GEN PHYSICS 1 MODULE (Midterm and Finals)

Santa Lucia Catholic School, Inc.
MODULE IN GENERAL PHYSICS I

Burgos, Sta. Lucia, Ilocos Sur 1ST SEM (MIDTERM)
NAME
GRADE & SECTION
LESSON 1
TOPIC: MEASUREMENT
OVERVIEW: Physics is one of the branches of science. It is an exciting adventure in the quest to find out patterns in
nature and find means of understanding phenomena through careful deductions based on experimental
verification.
Measurements play a very important role in the investigation of physics. We use measurement daily such as
the food we eat, the clothes we wear, the work we do and the sports we play.
In this lesson, we will discuss SI unit and its conversion, how to measure length, mass, and time as well as
errors, uncertainties, accuracy and precision in measuring, fundamental and derived units, scientific
notation, significant figures, dimensional analysis, and graphs.
OBJECTIVES: After studying this module, you should be able to:
1. Solve measurement problems involving conversion of units, expression of measurements in scientific
notation.
PRE-ASSESSMENT: See Page 37
LESSON CONTENT
Source:
DISCUSSION: https://memestatic.fjcdn.co
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UNITS
Any quantities are measured based on a particular standard or unit. Measurements act as labels
which make those values more useful in terms of details. We are all familiar with common units
such as meters, kilometers, seconds, kilograms, etc. but actually there are more units being used
even today. Each unit is stated along with a numerical value.
For example, instead of saying someone is tall, we can specify its measurement and say that the
individual is 2 meters tall. This means that one’s height is 2 times a meter stick. The meter stick
here is considered to be the reference standard.
Two Systems of Measurement

Metric System – officially known as the “International System” or SI units
(abbreviation for its French term, Système International) and is usually used by scientists and engineers
 mks systems – meter, kilogram, second
 cgs systems – centimeter, gram, second
English System – more used in the U.S. and Britain
 fps systems – foot, pound, second
Table 1. SI Fundamental Quantities
SYMBO Physical quantities can either be fundamental or derived.
QUANTITY NAME OF UNIT
L Fundamental quantities refer to the basic quantities which are
Length meter m independent of one another. For example, we have length, mass, time
and temperature. These quantities do not depend on other quantities
Mass kilogram kg
for them to have their own ‘unit’.
Time second s Derived quantities refer to combinations of fundamental quantities.
Electric Current ampere A Example are: speed (meter per second m/s), which depends on length
Temperature Kelvin K (meter m) and time (second s) and density (kilogram per cubic meter
Amount of Substance mole mol kg/m3) which is dependent on mass (kg) and volume (m3).
Luminous Intensity candela cd SCIENTIFIC NOTATION
Often, we encounter numbers which are too big or too small to write. The shorthand way of writing large and small numbers is called
scientific notation. To express a number in a scientific notation, use the following format:
n
N ×10
where N – mantissa (any number greater than or equal to 1 but less than 10)
n – power (how many times the decimal is moved)
The format given is also known as the format for prefixes. Prefixes are also used to accommodate extreme numbers. Table 2 shows
the most common prefixes and their symbols.
Table 2
Most Common Prefixes for Powers used with Metric Units
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Power Prefix Symbol Power Prefix Symbol

10-18 atto- a 101 deka- da
10-15 femto- f 103 kilo- k
10-12 pico- p 106 mega- M
10-9 nano- n 109 giga- G
10-6 micro- μ (Greek letter mu) 1012 tera- T
10-3 milli- m 1015 peta- P
10-2 centi- c 1018 exa- E
10-1 deci- d
For example, a year, which is about 3.2 × 107 s, can also be expressed as 32 megaseconds (Ms).
Examples
1. Write the scientific notation for the
speed of light which is approximately 300 000 000 m/s.
mass of a strand of hair which is approximately 0.000 000 062 kg
Steps:
1. Identify whether the number is big or small.
 300 000 000 m/s is a big number
 0.000 000 062 kg is a small number
2. Move the decimal point.
 300 000 000. m/s → 3.00 000 000 m/s If decimal is moved to the left, the power n is
 0.000 000 062 kg → 000 000 06.2 kg positive but if the decimal is moved to the
3. Write the base 10 and the power n right, the power n is negative.
 3.0 × 108 m/s
 6.2 × 10-7 kg
CONVERSION OF UNITS
Often, we are given a quantity in one set of units, but we want it expressed in another set of units. (See Page 3 – 4 for conversion
factors)
Examples
1. How many kilometers are there in 500 cm?
Write down the conversion factor for km → cm
1 km = 1000 m and 1 m = 100 cm
So, we have,
2. Convert 458 m/s to km/h

Our conversion factors will be:
1 km = 1000 m and 1 h = 3600 s
3. Convert 37.9 °C to °F
From Table A.10 (see table for conversion factors),
°F = (9/5) × °C + 32 = (9/5) × 37.9°C + 32 = 100.2 °C
4. Convert 33 in3 to ft3
1 ft = 12 in, and since it has a power of 3, we’ll raise our factors to three also.
3 ( 1 ft )3 3
33 in × 3
= 0.02 ft
( 12 in )
Not all of the digits have
meaning and in science, only
SIGNIFICANT FIGURES the numbers derived from
measurement that have
In science, all numbers are measured. Measured values are not always accurate. It comes with significance are written.
uncertainty that is why we must only use those numbers that are significant or meaningful.
Rules in Determining Significant Figures

RULES EXAMPLE NUMBER OF SIGNIFICANT FIGURES
1. All nonzero digits are ALWAYS  1.34  3 SF
significant.  46.57  4 SF
 186,369,662  9 SF
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 1,004  4 SF
2. Zeros between nonzero digits are
 3,057  4 SF
significant.
 20,002  5 SF
 295.00  5 SF
3. Final zeros or trailing zeros to the right of
 101.1000  7 SF
a decimal are significant.
 153.0  4 SF
 0.0023  2 SF
4. Zeros to the left of nonzero digits are  0.000001010  4 SF (in here, we also applied Rule #2 and
NOT significant. #3)
 0.2  1 SF
 1,000,000,000  1 SF
5. When a number ends in zero, the zeros
 2020  3 SF (apply Rule #2 also)
are NOT significant
 12,000  2 SF
CONVERSION FACTORS
Table A.1 LENGTH
Table A.2 TIME
Table A.3 AREA
Table A.4 VOLUME
Table A.5 SPEED
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Table A.6 MASS
Table A.7 FORCE
Table A.8 WORK, ENERGY AND HEAT
Table A.8 WORK, ENERGY AND HEAT CONTINUED…
Table A.9 PRESSURE
Table A.10 TEMPERATURE

Celsius to Fahrenheit (°C to °F) (9/5) × °C + 32
Fahrenheit to Celsius (°F to °C) (5/9) × (°F – 32)
Celsius to Kelvin (°C to K) °C + 273
Fahrenheit to Rankine (°F to °R) °F + 460
LESSON 2
TOPIC: UNCERTAINTIES
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OVERVIEW: In this lesson. You will learn about the difference when to say that a measurement is accurate and precise,
when a cause of an error, especially when you conduct experiments, is random or systematic and writing
uncertainties in their absolute and relative form.
1. Differentiate accuracy from precision.
2. Differentiate random errors from systematic errors.
3. Estimate errors from multiple measurements of a physical quantity using variance.
PRE-ASSESSMENT: See Page 39.
LESSON CONTENT
DISCUSSION:
ACCURACY AND PRECISION

Physical measurements are never exact or perfect. It will always have some degree of uncertainty (a way of expressing the error) due
to unavoidable errors (deviation of the measured value from the true or actual value).
Uncertainty is given by the formula,
Measured Value = (True Value ± Uncertainty)
Later, you’ll be able to learn how to find for the uncertainty. For now, let’s differentiate accuracy and precision first.
The best analogy to explain the difference

between these two terms is by playing
darts. In the dartboard, you have a
“target” which is at the center of the
board. For example, you tried aiming six
times. We can say that you aimed
accurately if the darts landed at the
center (or near the center) of the board.
Whereas, if the darts landed away from
the “target” but were close to each other,
it is called precise.
Figure 1. Visualization of accuracy and precision
Example
 Accuracy
You tried to prove the value of gravity and ended up with a measured value of 9.52 m/s 2. Your measurement is accurate
because it is close to the true value of 9.8 m/s2.
 Precision
You were tasked to measure the length (in cm) of your ring finger five times. The results were: 7.2 cm, 7.0 cm, 7.4 cm, 7.1
cm and 7.2 cm. The measured values are close to each other that’s why it is precise.
RANDOM VERSUS SYSTEMATIC ERRORS
Now, going back to uncertainty. The presence of uncertainty in measurements is due to random and systematic errors.
Random errors result from unpredictable or unavoidable changes during data measurement. This error affects precision.
Example
 When you measure your height, your posture may not be consistent.
 In measuring your weight, your position might differ or the clothes or accessories you wear may affect the measurements.
Systematic errors, on the other hand, is predictable and is typically caused by measuring instruments or the design of the experiment
itself. It influences the accuracy of the measurement.
Example
 Measuring length with a metal ruler will give a different result at a cold temperature than at a hot temperature, due to thermal
expansion of the material.
 Forgetting to tare or zero a balance produces mass measurements that are always "off" by the same amount.
PERCENT ERROR VERSUS PERCENT DIFFERENCE
In the presence of true or actual value, percentage error (or percent error) is usually calculated using the formula,
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|x - xT |
PE = × 100%
xT
where: x – measured value xT – true value
Percentage error implies the accuracy of measurements. If the percentage error computed is very close to zero, it means that the
measurement is close to the accepted or true value whereas percentage difference (or percent difference) given by,
| x1 - x2 |
PD = × 100%
x 1 + x2
2
implies precision wherein if its value is small, it means that the measurements do not differ (very close) to each other.
The symbol ‘||’ in the formula is called the absolute value which means that the difference is always positive.
Example
You were tasked to give two guesses on the average of the ages of your class, including your age. According to your instinct, you
answered 17.5 and 17.0 but your teacher revealed that the actual age average is 16.8. Find the percentage error and percentage
difference between the two values you gave.
 The values given, x = 17.5 and 17.0 and the actual value, xT = 16.8. Since there are two measured values given, we have,
|17.5 - 16.8| |17.0 - 16.8|
PE = ×100% = 4.17% PE = ×100% = 1.19%
16.8 16.8
 For the percentage difference,
|17.5 - 17| The first measured value, 17.5 differs 2.90%
PD = ×100% = 2.90% from the second, 17.
17.5 + 17
2
VARIANCE
In your statistics, you have learned about how to get the variance of a data. In Physics, variance (σ2) is used to estimate errors from
multiple measurements of a physical quantity. The same formula is used to compute for the variance.
Example
In your physics laboratory class, you and your four groupmates are tasked to record the time it takes the ball to reach the ground when
it is dropped at a certain height. Each of your measurements are as follows: 1.32 s, 1.51 s, 1.22 s, 1.16 s, and 1.37 s. What is the time it
takes for the ball dropped to reach to the ground?
STEPS:
 The first thing you need to do is to find the mean of the measurements x=
∑ x.
N
x =
∑ = 1.32 s + 1.51 s + 1.22 s + 1.16 s + 1.37 s = 6.58 s = 1.32 s
x
N 5 5
 Take the deviation of each measurement from the mean ( x−x ).

