General Physics 1 - Lesson Exemplar Week 3A

Republic of the Philippines
Department of Education
DIVISION OF GENERAL SANTOS CITY
School Grade Level Grade 12

DETAILED General
Teacher Learning Area
LESSON Physics 1
PLAN Teaching
Date and Quarter First
Time
I. OBJECTIVES
The learners demonstrate an understanding of relative motion
1. Position, distance, displacement, speed, average velocity,
instantaneous velocity, average acceleration, and
A.Content instantaneous acceleration in 2- and 3- dimensions
Standards
2. Projectile motion
3. Circular motion
4. Relative motion
The learners are able to solve, using experimental and theoretical
approaches, multiconcept, rich-context problems involving
B.Performance
measurement, vectors, motions in 1D, 2D, and 3D, Newton’s
Standards
Laws, work, energy, center of mass, momentum, impulse, and
collisions.
The leaners are able to…
C. Most 1. deduce the consequences of the independence of vertical and
Essential horizontal components of projectile motion
Learning 2. calculate range, time of flight, and maximum heights of
Competency projectiles
3. solve problems involving two-dimensional motion
The leaners are able to…
1. deduce the consequences of the independence of vertical and
horizontal components of projectile motion
D.Objectives
2. calculate range, time of flight, and maximum heights of
projectiles
3. solve problems involving two-dimensional motion
II. CONTENT
A. Topic Projectile Motion
A projectile is an object launched into unpowered flight near the
Earth’s surface. While real projectiles have a finite size, an
B. Key internal structure, and may be affected by air resistance, the term
Concepts
“projectile motion” is often used to refer to motion influenced by
gravity only.
C. Pre-requisite Creativity, Observation, Inferring, Problem Solving Skill, Critical
Skills Thinking Skills
LESSON EXEMPLAR GENERAL PHYSICS 2 G12 1

III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 94 - 106
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook Giancoli, D (2001). Physics Principles with Application Fifth
Pages Edition. Prentice-Hall International. pp 57-65
4. Addition
al
Materials
from
Learning
Resource
(LR)
Portal
B. Other
Learning
Resources
 http://www.lightandmatter.com/mechanics/
 https://www.khanacademy.org/science/physics/two-
dimensional-motion
 https://study.com/academy/lesson/projectile-motion-
experiment.html
1. Websites
 https://www.crosbyisd.org/cms/lib6/TX02216626/
Centricity/Domain/263/ExamView_-_Projectile_Motion_.pdf
 https://www.indiastudysolution.com/2018/07/projectile-
motion-mcq-test-series-with-solutions-prepare-physics-for-
neet-iitjee-mbbs-and-btech-entrance-exams-s3.html
2. Books/
Journals
Ballpen/Pencil, Crumpled Piece of Paper, Coins, Marble, Paper
C. Materials Towel Tube, Tape, Five Books, Small Book, Table, Scissors, Timer
Ruler
IV.
PROCEDURES
ENGAGE  Pre-Test
Part I. Place a “” mark on the space provided before the
Reviewing number if a given motion in each item is described as
previous lesson projectile motion. Put an “x” mark if it’s not.
or presenting _____ 1. Falling coffee filter paper.
the new lesson _____ 2. Rock thrown upward.

_____ 3. Baseball thrown forward.
_____ 4. Parachuter gliding down.
_____ 5. Ball on a rotating tabletop.
Establishing a _____ 6. Satellite orbiting the Earth.
purpose for the _____ 7. Small pieces of paper attracted by a comb.
lesson _____ 8. Kicked football.
_____ 9. Speeding bullets.
_____ 10. Athlete doing the long jump or high jump.
Part II. Identify the choice that best completes the statement
Presenting or answers the question. Write your answer on the space
examples/insta provided before the number.
nces of the new _____ 11. An object is launched at an angle. How does the
lesson
final velocity compare to the initial velocity if it
lands at the same horizontal level?
a. Opposite
b. Equal and Opposite
c. Unable to determine
d. Equal
_____ 12. Which of the following is the best coordinate system
to analyze an object thrown into the air?
a. x-axis: parallel to the ground; y-axis:
perpendicular to the ground
b. x-axis: up and down; y-axis: perpendicular to
the ground
c. x-axis: perpendicular to the ground; y-axis: up
and down
d. x-axis: up and down; y-axis: parallel to the
ground
_____ 13. A coin is thrown horizontally. At the same time and
from the same height, a coin is dropped. If we
neglect the effects of air resistance, how will the
time the two coins spend in the air compare?
a. the coin thrown will spend less time in the air,
hitting the ground first.
b. both coins will spend the same amount of time
in the air, hitting at the same time.
c. there is not enough information to determine
this.
d. the coin thrown will spend longer in the air,
hitting the ground after the dropped coin.
_____ 14. At the top of the trajectory of a projectile, the
directions of its velocity and acceleration are:
a. parallel to each other

