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Exercises:
Consider the distance that light travels in one second. This is about 299800000 meters.
For scientists and students, writing numbers in this way can be a waste of time, energy, ink, and
paper. Therefore, for very large and very small numbers, we use what is now called as Scientific
Notation.
We take the example above. Since
299800000 = 2.998 x 100, 000, 000
We have the standard scientific notation,
299800000 = 2.998 x 108 .
This is read as, “Two point nine-nine-eight times ten to the power eight”.
We see that a number in scientific notation has two parts: the number with a decimal
point after the first digit, and a power of ten.
Exercise:
Write the following numbers in scientific notation.
a. 3450000 = ______________________
b. 70680000 = _____________________
For numbers less than one or very small numbers, the power or exponent of ten becomes
Negative. Since, for example,
0. 050 = 5 = 5
100 102
Exercise:
Write 0.00000036 in scientific notation. _____________________________.
Activity No. _____ Date: ______________
Activity Title: Branches of Physics
Learning Targets:
A. To define each branch of physics.
B. To classify the branches into classical and modern physics using any graphic
organizer
EE: Everything is connected to everything else
Physics is divided into two main branches, the classical and the modern physics.
Classical physics refers to the traditional topics in physics that were recognized and developed
before the beginning of the 29th century. Modern physics on the other hand, refers to concepts in
physics that have surfaced since the beginning of the 20th century, concerning mostly with the
behavior of matter and energy under extreme conditions ( The very large and the very small )
Exercises:
Classify the branches of physics using a network tree. Then, give one example under each
branch of physics.
Examples: Dynamics - flight of birds in air
Astrophysics – what keep stars and other heavenly bodies suspended in the sky.
Activity No. _____ Date: ______________
Activity Title: Physicists and Their Contributions
Learning Targets:
A.To list the names of some physicists and their contributions to physics.
To identify the impact of the contributions/ inventions of at least three physicists
to society.
There are several man and woman who contributed in the field of physics. Some were
listed/recognized while others were not. Our native, Badjao, is considered physicists in their
simplest way of life. The building of the boat and its parts to make it sail fast even if there’s air
resistance is really an application of some physical laws and principles.
Exercises:
Exercises:
1. How are fundamental quantities different from derived quantities?
2. List down at least seven fundamental and derived quantities and give their units.
People developed units of measurement based on body parts of the human body to
facilitate communication. The use of standard units of measure can be traced back to ancient
times. Ancient people used objects such as ropes, stones and sticks to measure other objects.
They also created units based on body parts. However, body parts may vary from one person to
another. Hence, people would give different measurements for the same length using the same
unit. To eliminate such confusion, an International convention agreed to use standard units like
meter. Thus, the metric system is used for a more convenient and accurate standard unit of
measurement.
Exercise:
Answer the crossword puzzle.
1 2 3
4 5
7 8 9
10
11 12
13 14
15
16
17
Across: Down:
2.the amount of matter in an object. 1. The amount of space an object takes up
6.quantity that is not derived 3. Quantity that has magnitude only
7.the stuff that everything is made of 4. The resistance of an of an object to change
its state of motion.
9.unit of electric current 5.quantity that has both magnitude and direction
11.prefix for a million 8.SI unit of temperature
13.unit to measure time 10.Mass over volume
15.unit to measure mass 12.standard unit of distance
16.everything is made up of matter and ___ 14.prefix for a hundredth
17.prefix for a thousand 15.prefix for 1000
Activity No. _____ Date: ______________
Activity Title: Types and Parts of a Wave
Learning Targets:
A. Define waves operationally; identify the different types of waves.
B. Draw and describe the different parts of a wave.
EE: Nature is beautiful and we are stewards of God’s creation
Exercises:
Directions: Read your physics textbook on pp. 189-191. Answer the following questions.
1. What is a wave?
10. What can you say about the waves that travel along a string and move in the air?
Activity No. _____ Date: ______________
Activity Title: Characteristics of Waves
Learning Targets:
A. To solve problems on characteristics of waves.
B. To compute for frequency, speed and wavelength.
* Characteristics of Waves *
1. Period (T)
- time taken to make one complete revolution or vibration.
T = time/ no. of revolution. Unit: s
2. frequency (f)
- the number of vibrations per unit of time of any particle, usually measured as no. of
vibrations per second. As with any SHM, the frequency is inversely related to the period, that
is f = 1/T or f = no. of vib./ time or no. of cycles/time. Its unit is /s or hertz (Hz).
