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Teacher’s Name Submitted to Subject Month (Due on Day 1) Number of Class

Sessions
Minor Lopez, Mr. Elisa Seguro, PhD. Physics November 11 3V

Topic Forces
Subtopics Forces
Adding Vectors
Pythagorean theorem on right angle forces.
Resources/ Materials Measuring Instruments (electronic balance, beam balance, timer, thermometer)
Power point presentation/ Projector
Index cards
Worksheets

Vocabulary Scalar Quantities

References used by Teacher
Vector Quantities
Weight
Resultant Force
Pythagorean Theorem
Physics for CSEC Examinations: Alec Farley, Clarence Trotz, Mike Taylor: 9780230438842:
Amazon.com: Books. (n.d.).
https://www.amazon.com/CSEC-SCI-3E-PHYSICS-SB/dp/0230438849

Competency Area ✘ C. A. 1: Appreciation of the Sacred Nature of the Human Person and Character
(Tick the National Competency Development.
Area(s) Applicable to this Unit)
✘ C. A. 2: Emotional Intelligence and Effective Communication Skills.

✘ C. A. 3: Critical and Innovative/Inventive Thinking.

 ✘ C. A. 4: Collaboration

Competency
To be Taken from Your Scope
and Sequence / CSEC Syllabus.
Previous Knowledge
Content
(Summarized/ Core Content)
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C. A. 5: Multicultural Appreciation
✘ C. A. 6: Digital Literacy
C. A. 7: Understanding of and Advocacy for Sustainable Human Development.
1. identify types of forces;
2. determine the weight of objects;
3. show how derived quantities and their related units are produced;
Students have learnt about the fundamental SI quantities and their units. Students can distinguish
between a derived and a fundamental quantity and give examples of each.
Forces:
1. Definition:
 Force is a push or pull that can cause an object to change its state of motion.
 It is a vector quantity, meaning it has both magnitude and direction.
2. Types of Forces:
 Contact Forces: Result from physical contact between two objects (e.g., friction,
tension).
 Action-at-a-Distance Forces: Act on an object without direct contact (e.g., gravity,
electromagnetic forces).
3. Force Diagrams:
 Representations using arrows to show the magnitude and direction of forces acting
on an object.
4. Units of Force:
 Newton (N) is the SI unit of force.
Scalar Quantities:
1. Definition:
 Scalar quantities are physical quantities that only have magnitude and no direction.
2. Examples:
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 Mass, distance, speed, time, temperature, energy.

3. Mathematical Operations:
 Scalars can be added, subtracted, multiplied, and divided just like ordinary
numbers.
4. Representation:
 Usually represented by a single numerical value with appropriate units.
Vector Quantities:
1. Definition:
 Vector quantities have both magnitude and direction.
2. Examples:
 Displacement, velocity, acceleration, force.
3. Representation:
 Represented by arrows indicating the direction and length indicating magnitude.
4. Vector Addition:
 Vectors are added using the parallelogram law or triangle rule.
5. Components of Vectors:
 Vectors can be broken down into components along different axes.
6. Unit Vectors:
 Vectors with a magnitude of 1, used to indicate direction.

Objectives/ Learning
Outcomes
Introduction
(One Introduction per Unit)
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Using the aid of Power point presentations, worksheets and experimental exercises, students will
be able to:
1) Take a Quiz on graph of a Simple Pendulum and Vectors
2) Take a Test on the relationship of mass, length and periodic time of a Simple Pendulum
3) Recognize and define force and its effects on objects.
4) Differentiate between contact and non-contact forces.
5) Demonstrate an understanding on the concept of net force.
6) State the relationship between mass and weight.
7) Distinguish between a scalar quantity (or ‘a scalar’) and a vector quantity (or ‘a vector’)
8) Explain what is meant by the ‘resultant’ of two co-planar vectors.
9) Apply graphical methods to a combine two vectors to find their resultant in magnitude and
direction.
10) Perform calculations to resolve for the horizonal and vertical components of resultant
vectors using Pythagoras’s theory.
1. A few students will participate in the following demonstrations.
a. Using one magnet on top of a table and another at the bottom where pulling one
causes the other to drag along.
b. Attaching an object unto to a rubber band such that it causes the rubber band to
elongate but remains in equilibrium.
c. Tug and war between two students where one overcome the other.
d. A student stands on a chair, and the chair doesn’t break.
2. Students will be guided to state what all the demonstrations have in common, which is that

