DLL-21st Century Literature

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MALASIQUI NATIONAL HIGH SCHOOL

Malasiqui, Pangasinan
SHS DAILY LESSON LOG in PHYSICAL SCIENCE (CORE)

School: Malasiqui National High School Grade Level: 11
Teacher: Von Judiel G. Macaraeg Semester: 2nd
Date: February 13-17, 2023
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Orientation The formation of the The formation of the elements The distribution of the chemical elements
A. CONTENTS elements during the Big during the Big Bang and and the isotopes in universe.
STANDARD Bang and during the stellar during the stellar evolution.
evolution.
B. Make a creative Make a creative Make a creative representation of the

PERFORMANCE TASKS representation of the representation of the historical development of the atom or
historical development of the historical development of the the chemical elements in the timeline.
atom or the chemical atom or the chemical
elements in the timeline. elements in the timeline.
C. LEARNING Identify the geographic, linguistic, and ethnic dimensions of Philippine literary Discuss how different contexts enhance the text’s meaning and
COMPETENCIES / history from the pre-colonial to the contemporary (EN12Lit-5a-21). enrich the reader’s understanding (EN12Lit-Ie-28).
OBJECTIVES
● Identify the ways to evaluate a literary text by examining its biographical ● Analyze a literary text through the biographical context.
context.
● Distinguish the features of biographical context literary reading strategy.
II. CONTENT Literary text Features of biographical

context
III. LEARNING
RESOURCES
A. REFERENCES Bertens, Hans. Literary Theory: the basics, 3rd ed. London: Routledge, 2014.
Brooker, Peter, Raman Selden, and Peter Widdowson. A Reader’s Guide to Contemporary Literary Theory, 5th ed. Great
Britain: Pearson Education, 2005.
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Hani, Ilayana. “7 Critical Reading Strategies.” Salisbury University. Accessed May 3, 2018.
https://www.scribd.com/document/123460879/7-Critical-Reading-Strategies
Eagleton, Terry. Literary Theory: An Introduction, 2nd ed. New York: Taylor and Francis, 1996.
Purdue University. “Literary Theory and Schools of Criticism.” OWL Purdue Online Writing Lab. Accessed October 6, 2021.
https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theory_and_schools_of_criticism/index.html.
1.
TEACHING GUIDE
PAGES
2. POWERPOINT Presentation POWERPOINT Presentation POWERPOINT Presentation

LEARNER’S Video Presentation Video Presentation Video Presentation
MATERIALS
3. k-12 Teaching Guide Portal k-12 Teaching Guide Portal k-12 Teaching Guide Portal pages 5-8
TEXTBOOK PAGES pages 1-4 pages 1-4
4.
ADDITIONAL
LEARNING MATERIALS
FROM LEARNING
RESOURCES PORTAL
IV. PROCEDURES
A. How does looking through What new things about your How do these affect his or her way of
REVIEWING the eyes of the author help friend or classmate did you thinking and interacting with others?
PREVIOUS LESSON OR us better understand the learn?
PRESENTING THE text?
NEW LESSON
B. Briefly discuss the Literary Briefly discuss the Explain

ESTABLISHING A text
PURPOSE FOR A
LESSON
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C. Provide an overview of the Provide an overview of the Write reactions involving the
PRESENTING proof for the Big Bang proof for the Big Bang Model nucleosynthesis of the first elements
EXAMPLES/INSTANCE Model through a video through a video presentation
S OF A NEW LESSON presentation
# ELICIT
* cosmology * cosmology * Nucleosynthesis
D.DISCUSSING THE * Big Bang Model * Big Bang Model * Recombination
NEW CONCEPTS AND * Singularity * Singularity * Red shift
PRACTICING NEW * Inflation * Inflation * Singularity
SKILLS * Annihilation * Annihilation
# * Recombination * Recombination
ENGAGE
The Formation of Stars Like the Sun At

How universe started? How universe started?
E.DISCUSSING THE stage 6, the core reaches 10 million K,
NEW CONCEPTS AND Can you give me some and nuclear fusion begins. The proto star
PRACTICING NEW Can you give me some has become a star. The star continues to
idea how universe
SKILLS idea how universe existed? contract and increase in temperature
# until it is in equilibrium: Internal pressure
existed?
EXPLORE force outward, balancing the inward
force of gravity, at every layer of the
star’s interior. This is stage 7: The star
has reached the Main Sequence and will
remain there as long as it has hydrogen
to fuse. [Don’t worry about the numbers
of these phases, only understand the
reasons for these stages of evolution
from interstellar cloud to star.
Cosmology is a study of how Cosmology is a study of how Stars go through a number of stages in
F. universe began, how it universe began, how it the process of forming from an
DEVELOPING continuous to exists, and continuous to exists, and how interstellar cloud: [You don’t have to
MASTERY ( leads to how it will end. We use it will end. We use different memorize these numbers, but they do
Formative Assessment different instruments to instruments to detect the light tell an important story, and you should
# detect the light of other of other galaxies. The light is understand the names of the objects on
EXPLAIN galaxies. The light is found found to be redshift (the light the right.] 19.2 The Formation of Stars
to be redshift (the light looks looks “stretched’). Like the Sun Notice that a solar-like star
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“stretched’). only takes a few tens of millions of years

to collapse and Contact until they reach
the main sequence, but they will spend
10 billion years burning hydrogen on the
main sequence before running out of
nuclear fuel. Stage 1: Fragmentation
Interstellar cloud starts to contract,
possibly triggered by shock or pressure
wave from nearby star. As it contracts,
the cloud fragments into smaller pieces.
[Note: this is a cartoon--the process is
not nearly as tidy as shown here.
G. FINDING Conduct a group activity that Conduct a group activity that Stars of Other Masses Some fragments
PRACTICAL attempts to model cosmic attempts to model cosmic are too small for fusion ever to begin.
APPLICATIONS OF inflation. inflation. They gradually cool off and simply fade,
CONCEPTS AND * balloons * balloons radiating away whatever heat generated
SKILLS IN DAILY *balloon pumps (optional) *balloon pumps (optional) in trying (unsuccessfully) to ignite
LIVING * small stickers * small stickers nuclear fusion. A proto star must have
# a. Stick small stickers a. Stick small stickers 0.08 the mass of the Sun (which is 80
ELABORATE randomly on the surface of randomly on the surface of times the mass of Jupiter) in order to
the uninflated balloon. the uninflated balloon. become dense and hot enough that
b. Quickly inflate the balloon b. Quickly inflate the balloon fusion can begin. If the mass of the
with the pump or you with the pump or you “failed star” is about 12 Jupiter masses
breathe. Observe the breathe. Observe the stickers. or more, it is luminous when first
stickers. This simple activity shows formed, and is called a brown dwarf.
This simple activity shows that the galaxy is expanding 19.3 Stars of Other Masses Emission
that the galaxy is expanding in all directions causing all the nebulae are heated by the formation of
in all directions causing all galaxies to be relatively farter stars nearby. In these images, we see
the galaxies to be relatively apart. the parent cloud in stage 1, contracting
farter apart. fragments between stages 1 and 2, and
a new star in stage 6 or 7.
H. MAKING Cosmology is a study of how Cosmology is a study of how Star formation is ongoing. Star-forming
GENERALIZATIONS universe began, how it universe began, how it regions are seen in our galaxy as well as
AND ABSTRACTIONS continuous to exists, and continuous to exists, and how others: Star formation happens when
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ABOUT THE LESSON how it will end. We use it will end. We use different part of a dust cloud begins to contract
different instruments to instruments to detect the light under its own gravitational force; as it
detect the light of other of other galaxies. The light is collapses, the center becomes hotter and
galaxies. The light is found found to be redshift (the light hotter until nuclear fusion begins in the
to be redshift (the light looks looks “stretched’). core. That is a basic and simple
“stretched’). Discuss how relative summary of this chapter. Star formation
Discuss how relative abundance of light elements begins in massive clouds of molecular
abundance of light elements in the universe is the second gas and dust When looking at just a few
in the universe is the second piece of evidence to proof atoms, the gravitational force is far from
piece of evidence to proof that the Big Bang occurred. strong enough to .
that the Big Bang occurred.
I. A. Identification: A. Identification: 1. Explain the formation of the stars. Identification:

EVALUATING 1. It refers to the origin and 1. It refers to the origin and 2. Give evidence for and describe the _____________1.It is
LEARNING general structure of the general structure of the formation of the heavier elements during the leading explanation
# universe. universe. star formation and evolution. about how the universe
EVALUATE 2. The quality of being one 2. The quality of being one began.
kind. kind. _____________2. It
3. The electromagnetic 3. The electromagnetic deals with the study of
radiation left over from an radiation left over from an the universe.
early stage of the universe. early stage of the universe. ____________3. The
4. It refers to the cosmic 4. It refers to the cosmic science that deals with
formation of atoms that is formation of atoms that is the study of the
more complex than the more complex than the formation of the stars.
hydrogenation. hydrogenation. ____________4. At its
5. Who is the Catholic Priest 5. Who is the Catholic Priest simplest, it says the
who found out that his who found out that his theory universe as we know it
theory incompatible with his incompatible with his religion. started with a small
religion. singularity, then inflated
over the next ______
billion years to the
cosmos that we know
today.
____________5-6:-
___________ and -
___________, both of
Bell Telephone
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Laboratories in Murray
Hill, New Jersey, were
building a radio receiver
in 1965 and picking up
higher-than-expected
temperatures, according
to NASA.
____________7-10 :
What are the four
stages/steps in Big
Bang Theory?
____________11-13 :
What are the three
evidences that support
Big Bang Theory?
____________14-15 :
Give at least 2 satellite
that study Big Bang
Theory.
J. What is Big Bang Theory? What is Big Bang Theory? And How stars was formed?
ADDITIONAL And explain the formation of explain the formation of
ACTIVITIES FOR elements. elements.
APPLICATION OR
REMEDIATION
# EXTEND
V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS
WHO EARNED 80%
IN EVALUATION
B. NO. OF LEARNERS
WHO REQUIRE
ADDITIONAL
ACTIVITIES FOR
REMEDIAATION WHO
SCORED BELOW 80%
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C. DID THE
REMEDIATION
LESSON WORK? NO.
OF LEARNERS WHO
HAVE CAUGHT UP
WITH THE LESSON
D. NO. OF LEARNERS
WHO CONTINUE TO
REQUIRE
REMEDIATION
E. WITH OF MY
TEACHING
STRATEGIES WORKED
WELL? WHY DID
THESE WORK?
F. WHAT
DIFFICULTIES DID I
ENCOUNTER WHICH
MY PRINCIPAL OR
SUPERIOR 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:
VON JUDIEL G. MACARAEG LAMBINO O. MOLINA VANESSA C. RAPSING, Ph.D.

Teacher I STEM Focal Person OIC-Office of the Asst. Principal
SHS Master Teacher II
Region I
Noted:
JOSEPH B. SEGUIN, Ed.D.
Principal IV
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Date: February 20-24, 2023

I. OBJECTIVES
The distribution of the The Distribution of the chemical elements How the concept of atom How the concept of atom
chemical elements and the and the isotopes in the Universe evolved from Ancient evolved from Ancient
A. CONTENTS isotopes in universe. Greek to the present Greek to the present
STANDARD
B. PERFORMANCE Make a creative Make a creative representation of the Make a creative Make a creative
TASKS representation of the historical development of the atom or the representation of the representation of the
historical development of chemical elements in the timeline. historical development of historical development of
the atom or the chemical the atom or the chemical the atom or the chemical
elements in the timeline. elements in the timeline. elements in the timeline.
C. LEARNING 1. Give evidence for and 1. Write the nuclear fusion reactions that 1. Describe the ides of Describe the ides of the
COMPETENCIES / describe the formation of take place in stars, which lead to the the Ancient Greeks on Ancient Greeks on the
OBJECTIVES the heavier elements formation of new elements. S11/12PS- the atom. S11/12PS- atom. S11/12PS-III-b-
during star formation and IIIa-3 III-b-5 5
evolution. ( S11/12 PS – 2. Describe how elements heavier than 2. Describe the ideas of 2. Describe the ideas of
IIIa-2). iron are formed. S11/12PS-IIIa-4 the Ancient Greeks on the Ancient Greeks on
2. Explain star formations the elements. the elements.
and evolutions. S11/12PS-III-b-6 S11/12PS-III-b-6
II. CONTENT How the elements found in How the elements found in the universe How the elements found How the elements found
the universe were formed were formed in the universe were in the universe were
formed formed
III. LEARNING
RESOURCES
A. REFERENCES
1. TEACHING k-12 Teaching Guide Portal k-12 Teaching Guide Portal pages 12-20 k-12 Teaching Guide k-12 Teaching Guide
GUIDE PAGES pages 5-8 Contemporary Physics Education Project Portal pages 24-31 Portal pages 24-31
Contemporary Physics (CPEP) Chapter 10; Origin of the Contemporary Physics Contemporary Physics
Education Project (CPEP) Elements Education Project (CPEP) Education Project (CPEP)
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Chapter 10; Origin of the Chapter 10; Origin of the Chapter 10; Origin of the
Elements Elements Elements
2. LEARNER’S POWERPOINT POWERPOINT POWERPOINT POWERPOINT
MATERIALS NOTES NOTES NOTES NOTES
BOARD BOARD BOARD BOARD
CHALK CHALK CHALK CHALK
Hand outs Hand outs Hand outs Hand outs
3. TEXTBOOK k-12 Teaching Guide Portal k-12 Teaching Guide Portal pages 12-20 k-12 Teaching Guide k-12 Teaching Guide
PAGES pages 5-8 Portal pages 24-31 Portal pages 24-31
4. ADDITIONAL
LEARNING MATERIALS FROM
LEARNING RESOURCES
PORTAL
B. OTHER LEARNING Oakes, K. (2011 August 2 ) Fowler, M. Early Greek Fowler, M. Early Greek
RESOURCES On the Origin of chemical Science: Thales of Plato Science: Thales of Plato
elements
Wall, M. (2011, October The History of Ancient The History of Ancient
21 ) The Big Bang . What Chemistry Chemistry
really happened at our
Universe Birth?
IV. PROCEDURES
A. REVIEWING What is Big Bang Theory? Review the stages of the Big Bang theory How iron transform to How iron transform to
PREVIOUS LESSON OR What are the different other heavy elements? other heavy elements?
PRESENTING THE NEW stages in the formation of
LESSON this theory? What are the
three evidences that the
universe had a beginning?
B. ESTABLISHING A Explain star formations. Explain the process of nuclear reaction to Discuss the key Discuss the key
PURPOSE FOR A LESSON form new elements. development in the development in the
concept of the atom and concept of the atom and
element throughout pre- element throughout pre-
modern history. modern history.
Articulate the Articulate the
contributions of alchemy contributions of alchemy
as a photo science to as a photo science to
chemistry. chemistry.
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C. PRESENTING Write reactions involving Show the pictures of the equilibrium of Present gnome theory of Present gnome theory of
EXAMPLES/INSTANCES OF A the nucleosynthesis of the the sun and other main sequence stars. physics that says the physics that says the
NEW LESSON first elements universe can be universe can be
explained entirely by the explained entirely by the
actions and effect of tiny actions and effect of tiny
version of version of
gnomes( duwende in the gnomes( duwende in the
Philippine mythology) Philippine mythology)
D.DISCUSSING THE * Nucleosynthesis Nuclear fusion Explain that much of our Explain that much of our
NEW CONCEPTS AND * Recombination Stellar nucleosynthesis thinking about the thinking about the
PRACTICING NEW SKILLS * Red shift Main sequence stars universe began in the universe began in the
# ENGAGE * Singularity Proton-proton chain same way, that is, with same way, that is, with
Red – giant many different ideas and many different ideas and
Alpha ladder conjectures. conjectures.
CNO cycle
Supernova
R-process
E.DISCUSSING THE The Formation of Stars Like The first fusion process occurs in the Leucippus and Leucippus and
NEW CONCEPTS AND the Sun At stage 6, the hydrogen core of stars such as sun with Democritus Democritus
PRACTICING NEW SKILLS core reaches 10 million K, a temperature of less than 15 million K. Atomism Atomism
# EXPLORE and nuclear fusion begins. these kind of stars are called main Aristotle Aristotle
The proto star has become sequence stars.Alpha fusion processes Jabir Ibn-Hayyan (Geber) Jabir Ibn-Hayyan (Geber)
a star. The star continues continue in the core via the alpha ladder. Alchemy Alchemy
to contract and increase in More and more alpha particles are fused Protoscience Protoscience
temperature until it is in to create heavier elements all the way to
equilibrium: Internal iron, making the core and star itself more
pressure force outward, massive.
balancing the inward force
of gravity, at every layer of
the star’s interior. This is
stage 7: The star has
reached the Main Sequence
and will remain there as
long as it has hydrogen to
fuse. [Don’t worry about
the numbers of these
phases, only understand
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the reasons for these

