General Physics 1 2nd Quarter

PHYSICS 1
TABLE OF CONTENTS
QUARTER 2
Science Pocket Lesson 1 Product Vectors 1

Science Pocket Lesson 2 Work 6
Worksheet 1 Work 10
Science Pocket Lesson 3 Energy 11
Worksheet 2 Energy 16
Science Pocket Lesson 4 Momentum and Impulse 17
Science Pocket Lesson 5 Conservation of Momentum 21
Worksheet 3 Conservation of Momentum 26
Science Pocket Lesson 6 Rotational Motion 27
Science Pocket Lesson 7 Law of Universal Gravitation 32
Science Pocket Lesson 8 Fluids 36
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
PHYSICS 1
Product of Vectors
INSTANT TASK
Crossword puzzle: Identify the terms being described.
4 5
1. The process of getting the resultant vector.

2. Quantities that have both magnitude and direction
3. The result of multiplication
4. Quantities that have magnitude only
5. Smaller vectors than the resultant vector.
6. The difference between a vector and a scalar quantity.
1
DIRECT TALK
Unit Vectors
A unit vector is a vector that has a magnitude of 1, with no units. Its only purpose is to point – that is, to
describe a direction in space. When writing a unit vector, we always include a caret or “hat” (^) in the symbol to
distinguish it from ordinary vectors.
In an x-y coordinate system we can define a unit vector, , that points in the direction of positive x- axis and a unit vector, ,
that points in the direction of the positive y-axis. If the vectors do not all lie in the xy-plane, then we need a third component.
We introduce third unit vector, , that points in the direction of the positive z-axis. However, in our modules, we will use i, j
and k for , , , respectively. Take note also that vector quantities are represented by bold letters instead of letters with
arrows above it and scalar quantities are represented by simple letters.
We can express the relationship between component vectors and components as follows:
Ax = Ax i Ax, Ay, and Az are the components of vector A.

Ay = Ay j Ax, Ay, and Az are the magnitudes Ax, Ay, and Az respectively.
Az = Az k i, j, and k are the directions for Ax, Ay, and Az respectively.
Similarly, we can write vector A in terms of its component as:
A = Ax i + Ay j + Az k All terms in this equation is a vector quantity.
Using the unit vectors, we can express the vector sum R of two vectors A and B as follows:
A = Ax i + Ay j + Az k
B = Bx i + By j + Bz k
R=A+B
= (Ax i + Ay j + Az k) + (Bx i + By j + Bz k)
= (Ax + Bx) i + (Ay + By) j + (Az + Bz) k
= Rx + Ry + R z Figure 1.1 The unit vectors i, j, and k.
Example 1.1 Using Unit Vectors

Given the two displacements:
D = (6.00 i + 3.00 j – 1.00 k) m and
E = (4.00 i – 5.00 j + 8.00 k )m
Find the magnitude of the displacement 2D – E.
Solution: We are to multiply the vector D by 2 (a scalar) and subtract the vector E from the result, so as to obtain the
vector F = 2D – E.
F = 2 (6.00 i + 3.00 j – 1.00 k) m – (4.00 i – 5.00 j + 8.00 k ) m

= [(12 i + 6 j – 2 k) – (4 i – 5 j + 8 k )] m combine terms with the same direction
= [(12 – 4) i + (6 + 5) j + (-2 – 8) k] m perform operation
= (8.00 i + 11.00 j – 10.00 k) m
The magnitude of F is:

F = 𝐹𝑥 2 + 𝐹𝑦 2 + 𝐹𝑧 2 substitute values
2 2 2
F= (8.00 m) + (11.00 m) + (-10.00 m) perform operation
F = 16.9 m final answer
2
Product of Vectors
From our previous discussion we have discussed about Vector Addition, but we can also multiply vectors. Vectors are not
ordinary numbers, so ordinary multiplication is not directly applicable to vectors. We have two kinds of product vectors. The
first, called the scalar product, yields a result that is a scalar quantity. The second, the vector product, yields another
vector. In this lesson, we will only focus on scalar/dot product.
Scalar Product
Scalar product is also known as dot product. The scalar product of two vectors A and B is denoted as A  B. Although A
and B are vectors, the quantity A  B is scalar.
We define the scalar product A  B as:
Where A and B are the Magnitudes of Vectors A and

A  B = AB cos  B, respectively, in the direction of A and  is the
angle between vectors A and B when drawn tail to
tail as shown in Fig 1.2.
Figure 1.2 Vector A and B and the angle 

The scalar product is a scalar quantity, not a vector quantity, and it may be positive, between them.
negative or zero. When  is between 0° and 90°, the scalar product is positive. When  is between 90° and 180°, the
scalar product is negative. Finally, when  is equal to 90°, the scalar product is zero. The scalar product obeys the
commutative law of multiplication; the order of the two vectors does not matter. A  B = B  A
Calculating the Scalar Product Using Component
We can calculate the scalar product A  B using the equation below:
The scalar product of two vectors is the sum of the products of their respective
A  B = AxBx + AyBy + AzBz
components.
Example 1.2 Calculating a Scalar Product
Find the scalar product A  B of the two vectors in Fig 1.3. The magnitudes of the vectors are A = 4.00 and B = 5.00.
Solution: We can calculate the scalar product in two ways: using the magnitudes of the vectors and the angle between
them, and using the components of the vectors.
To calculate the scalar product using the magnitudes of the vectors and the angle between them we use the equation
A  B = AB cos  but let’s find first the angle between them.
The angle between the two vectors is  = 130.0° - 53.0° = 77.0°
A  B = AB cos  = (4.00)(5.00) cos 77.0° = 4.50

Now let’s try calculating the scalar product using the components of A and B.
Ax = (4.00) cos 53.0° = 2.407
Ay = (4.00) sin 53.0° = 3.195
Bx = (5.00) cos 130.0° = -3.214
By = (5.0) sin 130.0° = 3.830 Figure 1.3 Vectors A and B.
Using this equation to calculate the scalar product A  B = AxBx + AyBy + AzBz
A  B = AxBx + AyBy since we only have two directions ( x and y)
A  B = (2.407)(-3.214) + (3.195)(3.830) = 4.50
So as you can see both methods give the same result, as they should.
3
All vectors are pointing at different direction but all has the same magnitude of 6.16 m
Check your answer:
Example 1.3 Finding an angle with the scalar product
Find the angle between the vectors
A = 2.00 i + 3.00 j + 1.00 k and
B = -4.00 i + 2.00 j –1.00 k
Solution: To find the angle  we use the equation A  B = AB cos 
A  B = AB cos  divide both sides by AB
A B
cos  = substitute A  B with AxBx + AyBy + AzBz
AB
AxBx + AyBy + AzBz

cos  =
AB
To get A:
2 2 2
A = Ax 2 + Ay 2 + Az2 = (2.00) + (3.00) + (1.00) = 3.74 magnitude of vector A
To get B:
2 2 2
B = Bx 2 + By 2 + Bz2 = (-4.00) + (2.00) + (-1.00) = 4.58 magnitude of vector B
(2.00)(-4.00) + (3.00)(2.00) + (1.00)(-1.00) -3.00

cos  = = = - 0.175
(3.74)(4.58) 17.13
 = cos-1 -0.175
 = 100 ° final answer
Try this! Properties of the Scalar Product

(i) Arrange the following vectors in order of their Let u, v, and w be vectors in the plane or in
magnitude, with the vector of largest magnitude space ad c is a scalar quantity.
first. (i) A = (3i + 5j - 2k) m; (ii) B = (-3i + 5j - 2k) m;
(iii) C = (3i - 5j - 2k) m; (iv) D = (3i + 5j + 2k) m 1. uv=vu
2. 0v=0
3. u  (v + w) = u  v + u  w
(ii) Find the angle between each of the following pairs 4. v  v = v2
of vectors 5. c(u  v) = cu  v = u  cv
A = -2.00i + 6.00j and B = 2.00i – 3.00j
(i) All vectors are pointing at different direction but all has the same magnitude of 6.16 m; (ii) = 164 °
4 Check your answer:
FLASH CHECK
(I) In each case, find the x- and y- components of vector A

(1) A = 5i – 6.3j
(2) A = 11.2j – 9.91i
(3) A = 15i + 22.4j
(4) A = 5B where B = 4i – 6j
(II) Find the angle between each of the following pairs of vectors
(1) A = 3.00i + 5.00j and B = 10.00i + 6.00j
(2) A = -4.00i + 2.00j and B = 7.00i +14.00j
QUICK REFERENCES
CONNECT Giancoli, D.C (2014). Physics, Principles
with Applications. 7th Edition. USA. Smith.
Why you should learn product of
vectors?
You can use the dot product of two vectors
to solve real-life problems involving two
vector quantities. For instance, you can
use the dot product to find the force
necessary to keep a sport utility vehicle
from rolling down a hill
PHYSICS 1
Work
INSTANT TASK
Perform these situations and complete the table below. The first one was done for you.
1. Lifting a Book
2. Pushing a wall for 10 seconds
3. Standing for 1 minute
4. Sitting down for 5 minutes
5. Holding a book while walking
6. Holding a book above your head for 1 minute
Situations Identify the What is the Did the object If Yes, is it in the Is there a work
force applied direction of move when the direction of the done on the object
the force force was applied force? by the applied
applied? applied? force?
Lifting a Book Force from my
hand on the upward yes yes yes
book
Pushing a wall for
10 seconds
Standing for 1
minute
Sitting down for 5
minutes
Holding a book
while walking
Holding a book
above your head
for 1 minute
6
DIRECT TALK
Work
Did you answer yes to all the situations in the INSTANT TASK? Indeed, all of these situations agree with the
everyday meaning of work – any activity that requires muscular or mental effort. In Physics, work has much more precise
definition, and that is what we are going to study in this lesson.
In Physics, you do work by exerting a force on a body while that body moves from one place to another – that is, undergoes
displacement. You do more work if the force is greater of if the displacement is greater. Mathematically we define work as:
Where W is the work done on a body

