SIPACKs in GENERAL PHYSICS 1 - Q1

Department of Education
Region III
Division of City of San Fernando (P)
PAMPANGA HIGH SCHOOL
High School Blvd., City of San Fernando, Pampanga
SELF-INSTRUCTIONAL PACKETS
IN GENERAL PHYSICS 1 – GRADE 12 STEM STRAND
LESSON
WEEK TITLE TENTATIVE DATES
NO.
1 2 Measurement in Physics September 13-17, 2021
2 3 Vectors September 20-24, 2021
4 Kinematics – Motion in a Straight Line

September 27-
3
October 1, 2021
5 Relative Velocities
6 Projectile Motion
4 October 4-8, 2021
7 Circular Motion
8 Inertial Frame of Reference

5 October 11-15, 2021
Newton’s Laws of Motion and Their
9
Applications
6 10 Work, Power, and Energy October 18-22, 2020
11 Central of Mass
7 October 25-29, 2021
12 Impulse, Momentum, and Collisions
J-LYN ANICETE SYHUAT-RIVERA

General Physics 1 Teacher
GENERAL PHYSICS 1 J - L y n A . S y h u a t - R i v e r a 1 | 70
GRADE 12 GENERAL PHYSICS 1
September 13-17,
TEACHING
2021
SCHOOL PAMPANGA HIGH SCHOOL DATES / WEEK
Week- 1
TEACHER J-LYN A. SYHUAT-RIVERA QUARTER FIRST QUARTER
Title: MEASUREMENT IN PHYSICS
GENERAL INSTRUCTIONS:
This Self-Instructional Packet is made for the learner, you. Learn through it and
be guided accordingly. Whenever you see this mark (!) remember that: you are to
answer all questions, drills, activities, and assessment on a SEPARATE SHEET OF
INTERMEDIATE PAPER (ANSWER SHEET) which will be SUBMITTED IN THE
DESIGNATED DROP BOX. Include your NAME, GRADE AND SECTION, PART OF
THE DLP YOU ARE ANSWERING, DATE OF SUBMISSION, and COMPLETE
ANSWER for all the tasks given. Also, have your answer sheet SIGNED BY YOUR
PARENT. There is no need for you to copy the questions on the answer sheet, just make
sure that you follow the instruction properly and write your answers legibly.
In doing this, follow this template/example:
Name: ___________________________________ Date: ______________________
Grade& Section: ___________________________ Parent’s Signature: ____________
Lesson: ___________ (Title of the DLP)
See what you know 1.1: Measurement in Physics
1.
I. OBJECTIVES
A. Content Standard:
The learners demonstrate understanding of the effect of measurements on
measurements, uncertainties and deviations in measurement, and sources and types
of error.
B. Performance Standard:
The learners should be able to solve, using experimental and theoretical approaches,
multi-concept, rich-content problems involving measurement.
C. Learning Competencies:
▪ Solve measurement problems involving conversion of units and expression of
measurements in scientific notation.
▪ Differentiate accuracy from precision.
▪ Differentiate random errors from systematic errors.
▪ Estimate errors from multiple measurements of a physical quantity using
variance
Specific Objectives:
▪ Define measurement.
▪ Perform measurement of certain quantities.
▪ Convert units of measured quantities.
▪ Distinguish fundamental quantities from derived quantities.
▪ Differentiate precision from accuracy.
▪ Consider and estimate errors in measurement.
▪ State the importance of measurement in given situations.
II. CONTENT: Measurement in Physics
III. LEARNING RESOURCES: Young, Hugh D., Sears and Zemansky's University Physics:
with Modern Physics. -- 13th ed. / Hugh D. Young, Roger A.
Freedman; contributing author, A. Lewis Ford. 13th Edition
IV. PROCEDURE
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson
Remembering what they have taught you. Let’s find out how far your background of the
subject covers. Have fun remembering your lower grade lessons.
Multiple Choice: Write your answer on the answer sheet.
1. How many kilometers are there in 2500.0 meters?

a. 2.5 c. 2.500
b. 2.50 d. 2.5000
2. How many centimeters are there in 2.00 inches?

a. 2.50 c. 5.00
b. 2.54 d. 5.08
3. How should 245 000 000 grams be written in scientific notation with 4 significant figures?
a. 0.245 x 109 g c. 24.50 x107 g
b. 2.450 x108 g d. 2450 x106 g
4. How is 0.0000000000347 MegaPascal written in scientific notation with 4 significant figures?

a. 0.347 x10-12 MPa
b. 3.470 x10-11 MPa
c. 34.70 x10-10 MPa
d. 347.0 x10-9 MPa
5. Which physical quantity is directly obtained by actual measurement using measuring

instruments?
a. Direct c. Fundamental
b. Derived d. Source
6. Which of the following is the correct description of a precise measurement?

a. They are near each other
b. They are “near the true value”.
c. Discrepancies due to the calibration of the tool.
d. They are caused by systematic errors.
7. Which of the following is the correct description of an accurate measurement?

a. They are near each other
b. They are “near the true value”.
c. Discrepancies due to the calibration of the tool.
d. They are caused by systematic errors.
8. What kind of error could occur due to the fluctuation of the electricity flowing in a circuit?
a. direct c. random
b. indirect d. systematic
9. What kind of error could occur due to the wrong calibration of a measuring tool?
a. direct c. random
b. indirect d. systematic
10. In multiple measurement, if the measured values are not similar with each other, what must
be computed to get the estimated value to be recorded?
a. sum c. least count
b. average d. difference
(ENGAGE)
B. Establishing the purpose for the lesson

Here are some pictures that shows how measurement is applied in our lives. As seen, we
measure to quantify things accurately. That’s how measurement becomes a necessity in our daily
living.
determining tire pressure

amount of water consumption measuring ingredients
height measurement
identifying blood pressure monitoring body temperature

weighing determining time
fruits
Photo credit: wessexwater.com, freepik.com, clipart-library.com, wikihow.com, istock.com, shutterstock.com, vectorstock.com, 123rf.com
Getting the fundamental and the derived quantities as we measure is not that easy.
Sometimes errors are encountered, so in measurement we must always consider the accuracy
and precision; in the same manner that certainty is to be observed in estimation of the measured
value.
Instruction: Write your answer in 30 to 50 words.
1. Based on the given pictures, explain why measurement is important in our lives.
C. Presenting examples/instances of the new lesson

For you to enjoy anything you need first to understand it. For this reason, before we start
with the discussion of this lesson you must first know the following terms.
Conversion – translation of a given quantity from one unit to another
Scientific notation – an easier way of writing a given measurement using exponential form
Error - unintentional deviation from accuracy, the difference between an observed or calculated
value and a true value
Quantity – in Physics quantities or physical quantities refer to values that are either directly
measured (fundamental) or those that are derived
Variance - statistical measure of how much a set of observations differ from each other
Uncertainty – related to skepticism due to the involvement of ambiguous or unknown information
Intercept – the distance from the origin to a point where a graph crosses a coordinate axis
Slope – measure of the steepness of a line, or a section of a line, connecting two points
(EXPLORE)
D. Discussing new concepts and practicing new skills #1
Measured values may be with units under the English System or Metric System. They can
be very small or very large. These are what make the next part of our lesson very important.
MEASUREMENT AND CONVERSION
In measurement conversion of unit is usually encountered where you are tasked to express
a given quantity to another unit as needed. Conversion may involve any of the two systems of
measurement mentioned earlier or both. In converting, the unit of a measured value can be
change from smaller to larger unit, but the value must not be affected in the process.
This process is done by factor label method. Below is the formula used in employing this
method.
Factor with the Desired Unit

Given Measurement x = Measurement with
Factor with the Given Unit Desired Unit
Factors referred in the given equation are the conversion factors. Some conversion factors
are:
1 in = 2.54 cm 1 oz = 29.574 ml 1 ha = 0.01 km2
1 km = 1000 m 1 L = 1000 ml 1 m2 = 10 000 cm2
1 mi = 1.609 km 1 gal = 3.785 L 1 acre = 0.405 ha
1 m = 1.09 yd 1 pt = 0.473 L 1 ft2 = 929.0304 cm2
1 hr = 60 min 1 min = 60 s 1 hr = 3 600 s
Sample Problem: You are to buy a pair of shoes for your niece and decided to
measure his foot before leaving for the mall. You took a ruler and obtained his foot
size in centimeters then went to the mall only to find out that shoes’ sizes are in
inches. In scenario like this conversion will be very useful. So, let us convert. Say the
measured foot size is 27.94 centimeters, what is the value of this in inches?
1 in
27.94 cm x = 11.0 in
2.54 cm
* The sample given here involved a measurement in Metric

unit being converted to a measurement in English unit.
MEASUREMENT AND SCIENTIFIC NOTATION
Sometimes measurements are given in very large or very small value, thus reading them
is difficult to do. The remedy is to express them in scientific notation. This is done by moving the
decimal point to the left or right until we get a coefficient that is not less than one but not equal or
more than ten and writing the number of times the decimal was moved as the exponent in the
exponential notation.
Example 1: Express 823 000 000 000 km in scientific notation
823 000 000 000 km = 8.23 x1011 km
* This sample contain a measurement with very large value, thus, to
write it simply we moved the decimal point to the left until we got the
correct coefficient as stated in the rule.
Example 2: Write 0. 000000000000346 km in their scientific notation.
0. 000000000000346 km = 3.46 x10-13 km
* This sample contain a measurement with very small value, thus, to

write it simply we moved the decimal point to the right until we got the
correct coefficient as stated in the rule.
Scientific notations are not only being used to write measurement easily, but they also
serve well when there is a specific number of significant figures to which measurement is to be
expressed.
Sample Problem: 298.987 cm x 143.7 cm = 4.296 x 104 cm2
* The sample above involves multiplication in which according to the
rule of determining the correct number of significant figures for the
product the least number of significant figures of the measurements to
be multiplied (either the multiplier or the multiplicand) must be followed.
The multiplier: 143.7 cm has four (4) significant figures so the product
must contain exactly four significant figures.
* Using the calculator; the product is 42 964. 4319 cm2. Rounding this
off to the tenths place will result to 42 964. 4 cm2, a measurement with 6
significant figures. So, it is impossible to write the product in expanded
form if you desire an answer with correct number of significant figures.
In this situation the use of scientific notation is necessary because it will
allow you to write the final answer with the proper number of significant
figures without changing the value of the measurement.
Instruction: Read about the rules in writing the correct number of significant figures for different
mathematical operations (addition, subtraction, multiplication, and division, then perform the
operation indicated in each number and write the final answer with correct number of significant
figures. Make sure to box in your final answer.
1. 6456.001345635 m3 + 3.07 m3 =
2. 7196.35780 A + 0.0000095 A =
3. 67834.956 cm2 – 4.89 cm2 =
4. 3000678.097 m/s – 0.000098 m/s =
5. 4889210.560 Pa x 4693.05 Pa =
6. 56.009 oz x 0.0000098 oz =
7. 789500000.5890 km2 ÷ 3.02 km =
8. 387.4902 nm3 ÷ 0.000000000987 nm =
E. Discussing new concepts and practicing new skills #2
PRECISION, ACCURACY AND ERRORS IN MEASUREMENT
In making physical measurement, one must keep in mind that not all measurements are
completely free of error. These errors are (1) systematic error and (2) random error.
Systematic errors are errors that are constant and always of the same sign and thus may
not be reduced by averaging over a lot of data. They are usually caused by inaccurate measuring
device such as time that is measured by a clock that is running too slow due to battery issue or a
distance measured using an incorrectly marked meter stick. This kind of error is difficult to identify
in a single experiment especially if you are only using one measuring tool. So, it is recommended
that you use several (at least two) measuring device whenever you conduct measurement in your
data gathering during experimentation. Another way to identify and reduce systematic error is to
use different procedures in conducting the experiment to be able to obtain the desired information.
To be able to practice this, you will be given the liberty to design your own procedures in some of
our experiments in General Physics.
On the other hand, random errors are usually caused by extraneous factors affecting the
result of a measurement like the fluctuation of the room temperature during the process of
measuring the temperature of a substance or a material or fluctuation of the voltage through the
load while you are measuring the current flowing in it and the likes. This error produces variation
either below or above some average value so we may quantify their significance using statistical
techniques.
Systematic errors are associated with the accuracy of measurement. Any measured value
with small systematic error is said to be accurate. While those with small random error, having
values that are near to each other, are said to have high degree of precision.
VARIANCE AND ESTIMATION OF MULTIPLE MEASUREMENTS

To put this simply, variance is like averaging. In the estimation of TRIAL TIME
errors with the use of variance you are to collect several measurements from (s)
your experiment, then, get the mean. 1 0.21
2 0.20
Data on the table 1 shows information about the five trials done to 3 0.21
record the time it took a ball to land on the ground from a height of 2 meters. 4 0.21
Result can be reported as 0.21 second – the mean of the measured value. 5 0.21
Table 1: Time of Fall
Whenever possible, repeat a measurement several times and get the average of the
results, because in doing so the mean value would be very close to the true value of the
quantity being measured.
(EXPLAIN)
F. Developing mastery
Overview: Conversion is a process of translating a measurement from one unit to another.

In this seat work you are to practice what you have learned about conversion of units and used
of scientific notation in writing the final answer with correct number of significant figures.
Covert the measurement indicated in each situation to help you make your decision. Show
your solution and clearly state and explain your decision, box-in your explanation.
Situation 1: Japan’s MAGLEV train runs in the speed of 600.000008 km/hr, while Russia’s with a
speed of 357.05 mi/hr. If these transportation vehicles are to be ranked by their speed which much
rank first?
Situation 2: Together with your brother you found out that your parents are leaving you with an
inheritance of 3.00000009 hectares of agricultural land and a 30,300.00 square meter for your
brother. If the price of each land is the same per hectare, will you accept your brother’s offer to
trade with what he is supposed to receive?
Situation 3: A 1.500 liters soda cost 40 pesos, 1200.00 milliliters have a market price of 33 pesos,
and the store has a special offer of 150 pesos for the newly released packaging in gallon. If you
are expecting many visitors and is to buy soda in bulk, which of these will you buy to save more?
(ELABORATE)
G. Finding practical applications of concepts and skills in daily living
Instruction: Write down the procedures needed, copy and fill-out the table, answer the guide
questions, write all pertinent parts of the solution, and answer the generalization and application
questions.
Overview: Measurement is important in our daily living for it helps us properly quantify
things around us. In this activity you are to apply the scientific definition of measurement, identify
the physical quantities involved in measurement, and practice recording and reporting data
considering uncertainties.
Materials:
Activity Paper Ruler
Procedures:
Write down 4 to 5 procedures that you
must follow to be able to fill in the tables with
correct data.
1.
2.
3.
4.
5.
Data:
Actual Measured Value

Quantity
TRIAL 1 TRIAL 2 TRIAL 3 TRIAL 4 AVERAGE
Width (cm)
Height (cm)
Area (cm2)
Table 1: Measuring the Grey Rectangle
*Note: Replicate this table on your answer sheet as you write your answer.
Guide Questions:
1.
What are the unknown quantities in this activity?
2.
Which of these unknown quantities is/are fundamental?
3.
Which of these unknown quantities is/are derived?
4.
What did you do to determine the value of the fundamental quantities?
5.
What did you do to obtain the value of the derived quantities?
6.
In this activity, how does the estimation of variance become beneficial? Is your
measurement precise or accurate? Explain your answer.
7. If instead of ruler you were given a (a) Vernier
caliper and a (b) micrometer caliper, which of these
measuring tools will you used in determining the (a) Vernier (b) micrometer
caliper caliper
values of the unknown quantities? Explain your
answer. Photo credit: vectorstock.com, flipkart.com
Computation
Instruction: Show all pertinent parts of the solution and box in the final answer.
1. If you are to express the mean value of the length in inches rather than centimeters,
what will be your answer?
2. If you are to express the mean value of the area in square inches rather than centimeters,
what will be your answer?
H. Making generalizations and abstractions about the lesson
Generalization:
Based on the activity you just have performed, what is measurement? What are to be
considered in during the process of measurement?
Application:
How is measurement and conversion of units applied when you are asked to get the
area of the bed in meter and buy a fabric for its bed sheet, then you found out in the store that
fabrics are sold in yards?
(EVALUATE)
H. Evaluating learning
Multiple Choice: Choose the best answer.

