Activity No. _____ Date: ______________Activity Title: Prefixes in Units of Large and Small MeasurementsLearning Target:

To decode the meaning of prefixes used in large and small measurements.

Prefix in SI Units Symbol Meaning Exponentialexa E 1, 000,000, 000, 000, 000, 000 1018

peta P 1, 000,000, 000, 000, 000 1015

tera T 1, 000,000, 000, 000 1012

giga G 1, 000,000, 000 109

mega M 1, 000,000 106

kilo K 1, 000 103

hecto h 100 102

deka da 10 101

- - 1 100

deci d 0.1 10-1

centi c 0.01 10-2

milli m 0.001 10-3

micro µ 0.000001 10-6

nano n 0.000000001 10-9

pico p 0.000000000001 10-12

femto f 0.000000000000001 10-15

atto a 0.000000000000000001 10-18

Exercises:

1. How many meters (m) are there in one megameter (Mm)?

2. How many picoseconds (ps) are there in one second (s)?

Activity No. _____ Date: ______________Activity Title: Scientific NotationLearning Targets:

A. To write numbers using scientific notation. B. To explain why scientific notation is used.

Consider the distance that light travels in one second. This is about 299800000 meters. For scientists and students, writing numbers in this way can be a waste of time, energy, ink, and paper. Therefore, for very large and very small numbers, we use what is now called as Scientific Notation.

We take the example above. Since299800000 = 2.998 x 100, 000, 000

We have the standard scientific notation,299800000 = 2.998 x 108 .

This is read as, “Two point nine-nine-eight times ten to the power eight”.We see that a number in scientific notation has two parts: the number with a decimal

point after the first digit, and a power of ten.

Exercise:Write the following numbers in scientific notation.

a. 3450000 = ______________________b. 70680000 = _____________________

For numbers less than one or very small numbers, the power or exponent of ten becomesNegative. Since, for example,

0. 050 = 5 = 5 100 102

We have the scientific notation,0.050 = 5.0 x 10-2

Exercise: Write 0.00000036 in scientific notation. _____________________________.

Activity No. _____ Date: ______________Activity Title: Branches of PhysicsLearning Targets:

A. To define each branch of physics.B. To classify the branches into classical and modern physics using any graphic

organizer EE: Everything is connected to everything else

Physics is divided into two main branches, the classical and the modern physics. Classical physics refers to the traditional topics in physics that were recognized and developed before the beginning of the 29th century. Modern physics on the other hand, refers to concepts in physics that have surfaced since the beginning of the 20th century, concerning mostly with the behavior of matter and energy under extreme conditions ( The very large and the very small )

Exercises:Classify the branches of physics using a network tree. Then, give one example under each

branch of physics.Examples: Dynamics - flight of birds in air

Astrophysics – what keep stars and other heavenly bodies suspended in the sky.

Activity No. _____ Date: ______________Activity Title: Physicists and Their ContributionsLearning Targets:

A.To list the names of some physicists and their contributions to physics.To identify the impact of the contributions/ inventions of at least three physicists

to society.

There are several man and woman who contributed in the field of physics. Some were listed/recognized while others were not. Our native, Badjao, is considered physicists in their simplest way of life. The building of the boat and its parts to make it sail fast even if there’s air resistance is really an application of some physical laws and principles.

Exercises:

1. List down the names of some physicists and their contributions.2. Choose three physicists and identify the impact of their contributions /inventions to the

society.

Activity No. _____ Date: ______________Activity Title: Fundamental and Derived QuantitiesLearning Targets:

A. To differentiate fundamental from derived quantities.B. To distinguish fundamental from derived quantities.

EE : Everything ChangesIn physics, most of the time we’re dealing with numbers. Thus, measurement always

plays an important role in physics. Quantities could either be fundamental or derived quantities.

Exercises:1. How are fundamental quantities different from derived quantities?

2. List down at least seven fundamental and derived quantities and give their units.

Fundamental Quantities Units1.2.3.4.5.6.7.

Derived Quantities Units1.2.3.4.5.6.7.

3. Is knowledge on quantities important to our daily lives? Why?

Activity No. _____ Date: ______________Activity Title: Metric System and UnitsLearning Targets:

A. To answer the crossword puzzle on metric system and units.B. To identify the term/s described on measurements.

People developed units of measurement based on body parts of the human body to facilitate communication. The use of standard units of measure can be traced back to ancient times. Ancient people used objects such as ropes, stones and sticks to measure other objects. They also created units based on body parts. However, body parts may vary from one person to another. Hence, people would give different measurements for the same length using the same unit. To eliminate such confusion, an International convention agreed to use standard units like meter. Thus, the metric system is used for a more convenient and accurate standard unit of measurement.Exercise:

Answer the crossword puzzle.1 2 3

4 5

6

7 8 9

10

11 12

13 14

15

16

17

Across: Down:2.the amount of matter in an object. 1. The amount of space an object takes up6.quantity that is not derived 3. Quantity that has magnitude only7.the stuff that everything is made of 4. The resistance of an of an object to change

its state of motion.9.unit of electric current 5.quantity that has both magnitude and direction11.prefix for a million 8.SI unit of temperature13.unit to measure time 10.Mass over volume15.unit to measure mass 12.standard unit of distance16.everything is made up of matter and ___ 14.prefix for a hundredth17.prefix for a thousand 15.prefix for 1000

Activity No. _____ Date: ______________Activity Title: Types and Parts of a WaveLearning Targets:

A. Define waves operationally; identify the different types of waves.B. Draw and describe the different parts of a wave.

EE: Nature is beautiful and we are stewards of God’s creationExercises: Directions: Read your physics textbook on pp. 189-191. Answer the following questions.

