General Physics 1

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General Physics 1 – Grade 12 (STEM)

Learning Activity Sheets
Quarter 1 – Week 1: Units and Measurement
First Edition, 2021
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WEEKLY LEARNING ACTIVITY SHEETS
General Physics I 12 Quarter 1 Week 1
UNITS AND MEASUREMENT
Name: ___________________________________________ Section: ____________________
Most Essential Learning Competencies

• Solve measurement problems involving conversion of units, expression of measurements
in scientific notation. (STEM_GP12EU-Ia-1)
• Differentiate accuracy from precision. (STEM_GP12EU-Ia-2)
• Differentiate random errors from systematic errors. (STEM_GP12EU-Ia-3)
• Estimate errors from multiple measurements of a physical quantity using variance.
(STEM_GP12EU-Ia-5)
• Differentiate vector and scalar quantities. (STEM_GP12EU-Ia-8)
• Perform addition of vectors. (STEM_GP12EU-Ia-9)
• Rewrite a vector in component form. (STEM_GP12EU-Ia-10)
Specific Objectives
The learners shall be able to:
1. convert units of measurement;
2. express numbers in scientific notation;
3. apply the rules of counting significant figures in rounding-off numbers based on the
mathematical operation used;
4. determine the number of significant figures;
5. distinguish between accuracy and precision;
6. distinguish between scalar and vector quantities, and random and systematic errors;
and
7. add vectors using graphical and component methods.
Time Allotment: 4 hours
Key Concepts
Units of measurements
• Physicists, like other scientists, make observations and ask basic questions. For example,
how big is an object? How much mass does it have? How far did it travel? To answer these
questions, they make measurements with various instruments (e.g., meter stick, balance,
stopwatch, etc.).
• The measurements of physical quantities are expressed in terms of units, which are
standardized values. For example, the length of a race, which is a physical quantity, can be
expressed in meters (for sprinters) or kilometers (for long distance runners). Without
standardized units, it would be extremely difficult for scientists to express and compare
measured values in a meaningful way.

Physical Quantities
• Any number that is used to describe a physical phenomenon quantitatively is called
physical quantity.
• We define a physical quantity either by specifying how it is measured or by stating how
it is calculated from other measurements.
• For instance, you can measure the distance an object travels by using a meterstick and
you can measure the time interval by using a stopwatch.
• There are two major systems of units that are used in the world: (1) Metric System is
commonly used by scientists and engineers around the world, but since 1960 it has
been officially known as the International System of Units or SI units; and (2) English
System of Units, also known as the British units, were historically used in nations once
ruled by the British Empire and are still widely used in the United States of America.
English system of units may also be referred to as the foot-pound-second or fps system,
as opposed to the centimeter-gram-second or cgs system.
SI units: Fundamental and Derived Units

• Some physical quantities are more fundamental than others. In physics, there are seven
fundamental physical quantities that are measured in base or physical fundamental
units: length, mass, time, electric current, temperature, amount of substance, and
luminous intensity.
• The units in which they are measured are the meter, kilogram, second, ampere, kelvin,
mole, and candela. All other units are made by mathematically combining the
fundamental units. These are called derived units.
Table 1. SI Base Units

Quantity Name Symbol
Length meter m
Mass kilogram kg
Time second s
Electric current Ampere A
Temperature Kelvin K
Amount of substance mole mol
Luminous intensity candela cd
Metric Prefixes
• Physical objects or phenomena may vary widely. For example, the size of objects varies
from something very small (like an atom) to something very large (like a star). Yet the
standard metric unit of length is the meter. So, the metric system includes many prefixes
that can be attached to a unit. Each prefix is based on factors of 10 (10, 100, 1,000,
etc., as well as 0.1, 0.01, 0.001, etc.).

Table 2. Metric Prefixes and symbols used to denote the different various factors of 10 in the metric system
Example Example Example
Prefix Symbol Value Example Description
Name Symbol Value
Distance light travels in a
exa E 1018 Exameter Em 1018 m
century
peta P 1015 Petasecond Ps 1015 s 30 million years
tera T 1012 Terawatt TW 1012 W Powerful laser output
giga G 109 Gigahertz GHz 109 Hz A microwave frequency
mega M 106 Megacurie MCi 106 Ci High radioactivity
kilo k 103 Kilometer km 103 m About 6/10 mile
hecto h 102 Hectoliter hL 102 L 26 gallons
deka da 101 Dekagram dag 101 g Teaspoon of butter
____ ____ 100 (=1)
deci d 10–1 Deciliter dL 10–1 L Less than half a soda
centi c 10–2 Centimeter cm 10–2 m Fingertip thickness
milli m 10–3 Millimeter mm 10–3 m Flea at its shoulder
micro µ 10–6 Micrometer µm 10–6 m Detail in microscope
nano n 10–9 Nanogram ng 10–9 g Small speck of dust
pico p 10–12 Picofarad pF 10–12 F Small capacitor in radio
femto f 10–15 Femtometer fm 10–15 m Size of a proton
atto a 10–18 Attosecond as 10–18 s Time light takes to cross an atom
Unit Conversion and Dimensional Analysis

• It is often necessary to convert from one unit to another. Some applications require the
conversion from SI unit to English unit and vice versa. In conversion, we need to
establish the conversion factor.
• It is a ratio that expresses the relationship between two units, i.e. how many or how
much of one unit is equal to another unit. Since the two different values mean the same
thing, conversion factor is just equal to one (1). Conversion of English units to SI units
have been defined exactly as follows:
Length: 1 foot (ft) = 12 inches (in) ; 1 in = 2.54 cm ; 1 mile (mi) = 1.609 km
Mass: 1 pound-mass (lbm) = 0.4536 kg
Time: Second is the same for both the English and the SI system of units.
Force: 1 pound-force (lbf) = 4.448 newtons (N)
Note: Refer to Appendix B for more list of conversion factors.
• Conversion uses dimensional analysis method of solving problems. Dimensional
analysis involves cancelation of the given unit(s) from the given quantity and conversion
factor(s) to get the desired unit(s). Mathematically, it may be written as
𝑔𝑖𝑣𝑒𝑛 𝑞𝑢𝑎𝑛𝑡𝑖𝑡𝑦 × 𝑐𝑜𝑛𝑣𝑒𝑟𝑠𝑖𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟 = 𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑞𝑢𝑎𝑛𝑡𝑖𝑡𝑦
𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑢𝑛𝑖𝑡
𝑔𝑖𝑣𝑒𝑛 𝑢𝑛𝑖𝑡 × = 𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑢𝑛𝑖𝑡
𝑔𝑖𝑣𝑒𝑛 𝑢𝑛𝑖𝑡
• Example 1, we want to convert one’s height of 1.5 m to feet. The first thing to do is to
know the given unit and the desired unit. In this case, the given unit is in meters and it
is to be converted to feet. Next, we need to determine the conversion factor relating
meters to feet. From the given conversion factors above for length, there is no direct
conversion from meters to feet. Thus, meters must be converted first to centimeters,
then convert centimeters to inches, and finally convert inches to feet. Therefore, 1.5 m
can be converted to feet as follows:
100 𝑐𝑚 1 𝑖𝑛 1 𝑓𝑡 1.5 × 100

1.5 𝑚 × × × = 𝑓𝑡 = 4.9 𝑓𝑡.
1𝑚 2.54 𝑐𝑚 12 𝑖𝑛 2.54 × 12

Example 2. Converting speed units
The world land speed record is 763.0 mi/h, set on October 15, 1997, by Andy Green in
the jet-engine car Thrust SSC. Express this speed in meters per second.
Solution: We need to convert the units of a speed from mi/h to m/s. We must therefore
find conversion factors that relate (i) miles to meters and (ii) hours to seconds. In
Appendix B, we find the conversion factors 1 mi = 1.609 km, 1 km = 1000 m, and 1 h =
3600 s. We set up the conversion as follows, which ensures that all the desired
cancellations by division take place:
𝑚𝑖 𝑚𝑖 1.609 𝑘𝑚 1000 𝑚 1ℎ 𝑚
763.0 = 763.0 × × × = 341.0
ℎ ℎ 1 𝑚𝑖 1 𝑘𝑚 3600 𝑠 𝑠
Rounding off Numbers and Significant Figures

• One reason why we round off numbers is to simplify a report of a measurement or a
calculation.
• For a single value, just know which last digit to keep. This last digit remains the same if
the next digit to the right is less than 5, but if it is greater than or equal to 5, the last
digit increases by 1.
• For instance, if we round off 343 and 245 to the nearest tens, the answer is 340 and
250, respectively. Similarly, if we round off 8.345 and 67.47 to the nearest tenths, the
answer is 8.3 and 67.5, respectively.
• In measurement, however, what dictates which last digit to keep in reporting final
answers follows another guideline, depending on the mathematical operation involved.
• For addition or subtraction, count the number of decimal places each measurement in
the calculation has. The answer cannot have more digits to the right of the decimal point
than any of the original numbers. The result has the same number of decimal places as
the least precise measurement used in the calculation.
Example. As an illustration, what would be the result if 1.1 is added to 89.332?
89.332 ← 3 decimal places

+ 1.1 ← 1 decimal place (least precise)
90.432 ← round off to 90.4
• For multiplication or division, count the number of significant figures each

measurement in the calculation has. Significant figures are the reliably known digits.
The number of significant figures in the result is set by the original number that has the
least number of significant figures. How do we count the number of significant figures?
The following are the guidelines in determining whether a digit is significant or not.
1. All nonzero digits are significant. (nonzero integers)

o 1.234 kg → 4 sig. fig., 24 mL → 2 sig. fig., 6.4x10 4 molecules → 2 sig. fig.
2. Zeros between nonzero digits are significant. (captive zeros)
o 606 m → 3 sig. fig., 3001 g → 4 sig. fig., 10101 s → 5 sig. fig.
3. Zeros to the left of the first nonzero digit are not significant. (leading zeros)
o 0.08 L → 1 sig. fig., 0.0055 mol → 2 sig. fig., 0.0234 km → 3 sig. fig.

4. Zeros to the right of a nonzero digit and are on the right side of the decimal point are
significant.
o 2.00 mg → 3 sig. fig., 0.00420 g → 3 sig. fig., 6.022x10 23 atoms → 4 sig. fig.
5. Trailing zeros in a whole number are not significant. (ambiguous zeros)
o 560 kg → 2 sig. fig., 1500 mL → 2 sig. fig., 1250 m → 3 sig. fig.
6. Exact numbers, or numbers from definition or number of objects, are considered to have
an infinite number of significant figures.
o 1 kg, 2.54 cm (exactly) or 1 inch, 299,792,458 m/s or the speed of light, 2 pencils.
Note that in conversion problems, the conversion factor consists exact numbers.
Since exact numbers contain infinite number of significant figures, the basis in
identifying the measurement having the least number of significant figures is the
given or original value.
Example. Find the product of 3.666 and 4.51.
3.666 → 4 significant figures

x 4.51 → 3 significant figures (least number of sig. fig.)
16.536366 → round off to 16.5
Scientific Notation
• When we calculate with very large or very small numbers, we can show significant
figures much more easily by using scientific notation, sometimes called powers-of-10
notation. Scientific notation is a convenient way of expressing too large or too small
numbers. It is called powers-of-10 because it follows the form
𝑁 × 10𝑛
where,
• 𝑁 is a number between 1 and 10, including 1 but not 10, i.e. 1 ≤ |𝑁| < 10;
Note that for the exponent 𝑛:
• If the decimal point is moved 𝑛 places to the left, 𝑛 is positive.
• If the decimal point is moved 𝑛 places to the right, 𝑛 is negative.
Example. The distance from the Earth to the moon is about 384,000,000 m. To write
this number in scientific notation, we move the decimal point eight places to the left,
that is,
3 8 4, 0 0 0, 0 0 0. m → 3 . 8 4 0 0 0 0 0 0 x 108 m = 3.84 x 108 m

↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑
start 8 7 6 5 4 3 2 1 ← to the left
In this form, it is clear that we have 3 significant figures. It is important to note that in
counting the number of significant figures in the form of scientific notation only the “𝑁”
part should be considered, not the “× 10𝑛 ” part, following the same guidelines.
• When carrying out arithmetic operations involving scientific notation, same rules in
rounding-off final answers should be applied. Addition or subtraction follows the value
with the least number of decimal places while multiplication or division follows the value
with the least number of significant figures. Consider the examples and steps below.

For addition or subtraction: Consider adding 4.31 x 104 and 3.9 x 103.
Step 1: Write each quantity with the same exponent n. → 4.31x104 + 0.39x104
Step 2: Combine N1 and N2. = (4.31+0.39) x104
Step 3: The exponent, n, remains the same. = 4.70 x 104
For multiplication: Consider 4.0 x 10-5 x 7.0 x 103.

Step 1: Multiply N1 and N2. → (4.0 x 7.0) x (10-5 x 103)
Step 2: Add the exponents n1 and n2. = 28x10-5+3 = 28x10-2 = 2.8 x 10-1
For division: Consider 8.5 x 104 ÷ 5.0 x 109.

Step 1: Divide N1 and N2. → (8.5÷5.0) x (104 x 109)
Step 2: Subtract exponents n1 and n2. = 1.7x104-9 = 1.7 x 10-5
Accuracy and Precision

• Accuracy tells us how close the measurement is to the true value of the quantity that was
measured. Precision, on the other hand, refers to how close a set of measurements of
the same quantity agree with one another.
• Consider the figure below, the distribution of holes formed by darts shows as an analogy
that a set of measurement is (a) accurate and precise, (b) precise but not accurate, (c)
not accurate and not precise.
(a) (b) (c)
Figure 1. Accuracy and Precision

Source: Young, Hugh D., Roger A. Freedman, A. Lewis Ford, and Hugh D. Young. Sears and Zemansky's University
Physics. (13th ed), p. 1124
• An important factor in the precision of measurements involves the precision of the

measuring tool. In general, a precise measuring tool is one that can measure values in
very small increments.
• For example, a standard ruler can measure length to the nearest millimeter whereas a
Vernier caliper can measure length to the nearest 0.01 mm. The caliper is a more precise
measuring tool than a ruler because it can measure extremely small differences in
length. The more precise the measuring tool, the more precise the measurements.
• To ensure high accuracy and precision, one consideration is using appropriate
measuring instruments designed to fit the purpose. For example, if you want to measure
a piece of wood, tape measure is suitable.
Random and Systematic Errors

• No matter how we carefully perform the measurement, error is always inevitable. Note
that error is not a “mistake” – it’s part of the measuring process. In science,
measurement error is called experimental error or observational error.
• Two broad classifications of errors are random error and systematic error.

• Random error varies unpredictably from one measurement to another, while systematic
error has the same value or proportion for every measurement. Random errors are
unavoidable, but cluster around the true value.
• Random error primarily affects precision. Typically, random error affects the last
significant digit of a measurement. The main reasons for random error are limitations of
instruments, environmental factors, and slight variations in procedure. For example:
o When weighing yourself on a bathroom scale, you position yourself slightly
differently each time.
o When taking a volume reading in a flask, you may read the value from a different
angle each time.
o Measuring the mass of a sample on an analytical balance may produce different
values as air currents affect the balance.
o Measuring your height is affected by minor posture changes.
• Systematic error can often be avoided by calibrating equipment, but if left uncorrected,
can lead to measurements far from the true value.
• Systematic error is predictable and either constant or else proportional to the
measurement. Systematic errors primarily influence a measurement's accuracy. Typical
causes of systematic error include observational error, imperfect instrument calibration,
and environmental interference. For example:
o Forgetting to tare or zero a balance produces mass measurements that are always
"off" by the same amount. An error caused by not setting an instrument to zero
prior to its use is called an offset error.
o Not reading the meniscus at eye level for a volume measurement will always result
in an inaccurate reading. The value will be consistently low or high, depending
on whether the reading is taken from above or below the mark.
o Measuring length with a metal ruler will give a different result at a cold
temperature than at a hot temperature, due to thermal expansion of the material.
o An improperly calibrated thermometer may give accurate readings within a
certain temperature range but become inaccurate at higher or lower
temperatures.
o Measured distance is different using a new cloth measuring tape versus an older,
stretched one. Proportional errors of this type are called scale factor errors.
Scalar and Vector Quantities

• It is useful to separate physical quantities into two types: the first are called scalars; the
second are known as vectors. A scalar is a quantity that can be described by a single
number which can be positive, negative or zero.
• An example of a scalar quantity is the mass of an object, so we might state that ‘the
mass of the stone is 3 kg’. It is important to give the units in which the quantity is
measured.
• On the other hand, vectors are
quantities which require the
specification of a magnitude and a
direction. An example of a vector Figure 2. Force is a vector quantity.
quantity is the force applied to an object to make it move. When the object shown in
Figure 2 is moved by applying a force to it, we achieve different effects depending on the
direction of the force.

Vector Addition
• Calculations that combine scalar quantities use the operations of ordinary arithmetic.
For example, 6 kg + 3 kg = 9 kg or 4 x 2 s = 8 s. However, combining vectors requires a
different set of operations.
• To understand more about vectors and how they combine, we start with the simplest
vector quantity, displacement. Displacement is simply a change in the position of an
object.
• Displacement is a vector quantity because we must state not only how far the object
moves but also in what direction. Walking 3 km north from your front door doesn’t get
you to the same place as walking 3 km southeast; these two displacements have the
same magnitude but different directions.
• We usually represent a vector quantity such as displacement by a single letter, 𝐴⃗ such
as in Figure 3a. Displacement is always a straight-line segment directed from the
starting point to the ending point, even though the object’s actual path may be curved
(Figure 3b).
• Note that displacement is not related directly to the total distance traveled. If the object
were to continue on past P2 and then return to P1, the displacement for the entire trip
would be zero (Figure 3c).
Figure 3. Displacement is a vector quantity.

Source: Young, Hugh D., Roger A. Freedman, A. Lewis Ford, and Hugh D. Young. Sears and Zemansky's
University Physics. (13th ed), p. 11
• Suppose a particle undergoes a displacement 𝑨 ⃗⃗⃗ followed by a second displacement 𝑩

⃗⃗⃗.
The final result is the same as if the particle had started at the same initial point and
undergone a single displacement 𝑪 ⃗⃗ (Figure 4a).
• We call displacement 𝑪 ⃗⃗ the vector sum, or resultant, of displacements 𝑨 ⃗⃗⃗ and 𝑩 ⃗⃗⃗. We
express this relationship symbolically as ⃗𝑪⃗ = ⃗⃗⃗
𝑨+𝑩 ⃗⃗⃗.
• The boldface plus sign emphasizes that adding two vector quantities requires a
geometrical process and is not the same operation as adding two scalar quantities such
as 2 + 3 = 5. In vector addition we usually place the tail of the second vector at the head,
or tip, of the first vector (Figure 4a).
• Figure 4c shows another way to represent the vector sum: If vectors ⃗𝑨 ⃗⃗ and 𝑩 ⃗⃗⃗ are both
drawn with their tails at the same point, vector 𝑪 ⃗⃗ is the diagonal of a parallelogram
⃗⃗⃗ and 𝑩
constructed with 𝑨 ⃗⃗⃗ as two adjacent sides.
Figure 4. Three ways to add vectors.


• Several constructions for finding the vector sum ⃗𝑪⃗ = ⃗⃗⃗
𝑨+𝑩 ⃗⃗⃗.
Figure 5. Other ways to add vectors.

Example. A cross-country skier skis 1.00 km north

and then 2.00 km east on a horizontal snowfield. How
far and in what direction is she from the starting point?
Solution.
1. In this case, vector addition amounts to solving a
right triangle, which we can do using the
Pythagorean theorem and simple trigonometry.
2. The distance from the starting point to the ending
point is equal to the length of the hypotenuse:
𝑐 = √𝑎 2 + 𝑏 2
Figure 6. The vector diagram, drawn to
𝑐 = √(1.00 𝑘𝑚)2 + (2.00 𝑘𝑚)2 scale for a ski trip.
𝑐 = 2.24 𝑘𝑚
3. A little trigonometry allows us to find angle θ:
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 2.00 𝑘𝑚
𝑡𝑎𝑛 𝜃 = = = 2.00
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒 1.00 𝑘𝑚
𝜃 = 𝑡𝑎𝑛−1 (2.00)
𝜃 = 63.4°
We can describe the direction as 63.4° east of north or 90° - 63.4° = 26.6° north of east.
Components of Vectors
• A coordinate system allows you
to expand your description of a
vector. In coordinate system
shown in Figure 7, the vector ⃗⃗⃗
𝑨
is broken up into two
component vectors. One, ⃗𝑨 ⃗⃗𝑥 , is
parallel to the x-axis, and the
other, ⃗⃗⃗
𝑨𝑦 , is parallel to the y- Figure 7. Representing a vector in terms of component vectors.
Source: Young, Hugh D., Roger A. Freedman, A. Lewis Ford,
axis. In symbols, ⃗⃗⃗
𝑨 = ⃗⃗⃗
𝑨𝑥 + ⃗⃗⃗
𝑨𝑦 . and Hugh D. Young. Sears and Zemansky's University

• The process of breaking a vector in to its components is
called vector resolution. The magnitude and sign of the
component vectors are called the components.
• The components are calculated according to these
equations shown below, where the angle is measured
counterclockwise from the positive axis.
Figure 8. The sign of a component

Figure 7. Calculating vector components. depends upon which of the quadrants
the component is in.
Example. A bus travels 23.0 km on a straight road that is 30° north of east.
What are the east and north components of its displacement?
Solution. Use the trigonometric ratios to find the components.

⃗⃗⃗𝑥 = 𝑨
𝑨 ⃗⃗⃗ cos 𝜃 ⃗⃗⃗𝑦 = 𝑨
𝑨 ⃗⃗⃗ sin 𝜃
⃗𝑨⃗⃗𝑥 = (23.0 𝑘𝑚) cos 30° ⃗𝑨⃗⃗𝑦 = (23.0 𝑘𝑚) sin 30°
⃗⃗⃗𝑥 = 19.9 𝑘𝑚
𝑨 ⃗⃗⃗𝑦 = 11.5 𝑘𝑚
𝑨

Activity 1: Conversion of Units, Scientific Notation, and Significant Figures
Objectives
• Convert units of measurement
• Express numbers in scientific notation.
• Apply the rules of counting significant figures in rounding-off numbers based on the
mathematical operation used.
• Determine the number of significant figures.
What you need

• pencil/ballpen
• sheets of paper
• scientific calculator
What to do
A. Determine the number of significant figures in the following measurements:
1. 5.03 g 6. 2.720 x 1022 atoms
2. 0.714 m 7. 3 000 mL
3. 0.052 kg 8. 35 mg
4. 2008 g 9. 0.0580 m3
5. 7.2 x 104 molecules 10. 830 kg
B. Express the following numbers in standard notation to scientific notation. Answers

should include 3 significant figures applying rules in rounding-off numbers.
1. 75 000
2. 0.004894
3. 1 647 000 000
4. 0.000001995
C. Carry out the following arithmetic operations applying the rules on rounding-off final
answers.
1. 12 343.2 g + 0.1893 g - 78.238 g
2. 55.67 L – 2.386 L + 4.3237 L
3. 7.52 kg x 6.9232 m/s2
4. 0.0239 kg ÷ 46.5 mL
5. 5.21 x 103 + 2.92 x 102
D. Convert the following quantities as indicated. If possible, express answers in scientific

notation.
1. 365 days to minutes

2. 107.5 MHz to kHz
3. 650 cm2 to km2
4. 1000 L to m3 (Hint: 1 mL = 1 cm3)
5. 75 mph to m/s

Activity 2: Accuracy and Precision
Objective
• Distinguish between accuracy and precision.
What you need

• pencil/ballpen
• sheets of paper
What to do
1. Read and answer as directed. Write your answers in a separate sheet of paper.
2. Gold coin has an ‘accepted’ diameter of 28.054 mm. Two students are asked to measure
the diameter of a gold coin four times. Student A uses a simple plastic ruler. Student B
uses a precision measuring tool called a micrometer.
Student A (Plastic ruler) Student B (Micrometer)

27.9 mm 28.246 mm
28.0 mm 28.244 mm
27.8 mm 28.246 mm
28.1 mm 28.248 mm
3. Calculate the average diameter for each set of measurement.
Student A (Plastic ruler) Student B (Micrometer)
4. Compare the average value for each set with the accepted value.
a. Which student’s data is more accurate? Justify your answer.
b. Which student’s data is more precise? Justify your answer.

Activity 3: Which is which?
Scalar and Vector Quantities, Random and Systematic Errors
Objective
• Distinguish between scalar and vector quantities, and random and systematic errors.
What you need

• pencil/ballpen
• sheets of paper
What to do
A. In a separate sheet of paper, write SCALAR if the given is a scalar quantity and write
VECTOR if the given is a vector quantity.
1. Area of a rectangle
2. Distance
3. Work
4. Increase/Decrease in temperature
5. Weight
6. Momentum
7. Temperature
8. Force
9. Energy
10. Density
B. In a separate sheet of paper, write RANDOM if the given is a random error and write
SYSTEMATIC if the given is a systematic error.
1. When taking a volume reading in a flask, you may read the value from a different
angle each time.
2. Measuring the mass of a sample on an analytical balance may produce different
values as air currents affect the balance.
3. Measured distance is different using a new cloth measuring tape versus an older,
stretched one.
4. When weighing yourself on a bathroom scale, you position yourself slightly
differently each time.
5. Forgetting to tare or zero a balance produces mass measurements that are always
"off" by the same amount.

Activity 4: Addition of Vectors
Objective
• Add vectors using graphical and component method.
What you need

• pencil/ballpen
• ruler and protractor
• sheets of paper
What to do: In a separate sheet, add the following vectors and determine the magnitude of the
resultant vector and its direction.
1. Using graphical method

⃗⃗⃗ = 8 km, 60° West of North
𝑨
⃗⃗⃗ = 6 km, 40° South of West
𝑩 (Scale: 1 cm = 1 km)
⃗𝑪⃗ = 5 km, 20° East of South
2. Using analytical method

⃗⃗⃗ = 25 N, 60° North of East
𝑨
⃗⃗⃗ = 10 N, 180° West
𝑩
⃗𝑪⃗ = 16 N, 45° East of South

Reflection
Measurement is present in every aspect of human life. Yet, ironically, we tend to take
measurement for granted, and we fail to appreciate just how much we need and depend on our
measurement tools. It is only when our measurement tools malfunction or are unavailable that we
begin to appreciate just how important they are. Truly, we only know what we’ve got when it’s
gone.
In connection to this, how will you imagine a world with no measurement tools exist? What
do you think will be its impact to our life today? Write your five-sentence answer in a separate
sheet of paper.
Scoring Rubric
5 4 3 2 0
Practical Practical Practical Practical No discussion at
application is application is application is applications are all.
scientifically scientifically explained explained
explained explained consistent to the consistent to the
consistent to the consistent to the concepts but concepts but
concepts, and concepts, but with one or two with more than
has no with minimal misconceptions. two
misconceptions. misconceptions. misconceptions.
References for learners:
Ayaton, C. General Physics I: Units and Measurements (PPE) 2020
Krauskopf, K., & Beiser A. (2010). The Physical Universe (14th ed.). The McGraw-Hill
Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020.
Shipman, J., Wilson, J., & Higgins, C. (2013). An Introduction to Physical Science (13 th ed.).
Brooks/Cole, Cengage Learning.
Young, Hugh D., Roger A. Freedman, A. Lewis Ford, and Hugh D. Young. Sears and Zemansky's
University Physics. 13th ed. Boston, MA: Pearson Learning Solutions, 2012.

