General Physics 2

12
GENERAL PHYSICS 1
QUARTER 2
LEARNING ACTIVITY
SHEETS Week 1 - 4
Republic of the Philippines
Department of Education
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Table of Contents
Page
Compentency Code
number
Calculate the moment of inertia
about a given axis of single-object
and multiple-object systems STEM_GP12RED-IIa-1 1 – 14
Describe rotational quantities using STEM_GP12RED-IIa-4 23 – 32
vectors
Determine whether a system is in STEM_GP12RED-IIa-5 33- 47
static equilibrium or not
Use Newton’s law of gravitation to

infer gravitational force, weight, and STEM_GP12G-IIb-16 93 – 105
acceleration due to gravity
Discuss the physical significance of
STEM_GP12Red-IIb-18 106
gravitational field
Apply the concept of gravitational STEM_GP12Red-IIb-19 118 – 117
potential energy in physics
problems
STEM_GP12G-IIc-22 146 – 145
For circular orbits, relate Kepler’s
third law of planetary motion to
Newton’s law of gravitation and
centripetal acceleration
Relate the amplitude, frequency,
angular frequency, period, STEM_GP12PM-IIc-24 156 – 155
displacement, velocity, and
acceleration of oscillating systems
Recognize the necessary STEM_GP12PM-IIc-25 166 – 165
conditions for an object to undergo
simple harmonic motion
STEM_GP12PM-IId-28 205 – 204
STEM_GP12PM-IId-31 220 – 219

Define mechanical wave,
longitudinal wave, transverse wave,
periodic wave, and sinusoidal wave
From a given sinusoidal wave function infer

the speed, wavelength, frequency, period,
direction, and wave number STEM_GP12PM-IId-32 233 – 245
GENERAL PHYSICS 1
Name: ________________________________ Date: ______________
Grade : ________________________________ Score: _____________
LEARNING ACTIVITY SHEETS

Moment of Inertia
Background Information for The Learners
How was your experience when it was your

first time to ride in a Ferris wheel? The moment it
starts rotating about its center, you feel as if you
want to stop it from rotating, isn’t it? But do you
know how much effort must be given to the Ferris
wheel to stop it from rotating? To answer that
question, first you need to understand completely
the moment of inertia.
Concept of Moment of Inertia
Newton’s Law of Inertia says that an object at rest tends to stay at rest, and
an object in motion tends to stay in uniform motion unless acted upon by an
unbalanced force. This tendency of the object to keep whatever it is doing and resist
any change in its state of motion is called inertia.
Just like how an object continues to be in its state of rest or in its state of uniform
motion, an object rotating about its axis tends to remain rotating about the same axis
unless hindered by any external force. This property of the object to resist any change
in its rotational state of motion is called moment of inertia. Moment of inertia is also
known as rotational inertia since it appears in objects with rotational motion. Also, it
gives us the idea of how difficult to make an object rotate and to stop an object from
rotating about its axis.
1
Note: Practice personal hygiene at all times
Calculating Moment of Inertia
In translational motion, inertia depends on the mass of the object. But in

rotational motion, moment of inertia depends on how mass is distributed around an
axis of rotation and it varies depending on the chosen rotation axis.
For a single object or point-like object, moment of inertia can be generally
expressed as:
=
where: I = moment of inertia

m = mass of the object
r = perpendicular distance of the object from the axis of rotation
Consider a single object rotating about a fixed axis in Figure 1. Axis of rotation
is an imaginary straight line in which all parts of the object rotates. It is always
perpendicular to the rotation of the object.
For example, the object in Figure 1 is 0.1 kg. It is attached

to a 0.5-m string and is rotated about a fixed axis. What is
the moment of inertia of the object?
Solution:
I = mr2 = (0.1 kg) (0.5 m)2 = 0.025 kg·m2

So in rotating a 0.1 kg object moment of inertia is 0.025
kg·m2.
For a multiple-object system, where mass is not focused at a single point

and it consists of few particles, we can calculate its moment of inertia about the given
axis of rotation by adding up all the moments of inertia of all the particles present in
the system. In symbols:
=∑ 2 = ( 1 21) + ( 2 22) + ( 3 23) + ⋯
For example, three 0.1-kg balls are attached to a string and rotated about an
axis. Balls 1, 2, and 3 are 0.5 m, 0.3 m, and 0.1 m, respectively, away from the axis
of rotation. Calculate the moment of inertia of the system.
2
Solution:
=∑ 2
I = (mr2)1 + (mr2)2 + (mr2)3

= (0.1 kg) (0.5 m)2 + (0.1 kg) (0.3 m)2 + (0.1 kg) (0.1 m)2
= 0.035 kg·m2
Thus, the system’s moment of inertia is 0.035 kg·m2.
But most of the time, the object consists of a great number of particles.
Using integration in this case would be practical than using summation.
3
The illustration below gives the moments of inertia for various objects as a
result of integration:
Image via https://openstax.org/books/university-physics-volume-1/pages/10-4-

moment-of-inertia-and-rotational-kinetic-energyby used under CC BY 4.0/ Modified
from the original
Learning Competency
Calculate the moment of inertia about a given axis of a single-object and multiple-
object systems. (STEM_GP12REDIIa-1)
ACTIVITY 1: A Moment to Explore Rotational Inertia

Directions: Analyze the situations and then answer the questions.
4
Situation A: A long pole is rotated around three different rotation axes: central core
axis, midpoint axis, and one end axis as shown in figure 2. The pole is easiest to
rotate about its central core axis, and it is hardest to rotate around its one end axis.
Analysis:
1. Which axis of rotation the pole obtains the greatest moment of inertia?
________________________________________________________
2. In which axis of rotation, the pole had the smallest moment of inertia?
________________________________________________________
3. How do the axes of rotation affect the rotation of the pole? (Hint: Relate it to
the moment of inertia.)
_____________________________________________________________
_____________________________________________________________
______________________________________________
Situation B: Two sticks as shown in figure 3 are being held to

stand on the floor with a little inclination. When the sticks are
released, the stick without an added weight on its top end rotates
to the floor faster.
Analysis:
1. Why do the two sticks rotate to the floor at a different rate or speed? (Hint:
Use the moment of inertia.)
_____________________________________________________________
_____________________________________________________________
______________________________________________
5
ACTIVITY 2: A Moment to Complete Rotational Inertia
Directions: Complete the table. Indicate the rank of the objects’ moment of inertia in
a descending order.
Distance, m
Object (Object to Moment of Inertia,
Mass, kg Rank
2
No. Rotation Axis) kg·m
1 36 1
2 9 2
3 4 3
Question:
1. What are the factors that affect the moment of inertia of an object?
________________________________________________________
ACTIVITY 3: A Moment to Match Rotational Inertias

Directions: Match the word problem in column A with its answer in column B. Write
the letter of the answer in the blank provided before the item.
A B
_____ 1. A mass of 10 kg, which may be a A. 3.16 m
point-like object, is attached to a
rope of length 1.5 m and is being B. 1.44 kg·m2

rotated. What is the moment of
inertia of the object? C. 10 m
_____ 2. How far is the object from its axis of
rotation if it is 4 kg and has a D. 22.5 kg·m2

moment of inertia 40 kg·m2?
_____ 3. Three balls are attached to a cable E. 0.04 kg
and are being rotated. Ball A is 0.5
kg and is 1.0 m away from the axis
of rotation. Ball B is 1.0 kg and
placed 0.8 m away from the axis.
Ball C, which is 0.5 m away from
6
the axis, is 1.2 kg. Calculate the
total moment of inertia of the balls.
_____ 4. The moment of inertia of the ball is
0.01 kg·m2 and is rotating around a

0.5-m string. What is the mass of
the ball?
ACTIVITY 4: A Moment to Level Up in Rotational Inertia

Directions: Read and understand the situation given below. Solve for the moment of
inertia of the system of objects and show your solution.
Situation: Figure 4 shows an object consisting of two

point-like objects of mass m connected by a
rod of length L and mass 2m. What is the
moment of inertia of the object about an
axis through its center and perpendicular to
the rod?
Solution:
Reflection
1. I learned that _________________________________________________

__________________________________________________________________
__________________________________________________________________
______________________________________________________
2. I enjoyed most on ______________________________________________

__________________________________________________________________
__________________________________________________________________
______________________________________________________
3. I want to learn more on __________________________________________

__________________________________________________________________
__________________________________________________________________
______________________________________________________
7
References
Halliday, David, Resnick, Robert, & Walker, Jearl. Fundamentals of Physics. 6th ed.
New York: John Wiley & Sons Inc, 2001.
Hewitt, Paul G. Conceptual Physics. 10th ed. United States of America: Pearson
Addison-Wesley, 2006.
Moore, Thomas A. Six Ideas that Shaped Physics, Unit C: Conservative Laws
Constrain Interactions. 2nd ed. New York: Mc Graw Hill, 2003.
Santos, Gil Nonato C. General Physics 1. 1st ed. Quezon City, Philippines: Rex
Book Store, 2019.
8
ANSWER KEY
ACTIVITY 1
Situation A
1. The pole obtains the greatest moment of inertia when the axis of rotation is
on its one end.
2. The pole has the smallest moment of inertia when it is rotated about its
central core.
3. The closer the distribution of mass to the rotation axis, the lower its moment
of inertia, hence the easier it is to rotate. As a result, it is much easier to rotate
a pole about its central core than about its midpoint or one end.
Situation B
1. Because the two sticks have different moment of inertia. The stick with added
weight on its top end rotates slower because it has higher moment of inertia
than the other stick. So, it has greater ability to resist rotation than the other
stick.
ACTIVITY 2
Object Moment of Inertia,
Rank
No. kg·m2
1 36
2 36 all tie
3 36
1. Moment of inertia is proportional to the mass of the object and the square of
the object’s perpendicular distance from the axis of rotation.
9
ACTIVITY 3
1. D
2. A
3. B
4. E
ACTIVITY 4
2 2 1
(2 )( )2
= ( ) + ( ) +
2 2 12
2 2 2 2
= 4 + 4 + 12
= 12 2 + 16 2
= 23 2
Prepared by:
Techie Gammad-Vera Cruz

Amulung National High School
10
GENERAL PHYSICS 1
Name: ________________________________ Date: ______________
Grade: _________________________________ Score: _____________
LEARNING ACTIVITY SHEETS

Rotational Quantities
Background Information for The Learners
When people are asked which horse moves faster
on a merry-go-round, some will answer that the horse near
the outside rail moves faster, while others will say that the
two horses move at the same speed. This conflict of
answers depends on the kind of motion used. Those who
chose the horse near outside the rail used translation, while
those who say that both moves at the
same speed used rotation. Translation is the motion along a straight line, while
rotation is the motion requiring an object to rotate about its fixed axis. The table
below shows the equivalence of translational and rotational motions.
Table 1: Translational quantities and their equivalence in rotational motion.

Translation Rotation
Quantity Symbol Symbol Quantity
Position Angular Position
Displacement ∆ ∆ ∆ Angular Displacement
Velocity Angular Velocity
Acceleration Angular Acceleration
Mass or Inertia Moment of Inertia
Force Torque
Linear Momentum Angular Momentum
Work Work
1 2 1 2 Rotational Kinetic Energy
Kinetic Energy ⁄2 ⁄2
Power Fv Power
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Basic Rotational Quantities
The angular position is the angle through which a point revolves around a
center or through which line has been rotated about a specified axis. Its value is
positive when the rotation is counterclockwise and negative when the rotation is
clockwise (see figure 1). It is defined by:
where θ is the angular position (θ is read as theta)

s is the length of arc along a circle
r is the radius of the circle
The SI unit for angular position is radian. But take note that one revolution in
a circle equals 2π radians or 360°.
The angular displacement is the change in the angular position of the

rotating object. In symbols:
∆ = 2 −1
where Δθ is angular displacement (Δ is read as delta meaning

change) θ2 is final angular position
θ1 is initial angular position
If the initial angular position is the zero angular position, then angular
displacement is equal to angular position. Angular displacement is also measured by
radians. It is positive for counterclockwise rotation and negative for clockwise
rotation.
12
=
The angular velocity is the rate of change in angular position.

Mathematically, it is described as:
∆ 2 −1
= =
∆ −
2 1
where ω is angular velocity (ω is read as omega)
Δθ is change in angular position

Δt is change in time
The SI unit for angular velocity is radians/second (rad/s). But then we also
encounter other unit – rpm, meaning revolutions per minute.
The direction of angular velocity is defined by

right-hand rule: Curl your right hand about the rotating
object. Your fingers pointing in the direction of rotation,
and your extended thumb points in the direction of
angular velocity (see figure 2). Similarly, it is positive for
counterclockwise rotation and negative for clockwise
rotation.
The angular acceleration is the change in angular velocity per unit time. Its
direction is the same with angular velocity if and only if the rotation increases in
speed. But when the rotation is slowing down, its direction is opposite of the angular
velocity’s direction. It is measured in radians per squared seconds (rad/s2). In
symbols, it is defined as:
∆ 2 − 1
= =
∆ −
2 1
where α is the angular acceleration (α is read as alpha)

Δω is change in angular velocity
Δt is change in time
These basic quantities have both magnitude and directions, then they are
vectors. However, a vector in pure rotation defines only the axis of rotation and not
a direction in which the object moves. Hence, we can describe these rotational
quantities as either positive or negative.
13
Learning Competency
Describe rotational quantities using vectors. (STEM_GP12REDIIa-4)
ACTIVITY 1: Quantity Search
Directions: Find and encircle the ten quantities that are found both in translational
and rotational motions. These quantities are hidden in any directions in
the grid.
14
ACTIVITY 2: Rotational Motion Puzzle
Directions: Read the clues to complete the crossword. All words are related to
rotational motion.
ACROSS DOWN
2. clockwise rotation 1. used to denote angular acceleration

3. revolutions per minute 5. both magnitude and direction
4. the directions of α and ω when 6. point in the direction of rotation
rotation is speeding up 8. SI unit for angular displacement
7. rule used to identify the direction of ω 9. symbol of angular velocity
10. the directions of α and ω when 11. Greek letter indicating change in a
rotation is slowing down quantity
12. motion of wheels, planets, gears, 13. rotation for positive angular displacement
and motors 15. points in the direction of angular velocity
used to symbolize angular position
15
ACTIVITY 3: Analyzing Rotational Motion
Directions: Determine the magnitude and direction of the rotational quantities
asked in the following problems. Show your solution.
1. As viewed from the north pole, the earth rotates about its axis
counterclockwise once in approximately 24 hours. What is the angular
displacement of the earth for 1 hour in radians, degrees, and revolutions?
2. What is the angular velocity of (a) the second hand, (b) the minute hand and
(c) the hour hand of a smoothly running analog watch? Answer in radians
per second and in rpm.
3. What is the angular acceleration of the wheel of the bicycle travelling forward
when it reaches 60 rpm in 2 s? Answer in radians/seconds2.
16
Reflection
1. I learned that _________________________________________________