1. What is a wave?

2. What are the two types of waves?

3. Give examples under each type of wave.

4. Differentiate pulse wave from periodic waves

5. Give the 3 classification of waves and describe each

6. Draw a wave and label its parts

7. Differentiate a crest from a trough

8. Give the difference between a wavelength and an amplitude

9. State the difference between amplitude and crest

10. What can you say about the waves that travel along a string and move in the air?

Activity No. _____ Date: ______________Activity Title: Characteristics of WavesLearning Targets:

A. To solve problems on characteristics of waves.B. To compute for frequency, speed and wavelength.

* Characteristics of Waves *

1. Period (T) - time taken to make one complete revolution or vibration. T = time/ no. of revolution. Unit: s2. frequency (f) - the number of vibrations per unit of time of any particle, usually measured as no. of vibrations per second. As with any SHM, the frequency is inversely related to the period, that is f = 1/T or f = no. of vib./ time or no. of cycles/time. Its unit is /s or hertz (Hz).3. Amplitude (A) - the maximum displacement of any particle like the wave, measured from its equilibrium or undisturbed position; It is expressed in m or cm.4. Wavelength ( λ ) - the distance between two successive crest or two successive trough. It is also the product of the wave velocity and the time. To compute for the , = v.t , where is the wavelength, v = velocity and t = time.5. Wave velocity ( v ) - the velocity with which any of the phase of the motion ( crest, trough or compression ). It is propagated through the medium. It is the ratio of the wavelength to the time. V = / t. It is expressed in m or cm.

Sample Problems:1. Suppose a wave with a length of 1 m has a frequency of 3s, what is the speed of the wave?

Given: = 1m

f = 3 Hz or /s v = ? v = λ / t = 1m/3s = 0.33 m/s or v = f, since f = 1/T = 1/3s, then v = 1m ( 1/3s ) = 0.33 m/s

2. What is the wavelength of radio waves if it has a velocity of 2 m/s and a frequency of 3 Hz?

Given: v = 2m/s, f = 3 Hz, = ? = v.f = 2 m/s ( 3/s ) = 6m

3. A certain wave makes 10 revolutions in 2 seconds. Find the period of the wave. Solution: T = ? T = time / no. of rev. or cycle

= 2s / 10 rev. = O.2 s

Exercises:

Directions: Solve the following problems. Encircle your final answer1. If a wave has a frequency of 1.5 Hz and a velocity of 3 m/s, what is the wavelength of the

wave?

2. Find the frequency of a wave that has a velocity of 15m/s and a wavelength of 3m.

3. What is the period of the wave while Aaron is surfing if the wave propels him toward the beach with a speed of 5 m/s and a wave crest is 2.0 m apart?

4. A ripple tank produces 18 vibrations in 3 seconds. a.) What is its frequency?

5. Waves with frequency of 2 Hz are generated along a spring. The waves have a wavelength of 0.45m.a.) What is the speed of the wave along the spring? b.) What is the wavelength of the waves along the spring if their frequency is increased to 6 Hz? c.) If the frequency is decreased to 0.5 Hz, what is the wavelength?

6. Ocean waves are hitting a beach at a rate of 2 Hz. The distance between the wave crest is 12.0m. Calculate the speed of the wave.

7. In a vacuum, light waves have a velocity of 3 x 108 m/s and a frequency of 6 x 102 cycles per second. What is the wavelength?

8. Fill in the graphic organizer below ( network tree ) to show the different concepts you learned in this activity

It has the following characteristics

Its formulas are the following

Their units are

Activity No. _____ Date: ______________

Activity Title: Properties of WavesLearning Target:

To describe the different properties of waves.

There are two general types of waves based on the direction of the displacement of the particles of the medium through which the waves are propagated. In transverse waves, the particles are displaced perpendicular to the direction of the wave propagation. On the other hand, in longitudinal waves, the particles are displaced parallel to the direction of propagation of the wave. Likewise, waves also have several properties.

Exercise:Read your physics textbook on pp. 192-195 and answer the following questions.

1. What are the different properties of a wave?

2. Describe each property of a wave.

3. What does the law of reflection states? Illustrate it by means of ray diagram or drawing

4. Give the two types of interference. Differentiate them.

5. When does superposition of waves occur?

6. Describe a standing wave

7. What is the difference between a node and antinodes?

Activity No. _____ Date: ______________Activity Title: Interference of WavesLearning Target:

To describe interference of waves.

Activity:(Same set-up as that for diffraction)Generate plane waves and let these pass through two small slits in a barrier. Observe how

the waves are diffracted by the two slits. Draw and describe qualitatively what happens to the wave fronts in the region between the slits

Diffraction of plane wavesAt two slits

Discussion:

Point out where there is “constructive interference” or addition of amplitudes, and where there is “destructive interference” or subtraction of amplitudes.

Activity No. _____ Date: ______________Activity Title: The Human EarLearning Target:

To explain how the ear ‘hears’ sound.

Project: Research

1. Give the major parts of the outer, middle and inner ear and explain their function. Draw a schematic diagram to show how we hear sound with the ear.

2. Why is it important to avoid extremely loud noises? Draw a simple chart showing the range of decibels for tolerable loudness for humans, and give examples of sources of sound for different decibels. For example, check out the decibel range of jet planes taking off.

3. Explain the terms: supersonic, subsonic, and ultrasound.

Activity No. _____ Date: ______________Activity Title: The Sound of Musical InstrumentsLearning Target:

To describe and demonstrate the production of sound by different musical instruments.

Vibrating objects are the sources of sound. The geometry and material properties of the vibrating object determine the quality of sound produced. For example, musical instruments can be classified according to how musical tones are produced. Percussion instruments such as drums and gongs are struck with a stick or rod. In string instruments such as the guitar and violin, the strings are set into motion by strumming with fingers or by using a wand. The tightness of the strings determines the frequency of vibration and, therefore, the pitch of the sound. In wind instruments such as the trumpet, saxophone and bassoon, it is the vibration of air columns of different lengths that produce the sound. The piano is a combination of string and percussion.

The scientific analysis of how sound is produced with a definite frequency and timbre by different materials has allowed the construction of modern instruments that can simulate the sounds of the classical instruments. An example is the modern electronic keyboard.

Project: Build your own musical instrument from recycled or indigenous materials. Identify

whether it is percussion, string, or wind, and explain how the musical sound is produced.

Activity No. _____ Date: ______________Activity Title: How are Sound Produced, Propagated and Perceived?Learning Targets:

A. Describe the different characteristics of sound waves.B. Explain how sound is produced, propagated and perceived.

Exercise: Read your textbook on pages 199-203, then answer the following questions.

