LESSON TITLE : VECTORS AND SCALARS

Lesson objectives::
At the end of the lessons, you should be able to:
1. Define physics and differentiate its several divisions.
2. Understand and apply measurement of units.
3. Differentiate vector and scalar quantities.
4. Determine the resultant of two or more vector quantities
5. Find the rectangular components of a vector quantity.

CHAPTER 1: INTRODUCTION
PHYSICS is the branch of science that describes matter, energy and
time at the most fundamental level. Whether you are planning to to
study biology, architecture, engineering, medicine, music, chemistry or
art, there are principles of physics that are relevant to your field.
DIVISION OF PHYSICS
1. MECHANICS – is the oldest and the most basic branch of physics.
It deals with such ideas as inertia, motion, force and energy.
2. The subject of HEAT includes the principle of temperature
measurement, that is the effect of temperature on the properties
of materials.
3. The study of SOUND is concerned with vibration and waves and
with their recording transmissions and perception as in music
and speech.
4. OPTICS-is concerned with the nature and propagation of light
including the refraction that occurs when light passes through
lenses.
5. ELECTRICITY AND MAGNETISM- deal with still other aspects of
matter and space in which the key concepts are electric charge
and current.
6. The fascinating portion of physics known as MODERN PHYSICS-
is the interpretation and extension of physics in light of key
events which happen about 1900. The discovery of x-rays,
radioactivity and the electron and the formulation of quantum
theory and the theory of relativity.

MEASUREMENT AND UNITS

MEASUREMENT in simple cases means comparing a thing with a
standard, to see how many times as big it is. It is very important in
giving more precise quantities and qualitative description of the object.
The measurement of a quantity implies that the NUMBER is assigned to
represent magnitude and the UNIT provide the basis for comparing this
quantity with a standard reference.
UNIT – shows the kind of dimensions and magnitude of the quantity.
NUMBER -tells how many times a unit is contain in a measured quantity.
KINDS OF MEASURABLE QUANTITIES
1. FUNDAMENTAL QUANTITIES- mostly these are fundamental
quantities
Ex. Length, mass, time, temperature
2. DERIVED QUANTITIES -other units based on combination of
fundamental units.
CONVERSION FACTORS: (basic)
1 feet = 12 inches 1000m = 1km
1 yard = 3 feet 100 cm = 1m
1 mile = 5280 feet I hr = 3600 secs.
1 inch = 2.54 centimeter 1 inch = 2.54 centimeter
1 meter = 3.28 feet 1 meter = 39.37 inches

VECTORS AND TWO DIMENSIONAL MOTION

1. SCALAR QUANTITY – has only magnitude. Typical scalar
quantities are mass, volume, temperature, energy. Length, speed,
number of students in a class etc., all of which can be added by
ordinary arithmetic.
2. VECTOR QUANTITY -has both magnitude and direction.
Examples: force, velocity, acceleration, weight, momentum,
torque, electric field intensity and displacement. Vectors are
added or combined according to some analytical methods.
A vector quantity can be represented by an arrow drawn to
scale. The length of the arrow is proportional to the MAGNITUDE
of the vector quantity. The direction of the arrow represents the
DIRECTION of the vector quantity.
COMPOSITION OF VECTOR (ADDITION):
Vector composition or addition means the process of finding a
single vector which will produce an effect, the same effect produced by
the given vectors. This single vector is called the RESULTANT (R). The
vector which is opposite to the resultant but of the same magnitude is
called EQUILIBRANT (E).

TWO METHODS OF COMPOSING A VECTOR

1. GRAPHICAL METHOD – drawing the vector to scale.
A. Parallelogram Method
B. The polygon Method
C. The triangle method
2. ANALYTICAL METHOD - used of formulas.
CASES FOR ANALYTICAL:
1. Two vectors are in the same direction. (ADD)
2. Two vectors are opposite with each other. (SUBTRACT)

3. Two vectors are perpendicular to each other. � = �� � + �� � ,�=

�
���−� �
��

4. Two vectors at an angle �.

R by Cosine Law: R= �� � + �� � − ��� ����� ��� − �
� �
� by sine Law : = �����
� �� ���−�

5. When there are two or more vectors acting at a common point.

(concurrent forces)