__________________________________________________________________
__________________________________________________________________
______________________________________________________
2. I enjoyed most on ______________________________________________

__________________________________________________________________
__________________________________________________________________
______________________________________________________
3. I want to learn more on __________________________________________

__________________________________________________________________
__________________________________________________________________
______________________________________________________
17
References
Halliday, David, Resnick, Robert, and Walker, Jearl. Fundamentals of Physics. 6th
ed. New York: John Wiley and Sons Inc, 2001.
Hewitt, Paul G. Conceptual Physics. 10th ed. United States of America: Pearson
Addison-Wesley, 2006.
Moore, Thomas A. Six Ideas that Shaped Physics, Unit C: Conservative Laws
Constrain Interactions. 2nd ed. New York: Mc Graw Hill, 2003.
“Rotational Quantities and Torque”. Accessed June 17, 2020.

http://pono.ucsd.edu/~adam/teaching/phys1a2015/worksheets/worksheet5-
1.pdf.
Santos, Gil Nonato C. General Physics 1. 1st ed. Quezon City, Philippines: Rex
Book Store, 2019.
Serway, Raymond A. and Jewette, John W. Jr. Physics for Scientists and Engineers
with Modern Physics. 6th ed. Singapore: Thomson Learning Asia, 2004.
18
ANSWER KEY
ACTIVITY 1
11. Position 16. Force
12. Displacement 17. Momentum
13. Velocity 18. Kinetic Energy
14. Acceleration 19. Work
15. Inertia 20. Power
ACTIVITY 2
1. alpha 9. omega
2. negative 10. opposite
3. rpm 11. delta
4. same 12. rotation
5. vector 13. counterclockwise
6. fingers 14. theta
7. righthand 15. thumb
8. radian
ACTIVITY 3
1. ∆ =+ = +0.262= +15° = +
1
12 24
2. a. =−
30
= −1.05 10−1
1 60 60
=− ( )( )=− = −1
30 2 1 60
−3 −2
b. = −
= −1.75 10 = −1.66 10
1800
c. = − ( 6 ℎ ) 36001ℎ = −1.45 10−4= −1.38 10−3

3. = +3.14 /
When a bicycle moves forward, its wheel is rotating counterclockwise. So,

its angular velocity is positive. Since the bicycle starts from zero to 60 rpm
19
(increase in rotation), then angular acceleration direction is the same with the
angular velocity’s direction.
Prepared by:
Techie Gamma-Vera Cruz

Amulung National High School
20
GENERAL PHYSICS 1
Name: ________________________Grade Level: _______________
Date: __________________________Score: ____________________
LEARNING ACTIVITY SHEET

DETERMINE WHETHER A SYTEM IS IN STATIC EQUILIBRIUM OR NOT
Background Information for the Learners (BIL)

When you apply with a pencil, you will find it is impossible to balance the
pencil on its point. On the other hand, it is comparatively easy to make the
pencil stand upright on its flat end.
An object at rest may be in one of the three states of equilibrium. You can
distinguish between the different kinds of equilibrium by considering the illustrations
of an ice cream cone placed on a level table (see Figure 1).
A cone standing on its base will return to its original position after a little
disturbance; hence, it is in stable equilibrium on its base (Figure 1.A). On the other,
a cone placed on its tip said to be unstable equilibrium and can be easily toppled
down when slightly disturbed (Figure 1.B). A cone lying on its side stays in its position
without tending either to move further or to return to where it was before. A cone on
its side is said to be in neutral equilibrium where it can be rolled from one side to
another (Figure 1.C). The illustrations show that the equilibrium condition is affected
by the position of the object’s center of gravity. An object is in stable equilibrium if its
center of gravity is at the lowest possible position.
21
Figure 1. Three States of Equilibrium: stable equilibrium (A), unstable equilibrium
(B) and neutral equilibrium (C)
Conditions for Equilibrium
First Condition
The first condition of equilibrium is that the net force in all directions must be
zero.
For an object to be in equilibrium, it must be experiencing no acceleration.

This means that both the net force and the net torque on the object must be zero.
Here we will discuss the first condition, that of zero net force.
In the form of an equation, this first condition is:
Fnet = 0 or ∑F = ma = 0
In order to achieve this conditon, the forces acting along each axis of motion
must sum to zero. For example, the net external forces along the typical x– and y-
axes are zero. This is written as:
net Fx=0 and net Fy=0
The condition Fnet=0 must be true for both static equilibrium, where the object’s
velocity is zero, and dynamic equilibrium, where the object is moving at a constant
velocity.
22
Below, the motionless person is in static equilibrium. The forces acting on him
add up to zero. Both forces are vertical in this case.
Figure 2. Person in Static Equilibrium: This motionless person in static

equilibrium.
Below, the car is in dynamic equilibrium because it is moving at constant

velocity. There are horizontal and vertical forces, but the net external force in any
direction is zero. The applied force between the tires and the road is balanced by air
friction, and the weight of the car is supported by the normal forces, here shown to
be equal for all four tires.
Figure 3. A Car in Dynamic Equilibrium: This car is in dynamic equilibrium

because it is moving at constant velocity.
Consider the following cases of bodies in equilibrium.
Cases 1: A box on a table
The forces acting on the box are its weight (W), acting downward, and the
normal force (FN) that the table exerts upward on the box. The box is resting on the
23
table with zero acceleration. Thus, the sum of all forces acting on the box must be
zero.
∑F = FN + (-W) = 0
FN – W = 0
FN = W
Case 2: A chandelier hanging from a
vertical rope
The forces acting on the chandelier re the
weight (W), acting downward, and the tension (T) in
the rope, acting upward.
∑F = T + (-W) = 0
T–W=0
T=W
Case 3: A swing is pushed until the rope makes an angle θ with the vertical The
forces acting on the swing are the combined weight of the swing and the
boy (W), acting downward, the force (F) exerted on the swing, acting to the left, and
the tension on the rope (T) that can be resolved into its vertical (Ty) and horizontal
(Tx) components.
∑Fx = F + (-Tx) = 0
F – Tx = 0
F – T sin θ = 0
F = T sin θ
∑Fy = Ty + (-W) = 0
Ty – W = 0
T cos θ = W
T cos θ = W
Case 4: Resting in a hammock
24
The forces acting on the hammock are the weight (W) on the hammock and
the Tensions ( T1 and T2 ) on the ropes that can be resolved into their vertical and
horizontal components.
∑Fx = T2x + (-T1x) = 0

T2x - T1x = 0
T2 cos β – T1 cos α = 0
T2 cos β = T1 cos α
∑Fy = T1y + T2y + (-W) = 0
T1y + T2y – W = 0
T1 sin α + T2 sin β – W = 0
T1 sin α + T2 sin β = W
Case 5: A boy on a slide

The forces acting on the boy are
the frictional force (Ff ), acting upward and
parallel to the slide, the normal force (FN), acting toward and perpendicular to the
slide, and the weight (W) of the boy that can be resolved into its components which
are parallel (W II) and (W ┴ ) to the slide.
∑Fx = Ff + (-W II) = 0
µ FN – W sin θ = 0
µ FN = W sin θ
∑Fy = FN + (-W ┴ ) = 0
FN – W cos θ = 0
FN = W cos θ
µ W cos θ = W sin θ
µ = W sin θ W cos θ
µ = tan θ
25
Second Condition
The second condition of static equilibrium says that the net torque acting on the
object must be zero.
A child’s seesaw, shown in, is an example of static equilibrium. An object in static

equilibrium is one that has no acceleration in any direction. While there might be motion,
such motion is constant. If a given object is in static equilibrium, both the net
force and the net torque
on the object must be
zero. Let’s break this
down:
Figure 4. Two children on a seesaw: The system is in static equilibrium,

showing no acceleration in any direction.
The Concept of Torque
Consider the familiar seesaw you played during your childhood. Suppose a
50-kg child (W1) is placed on the right side of a seesaw and a 30-kg child (W2) is
placed on the left side as shown in Figure 5.
Figure 5. A Child’s game of seesaw demonstrates torque.

The weights of the two children exert downward forces, while the support in
the middle of the seesaw exerts an upward force which is equal to the weight of the
26
two children. Even, though the body is in transitional equilibrium, the body is still
capable of rotating. The 50-kg child on the right end moves downward, while the 30-
kg child on the left end moves upward; this means that the seesaw rotates in a
clockwise direction.
Torque is the quantity that measures how effectively a force (F) causes
acceleration. A torque is produced when a force is applied with leverage. It is defined as
the product of the force and the lever arm. The lever arm is the perpendicular distance
(l) from the axis of rotation to the line along which the force acts. The
magnitude of the torque (τ) can be calculated by:
torque = force x lever arm

τ = Fl
The Second Condition
A torque (a vector quantity) that tends to produce a counter clockwise rotation

is considered positive and a torque that tends to produce clockwise rotation is
negative (see Figure 6). Thus, the condition for an object to be in rotational
equilibrium is that the sum of the torques acting on the object about any point must
be zero. This means that the sum of all the clockwise
torques (τc) must be equal to the sum of all the
counter clockwise torques (τu).
∑τ = 0
∑τ = ∑τc + (-∑τu) = 0
∑τc - ∑τu = 0
∑τc = ∑τu
Figure 6. Torques make objects rotate.
27
Let us consider the following cases of bodies in equilibrium:
Case 1: Bamboo pole carried at each end
In a singkil dance, two men are carrying a princess on a bamboo pole that is
5.0 m long and weighs 200 N. If the princess weighs 450 N and sits 1.5 m from one
end, how much weight must each man support? We assume that the diameter of the
bamboo pole is uniform and the weight of the pole is located at the center.
Using the first condition for equilibrium,
∑Fy = 0
∑Fy = F1 + F2 – WB – WP = 0
where, WB is the weight of the bamboo pole WP
is the weight of the princess
F1 + F2 – WB – WP = 0
F1 + F2 = WB + WP
= 200 N + 450 N
F1 + F2 = 650 N
We must specify the axis about which the torques will be computed. Let us
consider that the axis passes through point A, where man 1 is holding the pole with
force. Using the second condition for equilibrium, we can solve for F2.
∑τc = ∑τu
WBlB + WPlP = F2l2
(200 N)(2.5 m) + (450 N)(3.5 m) = F2 (1.5 m)

2075 . 2 (5.0 )
=
5.0 5.0
415 N = F2
28
Solving for F1,
F1 + F2 = 650 N
F1 + 450 N = 650 N
F1 = 650 N – 450 N
F1 = 235 N
Case 2: A man on a ladder

A ladder 7.5 m long is leaning against a
smooth (frictionless) wall at a point 7.0 m above
the ground with its base 2.0 m from the wall.
The ladder weighs 200 N and an 800-N painter
stands two-thirds of the way up the ladder. (a)
What is the normal force? (b) What frictional
force must act on the bottom of the ladder to
prevent it from slipping for the painter to be
safe?
Using the first condition for equilibrium, we have,
a. ∑Fy = 0
∑Fx = 0
∑Fy = FN + (-WP) + (-WL) = 0
FN – WP – WL = 0
FN = 800 N + 200 N
FN = 1000 N
b. ∑Fx = F + (-Ff) = 0
F – Ff = 0
F = Ff
Suppose the axis of rotation is the base of the ladder. Using the
second condition for equilibrium, we have
∑τ = 0
∑τc = ∑τu
Fflf = WLlL + Wlll
29
F(7.0 m) = (200 N) (1.0 m) + (800 N)(1.33 m)
F = 200 . +1064 .
7.0
F = 181 N.
Learning Competency:
Determine whether a system is in static equilibrium or not. (STEM_GP12RED-IIa-5)
ACTIVITY #1: COMPLETE THE KEY CONCEPTS
Directions: Fill in the blanks with the correct word/s that complete/s the
key concept in each item.
1. An object is in stable equilibrium if it is at the ___________ possible position.
2. An object with a _________base is more stable than one with __________
base.
3. The stability of an object depends on the location of the _________________,
__________________, and amount of mass.
4. _____________ is the product of force and the lever arm.
5. Net torque always produces ______________________.
6. The lever arm is the _______________ distance from the reference point to
the direction or line of action of the force.
7. There are two conditions for a body to be in rotational equilibrium:
a. ______________ equilibrium is when the vector sum of all forces acting
on it must be zero.
b. ______________ equilibrium is when the sum of all torques about any
point must be zero.
ACTIVITY #2: CRITICAL THINKING

Directions: Analyze and structure a comprehensive reasoning to answer each
situation below. (5 points each)
1. Why does a man with a large belly or a woman in her last trimester of
pregnancy tend to lean backward when walking?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________
30
Which man carries the heavier load? Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________
ACTIVITY #3: PROBLEM SOLVING

Directions: Solve the following problems and show your complete solution. (5
points each)
1. If a person can apply a maximum force of 200N, what is the maximum length
of a wrench needed to apply 90 N.m torque to the bolts on a motorcycle
engine?
2. A 500-N diver stands at the end of a 4.0-m

diving board. The board is attracted by two
supports 1.5 m apart as shown below. Find
the tension in each of the two supports if the
diving board weighs 150 N.
31
ACTIVITY #4: APPLICATION
Directions: Apply what you have learned. Aside from the given examples, construct
at least 2 systems or situations under static equilibrium. Make your samples
comprehensive and accurate.
Reflection
1. I learned that _________________________________________________

____________________________________________________________
_______________________________________________________
2. I enjoyed most on _____________________________________________
____________________________________________________________
__________________________________________________
3. I want to learn more on _________________________________________

____________________________________________________________
__________________________________________________
32
References:
Padua, Alicia L. et. al, States of Equilibrium, Practical and
Explorational Physics:
Modular Approach, 2003, pp. 98-107.
“Conditions of Equilibrium”.
https://courses.lumenlearning.com/boundless-physics/chapter/conditions-for-
equilibrium/#:~:text=An%20object%20in%20static%20equilibrium,no%20acc
eleration%20in%20any%20direction.
33
Answer Key:
Activity #1: Complete the key Concepts
1. lowest
2. wider , narrower
3. center of gravity , area of the base
4. Torque
5. angular acceleration
6. perpendicular
7. a. Translational , b. Rotational
Activity #2: Critical Thinking

