12

General Physics 1
Learning Activity Sheets
Quarter 1: Weeks 1-8
Name: ____________________________________________
Section: ___________________________________________ Date: __________________
QUARTER 1: WEEK 1.1
MEASUREMENT
Background information
Measurements and Units
Physics begins with measurement. Measurement is simply a comparison with a
standard. To carry out accurate measurements, it is necessary to establish a system of
standards and a system of units in which to express the standards.
Units have been defined for each fundamental quantity.
These units are called base or fundamental units. The
combination of base units is called a derived unit.
Two systems of units have evolved: the metric system
and the English system. The metric system has two variations:
the mks and the cgs system. The English system is otherwise
known as the fps system. Each system is represented by the
abbreviation of its three basic units: mks stands for meter,
kilogram, and second; cgs stands for centimeter, gram, and
second; fps stands for foot, pound, and second. The fps system
considers force as a fundamental quantity instead of mass.
The International System of Units, abbreviated SI from the French Le Systeme
International d’ Unités, is the modern form of the metric system. It is the system of units that
the General Conference on Weights and Measures has agreed upon and is legally enforced
in almost all parts of the world.
Table 1. The Fundamental Quantities and Units
Quantity Unit Symbol
Length Meter m
Mass Kilogram kg
Time Second s
Temperature Kelvin K
Electric current Ampere A
Luminous intensity Candela cd
Amount of substance Mole mol
Answers in physics problems are sometimes too small or too large. For convenience,
the General Conference on Weights and Measures recommended the use of prefixes.
Table 2. SI Prefixes
Prefix Symbol Value Prefix Symbol Value
yotta- Y 1024 yocto- y 10-24
zeta- Z 1021 zepto- z 10-21
exa- E 1018 atto- a 10-18
peta- P 1015 femto- f 10-15
tera- T 1012 pico- p 10-12
giga- G 109 nano- n 10-9
 mega- M 106 micro- µ 10-6
kilo- k 103 milli- m 10-3
hecto- h 102 centi- c 10-2
deka- da 101 deci- d 10-1
Unit Conversion
In some of the problems we shall encounter, we may be required to convert one system
of unit to another. Conversion is easy in the International System inasmuch as it is a decimal
system. The units are related by powers of ten. The English system is rather an inconvenient
system because the units bear irregular ratio to one another.
Scientific Notation
In scientific notation, numbers are represented by the product of a multiplying factor
and a power of ten. A power of ten is the number 10 raised to an integer exponent. You can
write measurements using scientific notation by moving the decimal point until only one digit
which is nonzero remains on the left. Then, count the number of places the decimal point was
moved and use the number of places as exponent of ten. The sign of the exponent depends
on whether you count off places to the right (-) or to the left (+).
The Limits of Measurement
Uncertainty in measurements can result from limitations in accuracy and precision.
These limitations can be attributed to systematic errors (determinate) and random errors
(indeterminate). Systematic errors are due to the limitations of the measuring instruments and
the skill or carefulness of the experimenter. On the other hand, random errors are caused by
external factors beyond the control of the experimenter such as vibrations, noise, changes in
atmospheric pressure and friction.
Accuracy of measurement describes how well the results agree with an accepted value
of the quantity being measured.
Precision refers to the degree of exactness to which a measurement can be
reproduced.
Multiple Measurements
When a measurement is repeated several times, we see the measured values are
grouped around some central value. This grouping or distribution can be described with two
numbers: the mean, which measures the central value, and the standard deviation which
describes the spread or deviation of the measured values about the mean.

Arithmetic mean, : where: N is the total number of

measured values, are the measured values.
Standard deviation:

se = SD
Standard error or the standard deviation of the mean:
The mean represents the central tendency of the measurements and the associated
error in determining the mean is the standard error as defined above. Thus, the uncertainty of
the mean becomes smaller with more and more measurements.
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)
ACTIVITY 1: ACCURACY AND PRECISION
A. ON THE DOT!
Directions: Place 5 dots on each target with the appropriate level of accuracy and precision.

High Accuracy, High Precision High Accuracy, Low Precision

Low Accuracy, High Precision Low Accuracy, Low Precision

II. ON YOUR OWN!

Directions: A) Create one image representing accuracy but not precision B) Create a second
image representing precision but not accuracy C) Create a third image representing accuracy
and precision. Do not use a target or bulls-eye.
ACCURACY AND
ACCURACY PRECISION
PRECISION

ACTIVITY 2: SYSTEMATIC OR RANDOM?

Directions: Determine the type of error committed in the following situations. Put a check
mark (✓) on the appropriate answer.

SITUATION SYSTEMATIC RANDOM

1. The cloth tape measure that a tailor uses to measure

the length of an object has been stretched out from
 years of use resulting in length measurements that are
too small.
2. Adrian, Joshua, Jeff and Lyle each measured the
oscillation period of a pendulum. Each of them had
different time readings.
3. Prince wanted to collect 45 mL of a saline solution. The
amounts that he got when he used a beaker, a
graduated cylinder, and a burette differed from each
other.
4. The pawnshop attendant forgot to calibrate the balance
and ended up providing an incorrect measure of the
amount of gold in a necklace.
5. Luis measured the length of an object with a metal ruler
gave a different result at a cold temperature and at a
hot temperature.

ACTIVITY 3: PROBLEM SOLVING

Directions: Solve the following problems. Show your complete solutions. Express your final
answers in two decimal places.
1. Juan is 1.73 m tall and weighs 52 kg. Express his height and weight in centimeters and
grams, respectively.
2. A piece of carpet is 68.75 cm wide. How many strips of carpet will it take to cover the
width of a room that is 5.50 m wide?
3. A cylindrical water tank can hold 1500 liters of water. Determine its radius and diameter
if it is 1.50 m tall.
4. A metal block which measures 25 cm x 10 cm x 0.05 m has a mass of 12.50 kg. Find
its density in g/mL.
5. You walk 5 feet and turn right for another 3 meters to go out of your classroom from
your chair. You turn left to a distance of 20 yards and reach the canteen. What is your
total distance covered in meters?
QUARTER 1: WEEK 1.2
VECTORS AND VECTOR ADDITION
Background information
Scalars and Vectors
Quantities in physics may either be scalar or vector. Scalar comes from the Latin word
scala meaning “steps or ladder.” Scalar quantities are those that can be described completely
by their magnitudes and appropriate units.
The word vector originates from the word vehere meaning “to carry.” Quantities that
are completely described by their magnitudes, appropriate units, and directions are called
vector quantities.
An arrow represents a vector quantity. The length of the
arrow is scaled to be proportional to the magnitude of the vector
quantity it represents; the direction of the arrow indicates the
direction of the vector quantity. The symbol for a vector quantity is
a capital letter in boldface, such as F for force, or by placing an
arrow over the symbol. The magnitude of this vector is usually
symbolized by capital letter F.
There are several ways to specify direction of a vector. The
direction of a vector is the acute angle it makes with the east-west line. The N or S is written
after the measure of the angle followed by the phrase “of E or W.” A direction of 60o south of
west means that starting from west, you go south by 60o.
Vector quantities are important in the study of physics. If scalar quantities follow
ordinary arithmetic rules, vector quantities do not. This is one important characteristic of
vectors.
Vector Addition
The sum of two or more vector quantities is called the resultant. By definition, the
resultant is the single vector that, if substituted in place of several vectors to be added, would
produce the same combined effect of these vectors. The letter R is usually used to represent
the resultant.
There are two general ways by which vectors may be added: the graphical method
and the analytical method. The graphical method is further subdivided into polygon method
and parallelogram method.
The analytical method of adding vectors is divided into two: sine law and cosine law
and the component method. The sine law and the cosine law are generally used if only two
vectors are to be added. The component method is more convenient to use if there are more
than two vectors.
Vector Resolution
A single vector is usually divided into two vectors that are perpendicular to each other.
These two vectors are called components and the process of splitting the vector into its
components is called resolution. The components are normally along the x- and y- axes of the
rectangular coordinate system. The component along the x-axis is called the horizontal
component, while component along the y-axis is called the vertical component. We shall
represent the horizontal and the vertical components of vector V as Vx and Vy, respectively.
In general,
Vx = V cos ɵ V
Vy = V sin ɵ Vy

where ɵ is the angle that V makes with the x-axis. ɵ

Vx
Learning Competencies:
➢ Differentiate vector and scalar quantities (STEM_GP12V-Ia-8)
➢ Perform addition of vectors (STEM_GP12V-Ia-9)
➢ Rewrite a vector in component form (STEM_GP12V-Ia-10)
ACTIVITY 1: SCALAR OR VECTOR?
Directions: Classify the following physical quantities into their appropriate groups.
Time Velocity Acceleration
Momentum Work Density
Distance Weight Mass