Activity 2: Accuracy and
Precision
(a) Student A – 28.0
Student B – 28.246
(b) more accurate – Student A
more precise – Student B
Activity 4: Addition of Vectors
A
1. R ≈ 10.8 km, 205° South of West Activity 1: Conversion of Units,
Scientific Notation, and
B Significant Figures
1. R = 17. 3 N, 37° North of East
A.
1. 3 s.f. 6. 4 s.f.
2. 3 s.f. 7. 1 s.f.
3. 2 s.f. 8. 2 s.f.
4. 4 s.f. 9. 3 s.f.
Activity 3: Which is which?
Scalar and Vector Quantities, Random and
5. 2 s.f. 10. 2 s.f.
Systematic Errors
B.
A 1. 7.50x104
1. SCALAR 2. 4.89x10-3
2. SCALAR 3. 1.65x109
3. SCALAR 4. 2.00x106
4. VECTOR
5. VECTOR C.
6. VECTOR 1. 12 265.2 g
7. SCALAR 2. 57.61 L
8. VECTOR 3. 52.1 kg.m/s2
9. SCALAR 4. 5.14x10-4 kg/mL
10. SCALAR 5. 5.50x103
B D.
1. RANDOM 1. 5.256x105 m
2. RANDOM 2. 1.075x105 kHz
3. SYSTEMATIC 3. 6.5x10-8 km2
4. RANDOM 4. 1 m31.08x105 m3
5. SYSTEMATIC 5. 3.4x10 m/s
Answer Key
APPENDICES
Appendix A. List of metric prefixes, symbols, meaning, and examples
Prefix Symbol Meaning Examples

yotta- Y 1024 1 Ym = 1024 m
zetta- Z 1021 1 Zt = 1021 m
exa- E 1018 1 Em = 1018 m
peta- P 1015 1 Pm = 1015 m
tera- T 1012 1 Tm = 1012 m
giga- G 109 1 Gm = 109 m
mega- M 106 1 Mm = 106 m
kilo- k 103 1 km = 103 m
hecto- h 102 1 hm = 102 m
deka- da 101 1 dam = 101 m
deci- d 10-1 1 dm = 10-1 m
centi- c 10-2 1 cm = 10-2 m
milli- m 10-3 1 mm = 10-3 m
micro- µ 10-6 1 µ m = 10-6 m
nano- n 10-9 1 nm = 10-9 m
pico- p 10-12 1 pm = 10-12 m
femto- f 10-15 1 fm = 10-15 m
atto- a 10-18 1 am = 10-18 m
zepto- z 10-21 1 zm = 10-21 m
yocto- y 10-24 1 ym = 10-24 m
Appendix B. List of conversion factors for length, mass, and time
Length Mass Time

1 m = 100 cm 1 kg = 1 000 g 1 min = 60 s
1m = 1 000 mm 1kg = 0.0685 slug 1 h = 3 600 s
1 km = 1 000 m 1 g = 6.85x10-5 slug 1 day = 86 400 s
1 in = 2.54 cm 1 slug = 14.59 kg 1 y = 3.156x107 s
1 ft = 12 in (1 kg = 2.205 lbm when
1 ft = 30.48 cm g=9.81 m/s2)
1 ft = 0.3048 m 1 lbm = 0.4536 kg
1 yd = 91.44 cm 1 lbm = 453.6 g
1 mi = 1.609 km
1 mi = 5 280 ft

General Physics 1
Quarter 1 - Week 2: One-dimensional Kinematics
First Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for the exploitation of such work for a
profit. Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (e.g. songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this activity sheets are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these materials
from their copyright owners. The authors do not represent nor claim ownership over them.
Development Team of the Learner’s Activity Sheets
Writer: AR A. Ranesis
Regional Validators: Relyn D. Raza

Jonas Saldia
Glen Pacot
Kevin Hope Z. Salvaña
Division Validators: Ric Me D. Diaz

Shekaina Faith C. Lozada
Marvin T. Tejano
Juzalin L. Costuya
Edna E. Trinidad, EdD
Management Team:
Josita B. Carmen, Schools Division Superintendent
Gilbert L. Gayrama, PhD, Asst. Schools Division Superintendent
Celsa A. Casa, PhD, CID Chief
Edna E. Trinidad, EdD, Science Education Program Supervisor
Kevin Hope Z. Salvaña, Regional Science Coordinator
Author: AR A. Ranesis
School/Station: Alba Integrated School
Division: Surigao del Sur Division
email address: ar.ranesis@deped.gov.ph
General Physics 1, Grade 12, Quarter 1, Week 2
ONE-DIMENSIONAL KINEMATICS
Name: _________________________________________ Section: __________________
Most Essential Learning Competencies:
1. Convert a verbal description of a physical situation involving uniform acceleration in one

dimension into a mathematical description (STEM_GP12Kin-Ib12)
2. Interpret displacement and velocity, respectively, as areas under velocity vs. time
and acceleration vs. time curves (STEM_GP12KINIb-14)
3. Interpret velocity and acceleration, respectively, as slopes of position vs. time and
velocity vs. time curves (STEM_GP12KINIb-15)
4. Construct velocity vs. time and acceleration vs. time graphs, respectively,
corresponding to a given position vs. time-graph and velocity vs. time graph and
vice versa (STEM_GP12KINIb-16)
5. Solve for unknown quantities in equations involving one-dimensional uniformly
accelerated motion, including free fall motion (STEM_GP12KINIb-17)
6. Solve problems involving one-dimensional motion with constant acceleration in contexts
such as, but not limited to, the “tail-gating phenomenon”, pursuit, rocket launch,
and free fall problems (STEM_GP12KINIb-19)
Learning Objectives:
At the end of the lesson, the student should be able to:
1. formulate mathematical description from verbal description of a physical situation involving

uniform acceleration in one dimension;
2. describe displacement and velocity, respectively, as areas under velocity vs. time and
acceleration vs. time curves;
3. describe velocity and acceleration, respectively, as slopes of position vs. time and velocity vs.
time curves;
4. create graphs of velocity vs. time and acceleration vs. time, respectively, corresponding to a
given position vs. time-graph and velocity vs. time graph and vice versa; and
5. solve problems involving one-dimensional motion with constant acceleration.
Key Concepts
 Frame of reference is an object or point from which movement is determined. Movement
is relative to an object that appears stationary.
 Motion is a change in position relative to a frame of reference.
 Distance (d) is how far an object travels. It does not depend on direction.
Author: AR A. Ranesis 1
Sample problem
How far does the ant crawl?
Figure 1.
Source: https://www.g-pisd.org
Answer: The ant crawls 7 cm or d = 7cm.
 Displacement (∆x) is the difference between an object’s final position and its starting
position. It does depend on direction.
Displacement = final position – initial position
∆x = xfinal – xinitial
Sample problem
Find the displacement of the ant.
Figure 2.
Source: https://www.g-pisd.org
Answer: The ant crawled 3 cm due east. Since displacement is a vector quantity, we have
to consider the direction of the motion. Travelling to the east is positive and travelling to the
west is negative.
Sample problem
A man walks 205 m to the east, then turns back and walks 60 m due west. What is the
total distance he walked? What is his total displacement?
Answer: The total distance he walked is d = 205 m + 60 m = 265 m. However, for his
total or net displacement, we have to consider the directions. Considering the Cartesian
plane, going east is positive and going west is negative. His displacement is ∆x = 205 m
east – 60 m west = 145 m, east. Therefore, the net displacement of the man is 145 m,
due east.
 Speed, a scalar quantity refers to the rate of motion. It is the ratio of distance covered and
the time of travel. Like distance, speed does not depend on direction. In equation,
distance d
Speed  or s 
time t
 Speed, therefore, refers to how fast the object is moving. It tells us that a fast-moving
object has a high speed and covers a large distance in a short period of time while a slow-
moving object that has a low speed covers a relatively small amount of distance in the
same amount of time.
 Since speed is distance divided by time, speed is expressed in terms of the unit of distance
and unit of time. The SI unit for distance is meter, and time is second. Thus, speed is
expressed in meters per second or m/s. For vehicles, the standard unit for speed is
kilometers per hour or km/h (kph). In other countries such as USA, they use miles per
hour or mph as unit of speed. Ship’s speed is expressed in nautical per hour or knots.
 Average speed is the total distance divided by the total time. It is used to determine
speed which is not constant. In equation,
total distance d
Average speed  or s ave  total
total time of travel t total
n  Speedometer is one of the devices on the instrument panel in front of the driver’s seat of
a motor vehicle that reads the instantaneous speed of the vehicle.
Sample problem
A car drives 100 meters in 5 seconds. What is the car’s average speed?
Solution d
s 
t
100m m
s   20 The speed of the car is 20 m/s.
5s s
 Velocity is a vector quantity defined as the ratio of the displacement to the total time
elapsed. Velocities in the same direction are combined by adding while velocities in
different directions are combined by subtracting. The average velocity is the total
displacement of an object divided by the elapsed time. In equation,
displaceme nt x
velocity  or v 
total time elapsed t
Sample problem
AJ runs 200 meters north and turned 50.0 meters south in about 24.2 seconds. What
is his velocity?
Solution
∆x = 200 m north – 50.00 m south
∆x = 150 m due north
v = ∆x/t
v = (150 m due north)/(24.2 s)
v = 6.20 m/s due north AJ’s velocity is 6.20 m/s due north
Sample problem
A snake crawls 5 m east, then 3 m west in 20 seconds. What is its distance
traveled, displacement, average speed and average velocity?
Solution:
A. Distance
d=5m+3m
d = 8m
B. Displacement
∆x = 5 m (east) – 3 m (west)
= 2 m due east
C. Average speed
s = (8 m)/(20 s)
= 0.4 m/s
D. Average velocity
v = (2 m)/(20 s) due east
= 0.1 m/s due east
 Acceleration is the rate at which velocity changes. In symbols, acceleration, a
v vf - vi
a 
t t f - t i
 The SI unit for acceleration is m/s2
 Acceleration is a vector, and thus has a both a magnitude and direction.
 Acceleration can be caused by either a change in the magnitude or the direction of the
velocity.
 Instantaneous acceleration is the acceleration at a specific instant in time.
 Deceleration is an acceleration with a direction opposite to that of the velocity.
Sample problem
In 2.5 s a car increases its speed from 60 km/h to 67.2 km/h. What is the
acceleration of the car?
Solution
vf = 67.2 km/h vi = 60 km/h ∆t = 2.5s
m
∆v = 67.2 km/h – 60 km/h 2
a s  0 .8 m
∆v = 7.2 km/h or 2 m/s
2.5 s s2
The acceleration of the car is 0.8 m/s2
 The displacement of an object moving with a constant velocity is equal to the product of
the velocity and the amount of time the object is in motion.
 To find the displacement when the velocity is changing, a velocity-time graph is needed.
Normally, velocity is plotted on the y-axis (the vertical axis) and time is plotted on the x-
axis (the horizontal axis).
 The area under the line on a velocity-time graph is equal to the displacement of the
object.
Sample problem
Based on Figure 3, find the total displacement.
Solution:
Area of rectangle = lw
Let
l = change in velocity (∆v)
w = change in time (∆t)
Area of rectangle = lw
m m Figure 3. Velocity vs. time graph
= (10 − 0 )(10 s − 0 s)
s s Source: https://isaacphysics.org/
m
= (10 )(10s) = 100 m
s
1
Area of triangle = bh
Let 2
h = change in velocity (∆v)
b = change in time (∆t)
1 1 m m
Area of triangle = bh = (18 s −10 s)(10 − 0 ) = 40 m
2 2 s s
Total area = 100 m + 40 m = 140 m
The total displacement is 140 m.
 The area (area = ∆v) under an acceleration graph represents the change in velocity (see
Figure 4). In other words, the area under the acceleration graph for a certain time interval
is equal to the change in velocity during that time interval. The vertical (y) axis represents
the acceleration of the object while the horizontal (x) axis represents time.
Figure 4. Acceleration vs. time graph

Source: https://www.khanacademy.org/
 The slope of an acceleration graph represents a quantity called the jerk. The jerk is the
rate of change of the acceleration. In equation,
rise Δa
jerk  slope  
run Δt
Sample problem
What is the velocity of the sailboat after the wind has blown for 9 seconds?
(See Figure 5)
Solution:
Figure 5. Acceleration vs. time graph

Source: https://www.khanacademy.org/
The rectangle that can be formed between t=0 s and t=3 s is considered positive
area since it is above the horizontal axis. The triangle that can be formed between t=3 s
and t=7 s is also considered positive area since it is above the horizontal axis. The triangle
that can be formed between t=7 s and t=9 s however, is considered negative area since it
is below the horizontal axis.
We'll add these areas together—using lw for the rectangle and ½bh for the triangles
—to get the total area between t = 0 s and t = 9 s.
 m  m 1 m m
v = area =  4 2  3s   4 2 4s    2 2 2s  18
 s   s  2 s  s
The velocity of the sailboat after the wind has blown is 18 m/s
 The motion of an object can be represented by a position-time graph (See Figure 6). In
this graph, the x- axis represents the time and the y- axis represents the position of the
object relative to the starting point. The position-time graph tells us how far an object
has travelled from its starting position at any given time it started moving. The quantity
that represents this slope is velocity.
Figure 6. Position vs. time graph

Source: https://www.physicsclassroom.com/Class/1DKin/U1L3a2.gif
Sample problem
Use Figure 6 to answer the following:
A. At what time is the position of the car equal to 40 m?
Answer: The car is at 40 m at time t = 4 s.
B. What was the position of the car at t = 2 s?

Answer: The car’s position is 20m at t = 2 s.
C. What is the total distance travelled by the car at the end of 5s?
Answer: The car travelled a total distance of 50 m.
D. What is the velocity of the car from 20 m to 50 m?

∆y y2 − y1 (50m−20m) 30m
Answer: m = ∆x = x2 −x1 = (5s−2s) = 3s = ��/�
Figure 7.
 In Figure 7, the graph shows the object is moving Source: General
at constant positive velocity. This explains further Physics 1 - Grade
that as the time increases the distance 12 Alternative
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also increases.
2020, pdf, page
12
Figure 8.
Source: General
 In Figure 8, the graph shows the object is moving Physics 1 - Grade
12 Alternative
at constant negative velocity. This explains that
Delivery mode,
the object is going back to its original position. 2020, pdf, page
12
Figure 9.
Source: General
Figure
Physics 6.
1 - Grade
 In Figure 9, the graph shows the object is at rest, it 12 Alternative
has zero velocity. Delivery mode,
2020, pdf, page
12
Figure 10.
 In Figure 10, the graph shows the object is Source: General
moving with varying speed. It means that the Physics 1 - Grade
velocity is not constant. The object is accelerating. 12 Alternative
Delivery mode,
2020, pdf, page
12
 An object’s motion can be represented by a velocity-time graph (See Figure 11). In this
graph, the x- axis represents the time and the y- axis represents the velocity of the object
relative to the starting point. The velocity-time graph tells us how fast an object moves.
The quantity that represents this slope is the acceleration.
Figure 11. Velocity vs. time graph
Source: https://www.physicsclassroom.com/Class/1DKin/U1L4a2.gif
Sample problem
Find the acceleration of the car.
(See Figure 12)
Solution
∆y (25 m/s − 5 m/s) 20m/s �

m = ∆x = (5s − 0s) = 5s = ��/�
The acceleration rate of the car is 4 m/s2.
Figure 12. Velocity vs. time graph

Source: https://www.physicsclassroom.com/
Figure 13.
Figure 9.
Source: General
 In Figure 13, the graph shows the object is moving
Physics 1 - Grade
at constant positive acceleration. 12 Alternative
Delivery mode,
2020, pdf, page
13
Figure 14.
 In Figure 14, the graph shows object is moving
Source: General
at constant negative acceleration or deceleration.
Physics 1 - Grade
12 Alternative
Delivery mode,
2020, pdf, page
13
Figure 15.
 In Figure 15, the graph shows the object is Source: General
at constant velocity. It is not accelerating. Physics 1 - Grade
12 Alternative
Delivery mode,
2020, pdf, page
13
Figure 16.
 In Figure 16, the graph shows the object is moving
Source: General
with varying speed. It means that the velocity is Physics 1 - Grade
not constant. The acceleration of the object is not 12 Alternative
uniform. Delivery mode,
2020, pdf, page
13
 Uniform acceleration is when an object is moving in a straight line and its change in
velocity over a period of time or interval remains constant.
 The kinematic equations are set of four equations that can be utilized to predict
unknown information about an object's motion if other information is known. The
equations can be utilized for any motion that can be described as being either a constant
velocity motion (an acceleration of 0 m/s/s) or a constant acceleration motion.
Table 1. The Four (4) Kinematic Equations for uniform accelerated motion in horizontal dimension
Equatio Variables contained

n Equation
Number d vi vf t a
�� + ��
1 �= � ✓ ✓ ✓ ✓ ✖
2
2 �� = �� + �� ✖ ✓ ✓ ✓ ✓
1
3 � = �� + ��2 ✓ ✓ ✖ ✓ ✓
2
4 �� 2 = �� 2 + 2�� ✓ ✓ ✓ ✖ ✓
 Aristotle thought that heavy objects fall faster than light ones, in proportion to their
weight. Galileo Galilei argued that a body should fall downward with an acceleration that
is constant and independent of the body's weight and composition. This means that heavy
or light objects will fall at the same time when allowed to drop from the same height
neglecting air resistance.
 Free Fall is an example of a uniformly accelerated motion. When an object falls under the
influence of gravity alone then it is in a state of free fall.
 Near the surface of the earth, the acceleration due to gravity can be taken as a constant:
g = -9.8 m/s2 (directed downward). At this stage, we shall also neglect air resistance.
Thus, we can take gravity as the only influence on an object in “free fall”. Problems in
"Free Fall" include object thrown upward that reaches a certain height before falling down.
For cases like these, we have to be very careful with positive and negative signs for the
vertical motion.
Table 2 The Four (4) Kinematic Equations for uniform accelerated motion in vertical dimension
Equation Number Equation
�� + ��
1 �= �
2
2 �� = �� + ��
1
3 � = �� + ��2
2
4 ��2 = �� 2 + 2�y
 An object dropped from an elevated height

a. initial velocity equals to zero (vi = 0)
b. distance travelled can be calculated using d = ½ gt2
c. displacement can be calculated using d= – ½ gt2
 An object thrown vertically downward

a. initial velocity is not equal to zero (vi ≠ 0)
b. final velocity as it reached the ground is vf = vi + gt
c. The distance travelled is calculated using the equation d = vft – ½gt2
 If an object is thrown vertically upward then fall down

a. Initial velocity is not equal to zero (vi ≠ 0)
b. The velocity of its maximum height is equal to zero.
c. The distance travelled in going up is equal to the distance covered in going down.
d. The time spent in its upward motion is equal to the time spent in its downward
motion, hence, the total time of flight is equal to ∆t = 2t.
Sample problem
A truck slows down from a speed of 35.0 m/s to rest in 7.00 s. How far did it travel
in that time?
Solution:
vi = 35.0 m/s vf = 0 m/s t = 7.00 s d=?
�� + ��
�= �
2
35 � � + 0 � �
�= 7.00�
2
� = 122.5 �
The truck travelled 123 m.

Sample problem
A person plays a badminton and hit the shuttlecock upward into the air with an
initial velocity of 25.0 m/s. (Neglecting air resistance)
a. How high does it go?
b. How long the shuttlecock is in the air before it can reach the opponent’s court?
Solution:
Given: vi = 15.0 m/s
Note that as the shuttlecock rises, its speed decreases until it reaches the highest
point, where its speed is zero for an instant, then it descends with increasing speed.
a) To determine the maximum height, we calculate the position of the

shuttlecock when its velocity is equal to zero.
2 2
v f  v i  2gy
2 2
vf  vi
y
2g
 m  m 
2
 0   25.0  
 s  s  
y 
 m
2  9.8 2 
 s 
y  31.9m
The shuttlecock reaches the maximum height of 31.9 m.
b) To get the time the shuttlecock is in the air, we have

v f  v i  gt
gt  v f  v i
v  vi
t  f
g
0 m  15.0 m
t  s s
 9.8 m 2
s
 15.0 m
t  s
 9.8 m
s2
t  1.53 s
∆t = 2t
∆t = 2(1.53 s)
∆t = 3.06 s
The shuttlecock is in the air for 3.06 s.
Activity 1. Formulate them!
Objective: Formulate mathematical description from verbal description of a physical situation

involving uniform acceleration in one dimension
What you need: Paper and pen
What to do:
Analyze each item. Give the mathematical descriptions of the following verbal
descriptions involving uniformly accelerated motion.
1. Change in position
2. Change in time
3. Change in velocity
4. Change in velocity over change in time
Guide Question:
1. Describe uniform acceleration based from the verbal and mathematical descriptions
above.
Activity 2. Solve the area!
Objective: Describe displacement and velocity, respectively, as areas under velocity vs. time and
acceleration vs. time curves
What to do: Answer the following problems. Write your solutions on a separate sheet of paper.
1. Based on Figure 17, find the Figure 17.

displacement of the vehicle. Source:
https://www.physics
classroom.com/Class/
1DKin/U1L4e7.gif
Figure 18.
Source:
https://www.https:/
/www.khanacademy
2. Based on Figure 18, find the .org/
velocity of the car.
Activity 3. Graph it! Describe it!
Objectives:
1. Describe velocity and acceleration, respectively, as slopes of position vs. time and
velocity vs. time curves
2. Create graphs of velocity vs. time and acceleration vs. time, respectively, corresponding
to a given position vs. time-graph and velocity vs. time graph and vice versa
What to do:
A. Construct position-time graph from given tabulated data and answer the following
guide questions.
1. Plot the tabulated data (position versus time, d vs t)
2. Time will be in the x-axis and distance in the y-axis.
3. Connect the points.
Position Time
d (m) t (s)
0 0
10 2
25 4
60 6
125 8
180 10
Guide Questions:
1. What is the velocity of the object between t = 2 s to t = 6 s?
2. What is the average velocity of the object?
3. Based on your graph, How will you describe the object’s velocity?
B. Construct velocity-time graph from given tabulated data and answer the following
guide questions.
1. Plot the tabulated data (velocity versus time, v vs t)
2. Time will be in the x-axis and distance in the y-axis.
3. Connect the points.
Velocity Time
Point
v (m/min) t (min)
A 0 0
B 60 10
C 60 15
D 0 30
E - 40 40
F 0 55
Guide Questions:
1. Which part(s) of the graph shows that the object is moving at constant positive
acceleration?
2. What is the acceleration of the object between Point B to Point C?
3. How fast was it moving from Point E to F?
4. At which interval shows that the object is moving at constant negative velocity?
Activity 4. Solve the unknown!
Objectives: Solve problems involving one-dimensional motion with constant acceleration.
What to do: Answer the following problems. Write your solutions on a separate sheet of paper.
1. An airplane accelerated uniformly from rest at the rate of 6.25 m/s2 south for 15 s.
What final velocity did it attain?
2. Ken is driving his bicycle at 1.5 m/s. He overtakes his bicycle rider friend. If he can
accelerate at 0.8 m/s2, how long will it take for him to reach the speed of 3.5 m/s?
3. Suppose that a ball is dropped from a tower 70.0 m high. How far will it fall after 3.00 s?
4. John throws a ball upward into the air with an initial velocity of 15.0 m/s.
a. How high does it go and
b. how long is the ball in the air before it comes back to his hand?
Reflection
Speedometer, instrument that indicates the speed of a vehicle, usually combined with a
device known as an odometer that records the distance traveled. The speedometer and odometer
are useful features in all vehicles, helping drivers to measure their pace and estimate the
distances they travel. They give important information to the drivers, helping them to make
decisions that can affect their travel.
If speedometers and odometers were not invented, what do you think is its impact to our
road traffic today? Write your 5-sentence answer in a separate sheet of paper.
Rubric for Reflection

3 2 1 0
Practical application Practical application is Practical application No answer
is scientifically scientifically explained is explained consistent
explained consistent consistent to the to the
to the concepts, and concepts, but with concepts but with
has no minimal misconceptions. misconceptions.
misconceptions.
Lingatong, Leah Lyn A. General Physics 1 Grade 12 Alternative Delivery Mode. 1st ed,
Department of Education, 2020
Lumen Boundless Physics. “Acceleration”

Accessed on August 20, 2021
https://courses.lumenlearning.com/physics/chapter/2-4-acceleration/
Gregory-Portland Independent School District. Distance, Displacement, Speed, and Velocity

https://www.g-pisd.org
Isaac Physics. “Mechanics - 12. Motion graphs; velocity-time, (v-t)”

Accessed on September 10, 2021
https://isaacphysics.org/pages/gcse_ch2_12_text?stage=all
Khan Academy. “What are acceleration vs. time graphs?”

Accessed on September 10, 2021
https://www.khanacademy.org/science/physics/one-dimensional-motion/acceleration-
tutorial/a/what-are-acceleration-vs-time-graphs
The Physics Classroom. “Kinematic Equations and Problem-Solving”

https://www.physicsclassroom.com/Class/1DKin/U1L6b.cfm
The Physics Classroom. “The Meaning of Shape for a p-t Graph”

https://www.physicsclassroom.com/class/1DKin/Lesson-3/The-Meaning-of-Shape-for-a-
p-t-Graph
The Physics Classroom. “The Meaning of Shape for a v-t Graph”

https://www.physicsclassroom.com/class/1DKin/Lesson-4/Meaning-of-Shape-for-a-v-t-
Graph
Answers Key

Quarter 1 – Week 3: Motion in 2 Dimensions
First Edition, 2021
the work is created shall be necessary for the exploitation of such work for a profit. Such agency or
office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in the activity sheets are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from the respective copyright
owners. The authors do not represent nor claim ownership over them.

Writer: Marvelous Saint P. Jumanoy
Division Editors: Shekaina Faith C. Lozada
Ric Me D. Diaz
AR A. Ranesis
Marvin T. Tejano
Juzalin L. Costuya
Edna E. Trinidad.EdD

Ace Michael B. Magalso
Jonas Saldia
Glen Pacot

Gilbert L. Gayrama, OIC-Asst. Schools Division Superintendent
Celsa A. Casa, CID Chief
Edna Trinidad, Science Education Program Supervisor I
General Physics I Grade 12 Quarter 1 Week 3
MOTION IN 2 DIMENSIONS
Name: ___________________________________________ Section: ____________________
Most Essential Learning Competencies

• Describe motion using the concept of relative velocities in 1D and 2D. (STEM_GP12KIN-Ic20)
• Deduce the consequences of the independence of vertical and horizontal components of
projectile motion. (STEM_GP12KIN-Ic22)
• Calculate range, time of flight, and maximum heights of projectiles. (STEM_GP12KIN-Ic23)
• Solve problems involving two-dimensional motion in contexts such as, but not limited to
ledge jumping, movie stunts, basketball, safe locations during firework displays, and Ferris
wheels. (STEM_GP12KIN-Ic26)
Specific Objectives
1. Describe motion using the concept of relative velocities in 1D and 2D;
2. Solve for the projectile’s range, time of flight, and maximum heights given the launch
velocity; and
3. Apply the concepts in projectile to solve two-dimensional motion problems;
Key Concepts
• Motion in One Dimension means that the individual motions of the object and observers
are along a straight line with only two possible directions of motion.
• The idea of relative motion can be explained through the figure below which shows a man
moving on the train
Figure 1. A man moving

relative to the train and
Earth
Example 1. Refer to figure 1 above, If the man is moving at 1 m/s on the train and the train
at 30 m/s to the right, then the velocity m/E (man with respect to Earth) is moving at 31
m/s to the right. Calculated,
𝑉 m/𝐸 = Vm/t + Vt/𝐸
Vm/𝐸 = 1m/s + (30 m/s)
= 31 m/s, to the right
• *If the man is moving at same velocity but this time to the left, the velocity m/E (man with
respect to Earth) is moving at 29 m/s to the left. It is just the algebraic sum of the velocities.
30 m/s Vt/𝐸 velocity of train with respect to Earth
-1 m/s Vm/t velocity of man with respect to the train
29 m/s Vm/𝐸 velocity of man with respect to Earth
*Remember our concept of reference frames, where Earth is mostly used examples as the
reference.
• The important aspect of relative velocity in one dimension is that velocity has only two
possible directions. Do not use vector notation to write or evaluate equation of relative
velocities in one dimension. The velocity, therefore, can be treated as signed scalar
variable; plus sign (+) indicating velocity in the reference direction and minus sign (-)
indicating velocity in opposite to the reference direction.
• The concept of relative velocity applies to two objects such as the above figure. It
is always intuitive to designate one of the objects as moving and other as reference
object. It is defined as the velocity of an object B in the rest frame of another object A.
• The resultant velocity of the moving object is equal to the relative velocity of the moving
object with respect to reference object. In two dimensions, Getting the resultant Velocity (V)
can also be shown using the figure below.
Figure 2. resultant Velocity (V) using Pythagorean theorem of velocities with the given velocities in x and y-components
Example: A plane is travelling at velocity 100 km/hr, in the southward direction. It encounters
wind travelling in the west direction at a rate of 25 km/hr. Calculate the resultant velocity of
the airplane.
Given, the velocity of the
wind = Vwind = 25 km/hr
The velocity of the plane = Vairplane = 100 km/hr
The angle between the velocity of the wind and that
of the plane is 90°. Using the Pythagorean
theorem, the resultant velocity (VR) can be
calculated as,
VR 2 = (100 km/hr)2 + (25 km/hr)2
VR 2 = 10 000 km2/hr2 + 625 km2/hr2
VR 2= 10 625 km2/hr2
Hence, VR = 103.1 km/hr
• Using trigonometry, the angle made by the resultant velocity with respect to the horizontal
plane can be given as,
tan ɵ = (𝒂𝒊𝒑𝒓𝒑𝒍𝒂𝒏𝒆𝒗𝒆𝒍𝒐𝒄𝒊𝒕𝒚
𝒘𝒊𝒏𝒅 𝒗𝒆𝒍𝒐𝒄𝒊𝒕𝒚
)
tan ɵ = (100 km/hr)
25 km/hr
ɵ =tan−1(14)
ɵ =14.0 0
• The most common example of an object that is moving in two dimensions is a projectile.
Projectile Motion
• Projectile motion is a form of motion where an object moves in a bilaterally symmetrical,
parabolic path. The path that the object follows is called its trajectory. Projectile motion
only occurs when there is one force applied at the beginning on the trajectory, after which
the only interference is from gravity.
• Different types of projectiles;

o Along the x-axis: uniform velocity,
responsible for the horizontal
(forward) motion of the particle.
o Along y-axis: uniform acceleration,
responsible for the vertical
(downwards) motion of the particle.
o Oblique Projectile motion or in
general case
source: Shutterstock.com/1062925373
• There are key factors to remember in dealing vertical and horizontal components of projectile
motion namely:
• v
Velocity ( )
• Horizontal velocity ( v)
x
• v)
Vertical velocity ( y
• Angle of launch (ɵ)

• Height (dy)
• Time of flight (t)
• Range (dx)
• Acceleration due to gravity (g)
Characteristics of a Projectile’s Trajectory

• Many projectiles do not only undergo a vertical motion, but also undergo a
horizontal motion. As they move upward or downward they are also moving
horizontally. There are the two components of the projectile's motion - horizontal
and vertical motion.
• The goal of this part is to discuss the horizontal and vertical components of a
projectile's motion; specific attention will be given to the presence/absence of
forces, accelerations, and velocities.
Horizontal and Vertical Motion