� ∈��
R= ��� � + ∈ �� : � = ���−� ∈�
�

Force is defined as that which changes or change the kinetic state (at
rest or in motion of a body.There are three basic properties or
characteristics of a force, thus: (1) its magnitude; (2) its position or
line of action (inclination with the horizontal or vertical); (3) its
direction or sense[(＋) or (－), along the line of action.
Example:
Force AB; Magnitude → 50 Newtons
Position →40 degrees from the horizontal
Direction →upward along the line of action
COMPONENTS OF A VECTOR
One method of adding vectors make use of the projections of a
vector along the axes of a rectangular coordinate system. These
projections are called COMPONENTS.

where:
Ax－horizontal
component of force A
Ay－ vertical
component of force A

SIGN CONVENTION

LESSON TITLE: EQUILIBRIUM OF CONCURRENT FORCE SYSTEM

Lesson Objectives:
At the end of the module you will be able to:
1. To study the composition and equilibrium of concurrent force system.
2. Determine the required forces for equilibrium condition of concurrent
force system.

Equilibrium
‘ Any system of forces which keeps the body at rest is said to be
in equilibrium”. Or when the condition of the body is unaffected
even though it is acted upon by number of forces.
EQUILIBRIUM OF CONCURRENT FORCE SYSTEM
Definition:
If a system of forces acting on a body, keeps the body in a state of rest
or in a state of uniform motion along a straight line, then the system of
forces is said to be in equilibrium.

The conditions of equilibrium for concurrent force systems are

obtained by determining the equations that produce a zero
resultant.

The resultant will be zero and equilibrium will exist when the
following equations are satisfied:

 Fx  0
 Fy  0

LESSON TITLE: RESULTANT OF PARALLEL FORCE SYSTEM

Lesson Objectives:
At the end of the lesson you will be able to:
1. Understand the general concepts about parallel forces.
2. Classify parallel forces.
3. Solve parallel force problems.
.
Coplanar about Parallel Force System
Parallel forces can be in the same or in opposite directions. The sign of
the direction can be chosen arbitrarily, meaning, taking one direction as
positive makes the opposite direction negative. The complete definition of the
resultant is according to its magnitude, direction, and line of action.

(i) Magnitude:

(ii) Direction: Parallel to the Forces / Directed as to the

Sign of R

(iii) Location: Obtained by  Moments of the Forces

About a Chosen Moment Center

“Moment of Resultant = Sum of Moments of Forces” or

LIST OF FORCE DISTRIBUTIONS

( Magnitude and Location of the Resultant)
LESSON TITLE: EQILIBRIUM OF PARALLEL FORCE SYSTEM
Lesson Objectives
At the end of the module you will be able to: .
1. Express the conditions of equilibrium using torque
concepts.
2. Apply conditions of equilibrium for parallel force system.
Example Problems:
1. Determine the reactions for the beam loaded as shown in the figure.

2. Determine the reactions for the beam loaded as shown in the figure.
3. Determine the reactions R1 and R2 of the beam shown in the figure loaded
with a concentrated load of 1600 KN and a load varying from 0 to 400 KN/m.

LESSON TITLE: RECTILINEAR MOTION AND PROJECTILE

Lesson Objectives:
At the end of the lesson you will be able to:
1. Apply kinematics on horizontal motion of bodies.
2. Apply kinematics on vertical motion of bodies.
3. Describe the trajectory of a projectile.

KINEMATICS – is used to defined motion of a particle or body without

consideration of the forces causing the motion. It essentially deals with the
relation between displacement (S), velocity (v) and acceleration (a).

TRANSLATION – is defined as the motion of a rigid body in which a straight

line
passing through any two points of its particles always remain parallel to the
initial
position.
Translation maybe either be rectilinear or curvilinear depending upon whether
the path
describe by any particle is straight or curve.
RECTILINEAR TRANSLATION – the motion of a translating body is moving in
a straight
line.
CURVILINEAR TRANSLATION – the path of a translating body is curved.
HORIZONTAL MOTION:
KINEMATIC EQUATIONS OF MOTION WITH CONSTANT
ACCELERATION
 �
1. v= 4. �� �
= �� �
+ ���
�
�� +�� �
2. ���� = 5. � = �� � + ���
� �

3. �� = �� + ��
Where:
v = velocity in m/s ft/s cm/s/kph, mph

vo = initial velocity
vf = final velocity
a = acceleration
t = time
S = distance
EXAMPLE PROBLEMS:
1. From a speed of 85 kph, a car decelerates at the rate of 12m/min/sec
along a straight road. Determine the distance traveled at the end of 40
seconds.
2. A man traveling at 60 mph is 100 meters from a post ahead. If the man
applies the brakes immediately (perception time is 3 seconds) and begins
slowing the vehicle at 12m/�2(decelerating), find the distance from the
stopping point to the post.
3. Car A moving at a constant velocity of 30.861 mph passes a gasoline
station. Two seconds later,Car B leaves the gasoline station and accelerates
at a constant rate of 6ft/�2. What is the time of Car B to overtakes Car A.
FREE FALL ( VERTICAL MOTION)
FORMULAS:

1. �� = �� + ��
� �
2. �� = �� + ���
�
3. � = �� � + ���
�
Where: g is the acceleration due to gravity
g = 9.81 m/�2
g = 980 cm/�2
 g =32.2 ft/�2
NOTE:
g direction:( ↑− �������� ��� ↓- positive)
EXAMPLE PROBLEMS:
1. A ball is thrown vertically upward with a speed of 30 m/s. a) How high does
it rise? b) How long does it take to reach its highest point? c) How long does
the ball take to hit the ground after it reaches its highest point? d) What is its
velocity does it strikes the ground?
2.. A stone is thrown straightly upward with a speed of 70 ft/s from a tower
250 feet high. Find the speed with which it strikes the ground?
3. A stone is tossed upward at the moment a ball is dropped from a height of
30 meters . the stone’s initial velocity is 30 m/s. At what height will the two
meet? In how many seconds?

PROJECTILE MOTION:
An object launched into space without motive power of its own which travels
freely under the action of gravity and air resistance alone is called a
PROJECTILE or a BALLISTIC MISSILE.
A projectile is a body which is given an initial velocity and then allowed to
move under the influence of gravity only.

Projectile prob;ems can be solved easily if air friction can be ignored. One
simply considers the motion to consist of two independent parts:
a) HORIZONTAL PARTS

Horizontal motion with a = 0 and �� =�� = v

b) VERTICAL PARTS
Vertical motion with a= g ( acceleration due to gravity) downward.

The path followed by a projectile is called a TRAJECTORY PATH.. Its TOTAL

TIME in the air is the time of rise and the time of fall.
NOTE: Gravity acts on the y- component of the velocity and has no effect on
the x- component, therefore it changes the y- component of the velocity.

FORMULAS:

1 gx2
vx = vox = vo Cosθ y = xtanθ −
2 vo 2 cos2 θ

vo sinθ
vy = vo sinθ − gt tr = g

vo 2 sin2 θ
x = vo Cosθ. T H=
2g
1 vo 2 sin2θ
y = vo sinθ. t − gt2 R=
2 g

EXAMPLE PROBLEMS:
1. A projectile is fired with an initial velocity of 60 m/s upward at an angle of
30° to the horizontal from a point 80m. above a level plain. What horizontal
distance will it cover before it strikes the plain?
2. A ball is thrown so that it just clears a 3m. fence 18 m away. If it left the
hand 1.5m above the ground and at an angle of 60° with the horizontal . What
was the initial velocity of the ball?

3. A ball is shot at a ground level at an angle of 60° with the

horizontal with an initial velocity of 100 m/s. Compute the following:
a) Height of the ball after 2 seconds
b) Velocity of the ball after 2 seconds
c) Time it will take for the ball to hit the ground.
LESSON TITLE: MOMENT OF A FORCE ABOUT AN AXIS AND FREE
BODY DIAGRAM

Lesson Objectives:
At the end of the lessons you will be able to :
1. Define moment of a force about a point.
2. Apply Varignon’s Theorem to simplify certain moment analyses.
3. Draw an accurate free body diagram locating each of the forces acting on
an object or a system of objects.

Moment Of a Force
Moment is the measure of the capacity of the force to produce twisting effect
about an axis(normal to the plane on which the line of action of the forced is
contained).

The magnitude of the moment of a force is equal to the product of the

force F and the perpendicular distance d from the axis to the force’s line of
action, or

M= F x d (N-m)

As illustrated in the figure below,

Moment of the force F about the SS-Axis

The intersection of the plane and the SS-axis, point O, is known as the
moment center , while the perpendicular distance d is called as the moment
arm ( line of action of F and the SS-axis are both perpendicular to d. In the SI,
the unit of measurement of the moment M is in newton-meter (N-m).