SCALAR VECTOR

ACTIVITY 2: VECTOR SOLVING

Directions: Using the component method, solve the following problems. Show your complete
solutions. Express your answers in two decimal places.
1. You walk 8 km East, then 5 km South and finally 6 km West. Find your final
displacement.
2. Juan and Pedro pull at two ropes attached to a cabinet with forces 80 N and 120 N.
What is the resultant force if they pull at right angle to each other?
3. Your father leaves the office, drives 26 km due North, then turns onto a street and
continues in a direction 30o N of E for 35 km and finally turns onto the highway due
east for 40 km. What is his total displacement from the office?
4. A jogger runs 4 m 40o N of E, 2 m East, 5.20 m 30o S of W, 6.50 m South and then
collapses. Find his resultant displacement.
5. An ant crawls on a tabletop. It moves 2.0 cm East, turns 3.0 cm 40 o North of East and
finally moves 2.5 cm North. What is the ant’s total displacement?
ACTIVITY 3: REAL-LIFE VECTORS
Directions: Describe vectors in real-life scenarios.
▪ Write a scenario involving a vector for each real-life situation.
A. Racing
B. Moving
C. Town/City
D. Airplane
E. Weather
QUARTER 1: WEEK 2
MOTION ALONG A STRAIGHT LINE
Background information
Motion
It is one of the most common physical phenomena. We see motion in the activities
people do every day: walking, jogging, running, or riding a car to go to school or work. Motion
can also be observed in nature: clouds moving, raindrops falling, wind blowing the leaves of a
tree, and water moving in a never-ending cycle.
The study of motion is divided into kinematics and dynamics.
Kinematics is a quantitative description of motion without
reference to its physical causes. Dynamics is the study of the
relationship between motion and force.
Our first step in the study of motion is to define concepts for
motion in a straight line. Translation is the physical term for
straight-line motion.
Frame of Reference and Position
The term position refers to the location of an object with
respect to some reference frame. A reference frame is a physical
entity to which motion or position of an object is being referred.
When an object is undergoing a continuous change in position, we say that the object
is moving. Motion is a relative term. It depends on the reference frame where motion is being
observed.
Distance and Displacement
Distance d refers to the actual length of path taken by an object in moving from its
initial position to its final position. Displacement d refers to straight-line distance between its
initial and final positions, with direction toward the final position. Distance is scalar, while
displacement is vector.
Speed and Velocity
Speed is the distance that a body moves in a unit time. Speed is a scalar quantity.
When the speed of a body is associated with a direction, the result is the velocity of the body.
Velocity is a vector quantity. The speed of the body is the magnitude of its velocity. The SI unit
for speed and velocity is meter per second, m/s.
An object normally changes its speed while moving. Hence, it is necessary to
distinguish between average speed and instantaneous speed. The average speed of a body
is the total distance it traveled divided by the time spent in traveling the total distance.
The instantaneous speed of an object is its speed at a particular instant of time, with
Δt being extremely small. The speed indicated by a speedometer is instantaneous speed.
Average velocity is total displacement divided by total time. Similarly, instantaneous velocity
is the velocity at an instant of time.
Acceleration
Acceleration is change in velocity with respect to time. Velocity can change in three
ways: (a) change in speed, either increase or decrease; (b) change in direction; and (c) change
in speed as well as direction.
Since acceleration is defined in terms of velocity, it is also a vector quantity. The SI
unit of acceleration is meter per second per second, m/s/s or m/s2.
Motion in a Straight Line
In order to better describe the motion of a body, we shall be using a Cartesian
coordinate system as our frame of reference. We shall consider the origin as the start of
motion. For one-dimensional motion, we shall consider motion along the x-axis. Positions to
the right of the origin shall be considered positive. Positions to the left of the origin shall be
considered negative. A positive velocity would indicate motion to the right of the origin. A
negative velocity would mean motion to the left of the origin.
• Uniform Motion
The simplest type of motion is uniform motion. For uniform motion, the velocity is
constant, the acceleration is zero, and the instantaneous velocity is equal to the average
velocity. Its displacement dx may be obtained by multiplying its constant velocity v by the time
t.
dx = vt
• Uniformly Accelerated Motion
A more common type of motion would be that in which velocity is changing at a constant rate.
Since the discussion is limited to straight-line motion, acceleration here would mean change
in speed rather than change in direction.
If an object changes its velocity from an initial velocity vo and a final vf, during a time interval
t, its acceleration is given by a = vf – vo
t

Kinematics Equations: Quantitative Description of Motion

The description of motion in one dimension with constant acceleration requires only
three basic equations that will allow you to develop simple relationships among kinematic
quantities – displacement, velocity, acceleration and time.
vf = vo + at
dx = vot + ½ at2
vf2 = vo2 + 2adx
• Free fall
Perhaps you have observed that what goes up always comes down. In the absence of air
resistance, it is found that all bodies regardless of size and weight at the same location above
the earth’s surface fall vertically with the same acceleration. This very idealized motion in
which air resistance is neglected and the acceleration is constant is called free fall. The
acceleration of a freely falling body is called acceleration due to gravity. This is denoted by a
letter “g” and has a value of –9.8 m/s2 at the surface of the earth. This acceleration is downward
and directed toward the center of the earth.
We may treat free fall as a case of uniformly accelerated motion. All the equations that we
have derived may be used to analyze free fall. Since motion is along the vertical direction, it
is better to replace dx to dy in our equations and a with g.
The following sign conventions shall also be used: (a) Distances above the origin are positive,
while distances below the origin are negative. (b) Upward velocities are positive, downward
velocities are negative. (c) g is always negative. The origin is the point of release.
Graphical Analysis of Motion
Graphical analysis of motion is often helpful in understanding motion and describing
relationships such as velocity, acceleration and distance.
The one-dimensional motion of a body may be represented on a graph of displacement
against time. The slope of the line is equal to the average velocity of the body. The numerical
value of the slope is the magnitude of the velocity and the sign of the slope gives direction.
Acceleration may also be described as the slope of the graph of velocity against time.
Learning Competencies:
➢ Convert a verbal description of a physical situation involving uniform acceleration in
one dimension into a mathematical description (STEM_GP12Kin-Ib-12)
➢ Interpret displacement and velocity, respectively, as areas under velocity vs. time and
acceleration vs. time curves (STEM_GP12KIN-Ib-14)
➢ Interpret velocity and acceleration, respectively, as slopes of position vs. time and
velocity vs. time curves (STEM_GP12KIN-Ib-15)
➢ 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_GP12KIN-Ib-16)
➢ Solve for unknown quantities in equations involving one-dimensional uniformly
accelerated motion (STEM_GP12KIN-Ib-17)
➢ Solve problems involving one-dimensional motion with constant acceleration in
contexts such as, but not limited to, the “tail-gating phenomenon”, pursuit, rocket
launch, and freefall problems (STEM_GP12KIN-Ib-19)
ACTIVITY 1: RUNNER GRAPH
Directions: Carefully analyze the graph of the motion of a runner shown below, then answer
the questions that follow.