stages of evolution from
interstellar cloud to star.
Stars go through a number The release of tremendous amount of Leucippus and Leucippus and
F. DEVELOPING of stages in the process of light, heat and radioactive energy. Fusion Democritus were two of Democritus were two of
MASTERY ( leads to forming from an interstellar resulted in the formation of nuclei or new the most important the most important
Formative Assessment cloud: [You don’t have to elements. These reaction inside stars are theorists about the theorists about the
# EXPLAIN memorize these numbers, known as stellar nucleosynthesis. natural and physical natural and physical
but they do tell an Mention that the main-sequence stars world. They considered world. They considered
important story, and you hotter that 15 million K could facilitate the idea of atomism, or the idea of atomism, or
should understand the the production of helium once carbon the idea that things are the idea that things are
names of the objects on was present from alpha processes. This made up of much smaller made up of much smaller
the right.] 19.2 The happens through a process where 12C is things that cannot be things that cannot be
Formation of Stars Like the used as a catalysts known as the carbon changed nor divided. changed nor divided.
Sun Notice that a solar-like fusion cycle or the CNO cycle. Atoms are make up most Atoms are make up most
star only takes a few tens of the things in the of the things in the
of millions of years to universe; where there universe; where there
collapse and Contact until are no atom, there is a are no atom, there is a
they reach the main void. void.
sequence, but they will Atoms are incredibly Atoms are incredibly
spend 10 billion years small and cannot be small and cannot be
burning hydrogen on the divided , hence atomos divided , hence atomos
main sequence before (uncut table) (uncut table)
running out of nuclear fuel. Atoms themselves are Atoms themselves are
Stage 1: Fragmentation solid, homogeneous and solid, homogeneous and
Interstellar cloud starts to cannot change. cannot change.
contract, possibly triggered Atoms moving about and Atoms moving about and
by shock or pressure wave colliding in the void colliding in the void
from nearby star. As it cause the changes we cause the changes we
contracts, the cloud see in the universe. see in the universe.
fragments into smaller
pieces. [Note: this is a
cartoon--the process is not
nearly as tidy as shown
here.
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G. FINDING Stars of Other Masses Briefly discussion of man made nuclei. Greek thought about Greek thought about
PRACTICAL APPLICATIONS Some fragments are too matter and the world matter and the world
OF CONCEPTS AND SKILLS IN small for fusion ever to Anaxagoras argued that Anaxagoras argued that
DAILY LIVING begin. They gradually cool there was an infinite there was an infinite
# off and simply fade, number of elementary number of elementary
ELABORATE radiating away whatever natural substances in the natural substances in the
heat generated in trying form of infinitesimally form of infinitesimally
(unsuccessfully) to ignite small particles that small particles that
nuclear fusion. A proto star combined to comprise combined to comprise
must have 0.08 the mass the different things in the the different things in the
of the Sun (which is 80 universe. universe.
times the mass of Jupiter)
in order to become dense
and hot enough that fusion
can begin. If the mass of
the “failed star” is about 12
Jupiter masses or more, it
is luminous when first
formed, and is called a
brown dwarf. 19.3 Stars of
Other Masses Emission
nebulae are heated by the
formation of stars nearby.
In these images, we see
the parent cloud in stage 1,
contracting fragments
between stages 1 and 2,
and a new star in stage 6
or 7.
H. MAKING Star formation is ongoing. More and more alpha particles are fused Summarize by pointing Summarize by pointing
GENERALIZATIONS AND Star-forming regions are to create heavier elements all the way to out while alchemists had out while alchemists had
ABSTRACTIONS ABOUT THE seen in our galaxy as well iron, making the core and star itself more a wrong understanding a wrong understanding
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LESSON as others: Star formation massive. of matter much what of matter much what
happens when part of a Go through he cycle briefly and explain they set the stage for they set the stage for
dust cloud begins to that this process involves repeated much of modern much of modern
contract under its own photon capture and beta plus decay. chemistry. chemistry.
gravitational force; as it
collapses, the center
becomes hotter and hotter
until nuclear fusion begins
in the core. That is a basic
and simple summary of this
chapter. Star formation
begins in massive clouds of
molecular gas and dust
When looking at just a few
atoms, the gravitational
force is far from strong
enough to .
I. EVALUATING 1. Explain the formation of A. Answer the following question. Discuss what have you Discuss what have you
LEARNING the stars. 1. How elements are being formed? learned. learned.
# EVALUATE 2. Give evidence for and 2. Describe how elements heavier 1. How did other Greek 1. How did other Greek
describe the formation of than iron are formed. Philosophers like Plato Philosophers like Plato
the heavier elements and Aristotle think about and Aristotle think about
during star formation and B. Identify the following: the elements? the elements?
evolution. ________________1. It involves rapid 2. How can we say that 2. How can we say that
capture of neutrons by the atom. alchemy is integral in the alchemy is integral in the
________________2. The explosion that definition of chemistry? definition of chemistry?
releases a tremendous amount of energy 3. Many great minds of 3. Many great minds of
enough to synthesize elements heavier the time like Isaac the time like Isaac
that atom. Newton engaged in the Newton engaged in the
________________3. The release of practice of alchemy. practice of alchemy.
tremendous amount of light, heat and Does this make Isaac Does this make Isaac
radioactive energy. Fusion resulted in the Newton less of a Newton less of a
formation of nuclei or new elements. scientist? Argue why or scientist? Argue why or
These reaction inside stars are known as why not? why not?
________________________.
________________4. The first fusion
process occurs in the hydrogen core of
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stars such as sun with a temperature of

less than 15 million K. these kind of stars
are called ______.
________________5. This happens
through a process where 12C is used as
a catalysts known as
__________________.
J. ADDITIONAL How stars was formed? How the concept of atom Loner essay-type Loner essay-type
ACTIVITIES FOR evolved from Ancient Greek to the question question
APPLICATION OR present? How photos science like How photos science like
REMEDIATION alchemy similar or alchemy similar or
# EXTEND different from different from
pseudoscience like pseudoscience like
astrology or homeopathy. astrology or homeopathy.
V. REMARKS
VI. REFLECTION
A. NO. OF
LEARNERS WHO EARNED
80% IN EVALUATION
B. NO. OF
LEARNERS WHO REQUIRE
ADDITIONAL ACTIVITIES
FOR REMEDIAATION WHO
SCORED BELOW 80%
C. DID THE
REMEDIATION LESSON
WORK? NO. OF LEARNERS
WHO HAVE CAUGHT UP
WITH THE LESSON
D. NO. OF
LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WITH OF MY
TEACHING STRATEGIES
WORKED WELL? WHY DID
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THESE WORK?
F. WHAT
DIFFICULTIES DID I
ENCOUNTER WHICH MY
PRINCIPAL OR SUPERIOR
CAN HELP ME SOLVE?
G. WHAT
INNOVATION OR LOCALIZED
MATERIALS DID I USE /
DISCOVER WHICH I WISH TO
SHARE WITH OTHER
TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
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Date: February 27-March 03, 2023

I. OBJECTIVES
How the concept of atom evolved How the concept of How the concept of How the concept of Post Test
from Ancient Greek to the present atom evolved from atom evolved from element evolved from
A. CONTENTS Ancient Greek to the Ancient Greek to the Ancient Greek to the
STANDARD present present present
B. PERFORMANCE Make a creative Short assessment test

TASKS representation of the
historical development
of the atom or the
chemical elements in
the timeline.
C. LEARNING Describe the ides of the Ancient Describe the Describe the Describe the
COMPETENCIES / OBJECTIVES Greeks on the atom. S11/12PS- contribution of contribution of contribution of
III-b-5 alchemists to the alchemists to the alchemists to the
2. Describe the ideas of the science of chemistry. science of chemistry. science of chemistry.
Ancient Greeks on the elements. S11/12PS-III-b-7 S11/12PS-III-b-7 S11/12PS-III-b-7
S11/12PS-III-b-6
II. CONTENT Atomos , Aristotle and Alchemy Not Indivisible ( the Not Indivisible ( the Not Indivisible ( the
( Chemistry Before Modern Structure of the Atom) Structure of the Atom Structure of the Atom
History)
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHING GUIDE k-12 Teaching Guide Portal pages k-12 Teaching Guide k-12 Teaching Guide k-12 Teaching Guide
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PAGES 24-31 Portal pages 34-45 Portal pages 34-45 Portal pages 34-45
Contemporary Physics Education Contemporary Physics Contemporary Physics Contemporary Physics
Project (CPEP) Chapter 10; Origin Education Project Education Project Education Project
of the Elements (CPEP) (CPEP) (CPEP)
2. LEARNER’S POWERPOINT POWERPOINT POWERPOINT POWERPOINT Paper
MATERIALS NOTES NOTES NOTES NOTES ballpen
BOARD BOARD BOARD BOARD
CHALK CHALK CHALK CHALK
Hand outs Hand outs Hand outs Hand outs
3. TEXTBOOK PAGES k-12 Teaching Guide Portal pages k-12 Teaching Guide k-12 Teaching Guide k-12 Teaching Guide
24-31 Portal pages 34-45 Portal pages 34-45 Portal pages 34-45
4. ADDITIONAL
LEARNING RESOURCES PORTAL
B. OTHER LEARNING Fowler, M. Early Greek Science: Gagnon, S (n.d) How Gagnon, S (n.d) How Chadwick discovers the
RESOURCES Thales of Plato much of an atom is much of an atom is neutron (1998)
The History of Ancient Chemistry empty space? empty space?
IV. PROCEDURES
A. REVIEWING How iron transform to other heavy How the Ancient How the Ancient How the concept of the
PREVIOUS LESSON OR elements? Greeks describe atom? Greeks describe atom? atom evolved from
PRESENTING THE NEW LESSON Ancient Greek to the
present?
B. ESTABLISHING A Discuss the key development in Introduce the different Introduce the different Describe the nuclear
PURPOSE FOR A LESSON the concept of the atom and Greek Philosophers Greek Philosophers model of the atom and
element throughout pre-modern who begun who begun considering the location of its major
history. considering the nature the nature of what components.
Articulate the contributions of of what things were things were made of.
alchemy as a photo science to made of.
chemistry.
C. PRESENTING Present gnome theory of physics Atomism, non- Atomism, non- Four Models of Atom
EXAMPLES/INSTANCES OF A that says the universe can be atomistic views of the atomistic views of the Plum–Pudding Model
NEW LESSON explained entirely by the actions Greeks, the growth of Greeks, the growth of Rutherford Model
and effect of tiny version of Alchemy across Alchemy across Bohr Model
gnomes( duwende in the Philippine different civilization. different civilization. Quantum Model
mythology)
D.DISCUSSING THE Explain that much of our thinking Discuss how many Discuss how many Show diagram of each
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NEW CONCEPTS AND about the universe began in the correct scientific ideas correct scientific ideas model and introduce a
PRACTICING NEW SKILLS same way, that is, with many are unpopular or often are unpopular or often mode or theory.
# ENGAGE different ideas and conjectures. disregarded. disregarded.
E.DISCUSSING THE Leucippus and Democritus Anaxagoras Anaxagoras Display the following
NEW CONCEPTS AND Atomism Empedocles Empedocles infographic that neatly
PRACTICING NEW SKILLS Aristotle Plato Plato summarizes what
# EXPLORE Jabir Ibn-Hayyan (Geber) Geber Geber knowledge was added
Alchemy by each model of atomic
Protoscience structure, and what
questions each model
raised.
Leucippus and Democritus were Discuss what alchemy Discuss what alchemy Explain each model and
F. DEVELOPING two of the most important is. is. summarized what
MASTERY ( leads to Formative theorists about the natural and Explain the scientific Explain the scientific knowledge and
Assessment physical world. They considered contribution and contribution and structure each of the
# EXPLAIN the idea of atomism, or the idea unscientific unscientific model.
that things are made up of much contribution. contribution.
smaller things that cannot be
changed nor divided. Atoms are
make up most of the things in the
universe; where there are no
atom, there is a void.
Atoms are incredibly small and
cannot be divided , hence atomos
(uncut table)
Atoms themselves are solid,
homogeneous and cannot change.
Atoms moving about and colliding
in the void cause the changes we
see in the universe.
Region I
G. FINDING PRACTICAL Greek thought about matter and After discussing what After discussing what Many of these important
APPLICATIONS OF CONCEPTS the world is alchemy is all about, is alchemy is all about, figures are physicist ,
AND SKILLS IN DAILY LIVING Anaxagoras argued that there was present pictures or present pictures or not chemists. Encourage
# ELABORATE an infinite number of elementary presentation of presentation of a side discussion of how
natural substances in the form of alchemy in popular alchemy in popular physics is so tied to
infinitesimally small particles that culture such as in culture such as in Chemistry in the study
combined to comprise the different fantasy novel, Harry fantasy novel, Harry of matter and changes
things in the universe. Potter etc. Potter etc. in matter
Point out how fictional Point out how fictional
stories tend to focus stories tend to focus
on the fantastical or on the fantastical or
esoteric aspect of esoteric aspect of
alchemy and not so alchemy and not so
much scientific. much scientific.
H. MAKING Summarize by pointing out while Discuss ideas that Discuss ideas that Summary of four models
GENERALIZATIONS AND alchemists had a wrong served as arguments served as arguments
ABSTRACTIONS ABOUT THE understanding of matter much against atomism and against atomism and
LESSON what they set the stage for much what this revealed what this revealed
of modern chemistry. about how the Greeks about how the Greeks
thought about matter thought about matter
and the world. and the world.
I. EVALUATING Discuss what have you learned. Ask the student for a Ask the student for a Asking question A. Identification.
LEARNING 1. How did other Greek quick post test or quick post test or 1. Who is the philosopher
# EVALUATE Philosophers like Plato and assessment , call on assessment , call on How the concept of the argued that there was an
Aristotle think about the elements? different learners to different learners to atom evolved from infinite number of
2. How can we say that alchemy is express in their own express in their own Ancient Greek to the elementary natural
integral in the definition of words the answer of words the answer of present? substances in the form of
chemistry? the questions. the questions. small particles that
Region I
3. Many great minds of the time How did other Greek How did other Greek combined to comprise
like Isaac Newton engaged in the Philosophers like Plato Philosophers like Plato the different things in the
practice of alchemy. Does this and Aristotle think and Aristotle think universe.
make Isaac Newton less of a about elements? about elements?
scientist? Argue why or why not? Give an example of Give an example of 2. He believed that he
how the contribution how the contribution of four elements could be
of alchemy can be alchemy can be found balance in substances in
found in the modern in the modern an infinite number of
chemistry laborator. chemistry laborator. ways.
3. He published the idea
that electricity was in
particles that were part
of the atom.
4. A student of Thomson,
who studied radioactivity.
5. A modelexplains how
matter behaved at avery
tiny level that turned it
into quantum model.
B. Explain the following.
1. How the Ancient

Greeks describe atom?
2. How the concept of

the atom evolved from
Ancient Greek to the
present?
J. ADDITIONAL Loner essay-type question Share that further study
ACTIVITIES FOR APPLICATION How photos science like alchemy of the atom led
OR REMEDIATION similar or different from scientists to discover
# EXTEND pseudoscience like astrology or that even the subatomic
homeopathy. protoins and neutrons
were made of even
smaller particles called
quarks.
Region I
V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS
WHO EARNED 80% IN
EVALUATION
B. NO. OF LEARNERS
WHO REQUIRE ADDITIONAL
ACTIVITIES FOR REMEDIAATION
WHO SCORED BELOW 80%
C. DID THE
REMEDIATION LESSON WORK?
NO. OF LEARNERS WHO HAVE
CAUGHT UP WITH THE LESSON
D. NO. OF LEARNERS
WHO CONTINUE TO REQUIRE
REMEDIATION
E. WITH OF MY
TEACHING STRATEGIES
THESE WORK?
F. WHAT DIFFICULTIES
DID I ENCOUNTER WHICH MY
PRINCIPAL OR SUPERIOR CAN
HELP ME SOLVE?
G. WHAT INNOVATION
OR LOCALIZED MATERIALS DID
I USE / DISCOVER WHICH I
WISH TO SHARE WITH OTHER
TEACHERS?
Region I

Date: March 06-10, 2023

I. OBJECTIVES
Post Test How the concept of the element How the concept of the How the concept of the How the concept of the element
evolved from Ancient Greek to element evolved from element evolved from evolved from Ancient Greek to
A. CONTENTS the present . Ancient Greek to the Ancient Greek to the the present .
STANDARD present . present .
How the uses of different
materials are related to their
properties and structures
B. PERFORMANCE Short
TASKS assessment test
C. LEARNING Point out the main ideas in the Describe the nuclear Write the nuclear reactions Explain how Dalton’s theory
COMPETENCIES / discovery of the structure of the model of the atom and involved in the synthesis of contributed to the discovery of
OBJECTIVES atom and its subatomic particles the location of its major new elements other elements
S11/12PS-IIIb-8 components (protons, S11/12PS-IIIb-12 S11/12PS-IIIc-14
neutrons, and electrons)
Cite the contributions of J.J. S11/12PS-IIIb-10 Cite the contribution of John Determine if a molecule is polar
Thomson, Ernest Rutherford, Dalton toward the or non polar given its structure
Henry Moseley, and Niels Bohr Explain how the concept understanding of the S11/12PS-IIIc-16
to the understanding of the of atomic number led to concept of the chemical
Region I
structure of the atom the synthesis of new elements

S11/12PS-IIIb-9 elements in the laboratory S11/12PS-IIIc-13
S11/12PS-IIIb-11
II. CONTENT
How the idea of the atom, How the idea of the How the idea of the How the idea of the
along with the idea of the atom, along with atom, along with the atom, along with the
elements evolved the idea of the idea of the elements idea of the elements
elements evolved evolved evolved
How the properties of matter
relate to their chemical structure
III. LEARNING
RESOURCES
A. REFERENCES
1. TEACHING
GUIDE PAGES
2. LEARNER’S Paper Paper Paper Paper

MATERIALS Ballpen Ballpen Ballpen Ballpen
Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation
3. TEXTBOOK
PAGES
4. ADDITIONAL
LEARNING MATERIALS
FROM LEARNING
RESOURCES PORTAL
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
Region I
A. REVIEWING How the concept of element Explain the discovery of How scientist contribute to What is the contribution of
PREVIOUS LESSON OR evolved from Ancient Greek to the structure of the atom the understanding of atom? Dalton towards the
PRESENTING THE NEW the present? and its elementary understanding of the concept of
LESSON particles. chemical elements?
B. ESTABLISHING Discuss key development in the Explain how Mosely Discuss how new elements How Dalton theory understand
A PURPOSE FOR A LESSON concepts in the concept of the discovered the correlation are synthesized. the concept chemical elements.
atom and element from Robert between the atomic
Boyle to John Dalton. number of an element
and the wavelength of x-
rays emitted by the
elements.
C. PRESENTING Cite the contributions of J.J. Cite the location of its Introduce the list of some Proposed Dalton Atomic Theory.
EXAMPLES/INSTANCES OF Thomson, Ernest Rutherford, major components importants term and names
A NEW LESSON Henry Moseley, and Niels Bohr (protons, neutrons, and that learner may encounter. 3 Fundamental Laws:
to the understanding of the electrons)  Robert Boyle  Antoine Lavoisier’s Law
structure of the atom  Corpuscles of Conservation of Mass
 Proton  Antoine Lavoisier  Joseph Proust’s Law of
 Electron  Chemical elements Definite Proportions
 neutron John Dalton  John Dalton’s Law of
Multiple Proportions
D.DISCUSSING In 1932, James Chadwick (1891- Rutherford's atomic Dalton’s atomic theory While all atoms of
THE NEW CONCEPTS AND 1974) discovered the model became known as represented an an element were
PRACTICING NEW SKILLS neutral particles, which he the nuclear model. In improvement over the idea identical, different elements had
# ENGAGE called neutrons, in the nucleus this model, of Democritus because the atoms of differing size and
of an atom. ... the protons and theory was based on mass.
According to him, atoms neutrons, which experimental findings and Dalton's atomic theory also
consist of a large sphere of comprise nearly all of the the scientific method. stated that all compounds were
uniform positive charge mass of the atom, However, his theory did composed of combinations of
embedded with smaller are located in a nucleus have its shortcomings. He these atoms in
negatively charged particles at the center of the believed that atoms were defined ratios. Dalton also
called electrons (corpuscles). atom. The electrons are indivisible, meaning that the postulated that chemical
distributed around the atom was the smallest reactions resulted in the
nucleus and occupy most possible component of rearrangement of the reacting
Region I
of the volume of matter. atoms.