1. Carrying any load in front of your stomach shifts your centers of gravity
forward. By leaning backward, you can keep your center of gravity above your
supporting feet to maintain your stability.
2. Peter carries the heavier load. He has the shorter leverage.
Activity #3: Problem Solving

1. τ = (F) (l) l= τ
=
90 .
= 0.45 m
200
34
2. Consider the point where F2 is applied as the axis of rotation.
∑τ = 0
∑τc = ∑τu
W1l1 + W2l2 = F1l1
(150 N)(5.0 m) + (500 N)(2.5 m) = F1(1.5 m)

75 N . m + 1250 N . m = F1(1.5 m)
1325 N . m = F1(1.5 m)
F1 = 883.33 N
We can find F2 by using the first condition for equilibrium.
∑Fy = 0
∑Fy = F2 + (-F1) + (-W1) + (-W2) = 0
F2 - F1 - W1 - W2 = 0
F2 = F1 + W1 + W2
= 883.33 N + 150 N + 500 N
F2 = 1533.33 N
Activity #4: Application

Answers may vary
Prepared by:
JOLLY MAR D. CASTANEDA

Baggao National Agricultural School Sta. Margarita Annex
35
GENERAL PHYSICS 1
Name: ____________________________Grade Level: _________
Date: _____________________________Score:______________

Newton’s Law of Gravitational
Isaac Newton compared the acceleration of the moon to the acceleration of
objects on earth. Believing that gravitational forces were responsible for each,
Newton was able to draw an important conclusion about the dependence of gravity
upon distance. This comparison led him to conclude that the force of gravitational
attraction between the Earth and other object is inversely proportional to the distance
separating the earth’s center from the object’s center. But distance is not the only
variable affecting the magnitude of a gravitational force. Consider Newton’s famous
equation
Fnet=m*a
Newton knew that the force that caused the apple’s acceleration (gravity) must
be dependent upon the mass of the apple. And since the force acting to cause the
apple’s downward acceleration also causes the earth’s upward acceleration
(Newton’s third law), that force is also dependent pon the mass of the earth. So for
Newton, the force of gravity acting between the earth and any object is directly
proportional to the mass of the earth, directly proportional to the mass of the object,
and inversely proportional to the square of the distance that separates the center of
the earth and the object.
The universal gravitation equation

Newton’s law of universal gravitation is about the universality of gravity. Newton’s
place in the Gravity Hall of Fame is not due to his discovery of gravity, but rather due to
his discovery that gravitation is universal. All objects attract each other with a force of
gravitational attraction. Gravity is universal. This force of gravitational attraction is directly
proportional upon the masses of both objects and inversely proportional to the square of
36
the distance that separates their centers. Newton’s conclusion about the magnitude of
gravitational force is summarized symbolically as
Fgravα =
∗
WhereFgravrepresents the force of gravity between two

objects αmeans “proportional to”
m1 represents the mass of object 1
d represents the distance separating the object’s center
Since the gravitational force is directly proportional to the mass of both interacting
objects, more massive objects will attract each other with a greater gravitational force.
So as the mass of either object increase, the force of gravitational attraction between
them also increases. If the mass of one of the objects is doubled, then the force of gravity
between them is tripled. If the mass of both of the objects is doubled, then the force of
gravity between them is quadrupled, and so on
Since gravitational force is inversely proportional to the square of the
separation distance between the two interacting objects, more separation distance
will result in weaker gravitational force. So as two objects are separated from each other,
the force of gravitational attraction between them also decreases. If the separation
distance between two objects is doubled (increased by a factor of 2), then the force of
gravitational attraction is decreased by a factor 4 (2 raised to the second power). If the
separation distance between any two objects is tripled (increased by a factor of 3), then
the force of gravitational attraction is decreased by a factor of 9 (3 raised to the second
power).
37
Thinking proportionally about Newton’s equation
The proportionalities expressed by Newton’s universal law of gravitation are
represented graphically by the following illustration. Observe how the force of gravity
is directly proportional to the product of the two masses and inversely proportional to
the square of the distance of separation.
Another means of representing the proportionalities is to express the

relationships in the form of an
equation using a constant
proportionality. This equation is
shown below.
38
The constant of proportionality (G) in the above equation is known as the
universal gravitation constant. The precise value of G was determined experimentally
by Henry Cavendish in the century after Newton’s death. The value of G is found to
be
G=6.673 x 10 -11 N m2/kg2
The units on G may seem rather odd;
Nonetheless they are sensible. When the units on G are substituted into the
equation above and multiplied by m1 x m2 units and divided by d2 units, the result
will be Newtons – the unit of force.
Using Newton’s gravitation equation to solve problems

Knowing the value of G allows us to calculate the force of gravitational
attraction between any two objects of known mass and known separation distance.
As a first example, consider the following problem.
Sample Problem #1
Determine the force of gravitational attraction between the earth (m=5.98 x 1024 kg) and
a 70- kg physics student if the student is standing at sea level, a distance of 6.38
x 106m from the earth’s center.
*The solution of the problem involves substituting known values of G (6.673 x 10 -11N
m2/kg2, m1 (5.98 x 1024 kg), m2 (70 kg) and d (6.38 x 106m) into the universal
gravitation equation and solving for Fgrav. The solution is as follows:
39
2
Fgav =
(6.673 10−11 2).(5.98 1024 ).(70 )
(6.38 106 )2
Fgav = 686 N
Two general concepts can be made about the results of the two sample
calculations above. First, observe that the force of gravity acting upon the students
(a.k.a. the student’s weight) is less on an airplane at 40 000 feet than at sea level.
This illustrates the inverse relationship between separation distance and the force
of gravity (or in this case, the weight of the student). The student weighs less at the
higher altitude. However, a mere change of 40000 feet further from the center of the
earth is virtually negligible. This altitude altered the student’s weight by 2 N that is
much less than 1% of the original weight. A distance of 40 000 feet (from the earth’s
surface to a high altitude airplane) is not very far when compared to a distance of
6.38 x 106m (equivalent to nearly 20 000 000 feet from the center of the earth). This
alternation of distance is like a drop in a bucket when compared to the large radius
of the earth. As shown in the diagram below, distance of separation becomes much
more influential when a significant variation is made
Force of Gravitational towards Earth for a 70-kg Physics Student at various

location
40
The second conceptual to be made about the above sample calculations is
that the use of Newton’s universal gravitation equation to calculate the force of
gravity (or weight) yields the same result as when calculating it using the equation.
Fgrav = mxg = (70 kg) x (9.8 m/s2) = 686 N
Both equations accomplish the same result because the value of g is

equivalent to the ration of (G x Mearth)/(Rearth)2.
The universality of gravity

Gravitational interactions do not simply exist between the earth and other
objects; and not simply between the sun and other planets. Gravitational interactions
exist between all objects with an intensity that is directly proportional to the product
of their masses. So as you sit in your seat in the physics classroom, you are
gravitationally attracted to your partner, to the desk you are working at, and even to
your physics book. Newton’s revolutionary idea was that gravity is universal- All
objects attract in proportion to the product of their masses. Gravity is universal. Of
course, most gravitational forces are so minimal to be noticed. Gravitational forces
are only recognizable as the masses of objects become large.
Use Newton’s Law of Gravitation to infer gravitational force, weight, and
acceleration due to gravity STEM_GP12G-llb-16
ACTIVITY 1: Finding my force!!

Directions: Use Newton’s Universal Gravitation equation to calculate the force
of gravity between the following familiar objects.
Mass of Object 1 Mass of Object 2 Separation Force of
(kg) (kg) Distance (m) Gravity (N)
a. Football Player Earth 6.38 x 106 m

100kg 5.98 x 1024 kg (on surface)
41
b. Ballerina Earth 6.38 x 106 m
40kg 5.98 x 1024 kg (on surface)
c. Physics Student Earth 6.60 x 106 m
70 kg 5.98 x 1024 kg (low-height orbit)
d. Physics Student Physics Student 1m
70 kg 70 kg
e. Physics Student Physics Student 0.2m
70 kg 70 kg
f. Physics Student Physics Student 1m
70 kg 80 kg
g. Physics Student Moon 1.71 x 106 m

70 kg 7.34 x 1022 kg (on surface)
h. Physics Student Jupiter 6.98 x 107 m
70 kg 1.901 x 1027 kg (on surface)
ACTIVITY 2: Choose the correct answer.

Directions: Choose the best answer to the following questions
1. Which is needed to determine the amount of gravitational force between
two objects?
a. Distance and mass’
b. Weigh and time
c. Area and weight
2. The gravitational force exerted by an object depends on its
a. Volume
b. Mass
c. Weight
3. The SI units of force are measured in
a. Grams
b. Newtons
c. Pounds
d. Kilograms
42
4. The force of gravity (mass x gravity) is also known as .......
a. Mass
b. Weight
c. Distance
d. Acceleration
5. Which of the following statements refers to gravitational force?
https://justdoscience.weebly .com/uploads/2/5/2/9/2529400/6274505.png481
a. It makes objects at rest start moving

b. It makes objects that are moving stop
c. The force of attraction between two objects
d. It pulls you into space
6. It is said to be that Earth’s gravity has a value of 9.8 m/s2. Earth’s gravity is
considered as a/an?
a. Force
b. Weight
c. Acceleration
d. Mass
7. How is the gravitational force between two objects related to their mass?
a. They are directly proportional
b. They are inversely proportional
c. They do not affect each other
d. They are equal
8. Which of the following equations refers to Newton’s Law on Gravitation?
a. F=Gm1m2/d
b. F=Gm1m2/d2
c. F=Gm1m2/2d
d. F=m1m2/2d
43
9. What states that every object in the universe attracts every other object”?
a. Law of Universal Gravitation
b. Newton’s First Law of Motion
c. Newton’s Third law
d. Inertia and Gravity
10. If these teams are pulling with the same amount of force what will happen?
https://www.123rf.com/photo_84007819_group-of-children-playing-tug-of-war.html
a. The left team will win
b. They will not move at all
c. The right team will win
d. Both will fall down
ACTIVITY 3: Help me!!!!Let’s find force?

Directions: Show your complete solution in solving the following problems using
the law of gravitation equation.
1. Two spherical objects have masses of 200kg and 500kg. Their centers are
separated by a d istance of 25m. Find the gravitational attraction between
them.
2. Two spherical objects have masses of 3.1 x 105 kg and 6.5 x 103 kg. The
gravitational attraction between them is 65 N. How far apart are their centers?
3. Two spherical objects have masses of 8000kg and 1500kg. Their centers are
separated by a distance of 1.5m. Find the gravitational attraction between
them.
4. What is the force of attraction between two people, one of mass 80kg and
the other 100 kg if they are 0.5 m apart?
44
ACTIVITY 4: Think about it!
Directions: Answer the following questions.
1. Newton’s law of universal gravitation had a huge impact on how people
thought about the universe. Why do you think it was so important?
2. What equation did Newton use to represent the force of gravity between
two objects?
3. A. From your answer in question no. 2. What does each letter in the
equation stand for? B. Which letter stand for a value that never change?
Reflection
1. I learned that ____________________________________________

_______________________________________________________
_______________________________________________________
2. I enjoyed most on ________________________________________

_______________________________________________________
_______________________________________________________
3. I want to learn more on _____________________________________
________________________________________________________
____________________________________________________
102
NOTE: Practice personal hygiene protocols at all times
45
References
https://www.physicsclassroom.com/class/circles/Lesson-
3/Newton-s-Law-of-Universal_Gravitation
https://quizizz.com/admin/quiz/58e2593815f716c1e479a44/ne
wtons-law-of-universal-gravitation
https://www.ck12.org/c/physics/newtons-univeral-law-of-gravity-
/lesson/user:cndhz25lckbuzxzjlmsxmi5tby51cw../Newtons-Law-of-Gravity--MS-
ESS1-2/?referrer=concept_details
103
NOTE: Practice personal hygiene protocols at all times
46
ANSWER KEY
Activity no. 1
1. 980 N
2. 392 N
3. 641 N
4. 3.27 x 10-7 N
5. 8.17 x 10-6 N
6. 4.67 x 10-9 N
7. 117 N
8. 1823 N
Activity no. 2
1. A
2. B
3. B
4. D
5. C
6. C
7. A
8. B
9. A
10. B
Activity no. 3
2
−11
1. =
1 2
= (6.67 10 2
)(200 )(500 )
= 1.1x 10-8 N
2 (25 )2
−11 2 5 3
1 2 √(6. 67 10 2 )(3.1 10 )(6.5 10 ) −
2. d= √ (2500 )2 = .
−11 2
3. =
1 2
= (6.67 10 2
)(8000 )(1500 )
= 3.6x 10-4 N
2 (1.5 )2
−11 2
= 2.14x 10-6 N
2
1 2 (6.67 10 )(80 )(100 )
4. =
2
=
(0.5 )2
47
Activity no. 4
1. Newton’s law of gravitational was the first scientific law that applied to the
entire universe. It explains the motion of objects not only on Earth but in outer
space as well.
2. = 2
1 2
3. A.Fgravrepresents the force of gravity between two objects

αmeans “proportional to”
m1represents the mass of object 1
d represents the distance separating the object’s
center B. gravity (6.673 x 10-11N m2/kg2)
Prepared by:
GLENDA M. MADRIAGA
BUKIG NATIONAL AGRICULTURAL AND TECHNICAL SCHOOL
48
GENERAL PHYSICS1
Name: __________________________ Grade Level: _________
Date: ___________________________ Score: ______________
Gravitational Field

Gravitational field like any other force field is responsible for the force
on a body. Gravitational fields originate from all the massive bodies and result
in the attractive pull known as the gravitational force of the body. More studies
are going on in the field of physics to fully understand this force and these
fields.
Gravitational Field, Gravitation, or gravity is a natural phenomenon by

which physical bodies attract with a force proportional to their masses.
The gravitational interaction between two bodies can be expressed by a
central force which is proportional to the mass of bodies and inversely
proportional to the square of the distance that separates them.
F = G m₁. m₂
r²
where:
F= central force
G= universal gravitational constant = 6.67x10ˉ¹¹
N.m²/kg² m = mass of the objects
r = distance between the two masses
The gravitational field is a physical property that is communicated to the

space by a mass m. This field is characterized by conservative vector fields
and it can be represented with a lines of force.
The gravitational field strength at any point in space is defined as the force
per unit mass (on a small test mass) at that point.
g = F/m (in N/kg)
49
Gravitational field around a point mass
If we have two masses m and m distance r apart
1 2
F= Gm₁m₂
r²
Looking at the force on m1 due to m2, F = gm1