1. During which segment

was he running the
fastest? _______________
2. What was the farthest
distance that he
reached? _______________
3. During what time
segment did he rest? _______________
4. What was his
displacement between
100 and 300 seconds? _______________
5. What was his velocity A: ____________
during each of the B: ____________
labeled segments? C: ____________
D: ____________
ACTIVITY 2: ONE-DIMENSIONAL MOTION PROBLEMS
Directions: Solve the following problems. Show your solution. Express your final answers in
two decimal places.
1. A car starts from rest and accelerates uniformly over a time of 5.21 seconds for a
distance of 110 meters. Determine the acceleration of the car.
2. A car has uniformly accelerated from rest to a speed of 25 m/s after traveling 75 m.
What is its acceleration?
3. Albert is riding his scooter at a velocity of 80 km/hr, when he sees a dog crossing the
road 45 m away. He immediately steps hard on the brakes to get the maximum
deceleration of 7.5 m/s2. How far will he go before stopping? Will he hit the dog?
 4. A construction worker accidentally drops a brick from a high scaffold. (a)
What is the velocity of the brick after 4.0 s? (b) How far does the brick fall during this
time?
5. You decide to flip a coin to determine whether to do your physics or biology homework
first. The coin is flipped straight up. (a) What is the velocity of the coin at the top of its
trajectory?
(b) If the coin reaches a highest point of 0.25 m above where you released it, what w
as its initial speed? (c) If you catch it at the same height as you released it, how much
time did it spend in the air?
ACTIVITY 3: GRAPHICAL ANALYSIS OF MOTION
Directions: The velocity of a moving object was noted at the given time intervals. (A)
Construct a velocity-versus-time graph. (B) Characterize the motion of the body for each
portion of its trip. (C) Determine the acceleration and displacement for each portion. (D) Find
the total displacement as well as the total distance of the body from its starting position. (E)
Draw the corresponding acceleration-versus-time graph.
Position Velocity (m/s) Time (s)
A 0 0
B 20 10
C 20 30
D 0 40
E 0 50
F -20 60
G -20 80
H 0 90
QUARTER 1: WEEK 3
MOTION IN TWO DIMENSIONS
Background information
Relative Velocity
Velocity, too, is relative. The velocity of a moving body viewed at two different frames
of reference may not be equal. The relative motion velocity refers to an object which is relative
to some other object that might be stationary, moving with the same
velocity, or moving slowly, moving with higher velocity or moving in
the opposite direction.
In one dimension, the individual motions of the object and
observers are along a straight line with only two possible directions
of motion. In two dimensions, consider two objects A and B who are
moving with the velocity at Va and Vb with respect to some common
frame of reference, for example, may be the ground or the earth. In
this case, the velocity of object A relative to that of B will be –
Vab= Va – Vb
Similarly, the velocity of object B relative to that of A will be:
Vba = Vb– Va
Therefore, Vba= – Vba
And | Vab | = | Vba |
When two objects seem to be stationary for one another, in that case –
Vb = Va
Vba = Vab = 0
The magnitude of Vba and Vab will be lower than the magnitude of Va and Vb if
Va and Vb are of same sign. Object A appears faster to B and B appears slower to A if Va > Vb.
The magnitude of Vba and Vab will be higher than the magnitude of Va and Vb if
Va and Vb are of opposite sign. In this case, both objects will appear moving faster to one another.
Projectile Motion
The motion of a body thrown horizontally or at an angle other than 90o with the horizontal
is called projectile motion.
Projectile motion has two components: a horizontal component and a vertical component.
The horizontal component of motion is uniform motion. The vertical component of motion is free
fall. This means that if air resistance is neglected, a projectile moves horizontally at constant
speed as it falls vertically with acceleration equal to g.
Table 1. The Horizontal and the Vertical Components of Projectile Motion
Horizontal Vertical
Acceleration ax = 0 ay = g
vox = vo cos θ voy = vo sin θ
Velocity
vx = vox vy = voy + gt
dy = voyt + ½ gt2
Displacement dx = vxt
2gdy = vy2 – voy2
The path of a projectile is called its trajectory. The trajectory of a projectile is a parabola.
For a projectile fired at an angle θ above the horizontal, the projectile rises to some
maximum height and then descends. It finally lands at some horizontal distance from its launching
point. This horizontal distance is called range. The range is the horizontal distance traveled by
the projectile between the launching position and landing position, on the assumption that it
returns to the same level at which it is fired. Range depends on the angle of projection. Maximum
range is obtained at an angle of projection of 45o.
Circular Motion
In circular motion, the object as a whole travels along a circular path. A type of motion on
a circular path of special interest is uniform circular motion (UCM). It is the motion of an object
traveling along a circular path at a constant speed but with changing velocity. The change in
velocity, and hence the acceleration, is due to continuous change in direction. The acceleration
is “centripetal” because it is always directed toward the center of circular path. The centripetal
acceleration of an object with a speed v moving around a circle of radius r is
𝑣2
𝑎𝑐 =
𝑟
We have seen that a body in uniform circular motion experiences a centripetal
acceleration. From Newton’s second law of motion, there must be a force that gives an object
this acceleration. Applying Newton’s second law to an object in uniform circular motion,
v2 𝐦𝐯 𝟐
𝐹 = 𝑚𝑎 → 𝐹𝑐 = 𝑚𝑎𝑐 → = m( ) → Fc =
r 𝐫

The subscript c is used to denote the centripetal force, the force that causes an object
to move in a circle at a constant speed. This force is directed toward the center of the circle.
When an object moves in a circular path at a distance r from the center, then the body’s
velocity is directed tangentially at any instant. This is termed as tangential velocity. Also, we may
say that the linear velocity is its tangential velocity at any instant.
The rate of change of the tangential velocity of a particle in a circular orbit is known as
tangential acceleration. It always directs towards the tangent to the path of the body. Tangential
acceleration will work if an object is moving in a circular path.
Learning Competencies:
➢ Describe motion using the concept of relative velocities in 1D and 2D
(STEM_GP12KIN-Ic-20)
➢ Deduce the consequences of the independence of vertical and horizontal
components of projectile motion (STEM_GP12KIN-Ic-22)
➢ Calculate range, time of flight, and maximum heights of projectiles
(STEM_GP12KIN-Ic-23)
➢ Infer quantities associated with circular motion such as tangential velocity, centripetal
acceleration, tangential acceleration, radius of curvature (STEM_GP12KIN-Ic-25)
➢ 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-Ic-26)
ACTIVITY 1: PHYSICS PHOTOGRAPHY
Directions: Capture real-life examples of physics concepts involving projectile motion and
uniform circular motion.
PROJECTILE MOTION
 UNIFORM CIRCULAR MOTION

ACTIVITY 2: COLOR THE CLOWN

Directions: Calculate the unknown quantities then color the clown using the colors noted next
to your answers.

1. A ball is kicked horizontally at 8.0 m/s

from a cliff 80 m high. How far from
the base of the cliff will the ball strike
the ground? 32
Answer: _________(RED)
2 1531
2. A bullet is fired at an angle of 60o with 2
2 0.6
an initial velocity of 200.0 m/s. (a) 2
How long is the bullet in the air? (b) 1531
35
What is the maximum height reached
by the bullet?
Answers: 32
35
(a)_________(ORANGE)
35 32
(b) _________(YELLOW)
35
32 0.6
35 35
1531 32 35 32

0.6
3. A physics book slides off a horizontal 32
tabletop with a speed of 1.10 m/s. It
strikes the floor in 0.350 s. What is the 32
height of the table above the floor? 1531
Answer: _________(BLUE) 0.6

4. A ball is launched with an initial

velocity of 4.47 m/s at an angle of 66o
above the horizontal. How far did it
land?
Answer: _________(GREEN) 32 2
2 32

ACTIVITY 3: PROBLEM SOLVING

Directions: Solve the following problems. Express your final answers in two decimal places.
1. A long jumper leaves the ground at an angle of 30 o to the horizontal and at a speed of
6 m/s. How far does he jump?
2. Gabriel claims that he can throw a dart at a dartboard from a distance of 2.0 m and hit
the 5.0-cm wide bull’s eye if he throws the dart horizontally with a speed of 20 m/s. He
starts the throw at the same height as the top of the bull’s eye. Will Gabriel hit the bull’s
eye?
3. You throw a ball with a horizontal component of velocity of 25 m/s. It takes 3.0 s to
come back to its original height. Calculate (a) its horizontal range, (b) its initial vertical
component of velocity and (c) its initial angle of projection.
QUARTER 1: WEEK 4
NEWTON’S LAWS OF MOTION
Background information
Inertial Frames of Reference
“A frame of reference in which Newton’s First Law is obeyed is called Inertial Frame
of Reference.” For that matter any reference frame that is moving at constant velocity is
considered an Inertial frame of Reference, IFR. The surface of the Earth is also considered to
be an IFR because its acceleration due to its rotation is almost
negligible.

Action- Reaction Pairs

Based on Newton’s Third Law of Motion, all forces come in
pairs. Interaction pair is composed of two forces that are in opposite
directions and equal in magnitude.

The two forces in the pair act on two different objects that are equal in magnitude but
opposite in directions: FA on B = -FB on A. Consider the flying motion of birds. A bird flies by use
of its wings. The wings of a bird push air downwards. Since forces result from mutual
interactions, the air must also be pushing the bird upwards. The size of the force on the air
equals the size of the force on the bird; the direction of the force on the air (downwards) is
opposite the direction of the force on the bird (upwards). For every
action, there is an equal (in size) and opposite (in direction) reaction.
Action-reaction force pairs make it possible for birds to fly.*

*
https://www.physicsclassroom.com/class/newtlaws/Lesson-
4/Newton-s-
Third-Law
In an action-reaction pair the forces do not cancel each other
because they act on different objects.
Free-body Diagram
A very important step in solving problems on forces is by drawing a force diagram. This
is done by showing the forces acting on the object and this pictorial representation is called a
free-body diagram. In a free-body diagram, a particle model is used to represent the object by
a dot and the forces that are acting on the dot. In a free-body diagram the relative magnitude
and direction of the forces on the object are represented. The size of the arrow reflects the
magnitude of the force and the direction of the arrow shows the direction of the force acting
on the object. The arrows are labeled to indicate the type of force in the diagram.