3. Amplitude (A)
- the maximum displacement of any particle like the wave, measured from its equilibrium or
undisturbed position; It is expressed in m or cm.
4. Wavelength ( λ )
- the distance between two successive crest or two successive trough. It is also the product
of the wave velocity and the time. To compute for the , = v.t , where is the wavelength,
v = velocity and t = time.
5. Wave velocity ( v )
- the velocity with which any of the phase of the motion ( crest, trough or
compression ). It
is propagated through the medium. It is the ratio of the wavelength to the time.
V= / t. It is
expressed in m or cm.
Sample Problems:
1. Suppose a wave with a length of 1 m has a frequency of 3s, what is the speed of the wave?
Given: = 1m
f = 3 Hz or /s
v =?
v = λ / t = 1m/3s = 0.33 m/s or v = f, since f = 1/T = 1/3s, then v = 1m ( 1/3s ) =
0.33 m/s
2. What is the wavelength of radio waves if it has a velocity of 2 m/s and a frequency of 3 Hz?
3. A certain wave makes 10 revolutions in 2 seconds. Find the period of the wave.
Solution: T = ?
T = time / no. of rev. or cycle
= 2s / 10 rev. = O.2 s
Exercises:
2. Find the frequency of a wave that has a velocity of 15m/s and a wavelength of 3m.
3. What is the period of the wave while Aaron is surfing if the wave propels him toward the
beach with a speed of 5 m/s and a wave crest is 2.0 m apart?
5. Waves with frequency of 2 Hz are generated along a spring. The waves have a
wavelength of 0.45m.a.) What is the speed of the wave along the spring? b.) What is the
wavelength of the waves along the spring if their frequency is increased to 6 Hz? c.) If
the frequency is decreased to 0.5 Hz, what is the wavelength?
6. Ocean waves are hitting a beach at a rate of 2 Hz. The distance between the wave crest is
12.0m. Calculate the speed of the wave.
7. In a vacuum, light waves have a velocity of 3 x 108 m/s and a frequency of 6 x 102 cycles
per second. What is the wavelength?
8. Fill in the graphic organizer below ( network tree ) to show the different concepts you learned in
this activity
There are two general types of waves based on the direction of the displacement of the
particles of the medium through which the waves are propagated. In transverse waves, the
particles are displaced perpendicular to the direction of the wave propagation. On the other hand,
in longitudinal waves, the particles are displaced parallel to the direction of propagation of the
wave. Likewise, waves also have several properties.
Exercise:
Read your physics textbook on pp. 192-195 and answer the following questions.
1. What are the different properties of a wave?
3. What does the law of reflection states? Illustrate it by means of ray diagram or drawing
Activity:
(Same set-up as that for diffraction)
Generate plane waves and let these pass through two small slits in a barrier. Observe how
the waves are diffracted by the two slits. Draw and describe qualitatively what happens to the
wave fronts in the region between the slits
Discussion:
Point out where there is “constructive interference” or addition of amplitudes, and where
there is “destructive interference” or subtraction of amplitudes.
Activity No. _____ Date: ______________
Activity Title: The Human Ear
Learning Target:
To explain how the ear ‘hears’ sound.
Project: Research
1. Give the major parts of the outer, middle and inner ear and explain their function. Draw a
schematic diagram to show how we hear sound with the ear.
2. Why is it important to avoid extremely loud noises? Draw a simple chart showing the
range of decibels for tolerable loudness for humans, and give examples of sources of
sound for different decibels. For example, check out the decibel range of jet planes taking
off.
Vibrating objects are the sources of sound. The geometry and material properties of the
vibrating object determine the quality of sound produced. For example, musical instruments can
be classified according to how musical tones are produced. Percussion instruments such as drums
and gongs are struck with a stick or rod. In string instruments such as the guitar and violin, the
strings are set into motion by strumming with fingers or by using a wand. The tightness of the
strings determines the frequency of vibration and, therefore, the pitch of the sound. In wind
instruments such as the trumpet, saxophone and bassoon, it is the vibration of air columns of
different lengths that produce the sound. The piano is a combination of string and percussion.
The scientific analysis of how sound is produced with a definite frequency and timbre by
different materials has allowed the construction of modern instruments that can simulate the
sounds of the classical instruments. An example is the modern electronic keyboard.