(x - xത) ሺx - xതሻ2
1.32 s – 1.32 s = 0.00 s
1.51 s – 1.32 s = 0.19 s 0.00 s 0.00 s 2
1.22 s – 1.32 s = -0.10 s 0.19 s 0.0361 s 2
1.16 s – 1.32 s = -0.16 s -0.10 s 0.01 s 2
1.37 s – 1.32 s = 0.05 s -0.16 s 0.0256 s 2
0.05 s 0.0025 s 2
 Get the square of each deviation ( x−x )2 and get the sum ∑ ( x− x )2. ෍ ሺx - xതሻ2 0.0742 s 2
 Divide the sum of the squares by the number of measurements in the set σ 2=
∑ ( x −x )2
N
2
σ =
∑ ( x - x ) = 0.0742 s 2
2
= 0.01 s 2
N 5
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Now that you’ve re-learned how to compute for the variance, I will now discuss how to use the computed variance in estimating errors
of the measurements. You may already know that standard deviation can also be computed just by the square root of the variance.
Standard deviation (σ) is used to measure how diverse or spread out are a set of measurements from their mean.
From our example, we computed a value of 0.01 s2 for the variance. Getting the square root, you will get, σ = 0.10 s. The measurement
x of a physical quantity is reported as, x = x ± σ .
So that the time it takes for the ball to reach the ground is 1.32 s ± 0.10 s or (1.32 ± 0.10) s.
ABSOLUTE AND RELATIVE UNCERTAINTIES
In writing uncertainties, it is given by two components: the numerical value and the degree of uncertainty.
There are also two types of degree of uncertainty: the absolute and relative uncertainty.
Absolute uncertainty has the same unit as the numerical/measured quantity itself and shows how large the error is.
Example
 The distance between me and the person beside me is 1.50 m ± 0.03 m or (1.50 ± 0.03) m. The absolute uncertainty is given as
0.03 m which means that the distance between us ranges from 1.47 m to 1.53 m. Observe proper social distancing!
Relative uncertainty is dimensionless and given by the ratio of absolute uncertainty (AU) and the measured value (MV)
AU
RU = × 100 %
MV
It shows how large the error is in relation to the true value.
Example
 From our example above, we are given a distance of (1.50 ± 0.03) m wherein 1.50 m is the measured value and 0.03 m is the
absolute uncertainty. Computing for the relative uncertainty,
AU 0.03 m
RU = × 100 = × 100 = 2.00%
MV 1.50 m
Thus, our measurement in terms of relative uncertainty is 1.50 m ± 2.00%.
The measured value and the degree of uncertainty should always have the same decimal places. And
always round off answers to the correct number of significant figures.
Now, the degree of uncertainty is actually based in what we call the LEAST COUNT – the smallest value that can be read from any
measuring device.
Take a look at your ruler. The upper scale indicated in the

ruler is in inches and the lower scale is in centimeter, right?
Where’s the least count?
Count the number of grids between 0 and 1 cm. We have 10 grids. Dividing 1 cm by 10 results to 0.1 cm or 1 mm. This 1 mm is what
we call the least count of the ruler. The smallest scale a ruler can measure in the lower scale whereas 0.125 in in the upper scale (since
there 8 grids between 0 and 1 in).
Not all measuring tools, such as rulers, have the same scales and calibrations. To avoid
errors, carefully examine the measuring tool before using it in an experiment.
Example
Using the upper scale (in inches) of the ruler, your teacher asked to measure the size of your foot accurately. The scale reads between
9.0 in and 9.1 in. But it is closer to 9.1 so your best estimate is 9.08 in. Adding the least count of the ruler, the measurement of your
foot is (9.080 ± 0.125) in which means that your foot size ranges from 8.955 in to 9.205 in.
CALCULATING UNCERTAINTIES
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There are four ways to calculate uncertainties: addition and subtraction, multiplication and division, power of an uncertainty and
multiplying of constant.
Addition and Subtraction

 Add and Subtract: (3.08 ± 0.06) ft and (7.00 ± 0.02) ft.
STEPS:
1) Add/subtract the numbers (measured values)
3.08 ft + 7.00 ft = 10.1 ft 3.08 ft – 7.00 ft = 3.92 ft
2) Add their absolute uncertainties

0.06 ft + 0.02 ft = 0.08 ft
So that we have (10.10 ± 0.08) ft and (3.92 ± 0.08) ft

3) If you’re not given a measurement in absolute uncertainty form, just convert to relative uncertainty form.
Multiplication and Division

 Multiply and divide: (3.08 ± 0.06) ft and (7.00 ± 0.02) ft.
STEPS:
1) Multiply/divide the numbers (measured values)
3.08 ft × 7.00 ft = 21.6 ft 3.08 ft / 7.00 ft = 0.44 ft
2) Add their relative uncertainty

Since, we’re given the absolute uncertainty, we’re going to convert first.
0.06 ft 0.02 ft
RU = × 100 = 1.95% RU = × 100 = 0.29%
3.08 ft 7.00 ft
Now, add the relative uncertainties.
1.95% + 0.29 % = 2.24%
The product and quotient are, 21.60 ft ± 2.24% and 0.44 ft ± 2.24%, respectively.
Power
 Simplify: (7.00 ft ± 0.02 ft)2
STEPS:
1) If you were given a number in relative uncertainty format, proceed to Step 2, if not convert the number first.
0.02ft
RU= × 100 = 0.29% → (7.00 ft ± 0.29%)2
7.00 ft
2) Multiply the relative uncertainty by the power.
0.29% × 2 = 0.58% → 7.00 ft ± 0.58%
Constant
 Simplify: 3(7.00 ft ± 0.29%) and 5(7.00 ft ± 0.02 ft)
STEPS:
1) If the given is in absolute uncertainty form, multiple the constant to the number and uncertainty.
5(7.00 ft ± 0.02 ft) = (5 × 7.00 ft) ± (5 × 0.02 ft) = (35.00 ± 0.10) ft
2) If it is in relative uncertainty form, only the number is multiplied by the constant. The relative uncertainty remains the
same.
3(7.00 ft ± 0.29%) = (3 × 7.00 ft) = 21 ft ± 0.29%
LESSON 3
TOPIC: VECTOR OPERATIONS

OVERVIEW: Mathematics and Science were invented by humans to understand and describe the world around us. A lot
of mathematical quantities are used in Physics to explain the concepts clearly. A few examples of these
include force, speed, velocity and work. These quantities are often described as being a scalar or a vector
quantity. Scalars and vectors are differentiated depending on their definition. A scalar quantity is defined as
the physical quantity that has only magnitude, for example, mass and electric charge. On the other hand, a
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vector quantity is defined as the physical quantity that has both magnitude as well as direction like force
and weight. The other way of differentiating these two quantities is by using a notation. In this article, let us
try to learn what is a vector and a scalar quantity.
1. Differentiate vector and scalar quantities.
2. Perform addition of vectors.
3. Rewrite a vector in component form.
4. Calculate the dot or scalar product of vectors.
LESSON CONTENT
DISCUSSION:
Before you start the lesson, take note that you’ll need graphing papers, protractor and ruler to survive this topic.
SCALAR VERSUS VECTOR
All physical quantities used in this learning material can be classified as scalar or vector. A scalar quantity is defined by a magnitude
whereas a vector quantity is defined by a magnitude and a direction (to the left, to the right, forward, backward, north, south, etc.).
EXAMPLES
SCALAR VECTOR
Quantity Magnitude Quantity Magnitude + Direction
Distance 200 m Displacement 200 m, to the left
Speed 60 m/s Velocity 60 m/s, north
Time 24 h Acceleration 15 m/s2, southeast
Work 65 Nm Force 80 N 30°, north of west
Volume 15 cm 3
Momentum 16 kg m/s 67°, northeast
VECTOR REPRESENTATION
Vectors are represented by an arrow whose length varies with the magnitude of the vector (which is drawn to a scale) and points in
the appropriate direction.
For example, from at rest, I walked 4 m to the east-direction. Figure 1 represents a vector based on my motion. Assume that 1 grid
(or scale) = 1 m.
Vector can also be written using italized boldface letters or with an arrow at the
top. Look again at our example above. The quantity we used is displacement and
⃗ . To describe the magnitude of a vector we will use
its vector symbol are d or d
⃗ | or just d.
absolute value sign: |d
Figure 1. A vector diagram for d.
To specify the direction of a vector, we will be using one method for this module –
the north-south-west-east directions.
Take note also of the corresponding angles of the cartesian coordinate system
wherein, angles due:
EXAMPLE
Show the following directions using a vector diagram.
a. A = 2.5 m, 30° southeast (SE)
b. B = 6 m/s, 67° north of west (N of W)
c. C = 5 N, southwest (NW)
d. D = 1 km, west (W)
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Figure 2a. Vector diagram for A Figure 2b. Vector diagram for B
Figure 2c. Vector diagram for C Figure 2d. Vector diagram for D
What is the difference between, north of east and northeast?

