St.

Paul University Philippines

Tuguegarao City, Cagayan 3500

BASIC EDUCATION UNIT

SENIOR HIGH SCHOOL

DYNAMIC LEARNING PLAN

General Physics 1
GRADE 12

FIRST QUARTER

Prepared by: Checked by:

MS. LIEZL B. MEDRANO MS. LEARNI C. JAVIER

Subject Teacher Subject Team Leader

Approved by:

MRS. GLENDA P. CARONAN

Principal
 St. Paul University Philippines
Tuguegarao City, Cagayan

BASIC EDUCATION UNIT

UNIVERSITY VISION-MISSION STATEMENT

VISION

ST. PAUL UNIVERSITY PHILIPPINES is an internationally recognized institution dedicated to the

formation of competent leaders and responsible citizens of their communities, country, and the world.

MISSION

Animated by the gospel and guided by the teachings of the Church, it helps to uplift the quality of life and
to effect social transformation through:

1. Quality, Catholic, Paulinian formation, academic excellence, research, and community service.
2. Optimum access to Paulinian education and service in an atmosphere of compassionate caring;
and
3. Responsive and innovative management processes.

The SPUP Vision and Mission are reflected in the Paulinian Core Values Framework and the
SPUP Learning Framework which have been adopted by the university.

The core of the Curricula of Studies is embedded in the Paulinian Core Values (the 5 Cs) namely:
Charism, Charity, Commission, Community and with CHRIST as the CENTER of Paulinian life.

BEU VISION-MISSION STATEMENT

VISION
St. Paul University Philippines, Basic Education Unit is a Catholic educational institution committed to
the formation of pupils/students with proficiency in basic knowledge, skills, attitudes, and values
responsive to the changing world.

MISSION
Impelled by the Charity of Christ, this institution will become the premier for basic education by forming
academically prepared, morally upright, and socially responsible young Paulinians in the service of
family, church, and society.

PAULINIAN CORE VALUES

(The 5 Cs) and the SPC Education Ministry Basic Education Exit Outcomes

CHRIST (CONSCIOUS) – Christ is the CENTER of Paulinian life. The Paulinian follows and imitates
Christ, doing everything about Him.
The BEU graduates are Mindful, Self-Directed LEARNERS AND ROLE MODELS, who:
• Initiate and sustain undertakings that strengthen their skills, understandings, health, future
opportunities that benefit others.
• Assess their unique personal qualities, thinking processes, and talents, and explain how
strengthening them can open doors to continued learning and personal fulfilment.
• Explain the elements and factors affecting their decision and actions and the likely
consequences they entail.
• Manage their time and energy to allow for regular periods of planning reflection and
renewal.
• Describe and explain the new possibilities they have developed as the result of self-
initiated projects and learning experiences.
• Describe how their own values and actions mirror the qualities and values of a Paulinian.
• Offer support, constructive feedback, and praise for the sincere efforts of others.
COMMISSION (COMPETENT) – The Paulinian has a mission – a LIFE PURPOSE to spread the Good
News. Like Christ, he/she actively works “to save” this world, to make
it a better place to live in.
The BEU graduates are Conscientious, Adept PERFORMERS AND ACHIEVERS, who:
• Devote focus time to developing competencies required for sound achievement in a chosen
field and skilled implementation in life’s diverse basics.
• Cultivate specialized knowledge and skills in at least one area of their lives that they apply
in a variety of situations with facility and ease.
• Remain focused on fully completing projects in a timely manner.
• Set realistic improvement goals for themselves that require persistence and involve continual
monitoring by others to validate what has been achieved.
• Openly demonstrate their basic and advanced skills to potential employers and improve
them according to the feedback received.
COMMUNITY (COLLABORATIVE) – The Paulinian is a RESPONSIBLE FAMILY MEMBER and
CITIZEN, concerned with building communities, promotion of peoples, justice and peace, and the
protection of the environment.
The BEU graduates are credible, Responsive, COMMUNICATORS AND TEAM PLAYERS, who:
• Take time before speaking or writing to assess the accuracy and clarity of what they are about
to share, its tone, how it is likely to be received and interpreted.
• Consistently revise intended communications to be clearer, more accurate and better
understood.
• Acknowledge suggestions made by others and respond honestly and constructively to
them regarding their likely consequences.
• Agree to join in group endeavors that bring benefit to all and foster the greater good.
• Willingly share responsibilities and participate actively to foster group collegiality,
cohesion, and effectiveness.
• Anticipate where extra assistance or support in team activity may be needed, and
spontaneously offer it to bolster team results.

CHARISM (CREATIVE) – The Paulinian develops his/her GIFT/TALENTS to be put in the service of
the community, he/she strives to grow and improve daily, always seeking the better and finer things and the
Final Good.
The BEU graduates are Creative, Resourceful, EXPLORERS AND PROBLEM SOLVERS, who:
• Independently seek out issues, possibilities, and sources of related information for
further investigation and development.
• Search beyond readily available sources of information, resources, and standard
techniques to create workable solutions to existing problems.
• Routinely select issues or problems facing their communities and formulate new ways
they can be understood, addressed, and resolved.
• Experiment with combinations of ideas, data, materials, and possibilities to derive
and test potential solutions to existing problems.
• Use ideas and resources in unconventional ways to plan and design works of artistic
appeal to others

CHARITY (COMPASSIONATE) – urged on by the LOVE OF CHRIST, the Paulinian is warm,

loving, hospitable and “all to all”, especially to the underprivileged.
The BEU graduates are Committed, ADVOCATES FOR PEACE AND UNIVERSAL WELL-BEING,
who:
• Initiate and sustain efforts that draw attention to environmental issues and propose
workable measures to reduce and eventually eliminate it.
• Persist in the face of open resistance to their efforts to teach peace, reduce violence, and
redress the harm being levied against others.
• Join others in operating local projects that tangibly protect and preserve the
environment and all life forms.
• Call attention to the causes and consequences of poverty, and marshal others to assist
those in ill-health and physical need.
 • Contribute their time, heartfelt attention, and resources in directly assisting those who live
in little hope of improving their lives

Anchored on the 21st century learning skills, the Curricula of Studies for the different programs are designed
based on the four core concepts/statements adopted by the University for its General Learning Framework,
namely: HUMAN PERSON, COMMUNICATION RESEARCH AND CLIMATE CHANGE.

MOST ESSENTIAL LEARNING COMPETENCIES

GRADE 12 – GENERAL PHYSICS 1

QUARTER CONTENT PERFORMANCE LEARNING

STANDARD STANDARD COMPETENCIES
First 1. The effect of instruments Solve, using experimental 1.Solve measurement problems
on measurements and theoretical approaches, involving conversion of units,
2. Uncertainties and multiconcept, rich content expression of measurements in
deviations in measurement problems involving scientific notation
3. Sources and types of measurement, vectors, 2.Differentiate accuracy from
error motion in 1D and 2D, precision
Newton’s Laws, Work, 3.Differentiate random errors
Energy, Center of Mass, from systematic errors
Vectors and vector addition momentum, impulse and 1.Differentiate vector and scalar
collisions quantities
2.Perform addition of vectors
1. Position, time, distance, 1.Convert a verbal description of
displacement, speed, a physical situation involving
average velocity, uniform acceleration in one
instantaneous velocity dimension into a mathematical
2. Average acceleration, description
and instantaneous 2.Interpret displacement and
acceleration velocity, respectively, as areas
3. Uniformly accelerated under velocity vs. time and
linear motion acceleration vs. time curves
3. Free-fall motion 3.Interpret velocity and
4. 1D Uniform acceleration, respectively, as
Acceleration Problems slopes of position vs. time and
velocity vs. time curves
4.Solve for unknown quantities
in equations involving one
dimensional uniformly
accelerated motion , including
free fall motion
Relative motion 1.Describe motion using the
1. Position, distance, concept of relative velocities in
displacement, speed, 1D and 2D
average velocity, 2. Calculate range, time of flight,
instantaneous velocity, and maximum heights of
average acceleration, and projectiles
instantaneous acceleration 3. Solve problems involving two
in 2- and 3- dimensions dimensional motion in contexts
2. Projectile Motion such as, but not limited to ledge
3. Circular Motion jumping, movie stunts,
basketball, safe locations during
firework displays, and Ferris
wheels
Second 1. Newton’s Law’s of 1.Define inertial frames of
Motion reference
2. Inertial Reference 2. Identify action-reaction pairs
Frames 3. Draw free-body diagrams
3. Action at a distance 4. Apply Newton’s 1st law to
forces obtain quantitative and
4. Types of contact forces: qualitative conclusions about the
tension, normal force, contact and noncontact forces
kinetic and static friction, acting on a body in equilibrium
fluid resistance 5. Differentiate the properties of
5. Action-Reaction Pairs static friction and kinetic friction
6. Free-Body Diagrams 6. Apply Newton’s 2nd law and
7. Applications of kinematics to obtain quantitative
Newton’s and qualitative conclusions about
Laws to single-body and the velocity and acceleration of
multibody dynamics one or more bodies, and the
8. Problem solving using contact and noncontact forces
Newton’s Laws acting on one or more bodies
7. Solve problems using
Newton’s Laws of motion in
contexts such as, but not limited
to, ropes and pulleys, the design
of mobile sculptures, transport of
loads on conveyor belts, force
needed to move stalled vehicles,
determination of safe driving
speeds on banked curved roads
1. Scalar Product 1.Calculate the dot or scalar
2. Work done by a force product of vectors
3. Work-energy relation 2.Determine the work done by a
4. Kinetic energy force acting on a system
5. Power 3. Relate the gravitational
6. Conservative and potential energy of a system or
nonconservative forces object to the configuration of the
7. Gravitational potential System
energy 4.Relate the elastic potential
8. Elastic potential energy energy of a system or object to
9. Equilibria and potential the configuration of the system
energy diagrams 5. Solve problems involving
10. Energy Conservation, work, energy, and power in
Work, and Power Problems contexts such as, but not limited
to, bungee jumping, design of
roller-coasters, number of people
required to build structures
such as the Great Pyramids and
the rice terraces; power and
energy requirements of human
activities such as sleeping vs.
sitting vs. standing, running vs.
walking.
1. Center of mass 1.Differentiate center of mass
2. Momentum and geometric center
3. Impulse 2. Relate the motion of center of
4. Impulse-momentum mass of a system to the
relation momentum and net external
5. Law of conservation of force acting on the system
momentum 3. Relate the momentum,
6. Collisions impulse, force, and time of
7. Center of Mass, Impulse, contact in a system
Momentum, and Collision 4. Compare and contrast elastic
Problems and inelastic collisions
5. Solve problems involving
center of mass, impulse, and
momentum in contexts such as,
but not limited to, rocket motion,
vehicle collisions, and ping-
pong.
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

