School: CUENCA SENIOR HIGH SCHOOL Grade Level: 12

GRADES 1
to 12 Teacher: ALONA P. CORONEL Learning Area: GENERAL PHYSICS 1
DAILY LESSON
LOG
Teaching Dates and Time: June 23-27, 2025 Quarter: 1ST
SESSION 1 SESSION 2 SESSION 3 SESSION 4
STEM 1201- 1: 40-2:25 (T) STEM 1201- 1: 40-2:25 (T) STEM 1201- 1: 40-2:25 (T) STEM 1201- 1: 40-2:25 (T)
STEM 1202: 12:10-12:55 (T) STEM 1202: 12:10-12:55 (T) STEM 1202: 12:10-12:55 (T) STEM 1202: 12:10-12:55 (T)

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of 1. The effect of instruments on measurements; 2. Uncertainties and deviations in measurement; 3. Sources and types of error; and Vectors and
vector
addition
B. Performance Standards The learner is able to solve, using experimental and theoretical approaches, multiconcept rich-content problems involving measurement, vectors, motion in 1D and 2D, Newton’s Laws,
Work,
Energy, Center of Mass, momentum, impulse and collisions
C. Learning Competencies 1. Solve measurement problems involving conversion of units, expression of measurements in scientific notation
2. Differentiate accuracy from precision
3. Differentiate random errors from systematic errors
4. Estimate errors from multiple measurements of a physical quantity using variance

D. Learning Objectives
II. CONTENT (Subject Matter)
III. Learning Resources
A. References
[Link]’s Guide Pages Teaching Guide for Senior High School Teaching Guide for Senior High School Teaching Guide for Senior High School Teaching Guide for Senior High School
General Physics 1 General Physics 1 General Physics 1 General Physics 1
[Link]’s Materials Pages
[Link] Pages
4. Additional Materials from Learning Resources Pivot 4A Pivot 4A Pivot 4A Pivot 4A
(LR) Portal)
B. Other Learning Resources  PowerPoint presentations  PowerPoint presentations  PowerPoint presentations  PowerPoint presentations
 Diagrams of measurement tools  Diagrams of measurement tools  Diagrams of measurement tools  Diagrams of measurement tools
 Statistical charts and tables  Statistical charts and tables  Statistical charts and tables  Statistical charts and tables
 Physics simulation video  Physics simulation video  Physics simulation video  Physics simulation video
[Link]
A. Review Previous Lessons - Greetings and attendance Greetings and attendance Greetings and attendance Greetings and attendance
- Review previous concepts: Review Session 1: Scientific notation, - Review Session 2: Accuracy vs. - Review Session 3: Types of errors
measurement, unit conversion units, and measurements precision - Ask: How can we quantify the
- Ask: Would the results vary from one - Ask: How do measurements differ - Ask: Can experimental data perfectly uncertainty in repeated
laser speed gun to another? when using different instruments? represent the true value of a physical measurements?
quantity?
B. Establishing purpose for the Lesson Discuss learning objectives Discuss learning objectives Discuss learning objectives Discuss learning objectives
- Explain real-life importance of - Highlight the importance of - Emphasize the role of identifying - Connect statistical tools to error
accurate measurement distinguishing accuracy and precision errors in improving experimental estimation in physics
in experiments results

C. Presenting examples /instances of the new Use dartboard diagrams to explain Analyze dartboard figures Use visual aids to show examples of Recall variance and standard deviation
lessons precision and accuracy - Discuss: What can you say about the random and systematic errors from Statistics
- Analyze experimental data charts attempts on the dartboard? - Present charts showing experimental
data with errors - Show a normal curve and connect it
to measurement precision
D. Discussing new concepts and practicing new Direct teaching: Scientific Notation, Direct teaching: Accuracy vs. Precision Direct teaching: Types of Errors Direct teaching: Estimating Errors
skills #1. Units, Measurements - Activity: Guess the word (related to (Random vs. Systematic) Using Variance
- Classification activity: Physical accuracy/precision) - Discuss common sources of errors - Explain percent errors, percent
quantities - Discuss differences using dartboard difference, and variance formulas
examples

E. Discussing new concepts & practicing and Identify types of errors using visual Analyze Figure 1 and Figure 2 to Interpret experimental data to identify Provide steps for estimating errors
concern to new skills #2 aids differentiate accuracy and precision - random and systematic errors - using variance - Give examples of
- Interpret charts and figures showing Discuss: What are the two types of Activity: Classify errors in given variance calculations
experimental results errors? scenarios

[Link] Mastery (Leads to Formative Group activity: Solve error estimation Group activity: Analyze dartboard data Group activity: Identify and classify Group activity: Solve problems
Assesment 3 problems to classify accuracy and precision errors in experimental scenarios involving variance and error
estimation

G. Finding Practical Applications of concepts Discuss accuracy and error in real-life Discuss precision in real-life scenarios Discuss how errors affect experiments Discuss how variance is used in quality
and skills in daily living experiments like measuring gravity (g) (e.g., manufacturing, sports) like weather forecasting or medical control or scientific research
using free-fall data measurements
H. Making Generalizations & Abstractions about Highlight that lower variance = more Conclude: Accuracy refers to closeness Conclude: Random errors vary A smaller variance indicates more
the lessons precision to the true value; precision refers to unpredictably; systematic errors are precise measurements with less
- Connect Statistics concepts (variance consistency of measurements consistent and biased uncertainty
& standard deviation) to Physics
I. Evaluating Learning Reflection prompt: “In two sentences, 5-item multiple choice test - 5-item multiple choice test - 5-item multiple choice test -
share your takeaway learning.” Reflection: “In two sentences, give me Differentiate random errors from Reflection: “In two sentences, share
your takeaway learnings. systematic errors your takeaway learning.”

J. Additional activities for application or Assign problems on accuracy and Objective: Assign variance calculation problems
remediation precision for homework Students will analyze different experimental scenarios and identify the type of for practice
error involved: systematic error, random error, or gross (human) error. They
must also explain their reasoning.
Instructions:
1. Read the 5 scenarios below.
2. Identify the type of error present in each scenario.
3. Justify your answer briefly (2–3 sentences).
4. Submit your answers on a short written response sheet or present them in a
group discussion (teacher's discretion).
Scenarios:
1. Thermometer Trouble
A student uses a thermometer that is incorrectly calibrated and always
reads 2°C higher than the actual temperature.
2. Windy Weigh-In
While measuring the mass of a sheet of paper using a digital balance near
an open window, the reading fluctuates each time.
3. Oops! Forgot to Zero
A student forgets to reset the weighing scale to zero before placing the
object on it.
4. Distracted Reading
While measuring the time of a pendulum swing, a student starts and stops
the stopwatch too early due to not paying attention.
 5. Consistent Misreading
The student consistently reads the volume of liquid from above the
meniscus instead of at eye level throughout the experiment.

[Link]
VI. Reflection
A.
No. of learners who earned 80% in the evaluation
B. No. of learners who requires additional acts. for
remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who
caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well? Why
did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?

Prepared by: Recommending approval: Approved:

ALONA P. CORONEL BERNADETTE T. MENDOZA BLADEMER O. MANALO, EdD NALAINE M.