LESSON PLAN IN PHYSICS12

I. OBJECTIVES
A.Content Standard The learners demonstrate understanding about Coulomb’s Law.
B. Performance The learners should be able to use theoretical and experimental
Standard approaches to solve multi-concept and rich-context problems involving
electricity and magnetism.
C.Most Essential The learner …
Learning 1. Calculate the electric field due to a system of point charges using
Competency Coulomb’s law and the superposition principle. STEM_GP12EM-IIIa-7
II. CONTENT Coulomb’s Law
A. SPECIFIC The learners will be able to:
LEARNING  Understand the concept of Coulomb’s Law.
OBJECTIVES  Solve problems with regards to Coulomb’s Law.
B. Science Ideas Like charges repel; unlike charges attract.

III. LEARNING
RESOURCES
A. References
1. Teacher’s STEM_GP12EM-llla-7
Guide with
pages/MELCs
pages
2. Learner’s Blackboard
Material
3. Textbook Page Pages 13, 14, 15, 16, and 17
4. Additional
Materials from
(LR) Portal
B. Other Learning
Resources
Other Materials Presentation
Used
C. Process Skills Observing, Interpreting, Describing, Solving
D. Value Connection
Integration/ Cooperation
Across the
Curriculum
IV. Learning Tasks Teacher’s Activity Learner’s Activity
Preliminaries
1. Prayer May I request everyone to
please stand for a prayer. The learners will pray together with
teacher.
2. Greetings
Good morning, class! Good morning, ma’am!

You may now take your seat.

Before we begin our lesson for

 today. Let me introduce
myself first. My name is
Stephany Mae and you can
call me Ma’am Steph and I
will be your science teacher
for today.

How are you class?

We’re fine ma’am!
Are you all ready and excited
to learn a new topic for today
Grade 12?
Yes, we are ma’am!

Okay, very good! But before

3. Attendance that, let us check your
attendance first.
The class secretary will list down those
Class secretary, please list students who are absent.
down the names of those who
are absent for today.
Yes, ma’am!
Before we begin, please pick
4. Setting of up pieces of papers, arrange
Classroom your chairs and ready yourself
Rules for our discussion. Also,
please remember our
classroom rules: The students actively participated on
1. Be attentive. the activity.
2. Show respect.
3. Be honest.
4. Put God at the
center.
Is everyone ready?

A. Engage Teacher: Now, I have here a Students: Yes, ma’am!

1. Drill video to show and I encourage
everyone to stand up and let’s
sing altogether the Science
Song

1. CONSERVATION
B. Explore Teacher: Very good. Now, 2. CHARGE
1. Motivation class I have here a jumbled 3. CONSTANT
letters and all you have to do 4. RADII
is to observe and answer it 5. UNIVERSAL
confidently. Are you all
ready?

Teacher: Okay, very good.

The students will raise their hand to
The teacher will present the answer.
jumbled letters. Student: Conservation of charges
1. TIONSERVACON
2. REHCGA
 3. ANTCONTS
4. DRAII
5. VERLASNIU

Teacher: Excellent! Now base

from your answers do you
have any idea of what will be
our topic for today?

Teacher: Very good! thank

2. Presentation you Sheena, Now, I have here
an activity to which I will
group you into two, but before
that, let us read first our
learning objectives.
Class, let me present to you
our specific lesson objectives Students:
for today. 1. Interpret the conservation of
charge through Coulomb
The teacher presents the experiments.
specific lesson objectives. 2. Solve problems regarding the
conservation of charges.
Teacher: Everybody, please
read the specific lesson
objectives.
At the end of the lesson, the
learners should be able to:

Teacher: I hope we are going

to acquire this learning
objectives at the end of our
lesson.
The learners’ mention the various
standards in doing the group activity.
Students: Select a leader, secretary,
reporter and cooperation.

Teacher: This time, let us

3. Group have a group activity. I will be
Activity dividing the class into two
groups. This will be Group 1
and Group 2. But, before we
proceed with the activity,
what are the standards in
doing the group activity.
Students: Yes, ma’am!

Teacher: Excellent! In
addition, we should avoid
doing any misbehavior that
might cause to a big
 distraction. Also, I hope we
get into practice these The learners perform the activity.
standards as we do the
activities for I will be
deducting 5 points to the The reporters for each group present
group who are misbehaving. their work in front of their classmates.
Is that clear?

Teacher: Now, I will be giving

you five minutes to finish your
activity.
The teacher distributes the
materials for the activity.
Each group posted their works on the
board and each group reporters present
their works.

