LESSON EXEMPLAR FOR FULL FACE TO FACE

SENIOR HIGH SCHOOL DEPARTMENT

School Year: 2024 – 2025
Teacher’s Name ANTHONY A. DONGON Grade Level 12 Lesson Number 1
Subject GENERAL PHYSICS Quarter 1 Week 1 (4 DAYS)
Unit Topic PHYSICAL QUANTITIES AND VECTORS Date July 22 – 26, 2024 Time 4
Content Standard
The learners demonstrate an understanding of
1. The effect of instruments on measurements
2. Uncertainties and deviations in measurement
Unit Standard 3. Sources and types of error
4. Vectors and vector addition
Performance Standards
The learners in the long run will be able to solve, using experimental and theoretical approaches, multi concept, rich context problems involving
measurement, vectors, motions in 1D, 2D, and 3D, Newton’s Laws, work, energy, center of mass, momentum, impulse, and collisions

The learners will be able to:

Solve measurement problems involving conversion of units, expression of measurements in scientific notation
Acquisition STEM_GP12EU-la-1
Differentiate accuracy from precision STEM_GP12EU-la-2
Differentiate vector and scalar quantities STEM_GP12EU-la-8
The students will understand that:
Learning Differentiate random errors from systematic errors STEM_GP12EU-la-3
Meaning- Making
Competencies / Skills Estimate errors from multiple measurements of a physical quantity using variance STEM_GP12EU-la-5
Perform addition of vectors STEM_GP12EU-la-9
The students in the long run will be able to independently use their learning to:
Transfer Rewrite a vector in component form STEM_GP12EU-la-10

 Patience
Values Integration  Keenness
 Tireless pursuit of new knowledge
I can …
 I can differentiate vector and scalar quantities
Learning Targets  I can differentiate precision and accuracy.
 I can solve the standard form of the problem into Scientific Notation
 I can perform addition of vectors.
Resources Learning Materials ( Physical Science Book)

Learning Procedure (4A’s Model) Teaching Strategies

D1: D1 activity:
ACTIVITY 1: Match Me 1. Give an overview of the topics to be discussed in the quarter
2. Provide an overview of the performance task, but do not
Directions: Match the correct conversion factor, conversion of units, and scientific mention the specific details. Orient the class on the
notation by choosing from column B. Write the letter of the correct answer before the knowledge and skills that they need to acquire/develop in
number. preparation for the task.
3. Engage the students in a diagnostic activity. Instruct them to
Column A Column B
match the correct answer from column A to Column B. Let
____1. Milligrams to grams a. 1 hr = 3600 s
____2. Kilometer to meters b. 21600 them share their ideas to the class. Allow them also to
____3. Second to hour c. 0.0000062 critique each other’s answers.
____4. 780 cm to m d. 7.8 m 4. Note specific points that need to be clarified or affirmed
____5. 55 g to kg e. 1x10 -^6 during class discussion.
____6. 360 min to s f. 1mg = 1x10-^3 g
____7. 300 000 000 m/s g. 1x10^5
____8. 6.2 x10-6 kg h. 0.055
____9. Nano i. 3.0 x 10^8
__10. 1 N j. 1km = 1000 m
k. 1x10-^9
Acquisition
Guide Questions:
1. What is the activity all about? Activity 2:
2. Are you familiar with those topics?
1. Let the student to convert the given problem.
Activity 2: Solve Me! 2. Lead the student on how to get the answers by giving
them a hint.
Directions: Answer the following problem.

A. Convert scientific notation to standard form

Scientific Notation Standard Form

1.303 •10^5
9.43 •10^4
3.423 •10^7
3.23 •10^6
6.003 •10^9
B. Convert standard form to scientific notation
Standard Form Scientific Notation
19,300
200,000
3,013,000,000
12,000,000,000 D2 Activity 1:
130,000,000,000,000,000,000,000
1. Let the student to guess every picture if it represents in
D2 precision or accuracy.
2. Allow them to think the difference of the two words through
Activity 1: Accuracy and Precision image.

Directions: Identify the diagram below if it is Accurate & Precise. Accurate (correct),
or Precise (consistent) write your answer on the space below.

Activity 2:

1. Let the student to get one (1) strand of their hair and
ACTIVITY 2: Length of Hair measure it through estimation and footrule.
Perform the quick DEMO regarding precision. 2. Ask the student to record their measurement.
3. Let the student to compare the difference of their estimation
Directions: and to the measurement using footrule.
4. 4. Ask the student to answer the three (3) guide questions.
1. Get one (1) strand of your hair.
2. Hold your hair in both of your hands.
3. Estimate the length and width of your hair.
4. Measure the length and width of your hair with footrule.
5. Record your measurement in the table below.

Variables Estimate Footrule

Measurement Measurement
 Length Width Length Width
My Hair

Questions: 1. Can you estimate the a) length of your hair? Why? b) width of your
hair? Why? D3
2. What can you say about the estimate and footrule measurements? Activity 1
1. Ask the student to identify the quantities if it is a vector
3. Is your estimate measurement precise? quantity or scalar quantity.
2. Instruct the student to write their answer in the box.
3.
D3
Activity 1: Group Me
Directions: Identify the quantities below if it is a vector quantity or a scalar quantity.
Write your answer in the box below.
64m^3 120km/h East of Batanes 3000 Dynes downward
25 kg 250 N/m2 410 kg m/s, West
27 0C 20N, 36^0 East of South 1m/s2, directed to the right

VECTOR QUANTITY SCALAR QUANTITY

Activity 2
1. Instruct the student to identify the given problem of
what type of Physical Quantity is present in every
number.
2. Instruct the student to identify every given problem if it
is Vector quantity or Scalar Quantity.
 Activity 2: Set Me
Directions: Identify what physical quantity it is. Write your answer in the space
before the number. In the table below, group the physical quantity if it is a vector or a
scalar. No. 1 is done for you.

Volume__1. 64 m3 of water
________2. 120 km/h east of Batanes
________3. 3000 dynes, downward
________4. 25 kg of rice
________5. 250 Newton/m2
________6. 80 km/h
________7. 410 kg.m/s, West
________8. 40 m. SE
________9. 15 m/s2 , 250 S of W
_______10. A car moves 10 km, North, then turns 20 km, West
VECTOR SCALAR

Meaning-Making Abstraction: 1. Let the students watch the video from the:
https://youtu.be/yldFcm5oVmA?si=Z-cZ2ho1UiVId0L6
Introduction of Physical Quantities. 2. Tell them to write down important information.
3. Ask them to define the Physical Quantities and let them to
Video Presentation: https://youtu.be/yldFcm5oVmA?si=Z-cZ2ho1UiVId0L6 give an example.
4. Then discuss their response.
Discussion: 5. Discuss and ask some students to analyze the data by their
 Physical Quantities previous activity that they performed and how it will
  The Metric System
 SI Prefixes
 Accuracy and Precision connect to the topic.
 Random vs Systematic Error 6. Address any misunderstanding that was evident during the
 Vectors and Scalar application work. Revisit the elicited thoughts for further
elaboration and sharing responses

Transfer Application: 1. Ask the student to write the given problem as their take home
activity.
Take Home Activity 2. Ask them to follow the instruction for them to get the correct
Solve the following answer in every question.

1. Imagine that you are walking hurriedly along one edge of a 50m long park, then
they turn 900 and walk another 50m. How far you would be from the starting point?
2.Sketch the problem below:
- A coordinate system is used in which the x-axis points East - The angle θ is
measured counterclockwise from the x-axis.
3. A bus travels 23.0 km on a straight road that is 300 North of East. What are the
East and North components of its displacement?
____________________________________________________________________
_ _______________________________________
4. Suppose you take two steps A and B (that is, two nonzero displacements). Under
what circumstances can you end up at your starting point? More generally, under
what circumstances can two nonzero vectors add to give zero? Is the maximum
distance you can end up from the starting point A + B the sum of the lengths of the
two steps?
5. Explain why it is not possible to add a scalar to a vector.

Assessment:
Assessment:
Multiple Choice: Choose the letter that best completes the statement or answers the
question. 1. Ask the student to answer the following questions.

1. Which of the following is the SI Measurement for Force?

A. Newton B. Watt C. Metre D. Second 1. A
2. A
2. The SI Unit for time is:- 3. D
A. Second B. Minute C. Hour D. Day 4. B
5. C
3. How many gram are there in a kilogram? 6. D
A. 10000 B. 128 C. 454 D. 1000 7. A
8. D
9. D
4. 238000 Joules would be better expressed as:
10. C
A. 2.38MJ B. 238kJ C. 23.8G D. 238mJ
11. B
12. B
5. Convert 1.2m into millimetres. 13. C
A. 12mm B. 120mm C. 1200mm D. 0.0120mm 14. B
6. The new power stations measure their power output in Gigawatts. The 15. A
power of an electric kettle is measured in kilowatts. How many kilowatts are
there in a Gigawatt?
A. 1000000000 B. 100 C. 1000 D. 1000000

7. Which of the following is a unit of electric current?

A. Ohm B. Volt C. Watt D. Ampere

8. How many cm are there in 1.59km?

A. 1590000 B. 1590 C. 15900 D. 159000

9. How many inches are there in 100 yards?

A. 36 B. 100 C. 1200 D. 3600

10. What is length?

A. the amount of matter in an object
B. the amount of space an object takes up
C. the distance between two points
D. the amount of stuff in an object

11. What unit would you use to measure the length of a sharpened pencil
 point?
A. millimetres B. centimeters C. kilometres D.meters

12. What unit would you use to measure the length of our classroom?
A. kilometres B. meters C. centimeters D. millimeters

13. Tia measured a greeting card and found that it was 1 decimeter long. How
many centimeters are in 1 decimeter?
A. 1 cm B.100 cm C. 10 cm D.1,000 cm
14. Which of the following can hold about 2 kiloliters of water?
A. a lemonade pitcher B. a pool C. a coffee mug D. a medicine
dropper

15. Which of the following is a physical quantity that has both magnitude and
direction?
A. Vector B. Scalar C. Frame of reference D. Resultant

Remarks:

Prepared by:
ANTHONY A. DONGON, LPT.
Teacher

Checked by:
JONATHAN E. MAGALONA, LPT.
Academic Coordinator
Approved by:
MYROLD M. CORONEL, LPT.
School Principal