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General Physics 1 - Quarter 2
General Physics 1 - Quarter 2
GENERAL PHYSICS 1
QUARTER 2
Department of Education
COPYRIGHT PAGE
Learning Activity Sheet in EARTH SCIENCE
(Grade 12)
Copyright © 2020
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Page
Compentency Code
number
Calculate the moment of inertia about a given
axis of single-object and multiple-object
systems STEM_GP12RED-IIa-1 1 – 14
Calculate magnitude and direction of torque
using the definition of torque as a cross
product STEM_GP12RED-IIa-3 15 – 22
Describe rotational quantities using vectors STEM_GP12RED-IIa-4 23 – 32
Determine whether a system is in static
equilibrium or not STEM_GP12RED-IIa-5 33- 47
Apply the rotational kinematic relations for
systems with constant angular accelerations STEM_GP12RED-IIa-6 48 – 57
Determine angular momentum of different
systems STEM_GP12RED-IIa-9 58 – 67
Apply the torque-angular momentum relation STEM_GP12RED-IIa-
10 68 – 77
Solve static equilibrium problems in contexts
but not limited to see-saws, cable-hinge-strut-
system, leaning ladders, and weighing a heavy
suitcase using a small bathroom scale STEM_GP12RED-IIa-8 78 – 92
Use Newton’s law of gravitation to infer
gravitational force, weight, and acceleration
due to gravity STEM_GP12G-IIb-16 93 – 105
Discuss the physical significance of
gravitational field STEM_GP12Red-IIb-18 106 – 117
Apply the concept of gravitational potential
energy in physics problems STEM_GP12Red-IIb-19 118 – 130
Calculate quantities related to planetary or
satellite
motion STEM_GP12Red-IIb-19 131 – 145
For circular orbits, relate Kepler’s third law of
planetary motion to Newton’s law of gravitation
and centripetal acceleration STEM_GP12G-IIc-22 146 – 155
Relate the amplitude, frequency, angular
frequency, period, displacement, velocity, and
acceleration of oscillating systems STEM_GP12PM-IIc-24 156 – 165
Recognize the necessary conditions for an
object to undergo simple harmonic motion STEM_GP12PM-IIc-25 166 – 183
Calculate the period and the frequency of
spring mass, simple pendulum, and physical
pendulum STEM_GP12PM-IIc-27 184 – 204
Differentiate underdamped, overdamped, and
critically damped motion STEM_GP12PM-IId-28 205 – 219
Define mechanical wave, longitudinal wave,
transverse wave, periodic wave, and
sinusoidal wave STEM_GP12PM-IId-31 220 – 232
From a given sinusoidal wave function infer
the speed, wavelength, frequency, period,
direction, and wave number STEM_GP12PM-IId-32 233 – 245
Apply the inverse-square relation between the
intensity of waves and the distance from the STEM_GP12MWS-IIe-
source 34 246 – 259
GENERAL PHYSICS 1
Name: ________________________________ Date: ______________
Grade : ________________________________ Score: _____________
Newton’s Law of Inertia says that an object at rest tends to stay at rest, and
an object in motion tends to stay in uniform motion unless acted upon by an
unbalanced force. This tendency of the object to keep whatever it is doing and resist
any change in its state of motion is called inertia.
Just like how an object continues to be in its state of rest or in its state of uniform
motion, an object rotating about its axis tends to remain rotating about the same axis
unless hindered by any external force. This property of the object to resist any change
in its rotational state of motion is called moment of inertia. Moment of inertia is also
known as rotational inertia since it appears in objects with rotational motion. Also, it
gives us the idea of how difficult to make an object rotate and to stop an object from
rotating about its axis.
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Calculating Moment of Inertia
Solution:
I = mr2 = (0.1 kg) (0.5 m)2 = 0.025 kg·m2
So in rotating a 0.1 kg object moment of inertia is 0.025
kg·m2.
For example, three 0.1-kg balls are attached to a string and rotated about an
axis. Balls 1, 2, and 3 are 0.5 m, 0.3 m, and 0.1 m, respectively, away from the axis
of rotation. Calculate the moment of inertia of the system.
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Solution:
𝐼 = ∑ 𝑚𝑟 2
But most of the time, the object consists of a great number of particles. Using
integration in this case would be practical than using summation.
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The illustration below gives the moments of inertia for various objects as a
result of integration:
Learning Competency
Calculate the moment of inertia about a given axis of a single-object and multiple-
object systems. (STEM_GP12REDIIa-1)
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Situation A: A long pole is rotated around three different rotation axes: central core
axis, midpoint axis, and one end axis as shown in figure 2. The pole is easiest to
rotate about its central core axis, and it is hardest to rotate around its one end axis.
Analysis:
1. Which axis of rotation the pole obtains the greatest moment of inertia?
________________________________________________________
2. In which axis of rotation, the pole had the smallest moment of inertia?
________________________________________________________
3. How do the axes of rotation affect the rotation of the pole? (Hint: Relate it to
the moment of inertia.)
_____________________________________________________________
_____________________________________________________________
______________________________________________
Analysis:
1. Why do the two sticks rotate to the floor at a different rate or speed? (Hint:
Use the moment of inertia.)
_____________________________________________________________
_____________________________________________________________
______________________________________________
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ACTIVITY 2: A Moment to Complete Rotational Inertia
Directions: Complete the table. Indicate the rank of the objects’ moment of inertia in
a descending order.
Distance, m
Object (Object to Moment of Inertia,
Mass, kg Rank
No. Rotation Axis) kg·m2
1 36 1
2 9 2
3 4 3
Question:
1. What are the factors that affect the moment of inertia of an object?
________________________________________________________
Solution:
Reflection
References
Halliday, David, Resnick, Robert, & Walker, Jearl. Fundamentals of Physics. 6th ed.
New York: John Wiley & Sons Inc, 2001.
Hewitt, Paul G. Conceptual Physics. 10th ed. United States of America: Pearson
Addison-Wesley, 2006.
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Name: ________________________________ Date: ______________
Grade: _________________________________ Score: _____________
We push or pull a door on its knob whenever we want to open or close it. We
use a wrench to tighten or loosen bolts. We also discover from experience that the
amount of force applied is not enough to rotate the object – where and how the force
is applied also matters. Try to open a door by pushing it towards its hinges. You
would notice that the door will not open well because it will not create a rotational
motion. Why? The answer lies in the concept of torque.
Concept of Torque
Torque originates from the Latin word torquere, which means to twist. It is the
rotational equivalent of force, thus also known as moment or moment of force. Just
like how force is needed to alter the object's state of linear motion, torque is
necessary to change the object's state of rotation. In vector form, it is defined as:
𝜏 =𝑟×𝐹
where 𝜏 is the torque (pronounced as tau)
F is the force acting on the object
r is the object’s lever arm or moment arm (the position vector of the
point where the force is applied relative to the axis of rotation)
When two vectors are multiplied through cross-product (A x B), the resulting
quantity is a vector. Since force, F, and lever arm, r, are both vectors, the cross
product, torque, is a vector quantity that has both magnitude and direction.
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Magnitude and Direction of Torque
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force is applied directly perpendicular to the lever, as
shown in the diagram. What is the magnitude and
direction of the torque acting on the lever?
Solution:
For the magnitude:
𝜏 =𝑟 ×𝐹
𝜏 = |𝑟||𝐹| sin 𝜃
𝜏 = (2.0 𝑚)(5.0 𝑁) sin 90
𝜏 = 10 𝑁𝑚
For the direction:
The lever arm is pointing to the right; the force is upward; hence, the direction
of the torque is out of the page.
Note that the SI unit for torque is newton-meter (N·m).
Learning Competency
Calculate magnitude and direction of torque using the definition of torque as a cross-
product. (STEM_GP12REDIIa-3)
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Directions: Use the right-hand rule to determine the direction of the torque. Indicate
or draw the direction in the diagrams or figures.
1. The length of a bicycle pedal arm is 0.152 m, and a downward force of 111 N
is applied to the pedal by the rider’s foot. What is the magnitude of the torque
about the pedal arm pivot point when the arm makes an angle of (a) 30°, (b)
90°, and (c) 180° with the vertical?
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2. A force of 60 N is applied to the end of a wrench
12 centimeters long. How much torque is
produced? What is the direction of the torque?
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Reflection
References
Halliday, David, Resnick, Robert, and Walker, Jearl. Fundamentals of Physics. 6th
ed. New York: John Wiley and Sons Inc, 2001.
Hewitt, Paul G. Conceptual Physics. 10th ed. United States of America: Pearson
Addison-Wesley, 2006.
Moore, Thomas A. Six Ideas that Shaped Physics, Unit C: Conservative Laws
Constrain Interactions. 2nd ed. New York: Mc Graw Hill, 2003.
Santos, Gil Nonato C. General Physics 1. 1st ed. Quezon City, Philippines: Rex Book
Store, 2019.
Serway, Raymond A. and Jewette, John W. Jr. Physics for Scientists and Engineers
with Modern Physics. 6th ed. Singapore: Thomson Learning Asia, 2004.
Prepared by:
GENERAL PHYSICS 1
Name: ________________________________ Date: ______________
Grade: _________________________________ Score: _____________
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Background Information for The Learners
When people are asked which horse moves faster
on a merry-go-round, some will answer that the horse
near the outside rail moves faster, while others will say
that the two horses move at the same speed. This
conflict of answers depends on the kind of motion used.
Those who chose the horse near outside the rail used
translation, while those who say that both moves at the
same speed used rotation. Translation is the motion along a straight line, while
rotation is the motion requiring an object to rotate about its fixed axis. The table
below shows the equivalence of translational and rotational motions.
The angular position is the angle through which a point revolves around a
center or through which line has been rotated about a specified axis. Its value is
positive when the rotation is counterclockwise and negative when the rotation is
clockwise (see figure 1). It is defined by:
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𝑠
𝜃=
𝑟
where θ is the angular position (θ is read as theta)
s is the length of arc along a circle
r is the radius of the circle
The SI unit for angular position is radian. But take note that one revolution in
a circle equals 2π radians or 360°.
If the initial angular position is the zero angular position, then angular
displacement is equal to angular position. Angular displacement is also measured by
radians. It is positive for counterclockwise rotation and negative for clockwise
rotation.
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Δθ is change in angular position
Δt is change in time
The SI unit for angular velocity is radians/second (rad/s). But then we also
encounter other unit – rpm, meaning revolutions per minute.
The angular acceleration is the change in angular velocity per unit time. Its
direction is the same with angular velocity if and only if the rotation increases in
speed. But when the rotation is slowing down, its direction is opposite of the angular
velocity’s direction. It is measured in radians per squared seconds (rad/s2). In
symbols, it is defined as:
∆𝜔 𝜔2 − 𝜔1
𝛼= =
∆𝑡 𝑡2 − 𝑡1
where α is the angular acceleration (α is read as alpha)
Δω is change in angular velocity
Δt is change in time
These basic quantities have both magnitude and directions, then they are
vectors. However, a vector in pure rotation defines only the axis of rotation and not a
direction in which the object moves. Hence, we can describe these rotational
quantities as either positive or negative.
Learning Competency
Describe rotational quantities using vectors. (STEM_GP12REDIIa-4)
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Directions: Find and encircle the ten quantities that are found both in translational
and rotational motions. These quantities are hidden in any directions in
the grid.
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Directions: Read the clues to complete the crossword. All words are related to
rotational motion.
ACROSS DOWN
2. clockwise rotation 1. used to denote angular acceleration
3. revolutions per minute 5. both magnitude and direction
4. the directions of α and ω when rotation is 6. point in the direction of rotation
speeding up 8. SI unit for angular displacement
7. rule used to identify the direction of ω 9. symbol of angular velocity
10. the directions of α and ω when rotation 11. Greek letter indicating change in a
is slowing down quantity
12. motion of wheels, planets, gears, and 13. rotation for positive angular
motors displacement
14. used to symbolize angular position 15. points in the direction of angular
velocity
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ACTIVITY 3: Analyzing Rotational Motion
Directions: Determine the magnitude and direction of the rotational quantities asked
in the following problems. Show your solution.
1. As viewed from the north pole, the earth rotates about its axis
counterclockwise once in approximately 24 hours. What is the angular
displacement of the earth for 1 hour in radians, degrees, and revolutions?
2. What is the angular velocity of (a) the second hand, (b) the minute hand and
(c) the hour hand of a smoothly running analog watch? Answer in radians per
second and in rpm.
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3. What is the angular acceleration of the wheel of the bicycle travelling forward
when it reaches 60 rpm in 2 s? Answer in radians/seconds2.
Reflection
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References
Halliday, David, Resnick, Robert, and Walker, Jearl. Fundamentals of Physics. 6th
ed. New York: John Wiley and Sons Inc, 2001.
Hewitt, Paul G. Conceptual Physics. 10th ed. United States of America: Pearson
Addison-Wesley, 2006.
Moore, Thomas A. Six Ideas that Shaped Physics, Unit C: Conservative Laws
Constrain Interactions. 2nd ed. New York: Mc Graw Hill, 2003.
Santos, Gil Nonato C. General Physics 1. 1st ed. Quezon City, Philippines: Rex Book
Store, 2019.
Serway, Raymond A. and Jewette, John W. Jr. Physics for Scientists and Engineers
with Modern Physics. 6th ed. Singapore: Thomson Learning Asia, 2004.
28
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GENERAL PHYSICS 1
Name: ________________________Grade Level: _______________
Date: __________________________Score: ____________________
An object at rest may be in one of the three states of equilibrium. You can
distinguish between the different kinds of equilibrium by considering the illustrations
of an ice cream cone placed on a level table (see Figure 1).
A cone standing on its base will return to its original position after a little
disturbance; hence, it is in stable equilibrium on its base (Figure 1.A). On the other,
a cone placed on its tip said to be unstable equilibrium and can be easily toppled
down when slightly disturbed (Figure 1.B). A cone lying on its side stays in its position
without tending either to move further or to return to where it was before. A cone on
its side is said to be in neutral equilibrium where it can be rolled from one side to
another (Figure 1.C). The illustrations show that the equilibrium condition is affected
by the position of the object’s center of gravity. An object is in stable equilibrium if its
center of gravity is at the lowest possible position.
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Figure 1. Three States of Equilibrium: stable equilibrium (A), unstable equilibrium
(B) and neutral equilibrium (C)
First Condition
The first condition of equilibrium is that the net force in all directions must be
zero.
Fnet = 0 or ∑F = ma = 0
In order to achieve this conditon, the forces acting along each axis of motion
must sum to zero. For example, the net external forces along the typical x– and y-
axes are zero. This is written as:
The condition Fnet=0 must be true for both static equilibrium, where the
object’s velocity is zero, and dynamic equilibrium, where the object is moving at a
constant velocity.
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Below, the motionless person is in static equilibrium. The forces acting on him
add up to zero. Both forces are vertical in this case.
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table with zero acceleration. Thus, the sum of all forces acting on the box must be
zero.
∑F = FN + (-W) = 0
FN – W = 0
FN = W
Case 2: A chandelier hanging from a vertical
rope
The forces acting on the chandelier re the
weight (W), acting downward, and the tension (T) in the
rope, acting upward.
∑F = T + (-W) = 0
T–W=0
T=W
Case 3: A swing is pushed until the rope makes an angle θ with the vertical
The forces acting on the swing are the combined weight of the swing and the
boy (W), acting downward, the force (F) exerted on the swing, acting to the left, and
the tension on the rope (T) that can be resolved into its vertical (Ty) and horizontal
(Tx) components.