(a) A moving sled is shown as (b) a free-body diagram and (c) a free-body diagram with a
force component.
 Figure 5.31 from University Physics Volume 1 by Serway R.A. and Jewit, Jr J.W.

Newton’s First Law of Motion

Newton’s first law of motion is also called the Law of Inertia. An object at rest stays at rest
and an object that moves at constant velocity stays to move at constant velocity unless acted
upon by an unbalanced force. In both cases, the acceleration is zero. The object is in
equilibrium.

Figure is taken from https://www.physicsclassroom.com/class/newtlaws/Lesson-1/Newton-

sFirst-Law

Properties of Static Friction and Kinetic Friction

If you push your hand across your desktop you feel the force opposing the movement
of your hand. The force opposing the movement is called friction. At times the effect of friction
is neglected, when working in an idealized situation. However, in the real-world friction is
everywhere. Blockboard cannot be put into place without friction. Friction is needed to start
and stop a vehicle. Friction allows pencils to make a mark and erasers fixes mistakes. Friction
force is produced when two surfaces move across each other. The rough surfaces make
contact at a few points where the peak of materials touch. At these points friction force is
produced because one peak physically blocks the peak of the other surface.

Figure from:https://www.stickmanphysics.com/stickman-physics-home/forces/frictional-force

Static friction is the friction force when two surfaces in contact do not move against
each other, in other words it is the friction force at rest. While kinetic friction is the friction force
in motion. Kinetic friction is always less than static friction because the coefficient of kinetic
friction is less than that of static friction.
For static friction: fs = μs η fs is the friction force
μs is the coefficient of static
friction
 η is the normal force For
kinetic friction: fk = μk η fk is the kinetic friction
μk is the coefficient of kinetic friction
fk < fs. η is the normal forcE
;

The direction of friction force is always parallel to the surface with which the surface is
in contact, and opposite the direction of the motion in case of kinetic friction or the impending
movement in case of static friction. The coefficients of friction are almost independent of the
area of the surfaces in contact.

Learning Competencies
➢ Define inertial frames of reference (STEM_GP12N-1d-28)
➢ Identify action-reaction pairs (STEM_GP12N-1d-31)
➢ Draw free-body diagrams (STEM_GP12N-1d-32)
➢ Apply Newton’s First Law of Motion to obtain quantitative and qualitative conclusions
about the contact and noncontact forces acting on a body in equilibrium
(STEM_GP12N-1d-33)
➢ Differentiate the properties of static friction and kinetic friction (STEM_GP12N-1d-34)

Activity 1: LET’S REVIEW THESE WORDS

Direction: Write the term that will make the statement correct. Use the terms in the word bank.
static friction equilibrium normal force equilibrant force
kinetic friction inertia action-reaction pair free-body diagram
constant velocity friction force
1.___________________ The two forces that are equal in magnitude and opposite in
direction, and acting to two different objects is called ________.
2.___________________ The tendency of an object to stay at rest or move at constant
velocity unless an unbalanced force will act upon it is _______.
3.___________________The force that produces equilibrium is the ______.
4.___________________ The contact force that acts to oppose sliding motion when two
surfaces are in contact is ________,
5.___________________ A force that opposes the start of relative motion between two
objects that are in contact is ________.
6.___________________ A condition when an object is acted upon by two or more forces
whose net sum is zero is in _______.
7.___________________ The representation that shows the direction of forces acting on an
object is a(n) _________.
8.___________________ A force that opposes relative motion when two surfaces are in
contact is called _______.
9.___________________ The force exerted by a surface on an object is the _______.
10.__________________ The condition when an object moves at an acceleration equal to
zero is moving at _________.
ACTIVITY 2: SOLVE THESE PROBLEMS FOR ME
Direction: Answer the following problems. Write the given, what is required, sketch of the
given, free-body diagram and the solution.
1. Art pushes a 35 kg box across a wooden surface whose coefficient of static friction
force is 0.50. How much force is needed to start the motion?
Given: Required:
m = 35 kg. FP
v = 0.00 m/s μs
= 0.50

FP = fs. FW = η
η = mg = 35 kg x 9.8 m/s2
= 343 N fs =
μs η = 0.50 x 343 N
= 171.5 N
FP = fs = 171.5 N
2. A boy exerts 50.0 N to push an object across a horizontal surface at constant velocity.
If the object has a mass of 10.0 kg, what is the coefficient of kinetic friction between
the object and the surface?
3. How much force is needed in Problem 2 if the boy exerts the force at an angle of
30.00 above the horizontal.
4. The coefficient of sliding friction between a 50.0 kg ice and the pavement is
0.06. What force is needed to move the ice at constant speed across the pavement?
Activity 3: EXPLAIN IT TO ME
1. Discuss why in the amusement park rides bar across the leg in a roller coaster is used
and when riding in an octopus a restraining belt is used as well.
2. Why are vehicles equipped with seat belts, air bags and helmets for
motorcycles? Explain your answer in at least five sentences.
3. Explain the importance of friction force in everyday life by citing at least three
situations.
QUARTER 1: WEEK 5
APPLICATION OF NEWTON’S LAWS OF MOTION
Background information
Law of Inertia
Newton’s first law on motion states that “a body when at rest will remain at rest or when
in motion will continue to move in a straight line with constant velocity unless acted upon by
an unbalanced force. The first part concerns objects at rest. An object at rest will remain at
rest unless acted upon by an external force. The second part
is one concerning a state of uniform motion. An object in
uniform motion will remain in uniform motion unless acted upon
by an unbalanced external force.
Law of Acceleration
The first law asserts that a body cannot itself change its
state of motion, but must be acted upon by a force to bring
about such change. The second law goes a step further and
states, “when a net force acts on a body, it will be accelerated
in the direction of force. The acceleration is directly
proportional to the force. Furthermore, the acceleration is
inversely proportional to the mass of the body."
𝐹
In symbols, 𝑎 = ∝ . In equation form, we can state Newton’s law as
𝑚

Fnet = ma
meaning, net external force = mass x acceleration.
The second law of motion is a very useful tool in analyzing problems that involve force
and motion.
In solving problems using the second law of motion, it is best to draw a free body
diagram. A free body diagram is a diagram of forces acting on a body isolated from the rest of
the system. It is also of value to realize that Newton’s second law may be to an entire system
or to an individual part of that system. When applied to an entire system, m is the mass of the
system, a is the acceleration of the system, and F is the net force acting on the system. When
applied to a part of the system, F is the net force acting on that part, a is the acceleration of
that part, and m is the mass of that part of the system. Also, the direction of motion may be
considered as the positive direction.
Law of Interaction
The third law of Newton states, “when body A exerts a force on body B, body B will
exert an equal but oppositely directed force on body A.” To every action, there is an equal but
opposite reaction force.
If we are given two interacting objects A and B, then according to the third law of
motion,
FA-B = - FB-A
FA-B is the force exerted on object A by object B, and - FB-A is the equal and opposite force
exerted on object B by object A.
The action and reaction forces are equal in magnitude but oppositely directed. They
are acting on two different bodies and will never cancel out. These forces always come in
pairs.
Learning Competencies:
➢ 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)
ACTIVITY 1: PHYSICS PHOTOGRAPHY
Directions: Capture three (3) real-life examples for each Newton’s Laws of Motion.
ACTIVITY 2: COLOR THE BULBS
Directions: Solve the following problems and color the bulb (according to the color given) that
corresponds to your answer.

