Republic of the Philippines

Department of Education
Division of Eastern Samar
Salcedo I District
SALCEDO NATIONAL HIGH SCHOOL
Salcedo, Eastern Samar
303522

Grade Level 12 Quarter/Week No. 4th /week 6

Semester 2nd Semester Region VIII
Learning Area Science Teaching Date: June 20, 2022
Annotations
I. OBJECTIVES (RPMS
Objective)
The learners demonstrate an understanding of:

A. Content Standards 1. Postulates of Special Relativity

2. Relativity of times and lengths
3. Relativistic velocity addition
The learners are able to:

1. Use theoretical and, when feasible, experimental approaches to

solve multiconnected, rich-context problems using concepts from
B. Performance electromagnetic waves, optics, relativity, and atomic and nuclear
Standards theory

2. Apply ideas from atomic and nuclear physics in contexts such as,
but not limited to, radiation shielding and inferring the composition
of stars
C. Learning
The learners:
Competencies/
Objectives  Apply the time dilation and length contraction formula
Write the LC code
for each STEM_GP12MP-IVg-40
SPECIAL RELATIVITY: Time Dilation and Length Contraction
II. CONTENT
III. LEARNING
RESOURCES
A. References
Special and General Relativity
1. Teacher’s Guide
pages
Hirsch, A., Stewart, C., Martindale, D, & Barry, M. (2011). Nelson
Physics 12. Toronto: Nelson Thomson Learning
2. Learner’s Materials General Physics 2 Pp 160-162
3. Textbook pages pp 160-162
4. Additional Materials
from Learning GENERAL PHYSICS II Quarter 2 – Module 8
Resource (LR) Special Relativity
portal
Activity sheets, projector, laptop, power point presentation

https://www.khanacademy.org/college-careers-more/bjc/2015-
B. Other Learning challenge/2015-physics/v/bjcgeneral-relativity
Resources http://physics12university.weebly.com/lesson-2-special-theory-of-
relativity.html

IV. PROCEDURES
A. Reviewing previous Preliminary activities
lesson or 1. Prayer Objective 5
presenting the new
2. Checking of Attendance Managed
lesson
3. Health and Safety Norms learner behavior
4. Classroom Rules constructively
by applying
Presenting the classroom standards; positive and
1. Be kind, polite, and courteous to others. non-violent
2. Be respectful of classmates, teachers, and property. discipline to
3. Listen to the teacher and classmates and follow ensure learning-
directions. focused
4. Work hard and always do your best. environments.
5. Be safe.
6. Raise your hand when you would like to speak in
class, when leaving your seat or if you need to leave the
classroom for a reason.

ELICIT

Activity 1: Thumbs Up for Einstein

This activity aims to recall the previous lesson: Einstein’s

Postulates of Special Relativity. Statements will be flashed on the
screen and students will make a Thumps Up gesture if the
statement is true, and then make a Thumbs Down gesture if the
statement is false.

Objective 4
Managed
classroom
structure to
engage learners,
individually or in
groups, in
meaningful
exploration,
discovery and
hands-on
activities within
a range of
A. The faster a spaceship is flying, the shorter it will appear physical learning
to the people on board the spaceship. environments.

B. Light travels at 30,000,000 m/s

C. Special theory of relativity describes the motion of

accelerating objects through space and time.

D. Time slows down as a person or object moves faster in

space.

E. According to the theory of relativity, time passes faster

the stronger the gravity.
F. Theoretically, time would stop if you can travel faster than
the speed of light.

G. As time and space are connected, time speeds up as you

move quickly.

H. An object's motion is always relative to the motion of the

objects around it.

I. The faster an object is moving in relation to an observer,

the shorter it will appear to the observer.

J. The speed of light is relative to the objects around it in

space.
ENGAGE
Objective 3
This thought experiment aims to hook student interest on the Applied a range
curious manifestation of time dilation in modern physics, as it was of teaching
introduced by Albert Einstein through the theory of relativity. strategies to
develop critical
and creative
Activity 2: Guessing Time thinking, as well
as other higher-
order thinking
skills.

B. Establishing a
purpose for the
lesson

Scenario: Consider two twins, named Biff and Cliff. On their 20th
birthday, Biff decides to get in a spaceship and take off into outer
space, traveling at .96c, near the speed of light. He journeys around
the cosmos at this speed for about 5 years, returning to the Earth
when he is 25 years old.

Cliff, on the other hand, remains on the Earth. When Biff returns, it
turns out that Cliff is way older than him.
Why does the twin in a rocket ship looks younger than the other
twin after 5 years? Does time on Earth differ on the time in the
outer space? Is there a way to know the exact age of Cliff?