∑Fx = F + (-Tx) = 0
F – Tx = 0
F – T sin θ = 0
F = T sin θ
∑Fy = Ty + (-W) = 0
Ty – W = 0
T cos θ = W
T cos θ = W
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The forces acting on the hammock are the weight (W) on the hammock and
the Tensions ( T1 and T2 ) on the ropes that can be resolved into their vertical and
horizontal components.
Second Condition
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The second condition of static equilibrium says that the net torque acting on
the object must be zero.
Consider the familiar seesaw you played during your childhood. Suppose a
50-kg child (W1) is placed on the right side of a seesaw and a 30-kg child (W2) is
placed on the left side as shown in Figure 5.
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two children. Even, though the body is in transitional equilibrium, the body is still
capable of rotating. The 50-kg child on the right end moves downward, while the 30-
kg child on the left end moves upward; this means that the seesaw rotates in a
clockwise direction.
Torque is the quantity that measures how effectively a force (F) causes
acceleration. A torque is produced when a force is applied with leverage. It is defined
as the product of the force and the lever arm. The lever arm is the perpendicular
distance (l) from the axis of rotation to the line along which the force acts. The
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Let us consider the following cases of bodies in equilibrium:
Case 1: Bamboo pole carried at each end
In a singkil dance, two men are carrying a princess on a bamboo pole that is
5.0 m long and weighs 200 N. If the princess weighs 450 N and sits 1.5 m from one
end, how much weight must each man support? We assume that the diameter of the
bamboo pole is uniform and the weight of the pole is located at the center.
Using the first condition for equilibrium,
∑Fy = 0
∑Fy = F1 + F2 – WB – WP = 0
where, WB is the weight of the bamboo pole WP
is the weight of the princess
F1 + F2 – WB – WP = 0
F1 + F2 = WB + WP
= 200 N + 450 N
F1 + F2 = 650 N
We must specify the axis about which the torques will be computed. Let us
consider that the axis passes through point A, where man 1 is holding the pole with
force. Using the second condition for equilibrium, we can solve for F2.
∑τc = ∑τu
WBlB + WPlP = F2l2
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Solving for F1,
F1 + F2 = 650 N
F1 + 450 N = 650 N
F1 = 650 N – 450 N
F1 = 235 N
a. ∑Fy = 0
∑Fx = 0
∑Fy = FN + (-WP) + (-WL) = 0
FN – WP – WL = 0
FN = 800 N + 200 N
FN = 1000 N
b. ∑Fx = F + (-Ff) = 0
F – Ff = 0
F = Ff
Suppose the axis of rotation is the base of the ladder. Using the second
condition for equilibrium, we have
∑τ = 0
∑τc = ∑τu
Fflf = WLlL + Wlll
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F(7.0 m) = (200 N) (1.0 m) + (800 N)(1.33 m)
200𝑁.𝑚+1064 𝑁.𝑚
F=
7.0 𝑚
F = 181 N.
Learning Competency:
Determine whether a system is in static equilibrium or not. (STEM_GP12RED-IIa-5)
ACTIVITY #1: COMPLETE THE KEY CONCEPTS
Directions: Fill in the blanks with the correct word/s that complete/s the key
concept in each item.
1. An object is in stable equilibrium if it is at the ___________ possible position.
2. An object with a _________base is more stable than one with __________
base.
3. The stability of an object depends on the location of the _________________,
__________________, and amount of mass.
4. _____________ is the product of force and the lever arm.
5. Net torque always produces ______________________.
6. The lever arm is the _______________ distance from the reference point to
the direction or line of action of the force.
7. There are two conditions for a body to be in rotational equilibrium:
a. ______________ equilibrium is when the vector sum of all forces acting
on it must be zero.
b. ______________ equilibrium is when the sum of all torques about any
point must be zero.
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_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________
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2. A 500-N diver stands at the end of a 4.0-m
diving board. The board is attracted by two
supports 1.5 m apart as shown below. Find
the tension in each of the two supports if the
diving board weighs 150 N.
Reflection
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____________________________________________________________
__________________________________________________
References:
Padua, Alicia L. et. al, States of Equilibrium, Practical and Explorational
Physics:
Modular Approach, 2003, pp. 98-107.
“Conditions of Equilibrium”.
https://courses.lumenlearning.com/boundless-physics/chapter/conditions-for-
equilibrium/#:~:text=An%20object%20in%20static%20equilibrium,no%20acc
eleration%20in%20any%20direction.
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GENERAL PHYSICS 1
Name: _______________________Grade Level: _________________
Date: ________________________Score: ______________________
LEARNING ACTIVITY SHEET
APPLY THE ROTATIONAL KINEMATIC RELATIONS FOR SYSTEMS
WITH CONSTANT ANGULAR ACCELERATIONS
Background Information for the Learners (BIL)
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On the other hand, a body may also have rotational motion such that a line
between any two points does not remain parallel to itself. And this is explained by the
kinematics and dynamics of rotational motion.
Angles in Radians
In trigonometry, you may have encountered angle measures not only in
degrees but also in radians. In science, angles are often measured in radians (rad).
In the figure below, when the arc length is equal to the radius r, the angle θ swept by
𝑠
r is equal to 1 rad. In general, any angle θ measured in radians is defined as = .
𝑟
Figure 2 shows a circle marked with both radians and degrees. Any angle in
2𝜋
degrees can be converted into angle in radians by multiplying it by , or its lowest
360°
𝜋
term 180° . In symbols, this is written as :
𝜋
𝜃 (𝑟𝑎𝑑) = ∙ 𝜃 (𝑑𝑒𝑔𝑟𝑒𝑒𝑠)
180°
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Figure 2: Radians and Degrees
Angular Displacement
In translational kinematics, the position of the body is defined as the
displacement x from a certain reference point. In rotational kinematics, the position
of a point on a rotating body is defined by the angular displacement θ from some
reference line that connects this point to the axis of rotation.
Study Figure 3. The body has rotated through the angular displacement θ if
the point which was originally at P1 is now at the point P2. This angular displacement
is a vector that is perpendicular to the plane of the motion. The magnitude of this
angular displacement is the angle θ itself. The direction depends whether it is a
positive or a negative quantity. If it is positive, the rotation of the body is counter
clockwise and the angular displacement vector points upward. If it is negative, the
rotation is clockwise and the vector points downward.
Just an angle in radians is defined by the ratio of the arc length to the radius,
the angular displacement is equal to the
change in the arc length, ∆𝑠, divided by
the distance from the axis of rotation, r. It
is given as,
∆𝑠
∆𝜃 =
𝑟
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which means that,
∆𝑠 = 𝑟∆𝜃.
Sample Problem 1:
A boy rides on a merry-go-round at a distance of 1.25 m from the center. If the
boy moves through an arc length of 2.25 m, through what angular displacement does
he move?
Given: r = 1.25 m
∆𝑠 = 2.25 m
Find : ∆𝜃
∆𝑠 2.25 𝑚
Solution: ∆𝜃 = = = 𝟏. 𝟖 𝒓𝒂𝒅
𝑟 1.25 𝑚
Angular Velocity
Angular velocity is similarly defined as the linear velocity. It is denoted by the
lowercase of the Greek letter omega (𝜔) and is defined as the ration of the angular
displacement ∆𝜃 to the time interval ∆𝑡, the time it takes an object to undergo that
displacement. It describes how quickly the rotation takes place.
In symbols, the average angular velocity is given as:
∆𝜃 ∆𝑠 1
𝜔𝑎𝑣𝑒 = = ∙
∆𝑡 ∆𝑡 𝑟
∆𝑠
In the limit that the time interval approaches zero, becomes the
∆𝑡
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𝑠 𝑟𝜃
=
𝑡 𝑡
𝑠 𝜃
but we know that, 𝑡 = 𝑣 and = 𝜔 . And so, 𝒗 = 𝒓𝝎.
𝑡
This equation implies that, for a body rotating at an angular velocity 𝜔, the
farther the distance 𝑟 that the body is form the axis of rotation, the greater is its linear
or tangential velocity.
Sample Problem 2:
A child in a barber shop spins on a stool. If the child turns counter clockwise
through 8.0 𝜋 rad during an 8.0 s interval, what is the average angular velocity of the
child’s rotation?
Given: ∆𝜃 = 8.0𝜋 𝑟𝑎𝑑
∆𝑡 = 8.0 𝑠
Find: 𝜔𝑎𝑣𝑒
∆𝜃 8.0𝜋 𝑟𝑎𝑑
Solution: 𝜔𝑎𝑣𝑒 = = = 𝟑. 𝟏𝟒 𝒓𝒂𝒅/𝒔
∆𝑡 8.0 𝑠
Angular Acceleration
Angular acceleration occurs when angular velocity changes with time. We will
use the symbol alpha, α , to denote angular acceleration. The average angular
acceleration is given by this relationship,
𝜔𝑓 − 𝜔𝑖
𝛼𝑎𝑣𝑒 =
𝑡𝑓 − 𝑡𝑖
∆𝜔
𝛼𝑎𝑣𝑒 =
∆𝑡
where ∆𝜔 is the change in angular velocity and ∆𝑡 is the change in time.
This quantity is expressed in the unit radians per second squared (rad/s2).
There is a connection between instantaneous tangential acceleration and angular
acceleration. The tangential acceleration associated with motion of a point moving in
a circular path of radius r is related to the instantaneous angular acceleration through:
𝒂𝒕 = 𝜶𝒓.
Sample Problem 3:
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A figure skater begins spinning counter clockwise at an angular speed of
5.0𝜋 𝑟𝑎𝑑/𝑠. She slowly pulls her arm inward and finally spins at 9.0𝜋 𝑟𝑎𝑑/𝑠 for 3.0 s.
What is her average angular acceleration during this time interval?
Given: 𝜔𝑓 = 9.0𝜋 𝑟𝑎𝑑/𝑠
𝑟𝑎𝑑
𝜔𝑖 = 5.0𝜋 𝑠
∆𝑡 = 3.0 𝑠
Find: 𝛼𝑎𝑣𝑒
Solution:
𝜔𝑓 − 𝜔𝑖
𝛼𝑎𝑣𝑒 =
𝑡𝑓 − 𝑡𝑖
𝑟𝑎𝑑 𝑟𝑎𝑑
9.0𝜋 𝑠 − 5.0𝜋 𝑠
=
3.0 𝑠
𝜶𝒂𝒗𝒆 = 𝟒. 𝟐 𝒓𝒂𝒅/𝒔𝟐
∆𝜽
𝝎𝒂𝒗𝒆 =
∆𝒕
𝝎𝒇 − 𝝎𝒊
𝜶𝒂𝒗𝒆 =
𝒕
𝝎𝒇 = 𝝎𝒊 + 𝜶𝒕
𝜶𝒕𝟐
𝜽 = 𝝎𝒊 +
𝟐
𝝎𝒇𝟐 − 𝝎𝒊𝟐
𝜽=
𝟐𝜶
Sample Problem 4:
A fish swimming behind a luxury cruise liner gets caught in a whirlpool created
by the ship’s propeller. If the fish has an angular velocity of 1.5 rad/s and the water
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in the whirlpool accelerates at 3.5 rad/s2, what will be the instantaneous angular
velocity of the fish at the end of 4.0 seconds?
𝑟𝑎𝑑
Given: 𝜔𝑖 = 1.5 𝑠
𝑟𝑎𝑑
𝛼 = 3.5 𝑠2
𝑡 = 4.0 𝑠
Find: 𝜔𝑓
Solution: 𝜔𝑓 = 𝜔𝑖 + 𝛼𝑡
𝑟𝑎𝑑 3.5𝑟𝑎𝑑
= 1.5 +( ) (4.0𝑠)
𝑠 𝑠2
𝒓𝒂𝒅
𝝎𝒇 = 𝟏𝟓. 𝟓 𝒔
Learning Competency:
Apply the rotational kinematic relations for systems with constant angular
accelerations. (STEM_GP12RED-IIa-6)
____________ 1. The angle turned through by a body about a given axis is called
angular displacement.
____________ 2. Angular acceleration is the change in the angular displacement of
rotating body about the axis of rotation with time.
____________ 3. Angular velocity is the change in the angular speed of a tangential
motion.
____________ 4. The farther the distance 𝑟 that the body is form the axis of rotation,
the greater is its linear or tangential velocity.
____________ 5. The value 3600 equals 2π rad, or one complete revolution.
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1. Convert the following into indicated angle measure unit:
a. 360 to rad
b. 1250 to rad
c. 2 𝜋/5 to degrees
d. 𝜋/7 to degrees
2. A wheel of radius 14.0 cm starts from rest and turns through 2.0 revolutions
in 3.0s.
a. What is its average velocity?
b. What is the tangential velocity of a point on the rim of the wheel?
3. A rifle is a long gun barrel has been grooved or “rifled” on the inside with spiral
channels. Bullets fired from a rifled barrel spin. This gives them greater
stability in flight and thus greater accuracy when fired. Since 1964, the
standard infantry weapon in the US Army has been the 0.22 caliber M16 rifle.
Due to rifting, a bullet fired from an M16 rotates two and a half times on its
journey from the breech to the muzzle. Given a barrel length of 510 mm and
a muzzle velocity of 950 m/s. Determine the following.
a. the average translational acceleration
b. the average angular acceleration (in radians per second squared)
c. the final angular velocity (in rotations per second)
4. A fish swimming behind a luxury cruise liner gets caught in a whirlpool created
by the ship’s propeller. If the fish has an angular velocity of 2.5 rad/s and the
water in the whirlpool accelerates at 4.5 rad/s2, what will be the instantaneous
angular velocity of the fish at the end of 5.0 seconds?
Reflection
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1.I learned that ____________________________________________________
____________________________________________________________
_______________________________________________________
2.I enjoyed most on _________________________________________________
____________________________________________________________
__________________________________________________
References
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Padua, Alicia L. et. al, Rotational Kinematics , Practical and Explorational
Physics: Modular Approach, 2003, pp. 149-153.
The Physics Hypertxtbook.
https://physics.info/rotational-kinematics/practice.shtml
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GENERAL PHYSICS 1
Name: ______________________ Grade Level: _________________
Date: ________________________Score: ______________________
LEARNING ACTIVITY SHEET
DETERMINE ANGULAR MOMENTUM AT DIFFERENT SYSTEMS
Figure 1. Dumbbell B is easier to rotate in spite of its large masses because these are near
its axis of rotation; hence, the dumbbell’s moment of inertia is smaller. The opposite can be
said of dumbbell A.
If force is needed to change the linear state of motion of an object, torque is
required to change the rotational state of motion of an object. And so, if there is no
net torque, a rotating object continues to rotate at a constant velocity.
Rotational inertia depends on the distribution of the mass. A small mass which
is at a greater distance from the axis of rotation has a greater moment of inertia than
a large mass which is near the axis of rotation.
The moment of inertia I, gives a measurement of the body to a change in its
rotational motion. The larger the moment of inertia of a body, the more difficult it is to
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put that body into rotational motion or, the larger the moment of inertia of a body, the
more difficult it is to stop its rotational motion.
For the very special case of the moment of inertia of a single mass m, rotating
about an axis, a distance r from m, we have
I = mr2
It is important to remember that when moment of inertia is asked for, it is a
must to specify about what axis the rotation will take place. Because r is different for
each axis and, since I differs as r2, I is also different for each axis.
The unit for the moment of inertia is kg ∙ m2 and has no special name.
Calculus is usually used to sole for the moment of inertia. However, for
simplicity, you can use Table 1, which shows how values of the moment of inertia for
some reason uniform symmetrical bodies about different axes can be determined.
