CO 2 GENERAL PHYSICS 1

School: Curuan National High School Grade Level: 12

Teacher: Francis Rogel F. Ebol Learning Area: General Physics 1
Observation Date: January 16, 2023 Quarter: Second

Content Standards Performance Standard

The learners demonstrate an understanding of; The learners shall be able to:
1. Energy conservation a. Solve problems on the law of
2. Derive a conclusion that the total mechanical conservation of energy.
energy in a given system is the same.

Learning Competencies Unpacked Learning Competencies

Solve problems involving work, energy, and power in ● Explain Mechanical Energy.
contexts such as, but not limited to, bungee jumping, design
of roller-coasters, number of people required to build
structures such as the Great Pyramids and the rice terraces;
power and energy requirements of human activities such as
sleeping vs. sitting vs. standing, running vs. walking.
(Conversion of joules to calories should be emphasized at
this point.)
STEM_GP12WE-Ih-i-55
Subject Matter
A. Topic: The Law of Conservation of Mechanical Energy

B. Materials:
Quarter 2 Regional Module, General Physics 1 Learner’s Module
PEDAGOGY/STRATEGY/ACTIVITIES

Inquiry-Based Learning Using 7Es (COMBI)

Teaching-Learning Procedure Annotation
● Prayer/checking of attendance
● Revisit classroom rules
E ●Reminder of safety protocols

L A. Riddle
I Indicator 1: Applies knowledge of content
I have here a riddle, what you’re going to do is to within and across curriculum teaching areas.
C guess what the riddles are. -English riddle
I
Riddle 1:
T What is always present but Indicator 2: Uses a range of teaching strategies
never been visible? that enhance learner achievement in literacy
and numeracy skills.

Riddle 2: - This will help in the enhancement in the

I can do work even I’m not an literacy skills of the students.
animal or a thing. What am I?

Student Answer: Energy

Very good! Although energy is not visible you

can detect evidence of energy in our daily lives.

E
 Activity 1:
Check the box PE if the scenario possesses Potential
Energy. And check box KE if it has Kinetic Energy. Indicator 2: Uses a range of teaching strategies
that enhance learner achievement in literacy
N and numeracy skills.
G
A - This will help in the enhancement in the
G numeracy skills of the students.
E
Indicator 9: Used strategies for providing
timely, accurate and constructive feedback to
improve learner performance.

So, this leads us to our next topic “ the law of

conservation of mechanical energy”
In a culturally rich countries like ours, we have
some activities during the celebration of fiestas
where we put some entertainment facilities to our Indicator 7: Established learner-centered
barrios like The Roller Coaster or the Feris Wheel cultured by using teaching strategies that
etc. respond to their linguistic, cultural, socio-
economic and religious background.
Do you know what a roller coaster is?
Do you know how energy is transformed in a roller Indicator 8: Adapted and used culturally
coaster? appropriate teaching strategies to address the
needs of learners from indigenous groups.
“ The Roller Coaster”
M ACTIVITY 2: Indicator 3: Applies a range of teaching
O OBJECTIVES: strategies to develop critical and creative
D a. Express your idea on the Law of thinking, as well as other higher-order thinking
E Conservation of Mechanical Energy skills.
L
L Instructions: Examine the figure below. Solve and
I fill in the needed data. Show your solutions. Indicator 2: Uses a range of teaching strategies
N that enhance learner achievement in literacy
G and numeracy skills.

-Students will have to solve using mathematical

formula, therefore will help in the
enhancement in the numeracy skills of the
students.

-By answering the guide questions students will

have to arrange their ideas, therefore will help
 Show / present your output through in the enhancement in the literacy skills of the
any of the ff: dance, poem, song etc. students.

Guide Questions: Indicator 3: Applies a range of teaching

E 1. At which point/s is potential energy maximum? strategies to develop critical and creative
X Answer: At point 1 thinking, as well as other higher-order thinking
P 2. How does potential energy differ from kinetic energy? skills.
Answer: potential energy is the energy possess by
L
objects by virtue of their height while kinetic energy is Indicator 9: Used strategies for providing
A the energy possess by the objects by virtue of their
I timely, accurate and constructive feedback to
velocity
N 3. What happens to the potential energy and kinetic
improve learner performance.
energy as the ball moves from
1 to point 4?
Answer: The total potential energy constantly
transforms to kinetic energy and vice versa
4. What is the relationship of potential energy of an object
to its kinetic energy in a conservative system?
Answer: In a conservative system, as the potential
energy decreases as the kinetic energy increases and vice
 versa as shown in the figure.

*Presentation of learner’s outputs

*Processing of learner’s outputs
Teacher presents another illustration: Exercise

E
L
A
B
O Given the figure above, complete the data in the table.
R Point KE(J) PE (J) ME(J) Indicator 3: Applies a range of teaching
A A 0J 15J strategies to develop critical and creative
T B 7J thinking, as well as other higher-order thinking
E C 15J skills.

Indicator 9: Used strategies for providing

timely, accurate and constructive feedback to
improve learner performance.

React to this: Indicator 1: Applies knowledge of content

within and across curriculum teaching areas.
E 1. Energy that is not use properly is energy lost. - The question can be answer in varied ways.
X
T Possible answer: The answer maybe varied.
E Answer: Energy can never be lost because of the
N law of conservation of energy which states that
D energy cannot be created nor destroyed.

Answer the following: ( ¼ crosswise) Indicator 2: Uses a range of teaching strategies

that enhance learner achievement in literacy
A. THINK TANK! Write True if the statement is correct, and numeracy skills.
but if it's False, change the underlined word or group of
words to make the whole statement true. Write your Indicator 9: Used strategies for providing
answers on your science notebook. timely, accurate and constructive feedback to
_______ 1. Mechanical energy consists of two types, the
improve learner performance.
potential energy and kinetic energy.
_______ 2. Potential energy is energy due to its high
E velocity.
V _______ 3. Kinetic energy is also termed as stored
A energy.
_______ 4. Given that PE is 50 J and KE is 10 J, then the
L
total ME is 40 J.
U ______ 5. ME is the product of PE and KE.
A _______6. The object’s kinetic energy is transformed into
T potential energy or vice versa.
E _______ 7. When Potential Energy of a pendulum
decreases as it swings down, Kinetic Energy increases as
it gains speed.
_______ 8. At a point, Potential Energy is zero while
Kinetic Energy is at its maximum.
_______ 9. When the vehicle is moving, there is a gain of
potential energy.

ASSIGNMENT:
1. What is Power?
Prepared by: Noted by:

FRANCIS ROGEL F. EBOL BERNARDETTE C. MACALAM

Name & Signature of Teacher Name & Signature of Observer