Overview

Science has always been a part of

our life. It shapes our daily lives and
impacts our countless decision each day.
From managing our health and well-being,
your Mother choosing paper over plastic at
the grocery store, or answering you asking
why the sky is blue - thus science has an
important role in our lives.
This enrichment material employs
teaching-learning strategies that inspire and
prepare you to embrace science and its
vital role in society. Moreover, this
learning enrichment module will allow you
to increase active learning and improve
critical thinking, as well as problem-
solving skills.
Relatively, this learning enrichment
module is characterized by the fact that
you are making sense of new experiences
for themselves, being active in developing
knowledge through their activities that will
link your new experiences to the past ones,
testing ideas, and reforming your own ones
and using ideas from others.
Lesson 1.
Forces

WHAT ARE FORCES?

FORCES are the hidden strength or energy that moves an

object in our universe. A force is a pushing or pulling action
that can make objects move, change direction or even change
shape.

WHAT ARE THE SIX (6) KINDS OF FORCES THAT

ACT ON OBJECTS?

There are six kinds of forces that act on objects when they
come into contact with one another:

1. NORMAL FORCE
2. APPLIED FORCE
3. FRICTIONAL FORCE
4. TENSION FORCE
5. SPRING FORCE AND
6. RESISTING FORCE 1. NORMAL FORCE

The normal force is the support force exerted upon

an object that is in contact with another stable
object. For example, if a book is resting upon a
surface, then the surface is exerting an upward force
upon the book in order to support the weight of the
book.
 2. APPLIED FORCE
An applied force is a force that is applied to an object
by a person or another object. If a person is pushing a desk
across the room, then there is an applied force acting upon
the object.

3. FRICTIONAL FORCE
Frictional Force refers to the force generated by two
surfaces that contacts and slide against each other. These
forces are mainly affected by the surface texture and
quantity of force requiring them together.
 4. TENSION FORCE

The Tension Force is defined as

the force that is transmitted through a rope,
string or wire when pulled by forces
acting from opposite sides. The tension
force is
directed over the length of the wire and pulls energy
equally on the bodies at the ends. These
forces make objects change their motion or
movement which are the act of going from one place
to another.

5. SPRING FORCE

The Spring Force is the force exerted by

a compressed or stretched spring upon
any object that is attached to it.
An object that compresses or stretches a spring is
always acted upon by a force that restores the object to its
rest or equilibrium position.
 6. RESISTING FORCE
Resisting Force is a force whose direction is opposite
to the velocity of the body, or of the sum of the other
forces.
Read Me!

Now we will look closer

to the concept of forces by looking
on the two (2) major types of forces
which are the Balanced and
Unbalanced Force.

Are you ready?

The two (2) major types of Forces

1. BALANCED FORCE

2. UNBALANCED FORCE What is Balanced

Force?

Balanced Forces was

observed when the two forces
are equal in magnitude and
in opposite
directions.
Consider a physics book at rest on a tabletop.
 There are two forces acting upon the book. One force
- the Earth's gravitational pull - exerts a downward force.
The other force - the push of the table on the book
(sometimes referred to as a normal force) - pushes upward
on the book.
Observed and analyzed the following sets of
images and identify what manifest Balanced Forces

Image 1

Image 2
 Image 3

Image 4
Image 5

Image 6
What is Unbalanced
Force?

It occurs when there is

an
individual force that is not being balanced by
a force of equal magnitude and in the
opposite direction.

Consider the image below:

SELF - CHECK

Before you proceed to the next

journey of your Science Learning,
make sure that you understand all of the concept you
have read earlier.

If there are some instances that is not clear to you, you are free
to look at it once again be familiar with it.
Now, if your are really sure and confident enough about your
understanding to the concept you have read, we will be
having your assessment.
Are You Ready?
 Let’s try
this!
Directions A. Read the statements carefully and choose the
correct answer. Encircle TRUE if the statement is correct,
otherwise encircle FALSE if the statement is incorrect.