4.80
98.44

-24
100 0.39

1. A certain force accelerates a 3.20 kg mass by 2.40 m/s2. What would be the
acceleration of 1.60 kg mass when the same force acts on it? _______________
(Green)
2. A 10 kg object resting on a horizontal frictionless surface is subjected to two forces: F 1
= 30 N directed east and F2 = 50 N directed west. Find its displacement after 10 s
starting from rest. _______________ (Yellow)
3. A 60-kg athlete exerts a force on a 10-kg skateboard. If she receives an acceleration
of 4 m/s2, what is the acceleration of the skateboard? _______________ (Red)
4. Two masses m1 = 12 kg and m2 = 13 kg are connected by a light inextensible string
passing over a frictionless pulley. Find the acceleration of the system when released
from rest. _______________ (Blue)
5. A net force of 4.2 x 104 N acts on a 3.2 x 104 kg airplane during takeoff. What is the
force on the plane’s 75-kg pilot? _______________ (Orange)
ACTIVITY 3: PROBLEM SET
Directions: Solve the following problems. Show your solutions. Express your final answers in
two decimal places.
1. What resultant force F is required to give a 6.25 kg block an acceleration of 2.0 m/s2?
2. A 20-kilogram object resting on a horizontal frictionless surface is subjected to two
forces: F1 = 200 N directed east and F2 = 150 N directed west. Find (a) its acceleration
and (b) displacement after 5 s starting from rest.
3. Two masses m1 = 14 kg and m2 = 15 kg are connected by a light inextensible string
passing over a frictionless pulley. Find (a) acceleration of the system when released
from rest, (b) the tension in the string, and (c) speed of either mass after moving a
distance of 2.0 m.
4. A 2.50 kg orchid pot is supported by two wires which make the same angle of 60o with
an overhead horizontal beam. Find the tension in each wire.
5. A block of mass m1 = 3.70 kg on a frictionless plane inclined at angle 30.0° is connected
by a cord over a massless, frictionless pulley to a second block of mass m2 = 2.30 kg.
What are (a) the magnitude of the acceleration of each block, (b) the direction of the
acceleration of the hanging block, and (c) the tension in the cord?
QUARTER 1: WEEK 6
WORK, ENERGY, CONSERVATIVE AND NONCONSERVATIVE FORCES
Background information
Dot Product
The dot product of two vector quantities A and B is also called scalar product. Although
two vectors are being multiplied, the product is a scalar quantity. The dot product is written
and defined as follows:
A • B = AB cos θ
where θ is the angle between A and B. A very familiar example of a dot product is work.
Work
Work is the dot product of force and displacement. It is a scalar quantity. Work is done
only when a force succeeds in moving the body upon which it acts. Furthermore, the
displacement moved by the body must be in the direction on which the force acts. In symbols,
W = Fd
where F is the force and d is the
displacement moved in the direction
of the force.
The SI unit of work is the
newton-meter. This unit
combination is called the joule
(abbreviated as J) in honor of
James Prescott Joule.
When the force and
displacement are not parallel to
each other, only the component of
the force parallel to the displacement does work. If θ is the angle between the directions of F
and d, the magnitude of the component of F parallel to d is F cos θ. The work done is
W = Fd cos θ
Maximum work is done when the force and displacement have same direction, that is,
angle θ is 0. When θ is 90o, no work is done inasmuch as cosine 90o is zero. Another situation
arises when θ is greater than 90o. Work will be negative because of an angle between 90 o and
180o is negative. A negative work means that the force is acting in a direction opposite that of
motion. In other words, the force retards the motion. Work done by friction and work done by
the pull of gravity when one is going upstairs are examples of negative work.
We assumed that the force that does the work is constant. But that assumption rarely
applies to real life situations. Most often than not, the force is varying. The total amount of
work done by a varying force may be solved analytically by calculus or graphically. Given a
graph of force-versus-displacement along the direction of force, the work done is the area
bounded by the graph and the x-axis.
Energy
It is defined as the ability to do work. A system that possesses energy has the capability
to do work on another. Energy is expressed in joules. It is also a scalar quantity.
• Potential Energy
It is the energy possessed by a body by virtue of its position or configuration. Gravitational
potential energy is energy due to its position and is given by the formula
Ugrav = mgh
where h is the height and m is the mass of the object, g is the magnitude of the acceleration due
to gravity. Note that the reference point for zero gravitational potential energy is the ground.
 Elastic potential energy is energy due to configuration and is common to springs. It is
given by
Uel = ½ kx2
where x is the elongation or compression of the spring and k is its force constant. Force constant
of a spring is the force needed to produce a unit elongation of the spring. It has the unit of N/m.
Force constant is a measure of the stiffness of the spring. Bigger force constant means that the
spring is not easily elongated.
• Kinetic Energy
It is the energy possessed by a body because of its motion. Kinetic energy is given by
KE = ½ mv2
where m is the mass and v is the velocity.
Conservative and Nonconservative Forces
A conservative force is one that can be represented by a potential energy. A force is
conservative when the work it does on an object is independent of the path taken by the object.
The work done depends only on the initial and final positions of the object. Examples of
conservative forces include gravitational force, elastic spring force, and electric force.
Forces that are nonconservative cannot be represented by a potential energy. The
work done by a nonconservative force depends on the actual path taken by the object.
Nonconservative forces include static and kinetic friction and air resistance, to name a few.
Learning Competencies:
➢ 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)
➢ 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-43)
➢ 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)
ACTIVITY 1: DOT PRODUCT
Directions: Calculate the dot product of the following vectors. Encircle the letter of the correct
answer.
1. Vector A has magnitude 3, vector B has magnitude 4 and the angle between A and B is
60°. What is the value of A•B?
A. 3 C. 6
B. 5 D. 10.39
2. Vector A has magnitude 3√2, vector B has magnitude 5 and the angle between A and B is
135°. What is the value of A•B?
A. -15√2 C. 15
B. -15 D. 15√2
3. What is the value of A•B?
A
B

A. 3 C. 24
B. 8 D. 28
4. What is the value of A•B?
A. -6 C. 6
B. 1 D. 18

A
B
5. Use the dot product to find the size of angle θ?
A. 75.70O C. 104.30O
B. 90O D. 110O
B
A

ACTIVITY 2: FORCE VS. POSITION GRAPH

Directions: A force F is applied to an object. The x component of the force varies with the x
coordinate of the object as shown. Answer the following:

A) When was a constant force applied to the

object?
_________________________________
B) What force was applied at a displacement
of 5 m?
_________________________________
C) How much work was done by the force
when the object moves from x = 0 to x = 2
m?
_________________________________
D) How much work was done by the force
when the object moves from x = 2 m to x =
4 m?
_________________________________
E) How much work was done on the object?
_________________________________

ACTIVITY 3: CONSERVATIVE OR NONCONSERVATIVE

Directions: Determine if the force involved in the following situations is CONSERVATIVE or
NONCONSERVATIVE. Then, justify your answer.
1. When a rock is dropped onto a spring, its mechanical energy remains constant.
2. After a baseball player hits the baseball, the ball will move through the air.
3. Two mountain climbers of the same weight climbed a mountain using different paths.
The work that they have done are still the same or equal.
4. When a car is brought to a stop by a resisting force on level ground.
5. Pushing a box in a straight line or in a zig-zag pattern across a floor from one side
of the floor to the other at a constant speed.
ACTIVITY 4: DECODE THE MESSAGE
Directions: Determine the work done by the force on a given system in the following
problems. Then, decode the message.

A I E How much work is done

How much work is done
by a shopper in pushing her
grocery cart by a force of
32.0 N through a distance of
4.5 m?
A 4.0 kg object moves a
by the force?
distance of 7.9 m under the
action of a constant force of
5.6 N. How much work is
done on the object?

E You pull your bag with a
force of 30 N parallel to the
ground towards your
classroom 20 m away. How
much work will you do on
your bag?
M A crate is being lifted
into a truck. If it is moved
with a 2470 N force and
3650 J of work is done, then
how far is the crate being
lifted?
M You must exert a force of
4.5 N on a book to slide it
across a table. If you do 2.7
J of work in the process,
how far have you moved the
book?

S W O

A porter pulls a 10-kg luggage along a level road for 5 m by exerting a force of 20 N at
angle of 30o with the horizontal shoulder through a vertical distance of 1.5 m and carries
it for another 5 m. How much work does he do in:
(c) carrying the luggage on
(a) pulling; (b) lifting; his shoulder?