BASIC EDUCATION UNIT

PAASCU LEVEL III ACCREDITED
ISO CERTIFIED

LEARNING PLAN 1: MEASUREMENTS, SCALARS AND VECTORS, KINEMATIC

QUANTITIES, UNIFORMLY ACCELERATED MOTION

INTRODUCTION:

Physics is the branch of science which deals with matter and its relation to energy. It involves study of
physical and natural phenomena around us. Examples of these phenomena are formation of rainbow, occurrence
eclipse, the fall of things from up to down, the cause of sunset and sunrise, formation of shadow and many more.
The focus of module 1 is about measurements, sources and types of error, vectors and vector addition, uniformly
accelerated linear motion, and free fall. In this module, we will investigate the words used to describe the motion
of objects. That is, we will focus on the language of kinematics. The hope is to gain a comfortable foundation
with the language that is used throughout the study of mechanics. We will study such terms as scalars, vectors,
distance, displacement, speed, velocity and acceleration. These words are used with regularity to describe the
motion of objects. Your goal should be to become very familiar with their meaning.

LEARNING OBJECTIVES:
This learning plan is designed for you to:
1. Differentiate fundamental quantities from derived quantities
2. Convert units from one system to another
3. Differentiate accuracy and precision
4. Differentiate vectors from scalar quantity
5. Perform vector addition using analytical method

LESSON PROPER

Systems of Measurement
A measurement is made up of number and a unit. for example the length of a table is 2 meters long. To have
accurate measurements, you must make sure that both the number and unit are correct.

Metric System vs. English System

The metric system is an internationally agreed decimal system of measurement created in France in 1799. The
International System of Units (SI), the official system of measurement in almost every country in the world, is
based upon the metric system.
In the metric system, each basic type of measurement (length, weight, capacity) has one basic unit of measure
(meter, gram, liter). Conversions are quickly made by multiplying or dividing by factors of 10. It is as simple as
moving the decimal point to the right (for smaller prefixes) or to the left (for larger prefixes).
To remember the proper decimal movement, arrange the prefixes from largest to smallest:
While the metric system was lawfully accepted for use in the United States in 1866, the US has not adopted the
metric system as its "official" system of measurement. The US English System of measurement grew out of the
manner in which people secured measurements using body parts and familiar objects. For example, shorter ground
distances were measured with the human foot and longer distances were measured by paces, with one mile being
1,000 paces. Capacities were measured with household items such as cups, pails (formerly called gallons) and
baskets.
Obviously this system allowed for discrepancies between measurements obtained by different individuals. A
standard was eventually set to ensure that all measurements represented the same amount for everyone.
Conversion Table 1.1: English to Metric System

Example # 1: How many inches are there in 12 m?

Solution: You can see from the given table that there is no direct conversion from inches to meters. You may
relate inches to centimeters by first converting the metric quantities.
1 in = 2.54 cm
100 cm = 1m
From these equalities, you can list the following conversion factors:
1 in 2.54 cm
and
2.54 cm 1 in

100 cm 1m
and
1m 100 cm
Using d as the variable to represent the length of 12 m and the appropriate conversion factors, the solution for
the problem is as follows.
100 cm 1 in
d = 12 m ( 1m
) ( 2.54 cm ) = 472 in There are 472.44 in for every 12 m.
Example #2 : Metropolitan Water uses cubic meter (m3) as the unit of a volume of water used in each
household. Determine how many cubic meters are there in a 15 L tank of water.
Solution: Let the volume of the tank be represented by V. Note that the unit equalities that you can use are the
following:
1 L = 1000 ml
1 ml = 1 cm3
100 cm = 1 m
Setting the equation, you have
1000 ml 1 cm3 1m
V = 15 L ( )( ) ( 100 cm ) 3
1L 1ml
V = 0.015 m3
Example #3:
The speed of a car as measured by a speedometer is 85 km/h. Convert this unit to cm/s.
Solution: For this case, the unit is expressed in ratio and you need to convert units used in both the numerator
and the denominator. Let v represent the speed of the car. Note the following unit equalities:
1 km = 1000 m
1 m = 100cm
1h = 3600 s
Then you have the following equation:
km 1000 m 100 cm 1h
v= 85
h
( 1km
)( 1m
) ( 3600 s )
𝑐𝑚
v = 2361.11 𝑠
Example #4: Convert 0.02515 ft3 to cm3
1 ft = 30.48 cm
30.48 𝑐𝑚
0.02515 ft3 =( )3 = 712.17 cm3
1 𝑓𝑡
Unit Prefixes
A prefix is a letter or a group of letters added at the beginning of the base word to change its meaning. In
measurement, a unit prefix or metric prefix can be used to make a new unit larger or smaller than the base unit.
Table 1.2 summarizes some unit prefixes
Table 1.2: Prefixes for Powers of 10 Example # 5: Mega (M)
The radius of the Earth is about = 6 400 000 m or 6.4 x 106 m
The radius of the Earth is about 6.4 Mm (6.4 Mega meters)
6.4 Mm = 6.4 x 106 m
Example # 6: Micro (μ)
The size of a smoke particle = 0.00 0002 m or 2 x 10-6 m
The size of a smoke particle = 2 μm (2 micro meters)
2 μm = 2 x 10-6 m
Scientific Notation
Scientific notation is a way of writing very large or very small numbers. A
number is written in scientific notation when a number between 1 and 10
is multiplied by a power of 10. For example, 650,000,000 can be written in
scientific notation as 6.5 ✕ 108.
Example # 7: Express 1000 and 0.001 in powers of 10.
1000 can be written as 103
1 0 0 0.
Step 1: 1.000
If the given number is greater than 1, move the decimal point to the left. Place the
decimal point before the left most non-zero digit.
Step 2: 103
Count the number of times that you moved the decimal point. That will be written as the
power.

0.001 can be written as 10-3

Step 1: 000.1
If the given is less than 1, move the decimal point to the right until you reach the first
non-zero digit. Place the decimal point after the first non-zero digit.

Step 2: 10-3
Count the number of times that you moved the decimal point. That will be written as the
power. The negative sign indicates that the figure is less than 1.
Uncertainty in Measurement

Certain digits – ones that the measuring instruments can give you
Least counts – smallest marked division in the measuring
instruments
Uncertain digits – estimated

Example # 8: In the figure presented, what is the volume

reading for the cylinder?

