GRADE 10 PHYSICS-Fluid-Mechanics-Final

ADVANCE PHYSICS
Name of Learner: _________________________________ Grade Level: 10

Section: ________________________________________ Date: ______________
LEARNING ACTIVITY SHEET

FLUIDS
Background Information
(1a) (1b)
Figure 1. Water (a) is such an important part of our system. The air (b) that we breath, too, enables us to
live fully. Both are examples of fluids.
Fluids are very much part of our system. They play a vital role in our everyday life. The water
that we drink comprises much like 75% of our body, the air that we breath gives life to us. Airplanes
rely on the surrounding air to fly properly and as to boats to the surrounding water currents to sail
smoothly.
A fluid is any substance that can flow. As such fluids can be used to connote liquids or gases.
Any fluid conforms to the boundaries of any container in which we put them. Fluid statics is the study
of fluids at rest (in equilibrium) while fluid dynamics is the study of fluids in motion.
Learning Competency
At the end of this journey, you should be able to:
1. Describe fluids
2. Cite practical applications of density and specific gravity
3. Solve problems on density
Activity 1. Eureka! Eureka!
Multiple Choice: Below are questions/statements that need to be answered or completed. Choose
the best answer from the choices given and write it on the space provided.
____1. Which is always equal to the weight of the fluid displaced by an object?
A. buoyant force on the object
B. force of gravity on the object
C. net force on the object
D. weight of the object
____2. What is the net force on a rock that weighs 400 N if the weight of the water that it displaces
is 300 N?
A. 100 N downward C. 700 N downward
B. 100 N upward D. 700 N upward
Note: Practice Personal Hygiene protocols at all times.
____3. In which direction is the pressure exerted on a surface by a fluid?
A. downward C. parallel to the surface
B. perpendicular to the surface D. upward
____4. Two graduated cylinders are filled with water as shown in the picture. Which of the following
is true?
Figure 2. Cylinders
A. The pressure is greater at the bottom of graduated cylinder A. filled with water at
B. The pressure is greater at the bottom of graduated cylinder B. same level
C. The pressure is the same at the bottom for both cylinders.
D. There is zero pressure at the bottom of both cylinders.
____5. Which of the following would increase the lift of a flight provided by an airplane wing?
A. increasing the area of the wing C. increasing the mass of the wing
B. decreasing the length of the wing D. decreasing the volume of the wing
____6. At what direction should an airplane wing force the surrounding air molecules?
A. downward C. upward
B. over the wing D. under the wing
____7. A force of 20 N is exerted on an area of 0.1 m 2. What is the pressure?
A. 200 N B. 200 Pa C. 2.0 Pa D. 0.0005 Pa
____8. A 20-g block of metal has a volume of 5.5 cm3. What is the density?
A. 110 g/cm3 B. 14.5 g/cm3 C. 3.64 g/cm3 D. 0.275 g/cm3
____9. Which of the following instruments is used to measure atmospheric pressure?
A. altimeter B. anemometer C. barometer D. hygrometer
____10. A cube sinks into the bottom of the sea. How could you make the said cube float on water?
A. increasing its weight C. increasing its density
B. increasing its volume D. increasing surface area
I. Density and Specific Gravity
A kilo of nail has the same mass as the kilo of Styrofoam. However, the steel nail may have
a lesser volume than that of the volume of the Styrofoam. This difference in volume can be better
expressed in terms of what we call density. The concept of density of a material is defined as
mass divided by volume. Irrespective of their size, all objects of a given material have the same
density.
𝑚
𝜌=
𝑉
where: ρ - density
m – mass
V - volume
The Greek letter ρ (rho) is used to represent density. The SI unit of density is kilogram per
cubic meter (kg/m3). 1000 kg/m3 = 1 g/cm3. We can refer to the next table some of the densities
of common solids and liquids at ordinary temperatures.
Figure 3. Generally, less dense fluids float on a denser one like

these bubbles on air. Can you think of materials that can float on
air?