W = Fd F = constant applied Force (vector)
d = displacement (vector)
The SI unit of work is the joule (abbreviated J, pronounced “jool”, and named in the honor of 19th-century English physicist
James Prescott Joule). From the equation we can see that 1 J is equivalent to 1 newton-meter (Nm)
If you exert a force at an angle with respect to the displacement, we use the equation:
W = Fd cos  If  = 0, so that F and d are in the same direction, the cos  = 1 and we are back to W = Fd
W = Fd cos  has the form of the scalar product of two vectors, which we introduced from the previous lesson. Hence, we can
write the equation as :
If we are to graph Force versus distance, we can
W=Fd Work is a scalar quantity say that Work done is equal to the area under
Force-distance graph.
Example 2.1 Work done by a constant Force
(a) Steve exerts a steady force of magnitude 210 N on a stalled car

as he pushes it a distance of 18 m. The car also has a flat tire, so
to make the car track straight Steve must push at an angle of 30°
to the direction of motion. How much work does Steve do?
(b) In a helpful mood, Steve pushes a second stalled car with a
steady force F = (160 N )i – (40 N) j. The displacement of the car
is d = (14 m) i + (11 m) j. How much work does Steve do in this
case? Figure 2.1 Force-distance graph
Solution:
Then let’s execute.
Let’s first identify the given:
(a) W = Fd cos 
(a) F = 210 N W = (210 N) (18m) cos 30°
d = 18 m W = 3274 J
 = 30°
(b) F = (160 N )i – (40 N) j (b) W = F  d = Fxdx + Fydy
d = (14 m) i + (11 m) j W = (160 N)(14 m) + (-40 N)(11 m)
W = 1800 J
Then let’s identify the RTF which is work done, W.
7
A constant force can do positive, negative or zero work depending on the angle between the force and the displacement.
If the Force has a component in the direction of displacement: Work is positive.

If the Force has a component opposite to the direction of displacement: Work is negative.
If the Force (or force component) is perpendicular to the direction of displacement: the Force (or force component) does
no work on the object.
Note: Keep track of who’s doing the work. We always speak of work done on a particular body by a specific force.
Always be sure to specify exactly what force is doing the work you are talking about. When you lift a book, you exert an
upward force on the book and the book’s displacement is upward, the work done by the lifting force on the book is positive.
But the work done by the gravitational force (weight) on a book being lifted is negative because the downward gravitational
force is opposite to the upward displacement.
Total Work
How do we calculate work when several forces act on a body? First, we compute the work done by each separate force.
Then, because work is a scalar quantity, the total work W tot done on the body by all the forces is the algebraic sum of the
quantities of work done by the individual forces. Another way to find the total work Wtot is to compute the vector sum of the
forces and then use this vector sum as F in W = Fd cos  or W = F  d
Example 2.2 Work done by several forces
A farmer hitches her tractor to a sled loaded with firewood and pulls it a distance of 20 m along level ground. The total
weight of sled and load is 14,700 N. The tractor exerts a constant 5000 N force at an angle of 36.9° above the horizontal.
A 3500 N friction force opposes the sled’s motion. Find the work done by each force acting on the sled and the total work
done by all the forces.
Solution:
Given: RTF:
d = 20 m (a) Work done by each forces: (i) Wtractor; (ii) Wfriction;
Fg = weight = 14,700 N = FN = normal force (iii) Wweight = Wnormal force
Ftractor = 5000 N (b) Total work done Wtot
 = 36.9°
Ff = friction = 3500 N
Execute:
Using the First Method: Using the other method by finding the vector sum of all
(a) forces
(i) Wtractor = Fd cos 
Wtractor = (5000 N)(20 m) cos 36.9° ∑Fx = Ftractor cos  + (-Ff) = (5000 N) (0.8) + (-3500 N) = 500 N
Wtractor = 79968 J
∑Fy = Ftractor sin  + (-Fg) + FN = (5000 N)(0.6) + (-14700 N) +
(ii) Wfriction = Fd cos  (0) = -11700 N
Wfriction = (3500 N)(20 m) cos 180°
Wfriction = - 70000 J But we don’t need the second equation since the y-component
of force is perpendicular to the displacement, so it does no
work.
(iii) Wweight = Fd cos 
Wweight = (14700 N)(20 m) cos 90° Wtot = (∑F)  d = (∑Fx) d = (500 N) ( 20 m) = 10,000 J (an
Wweight = Wnormal force = 0
(b) estimated value for 9968J)
Wtot = Wtractor + Wfriction + Wweight + Wnormal force
We get the same result for Wtot with either method, as we
Wtot = (79968 J) + ( -70000 J) + (0)+ (0)
Wtot = 9968 J should.
FLASH CHECK
Read and solve the following problems.
1. You push your physics book 1.50 m along a horizontal tabletop with a horizontal push of 2.40 N
while the opposing force of friction is 0.600 N. How much work does each of the following forces
do on the book: (a) Your 2.40 N push, (b) the friction force; (c) the normal force from the
tabletop, and (d) gravity? (e) What is the net work done on the book?
2. A 75 kg painter climbs a ladder that is 2.75 long leaning against a vertical wall. The ladder
makes a 30° angle with the wall. How much work does gravity do on the painter?
3. A lawn mower is pushed a horizontal distance of 20 m by a force of 200 N directed at an angle

of 300 with the ground. What is the work of this force?
4. Determine the work done by a person lifting a 25-kilogram bag of sugar 3 meters.
QUICK REFERENCES
CONNECT Freedman, R.A. (2012). University Physics
With Modern Physics. 13th Edition. SF
We always use the word Work everyday, California: Smith
everywhere ― when we clean the house or when
we study or when we carry things or when our https://ar.pinterest.com/pin/658581145496594
parents go to the office ― we often say that’s work. 709/
But in Physics, Work is defined as a product of
force and displacement, not only that, these https://slideplayer.com/slide/274384/
quantities must be in parallel direction to each
other. So, when you are carrying your back pack
while walking, however heavy your back is, in
Physics, you (your shoulder) are not doing work on
your bag. Your shoulder exerts an upward force on
the bag while you move in a horizontal direction
making the force applied perpendicular to the
displacement traveled by the bag.
9
WORKSHEET 1 – WORK
I. Analyze and answer the following questions.
1. In what ways is the word “work” as used in everyday language the same as it is defined in physics? In what
ways is it different? Give examples for both.
2. Why is it tiring to push hard against a solid wall even though you are doing no work?
3. You push very hard on a heavy desk, trying to move it. You do work on the desk:
a) Whether or not it moves, as long as you are exerting a force.
b) Only if it starts moving.
c) Only if doesn’t move.
d) Never― it does work on you.
4. A satellite in circular orbit around the Earth moves constant speed. This orbit is maintained by the force of
gravity between the Earth and the satellite, yet no work is done on the satellite. How is this possible?
a) No work is done if there is no contact between objects.
b) No work is done because there is no gravity in space.
c) No work is done if the direction of motion is perpendicular to the force.
d) No work is done if objects move in a circle.
5. After finding a breakfast cereal on the floor, an ant picked it up and carried it away. As the ant was lifting
the piece of cereal, did the cereal do work on ant? Explain.
II. Read and solve the following problems.
1. Two blocks are connected by a very light string passing over a massless and frictionless pulley.
(See Figure below). Travelling at a constant speed, the 20 N block moves 75 cm to the right and the 12 N
block moves 75 cm downward. During this process, how much work is done (a) on the 12 N block by (i)
gravity and (ii) the tension in the string. (b) on the 20 N block by (i) gravity, (ii) the tension in the string, (iii)
friction, and (iv) normal force? (c) find the total work done on each block.
Tension is the pulling force exerted

by a cord on an object to which it is
attached.
Figure 1.1 Problem 1
REFERENCES:
Freedman, R.A. (2012). University Physics With Modern Physics. 13th Edition. SF California: Smith
Giancoli, D.C (2014). Physics, Principles with Applications. 7th Edition. USA. Smith
10
PHYSICS 1
Energy
INSTANT TASK
Identify the Energy associated in the following:

(a) Flying Bird (b) Student sitting (c) Windmill
(d) Stretched spring (e) Electricity through the bulb (f) Batteries
11
DIRECT TALK
Energy is one of the most important concepts in Science. It is traditionally defined as the ability to do work.
Energy has two types: Kinetic Energy, the energy of motion, and Potential Energy, the energy associated
with forces that depend on the position of configuration of objects. Although energy only has 2 types, it can be expressed in
many forms such as chemical energy, mechanical energy, electrical energy, elastic energy, and many more.
Kinetic Energy and the Work-Energy Principle
A moving object can do work on another object it strikes. A flying cannonball does work on a brick wall it knocks down; a
moving hammer does work on a nail it drives into wood. In either case, a moving object exerts a force on a second object
which undergoes a displacement. An object in motion has the ability to do work and thus can be said to have energy. The
energy of motion is called kinetic energy. Mathematically, we can define kinetic energy as:
KE= ½ mv2 Where KE is the kinetic energy, m is mass and v is velocity.
The SI unit for energy is joule J, and just like work, KE is a scalar quantity.
Example 3.1 Animal Energy
Adult cheetahs, the fastest of the great cats, have mass of about 70 kg and have been locked running at up to 72 mph. How
many joules of kinetic energy does such a swift cheetah have?
Solution:
Given: Execute:
m = 70 kg
v = 72 mph = 32m/s KE = ½ mv2
KE = ½ (70 kg)(32 m/s)2
RTF: KE KE = 35,840 J
We can also relate work with energy through the equation:

This equation is known as the Work-Energy Principle. It can be stated in words:
Wnet = KE = ½ mv22 - ½ mv21
The net work done on an object is equal to the change in the object’s kinetic
energy.
Take note that we are talking about the net work done on the object – that is, the work done by ALL FORCES on the
object.
Example 3.2 Work on a car to increase its kinetic energy
How much net work is required to accelerate 1000 kg car from 20 m/s to 30 m/s?
Solution:
Given: Execute:
m=1000 kg
v1 = 20 m/s Wnet = KE = ½ mv22 - ½ mv21
v2 = 30 m/s
Wnet = ½ (1000kg)(30m/s)2 - ½ (1000kg)(20 m/s)2
RTF: Wnet
Wnet = 2.5 x 105 J
12
Potential Energy
Aside from Kinetic Energy, which the energy of motion, we also have potential energy, the energy associated with forces
that depend on the position of configuration of objects. Various types of potential energy (PE) can be defined, and each type
is associated with a particular force.
Gravitational Potential Energy

The most common example of potential energy is gravitational potential energy. The Force associated here is the
Gravitational force of the Earth. Mathematically we can define it as:
PEG = mgy Where PEG = gravitational potential energy, m = mass, g = acceleration due to gravity, y = height
*The higher an object is above the ground, the more gravitational potential energy it has.
We can also relate work with potential energy:
Wext = m g (y2 – y1) Where Wext = the work done by a net external force to move the object from position 1 to
Wext = PE2 – PE1 = PEG position 2 without acceleration.
Equivalently, we can define the change in gravitational potential energy, PEG, in terms of the work done by gravity itself:
WG = ― m g (y2 – y1) That is, the change in gravitational potential energy as the object moves from
WG = ―(PE2 – PE1) = ― PEG position 1 to position 2 is equal to the negative of the work done by the gravity
PEG = ― WG itself.
Example 3.3 Potential Energy changes for a roller coaster
A 1000 kg roller coaster car moves from point 1 to point 2 and then to point 3. (a) What is the gravitational potential energy
at points 2 and 3 relative to point 1? Take h = 0 at point 1. (b) What is the change in potential energy when the car goes
from point 2 to point 3?
Solution: (a) We measure heights from point 1 (y1 = 0), which means initially that the gravitational potential energy is zero.
At point 2, where y2 = 10 m,
PE2 = mgy2 = (1000 kg) (9.8 m/s2) (10 m) = 9.8 x 104 J
At point 3, y3 = ―15 m, since point 3 is below point 1. Therefore,
PE3 = mgy3 =(1000 kg) (9.8 m/s2) (―15 m) = ―1.5 x 105 J

Figure 3.1 Example 3.3
(b) In going from point 2 to point 3, the potential energy change (PEfinal – PEinitial) is
PE3 – PE2 = (―1.5 x 105 J) – (9.8 x 104 J) = ― 2.5 x 105 J
The gravitational potential energy decreases by 2.5 x 105 J.
Potential Energy of Elastic Spring
We now consider potential energy associated with elastic materials. Consider the simple coil spring shown in Figure 3.2.
The spring has potential energy when compressed (or stretched), because when it is released, it can do work on a ball as
shown. To hold a spring either stretched or compressed an amount x from its natural (unstretched) length requires the hand
to exert an external force on the spring of magnitude F ext which is directly proportional to x. That is,
Fext = kx Where k is constant, called spring stiffness constant (or simply spring constant), and is a
measure of the stiffness of that particular spring.
13
Figure 3.2 A spring (a) can store energy
(elastic PE) when compressed as in (b) and
can do work when released (c).
The stretched or compressed spring itself exerts a force F s in the opposite direction on the hand, as shown in Figure 3.3:
This force is sometimes called a “restoring force” because the spring exerts its force in the
Fs = ―kx direction opposite the displacement (hence the minus sign), acting to return to its natural length.
This equation is known as Spring equation or Hooke’s Law, and is accurate for springs as long
as x is not too great.
To calculate the potential energy of a stretched spring, we use the equation:
PEel = ½ kx2
To calculate the work required to stretch a spring:
W = Favex = (1/2 kx)(x) = ½ kx2 = PEel = ½ kx22 - ½ kx21
If a spring is compressed a distance x from its natural length, the average force again has
a magnitude Fave = 1/2 kx, and again the potential energy is PEel = ½ kx2. Thus, x can
either be the amount compressed or amount stretched from the spring’s natural length. Figure 3.3 (a) spring in
natural (unstretched) position.
Note that for a spring, we choose the reference point for zero PE at the spring’s natural (b) Spring is stretched by a
position. person exerting a force Fext to
the right (positive direction).
The spring pulls back with a
Example 3.4 Work done on a spring scale force Fs. (c) Person
compresses the spring (x < 0)
by exerting an external force
A woman weighing 600 N steps on a bathroom scale that contains a stiff spring. In Fext to the left; the spring
equilibrium, the spring is compressed 1.0 cm under her weight. Find the force constant of the pushes back with a force Fs
spring and the total work done on it during the compression. where Fs > 0 because x < 0
Solution:
Execute:
Given: (a) (b)
x = ―1 cm = ―0.010 m Fext = kx Using x1 = 0 and x2 = ―0.010 m, we have
Fext = ―600 N Fext
*negative because of the k= W = ½ kx22 ― ½ kx21
x
downward negative ―600 N W = ½ (6.0 x 104 N/m)( ―0.010 m) ― 0
direction k= W=3J
―0.010 m
k = 6.0 x 104 N/m
RTF: (a) k (b) W
Conservative and Nonconservative Forces
Forces for which the work done does not depend on the path taken
but only on the initial and final positions are called conservative
forces. If the work done depends on the path, it is called
nonconservative forces. Gravity is an example of conservative Figure 3.4 A crate is pushed from
forces since it takes the same work (= mgh) to lift an object of mass position 1 to position 2 via two paths.
m vertically a height as to carry it up an inclined plane of the same
vertical height. Friction on the other hand is an example of Conservative Forces Nonconservative Forces
nonconservative forces. If you push a crate across a floor from one Gravitational Friction
point to another, the work you do depends on whether the path taken Elastic Push or Pull
Electric Tension in cord
is straight or curved. You do more work against friction if you push
the crate in a curved path than in a straight path. Table 3.1 Conservative and Nonconservative Forces
14
FLASH CHECK
1. At room temperature, an oxygen molecule, with mass of 5.31 x 10 -26 kg, typically has a kinetic
energy of about 6.21 x 10-21 J. How fast is it moving?
2. A spring has a spring constant k of 88 N/m. How much must this spring be compressed to
store 45 J of potential energy?
3. A 66.5 kg hiker starts at an elevation of 1270 m and climbs to the top of a peak 2660 m high.
(a) What is the hiker’s change in potential energy? (b) What is the minimum work required for
the hiker?
QUICK REFERENCES
CONNECT Freedman, R.A. (2012). University Physics With Modern
Physics. 13th Edition. SF California: Smith
Giancoli, D.C (2014). Physics, Principles with Applications.

7th Edition. USA. Smith
https://unsplash.com/photos/F0CW4F8ut3U
https://www.pinterest.ph/pin/800937114952214548/
https://sites.google.com/site/electromagneticinfo/electrical-
power-in-the-real-world
https://www.sciencephoto.com/media/980971/view/elastic-
potential-energy-in-a-spring-illustration
https://www.amazon.com/Philips-416768-Clear-Appliance-
40-Watt/dp/B008ATHGKA
https://www.aedsuperstore.com/zoll-aed-plus-
replacement-lithium-batteries-set-of-10.html
15
WORKSHEET 2 – ENERGY
Practice Problems:
I. Kinetic Energy
1. How much work is required to stop an electron (m= 9.11 x 10-31 kg) which is moving with a speed of
1.10 x 106m/s?
2. An 85 g arrow is fired from a bow whose string exerts an average force of 105 N on the arrow over a
distance of 75 cm. What is the speed of the arrow as it leaves the bow?
II. Potential Energy
3. A box has a mass of 5.8 kg. The box is lifted from the garage floor and placed on a shelf. If the box
gains 145 J of Potential Energy how high is the shelf?
4. A man climbs on to a wall that is 3.6 m high and gains 2268 J of potential energy. What is the mass of
the man?
5. An automobile to be transported by ship is raised 7.0 m above the dock. If its gravitational potential
energy is 6.6 x 104 J, what is the automobile’s mass?
6. A force of 37N is required to stretch a spring a distance of 20 cm from its equilibrium position. What
force is needed to compress the same spring 7 cm from its equilibrium position?
7. A spring has a spring constant of 4.4 x 104 N/m. What is the change in elastic potential energy stored
in the spring when its stretch is increased from 12.5 cm to 15 cm?
REFERENCES:
Giancoli, D.C (2014). Physics, Principles with Applications. 7th Edition. USA. Smith
https://mrmackenzie.co.uk/wp-content/uploads/2007/02/examples-of-potential-energy-problems.pdf
https://static1.squarespace.com/static/56b6d437e32140969574328a/t/5d5e2b9fa7f56a0001ab5bcc/1566452640943/Additional+GPE+
calculation+problems.pdf
https://kcourses.weebly.com/uploads/1/6/8/1/16813808/4.2-elastic_potenial_energy.pdf
16
PHYSICS 1
Momentum and Impulse
INSTANT TASK
Save the egg!
Materials:
1 pc raw egg
Blanket
Procedure:
1. Ask 2 people to hold the blanket on each side for you