the atom.
E.DISCUSSING Based on his observations, The atom is such an  Dalton’s atomic In chemistry, polarity is a
THE NEW CONCEPTS AND Rutherford proposed the important component of theory proposed that separation of electric charge
PRACTICING NEW SKILLS following structural features of nature that many all matter was leading to a molecule or its
# EXPLORE an atom: Most of prominent scientists have composed of atoms, chemical groups having an
the atom's mass and its entire theorized how it is made indivisible and electric dipole moment, with a
positive charge are confined in a up. The discovery of indestructible building negatively charged end and a
small core, called nucleus. The subatomic particles -- blocks. While all positively charged end. Polar
positively charged particle is protons, neutrons and atoms of an element molecules must contain
called proton. Most of the electrons -- did not settle were identical, polar bonds due to a difference
volume of an atom is empty the matter. different elements in electronegativity between the
space. had atoms of bonded atoms.
differing size and
mass.
 Dalton’s atomic
theory also stated
that all compounds
were composed of
combinations of
these atoms in
defined ratios.
 Dalton also
postulated that
chemical reactions
resulted in the
rearrangement of the
reacting atoms.
J. J. Thomson constructed a Protons are positively  Everything is While all atoms of

F. DEVELOPING glass tube which was partially charged particles within composed of atoms, an element were
MASTERY ( leads to evacuated i.e. much of the air atoms. Each atom has at which are the identical, different elements had
Formative Assessment was pumped out of the tube. least one proton; in fact, indivisible building atoms of differing size and
# EXPLAIN Then he applied a high electrical the number of protons blocks of matter mass.
voltage between two electrodes determines the identity of and cannot be Dalton's atomic theory also
at either end of the tube. He the atom. Protons reside stated that all compounds were
Region I
detected that a stream of in the nucleus of the destroyed. composed of combinations of

particle (ray) was coming out atom, which might seem these atoms in
 All atoms of an
from the negatively charged strange since they are defined ratios. Dalton also
element are
electrode (cathode) to positively positively charged and postulated that chemical
identical.
charged electrode (anode). This thus repel each other. reactions resulted in the
ray is called cathode ray and the Electrons are negatively  The atoms of rearrangement of the reacting
whole construction is called charged particles, and in different elements atoms.
cathode ray tube. a neutral atom, the vary in size and
In 1909, Rutherford discovered number of electrons is the mass.
proton in his famous gold foil same as the number of
 Compounds are
experiment. protons. They are much
produced through
smaller than protons but
different whole-
have the same strength
number
charge. Neutrons are
combinations of
particles that have no
atoms.
charge and are about the
same mass as protons.  A chemical reaction
Not all atoms have results in the
neutrons, and the number rearrangement of
of neutrons is not usually atoms in the
the same as protons or reactant and
electrons. Neutrons are product compounds.
located with protons in
the nucleus;
theory proposed
that all matter was
composed of atoms,
indivisible and
indestructible
building blocks.
While all atoms of
an element were
identical, different
elements had atoms
of differing size and
mass.
Region I
theory also stated

that all compounds
were composed of
combinations of
these atoms in
defined ratios.
 Dalton also
postulated that
chemical reactions
resulted in the
rearrangement of
the reacting atoms.
G. FINDING Subatomic particles include Atoms consist of three Although the concept of the The shape of a molecule and
PRACTICAL APPLICATIONS electrons, the negatively basic particles: protons, atom dates back to the the polarity of its bonds
OF CONCEPTS AND SKILLS charged, almost mass less electrons, and neutrons. ideas of Democritus, the determine the OVERALL
IN DAILY LIVING particles that nevertheless The nucleus (center) of English meteorologist and POLARITY of that molecule. A
# account for most of the size of the atom contains the chemist John Dalton molecule that contains polar
ELABORATE the atom, and they include the protons (positively formulated the first modern bonds, might not have any
heavier building blocks of the charged) and the description of it as the overall polarity, depending upon
small but very dense nucleus of neutrons (no charge). The fundamental building block its shape. The simple definition
the atom, the positively charged outermost regions of the of chemical structures. of whether a complex molecule
protons and the electrically atom are called electron Dalton developed the law of is polar or not depends upon
neutral neutrons. shells and contain the multiple proportions (first whether its overall centers of
electrons (negatively presented in 1803) by positive and negative charges
charged). Atoms have studying and expanding overlap. If these centers lie at
different properties based upon the works of Antoine the same point in space, then
on the arrangement and Lavoisier and Joseph Proust. the molecule has no overall
number of their basic polarity (and is non polar).
particles.
H. MAKING 1. Most of the atom’s mass Dalton proposed that each A good example of a nonpolar
GENERALIZATIONS AND chemical element is molecule that contains polar
ABSTRACTIONS ABOUT and its entire positive charge composed of atoms of a bonds is carbon dioxide. This is
THE LESSON are confined in a small core, single, unique type, and a linear molecule and the C=O
though they cannot be bonds are, in fact, polar. The
called nucleus. The
altered or destroyed by central carbon will have a net
Region I
positively charged particle is chemical means, they can positive charge, and the two
combine to form more outer oxygen a net negative
called proton. complex structures charge.
2. Most of the volume of an (chemical compounds).
Since Dalton reached his
atom is empty space.
conclusions by
3. The number of experimentation and
negatively charged electrons examination of the results in
an empirical fashion, this
dispersed outside the nucleus is
marked the first truly
same as number of positively scientific theory of the
charge in the nucleus. It explains atom.
the overall electrical neutrality of
an atom.
I. EVALUATING A. Identification. Draw the nuclear model How John Dalton contribute Answer the following questions:
LEARNING 1. Who is the State the contributions of J.J. of atom. Locate the toward the understanding of
# philosopher Thomson, Ernest Rutherford, position of sub atomic the concept of the chemical 1. What is the contribution of
EVALUATE argued that Henry Moseley, and Neil’s Bohr particles. elements . Dalton towards the
there was an to the understanding of the understanding of the concept of
infinite number structure of the atom. chemical elements?
of elementary
natural 2. Explain how Dalton’s theory
substances in contributed to the discovery of
the form of other elements
small particles
that combined 3. How compound be identify if
to comprise the it is polar or not.
different things
in the universe.
2. He believed
that he four
elements could
be balance in
substances in an
Region I
infinite number
of ways.
3. He published
the idea that
electricity was in
particles that
were part of the
atom.
4. A student of
Thomson, who
studied
radioactivity.
5. A model
explains how
matter behaved
at a very tiny
level that turned
it into quantum
model.
B. Explain the
following.
1. How the
Ancient Greeks
describe atom?
2. How the
concept of the
atom evolved
from Ancient
Greek to the
present?
J. ADDITIONAL How the idea of the atom, along How scientist contribute How Dalton theory understand
ACTIVITIES FOR with the idea of the elements to the understanding of the concept chemical elements.
APPLICATION OR evolved? atom?
REMEDIATION Explain how new Explain how theory of Dalton
Region I
# EXTEND elements are synthesized. accepted.
V. REMARKS
VI. REFLECTION
A. NO. OF
LEARNERS WHO EARNED
80% IN EVALUATION
B. NO. OF
SCORED BELOW 80%
C. DID THE
REMEDIATION LESSON
WHO HAVE CAUGHT UP
WITH THE LESSON
D. NO. OF
E. WITH OF MY
TEACHING STRATEGIES
THESE WORK?
F. WHAT
DIFFICULTIES DID I
ENCOUNTER WHICH MY
CAN HELP ME SOLVE?
G. WHAT
INNOVATION OR
LOCALIZED MATERIALS
DID I USE / DISCOVER
WHICH I WISH TO SHARE
WITH OTHER TEACHERS?
Region I

Date: March 13-17, 2023

I. OBJECTIVES
The relationship between the The relationship between The relationship between The relationship between the The relationship
function and structure of biological the function and the function and function and structure of between the
A. CONTENTS macromolecules structure of biological structure of biological biological macromolecules function and
STANDARD macromolecules macromolecules structure of
biological
macromolecules
B. PERFORMANCE
TASKS
C. LEARNING Describe the general types of Give the type of Give the type of Explain the effect of Explain how the
COMPETENCIES / intermolecular forces intermolecular forces in intermolecular forces in intermolecular forces on the uses of the following
OBJECTIVES S11/12PS-IIIc-d-17 the properties of the properties of properties of substances materials depend on
substances substances S11/12PS-IIId-e-19 their properties:
S11/12PS-IIId-e-18 S11/12PS-IIId-e-18 a. medical implants,
prosthesis
b. sports equipment
c. electronic devices
Region I
d. construction
supplies for buildings
and furniture
e. household
gadgets
S11/12PS-IIId-e-
20
II. CONTENT How the properties of matter relate How the properties of How the properties of How the properties of matter How the properties
to their chemical structure matter relate to their matter relate to their relate to their chemical of matter relate to
chemical structure chemical structure structure their chemical
structure
III. LEARNING
RESOURCES
A. REFERENCES
1. TEACHING
GUIDE PAGES
2. LEARNER’S Paper Paper Paper Paper Paper

MATERIALS Ballpen Ballpen Ballpen Ballpen Ballpen
Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint
presentation
3. TEXTBOOK
PAGES
4. ADDITIONAL
LEARNING MATERIALS
FROM LEARNING
RESOURCES PORTAL
Region I
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. REVIEWING What is the contribution of Dalton How the Ancient Greeks How the concept of Explain the discovery of the How John Dalton
PREVIOUS LESSON OR towards the understanding of the describe atom? element evolved from structure of the atom and its contribute toward
PRESENTING THE NEW concept of chemical elements? Ancient Greek to the elementary particles. the understanding of
LESSON present? the concept of the
chemical elements .
B. ESTABLISHING Describe the different types of Explain the uses and Explain the uses and State the effect of this State the properties
A PURPOSE FOR A LESSON intermolecular forces. different types of different types of molecular forces in the of the given
intermolecular forces. intermolecular forces. properties of the substance. materials and how it
relate to their
chemical structure.
C. PRESENTING Intermolecular forces or IMFs
EXAMPLES/INSTANCES OF
A NEW LESSON
D.DISCUSSING Molecules/atoms can Molecules/atoms can The intermolecular a. medical implants,

THE NEW CONCEPTS AND stick to each other. But stick to each other. But forces increase with prosthesis
PRACTICING NEW SKILLS much more weakly than much more weakly than increasing polarization of b. sports equipment
# ENGAGE a bond. Covalent bond a bond. Covalent bond bonds. The strength c. electronic devices
strength: 50-200 strength: 50-200 of intermolecular d. construction
kJ/mole Intermolecular kJ/mole Intermolecular forces (and supplies for buildings
force: 1-12 kJ/mole force: 1-12 kJ/mole therefore impact on boiling and furniture
points) is ionic > hydrogen e. household
bonding > dipole dipole > gadgets
dispersion. Boiling point
increases with molecular
weight, and with surface
area.
E.DISCUSSING The strength of the The strength of the Properties like melting and The type of breast
Region I
THE NEW CONCEPTS AND If two molecules are of comparable attractions between attractions between boiling points are a measure implant depends on
PRACTICING NEW SKILLS size and shape, dipole–dipole particles can greatly particles can greatly of how strong the attractive the filler material;
# EXPLORE interactions will likely be the affect the properties of a affect the properties of a forces are between individual some have saline
dominating force. • If one molecule substance or solution. substance or solution. atoms or molecules. (We call solution as the filler,
is much larger than another, these intermolecular forces – while others have
dispersion forces will likely forces between molecules, as silicon gel
determine its physical properties opposed to intramolecular For electronic
forces – forces within a devices and
molecule. ) household gadgets,
dipole-induced
dipole exists since
components of such
devices include polar
substances like
transient voltage
suppression diodes
and metalloids or
semi- metals capable
of having induced
dipole.
Intermolecular forces or IMFs There are three types There are three types It all flows from this general These are materials
F. DEVELOPING are physical forces between of intermolecular of intermolecular principle: as bonds become used for exercise
MASTERY ( leads to molecules. In contrast, intra forces; forces; more polarized, the charges and sports activities.
Formative Assessment molecular Van der Waal forces. Van der Waal forces. on the atoms become greater, These apparatuses
# EXPLAIN forces are forces between atoms Dipole-dipole forces. Dipole-dipole forces. which leads to greater must be durable;
within a single molecule. ... There intermolecular attractions, hence the need for
Hydrogen bonding. Hydrogen bonding.
are three major types of which leads to higher boiling strong
intermolecular forces: London points. intermolecular force
dispersion force, dipole-dipole of attraction.
interaction, and ion-dipole Construction
interaction. supplies, due to the
required strength
from their
components (sand,
gravel, rocks, water,
cement) have the
following
Region I
intermolecular forces
of attraction as a
consequence: ion-
ion, H- bonding,
dipole-dipole, ion-
dipole.
G. FINDING Attractive intermolecular forces are Dispersion forces are Dispersion forces are There are four major classes Scientists have
PRACTICAL APPLICATIONS categorized into the following the weakest the weakest of interactions between applied these
OF CONCEPTS AND SKILLS types: Hydrogen intermolecular force (one intermolecular force (one molecules and they are all concepts to create
IN DAILY LIVING bonding. Ionic bonding. Ion– hundredth-one hundredth-one different manifestations of materials that will
# induced dipole forces. thousandth the strength thousandth the strength “opposite charges attract”. match the
ELABORATE of a covalent of a covalent necessities in our
bond), hydrogen bond), hydrogen home, community,
bonds are the strongest bonds are the strongest industry, and
intermolecular force intermolecular force medicine to improve
(about one-tenth the (about one-tenth the the quality of life.
strength of a covalent strength of a covalent ›Nowadays,
bond). bond). materials science
and engineering is a
growing field, which
takes the advantage
of the physical and
chemical properties
of different
materials.
H. MAKING Intermolecular forces- forces of There are four major There are four major Intermolecular forces The properties being
GENERALIZATIONS AND attraction and repulsion between classes of interactions classes of interactions control how well molecules studied that affect
ABSTRACTIONS ABOUT molecules that hold molecules, between molecules and between molecules and stick together. This affects the overall
THE LESSON ions, and atoms together. Intra they are all different they are all different many of the measurable characteristics of
molecular - forces of chemical manifestations of manifestations of physical properties of materials include
bonds within a molecule “opposite charges “opposite charges substances: chemical bonding,
attract”. The four key attract”. The four key geometry, strength
intermolecular forces are intermolecular forces are Melting and Boiling of material,
as follows: Ionic as follows: Ionic Points bioavailability, hydro
bonds > Hydrogen bonds > Hydrogen philicity, and
bonding > Van der bonding > Van der  If molecules stick hydrophobicity to
Waals dipole- Waals dipole- together more, name a few. ›
Region I
dipole interactions dipole interactions Materials engineers

> Van der Waals > Van der Waals they'll be tougher to and scientists alter
dispersion forces. dispersion forces. break apart these properties to
 Stronger produce a material
intermolecular forces which can cater to
→ higher melting the demands of
and boiling points different industries,
Viscosity especially in the
medical and
 Viscosity is a construction fields.
measure of how well
substances flow.
 Stronger
→ higher viscosity.
Surface Tension
 Surface tension is a
measure of the
toughness of the
surface of a liquid
 Stronger
→ higher surface
tension.
Vapour Pressure
 This is a small
amount of gas that
is found above all
liquids. Refer to our
lesson about vapour
pressure to learn
about it.
 Stronger
→ Lower vapour
Region I
pressure.
I. EVALUATING What is the strongest Give the type of Give the type of Explain the effect of Give the properties
LEARNING intermolecular force present for intermolecular forces in intermolecular forces in intermolecular forces on the of the following
# each of the following molecules? the properties of the properties of properties of substances materials.
EVALUATE 1) hydrogen(H2)__________ 2) substances substances a. medical implants,
carbon monoxide (CO) prosthesis
________________________3) b. sports equipment
silicon tetrafluoride c. electronic devices
(SiF4)__________________ d. construction
4) nitrogen tribromide (NBr3) supplies for buildings
______________________ and furniture
5) water (H2O)___________ e. household
gadgets
J. ADDITIONAL Circle all the compounds Circle all the compounds

ACTIVITIES FOR which would be which would be
APPLICATION OR expected to form expected to form
REMEDIATION intermolecular hydrogen intermolecular hydrogen
# EXTEND bonds in the liquid state: bonds in the liquid state:
(a) CH3OCH3 (a) CH3OCH3
(b) CH4 (b) CH4
(c) HF (c) HF
(d) CH3CO2H (d) CH3CO2H
(e) Br2 (e) Br2
(f) CH3OH (f) CH3OH
V. REMARKS
VI. REFLECTION
A. NO. OF
LEARNERS WHO EARNED
80% IN EVALUATION
B. NO. OF
SCORED BELOW 80%
Region I
C. DID THE
REMEDIATION LESSON
WHO HAVE CAUGHT UP
WITH THE LESSON
D. NO. OF
TO REQUIRE
REMEDIATION
E. WITH OF MY
TEACHING STRATEGIES
THESE WORK?
F. WHAT
DIFFICULTIES DID I
ENCOUNTER WHICH MY
CAN HELP ME SOLVE?
G. WHAT
INNOVATION OR
LOCALIZED MATERIALS
Region I

