PHY 032

Physics for Engineers

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Syllabus

PEN Code: PHY 032 Credit: 4 units

PEN Subject Title: Physics for Engineers Prerequisite: MAT171

A. Subject Description:
This course deals with the study of vectors, kinematics, dynamics; work, energy, and power;
impulse and momentum; rotation; dynamics of rotation; elasticity; and oscillation.

B. Objectives:
At the end of the course, the students should be able to:
1. Use calculus to solve problems in force statics and kinematics;
2. Apply the Newton’s Laws of Motion;
3. Use calculus to solve work and energy problems;
4. Apply the law of conservation of energy to problems;
5. Solve problems on impulse and momentum and collisions;
6. Determine the stress and strain on a body;
7. Solve simple harmonic motion application;
8. Describe the characteristics of fluids at rest and in motion;
9. Solve basic problems in fluid statics and kinematics
10. Describe the three methods of heat transfer.
11. Solve basic problems in heat transfer.
12. Discuss the properties of waves, modes of vibration of strings and air columns;
13. Define electric current, electric resistance and voltage;
14. Compute the electric force between electric charges;
15. Solve problems on resistance and cells in series and parallel;
16. State Kirchhoff’s rules and apply them in a given circuit;

Subject Outline and Time Allotment:

Lesson Topic Week
1 Introduction of FL, Force, Vector and Scalar 1
2 Rectilinear Motion and Projectile 2
3 Uniform Circular Motion
4 Newton's Laws of Motion 3
5 Friction
6 Work and Energy 4
7 Simple Machines
1st PERIODICAL EXAMINATION 5
8 Impulse and Momentum
9 Rotation of Rigid Bodies 6
10 Elasticity
11 Harmonic Motion 7
12 Static Fluids
13 Fluid Dynamics 8
14 Waves
2ND PERIODICAL EXAMINATION 9
15 Standing Waves
16 Temperature 10
17 Heat
18 Electrostatics 11
19 Electric Potential
20 Capacitance 12
1
 21 Current and Resistance
22 Direct-Current Circuits 13
3RD PERIODICAL EXAMINATION

Textbook:

1. Physics for Scientist and Engineers, 6th Edition by Serway and Jewett
2. Physics for Scientist and Engineers, 8th Edition by Serway and Jewett
3. University Physics with Modern Physics, 13th Edition by Young and Freedman
4. Physics, Volume 2 by Richardson and Giambattista
5. Physics, 7th Edition by Cutnell and Johnson
6. University Physics, 6th Edition Part II by Francis W. Sears, Mark W. Zemansky, and Hugh
D. Young
7. College Physics, By : Abastillas, et.al
8. College Physics, By : Asuncion C. Mercado – del Rosario

C. Course Requirements
Requirements Due Date
Laboratory Experiments As scheduled
Compilation of Laboratory Experiments

F. Grading System:
Final Grade = (0.33 x P1) + (0.33 x P2) + (0.34 x P3)

Periodic Grade= 0.60CS + 0.40EXAM

(Passing score is 50%)

G. Contact Information:

Name : :
E-mail Address :
Consultation Time :

2
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Lesson title: Force, Vectors and Scalars Materials:

Lesson Objectives Calculator, Paper, and pen
At the end of this lesson, you should be able to: References:
College Physics by Giambatista,
1. Define force and differentiate vector and scalar quantities. Richardson, Richardson.
2. Determine the resultant of two or more vector quantities. Physics for Scientist and
3. Find the rectangular components of a vector. Engineers with Modern Physics
1. by Serwey, Jewett.
College Physics by Weber,
Manning, White, Weygand
https://www.physicsclassroom.com/class/1
DKin/Lesson-1/Scalars-and-Vectors

In our everyday life, we observed that

nothing is stationary. Everything is
constantly changing their positions. This
lesson will give you an idea, why earth is
constantly changing. Can you recall where
you have been all the while today?

A. LESSON PREVIEW/REVIEW
1) Introduction
Mechanics is the area of physics which deals with the motions of macroscopic objects- objects
that are large enough for us to observe without instrumentation. Forces applied to objects results in
displacements, or changes in the position of the object relative to its environment. These forces can be
long-range forces or contact forces. Long-range forces do not require the two objects to be touching.
These forces can exist even if the objects are far apart and even if there are objects between the two. An
example to this is gravity. Contact forces exist only if the objects are touching each other. An example
is a ball kicked by a person’s foot.
This lesson will help you understand what are the forces applied on a body, how is a force
measured and how to compute the effect of these forces on a body.

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2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1. What causes the constant
motion of the planets in the solar
system?
2. How do we determine the
components of a force?
3. How do we find the resultant
of two or more forces acting on
an object?

B 𝐴 B C

0 𝐴𝑦
A
𝜃
𝜃 A
0 𝐴𝑥 0

B. MAIN LESSON
1) Activity 2:
Force
A force is any influence capable of changing the motion of a body. It is a push or a pull. Forces
is expressed in dynes (CGS), newton (MKS) and pound (English units).

Vector and Scalar Quantities

Quantities specified with magnitude only is a scalar. Examples of scalar quantities are length,
mass, area, volume, time, and density. Quantities specified with magnitude and direction is a vector.
Examples of vector quantities are displacement, force, velocity, acceleration, and momentum.

Vector Quantities Scalar Quantities

displacement Length
force Mass
velocity Speed
acceleration volume
momentum Time
density

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Component of a Vector and Unit Vectors

The rectangular components of a vector are its projection on a set of right-angle axes.
The component method of adding vectors is to resolve each into its rectangular components, which
are then added, and the resultant found.
The resultant of two or more vector quantities is that single quantity of the same make-up that would
produce the same result.

Rectangular Components
𝑨
𝑨𝒙 = 𝑨 𝐜𝐨𝐬 𝜽

𝑨𝒚 = 𝑨 𝐬𝐢𝐧 𝜽

𝑨𝒚
𝑨 𝟐 = 𝑨𝒙 𝟐 + 𝑨𝒚 𝟐

𝜽
𝑨𝒙

Resultant
𝝆 = 𝟏𝟖𝟎 − 𝜽
𝜷
R 𝑹𝟐 = 𝑨𝟐 + 𝑩𝟐 − 𝟐𝑨𝑩 𝐜𝐨𝐬 𝝆
A A
𝑨 𝑩 𝑹
= =
𝝆 𝐬𝐢𝐧 𝜶 𝐬𝐢𝐧 𝜷 𝐬𝐢𝐧 𝝆
𝜶 𝜽
B

VECTOR DIRECTION N
- Three ways to identify vector direction
1. Quadrant bearing
- vector is between 0° and 90° east or west of
the north-south line.
W
- First, decide whether the arrow is closer to E
North or South. Next, decide whether it’s closer V
to the East of the West. Finally measure the
angle. vector is S70°E
or
S vector is 70° E of S

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3. True Bearing 2. Standard Position

- is always measured clockwise - is measured counter clockwise
from the north-south line. from 0°.
- True bearings are always given
in three digits.
N N

vector is 40°
vector is 050°
V V

W E W E

S
S
Vector Direction: Name the direction of vector r, 3 different ways.

120° N
60°
r
150° 30°
Standard Position: 120°

Quadrant Bearing: N 30° W

W E
True Bearing: 330°
210° 330
°
240° 300°
S

Equilibrium
A body is in equilibrium when there is no change in its motion. When a body is in equilibrium,
the vector sum of all the forces acting on it is equal to zero. This is known as the first condition for
equilibrium. That is, 𝚺𝑭𝒙 = 𝟎 𝑎𝑛𝑑 𝚺𝑭𝒚 = 𝟎 .

For a system of forces to be in equilibrium, the sum of all the moment or torque is equal to zero.
This is the second condition for equilibrium. That is, 𝚺𝑴𝟎 = 𝟎.

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Unit Vector
A unit vector is a dimensionless vector having a magnitude of exactly 1. Unit vectors are used to
specify a given direction and have no other physical significance. The symbols 𝑖̂, 𝑗̂, 𝑎𝑛𝑑 𝑘̂ are used to
represent unit vectors pointing in the positive x, y, and z directions, respectively.
𝑦 𝑦

𝑗̂

𝐴
𝑘̂ 0 𝑖̂ 𝐴𝑦 𝑗̂ 𝑨 = 𝑨𝒙 𝒊̂ + 𝑨𝒚 𝒋̂

𝑧 𝑥
𝑥
0 𝐴𝑥 𝑖̂
𝑦

𝑅 = 𝐴 + 𝐵 = ൫𝐴𝑥 𝑖̂ + 𝐴𝑦 𝑗̂൯ + ൫𝐵𝑥 𝑖̂ + 𝐵𝑦 𝑗̂൯

𝐵𝑦
𝑅𝑦 𝑅 𝐵 𝑅 = ሺ𝐴𝑥 𝑖̂ + 𝐵𝑥 𝑖̂ሻ + ൫𝐴𝑦 𝑗̂ + 𝐵𝑦 𝑗̂൯

𝑹 = ሺ𝑨𝒙 + 𝑩𝒙 ሻ𝒊̂ + ൫𝑨𝒚 + 𝑩𝒚 ൯𝒋̂

𝐴𝑦
𝐴
𝑥
𝐴𝑥 𝐵𝑥
𝑅𝑥

Example Problems
1. Find the resultant force when a 20-N force due east and a 20-N force due north is acting on
a body as shown in the figure.
𝐺𝑖𝑣𝑒𝑛: 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑅,
𝑅2 = ሺ20ሻ2 + ሺ20ሻ2 = 800

20 𝑁 20 𝑁 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝜃,
20
tan 𝜃 = = 1, 𝜃 = 45°
20
𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, 𝑡ℎ𝑒 𝑟𝑒𝑠𝑢𝑙𝑡𝑎𝑛𝑡 𝑖𝑠,
20 𝑁 𝑅 = 28.28 𝑁 𝑎𝑐𝑡𝑖𝑛𝑔 𝑎𝑡 𝑁45°𝐸
𝐹𝑖𝑛𝑑: 𝑅

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2. Two vectors of 8.0 units and 5.0 units make an angle of 60° with each other. Find their
resultant.
𝐺𝑖𝑣𝑒𝑛: 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑅,
𝜷
5 R 𝑅2 = ሺ5ሻ2 + ሺ8ሻ2 − 2ሺ5ሻሺ8ሻ cos 120° = 129
5 𝑅 = ξ129 = 11.36 𝑢𝑛𝑖𝑡𝑠
𝜽 𝝆
𝜶 𝜽 = 𝟔𝟎° 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝛼,
5 11.36
8 =
sin 𝛼 sin 120°

𝐹𝑖𝑛𝑑: 𝑅 5 sin 120°

𝛼 = sin−1 ൤ ൨ = 22.4°
11.36
𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒,
𝑅 = 11.36 𝑢𝑛𝑖𝑡𝑠 𝑎𝑡 22.4° 𝑎𝑏𝑜𝑣𝑒 𝑡ℎ𝑒 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑎𝑥𝑖𝑠

3. A uniform ladder 3 m long weighing 100 N leans against a smooth vertical wall with its lower
end resting on a rough floor, the ladder making an angle of 70° with the horizontal. Find the
force exerted by the wall on the ladder and the force exerted by the floor at the lower end
of the ladder.
𝐵 𝐹𝑟𝑒𝑒 𝑏𝑜𝑑𝑦 𝑑𝑖𝑎𝑔𝑟𝑎𝑚
𝐺𝑖𝑣𝑒𝑛: 𝑩𝑯
ሺ𝐹𝐵𝐷ሻ

𝑊𝑎𝑙𝑙
𝑊 = 100 𝑁
𝐿𝑎𝑑𝑑𝑒𝑟

3𝑚
3𝑚

𝐹𝑙𝑜𝑜𝑟 𝐴
70°
𝐶 𝑨𝑯

𝐹𝑖𝑛𝑑: 𝐵𝐻 𝑎𝑛𝑑 𝐴 𝑨𝑽 𝑨

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𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
Consider FBD, [Σ𝐹𝐻 = 0] → +
[Σ𝐹𝑉 = 0] ↑ + 𝐴𝐻 = 𝐵𝐻 = 18.26 𝑁
𝐴𝑉 = 𝑊 = 100 𝑁 Solve for A,
𝐴2 = 𝐴𝑉 2 + 𝐴𝐻 2
[Σ𝑀𝐴 = 0] ↶ + 𝐴 = √ሺ100ሻ2 + ሺ18.26ሻ2 = 101.65 𝑁
𝑥
𝑊∙ − 𝐵𝐻 ∙ 𝑦 = 0
2
𝑥
cos 70° = ; 𝑥 = 3 cos 70° = 1.03 𝑚
3
𝑦
sin 70° = ; 𝑦 = 3 sin 70° = 2.82 𝑚
3
1.03
100 ( 2 )
𝐵𝐻 = = 18.26 𝑁
2.82

4. Forces are acting on a body as shown in the figure. A = 10 N, B = 5 N, C = 15 N, and D = 15 N.

Determine the resultant of these forces using component method of adding vectors.

