General Physics 1

SUBJECT TITLE: General Physics 1

SUBJECT DESCRIPTION:
The first quarter of General Physics 1 will enable you to learn the different ways in expressing
measurements’ accuracy and precision. Through identifying ways on ensuring the types of
errors. These DYCIan Learning Account s will also allow you to gain deeper understanding
of vectors, its application in bearing and navigation, kinematics, its ways of expression
motion and its relation to Newton’s Laws of motion, work and energy. This quarter also
focuses on quantities momentum and impulse and the governing principles in rotational
equilibrium and dynamics.

SUBJECT OUTLINE:

1ST QUARTER

DYCIan Learning
TOPIC
Account
1 Units and Measurement
2 Vector
3 Kinematics
4 Newton's Laws, Work, Power and Energy
1st Monthly Examination
5 Center of Mass, Momentum, Impulse and Collisions
6 Rotational Equilibrium and Rotational Dynamics
1st Periodic Examination

RESOURCES:

The following resources and materials will help you in learning the competencies for
General Physics 1:

1. Weekly Learning Plan - is a guide of tasks for a particular period within a week in
your schedule. It will streamline the use of different learning tools and materials
designed in the REIMAGINED Learning Program.
2. The DYCIan Learner’s DYCIan Learning Account - a comprehensive material that
will serve as your roadmap in learning the lesson formatted in the IDEAS
(Introduction, Discussion, Example, Activities, Synthesis).
3. Video Instruction Every Week for Students (VIEWS) – video instructions covering
lessons for the week which may be accessed offline (DYCIan REIMAGINED USB).
4. S.P.A.C.E. LAB– applications and simulations through HARAYA, PASCO
experiments and PHET simulation will help you to be engaged with exciting and
fun-filled activities to concretely learn the lessons.
______________________________
AD USUM PRIVATUM
This learning DYCIan Learning Account is an exclusive property of Dr. Yanga’s Colleges, Inc., an essential part of the
REIMAGINED Learning Program for the School Year 2021 – 2022, and shall only be used by and for DYCIans. No part of
this learning DYCIan Learning Account shall be reproduced, distributed, transmitted, and or sold, without the consent
of DYCI.

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General Physics 1

DYCIan Learning Account 1

UNITS AND MEASUREMENT

(Santos, 2017)

This DYCIan Learning Account is will give you a clear grasp on the origin of measurement’s unit,
ways on how we may convert one unit to another, the application of significant figure in making
scientific calculation, and the different ways on how we may express the uncertainty of
measurements.

At the end of this DYCIan Learning Account , you are expected to:
1. Solve measurement problems involving conversion of units,
2. Differentiate accuracy from precision
3. Differentiate random errors from systematic errors
4. Estimate the uncertainty of a derived quantity from the estimated values and
uncertainties of directly measured quantities

Physics is an important science for it has allowed man to explore the physical world we live in. It has allowed
us to explain many of the phenomena. According to the author of our worktext, Physics is the study of nature,
the understanding of its phenomena and how it behaves. The rate at which objects move, fluid flows and the
electrons flow are a few of the many description one may be measured quantifiably as speed or velocity,
rate flow and electric current respectively. These are a few of the many quantifiable descriptions of matter
that we may deal in the study of Physics.

Physical quantities are a characteristic or property of an object that can be measured or calculated from
other measurements. They may be expressed in combination of:
MAGNITUDE UNIT
Numerical value obtained from the use of Units are standards for expressing and
tool or instrument. comparing the measurement of physical
quantities.
Ex. In expressing Force…
10 N (Newton)
In expressing Energy…
400 J (Joule)
Table 1.1. Magnitude and Unit
The four of the seven fundamental units are described to originated from the following:
Fundamental Quantity Origin Unit
Unit
meter Length length, 1/10,000,000 distance from equator to noth pole m
kilogram Mass 1 kg=mass of platinum-iridium cylinder kg
second Time vibration count made by cesium atom s
ampere Electric Current A
Table 1.2. Magnitude and Unit
These units are part of the metric system, which uses powers of 10 with prefixes to denote each order of
magnitude greater than or lesser than the fundamental unit itself relating the quantities over the vast ranges
encountered in nature.

To determine the equivalent measure of things as units vary, conversion of units thru dimensional analysis or
factor label method has been devised. It involves changing a value expressed in one type of unit to another
type of unit. Equivalent conversion factors relating to the ratios relating equal quantities of varying units are
use.

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 General Physics 1

Here’s the list of the metric or SI prefixes which you will use in conversion of units:

Table 1.3. Metric/SI Prefixes

• The order of magnitude or the scientific notation refers to the scale of a value expressed in metric
system in the powers of ten.

UNIT CONVERSION AND DIMENSIONAL ANALYSIS:

1. List the units that you have and the units that you want to convert to.
2. Determine a conversion factor relating to the unknown and known units
3. Write the units that we have and then multiply them by the conversion factor so that the units
cancel out.
4. Note that the unwanted unit cancels, leaving only the desired unit.

Let’s consider this example:

Suppose that you drive the 10.0 km from your university to home in 20.0 min. Calculate your average
speed (a) in kilometers per hour (km/h) and (b) in meters per second (m/s). (Note: Average speed is
distance traveled divided by time of travel.)
a) Calculate average speed
𝑑 10.0 𝑘𝑚 𝑘𝑚
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑠𝑝𝑒𝑒𝑑 = = = 0.500
𝑡 20.0 𝑚𝑖𝑛 𝑚𝑖𝑛
Start with the obtained value for average speed, then know that km/min has to be
converted into km/h, and that:
1 ℎ𝑟 = 60 𝑚𝑖𝑛
1 𝑚𝑖𝑛 = 60 𝑠
Therefore:
𝑘𝑚 60 𝑚𝑖𝑛
0.500 𝑥 = 30.0 𝑘𝑚/ℎ
𝑚𝑖𝑛 1 ℎ𝑟

b) Calculate average speed in meters per second (m/s). Two conversion factors are
needed—one to convert hours to seconds, and another to convert kilometers to meters.
From the table of prefixes above:
1 𝑘𝑚 = 10! 𝑚
And,
1 ℎ𝑟 = 3600 𝑠

𝑘𝑚 10! 𝑚 1 ℎ𝑟 𝑚
30.0 𝑥 𝑥 = 8.33
ℎ𝑟 1 𝑘𝑚 3600 𝑠 𝑠

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General Physics 1

You will be further be provided with more examples in the next part of this DYCIan Learning
Account . It is important to take note that familiarizing oneself with the prefixes, its symbols
and their corresponding factors of ten is important.

In the conduct of many experiments, the use of tools for measuring is important. However,
errors may be committed in the use of the tools and may eventually affect accuracy and
precision of measurement values.

Fig. 1.1. Accuracy and Precision

In the above illustration suggest the important difference of accuracy and precision, the
shots made by the darts, relates to measurement.
The figure suggests that:
Accuracy Precision
Answers the question: Answers the question:
How close a measurement is to the How close the agreement is between
correct value? repeated measurements?
Nearness of the measured values from Nearness of the measured values
the true value from one another

Precision Is related to the size of its measurement increments. The smaller the measurement
increment, the more precise the tool.

How accurate and precise the measuring system is to the uncertainty in the measurements.

Uncertainty is a quantitative measure of how much your measured values deviate from a
standard or expected value. The uncertainty in the measurement may result from any of the
following factors:

Limitations of the measuring device

The skill of the person making the measurement

Irregularities in the object being measured

Any other factors that affect the outcome (highly dependent on the situation

Fig. 1.2. Factors Contributing to Uncertainty in Measurement

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 General Physics 1

Now, how do estimate and express uncertainties in measurement, consider the length of the
paper is 11 in., plus or minus 0.2 in. The uncertainty in a measurement: A, is often denoted as
DA (“delta A”), so the measurement result would be recorded as A ± DA .

In our paper example the length of the paper could be expressed as 11 in. ± 0.2.
This means that the paper size may have a length of 10.8 inches to 11.2 inches.

A way of estimating error associated with single measurement is termed as Least Count. It is
described as the smallest change in the value that can be measured with the measuring tool.
To obtain the least count of a measurement:
𝑆𝑐𝑎𝑙𝑒 𝑅𝑒𝑎𝑑𝑖𝑛𝑔
𝐿𝑒𝑎𝑠𝑡 𝐶𝑜𝑢𝑛𝑡 =
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐷𝑖𝑣𝑖𝑠𝑖𝑜𝑛𝑠

Fig. 1.3. Ruler’s Least Count

The rulers least count may be calculated as:
10 𝑚𝑚
𝐿𝑒𝑎𝑠𝑡 𝐶𝑜𝑢𝑛𝑡 = = 0.5 𝑚𝑚
20

PERCENT UNCERTAINTY:
One method of expressing uncertainty is as a percent of the measured value. If a
measurement A is expressed with uncertainty, ΔA, the percent uncertainty (%unc) is
defined to be:
𝚫A
% 𝑢𝑛𝑐 = 𝑥 100%
𝐴
A grocery store sells a 5-pound bags of apples. You purchase four bags over the course of a
month and weigh the apples each time. You obtain the following measurements:
Week 1 weight: 4.8 lb
Week 2 weight: 5.3 lb
Week 3 weight: 4.9 lb
Week 4 weight: 5.4 lb

You determine that the weight of the 5-pound bag has an uncertainty of ±0.4 lb. What is the
percent uncertainty of the bag’s weight?
0.4 lb
% 𝑢𝑛𝑐 = 𝑥 100% = 8%
5 𝑙𝑏

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General Physics 1

What happens to the uncertainty in the measurements when obtain values are to use in the
calculation?

To obtain the uncertainty value of measured values calculated by multiplication and division
has to be added or summed up.
For example, 4.00m x 3.00m, with uncertainties of 2% and 1%, the area of the floor is 12.0
m2 and has an uncertainty of 3%.

