Self-Regulated Learning Module in

GENERAL PHYSICS 1
First Semester
Jerry G. Tubongbanua
Subject teacher

Name: ___________________________________________
Grade Level and Strand: __________________________
Address: _________________________________________
Contact Number: _________________________________
 INTRODUCTION & OVERVIEW

Good day, students! Welcome to the Weekly Learning Unit. This unit, as well as the
exercises in the Module of Learning Activities, is prepared by your teacher, Mr. Jerry
G.Tubongbanua. Every week, different lessons are given along with a set of Learning Activities, a
Pre-test and a Post-test. I am excited for you to acquire new concepts this week. God bless and
persevere more.

Essential Learnings for this Week

The third issue of the weekly learning unit is centered on the three concepts, namely: Scalar
product of vectors, Work and Mechanical Energy. These concepts enable you to identify work
done in an object by analyzing different cases, solve problems about the concepts of work, power,
and mechanical energy.

Overview

In this unit, you will deal with objects that are idealized as point particles. In this discussion
you will learn the important concepts on scalar product of vectors, work and mechanical energy.

For the week 3 of the learning unit, these are the following topics to be discussed:

 Lesson 1: Work, Energy, and Energy Conservation (Scalar product of vectors)

 Lesson 2: Work, Energy, and Energy Conservation (Work)
 Lesson 3: Work, Energy, and Energy Conservation (Mechanical Energy)
 PRE-TEST
UNIT I: Work, Power and Energy

Before we begin, let us see how much you know about the lesson.

Name: _____________________________________ Date: ____________

Grade, Strand & Section: ____________________ Score: / 10

Instructions: Read each statement carefully and choose the BEST answer among the options.
Encircle the letter of your answer.

1. When you go upstairs, you ______.

a. Do not do work at all
b. Do less work when you walk than when you run
c. Do more work when you walk than when you run
d. Do equal amount of work whether you run or work
2. Which situation describes a body with decreasing potential energy?
a. A boy climbing a tree
b. A girl going downstairs
c. A boy stretching a horizontal spring
d. A pump forcing water upward through a pipe
3. A particle moves 5.0 m along the negative y-direction while being acted upon by a
constant force F = (3i + 4j – 5k) N. how much is the change in the kinetic energy of
the particle?
a. – 10 J b. 10 J c. -20 J d. 20 J
For items 3 to 6, refer to the following situation.
A box is pulled upon a rough inclined plane by an applied
force F a parallel to the plane.
4. Which force does not do work on the box while being pulled
up the inclined plane?
a. Applied force b. Normal force c. Friction d. Gravitational force
5. Which force does positive work on the box?
a. Applied force b. Normal force c. Friction d. Gravitational force
6. Which forces do negative work on the box?
a. I and II b. II and III c. I and III d. I, II, and III
7. When is a force acting on an object considered to be conservative?
a. When it obeys Newton`s laws of motion
b. When it acts in the direction of motion of the body
c. When it results in a change in the object`s kinetic energy
d. When the work it does is independent of the path of motion
8. A force which the work done does not depend on the path, but only on the initial and
final positions.
a. Conservative force c. Normal force
b. Nonconservative force d. Gravitational force
9. The quantity F*v is ______.
a. Kinetic energy b. Power c. Potential energy d. Work done
10. This principle states that “the net work done on a body is equal to the change in its
kinetic energy.”
a. Pythagorean Theorem c. Kinetic Energy
b. Work-Energy Theorem d. Work, Power and Energy
Topic: Work, Energy, and Energy Conservation Week 3
Objective:
At the end of the lesson, the learners CAN……
calculate the dot or scalar product of vectors
I. ENGAGING ON TASK
I.1. Setting Emotional Climate
Pressure Point Massage

1. Stand up straight.
2. Gently massage the pressure point between your thumb
and pointer finger for one minute.
3. Switch hands after 30 seconds.

I.2. Refreshing of Prior Knowledge

Recall the following concepts of scalars and vectors from the previous module

LINKING STATEMENT
Previously you have learned about the different concepts of scalar and vector
quantities. Today you are going to learn how to calculate the dot or scalar product of
vectors.