𝐺𝑖𝑣𝑒𝑛: 𝑦 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:

Force x-comp. (N) y-comp. (N)

A +3.4 -9.4
𝐷 B +5.0 0
𝐶
C +10.6 +10.6
D -7.5 +13
60° 45° Σ𝑥 = +11.5 Σy = +14.2
𝑥
𝐵
70°

𝐴 𝑅2 = Σ𝑥 2 + Σy 2
𝐹𝑖𝑛𝑑: 𝑅

𝑅 = √ሺ+11.5ሻ2 + ሺ+14.2ሻ2 = 18.3 𝑁

Σy +14.2
tan 𝜃 = =
Σ𝑥 +11.5
𝑅 +14.2
Σy 𝜃 = tan−1 = 51°
+11.5
Therefore,

𝜃 𝑅 = 18.3 𝑁 𝑎𝑡 51° 𝑎𝑏𝑜𝑣𝑒 𝑡ℎ𝑒 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑥 − 𝑎𝑥𝑖𝑠

Σ𝑥

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2) Activity 3: Skill-building Activities

Exercise Problems:
1. Find the tension in the strings AB and BC in the figure shown if the suspended weight is 30
N.

A 35° 55° C

30 𝑁

2. A person going for a walk follows the path shown in the figure. The total trip consists of four
straight line paths. At the end of the walk, what is the person’s resultant displacement
measured from the starting point?

A 100 𝑚 B

300 𝑚
E

200 𝑚 C
30°
60° 150 𝑚
D

3) Activity 4: What I Know Chart, part 2 (2 mins)

Complete column 3: (What I Learned) of the table in activity 1 based on the content notes from
activity 2. Use your own words. Never copy any terms used in the content notes. Preferably,
complete the table without looking at the concept notes.

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4) Activity 5: Check for Understanding (5 mins)

Student Engagement (SE) Think-Pair-Share
Solve the problem.
1. Determine the resultant of the following: 8.0 N at 40°, 9.0 N at 120°, and 12.0 N at 200°,
all angles being measured with the positive x-axis. Use component method in finding
the resultant.

5) Activity 6: Assessment for Student Learning

Classroom Assessment Technique (CAT) 3-2-1

Three things you learned:

1.
2.
3.
Two things that you would like to learn more about:
1.
2.
One question you still have:
1.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning

FAQs
1. Who invented vector?
Vector analysis was developed independently by Josiah Willard Gibbs and Oliver Heaviside (of the
United States and the United Kingdom, respectively) late in the nineteenth century to express the
modern laws of electromagnetism discovered by Scottish physicist James Clerk Maxwell.

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2. What is the importance of vectors?

Vectors are useful in physics because they can represent position, displacement, velocity, and
acceleration visually. When drawing vectors, you sometimes don’t have enough space to draw them to
the scale they represent, so it’s important to remember what scale you’re working with.

KEY TO CORRECTIONS
Activity 3: 1.
T2

T1

55°

30

35°

30

𝑇1 = 3 sin 35° = 17.21

𝑇2 = 3 cos 35° = 24.57

2.

AB = 100 100 0
BC = 300 0 −300
CD = 150 −150 cos 30° −150 sin 30°
DE = 200 −200 cos 60° 200 sin 60°
Σ𝐹𝑥 = −129.90 Σ𝐹𝑦 = −201.79

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Lesson title: Rectilinear Motion and Projectile Materials:

Lesson Objectives Calculator, Paper, and pen
At the end of this lesson, you should be able to:
References:
1. Apply kinematics on horizontal motion of bodies. College Physics by Giambatista,
2. Apply kinematics on vertical motion of bodies. Richardson, Richardson.
3. Describe the trajectory of a projectile. Physics for Scientist and
Engineers with Modern Physics
by Serwey, Jewett.
College Physics by Weber,
Manning, White, Weygand
https://www.britannica.com/science/linear-
motion

You are a passenger on a vehicle on your way to school. You noticed that the electric
posts are equally spaced from each other. Use your mobile phone’s stopwatch
function and record time elapsed at every post you pass by when speed of vehicle is
constant. Try to compute the distance between post to post.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
In the previous lesson, it was shown that forces acting on an object cancel each other out and
cause the object to be in equilibrium. In this lesson we will see what happens to an object if the
forces do not cancel each other out, that is if there is an unbalanced force acting upon the object.
Motion
The most obvious and the most common phenomena of the universe around us is motion. It is a
feature exhibited by bodies ranging from dust particles to stars and galaxies, with people, cars,
birds, and planes in between.
Kinematics and Dynamics

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Mechanics, the foundation of physics, is classified into two branches, kinematics and dynamics.
Kinematics is that branch which deals with a description of motion only, without involving the
factors which tend to cause changes in the motion of bodies. Dynamics, on the other hand, includes
a study of the factors, like forces and physical properties of the bodies, which affect the motion of
these bodies.

2) Activity 1: What I Know Chart, part 1 (3 mins)

{*Teachers write down 2-3 questions on the second column about the topic for the day and ask
students to write in the first column what they know. The third column is left blank at this time.
**Teachers’ questions can relate to information, processes, hypotheses, opinions, feelings,
procedures, reasoning, solutions, and others.}

What I Know Questions: What I Learned (Activity 4)

1 How do we find the distance

traveled by moving bodies?

2 How do we determine the

height of a building using the
concept of freely falling body?

3 How fast does a bullet fall after

it is fired at an angle with the
horizontal?

B. MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Rectilinear Motion
Rectilinear motion is the study of motion of bodies, or the kinematics of particles, moving along a
straight line.
Speed is distance per unit time, and velocity is the displacement per unit time.
𝑠
𝑣̅ =
𝑡
Instantaneous velocity is the time rate of change of displacement.

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∆𝑠
𝑣 = lim
∆𝑡→0 ∆𝑡
Acceleration is the change of velocity per unit time.
𝑣
𝑎=
𝑡
Instantaneous acceleration is the time rate of change of velocity.
∆𝑣
𝑎 = lim
∆𝑡→0 ∆𝑡
Uniformly accelerated motion is defined as the motion in a straight line in which the direction is
always the same and the speed changes at a constant rate.

𝑠 = 𝑣𝑡
𝑣1 − 𝑣0 = 𝑎𝑡
1
𝑠 = 𝑣0 𝑡 + 𝑎𝑡 2
2
2𝑎𝑠 = 𝑣1 2 − 𝑣0 2
A freely falling body is a body that is acted on by no force of no appreciable magnitude other
than its weight.
ℎ = 𝑣𝑡
𝑣1 − 𝑣0 = 𝑔𝑡
1
ℎ = 𝑣0 𝑡 + 𝑔𝑡 2
2
2𝑔ℎ = 𝑣1 2 − 𝑣0 2
A projectile is a body which is given an initial velocity and then allowed to move under the
influence of gravity only.

𝑣𝑥
𝑣𝑦 = 𝑣0 sin 𝜃 − 𝑔𝑡 𝑣
𝑣𝑥
𝑣𝑥 = 𝑣0𝑥
𝑣0 𝐻 𝑣𝑦 𝑣
𝑣0𝑦
𝑦

𝜃 𝑣0𝑥
𝑣0𝑥
𝑥
𝑅
𝑣0𝑦 𝑣0
𝑣𝑥 = 𝑣0𝑥 = 𝑣0 cos 𝜃Flight of a projectile is 2
1 𝑔𝑥
parabolic. 𝑦 = 𝑥 tan 𝜃 − ( 2 )
2 𝑣0 𝑐𝑜𝑠 2 𝜃

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𝑣𝑦 = 𝑣0 sin 𝜃 − 𝑔𝑡 𝑣0 sin 𝜃
𝑡𝑟 =
𝑔
𝑥 = 𝑣0 cos 𝜃 ∙ 𝑡 𝑣0 2 𝑠𝑖𝑛2 𝜃
𝐻=
2𝑔
1 𝑣0 2 sin 2𝜃
𝑦 = 𝑣0 sin 𝜃 ∙ 𝑡 − 𝑔𝑡 2 𝑅=
2 𝑔

Example Problems

1. A car starts from rest and is given a uniform acceleration of 2 m/s2. Find its velocity after 5 s
and the distance it traveled during this time.
𝐺𝑖𝑣𝑒𝑛: 𝑡 =5𝑠
𝑣0 = 0 𝑣1 =?
2
𝑎 = 2 𝑚/𝑠

𝑆 =?
𝐹𝑖𝑛𝑑: 𝑣1 , 𝑠
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:

𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑣1 , 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑠,

𝑣1 = 𝑣0 + 𝑎𝑡 1
𝑠 = 𝑣0𝑡 + 𝑎𝑡 2
2
𝑣1 = 0 + ሺ2ሻሺ5ሻ = 𝟏𝟎 𝒎/𝒔 1
𝑠 = 0 + ሺ2ሻሺ5ሻ2 = 𝟐𝟓 𝒎
2

2. A flowerpot is accidentally dropped from a windowsill which is 60 m above the ground. Find
the time before the body hits the ground and the speed upon hitting the ground.

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𝐺𝑖𝑣𝑒𝑛: 𝐹𝑖𝑛𝑑: 𝑡, 𝑣1
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑡,
𝑣0 = 0
1
ℎ = 𝑎𝑡 2
2
2ℎ 2ሺ60ሻ
𝑡 =? 𝑡=ඨ =ඨ = 𝟑. 𝟓 𝒔
𝑔 9.81

𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑣1 ,
ℎ = 60 𝑚
𝑣1 = 𝑣0 + 𝑎𝑡

𝑣1 = 0 + ሺ9.81ሻሺ3.5ሻ = 𝟑𝟒. 𝟑 𝒎/𝒔

𝑣1 =?

3. A bullet is fired at an angle of 30° above the horizontal with a velocity of 600 m/s. Find the range,
the time it returns to the same level, and the position and velocity of the bullet 40 s after it is
fired.

𝐺𝑖𝑣𝑒𝑛:
𝑣𝑥

𝑣0 = 600 𝑚/𝑠 2 𝐻 𝑣
𝑦 𝑣𝑦

𝜃 = 30°

𝑅
𝑥

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𝐹𝑖𝑛𝑑: 𝑅, 𝑡, 𝑥, 𝑦, 𝑣
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑅,
𝑣0 2 sin 2𝜃 ሺ600ሻ2 sin 2ሺ30°ሻ
𝑅= 𝑅= = 𝟑𝟏𝟕𝟖𝟎. 𝟕𝟓 𝒎
𝑔 9.81
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑡,
2𝑣0 sin 𝜃 2ሺ600ሻ sin 30°
𝑡= 𝑡= = 𝟔𝟏. 𝟐 𝒔
𝑔 9.81

𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑥,

𝑥 = 𝑣0 cos 𝜃 ∙ 𝑡 𝑥 = ሺ600ሻሺcos 30°ሻሺ40ሻ = 𝟐𝟎𝟕𝟖𝟒. 𝟔𝟏 𝒎

𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑦,
1 1
𝑦 = 𝑣0 sin 𝜃 ∙ 𝑡 − 𝑔𝑡 2 𝑦 = ሺ600ሻ sin 30°ሺ40ሻ − ሺ9.81ሻሺ40ሻ2 = 𝟒𝟏𝟓𝟐 𝒎
2 2
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑣,

𝑣𝑥 = 𝑣0 cos 𝜃 = ሺ600ሻሺcos 30°ሻ = 519.62 m/s

𝑣𝑦 = 𝑣0 sin 𝜃 − 𝑔𝑡 = ሺ600ሻሺsin 30°ሻ − 9.81ሺ40ሻ = − 92.4 m/s (bullet is going down)

𝑣 = ට𝑣𝑥 2 + 𝑣𝑦 2 = ඥሺ519.62ሻ2 + ሺ−92.4ሻ2 = 𝟓𝟐𝟕. 𝟕𝟕 𝒎/𝒔

𝑣𝑦 −92.4
tan 𝜃 = = = −0.1778; 𝜃 = −𝟏𝟎. 𝟎𝟖°
𝑣𝑥 519.62
𝑚
𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, 𝑣 = 527.77 , 𝑎𝑡 𝜃 = 10.08° 𝑏𝑒𝑙𝑜𝑤 𝑡ℎ𝑒 ℎ𝑜𝑟𝑖𝑧𝑜𝑛𝑡𝑎𝑙
𝑠

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)
Exercises
Solve the following problems.
1. A motorist must travel 3.50 km in a city where his average speed should not exceed 25 km/h. If
he increases his average speed 40 km/h, how much time will he gain in his journey?
2. A trench mortar fires a shell at an angle of 30° with the horizontal with an initial velocity of 500
m/s. Calculate its range and highest point reached.
3. A stone fall from a railroad overpass which is 36 ft high into the path of a train which is
approaching the overpass with uniform speed. If the stone falls when the train is 50 ft away from
the overpass and the stone hits the ground just as the train arrives at that spot, how fast is the
train moving?
4. A projectile is fired in such a way that its horizontal range is equal to three times its maximum
height. What is the angle of projection?

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3) Activity 4: What I Know Chart, part 2 (2 mins)

Complete column 3: (What I Learned) of the table in activity 1 based on the content notes from
activity 2. Use your own words. Never copy any terms used in the content notes. Preferably,
complete the table without looking at the concept notes.

4) Activity 5: Check for Understanding (5 mins)

Student Engagement (SE) Think-Pair-Share
Solve the problem.
1. You are working at a radar station for the Coast Guard. While everyone else is out to lunch,
you hear a distress call from a sinking ship. The ship is located at a distance of 51.2 km from
the station, at a bearing of 36° west of north. On your radar screen you see the location of
four other ships as follows:

Ship Distance from Station (km) Bearing Maximum speed (km/h)

1 36.1 42° W of N 30.0
2 37.3 61° W of N 38.0
3 10.2 36° W of N 32.0
4 51.2 79° W of N 45.0

Quick! Which ship do you contact to help the sinking ship? Which ship will get there in the
shortest time interval? Assume that each ship would accelerate quickly to its maximum
speed and then maintain that constant speed in a straight line for the entire trip to the
sinking ship.