in a catching position as shown.
2. Throw the egg to the blanket as hard as you can.
Observe what happens to the egg.
3. Using the same egg, drop it from your shoulder level
position. Observe what happened to the egg.
Questions:
1. What happened to the egg when you throw it into the
blanket? Why do you think this happened?
2. What happened to the egg when you dropped it?
Why do you think this happened?
17
DIRECT TALK
Momentum
The linear momentum (or momentum for short) of an object is defined as the product of its mass and velocity.
Momentum (plural is momenta) is represented by p. If we let m represent mass of an object and v represent its velocity, then
momentum p is defined as
p = mv
Velocity is a vector, so momentum too is a vector. The direction of the momentum is the direction of the velocity, and the
magnitude of the momentum is p = mv. The SI unit for momentum is kgm/s. There is no special name for this unit. Note that
the more momentum an object has, the harder it is to stop it, and the greater effect it will have on another object if it is
brought to rest by striking that object.
A Force is required to change the momentum of an object, whether to increase the momentum, to decrease it or to change its
direction. We can say that the rate of change of momentum of an object is equal to the net force applied to it. We can write
this as an equation
∆p Where Fnet is the net force applied to the object, p is the resulting momentum change that occurs
Fnet =
∆t during the time interval t. This equation is related to Newton’s second law of motion. Can you
derive this equation to get the equation for the second law of motion?
Example 4.1 Force of a tennis serve
For a top player, a tennis ball may leave the racket on the serve with a speed of 55 m/s. If the ball has a mass of 0.060 kg
and is in contact with the racket for about 4 ms, estimate the average force on the ball. Would this force be large enough to lift
a 60 kg person?
Solution: Execute:
∆p mv2 ―mv1 (0.060 kg)(55 m/s)―0
Favg = = =
Given: ∆t ∆t 4 x 10-3 s
v1 = 0
v2 = 55 m/s Favg = 800 N
m =0.060 kg
t = 4 x 10-3 s This is a large force, larger than the weight of a 60 kg person, which would require a
force mg = (60 kg) (9.8 m/s2) = 600 N to lift.
RTF: Favg
Example 4.2 Washing a car; momentum change and force
Water leaves a hose at a rate of 1.5 kg/s with a speed of 20 m/s and is aimed at the side of a car, which stops it.
What is the force exerted by the water on the car?
Solution:
Given: Execute:
m = 1.5 kg ∆p p2 ―p1 0―30 kg m/s
Fnet = = = = ―30 N
v1 = 20 m/s ∆t ∆t 1s
v2 = 0
t = 1 s The negative sign indicates the direction of the force exerted by the car to change the
momentum of the water. The car exerts a force 30 N to the left to stop the water, so by
RTF: Fnet Newton’s third law, the water exerts a force of 30 N to the right on the car.
18
Impulse
Impulse is a quantity closely related to momentum. It is defined as the product of net force and the time interval. It is denoted
as I or J in other references.
I = ∑Ft
Impulse is a vector quantity and its SI unit is the same with that of momentum, kgm/s
From the above equation we can derive another equation;

We call this the impulse-momentum theorem: the change in momentum of a particle during
I = p2 ― p1 = p
a time interval equals the impulse of the net force that acts on the particle during that interval.
Example 4.3 Karate blow
Estimate the impulse delivered by a karate blow that breaks a board. Assume the hand moves at roughly 10 m/s
when it hits the board. Mass of hand is approx. 1 kg.
Solution:
Given: Execute:
m = 1 kg
vi = 0 I = p = mv = (1 kg)(10 m/s ― 0) = 10 kgm/s
vf =10 m/s
RTF: (a) I
Example 4.5 Baseball pitched
A 0.145 kg baseball pitched at 31 m/s is hit on a horizontal line drive straight back at the pitcher at 46 m/s. If the contact time
between bat and ball is 5 x 10-3 s, calculate the force between the ball and bat.
Solution:
Given: Execute:
m = 0.145 kg
vi = 31 m/s I = ∑Ft = p = mv
vf = ―46 m/s because of the direction
of the ball ∑Ft = p = mv
t = 5 x 10-3 s
m v 0.145 kg(―46 m/s ― 31 m/s)
F= = -3
= 2233 N, toward the pitcher
RTF: F t 5 x 10 s
Try This!
1. A constant friction force of 25 N acts on a 65 kg skier for 15 s on level snow. What is the skier’s change in velocity?
2. A 12 kg hammer strikes a nail at a velocity of 7.5 m/s and comes to rest in a time interval of 8 ms. (a) What is the
impulse given to the nail? (b) What is the average force acting on the nail?
Check your answer: 1) 5.77m/s 2) (a)90 kgm/s; (b)11250 N 19
FLASH CHECK
1. (a) What is the magnitude of the momentum of a 10,000 kg truck whose speed is 12
m/s? (b) What speed would a 2000 kg SUV have to attain in order to have the same
momentum?
2. A 0.0450 kg ball initially at rest is given a speed of 25 m/s when a club strikes. If the
club and ball are in contact for 2 ms, what average force acts on the ball?
3. A 95 kg fullback is running 3 m/s to the east and is stopped in 0.85 s by a head-on

tackle by a tackler running due west. Calculate (a) the original momentum of the
fullback, (b) the impulse exerted on the fullback, (c) the impulse exerted on the
tackler, and sd) the average force on the tackler.
QUICK REFERENCES
CONNECT Freedman, R.A. (2012). University Physics With Modern Physics.
13th Edition. SF California: Smith
Giancoli, D.C (2014). Physics, Principles with Applications. 7th

Edition. USA. Smith
If a fast-moving automobile stops suddenly in a https://www.pinterest.co.uk/pin/847450854857698514/

collision, the driver’s momentum changes from
a large value to zero in a short time. An air bag https://www.youtube.com/watch?v=oXW6RqEwVWA
causes the driver to lose momentum more
gradually than would an abrupt collision with https://keepcalms.com/p/practice-claygo-clean-as-you-go/
the steering wheel, reducing the force exerted
on the driver as well as the possibility of injury. http://clipart-library.com/egg-clipart.html
20
PHYSICS 1
Conservation of Momentum
INSTANT TASK
Materials:
Coins of any amount
Smooth and flat table/surface
Procedure:
1. Place 3 coins side-by-side on a smooth and flat table/surface.
2. Slide one coin toward the other coins without holding the other coins.
3. Repeat procedure 2 using 4 coins and 5 coins.
Questions:
1. What are your observations from the activity?

2. What are the factors that affect your observation?
3. If those factors were removed, what do you think will happen?
21
DIRECT TALK
Conservation of Momentum
The Concept of Momentum is particularly important because, if no net external force acts on a system,
the total momentum of the system is a conserved quantity.
Consider the head-on collision of two billiard balls as shown in Figure 5.1. We assume the net external force on the system
of the two balls is zero ―that is, the only significant forces during the collision are the forces that each ball exerts on the
other. Although the momentum of each of the two balls changes as a result of collision, the sum of their momenta is
found to be the same before as after the collision. No matter what the velocities and masses are, experiments show that
the total momentum before the collision is the same as afterward, whether the collision is head-on or not, as long as no net
external force acts:
momentum before = momentum after

CONSERVATION OF MOMENTUM
mAvA + mBvB = mAv′A + mBv′B
(two objects colliding)
mAvA is the momentum of ball A, mBvB is the momentum of ball B. The

total momentum of the two balls before the collision is the vector sum
mAvA + mBvB. Immediately after collision, the balls each have a different
velocity and momentum, which we designate by a “prime ( ′ )” on the
Figure 5.1 Momentum is conserved in a collision
velocity.
of two balls labeled A and B
The total momentum after collision is the vector sum mAv′A + mBv′B.
The general statement of the law of conservation of momentum is:
The total momentum of an isolated system of objects

A System simply mean a set of objects
remains constant. that we choose, and which may interact with
each other.
Example 5.1 Railroad Cars Collide: Momentum Conserved

A 10,000 kg railroad car, A, traveling at speed of 24.0 m/s strikes an
An Isolated system is one in which the
identical car, B, at rest. If the cars lock together as a result of the collision,
only (significant) forces are those between the
what is their common speed just afterward? See Figure 5.2. objects in the system
Given: RTF: v′ (common velocity after collision)

mA = mB = 10,000 kg
vA =24.0 m/s, to the right Momenta is the plural form for
vB = 0 m/s (at rest) momentum
Solution:
mAvA + mBvB = (mA+ mB) v′ factor out v’ since v’A = v’B
mAvA + mBvB = (mA+ mB) v′ isolate v’
mAvA + mBvB
= v'
(mA+ mB)
(10,000 kg)(24.0 m/s) + (10,000 kg)(0)

= v' Figure 5.2 Example 5.1
(10,000 kg+ 10,000 kg)
240,000 kg m/s
= v'
20,000 kg
v' = 12.0 m/s
22
Example 5.2 Rifle Recoil
Calculate the recoil velocity of a 5.0 kg rifle that shoots 0.020 kg bullet at speed of 620 m/s. See Figure 5.3.
Given: RTF: v′R

mR = 5 kg
mB = 0.020 kg
v′B = 620 m/s
mBvB + mRvR = 0 since the rifle and the bullet are at rest
Solution:
mBvB + mRvR = mBv′B + mRv′R
0 = mBv′B + mRv′R derive the formula
- mBv′B = mRv′R isolate v’R
- mBv'B Figure 5.3 Example 5.2
= v'R
(mR)
- (0.020 kg)(620 kg)