Table 1: Densities of Some Common Substances
*College Physics (9th Edition), Urone

Example 1: Problem on Density
1. Find the mass of air, and its weight, in a living room with a 4.0 m by 5.0 m floor and a
ceiling of 3.0 m high. What would be the mass and weight of an equal volume of water?
Given: l – 5.0 m
w – 4.0 m
h – 3.0 m
Required: mass and weight of air
Solution:
Vroom = lwh = (5.0 m)(4.0 m)(3.0 m)
= 60 m3
ρair = 1.2 kg/m3
m = ρV = (1.2 kg/m3)(60m3)
= 72 kg
w = mg = (72 kg)(9.8 m/s2)

= 710 N
Activity 2: Problem Solving. Solve the following problems completely.
1. With the same room as the example above, what would be the mass and weight of an equal
volume of water?
2. What volume of water would have a mass equal to the mass of air in the room in the
example above?

Since we already talked about density, we can also consider specific gravity as an offshoot
of using density. Specific gravity of a material is the ratio of its density to the density of water. It is
a unitless number. For example, the specific gravity of aluminum is 2.7. This means that aluminum
is 2.7 times greater in density than water.
Activity 3. Density and Specific Gravity in Daily Life

1. Cite at least three (3) uses of density and specific gravity in daily life. Write your answers
below.
It’s now time to check your learning from this module. Complete these statements:
Personal Reflection:
I believe that I know
_______________________________________________________________
First, I believe that
_______________________________________________________________
Second, I believe (infer) that
_______________________________________________________________
Finally, I believe that
_______________________________________________________________

REFERENCES
Crisostomo, R. and Padua, A. (2003). Practical and Explorational Physics modular approach. Vibal
Publishing House Inc.
Halliday, D and Resnick R. (2011). Fundamentals of Physics. John Wiley and Sons, Inc.
Navaza, D.C., & Valdez, B.J.(2010). You and The Natural World Physics. Phoenix Publishing House.
Urone, Paul Peter and Roger Hinrichs (2015). College Physics. Rice University
Young, Hugh D. and Roger A. Freedman (2014). Sears and Zemansky’s University Physics with Modern
Physics. Pearson Education Limited.
Forces and Fluids. Accessed on February 16, 2022.
https://www.amphi.com/cms/lib/AZ01901095/Centricity/Domain/522/Motion%20Forces%20and%20
Energy%20-
%20Chapter%20%203.pdf?fbclid=IwAR1d5kKFvbzk2JUVQfGLXw2hXHNFNWIvt7lfOQgrwhaUHh-
TCq1e-L4v3Ik
ANSWER KEY
Activity 1: Activity 2: Activity 3:
1. A 1. 60,000 kg, Answers may vary.
2. A 588,000 N
3. B
4. C 2. 0.072 m3
5. A
6. A
7. B
8. C
9. C
10. D
Ian Daryl M. Martin

Teacher III
Bintawan National High School
Writer

ADVANCE PHYSICS

Section: ________________________________________ Date: ______________

PRESSURE
Well, definitely this section does not talk about how your
parents remind you every minute to study your module and
become successful in life nor about finishing your household
chores and never using your cellphone so much.
Consider the pressure gauge on the left. When the tank is
full and is in equilibrium (at rest), it exerts a force that is
perpendicular to any surface in contact with it such as the
wall of its container or an object submerged in it.
Pressure is a force per unit area. Force must be
perpendicular to the surface area.
Figure 4. The pressure gauge meter of a

𝑭
𝑝=
household water pump. The pressure of 𝐴
water in the tank is the same in all directions.
where: p = pressure
F = force
A = area
The SI unit of pressure is N/m2. 1 N/m2 = 1 Pa (pascal) in honor of Blaise Pascal who derived
Pascal’s Law which will be discussed later. bar is also a unit of pressure where 1 bar = 105 Pa. torr,
also another unit and formerly called mmHg (millimeters of mercury), is equal to 133.32 Pa, or 1.013
x 105 Pa = 760 torr = 760 mmHg. Atmospheric pressure, patm, is also a measure of pressure that
pertains to the average pressure of the Earth’s atmosphere at sea level. This actually varies on
elevation and weather changes.
1 atm = 1.013 x 105 Pa = 1.013 bars = 760 torr
Learning Competency
1. Differentiate absolute and gauge pressure
2. Explain Pascal’s Principle and its application
Activity 1. Interpreting Footprints