5) Activity 6: Assessment for Student Learning

Classroom Assessment Technique (CAT) 3-2-1

Three things you learned:

1.
2.
3.
Two things that you would like to learn more about:

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1.
2.
One question you still have:
1.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

FAQs
1. Is there a distinction between linear and rectilinear motion?
All particles of human body travel the same distance at the same time in linear motion. In rectilinear motion all
particles of the body travel the same distance along parallel straight lines.

2. What are the two types of projectile motion?

In a projectile motion, two separate rectilinear motions occur at the same time:
Along the x-axis: uniform velocity, which is responsible for the particle's horizontal
(forward) motion.
Around the y-axis: uniform acceleration, which is responsible for the particle's vertical
(downwards) motion.

KEY TO CORRECTIONS

Solution to SAS 2 Exercises

1. Given: Solution:

𝑠 = 3.50 𝑘𝑚
𝑠 = 𝑣𝑡
𝑣 = 25 𝑘𝑝ℎ 𝑣 = 40 𝑘𝑝ℎ 3.5 3600 𝑠
𝑡25 = = 0.14 ℎ 𝑥 = 504 𝑠
25 1ℎ
Find: 𝑡
3.5 3600 𝑠
𝑡40 = = 0.0875 ℎ 𝑥 = 315 𝑠
40 1ℎ

𝑡 = 𝑡25 − 𝑡40 = 504 − 315 = 𝟏𝟖𝟗 𝒔 𝒔𝒉𝒐𝒓𝒕𝒆𝒓

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2. Given: Solution:
𝑣0 = 500 𝑚/𝑠
𝑣0 2 sin 2𝜃 ሺ500ሻ2 sin 2ሺ30°ሻ
𝑅= = = 𝟐𝟐𝟎𝟔𝟗. 𝟗𝟔 𝒎
𝜃 = 30° 𝑔 9.81

Find: 𝑅, 𝐻 𝑣0 2 sin2 𝜃 ሺ500ሻ2 sinሺ30°ሻ2

𝐻= = = 𝟑𝟏𝟖𝟓. 𝟓𝟐 𝒎
2𝑔 2ሺ9.81ሻ

3. Given:

𝑔 = 32.2 𝑓𝑡/𝑠 2

ℎ = 36 𝑓𝑡

𝑠 = 50 𝑓𝑡
Find: 𝑣 𝑜𝑓 𝑇𝑟𝑎𝑖𝑛
Solution:
Consider stone, Consider train,
Solve for 𝑡, 𝑠 = 𝑣𝑡

1 𝑠 50
ℎ = 𝑔𝑡 2 𝑣= = = 33.33 𝑓𝑡/𝑠
2 𝑡 1.5

33.33 𝑓𝑡 3600 𝑠 1 𝑚𝑖𝑙𝑒

2ℎ 2ሺ36ሻ 𝑣= 𝑥 𝑥
𝑡=ඨ =ඨ = 1.5 𝑠 𝑠 1ℎ 5280 𝑓𝑡
𝑔 32.2
𝑣 = 𝟐𝟐. 𝟕𝟑 𝒎𝒑𝒉

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4. 𝑣0 2 sin 2𝜃
𝐻= →②
Given: 3𝑔

𝑅 = 3𝐻 ①=②
Find: 𝜃
𝑣0 2 sin2 𝜃 𝑣0 2 sin 2𝜃
=
Solution: 2𝑔 3𝑔

𝑣0 2 sin 2𝜃 3 sin2 𝜃 = 2 sin 2𝜃

𝑅=
𝑔
3 sin2 𝜃 = 2ሺ2 sin 𝜃 cos 𝜃ሻ
2 2
𝑣0 sin 𝜃
𝐻= →① 3 sin 𝜃 = 4 cos 𝜃
2𝑔
4
𝑣0 2 sin 2𝜃 tan 𝜃 =
3𝐻 = 3
𝑔
𝜃 = 𝟓𝟑. 𝟏𝟑°

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Lesson title: Uniform Circular Motion Materials:

Lesson Objectives Calculator, Paper, and pen
At the end of this lesson, you should be able to:
References:
1. Calculate the velocity of bodies moving in a horizontal circular College Physics by Giambatista,
motion.
Richardson, Richardson.
2. Calculate the minimum and maximum tension in the string of bodies
moving in vertical circular motion. Physics for Scientist and
3. Determine the angle of banking of curves in roads. Engineers with Modern Physics
by Serwey, Jewett.
College Physics by Weber,
Manning, White, Weygand
https://www.britannica.com/science/unifor
m-circular-motion

It is weekend and you went for a day

in a Carnival Fun Fair for some break.
You enjoy riding the rides and
observed the uniform circular
motions applied. How does you feel
when riding a Ferris wheel?

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
In the previous lesson, we have been considering acceleration along a fixed direction. Let us next
consider a type of motion, a knowledge of which is necessary in the study of planetary motion, in the
understanding of atomic structure, and in the analysis of simple harmonic motion. The simplest type of
motion in which the direction changes is uniform circular motion in which there is no change in speed but
only a change in direction.

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2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1 What is the force that keeps a

body in a uniform circular motion?

2 What does your body experience

when you are at the lowest and
highest position in a Ferris Wheel?

3 How do highway engineers

design highway curves?

B. MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Horizontal Circular Motion
A very good example of a uniform circular motion is a stone tied to a string and whirled around in
a horizontal circle at constant speed along the circle, such that it completes equal number of revolutions
in equal intervals of time. Since the process is repeated regularly the motion is periodic.
Let us consider a particle of mass 𝒎 as shown in the figure below, moving with a constant speed
𝒗 along a circle of radius 𝒓.

𝑣1
1
𝑚
2 𝑠 = 𝑣∆𝑡 𝑓𝑜𝑟 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 𝑠𝑝𝑒𝑒𝑑,
𝑣2 𝑚 𝑟
𝜃 𝑣1 = 𝑣2 = 𝑣
𝑟
𝑏𝑦 𝑝𝑟𝑜𝑝𝑜𝑟𝑡𝑖𝑜𝑛,
𝑜
∆𝑣 𝑣 ∙ ∆𝑡
=
𝑣 𝑟

𝑐𝑟𝑜𝑠𝑠 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦𝑖𝑛𝑔, 𝑤𝑒 ℎ𝑎𝑣𝑒

∆𝑣 𝑣 2
𝑜 =
𝜃 ∆𝑡 𝑟
𝑣2 − 𝑣1 = ∆𝑣 𝑣2

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The magnitude of the central acceleration (𝑎𝑐 ) is,

∆𝑣 𝑑𝑣 𝑣 2
𝑎𝑐 = lim = =
∆𝑡→0 ∆𝑡 𝑑𝑡 𝑟

The corresponding centripetal force (𝐶. 𝐹) on the mass 𝑚, using 𝐹 = 𝑚𝑎 is,

𝒗𝟐
𝑪. 𝑭. = 𝒎
𝒓

The time it takes to make one complete cycle, or revolution, is called the period (𝑡) of the motion and
the frequency (𝑓) of the motion is the number of revolutions per unit time. The period is the reciprocal
of frequency, or
𝟏 𝟏
𝒕= 𝑎𝑛𝑑 𝒇 =
𝒇 𝒕

For one complete revolution, the total distance traveled is equal to the circumference, hence the velocity
2𝜋𝑟
is 𝑡 . Therefore, in terms of 𝑡 𝑎𝑛𝑑 𝑓, the acceleration is
𝟐𝝅𝒓 𝟐
( 𝒕 ) 𝟒𝝅𝟐 𝒓
𝒂= =
𝒓 𝒕
𝟒𝝅𝟐 𝒓
𝒂= = 𝟒𝝅𝟐 𝒇𝟐 𝒓
𝟏 𝟐
( )
𝒇

Vertical Circular Motion

If the stone is whirled in a vertical circle, the force of gravity will have to be considered in
determining the tension in the string.

𝑚 𝐴𝑡 𝑡ℎ𝑒 𝑙𝑜𝑤𝑒𝑠𝑡 𝑝𝑜𝑖𝑛𝑡 1, 𝑡ℎ𝑒 𝑡𝑤𝑜 𝑒𝑥𝑡𝑒𝑟𝑛𝑎𝑙 𝑓𝑜𝑟𝑐𝑒𝑠

𝑣
2 𝑎𝑐𝑡𝑖𝑛𝑔 𝑎𝑟𝑒 𝑊 𝑎𝑛𝑑 𝑇1 ,
𝑇2 𝑚𝑣 2
𝐶. 𝐹 = = 𝑇1 − 𝑊
𝑟
𝑊 𝒎𝒗𝟐 𝒗𝟐
𝑟 𝑻𝟏 = + 𝑾 = 𝒎 ቆ + 𝒈ቇ
𝒓 𝒓
𝐴𝑡 𝑡ℎ𝑒 ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑝𝑜𝑖𝑛𝑡 2, 𝑡ℎ𝑒 𝑡𝑤𝑜 𝑒𝑥𝑡𝑒𝑟𝑛𝑎𝑙 𝑓𝑜𝑟𝑐𝑒𝑠
𝑎𝑐𝑡𝑖𝑛𝑔 𝑎𝑟𝑒 𝑊 𝑎𝑛𝑑 𝑇2 ,
𝑇1 𝑚𝑣 2
𝐶. 𝐹 = = 𝑇2 + 𝑊
𝑟
𝑣 𝒎𝒗𝟐 𝒗𝟐
𝑚 1 𝑻𝟐 = − 𝑾 = 𝒎 ቆ − 𝒈ቇ
𝒓 𝒓

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Conical Pendulum

A body can also describe uniform circular motion in a horizontal plane by suspending it with a string
which makes a constant angle 𝜃 with the vertical as shown in the figure below.
As the mass 𝑚 moves with constant speed 𝑣 along the circle, the cord sweeps out a conical surface,
hence called conical pendulum.
The two external forces acting on the body are its weight and the tension in the string. These two forces
form a resultant which provides the centripetal force on the body.

𝑅𝑒𝑠𝑜𝑙𝑣𝑒 𝑇𝑥 𝑎𝑛𝑑 𝑇𝑦 ,
𝑇𝑥 = 𝑇𝑠𝑖𝑛 𝜃
𝑂
𝑇𝑦 = 𝑇𝑐𝑜𝑠 𝜃
𝜃
𝐶𝑜𝑛𝑠𝑖𝑑𝑒𝑟 ℎ𝑜𝑟𝑖𝑧𝑜𝑛𝑡𝑎𝑙 𝑓𝑜𝑟𝑐𝑒𝑠,
𝑚𝑣 2
𝑇𝑠𝑖𝑛 𝜃 =
𝑟
𝐿
𝑇 ℎ 𝐶𝑜𝑛𝑠𝑖𝑑𝑒𝑟 𝑣𝑒𝑟𝑡𝑖𝑐𝑎𝑙 𝑓𝑜𝑟𝑐𝑒𝑠,
𝑇𝑐𝑜𝑠 𝜃 = 𝑚𝑔
𝑇𝑦 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 tan 𝜃,
𝜃 𝑚𝑣 2
𝑇𝑠𝑖𝑛 𝜃 𝑣2
𝑇𝑥 𝐶 𝑡𝑎𝑛 𝜃 = = 𝑟 =
𝑚 𝑟 𝑇𝑐𝑜𝑠 𝜃 𝑚𝑔 𝑟𝑔
𝐶. 𝐹. 𝑆𝑜𝑙𝑣𝑖𝑛𝑔 𝑓𝑜𝑟 𝑣,

𝒗 = ඥ𝒓𝒈 𝐭𝐚𝐧 𝜽

𝑊 = 𝑚𝑔

Banking Curves

When a car turns around a curve, there must be a centripetal force acting on it. On a horizontal
surface, the centripetal force is furnished by frictional force between the tires and the road. If the car is
running at high speed and the radius of curvature is small, the centripetal force needed is rather large
and the roadway surface may not be able to provide the necessary frictional force. As a result, the car
may skid, that is, it fails to make the necessary turn around the curve. This is especially so when the road
is wet and slippery. For greater safety, vehicles move around curves at low speeds. However, in
highways, cars are not expected to slow down considerably when rounding curves. The curves are
instead banked, that is, the outer surface is elevated, and the road is inclined as shown in the figure
below.

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𝐶𝑜𝑛𝑠𝑖𝑑𝑒𝑟 ℎ𝑜𝑟𝑖𝑧𝑜𝑛𝑡𝑎𝑙 𝑓𝑜𝑟𝑐𝑒𝑠, 𝑁

𝑚𝑣 2 𝜃 𝑁𝑦 = 𝑁 cos 𝜃
𝑁𝑠𝑖𝑛 𝜃 =
𝑟
𝐶𝑜𝑛𝑠𝑖𝑑𝑒𝑟 𝑣𝑒𝑟𝑡𝑖𝑐𝑎𝑙 𝑓𝑜𝑟𝑐𝑒𝑠, 𝐶. 𝐹.
𝑁𝑥 = 𝑁 sin 𝜃
𝑁𝑐𝑜𝑠 𝜃 = 𝑚𝑔
𝑚𝑣 2
𝑁𝑠𝑖𝑛 𝜃 𝑣2
𝑡𝑎𝑛 𝜃 = = 𝑟 = 𝑊
𝑁𝑐𝑜𝑠 𝜃 𝑚𝑔 𝑟𝑔

𝒗 = ඥ𝒓𝒈 𝒕𝒂𝒏 𝜽 𝜃

Example Problems
1. A 50-gram body, fastened to one end of string 0.75 m long, is made to move with
uniform circular motion at 3 revolutions per second on a smooth horizontal surface,
with one end of the string as its center. Find the speed of the body and the tension in
the string.