Project:
Build your own musical instrument from recycled or indigenous materials. Identify
whether it is percussion, string, or wind, and explain how the musical sound is produced.
Activity No. _____ Date: ______________
Activity Title: How are Sound Produced, Propagated and Perceived?
Learning Targets:
A. Describe the different characteristics of sound waves.
B. Explain how sound is produced, propagated and perceived.
Exercise:
Read your textbook on pages 199-203, then answer the following questions.
8. Where does the pitch of sounds depends? How about loudness and timbre?
7. How many times greater than the speed of sound in air is the speed of sound in
steel?
8.Give an example to prove that light travel faster than sound. How much faster is
light than sound?
a. Reflection
b. Refraction
c. Diffraction
d. Interference
e. Incident wave
f. Reflected wave
g. Constructive interference
h. Destructive interference
i. Doppler effect
Examples:
1. What is the speed of sound if the air temperature is 20o C? 2.) What is the speed of sound emitted
V = 346 m/s
3.) What is the wavelength of the sound emitted by a tuning fork, from problem 2, where
frequency is 256 cycles per second.
Solution:
f = 256 c/s or /s
So, V = λ f
Then, λ = V/f
λ = 1.2 m
4.) The claps of thunder were heard 4 seconds after the flash of lightning was seen.
If the air temperature was 28o C, how far was the lightning?
T = 28o C , t = 4 s
V = Vo + 0.6 m/s oC ( T )
b. V = d / t
Therefore, d = V.t
= 347.8 m/s ( 4s )
d = 1, 491.2 m
5.) At a temperature of 10o C, what is the wavelength of sound emitted by a tuning fork with a
frequency of 256 vib/s
solutions:
T = 10 oC
f = 256 /s , λ =?
V = Vo + 0.6 T
V = 337 m/s
From V = λ /t since f = 1/t
Then, λ = Vf
= 337m/s ( 256 /s )
λ = 86,272 m
Exercise:
Read your physics textbook on pages 180-181. Answer the following problems. Show
your solutions and encircle your final answer.
1. Find the speed of sound when the temperature of the day is 27o C.
2. At a temperature of 12o C, what is the wavelength of sound in air emitted by a tuning fork
with a frequency of 150 Hz?
3. If the speed of sound is found to be 342 m/s, what is the temperature of the air then?
4. At a temperature of 15o C, what is the wavelength of sound in air emitted by a tuning fork with
a frequency of 256 Hz?
5. In the middle of a thunderstorm, a lightning bolt flashes. It takes Anasor 6 seconds to hear the
thunder afterwards. How far is the source lightning from Anasor? The temperature is 26o C.
6. If you are 400m from a batter when you see him hit a ball, how long will you wait to hear the
sound of the bat hitting the ball (at 25o C)?
7. What is the speed of sound emitted by a tuning fork with a temperature of 30o C
Reflection :
B. Recognize the dual nature of light and identify the different sources of light.
Exercise:
Read pp. 323- 332 of your textbook. Answer the following questions.
1. What is a light?
3. What are the different properties of light? Describe each property of light.
7. Explain why you sometimes see a rainbow during a rain shower or shortly afterward
8. What is a color?
9. What are some of the factors that determine the color of an object
Learning Target:
A. To identify the different scientist involved in the study of light;
B. Compare the efficiency of fluorescent and incandescent or filament lamps
Exercise:
Directions: Read pp. 317-320 in your textbook. Answer the following questions
1. Who are the scientists involved in the development of the theories about the nature of light? Give
their ideas or principles involved.
5. Define bioluminescence
6. Describe a shadow
10. Give the common value of the speed of light as decided by the International Committee on Weights
and Measurements in 1983.
Luminous intensity ( I )
- the brightness of a light source; It is expressed in terms of candela (cd ) or candle power ( cp )
- to solve for intensity, I = E x d2
where, I = Intensity (cd)
E = Illuminance, unit : lumen/ m or lux
d = Distance of source : m or cm
Example:
The illumination on the desk 4m below a bulb is 10 lm/m . find the intensity of the bulb in candela.