• Consider a cannonball projected
horizontally by a cannon from the top of a
very high cliff. In the absence of gravity, the
cannonball would continue its horizontal
motion at a constant velocity. This is
consistent with the law of inertia. And
furthermore, if merely dropped from rest in
the presence of gravity, the cannonball
would accelerate downward, gaining speed
at a rate of 9.8 m/s every second. This is
consistent with our conception of free-falling
objects accelerating at a rate known as the
acceleration of gravity.
• If the cannonball project horizontally in the
presence of gravity, then the cannonball
would maintain the same horizontal motion
as before - a constant horizontal velocity.
Furthermore, the force of gravity will act
upon the cannonball to cause the same
vertical motion as before - a downward
acceleration. The cannonball falls the same
amount of distance as it did when it was
merely dropped from rest (refer to diagram
below).
• The presence of gravity does not affect
the horizontal motion of the projectile.
The force of gravity acts downward and is
unable to alter the horizontal motion.
There must be a horizontal force to cause
a horizontal acceleration. The vertical
force acts perpendicular to the horizontal
motion and will not affect it since
perpendicular components of motion are
independent of each other. Thus, the
projectile travels with a constant
horizontal velocity and a downward
vertical acceleration.
• In conclusion, projectiles travel with a
parabolic trajectory due to the fact that
the downward force of gravity accelerates them downward from their
otherwise straight-line, gravity-free trajectory. This downward force and
acceleration results in a downward displacement from the position that the
object would be if there were no gravity. The force of gravity does not affect
the horizontal component of motion; a projectile maintains a constant
horizontal velocity since there are no horizontal forces acting upon it.
Range, Time of flight and Maximum heights of projectiles

• In the sport like Dart, throwing a dart at a target in some distance away. The dart
and the target are at the same height above the ground as shown in the Figure 8.
If the dart is aimed directly at the target, then the dart will land at a lower point.
Figure 8. A dart thrown horizontally is an example of a projectile
• As the dart leave in the hand of the player, the dart becomes a free body and falls
toward the ground due to the pull of gravity as it moves forward. This is why the
dart in Figure 8 will not hit the target. Study Figure 9 and compare it with Figure
8
Figure 9. The upward velocity
of the dart decreases as it
approaches the highest point,
after which it gains downward
velocity. Range dx is the
horizontal distance the
projectile travels during the
flight from the point where it is
launched and the target point.
• The motion of the dart in Figure 9 illustrates the projectile is launched at an angle
with an initial velocity that has two components: vertical and horizontal.
• To compensate for the fall, the dart should be aimed at an angle Ɵ higher than the target
point. This slightly gives the dart an initial upward velocity. This velocity decreases as
the dart approaches the highest point on its path. At this point, the vertical velocity
becomes zero and the dart starts to fall with an increasing vertical velocity.
• If you throw a ball at an angle Ɵ above the horizontal (e.g., the ground) with an initial
velocity V0, the ball will follow a parabolic path and then land at some point. To be able
to determine how long the ball will stay in the air or how far it will go, you need to break
down the initial velocity into its horizontal and vertical components. You can do this
by constructing a right triangle and by using trigonometric functions or ratios.
• In finding the vertical and horizontal components of the initial velocity, the
following equations are used:
sin 𝜃 = V0y / V0 V0y=V0sin 𝜃
cos 𝜃 = V0x / V0 V0x=V0cos 𝜃
where V0x is the horizontal component (along x-direction) and V0y is the vertical
component (along y-direction) of the initial velocity with a magnitude of V0.
• Figure 10 shows the range of horizontal distance dx covered by a dart at different
launch angles at a constant initial speed V0. Notice that the maximum distance is
achieved at an angle of 45˚ (neglecting air resistance). At 45˚, the horizontal and vertical
components of the initial velocity have the same magnitudes. At a larger launch angle
(e.g.,60˚), Vx becomes less so the dart relatively covers a short range.
Figure 10. (a) A dart projected at different angles at the same initial speed; (b) the vertical and
horizontal components of the initial velocity at different launch angles
At 15˚ angle, Vy is so small that the dart does not remain traveling in theair
for a long time. Even if the dart has a large horizontal velocity, its short time of
flight suggests that it will not travel as far as when projected at 45˚.
TABLE 1. Equations for Projectile Motion (Neglecting Air resistance)
Sample Problem
A baseball was hit and projected at an angle of 70˚ with the horizontal. If
the initial velocity of the ball was 40 m/s (neglecting air friction), calculate
the (a) time t the baseball was in the air, (b) horizontal distance dx the ball
traveled, and (c) maximum height dy the ball reached.
Given: Ɵ = 70˚ with the horizontal
v0 = 40 m/s
Find: a. t
b. dx
c. dy
Solution:
a. Upward vertical motion of the ball as it reaches its maximum height
Vy = 0
V0y = V0 sin 𝜃
V0y = (40 m/s) sin 70°
V0y = 37.59 m/s
Vy = V0y + 𝑔𝑡
0 = (37.59m / s ) + (−9.8 m/s2) (𝑡)
(9.8 m/s2) (𝑡) = (37.59s )
𝑡 = 3.84 𝑠
𝑡𝑢𝑝 = 𝑡 𝑑𝑜𝑤𝑛
𝑡𝑡𝑜𝑡𝑎𝑙 = 𝑡𝑢𝑝 + 𝑡𝑑𝑜𝑤𝑛
𝑡𝑡𝑜𝑡𝑎𝑙 = 7.67 𝑠 (time the ball was in the air)
b. Horizontal motion
V0x = Vx = V0 cos 𝜃
V0x = (40m / s ) cos 70°
V0x = (40m / s ) 0.34
V0x = 13.68 m/s
𝑑x = Vx 𝑡
𝑑x = (13.68 m/s) (7.67 s)

𝑑x = 104.93 m (horizontal distance the ball traveled)
c. maximum height
2
𝑉𝑦2 −𝑉0𝑦
𝑑𝑦 =
2𝑔
43.3𝑚 2
0−( )
𝑠
𝑑𝑦 =
2(−9.8𝑚/𝑠 2 )
𝑑𝑦 = 95.66 m (maximum height that the ball reached)

Activity 1. Describe My Motion!
Objective:
• Describe motion using the concept of relative velocities in 1D and 2D
What you need: pencil/ballpen, sheets of paper
What to do: Given the situations, describe the motion of the object if the relative velocity is in 1-
Dimension or 2-Dimension.
____1. Missiles simultaneously fired unto another ship.
____2. A golf ball rolling on the plane ground.
____3. A boat crossing a river with strong current.
____4. A person diving into a pool from a diving board.
____5. A train moving along a flat track
Guide Questions: 1. How can you describe motion using the concept of relative velocities?
________________________________________________________________________________________
_______________________________________________________________________________________________
2. How does velocity of an object varies in different position?
________________________________________________________________________________________
_______________________________________________________________________________________________
Activity 2: Problem Solving
Objectives:
• Solve for the projectile’s range, time of flight, and maximum heights given the launch
velocity
• Apply the concepts in projectile to solve two-dimensional motion problems
What you need
• pencil/ballpen
• sheets of paper
What to do: Solve the following problem legibly. Show your clear solution in a separate sheet of
paper.
1. A long jumper leaves the ground with an initial velocity of 12 m/s at an angle of 28-
degrees above the horizontal. Determine the time of flight (t), the horizontal distance
(dx), and the peak height of the long-jumper (dy).
2. The police inspector discovers a car at the bottom of a 72 m cliff. How fast was the car
going if it landed 22m horizontally from the flat cliff’s edge? (note: the car came off the
cliff horizontally).
3. A batter hits a baseball so that it leaves the bat at initial velocity V0 = 37.0 𝑚/𝑠 at an
angle 𝜃 = 53.10 degrees. Find the position of the ball and its velocity (magnitude and
direction) at 𝑡 = 2.0 𝑠.
4. A bullet is fired from gun mounted at an angle of 30°. If the muzzle velocity (speed at
the end of the gun barrel) is 400 m/s, calculate: (a) Vertical velocity component (b)
Horizontal velocity component (c) Maximum height reach d) Time of flight (e) Range
Author: Marvelous Saint P. Jumanoy

School/Station: GAMUT NATIONAL HIGH SCHOOL - Tago
email address: marveloussaint.jumanoy@deped.gov.ph
Reflection: In a separate sheet of paper, write a five-sentence explanation how projectile
motions are involved in playing sports such as basketball and table tennis.
Rubrics
5 4 3 2 0
Practical application Practical application Practical application Practical No discussion at all.
is scientifically is scientifically is explained applications are
explained consistent explained consistent consistent to the explained consistent
to the concepts, and to the concepts, but concepts but with to the concepts but
has no with minimal one or two with more than two
misconceptions. misconceptions. misconceptions. misconceptions.
Henderson, Tom. 2015. Physicsclassroom.com. Spring. Accessed September 2021.

https://www.physicsclassroom.com/Physics-Video-Tutorial/Vectors-and-
Projectiles/Relative-Velocity.
William Moebs, Samuel J. Ling, Jeff Sanny. 2016. courses.lumenlearning.com. September 19.
Accessed September 2021. https://courses.lumenlearning.com/physics/chapter/3-1-
kinematics-in-two-dimensions-an-introduction/.
Sears, F., Zemansky, M. and Young H. 1992. College Physics 7th Edition. Addison Wesley
Publishing Company
Answer Key
a different reference frame

varies when observed from e. Range = 14, 138.78 m
2. the velocity of an object d. Time of flight = 40.82 s
and acceleration c. Maximum height reach = 2040.82 m
position, speed, direction, b. Horizontal velocity component = 346.4 m/s
motion of an object by its 4. a. Vertical velocity component = 200 m/s
1. You can describe the
the ball is still moving upward.
Guide Questions: which is 10.0 𝑚/𝑠. This means that at t=2.00s,
3. The y-component of the velocity is positive
1D 5. 2. The answer is 5.80 m/s.
2D 4.
2D 3. c. dy is 1.6 meters
1D 2. b. dx is 12.2 meters
2D 1. 1. a. time of flight is 1.1 seconds
Activity 1: Describe My Motion Activity 2: Problem Solving
Author: Marvelous Saint P. Jumanoy

School/Station: GAMUT NATIONAL HIGH SCHOOL - Tago
email address: marveloussaint.jumanoy@deped.gov.ph

Quarter 1 – Week 4: Newton’s First Law of Motion
First Edition, 2021
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for the exploitation of such work for a profit.
Such agency or office may, among other things, impose as a condition the payment of royalties.
Writer: Shekaina Faith C. Lozada
Division Validators: Marvelous Saint P. Jumanoy

AR A. Ranesis
Marvin T. Tejano
Juzalin L. Costuya
Ric Me Diaz

Ace Michael B. Magalso
Jonas Saldia
Glen Pacot

Edna Trinidad, EdD, Science Education Program Supervisor
Author: Shekaina Faith C. Lozada

School/Station: Gamut National High School
Division: Surigao del Sur
email address: shekainah.lozada@deped.gov.ph 1
NEWTON’S FIRST LAW OF MOTION
Name: ___________________________________________ Section: ____________________
Learning Competencies:
- Define inertial frames of reference (STEM_GP12N-Id-28)
- Identify action-reaction pairs (STEM_GP12N-Id-31)
- Draw free-body diagrams (STEM_GP12N-Id-32)
- Apply Newton’s 1st law to obtain quantitative and qualitative conclusions about the
contact and noncontact forces acting on a body in equilibrium (STEM_GP12N-Ie-33)
- Differentiate the properties of static friction and kinetic friction (STEM_GP12N-Ie-34)
Specific Objectives:
The learners shall be able to:
1. define inertial frames of reference;
2. identify action-reaction pairs;
3. draw free-body diagrams on the forces acting on the objects;
4. apply newton’s first law of motion on a body in equilibrium; and
5. give the differences between static and kinetic frictions.
Key Concepts
 Sir Isaac Newton has significant contribution in the field of Physics as he combined his
idea with other scientists like Galileo, who have the most unified picture of how the
universe works. Newton formulated the three laws of motion and gravitation by which we
can be able to predict the movement of everything around us.
 Inertia is the property of matter in which an object that is at rest wants to remain at
rest, and an object that is moving wants to remain moving in a straight line unless
another force acts upon it. Likewise, an inertial frame of reference is a reference frame
in which an object stays either at rest or at a constant velocity unless another force acts
upon it.
 Sir Isaac Newton formulated three laws of motion: Law of Inertia, Law of Acceleration
and Law of Interaction.
 When no net force acts on a body, the body either remains at rest or moves with constant
velocity in a straight line. Once a body has been set in motion, no net force is needed to
keep it moving. This is known as Newton’s First Law of Motion or Law of Inertia. A
body at rest continues to remain at rest and a body in constant velocity continues to be in
constant uniform motion, unless acted upon by an unbalanced force.
 Newton’s first law tells that when a body is acted on by zero net force, it moves with
constant velocity and zero acceleration. But when the net force is not zero, the inertial
properties of a body are characterized by its mass.

 It is important to note that the net force is what matters in Newton’s first law. Zero net
force is equivalent to no force at all.
 The Law of Inertia or Newton’s first law of motion considers only equilibrium of a body
that can be modelled as a particle. For a body to be in equilibrium, it must be acted on
by no forces, or by several forces such that their net force is zero. This means that when
an object is at rest or moving with constant velocity in an inertial frame of reference, the
net force on it which is the vector sum of all the forces acting on it must be zero:
ƩF = 0
 This law implies that there is no fundamental difference between bodies at rest and one
that is in constant motion.
 Free-body diagrams are diagrams used to show the relative magnitude and direction of
all forces acting upon an object in a given situation. It is a physical model of an object
that is affected by several forces, both contact and non-contact forces. It is a diagram
showing the chosen body by itself with vectors drawn to show the magnitudes and
direction of all the forces applied on the body by various other bodies interact with it.
 Moreover, it is usually represented by an arrow. The size of the arrow in a free-body
diagram reflects the magnitude of the force. The direction of the arrow shows the direction
that the force is acting. Each force arrow in the diagram is labelled to indicate the exact
type of force.
 It is generally customary in a free-body diagram to represent the object by a box and to
draw the force arrow from the center of the box outward in the direction that the force is
acting. An example of a free-body diagram is shown below.
Fig. 1 Free-body Diagram

Source: General Physics 1 for Senior High School, 1st Edition
 The free-body diagram above depicts four forces acting upon the object. Objects do not
necessarily always have four forces acting upon them. There will be cases in which the
number of forces depicted by a free-body diagram will be one, two, or three. There is no
hard and fast rule about the number of forces that must be drawn in a free-body diagram.
The only rule for drawing free-body diagrams is to depict all the forces that exist for that
object in the given situation.
 STEPS IN CONSTRUCTING FREE – BODY DIAGRAMS
1. Identify which forces are present.
2. Determine the direction in which each force is acting.
3. Draw a box and add arrows for each existing force in the appropriate direction; label
each force arrow according to its type.
Sample Situations:
1. An egg is free-falling from a nest in a
tree.
Fig. 2 Free-body Diagram of free-falling egg

Source: https://www.physicsclassroom.com/Class/
newtlaws/U2L2c.cfm#1

2. A skydiver is descending with a constant velocity (after the parachute is open).
Consider air resistance.
Fig. 3 Free-body Diagram of a skydiver

3. A rightward force is applied to a book in order to move it across a desk at

constant velocity. Consider frictional forces. Neglect air resistance.
Fig. 4 Free-body Diagram of a book

 Forces may act on the body and produce no motion. Thus, when two bodies interact by
direct contact of their surfaces, the interaction is being described in terms of contact
forces. One example of contact force is Friction.
 Friction is a force that acts to oppose sliding motion between surfaces. When a body
rests or slides on a surface, the surface exerts a single contact force on the body, with
force components perpendicular and parallel to the surface. The perpendicular
component vector is the normal force, denoted by FN. The component vector parallel to
the surface is the friction force, denoted by Ff. If the surface is frictionless, then f is zero
but there is still a normal force. The direction of the friction force is always such as to
oppose relative motion of the two surfaces.
 The kind of friction that acts when a body slides over a surface is called kinetic friction
force, fk while static friction force act when there is no relative motion. In symbols,
frictional force Ff is
Ff = µFN
where, µ is the coefficient of friction (static or kinetic) which depends on the nature of
surface and are usually less than one.
 Friction depends upon the surfaces in contact. However, it is also assume that friction
does not depend on the area of the surfaces nor the speed of the relative motion of the
objects. The magnitude of the frictional force is proportional to the magnitude of the
force pushing one surface against the other.

Sample Problem:
A cardboard box weighing 200 N is resting on a wooden tabletop. If the coefficient of
friction between the box and the table top is 0.25, how much force would it take to keep the
box sliding along at constant speed?
Given:
FN = 200 N
µ = 0.25
Solution:
Ff = µFN
Ff = (0.25) (200 N)
= 50 N
Activity 1: Concept Map
Objective: Define inertial frames of reference.
What you need:

 Paper and pen
What to do: Find four words or phrases in the box that you can associate with inertial frame
of reference. Write you answers in a concept map as shown below.
reference point sliding motion action-reaction stationary motion
object at rest physical object with zero net force object at constant velocity
INERTIAL
FRAME OF
REFERENCE
Guide Question:
Using the words/phrases in your concept map, define inertial frame of reference.
__________________________________________________________________________________
__________________________________________________________________________________

SCORING RUBRIC
4 3 2 1
Student correctly Student answers the Student answers Student is not able to
answers the question correctly with the question; answer the question;
question with reasoning skills. explanation is explanation is not
explanation; high somewhat accurately stated.
reasoning skills. accurately stated There are many
by the student. misconceptions
identified in the
explanation.
Activity 2: Draw Me!
Objectives: 1. Identify action-reaction pairs.

2. Draw free-body diagrams on the forces acting on the objects.
What you need:

 Paper and pen
What to do:
A. Consider the interaction depicted below among foot A, ball B, and foot C. The three
objects interact simultaneously (at the same time). Identify the two pairs of action-
reaction forces. Use the notation "foot A", "foot C", and "ball B" in your statements.
Fig. 5 Two pairs of action-reaction forces

Source: https://brainly.in/question/19302155?tbs_match=1
B. Draw free-body diagrams for the given problems. Write your answers in a separate sheet
of paper.
1. A rightward force is applied to a book in order to move it across a desk with a
rightward acceleration. Consider frictional forces. Neglect air resistance.
2. A boat is at rest when tied with a rope on the tree along the shoreline. The forces
acting on it are the weight of the boat pulling it down and the buoyant force of the
water that is pushing it up. The two forces acting on the boat are equal in
magnitude but oppositely directed. Thus, the vector sum of the forces is zero. Draw
the free-body diagram of the situation at rest.
Activity 3: Analyze It!
Objective: Apply Newton’s first law of motion on a body in equilibrium.
What you need:

 Paper and pen

What to do: Analyze the following problems. Write your answers in a separate sheet of paper.
1. Use Newton’s first law of motion to explain how wearing seatbelt in a moving car could
help prevent injury.
2. Why do passengers in a bus move backward when the bus suddenly moves forward
(from being stationary)? Why do the passengers move forward when it suddenly brakes
and stops?
3. An elevator is being pulled upward at a constant velocity by a cable. While the elevator is
moving upward at constant velocity, how does the magnitude of the upward force exerted
on the elevator by the cable compare to the magnitude of the downward force of gravity
on the elevator?
Activity 4: Classify Me!
Objective: Give the differences between static and kinetic frictions.
What you need:

Paper and pen
What to do: Using the table below, classify the situations whether the friction force present is
static or kinetic. Write your answers on a separate sheet of paper.
1. Rolling a ball on a smooth pathway.

2. Pushing that box of books on the table but didn’t move.
3. Food in the table.
4. Your sister standing in front of your door.
5. A car slams on its brakes and skids to a stop.
6. A face towel hanging on a wall.
7. A bookmark in a book.
8. A car park on the hillside.
9. Pushing a loaded box across the floor.
10. Your father pulling a heavy table.
KINETIC FRICTION STATIC FRICTION
Guide Question:
Differentiate static friction and kinetic friction based on the given activity.
__________________________________________________________________________________
__________________________________________________________________________________

SCORING RUBRIC
4 3 2 1
Student correctly Student answers the Student answers Student is not able to
answers the question correctly with the question; answer the question;
question with reasoning skills. explanation is explanation is not
explanation; high somewhat accurately stated.
reasoning skills. accurately stated There are many
by the student. misconceptions
identified in the
explanation.
Reflection
Cite at least three personal experiences which show Newton’s first law of motion.
Rubrics
5 4 3 2 0
Practical application Practical application Practical Practical No
is scientifically is scientifically application is applications are discussion at
explained consistent explained consistent explained explained all.
to the concepts, and to the concepts, but consistent to the consistent to the
has no with minimal concepts but with concepts but with
misconceptions. misconceptions. one or two more than two
misconceptions. misconceptions.

Caintic, Helen. General Physics 1 for Senior High School C&E Publishing, Inc. 2017 p. 75-80
Glancolli, Douglas. Physics Principles and Applications 6th ed. New Jersey: Pearson
Education, Inc. 2005. p. 72-75
Halliday, David and Resnick, Robert. Fundamentals of Physics 10th ed. John Wiley &
Sons, Inc. 2014. p. 94-105
Young, Hugh D., Roger A. Freedman, A. Lewis Ford, and Hugh D. Young. Sears and
Zemansky's University Physics. 13th ed. Boston, MA: Pearson Learning Solutions,
2012. p. 108-111

9 email address: shekainah.lozada@deped.gov.ph
Activity 4 Activity 3
Possible Answers:
1. Your body will continue to be in motion and so
it moves forward until something stops it. This
explains the role of seatbelts. A passenger of a
fast moving vehicle can meet an accident when
the car suddenly stops because the passenger’s
body has the tendency to continue moving
forward toward the windshield. Seatbelts
prevent the passenger from moving in the
direction of the motion.
2. The passengers in a bus tend to fall backward
when it starts suddenly due to inertia as the
Possible Answer: passengers tend to remain in the state of rest
Static friction is the frictional force that resists while the bus starts to move. When the bus
force that is applied to an object, and the object
stops suddenly, people fall forward because
remains at rest until the force of static friction is
overcome while kinetic friction is the frictional their inertia as they are in state of motion even
force that resists the motion of an object. when the bus has come to rest.
3. Fc is equal to Fg. If the elevator is moving with
Activity 2 constant velocity, the net force must be zero. In
order for the net force on the elevator to be zero,
A. The first pair of action-reaction force the upward and downward forces must cancel
pairs is: foot A pushes ball B to the exactly.
right; and ball B pushes foot A to the
left. Activity 1
The second pair of action-reaction force
pairs is: foot C pushes ball B to the left;
and ball B pushes foot C to the right.
B. 1. 2.
1. Inertial frame of reference is defined as a
reference point of physical object with zero net
force in which the object is either at rest or at
constant velocity.
Answer Key

Quarter 1 – Week 5: Application of Newton’s 2nd Law of Motion and Mechanical Work
First Edition, 2021
First Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for the
exploitation of such work for a profit. Such agency or office may, among other
things, impose as a condition the payment of royalties.
trademarks, etc.) included in this activity sheets are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their copyright owners. The authors do not represent nor
claim ownership over them.
Writer: John Ferry Patosa Sual, MST
Regional Editors: Kevin Hope Z. Salvana

Abraham Masendo
Cesar F. Navales, Jr.
Yvonne S. Salubre
Jeremaeh Delosa
Division Editors: Ric Me D. Diaz
AR A. Ranesis
Marvin T. Tejano
Juzalin L. Costuya
Management Team:
Josita B. Carmen, Schools Division Superintendent
Kevin Hope Z. Salvaña, Regional Science Coordinator
Author: John Ferry Patosa Sual,MST

School/Station: Tigao National High School
email address: johnferry.sual@deped.gov.ph
APPLICATION OF NEWTON’S 2nd LAW of MOTION AND MECHANICAL WORK
Name: ___________________________________________ Section: ____________________

- Apply Newton’s 2nd law and kinematics to obtain quantitative and qualitative
conclusions about the velocity and acceleration of one or more bodies, and the contact
and noncontact forces acting on one or more bodies. (STEM_GP12N-Ie-36)
- Solve problems using Newton’s Laws of motion in contexts such as, but not limited to,
ropes and pulleys, the design of mobile sculptures, transport of loads on conveyor belts,
force needed to move stalled vehicles, determination of safe driving speeds on banked
curved roads. (STEM_GP12N-Ie-38)
- Calculate the dot or scalar product of vectors. (STEM_GP12WE-If-40)
- Determine the work done by a force acting on a system (STEM_GP12WE-If-41)
After the lesson, the students will be able to:
1. Distinguish the forces such as frictional force, normal force, threshold angles for
sliding, acceleration, and mechanical work done by a force acting on a system.
2. Identify and draw the different forces acting on the system.
3. Apply Newton’s laws to solve problems involving the forces that act on an
accelerating body and determine work done by a force acting on a system
quantitatively.
4. Recognize the importance of understanding the application of Newton’s 2nd Law of
Motion in our daily lives.
Key Concepts
 Weight is a force on an object due to gravity. It is a vector quantity expressed as w =
mg; where m is the mass of the object and g is the acceleration due to gravity.
(Reminder: the acceleration provided by gravity due on Earth is 9.80m/s2).
 The weight is dependent on the object’s location.
 The unit of weight is the same as the unit of force, N (newton).
If,
Fnet = ma
Weight is
w = mg
o Example: If John’s mass is 58.0kg, the magnitude of his weight is
Given: Solution:
m = 58.0kg w = mg
g = 9.80m/s2 w = (58.0kg)(9.80m/s2)
w=? w = 568.4kg. m/s2 or 568.4N
 Tension is a force on a rope, thread, string or cord. It is a pulling force and is present
only when the cord is taut or stretched. The direction of tension is always along the
string or rope and away from the object it supports.

Figure 1. A crane lifts a load
Source: https://www.khanacademy.org/science/physics/forces
-newtons-laws/tension-tutorial/a/what-is-tension
Free-body Diagram
In physics and engineering, a free body diagram (FBD) or force diagram is
a graphical illustration used to visualize the applied forces, moments, and
resulting reactions on a body in a given condition.
T, tension
25kg w, weight
Figure 2.1. A suspended Figure 2.2. The FBD of a suspended

box through a cable wire box through a cable wire
One-dimensional equilibrium: Tension in a rope with mass as shown in figure

2.1. Using Newton’s law for this stationary object we have
Given: Solution:
m = 25kg ΣF = T – w = 0, then
g = 9.80m/s2 T = w = mg
T=? T = (25kg)(9.80m/s2)
T = 245 N
But what if the same object is raised to a certain average acceleration?

What is the tension on the rope?
T, tension
a a, acceleration
25kg w, weight
Figure 3.1. A suspended box is pulled Figure 3.2. FBD of a suspended box is
through a cable wire pulled through a cable wire

Then, Newton’s equation maybe written as (assume that object accelerates by
2m/s2 the moment the rope was pulled through a pulley)
Given: Solution:
m = 25kg ΣF = T – w = ma
a = 2.00m/s2 T = ma + w
g = 9.8 m/s2 T = ma + mg
T=? T = (25kg)(2.00m/s2) + (25kg)(9.8 m/s2)
T = 50 N + 245 N
T = 295 N
Two-dimensional equilibrium: Atwood machine
The Atwood machine is

commonly used in the
constructions in lifting heavy
loads, theatre stages, etc.
In this case, we ignore the

friction on the pulley and focus
on the two objects of different
masses.
Figure 4.1. Figure 4.1. FBD of two loads of

Atwood Machine different mass
Source: Coronado, G. & Boncodin, M. (c.2006). The Atwood Machine. Physics. Phoenix Publishing House, Inc. p.62
Source: http://hyperphysics.phy-astr.gsu.edu/hbase/atwd.html
For this idealized case the tension “T” is the same on both sides of the pulley.
The acceleration “a” is the same for both masses. Solving for T gives:
T = m1g + m1a
Substituting T into the equation for m2 gives
m2g – m1g – m1a = m2a
The equation of motion for the two-mass system is then:
(𝑚2 − 𝑚1 )𝑔
(m2-m1)g = (m1+m2)a or 𝑎 =
(𝑚1 + 𝑚2 )

Example:
Two masses are held while suspended on a frictionless pulley. Their
masses are 0.25kg and 0.200kg, respectively.
1. Compute for the acceleration of the masses once they are released?
2. Find the tension on the string.
f
t
Given: Solution:
h
m1 = 0.200kg a=?
m2 = 0.250kg (𝑚2 − 𝑚1 )𝑔
a=? 𝑎=
(𝑚1 + 𝑚2 )
T1 = T2 = ? (0.250𝑘𝑔 − 0.200𝑘𝑔 )9.8𝑚/s2
𝑎=
(0.200𝑘𝑔 + 0.250𝑘𝑔 )
(0.05𝑘𝑔)9.8𝑚/s2
𝑎 =
(0.450𝑘𝑔 )
0.49𝑁
𝑎 =
(0.450𝑘𝑔 )
a = 1.09 m/s2
T=?
T = m1g + m1a
= 0.200kg(9.8m/s2)+(0.200kg)( 1.09 m/s2)
= 1.96N + 0.218N
= 2.178N
Example:
Curious about the topic of apparent weight that they discussed in class
recently, a 450-N physics student stands on a bathroom scale in an 850-kg
(including the student) elevator that is supported by a cable. As the elevator
starts moving, the scale reads 400N. (a) What is the acceleration of the elevator?
(b) What is the tension in the cable?
Given:
w(student) = 450 N
m(student + bathroom) = 850 N
n = 400 N
a=?
T=?
Solution:

(a) Acceleration? (b) Tension?
Since the equation to solve for “a” is The tension in the cable can be
Fnet = n – w = ma and obviously we calculated using Newton’s Second
do not have the value for the Law
m(student). So we will calculate first the Fnet = T – w = ma
mass of the student given that T – mg = ma
student’s weight is 450 N, his mass T = ma + mg
can be calculated as T = m(a+g)
𝑚 𝑚
w = mg =(850kg)(−1.1 2 + 9.80 2 )
𝑤 450 𝑁 𝑠 𝑠
m= = 𝑚 = 45.92 ≅ 46.0 kg =(850kg)(8.7𝑠2 )
𝑚
𝑔 9.80 2
𝑠 𝑚
= 7,395kg. 𝑠2
Analysing the motion of the student we = 7,395 N
have
Fnet = n – w = ma
𝑛−𝑤 400 𝑁−450 𝑁 𝒎
a= = = -1.1 𝟐
𝑚 46𝑘𝑔 𝒔
 Normal Force (N) is a kind of force exerted by the surfaces. The "normal" here refers to
perpendicular. This is because the normal force, usually represented with Fn or just N
is a force that is directed perpendicular to the two surfaces in contact.
Observe the figure below. What can you infer?
Figure 5.1. A sack of dog food sets on Figure 5.2. The FBD for figure
the table 5.1.
The card table sags when the dog food is placed on it, much like a stiff trampoline.
Elastic restoring forces in the table grow as it sags until they supply a normal force
Fn or just N equal in magnitude and opposite in direction to the weight of the load.
(Image Credit: Openstax College Physics)
 Since no horizontal motion is observed then ΣFx = 0.