Solution:
Certain digit is 20
Least Count is 1

Therefore, the reading must be reported as 21.8 ± 0.1 ml

Precision and Accuracy Figure 1.1

Precision – Represents how close or consistent Accuracy – The closeness of a measured value to
the independent measurements of the same the expected or true value of a physical quantity.
quantity are to one another.
Example # 10:
Example # 9:

Note that precision is not the same as accuracy. For example, a digital watch that reports a time 0f 04:22:05
A.M. is very precise because time is given to the second. But if the watch runs several minutes slow, then this
value is not accurate. On the other hand, grandfather clock might be very accurate (that is, it gives the correct
time), but if it has no second hand, then it is not very precise. A valuable measurement should be both precise
and accurate.

Figure 1.2. A comparison of accuracy and precision explained through a game of darts
Check Point # 1

Four of your classmates measured the same volume of water. They all made three trials and tabulated
their results in the table below. Suppose the accepted value is 9.20mL, how would you describe their
measurements in terms of accuracy and precision?

Trial Class A Class B Class C Class D

1 10.15 mL 6.30 mL 9.20 mL 9.20 mL

2 7.25mL 6.35 mL 9.25mL 9.22mL
3 9.55 mL 6.32 mL 9.30mL 9.21mL

SCALARS AND VECTORS

Building Vocabulary
1. Mechanics - the study of the motion of objects.
2. Kinematics - the science of describing the motion of objects using words, diagrams, numbers, graphs,
and equations.
3. Scalars are quantities that are fully described by a magnitude (or numerical value) alone.
Ex. Distance (2 meters)
4. Vectors are quantities that are fully described by both a magnitude and a direction.
Ex. Displacement (2m , East)

Representing Vectors
Vector quantities are often represented by scaled vector diagrams. Vector
diagrams depict a vector by use of an arrow drawn to scale in a specific direction.
Vector diagrams used to depict the forces acting upon an object. Such diagrams
are commonly called as free-body diagrams.

• a scale is clearly listed

• a vector arrow (with arrowhead) is drawn in a specified direction. The
vector arrow has a head and a tail.
• the magnitude and direction of the vector is clearly labeled. In this case, the
diagram shows the magnitude is 20 m and the direction is (30 degrees West
of North).

Describing Directions of Vectors

Vectors can be directed due East, due West, due South, and due North. But some
vectors are directed northeast (at a 45 degree angle); and some vectors are even
directed northeast, yet more north than east. Thus, there is a clear need for some form
of a convention for identifying the direction of a vector that is NOT due East, due
West, due South, or due North. There are a variety of conventions for describing the
direction of any vector. The two conventions that will be discussed and used in this
unit are described below:

Two illustrations of the second convention (discussed above) for identifying the direction of a vector are shown
below.
Observe in the first example that the vector is said to have a direction of 40 degrees. You can think of this
direction as follows: suppose a vector pointing East had its tail pinned down and then the vector was rotated an
angle of 40 degrees in the counterclockwise direction. Observe in the second example that the vector is said to
have a direction of 240 degrees. This means that the tail of the vector was pinned down and the vector was
rotated an angle of 240 degrees in the counterclockwise direction beginning from due east. A rotation of 240
degrees is equivalent to rotating the vector through two quadrants (180 degrees) and then an additional 60
degrees into the third quadrant.

ONLINE HELP
For more information on physical descriptions of motion,
scan the code to direct you in the Physics Classroom
Tutorials.

Addition of Vectors Using Analytical Method

The analytical method of vector resolution involves using

trigonometric functions to determine the components of the
vector. Now in this part of lesson 1, trigonometric functions will be

Opposite side
used to determine the components of a single vector. Trigonometric
functions can be used to determine the length of the sides of a right c b
triangle if an angle measure and the length of one side are known.
The basic concept of trigonometry are important in the analytical θ a
method. Consider a right triangle with sides a and b, and hypotenuse c. Adjacent side
The lengths of these sides are related through Pythagorean Theorem c2
= a 2 + b2

With reference to one of the angles (θ) of the right triangle, you can write a number of ratios of the sides of the
following

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒

sin θ = cos θ = tan θ = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
ℎ𝑦𝑝𝑜𝑛𝑒𝑛𝑢𝑠𝑒 ℎ𝑦𝑝𝑜𝑛𝑒𝑛𝑢𝑠𝑒
Basic Vector Addition(R= A + B)

o same direction (1 m E + 2 m E = 3 m E)
o opposite direction (1 m E + 2 m W = 1 m W)
o perpendicular direction (1 m E + 2 m N = 2.24 m, 63.43° N of E

C2 = A2 + B2 , R2 = A2 + B2 , R2 = (1 m)2 + (2 m)2 = 2.24 m

tan θ = opp (N or S) = 2 m
adj (E or W) 1 m
θ = 63.43° N of E
Basic Vector Subtraction {R = A – B, R = A + (-B)}
o same direction (1 m E - 2 m E = 1 m W)
o opposite direction (1 m E - 2 m W = 3 m E)
o perpendicular direction (1 m E - 2 m N = 2.24 m, 63.43° S of E)

C2 = A2 + B2 , R2 = A2 + B2 , R2 = (1 m)2 + (2 m)2 = 2.24 m

tan θ = opp (N or S)
adj (E or W)
θ = 63.43° S of E

Check Point # 2
1. 2.54 cm N + 1.46 cm S = 1.08 cm N
2. 12.25 m W + 7.25 m W = 19.5 m W
3. 80 km/h S + 50 km/h E = 94.34, 32.01 E of S
4. 0.75 m/s2 E - 1.25 m/s2 W = 2 m/s2 E
5. 25 km N – 75 km N = 50km S

Example # 11 Component Method

In going from one city to another, a car whose driver tends to get lost and goes 30 km north, 40 km 45°
northwest and 20 km south. Find the magnitude (R = ?) and the direction (Ɵ = ?) of the resultant displacement

Component Vector:
using Analytical Method(component method).

Given:
V1 = 30 km north,
V2 = 40 km 45° northwest V2
V3 = 20 km south. V3

Find:
magnitude R
R θ
direction Ɵ V1

Solution:
Step 1 Draw the Vectors in a cartesian plane using the head
to tail method

Step 2: separate the component of each vector to x and y, then solve the component of the vector with an
angle, in this case it’s the V2

Solving for x and y component of V2 = 40 km 45° northwest

Trigo: SOH CAH TOA
Step 3: Solve the resultant vector (R)

Use the Pythagorean Theorem to solve for

the R

R2 = (ΣVx)2 + (Σvy)2
R2 = (-28.284 km)2 +(38.284)2
R2 = (−28.284 km)2 +(38.284)2

R = 47.599 km

R
ΣVy

θ
ΣVx

Final Answer:

R = 47.599 km, 53.543° N of W

ONLINE HELP
For more examples of adding vectors using analytical
method scan the code to direct you on the website.

Formative Assessment
Check Point # 1
Check Point # 2
Online Help

Summative Test

Short Answer: 2 Points Each

1. Why it is important to study and learn the basic Physics concepts in senior high school? Cite three
reasons.
2. Give a situation where you can apply the concept of adding and subtracting vector quantities. Explain
how the concept is being helpful in solving such situation.
3. A simple pendulum is known to have a period of oscillation, T = 1.55 s. Student A uses a digital
stopwatch to measure the total time for 5 oscillations and calculates an average period T = 1.25
s. Student B uses an analog wristwatch and the same procedure to calculate an average period for the 5
oscillations and finds T = 1.6 s. Which period is more accurate, and why?

Problem Solving:
1. Based on the given vectors, solve for the magnitude and direction of the resultant vector. (8 points)
A = 25 m 20° S of E R=?
B = 50 m 40° E of N Ɵ=?
C = 75 m 60°N of W
D = 100 m N
2. Solve the following vectors (4 points)
o 1m E + 2 m W – 3 m E
o m/s S – 1.25 m/s S + 0.75 m/s S
 o 10 cm/s N – 5 cm/s S – 15 cm/s E
o 4.5 mi N + 5.5 mi S + 3 mi E

3. Convert the units (2 points)

o 899.289 nm to m
o 25 mi/h to km/s

VALUES INTEGRATION:

An object in motion stays in motion, An object at rest stays at rest. Simply put, if you don’t change, the
circumstances in your life won’t either. Which means you must exert the force of yourself onto your life. Make a
change and push the direction of your life to where you see yourself in the future. If you don’t you will stay
exactly where you are, it’s how things work. Which means take action now. The minute you feel motivated to do
something, do it. Many people make the mistake of telling themselves, “I’ll do it later” when in reality, what are
the chances you are going to change your mind down the line. Aren’t you going to be the same person, won’t you
still have the same beliefs, wants, and mindsets? Chances are if you said no before, you will say it again.

Save yourself a lot of time wasted by just taking ONE step.

TARGET CORE VALUES

Charism (Creative)
I am a creative, resourceful explorer and problem-solver expressing my God-given charism.

