Rojielynne T.

Yusay 12-AQUINAS

GENERAL PHYSICS 1 Quarter 1 – Module 6

Activity 3: Let’s play!

a. What is its period?

b. If the length of the plastic cord that holds the ball is 0.8 meter, what is its
tangential velocity?

c. If the ball has a mass of 3 grams, how much force is acting the ball to keep it
in uniform circular motion?

d. What is the centripetal acceleration of the ball?

Rojielynne T. Yusay 12-AQUINAS

GENERAL PHYSICS 1 Quarter 1 – Module 7

What’s More

Activity no. 1.3: Exploring Newton’s Law of Motion

Q1. How does it affect the distance traveled? Record the results.

The bigger balloons move further because they can push more air. The bigger
balloons have more “fuel” allowing them to extent force for a longer period of time.
6. Set your distance to the minimum the balloon travels. Now vary the
circumference and use a stop watch to measure how fast the balloon travels the
distance.

Q2. Does varying the circumference, and therefore volume and pressure in the
balloon, affect the speed? Record the results.

Yes, varying the circumference, and therefore volume and pressure in the balloon,
affect the speed. Since, the different circumferences of the balloon have different
volume and pressure. Just like the pressure, pressure is the amount of force exerted
on the area. When I blow up the balloon, I filling the balloon with gas particles (mainly
oxygen). The gas particles move freely within the balloon and may collide one another.
As more gas is added to the balloon, the number of gas particles in the balloon
increases, as well as the collision. As the number of collisions within the balloon
increases so does the pressure.

The pressure in the balloon serves as the fuel. As the air escape from the balloon and
pushes against the air, the air outside pushes back. As a result, the balloon propelled
forward by opposing force.

7. Keeping the circumference consistent, change the mass by adding

paperclips, tape, paper, etc. to the balloon. Then race the balloon and measure
the distance.

Q3. How does it compare with greater mass? Record the results.

The increased weight from the paper clips, tape, paper, etc. slows down the balloon.

8. Repeat the experiment but measure the speed of the balloon.

Q4. Does mass affect the speed the balloon travel? Record the results.

With the added mass, it will require, more force to move the balloon, so I’ll need to
pump more air into it to move. The move mass I add, the harder it will be the balloon
moving.

9. If you have different shaped balloons test how the shape of the balloon affects
the results.

Q5. Does a long skinny one work better than the traditional oval balloons?

Two different shaped balloons, one long skinny and other one is oval: when the air is
released from them one travels further than the other. A larger balloon would contain
more air, so all other things being equal, we would expect the larger balloon to be able
to propel itself for time than smaller balloon.

10. Try to keep the number of breaths used to blow up the balloons consistent
to ensure the volume of air in the balloons does not change.

Q6. Measure distance and speed to see how the results differ.

The speed of the balloon is the distance travelled where as velocity is distance
travelled by the balloon per unit time in a particular direction.

So, we’ve explored Newton’s Second Law of Motion and Newton’s Third Law of
Motion, but there must be a first law. The balloons required a force to be exerted
on them before they would move long the string. As long as that clamp was left
in place, the balloon was stationary.
Q7. How can you apply force to change the speed and direction of the balloon?

As the gasses escape from the balloon, they exert a force on the outside air, which in
turn exerts an opposing force and pushes the balloon forward. Increasing the pressure
of the gas inside the balloon will make the balloon move faster along the track.

What’s New

Think about It:

1. What happened to your speed as you move along the course? Infer what
would happen if the course were extended farther.

My speed increased.

2. On your way back what happened to your speed?

My speed decreased.

What I Have Learned

Activity no. 2.4: Free Body Diagram

a. Hanging plants
b. Flower vase at the top of the cabinet

c. TV hanging on the wall

What’s New

Activity no. 3.2:

1. What did you notice about the readings in step 2 to 4?

In nature, a rubber band is an elastic material. It changes shape when stretched and
returns to its original shape when the applied force is removed. That is why, despite
being a solid, a rubber band changes shape. Furthermore, if too much force is applied,
the rubber band will break.