Procedure:
1. Go outside to an area of dirt or sand where you can make footprints. Smooth the surface.
2. Make trails in several different ways. You can walk forward, backwards, run, jump, tiptoe
etc.
Analysis:
1. Compare the depth of different tracks.
2. The depth of the track corresponds to the pressure on the ground. How do different means
of motion (running, walking, jumping etc.) put pressure on different parts of the sole?
Explain.

Example 1: Problem on Pressure
A water glass sitting on a table weighs 4 N. The bottom of the water glass has a surface area
of 0.0025 m2. Calculate the pressure the water glass exerts on the table.
Given: F=4N
A = 0.0025 m2
Required: Pressure
𝐹
Solution: 𝑝=𝐴
= 4N/0.0025m2
= 1600 N/m2 = 1600 Pa
Activity 2. Force of a roomful of air.

1. With the room on the example on the first LAS, what is the total force due to the air above
the surface if the pressure is 1.00 atm?
2. A box that weighs 250 N is at rest on the floor. If the pressure exerted by the box on the
floor is 30,000 Pa, over what area is the box in contact with the floor?
I. Fluids at rest
Figure 5. In a pool of water or in any type of

fluid, pressure increases with depth.
When you dive into a pool of water (either in the sea or a swimming pool), what do you notice
as you go deeper and deeper? Same as through when a mountaineer ascends through the
mountains, what does he experience in terms with altitude? That is true. An increase in pressure is
experienced when you dive into deeper waters while you’ll notice a decrease when you climb high
altitudes. These kinds of pressure that we experience are usually called hydrostatic pressures
because these are due to the static fluids (at rest).
So, let us consider a swimming pool. The pressure at the bottom is greater than the
pressure above it. Thus, so long as the density of the fluid is the same all throughout, depth is a
great factor of pressure of fluids at rest. In equation form, pressure of a fluid is directly proportional
to the product of density ρ, acceleration due to gravity g and depth h.
𝑝 = 𝜌𝑔ℎ
where: p = pressure
ρ = density of fluid
g = acceleration due to gravity
h = depth
*Note that the shape of the container does not matter.
Example 2: Pressure and Depth

1. A scuba diver dives to a depth of 1.25 m below the surface of the sea. The sea water has
a density of 1,025 kg/m3. What pressure does the water exert on the diver, to the nearest
pascal?
2. A pool at the surface of an unknown planet is filled with a liquid of density 1,000 kg/m 3.
The pressure produced by that liquid at a depth of 2.4 m is 8,400 Pa. What is the
acceleration due to gravity at the surface of this planet?
Activity 3: Problem Solving on Pressure and Depth: Solve the problems below completely.
1. The pressure from water at a depth 𝑑 is 21,560 Pa. Find the depth 𝑑 using a value of
1,000 kg/m3 for the density of water.
2. Two identical steel ball bearings are dropped into two different liquids 𝐴 and 𝐵. Liquid 𝐴
has a density of 1,200 kg/m3 and liquid 𝐵 has a density of 1,500 kg/m3. How many times