 The vector sum of the vertical forces does not make the object rise nor
sink so, ΣFy = N – w = 0 and N = w = mg

Figure 6.1. shows an object in an
inclined plane, what would be
Note: w = mg
the FBD in this type of situation?
Figure 6.2. The FBD of figure 6.1.
Source: https://www.sarthaks.com/745825/explain-the-motion-of-a-body-on-an-inclined-plane
o However, there are instances that the normal force is not equal to the weight of
the mass, consider the example below:

 Take note in this situation we ignore the force due to friction.
 To determine the components of the forces along and perpendicular to
the plane, we have:
o wx = wsinϴ (wx is the component of weight along parallel to the surface)
o wy = wcosϴ (wy is the component perpendicular to the surface)
 Thus, the vector sum of the forces along y is zero since the object
neither rises nor sinks.
ΣFy = 0
N - wcosϴ = 0
N = wcosϴ
 However, along the x-axis, there is only one force: the x-component of
the weight. This is the force that will make the object slide itself.
ΣFx = max
ΣFx = wsinϴ
wsinϴ = mg sinϴ
max = mgsinϴ
m=m
ax = g sinϴ
Example:
In a field trip to an ice plant, you noticed a 5.00kg block of ice was
released from rest at the top of a 2.00m long frictionless ramp with an angle of
13.30. It slides downhill, reaching a speed of 3.00m/s at the bottom. (a) Draw the
free-body diagram of the block of ice. (b) What is the acceleration of a block of
ice?
Given:
m(ice)= 5.0kg
vf = 3.00m/s
ϴ = 13.30
a=?
Fig.7 A block of ice slides a ramp

Solution:
(a) FBD (b) Acceleration?
We calculate acceleration
through this equation
ΣFalong x = wx – F = max
wx – F = max
m m
𝑤𝑥 −𝐹
ax =
𝑚
𝑚𝑔𝑠𝑖𝑛ϴ−𝐹
ax =
𝑚
9.8𝑚
(5.0𝑘𝑔)( 2 )𝑠𝑖𝑛13.30 −10.0𝑁
ax = 𝑠
5.0𝑘𝑔
ax = 0.26 m/s2
 Friction is a resisting force. Its direction is opposite to that of the motion.
(a)
Push on the car by the
man
Friction opposing the

motion
Fig. 8 A man pushes his car
Source: https://physics.stackexchange.com/questions/488084/why-a-box-moving-at-constant-velocity-isnt-doing-work
 Static Friction (fs) is the force that keeps an object “stuck” on a surface and
prevents its motion. Its magnitude is given by the equation:
fs = µsn
whereas: µs is the coefficient of static friction
n is the normal force
 Kinetic Friction (fk) is the force that “opposes the motion.” This is for the
objects that are moving relative to the point of contact. Its direction is
opposite to the direction of motion. The magnitude of the friction force is
given by:
fk = µkn
whereas: µk is the coefficient of kinetic friction
n is the normal force

Table 1. Coefficient Friction
Example:
A 1,500 kg minicar is pulled with a force of 11,000N at an angle of 30.00
from the horizontal. If the coefficient of friction between the tires and the road is
0.800, what is the average acceleration of the car?
Given: Solution:
m(car) = 1,500 kg The frictional force is computed thru this equation:
F = 11,000N Ff = µ(mg - Fsinϴ)
ϴ = 30.00 = 0.8[ (1,500kg)(9.80m/s2) – (11,000 N sin30.00 )]
µ = 0.800 = 7,360 N
a=?
Acceleration?
ΣFnet = Fcos ϴ - Ff = ma
Fcos ϴ − F𝑓 11,000Ncos30.00 − 7,360N
a= = = 1.44m/s2
𝑚 1,500𝑘𝑔
 Work
 Work is defined as the product of force and displacement.
 Work is a scalar product, so it has a maximum value when force and
displacement are PARALLEL to each other (ϴ = 00)
 Thus, in equation form, it is written as :
W = Fd or W = Fdcos ϴ
 The S.I. unit for W is J (joule) or N.m or kg.m2/s2
Example (1):
A force of 3.00N acts through a distance of 12m in the direction of the
force. Find the work done.
Given: Solution:
F = 3.00 N W = Fdcos ϴ
d = 12m = (3.00 N)(12m)cos00
ϴ = 0 (0 since the F and d are parallel)
0
= (3.00 N)(12m)(1)
W=? = 36 N.m or 36 J
Example (2):
A 2kg book is held 1 m above from the ground for 50 s. What is the work
done on the book?
Given: Solution:
m = 2kg W = Fdcos ϴ
d = 1m = mg. dcos ϴ

ϴ = 900 (90 since the F and d are = [(2kg)(9.8m/s2)(1m)cos900
perpendicular with each other) = (19.6 N)(1m)(0)
F = ma, however the force = 0 N.m or 0 J
acting in this is weight (w = mg)
W=?
Activity 1: Let’s Play: Who’s Telling the Truth!
Objective: Distinguish the forces such as frictional force, normal force, threshold angles for
sliding, acceleration, and mechanical work done by a force acting on a system.
What you need:

 Paper and pen
What to do: Write True if the statement is correct and write False if the statement is wrong.
______1. The amount of matter in an object is called weight.
______2. The SI unit of force is called the kilogram.
______3. If a hockey puck slides on a perfectly frictionless surface, it will eventually slow down
because of its inertia.
______4. A force applied on a sturdy wall produces no work at all.
______5. The combination of all the forces that act on an object is called the net force.
______6. Tension is the result of opposite forces in a connector, such as a string, rope, chain or
cable, that pulls each point of the connector apart in the direction parallel to the length of the
connector. At the ends of the connector, the tension pulls toward the center of the connector.
______7. Normal reaction is the force that opposes the force of gravity and acts in the direction
of the force of gravity.
______8. When two unequal forces act on a body, the body will not move in the direction of the
weaker force.
______9. Carrying a load of books a distance of 5m produces no work at all.
______10. If all other variables are equal, then an object with a greater mass would have a
more difficult time accelerating.
Activity 2: Give me Direction!
Objective: Identify and draw the appropriate free-body diagram in every picture.
What you need:

 Paper, pencil, pen or colour pen.
What to do: Draw the appropriate free-body diagram in every picture and label each vector
with whether T (tension), Ff (friction force), N (normal force), and w (weight).
1. Pulling a car 2. A rolling metal ball
Source: https://www.shutterstock.com/search/man+pulling Source: https://physicsawesome.weebly.com/galileo-inclined-

plane.html
3. Hanging Picture frame 4. A man sweeping the floor
Source: https://www.vectorstock.com/royalty-free-vector/white-picture- Source: https://www.vectorstock.com/royalty-free-vector/young-smiling-man-sweeping-the-floor-

frames-hanging-on-the-wall-vector-16712154 house-vector-17303307
5. A truck towing a car (only the car being pulled/towed)
Source: https://www.chegg.com/homework-help/questions-and-answers/tow-truck-pulling-car-ditch-shown-car-weighs-2400-lb-necessary-
tension-tow-cable-start-mov-q16331351
Activity 3: Solve Me!
Objective: Solve problems involving the different forces acting on a system governed by the
Laws of Newton.
What you need:

 Paper and pen
 Scientific Calculator
What to do: Answer the following problems. Write your solutions in a separate sheet of paper.
1. A 20-kg crate is lowered down a plane inclined at an angle of 370 with the horizontal by
a rope that exerts on the crate a 50-N force directed parallel to the plane. A 40-N
friction force, also parallel to the plane, opposes the downward motion. What is the
acceleration of the crate?
2. Curious about the topic of apparent weight that they discussed in class recently, a 450-
N physics student stands on a bathroom scale in an 850-kg (including the student)
elevator that is supported by a cable. As the elevator starts moving the scale reads

400N. (a) What is the acceleration of the scale reads 550N? (b) What is the tension in
the cable for this case?
3. It takes 250 N of horizontal to set a 40 kg box in motion across a floor. Once the box is
in motion, a 305 N horizontal force keeps it moving at a constant velocity. Calculate the
coefficient of dynamic friction between the box and the floor.
4. A child pushes a toy box 5.0 m along the floor with a force of 7.0 N directed downward
at an angle of 30.00 to the horizontal. (a) How much work does the child do? (b) Would
you expect more or less work to be done if the child pulled upward at the same angle?
Rubric for Problem Solving

5 4 3 2 0
All the givens are Lacking of 1 given Lacking of Lacking of given No answer at all
clearly identified and but clearly identified given but but clearly
including the and including the clearly identified and
unknown. Correct unknown. Correct identified and forget to include
equation is being equation is being including the the unknown.
used that results to used that results to unknown. Incorrect use of
exact answer. Also, exact answer. Also, Correct equation which
correct usage of correct usage of equation is results to wrong
units. units. being used that answer. Also, forget
results to exact to include the
answer. Also, correct units
forget to
include the
correct units.
Reflection
How will you have competitive advantage in sports upon applying Newton’s Laws of
motion? Write your 5-sentence answer in a separate sheet of paper.

5 4 3 2 1
Practical Practical application Practical Practical No discussion
application is is scientifically application is applications are at all.
scientifically explained consistent explained explained
explained to the concepts, but consistent to the consistent to the
consistent to the with minimal concepts but with concepts but with
concepts, and has misconceptions. misconceptions. more than two
no misconceptions.
misconceptions.
References:
Books
Albelda, J. (c.2013). Mechanics pp. 37-40. Philippine Normal University-The National
Center for Teacher Education.Manila, Philippines.
Coronado, G., & Boncodin, M., (c.2006). Newton’s law of Motion pp.60-71. Phoenix
Publishing House, Inc.
Coronado, G., & Boncodin, M., (c.2006). Work, Power, and Energy pp.95-96. Phoenix
Publishing House, Inc.

Department of Education. Newton’s Laws of Motion and Application p. 106. General
Physics 1-Learner’s Material First Edition 2018.
Department of Education. Work, Energy, and Power pp.73-104. General

Physics 1-Learner’s Material First Edition 2018.
Figures:
Figure 1. A crane lifts a load. Retrieve from
:https://www.khanacademy.org/science/physics/forces-newtons- laws/normal-
contact-force/a/what-is-normal-force
Figure 4.1. Atwood Machine. Retrieve from: Coronado, G., & Boncodin, M., (c.2006). Newton’s
law of Motion pp.60-71. Phoenix Publishing House, Inc.
Figure 4.2. The FBD of the Figure 4.1. Retrieve from: Coronado, G., & Boncodin, M.,
(c.2006).Newton’s law of Motion pp.60-71. Phoenix Publishing House, Inc.
Figure 5.1. A sack of dog food sets on the table. Retrieve from:
https://openstax.org/books/physics/pages/5-introduction
Figure 6.1. Shows an object in an inclined plane. Retrieved from

https://www.sarthaks.com/745825/explain-the-motion-of-a-body-on-an-inclined-plane
Figure 6.2. The FBD for figure 6.1. Retrieved from: https://www.sarthaks.com/745825/explain-
the-motion-of-a-body-on-an-inclined-plane
Fig. 8.1. A man pushes his car. Retrieved from Source:

https://physics.stackexchange.com/questions/488084/why-a-box-moving-at-constant-velocity-
isnt-doing-work
Fig. 8.2. The FBD of figure 8.1. Retrieved from Source:

https://physics.stackexchange.com/questions/488084/why-a-box-moving-at-constant-velocity-
isnt-doing-work
Table
Table 1. Coefficient Friction. Coronado, G., & Boncodin, M., (c.2006). Work, Power, and Energy
pp.95-96. Phoenix Publishing House, Inc.

5.
4.
3.
Activity 1: Let’s Play:
Who’s Telling the Truth!
1. False
2. False
3. True
4. True
5. True
6. False
7. False
8. False
9. True
10. True
2. 1.
Activity 3: Solve me
1. 1.39m/s2
2. a. 2.2 m/s2
b. 10, 000N
3. 0.7781 ≅ 0.78
4. A. 30.31 J
5. B. More work will be
done since another
presence of force
will be considered, w
Activity 2: Give me Direction! (weight)
Answer Key

Quarter 1 – Week 6: Work, Energy and Energy Conservation
First Edition, 2021
First Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for the exploitation of such work for a
profit. Such agency or office may, among other things, impose as a condition the payment of
royalties.
trademarks, etc.) included in this activity sheets are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these materials
from their copyright owners. The authors do not represent nor claim ownership over them.
Writer: Juzalin P. Costuya
Regional Validators: Kevin Hope Z. Salvaña

Yvonne S. Salubre
Jeremaeh G. Delosa
Division Validators: Ric Me D. Diaz

AR A. Ranesis
Marvin T. Tejano
John Ferry P. Sual
Christopher Christian Braza

Gilbert L. Gayrama,PhD, Asst. Schools Division Superintendent
Author: Juzalin P. Costuya

School/Station: Panikian National High School
email address: juzalin.costuya@deped.gov.ph
WORK, ENERGY AND ENERGY CONSERVATION
Name: ___________________________________________ Section: ____________________

- Define work as a scalar or dot product of force and displacement. (STEM_GP12WE-If-42)
- Interpret the work done by a force in one-dimension as an area under a Force vs Position
Curve. (STEM_GP12WE-If-42)
- Relate the gravitational potential energy of a system or object to the configuration of the
system. (STEM_GP12WE-Ig-48)
- Relate the elastic potential energy of a system or object to the configuration of the system.
(STEM_GP12WE-Ig-49)
- Explain the properties and the effects of conservative forces. (STEM_GP12WE-Ig-50)
1. Determine if work is done in the given situations.

2. Describe Potential Energy that can be observed at home or in the locality.
3. Describe the work done in situations where conservative forces exist.
Key Concepts
Work
• Force is simply defined as pulling or pushing an object that may cause it to move, change
direction, move faster or slower or even stop its motion. Whenever force is applied, energy is
exerted. This process would then result to work.
• Work is a scalar quantity and is described only by its magnitude. It is simply defined as the
dot product of the force and the displacement.
• Consider the figure below.
• A force is applied at an angle θ causing it to move to a

distance d. Calculating the work done:
• 𝑊 = 𝐹⃗ ∙ 𝑑⃗ = (𝐹𝑐𝑜𝑠𝜃)𝑑 = 𝐹𝑑𝑐𝑜𝑠𝜃
Figure 1. Force x Displacement Diagram
Source: 𝑤ℎ𝑒𝑟𝑒:
https://www.slideserve.com/hesper/work
-done-by-a-constant-force 𝐹 𝑖𝑠 𝑡ℎ𝑒 𝑓𝑜𝑟𝑐𝑒 𝑎𝑝𝑝𝑙𝑖𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑜𝑏𝑗𝑒𝑐𝑡
𝑑 𝑖𝑠 𝑡ℎ𝑒 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡ℎ𝑒 𝑜𝑏𝑗𝑒𝑐𝑡 𝑚𝑜𝑣𝑒𝑑 𝑎𝑛𝑑
𝜃 𝑖𝑠 𝑡ℎ𝑒 𝑎𝑛𝑔𝑙𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝐹 𝑎𝑛𝑑 𝑑
• SI Unit of Work is Joules = Newton∙meter
• In our daily life, work simply refers to any form of activity that may require mental and
physical involvement. In Physics, not all these activities can be defined as work. Consider
the figures below.

Figure 2. Work done by a force applied at different directions
Source: https://dev1.slideserve.com/hesper/work-done-by-a-constant-force
o In figure 2A, notice that the object did not move when you pushed it with force
equal to 10 N (F=10 N), the displacement is equal to zero (d=0). Using the
mathematical definition of work, work then is 𝑊 = 𝐹𝑑𝑐𝑜𝑠𝜃 = (10𝑁)(0)𝑐𝑜𝑠𝜃 = 0,
therefore, No work is done in pushing the box that did not move.
o In figure 2B, the object moves in the same direction as the force applied. Therefore
𝑊 = 𝐹𝑑𝑐𝑜𝑠𝜃 = (5𝑁)(2𝑚)𝑐𝑜𝑠30 = 8.67𝑁, work is done on the object.
o In figure 2C, the force applied is directed upward (along y-axis) while the object,
moving with you, is going to the right (along x-axis). They are perpendicular with
each other giving the angle between them 𝜃 = 90°.
𝑊 = 𝐹𝑑𝑐𝑜𝑠𝜃 = (2𝑁)(3𝑚) 𝑐𝑜𝑠 90° ; 𝑐𝑜𝑠 90° = 0
𝑊 = 0. Therefore, No work is done carrying the box to a distance d.
• The force applied to an object can be graphed as a function of the position of the object.
Work is the area under the curve of the force position graph. Areas above the position axis
are positive work and areas below the axis are negative work. If the force is not constant,
divide the graph into sections with simpler shapes and add up the work in each section.
Example:
• To find the Total work done on the object in
Figure 3 add the areas (A1 & A2), the figure can be
analyzed as two separate areas.
o Add the areas of 𝐴1 & 𝐴2 , 𝐴1 is a rectangle of
height 𝐹0 and width 𝑑1 , 𝐴2 is a triangle of height 𝐹0
and base 𝑑2 , then
𝑊𝑡𝑜𝑡𝑎𝑙 = 𝐴1 + 𝐴2 ,
1
𝑊𝑡𝑜𝑡𝑎𝑙 = 𝐹0 𝑑1 + 𝐹0 𝑑2 ,
2
o 𝐸𝑥𝑎𝑚𝑝𝑙𝑒
Suppose 𝐹0 = 5 𝑁, 𝑑1 = 1 𝑚 and 𝑑2 = 2 𝑚, then
Figure 3. Work is the area under a force vs 1
𝑊𝑡𝑜𝑡𝑎𝑙 = 𝐹0 𝑑1 + 𝐹0 𝑑2
displacement graph. 2
1
Source: 𝑊𝑡𝑜𝑡𝑎𝑙 = (5 𝑁)(1𝑚) + (5𝑁)(2𝑚)
2
https://www.khanacademy.org/science/in- 1
in-class11th-physics/in-in-class11th- 𝑊𝑡𝑜𝑡𝑎𝑙 = 5 𝑁𝑚 + (10 𝑁𝑚)
2
physics-work-energy-and-power/in-in- 𝑾𝒕𝒐𝒕𝒂𝒍 = 𝟏𝟎 𝑵𝒎 or 10 Joules
class11-introduction-to-work/a/work-ap-
physics-1#:~:text=a%20Force%20vs.-
,displacement%20graph,curve%20of%20the
%20force%20vs.&text=Areas%20above%20t
he%20position%20axis,the%20axis%20are • In summary, work is being done only when all the
following conditions are satisfied:
%20negative%20work.
1. There is force applied on an object
2. The object moves to a distance d as the force applied.
3. The force applied has a parallel component with the object’s motion.
Energy

• Energy enables you to exert Force to be able to do Work. The common definition of Energy
is the “ability to do Work”. Kinetic Energy and Potential Energy are the two types of Ener
gy. Examples of Potential Energy are Gravitational Potential Energy and Elastic Potential
Energy.
Potential Energy (𝑈)
• Potential energy is the energy possessed by an object

due to its position.
• Consider the figure to the right.
When the massive ball of the demolition machine is not
lifted, it cannot do Work on another object. But when
raised above the ground, it gains potential energy
which capacitates it do Work. Figure 4. Potential Energy Example
• Same thing happens to the bow and arrow. The arrow Source:
https://www.physicsclassroom.com/class/
can only be released if the bow is stretched.
energy/Lesson-1/Potential-Energy Al
• Hence, the word “potential” means that something is
capable of doing Work.
Gravitational Potential Energy
• Gravitational Potential Energy (𝑼𝒈𝒓𝒂𝒗 ) is the energy stored

of an object because of its distance above the surface of the
Earth.
• In figure 5, moving the box to a height, h, it gains
Gravitational Potential Energy equal to:
𝑈𝑔𝑟𝑎𝑣 = 𝑚𝑔ℎ
where:
m is the mass of the box
g is the acceleration due to gravity equal to 9.8 Figure 5. Gravitational Potential
m/s2 Energy
Source: http://hyperphysics.phy-
h is the height of the box from the ground astr.gsu.edu/hbase/pegrav.html
• 𝐹 = −𝑚𝑔 is the force acting due to gravity
• An object rises to a specific height, such as a rock that is
lifted to a hill, has energy and can do work as it falls. A
pile driver uses the stored potential energy that can be
used to drive a huge pile into the ground.
• The work done on the box by this force can be calculated
as:
𝑾𝒈𝒓𝒂𝒗 = ⃗𝑭⃗ ∙ ⃗𝒅⃗ = −𝒎𝒈(𝒚𝒇 − 𝒚𝒊 ) = 𝒎𝒈𝒚𝒊 − 𝒎𝒈𝒚𝒇 = 𝑼𝒊 − 𝑼𝒇 = −∆𝑼𝒇
Figure 6. Sample Potential Energy
where: Source: (Left)
𝑈𝑖 𝑖𝑠 𝑡ℎ𝑒 𝑖𝑛𝑖𝑡𝑖𝑎𝑙 𝑝𝑜𝑡𝑒𝑛𝑡𝑖𝑎𝑙 𝑒𝑛𝑒𝑟𝑔𝑦 https://www.dreamstime.com/photo
𝑈𝑓 𝑖𝑠 𝑡ℎ𝑒 𝑓𝑖𝑛𝑎𝑙 𝑝𝑜𝑡𝑒𝑛𝑡𝑖𝑎𝑙 𝑒𝑛𝑒𝑟𝑔𝑦 s-images/man-pushing-boulder.html
(Right)
𝑦𝑖 𝑖𝑠 𝑡ℎ𝑒 𝑖𝑛𝑖𝑡𝑖𝑎𝑙 ℎ𝑒𝑖𝑔ℎ𝑡 https://theconstructor.org/geotechn
𝑦𝑓 𝑖𝑠 𝑡ℎ𝑒 𝑓𝑖𝑛𝑎𝑙 ℎ𝑒𝑖𝑔ℎ𝑡 ical/pile-driving-equipment-types-
uses/17605/

Elastic Potential Energy
• Stretching or compressing a spring or any elastic materials

enables it to do Work, thus elastic potential energy is
gained.
• In the figure shown, as the spring is stretched it

1
possesses potential energy equal to: 𝑈𝑒𝑙 = 𝑘𝑥 2
2
where: 𝐹𝑠𝑝𝑟𝑖𝑛𝑔 = −𝑘𝑥

𝑘 𝑖𝑠 𝑡ℎ𝑒 𝑠𝑝𝑟𝑖𝑛𝑔′ 𝑠 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡
𝑥 𝑖𝑠 𝑡ℎ𝑒 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑙𝑒𝑛𝑔𝑡ℎ
Figure 7. Elastic Potential Energy
• The work done in stretching the spring is calculated as Source: http://hyperphysics.phy-
follows: astr.gsu.edu/hbase/pegrav.html
𝟏 𝟏
𝑾𝒔𝒑𝒓𝒊𝒏𝒈 = 𝒌𝒙𝟐𝒊 − 𝒌𝒙𝟐𝒇 = 𝑼𝒊 − 𝑼𝒇 = ∆𝑼
𝟐 𝟐
where:
𝑈𝑖 𝑖𝑠 𝑡ℎ𝑒 𝑖𝑛𝑖𝑡𝑖𝑎𝑙 𝑝𝑜𝑡𝑒𝑛𝑡𝑖𝑎𝑙 𝑒𝑛𝑒𝑟𝑔𝑦
𝑈𝑓 𝑖𝑠 𝑡ℎ𝑒 𝑓𝑖𝑛𝑎𝑙 𝑝𝑜𝑡𝑒𝑛𝑡𝑖𝑎𝑙 𝑒𝑛𝑒𝑟𝑔𝑦
𝑥𝑖 𝑖𝑠 𝑡ℎ𝑒 𝑖𝑛𝑖𝑡𝑖𝑎𝑙 𝑙𝑒𝑛𝑔𝑡ℎ
𝑥𝑓 𝑖𝑠 𝑡ℎ𝑒 𝑓𝑖𝑛𝑎𝑙 𝑙𝑒𝑛𝑔𝑡ℎ
Table 1. Summary of the Different Types of Energy
Potential Energy Type Formula When to use

Gravitational Potential Object is elevated with respect to
𝑈𝑔𝑟𝑎𝑣 = 𝑚𝑔𝑦
Energy a reference point
Elastic Potential 1
𝑈𝑒𝑙 = 𝑘𝑥 2 Presence of Elastic materials
Energy 2
Conservative Force
• A force that offers a two-way conversion between kinetic and potential energies is called a
conservative force. Two examples of conservative forces are the gravitational force and the
spring force.
• The work done by a conservative force always has four properties:
1. It can be expressed as the difference between the initial and final values of a potential-
energy function.
2. It is reversible.
3. It is independent of the path of the body and depends only on the starting and ending
points.
4. When the starting and ending points are the same, the total work is zero.

• The illustration in Figure 8 depicts a
person pushing a box up a ramp. In
the process, the person works
against the gravitational force on the
box and a frictional force between the
box and the ramp. The person, the
gravitational force, and the frictional
force all do work on the box. The
same would be said if the ramp were
made longer. But interestingly, from
the way work is defined, the work
done by the gravitational force
depends only on the vertical height Figure 8. A person pushing a box up a ramp
Source:
through which it moves. The work is https://cnx.org/contents/pFZ2LeFu@1.1:AvubR_nq@1.1/Problems
the same no matter how long or how
short the ramp, as long as the vertical height is the same. If the work done by a force depends
only on where it started and where it ended up, the force is said to be conservative. Unlike
the gravitational force, the frictional force is nonconservative because the work done by it
does depend on the path of the movement, that is, the length of the ramp.
Activity 1: Let’s Work it Out!
Objective: Determine if work is done in the given situations.
What you need:

• Paper and pen
What to do: Using the Physics concepts, determine if Work is done in the following cases.
Justify your answer. Write your answers on a separate sheet of paper.
Is there Work Done?

Scenario [Yes/No] Justification
1. You go up a
continuous series of
stairs
2. You tug a stubborn
carabao which refuses
to budge
3. A ripe mango falls
from the tree
4. You pushed against an
immovable concrete
wall for 5 minutes
5. You push your
classmate on a swing
Question:
1. What conditions must be satisfied if work is to be done?

Activity 2: Pic a PE
Objective: Describe Potential Energy that can be observed at home or in the locality.
What you need:

• Long-size bond paper
• Scissors
What to do: Draw 5 pictures depicting the presence of Potential Energy that can be observed
in the vicinity. Write captions and brief descriptions on the pictures drawn.
Rubric for Pic a PE

3 2 1
Description is scientifically Description is scientifically Description is consistent
consistent with the concepts, consistent with the concepts with the concepts but with
has no misconception and but with minimal misconceptions and has 3
picture is labeled correctly misconception and has 1 to 2 or more mis-labeled
mis-labeled pictures pictures
Activity 3: Give me a Thought!
Objective: Describe the work done in situations where conservative forces exist.
What you need:

• Paper and pen
What to do: Read the given situation and answer the questions that follow. Write your answers
in a separate sheet of paper.
A B
The person in Figure A is pushing a box up a ramp, the ramp has a length of 1.5
m. In Figure B, the person is pushing the box up a ramp, the ramp has a length of 3.0
m. Both the ramps have the same height.
Questions:
1. Which do you think does more work? Figure A or Figure B? Why?
2. What if the heights of the two ramps differ but the length is the same? What would
be the work done?

Reflection
Direction: Answer the questions below. Write your answers in 2-3 sentences in a separate sheet
of paper.
1. Which of the concepts discussed interest you least? the most?
2. Did the activities help you understand the topic? (Yes/No) Explain your answer.
3. What is the significance/ connection of the topic in your daily life activities? Site practical
applications that you could relate to any of the topic.

