Matutum View Academy

The School of Faith

Acmonan, Tupi, South Cotabato

Learning Module
First Grading
Please fill out the blanks for the needed information:

Student’s Complete Name: ______________________________________________________

Student’s Complete Address: ______________________________________________________
Student’s Contact Number: ______________________________________________________
Parent’s Complete Number: ______________________________________________________

Teacher: Jenny Villa Alcantara

Contact Number: 09506414472
Facebook: www.facebook.com/jennyvillaalcantara
Email: maxinebabes20@gmail.com

FUNDAMENTAL AND DERIVED QUANTITIES

 Quantities in physics may either be fundamental or derived. Fundamental quantities include length,
mass, time, temperature, electric charge, luminous intensity, and amount of substance. Derived
quantities are combinations of fundamental quantities.
For example: speed may be defined as length of space travelled divided by time. Other examples of
derived quantities are acceleration, density, work, and energy.
MEASUREMENTS AND UNITS
 Lord kelvin (born William Thomson), British physicist, emphasized the importance of measurement
when he said “when you can measure what you are speaking about and expressed it in numbers, you
know something about it; but when you cannot express it in numbers, your knowledge is of s meagre
and unsatisfactory kind; it may be the beginning of knowledge, but you have scarcely, in your
thoughts, advanced to the stage of a science.” The Greek philosopher Plato pointed out that “if
arithmetic, measurement, and weighing is taken away from any art that which remains will not be
much”.
 Physics begins with measurement. Measurement is simply a comparison with a standard. To carry out
accurate measurement, it is necessary to establish a system of standard and a system of units in which
to express the standards.
 Units have been defined for each fundamental quantity. These units are called base or fundamental
units. The combination of base units is called a
derived unit.
  Two systems of units have evolved: the metric
system and the English system. The metric has two
variations: the mks and the cgs system. The English
system is otherwise known as the fps system. Each
system is represented by the abbreviation of its
three basic units: mks stands for meter, kilogram,
and second: cgs stands for centimetre, gram, and
second; fps stands for foot, pound, and second. The

Figure 1.1 The world’s largest pair of shoes according to Guinness World Records is
found in Marikina City, Philippines. The shoe measures 5.29 m long, 2.37 m wide,
and 2.03 m high

fps system considers force as a fundamental

quantity
instead of mass.
 The International System of Units, abbreviated SI from the French Le Systeme International d’ Unites,
is the modern form of the metric system. It is the system of the units that the General Conference on
Weights and Measurements has agreed upon and is legally enforced in almost all parts of the world.
Table 1.1 gives the SI units and the standards for each fundamental quantity.
Table 1.1 The Fundamental Quantities and Units

Quantity Unit Symbol Definition

One meter is the length of path travelled by light in a vacuum in 1/299, 792, 458 of
Length meter m
a second
Mass kilogram kg One kilogram is the mass of the standard platinum-iridium cylinder.
One second is the duration of 9,192, 631, 770 periods of the radiation
Time second s corresponding to the transition between two hyperfine levels of the ground state of
cesium-133 atoms.
Temperature kelvin K One kelvin is the fraction 1/273.16 of the triple point of water.
One ampere is the constant current which, if maintained in two straight parallel
conductors of infinite length, of negligible circular cross section and placed one
Electric current Ampere A
meter apart in a vacuum, would produce between these conductors a force equal to
2x10-7 newton per meter of length.
One candela is the luminous intensity in a given direction of a source that emits
Luminous intensity candela cd monochromatic radiation of frequency 540x1012 hertz and that has a radiant
intensity in that direction of (1/683) watt per steradian.
Amount of One mole is the amount of substance that contains as many elementary entities as
mole mol
substance there are atoms in 0.012 kg of carbon-12.

 Answer in physics problems is sometimes too small or too large. For convenience, the General
Conference on Weights and Measures recommended the use of prefixes. Table 1.2 lists these SI
prefixes.

