Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division Office Bulacan
BALIWAG POLYTECHNIC COLLEGE
PoblacionBaliwag, Bulacan

GRADES 1 to 12 School  BALIWAG POLYTECHNIC COLLEGE Grade Level  12

DAILY LESSON LOG Teacher  JESSE GABRIEL Learning Area  GENERAL PHYSICS
Teaching Dates and Time  July 10-14 2017 Quarter  1st Quarter

  SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES Mechanics of particles, rigid bodies, and fluids; waves; and heat and thermodynamics using the methods and concepts of algebra, geometry, trigonometry, graphical analysis, and basic calculus
The effect of instruments on The effect of instruments on The effect of instruments on The effect of instruments on measurements
measurements Uncertainties and measurements Uncertainties and measurements Uncertainties and Uncertainties and deviations in
deviations in measurement. Sources deviations in measurement. Sources deviations in measurement. Sources and measurement. Sources and types of error.
and types of error. Accuracy versus and types of error. Accuracy versus types of error. Accuracy versus precision. Accuracy versus precision. Uncertainty of
A. Content Standards precision. Uncertainty of derived precision. Uncertainty of derived Uncertainty of derived quantities. Error derived quantities. Error bars. Graphical
quantities. Error bars. Graphical quantities. Error bars. Graphical bars. Graphical analysis: linear fitting and analysis: linear fitting and transformation of
analysis: linear fitting and analysis: linear fitting and transformation of functional dependence functional dependence to linear form
transformation of functional transformation of functional to linear form
dependence to linear form dependence to linear form
 Solve, using experimental and  Solve, using experimental and  Solve, using experimental and theoretical  Solve, using experimental and theoretical
theoretical approaches, multi- theoretical approaches, multi- approaches, multi-concept, rich-context approaches, multi-concept, rich-context
concept, rich-context problems concept, rich-context problems problems involving measurement, vectors, problems involving measurement, vectors,
B. Performance Standards involving measurement, vectors, involving measurement, vectors, motions in 1D, 2D, and 3D, Newton’s Laws, motions in 1D, 2D, and 3D, Newton’s Laws,
motions in 1D, 2D, and 3D, Newton’s motions in 1D, 2D, and 3D, Newton’s work, energy, center of mass, momentum, work, energy, center of mass, momentum,
Laws, work, energy, center of mass, Laws, work, energy, center of mass, impulse, and collisions impulse, and collisions
momentum, impulse, and collisions momentum, impulse, and collisions
C. Learning Competencies / Differentiate random errors from Differentiate random errors from Differentiate random errors from Differentiate random errors from
Objectives systematic Errors systematic Errors systematic Errors (STEM_GP12EU-Ia-3) systematic Errors (STEM_GP12EU-Ia-3)
Write the LC code for each (STEM_GP12EU-Ia-3) (STEM_GP12EU-Ia-3)
Use the least count concept to estimate Use the least count concept to estimate
Use the least count concept to Use the least count concept to errors associated with single errors associated with single
estimate errors associated with estimate errors associated with measurements (STEM_GP12EU-Ia-4) measurements (STEM_GP12EU-Ia-4)
single measurements single measurements
(STEM_GP12EU-Ia-4) (STEM_GP12EU-Ia-4) Estimate errors from multiple Estimate errors from multiple
measurements of a physical quantity measurements of a physical quantity
Estimate errors from multiple Estimate errors from multiple using variance (STEM_GP12EU-Ia-5) using variance (STEM_GP12EU-Ia-5)