b. anti-parallel to each other
c. inclined to each other at an angle of 45o
d. perpendicular to each other
_____ 15. For a projectile, the physical quantity that remains
constant is
a. vertical component of velocity and kinetic energy
b. potential energy and kinetic energy
c. horizontal component of velocity and
acceleration
d. potential energy and acceleration
 Review of the Previous Concept

Ask learners to…
1. Look for two coins of unequal sizes (preferably a 50-cent
coin and a one-peso coin).
2. Hold the two coins between their thumb and their index
finger with the lower levels of the coins at the same level.
3. Predict which coin will hit the floor first.
4. Write their predictions below and reasons.
 Predictions
______________________________________________________
______________________________________________________
 Reasons
______________________________________________________
______________________________________________________
5. Let go of the two coins.
6. Repeat until they can draw a conclusion.
7. Write their conclusion below.
__________________________________________________________
________________________________________________________
 Engaging Activity
Ask learners to throw several small objects
(first, a ballpen or a pencil; second, a crumpled piece of paper;
third, a coin)
Ask them to reflect on this question:
What have you observed after you throw those objects?
You have just seen examples of projectile

motion. You will apply what you have learned so
far about constant velocity motion, uniformly
accelerated motion, vectors, and 2D kinematics to
the study of projectiles.

EPLORE Activity 1:
Discussing new Objective:

concepts and In this activity, learners will be able to calculate the initial
practicing new velocity of a horizontally launched projectile and the distance
skills #1 traveled.
Materials:
 Marble
Discussing new
 Paper towel tube
concepts and
 Tape
practicing new
skills #2  Five books
 Small book
 Table
 Scissors
 Timer
 Ruler
Procedure:
1. First, construct your ramp. Cut the paper towel tube in half to
create a track. If paper towel tube is not available, you may
use other material as a replacement/substitute or you may
devise your own ramp.
2. Stack the books about 3 feet from the edge of a table. Attach
the ramp to the book stack using tape.
Source:
https://study.com/cimages/multimages/16/projectile_horizontal_motion_l

ab.jpg
3. Now, measure the distance from the bottom of the ramp to the
end of the table. Record this below.
_____________________________________________________________
4. Next, place an object like a smaller book at the end of the
track to prevent the marble from flying off of the track, or have
anyone catch it.
5. Get your timer ready and place your marble at the top of the
ramp. Measure the time it takes to get from the bottom of the
ramp to the end of the track. Record this value below.
_____________________________________________________________
6. Repeat step 5 three times and take an average to get a more
accurate value for time.
Trial Time (t), s
st
1
2nd
3rd
Average:
7. Now, calculate the initial velocity by dividing distance by the

average time:
d
v 0=
t
Show your solution below.
8. Now that you know the initial velocity, it’s possible to predict
how long it will take the ball to hit the floor. Measure the
distance from the table to the floor and record this below as
the height of the marble.
_____________________________________________________________
9. Next, calculate where the marble should hit the floor. But
first, you need to calculate the time. Since the marble is
falling to the floor, the acceleration is equal to gravity. We can
use the equation:
Show your solution below.

