Leyte National High School

Lino R. Gonzaga Avenue

SCHOOLS DIVISION OF TACLOBAN CITY
SENIOR HIGH SCHOOL DEPARTMENT | S.Y. 2024-2025
LEARNING MODULE GENERAL PHYSICS 1
First semester | UNIT V
Name: ________________________________________________ Section: ____________
Teacher: ________________________________________________ Schedule: _____________

OBJECTIVES

Upon completion of this lesson, the learners are expected to:

1. Calculate the dot or scalar product of vectors (STEM_GP12WE-If-40)
2. Determine the work done by a force (not necessarily constant) acting on a system
(STEM_GP12WE-If-41)
3. Define work as a scalar or dot product of force and displacement (STEM_GP12WE-If- 42)
4. Interpret the work done by a force in one-dimension as an area under a Force vs.
Position curve (STEM_GP12WE-If-43)
5. Relate the gravitational potential energy of a system or object to the configuration of the
system (STEM_GP12WE-Ig-48)
6. Relate the elastic potential energy of a system or object to the configuration of the
system (STEM_GP12WE-Ig-49)
7. Explain the properties and the effects of conservative forces (STEM_GP12WE-Ig-50)
8. Use potential energy diagrams to infer force; stable, unstable, and neutral equilibria; and
turning points (STEM_GP12WE-Ig-53)
9. Solve problems involving work, energy, and power in contexts such as, but not limited to,
bungee jumping, design of roller-coasters, number of people required to build
structures such as the Great Pyramids and the rice terraces; power and energy
requirements of human activities such as sleeping vs. sitting vs. standing, running vs.
walking. (Conversion of joules to calories should be emphasized at this point.)
(STEM_GP12WE-Ih-i-55)

INTRODUCTION

In the previous lesson you have learned how force affects the motion of an object. All the activities that
we do daily involves force. Force is simply defined as pulling or pushing an object that may cause it to
move, change direction, move faster or slower or even stop its motion. Whenever Force is applied,
energy is exerted. This process would then result to Work.
But does the presence of Force always imply that Work is done on an object? As depicted in the
picture below, not all the time the Force that acts on an object does Work. So, when is work present?
What are conditions that we need to check? https://evantoh23.wordpress.com/category/07energy-work-and-power/

Learning Module in General Physics 1 Page 1 of 7

 ACTIVITIES

Let’s begin by gathering your ideas about simple machines.

Activity 1: BLOCK AND TACKLE!

With the simple pulley system shown, the worker is struggling to lift such a heavy box. The worker
finds it easier to pull the boxes upward with a moving pulley in place. The moving pulley allows t
he force applied to the boxes to double, in this case. Does the worker 'get something for nothing'?
No! Notice that for each length of rope he pulls, the boxes move up only half a length.

To access this physics simulation visit: Block and Tackle (Pulley, Work, Mechanical Advantage,
Machine) | Physics | CK-12 Exploration Series

Interpreting Results:

1. What is the least amount of force the worker can apply given the system provided? (Set up the
sliders so that
the worker is applying the least amount of force - the distance of rope pulled is irrelevant.)

2. The worker can't apply more force than his own weight. Under what conditions is the worker u
nable
to lift an object with weight 5W? (Set the object's weight to 5W. Then set up a situation where t
he worker is unable to lift the object any distance.)

3. How much rope must the worker pull to lift an object with weight 4W a distance of 1D, while o
nly applying 2W of force? (Set up the sliders so that the hanging weight is 4W, but the worker
need only pull with 2W of force; also, set it up so the weight rises a distance 1D.)

CHALLENGE ME!

Make a pulley system that requires the least effort from the worker to lift a box with weight 3W. How
much work does he do lift the boxes a distance D?

Need help?

Check out the Block and Tackle Walkthrough video at: https://youtu.be/y9J4nFgQKH0

Learning Module in General Physics 1 Page 2 of 7

 END OF EXPLORE
Let’s try to find out the physics behind the activity by doing the next set of activities. As you
learn in the next section, go over your answer in the previous section and compare your initial
ideas with your learned concepts. Furthermore, your understanding of the simulation will be
increased as you study the lessons and perform the activities in the FIRM UP phase.
Remember to take down notes all the time.

In the previous activity, you have shared your ideas about the pulley system. Now it’s time for you
to know more about the concepts. Remember to take down notes all the time.

Activity 2: Work

This time, let’s learn about work by doing the following activities. You may open the files
from your flash drive, or you may visit the links by scanning the QR codes. Answer the process
questions and practice problem.