Significant figures play an important role in expressing measurement with its uncertainty values.
It indicate the precision of a measuring tool that was used to measure a value; These are digits
with certainty that are used to express a measured quantity. There are rules governing on
counting for the number of significant figures:

All non zero digits are

significant.

Zeros between non zero digits are

significant.

Zeros that precede the first non zero digit are not
significant.

Zeros at the end of a number without a decimal point are ambiguous and are considered not significant.

Fig. 1.4. Rules in Counting Significant Figure

Result of calculations of measured values has to be expressed following these rules:

x/÷ The result should have the

same number of
significant figures as the
+/- The answer can contain
no more decimal places
quantity having the least
than the least precise
significant figures
measurement.
entering into the
calculation.

Fig. 1.5. Significant Figure in Calculation

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 General Physics 1

To help you in further understanding this lesson on measurement, the examples below will guide
you, answer must be expressed with the correct number of significant figures.

1. The speed limit on some express

highways is roughly 100 km/h.
(a) What is this in meters per
second? (b) How many miles
per hour is this?

Given: 𝒔 = 𝟏𝟎𝟎 𝒌𝒎/𝒉

𝒎 𝒎𝒊
Find: 𝒂) =? 𝒃) =?
𝒔 𝒉
Solution:
𝒌𝒎 𝟏𝟎𝟑 𝒎 𝟏 𝒉𝒓 𝒎 𝒎
𝒂) 𝟏𝟎𝟎 𝒙 𝒙 = 𝟐𝟕. 𝟕𝟖 = 𝟑𝟎 .
𝒉 𝟏 𝒌𝒎 𝟑𝟔𝟎𝟎 𝒔 𝒔 𝒔

𝒌𝒎 𝟏. 𝟔𝟏 𝒎𝒊 𝒎𝒊
𝒃) 𝟏𝟎𝟎 𝒙 = 𝟏𝟔𝟏
𝒉 𝟏 𝒌𝒎 𝒉

2. An infant’s pulse rate is measured to be 130 ± 5 beats/min. What is the percent uncertainty in
this measurement?

Given: 𝒑𝒖𝒍𝒔𝒆 𝒓𝒂𝒕𝒆 = 130 ± 5 beats/min

Find: % 𝒖𝒏𝒄 =?
Solution:
𝒃𝒆𝒂𝒕𝒔
D𝑨 𝟓 𝒎𝒊𝒏
% 𝒖𝒏𝒄 = 𝒙 𝟏𝟎𝟎% = 𝒃𝒆𝒂𝒕𝒔 = 𝟑. 𝟖𝟓 % = 𝟑. 𝟗 %
𝑨 𝟏𝟑𝟎
𝒎𝒊𝒏

3. The sides of a small rectangular box are measured to be 180 ± 0.01 cm long, 2.05 ± 0.02 cm,
and 3.1 ± 0.1 cm long. Calculate its volume and uncertainty in cubic centimeters.

Given: 𝑳 = 180 ± 0.01 cm ; W = 2.05 ± 0.02 cm; H = 3.1 ± 0.1 cm

Find: 𝑽 =?
Solution:
𝑽 = 𝑳𝒙𝑾𝒙𝑯 = (180 cm)(2.05 𝑐𝑚)(3.1 𝑐𝑚) = 𝟏𝟏𝟒𝟑. 𝟗 𝒄𝒎𝟑
𝑽 = 𝟏, 𝟏𝟎𝟎 ± 𝟎. 𝟏𝟑 𝒄𝒎𝟑

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General Physics 1

Name: _____________________________________________ Rating: ______________

Grade and Section:_____________ Subject Teacher:__________________________
Due of Submission: _____________________________
DYCIan Learning Account 1
UNITS AND MEASUREMENT

A. Convert each of the following measurements:

a. 42.3 cm to mm
b. 6.2 pg to fg
c. 21 µL to mL
d. 0.023 mm to nm

. B. Perform the operations as indicated.

a. 5.80 x 109 s - 3.20 x 108
b. 4.87 x 10-6 m x 1.93 x 10-6 m
c. 3.14 x 10-5 kg + 9.36 x 10-5 kg
d. 8.12 x 107 g/6.20 x 106 g

C. Rank the following mass measurements from least to greatest:

11.6 mg, 1, 021 µg, 0.0000054 kg, 0.25 mg.
D. State the number of significant digits in each of the following measurements.
a. 8.001 m
b. 0.7200 g
c. 2.40 x 106 µg
d. 6 x 108 ns

E. Solve for the following problems:

1. You are given the following measurements of a rectangular bar: length= 2.452 m, thickness = 1.432
cm, height = 2.25 mm, mass =1850g. Determine the volume, in cubic meters, and density, in g/cm3,
of the beam. Express your results with the appropriate number of significant figures

2. The length and width of a rectangular room are measured to be 3.955 ± 0.005 m and 3.050 ± 0.005 m.
Calculate the area of the room and its uncertainty in square meters.

3. Tectonic plates are large segments of the Earth’s crust that move slowly. Suppose that one such plate
has an average speed of 4.0 cm/year. (a) What distance does it move in 1 s at this speed? (b) What
is its speed in kilometers per million years?

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 General Physics 1

DYCIan Learning Account 2

VECTOR

This DYCIan Learning Account is intended to have you learn how quantities may be classified
as scalar or vector quantities. It will also allow you to make us of varying methods in determining
for the total vector.

At the end of this DYCIan Learning Account , you are expected to:
1. Differentiate vector and scalar quantities
2. Perform addition of vectors
3. Rewrite a vector in component form
4. Calculate directions and magnitudes of vectors

Vectors are essential to Physics and Engineering (Ling, Sanny, Jeff, & Moebs, 2018). Many
essential quantities are considered as vector. Most of the examples we are to deal in this DYCIan
Learning Account will likely involve navigation and bearing. So, what is a vector quantity? And
how does it differ with scalar?

A SCALAR
A VECTOR
is any quantity in
is any quantity in
physics that has
Magnitude physics that has
MAGNITUDE, but A numerical
BOTH MAGNITUDE
NOT a direction value with
and DIRECTION.
associated with it. units.
Ex.: displacement,
Ex.: distance, velocity,
speed, mass, acceleration, force
temperature

Fig 2.1. Scalar and Vector

Vectors are represented by arrow, the magnitude is represented by the length of the arrow, and
the arrow head for its direction:

4 cm, E 2 cm, W 3 cm, 30° S of W

Quantities classified as vector are written with their symbol with arrow on top. Therefore, velocity
force and displacement are written as v , F , and d.

Since scalar quantities are expressed with no direction, if asked to get the total mass for example
of a 150 g container that holds 100 g of water, the total mass will only be 250 g. Adding scalar
quantities is simple. However, how are quantities classified as vectors are added?

The sum of the vectors is called as resultant vector, dR.

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General Physics 1

TWO VECTORS MAY BE ADDED THROUGH:

Vector Addition Vector Addition Pythagorean

•When similar vectors •If vectors are going in theorem
point in the SAME opposite directions, you •When 2 vectors are
direction, add them. SUBTRACT. perpendicular

A man walks 54.5 meters A man walks 54.5 meters A man walks 95 km,
east, then another 30 east, then 30 meters East then 55 km, north.
meters east. Calculate west. Calculate his Calculate his resultant
his displacement displacement relative to displacement.
relative to where he where he started.
started.

d1 d2 d1
dr = 84.5 m, E
dr = 24.5 m, E d2
dr = 84.5 m, E D2

d1
𝒄𝟐 = 𝒂𝟐 + 𝒃𝟐 𝒐𝒓 𝒄 = m𝒂𝟐 + 𝒃𝟐
𝒅𝒓 = o𝒅𝟏 𝟐 + 𝒅𝟐 𝟐
𝒅𝒓 = m(𝟗𝟓 𝒌𝒎)𝟐 + (𝟓𝟓 𝒌𝒎)𝟐 = 𝒅𝒓 = m𝟏𝟐, 𝟎𝟓𝟎 𝒌𝒎𝟐
𝒅𝒓 = 𝟏𝟎𝟗. 𝟖 𝒌𝒎 = 𝟏𝟏𝟎 𝒌𝒎

ADDDING MORE THAN TWO VECTORS MAY BE DONE THROUGH:

Fig 2.2. Addition of Vectors

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 General Physics 1

Using the Graphical Method, it is important to take note on how to represent vectors.
Resultant Vector is measured through measuring the length through ruler and the
direction with a protractor. Therefore, accurate measurement of the magnitude and
direction is important to be obtained.

Parts:
• Length - magnitude of the quantity de
magnitu
• Angle/Inclination – direction of vector
q/angle
Steps on Graphical Vector Addition:
1. Establish a coordinate system and choose a scale.
2. Place the first vector in a coordinate system.
3. Place the tail of the second vector at the tip of the first vector.
4. Draw a vector from the tail of the first vector to the tip of the second. Label it “ dR.”
5. With a ruler, measure the length of “dR”
6. With a protractor, measure the angle between and the horizontal axis.

Let’s use these steps in dealing with the problem below:

A hot-air balloon rises into the air and drifts with the wind at a rate of 24 km/h,40° E of N for 2 h.
The wind shifts, so the balloon changes direction and drifts south at a rate of 40 km/h for 1.5 h
before landing. Determine the balloon’s displacement for the flight.

