DAILY LESSON LOG I. OBJECTIVES School SAPPHIRE INTERNATIONAL AVIATION ACADEMY Teacher ANDREA C. PAELDON Teaching Date and Time November 5-8, 2018 1:15-2:15 Grade Level Learning Area Quarter 12 GENERAL PHYSICS 2 SECOND MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standard The learners demonstrate an understanding of electric charge The learners demonstrate an understanding of insulators and conductors The learners demonstrate an understanding of induces charges The learners demonstrate an understanding of coulomb’s law B. Performance Standard The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIa-1 Describe using a diagram charging by rubbing and charging by induction The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIa-2 Explain the role of electron transfer in electrostatic charging by rubbing The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIa-3 Describe experiments to show electrostatic charging by rubbing The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIa-4 State that there are positive and negative charges, and that charge is measured in coulomb C. Learning Competency/Objectives Write the LC code for each. II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two. Electric charge, Coulomb’s law, Electric Fields and Electric Flux III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR)portal B. Other Learning Resource IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Electrons transferred in any The object attracted is said The number of protons and Like charges repel and charging process. In the to have acquired charge or electrons in an atom is unlike charges attract. case charging by friction, electrified. Because the equal: hence, an atom is they are transferred charge is at rest, it is often neutral. between the two objects referred to as static being rubbed together. electricity. Electrons transferred in any Why do people experience How great is this force of charging process. In the electric shock? attraction or repulsion case charging by friction, between charges? they are transferred between the two objects being rubbed together. Electrons transferred in any charging process. In the case charging by friction, they are transferred between the two objects being rubbed together. C. Presenting examples/Instances of the new lesson A grounding wire is simply a conductor that connects the object to the ground. Electrostatic is the study of all phenomena associated with electric charges at rest. Electrostatic charge by rubbing is responsible for the checking of these requirements. D. Discussing new concepts and Rub a piece of ebonite( Paper strips attracted by a The human air is combed Through experimentation, coulomb discovered that the magnitude of electrical force between two charged particles is directly proportional to the product of the magnitudes of the charges and inversely proportional the square of the distance between them. practicing new skills # 1 E. Discussing new concepts and practicing new skills # 2 F. Developing mastery (leads to Formative Assessment 3) G. Finding practical application of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. Evaluating learning very hard, black rubber) across a piece of animal fur. Rub a glass rod with a piece of silk. charged CD Styrofoam peanuts clinging to a cat’s fur due to static electricity. Determine charge on a From those as simple as piece of copper if you rub it the attraction of the plastic with a piece of silk. wrap to one’s hand after it is removed from a package to the apparently spontaneous explosion of grain silos, the damage of electronic components during manufacturing, and photocopier and laser printer operation Electrostatic involves the build up of charge on the surfaces. Induction is the process in which, when we bring two substances near to each other due to the property of induction there is movement of charge carriers from one substance to another substance but the objects are not physically touch each other. 1. What does it mean to induce a charge? 2. What is the basic different between charging by induction and using rubber comb. Did the glass rod gain or lose electrons? How do charged bodies interact with other charged bodies? In the tribo electric series, the electron affinity of human hair is lower than rubber. To understand Electrostatic, the structure of the atom must first be understood. An atom is made up of subatomic particles- -protons, neutrons, and electrons. 1. What is Electrostatic? 2. Give some examples and explain. You may provide pictures. The force between two point charges is directly proportional to the product of the charged divided by the square of the distance between them. In terms of charge, proton is positively charged, the electron is negatively charged, and the neutron carriers no charge. charging by friction method? 3. How can we charge two spheres by induction method? J. Additional activities for application or remediation IV. V. REMARKS 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? Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. DAILY LESSON LOG I. OBJECTIVES School SAPPHIRE INTERNATIONAL AVIATION ACADEMY Teacher ANDREA C. PAELDON Teaching Date and Time November 12-15, 2018 1:15-2:15 Grade Level Learning Area Quarter 12 GENERAL PHYSICS 2 SECOND MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standard The learners demonstrate an understanding of Electric forces and fields The learners demonstrate an understanding of Electrics field calculations The learners demonstrate an understanding of charges on conductors The learners demonstrate an understanding of charges on conductors B. Performance Standard The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIa-5 Predict charge distributions, and the resulting attraction or repulsion, in a system of charged insulators and conductors The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIa-6 Calculate the net electric force on appoint charge exerted by a system of point charges The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIa-7 Describe an electrics field as a region in which an electric charge experiences a force The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIa-8 Draw electric field patterns to system with isolated point charges C. Learning Competency/Objectives Write the LC code for each. VI. CONTENT II. LEARNING RESOURCES Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two. Electric charge, Coulomb’s law, Electric Fields and Electric Flux A. References 5. 