= v'R
(5 kg)
v'R = - 2.480 m/s, the negative sign is for the direction of velocity and momentum, opposite of that of the bullet
Conservation of Energy and Momentum in Collisions
The law of conservation of momentum is best observed in collisions. We have 2 types of collision: Elastic and Inelastic
Collision.
Kinetic energy before = kinetic energy after
Elastic Collision
½mAv2A + ½mBv2B = ½mAv′2A + mBv′2B
In elastic collision, not only the momentum is conserved but also the
total energy. In elastic collision, the total kinetic energy is conserved. vA + v′A = vB + v′B (simplified version)
At the atomic level the collision of atoms and molecules are often elastic. But in the “macroscopic” world of ordinary
objects, an elastic collision is an ideal that is never quite reached, since at least a little thermal energy is always produced
during collision (also perhaps sound and other forms of energy). The collision of two hard elastic balls, such as billiard
balls, however, is very close to being perfectly elastic, and we often treat it as such.
We do need to remember that even when kinetic energy is not conserved, the total energy is always conserved.
Inelastic Collision
Collisions in which kinetic energy is not conserved are said to be

inelastic collisions. The kinetic energy that is lost is changed into
other forms of energy, often thermal energy, so that the total energy
(as always) is conserved.
KEA + KEB = KE′A + KE′B + thermal and other forms of energy
If two objects stick together as a result of collision, the collision is Figure 5.4 Two equal-mass objects (a) approach
said to be completely inelastic/perfectly inelastic. each other with equal speeds, (b) collide, and then (c)
bounce off with equal speeds in the opposite
directions if the collision is elastic, or (d) bounce back
much less or not at all if the collision is inelastic
23
Example 5.3 Elastic Collisions
A ball of mass 0.440 kg moving east with a speed of 3.80 m/s collides head-on with a 0.220 kg ball at rest. If the collision
is perfectly elastic, what will be the speed and direction of each ball after the collision?
Given: RTF: v′A and v′B

mA = 0.440 kg
mB = 0.220 kg
vA = 3.80 m/s
vB = 0
Solution: In this problem, since we are looking for two quantities, we need 2 equations.
(1) mAvA + mBvB = mAv′A + mBv′B

(2) vA + v′A = vB + v′B ( simplified version of conservation of KE since this example is elastic collision where KE is
conserved)
Using equation (2): v′A = vB + v′B - vA substitute this with equation (1) to get v′B

mAvA + mBvB = mA(vB + v′B - vA) + mBv′B simplify the formula to get v′B
mAvA + (0) = mA(0+ v′B - vA) + mBv′B
mAvA = (mAv′B - mAvA) + mBv′B
mAvA + mAvA = (mAv′B) + mBv′B
mAvA + mAvA = (mA + mB) v′B
mAvA + mAvA
= v'B
(mA + mB)
(0.0440 kg)(3.80 m/s) + (0.0440 kg)(3.80 m/s)
v'B =
(0.0440 kg + 0.220 kg)
v′B = 5.067 m/s, east (positive direction) substitute this in equation (2)
(2): v′A = vB + v′B - vA
v′A = (0) + (5.067 m/s) – 3.80m/s
v′A = 1.27 m/s, east (positive direction)
Example 5.4 Inelastic Collision

A 144- g baseball moving 28 m/s strikes stationary 5.25 kg brick resting on small rollers so it moves without
significant friction. After hitting the brick, the baseball bounces straight back, and the brick moves forward at 1.1 m/s.
(a) What is the baseball’s speed after the collision? (b) Find the total kinetic energy before and after collision.
Given: (a)
mA = 144 g
mAvA + mBvB = mAv′A + mBv′B derive to get v′A
vA = 28 m/s mAvA + mBvB − mBv'B
mB = 5.25 kg v'A =
vB = 0 (mA)
v′B = 1.1 m/s
(0.144kg)(28 m/s) + (5.25 kg)(0m/s) - (5.25 kg)(1.1 m/s)
v'A =
RTF: (0.144 kg)
v'A = - 12.104 m/s (negative sign indicates direction “bounces back”)
(a) v′A
(b) KE before (b)
and after
KE = ½mAv2A + ½mBv2B = before KE = ½mAv′2A + mBv′2B = after
KE = ½(0.144 kg)(28)2 + 0 KE = ½ (0.144 kg)(-12.104)2 + ½(5.25 kg)(1.1 m/s)
24 KE = 56.448 J KE = 13. 724 J
FLASH CHECK
Read and solve the following problems
1. A 7150 kg railroad car travels alone on a level frictionless track with a constant speed of 15 m/s.
a 3350 kg load, initially at rest, is dropped onto the car. What will be the car’s new speed?
2. A 22 g bullet is traveling 240 m/s penetrates a 2 kg block of wood and emerges going 150 m/s. If
the block is stationary on a frictionless surface when hit, how fast does it move after the bullet
emerges?
3. A 0.060 kg tennis ball, moving with a speed of 5.50 m/s, has a head-on collision with a 0.090 kg
ball initially moving in the same direction at a speed of 3.00 m/s. Assuming perfectly elastic
collision, determine the speed and direction of each ball after the collision.
4. For the completely inelastic collision of the two railroad cars that we considered in example 5.1,
calculate how much of the initial kinetic energy is transformed to thermal or other forms of
energy.
QUICK REFERENCES
CONNECT https://www.graphicsfactory.com/Clip-Art/Planner-
Stickers/reminder-digital-planner-sticker-
409385.html
science.howstuffworks.com/innovation/inventions/ne
wtons-cradle.htm
Giancoli, D.C (2014). Physics, Principles with

Applications. 7th Edition. USA. Smith.
25
WORKSHEET 3 – CONSERVATION OF MOMENTUM
Read and answer the following problems.
1. A marksman holds a rifle of mass 3 kg loosely, so it can recoil freely. He fires a bullet of mass 5 g
horizontally with a velocity relative to the ground of 300 m/s. What is the recoil velocity of the rifle?
2. On a frictionless, horizontal air table, puck A (with mass 0.250 kg) is moving toward puck B (with mass 0.350
kg), which is initially at rest. After the collision, puck A has a velocity of 0.120 m/s to the left, and puck B has
a velocity of 0.650 m/s to the right. What was the speed of puck A before the collision?
3. A hunter on a frozen, essentially frictionless pond uses a rifle that shoots 4.20 g bullet 965 m/s. The mass of
the hunter (including his gun) is 72.5 kg, and the hunter holds tight to the gun after firing it. Find the recoil
velocity of the hunter if he fires the rifle horizontally.
4. An open-topped freight car with mass 24,000 kg is coasting without friction along a level track. It is raining
very hard, and the rain is falling vertically downward. Originally, the car is empty and moving with a speed of
4 m/s. What is the speed of the car after it has collected 3000 kg of rainwater?
5. A 15 kg fish swimming at 1.10 m/s suddenly gobbles up a 4.5 kg fish that is initially stationary. Neglect any
drag effects of the water. Find the speed of the large fish just after it eats the small one.
REFERENCES:
26
PHYSICS 1
Rotational Motion
INSTANT TASK
Physics everywhere! Do the following activities and have fun!
I: Stand and turn around. Next, get a chair and turn around the chair. Which one is
rotation and which is revolution?
II: Get a hammer. (Be careful in this activity) Consider balancing a hammer upright
on the tip of your finger. If the head of the hammer is heavy and the handle is long,
would it be easier to balance with the end of the handle on your fingertip so that the
head is at the top, or the other way around with the head at your fingertip and the
end of the handle at the top?
III: Go to an open door. Now close it using the door knob. Open it again. Now close it
again but this time close it from the hinge.
27
DIRECT TALK
Angular Quantities (rotational quantities)
In this module we will discuss about rotational motion. Rotational motion means that all points in the object
move in circles. We will consider mainly the rotation of rigid objects about a fixed axis. A rigid object is an object with a
definite shape that doesn’t change, so that the particles composing it stay in fixed positions relative to one another.
Angular Position () is defined as how far an object has rotated. We specify the angle
 of some particular line in the object with respect to a reference line, such as x axis in
Figure 6.1. A point in the object, such as P, moves through an angle  when it travels a
distance l measured along the circumference of its circular path. Angles are commonly
measured in degrees, but in circular motion we use radian (rad) for angular measure.
In radian, any angle  is given by
l
θ=
r Figure 6.1 Looking at a wheel that is
rotating counterclockwise about an axis
Where r is the radius and l is the arc length subtended by the angle  specified in through the wheel’s center O (axis
perpendicular to the page). Each point,
radians.
such as P, moves in a circular path; l is
When an object rotates from some initial position, specified by 1, to some final the distance P travels as the wheel
position, 2, its angular displacement is rotates through angle .
 = 2 - 1
To convert angles to
radians: 1 rev = 360°= 2 rad
The unit for angular displacement is rad.
The angular velocity () is defined in analogy with linear (translational) velocity. Instead of linear displacement, we use
angular displacement.
=
𝑡
Where  is the angle through which the object has rotated in the time interval t. Angular velocity is generally specified in
radians per second (rad/s). Note that all points in a rigid object rotate with the same angular velocity since every position in the
object moves through the same angle in the same time interval. The direction can be specified with a + or - sign; positive for
counterclockwise and – for clockwise.
The angular acceleration (α) is defined as the change in angular velocity divided by the time required to make this change.
𝛼=
𝑡
Since  is the same for all points of a rotating object, α also will be the same for all points.
The unit for angular acceleration is rad/s2
In the previous module we discussed useful kinematic equations that relate acceleration, velocity, distance and time for the
special case of uniform linear acceleration. Those equations were derived from the definitions of linear velocity and
acceleration, assuming constant acceleration. The definitions of angular velocity and angular acceleration are just like those for
the linear counterparts, except that  replaces the linear displacement x,  replaces v, and α replaces a. We summarize these
angular equations here, opposite their linear equivalents:
Angular Linear
 = 0 + αt v = v0 + at
 = 0t + ½ αt2 x = v0t + ½ at2
2 = 02 + 2 αx v2 = v02 + 2 ax
+ 0 v=
v +v0
=
2 2
28
Torque
A torque is the rotational counterpart of force. Force tends to change the motion of things; torque tends to twist or change
the state of rotation of things. If you want to make a stationary move, apply force. If you want to make a stationary rotate,
apply torque.
Just as rotational inertia differs from regular inertia, torque differs from force. Both rotational inertia and torque involve
distance from the axis of rotation. In the case of torque, the distance, which provides leverage, is called the lever arm or
moment arm. The unit for torque is Nm
We define torque as the product of this lever arm and the force that tends to produce rotation:
Torque = lever arm x force
τ =rF
Rotational Inertia
Just as an object at rest tends to stay at rest and an object in motion tends to remain
moving in a straight line, an object rotating about an axis tends to remain rotating
about the same axis unless interfered with by some external influence. The
property of an object to resist changes in its rotational state of motion is called
rotational inertia (moment of inertia)
Figure 6.2 Rotational inertia