Date: March 20-24, 2023
MONDAY TUESDAY WEDNESD THURSDAY FRIDAY
I. OBJECTIVES AY
The relationship The The learners demonstrate an The learners demonstrate an

between the function relationship understanding on how the uses of understanding on how the uses of different
A. and structure of between the different materials are related to their materials are related to their properties
CONTENTS biological function and properties and structures. and structures.
STANDARD macromolecules structure of
biological
macromolecu
les
B. Post Test The learners shall be explain on how the The learners shall be explain on how the
PERFORMANCE TASKS uses of different materials are related to uses of different materials are related to
their properties and structures. their properties and structures.
C. LEARNING Explain the effect of Explain how Identify the Explain how the properties of the materials Explain how the properties of the materials
COMPETENCIES / intermolecular forces the uses of intermolecul are determined by their structures. are determined by their structures.
OBJECTIVES on the properties of the following ar forces S11/12PS-IIId-e-21 S11/12PS-IIId-e-21
substances materials
S11/12PS-IIId-e- depend on Explain how
19 their the uses of
properties: the
Region I
a. medical following
implants, materials
prosthesis depend on
b. sports their
equipment properties:
c. electronic a. medical
devices implants,
d. prosthesis
construction b. sports
supplies for equipment
buildings and c. electronic
furniture devices
e. household d.
gadgets construction
S11/12PS- supplies for
IIId-e-20 buildings
and
furniture
e.
household
gadgets
II. CONTENT How the properties of How the Structures, Properties, and Uses of Matter Structures, Properties, and Uses of Matter
matter relate to their properties of
chemical structure matter relate
to their
chemical
structure
III. LEARNING
RESOURCES
A. k-12 Teaching Guide Portal pages 24-31 k-12 Teaching Guide Portal pages 24-31
REFERENCES Contemporary Physics Education Project Contemporary Physics Education Project
(CPEP) (CPEP)
1. Pages 99-111 Pages 99-111

TEACHING GUIDE
PAGES
Region I
2. Paper Paper Paper Paper Paper

LEARNER’S Ballpen Ballpen Ballpen Ballpen Ballpen
MATERIALS Powerpoint Powerpoint Powerpoint presentation Powerpoint presentation
presentation presentation
3.
TEXTBOOK PAGES
4. Hand outs Rouse , M.(2012) Infographics. Retrieved Rouse , M.(2012) Infographics. Retrieved
ADDITIONAL Noted from from
LEARNING http://whatis.techtarget.com/definition/inf http://whatis.techtarget.com/definition/inf
MATERIALS FROM ographic ographic
LEARNING
RESOURCES PORTAL
B. OTHER
LEARNING
RESOURCES
IV. PROCEDURES
A. Explain the discovery How John
REVIEWING of the structure of the Dalton
PREVIOUS LESSON atom and its contribute
OR PRESENTING THE elementary particles. toward the
NEW LESSON understandin
g of the
concept of
the chemical
elements .
B. State the effect of this State the Familiarize Explain the uses of the following materials Explain the uses of the following materials
ESTABLISHING A molecular forces in properties of the [polarity depend on their properties; depend on their properties;
PURPOSE FOR A the properties of the the given of the a. medical implants, prosthesis a. medical implants, prosthesis
LESSON substance. materials and molecules. b. sports equipment b. sports equipment
how it relate Identify the c. electronic devices c. electronic devices
to their intermolecul d. construction supplies for buildings and d. construction supplies for buildings and
chemical ar forces. furniture furniture
structure. e. household e. household
Explain how the properties of the above Explain how the properties of the above
materials are determined by their structure materials are determined by their structure
Region I
C. Polytetrafluroethylene (PTFE) Polytetrafluroethylene (PTFE)

PRESENTING Kevla Kevla
EXAMPLES/INSTANCE Carbon Fiber Carbon Fiber
S OF A NEW LESSON Ployurethane Ployurethane
Tempered glass Tempered glass
Ultra – high strength concrete Ultra – high strength concrete
Thermoplastic Thermoplastic
The intermolecular a. medical Present a dilemma to learners of making a Present a dilemma to learners of making a
D.DISCUSSING THE forces increase with implants, piece of string strong enough to lift a 3kg piece of string strong enough to lift a 3kg
NEW CONCEPTS AND increasing polarization prosthesis weight. weight.
PRACTICING NEW of bonds. The b. sports
SKILLS strength equipment
# of intermolecular c. electronic
ENGAGE forces (and devices
therefore impact on d.
boiling points) is ionic construction
> hydrogen bonding supplies for
> dipole dipole > buildings and
dispersion. Boiling furniture
point increases with e. household
molecular weight, and gadgets
with surface area.
Properties like melting The type of Have a class present their material for info Have a class present their material for info
E.DISCUSSING THE and boiling points are breast graphic as their visual. Each presentation graphic as their visual. Each presentation
NEW CONCEPTS AND a measure of how implant should span only 3-5 minutes. should span only 3-5 minutes.
PRACTICING NEW strong the attractive depends on
SKILLS forces are between the filler
# individual atoms or material;
EXPLORE molecules. (We call some have
these intermolecular saline
forces – solution as
forces between molec the filler,
ules, as opposed while others
to intramolecular have silicon
forces – forces within gel
Region I
a molecule. ) For electronic

devices and
household
gadgets,
dipole-
induced
dipole exists
since
components
of such
devices
include polar
substances
like transient
voltage
suppression
diodes and
metalloids or
semi- metals
capable of
having
induced
dipole.
It all flows from this These are Explain the following: Explain the following:
F. general principle: as materials
DEVELOPING bonds become more used for Chemical formula of the materials Chemical formula of the materials
MASTERY ( leads to polarized, the charges exercise and Structure of the materials Structure of the materials
Formative Assessment on the atoms become sports Properties and uses Properties and uses
# greater, which leads activities. How the material is manufactured How the material is manufactured
EXPLAIN to greater These Historical development Historical development
intermolecular apparatuses
attractions, which must be
leads to higher boiling durable;
points. hence the
need for
strong
intermolecula
Region I
r force of
attraction.
Construction
supplies, due
to the
required
strength from
their
components
(sand,
gravel, rocks,
water,
cement)
have the
following
intermolecula
r forces of
attraction as
a
consequence
: ion-ion, H-
bonding,
dipole-dipole,
ion-dipole.
G. FINDING There are four major Scientists Materials They include properties such as color, They include properties such as color,
PRACTICAL classes of interactions have applied science and length, volume, odor, and density. length, volume, odor, and density.
APPLICATIONS OF between molecules these engineering These properties are extensive if they These properties are extensive if they
CONCEPTS AND and they are all concepts to is a growing depend on the amount of the substance depend on the amount of the substance
SKILLS IN DAILY different create field, which being used or intensive if they do not being used or intensive if they do not
LIVING manifestations of materials takes the depend on the amount of substance depend on the amount of substance
# “opposite charges that will advantage being used being used
ELABORATE attract”. match the of the
necessities in physical and
our home, chemical
community, properties
industry, and of different
medicine to materials.
Region I
improve the There are

quality of life. four major
›Nowadays, classes of
materials interactions
science and between
engineering molecules
is a growing and they
field, which are all
takes the different
advantage of manifestatio
the physical ns of
and chemical “opposite
properties of charges
different attract”.
materials.
H. MAKING Intermolecular forces The Intra Each matter have their properties and Each matter have their properties and
GENERALIZATIONS control how well properties molecular uses. uses.
AND ABSTRACTIONS molecules stick being studied forces are
ABOUT THE LESSON together. This affects that affect forces that Materials engineers and scientists alter Materials engineers and scientists alter
many of the the overall hold these properties to produce a material these properties to produce a material
measurable physical characteristic molecules which can cater to the demands of which can cater to the demands of
properties of s of materials together. different industries, especially in the different industries, especially in the
substances: include Intermolecul medical and construction fields medical and construction fields
chemical ar forces
Melting and bonding, are forces
Boiling Points geometry, that form
strength of between
 If molecules material, molecules,
stick together bioavailability atoms or
more, they'll , hydro ions.
be tougher to philicity, and
break apart hydrophobicit
 Stronger y to name a
intermolecula few. ›
r forces → Materials
higher engineers
Region I
melting and and scientists

boiling points alter these
Viscosity properties to
produce a
 Viscosity is a material
measure of which can
how well cater to the
substances demands of
flow. different
 Stronger industries,
intermolecula especially in
r forces → the medical
higher and
viscosity. construction
Surface fields.
Tension
 Surface
tension is a
measure of
the
toughness of
the surface
of a liquid
 Stronger
intermolecula
r forces →
higher
surface
tension.
Vapour
Pressure
 This is a
small amount
of gas that is
found above
Region I
all liquids.
Refer to our
lesson about
vapour
pressure to
learn about
it.
 Stronger
intermolecula
r forces →
Lower vapour
pressure.
I. Explain the effect of Give the A. Identify xplain the uses of the following materials xplain the uses of the following materials
EVALUATING intermolecular forces properties of the most depend on their properties; depend on their properties;
LEARNING on the properties of the following probable a. medical implants, prosthesis a. medical implants, prosthesis
# substances materials. intermolecul b. sports equipment b. sports equipment
EVALUATE a. medical ar force of c. electronic devices c. electronic devices
implants, attraction in d. construction supplies for buildings and d. construction supplies for buildings and
prosthesis the furniture furniture
b. sports following: e. household e. household
equipment 1. KCl
c. electronic 2. NH3 Explain how the properties of the above Explain how the properties of the above
devices 3. Na2S materials are determined by their structure materials are determined by their structure
d. 4. HF
construction 5. MgS
supplies for 6. CH3OH
buildings and 7. H2
furniture 8. CuO
e. household 9. SbH3
gadgets 10. CO2
B. Explain
the uses of
the
following
Region I
materials
depend on
their
properties.
a. medical
implant
b. electronic
devices
c. sports
equipment.
J. What is Carbon Fiber? What is Carbon Fiber?
ADDITIONAL
ACTIVITIES FOR
APPLICATION OR
REMEDIATION
#
EXTEND
V. REMARKS
VI. REFLECTION
A. NO. OF
LEARNERS WHO
EARNED 80% IN
EVALUATION
B. NO. OF
LEARNERS WHO
REQUIRE
ADDITIONAL
ACTIVITIES FOR
REMEDIAATION WHO
SCORED BELOW 80%
C. DID THE
REMEDIATION
LESSON WORK? NO.
OF LEARNERS WHO
HAVE CAUGHT UP
WITH THE LESSON
D. NO. OF
Region I
LEARNERS WHO
CONTINUE TO
REQUIRE
REMEDIATION
E. WITH OF
MY TEACHING
STRATEGIES
WORKED WELL? WHY
DID THESE WORK?
F. WHAT
DIFFICULTIES DID I
ENCOUNTER WHICH
MY PRINCIPAL OR
SUPERIOR CAN HELP
ME SOLVE?
G. WHAT
INNOVATION OR
LOCALIZED
MATERIALS DID I USE
/ DISCOVER WHICH I
WISH TO SHARE
WITH OTHER
TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
Region I
Department of Education
Region VI – Western Visayas
DIVISION OF CAPIZ
MAAYON NATIONAL HIGH SCHOOL
Maayon, Capiz
Semi-Detailed Lesson Plan in General Physics I Grade 12
Date; July 22- 25, 2019

Subject: General Physics 1

I. OBJECTIVES
a. how fast a reaction takes How much energy is How energy is harnessed. How energy is harnessed. Opening
Region I
place involved in a reaction of

A. CONTENTS b. how much reactants are Interclass
STANDARD needed and how much
products are formed in a
reaction
B. PERFORMANCE make either a poster, a flyer, make either a poster, a flyer, or a
TASKS or a brochure on a brochure on a product(such as
product(such as fuels, fuels, household, or personal care
household, or personal care products) indicating its uses,
products) indicating its uses, properties, mode of action, and
properties, mode of action, precautions
and precautions
C. LEARNING 1. use simple collision theory Calculate the amount of Determine the limiting reactant in Describe how energy is
COMPETENCIES / to explain the effects of substances used or a reaction and calculate the harnessed from different
OBJECTIVES concentration, temperature, produced in a chemical amount of product formed sources:
and particle size on the rate reaction S11/12PS-IIIh-27 a. fossil fuels
of reaction S11/12PS-IIIf-h-25 Recognize that energy is released b. biogas
11/12PS-IIIf-23 Calculate percent yield or absorbed during a chemical c. geothermal
of a reaction reaction d. hydrothermal
2. define catalyst and S11/12PS-IIIi-28 e. batteries
describe how it affects 11/12PS-IIIh-26 f. solar cells
reaction rate g. biomass
11/12PS-IIIf-24 S11/12PS-IIIi-29
II. CONTENT How chemical changes take How chemical changes How chemical changes take place How chemical changes take
place take place place
III. LEARNING
RESOURCES
A. REFERENCES
1. TEACHING
GUIDE PAGES

Region I
Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation

3. TEXTBOOK
PAGES
4. ADDITIONAL
LEARNING RESOURCES
PORTAL
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. REVIEWING What is a carbon fiber? What is catalyst? How What are four types of chemical How chemical reaction rate
PREVIOUS LESSON OR catalyst affects the reactions? takes place?
PRESENTING THE NEW reaction rate?
LESSON
B. ESTABLISHING A Define catalyst. Solve the percentage Determined the reaction and Describe how energy is
PURPOSE FOR A LESSON Explain how chemical yield of reaction. calculate the product. harnessed from different
changes takes place. Calculate the amount of sources:
substances used in a. fossil fuels
chemical reaction. b. biogas
c. geothermal
d. hydrothermal
e. batteries
f. solar cells
g. biomass
C. PRESENTING Imagine an experiment in e.g. 2H2 + O2 → 2H2O Chemical reactions rarely occur Renewable Energy is a
EXAMPLES/INSTANCES OF A which we can measure the There are 4 H atoms when exactly the right amount of natural energy which does
NEW LESSON amount of product being and 2 O atoms on the reactants will react together to not have a limited supply.
formed in a closed vessel.2 reactants and on the form products. One reactant will Renewable Energy can be
At the start of the products sides of the be used up before another runs used again and again, and
experiment, only reactants equation. NOTE: out. This reactant is known as will never run out.
are present, there are no Coefficients provide the limiting reactant. This is a
products yet, so the amount mole-to-mole ratio of strategy to follow when
of product is zero. the different substances determining which reactant is the
But after that, measurable involved in the reaction! limiting reactant.
amounts of product are
Region I
produced, and we record the

amount of product produced
every minute (for example).
D.DISCUSSING THE  The rate of a Atomic mass– the total To determine which reactant is the Renewable energy is used
NEW CONCEPTS AND chemical reaction is mass of protons, limiting reactant, first determine to describe energy sources
PRACTICING NEW SKILLS the speed with neutrons and electrons how much product would be that are replenished by
# ENGAGE which reactants are in a single atom. (Note formed by each reactant if all the natural processes on a
converted to that atomic mass has no reactant was consumed. The sufficiently rapid time-scale
products. units. It is a relative reactant that forms the least so that they can be used by
 Collision Theory is measure). Molecular amount of product will be the humans more or less
used to explain why mass– the mass of one limiting reactant. indefinitely, provided the
chemical reactions molecule. Molecular quantity taken per unit of
occur at different mass is equal to the time is not too
rates. total mass of all the great. Renewable energy is
 Collision Theory elements making up a derived from natural
states that in order molecule. processes that are
for a reaction to replenished constantly. In
proceed, the its various forms, it derives
reactant particles directly from the sun, or
must collide. from heat generated deep
The more successful within the earth.
collisions there are
per unit of time, the
faster the reaction
willbe.
E.DISCUSSING THE In order for a reaction to Heat– the amount of The mole ratios between each Included in the definition is
NEW CONCEPTS AND proceed, the reactant energy (in the form of reactant and the product is electricity and heat
PRACTICING NEW SKILLS particles must: heat) released or needed to complete the generated from:
# EXPLORE (a) collide with absorbed during a calculation: solar,
sufficient energy to chemical reaction. Heat wind,
break any bonds in is usually measured in The mole ratio between H2 and ocean,
the reactant kilojoules (kJ). e.g. H2O is 1 mol H2/1 mol H2O hydropower,
particles. Combustion of 1 mol of The mole ratio between O2 and biomass,
ethanol produces 1368 H2O is 1 mol O2/2 mol H2O geothermal resources,
The activation
kJ of energy. C2H5O6 + and
energy is the
3O2 → 2CO2 + 3H2O + biofuels and hydrogen
Region I
minimum amount of 1368 kJ Acid solution – derived from renewable

energy the colliding a mixture of water and resources.
reactant particles pure acid. The strength Although biomass is a
must have in order of an acid solution is renewable energy, this
for products to form. usually given as a should not be mistaken for
percentage of pure acid a clean energy source.
in water. For example, Although biomass is
(b) be in an in 100 mL of 25% significantly cleaner than
orientation hydrochloric acid (HCl) most fossil fuels such as
favourable for solution, there is 25 mL coal and oil, it still produces
breaking those of HCl and 75 mL of w sulphur dioxide during
bonds. electricity production.
Factors which can affect the Problem Solving How much H2O is formed from 20 Renewable energy replaces
F. DEVELOPING rate of a reaction include: Techniques in MATH grams H2? conventional fuels in four
MASTERY ( leads to ⚛ concentration 1096: First, list the grams H2O = 20 grams H2 x (1 distinct areas:
Formative Assessment ⚛ temperature unknown quantity name mol H2/2 g H2) x (1 mol H2O/1 mol Power Generation,
# EXPLAIN (uqn), unknown H2) x (18 g H2O/1 mol H2O) Hot Water/ Space
⚛ particle size Heating,
quantity symbol (uqs),
⚛ catalysts unknown unit name All the units except grams H2O Transport Fuels, and
⚛ stirring rate (uun) and unknown unit cancel out, leaving Rural (off-grid) Energy
⚛ light intensity symbol (uus). uqn: uun: Services
uqs: uus: Step-by-Step grams H2O = (20 x 1/2 x 1 x 18)
Technique - Number the grams H2O
steps (e.g. Step 1). 1. grams H2O = 180 grams H2O
In sentence form, say
what is the purpose of
the step (What are you
calculating?). 2. Write
out and perform the
mathematical operation.
3. In sentence form,
write the answer that
you got. - Repeat points
1-3 for every different
step. 4. Write your final
answer in sentence
Region I
form.
G. FINDING A catalyst is a substance that Define the unknown How much H2O is formed from 96 All six renewable energy
PRACTICAL APPLICATIONS speeds up a reaction, but is variable. 2. Interpret the grams O2? sectors offer technologies
OF CONCEPTS AND SKILLS not used up in the process problem and write an grams H2O = 20 grams H2 x (1 which are proven and are
IN DAILY LIVING (is not a reactant). Catalysts algebraic statement that mol O2/32 g O2) x (2 mol H2O/1 available in the
# reduce the activation energy leads to the solution. 3. mol O2) x (18 g H2O/1 mol H2O) marketplace. All can be
ELABORATE of a reaction. Activation Solve the algebraic purchased today in forms
energy is the energy needed statement. 4. Write your grams H2O = (96 x 1/32 x 2 x 18) that are reliable and cost-
to initiate a chemical final answer in sentence grams H2O competitive.
reaction. A certain level of form. grams H2O = 108 grams O2O
energy is often needed in · “Capacity Factor”
order to break existing bond, summarizes the output
before new bonds can be patterns.
formed an energy is
released. - Geothermal and most
biomass plants provide
baseload energy.
- Most hydro and some

biomass plants are highly
dispatchable, offering a
range of options from
baseload to peaking.
- Run-of-river hydro is
intermittent, but variations
in its output tend to be slow
and predictable.
- Solar ranges from

intermittent to intermediate,
depending on how well it
matches the pattern of
energy usage.
- Wind is intermittent, but

Region I
studies have found that

most grids can add an
intermittent source up to
15% of their capacity
without requiring any
compensatory action.
Higher shares from
intermittent sources are
usually easy to
accommodate.
H. MAKING Because atoms are Finding the limiting reactant is a Although a complete list of
GENERALIZATIONS AND neither created nor relatively simple exercise. the benefits of renewable
ABSTRACTIONS ABOUT THE destroyed in a chemical Calculate the yield of each technologies can be very
LESSON reaction, the total mass reactant as if it were completely extensive, they can be
of products in a reaction consumed. The reactant that categorized under four
must be the same as produces the least amount of headings: environment,
the total mass of the product limit the reaction. diversification, sustainability
reactants. and economics.
I. EVALUATING How temperature, catalyst, Answer the following : Consider the reaction:
LEARNING surface tension affects
# EVALUATE resistance? 1. Consider what 2 H2(g) + O2(g) → 2 H2O(l)
happens when propane
(C3H8) burns in air to If 20 grams of H2 gas is reacted
form CO2 and H2O. The with 96 grams of O2 gas,
first thing to look for
when balancing  Which reactant is the
equations are limiting reactant?
relationships between  How much of the excess
the two sides of an reactant remains?
equation.  How much H2O is
2. Write a balanced
produced?
equation for the
reaction that occurs
when ammonia burns in
air to form nitrogen
oxide and water.
Region I
J. ADDITIONAL Solve for the mole

ACTIVITIES FOR ratio.
APPLICATION OR 1. The fireworks that
REMEDIATION brighten the sky each
# EXTEND Fourth of July are based
on the reaction between
magnesium and oxygen
to form magnesium
oxide.
2. A can of butane
lighter fluid contains
1.20 moles of butane
(C4H10). Calculate the
number of moles of
carbon dioxide given off
when this butane is
burned.
V. REMARKS
VI. REFLECTION
A. NO. OF
LEARNERS WHO EARNED
80% IN EVALUATION
B. NO. OF
SCORED BELOW 80%
C. DID THE
REMEDIATION LESSON
WHO HAVE CAUGHT UP
WITH THE LESSON
D. NO. OF
E. WITH OF MY
TEACHING STRATEGIES
Region I

THESE WORK?
F. WHAT
DIFFICULTIES DID I
ENCOUNTER WHICH MY
CAN HELP ME SOLVE?
G. WHAT
DISCOVER WHICH I WISH
TO SHARE WITH OTHER
TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Semi-Detailed Lesson Plan in General Physics Grade 12
Date; July 29-31 & August 2,3 2019

I. OBJECTIVES
The properties and The properties and mode c

Region I
mode of action of of action of the following Greek views of matter, motion, Competing models of the
A. CONTENTS the following consumer products: and the universe universe by Eudoxus,
STANDARD consumer products: a. cleaning materials Aristotle, Aristarchus,
a. cleaning b. cosmetics Ptolemy,
materials
b. cosmetics
B. PERFORMANCE
TASKS
C. LEARNING Give common Give the use of the other Identify the major Explain what is meant by diurnal Explain how Plato’s
COMPETENCIES / examples of ingredients in cleaning ingredients of motion, annual motion, precession problem of “Saving the
OBJECTIVES cleaning materials agents cosmetics such as of the equinoxes Appearances”
for the house and S11/12PS-IIIi-j-32 body lotion, skin S11/12PS-IVa-37 constrained Greek
for personal care whitener, deodorants, models of the Universe
S11/12PS-IIIi-j- Give common examples of shaving cream, and Explain how the Greeks knew that S11/12PS-IVa-39
30 personal care products and perfume the Earth is spherical
From product used to enhance the S11/12PS-IIIi-j-35 S11/12PS-IVa-38 Compare and contrast
labels, identify the appearance of the human the models/descriptions
active ingredient(s) body Explain what the of the universe by
of cleaning S11/12PS-IIIi-j-33 Greeks considered to Eudoxus, Aristotle,
products used at be the three types of Aristarchus, Ptolemy,
home terrestrial motion and Copernicus
S11/12PS-IIIi-j- S11/12PS-IVa-36 S11/12PS-IVa-40
31
II. CONTENT How chemistry How chemistry contributes How we come to How we come to realize that the How we come to realize
contributes to the to the understanding of realize that the Earth Earth is not the center of the that the Earth is not the
understanding of household and personal is not the center of Universe. center of the Universe.
household and care products the Universe.
personal care
products
III. LEARNING
RESOURCES
Region I
A. REFERENCES
1. TEACHING
GUIDE PAGES

Powerpoint Powerpoint presentation Powerpoint Powerpoint presentation Powerpoint presentation
3. TEXTBOOK
PAGES
4. ADDITIONAL
LEARNING MATERIALS
FROM LEARNING
RESOURCES PORTAL
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. REVIEWING How energy is What are the examples of What should you Explain what the Greeks Explain what is meant by
PREVIOUS LESSON OR harnessed from cleaning material? know about personal considered to be the three types diurnal motion, annual
PRESENTING THE NEW different sources: What are the ingredients care products? of terrestrial motion motion, precession of
LESSON a. fossil fuels of cleaning materials? the equinoxes.
b. biogas
c. geothermal
B. ESTABLISHING Identify the Give the common Name the personal Explain what is meant by diurnal Compare and contrast
A PURPOSE FOR A LESSON different cleaning examples of personal products or motion, annual motion, precession the models/descriptions
materials and care. cosmetics. of the equinoxes of the universe by
personal care. Eudoxus, Aristotle,
Aristarchus, Ptolemy,
and Copernicus
Region I
C. PRESENTING Choosing safe home Cosmetics are substances A "cosmetic" is any Precession of the Models Of The Universe
EXAMPLES/INSTANCES OF products for cleaning that enhance the appearance substance used to equinoxes, motion of Eudoxus Of Cnidus 
and personal care is and aroma of the human
A NEW LESSON clean, improve or the equinoxes along One of the best
something we all body. Personal care on the
need to take other hand is closely related change the the ecliptic (the plane mathematicians and
seriously. Studies to cosmetics since it consists complexion, skin, hair, of Earth’s orbit) caused by the astronomers of the Plato
have shown that just of products that are used for nails or teeth. cyclic precession of Earth’s axis of era, EUDOXUS OF
because something is beautification and personal Cosmetics include rotation. CNIDUS around 400 B.C
approved by the FDA hygiene. Some cosmetics beauty preparations devised the system o
or other regulatory include facial make up,
(make-up, perfume, concentric spheres and
agencies, does not perfumes, lotions, skin care
mean that they are creams, deodorants, gels skin cream, nail gave the first systematic
necessarily safe for and many other types of polish) and grooming explanation of the
you or your family. facial and bath products. aids (soap, shampoo, movements of the sun,
Common cleaning shaving cream, the moon and the
and personal care deodorant). planets, emphasizing
products contain
chemicals that are
once again the ancient
giving doctors and Greek’s insistence in the
patients alike second spherical perfection .
thoughts about their
stated benefits.
D.DISCUSSING There are many reams and Antiseptic Some products that The spin of the Earth on its axis. It Aristarchus was the first
THE NEW CONCEPTS AND harmful chemicals medications should always seem to be cosmetics takes one day for the Earth to person to attempt to
be included in any first aid kit
PRACTICING NEW SKILLS in products we use may be classified complete one rotation. The daily calculate the relative
to treat minor injuries such as
# ENGAGE every day. It’s bruises, scrapes, sprains, differently and motion of the Earth is called distance between the
hard to know what aches and muscle pains. You managed by different diurnal motion •The apparent Earth and the Sun in the
is safe and what to can do just this with De la programs at Health westward motion of the Sun, 3rd century BCE. He did
avoid. Most Cruz and Remedios de Canada:Products that Moon, and stars across our sky this by measuring the
people who attend Mexico products which claim to have a each day is caused by Earth’s angle between the Moon
include Tincture, Gentian
Suppers are therapeutic effect rotation •We generalize this and the Sun during a
Violet, Arnica & Menthol
conscious of the Liniment Spray antiseptic (e.g. to prevent or motion to make statements such half moon, and using
foods purchased medications and Arnica treat disease), or that as, “The Sun rises in the east and trigonometry (discussed
in grocery stores Salve cream. contain certain active sets in the west.” •The same is in Book II).
or in restaurants, ingredients not true for the Moon, planets and the
but they may be allowed in cosmetics stars. Earth Rotation
totally unaware of are considered to
the effects of the be drugs, for
chemicals applied example, topical
to the body antibiotic creams.
Region I
through everyday
products.
E.DISCUSSING It only takes about The National Museum A personal care At middle latitudes, we see the Ancient Greek
THE NEW CONCEPTS AND 26 seconds for of American History's product can be Sun, Moon, and many of the stars philosopher Aristotle
PRACTICING NEW SKILLS 60% of substances collection of cosmetics defined as a first come into view moving extended Eudoxus’
# EXPLORE applied to the skin and personal care substance or mixture upward, rising at some point along model of the universe in
to get absorbed products currently of substances which is the eastern horizon. Then, they the 4th century BCE.
into the includes over 2,200 generally recognized appear to arc across the sky, Aristotle’s universe was
bloodstream. If a objects dating largely by the public for use gaining greatest altitude at the geocentric, with the Sun,
person is allergic to from the mid-nineteenth in daily cleansing or local meridian. Finally, they Moon, planets, and stars
a certain food, they century to the present. grooming. Depending disappear somewhere along the all orbiting the Earth
should generally on the ingredients western horizon. •Each day we see inside of Eudoxus’
avoid it in the and the claims of a the Sun’s path across our sky, it is spheres. Aristotle’s
products they use product, a personal a snapshot of a series of 365 universe was finite in
topically. Experts care product can be separate paths that occur terms of space, but
disagree about regulated as a throughout the year. •Each daily existed eternally in time.
whether gluten in cosmetic or a drug. “snapshot” of the Sun is just one
skin care products position of the Sun along the
can cause a ecliptic plane (as seen from the
problem. If you are Earth).
concerned, you can
avoid gluten in your
personal care items
as well. I have read
if you can’t eat it,
don’t put it on your
skin. Its common
sense.
Most common It’s essential to take care of A beauty product or We now know that the diurnal In Brahe’s model of the
F. DEVELOPING personal care and your physical appearance grooming aid is motion of the stars and the Sun is universe, called the
and personal hygiene with
MASTERY ( leads to household usually a cosmetic, due to the Earth's rotation. Tychonic System, earth
the best products available.
Formative Assessment products are MexGrocer.com is product to but is legally classified was at the center and
# EXPLAIN expensive, not to give you access to some of as a drug if it makes In addition, the movement of the the sun and the moon
mention they could Mexico’s most popular any claims to modify Sun along the ecliptic is actually revolve around it, and all
contain harmful Cosmetic and Personal Care body functions, or to because of the Earth's revolution the other planets orbited
chemicals. With a products so you can give prevent or treat around the Sun. the sun. Such a model
your body and skin the
little extra effort disease. A product was a type of the
treatment it deserves. Listed
Region I
and a few simple below are some of the that is authorized as a geoheliocentric system.
ingredients, you beautification and personal drug has a DIN (Drug
care products you’ll find at
can save a little Identification
our online store.
cash overall by Number) or an NPN
making your own (Natural Product
deodorant, stain Number) on its label.
remover,
toothpaste,
dishwashing soap,
and more.
G. FINDING The collection Lotion and sunscreen. Let's now consider the point of Ancient Greek
PRACTICAL APPLICATIONS represents a broad Shampoo and body view where we are fixed with mathematician
OF CONCEPTS AND SKILLS range of products scrub. Powder and respect to the stars, located above Pythagoras was the first
IN DAILY LIVING intended to cleanse, deodorant. The (north of) the Earth, looking down to suggest that the Earth
# soothe, heal, protect, collection of personal- on it and observing these motions. is spherical in about 500
ELABORATE and beautify the body: care products in our BCE, and this was
skin and hair care, bathroom cabinets— accepted by most Greek
soaps and cleansers, women use an First we notice philosophers at the time.
[1]
oral hygiene, feminine average of 12 a day, that, looking Ancient Greek
men six—contains an down on the astronomer Eudoxus of
hygiene, shavers,
assortment of Earth's north Cnidus was the first
make-up, and
chemicals, including pole, it person known to present
perfumes.
some that have been is rotating count a mathematical theory of
shown to disrupt erclockwise. the universe.
hormones or increase
cancer risk.
H. MAKING Cosmetics are Personal care We now know that the diurnal Astronomy is probably
GENERALIZATIONS AND substances or products products are motion of the stars and the Sun is the oldest of sciences.
ABSTRACTIONS ABOUT used to enhance or alter manufactured with due to the Earth's rotation. Humans, with their
THE LESSON the appearance of the 10,500 unique innate curiosity and
face or fragrance and chemical ingredients, In addition, the movement of the intelligence have looked
texture of the body. Many some of which are Sun along the ecliptic is actually up and wondered about
cosmetics are designed known or suspected because of the Earth's revolution phenomena in the sky
for use of applying to the carcinogens, toxic to around the Sun. since prehistoric times.
face and body. They are the reproductive People of different
generally mixtures system or known to cultures scattered across
of chemical compounds; disrupt the endocrine the globe have
Region I
some being derived from system. Though some incorporated their

natural sources (such companies make observations of celestial
as coconut oil), and many products that are safe objects and events into
synthetic or artificial. to eat, others choose their creation myths and
[1]
Cosmetics that are to use dangerous religions. Civilizations
applied to the face to ingredients like coal such as the Babylonians
enhance ones appearance tar and formaldehyde, and Egyptians made
are often called make- both human long-term, systematic
up or makeup carcinogens, and lead observations of the night
acetate, a sky and some of their
developmental toxin. records still survive.
I. EVALUATING Give common examples of Identify the major Explain what is meant by diurnal
LEARNING personal care products ingredients of motion, annual motion, precession
# used to enhance the cosmetics such as of the equinoxes.
EVALUATE appearance of the human body lotion, skin
body whitener, deodorants, Explain how the Greeks knew that
shaving cream, and the Earth is spherical
and perfume.
J. ADDITIONAL What is meant by Explain what the
ACTIVITIES FOR personal care? Greeks considered to
APPLICATION OR be the three types of
REMEDIATION What is included in terrestrial motion
# EXTEND personal care?
What comes under

personal care?
What should you know

about personal care
products?
V. REMARKS
VI. REFLECTION
A. NO. OF
Region I
LEARNERS WHO EARNED

80% IN EVALUATION
B. NO. OF
SCORED BELOW 80%
C. DID THE
REMEDIATION LESSON
WHO HAVE CAUGHT UP
WITH THE LESSON
D. NO. OF
E. WITH OF MY
TEACHING STRATEGIES
THESE WORK?
F. WHAT
DIFFICULTIES DID I
ENCOUNTER WHICH MY
CAN HELP ME SOLVE?
G. WHAT
INNOVATION OR
LOCALIZED MATERIALS
PREPARED BY:
HAZIEL C. DISTOR
Region I
DIVISION OF CAPIZ
Maayon, Capiz
Date; August 5-9, 2019

I. OBJECTIVES
FIRST FIRST
Greek views of matter, Greek views of matter, motion, and Competing models of the QUARTER QUARTER
A. CONTENTS motion, and the universe the universe universe by Eudoxus, EXAMINATION EXAMINATION
STANDARD Aristotle, Aristarchus,
Ptolemy,
B. PERFORMANCE
TASKS
C. LEARNING Identify the major Explain what is meant by diurnal Explain how Plato’s problem
COMPETENCIES / ingredients of cosmetics motion, annual motion, precession of of “Saving the Appearances”
OBJECTIVES such as body lotion, skin the equinoxes constrained Greek models of
whitener, deodorants, S11/12PS-IVa-37 the Universe
shaving cream, and and S11/12PS-IVa-39
perfume Explain how the Greeks knew that the
S11/12PS-IIIi-j-35 Earth is spherical Compare and contrast the
Region I
S11/12PS-IVa-38 models/descriptions of the