deeper does the ball bearing have to fall into liquid 𝐴 to be subject to the same pressure
as the ball bearing in liquid 𝐵?
3. The pressure exerted by a liquid at a depth of 2.5 m is 36,750 Pa. What is the density of
the liquid, to the nearest kg/m3?
The equation above is said to be the gauge pressure. This is due to the fact that we use
gauges to measure pressure. But if we consider the amount of pressure given by atmosphere, the
total pressure will be considered and it is called absolute pressure. The equation then becomes:
𝑝 = 𝑝𝑜 + 𝜌𝑔ℎ
wherein, po is the pressure due to atmosphere which bears down on the fluid. A great example of
this could be the pressure of air inside a car tire. If the pressure inside the car tire is equal to the
atmospheric pressure, then it is flat. But if we say that the pressure in a car is 220 kPa (32
pounds/in2), it means that it is greater by 101 kPa or 14.7 pounds/in2. So, the absolute pressure
inside the car tire is 321 kPa but the gauge pressure is at 220 kPa.
Example 3: Problem on Pressure.

A storage tank 12.0 m deep is filled with water. The top of the tank is open to the air. What
is the absolute pressure at the bottom of the tank? The gauge pressure?
Given: h = 12 m
ρwater = 1000 kg/m3
Required: absolute and gauge pressure
Solution:
𝑝 = 𝑝𝑜 + 𝜌𝑔ℎ
= (1.01 x 105 Pa) + (1000 kg/m3)(9.8 m/s2)(12.0 m)
= 2.19 x 105 Pa = 2.16 atm = 31.8 lb/in2 (absolute pressure)
𝑝 = 𝜌𝑔ℎ
= (1000 kg/m3)(9.8 m/s2)(12.0 m)
= 1.18 x 105 Pa = 1.16 atm = 17.1 lb/in2

Activity 4. Problem Solving: Solve the following completely.
1. If the density of sea water is 1041 kg/m3, what is the gauge pressure, in pascals, at 35 m
below sea level? What is the absolute pressure?
2. At what depth of mercury would the absolute pressure seven times atmospheric
pressure? Density of mercury is 13600 kg/m3. Atmospheric pressure is 1.013x105 Pa.
Activity 5. Measuring Pressure

List down two (2) devices that measure pressure. Explain how these devices work. Draw
the device you listed on the space provided.

II. Pascal’s Principle
Every morning, before going to work, we brush our teeth. When we squeeze the bottom
part of a toothpaste to get it out from the top part, we are doing Pascal’s principle in action. This
principle is also the basis of lifting a car at a greater height using a hydraulic lift. Basically, a
hydraulic lift transforms a small amount of force applied in a small piston to a much greater
amount of force (weight of the car).
(6a) (6b)
Figure 6. (a) A simplified illustration of a hydraulic press and (b) a hydraulic press in action.
The principle was first stated clearly by Blaise Pascal (hence, the unit of pressure) in 1652:
A change in the pressure applied to an enclosed incompressible fluid is transmitted undiminished

to every portion of the fluid and to the walls of its container.
This means that in the hydraulic lift, the pressure on the small cylinder is equal to the
pressure on the bigger one:
𝑝1 = 𝑝2
𝐹1
𝐹2
=
𝐴1 𝐴2
where: p1 – pressure of the first cylinder

p2 – pressure of the second cylinder
So, a small input force produces a large output force.

Activity 6. Pascal’s Biography
State the brief biography of Blaise Pascal on the space provided.
Example 4: Pascal’s Principle:

The small piston of a hydraulic lift has an area of 0.20 m2. A car weighing 1.2 x 104 N sits
on a rack mounted on the large piston. The large piston has an area of 0.90 m 2. How large
must the force be applied to the small piston to support the car?
Given: A1 = 0.20 m2
F2 = 1.2 x 104 N
A2 = 0.90 m2
Required: F1
𝐹1 𝐹
Solution: = 𝐴2
𝐴 1 2
𝐹
𝐹1 = (𝐴1 ) (𝐴2 )
2
1.2𝑥104 𝑁
𝐹1 = (0.20 𝑚2 ) ( 0.90 𝑚2 )
𝐹1 = 2.7𝑥103 𝑁
Activity 7. Problem Solving on Pascal’s Principle. Solve the following problem below.
1. A hydraulic lift with a large piston area of 0.04 m2 exerts a force of 5000 N. If a force of
1250 N on the smaller piston can support it, what must be the area of the smaller
piston?