depends on the distribution of
mass relative to the axis of
rotation
Figure 6.3 Rotational inertias of various
objects, each of mass m, about
indicated axes
Center of Mass and Center of Gravity
For a given body, the center of mass (CM) is the average position of all the mass that makes up the object. For example,
a symmetrical object, such as a ball, has its center of mass at its geometrical center; by contrast, an irregularly shaped
body, such as a baseball bat, has a more of its mass toward one end. The center of mass of a baseball bat therefore, is
toward the thicker end.
Center of gravity (CG) is a term popularly used to express center of mass. The center of gravity is simply the average
position of weight distribution. Since weight and mass are proportional center of mass and center of gravity refer to the
same point of an object―for almost all objects on and near Earth’s surface. There can be a small difference between
center of gravity and center of mass when an object is large enough for gravity to vary from one part to another.
Center of mass may be a point where no mass exist. For example, the center of mass of a rig or a hollow sphere is at the
geometrical center where no mass exists.
29
Stability
The location of the center of gravity is important for stability. If we draw a line
straight down from the center of gravity of an object of any shape and it falls inside
the base of the object, it is in stable equilibrium; it will balance. If it falls outside
the base, it is unstable. To reduce the likelihood of tipping, it is usually advisable to
design objects with a wide base and low center of gravity.
Example 6.1 Bike Wheel

A Bike wheel rotates 4.50 revolutions. How many radians has it rotated?
Figure 6.4 The center of gravity of the
Given: 4.5 rev Leaning Tower of Pisa lies above its
RTF: rotation in radians base of support, so the tower is in stable
Solution: equilibrium
1 rev = 360° = 2 rad = 6.28 rad
6.28 rad
4.5 revolutions = (4.5 rev) ( ) = 28.3 rad
1 rev
Example 6.2 Angular Velocity

A carousel is initially at rest. At t = 0 it is given a constant angular acceleration of 0.060 rad/s 2, which increases its
angular velocity for 8 s. at t = 8 s, determine the angular velocity of the carousel.
Given: RTF: 2 Solution:

1 = 0 - 1
α = 0.060 rad/s2 α= 2 isolate 2
t
t=8s αt = 2 substitute
2 = (0.060 rad/s2)(8 s)
2 = 0.48 rad/s
Example 6.3 Biceps Torque

The biceps muscle exerts a vertical force on the lower arm, bent as shown in Figure 6.5. Calculate the torque about the
axis of rotation through the elbow joint, assuming the muscle is attached 5 cm from the elbow as shown.
Given: RTF: τ
r = 5 cm = 0.05 m
F = 700 N Figure 6.5 Example 6.3
Solution:
τ =rF substitute
τ = (0.05 m)(700 N)
τ = 35 Nm
30
FLASH CHECK
Read and answer the following.
1. Express the following angles in radians: (a) 45°, (b) 60°, (c) 90°, (d) 360°, (d) 445°.
2. The platter of the hard drive of a computer rotates at 7200 rpm (rpm= revolutions per minute).
What is the angular velocity (rad/s) of the platter?
3. Calculate the angular velocity (a) of a clock’s second hand, (b) its minute hand, (c) its hour
hand. State in rad/s. (d) what is the angular acceleration in each case?
4. Calculate the torque produced by a 50 N perpendicular force at the end of a 0.2 m long
wrench.
QUICK REFERENCES
CONNECT juliehyde.com.au/the-merry-go-round
https://www.graphicsfactory.com/Clip-Art/Planner-
Merry – Go – Round Stickers/reminder-digital-planner-sticker-
409385.html
Have you ever experienced riding in one?
In a merry-go-round, the entire ride rotates at the Giancoli, D.C (2014). Physics, Principles with
same rotational speed. The outside edge of a Applications. 7th Edition. USA. Smith.
merry-go-round travels a greater distance in one
Hewitt, P.G. (2006). Conceptual Physics. 10th Edition.
complete rotation than nearer the center. USA. Pearson Education Inc
Traveling a greater distance in the same time
means greater speed.
31
PHYSICS 1
Law of Universal Gravitation
 Describe the Law of Universal Gravitation

 Describe Kepler’s Law of planetary motion
 Calculate quantities related to Universal
Gravitation
INSTANT TASK
1. You will need three rubber bands (strong, medium and weak rubber bands ― you
can use the same type of rubber band and just improvise for the strengths). Hold
up your thumb and first two fingers and make a V sign. Place a strong rubber
band across your thumb and first finger. This represents force between the Sun
and the Earth. Place a medium – strength rubber band across your thumb and
second finger to represent the force between the Sun and the Moon. Then place
a weak rubber band cross your first two fingers to represent the force between
the Moon and the Earth. (a) What do you think is the force represented in this
activity? (b) Describe how the fingers pull on each other.
2. Hold your hands outstretched in front of you, one twice as far from your eye as the
other. What have you observed about their sizes? Now overlap your hands slightly
and view them with one eye closed, What have you observed?
3. Repeat Activity # 2 but this time use two twenty peso bills ― one regular, and the
other folded along its middle lengthwise, and again width-size, so it has ¼ the
area. Now hold the two in front of your eye. Where do you hold the folded one so
that it looks the same size as the unfolded one?
32
DIRECT TALK
Newton’s Law of Universal Gravitation
Besides developing the three laws of motion, Isaac Newton also examined the motion
of the planets and the Moon. In particular, he wondered about the nature of the force
that must act to keep the Moon in its nearly circular orbit around the Earth. Newton was
also thinking about the problem of gravity― the force exerted on falling objects which
causes them to accelerate. Whenever an object has a force exerted on them, that
force is exerted by some other objects. But what exerts the force of gravity? Every
object on the surface of the Earth feels the force of gravity F G, and no matter where the
object is, the force is directed toward the center of the Earth. Newton concluded that it
must be the Earth itself that exerts the gravitational force on objects at its surface.
Newton went a step further in his analysis of gravity. In his examination of the orbits of
the planets, he concluded that the force required to hold the different planets in their
orbits around the Sun seems to diminish as the inverse square of their distance from
the Sun. This led him to believe that it is also the gravitational force that acts between
the Sun and each of the planets to keep them in their orbits. Thus he proposed his law
of universal gravitation, which we can state as follow: Figure 7.1 Anywhere on Earth,
whether in Alaska, Peru, or Australia,
Every particle in the universe attracts every other particle with a force that is the force of gravity acts downward
proportional to the product of their masses and inversely proportional to the toward the Earth’s center.
square of the distance between them. This force acts along the line joining the
two particles.
The magnitude of the gravitational force can be written as Orbit is the curved path
taken by heavenly objects
𝑚1 𝑚2 Where m1 and m2 are the masses of the two particles, r is the distance between them, and G the
𝐹𝐺 = 𝐺 gravitational constant: 6.67 x10 -11 Nm2/kg2 (determined by Henry Cavendish)
𝑟2
Example 7.1 Can you attract another person gravitationally?