Explain what the Greeks universe by Eudoxus,
considered to be the Aristotle, Aristarchus,
three types of terrestrial Ptolemy, and Copernicus
motion S11/12PS-IVa-40
S11/12PS-IVa-36
II. CONTENT How we come to realize How we come to realize that the Earth How we come to realize that
that the Earth is not the is not the center of the Universe. the Earth is not the center of
center of the Universe. the Universe.
III. LEARNING
RESOURCES
A. REFERENCES
1. TEACHING
GUIDE PAGES
2. LEARNER’S Paper Paper Paper

MATERIALS Ballpen Ballpen Ballpen
Powerpoint presentation Powerpoint presentation Powerpoint presentation
3. TEXTBOOK
PAGES
4. ADDITIONAL
LEARNING RESOURCES
PORTAL
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. REVIEWING What should you know Explain what the Greeks considered to Explain what is meant by
PREVIOUS LESSON OR about personal care be the three types of terrestrial motion diurnal motion, annual
PRESENTING THE NEW products? motion, precession of the
Region I
LESSON equinoxes.
B. ESTABLISHING A Name the personal Explain what is meant by diurnal Compare and contrast the assessment assessment
PURPOSE FOR A LESSON products or cosmetics. motion, annual motion, precession of models/descriptions of the
the equinoxes universe by Eudoxus,
Aristotle, Aristarchus,
Ptolemy, and Copernicus
C. PRESENTING A "cosmetic" is any Precession of the Models Of The Universe

EXAMPLES/INSTANCES OF A substance used to clean, equinoxes, motion of Eudoxus Of Cnidus  One of
NEW LESSON improve or change the the equinoxes along the ecliptic (the the best mathematicians and
complexion, skin, hair, plane of Earth’s orbit) caused by the astronomers of the Plato era,
nails or teeth. Cosmetics cyclic precession of Earth’s axis of EUDOXUS OF CNIDUS
include beauty rotation. around 400 B.C devised the
preparations (make-up, system o concentric spheres
perfume, skin cream, nail and gave the first systematic
polish) and grooming aids explanation of the
(soap, shampoo, shaving movements of the sun, the
cream, deodorant). moon and the planets,
emphasizing once again the
ancient Greek’s insistence in
the spherical perfection .
D.DISCUSSING THE Some products that seem The spin of the Earth on its axis. It Aristarchus was the first
NEW CONCEPTS AND to be cosmetics may be takes one day for the Earth to person to attempt to
PRACTICING NEW SKILLS classified differently and complete one rotation. The daily calculate the relative
# ENGAGE managed by different motion of the Earth is called diurnal distance between the Earth
programs at Health motion •The apparent westward and the Sun in the 3rd
Canada:Products that motion of the Sun, Moon, and stars century BCE. He did this by
claim to have a across our sky each day is caused by measuring the angle
therapeutic effect (e.g. to Earth’s rotation •We generalize this between the Moon and the
prevent or treat disease), motion to make statements such as, Sun during a half moon, and
or that contain certain “The Sun rises in the east and sets in using trigonometry
active ingredients not the west.” •The same is true for the (discussed in Book II).
allowed in cosmetics are Moon, planets and the stars. Earth
considered to be drugs, Rotation
for example, topical
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antibiotic creams.
E.DISCUSSING THE A personal care product At middle latitudes, we see the Sun, Ancient Greek philosopher
NEW CONCEPTS AND can be defined as a Moon, and many of the stars first Aristotle extended Eudoxus’
PRACTICING NEW SKILLS substance or mixture of come into view moving upward, rising model of the universe in the
# EXPLORE substances which is at some point along the eastern 4th century BCE. Aristotle’s
generally recognized by horizon. Then, they appear to arc universe was geocentric,
the public for use in daily across the sky, gaining greatest with the Sun, Moon, planets,
cleansing or grooming. altitude at the local meridian. Finally, and stars all orbiting the
Depending on the they disappear somewhere along the Earth inside of Eudoxus’
ingredients and the claims western horizon. •Each day we see spheres. Aristotle’s universe
of a product, a personal the Sun’s path across our sky, it is a was finite in terms of space,
care product can be snapshot of a series of 365 separate but existed eternally in time.
regulated as a cosmetic or paths that occur throughout the year.
a drug. •Each daily “snapshot” of the Sun is
just one position of the Sun along the
ecliptic plane (as seen from the
Earth).
A beauty product or We now know that the diurnal motion In Brahe’s model of the
F. DEVELOPING grooming aid is usually a of the stars and the Sun is due to the universe, called the Tychonic
MASTERY ( leads to cosmetic, but is legally Earth's rotation. System, earth was at the
Formative Assessment classified as a drug if it center and the sun and the
# EXPLAIN makes any claims to In addition, the movement of the Sun moon revolve around it, and
modify body functions, or along the ecliptic is actually because all the other planets orbited
to prevent or treat of the Earth's revolution around the the sun. Such a model was a
disease. A product that is Sun. type of the geoheliocentric
authorized as a drug has system.
a DIN (Drug Identification
Number) or an NPN
(Natural Product Number)
on its label.
Region I
G. FINDING Lotion and sunscreen. Let's now consider the point of view Ancient Greek mathematician
PRACTICAL APPLICATIONS Shampoo and body scrub. where we are fixed with respect to the Pythagoras was the first to
OF CONCEPTS AND SKILLS Powder and deodorant. stars, located above (north of) the suggest that the Earth is
IN DAILY LIVING The collection of Earth, looking down on it and spherical in about 500 BCE,
# personal-care products in observing these motions. and this was accepted by
ELABORATE our bathroom cabinets— most Greek philosophers at
women use an average of the time.[1] Ancient Greek
12 a day, men six— First we notice that, astronomer Eudoxus of
contains an assortment of looking down on the Cnidus was the first person
chemicals, including some Earth's north pole, it known to present a
that have been shown to is rotating countercl mathematical theory of the
disrupt hormones or ockwise. universe.
increase cancer risk.
H. MAKING Personal care We now know that the diurnal motion Astronomy is probably the
GENERALIZATIONS AND products are of the stars and the Sun is due to the oldest of sciences. Humans,
ABSTRACTIONS ABOUT THE manufactured with 10,500 Earth's rotation. with their innate curiosity
LESSON unique chemical and intelligence have looked
ingredients, some of In addition, the movement of the Sun up and wondered about
which are known or along the ecliptic is actually because phenomena in the sky since
suspected carcinogens, of the Earth's revolution around the prehistoric times. People of
toxic to the reproductive Sun. different cultures scattered
system or known to across the globe have
disrupt the endocrine incorporated their
system. Though some observations of celestial
companies make products objects and events into their
that are safe to eat, creation myths and religions.
others choose to use Civilizations such as the
dangerous ingredients like Babylonians and Egyptians
coal tar and made long-term, systematic
formaldehyde, both observations of the night sky
human carcinogens, and and some of their records
lead acetate, a still survive.
developmental toxin.
I. EVALUATING Identify the major Explain what is meant by diurnal FIRST FIRST
LEARNING ingredients of cosmetics motion, annual motion, precession of QUARTER QUARTER
# such as body lotion, skin the equinoxes. EXAMINATION EXAMINATION
EVALUATE whitener, deodorants,
Region I
shaving cream, and and Explain how the Greeks knew that the
perfume. Earth is spherical
J. ADDITIONAL Explain what the Greeks
ACTIVITIES FOR considered to be the
APPLICATION OR three types of terrestrial
REMEDIATION motion
# EXTEND
V. REMARKS
VI. REFLECTION
A. NO. OF
LEARNERS WHO EARNED
80% IN EVALUATION
B. NO. OF
SCORED BELOW 80%
C. DID THE
REMEDIATION LESSON
WHO HAVE CAUGHT UP
WITH THE LESSON
D. NO. OF
E. WITH OF MY
TEACHING STRATEGIES
Region I
THESE WORK?
F. WHAT
DIFFICULTIES DID I
ENCOUNTER WHICH MY
CAN HELP ME SOLVE?
G. WHAT
TO SHARE WITH OTHER
TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
Region I
DIVISION OF CAPIZ
Maayon, Capiz
Subject: General Physics I

I. OBJECTIVES
HOLIDAY Evidence that the

Greek views of matter, motion, and Competing models of the Copernicus, Brahe, and Earth is not
A. CONTENTS the universe universe by Eudoxus, the center of the
Aristotle, Aristarchus,
Kepler
STANDARD universe
Ptolemy,
B. PERFORMANCE
TASKS
C. LEARNING Explain what is meant by diurnal Explain how Plato’s Explain how Galileo’s
COMPETENCIES / motion, annual motion, precession of problem of “Saving the Cite examples of astronomical
OBJECTIVES the equinoxes Appearances” constrained astronomical phenomena discoveries and
S11/12PS-IVa-37 Greek models of the known to astronomers before observations (lunar
Universe the advent of telescopes craters, phases of
Explain how the Greeks knew that S11/12PS-IVa-39 S11/12PS-IVa-41 Venus, moons of
the Earth is spherical Compare and contrast Jupiter, sun spots,
S11/12PS-IVa-38 Compare and contrast the explanations and models of supernovas, the
models/descriptions of the astronomical phenomena apparently identical
universe by Eudoxus, (Copernican, Ptolemaic, and size of stars as seen
Aristotle, Aristarchus, Tychonic) through the naked
Ptolemy, and Copernicus S11/12PS-IVa-42 eye, and telescope
S11/12PS-IVa-40 observations) helped
Region I
weaken the support

for the Ptolemaic
model.
S11/12PS-IVb-43
II. CONTENT How we come to realize that the How we come to realize How we come to realize that How we come to
Earth is not the center of the that the Earth is not the the Earth is not the center of realize that the Earth
Universe. center of the Universe. the Universe. is not the center of
the Universe.
III. LEARNING
RESOURCES
A. REFERENCES
1. TEACHING
GUIDE PAGES
Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint
presentation
3. TEXTBOOK
PAGES
4. ADDITIONAL
LEARNING MATERIALS
FROM LEARNING
RESOURCES PORTAL
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. REVIEWING Explain what the Greeks considered Explain what is meant by How each models of the Explain and models of
PREVIOUS LESSON OR to be the three types of terrestrial diurnal motion, annual universe by Eudoxus, astronomical
PRESENTING THE NEW motion motion, precession of the Aristotle, Aristarchus, phenomena
LESSON equinoxes. Ptolemy represents? (Copernican, Ptolemaic,
and Tychonic)
B. ESTABLISHING Explain what is meant by diurnal Compare and contrast the Compare and contrast Discuss the
A PURPOSE FOR A LESSON motion, annual motion, precession of models/descriptions of the explanations and models of observation of Galileo
Region I
the equinoxes universe by Eudoxus, astronomical phenomena that support the

Aristotle, Aristarchus, (Copernican, Ptolemaic, and Ptolemaic model.
Ptolemy, and Copernicus Tychonic
C. PRESENTING Precession of the Models Of The Universe In Kepler's day three models Galileo Galilei is one
EXAMPLES/INSTANCES OF A equinoxes, motion of Eudoxus Of Cnidus  One existed to explain the of the most
NEW LESSON the equinoxes along the ecliptic (the of the best mathematicians observed motions of the influential figures in
plane of Earth’s orbit) caused by the and astronomers of the "wandering stars." However, modern astronomy.
cyclic precession of Earth’s axis of Plato era, EUDOXUS OF no clear criteria of physical While he did not
rotation. CNIDUS around 400 B.C "truthfulness" existed to propose the idea that
devised the system o discern which of these the sun was at the
concentric spheres and models corresponded to the center of the solar
gave the first systematic actual, physical universe. system, he strongly
explanation of the Each model could be used to supported it. Galileo
movements of the sun, the predict the future longitude proceeded to make a
moon and the planets, and latitude of planets in the number of
emphasizing once again sky for a few years out. All observations that
the ancient Greek’s of them became less strongly supported
insistence in the spherical accurate as time progressed. the claim that the
perfection . Earth and other
planets revolved
around the sun.
D.DISCUSSING THE The spin of the Earth on its axis. It Aristarchus was the first The ancient, Earth-centered The first was the
NEW CONCEPTS AND takes one day for the Earth to person to attempt to model of Egyptian geocentric model, in
PRACTICING NEW SKILLS complete one rotation. The daily calculate the relative astronomer Claudius which the heavenly
# ENGAGE motion of the Earth is called diurnal distance between the Earth Ptolemy (c. 90-c. 180 AD) bodies rotated
motion •The apparent westward and the Sun in the 3rd dominated European around the Earth.
motion of the Sun, Moon, and stars century BCE. He did this by astronomy for fifteen This was first
across our sky each day is caused by measuring the angle centuries. Ptolemy believed converted into a
Earth’s rotation •We generalize this between the Moon and the that the Sun and planets scientific theory by
motion to make statements such as, Sun during a half moon, orbited the Earth and the philosopher
“The Sun rises in the east and sets in and using trigonometry accounted for the irregular Ptolemy. Later,
the west.” •The same is true for the (discussed in Book II). motion of the planets by Ptolemy's model was
Moon, planets and the stars. Earth spinning wheels that he adopted by the
Rotation called "epicycles." The Roman Catholic
animation depicts Mars Church. The second
moving on its "epicycle" model was the
around the Sun. heliocentric, or sun-
Region I
centered, model,
which proposed that
the Earth and other
heavenly bodies
rotated around the
sun.
E.DISCUSSING THE At middle latitudes, we see the Sun, Ancient Greek philosopher Nicholas Copernicus, a One of Galileo's
NEW CONCEPTS AND Moon, and many of the stars first Aristotle extended Polish statesman and contributions in
PRACTICING NEW SKILLS come into view moving upward, Eudoxus’ model of the mathematician, published support of a
# EXPLORE rising at some point along the universe in the 4th century a model in 1543 in which heliocentric model
eastern horizon. Then, they appear BCE. Aristotle’s universe he asserted that the Sun was the observation
to arc across the sky, gaining was geocentric, with the lay at the center of the that Venus had
greatest altitude at the local Sun, Moon, planets, and planetary system. phases similar to
meridian. Finally, they disappear stars all orbiting the Earth those of the moon.
somewhere along the western inside of Eudoxus’ spheres. Galileo was able to
horizon. •Each day we see the Sun’s Aristotle’s universe was observe this because
path across our sky, it is a snapshot finite in terms of space, but he made significant
of a series of 365 separate paths existed eternally in time. use of telescopes,
that occur throughout the year. which were a
•Each daily “snapshot” of the Sun is relatively recent
just one position of the Sun along invention in his day.
the ecliptic plane (as seen from the He was the first
Earth). person to develop
and use the
telescope for
astronomical
observation.
We now know that the diurnal In Brahe’s model of the Tycho Brahe, the eccentric Through his
F. DEVELOPING motion of the stars and the Sun is universe, called the Danish nobleman and telescope, he saw
MASTERY ( leads to due to the Earth's rotation. Tychonic System, earth astronomer who compiled that Venus went
Formative Assessment was at the center and the the voluminous astronomical through phases. The
# EXPLAIN In addition, the movement of the sun and the moon revolve data which Kepler would use only way that this
Sun along the ecliptic is actually around it, and all the other to construct his theories, would be possible, he
because of the Earth's revolution planets orbited the sun. developed and promoted his concluded, would be
around the Sun. Such a model was a type own model of the cosmos--a if it were between
of the geocentric system. kind of middle way between Earth and the sun. In
Ptolemy and Copernicus. a geocentric model
Region I
with Venus between

the Earth and the
sun, Venus would
appear in a crescent
or new phase.
However, Galileo
observed Venus in a
complete range of
phases. Hence,
Galileo's observations
of Venus supported a
heliocentric model.
G. FINDING Let's now consider the point of view Ancient Greek Kepler started from the Galileo's
PRACTICAL APPLICATIONS where we are fixed with respect to mathematician Pythagoras following premise: The given contributions were
OF CONCEPTS AND SKILLS the stars, located above (north of) was the first to suggest models of planetary motion significant because
IN DAILY LIVING the Earth, looking down on it and that the Earth is spherical all produced absurdities of they were
# observing these motions. in about 500 BCE, and this one variety or another. For revolutionary
ELABORATE was accepted by most example, look at this observations of
Greek philosophers at the diagram at right showing the physical phenomena.
First we notice that, looking down on time.[1] Ancient Greek actual path which Ptolemaic Other scientists
the Earth's north pole, it astronomer Eudoxus of theory causes a planet travel. helped to define the
is rotating counterclockwise. Cnidus was the first person It goes in loops! laws that, in
known to present a combination with
mathematical theory of the Galileo's
universe. observations, helped
create a new model
of the solar system.
H. MAKING We now know that the diurnal Astronomy is probably the In the 16th century the Those that proved
GENERALIZATIONS AND motion of the stars and the Sun is oldest of sciences. Copernican model conflicted that the Ptolemaic
ABSTRACTIONS ABOUT THE due to the Earth's rotation. Humans, with their innate with the accepted model was incorrect;
LESSON curiosity and intelligence (Aristotelian) physics and and those that
In addition, the movement of the have looked up and undermined the
was rejected in favor of the
Sun along the ecliptic is actually wondered about broader philosophy of
because of the Earth's revolution phenomena in the sky Ptolemaic or Tychonic Aristotelianism that
around the Sun. since prehistoric times. models. By the 18th century included the
People of different cultures Newtonian physics became Ptolemaic model.
scattered across the globe the dominant physical We'll first consider
Region I
have incorporated their theory and the Copernican some philosophically

observations of celestial model became accepted, in important
objects and events into spite of the fact that it observations and then
their creation myths and predicted an as-yet- the ones that proved
religions. Civilizations such Venus, at least, goes
unobserved annual stellar
as the Babylonians and around the Sun and
Egyptians made long-term, parallax, because it fit much not around Earth.
systematic observations of better with Newtonian ideas
the night sky and some of about motion than did the
their records still survive. Tychonic theory. Studying
this episode in the history of
astronomy can give students
significant insight into how
scientific theories are
evaluated and how those
evaluations change over
time, thus helping them gain
a better understanding of
the nature of science.
I. EVALUATING Explain what is meant by diurnal Compare and contrast the Explain Galileo’s
LEARNING motion, annual motion, precession of three models of the observation and how
# the equinoxes. astronomy. He support the
EVALUATE Explain how the Greeks knew that heliocentric model.
the Earth is spherical
J. ADDITIONAL Explain the different