1. An object at rest tends to stay at rest and an object in motion tends to stay
in motion with the same speed and in the same direction unless acted upon by
an unbalanced force.

TRUE FALSE
2. A book sitting still on a table has unbalanced forces acting on it.

TRUE FALSE
3. When all the forces acting upon an object balance each other, the object
will be at equilibrium; it will not accelerate

TRUE FALSE
4. A person standing still on the floor has balanced forces acting upon him
or her.

TRUE FALSE
5. A person starting to fall through the floor has balanced forces acting on him
or her

TRUE FALSE
 Let’s try
this!
Directions: Read each statement carefully and identify the correct
answer. Encircle the letter that corresponds to your answer.
1. Two equal forces act at the same time on the same stationary object but in opposite
directions. Which statement describes the object's motion?
A. The object moves at a constant speed.
B. The object remains stationary.
C. The object changes direction.
D. The object accelerates.
2.A car moves along a road that has markers every kilometer. Over time, the car passes the
markers in shorter periods of time. Which statement best describes the motion of the car?
A. The car is maintaining the same speed.
B. The car is changing its direction.
C. The car is keeping the same direction.
D. The car is increasing its speed.
3.Two football linemen push against each other in practice. They do not move, but then
lineman B moves forward and lineman A moves backward. Why does this happen?
A. Because the lineman push in different directions, the net force is zero.
B.When the lineman push on each other, they cause action-reaction forces that are unequal.
C.Lineman A pushes with greater force, causing a net force that acts in his
direction.
D.The forces are balanced, but then line B exerts a greater force, causing
unbalanced forces.
Lesson 2.
Newton’s
Three Laws of
Motion
What is Newton’s Law of Motion?

Newton’s Law of Motion is the relationship between

the forces acting on a body and the motion of the body.

Who formulated the Three Laws of Motion?

It was formulated by an English Physicist and

Mathematician Sir ISAAC NEWTON

Why are Newton’s Laws of Motion

important?
Because they are the foundation of classical mechanics, one
of the main branches of Physics. Mechanics
TRY AT
is the study of how objects move or do not HOME –
move when forces act upon them.
MINI LAB
Determining Weights in Newtons

Procedure:
1. Stand on a bathroom scale and measure your weight.
2.Hold a large book, stand on the scale, and measure the
combined weight of you and the book.
3.Repeat step #2 using a chair, heavy jacket, and fourth object of your
choice.

Analysis
4.Subtract your weight from each of the combined weights to
calculate the weight of each object in pounds.
5.Multiply the weight of each object in pounds by 4.4 to calculate its
weight in newtons.
6. Calculate your own weight in newtons.
 FIRSt LAw OF MOtION

To understand the first law, consider the following situation;

When you give a book on a table a push, it slides and comes to a stop.
After you throw or hit a baseball and it hits the ground, it soon rolls to a
stop. In fact, it seems that anytime you set something in motion, it stops
moving after a while.

So what is the first law of motion?

The first law of motion is commonly known as the LAW OF INERTIA .

This law states that;

 1St LAw APPLIcAtION

There are many more applications

of Newton's first law of motion. Several
applications are listed below. Perhaps you could
think about the law of inertia and provide
explanations for each application.

1.Blood rushes from your head to your feet while quickly

stopping when riding on a descending elevator.

2.The head of a hammer can be tightened onto the wooden handle

by banging the bottom of the handle against a hard surface.

3.A brick is painlessly broken over the hand of a physics teacher

by slamming it with a hammer. (CAUTION: do not attempt
this at home!)

4.To dislodge ketchup from the bottom

of a ketchup bottle, it is often turned upside
down and thrusted downward at high speeds
and then abruptly halted.

5.Headrests are placed in cars to prevent whiplash

injuries during rear-end collisions.

6.While riding a skateboard (or wagon or bicycle),

you fly forward off the board when hitting a curb or rock or
other object that abruptly halts the motion of the
skateboard.
 FIRSt LAw OF
MOtION

Objects tend to "keep on doing what they're doing." In fact, it is the natural
tendency of objects to resist changes in their state of motion. This tendency to
resist changes in their state of motion is described as inertia.