Solution:
E = I / d2 or I = E x d2
I = ( 10 lm / m ) ( 4m ) 2 ( 1 cd / lm )
= ( 10 lm / m ) ( 16 m2 ) ( 1 cd/ lm )
I = 160 cd
Illumination ( E )
- the density of the luminous flux on the surface. The amount of illumination is inversely
proportional to the distance of the source. Illuminance ( E ) – is the amount of illumination and it is
expressed in lm/ m or lux ( lx )
- to solve for illumination , E = F/ A = 4 I/ 4 r or E = I / d2
where, E = Illuminance, I = Intensity, A = Distance of source
Example:
a. Compute the illuminance ( E ) of a small surface at a distance of 1.2 m from a lamp with a
luminous intensity ( I )
72 candela.
Given: d = 1.2 m, I = 72 cd, E = ?
Solution:
E = I / d2 = 72 cd/ ( 1.2 m ) 2 = 72 cd / 1.44 m2 = 50 cd / m or lm / or lux
b. a 100 m candela bulb is 3 meters above the table. What is the illumination on the table surface?
Solution:
I = 100 cd, d = 3m , E = ?
E = I / d2 = 100 cd / ( 3m ) 2 = 100 cd/ 9m2
= 11.11 cd/m2 or lm/m or lux
Luminous Flux ( F )
- rate at which light is emitted from a source and strikes the surface of a whole sphere.
- expressed in lumens ( lm ); to solve for F, F = 4 I
Example:
A light source of 500 candela is placed 4m above the floor of a big hall. Find the total luminous flux
emitted by the source. Determine the Illuminance
Solution: I = 500 cd, d = 4m , F = ? , E = ?
F = 4 = 4 (3.14) ( 500 cd ) = 6284 lm
E = I/ d2 = 500 cd / ( 4m ) = 31cd/m2 or lm/m or lux
Exercise/drill:
1. A 250 candela is 4 meters above the table. What is the illumination on the table surface?
2. If the illuminance of a bulb is 15 lux and the bulb is 15 lux and the bulb is 2m below the bulb,
find the intensity of the bulb in candela.
3. A light source with 300 candela is placed 3m above the floor on a big hall, find the total luminous flux
emitted by the source
Activity No. _____ Date: ____________
Activity Title: How Are Images Reflected By Mirror?
Learning Target:
A. To differentiate plane mirror from curved mirror;
B. Distinguish between converging and diverging spherical mirror.
Exercise:
Read pp. 335-338 of your physics textbook
Guide Questions:
1. What is a mirror?
5. Give some advantages and disadvantages of using curved and spherical mirrors
Activity No. _____ Date: ______________
Activity Title: Image Formation by a Spherical or Curved Mirror
Learning Targets:
A. To copy the concept notes on spherical mirror;
B. Differentiate concave from convex mirror amd how image is formed in curved
mirrors.
Concept Notes:
* Image Formation By A Spherical Mirror *
Convex Mirror
- Scatters or diverts light upon reflection. It brings light rays to a virtual focus. It is formed
by the extensions of the reflected rays found at the back of the mirror.
Concave Mirror
- Are widely used in searchlights. It enlarges erect images. Ex. shaving and dentist’s
mirror.
- The image of the given point at the point of intersection of the reflected rays. The same
procedure is followed for the image of point B. The image is A B in the given diagram. The image is real
since it is formed by actual reflected rays. It is found between C and F, is inverted or upside down, and is
smaller than the object.
Activity No. _____ Date: ______________
Activity Title: Spherical Mirror Formula
Learning Target:
To solve problems on spherical mirror formula
1. 1 = 1 + 1
f D D
2. M = S = S
S S
- this formulas gives a simple relation between the distance of an object from the mirror, D
, the distance of the image from the mirror, D , and the focal length, f. The sum of the
reciprocals of D and D is equal to the reciprocal of f.
- if one of the quantities is unknown, it can be easily calculated. For a concave mirror, f is
positive but negative for convex mirror. For concave mirrors, D and D are positive for
real images but D is negative for virtual image. D is negative in convex mirrors.
Sample Problem:
1. A candle is held 30 cm from a concave mirror the radius of which is 20 cm. a.) Where is the
image located? b.) Describe the image
Solution:
a. 1/ f = 1 / D + 1 / D
f = R /2 = 20 / 2 = 10 cm
1/ 10 cm = 1 / D + 1 / 30 cm
1 / D = 1 / 10 cm - 1 / 30 cm
1 / D = 3 – 1/ 30 cm = 2 / 30 cm
D = 30 cm / 2 = 15 cm
b. The image is real and found in front of the mirror; between C and F; it is 2 times smaller.