Sample Problem1:
Find the moment of inertia of a solid cylinder of mass 3.0 kg and radius 0.50
m, which is free to rotate about an axis through its center.
Given: m = 3.0 kg
r = 0.50 m
Find: I=?
1
Solution: 𝐼 = 2 𝑚𝑟 2
𝟏
= (𝟑. 𝟎 𝒌𝒈)(𝟎. 𝟓𝟎 𝒎) 2
𝟐
𝟏
= (𝟑. 𝟎 𝒌𝒈)(𝟎. 𝟐𝟓 𝒎𝟐 )
𝟐
𝑰 = 𝟎. 𝟑𝟖 𝒌𝒈 ∙ 𝒎𝟐
You have seen how Newton’s first law of motion is similar to rotational
motion. Newton’s three laws many be stated in terms of rotational motion.
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A very good example to illustrate this is the earth’s rotation. The earth
continues to rotate at an angular velocity of 7.27 x 10-5 rad/s since there is no external
torque acting on it.
The second law for rotational motion:
When an unbalanced external torque acts on a body with moment of
inertia 𝐼, it gives that body an angular acceleration α, which is directly
proportional to the torque 𝜏 and inversely proportional to the moment of inertia.
In symbols, this is given as
𝝉 = 𝑰𝜶
The third law for rotational motion:
If body A and body B have the same axis of rotation, and if body A
exerts a torque on body B, then body B exerts an equal but opposite torque
on body A.
Table 1. Moments of Inertia of selected bodies with Mass m
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Angular Momentum
If the rotational equivalent of force is torque, which is the moment of the force,
the rotational equivalent of linear momentum (p) is angular momentum (L), which is
the moment of momentum. Like linear momentum, angular momentum is also a
vector quantity; it has magnitude and direction. It is defined as the product of the
moment of inertia (I) of a rotating body and its angular velocity (𝝎). In equation form,
this is given as
L = I𝝎
L = mvr
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Sample Problem 2:
What is the angular momentum of a 250 g stone being whirled by a slingshot
at a tangential velocity of 6 m/s, if the length of the slingshot is 30 cm?
The table below shows the concept of momentum for linear and rotational
situtions.
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If no net force acts on a system, we know that the linear momentum of this
system is conserved. Angular momentum is also conserved for systems in rotation.
The Law of Conservation of Angular Momentum states that in the absence of an
unbalanced external torque, the angular momentum of a system remains constant.
Learning Competency:
Determine angular momentum at different systems. STEM_GP12RED-IIa-9
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2. If you walk along the top of a fence, why would extending your arms out help
you to balance?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________
3. When is angular momentum conserved?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________
4. By how much will the rate of spin of skater increase, if she pulls her arms in
to reduce her moment of inertia to half?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________
5. Will there be a change in a gymnast’s angular momentum if he changes his
body configuration during a somersault?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________
1. Lara, a 50.0 kg gymnast, swings her 1.5 m long body around a bar by her
outstretched arms. What is her moment of inertia?
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2. Lito is spinning a basketball with a radius of 12 cm on the tip of his finger.
Determine the mass of the ball if its moment of inertia is 5.568 x 10 -3 kg.m2.
REFLECTION
GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________
TORQUE
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Torque is the turning or twisting effectiveness of a force. Figure 1, helps to
explain the idea of torque. When you push on a door with a force F, as in part a, the
door opens more quickly when the force is larger. Other things being equal, a larger
force generates a larger torque. However, the door does not open as quickly if you
apply the same force at a point closer to the hinge, as in part b, because the force
now produces less torque. Furthermore, if your push is directed nearly at the hinge,
as in part c, you will have a hard time opening the door at all, because the torque is
nearly zero. In summary, the torque depends on the magnitude of the force, on
the point where the force is applied relative to the axis of rotation (the hinge in
Figure 1), and on the direction of the force. For simplicity, we deal with situations
in which the force lies in a plane that is perpendicular to the axis of rotation. In Figure
2, for instance, the axis is perpendicular to the page and the force lies in the plane of
the paper. The drawing shows the line of action and the lever arm of the force, two
concepts that are important in the definition of torque. The line of action is an
extended line drawn collinear with the force. The lever arm is the distance l between
the line of action and the axis of rotation, measured on a line that is perpendicular to
both. The torque is represented by the symbol τ (Greek letter tau), and its magnitude
is defined as the magnitude of the force times the lever arm:
Figure 2. In this top view, the hinges of a door appear as a black dot (•) and define
the axis of rotation. The line of action and lever arm l are illustrated for a force applied
to the door (a) perpendicularly and (b) at an angle. (c) The lever arm is zero because
the line of action passes through the axis of rotation.
Torque Formula
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Torque = F x L
= FLsinƟ
Torque is calculated with respect to (about) a point. Changing the point can change
the torque’s magnitude and direction.
Sample Problem no 1:
First, we are going to write all the given and identify the unknown.
Given: F= 55 N
l= a= 0.80 m
b= 0.60 m
c= 0 m
τ= ?
a. τ= F x l b. τ= F x l c. τ= F x l
τ= 55 N x 0.80 m τ= 55 N x 0.60 m τ= 55 N x 0 m
τ= 44 Nm τ= 33 Nm τ= 0 Nm
In parts a and b the torques are positive, since the forces tend to produce a
counterclockwise rotation of the door. In part c, the line of action of passes through
the axis of rotation (the hinge). Hence, the lever arm is zero, and the torque is zero.
Angular Momentum
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Why does Earth keep on spinning? What started it spinning to begin with?
And how does an ice skater manage to spin faster and faster simply by pulling her
arms in? Why does she not have to exert a torque to spin faster? Questions like
these have answers based in angular momentum, the rotational analog to linear
momentum. Linear momentum p of an object is defined as the product of its mass m
and linear velocity v; that is, p = mv. For rotational motion the analogous concept is
called the angular momentum L. The mathematical form of angular
momentum is analogous to that of linear momentum, with the mass m and the linear
velocity v being replaced with their rotational counterparts, the moment of inertia I
and the angular velocity ω.
L= I ω
When you push a merry-go-round, spin a bike wheel, or open a door, you
exert a torque. If the torque you exert is greater than opposing torques, then
the rotation accelerates, and angular momentum increases. The greater the net
torque, the more rapid the increase in L. The relationship between torque and
angular momentum is:
ΔL
Net τ = Δt
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The image on the right shows a Lazy
Susan food tray being rotated by a person in
quest of sustenance. Suppose the person exerts
a 2.50 N force perpendicular to the lazy Susan’s
0.260-m radius for 0.150 s. What is the final
angular momentum of the lazy Susan if it starts
from rest, assuming friction is negligible?
Given: F = 2.50 N
l = 0.260 m
t = 0.150 s
L=?
L = r F • Δt
= (0.260 m)(2.50 N)(0.150 s)
= 9.75×10−2 kg ⋅ m2 / s.
Learning Competency:
Directions: Find and circle the following words below. These terms are related with
torque and angular momentum. They are hidden in the grid and can be found either
horizontally, vertically or diagonally.
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A S D F G H J K L Q D E R Y U
K S M S A T S H S F A M I L Y
X T E U I S D F Z Q P U S H E
F O R C E L Q D L K L Q H O G
D R X C D H J K E A S D T I H
K Q I U U R Y A V D E R E Y H
A U O P T H J K E F G H W Z I
K E K L I S D I R E C T I O N
X C G A N G L E A L Q A D T G
I U K L G A S D R S D U R E E
O P A S A D E R M E R W H W R
X C F Z M F G H F T I O D T W
A N G U L A R M O M E N T U M
A S R E Y M A E R I U K L P A
D E R E Y D F G H O P A S C F
TORQUE ANGULAR MOMENTUM HINGE MAGNITUDE TAU
PUSH ANGLE FORCE LEVER ARM DIRECTION
Directions: Write the word TRUE if the statement is correct and FALSE if the
statement is incorrect. Write your answer on the space provided before the number.
Directions: Encircle the letter of your answer on the choices below the statement.
1. “All objects tend to keep on spinning”. What does the statement implies?
a. Objects in rotational motion, like moving objects along straight line will
keep on moving not unless acted upon by an outside force.
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b. That is only true for some objects under rotational motion.
c. The object will eventually stop soon.
d. Only outside application of force will make it stop.
2. What do we call the tendency of a spinning object to continue to spin?
a. Torque
b. Conservation of angular momentum
c. Conservation of Torque
d. Newton’s Second Law of spinning bodies
3. What is the symbol of Torque?
a. T b. t c. τ d. t
4. What happens to angular momentum when the sum of all external torque
acting on a system of particles is zero?
a. The angular momentum is also zero
b. The angular momentum increases
c. The angular momentum decreases
d. The angular momentum remains constant
5. What happens when the line of action passes through the axis of rotation?
a. Lever arm is zero and so with the torque
b. Lever arm and torque is constant
c. There will be a negative rotation
d. Lever arm and torque doesn’t change
Given 1 pt
Solution 2 pts.
Final Answer w/ unit 2 pts.
1. In a public playground, one cloudy afternoon. Reyma and her friends wanted
to try the merry - go – round. Supposed she let her friends try it and she will
be the one to spin it for them. If she exerts 50 N force perpendicular to the 1.2
m radius for 5 s. What is the final angular momentum of the lazy Susan if it
starts from rest, assuming friction is negligible?
2. Calculate the torque of a door upon applying 5 N of force to open it and has a
lever arm of 2.3 m?
Reflection
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_______________________________________________________
References
College Physics. Houston, TX: OpenStax College, 2012.
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GENERAL PHYSICS 1
Name: ____________________________Grade Level: _________
Date: _____________________________Score:______________
https://www.physicsclassroom.com/Class/vectors/u3l3c1.gif
If an object is at equilibrium, then the forces are balanced. Balanced is the key
word that is used to describe equilibrium situations. Thus, the net force is zero and
the acceleration is 0 m/s2 Objects at equilibrium must have an acceleration of 0 m/s/s.
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This extends from Newton's first law of motion. But having an acceleration of 0 m/s2
does not mean the object is at rest. An object at equilibrium is either
If an object is at rest and is in a state of equilibrium, then we would say that the
object is at static equilibrium. Static" means stationary or at rest. A common physics
lab is to hang an object by two or more strings and to measure the forces that are
exerted at angles upon the object to support its weight. The state of the object is
analyzed in terms of the forces acting upon the object. The object is a point on a
string upon which three forces were acting. See diagram at right. If the object is at
equilibrium, then the net force acting upon the object should be 0 Newton. Thus, if
all the forces are added together as vectors, then the resultant force (the vector sum)
should be 0 Newton. (Recall the resultant of adding all the individual forces head-to-
tail.) Thus, an accurately drawn vector addition diagram can be constructed to
determine the resultant. Sample data for such are shown below.
For most students, the resultant is 0 Newton (or at least very close to 0 N). It’s
expected - since the object is at equilibrium, the net force (vector sum of all the
forces) should be 0 N.
https://www.physicsclassroom.com/Class/vectors/u3l3c5.gif
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Another way of determining the net force (vector sum of all the forces) involves
its horizontal and vertical components. Once the components are known, they can
be compared to see if the vertical forces are balanced and if the horizontal forces are
balanced. The diagram below shows vectors A, B, and C and their respective
components. For vectors A and B, the vertical components can be determined using
the sine of the angle and the horizontal components can be analyzed using the
cosine of the angle. The magnitude and direction of each component for the sample
data are shown in the table below the diagram.
https://www.physicsclassroom.com/Class/vectors/u3l3c6.gif
The table above shows that the forces are nearly balanced. An analysis of the
horizontal components shows that the leftward component of A nearly balances the
rightward component of B. An analysis of the vertical components show that the sum
of the upward components of A + B nearly balance the downward component of C.
The vector sum of all the forces is (nearly) equal to 0 Newton. But what about the 0.1
N difference between rightward and leftward forces and the 0.2 N difference between
the upward and downward forces? Why do the components of force only nearly
balance? The sample data used in this analysis are the result of measured data from
an actual experimental setup. The difference between the actual results and the
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expected results is due to the error incurred when measuring force A and force B.
We have to conclude that this low margin of experimental error reflects an experiment
with excellent results. We could say it's "close enough for government work."
https://www.physicsclassroom.com/Class/vectors/u3l3c8.gif
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Since each cable pulls upwards with a force of 25 N, the total upward pull of
the sign is 50 N. Therefore, the force of gravity (also known as weight) is 50 N, down.
The sign weighs 50 N.
In the above problem, the tension in the cable and the angle that the cable
makes with the horizontal are used to determine the weight of the sign. The idea is
that the tension, the angle, and the weight are related. If the any two of these three
are known, then the third quantity can be determined using trigonometric functions.
https://www.physicsclassroom.com/Class/vectors/u3l3c10.gif
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Thinking Conceptually
https://www.physicsclassroom.com/Class/vectors/u3l3c11.gif
In conclusion, equilibrium is the state of an object in which all the forces acting
upon it are balanced. In such cases, the net force is 0 Newton. Knowing the forces
acting upon an object, trigonometric functions can be utilized to determine the
horizontal and vertical components of each force. If at equilibrium, then all the vertical
components must balance and all the horizontal components must balance.
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Let’s try this sample using the trigonometric function!
After its most recent delivery, the infamous stork announces the good news.
If the sign has a mass of 10 kg (98 N), then what is the tensional force in each cable?
Use trigonometric functions and a sketch to assist in the solution
https://www.physicsclassroom.com/
Class/vectors/u3l3c16.gif
Solution!
Since the mass is 10.0 kg, the weight is 98.0 N. Each cable must pull
upwards with 49.0 N of force. Thus,
Learning Competency:
Solve static equilibrium problems in context but not limited to see-saws, cable-hinge-
strut-system, leaning ladders, weighing a heavy suitcase using a small bathroom
scale (STEM_GP12RED-IIa-8)
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ACTIVITY 1: Show you solutions in solving the following questions
https://www.physicsclassroom.com/Cla
ss/vectors/u3l3c12.gif
2. The image below advertized the most important truth to be found inside. The
sign is supported by a diagonal cable and a rigid horizontal bar. If the sign has a
mass of 50 kg (490 N), then determine the tension in the diagonal cable that
supports its weight.
3. The following sign can be found in Glenview. The sign has a mass of 50 kg (490
N). Determine the tension in the cables.
https://www.physicsclassroom.com
/Class/vectors/u3l3c14.gif
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https://www.physicsclassroom.com/
Class/vectors/u3l3c13.gif
4. Comparing the mass of the right side and the left side which greater? Why?
https://images-na.ssl-images-
amazon.com/images/l/31lHqT
skfrL._AC_SY400_.jpg
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d. None of the above
5. A croquet mallet balances when suspended from its center of mass, as shown
in the left part of the figure. If you cut the mallet into two pieces at its center of
mass, as shown in the right part if the figure, how do the masses of the two
pieces compare?
a. The piece with the head of the mallet has the greater mass
b. The piece with the head of the mallet has the smaller mass
c. The masses are equal
Ftens = 45 N Ftens = 45 N
1. weight=?
