GRADE 12 School Aguinaldo J.

Santos National High School Grade Level 12

DAILY LESSON LOG Teacher Mary Ann I. Santos Learning Area General Physics 2
Teaching Week SEVENTH Quarter Fourth
DAY 1 DAY 2 DAY 3 DAY 4
Date Section Time Date Section Time Date Section Time Date Section Time
June 6, 2023 12-STEM 10:40-11:40 June 7, 2023 12-STEM 10:40-11:40 June 8, 2023 12-STEM 10:40-11:40 June 9, 2023 12-STEM 10:40-11:40
(Tue) (Wed) (Thurs) (Fri)

I. OBJECTIVES

A. Content Standards 1. Postulates of Special Relativity
2. Relativity of times and lengths
3. Relativistic velocity addition
B. Performance Standards
C. Learning State the postulates of Special Relativity and
Competencies/Objectives their consequences (STEM_GP12MP-IVg-39
Apply the time dilation and length contraction
formulae (STEM_GP12MP-IVg-40)
1. Postulates of Special Relativity
2. Relativity of times and lengths
3. Relativistic velocity addition
1. Apply the relativistic velocity addition
formula (STEM_GP12MP-IVg-41)
2. Apply the relativistic Doppler formula for
Electromagnetic waves
1. Postulates of Special Relativity
2. Relativity of times and lengths
3. Relativistic velocity addition
1. Identify the limitation of classical physics in
elucidating the photoelectric effect phenomena
2. Explain how Einstein theory correctly
described the Photoelectric effect
3. Compare the standard value of Planck’s
constant with that obtained via experiments
Biot-Savart Law
The learners are able to:
Use theoretical and experimental approaches
to solve multiconcept and rich-conext problems
involving electricity and magnetism.
Evaluate the magnetic field vector at a give
npoint in space due to moving point charge,
an infinitesimal current element or a straight
current-carrying conductor. STEM_GP12EM-
IIIh-60
Calculate the magnetic field due to one or
more straight wire conductors using the
superposition principle.
STEM_GP12EM-IIIi-62

Objectives
•Use the superposition principle to create B-
fields in a specified direction

•Understand the application of magnetic field

based sensors in the real world
Write the LC code for each
II. CONTENT

Relativistic velocity addition and Relativistic Relativistic velocity addition and Relativistic Relativistic velocity addition and Relativistic Force due to Magnetic Fields and Sources of
Doppler Formula Doppler Formula Doppler Formula Magnetic Field
III. LEARNING RESOURCES
A. References
 1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal

5. Other Learning Resources

IV.PROCEDURES
A. Reviewing the previous lesson or 1. Recall about the debate of light being a
presenting the new lesson particle or a wave.

B. Establishing the purpose of the 1. Recall about the debate of light being a
lesson particle or a wave.

2. In connection to 1), the ask students

C. Presenting examples/instances
of the new lesson
1. Recall about the difference of electric and
magnetic field and discuss Einstein thought
experiment on some seeming “contradiction”
regarding electric and magnetic field produced
by a charge.
a. Electric field are created by charges at rest
b. Magnetic field are created by charges in
motion.
1. Start by considering the classical case of
velocity addition which fails when velocities
reaches the speed of light. Consider the case
of describing the position of an object on two
frames of reference, the rest/Lab frame (O)
and a moving frame with respect to the Lab
frame (called O’).
whether the energy of light can be thought of
as continuous or discrete.
3. Recall other similar debate like the, the
black body radiation, and how Planck solves it
by quantization.
A classic magnetostatics problem involving
Ampere’s Law and the superposition principle
A long straight conductor has a circular cross
section of radius R and carries a current I.
Inside the conductor, there is a cylindrical hole
of radius a whose axis is parallel to the axis of
the conductor and at a distance b from it. The
problem is to find the magnetic field inside the
hole and show that it is uniform.

a. ask the students who is right? Observer A or

Observer B?
ask them to explain?

D. Discussing new concepts and
practicing skill # 1
b. both observers are correct as proved by the
special theory of relativity. Use this result to
convince the students the importance of
studying relativity.
1. Discuss about the concept of Frames of
Reference a. Emphasize to students that the
inertial frame of reference is the frame wherein
Newton’s Laws of Motion is valid.
-Emphasize to students that when we measure
the motion of an object, we are measuring it
relative to some frame. For instance in the
diagram below, the boat is moving with respect
to the earth, the earth is moving with respect to
the Sun, the Sun is moving with respect to the
Milky Way and so on…
b. Explain to students that a frame moving at
constant velocity relative to an inertial frame is
in itself an inertial frame
2. Discuss the First Postulate of Special
Relativity that the Laws of Physics are the
same in all inertial frames of references
3. Discuss the Second Postulate of Special
Relativity that the speed of light in free space
has the same value in all inertial frames of
reference
a. the speed of light is 2.998 x 108 m/s
b. it has the symbol c
2. Ask the students to use Eq. 2 and explain
the result for the case when when u = c
1. Discuss about the Lorentz coordinate
transformation that solves the problem of the
Galilean transformation above. Consider an
event occuring on Frame O at position (xy,z) at
time t. The same event occurs at Frame O’ at
time t’ at position (x’,y’,z’). The transformation
is given by:
Teacher Tip: Due to time constraints, it is
advisable that you only discuss the implication
of the formulas and show how the formulas
can be used. Please do not derive them.
1. Briefly describes the photo-electric effect,
i.e. how light energy is used to excite an
electron in a metal.
2. Present technological uses of the photo-
electric effect such as digital camera and video
camera tube.
3. Discuss about a typical photoelectric effect
experiment given schematically below:
Now since the hole destroys all symmetry in
the configuration, Ampere’s law cannot be
applied directly to solve this problem. Also
trying to apply the Biot-Savart Law would be
hopeless. The trick to solving this problem is to
use the principle of superposition in a clever
way. If the hole were no present, Ampere’s law
could be used to compute B inside the
conductor. We imagine that there is no hole
and the current is distributed uniformly
throughout the entire cross section of the
conductor. Then, imagine that another current
of the same current density but of opposite
direction is superposed in the space occupied
by the hole, so that there is no net current in
the hole. Then we get B inside the hole by
superposition of the fields of the two currents.
Schematically:
+ =