Development / Activity/ Session 1: PBL Voice-over PPT Presentations progress (October grade)
Pedagogy/ Performance
Criteria (As per Number of
Sessions in Unit)
Session 2: Review to Scalars and Vectors
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one object exerts a force on another object either as a push or a pull.
3. Students are guided to explain what a force is and identify the types of forces identified in
each scenario.
4. Students will be provided with the SI symbol for force and its unit where they are to state
whether the unit is derived or fundamental.
5. Teacher introduces the topic for this unit, the specific objectives and a little history on Sir
Isaac Newton on his contribution and work on Forces in Physics.
1. Students will be required to have the following at hand for this class: ppts, laptops, and a
video recording device (cell phone).
2. Students will be provided with instructions and a grading criteria on what to follow for this
activity.
3. students will decide on specific roles they partake to do for the presentation such as PPT
editor/ uploader, Presenter, chorographer etc. The group will then follow steps to video
record the selected group presenters as they present their updated fruits dehydrator plan
with SI units and showing how these new dimensions were obtained for at least any two
dimensions.
4. Students will be required to convert all imperial units to SI units that pertain to the food
dehydrator TD plan. Measurements will be used to compute the total volume of the
dehydrator to best quantify its capacity per each use
5. The Presenters are also to show how they went about to determine the total volume
(capacity) of the dehydrator was calculated.
6. Students will be engaged in conversations with each group to ask and answer questions for
clarity.
7. The members who will be responsible to create/edit video and ppt will be required to
create the voice-over recordings of their ppt and upload for the whole group to the tab in
Microsoft Teams.
8. Students complete a peer evaluation forms for each member of the group to measure
collaboration and communication skills.
9. Teacher will probe students on their methods and provide verbal feedback as necessary.
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1. Brief review on how to represent forces using arrow and the reason for it.
2. Presentation on the definitions of scalar and vector quantities.
3. Comparison of scalar and vector quantities using mass and weight as an example.
4. Students write down the table of comparison in their notebooks.
5. Use of YouTube video to provide additional examples of scalar and vector quantities (e.g.,
speed as a scalar, velocity as a vector).
6. Students use relevant instruments in their geometry set to draw scaled diagram to represent
a force with a given magnitude (length) and direction (angle).

Session 3: Quiz 2 (October) on the Simple Pendulum, Scalar and Vector Quantities
1. Students and Teacher review content related to the simple pendulum, scalar, and vector
quantities.
2. Students take Quiz #2
3. Teacher circulates class to monitor students’ progress and adherence to class rules on
taking assessments.
Session 4: Test #2 (October) on Simple Pendulum, Scalar and Vector Quantities
1. Students take a comprehensive test of all areas covered in this unit.
2. Teacher circulates class to monitor students’ progress and adherence to class rules on
taking assessments.
Session 5: Types of forces
1. Students will be probed to share their understanding on what forces and types of forces
they known.
2. Types of Forces
 Students will Differentiation between contact and non-contact forces (e.g., friction,
gravity, tension).
 Whole class discussion on how forces can change the state of motion of an object.
3. Net Force
 Introduce the concept of net force and how it affects an object's motion.
 Use of mathematical examples and role-play scenarios to illustrate how to calculate
net force.
4. Students complete a worksheet (CW #1) on identifying types of forces, net force and
classifying forces as contact and non-contact and computing the net force of two or more
objects.
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Session 6: Quiz 1 on Forces

1. Students and Teacher will review main contents covered in the lesson.
2. Students take Quiz 1
3. Teacher circulates class to monitor students’ progress and adherence to class rules on
taking assessments.

Session 7: Vector Addition of Forces

1. Using a worked examples on the board, students will be shown the basics of vector
addition (head-to-tail method) to resolve the resultant force of two forces.
2. Students will then be guided to solve problems involving multiple (three or more) forces
using the parallelogram rule.
3. Students will be given a worksheet (CW #2) on vector addition that requires them to use
their geometry set to create drawings to scale.
4. Teacher circulates the class to monitor progress, collaboration (sharing of geometry sets
where necessary) and communication to complete the task on time.

Session 8: Addition of forces at right angles- Pythagoras’ Theorem

1. Students will be presented with the mathematical concept behind Pythagoras’ theorem
using the aid of a diagram, formula (c2= a2 +b2) and a worked example.
2. Students practice working one problem in their notebook as teacher circulates the class to
monitor progress.
3. Students will then be shown how to resolve the resultant force of two forces usin by
Pythagoras’ theorem.
4. Students will be given a worksheet (CW #3) on adding forces are right angles.
5. Teacher circulates the class to monitor progress, collaboration (sharing of geometry sets
where necessary) and communication to complete the task on time.