1. How many grams are there in 1.8000 kilograms?
a. 18.0 c. 1800.0
b. 180.0 d. 18000.0
2. How many inches are there in 5.70 centimeters?
a. 2.24 c. 5.00
b. 2.44 d. 5.70
3. How should 450 000 000 000 liters be written in scientific notation with 4 significant figures?
a. 0.450 x 1012 L c. 45.00 x1010 L
b. 4.500 x1011 L d. 450.00 x109 L
4. How is 0.00000000005731 nanometer written in scientific notation with 4 significant figures?
a. 0.5731 x10-10 nm c. 57.31 x10-12 nm
-11
b. 5.731 x10 nm d. 573.1 x10-13 nm
5. To be able to determine the length of the stirring rod the student used a ruler, what kind of
physical quantity has he obtained?
a. Derived Quantities c. Fundamental Quantities
b. Direct Quantities d. Source Quantities
6. Experimentally the density of the iron fillings is determined using a triple beam balance, after
which the teacher confirmed that the measured value is the same as the theoretical value, what
can be said to the measurement done?
a. It is precise. c. It is affected by random error.
b. It is accurate. d. It is affected by systematic error.
7. The measured value of the electric current flowing through the different parts of the circuit were
measured, and it was found out after repeating the measurement using three different
ammeters that only two sets of data were near in value to each other. What could have
happened to the third set of data (having value that are quite different)?
a. The set of data is precise. c. It is affected by random error.
b. The set of data is accurate. d. It is affected by systematic error.
8. You are taking note of the initial temperature of the warm water that was poured in each
calorimeter (that was described to be coming from the same thermos). You have noted that
the first and last container has water with the same temperature. But the temperature of the
water inside the second container is lower. Since you have used the same thermometer in
taking the temperature, you decided to check the set-ups and found out that the second
calorimeter was not properly closed. What could be said about the measurement that you have
done?
9. Data collected from three sets of measurement using three rulers were found out to be the
following: 4.01cm, 4.02cm, and 4.015cm. What can be said about the measurement that have
taken place?
10. What must be computed to get the estimated value of multiple measurements having different
values?
a. their sum c. the least count
b. the average d. their difference
(EXTEND)
J. Additional activities for application or remediation
Instruction: Draw/illustrate certain household task that you did this week and explain how the
concepts of measurement, accuracy, precision, and estimation of error became
important part in accomplishing such task. Write your explanation in 30 to 50 words.
Below are the components in rating your output. Be guided accordingly.
Correct representation (drawing/illustration) – 2

Relevance to the task – 2
Correctness of data – 3
Clarity of presentation -2
Correct usage of language - 1
TEACHING September 20-24, 2021
SCHOOL PAMPANGA HIGH SCHOOL DATES / WEEK Week: 2
Title: VECTORS
Name: ___________________________________ Date: ______________________
See what you know 1.2: Vectors
1.
I. OBJECTIVES:
The learners demonstrate understanding of vectors and vector addition.
multi-concept, rich-content problems involving vectors.
▪ Differentiate vector and scalar quantities.
▪ Perform addition of vectors.
▪ Rewrite vector in component form.
▪ Describe a vector quantity.
▪ Differentiate vector quantities from scalar quantities.
▪ Add scalar and vector quantities.
▪ Determine the component of a vector using trigonometric functions.
▪ Write vector in component form using unit vector.
▪ Determine the vector sum.
▪ State the advantage of knowing the complete information about motion by the
vector quantities.
II. CONTENT: Vectors
IV. PROCEDURE
(ELICIT)
In this part you are to remember what your Junior High School Science teachers have
taught you. That is because the topic that we are to discuss is part of your grade seven science
class. As your teacher discuss mechanics and the descriptors of motion, they have also given
you the fundamental ideas regarding vector quantities and scalar quantities. Basically, you were
taught about the difference between these quantities based on the required information to
completely describe them. Let us test your memory! Work by pair and analyze each given
statement in the simple test below.
Think-Analyze-Decide: Think about each statement, analyze each of them. Afterwards,

decide whether you will agree or disagree with each statement. Check the column of your
answer.
DECISION
STATEMENT
AGREE DISAGREE
1. To describe the distance travelled by a vehicle you need to
provide both the magnitude and the direction of motion.
2. A box is being pulled in two opposite directions. The force applied
to the left is 10-Newton while on the right is 22-Newton. The box
moved to the left and vector sum of the applied force is 12-Newton
to the right.
3. Pythagorean Theorem can be used to identify the direction of the
vector sum if the given vectors have directions perpendicular to
each other.
4. A vector with a magnitude of 35.70 m and a direction of 15° west
of north has an x-component of 34.48 m westward.
5. A 3-dimensional vector lying on the origin of a 3D Cartesian
coordinate system is equal to 0ȋ + 0ĵ + 0k̂.
(ENGAGE)
A. Establishing the purpose for the lesson
Usopp of of Mugiwara pirates is to use Going-Merry’s
cannon to hit Don Flamingo’s Donquixote. Is it enough that he
knows the speed of the target ship to make sure that the
cannon will hit it?
Well, it is not. Though there is a chance that knowing the
ship’s speed will increase the probability of hitting it, being able
to determine its velocity will be better. Because instead of just
identifying how fast it is approaching or moving away, the
direction of motion will also be known. And this will increase the possibility of successfully hitting
it by a cannon.
This situation shows the difference between a scalar quantity and a vector quantity; at
which speed is an example of scalar quantity while velocity is a vector quantity. What difference
between the two can be deduced from the scenario?
B. Presenting examples/instances of the new lesson
For you to have ease in understanding the discussion in this topic, it is better if you will
know these terms. Read on and learn!
Scalar - quantity that is fully described by magnitude

Magnitude – measurement (numerical value and its unit)
Vector – quantity that requires both magnitude and direction
Component – part or element of a whole
Unit Vector - a vector of length 1, sometimes also called a direction vector
EXPLORE)
C. Discussing new concepts and practicing new skills #1
As described in our word hunt vectors are quite different from scalars. To clearly see the
difference between the two let us do some scalar and vector addition.
Adding scalar quantities is as simple as adding ordinary numbers, since direction is of no

concern in performing the operation. So, if you add 2 meters north and two meters south the
answer is 4 meters which is the same answer you will get if you add 2 meters north to 2 meters
east.
While in adding vectors aside from considering the magnitude you should also take
account of the direction. Here, we will first consider 2-dimensional vector quantities and the four
cardinal directions (north, east, south, and west); having the north and east as positive directions
in quadrant one
In finding the scalar and vector sum we can use both graphical and mathematical method.
Let us consider these given quantities and add them as scalars and vectors.
1) A1 = 8m east, A2 = 3m east
2) A1 = 8m east, A2 = 3m west
3) A1 = 8m east, A2 = 3m south
As Scalar Quantities
Getting the scalar sum mathematically is In graphical method, line is used

as simple as adding the given quantities as to represent quantities. In doing so,
ordinary positive numbers. scaling is applied.
1) AT = A1 + A2
= 8m + 3m
1)
AT = 11 m
2) AT = A1 + A2
= 8m + 3m
2)
AT = 11 m
3) AT = A1 + A2
= 8m + 3m 3)
AT = 11 m
* Scale: 1m = 1mm
General Physics 1 J - L y n A . S y h u a t - R i v e r a 13 | 70
Vector Quantities The parts of an arrow represent the
Mathematical computation of the parts of a vector:
vector sum is as simple as adding the given initial direction, initial
quantities as integers, that is they could be position magnitude position
either positive or negative depending on the
body
direction. tail arrowhead
Here, we consider the following sign Now, let us start the graphical
convention: analysis for number one. First draw the
(+) vector representation of the first given
quantity making sure that proper direction
and length based on the scale are followed
and then connect the second vector on its
(-) (+) head.
After, determine the resultant vector

(vector sum), that is; draw an arrow that has
(-) its tail on the tail of the first vector and with
its arrowhead connected to the arrowhead of
1) Since the values of the given quantities
the last vector. This will effectively show the
are both in east, as seen in the sign
direction of the vector sum. Lastly, determine
convention the two numerical values are
its magnitude using the same scale.
both positive.
→ → →
AT = A1 + A2 1)
= 8m + 3m
→
AT = 11 m, E
2) The first value will take the positive sign 2)

→ → →
since it is to the east. While the second value
is with a negative sign since this is to the
west. For number 3, in this example the
AT = A1 + A2 value of the given are perpendicular with
= 8m + (-3m) each other in terms of direction. So, before
→
AT = 5 m, E we solve it mathematically let us first try the
graphical method. We will first represent the
Before we go through the process of vector quantities using arrows and follow the
finding the vector sum for number three let us same method used in numbers 1 and 2.
have the graphical analysis of 1 and 2.
To know the length of the arrow
In doing this let us be reminded that
representing the resultant vector, employ the
we employ the scaling; Scale: 5mm = 1 m
use of a ruler and measure the arrow’s length
and that vector quantities are represented by
and then determine its value using the scale.
arrows instead of lines.
From this equation we can derive a
formula to compute for the hypotenuse (c):
c = √𝑎2 + 𝑏2
c is equal to the magnitude of the vector sum

To determine the “exact” direction (AT), adjacent leg (a) is equal to the first
you should use a protractor to measure the vector (A1), while the opposite leg (b) is equal
angle. to second vector (A2); thus, we have:
AT = √𝐴12 + 𝐴22
= √(8𝑚)2 + (3𝑚)2
= √64𝑚2 + 9𝑚2
Finally, combine the length and the = √73𝑚2
direction with the correct angle to give the
complete details of the vector sum.
→
This is not the complete answer yet,
for it is a vector quantity. Thus, there is a
need for us to compute the direction. In
Since in graphical method it is seen
that when resultant vector was properly determining the direction let us use one of
connected to the given vector quantities a the trigonometric functions.
right triangle is formed, this indicates that
𝑜
Pythagorean Theorem must be used in tanθ =
finding for its magnitude mathematically. 𝑎
3𝑚
=
8𝑚
3𝑚
θ= tan -1
8𝑚
θ = 20°33’21.76” south of east

The Pythagorean Theorem states
that the square of the hypotenuse is equal to Therefore,
the sum of the square of the two legs. In
mathematical equation that is:
→
AT = 8.54 m, 20°33’21.76” south of east
c2 = a2 + b2
Consider the airplane’s motion from

its loading location, on the runway, to the
moment it takes off to a certain height. What
can you say about the direction of its motion?
Is there any part on its path that is neither
horizontal nor vertical? If there is, try to
describe it.
Photo credit: shutterstock.com
The given situation involves vector quantity that does not directly lies on the x-axis or the
y-axis; such vectors have nonzero components in x and y. Let us explore about this example to
learn more about vector components, their magnitude and direction.
The figure on the left shows the possible path taken

→ by the airplane.
RT →
→
R2 It is clearly seen that the first vector R1 (movement of
not to scale the airplane on the runway) lies directly in the x-axis. From
→
R1 its position we can conclude that its y-component is zero,
while its x-component has a magnitude and direction like
the arrow representing it.
→
The second vector R2 (motion of the airplane as it takes off the runway up to the moment
it reaches a certain distance away from the runway flying to a higher altitude) on the other hand is
inclined between the x-axis and the y-axis. That means it has nonzero x-component and y-
component. But the question is how the magnitude and direction of these components can be
determined. Well, just like on our previous lesson on vector sum, trigonometric functions could be
used to determine the value of the components. Though this leads us to the next question; which
of the trigonometric function is to be used.
To start our analysis of the application of the trigonometric 𝑜
functions let us recall them. The sine, cosine, and tangent. Figure on the
SOH sin θ =
ℎ
right shows the acronyms that are usually being used in the discussion of 𝑎
the said functions; at which SOH is for sine that is equal to opposite leg CAH cos θ =
ℎ
divided by the hypotenuse; CAH is for cosine which is equal to the
quotient when the adjacent leg is divided by the hypotenuse; and TOA for 𝑜
tangent that is equal to the opposite leg divided by the adjacent leg. TOA tan θ =
𝑎
Now, let us go back to the airplane’s situation and make our mathematical analysis about
it. For this purpose, let us make the description of its motion more detailed. Say, the horizontal
movement along the runway is 2000.0 meters eastward, then it takes off at an angle of 10° from
the runway and travelled along this to a distance of 970 000.0 meters.
The vertical component of the motion along the
runway is zero because its lies directly along the horizontal
which means that the x-component is 2000.0 meters east.
The diagonal motion is at 10 degrees from the runway,

to get its x-component and y-component we must consider this
y angle. Based on the figure we will see that a right triangle is
10° formed when the vertical and horizontal components were
x included.
To get the magnitude of the x- While for the y-component, the

component we will use the trigonometric opposite leg, we will be using the sine
function involving the leg which value is function. Employing the same procedure
given, the hypotenuse, and the unknown leg, use in the cosine function we will have:
the adjacent; thus, we will use cosine.
On the other hand, the total x-component and the total y-component are computed as
follows:
xT = x1 + x2 yT = y1 + y2
= 2 000.0 m + 955 263.5 m = 0 m + 168 438.7 m
xT = 957 263.5 m, east yT = 168 438.7 m, north
Now, let us use the total x and y components and solve the magnitude of the resultant
vector using the Pythagorean Theorem.
RT = √ xT2 + yT2
RT = √ (957 263.5 m)2 + (168 438.7 m)2
x2 RT = 971 969.7 m
The last step needed to be done is to determine the direction of the vector sum (resultant
vector) using the trigonometric function tangent.
𝑜
tanθ =
𝑎
168 438.7 𝑚
= 957 263.5 𝑚
168 438.7 𝑚
θ= tan -1
957 263.5 𝑚
θ = 9° 5’ 46. 3 north of east
To summarize the data from the given situation and the computations we have made, let
us organize them on a table.
VECTOR MAGNITUDE DIRECTION X-COMPONENT Y-COMPONENT