1. Obtain the measure of displacement by multiplying the velocity by time 𝒅 = 𝒗𝒕.

Establish a coordinate system and choose a scale that will allow the vectors to
be drawn in a maximized space. And since, km is a huge measure of
displacement to fit in the space in this DYCIan Learning Account ,
let 1 cm = 20 km
𝒅𝟏 = 𝟒𝟖 𝒌𝒎 𝟒𝟎° 𝑬 𝒐𝒇 𝑵 𝒅𝟐 = 𝟔𝟎 𝒌𝒎, 𝑺

𝒅𝟏 = 𝟒𝟖 𝒌𝒎 𝟒𝟎° 𝑬 𝒐𝒇 𝑵
2. Place the first vector, 𝒅𝟏 = 𝟒𝟖 𝒌𝒎 𝟒𝟎° 𝑬 𝒐𝒇 𝑵 in a
coordinate system. 48 km, is equivalent to 2.4 cm
based on our assigned scale. The zero degree
directly pointed in the north
3. Place the tail of the second vector, 𝒅𝟐 = 𝟔𝟎 𝒌𝒎, 𝑺
𝒅𝟐 = 𝟔𝟎 𝒌𝒎, 𝑺 equivalent to 3 cm at the tip of the 𝒅
𝑹 =
first vector. ?
4. Draw a vector from the tail of the first vector
to the tip of the second. Label it “ dR.”
5. With a ruler, measure the length of “dR”, the
measure of the resultant vector is 2 cm, with
the scale we have assigned, 1cm = 20 km,
therefore, 2 cm = 40 km.
dR = 40 km.
6. With a protractor, measure the angle
between and the horizontal axis.
q = 40° S of E or 50° E of S

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General Physics 1

Let’s do an e-lab!
1. Find the simulation “Vector Addition” from
your application folder and subfolder PHET
simulation or download the simulation through
the QR code on the right.
2. This simulation may be use offline.

Vector Addition Simulation

3. Select “Lab” from the homepage and check on the following settings:
Tick on:
a. Values
b. Angle
c. Grid lines

4. Select the first vector and adjust it v1 = 18.0 and with 56.3° N of E.
5. Connect a second vector with the same color of v2 = 7.0 units to the East.
6. Connect to the arrow head of the second vector, v3 = 12.8 units, 51.3° S of E.
7. Check on sum, what is the measure of the resultant vector? _________________
8. What is its angle of inclination? _______________
9. Now move the tail of the resultant vector to the tail of the first vector. What have you
observed? _________________________________________________.

You will be given further examples for this method in the example and activity part of this
DYCIan Learning Account .

Graphical Method or the tail to head method, because of the use of measuring tools such as
protractor and ruler may result to uncertainties in measurement. The second method called as
Analytical Method offers result which are obtained from the addition of components of the
vectors to be added. The reason for its other name Component Method.

This involves the process of finding the magnitudes of the components in certain directions of
vectors. Trigonometry can be used to find the magnitudes of these components.

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 General Physics 1

Analytical Method involves the conduct of the following steps:

1. Draw each vector (v). This will allow you to visualize the direction of the vector in order
for you to determine the sign of the component if it is either – or + in sign.
2. Find the x- and y-components of each vector and make a tabulation of its
components.
3. Find the sum of the x-components. The symbol ∑ means summation.
∑vx = v1x + v2x + v3x

4. Find the sum of the y-components.

∑vy = v1y + v2y + v3y

5. Use the sum of the x-components and the sum of the y-components to find the
resultant (magnitude) and its angle (directions).
vR 2 = ∑vy 2 + ∑vx 2
θ = tan-1 (∑vy /∑vx)

Given the problem we answered in graphical method earlier, let’s try to make use of the
analytical method, following the steps above:
A hot-air balloon rises into the air and drifts with the wind at a rate of 24 km/h,40° E of
N for 2 h. The wind shifts, so the balloon changes direction and drifts south at a rate of
40 km/h for 1.5 h before landing. Determine the balloon’s displacement for the flight.

1. Draw each vector. Illustration need not to be scaled.

𝒅𝟏 = 𝟒𝟖 𝒌𝒎 𝟒𝟎° 𝑬 𝒐𝒇 𝑵 𝒅𝟐 = 𝟔𝟎 𝒌𝒎, 𝑺
𝒌𝒎

𝒅𝟐 = 𝟔𝟎 𝒌𝒎
𝒅𝟏𝒚 = ?
𝟒𝟖
=
𝟏
𝒅

q=50

𝒅𝟏𝒙 = ?
2. Find the x- and y-components of each vector and make a tabulation of its components.
𝒅𝟏𝒙 = ? 𝒅𝟏𝒚 = ?
𝒅𝟏𝒙 𝑖𝑠 𝒂𝒅𝒋𝒂𝒄𝒆𝒏𝒕 𝑡𝑜 𝑡ℎ𝑒 𝑡ℎ𝑒 50° 𝑎𝑛𝑔𝑙𝑒 𝑤𝑖𝑡ℎ 𝑡ℎ𝑒 𝒅𝟏𝒚 𝑖𝑠 𝒐𝒑𝒑𝒐𝒔𝒊𝒕𝒆 𝑡𝑜 𝑡ℎ𝑒 𝑡ℎ𝑒 50° 𝑎𝑛𝑔𝑙𝑒 𝑤𝑖𝑡ℎ 𝑡ℎ𝑒
𝒉𝒚𝒑𝒐𝒕𝒆𝒏𝒖𝒔𝒆 𝑑2 = 48 𝑘𝑚 𝒉𝒚𝒑𝒐𝒕𝒆𝒏𝒖𝒔𝒆 𝑑2 = 48 𝑘𝑚

Given the trigonometric functions: Given the trigonometric functions:

SOH – CAH – TOA SOH – CAH – TOA
𝒄𝒐𝒔𝒊𝒏𝒆 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛 𝑤𝑖𝑙𝑙 𝑏𝑒 𝑢𝑠𝑒𝑑: 𝒔𝒊𝒏𝒆 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛 𝑤𝑖𝑙𝑙 𝑏𝑒 𝑢𝑠𝑒𝑑:
𝒂 𝒐
𝒄𝒐𝒔 𝜽 = 𝒔𝒊𝒏 𝜽 =
𝒉 𝒉
𝒅𝟏𝒙 𝒅𝟏𝒚
𝒄𝒐𝒔 𝟓𝟎° = 𝒔𝒊𝒏 𝟓𝟎° =
𝟒𝟖 𝒌𝒎 𝟒𝟖 𝒌𝒎
𝒅𝟏𝒙 = 𝒄𝒐𝒔 𝟓𝟎° (𝟒𝟖 𝒌𝒎) 𝒅𝟏𝒚 = 𝒔𝒊𝒏 𝟓𝟎° (𝟒𝟖 𝒌𝒎)
𝒅𝟏𝒙 = + 𝟑𝟎. 𝟖𝟓 𝒌𝒎
𝒅𝟏𝒚 = + 𝟑𝟔. 𝟕𝟕𝒌𝒎

14
General Physics 1

vectors x- y-
𝒅𝟐𝒚 = −𝟔𝟎 𝒌𝒎 component component
𝒅𝟐𝒙 = 𝟎 𝒌𝒎 d1 + 𝟑𝟔. 𝟕𝟕 𝒌𝒎 + 𝟑𝟎. 𝟖𝟓 𝒌𝒎
d2 𝟎 𝒌𝒎 −𝟔𝟎 𝒌𝒎

3. Find the sum of the x-components and y-component. The symbol ∑ means summation.
vectors x- y-
component component
d1 + 𝟑𝟎. 𝟖𝟓 𝒌𝒎 + 𝟑𝟔. 𝟕𝟕 𝒌𝒎
d2 𝟎 𝒌𝒎 −𝟔𝟎 𝒌𝒎
∑d + 𝟑𝟎. 𝟖𝟓 𝒌𝒎 −𝟐𝟑. 𝟐𝟑 𝒌𝒎

4. Use the sum of the x-components and the sum of the y-components to find the resultant
(magnitude) and its angle (directions).
𝒅𝒓 𝟐 = ∑𝐝𝒙 𝟐 + ∑𝐝𝒚 𝟐
𝒅𝑹 𝟐 = ∑𝐝𝒙 𝟐 + ∑𝐝𝒚 𝟐

𝒅𝑹 = o∑𝐝𝒙 𝟐 + ∑𝐝𝒚 𝟐
𝒅𝑹 = m(𝟑𝟎. 𝟖𝟓 km)+ + (−𝟐𝟑. 𝟐𝟑 𝒌𝒎)+
𝒅𝑹 = 38.61 km
𝒅𝑹 = 40 km
To determine the angle and direction, draw vectors representing the ∑d, and ∑d-
Since ∑𝐝𝒚 is opposite
∑𝐝𝒚
the unknown angle 𝐭𝐚𝐧 𝛉 =
and ∑𝐝𝒙 is adjacent, ∑𝐝𝒙
∑𝐝𝒙 = 𝟑𝟎. 𝟖𝟓 km ∑𝐝𝒚
from SOH – CAH – TOA, 𝛉 = 𝑡𝑎𝑛./
tangent function will be ∑𝐝𝒙
∑𝐝𝒚 = 𝟐𝟑. 𝟐𝟑 𝒌𝒎

q=? used
𝒅 𝟐𝟑. 𝟐𝟑 𝒌𝒎
𝑹
= 𝒅𝑹 = 40 km, 38° S of E 𝛉 = 𝑡𝑎𝑛./
40 𝟑𝟎. 𝟖𝟓 km
km 𝛉 = 36.97
𝛉 = 37°

If you are to make a comparison of the resultant vectors obtained from graphical and
analytical method has a slight difference. This is due to the limitations of measuring tools such as
the ruler and protractor and the person using them in the graphical method. Analytical method
or component method therefore, gives a more accurate and precise measure of the resultant
vector.

15
 General Physics 1

For further example on how vectors may be added through graphical and analytical method
consider this problem:

What is the total displacement of a person who walks the following three paths
(displacements) on a flat field. First, she walks 25.0 m in a direction 49.0º north of east. Then,
she walks 23.0 m heading 15.0ºnorth of east. Finally, she turns and walks 32.0 m in a direction
68.0° south of east.
A. GRAPHICAL METHOD:
From the problem, we may take the following vectors:
𝑑/ = 25.0 m, 49.0º N of E
Let: 1 cm = 5 m
𝑑+ = 23.0 m, 15.0º N of E
𝑑0 = 32.0 m, 68.0º S of E
𝑑1 = ?