______ ______ ______ ______ ______ ______ ______ ______ ______

44.24 J 0.60 m 144 J 147 J 600 J 86.60 J 0J 1.48 m 10.50 J
QUARTER 1: WEEK 7
ENERGY CONSERVATION, WORK, and POWER PROBLEMS
Background information
Potential Energy Diagram
A potential energy graph is a useful tool in interpreting information as regards the
dynamic behavior of potential energy as a function of position. This is applicable to one
dimensional system and the potential energy can be plotted in one two-dimensional graph.
Freely falling object near the surface of the earth is a good example when air resistance
is neglected. Mechanical energy is conserved, E = K + U, and the potential energy is zero at
ground level.
U = mgy, a straight line through the origin
with a slope mg. The x-axis is the height of
the object above the ground/earth’s
surface and the y-axis is the potential
energy of the object. The line at energy E
is the constant mechanical energy of the
object and the kinetic and potential
energies are indicated at the a particular
height of the object. The total energy is
divided between the kinetic energy and the
potential energy depending on the height
of the object as it moves in a
downward vertical position. That is, the potential energy is maximum at its highest position
and the total energy cannot exceed this amount.
E=K–U0
U E
In this regard, the gravitational potential energy point zero at yo, can be rewritten and
express in term of y
y  E/mg = ymax
Based on this, the kinetic energy is maximum when the potential energy is minimum.
Uo = 0 = E – Ko,
E = Ko, = ½ mvo2,
vo =  √2𝐸/𝑚
The maximum speed  vo gives the initial velocity necessary to attain the maximum
height ymax , and -vo is the final velocity when the object fall from its starting point ymax.
Fig: https://courses.lumenlearning.com/suny-osuniversityphysics/chapter/8-4-
potential-energy-diagrams-and-stability/
Work is the product of the applied force and the distance the object travelled in a
system. The force applied is constant and it is perpendicular to the distance.
W = Fd
Power is the rate of work done per second.
P = Fd/t = F/v since d/t = v
P = newton-meter/ second = watt
Problems on Work, Energy and Power
1. A 3.00 kg object is lifted from the horizontal to a height 2.50 m. What is the object’s
gravitational potential energy with respect to the horizontal?
 Given: m= 3.00. kg. Required: U
y = 2.50 m
g = 9.80 m/s2
Solution:
U = mgy
U = (3.00 kg)(9.80 m/s)(2.50m)
U = 73.5 Joules
2. A small metal ball, 0.500 kg, hangs at the end of a 2.00 m cord. The metal ball is pulled
until the rope makes an angle of 60.0 0 with the vertical. What is the gravitational
potential energy gained by the hanging metal ball?
Given: m= 0.00 kg Required: U
g = 9.80 m/s2
l = 2.00 m
angle of inclination with the vertical = 600
Solution:

y 600 2.00m

m= 0.500 kg
y = 2.00 m -cos 600 (2.00 m) = 1.00 m
U = mgy = 0.500 kg(9.8 m/s2)(1.00 m)
U = 4.90 Joules
3. Calculate the work done on an object moved a distance of 5.00 m , if the force applied
is 25.0 newton.
Given: F = 25.0 N Required: W
d = 5.00 m
Solution:
W = Fd
W = 25.0N (5.00 m) = 125 joules

4. How much power was used when an object is moved at the rate of 5.00m/s by a
constant force of 10.0 N?
Given: v = 5.00 m/s Required: P
F = 10.0 N
Solution:
P = Fv = (10.0 N)(2.00 m/s)
P = 200-watts

Center of Mass and Geometric Center

The center of mass refers to the spatial arrangement of masses in a system, such as
the distribution of masses in space. The center of mass of a system can be related to
momentum.
The center of mass of the system is located
along the x-axis and it is somewhere
This concept can be extended to several
masses in a system. The x-coordinate of the
center of mass can be defined by:
 between the two masses.

Fig: http://hyperphysics.phy-astr.gsu.edu/hbase/cm.html
Similarly to determine the center of mass of the system if the masses are not along a
straight line, consider the y-axis.
y = m1⋅y1+m2⋅y2+m3⋅y3+…
m1+m2+m3+…
Problems on Center of Mass
1. Three objects are along the x-axis. A 2.00 kg object is at +5.00 m, a 4.00 kg is at 3.00
m and a 6.00 kg is at the point of origin. Where is the center of mass of these objects?
Given: m1 = 2.00 kg x1 = 5.00 m Required: xcm
m 2 = 4.00 kg x2 = 3.00 m
m3 = 6.00 kg. x3 = 0.00 m
Solution:
6.00 kg 4.00 kg. 2.00 kg

3.00 m
5.00 m
𝑚1𝑥1+𝑚2𝑥2+𝑚3𝑥3 (2𝑘𝑔)(5𝑚)+(4𝑘𝑔)(3𝑚)+(6𝑘𝑔)(0𝑚)
Xcm = =
𝑚1+𝑚2+𝑚3 2𝑘𝑔+4𝑘𝑔+6𝑘𝑔

= 1.83 m from the point of origin

Geometric Center is the centroid of the object or the center of mass of rigid object.

Fig: https://owlcation.com/stem/How-to-Solve-Centroids-of-Compound-Shapes
Learning Competencies:
➢ Use potential energy diagram to infer force, stable, unstable, and neutral equilibria;
and turning point (STEM_GP12WE-Ig-53)
➢ 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 Pyramid and the Rice Terreces; power and energy
requirements of human activities such as sleeping vs. sitting vs standing, running vs
walking (STEM_GP12WE-Ih-i-55)
➢ Differentiate center of mass and geometric center (STEM_GP12WE-Ih-i-56)
➢ Relate motion of center of mass of a system to the momentum of the system
(STEM_GP12WE-Ih-57)

ACTIVITY 1: ENERGY, WORK, POWER AND CENTER OF MASS

DIRECTIONS: Write the term to complete the statement.
Potential energy. Work. Momentum. Initial position. Ground zero
Watt. Slope Joule. Joule/second. Center of mass
___________________1. The unit of power is ________.
___________________2. The product of the applied force and the distance through which the
force is applied is _____________.
__________________3. The unit of work in SI is _________.
__________________4. The ___________ is the position of a falling object where the
potential energy is minimum.
__________________5. The energy gained by an object because of its position is
_________.
__________________6. The _______ is the position where the mass of the object is
concentrated.
__________________7. The ________ is the position of the object where the potential
energy is maximum in a falling object.
__________________8. Watt is equivalent to ________.
__________________9. The potential energy in a potential energy diagram is the _____ of
the graph.
__________________10. ______ is the product of the mass and its velocity.

ACTIVITY 2: PROBLEM SOLVING ON POTENTIAL ENERGY, WORK AND POWER

1. A 5.00 kg object is lifted from the horizontal to a height 8.50 m. What is the object’s
gravitational potential energy with respect to the horizontal?

2. A small metal ball, 2.50 kg, hangs at the end of a 3.00 m cord. The metal ball is pulled
until the rope makes an angle of 45.0 0 with the vertical. What is the gravitational
potential energy gained by the hanging metal ball?

3. Calculate the power used when a force of 25.0 N was applied to move an object a
distance of 45.0 m in 5.00 s?
 ACTIVITY 3: CENTER OF MASS
Determine the center of mass of the system.

8.00kg

12.0kg

15.00 7.00kg
kg

0 1 2 3 4 5 6 7 8 9
10
(m)
QUARTER 1: WEEK 8
IMPULSE AND MOMENTUM
Background information
Momentum
“The momentum of a body is the quantity of
motion it possesses due to its mass and velocity. We
are aware of the fact that moving object possesses a
quality by virtue of which it exerts a force on anything
that tries to stop it.” Moving object with high velocity is
more difficult to stop. A bullet has a very small mass and
yet its effect or impact is strong because of its large Fig.
velocity. https://physicsabout.com/momentum
-and-impulse/
Momentum is a mass in motion. Any moving
object has a momentum. The amount of momentum
depends on two variables, the mass and the velocity
of the object. In other word, momentum of an object is equal to the product of the mass and
velocity of the object.
Momentum = mass x change in velocity
p = m 𝒗
𝑘𝑔−𝑚
p = momentum (in lower case) in
𝑠

