REPUBLIC OF THE PHILIPPINES

Department of Education
Caraga Administrative Region
Division of Surigao del Norte
CLAVER NATIONAL HIGH SCHOOL
Claver, Surigao del Norte

Detailed Lesson Plan

in
General Physics 1
April 13, 2021 / 8:30-9:30 A.M @ SBM Room

Competency: Calculate the magnitude and direction of torque using the definition of torque as a cross product. (STEM_GP12RED-IIa-3)

I. Objectives
At the end of the lesson, the learners should be able to:
 define torque.
 calculate the torque in the system if the force and lever arm are given
 cite applications of torque in daily life.

II. Subject Matter

Topic: TORQUE
Materials: Laptop, LCD Projector, whiteboard pen, manila paper, pentel pen, activity sheets and other instructional materials
References: University Physics/Dynamic Physics/Google
Time duration: 60 minutes

III. Learning Activities

TEACHER’S ACTIVITY LEARNERS’ ACTIVITY
 Let us all stand for our prayer and may I request Promise Love to lead.
 Good morning, class!  Good morning and Mabuhay, Mr. Pecato!
 Please take your seat.  Thank you sir..
 Cristina can you please identify the abseentees for today?  None sir. Everybody is present.
 Wow very good, perfect attendance! Thank you Cristina.
  Sir, our lesson yesterday was about weight. Weight is
Review of the Previous Lesson a downward force and it is the product of mass and
acceleration due to gravity.
 Anybody from the class who can share ideas on our lesson yesterday
about weight? Rolyn, i think you have learned a lot because you were so  (Students will clap their hands)
participative yesterday, will you please share to your classmates what  None sir.
you have learned yesterday?
 Okey, very good Rolyn. You’re so brilliant.Let’s give her 5 quick claps.
 Is there any clarification regarding our previous lesson?
 That’s good!
 (Josephine and Paul will proceed to the glass door
Motivation and open the door as instructed)

 Now, before we begin our lesson, May I ask Josephine and Paul to
please go to the glass door and open it, by pushing it at the edge and by
pushing it right next to the hinges. Please do it one at a time.
 Josephine, what have you noticed when you open the door through the
edge or handle and right next to the hinges?
 Josephne: Sir, i find it hard to open the door when i
pushed it right next to the hinges, but it is easier to
open it when i pushed it through the handle or
through the edge.
 Paul: Sir, my asnwer is the same with that of
Josephine.

 Thank you Josephine.How about you Paul?  Yes sir!

 Okey, Thank you Paul.
 Okey sir..
 Do you wonder why, it is difficult to open the door when you push it right
next to the hinges than through the edge?
 So, be attentive because our lesson today will enable you to know the
reason why.

Presentation of the Lesson

Our lesson for today is about Torque. The concept of torque is widely  No sir!
used in our daily activities, especially when we use simple machines to  Yes sir!
do our work or task.

 Are you familiar with the concept of Torque?

 Okey, let’s have our activity to enable you to learn about torque. Please
do it by heart and have fun.
 ACTIVITY
(See attached activity sheets)

Direction:

 I will divide you into 5 groups by counting 1 to 3. That means, there will
be 3 members in a group.The first 3 will be group 1, the second 3 will be
group 2, and soon and so forth. The materials and activity sheets will be
provided to you.
 You are given 20 minutes to finish the activity. You are going to write
your answers in a manila paper, and assign one group member to  Yes sir!
present your result. Each group is given 2-3 minutes to do the reporting.  None sir!
May I encouraged all the members of the group to cooperate.  (The learners will receive the materials and activity
 Did you understand class? worksheets)
 Is there any clarification regarding our activity?  Okey sir!
 Okey. I will now distribute to you the materials and the activity
worksheets. Please do not start until you are told to do so. You will start  Yes sir!
the activity simultaneously. Just wait for my go signal, okey?
 Alright, have all the groups received the materials and activity sheets  (The learners start doing their activity)
already?
 Okey, your 20-minute time starts now.
(The teacher will roam around to check if all the groups are doing the
actvity correctly and to ensure that everybody in the group will  (All groups are presenting their data from the activity)
cooperate).

 Alright class, your time is already consumed. Let us now begin our
reporting. Group 1 will be the first to report and Group 5 will be the last.
(Presentation and feedbacking of Activity Results by group is done)
.
 Okey, thank you very much to all of you, for sharing your ideas and  Sir, it is the weight of the load or the force that makes
results of your activity today. You are all very good. You all deserve a the ruler or system to rotate.
big round of applause.
 Sir, I think it is called Torque.
 Lever arm, sir.
ANALYSIS
 Torque is directly proportional to both Force and

 Based on your activity, what causes the ruler or the system to rotate?
 Very good. What a brilliant answer!
 What do you call this turning effect of force?
 That’s correct.
 Aside from weight or force, what other factor affects torque?
 Very good!
 How is Torque related to Force and Lever arm? Is it directly or inversely
proportional? Try to explain your answer.
 That’s great! What a comprehensive answer. Congratulations.
 In your activity, how did you calculate torque?
 Okey, that’s correct.
 Is it possible for a small weight to lift a larger weight? Why or why not.
 Very good answer! Keep it up.
Lever arm. That means, at constant lever arm, torque
is greater when force is also greater. Similarly, at
constant force, torque is greater when the lever arm
is also greater.
 We just muliptly Force and Lever arm.
 Yes sir, because weight is not the only factor that
affects Torque. Lever arm can also affect torque.
Remember, Torque is the product of Force and Lever
arm.
 Sir, i find it hard or difficult to open the door when i
pushed it right next to the hinges because the lever
arm is shorter, so the torque or the turning effect is
lesser. So I need much greater force before i can
open it.