→
R1 2 000.0 m East 2 000.0 m, E 0
→ 10° north of
R2 970 000.0 m 955 263.5 m, E 168 438.7 m, N
east
TOTAL 957 263.5 m, E 168 438.7 m, N
→
RT 971 969.7 .19 m 9° 5’ 46. 3 north of east
UNIT VECTOR
Unit vector is a vector of unit magnitude used to specify a spatial direction. In this part let
us consider three-dimensional motion and then try to represent each part of the as vector
components using unit vector. Say, that on a 3m x 2m billiards table after a being hit with the cue
stick a yellow billiards ball initially resting at the center rolls 1.5 m towards the edge of the table
at time t1, slide 1.0 m along that corner at time t2, and then fall in the table’s pocket (0.15 m) at
time t3; therefore, as a scalar quantity the total distance covered by its motion is 2.65m. But
determining the ball’s displacement would lead us to treating the given as vectors. As we learn
previously, we can do this both by graphical and mathematical analyses. Let us begin with
graphical analysis; this motion could not be plotted on a 2-D Cartesian plane. So, we will be using
a 3-D Cartesian coordinate system having x, y, and z axes.
Initial position of the ball is assigned at [0ȋ + 0ĵ + 0k̂]m, this
indicates that ȋ is the direction along x-axis, ĵ is along y-axis and k̂ is along
the z-axis. Let the billiards ball’s motion towards the table’s edge be along
negative x-axis, its motion along this corner at positive z-axis (which in the
figure appear to be towards the reader/out of the book), and its fall to the
pocket along the negative y-axis. Therefore, the ball’s position at t1 is [(-
1.5ȋ) + 0ĵ + 0k̂]m, it is [(-1.5ȋ)+ 0 ĵ + 1.0k̂]m at t2, and [(-1.5ȋ) + (-0.15ĵ) +
1.0k̂]m at t3.
Mathematically, we can solve for the displacement by getting the

sum from the initial position to the final position. That is:
→ → → →
dT = d1 + d2 + d3
= [(-1.5ȋ) + 0ĵ + 0k̂]m + [0ȋ + 0ĵ + 1k̂]m + [0ȋ + (-0.15ĵ) + 0k̂]m
→
dT = [(-1.5ȋ) + (-0.15ĵ) + 1.0k̂]m
The figure on the left shows the

illustration of the billiards ball’s motion.
The black arrow represents its total
displacement. This can be described as a
displacement 1.5m to the left, 1m out of
the paper (forward if you’ll analyze it as
if you are standing in front of the
billiards table), and 0.15m downward as
it fell to the table’s pocket.
(EXPLAIN)
Overview: Physical quantities can either be scalar or vector. Scalar quantities are those
whose values could be stated completely with their magnitude (numerical values and units) and can
be represented using lines. While vector quantities are those that require both magnitude and
direction to be completely described and are represented by arrows. Also, it is important to take
note that symbols of vector quantities are written with an arrow above them to remind you that they
require direction; something that is not needed for scalar quantities. In this activity you are expected
to solve and graphically illustrate scalar and vector sum.
Procedures:
A. Connect the Dots
B. Measure the Sum
1. Below the pasted “A. Connect the Dots” or in another sheet of paper perform the
“measure the sum (graphical analysis), draw the scalar and vector representation
of each sub-stage using the scale 1 inch = 1 cm.
2. Draw and measure the scalar and vector sum.
3. Make sure to label each quantity.
C. Do the Math
1. Using the unit inch, determine the scalar and vector sum for each sub-stage, 3 pairs
of dots from (1), (4), (9) and (3). Show all pertinent parts of the solution (GUFSA).
A. Connect the Dots
1 5 6
4 2 10
9 12 8
11
3 7
DOT QUESTION ANSWER

Which quantity can be completely described by
1 POSITIVE
providing the magnitude?
2 Which can be used to represent vector quantities? VECTOR
What quantity can be directly measured using
3 SYSTEMATIC ERROR
measuring tool?
What do we call the process of comparing an unknown
4 ARROW
quantity to a standard unit?
What quantity needs both magnitude and direction to
5 DERIVED
be completely described?
What do you call quantities that can be obtained
6 SCALAR
through computation?
7 Which can be used to represent scalar quantities? NEGATIVE
What sign should be used to represent the direction of
8 RANDOM ERROR
a vector that is due north?
9 What sign must be used for a vector that is due west? INACCURACY
Which error is related to extraneous factors such as
10 MEASUREMENT
room temperature, air pressure, and the likes?
Which error can be due to the improper calibration of
11 LINE
the measuring tool?
12 Which should be added/subtracted to the measured
FUNDAMENTAL
value to indicate proper estimation?
This table contains the question that needs to be answered for each numbered dot and
the answer that each numbered dot represents.
(ELABORATE)
Instruction: Determine what is asked. For the graphical analysis, use the scale 1 m = 1
cm and draw each vector using different colors of pen. Proper labelling is required. For the
mathematical analysis, show all pertinent parts of the solution and box in each final answer. For
the summary, copy the table and make sure to put the answers on their corresponding position in
the table.
Situation: A ball rolls 8.0 meters to the east and then it hits the wall which causes a change in its
direction and rolls 7.50 meters 32° north of west. What is the displacement of the ball
(vector sum)?
A. Graphical Analysis (1 point for each correct representation of the vector, 1 point for the
correct representation for the resultant vector, 1 point for the correct length of the final
vector and 1 point for its direction/angle).
B. Mathematical Analysis (GUFSA – 1 point per part for each unknown).
C. Summary (1 point for each properly labeled part)
VECTOR MAGNITUDE DIRECTION X-COMPONENT Y-COMPONENT
→
R1
→
R2
TOTAL
RT
Generalization (accuracy of thoughts -1 point, and clarity of statements -1):
1. What is the difference in adding scalar quantities to adding vector quantities?

2. Describe vector quantities which have non-zero x-axis and non-zero y-axis.
3. Why are unit vectors important in representing vector quantities?
Application: Answer in 5 to 30 words.
1. During your Junior High School days, you have encountered the term distance and
displacement. Based on the descriptions given for these quantities which is vector?
Which is scalar? Why is it better (most of the time) to know the object’s displacement
rather than the distance it covered? Elaborately state your answers.
3. If you are walking on a staircase towards the third floor of the Orchids building, should
your displacement be represented as a movement along the y-axis? Explain your
answer. pocket side
4. If from the pocket side of a billiards table 1 2
the boll rolls towards location 1 then
slides up to location 2 before it finally
fell inside the table’s pocket, how 3
could unit vectors be utilized to easily
represent its movement?
(EVALUATE)
I. Evaluating learning
Think-Analyze-Decide: Analyze each statement. Afterwards, decide whether you will agree or
disagree with each statement. If you disagree, write the part of the
statement that made you do so. Do not forget to give proof or
explanation for each decision. (1 point decision and 1 point for the
explanation)
1. To describe the displacement travelled by a vehicle you need to provide both the magnitude
and the direction of motion.
2. A box is being pushed in two opposite directions. The force applied by the person pushing it
to the left is 9 N, while it is being pushed 17 N to the right. The box moved to the left and
vector sum of the applied force is 12 N to the right.
3. Pythagorean Theorem can be used to identify the direction of the vector sum if the given
vectors have directions perpendicular to each other.
4. A vector with a magnitude of 35.70 m and a direction of 15.0° west of north has an x-
component of 9.24 m, north.
5. A 3-dimensional vector lying 3 units to the right, 2 units upward, and 2 units out of the paper
on a 3D Cartesian coordinate system is equal to 2ȋ + 2ĵ + 3k̂.
(EXTEND)
Instruction: Determine the distance covered by the pingpong ball and its total displacement as
indicated in the given scenario. Mathematically, show all pertinent parts of the
solution and box in the final answers. Graphically provide a complete and properly
scaled illustration of its motion using the scale 1m=1mm.
A pingpong ball was dropped inside a 1m3 square box at [(-

0.3ȋ) + 1ĵ + (-0.4k̂)]m through an opening on the top of the
box. It fell on the bottom [(-0.3ȋ) + 0ĵ + (-0.4k̂)]m, bounces off
to [0ȋ + 0.7ĵ + 0.1k̂]m then fell on the platform inside the box
[0.5ȋ + 0.3ĵ + 0.4k̂]m.
*Note: The corners of the bottom side of the box lie

at [(-0.5ȋ) + 0ĵ + (-0.5k̂)]m, [(-0.5ȋ) + 0ĵ + 0.5k̂]m, [0.5ȋ + 0ĵ +
(0.5)k̂]m, + [0.5ȋ + 0ĵ + (-0.5k̂)]m.
September 27-
TEACHING
SCHOOL PAMPANGA HIGH SCHOOL October 1, 2021
DATES / WEEK
Week- 3
Title: KINEMATICS – MOTION IN A STRAIGHT LINE
Name: ___________________________________ Date: ______________________
See what you know 1.3: Kinematics – Motion in a Straight Line
1.
I. OBJECTIVES:
The learners demonstrate understanding of position, time, distance, displacement,
speed, average velocity, instantaneous velocity, average acceleration, and
instantaneous acceleration.
multi-concept, rich-content problems involving motion in 1D and 2D.
▪ Convert a verbal description of a physical situation involving uniform acceleration
in one dimension into a mathematical description.
▪ Interpret displacement and velocity, respectively, as areas under velocity vs. time
and acceleration vs. time curves.
▪ Interpret velocity and acceleration, respectively, as slopes of position vs. time and
velocity vs. time curves.
▪ Construct velocity vs. time and acceleration vs. time graphs, respectively,
corresponding to given position vs. time graph and velocity vs. time graph and vice
versa.
▪ Solve for unknown quantities involving one-dimensional uniformly accelerated
motion, including free fall motion.
▪ Solve problems involving one-dimensional motion with constant acceleration in
contexts such as, but not limited to, the “tail-gaiting phenomenon”, pursuit, rocket
launch, and free-fall problems.
▪ Recall concepts of one-dimensional motion learned from JHS.
▪ Describe the motion of an object as illustrated by the slope of a graph.
▪ Reconstruct a given graph and show the correct representation of motion.
▪ Determine the displacement and velocity of an object as areas under the curves.
▪ Write mathematical equations as representation of a verbal description of
motion.
▪ Solve problems involving one-dimensional motion.
▪ Explain the importance of being able to understand the concepts of one-
dimensional motion.
II. CONTENT: Kinematics – Motion in a Straight Line
IV. PROCEDURE
(ELICIT)
The moment you wake up, or even when you are asleep kinematics is part of your life. As
you flip and turn finding the most comfortable sleeping position you experience changes in
location, speed in motion and other quantities related to this field of physics.
We will revisit the terms you have learned in JHS that were used to describe motion, such
as: (1) distance, (2) displacement, (3) speed, (4) velocity, and (5) acceleration. Specifically, we
will deal with motions along a straight line.
Matching Type: Match terms in column A to the description in column B. Write the letter of your
answer on the answer sheet. Use capital letters only.
COLUMN A COLUMN B
1. This equation shows that the total displacement traveled A. 9.800
by an object in each amount of time is equal to its velocity.
B.
2. A formula showing that acceleration is the rate of change
in velocity.
3. An object freely falling due to gravitational pull of the earth. C.
4. A condition at which the acceleration of a moving object D. 4.900
is equal to zero.
E. [(0ȋ) + 0ĵ + (0k̂)]
5. This line graph shows constant acceleration.
F. Constant Acceleration
6. This line graph describes constant velocity.
G.
7. This is the magnitude of the acceleration of the object
thrown upward at its peak in m/s2. d
8. This is the velocity of the object thrown upward at its peak

in m/s. H.
9. This is the velocity in m/s of stone in free fall at time =

0.5000 second. I. Constant Velocity
10. This is the acceleration in m/s2 of an object that have J. 0

changed its velocity from 10.00m/s to 20.00m/s in 1.000 s.
(ENGAGE)
When somebody jogs in place; we certainly see the person moving, but
as a student of physics you should evaluate the situation more precisely before
saying that indeed that person is in motion. For in kinematics, as we represent
the motion using free body diagram, we will represent it as a dot.
Also, we need to consider that in this lesson we will refer to motion as a
measurable change in location from a reference point to another. So, let us go
back to the person jogging in place; that could not be considered as in motion.
But, if the person is running from one place to another, then indeed you are in
motion.
To have a better understanding of this, let us draw the motion of the two persons: (1)
jogging in place, and (2) running from one place to another using free-body diagrams.
initial position
final position initial position final position
(1) Jogging in Place (2) Running from One Place to Another
In (1) there is no change in location, thus, no movement from the reference point. In (2)
there is a change in location from initial position to final position, therefore when somebody jogs
in place; we certainly see the person moving, but as a student of physics you should evaluate the
situation more precisely before saying that indeed that person is in motion. For in kinematics, as
we represent the motion using free body diagram, we will represent it as a dot.
Also, we need to consider that in this lesson we will refer to motion as a measurable
change in location from a reference point to another. So, let us go back to the person jogging in
place; that could not be considered as in motion. But, if the person is running from one place to
another, then indeed you are in motion.
After having a clearer idea on how to determine if an object is at the state of rest or in
motion; we are ready to describe object’s motion. Here is a situation that would help you recall
details about the descriptors of motion that have been discussed during your JHS science
classes.
Descriptors of Motion
Here is a simple case study: you
are searching for some valuable materials
that you have lost. Your faithful dog-robot
will be your guide-dog since it is
programmed with great sense of smell
(that could detect your scent which have
clanged on the materials) even from afar.
If the first information given by your dog-robot is that she is to travel 9.5 meters from its
initial position to reach the materials being searched, will there be any possible location (A, B, C)
that will be eliminated from the choices? There will be none, because all the three locations are
with a scalar sum of 9.5 meters.
The second information that your dog robot relayed to you is that the location of the
materials you are reaching is somewhere north of west. With this information, which is/are the
possible location/s? Location B and C, right? That is because location A is somewhere east of
north.
Third information from your guide dog is that the materials are just 2.06 meters away from
the initial position. So, where are the materials? If your answer is at location B! Yes, you have
found the location!
Photo credit: redbull.com, shutterstock.com
Instruction: Complete the following paragraph by providing the correct term. Just write the
number and your answer in the answer sheet.
Now, using the case study we have above let us talk about some descriptors of motion. In
the first given information, the dog robot said that the exact length of path to be taken is equal to
9.5 meters. In this part the dog provided the (1) that you must walk to reach the location of the
materials that you are looking for.
While in the third information, you were given the complete description of the vector
quantity that measures the distance from the starting position to the final position, this is the (2).
It will take it sometime to reach location A; once you consider this time taken to travel to a
certain distance, you will be able to determine the dog’s (3).
Is speed same with velocity? Well, no. First, velocity is a vector quantity, while speed is a
scalar quantity. Another thing to take account to their difference is that (4) is the displacement per
unit time and not the rate of change in distance.
In our study about the motion that took place in the given scenario, we consider the dog
to be initially at rest and starts moving, then walks until it achieves its goal. So, we can say that
there is a change in its velocity. This rate of change in velocity is called (5).
In your grade 7 science class it was explained that a coordinate system for a line graph has
two axes: the vertical y-axis (ordinate) for the dependent variable, and the horizontal x-axis
(abscissa) for the independent variable. Line graphs like those you used in the specified level can
be used to represent an object’s motion. Below are the examples:
Distance vs. Time Graph
This displacement
versus time graph This straight-line
shows that there is graph of displacement
→
versus time shows
d no change in position → constant velocity. That
in the given time, d is the change in
thus, no motion took displacement at any
t
place. This means t given time interval is
that the object stays in the same place over the same. Using
a period. mathematical concept, this graph has
constant slope.
Velocity vs. Time Graph
A horizontal
→ straight-line graph
v of velocity versus
d time shows
t constant velocity.
Here, the velocity

→ constantly changes
v over time, showing
d constant acceleration
t
Note: Below are the symbols for the descriptors of motion that we will be using throughout
this lesson:
→
Distance (d) Displacement (d) Speed (v) Velocity ( →v ) Acceleration ( a→)
I hope that from the symbol of each quantity you had been able to recognize which is
scalar and vector. Let us find out, determine whether the indicated quantity in each number is
scalar or vector.
1. Distance 4. Velocity
2. Displacement 5. Acceleration
3. Speed
(EXPLORE)
Displacement as Area under Velocity versus Time Curves
As we learned earlier in this lesson velocity versus time graph shows the object’s
acceleration (the slope). Now, we will learn how a plot of velocity versus time can also be used to
determine the displacement of an object through the area under the curve. The area bound by
the line and the axes represents the displacement. Below are three different velocity-time graphs;
the shaded regions between the line and the time-axis represent the displacement during the
stated time interval.
In this graph, we can see that there is a As seen, the area under the curve
constant value of velocity through time. This (shaded part) takes on the shape of a
means that the acceleration is zero. If the rectangle. So, this tells us that the
value of displacement is to be taken from the displacement from 0 second to 6 seconds
information in this graph, we will just take the can be computed by getting the area using
area under the curve. the appropriate formula:
→ →
;at constant v, a=0 A=l·w (equation 1)
Using equation (1), let us compute the displacement taken by the object at t = 6s.
Given: Unknown: Formula: Solution & Answer:

→ → →
l = 6s d=? d= l·w d = 6s (40 m/s)
→
w = 40 m/s d = 240 m, east
This slanted straight-line graph The shaded area is representative of
represents a constant change in the velocity the object’s displacement for the specified
– constant acceleration. And since the slope time (from 2 seconds to 6 seconds). This
is rising to the right, what we have here is a area takes on the shape of a trapezoid and
positive acceleration – an increase in velocity can be calculated using the appropriate
as a function of time. equation.
; a = constant ≠ 0 A = ½ · b · (h1 + h2) (equation 2)
Using equation (2), let us compute the displacement taken by the object from 2 seconds
to 6 seconds.
Given : Unknown: Formula: Solution & Answer:
→ →
b=4s d=? d = ½ b (h1 + h2) d→= ½ [4s (20 m/s + 50 m/s)]
h1 = 20 m/s →
h2 = 50 m/s d = 140 m, east
This slanted straight line graph also Again, to get the value of the velocity
represents a constant velocity. Its only we just have to compute for the area under
difference with what we had earlier is that in the curve, which in this case is a triangle.
this one the line slants downward. Thus, we Hence, the displacement of the object at
say that the object slows down (its velocity time is equal to 6 seconds will be equal to
decreases) – the acceleration is negative. the area of this triangle.
a = (-) constant ≠ 0 A=½·b·h (equation 3)
The displacement of the object at time equal to 6 seconds can be calculated using
equation (3).
Given : Unknown: Formula: Solution & Answer:

→ → →
b=6s d=? d = ½ bh d = ½ [6s (50 m/s)]
→
h = 50 m/s d = 150 m, east
Velocity as Area under Acceleration versus Time Curves
Either velocity or change in velocity can be computed by getting the value of the area
under the acceleration versus time curves. For the set of formula in doing this is same as
equations (1), (2), and (3), depending on the given graph/situation.
Say, a car accelerates from t = 0 s to t = 5 s as represented
by the graph below; what is its velocity at t = 5 s?
Since the area under the curve is triangle, we can use

equation (3): A = ½ · b · h to solve the unknown. Given that the
base is 5 s and the height is 40 m/s2, by simply multiplying this
two given quantities and multiplying the product to one-half, the
velocity at the specified time will be computed to be equal to 100
m/s to the east.
Let us consider another situation. For instance, a

sailboat is sailing in a straight line with a velocity of 10 m/s.
Then at time t = 0 s, equals, a stiff wind blows causing the
sailboat to accelerate as seen in the diagram. What is the
change in velocity of the boat after the wind has blown for 6
s? What is the sailboat’s velocity at t = 6 s?
6
In this scenario, we will be employing equations (1)
and (3). The rectangle between t = 0 s to t = 3 s is considered
as a positive area since it is above the horizontal axis, same
as the triangle at t = 3 s to t = 5 s. The area of the triangle at t = 5 s to t = 6 s however, is considered
negative since it is below the horizontal axis. Hence, the complete equation for the unknown will
be: A = [(l · w) + (½ · b · h) + (- ½ · b · h)].
So, we have:
→
∆v = A = { [(5 m/s2) (3 s)] + [1/2 (2 s) (5 m/s2)] + [ ½ (1 s) (-2 m/s2)] }
From here, we will be able to compute that the change in velocity is 19 m/s. The magnitude
of final velocity at six seconds is equal to the initial velocity plus the change in velocity; that is,
vf = 10 m/s + 19 m/s = 29 m/s
Therefore, its velocity at t = 6 s is 29 m/s to the east.
Note: In this topic no significant figures are specified in the given sample problem since it’s a bit
difficult to denote lower place value (in decimal places) in the given graphs. Thus, answers are
expressed as they are seen in the calculator.
Instruction: Determine what is asked. Show all pertinent parts of the solution (GUFSA).
a (m/s2, E)
v (m/s, E)
→
t (s) t (s)
→
1. With vi = 0, velocity at 2. Displacement at t = 3 3. Velocity at t = 6s,
time equal 4 seconds. s to t = 5 s. considering that the initial
velocity is 4 m/s.
CONSTANT ACCELERATION
An object that is in uniform acceleration has a constant change in velocity. That means its
velocity changes at a definite rate. It gives us the information that if the object travels with a certain
initial velocity after some time there with be a difference in its velocity defending on its
acceleration. Mathematically this could be written as:
So, let us say that a car that is initially at rest was made to move at 5m/s by stepping on
the accelerator for 2 seconds, this vehicle accelerated. What is its acceleration?
From the situation on hand; we can determine the given quantities to be (1) initial velocity
equal to zero since the car is described to be initially at rest, (2) final velocity is 5m/s to the east,
the car’s velocity after the accelerator was stepped on, and (3) time equal to 2 seconds – the time
the driver had his foot on the accelerator. The situation asked us to determine the acceleration
which could be computed by employing the use of the equation 1, which we will give us an answer
of 2.5m/s2.
This could be put simply in mathematical method as:
In our study of constant acceleration, it is also important to recall other mathematical

concepts of the descriptors of motion that were taught in JHS such as average velocity and total
displacement.
Average velocity is (a) the sum of the initial and final velocity divided by two; also,
it can be obtained by (b) dividing the total displacement to the elapse time. Mathematically these
descriptions can be written as:
Equating this formula to each other we will have:
Deriving a formula for time (t) from equation 1 and substituting it to equation 2 we’ll get:
These equations may come in handy as we go along our lesson.
(EXPLAIN)
I. Developing mastery
Constant Velocity vs. Constant Acceleration
An ice-sailboat is resting on a frictionless surface of a frozen lake when a strong wind blew
making it slide out of its place. If no other force is applied on the ice-sailboat, what can be said
about its motion? Do you think that it accelerates, move in constant velocity, or move at a constant
acceleration?
Since initially it is stationary, the initial velocity of the ice-sailboat is zero. Upon being blown
by the wind it started to move and attain a certain velocity. At this point we say that it accelerates.
But no other force aside from the wind is applied on the ice-sailboat, so, after attaining
such velocity it stops accelerating and move along at a constant velocity.
Will the same be said to a ripe fruit that starts falling to the ground?
The ice-sailboat and the ripe fruit both are initially at rest and moved only due to a force.
Therefore, the initial velocity of the fruit is the same as that of the ice-sailboat. Though they both
started with zero velocity the fruit is affected by a constant application of force known as pull of
gravity. Because of this the fruit’s velocity changes as a function of time. As a description to this
motion, we say that the ripe fruit is at constant acceleration.
Constant Acceleration and Free Fall

You already have an idea of what constant acceleration is. Now, let us use this concept
for our deeper understanding of the movement of a freely falling objects.
First let us bear in mind that free fall is a motion that is affected solely by gravity. That
means that in this kind of motion other drag forces such as air resistance, blowing wind and the
like are neglected.
On this point, I recommend that you review your grade 9 Science and the computation
you had about linear motion. What you learned about uniformly accelerated motion will come in
handy.
Some formula to be remembered
We know that acceleration is the rate of change in velocity, let us

just take note that for free fall the initial velocity is always zero and that the
acceleration is always caused by gravity.
Considering equation (2) from our discussion about constant acceleration,

substituting the formula for the final velocity and noting that the initial
velocity is zero, we will have:
→
t= → gt2
and dT =
2
Final Velocity, Displacement and Time of Fall
Let us consider a pebble dropped from the third floor of the Orchids Building. Compute for
the:
(a) velocity of the pebble at time = 1 s,
(b) velocity of the pebble at time = 0.50 s,
(c) the time it takes the pebble to have a displacement of 5 m from the third floor, and
(d) it’s height from the ground at time = 0.60 s
In answering this problem, we note that the pebble is freely falling and did not hit the wall
or the railings and that the third floor is 6 meters from the ground.
Given: Formula:
hB = 6 m
(a-b)
(a) t= 1s
(b) t = 0.50s (c)
(c) dT = 5 m
(d) t = 0.60 s →
→ gt2
(d) dT = , hG = hB - |dT|
2
Solutions and Final Answers:
→
(a) vf = (- 9.8 m/s2) (1s) (c) t = 2 (- 5 m)
→ - 9.8 m/s2
vf = 9.8 m/s, downward
t = 1.01 s
→
(b) vf = (- 9.8 m/s2) (0.50 s)
→
(d) dT = (-9.8 m/s2) (0.60 s)2
vf = 4.9 m/s, downward 2
= 1.76 m, downward
hG = 6m – 1.76 m
hG = 4.24 m
Constant Acceleration and Object thrown Upward
Imagine a chalk thrown upward, what is required for it to have an upward motion? Can its
initial velocity be zero?
Think about it, if the initial velocity of the object is zero, will it even move from the hand of
the person who is supposed to throw it? Of course, no. Unlike objects that are freely falling, objects
thrown upward has initial velocity that are nonzero. Which means, force must be applied giving
the object an initial velocity upon release.
But then, does this mean that since force will only be applied by the person throwing the
object once and only once; which causes it to gain velocity; that any object thrown upward will
have a constant velocity? To answer this question, first throw a small object upward, look at its
motion, observe and evaluate.
How would you describe the velocity of the object as it goes up? What do you think
happens to its velocity as it reaches the peak (maximum height)? Is its velocity constant on its
fall? Do you think that there is another force affecting the motion of the object aside from the force
you just have applied to it?
Like in free fall motion of objects thrown upward is also affected solely by gravity. This
force makes an object move slower as it moves up and faster as it fall.
Equations and Sample Problem

A child threw her doll vertically upward with an initial velocity of 5.2 m/s.
(a) What maximum height will the doll reach?
(b) How long will it take it to reach the maximum height? (c) What is its velocity at time = 1.2 s?
(d) If it is caught at the same height at which it is released, how long does it take for the child to
catch it?
Before we proceed with the solution let us first consider the equations to be used.
For the Upward Motion
Like in free fall, here, the acceleration is still constant, and it is due
to gravity. Be unlike freely falling object
→ vi of object thrown upward is not
zero, though at hmax it becomes zero, making
→ vf = 0.
_
i
-
Substituting this equation to the equation we had from the average velocity will result to:
_
i
_
For the Downward Motion

This part of the objects motion is same as free fall. Recall the discussion we had about
freely falling object as we go along with the lesson.
(ELABORATE)
Using the derived equations for object thrown vertically upward, determine the values of
the unknown quantities in the situation about the doll thrown by the child in the previous page.
Make sure to write all pertinent parts of the solution (GUFSA).
Generalization:
1. How do you describe an object moving at constant motion?
2. How about those with constant acceleration?
Application:
1. Imagine that a tomato is falling from the third floor of the Orchids building, how would you
describe its motion?
(EVALUATE)
J. Evaluating learning
Problem Solving: Write all pertinent parts of the solution and box in the final answer.
1. A stone is freely falling…
(a) What is its velocity at time = 2 seconds?
(b) How far is it from the initial position at time = 2 seconds?
2. A coin is tossed upward with an initial velocity of 15m/s.
(a) What is the peak of its motion?
(b) How long will it take for it to be caught at the same time it was release?
(EXTEND)
K. Additional activities for application or remediation
Problem Solving: Write all pertinent parts of the solution and box in the final answer.
1. A vehicle is currently moving at 5m/s a constant acceleration of 5m/s2, what would its
velocity be at time = 3 seconds?
TEACHING September 14,2020

SCHOOL PAMPANGA HIGH SCHOOL DATES / WEEK Week- 4
Title: RELATIVE VELOCITIES
Name: ___________________________________ Date: ______________________
See what you know 1.1: Relative Velocities
1.
I. OBJECTIVES:
The learners demonstrate understanding of relative velocities.
multi-concept, rich-content problems involving relative velocities.
Describe motion using the concept of relative velocities in 1D and 2D.
▪ Define relative velocity.
▪ Cite instances that may specify the difference of actual velocity to relative
velocity.
▪ Compute the relative and actual velocity of a moving object.
▪ Describe object’s motion using the concept of relative velocities.
▪ Explain the benefits of knowing the actual velocity and the relative velocity of a
moving object.
II. CONTENT: Relative Velocities
IV. PROCEDURE
(ELICIT)
We encounter occasions where one or more objects move in a frame which is non-stationary
with respect to another observer. For example, a boat crosses a river that is flowing at some rate
or an airplane encountering wind during its motion. In all such instances, to describe the complete
motion of the object, we need to consider the effect that the medium is causing on the object.
While doing so, we calculate the relative velocity of the object considering the velocity of the
particle as well as the velocity of the medium. Here, we will learn how to calculate the relative
velocity.
Instruction: Give a short answer (10 to 20 words) for each question.
On this picture there are three

“objects”. A girl that is standing on the
sidewalk while waiting for a ride, a car
moving 20 m/s west ward, and a truck
moving 25 m/s eastward. Do you think
the passenger on the viewed the truck
moving at 25m/s eastward? What would
be the velocity of the truck as seen by the Photo credit: shutterstock.com, clipartstation.com, clipart-library.com
girl? How are your assumptions related to

relative velocities?
(ENGAGE)

Knowing which frame of reference is to be considered is very important when you talk
about motion in Physics.
If you have ever observed the moving vehicle passing by the vehicle you are riding in, the
velocity you perceived may not be the same as the actual velocity at which that vehicle you had
observed is moving. What you have perceived is the relative velocity. Think about it, why is
knowing the relative velocity important?
This could be because the concept of relative velocity is not limited to what have been
discussed earlier. For relative velocity could be the velocity of a moving object as an effect of the
medium it is moving in.
For instance, an airplane’s velocity can be affected by the tailwind; at the same manner
that a boat’s motion is affected by the water current.
Instruction: Write down a 5 to 30 word explanation about the following.
1. The effect of the tailwind and water current to the velocity of the airplane and the boat.
(a) An airplane is travelling against a tailwind.
(b) The boat is moving along the water current.
As we continue our discussion about relative velocities, let us consider the two different
concepts mentioned earlier and try to understand the given situations better by involving
mathematical solutions.
(EXPLORE)
1. Relative Velocities and Frame of Reference
Let us consider two objects, A and B moving with velocities v1 and v2 with respect to a
common stationary frame of reference, say the ground.
The velocity of the object 1 relative to the object 2 can be given as,
→ → →
v12 = v1 − v2 equation (1)
Similarly, the velocity of the object 2 relative to that of object 1 is given by,
→ → →
v21 = v2 – v1 equation (2)
From equations (1) and (2), we can see that,

