Equilibrium and Stability: Lesson Plan Grade 10 Science

Lesson Plan Grade 10 Science
Equilibrium and Stability

Rationale There are several physical activities that we perform and events in
nature that amaze us, wonder how and why things are built the way
they are. This chapter focuses on the concept of “equilibrium and
stability” of a body.
CONTENT UNDERSTANDING
Content Standards The learner demonstrate an understanding of;
 Balance, stability and strength;
 Compare translational equilibrium and rational equilibrium.
Source: DepEd K-12 Curriculum Guide, Grade 10

Learning Competencies  Determine the center of mass and the center of gravity of a
body or a system.
 Solve problems on equilibrium
 Construct free-body diagram to illustrate forces acting on a
system in equilibrium.
Performance Standards The learner will be able to:
 Cite and explain the conditions for translational equilibrium;
 Apply newtons laws of motion to describe a body in
equilibrium.
 Demonstrate safe and efficient position or movements in
performing sports activities.
Focus  Critical thinking

 Problem Solving
 Awareness
Key Concept Equilibrium, Line of action of forces, parallel and concurrent forces,
translational equilibrium, Rational equilibrium, stability, center of
mass, Center of gravity.
Resources Textbook, Printed Matrials, Visual Aids, Marker
References Rebecca C. Nueva Espania, PhD. , Alberto V. Florido Jr. , Ryan V.
Lansangan, Josephine M. Calamlam, Jose Isaak M. Calamlam, et.al.
Science and Technology K to 12 ABIVA Publishing House, Inc.
Essential Questions  Two boys playing tug-of-war are in equilibrium how is the
line of action of each forces?
 What does the 1st condition of equilibrium states?
 Is it possible for a body to be in equuilibrium if the net force
acting on it is not zero?
 What does the 2nd condition of equilibrium states?
STRATEGIES FOR INQUIRY

Inquiry Stimulus The philippine has a large fault system and, hence, has many areas
that are at great risk and devastation if an earthquake of considerable
magnitude occurs. Breakthroughs in architecture and engineering
have given way to the construction of earthquake-rsistant structures.
The center of gravity of the building is situated such that the line of
action of its weight does not shift beyond the building’s base.
Inquiry Question
 What would you do to inform others of the benefits of

having earthquake-resistant structures in the counrty?
GUIDED INTERACTIONS
Learning Support  Project-based learning
Pedagogies  Cased-based learning
 Discovery learning
Instructional Strategies  Group Work

 Discussion
 Investigation
Procedure:
I. Routine Activities
A. Opening Prayer
B. Cleanliness and orderliness
C. Checking of attendance
II. Day 1-Equilibrium

Exploration:
Activity 1.1 ( Motivation)
Group the class that each group will have
atleast 5 members. Give the materials to each group---2
cups, water and plane wood.
Direction: Put a water on the the cups on both side so
that it will be balance. The 1st group to make the task
will be declared as the winner. And will have the
highest possible score.
After the activity, ask a member of each group for their

thoughts about what they did and consruct questions for
them to discover their lesson for the day.
DAY 2-Definition of terms

Firm-Up
Define the following:
1. Equilibrium
2. Line of action of forces
3. Parallel and concurrent forces
4. Translational equilibrium
5. Rational equilibrium
6. Stability
7. Center of mass
8. Center of gravity
Activity 1.2 (Transfer)

Direction: Identify the following forces. Tell whether it
is a parallel force or concurrent forces.
1.
2.
3.
4.
DAY 3- Translational Equilibrium

Deepen
 Discuss translational quilibrium, static
translational equilibrium, free body diagram,
 First condition of equilibrium.
Activity 1.3(Transfer)
Directions: Answer the following in pair.
1. Two forces F 1∧F2 with a magnitude of 10N push

ablock of wood. Neglecting the other forces that are
acting on the object, what is the single forces F 3 that
should act on the block to put it in a state of
equilibrium? Draw the free body diagram.
2. A picture frame hangs motionless on a wall by a

string. If the frame has a weight of 50N, what are the
tension on the string?
T1 T2
W = 50N
3. A weight of 10N is suspended by two ropes. Draw a

free-body diagram and compute for the tensions
exerted by the two ropes.
After the activity, let the students explain their answers.
DAY 4: Rational Equilibrium
 Discuss and site examples how rational

equilibrium exert forces,
 Define what is a torque,
 Second condition of equilibrium.

