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PHY 032: PHYSICS FOR ENGINEERS

Module #15 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Standing Waves Materials:

Lesson Objectives Calculator, Paper, and pen
At the end of this lesson, you should be able to:
References:
1. Calculate the frequency vibrating strings. College Physics by Giambatista,
2. Calculate the frequency of vibrating air column in an open Richardson, Richardson.
pipe. Physics for Scientist and
3. Calculate the frequency of vibrating air column in a close Engineers with Modern Physics
pipe. by Serwey, Jewett.
College Physics by Weber,
Manning, White, Weygand
[Link]
waves

You could have played a guitar well. Be it your

hobby or a source of income. Now, you try to go
deeper and find out how your guitar works and
play in tune and make a soothing music out of it.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
Interference of waves is exhibited whenever two waves travel through one medium. If a wave is
continuously propagated toward the right of the string as shown in figure (a) below, it will be reflected at
point A. Hence, a wave is also set up in the string which travels toward the left. The reflected wave will
have the same amplitude and the same wavelength as the original wave coming from the right. These
two waves interfere with each other and set up a so-called standing wave.
The distance between two successive points which are in phase is called a wavelength (𝝀) . See
figure (b).

This document is the property of PHINMA EDUCATION 1

PHY 032: PHYSICS FOR ENGINEERS

Module #15 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Incident wave

Reflected wave
(a) Standing wave

one wavelength, 𝝀
2 6
A
9
1 3 5 7

one wavelength, 𝝀
4 8

(b) Wavelength

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1 How do you tune your guitar

strings to have the right frequency?

2 An earthquake generates what

type of wave?

3 What disturbance can exhibit

both the transverse wave and
longitudinal wave?

B. MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Vibrating Strings
A vibrating string is an example of standing wave. You see this in musical instruments such as
guitar, violin, ukulele among other instruments with strings. When you pluck the string of a guitar,
transverse waves are set up, and since both ends are fixed, the wave is reflected back and forth at the
two ends. Standing wave is therefore set up in the string.

This document is the property of PHINMA EDUCATION 2

PHY 032: PHYSICS FOR ENGINEERS

Module #15 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

(a)
? 𝐴 ?
(a) Fundamental Frequency/1 st harmonic

? ? = 2? ?
?1 =
2?

𝐴 𝐴
? ? (b) 1 st overtone/2 nd harmonic
(b) ?
?=? ?
?/2 ?2 =
?
(c) 2 nd overtone/3 rd harmonic

𝐴 𝐴 𝐴
? ? ? ?
(c) 2 3?
?=? ?3 =
?/3 3 2?
(d) 3 rd overtone/4 th harmonic

𝐴 𝐴 𝐴 𝐴
? ? ? ? 2?
(d) ? ?
?= ?4 =
2 ?
?/4 𝑣 𝑇
where: ?= ?=ට
? ?

Vibrating Air Column in an Open Pipe

𝐴 𝐴
?
(a) (a) Fundamental Frequency/1 st harmonic

? = 2? ?
?1 =
2?

𝐴 𝐴 𝐴
(b) 1st overtone/2 nd harmonic
(b) ? ?
?=? ?
?2 =
?
(c) 2 nd overtone/3 rd harmonic

𝐴 𝐴 𝐴 𝐴
(c) ? ? ?
2 3?
?= ? ?3 =
3 2?
(d) 3rd overtone/4 harmonic
th

𝐴 𝐴 𝐴 𝐴 𝐴
? ? ? ? ? 2?
(d) ?= ?4 =
2 ?
𝑣 𝐵.𝑀.
𝜌
where: ?= ?=ට
?

This document is the property of PHINMA EDUCATION 3

PHY 032: PHYSICS FOR ENGINEERS

Module #15 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Vibrating Air Column in a Closed Pipe

(a) 𝐴 ? (a) Fundamental Frequency/1 st harmonic

? = 4? ?
?1 =
4?

𝐴 𝐴
? ? (b) 1st overtone/2 nd harmonic
(b)
4 3?
?= ? ?2 =
3 4?
(c) 2 nd overtone/3 rd harmonic

𝐴 𝐴 𝐴
? ? ?
(c) 4 5?
?= ? ?3 =
5 4?
(d) 3rd overtone/4 th harmonic

𝐴 𝐴 𝐴 𝐴
? ? ? ?
4 7?
(d) ?= ? ?4 =
7 4?
𝑣 𝐵.𝑀.
𝜌
where: ?= ?=ට
?