→ →
12 = − v21
v
Although the magnitude of the two relative velocities is equal. Mathematically we should
write it as,
→ →
|v12| = |v21|
2. Relative Velocities and the Medium at which Objects Move
Let us explore more about this concept using the following example about a speed boat
moving across the water current.
Example: A speed boat is moving at 90.0 km/hr (actual velocity), in the northward direction.
It encounters water current in the east direction at a rate of 20.0 km/hr. Calculate the resultant
velocity of the boat.
Given, that the velocity of the water current is equal to →

vwc = 20.0 km/hr and the velocity
→
of the speed boat is equal to vsb = 90.0 km/hr.
The relative velocity of the speed boat with respect to the ground can be given as:
The angle between the velocity of the water current and that of the boat is 90°. Using the
Pythagorean Theorem, the magnitude of the resultant velocity can be calculated as,
vT = √(𝟗𝟎. 𝟎 𝒌𝒎/𝒉𝒓)𝟐 + (𝟐𝟎. 𝟎 𝒌𝒎/𝒉𝒓)𝟐

vT = 92. 2 km/hr
Using trigonometry, the angle made by the resultant velocity with respect to the horizontal
plane can be given as,
𝟐𝟎 𝒌𝒎/𝒉𝒓
Ɵ= tan-1
𝟗𝟎 𝒌𝒎/𝒉𝒓
Ɵ = 12°31’43.7” east of north
Therefore, the speed boat’s relative velocity with respect to the ground is 92.2 km/hr,
12°31’43.7” east of north.
(EXPLAIN)
If we will go back to our first example about the car, the truck, and the girl on the sidewalk;
how would the velocities of the two vehicles be related to? How would the velocity of the truck as
viewed by the passenger on the car be different to what is perceived by the girl? Show
mathematical equations to express your answer.
(ELABORATE)
Instruction: Write down a 5 to 30 word explanation about the following.
Application:
1. If you are riding a jeepney and you bring your hand out of the window, what would you
feel? How is this “feeling” related to relative velocity?
Generalization:
1. How is relative velocity different from actual velocity?
(EVALUATE)
Instruction: Solve the following problems. Show all pertinent parts of the solution (GUFSA) and
do not forget to box-in your final answer.
1. A motorcycle travelling on the highway at a velocity of 60 km/hr eastward passes a car
travelling at a velocity of 45 km/hr in the same direction. From the point of view of a
passenger on the car, what is the velocity of the motorcycle?
2. A swimmer swimming across a river flowing at a velocity of 4 m/s westward swims at the
velocity of 2 m/s southward. Calculate the relative velocity of the swimmer as an effect of
the water current.
(EXTEND)
L. Additional activities for application or remediation
1. A person in an enclosed train car, moving at constant velocity, throws a ball straight up
into the air in her reference frame.
(a) At what point, does the ball land?
(b) Where does the ball land if the vehicle slows down?
(c) Where does the ball land if the vehicle speeds up?
(d) Where does it land if the vehicle makes a U-turn to the right?
TEACHING September 15-16, 2020

SCHOOL PAMPANGA HIGH SCHOOL DATES / WEEK Week - 4
Title: PROJECTILE MOTION
Name: ___________________________________ Date: ______________________
See what you know 1.5: Projectile Motion
1.
I. OBJECTIVES:
The learners demonstrate understanding of projectile motion.
multi-concept, rich-content problems involving projectile motion.
▪ Deduce the consequences of the independence of vertical and horizontal
components of projectile motion.
▪ Calculate the range, time of flight, and maximum heights of projectile.
▪ Describe a projectile.
▪ Explain the how the x-component and y-component of a projectile affects its
motion.
▪ Solve problems related to projectile motion.
▪ Show how knowledge in projectile motion can be applied in real life situation/s.
II. CONTENT: Measurement in Physics
IV. PROCEDURE
(ELICIT)
Instruction: Write TRUE if the statement is correct, otherwise, write FALSE.

1. Projectile motion has two components.
2. Components of a projectile motion are dependent of each other.
3. The stone that fell from the same height as a pebble that is thrown horizontally will hit the
ground first (before the pebble does).
4. The vertical component of a projectile is affected by the force applied to it (external force
from the thrower).
5. The horizontal component of a projectile has constant velocity.
6. The range of the projectile becomes longer as the angle of release increases.
7. Vertical component of a projectile has uniform motion.
8. Vertically the motion of a projectile is affected by gravity.
9. Gravity which is a form of force is a vector quantity and it is always given a negative sign.
10. The maximum height reached by a projectile increase as the angle of release increases.
(ENGAGE)
Galileo Galilei mentioned that a two-dimensional motion has two components that are
independent from each other. This means that forces applied on one component has no effect
to the motion on other component.
Imagine a dart that is aimed towards the bull’s eye,
isn’t it that the force applied to the dart is horizontal? Yet, its
path will not be completely along the x-axis. That is because
another force acts to the moving dart. This force is the ever
continuous full of gravity. How these two forces affect the
motion and path of a projectile will be carefully discussed in
this lesson. Photo credit: shutterstock.com

Have you ever played luksong tinik? I hope you had so you
could relate as the excitement of playing it is related to our current
lesson. But, if you have not, do not get left behind. Come on, ask
your elders about it, if there is no one you can ask about it, well, why
not search the internet about this great game Philippine folks usually
play.
In luksong tinik, our usual goal is to be able to jump off the
ground and be able to pass above the obstacle (which is our Photo credit: behance.net
playmates as seen in the picture) without touching any part of it.
1. In doing so, how should we jump (launch ourselves) to make sure that we jump high
enough and far enough to achieve our goal?
Instruction: Choose which image represents the indicated “case” of a projectile. Explain how the
x-component and y-component affects the motion of the projectile.
Image (A) shows a man playing target game in

(B) a carnival, while in image (B) we can see man trying to
score in a free throw. Between the two images in which
is the projectile released diagonally between the x-axis
and the y-axis? How about the one that is released
(A) along the horizontal axis?
Photo credit: clipart101.com, dreamstime.net
(EXPLORE)
A. Discussing new concepts and practicing new skills #1
Take note of the following terms. Your knowledge about them will come in handy as we
go along with our discussion.
Independent – free from influence, cause no effect

Time of flight – the time by the projectile as it moves from the initial position to the final
position
Trajectory – the path taken by the projectile
Peak – location at which the maximum y-displacement can be measured
Range – the maximum horizontal displacement
The x-component of a projectile motion is in a constant motion. This means that its velocity
does not change all through-out its flight, because the force is applied only once resulting to zero
acceleration after attaining the initial velocity.
On the other hand, the y-component is a uniformly accelerated motion, that is, the object
accelerates at a constant rate on its vertical component. This acceleration is due to gravity which
continuously pull the object with a constant value of 9.8 m/s2 downward.
Projectile Released Horizontally (case 1)
For a projectile that is given an initial velocity along the x-axis from the force that
is applied horizontally, the initial velocity along y-axis is zero, and the useful equations are as
follows:
→ →
Vfx = Vix equation (1)
→ →
→ → equation (2)
Vfy = gt
→ →
equation (3)
Range = dTx = Vixt; t = tflight
→
→ 𝐠𝐭 2 equation (4)
dTy =
Photo credit: physicsclassroom.com
𝟐
The x-component is a constant motion since no other forces other than the applied force
have caused the object to be displaced in this direction.
The y-component, on the other hand, has uniform acceleration caused by the pull of
gravity.
Let us consider a situation at which an archer
released the arrow horizontally with and initial velocity
of 20.0 m/s. Determine the…
(a) Velocity of the projectile at time equal to 0.300 s,
just before it hits the target.
Photo credit: shotterstock.com
(b) Displacement of the projectile at t = 0.300 s.
Since we are talking about a projectile, a two-dimensional motion which are independent
with each other, the unknown quantities will be computed with both their x-component and y-
component.
Let us start with letter (a), velocity of the projectile at time equal to 0.30 s, just before it
hits the target:
Velocity at t = 0.300 s. For the x-component, take note that the force was only applied on
this component once, that is as the archer releases the arrow. Thus, this component is said to be
in constant motion. That means that along this axis the projectile moves at a constant velocity
which is equal to the initial velocity as indicated in equation (1). So, the horizontal velocity of the
arrow at the specified time is 20.0 m/s towards the target.
The y-component on the other hand has an initial value equal to zero. Recall that in the
given situation it is specified that the archer aimed horizontally, that is releasing the arrow along
x-axis, so, the y-component is a uniform motion like a free fall. Therefore, the velocity at the
indicated time (t = 0.300 s) can be computed by using equation (2). Doing so will give us an
answer equal to 2.94 m/s downward.
Now, let us proceed to letter (b), displacement of the projectile at t = 0.300 s:
As explained earlier the x-component is at constant motion, thus, equation (3) can be
utilized to compute the range (horizontal displacement). Using this formula, we will just multiply
the given initial velocity to the specified time of flight which is 0.300 s. The answer will then be
computed as 6.00 m.
For the y-component we will use equation (4) t which the height of fall is to be computed
by multiplying the constant value of the acceleration due to gravity to the square of the value of
the time of flight and then dividing the product by 2. The vertical displacement will then be
computed to be equal to 0.441 m.
B. Discussing new concepts and practicing new skills #2

Projectile Released Diagonally at an Angle between the x-axis and the y-axis
While for a projectile with a trajectory similar to an arc (valley type), just like the figure
below the force applied is at an angle from the horizontal (somehow resembling diagonal ray)
which results into an initial velocity which has non-zero values for both x-component and y-
component.
At the top of the trajectory, the projectile has zero vertical
velocity (vy = 0), but its vertical acceleration is still →
g.
→
Vertically, the
projectile is in
constant-acceleration
motion in response to
the earth’s
gravitational; pull.
Thus, its vertical
velocity changes by
equal amounts during
equal time intervals.
Photo credit: clipart101.com, dreamstime.net
Horizontally, the projectile is in constant-velocity motion: Its horizontal;

acceleration is zero, so it moves equal x-distances in equal time intervals.
Getting the components of the initial velocity with a magnitude of 2.50 m/s at an
angle that is 30° from the horizontal:
→ → → →
Vix = cosϴVi Viy = sinϴVi
= cos 30° (2.50 m/s) = sin 30° (2.50 m/s)
→ →
Vix = 2.17 m/s, E Viy = 1.25 m/s, N
Computing the time required to reach the maximum height and the maximum
height reached by the projectile:
→ → 2
−𝐕iy 𝐠𝐭
thmax = hmax =
𝐠 𝟐
- 1.25 m/s (-9.8 m/s2) (0.13 s)2
= =
- 9.8 m/s2 2
thmax = 0.13 s hmax = 0.083 m
*Note: time and height are both scalar quantities.
Determining the value of the range (the total horizontal displacement) if it fell on
the same height at which it is released:
→ →
Range = dTx = Vix t ; t = 2thmax
= 2.17 m/s (2) (0.13 s)
Range = 0.56 m, E
Determining the range if the object hits the ground from a height of 3.0 m:
𝟐𝐝 Ty
Range = dTx = Vix t ; t = tflight = thmax + tfreefall ; tfreefall =
𝐠
= 2.17 m/s (0.13 s + 0.79 s) 2 (-3. 083 m)
=
- 9.8 m/s2
Range = 2.0 m, E tfreefall = 0.79 s
(EXPLAIN)
J. Developing mastery
Overview: Projectile is an example of two-dimensional motion having both vertical and

horizontal components which are independent from each other.
In this activity you should be able to determine values of different quantities involve in a
2D motion. Furthermore, you are expected to describe the vertical component and horizontal
component of a projectile.
Materials:
Activity Paper Pen Calculator
Procedures:
1. Identify the given and unknown quantities.
2. Determine the working formula for each unknown quantity.
3. Compute the required physical quantities, making sure that you provided all pertinent parts
of the solution. Box the final answer.
Data:
Situation A: A football is thrown which an initial speed vo = 14.0 m/s at an initial angle ϴ = 55.0°.
(a) What is the value of the x-component and y-component of the initial velocity?
(b) Find the time when the football is at its maximum height.
(c) Determine the maximum height reached by the football.
(d) Compute for the range of the football if it is caught at the same height at which it is
released.
(e) Solve for the horizontal displacement of the football if it fell on the ground which is 1.2
meters from the initial vertical position.
Situation B: A dart is aimed horizontally toward the dartboard. If the applied force made it move
1.50 m/s eastward, determine the:
(a) x and y components of the initial velocity of the dart
(b) range
(c) velocity of the dart just before it hits the dartboard
(ELABORATE)
K. Finding practical applications of concepts and skills in daily living
Application:
1. If you are playing sipa and you are to pass the turn to your teammate, how should
you release it? Explain your answer.
L. Making generalizations and abstractions about the lesson

Generalization:
1. Considering situations, A and B, how would the x-component and y-component of a
projectile be described in terms of the motion of the object?
(EVALUATE)
Instruction: Answer the question and provide mathematical proof to your answer.
1. If the man aimed directly toward the monkey while it is still
holding on the branch and then the monkey released its
hold to this branch at the same time that the bullet was
fired. Will the man hit the monkey?
Photo credit: johnvagabonscience.wordpress.com
(EXTEND)
Instruction: Answer the following question. Provide a 10 to 50-word answer.

2. There are two pieces of-peso coin on the table. You made placed one piece at the edge of
the table and flick it. Afterwards, you took the second piece hold it at table-height and
released it. If you used an accurate device in measuring their time of fall, what do you think
would be your observation?
DETAILED LESSON PLAN
TEACHING October 4-8, 2021

Title: CIRCULAR MOTION
This Self-Instructional Packets belongs to the learner, you. Therefore, ALL

ANSWERS must be written HERE (as your personal copy) and whenever you see this
mark (!) remember that: you are to answer all the questions, drills, activities, and
assessment on a SEPARATE SHEET OF INTERMEDIATE PAPER (ANSWER SHEET)
which will be SUBMITTED IN THE DESIGNATED DROP BOX. Include your NAME,
GRADE AND SECTION, PART OF THE DLP YOU ARE ANSWERING, DATE OF
SUBMISSION, and COMPLETE ANSWER for all the tasks given. Also, have your
answer sheet SIGNED BY YOUR PARENT. There is no need for you to copy the
questions on the answer sheet, just make sure that you follow the instruction properly
and write your answers legibly.
Name: ___________________________________ Date: ______________________
See what you know 1.6: Circular Motion
1.
I. OBJECTIVES:
The learners demonstrate understanding of CIRCULAR MOTION.
multi-concept, rich-content problems involving circular motion
▪ Infer quantities associated with circular motion such as tangential velocity,
centripetal acceleration, tangential acceleration, radius of curvature.
▪ Solve problems involving two-dimensional motion in contexts such as, but not
limited to ledge jumping, movie stunts, basketball, safe locations during firework
displays, and Ferris wheels.
▪ Describe circular motion.
▪ Identify quantities associated with circular motion.
▪ Explain how object in circular motion behaves.
▪ Cite evidences that concepts discussed about circular motion are true in real
life scenarios.
II. CONTENT: Circular Motion
IV. PROCEDURE
(ELICIT)
A. 4PICS - 1WORD: Like in the game four pics – one word, look at the pictures below and try to
guess what is common to all of them. Be guided by the number of boxes
representing the letters of the correct answer.
Photo credit: clipart-library.com, tenor.com, kindpng.com, msnucleus.org
B. RECALL AND DEFINE: Provide a brief but concise definition for each term based on how you
understand them as they were discussed in your grade 7 science class.
Have you ever experienced riding a Ferris wheel? Or drove a bicycle around a
roundabout. How do you feel as you are turning around the circular path? In our lesson for today,
you will be able to understand the feelings you felt in such experiences.
But before we elaborately discuss these concepts, first, define each of the given terms.
1. Speed -
2. Velocity -
3. Acceleration -
4. Force -
(ENGAGE)
Instruction: Perform what is asked. Have someone capture this through

video. Save the video. It should be uploaded to our class e-classroom.
Write your answer in 10 to 40 words.
Swirling a bucket half-filled with water will demonstrate circular
motion at which you will evidently see that there are forces that interacts
with each other. Like the force that keep the system in its circular path and
the force that keeps the water from spilling out of the bucket.
Get your own bucket half-filled with water. Swirl it at a constant
speed and make a vertical circular path. Did the water splash out of the
cup? If you have done it properly, there will be no spillage. What do you Photo credit: chegg.com
think is the reason for this?
Instruction: Provide a 5-40-word explanation.
In our daily life we encounter situations at which we move in circular motion (path). There
are precautionary measures that are to be taken for this. Like banking of curves. The force that
kept the water inside the bucket as you swirl it is the same kind of force that keep the vehicle on
its truck as it moves in a circular path. Therefore, we have banked curves.
1. What is banking of curves?
(EXPLORE)
Uniform Circular Motion is a description given to a body that moves in a circle with
constant speed. That is no component of acceleration parallel (tangent) to the path; otherwise,
the speed would change.
Note: The component of the acceleration perpendicular (normal) to the path makes the
direction of motion to change, thus, its emphasized that this kind of motion has constant speed
and not constant velocity.
The centripetal acceleration has a direction that is always perpendicular to the velocity
and a magnitude that is equal to the square of speed divided by the radius.
This is the “center seeking” force that holds the object on its circular path and keeps it
from skidding out also causes tangential velocity as dictated by the third law of motion.
Comparing the
velocity of a
projectile and a
body moving at
uniform circular
motion.
Photo credit: University Physics
Non-Uniform Circular Motion happens when a body that is moving in a circular path has
speed that varies. Tangential velocity is part of the non-uniform circular motion, unlike the radial
velocity that is at times not present.
There are three mathematical quantities that will be of primary interest to us as we analyze
the motion of objects in circles. These three quantities are speed, acceleration, and force. The
speed of an object moving in a circle is given by the following equation.
d 2·π·R
vave = = equation (1)
t T
wherein: R = radius, T = Period
The acceleration of an object moving in a circle can be determined by dividing the square
of the speed with the radius of the circular path. That is:
→ v2
a= equation (2)
R
Substituting the value for v2 from equation (1) to equation (2), we will have:
→ 4 · π2 · R
a= equation (3)
T2
Recalling the second law of motion that had been discussed when you are in Grade 8,
acceleration is equal to the amount of applied force divided by the object’s mass. In equation
form, that is:
→
→ F
a= equation (4)
m
Deriving a formula for applied force from equation (4) and substituting the value of the
acceleration from equation (2), the equation in computing the applied force is:
→ mv2
F= equation (5)
R
The force applied by an object moving at a circular path is affected by its mass and the
radius, therefore, if the radius and the mass are kept constant, the amount of applied force is
approximately equal to the square of the speed.
Sample Problem: A 900.0-kg car moving at 10.0 m/s takes a turn around a circle with a
radius of 25.0 m. Determine the acceleration and the net force acting upon the car.
m = 900.0 kg a=?
R = 25.0 m F=?
V = 10.0 m/s
(EXPLAIN)
Instruction: Perform the specific task given and then answer the question/s.
Task: Tie a pencil using a thread. Swirl it around in a horizontal circular path. Ask someone
at home to cut the thread.
(A) Guide Questions: Write your answer for each number in 10 to 30 words.
1. Initially, what kept the pencil in its circular path?
2. What happened to the pencil when the thread what cut?
3. What do you think is the reason for such occurrence?
4. Which force is radial? Which is tangential? Explain.
(B) Computation: Show all pertinent parts of the solution (GUFSA).