ACTIVITIES FOR phass of the moon,
APPLICATION OR the phases of venus
REMEDIATION and the Sun.
# EXTEND
V. REMARKS
VI. REFLECTION
A. NO. OF
LEARNERS WHO EARNED
80% IN EVALUATION
Region I
B. NO. OF
SCORED BELOW 80%
C. DID THE
REMEDIATION LESSON
WHO HAVE CAUGHT UP
WITH THE LESSON
D. NO. OF
E. WITH OF MY
TEACHING STRATEGIES
THESE WORK?
F. WHAT
DIFFICULTIES DID I
ENCOUNTER WHICH MY
CAN HELP ME SOLVE?
G. WHAT
INNOVATION OR
LOCALIZED MATERIALS DID
I USE / DISCOVER WHICH I
WISH TO SHARE WITH
OTHER TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
Region I
DIVISION OF CAPIZ
Maayon, Capiz


I. OBJECTIVES
Regular MASSAA
Holiday Meet
Evidence that the Earth Evidence that the Earth is not
Copernicus, Brahe, and is not the center of the universe
A. CONTENTS Kepler the center of the universe
STANDARD
B. PERFORMANCE
TASKS
C. LEARNING Explain how Galileo’s
COMPETENCIES / OBJECTIVES Cite examples of astronomical astronomical discoveries explain how Brahe’s innovations and
phenomena known to astronomers and observations (lunar extensive collection of data in
before the advent of telescopes craters, phases of Venus, observational astronomy paved the
S11/12PS-IVa-41 moons of Jupiter, sun spots, way for Kepler’s discovery of his laws
Compare and contrast explanations supernovas, the apparently of planetary motion
and models of astronomical identical size of stars as S11/12PS-IVb-44
phenomena (Copernican, seen through the naked
Region I
Ptolemaic, and Tychonic) eye, and telescope

S11/12PS-IVa-42 observations) helped
weaken the support for the
Ptolemaic model.
S11/12PS-IVb-43
II. CONTENT How we come to realize that the How we come to realize How we come to realize that the Earth
Earth is not the center of the that the Earth is not the is not the center of the Universe.
Universe. center of the Universe.
III. LEARNING
RESOURCES
A. REFERENCES
1. TEACHING
GUIDE PAGES
2. LEARNER’S Paper Paper Paper
MATERIALS Ballpen Ballpen Ballpen
Powerpoint presentation Powerpoint presentation Powerpoint presentation
3. TEXTBOOK
PAGES
4. ADDITIONAL
LEARNING RESOURCES
PORTAL
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. REVIEWING How each models of the universe Explain and models of Explain how Kepler’s Law was
PREVIOUS LESSON OR by Eudoxus, Aristotle, Aristarchus, astronomical phenomena discovered.
PRESENTING THE NEW Ptolemy represents? (Copernican, Ptolemaic, and
LESSON Tychonic)
B. ESTABLISHING A Compare and contrast explanations Discuss the observation of Explain how Kepler’s Law was
PURPOSE FOR A LESSON and models of astronomical Galileo that support the discovered.
phenomena (Copernican, Ptolemaic, Ptolemaic model.
and Tychonic
C. PRESENTING In Kepler's day three models Galileo Galilei is one of the Kepler, who never made a celestial
Region I
EXAMPLES/INSTANCES OF A existed to explain the observed most influential figures in observation of his own - a dubious
NEW LESSON motions of the "wandering stars." modern astronomy. While honor in science which he shares with
However, no clear criteria of he did not propose the Copernicus, Newton and Einstein -
physical "truthfulness" existed to idea that the sun was at hoped to find his “harmonic
discern which of these models the center of the solar dreams” in Tycho’s extensive
corresponded to the actual, system, he strongly collection of data, but to his great
physical universe. Each model supported it. Galileo disappointment, he didn't.
could be used to predict the future proceeded to make a
longitude and latitude of planets in number of observations
the sky for a few years out. All of that strongly supported the
them became less accurate as time claim that the Earth and
progressed. other planets revolved
around the sun.
D.DISCUSSING THE The ancient, Earth-centered model The first was the Instead of being an honest scientist
NEW CONCEPTS AND of Egyptian astronomer Claudius geocentric model, in which interested in the nature of things, he
PRACTICING NEW SKILLS Ptolemy (c. 90-c. 180 AD) the heavenly bodies was too hell bent on proving his
# ENGAGE dominated European astronomy rotated around the Earth. fantasy about a divine cosmic
for fifteen centuries. Ptolemy This was first converted harmony - a theological goal, not a
believed that the Sun and planets into a scientific theory by scientific one. The only chance to get
orbited the Earth and accounted the philosopher Ptolemy. there was retro-engineer and hoping
for the irregular motion of the Later, Ptolemy's model was nobody would figure it out.
planets by spinning wheels that he adopted by the Roman
called "epicycles." The animation Catholic Church. The
depicts Mars moving on its second model was the
"epicycle" around the Sun. heliocentric, or sun-
centered, model, which
proposed that the Earth
and other heavenly bodies
rotated around the sun.
E.DISCUSSING THE Nicholas Copernicus, a One of Galileo's But Kepler’s harmonic dream can be
NEW CONCEPTS AND Polish statesman and contributions in support of shown to be dead born from the get
PRACTICING NEW SKILLS mathematician, published a a heliocentric model was go on principles alone, because it
# EXPLORE model in 1543 in which he the observation that Venus violates the principles of
asserted that the Sun lay at the had phases similar to those the “dynamics of massive
center of the planetary system. of the moon. Galileo was bodies” and contrary to dogmatic
able to observe this belief, it is NOT compatible with
because he made Newton gravity, no matter what
Region I
significant use of mathematicians may want to show

telescopes, which were a you.
relatively recent invention
in his day. He was the first
person to develop and use
the telescope for
astronomical observation.
Tycho Brahe, the eccentric Through his telescope, he Brahe was by all accounts an
F. DEVELOPING Danish nobleman and astronomer saw that Venus went extremely colorful character. He
MASTERY ( leads to Formative who compiled the voluminous through phases. The only allegedly challenged a fellow student
Assessment astronomical data which Kepler way that this would be to a duel with swords in a dispute
# EXPLAIN would use to construct his possible, he concluded, over who was the better
theories, developed and promoted would be if it were mathematician. Brahe's nose was
his own model of the cosmos--a between Earth and the partially cut off, and he was said to
kind of middle way between sun. In a geocentric model wear a gold and silver
Ptolemy and Copernicus. with Venus between the replacement upon which he would
Earth and the sun, Venus continually rub oil. He fell out of favor
would appear in a crescent when a new King came to power in
or new phase. However, 1588, and moved to Prague shortly
Galileo observed Venus in thereafter. This is of great historical
a complete range of significance because this move would
phases. Hence, Galileo's eventually make Brahe's data available
observations of Venus to Kepler, who went to Prague also to
supported a heliocentric become Brahe's assistant. Brahe is
model. thought to have died when he
contracted a urinary infection while
attending a banquet hosted by a
baron in Prague in which he drank
extensively but felt that etiquette
prevented him from leaving the table
to relieve himself before the host left.
p
G. FINDING Kepler started from the following Galileo's contributions were As we have noted, modern astronomy
PRACTICAL APPLICATIONS OF premise: The given models of significant because they is built on the interplay between
Region I
CONCEPTS AND SKILLS IN planetary motion all produced were revolutionary quantitative observations and testable
DAILY LIVING absurdities of one variety or observations of physical theories that attempt to account for
# ELABORATE another. For example, look at this phenomena. Other those observations in a logical and
diagram at right showing the scientists helped to define mathematical way. A crucial ingredient
actual path which Ptolemaic theory the laws that, in in the Copernican revolution was the
causes a planet travel. It goes in combination with Galileo's acquisition of more precise data on
loops! observations, helped the motions of objects on the celestial
create a new model of the sphere.
solar system.
H. MAKING In the 16th century the Those that proved that the Kepler’s laws of planetary
GENERALIZATIONS AND Copernican model conflicted with Ptolemaic model was motion, in astronomy and
ABSTRACTIONS ABOUT THE the accepted (Aristotelian) physics incorrect; and those that classical physics, laws describing the
LESSON and was rejected in favor of the undermined the broader motions of the planets in the solar
philosophy of system. They were derived by the
Ptolemaic or Tychonic models. By
Aristotelianism that included German astronomer Johannes Kepler,
the 18th century Newtonian the Ptolemaic model. We'll whose analysis of the observations of
physics became the dominant first consider some the 16th-century Danish
physical theory and the philosophically important astronomer Tycho Brahe enabled him
Copernican model became observations and then the to announce his first two laws in the
accepted, in spite of the fact that ones that proved Venus, at year 1609 and a third law nearly a
it predicted an as-yet-unobserved least, goes around the Sun decade later, in 1618. Kepler himself
annual stellar parallax, because it and not around Earth. never numbered these laws or
fit much better with Newtonian specially distinguished them from his
other discoveries.
ideas about motion than did the
Tychonic theory. Studying this
episode in the history of
astronomy can give students
significant insight into how
scientific theories are evaluated
and how those evaluations change
over time, thus helping them gain
a better understanding of the
nature of science.
I. EVALUATING Compare and contrast the three Explain Galileo’s observation How Brahe’s innovations and
LEARNING models of the astronomy. and how He support the extensive collection of data in
# EVALUATE heliocentric model. observational astronomy paved the
Region I
way for Kepler’s discovery of his laws

of planetary motion?
J. ADDITIONAL Explain the different phase
ACTIVITIES FOR of the moon, the phases of
APPLICATION OR Venus and the Sun.
REMEDIATION
# EXTEND
V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS
WHO EARNED 80% IN
EVALUATION
B. NO. OF LEARNERS
WHO REQUIRE ADDITIONAL
ACTIVITIES FOR
REMEDIAATION WHO
SCORED BELOW 80%
C. DID THE
REMEDIATION LESSON
WHO HAVE CAUGHT UP WITH
THE LESSON
D. NO. OF LEARNERS
WHO CONTINUE TO REQUIRE
REMEDIATION
E. WITH OF MY
TEACHING STRATEGIES
THESE WORK?
F. WHAT
DIFFICULTIES DID I
ENCOUNTER WHICH MY
PRINCIPAL OR SUPERIOR CAN
HELP ME SOLVE?
G. WHAT
Region I
DISCOVER WHICH I WISH TO
SHARE WITH OTHER
TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
Region I
DIVISION OF CAPIZ
Maayon, Capiz
Date; September 2-6, 2019

I. OBJECTIVES
Assessment
evidence that the Aristotelian vs. Galilean views of how Galileo used his how Galileo used his ( Quiz Day)
A. CONTENTS Earth is not motion discoveries in mechanics discoveries in mechanics
STANDARD the center of the (and astronomy) to (and astronomy) to
universe address address scientific
scientific objections to objections to the
the Copernican model Copernican model
B. PERFORMANCE
TASKS
C. LEARNING Apply Kepler’s 3rd law Compare and contrast the
COMPETENCIES / of planetary motion to Aristotelian and Galilean conceptions explain how Galileo explain how Galileo
OBJECTIVES objects in the solar of vertical motion, horizontal motion, inferred that objects in inferred that objects in
system and projectile motion. vacuum fall with uniform vacuum fall with uniform
S11/12PS-IVb-45 S11/12PS-IVc-46 acceleration, and that acceleration, and that
force is not necessary to force is not necessary to
sustain horizontal motion sustain horizontal motion
S11/12PS-IVc-47 S11/12PS-IVc-47
II. CONTENT
III. LEARNING
RESOURCES
Region I
A. REFERENCES
1. TEACHING
GUIDE PAGES
Powerpoint Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint
3. TEXTBOOK
PAGES
4. ADDITIONAL
LEARNING RESOURCES
PORTAL
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. REVIEWING How Brahe’s What is the difference of
PREVIOUS LESSON OR innovations and How to apply Kepler’s 3rd law of What is the difference of Aristotelian and Galilean
PRESENTING THE NEW extensive collection of planetary motion to objects in the Aristotelian and Galilean conceptions of vertical
LESSON data in observational solar system ? conceptions of vertical motion, horizontal motion,
astronomy paved the motion, horizontal motion, and projectile motion?
way for Kepler’s and projectile motion?
discovery of his laws of
planetary motion ?
B. ESTABLISHING A Understand the third Explain the similarities and differences explain how Galileo explain how Galileo
PURPOSE FOR A LESSON law of planetary of the Aristotelian and Galilean inferred that objects in inferred that objects in
motion. conceptions of vertical motion, vacuum fall with uniform vacuum fall with uniform
horizontal motion, and projectile acceleration, and that force acceleration, and that force
motion. is not necessary to sustain is not necessary to sustain
horizontal motion horizontal motion
C. PRESENTING Aristotle and Galileo were two of the Maybe the most famous Maybe the most famous
EXAMPLES/INSTANCES OF A most important historical figures in scientific experiment is scientific experiment is
NEW LESSON physics. They may have opposing views Galileo Galilei's dropping Galileo Galilei's dropping
regarding motion, but they helped objects from the leaning objects from the leaning
Region I
science progress. tower of Pisa in order to tower of Pisa in order to

prove that all objects fall at prove that all objects fall at
the same rate, whatever the same rate, whatever
their mass. their mass.
D.DISCUSSING THE There are actually three, Aristotle explained the behavior of an A walking person who A walking person who
NEW CONCEPTS AND Kepler’s laws that is, of object, such as a rock, in terms of speeds up is making a speeds up is making a
PRACTICING NEW SKILLS planetary motion: 1) the “essential nature” of that object. conscious choice. If one conscious choice. If one
# ENGAGE every planet’s orbit is an For Aristotle, a non-measurable force stretch of a river flows stretch of a river flows
ellipse with the Sun at a existed within an object that compelled more rapidly than another, more rapidly than another,
focus; 2) a line joining the it to behave in a certain manner. it may be only because the it may be only because the
Sun and a planet sweeps channel is narrower there, channel is narrower there,
out equal areas in equal which is just an accident of which is just an accident of
times; and 3) the square the local geography. the local geography.
of a planet’s orbital
period is proportional to
the cube of the semi-
major axis of its orbit. As
it’s the third which is
most often used, Kepler’s
law usually means
Kepler’s third law (of
planetary motion).
E.DISCUSSING THE Kepler’s laws have an A stone, for example, was classified by objects is the simplest and objects is the simplest and
NEW CONCEPTS AND important place in the Aristotle as a heavy object, while fire most common example of most common example of
PRACTICING NEW SKILLS history of astronomy, was defined as a light object. Since motion with changing motion with changing
# EXPLORE cosmology, and science in heavy objects, likes stones, tend to fall velocity. The early pioneers velocity. The early pioneers
general. They marked a downwards and light objects, such as of physics had a correct of physics had a correct
key step in the revolution fire, tend to move upwards, these intuition that the way intuition that the way
which moved the center behaviors -- things drop was a message things drop was a message
of the universe from the gravity and levity respectively-- were directly from Nature directly from Nature
Earth (geocentric deemed by Aristotle to be part of herself about how the herself about how the
cosmology) to the Sun the essential nature of those objects. universe worked. universe worked.
(heliocentric),
They laid the foundation Aristotle believed that the motion of an Galileo's second stroke of Galileo's second stroke of
F. DEVELOPING for the unification of object is parallel to the ground until it is genius was to find a way to genius was to find a way to
Region I
MASTERY ( leads to heaven and earth, by the object's time to fall back into the make quantitative make quantitative
Formative Assessment Newton, a century later ground. An impetus will be kept by the measurements of how the measurements of how the
# EXPLAIN (before Newton the rules, object until such time that the initial speed of a falling object speed of a falling object
or laws, which governed force is forgotten, and the object returns increased as it went along. increased as it went along.
celestial phenomena to its natural state to stop moving and Again it was problematic to Again it was problematic to
were widely believed to fall to the ground. make sufficiently accurate make sufficiently accurate
be disconnected with time measurements with time measurements with
those controlling things primitive clocks, and again primitive clocks, and again
which happened on he found a tricky way to he found a tricky way to
Earth; Newton showed – slow things down while slow things down while
with his universal law of preserving the essential preserving the essential
gravitation – that the physical phenomena: he let physical phenomena: he let
same law rules both a ball roll down a slope a ball roll down a slope
heaven and earth). instead of dropping it instead of dropping it
vertically. vertically.
G. FINDING Although Kepler’s laws Galileo disproved Aristotle’s claims and The steeper the incline, the The steeper the incline, the
PRACTICAL APPLICATIONS are only an believed that the motion of objects is more rapidly the ball would more rapidly the ball would
OF CONCEPTS AND SKILLS approximation – they are not simply due to the composition of gain speed. Without a gain speed. Without a
IN DAILY LIVING exact, in classical physics, objects. He mentioned that motion can modern video camera, modern video camera,
# only for a planetary be described by mathematics and the Galileo had invented a way Galileo had invented a way
ELABORATE system of just one planet changes in some physical variables such to make a slow-motion to make a slow-motion
(and then the focus is the as time and distance. version of falling. version of falling.
baricenter, not the Sun) –
for systems in which one
object dominates, mass-
wise, they are a good
approximation.
H. MAKING Kepler obtained Brahe's According to Aristotle, motion can be An object that falls through An object that falls through
GENERALIZATIONS AND data after his death either natural or violent motion. He also a vacuum is subjected to a vacuum is subjected to
ABSTRACTIONS ABOUT THE despite the attempts by had his view on the projectile motion of only one external force, the only one external force, the
LESSON Brahe's family to keep the an object. He believed that an object gravitational force, gravitational force,
data from him in the thrown at a certain angle is given an expressed as theweight of expressed as theweight of
hope of monetary gain. impetus. It will continue to move in such the object. The weight the object. The weight
There is some evidence state until the object’s impetus is lost, equation defines the equation defines the
that Kepler obtained the and the object returns to its natural weight W to be equal to weight W to be equal to
data by less than legal state, causing it to stop and fall to the the mass of the the mass of the
means; it is fortunate for ground. Galileo disproved Aristotle’s object m times the object m times the
Region I
the development of claims and believed that the motion of gravitational gravitational
modern astronomy that objects is not simply due to the acceleration g: acceleration g:
he was successful. composition of objects. He mentioned
Utilizing the voluminous that motion can be described by
and precise data of Brahe, mathematics and the changes in some
Kepler was eventually physical variables such as time and
able to build on the distance. Using his actual thorough
realization that the orbits experiments, he was able to prove that:
of the planets were 1. an object in uniform motion will travel
ellipses to formulate a distance that is proportional to the
his Three Laws of time it will take to travel; 2. a uniformly
Planetary Motion. accelerating object will travel at a speed
and proportional to some factor of time;
and 3. an object in motion, if
unimpeded, will continue to be in
motion; an external force is not
necessary to maintain the motion.
I. EVALUATING Kepler's Third Law implies explain how Galileo explain how Galileo Analyze and
LEARNING that the period for a Answer the following: inferred that objects in inferred that objects in answer the
# planet to orbit the Sun vacuum fall with uniform vacuum fall with uniform following
EVALUATE increases rapidly with the 1. What is the Aristotelian world view? acceleration acceleration questions.
radius of its orbit. Thus,
we find that Mercury, the 2. How did Galileo change it? 1. What is
innermost planet, takes Kepler’s third
only 88 days to orbit the law?
3. Could you please give me some
Sun but the outermost 2. Compare and
explanation?
planet (Pluto) requires contrast Aristotle
248 years to do the same. and Galilean
conception
about horizontal
and vertical
motion.
3. What is the
Aristotelian
world view?
4. explain how
Galileo inferred
Region I
that objects in
vacuum fall with
uniform
acceleration, and
that force is not
necessary to
sustain
horizontal
motion
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION OR
REMEDIATION
# EXTEND
V. REMARKS
VI. REFLECTION
A. NO. OF
LEARNERS WHO EARNED
80% IN EVALUATION
B. NO. OF
SCORED BELOW 80%
C. DID THE
REMEDIATION LESSON
WHO HAVE CAUGHT UP
WITH THE LESSON
D. NO. OF
Region I
E. WITH OF MY
TEACHING STRATEGIES
THESE WORK?
F. WHAT
DIFFICULTIES DID I
ENCOUNTER WHICH MY
CAN HELP ME SOLVE?
G. WHAT
TO SHARE WITH OTHER
TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Region I
Maayon, Capiz
Date; September 9-13, 2019