1. When are sounds produced?

2. How are sound waves propagated?

3. How are sounds perceived/ detected?

4.Give the 3 characteristics of sound waves. Describe each

5. State the difference between an ultrasonic’s and infrasonic.

6. What do you mean by sound frequency?

7. What is an audio frequency range?

8. Where does the pitch of sounds depends? How about loudness and timbre?

9. Give at least 2 ways in which sound waves can be prevented

Activity No. _____ Date: ______________Activity Title: Film Viewing: Sounds and acousticsLearning Targets:

A. To view a film on acoustics and answer the guide questionsB. To understand the concepts on sounds and acoustics.

Exercise:After viewing the film on sounds and acoustics, answer the following questions.

1. How are sounds produced and propagated?

2. What is the difference between an echo and reverberations?

3. Is there any way to prevent/ avoid reverberations? What do we call them?

4. Give 5 ways / examples of sound absorbers

5. Why is a transmitting medium necessary for sound to travel?

6. Through what phase of matter does sound travel fastest? Slowest?

7. How many times greater than the speed of sound in air is the speed of sound in steel?

8.Give an example to prove that light travel faster than sound. How much faster is light than sound?

9.. Define the following:

a. Reflection

b. Refraction

c. Diffraction

d. Interference

e. Incident wave

f. Reflected wave

g. Constructive interference

h. Destructive interference

i. Doppler effect

Activity No. _____ Date: ______________Activity Title: Speed of SoundLearning Targets:

A. To describe how speed of sound can be measured; B. To solve problems on speed of sound.

Accurate measurements of the speed of sound show that it is greater at warm days tan on cold days. At normal pressure, sound travels through air at about 331 m/s or about 2,200 K/h when the temperature is 0o C. As the air gets warmer, sound travels at about 0.6 m/s faster for each rise of degrees centigrade. Thus, V = Vo + 0.6 m/s C ( T ) or V = Vo + 0.6TWhere, V = speed of sound Vo = speed of sound at 0 o C = 331 m/s T = temperature of the day

Examples:

1. What is the speed of sound if the air temperature is 20o C? 2.) What is the speed of sound emitted by a tuning fork with?

Solution: the temperature of 25o C ?

V = Vo + 0.6 m/s oC ( 20o C) solution:

= 331 m/s + 0.6 m/s oC ( 20o C ) T = 25o C

= 331 m/s + 12 m/s V = 331 m/s

V = 343 m/s V = V o + 0.6 m/s oC (T)

V = 331 m/s + 0.6 m/s oC (25oC )

V = 346 m/s

3.) What is the wavelength of the sound emitted by a tuning fork, from problem 2, where frequency is 256 cycles per second.

Solution:

f = 256 c/s or /s

From V = λ / t , but 1/T = f

So, V = λ f

Then, λ = V/f

= 346 m/s / 256/s

λ = 1.2 m

4.) The claps of thunder were heard 4 seconds after the flash of lightning was seen. If the air temperature was 28o C, how far was the lightning? T = 28o C , t = 4 s

a. Solve for the speed of sound first:

V = Vo + 0.6 m/s oC ( T )

= 331 m/s + 0.6 m/s oC ( 28o C ) = 347.8 m/s

b. V = d / t

Therefore, d = V.t

= 347.8 m/s ( 4s )

d = 1, 491.2 m

5.) At a temperature of 10o C, what is the wavelength of sound emitted by a tuning fork with a frequency of 256 vib/s

solutions:

T = 10 oC

f = 256 /s , λ = ?

note: solve for V first

V = Vo + 0.6 T

= 331 m/s + 0.6 m/so C ( 10 oC )

= 331 m/s + 6 m/s

V = 337 m/s

From V = λ /t since f = 1/t

Then, λ = Vf

= 337m/s ( 256 /s )

λ = 86,272 m

Exercise:

Read your physics textbook on pages 180-181. Answer the following problems. Show your solutions and encircle your final answer.

1. Find the speed of sound when the temperature of the day is 27o C.

2. At a temperature of 12o C, what is the wavelength of sound in air emitted by a tuning fork with a frequency of 150 Hz?

3. If the speed of sound is found to be 342 m/s, what is the temperature of the air then?

4. At a temperature of 15o C, what is the wavelength of sound in air emitted by a tuning fork with a frequency of 256 Hz?

5. In the middle of a thunderstorm, a lightning bolt flashes. It takes Anasor 6 seconds to hear the thunder afterwards. How far is the source lightning from Anasor? The temperature is 26o C.

6. If you are 400m from a batter when you see him hit a ball, how long will you wait to hear the sound of the bat hitting the ball (at 25o C)?

7. What is the speed of sound emitted by a tuning fork with a temperature of 30o C

Reflection :

Which comes first during a storm, lightning or thunder? Why?

Activity No. _____ Date: ______________Activity Title: What is The Mystery Behind Light? ( Film Viewing: Vol. 20, Physics: LightLearning Targets:

A. To trace the development of the theories and the nature of light;

B. Recognize the dual nature of light and identify the different sources of light.

Exercise:Read pp. 323- 332 of your textbook. Answer the following questions.

1. What is a light?

2. What will happen to light when it strikes materials?

3. What are the different properties of light? Describe each property of light.

4. What are some sources of light?

5. What are the 2 types of reflection? Describe each.

6. Explain how a shadow is formed

7. Explain why you sometimes see a rainbow during a rain shower or shortly afterward

8. What is a color?

9. What are some of the factors that determine the color of an object

10. Explain how colors combine in light and in pigments or dyes

Activity No. _____ Date: ________Activity Title: Nature and Speed of Light

Learning Target:A. To identify the different scientist involved in the study of light; B. Compare the efficiency of fluorescent and incandescent or filament lamps

Exercise:Directions: Read pp. 317-320 in your textbook. Answer the following questions

1. Who are the scientists involved in the development of the theories about the nature of light? Give their ideas or principles involved.

2. Differentiate illuminated object from luminous object

3. Give the 3 classifications of light

4. Differentiate incandescent light from fluorescent light

5. Define bioluminescence

6. Describe a shadow

7. Differentiate umbra from penumbra

8. What is an eclipse?

9. Differentiate lunar eclipse from solar eclipse

10. Give the common value of the speed of light as decided by the International Committee on Weights and Measurements in 1983.

