GRADE 1 to 12 School ALAMINOS CITY NATIONAL HIGH SCHOOL Grade Level Grade12

DAILY LESSON LOG Teacher MARVIN A. DAMASCO Learning Area GENERAL PHYSICS 1
Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY/FRIDAY

I. OBJECTIVES/TOPIC MEASUREMENTS AND VECTORS
A. Content Standard 1. The learners will be able to solve measurement problems involving conversion of units, expression of measurements in scientific notation; differentiate accuracy from precision; differentiate random errors
from systematic errors; use the least count concept to estimate errors associated with single measurements; estimate errors from multiple measurements of a physical quantity using variance; estimate the
uncertainty of a derived quantity from the estimated values and uncertainties of directly measured quantities; and estimate intercepts and slopes—and their uncertainties—in experimental data with linear
dependence using the “eyeball method” and/or linear regression formula.

2. The learners demonstrate an understanding of: (1) vectors and vector addition; (2) components of vectors; and (3) unit vectors.

B. Performance Standard The learners shall be able to solve using experimental and theoretical approaches, multi-concept and rich-context problems involving measurement.
C. Learning Competency/Objectives Solve measurement problems involving Differentiate random errors from systematic Differentiate vector and scalar quantities Perform addition of vectors
conversion of units, expression of measurements errors (STEM_GP12EU-Ia-3) (STEM_GP12EU-Ia-8) (STEM_GP12EU-Ia-9)
in scientific notation (STEM_GP12EU-Ia-1) Estimate errors from multiple measurements of a
Differentiate accuracy from precision physical quantity using variance
(STEM_GP12EU-Ia-2) (STEM_GP12EU-Ia-5)

GAD INTEGRATION Equalized Opportunities

II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 1-26 1-26 1-26 1-26
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource -Resnick, D., Halliday, R., & Krane, K. S. (1991). -Resnick, D., Halliday, R., & Krane, K. S. (1991). -Resnick, D., Halliday, R., & Krane, K. S. (1991). -Resnick, D., Halliday, R., & Krane, K. S.
Physics (4th ed.). Hoboken, NJ: John Wiley & Physics (4th ed.). Hoboken, NJ: John Wiley & Physics (4th ed.). Hoboken, NJ: John Wiley & Sons. (1991). Physics (4th ed.). Hoboken, NJ: John
Sons. Sons. -Young, H. D., & Freedman, R. A. (2007). University Wiley & Sons.
-Young, H. D., & Freedman, R. A. (2007). -Young, H. D., & Freedman, R. A. (2007). Physics with modern Physics (12th ed.). Boston, MA: -Young, H. D., & Freedman, R. A. (2007).
University Physics with modern Physics (12th University Physics with modern Physics (12th Addison-Wesley. University Physics with modern Physics
ed.). Boston, MA: Addison-Wesley. ed.). Boston, MA: Addison-Wesley. (12th ed.). Boston, MA: Addison-Wesley.
III. PROCEDURES
A. Reviewing previous lesson or presenting What first idea come to your mind whenever you What is the important of scientific notation in How thus uncertainty can then be expressed by the What is a vector?
the new lesson hear “Physics”? numbers? number of meaningful digits?
B. Establishing a purpose for the lesson Steer the discussion towards the notable Discuss that in reporting a measurement value, Option 3: Total displacement in a random walk Explain how that the direction of a vector can
contributions of Physics to humanity: one often performs several trials and calculates -Ask for six volunteers be represented by a unit vector that is parallel
the average of the measurements to report a -Blindfold the first volunteer about a meter away to that vector?
representative value. The repeated measurements from the board, let the volunteer turn around two to
 The laws of motion(providing fundamental have a range of values due to several possible three times to give a little spatial disorientation, then
definitions and concepts to describe motion
sources. For instance, with the use of a tape ask this learner to walk towards the board and draw a

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 measure, a length measurement may vary due to dot on the board. Do the same for the next volunteer
and derive the origins of interactions between the fact that the tape measure is not stretched then draw an arrow connecting the two subsequent
objects in the universe) straight in the same manner in all trials. dots with the previous one as starting point and the
current dot with the arrow head. Do the same for the
What is the height of a table? A volunteer uses a rest of the volunteers.
 Understanding of light, matter, and physical
tape measure to estimate the height of the
processes
teacher’s table. Should this be reported in
millimeters? Centimeters? Meters? Kilometers?
 Quantum mechanics (towards inventions
leading to the components in a cell phone) The choice of units can be settled by agreement.
However, there are times when the unit chosen is
considered most applicable when the choice
allows easy access to a mental estimate. Thus, a
pencil is measured in centimeters and roads are
measured in kilometers.

C. Presenting examples/Instances of the Physics is science. Physics is fun. It is an exciting How high is Mount Apo? How many Filipinos Using the algebraic representation of a vector,
new lesson adventure in the quest to find out patterns in are there in the world? How many children are calculate the components of the unit vector
nature and find means of understanding born every hour in the world? parallel to that vector.
phenomena through careful deductions based on
experimental verification. Explain that in order to
study Physics, one requires a sense of discipline.

Figure: Summing vectors by sequential connecting of

dots based on the random walk exercise

Illustrate on the board the magnitude and direction of Figure: Unit vector
a vector using displacement (with a starting point and
an ending point, where the arrow head is at the how to write a unit vector by using a caret or
ending point). a hat: Â

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D. Discussing new concepts and practicing Explain that Physics is an experimental science. When the length of a table is 1.51 ± 0.02 m, this How vectors can be represented in terms of
new skills # 1 Physicists perform experiments to test means that the true value is unlikely to be less components of the vectors and unit vectors?
hypotheses. Conclusions in experiment are than 1.49 m or more than 1.53 m. This is how we
derived from measurements. And physicists use report the accuracy of a measurement. For example, a vector with no z- component,
numbers to describe measurements. Such a can be represented as:
number is called a physical quantity.

Figure 2: Geometric sum of vectors example. The

sum is independent of the actual path but is
subtended between the starting and ending points of
the displacement steps

Discuss the following notational conventions:

A vector is usually represented by either a letter with
an arrow above the letter: etc or a bold-face letter: A,
B, a, b etc.

The magnitude of a vector is represented by either a

lightface letter without an arrow on top or the vector
symbol with vertical bars on both sides. The
magnitude of vector can be written as A or or A.

E. Discussing new concepts and practicing Discuss that a few countries continue to use the  How can measurement can also be presented or Illustrate the addition of vectors using perpendicular Using the quadrant plane to illustrate how the
new skills # 2 British system of units (e.g., the United States). expressed in terms of the maximum likely displacements as shown below (where the thick gray signs of the components vary depending on
However, the conversion between the British fractional or percent error? arrow represent the sum of the vectors and B): the location on the quadrant plane as sections
system of units and SI units have been defined in the two-dimensional Cartesian coordinate
exactly as follows: -52 s ± 10% means that the maximum time is not system?
more than 52 s plus 10% of 52 s (which is 57 s,
Length: 1 in = 2.54 cm when we round off 5.2 s to 5 s). Here, the
Force: 1 lb = 4.448221615260 newtons fractional error is (5 s)/52 s.

 How thus uncertainty can then be expressed by

the number of meaningful digits included in the
reported measurement?

- In measuring the area of a rectangle, one may

proceed by measuring the length of its two sides
and the area is calculated by the product

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 Figure: Vector addition illustrated in a right triangle
configuration

Explain how the magnitude of vector C can be

expressed in terms of the magnitude of vector A and
the magnitude of vector B by using the Pythagorean
theorem.

The final equation should be

F. Developing mastery The second is exactly the same in both the British Convert 45.1 cm3 to in3. Note that since the Explain how the components of vector C in the Calculation of vector magnitudes: Calculate
(leads to Formative Assessment 3) and the SI system of units. direction parallel to the vectors A and B can be the magnitude of the vector
original number has three significant figures, the
expressed in terms of the magnitude of vector C and
conversion to in3 should retain this number of
the cosines or sines of the angles Ø and Ø.
 How many inches are there in 3 m? significant figures:

The component of vector C in the direction parallel to

 How much time would it take for light A is |C| cos ( Ø )
to travel 10,000 ft? Addition of vectors using components: Add
the vectors
The component of vector C in the direction parallel to
 How many inches would light travel in B is |C| cos ( Ø )
10 fs? (Refer to Table 1 for the unit
prefix related to factors of 10). Review of scientific notation

 How many newtons of force do you Convert 234 km to mm:

need to lift a 34-lb bag? (Intuitively,
just assume that you need exactly the
same amount of force as the weight of
the bag).

G. Finding practical application of concepts Ask the learners why one needs to round off What thus the resulting measurement error in Using the parallelogram method to illustrate the sum Determination of vector components using
and skills in daily living numbers. Possible answers may include reference determining the area? of two vectors. triangles : Determine the x-component and y-
to estimating a measurement, simplifying a report component of a vector with magnitude 20.0
of a measurement, etc. Discuss the rules of
that is directed at a 30o angle as measured
rounding off numbers: counterclockwise from the positive x
direction.
 Know which last digit to keep.
 This last digit remains the same if the
next digit is less than 5.
 Increase this last digit if the next digit is
5 or more.

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 Figure: Vector addition using the parallelogram
method
H. Making generalizations and abstractions *The number of significant figures refers to all Why we used the term to refer the associated Illustrate vector subtraction by adding a vector to the Illustrate on the board how the
about the lesson digits to the left of the decimal point (except uncertainty in obtaining a representative value for negative direction of another vector. Compare the components of a uniformly rotating
zeroes after the last non-zero digit) and all digits the measurements due to undetermined factors? direction of the difference and the sum of vectors A
to the right of the decimal point (including all and B. Indicate that vectors of the same magnitude unit vector changes with time.
zeroes). but opposite directions are anti-parallel vectors.

*Scientific notation is also called the “powers-of-

ten notation”. This allows one to write only the
significant figures multiplied to 10 with the
appropriate power. As a shorthand notation, we
therefore use only one digit before the decimal
point with the rest of the significant figures
written after the decimal point.
I. Evaluating learning How many significant figures do the following Conversion of units: Discuss when vectors are parallel and when they are Calculate the components of a
numbers have? 1.2343x1010 equal. rotated unit vector and introduce the
035 A snail moves 1.0 cm every 20 seconds. What is rotation matrix.
23.004 this in inches per second? Decide how to report
the answer (that is, let the learners round off their
23.000 2.3x104
answers according to their preference). Draw a vector, that is ø degrees
from the horizontal or x-axis. This
vector is then rotated by ø degrees.
Refer to the following figure.

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 J. Additional activities for application or
remediation
IV. REMARKS

V. 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
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

Prepared by: Checked by: Concurred by:

MARVIN A. DAMASCO DR. ROSENDO C. BERNABE JR. JOSE RAMIL A. SIBUN

Teacher II Master Teacher II/Subject Group Head Assistant Principal II-Academics