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_______________________________________________________________
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REFERENCES

https://www.amphi.com/cms/lib/AZ01901095/Centricity/Domain/522/Motion%20Forces%20
and%20Energy%20-
%20Chapter%20%203.pdf?fbclid=IwAR1d5kKFvbzk2JUVQfGLXw2hXHNFNWIvt7lfOQgrw
haUHh-TCq1e-L4v3Ik
Lesson Worksheet: Pressure Produced by Fluids. Accessed on February 15 at
https://www.nagwa.com/en/worksheets/945164192162/
Pressure and Fluid Statics. Accessed on February 15, 2021 at
https://www.kau.edu.sa/Files/0057863/Subjects/Chapter%203.pdf
ANSWER KEY
Activity 1: Activity 3: Activity 5: Activity 6:
Answers may vary. 1. 2.2 m 1. Open tube manometer Answers may vary.
2. 2. barometer
Activity 2: 3. 1500 kg/m3 3. sphygmomanometer
1. 2.026 x 106 Pa
2. 8.3 x 10-3 m2 Activity 4:
Activity 7:
1. 357 063 Pa, 458 363 Pa
2. 5.32 m 1. 0.01 m2
Ian Daryl M. Martin

Teacher III
Writer
ADVANCE PHYSICS

Section: ________________________________________ Date: ______________

Buoyancy
During summertime, we usually hangout with family and friends to ease the hotness that we
feel. Swimming is really a great avenue to do this. Now, when you swim, your body actually floats.
This means that, according to Newton’s second law of motion, all forces on you must be balanced.
Your weight is due to the gravitational force downwards so there is a force balancing your weight
upwards. This is what we call buoyant force (Fb), the upward force that is exerted by a fluid on any
object in the fluid.
Recall that, no matter what the shape of an object immersed in a fluid is, fluids exert pressure
perpendicular to the surface of the object and pressure is also dependent on the depth of the object
on the fluid. (Picture) We can see the forces acted on the ice cube on the picture below. The pressure
exerted by water at the bottom of the cube is greater than the pressure that is at the top of the cube.
This means that there is a net upward force acting on the cube due to the pressure of the water.
This is what we call buoyant force.
Learning Competency
1. Explain buoyancy and Archimedes Principle
2. Cite practical applications of buoyancy
I. Sinking and Floating
Figure 7. A stone (a) is heavier than this twig (b). Will they float
or sink on water?
When we throw a stone on water, it sinks but if it is a

dried twig, it floats. The stone’s weight is greater than the
buoyant force of water. On the other hand, the twig’s weight is
lesser than the buoyant force of water.
(a) (b)
Activity 1: Changing the buoyant force.

Procedure: 1. Find a piece of modelling clay or a gnaw a bubble gum.
2. Flatten the piece of clay or your bubble gum and place it on a pail of water. What
happened? Does it float or sink? Explain.
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3. Now, take the piece of clay or your bubble gum again and squeeze it into a ball. Put
it again on the pail of water and observe what happens. Did it float or sink? Explain.
_________________________________________________________________
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_________________________________________________________________

4. What factor made the clay or bubble gum float or sink into the liquid? Explain how
do we achieve this.
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Boats actually float due to factor we

considered above. The shape of the object
affects the buoyant force. The larger the lower
surface that is exposed to the fluid, the greater
the buoyant force experienced by the object.
Boats have a base that is made of metal sheet
that is curved into a hull to create a greater
contact area with water making the buoyant
force greater. So, boats are able to float.
However, as with the case of a needle, when
laid horizontally carefully in water, it can float
even if buoyant force is lesser than its weight. Figure 8. These three (3) cubes show how deep
will they be given the amount of buoyant force
(Can you try?). Density of water, too, is much
and weight.
smaller than the needle. The reason behind is
that, the surface of the water seems to be under
tension. This is due to the coherence of the water molecules. The attractive forces cause the surface
to resist being stretched; resulting tension that can support the weight of the needle. Such surface
tension is the factor that makes small insects to walk on waters and droplets are spherical.
II. Archimedes Principle

One way to determine the amount of buoyant force was discovered more than 2200 years
ago by the Greek Mathematician Archimedes. According to him, the buoyant force on an object is
equal to the weight of the fluid it displaces.
Activity 2: The King and Archimedes

Archimedes discovered the principle of buoyancy by serendipity. Now, write the story of
Archimedes on how he was able to discover the principle of buoyancy that we are still using
today.

