LEARNING PLAN IN GENERAL PHYSICS 12

SCHOOL YEAR 2024 - 2025

Teacher’s Name: Ms. Kristelyn Carla Nicole R. Mariano

Learning Area: General Physics 1
Grade Level: Grade 12 STEM-APHRODITE (Week 1)
Topic/Lesson:
Measurements and Scientific Notation: Accuracy and Precision

Content Standard: The learners should be able to demonstrate an understanding of

1. The effect of instruments on measurements
2. Uncertainties and deviations in measurement
3. Sources and types of error
Performance Standard: The learners shall be able to:

Learning Competencies: 1. Solve measurement problems involving conversion of units,

expression of measurements in scientific notation
2. Differentiate accuracy from precision
3. Differentiate random errors from systematic errors
Time Allotment: 1st Quarter/September (Week 1-2)
Reference: Resource  Physics Textbook

 PowerPoint Presentation
Materials
 Measurement tools (ruler, meter stick, etc.)
 Whiteboard such as Jam board
 Scientific Calculators
Lesson Outline
1. Introduction Preliminary Activities:

Prayer

Greetings

Checking of Attendance

 Introduce the importance of accurate and precise measurements in

experimental physics.
 Discuss the concepts of accuracy and precision and their relevance
to scientific research and experimentation
2. Motivation
 Present examples of real-world applications where
accuracy and precision are essential, such as in medical
diagnostics, environmental monitoring.
 Engage the students with a short activity or
demonstration highlighting the differences between
accuracy and precision.
 3. Values Integration Emphasize the values of accuracy and precision in scientific inquiry,
including the importance of attention to detail, careful observation, and
critical thinking in experimental design and data analysis.
4. Instruction/Delivery The teacher will discuss…
1. Measurements and Scientific Notation
 Review basic measurement techniques and units of measurement.
 Introduce scientific notation as a method for expressing very large or
very small numbers.
 Discuss the advantages of scientific notation for simplifying calculations
and representing measurements with varying levels of precision.

2. Accuracy and Precision

 Define accuracy as the closeness of a measurement to true value and
precision as the consistency or reproducibility of measurements.
 Provide examples to illustrate the difference between accurate and
precise measurements
 Discuss the significance of accuracy and precision in experimental
physics and scientific research.

5. Activities 1. Experimental Activities

 Conduct experiments where students practice making measurements
using various tools and techniques.
 Emphasize the importance of making accurate and precise
measurements in obtaining reliable experiment data.
2. Problem Solving

6. Summary For the lesson “Measurements and Scientific Notation: Accuracy and
Precision,” the key concepts covered include:

1. Measurement Techniques: Students learn about various measurement

tools and units of measurement, including ruler, meter sticks, and their
respective units such as meters, centimeters, and millimeters, etc.

2. Scientific Notation: Students understand scientific notation as a method

for expressing very large or very small numbers using powers of 10.
They learn the advantages of scientific notation in simplifying
calculations and representing measurements with different levels of
precision.

3. Accuracy and Precision: Students differentiate between accuracy and

precision. Accuracy refers to the closeness of a measurement to the true
value while Precision refers to the consistency or reproducibility of
measurements. They learn the significance of accuracy and precision in
experimental physics and scientific research.

Overall, the lesson emphasizes the importace of accurate and precise

measurements in experimental physics and scientific research, as well as
the application of scientific notation to express measurements
effectively.
7. Evaluation A. Express each of the following in scientific notation or in the standard form
1. 8.2 x 10^6
2. 00000000000000045
3. 80000000
4. 00000658
5. 7.95 x 10^-12

B. A experimenter dropped a stone from 5 story building and hit the ground, taking
 the time to fall of 3 seconds. Based from the data collected, the experimenter was
able to measure the acceleration of the stone to be 9.7 m/ s2. The actual value of the
acceleration due to gravity is 9.8 m/ s2. What is the percentage of accuracy of the
experimenter?

C. A student is doing a laboratory experiment about falling body. He obtained

their trials in measuring the time of fall of a ball meters above the ground. The
measurements are summarized below:

Trial 1 = 0.80 s
Trial 2 = 0.79 s
Trial 3 = 0.77 s

What is the percentage of precision of the student?

SHOW COMPLETE SOLUTION.