Table 1.2 SI Prefixes

Prefix Symbol Value Prefix Symbol Value

yotta- Y 1024 Yocto- y 10-24
zetta- Z 1021 Zepto- z 10-21
exa- E 1018 Atto- a 10-18
peta- P 1015 Femto- f 10-15
tera- T 1012 Pico- p 10-12
giga- G 109 Nano- n 10-9
mega- M 106 Micro- μ 10-6
kilo- k 103 Milli- m 10-3
hecto- h 102 Centi- c 10-2
deka- da 101 Deci- d 10-1

 Unit Conversion
  In some of the problems we shall encounter, we may be required to convert one system of unit to
another. Conversion is easy in the International System because its units are related by integral
power of ten. The English system is rather an inconvenient system because the units bear irregular
ratio to one another.
For example: one foot is equal to 12 inches and one mile is equal to 5,280 feet.
 The simplest way to convert a given unit to another set of units is to use a conversion ratio (equal to
one) with the unit you want on top and the unit you want to replace at the bottom. Then multiply the
original quantity by this conversion ratio. Units are manipulated, like ordinary algebraic factors and
thus, may be multiplied or divided in the same way.

 Example:
Nanotechnology is a term that embraces the use of materials of size in the order of a nanometer. What is
2.0 nanometers in (a) meters and (b) centimeters?
Solution:
a. We first form the conversion ratio with the meter at the numerator and the nanometer at the
10−9 m
denominator. We know that 1 nm = 10-9 m. Therefore, our conversion ratio is =1
1 nm

Multiply the original quantity by this conversion ratio.

10−9 m −9
2.0 nm x 2.0 x 10 m
1 nm
1 cm
b. To convert to cm, we multiply the answer in letter a by the factor .
10−2 m
1 cm
2.0 x 10−9 m x −2
=2.0 x 10−7 cm
10 m

Let’s Investigate

ACTIVITY WORKSHEET 1

Name: _____________________________________________________________________

Problem:
The unit angstrom, symbolized by Å, is named after Anders J. Angstorm. Given that 1 Å= 0.1 nm, what is
1 Å in (a) cm, (b) m, and (c) mm?
DIMENTIONAL ANALYSIS

 In physics, the term dimension refers to the physical nature of quantity and the type of unit to
specify it.
For example: speed has the dimensions of length/time. We use brackets to denote the dimension.
Using L for length, t for time, and v for speed, the dimensions of speed written in our notation are

( v )=( Lt )
 Dimension can be treated like algebraic quantities. They can be added, subtracted, multiplied, or
divided. However, only quantities with the same dimensions may be added or subtracted.
 Dimensional analysis is used to check whether an expression has the correct form. The
relationship can be correct if both sides of the equation have the same dimensions. However, even
if a dimensional analysis is correct, it does not guarantee that the relation itself is correct in as
much as it does not account for numerical factors like 2.
 Consider the two equations for average speed ( ) of two speeds V1 and V2 .

v 1 +v 2
¿ ∧¿ v 1 + v 2
2
 Both are dimensionally correct. However, only the first equation is the correct equation.

 Example:
 The period T of a simple pendulum in units of time is given by the equation
L
T =2 π
√ g
Where L is the length of the pendulum and g is the acceleration due to gravity in units of length divided
by the square of time. Show that this equation is dimensionally correct.
Solution:
The left side of equation has the dimension of time. Applying dimensional analysis on the right side of the

( L)
equation
√( )
t2
2
L = √ ( t ) =( t ) .

Therefore, the equation is dimensionally correct.

Let’s Investigate

ACTIVITY WORKSHEET 2

Name: _____________________________________________________________________

Problem:

Is the equation d=d 0+ v 0 t+0.5 at 2 dimensionally correct? d0 is initial position, d is final position, V0 is
initial speed, t is time, and a is acceleration in units of length divided by the square of time.
PHYSICS AND MATHEMATICS

 Galileo said, “The laws of nature are written in the language of mathematics . . . the symbols are
triangles, circles, and other geometrical figures, without whose help it is impossible to
comprehend a single word. If you want to learn about nature, or to appreciate nature, it is
necessary to understand the language that she speaks in”. Mathematics is the language of physics.
 Physics is often thought of as a difficult subject. But most of the time, it is the mathematics that
makes it difficult. It is for this reason that in the next few sections, we shall be reviewing basic
ideas in trigonometry and algebra that are often used in physics. Do not let the mathematics
obscure the physics.
 Trigonometry is usually applied to problems to obtain numerical values of quantities, like
distances and angles that cannot be measured directly. Indirect measurement of such quantities is
typically obtained by solving a right triangle or an oblique triangle.