BALIWAG POLYTECHNIC COLLEGE – Daily Lesson Log Page 1 of 4

   SESSION 1 SESSION 2 SESSION 3 SESSION 4
measurements of a physical measurements of a physical
quantity using variance quantity using variance Estimate the uncertainty of a derived Estimate the uncertainty of a derived
(STEM_GP12EU-Ia-5) (STEM_GP12EU-Ia-5) quantity from the estimated values and quantity from the estimated values and
uncertainties of directly measured uncertainties of directly measured
Estimate the uncertainty of a Estimate the uncertainty of a quantities. (STEM_GP12EU-Ia-6) quantities. (STEM_GP12EU-Ia-6)
derived quantity from the derived quantity from the
estimated values and estimated values and Estimate intercepts and slopes—and Estimate intercepts and slopes—and and
uncertainties of directly measured uncertainties of directly measured and their uncertainties—in experimental their uncertainties—in experimental data
quantities. (STEM_GP12EU-Ia-6) quantities. (STEM_GP12EU-Ia-6) data with linear with linear
dependence using the “eyeball method” dependence using the “eyeball method”
Estimate intercepts and slopes— Estimate intercepts and slopes— and/or linear regression formulae and/or linear regression formulae
and and their uncertainties—in and and their uncertainties—in STEM_GP12EU-Ia-7 STEM_GP12EU-Ia-7
experimental data with linear experimental data with linear
dependence using the “eyeball dependence using the “eyeball
method” and/or linear regression method” and/or linear regression
formulae formulae
STEM_GP12EU-Ia-7 STEM_GP12EU-Ia-7

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
1. Significant Figures and Scientific 1. Significant Figures and Scientific 1. Significant Figures and Scientific Notation 1. Significant Figures and Scientific Notation
II. CONTENT
Notation Notation 2. Propagation of error 2. Propagation of error
2. Propagation of error 2. Propagation of error
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
III. LEARNING RESOURCES based materials. Hands-on learning promotes concept development.
 University Physics by Young and  University Physics by Young and  University Physics by Young and Freedman  University Physics by Young and Freedman
A. References
Freedman (12th edition) Freedman (12th edition) (12th edition) (12th edition)
1. Teacher's Guide Pages  Pages 11-30  Pages 11-30  Pages 11-30  Pages 11-30
2. Learner's Materials Pages        
3. Textbook Pages        
4. Additional Materials        
from Learning Resources
(LR) Portal
B. Other Learning Resources  Youtube Videos  Youtube Videos  Youtube Videos  Youtube Videos
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about
what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson  Discussing Errors, Percent errors Deriving formulas in computing error  
or presenting the new and propagation of uncertainty propagation.
lesson

BALIWAG POLYTECHNIC COLLEGE – Daily Lesson Log Page 2 of 4

   SESSION 1 SESSION 2 SESSION 3 SESSION 4
Discuss to students that errors are    
B. Establishing a purpose for unavoidable in measurements and
the lesson we just need to minimize them as
much as possible.
C. Presenting examples/  Presenting examples for analysis.  Presenting examples for analysis. Presenting complex examples for analysis.
instances of new lesson

D. Discuss new concepts and    

practicing new skills #1

E. Discuss new concepts and    

practicing new skills #2
F. Developing mastery  
(Leads to formative Assessment 3)

G. Finding practical    
applications of concepts
and skill in daily living
H. Making generalizations    
and abstractions about
the lesson
I. Evaluating learning     Conducting long quiz.
J. Additional activities for    
application or remediation
V. REMARKS  
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
VI. REFLECTION supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned        

80% on the formative
assessment
B. No. of learners who require        
additional activities for
remediation
C. Did the remediation lesson        
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue        
to require remediation

BALIWAG POLYTECHNIC COLLEGE – Daily Lesson Log Page 3 of 4

   SESSION 1 SESSION 2 SESSION 3 SESSION 4
E. Which of my teaching        
strategies worked well? Why
did these work?
F. What difficulties did I        
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized        
materials did I use/discover
which I wish to share with
other teachers?

Submitted by: JESSE GABRIEL Checked by: _________________________ Noted by: ___________________________
Teacher I School Principal I

BALIWAG POLYTECHNIC COLLEGE – Daily Lesson Log Page 4 of 4