I. OBJECTIVES
Assessment ( Quiz SOLIDARITY UNIT MEET

how Galileo used his how Galileo used his Day)
A. CONTENTS STANDARD discoveries in discoveries in
mechanics (and mechanics (and
astronomy) to address astronomy) to
scientific objections to address scientific
the Copernican model objections to the
Copernican model
B. PERFORMANCE TASKS
C. LEARNING COMPETENCIES /
OBJECTIVES explain how Galileo explain how Galileo
inferred that objects in inferred that objects
vacuum fall with in vacuum fall with
uniform acceleration, uniform
and that force is not acceleration, and
necessary to sustain that force is not
horizontal motion necessary to sustain
S11/12PS-IVc-47 horizontal motion
S11/12PS-IVc-47
II. CONTENT
A. REFERENCES
Region I
1. TEACHING GUIDE PAGES
2. LEARNER’S MATERIALS Paper Paper Paper

Ballpen Ballpen Ballpen
Powerpoint Powerpoint Powerpoint
presentation presentation presentation
3. TEXTBOOK PAGES
4. ADDITIONAL LEARNING
MATERIALS FROM LEARNING RESOURCES
PORTAL
B. OTHER LEARNING RESOURCES
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR What is the difference

PRESENTING THE NEW LESSON What is the difference of of Aristotelian and
Aristotelian and Galilean Galilean conceptions
conceptions of vertical of vertical motion,
motion, horizontal horizontal motion,
motion, and projectile and projectile
motion? motion?
B. ESTABLISHING A PURPOSE FOR A explain how Galileo explain how Galileo

LESSON inferred that objects in inferred that objects
uniform acceleration, uniform acceleration,
and that force is not and that force is not
necessary to sustain necessary to sustain
horizontal motion horizontal motion
C. PRESENTING EXAMPLES/INSTANCES Maybe the most famous Maybe the most

OF A NEW LESSON scientific experiment is famous scientific
Galileo Galilei's dropping experiment is Galileo
objects from the leaning Galilei's dropping
tower of Pisa in order to objects from the
Region I
prove that all objects fall leaning tower of Pisa

at the same rate, in order to prove that
whatever their mass. all objects fall at the
same rate, whatever
their mass.
D.DISCUSSING THE NEW CONCEPTS A walking person who A walking person who
AND PRACTICING NEW SKILLS speeds up is making a speeds up is making a
# ENGAGE conscious choice. If one conscious choice. If
stretch of a river flows one stretch of a river
more rapidly than flows more rapidly
another, it may be only than another, it may
because the channel is be only because the
narrower there, which is channel is narrower
just an accident of the there, which is just an
local geography. accident of the local
geography.
E.DISCUSSING THE NEW CONCEPTS objects is the simplest objects is the simplest
AND PRACTICING NEW SKILLS and most common and most common
# EXPLORE example of motion with example of motion
changing velocity. The with changing
early pioneers of physics velocity. The early
had a correct intuition pioneers of physics
that the way things drop had a correct intuition
was a message directly that the way things
from Nature herself drop was a message
about how the universe directly from Nature
worked. herself about how the
universe worked.
Galileo's second stroke Galileo's second
F. DEVELOPING MASTERY ( leads to of genius was to find a stroke of genius was
Formative Assessment way to make to find a way to make
# EXPLAIN quantitative quantitative
measurements of how measurements of how
the speed of a falling the speed of a falling
object increased as it object increased as it
went along. Again it was went along. Again it
problematic to make was problematic to
Region I
sufficiently accurate make sufficiently

time measurements accurate time
with primitive clocks, measurements with
and again he found a primitive clocks, and
tricky way to slow things again he found a
down while preserving tricky way to slow
the essential physical things down while
phenomena: he let a ball preserving the
roll down a slope instead essential physical
of dropping it vertically. phenomena: he let a
ball roll down a slope
instead of dropping it
vertically.
G. FINDING PRACTICAL APPLICATIONS The steeper the incline, The steeper the
OF CONCEPTS AND SKILLS IN DAILY LIVING the more rapidly the ball incline, the more
# ELABORATE would gain speed. rapidly the ball would
Without a modern video gain speed. Without a
camera, Galileo had modern video camera,
invented a way to make Galileo had invented a
a slow-motion version of way to make a slow-
falling. motion version of
falling.
H. MAKING GENERALIZATIONS AND An object that falls An object that falls
ABSTRACTIONS ABOUT THE LESSON through a vacuum is through a vacuum is
subjected to only one subjected to only one
external force, the external force, the
gravitational force, gravitational force,
expressed as expressed as
theweight of the object. theweight of the
The weight object. The weight
equation defines the equation defines the
weight W to be equal to weight W to be equal
the mass of the to the mass of the
object m times the object m times the
gravitational gravitational
Region I
acceleration g: acceleration g:
I. EVALUATING LEARNING explain how Galileo explain how Galileo Analyze and answer the
# EVALUATE inferred that objects in inferred that objects following questions.
uniform acceleration uniform acceleration 1. What is Kepler’s third
law?
2. Compare and contrast
Aristotle and Galilean
conception about
horizontal and vertical
motion.
3. What is the
Aristotelian world view?
4. explain how Galileo
inferred that objects in
vacuum fall with
uniform acceleration,
and that force is not
necessary to sustain
horizontal motion
J. ADDITIONAL ACTIVITIES FOR
APPLICATION OR REMEDIATION
# EXTEND
V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED
80% IN EVALUATION
B. NO. OF LEARNERS WHO REQUIRE

ADDITIONAL ACTIVITIES FOR REMEDIAATION
WHO SCORED BELOW 80%
C. DID THE REMEDIATION LESSON
WORK? NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON
D. NO. OF LEARNERS WHO CONTINUE
Region I
E. WITH OF MY TEACHING
STRATEGIES WORKED WELL? WHY DID THESE
WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERIOR CAN HELP ME SOLVE?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER WHICH I
WISH TO SHARE WITH OTHER TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
Region I
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
A. CONTENTS STANDARD
OBJECTIVES
II. CONTENT
A. REFERENCES

Region I
2. LEARNER’S MATERIALS
3. TEXTBOOK PAGES
4. ADDITIONAL LEARNING MATERIALS

FROM LEARNING RESOURCES PORTAL
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR

PRESENTING THE NEW LESSON
B. ESTABLISHING A PURPOSE FOR A

LESSON
C. PRESENTING EXAMPLES/INSTANCES OF
A NEW LESSON
D.DISCUSSING THE NEW CONCEPTS AND

PRACTICING NEW SKILLS
# ENGAGE
E.DISCUSSING THE NEW CONCEPTS AND

# EXPLORE
F. DEVELOPING MASTERY ( leads to

Region I
Formative Assessment
# EXPLAIN
Region I
G. FINDING PRACTICAL APPLICATIONS OF

CONCEPTS AND SKILLS IN DAILY LIVING
# ELABORATE
H. MAKING GENERALIZATIONS AND

ABSTRACTIONS ABOUT THE LESSON
I. EVALUATING LEARNING
# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%

IN EVALUATION

ADDITIONAL ACTIVITIES FOR REMEDIAATION WHO
SCORED BELOW 80%
C. DID THE REMEDIATION LESSON WORK?

NO. OF LEARNERS WHO HAVE CAUGHT UP WITH
THE LESSON
D. NO. OF LEARNERS WHO CONTINUE TO

REQUIRE REMEDIATION
E. WITH OF MY TEACHING STRATEGIES

Region I
WORKED WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERIOR CAN HELP ME
SOLVE?

MATERIALS DID I USE / DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
Region I
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
Region I
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE

# EXPLORE
Region I

# EXPLAIN
Region I

# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON
Region I

REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
Region I
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
Region I
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

Region I
# ENGAGE

# EXPLORE

# EXPLAIN
Region I

# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%
Region I

THE LESSON

REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
Region I
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
Region I
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON
Region I

# ENGAGE

# EXPLORE

# EXPLAIN
Region I

# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

Region I

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

Region I
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
Region I
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
Region I
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
Region I

# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION
Region I

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

Region I
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
Region I
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


Region I
LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
Region I

# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
Region I
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

Region I
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

Region I
I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES

Region I

LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
Region I

# ELABORATE

# EVALUATE

Region I
# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

Region I
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018
Region I

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES
Region I


LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
Region I

# ELABORATE

# EVALUATE
Region I

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

Region I
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Region I
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

Region I
IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
Region I

# ELABORATE

Region I
# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?
Region I

PREPARED BY:
HAZIEL C. DISTOR
Region I

DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES

Region I
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

Region I
# EXPLAIN

Region I

# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION

Region I

SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
Region I
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
Region I
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE

# EXPLORE
Region I

# EXPLAIN
Region I

# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON
Region I

REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
Region I
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
Region I
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE
Region I

# EXPLORE

# EXPLAIN
Region I

# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%
Region I

THE LESSON

REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
Region I
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
Region I
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON
Region I

# ENGAGE

# EXPLORE

# EXPLAIN
Region I

# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

Region I

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

Region I
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
Region I
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
Region I
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
Region I

# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION
Region I

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

Region I
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
Region I
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


Region I
LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
Region I

# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
Region I
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

Region I
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

Region I
I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES

Region I

LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
Region I

# ELABORATE

# EVALUATE

Region I
# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

Region I
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018
Region I

I. OBJECTIVES
C. LEARNING COMPETENCIES / 1. Describe using a diagram charging by rubbing and charging by

OBJECTIVES induction.
2. Explain the role of electron transfer in electrostatic charging by
rubbing.
II. CONTENT Electric charge

STEM_GP12EM-IIIa-1 Electric charge STEM_GP12EM-IIIa-1
A. REFERENCES Physics by Rosario Laurel - Sotto
2. LEARNER’S MATERIALS power point presentation, hand outs

3. TEXTBOOK PAGES
4. ADDITIONAL LEARNING
MATERIALS FROM LEARNING
RESOURCES PORTAL

Region I
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON What are the three major particles of the atom?
OR PRESENTING THE NEW LESSON
B. ESTABLISHING A PURPOSE FOR Discuss the process how transfer.

A LESSON
C. PRESENTING Electricity is almost an indispensable part of our lives. Our lightning,

EXAMPLES/INSTANCES OF A NEW LESSON heating, transport and communication are all dependent on it. There are
three major particles of an atom. These are the electron, the proton and
the neutron.
D.DISCUSSING THE NEW

CONCEPTS AND PRACTICING NEW SKILLS
# ENGAGE
E.DISCUSSING THE NEW

CONCEPTS AND PRACTICING NEW SKILLS
# EXPLORE
An atom in its neutral state has a net charge of zero. It is

F. DEVELOPING MASTERY ( leads electrically neutral since the number of electrons is equal to the number
to Formative Assessment of protons. Since electrons are outside the nucleus of the atom, that can
# EXPLAIN readily transfer if they require sufficient energy. If one or more electrons
transfer from an atom, the atom becomes a positive ion. Similarly, an
atom with excess electrons becomes a negative ion.
The SI Unit of the electric charged is the
Coulomb (C).
Charge of one electron
Static Charges
Charing by friction
Region I
G. FINDING PRACTICAL A charged object can attract an uncharged object close to it due to
APPLICATIONS OF CONCEPTS AND SKILLS electrostatic induction. This happen because a charged object, when
IN DAILY LIVING placed near an uncharged object but not touching it, can induce
# ELABORATE separation of charges on the surface of the uncharged object (fig. 12-3).
The induced charge, which is opposite that of the charged object, is then
attracted ofthe charged object.
Region I
H. MAKING GENERALIZATIONS Explain what happen to the silk cloth after and before rubbing it.
AND ABSTRACTIONS ABOUT THE LESSON
I. EVALUATING LEARNING Explain the role of electron transfer in electrostatic charging by

# EVALUATE rubbing.
Describe experiments to show electrostatic charging by
induction

# EXTEND
V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS WHO

EARNED 80% IN EVALUATION
B. NO. OF LEARNERS WHO

REQUIRE ADDITIONAL ACTIVITIES FOR
REMEDIAATION WHO SCORED BELOW 80%
C. DID THE REMEDIATION LESSON

WORK? NO. OF LEARNERS WHO HAVE
CAUGHT UP WITH THE LESSON
D. NO. OF LEARNERS WHO

CONTINUE TO REQUIRE REMEDIATION
E. WITH OF MY TEACHING
STRATEGIES WORKED WELL? WHY DID
THESE WORK?
Region I
F. WHAT DIFFICULTIES DID I

ENCOUNTER WHICH MY PRINCIPAL OR
SUPERIOR CAN HELP ME SOLVE?
G. WHAT INNOVATION OR
LOCALIZED MATERIALS DID I USE /
DISCOVER WHICH I WISH TO SHARE WITH
OTHER TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
Region I

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Region I

MALASIQUI NATIONAL HIGH SCHOOL

SHS DAILY LESSON LOG in PHYSICAL SCIENCE (CORE)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Make a creative Make a creative Make a creative representation of the

II. CONTENT Literary text Features of biographical

2. POWERPOINT Presentation POWERPOINT Presentation POWERPOINT Presentation

B. Briefly discuss the Literary Briefly discuss the Explain

The Formation of Stars Like the Sun At

“stretched’). only takes a few tens of millions of years

I. A. Identification: A. Identification: 1. Explain the formation of the stars. Identification:

Prepared by: Checked by: Approved:

VON JUDIEL G. MACARAEG LAMBINO O. MOLINA VANESSA C. RAPSING, Ph.D.

School: Malasiqui National High School Grade Level: 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

the reasons for these

stars such as sun with a temperature of

School: Malasiqui National High School Grade Level: 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. PERFORMANCE Make a creative Short assessment test

B. Explain the following.

1. How the Ancient

2. How the concept of

School: Malasiqui National High School Grade Level: 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

structure of the atom the synthesis of new elements

2. LEARNER’S Paper Paper Paper Paper

of the volume of matter. atoms.

J. J. Thomson constructed a Protons are positively  Everything is While all atoms of

detected that a stream of in the nucleus of the destroyed. composed of combinations of

theory also stated

# EXTEND elements are synthesized. accepted.

School: Malasiqui National High School Grade Level: 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. LEARNER’S Paper Paper Paper Paper Paper

D.DISCUSSING Molecules/atoms can Molecules/atoms can The intermolecular a. medical implants,

dipole interactions dipole interactions Materials engineers

J. ADDITIONAL Circle all the compounds Circle all the compounds

School: Malasiqui National High School Grade Level: 11

The relationship The The learners demonstrate an The learners demonstrate an

1. Pages 99-111 Pages 99-111

2. Paper Paper Paper Paper Paper

C. Polytetrafluroethylene (PTFE) Polytetrafluroethylene (PTFE)

a molecule. ) For electronic

improve the There are

melting and and scientists

Semi-Detailed Lesson Plan in General Physics I Grade 12

Date; July 22- 25, 2019

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

place involved in a reaction of

2. LEARNER’S Paper Paper Paper Paper

Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation

produced, and we record the

minimum amount of 1368 kJ Acid solution – derived from renewable

- Most hydro and some

- Solar ranges from

- Wind is intermittent, but

studies have found that

J. ADDITIONAL Solve for the mole

WORKED WELL? WHY DID

Semi-Detailed Lesson Plan in General Physics Grade 12

Date; July 29-31 & August 2,3 2019

Subject: General Physics 2