LEARNING PLAN IN GENERAL PHYSICS 1

SCHOOL YEAR 2024 - 2025

Teacher’s Name: Ms. Kristelyn Carla Nicole R. Mariano

Learning Area: General Physics 1
Grade Level: Grade 12 STEM (Week 3)
Topic/Lesson:
Vectors and Vector Addition

Content Standard: The learners should be able to demonstrate an understanding to:

 Students should understand the concept of vectors and be able
to perform vector addition using graphical and algebraic
methods.

Performance Standard: The learners shall be able to:

By the end of the lesson, students should be able to accurately
represent vectors graphically and algebraically, and perform vector
addition to determine resultant vectors.
Learning Competencies: 1. Differentiate vector ad scalar quantities
2. Perform addition of vectors
3. Rewrite a vector in component form
st
Time Allotment: 1 Quarter/September (Week 3 and 4)
Reference: Resource  Physics Textbook, online resources

 PowerPoint Presentation
Materials
 Measurement tools (ruler, protractor, etc.) for graphical
representations
 Worksheets or handouts on vector addition problems
  Whiteboard such as Jam board
 Scientific Calculators
Lesson Outline
1. Introduction Preliminary Activities:

Prayer

Greetings

Checking of Attendance

Introduce the importance of vectors as quantities that have

both magnitude and direction, contrasting them with scalar
quantities that only have magnitude.
 Discuss the concepts of vectors in physics and engineering,
where they are used to describe various physical quantities
such as displacement, velocity, and force.
2. Motivation Present real-world examples where vectors are used, such as
navigation, motion analysis in sports, engineering design.

Engage students with a short activity or demonstration involving

vector addition, highlighting the importance of understanding vector
properties.
3. Values Integration  Emphasize the values of accuracy and attention to detail in
graphical representations and calculations involving vectors.
 Highlighting the importance of collaboration and
communication in solving vector addition problems, as well as
the value of persistence in mastering complex mathematical
concepts.
4. Instruction/Delivery The teacher will discuss the following….

1. Graphical Representation of Vectors

Define vectors and scalar quantities, providing examples of each.

Demonstrate how to represent vectors graphically using arrows,
where the length represents the magnitude and the direction
indicates the definition of the vector.
Discuss techniques for measuring the magnitude and direction of
vectors using rulers and protractors.
2. Vector Addition
Introduce the graphical method of vector addition using the
parallelogram rule, where the resultant vector is represented by the
diagonal of the parallelogram formed by the two vectors.

Discuss the algebraic method of vector addition, where vectors are

broken down into their horizontal and vertical components, which
are then added separately.
5. Activities 1. Graphical Vector Addition

Graphical practice problems where students represent vectors

graphically and determine the resultant vector using the
parallelogram rule.

Conduct hands-on activities where students measure and draw

vectors on graph paper and perform vector addition.
 2. Algebraic Vector Addition

Give students problems involving vector addition using

component addition, where they calculate the horizontal and
vertical components of vectors and then add them
algebraically.

Provide examples of real-world problems involving

displacement, velocity, and force, where students apply vector
addition to solve them.

6. Summary  Vectors and Scalar Quantities: Students learn the distinction

between vectors and scalar quantities. Vectors have both
magnitude and direction, while scalars only have magnitude.
Examples of vectors include displacement, velocity, and force,
while examples of scalars include displacement, speed, and
mass.
 Graphical Representation of Vectors: Students understand how
to represent vectors graphically using arrows. The length of the
arrow represents the magnitude of the vector, and the direction
of the arrow indicates the direction of the vector.
 Vector Addition: The lesson introduces methods for adding
vectors, including the graphical method using the
parallelogram rule and the algebraic method using component
addition. The parallelogram rule states that the resultant vector
is the diagonal of the parallelogram formed by the two vectors.
In component addition, vectors are broken down into their
horizontal and vertical components, which are then added
algebraically.
 Real-world Applications: Students explore real-world
applications of vectors and vector addition., such as navigation,
motion analysis in sports, and engineering design. They apply
vector addition to solve problems involving displacement,
velocity, and force in various scenarios.
7. Evaluation Answer this!
State if it is a vector quantity or scalar quantity
1. 90 mL
2. 35 m/s, North
3. 10 minutes
4. Magnetic Field
5. 9.8 m/ s2
Solving the resultant vector
1. Find the x and y component of a displacement vector with
a magnitude of 20m and directions of 50°
2. Find the magnitude and the direction of, F vector = [ 24,
30] N

LEARNING PLAN IN GENERAL PHYSICS 12

SCHOOL YEAR 2024 - 2025
Teacher’s Name: Ms. Kristelyn Carla Nicole R. Mariano
Learning Area: General Physics 1
Grade Level: Grade 12 STEM-APHRODITE (Week 3)
Topic/Lesson:
Kinematics (Speed, Velocity, Acceleration)

Content Standard: The learners should be able to demonstrate an understanding of

1. Position, time, distance, displacement, speed, average velocity.
Instantaneous velocity.
2. Average acceleration, and instantaneous acceleration.
Performance Standard: The learners shall be able to:
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.