When the direction given is north of east, you start moving (or measuring the angle)
from east to north direction.
When the direction given is northeast, you start moving (or measuring the angle) from
north to east direction.
VECTOR ADDITION
There are two ways you can use to add vectors. The graphical method and the analytical method.
I. GRAPHICAL METHOD
Graphical method is composed of two ways: the head-to-tail method (polygon method) and the parallelogram method.
 Head-to-Tail Method
The head-to-tail method is also called the polygon method. You draw the given two or more vectors by using a scale and join
them head to tail. For example, you are given two vectors A and B, you draw the first vector A then connect the tail of the
second vector B to the head of the first vector A. After that, you connect the tail of the first vector to the head of the second
vector – that will be called the resultant vector R. See illustrations below.
1. Parallel Vectors
1a. In the same direction
Consider again vectors A and B that are parallel and in the same direction.
The resultant vector is just the sum of the two vectors and has the same direction with the given vectors. Take for example,
if A is 5 cm and B is 7 cm, the resultant vector C is 12 cm, to the right.
1b. In the opposite direction

If the given vectors are in the opposite direction, the same procedure is followed but to get the resultant vector, subtract their
magnitudes and follow the direction of the vector that has larger magnitude.
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So, from our example, A = 5 cm and B = 7 cm, then R = 2 cm, to the right.
EXAMPLE
Zoro and Sanji want to test who among them is stronger by pushing a wooden box. Zoro pushes the box with a force of 30 N to the
east while Sanji pushes the box to the west with a force of 27 N. What is the resultant force of the two forces applied by the two?
1. Let’s write the given: F1 = 30 N, east and F2 = 27 N, west.
2. Draw the vectors individually and connect the tail of F2 to the head of F1.
3. Measure the resultant vector – the difference between the two vectors.
The resultant force applied by Zoro and Sanji is 3 N, east (to the right) which means that Zoro is stronger.
2. Non-Parallel Vectors
The head-to-tail method can also be used in adding two or more non-parallel vectors. Consider force vector A = 5 N,
northeast and force vector B = 2 N, west. The vector diagrams are as follows:
Measuring the magnitude of the resultant and its angle from the x-axis, R = 3.7 N, 66° north of east.
You can bring out your graphing paper, ruler and protractor and try to draw our example and see if you will come up with the same
answer.
When you measure the angle of a resultant vector R, always start from the x-axis. Use
the ruler to measure the size of R. You can set your own scale in measuring it. For the
direction (and angle), use the protractor.
With me, so far? Take a deep breath before you move on to our example of non-parallel vectors.
EXAMPLE
Find the total displacement of a person who walks the following three paths (displacements) on a flat field. First, he walks 25 m in a
direction 49° north of east. Then, he walks 23 m heading 15° northeast. Finally, he turns and walks 32 m in a direction 68° south of
east.
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1. First, write down what are given. Let total displacement (resultant) be r, first displacement to be d1, second displacement
to be d2 and the third displacement to be d3.
d1 = 25 m, 49° north of east d3 = 32 m, 68° south of east
d2 = 23 m, 15° northeast r =?
2. Draw the vector diagrams individually first.
Using the ruler, the scale I used in drawing the vectors is 1 cm = 10 m. So that, 25 m is 2.5 cm, 23 m is 2.3 cm and 32 m is
3.2 cm in the ruler.
The use of scale is very important when

drawing vectors especially when you are
given large magnitudes that doesn’t fit in
your paper.
3. Place the vectors head to tail, making sure not to change their
magnitude or direction.
4. Draw the resultant vector r from the tail of the first vector to the head
of the last vector. Use the ruler to measure the resultant and
remember to convert back to original units when writing the
magnitude. The length in ruler showed 3.6 cm and multiplying by our
scale, 10 cm, the magnitude of the resultant is 36 m.
So, our total displacement is,

r = 36 m, 18° north of east
 Parallelogram Method
Another method to add non-parallel vectors is the parallelogram method. It is best used when adding two vectors. For
example, add the two vectors, A = 5 m, west and B = 3.5 m, 24° northwest.
To add the two vectors, you just have to complete the figure into a parallelogram whose two sides is formed by the two
vectors. The resultant vector will be the diagonal formed from the point where the tails of A and B and heads of (A) and (B),
meet. See figure below.
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EXAMPLE
What is the resultant vector when C = 8 cm, 30° south of west and D = 8 cm, south?
1. First, take down the given and draw it in the cartesian plane.
2. Then, copy the two vectors and form the parallelogram
3. Draw the resultant vector from the origin to the meeting point of the copied vectors C and D.
The resultant vector R of C and D is equal to 13.9 cm, 60° south of west.
II. ANALYTICAL METHOD

For the analytical method of vector addition and subtraction, we use some simple geometry and trigonometry, instead of
using a ruler and protractor as we did for graphical methods. Among the analytical methods, we’re going to use the
component method which uses the components of a vector to find the resultant vector.
First thing you need to do is to recall your trigonometry on sine and cosine.
opposite side (y) adjacent side (x) opposite side (y)

sin θ= cos θ = tanθ =
hypotenuse (h) hypotenuse (h) adjacent side (x)
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 Component Method
Component in this case refers to the x and y component of given vector. Take for example on our example in
parallelogram method.
EXAMPLE
Two vectors C = 8 cm, 30° south of west and D = 8 cm are to be added. Using component method, here are the steps:
1. Draw the given vectors, individually.
2. Now, let’s determine the x and y components of each vector.

Components of C Components of D
Cx = 8 cm (cos 210°) = -6.928 cm Dx = 8 cm (cos 270°) = 0.000 cm
Cy = 8 cm (sin 210°) = -4.000 cm Dy = 8 cm (sin 270°) = -8.000 cm
To find Cx and Cy (or any vector given), use the following relationships for a right triangle:
When using given angles, make sure to consider the angles along the coordinate systems. In our example, our
direction is south of west and going 30° from west (180°) we have to use the angle: 180° + 30° = 210°.
3. Get the sum of the x and y components of the two given vectors.
C 6.928 cm -4.000 cm
D 0.000 cm -8.000 cm
Total x = - 6.928 cm y = - 12.000 cm
4. Use the Pythagorean theorem to find the magnitude of the resultant vector and the tangent function to find the direction (or
angle).

Magnitude of R
2 2 2
R = ( x ) + ( y ) (Pythagorean Theorem)
R = √( x ) + ( y )
2 2
R = √( -6.928 cm ) + ( -12.000 cm ) = 13. 86 or 13.9 cm

2 2
 Direction of R
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opposite side (y)

tan θ =
adjacent side (x)
x −12.000
tanθ = = =60° from the negative x-axis (south of west)
y −6.928
PRODUCT OF A SCALAR AND A VECTOR
Suppose we have to find the force F applied by Rachel in pushing 50 kg Bam causing him to accelerate at 5 m/s 2 to the east direction.
First, the mass m (50 kg) of Bam is a scalar quantity whereas his acceleration a (5 m/s2, east) is a vector quantity. That means we
have to get the product of a scalar and a vector.
The formula for finding the force is given as, F = ma. Thus,
F = (50 kg) (5 m/s2) = 250 kg m/s2 or 250 N, east
As you can see, the magnitude of the force vector F is computed by multiplying the magnitude of the mass m and the magnitude of the
acceleration a. The product then follows the direction of the vector (acceleration a) being multiplied by a scalar (mass m). Thus, the
product of a scalar and a vector is a vector quantity.
DOT PRODUCT
The dot product of two vectors A and B, for example, is called scalar product. It is written and defined as,
A ∙ B = ABcos θ Since the dot product of two vectors is

scalar, the dot product is commutative, that
is:
wherein  is the angle (0° to 180°) between vector A and B.
EXAMPLE – Work
Peter pushes a cart by a force of 200 N due west at a distance of 10 m. Find the work done by Peter in pushing the cart.
Formula: W = F ∙ d
Solution: W = Fdcos = (200 N) (10 m) cos 0° = 2000 N∙m or 2000 joules or 2000 J
LESSON 4
TOPIC: KINEMATICS EQUATIONS OF MOTION