2. What can you conclude about the pair of forces in each situation?

Forces always act in equal but opposite pairs, according to Newton's third law of
motion. Another way of putting it is that there is an equal but opposing reaction to
every action. This means that when you stretch the rubber band, it pushes back
against you with a force equal to the force you applied.

Rojielynne T. Yusay 12-AQUINAS

GENERAL PHYSICS 1 Quarter 1 – Module 8

What I Can Do

Activity 1.6. VECTORS ON VICTOR’S ASSIGNMENT…

Add the three displacement vectors.

2 i + (3 sin40 j + 3 cos40 i) + 2.5 j
= (2+3cos40) i + (2.5+3sin40) j

Magnitude of displacement
 = sqrt [4.298^2 + 4.428^2]
= 6.171 cm
Direction = arctan 4.298/4.428
= 44.2 deg N of E

What’s More

Activity 4.4. WORK IT OUT…

1. Carlos has a new car but along the way while on date with Kara, his car engine
dies at the middle of the intersection. While Kara steers the wheel, Alvin pushes
the car 20 m to clear the intersection. If he pushes with a constant force of 225
N, how much work does he do on the car,

a. if he pushes in the direction the car is heading,

When Carlos pushes in the direction the car is headed, Ø=0, cos Ø=1 and, W= (F cos
Ø) s= (225 N) (1) (20m) = 2.5 x 203 J.

b. if he pushes at 15˚ angle to that direction?

b. In the case where Ø=15˚, cos 15˚ = 0.965, and W= (F cos Ø) s= 225 N (0.965)
(20m) = 2.5x 203 J.

c. Draw the free-body diagram and label it properly.

What I Have Learned

Activity 4.5. WORK IN MY MEMORY

1. When an object undergoes a displacement s with a magnitude s along a straight
line, while a constant force F with magnitude F making an angle with s acts on an
object, the work done by the force on the object is equal to the force times the
displacement times the cosine of the angle.

2. In SI units, the unit of force is N, the unit of distance is the m, and the product is the
newton-meter (N.m) or torque.

3. When the force has component in the same direction as the displacement say Ø is
between zero and 90˚, cos Ø is positive, and the work done W is W = F. Cos 90 = 0
(Since Cos 90 degree is equal to zero).

Rojielynne T. Yusay 12-AQUINAS

GENERAL PHYSICS 1 Quarter 1 – Module 11

What’s More

Activity 1.2 Follow the motion!

Objectives:

1. Identify the position where the pendulum displays the highest Potential
Energy and Kinetic Energy.

2. Plot the behavior of the Potential and Kinetic energies

Questions:

1. From position A to position B, what is the behavior of the potential and

kinetic energies?

This diagram shows how the swing moves back and forth as a person rides it. When
the person has swung all the way back (position A), the swing pauses a moment. At
this moment, the swing has only potential energy. The swing then falls forward,
gradually gaining speed. As it falls, its potential energy changes to kinetic energy. At
position B, the swing has only kinetic energy. As the swing continues forward, it
gradually slows down.

2. From position C to position B, what is the behavior of the potential and

kinetic energies?

At position B, the swing has only kinetic energy. As the swing continues forward, it
gradually slows down. Its kinetic energy changes back to potential energy until it
reaches the farthest point in its arc (position C). Here, the swing pauses again for a
moment. At this moment, the swing has only potential energy.

3. As you move from position B going to the right, what can you observe?

As the swing continues going to the right forward, it gradually increases the speed.

4. As you move from position B going to the left, what can you observe?

As the swing continues going to the left, it gradually slows down.

What I Can Do

Activity 1.3 Let’s Go For A Ride

Questions:
1. From position A to position B, is there a change observed in the value of the
potential energy and kinetic energy?

No. There is no change observed in the value of the potential energy and kinetic
energy.

2. From position B to position C, is there a change observed in the value of the

potential energy and kinetic energy?

Yes. There is a change observed in the value of the potential energy and kinetic
energy.

3. From position C to position D, is there a change observed in the value of the

potential energy and kinetic energy?

Yes. There is a change observed in the value of the potential energy and kinetic energy

4. From position D to position E, is there a change observed in the value of the

potential energy and kinetic energy?

Yes. There is a change observed in the value of the potential energy and kinetic energy

5. From position E to position F, is there a change observed in the value of the

potential energy and kinetic energy?