2
F = Gm₁m₂/r = gm1
g (field due to m₂) = Gm₂/r²
If we have two masses m₁ and m₂ distance r apart
F = Gm₁.m₂ /r² m₁ m₂
Looking at the force on m₁ due to m₂, F = gm1

F = Gm₁m₂/r² = gm₁
2
g (field due to m ) = Gm /r
2 2
For any planet;

g = Gm₂/rp²
Don’t forget that for non-point mass, r is the distance to the center of mass
Fields as the gravitational fields that are defined at each point of space by a
vector quantity are called vector fields. These fields can be represented by lines of
force. A line of force has the characteristic of being tangent at all its points to the
direction of the field at that point and its meaning is the same as that of the field.
50
Gravitational field is a vector, and any calculations regarding
fields (especially
involving addition of fields from more than one mass) must use vector addition.
(i) Field here due to both masses
m₁ m₂
(ii) Field here due to both

masses
Field due to m₁
m₁ m₂
(iii)
Field here due to m₂

Field due to m₁
Resultant field
m₁ m₂
Superposition principle
In the case of a field which is created by several bodies we use the
superposition principle to know the aggregate field at a given point. The principle
of superposition tells us that the gravitational field created by a body at a point is
independent from gravitational fields which are created by other bodies. We will
operate by finding out the field created by each body at the point in question and
we will add all of them (vector sum) for the total field.
Escape velocity is the minimum speed that a body should be thrown

to escape from the gravitational pull of the Earth or other celestial body. This
means that the body or projectile will not fall on Earth or starting astro leaving
at rest on a sufficiently large (in principle infinite) distance from Earth or the
star.
51
This speed explains why some planets have atmospheres and others
not. According to the kinetic theory of gases, the gas molecules move at a
speed:
where; v = velocity
m = mass of the molecule
T = temperature in Kelvin
K = Boltzmann constant
Newton’s Law of Universal Gravitation

(G = universal gravitational constant) = 6.67x10ˉ¹¹ N.m²/kg²
Force between two masses; F = Gm₁ m₂
r²
Gravitational Field Strength; g = _F_
m
Magnitude of gravitational field strength in a radial field; g = GM
r²
The minus sign means that the gravitational field is directed in the
opposite direction to the unit vector that it points the direction from the Earth
to the point in question.
Gravitational field patterns

A gravitational field can be represented by lines and arrows on
a diagram, in a similar way to magnetic field lines.
The closer the lines

are together, the
stronger the force
felt.
This is an
example of a Note, gravity is
radial field always attractive
52
Field around a uniform spherical mass
The figure below the direction that a mass would accelerate if
placed in the field and help us to imagine the field.
Around a spherical mass the field lines are closer
together nearer the surface, so the field strength is larger.
https://spark.iop.org/collections/gravitational-fields#gre
Field close to the earth’s surface

Field Lines near the Earth are almost parallel.
The field is uniform. Wherever you are near the surface of the
earth you are pulled down with the same Force/Kilogram.
Uniform
https://spark.iop.org/collections/gravitational-fields#gre
53
Field Strength is a vector, so two values of g can be added together
https://www.slideshare.net/simonandisa/gravitational-force-and-fields
Learning Competency
Discuss the physical significance of gravitational field (STEM_GP12Red-IIb18).
Learning Activity 1 -Word Search

Directions: Find the words that related to gravitational field in the grid. They can
be horizontal, vertical, diagonal, and backwards.
L Q F F I E L D L I N E S
L I N E S O F F O R C E E
F R K A S Q T R I X H P R
O S R E S U L T A N T G K
Q L U V A E A S K U G F O
S M W N M T G V B N I T Y
S D L E I F R O T C E V I
D L E V B F R S Y X W F H
V T A W P D O A S M B S T
A R N L A C I R E H P S C
G J H I T S R E O S L A W
54
Learning Activity 2- Problems on Field close to the earth’s surface
Directions: Read carefully the problems below and solve for the
unknown quantities. Show all your solutions.
1. What is the weight of a 25.0 kg object near the surface of the earth?
2. What is the mass of an object if it has a weight of 80.0 N near the
earth’s surface?
3. The Earth orbits the Sun at a distance of 1.46x1010 m from center to
center. What is the strength of the Sun’s gravitational field at this
distance?
4. What is the acceleration due to gravity on the surface of the sun?
5. What is the mass of an object if it has a weight of 127 N near the
earth’s surface?
Learning Activity 3 - Problems of Gravitational field on point masses

Directions: Solve the problem sets
1. On the surface of Venus, which has a mass of 4.869×1024 kg, an
object has a weight of 213 N and a mass of 24 kg. What is the
radius of Venus? G = 6.674×10–11 N·m2/kg2.
2. What is the gravitational field (in N/kg) 1.400×105 km above the
surface of the Sun? Radius of the Sun = 6.960×105 km, mass of the
Sun = 1.989×1030 kg, G = 6.674×10–11 N·m2/kg2.
3. Two spherical balls are placed so their centers are 74 m apart. The
gravitational attraction between them is 2.362×10–7 N. If the mass of
the smaller ball is 3800 kg, find the mass of the other ball. G =
6.674×10–11 N·m2/kg2.
Learning Activity 4 – Gravitational field as a vector

Directions: Solve the problem sets
1. Three masses are located in the vertices of an equilateral triangle.
Calculate the magnitude and direction of the gravitational force on
the mass m₁. Given: m₁ = 38 kg, m₂ = 340 kg, m₃ = 340 kg, r = 38 m.
G = 6.674×10–11 N·m²/kg².
55
2. Three masses are located in the corners of an
equilateral triangle. Find the magnitude and direction of the
gravitational field at the center of the triangle.
Given: m₁ = 22 kg, m₂ = 30 kg, m₃ = 30 kg,
r = 12 cm. G = 6.674×10–11 N·m²/kg².
3. Four masses are at the vertices of a square. Find the magnitude of

the gravitational force on the mass m₁. Given: m₁ = 6 kg, m₂ = 80 kg,
m₃ = 80 kg, m₄ = 80 kg r = 24 m. G = 6.674×10–11N·m²/kg².
4. Four masses are located in the corners of a square. Calculate the

magnitude and direction of the gravitational field at the center of the
square. Given: m₁ = 85 kg, m₂ = 3 kg, m₃ = 3 kg, m₄ = 85 kg r = 8 m,
G = 6.674×10–11 N·m²/kg².
5. Two masses m₁ = 350 kg and m₂ = 350 kg are at a distance of 22 m

from each other. Find the magnitude and direction of the gravitational
field at point A. Data: h = 9 m, G = 6.674×10–11 N·m²/kg².
56
Learning Activity 5 – Ciphers Text Analysis
Directions: Decode the secret message in the cryptogram based on
your reading in this Learning activity Sheet.
1. ss amayb ecaps otdet acinu mmocs itaht ytrep orpla cisyh

pasid leifl anoit ativa rgehT
2. ssam tniop adnuo radle iflan oitat ivarG
3. ss amlac irehp smrof inuad nuora dleiF
4. .tl efecr ofeht regno rtseh t,reh tegot erase nileh treso lcehT
5. .lell arapt somla eraht raEeh traen seniL dleiF
Reflection
1. I learned that ________________________________________________

____________________________________________________________
_______________________________________________________
2. I enjoyed most on _____________________________________________

____________________________________________________________
__________________________________________________

____________________________________________________________
__________________________________________________
57
References
https://study.com/academy/answer/discuss-the-physical-significance-of-
the-gravitational-field.html
https://www.slideshare.net/simonandisa/gravitational-force-
and-fields?from_action=save
http://www.holytrinityacademy.ca/documents/general/Lesson11%20Gravitati
onal%20Fields%20Worksheet.pdf
http://www.vaxasoftware.com/doc_eduen/fis/x_gravit_point_masses.pdf
https://www.rpi.edu/dept/phys/Courses/Astro_F97/Class03/orbiter.html
https://www.physicsclassroom.com/Physics-Interactives/Circular-and-
Satellite-Motion/Gravitational-Fields/Gravitational-Fields-Exercise
https://physics.gurumuda.net/gravitational-field-problems-and-
solutions.htm https://www.boxentriq.com/code-breaking/text-analysis
ANSWER KEY
Learning Activity 1 - Word Search
1. Gravitation 6. Mass
2. Field Lines 7. Vector Fields
3. Uniform 8. Weight
4. Resultant 9. Force
5. Spherical 10. Lines of Force
Learning Activity 2 - Problems on Field close to the earth’s

surface
1. 245 N
2. 8.16 kg
3. 0.62 msˉ²
4. 274 msˉ²
5. 13.0 kg
Learning Activity 3 - Problems of Gravitational field on
point masses
1. 6051 km.
2. 190 N/kg
3. 5100 kg.
Learning Activity 4 - Problems of Gravitational field as a vector
1. 1.034×10–9 N, downward.
2. 1.112×10–7 N/kg, downward
3. 1.065×10–10 N.
4. 2.419×10–10 N/kg, to the left.
5. 1.465×10–10 N/kg, downward.
58
Learning Activity 5 - Ciphers Text Analysis
1. The gravitational field is a physical property that is
communicated to the space by a mass.
2. Field around a uniform spherical mass
3. Field around a uniform spherical mass
4. The closer the lines are together, the stronger the force felt.
5. Field Lines near the Earth are almost parallel.
Prepared by:
LEONOR C. NATIVIDAD
Baggao National High School
59
GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________
Gravitational Potential Energy

Gravitational Potential Energy
Gravitational Potential Energy (GPE) is the energy that an object has due to
its position relative to the Earth’s surface. For instance, we are in a system (Earth’s
atmosphere) where each body exerts force on each other. If there is a change in
position with respect to the earth’s surface, then there would be a gain in potential
energy.
The gravitational force that acts on every kg of mass near the Earth’s surface
is represented as g with a value of 10N/kg or 10m/s² so you can think of g in two
ways.
1. A gravitational force of 10N acts on every kg of mass near the

Earth’s surface.
2.
A free-falling object near the Earth’s surface will accelerate at
10m/s²
But you may ask, where did the acceleration, 10ms-2 come from? Well
you have learnt that 1N =1kg.m/s². So, if g = 10N/kg then in place of N
we would write 10 kgms-2/kg.
g= 10N; = 10kgms-2
kg kg
g = 10 ms-2
60
-2
Notice that kg cancels out and you are left with 10ms . If greater
-2
accuracy is required in a calculation, then use g = 9.8N/kg or 9.8ms .
Calculating gravitational potential energy
If you decide to run up the steps of a building, the force of gravity will
act on you, thus, there is force between you and the surface of the earth. As
you make your way up the steps you are doing work by moving yourself
from the ground floor up the steps. As you move up, the force of gravity will
act on you so you will carry your own weight up the steps. This results in
work being done so you will gain gravitational potential energy
An object of mass (m) at a vertical height (h) above the ground

has a gravitational potential energy (mgh)
Work done = change in gravitational potential energy (GPE)

= Force x distance
= weight x height
= mass x acceleration due to gravity x height
= mgh
GPE = mgh
Example 1
If you weigh 60kg and ran up the building steps covering a distance of
30 meters then the GPE is calculated as follows:
GPE = mgh
= 60kg x 10m/s2 x 30m

= 18 000kg.m²/s²
= 18 000 J
OR
GPE = 60kg x 9.8m/s2 x 30m

= 17 640 kg.m²/s²
= 17 640J
61
If you use g = 10m/s2 then the answer in example 1 is 18 000J. If
you use g = 9.8ms-2 then the answer is 17640J.
For every calculations dealing with GPE, use g = 10ms-2. But

some questions will require you to use g = 9.8ms-2 for more
accuracy in calculations.
Example 2
An object has a mass of 6kg. Calculate its GPE
a) 4m above the ground and

b) 8m above the ground
c) At what height above the ground will its GPE be 360J?
Solution
a) GPE = mgh
= 6kg x 10ms-2 x 4m
= 240J
b) GPE = mgh
= 6kg x 10ms-2 x 8m
= 480J
c. GPE = mgh
h = GPE
mg
= 6m
Example 3
If you lift a 3kg object from an initial height of 5m to a height of 8m and
place it at the top of a shelf, you are doing work on it, since you are
62
applying a force that is in the direction of its displacement (both vertical).
In doing work on it, you are also changing its GPE.
Calculate the change in GPE of the above scenario. (use g = 10ms -2)
(i) At initial height of 5m, the GPE is:
GPE = mgh
= 3kg x 10ms-2 x 5m
=
150J
(ii) At final height of 8m, the GPE is:
GPE = mgh
= 3kg x 10ms-2 x 8m
= 240J
(iii) Therefore, the change in GPE is 240J, 150J, 90J
A simpler way to calculate the change in GPE above is by taking the

difference in height and then substitute the difference in the formula
mgh to find the change in GPE.
(i) Difference in height (is also stated as change in height) is 8m,

5m, 3m. Change in height is represented by delta h
(ii) Therefore, GPE is:
GPE = mgh
= 3kg x 10m/s2 x (3m)

= 90 kg.m²/²
= 90J
Energy is a scalar quantity
63
Mass A and B have the same magnitude. A was moved up the slope
with less force but the distance moved was greater. Mass B was lifted
vertically from the ground. Same amount of work was done in each
case so both masses have the same GPE. So to calculate the
gravitational potential energy of A and B you need to know the vertical
height only but not the direction taken. Therefore, energy is a scalar
quantity because direction is not considered.
A B
A BB
A B
A BB
Figure 6 Illustration of energy being a scalar quantity
(Flexible Open and Distance Education Papua New Guinea)
Example 4
A 35kg beer keg is rolled up a 5m long plank, which makes a
30° inclination to the ground. What is the GPE of the keg at the top?
Solution
A 30° incline plane with a
hypotenuse of 5m has a vertical
height given by: 5.0 sin 30° =
2.5m.
GPE = mgh
(Flexible Open and Distance Education
-2
= 35kg x10ms x 2.5m Papua New Guinea)
= 875J
64
Apply the concept of gravitational potential energy in physics

problems (STEM_GP12Red-IIb-19)
Learning Activity 1 - Explore and Discover
Directions: Solve for the Gravitational Potential Energy of Ball A, B and C. Now,
look at the illustration below and study the calculation of their gravitational
potential energies. Ball A and B have the same mass (3kg). Ball A and C have the
same height (4m).
A 3kg 2kg C
3kg
4m 4m
2m
Figure 5 Ball at different heights above ground level