Session 9: Quiz # 2 on Addition of forces

4. Students and Teacher will review main contents covered in the lesson.
5. Students take Quiz 2 on resolving the resultant force of forces at right angles and using the
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parallelogram law.
6. Teacher circulates class to monitor students’ progress and adherence to class rules on
taking assessments.

Session 10: Problem Based Learning (PBL) Execution.

1. Students will be allowed to work in their groups to begin the construction of their fruit’s
dehydrator.
2. Students will be reminded of class rules, conduct and language when working in their
groups.
3. Teacher circulates class to monitor students’ progress and assess students’ preparation and
ability to collaborate and communicate amongst each other to complete some portion of
the tasks in the allotted time.

Session 11: Test #3 on Forces

1. Students take a comprehensive test of all areas covered in this unit.
2. Teacher circulates class to monitor students’ progress and adherence to class rules on
taking assessments.

Closure Students will be assessed on reciting the definitions of vocabulary such as: vector and scalar
(Formative Assessments and quantities, forces, contact and non-contact forces. Students will also be assessed using the attached
Rubrics / Checklist rubrics and peer evaluation forms in the competency areas as collaboration, communication &
Attached to this Lesson Plan) emotional intelligence, critical thinking and communication.

Conclusion Students will take two quizzes and a comprehensive test covering various aspects of the topics
(Summative Assessments) learned such as a resolving forces through the methods of parallelogram law and Pythagoras’
theorem.

Extended Activity Students record video/voice-over ppt presentations showing their plan for the construction of the
(Project Based Assessment) fruit’s dehydrator. In this Cycle, students will also begin executing their plan/procedures in the
State which part of the PBA will construction of the fruit’s dehydrator. Students will be required to bring their materials and split
be assessed. cost where necessary.
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Evaluation

____________________________________________________________________________________________________________

Classwork #1- Types of Forces and Net Forces

Live worksheet: https://www.liveworksheets.com/w/en/physics/713695
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Classwork #2- Graphical methods and forces at right-angles (12 marks)

1. Apply the graphical a method to solve for the magnitude and direction for the resultant vector. Show all construction
lines for drawings! (4 pts/ ea.)
a. c.

b. Find by both scale drawing and by calculations the resultant of

The two forces in this diagram.

Classwork #3-Forces at right-angles (12 marks)

1) Find by calculations the magnitude of resultant of the two forces and its direction in each of the diagrams. (4 pts/ ea.)
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a) b)

c)

Fruits Dehydrator Rubric for PBL

Measuring and Converting Units Rubric
Criteria Excellent (4) Proficient (3) Basic (2) Below Basic (1) Unsatisfactory (0)
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Unit Conversion Accurately converts units of Mostly accurate unit Makes several Consistently Unable to convert
measurement, including complex conversions with conversion errors but struggles with unit units accurately.
or multi-step conversions, minor errors, demonstrates a partial conversions,
demonstrating a deep showcasing a solid understanding of the indicating a limited
understanding of the concept. grasp of the concept. concept. grasp of the concept.
Significant Applies significant figures rules Mostly applies Demonstrates Struggles to apply Doesn't apply
Figures correctly and consistently in significant figures inconsistent significant figures significant figures
calculations, showing a strong rules accurately, with application of rules correctly, rules correctly,
command of the concept. occasional minor significant figures rules, resulting in frequent leading to significant
errors. leading to several errors. calculation errors.
errors.
Problem Solving Solves complex problems involving Successfully solves Struggles with solving Has difficulty solving Unable to solve
unit conversions and significant problems with moderately complex even simple problems effectively,
figures with a high degree of moderate complexity problems, showing problems, lacking regardless of
accuracy and logical reasoning. using appropriate gaps in reasoning and logical reasoning and complexity.
methods and accuracy. accuracy.
reasoning.
Communication Clearly communicates all steps of Communicates most Presents explanations Provides Explanations are
unit conversion and significant steps effectively, with that lack clarity and explanations that are unclear,
figures calculations with well- generally clear organization, making it difficult to follow, disorganized, and do
organized and concise explanations, but somewhat challenging lacking clarity and not effectively
explanations. with some minor to follow. proper organization. convey the
gaps. conversion process
or reasoning.
Overall Demonstrates a comprehensive Shows a solid overall Displays a basic Displays limited Fails to demonstrate
Understanding understanding of unit conversions understanding of unit understanding of unit understanding of unit a meaningful
& Application and significant figures, applying conversions and conversions and conversions and understanding of unit
concepts accurately in various significant figures, significant figures, but significant figures, conversions and
contexts. with occasional with frequent with significant significant figures.
lapses in application. application errors. application errors.