6. 7. 8. Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Teacher’s Guide pages Learner’s Materials pages Textbook pages Additional Materials from Learning Resource (LR)portal B. Other Learning Resource A. PROCEDURES B. Reviewing previous lesson or presenting the new lesson These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Charges can exist in The electric force F is a The electric field produced If the charge happens to materials and move vector quantity, which may by a point source charge q be negative, the direction through them. be positive or negative can be obtained using of the force on the depending on its direction. Coulomb’s law. negative charge is opposite the direction of the field. C. Establishing a purpose for the lesson D. Presenting examples/Instances of the new lesson Materials that readily allow the flow of charges through them are called conductors. E. Discussing new concepts and practicing new skills # 1 Metals are good conductors.. F. Discussing new concepts and practicing new skills # 2 Some examples of insulators are rubber, plastic, mica, paper, glass and air. G. Developing mastery How is the magnitude of the electric force exerted by a charged particle on another charged particle determined? The electric force and the gravitational force have similarities and differences. Calculate the magnitude and direction of the electric field 0.45m from a +7.85x10−9 How is an electric field produced by an object with an electric charge? Electric field causes any Faradays demonstrated charged particle placed in it that the electric field is experience an electric zero inside a closed force. conducting surface and that an excess charge placed on a solid conductor resides entirely on its surface (leads to Formative Assessment 3) H. Finding practical application of concepts and skills in daily living I. Making generalizations and abstractions about the lesson J. Evaluating learning Charging means gaining or losing electron. Matters can be charged with three ways. Coulomb’s law bears a strong resemblance to Newton’s law of universal gravitation. A charged object is surrounded by an electric field where another charged object will experience an electric force Aluminium packaging of delicate circuit components shields them from external electric field . An electric field exist in the region of space around a charged object or source charge. Any closed conducting surface can function as Faraday cage, shielding whatever is inside it from any damaging effects of electric fields. Determine the ratio of the electric force to the gravitational force between an electron and a proton when separated by a distance. What is the magnitude and direction of the electric field 0.25m from a 5.6x10−9 Draw an electric field patterns with isolated points charged. K. Additional activities for application or remediation V. REMARKS A. REFLECTION I. No. of learners who earned 80% in the evaluation J. No. of learners who require additional activities for remediation who scored below 80% K. Did the remedial lessons work? No. of learners who have caught up with the lesson Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. L. No. of learners who continue to require remediation M. Which of my teaching strategies worked well? Why did these work? N. What difficulties did I encounter which my principal or supervisor can help me solve? O. What innovation or localized materials did I use/discover which I wish to share with other teachers? DAILY LESSON LOG I. OBJECTIVES School SAPPHIRE INTERNATIONAL AVIATION ACADEMY Teacher ANDREA C. PAELDON Teaching Date and Time November 19-29, 2018 1:15-2:15 Grade Level Learning Area Quarter 12 GENERAL PHYSICS 2 SECOND MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standard The learners demonstrate an understanding of Electric forces and fields The learners demonstrate an understanding of Electrics field calculations The learners demonstrate an understanding of charges on conductors The learners demonstrate an understanding of electric flux and Gauss’s Law and Electric charge, dipoles, force, field, and flux problems B. Performance Standard The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIa-9 Use in calculations the relationship between the electric field and electric force on a test charge The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIa-10 Calculate the electric field due to a system point charges using Coulomb’s law and the superposition principle The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIa-11 Predict the trajectory of a point charge in a uniform electric field The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIb-12 Calculate electric flux C. Learning Competency/Objectives Write the LC code for each. II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two. Electric charge, Coulomb’s law, Electric Fields and Electric Flux III. LEARNING RESOURCES A. References 9. 10. 11. 12. Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Teacher’s Guide pages Learner’s Materials pages Textbook pages Additional Materials from Learning Resource (LR)portal B. Other Learning Resource C. PROCEDURES D. Reviewing previous lesson or presenting the new lesson These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Ask a student compare and . Show a previous example Electric flux is the number contrast the electric force of calculation of electric of field lines passing from gravitational force field using Coulomb’s perpendicularly through a surface E. Establishing a purpose for the lesson What is field? What is meant by a gravitational field? What if there are more than two charges? Show some solution to the same problem but this time, using Gauss’s law F. Presenting examples/Instances of the new lesson Every charge has an electric field associated with it. The superposition principle states that each charge will exert a force on another as if no other charges are present. Calculate the magnitude and direction of the electric field 0.45m from a +7.85x10−9 Review the electric pattern of several simple symmetric charge configuration using the Coulomb’s Law G. Discussing new concepts and practicing new skills # 1 H. Discussing new concepts and practicing new skills # 2 Aluminium packaging of delicate circuit components shields them from external electric field Electric flux is a measure of the number of field line passing through a surface Calculate the magnitude and direction of the electric field 0.45m from a +7.85x10−9 I. Developing mastery (leads to Formative Assessment 3) J. Finding practical application of concepts and skills in daily living K. Making generalizations and abstractions about the lesson L. Evaluating learning Sharks and rays have the ability to detect electric fields in their surroundings A charged object is surrounded by an electric field where another charged object will experience an electric force . Calculate the magnitude and direction of the electric field 0.75m from a +2.35x10−9 Lines of force start from positively charged particles and end on negatively charged particles or continue toward infinity Electric field can be quantitatively described using the concept of electric flux A flat surface of area 1.25𝑚2 is rotated through a uniform horizontal electric field of 5N/C. M. Additional activities for application or remediation VI. REMARKS N. REFLECTION J. K. L. M. N. No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. worked well? Why did these work? O. What difficulties did I encounter which my principal or supervisor can help me solve? P. What innovation or localized materials did I use/discover which I wish to share with other teachers? DAILY LESSON LOG I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competency/Objectives Write the LC code for each. II. CONTENT School SAPPHIRE INTERNATIONAL AVIATION ACADEMY Teacher ANDREA C. PAELDON Teaching Date and Time December 3, 4, 6, 2018 1:15-2:15 Grade Level Learning Area Quarter 12 GENERAL PHYSICS 2 SECOND MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. The learners demonstrate an understanding of electric flux and Gauss’s Law and Electric charge, dipoles, force, field, and flux problems The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIb-12 Calculate electric flux The learners demonstrate an understanding of electric flux and Gauss’s Law and Electric charge, dipoles, force, field, and flux problems The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIb-13 Use the Gauss’s law to infer electric field due to uniformly distributed charges on long wires, spheres, and large plate The learners demonstrate an understanding of electric flux and Gauss’s Law and Electric charge, dipoles, force, field, and flux problems The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIb-14 Solve problems involving electric charges, dipoles, forces, fields, and flux in contexts such as, but not limited to, systems of point charges, classical models of the atom, electrical breakdown of air, charged pendulums, control of electron and proton beams, electrostatic ink-jet printers Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two. Electric charge, Coulomb’s law, Electric Fields and Electric Flux III. LEARNING RESOURCES A. References 13. 14. 15. 16. Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Teacher’s Guide pages Learner’s Materials pages Textbook pages Additional Materials from Learning Resource (LR)portal B. Other Learning Resource IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Electric flux is continuous Checking of assignment Checking of assignment changes. B. Establishing a purpose for the lesson See the pages 31 Carl Friedrich Gauss, a German scientist, formulated a law, which relates electric field. C. Presenting examples/Instances of the new lesson Discussion Charging distribution and Gauss’s Law Discussion D. Discussing new concepts and practicing new skills # 1 Answer sample 1 page 32.a Answer sample .8 page 33 Why do people experience electric shock? E. Discussing new concepts and practicing new skills # 2 Answer sample 1 page 32.b Answer sample 1.9 page 34 How do charged bodies interact with other charged bodies? How is an electric field F. Developing mastery (leads to Formative Assessment 3) G. Finding practical application of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. Evaluating learning J. Additional activities for application or remediation V. produced by an object with an electric charge? The metallic frames of cars and aircraft act as faraday cages or shields to protect people inside when the vehicle is struck by lightning Electric flux is the number of field lines passing perpendicularly through a surface. A closed surface showing an electric field line passing through an infinitesimal area. Discussion Discussion Answer page 36 A, B and C. Giving assignment Answer practice exercises page 36 (1-2) Giving assignment Answer test yourself page 39-41 Giving assignment REMARKS K. REFLECTION H. No. of learners who earned 80% in the evaluation I. No. of learners who require additional activities for remediation who scored below 80% J. Did the remedial lessons work? No. of learners who have caught up with the lesson K. No. of learners who continue to require remediation L. Which of my teaching strategies worked well? Why did these work? Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. M. What difficulties did I encounter which my principal or supervisor can help me solve? N. What innovation or localized materials did I use/discover which I wish to share with other teachers? DAILY LESSON LOG VII. OBJECTIVES School SAPPHIRE INTERNATIONAL AVIATION ACADEMY Teacher ANDREA C. PAELDON Teaching Date and Time December 10-13, 2018 1:15-2:15 Grade Level Learning Area Quarter 12 GENERAL PHYSICS 2 SECOND MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. D. Content Standard The learners demonstrate an understanding of electric charge The learners demonstrate an understanding of insulators and conductors The learners demonstrate an understanding of induces charges The learners demonstrate an understanding of coulomb’s law E. Performance Standard The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIb-4 Describe using a diagram charging by rubbing and charging by induction The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIb-5 Explain the role of electron transfer in electrostatic charging by rubbing The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIb-6 Describe experiments to show electrostatic charging by rubbing The learners are able to use theoretical and experimental approaches to solve multiconcept and rich-context problems involving electricity and magnetism STEM_GP12EM-IIb-7 State that there are positive and negative charges, and that charge is measured in coulomb F. Learning Competency/Objectives Write the LC code for each. VIII. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two. Electric charge, Coulomb’s law, Electric Fields and Electric Flux IX. LEARNING RESOURCES C. References 17. Teacher’s Guide pages Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio Copyright 2017 by Phoenix Publishing House Inc. And Angelina A. Silverio 18. Learner’s Materials pages 19. Textbook pages 20. Additional Materials from Learning Resource (LR)portal D. Other Learning Resource X. PROCEDURES K. Reviewing previous lesson or presenting the new lesson L. Establishing a purpose for the lesson M. Presenting examples/Instances of the new lesson N. Discussing new concepts and These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Electrons transferred in any The object attracted is said The number of protons and Like charges repel and charging process. In the to have acquired charge or electrons in an atom is unlike charges attract. case charging by friction, electrified. Because the equal: hence, an atom is they are transferred charge is at rest, it is often neutral. between the two objects referred to as static being rubbed together. electricity. The cans are placed side Why do people experience How great is this force of by side and a negatively electric shock? attraction or repulsion charged rubber balloon between charges? (having been rubbed with animal fur) is brought near to one of the cans. The presence of the negative charge near a can induces electron movement from can A to Can B(see diagram). Once the cans are separated, the cans are charged. A grounding wire is simply Electrostatic is the study of Electrostatic charge by Through experimentation, a conductor that connects all phenomena associated rubbing is responsible for coulomb discovered that the object to the ground. with electric charges at the checking of these the magnitude of electrical rest. requirements. force between two charged particles is directly proportional to the product of the magnitudes of the charges and inversely proportional the square of the distance between them. Rub a piece of ebonite( Paper strips attracted by a The human air is combed practicing new skills # 1 O. Discussing new concepts and practicing new skills # 2 P. Developing mastery (leads to Formative Assessment 3) Q. Finding practical application of concepts and skills in daily living R. Making generalizations and abstractions about the lesson S. Evaluating learning very hard, black rubber) across a piece of animal fur. Rub a glass rod with a piece of silk. charged CD Styrofoam peanuts clinging to a cat’s fur due to static electricity. Determine charge on a From those as simple as piece of copper if you rub it the attraction of the plastic with a piece of silk. wrap to one’s hand after it is removed from a package to the apparently spontaneous explosion of grain silos, the damage of electronic components during manufacturing, and photocopier and laser printer operation Electrostatic involves the build up of charge on the surfaces. Induction is the process in which, when we bring two substances near to each other due to the property of induction there is movement of charge carriers from one substance to another substance but the objects are not physically touch each other. 4. What does it mean to induce a charge? 5. What is the basic different between charging by induction and using rubber comb. Did the glass rod gain or lose electrons? How do charged bodies interact with other charged bodies? In the tribo electric series, the electron affinity of human hair is lower than rubber. To understand Electrostatic, the structure of the atom must first be understood. An atom is made up of subatomic particles- -protons, neutrons, and electrons. 3. What is Electrostatic? 4. Give some examples and explain. You may provide pictures. The force between two point charges is directly proportional to the product of the charged divided by the square of the distance between them. In terms of charge, proton is positively charged, the electron is negatively charged, and the neutron carriers no charge. charging by friction method? 6. How can we charge two spheres by induction method? T. Additional activities for application or remediation VII. XI. REMARKS REFLECTION O. No. of learners who earned 80% in the evaluation P. No. of learners who require additional activities for remediation who scored below 80% Q. Did the remedial lessons work? No. of learners who have caught up with the lesson R. No. of learners who continue to require remediation S. Which of my teaching strategies worked well? Why did these work? T. What difficulties did I encounter which my principal or supervisor can help me solve? U. What innovation or localized materials did I use/discover which I wish to share with other teachers? Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