1. If the pencil has a mass of 0.050 kg and made one complete rotation in 0.70 s, what is…
(a) its speed?
(b) its acceleration?
(c) the amount of force applied to it?

Application:
1. Why is centripetal force important?
Generalization:
1. How is the force that have kept the pencil in the circular path related to banking of
curves?
EVALUATE)
A. Identification: Determine what is being referred by each statement.

1. This is the force that is acting tangent to the circular path.
2. This is the force towards the center of the circle.
3. This is the quantity that has constant value in a uniform circular motion.
B. Computation: Write all pertinent parts of the solution (GUFSA).
1. A 250.0-kg tricycle moving at 8.90 m/s takes a turn around a circle with a radius of 17.5 m.
Determine the acceleration and the net force acting upon the tricycle.
(EXTEND)
Instruction: Device other way of demonstrating uniform circular motion. List down the steps in
doing it and provide an illustration.
DETAILED LESSON PLAN

Title: LAWS OF MOTION AND THEIR APPLICATIONS
This Detailed Lesson Plan belongs to the learner, you. Therefore, ALL
ANSWERS must be written HERE (as your personal copy) and whenever you see this
mark (!) remember that: you are to answer all the questions, drills, activities, and
assessment on a SEPARATE SHEET OF INTERMEDIATE PAPER (ANSWER SHEET)
which will be SUBMITTED IN THE DESIGNATED DROP BOX. Include your NAME,
GRADE AND SECTION, PART OF THE DLP YOU ARE ANSWERING, DATE OF
SUBMISSION, and COMPLETE ANSWER for all the tasks given. Also, have your
answer sheet SIGNED BY YOUR PARENT. There is no need for you to copy the
questions on the answer sheet, just make sure that you follow the instruction properly
and write your answers legibly.
Name: ___________________________________ Date: ______________________
See what you know 1.7: Laws of Motion and Their Applications
1.
I. OBJECTIVES:
The learners demonstrate understanding of the laws of motion.
multi-concept, rich-content problems involving laws of motion.
▪ Define inertial frames of reference.
▪ Identify action-reaction pairs.
▪ Draw free-body diagrams.
▪ Apply Newton’s 1st law to obtain quantitative and qualitative conclusions about
the contact and noncontact forces acting on a body in equilibrium.
▪ Differentiate the properties of static friction and kinetic friction.
▪ Apply Newton’s law and kinematics to obtain quantitative and qualitative
conclusions about velocity and acceleration of one or more bodies.
▪ Solve problems using Newton’s Laws of motion in contexts such as, but not
limited to, ropes and pulleys, the design of mobile sculptures, transport of loads
on conveyor belts, force needed to move stalled vehicles, determination of safe
driving speeds on banked curved roads.
▪ Define inertial frames of reference.
▪ Discuss the laws of motion.
▪ Explain the consequences of the concepts behind the laws.
▪ Apply the three laws of motion conceptually and mathematically.
▪ State the importance of considering the laws of motion in your day to day living.
II. CONTENT: Laws of Motion and their Applications
IV. PROCEDURE
(ELICIT)
Instruction: Based on what you have learned in grade 8 science class, identify which law of
motion in related to each given example.
1. Rowing the boat backwards will make the boat move forward.
2. The golf ball will accelerate slower than the pingpong ball even if they were pushed
using the same amount of force.
3. When the vehicle you are riding in suddenly stops, the tendency of your body is to tilt
forward.
ENGAGE)
When forces act on a body it is beneficial if we could identify whether these forces cause
the object to be in the condition of equilibrium or to accelerate.
Such can be deduced by getting the summation of forces acting on the body.
Sir Isaac Newton formulated the three laws of motion known as: (a) law of inertia, (b) law
of acceleration, and (d) law of interaction. These laws govern the effect of the forces being
applied to the state of an object.
Instruction: Define the following terms.

1. Equilibrium –
2. Tension –
3. Contact Force –
4. Noncontact Force –
5. Mass –
6. Weight –
All the things we do every day are affected by the concepts governing the laws of motion.
From the time we wake up the instance that we lay down of bed at night laws of motion are being
applied to the things that we do.
Since they seem that important in our lives, let us study about them.
Newton’s Laws of Motion – these are the three laws of motion that has been discussed since
lower grade Science.
1. Law of Inertia – states that an object has its own resistance to a change in its state (either
at rest or in motion).
Any object at rest will remain at rest, while any object in motion will
continually move at the same path with a constant speed unless acted
upon by an outside force. A train with the same speed as a car
It is also important to remember that inertia has higher inertia than the car.
is directly proportional to the object’s mass.
2. Law of Acceleration – gives the relationship among force applied on an object, its mass
and acceleration.
For a golf ball to accelerate from rest to a
certain velocity higher force is required than
𝑭
when a pingpong ball is made to move at the a = 𝒎 Acceleration is directly
same manner.
proportional to the applied force and
inversely proportional to the mass.
3. Law of Interaction – states that in every action there is always an equal and opposite
reaction.
The reaction force has a Once the tie of a balloon is removed it will deflate,
magnitude that is equal to the the air coming out of the balloon will disturb (push
magnitude of the action force, but away) the surrounding air which in return will push
the balloon with the same force at the opposite
the direction of these two forces
direction sending it away like a “rocket”.
are opposite.
(EXPLORE)
"Everybody continues in its state of rest, or of uniform motion in a straight line, unless it is
acted upon by an outside force." -- This is often called the Principle of Inertia.
Is this "Law" always true? Of course not. Imagine you a sitting in a car at a red
stoplight. A pair of dice is hanging from the rear-view mirror; it is optional for the dice to
be fuzzy. As you sit there, the dice are at rest relative to you. The only forces acting on
the dice are the force of gravity pulling them down and the string pulling them up. These
two forces are equal in magnitude, so the total force on the dice is exactly zero. We
imagine that the car is facing to the right. The light turns green and the driver steps on the gas.
The dice swing towards the back of the car. So, Newton's First Law is not true: at one moment
the dice are stationary and at the next moment they begin to swing towards the back of the car
although no net forces are acting on them.
Now imagine that you are standing on the sidewalk watching the car. As it sits at
the red light the dice are stationary relative to you. When the light turns green and the
car begins to accelerate to the right, the dice remain stationary relative to you until the
force exerted on them by the string forces them to follow the motion of the car. So,
Newton's First Law is true when you stand on the sidewalk but is not true when you are
sitting in the car.
Thus, we see that to use Newton's analysis of motion, we must restrict ourselves to only
certain viewpoints, certain frames of reference. Frames of reference where Newton's analysis
works are called inertial frames. They are frames where the Principle of Inertia is true.
For Newton, there was a "master" inertial frame: a frame stationary relative to absolute
space. And any reference frame that is moving at a uniform velocity in a straight line relative to
this master inertial frame will also be an inertial frame in the Newtonian analysis. Any reference
frame which is accelerating with respect to absolute space, such as the car's frame when the light
turns green and the driver steps on the gas, will not be inertial.
Now imagine that you are riding in the car at, say, 100 km/hr down a straight highway. The
dice are hanging motionless from the rear-view mirror. The principle of inertia is true for you. A
second observer is standing beside the highway, watching the car go by. For her the dice are
moving in uniform motion in a straight line. So, the second observer is also in an inertial frame.
In this case, a good question is: who is moving? And the answer is that you are moving
relative to the observer beside the highway, but the observer beside the highway is moving
relative to you. So, you are both moving relative to each other.
Both your inertial frame and her inertial frame are equally "valid." This realization is often
called Galilean relativity. A classic illustration is a cannonball dropped from the mast of a moving
ship. From the point of view of an observer on shore, the ball falls with a uniform acceleration
downwards while moving with constant speed in the horizontal direction. For a sailor on the ship,
however, the cannonball appears to fall straight down. For both observers, the cannonball lands
at the base of the mast.
If you are riding in the car at 100 km/hr and the driver puts on the brakes, the dice will
swing towards the front of the car. Thus, during the deceleration, you are not in an inertial frame.
The observer beside the road will see the dice continue to move at constant speed in a straight
line until the string forces them to slow down with the car.
Similarly, if the car keeps moving at 100 km/hr but goes around a right-hand turn, the dice
will swing to the left. So, during the turn you are again not in an inertial frame. Again, for an
observer beside the road the Principle of Inertia remains true for the dice.
When it was proved by Young in the early nineteenth century that light was a wave, the
question arose as to exactly what was waving? For other waves there is a medium that is waving.
For sound waves the medium is the air; for water waves the medium is the water. It was postulated
that there was a medium for light waves, which was called the luminiferous ether. This substance
was believed to be massless and homogeneous everywhere in the universe. It seems natural to
associate this luminiferous ether with the absolute space that Newton had proposed much earlier.
The Newtonian analysis then, and all the Physics that followed from it, works in a frame fixed
in absolute space, or equivalently fixed relative to the ether, and also in any frame moving in
uniform motion in a straight line relative to this absolute space. The upshot is: We can only do
Physics in these inertial reference frames.
- Physics, LibreTexts, Updated June 2, 2019
Applying Newton’s Law of Motion
▪ First Law and Third Law
An object that is in equilibrium has zero net force, which

→ → →
means that the summation of forces acting on it is equal to zero. ΣF = 0, ΣFx = 0, ΣFy = 0
In case like this, the object could either be at rest or be moving
a constant velocity. So, if any of this condition changes it would only mean that an outside
force acted on the object changing its state.
Ex: A ball rolling on the floor must not stop rolling unless it hits something, be literally stopped, or slowly
stop due to the friction force between it and the floor.
A cable holds a car at rest on a ramp. If the car’s mass is 300.0 kg and the ramp is
inclined 30° from the horizontal ground; using g = -9.800 m/s2, the tension on the cable will
be 1.470 x103î N, while the normal force is 2.546 x103ĵ N.
(a) Car on Ramp (b) Free-Body Diagram for Car
We replace the weight →

by its components. ∑Fx = T + (- w sin α) = 0
→
∑Fy = n + (- w cos α) = 0
▪ Second Law and Third Law
In dynamics, bodies are not in equilibrium and
ΣF = ma, ΣFx = max, ΣFy = may
hence are accelerating. The net force on the body is
equal to the mass of the body times its acceleration.
If the car’s mass is 300.0 kg and the ramp is inclined 30° from the horizontal ground
and the force applied by the trailer’s cable made the car accelerate at 0.03001m/s2; using
g = -9.800 m/s2, the tension on the cable will be 1.479 x103î N, while the normal force is
2.546 x103ĵ N.
(b) Free-Body Diagram for Car
(a) Car on Ramp
We replace the weight
by its components. →
∑Fx = T + (- w sin α) = max
→
∑Fy = n + (- w cos α) = 0
Note: The normal force is just the same as in the previous sample problem, for no component of
acceleration is at y-axis.
The action-reaction forces exist between the ramp and the car. Same as the car
and the cable holding it from sliding down the ramp.
The friction force in our example on the law of inertia is an example of contact force;
a force that can only act if objects are brought together.
While the gravitational force that causes object to have weight is a non-contact
force, the kind of force that can act from a distance, it requires no contact between
objects.
(EXPLAIN)
Overview: There are three laws of motion which are formulated by Sir Isaac Newton. These are the; (a)
Law of inertia – which states that object has resistance to change in state, (b) Law of acceleration – states
that acceleration of an object is directly proportional to the force applied on it and is inversely proportional to
its mass, and (c) Law of Interaction – states that in every action there is a reaction with equal magnitude and
opposite direction.
In this activity you should be able to apply these statements from the three laws of motion in solving
physical problems.
Procedures:
1. Draw a free body diagram for each situation (this will represent the given quantities).
2. Write a corresponding equation for the summation of forces (x-component and y-
component).
3. Identify the unknown quantities.
4. Using the equations for the summation of forces, compute the values of the unknown
quantities.
5. Box-in the final answer.
Data:
Situation A: A 1130-kg car is held in place by a light cable parallel
on a very smooth (frictionless) ramp, the ramp itself
rises at 25.0° above the horizontal.
(a) Find the tension in the cable.

(b) How hard does the surface of the ramp push on the car?
Situation B: Application of force through the cable makes the car
accelerates 0.25 m/s along the ramp ;
(a) Find the tension in the cable.

