Ste Adv Phys q1 Las 1 9

ADVANCED PHYSICS
Quarter 1
Name of Learner: _________________________________ Grade Level: __10____
Section:_________________________________________ Date: ______________
LEARNING ACTIVITY SHEET

SCALARS AND VECTORS
Background Information
Physics is the branch of science that deals with the interaction between matter and
energy. The applications of physics principles paved the way for the development of the
society, country and the world as a whole.
Moreover, physics is a mathematical science. Physicists made use of science to come
up with more accurate and reliable physics concepts and principles. As you go through, you
will be dealing with the different physical quantities which will help you understand the
concepts and principles of physics.
In physics, physical quantities are a characteristic or property of an object that can be
measured or calculated from other measurements. These physical quantities can be classified
as scalar quantities or vector quantities. This activity sheet will help you differentiate scalars
from vectors. However, it will show you that the vectors do not really add up like ordinary
scalar numbers and that the way to deal with vector quantities is using vector algebra.
Learning Competencies
At the end of this journey, you should be able to:
1. differentiate scalar from vector quantities; (S10APhM-Ia-1)
2. represent vector quantities using a graph; (S10APhM-Ia-2)
3. define resultant vector; (S10APhM-Ia-3)
4. determine the resultant vector using graphical and analytical method; (S10APhM-
Ib-4) and
5. find the components of a resultant vector. (S10APhM-Ib-5)
Pre – assessment:
Directions: Read the following questions and write the letter of your choice
_____ 1. Scalar quantities are completely described by their ____________.

A. unit B. area C. direction D. magnitude
_____ 2. A quantity described by both magnitude and direction are called ________.
A. scalar B. vector C. unit D. all of above
_____ 3. Mass, length, speed, work, time and energy are examples of
A. velocity B. scalar C. vector D. displacement
_____ 4. Which of the following is an example of a vector quantity?
A. mass B. temperature C. velocity D. volume
_____ 5. The following measurements are scalar quantities except ___________.
A. 5,000 kg B. 120 km/h SE C. 120 m2 D. 45 hours
Note: Practice Personal Hygiene protocols at all times.
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_____ 6. At what angle between two vectors will the magnitude of the resultant of the two
vectors be minimum?
A. 0o B. 45o C. 90o D. 180o
_____ 7. Which of the following pairs of displacements will give a resultant of magnitude 2m?
A. 4m E & 2m E B. 4m E & 4m W C. 4m E & 2m N D. 4m E & 2m W
_____ 8. What is the component along the y – axis of a 5 N force exerted towards East?
A. -5 N B. 0 C. 5 N D. 10 N
_____ 9. What is the component along the x – axis of 3 cm 40o Northeast?
A. 1.92 cm B. 2.31 cm C. 3 cm D. 4.31 cm
_____ 10. What is the component along the y - axis of 3 cm 40o Northeast?
A. 1.92 cm B. 2.31 cm C. 3 cm D. 4.31 cm
I. What are Scalars and Vectors?
Physical quantities can be classified either scalar quantity or vector quantity. Shown
below is a table comparing scalar and vector quantities with their corresponding units.
SCALAR QUANTITIES
Quantity Unit Unit Symbol Example
distance meter m 60 meters
speed meter/ second m/s 30 m/s
time second or hour s or hr 2s
mass Kilogram Kg 50 kg
current Ampere A 15 A
A scalar quantity is a quantity that is described by a magnitude (a number and a unit

of measure). One characteristic of scalar quantities is that they add up or subtract like ordinary
numbers. For example, the quantity distance, d1= 6m and another one, d2= 4m. The sum of
these two distances is 10m. The scalar quantity, distance, has a magnitude of 10 and has the
unit meters represented by m.
VECTOR QUANTITIES
Quantity Unit Unit Symbol Example
displacement meter (m) m 60 m South
velocity meter/second (m/s) m/s 30 m/s South
acceleration meter/second2(m/s2) m/s2 10 m/s2 downward
weight Newton N 500 N downward
force Newton N 110 N right
A vector quantity is a quantity that is completely described by both magnitude and

direction. Vector quantities are important in the study of physics. If scalar quantities follow
ordinary arithmetic rules, vector quantities do not. This is one important characteristic of
vectors.

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Activity 1: Scalar or Vector Quantity?
Directions: Identify the given measurements as scalar or vector. Write your answers before
each number.
1. 100 m2 6. 15 m/s
2. 120 km/h East of Batanes 7. 410 kg m/s West
3. 3000 K 8. 38oC
4. 1 g/cm3 9. 60 A
5. 250 Newtons downward 10. 500 m 54o NE
II. How to represent Vector quantities?

A vector quantity is represented by an arrow ( ). The
length of the arrow is proportional to the magnitude of the vector
as shown in figure 1. The tail indicates the starting point of the Figure 1: An arrow representing a vector
vector while the arrowhead shows the direction. As shown in
figure 2, a displacement vector of 20 m 30oNW was represented
by the graph, the magnitude is 20 m and the direction is 30o
Northwest (West of North) using the scale 1cm = 4m. SCALE: 1 cm=4m
To be more specific in representing vectors, it is important

to use the Cartesian coordinate plane starting from the origin(O).
On the x – axis are the East and West directions and, on the y, –
axis are the North and South directions.
Activity 2: Scale Me! Figure 2: Graphed Vector
Directions: Draw the following vectors using your ruler and protractor.
Use 1 whole sheet of paper or graphing paper.
A. Given the SCALE: 1 cm = 5 m, represent the following vectors
1. 50 m Eastward
2. 35 m Northward
3. 60 m Northeast
B. Given the SCALE: 1 cm = 10 km, represent the following vectors
1. 35 km Southward
2. 50 km, 60o NW
3. 100 km, 30o NW
III. How to Add Vectors?

Unlike scalar quantities, adding two or more vectors is quite different. The process of
combining or adding two or more vectors to give a single vector is called composition of
vectors or simply vector addition. The vector sum of two or more vectors is called resultant.
There are different ways of vector addition: the graphical method and the analytical
method.
a) Graphical Method – The graphical method of adding vectors involves drawing vectors
on a Cartesian plane and adding them using the tail – head method. This method makes
use of a ruler and a protractor and requires some knowledge of scaling. The ruler measures

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the magnitude and the protractor measures the direction. In using the tail – head method,
you may follow the following steps:
Let us consider this example.

A person walks 9 units east and 5 units north. What is the person’s resultant vector?
Step 1. Draw an arrow on a Cartesian

coordinate plane to represent the
first vector using a ruler and
protractor.
Figure 5: Illustration of Resultant vector
Step 5. To get the magnitude of the

resultant, measure its length with
Figure 3: Graph of vector 1
a ruler.
Step 2. Now draw an arrow to represent the
second vector. Place the tail of the
second vector at the head of the first
vector.
Figure 6: Measurement of the magnitude

of Resultant Vector
Step 6. To get the direction of the
resultant, measure the angle it
Figure 4: Graph of vector 1 and 2 makes with the reference frame
Step 3. If there are more than two vectors, using a protractor.
continue this process for each
vector to be added. Note that in our
example, we have only two vectors,
so we have finished placing arrows
tip to tail.
Step 4. Draw an arrow from the tail of the
first vector to the head of the last
vector, as shown in Figure 5. This is
the resultant, or the sum, of the
other vectors.
Figure 7: Measurement of the direction of Resultant Vector

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In this example, the magnitude R of the vector is 10.3 units, and the
direction θ is 29.1o north of east. So, the resultant vector(R) is 10.3 units, 29.1o NE.
It’s your turn. Follow the steps of adding vectors using graphical method.
Activity 3: Addition of Vectors by Graphing

Directions: Graph the following vectors in a separate sheet of paper and get their resultant.
(scale 1cm = 100m)
1. Bob walks 300m East, stops to rest and continues 400m East. What is Bob’s resultant
displacement?
2. Kate walks 500m East and then turns North and walks 300m.
3. Jiro walks 600m East, then turs 400m North and finally walks 300m West.
b) Analytical Method – this makes use of mathematical method in getting the resultant vectors
specifically the Pythagorean theorem and the trigonometric functions. To get the resultant
of two or more vectors, the component method can be used. Here are the steps to follow.
Step 1. Draw each vector component in the Cartesian plane

Step 2. Find the x and y components of each vector
Step 3. Find the sum of the x - components. The symbol Σ means summation.
Step 4. Find the sum of the y – components.
Step 5. Use the sum of the x – components and the sum of the y – components to find the
resultant. You may use the Pythagorean theorem to solve for the magnitude and the
trigonometric functions to solve for the direction.
Trigonometric Functions
Let’s take a look for this example.