Activity No. _____ Date: ______________Activity Title: PhotometryLearning Targets:

A. To describe the 3 measurable quantities of light; B. Solve problems on intensity, luminous flux and illumination

Photometry - measurement of the branches of light source

3 Measurable Quantities of Light:1. Luminous Intensity ( I )2. Luminous Flux ( F )3. Illumination ( E )

Luminous intensity ( I ) - the brightness of a light source; It is expressed in terms of candela (cd ) or candle power ( cp ) - to solve for intensity, I = E x d2

where, I = Intensity (cd) E = Illuminance, unit : lumen/ m or lux d = Distance of source : m or cm

Example: The illumination on the desk 4m below a bulb is 10 lm/m . find the intensity of the bulb in candela.Solution: E = I / d2 or I = E x d2

I = ( 10 lm / m ) ( 4m ) 2 ( 1 cd / lm ) = ( 10 lm / m ) ( 16 m2 ) ( 1 cd/ lm ) I = 160 cd

Illumination ( E ) - the density of the luminous flux on the surface. The amount of illumination is inversely proportional to the distance of the source. Illuminance ( E ) – is the amount of illumination and it is expressed in lm/ m or lux ( lx ) - to solve for illumination , E = F/ A = 4 I/ 4 r or E = I / d2

where, E = Illuminance, I = Intensity, A = Distance of source

Example: a. Compute the illuminance ( E ) of a small surface at a distance of 1.2 m from a lamp with a luminous intensity ( I ) 72 candela.Given: d = 1.2 m, I = 72 cd, E = ?Solution: E = I / d2 = 72 cd/ ( 1.2 m ) 2 = 72 cd / 1.44 m2 = 50 cd / m or lm / or lux b. a 100 m candela bulb is 3 meters above the table. What is the illumination on the table surface?

Solution: I = 100 cd, d = 3m , E = ? E = I / d2 = 100 cd / ( 3m ) 2 = 100 cd/ 9m2 = 11.11 cd/m2 or lm/m or lux

Luminous Flux ( F ) - rate at which light is emitted from a source and strikes the surface of a whole sphere. - expressed in lumens ( lm ); to solve for F, F = 4 I

Example: A light source of 500 candela is placed 4m above the floor of a big hall. Find the total luminous flux emitted by the source. Determine the IlluminanceSolution: I = 500 cd, d = 4m , F = ? , E = ? F = 4 = 4 (3.14) ( 500 cd ) = 6284 lm E = I/ d2 = 500 cd / ( 4m ) = 31cd/m2 or lm/m or luxExercise/drill:

1. A 250 candela is 4 meters above the table. What is the illumination on the table surface?

2. If the illuminance of a bulb is 15 lux and the bulb is 15 lux and the bulb is 2m below the bulb, find the intensity of the bulb in candela.

3. A light source with 300 candela is placed 3m above the floor on a big hall, find the total luminous flux emitted by the source

Activity No. _____ Date: ____________

Activity Title: How Are Images Reflected By Mirror?Learning Target:

A. To differentiate plane mirror from curved mirror; B. Distinguish between converging and diverging spherical mirror.

Exercise:Read pp. 335-338 of your physics textbook

Guide Questions:

1. What is a mirror?

2. What is the difference between a plane mirror and a curved mirror?

3. Give at least 3 examples of plane mirror and curved mirror

4. State the difference between real image and virtual image

5. Give some advantages and disadvantages of using curved and spherical mirrors

Activity No. _____ Date: ______________Activity Title: Image Formation by a Spherical or Curved MirrorLearning Targets:

A. To copy the concept notes on spherical mirror; B. Differentiate concave from convex mirror amd how image is formed in curved

mirrors.

Concept Notes:* Image Formation By A Spherical Mirror *

2 Types of Spherical Mirror:1. Concave - such as the front part of a spoon, inner portion of the sphere.2. Convex - such as the back of a spoon, the outer portion of a sphere.

Parts of the Mirror:a. Center of Curvature, C - the center of the sphere of which the mirror is a partb. Vertex, V - the center of the mirrorc. Principal axis - the line passing from the center to the vertex, CV - is equal to the radius of the curvature of the mirrord. Focal point, F - is midpoint between C and Ve. focal length, f - the distance FV - is one- half of the radius of the curvature

Convex Mirror- Scatters or diverts light upon reflection. It brings light rays to a virtual focus. It is formed

by the extensions of the reflected rays found at the back of the mirror.Concave Mirror

- Are widely used in searchlights. It enlarges erect images. Ex. shaving and dentist’s mirror.

How t To Locate Image in A Spherical Mirror: A ray diagram may be use to locate and construct image formed by concave mirror. Example: Suppose an object AB is placed beyond C,as shown in the figure below. We can follow 2 rays from one point, A, of the object.1. The ray that is parallel to the principal axis of the mirror and reflected passing through the principal focus, F2. The ray that passes through the center of curvature and passes back along the same path

- The image of the given point at the point of intersection of the reflected rays. The same procedure is followed for the image of point B. The image is A B in the given diagram. The image is real since it is formed by actual reflected rays. It is found between C and F, is inverted or upside down, and is smaller than the object.

Activity No. _____ Date: ______________Activity Title: Spherical Mirror FormulaLearning Target:

To solve problems on spherical mirror formula

* Spherical Mirror Formulas *

1. 1 = 1 + 1 f D D

2. M = S = S S S

- this formulas gives a simple relation between the distance of an object from the mirror, D , the distance of the image from the mirror, D , and the focal length, f. The sum of the reciprocals of D and D is equal to the reciprocal of f.

- if one of the quantities is unknown, it can be easily calculated. For a concave mirror, f is positive but negative for convex mirror. For concave mirrors, D and D are positive for real images but D is negative for virtual image. D is negative in convex mirrors.

Sample Problem:1. A candle is held 30 cm from a concave mirror the radius of which is 20 cm. a.) Where is the

image located? b.) Describe the imageSolution:

a. 1/ f = 1 / D + 1 / D f = R /2 = 20 / 2 = 10 cm1/ 10 cm = 1 / D + 1 / 30 cm 1 / D = 1 / 10 cm - 1 / 30 cm 1 / D = 3 – 1/ 30 cm = 2 / 30 cm D = 30 cm / 2 = 15 cmb. The image is real and found in front of the mirror; between C and F; it is 2 times smaller.