 Going back to the situation on “Opening the Glass Door”. Josephine, will
you please explain why you find it hard or difficult to open the door when
you pushed the door right next to the hinges?

 Very good, Josephine. Everybody, please give a big round of applause to

all our reciters!

ABSTRACTION

* Forces can cause an object to rotate on its axis. This turning effect of force is
called TORQUE. Torque is only produced when the force is applied at a certain
distance from the axis of rotation. The distance from the axis of rotation where
the force is applied is called lever arm. That means, the force can only
produce torque if the lever arm is not zero, otherwise, there will be no turning
effect of force if the lever arm is zero. Similarly, there will be no Torque if there
is no applied force.
When the object rotates clockwise, the Torque is called Clockwise Torque,
but when the object rotates counterclockwise, the torque is called
Counterclockwise Torque.
Force (F) Fulcrum or pivot (point or axis of rotation)
 Sir, there will be no turming effect or torque on a
system because net torque is zero.
900

(Students will answer the questions)

Lever arm
(d)

(Counter clockwise
 Sir, Torque is also applied in hinged doors like
opening and closing the doors and also in wrenches
used for tightening or loosening of nuts or bolts,
removing nail with the hammer, and many others.
 Fulcrum or pivot (point or axis of rotation)
Force (F)

900

Lever arm
(d)
 (Student-reciter will solve the problem and explain his
solution).
(Clockwise Torque)

Given: F = 55 N
d = 0.850 m
Ԏ =?
Solution:
Ԏ=Fxd
= 55 N x 0.850 m

Ԏ = 46.75 N.m

 Student-reciter will solve the problem and explain his

solution)

Given: F = 300 N
d=2m
Ɵ = 600
 What do you think will happen if clockwise torque equals Ԏ=?
counterclockwise torque? Solution:
 Very good! Ԏ = FdsinƟ
= (300 N)(2 m) sin 600
(During the discussion, the teacher will ask questions from time to time) = (600 N.m) (0.866)
 Ԏ = 519.6 N.m
 In illustrations above, Torque can be calculated using the equation:

Ԏ=Fxd (Read as Tau equals F times d)

(Torque equals the cross product of force and the
lever
arm)
Where:
Ԏ = Torque (in unit Newton.meter or N.m)
F = Perpindicular force (in unit newton or N)
d = lever arm (in unit meter or m)

 Since, it is a cross product, we will divide the component of the force into
x and y-component. Take note, it is only the perpindicular force that
causes Torque, therefore, we will use the y-component of force,
Fy = FsinƟ.
 Since the angle (Ɵ) between the force and lever arm is 900, and
sin 900 = 1, therefore: Fy = Fsin900 = F(1) = F. That is why we have,
Ԏ = F x d.

 However, if the force is exerted at an angle with respect to the lever arm,
Torque will be calculated using the formula:

Ԏ = F x d sin Ɵ

Force (F)

Ɵ
Fx
Lever arm
(d)
F Fy
 None sir!
  (The learners are actively particpating in the
interactive game simulations on torque)
 Yes sir. We learned from it and we really enjoyed it.

 Our illustrations above are torque applied on seesaw Can you mention
some applications of Torque aside from seesaw?

 Very good. Look at the various applications of Torque in different fields

and learning areas.

Carpentry (TLE/TVL) Driving (TLE/TVL)

 Old weighing scale (History)

Sample Problem-solving: (The teacher will askReading

volunteers to solve
and writing the (English)
posture Running (MAPEH)
problems in the board and let them explain their solution).

1. When opening a door, ypu push on it perpindicularly with force of 55 N at a

distance of 0.850 m from the hinges. What torque are you exerting relative to
the hinges?

2. A man applies aforce of 300 N at an angle of 600 from the lever arm of the
door 2 m from well-oiled hinges as shown by the illustration below. Find the
torque on the door?

(Top view)
APPLICATION

 Now, you are going to apply your knowlegde about torque through an
interactive game simulations.
 This is a group contest, and we will use the same groupings. Each group
is given 3 minutes to play the game. The winner will be determined by
the number of correct answers. Each up to the group if they will answer
the questions quickly or slowly depending on their technique.
 Each group will play the game in my laptop within 3 minutes. All of the
group will play level 3. You just click level 3 and then start playing right
away. Try to turn on the clock or timer then stop playing at the end of 3
minutes.

 First to perform is Group 5, then the last to perform is Group 1. Any

clarifications?
 Okey, let us start our game.
  Okey, thank you very much my dear students for participating. I hope you
have mastered the lesson through the game and you also enjoyed it.

IV. Generalization

Torque is a turning or rotating effect of force. It can either be clockwise or counterclockwise. It is the cross product of Force and
Lever arm. It is widely used in our daily activities especially when we are using simple and complex machines to accomplish our work.
Some of its applications are opening and closing the door, riding on a seesaw, tightening and loosening of nuts or bolts using
wrenches, and many others.

V. Evaluation
The teacher will give a short quiz after the lesson.
(See attached 15-Item Multiple Choice Test Questionnaire)

VI. Assignment
. Direction: Solve the problem below and write your solution in a ½ sheet of paper and submit it next meeting.

 Father and son are riding on a seesaw, as shown in the illustration below. Father has a weight of 490 N while his son weighs 343 N. What
will be the net torque on the seesaw and what will be the direction of rotation?

1.25 m 1m
Prepared by:

NOEL D. PECATO
Subject Teacher
Motivation
Students’ Participation
LESSON PROPER
February 6, 2020
11-Creativity (Reading and Writing)

The learners are answering the 4 pics 1 word game during the
Motivation part.
Lesson Proper
Student is actively participating in the class discussion.