Republic of the Philippines

Region XI
Department of Education
Davao del Norte Division
KAPALONG NATIONAL HIGH SCHOOL
Maniki, Kapalong, Davao del Norte

SEMI-DETAILED LESSON PLAN IN GENERAL PHYSICS I

Session 4 – 2nd Quarter

Content Standards The learner demonstrates understanding of static equilibrium.

Performance The learner is able to solve multi-concept, rich context problems
Standards using concepts from rotational motion, fluids, oscillations, gravity,
and thermodynamics.
CODES STEM_GP12RED-IIa-5
STEM_GP12RED-IIa-8
Learning The learners…
Competencies 1. Determine whether a system is in static equilibrium or not.
2. Solve static equilibrium problems in contexts such as, but
not limited to, see-saws, mobiles, cable-hinge-strut system,
leaning ladders, and weighing a heavy suitcase using a small
bathroom scale.

I. LESSON OBJECTIVES
By the end of the session, the students are expected to:
1. identify the two conditions for equilibrium;
2. determine whether the system is in equilibrium or not;
3. solve problems involving static equilibrium.

II. SUBJECT MATTER

Topic: Static Equilibrium
Reference/s: Lesson 10.2: Static Equilibrium. (2017). Helen E.
Caintic, PhD, General Physics 1 for Senior High
School (pp. 216 – 219). C & E Publishing, Inc.
Instructional Materials: LED TV, Activity sheets, Manila paper

III. PROCEDURE
A. Preliminary Activities
1. Prayer
2. Greetings
3. Checking of Attendance and Classroom Management

B. Elicit – Presenting the new lesson

Decode the words based on the given definition. Use the given code to help you out. Each
number corresponds to a letter.\
Code:
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
6 1 22 16
 1. State of balance in a setup

1 25 24 13 21 13 20 11 13 24 3

2. Balance due to the torques acting on an object

4 11 6 22 16 21 6 4 13 8 22 6 21

1 25 24 13 21 13 20 11 13 24 3

3. Balances forces acting on a body at rest

11 8 4 6 4 13 8 22 6 21

1 25 24 13 21 13 20 11 13 24 3

C. Engage – Equilibrium All Around Me

Two volunteer students will identify objects in equilibrium in the classroom. They will
draw these objects in the box provided below. They will also assume the location of the center of
gravity of the object.
Object in Equilibrium Forces Acting on the Object

The class will analyze how equilibrium is taking place in objects that are in equilibrium.
With the help of the whole class, the two volunteer students will draw the forces acting on the object
and explain how the application of each force affects the object. Also, they will explain how the
object obtained its state of equilibrium.
The teacher will emphasize that there are two conditions for an object to be in equilibrium.
The students will identify these conditions based on the object being analyzed.

D. Explore – Problem Solving

The class will be divided into five (5) groups. They will answer the problems assigned to
their group. They will use the equilibrium equations below and they will follow the steps indicated
to solve their assigned task. They will write their answers in the Activity Sheet provided.
Afterwards, a representative from their group will present their output in class.

Equilibrium Equations:
(1)  Fx = 0 (2)  Fy = 0 (3)  τ = 0
 Group 1 and 5 – Determine force F and the reaction force RA that satisfy the equilibrium
equations for the following beam:

F 10 N

2m 5m

Step 1. Draw a free-body diagram

of the beam.
Step 2. Using Equation (3), determine the force F.
Step 3. Using Equation (2), determine the force RA.

 Group 2 and 4 – A truck with a mass of 30,000 kg is passing over a 50-meter uniform
bridge with a mass of 80,000 kg. Find the forces at the end of the bridge to support the
weight of the truck passing through it.

FN1 FN2

15 m
Step 1. Draw a free-body diagram of the bridge.
Step 2. Using Equation (3), determine the force FN2.
Step 3. Using Equation (2), determine the force FN1.

 Group 3 – A ladder is leaning against a frictionless wall as shown below. The ladder has a
mass of 30 kg and is 5 m long. A 60 kg person is 1.5 m from the bottom of the ladder.
Solve the force of the wall on the ladder.

Fw

Step 1. Draw a free-body diagram of the ladder.

Step 2. Using Equation (1), prove that Fw = Ff.
Step 3. Using Equation (3), determine the force on
the wall Fw.

Ff
E. Explain – Reporting of Group Output
Group representatives will present the output of the activity and answer the following
questions:
 Group 1 and 5
1. What are the forces that affects the beam?
2. How will the beam attain its state of equilibrium?
 Group 2 and 4
1. What are the forces that affects the bridge?
2. How will the bridge attain its state of equilibrium?
 Group 3
1. What are the forces that affects the uniform?
2. How will the uniform beam attain its state of
equilibrium?

F. Elaborate – Generalizations and Abstractions about the

Lesson
The two conditions for static equilibrium are:
1. Translational equilibrium – For an object to be at rest, the sum of the forces acting
on an object is zero. That is, ΣFx=0 and ΣFy=0, or Fnet = 0.
2. Rotational equilibrium – The sum of the torques acting on an object, as calculated
about any axis, must be zero. That is, Στ=0.

G. Evaluate – Quiz
Direction: Choose the letter of the best answer. Write your answers in a ¼ sheet of paper.
1. The first condition for equilibrium is called
a. Rotational equilibrium
b. Translational equilibrium
c. Static equilibrium
2. Static equilibrium occurs when
a. The sum of the forces on x and y axis are 0.
b. The net force of the object is 0.
c. All of the above
3. An illustration of a static equilibrium is
a. Center of Gravity

b. Center of Gravity

c. All of the above

 4. Given the diagram below, determine the load CW. Use the static equilibrium equation
Στ=0.

10 m 15 m

10 m

CW
WB 80 N

A WB = 5 N

a. 200 N
b. 205 N
c. 210 N
d. 215 N

H. Extend – Additional Activities for Application

The students will apply the concept of static equilibrium in designing their stick crane out
of the following materials. They will work in groups (groupings are from the Exploration part).
 Popsicle sticks
 hot glue gun and glue sticks
 styrofoam-core board base, 6.5 x 6.5 inch (16.5 x 16.5 cm)
 one-peso coins (to use as weights)
 small paper cup (to hold weights)
 string (to hang cup from end of crane), ~1 ft (~30 cm)

The groups will follow the procedure below in designing their stick crane.
Procedure:
You are required to design and build a crane that remains in balance at all times (under
loading as well as standing on its own). This means your crane must be structurally sound and
theoretically sound (in terms of the static equilibrium equations).
Keep in mind that your counterweight is made up of a small paper cup and one-peso
coins. The weight of the cup is 10.1 grams, and the weight of a one-peso coin is 6 grams.
Given a certain load for your counterweight, your design will be judged in two categories:
1. The maximum load applied at the greatest distance from the center of the crane.
(Scoring: 10 points to the group in first place, 8 for second, 6 for third, etc.)
2. The deflection of your crane arm (to be measured 40 cm from the center of the crane) with
a load of 96 grams (about 16 one-peso coins). This category will be judged by the lowest
deflection product (product of deflection and weight). For example, if the deflection is 3
cm with a weight of 10 Newtons, the deflection product is 30 cm * N.
(Scoring: 10 points to the group in first place, 8 for second, 6 for third, etc.)
 Design Requirements:

Arm distance from center of crane must be at least 40 cm

0 cm < CW < 10 cm
Height should be approximately
4 Popsicle stick lengths high

VI. REMARKS

VII. REFLECTION

Prepared by:

APRIL JOY C. LASCUÑA

Teacher I