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Department of Education
Regional Office IX, Zamboanga Peninsula

12
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General Physics 1
Quarter 2 – Module 5
Mechanical Waves and
Doppler Effect for Sound

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School:
1 ___________________________
 Module Mechanical Waves and Doppler Effect for Sound
5

What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Mechanical waves and Doppler Effect for Sound. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the
textbook you are now using.
After going through this module, you are expected to:
1. Describe qualitatively and quantitatively the superposition of waves
(STEM_GP12MWS-IIe-35)
2. Apply the condition for standing waves on a string;(STEM_GP12MWS-IIe- 36)
3. Relate the frequency (source dependent) and wavelength of sound with the motion of
the source and the listener; (STEM_GP12MWS- IIe- 37)
4. Relate density, specific gravity, mass, and volume to each other (STEM_GP12FM-IIf-
40)

What’s In

During your grade 8 lesson about sound, you were able to describe the following
terms. Try to recall them by answering Activity 1.

Activity 1. Let’s Match! Score: _____/5

Directions: Match the word in Column A with its correct description in Column B.
Write the letter of the correct description on the space before each number.
(1 point each)
Column A Column B
___1. Frequency a. the lowest part of a wave
___2. Crest b. the highest part of a wave
___3. Trough c. the number of waves that pass a fixed point in a
___4. Wavelength given amount of time
___5. Transverse wave d. wave that moves perpendicular to the direction of
the wave travel
e. the distance from crest to crest or from trough to
trough
What’s New

Activity 2. Doppler Effect Score: _____/5

Directions: Study the figure and its information below. Then, answer the following
questions using the information. (1 point each)

2
 A B

Source:https://radiologykey.com/physical-principles-of-doppler-ultrasound/
Figure 1. An ambulance is passing the man. At point A, the ambulance is
approaching the man. At point B, the ambulance has passed the man.
1. At which point does the pitch sound of the siren higher on the man? _____________
2. At which point does the sound has a lower pitch from the man’s perspective? ___
3. A shorter wavelength results in a higher frequency (and higher pitch), and a
longer wavelength results in a lower frequency (and lower pitch). This apparent
change in frequency is called the ______________________.
4. Which one experienced the Doppler Effect, the ambulance or the man? _________
5. At which point does the pitch sound higher on the ambulance driver? ____________

Activity 3. True of False Score: ______/10

Directions: Write T if the statement is correct and write F if the statement is false on the space
provided before the number. (1 point each)
_____1. The wavelength (of a sinusoidal wave) is the distance from one crest to the next crest.
_____2. In a standing wave, the nodes move up and down.
_____3. P-waves (primary) and S-waves (secondary) are example of surface waves.
_____4. P-waves can travel in any type of material (solids, liquids, and gases).
_____5. Vibration is a repeated back and forth motion or oscillation of an object.
_____6. Water waves are an example of waves that involve a combination of both longitudinal
and transverse motions.
_____7. Superposition is the combination of two waves at the same location.
_____8. The distance from crest to crest or trough to trough is the wavelength.
_____9. Longitudinal wave the particle displacement is parallel to the direction of wave
propagation.
_____10. The period (T) is the time in seconds it takes a wave to travel a distance equal to a
wavelength

What is It!
Oscillations or vibrations occur in many objects like the string of a guitar or an object
suspended at the end of a vibrating spring. Similarly building and bridges vibrate when heavy
trucks pass a nearby street. The atoms in a molecule continuously vibrate. Waves are
produced when objects vibrate or oscillate. The statements that you have encountered in
Activity 3 will be proven true or false as you go along the following discussions.
Mechanical Wave Defined
A mechanical wave is a wave that is an oscillation of matter, and therefore transfers
energy through a medium. While waves can move over long distances, the movement of the
medium of transmission the material is limited. Therefore, the oscillating material does not
move far from its initial equilibrium position. Mechanical Waves are waves which propagate
through a material medium (solid, liquid, or gas) at a wave speed which depends on the
elastic and inertial properties of that medium.

There are two basic types of wave motion for mechanical waves:
1. Longitudinal Waves
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 In a longitudinal wave the particle displacement is parallel to the direction of wave
propagation. The animation at right shows a one-dimensional longitudinal plane wave
propagating down a tube. The particles do not move down the tube with the wave; they simply
oscillate back and forth about their individual equilibrium positions. Pick a single particle and
watch its motion. The wave is seen as the motion of the compressed region (ie, it is a pressure
wave), which moves from left to right. The P waves (Primary waves) in an earthquake are
examples of Longitudinal waves. The P waves travel with the fastest velocity and are the first
to arrive.
2. Transverse waves
In a transverse wave the particle displacement is perpendicular to the direction of wave
propagation. The animation below shows a one-dimensional transverse plane wave
propagating from left to right. The particles do not move along with the wave; they simply
oscillate up and down about their individual equilibrium positions as the wave passes by.
Pick a single particle and watch its motion.
The S waves (Secondary waves) in an earthquake are examples of Transverse waves. S
waves propagate with a velocity slower than P waves, arriving several seconds later.
Water waves are an example of waves that involve a combination of both longitudinal
and transverse motions. As a wave travels through the waver, the particles travel in clockwise
circles. The radius of the circles decreases as the depth into the water increases. The
animation at right shows a water wave travelling from left to right in a region where the depth
of the water is greater than the wavelength of the waves. I have identified two particles in
orange to show that each particle indeed travels in a clockwise circle as the wave passes.

Source:https://socratic.org/questions/what-is-the-difference-between-a-longitudinal-wave-and-a-transverse-wave
Figure 2. The wave Characteristics of both longitudinal and transverse wave.

What is Interference?
Wave interference is the phenomenon that occurs when two waves meet while traveling along
the same medium. The interference of waves causes the medium to take on a shape that results
from the net effect of the two individual waves upon the particles of the medium. To begin our
exploration of wave interference, consider two pulses of the same amplitude traveling in
different directions along the same medium. Let's suppose that each displaced upward 1 unit at
its crest and has the shape of a sine wave. As the sine pulses move towards each other, there
will eventually be a moment in time when they are completely overlapped. At that moment, the
resulting shape of the medium would be an upward displaced sine pulse with an amplitude of 2
units. The diagrams below depict the before and during interference snapshots of the medium
for two such pulses. The individual sine pulses are drawn in red and blue and the resulting
displacement of the medium is drawn in green.

Source:https://www.physicsclassroom.com/class/waves/Lesson-3/Interference-of-Waves

Figure 3. The wave interference

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Constructive Interference
Constructive interference is a type of interference that occurs at any location along the
medium where the two interfering waves have a displacement in the same direction. In this
case, both waves have an upward displacement; consequently, the medium has an upward
displacement that is greater than the displacement of the two interfering pulses. Constructive
interference is observed at any location where the two interfering waves are displaced upward.
But it is also observed when both interfering waves are displaced downward. This is shown in
the figure below for two downward displaced pulses.

Source:https://www.physicsclassroom.com/class/waves/Lesson-3/Interference-of-Waves
Figure 4. The Constructive Interference
In this case (in Figure 4), a sine pulse with a maximum displacement of -1 unit (negative
means a downward displacement) interferes with a sine pulse with a maximum
displacement of -1 unit. These two pulses are drawn in red and blue. The resulting shape of
the medium is a sine pulse with a maximum displacement of -2 units.

Destructive Interference
Destructive interference is a type of interference that occurs at any location along the
medium where the two interfering waves have a displacement in the opposite direction. For
instance, when a sine pulse with a maximum displacement of +1 unit meets a sine pulse with a
maximum displacement of -1 unit, destructive interference occurs. This is depicted in the figure
below.

Source:https://www.physicsclassroom.com/class/waves/Lesson-3/Interference-of-Waves
Figure 5. The Destructive Interference
The two interfering waves do not need to have equal amplitudes in opposite directions
for destructive interference to occur. For example, a pulse with a maximum displacement of
+1 unit could meet a pulse with a maximum displacement of -2 units. The resulting
displacement of the medium during complete overlap is -1 unit.

Note: every grid is

equivalent to 1
unit; negative (-) 1 unit
downward; positive -1 unit
(+) upward
displacement
Source:https://www.physicsclassroom.com/class/waves/Lesson-3/Interference-of-Waves
Figure 6. The Destructive interference with -1 unit displacement

The Principle of Superposition

The task of determining the shape of the resultant demands that the principle of
superposition is applied. The principle of superposition is sometimes stated as
follows:
When two waves interfere, the resulting displacement of the medium at
any location is the algebraic sum of the displacements of the individual
waves at that same location.
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 In the cases above, the summing the individual displacements for locations of
complete overlap was made out to be an easy task - as easy as simple arithmetic:
Displacement of Pulse 1 Displacement of Pulse 2 = Resulting Displacement
+1 +1 = +2
-1 -1 = -2
+1 -1 = 0
+1 -2 = -1
In actuality, the task of determining the complete shape of the entire medium during
interference demands that the principle of superposition be applied for every point (or nearly
every point) along the medium. As an example of the
complexity of this task, consider the two interfering
waves at Figure 7. A snapshot of the shape of each Figure 7
individual wave at a particular instant in time is shown.
To determine the precise shape of the medium at this
given instant in time, the principle of superposition
must be applied to several locations along the medium.
A short cut involves measuring the displacement from
equilibrium at a few strategic locations. Thus,
approximately 20 locations have been picked and
labeled as A, B, C, D, etc. The actual displacement of
each individual wave can be counted by measuring from
the equilibrium position up to the particular wave. At
position A, there is no displacement for either individual
wave; thus, the resulting displacement of the medium at
position will be 0 units. At position B, the smaller wave has a
Source:https://www.physicsclassroom.com/cl
displacement of approximately 1.4 units (indicated by the red dot); the larger wave has a
ass/waves/Lesson-3/Interference-of-Waves
displacement of approximately 2 units (indicated by the blue dot). Thus, the resulting
displacement of the medium will be approximately 3.4 units. At position C, the smaller wave
has a displacement of approximately 2 units; the larger wave has a displacement of
approximately 4 units; thus, the resulting displacement of the medium will be approximately
6 units.

The process can be repeated for every position.

When finished, a dot (done in green below) can be
marked on the graph to note the displacement of the
medium at each given location. The actual shape of Figure 8
the medium can then be sketched by estimating the
position between the various marked points and
sketching the wave. This is shown as the green line
in Figure 8.

A qualitative description of a standing wave Source:https://www.physicsclassroom.co

A wave must interfere with another wave of equal amplitude but opposite in direction of
m/class/waves/Lesson-3/Interference-of-
Waves
propagation. Cite the simplest example of how this condition is satisfied: a string fixed at
one end and wiggled at the other end. Incident waves will travel toward the fixed end. These
waves will reflect from the fixed end. The interference of the incident and the reflected waves
form a standing wave.
The wave function corresponding to the incident and reflected waves:
y1 (x,t) = A cos(kx + ωt)
y2 (x,t) = -A cos(kx - ωt)
The negative sign comes from the fact that waves invert when they reflect from a fixed end.
Write down the wave function of the resulting interference by principle of superposition. You
will need to use a trigonometric identity.
y(x,t) = y1(x,t) + y2(x,t)
y(x,t) = A cos(kx + ωt) - A cos(kx - ωt)
y(x,t) = 2A sin ωt sin kx

6
 Standing wave

A standing wave, also known as a stationary wave, is a wave that remains in a constant
position. This phenomenon can occur because the medium is moving in the opposite direction
to the wave, or it can arise in a stationary medium as a result of interference between two
waves traveling in opposite directions. The sum of two counter-propagating waves (of equal
amplitude and frequency) creates a standing wave. Standing waves commonly arise when a
boundary blocks further propagation of the wave, thus causing wave reflection, and therefore
introducing a counter-propagating wave.
Standing wave patterns are always characterized by an alternating pattern of nodes
and antinodes. There are a variety of patterns which could be produced by vibrations within
a string, slinky, or rope. Each pattern corresponds to vibrations which occur at a particular
frequency and is known as a harmonic.
What is standing wave equation?
The standing wave for the n-th harmonic is thus described by.
D(x,t)=2Asin(nπLx)cos(ωt) A point at position x will behave like a simple harmonic oscillator
and oscillate with an amplitude given by: A(x)=2Asin(nπLx)
In the other hand, the energy transmitting along a standing wave is zero if we treat
the standing wave as two traveling waves at opposite directions! Then it applies that the
velocity of standing wave is zero.
Figure 9. The nodes of the string depend on frequency.

Nodes points at which the string never moves while antinodes points at which the
amplitude of string motion is greatest.
Figure 10. Wave Characteristics

The high points on a wave are called crest, while the low points are troughs. The
distance from crest to crest or trough to trough is the wavelength (λ) expressed in meters.
The amplitude (A) is the distance of the crest or trough from the midpoint of the wave. The
frequency (f) refers the number of crest or waves that pass a fixed point per second measure
in hertz (Hz). The period (T) is the time in seconds it takes a wave to travel a distance equal
to a wavelength. It is the reciprocal of frequency.

7
 Mathematically,

Period T = 1/f = 2π/ω or Frequency f = 1/T

Angular Frequency ω = 2πf

The wave velocity (v) is equal to the distance traveled by a wave crest in one period.
Mathematically,
v = λ/T = λf

The velocity of the wave depends also on the properties of the transmitting
materials. For example, the velocity of a transverse wave in a piece of string depends on the
tension FT in the string and on the mass(m) per unit length, or m/l. The transverse
wave is

V=

Propagation through strings

The speed of a wave traveling along a vibrating string (v) is directly proportional to
the square root of the tension (T) over the linear density (µ):

Vibration

Vibration is a repeated back and forth motion or oscillation of an object. Any

elastic solid can made to vibrate. The periodic vibration of the mass is called simple
harmonic motion (SHM). SHM is a type of vibration along a path in which the
displacement of the object from its equilibrium position is always equal above and below its
equilibrium position. The maximum displacement is called amplitude. When the load is
released, it vibrates back and forth. If the surface is frictionless, then the magnitudes of the
maximum displacement to the right and to the left of the equilibrium position are equal. A
simple pendulum oscillates back and forth. If the pendulum bob moves from point A to
point B then back to A, it has made one complete vibration. The time it takes the pendulum
bob to complete one vibration is called the period T, and the number of complete vibrations
in a second is the frequency f.

DOPPLER EFFECT FOR SOUND

You’ve probably noticed that when a car approaches you with its horn sounding, the pitch
seems to drop as the car passes. This is also what happened with the ambulance and the man
in Activity 2. This is because the sound waves in front of the ambulance are compressed as it
comes towards the man and stretched out behind the ambulance as it moves away from the
man. This phenomenon, first described by the 19th-century Austrian scientist Christian
Doppler, is called the Doppler effect. When a source of sound and a listener are in motion
relative to each other, the frequency of the sound heard by the listener is not the same as the
source frequency. A similar effect occurs for light and radio waves.

8
 Source:https://www.scribd.com/doc/305918377/Doppler-Effect-Worksheet
Figure 11. The Doppler Effect

It is shown in Figure 11 that a shorter wavelength results in a higher frequency and higher
pitch, and a longer wavelength results in a lower frequency and lower pitch. This apparent
change in frequency is referred to as Doppler effect.

To analyze further the Doppler effect for sound, we’ll work out a relationship between the
frequency shift and the velocities of source and listener relative to the medium (usually air)
through which the sound waves propagate. To keep things simple, we consider only the special
case in which the velocities of both source and listener lie along the line joining them. Let and
be the velocity components along this line for the source and the listener, respectively, relative
to the medium. We choose the positive direction for both and to be the direction from the
listener L to the source S. The speed of sound relative to the medium, is always considered
positive.

Speed of sound in air

The speed of sound in a fluid depends on the bulk modulus and density of the fluid. In
room temperature, the speed of sound is

Derivation of the Doppler effect for a moving source

Roll balls at regular intervals while you are stationary, like how wave fronts are “thrown”
periodically in a travelling wave. Tell the class to think of the stream of balls as a wave
wherein you are the source, and each ball as a wave front of the wave. Establish the fact that
the distance between two balls represents the wavelength of the wave.
Now roll balls at regular intervals, this time while you are moving forward. Ask the class
if they noticed a change in the wavelength. They should notice a decrease in wavelength.
Again, roll balls at regular intervals, this time while you are moving backward. Ask the class if
they noticed a change in the wavelength. They should notice
an increase in wavelength. Argue that this change in wavelength, from the expression v = λf ,
leads to a change in frequency, i.e. Doppler effect.

Define variables to be used in the succeeding derivations:

• Let v be the wave speed in air.
• Let vs be the speed of the source.
• Let primed variables (e.g. λ’, f’ ) be quantities perceived by the listener.

From the previous demonstration, argue that the wavelength perceived by the listener is
different from the wavelength of the source by an amount vsT (speed of the source times the
period): λ’ = λ ± vsT where where the plus sign is for when the source moves away from the
listener and the minus sign is for when the source moves towards the listener.

By using the expression v = λf in the previous equation, derive the equation:

Do a simple check on how the value of changes when the source is moving toward and away
from the listener. Reinforce the results with the observations from the demonstration and/or
the ambulance scenario.

Give this simple example: A guitarist plucks a C-note (523 Hz) while moving at a speed of 20.0
9
 m/s towards a fan girl. What frequency does the fan girl hear?

Ans.

From the previous demonstration, argue that the perceived wave speed of the listener is equal
to the relative speed of the wave with respect to the listener: v’ = v ± vL where the plus sign is
for when the listener is moving toward the source and the minus sign is when the listener is
moving away from the source. Argue that since the wavelength is unchanged, using v = λf, the
perceived wave speed corresponds to the perceived frequency

Using v = λf once more, derive the equation

Do a simple check on how the value of f’ changes when the source is moving toward and away
from the listener. Reinforce the results with the observations from the demonstration and/or
the water waves analogy.
Give this simple example: A guitarist plucks a C-note (523 Hz) while a fan girl moves at a speed
of 20.0 m/s towards him. What frequency does the fan girl hear?
Ans:

Moving Listener and Stationary

The source emits a sound wave with frequency and wavelength. The wave crests approaching
the moving listener have a speed of propagation relative to the listener of the frequency with
which the crests arrive at the listener’s position (that is, the frequency the listener hears) is,

fL = = or fL = ( ) fs = ( 1+ )fs
 Velocity of listener (L) = vL
 Velocity of sound (s) = 0 (at rest)
 Speed of sound wave = v
 Positive direction from listener to source

What’s More!
Score: ______/12
Activity 4. Problem solving
Directions: Solve neatly and clearly what are asked below on the space provided for.
(2 points each)

1. A truck and an ambulance move at the same rate of 13 m/s toward each other but on
different lanes. If the ambulance siren emits sound of frequency 1200 Hz, what is the
frequency of the sound that the truck driver hears?

2. A police car’s siren emits a sinusoidal wave with frequency f s = 300 Hz. The speed of sound is
10
340 m/s and the air is still.

a. Find the wavelength of the waves if the siren is at rest.

b. Find the wavelengths of the waves in front of and behind the siren if it is moving at 30
m/s.

c. If a listener L is at rest and the siren is moving away from L at 30m/s, what frequency
does the listener hear?

d. If the siren is at rest and the listener is moving away from it at 30 m/s, what frequency
does the listener hear?

e. The siren is moving away from the listener with a speed 45 m/s of relative to the air, and
the listener is moving toward the siren with a speed 15 m/s of relative to the air. What
frequency does the listener hear?

What I Have Learned

Score: ______/ 12
Activity 5. Constructive or Destructive?
Directions: Study each situation below. Then complete the table with the positions for
constructive or destructive interference. Three positions (J, O and E) are already filled in.
(1 point each)

1. Several positions along the medium are labeled with a letter in Figure12 below. Categorize
each labeled position along the medium as being a position where either constructive or
destructive interference occurs.
Figure 12

J O

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 Source:https://www.physicsclassroom.com/cl
ass/waves/Lesson-3/Interference-of-Waves

2. Twin water bugs Jimminy and Johnny are both creating a series of circular waves by
jiggling their legs in the water. The waves undergo interference and create the pattern
represented in Figure 13 below. The thick lines in the figure represent wave crests and the
thin lines represent wave troughs. Several of positions in the water are labeled with a
letter. Categorize each labeled position as being a position where either constructive or
destructive interference occurs.
Figure 13

Source:https://www.physicsclassroom.com/cl
ass/waves/Lesson-3/Interference-of-Waves

What I Can Do

Activity 6. Insights on Doppler Effect Score: _____/20

Directions: In a separate sheet of paper, make an essay on how Doppler effect has helped
some professionals like doctors, astronomers, etc. in their fields or works. Refer to the rubric
in Table 1 for your guide in making an essay. (20 points)

Areas of 4 3 2 1
Assessment
Ideas Presents ideas in an Presents ideas in an Ideas are too general Ideas are vague or
original manner consistent manner unclear
Organization Strong and organized Organized Some organization; No organization;
beg/mid/end beg/mid/end attempt at a lack beg/mid/end
beg/mid/end
Understanding Writing shows strong Writing shows clear Writing shows Writing shows little
understanding understanding adequate understanding
understanding
Word Choice Sophisticated use of Nouns and verbs Needs more nouns Little or no use of
nouns and verbs make make essay and verbs nouns and verbs
essay very informative informative
Sentence Sentence structure Sentence structure is Sentence structure is No sense of
Structure enhances meaning; flows evident; sentences limited; sentences sentence structure
throughout piece mostly flow need to flow or flow
Table 1. The rubric

12
 Assessment
Score: ______/10
Directions: Encircle the letter of the correct answer.
1. Which of the following statements is true about transverse waves?
A. They always have the same frequencies
B. They always have the same velocities
C. They always have the same wavelengths
D. They always travel through a dense medium
E. The particles vibrate in perpendicular direction with respect to the wave motion
2. Which of the following statements is true about longitudinal waves?
A. They always have the same frequencies
B. They always have the same velocities
C. They always have the same wavelengths
D. They always travel through a dense medium
E. The particles vibrate along the same direction as the wave motion
3. A wave travels on a string of length L, linear density µ, and tension T. Which of the following is true?
A. The wave speed is inversely proportional to the tension T
B. The wave speed is directly proportional the linear density µ
C. The wave speed increases with increasing tension T
D. The wave speed increases with increasing linear density
E. The wave speed only depends on the length of the string
4. Two wave pulses with equal positive amplitudes travel on a cord approaching each other. What is the
result of the oscillations when the pulses reach the same point?
A. It is constructive interference with twice the amplitude
B. It is destructive interference with zero amplitude
C. It is constructive interference with slightly greater amplitude
D. It is constructive interference with the negative amplitude
E. The standing wave is produced

5. The Doppler effect is concerned with changes in wave _____

A. frequency B. speed C. wavelength D. period

6. In doppler effect, how is frequency related to wavelength?

A. the longer the wavelength, the higher the frequency
B. the shorter the wavelength, the lower the frequency
C. the longer the wavelength, the lower the frequency
D. the wavelength and frequency are directly proportional to each other

A “snapshot” of a wave at a given time is presented by the graph to the right. Use this graph for
questions 7 and 8.
7. What is the amplitude of oscillations?
A. 1 cm B. 2 cm C. 4 cm
D. 6 cm E. 8 cm

8. What is the wavelength of the wave?

A. 1 cm B. 2 cm C. 4 cm
D. 6 cm E. 8 cm

13
9. A stretched string of length L = 2 m resonates in two loops. What is the wavelength of the wave?
A. 1 m B. 2 m C. 3 m
D. 4 m E. 6 m

10. A stretched string of length L = 6 m

resonates in three loops. What is the
wavelength of the wave?
A. 1 m B. 2 m C. 3 m
D. 4 m E. 6 m

Additional Activity
Activity 7. Use PHET Interactive Simulation Score: ______/20

Directions: Investigate how density, specific gravity, mass and volume relate to each
other through PhET Simulation. Write the concepts that you have learned in a separate
sheet of paper. (20 points)

You can visit the link https://phet.colorado.edu/

14
 Module

6 Fluid Statics

What I Need to Know

In the previous module for Week 5, you were able to: 1) describe qualitatively
and quantitatively the superposition of waves; 2) apply the condition for standing
waves on a string; 3) relate the frequency (source dependent) and wavelength of
sound with the motion of the source and the listener; and 4) relate density, specific
gravity, mass, and volume to each other.

In this module, you will be introduced to Fluid Statics. A fluid is a state of matter
that yields to sideways or shearing forces. Liquids and gases are both fluids. Fluid
statics is the physics of stationary fluids.

This week’s module was designed and written with you in mind. It is here to
help you with the Week 6 lessons in Quarter 2 of General Physics 1. This module is
based on the following:
 Most Essential Learning Competency:
 Relate pressure to area and force (STEM_GP12FM-llf-41);
 Relate pressure to fluid density and depth (STEM_GP12FM-llf-41);
 Apply Pascal’s Principle in analyzing fluids in various systems
(STEM_GP12FM-llf-41);
 Apply the concept of buoyancy and Archimedes Principle
(STEM_GP12FM-llf-41)
 Content Standard:
The learners demonstrate understanding of the following:
1. Pressure
2. Pressure vs. Depth Relation
3. Pascal’s Principle
4. Buoyancy and Archimedes Principle
You will find the answers to questions like: Why do sharp objects cause
damage? Why do our eardrums hurt as we swim deeper? How does hydraulic work?
Why do ships float?
Score:
What’s In
Activity 1: Let us Review 10

10your answer
Directions: Relate the following figures to the given concepts. Write the letter of
in the space provided before each number (2 points each).

2
 B C D E
_____1. Density
_____2. Doppler Effect
_____3. Standing Waves
_____4. Destructive Interference
_____5. Constructive Interference Score:
What’s New 10
Activity 2: Be Sharp!
DIRECTIONS: Prepare a cellophane (a small sando bag would be enough), a round container,
and a sharpened pencil that is flat on the other end (an eraser end would do).
1. Do set-up A in Picture 1 on the left. Using the cellophane, cover the opening of
the round container tightly with your hand. Using the other hand, hold
A the pencil at least 8 inches above the covered container with its flat
end at the bottom facing the cellophane. Gently drop the pencil.
Observe what will happen to the pencil and to the cellophane. Put a
check mark () if you observed the following, if not, put an X on the
space provided (3 points):
___ The pencil just bounces.
___ The drop produced a hole on the cellophane.
___ Nothing happened to the cellophane.
Picture 1 2. Repeat what you did with #1 but this time, hold the pencil with
B its sharpened end at the bottom facing the cellophane just like in
Sep-Up B in Picture 2 on the left. Gently drop the pencil. Observe
what will happen to the pencil and to the cellophane. Put a check
mark () if you observed the following, if not, put an X on the space
provided (3 points):
___ The pencil just bounces.
___ The drop produced a hole on the cellophane.
___ Nothing happened to the cellophane.

3. Which of the following statements explain the concept behind

Picture 2 what happened in the activity? Put a check mark () to your answer,
if not, put an X on the space provided (4 points):
___ The pencil’s sharpened end has less area, thus the pressure it exerted to the cellophane
when dropped is great thus producing a hole.
___ The pencil’s sharpened end has less area, thus the force it exerted to the cellophane
when dropped is less thus not producing a hole.
___ The pencil’s flat end has great area, thus the pressure it exerted to the cellophane when
dropped is less thus not producing a hole.
___ The pencil’s flat end has greater area, thus the force it exerted to the
cellophane when
dropped is great thus producing a hole. Score:
10
Activity 3: Water Race

3
DIRECTIONS: Prepare a clean and empty 1 liter or 1.5 liter plastic bottle. Put 3 small holes in
its body at points A, B, C similar in Picture 3 below (no need to cover the holes). Take off its
cap and submerge the plastic bottle in a pail/bucket of water to fill it. Take it out from the
pail/bucket. Observe what will happen as the water inside the plastic bottle will come out from
the 3 holes. In which hole did the water reach the farthest? In the box below, draw what you
have observed (7 points).

Picture 3

1. Based from your observation, where in the bottle is the pressure at the greatest, A, B or
C (3 points)? _____
What is It
Pressure
Pressure is defined to be force divided by the area over which that force
is applied. In other words, Pressure (P) is directly proportional to the applied force
(F) and inversely proportional to its surface area (A).

This only means that to have the maximum pressure, you have to apply a maximum
force in a minimum surface area. just like that in a knife. The area of the edge of a knife’s
blade is extremely small. This creates a pressure high enough to cut through a material like
fruits, vegetables, meats, and even bones. That is the reason why we need to sharpen our
knives and why in Activity 2, the pencil with the sharp end made a hole in the cellophane.

Source:http://hoopmanscience.pbworks.com/w/page/53199111/
Source: https://www.freepik.com/free-photo/chef- Pressure-%20Kaykla
s-male-hand-cutting-tomato-with-sharp-knife-
board_2690521.htm

Picture 4 Figure 1

Thus, if you want to increase the pressure, you could either increase the applied force
or decrease its surface area or both. If you want to decrease the pressure, just decrease the
applied force or increase its surface area, or both. Figure 2 below are some more examples.

4
 Source: https://www.aplustopper.com/applications-of-pressure-in-daily-life/
Figure 2

For a fluid, imagine placing a small area A inside the fluid. Then the pressure at the
location of A is the force due to the fluid on one side of A on the fluid on the other side of A,
divided by the area A.
Pressure in SI units is measured in Pascals (Pa), named for the French mathematician
and physicist Blaise Pascal. One Pascal is equal to One N/m2. Other common units are:
• atmospheres (1 atm = 101;325 Pa)
• torr (1 torr = 1 mmHg = 133:3223684210526315789 Pa)
• bar (1 bar = 100;000 Pa; 1 millibar = 100 Pa)
• pounds per square inch (psi) (1 psi = 6894:757293168361336723 Pa)
• inches of mercury (1 inHg = 3386:388157894736842105 Pa)
• dynes per square centimeter (dyne/cm2) (1 dyne/cm2 = 0:1 Pa)

The pressure P is sometimes called the absolute pressure; this is to distinguish it from
the gauge pressure Pg, which is the difference between absolute pressure and atmospheric
pressure Pa:
Pg = P – Pa .
I. Pressure vs. Depth Relation
Anyone that dives under the surface of the water notices that the pressure on his
eardrums at the depth of even a few feet is noticeably greater than atmospheric pressure.
Careful measurements show that the pressure of a liquid is directly proportional to the
depth, and for a given depth the liquid exerts the same pressure in all directions.
As shown in Figure 3 below, the pressure at different levels in the tank varies, and this
causes the fluid to leave the tank at varying velocities. Pressure was defined to be force per
unit area. In the case of this tank, the force is due to the weight of the water above the point
at which the pressure is being determined. This is exactly the reason of your observations in
Activity 3 and why dams are designed as such in Figure 4.

Figure 3 Figure 4

5
Source: https://pt.slideshare.net/UmairahZaharah/physics-chapter-
(Source: https://sciencing.com/water-pressure-
3-applications-of-pressure-in-liquids/3?smtNoRedir=1
increase-depth-6556057.html)
Calculating Water Pressure
The calculation of water pressure is very straightforward. Imagine a flat surface at
the depth for which you want to calculate the pressure. All you have to do is find the weight
of all the water on top of that surface, then divide it by the area of the surface.
W
P = W÷ A or P= A where P is pressure, W is weight, and A is area.
(Recall: W = Fg = mg where Fg is force due to gravity, m is mass and g is gravity)

Finding the Weight of a Body of Water

In a gravitational field, such as on the surface of Earth, everything is accelerated
downward by the Earth’s gravity, giving it weight. If you know the mass of an object, you can
find the weight by multiplying the mass by the acceleration due to gravity. Remember
Newton’s second law: force (weight) equals mass times acceleration (gravity).
You can find the mass, m, of a body of water by multiplying its volume, V, by its
density, ρ. Thus:
m = Vρ
Now, to find the weight, multiply it by the gravitational acceleration, g (about 9.80 m/s2 at
the Earth’s surface).
W = gVρ
Putting It All Together
We now have all the pieces to find the water pressure at a certain depth. Substituting
our equation for the weight, W, into our original pressure equation, we get:
P = gVρ ÷ A
V is the volume of the water above our imagined surface. Remember, volume is just
length times width times height. The length times width portion is simply the area, A. The
height is the depth, d. So, the volume V can be rewritten as:
V = dA
Substituting this into our pressure equation, we get:
P = gdAρ ÷ A
Now we can cancel the A out of the top and bottom to get:
P = gdρ
Pressure is equal to the gravitational acceleration, g, times the depth, d, times the
density of water, ρ. The gravitational acceleration is 9.80 m/s2, and the density of water is 1
g/cm3, or 1000 kg/m3. Putting these numbers in, we get a final equation of:
P = d (in meters, m)(9.80 m/s2)(1000 kg/m3)

(Source: https://sciencing.com/water-pressure-increase-depth-6556057.html)
Pascal’s Principle
When a force is applied to a contained, incompressible fluid, the pressure increases
equally in all directions throughout the fluid. This fundamental characteristic of fluids provides
the foundation for hydraulic systems found in barbershop chairs, construction equipment, and
the brakes in your car.
Because the force applied to the contained fluid is
distributed throughout the system, you can multiply the
applied force through this application of Pascal’s Principle
in the following manner. Assume you have a closed
container filled with an incompressible fluid with
two pistons of differing areas, A1 and A2. If you
apply a force, F1, to the piston of area A1, you
Figure 5 create a pressure in the fluid which you can call
P1 (See Figure 5 on the left).
Similarly, the pressure at the second piston, P2, must be equal to F2 divided
by the area of the second piston, A2.

6
 Since the pressure is transmitted equally throughout the fluid
in all directions according to Pascal’s Principle, P1 must equal P2.

Rearranging to solve for F2, you find that F2 is increased by the

ratio of the areas A2 over A1.

Therefore, you have effectively increased the applied force F1. Of

course, the law of conservation of energy cannot be violated, so the work done
on the system must balance the work done by the system. In the hydraulic lift
diagram shown on the previous page, the distance over which F1 is applied will be greater
than the distance over which F2 is applied, by the exact same ratio as the force multiplier!
Question: A barber raises his customer’s chair in Figure 6 by applying
a force of 150N to a hydraulic piston of area 0.01 m2. If the chair is
attached to a piston of area 0.1 m2, how massive a customer can the
chair raise? Assume the chair itself has a mass of 5 kg.
Answer: To solve this problem, first determine the force applied to the
larger piston.

If the maximum force on the chair is 1500N,

you can now determine the maximum mass
which can be lifted by recognizing that the Figure 6
force that must be overcome to lift the customer is the force of
gravity, therefore the applied force on the customer must equal
the force of gravity on the customer.

If the chair has a mass of 5 kilograms, the maximum mass of a

customer in the chair must be 148 kg.

Question: A hydraulic system is used to lift a 2000-kg vehicle in an auto garage. If the vehicle
sits on a piston of area 0.5 square meter, and a force is applied to a piston of area 0.03 square
meters, what is the minimum force that must be applied to lift the vehicle?
Answer:

(Source: https://www.aplusphysics.com/courses/honors/fluids/Pascal.html)
II. Buoyancy and Archimedes Principle
As you can imagine, there is definitely more to whether an object floats or not than just
average density. For example, why do some objects float higher in the water than others? And
why is it easier to lift objects underwater than in the air? To answer these questions, you’ll
need to understand the concept of buoyancy, a force which is exerted by a fluid on an object,
opposing the object’s weight.
It is rumored that the Greek philosopher and scientist Archimedes, around 250 B.C.,
was asked by King Hiero II to help with a problem. King Hiero II had ordered a fancy golden
crown from a goldsmith. However, the king was concerned that the goldsmith may have taken
his money and mixed some silver in with the crown instead of crafting the crown out of pure
gold. He asked Archimedes if there was a way to determine if the crown was pure gold.

7
 Archimedes puzzled over the problem for some time, coming up with the solution while
he was in the bath tub one evening. When Archimedes
submerged himself in the tub, he noticed that the amount of water
that spilled over the rim of the tub was equal to the volume of
water he displaced.
Using this method, he could place the crown in a bowl full
of water. The amount of water that spilled over could be measured
and used to tell the volume of the crown. By then dividing the
mass of the crown by the volume, he could obtain the density of
the crown, and compare the density to that of gold, determining if
the crown was pure gold. According to legend, he was so excited
he popped out of the tub and ran through the streets naked yelling
“Eureka! Eureka!” (Greek for “I found it! I found it!”)
True story or not, this amusing tale illustrates Archimedes’ development
Figure 7 of a
key principle of buoyancy: the buoyant force FB on an object is equal to the density of
the fluid ρ , multiplied by the volume of the fluid displaced V (which is also equal to the
volume of the submerged portion of the object), multiplied by the gravitational field
strength g. This is known as Archimedes’ Principle.

Archimedes’ Principle explains why boats

made of steel can float. Although the steel of the
boat itself is more dense than water, the average
density of the entire boat (including the air in the
interior of the boat) is less than that of water. Put
another way, the boat floats because the weight of
the volume of water displaced by the boat is greater
than the weight of the boat itself as seen in Figure
8.
This principle also accounts for the ability of
(Source: https://www.myseatime.com/blog/detail/5-
submarines to control their depth. Submarines use questions-that-can-help-in-understanding-of-squat-effect-
pumps to move water into and out of chambers in on-ships) Figure 8
their interior, effectively controlling the average
density of the submarine. If the submarine wants to rise, it pumps water out, reducing
its average density. If it wants to submerge, it pumps water in, increasing its average
density.
Question: What is the buoyant force on a 0.3 m3 box which is fully submerged in
freshwater (density=1000 kg/m3)?
Answer:

Question: A steel cable holds a 120-kg shark tank 3 meters below the surface of
saltwater. If the volume of water displaced by the shark tank is 0.1 m 3, what
is the tension in the cable? Assume the density of saltwater is 1025 kg/m3.
Answer: First, draw a free body diagram (FBD) of the situation, realizing that you
have the force of gravity (mg) pulling down, the buoyant force upward, and
the force of tension in the cable upward. Because the shark tank is at
equilibrium under the water, the net force on it must be zero, therefore the
upward forces must balance the downward forces. You can write this using
Newton’s 2nd Law in the y-direction as. Finally, you can use this equation
to solve for the force of tension in the cable.

8
(Source: https://www.aplusphysics.com/courses/honors/fluids/buoyancy.html)
Score:
What’s More
Activity 4: Water Pressure and Ocean Depth 20
Directions: Analyze and answer the situation below.

Source: https://www.teachervision.com/force-motion/activity-water-pressure-ocean-depth
 Score:
What I Have Learned 14

Activity 5: The Pascal Way

Direction: Analyze and answer the following. Get an extra paper
in solving for the answer then write them on the space provided
below. The first one is done for you.

1. If the area of A1 = 0.001 m2 and the area of

A2 = 0.1 m2 , external input force F1 = 100 N, then
what is the external output force F2 ?

Given (1 point) : The area of A1 = 0.001 m2

The area of A2 = 0.1 m2
External input force F1 = 100 Newton

Required (1 point) : External output force (F2)

Solution (5 points): P1 = P2
F1 / A1 = F2 / A2
100 N / 0.001 m2 = F2 / 0.1 m2
100 N / 0.001 = F2 / 0.1
100,000 N = F2 / 0.1
F2 = (0.1) (100,000 N)
F2 = 10,000 N

1. If car’s weight = 16,000 N in the figure on the

left, hat is the external input force F?

Given:

Required:

Solution:

2. The hydraulic lift has a large cross section and a small cross section. Large
cross-sectional area is 20 times the small cross-sectional area. If on the small
cross section is given an input force of 25 N, then what is the output force.

Given:

Required:

Solution:

10
Activity 6: The Archimedes Way
Direction: Analyze and answer the following. Get an extra paper Score:
in solving for the answer then write them on the space provided below.
The first one is done for you. 15
1. A ball of mass 2kg having a diameter of 50cm falls in the
swimming pool. Calculate its buoyant force and volume of
displaced water.
Given: Mass of ball, m = 2 kg,
Diameter of ball, d = 0.5 m thus radius is r = 0.25 m
Volume of sphere V = 43πr3
= 4343 ππ 0.253
= 0.0208 m3
Hence the density is given by ρρ = MassVolumeMassVolume
= 2kg0.0208m32kg0.0208m3
= 96 kg/m3.
The force is given by F = mg. Hence buoyant force is
F = 2 kg ×× 9.8 m/s2 = 19.6 N
The archimedes formula is given by F = ρρ g Vdisp
Hence the Volume of displaced fluid is Vdisp = FρgFρg
= 19.696×9.819.696×9.8
= 0.0208 m3
Hence volume of given body = Volume of displaced liquid.
2. A basketball floats in a bathtub of water. The ball has a mass of 0.5 kg and a
diameter of
22 cm.
(a) What is the buoyant force?
(b) What is the volume of water displaced by the ball?
(c) What is the average density of the basketball?

What I Can Do
Score:
Activity 5: What is the Concept Behind?
Directions: Below are examples of the application of concepts in 10
Fluid statics. Applying what you have learned, analyze and identify
what concept is behind in each situation. Write the letter of you answer on the space
provided before the number.
A. Pressure
B. Pressure and Depth Relation
C. Pascal’s Principle
D. Archimedes’ Principle

1 2 3 4 5

11
___1. A submarine has a large ballast tank, which is used to control its position and depth
from the surface of the sea. A submarine submerges by letting water into the ballast tank.
Conversely, it floats by reducing water in the ballast tank.
___2. A hydraulic jack is a device that is used to lift heavy loads by applying a force via a
hydraulic cylinder. Hydraulic jacks lift loads using the force created by the pressure in the
cylinder chamber.
___3. Football boots, called cleats or soccer shoes in North America, are an item
of footwear worn when playing football. Those designed for grass pitches have studs on the
outsole to aid grip.
___4. A hydrometer is an instrument to measure the relative density of liquids. It consists of a
tube with a bulb at one end. Lead shots are placed in the bulb to weigh it down and enable
the hydrometer to float vertically in the liquid.
___5. A wide shoulder pad is often attached to heavy bags.

Assessment
Score:
Directions: Write the letter of the best answer on the space provided for.
___1. Which of the following equations is not correct: 10
a. Force = mass x acceleration c. Pressure = Force /Area
b. Density = Volume /Mass d. Pressure = density x acceleration x
height
___2. Air pressure at sea level is 14.5 lbs/sq. inch. Why do we not feel
this pressure
pushing on us?
a. the amount is neglible to the feeling of gravity
b. we have grown accustomed to it since we were born
c. the fluids in our body are pushing outward with the same force
d. the force of gravity negates the feeling of pressure
___3. Where does the static fluid pressure at any given depth depend?
a. total mass c. distance below the surface
b. surface area d. all of the above
___4. In the equation for Pressure -- P = rho x g x h, the units for g (SI system) are:
a. kg/m 3 b. m/sec c. kg-m/sec d. m/sec 2

___5. What does Pascal's Principle state?

a. Any object, wholly or partially immersed in a fluid, is buoyed up by a force equal to
the
weight of the fluid displaced by the object.
b. any change in pressure applied at any given point of the fluid is transmitted with a
decreasing value throughout the fluid.
c. for a fluid with zero viscosity, an increase in the speed of the fluid occurs
simultaneously
with a decrease in pressure or a decrease in the fluid's potential energy.
d. any change in pressure applied at any given point of the fluid is transmitted
undiminished
throughout the fluid.
___6. A hydraulic press has an input cylinder 1 inch in diameter and an output cylinder 6
inches in

12
 diameter. Assuming 100% efficiency, find the force exerted by the output piston when
a force
of 10 pounds is applied to the input piston.
a. 100 pounds b. 360 pounds c. 60 pounds d. 286
pounds
___7. What is the Mechanical Advantage of a lever that can lift a 500-pound weight
using a load of 20 pounds.
a. 1000 b. 10 c. 20 d. 25
___8. Why do hot air balloons float?
a. the cold air outside the balloon forces the balloon up
b. hot air balloons contain helium
c. hot air in the balloon is less dense than cold air outside, making the balloon lighter
than air
d. hot air is more dense than cold air
___9. What is the buoyant force acting on an aluminum cube that is completely
submerged in water, and whose side is 2 m. The density of aluminum is
2.7 g/cm3. The density of water is 1000 Kg/m3, g is 9.8 m/sec2.
a. 9800 N b. 2700 N c. 980 N d. 78,400 N
___10. Why is it easier to lift a heavy rock that is submerged in the ocean than when
the same rock is on the beach?
a. your muscles are more effective in sea water allowing to lift heavier objects
b. the salt molecules help support the weight of the rock
c. there is an upward force called buoyancy that pushes on the rock
d. all of the above

Additional Activity
Score:
Activity 8: I am an Artist!
Directions: 30
1. If you have an access to internet, visit the link:
http://www.learneasy.info/MDME/MEMmods/MEM23006A/fluid_mech/fluid_statics.html
2. If you do not have access to internet, it’s okay. Just review the lessons on this module.
3. Using the concepts you have learned, choose which 1 you will do to enrich your
understanding in Fluid Statics through art:
a. A 3 to 4 stanza poem with 4 lines in each stanza
b. A short comic strip
c. A portfolio on different applications of fluid statics in real life setting with
explanation how they are applied
d. A 3-minute vlog to be sent to the science teacher’s e-mail add
RUBRICS for Grading your Creative Output
30 points– All concepts are correct and the student showed creativity in doing the chosen task.
25 points– Most concepts are correct and the student showed creativity in doing the chosen task
15 point – Most concepts are correct.
0 point – The student did not do any creative output.

13