DAILY LESSON School Mababanaba National High School Grade Level 12

PLAN Teacher Khristin Joy G. Gamponia Learning Area General Chemistry II

Teaching Dates
February 20-22, 2023 Quarter 1st
and Time
I. OBJECTIVES SESSION 1
A. Content Standards The learner demonstrates understanding the properties of liquids and solids to
the nature of forces between particles.
The learner is able to:
B. Performance Standards Design simple investigation to determine the effect on boiling point or
freezing point when a solid is dissolved in water.
The learner is able to:
1. Calculate the net electric force on a point charge exerted by a system
of point charges (STEM_GP12EM-IIIb-4)
2. Describe an electric field as a region in which an electric charge
experiences a force. (STEM_GP12EM-IIIb-5)
3. Calculate the electric field due to a system of point charges using
C. Learning Competencies Coulomb’s law and superposition principle.( STEM_GP12EM-IIIb-
6)
4. Calculate electric flux. (STEM_GP12EMIIIb-7)
i.i Explain Coulomb’s law.
ii.i Describe the shape and volume of matter in three different
state.
iii.i Describe how attractive force is related to the motion and the
amount of kinetic energy of the particles.
II. CONTENT Coulomb’s law
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials Pages
3. Textbook Page
4. Additional Materials from Power point presentation, Pictures
Learning Resource (LR) Portal
5. Other Learning Resources Ayson. M.F., Borja, R.S., (2016). General Chemistry II. Quezon City, Vibal
Group Inc.
Ubarbe, L.,Unciano, F.M., Rebiaco, D.S., Ubina, J.B., Torres, A., Galura, S.,
Addatu, I. Ambabag, L., Pascual, C., Basug, C.J., Vinagrera, J. (2020). General
Chemistry II in Context Module Kinetic Molecular Model of Solids and
Liquids. Philippines: Department of Education - Alternative Delivery Mode
(DepEd-ADM)
IV. PROCEDURES
A. Reviewing previous lesson or 1. What is matter?
presenting the new lesson 2. What makes up a matter?
3. What are the three components of an atom?
B. Establishing a purpose for the What happens when you have a thin sheet of plastic wrapper for a chocolate
lesson and you try to unwrap it?
C. Presenting examples/instances What happens to the balloon when you rub it and try to let go of it?
of the lesson

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D. Discussing new concepts and In 1784, Charles Agustin de
practicing new skills #1 Coulomb (1736-1806), a French
physicist, discovered the nature of
these electrical forces exerted by
bodies upon one another. He used a
torsion balance similar to the one
used 13 years later
by Cavendish to study the much
weaker gravitational interaction. For
point charges, charged bodies that
are very small in comparison with
the distance r between them,
Coulomb found that the electric
force is proportional to 1/r2. That is,
when the distance is doubled, the
force decreases to 1⁄4 of its initial
value; when the distance is halved,
the force increases to four times its initial value.

The electric force between two

point charges also depends on
the quantity of charge on each
body, which we will denote by
q or Q. In his experiment,
Coulomb found that the forces
that two point charges q1 and
q2 exert on each other are
proportional to each charge
and therefore are proportional
to the product q1q2 of the two
charges. Thus, Coulomb
established what we now call
the Coulomb’s Law which
states that:

“The magnitude of the electric force between two point charges is directly
proportional to the product of the charges and inversely proportional to the
square of the distance between them.”

In mathematical terms, the magnitude F of the force that each of two point
charges q1 and q2 a distance r apart exerts on the other can be expressed as :

Sample Problem:
1. Two charges are on the x-axis. Charge q1 = +25 nC is at x = 4.00 cm
while charge q2 = -75nC is at x = 7.00 cm. Find the magnitude and
direction of

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Since the two charges have opposite signs, the force is attractive.
Charge q1 will tend to pull q2 towards its location and,
simultaneously, charge q2 will tend to pull q1 towards its location.

E. Discussing new concepts and Electric Forces and Electric Field

practicing new skills #2 Whenever you have a source charge q1 placed anywhere in space, it
will be surrounded by a region such that if you will put any other charge q2 at
any field point P in this region, charge q2 will be acted upon by an electric
force, Fe. We call this region around q1 the electric field of q1. The strength of
this field is operationally defined as the ratio of the electric force Fe to the
charge q2 placed at that point in the field. The magnitude of the electric field is

The electric force is a vector quantity and so is the

electric field. The direction of the electric field is along the line connecting the
field point P and the source charge q1. The field lines produced by positive
charges are directed radially outward while that of negative charges are
directed radially inward.

Etc.
F. Developing Mastery Solve the following problems
1. A particle has a charge -3.00nC.
a. Find the magnitude and direction of the electric field due to
this particle at a point 0.250m directly above it.
b. At what distance from this particle does its electric field have a
magnitude of 12.0 N/C?
2. Point charge q1 = -5.00 nC at the origin and point charge q2 = +3.00
nC is on the x-axis at x = 3.00 cm. Point P is on the y-axis at y = 4.00
cm.
a. Calculate the electric fields Ē1and Ē2 at point P due to the
charges q1 and q2. Express your results in terms of unit vectors.
b. Use the results of part (a) to obtain the resultant
G. Finding practical application What will happen when you rub a glass rod with cloth and put the glass rod
concepts and skills in daily living near a piece of paper? Explain why this happened.
H. Making generalizations and 1. What is the formula in calculating the net electric force on a point
abstractions about the lesson charge exerted by a system of point charges.
2. How are electric field formed?
3. What is electric flux?

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I. Evaluating learning Problem Solving (Individual)
J. Additional activities for Answer the following.
application for remediation 1. What is Gauss’ Law?
2. Who is the proponent of Gauss’ Law?
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?
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: Checked By:

KHRISTIN JOY G. GAMPONIA GERALD G. BIAG

Subject Teacher SHS Focal Person

Noted By:

AURABEL S. NAVARRA, EdD

OIC – Secondary School Head

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