(b) How hard does the surface of the ramp push on the car?
(ELABORATE)
Application:
1. Why is it important to wear seatbelt?
2. Why should the angle of the support system of a structure be considered?
3. What is the importance of friction forces? Whys should we consider it?
Generalization:
1. Which of the two situations is an example of object in equilibrium? How is it different from
the other example?
2.
EVALUATE)
Instruction: Solve the following. Provide all pertinent parts of the solution (GUFSA).
1. A 250.00 kg car rests on a slanted ramp (20° from the ground) attached to a trailer. Only
a cable parallel to the ramp running from the trailer to the car prevents the car from rolling
off the ramp. (The car’s brakes are off and its transmission is in neutral.)
(a) What is the weight of the car?
(b) How much tension is being carried by the cable?
(c) What is the amount of normal force exerted by the ramp?
(EXTEND)
Instruction: In 50 to 100 words narrate how laws of motion were applied in your activities (daily
routine and other things you have done today. Provide free body diagrams (if applicable).
SELF-INSTRUCTIONAL LEARNING POCKET
TEACHING
October 18-22, 2020
SCHOOL PAMPANGA HIGH SCHOOL DATES/
Week- 6
WEEK
Title: WORK, ENERGY, AND POWER
Name: ___________________________________ Date: ______________________
See what you know 1.8: Work, Energy, and Power
1.
I. OBJECTIVES:
The learners demonstrate understanding of work, energy, and power.
multi-concept, rich-content problems involving work, energy, and power.
▪ Describe work as a dot product of force and displacement
▪ Interpret the work done by a force in one-dimension as an area under a force vs.
position curve.
▪ Relate the gravitational potential energy of a system or object to the configuration
of the system.
▪ Relate elastic potential energy of a system or object to the configuration of the
system.
▪ Explain the properties and effects of conservative forces.
▪ Use potential energy diagrams to infer force; stable, unstable, and neutral
equilibria; and turning points.
▪ Solve problems involving work, energy, and power in contexts such as, but not
limited to, bungee jumping, design of roller-coasters, number of people required
to build structures such as the Great Pyramids and the rice terraces; power and
energy requirement of human activities such as sleeping vs. sitting vs. standing,
running vs. walking.
▪ Define work.
▪ Compute work as a dot product of force and displacement.
▪ Interpret work in a force vs. position graph.
▪ Discuss the gravitational potential energy and elastic potential of a system or
object through the configuration of the system.
▪ Explain the effects and properties of conservative forces.
▪ Infer force, turning point, stable, unstable, and neutral equilibria in potential
diagrams.
▪ Solve situational problems about work, energy, and power.
▪ State the importance of knowing how force can effectively be applied to do work
utilizing minimal amount of energy and power.
II. CONTENT: Work, Energy, and Power
https://phys.libretexts.org/Bookshelves/University_Physics/Book
updated: May 2, 2020
courses.lumenlearning.com/physics/chapter/7-4-conservative-
forces-and-potential-energy/
retrieved: June 28, 2020
IV. PROCEDURE
(ELICIT)
In your grade 8 science class you have already encountered the topic work, while energy
and power were discussed when you are in grade 10. Now, let us recall these concepts and see
what you can still remember.
Instruction: Answer each question with a YES or a NO.
1. If you are exerting and upward force to an object (say lifting it) to displace it horizontally,
are you doing any work?
2. In pushing a grocery cart, at which the position of the applied force is usually inclined
between the x-axis and the y-axis, is all the force applied to it effectively displacing the
cart and has been translated to work?
3. A boy scout raised the flag during the morning ceremony, has he done a positive work on
the flag?
4. If there are two men doing the same amount of work but one of them have done it in lesser
time, is it correct to say that the other man has dissipated more power?
5. Can an object with lower energy perform greater amount of work?
(ENGAGE)
Let us stretch our muscles and do a simple exercise. Follow the procedure and let us work
it out! Do not forget to take note of your observations and be ready to answer the guide questions
after the exercise. Use 5 to 30 word in answering each question.
Procedures:
1. Get a pail half-filled with water.
2. Together with the pail, position yourself at the corner of your house.
3. Lift the pail from your initial position to the other corner of the house. Let us call this position
two (2).
4. Put down the pail pushed it back to your initial position.
5. Get a floormat. Place the pail on top of the floormat.
6. Pushed it again from the initial position to position 2.
Guide Questions:
1. In which part of the exercise do you think you have exerted highest amount of energy?
2. In which part of the exercise required least amount of energy to move the pail?
3. To which part of the exercise have you spent greatest amount of power?
4. Think about it, have you done the same amount of work in moving the pail in three different
manners?
5. Is there any part of the exercise wherein even if you are moving the pail no work is done
on it?
The purpose of our lesson for today is to understand the concepts behind such exercise which
is like the different tasks that we do every day. Together let us explore and learn about these!
Instruction: Define each term.

1. Dot product
2. Parallel
3. Conservative
Work is a scalar quantity that is obtained by getting the dot product of two vector quantities:
the force and displacement.
In determining the work done by an applied for always bear in mind that we consider the
component of force that effectively made the object be displaced.
So, we can say that we are concerned with the component of the force parallel to the
displacement.
(EXPLORE)
C. Discussing new concepts and practicing new skills #1
Work as Area under the Force vs. Position Graph

Interpreting graphs is an important skill in physics. You have already encountered this with
position, velocity, and acceleration vs. time graphs. You saw that the slopes of the position vs.
time and velocity vs. time graphs had special meanings.
In this lesson you will utilize the same skill to be able to compute for the work done on the
object provided a force versus position graph.
Let us have this example involving a force vs. position graph.
Force (N, east)
For such graphs, the area under the line is the work done by the force.
The figure on the right shows the force applied to an object as a function
of the object's position. The goal is to find the work done by the applied
force as the object moves from x = 0 to x = 0.75 m. The method of
solution is simply to sum the areas of the black, gray, and white
Position (m)
rectangles.
W = F1Δx1 + F2Δx2 + F3Δx3
equation (1)
W = ∑Fixi
Note also that we have not included a cosθ term for the force displacement product. That
is because this is a one-dimensional situation. The force and displacement will either be parallel
or anti-parallel. If we take F to represent a magnitude, then the positive or negative sign for the
parallel or anti-parallel cases is introduced by the sign of the displacement. If positions are
decreasing, then the displacement will be negative. For the current problem, however, the
displacements are positive. The displacements in the three regions happen to be equal as well,
so we can use a single symbol Δx to represent the displacement for each rectangular strip. Then
we have
W = Δx (F1 + F2 + F3)
= 0.25 m (0.60 N + 0.40 N + 0.80 N)
W = 0.45 J
Potential Energy and Configuration of a System

A. Gravitational Potential Energy
In Work, we saw that the work done on an object by the constant gravitational force, near
the surface of Earth, over any displacement is a function only of the difference in the positions of
the end-points of the displacement. This property allows us to define a different kind of energy for
the system than its kinetic energy, which is called potential energy.
The system of interest consists of our planet, Earth, and one or more particles near its
surface (or bodies small enough to be considered as particles, compared to Earth). The
gravitational force on each particle (or body) is just its weight = mg near the surface of Earth,
acting vertically down. According to Newton’s third law, each particle exerts a force on Earth of
equal magnitude but in the opposite direction. Newton’s second law tells us that the magnitude of
the acceleration produced by each of these forces on Earth is mg divided by Earth’s mass. Since
the ratio of the mass of any ordinary object to the mass of Earth is vanishingly small, the motion
of Earth can be completely neglected. Therefore, we consider this system to be a group of single-
particle systems, subject to the uniform gravitational force of Earth.
In Work, the work done on a body by Earth’s uniform gravitational force, near its surface,
depended on the mass of the body, the acceleration due to gravity, and the difference in height
the body traversed. This work is the negative of the difference in the gravitational potential energy,
so that difference is:
ΔUgrav = - Wgrav,AB = mg (yB – yA) equation (2)
We can see from equation (2) that the gravitational potential energy function near the
earth is:
equation (3)
Uy = mgy + constant
We will use zero (0) as our constant value since we will be dealing with situational
problems at which y =0, at the lowest vertical position.
Sample Problem: The summit of Great Blue Hill in Milton, MA, is 147.0 m above its base and
has an elevation above sea level of 195.0 m. A 75.0-kg hiker ascends from the base to the summit.
What is the gravitational potential energy of the hiker-Earth system with respect to zero
gravitational potential energy at base height, when the hiker is (a) at the base of the hill, (b) at the
summit, and (c) at sea level, afterward?
a. Let us choose the origin for the y-axis at base height, where we also want the zero of
potential energy to be. This choice makes the constant equal to zero.
Ubase = U0 = 0
b. At the summit, y = 147.0 m, so
Usummit = U147 = mgh

= 75.0 kg (9.8 m/s2) (147.0 m)
Usummit = 1.08 x105 J
c. At sea level, y = (147 - 195) m = -48 m, so
Usea-level = mgh
= (75.0 kg) (9.8 m/s2) (- 48 m)
Usea-level = -35.3 kJ
Take note that the answers in (b) and (c) are expressed in different manner, but their
values are both about hundred thousand Joules.
B. Elastic Potential Energy
The work done by a perfectly elastic spring, in one dimension, depends only on the spring
constant and the squares of the displacements from the unstretched position. This work involves
only the properties of a Hooke’s law interaction and not the properties of real springs and whatever
objects are attached to them. Therefore, we can define the difference of elastic potential energy
for a spring force as the negative of the work done by the spring force in this equation before we
consider systems that embody this type of force. Thus,
ΔU = - WAB = ½ k (xB2 - xA2) equation (4)
where the object travels from point A to point B. The potential energy function
corresponding to this difference is:
equation (5)
Ux = ½ kx2 + constant
If the spring force is the only force acting, it is simplest to take the zero of potential energy
at x = 0, when the spring is at its unstretched length. Then, the constant in equation (5) is zero.
Sample Problem: A system contains a perfectly elastic spring, with an unstretched length of 20.0
cm and a spring constant of 4.00 N/cm. (a) How much elastic potential energy does the spring
contribute when its length is 23.0 cm? (b) How much more potential energy does it contribute if
its length increases to 26.0 cm?
When the spring is at its unstretched length, it contributes nothing to the potential energy of the
system, so we can use equation (5) with the constant equal to zero. The value of x is the length minus the
unstretched length. When the spring is expanded, the spring’s displacement or difference between its
relaxed length and stretched length should be used for the x-value in calculating the potential energy of the
spring.
a. The change of position of the spring is:
x = 23.0 cm – 20.0 cm = 3.0 cm

so, the contributed potential energy is:
U = 1/2 kx2
= 1/2 (4.0 N/cm) (3.0 cm)2
U = 0.18 J
b. When the spring’s change in position is:
x = 26 cm − 20 cm = 6 cm
the potential energy is:
U = 1/2 kx2
= 1/2 (4 N/cm) (6 cm)2
U = 0.72 J
which is a 0.54-J increase over the amount in part (a).
Take note, the units for the change in position where not converted because they are to
cancel out in the process of solving for the unknown quantity.
Effects of Conservative Forces
Work is done by a force, and some forces, such as weight, have special characteristics.
A conservative force is one, like the gravitational force, for which work done by or against it
depends only on the starting and ending points of a motion and not on the path taken. We can
define a potential energy (PE) for any conservative force, just as we did for the gravitational force.
For example, when you wind up a toy, an egg timer, or an old-fashioned watch, you do work
against its spring and store energy in it. (We treat these springs as ideal, in that we assume there
is no friction and no production of thermal energy.) This stored energy is recoverable as work,
and it is useful to think of it as potential energy contained in the spring. Indeed, the reason that
the spring has this characteristic is that its force is conservative. That is, a conservative force
results in stored or potential energy. Gravitational potential energy is one example, as is the
energy stored in a spring. We will also see how conservative forces are related to the conservation
of energy.
Potential Energy Diagrams and Stability
Often, you can get a good deal of useful information about the dynamical behavior of a
mechanical system just by interpreting a graph of its potential energy as a function of position,
called a potential energy diagram. This is most easily accomplished for a one-dimensional
system, whose potential energy can be plotted in one two-dimensional graph—for example, Ux
versus x—on a piece of paper or a computer program. For systems, whose motion is in more than
one dimension, the motion needs to be studied in three-dimensional space. We will simplify our
procedure for one-dimensional motion only.
First, let’s look at an object, freely falling vertically, near the surface of Earth, in the
absence of air resistance. The mechanical energy of the object is conserved:
E=K+U
and the potential energy, with respect to zero at ground level, is:
Uy = mgy
which is a straight line through the origin with slope mg.
In the graph shown here, the x-axis is the height above the
ground y and the y-axis is the object’s energy.
The line at energy E represents the constant
mechanical energy of the object, whereas the kinetic and
The potential energy graph for an object in vertical free fall,
potential energies, KA and UA, are indicated at a particular with various quantities indicated.
height yA. You can see how the total energy is divided between
kinetic and potential energy as the object’s height changes. Since kinetic energy can never be
negative, there is a maximum potential energy and a maximum height, which an object with the
given total energy cannot exceed:
K=E–U≥0
U≤E
If we use the gravitational potential energy reference point of zero at y0, we can rewrite
the gravitational potential energy U as mgy. Solving for y results in:
y ≤ E/mg = ymax
We note in this expression that the quantity of the total energy divided by the weight (mg)
is located at the maximum height of the particle, or ymax. At the maximum height, the kinetic energy
and the speed are zero, so if the object were initially traveling upward, its velocity would go
through zero there, and ymax would be a turning point in the motion. At ground level, y0 = 0, the
potential energy is zero, and the kinetic energy and the speed are maximum:
U0 = 0 = E – K0
E = K0 = 1/2mv02
V0 = ± √𝟐𝑬/𝒎
The maximum speed ± v0 gives the initial velocity necessary to reach ymax, the maximum
height, and −v0 represents the final velocity, after falling from ymax. You can read all this
information, and more, from the potential energy diagram we have shown.
Consider a mass-spring system on a frictionless, stationary, horizontal surface, so that
gravity and the normal contact force do no work and can be ignored ((Figure)). This is like a one-
dimensional system, whose mechanical energy E is a constant and whose potential energy, with
respect to zero energy at zero displacement from the spring’s unstretched length, x = 0, is Ux =
½ kx2.
A glider between springs on an air track is an example of a horizontal mass-spring system. (b) The potential energy diagram for this
system, with various quantities indicated.
You can read off the same type of information from the potential energy diagram in this
case, as in the case for the body in vertical free fall, but since the spring potential energy describes
a variable force, you can learn more from this graph. As for the object in vertical free fall, you can
deduce the physically allowable range of motion and the maximum values of distance and speed,
from the limits on the kinetic energy, 0 ≤ K ≤E. Therefore, K = 0 and U = E at a turning point, of
which there are two for the elastic spring potential energy,
xmax = ± √𝟐𝑬/𝒎
The glider’s motion is confined to the region between the turning points, −xmax ≤ x ≤ xmax.
This is true for any (positive) value of E because the potential energy is unbounded with respect
to x. For this reason, as well as the shape of the potential energy curve, U(x) is called an infinite
potential well. At the bottom of the potential well, x = 0, U = 0 and the kinetic energy is a maximum,
K = E, so vmax = ±√𝟐𝑬/𝒎.
However, from the slope of this potential energy curve, you can also deduce information
about the force on the glider and its acceleration. We saw earlier that the negative of the slope of
the potential energy is the spring force, which in this case is also the net force, and thus is
proportional to the acceleration. When x = 0, the slope, the force, and the acceleration are all
zero, so this is an equilibrium point. The negative of the slope, on either side of the equilibrium
point, gives a force pointing back to the equilibrium point, F = ± kx, so the equilibrium is termed
stable and the force is called a restoring force. This implies that Ux has a relative minimum there.
If the force on either side of an equilibrium point has a direction opposite from that direction of
position change, the equilibrium is termed unstable, and this implies that U(x) has a relative
maximum there.
Work – the dot product of force and displacement. It can either be positive or negative depending
on the effect of the applied force to the object’s location.
▪ Positive: If the applied force made the object be displaced in the same direction.
▪ Negative: If the applied force made the object be displaced on the opposite direction.
Sample Problem: A constant application of 20.00 N force at an angle of 30° (from the horizontal
of a frictionless floor) makes a grocery cart move with a certain velocity along
and be displaced 20.00 m east. How much work is done on the luggage
carrier?
→ →
F = 20.00 N W=? W = Fcosθd W = 20.00 N (cos 30°) (20.00 m)
θ = 30°
→
d = 20.00 m, E W = 346.4 J
Power – the measure of the amount of work done per unit time.
𝑾
P=
𝒕
Sample Problem: If the grocery cart in the previous sample problem is displaced 20.0 m east at
t = 2.0 s, how much power is used in doing this work?

𝑾 𝟑𝟒𝟔.𝟎 𝑱
W = 346.0 J P=? P= P=
𝒕 𝟐.𝟎 𝒔
t = 2.0 s
→
d = 20.00 m, E P = 173.2 W
Work-Energy Theorem – states that the amount of energy the object possessed is equivalent to
the amount of work it can do.
W = KE, W = PEg, W = PEe
𝒎𝒗 2
KE = 𝟐
𝒌𝒙
PEg = mgh PEe = 𝟐
Energy – the capacity to do work.
Kinetic Energy – the energy in motion.
Potential Energy – the energy of object that can either be due to its location or its elasticity.
Instruction: Show the complete solution to prove that the indicated answer in each number is
correct.
1. A 20.0 kg chandelier is suspended to a height of 4.00 meters, how much work can it possibly
do (can be equated to the amount of damage it can cause once it becomes broken and fell?
(Use g = - 9.80m/s2) Answer: 784.0 J
2. A 350.0 kg truck moving at a certain speed eastward is doing 500.0 J of work to the trailer
that it has been pulling. What is its velocity? Answer: 1.690 m/s, E
(EXPLAIN)
Overview: Energy possessed by an object/body is proportional to the amount of

work it can perform. While the rate of doing this work is equal to the power used.
In this activity you should be able solve physical problems involving work, energy
and power.
Instruction: Analyze each situation and then determine the value of the unknown quantities.
Write all pertinent parts of the solution (GUFSA).
Data:
Situation A: A farmer hitches her tractor to a sled loaded with ﬁrewood and pulls it 21.50 m east
along level ground. The tractor exerts a constant 500.00-N force at an angle of 36°
above the horizontal accomplishing the work at time = 16.80 s. Assuming that the
ground is frictionless. Find:
(a) the work done by the tractor
(b) the velocity of the tractor
(c) the power used in accomplishing the task
Situation B: A 25.50 kg pail of concrete is suspended to a height of 8.50 meters.

(a) How much gravitational potential energy does it have? (Use g = - 9.80m/s2)
(b) If a frictionless pulley system was used in raising this pail of concrete, and it took a person
28.50 seconds to be able to raise it in the said height, how much power is used by the
person in doing this task?
(ELABORATE)
Application:
1. What do you think would happen to the amount of work done and power used if the ground
is not frictionless?

Generalization:
1. How is the kinetic energy and potential energy associated to the amount of work done?
(EVALUATE)
Instruction: Write the letter of the best answer.

1. A pushcart moved 10.60 m to the right as the man pushes it with a 12.50 N forward. Which
of the following physical quantities is properly described by the dot product of the two
quantities given in the situation?
A. Energy C. Force
B. Power D. Work
2. As the driver stepped on the accelerator; the car’s velocity increases. What can be said
about the work done and the power dissipated by the car’s engine?
A. The work done by the engine increases, while the power used in doing this
work decreases.
B. The power dissipated by the car’s engine increases, while the work done
remains the same since the car’s mass is constant.
C. Increasing the velocity increases the kinetic energy possessed by the car, thus,
it can be concluded that both the work done, and the power used increases.
D. An increase in velocity will be equivalent to a decrease in the amount of time
needed to be displaced to a certain distance, this means that the power used
by the engine decreases as the amount of work done remains the same.
Consider this situation for numbers 3-7: A constant application of 30.0 N force at an angle
of 30° (from the horizontal) makes a 10.0 kg luggage carrier move with a certain velocity
along 20° north of east at time = 1.20 minutes as it reaches a distance of 20.0 m
3. How much work is done on the luggage carrier?
A. 1.80 x101 J C. 5.19 x102 J
B. 8.45 x102 J D. 9.00 x102 J
4. How much kinetic energy does the carrier possess?

A. 1.80 x101 J C. 5.19 x102 J
B. 8.45 x102 J D. 9.00 x102 J
5. What is the magnitude of the luggage’s velocity?

A. 10.2 m/s C. 10.4 m/s
B. 13.0 m/s D. 13.4 m/s
6. How much power is used in moving the luggage carrier?

A. 7.21 W C. 11.7 W
B. 70.7 W D. 432.5 W
7. A 50.0 kg sack of rice is suspended to a height of 2.0 meters, how much gravitational
potential energy does it have? (Use g = - 9.80m/s2)
A. 9.8 x102 J C. 9.80 x102 J
B. 9.9 x102 J D. 9.90 x102 J
(EXTEND)
Instruction: Answer each question with a YES or a NO. Then, explain your answer
1. If you are exerting and upward force to an object (say lifting it) to displace it horizontally,
are you doing any work?
2. In pushing a grocery cart, at which the position of the applied force is usually inclined
between the x-axis and the y-axis, is all the force applied to it effectively displacing the
cart and has been translated to work?
3. A boy scout raised the flag during the morning ceremony, has he done a positive work on
the flag?
4. If there are two men doing the same amount of work but one of them have done it in lesser
time, is it correct to say that the other man has dissipated more power?
5. Can an object with lower energy perform greater amount of work?
SELF-INSTRUCTIONAL LEARNING POCKET

Title: CENTER OF MASS, IMPULSE, AND MOMENTUM
Name: ___________________________________ Date: ______________________
See what you know 1.9: Center of Mass, Impulse, and Momentum
1.
I. OBJECTIVES:
The learners demonstrate understanding of the center of mass, impulse, and
momentum.
multi-concept, rich-content problems involving center of mass, impulse, and
momentum.
▪ Differentiate center of mass and geometric center.
▪ Relate the motion of center of mass of a system to the momentum and net external
force acting on the system.
▪ Relate momentum, impulse, force, and time of contact in a system.
▪ Compare and contrast elastic and inelastic collisions.
▪ Apply the concept of restitution coefficient in collisions.
▪ Solve problems involving center of mass, impulse, and momentum in contexts
such as, but not limited to, rocket motion, vehicle collisions, and ping-pong.
▪ Describe center of mass.
▪ Explain the relationship of the center of mass to the momentum and net
external force acting on the system.
▪ Discuss the relationship of momentum, impulse, force, and time of contact in a
system.
▪ Differentiate elastic collision to inelastic collision.
▪ Solve problems involving center of mass, impulse, and momentum.
▪ Apply the concepts of center of mass, impulse, and momentum in real life
situation/s.
II. CONTENT: Center of Mass, Impulse, and Momentum
IV. PROCEDURE
(ELICIT)
To give you heads-up of what we are to learn in this lesson. Let us first see what your
prior ideas regarding concepts are.
Instruction: Answer each question with a YES or a NO.
1. If you are to prevent an object from falling and hang it balance from several feet from the
ground using force concentrated to a single point, should you exert the force to the object’s
geometric center?
2. In a billiards game as the player hits the cue ball it rolled and collide to the other colored ball
made them roll in different directions, is this scenario an example of elastic collision?
3. When you jump you usually bend your knees. Is this to increase the impact force?
4. Is the impulse equivalent to the change in momentum?
5. In an inelastic collision, momentum is conserved, is the kinetic energy also conserved?
(ENGAGE)
Instruction: Perform the task as indicated and then answer the guide questions. Write your
answers for each item in 10 to 30 words.
To have an idea regarding the center of mass and how it is different to the geometric
center, try balancing a pen with cover using a finger.
Guide Questions:
1. At which location did you need to place your finger to be able to balance the pen properly?
2. What can you say about the distribution of mass (in the pen and its cover)?
3. Locate the geometric center of the pen. Is the center of mass similar to the geometric
center?
In locating the geometric center of a regularly shaped
object, you simply look for the middle part. Like for an instance
a pizza, just like a regular circle its geometric center is at the
center part at which each pie intersects. But is this also the
center of mass? Well, the answer to this question defends on
the distribution of mass of the combination of crust and toppings.
If the mass is uniformly distributed, then the center of mass is at
the geometric center. Nonetheless, you must balance the pizza
with a force concentrated at a certain point to determine its
center of mass. Photo credit: pinterest.com
Balancing a conical object will be easier if its center of mass is near the floor. So, we say
that if we desire to balance an object, we look for a certain position at which it will be more
stable.
If the object becomes imbalance and fall towards the floor a collision will occur. The
impact of the collision defends on the objects mass and the velocity of fall. In this lesson you
will learn more about scientific concepts related to such condition.
Instruction: Define the following terms.

1. Geometric center –
2. Center of mass –
3. Momentum –
4. Impulse –
5. Collision –
6. Conservation –
(EXPLORE)
Momentum – the inertia in motion.
→ →
From the second law of motion, we describe ΣF = ma wherein the acceleration is the
derivative of the velocity as a function of time. Thus, Newton’s second law says that the net force
acting on a particle equals the time rate of change of the combination the product of the particle’s
mass and velocity. We will call this combination the momentum, or linear momentum, of the
particle. Using the symbol for momentum, we have
→ equation (1)
p = mv
Sample Problem: Compute the linear momentum of a 20.0 kg object moving 1.20 m/s northward.
→
m = 20.0 kg p=? p = mv p = 20..o kg ( 1.20 m/s)
→
v = 1.20 m/s, north
p = 24.0 kg·m/s
The impulse of the net force denoted by J is deﬁned to be the product of the net force
and the time interval.
→ equation (2)
J = ΣFΔt
The change in momentum of a particle during a time interval equals the impulse of the
net force that acts on the particle during that interval.
J = p2 – p1 equation (3)
This explains why a sudden change in momentum results to a higher impulse – greater
impact.
Conservation of Momentum – states that the momentum of a system before and after the
collision is the same (vector sum of the external forces on a
system is zero).
→ → equation (4)
pA + pB + … = mAvA + mBvB + …
▪ Elastic Collision – the forces between the bodies are also conservative, so that no
mechanical energy is lost or gained in the collision, the total kinetic energy of the system
is the same after the collision as before.
▪ Inelastic Collision - in which the total kinetic energy after the collision is less than before
the collision.

Now, try to prove that the indicated answers are correct by employing the use of the
equations discussed in part (D).
Instruction: Show the complete solution (GUFSA) to prove that the given answer in each
number is correct.
1. A 200.00 kg car that is moving 10.110 m/s eastward was hit by a 560.00 kg elf travelling
16.280 m/s on the same direction. Right after the collision (before any of the vehicles’ driver
steeped on their brakes) the vehicles move along together.
(a) What is the linear momentum of the car before the collision? Answer: 2022.0 kg·m/s
(b) What is the linear momentum of the elf before the collision? Answer: 9116.8 kg·m/s
(c) At what velocity do they move after the collision? Answer: 14.7 m/s eastward
(EXPLAIN)
Overview: Momentum is the inertia in motion. It is a vector quantity which is a product of mass and velocity.
When objects collide, momentum is conserved; this is shown in the conservation of linear momentum.
But there are two types of collision; the elastic- where kinetic energy and momentum is conserved and
inelastic collision – where it is only the momentum that is conserved and the objects usually have lower kinetic
energy after the collision.
In this activity you should be able solve physical problems involving momentum and conservation of
momentum in an elastic collision.
Instruction: Analyze each situation and then determine the value of the unknown quantities. Write all pertinent parts
of the solution (GUFSA).
Situation A: You throw a ball with a mass of 0.40 kg against

a brick wall. It hits the wall moving horizontally
to the left at 30 m/s and rebounds horizontally
to the right at 20.0 m/s
(a) Find the impulse of the net force on the ball Photo credit: University Physics
during its collision with the wall.
(b) If the ball is in contact with the wall for 0.010 s, find the average horizontal force that
the wall exerts on the ball during the impact.
Situation B: A 0.30 kg box sliding 2.10 m/s eastward was hit by

a 0.50 kg box moving 2.50 m/s on the same
direction. After the collision move along together.
(a) What is the linear momentum of the box A before the
collision? Photo credit: University Physics
(b) What is the linear momentum of the box B before the collision?
(c) At what velocity do the boxes slide after the collision?
(ELABORATE)
Application:
1. How does the use of tray keep the eggs from breaking when they are being transported?
2. If a person is to hit you on the face, how should you move your head (supposing there is
no other choice but to let the person’s fist hit you)? How would the motion of your head
affect the impulse and the impact force?
Generalization:
1. What would happen to the impulse if the time of contact increases?
(EVALUATE)
Instruction: Show all pertinent parts of the solution (GUFSA).

1. A 250.00 kg car that is moving 11.50 m/s eastward was hit by a 750.00 kg elf travelling
20.20 m/s on the same direction. Right after the collision (before any of the vehicles’
driver stepped on their brakes) the vehicles moved enmeshed. What is the vehicle’s
velocity after collision?
(EXTEND)
Instruction: Answer each question with a YES or a NO. Explain each of your answer in 5 to
30 words.
1. If you are to prevent an object from falling and hang it balance from several feet from the
ground using force concentrated to a single point, should you exert the force to the object’s
geometric center?
2. In a billiards game as the player hits the cue ball it rolled and collide to the other colored ball
made them roll in different directions, is this scenario an example of elastic collision?
3. When you jump you usually bend your knees. Is this to increase the impact force?
4. Is the impulse equivalent to the change in momentum?
5. In an inelastic collision, momentum is conserved, is the kinetic energy also conserved?

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Department of Education

1 2 Measurement in Physics September 13-17, 2021

2 3 Vectors September 20-24, 2021

4 Kinematics – Motion in a Straight Line

8 Inertial Frame of Reference

6 10 Work, Power, and Energy October 18-22, 2020

J-LYN ANICETE SYHUAT-RIVERA

Title: MEASUREMENT IN PHYSICS

1. How many kilometers are there in 2500.0 meters?

2. How many centimeters are there in 2.00 inches?

4. How is 0.0000000000347 MegaPascal written in scientific notation with 4 significant figures?

5. Which physical quantity is directly obtained by actual measurement using measuring

6. Which of the following is the correct description of a precise measurement?

7. Which of the following is the correct description of an accurate measurement?

B. Establishing the purpose for the lesson

determining tire pressure

identifying blood pressure monitoring body temperature

Instruction: Write your answer in 30 to 50 words.

C. Presenting examples/instances of the new lesson

MEASUREMENT AND CONVERSION

Factor with the Desired Unit

* The sample given here involved a measurement in Metric

0. 000000000000346 km = 3.46 x10-13 km

* This sample contain a measurement with very small value, thus, to

PRECISION, ACCURACY AND ERRORS IN MEASUREMENT

VARIANCE AND ESTIMATION OF MULTIPLE MEASUREMENTS

Overview: Conversion is a process of translating a measurement from one unit to another.

Actual Measured Value

H. Making generalizations and abstractions about the lesson

Multiple Choice: Choose the best answer.

Correct representation (drawing/illustration) – 2

TEACHER J-LYN A. SYHUAT-RIVERA QUARTER FIRST QUARTER

II. CONTENT: Vectors

Think-Analyze-Decide: Think about each statement, analyze each of them. Afterwards,

Instruction: Write your answer in 10 to 30 words.

Scalar - quantity that is fully described by magnitude

Adding scalar quantities is as simple as adding ordinary numbers, since direction is of no

Getting the scalar sum mathematically is In graphical method, line is used

After, determine the resultant vector

2) The first value will take the positive sign 2)

c is equal to the magnitude of the vector sum

θ = 20°33’21.76” south of east

D. Discussing new concepts and practicing new skills #2

Consider the airplane’s motion from

The figure on the left shows the possible path taken

The diagonal motion is at 10 degrees from the runway,

To get the magnitude of the x- While for the y-component, the

= 2 000.0 m + 955 263.5 m = 0 m + 168 438.7 m

xT = 957 263.5 m, east yT = 168 438.7 m, north

RT = √ (957 263.5 m)2 + (168 438.7 m)2

θ = 9° 5’ 46. 3 north of east

VECTOR MAGNITUDE DIRECTION X-COMPONENT Y-COMPONENT

TOTAL 957 263.5 m, E 168 438.7 m, N

Mathematically, we can solve for the displacement by getting the

The figure on the left shows the

DOT QUESTION ANSWER

H. Making generalizations and abstractions about the lesson

Generalization (accuracy of thoughts -1 point, and clarity of statements -1):

1. What is the difference in adding scalar quantities to adding vector quantities?