S / S = D/ D
S / S = 15 cm / 30 cm
S = S/2
2. a candle is held 5 cm from a concave mirror whose radius is 20 cm. a. Find the image b. Describe it
Solution:
a. 1 / f = 1 / D + 1 / D
1 / 10 cm = 1 / D + 1 / 5 cm
1 / D = 1 /10 cm - 1 / 5 cm
1 / D = 1-2 / 10 cm = -1 / 10
D = 10cm / -1 = -10 cm
b. The image is behind the mirror and it is virtual image as indicated by the negative D or
size of the image.
S/S=D/D
S = 10 cm ( S )/ 5 cm
S=2S
The image is twice as large as the object.
Exercise:
1. A candle is held 16 cm from a concave mirror the radius of which is 4 cm. a.) Where is the image
located?
b.) Describe the image
Activity No. _____ Date: ______________
Activity Title: Spherical Mirror Formula (Problem Solving)
Learning Targets:
A. To locate the distance of the image in the mirror.
B. Determine the type of image formed
Exercise:
Solve the following problems. Show your solutions.
1. The radius of the mirror of a concave mirror is 4 cm. What is the focal length of the mirror?
2. Locate and describe the image formed when a small object is placed 12 cm from a concave mirror
of radius 20 cm.
3. A convex mirror has a radius of 10 cm. Locate and describe the image formed when an object is
placed 25 cm from the mirror.
4. When an object is placed 15 cm from a certain mirror, a real inverted image is formed 4 times the
size of the object. What kind of mirror was used? What was its focal length?
5. When an object is placed 20 cm from a certain mirror, a virtual image is formed which is 0.6 the
size of the object. What kind of mirror was used and what was its focal length?
Activity No. _____ Date: ______________
Activity Title: Coulomb’s Law for Force Between Electric Charges
Learning Target: To state and apply the Coulomb’s Law for electrical charges.
EE: Ours is a finite earth
Consider two charged spherical objects. One has charge q1 and the other has charge q2.
They are separated by a distance r.
Charles Augustin Coulomb, a French scientist, showed in 1785 through several
experiments that there is a force Felectric between q1 and q2. The force can be attractive or
repulsive depending on the sign of the electric charges. The magnitude of the electric force is
given by:
Felectric=k
The distance r is measured from the center of charge q1 to the center of charge q2. The
constant k is called the electric force constant. In MKS units, k is given in terms of Newton (N),
the meter (m) and the unit of charge which is coulomb (C).
The equation for the force shows that the electric force is stronger or weaker depending
on the charges of the two objects and the distance of separation between them.
Application:
What is the electric force between twp protons ½ fm apart? (Recall, the charge of a
proton is +1.6 x10 -19 C. ) Draw the diagram to show the direction of the force between
the two protons.
Activity No. _____ Date: ______________
Activity Title: The Electric Field- Mathematical Definition
Learning Target:
To define the electric field of an electric charge.
Coulomb’s law gives the electric force between two charges Q and q
Felectric=k
Mathematically, we define the electric field as the electric force per unit charge:
E=
If we substitute the expression for the force from the Coulomb’s Law in the definition of
the electric field, we can write the magnitude of the electric field due to the source charge
Q:
E= k
Questions:
1. Why is electric field a vector?
4. What is the net electric field midway between two identical negative charges?
What would be the acceleration of a positive test charge placed at this
midpoint?
Activity No. _____ Date: ______________
Activity Title: Electric Current
Learning Target: To describe the net flow of electric charges in the presence of an electric field.
There is a flow of electric charges in ionic solutions placed in an electric field. From
Science I and Chemistry, we learned that cations (positively charged ions) are attracted to a
negative terminal; anions (negatively charged ions) are attracted to a positive terminal. Such net
movement or flow of electric charges constitutes an electric field is set up in the length of copper
wire, charges flow when an electric field is set up in the material. This can be done by attaching
the wire to positive and negative ends.
The figure below shows a cutaway portion of a material in an electric filed E. the
conventional direction of the electric field I will be taken to be in the direction in which the
positive charges flow. This means, the current moves from the positive to the negative terminals.
If we consider only constant currents, we can define current as the net electric charge Q
that passes through a given time t. for example, we can look at the net amount of charge that
crosses the rectangular cross-section of the tube at the point b in a given time interval.
Mathematically, we have:
I=
Questions:
1. The MKS unit of current is ampere, named after the French physicist Andre Marie
Ampere. What is the ampere in terms of the coulomb?
Exercises:
Represent the following vectors.