3 2 1
Practical application is Practical application is Practical application is
scientifically explained scientifically explained explained consistent to the
consistent to the concepts, consistent to the concepts, but concepts but with
and has no misconceptions. with minimal misconceptions. misconceptions.
References:
Book
Zemansky's University Physics. 13th ed. Boston, MA: Pearson Learning Solutions.
2012.
Online
Dal, Mai A. General Physics 1 Quarter 1 - Module 7: Work, Energy and Energy
Conservation. Philippines: Department of Education – Bureau of Learning
Resources (DepEd -BLR). 2020.
Despina, H. Work Done By A Constant Force. https://www.slideserve.com/hesper/work-
done-by-a-constant-force
Encyclopedia Britannica. Potential Energy | Definition, Examples, & Facts.
https://www.britannica.com/science/potential-energy
Hyperphysics.phy-astr.gsu.edu. Potential Energy. http://hyperphysics.phy-
astr.gsu.edu/hbase/pegrav.html
OpenStax University Physics. Century College Physics 1081- Problems.
https://cnx.org/contents/pFZ2LeFu@1.1:AvubR_nq@1.1/Problems
Physicsclassroom.com. Potential Energy.
https://www.physicsclassroom.com/class/energy/Lesson-1/Potential-Energy
Priest, Joseph. Kinetic Energy. Encyclopedia.com, 2018.
https://www.encyclopedia.com/science-and-technology/physics/physics/
QS Study. Conservation of Energy in the Motion of Simple Pendulum.
https://qsstudy.com/physics/conservation-energy-motion-simple-pendulum
Image Sources
Figure 1. Force x Displacement Diagram. Accessed on September 4, 2021. Retrieved from

https://www.slideserve.com/hesper/work-done-by-a-constant-force
Figure 2. Work done by a force applied at different directions. Accessed on September 4,
2021. Retrieved from https://www.slideserve.com/hesper/work-done-by-a-
constant-force
Figure 3. Work is the area under a force vs displacement graph. Accessed on September
15, 2021. Retrieved from https://www.khanacademy.org/science/in-in-
class11th-physics/in-in-class11th-physics-work-energy-and-power/in-in-

class11-introduction-to-work/a/work-ap-physics-1#:~:text=a%20Force%20vs.-
,displacement%20graph,curve%20of%20the%20force%20vs.&text=Areas%20abo
ve%20the%20position%20axis,the%20axis%20are%20negative%20work.
Figure 4. Gravitational Potential Energy. Accessed on September 4, 2021. Retrieved from
http://hyperphysics.phy-astr.gsu.edu/hbase/pegrav.html
Figure 5. Potential Energy Example. Accessed on September 4, 2021. Retrieved from
https://www.physicsclassroom.com/class/energy/Lesson-1/Potential-Energy Al
Figure 6. Sample Potential Energy. Accessed on September 15, 2021. Retrieved from
(Left) https://www.dreamstime.com/photos-images/man-pushing-
boulder.html (Right) https://theconstructor.org/geotechnical/pile-driving-
equipment-types-uses/17605/
Figure 7. Elastic Potential Energy. Accessed on September 4, 2021. Retrieved from
http://hyperphysics.phy-astr.gsu.edu/hbase/pegrav.html
Figure 8. A person pushing a box up a ramp. Accessed on September 6, 2021. Retrieved
from https://cnx.org/contents/pFZ2LeFu@1.1:AvubR_nq@1.1/Problems
Answer Key
B. W = mgy = (50kg) (9.8m/s2)(10m) = 5000 J the potential energy( W = mgy).

A. W = Fd = (1000N)(10m) = 1000J 3. work done would be equal to
weight) vertical height of the ramp. The
W = mgy ( answers may vary depending on th student’s 2. work is done because of the
motion. The higher the ramp the more 2.
The Force applied has a parallel component with the object’s height is the same.
The object moves to a distance d as the Force is applied. ramp, as long as the vertical
There is Force applied on an object. 1. how long or how short the
The work is the same no matter 1.
Questions
Activity 3. Give me a Thought!
Vary)
Activity 2. Pic a PE (Answer may
Activity 1: Let’s Work it Out!


Quarter 1 – Week 7: ENERGY DIAGRAMS and CENTER OF MASS
First Edition, 2021
Writer: Marvin T. Tejano and Shekaina Faith C. Lozada
Division Validators: Edna E. Trinidad

Ricme D. Diaz
AR A. Ranesis
Juzalin P. Costuya
John Ferry P. Sual
Christian Braza
Regional Validators: Kevin Hope Z. Salavaña

Jeremaeh Delosa
Yvonne S. Salubre

Gilbert L. Gayrama,PhD, Asst. Schools Division Superintendent
Edna Trinidad, EdD, Science Education Program Supervisor
Printed in the Philippines by: DepEd – Bureau of Learning Resources (DepEd-BLR)

Office Address: Montilla Blvd., Butuan City, Agusan del Norte
Telephone Number: (085) 342 1804
E-mail Address: https://caraga.deped.gov.ph/
Author: Marvin T. Tejano and Shekaina Faith C. Lozada 1

School/Station: Tagbina National High School/ Gamut National High School
email address: marvin.tejano@deped.gov.ph/ shekainafaith,lozada@ deped.gov.ph
ENERGY DIAGRAMS and CENTER OF MASS
Name: __________________________________________________ Section: ___________________________
Learning Competencies
1. Use potential energy diagrams to infer force; stable, unstable, and neutral equilibria; and
turning points (STEM_GP12WE-Ig-53)
2. Solve problems involving work, energy, and power in contexts such as, but not limited to,
bungee jumping, design of roller-coasters, number of people required to build structures
such as the Great Pyramids and the rice terraces; power and energy requirements of human
activities such as sleeping vs. sitting vs. standing, running vs. walking (STEM_GP12WE-Ih-
i-55)
3. Differentiate center of mass and geometric center (STEM_GP12WE-Ih-i-56)
4. Relate the motion of center of mass of a system to the momentum and net external force
acting on the system (STEM_GP12MMIC-Ih-57)
1. Identify stable, unstable and neutral equilibrium using potential energy diagrams;
2. solve problems involving work, energy, and power;
3. differentiate center of mass and geometric center and show their relationships to the
momentum and net external force acting on the system; and
4. realize the significance of learning the concepts of center of mass to real-life situations.
Time Allotment: 4 Hours
Key Concepts
Energy Diagrams
• Potential Energy Diagram is a graph of potential energy of a mechanical system as a

function of its position. This is most easily accomplished for one-dimensional system, whose
potential energy can be plotted in one-dimensional graph.
• Turning Points Position (Figure 1)

is where the velocity of a particle,
in one-dimensional motion,
changes sign. Given a potential
energy curve (𝑥), as shown at the
right, you can determine several
important things about the motion
of a single particle with total
energy 𝐸𝑡𝑜𝑡𝑎𝑙. Importantly, you may
Fig 1. Turning Points Position
also know the force on the particle Source: opencourses.emu.edu.tr
at any point – it is determined by
𝒅𝑼
𝑭𝒙 = −
𝒅𝒙

• Since the kinetic energy goes to zero
when (𝑥 ) = 𝐸𝑡𝑜𝑡𝑎𝑙, the particle must
come to a stop as it approaches xt.
In general, the force will push in the
direction where it came from, so the
particle will turn around there.
• Equilibrium Point Position (Figure

2) is where the net assumed
conservative, net force on a particle, Fig 2. Equilibrium Point Position
given by the slope of its potential Source: opencourses.emu.edu.tr
energy curve, is zero. Zero force
means that
𝒅𝑼
𝟎 = 𝑭𝒙 = −
𝒅𝒙
Fig 3. (A) A moving ball is in neutral equilibrium, (B) A swinging tumbler is in stable equilibrium,
(C) A marker, when pushed and fell down is in unstable equilibrium.
Source: https://www.youtube.com/watch?v=4rG9u478X1Q
• Neutral Equilibrium is when the gravitational potential of a certain object remains constant
regardless of its position. Its graph would be a horizontal line because the gravitational
potential energy is constant. Figure 3 (A) shows a moving ball horizontally and hence in
neutral equilibrium.
• Stable Equilibrium is any minimum position in a potential-energy curve. Position is at

potential minimum, and therefore a particle will feel a force restoring it to this position as
it moves away. In Figure 3 (B), the water bottle (when tilted) is in stable equilibrium because
its gravitational potential energy increases as its position moves away from the equilibrium
position. This is because the center of mass of the bottle as the position goes away from the
equilibrium position. In other words, the water bottle naturally returns to the equilibrium
position when it loses gravitational potential energy (when the hand let go of the bottle).
• Unstable Equilibrium is any maximum point in a potential-energy curve. Position is at a

potential maximum, and therefore a particle will feel a force that pushes it away from this

position in the direction it has moved away already. The marker in Figure 3(C) is in unstable
equilibrium because its gravitational potential energy decreases as its position moves away
from the equilibrium position (once it is pushed and falls). This is because its center of mass
goes down as the position goes away from the equilibrium. In other words, the marker
naturally moves away from the equilibrium position when it loses gravitational potential
energy.
• There are two types of energy surrounding us that enables us to do work, namely: Kinetic
Energy & Potential Energy. Examples of Potential Energy are Gravitational Potential Energy
and Elastic Potential Energy.
Work-Energy Theorem and Kinetic Energy

• Suppose a ball with mass m is thrown to a distance (d) with velocities 𝑣𝑖 and 𝑣𝑓. When the
ball is thrown, a net Force, 𝐹𝑛𝑒𝑡, is exerted causing it to move to a distance d. The ball’s
velocity changes from its initial state. This change in velocity results to the ball’s
acceleration.
• From Newton’s 2nd Law of Motion:
∑ ⃗𝑭 = 𝒎𝒂
⃗
If the net Force is constant, then
𝒗𝟐𝒇 − 𝒗𝟐𝒊
𝒂=
𝟐𝒅
• Calculating the Work done:
𝒗𝟐𝒇 − 𝒗𝟐𝒊 𝟏 𝟏
𝑾 = 𝑭 · 𝒅 = (𝒎𝒂) · 𝒅 = 𝒎 ( )= 𝒎𝒗𝟐𝒇 − 𝒎𝑣𝑖2
𝟐𝒅 𝟐 𝟐
where,
𝟏
𝒎𝒗𝟐 is the Kinetic Energy of the object.
𝟐
• Thus, in terms of Kinetic Energy:
𝟏 𝟏
𝑾 = 𝟐 𝒎𝒗𝟐𝒇 − 𝒎𝒗𝟐𝒊 = 𝑲𝒇 − 𝑲𝒊 = ∆𝑲
𝟐
This equation is called the Work-Energy Theorem which shows the relationship between
Work and Energy.
• In moving the box to a height, h, it gains Gravitational Potential Energy equal to
𝑈𝑔𝑟𝑎𝑣 = 𝑚𝑔ℎ
where,
𝐹 = −𝑚𝑔
Fig 4. Moving box with height h.

Source: hyperphysics.phy-astr.gsu.edu
• The work done on the box by this force can be calculated as

𝑾 = 𝑭 · 𝒅 = −𝒎𝒈(𝒚𝒇 − 𝒚𝒊 ) = 𝒎𝒈𝒚𝒊 − 𝒎𝒈𝒚𝒇 = 𝑼𝒊 − 𝑼𝒇 = −∆𝑼

• Another quantity that is closely related to work and energy is Power. Power is defined as
the rate of doing work. Mathematically,
∆𝑾
𝑷=
∆𝒕
• The SI Unit of Power is 𝑊𝑎𝑡𝑡𝑠 (W).
Sample Problems:
1. Determine the kinetic energy of a 625-kg roller coaster car that is moving with a speed
of 18.3 m/s.
Given:
m = 625 kg
v = 18.3 m/s
Solution:
1 1
𝐾 = 𝑚𝑣 2 = (625𝑘𝑔)(18.3𝑚/𝑠)2 = 𝟏. 𝟎𝟓𝒙𝟏𝟎𝟐 𝑱
2 2
Therefore, a 625 kg roller coaster car that is moving at a speed of 18.3 m/s has gained
kinetic energy equal to 1.05 x 102 J.
2. A pitcher hurls a 0.25-kg softball. The ball starts from rest and leaves the pitcher’s hand
at a speed of 25m/s. How much work is done on the softball by the hurler’s arm?
Given:
m=0.25kg
𝑣𝑓 = 25 𝑚/𝑠
𝑣𝑖 = 0 𝑚/𝑠 (since the ball starts from rest)
Solution:
1 1
𝑊 = 𝑚𝑣𝑓2 − 𝑚𝑣𝑖2
2 2
1 𝑚 2 1
𝑊 = (0.25𝑘𝑔) (25 ) − (0.25𝑘𝑔)(0) = 𝟕𝟖. 𝟏𝟑 𝑱
2 𝑠 2
Therefore, a 0.25 kg softball gained 78.13 J of work when it leaves at 25 m/s speed
from rest.
3. Jean climbs a flight of stairs in 1.5min. If she weighs 450N and the stairs is 10m from
the ground, how much power will she develop?
Solution:
Given:
F = 450 N
d = 10 m
t = 1.50 min = 90 s
𝑊 𝐹𝑑 (450𝑁)(10𝑚)
𝑃= = = = 𝟓𝟎 𝑾
𝑡 𝑡 90 𝑠

Therefore, Jean (which has a weight of 450 N) developed 50-watt power as she climbed
a 10 m stair in 1.50 minutes.
Center of Mass
• The center of mass is a certain position defined relative to an object or system of objects.
Moreover, it is more of the average position of all the parts of the system, weighted according
to their masses.
• It can be mathematically represented through this: Suppose we assume several particles

with masses 𝒎𝟏 , 𝒎𝟐 , and so on. Let the coordinates of 𝒎𝟏 be (𝒙𝟏 , 𝒚𝟏 ), those of 𝒎𝟐 be (𝒙𝟐 , 𝒚𝟐 ),
and so on. Equations below are mathematical definition of center of mass of the system as
the point that has coordinates (𝒙𝒄𝒎 , 𝒚𝒄𝒎 ) given by
𝒎 𝟏 𝒙 𝟏 + 𝒎 𝟐 𝒙 𝟐 + 𝒎 𝟑 𝒙 𝟑 + ⋯ ∑𝒊 𝒎 𝒊 𝒙 𝒊
𝒙𝒄𝒎 = = [𝒂𝒍𝒐𝒏𝒈 𝒕𝒉𝒆 𝒙 − 𝒂𝒙𝒊𝒔]
𝒎𝟏 + 𝒎 𝟐 + 𝒎𝟑 + ⋯ ∑𝒊 𝒎 𝒊
𝒎𝟏 𝒚𝟏 + 𝒎𝟐 𝒚𝟐 + 𝒎𝟑 𝒚𝟑 + ⋯ ∑𝒊 𝒎𝒊 𝒚𝒊
𝒚𝒄𝒎 = = [𝒂𝒍𝒐𝒏𝒈 𝒕𝒉𝒆 𝒚 − 𝒂𝒙𝒊𝒔]
𝒎𝟏 + 𝒎𝟐 + 𝒎𝟑 + ⋯ ∑𝒊 𝒎 𝒊
or generally, the position 𝒓 ⃗ 𝒄𝒎 of the center of mass can be expressed in terms of the position
vectors 𝒓
⃗ 𝟏 , ⃗⃗𝒓𝟐 , . . . of the particle as
⃗ 𝟏 + 𝒎𝟐 𝒓
𝒎𝟏 𝒓 ⃗ 𝟐 + 𝒎𝟑 𝒓
⃗𝟑+⋯
⃗ 𝒄𝒎 =
𝒓 = (∑ 𝒎𝒊 ⃗⃗⃗
𝒓𝒊 )/(∑ 𝒎𝒊 )
𝒎𝟏 + 𝒎𝟐 + 𝒎𝟑 + ⋯
𝒊 𝒊
• In statistical language, the center of mass is a mass-weighted average position of the

particles.
Sample Problem 5: Center of mass of a water molecule.
Figure 5 shows a simple model of a water molecule.

The oxygen-hydrogen separation is 𝑑 = 9.57 𝑥 10−11 𝑚.
Each hydrogen atom has mass 1.0 u, and the oxygen
atom has mass 16.0 u. Find the position of the center
of mass.
Solution: Nearly all the mass of each atom is

concentrated in its nucleus, whose radius is only about
Fig 5. Simple model of a water
10−5 times the overall radius of the atom. Hence, we molecule.
can safely represent each atom as a point particle. Source: “Sears and Zemansky’s University
Physics with Modern Physics”, 13th edition
Figure 5 shows our coordinate system, with the x-axis
chosen to lie along the molecule’s symmetry axis.
The oxygen atom is at 𝑥 = 0, 𝑦 = 0. The x-coordinate of each hydrogen atom is 𝑑cos(105°/2);

the y-coordinates are ± 𝑑sin(105°/2). Using the equations for center of mass, we have,

for 𝒙𝒄𝒎 :
𝑚1 𝑥1 + 𝑚2 𝑥2 + 𝑚3 𝑥3
𝑥𝑐𝑚 =
𝑚1 + 𝑚2 + 𝑚3
[(1.0 𝑢)(𝑑 𝑐𝑜𝑠52.5°) + (1.0 𝑢)(𝑑 𝑐𝑜𝑠52.5°) + (16.0 𝑢)(0)]

𝑥𝑐𝑚 =
1.0 𝑢 + 1.0 𝑢 + 16.0 𝑢
𝑥𝑐𝑚 = 0.068𝑑 substituting 𝑑 = 9.57 𝑥 10−11 𝑚, we find
𝑥𝑐𝑚 = (0.068)(9.57 𝑥 10−11 𝑚)
𝒙𝒄𝒎 = 𝟔. 𝟓 𝒙 𝟏𝟎−𝟏𝟐 𝒎
for 𝒚𝒄𝒎 :
𝑚1 𝑦1 + 𝑚2 𝑦2 + 𝑚3 𝑦3
𝑦𝑐𝑚 =
𝑚1 + 𝑚2 + 𝑚3
[(1.0 𝑢)(+𝑑 𝑠𝑖𝑛52.5°) + (1.0 𝑢)(−𝑑 𝑠𝑖𝑛52.5°) + (16.0 𝑢)(0)]

𝑦𝑐𝑚 =
1.0 𝑢 + 1.0 𝑢 + 16.0 𝑢
𝒚𝒄𝒎 = 𝟎
Evaluate: The center of mass is much closer to the oxygen atom (located at the origin) than
to either hydrogen atom because the oxygen atom is much more massive. The center of
mass lies along the molecule’s axis of symmetry. If the molecule is rotated 180° around this
axis, it looks the same as before. The position of the center of mass can’t be affected by this
rotation, so it must lie on the axis of symmetry.
Fig 6. Locating the center of mass of a symmetrical object

Source: “Sears and Zemansky’s University Physics with Modern Physics”, 13 th edition
• Whenever a homogeneous body has a geometric center, such as solid sphere, cube, or a
cylinder, the center of mass is at the geometric center.
• Whenever a body has an axis of symmetry, such as wheel, or a pully the center of mass
always lies on that axis.
• There is no law that says the center of mass always lies on that axis. For example, the center
of mass of a donut is right in the middle of the hole.
• Center of geometry is different from a center of mass. They may be the same if the object
has a homogenous density; otherwise they are different. Figure 7 illustrates that the center
of geometry does not coincide with the center of mass.

Fig 7. Center of mass versus center of geometry
Source: General Physics 1 for Senior High School, 1st Edition
• The center of geometry is at the geometric center while the center of mass is at a lower
position. The reason is that the density of the object is not homogenous; the greater mass
is positioned at the lower part of the object.
Activity 1. Locate the Points!
Objective: Identify stable, unstable and neutral equilibrium using potential energy diagrams
What you need:

• Paper and Pen
What to do: The diagram below shows the potential energy of an object from positions 𝑥1 to 𝑥5.
(a) List the position(s) wherein stable equilibrium can be observed.
(b) List the position(s) wherein unstable equilibrium can be observed.
(c) List the position(s) wherein neutral equilibrium can be observed.
(d) Answer the guide question that follow.
Guide Question:
1. What are your basis in determining stable, unstable, and neutral equilibrium? Explain
your answer.

Activity 2. Time to Recharge!
Objective: Solve problems involving work, energy, and power.
What you need:

• Paper and Pen
What to do: Solve the following problems systematically. Show all your solutions clearly. Write
your answers on a separate sheet of paper.
1. A 0.5 kg object starts from rest and free-falls towards the ground at 3 m/s. After it has
fallen to a height of 8.0 m from the ground, what is its potential energy? and its kinetic
energy?
2. Bart runs up a 2.91-meter high flight of stairs at a constant speed of 2.15 seconds. If Bart's
mass is 65.9 kg, determine the work which he did and his power rating.
3. A boy whose mass is 45.0 kg runs up 25 steps, each step 30.0cm high, in 50.0 seconds.
Find the power expended by the boy.
Activity 3. Point Me!
Objective: Differentiate center of mass and geometric center; and
realize the significance of learning the concepts of mass to real-life situations.
What you need:

• Paper and Pen
What to do: Fill in the diagram with the similarities and differences of center of mass and
geometric center based on the concepts discussed. Write your answer in a separate sheet of paper.
Center of Mass Geometric Center
Guide Questions:
1. Is the geometric center of an object the same with its center of mass? Explain or cite an
example.
2. How would you determine the geometric center and center of mass of an object? Explain.
3. Explain where you could point out the center of mass of a doughnut.
4. Why is it easier to balance in a moving bicycle than in a stationary bicycle? Explain using
the concept of center of mass.

Reflection
1. Which of the concepts listed in the table below (that) interest you the most? The least?
Put a check (/) on the column that corresponds to your answer.
Concepts Most Interesting Least Interesting
Potential Energy Diagrams
a. Stable equilibrium
b. Unstable equilibrium
c. Neutral equilibrium
Work and Energy
Power
Center of mass
Geometric center
2. Based on your choices above, choose one most and one least interesting concept and explain
why these concepts interest you the most and least?
References
Giancoli, D. (2014). Physics Principles with Applications. United States America: Pearson
Education, Inc.
Serway, R. A., Moses, C. J., & Moyer, C. A. (2005). Modern Physics Third Edition. United States of
America: Thomson Learning Academic Resource Center.
Young, H. D., Freedman, R. A., & Ford, A. L. (2012). Sears and Zemansky's Universtiy Physics with
Modern Physics 13th Edition. 1301 Sansome Street, Sanfrancisco, CA, 92111, United States
of America: Pearson Education, Inc.
Unknown. (n.d.). Science. Retrieved from Khan Academy:

https://www.khanacademy.org/science/physics/linear-momentum/center-of-
mass/a/what-is-center-of-mass
Answers Key
beyond may vary
All the points from X5 and 4. 𝑃 = 66.15 𝑊𝑎𝑡𝑡 Answers
Neutral Equlibrium: Uel = 0.294 J
Activity 3
3. k = 367.5 N/m
Positions X1, X3 andX5.
P = 874 W
Unstable Equilibrium:
2. W = 1879.3 J
Positions X2 and X4. Kinetic Energy = 2.25 J
Stable Equilibrium: 1. Potential Energy = 39.2 J

hCOPYRIGHT PAGE FOR UNIFIED LEARNING ACTIVITY SHEETS

Quarter 1 – Week 8: Newton’s First Law of Motion
First Edition, 2021
Writer: Christopher Christian S. Braza

Division Validators:
AR A. Ranesis
Marvin T. Tejano
Juzalin L. Costuya
Regional Validators: Kevin Hope Z. Salvana

Jeremaeh Delosa
Yvonne S. Salubre
Cesar F. Navales Jr.

Edna Trinidad, EdD, Science Education Program Supervisor I
Author: Christopher Christian S. Braza

School/Station: Carrascal National High School
email address: christopher.braza@deped.gov.ph
General Physics 1 – STEM 12, Quarter 1, Week 8
MOMENTUM, IMPULSE, AND COLLISIONS
Name: ___________________________________________ Section: ____________________
Learning Competencies:
1. Relate the momentum, impulse, force, and time of contact in a system
(STEM_GP12MMICIh-58)
2. Compare and contrast elastic and inelastic collisions (STEM_GP12MMICIi-60)
3. Apply the concept of coefficient of restitution in collisions (STEM_GP12MMICIi-61)
4. Solve problems involving the center of mass, impulse, and momentum in contexts
(STEM_GP12MMICIi-63)
At the end of the lesson, the student will be able to:
1. define momentum and impulse qualitatively and quantitatively;
2. differentiate elastic collision from inelastic collision;
3. solve problems involving impulse, momentum and coefficient of restitution; and
4. appreciate impulse and momentum concepts as applied to car airbags.
Time allotment: 4 hours
Key Concepts
• Momentum of an object is the product of its mass and its velocity. Momentum can be
expressed mathematically as:
⃑ = 𝑚𝒗
𝒑 ⃑
where 𝒑⃑ is the momentum, m is the object’s mass, and 𝒗 ⃑ is the object’s velocity.
Momentum is a vector quantity and direction of the momentum is the same to the
direction of the object’s velocity. The SI unit for momentum is kg•m/s.
Sample Problem 1: Determine the momentum of a 0.250 kg

baseball traveling at 46.1 m/s.
Given: m = 0.250kg ⃑ = 46.1 𝑚/𝑠

𝒗
Solution:
⃑ = 𝑚𝒗
𝒑 ⃑ = (0.250kg)( 46.1 𝑚/𝑠)
⃑ = 11.525 kg • m/s
𝒑
⃑ = 𝟏𝟏. 𝟓 𝐤𝐠 • 𝐦/𝐬
𝒑
Figure 1. A moving baseball.

Source: https://www.pinterest.ph/pin/553379872964790455/
Sample Problem 2: A 180-kg bumper car carrying a 70-kg driver has a constant velocity of
3.0 m/s. Calculate the momentum of the car-driver system.
Given: mc =180 kg md = 70 kg ⃑ = 3.0 m/s

𝒗

Solution:
The driver and bumper car are a system because they move together as a unit. Find the
total mass of the system.
mT = mc + md = 180kg + 70kg = 250kg (total mas of driver and car system)
The momentum of the system:
⃑ = (250kg)(3.0 m/s)
⃑ = 𝑚𝑇 𝒗
𝒑
⃑ =750 kg•m/s
𝒑
⃑ =7.5 x 102 kg•m/s
𝒑
• Conservation of Momentum – the total momentum of an isolated system of objects

remains constant; the sum of momenta before and after a collision does not change. In
equation:
⃑ 𝑨+𝒑
𝒑 ⃑𝑩= 𝒑 ⃑ ′𝑨 + 𝒑⃑ ′𝑩
⃑ 𝐴 + 𝑚𝐵 𝒗
𝑚𝐴 𝒗 ⃑ 𝐵 = 𝑚𝐴 𝒗⃑ ′𝐴 + 𝑚𝐵 𝒗
⃑ ′𝐵
where 𝑚𝐴 and 𝑚𝐵 are objects respective masses, 𝒗 ⃑ 𝑨 and 𝒗⃑ 𝑩 are their respective initial
velocities, 𝒗
⃑ ′𝑨 and 𝒗
⃑ ′𝑩 are their respective final velocities.
Sample Problem 3: A small object with momentum 5.0 kg•m/s approaches head-on a large
object that is at rest. The small object bounces in opposite direction with a momentum of
magnitude 4.0kg•m/s. What is the magnitude of the large object's momentum change?
Given: ⃑ 𝑨 = 5.0 kg•m/s

𝒑 ⃑ 𝑩 = 0 (at rest)
𝒑 ⃑ ′𝑨 = -4.0kg•m/s
𝒑 |𝒑
⃑ ′𝑩 | =?
Note: Negative sign in 𝒑 ⃑ ′𝑨 indicates that the object is moving in opposite direction from its
initial direction.
Solution:
⃑ 𝑨+𝒑
𝒑 ⃑𝑩= 𝒑 ⃑ ′𝑨 + 𝒑
⃑ ′𝑩
⃑𝑨= 𝒑
𝒑 ⃑ ′𝑨 + 𝒑
⃑ ′𝑩
⃑ ′𝑩 = 𝒑
𝒑 ⃑𝑨− 𝒑 ⃑ ′𝑨
⃑ ′𝑩 = 5.0 kg • 𝑚/𝑠 − (−𝟒. 0kg • m/s)
𝒑
⃑ ′𝑩 = 9.0 kg • m/s
𝒑
|⃑𝒑′𝑩 | = 𝟗. 𝟎 𝐤𝐠 • 𝐦/𝐬
• ⃑ ) times the time interval (∆𝑡) over which the force

Impulse (𝑱) is the product of the force (𝑭
acts. In equation:
𝑱= 𝑭⃑ ∆𝑡
The SI unit for impulse is 𝑵 • 𝒔.
Sample Problem 4: A 4.0-N force acts for 3.0 s on an object. What is the impulse imparted
by this force to the object?
Given: ⃑ = 4.0 𝑁
𝑭 ∆𝑡 = 3.0𝑠

Solution:
⃑ ∆𝑡
𝑱= 𝑭
𝑱 = (4.0𝑁)(3.0𝑠)
𝑱 = 𝟏𝟐. 𝟎𝑵 • 𝒔
• Impulse-momentum theorem - impulse is equal to the total change in momentum. In

equation:
⃑𝑭∆𝑡 = ∆𝒑
⃑
Sample Problem 5: A constant 9.0-N net force acts for 2.0 s on a 6.0-kg object. What is the
object's change of velocity?
Given: ⃑ = 9.0 𝑁
𝑭 ∆𝑡 = 2.0𝑠 m = 6.0kg
Solution:
⃑ ∆𝑡 = ∆𝒑
𝑭 ⃑ ; ⃑⃑⃑ − 𝒑
⃑ = 𝒑′
∆𝒑 ⃑ = 𝑚𝒗 ⃑ = 𝑚∆𝒗
⃑ ′ − 𝑚𝒗 ⃑
⃑ ∆𝑡 = 𝑚∆𝒗
𝑭 ⃑
⃑𝑭∆𝑡 (9.0𝑁)(2.0𝑠) 18.0𝑁 • 𝑠

⃑ =
∆𝒗 = = = 𝟑. 𝟎𝒎/𝒔
𝑚 6.0𝑘𝑔 6.0𝑘𝑔
• Collision is an interaction between two objects in which a force acts on each object for a
period of time. In other words, the collision provides an impulse to each object.
o Elastic Collision – the total kinetic energy of the system is conserved. It is a type of
collison in which colliding objects rebound without lasting deformation or the
generation of heat.
o Inelastic Collision – the total kinetic energy of the system is not conserved. This
type of collision is characterized by deformation, or the generation of heat, or both.
In a perfectly inelastic collision, both objects stick together as shown in figure 2.
Figure 2. Freight cars stick together after collision.