𝐺𝑖𝑣𝑒𝑛: 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
2𝜋𝑟
𝑣 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑣 𝑢𝑠𝑖𝑛𝑔 𝑣 = ,
𝑡
1 1
𝑡= = 𝑠
𝐶. 𝐹. 𝑓 3
2𝜋(0.75)
𝑣= = 𝟏𝟒. 𝟏𝟒 𝒎/𝒔
1
𝑟 = 0.75 𝑚 3
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑡𝑒𝑛𝑠𝑖𝑜𝑛 𝑖𝑛 𝑡ℎ𝑒 𝑠𝑡𝑟𝑖𝑛𝑔 (𝐶. 𝐹. ),

𝑚 = 0.05 𝑘𝑔 𝑚𝑣 2 0.05(14.14)2
𝐶. 𝐹. = = = 𝟏𝟑. 𝟑𝟑 𝑵
𝑟 0.75
𝑓 = 3 𝑟𝑒𝑣/s
𝐹𝑖𝑛𝑑: 𝑣, 𝐶. 𝐹.

2. A 100-gram ball is whirled in a vertical circle of radius 40 cm, under the action of gravity,
at 90 revolutions per minute. Assuming that the average velocity is maintained at the
lowest and highest points, find the minimum and maximum tensions in the string holding
the ball.

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𝐺𝑖𝑣𝑒𝑛: 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
2𝜋𝑟
𝑚 = 0.1 𝑘𝑔 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑣, 𝑤ℎ𝑒𝑟𝑒 𝑣 =
1 1 𝑡
𝑣
𝑓= =
𝑇2 90 𝑚𝑖𝑛 1.5 𝑠
𝑊 2𝜋𝑟 2𝜋(0.4)
𝑣= = = 3.77 𝑚/𝑠
𝑡 1
𝑟 = 0.4 𝑚 1.5
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑇1 , 𝑇2 ,
𝑇1 𝑣2 (3.77)2
𝑇1 = 𝑚 ቆ + 𝑔ቇ = 0.1 ቈ + 9.81቉ = 𝟒. 𝟓𝟑 𝑵
𝑟 0.4
𝑣 𝑣2 (3.77)2
𝑇2 = 𝑚 ቆ − 𝑔ቇ = 0.1 ቈ − 9.81቉ = 𝟐. 𝟓𝟕 𝑵
𝑟 0.4
𝑊

𝐹𝑖𝑛𝑑: 𝑇1 , 𝑇2

3. A conical pendulum consists of a 200-gram ball at the end of a string 40 cm long which is
making 10° with the vertical. Calculate the speed of the ball and the tension in the string.
𝐺𝑖𝑣𝑒𝑛: 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑣,
𝑣 = ඥ𝑟𝑔 tan 𝜃
𝑣 = ඥ(0.4)(sin 10°)(9.81) tan 10° = 𝟎. 𝟑𝟓 𝒎/𝒔

𝜃 = 10° 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑇,

𝑇𝑦 = 𝑊
𝐿 = 0.4 𝑚
𝑇 𝑇𝑐𝑜𝑠 𝜃 = 𝑚𝑔
𝑇𝑦 𝑚𝑔 (0.2)(9.81)
𝜃 𝑇= = = 𝟐𝑵
cos 𝜃 cos 10°
𝑇𝑥 𝑟 = 𝐿𝑠𝑖𝑛 𝜃
𝐶. 𝐹.

𝑊 = 𝑚𝑔

𝐹𝑖𝑛𝑑: 𝑣, 𝑇

4. A curve along the highway is to be banked for traffic expected to move at 80 km/h.
Determine the angle of banking if the radius of the curve is 100 m.

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𝐺𝑖𝑣𝑒𝑛: 𝑁 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
𝑣 = 80 𝑘𝑝ℎ 𝑁 cos 𝜃 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝜃,
𝑣2
𝐶. 𝐹. 𝑁 sin 𝜃 tan 𝜃 =
𝑟𝑔
𝑘𝑚 1000 𝑚 1ℎ
𝑣 = 80 𝑥 𝑥 = 22.22 𝑚/𝑠
𝑊 = 𝑚𝑔 ℎ 1 𝑘𝑚 3600 𝑠
(22.22)2
tan 𝜃 =
𝜃 (100)(9.81)
𝑟 = 100 𝑚
𝐹𝑖𝑛𝑑: 𝜃 𝜃 = 𝟐𝟔. 𝟕𝟐°

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Solve the following problems.

1. A boy weighing 445 N swings on a 2-m long swing. If his horizontal speed at the lowest
point is 3 m/s, what total force must the ropes holding the swing be able to withstand?
2. A 200-gram ball is whirled around in a horizontal circle at the end of a string 1000 cm
long. What is the highest speed the object can have if the string has a breaking point of 4
N?
3. A 1000-g ball is tied to a string 60 cm long and is whirled in a vertical circle at 1 revolution
per second. If the tension at the highest point is zero, what is the speed of the body at
the highest point?
4. A body is moving along a circular path of radius 2.86 m. If the centripetal force on the
body is three times its weight, find the period of the motion.
5. A curve along the highway is to be designed for cars moving at 100 kilometers per hour.
Find the angle of banking if the radius of the curve is 200 m.

3) Activity 4: What I Know Chart, part 2 (2 mins)

Complete column 3: (What I Learned) of the table in activity 1 based on the content notes from
activity 2. Use your own words. Never copy any terms used in the content notes. Preferably,
complete the table without looking at the concept notes.

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4) Activity 5: Check for Understanding (5 mins)

Student Engagement (SE) Think-Pair-Share
Solve the problem.
1. You are working as a delivery person for a dairy store. In the back of your pick-up truck is a
crate of eggs. The dairy company has run out of bungee cords, so the crate is not tied down.
You have been told to drive carefully because the coefficient of static friction between the crate
and the bed of the truck is 0.6. You are not worried, because you are traveling on a road that
appears perfectly straight. Due to your confidence and inattention, your speed has crept
upward to 45 miles per hour. Suddenly you see a curve ahead with a warning sign saying,
“Danger: unbanked curve with radius of curvature 35 m”. You are 15 m from the beginning of
the curve. What can you do to save the eggs: (a) take the curve at 45 mi/h, (b) brake to a stop
before entering the curve to think about it, or (c) slow down to take the curve at a slower
speed? Discuss these options in your group and determine if there is a best course of action.

5) Activity 6: Assessment for Student Learning

Classroom Assessment Technique (CAT) 3-2-1

Three things you learned:

1.
2.
3.
Two things that you would like to learn more about:
1.
2.
One question you still have:
1.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

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FAQs
1. What are the characteristics of uniform circular motion?

Some of the main features of the uniform circular motion (u.c.m.) are the following:

 The angular velocity is constant (ω = cst)

 The velocity vector is tangent to the trajectory at each point and its direction is the same as the
direction of the motion. This means that the motion has normal acceleration.
 Both, the angular acceleration (α) and tangential acceleration (at) are zero since the speed (the
velocity vector magnitude) is constant.
 There is a period (T), that is the time that the body takes in completing a full rotation. This
means that the characteristics of the motion are the same every T seconds. The expression for
the calculation of the period is T=2π/ω and it is only valid in the case of uniform circular motion
(u.c.m.Mm.
 There is a frequency (f), which is the number of complete rotations per second the body gives.
Its value is the inverse of the period.

KEY TO CORRECTIONS
Solution to SAS 3 Exercises

1. Given:

𝑊 = 445 𝑁

𝑟 =2𝑚 𝑣 = 3 𝑚/𝑠

Find: 𝑇1 , 𝑇2

Solution:

𝑣2 445 (3)2
𝑇1 = 𝑚 ቆ + 𝑔ቇ = ቈ + 9.81቉ = 𝟔𝟒𝟗. 𝟏𝟑 𝑵 𝑪𝒕𝒉𝒆 𝒓𝒐𝒑𝒆 𝒄𝒂𝒏 𝒉𝒐𝒍𝒅)
𝑟 9.81 2

𝑣2 445 (3)2
𝑇2 = 𝑚 ቆ − 𝑔ቇ = ቈ − 9.81቉ = − 𝟐𝟒𝟎. 𝟖𝟕 𝑵
𝑟 9.81 2

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2. Given:
𝑚 = 200 𝑔 = 0.2 𝑘𝑔 𝐶𝐹 = 4 𝑁

𝑟 = 1000 𝑐𝑚 = 10 𝑚

Find: 𝑣

Solution:

𝑚𝑣 2
𝐶𝐹 =
𝑟

𝑟 𝐶𝐹 10(4)
𝑣=ඨ =ඨ = 𝟏𝟒. 𝟏𝟒 𝒎/𝒔
𝑚 0.2

3.

Given:
𝑚 = 1000 𝑔 𝑇2 = 0

𝑟 = 60 𝑐𝑚

Find: 𝑣
Solution:
𝑣2 𝑣2
𝑇2 = 𝑚 ( − 𝑔) = 1000 ቂ − 981ቃ = 0
𝑟 60

1000𝑣 2 = 60 (1000)(981)

𝑣 = ඥ60(981) = 𝟐𝟒𝟐. 𝟔𝟏 𝒄𝒎/𝒔

4.

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Given: 2𝜋(2.86)
𝑡= = 𝟏. 𝟗𝟔 𝒔
𝑟 = 2.86 𝑚 𝐶𝐹 = 3𝑊 9.17

𝑊 = 𝑚𝑔

Find: 𝑡

Solution:
𝑚𝑣 2
𝐶𝐹 =
𝑟

𝑟 𝐶𝐹 2.86(3𝑊)
𝑣=ඨ =ඩ = ඥ2.86(3)(9.81) = 9.17 𝑚/𝑠
𝑚 𝑊
𝑔

𝑠 2𝜋𝑟
𝑣= =
𝑡 𝑡

5.

Given:
𝑘𝑚 1000 𝑚 1ℎ
𝑣 = 100 𝑘𝑝ℎ 𝑣 = 100 𝑥 𝑥 = 27.78 𝑚/𝑠
ℎ 1 𝑘𝑚 3600 𝑠
𝑟 = 200 𝑚

Find: 𝜃
Solution:

𝑣2 (27.78)2
tan 𝜃 = = = 0.3933
𝑟𝑔 200(9.81)

𝜃 = 𝟐𝟏. 𝟒𝟕°

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Lesson title: Newton’s Laws of Motion Materials:

Lesson Objectives Calculator, Paper, and pen
At the end of this lesson, you should be able to:
References:
1. Understand the laws of Newton. College Physics by Giambatista,
2. Apply the second law of Newton in solving motion Richardson, Richardson.
problems. Physics for Scientist and
Engineers with Modern Physics
by Serwey, Jewett.
College Physics by Weber,
Manning, White, Weygand
https://www.physicsclassroom.com/Physic
s-Tutorial/Newton-s-Laws

Ever played billiard or perhaps

bowling? How do you hit the
billiard balls in sequence? How
do you drop the bowling ball to
hit a strike? These are but some
games where you can apply
Newton’s laws of motion skillfully.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
In the previous lesson, we studied the motion of bodies without inquiring what causes changes in
the motion of bodies. We now consider the dynamics of these bodies, where we study the different factors
affecting the motion and the effect of these factors on the motion of bodies.
When a body is at rest, we know from experience that it will remain at rest unless something is
done to change that state. We walk without fear in front of a standing bus because we know that it will
not move suddenly. A heavy box on the floor will not move unless it is pushed or pulled. We must exert
force upon it to change its position, that is to give it an acceleration.

2) Activity 1: What I Know Chart, part 1 (3 mins)

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What I Know Questions: What I Learned (Activity 4)

1 What is the difference between

mass and weight of a body?

2 What causes bodies to move

from one place to another?

3 What makes an object slide down

an incline plane even without
applying force to it?

B. MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Newton’s Laws of Motion
Newton’s First Law of Motion

A body at rest, remains at rest, and a body in

motion continues to move with constant speed in a
straight line, unless acted upon by a net external
force. This is the law of inertia and applies on two
different states, when a body is at rest and when a
body is in motion.

Inertia is the tendency of a body to resist any attempt to change its velocity.