t=
√ 2h
g

10. Now that you know how long it will take the marble to hit the
floor, you can use the initial velocity to calculate how far it will
go (x):
x=v × t
Show your solution below:
11. Place your marble at the top of the ramp. Measure the
distance the marble travels from the edge of the table to the
point where it hits the floor (horizontal). Repeat this step thrice
and record the result below.
Trial Distance (x), m
st
1
2nd
3rd
12. Compare the theoretical or computed result from the actual

results. What have you observed? Write your answer below.
_____________________________________________________________
EXPLAIN A projectile is an object launched into unpowered flight near
the Earth’s surface. While real projectiles have a finite size, an
Developing internal structure, and may be affected by air resistance, the term
mastery (leads “projectile motion” is often used to refer to motion influenced by
to Formative gravity only.
Assessment 3)
Source:
Giancoli, D (2001). Physics Principles with Application Fifth Edition. Prentice-
Hall International. pp 58

Galileo first accurately described projectile motion. He showed
that it could be understood by analyzing the horizontal and
vertical components of the motion separately. He also predicted
that an object projected horizontally will reach the ground in the
same time as an object dropped vertically.
Source:
Giancoli, D (2001). Physics Principles with Application Fifth Edition.
Prentice-Hall International. pp 59
Kinematic Equations for Projectile Motion

(y positive upward; a x = 0, a y = −g = −9,80 m/s 2
Horizontal Motion Eq. A Vertical Motion*
(a x = 0, v x = constant) (a y = −g = constant)
v x =v x 0 Eq. B v y =v y0 −¿
x=x +v t Eq. C 1 2
0 x0
y= y 0+ v y 0 t− g t
2
2 2
v y =v y 0−2 gy
 PROBLEM SOLVING
As always, read carefully and draw a careful diagram.
1. Choose an origin and an xy coordinate system.
2. Analyze the horizontal (x) motion and the vertical (y) motion
separately. If you are given the initial velocity, you may
want to resolve it into its x and yal velocity, you may want
to resolve it into its x and y components.
3. List the known and unknown quantities, choosing a x =0 and
a y =−g∨+ g , where g=9.80 m/s 2 depending on whether you
choose y positive up or down. Remember that v x never
changes throughout the trajectory, and that v y =0 at the
highest point of any trajectory that returns downward. The

velocity just before hitting the ground is generally not zero.
4. Think for a minute before jumping into the equations. A
little planning goes a long way. Apply relevant equations,
combing equations if necessary. You may need to combine
components of a vector to get magnitude and direction.
EXAMPLE 1 Driving off a cliff.

A movie stunt driver on a motorcycle speeds horizontally off a
50.0-m-high cliff. How fast must the motorcycle leave the cliff-top
if it is to land on level ground below, 90.0 m from the base of the
cliff where the cameras are?
Source:
GIVEN:
 We take the y direction to be positive upward.
 y o =0 (top of the cliff)
 y=−50.0 m (bottom of the cliff)
 x=90.0 m
FIND:
 v x 0=? m/s
(How fast must the motorcycle leave the cliff-top?)
SOLUTION
First, find how long it takes the motorcycle to reach the ground
below. Use Eq. B for the vertical (y) direction with y 0=0, and
v y 0=0:
−1 2
y= gt
2
Solve for t and set y=−50.0 m:
t=
√ √
2y
−g
=
2(−50.0 m)
−9.80 m/s 2
=3.19 s

To calculate the initial velocity, v x 0, use Eq. B for the horizontal
(x) direction, with a x =0 and x 0=0 :
x=v x 0 t
x 90.0 m
v x 0= = =28.2 m/s
t 3.19 s
EXAMPLE 2 A kicked football.

A football is kicked at an angle θ0 =37.0 ° with a velocity of 20.0
m/s. Calculate (a) the maximum height, (b) the time of travel
before the football hits the ground, (c) how far away it hits the
ground, (d) the velocity vector at the maximum height, and (e) the
acceleration vector at maximum height. Assume the ball leaves
the foot at ground level.
Source:
GIVEN:
 θ0 =37.0 °
 v 0 = 20.0 m/s
 v x 0=v 0 cos 37.0 ° =( 20.0 m/ s ) ( 0.799 )=16.0 m/ s
 v y 0=v 0 sin 37.0 °=( 20.0 m/s )( 0.602 ) =12.0 m/s
FIND:
a. The maximum height, y in m
b. The time of travel before the football hits the ground, t in s
c. How far away it hits the ground, x in m
d. The velocity vector at the maximum height, v in m/s
e. The acceleration vector at maximum height, a in m/s 2
SOLUTION:
a. At the maximum height, the velocity is horizontal, so