N- Node; A- Antinode

Example Problems
1. A string 60 cm long has a mass of 0.30 g. Determine the fundamental frequency of the string
when it is under a tension of 6.5 x 10 5 dynes.

?𝑖???: ?????𝑖??:
? = 60 ?? ? ? ??
?1 = ?=ඨ =ඨ
? = 0.30 ? 2? ? ?
? = 6.5 ? 10 5 ?????
= ??. ?? 𝑯?
1 (60)(6.5 ? 10 5)
?𝑖??: ? ?1 = ඨ
1 2(60) 0.30

2. A uniform string has a mass of 300 g and a length of 600 cm. The string passes over a pulley
and a 2000 g object is hanged at the end of the string. Calculate the speed of the pulsating
string.
?????𝑖??:
?𝑖???: ? = 300 ? ? = 600 ??

? ?? 600(2000)(981) ? = ??
?=ඨ = ඨ = ඨ = ????. ?? ??/𝒔
? ? 300 ? = 2000 ?
?𝑖??: ?

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PHY 032: PHYSICS FOR ENGINEERS

Module #15 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

3. Determine the tension in a string whose fundamental frequency is equal to the frequency of
the third harmonic when under a tension of 7.5 x 10 5
dynes.

?𝑖???: ?????𝑖??:

1 ?1 ?1 = ? 3
?1 = ඨ
2? ?
1 ?1 3 ?3
3 ?3 ඨ = ඨ
2? ? 2? ?
?3 = ඨ
2? ?
?1 ?3
? 3 = 7.5 ? 10 5 ????? ඨ = 3ඨ
? ?
?𝑖??: ? 1
?1 ?
= 9 ൬3 ൰
? ?

?1 = (9)(7.5 ? 10 5 ) = ??????? ????𝒔

4. Find the length of an open pipe whose fundamental frequency is equal to 120 Hz. Assume
the velocity of sound in air is 380 m/s.
?𝑖???: ?????𝑖??:
?
?1 = 120 ?? ?1 =
2?
? 380
? = 380 ?/? ?= = = ?. ?? ?
2?1 2(120)
?𝑖??: ?

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)
Exercise Problems
Solve the following problems. Use a short bond paper with 1" by 1" border. Avoid erasures.
1. Longitudinal waves are set up in an aluminum rod. Calculate the velocity of the wave if the modulus
of elasticity of aluminum is 6.9 x 10 11 dynes per sq. cm. and the density of the aluminum is 2.69 gram
per cu. cm.
2. A standing wave is set up in a string 120 cm long. The string vibrates in four segments under a
frequency of 120 Hz. Calculate the wavelength and the fundamental frequency of the string. Standing
waves are established in a string. The frequency of the wave is 512 Hz and the distance between
two successive nodes is 8 cm. Calculate the velocity of the wave in the string.
3. The second harmonic of an open pipe has a frequency double the frequency of the third harmonic of
a closed pipe 5 m long. How long is the open pipe?

3) Activity 4: What I Know Chart, part 2 (2 mins)

Complete column 3: (What I Learned) of the table in activity 1 based on the content notes from activity

This document is the property of PHINMA EDUCATION 5

PHY 032: PHYSICS FOR ENGINEERS

Module #15 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Use your own words. Never copy any terms used in the content notes. Preferably, complete the table
without looking at the concept notes.

4) Activity 5: Check for Understanding (5 mins)

Student Engagement (SE) Effective Questioning

Two strings A and B are given. The length of A is

twice that of B. The total mass of A is one-third that
of B. If the tension in wire A is one-half that of B and
the fundamental frequency of A is 400 Hz, what is
the fundamental frequency of string B?

5) Activity 6: Assessment for Student Learning

Classroom Assessment Technique (CAT) 3-2-1

Three things you learned:

1.
2.
3.
Two things that you would like to learn more about:
1.
2.
One question you still have:
1.
C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

This document is the property of PHINMA EDUCATION 6

PHY 032: PHYSICS FOR ENGINEERS

Module #15 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

FAQs
1. What is a standing wave?
A standing wave, also known as a stationary wave, is a wave that oscillates in time but does not travel in
space due to its peak amplitude profile. The wave oscillations' peak amplitude is constant with time at
any point in space, and the oscillations at different points in the wave are in phase.