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Newton’s Second Law of Motion

𝑎
The second law states that, whenever 𝑚 𝐹
a net force acts on a body, it produces
an acceleration in the direction of the
resultant force that is directly
proportional to the resultant force and
inversely proportional to the mass of 2𝑎
𝑚 𝐹
the body. 𝐹
𝟏
𝒂 ∝ 𝑭 𝒂𝒏𝒅 𝒂 ∝
𝒎
1
𝑚 𝑎
𝑭 2
𝒂∝
𝒎 𝑚 𝐹
𝑭 = 𝒌𝒎𝒂

where k=1, proportionality constant

Mass (m) is that property of an object that specifies how much resistance an object exhibits to
changes in its velocity and SI unit is kg (MKS0, g (CGS) and slug in U.S. customary system.
The SI (MKS) unit of force is the newton (N). A force of 1 N is the force that, when acting on an object
of mass 1 kg, produces an acceleration of 1 m/s2.
𝟏 𝑵 = 𝟏 𝒌𝒈 ∙ 𝒎/𝒔𝟐
The SI (CGS) unit of force is the dyne. A force of 1 dyne is the force that, when acting on an object of
mass 1 g, produces an acceleration of 1 cm/s2.
𝟏 𝒅𝒚𝒏𝒆 = 𝟏 𝒈 ⋅ 𝒄𝒎/𝒔𝟐
In the U.S. customary system, the unit of force is the pound (lb). A force of 1 lb is the force that,
when acting on an object of mass 1 slug mass, produces an acceleration of 1 ft/s2.
𝟏 𝒍𝒃 = 𝟏 𝒔𝒍𝒖𝒈 ⋅ 𝒇𝒕/𝒔𝟐
Consistent Units for Equation 𝑭 = 𝒎𝒂

Force Mass Acceleration

Newton Kilogram Meter/square second
Dyne Gram Centimeter/square second
Pound Slug Feet/square second
Poundal Pound Feet/square second

The weight (𝑾)of a body at any point in space may be defined as the resultant gravitational force
acting on a body due to all other bodies in space.
𝑊 = 𝑚𝑔
𝑚 𝑐𝑚
𝑤ℎ𝑒𝑟𝑒 𝑔 = [9.81 2 , 981 2 , 32.2 𝑓𝑡/𝑠 2 ]
𝑠 𝑠

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Newton’s Third Law of Motion

For every force that acts on

one body there is a second
force equal in magnitude but
opposite in direction that acts
upon another body.

Example Problems
1. A 50-kg box rests at the top of a smooth plane whose length is 2.00 m and whose height is
0.50 m. How long will it take for the box to slide down to the bottom of the plane after it is
released?

𝐺𝑖𝑣𝑒𝑛: 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:

ሾΣ𝐹𝑥 = 𝐹ሿ
𝑣0 = 0 𝑊 = 𝑚𝑔
𝜃 𝐹 = 𝑊𝑠𝑖𝑛 𝜃 = 𝑚𝑔𝑠𝑖𝑛 𝜃
𝑦 0.5
𝑥 sin 𝜃 = = 0.25
2
𝐹 𝐹 = ሺ50ሻሺ9.81ሻሺ0.25ሻ = 122.625
𝑠 = 2𝑚 ሾF = 𝑚𝑎ሿ
𝑁 0.5 𝑚 𝐹 122.265
𝑎= = = 2.45 𝑚/𝑠 2
𝜃 𝑚 50
1
൤s = 𝑣0 𝑡 + 𝑎𝑡 2 ൨
2
𝐹𝑖𝑛𝑑: 𝑡
2𝑠 2ሺ2ሻ
𝑡=ඨ =ඨ = 𝟏. 𝟐𝟖 𝒔
𝑎 2.45

2. A 5-kg box lies on a smooth tabletop. A horizontal 𝐺𝑖𝑣𝑒𝑛: 𝑊1 = 𝑚1 𝑔

cord connected to the box is passed over a 𝑎
frictionless pulley at the edge of the table, and a box
of mass 8-kg is hung from the other end of the cord 5 𝑘𝑔 𝑇
as shown in the figure. Determine the tension in the
cord and the acceleration of the boxes when the 𝑎
system is released. 𝑁 𝑇

8 𝑘𝑔

𝐹𝑖𝑛𝑑: 𝑎, 𝑇 𝑊2 = 𝑚2 𝑔

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𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
𝐶𝑜𝑛𝑠𝑖𝑑𝑒𝑟 5 − 𝑘𝑔 𝑏𝑜𝑥,
𝑎
𝑇 = 𝐹 = 𝑚1 𝑎
5 𝑘𝑔 𝑇 𝑇 = 5𝑎 → ①

𝐶𝑜𝑛𝑠𝑖𝑑𝑒𝑟 8 − 𝑘𝑔 𝑏𝑜𝑥,
𝑊2 − 𝑇 = 𝑚2 𝑎
𝑇
8ሺ9.81ሻ − 𝑇 = 8𝑎
8 𝑘𝑔 𝑎 78.48 − 𝑇 = 8𝑎 → ②

𝑊2

𝐴𝑑𝑑 ① 𝑎𝑛𝑑 ②,
78.48 = 13𝑎 𝑎 = 𝟔. 𝟎𝟒 𝒎/𝒔𝟐
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑇,
𝑇 = 5ሺ6.04ሻ = 𝟑𝟎. 𝟐 𝑵

3. A 2-kg box is pulled up along an inclined plane by a force of 15 N, the force being parallel to
the plane which makes an angle of 30° with the horizontal. If the box starts from rest, how far
did it go during the first 5 seconds?

𝐺𝑖𝑣𝑒𝑛: 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
𝑡 =5𝑠 ሾΣ𝐹𝑥 = 𝐹ሿ
𝑇 − 𝑊𝑠𝑖𝑛 𝜃 = 𝑚𝑎
15 − 2ሺ9.81ሻ𝑠𝑖𝑛 30° = 2𝑎
𝑣0 = 0 𝑠
𝑎 = 2.6 𝑚/𝑠 2
𝑊 = 𝑚𝑔 𝑇 1
𝜃 ൤s = 𝑣0 𝑡 + 𝑎𝑡 2 ൨
2
1
𝜃 = 30° 𝑠 = ሺ2.6ሻሺ5ሻ2 = 𝟑𝟐. 𝟓 𝒎
𝑊𝑠𝑖𝑛𝜃 2
𝑁
𝐹𝑖𝑛𝑑: 𝑠

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2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)
Exercise Problems
Solve the following problems.
1. A 100-lb block slides down a frictionless inclined plane at an angle of 60° with the horizontal.
Determine the accelerating force, the time required to travel the first 20 ft and the time required
to travel the next 20 ft.
2. A 100-lb body is attached to a rope and is pulled upward with a force of 150 lb. What is the
upward acceleration of the body?
3. A 12-kg block is acted upon by two forces that are in opposite direction, one a 540 N and the
other of 1260 N. Determine the acceleration produced. How is the direction of the acceleration
related to the forces?
4. A 3.5-kg block rest on a horizontal tabletop. A cord is attached to this block, the cord passing
over a pulley at the edge of the table. At the end of the cord is hung another block weighing 5
N. Determine the tension in the cord and the distance the blocks moved after 2 seconds.

3) Activity 4: What I Know Chart, part 2 (2 mins)

Complete column 3: (What I Learned) of the table in activity 1 based on the content notes from activity
2. Use your own words. Never copy any terms used in the content notes. Preferably, complete the table
without looking at the concept notes.

4) Activity 5: Check for Understanding (5 mins)

Student Engagement (SE) Think-Pair-Share
Solve the problem.
1. You are working as an expert witness for the defense of a container ship captain whose
ship ran into a reef surrounding an island. The captain is being charged with intentionally
running the ship into the reef. In discovery, the following information is correct: The ship
was traveling at 2.5 m/s toward the reef when a mechanical failure caused the rudder to
jam in the straight-ahead position. At that point in time, the ship was 900 m from the
reef. The wind was blowing directly toward the reef and exerting a constant force of 9.00
x 103 N on the boat in a direction toward the reef. The mass of the ship and its cargo was
5.50 x 107 kg. During the preparation for the trial, the captain claims that without control
of the direction of travel, the only choice he had was to put the engines in reverse at
maximum power, such that the total force exerted by the frictional drag force of the
water on the propeller was 1.25 x 105 N in a direction away from the reef. From this
information, construct a convincing argument that nothing the captain could do in this
situation could have prevented the ship from striking the reef.

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5) Activity 6: Assessment for Student Learning

Classroom Assessment Technique (CAT) 3-2-1

Three things you learned:

1.
2.
3.
Two things that you would like to learn more about:
1.
2.
One question you still have:
1.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

FAQs
1. What are Newton’s laws of motion all about?
The relationship between an object's motion and the forces acting on it is implied by Newton's laws
of motion. We learn from the first rule that an object cannot change its motion until a force is applied
to it. The force on an object is equal to its mass times its acceleration, according to the second law.
Finally, the third law states that there is an equal and opposite reaction to any action.

KEY TO CORRECTIONS

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Solution to SAS 4 Exercises

1.

Given: See figure 𝑊 = 100 𝑙𝑏 𝐹

Find: 𝐹, 𝑡20 , 𝑡40 𝑊𝑠𝑖𝑛 60°

Solution:
Solve for 𝐹,

𝐹 = 𝑊 sin 60° = 100 sin 60° = 𝟖𝟔. 𝟔𝟎 𝒍𝒃 20 𝑓𝑡

Solve for 𝑎,

𝐹 = 𝑚𝑎 20 𝑓𝑡

86.60
𝑎= = 𝟐𝟕. 𝟖𝟗 𝒇𝒕/𝒔𝟐
100/32.2

Solve for 𝑡20 ,

1 60°
𝑠 = 𝑣0 𝑡 + 𝑎𝑡 2
2
1
20 = 0 + ሺ27.89ሻ𝑡20 2
2
𝑡20 = 𝟏. 𝟐𝟎 𝒔

Solve for 𝑣1 ,

𝑣1 − 𝑣0 = 𝑎𝑡

𝑣1 = ሺ27.89ሻሺ1.20ሻ = 33.47 𝑓𝑡/𝑠

Solve for 𝑡40 ,

1
𝑠 = 33.47𝑡40 + ሺ27.89ሻ𝑡40 2 𝑡40 = 𝟎. 𝟓𝟎 𝒔
2

2.

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Given: see figure

𝑇 = 150 𝑙𝑏
Find: 𝑎

Solution:

𝐹 = 𝑚𝑎

𝑇 − 𝑊 = 𝑚𝑎
100
150 − 100 = ൬ ൰𝑎
32.2
𝑊 = 100 𝑙𝑏
𝟐
𝑎 = 𝟏𝟔. 𝟏 𝒇𝒕/𝒔

3.

Given: see figure

𝑊 = 𝑚𝑔

𝑃 = 540 𝑁 𝑇 = 1260 𝑁

𝑚 = 12 𝑘𝑔
Find: 𝑎
Solution:

𝑇 − 𝑃 = 𝑚𝑎
1260 − 540 = 12𝑎

𝑎 = 𝟔𝟎 𝒎/𝒔𝟐

4.

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Given: see figure 𝑚2 = 3.5 𝑘𝑔 𝑎

𝑇 𝑇
𝑊2

Find: 𝑇 𝑇
𝑎
𝑇

Solution: 𝑊1 = 50 𝑁

Consider 𝑊1 ,

𝑊1 − 𝑇 = 𝑚1 𝑎 ① + ②,

50 − 𝑇 = 5.10𝑎 → ① 50 − 𝑇 = 5.10𝑎 → ①

Consider 𝑊2 , 𝑇 − 34.33 = 3.5𝑎 → ②

𝑇 − 𝑊2 = 𝑚2 𝑎 15.67 = 8.6𝑎

𝑇 − 3.5ሺ9.81ሻ = 3.5𝑎 𝑎 = 1.82 𝑚/𝑠 2

𝑇 − 34.33 = 3.5𝑎 → ② Solve for 𝑇,

𝑇 = 𝟒𝟎. 𝟕𝟐 𝑵

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Lesson title: Friction Materials:

Lesson Objectives Calculator, Paper, and pen
At the end of this lesson, you should be able to:
References:
1. Understand the concept of friction. College Physics by Giambatista,
2. Differentiate static friction from kinetic friction. Richardson, Richardson.
3. Apply friction in the analysis of motion of bodies. Physics for Scientist and
Engineers with Modern Physics
by Serwey, Jewett.
College Physics by Weber,
Manning, White, Weygand
https://www.britannica.com/science/frictio
n

You are standing inside the

bus. When the bus accelerates
and suddenly stops, what
happens to your body? Which is
easier, pushing a box or pushing
a cart with the box on it? These
are some questions that may
enlighten you after the next
lesson.

A.
LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
In the previous lessons, we have idealized problems encountered without applying frictional
forces. Friction is always present in almost all mechanical systems and friction is quantitatively
considered.
Friction is necessary when a vehicle is being started, is moving, or is being brought to a stop.
Friction is needed to drive pulleys or fan belts of engines. It would be exceedingly difficult to walk in a
slippery surface or surfaces with little resistance to frictional force. Though friction is desirable for some
cases, it is also undesirable on some instances- friction causes wear and tear in moving parts of machines
producing undesirable heat. To minimize these effects, lubricants, ball bearings, wheels, rollers are used
to minimize the effect of friction.

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2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1 Why is it hard to push a heavy

box on a rough surface?

2 Why does the soles of your

shoes wear out gradually?

3 What is the role of friction in

designing speed of vehicles?

B. MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Friction
Whenever an object moves while in contact with another object, frictional forces oppose the
relative motion. These forces are caused by the adhesion of one surface to the other and by the
interlocking of the irregularities of the rubbing surfaces.
𝑾 = 𝒎𝒈

𝑭 𝑨

𝑭𝒇
𝒄𝒐𝒏𝒕𝒂𝒄𝒕 𝒔𝒖𝒓𝒇𝒂𝒄𝒆
𝑩
𝑵

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Static Friction
Before the block starts to move when a force F is applied as shown in the figure above, there is
a frictional force acting no matter how small the applied force is. This frictional force, known as static
friction, is exactly equal to the applied force if the block is still at rest. The coefficient of static friction is
𝐹𝑠
𝜇𝑠 =
𝑁
Kinetic Friction
When the body is already moving, the frictional force acting when the motion is uniform is less
than that at the instant the body is starting to move. This is the kinetic friction. The coefficient of kinetic
friction is
𝐹𝑘
𝜇𝑘 =
𝑁

Example Problems

1. A 5-kg box is pulled with a uniform velocity along a horizontal surface by means of a rope
which makes an angle of 30° above the horizontal. Determine the tension in the rope if the
coefficient of kinetic friction between the box and the surface is 0.15.