45 N
Fy
25® 25® 25®
2. Ftens =?
Ftens
mass= 30kg Fy
55® 55® 55®
Ftens
3. Ftens= ?
Fy 87
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mass = 15kg
35®
Reflection
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References
https://www.physicsclassroom.com/class/vectors/Lesson-3/Equilibrium-and -
Statics
https://www.dictionary.com/browse/equilibrium
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GENERAL PHYSICS 1
Name: ____________________________Grade Level: _________
Date: _____________________________Score:______________
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Newton knew that the force that caused the apple’s acceleration (gravity) must
be dependent upon the mass of the apple. And since the force acting to cause the
apple’s downward acceleration also causes the earth’s upward acceleration
(Newton’s third law), that force is also dependent pon the mass of the earth. So for
Newton, the force of gravity acting between the earth and any object is directly
proportional to the mass of the earth, directly proportional to the mass of the object,
and inversely proportional to the square of the distance that separates the center of
the earth and the object.
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will result in weaker gravitational force. So as two objects are separated from each
other, the force of gravitational attraction between them also decreases. If the
separation distance between two objects is doubled (increased by a factor of 2), then
the force of gravitational attraction is decreased by a factor 4 (2 raised to the second
power). If the separation distance between any two objects is tripled (increased by a
factor of 3), then the force of gravitational attraction is decreased by a factor of 9 (3
raised to the second power).
is directly proportional to the product of the two masses and inversely proportional to
the square of the distance of separation.
Nonetheless they are sensible. When the units on G are substituted into the
equation above and multiplied by m1 x m2 units and divided by d2 units, the result
will be Newtons – the unit of force.
Sample Problem #1
Determine the force of gravitational attraction between the earth (m=5.98 x 10 24 kg)
and a 70- kg physics student if the student is standing at sea level, a distance of 6.38
x 106m from the earth’s center.
*The solution of the problem involves substituting known values of G (6.673 x 10 -11N
m2/kg2, m1 (5.98 x 1024 kg), m2 (70 kg) and d (6.38 x 106m) into the universal
gravitation equation and solving for Fgrav. The solution is as follows:
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𝑚2
(6.673 𝑥 10−11 𝑁 ).(5.98𝑥 1024 𝑘𝑔).(70𝑘𝑔)
𝑘𝑔2
Fgav = (6.38 𝑥 106 𝑚)2
Fgav = 686 N
Two general concepts can be made about the results of the two sample
calculations above. First, observe that the force of gravity acting upon the students
(a.k.a. the student’s weight) is less on an airplane at 40 000 feet than at sea level.
This illustrates the inverse relationship between separation distance and the force
of gravity (or in this case, the weight of the student). The student weighs less at the
higher altitude. However, a mere change of 40000 feet further from the center of the
earth is virtually negligible. This altitude altered the student’s weight by 2 N that is
much less than 1% of the original weight. A distance of 40 000 feet (from the earth’s
surface to a high altitude airplane) is not very far when compared to a distance of
6.38 x 106m (equivalent to nearly 20 000 000 feet from the center of the earth). This
alternation of distance is like a drop in a bucket when compared to the large radius
of the earth. As shown in the diagram below, distance of separation becomes much
more influential when a significant variation is made
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The second conceptual to be made about the above sample calculations is
that the use of Newton’s universal gravitation equation to calculate the force of
gravity (or weight) yields the same result as when calculating it using the equation.
Fgrav = mxg = (70 kg) x (9.8 m/s2) = 686 N
Learning Competency:
Use Newton’s Law of Gravitation to infer gravitational force, weight, and acceleration
due to gravity STEM_GP12G-llb-16
https://justdoscience.weebly .com/uploads/2/5/2/9/2529400/6274505.png481
6. It is said to be that Earth’s gravity has a value of 9.8 m/s 2. Earth’s gravity is
considered as a/an?
a. Force
b. Weight
c. Acceleration
d. Mass
7. How is the gravitational force between two objects related to their mass?
a. They are directly proportional
b. They are inversely proportional
c. They do not affect each other
d. They are equal
8. Which of the following equations refers to Newton’s Law on Gravitation?
a. F=Gm1m2/d
b. F=Gm1m2/d2
c. F=Gm1m2/2d
d. F=m1m2/2d
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9. What states that every object in the universe attracts every other object”?
a. Law of Universal Gravitation
b. Newton’s First Law of Motion
c. Newton’s Third law
d. Inertia and Gravity
10. If these teams are pulling with the same amount of force what will happen?
https://www.123rf.com/photo_84007819_group-of-children-playing-tug-of-war.html
a. The left team will win
b. They will not move at all
c. The right team will win
d. Both will fall down
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ACTIVITY 4: Think about it!
Directions: Answer the following questions.
1. Newton’s law of universal gravitation had a huge impact on how people
thought about the universe. Why do you think it was so important?
2. What equation did Newton use to represent the force of gravity between two
objects?
3. A. From your answer in question no. 2. What does each letter in the equation
stand for? B. Which letter stand for a value that never change?
Reflection
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Prepared by:
GLENDA M. MADRIAGA
BUKIG NATIONAL AGRICULTURAL AND TECHNICAL SCHOOL
GENERAL PHYSICS1
Name: __________________________ Grade Level: _________
Date: ___________________________ Score: ______________
Gravitational Field
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Gravitational field like any other force field is responsible for the force
on a body. Gravitational fields originate from all the massive bodies and result
in the attractive pull known as the gravitational force of the body. More studies
are going on in the field of physics to fully understand this force and these
fields.
F = G m₁. m₂
r²
where:
F= central force
G= universal gravitational constant = 6.67x10ˉ¹¹ N.m²/kg²
m = mass of the objects
r = distance between the two masses
F= Gm₁m₂
r²
2
F = Gm₁m₂/r = gm
1
g (field due to m₂) = Gm₂/r²
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F = Gm₁.m₂ /r² m₁ m₂
F = Gm₁m₂/r² = gm₁
2
g (field due to m ) = Gm /r
2 2
Don’t forget that for non-point mass, r is the distance to the center of mass
Fields as the gravitational fields that are defined at each point of space by a
vector quantity are called vector fields. These fields can be represented by lines of
force. A line of force has the characteristic of being tangent at all its points to the
direction of the field at that point and its meaning is the same as that of the field.
Gravitational field is a vector, and any calculations regarding fields
(especially
involving addition of fields from more than one mass) must use vector addition.
(i) Field here due to both masses
m₁ m₂
Field due to m₁
m₁ m₂
(iii)
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Field here due to m₂
Field due to m₁
Resultant field
m₁ m₂
Superposition principle
In the case of a field which is created by several bodies we use the
superposition principle to know the aggregate field at a given point. The
principle of superposition tells us that the gravitational field created by a body
at a point is independent from gravitational fields which are created by other
bodies. We will operate by finding out the field created by each body at the
point in question and we will add all of them (vector sum) for the total field.
This speed explains why some planets have atmospheres and others
not. According to the kinetic theory of gases, the gas molecules move at a
speed:
where; v = velocity
m = mass of the molecule
T = temperature in Kelvin
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K = Boltzmann constant
The minus sign means that the gravitational field is directed in the
opposite direction to the unit vector that it points the direction from the Earth
to the point in question.
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https://spark.iop.org/collections/gravitational-fields#gre
Uniform
https://spark.iop.org/collections/gravitational-fields#gre
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https://www.slideshare.net/simonandisa/gravitational-force-and-fields
Learning Competency
L Q F F I E L D L I N E S
L I N E S O F F O R C E E
F R K A S Q T R I X H P R
O S R E S U L T A N T G K
Q L U V A E A S K U G F O
S M W N M T G V B N I T Y
S D L E I F R O T C E V I
D L E V B F R S Y X W F H
V T A W P D O A S M B S T
A R N L A C I R E H P S C
G J H I T S R E O S L A W
Directions: Read carefully the problems below and solve for the unknown
quantities. Show all your solutions.
1. What is the weight of a 25.0 kg object near the surface of the earth?
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2. What is the mass of an object if it has a weight of 80.0 N near the
earth’s surface?
3. The Earth orbits the Sun at a distance of 1.46x1010 m from center to
center. What is the strength of the Sun’s gravitational field at this
distance?
4. What is the acceleration due to gravity on the surface of the sun?
5. What is the mass of an object if it has a weight of 127 N near the
earth’s surface?
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1. ss amayb ecaps otdet acinu mmocs itaht ytrep orpla cisyh pasid
leifl anoit ativa rgehT
4. .tl efecr ofeht regno rtseh t,reh tegot erase nileh treso lcehT
Reflection
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1. I learned that ________________________________________________
____________________________________________________________
_______________________________________________________
References
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GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________
The gravitational force that acts on every kg of mass near the Earth’s surface
is represented as g with a value of 10N/kg or 10m/s² so you can think of g in two
ways.
2.
A free-falling object near the Earth’s surface will accelerate at
10m/s²
But you may ask, where did the acceleration, 10ms-2 come from? Well
you have learnt that 1N =1kg.m/s². So, if g = 10N/kg then in place of N
we would write 10 kgms-2/kg.
g= 10N; = 10kgms-2
kg kg
g = 10 ms -2
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Notice that kg cancels out and you are left with 10ms-2. If greater
accuracy is required in a calculation, then use g = 9.8N/kg or 9.8ms-2.
Calculating gravitational potential energy
If you decide to run up the steps of a building, the force of gravity will
act on you, thus, there is force between you and the surface of the earth. As
you make your way up the steps you are doing work by moving yourself from
the ground floor up the steps. As you move up, the force of gravity will act on
you so you will carry your own weight up the steps. This results in work
being done so you will gain gravitational potential energy
Example 1
If you weigh 60kg and ran up the building steps covering a distance of
30 meters then the GPE is calculated as follows:
GPE = mgh
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If you use g = 10m/s2 then the answer in example 1 is 18 000J. If you
use g = 9.8ms-2 then the answer is 17640J.
For every calculations dealing with GPE, use g = 10ms-2. But some
questions will require you to use g = 9.8ms-2 for more accuracy in
calculations.
Example 2
Solution
a) GPE = mgh
= 6kg x 10ms-2 x 4m
= 240J
b) GPE = mgh
= 6kg x 10ms-2 x 8m
= 480J
c. GPE = mgh
h = GPE
mg
= 6m
Example 3
If you lift a 3kg object from an initial height of 5m to a height of 8m and
place it at the top of a shelf, you are doing work on it, since you are
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applying a force that is in the direction of its displacement (both vertical).
In doing work on it, you are also changing its GPE.
GPE = mgh
= 3kg x 10ms-2 x 5m
= 150J
GPE = mgh
= 3kg x 10ms-2 x 8m
= 240J
GPE = mgh
= 90 kg.m²/²
= 90J
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Mass A and B have the same magnitude. A was moved up the slope
with less force but the distance moved was greater. Mass B was lifted
vertically from the ground. Same amount of work was done in each
case so both masses have the same GPE. So to calculate the
gravitational potential energy of A and B you need to know the vertical
height only but not the direction taken. Therefore, energy is a scalar
quantity because direction is not considered.
A B
A BB
A B
A BB
Example 4
A 35kg beer keg is rolled up a 5m long plank, which makes a
30° inclination to the ground. What is the GPE of the keg at the top?
Solution
A 30° incline plane with a
hypotenuse of 5m has a vertical
height given by: 5.0 sin 30° =
2.5m.
GPE = mgh
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Learning Competency:
A 3kg 2kg C
B 3kg
4m
4m
2m
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Mass (kg) Weight (N) Height (m) Gravitational Potential
energy (J)
5 2
2 6
8 5
20 0.6
5000 2
0.2 10
67 44
2. Assuming that the object are on Earth, where acceleration due to gravity is
10N/kg, calculate the gravitational potential energy that they had.
3. Re-calculate the weight for the same objects, if they were on Mercury (where
the acceleration due to gravity is 4N/kg)
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Learning Activity 3 – Apply your Skills
Directions: Read and answer the following questions accordingly in the space
provided.
1) Climbing a vertical rope is difficult. You have to lift your full body weight with
your arms. If your mass is 60 kg and you climb 2.0 m, by how much do you
increase your gravitational potential energy?
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4) Assuming the bus in question 3 does not change its cruising speed on its
way down, where does the gravitational potential energy go? Why is there a
risk of brake failure in this situation?
Reflection
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GENERAL PHYSICS 1
A satellite is any object that is orbiting the earth, sun or other massive body. It
maybe natural like the moon or man-made like those launched in space for the
specific purposes like communication, researches, weather forecasts, etc. This
module will discuss the underlying principles and mathematical equations in the
motion of planets and satellites.
Satellite Motion
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Satellites follow a projectile motion where it is acted upon by the force of
gravity. It was Newton who first theorized that if an object is launched with sufficient
speed, it would orbit the Earth.
Let’s take a look on Figure 1. Consider a
cannonball fired from the top of a mountain. It will
follow a trajectory similar to a projectile motion. As
the projectile moves horizontally in a direction
tangent to the earth, the force of gravity would pull
it downward. Paths A and B illustrate the path of a
projectile with insufficient launch speed for
orbital motion. But if launched with sufficient
speed, the projectile would fall towards the
earth at the same rate that the earth curves.
This would cause the projectile to stay the
same height above the earth and to orbit in a
circular path (such as path C). And at even
greater launch speed, a cannonball would
Figure 1. Satellite Motion
once more orbit the earth, but now in an
elliptical path (as in path D). At every point https://cdn1.byjus.com/wp-
along its trajectory, a satellite is falling toward content/uploads/2018/11/physics/2015/12/2 the
earth. Yet because the earth curves, it never 0072839/32.png
reaches the earth.
Therefore, what should be the launch speed so that a projectile will orbit the
Earth? The answer lies on the curvature of the Earth. For every 8000 meters
measured along the horizon of the earth,
the earth's surface curves downward by
approximately 5 meters. For a projectile to
orbit the earth, it must travel horizontally a
distance of 8000 meters for every 5 meters
of vertical fall. For this reason, a projectile
launched horizontally with a speed of
about 8000 m/s will be capable of orbiting http://www.physicsclassroom.com/Class/circle
the earth in a circular path. If shot with a s/u6l4b2.gif
speed greater than 8000 m/s, it would orbit
the earth in an elliptical path.
The motion of objects is governed by Newton's laws. The same simple laws
that govern the motion of objects on earth also extend to the heavens--to govern the
motion of planets, moons, and other satellites.
Orbital Speed Equation
Consider a satellite with mass Msat orbiting a central body with a mass of mass
MCentral. The central body could be a planet, the sun or some other large mass
capable of causing sufficient acceleration on a less massive nearby object. If the
satellite moves in circular motion, then the net centripetal force (Fc), acting upon this
orbiting satellite is given by the relationship
𝑀 × 𝑣2
𝐹𝑐 = 𝑠𝑎𝑡𝑟 equation (1)
This net centripetal force is the result of the gravitational force (Fg) that attracts the
satellite towards the central body and can be represented as
𝐺×𝑀𝑠𝑎𝑡 ×𝑀𝑐𝑒𝑛𝑡𝑟𝑎𝑙
𝐹𝑔 = equation (2)
𝑟2
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Since Fc = Fg, then we have
𝑀𝑠𝑎𝑡 × 𝑣 2 𝐺 × 𝑀𝑠𝑎𝑡 × 𝑀𝑐𝑒𝑛𝑡𝑟𝑎𝑙
=
𝑟 𝑟2
We now have the equation for orbital speed,
𝐺×𝑀𝑐𝑒𝑛𝑡𝑟𝑎𝑙
𝑣=√ equation (3)
𝑟
where: G = 6.673 x 10-11 N•m2/kg2
Mcentral = the mass of the central body where the satellite orbits
r = the radius of orbit for the satellite
Then period of a satellite (T) and the mean distance from the central body (r)
are related by the following equation:
3
2𝜋𝑟 ⁄2
𝑇= equation (6)
√𝐺𝑀𝑐𝑒𝑛𝑡𝑟𝑎𝑙
where: T = period of the satellite
r = average radius of orbit for the satellite
G = 6.673 x 10-11 N•m2/kg2
Sample Problem #1
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A satellite wishes to orbit the earth at a height of 100 km (approximately 60
miles) above the surface of the earth. Determine the speed, acceleration and orbital
period of the satellite. (Given: Mearth = 5.98 x 1024 kg, rearth = 6.37 x 106 m)
Unknown: v, a, T
Solution:
Sample Problem #2
The period of the moon is approximately 27.2 days (2.35 x 10 6 s). Determine
the radius of the moon's orbit and the orbital speed of the moon. (Given: Mearth = 5.98
x 1024 kg, rearth = 6.37 x 106 m)
Unknown: r and v
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3 m2
𝑇2 × 𝐺 × 𝑀𝑐𝑒𝑛𝑡𝑟𝑎𝑙 √ (2.35𝑥106 𝑠)2 × (6.673 x 10−11 N • ) × (5.98 x 1024 kg)
3
kg 2
𝑟=√ =
4𝜋 2 4𝜋 2
𝑟 = 3.82 𝑥 108 𝑚
In the early 1600s, Johannes Kepler proposed three laws of planetary motion.