 Functions of an Acute Angle of Right Triangle

 Given a right triangle ABC with acute angles A and B and a 90 ° angle C. The sides opposite
angles A and B are labelled as a and b, respectively. The hypotenuse is the side opposite angle C
and is labelled as c.
 The following equations and functions are applicable to a right triangle.

opposite side a
sin A = = A
hypotenuse c
adjacent b c
cos A = =
hypotenuse c b
opposite side a
tan A = =
adjacent b
C B
a
Pythagorean Theorem
 a 2 + b2 = c 2
 Example:
In order to determine the height of a building, a student measures the angle of elevation of the top of the
building from a point 25 m away. The angle elevation is found to be 50°. What is the height of the
building if the eyes of the student are 1.2 m above the ground?
Solution:
Given angle of elevation = 50°, horizontal distance between building and student = 25m, location
of eyes = 1.2 m.
Height of building = Y + 1.2m
Solution:
opposite side Y
tan 50° =
adjacent side
y
tan 50° =
25 m 50°

y = 25.0 m (tan 50°)

y = 29.8 m
height = 1.2 m + 29.8 m 1.2 m
height = 31 m
25 m
25 m

Let’s Investigate

ACTIVITY WORKSHEET 3
Name: _____________________________________________________________________

Problem:
On the town map, a rectangular coordinate grid – a Cartesian grid – was superimposed, such that its
origin coincidence with the center of the town. A manhole was specified to have coordinates (3.5, 6.2).
Find the distance between the manhole and the center of the town assuming the grid is calibrated in km.
  Law and Cosine and Law of Sine

 Problems involving oblique triangle may be solved using law of cosine or law of sine. The law of
cosine states that the square of any side of a triangle is equal to the sum of the squares of the other
sides minus twice the product of two sides and the cosine of the included angle. Given a triangle ABC
with sides a, b, c and corresponding A, B, C:

a2 = b2 + c2 – 2bc cos A
b2 = a2 + c2 – 2ac cos B
c2 = b2 + a2 – 2ab cos C

 The law of cosine is used if three sides or two sides and their included
angle of a triangle are given.
 The law of sines states that in any triangle, the sides are proportional to the sine of the opposite angles.
a b c
= =
sin A sin B sin C
 The law of sines can be used readily in solving any triangle where two sides and an angle opposite one of
them are given or if two angles and a side opposites one of them are given.

 Example:
Two sides of a parallelogram are 120° with each other. The lengths of sides are 8.0 m and 6.0 m. Find the
length of the diagonal opposite that included angle.
Solution:
Consider the lower half of the parallelogram. Let a = 8.0 m and 6.0 m,
and c be the length of the diagonal. Let <C = 120°. b = 6.0 m

Using the law of cosine, 120°

c2 = a2+b2 – 2ab (cos <C)
c2 = (8.0 m)2 + (6.0)2 – 2(8.0 m) (6.0 m) cos 120° a = 8.0 m
c2 = 148
c = 12.2 m ≈ 12 m
 Let’s Investigate

ACTIVITY WORKSHEET 4

Name: _____________________________________________________________________

Problem:
Two cars A and B start from the same point at the same time and travel along straight roads that form 60°
with each other. After two hours, car A has travelled 120 km and car B 100 km. How far apart are the cars
after two hours?
  Another example:
 The base of a triangle is 4.5 m and the base angles are 60° and 45°. Find the other sides of the
triangle.

Solution:
Let b = 4.5 m. Let a and c be the sides opposite angles A and C, respectively. Let A = 60° and C =
45°. B= 180° - (60° + 45°) = 75°

Using the law of sines,

a 4.5 m
= sin 75°
sin 60°
a=4.0 m
c 4.5m
=
sin 45 ° sin 75 °
c=3.3 m

Let’s Investigate

ACTIVITY WORKSHEET 5

Name: _____________________________________________________________________

Problem:
The distance between two points A and B cannot be measured directly. A surveyor located a point C,
such that the distance from point A to point C is 53.2 km, and the distance from point B to point C is 40.5
km. The angle CAB measures 23.5°. Find the distance between points A and B.
  Variations

 In physics, we are concerned with how a quantity changes when another quantity or some other
quantities are varied. We may express this relationship mathematically and formulate an equation
using basic concepts on variations.

 Direct Variation

 Two variables x and y are directly proportional to each other if their ratio is constant. In symbols
y
=k∨ y=k
x
where k is the constant of variation. If you double the value of x, the value of y is also doubled.