𝐺𝑖𝑣𝑒𝑛: 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
𝑊 = 𝑚𝑔
ሾΣ𝐹𝑥 = 0ሿ
𝐹𝑘 = 𝑇𝑥 = 𝑇𝑐𝑜𝑠 30° → ①
𝑇𝑦 = 𝑇𝑠𝑖𝑛 30°
𝑻
ൣΣ𝐹𝑦 = 0൧
𝜃 = 30°
𝑇𝑥 = 𝑇𝑐𝑜𝑠 30° 𝑊 = 𝑁 + 𝑇𝑦
𝑁 = 𝑚𝑔 − 𝑇𝑠𝑖𝑛 30°
𝐹𝑘 = 𝜇𝑘 𝑁 𝑁 = ሺ5ሻሺ9.81ሻ − 𝑇𝑠𝑖𝑛 30°
𝑁 = 49.05 − 𝑇𝑠𝑖𝑛 30° → ②
𝑁 𝜇𝑘 = 0.15
𝑆𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 ① 𝑎𝑛𝑑 ② 𝑖𝑛 𝐹𝑘 = 𝜇𝑘 𝑁,
𝐹𝑖𝑛𝑑: 𝑇
𝑇𝑐𝑜𝑠 30° = ሺ0.15ሻሺ49.05 − 𝑇𝑠𝑖𝑛 30°ሻ
7.3575
𝑇= = 𝟕. 𝟖𝟐 𝑵
cos 30° + 0.15 sin 30°

2. You want to push a 65-kg box up a 25° ramp. The coefficient of kinetic friction between the
ramp and the box is 0.30. With what magnitude force parallel to the ramp should you push on
the box so that it moves up the ramp at a constant speed?

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𝐺𝑖𝑣𝑒𝑛: 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
ሾΣ𝐹𝑥 = 𝑚𝑎ሿ

𝑊𝑐𝑜𝑠 25° 𝑊 = 𝑚𝑔 𝑃 − 𝑊𝑠𝑖𝑛 25° − 𝐹𝑘 = 𝑚𝑎

𝑆𝑖𝑛𝑐𝑒 𝑣 = 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡, 𝑎 = 0
𝜃 𝜇𝑘 = 0.30
𝑊𝑠𝑖𝑛 25° 𝑃 = 𝑊𝑠𝑖𝑛 25° + 𝐹𝑘 → ①
𝐹𝑘 = 𝜇𝑘 𝑁 ൣΣ𝐹𝑦 = 0൧
𝜃 = 25° 𝑁 = 𝑊𝑐𝑜𝑠 25° → ②
𝑷
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑃,
𝑁
𝑃 = ሺ65ሻሺ9.81ሻ sin 25° + ሺ0.3ሻሺ65ሻሺ9.81ሻ cos 25°
𝐹𝑖𝑛𝑑: 𝑃 𝑃 = 𝟒𝟒𝟐. 𝟖𝟓 𝑵

3. A block starts from rest at the top of a plane 10 m long and inclined at 30° with the horizontal.
If the coefficient of kinetic friction is 0.20, determine the velocity of the block as it reaches the
bottom of the plane.

𝐺𝑖𝑣𝑒𝑛: 𝑊𝑐𝑜𝑠 30° 𝑊 = 𝑚𝑔 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:

𝜃 ሾΣ𝐹𝑥 = 𝑚𝑎ሿ
𝑊𝑠𝑖𝑛 30°
𝑣0 = 0
𝑊𝑠𝑖𝑛 30° − 𝐹𝑘 = 𝑚𝑎 → ①
ൣΣ𝐹𝑦 = 0൧
𝑁 = 𝑊𝑐𝑜𝑠30° → ②
𝒗𝟏 =? 𝐹𝑘 = 𝜇𝑘 𝑁 𝑁
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑎,
𝜇𝑘 = 0.20 𝑚𝑔𝑠𝑖𝑛 30° − 0.20𝑚𝑔𝑐𝑜𝑠 30° = 𝑚𝑎
𝜃 = 30° ሺ9.81ሻ𝑠𝑖𝑛 30° − 0.20ሺ9.81ሻ𝑐𝑜𝑠 30° = 𝑎
𝑎 = 3.20 𝑚/𝑠 2

𝐹𝑖𝑛𝑑: 𝑣1 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑣1 ,

ሾ2as = 𝑣1 2 − 𝑣0 2 ሿ
𝑣1 = ξ2𝑎𝑠 = ඥ2ሺ3.2ሻሺ10ሻ = 𝟖 𝒎/𝒔

4. A car drives around a curve with radius 410 m at a speed of 32 m/s. The road is banked at 5°.
The mass of the car is 1400 kg. What is the frictional force on the car and at what speed could
you drive around this curve so that the force of friction is zero?

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𝐺𝑖𝑣𝑒𝑛: 𝑊 = 𝑚𝑔 𝑊𝑐𝑜𝑠 𝜃 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:

ሾΣ𝐹𝑥 = 0ሿ
𝐶. 𝐹. = 𝑊𝑠𝑖𝑛 5° + 𝐹𝑓
𝑾𝒔𝒊𝒏 𝜽
𝐶. 𝐹. 𝑚𝑣 2
= 𝑚𝑔𝑠𝑖𝑛 5° + 𝐹𝑓
𝑭𝒇 𝑟
𝑚𝑣 2
𝐹𝑓 = − 𝑚𝑔𝑠𝑖𝑛 5°
𝑟
𝑁
𝜃 = 5° ሺ1400ሻሺ32ሻ2
𝐹𝑓 = − ሺ1400ሻሺ9.81ሻ𝑠𝑖𝑛 5°
410
𝐹𝑖𝑛𝑑: 𝐹𝑓 , 𝑣 𝐹𝑓 = 𝟐𝟑𝟎𝟎 𝑵
𝑤ℎ𝑒𝑛 𝐹𝑓 = 0, 𝑣 𝑖𝑠,
Type𝑚𝑣
equation
2 here.
= 𝑚𝑔𝑠𝑖𝑛 5°
𝑟

𝑣 = ඥ𝑟𝑔𝑠𝑖𝑛 5° = ඥሺ410ሻሺ9.81ሻ sin 5° = 𝟏𝟖. 𝟕𝟐 𝒎/𝒔

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)
Solve the following problems.
1. A block slides from rest from the top of an inclined plane 8 m long which is inclined 35° with
the horizontal. If the coefficient of kinetic friction is 0.20, determine how long it will take the
block to reach the bottom of the plane.
2. If the coefficient of friction between vehicles and the road is 0.4 and the radius of curvature of
a circular curve of the road is 30 m. What is the maximum speed allowable if there is no
banking?
3. A curve in a highway has a radius of curvature of 120 m and is banked at 3°. On a day when
the road is icy, what is the safest speed to go around the curve?
4. The figure shows two boxes connected by a frictionless
pulley, m1 = 10 kg, m2 = 5 kg, 𝜃 = 60°, and the coefficient
of friction between the inclined plane and box m1 is 0.10.
When the system is in motion after being released from
rest, what is the tension in the string and the acceleration
of the system?

𝑚2
𝑚1

𝜃 = 60°

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3) Activity 4: What I Know Chart, part 2 (2 mins)

Complete column 3: (What I Learned) of the table in activity 1 based on the content notes from
activity 2. Use your own words. Never copy any terms used in the content notes. Preferably,
complete the table without looking at the concept notes.

4) Activity 5: Check for Understanding (5 mins)

Student Engagement (SE) Think-Pair-Share
Solve the problem.
1. You are working as a letter sorter in the Post Office. Postal regulations require that
employees’ footwear must have a minimum coefficient of static friction of 0.5 on a
specified tile surface. You are wearing athletic shoes for which you do not know the
coefficient of static friction. To determine the coefficient, you imagine that there is an
emergency and start running across the room. You have a co-worker time you, and find
that you can begin at rest and move 4.23 m in 1.20 s. If you try to move faster than this,
your feet slip. Assuming your acceleration is constant, does your footwear qualify for the
postal regulation?

5) Activity 6: Assessment for Student Learning

Classroom Assessment Technique (CAT) 3-2-1

Three things you learned:

1.
2.
3.
Two things that you would like to learn more about:
1.
2.
One question you still have:
1.

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C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

FAQs
1. Who discovered friction?
It was Leonardo da Vinci.
Leonardo da Vinci was the first person to systematically research friction about 500 years ago. Many
engineers still use Da Vinci's key finding today: friction is proportional to normal force.

KEY TO CORRECTIONS 𝑊
Solution to SAS 5 Exercises
𝑊𝑐𝑜𝑠 35° 𝑊𝑠𝑖𝑛 35°
1. Given: See figure
𝑣0 = 0
Find: 𝑡

Solution: 𝑁
𝐹𝑓
Solve for 𝑎, 𝑠=8𝑚
𝜇 = 0.20
𝐹 = 𝑚𝑎

35°
𝐹𝑓 = 𝜇𝑁 = 0.20 𝑊 cos 35°

𝑊
𝑊𝑠𝑖𝑛 35° − 0.20 𝑊 cos 35° = 𝑎
𝑔
𝑎
𝑠𝑖𝑛 35° −=0.20
𝑚𝑎 cos 35° = 9.81

𝑎 = 4 𝑚/𝑠 2= 𝑚𝑎

Solve for 𝑡,
1
𝑠 = 𝑣0 𝑡 + 𝑎𝑡 2
2
1
8 = 0 + ሺ4ሻ𝑡 2
2
2.
𝑡 = 𝟐𝒔

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Given: see figure 𝑊 = 𝑚𝑔

𝑟 = 30 𝑚 𝐶𝐹
Find: 𝑣𝑚𝑎𝑥

Solution:
𝜇 = 0.4 𝐹𝑓
𝑚𝑣 2
𝐶𝐹 =
𝑟
𝐹𝑓 = 𝜇𝑁
𝑚𝑣 2
𝐶𝐹 − 𝐹𝑓 = 0 = 𝜇𝑁
𝑟
𝐶𝐹 = 𝐹𝑓 𝑚𝑣 2
= 0.4𝑚𝑔
30

𝑣𝑚𝑎𝑥 = ඥ0.4ሺ30ሻሺ9.81ሻ = 𝟏𝟎. 𝟖𝟓 𝒎/𝒔𝟐

3.

Given: see figure 𝑊𝑐𝑜𝑠 3°

𝑊 = 𝑚𝑔
𝑟 = 120 𝑚
𝑊𝑠𝑖𝑛 3°

𝐶𝐹
Find: 𝑎
Solution:

3°
𝑚𝑣 2
𝐶𝐹 =
𝑟

𝐶𝐹 = 𝑊𝑠𝑖𝑛 3° 𝑣2
= 𝑔𝑠𝑖𝑛 3°
𝑟
𝑚𝑣 2
= 𝑊𝑠𝑖𝑛 3°
𝑟 𝑣 = ඥሺ120ሻ sin 3° ሺ9.81ሻ = 𝟕. 𝟖𝟓 𝒎/𝒔𝟐
𝑚𝑣 2
= 𝑚𝑔𝑠𝑖𝑛 3°
𝑟

4.

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Given: see figure

𝑎 𝑇
𝑇

Find: 𝑇 𝑊1 𝑇 𝑎
𝑇
𝑊1 cos 60° 𝑊1 sin 60°
𝑚2 = 5 𝑘𝑔

𝑚1 = 10 𝑘𝑔 𝑁
𝐹𝑓
𝜇 = 0.10
𝑊2
60°
Solution:

Consider 𝑚1 ,

𝑊1 sin 60° − 𝑇 − 𝐹𝑓 = 𝑚1 𝑎 ① + ②,

84.96 − 𝑇 − 4.91 = 10𝑎 → ① 80.05 − 𝑇 = 10𝑎 → ①

𝑇 − 49.05 = 5𝑎 → ②
Consider 𝑚2 ,
31 = 15𝑎
𝑇 − 𝑊2 = 𝑚2 𝑎
𝑎 = 2.07 𝑚/𝑠 2
𝑇 − 49.05 = 5𝑎 → ②

Solve for 𝑇,

𝑇 = 𝟓𝟗. 𝟑𝟓 𝑵

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Lesson title: Work and Energy Materials:

Lesson Objectives: Calculator, Paper, and pen
At the end of this lesson, you should be able to:
References:
1. 1. Define work and energy. College Physics by Giambatista,
2. 2. Differentiate Potential and Kinetic Energy. Richardson, Richardson.
3. Calculate the power generated in performing work on an Physics for Scientist and
object. Engineers with Modern Physics
by Serwey, Jewett.
College Physics by Weber,
Manning, White, Weygand
https://www.physicsclassroom.com/class/e
nergy

\ Raise your palm, ask your classmates to put their

physics books on your palm. Your palm is up in front of you,
and it is tough to hold three books. Slowly, your arm gets
tired, the books feel heavier and heavier, and you finally
must stop to let your arm rest. Even though you put forth a
lot of effort to hold the books up, did you do any work on the
books? Nope. The books didn’t move. No work was done if
no movement happened. If you lifted the books again after
your arm rested, that would be work. Learn why in the next
lesson.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
In this lesson, we are going to investigate a quantity that is very different from the previous
lessons. Previously, we learned changes, velocity is change in position and acceleration is change in
velocity. Force is the cause of changes in motion. In this lesson, we will be dealing with a quantity, energy,
that is conserved. That is, the total energy in an isolated system does not change during any process
that occurs in the system. Or if the total energy in a system does change, for example, if it increases, we
find that the energy of the surroundings of the system decreases by the same amount! Therefore, the
energy of the entire Universe is fixed; it always has the same value!