Community (Collaborative)
I am a credible, responsive communicator and team player building collaborative
communities.

Commission (Competent)
I am a conscientious, adept performer and achiever competently sharing Christ’s mission.

Charity (Compassionate)
I am a compassionate, committed advocate for peace and universal well-being through
charity for all.

REFERENCES
1. Arevalo, R. (2017). General Physics 1. Philippines: DIWA Learning System Inc.
2. Hewitt, P. (1998). Conceptual Physics (8th Edition). Philippines: Busy Book Distributors
3. Lumen Physics. (n.d). Retrieved from https://courses.lumenlearning.com/physics/
4. Physics Classroom.(2020). Retrieved from https://www.physicsclassroom.com/class/1DKin/Lesson-
1/Scalars-and-Vectors
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

BASIC EDUCATION UNIT

PAASCU LEVEL III ACCREDITED
ISO CERTIFIED

LEARNING PLAN 2: KINEMATIC QUANTITIES, UNIFORMLY ACCELERATED MOTION

INTRODUCTION:

Physics is the branch of science which deals with matter and its relation to energy. It involves study of
physical and natural phenomena around us. Examples of these phenomena are formation of rainbow, occurrence
eclipse, the fall of things from up to down, the cause of sunset and sunrise, formation of shadow and many more.
The focus of module 1 is about measurements, sources and types of error, vectors and vector addition, uniformly
accelerated linear motion, and free fall. In this module, we will investigate the words used to describe the motion
of objects. That is, we will focus on the language of kinematics. The hope is to gain a comfortable foundation
with the language that is used throughout the study of mechanics. We will study such terms as scalars, vectors,
distance, displacement, speed, velocity and acceleration. These words are used with regularity to describe the
motion of objects. Your goal should be to become very familiar with their meaning.

LEARNING OBJECTIVES:
This learning plan is designed for you to:
1. Convert a verbal description of a physical situation involving uniform acceleration in one dimension into
a mathematical description
2. Describe motion using the concept of relative velocities in one and two dimensions
3. Solve problems in one dimensional motion including free fall

KINEMATIC QUANTITIES

Position, Time, Distance, Displacement, Speed, Average Velocity, Instantaneous Velocity

Describing motion is the focus of a field of physics called mechanics. Mechanics is basically the study of
motion. It has two general parts – Kinematics and Dynamics. Kinematics is the mathematical description of
motion. You can describe motion using kinematic quantities such as position, speed, and acceleration.
Dynamics, on the other hand, is the study of the causes of motion. For example, when an object falls, you can
say that gravity is the cause of its falling motion.

Motion - is a continuous change in position with respect to a certain reference point. (Albert Einstein)
According to Einstein- Motion is relative- “A body can be moving with respect to the first-body but at the same
time can be at rest or be moving at different speed with respect to the second-body”.
A. Uniform Motion – is a motion of the body that moves at constant velocity. (a = 0)
B. Uniformly Accelerated motion – is a motion of the body that moves in a changing velocity.(a= +, -)

Rectilinear Motion (One-dimensional motion) - is a motion along straight-line path.

 Distance – is a scalar quantity that describe how far “something” has traveled.( units: cm, m, km, in, ft,
mi, yd)
 Displacement – is a vector quantity that describes how far “something” has traveled and in to what
direction.( d = x2 – x1, units: cm, m, km, in., ft., mi,etc. )
 Speed – is a scalar quantity that describe how fast “something” has traveled. ( s = d/t, units: cm/s, m/s,
km/h, mi/h, ft/s, in/s, etc.)
 Velocity – is a vector quantity that describe how fast “something” has traveled and in to what
direction.
– is the change in displacement divided by the change in time( v = ∆d/∆t or d 2 – d1/ t2 – t1 ), units:
cm/s, m/s, km/h, mi/h, ft/s, in/s, etc.)
 Average Speed – is the total distance traveled divided by the total time covered. ( s av = dT/tT, units:
cm/s, m/s, km/h, mi/h, ft/s, in/s, etc.)
 Instantaneous Speed – is the speed that “something” has at any one instant. (units: cm/s, m/s, km/h,
mi/h, ft/s, in/s, etc.) example: the speed registered by your speedometer.
  Average Velocity – a.) vav = (v1 + v2) / 2
b.) vav = (d2 – d1) / t
 Acceleration – is a vector quantity that define as “the rate of change of velocity” or “ the change in
velocity divided by the change in time”. a = ∆v/∆t or (v 2 – v1) / (t2 – t1 ), units: m/s2, cm/s2, in/s2, ft/s2,
km/hr2, mi/hr2)

Calculating Average Speed and Average Velocity

Example # 1
The physics teacher walks 4 meters East, 2 meters South, 4 meters West, and
finally 2 meters North. The entire motion lasted for 24 seconds. Determine the
average speed and the average velocity.

Answer:
The physics teacher walked a distance of 12 meters in 24 seconds; thus, her
average speed was 0.50 m/s. However, since her displacement is 0 meters, her
average velocity is 0 m/s. Remember that the displacement refers to the change in position and the velocity is
based upon this position change. In this case of the teacher's motion, there is a position change of 0 meters and
thus an average velocity of 0 m/s.

Example # 2
Use the diagram to determine the average
speed and the average velocity of the skier
during these three minutes.

Answer:
The skier has an average speed of
(420 m) / (3 min) = 140 m/min
and an average velocity of
(140 m, right) / (3 min) = 46.7 m/min, right

Example # 3
In the 1980’s, one of Asia’s fastest running women was a Filipino athlete named Lydia de Vega. In the 100
meter dash event in 1986 in Seoul, South Korea, She was clocked 11.53 s. Find he average speed.

Solution
𝑑
v ave = 𝑡
100 𝑚
v ave = 11.53 𝑠
v ave = 8.67 m/s

Calculating Acceleration

Example # 4
In 2.5 s a car increases its speed from 60 km/h to 65 km/h while a bicycle goes from rest to 5 km/h. Which
undergoes the greater acceleration? What is the acceleration of each vehicle?

Solution:
𝑣𝑓 − 𝑣𝑜 65 𝑘𝑚/ℎ−60 𝑘𝑚/ℎ 5 𝑘𝑚/ℎ
Acceleration car = = = = 2 km/h•s
𝛥𝑡 2.5 𝑠 2.5 𝑠

𝑣𝑓 − 𝑣𝑜 5 𝑘𝑚/ℎ−0 𝑘𝑚/ℎ 5 𝑘𝑚/ℎ

Acceleration bike = = = = 2 km/h•s
𝛥𝑡 2.5 𝑠 2.5 𝑠

Although the velocities involved are quite different, the rate of change of velocity is the same. Hence the
acceleration is equal.
UNIFORMLY ACCELERATED MOTION

If you drop a stone and a feather on Earth, the stone will hit the ground first. However, if you do the same thing
on the moon, they will hit the ground at the same time. Does this sound unbelievable? This kind of motion is the
topic for this module.

Defining Uniform Accelerated Motion

For many practical applications such as falling objects and skidding cars, the acceleration of these bodies is
nearly constant. This means that their velocities change in time at constant rate. This shows uniformly
accelerated motion (UAM).

Deriving Kinematic Equations

You can derived the four kinematic equations that relate d, v, a, and t for uniformly accelerated motion.
(1) v = v0 + at
(2) d = (v + v0 /2) t
(3) d = v2 – v02 / 2a
(4) d = v0t + ½ at2

Example # 5
As an engineer, you were asked to design a runway for airport. An airplane that will use this airfield must reach
a speed of 30.0 m/s before takeoff and should accelerate at 2.00 m/s2.
a. How much time does it take this airplane to reach the takeoff speed?
b. What must be the minimum length of the runway for the aircraft to reach this speed?

Solution:
In each part, the technique is to choose the UAM equation that relates the four variables (three known and one
unknown)

Given: v = 30 m/s b. d = v2 – v02 / 2a

v0 = 0 m/s d = (30 m/s)2 – (0 m/s)2
a = 2 m/s2 2 (2 m/s2)
d = 225 m
Solution:
a. v = v0 + at
t = v - v0 / a
Need MORE Examples??
t = 30 m/s – 0 m/s / 2 m/s2
Scan the QR code for more
t = 15 s
Kinematics Problems with
Solutions.