v y =0, use Eq. C
1
LESSON EXEMPLAR GENERAL PHYSICS 2 G12
0
2 2
v y =v y0 −2 gy
2 2
v y0−v y (12.0 m/ s)2−0
y= = 2
=7.35 m
2g 2(9.80 m / s )
b. To reach the maximum height, the time of flight is

described by Eq. A. To determine the total time of flight
of a projectile, just multiply it by 2.
2vy0
t=
g
2(12.0 m/ s)
t= 2
=2.45 s
9.80 m/s
c. The total distance traveled in the x direction is found by

applying Eq. B with x 0=0 , a x =0 , v x 0=16.0 m/s :
x=v x 0 t=(16.0 m/s)(2.45 s)=39.2 m
d. At the highest point, there is no vertical component to the

velocity. There is only the horizontal component (which
remains constant throughout the flight), so v=v x 0=16.0 m/s
.
e. The acceleration vector is the same at the highest point as

it is throughout the flight, which is 9.80 m/s2 downward.
EXAMPLE 3 Level horizontal range.

Suppose one of Napoleon’s cannons had a muzzle velocity, v 0, of
60.0 m/s. At what angle should it have been aimed (ignore air
resistance) to strike a target 320 m away?
GIVEN:
 v 0=60.0 m/s
 Range=x =320 m
FIND:
 At what angle should it have been aimed, θ0 in degrees
SOLUTION
Use Level Range Formula derived from Eq. B
1
1
( )
2
2 v y 0 2 v x 0 v y 0 2 v 0 sinθ 0 cos θ0
R=x=v x0 t=v x 0 = =
g g g
Using the trigonometric identity 2 sin θ cos θ=sin2 θ , so
v 20 sin 2 θ0
R=
g
From the equation we just derived, Napoleon’s cannon should

be aimed (assuming, unrealistically, no air resistance) at an
angle θ0 given by
2
Rg (320 m)( 9.80 m/ s )
sin 2 θ0= 2
= 2
=0.871
v0 (60.0 m /s )
θ0 =30.3°
ELABORATE  GENERALIZATION
Fill in the blank(s) with the appropriate word or phrase that
correctly fits in each of the sentences.
Finding 1. A ______________________________ is an object launched into
practical unpowered flight near the Earth’s surface.
applications of 2. ______________________________ is the motion of an object
concepts and thrown or projected into the air, subject to only the
skills in daily acceleration of gravity.
living 3. ______________________________ first accurately described
projectile motion.
4. An object projected horizontally will reach the ground in
the ______________________________ time as an object
dropped vertically.
Making
5. In horizontal motion, there is no _________________________.
generalizations
and
abstractions
about the  APPLICATION
lesson
Where does the apple land?
A child sits upright in a wagon which is moving to the right at
constant speed. The child extends her hand and throws an
apple straight upward (from her own point of view), while the
wagon continues to travel forward at constant speed. If air
resistance is neglected, will the apple land
a. behind the wagon,
1
2
b. in the wagon, or
c. in front of the wagon?
Explain.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
The wrong strategy?
A boy on a small hill aims his water-balloon slingshot
horizontally, straight at a second boy hanging from a tree
branch a distance away. At the instant the water balloon is
released, the second boy lets go and falls from the tree, hoping
to avoid being hit. Show that he made the wrong move.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
EVALUATE Part I. Place a “” mark on the space provided before the number
if a given motion in each item is described as projectile
Evaluating motion. Put an “x” mark if it’s not.
learning _____ 1. Falling coffee filter paper.
_____ 2. Rock thrown upward.
_____ 3. Baseball thrown forward.
_____ 4. Parachuter gliding down.
_____ 5. Ball on a rotating tabletop.
_____ 6. Satellite orbiting the Earth.
_____ 7. Small pieces of paper attracted by a comb.
_____ 8. Kicked football.
_____ 9. Speeding bullets.
_____ 10. Athlete doing the long jump or high jump.
Part II. Identify the choice that best completes the statement or
answers the question. Write your answer on the space provided
before the number.
_____ 11. A tiger leaps horizontally from a 7.5-m-high rock with a
speed of 4.5 m/s. How far from the base of the rock will
she land?
a. 5.6 m
b. 6.5 m
c. 7.4 m
d. 8.3 m
_____ 12. A diver running 1.6 m/s dives out horizontally from the
1
3
edge of a vertical cliff and reaches the water below 3.0 s
later. How high was the cliff?
a. 44 m
b. 55 m
c. 66 m
d. 77 m
For items 13 – 15,