Sign Convention:
The usual convention used by the engineer for the sign of the moment
of a force is; positive moment for clockwise direction, and negative moment
for counterclockwise direction. Hence preference to use the opposite to this
convention is acceptable as well, as long as it is maintained throughout the
solution or consideration of a particular problem. The following notation is
expressing the summation of moment maybe used:
Mc ( )
to denote clockwise moments positive, or

. Mcc( )
to express counterclockwise moment negative

PRINCIPLE OF MOMENT: THE VARIGNON THEOREM

 Pierre Varignon (1654- 1722), a French mathematician,developed the
theorem on the moment of a force, thus, “ the moment of a force about a
moment center is equal to the sum of moments of the components of the
force about the same moment center”.

EXAMPLE PROBLEMS:
1. In the figure shown, assume clockwise moments as positive, compute the
moment of force F= 450KN and of force P =361 KN about points A,B,C,and D

Exercse:
Solve the following problems then place and show your complete solution in
a short coupon bond in a landscape orientation without erasures.
1. Each square in the grid is 0.50 m x 0.50 m in dimensions. Force F = 2025 N
and a force H =1000N. Find the moments of each force
moments of each force about the points A,B,C and D.

LESSON TITLE: RESULTANT OF NON-CONCURRENT FORCE SYSTEM

Lesson Objectives:
At the end of the module you will be able to:
1. Analyze non-concurrent forces acting on an object.
2. Calculate resultant and location of the lines of action of non-
concurrent force system.
1.

LESSON TITLE: EQUILIBRIUM OF NON-CONCURRENT FORCE SYSTEM

Lesson Objectives:
At the end of the module you will be able to:
1. Determine the required forces for equilibrium condition of non
concurrent force system.
2. Apply conditions of equilibrium for non concurrent force system.
EXAMPLE PROBLEM:
LESSON: FRICTION (SAS 5)
Lesson Objectives:
At the end of the lesson you will be able to:
1. Understand the concept of friction.
2. Differentiate static friction from kinetic friction.
3. Apply friction in the analysis of motion of bodies.

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.

�
FORMULA: � = �
�
Tan � =�

Where:
� - (mu) coefficient of friction
f - frictional force
N - normal or perpendicular force

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 as long as the block is still at rest. The
coefficient of static friction is

�
�� =
�
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
�
�� =
�

EXAMPLE PROBLEMS:
1. A 400 lb block is resting on a rough horizontal surface for which the
coefficient of friction is 0.40. Determine the force P required to cause the
motion to impend if applied the block a) horizontally and b) downward
at 30° with the horizontal.

2. A 200 N block is in contact with a plane inclines at 30° to the

horizontal. A force P . parallel to and acting up the plane is applied to
the body. If the coefficient of static friction is 0.20.a) Find the value of P
to just cause motion to impend up the plane and b) Find P to just
prevent motion down the plane.

3. A 200 N block shown in the figure has impending motion up the plane
cause the horizontal force of 400 N . Determine the coefficient of static
friction between the contact surfaces.

4, What weight W is necessary to start the system of block shown in the

figure moving to the right? The coefficient of friction is 0.10, pulleys are
assume to be friction less.
LESSON TITLE: NEWTON’S LAWS OF MOTION ( SAS 4)
Lesson Objectives:
At the end of the lesson you will be able to:
1. Understand the laws of motion.
2. Apply the second law of Newton in solving motion problems.

Newton’s Second Law of Motion

The second law states that, whenever a net force acts on the 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 the body.

NOTE: Newton’s Second law of motion pertains to the behavior of

objects for which all existing forces are not balanced. The second law
states that the acceleration of an object is dependent upon two variables.
The net force acting upon the object and the mass of an object.

Consistent Units for Equation F=ma

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/��
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/��

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/��

EXAMPLE PROBLEMS:
1. An elevator weighing 15 KN starts from rest and acquires an upward
velocity of 3m/s in a distance of 6 m. If the acceleration is constant,
What is the tension in the cable?

2. A 718 N block carried by a horizontal force of 268 N, reaches a

velocity of 12m/s in 30m. starting from rest. Compute the coefficient of
kinetic friction between the block and the ground.
3. Determine the force P( m= 3/4, Q -1 that will give the 1500 N body an
acceleration of 1.8 m/�� . The coefficient of kinetic friction is 0.20.

4. Two blocks A and B are released from rest on a 30° incline when they
are 15 m apart. The coefficient of friction under block A is 0.30 and that
under the lower block B is 0.40. a) compute the acceleration of block A.
b) compute the acceleration of block B and c) compute the elapsed time
until the block touch.