N
Example 1:
A young girl is biking in a pavement. She bikes 60 m
d1
East then heads 50m North. What is the resultant
displacement of the girl? W E
S d2
Figure 8: Graph of vectors 1 and 2
Following the steps, we can draw and identify the vector
components.
Given: d1 = 60m E
Vector dx dy
d2 = 50 m N
where: d1 = first displacement d1= 60m E 60 m 0
d2 =second displacement d2 = 50m N 0 50 m
Σdx = 60m Σdy = 50m

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Find: a. magnitude of the resultant vector(dR)
A. direction of the resultant vector(θ)
Now, you can use the Pythagorean theorem to solve for the magnitude and trigonometric
function tan θ to solve for the direction.
Therefore, the resultant displacement is 78.10 m 39.69o NE.
Example 2:
An ant crawls on a table top. It moves 2cm
East, turns 3 cm 40o Northeast and finally
moves 2.5 cm North. What is the ant’s total
displacement?
Given: d1 = 2 cm E
d2 = 3 cm 40o NE
d3 = 2.5 cm N Figure 9: Graph of vectors 1,2 and 3
Find: Ant’s total displacement or resultant vector(dR)
For this case, there are three vectors given and it is necessary to get the x and y
component of d2 = 3 cm 40o NE.
We can use the table below to show the components of the vector.
Vector dx dy
d1 = 2 cm E 2 cm 0
d2 = 3 cm 40o NE 2.31 cm 1.92 cm
d3 = 2.5 cm N 0 2.50 cm
Σdx = 4.31 cm Σdy = 4.42 cm

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Therefore, the resultant displacement is 6.17 cm 45.85oNE.
It’s your turn!
Activity 4: Finding the Resultant

Direction: Solve the following worded problems on a separate sheet of paper.
1. Vicky walks 8 km East, then 5 km South and finally 6 km West. Find her resultant
displacement.
2. Find the resultant of the following vectors: 10 cm North; 25 cm 30 o North of East; 30 cm

60o North of West
Learning vector addition is very important in understanding physics concepts. The
mathematical approach of adding vectors will allow you to clarify concepts on forces,
motion, engineering, etc. As we go through with the subject, you will learn to appreciate
more the importance of vectors in learning physics and appreciate physics as part of our
daily life.
It’s now time to check your learning from this module. Complete these statements:
Personal Reflection:
I believe that I know
_______________________________________________________________
First, I believe that
_______________________________________________________________
Second, I believe (infer) that
_______________________________________________________________
Finally, I believe that
_______________________________________________________________

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Post - Assessment
Directions: Read each item carefully and write the letter of your choice in a separate sheet of
paper.
_____ 1. Which of the following characterizes a scalar quantity?
A. Unit B. magnitude C. direction D. area
_____ 2. A child walks 5 meters to the right, stops for a while then continues walking 18 meters
to the right. What is the child’s resultant vector?
A. 5 meters, right B. 13 meters, right
C. 18 meters, right D. 23 meters, right
_____ 3. Which of the following is not an example of a vector quantity?
A. Temperature B. Velocity C. Volume D. Mass
_____ 4. How do you call the sum of two or more vectors?
A. vector sum B. vector addition
C. resultant D. component vectors
_____ 5. The following measurements are scalar quantities except ___________.
A. 5000 Newton B. 120 km/h C. 50 D. 70 kg
_____ 6. Which of the following would give the most accurate resultant vector?
A. tail – head method B. graphical method
C. component method D. analytic method
_____ 7. Which of the following pairs of displacements will give a resultant of magnitude 1m?
A. 4m E and 3m E C. 5m E and 4m W
B. 4m S and 2m S D. 4m S and 3m N
_____ 8. What is the component along the y – axis of a 30 N force exerted towards East?
A. -30 N B. 0 C. 30 N D. 60 N
_____ 9. What is the component along the x – axis of 35 cm 60o Northeast?
A. 1.75 cm B. 17.5 cm C. 30.31 cm D. 95 cm
_____ 10. What is the component along the y - axis of 35 cm 60o Northeast?
A. 95 cm B. 35 cm C. 30.31 cm D. 17.5 cm
II. True or False: Write True if the statement is correct and False if otherwise.
________ 1. Vectors have magnitude and direction while scalars have magnitude only.
________ 2. The arrowhead indicates the starting point of the vector while the tail shows the
direction.
________ 3. Scaling is an important aspect in representing vectors.
________ 4. The Pythagorean theorem can be used to identify the direction of a vector quantity.
________ 5. Trigonometric functions can be used to solve for the magnitude of a vector.
________ 6. The length of an arrow represents the magnitude of a vector quantity
________ 7. The quantity 20 m/s north is a speed and as such is a scalar quantity.
________ 8. A vector along the x – axis has a zero y – component.
________ 9. A vector drawn diagonally on a cartesian plane has an x and y component.
________ 10. In graphing vectors, the second vector is always connected to the arrowhead of
the first vector.
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REFERENCES
Crisostomo, R. and Padua, A. (2003). Practical and Explorational Physics modular approach.
Vibal Publishing House Inc.
https://courses.lumenlearning.com/boundless-thephysics/chapter/vectors
https://www.physicsclassroom.com/class/1DKin/Lesson-1/Scalars-and-Vectors
Navaza, D.C., & Valdez, B.J.(2010). You and The Natural World Physics. Phoenix Publishing
House.
Scalars and vectors. Accessed last September 7, 2021.
Vector addition and subtraction. Accessed last September 7, 2021.
https://pressbooks.bccampus.ca/collegephysics/chapter/vector-addition-and-
subtraction-graphical-methods/
Vectors. Accessed last September 7, 2021.
ANSWER KEY
Pre - assessment Activity 1: Scalar or Vector Activity 2: Scale Me Activity 3: Adding Vectors
1. D 1. scalar Student’s Answers Student’s Answers may vary
2. B 2. vector may vary
3. B 3. scalar
4. C 4. scalar
5. B 5.
6. B 6. Activity 4: Adding Vectors
7. D 7. by component method
8. B 8. 1. 5.39 km 68.2o South of
9. B 9. East
10. A 10. 2. 49.07 cm
82.09oNorth of East
Viannie May B. Collado

Teacher III
Nueva Vizcaya General Comprehensive HS

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ADVANCED PHYSICS
Quarter 1
Name of Learner: ________________________________ Grade Level: _______
Section: ________________________________________ Date: _____________

UNIFORMLY ACCELERATED MOTION
Background Information to Learners

Uniformly accelerated motion is a motion under constant acceleration. Since the
acceleration is constant, the velocity of an object moving under uniform acceleration changes
by the same amount each second.
A body released near the surface of the earth is pulled downward by force of gravity.
The acceleration due to the force of gravity is termed as acceleration due to gravity. The value
of this acceleration is the same for all bodies released at the same location. The acceleration
due to gravity near the surface of the Earth is denoted by g or ag and has a numerical value of
9.8 m/s2.
Since we are dealing with uniform

acceleration, the four kinematic equations can
be applied. If the motion does not presume
uniformly accelerated motion, then these do not
hold true.
©Tutorvista.org
Learning Competencies:
1. derive the four kinematic equations algebraically; (S10APhM-Ic-6)
2. apply the four kinematic equations on situations involving uniformly accelerated
motion (S10APhM-Ic-7); and
3. interpret graphs of uniformly accelerated motion. (S10APhM-Ic-8)

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Activity 1. Formula Derivation
Directions: Using your knowledge on speed, velocity and acceleration, derive the four
kinematic equations listed above. Hint: Since we deal with uniformly accelerated
motion, use average speed to start.
Let us take a look at a sample problem before proceeding to the next activity.
Sample Problem: A motorcyclist heading east through a small town accelerates at a constant
4.0 m/s2 after he leaves the city limits moving east at 15 m/s. (a) Find his position and velocity
at t = 2.0 s. (b) Where is he when his velocity is 25 m/s.
Solution a.
Solution b.
d = vit + ½ (at2)
vf2 = vi2 + 2ad, finding for d,
d = (15 m/s)(2s) + ½ (4m/s2)(2s)2
v 2 − vi2
d = 38 m d= f
2a
(25 𝑚/𝑠)2 − (15 𝑚/𝑠)2
vf = vi + at d=
vf = 15 m/s + (4 m/s2)(2 s) 2(4 m/s 2 )
vf = 23 m/s d = 50 m
Activity 2. Let’s Test Your Knowledge. Choose the best answer and write your answer on
the space provided.
____ 1. It is the total length of path covered when travelling from one position to another.
A. distance B. displacement C. speed D. velocity
____ 2. The fastness or the slowness of the motion of an object is called _________.
A. distance B. displacement C. speed D. velocity
____ 3. A person travels 120 km from Ibung, Villaverde to a certain place for 3 hours. What is
his speed?
A. 0.025km/h B. 40km/h C. 25km/h D. 4 km/h
____ 4. What is the difference between speed and velocity?
A. none B. cannot be determined C. magnitude D. direction
____ 5. A person travels 50 m north and 120 m west. What is his displacement?
A. 170 m, NW B 16,900 m, NW C. 130 m, NW D. 13.04 m, NW

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____ 6. What is the definite direction of the person after travelling to the different distances
above?
A. 22.620 B. 57.160 C. 67.380 D. 89.190
____ 7. When you look at the speedometer in a moving car, you can see the car’s ______.
A. average speed C. instantaneous speed
B. average acceleration D. instantaneous acceleration
____ 8. CJ travelled for 3 hours with a speed of 20 km/h. What is his covered distance?
A. 7 km B. 60 km C. 15 km D. 23 km
____ 9. Having the same speed, how many hours will CJ travel 180 km distance?
A. 3 h B. 6 h C. 9 h D. 12 h
____10. A ball is thrown straight up. At the top of its path its acceleration is ______?
A. 0 m/s2 B. about 5 m/s2 C. about 9.8 m/s2 D. about 20 m/s2
Activity 3. Let’s Do the Match. Match the appropriate graphs to the following scenarios on
the table.
Situation Position Velocity Acceleration