Source: Hewitt, P. Conceptual Physics 10th Edition. Pearson., 2006. Page 100.

• Coefficient of restitution (e) – describes the relative elasticity of a collision and
determines the relationship between the relative velocities of two objects before and after
an impact. In equation:
(𝒗 ⃑ ′𝐵 )
⃑ ′𝐴 − 𝒗 (𝑟𝑒𝑙𝑎𝑡𝑖𝑣𝑒 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 𝑎𝑓𝑡𝑒𝑟 𝑐𝑜𝑙𝑙𝑖𝑠𝑖𝑜𝑛)
𝑒=− =
(𝒗
⃑𝐴− 𝒗 ⃑ 𝐵) (𝑟𝑒𝑙𝑎𝑡𝑖𝑣𝑒 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 𝑏𝑒𝑓𝑜𝑟𝑒 𝑐𝑜𝑙𝑙𝑖𝑠𝑖𝑜𝑛)
An e equal to 1 reflects a perfectly elastic collision, 0 < e < 1 is an inelastic collision

occurring in real-world in which some kinetic energy is dissipated into other energy forms
like heat and sound, whereas e equal to 0 reflects a perfectly inelastic collision.
Activity No. 1 – Understanding Momentum, Impulse, and Collision
Objective: Define momentum, impulse and collision.
Direction: Write TRUE if the statement is true; otherwise, FALSE.
________ 1. Momentum is not equal to the mass of an object divided by its velocity.
________ 2. The Law of Conservation of Momentum states that momenta before and
after collision is the same.
________ 3. Two objects with the same mass will always have the same momentum.
________ 4. All moving objects don’t have momentum.
________ 5. When an object speeds up, its momentum increases.
________ 6. Objects with different masses can’t have the same momentum.
________ 7. Impulse is equal to the change of object’s momentum.
________ 8. Momentum can be transferred from one object to another.
________ 9. Heat and other forms of energy is created in a perfectly elastic collision.
________ 10. A coefficient of restitution of 1 indicates perfectly elastic collision.
Activity No. 2 – Elastic Vs. Inelastic Collision
Objective: Differentiate elastic collision from inelastic collision.
Direction: The phrases in the box reflects characteristics of elastic and/or inelastic collision.
Use the phrases to complete the Venn Diagram on the next page.
Total kinetic energy is Total kinetic energy is not Provides impulse to each
conserved conserved object
Interaction between objects No object deformation Does not generate heat
Objects stick together Generate heat

Activity No. 3 - Table of Equations
Objective: Define momentum and impulse qualitatively and quantitatively.
Direction: Summarize the equations for momentum, impulse and collison by completing the
table below and answer the guide questions that follows.
Quantity Symbol Equation SI Unit
Momentum
Impulse
Impulse-momentum
N/A N/A
theorem
Conservation of
N/A
Momentum
Coefficient of
dimensionless
restitution
Guide Questions:
1. What type of collision happened if the calculated coefficient of restitution between two
colliding objects is zero? If one? If between one and zero?
2. Can you give a scenario where the coefficient of restitution is equal to zero?

Activity No. 4: Problem Solving
Objective: Solve problems involving impulse, momentum, and collision.
What you need: Calculator, pen and paper
What to do: Solve the following problems. Show your solutions and box your final answers.
Write them on a separate sheet of paper.
1. What is the momentum of an 8.0-kg bowling ball rolling at 2.0m/s?

2. A 21kg child is riding a 5.9 kg bike with a velocity of 4.5m/s. What is the magnitude of
the momentum of the child-bike system?
3. What impulse occurs when an average force of 10N is exerted on a cart for 2.5s?
4. How long must a tow truck pull with a force of 550.0N on a stalled 1,200 kg car to give
it a forward velocity of 2.0m/s?
5. A 2.0-kg ball moves with a speed of 5.0 m/s collides head-on with a 3.0 kg ball at rest.
Perfectly inelastic collison occurs in the process. What is the speed of the masses after
the collision? What is the coefficient of restitution of the system?
Scoring Rubric for Calculations

5 4 3 2 1
Answer is correct Answer is correct Answer is Only answer is No answer at all.
with complete but with incorrect with given without
and clear incomplete incomplete any solution.
solution (the solutions (the solutions (either
given & the given and the of the given or
equation used equation used is the equation
are reflected). reflected). used is reflected).
Reflection
World Health Organization’s study

shows that 1.3 million people are cut short as
a result of a road trafic crash. Injuries caused
by these car accidents can cause considerable
economic losses to individuals and their
families. There might be several cause of car
accidents to happen but the injury it caused
to a passenger can be minimized if a vehice
has a functional airbags system and used
seatbelts. Using the concept of impulse and
momentum, why do airbags and seatbelts in
cars reduce the chances of injury in
Figure 3. Car airbag and seat-belt
accidents? Source: https://www.anidjarlevine.com/faqs/what-if-my-airbags-failed-to-deploy-in-a-car-accident/
Rubrics
5 4 3 2 0
Practical application Practical application Practical Practical No
is scientifically is scientifically application is applications are discussion at
explained consistent explained consistent explained explained all.
to the concepts, and to the concepts, but consistent to the consistent to the
has no with minimal concepts but with concepts but with
misconceptions. misconceptions. one or two more than two

References:
Giancolli, Douglas. Physics Principles and Applications 6th Edition. New Jersey: Pearson
Education, Inc., 2005.
Serway, Raymond and John Jewett. Physics for Scientists and Engineers 6th Edition.
Thomson Brooks/Cole, 2004.
Young, H.D., R. A. Freedman and L. Ford. University Physics with Modern Physics 14th
Edition. USA: Pearson Education, Inc., 2016.
Figure 1. https://www.pinterest.ph/pin/553379872964790455/
Figure 2. Hewitt, P. Conceptual Physics 10th Edition. Pearson., 2006. Page 100.
Figure 3. https://www.anidjarlevine.com/faqs/what-if-my-airbags-failed-to-deploy-in-a-
car-accident/
Answer Key

Rotational Equilibrium and Rotational Dynamics
Name: ___________________________________________ Section: ____________________
• Calculate the moment of inertia about a given axis of single-object and multiple object
systems (STEM_GP12REDIIa-1)
• Calculate magnitude and direction of torque using the definition of torque as a cross
product STEM_GP12REDIIa-3
• Describe rotational quantities using vectors (STEM_GP12REDIIa-4)
• Determine whether a system is in static equilibrium or not (STEM_GP12REDIIa-5)
• Apply the rotational kinematic relations for systems with constant angular accelerations
(STEM_GP12REDIIa-6)
• Solve static equilibrium problems in contexts such as, but not limited to, seesaws,
mobiles, cable-hinge-strut system, leaning ladders, and weighing a heavy suitcase using a
small bathroom scale (STEM_GP12REDIIa-8)
• Determine angular momentum of different systems (STEM_GP12REDIIa-9)
• Apply the torque-angular momentum relation (STEM_GP12REDIIa-10)
Specific Objectives
At the end of this lesson, the students will be able to:
• explain how rotating objects important to society;
• define kinematic rotational variables such as angular position, angular velocity, and
angular acceleration;
• derive rotational kinematic equations;
• solve problems involving angular displacement, angular velocity, and angular
acceleration;
• explain the relationship between quantities;
• determine whether a system is in static equilibrium or not;
• determine the conditions of a system under equilibrium and solve static
equilibrium problems;
• determine how force should be applied in a body to attain maximum torque;
• determine the relationship between torque to the distance of application and angle
of rotation;
• solve problems involving torque, static equilibrium, work done by a torque, angular
momentum, and rotational quantities using vectors; and
• compose a 5-sentence paragraph on the concepts that you have learned from these
activity sheets.
Key Concepts
• Angular displacement is the angle of rotation (θ) or the ratio of the arc length (s) to the
𝑠
radius (r) of the circle. Or simply, θ = and is measured in radians (rad).
𝑟
• In rotational motion, angular velocity (ω) is defined as the change in angular displacement
∆𝜃
(θ) per unit of time (t). In symbol, 𝜔 =
∆𝑡

• From linear velocity conversion, we have ω = v/r. Where ω is the angular velocity (rad/s), v
is the tangential velocity (m/s), and r is the radius in circular path (meters).
∆𝜔 𝜔2 − 𝜔1
• The angular acceleration is given by the formula α = = .
∆𝑡 𝑡2 − 𝑡1
• The symbol α is pronounced "alpha". The unit of measure is radian per second squared
(rad/s2).
• Torque, also called the Moment of Force, is the result of the force that can cause an object
to rotate about an axis. Mathematically,
𝜏⃑ = 𝑟⃑ 𝑥 𝐹⃑ 𝜏 = 𝑟𝐹𝑠𝑖𝑛𝜃
where
𝜏 is the torque vector and the magnitude of the torque
𝑟 is the position vector (a vector from the point about which the torque is
being measured to the point where the force is applied)
𝐹⃑ is the force vector
𝜃 is the angle between the force vector and the lever arm vector
• Static equilibrium occurs when an object is at rest – neither rotating nor translating.
• For an object to maintain in static equilibrium, the following conditions must be met:
▪ The net force acting on the object must be zero: ∑ 𝐹⃑ = 0
▪ The net torque acting on the object must be zero: ∑ 𝜏 = 0
• To calculate the work done by the torque, we derive it from the translational equation of
Work. 𝑊 = 𝜏𝜃
• The moment of inertia (I) is obtained by multiplying the mass of each particle by the
square of its distance from the axis of rotation and adding these products.
I = m1r12 + m2r22 . . . = ∑miri2
1
• Rotational Kinetic Energy is expressed mathematically, 𝐾𝐸 = 𝐼𝜔2
2
• For vehicles such as cars and bicycles, the tires exert rotational and translational kinetic
1 1
energy. Thus, the total kinetic energy is calculated using the formula; 𝐾𝐸 = 𝑚𝑣 2 + 𝐼𝜔2
2 2
• In rotational motion, tangential acceleration is a measure of how quickly
a tangential velocity changes. It always acts perpendicular to the centripetal acceleration of
a rotating object.
• Angular momentum is a quantity that tells us how hard it is to change the rotational
motion of a particular spinning body. For a single particle with known momentum. The
angular momentum can be calculated using the formula, 𝐿 = 𝑚𝑣𝑟 or we can have derivations
from other quantities, 𝐿 = 𝐼𝜔
• The higher the angular momentum of the object, the harder it is to stop. Objects with higher
angular momentum have greater orientational stability.

Exercises / Activities
Activity No. 1: Am I Important?
What you need:

o Paper and pencil
What to do:
o List 10 examples of rotating objects and how are they important to society. Write your
answers in a separate sheet of paper.
Examples of Rotating Objects Importance to Society

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Activity No. 2: Find My Match
What you need:

o Paper and pencil
What to do:
I – Directions: Match column A with column B according to their meaning. Write the letter of
your answers in a separate sheet of paper.
Column A Column B
(Meaning/Definition)
(Term/s)
___ 1. A measure of how angular velocity changes over A. Angular position
time.
___ 2. The imaginary or actual axis around which an object B. Linear velocity
may rotate.
___ 3. It is the change in linear velocity divided by time. C. Axis of rotation
___ 4. It is half of the circle’s circumference.
___ 5. The orientation of a body or figure with respect to a D. Tangential
specified reference position as expressed by the Acceleration
amount of rotation necessary to change from one
orientation to the other about a specified axis. E. Angular Velocity
___ 6. The rate of rotation around an axis usually
expressed in radians or revolutions per second or F. Kinematics
per minute.
___ 7. It is a measure of how quickly a tangential velocity G. Angular Acceleration
changes. It always acts perpendicular to the
centripetal acceleration of a rotating object. H. Radian
___ 8. Branch of dynamics that deals with aspects of
motion apart from considerations of mass and I. Angular Displacement
force.
___ 9. It is the rate of change of the position of an object J. Radius
that is traveling along a straight path.
___ 10. It is an angle whose corresponding arc in a circle is
equal to the radius of the circle.

Activity No. 3: I Can Solve it!
(angular displacement, angular velocity, angular acceleration)
What you need:

o Scientific calculator
o Paper and pencil
What to do:
I – Directions: Solve for what is/are asked in each problem. Show your solutions in a
separate sheet of paper.
1. An object travels around a circle10.0 full turns in 2.5 seconds. Calculate the angular
displacement, θ in radians.
2. A girl goes around a circular track that has a diameter of 12 m. If she runs around the
entire track for a distance of 100 m, what is her angular displacement?
3. If an object travels around a circle with an angular displacement of 70.8 radians in 3.0
seconds, what is its average angular velocity ω in (rad/s)?
4. A bicycle wheel with a radius of 0.28 m starts from rest and accelerates at a rate of 3.5
rad/s2 for 8 s. What is its final angular velocity?
5. A disc in a DVD player starts from rest, and when the user presses “Play”, it begins
spinning. The disc spins at 160 rad/s after 4.0 s. What is the average angular acceleration
of the disc?

Activity No. 4: I Can Prove It!
What you need:

o Paper and pencil
What to do:
I – Directions: Read and explain the following questions. Write your answers in a separate
sheet of paper.
1. How does radius affect tangential acceleration?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. Is linear acceleration the same as tangential acceleration?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. On a rotating carousel or merry-go-round, one child sits on a horse near the outer edge and
another child sits on a lion halfway out from the center. Which child has the greater linear
velocity? Which child has the greater angular velocity?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Rubrics:
3 – Practical application is scientifically explained consistent to the concepts, and has no
misconception.
2 – Practical application is scientifically explained consistent to the concepts, but with minimal
misconception.
1 – Practical application is explained consistent to the concepts, but with misconceptions.
0 – No discussion.

Activity No. 5: Let’s Investigate!
What you need:

o Paper and pencil
What to do:
o Perform the following tasks and observe on the relationship between torque to the distance of
application and angle of rotation.
o To do this, apply an estimated constant force to the labelled points to rotate the object and
rank the ease of rotation from easiest to hardest.
Ease of Rotation
Situation (Rank the Forces from easiest to hardest)
1st 2nd 3rd
A. Opening a Door
B. Removing a Bolt using a Wrench
C. Rotating A Blade
o From the results obtained and observed, deduce the relationship of the following:
A. Torque vs the Distance of Application

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
B. Torque vs the Angle of Application
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Activity No. 6: I Can Solve It!
(torque, static equilibrium, work done by a torque, angular momentum)
What you need:

o Paper and pencil
What to do:
1. A 0.15 kg meterstick is supported at the 50 cm mark. A mass of 0.5 kg is attached at the 80

cm mark.
a. How much mass should be attached to the
40 cm mark to keep the meterstick
horizontal?
b. Determine the supporting force from the
fulcrum on the meterstick.
2. A Force of (4𝑖̂ − 3𝑗̂ + 5𝑘̂)𝑁 is applied at a point whose position vector is (7𝑖̂ + 4𝑗̂ − 2𝑘̂)𝑚. Find
the torque of force about the origin.
3. A crane has an arm length of 20 m inclined at 30º with the vertical. It carries a container of
mass of 2 tons suspended from the top end of the arm.
Find the torque produced by the gravitational force on the
container about the point where the arm is fixed to the
crane. [Given: 1 ton = 1000 kg; neglect the weight of the
arm. g = 9.8 m/s2]

4. Janelle uses a 20 cm long wrench to tighten a nut. The
wrench handle is tilted 30º above the horizontal and
Janelle pulls straight down on the end with a force of
100 N. How much torque does Janelle exert on the nut?
5. A flywheel of mass 182 kg has a radius of 0.62 m (assume the flywheel is a hoop).
a. What is the torque required to bring the flywheel from rest to a speed of 120 rpm in an
interval of 30 s?
b. How much work is done in this 30-sec period?
6. A 1.20 kg disk with a radius of 10.0 cm rolls without slipping. The linear speed of the disk is
1.41 m/s.
a. Find the translational KE.
b. Find the rotational KE.
c. Find the total kinetic energy.

Reflection
Directions: On separate sheet of paper, write a 5-sentence paragraph on the concepts that you
have learned from these activity sheets and their applications to our daily lives. You
may also include misconceptions that you have clarified as you went through the
learning activity sheets.
Rubrics:
misconception.
misconception.

2020. Physics.Sfsu.Edu.
http://www.physics.sfsu.edu/~wman/phy111hw/lecture%20notes/chapter11allnew.pdf.
Accessed on October 31, 2020
"1© Manhattan Press (H.K.) Ltd. Torque Couple Couple 1.4 Moment Of A Force. - Ppt Download".
2020. Slideplayer.Com. https://slideplayer.com/slide/7876874/. Accessed on October 31,
2020
"12.2 Examples Of Static Equilibrium | University Physics Volume 1".
2020. Courses.Lumenlearning.Com. https://courses.lumenlearning.com/suny-
osuniversityphysics/chapter/12-2-examples-of-static-equilibrium/. Accessed on October 31,
2020
"Angular Acceleration Formula". 2020. Softschools.Com.
https://www.softschools.com/formulas/physics/angular_acceleration_formula/. Accessed on
October 31, 2020
"Aragon_Sebastian_Physics". 2020. Sites.Google.Com.
https://sites.google.com/a/student.brookfieldps.org/aragon_sebastian_physics/. Accessed on
October 31, 2020
"Are People With Shorter Arms Better Arm Wrestlers?". 2020. Zidbits - Learn Something New
Everyday!.
Caintic, Helen. 2017. General Physics 1 For Senior High School. 1st ed. C & E Publishing Inc.
"Examples Of Rigid Objects In Static Equilibrium. - Ppt Download". 2020. Slideplayer.Com.
https://slideplayer.com/slide/7649723/. Accessed on October 31, 2020
"Honors Rotational Kinematics". 2020. Aplusphysics.Com.
https://www.aplusphysics.com/courses/honors/rotation/honors_rot_kinematics.html.
Accessed on October 31, 2020
stephm32. 2020. "Rotational Motion Pt2". Slideshare.Net.

https://www.slideshare.net/stephm32/rotational-motion-pt2. Accessed on October 31, 2020
"The Dynamics Of Rotational Motion (Examples, Solutions, Videos, Activities)".
2020. Www.Onlinemathlearning.Com.https://www.onlinemathlearning.com/rotational-
motion.html. Accessed on October 31, 2020
Answer Key
Activity No. 1: Am I Important? Activity No. 4: I Can Prove It! Activity No. 5: Let’s Investigate!
Answers may vary. . . . .
1. For a rotating wheel for example that is speeding

Activity No. 2: Find My Match up, a point on the outside covers more
1. G 6. F distance(radius) in the same amount of time as a
2. C 7. I point closer to the center. It has a much larger
3. D 8. F tangential acceleration than the portion closer to
4. J 9. B the axis of rotation. However, the angular
5. A 10. H acceleration of every part of the wheel is the same
because the entire object moves as a rigid body
through the same angle in the same amount of Activity No. 6: I Can Solve it!
time. (Answers vary)
Activity No. 3: I Can Solve it! 1. a. m = 1.5 kg
1. θ = 62.8 radians b. F = 21.07 N
2. θ = 16.67 radians 2. Angular acceleration is the change in angular
2. τ = (14𝑖̂ − 43𝑗̂ − 37𝑘̂ )𝑁𝑚
3. ω = 23.6 radians/s velocity divided by time, while tangential
3. τ = 1.96 x 105 Nm
4. ω = 28 radians/s acceleration is the change in linear velocity
4. τ = 17.3 Nm
5. a = 40.0 radians/s 2 divided by time.
5. a. τ = 29.31 Nm
b. w = 5,526.4 J
6. a. K = 1.19 J
3. The one that sits near the outer edge - Both
b. K = 0.596 J
c. K = 1.79 J

Gravitation
Name: ___________________________________________ Section: ____________________
• Use Newton’s law of gravitation to infer gravitational force, weight, and acceleration due to
gravity (STEM_GP12G-IIb-16)
• Discuss the physical significance of gravitational field (STEM_GP12RedIIb-18)
• Apply the concept of gravitational potential energy in physics problems
(STEM_GP12RedIIb-19)
• Calculate quantities related to planetary or satellite motion (STEM_GP12RedIIb-20)
• For circular orbits, relate Kepler’s third law of planetary motion to Newton’s law of
gravitation and centripetal acceleration (STEM_GP12G-IIc-22)
Specific Objectives
At the end of this lesson, the students will be able to:
• determine the relationship between gravitational force, masses of the objects, and
the distance between the centers of the objects;
• solve for the gravitational forces between planets and the host star;
• explain how mass and distance affects gravitational force;
• discuss the physical significance of gravitational field;
• solve problems involving gravitational force, weight, acceleration due to gravity,
gravitational potential energy, orbits, and kepler’s laws; and
• compose a 5-sentence paragraph on the concepts that you have learned from these
activity sheets.
Key Concepts
• Every particle of matter in the universe attracts every other particle with a force that is
directly proportional to the product of the masses of the particles and inversely
proportional to the square of the distance between them. Mathematically expressed as,
𝑚 𝑚
Fg = G 1 2 2 (Eq. 1)
𝑟
where,
Fg is the force
𝑁𝑚 2
G is the gravitational constant (6.674×10−11 )
𝑘𝑔 2
m1 and m2 are the masses of the objects
r is the distance between the centers of the objects
• The gravitational force between two particles decreases with increasing distance (r).
• The weight of a body is the total gravitational force exerted on the body by all other bodies
in the universe.
𝑚 𝑚
w = Fg = G 𝑒 2 (magnitude) (Eq. 2)
𝑅𝑒
𝑚𝑒
• By Newton’s Second Law, w = mg. Equating this to Eq. 2, we have g = G
𝑟𝑒 2
• The gravitational field at a point is defined as the force per unit mass that would act on a
particle located at that point.
• If a test mass (m) is subject to a force (F) at some point, and force depends only on the
𝐹
particle’s mass and position, then the gravitational field at that point is defined as 𝑔 = .
𝑚

• The gravitational potential energy depends on the distance (r) between the body of mass
(m) and the center of the earth. Mathematically, this is expressed
𝐺𝑚𝐸 𝑚
U=- (gravitational potential energy)
𝑟
• For objects near the earth the acceleration of gravity (g) can be considered to be
approximately constant and the expression for potential energy relative to the Earth's
surface becomes
U = mgΔh
• When the body moves away from the earth, r increases, the gravitational force does
negative work, and U increases (i.e., becomes less negative).
• When the body “falls” toward the earth, r decreases, the gravitational work is positive, and
the potential energy decreases (i.e., becomes more negative).
• When a satellite moves in a circular orbit, the centripetal acceleration is provided by the
attraction of the earth. The speed (v) and the period (T) of a satellite in a circular orbit with
radius (r) are:
2
𝐺𝑚𝐸 2𝜋𝑟 𝑟 2𝜋𝑟 ⁄3
v=√ T= = 2𝜋𝑟 √ =
𝑟 𝑣 𝐺𝑚𝐸 √𝐺𝑚𝐸
• Kepler's three laws of planetary motion can be described as follows:

o The path of the planets about the sun is elliptical in shape, with the center of the
sun being located at one focus. (The Law of Ellipses)
o 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. (The Law of Equal Areas)
o 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. (The Law of Harmonies)
• Kepler's laws and Newton's laws taken together imply that the force that holds the planets
in their orbits by continuously changing the planet's velocity so that it follows an elliptical
path is (1) directed toward the Sun from the planet, (2) is proportional to the product of
masses for the Sun and planet, and (3) is inversely proportional to the square of the
planet-Sun separation. This is precisely the form of the gravitational force, with the
universal gravitational constant G as the constant of proportionality.

Activity No. 1: Gravity Force
What you need:

o Paper and pencil
What to do:
1. Below is an imaginary solar system with planets of different masses and distances between
the center of the host star. (1 AU ≈ 93 million miles ≈ 149,600,000 km)
Planet F Planet H
m = 5.66 × 1026 kg m = 2.1 × 1022 kg
Planet D d = 9.55 AU d = 39.53 AU
m = 6.42 × 1023 kg
Planet B d = 2.3 AU
m = 4.9 × 1024 kg
d = 0.751 AU
Star
m = 1.989 × 1030 kg
Planet A
Planet C
m = 3.3 × 1023 kg m = 5.88 × 1024 kg
d = 0.39 AU d = 1.32 AU
Planet E
m = 1.97 × 1027 kg
d = 5.3 AU Planet G
m = 8.68 × 1025 kg
d = 19.18 AU
2. Calculate the gravitational force between the planets and the host star and rank them from
the planet with the greatest gravitational force to the planet with the least gravitational force.
Use the table below.
Rank Planet Gravitational Force
Q1. Does distance from the host star affect the gravitational force?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Q2. Does the mass of the planets affect the gravitational force?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

Q3. Is the relationship between gravitational force and distance of separation (between
host star and planet) an inverse or direct relationship? (Explain the evidence for your
conclusion.)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Q4. If the separation distance between the planets and the host star is ...
a. ... increased by a factor of 2, then the Fgrav is (increased or decreased) by a factor of _______.
b. ... increased by a factor of 3, then the Fgrav is (increased or decreased) by a factor of _______.
c. ... increased by a factor of 4, then the Fgrav is (increased or decreased) by a factor of _______.
Q5. Why is Newton’s Law of gravitation universal?

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

(gravitational force, weight, and acceleration due to gravity)
What you need:

o Paper and pencil
What to do:
1. A 2,150 kg satellite used in a cellular telephone network is in a circular orbit at a height

of 780 km above the surface of the earth.
a. What is the gravitational force on the satellite?
b. What fraction is this of its weight at the surface of the earth?
2. The sun has a mass 333,000 times that of the earth. For a person on earth, the average
distance to the center of the sun is 23,500 times the distance to the center of the earth.
In magnitude, what is the ratio of the sun’s gravitational force on you to the earth’s
gravitational force on you?
3. The mass of Venus is 81.5% that of the earth and its radius is 94.9% that of the earth.
a. Compute the acceleration due to gravity on the surface of Venus from these data.
b. What is the weight of a 5.0 kg rock on the surface of Venus?

Activity No. 3: I Can Explain It!
(gravitational field)
What you need:

o Paper and pencil
What to do:
1. Read the text below about the Gravitational Field.
Gravitation is the most important force on the scale of planets, stars, and galaxies. It
is responsible for holding our earth together and for keeping the planets in orbit about the
sun. The mutual gravitational
attraction between different parts
of the sun compresses material at
the sun’s core to very high
densities and temperatures,
making it possible for nuclear
reactions to take place there.
These reactions generate the
sun’s energy output, which
makes it possible for life to exist
on earth and for you to read these Retrieved from https://www.qsstudy.com/physics/gravitational-field-earth on October 30,2020
words.
The gravitational force is so important on the cosmic scale because it acts at a distance,
without any direct contact between bodies. Electric and magnetic forces have this same
remarkable property, but they are less important on astronomical scales because large
accumulations of matter are electrically neutral; that is, they contain equal amounts of positive
and negative charge. As a result, the electric and magnetic forces between stars or planets
are very small or zero. The strong and weak interactions that we discussed also act at a
distance, but their influence is negligible at distances much greater than the diameter of an
atomic nucleus (about 10-14 m).
Our solar system is part of a spiral galaxy like the figure below, which contains roughly
10 stars as well as gas, dust, and other matter. The entire assemblage is held together by
11
the mutual gravitational attraction of all the matter in the galaxy.

2. Answer as required.
Q1. Compare the gravitational attraction between objects on earth and interaction
of celestial bodies in space. Which gravitational force is almost negligible? Why?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Q2. Discuss why the study of a gravitational field is important.