LESSON TITLE: WORK AND ENERGY ( SAS 6)

Lesson Objectives:
At the end of the lesson you will be able to:
1. Define work and energy.
2. Differentiate Potential and Kinetic energy.
3. Calculate the power generated in performing work on an object.

WORK is the product of the force and displacement in the direction of

the force.

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 a distance of 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 a distance of 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 a distance of 1 foot.
1 N = 100 000 D
1m = 100 cm

1 joule = 10 000 000 ergs

1 joule = 0.738 ft lb

1 N = 0.2248 lb

Potential Energy
Potential energy PE is energy of position or configuration.
PE=mgh
Kinetic Energy
Kinetic energy KE is the energy in motion.
�
K.E. =� ���
Conservation of Energy
Energy can neither be created nor destroyed, it is only transformed.
Power
Power P is the rate of doing work.
�
P= �

Units
The SI (MKS) unit of power is joule per second J/s.
1Js=1 watt (W)
1 J=1 watt∙s
1 kW=1000 watts
1 kW∙h=3.6 x 106joules

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

The U.S customary unit of power is the horsepower Hp.
1 Hp=550 ft∙lbs
1Hp=746 W

EXAMPLE PROBLEMS:
1. A weightlifter lifts a 350 N set of weights from ground level to a
position over his head, a vertical distance of 2 meters . How much work
does the weightlifter do, assuming he moves the weights at constant
speed.

2. A force of 200 lbs acts on a block at an angle of 20° with respect to the
horizontal, the block is pushed 2 feet horizontally. What is the work
done by this force?

3. A 200 tons train is accelerated from rest to a velocity of 30 mph on a

level track. How much useful work was done? ( 1 ton = 2000 lbs)

4. Compute the power output of a machine that lift a 500 kg crate

through a height of 20 meters in a time of 1 minute.

5. A constant force is applied on a block having a mass of 8 kg and

changes its velocity from 6 m/s to 12 m/s for a distance of 30 m.
Determine the force applied using work energy theorem.
6. A 2-kg box slides from rest down a plane which is 6 m long with its
upper end at a height of 3 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/�� .

LESSON TITLE: SIMPLE MACHINES (SAS # 7)

Lesson Objectives
At the end of the lesson you will be able to: .
1. Calculate the input and output work of a simple machine.
2. Determine the actual and ideal mechanical advantage of a machine.
3. Compute the efficiency of a simple machine.

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.
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.

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.
�� ��������� �����
AMA= =
�� ������ �����

Ideal Mechanical Advantage IMA

The ideal mechanical advantage IMA of a machine is the ratio of the
input displacement to the output displacement.

�� ������ ��������
IMA= =
�� ���������� ��������
Efficiency of a Machine
The efficiency Eff of a machine is the ratio of the output work to the
input work.
��
�� �� ��
Eff= = ��
�� ��
��

���
Eff= x 100%
���
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

PROB: A first class lever in static equilibrium has a 50lb resistance force
and 15lb effort force. The lever’s effort force is located 4 ft from the
fulcrum. Compute the following:a) What is the AMA? b) Calculate the
length from the fulcrum to the resistance force .

PROB: A wheel borrow is used to lift a 200 lb load. The length from the
wheel axle to the center of the load is 2 ft. The length from the wheel and
axle to the effort is 5 ft. a) What is the IMA of the system? b) Calculate
the effort force needed to overcome the resistance force in the system.

PROB:A construction crew lifts approximately 560 lb of material several

times during a day from a flatbed truck to a 32 ft rooftop. A block and
tackle system with 50 lb of effort force is designed to lift the materials.
What is the required actual mechanical advantage? How many
supporting strands will be needed in the pulley system?

PROB:A block and tackle system with nine supporting strands is used
to lift a metal lathe in a manufacturing facility. The motor being used to
wind the cable in the pulley system can provide 100 lb of force. What is
the mechanical advantage of the system? What is the maximum weight
of the lathe?

PROB: 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.

PROB: The pitch of a jack screw 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 %?

LESSON TITLE: IMPULSE AND MOMENTUM ( SAS 8)

Lesson Objectives:
At the end of the lesson you will be able to:
1. Differentiate impulse and momentum.
2. Calculate the velocities of two bodies after collision.
3. Determine the coefficient of restitution of collision between two
bodies.

MOMENTUM - is the rate of change of product of mass and velocity with

respect to time.