𝑑1 = 10. 3 cm = 51.5 m, 6° S of E

ANALYTICAL METHOD:
𝑑/ = 25.0 m, 49.0º N of E 𝑑+ = 23.0 m, 15.0º N of E 𝑑0 = 32.0 m, 68.0º S of E

d3x
68 º
d2
d1

d2y d3y
d1y
15 º
d3

49 º
d2x
d1x
𝑑23 = co s 49 ° (25 𝑚) 𝑑53 = co s 15 ° (23 𝑚) 𝑑!3 = co s 68 ° (32 𝑚)
𝒅𝟏𝒙 = +𝟏𝟔. 𝟒𝟎 𝒎 𝒅𝟐𝒙 = +𝟐𝟐. 𝟐𝟐 𝒎 𝑑!3 = +11.99 𝑚

𝑑24 = sin 49° (25 𝑚) 𝑑54 = sin 15° ( 23 𝑚) 𝑑!4 = sin 68° ( 32 𝑚)
𝒅𝟏𝒚 = +𝟏𝟖. 𝟖𝟕 𝒎 𝒅𝟐𝒚 = +𝟓. 𝟗𝟓 𝒎 𝑑!4 = −29.67 𝑚

16
General Physics 1

vectors x- y-
component component
d1 +16.40 𝑚 +18.87 𝑚
d2 +22.22 𝑚 +5.95 𝑚
d2 +11.99 𝑚 −29.67 𝑚
∑d +50.61 m -4.85 m

𝒅𝒓 𝟐 = ∑𝐝𝒙 𝟐 + ∑𝐝𝒚 𝟐
𝒅𝑹 𝟐 = ∑𝐝𝒙 𝟐 + ∑𝐝𝒚 𝟐

𝒅𝑹 = o∑𝐝𝒙 𝟐 + ∑𝐝𝒚 𝟐
𝒅𝑹 = m(50.61 m)+ + (−4.85 m)+
𝒅𝑹 = 50. 37 m = 50.4 m

∑𝐝𝒙 = 50.61 m
∑𝐝𝒚
𝐭𝐚𝐧 𝛉 =
∑𝐝𝒚 = 4.85 m

q=? ∑𝐝𝒙
𝒅 ∑𝐝𝒚
𝑹
= 𝛉 = 𝑡𝑎𝑛./
50 ∑𝐝𝒙
.4
m
𝟒. 𝟖𝟓 𝐤𝐦
𝛉 = 𝑡𝑎𝑛./
𝟓𝟎. 𝟔𝟏 𝐤𝐦
𝛉 = 5.47°
𝛉 = 40°

𝑑1 = 50.4 m, 5.47° S of E

17
 General Physics 1

Name: _____________________________________________ Rating: ______________

Grade and Section:_____________ Subject Teacher:__________________________
Due of Submission: _____________________________
DYCIan Learning Account 2
VECTORS

Let’s do an e-lab!

1. Find the simulation “Vector Addition” from your

application folder and subfolder PHET simulation or
directly view the simulation through the QR code
on the right.
2. This simulation may be use offline.
3. The activity will be taken from your worktext, Let’s
Appraise item number 1 – 4, page 58. Vector Addition Simulation
4. Use the simulation for the graphical method. And
validate your answer through analytical or
component method.

A. Graphical Method:
1. Select on “Lab” and make a scale for each problem. Connect the vectors through
Head to Tail Method. Determine the measure of the resultant for each problem:
Displacement Resultant vector (magnitude + direction)
dR1
dR2
dR3
dR4

B. Validate your answer in the simulation through the analytical method. Show your complete
solution:

18
General Physics 1

DYCIan Learning Account 3

KINEMATICS

This DYCIan Learning Account will help you gain significant understanding about motion of
objects in a straight line, the action of gravity and force in free falling objects, projectile motion
and circular motion.

At the end of this DYCIan Learning Account , you are expected to:
1. Solve problems involving one-dimensional motion with constant acceleration.
2. Calculate range, time of flight, and maximum heights of projectiles.
3. Infer quantities associated with circular motion such as tangential velocity, centripetal
acceleration, tangential acceleration, radius of curvature.

Kinematics is a branch of Physics that deals with the study of the quantitative measure of motion.
It answers the questions, how far, how fast, and how long the objects are moving.

Planet Earth revolves on its orbit just like the other members of the solar system, our moon is also
moving in its orbit around our planet. The solar system is also moving about in the galaxy where we
belong. We, ourselves are in constant motion to perform our daily activities. Most of the things
around us are moving, therefore it is significant for us to understand the action of force to produce
motion.

Speed Velocity Acceleration

•distance covered in •speed in a particular •change in velocity

a given unit of time direction per unit of time
•express with a unit •express with a unit •express with a unit
m/s, km/h m/s, km/h m/s/s, km/h/h
!"#$%&'( !"#*+%'()(&$ *+,-./ 1/23*456
• 𝑠𝑝𝑒𝑒𝑑 = • 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 = • 𝑎= 547/
$")( $")(
! ! ∆, ,./,"
•𝑣 = •→ = •𝑎 = =
$ , $ $ $
•Speed is an •Velocity is significant •acceleration
important quantity in reporting of provides information
for drivers to limit typhoon’s maximum how falling objects
their vehicle’s speed speed and direction. changes velocity.
in highways.

Fig 3.1. Speed, Velocity and Acceleration

As objects travel a particular distance, a change in speed may likely occur. Objects may slow
down or speed up. The measure of the mean speed of the object as it travels a distance is
termed as average speed, where the total distance is divided by the total time of travel.

𝑑23245
𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑣 =
𝑡23245

Instantaneous speed or velocity pertains to the speed or velocity at a specific instant.

19
 General Physics 1

Graphical representations of motion are important to show interconnectedness of quantities and

may describe the type of motion of objects.

Fig. 3.2. Graphical Representation of Motion

UNIFORMLY ACCELERATED MOTION

Uniformly accelerated motion is the type of motion where objects experience constant
acceleration. When no change in velocity occurs, then there is zero acceleration. However,
when is constant acceleration being experienced?
Acceleration becomes constant when velocity changes by the same amount during
each time interval. Objects acted only by gravity and is pulled to the ground
experience free-falling motion. Objects in free fall are described as free-falling body.

According to an experiment Uniformly Accelerated Motion

conducted by Galileo, when a Equations:
1
heavy and light object is made 𝑑 = •𝑣9 + 𝑣: Ž𝑡
to fall, they will accelerate at 2
𝑣: = 𝑣9 + 𝑎𝑡
the same rate of 9.8 m/s2 in the 1
absence of air. 𝑑 = 𝑣9 𝑡 + 𝑎𝑡 +
2
𝑣: + = 𝑣9 + + 2𝑎𝑑
Making free fall a uniformly Acceleration, a is equal to acceleration
accelerated motion. due to gravity for free fall.

20
General Physics 1

The appropriateness of the use of the equation will rely on available quantities and unknown in
the problem. Select the equation for a problem whose given and unknown are present.

Equation a d 𝒗𝒊 𝒗𝒇 t
𝒅
𝟏 ✔ ✔ ✔ ✔
= •𝒗 + 𝒗𝒇 Ž𝒕
𝟐 𝒊
𝒗𝒇 = 𝒗𝒊 + 𝒂𝒕 ✔ ✔ ✔ ✔
𝟏
𝒅 = 𝒗𝒊 𝒕 + 𝒂𝒕𝟐 ✔ ✔ ✔ ✔
𝟐
𝒗𝒇 𝟐
✔ ✔ ✔ ✔
= 𝒗𝒊 𝟐 + 𝟐𝒂𝒅
Table 3.1. Quantities in Uniformly Accelerated Motion

FREE-FALLING MOTION MAY EITHER BE: 𝒗𝒇 = 𝟎

𝒎
+𝒈 = 𝟗. 𝟖
𝒔𝟐
𝒎
−𝒈 = −𝟗. 𝟖
𝒔𝟐
d

𝒗𝒊 ≠ 𝟎

Fig. 3.3.Free Fall

From a height, 𝒗𝒊 = 𝟎 ; 𝒂 = 𝒈 = +𝟗. 𝟖 𝒔 Upward, 𝒗𝒇 = 𝟎 ; 𝒂 = −𝒈 = − 𝟗. 𝟖 𝒔
𝒎 𝒎
𝟐 𝟐

1 1
𝑑 = •𝑣: Ž𝑡 𝑑 = (𝑣9 )𝑡
2 2
𝑣: = 𝑎𝑡 −𝑣9 = 𝑎𝑡
1 1
𝑑 = 𝑎𝑡 + 𝑑 = 𝑣9 𝑡 + 𝑎𝑡 +
2 2
𝑣: + = 2𝑎𝑑 −𝑣9 + = 2𝑎𝑑
Downward, 𝒗𝒊 = 𝟎 ; 𝒂 = 𝒈 = + 𝟗. 𝟖
𝒎

𝒔𝟐

PROJECTILE MOTION
When object is thrown at an angle and travels in the curve path, where it experience the
gravitational force of the earth, its motion is projectile motion. The object that travels in air and
only experiences acceleration due to gravity is a projectile. While the path it travels is a
trajectory.

21
 General Physics 1

When object is given with an initial horizontal velocity from a height:

vx

vR2= vx2 + vy2 vR

vy

Fig. 3.4. Projectile Motion

When object is thrown at arbitrary angle:

Upward: At maximum height: Downward:

vx – constant vx – constant vx – constant
vy – decreasing vy – zero vy – increasing
ax – zero ax – zero ax – zero
ay– constant (-9.8 m/s2) ay– zero ay– constant (+9.8 m/s2)

Projectile Motion Equations:

𝑣9- = 𝑣9 cos 𝜃 2𝑣9 sin 𝜃
𝑡′ =
𝑣9, = 𝑣9 sin 𝜃 𝑔
𝑣:, = 𝑣9, − 𝑔𝑡 (𝑣9 sin 𝜃)+
𝑑, =
𝑣: + = 𝑣9 + + 2𝑔𝑑, 2𝑔
𝑣9 sin 𝜃 𝑣9 + sin 2𝜃
𝑡= 𝑑- =
𝑔 𝑔

22
General Physics 1

What motion is exhibited by objects moving in curve? How

is their rate of motion measured?