2. How is a standing wave formed?

Standing waves are generated by the superposition of two traveling waves of the same frequency
(polarization and amplitude) moving in opposite directions. This is normally accomplished by the use of a
traveling wave and its reflection, which ensures that the frequency remains constant.

KEY TO CORRECTIONS
Solution to Exercises
1. Given:
𝑌? = 6.9 ? 10
𝜌 = 2.69 ?/??
11 ?????/?? 2

𝑌?
Find: ?

𝜌
6.9 ? 10 11
Solution: ?=ඨ = ඨ = ??????. ?? ??/𝒔
2.69

2. Given:
2? 2?
? = 120 ?? ?4 = = = 120
? 120
???? ????????
? = 7200 ??/?
? = 120 ??

= ?? 𝑯?
Find: ?, ?1 ? 7200
?1 = =
Solution: 2? 2(120)

? 120
?= = = ?? ??
2 2
3. Given:
? = 512 ?? ? = ?? = 512(0.16) = ??. ?? ?/𝒔
?
= 8 ??
2
This document is the property of PHINMA EDUCATION 7
Find: ?
Solution:

PHY 032: PHYSICS FOR ENGINEERS

Module #15 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

4. Given:
?2 , ???? ?𝑖??, ?2 = 2? 3
?3 , ?????? ?𝑖??, ? 𝑐? = 5 ? ? 5?
4? 𝑐?
=2ቆ ቇ
Find: ? ?? ? ??
4? 𝑐?
Solution: ? ?? = 2 ൬ ൰
5
for open pipe, 4(5)
? ? ?? = 2 ቈ =??
5
?2 =
? ??

for closed pipe,

5?
4? 𝑐?
?3 =

This document is the property of PHINMA EDUCATION 8

PHY 032: PHYSICS FOR ENGINEERS

Module #16 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Temperature Materials:

Lesson Objectives Calculator, Paper, and pen
At the end of this lesson, you should be able to:
References:
1. Convert temperatures from Celsius to Fahrenheit and College Physics by Giambatista,
Kelvin and vice versa. Richardson, Richardson.
2. Calculate the coefficient of linear expansivity of different Physics for Scientist and
materials. Engineers with Modern Physics
by Serwey, Jewett.
College Physics by Weber,
Manning, White, Weygand

Because of the pandemic, everyone has been

very conscious of their body temperatures
including you. When do you say that any object
is hot or cold? How can you distinguish a hot
object from a cold object by touching them?
Discover the transfer of energy from one object
to another.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
In our previous lessons, you have learned that in mechanics, physical phenomenon can be
described completely in terms of the three fundamental quantities: the length, mass, and time. And for
other derived quantities such as energy, force, acceleration, and momentum are expressed from these
fundamental quantities.
In the study of heat, however, we again need another quantity- temperature- which is expressed
in another unit.
We often relate the idea of temperature with the hotness and coldness of a body when we touch
it. In this manner, our sense of touch, enable us to measure a qualitative indication of temperature. The
temperature of an object is defined as the property that determines the transfer of energy to and from
other objects.
2) Activity 1: What I Know Chart, part 1 (3 mins)

This document is the property of PHINMA EDUCATION 1

PHY 032: PHYSICS FOR ENGINEERS

Module #16 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

What I Know Questions: What I Learned (Activity 4)

1 Why is it advisable to buy new

pair of shoes in the afternoon than
in the morning?

2 Why do engineers provide

expansion joints in concrete
roads?

3 Why does your cellphone

batteries swell?

B. MAIN LESSON
1) Activity 2: Content Notes (13 mins)
The Zeroth Law of Thermodynamics
If two objects A and B are in thermal equilibrium with the third object C, then object A and object
B are in thermal equilibrium with each other.

When two objects with different temperature are placed in contact with each other, they will
undergo changes after some time, In the figure above, the balloon and the ice cube are placed near each
other. You will observe that the two objects undergo changes. These changes will cease after some time.
The final state of the two objects is called the thermal equilibrium, and you can say that the two are in
thermal equilibrium with each other. If the balloon has an initial temperature of 38°C and the ice an initial
temperature of -10°C, then after some time, both will have a final temperature of say 20°C. Now, can you
guess what the object C is?
Thermometer

This document is the property of PHINMA EDUCATION 2

PHY 032: PHYSICS FOR ENGINEERS

Module #16 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

A thermometer scale is established by choosing a simple relation between a measurable physical

property and temperature, the zero of the scale being fixed by assigning a numerical value to an easily
reproducible temperature. The several scales for temperature are the Celsius or centigrade, the
Fahrenheit, and the Kelvin.