S / S = D/ DS / S = 15 cm / 30 cm S = S / 2

2. a candle is held 5 cm from a concave mirror whose radius is 20 cm. a. Find the image b. Describe itSolution:

a. 1 / f = 1 / D + 1 / D1 / 10 cm = 1 / D + 1 / 5 cm1 / D = 1 /10 cm - 1 / 5 cm1 / D = 1-2 / 10 cm = -1 / 10 D = 10cm / -1 = -10 cm

b. The image is behind the mirror and it is virtual image as indicated by the negative D or size of the image.

S / S = D / D S = 10 cm ( S )/ 5 cm S = 2 S The image is twice as large as the object.

Exercise:1. A candle is held 16 cm from a concave mirror the radius of which is 4 cm. a.) Where is the image

located?b.) Describe the image

Activity No. _____ Date: ______________Activity Title: Spherical Mirror Formula (Problem Solving)Learning Targets:

A. To locate the distance of the image in the mirror. B. Determine the type of image formed

Exercise:Solve the following problems. Show your solutions.

1. The radius of the mirror of a concave mirror is 4 cm. What is the focal length of the mirror?

2. Locate and describe the image formed when a small object is placed 12 cm from a concave mirror of radius 20 cm.

3. A convex mirror has a radius of 10 cm. Locate and describe the image formed when an object is placed 25 cm from the mirror.

4. When an object is placed 15 cm from a certain mirror, a real inverted image is formed 4 times the size of the object. What kind of mirror was used? What was its focal length?

5. When an object is placed 20 cm from a certain mirror, a virtual image is formed which is 0.6 the size of the object. What kind of mirror was used and what was its focal length?

Activity No. _____ Date: ______________Activity Title: Coulomb’s Law for Force Between Electric ChargesLearning Target: To state and apply the Coulomb’s Law for electrical charges.EE: Ours is a finite earth

Consider two charged spherical objects. One has charge q1 and the other has charge q2. They are separated by a distance r.

Charles Augustin Coulomb, a French scientist, showed in 1785 through several experiments that there is a force Felectric between q1 and q2. The force can be attractive or repulsive depending on the sign of the electric charges. The magnitude of the electric force is given by:

Felectric=k

The distance r is measured from the center of charge q1 to the center of charge q2. The constant k is called the electric force constant. In MKS units, k is given in terms of Newton (N), the meter (m) and the unit of charge which is coulomb (C).

k = 9.0 x10 9N.m2/C2

The equation for the force shows that the electric force is stronger or weaker depending on the charges of the two objects and the distance of separation between them.

Application: What is the electric force between twp protons ½ fm apart? (Recall, the charge of a proton is +1.6 x10 -19 C. ) Draw the diagram to show the direction of the force between the two protons.

Activity No. _____ Date: ______________Activity Title: The Electric Field- Mathematical DefinitionLearning Target:

To define the electric field of an electric charge.

Coulomb’s law gives the electric force between two charges Q and q

The magnitude of the electric force is given by:

Felectric=k

Mathematically, we define the electric field as the electric force per unit charge:

E=

If we substitute the expression for the force from the Coulomb’s Law in the definition of the electric field, we can write the magnitude of the electric field due to the source charge Q:

E= k

Questions:1. Why is electric field a vector?

2. What determines the direction of the electric field?

3. What is the magnitude of the electric field due to a proton at a distance of r = 0.5 nm?

4. What is the net electric field midway between two identical negative charges? What would be the acceleration of a positive test charge placed at this midpoint?

Activity No. _____ Date: ______________Activity Title: Electric CurrentLearning Target: To describe the net flow of electric charges in the presence of an electric field.

There is a flow of electric charges in ionic solutions placed in an electric field. From Science I and Chemistry, we learned that cations (positively charged ions) are attracted to a negative terminal; anions (negatively charged ions) are attracted to a positive terminal. Such net movement or flow of electric charges constitutes an electric field is set up in the length of copper wire, charges flow when an electric field is set up in the material. This can be done by attaching the wire to positive and negative ends.

The figure below shows a cutaway portion of a material in an electric filed E. the conventional direction of the electric field I will be taken to be in the direction in which the positive charges flow. This means, the current moves from the positive to the negative terminals.

If we consider only constant currents, we can define current as the net electric charge Q that passes through a given time t. for example, we can look at the net amount of charge that crosses the rectangular cross-section of the tube at the point b in a given time interval. Mathematically, we have:

I=

Questions:1. The MKS unit of current is ampere, named after the French physicist Andre Marie

Ampere. What is the ampere in terms of the coulomb?

2. Is current a vector or scalar?

3. To define the current, why do we use “net charge” crossing a plane?

4. What is the shape of the cross-section of a circular cylinder?

Activity No. _____ Date: ______________Activity Title: Vector RepresentationLearning Targets: A. To represent single vector through drawing using line, the arrow head and scale. B. To represent single vector using the Cartesian coordinate plane.EE: Everything is connected to everything else

Vector quantity-can is represented by:a. Arrow head

Length of the arrow- represents the magnitude of the vectorTail of the arrow-the starting point of the arrowArrow head- shows the direction of the vector

b. Using bold face letter(ex.A)c. Placing an arrow over the symbol

Note: to draw vector, just draw a line to scale to represent the magnitude of the vector and then draw the arrowhead towards the direction of the vector.

Study the following examples below:1. F= 40 N, 30˚ Eof N 2. A= 20 m/s, 40˚N of W

Exercises:Represent the following vectors.

1. A= 10 m/s, 30˚ N of E 2. V= 25 m/s, SE

2. F= 400 N, W 4. D= 100m, 35˚Sof E

Activity No. _____ Date: ______________Activity Title: Scientific NotationLearning Target:

To express very large and small numbers in scientific notation form.

Exercises:+Perform the indicated operations. Use the scientific notation.

