LESSON EXEMPLAR FOR PHYSICS 1 (STEM)

CONTENT

Graphical Presentation

CONTENT STANDARDS

The learners demonstrate understanding of graphical analysis: Linear fitting and transformation of
functional dependence to linear motion.

PERFORMANCE STANDARD:

The learners are able to solve using experimental and theoretical approaches, multi-concept, rich-
context problems, involving measurement, vectors, motion in 1D, 2D, and 3D, Newton’s Laws, work,
energy, center of mass, momentum, impulse, and collisions.

LEARNING COMPETENCIES

Estimate intercepts and slopes and their uncertainties in experimental data with linear dependence
using the “eyeball method” and/or linear regression formula. STEM_GP 12-EU-1a-7

SPECIFIC LEARNING OUTCOMES

At the end of the lesson, the learners must have:

1. plotted and described the relationship of the experimental data in a graph.

2. determined the slope of the graph and predict values within and beyond the graph.

3. appreciated the importance of graph linearization in establishing equations and formulas.

Time allotment

60 min

Prerequisite Knowledge

Concept of the slope, the concept of dependent and independent variable, use of proper scaling

Prerequisite Skills

Graphing, Estimating

Materials

Manila paper, pentel pen, ruler

References

Navasa et. Al, Science and Technology IV. Pheonix Publishing Co.

Freedman et al (2006) University physics with modern Physics, 12 ed., Addison Wesley Publishing
Company
LESSON PROPER

A. REVIEW

KWL Chart

Students will be grouped and will be given five minutes to write what they know in the K column, and
what they want to know on the W column. Another five minutes will be given to allow students to
present their work. (Use Google Meet, Google Docs, and Drive to facilitate the activity)

B. MOTIVATION/ ENGAGEMENT

Localized and contextualized data will be presented to the students to help them analyze and predict
values based on guide questions posted by the teacher.

A local senior high school student is curious about Newton’s 2 nd Law of Motion.

This student would like to determine the relationship between force and acceleration. The data that this
student obtained while conducting an experiment is as follows:

Acceleration Force

m/s N

2 4

5 10

7 14

8 16

11 22

Guide questions Include:

1. If the data gathered by a senior high school student will be plotted? What kind of Graph will be
obtained?

2. How do you describe the relationship between Force and Acceleration?

3. How do will you determine the slope of the graph? What is the slope of the graph?

4. What equation can you formulate based on the data gathered by the student?

5. What is the most important idea for you to remember in transforming a relationship into an
equation?

The teacher will emphasize the significant things to remember about graphing as well as its uses and
significant feat.( The use of Google Spreadsheet will make the presentation/ generation of graph faster)
C. ACTIVITY

Students will be grouped to perform an activity on graphing. They will be assigning a leader, presenter,
and a writer. The teacher will provide localized hypothetical data. The students will be plotting a graph
based on the data provided at their convenient scale. Students will also answer the guide questions
provided on the answer sheet. A rubric on the presentation of output will be presented by the teacher
as a basis for scoring students.

*see attached activity sheet and rubric

D. ANALYSIS

The teacher will be allowing students to present their work, and the teacher will be using a rubric to
score the presentation of results.

The teacher will be providing expected answers to the guide questions and will also provide additional
insights on how students performed the activity.

(Google Meet and PowerPoint presentation will be employed)

E. ABSTRACTION

The teacher will be providing questions that will summarize or highlight the important ideas and
concepts to be learned by the students.

(Google Meet and PowerPoint presentation will be utilized)

F. APPLICATION

The teacher will be providing localized situations that will allow students to relate what they have
learned to real-life situations.(Google Meet and PowerPoint presentation will facilitate the interaction.)

G. EVALUATION

The teacher will provide questions and tasks that will test whether the students have achieved the
learning objectives or not. *, see attached assessment sheet.

(google forms could be utilized to provide updated/ real-time feedback)

H. ASSIGNMENT

Study in advance linear regression formula and intercepts and their implication on the graph.

Prepared By: Observed By:

JOEMARIE S. SELIBIO

ICNHS-SHS
(SCIENCE)

ACTIVITY TASK FOR GROUP 1

SITUATION
 A STEM senior high school student conducted an experiment to determine the relationship of KE to
an object’s velocity. On the student’s experiment, the obtained data are as follows

SPEED (m/s) SPEED SQUARED KE (J)

5 25 62.5

6 36 90.0

7 49 122.5

8 64 160

9 81 202.5

Task
A. Plot a graph showing the relationship between the speed and KE (Use Google Spreadsheet to
generate graphs)

Guide Questions

A1. What kind of graph were you able to obtain?

A2. How will you describe the relationship of the two variables?

B. Plot another graph showing the relationship between v 2 (speed squared) and KE

Guide Questions

B1. What kind of graph were you able to obtain?

B2. How will you describe the relationship between v2 and KE?

B3. What is the slope of the Graph?

B4. What will be the equation obtained considering the variables involved?

B5. If KE= 500 J what is the value of v?

B6. If v=6.5 m/s what is the value of KE?

ACTIVITY TASK FOR GROUP 2

SITUATION
 A STEM senior high school student conducted an experiment trying to validate the relationship of
variable x to variable y. In his experiment, he obtained the following data

x 1/x y

2 0.50 25

3 0.33 16.67

4 0.25 12.5

5 0.20 10

6 0.167 8.33

Task

A. Plot a graph showing the relationship between x and y.(Use Google Spreadsheet to generate graphs)

Guide Questions

A1. What kind of graph were you able to obtain?

A2. How do you describe the relationship of the two variables?

B. Plot another graph showing the relationship between 1/x and y

Guide Questions

B1. What kind of graph were you able to obtain?

B2. How do you describe the relationship between 1/x and y?

B3. What is the slope of the Graph?

B4. What will be the equation obtained considering the variables involved?

B5. If x= 2.5 what is the value of y?

B6. If y=30 what is the value of x?

ACTIVITY TASK FOR GROUP 3

A STEM senior high school student conducted an experiment trying to determine the relationship of
variable x to variable y. On his experiment he obtained the following data
 x 1/x2 y

2 0.25 6.25

3 0.11 2.78

4 0.06 1.56

5 0.04 1.0

6 0.028 0.69

Task

A. Plot a graph showing the relationship between x and y. (Use Google Spreadsheet to generate graphs)

Guide Questions

A1. What kind of graph were you able to obtain?

A2. How do you describe the relationship between the two variables?

B. Plot another graph showing the relationship between 1/x 2and y

Guide Questions

B1. What kind of graph were you able to obtain?

B2. How do you describe the relationship between 1/x 2 and y?

B3. What is the slope of the Graph?

B4. What will be the equation obtained considering the variables involved?

B5. If x= 3.5 what is the value of y?

B6. If y=10 what is the value of x?

ASSESSMENT

Plot the data and describe the relationship of the variables presented below.

x y
 2 16

4 256

6 1296

7 2401

Question

1. What kind of graph will be obtained if x is plotted against y?

2. How do you describe the relationship of the two operational variables?

3. What kind of graph will be obtained if variable x raised to the power of 4 is graphed against y?

4. What is the slope of the graph?

5. What is the equation obtained from the graph?

6. What will be the value of x if the value of y is 5000?

7. What will be the value of y if x is 3.50?

8. How important is graph linearization in conducting scientific investigations?