100°𝐶 212 °𝐹 373 ?

Steam point

°𝐶 °𝐹 ?

0°𝐶 32°𝐹 273 ?

Ice point

Centigrade Fahrenheit Kelvin

Conversions
𝑇𝐶 =
9 𝐹
5
(𝑇 − 32°)

𝑇𝐹 = 𝑇𝐶 + 32
9

𝑇? = 𝑇 𝐶 + 273
5

𝑇𝐶 𝑖? ??????𝑎???? 𝑖? 𝐶???𝑖??
where:

𝑇𝐹 𝑖? ??????𝑎???? 𝑖? 𝐹𝑎ℎ???ℎ?𝑖?
𝑇? 𝑖? ??????𝑎???? 𝑖? ????𝑖?

Thermal Expansion
Our use of liquid thermometer demonstrates thermal changes in a liquid substance. As the
temperature increases, its volume increases. This phenomenon is called thermal expansion.
Length Expansion
∆? = ? 0 · ? · ∆𝑇 = ?? 0 ∆𝑇

∆𝐴 = 𝐴 0 · 2? · ∆𝑇 = ?𝐴 0 ∆𝑇
Area Expansion

∆𝑉 = 𝑉0 · 3? · ∆𝑇 = ?𝑉 0 ∆𝑇
Volume Expansion

Coefficients of Linear Expansion for some Materials

This document is the property of PHINMA EDUCATION 3

PHY 032: PHYSICS FOR ENGINEERS

Module #16 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Expansion, 𝜶 (/℃) Expansion, 𝜸 (/℃)

Solids Linear Coefficient of Liquids and Gases Volume Coefficients of

Aluminum 24 x 10-6 Acetone 1.5 x 10-4

Brass and Bronze 19 x 10-6 Alcohol, Ethyl 1.12 x 10 -4
Concrete 12 x 10-6 Benzene 1.24 x 10 -4
Copper 17 x 10-6 Gasoline 9.6 x 10-4
Glass (ordinary) 9 x 10-6 Glycerin 4.85 x 10 -4
Glass (Pyrex) 3.2 x 10-6 Mercury 1.82 x 10 -4
Invar (Ni- Fe alloy) 0.9 x 10-6 Turpentine 9.0 x 10-4
Lead 29 x 10-6 Air 3.67 x 10 -5
Steel 11 x 10-6 Helium 3.665 x 10-5

Example Problems
1. A steel meterstick is accurate at 20°C. It is used when the temperature is 40°C. The meterstick
is used to measure a rod of length 4.66 m. Determine the correct length of the rod at 40°C.

Given: Solution:
𝑇0 = 20°𝐶
𝑇1 = 40°𝐶
? 0 = 1.000 ?
? 𝑟𝑜? = 4.66 ?
∆? = ? 0 · ? · ∆𝑇 = ?? 0 ∆𝑇

= ?? 0 (𝑇 − 𝑇 0 )
? = 11 𝑥 10
?−?

+ ?? 0 (𝑇 − 𝑇 0 )
−6 /°𝐶 0

?=? 0

? = ? 0 ሾ1 + ?(𝑇 − 𝑇 0 )ሿ
Find: Correct length of rod

? = (1)ሾ1 + (11 𝑥 10 −6 )(40 − 20)ሿ

? = 1.00022 ?
𝐶?????? ?????ℎ ?? ???,
? 𝑟𝑜? = 1.00022(4.66) = ?. ??? ?

2. Determine the elongation of an invar tape 100 m in length, used in a surveying field work when
the temperature increases from 25°C to 40°C.
Given: Solution:

𝑇0 = 25°𝐶 ∆? = ?? 0 (𝑇 − 𝑇 0 )
? = 0.9 𝑥 10 −6 /°𝐶 𝑇1 = 40°𝐶
? 0 = 100 ?

∆? = (0.9 𝑥 10 −6 )(100)(40 − 25)

∆? = (0.9 𝑥 10 −6 )(100)(40 − 25)

Find: elongation, ∆?.

= ?. ?? 𝒙 ?? will
∆?temperature
3. A steel plug has a diameter of 10.000 cm at 30.0°𝐶. At what
−? ?
the diameter be

This document is the property of PHINMA EDUCATION 4

PHY 032: PHYSICS FOR ENGINEERS

Module #16 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

? ??? 𝑇 0 = 30℃,
9.986 cm.
Given:
11 𝑥 10 −6
= 10.996 𝑥10
1 + (11 𝑥 10 −6 )(30)
? 0 = 10 ?? ?1 = 9.986 ??
𝑇0 = 30°𝐶
? 30 = −6 /℃

? = 11 𝑥 10 −6 /°𝐶
= ? 0 ? 𝑇 (𝑇1 − 𝑇 0 )
Find: 𝑇1 .
?1 − ? 0

𝑇1 = + 𝑇0 =
Solution:
? 0 𝛼𝑇 10(10.996 𝑥10 −6 )
? 1 −? 0 9.986−10
+ 30 = −𝟗?. ??℃
? = ? 0 ሾ1 + ?∆𝑇ሿ

1 + ? 0𝑇
?𝑇 =
?0

4. A 5000 cubic centimeter cylindrical can is filled with turpentine at 40℃. How much volume of
the liquid will spill at 60℃?

Given: Solution:
𝑉0 = 5000 ??. ??. 𝑇0 = 40°𝐶 ∆𝑉 = 𝑉 0 ?∆𝑇
𝑇1 = 60°𝐶
∆𝑉 = (5000)(9.0 𝑥 10 −4 )(60 − 40)
? = 9.0 𝑥 10 −4 /°𝐶 ∆𝑉 = 𝟗? 𝒄𝒖. 𝒄?
Find: Volume spilled, ∆𝑉.

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)
Exercise Problems
Solve the following problems. Use a short bond paper with 1" by 1" border. Avoid erasures.
1. Liquid oxygen freezes at -218.4°C and boils at -183.0°C. Convert these temperatures in
terms of the Fahrenheit scale and Kelvin scale.
2. A 2-m long aluminum pipe at 27°C is heated until it is 2.0024 m long at 77°C. Calculate the
coefficient of linear expansivity of aluminum.
3. A brass rod and an aluminum rod are 90.00 cm and 90.06 cm, respectively, at 20°C. At what
common temperature will the two rods be exactly the same length?
4. How much expansion should engineers anticipate in a 2,000-ft steel bridge if it undergoes a
change in temperature from 0°C to 30°C?

3) Activity 4: What I Know Chart, part 2 (2 mins)

This document is the property of PHINMA EDUCATION 5

PHY 032: PHYSICS FOR ENGINEERS

Module #16 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Complete column 3: (What I Learned) of the table in activity 1 based on the content notes from activity
2. Use your own words. Never copy any terms used in the content notes. Preferably, complete the table
without looking at the concept notes.

4) Activity 5: Check for Understanding (5 mins)

Student Engagement (SE) Effective Questioning

How do you account for the fact that solids and

liquids generally expand when heated?

5) Activity 6: Assessment for Student Learning

Classroom Assessment Technique (CAT) 3-2-1

Three things you learned:

1.
2.
3.
Two things that you would like to learn more about:
1.
2.
One question you still have:
1.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

This document is the property of PHINMA EDUCATION 6

PHY 032: PHYSICS FOR ENGINEERS

Module #16 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

FAQs
1. How is heat transfer related to temperature?
Heat is often transferred from a hot object to a cold one. A change in temperature is associated with heat
transfer in a gas. The state of the gas is determined by its temperature, pressure, and volume. A gas's
state is altered when it is heated.

2. What are the 3 common temperature scales?

Temperature is usually measured using three scales. The most popular temperature scales are Celsius
and Fahrenheit. The Kelvin scale is mainly used in science.

KEY TO CORRECTIONS
Solutions to Exercise Problems
1. Given:
T1 =-218.4℃ 9
Tf = (−218.4) + 32 = −???. ??℉

T𝑘 = −218.4 + 273 = ??. ? 𝑲

5
T2 = -183.0℃

Find: Temp. in ℉, K
Solution: 9

𝑇 + 32
Tf = (−183.0) + 32 = −?𝟗?. ?℉
9 5
T𝑘 = −183.0 + 273 = 𝟗? 𝑲
Tf =
5 ?
T𝑘 = 𝑇? + 273

2. Given: Solution:
∆? = ?? 0 (𝑇1 − 𝑇 0 )
L0 = 2 m, Aluminum T0 = 27℃
L1 = 2.0024 m T1 = 77℃

? 0 (𝑇1 − 𝑇 0 )
∆?
?=
Find: ?