To understand more on the Archimedes principle, think of an ice cube
dropped on a glass full of water. After dropping ice and you were able to catch
the water spilled over, then the weight of the water is the same as the weight
of the ice that is put on to it.
Figure 9. Ice floats on water. What
happens if you add more to this cup?
III. Seawater and Freshwater
Density also affects sinking and floating. Generally, objects float at a greater depth in
freshwater than in saltwater. The reason behind is the density of saltwater is greater than the density
of freshwater. Let us take a look at the simple experiment below. So, where is it easier to sail, in the
ocean or in the freshwater lake, neglecting air resistance?
Activity 3. Floating Egg

1. Take a glass of tap water and drop a raw egg. Now, take
note of how deep the egg sinks or floats.
2. Add a tablespoon of salt and observe the behavior of the
egg. Add more if needed.
3. Now, explain what happens after adding more salt to the
glass of water.
Figure 10. A raw egg sinks in
water.
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Activity 4. Layering Liquids

The density of an object or any substance makes the object or substance to sink or
float in a fluid. Liquids, like solid objects, have different densities too. For example, if you pour
vegetable oil into water, they will not mix. Instead, since the density of the oil is lesser than
that of water, then oil floats on top of water.
In certain fine dine-in restaurants, bartenders serve alcohols or juices with amazing
color layers. Now, look at the table below, assuming that the liquids don’t mix with each other,
(a) which liquid should you pour first and so on? Draw the diagram of your illustration
indicating the colors below.

(b) What would be the mass of the different liquids in the chart using the formula for density?
What would be the total mass of the layered liquids?
Liquid Density and Volume

Liquid Color Density (g/cm3) Volume (cm3) Mass
A Red 2.40 32.0
B Blue 2.90 15.0
C Green 1.20 20.0
D Yellow 0.36 40.0
E Purple 0.78 19.0
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REFERENCES
Navaza, D.C., & Valdez, B.J.(2010). You and The Natural World Physics. Phoenix Publishing
House.
Young, Hugh D. and Roger A. Freedman (2014). Sears and Zemansky’s University Physics with
Modern Physics. Pearson Education Limited.
and%20Energy%20-
haUHh-TCq1e-L4v3Ik

ANSWER KEY
Answers may vary. Answers may vary. Answers may vary. A. 76.8
B. 43.5
C. 24
D. 14.4
E. 14.82
Total = 173.52
Ian Daryl M. Martin

Teacher III
Writer

ADVANCE PHYSICS

Section: ________________________________________ Date: ______________

Bernoulli’s Principle
While riding your favorite car, have you ever happened to notice the behavior of your car
while it is overtaking another vehicle especially trucks? Exactly, your car is somewhat suck towards
the other vehicle. So, we must always be careful in driving especially when overtaking and always
move away to the possible overtaking lane to avoid collision.
Now, what happens to the pressure in a fluid when the fluid
is moving? Take an empty plastic cup or soda can and put it on
your desktop. Blow to the left of the can and observe what
happens. In which direction will the cup/can move? The cup/can
moves towards the moving air and that is to the left. The air
pressure where you blew beside the cup/can is lesser than that of
the opposite side, where the air is not moving. In such case, the
force exerted by air pressure on the opposite side pushes the can
to the left where air is moving. Now, if you try to blow between two
empty plastic cups/soda cans, the result will be the same as that
of overtaking cars. Figure 11. Where will the cup
move if you blew on its side?
Learning Competency
1. Explain Bernoulli’s Principle
2. Cite practical applications of Bernoulli’s Principle
I. Bernoulli’s Principle
The phenomenon as to how the pressure of moving fluid behaves was discovered by the
Swiss scientist Daniel Bernoulli in the eighteenth century. According the Bernoulli’s principle, when
the speed of a fluid increases, the pressure exerted by the fluid decreases. We do experience this
phenomenon also in our day to day life. When taking a bath, the bathroom curtain moves towards
where the flowing water from the faucet is. Bernoulli’s principle is also experience when cooking
using firewood. The fast-moving air above the chimney would suck the hotter, less dense air above
the fire. Moreover, the cool and denser air in the room pushes also the how less dense air above
the fire.
Figure 12. Spray paints and aerosols rely on the idea of

