A BRIEF DESCRIPTION OF THE SITE

Zamboanga State College ofMarine Sciences and Technology, College of Education and Liberal Arts-Laboratory High School isnear the Fort Pilar Shrine at Rio Hondo Zamboanga City. It can also be located just at the right side of the main gate of the College. The said Laboratory High School has a two story building with 17 classrooms, a library, one computer room, a science laboratory room, a practice house, an audio visual room, and a faculty room. The said high school offers from first year to fourth year level. The first year has five sections, the second year has five, the third year has four, and the fourth year has three. Each section or class has an approximately 40 to 50 students or more not exceeding 60.

            Some of the class rooms are still in that of the traditional while others are following the new trend of teaching, I mean, some teachers prefer to use whiteboard than the chalk board, and projector as well. The morning class starts at 7:30 a.m. to 11:50 a.m. and the afternoon class starts at 1:00 pm to 4:30 pm, each session is good for an hour in a day(depending on the subject).The said high school has its house rule and penalties depending on the violations.

Honestly, not all the teachers in this school are accommodating, not even the students. Some of the  teachers for once never treat student-teacher as what we are but treat us as ordinary students and the  students that will treat you as practice teacher are only those who are in the section where you are assigned to teach though not all but almost majority. The principal of the school is Professor Helen Mojica, also a strict but a compassionate one. But from my experiences, I never had so much expectations from the teachers and students to treat me the way I want them to do so but at least I was able to performed my duties and responsibilities that was charge to me.

A REFLECTIVE PAPER

In whatever form or type of teaching or learning most especially in the field of education, one thing that the administrators, personnel and/or the teachers of the school has to consider is the site or location of the said learning institution. They must think through the environment if the people in there are safe, more importantly if  the place is favorable for teaching and learning.

With the case of the ZSCMST CELA Laboratory High School, since it is just adjacent the road where many forms of transference are passing by, classes are often times distressed. The students encounter difficulty in assimilating the information instilled by the teacher, and the teacher might as well speak so loud just to win the competition with the noise of the vehicles on the road. Despite of those factors that affect the teaching-leaning process, the students are still receptive to whatever task assigned to them, in the activities that the teacher gave them, and there is also a rivalry among the learners not with the noise outside but among themselves to excel in their class performance and standing.

If I will be given the opportunity to propose with regards to the location of said Laboratory High School, I would suggest to transferring it at the aquaculture campus.

           

SEMI-DETAILED LESSON PLAN ON POSITION-TIME GRAPH VERSUSTHEFORMULAS FOR VELOCITY, DISTANCE, AND TIME OF A BODY IN MOTION.

I.                OBJECTIVES:

Given a one (1) hour session, at least 85% of the students should be able to:

a.)   Define position-time graph;

b.)   Plot the given tabulated data using the position-time graph;

c.)   Analyze and interpret graphical representation of motion;

d.)   Determine and solve the slope in the graph; and

e.)   Participate actively in the class discussion.

II.              SUBJECT MATTER:

A.     TOPIC:Position-time graph versus formulas for velocity, distance, and time of a body in motion.

B.     MATERIALS : meter stick, book (Physics), visual aids on position-time graph

C.     REFERNCE:  Santos, Gil Nonato C. and Alfonso C. Danac.L-Physics (Investigatory Physics); Rex Bookstore Inc., Manila Philippines,2006,pp. 50-51

III.            PROCEDURE:

A.    REVIEW

B.    TECHNIQUES/STRATEGIES:  

-Inquiry approach                        -demonstration method

-Discussion method                      -problem-solving

C.    LESSON PROPER:

1.     Given the data for motion of a car moving eastward:

a.      Draw a position-time graph or plot distance against time.

b.     Compute for the average speed and velocity of the car.

c.      Determine and solve for the slope.

d.     Interpret the motion of the car.

D.    GENERALIZATION:

Position-time graph is the graph that shows how position depends on the clock read or time. Simply distance against time. Position-time graph is very important tool in the analysis of the motion of a body, for it gives a complete picture of an object that is moving in a straight path. The data are plotted with the time as the independent variable and the position is the dependent variable. The slope represents the speed or velocity of a moving body and can be solved by locating the coordinates of points between the line graph at given time interval. In the given illustration and computed values, the car is moving in a straight path or direction towards east. The speed is constant at 15 m/s.

IV.            EVALUATION:

Directions: Given the data for motion of the airplane moving eastward direction:

a.      Draw a position-time graph.

b.     Compute for average speed and velocity of the airplane.

c.      Interpret the motion of the airplane.

POSITION(Km)	TIME(hr.)	POSITION(Km)	TIME(hr.)
0	0	60	4
15	1	75	5
30	2	90	6
45	3	105	7

V.              ASSIGNMENT:

Directions:

            Answer the following problems on a graphing paper. Show complete computations.

1. Both car A and car B leave the school when clock reads zero. Car A travels at a constant 75 km/h, while car B travels at 85 Km/h.

            a. draw a position-time graph showing the motion of both cars.

            b. how far are the two cars from school when the clock read 2.0h? Calculate the distances using the equation of motion and show them on your graph.

            c. both cars passed gas station 100 km from the school. When did each car pass that station? Calculate the times and show them on your graph.

2. Draw a position-time graph for two cars driving to the beach, 50 km from school. Car A leaves a store 10 km from school closer to the beach at noon, and drives at 40 km/h. Car B starts from school at 12:30 pm and drives at 100 km/h. When does each get to the beach?