(Flexible Open and Distance Education Papua New Guinea)
65
Mass (kg) Weight (N) Height (m) Gravitational Potential
energy (J)
5 2
2 6
8 5
20 0.6
5000 2
0.2 10
67 44
Learning Activity 2 – Keep Moving

Directions: Complete the table
1. Calculate the weight for the objects in the table below.
2. Assuming that the object are on Earth, where acceleration due to gravity
is 10N/kg, calculate the gravitational potential energy that they had.
3. Re-calculate the weight for the same objects, if they were on Mercury
(where the acceleration due to gravity is 4N/kg)

energy (J)
5 2
2 6
8 5
20 0.6
5000 2
0.2 10
67 44
66
Learning Activity 3 – Apply your Skills
Directions: Read and answer the following questions accordingly in the

space provided.
Assume g= 9.8 m/s² near the surface of the Earth.
1) Climbing a vertical rope is difficult. You have to lift your full body weight with
your arms. If your mass is 60 kg and you climb 2.0 m, by how much do you
increase your gravitational potential energy?
2) A block of bricks is raised vertically to a bricklayer at the top of a wall using

a pulley system. If the block of bricks has a mass of 24 kg, what is its
weight? It is raised 3.0 m. Calculate its increase in gravitational potential
energy when it reaches the top of the wall.
3) Travelling in a mountainous area, a bus of mass 3 tons reaches the edge of

a steep valley. There is a 1 km vertical drop to reach the valley below, but
20 km of road to get there. What gravitational potential energy? Will the bus
lose in making its descent to the valley bottom?
4) Assuming the bus in question 3 does not change its cruising speed on its
way down, where does the gravitational potential energy go? Why is there
a risk of brake failure in this situation?
Reflection
1. I learned that ________________________________________________

____________________________________________________________
_______________________________________________________
2. I enjoyed most on _____________________________________________

____________________________________________________________
__________________________________________________
67
____________________________________________________________
__________________________________________________
References
https://www.s-cool.co.uk/gcse/physics/energy-calculations/revise-it/gravitational-
potential-energy
https://sharemylesson.com/teaching-resource/gravitational-potential-energy-
152290
https://sharemylesson.com/teaching-resource/gravitational-potential-
energy-calculations-187633
Answer Key
Activity 1- Explore and Discover
Ball A
GPE = mgh
= 3kg x 10ms-2 x 4m
= 120J
Ball B
GPE = mgh
= 3kg x 10ms-2 x 2m
= 60J
Ball C
GPE = mgh
= 2kg x 10ms-2 x 4m
=
80J
68
• Ball A and B have the same weight but have different height
above the ground level so Ball A has greater GPE than ball B.
• Ball A and C have the same height but have different weight. Ball
A has more weight than C so it has grater GPE than ball C.
• Ball C weighs less than ball B but it has greater GPE than ball B
because it is higher than B.
Therefore, we see that gravitational potential energy

depends on the weight and height of the object.

energy (J)
5 50 2 100
2 20 6 120
8 80 5 400
20 600 0.6 360
5000 500 000 2 100 000
0.2 2 10 20
67 670 44 29 80
Answer Key Activity 2 – Keep Moving
2.Acceleration due to gravity = 10 N/kg
3.Acceleration due to gravity = 4 N/kg
Answer Key Activity 3 – Apply Your Skills
1. GPE = mgh = 60 x 9.8 x 2 = 1176 = 1200 J

2. Weight = mg = 24 x 9.8 = 235.2 = 240 N
Change in GPE = mgh = 24 x 9.8 x 3.0 = 705.6 = 710 J
3. Change in GPE = mgh = 3000 x 9.8 x 1000 = 2.94 x 107 = 2.9
x 107 J (29 MJ)
4. Since the bus gains no kinetic energy (its speed stays the same)
it must be using its brakes, and all the GPE lost by the bus in
converted to heat in the brakes. There is a risk of brake failure if
the brakes overheat.
69
energy (J)
5 20 2 40
2 8 6 48
8 32 5 160
20 80 0.6 48
5000 20 000 2 40 000
0.2 0.8 10 8
67 268 44 11 792
Prepared by:
LEONOR C. NATIVIDAD
70
GENERAL PHYSICS 1
Name: _______________________________ Grade Level: _____________

Date: ________________________________ Score: __________________

KEPLER’S LAWS OF PLANETARY MOTION
AND NEWTON’S LAW OF UNIVERSAL GRAVITATION

When you look at the sky at night, the stars would appear like they are fixed
in their patterns. Their rotation through the sky over the seasons seem to be
unchanging that most cultures have used the presence of one or another
constellation to tell time. However, the planets seem to have distinct motion
compared to the stars. They move slowly and seemingly unpredictably across the
sky. Efforts to look for possible explanation on why planets move in such a way
resulted to modern science’s understanding of gravity and motion.
Our recent understanding of planetary motion has a rich history.

Contradicting the thousand-year old idea of Aristotle of a stationary Earth at
the center of a revolving universe, Copernicus proposed the idea that the Earth was
a planet (like Venus or Saturn) and that all planets rotate and revolve around the
Sun. Despite criticisms proofs of a heliocentric solar system gradually intensified.
A Danish Astronomer Tycho Brahe made astronomical observations with his
naked eyes. Brahe was able to record accurate measurements of the motion of the
planets around the Sun. His astronomical observations were later handed down to
his assistant, Johannes Kepler.
Kepler analyzed and studied Brahe’s observations and measurements which
laid the foundation of his three laws of planetary motion. Meanwhile, Isaac Newton
discovered a physical law that governs the attraction between bodies in the universe.
Using this idea, Newton formulated his law of universal gravitation.
Both Kepler’s laws of planetary motion and Newton’s law of universal
gravitation will help us understand how heavenly bodies go about in motion.
71
KEPLER’S LAWS OF PLANETARY MOTION
Kepler’s first law of planetary motion is called law of ellipses. It states the orbit of
a planet around the sun is an ellipse, having the sun as one of the foci. The sun therefore
is not the center of the ellipse but is instead one focus. Planets follow the ellipse making
the distance between the Earth and the Sun constantly changing.
Image retrieved from https://www.google.com/search?q=law+of+ellipses&tbm=isch&hl=en-

US&chips=q:law+of+ellipses,g_1:first+law:a5VUM9e6Lzw%3D&authuser=1&sa=X&ved=2
ahUKEwj3k5Hn1-
zsAhV0zIsBHUC7BakQ4lYoAXoECAEQFw&biw=532&bih=600#imgrc=YSIrO8Wu0rpcDM
The second law is called the law of equal areas. It states that a planet moves
around the sun in such a way that a line drawn from the sun to the planets sweeps
equal areas in equal periods of time. The planet moves faster when it is nearer the
sun. Thus, the planet moves fastest at the perihelion (shortest distance) and slowest
at the aphelion (farthest distance). This law is a consequence of the conservation of
angular momentum.
72
Image retrieved from
https://www.google.com/search?q=law+of+equal+areas&tbm=isch&ved=2ahUKEwj4x-
H21-zsAhWLuJQKHaKFBakQ2-
cCegQIABAA&oq=law+of+equal+areas&gs_lcp=CgNpbWcQAzICCAAyAggAMgQIABBDM
gYIABAFEB4yBAgAEBgyBAgAEBgyBAgAEBg6BQgAELEDUKgjWPQ5YMtCaABwAHgAg
AGfAYgBpAuSAQQwLjExmAEAoAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=GJyk
X_jbLIvx0gSii5bICg&authuser=1&bih=600&biw=532&hl=en-US#imgrc=tQ0d0r3GKrQ-rM
The third law is called the harmonic law or the law of periods. It states that the
ratio of the squares of the periods P (or T in other references) of any two planets
revolving around the sun is equal to the ratio of the cubes of their mean distance R (or
d in other references) from the sun. Period is the time for a planet to travel one revolution
around the sun.
Kepler's Third Law implies that the period for a planet to orbit the Sun increases
rapidly with the radius of its orbit. Thus, we find that Mercury, the innermost planet,
takes only 88 days to orbit the Sun but the outermost planet (Pluto) requires 248 years
to do the same. (Note that the subscripts “1” and 2” distinguish quantities for planet 1
and 2 respectively.
Image retrieved from

https://www.google.com/search?q=the+ratio+of+the+squares+of+the+periods+P+(or+T+in+other+re
ferences)+of+any+two+planets+revolving+around+the+sun+is+equal+to+the+ratio+of+the+cubes+o
f+their+mean+distance+R+(or+d+in+other+references)+from+the+sun&tbm=isch&ved=2ahUKEwjm
gKjO3OzsAhUHe5QKHYClBBAQ2-
cCegQIABAA&oq=the+ratio+of+the+squares+of+the+periods+P+(or+T+in+other+references)+of+an
y+two+planets+revolving+around+the+sun+is+equal+to+the+ratio+of+the+cubes+of+their+mean+di
stance+R+(or+d+in+other+references)+from+the+sun&gs_lcp=CgNpbWcQA1DPrgNYz64DYLG3A2
gAcAB4AIABAIgBAJIBAJgBAaABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=AqGkX-
b3BIf20QSAy5KAAQ&bih=657&biw=1366&hl=en-US#imgrc=ketjHMHpOi4IMM
73
Concept Check:
What are the 3 Kepler’s laws of reflection?
_____________________________________
_____________________________________
_____________________________________
Sample Problem 1:
The mean solar distance of Mercury is 0.387 Did You Know….
AU. What is its period?
Solution: The period of planets is compared to
a. Let subscripts 1 and 2 refer to Mercury that of the period of the Earth. A unit
and Earth, respectively.
of measurement for this period is
R1 = 0.387 AU
R2 = 1 AU called Earth year or simply year. A
P2 = 1 y unit distance from the sun is referred
P2 = ?
to as astronomical unit (AU). Hence,
b. We will use the equation = to solve
for the period of Mercury (P2).
c. Substitute the values of the given quantities and solve:

→
= → =
(. )
0.27 y ≈ 88 days
( )
d. Therefore, it takes approximately 88 days for Mercury to be able to orbit

around the sun once.
74
Concept Check:
What are the 3 Kepler’s laws of reflection?
_____________________________________
_____________________________________
_____________________________________
Sample Problem 2:
Suppose two planets A and B revolve around the same star in circular orbits.
The distance of A from the star is twice that of B. The mass of B is three times the
mass of A. Find the ratio of the gravitational force exerted by the star on the two
planets.
Solution
a. Let M be the mass of the star. Let rA and rB be the distance of planets A and B
from the star, respectively. Since we are given that the distance of A from the
star is twice that of B, then rA = 2rB. We also know that the mass of B is three
times the mass of A, then mB = 3mA.
b. The force exerted by the star on the two planets. A and B are FA and FB.
c. We will use equation to solve the problem. =
d. Manipulating the equation,

→
= (a)
( )
→ (b)
= =
( )
e. We divide (a) by (b) to get the ratio .

→ (
( )
)
=
f. Therefore, FB = 12 FA. This means that the gravitational force exerted by the
star on the more massive planet is greater than on the less massive one.
75
Learning Competency
For circular orbits, relate Kepler's third law of planetary motion to Newton's law of
gravitation and centripetal acceleration (STEM_GP12G-IIc-22)
ACTIVITY 1: PUZZLE UP
Directions: Complete the crossword by filling in a word that fits each clue.
Activity 2: Proving Kepler’s Constant
Kepler’s third law relates the radius of an orbit to its period of orbit. The square of the period of
orbit, divided by the cube of the radius of the orbit, is equal to a constant (Kepler’s Constant) for that one
object being orbited. The equation for this is = ; where T is the period of the planet and r is its radius.
Directions: Using this equation, compute for Kepler’s constant from the information
of the planets given on the table below.
Planet Period, T (days) Radius, r (m) Kepler’s constant
5
Mercury 88 2.44 x 10 5.33 x 10-13
5
Venus 225 6.05 x 10 2.28 x 10-13
5
Earth 365 6.38 x 10 5.13 x 10-13
5
Mars 684 3.40 x 10 1.66 x 10-11
6
Jupiter 4331 7.14 x 10 5.15 x 10-14
76
Questions:
1. What do you notice on the period of the planets if it is farther away from the
sun?
2. What happens to the radius of the orbit of the planets if it is farther away
from the sun?
3. What is the meaning of the Kepler’s constant in terms of planet’s revolution
around the sun?
Activity 3: Let’s Solve

Directions: Solve the following problems
1. Compute for the value of the acceleration due to gravity g of an object at an
altitude equal to twice the radius of the Earth? (radius of Earth = 6.4 x 106 m)
2. Scientists once hypothesized the existence of a planet called Vulcan to
explain Mercury’s precession. Vulcan is supposed to be between Mercury and
the Sun with a solar distance equal to 2/3 of that of Mercury. What would be
its supposed period?
3. What is the period T of a planet which radius is as twice as of Earth when it
completes one revolution in 875 days? ( Earth radius = 6.38 x 10 5)
Activity 4: Think critically