Kepler was able to summarize the carefully collected data of his mentor, Tycho
Brahe, with three statements that described the motion of planets in a sun-centered
solar system.
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Kepler’s second law describes the speed at
which any given planet will move while orbiting the
sun. The speed at which any planet moves
through space is constantly changing. This is due
to the planets’ elliptical orbit and the fact that the
sun is not in the center of the orbital path. If a line
were drawn from the center of the planet to the
center of the sun, that line would sweep out the
same area in equal periods of time.
At equal periods of time, a planet will sweep
out the same area as it orbits around the sun. A
planet moves fastest when it is closest to the sun
and slowest when it is farthest from the sun.
http://www.physicsclassroom.com/Class/circles/u
6l4a2.gif
Let us consider the orbital period and average distance from sun (orbital
radius) for Earth and Mars as given in the table.
Observe that the T2/r3 ration of Earth and Mars are the same.
𝑇2 2
= 𝑘 = 2.977 𝑥 10−19 𝑚 ⁄ 3 equation (7)
𝑟3 𝑠
where: T = orbital period
r = orbital radius
Let’s take a look on the T2/r3 ratio of the planets on the solar system. Take note that
they have almost the same T2/r3 ratio.
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Earth 1.00 1.00 1.00
Mars 1.88 1.52 1.01
Jupiter 11.8 5.20 0.99
Saturn 29.5 9.54 1.00
Uranus 84.0 19.18 1.00
Neptune 165 30.06 1.00
Pluto 248 39.44 1.00
* 1 astronomical unit (au) = 1.4957 x 1011 meters = distance of Earth from Sun
** 1 year is the time of Earth to orbit the Sun = 3.156 x 107 seconds
Therefore,
𝑇1 2 𝑟1 3
(𝑇 ) = (𝑟 ) equation (8)
2 2
This is the only one of Kepler's three laws that deals with more than one planet
at a time. It has been calculated that this ratio holds for all the planets in our solar
system, in addition to moons and other satellites. It was this law that inspired Newton,
who came up with three laws of his own to explain why the planets move as they do.
Sample problem #1
The average orbital distance of Mars is 1.52 times the average orbital distance of the
Earth. Knowing that the Earth orbits the sun in approximately 365 days, use Kepler's
law of harmonies to predict the time for Mars to orbit the sun.
Learning Competency:
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Calculate quantities related to planetary or satellite motion. (STEM_GP12Red-IIb-
20)
Directions: Solve for the following problems. Write your answers with complete
solutions on a separate sheet of paper.
1. One of Saturn's moons is named Mimas. The mean orbital distance of Mimas is
1.87 x 108 m. The mean orbital period of Mimas is approximately 23 hours
(8.28x104 s). Use this information to estimate the mass for the planet Saturn. What
is the acceleration of Mimas?
2. Consider a satellite which is in a low orbit about the Earth at an altitude of 220 km
above Earth's surface. Determine the orbital speed of this satellite. Use the
information given below.
G = 6.673 x 10-11 Nm2/kg2
Mearth = 5.98 x 1024 kg
rearth = 6.37 x 106 m
3. Use the information below and the relationship above to calculate the T 2/r3 ratio
for the planets about the Sun, the moon about the Earth, and the moons of Saturn
about the planet Saturn. The value of G is 6.673 x10-11 N•m2/kg2.
Sun M = 2.0 x 1030 kg
Earth M = 6.0 x 1024 kg
Saturn M = 5.7 x 1026 kg
4. A geosynchronous orbit is an orbit in which the satellite remains over the same
spot on the planet as the planet turns. This is accomplished by matching the velocity
of the satellite to the velocity of the turning planet. The orbital radius of a
geosynchronous satellite is 4.23 × 107 m (measured from the center of Earth). What
is its period?
5. Galileo is often credited with the early discovery of four of Jupiter's many moons.
The moons orbiting Jupiter follow the same laws of motion as the planets orbiting the
sun. One of the moons is called Io - its distance from Jupiter's center is 4.2 units and
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it orbits Jupiter in 1.8 Earth-days. Another moon is called Ganymede; it is 10.7 units
from Jupiter's center. Make a prediction of the period of Ganymede using Kepler's
law of harmonies.
6. It was once postulated that there exists a planet called Vulcan between Mercury
and Sun, whose presence would explain the anomalous precession of Mercury (this
was later debunked and Mercury’s precession was later explained by Einstein’s
theory of general relativity). Assuming that Vulcan has a circular orbit around the sun
with a radius equal to 2/3 of the average orbital of Mercury, what would be the orbital
period of Vulcan? The orbital radius of Mercury is 5.79 x 1010 m.
7. Orbital radius and orbital period data for the four biggest moons of Jupiter are listed
in the table below. The mass of the planet Jupiter is 1.9 x 1027 kg.
𝑇 2⁄
Jupiter's Moon Period (s) Radius (m) 𝑟3
What pattern do you observe in the last column of data? Which law of Kepler's does
this seem to support?
Directions: Search and underline the word/s being described in the following
statements below. The answers maybe found horizontally, vertically, or diagonally.
1. Any object that is orbiting the earth, sun or other massive body.
2. A satellite that orbits the earth in 24 hours along an orbital path that is parallel to
an imaginary plane drawn through the Earth's equator.
3. A force exerted by any object moving in a circle (or along a circular path).
6. The path of the planets about the sun is elliptical in shape, with the center of the
sun being located at one focus.
7. The ratio of the squares of the periods of any two planets is equal to the ratio of
the cubes of their average distances from the sun.
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8. It is the speed at which satellites/planets orbits around the center of a system.
10. An imaginary line drawn from the center of the sun to the center of the planet will
sweep out equal areas in equal intervals of time.
Directions: Encircle the letter that you think best answers the question.
1. Kepler’s first law of planetary motion says that the paths of the planets are
a. Parabolas
b. Hyperbolas
c. Ellipses
d. Circles
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3. Newton’s law of universal gravitation states that the gravitational force
between two bodies is
a. Directly proportional to the distance between them
b. Directly proportional to the square of the distance between them
c. Inversely proportional to the distance between them
d. Inversely proportional to the square of the distance between them
4. Two moons orbit a planet. The average orbital radius of the outer moon is 1.8
times that of the inner moon. The orbital period of the outer moon is
a. 0.56 times that of the inner moon
b. 1.8 times that of the inner moon
c. 2.4 times that of the inner moon
d. 5.8 times that of the inner moon
9. A satellite orbits Earth 1,250,000 m above the Earth’s surface. What is the
satellite’s orbital speed?
a. 6440 m/s
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b. 7240 m/s
c. 7920 m/s
d. 1110 m/s
10. A satellite orbits a planet in a circular orbit. If the orbital radius is 7.8 x 108 m
and the time required for a complete revolution is 3.5 x 106 s, what is the orbital
speed?
a. 140 m/s
b. 1400 m/s
c. 4500 m/s
d. 7000 m/s
For items 11-15, refer to this equation to answer the following questions:
𝐺 × 𝑀𝐸𝑎𝑟𝑡ℎ
𝑣=√
𝑟
11. If the mass of the satellite is increased, then the orbital speed would
_________________ (increase, decrease, be the same).
12. If mass of the earth is increased, then the orbital speed would
_______________ (increase, decrease, be the same).
13. If the radius of orbit of a satellite is increased, then the orbital speed would
________________ (increase, decrease, be the same).
14. -15. If the radius of orbit of a satellite is increased by a factor of 2 (i.e., doubled),
then the orbital speed would _________________ (increase, decrease) by a
factor of _______________.
Reflection:
1. I learned that ______________________________________________________
__________________________________________________________________
__________________________________________________________
References
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GENERAL PHYSICS 1
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KEPLER’S LAWS OF PLANETARY MOTION
Kepler’s first law of planetary motion is called law of ellipses. It states the orbit
of a planet around the sun is an ellipse, having the sun as one of the foci. The sun
therefore is not the center of the ellipse but is instead one focus. Planets follow the
ellipse making the distance between the Earth and the Sun constantly changing.
The second law is called the law of equal areas. It states that a planet moves
around the sun in such a way that a line drawn from the sun to the planets sweeps
equal areas in equal periods of time. The planet moves faster when it is nearer the
sun. Thus, the planet moves fastest at the perihelion (shortest distance) and slowest
at the aphelion (farthest distance). This law is a consequence of the conservation of
angular momentum.
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Image retrieved from
https://www.google.com/search?q=law+of+equal+areas&tbm=isch&ved=2ahUKEwj4x-
H21-zsAhWLuJQKHaKFBakQ2-
cCegQIABAA&oq=law+of+equal+areas&gs_lcp=CgNpbWcQAzICCAAyAggAMgQIABBDM
gYIABAFEB4yBAgAEBgyBAgAEBgyBAgAEBg6BQgAELEDUKgjWPQ5YMtCaABwAHgAg
AGfAYgBpAuSAQQwLjExmAEAoAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=GJyk
X_jbLIvx0gSii5bICg&authuser=1&bih=600&biw=532&hl=en-US#imgrc=tQ0d0r3GKrQ-rM
The third law is called the harmonic law or the law of periods. It states that the
ratio of the squares of the periods P (or T in other references) of any two planets
revolving around the sun is equal to the ratio of the cubes of their mean distance R
(or d in other references) from the sun. Period is the time for a planet to travel one
revolution around the sun.
Kepler's Third Law implies that the period for a planet to orbit the Sun
increases rapidly with the radius of its orbit. Thus, we find that Mercury, the innermost
planet, takes only 88 days to orbit the Sun but the outermost planet (Pluto) requires
248 years to do the same. (Note that the subscripts “1” and 2” distinguish quantities
for planet 1 and 2 respectively.
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cCegQIABAA&oq=the+ratio+of+the+squares+of+the+periods+P+(or+T+in+other+references)+of+an
y+two+planets+revolving+around+the+sun+is+equal+to+the+ratio+of+the+cubes+of+their+mean+di
stance+R+(or+d+in+other+references)+from+the+sun&gs_lcp=CgNpbWcQA1DPrgNYz64DYLG3A2
gAcAB4AIABAIgBAJIBAJgBAaABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=AqGkX-
b3BIf20QSAy5KAAQ&bih=657&biw=1366&hl=en-US#imgrc=ketjHMHpOi4IMM
Concept Check:
What are the 3 Kepler’s laws of reflection?
_____________________________________
_____________________________________
_____________________________________
Sample Problem 1:
The mean solar distance of Mercury is 0.387 AU. Did You Know….
What is its period?
Solution: The period of planets is compared to
a. Let subscripts 1 and 2 refer to Mercury that of the period of the Earth. A unit
and Earth, respectively.
of measurement for this period is
R1 = 0.387 AU
R2 = 1 AU called Earth year or simply year. A
P2 = 1 y unit distance from the sun is referred
P2 = ?
to as astronomical unit (AU). Hence,
𝑷𝟐𝟏 𝑹𝟑𝟏
b. We will use the equation = to solve
𝑷𝟐𝟐 𝑹𝟑𝟐 the average distance between the
for the period of Mercury (P2). Sun and the Earth is one AU.
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𝒎𝟏 𝒎𝟐
In equation, 𝑭𝑮 = 𝑮 𝟐 where G is the universal gravitational constant
𝒓
𝒎𝟐
equal to 𝟔. 𝟔𝟕𝟒 𝒙 𝟏𝟎−𝟏𝟏 𝑵. 𝒌𝒈𝟐 .
Concept Check:
What are the 3 Kepler’s laws of reflection?
_____________________________________
_____________________________________
_____________________________________
Sample Problem 2:
Suppose two planets A and B revolve around the same star in circular orbits.
The distance of A from the star is twice that of B. The mass of B is three times the
mass of A. Find the ratio of the gravitational force exerted by the star on the two
planets.
Solution
a. Let M be the mass of the star. Let rA and rB be the distance of planets A and B
from the star, respectively. Since we are given that the distance of A from the
star is twice that of B, then rA = 2rB. We also know that the mass of B is three
times the mass of A, then mB = 3mA.
b. The force exerted by the star on the two planets. A and B are FA and FB.
𝒎 𝒎
c. We will use equation 𝑭𝑮 = 𝑮 𝒓𝟏𝟐 𝟐 to solve the problem.
d. Manipulating the equation,
𝒎𝑨 𝑴
𝑭𝑨 = 𝑮 → (a)
𝒓𝑨 𝟐
𝑮𝒎𝒃 𝑴 𝑮(𝟑𝒎𝑨 )𝑴
𝑭𝑩 = = 𝒓 → (b)
𝒓𝑩 𝟐 ( 𝑨 )𝟐
𝟐
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𝑭
e. We divide (a) by (b) to get the ratio 𝑭𝑨 .
𝑩
𝑮𝒎𝑨 𝑴
𝑭𝑨 𝒓𝑨 𝟐 𝟏
→ 𝑮(𝟑𝒎𝑨 )𝑴
=
𝑭𝑩 𝟏𝟐
𝒓
( 𝑨 )𝟐
𝟐
f. Therefore, FB = 12 FA. This means that the gravitational force exerted by the
star on the more massive planet is greater than on the less massive one.
Learning Competency
For circular orbits, relate Kepler's third law of planetary motion to Newton's law of
gravitation and centripetal acceleration (STEM_GP12G-IIc-22)
ACTIVITY 1: PUZZLE UP
Directions: Complete the crossword by filling in a word that fits each clue.
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Activity 2: Proving Kepler’s Constant
Kepler’s third law relates the radius of an orbit to its period of orbit. The square
of the period of orbit, divided by the cube of the radius of the orbit, is equal to a
constant (Kepler’s Constant) for that one object being orbited. The equation for this
𝑻𝟐
is 𝑲 = ; where T is the period of the planet and r is its radius.
𝒓𝟑
Directions: Using this equation, compute for Kepler’s constant from the information
of the planets given on the table below.
Planet Period, T (days) Radius, r (m) Kepler’s constant
Mercury 88 2.44 x 10 5 5.33 x 10-13
Venus 225 6.05 x 10 5 2.28 x 10-13
Earth 365 6.38 x 105 5.13 x 10-13
Mars 684 3.40 x 10 5 1.66 x 10-11
Jupiter 4331 7.14 x 10 6 5.15 x 10-14
Questions:
1. What do you notice on the period of the planets if it is farther away from the
sun?
2. What happens to the radius of the orbit of the planets if it is farther away from
the sun?