1. (5 x 106) + (3 x 105) 2. (2.3 x 104) – (1.6 x102

3.(3x103) + (4x103) 4. (7.5 x 10 4) + (2.5 x102)

5.(2 x105) (3x 102) 6.( 5x103) ( 2 x10-4)

7. 10 x 10 6 8. 15 x 10 5 2 x 102 5 x 103

9. 24 x 10 4 10. 25 x 10 -5 6 x 10-2 5 x 103

Activity No. _____ Date: ______________Activity Title: Series ConnectionLearning Target: To solve problems applying Ohm’s Law in a series connectionEE: Everything is connected to everything elseRules in a series connection:Rt = R1+R2+R3…+RnIt = I1=I2=I3=…InVt = V1+V2+V3..+Vn

Sample Problem: Three resistors of 10Ω , 14Ω , and 20Ω are connected in series. If the voltage of the line

is 220 V, a. what is the combined resistors? B. what current flows through the circuit? c. what is the voltage drop across each resistor?Given: R1= 10Ω

R2 = 14ΩR3 = 20ΩVt = 220 V

Solution:

a. Rt = R1+R2+R3 b. It =

= 10Ω +14Ω +20Ω = 220v = 44Ω 44Ω

= 5A

c.V1 = ItR1 V2 = ItR2 V3 = ItR3= (5A) (10Ω) = (5A) (14Ω) =(5A) (20Ω)= 50V = 70V = 100V

Exercises:Solve the following problems and show your complete solution:

1. Three resistors of 6Ω, 8Ω, and 12Ω are connected in series with a 12V battery of negligible internal resistance, a. find the total resistance b. how much current flows through the resistors? c. what is the voltage drop across each resistor?

2. Five 20-watt bulbs are connected in series to a 220 volt line a. what is the combined resistance? b. how much current flows through a line when all five bulbs are on?

3. A 4Ω, 8 Ω and 12Ω are connected in series with a 24V battery. Find thea. The total resistance c. the current flowing through each resistor

b. The current in the circuit d. the voltage drop across each resistor

Activity No. _____ Date: ______________Activity Title: Parallel ConnectionLearning Target:

To solve problems applying Ohm’s Law in a parallel connection

Rules in a parallel connection:

1/Rt = 1/R1+1/R2+1/R3…+1/RnIt = I1+I2+I3+…InVt = V1=V2=V3..=Vn

Sample Problem:An 18Ω, 9Ω and 6Ω are connected in parallel across a12-V battery. Finda. The total resistance c. the current in each resistorb. .The current in the circuit d. the voltage drop across each resistor

Given: R1 =18 ΩR2 =9 ΩR3 =6 ΩV =12V

Solution: a. 1/Rt = 1/R1+1/R2+1/R3 b. It = Vt/Rt =12V/3Ω =4A

= 1/18 Ω + 1/9 Ω +1/6 Ω = 1/18 Ω + 2/18 Ω +3/18Ω = 6/18Ω = 18Ω/6

c.I1 = Vt/R1= 12v/18 Ω = 0.66A d. Vt = V1=V2=V3

I2 = Vt/R2 = 12V/9 Ω = 1.33A 12V =12V=12V=12V I3 = Vt/R3 = 12V/6 Ω = 2A

Exercises:Solve the following .Show your complete solution.

1. A 6 Ω, 3 Ω and 4 Ω are connected in parallel to a 20 V battery. Find:a. The total resistance c. the current in each resistor

b. The current in the circuit d. the voltage drop across each resistor

2. A refrigerator and a rice cooker are connected in parallel to a 220V line. The current flowing through a refrigerator is 20A and in the rice cooker is 6 A. Find a. the resistance of each device b. the total resistance c. the total current flowing in the line.

3. Two 10 resistors are connected in parallel to a110V battery. Find:a. The total resistance c. the current in each resistor b. The current in the circuit d. the voltage drop across each resistor

Activity No. _____ Date: ______________Activity Title: Conversion of UnitsLearning Target:

To convert particular unit to another.

Common Conversion Factor:

1. Length and Distance 2. Mass and Weight1 km= 1000 m 1kg = 2.2 lbs = 0.6 mi = 1000 g1 m = 100cm 1 oz = 28 g = 1.1 yds 1 lbs = 0.45 kg1 in = 2.54 cm 1 metric ton = 1.1 short tons = 25.4 m1 ft = 12 in = 30.5 cm

Examples: Convert the following:

1. 2m to cm 4. 15 kg to lbs2m x 100cm = 200 cm 15 kg x 2.2 lbs = 33lbs

1 m 1 kg

2. 20 cm to in 5. 200 lbs to kg20 cm x 1 in___ = 7.87 in 200 lbs x 1 kg__ = 90.91 kg

2.54 cm 2.2 lbs

3. 350 cm to m350 cm x 1m = 3.5 m

100 cm

Exercises:Convert the following:

1. 5 km to m 2. 2.8 m to in

3.8 in to ft 4. 25 mi to km

5.98 m to yds 6. 4 kg to lbs

7.3 metric tons to short tons 8. 55 oz to g

9.7 lbs to kg 10. 2800 g to kg

Activity No. _____ Group Names: Date: ______________

Activity Title: Scalars and VectorsLearning Targets:

A. To identify the given quantity as scalar or vectorB. To give examples of scalar and vector quantities

The two types of quantities are:Scalar quantities - are quantities with magnitude only

- Example: mass 20 kg, 5 g, 20 lbs : time 1 hr, 5 min, 35 s

: length and distance 56 cm,20m, 56 mi: speed 60m/s, 30 km/hr, 35 mi/min

Vector quantities – are quantities which contain both magnitude and direction- Example: velocity 23 m/s, North; 15 km/hr East,

: Acceleration 9m/s, downwards : Momentum 17 kgm/s, forward

Exercises:I. Identify whether the following quantities below is a scalar or vector quantity.

Write your answer on the space provided before each number. ___________a. 20 cm _____________f. 5 g/cm3

___________b. 200N _____________g. 45 m/s, West___________c. 300 kg m/s _____________h. 1 hr and 20 min___________d. 1800 dynes, downwards _____________i. 65 inches___________e. 80 mi _____________j. 10 m/s, left

II. Give ten examples of scalar quantity and ten examples of vector quantity.

Scalar Quantity Vector Quantity1. 1.2. 2.3. 3.4. 4.5. 5.

6. 6.7. 7.8. 8.9. 9.

10. 10.

Activity No. _____ Date: ______________Activity Title: Ohm’s LawLearning Target:

Apply Ohm’s Law in a given problem.

Ohm’s Law:V=IR where:

V= voltage ( voltage, v)I = current (ampere, A)R= resistance ( ohm, Ω)

Sample problem:What is the resistance of an electric flat-iron in which the current is 10A when the

potential difference is 220 v used in our houses?Given: I= 10 A Solution: R = V/I

V= 220v = 220v/10 AR? = 22 Ω

Exercises:Solve the following problems involving ohm’s law. Show your complete solution.

1. If the resistance of a bulb is 20 Ω and the current flows in it is 12 A. What is the potential difference or voltage of the outlet?

2. What is the resistance of an electric fan in which the current that flows in it is 30 A and it is connected to a 120 V outlet?

3. How much current flow through a rice cooker of 50 Ω resistance, connected to a 120 v outlet?

Activity No. _____ Date: ______________Activity Title: Impulse and MomentumLearning Target:

Solve Problems on Impulse and MomentumEE: Everything must go somewhere

Momentum -is the product of mass and velocity. P= mv ; where P= momentum (kg m/s)

m = mass (kg) v = velocity (m/s)

Impulse is the product of Force and time or the change in momentumI= Ft or m (vf-vi) ; where I=impulse (kg m/s or N.s)

F= force in Newton (N) t=time in seconds (s)

Sample Problem: 1. A 2 000 kg truck moves at 30 m/s. what is the momentum of the truck?Given: Solution:

m=2 000kg P=mvv=30 m/s = (2000kg)(30 m/s)P= ? = 60 000 kg m/s

2. A force of 20 N is applied and in contact for 3 seconds to a 50 kg box. Find the impulse.

Given: Solution:F=20 N I=Ftt=3 s = (20 N)(3s)m=50 kg = 60N.s or kgm/s I=?

Exercises:Solve the following problems. Show your complete solution.

1. A 1 500 kg bus moves at 20 m/s to Baguio. What is the momentum of the bus?

2. How fast must a 1 000 kg car move to have the same momentum as the bus with number 1?

3. How long must a force of 100N act on a 50 kg object to increase its speed from 100 m/s to 150 m/s?

Activity No. _____ Date: ______________Activity Title: MomentumLearning Target:

To solve problems in momentum.

The word momentum (plural momenta) is a Latin word means movement or moving power. The symbol for momentum is P which stands for progress. The term was first used by the scientist Gottfried Wilhelm von Leibniz. He defined progress as the quantity of motion with which a body proceeds in a certain motion.

The linear momentum of an object of mass m moving with a velocity v is defined as the produce of mass and velocity. It is a vector quantity. In symbols:

P=mvThe unit is kgm/s

Sample Problem: 1. A 2500 kg bus moves at 25 m/s to Makati. What is the linear momentum of the bus?

Given: m=2 500 kgv=25 m/s to Makati

P = mv = (2500kg)(25 m/s) = 62 500 kgm/s

2. How fast must a 1200 kg car move to have the same momentum with the bus in number 1?

Given: m=1200kg Solution:P= 62 500 kg v = P/mv=? = 62 500 kg m/s

1 200 kg = 52.08 m/s

Exercises:Solve the following problems. Show your complete solution.

1. What is the mass of the moving car at a velocity of 65 m/s if its momentum is

1 430 kg m/s?

2. A 3200 kg bus moves at 22 m/s . What is the momentum of the bus?

3. How fast must an 8 500 kg car move to have the same momentum of 55 250 kg m/s?

4. Calculate the momentum of a 100 kg missile traveling at 120 m/s.

Activity No. _____ Date: ______________Activity Title: WorkLearning Targets:

A. Define the term work B. Calculate the work done in various situations

In everyday language, work may mean anything that people do. But in the physics, work is done whenever a force produce a movement. Work done on any object by an applied force is defines as the product of the magnitude of displacement multiplied by the component of the force parallel to the displacement. In symbol:

W= Fd where:W = (Fcosө)d W=work (N. m or Joule)

F = force in Newton (N)d =displacement (m) cosө = the angle between force and displacement

For work to be done, three conditions must be met:1. There must be a force acting on the object2. The object has move a certain distance called a displacement3. There must be a component of the force in the direction of the motion.

Self –Check:Put a check before the item if work is done to an object or person.

_______1. A boy running across a playground_______2. A mother dancing with her baby in her arms_______3. A basket being lifted_______4. A person in ascending elevator_______5. A stone whirled around a horizontal circle_______6. A big box dragged across the floor_______7. A man climbing up a tree_______8. A girl walking upstairs_______9. A man carrying a baby while watching a parade______10. A librarian lifting a 20 kg books

Sample Problem:Study the sample problem below.

1. A porter pulls a 10 kg luggage along a road from 5 m by exerting a force of 20 N at an angle of 30º with the horizontal shoulder through a vertical distance of 1.5 m, and carries it another 5 m .How much work does he do in a. Pulling? b. lifting c. carrying the luggage in his shoulder?

Solution: a. pulling the luggage b. lifting the luggage c. carrying the luggage

Given : F= 20 N Given: m = 10 kg work done is zeroӨ = 30º d =1.5 md= 5m W = FdW= (Fcos Ө)d = 10 kg x 9.8 m/s2

= 20 N(30º)(5m) = 980 kgm/s2

= 87J

Exercises:Solve the proceeding problem. Show your complete solution.

1. A force of 15 N is exerted to move a trolley at a constant speed to a distance of 5m on a level road. How much work is done if the force is applied:

a. Horizontally? C. at an angle of 45º with the horizontalb. At an angle of 30º with the horizontal

2. How much work is done if a 50 kg sack of rice is lifted to a distance of 2.5 m vertically?

Activity No. _____ Date: ______________Activity Title: PowerLearning Targets:

A. Define the term powerB. Calculate the power used in doing work.

When you walk up a flight of stairs, you do work because you are lifting your body up the stairs. You do the same amount of work whether you walk or run. The work done is the same in either case because the net result is the same because you lifted up the same weight at the same height. But you know that if you ran up stairs you would be more tired than if you walked up. To understand the difference, you need to know how fast the work is done.

Power is the rate of doing work. In equation:Power = work done

Time P = W

TPower is measured in joules per second (J/s) or Watts.