OVERVIEW: Remember the branches of physics we have discussed. First on the list is the study of the motion of objects
– mechanics. Mechanics is also divided into two – kinematics (how objects move) and dynamics (why
objects move). The main difference between the two is that kinematics focuses on the motion of objects
without regard to forces that caused the motion (displacement, velocity and acceleration) while dynamics
focuses on the motion with regards to forces.
1. Describe motion using the concept of relative velocities in 1D and 2D.
2. Convert a verbal description of a physical situation involving uniform acceleration in one dimension
into a mathematical description.
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3. Interpret displacement and velocity, respectively, as areas under velocity vs. time and acceleration vs.
time curves.
4. Interpret velocity and acceleration, respectively, as slopes of position vs. time and velocity vs. time
curves.
5. Construct velocity vs. time and acceleration vs. time graphs, respectively, corresponding to a given
position vs. time-graph and velocity vs. time graph and vice versa.
6. Solve for unknown quantities in equations involving one-dimensional uniformly accelerated motion ,
including free fall motion.
7. Solve problems involving one-dimensional motion with constant acceleration in contexts such as, but
not limited to, the “tail-gating phenomenon”, pursuit, rocket launch, and freefall problems.
LESSON CONTENT
DISCUSSION:
KEY TERMS TO UNDERSTAND
 Position – refers to the location of an object with respect to its origin. In this topic, we’ll be setting that our positive direction
is to the right and negative to the left as shown in the figure.
Example:
x = + 2.5 m
x = - 3.0 m
 Distance (x) – a scalar quantity which refers to the length of path travelled by an object in moving.
 Displacement (Δx) – a vector quantity which refers to the change in position with respect to the origin.
∆ x=x f −x i
Example:
x1 (t1) = + 2.5 m
x2 (t2) = - 2.0 m
x = 2.5 m + 2.0 m = 4.5 m
Δx = -2.0 m - 2.5 m = -4.5 m
x1 (t1) = - 3.0 m
x2 (t2) = + 1.0 m
x = 3.0 + 1.0 m = 4.0 m
Δx = +1.0 m + 3.0 m = +4.0 m
 Speed (s) – a scalar quantity that refers to how fast an object is moving. It is given as the rate of distance covered. That is,
distance travelle d x
s= =
time elapsed t
 Average speed (savg) – refers to the total distance travelled over the total time.
distance travelled x
s= =
total time t
 Velocity (v) – a vector quantity that refers to how fast and in what direction an object is moving.
 Average Velocity – refers to the displacement over the total time elapsed.
 Instantaneous Velocity – velocity at a specific instant of time.
 Acceleration (a) – refers to the rate of change in velocity.
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The average velocity of an object moving with constant acceleration may be obtained by getting the sum of two velocities
and dividing by 2,
Examples:
1. While on vacation, Lisa travelled a total distance of 440 miles. Her trip took 8 hours. What was her average speed?
2. What is the coach's average speed and average velocity?
3. An automobile is moving to the right along a straight highway, which we choose to be the positive x-axis. Then the driver steps
on the brakes. If the initial velocity (when the driver hits the brakes) is 𝒗𝒊 = 15 𝑚/𝑠 and it takes 5.0 s to slow down to 𝒗𝒇 = 5.0 𝑚/𝑠
what was the car’s average acceleration?
KINEMATICS EQUATIONS FOR UNIFORMLY ACCELERATED MOTION
The following four equations is what we call the kinematics equations of motion under a uniform (constant) acceleration.
Examples:
1. Suppose a car is driving at a distance of 1400 m in 25 seconds at a constant acceleration. It starts from rest so the initial velocity is
zero. How fast will be the car after traveling that distance?
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2. Johnson is approaching a stoplight moving with a velocity of +30.0 m/s. The light turns yellow, and Johnson applies the brakes
and skids to a stop. If Johnson's acceleration is -8.00 m/s2, then determine the displacement of the car during the skidding process.
(Note that the direction of the velocity and the acceleration vectors are denoted by a + and a - sign.)
3. A car travelling at 15 m/s passes a van that is starting from rest with an acceleration of 3 m/s 2. (a) How long will it take the van to
catch up with the car? (b) How far has the car travelled when the van catches up with it?
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FREE FALL
Free fall is an idealized motion of a falling object which is acted upon by the force of the gravity.
1. Objects fall because of the pull of gravity. The downward motion proceeds with constant acceleration.
2. The pull of gravity on an object is equal to the weight (w) of the object.
3. An object experiences free fall if there are no forces acting on it except air resistance and force of gravity.
4. In the absence of air resistance, a falling body has a constant acceleration g equal to 9.8 m/s2. Since it is downward,
acceleration due to gravity is always –9.8 m/s2. So, for our computations, we neglect the air resistance.
5. The same kinematic equations will be used when dealing with free falling objects. Because displacement is along the vertical,
x in the equations can be replaced by y and a with g.
6. Displacement above the origin of motion is positive; below, is negative.

7. Upward velocity is positive; downward velocity is negative.
Cases:
 Case 1: Free fall (Object dropped)
Example:
Luke drops a pile of roof shingles from the top of a roof located 8.52 meters above the ground.
Determine the time and velocity required for the shingles to reach the ground.
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 Case 2: Object thrown downward
Example:
Calculate the velocity of the rock when it is 5.10 m below the starting point, and has been thrown downward with an initial
speed of 13.0 m/s.
Again, the roots can be either positive or negative but we choose the negative root because the rock is going down.
 Case 3: Object thrown upward
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Example 1:
Rex throws his mother's crystal vase vertically upwards with an initial velocity of 26.2 m/s. Determine the height to which
the vase will rise above its initial height.
Example 2:
Peter throws a ball upward into the air with an initial velocity of 20 m/s from a height of 1.8 m from the ground. (a) Calculate
the maximum height reached by the ball, and (b) how long the ball is in the air before it comes back to his hand.
GRAPHICAL ANALYSIS OF MOTION
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LESSON 5
TOPIC: MOTION IN TWO-DIMENSIONS – Projectile Motion and Circular Motion

OVERVIEW: In the previous lesson, we introduced all the necessary concepts for describing motion by focussing on the
simple case of one-dimensional motion. Here we extend the definitions of displacement, velocity, and
acceleration to the more general case of motion in a plane, i.e. two-dimensional motion. In one dimension,
the displacement, velocity, and acceleration vectors were all parallel to the trajectory of the motion and
therefore had one nonzero component. For example, to determine the velocity of a car moving in a straight
line, we only need the speedometer reading and whether the motion is toward the positive or the negative
axis. Things get a little more complicated when we study motion in two-dimensions because of the many
different possible directions of motion. Unlike in one dimension, here both the x- and the y-components of
the displacement, velocity, and acceleration vectors change with time.
1. Deduce the consequences of the independence of vertical and horizontal components of projectile
motion.
2. Differentiate uniform and non-uniform circular motion.
3. Infer quantities associated with circular motion such as tangential velocity, centripetal acceleration,
tangential acceleration, and radius of curvature.
LESSON CONTENT
DISCUSSION:
PROJECTILE MOTION
Projectile motion is the motion of an object thrown or projected into the air,
subject to only the acceleration of gravity. The object is called a projectile, its
path is called its trajectory, and the shape of the curve a projectile follows is
called a parabola.
The two forces that act on a freely moving projectile are air resistance and gravity.
 Air resistance – It is a force that is caused by air. The force acts in the opposite direction to an object moving through the air.
Depending on the shape and density of an object, it is often possible to ignore the effects of air resistance.
 Gravity – It is the downward force on all objects moving through the air.
When is a trajectory a parabola?

Parabolic Not Parabolic
 If another force, such as air resistance or thrust, has a
 Parabolic motion occurs when an object moves freely
large effect on an object’s motion, it does not follow a
under gravity.
parabola.
 This can happen when an object has a low surface area
 Air resistance is significant when an object has a large
for its mass, or when it is moving slowly enough to
surface area or is moving very fast.
build up significant air resistance.
Independent Motion In X and Y

Take for example, we have a red ball that is simply dropped from a certain height and a yellow
ball thrown horizontally outward at the same height. The question is, which ball will hit the
ground first?
It may seem that the yellow ball would take longer but the answer is they will BOTH hit the
ground at the same time. Why? Because the vertical motion of the red ball and the horizontal
motion of the yellow ball are independent to one another.
Notice that in the horizontal (x) direction, there are no forces acting on the balls. Thus, the red
ball would be stationary on the x-direction and just falls down along the y-direction. Once the
yellow ball is thrown horizontally (x) at an initial velocity, there will be no forces acting on it
thus it will just simply maintain the same velocity on the x-direction. On the y-direction, both of
the ball experience the same exact force: the force of gravity.
Let us consider a ball thrown with an initial velocity vi at an angle θ with the horizontal. See figure below.
23 | P a g e
Let’s analyze the figure above.
Neglecting air resistance, the trajectory is symmetrical curved line and the time t for the upward flight is the same as the time for the
downward flight. The total time T is given by:
T =2 t
To find the distance traveled by the projectile, let us first resolve the initial velocity vi into its horizontal and vertical components:
v xi=v i cosθ
v yi=v i sinθ
During the flight, the projectile’s horizontal velocity component v x remains constant while the vertical velocity component v y varies.
On its way up, the vertical velocity decreases. At its maximum height h, the vertical velocity is zero. At this point, the projectile starts
to fall and its vertical velocity increases until it reaches the ground.
The height of the projectile at any time t is given by the equation:

1 2
h=v i sinθt − g t
2
The vertical velocity at any time t is given by the equation:
v y =v i sinθt −¿
For a projectile fired at any angle θ with the horizontal, the range R is given by the equation:
R=( v i cosθ ) T
The table below summarizes the equations for a projectile fired at an angle with the horizontal.
Quantities Equations Standard Units

Initial velocity, initial horizontal velocity,
vi =v ix =v yf =v x
final horizontal velocity, and horizontal m/s
velocity (horizontal velocity is constant)
Initial horizontal velocity v xi=v i cosθ m/s
Initial vertical velocity v yi=v i sinθ m/s
Vertical velocity v y =v i sinθ −¿ m/s
Range R=( v i cosθ ) T m
1 2
Height h=v i sinθt − g t m
2
v sinθ
Time (specific) t= i s
g
Total time of flight T =2 t s
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Example
A ball is kicked at the velocity of 18 m/s at an angle 30° from the horizontal. Find the time of flight of the ball and range of the ball.
Solution
 For the time of flight T:
Solve for specific time t first:
v i sinθ
t=
g Substitute the value of vi , θ, and g (take
(18 m/ s ) sin 30 note that g = 9.8 m/s2)
¿ 2
9.8 m/ s Simplify
(18 m/ s ) ( 0.5 )
¿ Simplify
9.8 m/s 2 Specific time t
9 m/s
¿
9.8 m/s 2
¿ 0.92 s
Now, solve for a total time of flight T:
T =2 t=2 ( 0.92 s )=1.84 s Final answer
 For range R:
R=( v i cosθ ) T Substitute the value of vx θ, and T

¿ [ ( 18 m/s ) cos 30 ] ( 1.84 s ) Simplify
¿ [ ( 18 m/s )( 0.87 ) ] ( 1.84 s ) Simplify

Final answer
¿ [ 15.66 m/s ] ( 1.84 s )
¿ 28.81 m
CIRCULAR MOTION
Roller coaster cars, Ferris wheels, a football player making a circular turn, and a planet
orbiting the sun are examples of circular motion. Suppose that you were driving a car with the
steering wheel turned in such a manner that your car followed the path of a perfect circle with
a constant radius. And suppose that as you drove, your speedometer maintained a constant
reading of 10 mi/hr. In such a situation as this, the motion of your car could be described as
experiencing uniform circular motion. Uniform circular motion is the motion of an object in
a circle with a constant or uniform speed otherwise it is a nonuniform motion.
An object traveling in a circle with radius of curvature r, even though it moves with a constant
speed called tangential speed, will have an acceleration. The centripetal acceleration is due
to the change in the direction of the velocity called tangential velocity ⃗
v.
Acceleration may be resolved into two components:
a) Tangential acceleration (a ⃗ t) – a component tangent to the circular path which may be parallel or antiparallel to the
tangential velocity ⃗
v.
b) Radial or Centripetal acceleration (a ⃗ r) – a component directed toward the center of the circle which is perpendicular to the
circular path.
Since we are on uniform circular motion, we will be focusing with centripetal acceleration.
25 | P a g e
Centripetal acceleration is given by,

v⃗ 2
a⃗ r=
r
where a
⃗ r is the centripetal acceleration, ⃗v is the velocity and r is the radius.
To keep an object moving in a circle, a force is required. If the speed is constant, the force is
directed toward the circle’s center. An object moving in a circle, such as a ball on the end of a
string, must therefore have a force applied to it to keep it moving in that circle.
That is, a net force is necessary to give it centripetal acceleration. The magnitude of the required
force can be calculated using Newton’s second law,
⃗
F net=m a⃗
⃗ ⃗v 2 m⃗v 2
F net=m =
r r
2
Note: a
v⃗
⃗ r=
r
Examples:
1. A 900-kg car moving at 10 m/s takes a turn around a circle with a radius of 25.0 m. Determine the acceleration and the net force
acting upon the car.
Given: Formula:
m=900 kg 2
v⃗
a⃗ = ⃗
F net=m a⃗
⃗v =10 m/s r
r =25 m Solution:
Find: 2 2
v⃗ ( 10 m/s ) 2
a⃗ =? a⃗ = = =4 m/ s
⃗ r 25 m
F net=?
⃗F net= ( 900 kg ) ( 4 m/s ) =3600 kg m/s
2 2
⃗F net=3600 N
2. A 20 kg child sits at a distance of 3.0 m from the axis of a merry-go-round in an amusement park. If the merry-go-around makes 2
rev in 5.0 s, find the (a) tangential speed, (b) centripetal acceleration of the child and (c) net force acting upon the child.
Given: Solution:
r =3.0 m d
⃗v =
revolutions=2 rev t
t=5.0 s Note: Distance d in circles is the circumference and
Find: since it completed 2 rev it means it travelled the
⃗v =? distance 2 times.
a⃗ =? d 2(2 πr) 2(2)(3.14)(3.0 m)
⃗v = = =
⃗ F net=? t t 5.0 s
Formula: ⃗v =7.54 m/s
d
v⃗ = 2
t v⃗ 2 ( 7.54 m/ s )
2 a⃗ = = =18.75 m/s 2
⃗v r 3.0 m
a⃗ =
r
⃗F net=m a⃗ F net= (20 kg ) ( 18.75 m/s2 )
⃗
⃗ 2
F net=375 kg m/ s ∨375 N
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LESSON 6
TOPIC: NEWTON’S LAWS OF MOTION

OVERVIEW: Newton’s laws of motion, three statements describing the relations between the forces acting on a body and
the motion of the body, first formulated by English physicist and mathematician Isaac Newton, which are
the foundation of classical mechanics.
1. Define inertial frame of reference.
2. Identify action-reaction pairs.
3. Draw free-body diagrams.
4. Apply Newton’s 1st law to obtain quantitative and qualitative conclusions about the contact and
noncontact forces acting on a body in equilibrium.
5. Differentiate the properties of static friction and kinetic friction.
6. Apply Newton’s 2nd law and kinematics to obtain quantitative and qualitative conclusions about the
velocity and acceleration of one or more bodies, and the contact and noncontact forces acting on one or
more bodies.
7. Solve problems using Newton’s Laws of motion in contexts such as, but not limited to, ropes and
pulleys, the design of mobile sculptures, transport of loads on conveyor belts, force needed to move
stalled vehicles, determination of safe driving speeds on banked curved roads.
LESSON CONTENT
DISCUSSION:
FORCES
Force is any kind of a push or a pull on an object. When you push a stalled car or a grocery cart, you are
exerting a force on it. When a motor lifts an elevator, or a hammer hits a nail, or the wind blows the
leaves of a tree, a force is being exerted. We often call these contact forces because the force is exerted
when one object comes in contact with another object.
On the other hand, we say that an object falls because of the force of gravity (which is not a contact force –
noncontact force). Other examples of noncontact forces are the electrical force between charged bodies, and
magnetic force.
FOUR FUNDAMENTAL FORCES
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RECALL
Force Representation
How can forces be represented? Let’s recall vector representation!
The forces acting on any object can be shown using a force diagram. A force diagram uses
labelled arrows to show all the forces acting on the object.
 The direction of each arrow shows the direction of each force.

 The length of each arrow is proportional to the size of the force.
Forces are measured in newtons (N) which is equal to:

m
1 N =1 kg
s2
Resultant Forces
There are usually several different forces acting on an object. The overall motion of the object will depend on the size and
direction of all the forces. The motion of the object will depend on the resultant force. This is calculated by adding all the
forces together, taking their direction into account.
Example:
Resultant force on the crate = 50 N – 30 N
Resultant force on the crate = 20 N to the left
TYPES OF FORCES
Friction Forces (Ff)
Friction is a resistive force that slows things down and tries to stop objects sliding past each other.
Friction always acts in the opposite direction to which an object is moving or trying to move. It occurs between
two objects because the surfaces of those objects are rough, and contain bumps and hollows.
Two Types of Friction:

a.
Static friction (Fs) refers to the force resisting the initiation of sliding motion between two surfaces that are
in contact and at rest.
b.
Kinetic friction (Fk) refers to the force opposing the movement of two surfaces that are in contact and are sliding
over each other.
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The force of friction also depends on the composition and qualities of the surfaces in contact. For example,
it is easier to push a desk across a tile floor than across a floor covered with carpet. This is caused by the
coefficient of friction (μ which refers to the ratio of the magnitude of the force of friction between two
objects in contact to the magnitude of the normal force with which the objects press against each other.
⃗
Fs ⃗
Fk
μs = μk =
N N
Gravitational Force (Fg)

Gravitational force or gravity is a vector quantity which refers to the force of attraction between the earth and an object and is
expressed by Newton’s Law of Gravitation:
mM
F g=G
R2
where G=gravitational constant
2
−11 N ∙m
G=6.67× 10
kg 2
m=mass of an object
M =mass of the Earth
R=radius of the Earth
and the direction is pointing downward.
Weight (w)
The magnitude of the gravitational force acting on an object of mass m near the Earth’s surface is called the
weight w of the object:
w=mg
and it depends upon the location.
Note: Weight of the object also refers to the gravitational force...............So,

⃗
F g=mg
Normal Force (N)

It refers to the force from a solid surface which keeps object from falling through in which the direciton always
perpendicular to the surface and the magnitude depends on situation.
Example:
Note: The normal force is not always opposite the force due to gravity, as shown by this example
of a refrigerator on a loading ramp.
Tension Force (T)

Tension force can be observed when using a taut rope. A taut rope exerts forces on
whatever holds its ends. The force the rope exerts is away from the object and
parallel to the rope. When a rope attached to an object is pulling it, the magnitude of
that force is the tension in the rope and the direction is always along the cord (rope,
cable, string, etc.) and away from the object.
29 | P a g e
NEWTON’S FIRST LAW OF MOTION: LAW OF INERTIA
If the resultant force acting on an object is zero, all the forces are said to be balanced. This forms the basis of Newton’s first law,
which states that:
An object in motion will remain in motion along a straight path at constant speed, forever, and an
object at rest will remain at rest, forever, unless a force causes a change to that.
The tendency of an object to maintain its state of rest or of motion in a straight line is called inertia. As a result, Newton’s first law is
often called the law of inertia.
Example:
A school bus comes to a sudden stop, and all of the backpacks on the floor start to slide forward. What force causes them to do that?
Answer: It isn’t “force” that does it. By Newton’s first law, the backpacks continue their state of motion, maintaining their velocity.
The backpacks slow down if a force is applied, such as friction with the floor.
NEWTON’S SECOND LAW OF MOTION: LAW OF ACCELERATION
If the resultant force acting on an object is not zero, all the forces are said to be unbalanced which forms the second law. Newton’s
second law states that:
The acceleration experienced by an object is proportional to the magnitude of the force and
inversely proportional to the mass of the object.
In symbols,
where,
a = acceleration measured in m/s2
f = force applied measured in newtons (N) Note: 1 N = 1 kg m/s2
m = mass of the object measured in kilograms (kg)
For example, pushing the brick accelerates it.

 Acceleration and Force with Zero Friction Forces
Pushing the brick with twice the force produces twice the acceleration. Three times the
force triples the acceleration.
 Acceleration and Mass with Zero Friction Forces

Pushing two bricks with same force F produces one-half the acceleration. The
acceleration varies inversely with the amount of material (the mass).
Examples:
1. How much force is needed to accelerate a 1400 kg car at 2 m/s 2?
Solution:
Given: Solution:
mass( m)=1400 kg F=ma=(1400 kg)(2 m/s 2)
acceleration( a)=2 m/s2 F=2800 kg m/ s 2∨2800 N
Find:
Force( F)=?
2. Roberto and Laura are studying across from each other at a wide table. Laura slides a 2.2 kg book toward Roberto. If the net
force acting on the book is 1.6 N to the right,what is the book’s acceleration?
Given: Solution:
mass(m)=2.2 kg F
F=ma→ =a
Force ( F )=1.6 N m
Find: 2
F 1.6 N 1.6 kg m/ s
acceleration ( a ) =? a= = =
m 2.2 kg 2.2 kg
2
a=0.73 m/s ¿ the ¿
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3. A soccer ball kicked with a force of 13.5 N accelerates at 6.5 m/ s 2 to the right. What is the mass of the ball?
Given: Solution:
Force ( F )=13.5 N F
F=ma→ =m
acceleration ( a ) =6.5 m/s2 a
Find: F 13.5 N 13.5 kg m/ s2
mass ( m )=? m= = =
a 6.5 m/s 2 6.5 m/s 2
2
m=2.08 m/s ¿the ¿
1
4. Estimate the net force needed to accelerate (a) a 1000 kg car at g (b) a 200 g apple at the same rate.
2
Given: Solution:
ma=1000 kg F a=ma a=(1000 kg)( 4.9 m/s )
2
mb=200 g → 0.2 kg 2
F a=4900 kg m/s ∨4900 N
1 1
acceleration ( a ) = g= ( 9.8 m/ s )
2
2 2 F b=mb a=(0.2 kg)( 4.9 m/ s )
2
2
¿ 4.9 m/ s F a=0.98 kg m/ s2∨0.98 N
Find:
F a=?
F b=?
More about Newton’s Second Law

 You must be certain about which body we are applying it to.
 F net must be the vector sum of all the forces that act on that body.
 Only forces that act on that body are to be included in the vector sum.
 Net force component along an axis gives rise to the acceleration along that same axis.
F net , x =ma x
F net , y =ma y
Example:
One or two forces act on a puck that moves
over frictionless ice along an x axis, in one-
dimensional motion. The puck's mass is m
= 0.20 kg. Forces F1 and F2 and are
directed along the x axis and have
magnitudes F1 = 4.0 N and F2 = 2.0 N.
Force F3 is directed at angle  = 30° and
has magnitude F3 = 1.0 N. In each
situation, what is the acceleration of the
puck?
Given: b) F 1−F2=ma x
F 1=4.0 N F1−F 2 4.0 N−2.0 N
F 2=2.0 N ax= =
m 0.20 kg
F 3=1.0 N a x =10 m/s
2
m=0.20 kg c) F 3 ,x −F 2=ma x
Find:
a x =? Note : F 3 , x =F3 cosθ
Solution: Derive for a x ,
a) F 1=ma x F cosθ−F 2
ax= 3
F1 4.0 N m
ax= = =20 m/ s2 ( 1.0 N ) cos 30 °−2.0 N
m 0.20 kg ax=
0.20 kg
2
a x =−5.7 m/ s
NEWTON’S THIRD LAW OF MOTION: LAW OF INTERACTION
A force cannot exist on its own – there is always a second force acting against it. This forms the basis of Newton’s third law of motion
states, which states:
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Whenever one object exerts a force on a second object, the second object exerts an equal and
opposite force on the first.
It is also known as, “For every action, there is an equal and opposite reaction.” These pairs of forces that act between two objects are
sometimes called action–reaction pairs.
Examples:
a) When your hand presses on the wall, the wall simultaneously presses on your hand. Hand and wall press on each other with
equal and opposite forces.
b) Volleyball
The player exerts an upward action force on the ball. In return, the ball exerts
an equal but opposite downward reaction force back on her wrists.
The action and reaction forces act on different objects.
On the other hand, the volleyball players on the right are both exerting a
force on the same object – the volleyball.
When they hit the ball from opposite directions, each of their hands
exerts a force on the ball equal in strength but opposite in direction.
The forces on the volleyball are balanced and the ball does not move either
to the left or to the right.
The action force is exerted by the hands on the bar.

The reaction force is exerted by the bar on the hands.
Free Body Diagram

a. The most important step in solving problems involving Newton’s Laws is to draw the
free body diagram
b. Be sure to include only the forces acting on the object of interest
c. Include any field forces acting on the object
d. Do not assume the normal force equals the weight
Objects in Equilibrium
Objects that are either at rest or moving with constant velocity are said to be in equilibrium. The
acceleration of an object that is in equilibrium can be modeled as zero. In mathematical form, a
⃗ =0. The
net force (sum of all forces) acting on the object is also zero ( ∑
⃗
F =0). Thus, the x and y component of
the forces acting is also zero.
Examples:
1. A lamp is suspended from a chain of negligible mass. What are the forces acting on the lamp?
Answer: There are two forces acting on the lamp.
(a) the downward force of gravity ( ⃗
F ¿ ¿ g)¿, and
32 | P a g e
⃗ ).
(b) the upward tension in the chain ( T
Applying equilibrium gives
2. A traffic light weighing 100 N hangs from a vertical cable tied to two other cables that are
fastened to a support. The upper cables make angles of 37 and 53 with the horizontal. Find
the tension in each of the three cables.
Given: ⃗ F g=100 N θ1=37° θ2=53°
Solution:
a. Conceptualize the traffic light (refer to figure (a)). Assume cables don’t break and that
nothing is moving.
b. Categorize as an equilibrium problem. No movement, so acceleration is zero. Model as an
object in equilibrium, so that,
∑ ⃗
F x =0 ∑ ⃗
F y =0.
c. Draw the free body diagrams. In this problem, we need to draw 2 diagrams. See figure (b) and
(c).
d. Apply equilibirum equation to traffic light:

∑ ⃗F y =0→ ⃗T 3−⃗F g=0
⃗
T 3=⃗
F g=100 N
e. Apply equilibrium equations to knot (the black dot on figure (c)).

 Since ⃗
T 3 has no horizontal component, we have:
∑ ⃗F x =⃗T 1 x+T⃗ 2 x =0 → ∑ ⃗F x =−T⃗ 1 cos 37 °+T⃗ 2 cos 53 °=0( Eq .1)
∑ ⃗F y=T⃗ 1 y + ⃗T 2 y + T⃗ 3 y =0 → ∑ ⃗F y =⃗T 1 sin 37 °+T⃗ 2 sin 53° −⃗T 3 =0(Eq .2)
Equating for ⃗
T 2 in Eq. (1),
⃗
T 2 cos 53 °=T⃗ 1 cos 37 °→ ⃗ T 2= ⃗
T1 ( cos 37 °
cos 53 °)=1.33 T⃗ 1
Substitute the values of ⃗ T 2=1.33 ⃗

T 1 and ⃗
T 3=100 N to Eq. (2),
⃗
T 1 sin 37 ° + ⃗
T 2 sin 53 °−⃗ T 3=0
⃗ ⃗
T 1 sin 37 °+ ( 1.33 T 1) sin 53 °−100 N =0
0.6018 ⃗ T 1+1.0622 ⃗ T 1 =100 N → 1.6640 T ⃗ 1=100 N → T ⃗ 1=60.10 N
Then, solving for ⃗ T 2,
⃗
T 2=1.33 ⃗ T 1=1.33 ( 60.10 N )=79.93 N
3. In a 30° frictionless inclined plane, a 2000 kg car is attached to a cable over a

pulley with another mass, the crate, on the cable keeping everything balanced.
Find tensions T1 and T2 on the cable and the mass of the crate.
Given: Find:
a⃗ =0 ( since nothingis moving ,is balanced ) m=?
M =2000 kg (mass of the car ) T 1=?
θ=30° T 2=?
Solution:
 Draw the free body diagram first. See figure on the right.
 Since nothing is acceleration, we use the equilibrium equation:
∑ ⃗F x=−Mgsinθ+T 2=0 →T 2=Mgsinθ
T 2=Mgsinθ= (2000 kg ) ( 9.8 m/s ) sin 30 °
2
T 2=9800 N=T 1
∑ ⃗F y =T 1−mg =0 →T 1=mg
Remember, T 1=T 2:
Mgsinθ
mg=Mgsinθ → m= =Msinθ
g
33 | P a g e
m=Msinθ=( 2000 kg ) sin 30 °=1000 kg

Accelerating Objects
If an object that can be modeled as a particle experiences an acceleration, there must be a nonzero net force acting on it. Thus,
applying Newton’s Second Law in component form,
∑ ⃗F =m⃗a
∑ ⃗F x =m a⃗ x ∑ ⃗F y =m⃗a y
Examples:
1. A man weighs himself with a scale in an elevator. While the elevator is at rest, he measures a
weight of 800 N.
a) What weight does the scale read if the elevator accelerates upward at 2.0 m/s2?
b) What weight does the scale read if the elevator accelerates downward at 2.0 m/s2?
Given: Find:
2
a⃗ upward=+2.0 m/ s N upward =?
a⃗ downward =−2.0 m/ s
2
N downward =?
⃗F g=800 N
Solution:
a) Upward
∑ ⃗F y=N −mg=m⃗a → N =m ⃗a +mg → N =m(⃗a + g)
⃗
Fg
Since the mass of the man is unknown, we can derive it from ⃗
F g=mg→ m= .
g
⃗
Fg 800 N
m= = =81.63 kg
g 9.8 m/s2
N upward =m ( ⃗a + g )=81.63 kg ¿
b) Downward
N downward =m ( ⃗a + g ) =81.63 kg (−2.0 m/s 2 +9.8 m/s 2 )=636.71 N
2. Two boxes, A and B, are connected by a lightweight cord and are resting on a smooth (frictionless) table. The boxes have
masses of 12.0 kg and 10.0 kg. A horizontal force ⃗
F p of 40.0 N is applied to the 10.0-kg box, as shown below. Find (a) the
acceleration of each box, and (b) the tension in the cord connecting the boxes.
Given: Find:
m A =10.0 kg a⃗ =?
mB =12.0 kg T =?
⃗
F P=40.0 N
Solution:
 Draw the free-body diagrams.
 For the acceleration, let’s use the equation for accelerating objects. Since, the motion is only on the horizontal (the
vertical forces – normal force and the weight –
cancel each other).
 On mass A (m¿¿ A )¿ , there are two forces acting on it – the applied force and the tension
34 | P a g e
∑ ⃗F =m⃗a → ∑ ⃗F x =⃗F P−T =(m¿¿ A )a⃗ ¿
 On mass B (m¿¿ B)¿, there is only one force applied – the tension
∑ ⃗F x =T =(m¿¿ B)⃗a ¿
 Then, determine the net force acting on the whole system to find for a
⃗.
⃗F P−T +T =(m¿¿ A) ⃗a +(m¿¿ B)⃗a → ⃗
F P =⃗a (mA +mB )¿ ¿
⃗
FP 40.0 N
a⃗ = = =1.82m/ s2
mA +mB 10.0 kg+12.0 kg
 To find for the tension in the cable, we’ll just use the equation for mass B.
T =(m¿¿ B)⃗a=( 12.0 kg ) ( 1.82 m/ s 2 )=21.84 N ¿
3. An 8 kg block resting on a plane inclined at an angle of 30  with the horizontal surface is attached to a hanging block of
mass 10 kg by means of a frictionless pulley. Find the acceleration of the blocks and the tensions on the cable if (a) the
inclined surface is frictionless and (b) if the coefficient of friction between the sliding mass and surface is 0.2.
Given: Find:
m=8 kg a⃗ =?
M =10 kg T 1=?
θ=30° T 2=?
Solution:
 Draw the free-body diagram.
 First, let’s find for the acceleration.
∑ ⃗F =m⃗a
Since we are talking about the acceleration on both blocks, we
need to assume that the two blocks connected by the cable as
one system, meaning, we don’t need to consider the tensions
on the cable. The blocks move as one as they accelerate.
Thus,
∑ ⃗F net =(m+ M ) ⃗a
∑ ⃗F net =Mg−mgsinθ=( m+ M )⃗a
Equating for a
⃗,
Mg−mgsinθ ( 10 kg ) ( 9.8 m / s )−( 8 kg ) ( 9.8 m/ s ) sin 30 °
2 2
2
a⃗ = = =3.27 m/ s
( m+ M ) (8 kg +10 kg)
 For T 1 and T 2:
In here, we are now going to separate the two blocks in determing the forces acting on them.
 For M = 10 kg,
∑ ⃗F net =m ⃗a
Mg−T 1=M ⃗a → T 1=Mg−M a⃗ =M (g−⃗a )
T 1=M ( g−⃗a ) =10 kg ( 9.8 m/s −3.27 m/ s )=65.30 N =T 2
2 2
 For m = 8 kg,
T 2−mgsinθ=m ⃗a →T 2=m ⃗a +mgsinθ=m(⃗a + g sinθ)
T 2=m ( ⃗a + g sinθ )= ( 8 kg ) ( 3.27 m/s 2 + ( 9.8 m/s 2 ) sin30 ° ) =65.36 N
35 | P a g e
36 | P a g e
NAME
GRADE & SECTION
LESSON 1 ACTIVITIES/ASSESSMENTS
PRE-ASSESSMENT: Read carefully each item and write the letter of your answer on the line provided before each item number.
1. It refers to combinations of fundamental quantities.

A. Metric System C. Derived Quantities
B. Fundamental Quantities D. English System
2. It refers to the basic quantities which are independent of one another.

A. Metric System C. Derived Quantities
B. Fundamental Quantities D. English System
3. It is the shorthand way of writing large and small numbers

A. Scientific Notation B. Measurement C. Units D. Significant Figures
4. How many seconds are there in 3 days?

A. 295 020 s B. 259 020 s C. 295 200 s D. 259 200 s
5. How many significant figures are there in 40 051?

A. 3 SF B. 4 SF C. 5 SF D. 6 SF
Measurements
Read each item and answer them seriously. Show your solutions (written in separate sheet of paper) if necessary.
1. In what areas of your life can you apply measurement? How does it help you in your everyday life? 5 points
2. Convert the following and express your answers in scientific notation: 2 points each (Solutions needed)
 55 km to mi  34.5 m2 to in2
 12 mg to kg  2.79 g/cm3 to kg/m3
 36 in3 to mL
3. A human hair is approximately 50 μm in diameter. Express this diameter in centimeters. 2 points (Solutions needed)
4. The exact value of the speed of light is known to be 299, 792, 458 m/s. Express the speed of light in the following ways: 1
point each
a. with five significant figures
b. with two significant figures
c. with eight significant figures
You have completed this lesson. You can now proceed to the next lesson.
REFERENCES/RESOURCES:
 Silverio, A. A. (2017). Exploring Life Through Science: General Physics 1. Phoenix Publishing House, Inc.
 Giancoli, D. C. (2014). Physics: Principles with Applications (7th ed.). Pearson Education, Inc.
 Serway, R. A., & Faughn, J. S. (2006). Physics. Holt, Rinehart and Winston.
 Serway, R. A., & Jewett, J. W. J. (2010). Physics for Scientists and Engineers with Modern Physics (8th
ed.). Brooks/Cole.
 Radi, H. A. & Rasmussen, J. O. (2013). Principles of Physics, Undergraduate Lecture Notes in Physics. Springer-
Verlag Berlin Heidelberg.
37 | P a g e
38 | P a g e
NAME
GRADE & SECTION
PRE-ASSESSMENT: Read each item carefully. Write TRUE if the underlined word is correct otherwise CHANGE it to make it
correct.
1. Physical measurements are never exact or perfect.
2. Systematic errors result from unpredictable or unavoidable changes during data measurement.
3. Systematic errors influence the precision of the measurement.
4. Relative uncertainty shows how large the error is in relation to the true value.
5. List Count is the smallest value that can be read from any measuring device.
Uncertainties
Read each item and answer them seriously. Write your answers and solutions in a separate sheet of paper.
1. Briefly differentiate the following:

a. Accuracy versus Precision
b. Random Error versus Systematic Error
c. Absolute Uncertainty and Relative Uncertainty
2. Classify the following if they result to random error or systematic error:

a. One end of a meterstick is worn-out and measurements were taken from that end.
b. Clouds are present when the ultraviolet intensity from the sun was determined.
c. The stopwatch runs slow because of low-battery power when the time for a simple pendulum to complete one back-and-
forth motion was taken.
d. The triple beam balance was not properly calibrated before getting the mass of a beaker.
3. The following are the values obtained in measuring the temperature of a room: 31.0 °C, 30.5 °C, 30.0 °C, 31.3 °C, 30.8 °C,
30.6 °C, and 31,1 °C. What is the room temperature?
4. Calculate the following:

a. (2.70 ± 0.05 cm) − (12.02 ± 0.08 cm)
b. (2.70 ± 0.05 cm) + (3.5 cm ± 10 %)
c. 2 × (2.70 ± 0.05 cm)
d. (12.02 ± 0.08 cm)2
e. (3.5 cm ± 10 %) × (2.70 ± 0.05 cm) ÷ (16 s ± 8 %)
 Serway, R. A., & Jewett, J. W. J. (2010). Physics for Scientists and Engineers with Modern Physics (8th ed.). Brooks/Cole.
39 | P a g e
NAME
GRADE & SECTION
40 | P a g e
PRE-ASSESSMENT: Read each item carefully. Fill in the blanks with the correct word/s.
1. A scalar quantity is defined by a magnitude whereas a vector quantity is defined by a magnitude and a .
2. The use of is very important when drawing vectors especially when you are given large magnitudes that
doesn’t fit in your paper.
3. The is just the sum of the two vectors and has the same direction with the given vectors.
4. When the direction given is , you start moving (or measuring the angle) from east to south direction.
5. The product of a scalar and a vector is a .
Vector Operations
Write your answers in graphing paper. If available, use different colored pens when drawing vectors.
1. Show the following vectors in a diagram:

a. A = 4 N, 28° north of east
b. S = 8 N, 59° south of west
c. L = 3 N, 15° south
2. An airplane heads north of east by 18 degrees for a distance of 67 km then heads due north for 39 km. Find the plane’s total
displacement using:
a. head-to-tail method, and
b. parallelogram method.
3. Find the resultant of the following forces: F 1 = 12 N, south; F2 = 24 N, 30°north of west; F 3 = 15 N, southwest; and F4 = 32 N, 50°
south of east by:
a. component method, and
b. head-to-tail method.
4. Determine the resultant of the two forces F1 and F2 acting on the hook using the method of
your choice.
5. Find the momentum p of a child having a mass of 25 kg and is moving to the west direction
at a velocity v of 2 m/s. Use the formula p=mv
6. A trolley bag is being pulled by Jennie with a force of 8.0 N, 63° with the horizontal frictionless surface at a distance of 6.8 m to
the left. Find the work done by Jennie on the trolley bag. Use the formula W =F ∙ d
41 | P a g e
NAME
GRADE & SECTION
PRE-ASSESSMENT: Read each item carefully. Identify what is being described in each statement. Write your answer on the line
provided before each item number.
1. It is a vector quantity which refers to the change in position with respect to the origin.
2. It refers to the location of an object with respect to its origin.
42 | P a g e
3. It is a scalar quantity that refers to how fast an object is moving. It is given as the rate of distance
covered.
4. It is a vector quantity that refers to how fast and in what direction an object is moving.
5. It is a scalar quantity which refers to the length of path travelled by an object in moving.
Kinematics Equations of Motion

Write your solutions in a separate sheet of paper.
1. An object moves from point A to point B to point C, then back to point B and then to point C along the line shown in the figure
below.
a) Find the distance covered by the moving object.
b) Find the magnitude and direction of the displacement of the object.
2. During a race on level ground, Harley runs with an average velocity of 6.02 m/s to the east. What is Harley’s displacement after
137 s?
3. How far can a cyclist travel in 2.5 h along a straight road if her average velocity is 18km/h?
4. A car slows down from 28 m/s to rest in a distance of 88 m. What was its acceleration, assumed constant?
5. Rocket-powered sleds are used to test the human response to acceleration. If a rocketpowered sled is accelerated to a speed of
444 m/s in 1.83 seconds, then what is the acceleration and what is the distance that the sled travels?
6. A boy sledding down a hill accelerates at 1.40 m/s 2. If he started from rest, in what distance would he reach a speed of 7.00
m/s?
7. A stone thrown from the top of a building is given an initial velocity of 20.0 m/s straight upward. The stone is launched 50.0 m
above the ground, and the stone just misses the edge of the roof on its way down. (A) Using tA = 0 s as the time the stone
leaves the thrower’s hand at position A, determine the time at which the stone reaches its maximum height.
8. A ball is thrown directly downward with an initial speed of 8.00 m/s from a height of 30.0 m. After what time interval does it
strike the ground?
 Silverio, A.A. (2017). Exploring Life Through Sciene: General Physics 1. Phoenix Publishing House, Inc.
43 | P a g e
NAME
GRADE & SECTION
PRE-ASSESSMENT: Read each item carefully. Write TRUE if the underlined word is correct otherwise CHANGE it to make it
correct.
1. Projectile motion is the motion of an object thrown or projected into the air, subject to only the acceleration of
gravity.
2. Parabolic motion occurs when an object moves freely under air resistance.
3. The shape of the curve a projectile follows is called a projectile.
4. Nonuniform circular motion is the motion of an object in a circle with a constant or uniform speed.
5. Centripetal acceleration is a component directed toward the center of the circle which is parallel to the circular
path.
44 | P a g e
Projectile Motion
1. An arrow is shot at a 30.0° angle with the horizontal. It has a velocity of 49 m/s. How long will it go? What horizontal
distance will the arrow travel?
2. A ship fires its guns with a velocity of 400 m/s at an angle of 35° with the horizontal. Find the range and its height.
3. A long jumper leaves the ground at an angle of 20.0° above the horizontal and at a speed of 11.0 m/s. How far does he jump
in the horizontal direction?
4. An object is launched at a velocity of 40 m/s in a direction making an angle of 50° upward with the horizontal.
(a) What is the maximum height reached by the object?
(b) What is the total flight time (between launch and touching the ground) of the object?
(c) What is the horizontal range (maximum x above ground) of the object?
Circular Motion
1. Find the centripetal acceleration of a person located at Earth’s equator with respect to Earth’s rotational axis. Earth’s radius is
approximately 6.4 ×〖10〗^6 m. Express your answer m/s.
2. Determine the centripetal force acting upon a 40-kg child who makes 10 revolutions around the Cliffhanger in 29.3 seconds.
The radius of the barrel is 2.90 meters.
45 | P a g e
NAME
GRADE & SECTION
PRE-ASSESSMENT: Complete the free-body diagram below by writing the correct forces acting on the object. Write your
answers on the box provided.
Projectile Motion
1. A 2-kg object is moving horizontally with a speed of 4 m/s. How much net force is required to keep the object
moving at this speed and in this direction?
46 | P a g e
2. A bag of cement weighing 325 N hangs in equilibrium from three wires as suggested in the figure. Two of the wires make angles
θ1=60.0° and θ2=40.0 ° with the horizontal. Assuming the system is in equilibrium, find the tensions T 1, T 2, and T 3 in the
wires.
3. A block with a mass of 6.0 kg is held in equilibrium on an incline of angle θ=57 ° by a horizontal
force, F, as shown in the figure. Find the magnitudes of the normal force on the block and of F.
(Ignore friction.)
4. A 20.0-kg box rests on a table. (a) What is the weight of the box and the normal force acting on
it? (b) A 10.0-kg box is placed on top of the 20.0-kg box, as shown in the figure. Determine the
normal force that the table exerts on the 20.0-kg box and the normal force that the 20.0-kg box
exerts on the 10.0-kg box.
5. A ball of mass m 1=4 kg and a block of mass m 1=10 kg are attached by a lightweight cord
that passes over a frictionless pulley of negligible mass as shown. The block lies on a
frictionless incline of angle θ=48 ° . Find the magnitude of the acceleration of the two
objects and the tension in the cord.
47 | P a g e
GENERAL PHYSICS 1
PERFORMANCE TASK
Midterm (First Quarter)
GOAL: To teach the students on how to solve problems involving measurement, vectors, motion in 1D and 2D, and
Newton’s Laws.
ROLE: The student acts as a Physical Science Teacher.
AUDIENCE: The audience will be the subject teacher
SITUATION: Amidst of the pandemic, the learning of the students must continue through the distance learning modality. To
continue teaching students, teachers, especially Physical Science teachers, have to make a lecture video about their
subject and topics to be delivered to the students with the means of social media.
PRODUCT: Lecture video on how to solve problems involving measurement, vectors, motion in 1D and 2D, and Newton’s
Laws. Here are the pointers:
 Choose at least one (1) word problem from your previous activities indicated on the module.
 Record yourself solving and explaining your chosen problem.
 The video must range from 2 – 5 minutes only.
 Your output will be submitted thru mobile transfer (ShareIt App) or posted on our Google Classroom.
STANDARD AND CRITERIA FOR SUCCESS: Your output will be rated using the rubric below:
CATEGORY 10 – 9 pts. 8 – 7 pts. 6 – 5 pts. 4 – 3 pts.
Extremely enthusiastic, Some enthusiasm, and

Showed little enthusiasm,
motivating, obvious interest in activity No enthusiasm, no
little interest in activities
Presentation interest in activity presented, interest in activities being
being presented,
presented, clear, audible projected voice, presented, barely audible.
somewhat audible.
voice. audible.
48 | P a g e
Firm grasp on knowledge

Some knowledge and
and understanding of the Demonstrated little
Basic knowledge and understanding of the
topic being presented, knowledge or
Content understanding of the topic presented
showed complete understanding of the
topic being presented. missing a few important
knowledge, covered all topic being presented.
facts.
important facts.
Instructed in easy to
Sometimes hard to Unorganized, confusing,
follow sequence, Somewhat organized,
Organization follow, not well planned hard to follow, not
organized, well planned easy to follow.
out. planned out.
out.
Proper equipment,
Poor location, poor
excellent location, perfect Good location and Acceptable location and
Video Quality equipment, poor lighting,
lighting, clear audio and equipment, lighting and equipment, audio and
low visual and audio
visual, overall excellent visuals clear, good audio. visual unclear at times.
quality.
quality.
Excellent sense of design.
Use of elements detracts
Effective camera
Good use of graphics from video. Too many or
techniques used for the
and/or other design too gaudy graphics;
Creativity & video and pictures. Minimal use of design
elements. Some transitions, too many
Design Smooth transitions are elements. No transitions.
transitions are clips, backgrounds and/or
appropriate and aid in
inappropriately placed. sounds detract from
delivery of the
content.
presentation.
49 | P a g e

GEN PHYSICS 1 MODULE (Midterm and Finals)

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GEN PHYSICS 1 MODULE (Midterm and Finals)

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Santa Lucia Catholic School, Inc.

MODULE IN GENERAL PHYSICS I

Two Systems of Measurement

Power Prefix Symbol Power Prefix Symbol

2. Convert 458 m/s to km/h

Rules in Determining Significant Figures

Table A.2 TIME

Table A.3 AREA

Table A.4 VOLUME

Table A.5 SPEED

Table A.6 MASS

Table A.7 FORCE

Table A.8 WORK, ENERGY AND HEAT

Table A.8 WORK, ENERGY AND HEAT CONTINUED…

Table A.9 PRESSURE

Table A.10 TEMPERATURE

ACCURACY AND PRECISION

Measured Value = (True Value ± Uncertainty)

The best analogy to explain the difference

RANDOM VERSUS SYSTEMATIC ERRORS

PERCENT ERROR VERSUS PERCENT DIFFERENCE

where: x – measured value xT – true value

 Take the deviation of each measurement from the mean ( x−x ).

ABSOLUTE AND RELATIVE UNCERTAINTIES

It shows how large the error is in relation to the true value.

Take a look at your ruler. The upper scale indicated in the

Addition and Subtraction

2) Add their absolute uncertainties

So that we have (10.10 ± 0.08) ft and (3.92 ± 0.08) ft

Multiplication and Division

2) Add their relative uncertainty

1.95% + 0.29 % = 2.24%

TOPIC: VECTOR OPERATIONS

SCALAR VERSUS VECTOR

What is the difference between, north of east and northeast?

1b. In the opposite direction

1. Let’s write the given: F1 = 30 N, east and F2 = 27 N, west.

2. Draw the vector diagrams individually first.

The use of scale is very important when

So, our total displacement is,

2. Then, copy the two vectors and form the parallelogram

II. ANALYTICAL METHOD

opposite side (y) adjacent side (x) opposite side (y)

1. Draw the given vectors, individually.

2. Now, let’s determine the x and y components of each vector.

R = √( -6.928 cm ) + ( -12.000 cm ) = 13. 86 or 13.9 cm

opposite side (y)

A ∙ B = ABcos θ Since the dot product of two vectors is

TOPIC: KINEMATICS EQUATIONS OF MOTION

KEY TERMS TO UNDERSTAND

 Instantaneous Velocity – velocity at a specific instant of time.

 Acceleration (a) – refers to the rate of change in velocity.

2. What is the coach's average speed and average velocity?

KINEMATICS EQUATIONS FOR UNIFORMLY ACCELERATED MOTION

6. Displacement above the origin of motion is positive; below, is negative.

 Case 2: Object thrown downward

 Case 3: Object thrown upward

GRAPHICAL ANALYSIS OF MOTION

TOPIC: MOTION IN TWO-DIMENSIONS – Projectile Motion and Circular Motion

When is a trajectory a parabola?

Independent Motion In X and Y

Let’s analyze the figure above.

The height of the projectile at any time t is given by the equation:

Quantities Equations Standard Units