II. ESSENTIAL KNOWLEDGE AND SKILLS

1.3. Summary of the Essential Concept
Vector- is a quantity that has both magnitude and a direction.
Scalar product (Dot product)- is a quantity that is fully described by a magnitude.

The Scalar Product (or `dot product`) of a and b is

a*b = │a││b│cos θ
a*b = a x bx + a y b y + a z b z

where θ is the angle between a and b

and
a = x + a y j + az k
a i
b = bx i + b y j + bz k

Note that when

a =a x i + a y j + a z k
and
b = x + b y j + bz k
b i
then the magnitudes of a and b are
│a│= √ a2x+ a 2y + a 2z
and
│b│= √ b2x+ b 2y + b 2z
respectively

Example: Calculate a*b when a = 2i -3j + 5k, b = i +2j + 8k

Solution:
a*b = a x bx + a y b y + a z b z, where

a =a x i + a y j + a z k
 b = bx i + b y j + bz k

a = 2i +3j + 5k, b = i +2j + 8k gives

a*b = (2)(1) + (-3) (2) + (5)(8)
a*b = 2 – 6 + 40
a*b = 36

Example: Calculate the angle θ between vectors a and b when a = 2i − j + 2k, b = i + j + k

Solutionn:
a · b = |a||b| cos θ, where θ is the angle between vectors a and b
a·b
∴ cos θ =
¿ a∨¿ b∨¿ ¿
If
a = x + a y j + az k
a i
b = bx i + b y j + bz k
a·b
then cos θ = where
¿ a∨¿ b∨¿ ¿

a*b = a x bx + a y b y + a z b z

│a│= √ a2x+ a 2y + a 2z
and
│b│= √ b2x+ b 2y + b 2z

a = 2i − j + 2k, b = i + j + k
i.e. a x = 2, a y = -1, a z = 1 and b x = 1, b x = 1, b x = 1

then
a*b = (2)(1) + (-1) (1) + (2)(1)
a*b = 2 – 1 + 2
a*b = 3

│a│= √ a2x+ a 2y + a 2z
│a│= √ 22+(−1)2 + (2)2
│a│= √ 4 +1+4
│a│= √ 9
│a│= 3

│b│= √ 12+ 12 + 12
│b│= √ 1+¿ 1+ 1¿
│b│= √ 3

a·b
∴ cos θ =
¿ a∨¿ b∨¿ ¿
3
∴ cos θ = ≈ 0.5774
3 √3
So
θ = cos (0.5774) ≈ 54.7 ˚ .
−1

1.4. Testing of Knowledge

Instructions: Show your complete solutions
1. Calculate a*b when a = 3i – 6j + 2k, b = 4i – j – 3k
 2. Calculate a*b when a = 2i +6j – k, b = 8i – 3j + k

III. DEEPENING EXERCISE

1.5. Productive Teamwork
Instructions: Solve the following problems and show your complete solutions.
Step 1: Choose your partner (pair)
Step 2: Answer the following questions individually
Step 3: Brainstorm your answers with your partner
Step 4: Agree which answer is suited for the problem; and
Step 5: Submit it individually.
1. Calculate the angle between vectors a and b when a = i + j +k, b = 4i +5j + 3k

2. Show that a is perpendicular to b when a = i + j +3k, b = 26i + j – 7k

1.6. Knowledge Scanning

How do you find the scalar product?

1.7. Integration of Learning

In this topic, my significant learning is...

IV. SELF-DETERMINING PRACTICE

Instructions: Solve the following problems and show your complete solutions.
1. Calculate the angle between vectors a and b when a = 5i + 4j + 3k, b = 4i +5j + 3k
 2. Calculate the work done F*d given │F│, │d│ and θ (the angle between the force F
and the displacement d) when │F│= 10 N, │d│= 3m, θ = 50˚

V. REFLECTION
Are there any real life scenarios to visualize dot product or cross product of two vectors?
What are some examples of dot and cross products?