Directions: Answer the following in group.
1. Sarah, who weighs 350N, sits 3m away from the
fulcrum of a seesaw. (1)How far must Riza, who
weights 300N, sit from the fulcrum to balance the
seesaw? (2) What is the force exerted by the fulcrum
when the seesaw is balanced?
2. A 5N uniform wooden plank is supported by two posts

that are 1.2m apart. A 4N load is hung 0.3m from one
post. Find the magnitude of the force exerted by each
post?
DAY 5: Stability
 Discuss stability, static equilibrium, neutral

quilibrium. Unstable equilibrium.

Directions: Tell whether the activity is in static, neutral or
unstable equilibrium.
1. A ball on top of a bowl which is overturned.

2. A ball inside a bowl.
3. A ball resting on a tabletop.
DAY 6: Center of mass
 Discuss the center of mass.
m1 x 1 +m2 x 2+ …+mn x n
 x m=
m1+ m2 +…+ mn

Directions: Answer the following using the formula.

1. Suppose the mass of the smaller particle m 1 is 5kg and
is located at position x 1=2 m long the x-axis, while the
mass of the more massive particle m 1 is 10kg and at
position x 2=5 m. Where is the center of the mass
located?
After the activity, ask random studens to answer on the

board step by step.
DAY 7: Center of Gravity
 Discuss center of gravity

 Plumb-line method

Direction: Draw a line diagram to locate the center of
gravity of the following;
1. A circle
2. A rectangle
3. An equilateral triangle
4. A cube
III. Closing Activities

A. Closing prayer
METACOGNITIVE DEVELOPMENT AND ASSEESSMENT

Assessment tools  Written work (WW)
 Performance task(PeTa)
 Quarterly Assessment(QA)
Metacognitive When the introduction is done, ask these reflection questions:

Extension  How will you determine that an object or a body is in the
state of equilibrium?
 How can you find the center of gravity of an irregular shaped
object?
Cross-Disciplinary Social Sciences
Applications Balance, order and harmony are imirtant aspects in keeping any
system intact, from the smallest up to the largest that exist in the
universe. As a member of a society, being organized and maintaing
order by following rules and regulations are important to maintain a
harmonious relationship with others.
Prepared by:
Yvette Marie Yaneza Nicolas

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Lesson Plan Grade 10 Science

Equilibrium and Stability

Source: DepEd K-12 Curriculum Guide, Grade 10

Focus  Critical thinking

STRATEGIES FOR INQUIRY

 What would you do to inform others of the benefits of

Instructional Strategies  Group Work

II. Day 1-Equilibrium

After the activity, ask a member of each group for their

DAY 2-Definition of terms

Activity 1.2 (Transfer)

DAY 3- Translational Equilibrium

1. Two forces F 1∧F2 with a magnitude of 10N push

2. A picture frame hangs motionless on a wall by a

3. A weight of 10N is suspended by two ropes. Draw a

After the activity, let the students explain their answers.

DAY 4: Rational Equilibrium

 Discuss and site examples how rational

Activity 1.4 (Transfer)

2. A 5N uniform wooden plank is supported by two posts

 Discuss stability, static equilibrium, neutral

Activity 1.5 (Transfer)

1. A ball on top of a bowl which is overturned.

DAY 6: Center of mass

 Discuss the center of mass.

Activity 1.6 (Transfer)

Directions: Answer the following using the formula.

After the activity, ask random studens to answer on the

DAY 7: Center of Gravity

 Discuss center of gravity

Activity 1.7 (Transfer)

III. Closing Activities

METACOGNITIVE DEVELOPMENT AND ASSEESSMENT

Metacognitive When the introduction is done, ask these reflection questions:

Yvette Marie Yaneza Nicolas

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