Circular motion is the type of motion exhibited when

objects that does not land but moves in a curve.

QUANTITIES IN CIRCULAR MOTION:

1. Rotation angle (Δθ)
Refers to the amount of rotation and has linear
distance as its counterpart in linear motion.
Its mathematical expression is, the ratio of the arc Fig. 3.. Circular Motion
length (Δs) to the radius of curvature (r).

𝜟𝒔
𝜟𝜽 =
𝒓

The circumference of a circle is equivalent to 2𝜋𝑟.

A complete revolution corresponds to a full
circumference. Thus, a full arc length is equal to 2𝜋𝑟.
𝟐𝝅𝒓
𝜟𝜽 = = 𝟐𝝅 Fig. 3.. Rotation Angle
𝒓
2𝜋 𝑟𝑎𝑑𝑖𝑎𝑛 = 1 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒 𝑟𝑒𝑣𝑜𝑙𝑢𝑡𝑖𝑜𝑛
2. Angular Velocity (ω)
Has been described as rate of change of an angle.
𝜟𝜽
𝝎=
𝒕

𝛥𝑠 𝛥𝑠
𝑣= 𝐹𝑟𝑜𝑚 𝛥𝜃 =
𝛥𝑡 𝑟
rΔθ
𝑣= = 𝑟𝜔
Δt
𝒗
𝒗 = 𝒓𝝎 𝒐𝒓 𝝎 = Fig. 3.. Quantities in Circular
𝒓
3. Linear Velocity (v) Motion
is proportional to the distance from the center of
rotation, thus, it is largest for a point on the rim
(largest r.
Its direction is outward and tangent to the
circumference.
𝒗 = 𝒓𝝎
4. Centripetal Acceleration (ac)
Centripetal acceleration is the measure of the
changing linear velocity with a magnitude that
is equal to the square of the speed divided by
the radius of motion.
Centripetal means “toward the center” or
“center seeking.” Thus, it is directed inward.
𝒗𝟐 Fig. 3.. Centripetal Acceleration
𝒂𝒄 =
𝒓

23
 General Physics 1

Let’s do an e-lab!
1. Find the simulation “Projectile Motion” from
your application folder and subfolder PHET
simulation or download the simulation
through the QR code on the right.
2. This simulation may be use offline.

Projectile Motion Simulation

3. Select “Intro” from the homepage and tick on the following settings:
Cannonball
Velocity Vector:
✓Total
✓Components
Acceleration:
✓Total
✓Components
Drag down height of
cannon to 0 m
Initial speed: 15 m/s
Cannon Inclination: 90
degrees

4. Fire the canon by clicking , observe the direction and magnitude and direction
of velocity and acceleration vector. What happens to velocity and acceleration
magnitude as cannonball rises? When cannonball falls down? _____________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. What is the maximum height the cannon ball reached from the ground.
(Use the in measuring the maximum height.) _________________________________
6. What is the velocity at the maximum height? And at what time will the cannon
reach the maximum height? (Point the at the maximum height.)
_______________________________.
7. Erase the run made by clicking .
8. Try varying masses, and observe the maximum height reached and the time of flight
to reach the height? ___________________________________________________________

24
General Physics 1

Now let’s prove the result through making a calculation from the equations of free fall
discussed in this DYCIan Learning Account . Let’s find for the time and maximum height
reached by the cannonball.

Let’s consider the upward motion of the cannonball, where we may calculate for time
using:
−𝑣9 = 𝑎𝑡
−𝑣9 −15 m/s
𝑡= = = 𝟏. 𝟓𝟑 𝒔
−𝑔 −9.8 𝑚/𝑠 +

For maximum height:

1 + 1 𝑚
𝑑= 𝑎𝑡 = ›9.8 + œ (1.53 𝑠)+ = 𝟏𝟏. 𝟒𝟕 𝒎
2 2 𝑠

Are your answers in the simulation coincides with the calculated values?

9. Now set the height of the cannon to 10 m, and the angle of the cannon at 0 degree, to
simulate projectile motion.

10. Fire the cannon, point the where the cannonball lands. What is the time of flight of
the cannon ball? What is the horizontal distance of the cannon from where the ball landed?
_________________________________________________________________________________________

Let’s validate your answer through these calculations:

1 + 2𝑑,
𝑑, = 𝑔𝑡 𝑡𝑜 𝑑𝑒𝑡𝑒𝑟𝑚𝑖𝑛𝑒 𝑡𝑖𝑚𝑒, 𝑡 = ž
2 𝑔

2𝑑, 2(10𝑚)
𝑡= ž = ž = 𝟏. 𝟒𝟑 𝒔
𝑔 9.8 𝑚/𝑠 +
𝑑- = 𝑣- 𝑡
𝑚
𝑑- = 15 (1.43 𝑠) = 𝟐𝟏. 𝟒𝟓 𝒎
𝑠
Are your answers in the simulation coincides with the calculated values?

25
 General Physics 1

Name: _____________________________________________ Rating: ______________

Grade and Section:_____________ Subject Teacher:__________________________
Due of Submission: _____________________________
DYCIan Learning Account 3
KINEMATICS

A. Choose 1 from the two questions in “Explain”, Chapter Assessment page 52.

B. Choose 2 items from 4 questions in “Problem Solving”, Chapter Assessment page 52-53.

C. Answer “Think Out of the Box”.

D. Choose two items to answer from number 3 and 9, “Problem Solving”, Chapter Assessment,
page 69

26
General Physics 1

1. Find the simulation “Projectile Motion” from your application

folder and subfolder PHET simulation or download the simulation
through the QR code on the right.
2. This simulation may be use offline.
3. Select “Intro” from the homepage and tick on the following
settings:
Cannonball A ball is launched at 12 m/s above the
Velocity Vector: horizontal.
✓Total a. At what angle should the cannon be to hit Projectile Motion Simulation

✓Components the range of 15 m?

Acceleration: b. What is the maximum height and
✓Total c. What is the time of the ball?
Use the simulation, and give evidence to your
✓Components
answer through calculation

A. Simulation:
Values
Unknown Quantities
Obtained
a. Angle of the projectile
b. Maximum height
c. Time of flight
B. Show your calculation:

a. Angle of the Projectile b. Maximum Height

c. Time of flight

27
 General Physics 1

DYCIan Learning Account 4

NEWTON'S LAWS, WORK, POWER AND ENERGY

This DYCIan Learning Account will help you gain significant understanding about how forces that
acts on you and everything around us, how it allows to perform work which in turn requires energy
in various forms.

At the end of this DYCIan Learning Account, you are expected to:
1. Apply Newton’s 1st law to obtain quantitative and qualitative conclusions about
the contact and noncontact forces acting on a body in equilibrium;
2. 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;
3. Determine the work done by a force (not necessarily constant) acting on a system;
and
4. Relate the quantities power, work, energy, force, and velocity.

1.
Long before the time of the Greeks, when the study about motion has started. Galileo has
countered the idea of the Greeks through two simple thought experiment. You may read the
details of this in your worktext, chapter 4, pages 74 and 75. The development of the ideas of the
Greeks to Galileo and later on in the development of the three laws of motion may be brought
together in this figure:

Galileo
•Objects will •Law of Inertia
continuously move with •Objects are slowed •Law of Acceleration
continuous pushing and down by resistance. •Law of Interaction
pulling.
Greeks Newton

Fig. 4.1. Development of Ideas about Motion

Isaac Newton has supported Galileo’s idea, and has described the property of resistance object
has as Inertia. It’s a property that is directly related to the object’s mass, which pertains to the
resistance of the body to change its state of motion.

𝐼𝑛𝑒𝑟𝑡𝑖𝑎 ∝ 𝑚𝑎𝑠𝑠

28
General Physics 1

LAW OF INERTIA:
Mass is directly related to Inertia.
mµ Inertia

If a plastic ball (A) and a golf ball (B) are made to roll at the same speed. Which do you think
can easily be stopped?

A B
Fig 4.2. Mass and Inertia Relationship
A! Correct! Why? Because it has lower mass than B. It’s state of motion can easily be
changed due to its lower mass
When riding in a moving car, wearing of seatbelt is important. Since the car is in motion, you
are in motion too. A sudden stop will help you be secured in your seat by the seatbelt.

LAW OF ACCELERATION
A. Force and Acceleration

Fnet A

Fnet B
Fig 4.3. Force and Acceleration Interaction

If plastic ball A and B are made to move by different net force, which ball will have greater
change in its velocity? or will accelerate more?
Plastic ball A will accelerate more due to greater net force.
a µ Fnet
Therefore,
• greater net force will result to greater acceleration or change in velocity.
• lesser net force will result to lesser acceleration or change in velocity
B. Mass and Acceleration
If plastic ball (A) and golf ball (B), will be exerted with the same amount of force which do
you think will accelerate more?