Teacher: Your time starts

now!
After five minutes.

Teacher: Time is up! Please

C. Explain post your work on the board
1. Group and reporters be ready to
Reporting present your work.

Reporter 1: answers may vary

Problem: Metal sphere A has
a net charge of +6.0C. it is
brought in contact with a
neutral metal sphere B and Reporter 2: answers may vary
then separated. Find the final
charges on spheres A and B if
(a) the spheres have equal
radius and (b) if the radius of
sphere B is twice the radius of
sphere A.
Group 1: What is a principle
of conservation of charge? pic
Students: Ma’am, it states that the total
electric charge in an isolated system
never changes.
Group 2: Solve the problem if
the radius of sphere B is twice
the radius of sphere A.

Students: Ma’am, they share the total

Teacher: Before we check the charge according to their radii.
work of each group, let me
ask you, what does it mean
when we talk about
2. Discussion conservation of charges?
Student: Ma’am, it came from one of
Teacher: Yes, it means that Coulomb’s experiment.
charges can neither be
created nor destroyed. What if
the spheres are not identical
in charge?
 The students will clap their hands five
Teacher: Very good, with its times.
quantity of charge directly
proportional to their radii.
Where did this principle came
from? Student 1: Because it is stated on the
principle of conservation of charges
Teacher: Very good! Now let that the total charge of an isolated
us check if you’re answers are system remains constant.
right. Now for group 1, their
answers are correct! Let us
give five claps for the group.

Teacher: Now, let me ask,

how did you come up with this
answer?
The students will clap their hand five
times.
Teacher: Very good! And that
is because spheres A and B Student: Ma’am, according to the
are identical, that is why they principle of conservation it is stated
will be sharing the total that if the spheres are not identical,
charge equally. they share the total charge according to
their radii, with the quantity of charge
Teacher: Let’s move on to the directly proportional to their radii.
group 2, the group got the
correct answer! Let’s give five
claps for the group.

Teacher: Now, let me ask,

how did you come up with this
answer?

Teacher: Correct! That is

because the problem shows
unequal distribution, as it
stated that the radius of
sphere B is twice the radius of
sphere A and just what it is
stated on the principle of the
conservation of charges, the
total charge of an isolated
system must remain constant.
Students: Ma’am, it is important in a
way that when a particle collides or
decay there are still certain ways to fix
it up again and that is through the
principle of the conservation of charges
which stated that the total charge of an
isolated system must remain constant.

Teacher: What is the

significance of the
conservation of charges?

D. Elaborate
1. Generalization
 Teacher: Excellent! It is One student will volunteer to solve the
important in a way that it is given problem.
preventing a specific particle
to disappear through sharing
charges. But in sharing
charges, we must maintain the
constant of the charges
between two particles.
Teacher: Now I have here
another sample problem, can
anyone solve the problem on
the board?
Problem: Spheres A, B, and C
have charges +8.0C, +12.0C,
and -5.0C, respectively. The
three spheres are allowed to
touch each other
simultaneously and then
separated. (a) what is the final
charge on the three spheres The students clap their hands five times
before and after touching each for their classmate.
other? (b) what is the final
charge on each sphere
assuming they are identical?
(c) what is the final charge on
each sphere assuming that
rA=rB=2rC?
Teacher: Let us check if your
classmate’s answer is correct. The students will share their answers in
Teacher: Very good! Let us a gradual manner.
give five claps to Maine for
she got the right answer.

Teacher: Now, what value do The learners read the directions.

we apply as we go through
2. Application with the principle of the
conservation of charges?

Teacher: This time, please get

E. Evaluate a one whole sheet of paper
and answer this. Please read
the direction.

Directions: Carefully read the

problem and solve it wisely.
Problem: Spheres A, B, and C
have charges +8.0C, +12.0C,
and -5.0C, respectively.
Spheres A and B touched each
other and then separated.
Sphere A then touched sphere
 C and then separated. (a)
What is the total charge on the
three spheres before and after
touching each other? (b) What
is the final charge on each
sphere assuming they are
identical? (c) What is the final
charge on each sphere
assuming the ra =rb=2rc?

Teacher: For your assignment.

Directions: In a one whole
F. Assignment sheet of paper answer the
problem given and explain
eventually on how did you
solve the problem.

Problem: Sphere A has an

initial charge q0. How many
successive contacts with an
uncharged identical sphere
must be made to reduce the
charge of sphere A to 1/32 of
its initial charge?

Prepared by:
Stephany Mae P. Canoy