GRADE 1 to 12 DAILY LESSON LOG School Teacher Teaching Date and Time I. OBJECTIVES Content Standard MELC II. CONTENT III. LEARNING RESOURCES A. References 1. 2. 3. 4. Teacher’s Guide pages Learner’s Materials pages Textbook pages Additional Materials from Learning Resource (LR)portal B. Other Learning Resource IV. PROCEDURES A. Preliminary Activities B. Reviewing previous lesson or presenting the new lesson Basilan National High School IRENE SANOY - REYES Grade Level Learning Area 12 GENERAL PHYSICS 2 March 03, 2023 (2:20-3:20) Quarter 3rd At the end of this lesson, students are expected to: A. Operationally define electric potential. B. Show how electric potential is related to work and potential energy through visual and mathematical interpretation. C. Value teamwork in completing tasks. The learners demonstrate understanding of electric forces and fields. Relate the electric potential with work, potential energy, and electric field (STEM_GP12EMIIIb-15) ELECTRIC POTENTIAL General Physics 2 - Grade 12 (STEM), Support Material for Independent Learning Engagement (SMILE) Module 2: Electric Potential Not Available Not Available Not Available Not Available https://lambdageeks.com/examples-of-electric-potential energy/ . Greet the students. Check attendance Establish mood / rapport. Groupings. Setting standards. ACTIVITY: SPELL ME OUT! Directions: Students by group will guess for the correct word/s as described or define by the teacher. The groups are given sets of letters. The teacher will flash the definition of the word. From the given letters, the students will spell out and guess the words defined. The following are the words to be spelled out: - WORK - JOULE - POTENTIAL ENERGY - ELECTRIC FIELD - ELECTRIC CHARGE *(Show Performance Indicator 2, 3, 4) *(Show Performance Indicator 5 – when teacher will give positive and kind remarks without necessary giving hurtful comments) C. Establishing a purpose for the lesson ANALYSIS: REVEAL THE BIG WORD! - Still from the given sets of letters, the students by group will identify the one last “big” word (the topic for today’s lesson). - The teacher gives a clue with few letters revealed: __ __ E __ __ __ I __ __ __ T __ __ T __ A __ *After the students guess the word, the teacher will then give the objectives for today. The teacher will then again flash the spelled-out words earlier with all its definitions. The teacher will ask students to read. Guide Question: How are these words related to the topic that we will be discussing for today? *(Show Performance Indicator 2, 3, 4) D. Presenting examples/Instances of the new lesson Study the following pictures and answer the question that follow: A. WORK AND GRAVITATIONAL POTENTIAL ENERGY B. ELECTRIC POTENTIAL ENERGY C. COMPARISON OF WORK/POTENTIAL ENERGY & ELECTRIC POTENTIAL QUESTION: - How is electric potential related to work and potential energy? *(Show Performance Indicator 1, 3, 4) *(Show Performance Indicator 5 – when teacher will give positive and kind remarks without necessary giving hurtful comments) E. Discussing new concepts and practicing new skills # 1 Before discussion: Teacher will discuss the traffic symbols to the group. They will raise the traffic colors according to how they feel: RED – STOP, students didn’t get the concept yet. ORANGE – SLOW DOWN, the teacher is going too fast with the discussion. GREEN – PROCEED, students understood the concept already. ABSTRACTION: LESSON PROPER - The concept of energy in General Physics 1 was useful in studying mechanics. The motion of the objects can be predicted by utilizing the law of conservation of energy. For instance, when you lift a book, you are changing the gravitational potential energy. Lifting the object against the gravitational influence would mean doing work on the ball. - The concept of potential energy can also be associated with electrostatic behavior. - The concepts of work and energy will be considered to electric fields. The work done in moving a test charge across the electric field allows the charge to gain electric potential energy. This is associated with another concept called electric potential. - We can consider the potential energy of any charge using the gravitational analogy. Suppose you have a uniform electric field at the left with oppositely charged plates and Earth's surface where gravitational field is also uniform. - This time, we place a test charge q in the electric field and a body with mass m, in the gravitational field. Thus, the charge is now acted upon by an electric force and gravitational force. - The work done can be expressed as potential energy U. Thus, 𝑊𝑎→𝑏 = 𝑈𝑎 − 𝑈𝑏 = − (𝑈𝑏 − 𝑈𝑎) = −Δ𝑈 - If 𝑊𝑎→𝑏 is positive, 𝑈𝑎 is greater than 𝑈𝑏, Δ𝑈 is