A 50 kg person and a 70 kg person are sitting on a bench close to each other (about 0.5 m). Estimate the magnitude of the
gravitational force each exerts on the other.
Given: Solution:
𝑚1 𝑚2
m1 = 50 kg 𝐹𝐺 = 𝐺
m2 = 70 kg 𝑟2
r = 0.5m
N m2 ) 50 kg (70 kg)
G = 6.67 x10 -11 Nm2/kg2 𝐹𝐺 = (6.67 x10 -11 2
kg2 (0.5 m)
RTF: FG
𝑭𝑮 = 9.34 x10 -7 N Such a force is unnoticeably small unless extremely sensitive
instruments are used.
Example 7.2 Spacecraft at 2rE
What is the force of gravity acting on a 2000 kg spacecraft when it orbits two Earth
radii from the Earth’s center (rE = 6380 km above the Earth’s surface Fig 7.2)? The
mass of the Earth is mE = 5.98 x 1024 kg.
Solution:
Given: 𝑚1 𝑚𝐸
m1 = 2000 kg 𝐹𝐺 = 𝐺
𝑟2
mE = 5.98 x 1024 kg N m2 ) 2000 kg (5.98 x 1024 kg)
r = 2rE 𝐹𝐺 = (6.67 x10 -11 2
kg2 (12,760,000 m)
G = 6.67 x10 -11 Nm2/kg2 Figure 7.2 Example 7.2
RTF: FG
𝑭𝑮 = 4899.54 N 33
Planets and Kepler’s Law of Planetary motion
Thousands of years ago, the ancients noted that the vast majority of starts, bright or dim, seemed to maintain fixed
positions relative to each other. Among all the stars that were visible to the naked eye, the ancients saw five stars that
changed position relative to the fixed stars over weeks and months. These five wandering stars were called planets ―
Greek word for wandering. Planets were thus visible at night as tiny points of light like other stars.
About 1600, the German astronomer Johannes Kepler (1571-1630) had worked out a detailed description of the motion of
the planets around the Sun. Kepler’s work resulted in part from the many years spent examining data collected (without
telescope) by Tycho Brahe (1546-1601) on the positions of the planets in their motion through the night sky.
Among Kepler’s writings were the three empirical findings that we now refer as
Kepler’s Law of planetary motion. These are summarized as follows.
Kepler’s first law: The path of each planet around the sun is an ellipse with
the sun at one focus (Fig. 7.3).
Kepler’s second law: Each planet moves so that an imaginary line drawn from
the Sun to the planet sweeps out equal areas in equal periods of time (Fig. 7.4).
Kepler’s third law: the ratio of the squares of the periods T of any two planets
revolving around the Sun is equal to the ratio of the cubes of their mean
distances from the sun. The mean distance equals the semimajor axis s which
is half the distance from the planet’s near point N and far point M from the Sun, Figure 7.3 Kepler’s first law. An ellipse
(Fig. 7.3) is a closed curve such that the sum of
the distances from any point P on the
We can rewrite Kepler’ third law as curve to two fixed points (called foci, F1
and F2) remains constant. A circle is a
special case of an ellipse in which the
𝑠31 𝑠3 2 two foci coincide, at the center of the
=
𝑇 21 𝑇 22 circle.
This means that the farther the planet is from the Sun, the longer its revolution
𝑠3
be and 2 should be the same for each planet. Present day data are given in
𝑇
table 7.1
Figure 7.4 Kepler’s second law. The

two shaded regions have equal areas.
The planet moves from point 1 to point
2 in the same time it takes to move
from point 3 to point 4. Planets move
fastest when closest to the Sun.
Table 7.1 Planetary Data applied to

Kepler’s Third Law
†
Pluto since its discovery in 1930, was considered a ninth planet. But its small mass
and the recent discovery of other objects beyond Neptune with similar masses has led
to calling these smaller objects, including Pluto, “dwarf planets.” We keep it in the
Table to indicate its great distance, and it consistency with Kepler’s third law.
34
FLASH CHECK
1. The mass m1 of one small spheres of Cavendish balance is 0.0100 kg, the mass m 2 of the
nearest large sphere is 0.500 kg, and the center-to-center distance between them is 0.0500
m. Find the gravitational force on each sphere due to the other.
2. A typical adult human has a mass of about 70 kg. What force does a full moon exert on such
a human when it is directly overhead with its center 378,000 km away? m moon = 7.35 x 1022 kg.
3. According to the equation for gravitational force, what happens to the force between bodies if
the mass of one of the bodies is doubled? If both masses are doubled?
4. Gravitational force acts on all bodies in proportion to their masses. Why, then, doesn’t a heavy
body fall faster than a light body?
QUICK REFERENCES
CONNECT https://www.surfertoday.com/surfing/what-causes-
tides
Ocean Tides https://www.graphicsfactory.com/Clip-Art/Planner-

Ocean Tides are caused by the differences in the 409385.html
gravitational pull between the Moon, the Earth on
Freedman, R.A. (2012). University Physics With Modern
opposite sides of the Earth. Gravitational force Physics. 13th Edition. SF California: Smith
between the Moon and the Earth is stronger on the
side of the Earth nearer to the moon, and it is
weaker on the side of the Earth that is farther Giancoli, D.C (2014). Physics, Principles with
from the moon. This is simply because the Applications. 7th Edition. USA. Smith.
gravitational force is weaker with increased
Hewitt, P.G. (2006). Conceptual Physics. 10th Edition.
distance. USA. Pearson Education Inc
35
PHYSICS 1
Fluids
INSTANT TASK
I: Get any piece of paper. Fold it lengthwise then place it on a table forming a tent.
Blow through the opening. What happened to the paper?
II: Get two identical plastic bottles and place them side by side with a small space in
between (about ½ an inch). Blow through the opening. What happened to the
bottles?
III: Get a container (glass/mug/dipper(tabo)and fill it with water up to the brim. Then
get a paper clip/ safety pin/hair pin/needle and try to place it on the surface of the
water. Were you able to do it?
36
DIRECT TALK
Fluids play a vital role in many aspects of everyday life. We drink them, breathe them, swim in them.
They circulate through our bodies and control our weather. Airplanes fly through them; ships float in them.
A fluid is any substance that can flow; we use the term for both liquids and gases.
We begin our study with fluid statics, the study of fluids at rest in equilibrium situations. We will explore the key concepts of
density, pressure, and buoyancy. Fluid dynamics, on the other hand, is the study of fluids in motion.
Density
An important property of any material is its density, defined as its mass per unit volume. A homogenous material such as ice
or iron has the same density throughout. We use ρ (the Greek letter for rho) for density. If a mass m of homogenous material
has volume V, the density ρ is
m
ρ=
V
Two objects made of the same material have the same density even though they may
have different masses and different volumes. That’s because the ratio of mass to volume
is the same for both objects (Fig.8.1)
The SI unit of density is the kilogram per cubic meter (kg/m 3).
The specific gravity of a material is the ratio of its density to the density of water at
4°C. it is a pure number without units. “Specific gravity” is a poor term, since it has
Figure 8.1 Two objects with different
nothing to do with gravity; “relative density” would have been better. masses and different volumes but the
same density.
Pressure in a fluid
When a fluid is at rest, it exerts a force perpendicular to any surface in contact with it,
Fluid pressure is not force. Fluid
such as a container wall or a body immersed in the fluid. This is the force that you feel
pressure acts perpendicular to any surface
pressing on your legs when you dangle them in a swimming pool. While the fluid as a in the fluid, no matter how that surface is
whole is at rest, the molecules that make up the fluid are in motion; the force exerted by oriented, It doesn’t have a direction of its
the fluid is due to molecules colliding with the surroundings. own; it’s a scalar. Force is a vector with
definite direction.
FN
We define the pressure P as the normal force per unit area: P=
A
The SI unit for pressure is pascal (Pa)
Atmospheric pressure (Pa) is the pressure of the earth’s atmosphere. This pressure varies with weather changes and with
elevation. Normal atmospheric pressure at sea level (an average value) is 1 atmosphere (atm)
Pascal’s Principle
Pascal’s principle states that the pressure applied to an enclosed fluid is transmitted undiminished to every portion of the fluid
and the walls of the containing vessel. This was discovered by Blaise Pascal. Mathematically:
Fin Fout
P= =
Ain Aout
Fill a U-tube with water and place pistons at each end, as shown in Figure 8.2. Pressure exerted against the left piston will be
transmitted throughout the liquid and against the bottom of the right piston. The pressure that the left piston exerts against the
water will be exactly equal to the pressure the water exerts against the right piston. Not so surprising right? But suppose you
make the tube on the right side wider and use a piston of wider area; then the result will be impressive.
37
In Figure 8.3 the piston on the right has 50 times the area of the piston on the
left. Suppose a 10 kg load is placed on the left piston. Then an additional pressure
due to the weight of the load is transmitted throughout the liquid and up against the
larger piston. Since there is 50 times the area, 50 times as much force is exerted on
the larger piston. One newton input produces 50 newtons output. By further
increasing the area of the larger piston (or reducing the area of the smaller piston)
we can multiply force, in principle, by any amount. Pascal’s principle underlies the
operation of the hydraulic press― a device used to lift huge loads. This is used in
dental chairs, barber chairs and automobile lifts.
Figure 8.2 The force exerted on
the left piston increases the
Buoyancy pressure in the liquid and is
transmitted to the right piston
Buoyancy is a familiar phenomenon: a body immersed in water seems to weigh less
than when it is in air. When the body is less dense than the fluid, it floats. The human
body usually floats in water, and helium-filled balloon floats in air. Buoyancy is the
apparent loss of weight experienced by objects submerged in a fluid
Archimedes’s Principle
Archimedes’s Principle states that when a body is completely or partially immersed in