Directions: Read the statement and write your analysis
1. Planet A is lighter than planet B and they orbit the same star. How do you
compare the gravitational force exerted by the star on the two planets?
2. Suppose two planets of the same mass orbit the same star but the distance
of Planet A from the star is thrice that of Planet B, which gravitational force is
greater? Explain.
REFLECTION:
1. I learned that ___________________________________________________
__________________________________________________
________________________________________________________________
________________________________________________________________
___________________
2. I enjoyed most on ________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________
77
3. I want to learn more on ___________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________
References
Silverio, Angelina A. Exploring Life Through Science: Physics: Phoenix Publishing House,
Inc., 2017.
Hewitt, Paul G. Conceptual Physics. San Francisco: Addison Wesley, 2002
The Science: Orbital Mechanics. Retrieved from

https://earthobservatory.nasa.gov/features/OrbitsHistory/page2.php
Kepler’s Laws of Planetary Motion. Retrieved from

https://www.britannica.com/science/Keplers-laws-of-planetary-motion
The Universal Law of Gravitation. Retrieved from

http://physics.weber.edu/amiri/physics1010online/WSUonline12w/OnLineCourseMo
vies/CircularMotion&Gravity/reviewofgravity/ReviewofGravity.html
https://www.google.com/search?q=law+of+ellipses&tbm=isch&hl=en-
US&chips=q:law+of+ellipses,g_1:first+law:a5VUM9e6Lzw%3D&authuser=1&sa=X&ved=2
ahUKEwj3k5Hn1-
zsAhV0zIsBHUC7BakQ4lYoAXoECAEQFw&biw=532&bih=600#imgrc=YSIrO8Wu0rpcDM
https://www.google.com/search?q=law+of+equal+areas&tbm=isch&ved=2ahUKEwj4x-
H21-zsAhWLuJQKHaKFBakQ2-
cCegQIABAA&oq=law+of+equal+areas&gs_lcp=CgNpbWcQAzICCAAyAggAMgQIABBDM
gYIABAFEB4yBAgAEBgyBAgAEBgyBAgAEBg6BQgAELEDUKgjWPQ5YMtCaABwAHgAg
AGfAYgBpAuSAQQwLjExmAEAoAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=GJyk
X_jbLIvx0gSii5bICg&authuser=1&bih=600&biw=532&hl=en-US#imgrc=tQ0d0r3GKrQ-rM
https://www.google.com/search?q=the+ratio+of+the+squares+of+the+periods+P+(or+T+in+other+re
ferences)+of+any+two+planets+revolving+around+the+sun+is+equal+to+the+ratio+of+the+cubes+o
f+their+mean+distance+R+(or+d+in+other+references)+from+the+sun&tbm=isch&ved=2ahUKEwjm
gKjO3OzsAhUHe5QKHYClBBAQ2-
cCegQIABAA&oq=the+ratio+of+the+squares+of+the+periods+P+(or+T+in+other+references)+of+an
y+two+planets+revolving+around+the+sun+is+equal+to+the+ratio+of+the+cubes+of+their+mean+di
stance+R+(or+d+in+other+references)+from+the+sun&gs_lcp=CgNpbWcQA1DPrgNYz64DYLG3A2
gAcAB4AIABAIgBAJIBAJgBAaABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=AqGkX-
b3BIf20QSAy5KAAQ&bih=657&biw=1366&hl=en-US#imgrc=ketjHMHpOi4IMM
78
ANSWER KEY / POSSIBLE ANSWERS
ACTIVITY 1: PUZZLE UP
Across Down
2. Law of periods 1. Law of equal areas
4. harmonic law 3. ellipse
6. astronomical unit 5. perihelion
7. year 8. gravitation
9. Tycho Brahe 10. law of ellipses
Activity 2: Proving Kepler’s Constant

Planet Period, T (days) Radius, r (m) Kepler’s constant
Mercury 88 2.44 x 105 5.33 x 10-13
Venus 225 6.05 x 105 2.28 x 10-13
Earth 365 6.38 x 105 5.13 x 10-13
Mars 684 3.40 x 105 1.66 x 10-11
Jupiter 4331 7.14 x 106 5.15 x 10-14
Activity 3: Let’s Solve

1. g ≈ 1.1 m/s2
2. T ≈ 19 hours
Activity 4: Think critically
1. Gravitational force between Planet A and the star is lesser compared to the
gravitational force of Planet A and the star. This is because the universal law
of gravitation states that gravitational force that is directly proportional to the
mass of each object. Planet A is lighter, hence the force between it and the
star is lesser.
2. The universal law of gravitation states that gravitational force is inversely
proportional to the square of the distance between them. Planet A is farther
from the star than Planet B, hence, the gravitational force between the star
and Planet A is weaker than that of the gravitational force between the star
and Planet B.
Prepared by:
KARLA CHRISTIANA R. MARAMAG

Camalaniugan National High School
79
GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________
Periodic Motion
Periodic motion refers to motion that is repeated at regular intervals of time.

Examples of periodic motion are the movement of hands of a clock, the pendulum in a
grandfather’s clock, a rocking chair, heartbeat, the rotation of the blades of an electric
fan, and the movement of earth about its axis and about the sun.
A body undergoing periodic motion always has a stable equilibrium position.
The equilibrium position, otherwise known as resting position, is the position
assumed by the body when it is not vibrating. This equilibrium position is represented
by position O of the girl in the swing in figure 8-1.
Fig. 8-1. The motion of the swing is an example of periodic motion

Source: Silverio,Angelina.”Exploring Life Through Science Series: General Physics 1.” In Teachers
Wraparound Edition. Quezon City, Phoenix Pulishing House, Inc., 2017
When the girl is displaced from its equilibrium position to position A, a restoring force (gravity)
acts on it to pull it back toward position O. A restoring force is a force that tends to restore
a body from its displacement to its equilibrium position. By the time the girl reaches position
O, the body has gained kinetic energy, overshoots this position, moves, stops somewhere
on the other side (position B). The body is again pulled back toward equilibrium. Vibrations
about this equilibrium position results only from the action of the restoring force. The
amplitude (A) of vibration is the maximum displacement of a body from its equilibrium
position. This is represented by the displacement from position O to position A or from
position O to position B.
The period (T) of a body in periodic motion is the time required to make a
complete to-and-fro motion is called a cycle. Referring to figure 8-1, the motion of
the swing from position A to position B and back to position A is one cycle. Period is
usually expressed in seconds.
80
Frequency (f) is the number of cycles per unit of time. Its SI unit is the hertz,
abbreviated as Hz. One hertz is equal to one cycle per second. Frequency is the
reciprocal of period.
Sometimes, angular frequency (ω) is used instead of frequency. Angular frequency

is commonly expressed in radians per second. The relationship between angular
frequency is given by:
or
Relate the amplitude, frequency, angular frequency, period, displacement,

velocity, and acceleration of oscillating systems (STEM_GP12PM-IIc-24)
Activity 1: Finding My Reciprocal

Directions: Find for the period and frequency (in Hz) of each problem below. Write
your answer on the space provided.
1 A very tall skycraper What is the period?________________

sways back and ________________________________
forth every 4.0 seconds. What is the frequency?______________
________________________________
2 What is the period?________________
A tuning fork has ________________________________
a frequency of 252 Hz What is the frequency?______________
________________________________
3 In 1940, Tacoma What is the period?________________
________________________________
81
Narrow bridge oscillated What is the frequency?______________
up and down 5 times ________________________________
per second.
4
At an amusement park, What is the period?________________
the pirate ship swings ________________________________
back and forth every 20 What is the frequency?______________
seconds. ________________________________
5 A smoke alarm battery What is the period?________________
is beeping 2 times ________________________________
per minute What is the frequency?______________
________________________________
6
A speaker vibrates What is the period?________________
at 200 cycles per ________________________________
second. What is the frequency?______________
________________________________
7
A pendulum takes What is the period?________________
0.5 second to ________________________________
complete one cycle. What is the frequency?______________
________________________________
8
An oscillator makes What is the period?________________
4 vibrations in ________________________________
1 second. What is the frequency?______________
________________________________
9 A swing takes 2 What is the period?________________
seconds to complete ________________________________
one cycle What is the frequency?______________
________________________________
10 A string virates What is the period?________________
at a frequency ________________________________
of 25 Hz. What is the frequency?______________
________________________________
82
Activity 2: Bingo Choice Card
Directions: The Bingo Choice card shows some terms/concepts related to periodic
motion. Choose words in either horizontal, vertical or diagonal pattern and relate your
choosen concepts/terms to one another. Write your answer on the space provided
below the Bingo card.
BINGO CHOICE CARD
Restoring Period (T) Pendulum

force
Displacement Hertz Amplitude Periodic

motion
Velocity Frequency ω A
Resting f Angular Radians per

Position Frequency second
Answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______
__________________________________________________________________
__________________________________________________________________
83
Activity 3: The Swinging Pendulum
Directions: Analyze the problem below and answer logically the questions
that follow. Write your answer on the space provided.
1. A pendulum takes 10 seconds to

swing through 2 complete cycles.
a. How long does it take to
complete one cycle?
_____________________________________
_______________________________
b. What is its period? ________________

__________________________________
c. What is its frequency?_______________

__________________________________
d. What is the angular frequency? ________

_______________________________
e. What does the position N represents?

_________________________________ Source: Silverio,Angelina.”Exploring Life
Through Science Series: General Physics
1.” In Teachers Wraparound Edition.
Quezon City, Phoenix Pulishing House, Inc., 2017
f. When the pendulum is displaced from position N to position Y, what

factor tends to restore the pendulum from itsdisplacement to its
equilibrium position?
_____________________________________________________________
_____________________________________________________________
__
g. What does the displacement from position N To position Y or position N

to position X represents?
_____________________________________________________________
_____________________________________________________________
h. What does the motion of the pendulum represents when it swings

from position Y to position X and back to position Y?
_____________________________________________________________
_____________________________________________________________
84
i. How many cycle/s will it make when it swings only once from position Y
to position X and back to position Y?
_____________________________________________________________
_____________________________________________________________
Activity 4: Fact or Bluff

Directions: Write Fact if the statement is true. If the statement is False, write Bluff.
Write your answer on the space provided.
________________1. Period is directly proportional to frequency.

________________2. Heartbeat is an example of periodic motion
________________3. A body undergoing periodic motion always has an unstable
equilibrium position.
________________4. A pendulum with a frequency of 2 hertz has a period of 0.5 s.
________________5. The amplitude of a vibration is not related to the equilibrium
position.
________________6. One complete to-and-fro motion is called a cycle.
________________7.The resting position is otherwise known as the equilibrium
position.
________________8. Angular frequency is represented by greek letter α.
________________9. An object is undergoing periodic motion when it moves
repeatedly at regular intervals of time.
________________10. The motion of the swing is an example of rotational motion.
Activity 5: Solve It!

Directions: Use the relationships of the concepts of periodic motion to solve for
problems below. Write your answer on the space povided.
1. What will be the period of a string if it makes 6 vibrations in just one second
? What will be the angular frequency?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____
85
2. A swing takes 0.5 minute to sway back and forth. What is the period
in seconds? What is the frequency? What is the angular frequency?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____
_______________________________________________________________
_
References
Source: Silverio,Angelina.”Exploring Life Through Science Series: General
Physics 1.” In Teachers Wraparound Edition. Quezon City, Phoenix Pulishing
House, Inc., 2017
https://www.physicsclassroom.com/class/waves/Lesson-0/Properties-of-
Periodic-Motion
86
ANSWER KEY
ACTIVITY 1:
1. Period: 4.0s
Frequency: 0.25 Hz
2. Period: 0.00397s
Frequency: 252 Hz
3. Period: 0.2s
Frequency: 5 Hz
4. Period: 0.05s
Frequency: 20 Hz
5. Period: 0.0083s
Frequency: 120 Hz
6. Period: 0.005s
Frequency: 200 Hz
7. Period: 0.5s
Frequency: 2.0 Hz
8. Period: 0.25s
Frequency: 4 Hz
9. Period: 2s
Frequency: 0.5 Hz
10. Period: 0.04s
Frequency: 25 Hz
ACTIVITY 2:
Checking the varied answers of the learners may be based on the
following relationships of the concepts below:
 Restoring force is a force that tends to restore a body from its displacement
to its equilibrium position.
 Period is the time required to make a complete to-and-fro motion.
 T represents the period of a body in periodic motion.
 Pendulum is an object that exhibits period motion.
 Hertz is the SI unit for frequency, equivalent to 1 cycle per second.
 Amplitude is the maximum displacement of a body from its equilibrium position.
 Periodic motion refers to motion that is repeated at regular intervals of time.
 Frequency is the number of cycles per unit of time.
 (ω) is the symbol for angular frequency
87
 A is the symbol for amplitude.
 Resting position is the position assumed by the body when it is not vibrating.
 f is the symbol for frequency.
 Angular frequency is commonly expressed in radians per second.
 Radians per second is the unit for angular frequency.
 Displacement – a measure of how far an object has moved in
particular direction from its original position.
 Velocity – the rate of change in displacement of an object at a given
time interval.
ACTIVITY 3:
a. The time to make one complete cycle is 5 seconds
b. The period is 5 seconds
c. The frequency is 0.2 Hz
d. The angular frequency is 1.26 Hz.
e. The equilibrium position
f. A restoring force (gravity)
g. The amplitude
h. The period
i. 1 cycle
ACTIVITY 4:
1. BLUFF 6. FACT
2. FACT 7. FACT
3. BLUFF 8. BLUFF
4. FACT 9. FACT
5. BLUFF 10. BLUFF
ACTIVITY 5:
1. The period is 0.17 s
The angular frequency is 3.75 Hz
2. The period in seconds is 30.
The frequency is 0.03 Hz.
The angular frequency is 0.188
Prepared by:
Kimberly Anne C. Pagdanganan
Licerio Antiporda Sr. National High School Dalaya Extension
88
GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________

Date: _____________________________ Score: ______________
Simple Harmonic Motion (or SHM)

Simple Harmonic Motion (or SHM)
SHM –Terminologies and Description

Amplitude (A) - is defined as the maximum magnitude of the displacement
from the equilibrium position. Its unit is meter (m).
Period (T) - is defined as the time taken for one cycle.