Plastic ball A will accelerate more,

due to its lower mass.

a µ 1/m

Fig 4.4. Mass and Acceleration Interaction

29
 General Physics 1

With a µ Fnet and a µ 1/m, the law of acceleration may be expressed

mathematically as:
𝑭𝒏𝒆𝒕
𝒂= 𝒎
𝑭𝒏𝒆𝒕 = 𝒎𝒂
or
To determine an object’s weight is to use 𝑭 = 𝒎𝒂, where:

𝑭 = 𝑾, 𝒕𝒉𝒖𝒔 𝑾 = 𝒎𝒈
𝒎 𝒎
(𝑔 = 𝟗. 𝟖 𝒔𝟐 𝑜𝑟 10 𝒔𝟐)

Thus a 50 kg object is pulled by the earth with a weight equivalent to:

𝑚
𝑊 = 𝑚𝑔 = 50 𝑘𝑔 79.8 2 8 = 𝟒𝟗𝟎 𝑵
𝑠

In making analysis of problems, it is important that forces acting on the object will be
drawn into diagram, such diagram that illustrates the interaction of forces is called as a
free-body diagram.
A body with a weight of 100 N is pulled up by a force of 100 N. The
equivalent forces describes that the object is stationary since the net
fore is zero. Forces are added as resultant force.
T = 100 N
Work with further examples on page 76 of your worktext and Let’s
Appraise part on page 77. Answer will be written worktext.
W = 100 N

C. LAW OF INTERACTION:
The third law of motion explains interaction of an action force and the reaction
force which are equal in magnitude but acting in opposite direction.

Figure 4.5. Action-Reaction Force Pair

B is pulling down A with an equal force A is pulling B, but the forces are acting
opposite in direction

Further example on the law of interaction may be found in your worktext, pages 80 and 81.

30
General Physics 1

Newton’s Laws of Motion may be summarized as:

Law of Inertia Law of Acceleration Law of Interaction
“The acceleration of an
“An object at rest stays at
object as produced by a net
rest and an object in motion
force is directly proportional
stays in motion with the same
to the magnitude of the net “For every action, there is an
speed and in the same
force, in the same direction equal and opposite
direction
as the net force and inversely reaction.”
unless acted upon by an
proportional to the mass of
unbalanced force.”
the object.”

Force is directly proportional

to the acceleration Action force is equal to
Mass and Inertia are directly a µ Fnet reaction force, but opposite
proportional acceleration is inversely in direction.
mµ Inertia proportional to the object’s Faction (+) = - Freaction (-)
mass
a µ 1/m

Work done in physics is different from the layman’s term for work. It is the product of the force
applied and displacement, and mathematically expressed as:

𝑾 = 𝑭∆𝒅

Your work text has provided the following examples for work:
a. A crane raises a steel beam
b. An archer bending an arrow

These two examples, show exertion of force of the crane and the archer causing both the
beam and the arrow to change its position.

The following are conditions for work to occur:

1. A force has to be exerted.
2. The force should make the object move.
3. The movement should be in the direction of the force.

The 𝑾 = 𝑭∆𝒅, results to the unit Joule (J) which is the product of Newton and meter.
𝑱=𝑵𝒎
When force is acted at an angle, the component of the force in the direction of
movement does the work. Thus, 𝑾 = 𝑭𝒄𝒐𝒔𝜽∆𝒅

31
 General Physics 1

Let’s take a look at how this problem in your worktext, Let’s Appraise no.2, page 109 be solved:

How much work is done on the block if a 2.0 kg block was accelerated at 5.0
m/s2 with a distance of 0.50 m across a frictionless table?

Given: a
𝑚 = 2.0 𝑘𝑔
𝑎 = 5.0 𝑚/𝑠 $
𝑑 = 0.50 𝑚
Find:
𝑊 =? 2 kg 2 kg
Solution:
𝑊 = 𝐹𝑑
𝑊 = 𝑚𝑎𝑑 0.50 m
𝑚
= (2.0 𝑘𝑔) ›5.0 $ œ ( 0.50 𝑚)
𝑠
𝑊 = 5 𝑁𝑚 = 5 𝐽

A sailor pulls a boat a distance of 40.0 m along a dock using a rope that makes a 30.0° angle
with the horizontal. How much work does the sailor do on the boat if he exerts a force of 400 N
on the rope?

Given:
𝑑 = 40.0 𝑚
𝜃 = 30.0°
𝐹 = 400 𝑁
Find:
𝑊 =?
Solution:
𝑾 = 𝑭𝒄𝒐𝒔𝜽∆𝒅
𝑊
𝑘𝑔
= «400 𝑚 ¬ (cos 30.0°)( 40.0 𝑚)
𝑠$
𝑊 = 13, 856.41 𝐽 = 13,900 𝐽

POWER
Power is described as the measure of the rate of doing work.

If person A and B are to lift the same weight of load, but A

has lifted it in less than 1 minute which took person B, person
A then has greater power than B.
A B
𝑾
𝑷=
𝒕
The unit corresponding power is the unit Watt (W),
𝑱
equivalent to . Read on your worktext to know the
𝒔
important contribution of James Watt on page 109.

32
General Physics 1

To understand how power is calculated, let’s solve for Let’s Appraise, item number 4 page 110.

1. Calculate the power made by a 50.0 -kg boy running up the stairs with a height of 3.00 m
in 2.50 s.
Given:
𝑚 = 50.0 𝑘𝑔
𝑑 = 3.00 𝑚
𝑡 = 2.50 𝑠
Find:
𝑃 =?
Solution:
𝑾 𝑭𝒅 𝒎𝒈𝒅
𝑷= = =
𝒕 𝒕 𝒕
𝑚
(50 𝑘𝑔)(9.8 $ )(3.00 𝑚)
= 𝑠
2.50 𝑠

𝑷 = 𝟓𝟖𝟖 W

This time let’s answer item number 2 from the same page of your worktext.
2. Solve the work done by a 500 W electric mixer in 2.5 minutes.

Given:
𝑃 = 500 𝑊
𝑡 = 2.5 𝑚𝑖𝑛
Find:
𝑊 =?
Solution:
𝑾 = 𝑷𝒕
= (500 𝐽/𝑠) (150 𝑠)

𝑾 = 𝟕𝟓, 𝟎𝟎𝟎 𝑱

ENERGY

Energy is the ability to do work. Without energy, one cannot exert force for the object to
change position. Whenever work is done, there is also a transfer of energy. Take a look at
your worktext on page 111 and 112, how it has detailed the work and energy relationship.

Work and energy share the same unit none other than Joule (J).

𝑾 = ∆𝑬
𝑾 = 𝑭𝒅 = ∆𝑬

33
 General Physics 1

Energy Forms may be:

From kinetic
Heat energy of
Energy particles of
matter

Energy
release by Radiant
EMW such as Energy.
sunlight

Possessed by
objects that
Elastic may be
Energy stretched and
compressed
Enery
produced by Electric
the flow of al
electric Energy
charges

Energy possess
Nuclear
by the nucleus
Energy
of the atom

Energy Types:

Kinetic Energy Potential Energy

•Energy of moving objects. •Energy of objects at rest.

•Relies on the quantities of mass •Relies on the mass and position.
and velocity. • 𝑷𝒈 = 𝒎𝒈𝒉
•may be obtained mathematically
as • 𝒎 ∝ 𝑷𝒈
𝟏 • 𝒉 ∝ 𝑷𝒈
• 𝑲𝑬 = 𝟐
𝒎𝒗𝟐
•𝒎 ∝ 𝑲𝑬 •obtaining 𝑷𝒈 is through the
•𝒗𝟐 ∝ 𝑲𝑬 calculation of work, where:
•a way of obtaining the equation
in KE is explained in details in your • 𝑾 = 𝑭𝒅 = 𝒎𝒈𝒉
work text pages 117-118.

34
General Physics 1

To help you out in understanding Newton’s Second Law and Energy, take a look at the
problems that follow:

1. On Earth, a scale shows that you weigh 585 N.

a. What is your mass?
b. What would the scale read on the Moon (g= 1.60 m/s2)?
Given:
𝑊 = 585 𝑁
𝑔% = 1.60 𝑚/𝑠 $
Find:
𝑎. 𝑚& =?
𝑏. 𝑚% =?
Solution:
𝑾
𝒎=
𝒈
𝟓𝟖𝟓 𝒌𝒈/-/. "
= 𝟗.𝟖 -/. "

𝒂) 𝒎𝑬 = 𝟓𝟗. 𝟕 𝒌𝒈
𝒃) 𝒎𝑴 = 𝟓𝟗. 𝟕 𝒌𝒈

Mass on Earth and the Moon is the same.

It’s a property that depends on how much
particle they have and not of g.

2. A comet with a mass of 7.85x1011 kg strikes Earth at a speed of 25.0 km/s. Find the kinetic
energy of the comet in joules.
Given:
𝑚3 = 7.85x1044 kg
𝑣 = 25.0 km/s
Find:
𝐾𝐸 = 𝐽

Solution:
𝟏
𝑲𝑬 = 𝒎𝒗𝟐
𝟐
𝟏 𝒌𝒎
= 𝟐 (7.85x1044 kg) (𝟐𝟓. 𝟎 𝒔 )𝟐

𝑲𝑬 = 𝟕. 𝟑𝟒 𝒙𝟏𝟎 𝟒 𝑱

3. A boy lifts a 2.2-kg book from his desk, which is 0.80 m high, to a bookshelf that is 2.10 m
high. What is the potential energy of the book relative to the desk?
Given: Solution:
𝑚8 = 2.2 kg 𝑷𝑬 = 𝒎𝒈𝒉
-
ℎ = 1.3 m = 𝟐. 𝟐 𝒌𝒈 (𝟗. 𝟖 .")(1.3 𝑚)
Find:
𝑃𝐸 =? 𝑷𝑬 = 𝟐𝟖 𝑱

35
 General Physics 1

Name: _____________________________________________ Rating: ______________

Grade and Section:_____________ Subject Teacher:__________________________
Due of Submission: _____________________________
DYCIan Learning Account 4
NEWTON'S LAWS, WORK, POWER AND ENERGY

Carefully tear page:

• 96 in your worktext, and answer Let’s Appraise items number 1 and 2.
• 109 in your worktext, and answer Let’s Appraise items number 1 - 3.
• 110 in your worktext, and answer Let’s Appraise items number 2 and 4.

Attach a sheet of paper if needed for your complete solution. Submit your work with your name
and section name on its scheduled date.