What is INERtIA?
It IS thE RESIStANcE AN OBjEct hAS tO A chANGE IN ItS StAtE OF
MOtION.

All objects resist changes in their state of motion. All objects have this tendency
- they have inertia.

ABSOLutELy yES!
The tendency of an object to resist changes in its state of motion varies with
mass. Mass is that quantity that is solely dependent upon the inertia of an
object. The more inertia that an object has, the more mass that it has. A more
massive object has a greater tendency to resist changes in its state of motion.
1.Imagine a place in the cosmos
far from all gravitational
and frictional influences. Suppose
that
you visit that place (just suppose) and throw a
rock. The rock will

a. gradually stop.
b. continue in motion in the same direction at
constant speed.

2. Mac and Tosh are arguing in the cafeteria. Mac says that if he flings
the Jell-O with a greater speed it will have a greater inertia. Tosh
argues that inertia does not depend upon speed, but rather upon mass.
3.
WhoSupposing you were
do you agree with?inExplain
space inwhy.
a weightless
environment, would it require a force to set an
4. Fred spends most
object in motion?
Sunday afternoons at rest on
the sofa, watching pro football
games and consuming large quantities of
food. What affect (if any) does this practice
have upon his inertia? Explain.

5. Ben Tooclose is being chased through the woods by a bull

moose that he was attempting to photograph. The enormous mass of
the bull moose is extremely intimidating. Yet, if Ben makes a zigzag
pattern through the woods, he will be able to use the large mass of the
moose to his own advantage. Explain this in terms of inertia and
Newton's first law of motion.
 SEcOND LAw OF
MOtION

“When something move faster, is there a word we could use to describe how
quick that motion is?

ABSOLutELy yES!
That word is…………

What is the Second Law of Motion?

Newton’s second law tells how a net force acting on an object
changes the motion of the object.
According to Newton’s second law, a NET FORCE changes the
velocity of the object, and causes it to accelerate.

What does the Second Law of Motion tell us?

2 Things you
need to know
about 2nd Law of
Motion

=
 LEt’S DO thIS!

You’ve gone so far, this time as you read and understand the 2nd Law
of Motion, practicing your math skills will be an additional
knowledge. Are you ready?

I hope you were able to calculate it, now let’s try another one. Ready?

Oooops! Remember the steps

earlier.
Suppose you push on a wall. It might
surprise you to know that the wall pushes
back on you.
So, what is the third law of motion?
According to Newton’s third law, when one
object exerts a force on a second object, the
second object exerts an equal force in the
opposite direction on the first object.
Here is an example;
When you walk, you push back on the What
sidewalk and sidewalk pushes forward on does,
you with an equal force. the
third
law of
motion tell
us?
 I hope that you already familiarize the third law of motion. Feel free to look back
again to those concepts for better understanding but of you are ready, let’s check
your understanding.

1.While driving down the road, a firefly strikes the windshield of a bus and makes a quite
obvious mess in front of the face of the driver. This is a clear case of Newton's third law of
motion. The firefly hit the bus and the bus hits the firefly. Which of the two forces is greater:
the force on the firefly or the force on the bus?

2.For years, space travel was believed to be impossible because there was nothing that rockets
could push off of in space in order to provide the propulsion necessary to accelerate. This
inability of a rocket to provide propulsion is because ...
a. ... space is void of air so the rockets have nothing to push off of.
b. ... gravity is absent in space.
c. ... space is void of air and so there is no air resistance in space.
d.... nonsense! Rockets do accelerate in space and have been able to do so for a long time.

3.Many people are familiar with the fact that a rifle recoils when fired. This recoil is the result of
action-reaction force pairs. A gunpowder explosion creates hot gases that expand outward
allowing the rifle to push forward on the bullet. Consistent with Newton's third law of motion,
the bullet pushes backwards upon the rifle. The acceleration of the recoiling rifle is ...
a. greater than the acceleration of the bullet.
b. smaller than the acceleration of the bullet.
c. the same size as the acceleration of the bullet.
 4.
In the top picture (below),
Kent Budgett is pulling upon a
rope that is attached to a wall. In the
bottom picture, Kent is pulling upon a
rope that is attached to an elephant. In
each case, the force scale reads 500 Newton.
Kent is pulling ...

a. with more force when the rope is attached to the wall.

b. with more force when the rope is attached to the elephant.

c. the same force in each case.

Identifying and describing

action-reaction force pairs is a simple
matter of identifying the two
interacting objects and making two
statements describing who is pushing on whom and
in what direction. For example, consider the
interaction between a baseball bat and a
baseball.
!!!
Consider the following three examples. One of the forces in the
mutual interaction is described; describe the other force in the action-
reaction force pair.
 Analyze
Before you the following
explore pictures
the concept ofand
workidentify what kindly
in physics, work oranalyze
job is the
being shown.
following pictures below and try to identify their work or job.
Let’s Start!
The work you have
identified earlier are work
in life that helps you and
your
family to live. However, work in
Physics is different to work in life.
To know their difference, let’s start
exploring
WORK IN PHYSICS.

We utilized Newton's laws to

analyze the motion of objects.
Force and mass information were used to determine the acceleration of an
object. Acceleration information was subsequently
used to determine information about the velocity or displacement of an
object after a given period of time. In this manner, Newton's laws serve as a useful
model for analyzing motion and making predictions about the final state of an
object's motion.

What is

WORK?

When a force acts upon an

object to cause a displacement of
the object, it is said that work
was done upon the object. There are three
key ingredients to work - force, displacement,
and cause.

In order for a force to qualify as having done work on an

object, there must be a displacement and the force must cause
the displacement.
There are several good examples of work that can be
observed in everyday life –
 a horse pulling a plow through the field,
 a father pushing a grocery cart down the aisle of a
grocery store,
 a freshman lifting a backpack full of books upon her
shoulder,
 a weightlifter lifting a barbell above his head,
an Olympian launching the shot-put, etc.
Read the following four statements and determine whether or not they
represent examples of work. Write W if there is work done and NW if there is
no work done.
This time our goal is for you to understand WORK EQUATION. This part
of your learning experience will enable you to practice and develop your
math skills. Let’s start.

• •

?
 On occasion, a force acts upon a moving object to hinder a displacement. Examples
might include a car skidding to a stop on a roadway surface or a baseball runner sliding
to a stop on the infield dirt.

 In such instances, the force acts in the direction opposite the objects motion in order to
slow it down. The force doesn't cause the displacement but rather hinders it. These
situations involve what is commonly called negative work.

 The negative of negative work refers to the numerical value that results when values of
F, d and theta are substituted into the work equation.

 Since the force vector is directly opposite the displacement vector, theta is
180 degrees. The cosine(180 degrees) is -1 and so a negative value
results for the amount of work done upon the object.
Whenever a new quantity is introduced in
physics, the standard metric units
associated with that quantity are
discussed.
In the case of work (and also energy), the standard metric
unit is the Joule (abbreviated J). One Joule is equivalent to one
Newton of force causing a displacement of one meter. In other
words,

The Joule is the unit of work.

In fact, any unit of force times any unit of displacement is equivalent to

a unit of work. Some nonstandard units for work are shown below. ’
Notice that when analyzed, each set of units is
equivalent to a force unit times a displacement unit.

Work was described as taking place

when a force acts upon an object to cause a
displacement. When a force acts to cause an
object to be displaced, three quantities must be
known in order to calculate the work. Those
three quantities are force, displacement and the
angle between the force and the displacement.
The work is subsequently calculated as

where theta (Ɵ) is the angle between the force

and the displacement vectors.
Express your understanding of the concept and mathematics of work by
answering the following questions.

1. Apply the work equation to determine the amount of work done by the
applied force in each of the three situations described below.

