MATATAG School SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL Grade Level 7

K-10 CURRICULUM Teacher Learning Area SCIENCE

Daily Lesson Log in Science 7 Teaching Dates and Time Week 4-January 6-10, 2025 Quarter THIRD

I. CURRICULUM STANDARDS AND COMPETENCIES

DAY 1 DAY 2 DAY 3 DAY 4

A. Content BALANCED AND UNBALANCED FORCES: FREE BODY DIAGRAM Mental Health and Psychosocial Support System services

B. Content Standards
Scientists and engineers analyze forces to predict their effects on movement.

C. Performance Standards
By the end of the Quarter, learners employ scientific techniques, concepts, and models to investigate forces and motion and represent their understanding using scientific language, force
diagrams, and distance-time graphs.

The learners will;

D. Learning Competencies Draw a free-body diagram to represent the relative magnitude and direction of the forces involving balanced and unbalanced forces
Identify when forces are not balanced, they can cause changes in the objects speed and direction

Recall how to illustrate forces in a free-body diagram.

E. Learning Objectives
At the end of the lesson, learners
Determine the direction of the net force and state of motion of an object
are expected to: Analyze and solve simple problems related to balanced and unbalanced forces
Determine the effect of balanced or unbalanced forces to the state of motion of an object.

Vector Addition and Subtraction: Understanding how forces combine in free-body diagrams introduces students to vector operations (addition, subtraction, and resolution of forces). They can practice these skills in math classes by learning how to
Integration
represent and calculate the resultant force in both 2D and 3D.
Geometry: Students can apply geometry when determining the angles and components of forces in free-body diagrams, particularly when forces are not aligned along the same axis. The concept of trigonometry (sine, cosine) can also be used to
resolve forces into components.

II. LEARNING RESOURCES

Hibbeler, R. C. (2017). Engineering mechanics: Statics and dynamics (14th ed.). Pearson Education.
A. References .
Serway, R. A., & Jewett, J. W. (2018). Physics for scientists and engineers with modern physics (9th ed.). Cengage Learning.

Physics Classroom. (n.d.). Forces and free-body diagrams. Retrieved from https://www.physicsclassroom.com
B. Other Learning Resources
Khan Academy. (n.d.). Forces and motion. Retrieved from https://www.khanacademy.org/science/physics/forces-and-newtons-laws
III. TEACHING AND LEARNING PROCEDURES

WORD CRYPTOGRAM
The students will decode the hidden words to unlock the words to be used in the lesson.

A. Activating Prior Knowledge

Present the objectives of the lesson

At the end of the lesson, the students should be able to:
Recall how to illustrate forces in a free-body diagram.
Determine the of the net force and state of motion of an objectdirection
Analyze and solve simple problems related to balanced and unbalanced forces
Determine the effect of balanced or unbalanced forces to the state of motion of an object .
B. Establishing Purpose
of the lesson
REVIEW/MOTIVATION
Let the students answer the ff. scenarios

Scenario 1: Imagine a book lying on a table. You push the book to the right with a force of 5 N, but someone else pushes it to the left with a force of 5 N. What happens to the book?
Scenario 2:
Now imagine you push the book with a force of 5 N to the right, but no one else pushes it. What happens?
Explicitation Explicitation
Conduct a short
discussion about Force: Force and Free Body Diagrams
Briefly recall the concept of balanced and unbalanced forces.
 Worked Example Worked Example
1. Identify
which real-life situations show balanced or unbalanced forces.
1.Observe the situations illustrated below. Think of the 2. Determine the net force (zero or nonzero) and state of motion (at rest, in motion: constant or changing speed)
forces that act on the identified object. Draw the free-body diagram and label all forces acting on the 3. Give a short description of the balanced and unbalanced forces in each situation.
identified object in the sample situations. Remember that the length of the arrow represents the strength (or
magnitude) of the force.

2. Determine the direction of the net force (right, left, up, down, or not applicable?NA) and state of motion of
the object due to these forces (at rest, in motion: constant or changing speed).

C. Developing and
Deepening Understanding

LESSON ACTIVITY LESSON ACTIVITY

1. Analyze DRAWING
the free body diagram of the different situations. FREE-BODY DIAGRAMS
2. Determine the following: Instructions:
a. net force along x and y-axes (Please indicate NA if not applicable since no forces are present in specific axis) For each of the following scenarios, draw a simple free-body diagram that shows the forces acting on the object. Use
b. state of motion (at rest, moving at constant speed, moving at changing speed) arrows to represent the forces, making sure to label them clearly. The size of the arrows should reflect the magnitude of
c. direction of motion (Left/Right/Upward/ Downward/NA*) the forces, and the direction of the arrows shows where the force is acting.
3. Identify if the situation shows balanced or unbalanced forces along x- and y- axes.
4. Based on the completed data, match each situation in the template provided into the following activities
a. pulling a cart on a smooth surface
b. oven on top of a table
c. pushing a box on a rough surface
d. moving car at constant speed
e. falling skydiver *see attached activity sheets
 Discuss the results of the activity and let the students reflect on what they learn The students will then complete the FORCE
DIAGRAM VS. FREE BODY DIAGRAM to summarize the lesson.

D. Making Generalizations
The activity will be check and discuss in class for
students to remember the concepts learnerd.

Choose the letter of the best answer.

1. A wheeled cart is moving to the right at a constant speed. Two forces of equal magnitude are
acting upon the cart. Which of the following best describes the forces and motion of the cart? a. Balanced Forces,
Constant Speed b. Balanced Forces, Acceleration
c. Unbalanced Forces, Constant Speed d. Unbalanced Forces, Acceleration 2.
How will this object move?
a. It won't move. b. It will move to the right. c. It will move to the left. d. It will move up
3. Analyze the force diagram. What is the net force?
a. 400 N Up b. 400 N Down c. - 400 N Down d. 800 N Down 4.
An airplane is travelling North through the sky at a constant speed when turbulence causes it to take a different route, changing its direction. Explain the forces at work on this plane.
a.Unbalanced, because the plane is moving forward, not backwards b. Unbalanced, because the speed is constant and there is a change in direction c.
Balanced, because the plane is not falling to a lower altitude d. Unbalanced, because the plane is in motion 5.
Analyze the force diagram. What is the net force?
a. 17 N Right b. 3 N Right c. 3 N Left d. 17 N Left 6.
Which of the following statement is/are true about this image?
E. Evaluate Learning
a. It shows unbalanced forces. b. It shows balanced forces. c. The people on the right are winning. d. The people on the left are winning. 7.
Joe pulls a rope with a force of 15 N to the left, while John pulls on the other end of the rope with a force of 10 N to the right. What is the magnitude and direction of the net force?
a. 20 N to the left b. 5 N to the right c. 5 N to the left d. 20 N to the right 8.
Which of the following paired of forces is balanced?
a. 2 N to the West and 2 N to the North b. 2 N to the East and 2 N to the West c. 2 N to the East and 2 N to the South d. 2 N to the West and 2 N to the West
9. How can you explain balanced forces using an example?
a. Balanced forces can be explained using the example of a book resting on a table. The force of gravity pulling the book downward is balanced by the upward force from the table, resulting in no motion.
b. Balanced forces can be explained using the example of a car accelerating on a highway.
c. Balanced forces can be explained using the example of a rocket launching into space.
d. Balanced forces can be explained using the example of a ball rolling down a hill. 10. How
do balanced forces affect an object?
a. They cause the object to slow down b. They cause the object to change direction
c. They cause the object to speed up d. They do not cause any change in the object's motion.
 F. Teacher's Remarks

G. Reflections

Prepared by: Checked by: Noted by:

SHIELLA MARIZ C. BINOTAPA LHAARNI L. RAMOS GLENDA S. PALMA ENRIQUE R. MALIMATA

Subject Teacher Master Teacher I Head Teacher VI/Science Department Principal IV