1 joule/second (J/s) = 1watt (W)1000 watts = 1 kilowatt (kW)

1 horsepower (hp) = 746 watts

Sample Problem: Dan climbs a flight stairs in 1.5 min. if he weighs 450 N and the stirs is 10 m from the

ground, how much power will he develop?Given: t= 1.5 min = 90 s Solution: P = W/t

F = 250 N = F.dd=10 m tP? = (450N)(10 m)

90 s = 50 N. m/s or 50 W

Exercises:Solve the following problems completely.

1. A pump lifts 20 kg of water to a height of 10 m every second. What is the output power?

2. A man whose mass is 70 kg walks up to the fourth floor of a building with a vertical height of 16 m from the ground. A. how much work is done? B. what is his power if it took him 5 min to climb? C. converts its rate of work in kW?

3. A car engine develops 15 kW when a car is going at 10 m/s. what is the resisting force?

Activity No. _____ Date: ______________Activity Title: Potential Energy of a SystemLearning Targets:

To define and calculate potential energy of a systemEE: Everything is connected to everything else

Potential energy is the energy arising from displacement of an object from a source of an attractive, repulsive, or restoring force. It is sometimes called a “stored energy”. It is converted to energy in motion once the object is released. For example, for the attractive force of gravity due to earth, an object raised away from the ground will fall back once it is released. On the other hand, for the repulsive force between two identical magnet poles, a magnetic north pole brought closer to another north pole will move away once it is released.

Exercises:Explain how potential energy arises from the different system below:

a. The earth

b. An elastic spring

c. Electric charges moved closer or farther apart

d. Magnetic south and north poles moved closer or father apart

Discussion:In what way is potential energy due to gravity similar to voltage needed for flow of

electric current?

Activity No. Date:______________

Activity Title: Gravitational Potential EnergyLearning Target:

To calculate gravitational potential energy

The gravitational potential Energy U of an object lifted to a height from its starting position is given by:

U= mghWhere m is the mass of the object and g is the acceleration due to gravity. Near the

surface of the earth, g = 9.8 m/s2.

Exercises:1. Compare the work done in lifting a block to a certain height and its potential energy U

at the height. What is the SI unit of energy?

2. A book has a mass of 2.3 kg. If it is raised a distance of 0.5 m from the table, what is the acquired gravitational potential energy relative to the table?

3. Suppose, instead of being on earth, the table and book of Number 2 are on the moon, what is the acquired gravitational potential energy of the book?

Activity No. _____ Date: ______________Activity Title: Kinetic EnergyLearning Targets:

To define and calculate kinetic energy.

A moving object has an energy associated with its motion, called “ kinetic energy “ it is usually denoted by the simple K. the mathematical definition is:

K = ½ mv2

Where m is the mass of the object and v is the linear velocity of the object. This is also more specifically called the translational kinetic energy to distinguish it from rotational kinetic energy for spinning or rotating objects.

Exercises:1. What is the kinetic energy of a 3-kg object moving at 7 m/s?

2. What is the kinetic energy of an object at rest?

3. Give an example of a moving object that has both translational and rotational kinetic energy. Illustrate with a drawing or diagram.

Activity No. _____ Date: ______________Activity Title: Linear AccelerationLearning Target:

To define and calculate linear acceleration

For the motion of an object in which the velocity changes either in magnitude or direction or both, the new quantity is known as acceleration which is a vector quantity. An object is accelerating when it speeds up, slows down or changes its direction. Acceleration is the rate of change in velocity at a given time interval.

Acceleration = change in velocity (m/s)Elapsed time(s)

a= vf-vi t

Sample Problem:Michael is driving his sports car at 30 m/s and speeds up to 40 m/s for 10 seconds. What

was the acceleration of Michael’s car?Given: vi = 30 m/s a = vf-vi

vf= 40 m/s tt= 10 s = 40 m/s – 30 m/s

10 s = 1 m/s2

Application:1. A car on a straight level road is stopped for a red light. On the green light, it

uniformly accelerates to a velocity of 18 m/s in three minutes. What is the acceleration?( note: do not forget to convert minutes to seconds)

2. A jet plane flying at 100 m/s is uniformly accelerated to a cruising speed of 150 m/s in 20 minutes. What is the acceleration during this time?

Activity No. _____ Date: ______________Activity Title: Constant Velocity and SpeedLearning Target:

To distinguish between velocity and speed in Physics

Velocity is another example of a vector. Velocity has both magnitude and direction on the other hand, speed is a scalar. It is just a magnitude of the vector.

Velocity (v) = distance travelled (m)Total elapsed time (s)

v= distance (m) time (s)

Exercises:1. If a bus travels north with a constant velocity of 3 m/s what is the displacement after

15 min?

2. Greg is at the school gate, about 25 m on a straight line from the bleachers. The company commander is giving a countdown of 10 seconds for formation at the bleachers. With what velocity should Greg run so that he can be in his designated position without being late?

3. A car moves at 60 km/hr along a straight highway. How many seconds will it take for the car to travel a distance of 10 km?

4. If it takes 2 hours for a bus to travel 100 km along a straight highway, what is its speed?

5. If a van can travels 72 km on a straight express way for 20 minutes, what is its speed?

Activity No. Date:______________

Activity Title: Temperature, Heat and Thermal EquilibriumLearning Targets: To delineate the connections between temperature, heat and thermal

equilibrium.EE: Everything changes

We learned earlier that we can measure the “hotness” of an object. The measurement is called temperature (T) and it is obtained by using a thermometer. Note that the prefix “thermo” comes from the Greek work “therme” which means heat.

Suppose we have two objects with different temperatures. For example, consider a glass of cold water with an initial temperature of 5º C left in the room having an initial temperature of 28 ºC.

We know from the experience that the glass of water will slowly get warmer. Also if we wait for long enough, and provide nothing disturbs these two systems, they will end up with the same temperature. Then we can say that the objects are in thermal equilibrium.

Discussion1. In the example above of a glass of cold water in a warm room, which absorbed heat –

the glass of water or the air in the room?

2. Suppose that, instead of cold water, we take a mug of hot coffee (T= 85ºC) in the same room temperature (T=28ºC). After thermal equilibrium is reached, which object has given off heat, and which has absorbed heat?

3. Suppose you are in Baguio City when the temperature is 7.5 ºC, and you take a walk along Session Road. Will your body absorb or give off heat? What is hypothermia?