C. Presenting EXPLORE
examples/instance Objective 3
s of the new lesson
Einstein conducted experiments only in his mind. Students may Applied a range
D. Discussing new
want to assume that they wanted to be just like Einstein by of teaching
concepts and performing thought experiments in an interactive match between strategies to
practicing new groups of five. develop critical
skills #1 (Student groups follows heterogeneous selection.) and creative
E. Discussing new thinking, as well
concepts and as other higher-
practicing new
Activity 3: Think Like Einstein: A Board Race order thinking
skills #2
F. Developing skills.
mastery (leads to Students with their groupmates will answer questions on four
Formative
stations that has scenario-based problems related to Special
Assessment 3)
Relativity. Answers will be written on the board and whoever
finishes writing the correct answer gathers the point. The group with Objective 4
the most points, win. Managed
classroom
structure to
engage learners,
Station 1: Who is telling the TRUTH?! individually or in
Two men, A & C are observing a passenger (B) seated at a bus groups, in
travelling at constant speed. A is seated next to the passenger while meaningful
C is standing across the road observing the bus pass by. A reported exploration,
that the passenger is motionless while C reported that the discovery and
passenger is moving at a certain speed. Who is correct? Why do you hands-on
say so? activities within
a range of
physical learning
environments.

Objective 8
Selected,
developed,
organized and
used
Station 2: Einstein’s Wanna Be? appropriate
teaching and
OE standing on a railway as a train goes passing by and witness the learning
lightning struck at the same time. Meanwhile, another observer, OT resources,
on the train is sitting at its exact midpoint and moving to the right. including ICT, to
Each end of the train is struck by a bolt of lightning just as the train’s address learning
midpoint is passing. goals

Which bolt of lightning would OE observe first?

Objective 2
Used a range of
teaching
strategies that
enhance learner
achievement in
literacy and
numeracy skills.

Station 3: Adding Velocities

You're on a train that's moving forward at 50 mph. You throw a ball

in the direction that the train is moving. Relative to you and the
train, the ball leaves your hand travelling at 20 mph.

Question: From the point of view of someone standing alongside the

tracks, how fast is the ball moving?
(20mph/30mph/50mph/70mph)

Station 3: The Speed of Light

Again, you're on a train. This time, though, the train is moving much
faster—at half the speed of light, or 93,000 mps (miles per second).
And instead of throwing a ball, you turn on a flashlight.

Question: 1. How fast is the light travelling relative to the observer

standing alongside the tracks?

Station 4: Is it relative?
For the same scenario in Station 3:
2. How fast does the light travel relative to you?
(93,000 mps/186,000 mps/279,000 mps)

EXPLAIN

Pondering upon these thought experiments had led Einstein to the

following consequences of the postulates of special relativity:

1. Length Contraction: the object’s length shortens while moving

near the speed of light. Length contraction occurs only along the
direction of motion.
Objective 2
Used a range of
teaching
strategies that
enhance learner
achievement in
literacy and
numeracy skills.

To an observer on the spaceship, nothing changes. He would see the

actual length of the spaceship. To an observer on Earth, he would Objective 8
see shorter spaceship. As the spaceship travels faster, the apparent Selected,
length becomes even shorter. developed,
organized and
Where: used
L “contracted length” is the length of the moving object as appropriate
measured by the observer on earth. teaching and
L0 “actual length” is the measured length of the object. learning
v is the speed of the object relative to the observer resources,
c is the speed of light including ICT, to
address learning
goals
2. Time Dilation: clocks run slowly while moving near the speed of
light.

Time would also be relative to the inertial frame of reference of the

observer. As shown in the figure, the clock in the spaceship traveling
at high speed would run slower, thus registering shorter time
compared to an observer on the Earth. This is the concept of time
dilation.

Where:

t – “earthbound observer time”” time measured by the observer in

the stationary frame of reference
t0 – “dilated time”time measured by observer in the moving frame
of reference
v – speed of the object
c – speed of light
G. Finding practical ELABORATE Objective 6
applications of A guided board activity will allow students to apply the formula Used
concepts and skills
presented in solving simple problems. differentiated,
in daily living
developmentally
Practice Problems appropriate
learning
1. What is the contracted length of an object whose initial length 10 experiences to
m and travel with a velocity 0.75c? address
learners’
L= 6.61 gender, needs,
strengths,
2. An observer on Earth sees a rocket zoom by at .95c. If the rocket interests, and
is measured to be 5.5 m in length, how long is the rocket ship as experiences.
measured by the astronaut inside the rocket?
Objective 2
L0 = 17.6 m Used a range of
teaching
3. Suppose an astronaut, travels at 0.5c. After 10 years (Earth time), strategies that
he returns. How much time has passed by from the astronaut’s enhance learner
frame of reference? achievement in
t′ = 8.66 yrs literacy and
numeracy skills.
Pose question: IS RELATIVITY USED IN DAILY LIVES?