36
General Physics 1

DYCIan Learning Account 5

CENTER OF MASS, MOMENTUM, IMPULSE AND COLLISION

This DYCIan Learning Account will help you grasp a deeper understanding of the center of mass
which is commonly called as center of gravity. How it influences the stability of varying objects.
A comprehensive discussion on the interaction of quantities momentum, impulse and collision
will also help you in this DYCIan Learning Account.

At the end of this DYCIan Learning Account, you are expected to:
1. Differentiate center of mass and geometric center
2. Relate the momentum, impulse, force, and time of contact in a system
3. Explain the necessary conditions for conservation of linear momentum to be valid.
4. Compare and contrast elastic and inelastic collisions

Why are some vehicles more likely to topple during accidents than the other vehicles. This may be
attributed to the structure of the design of the vehicle. Improvements are made in them to limit the
chances of tipping over especially during accidents.

Center of Mass
The center of mass of objects refers to a region in an
object where the mass is said to be concentrated. It is
also the point on the object that moves in the same
way that a point particle would move (Zitzewitz, et al.,
2009).

Objects which are regular in shape has their

geometric center as its center of mass.

Irregular shaped objects may

have their center of mass be
determined through the plumb
line method.
Pivot

Pivot

Point of intersection created

Center of mass through the method is the
determined center of mass.
(at intersection)
Plumb line
Plumb line

37
 General Physics 1

The stability of an object relies greatly on center of mass. Stable equilibrium is attained when a
line straight down from the center of gravity of an object of any shape and it falls inside the
base of the object (Hewitt, 2014). Otherwise, it is unstable.

Stability is determined by the vertical distance that the center of gravity is raised in tipping.
An object with a wide base and a low center of gravity is more stable (Hewitt, 2014).

In summary, the following are factors in ensuring stability of object.

Area of the Base (𝐴 ∝ 𝑠𝑡𝑎𝑏𝑖𝑙𝑖𝑡𝑦)

Position of Center of Mass (the lower the CG the more stable the obj)

Mass of the Object (𝑀 ∝ 𝑠𝑡𝑎𝑏𝑖𝑙𝑖𝑡𝑦)

Momentum and Impulse

Objects that are moving possesses the property called as

momentum. The product of the object’s mass, m, and the
object’s velocity, v, is defined as the momentum of the
object.
𝒑 = 𝒎𝒗
Its units is determined through:
𝒎
𝒑 = 𝒌𝒈
𝒔 If both truck and motorcycle have the same
When an object changes momentum, due to the change velocity, the truck has greater momentum
in its velocity the quantity impulse resulted. Which may because of its mass
also be expressed using Newton’s laws of motion. Since,
𝑰 = ∆𝒑
And that
∆𝒗
𝑭 = 𝒎𝒂 = 𝒎
𝒕
𝑭𝒕 = 𝒎∆𝒗 = 𝑰 𝒐𝒓 𝑰 = 𝑭𝒕
As the change in momentum happens in
The unit of impulse may be obtained as the shorter time, impact force becomes large.
combination of unit of force and time, 𝑵𝒔.

38
General Physics 1

Conservation of Momentum
The total momentum of objects that collide with each other was calculated by Newton. The
momentum calculated before and after collision is found to be equivalent, making him arrived
with the law of conservation of momentum.

To understand more how momentum is conserved, let’s learn first the types of collision:
1. Elastic Collison – type of
collision where KE is not
changed before and after
collision.

2. Inelastic Collision – type of

collision where Kinetic energy
decreased and some of it was
converted to thermal energy.

Mathematically the conservation of momentum maybe expressed as:

𝒑𝟏 ' + 𝒑𝟐 ' = 𝒑𝟏 + 𝒑𝟐
𝒎𝟏 𝒗𝟏 4 + 𝒎𝟐 𝒗𝟐 4 = 𝒎𝟏 𝒗𝟏 + 𝒎𝟐 𝒗𝟐 𝑓𝑜𝑟 𝑒𝑙𝑎𝑠𝑡𝑖𝑐 𝑐𝑜𝑙𝑙𝑖𝑠𝑖𝑜𝑛
𝒎𝟏 𝒗𝟏 4 + 𝒎𝟐 𝒗𝟐 4 = (𝒎𝟏 + 𝒎𝟐 )𝒗 𝑓𝑜𝑟 𝑖𝑛𝑒𝑙𝑎𝑠𝑡𝑖𝑐 𝑐𝑜𝑙𝑙𝑖𝑠𝑖𝑜𝑛

In an accident on a slippery road, a compact, car with a

mass of 620 kg moving at 20.0 m/s smashes into the rear
end of a car with mass 1700 kg moving at 7.00 m/s in the
same direction.
a. What is the final velocity if the wrecked cars lock
together?
b. How much kinetic energy was lost in the collision?

Given:
𝑚4 = 620 kg 𝑣4 9 = 20.0 m/s
𝑚$ = 1700 kg 𝑣$ 9 = 7.00 m/s
Find:
𝑎. 𝑣 = ?
𝑏. 𝐾𝐸:;.< =

39
 General Physics 1

Solution:
a.
𝒑𝟏 ' + 𝒑𝟐 ' = 𝒑𝟏 + 𝒑𝟐
𝒎𝟏 𝒗𝟏 4 + 𝒎𝟐 𝒗𝟐 4 = (𝒎𝟏 + 𝒎𝟐 )𝒗
𝑚 𝑚
620 𝑘𝑔 E20.0 G + 1700𝑘𝑔 E7.00 G = ( 620 𝑘𝑔 + 1700 𝑘𝑔)𝑣
𝑠 𝑠
𝑚 𝑚
12,400 𝑘𝑔 + 11,900 𝑘𝑔 = ( 620 𝑘𝑔 + 1700 𝑘𝑔)𝑣
𝑠 𝑠
𝑚
24,300 𝑘𝑔
𝑠 = (2,320 𝑘𝑔)𝑣
2,320 𝑘𝑔 2,320 𝑘𝑔
𝒎
𝒗 = 𝟏𝟎. 𝟓
𝒔

b. 𝑲𝑬9 = 𝑲𝑬𝟏 9 + 𝑲𝑬𝟐 9

𝟏 𝟏
= 𝟐 𝒎𝟏 9 𝒗𝟏 9 𝟐 + 𝟐 𝒎𝟐 9 𝒗𝟐 9 𝟐
1 𝑚 $ 1 𝑚 $
= 620 𝑘𝑔 9 (20 )9 + 1700 𝑘𝑔 9 (7.00 )9
2 𝑠 2 𝑠
= 𝟏𝟐𝟒, 𝟎𝟎𝟎 𝑱 + 𝟖𝟑, 𝟑𝟎𝟎 𝑱
𝑲𝑬9 = 𝟐𝟎𝟕, 𝟑𝟎𝟎 𝑱
𝑲𝑬 = 𝑲𝑬𝟏 + 𝑲𝑬𝟐
𝟏 𝟏
= 𝒎𝟏 𝒗𝟏 𝟐 + 𝒎𝟐 𝒗𝟐 𝟐
𝟐 𝟐
⬚
1 𝑚 2 1 𝑚 2
= 620 𝑘𝑔 ›10.5 œ + 1700𝑘𝑔 ›10.5 œ
2 𝑠 2 𝑠
= 𝟑𝟒, 𝟏𝟕𝟖 𝑱 + 𝟗𝟑, 𝟕𝟏𝟑 𝑱
𝑲𝑬 = 𝟏𝟐𝟕, 𝟖𝟗𝟏 𝑱

∆𝑲𝑬 = 𝑲𝑬 − 𝑲𝑬9
= 𝟏𝟐𝟕, 𝟖𝟗𝟏 𝑱 − 𝟐𝟎𝟕, 𝟑𝟎𝟎 𝑱
∆𝑲𝑬 = −𝟕𝟗, 𝟒𝟎𝟗 𝑱

40
General Physics 1

Name: _____________________________________________ Rating: ______________

Grade and Section:_____________ Subject Teacher:__________________________
Due of Submission: _____________________________
DYCIan Learning Account 5
CENTER OF MASS, MOMENTUM, IMPULSE AND COLLISIONS

Carefully tear page 96 in your worktext, and answer Let’s Appraise items number 1 and 2.
Attach a sheet of paper if needed for your complete solution. Submit your work with your
name and section name on its scheduled date.

41
 General Physics 1

DYCIan Learning Account 6

ROTATIONAL DYNAMICS AND ROTATIONAL EQUILIBRIUM

This DYCIan Learning Account will help you understand more about objects which are rotating,
you will be able to describe the measure of rotational motion. How the quantity torque may
change the rotational velocity.

At the end of this DYCIan Learning Account, you are expected to:
1. Describe torque and the factors that determine it.
2. Calculate net torque.
3. Calculate the moment of inertia.
4. Define the conditions for equilibrium.

Rotational Dynamics answers the question, how do you start the rotation of an object? How do
you change the angular velocity? An important quantity that describes the working of any
object moving in axis that were dealing every day is none other than the torque.

Force changes velocity of objects thereby

causing objects to accelerate. When opening a
door, force is exerted so that it opens and a
change in velocity will happen.

As discuss in the previous DYCIan Learning

Account, this velocity of rotating body is called as
angular velocity (w).