Learning Competencies:  Define displacement, velocity, and acceleration, and differentiate

between scalar and vector quantities.
 Apply kinematic equations to solve problems involving uniform and
non-uniform motion.
 Interpret graphical representations of motion, such as position-time
and velocity-time graphs.
st
Time Allotment: 1 Quarter/September (Week 3-4)
Reference: Resource  Physics Textbook

 PowerPoint Presentation
Materials
 Whiteboard such as Jam board
 Scientific Calculators
Lesson Outline
1. Introduction Preliminary Activities:

Prayer

Greetings

Checking of Attendance

 Introduce the concept of Kinematics as the study of motion without

considering the forces causing the motion.
 Discuss the importance of understanding kinematics in physics and
everyday life, such as in transportation, sports, and engineering.
2. Motivation
 Present examples of real-life examples of motion, such as a car
accelerating on a highway, and athlete running a race, or a ball being
thrown in a game, to engage students and stimulate interest in the
topic.
 Pose questions or challenges related to motion, encouraging students
to think critically about the concepts they will learn.
3. Values Integration  Emphasize the value of precision and accuracy in measurements and
calculations related to kinematics.
 Encourage collaboration and teamwork in problem-solving
activities, fostering communication and critical thinking skills.
4. Instruction/Delivery The teacher will discuss…

1. Definition of Kinematic Terms

Define displacement as the change in position of an object, velocity as
the rate of change of displacement, and acceleration as the rate of
change of velocity.

2. Equations of Motion
Introduce the four kinematic equations for uniformly accelerated
motion, which relate displacement, initial velocity, final velocity,
acceleration, and time.

Discuss how to use these equations to solve problems inlvolving motion

under constant acceleration.

3. Graphical Analysis of Motion

Demonstrate how to interpret position-time and velocity-time graphs to
analyze the motion of objects.

Discuss the relationship between the slope and area under these graphs
and the kinematic quantities of displacement, velocity, and acceleration.
5. Activities
Problem-Solving Exercises
 Provide practice problems for students to apply the kinematic
equations to solve-problems involving motion with constant
acceleration.
 Include variety of scenarios, such as objects moving vertically or
horizontally, accelerating or decelerating, and starting from rest or
with initial velocity.
6. Summary
Distance vs. Displacements
 Distance: scalar, total journey or path taken traveled by an object.
 Displacement: vector, measure of an object’s change in position
relative to a reference point from the initial position to the final
position.

Velocity Speed – average speed

⃗d d
⃗v = s=
t t
where: where:
⃗v =is the velocity (m/s) s = speed (m/s)
⃗
d=displacement (m) d = distance (m)
t = time (s) t = time (s)

Acceleration – the rate of change in velocity

change∈ velocity
a= timeinterval
¿
¿
 The direction of the acceleration follows the direction of the vector
 with the higher magnitude.
 A negative acceleration means that the speed decreases through time,
this is called deceleration.
 Unit: meters per second square (m/ s2)
7. Evaluation
Word problem for speed
1. A train travels with a constant speed of 56miles per hour. How
far it can travel in ½ hour?
2. An airplane flies 1800 km in 2hours. What is its average speed
in km/hr?
Word problem for Velocity
1. A car travels west at uniform velocity distance of 100 m in 4
seconds. What is the velocity of the car?
2. A sailboat is traveling north at 10 km/hr, relative to the water.
The water is flowing south at 5km/hr. What is the velocity of the
boat relative to ground?
Word problem for Acceleration
1. Calculate the acceleration of Mark riding his bicycle in a straight
line that speed up form 4m/s to 6m/s in 5 seconds.
2. Cranky is slowing on his skateboards. He starts at a speed of
5.5m/s and slows to 1.0m/s over a time 3 seconds. What is
Cranky acceleration?

Prepared by:

Ms. Kristelyn Carla Nicole R. Mariano

Teacher

Checked by:

Mrs. Alma D. Tan, LPT

School Principal