 The graph of a direct variation is a straight line passing through the origin with a
slope equal to the constant of variation k. It should be recalled that slope is
∆ y y 2− y 1
change in y divided by change in x. See figure 1.2. slope= = y= kx
∆ x x 2−x 1
 Example:
The force required to stretch a spring is proportional to its elongation.
a. Express this statement as an equation using ƙ for the constant of variation (a)
b. Find ƙ if a force of 5.2 N elongates a spring by 2.6 cm.
Figure 1.2 Direct variation
c. What force will cause an elongation of 3.0 cm?
d. Draw the graph of force versus elongation.
Solution:
a. Since it is a direct variation, then F=kx, where F is the force in newtons and x is the elongation of
the spring in cm.
F 5.2 N
b. k = =
x 2.6 cm
2.0 N
¿
cm
2.0 N
c. F=kx= (
cm )
(3.0 cm )
¿ 6.0 N
d. The force F depends on the elongation x. Hence, F is the dependent variable and x is the
independent variable. The dependent variable F is plotted on the y-axis, while the elongation x on
the x-axis. We may use a different scale for the x-axis and the y-axis. The easiest way to draw the
graph is to plot the point (3.0 cm, 6.0 N) and draw a line connecting this point to the origin.

F (newton) Graphs of Force versus Elongation

                                     
8.0                                      
6.0                                      
4.0                                      
2.0                                      
0                                      
0 1.0 2.0 3.0 4.0

x (cm)
 Let’s Investigate

ACTIVITY WORKSHEET 6

Name: _____________________________________________________________________

Problem:
The perimeter p of a square varies directly as its side. A square of side 1.0 cm has a perimeter of 4.0 cm.
(a) Write the equation relating perimeter and side of a square. (b) What is the proportionality constant k ?
(c) Compute the perimeter of a square for the following sides: 1.5 cm, 2.0 cm, 2.5 cm, 3.0 cm, and 3.5
cm. (d) Draw the graph of perimeter-versus-side.
  Direct Variation as the Square
 A variable y is directly proportional to the square of x if the ratio of y to the square
y
of x is a constant. In symbols, 2
=k∨ y=k x2
x y

where k is the constant of variation. If you double the value of x, the value of y x
will be quadrupled.
(a)
If y is plotted against x, the graph is the parabola with its vertex at the origin.
However, if y is plotted against the square of x, the graph is the straight line passing
through the origin. See figure 1.3 .
 Example: y
The area of a circle varies directly as the square of its radius, with the constant
of variation equal to π . Use π=3.14 . Find the area corresponding to a circle of radius
(a) 1.00 cm, (b) 2.00 cm, (c) 3.00 cm, (d) 4.00 cm, and (e) 5.00 cm. Plot an area A x
versus radius r and an area A versus the square of radius r graph.
(b)

Solution: Figure 1.3 Graphs of y directly

proportional o square of x
The equation relating area A and radius r is A = π r 2
Substituting the value of the radius given, we obtain Radius, cm Area, cm2
the following areas: 1.00 3.14
2.00 12.6
3.00 28.3
4.00 50.2
5.00 78.5
 Let’s Investigate

ACTIVITY WORKSHEET 7

Name: _____________________________________________________________________

Problem:
The distance traveled by an object starting from rest and moving with constant acceleration varies directly
as the square of time. Write the equation relating distance and time using k as the proportionally constant.
If the object has moved 2.0 m in 1.0 s compute the distance it traveled in (a) 2.0 s, (b) 3.0 s, (c) 4.0 s, (d)
5.0 s, and (e) 6.0 s. Plot graphs of distance versus time and distance versus the square of time.

 Inverse Variation
A variable y is inversely proportional to x if the product of x and y is a constant.
In symbols, xy=k .
 As the value of x increases, the value of y decreases proportionately so that their product
is a constant. For example, doubling the value x cuts the value of y in half.
y
The graph of an inverse variation is hyperbola. See figure 1.4.
Note that neither x nor y can have a value of zero. The graph never touches either axis.x It
gets closer and closer to them. (a)
1
In inverse variation may be equivalently written as y=k
x
. ()
1
( )
If y is plotted against the reciprocal of x that is , ,that graph is a straight
x y
line.
Since neither x nor y can have value of zero, this line will not pass through
the origins. See figure 1. 4.
1
Solution:
x
(b)
Since acceleration a is inversely proportional to mass m, the product of mass
and acceleration must be a constant. Using m= 1.0 kg and a= 12 m/s2,
Figure 1.4 Graphs for inverse variation

k =ma

( ms )
k =( 1.0 kg ) 12 2

m
k =12 kg .
s2
Solving the acceleration for the other masses with the product equal to 12 kg m/s 2 gives the
following results:

15.0
Mass Acceleration
(kg) (m/s2) Acceleration
2
(m/s10.0
)                                  
2.0 6.0
                                 
3.0 4.0 5.0                                  
4.0 3.0                                  
5.0 2.4 0                                  
0           2.0                       6.0
4.0 Mass (kg)

Let’s Investigate

ACTIVITY WORKSHEET 8
Name: _____________________________________________________________________

Problem:
The resistance of a wire varies inversely as its cross sectional area. Which has a higher resistance: a thick
wire or thin wire? The resistance of a 2.5 mm radius wire is 5.62 ohms. What is the resistance of a wire of
the same material whose radius is 4.25 mm?

 Joint and Combined Variation

 So far we have considered variations involving two variables – one dependent and one independent. But
in many cases there are more than one independent variables. Joints variation is one where the
quantity varies directly as the product of two or more variables.
 Sometimes different types of variation occur simultaneously in a problem. In such case, we have a
combined variation.
  Example:
 The resistance R of a uniform wire varies directly as its length L and inversely as its cross sectional area
A. Translate this variation into an equation using k as the constant of variation.

Solution:
Since R is directly proportional to L and at the same time inversely proportional to A, then
RA
=k .
L

Let’s Investigate

ACTIVITY WORKSHEET 9

Name: _____________________________________________________________________

Problem:
 The pressure P of a gas varies directly as the absolute temperature T and inversely as the volume V.
Translate this joint variation into an equation using k as the constant of variation.

 Significant Figures
 The concept of significant figures is useful in physics. Digits that are known with certainty are called
significant figures. Whenever you work on a problem in physics, the correct number of significant
figures must be used in expressing the results of both your measurements and your calculations.
To determine which digits are significant, the following rules have been devised:

1. All nonzero digits are significant.

Example: 1.234 kg has four significant figures.
2. Zeroes between two nonzero digits are significant.
Example: 40, 507 cm has five significant figures.
3. Zeroes to the left of the first nonzero digits are not significant.
Example: 0.009 m has one significant figure.
4. If a number is greater than 1, all zeroes to the right of the decimal point are significant.
Example: 7.00 km has three significant figures
 4005.0 mm has five significant figures.
If a number is less than 1, only the zeroes at the end of the number and the zeroes
between two non-zero digits are significant.
Example: 0.02010 g has four significant figures.
5. The zeroes immediately to the left of an unexpressed decimal point are not significant.
Example: 400 have one significant figure.
You may use a bar to make the zeroes significant. Thus, 40 Ō has three significant
figures.

 Calculations Involving Significant Figures

 A calculator gives answers having eight or more digits even though the input data has only two or three
significant figures. A few rules will let you know how to determine the number of significant figures
to keep in the result of your calculation.

1. In addition or subtraction, the number of significant figures to the right of the decimal point in the
sum or difference is determined by the least number of significant figures to the right of the
decimal point of any of the original numbers.

Example:
The result of adding 167.58 m, 4.6 m, and 24.257 m on a calculator is
196.437 m. How would you report the result?

Answer:
The sum should be reported as 196.4 m in as much as the least
number of significant figures to the right of the decimal point among the Figure 1.5 Calculators are not programmed
addends is 1. to give the correct number of significant
figures

Let’s Investigate

ACTIVITY WORKSHEET 10

Name: _____________________________________________________________________

Problem:
Add 3.564 kg to 2.89 kg and subtract 5.6 kg from the sum. Report your answer with the correct number of
significant figures.
 2. In multiplication or division, the number of significant figures in the final answer is the smallest
number of significant figures in any of the original factors.
Exact numbers obtained by counting numbers of object should not be considered in
determining the number of significant figures.

Example:
A ball has a mass of 0.246 kg. What is the total mass of 6 identical balls?

Solution:
The total mass is 6 x 0.246 kg = 1.476 kg. This should be rounded off to 1.48 kg.

Let’s Investigate

ACTIVITY WORKSHEET 11

Name: _____________________________________________________________________

Problem:

The volume of a cylinder is given by the formula V =π r 2 h

where r is the radius and h is the height. What is the volume of a cylinder of radius 3.56 cm and
height of 50 cm?