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2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1 When you ride on an escalator,

did you apply work?

2 Did you do some work raising a

barbell?

3 Why is the power in the U.S.

customary unit expressed in
horsepower?

B. MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Work
Work (𝓦)is the product of force and the 𝐹
displacement in the direction of the force.

𝒲 = 𝐹𝑠 cos 𝜃 𝜃
𝐹𝑐𝑜𝑠 𝜃

Energy
Energy is that property of a body or physical system of bodies by virtue of which work can be done.

Units
The SI (MKS) unit for work is the newton-meter (𝑁 ∙ 𝑚) or joule (𝐽). Thus, 1 joule is the work done by a
force of 1 newton through 1 meter. The SI (CGS) unit for work is the dyne-centimeter or erg, 1 erg is the
work done by a force of 1 dyne through 1 centimeter. The U.S. customary unit for work is the foot-pound
(𝑓𝑡 ∙ 𝑙𝑏) which is the work done by a force of 1 pound through 1 foot.

1 𝑁 = 105 𝑑𝑦𝑛𝑒𝑠 1 𝐽 = 0.738 𝑓𝑡 ∙ 𝑙𝑏

1 𝑚 = 100 𝑐𝑚 1 𝑚 = 3.281 𝑓𝑡
1 𝑗𝑜𝑢𝑙𝑒 = 107 𝑒𝑟𝑔𝑠 1 𝑁 = 0.2248 𝑙𝑏

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Potential Energy
Potential energy (𝑷𝑬) is energy of position or configuration.
𝑃𝐸 = 𝑚𝑔ℎ
Kinetic Energy
Kinetic energy (𝑲𝑬) is the energy in motion.
1
𝐾𝐸 = 𝑚𝑣 2
2

Conservation of Energy
Energy can neither be created nor destroyed, it is only transformed.

Power
Power (𝓟) is the rate of doing work.
𝒲
𝒫=
𝑡
Units
The SI (MKS) unit of power is joule per second (𝐽/𝑠).
𝐽
1 = 1 𝑤𝑎𝑡𝑡 (𝑊)
𝑠
1 𝐽 = 1 𝑤𝑎𝑡𝑡 ∙ 𝑠
1 𝑘𝑊 = 1000 𝑤𝑎𝑡𝑡𝑠
1 𝑘𝑊 ∙ ℎ = 3.6 𝑥 106 𝑗𝑜𝑢𝑙𝑒𝑠

The SI (CGS) unit of power is the erg per second (𝑒𝑟𝑔/𝑠).

The U.S customary unit of power is the horsepower (𝐻𝑝).

𝑓𝑡 ∙ 𝑙𝑏
1 𝐻𝑝 = 550
𝑠
1𝐻𝑝 = 746 𝑊

Example Problems
1. A force of 200 N making an angle of 30° above the horizontal is applied to an object which
moves across the horizontal surface a distance of 30 m. Find the work done by the force.

𝐺𝑖𝑣𝑒𝑛: 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
𝐹 = 200 𝑁 𝒲 = 𝐹𝑠 cos 𝜃
𝜃 = 30° 𝒲 = (200)(30) cos 30°
𝐹𝑐𝑜𝑠 30°
𝒲 = 𝟓𝟏𝟗𝟔. 𝟏𝟓 𝑱
𝑠 = 30 𝑚
𝐹𝑖𝑛𝑑: 𝒲

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2. A 1-kg box slides from rest down a plane which is 4 m long with its upper end at a height of 2
m from the floor. Determine the frictional force and the work done by friction if the box reaches
the bottom with a velocity of 2 m/s2.

𝐺𝑖𝑣𝑒𝑛: 𝑊𝑐𝑜𝑠 𝜃 𝑊 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:

𝜃
𝑊𝑠𝑖𝑛 𝜃 ሾΣ𝐹𝑥 = 𝑚𝑎ሿ
𝑣0 = 0
𝑊𝑠𝑖𝑛 𝜃 − 𝐹𝑓 = 𝑚𝑎 → ①
𝐹𝑓 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑎,
𝑁
𝑣1 = 2 𝑚/𝑠 4𝑚 2𝑚 ሾ2𝑎𝑠 = 𝑣1 2 − 𝑣0 2 ሿ
( 2) 2
𝜃 𝑎= = 0.5 𝑚/𝑠2
2( 4)
𝑆𝑢𝑏𝑠𝑡. 𝑎 𝑖𝑛 ①,
2
𝐹𝑖𝑛𝑑: 𝐹𝑓 , 𝒲 𝐹𝑓 = (1)(9.81) ൬ ൰ − (1)(0.5) = 𝟒. 𝟒𝟎𝟓 𝑵
4
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝒲,

𝒲 = 𝐹𝑠 = 4.405(4) = 𝟏𝟕. 𝟔𝟐 𝑱

3. A constant force is applied on a block having a mass of 4 kg and changes its velocity from 4
m/s to 8 m/s for a distance of 20 m. Determine the force applied using work energy theorem.

𝐺𝑖𝑣𝑒𝑛: 𝑣1 = 4 𝑚/𝑠 𝑣2 = 8 𝑚/𝑠

𝐹 𝑚 = 4 𝑘𝑔
𝑠 = 20 𝑚

𝐹𝑖𝑛𝑑: 𝐹
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
1
𝑈𝑠𝑖𝑛𝑔 𝑤𝑜𝑟𝑘 − 𝑒𝑛𝑒𝑟𝑔𝑦 𝑡ℎ𝑒𝑜𝑟𝑒𝑚,
2 𝑚(𝑣2 2 − 𝑣1 2 )
𝐹=
ሾ𝒲 = ∆𝐾. 𝐸. ሿ 𝑠
1 1
(4)ሾ(8)2 − (4)2 ሿ
𝐹𝑠 = 𝑚(𝑣2 2 − 𝑣1 2 ) 𝐹=2 = 𝟒. 𝟖 𝑵
2 20

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

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Exercise Problems
Solve the following problems.
1. A metal ball weighing 5 N is thrown vertically upward with a velocity of 39.2 m/s. Calculate its
potential energy, kinetic energy, and the maximum height reached using conservation of
energy principle.
2. A crate weighing 80 N is pulled along a horizontal surface by a force of 15 N which is applied
20° above the horizontal. If the crate started from rest and the coefficient of friction is 0.15,
determine the kinetic energy and the velocity of the crate after it has moved a distance of 10
m.
3. A crate of mass 10.0 kg is pulled up a rough incline with an initial speed of 1.5 m/s the pulling
force is 100 N parallel to the incline, which makes an angle of 20° with the horizontal. The
coefficient of kinetic friction is 0.4, and the crate is pulled 5.0 m. (a) How much work is done
by the gravitational force on the crate? (b) Determine the increase in internal energy of the
crate-incline system owing to friction. (c) How much work is done by the 100-N force on the
crate? (e) What is the speed of the crate after being pulled 5.0 m?

3) Activity 4: What I Know Chart, part 2 (2 mins)

Complete column 3: (What I Learned) of the table in activity 1 based on the content notes from activity
2. Use your own words. Never copy any terms used in the content notes. Preferably, complete the table
without looking at the concept notes.

4) Activity 5: Check for Understanding (5 mins)

Student Engagement (SE) Effective Questioning

How does the ideal mechanical

advantage (IMA) of an inclined plane vary
with the angle 𝜃 of the plane; that is, what
trigonometric function of 𝜃 gives the value
of IMA?

5) Activity 6: Assessment for Student Learning

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Classroom Assessment Technique (CAT) Minute Paper

One-minute Paper

1. What was the most useful or the most

meaningful thing you learned this session?
2. What question(s) do you have as we end this
session?

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

FAQs
1. What are the similarities between work and energy?
Work and energy are closely connected in the sense that when a net force performs work on an
object, the object's kinetic energy changes by a sum equal to the work performed: It's worth noting
that the work in this equation refers to the work performed by the net force rather than an individual
force.

KEY TO CORRECTIONS

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Solution to Exercises:
1.
Given: Solve for 𝐾𝐸,
𝑊 = 5𝑁 1 5
𝐾𝐸 = ൬ ൰ (39.2)2 = 𝟑𝟗𝟏. 𝟔𝟎 𝑱
2 9.81

Solve for 𝑃𝐸,

𝑣0 = 39.2 𝑚/𝑠 𝐾𝐸 = 𝑃𝐸 = 𝟑𝟗𝟏. 𝟔𝟎 𝑱

Find: 𝑃𝐸, 𝐾𝐸, ℎ Solve for ℎ,

Solution: 𝑃𝐸 = 𝑚𝑔ℎ
5
𝑃𝐸 = 𝑚𝑔ℎ 391.60 = ൬ ൰ (9.81)ℎ
9.81
1
𝐾𝐸 = 𝑚𝑣 2 ℎ = 𝟕𝟖. 𝟑𝟐 𝒎
2

2. Given:
𝑊 = 80 𝑁
𝑃𝑠𝑖𝑛 20° 𝑃 = 15 𝑁
𝑣0 = 0
20°
𝑃𝑐𝑜𝑠 20°

𝐹𝑓
𝑁 𝜇 = 0.15
𝑠 = 10 𝑚
Find: 𝐾𝐸, 𝑣1
Solution: Solve for 𝑣1 ,

𝐹 = 𝑚𝑎 𝑣1 2 − 𝑣0 2 = 2𝑎𝑠

Solve for 𝑎, 𝑣1 = ඥ2(0.35)(10) = 2.64 𝑚/𝑠

Solve for 𝐾𝐸,
𝑃𝑐𝑜𝑠 20° − 𝐹𝑓 = 𝑚𝑎
80 1 80
15𝑐𝑜𝑠 20° − 0.15(80 − 15 sin 20°) = ൬ ൰𝑎 𝐾𝐸 = ൬ ൰ (2.64)2 = 𝟐𝟖. 𝟒𝟐 𝑱
9.81 2 9.81
𝑎 = 0.35 𝑚/𝑠 2
3. .

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Given:
𝑊
𝑚 = 10 𝑘𝑔
𝑊𝑐𝑜𝑠 20° 𝑃 = 100 𝑁
𝑊𝑠𝑖𝑛 20°
𝑠 =5𝑚
𝑣0 = 1.5 𝑚/𝑠 𝐹𝑓

ℎ 𝜇 = 0.4
𝑁
20°

Solution:
a) Work done by gravity
𝑃𝐸 = 𝑚𝑔ℎ 𝐹 = 𝑚𝑎 = 10(2.96) = 29.6 𝑁
Solve for ℎ, 𝑊 = 𝐹𝑠 = 29.6(5) = 𝟏𝟒𝟖 𝑱
ℎ
sin 20° = ; ℎ = 1.71 𝑚 c) Work done by 100 N
5
𝑊 = 𝐹𝑠 = 100(5) = 𝟓𝟎𝟎 𝑱
𝑃𝐸 = 10(9.81)(1.71) = 167.75 𝐽
Work done by gravity= −167.75 𝐽 d) 𝑣1

b) Work done owing to friction 𝑣1 2 − 𝑣0 2 = 2𝑎𝑠

𝑃 − 𝑊 sin 20° − 𝐹𝑓 = 𝑚𝑎
𝑣1 = ඥ2(2.96)(5) + (1.5)2 = 𝟓. 𝟔𝟒 𝒎/𝒔
100 − 10(9.81) sin 20° − 0.4(10)(9.81) cos 20° = 10𝑎

𝑎 = 2.96 𝑚/𝑠 2

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Lesson title: Simple Machines Materials:

Lesson Objectives Calculator, Paper, and pen
At the end of this lesson, you should be able to:
References:
1. Calculate the input and output work of a simple machine. College Physics by Giambatista,
2. Determine the actual and ideal mechanical advantage of a Richardson, Richardson.
machine. Physics for Scientist and
3. Compute the efficiency of a simple machine. Engineers with Modern Physics
by Serwey, Jewett.
College Physics by Weber,
Manning, White, Weygand
https://www.britannica.com/technology/si
mple-machine
https://www.facebook.com/ray.amado/vid
eos/10216324723583182/UzpfSTE2MDc
wNzMyNjk6MTAyMjA0NjUxNjk5MzE3
NTM/?notif_id=1594343986851931&noti
f_t=feedback_reaction_generic

What do these complex

machines have in common?
They are all combination of
simple machines! Let us find
out how simple machines work
in this lesson!

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
A machine is a device for applying energy to do work in a way suitable for a given purpose. No machine
create energy. To do work, a machine must receive energy from some source, and the maximum work it
does cannot exceed the energy it receives.

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Most complex machines are combination of two or more simple machines. There are six simple
machines, the wedge, the lever, the pulley, the wheel and axle, the inclined plane, and the screw.

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1 What are some tools you use to

perform work?

2 What is a chain block used for?

3 Why do machines cannot have a

100% efficiency?

B. MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Input Work and Output Work
The input work (𝓦𝒊 ) is the work done on the machine. It is the input force (𝐹𝑖 ) applied on the
machine multiplied by its displacement (𝑠𝑖 ).

The output work (𝓦𝒐 ) is the work done by the machine. It is the output force (𝐹0 ) multiplied by its
corresponding displacement (𝑠𝑜 ).

Actual Mechanical Advantage (𝑨𝑴𝑨)

The actual mechanical advantage (𝑨𝑴𝑨) of machine is the ratio of the output force to the input
force.
𝐹𝑜
𝐴𝑀𝐴 =
𝐹𝑖

Ideal Mechanical Advantage (𝑰𝑴𝑨)

The ideal mechanical advantage (𝑰𝑴𝑨) of a machine is the ratio of the input displacement to the
output displacement.
𝑠𝑖
𝐼𝑀𝐴 =
𝑠𝑜

Efficiency of a Machine
The efficiency (𝑬𝒇𝒇) of a machine is the ratio of the output work to the input work.

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𝐹𝑜
𝐹𝑜 𝑠𝑜 𝐹𝑖
𝐸𝑓𝑓 = = 𝑠
𝐹𝑖 𝑠𝑖 𝑖
𝑠𝑜
𝐴𝑀𝐴
𝐸𝑓𝑓 = 𝑥 100%
𝐼𝑀𝐴

The Simple Machines

Inclined Plane
An inclined plane is consisting of a sloping surface used for raising heavy objects up the incline.
Wedge
A wedge is an object that tapers to a thin edge. By pushing the wedge in a direction creates a force
in sideways, usually made of wood or metal for splitting, lifting, or tightening objects.
Lever
A lever is bar, plank, or board that rests on a support called a fulcrum.
Wheel and Axle
A wheel and axle is composed of a circular frame that revolves on a rod or shaft.
Screw
A screw is usually a circular cylindrical member with a continuous helical rib, used either as a
fastener or as a force and motion modifier.
Pulley
A pulley is a rotary wheel that carries a cord, rope, cable, belt, or a chain on its rim.
Example Problems
1. The pulley system shown in the figure with an IMA of 5, is used to lift a load of 2 kN a

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vertical height of 6 m. If the input force is 600 N, determine the input and output work, the
actual mechanical advantage, and the efficiency of the system.

𝐺𝑖𝑣𝑒𝑛: 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑠𝑖 , 𝒲𝑖 , 𝒲𝑜 ,
𝑠𝑖 𝑠𝑖
𝐼𝑀𝐴 = = 5 = 𝑠𝑖 = 5(6) = 30 𝑚
𝑠𝑜 6
𝒲𝑖 = 𝐹𝑖 𝑠𝑖 = 600(30) = 𝟏𝟖𝟎𝟎𝟎 𝑱

𝒲𝑜 = 𝐹𝑜 𝑠𝑜 = 2000(6) = 𝟏𝟐𝟎𝟎𝟎 𝑱
𝑠𝑖
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝐴𝑀𝐴,
𝐹𝑜 2000 𝟏𝟎
𝐴𝑀𝐴 = = =
𝐹𝑖 600 𝟑
𝐹𝑖 = 600𝑁 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝐸𝑓𝑓,
10
𝐴𝑀𝐴
𝑠𝑜 = 6 𝑚 𝐸𝑓𝑓 = 𝑥 100 = 3 𝑥 100 = 𝟔𝟔. 𝟔𝟕%
𝐼𝑀𝐴 5
𝐹𝑜 = 2 𝑘𝑁

𝐹𝑖𝑛𝑑: 𝒲𝑖 , 𝒲𝑜 , 𝐴𝑀𝐴, 𝐸𝑓𝑓

2. An inclined plane 10 m long has one end 60 cm above the floor. A 1600 N block is pulled
along the plane with a force parallel to the plane. If the coefficient of friction is 0.15, determine
the ideal mechanical advantage, actual mechanical advantage, and the efficiency of the
simple machine.

𝐺𝑖𝑣𝑒𝑛:

𝜃 𝐹𝑜 = 𝑊 = 1600 𝑁
𝐹𝑜 cos 𝜃 𝐹𝑜 sin 𝜃
𝐹𝑖

𝐹𝑓 = 𝜇𝑁 ℎ = 0.6 𝑚
𝜃 𝑥 = 9.98 𝑚
𝑁

𝐹𝑖𝑛𝑑: 𝐼𝑀𝐴, 𝐴𝑀𝐴, 𝐸𝑓𝑓

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 PHY 032: PHYSICS FOR ENGINEERS
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝐼𝑀𝐴,

𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝐹𝑖 , 𝑠𝑖 𝐿 10
𝐼𝑀𝐴 = = = = 𝟏𝟔. 𝟔𝟕
𝐹𝑖 = 𝐹𝑜 sin 𝜃 + 𝐹𝑓 𝑠𝑜 ℎ 0.6
0.6 9.98
𝐹𝑖 = 1600 ൬ ൰ + 0.15(1600) ൬ ൰ 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝐴𝑀𝐴,
10 10
𝐹𝑖 = 𝟑𝟑𝟓. 𝟓𝟐 𝑵 𝐹𝑜 1600
𝐴𝑀𝐴 = = = 𝟒. 𝟕𝟕
𝐹𝑖 335.52
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝐸𝑓𝑓,
𝐴𝑀𝐴 4.77
𝐸𝑓𝑓 = 𝑥 100 = 𝑥 100
𝐼𝑀𝐴 16.67
𝐸𝑓𝑓 = 𝟔𝟔. 𝟔𝟕%

3. A jackscrew has a lever arm of 1 m and a pitch of 0.4 cm. When a load of 32 kN is raised, a
force of 240 N must be applied at the end of the lever arm. Determine the ideal mechanical
advantage, actual mechanical advantage, and the efficiency of the machine.

𝐺𝑖𝑣𝑒𝑛: 𝐹𝑜 = 32000 𝑁 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:

𝐿=1𝑚 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝐼𝑀𝐴,
𝑠𝑖 2𝜋𝐿 2𝜋(1)
𝐼𝑀𝐴 = = = = 𝟏𝟓𝟕𝟎. 𝟖𝟎
𝑠𝑜 𝑝 0.004
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝐴𝑀𝐴,
𝑝 = 0.004 𝑚 𝐹𝑜 32000
𝐹𝑖 = 240 𝑁 𝐴𝑀𝐴 = = = 𝟏𝟑𝟑. 𝟑𝟑
𝐹𝑖 240
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝐸𝑓𝑓,
𝐴𝑀𝐴 133.33
𝐸𝑓𝑓 = 𝑥 100 = 𝑥 100
𝐼𝑀𝐴 1570.80
𝐸𝑓𝑓 = 𝟖. 𝟒𝟗%
𝐹𝑖𝑛𝑑: 𝐼𝑀𝐴, 𝐴𝑀𝐴, 𝐸𝑓𝑓

This document is the property of PHINMA EDUCATION 5

 PHY 032: PHYSICS FOR ENGINEERS
Module #7 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)
Exercise Problems
1. An inclined plane as shown in figure 1 is used to raise an object of mass 30 kg. If the plane is
inclined 5° above the horizontal and the coefficient of friction is 0.20, calculate the ideal
mechanical advantage, actual mechanical advantage, and the efficiency of this machine.
2. The pitch of a jackscrew shown in figure 2 is 0.3 cm and has a lever arm of 60 cm length.
What force at the end of the lever arm will raise a load of 190 kg if the efficiency of the machine
is 12 %?
3. The IMA of the pulley system shown in figure 3 is 4, how far must the applied force move if
the load moves 1 ft? If the load weighs 200 lb and the efficiency of the system is 90 %, what
must be the applied force?
4. A pulley system as shown in figure 4 has an ideal mechanical advantage of 5 and is used to
lift a load of 1000 lb. If the effort moves 10 ft, how far does the load move? If this work was
done in 15 s, what horsepower was developed? If the machine was 80 % efficient, how much
effort would be needed to lift the load?

𝑚 = 30 𝑘𝑔

𝐹𝑖𝑔. 1
𝜃 = 5°

𝐹𝑜 𝐿 = 60 𝑐𝑚

𝑝 = 0.3 𝑐𝑚
𝐹𝑖 𝐹𝑖
𝐹𝑖

𝐹𝑜
𝐹𝑜
𝐹𝑖𝑔. 3
𝐹𝑖𝑔. 2
𝐹𝑖𝑔. 4

3) Activity 4: What I Know Chart, part 2 (2 mins)

Complete column 3: (What I Learned) of the table in activity 1 based on the content notes from activity
2. Use your own words. Never copy any terms used in the content notes. Preferably, complete the table
without looking at the concept notes.

4) Activity 5: Check for Understanding (5 mins)

This document is the property of PHINMA EDUCATION 6

 PHY 032: PHYSICS FOR ENGINEERS
Module #7 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Student Engagement (SE) Think-Pair-Share

Solve the problem.
1. You are using a wheel and axle as a simple machine. You applied a force of 30 lb to the rim
of the wheel so that it can lift a load of 240 lb. The diameters of the wheel and axle are 3
feet and 4 inches, respectively. Determine the efficiency of the machine.

5) Activity 6: Assessment for Student Learning

Classroom Assessment Technique (CAT) 3-2-1

Three things you learned:

1.
2.
3.
Two things that you would like to learn more about:
1.
2.
One question you still have:
1.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

FAQs
1. What are the main types of simple machines?
The inclined plane, lever, wedge, wheel and axle, pulley, and screw are examples of simple machines.
Six simple machines for converting energy into work.

KEY TO CORRECTIONS
Solution to Exercises

This document is the property of PHINMA EDUCATION 7

 PHY 032: PHYSICS FOR ENGINEERS
Module #7 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

1.
Given: See figure 1
Find: 𝐼𝑀𝐴, 𝐴𝑀𝐴. 𝐸𝑓𝑓 Solve for 𝐸𝑓𝑓,
Solution: 𝐴𝑀𝐴
𝐸𝑓𝑓 = (100%)
𝐼𝑀𝐴
Solve for 𝐼𝑀𝐴,
𝑠
𝐼𝑀𝐴 = csc 5° = = 𝟏𝟏. 𝟒𝟕 3.19
ℎ 𝐸𝑓𝑓 = (100%) = 𝟑𝟎. 𝟒𝟑%
11.47
Solve for 𝐴𝑀𝐴,
𝐹𝑜 𝑊
𝐴𝑀𝐴 = =
𝐹𝑖 𝐹𝑖
𝐹𝑖 = 𝑊 sin 5° + 𝐹𝑓
𝐹𝑖 = 30(9.81) sin 5° + 0.20(30)(9.81) cos 5° = 84.29 𝑁
30(9.81)
𝐴𝑀𝐴 = = 𝟑. 𝟒𝟗
84.29

2.
Given: See figure 2

Find: 𝐹𝑖 𝐴𝑀𝐴
𝐸𝑓𝑓 = (100%)
𝐼𝑀𝐴
Solution:
1863.9
𝑠𝑖 2𝜋𝐿 2𝜋(0.6) 𝐹𝑖
𝐼𝑀𝐴 = = = = 1256.64 𝐸𝑓𝑓 = (100%)
𝑠𝑜 𝑝𝑖𝑡𝑐ℎ 0.003 1256.64

𝐹𝑜 190(9.81) 1863.9
𝐴𝑀𝐴 = = = 𝐹𝑖 = 𝟏𝟐. 𝟑𝟔 𝑵
𝐹𝑖 𝐹𝑖 𝐹𝑖

3.

This document is the property of PHINMA EDUCATION 8

 PHY 032: PHYSICS FOR ENGINEERS
Module #7 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Given: See figure 3

𝐴𝑀𝐴
Find: 𝐹𝑖 𝐸𝑓𝑓 = (100%)
𝐼𝑀𝐴
Solution:
𝑠𝑖 𝑠𝑖 200
𝐼𝑀𝐴 = =4= 𝐹
𝑠𝑜 1 𝐸𝑓𝑓 = 𝑖 (100%)
4
𝑠𝑖 = 4 𝑓𝑡
𝐹𝑖 = 𝟓𝟓. 𝟓𝟔 𝒍𝒃
𝐹𝑜 200
𝐴𝑀𝐴 = =
𝐹𝑖 𝐹𝑖

4.
Given: See figure 4
𝒲 2000 𝑓𝑡 − 𝑙𝑏
Find: 𝑠𝑜 , ℎ𝑜𝑟𝑠𝑒𝑝𝑜𝑤𝑒𝑟, 𝐹𝑖 𝒫= = = 133.33
𝑡 15 𝑠
Solution: 𝑓𝑡 − 𝑙𝑏 1 ℎ𝑝
𝒫 = 133.33 𝑥 = 𝟎. 𝟐𝟒 𝒉𝒑
𝑠 𝑓𝑡 − 𝑙𝑏
550 𝑠
𝑠𝑖 10
𝐼𝑀𝐴 = =5=
𝑠𝑜 𝑠0 1000
𝐹𝑖
80 = (100%)
𝑠𝑜 = 𝟐 𝒇𝒕 5

𝐹𝑖 = 𝟐𝟓𝟎 𝒍𝒃
𝑊𝑜 = 𝐹𝑜 𝑠𝑜 = 1000(2) = 2000 𝑓𝑡 − 𝑙𝑏

𝑓𝑡 − 𝑙𝑏
1 ℎ𝑝 = 550
𝑠

This document is the property of PHINMA EDUCATION 9