Momentum = mass x velocity

UNITS; ( kg) ( m/s)

( slug) (ft/s)
IMPULSE = Force x time

UNITS: (Newton ) ( sec)

( pound) ( sec)

NOTE : The impulse applied by the net force on a system is actually, the
change in the system’s momentum. Mathematically, the equation that
relates impulse to momentum is:
����� = ��� − ���

LAW OF CONSERVATION OF ENERGY

The momentum before collision equals to all of the momentum after
collision.
�� �� + �� �� = �� �� + �� ��
Where;
�� and �� - masses of the bodies
�� and �� - velocity of the body before impact
�� and �� - velocity of the body after impact

COEFFICIENT OF RESTITUTION ( e)
�� − ��
�=
�� − ��
e = 1 for perfectly elastic
e= 0 if the bodies stick together
e< � if the bodies are inelastic

�������� ����� ������ �� ��

�= = =
�������� ������ ������ �� ��

EXAMPLE PROBLEMS:
1. A 16 gram mass is moving at 30 cm/s while a 4 gram mass is moving
in opposite direction at 50 cm/s. They collide head on and stick together.
Their velocities after collision is:
2. A 100 kg body moves to the right at 5 m/s and another 140 kg body
moves to the left at 3m/s.They collide each other and after impact the
100 kg body rebounds to the left at 2 m/s. Compute the coefficient of
restitution.
3. A ball is dropped from an initial height of 6m above a solid floor, how
high will the ball rebound if the coefficient of restitution is e= 0.92 ?
4. A man weighing 68 kg jumps from a pier with a horizontal velocity of
6 m/s onto a boat that is at rest. If the boat weighs 100 kg . What is the
velocity of he boat when the man comes to rest relative to the boat,

LESSON TITLE: ROTATION OF RIGID BODIES ( SAS 9)

Lesson Objectives:
At the end of the lesson you will be able to:
1. Discover relationship between rectilinear and rotational motion.
2. Compute the moment of inertia of some solid.
3. Apply the second law of Newton on rotation.

ROTATION OF RIGID BODIES

Rotational Kinematics

A rigid body is one whose particles all have a fixed relationship to each
other, and it is non-
deformable.

In pure translation, a rigid body moves in line, all particles remain

parallel to itself. Each particle
in the body undergoes the same displacement as any other particles in a
given time.

In pure rotation, every particle in the body moves in a circle and centers
of these circles lie in a
straight line which is the axis of rotation.

Angular Position, Velocity and Acceleration

UNITS
EXAMPLE PROBLEMS:
1. A wheel 2.5 ft in radius turning at 120 rpm increases its speed t0 660 rpm
in 9 seconds. Find a) The constant angular acceleration in ��� � , ��� �
� �
and b) the tangential acceleration of a point on its rim.
2. The angular speed of a disk decrease uniformly from 12 to 4 rad/sec in 16
seconds. Compute the angular acceleration and the number of
revolutions made in this time?

3. A wheel is revolving at 6 rev/ s has an angular acceleration of 4 ���

.
��
Find the number of turns the wheel must make to require an angular
speed of 26 rev/sec and the time required.
4. A 20 lbs body moves at 4 rev/sec in a circular path of 5 feet in radius.
Calculate a) the tangential speed b) its acceleration and c) the required
centripetal force for the motion.
5. Determine the constant torque that must be applied to a 50 kg flywheel of
radius of gyration 40 cm. To give it an angular speed of 300 rev / min in
10 seconds.
6. A 20 gram solid disc ( I is equal to 1/2 ��� ) roll on a horizontal surface at
the rate of 4 m/s > Compute its total kinetic energy.

LESSON TITLE: ELASTICITY ( SAS 10)

Lesson Objectives:
At the end of the lesson you will be able to:
1. Define stress and strain.
2. Calculate the modulus of elasticity of different materials.
3. Compute length, area, and volume deformations.

Elastic Properties of Solids and Liquids

STRAIN (ε)- unit deformation
δ (total deformation)
ε=
L (total length)

S (stress)
ε=
E (modulus of elasticity)

�� �� �� �� �� �
�= or � = ,�= .�=
� �� �� ���
EXAMPLE PROBLEMS:

1. A metal wire 75 cm long and 0. 130 cm in diameter stretches at 0.035

cm when a load of 8 kg is hung on its ends. Find a) the stress on the
wire b) resulting strain and c) the value of the young modulus for the
wire material.
2. A wire 120 cm long with radius of 3 mm is made of aluminum wire
supports aload of 20 kg , Find Stress , strain and deformation.
3. When a beam 6 m long with a cross sectional area of 19.4 square
centimeter is subjected to a compressional force of ������ N, its
length is shortened by 4.5 mm. What is the young modulus of the beam?
4. If the density of seawater is 1.03 g/cm3 at the surface, what is its
density at a depth where the pressure is 109 dynes/cm2?

LESSON TITLE: HARMONIC MOTION ( SAS 11)

Lesson Objectives:
At the end of the lesson you will be able to:
1. Compute the spring constant of a simple harmonic motion of a
helical spring.
2. Interpret the circle of reference of a simple harmonic motion.
3. Calculate the harmonic velocity , period of vibration and amplitude of
simple harmonic of spring.

AMPLITUDE, PERIOD AND FREQUENCY

EXAMPLE PROBLEMS:
1. A body vibrates in simple harmonic motion with a period of 10 s and
an amplitude of 12 cm.Determine the maximum velocity, and the velocity
when it is 6 cm away from the equilibrium position.
2. A 70-g body is attached to a spring with a spring constant K = 2000
dynes/cm. It is displaced 15 cm from equilibrium position and released.
Determine the period of vibration, the maximum acceleration, and the
acceleration of the body when it is 6 cm from the equilibrium position.
3. The position of a particle is given by the expression x = 4 cos(3πt + π),
where x is in meters and t is in seconds. Calculate the frequency, the
period of the motion and the amplitude of the motion.

LESSON TITLE: STATIC FLUIDS (SAS 12)

Lesson Objectives:
1. Determine the density of an unknown substance.
2. Apply Pascal’s principle in hydraulic press.
3. Calculate the buoyant force in an immersed body in a liquid.

Fluids- both liquids and gases are easily deformed by external forces.
The atoms or molecules in a fluid do not have fixed position, so a fluid
does not have a definite shape. An applied force can make a fluid easily
flow.
STATIC FLUIDS (FLUID AT REST)
EXAMPLE PROBLEMS:
1. A cylindrical water tank with a base area of 6 m2 contains water 5 m
high. Calculate the pressure exerted by the water at the bottom of the
water tank and the total force acting at the base.
2. A wooden cube of 40 cm on one edge is submerged to 80 % of its
volume in water. Determine the weight of the cube and the specific
gravity of the wooden cube.
3. Find the volume of copper ball which has a mass of 400 g if the
specific gravity of copper is 8.9.
4. A man of mass 65 kg stands on a solid floating on water. If the solid
has a density of 0.6 g/cm3 and the man standing on it is just barely out
of the surface of the water, determine the volume of the solid.

LESSON TITLE: WAVES ( SAS 14)

Lesson Objectives:
At the end of the lesson you will be able to:
1. Determine the velocity of transverse wave and longitudinal wave.
2. Calculate the sound level intensity of different source of sound.

WAVE
A wave is a disturbance that travels through a medium.

TYPES OF WAVES

1. TRANSVERSE WAVE
In transverse waves the particles of the medium vibrate in paths
perpendicular to the direction the wave moves.
Ex. Water waves, light waves, radian waves

2. LONGITUDINAL WAVE(COMPRESSIONAL WAVE)

In longitudinal waves the path in which the particles vibrate are
parallel to the direction of the wave travels.
Ex, closed the windows in a room but leave one door slightly
open.

WAVE PROPERTIES
In the wave motion such factors as wave speed, frequency,
wavelength and amplitude must be considered.
The SPEED OF WAVE(v) is the distance it advances per unit time.
The number of waves that pass a point per unit time is the
FREQUENCY(f) of the wave motion.
The time required for a single wave to pass is called the PERIOD(t).
�
�= �
(Hertz, vib/sec, cycle/sec)

�
�=� ( sec, min, hr)
The WAVELENGTH (λ)( lambda) is the distance between two adjacent
particles that are in the same phase if they have the same displacement
and are moving in the same direction.
The AMPLITUDE (A) of the wave is the maximum displacement of the
particles from its equilibrium position.