Example #6
A car has an initial velocity of 20 m/s and an acceleration of -1 m/s2. Find its
a. velocity after 10 seconds
b. displacement after 50 seconds
c. displacements when it comes to a stop

Given: v1 = 20 m/s ; a = -1 m/s2

Free Fall Motion in One Dimension

A free falling object is an object that is falling under the sole influence of gravity. Any object that is being acted
upon only by the force of gravity is said to be in a state of free fall. There are two important motion
characteristics that are true of free-falling objects:
• Free-falling objects do not encounter air resistance.
• All free-falling objects (on Earth) accelerate downwards at a rate of 9.8 m/s/s (often approximated as 10
m/s/s for back-of-the-envelope calculations)

Recall from an earlier lesson that acceleration is the rate at which an object changes its velocity. It is the ratio of
velocity change to time between any two points in an object's path. To accelerate at 9.8 m/s/s means to change
the velocity by 9.8 m/s each second.

If the velocity and time for a free-falling object being dropped from a position
of rest were tabulated, then one would note the following pattern.
Time (s) Velocity (m/s)
0 0
1 - 9.8
2 - 19.6
3 - 29.4
4 - 39.2
5 - 49.0

Observe that the velocity-time data above reveal that the object's velocity is
changing by 9.8 m/s each consecutive second. That is, the free-falling object
has an acceleration of approximately 9.8 m/s2.

— Freefall Formulas:
— 1st Condition(downward motion) Equations:
— 1. V2 = gt 2. H = 1/2gt2
— 3. H = (V2/2)t 4. V22 = 2gH

— 2nd Condition(upward and downward motion)

Equations:
— 1. V2 = V1 - gt 2. H = V1 t - 1/2gt2
— 3. H = (V1 +V2 )t 4. V22 = V1 2 - 2gH
2

Freefall - A ball is dropped from the top of the building. In the absence of air resistance, the ball will hit the
ground with a speed of 49 m/s. What is the height of the building?
Given: v2 = 49 m/s
h=?
Sol. v22 = 2gH
 H = v22
2g

= (49 m/s)2
2(9.8 m/s2)

 = 122.5 m
FORMATIVE ASSESSMENT

1. A car accelerates from rest to a speed of 36 km/h in 20 seconds. What is the acceleration of the car in m/s 2?

2. A feather is dropped on the moon from a height of 1.40 meters. The acceleration of gravity on the moon is
1.67 m/s2. Determine the time for the feather to fall to the surface of the moon.

3. A particular car can go from rest to 90 km/h in 10 s. What is its acceleration? Express your answer in m/s .
2

SUMMATIVE TEST
Short Answer: 2 Points Each
1. Explain the statement from Albert Einstein “Motion is relative”. Give an example.
2. Differentiate uniform motion and uniformly accelerated motion. Give example for each type of motion.
3. “An object that was thrown upward is not a free fall” Do you agree on this statement? Explain your
answer.

Problem Solving:

1. (For 8 Points) A student is on the roof of the SP building, 15.0 m above the ground. Your physics
instructor, who is 163 cm tall, is walking alongside the building at a constant speed of 0.35 m/s. If you
wish to drop an egg on your instructor’s head, where should the instructor be when you release the egg?
Assume the egg is in free fall and air friction is “negligible.”

2. (For 4 Points) A car has an initial velocity of 60 m/s and an acceleration of 2 m/s 2 . Find its
a. velocity after 20 seconds
b. velocity after 50 seconds
c. displacement after 20 seconds
d. displacement after 50 seconds
e. displacement when it comes to a stop

3. (For 2 Points) A skier starts from rest and slides 9 m down a slope. In what time after starting from rest
will the skier acquire a velocity of 24 m/s? Assume constant acceleration and friction is negligible?
VALUES INTEGRATION:

Using this quote, write a short reflection on which among the five Paulinian core values it is related and how
can you relate it in our lesson in this module. Write your reflection on the space provided.

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TARGET CORE VALUES

Christ-Centeredness (Conscious)
I am mindful, self-directed learner and role model consciously expressing my Christ-centeredness.

Charism (Creative)
I am a creative, resourceful explorer and problem-solver expressing my God-given charism.

Community (Collaborative)
I am a credible, responsive communicator and team player building collaborative communities.

Commission (Competent)
I am a conscientious, adept performer and achiever competently sharing Christ’s mission.
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

BASIC EDUCATION UNIT

PAASCU LEVEL III ACCREDITED
ISO CERTIFIED

LEARNING PLAN 3: NEWTON’S LAW OF MOTION, INERTIAL REFERENCE FRAME,

TYPES OF CONTACT FORCES, AND FREE BODY DIAGRAM

INTRODUCTION

We learned a variety of means to describe the 1-dimensional motion of objects. In learning plan 1, we
learned how Newton's laws help to explain the motion (and specifically, the changes in the state of motion) of
objects that are either at rest or moving in 1-dimension. Now, in this learning plan, we will apply both kinematic
principles and Newton's laws of motion to understand and explain the motion of objects moving in two
dimensions. The most common example of an object that is moving in two dimensions.

LEARNING OBJECTIVES:
This learning plan is designed for you to:
1. Differentiate contact force and non-contact force
2. State, explain and apply the Newton’s three laws of motion to everyday situation
3. Draw a free body diagram

LESSON PROPER:

Dynamics
is the study of causes of motion. In the preceding modules, you simply described the motion of objects through
kinematic quantities. Now, you are ready to discuss what makes bodies move the way they do.

Force
force is simple push or pull. When to bodies interact, there is a force. There are many ways to measure the
magnitude (strength) of a force. One way is by using a spring scale. The SI unit of force is in newton (N).
Forces are sometimes classified as either contact or non-contact forces.

Contact forces – occur when the bodies interacting are touching each other

Non-contact forces - are long range forces that can act even if the bodies are separated by empty space.

Contact forces are forces that act between two objects that are physically touching each other. Examples of
contact forces include:

Reaction force

An object at rest on a surface experiences reaction force. For example, a book on

a table.

Tension
An object that is being stretched experiences a tension force. For example, a
cable holding a ceiling lamp.
Friction

Two objects sliding past each other experience friction forces.

For example, a box sliding down a slope.

Air resistance

An object moving through the air experiences air resistance.

For example, a skydiver falling through the air.

Non-contact forces

Non-contact forces are forces that act between two objects that are not physically touching each other.
Examples of non-contact forces include:

Magnetic force
A magnetic force is experienced by any magnetic material in a magnetic field.

Opposite magnetic poles (N - S or S - N) attract each other:

Like magnetic poles (N - N or S - S) repel each other:

Electrostatic force
An electrostatic force is experienced by any charged particle in an electric field.
Opposite charges (+ and -) attract:

Like charges (- and -, or + and +) repel:

Gravitational force
A gravitational force is experienced by any mass in a gravitational field.
Masses are attracted towards each other by gravitational force:
Drawing Free-Body Diagrams

Free-body diagrams are diagrams used to show the relative magnitude and
direction of all forces acting upon an object in a given situation. These
diagrams will be used throughout our study of physics. The size of the arrow
in a free-body diagram reflects the magnitude of the force. The direction of
the arrow shows the direction that the force is acting. Each force arrow in the
diagram is labeled to indicate the exact type of force. It is generally
customary in a free-body diagram to represent the object by a box and to
draw the force arrow from the center of the box outward in the direction that
the force is acting. An example of a free-body diagram is shown at the right

The free-body diagram above depicts four forces acting upon the object.
Objects do not necessarily always have four forces acting upon them. There will be cases in which the number
of forces depicted by a free-body diagram will be one, two, or three.

Apply the method described in the paragraph above to construct free-body diagrams for the various situations
described below.

Example # 1
A book is at rest on a tabletop. Diagram the forces acting on the book.

Example # 2
A gymnast holding onto a bar, is suspended motionless in mid-air. The bar is supported
by two ropes that attach to the ceiling. Diagram the forces acting on the combination of
gymnast and bar. A free-body diagram for this situation looks like this:

Determining the Net Force

Newton's first law of motion ought to be thoroughly understood.

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.

In the statement of Newton's first law, the unbalanced force refers to that force that does not become completely
balanced (or canceled) by the other individual forces. Free-body diagrams for three situations are shown below.
Note that the actual magnitudes of the individual forces are indicated on the diagram.

In each of the above situations, there is an unbalanced force. It is

commonly said that in each situation there is a net force acting upon the
object. The net force is the vector sum of all the forces that act upon an
object. Observe the examples of summing two forces:

Newton’s First Law of Motion

Imagine a rolling ball that eventually comes to a stop. How do you think would Aristotle, Galileo, and Newton
explain the phenomenon?
Aristotle would say that the ball comes to a stop because it seeks its natural state of motion – at rest. Using his
ideas on motion, he said that force is required to keep an object moving. Therefore, you must keep pushing the
ball so that it will continue moving.

What about Galileo’s and Newton’s explanations? They would say that the ball stopped because of the presence
of friction on the surface of the table. Without this friction, the ball will continuously move and no force is
needed to keep it from moving. This tendency of the body to maintain its state of being at rest or moving
uniformly in straight line is called inertia. An object’s inertia is proportional to its mass.