a fluid, the fluid exerts an upward force on the body equal to the weight of the fluid
displaced by the body. This upward force is known as the buoyant force. When we Figure 8.3 A 10 kg load on the left
say fluid displaced, we mean a volume of liquid equal to the submerged volume of piston will support 500 kg on the
the object (or that part of the object that is submerged) if the object is placed in a right
glass or tub initially filled to the brim with water, the water that flows over the top
represents the water displaced by the object. This is the reason why huge metal ship
floats while a light coin sinks. The greater the displaced fluid, the larger the buoyant
force.
Surface Tension
Surface tension is the tendency of the surface of a liquid to contract in area and thus
behave like a stretched elastic membrane. This is caused by molecular attractions.
Beneath the surface, each molecule is attracted in every direction by neighboring
molecules, resulting in no tendency to be pulled in any specific direction. A molecule
on the surface of a liquid, however, is pulled only by neighbors on each side and Figure 8.4 A molecule at the surface
downward and below; there is no pull upward (Figure 8.4). These molecular is pulled only sideways and
attraction thus tend to pull the molecule from the surface into the liquid, and this downward by neighboring molecules.
tendency minimizes the surface area. The surface behaves as if it were tightened A molecule beneath the surface is
pulled equally in all directions
into an elastic film. This is evident in activity 3 in the Instant task.
Fluids in Motion
Fluids in motion is called fluid dynamics or hydrodynamics (if the fluid is water)
There are two main types of fluid flow. If the flow is smooth, it is said to be streamline or laminar flow. In streamline flow,
each particle of the fluid follows a smooth path, called a streamline, and these paths do not cross one another. Above a
certain speed, the flow becomes turbulent. Turbulent flow is characterized by erratic, small whirlpool-like circles called
eddy currents or eddies.
Bernoulli’s Principle
Have you ever wondered why an airplane can fly, or how a sailboat can move against the wind? These are examples of a
principle worked out by Daniel Bernoulli (1700 – 1782) concerning fluids in motion. Bernoulli’s principle states that where
the velocity of a fluid is high, the pressure is low, and where the velocity is low, the pressure is high. This is why strong
winds (high speed) are termed low pressure area (LPA). This is also the concept behind activity 1 and 2 in the instant task.
38
FLASH CHECK
1. A boulder is thrown into a deep lake. As it sinks deeper and deeper into the water, does the
buoyant force upon it increases or decreases?
2. Why do astronauts wear pressurized suits?
3. What will happen to windows during a super typhoon? Will it implode or explode?
Give 2 examples of each
1. Pascal’s principle
2. Archimedes’s principle
3. Bernoulli’s principle
QUICK REFERENCES
CONNECT https://www.graphicsfactory.com/Clip-Art/Planner-
409385.html
Pressure depends on depth not on
shape. Freedman, R.A. (2012). University Physics With Modern
Physics. 13th Edition. SF California: Smith
Giancoli, D.C (2014). Physics, Principles with
The answer in our Start Up question is (e) the
Applications. 7th Edition. USA. Smith.
pressures are equal. This is because pressure does
not depend on volume or shape of the container. Hewitt, P.G. (2006). Conceptual Physics. 10th Edition.
There are three factors that affect fluid pressure: USA. Pearson Education Inc
density, depth and acceleration due to gravity.
The more density, the greater the fluid pressure,
the greater the depth, the greater the fluid
pressure, the greater the acceleration due to
gravity, the greater the fluid pressure. Therefore,
at the bottom (equal depths), the water exerts the
same pressure.
39
Worksheet 1 – Work
SPL 1 – Product of Vectors I.
START UP 1. Answers may vary
False, we can get scalars when doing dot product 2. Because you are exerting force towards the wall
INSTANT TASK 3. B.
1. Addition 4. C.
2. Vectors 5. Yes. The cereal is doing a downward force of the same
3. Product magnitude (Newton’s 3rd law), however it’ a negative work
4. Scalar because of the direction of displacement
5. Components II.
6. Direction 1. A) (i) 9.00 J (ii) – 9.00 J
FLASH CHECK: B) (i) 0 (ii) 9.00 J (iii)-9.00 J (iv) 0
I. C) zero for each block
1. Ax = 5 i Ay = -6.3 j SPL 3 – Energy
2. Ax = -9.91 i Ay = 11.2 j START UP – Answer is on Quick Connect
3. Ax = 15 i Ay = 22.4 j INSTANT TASK
4. Ax = 20 i Ay = -30 j (a) kinetic energy
II. (b) potential energy
1. 28.05° (c) mechanical energy
2. 90° (d) elastic energy
(e) light/thermal/electrical energy
(f) chemical energy
SPL 2 – Work
FLASH CHECK
START UP – answer on page 9
1. 483.63 m/s
INSTANT TASK
2. 1.01 m
Situations Identify What is Did the If Yes, Is
the the object is it in there a 3. 9.06 x 105 J
force direction move the work Worksheet 2 – Energy
applied of the when direction done I. KE
force the of the on the -19
applied? force applied object 1. -5.51x10 J
was force? by the 2. 43 m/s
applied? applied II. PE
force? 3. 2.55 m
Lifting a Force upward yes yes yes 4. 64.29 kg
Book from
my 5. 962.10 kg
hand 6. 13 N
on the 7. 151 J
book
Pushing Force Towards no - none SPL 4 – Momentum and Impulse
a wall for from the wall
10 my START UP – Answer is on Quick Connect
seconds hand INSTANT TASK – answers may vary
on the FLASH CHECK
wall 1. (a) 120,000 kg m/s (b) 60 m/s
Standing My downward no - none 2. 563 N
for 1 weight
minute on the 3. (a) 285 kg m/s, east
floor (b) 285 kg m/s, west
Sitting My downward no - none (c) 285 kg m/s, east
down for weight (d)335.29 N, east
5 minutes on the
chair
Holding a My upward yes no none SPL 5 – Conservation of Momentum
book hand START UP – Answer is on Quick Connect
while on the INSTANT TASK – answers may vary
walking book FLASH CHECK
1. v’ = 10.214 m/s
Holding a My upward no - none
book hand 2. v’w =0.99 m/s
above on the 3. v’A = 2.5 m/s positive diction; v’B = 5 m/s positive diction
your book 4. 1.44 x 10 6 J
head for
1 minute
Worksheet 3 – Conservation of Momentum
1. -0.5 m/s
2. 0.792 m/s
FLASH CHECK
3. 0.056 m/s
1. (a) 3.60 J(b) -0.900 J (c) 0 (d) 0 (e) 2.70 J
4. 3.556 m/s
2. – 1750 J
5. 0.846 m/s
3. 3463 J
4. 735 J
ANSWER KEY
SPL 6 – Conservation of Momentum
START UP – Answer is on Quick Connect
INSTANT TASK
I. Rotation: stand and turn; revolution: turning around the
chair
II. Head at the top is easier to balance. It will have more
rotational inertia
III. It is easier to open or close the door from the door knob
than the hinge.
FLASH CHECK
1. (a) 0.758 rad (b) 1.05 rad (c) 1.57 rad (d) 6.28 rad (e)
7.77 rad
2. 753 rad/s
3. (a) 0.105 rad/s (b) 1.75 x 10-3 rad/s (c) 1.45x10-4 rad/s
4. 10 Nm
SPL 7 – Law of Universal Gravitation
INSTANT TASK – answers may vary
FLASH CHECK
1. 1.33 x 10-10 N
2. 2.4 x 10-3 N
3. If one mass is doubled, F will be doubled. If two
masses are doubled, F will be times four
4. Because they both have the same acceleration due to
gravity
SPL 8 – Fluidss
INSTANT TASK
I. The paper will lay flat on the table/pushed down on
the table
II. Moved toward each other
III. Answer may vary
FLASH CHECK
1. Stays the same because the boulder displaced the
same volume of water at any depth
2. Because pressure changes with depth, high altitude
means low pressure― different pressure from our
body pressure
3. Implode
Answers may vary on examples

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PHYSICS 1

Science Pocket Lesson 1 Product Vectors 1

Crossword puzzle: Identify the terms being described.

1. The process of getting the resultant vector.

Ax = Ax i Ax, Ay, and Az are the components of vector A.

Similarly, we can write vector A in terms of its component as:

A = Ax i + Ay j + Az k All terms in this equation is a vector quantity.

Example 1.1 Using Unit Vectors

F = 2 (6.00 i + 3.00 j – 1.00 k) m – (4.00 i – 5.00 j + 8.00 k ) m

The magnitude of F is:

F = 16.9 m final answer

We define the scalar product A  B as:

Where A and B are the Magnitudes of Vectors A and

Figure 1.2 Vector A and B and the angle 

Calculating the Scalar Product Using Component

We can calculate the scalar product A  B using the equation below:

Example 1.2 Calculating a Scalar Product

The angle between the two vectors is  = 130.0° - 53.0° = 77.0°

A  B = AB cos  = (4.00)(5.00) cos 77.0° = 4.50

A = 2.00 i + 3.00 j + 1.00 k and

B = -4.00 i + 2.00 j –1.00 k

Solution: To find the angle  we use the equation A  B = AB cos 

A  B = AB cos  divide both sides by AB

AxBx + AyBy + AzBz

(2.00)(-4.00) + (3.00)(2.00) + (1.00)(-1.00) -3.00

 = 100 ° final answer

Try this! Properties of the Scalar Product

A = -2.00i + 6.00j and B = 2.00i – 3.00j

4 Check your answer:

(I) In each case, find the x- and y- components of vector A

Where W is the work done on a body

Example 2.1 Work done by a constant Force

(a) Steve exerts a steady force of magnitude 210 N on a stalled car

If the Force has a component in the direction of displacement: Work is positive.

Example 2.2 Work done by several forces

3. A lawn mower is pushed a horizontal distance of 20 m by a force of 200 N directed at an angle

I. Analyze and answer the following questions.

II. Read and solve the following problems.

Tension is the pulling force exerted

Figure 1.1 Problem 1

Identify the Energy associated in the following:

Kinetic Energy and the Work-Energy Principle

KE= ½ mv2 Where KE is the kinetic energy, m is mass and v is velocity.

Example 3.1 Animal Energy

We can also relate work with energy through the equation:

Example 3.2 Work on a car to increase its kinetic energy

Gravitational Potential Energy

We can also relate work with potential energy:

Example 3.3 Potential Energy changes for a roller coaster

PE2 = mgy2 = (1000 kg) (9.8 m/s2) (10 m) = 9.8 x 104 J

At point 3, y3 = ―15 m, since point 3 is below point 1. Therefore,

PE3 = mgy3 =(1000 kg) (9.8 m/s2) (―15 m) = ―1.5 x 105 J

PE3 – PE2 = (―1.5 x 105 J) – (9.8 x 104 J) = ― 2.5 x 105 J

The gravitational potential energy decreases by 2.5 x 105 J.

Potential Energy of Elastic Spring

To calculate the potential energy of a stretched spring, we use the equation:

To calculate the work required to stretch a spring:

W = Favex = (1/2 kx)(x) = ½ kx2 = PEel = ½ kx22 - ½ kx21