1 A car moves to the right (away from the origin) at
a constant speed
2 A car moves to the left (away from the origin) at
a constant speed
3 A car reverses direction.
4 A car moves to the right and speeds up.
5 A car moves to the left and speeds up.
6 A car moves to the right and slows down.
© https://s3mn.mnimgs.com/img/shared/content_ck_images/ck_5b954f9877eb5.png

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Activity 4: My Virtual Vacation Tour. Imagine that you had a vacation before the pandemic
and the graph looks like below. Rewrite the story of your vacation highlighting the
type of motion that happened in every section of the graph.
Title of Story: ___________________________

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Activity 5. Problem Solving on Uniformly Accelerated Motion

1. From rest, a car accelerated at 8 m/s2 for 10 seconds.
a) What is the position of the car at the end of the 10 seconds?
b) What is the velocity of the car at the end of the 10 seconds?
2. With an initial velocity of 20 km/h, a car accelerated at 8 m/s 2 for 10 seconds.

a) What is the position of the car at the end of the 10 seconds?
b) What is the velocity of the car at the end of the 10 seconds?
3. A train brakes from 40 m/s to a stop over a distance of 100 m.

a) What is the acceleration of the train?
b) How much time does it take the train to stop?
4. A boy on a bicycle increases his velocity from 5 m/s to 20 m/s in 10 seconds. a) What
is the acceleration of the bicycle? b) What distance was covered by the bicycle during
the 10 seconds?
5. What is the smallest distance, in meters, needed for an airplane touching the runway
with a velocity of 360 km/h and an acceleration of -10 m/s2 to come to rest?
Reflection
I have learned that
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________
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References
Acceleration. Accessed last September 7, 2021.
https://www.physicsclassroom.com/Class/1DKin/U1L1e.cfm
Derivation of Kinematic Equations. Accessed last September 7, 2021.
https://www.muncysd.org/site/handlers/filedownload.ashx?moduleinstanceid=2437&
dataid=4035&FileName=Kinematic%20Eqns.pdfs
Kinematic Equations and Free Fall. Accessed September 7, 2021.
http://www.physicsclassroom.com/class/1DKin/Lesson-6/Kinematic-Equations-and-
Free-Fall
Uniform Accelerated Motion. Accessed September 7, 2021.
http://dallaswinwin.com/Motion_in_One_Dimension/uniform_accelerated_motion.ht
m
Uniformly Accelerated Motion. Accessed Last September 7, 2021.
http://ibphysicsstuff.wikidot.com/uniformaccmotion
Urone, Paul Peter and Roger Hinrichs (2015). College Physics. Rice University
Young, Hugh D. and Roger A. Freedman (2014). Sears and Zemansky’s University Physics
with Modern Physics. Pearson Education Limited.
Answer Key
Activity 1 Activity 2 Activity 3 Activity 5
Answers may vary: 1. A 1. P-A, V-G, A- 1. a. 400 m
2. C A b. 80 m/s
3. B 2. P-E, V-D, A- 2. a. 456 m
4. D A b. 85.6 m/s
5. C 3. P-E, V-D, A- 3. a. -8 m/s2
6. A A b. 5 s
7. C 4. P-C, V-F, A-C 4. a. 1.5 m/s2
8. B 5. P-F, V-B, A-B b. 125 m
9. C 6. P-B, V-E, A-C 5. a. 100 m/s
10. C b. 500 m
Activity 4 – Answers
may vary
IAN DARYL M. MARTIN

Teacher III, Bintawan National High School
Writer

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ADVANCED PHYSICS
Quarter 1
Name of Learner: _________________________________ Grade Level: __10____
Section: ________________________________________ Date: ______________

MOTION OF FALLING OBJECTS

Our province, Nueva Vizcaya, has been known for its natural vibrance especially the
presence of mountains where waterfalls are homed. The presence of water falls made
municipalities of Nueva Vizcaya more popular to Novo Vizcayanos as well as to the different
tourists outside the province. These waterfalls include Amococan falls, Casat falls, Lintungan
falls, Dumliing falls, Edralin falls and many others.
Have you visited one of these falls? How do you describe them? The water in a
waterfall exhibits a free fall motion and this is what this activity sheet is all about.
This module focuses on the basic concepts of free fall. It discusses the motion of falling
bodies and the factors that may affect it.
1. describe the motion of falling objects (S10APhM-Id-9);
2. determine the factors that affect the object’s rate of fall (S10APhM-Id-10); and
3. solve problems on uniformly accelerated motion due to gravity (S10APhM-Id-11)
Pre – assessment:
A. Directions: Read the following questions and write the letter of your choice.
_____ 1. If a freely falling object were somehow equipped with a speedometer, by how much
would its speed reading would increase each second?
A. about 5 m/s B. about 10 m/s C. about 15 m/s D. a variable amount
_____ 2. A ball is thrown vertically upward. What is its velocity at the top of its path?
A. 0 B. 5 m/s C. 9.8 m/s D. 9.8 m/s2
_____ 3. A ball is thrown vertically upward. What is its acceleration at its maximum height?
A. 0 B. 5 m/s C. 9.8 m/s D. 9.8 m/s2
_____ 4. A ball is thrown vertically upward. What is its acceleration after about 1 second?
A. 0 B. 5 m/s C. 9.8 m/s D. 9.8 m/s2
_____ 5. A ball is thrown vertically upward, with an initial velocity of 50 m/s and caught back
at the same level as when it was thrown. What is the velocity of the ball at that point?
A. 50 m/s B. 50 m/s, downward C. 9.8 m/s D. 9.8 m/s2

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B. True or False: Write true if the statement is correct and false if otherwise.
_________ 1. The only force acting on free falling objects is gravity.
_________ 2. All objects fall at the same rate in the presence of air resistance.
_________ 3. Falling objects increase in speed as they fall.
_________ 4. An object thrown upward decreases in speed as it goes higher.
_________ 5. When thrown upward, the velocity of the ball at the top of its path is less than
zero.
I. What is Free fall?

Do heavy bodies fall at faster rate than the lighter ones? Or do
they fall at the same rate?
Consider figure 1. As demonstrated by the coin and the feather
inside an evacuated tube (no air), the coin and the feather fall at the
same rate. In the presence of air, the coin falls faster than the feather as
shown in figure 1.b. the difference is due to air resistance having
greater effect on light bodies than on heavier bodies. Figure 1: falling objects inside an air
– filled tub and an evacuated tube
Galileo Galilei was the first to make an analysis on the motion of freely falling objects.
He dropped a heavy object and a light object at the same time from the overhanging ledge of
the tower of Pisa. He observed that these two objects hit the ground at the same time.
Based on his experimentations, Galileo concluded that all objects on earth in the absence
of air resistance would fall with the same constant acceleration due to gravity (g). This one –
dimensional motion along the vertical and is only influenced by the pull of earth’s gravitational
pull is called free fall. When an object is dropped, the object starts from rest and gains speed
as it falls. Historical measurements showed that this constant acceleration due to gravity is
equal to 9.8 m/s2. This acceleration is represented by the symbol g and is directed downward.
Assuming no air resistance, all problems involving motion of falling objects can be
solved by using the equations for accelerated motion.
The displacement of falling objects in a given period of time is computed by the equation:
or
The final velocity of falling objects can be calculated by the equations:
or
Where: a = g = 9.8 m/s2, downward in earth.

vi= initial velocity
d = displacement
t = time
h = height

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Let’s try to use these equations with these examples.
Sample Problem 1.
A stone is dropped from the top of a building and falls freely from rest. What is
its position (height) and its velocity after 1.0s, 2.0s, and 3.0s?
To find for the position(height), we will c. Find h after 3.0s

use: h = 0(3.0s) – (9.8 m/s2)(3.0s)2
2
h = 0 – 88.2 m
Know that initial velocity (vi) = 0 2
a. Find h after 1.0s h = - 44.1 m or 44.1 m downward
h = 0(1.0s) – (9.8 m/s2)(1.0s)2 To find for velocity (vf), we will use:

2
h = 0 – 9.8 m
2 a. Find vf after 1.0s
h = - 4.9 m vf = 0 – (9.8 m/s2)(1.0s)
(negative sign denotes downward direction) vf = - 9.8 m/s
b. Find h after 2.0s b. Find vf after 2.0s

h = 0(2.0s) – (9.8 m/s2)(2.0s)2 vf = 0 – (9.8 m/s2)(2.0s)
2 vf = - 19.6 m/s
h = 0 – 39.2 m c. Find vf after 3.0s
2 vf = 0 – (9.8 m/s2)(.0s)
h = - 19.6 m or 19.6 m downward vf = - 29.4 m/s
Sample Problem 2.
A boy threw a ball upward with an initial velocity of 20 m/s and was able to catch it
before it reached the ground on its return.
a. What was the ball’s velocity after 1s?
b. What was the ball’s velocity after 2s?
c. What was its displacement after 1s?
d. How long did it take the ball to reach its maximum height?
e. How far was the maximum height from the starting point?
Given: vi = 20 m/s
Find:
a. v after 1s
b. v after 5s
c. d after 1s
d. t from origin to maximum height
e. d from origin to maximum height