2.A student lifts a box of books that weighs 135 N. The box is lifted
0.600 m. How much work does the student do on the box?

3. Two students together exert a force of 825 N in pushing a car 35m.

a. How much work do they do on the car?
b.If the force were doubled, how much work would they do
pushing the car the same distance?
4.A 0.170 kg ball falls 1.5 m. How much work does the force of gravity do
on the ball?
The quantity work has to do
with a force causing a displacement. Work
has nothing to do with the amount of time
that this force acts to cause the
displacement. Sometimes, the work is done very quickly
and other times the work is done rather slowly.
For example, a rock climber takes an abnormally long time to
elevate her body up a few meters along the side of a cliff. On
the other hand, a trail hiker (who selects the easier path up the
mountain) might elevate her body a few meters in a short
amount of time. The two people might do the same amount of
work, yet the hiker does
the work in considerably less time than the
rock climber.

The quantity that has to do with the

rate at which a certain amount of work is
done is known as the power. The hiker has a
greater power rating than the rock climber.

Power is the rate at which work is done. It is the work/time

ratio. Mathematically, it is computed using the following equation.

=
 The standard metric unit of power is the Watt. As is implied
by the equation for power, a unit of power is equivalent to a
unit of work divided by a unit of time. Thus, a Watt is
equivalent to a Joule/second. For historical reasons, the
horsepower is occasionally used to describe the power
delivered by a machine. One horsepower is equivalent to
approximately 750 Watts.

The expression for power is work/time. And since the

expression for work is force*displacement,
expression the for canpower
be as
(force*displacement)/time. Since rewritten the for
expression
velocity is displacement/time, the expression for power can be
rewritten once more as force*velocity. This is shown below.
Use your understanding of work and power to answer the following questions.

1.Two physics students, Will N. Andable and Ben Pumpiniron, are in the
weightlifting room. Will lifts the 100-pound barbell over his head 10 times in one
minute; Ben lifts the 100-pound barbell over his head 10 times in 10 seconds.
Which student does the most work? ______________ Which student delivers the
most power? ______________ Explain your answers.
2.During a physics lab, Jack and Jill ran up a hill. Jack is twice as massive as
Jill; yet Jill ascends the same distance in half the time. Who did the most work?
______________ Who delivered the most power? ______________ Explain your
answers.
3.A tired squirrel (mass of approximately 1 kg) does push-ups by applying a
force to elevate its center-of-mass by 5 cm in order to do a mere 0.50 Joule of
work. If the tired squirrel does all this work in 2 seconds, then determine its
power.
4.When doing a chin-up, a physics student lifts her 42.0-kg body a distance of
0.25 meters in 2 seconds. What is the power delivered by the student's biceps?
In everyday life, the word
ENERGY is used in a variety of
ways.
Your little brother who runs and
plays
long after adults are tired is said to be full of energy
bars. The sun provides solar energy for the planet.
Companies that supply your home with electricity,
natural
Gas, or heating fuel and your car with gasoline are called energy
companies.
When these resources become scarce and more expensive, the
media report stories of an energy crisis.

Physicists use the term ENERGY in a much more precise way.

ENERGY is
the capacity to
do WORK
The energy of a moving object is called energy of motion or
KINETIC energy (KE). The word kinetic comes from the Greek
word kinetikos which means moving.

Kinetic energy quantifies the amount of work the object can do

because of its motion.

To calculate for the value of Kinetic Energy, we use the equation;

Try solving this:
1.A 1000 kg car has a velocity of 17m/s. What is the
car’s kinetic energy?

2.Determine the kinetic energy of a 625-kg roller coaster

car that is moving with a speed of 18.3 m/s.

3.If the roller coaster car in the above problem were

moving with twice the speed, then what would be its
new kinetic energy?