In 1687, Newton published his great theories on motion in the historical Principia Mathematica Philosophiae
Naturalis. His analysis of motion is summarized in famous “three laws of motion”. Newton’s first law of
motion, also known as the law of inertia, is close to Galileo’s conclusions. It state that

“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.”

ONLINE HELP
Observe the law of inertia by scanning
the QR code.

Example # 3
Consider the traffic light (mass of 15.0 kg) suspended from two wires as shown in Figure below. Find the
tension in each wire, neglecting the masses of the wires.

A traffic light is suspended from two wires. (b) Some of the forces involved. (c) Only forces acting on the
system are shown here. The free-body diagram for the traffic light is also shown. (d) The forces projected onto
vertical (y) and horizontal (x) axes. The horizontal components of the tensions must cancel, and the sum of the
vertical components of the tensions must equal the weight of the traffic light. (e) The free-body diagram shows
the vertical and horizontal forces acting on the traffic light.
Strategy
The system of interest is the traffic light, and its free-body diagram is shown in Figure (c). The three forces
involved are not parallel, and so they must be projected onto a coordinate system. The most convenient
coordinate system has one axis vertical and one horizontal, and the vector projections on it are shown in Figure
(d). There are two unknowns in this problem ( T1 and T2 ), so two equations are needed to find them. These
two equations come from applying Newton’s second law along the vertical and horizontal axes, noting that the
net external force is zero along each axis because acceleration is zero.

First consider the horizontal or x-axis:

Fnetx=T2x+T1x=0

Thus, as you might expect,

|T1x|=|T2x|

This gives us the following relationship:

T1 cos 30° = T2 cos 45°

Thus,

T2 = 1.225T1

Note that T1 and T2 are not equal in this case because the angles on either side are not equal. It is reasonable
that T2 ends up being greater than T1 because it is exerted more vertically than T1.

Now consider the force components along the vertical or y-axis:

Fnet y=T1y+T2y− w = 0

This implies

T1y+T2y = w

Substituting the expressions for the vertical components gives

T1 sin30° + T2 sin45° = w

There are two unknowns in this equation, but substituting the expression for T2 in terms of T1 reduces this to
one equation with one unknown:

T1 (0.500) + (1.225T1) (0.707) = w = mg

which yields

1.366 T1= (15.0kg) (9.80m/s2)

Solving this last equation gives the magnitude of T1 to be

T1 = 108 N

Finally, we find the magnitude of T2 by using the relationship between them, T2 = 1.225 T1, found above. Thus
we obtain

T2 = 132N
Significance

Both tensions would be larger if both wires were more horizontal, and they will be equal if and only if the
angles on either side are the same.

ONLINE HELP
Watch the video for more examples of
1st law of motion

Newton's first law of motion predicts the behavior of objects for which
all existing forces are balanced. The first law - sometimes referred to as
the law of inertia - states that if the forces acting upon an object are
balanced, then the acceleration of that object will be 0 m/s/s. Objects
at equilibrium (the condition in which all forces balance) will not
accelerate. According to Newton, an object will only accelerate if there is
a net or unbalanced force acting upon it. The presence of an unbalanced
force will accelerate an object - changing its speed, its direction, or both
its speed and direction.

Newton’s Second Law of Motion

Newton's second law of motion pertains to the behavior of objects for

which all existing forces are NOT balanced. The second law states that the
acceleration of an object is dependent upon two variables - the net
force acting upon the object and the mass of the object. The acceleration of
an object depends directly upon the net force acting upon the object, and
inversely upon the mass of the object. As the force acting upon an object is
increased, the acceleration of the object is increased. As the mass of an
object is increased, the acceleration of the object is decreased.

Newton's second law of motion can be formally stated as follows:

“The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net
force, in the same direction as the net force, and inversely proportional to the mass of the object.”

This verbal statement can be expressed in equation form as follows:

a = Fnet / m
The above equation is often rearranged to a more familiar form as shown below. The net force is equated to the
product of the mass times the acceleration.
Fnet = m • a

In this entire discussion, the emphasis has been on the net force. The acceleration is directly proportional to
the net force; the net force equals mass times acceleration; the acceleration in the same direction as the net
force; an acceleration is produced by a net force. The NET FORCE. It is important to remember this distinction.
Do not use the value of merely "any 'ole force" in the above equation. It is the net force that is related to
acceleration

Example # 4
Determine the accelerations that result when a 12-N net force is applied to a 3-kg object and then to a 6-kg
object.

Answer: a = Fnet / m
A 3-kg object experiences an acceleration of 4 m/s2. A 6-kg object experiences an acceleration of 2 m/s2.
Example # 5

A 7.00-kg box is attached to a 3.00-kg box by rope 1. The 7.00-kg box is

pulled by rope 2 with a force of 25.0 N. Determine the acceleration of the
boxes and the tension in rope 1. The coefficient of friction between the
ground and the boxes is 0.120.

Solution:
The solution here will use the approach of a system analysis and an individual object analysis. The free-body
diagrams for the system and for the 3-kg object are shown below.

Normal force: FN = W(system) = (7kg + 3kg) 9.8m/s2 = 98N (from vertical forces)
Friction force for the system: Ffrict = μ•Fnorm = 0.120• 98.0 N = 11.76 N
Fnet = 25.0 N - 11.76 N = 13.24 N (from horizontal forces)
msystem = 10.0 kg.
So a = Fnet/m = (13.24 N) / (10.0 kg) = 1.324 m/s2 (round to 1.32 m/s2)
• For the individual object analysis on the 3.00-kg box: m = 3.00 kg and a = 1.324 m/s2 (from above); so
the Fnet is m•a or 3.972 N.
• This value of Fnet is equal to the force in the direction of the acceleration (Frope 1) minus the force that
opposes it (Ffrict).
For the 3.00-kg box, Ffrict = μ•Fnorm = 0.120• 29.4 N = 3.528 N.
So Fnet = Frope 1 - Ffrict or
3.972 N = Frope 1 - 3.528 N
Solving for Frope 1 gives 7.50 N.

Answer: a = 1.32 m/s2 and Frope 1 = 7.50 N

Newton’s Third Law of Motion

We have thus far considered force as a push or a pull; however, if

you think about it, you realize that no push or pull ever occurs by
itself. When you push on a wall, the wall pushes back on you.
This brings us to Newton’s third law.

Whenever one body exerts a force on a second body, the first body experiences a force that is equal in
magnitude and opposite in direction to the force that it exerts. Mathematically, if a body A exerts a force F⃗ F→
on body B, then B simultaneously exerts a force −F⃗ −F→ on A, or in vector equation form,
F⃗ AB = −F⃗ BA
Newton’s third law represents a certain symmetry in nature: Forces always occur in pairs, and one body cannot
exert a force on another without experiencing a force itself. We sometimes refer to this law loosely as “action-
reaction,” where the force exerted is the action and the force experienced as a consequence is the reaction.
Newton’s third law has practical uses in analyzing the origin of forces and understanding which forces are external
to a system.

When you sit in your chair, your body exerts a downward force on the chair and the chair exerts an upward
force on your body. There are two forces resulting from this interaction - a force on the chair and a force on
your body. These two forces are called action and reaction forces and are the subject of Newton's third law of
motion. Formally stated, Newton's third law is:
“For every action, there is an equal and opposite reaction.”
The statement means that in every interaction, there is a pair of forces acting on the two
interacting objects. The size of the forces on the first object equals the size of the force on the
second object. The direction of the force on the first object is opposite to the direction of the
force on the second object. Forces always come in pairs - equal and opposite action-reaction
force pairs.

Examples of Interaction Force Pairs

A variety of action-reaction force pairs are evident in nature. Consider the propulsion of a fish through the
water. A fish uses its fins to push water backwards. But a push on the water will only serve to accelerate the
water. Since forces result from mutual interactions, the water must also be pushing the fish forwards, propelling
the fish through the water. The size of the force on the water equals the size of the force on the fish; the
direction of the force on the water (backwards) is opposite the direction of the force on the fish (forwards). For
every action, there is an equal (in size) and opposite (in direction) reaction force. Action-reaction force pairs
make it possible for fish to swim.
Consider the flying motion of birds. A bird flies by use of its wings. The wings of a bird
push air downwards. Since forces result from mutual interactions, the air must also be
pushing the bird upwards. The size of the force on the air equals the size of the force on
the bird; the direction of the force on the air (downwards) is opposite the direction of
the force on the bird (upwards). For every action, there is an equal (in size) and opposite
(in direction) reaction. Action-reaction force pairs make it possible for birds to fly.
Consider the motion of a car on the way to school. A car is equipped with wheels that
spin. As the wheels spin, they grip the road and push the road backwards. Since forces
result from mutual interactions, the road must also be pushing the wheels forward. The size of the force on the
road equals the size of the force on the wheels (or car); the direction of the force on the road (backwards) is
opposite the direction of the force on the wheels (forwards). For every action, there is an equal (in size) and
opposite (in direction) reaction. Action-reaction force pairs make it possible for cars to move along a roadway
surface.

FORMATIVE ASSESSMENT
1. A block of weight w is suspended from a rope tied to two other ropes at
point O. One rope is horizontally attached to a wall and the other is
fastened to the ceiling. The angle between ceiling and the rope is 60°.
What are the tensions in each of the ropes? Assume the weights of the
ropes and the knot are negligible. If the weight of the block is 100 N,
what is the tension in the ceiling rope?

2. A net force of 15 N is exerted on an encyclopedia to cause it to

accelerate at a rate of 5 m/s2. Determine the mass of the encyclopedia
SUMMATIVE ASSESSMENT

Short Answer
1. (for 4 points) Explain the Newton’s three laws of motion and provide one example for each.

2. (for 2 points) 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?

Problem Solving:

1. (For 8 points) Find the value of the force exerted by each tensions (T 1, T2, and T3)

2. (for 4 points) The brakes of a 1000kg car exert 3000N.

a. How long will it take the car to come to a stop from a velocity of 30 m/s?
b. How far will the car travel during this time?

3. (for 2 points) Draw the FBD of the following

a. An egg is free-falling from a nest in a tree. Neglect air resistance.
b. A rightward force is applied to a book in order to move it across a desk with a rightward
acceleration. Consider frictional forces. Neglect air resistance.

VALUES INTEGRATION

I won’t bore you with the details but through the use of some calculus, Newton was able to derive this momentum
principle from the famous F = ma. What he showed us by doing this is how momentum plays a role in objects
that are moved. Momentum can be easily described by the snowball effect. You move a snowball, and it gets
exponentially bigger. Same concept here. In ANYTHING you do, this principle guarantees that it will be easier
and much less of a hassle then when you first started. Here’s the process:

1. You start something that you’ve never done before and you’re not very good at it and you know
very little about it but you start anyway. You notice that there are a lot of mistakes and the
metaphorical ball is at a point where you’re having trouble getting the damn thing to budge.
2. You keep at it, maybe not as consistently but you keep going. And as you keep going, you start
learn more and more. You study it and learn from others. This gives you lessons that stack up on
top of each other. Each lesson connecting to every other lesson and you begin to see progress!
3. As you keep pushing this snowball, you begin to have much more power (knowledge and
experience) to push this “snowball” and in no time you’re seeing results!!

BUT BEWARE: Although this process holds no time frame. It may take you 20 years to go through this
progression or even just a couple months. It is solely dependent on you.
TARGET CORE VALUES

Charism (Creative)
I am a creative, resourceful explorer and problem-solver expressing my God-given charism.

Community (Collaborative)
I am a credible, responsive communicator and team player building collaborative communities.

Commission (Competent)
I am a conscientious, adept performer and achiever competently sharing Christ’s mission.

REFERENCES
1. Arevalo, R. (2017). General Physics 1. Philippines: DIWA Learning System Inc.
2. BBC (2020). Contact and Non-Contact Forces. Retrieved from
https://www.bbc.co.uk/bitesize/guides/zyxv97h/revision/1
3. Helmenstine (2014). Equilibrium Problem. Retrieve from https://sciencenotes.org/equilibrium-example-
problem-physics-homework-example/
4. Hewitt, P. (1998). Conceptual Physics (8th Edition). Philippines: Busy Book Distributors
5. Knudsen, Jens M.; Hjorth, Poul G. (2000). Elements of Newtonian mechanics: including nonlinear
dynamics (3 ed.). Springer. p. 96. ISBN 3-540-67652-X.
6. Wikipedia (edited August 2020). Retrieved from
https://en.wikipedia.org/wiki/Force#:~:text=In%20physics%2C%20a%20force%20is,a%20push%20or
%20a%20pull.
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

BASIC EDUCATION UNIT

PAASCU LEVEL III ACCREDITED
ISO CERTIFIED

LEARNING PLAN 4: PROJECTILE

INTRODUCTION

We learned a variety of means to describe the 1-dimensional motion of objects. In learning plan 1, we
learned how Newton's laws help to explain the motion (and specifically, the changes in the state of motion) of
objects that are either at rest or moving in 1-dimension. Now, in this learning plan, we will apply both kinematic
principles and Newton's laws of motion to understand and explain the motion of objects moving in two
dimensions. The most common example of an object that is moving in two dimensions.

LEARNING OBJECTIVES:
This learning plan is designed for you to:
1. Identify and explain the properties of a projectile, such as acceleration due to gravity, range,
maximum height, and trajectory
2. Determine the location and velocity of a projectile at different points in its trajectory
3. Apply the principle of independence of motion to solve projectile motion problems.

Projectile Motion

• Projectile – is an object with an initial velocity and whose path is determined by the effects of gravity
and air resistance.
• Trajectory – is the path followed by a projectile
• Free Fall – when the effect of air resistance is ignored, and the path of projectile is determined entirely
by gravity.

The vertical component of motion for a projectile following a curved

trajectory is like the motion described in learning plan 1 for freely
falling object. Like a ball dropped in midair, the projectile, drawn by
gravity, accelerates downward.

Interestingly enough, the horizontal component of motion for projectile

is completely independent of the vertical component of motion. Unless
air drag or some other horizontal force acts, the constant horizontal
velocity component is not affected by the vertical force of gravity. The
trajectory of a projectile that accelerates only in the vertical direction while moving at a constant horizontal
velocity is a parabola. A trajectory will be parabolic when air resistance can be neglected. This usually occurs
for slow-moving projectiles or for ones that are very heavy compared to the forces of air resistance.

Equations for the Horizontal Motion of a Projectile

For the horizontal components of motion, the equations are

x = vix•t + 0.5*ax*t2 ax = horiz. acceleration
vfx = vix + ax•t t = time
vfx2 = vix2 + 2*ax•x where x = horiz. displacement
vfx = final horiz. velocity
x = vix•t vix = initial horiz. velocity
Equations for the Vertical Motion of a Projectile
For the vertical components of motion, the three equations are
y = viy•t + 0.5*ay*t2
where y = vert. displacement
vfy = viy + ay•t ay = vert. acceleration
t = time
vfy2 = viy2 + 2*ay•y vfy = final vert. velocity
viy = initial vert. velocity

CASE 1: Projectile thrown horizontally

A projectile is launched with an initial horizontal velocity from an

elevated position and follows a parabolic path to the ground.
Predictable unknowns include the initial speed of the projectile,
the initial height of the projectile, the time of flight, and the
horizontal distance of the projectile.
Examples # 1
a. A pool ball leaves a 0.60-meter high table with an initial
horizontal velocity of 2.4 m/s. Predict the time required for
the pool ball to fall to the ground and the horizontal distance
between the table's edge and the ball's landing location.

Solution:
The solution of this problem begins by equating the known or given values with the symbols of the kinematic
equations - x, y, vix, viy, ax, ay, and t. Because horizontal and vertical information is used separately, it is a wise
idea to organized the given information in two columns - one column for horizontal information and one
column for vertical information. In this case, the following information is either given or implied in the problem
statement:
Horizontal Information Vertical Information
x = ??? y = -0.60 m
vix = 2.4 m/s viy = 0 m/s
ax = 0 m/s/s ay = -9.8 m/s/s
As indicated in the table, the unknown quantity is the horizontal displacement (and the time of flight) of the
pool ball. The solution of the problem now requires the selection of an appropriate strategy for using
the kinematic equations and the known information to solve for the unknown quantities. An organized listing of
known quantities (as in the table above) provides cues for the selection of the strategy. For example, the table
above reveals that there are three quantities known about the vertical motion of the pool ball. Since each
equation has four variables in it, knowledge of three of the variables allows one to calculate a fourth variable.
Thus, it would be reasonable that a vertical equation is used with the vertical values to determine time and then
the horizontal equations be used to determine the horizontal displacement (x). The first vertical equation (y =
viy•t +0.5•ay•t2) will allow for the determination of the time. Once the appropriate equation has been selected,
the physics problem becomes transformed into an algebra problem. By substitution of known values, the
equation takes the form of
-0.60 m = (0 m/s)•t + 0.5•(-9.8 m/s/s)•t2
Since the first term on the right side of the equation reduces to 0, the equation can be simplified to
-0.60 m = (-4.9 m/s/s)•t2
If both sides of the equation are divided by -5.0 m/s/s, the equation becomes
0.122 s2 = t2
By taking the square root of both sides of the equation, the time of flight can then be determined.
t = 0.350 s (rounded from 0.3499 s)
Once the time has been determined, a horizontal equation can be used to determine the horizontal displacement
of the pool ball. Recall from the given information, vix = 2.4 m/s and ax = 0 m/s/s. The first horizontal equation
(x = vix•t + 0.5•ax•t2) can then be used to solve for "x." With the equation selected, the physics problem once
more becomes transformed into an algebra problem. By substitution of known values, the equation takes the
form of
 x = (2.4 m/s)•(0.3499 s) + 0.5•(0 m/s/s)•(0.3499 s)2
Since the second term on the right side of the equation reduces to 0, the equation can then be simplified to
x = (2.4 m/s)•(0.3499 s)
Thus,
x = 0.84 m (rounded from 0.8398 m)
The answer to the stated problem is that the pool ball is in the air for 0.35 seconds and lands a horizontal
distance of 0.84 m from the edge of the pool table.

