DAILY LESSON LOG

School San Jose National High School Grade Level 12

Teacher Maria Fatima L. Jingco Learning Area General Physics 2
Teaching Dates 4:00pm – 5:00pm Quarter Third Quarter
And Time November 27, 2019
I. OBJECTIVES
A. Content The learners demonstrate an understanding: (1)Electric charge,
Standards (2)Insulators and conductors, (3)Induced charges, (4)Coulomb’s Law,
(5)Electric forces and fields, (6) Electric field calculations and (7)
Charges on conductors
B. Performance The learners are able to: Use theoretical and experimental approaches to
Standards solve multi-concept and rich-context problems involving electricity and
magnetism.
C. Learning The learners draw electric field patterns due to systems with isolated
Competencies point charges.
& Objectives Code: STEM_GP12EM-IIIa-8
 Explain electric field lines of force.
State the rules in illustrating electric field lines of force.
II. CONTENT
III. LEARNING
RESOURCES
A. Reference
s
1. Teachers Not yet available
Guide
Pages
2. Learner’s Not yet available
Materials
Pages
3. Textbook Not yet available
Pages
4. Additional Not yet available
Materials
from LR
Portal
B. Other Cutnell, J. D., & Johnson, K. w. (2009). Physics 8th Edition. John Wiley
Learning & Sons Inc.
Resources
Hewitt, P. G. (2015). Conceptual Physics Twelfth Edition. Pearson
Education Inc.

IV. PROCEDURES Teacher’s Activity Materials

A. Elicit 1. The teacher will be showing a comics Test Charge
about a test charge. The students’ Comics
task is to read and analyze the
comics.
Guide Questions:
a. When do we say that a charge
experience a force?
b. Based from the comics, what do you
think is an electric field?
B. Engage 1. The teacher will be showing two Two Photos of Applies
photos. An example that will engage Comparison knowledge of
content
the students on the concept of about within
electric field. Electric field is Gravitational curriculum
compared to that of the gravitational and Electric teaching
field. Field. areas. (1)
Learning
Competency:
The learners
should be
Figure 1 An
able t0 infer
analogy of the
how friction
Electric Field
and gravity
and Forces
affect
movements of
different
objects;
S6FE-IIIa-b-1
C. Explore 1. The students will be divided into six Activity 1.2 Selects,
groups. Each group should have the Electric develops,
organizes,
following materials and equipment. Fields and uses
a. Laptop/netbook with Charges and Laptop/Netboo appropriate
Fields Simulation installed k teaching and
b. Activity Worksheet Manila Paper learning
resources
c. Pencil and Ruler Markers
 d. Manila Paper including
ICT, to
address
learning
goals. (8)
D. Explain 1. Each group will be having their Scoring Uses a range
representative to explain the result Rubric of teaching
strategies
of their works in class. Each that enhance
table/group is assigned with a diagram learner
to present. achievement
Group 1 – Diagram A in literacy
and numeracy
Group 2 – Diagram B skills. (2)
Group 3 – Diagram C
Group 4 – Diagram D
Group 5 – Diagram E
Group 6 – Diagram F
2. Group presentation will be graded
using a scoring rubric.
E. Elaborate 1. As an application of the rules in Applies a
range of
illustrating field lines, the teacher teaching
will provide a situation for the strategies to
develop
students to analyze. critical and
creative
Figure 2 shows four possibilities for the thinking, as
well as
electric field lines between three negative higher order
point charges (-q, -q, and -2q) and one thinking
positive point charge (-4q). Which of these skills. (3)

is the only one of the four that could

possibly show a correct representation of
the field lines? (a) Figure 2a (b) Figure 2b
(c) Figure 2c (d) Figure 2d.

F. Evaluate Directions: In ¼ sheet of paper, answer what

is being asked.

Drawings A and B show two examples of

electric field lines. Which (one or more) of
the following statements are true, and which
(one or more) are false?

(a) In both A and B the electric field is

the same everywhere.
(b) As you move from left to right in each
case, the electric field becomes stronger.
(c) The electric field in A is the same
everywhere, but it becomes stronger in B as
you move from left to right.
(d) The electric fields in both A and B
could be created by negative charges located
somewhere on the left and positive charges
somewhere on the right.
(e) Both A and B arise from a single
positive point charge located somewhere on
the left.
G. Extend Directions: Answer the following in your
notebook.
 The drawing shows some electric field lines.
For the points indicated, rank the
magnitudes of the electric field in
descending order (largest first).

(a) B, C, A
(b) B, A, C
(c) A, B, C
(d) A, C, B
(e) C, A, B
V. REMARKS

VI. REFLECTIONS
No. of learners who
earned 80% on the
formative
assessment
No. of learners who
require additional
activities for
remediation
Did the remedial
lesson work? No. of
learners who caught
up with the lesson
No. of learners who
continue to require
remediation
Which of the
teaching strategies
worked well? Why
did these work?
What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Attachment 1

The Test Charge Comics

Attachment 2

Activity 1.2
ELECTRIC FIELD LINES

Purpose:
The purpose of this activity is to investigate the electric field lines around a
configuration of two or more electric charges.

Getting Ready:
Navigate to the Electric Field Lines Interactive at Phet Simulations
Once you launch the Interactive, resize the window as desired and then begin getting
acquainted with the simulation. Add + and - charges to the work space and move them about.
Drag a charge to the Trash can if no longer needed. Learn to place like charges on top of
each other in order to intensify the amount of charge. Or use the Clear Screen button to
remove all the charges at once. Once you understand how to use the simulation, begin
completing the exercises below.

Interact • Explore • Learn

1. This simulation shows lines of force in the region of space surrounding a charge or
configuration of charges. The strength of these forces is depicted by how bold or
how faint the color is. State a general rule for the direction of these lines of
force.

2. The lines of force shown in this simulation can be connected to form unbroken
electric field lines. Create the following three configurations of two charges and
observe the electric lines of force. Use these lines of force to draw unbroken
electric field lines for each configuration.

3. Create the following configurations of three or more charges. Draw the electric
field lines for each situation. Avoid intersecting your electric field lines. Note
that Diagram F is similar to Diagram E but has five negative charges piled onto the
same location.
4. Compare Diagram E and Diagram F. How does the quantity of charge at a given location
seem to affect the curvature of the electric field lines in the space surrounding
it.

5. Observe the boldness and faintness of the lines of force for any of your
configurations. Make a statement describing where the electric field strength is
greatest.