= ?. ? 𝒙??
2.0024 − 2 −?
?= /℃
2(77 − 27)
3.

This document is the property of PHINMA EDUCATION 7

PHY 032: PHYSICS FOR ENGINEERS

Module #16 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Given:
L0 = 90 cm, Brass
L0 = 90.06 cm, Aluminum

T0 = 20℃ 90 + (19 𝑥 10 −6 )(90)(𝑇 1 − 20) = 90.06 + (24 𝑥 10 −6 )(90.06)(𝑇 − 20)

Find: 𝑇1 𝑥 10 −3 𝑇1 𝑥 10 −3 𝑇1 − 0.0432
1

90 + 1.71 − 0.0342 = 90.06 + 2.16

Solution: 2.16 𝑥 10 −3 𝑇1 − 1.71 𝑥 10 −3 𝑇1 − 0.0342 = 90 − 90.06 + 0.0432 − 0.342
∆? = ?? 0 (𝑇1 − 𝑇 0 )
𝑇1 =
? 1 − ? 0 = ?? 0 (𝑇1 − 𝑇 0 ) 0.45 𝑥 10 −3
−0.051
= −???. ??℃

?1 = ? 0 + ?? 0 (𝑇1 − 𝑇0 )

4. Given:
L0 = 2000 ft, steel
T0 = 0℃
T1 = 30℃
Find: ∆?

∆? = ?? 0 (𝑇1 − 𝑇 0 ) = (11 𝑥 10
Solution:
−6 )(2000)(30 − 0)

∆? = ?. 𝟗? ??𝒄?𝒆𝒔
∆? = 0.66 ??

This document is the property of PHINMA EDUCATION 8

PHY 032: PHYSICS FOR ENGINEERS

Module #17 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Heat Materials:

Lesson Objectives Calculator, Paper, and pen
At the end of this lesson, you should be able to:
References:
1. Calculate specific heats of different materials. College Physics by Giambatista,
2. Determine the amount of heat required to melt an ice. Richardson, Richardson.
3. Compare latent heat of fusion with latent heat of Physics for Scientist and
vaporization. Engineers with Modern Physics
by Serwey, Jewett.
College Physics by Weber,
Manning, White, Weygand
[Link]
ic-heat

Think of things that you needed heat badly today.

In your everyday activities, applying heat in
different forms is indispensable. Can you give an
example of how did you apply heat today?

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
It is a common observation that when two systems at different temperatures are placed together,
the final temperature reached by both systems is somewhere between the two initial temperatures. In the
early times, it was explained by postulating that a material substance known as caloric existed in every
object.
It was James Prescott Joule (1818-1889), an English physicist, who showed by experiment that
when a given quantity of mechanical energy is converted to heat, the same quantity of heat is always
produced. Thus, the equivalence of heat and mechanical work as two forms of energy was established,
and eventually it became generally understood that heat is a form of energy rather than a substance.

This document is the property of PHINMA EDUCATION 1

PHY 032: PHYSICS FOR ENGINEERS

Module #17 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1 Why do you need to lower the

heat of your stove when the meat
you are cooking is not yet tender
and the water has reached its
boiling point?

2 Which is better, wear two layers

of jacket or a single jacket of the
same mass in a very cold weather?

3 How does a pressure cooker

works?

B. MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Heat and Internal Energy
Internal energy is all the energy of a system that is associated with its microscopic components-atoms
and molecules-when viewed from a reference frame at rest with respect to the center of mass of the
system.

Heat (𝑸) is defined as a process of transferring energy across the boundary of a system because of a
temperature difference between the system and its surroundings.

Units of Heat
Initial concepts of heat were based on a fluid called caloric. This fluid flowed from one substance
to another and caused changes in temperature. This is now the unit of energy related to thermal
processes, the calorie (cal), and is defined as the amount of energy transfer necessary to raise the
temperature of 1 g of water from 14.5°C to 15.5°C. The unit of energy in the U.S. customary system is
the British thermal unit (Btu), which is defined as the amount of energy transfer required to raise the
temperature of 1 lb of water from 63°F to 64°F.

This document is the property of PHINMA EDUCATION 2

Page 15 of 63

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