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

(gravitational potential energy, orbits, kepler’s laws)
What you need:

o Paper and pencil
What to do:
I – Directions: Solve for what is/are asked in each problem. Use a separate sheet of paper
for your answers and solutions.
1. How much potential energy does a car gain if a crane lifts the car with a mass of 1,500
kg and 20 m straight up?
2. A basketball of mass 0.0400 kg is dropped from a height of 5.00 m to the ground and
bounces back to a height of 3.00 m.
a. On its way down, how much potential energy does the ball lose?
b. On its way back, how much potential energy does the ball regain?
3. You wish to put a 1000-kg satellite into a circular orbit 300 km above the earth’s surface.
What speed, period, and radial acceleration will it have?
4. NASA is expected to send a 2600-kg satellite 450 km above the earth’s surface. (Hint: Earth’s
mass is 5.97 x 1024 kg)
a. What is its radius?
b. What speed will it have?
c. What is its orbital period?
d. What is its radial acceleration
5. The mass of Earth is 5.97x1024 kg, the mass of the Moon is 7.35x1022 kg, and the mean
distance of the Moon from the center of Earth is 3.84x10 5 km. Use these data to calculate the
magnitude of the gravitational force exerted by Earth on the Moon.
6. The planet Mercury travels around the Sun with a mean orbital radius of 5.8x10 10 m. The
mass of the Sun is 1.99x1030 kg. Use Newton’s version of Kepler’s third law to determine how
long it takes Mercury to orbit the Sun. Give your answer in Earth days.

Reflection
Directions: On separate sheet of paper, write a 5-sentence paragraph on the concepts that you
have learned from these activity sheets and their applications to our daily lives. You
may also include misconceptions that you have clarified as you went through the
learning activity sheets.
Rubrics:
misconception.
misconception.

“Gravitational Fields.” The Physics Classroom. https://www.physicsclassroom.com/Physics-

Interactives/Circular-and-Satellite-Motion/Gravitational-Fields/Gravitational-Fields-
Interactive. Accessed on October 30, 2020.
The Editors of Encyclopaedia Britannica. “Kepler's Laws of Planetary Motion.” Encyclopædia

Britannica. Encyclopædia Britannica, inc., October 31, 2019.
https://www.britannica.com/science/Keplers-laws-of-planetary-motion.
University of Colorado Boulder. “Gravity Force Lab.” PhET Interactive Simulations.

https://phet.colorado.edu/en/simulation/gravity-force-lab. Accessed on October 30, 2020.
Young, Hugh D., Roger A. Freedman, A. Lewis Ford, and Hugh D. Young. Sears and Zemansky's
University Physics. 13th ed. Boston, MA: Pearson Learning Solutions, 2012.
Answer Key
Activity No. 1: Gravity Force Activity No. 2: I Can Solve It! Activity No. 4: I Can Solve it!
(gravitational force, weight, and acceleration due (gravitational potential energy, orbits, kepler’s
to gravity) law)
Rank Planet Gravitational Force
1 E 1.076 x 1024 1. a. 1.67 x 104 1. 2.94 x 105
2 B 1.333 x 1023 b. 79% 2. a. -1.176 J
3 F 9.525 x 1022 2. 6.03 x 10-4 b. 1.176 J
4 C 5.179 x 1022 3. a. 8.87 m/s 2 3. v = 7,720 m/s
5 A 4.104 x 1022 b. 44.3 N T = 90.6 min
a = 8.92 m/s 2
6 G 3.621 x 1021
4. a. 6.83 x 106
7 D 1.863 x 1021
b. 1.995 x 107
8 H 2.063 x 1017 c. 2.15 s
Activity No. 3: I Can Explain it!
(gravitational field) d. 5.83 x 107 m/s
Q1. Yes
Q2. Yes
Answers may vary
Q3. Inverse. Distance between planets decreases,
gravitational force increases.
Q4. If the separation distance between the planets
and the host star is ...
a. decreased, 4
b. decreased, 9
c. decreased, 16
Q5. Answers may vary

General Physics 1 Grade 12, Quarter 2, Week 3
PERIODIC MOTION
Name: ___________________________________________ Section: ____________________
- Relate the amplitude, frequency, angular frequency, period, displacement, velocity, and
acceleration of oscillating systems (STEM_GP12PMIIc-24)
- Recognize the necessary conditions for an object to undergo simple harmonic motion
(STEM_GP12PMIIc-25)
- Calculate the period and the frequency of spring mass, simple pendulum, and physical
pendulum (STEM_GP12PMIIc-27)
- Differentiate underdamped, overdamped, and critically damped motion
(STEM_GP12PMIId-28)
After the lesson, the students will able to:

1. Define Simple Harmonic Motion.
2. Differentiate underdamped, overdamped and critically damped systems.
3. Solve problems involving simple harmonic motion, simple pendulum and physical
pendulum.
Key Concepts
 SIMPLE HARMONIC MOTION (SHM) is an oscillatory motion experienced by an object

displaced by a force from an equilibrium position. SHM can be described in terms of
displacement, velocity and acceleration.
 Restoring force, F, exerted by an ideal spring is expressed in the equation
F = -kx
where k is a spring constant, and x is displacement of the spring.
 From the Newton’s second law of motion,
F = ma
 We can find the acceleration of the body by equating the two equations. Thus,
ma = -kx
−kx
a=
m
 This means that the acceleration of the body is proportional to its displacement from the
equilibrium position. We can then replace k/m by a constant c for a specific object.
 A body whose acceleration is proportional to its displacement from a certain equilibrium
position and opposite to its displacement is said to move in a simple harmonic motion.
 Amplitude is the maximum displacement attained by the body on either side of the
equilibrium which is denoted as A.
 Period (T) of the motion is the time for one complete vibration. The SI unit is second but
sometimes expressed as “seconds per cycle”.
1
T=
f
Author: SHEKAINA FAITH C. LOZADA

School/Station: GAMUT NATIONAL HIGH SCHOOL
email address: shekainah.lozada@deped.gov.ph
 Frequency (f) of the motion refers to the total number of vibrations per unit time. It is
always positive. The SI unit of frequency is the hertz: 1 hertz = 1 Hz = 1 cycle/s = 1 s-1
1 ω
f = or f=
T 2π
 Angular frequency (ω), refers to the complete rotation in a given time, which is expressed
in rad/s. Mathematically, angular frequency is the product of 𝟐𝝅 (one complete cycle) and
the frequency f,
ω = 2πf
 Angular frequency can also be expressed using the formula,
k
ω=√
m
 If the only acting force on the vibrating body is restoring force, then the amplitude remains
constant. When other forces like air resistance and friction are acting on a body, the
amplitude decreases until it reaches zero and more vibration occurs.
 A Simple Pendulum consist of a bob of relatively large mass hanging on a string with a
negligible mass. The string is normally in a vertical position. The bob hangs along a vertical
line and is in equilibrium under the action of two forces, its weight and the tension in the
string.
 When the point mass is pulled to one side of its straight-down equilibrium position and
released, it oscillates about the equilibrium position.
 The path of the point mass (sometimes called as pendulum bob) is not a straight line but
the arc of a circle with radius L equal to the length of the string. We use as our coordinate
the distance s or x measured along the arc.
Fig. 1. An idealized simple pendulum

 In Fig. 1, we represent the forces on the mass in terms of tangential and radial components.
The restoring force Fθ is the tangential component of the net force:
F𝜃 = −𝑚𝑔 sin 𝜃
 The restoring force is provided by gravity. The tension T acts to make the point mass move
in arc. The restoring force is proportional not to θ but to sin θ, so the motion is not a simple
harmonic. However, if the angle is small, sin θ is very nearly equal to θ in radians. Thus
Fθ = −mg sin θ
Fθ = −mgθ
x mg
Fθ = −mg = − x
L L
 The restoring force is then proportional to the coordinate for small displacements and force
constant is k = mg/L.
 The angular frequency (ω) of a simple pendulum with small amplitude is
k mg/L g
ω= √ =√ = √
m m L
 The corresponding frequency and period relationships are
ω 1 g
f= = √
2π 2π L
2π L
T= = 2π√
ω g

 A physical pendulum is anybody suspended from an axis of rotation. The angular frequency
and period for small-amplitude oscillations are independent of amplitude, but dependent
on the mass m, distance d from the axis of rotation to the center of gravity and moment of
inertia I about the axis.
mgd
ω=√
I
2π I
T= = 2π√
ω mgd
 Damping refers to the decrease in amplitude. An object oscillates with a constant
amplitude. In the presence of friction or some other energy-dissipating mechanism, energy
dissipates, so the amplitude of oscillation decreases as time passes.
 Critical damping is the condition in which the damping of an oscillator causes it to return
as quickly as possible to its equilibrium position without oscillating back and forth about
this position.
 Over damping is the condition in which damping of an oscillator causes it to return to
equilibrium without oscillating; oscillator moves more slowly toward equilibrium than in
the critically damped system.
 Under damping is the condition in which damping of an oscillator causes it to return to
equilibrium with the amplitude gradually decreasing to zero; system returns to equilibrium
faster but overshoots and crosses the equilibrium position one or more times.
Activity No. 1: The Swinging Pendulum
What you need:

 5 nails of same mass (#2)
 5 lengths of straw string (20 cm, 40 cm, 60 cm, 80 cm, 100 cm)
 Stand
 Protractor
 Meterstick or ruler
 Stopwatch
What to do:
1. Prepare the materials needed.
2. Suspend the 5 nails of same mass (#2) with a string using each lengths indicated from the
point of suspension to the center of the objects.
|
| L
|
|
|θ
3. Pull the objects sideways making an angle of 15º from the vertical and release them
carefully. Using a stopwatch, measure the time for making 10 cycles. Calculate the time
for one cycle. This will give the period of the pendulum. Denote the period by the letter T.

4. Construct the following data table.
Length of the string (cm) Time for 10 cycles (s) Period (s)
5. Answer the following questions.

a. Make a plot of the length L versus T. Interpret the graph.
b. Would you say that L is directly proportional to T?
c. Explain your results and state your conclusion.
Activity No. 2: Simple Harmonic Motion
What you need:

 Paper and pen
What to do: Solve the following problems. Write your solutions in a separate sheet of paper.
1. A spring is mounted horizontally, with its left end held stationary. By attaching a spring
balance to the free end and pulling toward the right, the stretching force is proportional to
the displacement and that a force of 6.0 N causes a displacement of 0.030 m. We remove
the spring balance and attach a 0.50-kg glider to the end, pull it a distance of 0.020 m along
a frictionless air track, release it and watch it oscillate.
a. Find the force constant of the spring.
b. Find the angular frequency, frequency and period of oscillation.
2. When a body of unknown mass is attached to an ideal spring with the force constant 120
N/m, it is found to vibrate with a frequency of 6.00 Hz.
a. Find the period of the motion.
b. Find the angular frequency.
c. Find the mass of the body.
3. When a 0.750-kg mass oscillates on an ideal spring, the frequency is 1.33 Hz. What will be
the frequency be if 0.220 kg are:
a. added to the original mass?
b. subtracted from the original mass?
Solve this without finding the force constant of the spring.
Activity No. 3: Simple and Physical Pendulum
What you need:

 Paper and pen
What to do: Solve the following problems. Write your solutions in a separate sheet of paper.
1. Find the period and frequency of a simple pendulum 1.000 m long on the surface of
Earth where g = 9.8 m/s2.

2. An apple weighs 1.00 N when you hang it from the end of a long spring of force constant
1.50 N/m and negligible mass, it bounces up and down in SHM. If you stop the bouncing
and let the apple swing from side to side through a small angle, the frequency of this
simple pendulum is half the bounce frequency. What is the unstretched length of the
spring (with the apple removed)?
3. A 1.80-kg connecting rod from a car engine is pivoted about a horizontal knife edge. The
center of gravity of the rod was located by balancing and is 0.200 m from the pivot. When
the rod is set into small-amplitude oscillations, it makes 100 complete swings in 120 s.
Calculate the moment of inertia of the rod about the rotation axis through the pivot.
Activity No. 4: Damped Harmonic Motion
What you need:

 Paper and pen
What to do: Identify the following whether it represents an underdamped, overdamped or critical
damping system. Write you answers in a separate sheet of paper.
1. A stringed musical instrument
2. A diving board/diver system
3. Toilet flush button
4. Studio Speakers
5. Automobile shock absorber
6. Public transportation braking system
7. Automatic door closers
8. Pendulum
9. Ripples forming and colliding in a pond
10. Door closed without oscillating
Reflection
Give practical applications of the concepts that you have learned from the learning
activities. Write your 5-sentence answer in a separate sheet of paper.
RUBRICS
3 2 1 0
Practical application is Practical application is Practical application No discussion.
scientifically explained scientifically explained is explained
consistent to the consistent to the consistent to the
concepts, and concepts, but with concepts but with
has no misconceptions. minimal misconceptions. misconceptions.
Education, Inc. 2005.
Caintic, Helen E. General Physics 1 for Senior High School. C & E Publishing Inc., 2017.
Serway, Raymond and John Jewett. Physics for Scientists and Engineers 6th ed. Thomson
Brooks/Cole, 2004.
Zemansky's University Physics. 13th ed. Boston, MA: Pearson Learning Solutions,
2012.

Activity 4: Damped Harmonic Motion
1. Underdamped 6. Overdamped
2. Underdamped 7. Critical Damping
3. Overdamped 8. Underdamped
4. Critical Damping 9. Underdamped
5. Critical Damping 10. Overdamped
Activity 2: Simple Activity 3: Simple and Physical
Harmonic Motion Pendulum!
1. a. k = 200 kg/s2 1. T = 2.007 s
b. ω = 20 rad/s f = 0.4983 Hz
f = 3.2 Hz 2. L = 2.67 m
T = 0.31 s 3. I = 0.129 kg m2
2. a. 0.617 s
b. ω = 37.7 rad/s Activity 1: The Swinging Pendulum
c. m = 0.0844 kg
4. Data for Table: Answers vary
3. a. f = 1.17 Hz 5. a. Answers vary
b. f = 1.58 Hz b. Yes
c. Answers vary
Answer Key
General Physics 1 Grade 12, Quarter 2, Week 4
MECHANICAL WAVES AND SOUNDS
Name: ___________________________________________ Section: ____________________
Learning Objective:
- Define mechanical wave, longitudinal wave, transverse wave, periodic wave, and
sinusoidal wave (STEM_GP12PMIId-31)
- From a given sinusoidal wave function infer the speed, wavelength, frequency,
period, direction, and wave number (STEM_GP12PMIId-32)
- Apply the inverse-square relation between the intensity of waves and the distance
from the source (STEM_GP12MWSIIe-34)
After the lesson, the students will able to:

1. Define mechanical wave, longitudinal wave, transverse wave, periodic wave and
sinusoidal wave.
2. Relate speed, wavelength, frequency, period, direction and wave number using
sinusoidal wave function.
3. Solve problems involving mechanical waves and sound.
Key Concepts
 Mechanical Wave is a disturbance that travels through some material or substance
called the medium for the wave. As the wave travels through the medium, the
particles that make up the medium undergo displacements of various kinds,
depending on the nature of the wave.
 There are two types of mechanical waves: the longitudinal waves and the transverse
waves. Longitudinal waves are waves in which the displacement of the medium is
in the same direction as, or opposite to, the direction of propagation of the wave.
Meanwhile, transverse wave is a moving wave whose oscillations are perpendicular
to the direction of the wave or path of propagation.
Fig. 1. Transverse and Longitudinal Wave
 A periodic wave is a wave travelling at a constant speed in a certain time. It can be

described in terms of their wave particles. Their energy can de described by getting
the maximum height of the wave, given by the amplitude. One cycle of a wave is one
complete vibration. In one complete vibration, one complete wave of wavelength
occurs.

 Angular wave number is defined as the number of wavelengths per unit distance
the spatial wave frequency and is known as spatial frequency. It is a scalar
quantity represented by k and mathematically represented as
2π
k=
𝛌
 The phase of the wave is the kx-ωt of the sine wave. As the wave sweeps through a
string element at a particular position x, the phase changes linearly with time, t.
 A sinusoidal wave or a sine wave is a mathematical curve that describes a smooth
periodic oscillation. It moves in the positive direction of an x axis that has a
mathematical form
where ym is the amplitude of the wave

k is the angular wave number
ω is the angular frequency
kx-ωt is the phase
 The properties of a wave help determine the type of wave. These are amplitude,
wavelength, period, frequency and wave speed.
 Amplitude, A, is the distance from the center line of a wave to the highest points of
the wave which are the crest, or to the lowest points of the wave which are the
troughs. Amplitude is a measure of the wave’s energy. The higher the amplitude, the
greater the energy.
 A wavelength, λ, is the distance measured at a fixed time over which a wave pattern
repeats.
Fig. 2. Amplitude and wavelength of wave
The wavelength, λ is mathematically shown as

v
λ=
f
 The wave period, T, is the time it takes for one complete wave cycle to pass a fixed
point or position. The frequency, f, of the wave is the number of complete wave
cycles passing a given point in one unit of time. The frequency (f) is the inverse of
the period (T).
1 1
𝑓 = or 𝑇 =
𝑇 𝑓
 A wave travels through a medium at a characteristic speed. For example, under

normal conditions, sound travels at a rate of 340 m/s.
 Wave speed is related to wavelength and period.
λ
v = T = λf
 Waves on a string carry energy in just one dimension of space (along the direction
of the string). But other types of waves, including sound waves in air and seismic
waves in the body of the earth, carry energy across all three dimensions of space.
 The waves that travel in three dimensions, we define the intensity (denoted by I) to
be the time average rate at which energy is transported by the wave, per unit area,
across a surface perpendicular to the direction of propagation. That is, intensity (I)
is average power per unit area. It is usually measured in W/m 2.

 If waves spread out equally in all directions from a source, the intensity at a distance
r from the source is inversely proportional. Thus, it follows the inverse-square law
of intensity as
I1 r22
= 2
I2 r1
Activity 1: Mechanical Waves and Wave Intensity
What you need:

 Paper and pen
What to do 1: Answer the following questions based on the concepts that you have
learned. Write your answer in a separate sheet of paper.
1. Is it possible to have a longitudinal wave on a stretched string? Why or why not?
2. Is it possible to have a transverse wave on a steel rod? Why or why not?
3. The wavelength and the period describe a wave. How are they related?
4. If you double the wavelength of a wave on a particular string, what happens to the
wave speed and the frequency?
What to do 2: Answer the following problems. Write your solutions in a separate sheet of
paper.
1. The speed of sound in air at 200C is 344 m/s.
a. What is the wavelength of a sound wave with a frequency of 784 Hz,
corresponding to the note on a piano, and how many seconds does each
vibration take?
b. What is the wavelength of a sound wave one octave higher (double the
frequency) than the note in part a?
2. You hold one end of the clothesline taut and wiggles it up and down sinusoidally
with frequency 2.00 Hz and amplitude 0.075 m. The wave speed on the clothesline
is v = 12.0 m/s. At t = 0, the end has maximum positive displacement and is
instantaneously at rest. Assume that no wave bounces back from the far end. Find
the
a. Angular frequency
b. period T,
c. wave number k.
3. A tornado warning siren on top of a tall pole radiates sound waves uniformly in all
directions. At a distance of 15.0 m the intensity of the sound is 0.250 W/m 2. At
what distance from the siren is the intensity of 0.010 W/m 2?
Reflection
RUBRICS
3 2 1 0
Practical application Practical application is Practical No discussion.
is scientifically scientifically explained application is
explained consistent consistent to the explained
to the concepts, and concepts, but with consistent to the
has no minimal concepts but with
misconceptions. misconceptions. misconceptions.

Activity 1: Mechanical Waves and Wave Intensity
What to do 1:
1. No, it is not possible to produce to longitudinal wave in stretched string.
That is because it is almost impossible to compress the string along its
length. It will bend and produce the transverse wave.
2. Yes, it is possible to produce transverse wave in a steel rod. This is because
if we can bend steel rod perpendicular to its length, which will produce the
transverse wave.
3. A wave has a wavelength λ, which is the distance between adjacent identical
parts of the wave. The wavelength is related to the wave's frequency and
period by v=λ/T or v=λf. The time for one complete wave cycle is the period T.
The number of waves per unit time is the frequency ƒ.
4. The speed of waves on a string, does not depend on the wavelength.
However, if we double the wavelength of a wave on a string, the frequency
becomes one-half.
What to do 2:
1. a. λ = 0.44 m , T = 0.00128 s
b. λ = 0.219 m
2. a. ω = 12.6 rad/s
b. T = 0.500 s
c. k = 1.05 rad/m
3. 75.0 m
Answer Key
Solutions, 2012.
Zemansky's University Physics. 13th ed. Boston, MA: Pearson Learning
Serway, Raymond and John Jewett. Physics for Scientists and Engineers 6th ed.
2017.
Caintic, Helen E. General Physics 1 for Senior High School. C & E Publishing Inc.,
Education, Inc. 2005.
GENERAL PHYSICS 1 GRADE 12, QUARTER 2, WEEK 5
FLUID MECHANICS
Name:_____________________________________ Section: ____________________
Learning Objectives
- Relate density, specific gravity, mass and volume to each other.

(STEM_GP12FM-IIf-40)
- Relate pressure to area and force. (STEM_GP12FM-IIf-41)
- Relate pressure to fluid density and depth. (STEM_GP12FM-IIf-42)
- Apply Pascal’s principle in analyzing fluids in various systems.
(STEM_GP12FM-IIf-43)
- Apply the concept of buoyancy and Archimedes’ principle. (STEM_GP12FM-IIf-
44
1. Identify and describe buoyancy, density, pressure, Archimedes’ principle and

Bernoulli’s Principle.
2. Discuss the concepts of Buoyancy, Archimedes’ principle and density.
3. Appreciate the importance of fluid mechanics from the different activities given.
Key Concepts
 There are three phases of matter: solid, liquid, and gas.

 Liquids and gases do not have a fixed shape and they have the ability to “flow”.
Due to this property, they are referred to as fluids.
 Density ( ) is defined as the quantity of mass per unit volume. Volume of
different substances can vary with mass. Density is expressed as
, where
m is the mass in kilograms (kg)
V is volume in cubic meters (m3)
is density in kilograms per cubic meter (kg/m3)
Email address: juzalin.costuya@deped.gov.ph
 The ratio of density to the density of pure water is called relative density of
both solid or liquid at 4∘C. Mathematically,
⁄
⁄
.
 The relative density of a substance is a number without units. For example,

mercury’s density is expressed mathematically as
⁄ ⁄
Hence, the relative density of mercury is 13.6.
 Pressure (p) is defined as the force acting perpendicular to a unit area,

mathematically expressed as
, where
F is the force acting perpendicular to a given area in Newton (N)
A is the area in square meters (m2)
p is the pressure in Pascal (Pa) (in honor of Blaise Pascal) or Newton per
square meter (N/m2)
 The pressure at a specific depth in any fluid is expressed as

, where
p is fluid pressure in Pascal (Pa)

is density of the fluid, in kilograms per cubic meter (kg/m3)
g is gravitational field strength in Newton per kilogram (N/kg) or meter
per second squared (m/s2)
d is fluid depth in meter (m)
 Barometer is a device that measures atmospheric pressure.
 Atmosphere (atm) is a unit of pressure and is equal to the height of mercury
column it supports. There is an equivalent value for 1 atm, millimeter of mercury
(mm Hg) and Pascal (Pa).
1 atm = 760 mm Hg = 101.3 kPa or 1.013 x 105 Pa
 Absolute pressure is the total pressure of the atmospheric pressure that includes
all objects at the Earth’s surface.
 Pascal’s Principle states that if pressure is exerted on a fluid, it is transmitted
undiminished in a vessel that is acting in all directions to the walls of the vessel.
o A common application of Pascal’s Principle is a hydraulic lift used to raise a
car off the ground so it can be repaired. A small force applied to a small-area
piston is transformed to a large force at a large-area piston. If a car sits on top

of the large piston, it can be lifted by applying a relatively small force to the
smaller piston.
F
F
p
A
p
 Archimedes’ principle applies to an object of any shape immersed in any fluid. It
states that a buoyant force in an object immersed in a fluid is equal in magnitude
to the weight of the displaced fluid. The mathematical expression for the buoyant
force is
, where
Fb is the buoyant force acting in Newton (N)
V is the volume of fluid displaced in cubic meter (m3)
is the density of the fluid in kilogram per cubic meter (kg/m3)
g is the gravitational field strength in Newton per kilogram (N/kg) or
m/s2
 Hydrometers are devices to measure the density of a liquid.
 If the weight of the submerged object is greater than the buoyant force, it will sink.
If the weight of the submerged object is less than the buoyant force, it will float.
 Steady fluid flow is a type of flow in which the velocity of the fluid at a
particular fixed point does not change with time. Unsteady flow is that type of
flow in which fluid parameters (velocity, pressure, density etc.) at a point changes
with time.
 The equation of continuity is used in answering exercises concerning steady fluid
flow and it is expressed as
, where
A1 is the initial area in meter squared (m2)
A2 is the final area in meter squared (m2)
v1 is the initial speed in meters per second (m/s)
v2 is the final speed in meters per second (m/s)
 Fluid travels faster in small areas than they do in large areas.
 Bernoulli’s Principle applies to fluid in motion where pressure changes as its
speed changes. It states that if the velocity of the fluid is high, its pressure is low
and if the velocity is low, the pressure is high.

Activity 1. Guess What?
What you need: Two empty identical plastic bottles, oil, vinegar, aquarium or basin
filled with water (the water level must be higher than the height of the bottle)
What to do: Fill one bottle to the brim with oil, do the same with the other bottle but
with vinegar then tightly seal the bottles with its cap. Predict what will happen to the
two bottles if you put them in the aquarium that is filled with water. (If there is no
aquarium available you may have a basin filled with water).
Guide Questions:
1. Do they have the same volume?

2. Do you think they have the same mass? Why?
3. Now when you put the two bottles in the aquarium filled with water, what did
you observe?
4. Which of the two liquids (oil or vinegar) is denser?
5. Did the shape of the bottle container affect the density of the substances
inside?
Activity 2. True or False?
What you need: paper and pen
What to do: Read the statements carefully. Write TRUE if the statement is true
and FALSE if otherwise. Write your answers in a separate sheet of paper.
1. When an object’s density is greater than that of water, it will sink in water.
2. When an object’s density is less than that of water, it will float in water.
3. For a floating object, the fraction of the volume of the object that is submerged
in any liquid equals the ratio of the density of the object to that of the liquid.
4. Fresh water provides more buoyant force than salt water.
5. Boats float, even though it weighs a lot, because it displaces a huge amount of
water that weighs even more.
6. Oil floats in water because oil has lesser density than water.

For numbers 7-10, refer to the figures below. Same object is submerged to two
unknown liquids.
Liquid A Liquid B
7. The object must be denser than liquid A.

8. The density of the object must be lesser than that of liquid B.
9. Liquid A must be denser than liquid B.
10. The pressure at the bottom of the object is greater than at the top in liquid A.
Activity 3. What’s the Difference?
What to do: Consider the two identical blocks with the same mass shown below and
answer the questions that follow. Write your answers in a separate sheet of paper.
Guide questions:
1. Which block exerts greater force on the surface? Why?

2. Which block has greater area of contact with the surface?
3. Which block exerts greater pressure? Why?

Activity 4: Explain Me!
What to do: Answer the questions below. Write your answers in a separate sheet of
paper.
1. What would happen to the water level in a glass if the ice cube floating in a
glass of water will be completely melted?
2. A. Why does a balloon filled with helium gas rise?
B. Is there a lower limit on how much helium gas it must contain before it
begins to rise?
Activity 5. Blow!
What you need: 1 ½ sheet of paper
What to do: Hold one of the sheets of paper close to your bottom
lip and blow hard across the upper surface. Answer the guide
questions in a separate sheet of paper.
Guide Questions:
1. Discuss your observation.

2. Explain your observation using the concept of Bernoulli’s principle.
Reflection
Give a practical application of any of the concept that you learned from the
learning activities. Write your 5-sentence answer in a separate sheet of paper.
Rubrics:
3 2 1 0
Practical Practical Practical No discussion.
application is application is application is
scientifically scientifically explained
explained explained consistent to the
consistent to the consistent to the concepts, but with
concepts, and has concepts, but with misconceptions.
no misconception. minimal
misconception.

1. They exert the same amount of force on the surface. This force is equal to 1. Yes
the weight of the blocks. 2. No
2. Block A has greater area of contact with the surface than block B. 3. Bottle with oil floats,
3. Block B exerts greater pressure. The force exerted are equal, the lesser the bottle with vinegar
contact area with the surface the greater the pressure exerted on the sinks.
surface. 4. Vinegar is denser than oil
5. No
Activity 4
1. The water level remains the same. A floating object displaces an amount of Activity 2
water equal to its own weight. 1. TRUE
2. A. Helium is less dense than air. 2. TRUE
B. Helium is less dense than air even when it has the same temperature as 3. TRUE
the surrounding air. 4. FALSE
5. TRUE
Activity 5 6. TRUE
It will rise. The speed of the air across the top of the paper is greater than the 7. FALSE
speed of the air below it. The pressure below the sheet pushes the sheet 8. FALSE
upward. 9. TRUE
10. TRUE
Answer Key:
Santos, Gil Nonato. General Physics 1. Manila: Rex Bookstore, Inc., 2017.
Publishing House, 2006.
Coronade, Gary and Boncodin, Maria Carmela. Physics IV. Quezon City: Phoenix
on Higher Education, 2016.
Bacabac, Rommel et al. Teaching Guide: General Physics 1. Quezon City: Commission
References:
GENERAL PHYSICS 1 GRADE 12, QUARTER 2 WEEK 6
THERMAL PROPERTIES OF MATTER
Name:________________________________ Section: ____________________
- Explain the connection between the Zeroth Law of Thermodynamics, temperature,

thermal equilibrium, and temperature scales. (STEM_GP12TH-IIg-49)
- Convert temperatures and temperature differences in the following scales:
Fahrenheit, Celsius, Kelvin. (STEM_GP12TH-IIg-50)
- Define coefficient of thermal expansion and coefficient of volume expansion.
(STEM_GP12TH-IIg-51)
- Calculate volume or length changes of solids due to changes in temperature.
(STEM_GP12TH-IIg-52)
- Solve problems involving temperature, thermal expansion, heat capacity, heat
transfer, and thermal equilibrium in contexts such as but not limited to, the
design of bridges and train rails using steel, relative severity of steam burns and
water burns, thermal insulation, sizes of stars, and surface temperatures of
planets. (STEM_GP12TH-IIg-53)
After the lessons, the students will be able to:
1. Covert equivalent temperature scales.

