UYF23C2Hew.
4. Based on the video ask them: which type of current is more useful nowadays? Why?
5. Show series and parallel circuits. Let the students differentiate them in terms of total resistance, current distribution, and
 potential difference.
6. Ask the students to form groups of five. Ask them to form groups of five. Ask them to act out the two types of circuits
that consist of three resistors and a cell.
7. Give them this situation: suppose you are to make a circuit as a project. How many 5Ω resistors will you use to prepare a
12.5 Ω for a given project? How will you connect them?
8. Present the Sample Problems 4.1 to 4.3 found in the worktext. To facilitate ease of discussion, present the answers in a
table form. Then, ask to solve Practice Exercises 4.1 to 4,3.
9. Let the students explain why electrical circuits at home are usually in parallel.
10. Let the students define the following:
 Ammeters
 Voltmeters
 Galvanometers
11. Show the class the symbols for measuring device involved in electrical circuits.

Generalization:
3-2-1 Strategy: Ask the students to share with the class three thing that they have mastered, two concepts that they will
confused of, and one thing that they want to know more about. Take note of their answers, and clarify misconceptions.

Day 22
Competency:
Calculate the current and voltage through and across circuit elements using Kirchhoff’s loop and junction rules (at most two
loops only)

Motivation :
Show students a picture of street wirings in the Philippines. Then, ask them: How can we solve individual currents and voltages
if we are given complex circuits?
Afterward, illustrate on the board Sample Problem 4.5 found on page 115 of the worktext. Ask them to find the individual
currents on each junction without looking at their worktexts.

Lesson Proper:
1. Introduce the life and works of Gustav Kirchhoff and call volunteers to give their reactions afterward.
2. Tell the students that the problem posed at early part of the session can be solved using the Kirchhof’s rules.
3. Introduce the first law by asking: Can we create charge out of nothing? Let the class have a short discussion on the
question.
4. Mention Kirchhoffs first law: The current flowing into any junction equals the sum of the current flowing out.
5. Ask the students: What does this imply for current in a series circuit? Are there any junctions?
6. Ask students to extrapolate using this law to convince themselves that current along a series circuit is always the same.
7. Mention kirchhoff’s second law: in any closed loop a circuit, the sum of the voltage drops must equal the sum of the
emf’s in the loop.
8. Ask the students: Is this similar to the conservation of energy? Why do you say so? Ask leading questions to follow up if
necessary.
9. Present the solution to Sample Problem 4.5 . During the discussion, explain the steps in applying Kirchhof’s rules.
10. Let the student answer Practice Exercise 4.5. They may answer it with a partner. Then, call volunteers to share their
answers with the class.

Generalization:
Ask the students the following questions:
  How do the complicated street wirings in the Philippines affect the people?
 How can this problem be alleviated?
Day 23
Competencies:
 Describe the initial, transient, and steady state behaviour of current, potential, and charge in a capacitor.
 Solve problems involving the calculation of currents and potential differences in circuits consisting of batteries,
resistors and capacitors.

Motivation:
Show different types of capacitors to students. Then, let them see a small charged capacitor. Show students how to discharge
it by attaching one of its ends to a metal. Make sure that this capacitor is safe when being discharged. Choose a capacitor that
dissipates less than 3 J of energy. Ask: How should you store capacitors? (expected answer: Capacitors should not be stored if
they are charged)

Lesson Proper:
1. Draw figure 4-10 on the board.
2. Ask the students: What will happen to the capacitor if the switch is closed? (Expected answer: The Capacitor will start
charging.)
3. Using Kirchhoff’s rules and laws of logarithm, guide them in deriving the equations for instantaneous current, voltage
drop in the capacitor, and the charge that the capacitor can hold at a certain time.
4. Instruct them to examine figures 4-11 and 4-12. Then, ask them to describe the graphs.
5. Present sample problem 4.6. Use the GRR model to discuss the solution to the problem. Afterward, ask them to answer
Practice Exercise 4.6
6. Show them figure 4-10 again. Ask: What will happen to a charged capacitor if the cell or battery will be removed?
(expected answer: It will discharge)
7. Let the students derive the equations for instantaneous current, charge, and voltage if the capacitor is discharged. Tell
them that they can use the Kirchhoff’s rules in their derivation.
8. Present Sample Problem 4.17 and let them answer Practice exercise 4.18
9. Look for videos on the internet on the applications of R-C circuits, such as but not limited to windshield wipers, strobe
lights, blinkers of cars, flashbulbs in camera and pacemakers.
10. Pose the self – check questions on page 122 of the worktext. Call volunteers to answer the questions. Clarify
misconceptions if necessary.

Generalization:
ABCD Strategy: Assign each student with a letter in the English Alphabet. Each student should recite to a keyword related to
the lesson that stars with the letter assigned to them.

Day 24
Competency: Plan and perform experiment involving batteries and resistors in one or more electric circuits and analyse the
data.

1. Let the students perform Love of Lab: Charging ad Discharging on pages 124A to 124C of the worktext.
2. Before the activity, remind them of the proper ways of handling tools and precautionary measures that must be
exercised before, during, after the experiment.
3. Ask them to answer the worksheet completely.
4. Conduct a post- laboratory discussion at the end of the activity.

Day 25
 Let the students answer the unit test. Make sure that they have been given adequate formative assessments before
administering the test.

STAGE 1- DES