1. A= 10 m/s, 30˚ N of E 2. V= 25 m/s, SE
Exercises:+
Perform the indicated operations. Use the scientific notation.
7. 10 x 106 8. 15 x 105
2 x 102 5 x 103
9. 24 x 104 10. 25 x 10 -5
6 x 10-2 5 x 103
Activity No. _____ Date: ______________
Activity Title: Series Connection
Learning Target: To solve problems applying Ohm’s Law in a series connection
EE: Everything is connected to everything else
Rules in a series connection:
Rt = R1+R2+R3…+Rn
It = I1=I2=I3=…In
Vt = V1+V2+V3..+Vn
Sample Problem:
Three resistors of 10Ω , 14Ω , and 20Ω are connected in series. If the voltage of the line
is 220 V, a. what is the combined resistors? B. what current flows through the circuit? c. what is
the voltage drop across each resistor?
Given: R1= 10Ω
R2 = 14Ω
R3 = 20Ω
Vt = 220 V
Solution:
a. Rt = R1+R2+R3 b. It =
= 10Ω +14Ω +20Ω = 220v
= 44Ω 44Ω
= 5A
Exercises:
Solve the following problems and show your complete solution:
1. Three resistors of 6Ω, 8Ω, and 12Ω are connected in series with a 12V battery of
negligible internal resistance, a. find the total resistance b. how much current flows
through the resistors? c. what is the voltage drop across each resistor?
2. Five 20-watt bulbs are connected in series to a 220 volt line a. what is the combined
resistance? b. how much current flows through a line when all five bulbs are on?
3. A 4Ω, 8 Ω and 12Ω are connected in series with a 24V battery. Find the
a. The total resistance c. the current flowing through each resistor
b. The current in the circuit d. the voltage drop across each resistor
Activity No. _____ Date: ______________
Activity Title: Parallel Connection
Learning Target:
To solve problems applying Ohm’s Law in a parallel connection
1/Rt = 1/R1+1/R2+1/R3…+1/Rn
It = I1+I2+I3+…In
Vt = V1=V2=V3..=Vn
Sample Problem:
An 18Ω, 9Ω and 6Ω are connected in parallel across a12-V battery. Find
a. The total resistance c. the current in each resistor
b. .The current in the circuit d. the voltage drop across each resistor
Given: R1 =18 Ω
R2 =9 Ω
R3 =6 Ω
V =12V
Solution:
a. 1/Rt = 1/R1+1/R2+1/R3 b. It = Vt/Rt =12V/3Ω =4A
= 1/18 Ω + 1/9 Ω +1/6 Ω
= 1/18 Ω + 2/18 Ω +3/18Ω
= 6/18Ω
= 18Ω/6
Exercises:
Solve the following .Show your complete solution.
1. A 6 Ω, 3 Ω and 4 Ω are connected in parallel to a 20 V battery. Find:
a. The total resistance c. the current in each resistor
b. The current in the circuit d. the voltage drop across each resistor
2. A refrigerator and a rice cooker are connected in parallel to a 220V line. The current
flowing through a refrigerator is 20A and in the rice cooker is 6 A. Find a. the resistance
of each device b. the total resistance c. the total current flowing in the line.
Examples:
Convert the following:
1. 2m to cm 4. 15 kg to lbs
2m x 100cm = 200 cm 15 kg x 2.2 lbs = 33lbs
1m 1 kg
2. 20 cm to in 5. 200 lbs to kg
20 cm x 1 in___ = 7.87 in 200 lbs x 1 kg__ = 90.91 kg
2.54 cm 2.2 lbs
3. 350 cm to m
350 cm x 1m = 3.5 m
100 cm
Exercises:
Convert the following:
1. 5 km to m 2. 2.8 m to in
3.8 in to ft 4. 25 mi to km
5.98 m to yds 6. 4 kg to lbs
Exercises:
I. Identify whether the following quantities below is a scalar or vector quantity.
Write your answer on the space provided before each number.
___________a. 20 cm _____________f. 5 g/cm3
___________b. 200N _____________g. 45 m/s, West
___________c. 300 kg m/s _____________h. 1 hr and 20 min
___________d. 1800 dynes, downwards _____________i. 65 inches
___________e. 80 mi _____________j. 10 m/s, left
II. Give ten examples of scalar quantity and ten examples of vector quantity.
Ohm’s Law:
V=IR where:
V= voltage ( voltage, v)
I = current (ampere, A)
R= resistance ( ohm, Ω)
Sample problem:
What is the resistance of an electric flat-iron in which the current is 10A when the
potential difference is 220 v used in our houses?