3. What is the meaning of the Kepler’s constant in terms of planet’s revolution
around the sun?
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Activity 4: Think critically
Directions: Read the statement and write your analysis
1. Planet A is lighter than planet B and they orbit the same star. How do you
compare the gravitational force exerted by the star on the two planets?
2. Suppose two planets of the same mass orbit the same star but the distance
of Planet A from the star is thrice that of Planet B, which gravitational force is
greater? Explain.
REFLECTION:
1. I learned that ___________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
___________________
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Prepared by:
GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________
Periodic Motion
When the girl is displaced from its equilibrium position to position A, a restoring
force (gravity) acts on it to pull it back toward position O. A restoring force is a force
that tends to restore a body from its displacement to its equilibrium position. By the
time the girl reaches position O, the body has gained kinetic energy, overshoots this
position, moves, stops somewhere on the other side (position B). The body is again
pulled back toward equilibrium. Vibrations about this equilibrium position results only
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from the action of the restoring force. The amplitude (A) of vibration is the maximum
displacement of a body from its equilibrium position. This is represented by the
displacement from position O to position A or from position O to position B.
The period (T) of a body in periodic motion is the time required to make a
complete to-and-fro motion is called a cycle. Referring to figure 8-1, the motion of
the swing from position A to position B and back to position A is one cycle. Period is
usually expressed in seconds.
Frequency (f) is the number of cycles per unit of time. Its SI unit is the hertz,
abbreviated as Hz. One hertz is equal to one cycle per second. Frequency is the
reciprocal of period.
Learning Competency:
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Narrow bridge oscillated What is the frequency?______________
up and down 5 times ________________________________
per second.
4 At an amusement park, What is the period?________________
the pirate ship swings ________________________________
back and forth every 20 What is the frequency?______________
seconds. ________________________________
5 A smoke alarm battery What is the period?________________
is beeping 2 times ________________________________
per minute What is the frequency?______________
________________________________
6 A speaker vibrates What is the period?________________
at 200 cycles per ________________________________
second. What is the frequency?______________
________________________________
7 A pendulum takes What is the period?________________
0.5 second to ________________________________
complete one cycle. What is the frequency?______________
________________________________
8 An oscillator makes What is the period?________________
4 vibrations in ________________________________
1 second. What is the frequency?______________
________________________________
9 A swing takes 2 What is the period?________________
seconds to complete ________________________________
one cycle What is the frequency?______________
________________________________
10 A string virates What is the period?________________
at a frequency ________________________________
of 25 Hz. What is the frequency?______________
________________________________
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Activity 2: Bingo Choice Card
Directions: The Bingo Choice card shows some terms/concepts related to periodic
motion. Choose words in either horizontal, vertical or diagonal pattern and relate your
choosen concepts/terms to one another. Write your answer on the space provided
below the Bingo card.
Velocity Frequency ω A
Answer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______
__________________________________________________________________
__________________________________________________________________
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________
h. What does the motion of the pendulum represents when it swings from
position Y to position X and back to position Y?
_____________________________________________________________
_____________________________________________________________
i. How many cycle/s will it make when it swings only once from position Y to
position X and back to position Y?
_____________________________________________________________
_____________________________________________________________
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1. What will be the period of a string if it makes 6 vibrations in just one second ?
What will be the angular frequency?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____
_______________________________________________________________
_
2. A swing takes 0.5 minute to sway back and forth. What is the period in
seconds? What is the frequency? What is the angular frequency?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____
_______________________________________________________________
_
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References
Source: Silverio,Angelina.”Exploring Life Through Science Series: General Physics
1.” In Teachers Wraparound Edition. Quezon City, Phoenix Pulishing House, Inc.,
2017
https://www.physicsclassroom.com/class/waves/Lesson-0/Properties-of-Periodic-
Motion
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4. FACT 9. FACT
5. BLUFF 10. BLUFF
ACTIVITY 5:
1. The period is 0.17 s
The angular frequency is 3.75 Hz
2. The period in seconds is 30.
The frequency is 0.03 Hz.
The angular frequency is 0.188
Prepared by:
Kimberly Anne C. Pagdanganan
Licerio Antiporda Sr. National High School Dalaya Extension
GENERAL PHYSICS 1
Frequency (f) - is defined as the number of cycles in one second. Its unit
is hertz (Hz) :
1 Hz = 1 cycle s-1 = 1 s-1
f = 1 / T=ω = 2π × f = ω / 2π
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Equilibrium Position -- a point where the acceleration of the body undergoing
oscillation is zero. At this point, the force exerted on
the body is also zero.
Restoring Force -- the force which causes simple harmonic motion to occur. This
force is proportional to the displacement from equilibrium
& always directed towards equilibrium. Fs =−k x
Simple Harmonic Motion - Oscillatory motion where the net force on the
system is a restoring force
SHM Visually
Examples:
• Spring
• Pendulum
https://upload.wikimedia.org/wikipedia/commons/e/ea/Simple_Harmonic_Mo
tion_Orbit.gif
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SHM – Hooke’s Law
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• Hooke’s Law applies equally to a vertical model
of spring motion, in which the weight of the
mass provides a force.
• @ Equilibrium position with no motion:
• Spring force↑ = weight↓
Practice
A load of 50 N stretches a vertical spring by 0.15 m. What is the spring
constant?
50 = -k*0.15
k = - 50/0.15 = 333.3 N/m (drop the – sign)
T= 2 mass T = 2 m
Spring constant k
Practice
1. What is the spring constant of a mass spring system that has a mass of
0.40 kg and oscillates with a period of 0.2 secs?
Solve T=2π m
0.2 = 2π*√(0.4/k)
k = 394.8 N/m
Practice
2. If a mass of 0.55 kg stretches a vertical spring 2 cm from its rest
position, what is the spring constant (k)?
k = 269.5 N/m
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If a pendulum of length l is distributed through an angle θ (1 or 3), the restoring
force component drives the bob back and through then rest at position 2.
Practice
1. What period would you expect from a pendulum of length 0.5 m on the
moon where g = 1.6 m/s²?
Solve T = 2π l
g
T = 2π √(0.5/1.6)
T = 3.51 seconds
Learning Competency
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3. When is the potential energy a C. Restoring Force
maximum?
4. When is the kinetic energy a D. At the equilibrium position
maximum?
Directions: Fill in the crossword puzzle with the correct vocabulary word by
reading the clues below.
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2 3
5
6
10
https://wordmint.com/puzzles/2550608
Across Down
2. Number of oscillations in unit time 1. A back and forth vibration
4. The highest point 3. The length of a complete wave
6. A system that undergoes simple 5. Time taken for one complete oscillation
harmonic motion
7. This is a property of a spring
8. Simple harmonic motion graphs are
similar to this function
9. Maximum displacement
10. The force that brings the object to its
equilibrium position
Directions: Study the scrambled letters and try to unscramble or rearrange the
letters to form a word.
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1. DOSTWRA EORZ CASPEMEILDNT ___________________
2. UTALEPIMD ______________________________________
3. OGIRNRSTE FRCEO _______________________________
4. IOPDRE __________________________________________
5. AT ETH ULEIBUIIMQR ONIOPITS _____________________
6. FREOC FO VARYITG _______________________________
7. EP. SI OREZ ______________________________________
8. PSEMIL HOCRMNIA OOMITN S)MH(___________________
9. AT MAMIMXU MTPLDEEISNAC _______________________
10. LEAITOPTN DNA KINICTE YGEREN ______________________
TS = 2π m Tᵖ= 2π L
k g
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b. What is the pendulum bob’s speed when it passes through the
lowest point of the swing? (Energy is conserved)
c. What is the total energy stored in the oscillation assuming no
losses?
3. Suppose you notice that a 5-kg weight tied to a string swings back
and forth 5 times in 20 seconds. How long is the string?
Reflection
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GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________
Related to the frequency is the period T of the motion, which is the time for
one complete oscillation (or cycle); that is,
𝟏
𝑻=
𝒇
Any motion that repeats itself at regular intervals is called periodic motion
or harmonic motion.
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The Period and Frequency of a Mass on a spring
One interesting characteristic of the Simple Harmonic Motion of an object attached
to a spring is that the angular frequency, and therefore the period and frequency of
the motion, depends on only the mass and the force constant, and not on other
factors such as the amplitude of the motion. We can use the equations of motion and
Newton’s second law (𝐹⃗ net = m𝑎⃗) to find equations for the angular frequency,
frequency, and period.
Fx= -kx; where Fx is the applied force, k is the spring constant and x is the
length
ma= -kx;
𝑑2 𝑥
m = -kx
𝑑𝑡 2
𝑑2 𝑥 𝑘
= -𝑚x
𝑑𝑡 2
Since:
x (t)= A cos(ꞷt + 𝜑)
Substituting the equations of motion for x and a gives us
𝑘
-Aꞷ2 cos (ꞷt +𝜑)= - 𝑚 A cos(ꞷt + 𝜑)
Cancelling out like terms and solving for the angular frequency yields
𝒌
ꞷ= √
𝒎
The angular frequency depends only on the force constant and the mass, and not
the amplitude. The angular frequency is defined as ω = 2π/T, which yields an
equation for the period of the motion:
𝒎
T= 𝟐𝝅√
𝒌
The period also depends only on the mass and the force constant. The greater the
mass, the longer the period. The stiffer the spring, the shorter the period. The
frequency is
𝟏 𝟏 𝒌
f= = √
𝑻 𝟐𝝅 𝒎
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The diagram on the right shows
the mass-spring system. When
mass M attached to a linear
spring is pulled and released, its
up-and-down motion above and
below the equilibrium level is
called “simple harmonic
motion.” Figure (a) shows a
spring that is not loaded. Figure
(b) shows the same spring but
loaded and stretched a distance
(-h), and Figure (c) shows the
loaded spring stretched further
a distance (-A) and released. It The Mass-Spring System. Credit: www.pstcc.edu
shows that the attached mass M oscillates up and down to (+A) and (-A) above and
below the equilibrium level.
Sample Problem:
A block whose mass m is 680 g is fastened to a spring whose spring constant k is
65 N/m. The block is pulled a distance x =11 cm from its equilibrium position at x =0
on a frictionless surface and released from rest at t =0. What are the angular
frequency, the frequency, and the period of the resulting motion?
Given:
m= 680 g= 0.68 kg
k= 65 N/m
Calculations:
a. To solve for the angular frequency, we use the formula:
𝑘 65 𝑁/𝑚
ꞷ= √𝑚 = √ 0.68 𝑘𝑔 = 9.78 rad/s
The restoring force is provided by gravity; the tension T merely acts to make the point
mass move in an arc. The restoring force is proportional not to θ but to sin θ so the
motion is not simple harmonic. However, if the angle θ is small, sin θ is very nearly
equal to θ in radians. With this approximation, it becomes:
𝑥
Fθ = –mg sin θ = -mg 𝐿 or
𝑚𝑔
Fθ= - x
𝐿
The restoring force is then proportional to the coordinate for small displacements,
and the force constant is k= mg/L. The angular frequency ω of a simple pendulum
with small amplitude is:
𝒌 𝒎𝒈/𝒍 𝒈
ꞷ= √ =√ =√
𝒎 𝒎 𝑳
𝟐𝝅 𝟏 𝑳
T= = = 𝟐𝝅√𝒈
ꞷ 𝒇
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Note that these expressions do not involve the mass of the particle. This is because
the restoring force, a component of the particle’s weight, is proportional to m. Thus
the mass appears on both sides of 𝛴𝐹⃗ = m𝑎⃗and cancels out.
Sample Problem:
Find the period and frequency of a simple pendulum 1.0 m long at a location where g=
9.8 m/s2.
Given:
L= 1.0 m
g= 9.8 m/s2
Calculations:
a. To solve for the period (T), we use the formula:
𝑳 𝟏.𝟎 𝒎
T= = 𝟐𝝅√ =𝟐𝝅√ = 2.007 s
𝒈 𝟗.𝟖 𝒎/𝒔𝟐
Physical Pendulum
Any object can oscillate like a pendulum. Consider a coffee mug hanging on a hook
in the pantry. If the mug gets knocked, it oscillates back and forth like a pendulum
until the oscillations die out. We have described a simple pendulum as a point mass
and a string. A physical pendulum is any object whose oscillations are similar to
those of the simple pendulum, but cannot be modeled as a point mass on a string,
and the mass distribution must be included into the equation of motion.
As for the simple pendulum, the restoring force of the physical pendulum is the force
of gravity. With the simple pendulum, the force of gravity acts on the center of the
pendulum bob. In the case of the physical
pendulum, the force of gravity acts on the
center of mass (CM) of an object. The object
oscillates about a point O. Consider an object
of a generic shape as shown in the figure.
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The equation of torque gives:
𝜏=𝐼𝛼
𝑑2 𝜃
where 𝛼 is the angular acceleration (𝛼 = ), 𝜏 is the torque, and I is the moment
𝑑𝑡 2
of inertia.
𝑚𝑔ℎ
𝛼=− θ
𝐼
We see that the angular frequency of the pendulum is:
𝒎𝒈𝒉
ꞷ= √
𝑰
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However, we need to evaluate the moment of inertia about the pivot point, not the
center of mass, so we apply the parallel axis theorem:
𝑚𝐿2 𝐿 𝑚𝐿2
Io= Ic + mh2= + m( 2)2 =
12 3
The important thing to note about this relation is that the period is still independent
of the mass of the rigid body. However, it is not independent of the mass distribution
of the rigid body. A change in shape, size or mass distribution will change the moment
of inertia. This, in turn, will change the period.
As with simple pendulum, a physical pendulum can be used to measure g.
Sample Problem:
A uniform rod with length L (1.0 m), pivoted at one end, what is the period of its
motion as a pendulum?
Given:
L= 1.0 m
g= 9.8 m/s2
Calculations:
a. To solve for the period (T), we use the formula:
𝟐𝑳 𝟐 (𝟏.𝟎 𝒎)
T= = 𝟐𝝅√ =𝟐𝝅√ = 1.64 s
𝟑𝒈 𝟑 (𝟗.𝟖 𝒎/𝒔𝟐 )
Learning Competency:
Calculate the period and the frequency of spring mass, simple pendulum, and
physical pendulum. (STEM-GP12PMIIc-27)
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Activity No. 1: Conceptual Questions
Directions: Read and analyze each item and answer what is asked.
2. Which of the following mass-spring systems will have the highest frequency of
vibration?
Case A: A spring with a k=300 N/m and a mass of 100 g suspended from it.
Case B: A spring with a k=300 N/m and a mass of 200 g suspended from it.
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3. A 2.0 kg mass attached to an ideal spring oscillates horizontally with a amplitude
of 0.30 m. The spring constant is 85 N/m. What is the frequency of the mass’ motion?
5. When a 0.750-kg mass oscillates on an ideal spring, the frequency is 1.33 Hz.
What will the frequency be if 0.220 kg is added to the original mass?
7. A simple pendulum with a length of 2.6 m oscillates on the Earth’s surface. What
is the frequency of oscillations?
9. How long does it take a child on a swing to complete one swing if her center of
gravity is 4.00 m below the pivot?
10. All walking animals, including humans, have a natural walking pace—a number
of steps per minute that is more comfortable than a faster or slower pace. Suppose
that this pace corresponds to the oscillation of the leg as a physical pendulum. Treat
the leg as a uniform rod pivoted at the hip joint. Fossil evidence shows that T. rex, a
two-legged dinosaur that lived about 65 million years ago, had a leg length,L= 3.1 m
and a stride length S= 4.0 m (the distance from one footprint to the next print of the
same foot.) Find the period of oscillation of the leg of the T. rex.
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Activity No. 3: Mass on Spring Interactive
Goal: To determine what factors affect the frequency and the period of a vibrating
mass on a spring and to state the relationship between those variables and the
frequency or period.
Getting Ready: Navigatetothe Vibrating Mass on a Spring
InteractiveatThePhysicsClassroomwebsite:http://www.physicsclassroom.com/Physi
cs--‐Interactives/Waves--‐and--‐Sound/Mass--‐on--‐a--‐Spring
Navigational Path:
www.physicsclassroom.com===>Physics Interactives ==> Waves and Sound==>
Vibrating Mass on a Spring
Getting Acquainted:
Once you've launched the Interactive and resized it, experiment with the interface.
Place a mass on the end of the spring and observe the vibration. Click/tap the Start
button to view the plot of its vertical position as a function of time. Reset the system
and place a mass on each spring and observe that their graphs are color coded --‐
consistent with the color of the spring. Notice that the time, height, and velocity of the
mass are reported below the graphs. And most importantly for this lab, observe how
the vertical line on the graph can be moved along the axis in order to obtain values
of height and velocity at various times on the graph.
The Challenge:
Your challenge is to determine what factors affect the frequency and the period of a
vibrating mass on a spring. Make your study of this question very systematic --‐
varying one factor at a time while you hold others constant. You can easily test the
mass and the stiffness of the spring as possible factors. If you are "quick," you might
also be able to test damping as a possible factor. Conduct several trials for each
variable under study. For each trial, measure the period by recording the difference
in time from the start and the end of one cycle or of several cycles. Use the provided
tables. Not all columns or rows will necessarily be used.
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Factor #1:
Factor #2
Conclusion:
Identify the factors that affect the frequency and the period of a vibrating mass on a
spring. For each factor having an effect, describe the effect (e.g., state something
like ... "As the increases, the period and the
frequency .")
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Activity No. 4: Pendulum Lab
Goal: Investigate how the period of a simple pendulum depends on the length of
the string and the mass of the pendulum bob.
Procedure
How to open the simulation:
1. Go to the simulation page: http://phet.colorado.edu/en/simulation/pendulum-lab
2. Click to start.
3. It will take time to load and then this screen appears:
Predictions:
1. Does the mass of the bob affect the number of swings? Explain.
2. Does the length of the pendulum affect the number of swings? Explain.
Explore!
For the next 5 minutes become familiar with the simulation. Change various features
such as mass, length etc.
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Part 1: Mass and Number of Swings
Hypothesis:
As the mass of the pendulum _________________ the number of swings
__________________.
For this activity keep the length of both pendulums the same but different mass.
Click play on the timer and then again so that the pendulums are
released. Count the number of full swings for 30 seconds.
Record the data on the table below.
Did mass effect the number of full swings? Write a conclusion based on the data you
collected.
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Part 2: Length and number of swings
Write a hypothesis:
As the length of the pendulum _______________________ the number of
swings_____________________.
For this activity the mass should stay the same but the length will change each time.
Click and conduct the following investigation.
Use the photogate timer and record the period it takes for each
length. Remember the period of a pendulum is the time it takes the pendulum
to make one full back-and-forth swing. Click reset again.
Next, use the timer (by clicking other tools) and observe the number of swings
the pendulum makes each time you change the length.
Each time you adjust the length, count the number of full swings in a 30
second interval.
Make sure that the pendulum is released at the same position each time.
Record the data on the table below.
0.5
Write a conclusion on how the length of the pendulum affects the number of full
swings?
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Reflection:
1. I learned that
2. I enjoyed most on
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GENERAL PHYSICS 1
In the real world, oscillations seldom follow true SHM. Friction of some sort
usually acts to dampen the motion, so it dies away, or needs more force to continue.
There are no non-conservative forces, the total mechanical energy is constant, and
a system set into motion continues oscillating forever with no decrease in amplitude.
A guitar string stops oscillating a few seconds after being plucked. To keep
swinging on a playground swing, you must keep pushing. Although we can often
make friction and other non-conservative forces small or negligible, completely
undamped motion is rare. In fact, we may even want to damp oscillations, such as
with car shock absorbers.
Real-world systems always have some
dissipative forces, however, and oscillations die out
with time unless we replace the dissipated
mechanical energy (Fig. 1). A mechanical pendulum
clock continues to run because potential energy
stored in the spring or a hanging weight system
replaces the mechanical energy lost due to friction in
the pivot and the gears. But eventually the spring
runs down, or the weights reach the bottom of their
travel. Then no more energy is available, and the
pendulum swings decrease in amplitude and stop.
The decrease in amplitude caused by dissipative
forces is called damping, and the corresponding
motion is called damped oscillation. Figure 1: A swinging bell left to itself
Figure 2 shows a mass m attached to a spring will eventually stop oscillating due to
with a force constant k. The mass is raised to a
damping forces (air resistance and
position A0, the initial amplitude, and then released.
friction at the point of suspension).
The mass oscillates around the equilibrium position
in a fluid with viscosity, but the amplitude decreases Source: http://wccsystems.com/
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for each oscillation. For a system that has a small amount of damping, the period and
frequency are constant and are nearly the same as for SHM, but the amplitude
gradually decreases as shown. This occurs because the non-conservative damping
force removes energy from the system, usually in the form of thermal energy.
Consider the forces acting on the mass. Note that the only contribution of the
weight is to change the equilibrium position, as discussed earlier in the chapter.
Figure 2.For a mass on a spring oscillating in a viscous fluid, the period remains
constant, but the amplitudes of the oscillations decrease due to the damping caused by
the fluid.
Source:https://cnx.org/contents/ffd9e0b7-b2ac-495e-b20b-e2a4a3444150@7/Damped-
Oscillations
Therefore, the net force is equal to the force of the spring and the damping force
(FD). If the magnitude of the velocity is small, meaning the mass oscillates slowly,
the damping force is proportional to the velocity and acts against the direction of
motion (FD=−b). The net force on the mass is therefore
ma=−bv−kx. (Eq. 1)
Writing this as a differential equation in x, we obtain
𝑑2𝑥 𝑑𝑥
m +𝑏 + 𝑘𝑥 = 0 (Eq. 2)
𝑑𝑡 2 𝑑𝑡
To determine the solution to this equation, consider the plot of position versus time
shown in Figure 3The curve resembles a cosine curve oscillating in the envelope of
𝑏
an exponential function A0e-αt where α=2𝑚. The solution is
𝑏
𝑥(𝑡) = 𝐴0 𝑒 −2𝑚𝑡 cos(𝜔𝑡 + 𝜙) (Eq. 3)
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𝑘 𝑏 2
As b increases, 𝑚 − (2𝑚) becomes smaller and eventually reaches zero when
𝑘 𝑏 2
b = √4𝑚𝑘. If b becomes any larger, − (2𝑚) becomes a negative number and
𝑚
2
√ 𝑘 − ( 𝑏 ) is a complex number.
𝑚 2𝑚
Figure 4. The position versus time for three systems consisting of a mass and a spring
in a viscous fluid. (a) If the damping is small (b < √4mk), the mass oscillates, slowly
losing amplitude as the energy is dissipated by the non-conservative force(s). The
limiting case is (b) where the damping is (b = √4mk). (c) If the damping is very large
(b > √4mk), the mass does not oscillate when displaced, but attempts to return to
the equilibrium position.
Source: https://s3-us-west-2.amazonaws.com/courses-images/wp-
content/uploads/sites/2952/2018/01/31200736/CNX_UPhysics_15_06_DampedOscB.jpg
If you gradually increase the amount of damping in a system, the period and
frequency begin to be affected, because damping opposes and hence slows the back
and forth motion. (The net force is smaller in both directions.) If there is very large
damping, the system does not even oscillate—it slowly moves toward equilibrium.
Figure 4 shows the displacement of a harmonic oscillator for different amounts of
damping. When we want to damp out oscillations, such as in the suspension of a car,
we may want the system to return to equilibrium as quickly as possible Critical
damping is defined as the condition in which the damping of an oscillator results in it
returning as quickly as possible to its equilibrium position The critically damped
system may overshoot the equilibrium position, but if it does, it will do so only once.
Critical damping is represented by Curve B in Figure 4. With less-than critical
damping, the system will return to equilibrium faster but will overshoot and cross over
one or more times. Such a system is underdamped; its displacement is represented
by the Curve A in Figure 4. Curve C in Figure 4 represents an overdamped system.
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As with critical damping, it too may overshoot the equilibrium position, but will reach
equilibrium over a longer period of time.
Figure 4 shows the displacement of a harmonic oscillator for different amounts
of damping.
1. When the damping constant is small, b < √4𝑚𝑘, the system oscillates while
the amplitude of the motion decays exponentially. This system is said to
be underdamped, as in curve (a). Many systems are underdamped, and
oscillate while the amplitude decreases exponentially, such as the mass
oscillating on a spring. The damping may be quite small, but eventually the
mass comes to rest.
2. If the damping constant is b = √4𝑚𝑘, the system is said to be critically
damped, as in curve (b). An example of a critically damped system is the
shock absorbers in a car. It is advantageous to have the oscillations decay as
fast as possible. Here, the system does not oscillate, but asymptotically
approaches the equilibrium condition as quickly as possible.
3. Curve (c) in Figure 4 represents an overdamped system where b >√4𝑚𝑘. An
overdamped system will approach equilibrium over a longer period of time.
Critical damping is often desired, because such a system returns to
equilibrium rapidly and remains at equilibrium as well. In addition, a constant force
applied to a critically damped system moves the system to a new equilibrium position
in the shortest time possible without overshooting or oscillating about the new
position. For example, when you stand on bathroom scales that have a needle
gauge, the needle moves to its equilibrium position without oscillating. It would be
quite inconvenient if the needle oscillated about the new equilibrium position for a
long time before settling. Damping forces can vary greatly in character. Friction, for
example, is sometimes independent of velocity (as assumed in most places in this
text). But many damping forces depend on velocity—sometimes in complex ways,
sometimes simply being proportional to velocity.
Sample Problem:
Solution:
Given:
m= 2kg.
k = 10N/m
b or Fd = 4 N.s/m
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Find: Oscillatory behavior (underdamped, critically damped or overdamped)
Equation:b = √4𝑚𝑘
Since all units are in the standard SI we omit them here.
(b)2= (√4𝑚𝑘)2
b2 = 4mk
Substitute the given values to the equation
(4)2 = (4)(2)(10)
16 < 80
Since b2< 4km, the system is underdamped; there is not enough damping to stop the
oscillation due to the large spring force and mass.
Summary
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• An overdamped system moves more slowly toward equilibrium than one that is
critically damped.
Since different damped oscillations were already discussed in the first part of
this module, there are different learning activities which were prepared in order to
test your understanding with regards to the topic. Let’s get started!
Learning Competency:
Differentiate underdamped, overdamped, and critically damped motion
(STEM_GP12PM-IId-28)
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c. Critical damping
_______________________________________________________
_______________________________________________________
_______________________________________________________
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7. What happens to the amplitude of Simple Harmonic Motion at resonance
when an ideal case of zero damping?
a. Maximum c. zero
b. Minimum d. Infinite
8. Under what condition angular frequency, ω of the damped oscillator would be
equivalent to the angular frequency, ω0 of the undamped oscillator?
a. Velocity of oscillator is small
b. Damping constant, b is small
c. Damping constant, b is large
d. Force applied is small
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Activity 3: Venn Diagram
Directions: Using the Venn Diagram, identify the similarities and differences of
underdamped, critically damped, and overdamped. You can search additional
information about interference and diffraction via textbook, video, books on tape,
classroom library, school library, and or Internet. Remember to cite the references
you used. Refer to the Rubrics below on how your Graphic Organizer will be graded.
Venn Diagram
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Rubrics
CRITERIA Full Credit Partial Credit Limited Credit Minimal Credit RATING
(20 points) (15 points) (10 points) (5 points)
- Compares & - Compares
- Compares
contrasts and contrasts - Compares or
and contrasts
items clearly clearly, but contrasts, but
clearly, but
- Only includes supporting does not do
supporting
Purpose & relevant and information is both
information is
Supporting accurate general - No supporting
incomplete.
Details information - Only information, or
- May include
includes incomplete
irrelevant
relevant information
information
information
- Whole-to- - Beaks
- Breaks
whole information
information
similarities into one of the
into structure, - Many details
- Whole-to- structures
but some are not in
whole - Does not
information logical
differences follow
Organization is in wrong order
- Similarities- consistent
& Structure section - Little sense
to-differences order when
- Some details that the writing
- Consistent comparing
are not in is organized
order when
logical or
discussing the
expected order
comparison
- Moves from
- Moves
one idea to
smoothly from
the next, but
one idea to the
with little
next
variety - Some
- Comparison
- Uses transitions
and contrast - Transitions
comparison work well, but
transition are unclear or
Transitions and contrast connections
words to show nonexistent
transition between other
relationships
words to ideas are fuzzy
- Variety of
show
sentence
relationships
structures &
between
transitions
ideas
TOTAL:
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Activity 4: Real-life Application of Damped Oscillations
Directions: Every phenomenon that is happening around us have a Physics
Concept behind it. There are phenomena that are application of Damped
Oscillations. Give at least three application for each. Give a brief explanation how
that damped oscillations applies the given phenomena. An example for each is
provided below as your reference. Refer to the Rubrics below on how output will be
graded.
Note: Cite the references used in this activity.
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m%20oscillates%20at%20its,cl oscillation.
ose%20the%20door%20once% Read
20open. more: http://www.sciencecla
rified.com/everyday/Real-
Life-Physics-Vol-
2/Oscillation-Real-life-
applications.html#ixzz6Snck
auR5
1. 1. 1.
2. 2. 2.
3. 3. 3.
Rubrics
CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 RATING
(1 point) (3 points) (5 points)
The paper is
The paper is well
organized,
organized, uses
makes good use
transition
The paper is poorly of transition
statements
ORGANIZATION organized and statements and
appropriately
difficult to follow. in most
and follows a
instances
logical
follows a logical
progression.
progression.
Three or more
One product was Two products
products were
COMPLETION only given and were given with
given with
explained. explanation.
explanation.
More than 5 errors 3-5 errors in Minimal errors in
Grammar &
in punctuation and punctuation and punctuation and
Spelling
spelling. spelling. spelling.
Content
Content indicates
Shows some
indicates synthesis of
thinking and
original ideas, in depth
reasoning but most
LEVEL OF thinking and analysis and
ideas are
CONTENT develops ideas evidences
underdeveloped
with sufficient original
and
and firm thought and
unoriginal.
evidence. support for the
topic.
TOTAL:
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Reflection:
1. I learned that
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__
2. I enjoyed most on
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__
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GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________
MECHANICAL WAVES
Waves have several properties which are represented in the diagrams below.
In a Transverse wave the Crest and Troughs are the locations of maximum
displacement up or down. The Amplitude is the measurement of maximum
displacement. The Wavelength is the distance of one complete wave cycle. For
example; the distance from crest to crest or trough to trough would be 1 wavelength.
In a Longitudinal wave, areas of maximum displacement are known as
Compressions and Rarefactions. The stronger the wave, the more compressed and
spread out the wave medium becomes.
Rarefactions
Longitudinal Waves
In a longitudinal wave the particle displacement is parallel to the direction of
wave propagation. The illustration below shows a one-dimensional longitudinal plane
wave propagating down a tube. The particles do not move down the tube with the
wave; they simply oscillate back and forth about their individual equilibrium positions.
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The wave is seen as the motion of the compressed region (ie, it is a pressure wave),
which moves from left to right.
Longitudinal Wave
A. Sound waves
https://www.tuttee.co/blog/phys-sound-waves
Sound waves in air (and any fluid medium) are longitudinal waves because
particles of the medium through which the sound is transported vibrate parallel to the
direction that the sound wave moves.
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B. Ultrasound Waves
Ultrasound is sound waves with frequencies higher than the upper audible limit of
human hearing. Ultrasound is not different from "normal" (audible) sound in its physical
properties, except that humans cannot hear it.
C. Seismic P-waves
https://earthquake.usgs.gov
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Transverse Waves
A transverse wave is a wave in which particles of the medium move in a
direction perpendicular to the direction that the wave moves. Suppose that a slinky
is stretched out in a horizontal direction across the classroom and that a pulse is
introduced into the slinky on the left end by vibrating the first coil up and down. Energy
will begin to be transported through the slinky from left to right. As the energy is
transported from left to right, the individual coils of the medium will be displaced
upwards and downwards. In this case, the particles of the medium move
perpendicular to the direction that the pulse moves. This type of wave is a transverse
wave. Transverse waves are always characterized by particle motion being
perpendicular to wave motion.
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B. Vibrations in a guitar string
Periodic Waves
A periodic wave is a wave with a repeating continuous pattern which
determines its wavelength and frequency. It is characterized by the amplitude, a
period (T) and a frequency(f). Amplitude wave is directly related to the energy of a
wave, it also refers to the highest and lowest point of a wave. Period defines as time
required to complete cycle of a waveform and frequency is number of cycles per
second of time.
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Periodic Wave Relationships
Examples :
1. A radio wave has a frequency of 93.9 MHz (93.9 x106 Hz). What is its period?
–answer
2. A wave is traveling at a velocity of 12 m/s and its wavelength is 3m. Calculate the
wave frequency.
– answer
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Learning Competency:
Define mechanical waves, longitudinal wave, transverse wave, periodic wave, and
sinusoidal wave (STEM_GP12PM-IId-31)
1) What is a wave?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4) Think about the gold coin Angie and Harmon found on the sea floor. What kind
of wave behavior would bring a gold coin close to shore?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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Activity 2. Transverse and Longitudinal Waves
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Directions: For each wave described below, identify the wave as more like
transverse wave or a longitudinal wave.
7. The wave created by moving the end of a spring toy up and down.
Answer: __________________________
8. The wave created by moving the end of a spring toy back and forth parallel to the
length of the spring.
Answer: __________________________
9. A sound wave.
Answer: __________________________
10. An electromagnetic wave.
Answer: __________________________
1. A swimmer at the beach notices that three wave crests pass a certain point every
10.0 seconds. She also notes that each wave crest is about 2.0 meters apart.
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c. What is the speed of the waves that the swimmer is observing?
2. A submarine trying to detect an enemy destroyer notes that a sonar signal sent
through the water returns 0.40 seconds after it was sent. The frequency of the
sonar used by the submarine is 20 kilo-hertz. The speed of sound in sea water
is 1.56 x 103 meters per second.
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Reflection:
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GENERAL PHYSICS 1
But before we break down the sine wave equation, let us first differentiate
between the motion of the wave and the motion of the elements of the medium.
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Figure (a) shows a snapshot of a wave moving through a medium. While figure
(b) shows a graph of the position of one element of the medium as a function of time.
The point at which the displacement of the element from its normal position is highest
is called the crest of the wave. The distance from one crest to the next is called the
wavelength. More generally, the wavelength is the minimum distance between any
two identical points (such as the crests) on adjacent waves, as shown in figure (a).
If you count the number of seconds between the arrivals of two adjacent crests
at a given point in space, you are measuring the period T of the waves. In general,
the period is the time interval required for two identical points (such as the crests) of
adjacent waves to pass by a point. But what really is the difference between the two
figures? Notice the visual similarity between figures (a) and (b). The shapes are the
same, but (a) is a graph of vertical position versus horizontal position while (b) is
vertical position versus time. figure (a) is a pictorial representation of the wave for a
series of particles of the medium— this is what you would see at an instant of time.
Figure (b) is a graphical representation of the position of one element of the medium
as a function of time. The fact that both figures have the identical shape represents
Sinusoidal Wave Equation,a wave is the same function of both x (distance) and
t(time).
k = the wave number, the unit is rad/m. The wave number can be
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calculated from the wavelength using the equation;
ω = the angular frequency; unit used is rad/s. Can be calculated using this equations;
ω =2πf (where f is measured in hertz (hz) or second-1)
phi is the phase constant or phase shift and is defined as; how far the function is
shifted horizontally from the usual position. The phase shift of a sine curve is how
much the curve shifts from zero. If the phase shift is zero, the curve starts at the
origin, but it can move left or right depending on the phase shift. A negative phase
shift indicates a movement to the right, and a positive phase shift indicates movement
to the left.
is a wave moving to the right. For a wave moving to the left, x -ω t will then change
to x + ω t.
SPEED
Formula derivation:
We know that,
f = / 2
Getting wavelength, = 2 / using this
v= (2 / ) ( / 2 )
WAVELENGTH
We may use
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FREQUENCY
Note that the value of c depends on the medium. Speed of sound in air at a
temperature of 20°C: c = 343 m/s or speed of radio waves and light in a vacuum: c =
299,792,458 m/s. (Speed of sound c = 343 m/s also equates to 1235 km/h, 767 mph,
1125 ft/s.)
PERIOD
The period of the sine curve is the length of one cycle of the curve or can be defined
as the distance between two consecutive maximum points, or two consecutive
minimum points (these distances must be equal). The natural period of the sine curve
is 2π.
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The red wave has the shortest period.
The green and black waves have equal periods. (Even though the green wave has
greater amplitude than the black wave, they both have the same period.)
The blue wave has the longest period.
T = 1/ f
WAVE NUMBER
The wave number is related to the angular frequency by:
where λ (lambda) is the wavelength, f is the frequency, and v is the linear speed.
Thus wave number’s equation is,
ANSWER/SOLUTION:
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Amplitude = 2.0m (note that it is already given in the equation)
Frequency, f = / 2
f = 4.0rads − 1 / 2rad
f =
0.64s-1 or 0.64Hz
Wavelength, = 2 /
= 2rad / 3.0radm − 1
= 2.1m
Speed, v = f
v = (0.64 s − 1)(2.1m)
v = 1.3m / s
Or;
v = /
v = 4.0rad • s − 1 / 3.0rad • m − 1
v = 1.3m / s
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Note that, the formula to be used will depend on what value related to the unknown
is given.
= −2m
The direction of the wave is to the right or in the positive direction, recall that in the
equation given kx and ωt have opposite sign.
Learning Competency:
From a given Sinusoidal Wave Function, infer the speed, wavelength, frequency,
period and then wave number. (STEM_GP12PMIId-32)
____3. Frequency C.
____4. Period
f = 1/ T
D.
____5. Wave Number
E.
____6. Angular Frequency
F. T = 1/ f
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ACTIVITY 3: WHAT IS MY UNIT?
Directions: Write the correct units for the following formulas.
(Show your dimensional analysis)
v = /
= 2f
f = 1/ T
T = 1/ f
Directions: Given the sinusoidal function, compute for what is being asked in the
problem. Solution must be complete with the inclusion of units.
1. A sinusoidal wave traveling in the positive x direction has an amplitude of 15.0 cm,
a wavelength of 40.0 cm, and a frequency of 8.00 Hz.The vertical position of an
element of the medium at t=0 and x=0 is also 15.0 cm.Find the wave number k,
period T, angular frequency ω, and speed v of the wave.
You’d use these familiar equations: k=2π/λ, T=1/f, ω=2πf, v=λf
2. A sinusoidal electromagnetic wave of frequency 40.0 MHz travels in free space in
the x direction, determine the wavelength and period of the wave.
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Reflection:
__________________________________________________________________
______________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________________________________________
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GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________________
Date: _________________________ Score: ______________________
Any point source which spreads its influence equally in all directions without a
limit to its range will obey the inverse square law. This comes from strictly geometrical
considerations. The intensity of the influence at any given radius r is the source
strength divided by the area of the sphere. Being strictly geometric in its origin, the
inverse square law applies to diverse phenomena. Point sources of gravitational
force, electric field, light, sound or radiation obey the inverse square law. It is a
subject of continuing debate with a source such as a skunk on top of a flag pole; will
its smell drop off according to the inverse square law?
http://hyperphysics.phy-astr.gsu.edu/hbase/Forces/isq.html
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Inverse Square Law, Radiation
As one of the fields which obey the general inverse square law, a point
radiation source can be characterized by the relationship below whether you are
talking about Roentgens , rads, or rems . All measures of exposure will drop off by
inverse square law.
Radiation Hazards
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The inverse square law states the intensity of a source such as radiation,
changes in inverse proportion to the square of the distance from the source. To put
it in simpler terms, this means that as you move away from an energy source, the
strength decreases and the decrease is directly related to the distance from the
source. Since the intensity and distance are inversely related, you can calculate the
change in intensity as the distance changes. This is represented by the formula:
If the source is three times as far away the intensity is one divided by the square of
three:
Calculating Intensity
In an industrial setting the intensity of a radioactive source is typically known
for a specific distance. In order to calculate the effect on a population, you will need
to solve for the intensity based on the distance the population is from the source. The
equation to solve for the second distance, as taken from the inverse law is:
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Where:
I1 = Intensity 1 at Distance 1
I2 = Intensity 2 at Distance 2
D1 = Distance 1 from source
D2 = Distance 2 from source
Sample Calculation
Now that we have the equation, let's solve for the intensity of a radioactive
source at a second distance. For this example, we have a source with an intensity of
500,000 milliroentgen/hour at one foot. We need to calculate the intensity at 100 feet
away from the source where people might be working.
I1 = 500,000 mR/hr
I2 = ? mR/hr
D1 = 1 foot
D2 = 100 feet
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The source is described by a general "source strength" S because there are
many ways to characterize a light source - by power in watts, power in the visible
range, power factored by the eye's sensitivity, etc. For any such description of the
source, if you have determined the amount of light per unit area reaching 1 meter,
then it will be one fourth as much at 2 meters.
The fact that light from a point source obeys the inverse square law is used to
advantage in measuring astronomical distances. If you have a source of known
intrinsic brightness, then it can be used to measure its distance from the Earth by the
"standard candle" approach.
The inverse square law describes the intensity of light at different distances
from a light source. Every light source is different, but the intensity changes in the
same way. The intensity of light is inversely proportional to the square of the distance.
This means that as the distance from a light source increases, the intensity of light is
equal to a value multiplied by 1/d2, The proportional symbol, , is used to show how
these relate. The relationship between the intensity of light at different distances from
the same light source can be found by dividing one from the other. The formula for
this is shown below. Visible light is part of the electromagnetic spectrum, and the
inverse square law is true for any other waves or rays on that spectrum, for example,
radio waves, microwaves, infrared and ultraviolet light, x rays, and gamma rays. The
intensity of visible light is measured in candela units, while the intensity of other
waves is measured in Watts per meter squared (W/m2).
Proportional:
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I = light intensity (candela, W/m2)
1) If a bright flashlight has a light intensity of 15.0 candela at a distance 1.00 m from
the lens, what is the intensity of the flashlight 100.0 m from the lens?
Answer : The intensity at the farther distance can be found using the formula:
If d1 = 1.00 m from the lens, and d2 = 100.0 m from the lens, then I1 = 15.0 candela,
and we need to solve for I2. This requires rearranging the equation:
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Now, substitute the values that are known in to the equation:
I2 = (0.0001)(15.0 candela)
I2 = 0.0015 candela
2) The intensity of a radio signal is 0.120 W/m2 at a distance of 16.0 m from a small
transmitter. What is the intensity of the signal 4.00 m from the transmitter?
Answer: The intensity at the near distance can be found using the formula:
If d1 = 4.00 m from the transmitter, and d2 = 16.0 m from the transmitter, then
I2 = 0.120 W/m2, and we need to solve for I1. This requires rearranging the equation:
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Now, substitute the values that are known in to the equation:
I1 = (16.0)(0.120 W/m2)
I1 = 1.92/m2
The intensity of the radio signal 4.00 m from the transmitter is 1.92 W/m2.
https://www.youtube.com/watch?v=3n02pw1kOjU
Learning Competency:
Objectives: Using simple materials, students create model to show how they
discover inverse square law. Explain why the world gets dark so fast outside the
circle of the campfire?
Materials: • A Mini Maglite flashlight (or other small bright light source),Ruler, A 3x5
index card, Scissors, A medium sized binder clip, Graphing paper with ½- inch or ¼-
inch squares (if using metric use graph paper with 1-cm squares), Cardboard box or
piece of foam core , tape
Time needed/location: Investigate modelling Inverse square law while the sun is out
or in the room with without light. Depending on the level of investigation, can take
between 20 – 45 minutes.
Procedure:
1. Use your ruler and scissor to measure and cut out a ½ x ½ square inch in
the center of the index card.
2. Clip the binder clip to the bottom of the card to make a stand.
3. Mount the graph paper on the side of the cardboard box or piece of foam
core to make a screen.
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.
4. Next, unscrew the front reflector assembly of the Mini Maglite to expose
the bulb. The bulb will come on and stay on when reflector assembly is
removed. (see the image below)
5. Prop the light so it is at the same height as the square hole that you cut in
the card.
6. Position the card one inch in front of the light source.
7. Line up the Mini Maglite, Square hole, and graph paper so when the light
shines through the hole you see a square of light on the graph paper.
Follow the directions above, but instead of a ½ x ½ inch hole, cut – out 1x1 –
cm square hole in the center of the index card.
1. Position the card 2 centimetres in front of the light source.
2. Use the graph paper with 1 cm square printed on it.
To Do and Notice
Keep the distance between the bulb and the card with the square hole
constant at one inch. (If you are using metric graph paper, we recommend a distance
of 2 cm.) Put the graph paper at different distance from the bulb, and count how many
squares on the graph paper are lit at each distance (see the diagram below). The
result will be easier to understand if you make a table of “number of squares lit”
versus “distance.” Be sure to measure the distance from the graph paper to the bulb
each time.
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What’s going on?
As you move the graph paper from the Mini Maglite, what happen to the light? Why?
Explain your answer.
ACTIVITY 2: FIND ME
Directions: Choose the correct answer. Write the letter of your answer on the blank
before the number.
______1. If I1 = 100 IU at d1 = 1 cm, what is I2 at d2 = 10 cm?
A. 1 IU
B. 2 IU
C. 3 IU
D. 4 IU
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_______ 3. A reading of 287 mR/hr is obtained at a distance of 1.5 cm from a point
source. At what distance would a reading of 28.7 mR/hr be obtained?
A. 4.89 cm
B. 4.90 cm
C. 4.74 cm
D. 4.57 cm
Activity 3: SOLVE ME
Directions: Read and analyze the problem very carefully. Then solve and show your
complete solutions.
1. The intensity of monochromatic light is in the ratio 16:1. Calculate the second
distance if the first distance is 6m?
a. 24 m
b. 21 m
c. 26 m
d. 27 m
3. The intensity of light is 800 W/m2 at 4 m away from the source. What is the
intensity of the light of a distance of 3m away from the light source?
a. 1522.7 W/m2
b. 1622.5 W/m2
c. 1422.2 W/m2
d. 1822.2 W/m2
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Reflection:
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