CASE 2: Projectile thrown at an upward angle

A projectile is launched at an angle to the horizontal and rises upwards to a
peak while moving horizontally. Upon reaching the peak, the projectile
falls with a motion that is symmetrical to its path upwards to the peak.
Predictable unknowns include the time of flight, the horizontal range, and
the height of the projectile when it is at its peak.

Examples # 2
A football is kicked with an initial velocity of 25 m/s at an angle of 45-degrees with the horizontal. Determine
the time of flight, the horizontal displacement, and the peak height of the football.

The solution of any non-horizontally launched projectile problem (in which vi and Theta are given) should
begin by first resolving the initial velocity into horizontal and vertical components using the trigonometric
functions discussed above. Thus,
Horizontal Component Vertical Component
vix = vi•cos(Theta) viy = vi•sin(Theta)
vix = 25 m/s•cos(45 deg) viy = 25 m/s•sin(45 deg)
vix = 17.7 m/s viy = 17.7 m/s

In this case, it happens that the vix and the viy values are the same as will always be the case when the angle is
45-degrees.
The solution continues by declaring the values of the known information in terms of the symbols of the
kinematic equations - x, y, vix, viy, ax, ay, and t. In this case, the following information is either explicitly given
or implied in the problem statement:
Horizontal Information Vertical Information
x = ??? y = ???
vix = 17.7 m/s viy = 17.7 m/s
vfx = 17.7 m/s vfy = -17.7 m/s
ax = 0 m/s/s ay = -9.8 m/s/s
As indicated in the table, the final x-velocity (vfx) is the same as the initial x-velocity (vix). This is due to the
fact that the horizontal velocity of a projectile is constant; there is no horizontal acceleration. The table also
indicates that the final y-velocity (vfy) has the same magnitude and the opposite direction as the initial y-
velocity (viy). This is due to the symmetrical nature of a projectile's trajectory.
The unknown quantities are the horizontal displacement, the time of flight, and the height of the football at its
peak. The solution of the problem now requires the selection of an appropriate strategy for using the kinematic
equations and the known information to solve for the unknown quantities. There are a variety of possible
strategies for solving the problem. An organized listing of known quantities in two columns of a table provides
clues for the selection of a useful strategy.
From the vertical information in the table above and the second equation listed among the vertical kinematic
equations (vfy = viy + ay*t), it becomes obvious that the time of flight of the projectile can be determined. By
substitution of known values, the equation takes the form of
-17.7 m/s = 17.7 m/s + (-9.8 m/s/s)•t
The physics problem now takes the form of an algebra problem. By subtracting 17.7 m/s from each side of the
equation, the equation becomes
-35.4 m/s = (-9.8 m/s/s)•t
If both sides of the equation are divided by -9.8 m/s/s, the equation becomes
3.61 s = t
(rounded from 3.6077 s)
The total time of flight of the football is 3.61 seconds.
With the time determined, information in the table and the horizontal kinematic equations can be used to
determine the horizontal displacement (x) of the projectile. The first equation (x = v ix•t + 0.5•ax•t2) listed among
the horizontal kinematic equations is suitable for determining x. With the equation selected, the physics
problem once more becomes transformed into an algebra problem. By substitution of known values, the
equation takes the form of
x = (17.7 m/s)•(3.6077 s) + 0.5•(0 m/s/s)•(3.6077 s)2
Since the second term on the right side of the equation reduces to 0, the equation can then be simplified to
x = (17.7 m/s)•(3.6077 s)
Thus,
x = 63.8 m
The horizontal displacement of the projectile is 63.8 m.
Finally, the problem statement asks for the height of the projectile at is peak. This is the same as asking, "what
is the vertical displacement (y) of the projectile when it is halfway through its trajectory?" In other words, find y
when t = 1.80 seconds (one-half of the total time). To determine the peak height of the projectile (y with t =
1.80 sec), the first equation (y = viy•t +0.5•ay•t2) listed among the vertical kinematic equations can be used. By
substitution of known values into this equation, it takes the form of
y = (17.7 m/s)•(1.80 s) + 0.5*(-10 m/s/s)•(1.80 s)2
Using a calculator, this equation can be simplified to
y = 31.9 m + (-15.9 m)
And thus,
y = 15.9 m
The solution to the problem statement yields the following answers: the time of flight of the football is 3.61 s,
the horizontal displacement of the football is 63.8 m, and the peak height of the football 15.9 m.

ONLINE HELP
Watch the videos on solving projectile
problems by scanning the QR codes

FORMATIVE ASSESSMENT

1. A soccer ball is kicked horizontally off a 22.0-meter high hill and lands a distance of 35.0 meters
from the edge of the hill. Determine the initial horizontal velocity of the soccer ball.
2. A long jumper leaves the ground with an initial velocity of 12 m/s at an angle of 28-degrees
above the horizontal. Determine the time of flight, the horizontal distance, and the peak height of
the long-jumper.

SUMMATIVE ASSESSMENT:

Short Answer:
1. (for 3 points) At the instant a horizontally projected object is launched, an identical object is dropped.
Which object will hit the ground first, the one projected horizontally or the one dropped? Be sure to
explain fully, addressing the relevant underlying material.
 2. (for 3 points) A spring loaded cannon on wheels is traveling along a flat track at constant speed. It
shoots a marble directly upward into the air. Describe the motion of the marble. Be sure to explain fully,
addressing the relevant underlying material.

Problem Solving
1. (8 points) A soccer ball is kicked with an initial velocity of 45 km/h at an angle of 55° above the
horizontal.
a. What is the rocket’s range (R)?
b. What is the rocket’s time of rise or the time needed to reach the maximum height (tR)?
c. What is the rocket’s time of flight (T)?
d. What is the rocket’s maximum height (Hmax)?
e. What is the rocket’s maximum range (Rmax)?

2. (for 6 points) A ball rolls off the edge of a table 1.2 m high and strikes the floor at a point 2m
horizontally from the edge of the table. Find the
a. Time of its flight
b. Its initial horizontal velocity

VALUES INTEGRATION:

Using this quote, write a short reflection on which among the five Paulinian core values it is related and how
can you relate it in our lesson in this module. Write your reflection on the space provided.

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TARGET CORE VALUES

Christ-Centeredness (Conscious)
I am mindful, self-directed learner and role model consciously expressing my Christ-centeredness.

Charism (Creative)
I am a creative, resourceful explorer and problem-solver expressing my God-given charism.

Community (Collaborative)
I am a credible, responsive communicator and team player building collaborative communities.

Commission (Competent)
I am a conscientious, adept performer and achiever competently sharing Christ’s mission.

REFERENCES:
1. Arevalo, R. (2017). General Physics 1. Philippines: DIWA Learning System Inc.
1. BBC (2020). Contact and Non-Contact Forces. Retrieved from
https://www.bbc.co.uk/bitesize/guides/zyxv97h/revision/
2. Boundless Physics (n.d). Work – Energy Theorem. Retrieved from
https://courses.lumenlearning.com/boundless-physics/chapter/work-energy-theorem
3. Britannica (1998). Energy. Retrieved from https://www.britannica.com/science/renewable-energy
4. Helmenstine (2014). Equilibrium Problem. Retrieve from https://sciencenotes.org/equilibrium-example-
problem-physics-homework-example/
5. Hewitt, P. (1998). Conceptual Physics (8th Edition). Philippines: Busy Book Distributors
6. Knudsen, Jens M.; Hjorth, Poul G. (2000). Elements of Newtonian mechanics: including nonlinear
dynamics (3 ed.). Springer. p. 96. ISBN 3-540-67652-X.
7. Openstax (2020). What it means to do work?. Retrieved from https://openstax.org/books/college-
physics/pages/7-1-work-the-scientific-definition#442