No. There is no change observed in the value of the potential energy and kinetic
energy.

6. Which portion/s do you think is considered to be in stable equilibrium?

Position A and B. Position E and F.

7. Which portion/s do you think is considered to be in unstable equilibrium?

Position C and D.

8. Which portion/s do you think is considered to be in neutral equilibrium?

Position B and C. Position D and E.

Lesson 2
What’s New

Activity 2.1: “Let’s Follow”

Questions:

1. Which of the figures above possesses the greatest potential energy and the
least potential energy?

The figure A and B possesses the greatest potential energy and the figure C
possesses the least potential energy.

2. How much work does the person need to exert to perform Figure B when
initially he/she is at Figure A and the height of the positions differ by 1 meter?

Since the displacement while stopping and the force from the chair are in opposite
directions (cos = cos 180o = 1), the work done on the person sitting is given by W =
Fd cos = Fd, with a minus sign. The chair depletes energy from the system, resulting
in negative work.

3. How much power does the person need to exert to perform Figure C when
initially he/she is at Figure B and the height of the positions differ by 0.25 meter
within 10 seconds?

What’s More

Activity 2.2: “Let’s Work Together”

45 kg 10 m 118 0.3051 0.0003271 14.913

seconds

42 kg 10 m 152 0.0658 14.913

seconds 0.000381

Questions:
1. Who is heavier?

Me, because I weight 45 kg.

2. Who performed the activity faster?

Me.

3. Who spent more calories?

My sister, because she completed the activity in longer time than I did.

4. What factors affected the calories spent in doing the activity?

The factors affecting the calories spent are: The intensity of an activity being
performed. The more intense an activity is the more calories an individual burns.
Weight. People who weigh more burn more calories. Body composition. Muscle
requires more energy than fat to maintain

5. Who exerted more power?

Both of us.

6. What factors affected the power exerted in doing the activity?

The power defines the time that a work will be done. The higher the power, the
shorter the time

7. How much work is done on the 1st rock?

137. 295

8. How much work is done on the 2nd rock?

27.636

What I Have Learned

When an object moves while a force is being exerted on it, then work is being
done on the object by the force. If an object moves through a displacement d while a
constant force F is acting on it, the force does an amount of work equal to W = F · d =
F d cos φ (6.3) where φ is the angle between d and F. Work is also a scalar and has
units of 1 N · m. But we can see that this is the same as the joule, defined in Eq. 6.2.
Work can be negative; this happens when the angle between force and displacement
is larger than 90◦. It can also be zero; this happens if φ = 90◦. To do work, the force
must have a component along (or opposite to) the direction of the motion. If several
different (constant) forces act on a mass while it moves though a displacement d, then
we can talk about the net work done by the forces, Wnet = F1 · d + F1 · d + F1 · d + .
. . (6.4) = XF · d (6.5) = Fnet · d (6.6) If the force which acts on the object is not
constant while the object moves then we must perform an integral (a sum) to find the
work done. Suppose the object moves along a straight line (say, along the x axis, from
xi to xf) while a force whose x component is Fx(x) acts on it. (That is, we know the
force Fx as a function of x.) Then the work done is W = Z xf xi Fx(x) dx (6.7) Finally,
we can give the most general expression for the work done by a force. If an object
moves from ri = xii + yij + zik to rf = xf i + yf j + zfk while a force F(r) acts on it the work
done is: W = Z xf xi Fx(r) dx + Z yf yi Fy(r) dy + Z zf zi Fz(r) dz (6.8) where the integrals
are calculated along the path of the object’s motion. This expression can be
abbreviated as W = Z rf ri F · dr . (6.9) This is rather abstract! But most of the problems
where we need to calculate the work done by a force will just involve Eqs. 6.3 or 6.7
We’re familiar with the force of gravity; gravity does work on objects which move
vertically. One can show that if the height of an object has changed by an amount ∆y
then gravity has done an amount of work equal to Wgrav = −mg∆y (6.10) regardless
of the horizontal displacement. Note the minus sign here; if the object increases in
height, it has moved oppositely to the force of gravity.