Reference:
Arevalo, R.L (2017). General Physics 1. Makati City: Diwa Senior High School Series
Prepared By: Jerry G. Tubongbanua
Topic: Work, Energy, and Energy Conservation Week 3
Learning sheet 1
Objective:
At the end of the lesson, the learners CAN……
calculate the work done by a force (not necessarily constant) acting on a system
I. ENGAGING ON TASK
I.1. Setting Emotional Climate
Cross Crawl
1. Stand up.
2. Place your right hand across the body to the left knee as you raise it.
3. Do the same time for the left hand on the right
4. Do this for 2 minutes.
I.2. Refreshing of Prior Knowledge
What is required in order for you to lift objects or throw them?

LINKING STATEMENT
Lifting or throwing objects requires work. Today we are going to learn how to
determine the work done by a force (not necessarily constant) acting on a system

II. ESSENTIAL KNOWLEDGE AND SKILLS

1.3. Summary of the Essential Concept
Work is described as taking place when a force acts upon an object to cause a
displacement. When a force acts to cause an object to be displaced, three quantities must be
known in order to calculate work. Those are force, displacement and the angle between the force
and the displacement. The work is subsequently calculated as force (displacement) cosine (theta)
where theta is the angle between.

When do you think is real work done?

No Work is Done Work is done

Pushing on a wall (no displacement) Pushing a book across the table
Carrying a book while walking on the same Carrying a book upstairs
floor (no work is done on the book)

When you carry a stack of books, you are exerting an upward force on the books, which
opposes the downward force of gravity. The upward force you exert on the books is
perpendicular to the direction of the movement of the book. No work is done in this scenario.
Work is done when you exert a force (or a component of force) parallel to the displacement
of the body.in the equation form W= F ‖d.
→
The subscript of a constant force F reminds you that the force in focus is parallel to the
→ → →
body`s displacement d . If the angle between F and d is Ө, the equation of work becomes
W= (Fcos Ө)d
W= Fd cos Ө
The unit of work is newton-meter or, in SI units, it is joule (1Nm=1J)

Case 1: When Ө = 0˚
W= Fd cos Ө
W= Fd (0 ˚ )
W= Fd

In this case, the force and displacement are parallel to each other. Because the value of the cosine
function is maximum (cos Ө=1), the work done by the force is maximum. An example of this is
pushing a book across the table.
Case 2: When Ө = 90˚
W= Fd cos Ө
W= Fd ( 90˚ )
W= 0

This is the case when the when the force and the displacement are perpendicular to each other.
Note that cos 90˚ = 0. No work is done by the force. An example of this is carrying a book while
walking. As explained earlier, the force you exert on the book is upward, and the displacement is
horizontal.

Case 3: When Ө = 180˚

W= Fd cos Ө
W= Fd (120 ˚ )
W= -Fd

In this case, the force and the displacement are opposite or antiparallel to each other. Here, cos
→
180˚ = -1, so W is negative. An example of this work done by friction f . When you pull a book to
the right, friction exerts a force to the left as shown in figure 7.4

Figure 7.4. when you pull a box

Example: Revisit one of the sample problems in the previous module. A man pulls a 100-N box
using a rope oriented at an angle of 30˚ with the horizontal force on a rough floor that exerts 8-N
frictional force on the box. Suppose the box has moved a distance of 10 m to the right. Find the
work done by each force acting on the box. What is the net work done on the box?

Solution:
The free-body diagram is shown here. Notice that the displacement of the box is directed
toward the x-axis. The direction of the normal force and the weight are perpendicular to the
displacement. Therefore, the work done by both forces is zero.
Wn = 0
Ww = 0

Note that the frictional force is antiparallel to the displacement (Ө= 180˚)

W f = Fd cos Ө
W f = 8 N(10 m) cos (180˚)
W f = -80 J

In the case of the tension force T, note that it has vertical and horizontal components. The
vertical component does no work because it is perpendicular to the displacement of the box.
Only the horizontal component of the tension force does work. Thus,

W T = Fd cos Ө
W T = (100 N)(10 m) cos (30˚)
 W T = 866 J

The net work done on the box is the algebraic sum of all the work done on it.

W net = W n +W w + W f +W T
W net = 786 J

1.4. Testing of Knowledge

Your 60 kg friend climbs up a 3.00 m long ladder leaning on the vertical wall with an
approximately constant speed. Explain why it is more difficult to climb up a ladder (or
stairs) than to go down.

III. DEEPENING EXERCISE

1.5. Productive Teamwork
Instructions: Solve the following problems and show your complete solutions.
Step 1: Choose your partner (pair)
Step 2: Answer the following questions individually
Step 3: Brainstorm your answers with your partner
Step 4: Agree which answer is suited for the problem and;
Step 5: Submit it individually.
1. A worker pushes a 50.0 kg box on a level floor at constant velocity and moves a distance
of 10.0 m.
a. If the person pushes it with a force of 850 N, what must be the magnitude and the
direction of the frictional force on the surface?
b. How much work is done on the box (1) by the worker and (2) by friction?
c. How much is done (1) by the normal force and (2) by gravity?
d. What is the total work done on the box?

1.6. Knowledge Scanning

How can the amount of work done by a force be measured?
 1.7. Integration of Learning

In this topic, my significant learning is...

IV. SELF-DETERMINING PRACTICE

Instructions: Solve the following problems and show your complete solutions.
1. A 10-N force is applied to push a block across a friction free surface for a
displacement of 5.0 m to the right.

2. Ben carries a 250-N suitcase up three flights of stairs (a height of 10.0 m) and
then pushes it with a horizontal force of 60.0 N at a constant speed of 0.5 m/s for
a horizontal distance of 35.0 meters. How much work does Ben do on his suitcase
during this entire motion?

V. REFLECTION
Friction opposes the motion of objects. Do you think there are things in your life that oppose
your achieving of certain goals? How do you deal with them?

Reference:
Arevalo, R.L (2017). General Physics 1. Makati City: Diwa Senior High School Series
Prepared By: Jerry G. Tubongbanua
Topic: Work, Energy, and Energy Conservation Week 3
Learning sheet 3
Objective:
At the end of the lesson, the learners CAN……
1. 0relate power to work, energy, force, and velocity
2. explain the properties and the effects of conservative forces
I. ENGAGING ON TASK
I.1. Setting Emotional Climate
Blinky Thinky
1. Stand up.
2. Blink your left eye while simultaneously snapping
your fingers with your right eye.
3. Now blink your right eye and while snapping with
you left hand.
4. Try to blink one eye while snapping on the opposite side’s
hand 15 times in a row alternating eyes. In other words, blink
your left eye while simultaneously snapping with your right
hand and then blinking your right eye while snapping with
your left hand.

I.2. Refreshing of Prior Knowledge

Have you tried riding a roller coaster?

What is your experience on riding it?

LINKING STATEMENT
Many people enjoy the adrenaline rush when riding a roller coaster. The fun starts when
the roller coaster begins to ascend, increasing its potential energy and when roller coaster
starts to descend with increasing kinetic energy. Today we are going to learn how to
relate power to work, energy, force, and velocity and explain the properties and the
effects of conservative forces
II. ESSENTIAL KNOWLEDGE AND SKILLS
1.3 Summary of the Essential Concept
Power is the rate of doing work.
When an amount of W is done during a time interval t, the average work done per unit time or
average power Pave is
W
Pave =
t

The SI unit of power is watt (W). One watt is equal to one joule per second (1 J/s). In the British
system, given that work is expressed in foot-pounds, the unit for power is the one foot-pound per
second (1 ft*l b/s). A larger unit of work is the horsepower
(hp).
1hp = 550 ft*lb/s = 33 000 ft*lb/min
A useful conversion factor is
1 hp = 746 W

Kinetic and Potential Energies

Energy is an abstract term. Nevertheless, energy can be described in terms of its forms. Energy
associated with a body`s position and motion is called mechanical energy.
Kinetic Energy
When a body is in motion, it has kinetic energy (KE). The word “kinetic” comes from the
Greek word kinetikos, which means “motion”.
To obtain a quantitative description of kinetic energy, consider a body with mass m moving
in a straight line with initial speed v1 . Suppose a constant net force is exerted to it parallel to the
direction of its motion over a distance d. it will accelerate uniformly to a speed v 2. The net work
done by this force is
W net =F net d
v 2−v 2
Using Newton`s second law F net = ma and UAM Eq. 3, d = 2 1 , the net work done on
2a
the box is

W net =F net d
v 22−v 21
W net = (ma)
2a
v −v 2
2
W net = m 2 1
2
1 2 1 2
W net = mv 2 - mv 1
2 2

1 2
You see that work is related to the quantity mv . This quantity describes the energy dependent
2
on how fast or slow an object moves (its speed) and on the mass of the object. Thus, this quantity
is defined to be the translational kinetic energy of the object. This kind of kinetic energy is
specified to be “translational” to distinguish it from “rotational” kinetic energy, which will be
discussed in the succeeding modules.