4.Missy Diwater, the former platform diver for the

Ringling Brother's Circus, had a kinetic energy of 12
000 J just prior to hitting the bucket of water. If Missy's
mass is 40 kg, then what is her speed?
It is popularly known as

“ ”
In a deeper sense, this refers to the energy gained or
lost by the object which is called

In a deeper sense, this refers to the energy gained or

lost by the object which is called

Mathematically, we can expressed

GPE based from the following formula;

1. A cart is loaded with a

brick and pulled at constant speed
along an inclined plane to the
height of a seat-top. If the mass of
the loaded cart is 3.0 kg and the
height of the seat top is
0.45 meters, then what is the
potential energy of the loaded cart
at the height of the seat- top?
 Solve the following using the Potential Energy equation.

1.A box has a mass of 5.8kg. The box is lifted from the garage floor and placed on a
shelf. If the box gains 145J of Potential Energy (Ep), how high is the shelf?
2.A man climbs on to a wall that is 3.6m high and gains 2268J of Potential energy.
What is the mass of the man?
3.A 800g ball is pulled up a slope as shown in the diagram. Calculate the potential
energy it gains.
A sound wave is a pressure
disturbance that travels through a
medium by means of particle-to-particle interaction.
As one particle becomes disturbed,
it exerts a force on the next adjacent particle, thus disturbing
that particle from rest and transporting the energy through the
medium. Like any wave, the speed of a
sound wave refers to how fast the disturbance is passed from
particle to particle. While frequency refers to the number of
vibrations that an individual particle makes per unit of time, speed
refers to the distance that the disturbance travels per unit of time.
Always be cautious to distinguish between the two often-confused
quantities of speed (how fast...) and frequency (how often...).
Speed of wave - distance (d) that apoint on a wave
travels per unit time (t), in equation

= The speed of any wave depends upon the

properties of the medium through which the wave
is traveling. Typically there are two essential
types of properties that affect wave speed -
inertial properties and elastic properties.

Elastic properties are those properties related to the

tendency of a material to maintain its shape and not
deform whenever a force or stress is applied to it. A
material such as steel will experience a very small
deformation of shape (and dimension) when a stress is
applied to it.
Inertial properties are those
properties related to the
material's tendency to be
sluggish to changes in its state of
motion. The density of a medium
is an example of an
The speed of a sound wave in air depends upon the properties of the
air, mostly the temperature, and to a lesser degree, the humidity.
Humidity is the result of water vapor being present in air. Like any
liquid, water has a tendency to evaporate. As it does, particles of
gaseous water become mixed in the air. This additional matter will
affect the mass density of the air (an inertial property). The temperature
will affect the strength of the particle interactions (an elastic property).
At normal atmospheric pressure, the temperature dependence of the
speed of a sound wave through dry air is approximated by the
following equation:

here T is the temperature of the air in degrees Celsius. Using this

equation to determine the speed of a sound wave in air at a
temperature of 20 degrees Celsius yields the following solution.
1.An automatic focus camera is able to
focus on objects by use of an
ultrasonic
sound wave. The camera sends out
sound waves
that reflect off distant objects and
return to the camera.
A sensor detects the time it takes for the waves to return and
then determines the distance an object is from the camera. If
a
sound wave (speed = 340 m/s) returns to the camera 0.150
seconds
after leaving the camera, how far away is the object?
2.On a hot summer day, a pesky little mosquito produced its
warning sound near your ear. The sound is produced by the
beating of its wings at a rate of about 600 wing beats per second.
3. 4. Miles Tugo is
a. Determine
What is thethe speed ofin
frequency sound
Hertzon
ofathe
cold winter
sound wave?
day (T=3 degrees C). camping in Glacier
b.Assuming the sound wave moves with a velocity of 350 m/s,
National Park. In the midst
what is the wavelength of the wave?
of a glacier canyon, he
makes a loud holler. He
hears an echo 1.22
seconds later. The air
temperature is 20 degrees
C. How far away
are the canyon walls?
 Temperature and
the Speed of
Sounds

Temperature is also a condition that affects the speed of

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ThE
ELEctROMAGNEtIc
AND VISIBLE
SPEctRA
Electromagnetic waves are waves that are
capable of traveling through a vacuum. Unlike
mechanical waves that require a medium in order to
transport their energy, electromagnetic waves are capable
of transporting energy through the vacuum of outer space.
Electromagnetic waves are produced by a vibrating electric
charge and as such, they consist of both an electric and a
magnetic component.
Electromagnetic waves exist with an enormous range of
frequencies. This continuous range of
frequencies is known as the
The longer wavelength,
electromagnetic spectrum.
lower frequency regions are
located on the far left of the
spectrum and shorter
the wavelength,
higher are on the far right.
regions frequency
Two very narrow regions within the spectrum are
the
visible light region and
the X-ray region. You are
undoubtedly familiar with
some of the other regions of the electromagnetic
spectrum.
 VISIBLE
LIGht
SPEctRuM
A small spectrum from the enormous range of frequencies of
electromagnetic radiation. This visible light region consists of a
spectrum of wavelengths that range from approximately 700
nanometers (abbreviated nm) to approximately 400 nm. Expressed
in more familiar units, the range of wavelengths extends from 7 x
10-7 meter to 4 x 10-7 meter. This narrow band of visible light is
affectionately known as .

Each individual wavelength within the spectrum of visible light

wavelengths is representative of a particular color. That is, when
light of that particular wavelength strikes the retina of our eye, we
perceive that specific color sensation. The separation of visible
light into its different colors is known as DISPERSION. Dispersion
of visible light produces the colors red (R), orange (O), yellow (Y),
green (G), blue (B), and violet (V).
 ChEck yOuR
uNDERStANDI
NG
.
This is an activity that students can do independently or with partners.

Your job is to create a diagram that shows what the electromagnetic spectrum is
and what portion of it is visible to the human eye. Use color to represent the
different colors that are actually part of the visible light spectrum. Your diagrams
must be pretty and creative, but they should also be accurate.

.
Making and analyzing a graphic organizer can be a great way to help
visual learners learn more about visible light.

Ask students to work with partners to create a four-column chart.

They should research all of the colors of the visible light spectrum,
their wavelengths, their frequencies, and their photon energies.
Students should complete the chart, then write a few sentences
describing that each column represents in their own words.
Heat and temperature are a closely related topic, and as such, the difference between the two
can be a bit confusing. The core difference is that heat deals with thermal energy, whereas
temperature is more concerned with molecular kinetic energy.

Heat describes the transfer of thermal energy between molecules within a system and is
measured in Joules. Heat measures how energy moves or flows. An object can gain heat or lose
heat, but it cannot have heat. Heat is a measure of change, never a property possessed by an
object or system. Therefore, it is classified as a process variable.

Temperature describes the average kinetic energy of molecules within a material or system and
is measured in Celsius (°C), Kelvin(K), Fahrenheit (°F), or Rankine (R). It is a measurable
physical property of an object—also known as a state variable. Other measurable physical
properties include velocity, mass, and density, to name a few.
Let s
Çnvestigate

Procedure:
Get a thermometer, record the room temperature.
(carfeul with the thermometer)
Hold the thermometer in your hand and wrap your
fingers around it. Record your body temperature in
degree celcius.
Room Temp:
°C Body Temp: °C

Pick 5 surfaces in the

room that are exposed to the
open air. Examples would be
a wall, the door, or the
whiteboard.

Try to choose different materials for your samples.

Place your hand on the object and predict its temperature.
Record it in the chart below. After you have made your
predictions, place the thermometer on the object (you may tape
it on some surfaces). Record the actual temperature of the
surface in the chart below.
A.Did all types of surfaces feel the same
temperature?
B.Looking at your actual temperatures, were all of
the surfaces around the same temperature?
C.Is your hand the same temperature as the objects
(Body temperature)? What can you feel leaving
your body that is trying to equalize the
temperature?
D.Use the above answers, background information,
and data table to explain why these surfaces feel
different temperatures but are all about the same
temperature?
A 50g piece of iron,
with a temperature 90°C, is
placed into 50g of water at
20°C.

Do you think the final temperature of the system will be more,

less or equal to 55°C (halfway point between the two objects)?
Why? When does the reaction stop, when the energy of the
two objects is equal or when the temperature is equal?
The relationship between voltage, current, and resistance is described by
Ohm's law. This equation, i = v/r, tells us that the current, i, flowing
through a circuit is directly proportional to the voltage, v, and inversely
proportional to the resistance, r. In other words, if we increase the
voltage, then the current will increase. But, if we increase the resistance,
then the current will decrease. We saw these concepts in action with the
garden hose. Increasing the pressure caused the flow to increase, but
getting a kink in the hose increased the resistance, which caused the flow
to decrease.

Using this diagram is an easy way to solve equations.

The way the equation is written here, it would be easy to use Ohm's law
to figure out the current if we know the voltage and the resistance. But,
what if we wanted to solve for the voltage or the
resistance instead? One way to do this would be to rearrange the
terms of the equation to solve for the other parameters, but there's an
easier way. The diagram below will give us the appropriate equation to
solve for any unknown parameter without using any algebra. To use this
diagram, we simply cover up the parameter we're trying to find to get the
proper equation. This will make more sense once we start using it, so let's
do some examples.
 1.
A 30.0 V battery is connected
To a 10.0Ω resistor. What is the
Current in the circuit?

2.
An automobile
headlight with a
resistance
Of 30 Ω is placed across a 12-V battery. What
3 is the current through the circuit?

A.
motor with an operating resistance of 32 Ω is
connected to a voltage source. The current in the
circuit is 3.8A. What is the voltage of the source?
4.
A 30.0 V battery is connected
To a 10.0Ω resistor. What is the
Current in the circuit?

5.
A lamp draws a current of 0.50 A when it
is connected to a 120-V source.
a. What is the resistance of the lamp?
b.What is the power consumption of the
lamp?

6.
A 75-W lamp is connected to 120
V.
a.What is the current through a
lamp?
b. What is the resistance of the
lamp?
Miranda has to use a hair dryer in order to dry her long hair
quickly enough to get to school on time. She has a powerful hair
dryer that dries her hair faster than a less powerful hair dryer
would. That’s because a more powerful hair dryer changes
electric current to thermal energy more quickly.

The rate at which a device changes electric current to another

form of energy is called electric power. The SI unit for power—
including electric power—is the watt. A watt equals 1 joule of
energy per second. High wattages are often expressed in
kilowatts, where 1 kilowatt equals 1000 watts. The power of an
electric device, such as a hair dryer, can be calculated if you know
the voltage of the circuit and how much current the device
receives. The following equation is used:

Assume that Miranda’s hair dryer is the only electric device in a

120-volt circuit that carries 15 amps of current. Then the power of
her hair dryer in kilowatts is:
Did you ever wonder how much electrical energy it takes to use an
appliance such as a hair dryer? Electrical energy use depends on the power
of the appliance and how long it is used. It can be calculated with this
equation:

If Miranda uses her 1.8-kilowatt hair dryer for 0.2 hours, how much
electrical energy does she use?

Electrical energy use is typically expressed in kilowatt-hours, as in this

example. How much energy is this? One kilowatt-hour equals 3.6 million
joules of energy.
Let’s
Practice!
Alfredo deDarke often leaves household appliances
on for no good reason (at least according to his parents).
The deDarke family pays 15¢/kilowatt-hour (i.e., $.15/kW•hr)
for their electrical energy. Express your understanding of dollar
power by filling in the following table.

The electric potential at a given location in a circuit is

the amount of per
at that location. The location of highest potential within
a
circuit is at the ( +, - ) terminal of
the battery. As charge moves through the external
circuit from the ( +, - ) to the ( +,
- ) terminal, the charge loses potential energy. As charge
moves through the battery, it gains
potential energy. The difference in electric potential between
any two locations within the circuit is
known as the electric potential difference; it is sometimes
called the and
represented by the symbol . The rate at which
charge moves past any point along the circuit
is known as the and is expressed
with the unit .