The following projectiles are launched simultaneously from the
ground.
Projectile Name Initial Speed Launching Angle
A 1.0 m/s 900
B 2.0 m/s 600
C 2.0 m/s 900
D 2.0 m/s 450
E 3.0 m/s 600
_____ 13. Which of the following projectiles has the farthest range
covered?
a. C
b. D
c. E
d. A
_____ 14. Which of the following projectiles has the longest time of
flight?
a. B
b. C
c. D
d. E
_____ 15. Which of the following projectiles has the lowest reached
point?
a. E
b. A
c. B
d. C
ELABORATE Challenge yourself!
(Extend/ for
A diver running 1.6 m/s dives out horizontally from the edge of a
enrichment or
vertical cliff and reaches the water below 3.0 s later. How far from
remediation)
its base did the diver hit the water?
Additional
activities for
1
4
application or
remediation
V. REMARKS
VI.
REFLECTION
A. Number of
learners who
earned 80% in
the evaluation.
B. Number of
learners who
require
additional
activities for
remediation
who scored
below 80%.
C. Did the
remedial
lessons
work?
Number of
learners who
have caught
up with the
lesson.
D. Number 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
1
5
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish
to share with
other
teachers?
Prepared by:
ROMEO, JR. E. BEJAR

T-II - Writer
Checked and Reviewed by:
NERISSA A. ALFAFARA EDILBERT A. REYES, Ph.D.

Education Program Supervisor Division Science Coordinator
Evaluated by:
SALLY A. PALOMO
Education Program Supervisor-LRMDS
APPROVED:
JULIET F. LASTIMOSA
Chief-Curriculum Implementation Division
1
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Republic of the Philippines

School Grade Level Grade 12

LESSON EXEMPLAR GENERAL PHYSICS 2 G12 1

LESSON EXEMPLAR GENERAL PHYSICS 2 G12 2

LESSON EXEMPLAR GENERAL PHYSICS 2 G12 3

 Review of the Previous Concept

You have just seen examples of projectile

LESSON EXEMPLAR GENERAL PHYSICS 2 G12 4

Discussing new Objective:

LESSON EXEMPLAR GENERAL PHYSICS 2 G12 5

7. Now, calculate the initial velocity by dividing distance by the

Show your solution below.

LESSON EXEMPLAR GENERAL PHYSICS 2 G12 6

12. Compare the theoretical or computed result from the actual

LESSON EXEMPLAR GENERAL PHYSICS 2 G12 7

Kinematic Equations for Projectile Motion

LESSON EXEMPLAR GENERAL PHYSICS 2 G12 8

EXAMPLE 1 Driving off a cliff.

Solve for t and set y=−50.0 m:

LESSON EXEMPLAR GENERAL PHYSICS 2 G12 9

EXAMPLE 2 A kicked football.

a. At the maximum height, the velocity is horizontal, so

b. To reach the maximum height, the time of flight is

c. The total distance traveled in the x direction is found by

x=v x 0 t=(16.0 m/s)(2.45 s)=39.2 m

d. At the highest point, there is no vertical component to the

e. The acceleration vector is the same at the highest point as

EXAMPLE 3 Level horizontal range.

Using the trigonometric identity 2 sin θ cos θ=sin2 θ , so

From the equation we just derived, Napoleon’s cannon should

For items 13 – 15,

ROMEO, JR. E. BEJAR

Checked and Reviewed by:

NERISSA A. ALFAFARA EDILBERT A. REYES, Ph.D.

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