Bernoulli’s Principle to operate.

Activity 1. Biography of Daniel Bernoulli
Search for the important milestones in the life of Daniel Bernoulli that led to the discovery of
the principle. Write them on the space provided.
Activity 2. Applications of Bernoulli’s Principle

Explain how Bernoulli’s Principle is applied on the following phenomena.
1. Typhoon and How dangerous high winds are.
2. Spinning of balls, for example, a baseball.
3. Spraying alcohol on to our hands.

II. Producing Lift
One of the most important application of Bernoulli’s principle is on the flight of airplanes. So,
how is the upward force, called Lift, on an airplane wing produced? Most of the work on producing
lift is on how the wings on an airplane are designed. Let us take a look at the illustration below.
Basically, the speed of air above is greater than the speed

of air below. This is due to the design of the wings which curves
longer above and somewhat more straight below. Though the
shapes of airplane wings depend on how the airplane is used,
wings are generally used to deflect air downwards depending on
the size or surface area of the wing. Jet fighters are designed with
smaller wings for high speeds while cargo planes have bigger
wings to obtain greater lift to carry more loads. In any case, the
Figure 13. An illustration of an high pressure below creates a greater force that pushes the
airplane’s wing and the behavior airplane upward. Furthermore, according to third Newton’s law of
of air surrounding it during flight. motion, the wings exert a downward force on the air molecules
and so, the air must exert an upward reaction force on the wing.
Then, the thrust of the engine propels the airplane forward. On the other hand, race cars operate
oppositely with their spoilers to prevent a lift.
Activity 3: Creating your airplane.

1. Using a clean sheet of pad paper, design your airplane.
2. Take a picture of your airplane and paste it on the space provided. You can tell something
about your airplane.
3. Now test the flight of your airplane. Throw it onto the air horizontally and determine how
long does it last in air. Take a picture of your airplane and post it on Facebook with a brief
explanation on how it works. You must be able to tag me to check your work.

Activity 4: Typhoons
Due to climate change, typhoons are now deadlier than ever due to the increased windspeed
and gustiness of typhoons. Write a poem describing the behavior and aftermath of typhoons
as an interaction of fluids. Use words that evoke at least one of the five sense impressions to
place directly the reader into your poem’s environment.
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REFERENCES
Navaza, D.C., & Valdez, B.J.(2010). You and The Natural World Physics. Phoenix Publishing House.

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BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY SCORE

7 8 9 10
Form Uses an May use an Effectively uses Creatively uses

(rhyme Inappropriate appropriate an appropriate an appropriate
schemes, poetic form and poetic poetic form. poetic form.
blank verse, lacks any real form but lacks Appropriate Good length.
lyric, free length. any real length length.
verse, etc.)
Word Usage Student’s use of Student’s use of Student’s use of Student’s use of
vocabulary is vocabulary is vocabulary is vocabulary is
Give a 0 if very basic. more telling than routine and precise, vivid,
they use a showing. workable and paints a
forbidden strong clear and
word complete picture
in the reader’s
mind.
Poetic Uses few or no Uses some Uses poetic Effectively uses