What I Can Do

Activity 2.3: “Analyze the Strings”

Questions:

1. For figure 1, how much work must be exerted by the Force to raise the height
of the Load by 10 meters neglecting the friction on the pulleys?

79.5 N

2. For figure 2, how much work must be exerted by the Force to raise the height
of the Load by 10 meters neglecting the friction on the pulleys?
25.50 N

3. Which figure allows us to raise the Load by 10 meters with the least amount
of work?

Since the amount of work done on an object depends on the amount of force exerted
on the object and the amount of distance the object moves, the figure 1 allows us to
raise the Load by 10 meters with the least amount of work.

Additional Activities

First Method

Second Method

Questions:

1. How much work and power were exerted by your chosen first method?

Only Fapp does work. Fgrav and Fnorm do not do work since a vertical force cannot
cause a horizontal displacement.

Only Ffrict does work. Fgrav and Fnorm do not do work since a vertical force cannot
cause a horizontal displacement.
2. How much work and power were exerted by your chosen second method?

Fapp and Ffrict do work. Fgrav and Fnorm do not do work since a vertical force cannot cause
a horizontal displacement.

Fgrav and Ftens do work. Forces do work when there is some component of force in the
same or opposite direction of the displacement.

3. How much work and power does the first method differ from the normal way
of raising the pyramid block?

Neither of these forces do work. Forces do not do work when they make a 90-
degree angle with the displacement.
Rojielynne T. Yusay 12-AQUINAS

GENERAL PHYSICS 1 Quarter 1 – Module 12

What is It

ACTIVITY 1. TRACE ME UP

Q1. Do you think the x is considered as the Geometric Center? Why or why
not?

Yes. I think the x is the geometric center because the centroid or geometric center of
a plane figure is the arithmetic mean position of all the points in the figure in
mathematics and physics. Informally, it is the point at which a perfectly balanced cutout
of the shape (with uniformly distributed mass) could be balanced on the tip of a pin.
The same definition applies to any n-dimensional object.

What’s More

Activity 2. STRINGS. STRINGS. STRINGS

Q2. Do all the lines intersect at one point?

Yes, because two or more intersecting lines always meet at a single point The
intersecting lines may cross at any angle. This formed angle is always greater than 0
and less than 180 degrees.

Q3. Do you consider point y as the Center of Mass?

Yes.

Q4. Do you consider point y as the object’s Geometric Center?

No.

Q5. Based from the activity, how do you define Center of Mass?

The unique location where the weighted relative position of the distributed mass adds
to zero is the center of mass of a mass distribution in space. A force can be applied to
this point to induce a linear acceleration without causing an angular acceleration.

ACTIVITY 3. BALANCE IT UP

Q6. In which point were you able to balance successfully? Why?

I was able to properly balance it in point y because the forces acting on an object are
balanced when they are equal in strength and act in opposite directions. These forces
cancel each other out, thus the motion of the thing they're operating on stays the same.

Q7. What factor(s) do you think is/are the reason(s) why you can only balance
at one point?

The fact that one point is stable while the other is unstable is the factor I think is the
reason why I can only balance at one point.

What I Can Do

ACTIVITY 4. I’M IN A BAD SHAPE

Q8. Do the Center of mass being identified using Archimedes Method and the
computed value using mathematical method have same results? Why? Why
not?

No, the center of mass cannot be identified using the Archimedes Method, and the
determined value cannot be estimated using a mathematical method and yield the
same findings because the methods are used for various purposes and are not
designed to calculate the center of mass.

Lesson 2

What’s New

ACTIVITY 1. ROLLING RAMP ROBIN

Q9. The botte A has the most momentum because it is the most massive and thus has
the most momentum. And since bottle B is less massive, it will never have more
momentum than a more massive object.

Q10. No, because the law of conservation of momentum predicts that for any system
not subjected to external forces, the momentum of the system will remain constant,
which means the center of mass will move with constant velocity.

What is It

ACTIVITY 2.A. WALK IT UP

Q11. When the fingers reached 30 cm, the center of mass of the paper-fingers system
moved 28 cm forward to the right.

Q12. When my fingers reached the 30 cm mark, they were in the opposite position of
the paper's 1 cm mark compared to its initial position.