m = mass in kg
𝑚
𝒗 = velocity in 𝑠

Momentum is directly proportional to the object’s mass as well as the object’s velocity.
(The units used are in ST System.) Momentum is a vector quantity. The magnitude and the
direction are considered. The direction of the momentum of an object is the same as the
direction of the velocity.
Sample problems:
𝑚
1. A 250 kg object is moving at the rate of 18.0 westward. What is the momentum of
𝑠
the object?
Given: m = 250 kg Required: p
𝑚
v = 18.0
𝑠
Solution:
p = m 𝒗
𝑚 𝑘𝑔−𝑚
= (250 kg) (18.0 ) = 4.50 x 103 westward
𝑠 𝑠
𝑚
2. A vehicle of mass 1000-kg was moving at the rate of 25.0 𝑡𝑜 𝑡ℎ𝑒 𝑛𝑜𝑟𝑡ℎ, slowed down
𝑠
𝑚
to 18.0 . What is the change in momentum of the vehicle?
𝑠
Given: m = 1000-kg Required: 𝒑
𝑚
vinitial = 25.0
𝑠
𝑚
vfinal = 18.0
𝑠
Solution:
𝑝 = m 𝑣
= m (vfinal – vinitial)
𝑚 𝑚
= (1000-kg)( 18.0 - 25.0 )
𝑠 𝑠
3 𝑘𝑔−𝑚
= -7.00 x 10 to the north , the answer is negative because there
𝑠
was a decrease in momentum
Impulse
Impulse is the change in momentum. The concept on Impulse was taken from
Newton’s Second law of Motion.
Fnet = m a
𝒗
Fnet = (m)( )
𝒕
Fnet 𝒕 = m 𝒗
Impulse, I is equal to Fnet 𝒕 and Momentum, p is equal to m 𝒗. This equation is called
conservation of impulse and momentum. Impulse is the product of net force and change in
time.
Sample Problems:
1. A hockey player applies an average force of 85.0 N to a 0.25 kg hockey puck for a time
of 0.150 seconds. What is the impulse experienced by the hockey puck?
Given: Fnet = 85.0 N Required: I
𝒕 = 0.150 s
Solution:
I = Fnet 𝒕
= (85.0 N)( 0.150 s) = 12.8 N
2. A 20.0 N force is exerted to 10.0 kg object for 0.150 second. What is the change in
momentum of the object?
Given: Fnet = 20.0 N Required: p
m = 10.0 kg
𝒕 = m 𝒗 = 0.150 s
Solution:
Fnet 𝒕 = m 𝒗
𝐅𝐧𝐞𝐭 𝒕 (𝟐𝟎𝑵)(𝟎.𝟏𝟓𝟎𝒔) 𝑚
𝒗 = 𝒎
=
𝟏𝟎𝒌𝒈
= 0.300
𝑠
𝑝 = m 𝑣
𝒎 𝒌𝒈−𝒎
= (10.0 kg)(0.300 ) = 3.00
𝒔 𝒔

Note: Students are advised to read more on Impulse and Momentum

Elastic and Inelastic Collision
Elastic collision is a collision where in the total kinetic energy of the system before and
after the collision are equal. This kind of collision is theoretical because when there is collision
in a closed system the kinetic energy is conserved in the sense that some of the kinetic energy
is transformed into other of energy such as heat. There are some collision where the energy
transformed into other form/s is minimal in the macroscopic world.
Inelastic collision is a collision where in the total kinetic energy before the collision is
greater than the total kinetic energy after the collision in the system. During the collision some
of the kinetic energy is transformed into heat or energy that caused deformation in the colliding
objects.
Perfectly inelastic collision is the collision between two objects that stick and move
together after the collision.
Coefficient of Restitution
Coefficient of restitution describes the degree of collision between the two objects on
how elastic was the collision. It is a measurement of the ratio of the velocities before and after
the collision. The velocities before the collision are u 1 and u2 and velocities after the collision
are v1 and v2, the coefficient of restitution is:
v2−v1
e=
𝑢1−𝑢2

For elastic collision e =1. For inelastic collision 0  e  1. For perfectly inelastic collision e
= 0.

Sample Problems:
1. A 12-g bullet is fired into a stationary block of wood whose mass is 4.75 kg. the bullet
was imbedded into the wood. The speed of the bullet-wood immediately after the
collision is 0.650 m/s. What was the speed of the bullet before it hits the wood?
Given: mbullet = 12-g Required: vi
vwood+bullet = 0.650 m/s. mwood = 4.75 kg vwood = 0
Solution: mbullet vi,bullet + mwoodvi,wood = (mbullet+wood)( vwood+bullet)
(0.012kg) vwood+bullet + (4.75kg)0 = (4.75kg +0.012kg)( 0.650 m/s)
vi,bullet = (3.0953kg-m/s)/(0.012kg)
vi,bullet = 258 m/s

2. A small rocket whose mass is 900-kg consumes fuel at the rate R = 2.50 kg/s. The
speed of the exhaust gases relative to the rocket engine is 3000 m/s. What thrust is
the engine providing?
Given: R= 2.50kg /s Required: T
u = 3000 m/s
Solution:
T = Ru = (2.50kg /s)( 3000 m/s)
𝑚
= 7500 kg 2
𝑠
= 7500 N

3. A 4.50 kg mass moves at 7.00 m/s collides with a 3.00 kg mass that moves at 5.00m/s.
The two masses moves in the same direction. What are the velocities of the two
masses after the collision? The coefficient of restitution is 0.500.
Given: mA = 4.50kg uA = 7.00 m/s
MB = 3.00kg uB = 5.00 m/s
Required: vA and vB
Solution: mA uA + mB uB= mA vA+ mB vB
𝑣𝐵−𝑣𝐴
e=
𝑢𝐴−𝑢𝐵
(4.5kg)(7m/s) + (3kg)(-5m/s) = (4.5kg)vA + (3kg)vB
16.5kg-m/s = (4.5kg)vA + (3kg)vB
33m/s = 9 vA + 3 vB
𝑣𝐵−𝑣𝐴
0.5 = 7𝑚 5𝑚
( 𝑠 )−( 𝑠 )
1m/s = vB - vA
Using simultaneous equation:
vB = 3.5m/s and vA = 2.5m/s

Learning Competencies:
➢ Relate the momentum, impulse, force, and time of contact in a system
(STEM_GP12MMIC-lh-58)
➢ Compare and contrast elastic and inelastic collisions (STEM_GP12MMIC-li-60)
➢ Apply the concept of restitution coefficient in collision (STEM_GP12MMIC-li-61)
➢ Solve problems involving center of mass, impulse, and momentum in context such as,
but not limited to rocket, vehicle collisions and ping pong (STEM_GP12MMIC-li-63)
ACTIVITY 1: VOCABULARY
Closed system. External forces. Newton’s Third Law. Isolated system.
Internal forces Law of conservation of momentum Impulse-momentum theorem.
Impulse. Linear momentum. vector

Directions: Write the term that will make the statement correct.
______________________1. When an object exerts a force on a second object, the second
object also exerts a force on the first object that is equal in magnitude but in the opposite
direction is the ____.
______________________2. A quantity that has a magnitude and direction is a(an) _____.
______________________3. The product of the average force and the time when the force
is exerted on the object is _______.
_____________________4. _____ is the product of the mass and velocity of a body.
_____________________5. _____ states that the impulse of an object is equal to the change
in momentum of the object.
_____________________6. Forces that act on a system outside the system are ____.
_____________________7. ______ is a closed system where the net external forces is zero.
_____________________8. The momentum of any closed system with no net external forces
acting on the system is the ________.
_____________________9. _____ are forces acting within the closed system.
_____________________10. In a(an) _____ the mass is constant.
ACTIVITY 2: PROBLEM SOLVING
Directions: Answer the following problems. Write the given, the required, solution and boxed
the final answer.
1. A moving vehicle has a velocity of 25.0 m/s and has a mass of 1000-kg. What is the
momentum of the vehicle? What force is needed to stop the vehicle in 3.00 s?
2. A car of mass 725 kg is travels at the rate of 75.0 km/hr east. What is the momentum
of the vehicle?
3. The kinetic energy of a body is 358J and its momentum is 45.0 kg-m/s. What is the
speed and mass of the object?
4. Car A has a mass of 8.00kg and moves at the rate of 5.00 m/s East collided to car B
whose mass is 5.00 kg and moves at the rate of 3.00 m/s West. After the collision, the
cars stick together in the direction of car A. What is the velocity of the cars after the
collision?
5. A 3.00 kg cat moves at 8.00 m/s strikes a 2.00 kg cart that moves 5.00 m/s in the same
direction. What is the final velocity of each cart if the collision is perfectly elastic linear
collision?
ACTIVITY 3: CONCEPT INVESTIGATION
Concept: Impulse and momentum
Materials: 2 eggs, Styrofoam packing material or plastic bubble
Procedure:
1. Roll an egg toward a concrete wall. Observe what happened.
2. Roll the other egg toward a concreate wall with packing Styrofoam or plastic bubble
against the wall. Observe what happened.
3. Describe the results of the two trials. Explain why it happened that way.
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ANSWERS KEY
QUARTER 1 WEEK 1.1
ACTIVITY 1: ACCURACY AND PRECISION
ACTIVITY 3: PROBLEM SOLVING
Answers may vary
1. 1.73 x 102 cm; 5.20 x 104 g
ACTIVITY 2: SYSTEMATIC OR RANDOM? 2. 8.00 strips
3. 0.56 m or 5.60 x 10-1 m; 1.13 m
1. Systematic
4. 10.00 g/mL
2. Random
5. 22.81 m
3. Random
4. Systematic
5. Systematic