Yes, but due to the negligibly small velocity of moving objects

compared to c, speed of light, its effect is not observable. But there
is already experimental evidence performed in labs where particles
are accelerated at very high speeds.

GPS NAVIGATION
A GPS receiver is able to calculate the distance to each satellite by
timing how long it takes for the radio waves, which travel at light
speed, to arrive at the receiver. By knowing the exact distance and
location (encoded in the signal) of three satellites the receiver’s
microprocessor is able to trilateration its location. Trilateration is a
more complex form of triangulation that uses intersecting spheres
to determine a location based on distances to three other points in
3-dimensional space. A fourth satellite is required as a redundant
check and to provide timing corrections to the receiver which don’t
have the luxury of a built in atomic clock.

Measuring the travel time of radio waves traveling over such

relatively short distances requires extreme precision. To achieve the
necessary accuracy required by GPS the radio wave timing needs to
be accurate to within a few nanoseconds. For this to happen you
must invoke Einstein’s theories of Special and General relativity.
Special relativity deals with objects moving at high speed, whereas
general relativity is a theory of gravity.

Relating Special Relativity to:

1. Philosophy – the famous 6/9 perspective meme entails that Objective 1
people viewing things from two different perspectives doesn’t Applied
invalidate what appear to be true in their reference frame. knowledge of
content within
and across
curriculum
teaching areas.
2. Religion – In Genesis 1:3 “Let there be Light”, Special Relativity is
sometimes linked to the creation of the universe according to The
Big Bang Theory. Energy is said to be the beginning of the universe.
A tremendous mass of energy blasted at a movement of a second
faster than the speed of light that caused an explosion that birthed
galaxies. This goes to tell that light, a form of energy that has the
fastest speed, was the culprit all along. It was well reasoned out in
the famous mathematical equation of Albert Einstein E=mc2
Objective 2
Used a range of
Recall the problem presented in Activity 2: Guessing Time. This time teaching
let the students solve for the t or “Earthbound tine” of the other strategies that
twin who remained on Earth. enhance learner
(t= 95 years) achievement in
literacy and
Activity 4: Relativity Made Simple! numeracy skills
H. Making A writer once quoted “When you sit with a nice girl for two hours
generalizations and you think it’s only a minute, but when you sit on a hot stove for a
abstractions about minute you think it’s two hours. That’s relativity.”
the lesson It’s a simple analogy of relativity so that this will be understood by a Objective 1
common person. Applied
Pose question: If they are also to make their friend, mother or knowledge of
father understand relativity, what analogy will you use? Solicit content within
random answers from the class. and across
curriculum
teaching areas.

I. Evaluating learning EVALUATE

Objective 9
Students will answer the quiz on a quarter sheet of paper for 5 Designed,
mins. selected,
organized, and
1. Which of the following statements is NOT in accordance with used diagnostic,
Einstein’s theory of special relativity? formative and
A. In an inertial frame of reference moving at constant speed, the summative
laws of physics are valid. assessment
B. The speed of light has a constant value regardless of the speed of strategies
the source and the observer. consistent with
C. The simultaneity of two events is relative to the inertial frame of curriculum
reference of the observers. requirements.
D. Light is faster for observers moving toward its source.

2. When we speak of time dilation, we mean that time

A. compresses with speed.
B. stretches with speed.
C. is a constant at all speeds.
D. is related to space

3. What Einstein discovered about space and time is that they

A. are separate entities.
B. are parts of one whole.
C. follow an inverse-square law.
D. are special to space travelers.

4. What are expected from astronauts being sent by NASA to space

missions?
A. They age slower.
B. They age as that of their age in Earth.
C. They age faster.
D. They age twice as fast as that of their age in Earth

5. A spaceship is moving at 0.5 times the speed of light relative to

Earth. If the spaceship has a length of 10 meters, how will it appear
as observed from the Earth?
A. 8.66 meters C. 5.00 meters
B. 7.50 meters D. 7.07 meters
EXTEND

Assignment flashed on screen will be answered on a 1 whole piece

of paper.

J. Additional activities 1. What will happen to space and time when objects move at speeds
for application or near c?
remediation 2. Do you think that mass could be converted to energy? If so, can
you think of an example in everyday life where this happens?
3. What about converting energy to mass? Is that possible? Can you
think of any examples of this?
4. “Imagination is more important than knowledge.” Do you agree
to this statement? Why or Why Not?
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
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?

Prepared by: KARINA JEAN G. PADRIGANO

Teacher I

MARLETT ANN R. DE LOS SANTOS

Submitted to:
Master Teacher II/ Learning Area Coordinator