Given: I= 10 A Solution: R = V/I
V= 220v = 220v/10 A
R? = 22 Ω
Exercises:
Solve the following problems involving ohm’s law. Show your complete solution.
1. If the resistance of a bulb is 20 Ω and the current flows in it is 12 A. What is the potential
difference or voltage of the outlet?
2. What is the resistance of an electric fan in which the current that flows in it is 30 A and it
is connected to a 120 V outlet?
3. How much current flow through a rice cooker of 50 Ω resistance, connected to a 120 v
outlet?
Sample Problem:
1. A 2 000 kg truck moves at 30 m/s. what is the momentum of the truck?
Given: Solution:
m=2 000kg P=mv
v=30 m/s = (2000kg)(30 m/s)
P= ? = 60 000 kg m/s
Exercises:
Solve the following problems. Show your complete solution.
1. A 1 500 kg bus moves at 20 m/s to Baguio. What is the momentum of the bus?
2. How fast must a 1 000 kg car move to have the same momentum as the bus with number
1?
3. How long must a force of 100N act on a 50 kg object to increase its speed from 100 m/s
to 150 m/s?
Activity No. _____ Date: ______________
Activity Title: Momentum
Learning Target:
To solve problems in momentum.
The word momentum (plural momenta) is a Latin word means movement or moving
power. The symbol for momentum is P which stands for progress. The term was first used by the
scientist Gottfried Wilhelm von Leibniz. He defined progress as the quantity of motion with
which a body proceeds in a certain motion.
The linear momentum of an object of mass m moving with a velocity v is defined as the
produce of mass and velocity. It is a vector quantity. In symbols:
P=mv
The unit is kgm/s
Sample Problem:
1. A 2500 kg bus moves at 25 m/s to Makati. What is the linear momentum of the bus?
2. How fast must a 1200 kg car move to have the same momentum with the bus in
number 1?
Exercises:
Solve the following problems. Show your complete solution.
1. What is the mass of the moving car at a velocity of 65 m/s if its momentum is
1 430 kg m/s?
2. A 3200 kg bus moves at 22 m/s . What is the momentum of the bus?
3. How fast must an 8 500 kg car move to have the same momentum of 55 250 kg m/s?
In everyday language, work may mean anything that people do. But in the physics, work
is done whenever a force produce a movement. Work done on any object by an applied force is
defines as the product of the magnitude of displacement multiplied by the component of the
force parallel to the displacement. In symbol:
W= Fd where:
W = (Fcosө)d W=work (N. m or Joule)
F = force in Newton (N)
d =displacement (m)
cosө = the angle between force and displacement
Self –Check:
Put a check before the item if work is done to an object or person.
_______1. A boy running across a playground
_______2. A mother dancing with her baby in her arms
_______3. A basket being lifted
_______4. A person in ascending elevator
_______5. A stone whirled around a horizontal circle
_______6. A big box dragged across the floor
_______7. A man climbing up a tree
_______8. A girl walking upstairs
_______9. A man carrying a baby while watching a parade
______10. A librarian lifting a 20 kg books
Sample Problem:
Study the sample problem below.
1. A porter pulls a 10 kg luggage along a road from 5 m by exerting a force of 20 N at
an angle of 30º with the horizontal shoulder through a vertical distance of 1.5 m, and
carries it another 5 m .How much work does he do in a. Pulling? b. lifting c. carrying
the luggage in his shoulder?
Solution: a. pulling the luggage b. lifting the luggage c. carrying the luggage
Exercises:
Solve the proceeding problem. Show your complete solution.
2. How much work is done if a 50 kg sack of rice is lifted to a distance of 2.5 m vertically?
Activity No. _____ Date: ______________
Activity Title: Power
Learning Targets:
A. Define the term power
B. Calculate the power used in doing work.
When you walk up a flight of stairs, you do work because you are lifting your body up
the stairs. You do the same amount of work whether you walk or run. The work done is the same
in either case because the net result is the same because you lifted up the same weight at the
same height. But you know that if you ran up stairs you would be more tired than if you walked
up. To understand the difference, you need to know how fast the work is done.
Power is the rate of doing work. In equation:
Power = work done
Time
P=W
T
Power is measured in joules per second (J/s) or Watts.