negative, potential energy decreases. For instance, when mass m falls towards the Earth's surface, gravity does positive work, but the gravitational potential energy decreases. If the mass was tossed upward, the gravity does negative work and potential energy increases. - Whether the test charge in the electric field is positive or negative, the potential energy increases if the test charge moves opposite to the direction of the electric force. Potential energy decreases if the charge moves in the same direction as the electric force. Similarly, the gravitational potential energy increases if the body moves upward or against the direction of gravitational force and decreases if it moves downward or in same direction with gravitational force. *(Show Performance Indicator 1, 3) *(Show Performance Indicator 5 – when teacher will give positive and kind remarks without necessarily giving hurtful comments, especially when students ask questions during discussions) F. Discussing new concepts and practicing new skills # 2 Formula of WORK leading to the formula of ELECTRIC POTENTIAL ENERGY: - Using our equation before in Mechanics for Work (W = Fdcosθ), let us derived our equation for electric potential energy, Ue. *(Show Performance Indicator 5 – when teacher will give positive and kind remarks without necessary giving hurtful comments) G. Developing mastery (leads to Formative Assessment 3) APPLICATION: Sample Problem - A charge of 4.50 x 10-8 C is placed in a uniform electric field that is directed vertically upward with a magnitude of 5.00 x 104 N/C. What work is done by the electrical force when the charge moves 0.800 m downward? 0.450 m to the right? 2.60 m at an angle of 45 degrees from the horizontal? *(Show Performance Indicator 2, 3) H. Finding practical application of concepts and skills in daily living The SEARCH is on! - The teacher will ask the students by group to do the task below: Task: A beneficial mode of potential energy is electric potential energy which is essential in our daily lives. Electronic devices are possessed with electric potential energy. Electric potential energy is essential for the conduction of electricity. Using your electronic devices (cellphones), search over the internet or google three (3) examples of electric potential energy that everybody can relate on! *(Show Performance Indicator 1, 3, 4) I. Making generalizations and abstractions about the lesson J. Evaluating learning Let us all remember the following: - An electric potential is the amount of work needed to move a unit positive charge from a reference point to a specific point. The electric potential is expressed as volt (V). V = W/q - Electric potential increases if you move in the direction opposite to the electric field and it decreases if you move in the same direction as the electric field. - Electric potential energy is a potential energy (measured in Joules) that is needed to move a charge against an electric field. Ue. = qV YES or NO? Directions: Write YES if the statement is true and NO if not. _____1. Electric potential and electric potential energy have the same units. _____2. Electric potential is work per unit charge. _____3. We can consider potential energy of an electric charge using the analogy of gravitational potential energy. _____4. If the particle moves against the direction of electric field, electric potential increases. _____5. If the particle moves in the same direction of the electric field, electric potential increases. *(Show Performance Indicator 9) K. Additional activities for application or remediation PERFORMANCE TASK (SOCIAL MEDIA TASK) TIKTOK: RELATE IT ON YOUR OWN WAY Instructions: 1. Choose any of the following group tasks: SHORT SKIT, PANTOMIME, JINGLE SONG, SPOKEN POETRY, TIMELAPSE GRAPHICS/VISUAL ARTS. 2. In any of the group tasks mentioned, your goal is to be able to show how is electric potential related to work and potential energy. 4. Video your work in “portrait” mode. 5. Length of the video must not exceed 2 minutes. 6. Add captions/subtitles and necessary music. 6. Post this in TikTok and tag me @maistrang.laagan 7. HAVE FUN CREATING! 😊 *(Show Performance Indicator 3, 4) *(Show Performance Indicator 6 – when teacher address the different learning styles and asked them to choose the type of output they will do, considering their strengths, as long as they deliver what is expected of them) *(Show Performance Indicator 8 – when teacher asks to use social media to post group’s output.) *(Performance Indicator 7 – integrated all throughout the lesson plan.) IV. A. B. C. D. E. REMARKS V. REFLECTION 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 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?