17 | P a g e
Solutions:
a. v after 1s d. t from origin to maximum height

use: Note: An object thrown upward will
reach a certain point (maximum
vf = 20 m/s – (9.8 m/s2)(1.0s) height) where it will momentarily
vf = 20 m/s - 9.8 m/s stop and then start to move
vf = 10.2 m/s downward. At this point, vf = 0.
b. v after 2s Use:
use:
Manipulating the equation,
vf = 20 m/s – (9.8 m/s )(2.0s)
2
vf = 20 m/s – 19.6 m/s

vf = 0.4 m/s
t = 20 m/s – 0
c. d after 1s 9.8 m/s2
use: t = 2.04 s
d = 20m/s(1.0s) – (9.8 m/s2)(1.0s)2 e. d from origin to maximum height

2 use:
d = 20m – 4.9 m
d = 15.1 m d = 20m/s (2.04 s) – (9.8 m/s2)(2.04s)2
(positive sign denotes that the object is 2
moving upward) d = 40.8 m – 20.40 m
d = 20.4 m
It’s your turn!
Activity 1: Problem Solving

Directions: Show your complete solutions for the following worded problems.
1. A flower pot falls a window of a three-storey apartment. How far has it fallen after 2
seconds? What is the pot’s velocity after 1 s of fall? after 2 seconds of fall?
2. A brick falls freely from a high scaffold and hits the ground after 3.5 seconds. How
high is the scaffold? What is the velocity of the brick just before hitting the ground?
3. Alice thrown a ball upwards vertically from the roof of a building. The ball leaves her
hand at a point level with the roof railing with an upward speed of 15 m/s. On its way
back down, it just misses the railing. Find (a) the ball’s position and velocity 1.0 s and
4.0 s after leaving her hand; (b) the ball’s velocity when it is 5.0 m above the railing;
(c) the maximum height reached.

18 | P a g e
Activity 2: Tell Me!
Directions: Give what is asked in each item based on the situation. Write your answer on your
answer sheet.
A ball is thrown vertically upward.
____________ a. What is the acceleration of the ball after 1 s?
____________ b. What is the acceleration of the ball at its maximum height?
____________ c. What is the velocity of the ball at the top of its path?
____________ d. If the ball is thrown with an initial velocity of 50 m/s, what is the final
velocity of the ball at a point at the same level as when it was thrown?
____________ e. What force was exerted on the ball 1 second after it was thrown?
____________ f. What exerts this force?
____________ g. What is the acceleration of the ball 10 seconds after being thrown up?
____________ h. If the ball took 5 s to reach its maximum height, how long will the ball
go back to where it was initially launched?
____________ i. What is the acceleration of the ball at the top of its path?
____________ j. What is the speed of the ball at the top of its path?
It’s now time to check your learning from this module. Complete the statement.
Conclusion/ Reflection:
After studying this module, I learned that

________________________________________________________________________
________________________________________________________________________
___________________________________________________
Post – assessment:
A. Directions: Read the following questions and write the letter of your choice.
____ 1. Free fall is an example of ______________.
A. constant motion B. Uniform Motion C. Uniformly Accelerated Motion
____ 2. Ignoring air resistance, an object falling towards the surface of the earth has a velocity
that is ______.
A. constant B. increasing C. decreasing D. instantaneous
____ 3. Suppose an object is in free fall. Each second the object falls ___________.
A. The same distance as in the second before.
B. A larger distance than in the second before.
C. With the same instantaneous speed.
D. With the same average speed
____ 4. A ball is tossed straight up with an initial velocity of 5.0 m/s. What is the speed of the
ball at its maximum height?
A. 0.0m/s B. 5.0 m/s C. 9.8 m/s D. 14.8 m/s
____ 5. Does the acceleration due to gravity have the same sign on the way up as on the way
down?
A. Yes B. No C. Maybe D. Not enough information

19 | P a g e
B. Directions: Answer the following questions based on the situation given.
A volleyball is tossed upward.

1. Describe its velocity while it is in the air.
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
2. Does its acceleration increase, decrease or remain constant while it is in the air? Explain
further.
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
References:
Crisostomo, R. and Padua, A. (2003). Practical and Explorational Physics modular approach.
Vibal Publishing House Inc.
Kinematics. Accessed last September 12, 2021.
https://plusphysics.files.wordpress.com/2017/08/stone-and-feather-fall-
min.jpg?w=339&h=374
Martin, R.C. and Santos, S.P. (2012). Science Impact Physics revised edition. Academe
Publishing House Inc.
ANSWER KEY
Pre - assessment Activity 1: PROBLEM Activity 2: Tell Me! Post - assessment
SOLVING
1. B Students show complete a. 9.8m/s2 A. 1. C
2. A solutions to the problem b. 9.8m/s2 2. B
3. D c. 0 3. B
4. D d. 50 m/s downward 4. A
5. B e. Gravitational pull 5. B
1. TRUE f. Earth B.
2. FALSE g. 9.8m/s2 Students’ answers may
3. TRUE h. 5s vary
4. TRUE i. 9.8m/s2
5. FALSE j. 0
Viannie May B. Collado

Teacher III
Nueva Vizcaya General Comprehensive HS

20 | P a g e
ADVANCED PHYSICS
Quarter 1
Name of Learner: ________________________________ Grade Level: _______
Section: ________________________________________ Date: _____________

PROJECTILE MOTION
Have you ever watched a basketball player shoot a ball? Or a volleyball player tossing
the ball over the net? How would you describe the path that the ball has travelled? The ball
takes a curved path from the hands of the player towards the ring, or over the net, as in the case
of volleyball. The path of the ball forms an arch, where the ball follows a semicircle or a bowed
path. This motion is called projectile motion.
1. Apply kinematics equations to two-dimensional motion such as projectile motion
(S10APhM-Id-12);
2. Differentiate the horizontal a vertical component of a projectile (S10APhM-Id-13);
3. Distinguish the different types of projections (S10APhM-Ie-14); and
4. Use kinematics equations to solve problems involving projectile motion (S10APhM-
Ie-15).
Directions/Instructions:
Hello, Learner! In your previous activities you have already familiarized yourself with
the kinematics equations and its use with uniformly accelerated motion, specifically freefall.
This time you will explore the application of kinematics equations for two-dimensional motion
such as projectile motion.
Activity 1: Check your knowledge!
Directions: The following are concepts on kinematics equations and uniformly accelerated
motion. Check the thumbs up column if the statement is correct and the thumbs down column
if it is incorrect.
Statement
1. Freefall is an example of uniformly accelerated motion

2. Freefall is motion with changing velocity
3. For uniformly accelerated motion, the acceleration is equal to zero
4. The velocity of freefalling objects is always increasing
5. Freefall motion is only vertical motion

21 | P a g e
Projectile motion is the motion of an object thrown or projected into
the air, subject to only the acceleration caused by gravity. The object is
called a projectile, and its path is called its trajectory. A projectile may be
projected horizontally or at an angle from the horizontal. The maximum
horizontal displacement of a projectile is called its range while the
maximum vertical displacement is called the h-max.
When an object is projected into the air
with an initial force, be it horizontally or
at an angle with the horizontal, it travels
a curved path towards the ground. In
this motion, the object is only acted upon by the force of
gravity. As it travels through its trajectory, it covers a
horizontal distance and at the same time it also covers a
vertical distance, hence, the projectile motion is composed
of vertical motion and horizontal motion.
Separating these two components, the vertical motion is
governed by the force of gravity while the horizontal
motion is governed by Newton’s law of inertia. In vertical
motion, the object accelerates due to the force of gravity
2
giving it a constant rate of 9.8m/s . This means that as the projectile moves upward, its velocity
decreases by 9.8 meters per second every second and as it moves downward, its velocity
increases by 9.8 meters per second every second. In horizontal motion, the object moves at a
constant speed in the absence of an external force following the law of inertia. That means
that the acceleration for the horizontal component is zero.
Activity 2: Puzzle me this!
Directions: Complete the crossword puzzle below.
Across
2. path of a projectile
3. change in upward velocity
5. maximum height
7. change in downward velocity
8. maximum horizontal distance
9. law governing horizontal component
10. force affecting vertical component
Down
1. ___ due to gravity, 9.8m/s2
4. component with zero acceleration
6. velocity at the tipping point

22 | P a g e
Describing the motion of projectiles requires its
resolution into its vertical and horizontal
components. To do this, we must recall the
kinematics equations and its sign conventions:
• 𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡
• 𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎𝑑
1
• 𝑑 = 𝑣𝑖 𝑡 + 2 𝑎𝑡 2
The table below shows the kinematics equations for

the vertical and horizontal components of projectile
motion.
Vertical component Horizontal component
• 𝑎 = 𝑔 = −9.8𝑚/𝑠 2 • 𝑎=0
• 𝑣𝑓𝑦 = 𝑣𝑖𝑦 + 𝑎𝑡 • 𝑣𝑓𝑥 = 𝑣𝑖𝑥 + 𝑎𝑡 𝑣𝑓𝑥 = 𝑣𝑖𝑥
• 𝑣𝑓𝑦 2 = 𝑣𝑖𝑦 2 + 2𝑎𝑑𝑦 • 𝑣𝑓𝑥 2 = 𝑣𝑖𝑥 2 + 2𝑎𝑑𝑥 𝑣𝑓𝑥 2 = 𝑣𝑖𝑥 2
1 1
• 𝑑𝑦 = 𝑣𝑖𝑦 𝑡 + 2 𝑎𝑡 2 (h-max) • 𝑑𝑥 = 𝑣𝑖𝑥 𝑡 + 2 𝑎𝑡 2 𝑑𝑥 = 𝑣𝑖𝑥 𝑡 (range)
Horizontal projections
Sample Problem 1.
A ball is thrown horizontally from a building 60.0m high with a speed of 25.0m/s. Find
the (a)vertical and horizontal components of the ball’s initial velocity, (b) time of flight,
(c)distance from the foot of the building where the ball will strike the ground, and (d)velocity
when the ball will strike the ground)
Given: 𝑑𝑦 = 60.0𝑚 𝑣𝑖 = 25.0𝑚/𝑠
Solution:
(a) x- and y- components of 𝑣𝑖 :
Since the ball is horizontally thrown: 𝑣𝑖𝑥 = 25.0𝑚/𝑠 𝑣𝑖𝑦 = 0
(b) First, solve for 𝑣𝑓𝑦 using 𝑣𝑓𝑦 2 = 𝑣𝑖𝑦 2 + 2𝑎𝑑𝑦 , since 𝑣𝑖𝑦 = 0:
𝑣𝑓𝑦 = √2𝑎𝑑𝑦 = √2(−9.8𝑚/𝑠 2 )(−60.0𝑚) = −34.29𝑚/𝑠
To get 𝑡: 𝑣𝑓𝑦 = 𝑣𝑖𝑦 + 𝑎𝑡

𝑣𝑓𝑦 − 𝑣𝑖𝑦 −34.29𝑚/𝑠
𝑡= = = 𝟑. 𝟓𝟎𝒔
𝑎 −9.8𝑚/𝑠
(c) Range: 𝑑𝑥 = 𝑣𝑖𝑥 𝑡 = (25𝑚/𝑠)(3.50𝑠) = 𝟖𝟕. 𝟓𝟎𝒎
(d) Get the resultant of the components 𝑣𝑓𝑥 and 𝑣𝑓𝑦 :

23 | P a g e
𝑣𝑓 = √𝑣𝑓𝑥 2 + 𝑣𝑓𝑦 2 = √(25𝑚/𝑠)2 + (−34.29𝑚/𝑠)2 = 𝟒𝟐. 𝟒𝟒𝒎/𝒔
𝑣
𝑓𝑦 −34.29
For the direction: 𝜃 = tan−1 (𝑣 ) = tan−1 ( 25
) = − 𝟓𝟑. 𝟗𝟏°
𝑓𝑥
𝒗𝒇 = 𝟒𝟐. 𝟒𝟒𝒎/𝒔, 𝟓𝟑. 𝟗𝟏° South of East
Practice Problem 1
A ball thrown horizontally from the edge of the top of a building 32m high strikes the ground
22.5 m from the foot of the building. Find the (a) time it takes the ball to reach the ground,
(b) initial velocity of the ball, and (c) velocity just before it reaches the ground.
Given: ___________________________
Solution:
Projectiles launched at an angle

Sample problem2
A ball kicked from ground level at an initial velocity of 60 m/s and an angle θ with ground
reaches a horizontal distance of 200 meters. (a) What is the size of angle θ? (b) What is time
of flight of the ball?
Given: 𝑣𝑖 = 60𝑚/𝑠, 𝜃 𝑑𝑥 = 200𝑚
Solution:
a. The angle of projection:
First, resolve the 𝑣𝑖 into its components, 𝑣𝑖𝑥 = 𝑣𝑖 𝑐𝑜𝑠𝜃 and 𝑣𝑖𝑦 = 𝑣𝑖 𝑠𝑖𝑛𝜃
There are two ways to solve for the time of flight: from 𝑑𝑥 = 𝑣𝑖𝑥 𝑡 and 𝑣𝑓𝑦 = 𝑣𝑖𝑦 + 𝑎𝑡
(if |𝑣𝑓𝑦 | = |𝑣𝑖𝑦 |), we get:
𝑡 = 𝑑𝑥 /𝑣𝑖 cos 𝜃 𝑡 = 2𝑣𝑖 sin 𝜃 /𝑔

Equating the two expressions, 𝑑𝑥 /𝑣𝑖 cos 𝜃 = 2𝑣𝑖 sin 𝜃 /𝑔
1
Which gives, 2𝑣𝑖 sin 𝜃 𝑣𝑖 cos 𝜃 = 𝑑𝑥 𝑔 since cos 𝑥 sin 𝑥 = 2 sin 2𝑥 ; we get
200𝑚 (−9.8𝑚/𝑠)
sin 2𝜃 = 𝑑𝑥 𝑔⁄𝑣𝑖 2 substituting, sin 2𝜃 = (60𝑚/𝑠)2
, we get 𝜽 = 𝟏𝟔. 𝟒𝟗°
b. Time of flight:
Using 𝑡 = 𝑑𝑥 /𝑣𝑖 cos 𝜃 = 200𝑚⁄(60𝑚/𝑠) cos 16.49° = 𝟑. 𝟒𝟖 𝒔

24 | P a g e
Practice Problem 2
A projectile starting from ground hits a target on the ground located at a distance of 1000
meters after 40 seconds.
a) What is the size of the angle θ?
b) At what initial velocity was the projectile launched?
Given:
Solution:
Assessment
Directions: Choose the letter of the correct answer. Write the letter of your answer
before the number.
_____ 1. The path that a projectile takes in its motion is called _________.
A. h – max B. projection C. range D. trajectory
_____ 2. The vertical component of a projectile is due to gravitational force while the
horizontal component is affected by ____________>
A. acceleration B. force applied C. inertia D. interaction
_____ 3. In the horizontal component, the acceleration is ______________.
A. decreasing B. increasing C. equal to 9.8 m/s2 D. zero
_____ 4. A projectile is thrown upward with an initial velocity v i at an angle 𝜃 with the
horizontal. Which of the following is true for the projectile at its maximum height?
A. velocity = 0; acceleration = 0
B. velocity = 0; acceleration = -g
C. velocity = 𝑣𝑖 sin 𝜃 ; acceleration = 0
D. velocity = 𝑣𝑖 cos 𝜃 ; acceleration = -g
_____ 5. A ball was thrown horizontally out of the window from the fourth floor of a building.
It reached the ground 120 m away after 4.6 seconds. What was the initial velocity
of the ball?
A. 0 B. 28.57 m/s C. 41.16 m/s D. 51.42 m/s

25 | P a g e
References
Projectile Motion. Accessed on September 9, 2021.

https://courses.lumenlearning.com/physics/chapter/3-4-projectile-motion/
Projectile Motion with examples. Accessed on September 9, 2021.
https://www.physicstutorials.org/home/mechanics/1d-kinematics/projectile-
motion?start=1
Characteristics of a Projectile’s Trajectory. Accessed on September 9, 2021.
https://www.physicsclassroom.com/class/vectors/Lesson-2/Characteristics-of-a-
Projectile-s-Trajectory
Answer Key
Activity 1
Statement
1. Freefall is an example of uniformly accelerated motion /

2. Freefall is motion with changing velocity /
3. For uniformly accelerated motion, the acceleration is equal to zero /
4. The velocity of freefalling objects is always increasing /
5. Freefall motion is only vertical motion /
Activity 2
Assessment: 1. D 2. C 3. D 4. B 5. B
Kathleen KP. Laguerta

Teacher III
Solano High School

26 | P a g e
ADVANCED PHYSICS
Quarter 1
Name of Learner: _______________________________ Grade Level: ________
Section: _______________________________________ Date: ______________

NEWTON’S LAWS OF MOTION
Background Information for Learners

Motion cannot be possible without the presence of another spectacular quantity known
as force. We can notice how force changes motion and make it beautiful especially in the case
of sports. The flow of movements caused by forces applied by an athlete, for example, creates
awesome scenery at that instant.
Sir Isaac Newton was the scientist who discovered the laws of motion which are the
foundation of dynamics which talks about the forces that affect the motion of objects and
systems. In fact, these laws tell how simple the principles of nature are because of their brevity.
(Well, only to consider the classical mechanics and not the quantum mechanics.)
1. explain the three laws of motion (S10APhM-If-16);
2. apply the three laws of motion on word problems (S10APhM-If-17); and
3. determine life instances that exemplifies the three laws of motion (S10APhM-If-
18).
Activity 1: Sample Applications of The Laws of Motion in Sports

Directions: Give at least three sample situations of which the three laws of motion are
exemplified on sports.
First Law of Motion:
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________
Second Law of Motion:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
Third Law of Motion:
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________

27 | P a g e
The Three Laws of Motion
First Law of Motion: Activity 2: Answer the following questions.
1. The first law of motion is also known as the law of
______________.
2. Newton’s first law states that:
a. An object that is Not Moving or is ________ will
continue to be ________________
b. An object that is in ____________ will stay in
___________ with constant __________
c. Unless acted upon by ____________force.
3. Explain inertia:
_____________________________________
__________________
4. What property of an object resist the change of
motion? _________________________
5. Which of the following has the highest inertia?

A. feather B. 4-inch nail C. tennis ball D. hammer
6. When traveling through a car, what happens to your body when it suddenly stopped?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________
The Second Law of Motion:

Activity 3: Answer the following questions below.
1. The second law of motion is also known as
__________________________.
2. It states that a ___________ applied to an object
causes __________________.
3. The greater the ______________, the higher the
_________________.
4. When the net force is zero, the velocity of the
object is ______________. And the object is
considered to be in ______________.
5. What unit of measurement shall be used on the
following variables?
F =_________ m=__________a =________
Generally, in equation form, the second law is more familiar in the form of:
𝑭𝑛𝑒𝑡 = 𝑚𝒂
The SI unit of force is newton (N) in honor of Sir Isaac Newton.

28 | P a g e
Let us try to solve problems on second law of motion.
Problem 1: A student applies a constant horizontal force with magnitude 20N to a table with
a mass of 40 kg resting on a level floor with negligible friction. What is the
acceleration of the box?
𝑭𝑛𝑒𝑡
𝒂=
𝑚
20 𝑁 20 𝑘𝑔 𝑚/𝑠 2
𝒂= = = 𝟎. 𝟓 𝒎/𝒔𝟐
40 𝑘𝑔 40 𝑘𝑔
Problem 2: A 0.45 kg pluck moves to the right along a smooth level floor. The pluck moves
at 2.8 m/s then slows down as it slides due to a constant horizontal friction. It
slides for 1.0 m before coming to rest. What are the magnitude and direction of
the friction force acting on the pluck?
Solution: Find a using a kinematic equation:
𝑣𝑓2 = 𝑣𝑖2 + 2𝑎𝑑
(0 𝑚/𝑠)2 = (2.8 𝑚/𝑠)2 + 2𝑎(1 𝑚)
(0 𝑚/𝑠)2 − (2.8 𝑚/𝑠)2

𝒂= = −3.9 𝑚/𝑠 2
2(1 𝑚)
Find the value of friction:
𝒇 = 𝑚𝑎
𝒇 = (0.45 𝑘𝑔)(−3.9 𝑚/𝑠 2 )
𝒇 = −1.8 𝑁
Thus, friction’s direction is to the left which acts against the applied force.
Activity 4: Solve the following problems completely. Show your solutions.
1. Complete the table below. Include the desired units.
Net Force (N) Mass (kg) Acceleration (m/s2)
5.0 5.0
25.0 4.998
55 4
172.44 4.665
1225 3.43
2. A car has a mass of 2 569.6 kg, if it accelerates at 4.65m/s2 what is the net force on the
car?
3. A 7.26kg bowling ball is at rest at the end of a bowling lane. Use this information to
answer the following questions.
a. What is the net force acting on the ball?

29 | P a g e
b. You push the ball with a force of 22.8N which induces a -2.3N frictional force.
What is the net force while you push the ball?
c. What is the acceleration caused by your push on the ball?
d. Following your push the ball rolls down the lane at 4.2m/s. What is the net force on
the ball as it rolls down the lane at the constant speed?
e. CHALLENGE: How long did you push the ball in this situation?
The Third Law of Motion

When a man pushes a refrigerator, he applies a force on the
refrigerator while the refrigerator also applies a force on the man. This
is the fact that forces always come in pairs. In that manner, there is
always a reaction for every action being done.
Thus, in equation form, the third law is:
𝑭𝐴 𝑜𝑛 𝐵 = −𝑭𝐵 𝑜𝑛 𝐴
The magnitude of the forces is the same but these have opposite directions.
Activity 4: Answer the following questions below.
1. Forces are the result of __________________ between objects.
2. Since forces come in pairs, what do we call these pairs?
_________________________
3. Using the diagram below, determine the action and the reaction.
A B C
Action: _______________ __________________ __________________
Reaction: _______________ __________________ __________________
4. Using the drawing below, list down at least three action-reaction pairs.

30 | P a g e
_____________________________________________________________________
_______________________________________________________
5. Greg is holding a 5 kg box while walking.
a. How much force is the box exerting on him? In
what direction?
___________________________________
b. How much force is he exerting on it? In what
direction?
_____________________________________
c. If Greg weighs 375 N and is holding the box. How
much force is the floor exerting on him? (Include
direction) _________________________________
6. While driving down the road, a firefly strikes the
windshield of a bus and makes a quite obvious mess in front of the face of the driver.
This is a clear case of Newton's third law of motion. The firefly hit the bus and the bus
hits the firefly. Which of the two forces is greater: the force on the firefly or the force
on the bus? Explain.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________
7. Many people are familiar with the fact that a rifle recoils when fired. This recoil is the
result of action-reaction force pairs. A gunpowder explosion creates hot gases which
expand outward allowing the rifle to push forward on the bullet. Consistent with
Newton's third law of motion, the bullet pushes backwards upon the rifle. The
acceleration of the recoiling rifle is ...
a. greater than the acceleration of the bullet.
b. smaller than the acceleration of the bullet.
c. the same size as the acceleration of the bullet.
Explain your answer.
____________________________________________________________________
____________________________________________________________________

31 | P a g e
____________________________________________________________________
________________________________________
Activity 6: Label the following pictures/illustrations below as examples of the first, second or third law
of motion then provide a brief explanation.
3. ____________________________________________
Explanation:
____________________________________________
____________________________________________
____________________________________________
____________________________________________
4. ____________________________________________
Explanation:
____________________________________________
____________________________________________
____________________________________________
____________________________________________
5. ____________________________________________
Explanation:
____________________________________________
____________________________________________
____________________________________________
____________________________________________
1. ____________________________________________
Explanation:
____________________________________________
____________________________________________
____________________________________________
____________________________________________
2. ____________________________________________
Explanation:
____________________________________________
____________________________________________
____________________________________________
____________________________________________

32 | P a g e
Reflection
I have learned that

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________
References
Newton’s Laws of Motion. Accessed on September 6, 2021.
https://www.sas.upenn.edu/~kennethp/nkdievid2.pdf
Newton’s Laws Worksheet. Accessed on September 6, 2021.
https://www.cusd80.com/cms/lib/AZ01001175/Centricity/Domain/8456/Newtons%2
0Laws%20Worksheet%20KEY.pdf
IAN DARYL M. MARTIN

Writer

33 | P a g e
ADVANCED PHYSICS
Quarter 1
Name of Learner: _________________________________ Grade Level: ________
Section: _________________________________________ Date: ______________

IMPULSE AND MOMENTUM
When a car and a truck are traveling with the same speed, the truck would be harder to
stop. Same as through when we start them to move. The reason behind this is the truck has
greater inertia and therefore will also have greater momentum. If two identical objects are
moving, the faster object would have higher momentum than the slower one.
1. differentiate momentum from impulse (S10APhM-Ig-19); and
2. solve problems on impulse and momentum (S10APhM-Ig-20).
Linear Momentum (p) is defined as the product of the system’s mass multiplied by its
velocity.
𝑚𝑜𝑚𝑒𝑛𝑡𝑢𝑚 − 𝒑
𝒑 = 𝑚𝒗
Thus, the SI unit of momentum is kg∙m/s. The direction of the momentum is the same
as the direction of the velocity.
Impulse, on the other hand, is the change in momentum. Generally, mass does not
change and so the one that changes often is velocity.
𝐼𝑚𝑝𝑢𝑙𝑠𝑒 − 𝑱
∆𝒑 = 𝑚∆𝒗
𝑱 = ∆𝒑
If we apply a force in an object over a period of time, the momentum of the object also
changes. Applying the second law of motion, we now have:
𝑭 = 𝑚𝒂
𝑚∆𝒗
𝑭=
∆𝑡
𝑭∆𝑡 = 𝑚∆𝒗
𝑱 = 𝑭∆𝑡 = 𝑚∆𝒗
𝑭∆𝑡 = m∆𝒗 (Impulse – Momentum Theorem)
Activity 1: Solve the following problems on Momentum.

1. What is the momentum of a 1000 kg car moves at 20 m/s?
2. Compare the momentum of a 2000 kg van moving at 30 m/s with a 5000 kg truck
moving at 12 m/s.
34 | P a g e
3. A supersonic bomber, with a mass of 21,000 kg, departs from its home airbase with a
velocity of 400 m/s due east. What is the jet's momentum?
4. Now, let's assume the jet drops its payload and has burned up most of its fuel as it
continues its journey to its destination airfield. If the jet's new mass is 16,000 kg, and
due to its reduced weight, the pilot increases the cruising speed to 550 m/s, what is the
jet's new momentum?
5. What is the mass of a car traveling northward at 20 m/s and with a momentum of 25000
kg m/s?
Activity 2: Solve the following problems on Impulse.

1. A 40 N force applied to an object for 5 s. What’s the impulse?
2. A 300 N force applied to an object for 10s. What’s the impulse?
3. A 0.10 Kg model rocket’s engine is designed to deliver an impulse of 6.0 N·s. If the
rocket engine burns for 0.75 s, what is the average force does the engine produce?
Activity 3: Problem Solving on Impulse-Momentum Theorem

1. A 0.144 kg baseball approaches a batter with a speed of 30 m/s. The batter lines the ball
directly back to the pitcher with a speed of 40 m/s. Find the impulse exerted on the ball.
If the bat and ball were in contact for 0.012 sec, find the average force exerted on the
ball by the bat.
2. A 0.40-kg soccer ball approaches a player horizontally with a speed of 15 m/s. The
player hits the ball with her head and causes it to move in the opposite direction with a
speed of 15 m/s. What impulse was imparted to the ball by the player?
3. A 30 kg block with velocity 50 m/s is encountering a constant 8 N friction force. What
is the momentum of the block after 15 seconds?
Activity 4: Answer the following statements briefly but substantially.

1. What can you do to increase the momentum of an object?
_____________________________________________________________________
_______________________________________________________
2. Why is it that when you catch a ball especially a baseball, you prepare a “follow-
through”?
_____________________________________________________________________
_______________________________________________________
3. Why do we bend our legs when jumping especially from a high elevation?
_____________________________________________________________________
_______________________________________________________________
4. Why are car dashboards, steering wheels, and boxing gloves padded?
_____________________________________________________________________
_______________________________________________________________

35 | P a g e
Reflection
I have learned that:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________
References
Momentum and Impulse. Accessed on September 9, 2021.
https://www.erhsnyc.org/ourpages/auto/2015/1/5/42266438/Physics%20Worksheet%
20Lesson%2014%20Momentum%20and%20Impulse.pdf
Momentum and Impulse. Accessed on September 9, 2021.
http://physics1502.weebly.com/uploads/2/4/1/3/24130184/worksheet_9.1_impulse_a
nd_momentum.pdf
Worksheet: Momentum and Impulse. Accessed on September 9, 2021.
https://www.gpb.org/sites/default/files/2020-05/momentumimpulsewkst.pdf
Answer Key:
Activity 1 Activity 2 Activity 3

1. 20 000 kg m/s 1. 200 Ns 1. 1.44 Ns, 120 N
2. The same 2. 3000 Ns 2. None
3. 8 400 000 kg m/s 3. 8 N 3. 0.027 m/s
east
4. 8 800 000 kg m/s Activity 4 – Answers may
east vary
5. 1250 kg
IAN DARYL M. MARTIN

Writer

36 | P a g e
ADVANCED PHYSICS
Quarter 1
Section: _________________________________________ Date: ______________

CONSERVATION OF MOMENTUM
Background Information for Learners

When playing billiards, there are so many cases that can be
noticed when a ball is hit by the cue ball. First, the cue ball might
stop after hitting a ball. Second, both the cue ball and the number
ball being hit move on the same direction, Thirdly, both balls might
move away from each other in different directions. And so on.
In such scenarios, we can observe that the momentum of the cue
ball before the collision changes after. But if we consider the whole system, most often, there
is no net force or not net impulse act on the system. As such, the total momentum before the
collision is the same as the total momentum after the collision. Thereby making momentum
conserved.
In equation form:
𝒑𝑡𝑜𝑡𝑎𝑙 = 𝒑′𝑡𝑜𝑡𝑎𝑙
𝒑1 + 𝒑2 = 𝒑1′ + 𝒑′2
before collision after collision
1. apply the law of conservation of momentum on collisions (S10APhM-Ih-21);
2. describe real-life scenarios about the different types of collisions (S10APhM-Ih-
22); and
3. solve problems on collisions (S10APhM-Ih-23).
Let us consider the different types of two-object collisions for easy analysis.
Elastic Collision – A type of collision when the two objects bounce of from each other or when
there is no sticking together. Thus, momentum and kinetic energy are conserved.
Before collision After collision
1 2 1 2

37 | P a g e
𝒑1 + 𝒑2 = 𝒑1′ + 𝒑′2
𝑚1 𝑣1 + 𝑚2 𝑣2 = 𝑚1 𝑣1′ + 𝑚2 𝑣2′
Inelastic Collision – A type of collision when the internal kinetic energy changes. When the
two objects stick together, it is considered perfectly inelastic collision.
Before collision After collision
1 2 1 2
𝒑1 + 𝒑2 = 𝒑1′ + 𝒑′2
𝑚1 𝑣1 + 𝑚2 𝑣2 = (𝑚1 + 𝑚2 )𝑣𝑓′
In our daily activities, we often experience collisions. Some do hurt us and let us feel
pain in real time. For example, your little toe finger accidentally bumps the feet of a chair. That
is nasty. Also, sports offer many examples of collisions. The road even gives us lessons to
become defensive drivers.
Activity 1: Applications of Elastic and Inelastic Collision

Direction: Give three (3) samples of real-life situations where elastic and inelastic collisions
are observed.
Elastic Collision Inelastic Collision
1. 1.
2. 2.
3. 3.

38 | P a g e
Activity 2: Problem Solving on Collisions
Elastic Collisions
1. A 0.50 kg object traveling at 2.0 m/s east collides with a 0.30 kg object traveling at 4.0
m/s west. After the collision, the 0.30 kg object is traveling at 2.0 m/s east. What are
the magnitude and direction of the velocity of the first object?
2. A toy 10-kg fire truck is rolling at 10 m/s when it hits a parked 5-kg toy car. After the
collision, the car rolls at 4 m/s. What is the velocity of the fire truck?
Inelastic Collisions
1. A 4.0 kg mass is moving at 3.0 m/s toward the right, and a 6.0 kg mass is moving at
2.0 m/s toward the left on a horizontal, frictionless table. If the two masses collide and
remain together after the collision, what is their final momentum?
2. A 20. kg cart traveling east with a speed of 6.0 m/s collides with a 30. kg cart traveling
west. If both carts come to rest after the collision, what was the speed of the westbound
cart before the collision?
Activity 3. Tell whether the statement is true or false. Write your answer on the space
provided.
_______ 1. To change the momentum on an object, you need to exert force on it.
_______ 2. If the vector sum of all the external forces on a system is zero, the total momentum
of the system is constant.
_______ 3. In elastic collisions, some kinetic energies are converted to heat, sound or light.
_______ 4. Completely inelastic collisions have two objects moving together in one direction
after collision.
_______ 5. A totally wrecked car due to a collision to a tree is an example of a partially elastic
collision.
Reflection
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________

39 | P a g e
References
Physics 30 Worksheet #1: Momentum. Accessed on September 7, 2021.
https://mrkremerscience.files.wordpress.com/2016/12/momentum-worksheet-2.pdf
Worksheet: Conservation of Momentum. Accessed on September 7, 2021.
https://mrkremerscience.files.wordpress.com/2016/12/momentum-worksheet.pdf
Answer Key
Activity 1 – Answers may vary Activity 2 Activity 3
Elastic Collision 1. True
1. 3.2 m/s, west 2. True
2. 8 m/s 3. False
Inelastic Collision 4. True
1. 2.4 m/s 5. False
2. -4 m/s or 4 m/s,
west
IAN DARYL M. MARTIN

Writer

40 | P a g e
ADVANCED PHYSICS
Quarter 1
Section: _________________________________________ Date: ______________

FRICTION
One of the contact forces that is considered advantageous in one case but
disadvantageous on the other is frictional force. For example, without friction, we can not walk
or run. However, bearings won’t work properly when friction is too much. We use friction to
sharpen our knives, but we wanted no friction when we pump out water from our well.
There are generally three types of friction. These are static, kinetic and rolling. Static
friction is the strongest of all. Kinetic or sliding friction is weaker than static. It is the point
where when applied force starts to move an object against friction. Rolling friction, however,
is the weakest of the three and reduces the effects of friction drastically. Do note that these
types depend on the normal force (FN) and on the type of surfaces (µs or µk). Yet, friction is
independent from the surface area in contact.
𝑭𝒇 = 𝜇𝑭𝑁
©Physics 11 by Mc-Graw-Hill Ryerson
At the end of the lesson, you should be able to:
1. identify the advantages and disadvantages of frictional force; and
2. solve problems related to coefficient of frictions.

41 | P a g e
Activity 1: Read each statement carefully and write True if it is correct and False if
otherwise.
_____ 1. Friction always slows things down.
_____ 2. Cars need friction to keep moving.
_____ 3. Cars need friction to stop.
_____ 4. You could not walk without friction.
_____ 5. Friction is useful to gymnasts.
_____ 6. Matches light because of friction.
_____ 7. Friction is useful to ships.
_____ 8. Shoelaces stay tied up because of friction.
_____ 9. You could not pick up a cup of tea without friction.
_____ 10. You could drink from a glass without friction.
_____ 11. Snow increases the friction between of your shoes and the ground.
_____ 12. Friction is useful in playgrounds.
_____ 13. Pencils do not need friction to write.
_____ 14. There is no friction when you are roller skating.
_____ 15. A bird does not need friction to fly.
Activity 2: Problem Solving on Frictional Force

1. A hockey puck has a coefficient of kinetic friction of μk = .10. If the puck feels a normal
force (FN) of 5 N, what is the frictional force that acts on the puck?
2. Suppose a 10 N force is applied to the side of a 4.0 kg block that is sitting on a table. The
block experiences a frictional force against the force that is applied.
a. Draw a force diagram for the block.
b. What is the weight of the block (FG)?
c. What is the normal force on the block (FN)?
d. If the coefficient of kinetic friction is μk = .20, what is the frictional force on the block
(Ff)?
e. What is the net force on the block?
f. What is the acceleration of the block from the net force?
3. For the block in Problem 2, what would be the minimum value of the coefficient of static
friction for the block to remain motionless?
4. A block weighing 300 N is moved at a constant speed over a horizontal surface by a force
of 50 N applied parallel to the surface. What does the “constant speed” tell you about the
forces acting on the block?
a. Draw a force diagram for the block.
b. What is the coefficient of kinetic friction (μk)?
c. What is the mass of the block?
d. What would be the acceleration of the block if μk = 0?
5. A 100 N force is applied to the side of a crate resting on a level floor. The crate has a
mass of 50 kg. If the coefficient of static friction is μs = .25, is the 100 N force enough to
make the crate accelerate? Explain why or why not. (As always, start with a force
diagram)