1 2
K = mv .
2

Using this equation, you can also rewrite the equation for the net work done on the object as
follows:

W net = K 2−K 1
W net =¿ ∆K
This equation is known as the work-energy theorem, which states that
“The net work done on a body is equal to the change in its kinetic energy”
m2
The SI unit for kinetic energy is also joule (J) or (kg* 2 )
s
Example 1: A 1500 kg jeepney is cruising at a speed of 30 m/s. the driver suddenly steps on the
brake. The jeepney slides on the road until it comes to a stop.
a. What is the kinetic energy of the jeepney at the moment the driver stepped on the brake
pedal?
b. How much work was done by friction to slow down the jeepney to a stop?
c. Suppose the road has exerted a frictional force of 135 kN, how far did the jeepney move
before coming to a stop?

Solution:
a. The kinetic energy of the jeepney is simply
1 2
K= mv
2
1 2
K = (1500 kg)( 30m/ s)
2
K = 675 000 J
b. First, note that as the jeepney slides on the road, the only force that acts on it is friction
 (figure 7.5). You can use the work-energy theorem to find the work done by friction to
slow down the jeepney until it stops. Its initial kinetic energy K 1= 675 000 J. because the
jeepney eventually stopped moving, its final kinetic energy is zero, K 2 = 0.
W net = K 2−K 1
W net = 0 – 675 000 J
W net = - 675 000 J

The negative sign for work clearly shows that the frictional force and the displacement are
antiparallel to each other.

Figure 7.5 When the jeepney slides on the road, the only force that acts on it is friction

c. To find the stopping distance d, you simply use W = Fd cos Ө. Because friction and
displacement are opposite to each other, Ө = 180˚ and cos (180˚) = -1
W = Fd cos Ө
W
d=
F cos Ө
675 000 J
d=
(135 000 N )cos (180 ˚)
d=5m

Potential Energy
Consider a free-falling ball. As the ball moves down, it speeds up. Its
kinetic energy increases. The free-falling ball gains kinetic energy at the
expense of another form of mechanical energy. This is the energy
associated with the position of the ball. It is called potential energy. As the
ball moves down its distance from the ground decreases; its potential
energy decreases.
Potential energy is measured with respect to or relative to a particular
reference point. Consider a ball on top of a table (figure 7.6). With respect
to the ground, the ball has a “potential to fall”. In other words with respect
to the ground. However, the ball has no potential energy with respect to its
position on top of the table. Note that energy is required for work done to
be done. Without potential energy, no work may be don on the ball.

Now, imagine a free-falling body (a fall) from an initial position y 1

to final position y 2 as shown in figure 7.7. the work done by gravity is
W g = Fd
W g = mg ( y 2− y 1)
W g = -(mg y 2−mg y 1)

Here, you see that the work done by gravity can be associated with the term mgy. This quantity
describes the energy that depends on the position y of the body. This is defined as gravitational
potential energy (U g)
U g = mgy
You can rewrite the work done by gravity in terms of U g
W g = -(U 2−U 1)

In other words, you can say that “work done by gravity is equal to the negative change in the
body`s gravitational potential energy”. Note that quantities are also expressed in joules.
The negative sign in the equation for work done by gravity is important. To see this, consider the
following cases:
Case 1: Work done by gravity when the body is moving up
In this case, the displacement and the force are antiparallel to each other. The work done by
gravity W g is negative. So ∆U g is positive andU 2 >U 1. Therefore, the gravitational potential
energy increases.
Case 2: Work done by gravity when the body is moving slowdown
In this case, the displacement and the net force are parallel to each other. The work done
by gravity W gis positive. So ∆U g is negative andU 2 <U 1. Therefore, the gravitational potential
energy decreases.