1 joule/second (J/s) = 1watt (W)
1000 watts = 1 kilowatt (kW)
1 horsepower (hp) = 746 watts
Sample Problem:
Dan climbs a flight stairs in 1.5 min. if he weighs 450 N and the stirs is 10 m from the
ground, how much power will he develop?
Given: t= 1.5 min = 90 s Solution: P = W/t
F = 250 N = F.d
d=10 m t
P? = (450N)(10 m)
90 s
= 50 N. m/s or 50 W
Exercises:
Solve the following problems completely.
1. A pump lifts 20 kg of water to a height of 10 m every second. What is the output power?
2. A man whose mass is 70 kg walks up to the fourth floor of a building with a vertical
height of 16 m from the ground. A. how much work is done? B. what is his power if it
took him 5 min to climb? C. converts its rate of work in kW?
3. A car engine develops 15 kW when a car is going at 10 m/s. what is the resisting force?
Activity No. _____ Date: ______________
Activity Title: Potential Energy of a System
Learning Targets:
To define and calculate potential energy of a system
EE: Everything is connected to everything else
Potential energy is the energy arising from displacement of an object from a source of an
attractive, repulsive, or restoring force. It is sometimes called a “stored energy”. It is converted
to energy in motion once the object is released. For example, for the attractive force of gravity
due to earth, an object raised away from the ground will fall back once it is released. On the
other hand, for the repulsive force between two identical magnet poles, a magnetic north pole
brought closer to another north pole will move away once it is released.
Exercises:
Explain how potential energy arises from the different system below:
a. The earth
b. An elastic spring
Discussion:
In what way is potential energy due to gravity similar to voltage needed for flow of
electric current?
The gravitational potential Energy U of an object lifted to a height from its starting
position is given by:
U= mgh
Where m is the mass of the object and g is the acceleration due to gravity. Near the
surface of the earth, g = 9.8 m/s2.
Exercises:
1. Compare the work done in lifting a block to a certain height and its potential energy U
at the height. What is the SI unit of energy?
2. A book has a mass of 2.3 kg. If it is raised a distance of 0.5 m from the table, what is
the acquired gravitational potential energy relative to the table?
3. Suppose, instead of being on earth, the table and book of Number 2 are on the moon,
what is the acquired gravitational potential energy of the book?
A moving object has an energy associated with its motion, called “ kinetic energy “ it is
usually denoted by the simple K. the mathematical definition is:
K = ½ mv2
Where m is the mass of the object and v is the linear velocity of the object. This is also
more specifically called the translational kinetic energy to distinguish it from rotational kinetic
energy for spinning or rotating objects.
Exercises:
1. What is the kinetic energy of a 3-kg object moving at 7 m/s?
For the motion of an object in which the velocity changes either in magnitude or direction
or both, the new quantity is known as acceleration which is a vector quantity. An object is
accelerating when it speeds up, slows down or changes its direction. Acceleration is the rate of
change in velocity at a given time interval.
2. A jet plane flying at 100 m/s is uniformly accelerated to a cruising speed of 150 m/s
in 20 minutes. What is the acceleration during this time?
Activity No. _____ Date: ______________
Activity Title: Constant Velocity and Speed
Learning Target:
To distinguish between velocity and speed in Physics
Velocity is another example of a vector. Velocity has both magnitude and direction on
the other hand, speed is a scalar. It is just a magnitude of the vector.
2. Greg is at the school gate, about 25 m on a straight line from the bleachers. The
company commander is giving a countdown of 10 seconds for formation at the
bleachers. With what velocity should Greg run so that he can be in his designated
position without being late?
3. A car moves at 60 km/hr along a straight highway. How many seconds will it take for
the car to travel a distance of 10 km?
4. If it takes 2 hours for a bus to travel 100 km along a straight highway, what is its
speed?
5. If a van can travels 72 km on a straight express way for 20 minutes, what is its speed?
Discussion
1. In the example above of a glass of cold water in a warm room, which absorbed heat –
the glass of water or the air in the room?
2. Suppose that, instead of cold water, we take a mug of hot coffee (T= 85ºC) in the
same room temperature (T=28ºC). After thermal equilibrium is reached, which object
has given off heat, and which has absorbed heat?
3. Suppose you are in Baguio City when the temperature is 7.5 ºC, and you take a walk
along Session Road. Will your body absorb or give off heat? What is hypothermia?