How can you exert the force to open the door most easily?
To get the most effect from the least force, you exert the
force as far from the axis of rotation as possible (Zitzewitz, et
al., 2009).
Fulcrum(F) is the point of
rotation of the rigid body

Lever Arm (L) is the

perpendicular distance from
the axis of rotation to the
point. where the force is
exerted

Fig. 6.1. Parts of a Rotating Rigid Body

42
General Physics 1

Fig. 6.2. Rotating Rigid Bodies

Torque is a measure of how effectively a force causes rotation. This quantity is represented by
is the Greek letter tau, τ. It is express as the product of the force and the lever arm.
τ = FL
where:
𝑳 = 𝒓 𝒔𝒊𝒏 𝜽 𝝉 = 𝑭 𝒓 𝒔𝒊𝒏 𝜽
The greatest torque is achieved through the application of force farthest
from the fulcrum.
The quantity of torque has the unit 𝑵• 𝒎

C has the F exerted at the

A B C farthest distance from the
hinges that serve as fulcrum.
Thus, has the greatest torque,
and is therefore effective in
making the door rotate. the
force is exerted

Let’s take a look at this problem involving torque:

You have a 0.22-m-long wrench. A job requires a torque of 34 N•m, and you can exert a force
of 250 N. What is the smallest angle, with respect to the vertical, at which the force can be
exerted?
Given:
𝑟 = 0.22 𝑚
𝜏 = 34 N•m
𝐹 = 250 N
Find:
𝜽 =?
Solution:
𝜏
𝑠𝑖𝑛"# 𝜃 =
𝐹 𝑟 𝑠𝑖𝑛
34 N•m
𝑠𝑖𝑛"# 𝜃 =
(250 𝑁)(0.22 𝑚)
𝜽 = 38 °

43
 General Physics 1

What resists rotation?

The resistance to rotation is the quantity called

moment of inertia, represented by I and may be
obtained:
𝑰 = 𝒎𝒓𝟐
where:

` 𝒎 = mass of the object

𝒓 = distance from the axis of rotation

A rod with two round objects at each end has a

length of 0.7 m, and the mass of each object is
0.5 kg.

Find:
a. What is the moment of inertia of the
baton if it is rotated about the midpoint
between the round objects?
b. What is the moment of inertia of the
Fig. 6.2. Moment of Inertia (Zitzewitz, et al., 2009)
baton when it is rotated around one
end?
c. Which is greater? Neglect the mass of the rod.

Given:
𝐿 = 0.7 𝑚
𝑚 = 0.5 kg
Find: 0.7 m
𝑎. 𝐼$ = ? m1=0.5 kg m1=0.5 kg
𝑏. 𝐼% = ?
𝑐. 𝐼$ ? 𝐼%

Solution:
a.
𝐼$ = 𝑚𝑟2
𝐼$ = (0.5 𝑘𝑔)(0.35 𝑚)2
= 6.125 𝑥 10−3 𝑘𝑔•𝑚2
= 2(6.125 𝑥 10−3 𝑘𝑔•𝑚2 )
𝑰𝒎 = 𝟏. 𝟐 𝒙 𝟏𝟎−𝟐 𝒌𝒈•𝒎𝟐
b.
𝐼% = 𝑚𝑟2 0.7 m
𝐼% = (0.5 𝑘𝑔)(0.7 𝑚)2 m1=0.5 kg
𝑰𝑬 = 𝟑. 𝟓 𝒙 𝟏𝟎−𝟏 𝒌𝒈•𝒎𝟐

c. 𝑰𝒎 < 𝑰𝑬

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General Physics 1

Static Equilibrium is attained through:

a. First Condition – Translational Equilibrium
b. Second Condition – Rotational Equilibrium

The net torque exerted on the object must be zero expressed as:
Σ𝜏!"# = 0
Σ𝜏$ + Σ𝜏$$ = 0
Sample Problem:
Two girls sat on a 1.8 m long see saw Maria (60 kg) and Ann (45 kg) where should the fulcrum
be located to keep them balance?

Given:
𝑚4 = 60 𝑘𝑔
𝑚$ = 45 kg 1.8 m
𝐿 = 1.8 𝑚
Find:
𝐹 =? 𝑾𝟏 = 𝟓𝟖𝟖 𝑵 𝑾𝟐 = 𝟒𝟒𝟏𝑵
Solution:
Let Maria’s distance from the fulcrum
be:
𝑙𝑒𝑡: 𝐿4 = 1.8 𝑚 − 𝐿$ +Σ𝜏33 + −Σ𝜏3 = 0
+Σ𝜏33 + −Σ𝜏3 = 0 Σ𝜏33 = Σ𝜏3
Σ𝜏33 = Σ𝜏3
F$ L$ = F4 L4
F$ L$ = F4 L4 F$ L$ = F4 L4
F$L$ = F4 (1.8 − 𝐿$ ) 441N (1.028 m) = 588 N(0.772 𝑚)
441N L$ = 588 N(1.8 − 𝐿$ ) 453.35 Nm = 453.94 Nm
441N L$ = 1,058.4 Nm − 588 𝑁 𝐿$
441N L$ + 588 𝑁𝐿$ = 1,058.4 N
1,029 𝑁𝐿$ 1,058.4 Nm
=
1,029 𝑁 1,029 𝑁
L$ = 1.028 m
𝐿4 = 1.8 𝑚 − 𝐿$
𝐿4 = 1.8 𝑚 − 1.028 𝑚 = 0.772 𝑚

45
 General Physics 1

Let’s do an e-lab!
1. Find the simulation “Balancing” from your
application folder and subfolder PHET
simulation or point your QR scanner from your
device at the QR code on the right to access
the simulation.
2. This simulation may be use offline. Select
Balance Lab tab from the simulation’s home
and set the setting as indicated:

Balancing Simulation
Select the following
settings:

3. Select from the set of loads “people”, then drag the 20 kg boy and the 80 kg man at
equal distance from the fulcrum.
4. Move the selector to the right. What have you observed? __________________
___________________________________________________________________________________
5. If the 20 kg boy is to be positioned at the extreme end of seesaw, how far should the
80 kg man be to have the seesaw in equilibrium? ___________________________________
6. Now, move the boy 1.5 m away from the fulcrum and the man to any distance
opposite to the boy. Then add the 30 kg girl at the side of the boy. Have the man be
positioned at 0.75 m from the fulcrum
7. Change the position of the girl to attain equilibrium. At what distance should the girl
be from the fulcrum to balance the seesaw? ___________

Let’s prove your answer in the simulation through calculation.

Σ𝜏3 = Σ𝜏33
F- L- = F8 L8 + F@ L@
(80 kg)(0.75 m) = (20 kg)(1.5 m) + (30kg)LL@ M
60kgm = (20 kg)(1.5 m) + 30𝑘𝑔L@
60 kgm = 30 kgm + 30𝑘𝑔L@ )
60 kgm − 30kgm = 30𝑘𝑔L@
30kgm 30𝑘𝑔L@
=
30𝑘𝑔 30𝑘𝑔
L@ = 1 𝑚
Did your answer coincide with the simulation?

46
General Physics 1

Name: _____________________________________________ Rating: ______________

Grade and Section:_____________ Subject Teacher:__________________________
Due of Submission: _____________________________
DYCIan Learning Account 6
ROTATIONAL DYNAMICS AND ROTATIONAL EQUILIBRIUM

Let’s do an e-lab!
8. Find the simulation “Balancing” from your application
folder and subfolder PHET simulation or point your QR
scanner from your device at the QR code on the right to
access the simulation.
9. This simulation may be use offline. Select Balance Lab tab
from the simulation’s home and set the setting as
indicated:
Select the following
Balancing Simulation
settings:
10. PART A. SIMPLE ROTATIONAL EQUILIBRIUM.
In this part of the activity, you will be placing objects at various
positions to balance the seesaw. You will be told a starting mass
(brick or person) and position and then will determine where a
second mass should be placed in order to balance it out. To do this,
you will be required to do a torque summation. The first one has been
done as an example. Check your answer by placing the objects on
the seesaw and removing the supports.

Mass 1 Mass 2
Position 1 (m) τRight = τLeft Position 2 (m)
(kg) (kg)
(20)(9.8)(.5) = (5)(9.8)x
20 0.5 5 2.0
x = 2.0
20 1.0 10

80 0.25 20

30 0.5 10

10 1.0 20

PART B. COMPLEX ROTATIONAL EQUILIBRIUM

For this part you will be working with situations with multiple objects on the same side of the
fulcrum. For example:

47
 General Physics 1

Mass 1 Position Mass 2 Position Mass 3 Position 3

τRight = τLeft
(kg) 1 (m) (kg) 2 (m) (kg) (m)

(20)(9.8)(1.5) +
1.5 m 0.50 m 0.75 m
20 30 (30)(9.8)(0.5) = (60)(9.8)x 60
Left Left Right
x = 0.75

1.0 m 2.0 m
20 60 80
Left Left

1.5 m 0.5 m
80 30 60
Left Right

1.0 m 0.25 m
60 80 20
Left Right

4. QUESTIONS:
a. How is rotational equilibrium attained?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

b. If you are trying to balance a seesaw and you have a higher mass on the left, should the mass
on the right be placed at a greater distance or lower distance to balance it? Why?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

48
General Physics 1

Bibliography:

Hewitt, P. G., Suchocki, J. A., & Hewitt, L. A. (2017). Conceptual physical science (6th ed.).

Addison-Wesley.

Ling, S. J., Sanny, J., & Moebs, W. (2017). University Physics: Volume 1. OpenStax: Rice University.

Santos, G. C. (2017). General Physics 1. Rex Book Store, Inc. (RBSI).

Wolfe, G., Gasper, E., Stoke, J., Kretchman, J., Anderson, A., Czuba, N., Oberoi, S., Pujji, L.,

Lyublinskaya, I., & Ingram, D. (2015, August 12). College Physics for AP® Courses.

OpenStax. https://openstax.org/books/college-physics-ap-courses/pages/1-connection-

for-ap-r-courses

Zitzewitz, P. W., Haase, D. G., & Harper, K. A. (2015). Physics: Principles & problems. The McGraw-

Hill Companies, Inc.

Simulations:

PhET Interactive Simulations. University of Colorado Boulder. https://phet.colorado.edu

Wolfe, G., Gasper, E., Stoke, J., Kretchman, J., Anderson, A., Czuba, N., Oberoi, S., Pujji, L.,
Lyublinskaya, I., & Ingram, D. (2015, August 12). College Physics for AP® Courses.
OpenStax. https://openstax.org/books/college-physics-ap-courses/pages/1-connection-for-ap-
r-courses

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