SEMI-DETAILED LESSON PLAN ON ACCELERATION DUE TO GRAVITY

I.                OBJECTIVES:

Given a one (1) hour session, at least 85% of the students should be able to:

a.      Analyze and interpret the motion of falling objects;

b.     Solve problems on uniformly accelerated motion due to gravity;

c.      Participate actively in the class discussion and board work/activity.

II.              SUBJECT MATTER:

A.    TOPIC: Acceleration due to gravity

B.    MATERIALS: Book (Physics), calculator, visual aids

C.    REFERENCE: Santos, Gil Nonato C. and Alfonso C Danac.L-Physics (Investigatory Physics); Rex Bookstore Inc., Manila Philippines,2006,pp.85-88

III.            PROCEDURE:

A.    REVIEW

B.    STRATEGIES/TECHNIQUES

-Demonstration          - lecture

-Discussion                 -problem-solving

C.    LESSON PROPER

      1. The teacher threw a ball upward, and he let the students observe.

2.     Assuming that the initial velocity is 2,000 cm/s and was able to catch it before it reached the ground on its return.

a.      What was the velocity after 1 second? after 2 seconds?

b.     What was its displacement in the first second?

c.      How long did it take the ball to reach its maximum height?

d.     How far was this maximum height from the starting point?

e.      What was its final velocity just before it reached its original position?

f.      How long will it take the ball to reach a point 1,000 cm above its original position on its way down?

g.     Base from the figure and computed values, how is the motion of the ball upward to its maximum height and the motion of the ball as it moves downward?

D.GENERALIZATION:

                       From the original position, the ball is thrown upward with certain velocity. The distance and time as the ball goes upward are increasing, the velocity is decreasing. True to the given example, the initial velocity is 2,000 cm, after 1 second the velocity is 1,020 cm/s. After 2 seconds, the velocity is decreased to 40 cm/s. Also, the distance of the ball from the original position is 1,510 cm after 1 second. After 2 seconds, the distance has become almost doubled (2,040 cm). An object thrown upward will reach a certain point or maximum height with negative value of acceleration due to gravity or simply a=g=-9.80 m/s². When it reached the maximum it will momentarily stop and then start to move downward. At this point, v_↑= 0_, v_↓= 0. Then the final velocity has the same magnitude as the initial velocity when the object returns to its starting point.

IV.            EVALUATION:

Directions: Solve the following. Show your complete computations.

1. If you throw a ball straight up, it leaves your hand with a positive velocity of say, +20 m/s and was able to catch if before it reached the ground on its return:

a. what was its velocity after 1 second? After 2 seconds? then compare.

b. what was its displacement in the first second, in the next second?

c. how long did it take to reach its maximum height?

d. how far was this maximum height?

e. how long will  it take the ball to reach a point 860 cm above your hand on its way down?

V.              ASSIGNMENT:

1. Read the topic on Projectile motion.

                

Reference: Any Physics Book

SEMI-DETAILED LESSON PLAN ON PROJECTILE MOTION

I.                OBJECTIVES:

Given a one (1) hour session, at least 85% of the students should be able to:

a.      Describe projectile motion;

b.     Differentiate projectile motion from vertical andhorizontal motions;

c.      Solve problems on projectile motion; and

d.     Show appreciation through active participation in the class discussion.

II.SUBJECT MATTER:

A.    TOPIC:  Projectile Motion

B.    MATERIALS: Books (Physics), and visual aids.

C.    REFERENCE: Santos, Gil Nonato C. and Alfonso C. Danac.L-Physics (Investigatory Physics); Rex Bookstore Inc., Manila Philippines, 2006, pp.58-63.

III.PROCEDURES:

A.    STRATEGIES/TECHNIQUES

-Demonstration              -lecture/discussion

-Problem-solving

B.    MOTIVATION:

Ask a student to roll a ball from the top of the table until it falls down to the floor. (Let other students observe.)

C.    LESSON PROPER

1. Let the students sketch the ball’s motion.

2. Describe the motion of the ball.

3. Why do you think the projectile path of the ball is parabolic?

4. Compare the motion of the ball from the horizontal and vertical motions.

5. Give the formulas for projectile motion and discuss each bysolving the following examples.

            a. A little girl throws her jackstone ball horizontally out of the window with a velocity of 30 m/s. If the window is 3m above the level, how far will the ball go before it hits the ground?

            b. A ball is thrown with an initial velocity of 4.47m/s at an angle of 66^◦ above the horizontal. Find

            1. how long it takes the ball to land on the ground.

            2. how high the ball rises.

            3. the range.

            D. GENERALIZATION:

            Projectile motion is the combination of vertical and horizontal motions that are completely independent from each other. Projectile path is parabolic because of the pull of the gravity towards the object (projectile). As the object moves horizontally, the gravity pulls the object slowly downward until it falls to the ground. The two components of velocity are the V_y and V_x,with the Vi_y=0 as if the object is just dropped; Vi_x =Vicos =constant and V_y =Visin . The height is the vertical displacement and the range is the horizontal distance.

IV.EVALUATION:

Directions: Solve the following problems. Showyour complete solutions.

1. Astone is thrown with an initial horizontal velocity of 10m/s from the top of the tower 200m high. Find the

a. distance after 2s.

b.time it hits the ground.

2. A player kicks the football from the ground level with a velocity of 27m/s at an angle of 30^◦ above the horizontal. Find the

            a. time the ball is in the air.

            b.range

            c.maximum height

V.ASSIGNMENT:

Directions: Solve the practice problems in your book on page 96.To be submitted

Reference: Santos, Gil Nonato C. and Alfonso C. Danac.L-Physics (Investigatory Physics); Rex Bookstore Inc., Manila Philippines, 2006.