QUARTER 1 WEEK 1.2

ACTIVITY 1: SCALAR OR VECTOR? ACTIVITY 2: VECTOR SOLVING

SCALAR 1. 5.39 km, 68.20o S of E

VECTOR 2. 144.22 N, 56.31o or 33.69o (direction)
1. Time 3. 82.69 km, 31.74o N of E
1. Weight
2. Density 4. 6.55 m, 85.10o S of E
2. Acceleration
3. Distance 5. 6.17 cm, 45.85o N of E
3. Momentum
4. Mass
4. Velocity
5. Work

ACTIVITY 3: REAL-LIFE VECTORS

Answers may vary

QUARTER 1 WEEK 2

ACTIVITY 1: RUNNER GRAPH ACTIVITY 2: ONE-DIMENSIONAL MOTION PROBLEMS

1. A 1. a = 8.10 m/s2
2. 750 m 2. a = 4.17 m/s2
3. C 3. dx = 32.92 m; Since the dog is 45 m away, Albert
4. 250 m will be able to stop without hitting the dog.
5. A. 5 m/s; 4. a. vf = - 39.20 m/s or 39.20 m/s downward;
B. 2.5 m/s; b. dy = - 78.40 m or 78.40 m below the point of
C. 0 m/s; release
D. - 3.75 m/s 5. a. vtop = 0; b. vi = 2.21 m/s; c. t = 0.45 s

ACTIVITY 3: GRAPHICAL ANALYSIS OF MOTION

A. Answers may vary
B. Type of Motion
Portion AB BC CD DE EF FG GH
Uniformly UAM Uniformly
Type of
UAM UM decelerated At rest (Negative UM decelerated
Motion
Motion direction) Motion
C. Acceleration and Displacement
Portion AB BC CD DE EF FG GH
Acceleration(m/s2) +2 0 -2 0 -2 0 +2
Displacement(m) +100 +400 +100 0 -100 -400 -100
D. Total displacement = 0 m; Total distance = 1200 m
E. Answers may vary

QUARTER 1 WEEK 3

ACTIVITY 1: PHYSICS PHOTOGRAPHY ACTIVITY 2: COLOR THE CLOWN

1. 32.32 m (RED)
Answers may vary 2. a. 35.35 s (ORANGE); b. 1530.70 m
(YELLOW)
3. 0.60 m (BLUE)
ACTIVITY 3: PROBLEM SOLVING 4. 1.51 m (GREEN)
1. dx = 3.18 m
2. dy = 4.90 cm; Gabriel will hit the bull’s eye.
3. a. dx = 75 m; b. voy = 14.70 m/s; c. θ = 30.45o
QUARTER 1 WEEK 4
ACTIVITY 1: VOCABULARY REVIEW
1. action-reaction pair ACTIVITY 2: PROBLEM SOLVING
2. inertia 2. 0.51
3. equilibrant 3. 44.58 N
4. friction 4. 29.40 N
5. static friction
QUARTER 1 WEEK 5 ACTIVITY 3: APPLICATION TO EVERYDAY LIFE
Answers may vary.
ACTIVITY 1: PHYSICS PHOTOGRAPHY
Answers may vary ACTIVITY 3: PROBLEM SOLVING
1. F = 12.50 N
ACTIVITY 2: COLOR THE BULB 2. a. a = 2.50 m/s2; b. d = 31.25 m
3. a. a = 0.34 m/s2; b. T = 141.96 N; c. vf = 1.17 m/s
1. a = 4.80 m/s2 (Green)
4. T1 = T2 = 14.15 N
2. d = 100 m, West (Yellow)
3. a = – 24 m/s2 (Red) 5. a. a = 0.74 m/s2; b. The acceleration of m2 will be in the
4. a = 0.39 m/s2 (Blue) downward direction; c. T = 20.84 N
5. F = 98.44 N (Orange)
QUARTER 1 WEEK 6

ACTIVITY 1: DOT PRODUCT ACTIVITY 3: CONSERVATIVE OR NONCONSERVATIVE

1. C 4. A Answers may vary but could possibly consider the following
2. B 5. C 1. CONSERVATIVE. There is no change in the
3. B mechanical energy of the rock/ No energy lost.
2. NONCONSERVATIVE. The ball will dissipate kinetic
ACTIVITY 2: FORCE VS. POSITION GRAPH energy.
A) A constant force of 2 N was applied 3. CONSERVATIVE. The force only dependent on the
between a displacement of 0-1m initial and final position irrespective of the path taken.
and a constant force of 6 N was 4. NONCONSERVATIVE. It loses kinetic energy, which
applied between a displacement of is dissipated as thermal energy, reducing its
2-3 m. mechanical energy.
B) - 6 N 5. NONCONSERVATIVE. The work done is not equal to
C) 6 J zero.
D) 9 J NONCONSERVATIVE. The force acting on the box is
E) 12 J friction which is an example of nonconservative force.

ACTIVITY 4: DECODE THE MESSAGE

I M A W E S O M E
44.24 J 0.60 144 J 147 J 600 J 86.60 J 0J 1.48 m 10.50 J
QUARTER 1 WEEK 7m
ACTIVITY 1: ENERGY, WORK, POWER AND CENTER OF MASS
1. Watt ACTIVITY 2: PROBLEM SOLVING ON POTENTIAL ENERGY,
2. Work WORK AND POWER
3. Joule 1. 417 joules
4. Ground zero 2. 52.0 joules
5. Potential energy 3. 225 watts
6. Center of mass ACTIVITY 3: CENTER OF MASS
7. Initial position 4. Xcm = 4.40 m ( from the point of origin along the x-axis)
8. Joule/second 5. Ycm = 4.69 m (above the point of origin along the y-axis)
9. Slope
10. Momentum
QUARTER 1 WEEK 8
ACTIVITY 2: PROBLEM SOLVING
ACTIVITY 1: VOCABULARY 1. F =8.33 x 103 N
1. Newton’s Third Law 2. Momentum = 1.51 x 104 kg-m/s
2. Vector 3. v= 15.91 m/s
3. Impulse m= 1.4141 kg
4. Momentum 4. v = 1.92 m/s
5. Impulse-Momentum Theorem 5. v1= 8.41 m/s same direction before collision
6. External force v2= -11.09 m/s negative means opposite direction
7. Isolated system
8. Law of Conservation of Momentum
9. Internal force ACTIVITY 3: CONCEPT INVESTIGATION
10. Closed system Answers may vary
 RUBRICS
PHYSICS PHOTOGRAPHY
POINTS
CRITERIA RATING DESCRIPTION
EARNED
a. Scientifically correct Excellent (E) Meets all four criteria 5
b. Accuracy of information/Technical quality Very Satisfactory (VS) Meets only three criteria 4
c. Clarity of content/photo Satisfactory (S) Meets only two criteria 3
d. Creativity of presentation or quality of Needs Improvement Meets only one of the first
2
photo (NI) three criteria

PERFORMING AN ACTIVITY OR EXPERIMENT

POINTS
CRITERIA RATING DESCRIPTION
EARNED
a. Richness and accuracy of information Excellent (E) Meets all four criteria 5
b. Clarity of explanation Very Satisfactory (VS) Meets only three criteria 4
c. Completeness in presenting the observations Satisfactory (S) Meets only two criteria 3
Needs Improvement Meets only one of the
d. Clarity in expressing the results of conclusion 2
(NI) first three criteria

MAKING CONNECTIONS
POINTS
CRITERIA RATING DESCRIPTION
EARNED
a. Scientifically correct/logical presentation of ideas Excellent (E) Meets all four criteria 5
b. Richness or accuracy of information Very Satisfactory (VS) Meets only three criteria 4
c. Clarity of content/explanation Satisfactory (S) Meets only two criteria 3
Needs Improvement Meets only one of the first
d. Correctness of accompanying explanation 2
(NI) three criteria

PROBLEM SOLVING
POINTS
CRITERIA RATING DESCRIPTION
EARNED
a. Correctness in showing the problem-solving
Excellent (E) Meets all four criteria 5
strategies
b. Shows complete solutions Very Satisfactory (VS) Meets only three criteria 4
c. Expresses final answers with appropriate unit Satisfactory (S) Meets only two criteria 3
Meets only one of the
d. Expresses answers in two decimal places Needs Improvement (NI) 2
criteria

Name of Writers:

ARNIE L. GUEVARRA
Master Teacher I – ACSci – SHS

ARTHUR J. MITRA
Secondary School Teacher III – ACSci – SHS