Techniques poetic poetic literary/rhetorical literary/rhetorical
(devices) literary/rhetorical literary/rhetorical devices to devices to
Give a 0 if devices. devices to reinforce the reinforce the
there are no reinforce the theme. theme.
identified theme.
devices
Effort Student’s work Student’s work Student’s work Student’s work
lacks demonstrates demonstrates an demonstrates a
understanding some understanding of complete
of the understanding of the assignment. understanding
assignment. the assignment. of
the assignment
and goes
beyond
the
requirements.
Illustration Feeble attempt Uses an Uses an Effective and

that lacks any illustration that illustration to creative use of
Give a 0 if type of creative may add to the enhance the an illustration
there is no illustration. poem’s poem’s meaning. enhances the
illustration at meaning. poem’s
all meaning.
ANSWER KEY
Answers may vary. Answers may vary. Answers may vary. Rubric below will be used.
Ian Daryl M. Martin

Teacher III
Writer

GRADE 10 PHYSICS-Fluid-Mechanics-Final

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ADVANCE PHYSICS

Name of Learner: _________________________________ Grade Level: 10

LEARNING ACTIVITY SHEET

Activity 1. Eureka! Eureka!

I. Density and Specific Gravity

Figure 3. Generally, less dense fluids float on a denser one like

Note: Practice Personal Hygiene protocols at all times.

*College Physics (9th Edition), Urone

w = mg = (72 kg)(9.8 m/s2)

Note: Practice Personal Hygiene protocols at all times.

Activity 3. Density and Specific Gravity in Daily Life

Note: Practice Personal Hygiene protocols at all times.

Ian Daryl M. Martin

Note: Practice Personal Hygiene protocols at all times.

Name of Learner: _________________________________ Grade Level: 10

LEARNING ACTIVITY SHEET

Figure 4. The pressure gauge meter of a

Activity 1. Interpreting Footprints

Note: Practice Personal Hygiene protocols at all times.

Activity 2. Force of a roomful of air.

Figure 5. In a pool of water or in any type of

*Note that the shape of the container does not matter.

Example 2: Pressure and Depth

Note: Practice Personal Hygiene protocols at all times.

Example 3: Problem on Pressure.

Required: absolute and gauge pressure

Note: Practice Personal Hygiene protocols at all times.

Activity 5. Measuring Pressure

Note: Practice Personal Hygiene protocols at all times.

A change in the pressure applied to an enclosed incompressible fluid is transmitted undiminished

where: p1 – pressure of the first cylinder

So, a small input force produces a large output force.

Note: Practice Personal Hygiene protocols at all times.

Example 4: Pascal’s Principle:

Note: Practice Personal Hygiene protocols at all times.

Forces and Fluids. Accessed on February 16, 2022.

Ian Daryl M. Martin

Name of Learner: _________________________________ Grade Level: 10

LEARNING ACTIVITY SHEET

I. Sinking and Floating

When we throw a stone on water, it sinks but if it is a

Activity 1: Changing the buoyant force.

Note: Practice Personal Hygiene protocols at all times.

Boats actually float due to factor we

II. Archimedes Principle

Activity 2: The King and Archimedes

Note: Practice Personal Hygiene protocols at all times.

III. Seawater and Freshwater

Activity 3. Floating Egg

Activity 4. Layering Liquids

Note: Practice Personal Hygiene protocols at all times.

Liquid Density and Volume

Note: Practice Personal Hygiene protocols at all times.

Ian Daryl M. Martin

Note: Practice Personal Hygiene protocols at all times.

Name of Learner: _________________________________ Grade Level: 10

LEARNING ACTIVITY SHEET

Figure 12. Spray paints and aerosols rely on the idea of

Note: Practice Personal Hygiene protocols at all times.

Activity 2. Applications of Bernoulli’s Principle

2. Spinning of balls, for example, a baseball.

3. Spraying alcohol on to our hands.

Note: Practice Personal Hygiene protocols at all times.

Basically, the speed of air above is greater than the speed