DAILY LESSON LOG School

Teacher
Grade Level
Learning Area
11
General Physics 1
Department of Education Teaching Dates and
WEEK 4 Quarter 1st/3rd
Time
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
The learner demonstrates understanding of …
1. Newton’s Law’s of Motion
2. Inertial Reference Frames
3. Action at a distance forces
4. Types of contact forces:
a. tension, normal force,
A. Content Standards b. kinetic and static friction,
c. fluid resistance
5. Action-Reaction Pairs
6. Free-Body Diagrams
7. Applications of Newton’s
8. Laws to single-body and multibody dynamics
9. Problem solving using Newton’s Laws
The learner should be able to…
B. Performance Standards Solve, using experimental and theoretical approaches, multiconcept, rich-content problems involving measurement, vectors, motion in 1D
and 2D, Newton’s Laws, Work, Energy, Center of Mass, momentum, impulse and collisions
a. Define inertial frame of reference (STEM_GP12N-Id-28).
C. Learning
b. Identify action-reaction pairs (STEM_GP12N-Id31).
Competencies/Objectives
c. Draw free-body diagrams (STEM_GP12N-Id32).
II. CONTENT INERTIAL REFERENCE FRAMES, ACTION-REACTION PAIRS, AND FREE-BODY DIAGRAMS
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
1. Reviewing previous lesson Begin the lesson by asking Ask the students if they Ask the students if they Ask the students if they
or presenting the new students to recall what they have remember Newton's Third Law of remember Newton's First Law remember Newton's Third Law of
lesson learned about reference frames Motion and its definition. of Motion and its definition. Motion and its definition.
in previous lessons, specifically Introduce the topic of action- Introduce the topic of free-body Introduce the topic of action-
in the context of Newtonian reaction pairs and explain how it diagrams and explain how it reaction pairs and explain how it
physics. relates to Newton's Third Law. relates to Newton's First Law. relates to real-life settings.
Introduce the concept of an
inertial frame of reference,
explaining that it is a coordinate
system with a consistent method
 of measuring time in which
Newton's laws of motion hold
true.
Provide a brief overview of the
topics that will be covered in the
lesson.
Explain to students that the
purpose of the lesson is to define
and understand the concept of Explain that the purpose of the
Explain that the purpose of the Explain that the purpose of the
an inertial frame of reference. lesson is to help students
2. Establishing the purpose of lesson is to help students identify lesson is to help students draw
Emphasize the importance of appreciate the application of
the lesson action-reaction pairs in different free-body diagrams for
identifying and working within an action-reaction pairs to real-life
scenarios. different scenarios.
inertial frame of reference when settings.
analyzing motion and applying
Newton's laws.
Show a video or a series of
pictures that demonstrate action- Show a video or a series of
reaction pairs, such as a rocket pictures that demonstrate
launching or a person jumping off different scenarios, such as a
a diving board. person pushing a box or a car
moving down a hill.
Show examples of objects in
motion and discuss how their
motion can be described
Show a video or a series of
differently depending on the
pictures that demonstrate
chosen frame of reference.
different real-life scenarios, such
Illustrate the concept of an
3. Presenting as a person jumping off a diving
inertial frame of reference using
examples/instances of the board or a rocket launching into
diagrams and visual aids.
new lesson space.
Provide real-life examples, such
Ask the students to identify the
as a person walking inside a
action and reaction forces in
moving train or a car moving on
each scenario.
a straight road, to help students
grasp the idea of an inertial
frame.

Ask the students to identify the

Ask the students to identify the forces acting on the object in
action and reaction forces in each each scenario.
scenario.
4. Discussing new concepts Define an inertial frame of Explain that every action has an Explain that a free-body Explain that understanding
and practicing new skills reference as a coordinate system equal and opposite reaction. diagram is a visual action-reaction pairs can help us
#1 in which an object at rest Provide more examples of action- representation of all the forces better understand the world
remains at rest and an object in reaction pairs and ask the acting on an object. around us and how things work.
motion continues to move with a students to identify them. Provide more examples of Provide more examples of real-
 constant velocity unless acted
upon by an external force.
Discuss the characteristics and
properties of an inertial frame,
different scenarios and ask the
such as the absence of life scenarios and ask the
students to draw the
acceleration and the validity of students to identify the action
corresponding free-body
Newton's laws of motion. and reaction forces in each one.
diagrams.
Engage students in a discussion
about the significance of
identifying and using an inertial
frame of reference in physics.
Explore the concept of non-
inertial frames of reference, such
as frames that are accelerating
or rotating.

Discuss how the laws of motion Give the students a worksheet Give the students a worksheet
Give the students a worksheet
may not hold true in non-inertial with different scenarios and ask with different real-life scenarios
with different scenarios and ask
frames and how they can them to draw the and ask them to identify the
5. Discussing new concepts them to identify the action and
corresponding free-body action and reaction forces in
and practicing new skills introduce additional forces, such reaction forces in each one.
diagrams. each one.
#2 as centrifugal or Coriolis forces. Have the students work in pairs or
Have the students work in pairs Have the students work in pairs
small groups to discuss their
or small groups to discuss their or small groups to discuss their
Provide examples and scenarios answers.
answers. answers.
involving non-inertial frames to
help students differentiate
between inertial and non-inertial
frames.

6. Developing Mastery Engage students in an Divide the class into two teams Divide the class into two teams Divide the class into two teams
interactive activity to reinforce and play a game of "Action- and play a game of "Free-Body and play a game of "Real-Life
their understanding of inertial Reaction Pairs Jeopardy". Create Diagrams Pictionary". One Action-Reaction Pairs". Create
frames of reference. student from each team will categories such as "Sports",
categories such as "Everyday
Divide the class into groups and come up to the board and draw "Transportation", and "Everyday
provide each group with a set of Scenarios", "Sports", and a free-body diagram for a given Scenarios" and assign point
scenarios involving objects in "Transportation" and assign point scenario while their team tries values to each question. The first
motion. values to each question. The first to guess what scenario it team to buzz in and correctly
Instruct the groups to identify team to buzz in and correctly represents. The first team to identify the action and reaction
the inertial frame of reference identify the action and reaction guess correctly earns the forces earns the points.
for each scenario and explain forces earns the points. points.
their reasoning.
Have the groups present their
solutions and discuss their Mechanics for "Free-Body Mechanics of "Real-Life
reasoning with the class. Action-Reaction Pairs Diagrams Pictionary": Action-Reaction Pairs":
Provide feedback and a. Divide the class into two a. Divide the class into two
clarification as needed. Jeopardy: teams. teams.
b. Prepare a set of index cards b. Create categories such as
a. Divide the class into two or small pieces of paper "Everyday Scenarios",
teams. with different scenarios that "Sports", and
b. Create categories such as require drawing free-body "Transportation".
diagrams. Examples can c. Assign point values to each
"Everyday Scenarios",
include a person pushing a question.
"Sports", and box, a car on an inclined d. Ask a question from a
"Transportation". plane, or an object hanging category and the first team
c. Assign point values to from a string. to buzz in and correctly
each question. c. Each team takes turns identify the action and
d. Ask a question from a selecting a card and has a reaction forces earns the
category and the first limited amount of time points.
(e.g., 1 minute) to draw the e. If the team answers
team to buzz in and
corresponding free-body correctly, they get to choose
correctly identify the diagram on a whiteboard or the next question from the
action and reaction forces large sheet of paper. same category or a different
earns the points. d. The team must work category.
e. If the team answers together to accurately f. If the team answers
correctly, they get to represent all the forces incorrectly, the other team
choose the next question acting on the object in the gets a chance to answer the
scenario. question.
from the same category or
e. Once the time is up, the g. Play until all questions have
a different category. team presents their been answered or until time
f. If the team answers drawing to the class, runs out.
incorrectly, the other team explaining the forces they h. The team with the most
gets a chance to answer included and their points at the end of the game
the question. directions. wins.
g. Play until all questions f. The opposing team has an
opportunity to guess the Example questions for "Real-Life
have been answered or
scenario based on the free- Action-Reaction Pairs"
until time runs out. body diagram. 1. Identify the action-
h. The team with the most g. If the guessing team reaction pair when a
points at the end of the correctly identifies the person takes a step.
game wins. scenario, they earn points. 2. Identify the action-
If not, the drawing team reaction pair when a
Example questions for Action- keeps the points. snowball hits someone in
Reaction Pairs Jeopardy: h. Repeat the process with the the back.
other team selecting a card 3. Identify the action-
 Identify the action-reaction and drawing a free-body reaction pair when a
pair when a person takes a diagram. baseball player catches a
i. Continue playing until all ball.
step.
the cards have been used 4. Which of the following is
 Identify the action-reaction or until the time allocated an action-reaction pair:
pair when a snowball hits for the activity is over. the normal force exerted
someone in the back. j. The team with the most on the car by the road
  Identify the action-reaction
pair when a baseball
player catches a ball.
 Which of the following is
an action-reaction pair: the and the downward force
normal force exerted on exerted on the car by
the car by the road and gravity?
the downward force 5. Identify the action-
exerted on the car by reaction pair when a
person jumps off a diving
gravity?
board.
 Identify the action-reaction points at the end of the 6. Identify the action-
pair when a person jumps game wins. reaction pair when a
off a diving board. rocket launches into
 Identify the action-reaction space.
pair when a rocket
launches into space. Note: The questions can be
adjusted based on the level of
Note: The questions can be difficulty and the topics covered
in the lesson.
adjusted based on the level of
difficulty and the topics covered
in the lesson.

Engage students in a discussion Ask the students to think of

about real-life examples where real-life scenarios where free-
understanding inertial frames of body diagrams are useful, such Ask the students to think of real-
Ask the students to think of real-
reference is important. life scenarios where action-
life scenarios where action- as a person carrying a heavy
7. Finding practical Examples could include reaction pairs are present, such
reaction pairs are present, such backpack or a ball rolling down
applications of concepts analyzing the motion of vehicles, as riding a bike or throwing a
as riding a bike or throwing a ball. a ramp.
and skills in daily living projectiles, or celestial bodies. ball.
Have the students share their
Encourage students to think Have the students share their
examples with the class. Have the students share their
critically and apply their examples with the class.
knowledge to solve practical examples with the class.
problems.
8. Generalizing and Summarize the key concepts and Ask the students to reflect on Ask the students to reflect on Ask the students to reflect on
abstractions about the principles covered in the lesson. what they learned about action- what they learned about free- what they learned about action-
lesson Guide students in making reaction pairs and how it relates body diagrams and how it reaction pairs and how it relates
generalizations about the to Newton's Third Law. relates to Newton's First Law. to real-life settings.
concept of an inertial frame of Discuss as a class how Discuss as a class how Discuss as a class how
reference and its significance in understanding action-reaction understanding free-body understanding action-reaction
physics. pairs can help us better diagrams can help us better pairs can help us better
Discuss the importance of using understand the world around us. understand the world around understand the world around us.
inertial frames when applying us.
 Newton's laws and analyzing
motion.
Administer a short quiz or set of
practice problems to assess
students' understanding of the Give the students a quiz or a short Give the students a quiz or a Give the students a quiz or a
concept of an inertial frame of assessment to check their short assessment to check short assessment to check their
9. Evaluating Learning
reference. understanding of action-reaction their understanding of drawing understanding of action-reaction
Provide feedback and address pairs. free-body diagrams. pairs in real-life settings.
any misconceptions or areas of
difficulty.
Assign additional practice
problems or worksheets for For students who need additional For students who need
For students who need additional
students to reinforce their practice, provide more scenarios additional practice, provide
practice, provide more real-life
understanding of inertial frames for them to identify action- more scenarios for them to
scenarios for them to identify
of reference. reaction pairs. draw free-body diagrams.
action-reaction pairs.
10. Additional Activities for Offer extra help or one-on-one For students who have mastered For students who have
For students who have mastered
Application or Remediation support to students who may the concept, challenge them to mastered the concept,
the concept, challenge them to
need additional assistance. come up with their own scenarios challenge them to come up
come up with their own real-life
Encourage students to explore and explain the action-reaction with their own scenarios and
scenarios and explain the action-
online simulations or interactive pairs present. draw the corresponding free-
reaction pairs present.
resources related to inertial body diagrams.
frames of reference.

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 this 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?