Reference 1: https://www.physicsclassroom.com/class/energy/Lesson-1/Definition-and-
Mathematics-of-Work
Physics Classroom: Mathematics of Work

Video 1: https://www.youtube.com/watch?v=zVRH9d5PW8g&t=158s
Professor Dave Explains: Work
Process Questions:

1. What conditions must be satisfied if work is to be done?

2. List down 5 chores you do everyday that exhibits work. Justify briefly your answer.

3. How much work you do if you climb 8m up a tree? (Use your own weight)

Learning Module in General Physics 1 Page 3 of 7

Problems:

1. What is the work done in pulling a crate 20m horizontally

when a force of 60N is applied on a rope which makes an
angle 30° with the ground?

2. How much is work done when a 2.5-kg is pulled to a distance of 2m along a level floor? (the
coefficient of friction is 0.2) Note: Show your FBD.

3. A factory worker pushes horizontally a 30-kg crate to a distance of 4.5 m along a level floor at a
constant velocity. The coefficient of kinetic friction between the crate and the floor is 0.25.
a. What magnitude of Force (𝐹𝑤) must do the worker apply?
b. How much work is done on the crate by this force?
c. How much work is done on the crate by the friction force?
d. How much work is done by the normal force? By the gravity?
e. What is the net work done on the crate?
Note: Show your FBD

Learning Module in General Physics 1 Page 4 of 7

Activity 3: Energy, Energy Conservation, and Power

Now, let’s learn about Energy, Energy Conservation, and Power by doing the next activities.
You may open the file from your flash drive, or you may visit the links by scanning the QR
code. Answer the process questions and practice problem.

Reference 1: https://www.physicsclassroom.com/class/energy
Physics Classroom: Work, Energy, and Power

Video 1: https://www.youtube.com/watch?v=w4QFJb9a8vo
Crash Course Physics #9: Work, Energy, and Power

Process Questions:

1. Consider the diagram at the right in answering the next

three questions. Five locations along a roller coaster track
are shown. Assume that there are negligible friction and air
resistance forces acting upon the coaster car.

a. Rank the five locations in order of increasing PE (smallest to largest). Use <, >, and = signs.

b. Rank the five locations in order of increasing KE (smallest to largest). Use <, >, and = signs.

c. Complete the relationship of the potential energy between the pair of points given. Use <,
>, and = signs.

i. A _______ C
ii. E _______ A
iii. D _______ C
iv. D _______ E
v. C _______ B
vi. B _______ A

Problems:
1. Jean climbs a flight of stairs in 1.5min. if she weighs 450N and the stairs is 10m from the
ground. How much power will she develop?

Learning Module in General Physics 1 Page 5 of 7

 2. A cyclist is trying to leap across two hills by cycling horizontally off the taller hill. The cyclist
leaves the taller hill at a speed of 40m/s. Ignoring air resistance, find the final speed with which
the cyclist strikes the ground on the other hill.

3. The speed of a hockey puck decreases from 45m/s to 44.67m/s in coasting 16m across the ice.
Find the coefficient friction, between the puck and the ice. Show your FBD

END OF FIRM-UP
In this section, you performed a series of activities that led to your understanding of work,
energy and power. You were able to showcase your problem-solving skills. Several examples
were introduced as well.
Now that you know the important ideas of this topic, let’s go deeper by moving on to the next
section.

In this section, you will go deeper into the concepts of work, energy, and power. You will
perform activities that will require your understanding of energy in physics.

Activity 4: Energy Skate Park (Energy Simulation)

In the previous activity, you have learned the concept of work, energy, and power. This time,
you are going to simulate the concepts you learned. Visit the link below by scanning the QR code.
Below are the specific instructions. Answer the following process questions.

Simulation Link: https://phet.colorado.edu/en/simulations/energy-skate-

park/activities

Learning Module in General Physics 1 Page 6 of 7

Process Questions:

1. Do you think the Skater will make it over the first hump? (No friction)

2. The Energy chart of a skater looks like this ->

How would you describe his speed?

3. At what height is the 60kg Skater at 2 seconds?

END OF DEEPEN
In this section, you performed an activity that concretizes your understanding of the concepts.
Your deep knowledge of the topics enables you to finish the tasks. What new realizations do
you have about the topic? What new connections did you make for yourself?
In your journal, write a brief reflection on your experience with projectile and circular motion
applications and their importance.

REFERENCES

(n.d.). Retrieved from Physiscs Classroom: https://www.physicsclassroom.com/class/energy/Lesson-

1/Definition-and-Mathematics-of-Work
(n.d.). Retrieved from Physiscs Classroom: https://www.physicsclassroom.com/class/energy/Lesson-
1/Calculating-the-Amount-of-Work-Done-by-Forces
Colorado, P. (n.d.). Retrieved from https://phet.colorado.edu/sims/html/energy-
skate-park/latest/energy-skate-park_all.html
CrashCourse. (2016, May 27). Work, Energy, and Power: Crash Course Physics
#9.
Explains, P. D. (2017, March 7). Work and Energy.

Learning Module in General Physics 1 Page 7 of 7