Q13. 0.1973684211v

ACTIVITY 2.B. ROLL, ROLL, ROLL YOUR BALL

Q14. When the ball is on the ramp, what force was acting on the ball when
released? What is the value of that force?

After the ball is released, the forces acting on it are friction, gravity, and a normal force.
When an object is released, it is solely subjected to one external force: gravity, which
is quantified as the weight of the object. Newton's second law of motion, force (F) =
mass (m) times acceleration, can be used to describe the velocity of a discharged item
(a)

Q15. At which height did marble reach the reference block the first?

12 cm

Q16. Was the time before the marble hit the block from point 30cm the same
from all the trials? Why? Why not?
No, because the distance a marble goes is determined by the length of time it travels
at a given speed. (The farther the marble travels along the blocks, the quicker it travels
when it comes off the ramp.)

Q17. Find the value of momentum using the formula: p=Ft, where F=g.

What’s More

ACTIVITY 3. FLICKER ON

Q18. What is the average distance of the rock travelled?

The average distance of the rock travelled is 2. 5 cm.

Q19. At what direction did the rock moved?

The rock alters its position from horizontal to vertical.

Q20. What is/are the reason(s) why you had different results with each trial?

Due to the general varying forces I apply to the rock and the way I flick the opposite
end of the box towards the goal line with my fingertips, I get different results with each
trial.

Create a Free body Diagram of the net external forces affecting the system.

What I Can Do

ACTIVITY 4. HIT ME ONE MORE TIME

Q21. Is there a variation in the center of mass when the momentum changes?
Why? Why not?
Yes, because when the momentum of a system of particles changes, the center of
mass changes because the linear momentum of the system is equal to the product of
the total mass M of the system and the velocity of the center of mass.

Q22. How does the center of mass affect the momentum of a certain object?

The law of conservation of momentum says that for any system not subjected to
external forces, the system's momentum will remain constant, which means the center
of mass will move with constant velocity.

Additional Activities

Questions:

1. Which bottle travels the farthest?

The bottle with full of water.

2. Why does it travels the farthest?

The bottle full of water traveled the furthest because the heavier the object, the farther
it traveled due to reduced air resistance.

3. Draw a free body diagram base from the activity.

Rojielynne T. Yusay 12-AQUINAS

GENERAL PHYSICS 1 Quarter 1 – Module 13

What I Can Do

Activity 9. Thought Shape

The most important thing I have learned from this activity/unit (triangle)

What is momentum? An object’s momentum is the product of its mass and velocity.
An object can have a large momentum by having a large mass or a large velocity.
Momentum is a vector, and it is especially important to pay attention to the signs of
the components of momentum.

What is impulse? A force of short duration is an impulsive force. The impulse Jx that
this force delivers to an object is the area under the force-versus-time graph. For
timedependent forces, impulse and momentum are often more useful than Newton’s
laws.

How are impulse and momentum related? Working with momentum is similar to
working with energy. It’s important to clearly define the system. The momentum
principle says that a system’s momentum changes when an impulse is delivered: ∆px
= Jx A momentum bar chart, similar to an energy bar chart, shows this principle
graphically.

Is momentum conserved? The total momentum of an isolated system is conserved.

The particles of an isolated system interact with each other but not with the
environment. Regardless of how intense the interactions are, the final momentum
equals the initial momentum

How does momentum apply to collisions? One important application of momentum

conservation is the study of collisions. ■ In a totally inelastic collision, the objects stick
together. Momentum is conserved. ■ In a perfectly elastic collision, the objects bounce
apart. Both momentum and energy are conserved.

How I feel about using the skills and ideas I have learn (heart)

Even if everything is difficult and intricate, I am in awe of myself.

How can I apply the knowledge and skills I have learned outside this classroom
(square)
I can employ the impulse-momentum theorem knowledge and skills I've gained
outside of the classroom to create a direct connection between how a force works on
an object over time and the motion of the object. That is why, in the real world, forces
are rarely consistent, which is why impulse is necessary and useful.

The thoughts still going around in my head after this activity/unit (circle)

The thoughts that still nags at me after this activity/unit is why I only found out about it
now.

Additional Activities

Performance Task: