OLSHCO General Physics 1 Module 2 of 1st Quarter

Name of Student:_________________________________________
Learner’s Reference Number:__________________________

Grade & Section:_________________________________________
Subject : General Physics 1
Subject Teacher: ______________________________
GRIT MODULE NO. 2
Date Received:_____________Date Returned:_______________
GRIT MODULE NO. 2: RELATIVE MOTION AND
NEWTONS LAWS OF MOTION
Greetings in the oneness of heart of Jesus and Mary!
A blessed and wonderful day my dear! Welcome back and
how’s your day? I hope that you always find yourself motivated
every time you wake up in the morning and to face new
challenges again and always embrace the beauty of life through
God’s grace and mercy. I hope that you are all excited as much
as I do with our forthcoming activities and lessons. With the
continued guidance and support of your parents/guardians, I’m
pretty sure you can make it again. Are you ready to learn more?
But before we begin, let us invoke the guidance of our Lord
through the prayer “Prayer of Blessed Bartolo to St. Joseph”
As we go all the way in this understanding the concept of Projectile
Motion as well as the Newton Laws of Motion and Applications,
I want you to read and understand these standards that we are going
to meet this 1st quarter.
Learning Standards: You will understand the interaction among
force, matter and motion and be able to solve using experimental
and theoretical approaches, multi-concept, rich-content problem
solving involving measurement, vectors, motion in 1D and 2D,
Newton’s Laws, Work, Energy, Center of Mass, Momentum,
impulse and collision.
Compassion Formation: You will become an advocate in
conserving energy.
Now read this/these learning target/s. This/These will tell you

what specific knowledge and skills you need to master for the
entire week.
.
Copyright © 2021 APO Jose Catholic Educational System Foundation, Inc. (ACES).
All Rights Reserved. No part or portion of this module may be reproduced, copied, GRIT MODULE NO. 2 in GENERAL PHYSICS 1
or transmitted in any form or by any means, electronic or mechanical, without
written permission of the copyright holder.
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Learning Target/s:
1. Deduce the consequences of the independence of vertical and
horizontal components of projectile motion; (Day 1)
2. calculate range, time and maximum heights of projectiles; and
(Day 1)
3. Solve problems involving two-dimensional motion in context such
as but not limited to ledge jumping, movie stunts, basketball, safe
locations during firework displays and Ferris wheels. (Day 1)
4. Define inertial frames of reference (Day 2)
5. Identify action-reaction pairs (Day 2)
6. Draw free-body diagrams (Day 2)
7. Apply Newton’s 1st law to obtain quantitative and qualitative
conclusions about the contact and noncontact forces acting on a
body in equilibrium (Day 3)
8. Differentiate the properties of static friction and kinetic friction
(Day 3)
9. Apply Newton’s 2nd law and kinematics to obtain quantitative
and qualitative conclusions about the velocity and acceleration of
one or more bodies, and the contact and noncontact forces acting
on one or more bodies (Day 4)
10. 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 (Day 4)
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Kindly ask the help of your parents to produce the
following:
1. Tape measure/Meter stick/ruler 7. Carbon paper/
2. Timer (watch) DIY carbon paper
3. Rubber ball (tennis ball) 8. Scotch Tape
4. Triangular ruler or book 9. Small weight
5. String (You may assume
6. Ball (tennis ball, basketball, the weight)
baseball 10. Calculator
I am expecting that you will be able to:

1. read and understand every discussion that we have on this
module;
2. use your textbook as a guide to our discussion;
3. follow the directions and/or instructions in the activities and
exercises diligently
4. answer all the given test and exercises;
5. manage your activities properly.
I am also expecting that your parent/guardian/ or whoever is
assisting you at home will: (Inaasahan ko na ang iyong
magulang/tagapagbantay o kung sinumang tumutulong sa iyo
sa bahay na: )
1. prepare all the materials you need for your activities
(makapaghanda ng lahat ng bagay na kakailanganin para
sa iyong mga aktibidad);
2. assist you in answering the module (magabayan ka sa
pagsagot ng iyong modyul); and
3. involve themselves in every activity or conversation that
needs their presence/guidance. (makibahagi sa mga
pagsasanay o talakayan na kinakailangan ang kanilang
presensiya)
3
Required video material/s: Use of Internet:
___ - None ___ - None
- Kindly visit Youtube and click
the link below _/__ - Optional, for enrichment
_/__- Teacher-made video purposes
___- Minimal use is required
Day 1
Hi again my dear! Do you enjoy playing ball games? Are you
a fan of basketball? Have you ever wondered how some players
can shoot the ball way past the three-point line like Stephen
Curry? Actually, there are physics behind it.
Those ball games exhibit the concept of projectile motion.
Are you familiar with the story of David and Goliath?
The story of the battle between David and Goliath is taken from
the book of Samuel from the Bible. The story from the bible talks
about how David, a lowly shepherd, defeated a giant warrior by the
name Goliath. His only weapon was a slingshot strong enough to
knock down Goliath. The slingshot uses a stone to transfer energy.
The moment the stone leaves the slingshot; it is affected by the pull
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of gravity. Thus, the stone travels vertically upward and at the same
time it also travels horizontally because of gravity’s influence.
An object that travels through air is under the influence of the
Earth’s gravitational force. As an old cliché says, “whatever goes
up, must come down.” This is true in the point of view of Science,
because the projectile body moving through the air is influenced by
air resistance and the gravitational force of the Earth pulling on it.
There are several equations that we may encounter along the way
in our study of projectile motion. For example, how are the vertical
and horizontal motions of projectile computed? What are the
relationships between a projectile’s maximum height reached, total
time in the air, horizontal initial velocity and horizontal distance
traveled? All these questions will be answered as we go on with our
first lesson. But before that I want you to open your book turn to page
70 and answer the question:
What are thinking right now when you hear the word
projectile?
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Good job! Let’s be more informed on projectile motion.
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The study of projectile motion combines the study of uniformly
accelerated motion and uniform velocity. It is the motion of an object
that travels freely under the action of gravity and air resistance alone.
The most common example of an object moving in two-dimensions
is a projectile.
A projectile is an object or body thrown in curved path given
an initial velocity and whose motion is influence by the pull gravity.
Trajectory is the path of a projectile body that is principally
determined by two types of motion – vertical and horizontal motions.
Try to sketch a projectile motion and label the parts (a) trajectory (b)
vertical motion (c) horizontal motion.
Sketch here:
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See image above (Figure 1) Comparing the Parabolic Motion and
Vertical Motion Why don’t you try it at home? Ask your sibling to
help you out. Get two same size of stones or two tennis ball
(optional). Follow the figure above. Let Your sibling/parent or
guardian release the ball in vertical free-fall while you release the
ball in parabolic motion. Which among the two stones/balls fall
first? Or did they fall at the same time? Write your observation in
the box.
observation
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Let us talk about the Types of Projectile Motion.
a. Object is Projected Downward
Gravity is a downward force that causes a projectile body to
accelerate in the downward direction. The force of gravity does not
affect the horizontal velocity of an object, since perpendicular
components of motion are independent of each other. A vertical
force acting upon a horizontally moving object causes the object to
deviate from its otherwise linear path. Observe Figure 4. Its shows
that the ball travels horizontally and vertically as it travels freely
downward.
Figure 2. A diagram illustrating the First Type of Projectile

Motion
Notice that the initial horizontal velocity (vix) is equal to
horizontal final velocity (vfx).
Equations
1. Height of the starting point
dy = gt2/2
2. Time of descent point t = 2dy/g 3. Horizontal

distance
R = vix t
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4. Velocity before hitting the ground
Vfy = 2gdy
Let’s try to solve some problems!

Problem 1
A ball is thrown from the top of a school building 55 m high with
an initial velocity of 8 m/s.
(1) Where is the ball 1.5 seconds after being thrown?
(2) What time will it take the ball to reach the ground?
(3) What is its speed upon hitting the ground?
Given:
dy = 55 m
vix = 8 m/s
t = 1.5 s
Find:
1. R or dx (location of the ball)
2. t
3. V Solution 1:
Its horizontal distance R = vix t
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Solution 2:
t = 2dy/g
Solution 3:
Step 1. The initial velocity downward is equal to the final velocity
downward, vfy = viy, thus:
vfy = g t
Step 2. Use the Pythagorean Theorem to resolve the velocity

downward.
Vf= vix2 + viy2
1
0
Problem 2
A cliff diver jumps on the top of Great Trango in the
Karakoram Mountain of northern Pakistan with a height 1340 m.
The initial velocity of the diver 10 m/s.
(1) Sketch the situation.
(2) Where is the diver 5 seconds after the jump?
(3) What time will it take the diver to reach the water?
(4) What is its speed upon hitting the ground?
1
(1)
1
1
(5)
G.U.S.A
b. Object is Projected Upward with the Horizontal Angle (ϴ)
Figure 5. A diagram illustrating the second type of Projectile

Motion
Equations
1. Vertical Initial Velocity Component viy = visinꝋ
2. Horizontal Initial Velocity Component

viy = vicosꝋ
3. Maximum Height Reached
dy = (viy)2 /2g
1
2
4. Total Time of Flight
t’ = 2(tup)
5. Time up
tup = vfy – viy / -g
6. Range
R = vix t’
vf = vfy2 + vfx2
Problem 3
A volleyball is thrown with an initial velocity at 30 m/s at an angle
40o above the horizontal. Find the following:
1. Sketch the problem and label the important parts
2. Total time flight
3. Maximum height reached
4. Horizontal distance from the starting point will the volleyball
attains its original level.
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3
(1)
Given and Unknown
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4
Step 1. Determine the initial vertical velocity (viy)
viy
Step 2. Solve the time going up.

tupp
Step 3. Find the total time of flight.

t’
1
5
Step 4. Find horizontal distance (dy).
dy
Step 5. Determine the initial horizontal velocity component (vix).
vix
Step 6. Solve for the horizontal distance. (R))
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6
c. Object is Projected Downward at an Angle
Figure 6. A diagram illustrating the Third Type of Projectile

Equations
1. Height of the starting point
dy = vfy2 – viy2 / 2g
2. Time reach the ground

t = vfy – viy / -g
3. Horizontal distance from the base of the building

R = vix t

vf = vfy2 + vfx2
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Problem 3
A metal ball is projected downward at an angle of 25o with the
horizontal from the top of a building 300 m high. Its initial velocity
is 20 m/s.
(1) How long will it take before striking the ground?
(2) How far from the base of the building will it strike?
(3) With what velocity will it hit the ground?
(4) At what angle with the horizontal will it strike?
(5)
SKETCH
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Step 1: Find First the vertical and horizontal initial velocity
components.
Solve her e
Step 2. Find the vertical velocity component (vfy).

Solve here
1
9
Step 3. Find the time before striking the ground.
Solve here
Step 4. Find the horizontal distance

Solve here
Step 5. Use the Pythagorean Theorem to resolve the velocity
2
0
downward.
Solve here
Step 6. Its angle upon hitting the ground
Solve here
Step 7. The initial horizontal velocity component (vix) is equal to

final horizontal velocity component (vfx).
2
1
Solve here
Good job! We are almost done for day 1 but let’s put
everything in an experiment.
Experiment 1. Determining the Range of a Projectile

Purpose:
Predict the range of a horizontally launched projectile using
kinematics.
Discussion:
If the height of a table is known, calculate the time required for
a ball to fall from the table to the floor.
If the velocity of the ball is known as it leaves the table, calculate
the distance from the table at which the ball will hit the floor.
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2
Figure 7. Experiment 1 Set up
Find the velocity of the ball if the time it takes to roll a
measured distance on the table is given.
In this activity, measure the initial velocity of a projectile and the
height it will fall. Calculate the distance from the table, the range
where the projectile will land.
To record the point where the projectile lands on the floor, place a
piece of carbon paper over a piece of scrap paper and tape it to the
floor. The projectile will leave a mark on the paper where it lands.
Measure the horizontal range of the projectile and compare this to
the calculated distance.
Equipment:
1. Rubber ball (tennis ball)
2. Triangular ruler or book
3. Carbon paper
4. Meter stick/ruler
5. Tape
6. Stop watch
7. Small weight (You may assume the weight)
8. String
9. Calculator
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3
Procedure:
1. Find anything with a smooth path in which the ball can roll
down, devise a launcher for the ball using a triangular ruler or
a book. Determine the initial point on the launcher where it
gives the ball a velocity.
2. Put two pieces of tape with size 30-50 cm apart on the table in
the direction of the ball. This is the distance (d) in the figure.
Tally this distance.
3. Measure the vertical distance from the top of the laboratory
table to the floor. This is h in the figure. Tally this height.
4. Launch a trial run and determine the position where the
projectile hits the floor. Tape a piece of paper at this location
and place a piece of carbon paper on top to mark the hits of the
projectile.
5. Do the projectile several times. For each launch, get the time it
takes for the ball to roll the measured horizontal distance on the
table and tally the rolling time (troll) in the data table.
6. Get your phone and take a selfie with your set up and send it to
your General Physics Teacher and that’s Mam Rachel S. Laya.
☺
Determine the point on the floor where the ball leaves the
table using a meter stick or ruler. Measure the distance from this
point to the center of the landing positions. This is the range of the
projectile.
Modify the launcher so that the projectile is launched at different
velocities and repeat several trials.
Results:
1. Obtain the average rolling time for the projectile to move the
measured horizontal distance.
2. Determine the velocity of the projectile as it rolls across the
table.
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4
3. Solve for the time it takes for the ball to fall vertically from the
top of the table to the target.
4. Obtain the range where the ball will land.
5. A good measure of comparison between the measured and
calculated heights is the percentage difference.
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5
DATA & ANSWER SHEET
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6
Conclusions:
1. Compare the measured range to the calculated range.
2. Do the kinematics equations see to work in practice? If not, why?
3. Is it the fault of kinematics or due to some problems with the

procedure?
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There is incredible amount of applications to everyday life of
all branches of physics especially mechanics.
Aside from the samples and experiment that you’ve done, can you
give more applications of our topic projectile motion? List down
below.
Great job!
I think you’ve already mastered our previous lesson. So let’s
proceed in our new topic which is all about Kinematics.
LEARNING SYNTHESIS
For day 1…
I learned that projectile motion is
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And to solve projectile motion problems, I need to perform the
following steps:
1.
2.
3.
4.
Great! We are done for today. You may now take a rest and
and continue learning tomorrow.
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Day 2
It has been said that the human body is like a mechanical system
designed by God. It consists of coordinating parts that perform
different life functions. However, like any machine, the human
body is susceptible to friction. Friction causes wear and tear in the
joints, making movement difficult. People with arthritis know how
painful their knees are after sitting or standing for a long time or
by just making a wrong move. You will more about friction is this
module.
Did You Know?
The section in Physics that is in agreement with description of
motion is called kinematics, while the foundation of motion is
called dynamics. These two come from Greek words kinema,
meaning motion, and dynamis, meaning power.
The Greeks during the time of Aristotle observed that the
continuous pushing or pulling will keep an object from moving
and when it is no longer applied, the object comes to rest. These
statement seem logical, but they are incorrect according to Galileo
who devised two simple thought experiments.
Galileo observed that a ball rolling along a horizontal surface
will come to rest and it is being slowed down by friction or
resistance.
In the second thought experiment, Galileo reasoned that if the
slope of the rising plane is decreased to make it less steep than the
descending slope, the ball would roll farther along this slope and
will stop when it gets to the top from where it was dropped on the
first slope.
Galileo also concluded that if the slope of the second plane
was zero, the ball would continue to roll with no loss of speed.
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Galileo explained the theory of motion that every object had a
property which Isaac Newton later called inertia. Inertia is a
characteristic of an object that counters its state of motion.
Let’s talk about Newton’s Laws of Motion.
Force is a push or pull exerted by an object on another. It is a
vector quantity because it has magnitude and direction.
Force between two bodies that are in direct contact with each
other is called contact force. Force that acts even if the
interacting bodies are separated by a distance is called
noncontact or action-at a distance force.
Below are examples of forces. Identify whether it’s a contact
or noncontact force.
_____________1. Gravitational Force
_____________2. Someone kick a ball
_____________3. Magnets repel each other
_____________4. Intermolecular force
_____________5. Frictional force
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0
Nice job! Now, kindly accomplish your learning synthesis.
LEARNING SYNTHESIS
For day 2…
I learned who contributed to the formation of what is now called
Newton’s First Law of motion and that is _________________.
For that _______________________ made use of the work of
his predecessors, which enabled him to develop the laws of
motion.
Great job! You may rest now and continue learning tomorrow.
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1
Day 3
Isaac Newton was credited for
being the first to describe the motion
of massive objects and formulated the
three laws of motion. Newton’s laws
of motion constitute the fundamental
principles of dynamics, which deals
with force in relation to the motion of
an object.
Newton’s First Law – Law of Inertia
Isaac Newton summed up his own work with Galileo. The book
Philopophiae Naturalis Principia Mathematica is the first Law
of Newton and is expressed as:
“An object at rest stays at rest and an object in motion stays in
motion with the same speed and in the same direction unless
acted upon by an unbalanced force.”
Sample Problem
Suppose you are helping a friend transfer from one residence to
another and your friend asks you to stand in the rear truck to hold
a piano from an inclined plane. Explain why you should decline
the request of your friend. The answer should indicate your
understanding of Galileo and the First law of Motion.
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2
Since a piano has large mass, it also has a large inertia. If the
truck suddenly moves, the piano that is in a state of rest could
slide down. Even the truck stops all of a sudden, the piano will
keep moving. Hence, anyone standing in the rear of the piano
and the truck could be injured.
Let’s Appraise
A boy observing from a rooftop of a building sees a little kid
looping a in a cord. If the cord breaks, what path will the ball
take? Why don’t you try it so that you could explain it properly
in the box?
_____________________________________________________.
Free-Body Diagram
When analyzing physics problems, it is helpful to draw a
diagram with all the forces acting on an object. Such diagram
called a free-body diagram.
Sample Problem
From the following illustrations, verify the magnitude and
direction of the net force and recognize which will be at rest.
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3
Analyze the diagram.
a.
4.0 N 2.0 N
Ans: Fnet = 2.0 N

Ans: Fnet = 0 N
b. Proof this if it is equal to zero. Write your explanation in box.
_____________________________________________________
_____________________________________________________
____________________________________________.
3.0 N 1.0 N
2.0 N
3.0 N
1.0 N
4.0 N
c.
5.0 N
7 .0N 7 .0N
3.0 N
Ans: ____________
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4
2.0 N
d.
3.0 N 3.0 N
2.0 N
2.0 N
Ans: __________
LEARNING SYNTHESIS
For day 3..
I learned that Newton’s first law of motion states that a
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Good Job my dear! Now, I want you to take a break and

continue learning tomorrow. 
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Day 4
Newton’s Second Law – Law of Acceleration
Once a force that acts on an object is unbalanced, it will
accelerate and can be expressed as:
a α F, where mass is constant value
When the force remains constant, the mass increases and the
acceleration decreases. Mathematically, the relationship can be
expressed as:
a α 𝟏, where F is constant
𝒎
The following ideas can be summarized to create the second
law of Newton:
1. Once a force that acts on an object is unbalanced, it will
accelerate in the same direction as the force.
2. The acceleration of the object varies with unbalanced force.
3. The acceleration of the object varies inversely with its mass.
If two proportionality statements are combined to form
proportionality, the result is:
a=α𝑭
m
“It states that acceleration is directly proportional to Force
and inversely proportional to the mass of an object.” Recall:
• What is the unit used of Force? __________
• What is the equivalent of 1 Newton? _________
• Mathematically, what is the second law of motion?
_________ This relationship is illustrated in the following
sample problems.
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6
Sample Problems
1. If a 70 kg skater acted upon by an unbalanced force of 161
N W, what is its acceleration?
a= α 𝑭
𝒎
a = 161 N, West /70
kg a = 2.3 m/s2, West
2. A force of 360 N, East was applied by a student on a box
with a mass of 50 kg. What is the acceleration of the box if a
friction force of 340 N acts in the opposite direction?
Explanation: Make a free-body diagram to answer the
question. Sketch a rectangular to denote the box being
analyzed. The 360 N applied force is indicated as a vector
acting on the box in the East direction while frictional force
is acting in the opposite direction.
Ff 340 N Fi 360 N
Continue:
Fnet = ______
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3. A 10 kg box is being pushed by an applied force and
acceleration at 2.5 m/s2. What is the applied force if a
frictional force of 50 N is acting in the opposite direction?
Given: m = 10 kg
a= 2.5 m/s2
Continue:
Draw free-body diagram:
Solution:
Newton’s Third Law – Law of Interaction

When an empty balloon is blown with air and released, the air
blasts out from the open end of the balloon initiating a movement
in the opposite direction.
The motion of the balloon is an example of the third law of
Motion of Newton:
For every force of action, there is force of reaction equal in
magnitude but opposite in direction.
In the previous example, it can be expressed in an equation as:

Fescaping-air = F air-on-balloon
The force of reaction is when the air is pushing the balloon
forward while escaping air is moving in the opposite direction.
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Other examples of Law of Interaction
a. Walking
When walking, the feet push backward on the ground while the
ground pushes the feet forward.
b. Driving
When a car moves, the engine rotates the driveshaft, the
driveshaft rotated the wheels, and the wheels push backward
on the road.
c. Swimming
As the swimmer pushes backward on the water, the water’s
force of reaction pushes the swimmer in the forward direction.
Write 2 examples of Newton’s Third Law in the box and write the
description reaction force.
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9
Sample Problem:
Consider the following diagram. A force of 60 N, East acts on a
20 kg and 10 kg blocks that are adjacent on a frictionless surface.
60 N, East
A. 20 Kg
B.10 Kg
Determine the following:

a. Acceleration of blocks A and B
b. Force exerted by block A on bock B
c. Force exerted by block B on block A Solution:
a. Solve for the acceleration of blocks A and B, assume the
blocks as one mass. Draw a free body-diagram and sketch
the forces acting on the block:
60 N acceleration
3 0 Kg
F 294 N
g
a α 𝑭
𝒎
a= 60N, East / 30 kg
a= 2.0 m/s2, East
b. To solve the force exerted by block A on block B, a free-body
diagram block B needs to be done.
Fnet = ma
= (10 kg)(2.0 m/s2, E)
4
0
= 20 N, East
c. To solve the force exerted by block B on block A
Fnet = ma
= (20 kg)(2.0 m/s2, E)
= 40 N, East
Let’s Appraise
Consider two sleds that are connected by a rope. The first sled
has a mass of 60 kg, while the second sled has a mass of 40 kg. If
a force of 250 N acting in the direction along the Eat is pulled by
a rope connected to the first sled, determine the acceleration of
the sled and the tension in the rope connecting the two sled.
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1
Good job! We are almost done here.
As a way of ending your module, I want you think out of the box
and analyze the situation.
An astronaut was trapped in space, a short distance from the
space shuttle. Explain what Newton’s Law is/are exhibit in that
particular situation.
Congratulations in giving all your best just to answer your

module. Keep up the good work!  And now, accomplish your
final learning synthesis.
LEARNING SYNTHESIS
For day 4
I learned that inertia is a tendency of an object to
______________
__________ or in __________.
While friction depends on
________________________________
____________________involved.
Congratulations! You did well on our activities. I hope you

learned a lot! I’m so proud of you. But wait, I want you to assess
yourself using the Self-Assessment Checklist below.
4
2
Self-Assessment Checklist
/ SKILLS
1. I can describe how inertia and mass related
2. I can calculate range, time and maximum heights of
projectiles
3. I can solve problems involving two-dimensional motion in
context such as but not limited to ledge jumping, movie stunts,
basketball, safe locations during firework displays and Ferris
wheels.
4. I can now describe a situation in which the net external force
on a system is not zero, yet its speed remains constant.
5. I can draw free-body diagrams
6. I can apply Newton’s 1st law to obtain quantitative and
qualitative conclusions about the contact and noncontact forces
acting on a body in equilibrium
7. I can differentiate the properties of static friction and kinetic
friction
8. I can apply Newton’s 2nd law and kinematics to obtain
quantitative and qualitative conclusions about the velocity
and acceleration of one or more bodies, and the contact and
noncontact forces acting on one or more bodies
9. I can 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
10. I can describe a situation in which one system exerts a
force on one another.
-Therefore, I learned well and good
-Therefore, I need more practice so I can do better next time.
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3
I have a question/s or clarification/s Teacher!
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In this GRIT module, the concept that I did not fully
understand is
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WITNESSING
As a witness of the oneness of heart of Jesus and Mary, I have a
grace-filled accountability to…
Promote road safety by means of
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_____________________________________________________
_____________________________________________________
CONNECTING WITH THE VISION AND MISSION

Inspired by the oneness of heart of Jesus and Mary, this lesson
helped me to develop
_____________________________________________________
_____________________________________________________
4
4
This part is for the parent or the attending adult:
Kindly write some of your observations on your child’s learning/study
habits this week. Include also your suggestions or if you have questions, feel
free to write them on the space provided.
Observations:________________________________________________
Question (if there’s
any):_______________________________________________________
Suggestion/s : _______________________________________________
Cellphone number:________________________________
4
5
Teacher’s Remarks
Kindly consider my recommendations for your improvement in this
module. I have checked the particular points that you need to
address. Thank you. 
Item
(/) Required Compliance
no.
1 Complete all required information on the front page.
Do not forget to pray before and after accomplishing this
2
module.
Always read the expectations of this module from you as
3
a parent
Take more engaged time to read the content of the entire
4 module with a learning disposition that is discipline
sensitive and success-oriented
Guide your child in completing all their
activity/formative assessment boxes. Redo
5
activity/formative assessment box/es on page/s
_____________________________________________.
6 Some parts are copied. Avoid doing this next time.
Let your child write all their entries legibly. As much as
7 possible avoid too many erasures/alterations. Keep their
module neat.
Let your child use their own handwriting all throughout
8 the module. I do not expect you to accomplish this
module.
9 Be careful with their spelling.
Optimize the use of their reference books/suggested
10 materials. This surely contributes to their success in this
module.
Their teacher has a plagiarism checker. Please let them
11 make their work original. Cite their references whenever
applicable or necessary.
4
6
Engage yourself in some conversation points found in
12
this module.
On learning synthesis: Let them rewrite their learning
13 summary taking into consideration the attainment of
stated learning competencies.
On learning synthesis: Let them rewrite their Christian
reflection as an empowered OLSHCOnian whose values
14 are anchored to Filial compassion, Leadership and
Accountability, Mary-insipired obedience, and Enduring
discipleship.
Let your child participate promptly in their monitoring
15
classes through their assigned group chat.
This module will be part of their portfolio which they will
16 submit towards the end of the quarter. Keep it responsibly.
17 Over-all Rating:
Beginning-Demonstrate an initial understanding of the
concepts and competencies relevant to the expected
learning.
Developing- Demonstrate a partial understanding of the
learning.
Proficient- Demonstrate a complete understanding of the
learning.
Advance- Demonstrate a sophisticated understanding of
the concepts and competencies relevant to the expected
learning.
___________________________________________
Teacher’s Signature over printed name
_____________________
Date
4
7
REFERENCES:
 Angelina A. Silverio, Exploring Life Through Science Series,
Phoenix Publishing House, 2017.
 E. Gadong and R. Belleza, General Physics 1, VIBAL,
 F. Alfonso, G. Baniaga, L. Retone, Worl of Science for Critical
Thinkers, The Library Publishing House Inc, 2017
 Gil Nonato Santos,Ph.D, General Physics 1, Rex, 2017
HOME MODE REMINDERS!

1. Eat a balanced diet and on time. Vegetables, fish, and
fruits are always the best!
2. Drink plenty of water.
3. Wash your hands properly.
4. Participate in household activities. Keep your room
clean and orderly.
5. Take time to have a little physical exercise like jogging,
brisk walking, running, etc. with any member of your
family.
6. Connect with your friends and classmates.
7. Plan your day. Balance learning, play, and prayer and
reflection time.
8. Keep safe always especially when you go out.
9. Continue to practice waste segregation.
10. Play basketball. Cook. Create artworks. Do
gardening… There’s so much to do. You have all the
reasons to be productive.
11. Be updated on current events. Trust only credible
sources of news and information.
4
8

OLSHCO General Physics 1 Module 2 of 1st Quarter

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OLSHCO General Physics 1 Module 2 of 1st Quarter

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Name of Student:_________________________________________

Learner’s Reference Number:__________________________

Now read this/these learning target/s. This/These will tell you

I am expecting that you will be able to:

Figure 2. A diagram illustrating the First Type of Projectile

2. Time of descent point t = 2dy/g 3. Horizontal

Let’s try to solve some problems!

Step 2. Use the Pythagorean Theorem to resolve the velocity

b. Object is Projected Upward with the Horizontal Angle (ϴ)

Figure 5. A diagram illustrating the second type of Projectile

2. Horizontal Initial Velocity Component

Given and Unknown

Step 2. Solve the time going up.

Step 3. Find the total time of flight.

Step 5. Determine the initial horizontal velocity component (vix).

Step 6. Solve for the horizontal distance. (R))

Figure 6. A diagram illustrating the Third Type of Projectile

2. Time reach the ground

3. Horizontal distance from the base of the building

4. Velocity before hitting the ground

Step 2. Find the vertical velocity component (vfy).

Step 4. Find the horizontal distance

Step 5. Use the Pythagorean Theorem to resolve the velocity

Step 6. Its angle upon hitting the ground

Step 7. The initial horizontal velocity component (vix) is equal to

Experiment 1. Determining the Range of a Projectile

2. Do the kinematics equations see to work in practice? If not, why?

3. Is it the fault of kinematics or due to some problems with the

Ans: Fnet = 2.0 N

Good Job my dear! Now, I want you to take a break and

Newton’s Third Law – Law of Interaction

In the previous example, it can be expressed in an equation as:

Determine the following:

Congratulations in giving all your best just to answer your

Congratulations! You did well on our activities. I hope you

CONNECTING WITH THE VISION AND MISSION

HOME MODE REMINDERS!

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