T=1/f
Frequency (f) - is defined as the number of cycles in one second. Its unit
is hertz (Hz) :
1 Hz = 1 cycle s-1 = 1 s-1
f = 1 / T=ω = 2π × f = ω / 2π
Equilibrium Position -- a point where the acceleration of the body

undergoing oscillation is zero. At this point, the force exerted on
the body is also zero.
Restoring Force -- the force which causes simple harmonic motion to occur. This
force is proportional to the displacement from equilibrium
& always directed towards equilibrium. Fs = k x
Simple Harmonic Motion - Oscillatory motion where the net force on the system is
a restoring force
An object is said to be in simple harmonic motion if the following occurs:
 It moves in a uniform path.
 A variable force acts on it.
 The magnitude of force is proportional to the displacement of the
mass.
 The force is always opposite in direction to the
displacement direction.
 The motion is repetitive and a round trip, back and forth, is always made
in equal time periods.
89
SHM Visually
Examples:
 Spring
 Pendulum
https://upload.wikimedia.org/wikipedia/commons/e/ea/Simple_Harmonic_Mo
tion_Orbit.gif
SHM – Hooke’s Law
 SHM describes any periodic motion that

results from a restoring force (F) that is
proportional to the displacement(x) of an
object from its equilibrium position.
 Frest= - kx, where k = spring constant
Note:
Elastic limit – if exceeded, the spring does not return
to its original shape
 Law applies equally to horizontal and vertical

models
Hook’s Law- Horizontal Spring
 At max displacement (2 & 4), spring force and

acceleration reach a maximum and velocity
(thus KE) is zero
 At zero displacement (1 & 3) PE is zero, thus

KE and velocity are maximum
 The larger the k value the stiffer the spring
 Negative sign indicates the restoring force is
opposite the displacement
90
Hooke’s Law – Vertical Springs
 Hooke’s Law applies equally to a vertical model

of spring motion, in which the weight of the
mass provides a force.
 @ Equilibrium position with no motion:
• Spring force↑ = weight↓
Practice
A load of 50 N stretches a vertical spring by 0.15 m. What is the spring
constant?
Solve F = -kx for k
50 = -k*0.15
k = - 50/0.15 = 333.3 N/m (drop the – sign)
Mass-Spring System - Period

The period of a mass-spring can be calculated as follows:
T= 2 mass T = 2 m
Spring constant k
Practice
1. What is the spring constant of a mass spring system that has a mass of
0.40 kg and oscillates with a period of 0.2 secs?
Solve T=2π m
0.2 = 2π*√(0.4/k)
k = 394.8 N/m
Practice
2. If a mass of 0.55 kg stretches a vertical spring 2 cm from its
rest position, what is the spring constant (k)?
Solve F = -kx for k (or ΔF = -k*Δx)
k = F/x, where F = weight (mg) of the mass
k = mg/x = 0.55 x 9.8/0.02
k = 269.5 N/m
91
SHM – Simple Pendulum
If a pendulum of length l is distributed through an angle θ (1 or 3), the
restoring force component drives the bob back and through then rest at position 2.
Period (T) = 2π length = 2π l

Grav g
Practice
1. What period would you expect from a pendulum of length 0.5 m on
the moon where g = 1.6 m/s²?
Solve T = 2π l
g
T = 2π √(0.5/1.6)
T = 3.51 seconds
Learning Competency
Recognize the necessary conditions for an object to undergo

simple harmonic motion (STEM_GP12PMIIc-25)
Learning Activity 1 -Simple Harmonic Match
Directions: Draw a line to connect to its corresponding answer.

Column A Column B
1. What is the time taken for A. Simple harmonic

one oscillation? motion (SHM)
2. What provides the restoring B. Amplitude

force for a pendulum?
92
3. When is the potential energy C. Restoring Force
a maximum?
4. When is the kinetic energy D. At the equilibrium position

a maximum?
5. I It is a type of periodic motion E. force of gravity

where the restoring force is
proportional to the displacement
of the body from its equilibrium
position.
6. What is the total energy in F. Towards zero displacement

a system undergoing simple
harmonic motion?
7. What happens to the direction of G. At maximum displacement

acceleration when the mass
undergoing simple harmonic
motion passes through the
equilibrium point?
8. It is a force acting H. Potential and Kinetic

opposite to displacement to bring Energy
the system back to equilibrium,
which is its rest position
9. In simple harmonic motion I. period

what is the maximum value of x?
10. In what direction does J. P.E is zero

the restoring force acts?
93
Activity 2 – SHM Crossword
Directions: Fill in the crossword puzzle with the correct vocabulary word
by reading the clues below.
2 3
5
6
10
https://wordmint.com/puzzles/2550608
Across Down
2. Number of oscillations in unit time 1. A back and forth vibration
4. The highest point 3. The length of a complete wave
6. A system that undergoes simple 5. Time taken for one complete oscillation
harmonic motion
7. This is a property of a spring
8. Simple harmonic motion graphs are
similar to this function
9. Maximum displacement
10. The force that brings the
object to its equilibrium position
94
Activity 3 – SHM Scramble Word
Directions: Study the scrambled letters and try to unscramble or

rearrange the letters to form a word.
1. DOSTWRA EORZ CASPEMEILDNT ___________________

2. UTALEPIMD ______________________________________
3. OGIRNRSTE FRCEO _______________________________
4. IOPDRE __________________________________________
5. AT ETH ULEIBUIIMQR ONIOPITS _____________________
6. FREOC FO VARYITG _______________________________
7. EP. SI OREZ ______________________________________
8. PSEMIL HOCRMNIA OOMITN S)MH(___________________
9. AT MAMIMXU MTPLDEEISNAC _______________________
10. LEAITOPTN DNA KINICTE YGEREN ______________________
Activity 4- SHM-Springs and Pendulums
TS = 2π m Tᵖ= 2π L
k g
Directions: Show your work clearly on a separate page. Make a sketch of

the problem. Start each solution with a fundamental concept equation
written in symbolic variables. Solve for the unknown variable in a step-by
step sequence.
1. What is the period of a simple pendulum 50 cm long?

a. On Earth
b. On a freely falling elevator
c. On the moon (gMoon = 1/6thgEarth
2. The length of a simple pendulum is 0.66 m, the pendulum bob has

a mass of 310 g, and it is released at an angle of 120 to the
vertical a. With what frequency does it oscillate? Assume SHM.
95
b. What is the pendulum bob’s speed when it passes through
the lowest point of the swing? (Energy is conserved)
c. What is the total energy stored in the oscillation assuming no
losses?
3. Suppose you notice that a 5-kg weight tied to a string swings back
and forth 5 times in 20 seconds. How long is the string?
4. A mass of 400 g is suspended from a spring hanging

vertically, and the spring is found to stretch 8.00 cm.
a. Find the spring constant.
b. How much will the spring stretch if the suspended mass
is 575 g?
5. A 3.00-kg mass is attached to a spring and pulled out horizontally to
a maximum displacement from equilibrium of 0.500 m.
a. What spring constant must the spring have if the mass is
to achieve an acceleration equal to that of gravity?
b. What is its period of vibration?
Reflection
1I learned that ________________________________________________

____________________________________________________________
_______________________________________________________
2.I enjoyed most on _____________________________________________
____________________________________________________________
__________________________________________________
3.I want to learn more on _________________________________________

____________________________________________________________
__________________________________________________
96
References:
 Young, H., Freedman, R., Ford, A., & Young, H. (2012). Sears and
Zemansky's University physics. Boston, MA: Pearson Learning Solutions.
 Baltazar and Tolentino. Exploring Life Through Science General Physics
1. Teachers Wraparound Edition. Phoenix Publishing House, Inc., 2017
• https://www.augusta.k12.va.us/cms/lib01/VA01000173/Centricity/Domain/39
6/Simple_Harmonic_Motion_(SHM).pdf
• https://www.livingston.org/cms/lib4/NJ01000562/Centricity/Domain/1357/HW
8.2%20-SHM.pdf
• https://wordmint.com/puzzles (Note: My Puzzles in My Account)
• https://sharemylesson.com/teaching-resource/shm-198980
ANSWER KEY:
Activity 1 -Simple Harmonic Match
1. Period
2. Force of gravity
3. At maximum displacement
4. P.E is zero
5. Restoring force
6. Potential and Kinetic Energy
7. At the equilibrium position
8. Simple Harmonic Motion (SHM)
9. Amplitude
10. Towards zero displacement
Activity 2 – SHM Crossword
1. simple harmonic motion 6. simple pendulum

2. frequency 7. spring constant
3. wavelength 8. cosine
4. Crest 9. amplitude
5. period 10. restoring force
97
Activity 3 -SHM-Scramble Word
1. DOSTWRA EORZ CASPEMEILDNTTowards zero displacement

2. UTALEPIMD __Amplitude______________________________
3. OGIRNRSTE FRCEO __Restoring Force__________________
4. IOPDRE __period____________________________________
5. AT ETH ULEIBUIIMQR ONIOPITS __At the equilibrium position
6. FREOC FO VARYITG __force of gravity________________
7. EP. SI OREZ __P.E is zero__________________________
8. PSEMIL HOCRMNIA OOMITN S)MH( Simple harmonic motion
(SHM)
9. AT MAMIMXU MTPLDEEISNAC __At maximum displacement__
10. LEAITOPTN DNA KINICTE YGEREN Potential and Kinetic Energy

Activity 4 -SHM-Springs and Pendulums
1. a) T=1.42s b) T is infinite c) T = 3.51s
2. a) 0.613 Hz b) 0.532 m/s c) 0.0439 J
3. a) 4.0 m
4. a) k = 49N/m b) x = 11.5cm
5. a) k = 58.8N/m b) T=1.42s
Prepared by:
LEONOR C. NATIVIDAD
98
GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________
MECHANICAL WAVES
A wave is a transfer of energy through a medium from one point to another.

Some examples of waves include; water waves, sound waves, and radio waves.
Waves come in two different forms; a Transverse Wave which moves the medium
perpendicular to the wave motion, and a Longitudinal Wave, which moves the
medium parallel to the wave motion.
Waves have several properties which are represented in the diagrams below. In
a Transverse wave the Crest and Troughs are the locations of maximum displacement
up or down. The Amplitude is the measurement of maximum displacement. The
Wavelength is the distance of one complete wave cycle. For example; the distance from
crest to crest or trough to trough would be 1 wavelength.
In a Longitudinal wave, areas of maximum displacement are known as
Compressions and Rarefactions. The stronger the wave, the more compressed and
spread out the wave medium becomes.
Transverse Wave Longitudinal Wave

Compressions
Rarefactions
Mechanical Waves are waves which propagate through a material medium

(solid, liquid, or gas) at a wave speed which depends on the elastic and inertial
properties of that medium. There are two basic types of wave motion for mechanical
waves: longitudinal waves and transverse waves.
Longitudinal Waves
In a longitudinal wave the particle displacement is parallel to the direction of wave
propagation. The illustration below shows a one-dimensional longitudinal plane wave
propagating down a tube. The particles do not move down the tube with the wave; they
simply oscillate back and forth about their individual equilibrium positions.
99
The wave is seen as the motion of the compressed region (ie, it is a pressure wave),
which moves from left to right.
Longitudinal Wave
Examples of longitudinal waves include:
A. Sound waves
https://www.tuttee.co/blog/phys-sound-waves
Sound waves in air (and any fluid medium) are longitudinal waves because
particles of the medium through which the sound is transported vibrate parallel to the
direction that the sound wave moves.
100
B. Ultrasound Waves
Ultrasound is sound waves with frequencies higher than the upper audible limit
of human hearing. Ultrasound is not different from "normal" (audible) sound in its
physical properties, except that humans cannot hear it.
Did you know?
Dolphins and porpoises use echolocation for

hunting and orientation. By sending out high-
frequency sound, known as ultrasound, dolphins
can use the echoes to determine what type of object
the sound beam has hit.
C. Seismic P-waves
A Seismic P wave, or compressional wave, is a seismic body wave that

shakes the ground back and forth in the same direction and the opposite direction as
the direction the wave is moving.
https://earthquake.usgs.gov
101
Transverse Waves
A transverse wave is a wave in which particles of the medium move in a
direction perpendicular to the direction that the wave moves. Suppose that a slinky
is stretched out in a horizontal direction across the classroom and that a pulse is
introduced into the slinky on the left end by vibrating the first coil up and down. Energy
will begin to be transported through the slinky from left to right. As the energy is
transported from left to right, the individual coils of the medium will be displaced
upwards and downwards. In this case, the particles of the medium move
perpendicular to the direction that the pulse moves. This type of wave is a transverse
wave. Transverse waves are always characterized by particle motion being
perpendicular to wave motion.
Examples of transverse waves include:

A. Ripples on the surface of water
The circular ripples produced on the surface

of the water expand and propagate through
water. As the ripples move horizontally
across the surface of water, the water
particles vibrate up and down. Thus, the
water waves (ripples) propagate
horizontally, the particles of the
Google image
medium (water) vibrate perpendicular to

the direction of wave propagation.
102
B. Vibrations in a guitar string
Plucking the string gave it energy, which

is moving through the string in a
mechanical wave. A mechanical wave is
a wave that travels through matter. The
Google image
matter a mechanical wave travels
through is called the medium. The type
of mechanical wave passing through
C. Seismic S-waves
S wave or secondary wave is the second

wave you feel in an earthquake. An S
wave is slower than a P wave and can
only move through solid rock, not
through any liquid medium. It is this
property of S waves that led
seismologists to conclude that the
Earth's outer core is a liquid. S waves
move rock particles up and down, or
FIGURE ON THE RIGHT - AN S WAVE TRAVELS THROUGH A

MEDIUM. PARTICLES ARE REPRESENTED BY CUBES IN THIS
MODEL. IMAGE ©2000-2006 LAWRENCE BRAILE.
Periodic Waves
A periodic wave is a wave with a repeating continuous pattern which
determines its wavelength and frequency. It is characterized by the amplitude, a
period (T) and a frequency(f). Amplitude wave is directly related to the energy of a
wave, it also refers to the highest and lowest point of a wave. Period defines as time
required to complete cycle of a waveform and frequency is number of cycles per
second of time.
103
Periodic Wave Relationships
The relationship “distance = velocity x time” is the basic wave relationship.

With the wavelength as distance, this relationship becomes . Then
using gives the standard wave relationship.
Examples :
1. A radio wave has a frequency of 93.9 MHz (93.9 x106 Hz). What is its period?
–answer
2. A wave is traveling at a velocity of 12 m/s and its wavelength is 3m. Calculate

the wave frequency.
– answer
104
Define mechanical waves, longitudinal wave, transverse wave, periodic wave,
and sinusoidal wave (STEM_GP12PM-IId-31)
ACTIVITY 1. Make Some Waves!

Directions: Answer the following questions.
1) What is a wave?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2) Describe a difference between longitudinal and transverse waves.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3) Give one example of a longitudinal wave and one example of a

transverse wave.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4) Think about the gold coin Angie and Harmon found on the sea floor. What
kind of wave behavior would bring a gold coin close to shore?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
105
Activity 2. Transverse and Longitudinal Waves
Directions: Answer the questions about transverse and longitudinal waves.
1. What kind of wave is pictured above?

Answer: ________________________
2. Label the following on the wave above: crest, trough, wavelength,
amplitude, direction of travel.
3. In what direction would the particles in this wave move, relative to the direction
of wave travel?
Answer: ________________________
4. What kind of wave is pictures above?

Answer: ________________________
5. Label the following on the wave above: compression, rarefaction,
wavelength, direction of travel.
6. In what direction would the particles in this wave move, relative to the direction of
wave travel?
Answer: ________________________
106
Directions: For each wave described below, identify the wave as more
like transverse wave or a longitudinal wave.
7. The wave created by moving the end of a spring toy up and
down. Answer: __________________________
8. The wave created by moving the end of a spring toy back and forth parallel to the
length of the spring.
Answer: __________________________
9. A sound wave.
Answer: __________________________
10. An electromagnetic wave.
Answer: __________________________
Activity 3. Through the Waves!

Directions: Solve the following problems. Show your complete solution and
encircle your final answer.
1. A swimmer at the beach notices that three wave crests pass a certain point every
10.0 seconds. She also notes that each wave crest is about 2.0 meters apart.
a. What is the period of the wave that the swimmer is observing?
b. What is the frequency of the wave that the swimmer is observing?
c. What is the speed of the waves that the swimmer is observing?
2. A submarine trying to detect an enemy destroyer notes that a sonar signal sent
through the water returns 0.40 seconds after it was sent. The frequency of the
sonar used by the submarine is 20 kilo-hertz. The speed of sound in sea water
is 1.56 x 103 meters per second.
e. How far away is the destroyer?
107
f. The sonar computers receive a reflection from the destroyer at a frequency of 19
kilo-hertz. What useful information about the motion of the destroyer does this
mean the computer can report?
Reflection:
1. I learned that ______________________________________________________

__________________________________________________________________
____________________________________________________________
2. I enjoyed most on __________________________________________________

__________________________________________________________________
__________________________________________________________
3. I want to learn more on ______________________________________________

__________________________________________________________________
__________________________________________________________
References
(1)Daniel A. Russell, 2016, Acoustic and Vibrations Animations, Pennsylvania.
(2)https://www.paulding.k12.ga.us/cms/lib/GA01903603/Centricity/Domain/2519/W
aveIntroductionWaveTypesWaveFrequency.pdf
(3) https://www.physicsclassroom.com/class/waves/Lesson-1/Categories-of-Waves
(4) http://www.geo.mtu.edu/UPSeis/waves.html
(5) https://www.eeweb.com/periodic-wave/
(6)https://www.teachengineering.org/activities/view/cub_soundandlight_lesson1_ac
tivity1
108
Answer Key
Activity 1 (Students’ answers may vary)
Activity 2
1. Transverse wave
2. Student’s answer may vary
3. The particles move perpendicular to the direction of wave propagation
4. Longitudinal wave
5. Student’s answer may vary
6. The particles move parallel to the direction of wave propagation
7. Transverse wave
10. Transverse wave
Activity 3
a. . 3.3 s
b. 0.3 Hz
c. 0.6 m/s
d. 66.2 m
Prepared by:
ALDRIN FIGUEROA GRAGEDA

Pattao National High School- Main
109
GENERAL PHYSICS 1
Name:___________________________ Grade Level:__________

Date:____________________________ Score:_______________

SINUSOIDAL WAVE FUNCTION: Speed, Wavelength, Frequency,
Period, Direction and Wave number.

The sinusoidal wave is the simplest example of a periodic continuous waves, it
can also be defined as a smooth repetitive oscillation. (Oscillation: act of regularly
moving from one position to another and back to the original position. This is
manifested through the string instruments, try strumming a guitar and take a video of
the string from the inside of the guitar. Observed the string as it oscillates, you can
see it forms little waves---sinusoidal waves).
The Sinusoidal Wave Equation is expressed as:
But before we break down the sine wave equation, let us first differentiate
between the motion of the wave and the motion of the elements of the medium.
Take a look at the figures below.
110
Figure (a) shows a snapshot of a wave moving through a medium. While figure
(b) shows a graph of the position of one element of the medium as a function of time.
The point at which the displacement of the element from its normal position is highest is
called the crest of the wave. The distance from one crest to the next is called the
wavelength. More generally, the wavelength is the minimum distance between any two
identical points (such as the crests) on adjacent waves, as shown in figure (a).
If you count the number of seconds between the arrivals of two adjacent crests
at a given point in space, you are measuring the period T of the waves. In general,
the period is the time interval required for two identical points (such as the crests) of
adjacent waves to pass by a point. But what really is the difference between the two
figures? Notice the visual similarity between figures (a) and (b). The shapes are the
same, but (a) is a graph of vertical position versus horizontal position while (b) is
vertical position versus time. figure (a) is a pictorial representation of the wave for a
series of particles of the medium— this is what you would see at an instant of time.
Figure (b) is a graphical representation of the position of one element of the medium
as a function of time. The fact that both figures have the identical shape represents
Sinusoidal Wave Equation,a wave is the same function of both x (distance) and
t(time).
What’s in the Sinusoidal Wave Equation?
y = the height of wave at position (x) and

time (t); it is in meters where x is the
distance along the piece of string or along
the x-axis (also in meters) and t is the time
in seconds.
A = the amplitude which is also measured in

meter.
k = the wave number, the unit is rad/m. The wave number can be
111
calculated from the wavelength using the equation;
ω = the angular frequency; unit used is rad/s. Can be calculated using this equations;
ω =2πf (where f is measured in hertz (hz) or second-1)
phi is the phase constant or phase shift and is defined as; how far the function is
shifted horizontally from the usual position. The phase shift of a sine curve is how
much the curve shifts from zero. If the phase shift is zero, the curve starts at the
origin, but it can move left or right depending on the phase shift. A negative phase
shift indicates a movement to the right, and a positive phase shift indicates movement
to the left.
Note that in the given equation of sinusoidal wave above, where;
is a wave moving to the right. For a wave moving to the left, x -ω t will then change
to x + ω t.
SPEED
Using the equation;
Recall that;  = 2f and
Formula derivation:
We know that,
From the formula  = 2f and
we can derive it to get the formula for frequency and wavelength.
112
Getting frequency, using this formula, 2 divide
both sides by and you will get
f =  / 2
Getting wavelength,  = 2 /  using this
formula, cross multiply and you will get
It’s time to plug in the derive formulas with this equation;

to get equation or formula for of wave’s speed using wave number and angular
frequency.
v= ( 2  /  ) ( / 2  )
v =  / (with a unit in m/s)
WAVELENGTH
We may use
to get the formula for wavelength which is,
113
FREQUENCY
Again, we may use this equation
and arrive with f =v/ or f=c/
Note that the value of c depends on the medium. Speed of sound in air at a
temperature of 20°C: c = 343 m/s or speed of radio waves and light in a vacuum: c
= 299,792,458 m/s. (Speed of sound c = 343 m/s also equates to 1235 km/h, 767
mph, 1125 ft/s.)
Or we may also use f =1/ T where T is the period (cycle duration of wave).
PERIOD
The period of the sine curve is the length of one cycle of the curve or can be defined
as the distance between two consecutive maximum points, or two consecutive
minimum points (these distances must be equal). The natural period of the sine curve
is 2π.
To better understand period look at the waves below,
114
The red wave has the shortest period.
The green and black waves have equal periods. (Even though the green wave has
greater amplitude than the black wave, they both have the same period.) The blue
wave has the longest period.
Period can be calculated using any of these two equations;
T = 1/ f
WAVE NUMBER
The wave number is related to the angular frequency by:
where λ (lambda) is the wavelength, f is the frequency, and v is the linear

speed. Thus wave number’s equation is,
Let us try an example!
The equation of a wave is given by: y=(x,t) = 2.0m sin(3.0x-4.0t+π/2)

Where x is in meter and time is in seconds.
Find the amplitude, frequency, wavelength, speed and initial height at x =
1.0m Determine the direction of the wave.
ANSWER/SOLUTION:
y=(x,t) = 2.0m sin(3.0x-4.0t+π/2)
115
Amplitude = 2.0m (note that it is already given in the equation)
Frequency, f =  / 2
f = 4.0rads −1/ 2rad
f =
0.64s-1 or 0.64Hz
Wavelength,  = 2 / 
 = 2rad / 3.0radm −1
 = 2.1m
Speed, v= f
v = (0.64s −1)(2.1m)
v = 1.3m / s
Or;
v=/
v = 4.0rad  s −1/ 3.0rad  m −1
v =1.3m / s
116
Note that, the formula to be used will depend on what value related to the unknown
is given.
Initial height at x=1.0m,
y(1.0m,0s)= 2.0m sin(3.0rad / m 1.0m − 4.0rad / s  0s + / 2)
y(1.0m,0s)2.0m sin(4.57) Remember, that your calculator should be in
rad when calculating for this, because most of the units are in rad. = −2m
The direction of the wave is to the right or in the positive direction, recall that in the
equation given kx and ωt have opposite sign.
From a given Sinusoidal Wave Function, infer the speed, wavelength, frequency,
period and then wave number. (STEM_GP12PMIId-32)
ACTIVITY 1: TRUE OR FALSE

Directions: Read and analyze the following statement, write true if the given
statement is correct and false if it is incorrect.
1. A wave source that oscillates with simple harmonic motion (SHM) generates a
sinusoidal wave.
Answer:_____________
2. The period of the wave is the frequency of the oscillating source.
Answer:_____________
3. The period T is related to the wave frequency f by; f =1/ T
Answer:_____________
117
4. The amplitude A of the wave is the maximum value of the displacement. The crests
of the wave have displacement Dcrest = A and the troughs have displacement
Dtrough = −A.
Answer:_____________
5. The distance spanned by one cycle of the motion is called the amplitude of the
wave.
Answer:_____________
ACTIVITY 2: MATCH MY FORMULA CORRECTLY

Directions: Match the following terms with their corresponding formula.
____1. Speed A.
v =  /
____2. Wavelength B.  = 2f
____3. Frequency C.
____4. Period
f =1/ T
D.
____5. Wave Number
E.
____6. Angular Frequency
F. T =1/ f
118
ACTIVITY 3: WHAT IS MY UNIT?
Directions: Write the correct units for the following formulas.
(Show your dimensional analysis)
v=/
 = 2f
f =1/ T
T = 1/ f
ACTIVITY 4: CALCULATE MY UNKNOWN
Directions: Given the sinusoidal function, compute for what is being asked in the
problem. Solution must be complete with the inclusion of units.
1. A sinusoidal wave traveling in the positive x direction has an amplitude of 15.0 cm,
a wavelength of 40.0 cm, and a frequency of 8.00 Hz.The vertical position of an
element of the medium at t=0 and x=0 is also 15.0 cm.Find the wave number k,
period T, angular frequency ω, and speed v of the wave.
You’d use these familiar equations: k=2π/λ, T=1/f, ω=2πf, v=λf
2. A sinusoidal electromagnetic wave of frequency 40.0 MHz travels in free space
in the x direction, determine the wavelength and period of the wave.
119
Reflection:
1.I learned that

__________________________________________________________________
__________________________________________________________________
______________________________________________________________
2.I enjoyed most on
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3.I want to learn more on
__________________________________________________________________
__________________________________________________________________
___________________________________________________________
References:
https://www.youtube.com/watch?v=UFt7vP7OBEE&t=78s
https://cass.ucsd.edu/~rskibba/work/Teaching_files/Phys1C_8April.pdf
Thomson_-_Physics_For_Scientists_And_Eng.pdf
Physics_serway.pdf
120
Answer Key:
ACTIVITY 1: 1T, 2F, 3T,4T,5F
ACTIVITY 2: 1A, 2E, 3D, 4F,5C,6B
ACTIVITY 3: 1.m/s, 2. m, 3. Hz or s-1, 4. s 5. rad/m, 6.rad/s

ACTIVITY 4:
1.
2.
Prepared by:
ANGELIKA B. TORRES
Santa Ana Fishery National High School
121

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12

Printed by: DepEd Regional Office No. 02

Use Newton’s law of gravitation to

STEM_GP12PM-IId-31 220 – 219

From a given sinusoidal wave function infer

LEARNING ACTIVITY SHEETS

How was your experience when it was your

Concept of Moment of Inertia

In translational motion, inertia depends on the mass of the object. But in

where: I = moment of inertia

For example, the object in Figure 1 is 0.1 kg. It is attached

I = mr2 = (0.1 kg) (0.5 m)2 = 0.025 kg·m2

For a multiple-object system, where mass is not focused at a single point

I = (mr2)1 + (mr2)2 + (mr2)3

Image via https://openstax.org/books/university-physics-volume-1/pages/10-4-

ACTIVITY 1: A Moment to Explore Rotational Inertia

Situation B: Two sticks as shown in figure 3 are being held to

ACTIVITY 3: A Moment to Match Rotational Inertias

rope of length 1.5 m and is being B. 1.44 kg·m2

rotation if it is 4 kg and has a D. 22.5 kg·m2

0.01 kg·m2 and is rotating around a

ACTIVITY 4: A Moment to Level Up in Rotational Inertia

Situation: Figure 4 shows an object consisting of two

1. I learned that _________________________________________________

2. I enjoyed most on ______________________________________________

3. I want to learn more on __________________________________________

Techie Gammad-Vera Cruz

LEARNING ACTIVITY SHEETS

Table 1: Translational quantities and their equivalence in rotational motion.

where θ is the angular position (θ is read as theta)

The angular displacement is the change in the angular position of the

where Δθ is angular displacement (Δ is read as delta meaning

The angular velocity is the rate of change in angular position.

where ω is angular velocity (ω is read as omega)

Δθ is change in angular position

The direction of angular velocity is defined by

where α is the angular acceleration (α is read as alpha)

ACTIVITY 1: Quantity Search

2. clockwise rotation 1. used to denote angular acceleration

1. I learned that _________________________________________________

2. I enjoyed most on ______________________________________________

3. I want to learn more on __________________________________________

“Rotational Quantities and Torque”. Accessed June 17, 2020.

c. = − ( 6 ℎ ) 36001ℎ = −1.45 10−4= −1.38 10−3

When a bicycle moves forward, its wheel is rotating counterclockwise. So,

Techie Gamma-Vera Cruz

LEARNING ACTIVITY SHEET

Background Information for the Learners (BIL)

Conditions for Equilibrium

For an object to be in equilibrium, it must be experiencing no acceleration.

In the form of an equation, this first condition is:

net Fx=0 and net Fy=0

Figure 2. Person in Static Equilibrium: This motionless person in static

Below, the car is in dynamic equilibrium because it is moving at constant

Figure 3. A Car in Dynamic Equilibrium: This car is in dynamic equilibrium

Case 4: Resting in a hammock

∑Fx = T2x + (-T1x) = 0

Case 5: A boy on a slide

A child’s seesaw, shown in, is an example of static equilibrium. An object in static

Figure 4. Two children on a seesaw: The system is in static equilibrium,

The Concept of Torque

Figure 5. A Child’s game of seesaw demonstrates torque.

magnitude of the torque (τ) can be calculated by:

torque = force x lever arm