E. Discussing new concepts and
practicing new skill #2
4. Introduce time dilation and length
contraction as consequences of the two
postulates mentioned above
5. Explain time dilation, i.e. a moving clock
ticks slower than that of a clock at rest on the
ground as seen by an observer on the ground.
Specifically, the time of the moving clock is
given by,
is
2. Ask the students the implication of Equation
3 for the case when u << c
3. Discuss the corresponding transformation of
velocity (along x) given by
4. As an introduction to relativistic doppler
effect, ask the students what will be the
percieved frequency of an observer in the O
frame when the event P in the O’ frame is
actually the sending of an EM wave:
2. Discuss experimental results (from We will compute the field at point P inside the
literature) and then compare the predictions of hole. Point P is a distance s1 from the center
the wave model in classical physics. of the large cylinder and a distance s2 from the
3. Introduce the quantization of the photon center of the hole.
energy as first proposed by Einstein, In superposing the currrents the current
Elight - hf (Equation 2) densities must be equal but in opposite
where h is the Planck’s constant and f is the directions. The current density J is given by
light frequency
4. Ask the students the implication of Equation
2.
5. In connection to 3) discuss how Einstein
solution correctly accounts the observations in
the photoelectric effect experiments.
 6. Explain length contraction, i.e. the length of
an object in motion with respect to the observer
appears smaller than its length when it is at
rest with respect to the observer. Specifically,
6. Introduce to the students the
relativistic Doppler formula for the
thought experiment described
above and discuss the implication,

Teacher Tip: only lengths in the direction of

motion undergo contraction

F. Developing Mastery The magnitudes of the fields B1 and B2 at P

due to the two currents, J1 in the conductor,
(Leads to Formative Assessment) and J2 in the hole (where 12 and are
obtained by a direct application of Ampere’s
Law: Now B1 and B2 are not in the same
direction, so the magnetic field vectors must be
superposed in the hole region 12 B BB   .

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
Teacher Tip: Some applications of relativity: a.
Lifetime of some exotic particles like muon in
the Large Hadron Collider is longer b.
Precision of GPS tracking. Without relativity
consideration, the precision can be off by
kilometers.
Solve
1. The first example solved the equation as a
factor of 1. This example puts a real time scale
into the equation. In this example we will look
at how time changes over 10 years travelling at
a speed of 50% of that of light.
2. If you were to board a craft and travel at 300
m/s, how long would 1 hour be?
3. You volunteer to travel to a newly
discovered planet about 30 light years from
earth. At what speed do you need to travel to
reach the planet in 6 years?
The diagram shows an enlarged view of the
hole with the various vectors involved. Since
both J1 and J2 are cylindrical conductors, the
magnetic field lines are circles centered on the
current axes. The direction of the magnetic
fields is perpendicular to the vectors 12 and ss
 in the direction specified by the right-hand
rule. A convenient way to specify the magnetic
field direction for cylindrical conductors (or
straight wires) is that B  points in the direction
given by Js   . Since J and s are
perpendicular, the magnitude is just J s. Then
B is uniform in the hole.
Home security systems are based on magnetic
fields. A common magnetic security system is
pictured in the figure and is controlled
magnetically. A magnet is installed into the
door that, when pulled closed, uses its
magnetic field to attract the metal switch
creating a closed circuit. When the door is
opened the magnet is removed from the area
of the metal switch, releasing it from the closed
circuit. The circuit is open, and the alarm goes
off, the police are called, etc. There are new
technologies today that have made this system
more effective. The system described above
habits faults that prevent maximum security.
The specifications on several common
magnetic switches are available online.
Ask students to write an essay about
quantization in nature…can you observe it
when looking at a mirror?
 J. Additional activities for application or
remediation

V.REMARKS

VI.REFLECTION
Sections
A.) No. of learners who earned 80% on the
formative assessment
B.)No. of learners who require additional activities
for remediation.
C..Did the remedial lessons work? No. of learners
who have caught up with the lesson.
D.)No. of learners who continue to require.
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?

Prepared by: Checked by: Approved by:

MARY ANN I. SANTOS ISABELITA S. CANOZA JAYPEE DS. ARMENION

Teacher III Assistant Principal II Principal I