A force for which the work done does not depend on the path, but only on the initial and
final position is called conservative force. Aside from gravity, other examples of conservative
forces are the elastic force of a spring and the electric force. On the other hand, the force for
which the work done does depend on the path are called nonconservative forces. An example of
a nonconservative force is friction.

Example: Suppose a ball with mass m 1 = 10.0 kg is thrown upward from an elevation of 5.0 m to
12.0 m above the ground as shown in figure here. Find the change in its gravitational potential
energy and work done by gravity.

Solution: recall the potential energy should be measured with respect to a particular reference
point. For this problem, there are many possible reference points. Consider two cases with
different reference points.

Case 1: Let the ground be the reference point

With respect to the ground, the initial and the final positions of the ball are as follows: y 1=
5.0 m and y 2= 12.0 m. The change in the gravitational potential energy is
∆ U g = U2 - U1
∆ U g = mgy 2 - mgy 1
∆ U g = mg ¿ ¿ - y 1)
∆ U g = (10.0 kg)( 9.8 m/ s2 )(12.0 m – 5.0 m)
∆ U g = 686 J

Case 2: Let the initial position of the ball be the reference point.
The initial position of the ball is 5.0 m from the ground. If you let this be the reference
point, then y 1= 0 m and y 1= 7.0 m. The change in gravitational potential energy is
∆ U g = U2 - U1
∆ U g = mgy 2 - mgy 1
∆ U g = mg ¿ ¿ - y 1)
∆ U g = (10.0 kg)( 9.8 m/ s2 )(7.0 m – 0 m)
∆ U g = 686 J

These results show that the change in the body`s gravitational potential energy does not
depend on the reference point, the work done by gravity is simply the negative of ∆ U g .
W g=−∆ U g
W g=−686 J

1.4. Testing of Knowledge

Use the work-energy theorem to solve the following problems. Write your answers
and their corresponding solutions.
1. A person has thrown a ball upward and it reaches a height of 6.0 m from its initial
position. What is the speed of the ball when it leaves the person`s hand?
 2. A 5 000 kg car is moving at 10 m/s. when the driver steps on the brakes, the car
continues to move a distance of 1.2 m until it eventually stops. What is the amount of
friction that the road exerted on the car?

III. DEEPENING EXERCISE

1.5. Productive Teamwork
Instructions: You can get much information by looking at a graph of potential energy as a
function of position for conservative forces. This graph is called the energy diagram.
Step 1: Choose your partner (pair)
Step 2: Answer the following questions individually
Step 3: Brainstorm your answers with your partner
Step 4: Agree which answer is suited for the problem and;
Step 5: Submit it individually.
1. Using the definition of work, show that the negative slope of the tangent line at points
along the curve in an energy diagram is the force that acts on the body
2. Figure 7.10 shows a theoretical energy diagram for a body moving along path x.
a. At which point(s) is/are the forces acting on the body zero?
b. At which points does the force have positive values?
c. At which points does the force have negative values?

Figure 1.10. An energy diagram showing a body moving along path x

1.6. Knowledge Scanning

How could energy be converted to work?

1.7. Integration of Learning

1. Three things you learned from this topic
 2. Two things that are confusing

3. One thing you like the most

IV. SELF-DETERMINING PRACTICE

Instructions: Solve the following problems. Write your answers and their
corresponding solutions.
1. A 1 kg rock is a height of 100 meters
a. What is the rock`s gravitational potential energy at 100 m high?
b. Calculate the rock`s gravitational potential energy at 50 m, 20 m, 1 m, and 0
m high. Put the answers in the data table below.
Height (m) Potential Energy (J)

V. REFLECTION
The work done by a conservative force depends only on the initial and the final positions of
the body, regardless of the path. Would you liken yourself to a conservative force? Which one is
more important to you the path you have to take to reach your goals or only the final
destinations? Explain

Reference:
Arevalo, R.L (2017). General Physics 1. Makati City: Diwa Senior High School Series
Prepared By: Jerry G. Tubongbanua
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