Velocity, Frequency and Wavelength

The velocity (v) of a wave is related to the frequency (f) and the
wavelength (λ).
v = fλ

VELOCITY OF TRANSVERSE WAVE

������� �� ������
�= ���� ��� ���� ������ �� ������(������ �������)

� � ��
�= = �/�
= �
��

Where:
F is the tension in string in N, D and lbs. Poundal(pdl), kips
m is the mass of string in kg, g, slugs, lbm
l is the length of string in m, cm ,ft

VELOCITY OF LONGITUDINAL WAVE

( depends on the elasticity of the medium)
IN LIQUIDS:
���� ������� �
�= =
������� �� ������ ��

IN SOLIDS:

����� ������� �
�= =
������� �� ����� ��
In GAS:
� (�����)�������� �� ��� ��
�= =
������� �� ��� ��

Where � = �gh
�- ratio of specific heat
UNITS:
IN MKS IN CGS

B, Y, P � B, Y, P ��
�� ��
�� ����
�� , �� ,�� ��
�� , �� ,�� ���
or
���
B, Y, P
��

�� , �� ,�� ���
���

EFFECT OF TEMPERATURE OF THE VELOCITY OF LONGITUDINAL AVE

IN GASES
APPROXIMATE FORMULAS
v= ��� + �. ����� � �

v= ���� + �. ���� ��
�
EXAMPLE PROBLEMS:
1. A vibrator has a frequency of 120 Hz. A string has a transverse wave
of 31 cm wavelength traveling along it. a)What is the speed of the wave
on the string? If the tension in the string is 1.2 N b) what is the mass of
50 cm of the string?
2. What is the speed of compressional wave in water? The Bulk modulus
��
for water is �. ����� � � . ������ = ���� .
� ��
3. The speed of compressional wave in a metal rod is 6000 � �. What is
the young modulus for the material of the rod if the density of the
�
material is �. � .
���
4. Calculate the sound waves in air at 0°� and a pressure of 76 cm of
��
mercury. The density of air under this condition is �. ��� and the density
��
�
of mercury is ��. � . γ = 1.4 .
���
5. In a factory, three machines produce noise with intensity levels of 85
dB, 90 dB, and 93 dB. When all three are running, what is the intensity
level?(Activity 3: Skill Building Activities no. 2)

LESSON TITLE: STANDING WAVES ( SAS 15)

Lesson Objectives:
At the end of the lesson you will be able to:
1. Calculate the frequency vibrating strings.
2. Calculate the frequency of vibrating air column in an open pipe.
3. Calculate the frequency of vibrating air column in a close pipe.

VIBRATING STRING
A vibrating string is an example of standing wave. You see this in
musical instruments such as
guitar, violin, ukulele among other instruments with strings. When you
pluck the string of a guitar,
transverse waves are set up, and since both ends are fixed, the wave is
reflected back and forth at the
two ends. Standing wave is therefore set up in the string.
EXAMPLE PROBLEMS:
1. A violin string is 0.5 m long and has a mass of 0.85 kg. If the string is
under a tension of 3 N force. What are the frequencies of the first 3 odd
overtone of the string?
2. What are the frequencies of the three even overtone from 10th
overtone onwards of a vibrating air columns in an open pipe, 20 cm long.
When the temperature is 25°C?
3. A closed pipe 2 ft long , What are the frequencie of the middle third
overtone from 1-12 overtone, if the air temperature is 68°F?
4. The frequency of the 3rd overtone of air open pipe is the same as the
3rd harmonic of a closed pipe 60 cm long. Find a) the length of the open
pipe and b) their frequencies if the velocity of sound in air to be 345 m/s?
LESSON TITLE: TEMPERATURE ( SAS 16)
Lesson Objectives:
At the end of the lesson you will be able to:
1. Convert temperatures from Celsius to Fahrenheit and Kelvin and vice
versa.
2. Calculate the coefficient of linear expansivity of different materials.
Coefficients of Linear Expansion for some Materials

EXAMPLE PROBLEMS:
1. A metal scale is graduated at �℃. What would be the true length of an
object which when measured in scale at 25℃, reads 50 cm? For metal is
18x��−� /℃.
2. A rod is found to be 0.04 cm longer at 30℃ than it is at 10 ℃ .
Calculate its length at 0 ℃ if coefficient of linear expansion is
2.5x��−� /℃.

3. At 20 ℃ , the length of a sheet of steel is 50 cm and the width is 30 cm.

If the coefficient of linear expansion for steel is 10−5 /℃, determine the
change in area and the final area at 60 ℃.
4. A brass rod and an aluminum rod are 90.00 cm and 90.06 cm,
respectively, at 20°C. At what common temperature will the two rods be
exactly the same length?( Skill Bldg Activity # 3)