42 | P a g e
Reflection
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________
References
Balanced and Unbalanced Forces. Accessed on September 8, 2021.
https://www.stmarysdubai.com/wp-content/uploads/2017/04/Year-6-scienec-FOR-
CES-Worksheet.pdf
Review Sheets on Frictional Forces. Accessed on September 8, 2021.
https://www.nassauboces.org/cms/lib/NY01928409/Centricity/domain/1371/ap%20p
hysics/review%20sheets/Friction.pdf
Truong, Jack (2014). Physics 11. Mc-Graw-Hill-Ryerson Publishing.
Answer Key
Activity 1 9. True Activity 2 c. 30.61 kg
1. False 10. True 1. -0.5 N d. 1.63 m/s2
2. True 11. False 2. a. – 5. f=-122.5, No,
3. True 12. True b. -39.2 N 100 N is not
4. True 13. False c. 39.2 N enough.
5. True 14. False d. -7.84 N
6. True 15. False e. 2.16 N Activity 3
7. True f. 0.54 m/s2 6. True
8. True 3. 0.255 7. True
4. a. – 8. False
b. 0.167 9. True
10. False
IAN DARYL M. MARTIN

Writer

43 | P a g e
ADVANCED PHYSICS
Quarter 1
Name of Learner: _________________________________ Grade Level: _____
Section: _________________________________________ Date: ___________

UNIFORM CIRCULAR MOTION
Curve roads are made to obey physics concepts to lessen vehicular accidents. Usually,
curve roads have “banking” concepts with the outer part higher to let a speeding vehicle
compounded into the motion caused by the centripetal force when an object revolves around a
circle. This inward force produces an inward radial acceleration which can be derived from the
second law of motion: 𝑭 = 𝑚𝒂
1. determine the relationship of centripetal force, velocity and radius (S10APhM-Ii-26);
and
2. solve problems on uniform circular motion (S10APhM-Ii-27).
In the figure, an object is moving in a circle

with a radius r and a speed v. Even if the object
is moving at a constant speed, the object is still
accelerating due to the constant change in
direction. Thus, we can express centripetal
𝑣2
acceleration as: 𝒂𝒄 =
𝑟
Note that centripetal force is which is directed towards the center is necessary for the object
𝑚𝑣 2
to rotate in a circular manner. Thus, centripetal force is: 𝑭𝒄 = 𝑟
𝑑 2𝜋𝑟
Speed can also be expressed in terms of period, T and radius r. 𝑣 = =
𝑡 𝑇
To summarize, uniform circular motion is a motion along a circular path where there
is no change in speed but a change in direction.
Activity 1.
Complete the diagram at the right. Draw the
velocity vector and acceleration vector at the various
positions. Label them correctly. The first velocity vector is
given as an example. Just complete it and do the same for
the others.

44 | P a g e
Activity 2. The Concept of Centrifuge
1. Explain how a centrifuge work.
_____________________________________________________________________
_______________________________________________________
2. Are centrifugal acceleration and centrifugal force real? Explain.
_____________________________________________________________________
_______________________________________________________
Activity 3. Using the quantitative dependencies of the acceleration upon the speed and the
radius of curvature, answer the following questions:
1. For the same speed, the acceleration of the object varies _____________ (directly,
inversely) with the radius of curvature.
2. For the same radius of curvature, the acceleration of the object varies _____________
(directly, inversely) with the speed of the object.
3. As the speed of an object is doubled, the acceleration is ________________ (one-fourth,
one-half, two times, four times) the original value.
4. As the speed of an object is tripled, the acceleration is __________________ (one-third,
one-ninth, three times, nine times) the original value.
5. As the radius of the circle is doubled, the acceleration is ________________ (one-fourth,
one-half, two times, four times) the original value.
6. As the radius of the circle is tripled, the acceleration is __________________ (one-third,
one-ninth, three times, nine times) the original value.
Activity 4. Problem Solving on Uniform Circular Motion

1. A man swings a 4.0 kg mass in a vertical circle 0.80 m in radius so that it is traveling
with a velocity of 5.7 m/s at the lowest point of the circle. Compute the pulling force
exerted by the man’s hand at this point.
2. An object is revolving in an orbit in a vertical plane. If the radius of the orbit is 0.20 m,
what must be the speed of the object at the top of the orbit for its acceleration there to
be equal to 2g?
3. It takes a 900 kg racing car 12.3 s to travel at a uniform speed around a circular racetrack
of radius 90.0 m. What is the centripetal force acting on the car, and which force
provides it?
4. A 0.100 kg mass is attached to a string 75 cm long and swings in a horizontal circle,
revolving once every 0.80 s. Calculate: a) the centripetal acceleration of the mass. b)
the tension in the string.
5. A 14000N car traveling at 25 m/s rounds a curve of radius 200 m. Find the following:
a. The centripetal acceleration of the car. 3.125 m/s2
b. The force that maintains centripetal acceleration. 4375 N
c. The minimum coefficient of static friction between the tires and road that will allow
the car to round the curve safely.
45 | P a g e
Reflection
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
References
Circular Motion Worksheet. Accessed on September 10, 2021.
https://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/7743/Circular
%20Motion%20Worksheet%20F10.pdf
Uniform Circular Motion Activity Sheet. Accessed on September 10, 2021.
https://www.physicsclassroom.com/shwave/ucmdirns
Uniform Circular Motion. Accessed on September 10, 2021. https://d-
arora.github.io/VisualPhysics/mod5/m5UCM.pdf
Uniform Circular Motion. Accessed on September 10, 2021.
https://www.stcharlesprep.org/01_parents/vandermeer_s/Useful%20Links/Honors%2
0Physics/pdf%20lectures/Circular%20Motion.pdf
Answer key
Activity 1 – Activity 3 Activity 4
1. Inversely 1. 2.0 x 102 N
Activity 2 – Answers may 2. Directly 2. 2.0 m/s
vary. 3. Four times 3. 2.11 x 104 N, friction
4. Nine times 4. a. 46 m/s, b. 4.6 N
5. One-half 5. a. 3.125 m/s2, b. 4375 N, c.
6. One-third 0.3125
IAN DARYL M. MARTIN

Writer

46 | P a g e

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ADVANCED PHYSICS

LEARNING ACTIVITY SHEET

_____ 1. Scalar quantities are completely described by their ____________.

I. What are Scalars and Vectors?

A scalar quantity is a quantity that is described by a magnitude (a number and a unit

A vector quantity is a quantity that is completely described by both magnitude and

Note: Practice Personal Hygiene protocols at all times.

II. How to represent Vector quantities?

To be more specific in representing vectors, it is important

Activity 2: Scale Me! Figure 2: Graphed Vector

III. How to Add Vectors?

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Let us consider this example.

Step 1. Draw an arrow on a Cartesian

Figure 5: Illustration of Resultant vector

Step 5. To get the magnitude of the

Figure 6: Measurement of the magnitude

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Activity 3: Addition of Vectors by Graphing

Step 1. Draw each vector component in the Cartesian plane

Let’s take a look for this example.

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Therefore, the resultant displacement is 78.10 m 39.69o NE.

Find: Ant’s total displacement or resultant vector(dR)

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Activity 4: Finding the Resultant

2. Find the resultant of the following vectors: 10 cm North; 25 cm 30 o North of East; 30 cm

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Viannie May B. Collado

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LEARNING ACTIVITY SHEET

Background Information to Learners

Since we are dealing with uniform

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Note: Practice Personal Hygiene protocols at all times.

Situation Position Velocity Acceleration

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Title of Story: ___________________________

Activity 5. Problem Solving on Uniformly Accelerated Motion

2. With an initial velocity of 20 km/h, a car accelerated at 8 m/s 2 for 10 seconds.

3. A train brakes from 40 m/s to a stop over a distance of 100 m.

IAN DARYL M. MARTIN

Note: Practice Personal Hygiene protocols at all times.

LEARNING ACTIVITY SHEET

Background Information to Learners

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I. What is Free fall?

The final velocity of falling objects can be calculated by the equations:

Where: a = g = 9.8 m/s2, downward in earth.

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To find for the position(height), we will c. Find h after 3.0s

h = 0(1.0s) – (9.8 m/s2)(1.0s)2 To find for velocity (vf), we will use:

b. Find h after 2.0s b. Find vf after 2.0s

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a. v after 1s d. t from origin to maximum height

vf = 20 m/s – 19.6 m/s

d = 20m/s(1.0s) – (9.8 m/s2)(1.0s)2 e. d from origin to maximum height

It’s your turn!

Activity 1: Problem Solving

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After studying this module, I learned that

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A volleyball is tossed upward.

Viannie May B. Collado

_ 1. Scalar quantities are completely described by their ________.