2. Discuss Zeroth Law of Thermodynamics and thermal equilibrium.
3. Solve problems involving thermal expansion and heat.
4. Appreciate the importance of thermal properties of matter through
reflection.
Time Allotment: 5 Hours
Lesson 1. Temperature
Key Concepts
 Temperature is the measure of hotness or coldness of a substance. When a

substance is hot, it has higher kinetic energy than when it is cold.
 The average kinetic energy of the atoms and molecules in a substance is a
measure of temperature. The faster the motion of particles in a body, the higher
is its temperature. When there is a difference in the temperatures of two or
more bodies, the energy will be transferred from the one which has the higher
temperature to the one with the lower temperature.
 Zeroth Law of Thermodynamics: “If A is in thermodynamic equilibrium as B,
and if B is in thermodynamic equilibrium as C, then A is in thermodynamic
equilibrium as C.” In equation form, if A = B and B = C, then A = C and
A=B=C
 When a body with higher kinetic energy interacts with a body with a lower
kinetic energy, there will come a time when the kinetic energies of the two will
be the same. That is, the body with higher kinetic energy will be lowered while
the body with lower kinetic energy will be raised. This reminds us of a give and
take process.
 Thermometer is the instrument used to measure temperature. Celsius or
Centigrade scale is the numerical scale used in thermometers from which
temperature is being measured. To ensure that the measurement of
temperature is objective, standards are established. Below are examples of
standard temperature scales.
Fig. 1. Standard Temperature Scales

 Temperature can be expressed in degree Celsius or centigrade (°C), degree
Fahrenheit (°F) and Kelvin (K). (Note: Kelvin does not use the degree symbol.)
 Conversion of temperature
TF = 9/5 ( TC) + 32
TC = 5/9 (TF - 32)
TK = TC + 273. 15
TK = 5/9 (TF - 32) + 273.15

Activity 1. Complete Me!
What you need: paper, pen and scientific calculator
What to do: Complete the table below with the correct values for every unknown. Show
your solutions. Write your answers in a separate sheet of paper.
Tc TF TK
Water boils 100 212
Water freezes 0
Absolute zero 0
Normal body temperature 37
Liquid nitrogen boils -300.42
Liquid helium boils 4.2
Activity 2. Answer Me!
What to do: Answer the following questions as asked. Write your answers in a separate
sheet of paper.
1. The boiling temperature of water is 100 °C. If you put boiling water in a mug
placed at the table top, you observed that after some time the water cools down,
decreasing the temperature of water in the mug. Why is this so? Explain using the
Zeroth Law of Thermodynamics.
2. What happens to objects when temperature increases? For instance, a jar cover
can be removed by putting the cover in hot water. Why is this so?
Lesson 2. Linear and Volume Expansion
Key Concepts
 If an object expands when heated, the change in length of the object provides a
measure of expansion.
 Thermal expansion is defined as the increase in the dimension of an object as
its temperature increases.
a. Linear expansion is expressed as and the new length can be
expressed as , where
is the initial length in meters (m)
is the final length in meters (m)
is the change in temperature (C°)
is the change in length in meters (m)

is the coefficient of linear expansion in 1/ °C
o Expansion can be explained at the molecular level by the increased
vibration in the connections between atoms.
o All linear dimensions increase so an object with volume will expand
volumetrically.
o The coefficient of linear expansion ( ) is constant for specific materials
(see table below).
b. Volume expansion is expressed as

, where
is the change in volume in cubic meter (m 3)
is the initial volume in cubic meter (m3)
is the change in temperature (C°)
is the coefficient of volume expansion in 1/ °C
o For solids, .
o The coefficient of volume expansion ( is constant for specific
materials and is usually higher for liquids than for solids.
Substance (°C)-1
Gasoline 950 x 10-6
Mercury 180 x 10-6
Acetone 1500 x 10-6
Ethyl Alcohol 1100 x 10-6
Glycerin 500 x 10-6
Water 210 x 10-6

Activity 3. Concept Check
What to do: You are given four square sheets. The dimensions of each are: LxL, 2Lx2L,
3Lx3L, 4Lx4L. They are all made from the same material and their
temperature is increased to the same amount. Rank the sheets according to
the increase in their areas, greatest first. Explain your reasoning.
Activity 4. Practice
What you need: paper and scientific calculator
What to do: Solve the following problems and show your solutions. Write your answers
in a separate sheet of paper.
Example: An aluminum baseball bat has a length of 0.88 m at a temperature of 18 °C.

When the temperature of the bat is raised, the bat lengthens by 0.00016 m.
Determine the final temperature of the bat. The coefficient of linear expansion
for aluminum is 24 x 10-6/ °C.
Identify the given components first:
= 0.88 m
Ti = 18 °C
= 0.00016 m
= 24 x 10-6/ °C
Find Tf.
Solution:
, then
, then substitute the values
( )

Therefore, the final temperature to expand the rod by 0.00016 m is 25.57 .
1. A steel beam used in the construction of a bridge is 9.2 m long at 20 . On a hot

summer day, the temperature increases to 40 . What is the change in length due
to linear expansion? The coefficient of linear expansion for steel is 11 x 10 -6/ .
2. A lead rod is heated from 30 to 50 . After the temperature is raised, the rod
lengthens 0.00013 m. What is the initial length of the lead rod? The coefficient of
linear expansion for lead is 29 x 10-6/ .
Activity 5. Reasoning
What to do: Answer the given situation below in a separate sheet of paper.
A piece of square copper sheet with a hole in the middle was heated. Due to thermal
expansion, will the hole in the middle expand or shrink with the metal? Explain your
answer.
Lesson 3. Heat
Key Concepts
 Heat is energy that flows from an object of higher temperature to an object of

lower temperature.
 An object does not contain heat. An object has internal energy that can be
converted to heat and transferred to another object.
 The statement “Isara ang pinto, lalabas ang aircon” is a misconception. The idea
that the cold air is what moves outward is contrary to the fact that heat moves
from a region of higher temperature to one of lower temperature.
 The heat (Q) that must be removed or added to an object depends on three
factors: the change in temperature ( ), the mass of object (m), and the specific
heat capacity (c). These are combined in the equation,
o From this, specific heat capacity can be obtained: .

 Specific heat capacity (c) is the amount of heat needed to raise the temperature
of 1 kg of a substance by 1°C.
 The unit of heat is Joule (J).
 Calorimetry is defined as “measuring heat” or changes in energy of a system by
measuring the heat exchanged with the surroundings.
 Consider the graph below:

 The amount of heat transferred during a phase change is described by
Q = ± mL , where
m is mass in kg and
L can be Lf (latent heat of fusion) or Lv (latent heat of
vaporization) in J/kg.
 The latent heat associated with melting a solid or freezing a liquid is called
heat of fusion; that associated with vaporizing a liquid or a solid or
condensing a vapour is called the heat of vaporization.
 A substance that is cooled to a temperature below its freezing point without
changing from its liquid phase is supercooled.
Sample Problem: Calculate the heat needed to heat up a 2.0 kg copper from 30 °C
to 80 °C.
Solution:
m = 2.0 kg = 80 C° – 30 C° = 50 C° c = 3.9 x 102 J/kg °C
( )
Activity 6. Calculating Heat
What you need: paper, pen and calculator
What to do: Solve the following problems. Write your answers in a separate sheet of
paper.
1. Calculate the heat needed to heat up a 6.0 kg copper from 15 °C to 80 °C. The
specific heat capacity of copper is 3.9 x 102 J/kg °C.
2. How much heat is lost if 60 g of iron is cooled from 80 °C to 15 °C? The specific
heat capacity of iron is 4.5 x 102 J/kg °C.
3. What will be the final temperature if 4.0 x 104 J of heat is transferred to a 1.5-
kg block of aluminum initially at 15 °C? The specific heat capacity of
aluminum is 9.0 x 102 J/ kg °C.
Activity 7: Be Conceptual
What to do: Discuss the following questions considering the concepts above. Write your
answers in a separate sheet of paper.
a. A cool drink “sweats” at room temperature. Why is this so?

b. Putting isopropyl alcohol in your skin makes it feel cold. Why?
Lesson 4. Heat Transfer
Key Concepts
 Heat transfer is the process by which energy from an object of higher

temperature is transferred to an object of lower temperature through heat.
 Types of Heat transfer:
i. Conduction – it occurs in metals which involves transfer of heat from
one part to another part of the same object or from one object to
another as long as they are in contact with each other.
ii. Convection – involves the transfer of heat by the movement of a heated
substance such as air/ fluid.
iii. Radiation - a warm object transfers heat through electromagnetic
waves.
 There are several factors that affect conduction: a) more heat flows for longer time,
b) the amount of heat that flows is proportional to the difference in temperature
between two objects, c) a larger cross-sectional area will mean more heat flowing,
and d) a longer bar will mean longer length for heat to pass through and less heat
conducted.
 Factors affecting the rate of heat transfer through convection are density,
viscosity, exposed surface area, and acceleration due to gravity while through
radiation are the emissivity or characteristic of material, cross sectional area and
temperature.

Activity 8. Heat Transfer
What to do: Answer as asked below in a separate

sheet of paper.
A. Describe situations that show heat transfer

via conduction, convection and radiation.
B. Is the picture accurate? Explain your
answer.
Reflection
Give a practical application of any of the
concept that you learned from the learning
Rubrics:
3 2 1 0
Practical Practical Practical No discussion
application is application is application is
scientifically scientifically explained
explained explained consistent to the
consistent to the consistent to the concepts, but with
concepts, and has concepts, but with misconceptions.
no misconception. minimal
misconception.
References:
Bacabac, Rommel et al. Teaching Guide: General Physics 1. Quezon City: Commission on
Higher Education, 2016.
Coronade, Gary and Boncodin, Maria Carmela. Physics IV. Quezon City: Phoenix
Publishing House, 2006.
Santos, Gil Nonato. General Physics 1. Manila: Rex Bookstore, Inc., 2017.

Act ivit y 1
Act ivit y 5 A.
The diameter will become smaller, as the metal is Tc TF TK
heated, it will expand, as hole too will expand Water boils 100 212 373.15
inwards. Water freezes 0 32 273.15
Absolute zero -459.67 -268.95 0
Act ivit y 6 Normal body 37 98.6 310.15
1. Q = 1.5 x 105 J temperature
2. Q = -1.8 x 103 J Liquid nitrogen boils -195.79 -300.42 77.36
3. Tf = 45 °C Liquid helium boils - 268.95 -452.11 4.2
Act ivit y 7 Act ivit y 2
Answers may vary 1. Objects tend to reach thermal equilibrium with its
surroundings.
2. Objects expand when temperature increases.
Act ivit y 8
Answers may vary Act ivit y 3
Answers may vary
Act ivit y 4
1. 2.0 x 10-3 m
2. 0.22 m
Answer Key
IDEAL GAS LAW AND 1ST LAW OF THERMODYNAMICS
Name: ___________________________________________ Section: ____________________
Learning Objective/MELCs:
 Enumerate the properties of an ideal gas. (STEM_GP12GLT-IIh-57)

 Solve problems involving ideal gas equations in contexts such as, but not limited to,
the design of metal containers for compressed gases. (STEM_GP12GLT-IIh-58)
 Interpret PV diagrams of a thermodynamic process. (STEM_GP12GLT-IIh-60)
 Compute the work done by a gas using dW=PdV. (STEM_GP12GLT-IIh-61)
 State the relationship between changes in internal energy, work done, and thermal
energy supplied through the First Law of Thermodynamics. (STEM_GP12GLT-IIh-62)
 Differentiate the following thermodynamic processes and show them on a PV diagram:
isochoric, isobaric, isothermal, adiabatic, and cyclic. (STEM_GP12GLT-IIh-63)

1. transform ideal gas law equation to derive formula in solving pressure, temperature,
volume and number of moles
2. describe PV diagrams and identify the thermodynamic process that it represented
3. solve problems related to ideal gas law equation, internal energy of a system, and the
1st Law of Thermodynamics
4. appreciate the concepts learned by relating it to practical applications.
Key Concepts
 The concept of an ideal gas implies that the gas molecules do not interact except upon
collision, and that the molecular volume is negligible compared with the volume of the
container. In reality, an ideal gas does not exist. However, the concept of an ideal gas is very
useful because real gases at low pressures behave as ideal gases do.
 The Ideal Gas Equation (PV=nRT) is a combination of three gas laws: Boyle’s Law
(PV=constant), Charles’s Law and Gay-Lussac’s Law (V/T=constant), and Avogadro’s Law
(V/n=constant). In the expression PV=nRT, P is pressure, V is the volume, T is the
temperature, R is constant (R=8.314 J/mol•K or 0.08206 L•atm/mol•K) and n is the
number of moles of gas in the sample.
 PV diagrams are diagrams used to conveniently visualize changes in pressure and volume.
Each point on a PV diagram corresponds to a different state of the gas. The pressure is
given on the vertical axis and the volume is given on the horizontal axis.

Source: Young and Freedman, (2014). University Physics 14th Edition
 If the gas is compressed, dV is negative and the work done on the gas is positive. If the gas
expands, dV is positive and the work done on the gas is negative. If the volume remains
constant, the work done on the gas is zero. The total work done on the gas as its volume
changes from V1 to V2: V1 is the initial volume and V2 is the final volume of the gas, and is
given by the integral of equation,
𝑉2
𝑊 = − ∫ 𝑃𝑑𝑉
𝑉1
Alternatively, in algebraic form,
W = -PΔV = -P (V2-V1)
where ΔV is the change in volume of gas from V1 to V2.
 Matter consists of atoms and molecules, and these are made up of particles having kinetic
and potential energies. Internal energy (U) of a system can be defined as the sum of the
kinetic energies of all of its constituent particles plus the sum of all the potential energies
of interaction among these particles.
 During a change of state of the system, the internal energy may change from initial value
U1 to a final value U2. We denote the change in internal energy as ΔU = U2 – U1.
 The First Law of Thermodynamics is a generalization of the principle of conservation of

energy that includes energy transfer through heat as well as mechanical work. The First
Law of Thermodynamics can be expressed as:
ΔU = Q –W
where ΔU is the change of internal energy of gas, Q is heat and W is the work done.
o When a quantity of heat (Q) is added to the system and the system does no work
(W=0) during the process, the internal energy increases by an amount equal to Q,
that is, ΔU=Q.
o When a system does work (W) by expanding against its surroundings and no heat is
added during the process, energy leaves the system and the internal energy
decreases: W is positive, Q is zero, and ΔU = -W.
o When both heat transfer and work occur, the total change in internal energy is
ΔU = Q – W, which can be rearranged as, Q = ΔU + W.
 Adiabatic process – a thermodynamic process where no heat transfer occurs into or out of
a system; Q=0. We can prevent heat flow either by surrounding the system with thermally
insulating material or by carrying out the process so quickly that there is not enough time
for appreciable heat flow. From the first law, we can express adiabatic process
mathematically as:
ΔU = –W

 Isochoric process – a constant-volume thermodynamic process. When the volume of a
thermodynamic system is constant, it does no work on its surroundings. Then, W=0 and
the internal energy can be expressed as:
ΔU = Q
 Isobaric process – a constant-pressure process. In general, none of the three quantities ΔU,
Q, and W is zero in an isobaric process, but W can be calculated through:
W = p(V2-V1)
 Isothermal process – a constant-temperature process. For a process to be isothermal, any

heat flow into or out of the system must occur slowly enough that thermal equilibrium is
maintained. In general, none of the quantities ΔU, Q, and W is zero in an isothermal process.
 Cyclic process – a process that eventually returns a system to its initial state. For such a
process, the final state is the same as the initial state, and so the total internal energy
change must be zero. Since Q = W = 0, then ΔU = 0.
Activity No. 1 – Solving Ideal Gas Problems
What you need: Calculator
What to do 1: Transforming PV=nRT
Direction: Using the Ideal Gas Laws Equation (PV=nRT), transform the equation to derive a
formula for solving P, T, V, and n. Write the derived equation of each quantity on the table.
Quantity Derived Equation from PV=nRT
Pressure (P)
Temperature (T)
Volume (V)
Number of moles (n)
What to do 2: Solving Ideal Gas Problems
Direction: Solve the problems using the Ideal Gas Laws Equation (PV=nRT). Remember to
convert the temperature in Celsius to Kelvin.
1. Find the volume of 2.40 mol of gas whose temperature is 50.0 oC and whose pressure is
2.00 atm.
2. What is the pressure of a 3.00-mol gas whose temperature is 60.0 oC and whose volume
is 5.00 L?

3. A 1.50-mol gas has a pressure of 4.00 atm and a volume of 7.50 L. What is the
temperature of the gas?
4. Find the number of moles of a certain ideal gas whose volume, temperature, and
pressure are 3.00 L, 25.0 oC, and 2.00 atm, respectively.
5. An ideal gas occupies a volume of 100 cm 3 at 20 oC and 100 Pa. Find the number of
moles of gas in the container. Note that 1 J = 1 Pa•m3.
Activity No. 2: Analyzing PV Diagrams of Thermodynamic Processes
What you need: PV Diagrams
What to do: Describe each of the given PV diagrams and identify the thermodynamic process
represented by the PV diagram. In the diagrams, A is the initial state, and B and C are the
final states. The first item is already done for your reference.
PV diagram Description Thermodynamic Process
In the diagram,
pressure (P) is
1 constant and the Isobaric Process
volume (V) increases
from A to B.
Activity No. 3: Solving Problems Related to 1st Law of Thermodynamics
What you need: Calculator
What to do: Solve the following problems. Show your solutions and box your final answers.
Write them on a separate sheet of paper.
A. Internal Energy:
1. If 100 J of heat is added to a system that does no external work, by how much is the
internal energy of that system raised?
2. If 100 J of heat is added to a system that does 40 J of external work, by how much is
the internal energy of the system raised?

B. Thermodynamic Process:
1. An ideal gas expands isothermally, performing 3.40 x 103 J of work in the process.
Calculate (a) the change in internal energy of the gas, and (b) the heat absorbed during
this expansion.
2. A gas is enclosed in a cylinder fitted with a light frictionless piston and maintained at
atmospheric pressure (1.01 x 105 Pa). When 1,400 kcal of heat is added to the gas, the
volume is observed to increase slowly from 12.0 m3 to 18.2 m3. Calculate (a) the work
done by the gas and (b) the change in internal energy of the gas. (1kcal=4186J)
Reflection
RUBRICS
3 2 1 0
Practical application is Practical application is Practical application is No discussion.
scientifically explained scientifically explained explained consistent to
consistent to the consistent to the concepts, the concepts, but with
concepts, and has no but with minimal misconceptions.
References:
GIancolli, Douglas. Physics Principles and Applications 6th Edition. New Jersey: Pearson

Answer Key

2ND LAW OF THERMODYNAMICS AND ENTROPY
Name: ___________________________________________ Section: ____________________
Learning Objectives/MELCs:
 Calculate the efficiency of a heat engine. (STEM_GP12GLT-IIi-67)

 Describe reversible and irreversible processes. (STEM_GP12GLT-Iii-68)
 Explain how entropy is a measure of disorder. (STEM_GP12GLT-Iii-69)
 State the 2nd Law of Thermodynamics. (STEM_GP12GLT-Iii-70)
 Calculate entropy changes for various processes eg., isothermal process, free
expansion, constant pressure process, etc. (STEM_GP12GLT-Iii-71)

1. explain heat engines, thermal efficiency, the 2nd Law of Thermodynamics, and entropy.
2. solve problems related to heat engines, efficiency and entropy.
3. appreciate the concepts learned by relating it to practical applications.
Key Concepts
 2nd Law of Thermodynamics is a statement that determines which processes occur in

nature and which do not. It can be stated in a variety of ways, all of which are equivalent.
One statement is that, “Heat can flow spontaneously from a hot object to a cold object; heat
will not flow spontaneously from a cold object to a hot object.” Alternatively, it can be stated
as, “It is impossible to undergo a process in which a system absorbs heat from a reservoir at
a single temperature and converts the heat completely into mechanical work, with the system
ending in the same state in which it began.”
 Irreversible process – a process that occurs naturally in one direction. The heat flows
spontaneously from a hot object to a cold object. No irreversible process has ever been
observed to run backward – if it were to do so, it would violate the second law of
thermodynamics.
 Reversible process – is an idealized process in which the situation is very close to being in
the thermodynamic equilibrium within itself and with its surroundings. Any change of state
that takes place can then be reversed by making only an infinitesimal change in the
conditions of the system.

 Heat engine – any device that changes thermal energy into
mechanical work, such as steam engines and automobile engines.
The basic idea behind any heat engine is that mechanical energy can
be obtained from thermal energy only when heat is allowed to flow
from a high temperature to a low temperature. In the process, some
of the heat can be transformed to mechanical work, as diagrammed
schematically in Figure 1. In each cycle, the change in internal
energy of the system is ΔU = 0 because it returns to the starting state.
Thus, a heat input (QH) at a high temperature (TH) is partly
transformed into work (W) and partly exhausted as heat (QL) at a Figure 1. Energy Transfer
lower temperature (TL). By conservation of energy, QH = W + QL. in Heat Engine
 Efficiency (e) of any heat engine can be defined as the ratio of the work it does, W, to the
heat input at the high temperature, Q H. In equation,
𝑊
𝑒=
𝑄𝐻
Alternatively, since energy is conserved, the heat input Q H must equal the work done plus
the heat that flows out the lower temperature QL. In equation,
𝑄𝐻 = 𝑊 + 𝑄𝐿
𝑊 = 𝑄𝐻 − 𝑄𝐿
and the efficiency of an engine is
𝑊 𝑄𝐻 − 𝑄𝐿 𝑄𝐿
𝑒= = = 1−
𝑄𝐻 𝑄𝐻 𝑄𝐻
 Entropy - In a natural process, high-quality energy tends to transform into lower-quality

energy – order tends toward disorder. The idea of lowering the “quality” of energy is
embodied in the idea of entropy. Entropy was first introduced by Clausius in the 1860s.
Entropy, unlike heat, is a function of the state system. That is, a system in a given state
has a temperature, a volume, a pressure, and so on, and also has a particular value of
entropy. When we deal with entropy – as with potential energy – it is a change in entropy
during a process that is important, not the absolute amount. According to Clausius, the
change in entropy (ΔS) of a system, when an amount of heat (Q) is added to it by a reversible
process at constant temperature, is given by the equation:
𝛥𝑄
ΔS =
𝑇
where T is the Kelvin temperature. All irreversible processes involve an increase in entropy.
The entropy of the system is negative when heat is taken away from the system and positive
when heat is added.
Sample Problem: What is the change in entropy of 250 g of steam at 100 oC when it is
condensed to water at 100 oC?
Solution: Heat energy is taken away from the water, so the change in entropy will be
negative. The heat transfer is the mass of the steam times the latent heat of vaporization
(Lv = 22.6 x 105 J/kg).
22.6𝑥105 𝐽
𝛥𝑄 𝑚𝐿𝑣 (0.25 𝑘𝑔) ( )
𝑘𝑔
ΔS = = − = − = −1.5 𝑥 103 𝐽/𝐾
𝑇 𝑇 (273 + 100)𝐾
 Disorder - The entropy of the system can be considered as the measure of disorder of the
system. “Natural processes tend to move toward a state of greater disorder”. For example,

when a hot object is put in contact with a cold object, heat flows from the high temperature
to the low temperature until the two objects reach the same intermediate temperature. At
the beginning of the process, one can distinguish two classes of molecules: those with a
high average kinetic energy (the hot object), and those with a low kinetic energy (the cooler
object). After the process in which heat flows, all the molecules are in one class with the
same kinetic energy; no longer have the more orderly arrangement of molecules in two
classes. Order has gone to disorder.
Activity No. 1 – Heat Engines and Efficiency
What you need: Scientific Calculator
What to do: Read the situation below and answer the guide questions that follow. Write
your answers on separate sheet of paper.
A gasoline truck engine takes in 10,000 J of heat and delivers 2,000 J of mechanical work
per cycle. Below is a sketch of the problem.
Figure 2. Energy Transfer in Gasoline Truck Engine
Guide Questions
1. How much heat is discarded in each cycle?
2. What is the thermal efficiency of this engine?
3. Is the process reversible? Explain.
4. Describe the entropy as heat flows in the system.
5. What other machines utilize the concept of heat engine in its operation? Give at least 3
examples.
Activity No. 2 – Problem Solving Related to Heat Engine, Efficiency and Entropy
What to do 1: Solve the following problems on heat engine and efficiency. Show your
solutions and box your final answers. Write them on a separate sheet of paper.
1. A heat engine exhausts 8,200 J heat while performing 3,200 J of work. What is the
efficiency of this engine?
2. A heat engine does 9,200 J of work per cycle while absorbing 22.0 kcal of heat from a
high-temperature reservoir. What is the efficiency of this engine? (1 kcal = 4186 J)
3. A heat engine takes in 360 J of energy from a hot reservoir and performs 25.0 J of work
in each cycle. Find (a) the efficiency of the engine and (b) the energy expelled to the cold
reservoir in each cycle.

What to do 2: Solve the following problems on entropy. Show your solutions and box your
final answers. Write them on a separate sheet of paper. Remember to convert the temperature
in Celsius to Kelvin.
1. One kilogram of water is heated from 0 oC to 100 oC. Solve for the change in entropy of
the water.
2. What is the change in entropy of 1.00 m3 of water at 0 oC when it is frozen to ice at 0
oC?
Reflection
RUBRICS
3 2 1 0
Practical application is Practical application is Practical application is No discussion.
scientifically explained scientifically explained explained consistent to
consistent to the consistent to the concepts, the concepts, but with
concepts, and has no but with minimal misconceptions.
References:
GIancolli, Douglas. Physics Principles and Applications 6th Edition. New Jersey: Pearson

Answer Key


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COPYRIGHT PAGE FOR UNIFIED LEARNING ACTIVITY SHEETS

General Physics 1 – Grade 12 (STEM)

First Edition, 2021

Development Team of the Learners’ Activity Sheets

Printed in the Philippines by: DepEd – Bureau of Learning Resources (DepEd-BLR)

Author: RIC ME D. DIAZ

UNITS AND MEASUREMENT

Name: ___________________________________________ Section: ____________________

Most Essential Learning Competencies

Time Allotment: 4 hours

Author: RIC ME D. DIAZ

SI units: Fundamental and Derived Units

Table 1. SI Base Units

Author: RIC ME D. DIAZ

Unit Conversion and Dimensional Analysis

𝑔𝑖𝑣𝑒𝑛 𝑞𝑢𝑎𝑛𝑡𝑖𝑡𝑦 × 𝑐𝑜𝑛𝑣𝑒𝑟𝑠𝑖𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟 = 𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑞𝑢𝑎𝑛𝑡𝑖𝑡𝑦

100 𝑐𝑚 1 𝑖𝑛 1 𝑓𝑡 1.5 × 100

Author: RIC ME D. DIAZ

Rounding off Numbers and Significant Figures

Example. As an illustration, what would be the result if 1.1 is added to 89.332?

89.332 ← 3 decimal places

• For multiplication or division, count the number of significant figures each

1. All nonzero digits are significant. (nonzero integers)

Author: RIC ME D. DIAZ

Example. Find the product of 3.666 and 4.51.

3.666 → 4 significant figures

3 8 4, 0 0 0, 0 0 0. m → 3 . 8 4 0 0 0 0 0 0 x 108 m = 3.84 x 108 m

Author: RIC ME D. DIAZ

For multiplication: Consider 4.0 x 10-5 x 7.0 x 103.

For division: Consider 8.5 x 104 ÷ 5.0 x 109.

Accuracy and Precision

(a) (b) (c)

Figure 1. Accuracy and Precision

• An important factor in the precision of measurements involves the precision of the

Random and Systematic Errors

Author: RIC ME D. DIAZ

Scalar and Vector Quantities

Author: RIC ME D. DIAZ

Figure 3. Displacement is a vector quantity.

• Suppose a particle undergoes a displacement 𝑨 ⃗⃗⃗ followed by a second displacement 𝑩

Figure 4. Three ways to add vectors.

Author: RIC ME D. DIAZ

Figure 5. Other ways to add vectors.

Example. A cross-country skier skis 1.00 km north

Author: RIC ME D. DIAZ

Figure 8. The sign of a component

Solution. Use the trigonometric ratios to find the components.

Author: RIC ME D. DIAZ

What you need

B. Express the following numbers in standard notation to scientific notation. Answers

D. Convert the following quantities as indicated. If possible, express answers in scientific

1. 365 days to minutes

Author: RIC ME D. DIAZ

What you need

Student A (Plastic ruler) Student B (Micrometer)

3. Calculate the average diameter for each set of measurement.

Student A (Plastic ruler) Student B (Micrometer)

b. Which student’s data is more precise? Justify your answer.

Author: RIC ME D. DIAZ

What you need

Author: RIC ME D. DIAZ

What you need

1. Using graphical method

2. Using analytical method

Name: _______________________ Section:

Name: _______________________ Section:

Name: _______________________ Section: