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School SAPPHIRE INTERNATIONAL AVIATION ACADEMY Grade Level 12

DAILY LESSON Teacher ANDREA C. PAELDON Learning Area GENERAL PHYSICS 2


Teaching Date and Time November 5-8, 2018 1:15-2:15 Quarter SECOND
LOG

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY


I. OBJECTIVES 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 The learners demonstrate The learners demonstrate The learners demonstrate
an understanding of an understanding of an understanding of an understanding of
electric charge insulators and conductors induces charges coulomb’s law

B. Performance Standard The learners are able to The learners are able to The learners are able to The learners are able to
use theoretical and use theoretical and use theoretical and use theoretical and
experimental approaches experimental approaches experimental approaches experimental approaches
to solve multiconcept and to solve multiconcept and to solve multiconcept and to solve multiconcept and
rich-context problems rich-context problems rich-context problems rich-context problems
involving electricity and involving electricity and involving electricity and involving electricity and
magnetism magnetism magnetism magnetism
C. Learning Competency/Objectives STEM_GP12EM-IIa-1 STEM_GP12EM-IIa-2 STEM_GP12EM-IIa-3 STEM_GP12EM-IIa-4
Write the LC code for each. Describe using a diagram Explain the role of electron Describe experiments to State that there are
charging by rubbing and transfer in electrostatic show electrostatic charging positive and negative
charging by induction charging by rubbing by rubbing charges, and that charge is
measured in coulomb

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 Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix
Publishing House Inc. Publishing House Inc. Publishing House Inc. Publishing House Inc.
And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES 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.
A. Reviewing previous lesson or Electrons transferred in any The object attracted is said The number of protons and Like charges repel and
presenting the new lesson 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.
B. Establishing a purpose for the Electrons transferred in any Why do people experience How great is this force of
lesson 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 A grounding wire is simply Electrostatic is the study of Electrostatic charge by Through experimentation,
the new lesson 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.
D. Discussing new concepts and Rub a piece of ebonite( Paper strips attracted by a The human air is combed
practicing new skills # 1 very hard, black rubber) charged CD using rubber comb.
across a piece of animal
fur.
E. Discussing new concepts and Rub a glass rod with a Styrofoam peanuts clinging Did the glass rod gain or
practicing new skills # 2 piece of silk. to a cat’s fur due to static lose electrons?
electricity.
F. Developing mastery Determine charge on a From those as simple as How do charged bodies
(leads to Formative Assessment piece of copper if you rub it the attraction of the plastic interact with other charged
3) with a piece of silk. wrap to one’s hand after it bodies?
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
G. Finding practical application of Electrostatic involves the In the tribo electric series,
concepts and skills in daily living build up of charge on the the electron affinity of
surfaces. human hair is lower than
rubber.

H. Making generalizations and Induction is the process in To understand The force between two
abstractions about the lesson which, when we bring two Electrostatic, the structure point charges is directly
substances near to each of the atom must first be proportional to the product
other due to the property understood. An atom is of the charged divided by
of induction there is made up of subatomic the square of the distance
movement of charge particles- -protons, between them.
carriers from one neutrons, and electrons.
substance to another
substance but the objects
are not physically touch
each other.
I. Evaluating learning 1. What does it mean 1. What is In terms of charge, proton
to induce a charge? Electrostatic? is positively charged, the
2. What is the basic 2. Give some electron is negatively
different between examples and charged, and the neutron
charging by explain. You may carriers no charge.
induction and provide pictures.
charging by friction
method?
3. How can we charge
two spheres by
induction method?
J. Additional activities for application
or remediation

IV. REMARKS

V. REFLECTION 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.
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?
School SAPPHIRE INTERNATIONAL AVIATION ACADEMY Grade Level 12
DAILY LESSON Teacher ANDREA C. PAELDON Learning Area GENERAL PHYSICS 2
Teaching Date and Time November 12-15, 2018 1:15-2:15 Quarter SECOND
LOG

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY


I. OBJECTIVES 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 The learners demonstrate The learners demonstrate The learners demonstrate
an understanding of an understanding of an understanding of an understanding of
Electric forces and fields Electrics field calculations charges on conductors charges on conductors

B. Performance Standard The learners are able to The learners are able to The learners are able to The learners are able to
use theoretical and use theoretical and use theoretical and use theoretical and
experimental approaches experimental approaches experimental approaches experimental approaches
to solve multiconcept and to solve multiconcept and to solve multiconcept and to solve multiconcept and
rich-context problems rich-context problems rich-context problems rich-context problems
involving electricity and involving electricity and involving electricity and involving electricity and
magnetism magnetism magnetism magnetism
C. Learning STEM_GP12EM-IIa-5 STEM_GP12EM-IIa-6 STEM_GP12EM-IIa-7 STEM_GP12EM-IIa-8
Competency/Objectives Predict charge Calculate the net electric Describe an electrics field Draw electric field patterns
Write the LC code for each. distributions, and the force on appoint charge as a region in which an to system with isolated
resulting attraction or exerted by a system of electric charge experiences point charges
repulsion, in a system of point charges a force
charged insulators and
conductors

VI. 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

II. LEARNING
RESOURCES
A. References Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix
Publishing House Inc. Publishing House Inc. Publishing House Inc. Publishing House Inc.
And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio
5. Teacher’s Guide pages
6. Learner’s Materials pages
7. Textbook pages
8. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
A. PROCEDURES 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.
B. Reviewing previous lesson or Charges can exist in The electric force F is a The electric field produced If the charge happens to
presenting the new lesson 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 How is the magnitude of How is an electric field
lesson the electric force exerted produced by an object with
by a charged particle on an electric charge?
another charged particle
determined?
D. Presenting examples/Instances of Materials that readily allow The electric force and the Electric field causes any Faradays demonstrated
the new lesson the flow of charges gravitational force have charged particle placed in it that the electric field is
through them are called similarities and differences. experience an electric zero inside a closed
conductors. force. conducting surface and
that an excess charge
placed on a solid conductor
resides entirely on its
surface
E. Discussing new concepts and Metals are good Calculate the magnitude
practicing new skills # 1 conductors.. and direction of the electric
field 0.45m from a
+7.85x10−9
F. Discussing new concepts and Some examples of
practicing new skills # 2 insulators are rubber,
plastic, mica, paper, glass
and air.
G. Developing mastery
(leads to Formative Assessment
3)
H. Finding practical application of Coulomb’s law bears a A charged object is Aluminium packaging of
concepts and skills in daily living strong resemblance to surrounded by an electric delicate circuit components
Newton’s law of universal field where another shields them from external
gravitation. charged object will electric field
experience an electric force
I. Making generalizations and Charging means gaining or . An electric field exist in the Any closed conducting
abstractions about the lesson losing electron. Matters can region of space around a surface can function as
be charged with three charged object or source Faraday cage, shielding
ways. charge. whatever is inside it from
any damaging effects of
electric fields.
J. Evaluating learning Determine the ratio of the What is the magnitude and Draw an electric field
electric force to the direction of the electric patterns with isolated
gravitational force between field 0.25m from a - points charged.
an electron and a proton 5.6x10−9
when separated by a
distance.
K. Additional activities for application
or remediation

V. REMARKS

A. REFLECTION 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.
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
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?
School SAPPHIRE INTERNATIONAL AVIATION ACADEMY Grade Level 12
DAILY LESSON Teacher ANDREA C. PAELDON Learning Area GENERAL PHYSICS 2
Teaching Date and Time November 19-29, 2018 1:15-2:15 Quarter SECOND
LOG

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY


I. OBJECTIVES 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 The learners demonstrate The learners demonstrate The learners demonstrate
an understanding of an understanding of an understanding of an understanding of
Electric forces and fields Electrics field calculations charges on conductors electric flux and Gauss’s
Law and Electric charge,
dipoles, force, field, and
flux problems

B. Performance Standard The learners are able to The learners are able to The learners are able to The learners are able to
use theoretical and use theoretical and use theoretical and use theoretical and
experimental approaches experimental approaches experimental approaches experimental approaches
to solve multiconcept and to solve multiconcept and to solve multiconcept and to solve multiconcept and
rich-context problems rich-context problems rich-context problems rich-context problems
involving electricity and involving electricity and involving electricity and involving electricity and
magnetism magnetism magnetism magnetism
C. Learning Competency/Objectives STEM_GP12EM-IIa-9 STEM_GP12EM-IIa-10 STEM_GP12EM-IIa-11 STEM_GP12EM-IIb-12
Write the LC code for each. Use in calculations the Calculate the electric field Predict the trajectory of a Calculate electric flux
relationship between the due to a system point point charge in a uniform
electric field and electric charges using Coulomb’s electric field
force on a test charge law and the superposition
principle

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 Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix
Publishing House Inc. Publishing House Inc. Publishing House Inc. Publishing House Inc.
And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio
9. Teacher’s Guide pages
10. Learner’s Materials pages
11. Textbook pages
12. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
C. PROCEDURES 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.
D. Reviewing previous lesson or Ask a student compare and . Show a previous example Electric flux is the number
presenting the new lesson 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 What is field? What if there are more Show some solution to the Aluminium packaging of
lesson What is meant by a than two charges? same problem but this delicate circuit components
gravitational field? time, using Gauss’s law shields them from external
electric field
F. Presenting examples/Instances of Every charge has an The superposition principle Review the electric pattern Electric flux is a measure of
the new lesson electric field associated states that each charge will of several simple the number of field line
with it. exert a force on another as symmetric charge passing through a surface
if no other charges are configuration using the
present. Coulomb’s Law
G. Discussing new concepts and Calculate the magnitude Calculate the magnitude
practicing new skills # 1 and direction of the electric and direction of the electric
field 0.45m from a field 0.45m from a
+7.85x10−9 +7.85x10−9
H. Discussing new concepts and
practicing new skills # 2
I. Developing mastery
(leads to Formative Assessment
3)
J. Finding practical application of Sharks and rays have the
concepts and skills in daily living ability to detect electric
fields in their surroundings

K. Making generalizations and A charged object is . Lines of force start from Electric field can be
abstractions about the lesson surrounded by an electric positively charged particles quantitatively described
field where another and end on negatively using the concept of
charged object will charged particles or electric flux
experience an electric force continue toward infinity

L. Evaluating learning Calculate the magnitude A flat surface of area


and direction of the electric 1.25𝑚2 is rotated through
field 0.75m from a a uniform horizontal
+2.35x10−9 electric field of 5N/C.
M. Additional activities for application
or remediation

VI. REMARKS

N. REFLECTION 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.
J. No. of learners who earned 80% in
the evaluation
K. No. of learners who require
additional activities for remediation
who scored below 80%
L. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
M. No. of learners who continue to
require remediation
N. Which of my teaching strategies
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?
School SAPPHIRE INTERNATIONAL AVIATION ACADEMY Grade Level 12
DAILY LESSON Teacher ANDREA C. PAELDON Learning Area GENERAL PHYSICS 2
Teaching Date and Time December 3, 4, 6, 2018 1:15-2:15 Quarter SECOND
LOG

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY


I. OBJECTIVES 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 The learners demonstrate The learners demonstrate
an understanding of an understanding of an understanding of
electric flux and Gauss’s electric flux and Gauss’s electric flux and Gauss’s
Law and Electric charge, Law and Electric charge, Law and Electric charge,
dipoles, force, field, and dipoles, force, field, and dipoles, force, field, and
flux problems flux problems flux problems
B. Performance Standard The learners are able to The learners are able to The learners are able to
use theoretical and use theoretical and use theoretical and
experimental approaches experimental approaches experimental approaches
to solve multiconcept and to solve multiconcept and to solve multiconcept and
rich-context problems rich-context problems rich-context problems
involving electricity and involving electricity and involving electricity and
magnetism magnetism magnetism
C. Learning STEM_GP12EM-IIb-12 STEM_GP12EM-IIb-13 STEM_GP12EM-IIb-14
Competency/Objectives Calculate electric flux Use the Gauss’s law to Solve problems involving
Write the LC code for each. infer electric field due to electric charges, dipoles,
uniformly distributed forces, fields, and flux in
charges on long wires, contexts such as, but not
spheres, and large plate 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
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 Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix
Publishing House Inc. Publishing House Inc. Publishing House Inc. Publishing House Inc.
And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio
13. Teacher’s Guide pages
14. Learner’s Materials pages
15. Textbook pages
16. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES 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.
A. Reviewing previous lesson or Electric flux is continuous Checking of assignment Checking of assignment
presenting the new lesson changes.

B. Establishing a purpose for the See the pages 31 Carl Friedrich Gauss, a
lesson German scientist,
formulated a law, which
relates electric field.

C. Presenting Discussion Charging distribution and Discussion


examples/Instances of the Gauss’s Law
new lesson

D. Discussing new concepts and Answer sample 1 page Answer sample .8 page 33 Why do people experience
practicing new skills # 1 32.a electric shock?

E. Discussing new concepts and Answer sample 1 page Answer sample 1.9 page How do charged bodies
practicing new skills # 2 32.b 34 interact with other charged
bodies?
F. Developing mastery How is an electric field
(leads to Formative Assessment produced by an object with
3) an electric charge?
G. Finding practical application The metallic frames of cars A closed surface showing
of concepts and skills in daily and aircraft act as faraday an electric field line passing
living cages or shields to protect through an infinitesimal
people inside when the area.
vehicle is struck by
lightning
H. Making generalizations and Electric flux is the number Discussion Discussion
abstractions about the lesson of field lines passing
perpendicularly through a
surface.

I. Evaluating learning Answer page 36 A, B and Answer practice exercises Answer test yourself page
C. page 36 (1-2) 39-41
J. Additional activities for Giving assignment Giving assignment Giving assignment
application or remediation

V. REMARKS

K. REFLECTION 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.
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?
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?
School SAPPHIRE INTERNATIONAL AVIATION ACADEMY Grade Level 12
DAILY LESSON Teacher ANDREA C. PAELDON Learning Area GENERAL PHYSICS 2
Teaching Date and Time December 10-13, 2018 1:15-2:15 Quarter SECOND
LOG

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY


VII. OBJECTIVES 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 The learners demonstrate The learners demonstrate The learners demonstrate
an understanding of an understanding of an understanding of an understanding of
electric charge insulators and conductors induces charges coulomb’s law

E. Performance Standard The learners are able to The learners are able to The learners are able to The learners are able to
use theoretical and use theoretical and use theoretical and use theoretical and
experimental approaches experimental approaches experimental approaches experimental approaches
to solve multiconcept and to solve multiconcept and to solve multiconcept and to solve multiconcept and
rich-context problems rich-context problems rich-context problems rich-context problems
involving electricity and involving electricity and involving electricity and involving electricity and
magnetism magnetism magnetism magnetism
F. Learning Competency/Objectives STEM_GP12EM-IIb-4 STEM_GP12EM-IIb-5 STEM_GP12EM-IIb-6 STEM_GP12EM-IIb-7
Write the LC code for each. Describe using a diagram Explain the role of electron Describe experiments to State that there are
charging by rubbing and transfer in electrostatic show electrostatic charging positive and negative
charging by induction charging by rubbing by rubbing charges, and that charge is
measured in coulomb

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 Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix
Publishing House Inc. Publishing House Inc. Publishing House Inc. Publishing House Inc.
And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio
17. Teacher’s Guide pages
18. Learner’s Materials pages
19. Textbook pages
20. Additional Materials from
Learning Resource (LR)portal
D. Other Learning Resource
X. PROCEDURES 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.
K. Reviewing previous lesson or Electrons transferred in any The object attracted is said The number of protons and Like charges repel and
presenting the new lesson 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.
L. Establishing a purpose for the The cans are placed side Why do people experience How great is this force of
lesson 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.
M. Presenting examples/Instances of A grounding wire is simply Electrostatic is the study of Electrostatic charge by Through experimentation,
the new lesson 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.
N. Discussing new concepts and Rub a piece of ebonite( Paper strips attracted by a The human air is combed
practicing new skills # 1 very hard, black rubber) charged CD using rubber comb.
across a piece of animal
fur.
O. Discussing new concepts and Rub a glass rod with a Styrofoam peanuts clinging Did the glass rod gain or
practicing new skills # 2 piece of silk. to a cat’s fur due to static lose electrons?
electricity.
P. Developing mastery Determine charge on a From those as simple as How do charged bodies
(leads to Formative Assessment piece of copper if you rub it the attraction of the plastic interact with other charged
3) with a piece of silk. wrap to one’s hand after it bodies?
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
Q. Finding practical application of Electrostatic involves the In the tribo electric series,
concepts and skills in daily living build up of charge on the the electron affinity of
surfaces. human hair is lower than
rubber.

R. Making generalizations and Induction is the process in To understand The force between two
abstractions about the lesson which, when we bring two Electrostatic, the structure point charges is directly
substances near to each of the atom must first be proportional to the product
other due to the property understood. An atom is of the charged divided by
of induction there is made up of subatomic the square of the distance
movement of charge particles- -protons, between them.
carriers from one neutrons, and electrons.
substance to another
substance but the objects
are not physically touch
each other.
S. Evaluating learning 4. What does it mean 3. What is In terms of charge, proton
to induce a charge? Electrostatic? is positively charged, the
5. What is the basic 4. Give some electron is negatively
different between examples and charged, and the neutron
charging by explain. You may carriers no charge.
induction and provide pictures.
charging by friction
method?
6. How can we charge
two spheres by
induction method?
T. Additional activities for application
or remediation

VII. REMARKS

XI. REFLECTION 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.
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?