BSP Physics Module by Otpicar

Course Credit 5 units Course
Code PHYPSY Units (lec and Prerequisite None

lab) s
Course Contac 7 Course/Year
Psychology /2nd
Title PHYSICS t Hours hrs/wee level
year
k
MODULE IN PHYSICS BY: OTPICAR
Course
Description
Physics is the study of force, matter, and energy.
Course Outline:
Midterm
1.0 Introduction
1.1 Measurements, Physical Quantities, Matter
1.2 VECTORS
1.3 Velocity and Acceleration
1.4 Force and Newton’s Laws of Motion
1.5 Work, Power and Energy
Final
1.6 Moment of a Force
1.7 The Production and Properties of Sound
1.8 Light rays and Reflection
1.9 Magnetism
1.10 Electric Circuit
PREPARED BY: ENGR. OLIVIA T. PICAR

Asst. Prof. IV
Lesson 1 Introduction, Measurements, Physical

Quantities, and Matter
A. Introduction
This lesson covers the definition, principles and scope of
physics, measurements of physical quantities, and the nature,
kinda, and structure of matter.
B. Target Learning Outcomes
At the end of the lesson, learners will be able to:

1. define physics.
2. discuss the nature of measurements, systems of
measurement, units and conversion equivalents.
3. state the two kinds of physical quantities,
fundamental and derived.
4. discuss matter, kinds, properties, and structure.
C. Learning Management system, tools , apps

google classroom, messenger
D. Learning Content, Discussions, and Illustrations
Physics the branch of science concerned with the nature and

properties of matter and energy. The subject matter of physics,
distinguished from that of chemistry and biology, includes
mechanics, heat, light and other radiation, sound, electricity,
magnetism, and the structure of atoms.
Measurements
Measurement is an act of comparing something with a standard.

A measurement has two parts, namely: magnitude and unit. The
magnitude answers the question “ how much” while the unit answers
the question “of what”. Example: 8 kilometers, 8 refers to the
magnitude and kilometers refers to the unit.
Systems of Measurements
1. English
2. Metric
3. S.I. – System International
Physical Quantities – these are the things that are measurable.

There are two kinds of Physical quantities, namely: Fundamental
and Derived.
There are seven fundamental physical quantities that are measured

in base or physical fundamental units: length, mass, time,
electric current temperature, amount of substance, and luminous
intensity..
Derived Physical Quantities are a combination of two or more of

the fundamental quantities. Like for example: speed, weight,
acceleration, etc.
E. Learning Activities (Activity, Analysis,

Abstraction, Application)
Name: Sandra A. Cabural Date Performed: April 24,
2023
Course/Yr & Sec: BSP 2-A Date Submitted: April 25,
2023
ACTIVITY NO. 1
LABORATORY APPARATUSES
I. Objective: To be able to name, draw, and give uses of common chemistry laboratory
apparatuses.
II. List at least 20 laboratory apparatuses and their uses. (You may draw your table of
apparatuses that fits to the size of your drawing).
Name Uses
1. Beaker Used to hold varying volumes of liquid
2. Bunsen Burner Used to heat things
3. Test Tube Used to hold and mix small samples

4. Graduated Cylinder Used for measuring many different volumes
5. Volumetric Flask Measures one specific volume, marked by the etched line on the
neck.
6. Watch Glass Used to evaporate a liquid, to heat small portions of a substance
7. Erlenmeyer Flask Designed for easy stirring, can be swirled by hand without spilling
8. Buret Often used for titrations or dispensing specific volumes of liquids
9. Funnel Used to aide in the transfer of liquids
10. Glass Stir Bar Used to stir things that are often contained in beakers
11. Pipettes Used for measuring specific volumes
12. Magnetic Stir Bar Used in conjunction with a stirring plate
13. Wash Bottle Used to dispense RO water
14. Safety Googles MUST BE WORN IN THE LAB AT ALL TIMES
15. Spatula Used to transfer samples or chemicals from their original containers
16. Vial with Cap Used to hold small portions of samples both solid and liquid
17. Test Tube Holder Is used to hold test tubes
18. Crucible Tongs Used to transfer a hot crucible inside/atop the curve at the end of the
tongs
19. Tongs Grasping and lifting vessels of heat-resistant material used in high
temperature chemical reactions
20. Disposable Pipet Used to transfer small amounts of liquids
Name: ______________________________ Date Performed: ________________

Course & Year level: _________________ Date Submitted: ________________
Activity No. 2A
MEASUREMENTS
Objective: To be able to use appropriate measuring devices properly with
precision.
Materials: meterstick, foot ruler, steel tape
Procedure:
1. Using a measuring device, get the dimensions of the ECC’s multi-purpose
hall.
Let the dimension along its windows be length, the dimension along the
entrance/exit doors be width, and the dimension from ceiling to floor be
height.
2. Tabulate the results in the table below:
3. Calculate
a. Area(A) = length x width = ______________________ square meters.
A = _____________________square feet.
A = _____________________ square centimeters.
b. Volume (V) = length x width x height = ____________ (cm) 3

V = _____________ (m) 3
V = _____________( ft) 3

Activity No. 2B
MEASUREMENTS
Objective: To be able to use appropriate measuring devices properly with
precision.
Materials: Clinical Thermometer
Procedure:
1. Using a clinical thermometer, take the body temperatures of 10 students
including
you being the first in the list below.
2. Tabulate results in the table as shown.
Body Temperatures
Name
o
C F
o
K R
o
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Temperature Units Conversion Formulas:

1. oC to oF : o
F = 9/5 oF + 32
2. oF to oC : o
C = 5/9 (oF – 32)
3. oC to K : K = oC + 273
4. oF to oR: o
R = oF + 460
F. Assessment/Evaluation
A. Assessment/Evaluation
Presentation ------------------- 25%
Preparedness and
Punctuality of Submission ---- 25%
Performance Accuracy ------ 50%
Total ------------------------------100%
B. References
General Science Laboratory Google Search Engine
LESSON 2 VECTORS
A. Introduction:
This lesson introduces the addition of vector forces or
simply vectors. There are two ways of finding the resultant of
two of more vectors, namely: Graphical or scientific method.
B. Target Learning Outcomes
1. define vectors
2. sketch a vector
3. find the resultant of two or more vectors.
C. Learning Management system, tools , apps

D. Learning Content, Discussions, and Illustrations

Vectors are quantities that are fully described by magnitude
and direction. The direction of a vector can be described as
being up or down or right or left.
Since vectors represent forces that imply direction, it is

but natural to assign beforehand a sign convention for such
operations we will take later on problems involving vectors. In
this book, we shall follow the following sign conventions:
Forces moving to the right or upward +
Forces moving to the left or downward -
In other words, we will refer from our rectangular coordinate
system throughout all our operations on vectors here. As
regards to the unit, we conveniently use Newton, with a symbol N.
Contact Forces Action-at-a-Distance Forces
Frictional Force Gravitational Force
Tension Force Electrical Force
Normal Force Magnetic Force
Air Resistance Force
Applied Force
Spring Force
Example 1. Show graphically by scale a 100 –Newton force

towards North.
Solution: From the given problem, it is required to show by
drawing to scale the force given.
So, to start, let us choose a measuring scale of length to
represent the given magnitude which is 100 , which we can name as
F1.
Using our meter rule, and with the space or plane to contain the
graph, we would be more convenient with a centimeter to compare
with say 20 Newtons (N). So that, 1cm = 20N force, our chosen
scale. Graphically, vectors are represented by arrows, with their
heads in the direction of the force.
From the Rectangular Coordinate System , to refer our directions
So that, with reference to the above X-Y Plane, we measure 5
centimeters up towards North and along the y-axis, as shown below
Example 2: Draw to scale a 100-N force 30o north of east.

Solution:
We see that the given magnitude here is also 100-N same with that
in example 1. Therefore, if we use the same scale as 1cm = 20 N,
we have the same length of the arrow as F 1, and to represent the
second force, we may call F2. So that by plot
3.2 FINDING THE RESULTANT FORCE

ADDITION AND SUBTRACTION OF VECTORS
Rule: To add/subtract vectors, collect all vectors moving towards

the same direction. Then, get the algebraic sum for vertical
forces. If the net force is directed upward, append a plus (+)
sign but if the net force is downward, append a negative ( - )
sign to the magnitude of the net force. Similarly, for
horizontal forces, if the net force is directed to the right,
append a plus sign ( + ), while a negative (-) sign to the
magnitude of the net force, if directed to the left.
Example 1.
Given forces F1 = 30 N ↑, F2 = 40 N←, F3 = 50 N→. Find the
resultant ( net ) force, Fnet , each for the horizontal
and vertical forces.
Solution: We can see from the given problem that there are 3
forces, F1 , F2 , and F3 . We will sort the forces as to
direction as: vertical and horizontal forces.
To get the sum of vertical forces, represented by symbol ∑Fv or
∑Fy , where ∑Fv , means summation of vertical forces while ∑Fy
means summation of forces along y-axis, which both symbols are
used to denote algebraic sum of vertical forces or vertical
components of the forces.
Since there is only one vertical force given therefore, ∑Fv or
∑Fy = F1 = 30 N.
On the other hand, getting the sum of horizontal forces and
recalling our sign conventions for forces directed right,
( + ), while forces to the left ( - ), therefore F 2 ← and
F3→ will be summed up as
∑Fh or ∑Fx = F2 + F3
= - 40 + 50 , adding algebraically, we
have
= + 10 or simply 10, recalling that
positive numbers do not necessarily bear the + sign in them.
Example 2. Given the force system below. Find the net vertical
force and net horizontal
Solution: ∑Fv or ∑Fy = F2 - F4

= 100 - 75
= 25 N.
∑Fh or ∑Fx = F1 + F3
= 80 – 50
= 30 N.
RULE 2: Finding the resultant (net) force for Inclined Forces

To find the net force for inclined forces or forces
that make a certain angle with respect to the horizontal, break
down the inclined force into its vertical and horizontal
components.
The vertical component of a force F is represented as Fv or
Fy while that of horizontal component is Fh or Fx .
The same procedure is applied in getting the net force
for a system of forces. Solve individually the net vertical
forces and horizontal forces. Then, apply the Pythagorean theorem
to solve for the magnitude of the net force. For the direction,
use the tangent function. Always remember that the net force
is a vector quantity. That is, it has both the magnitude and
direction.
Example 1.
Given the force system below, find the resultant (net) force .
From the previous solutions, we knew that ∑Fh or ∑Fx = F1 +

F3 = 30 N and ∑Fv or
∑Fy = F2 - F4 = 25 N. With these components of the ∑F or
R , we will solve the Resultant Force, R, by Pythagorean
Theorem:
From the figure below:

And solving for R, from the formula,
Another Solution : Graphical or Polygon Method
In this method, the vectors drawn to scale are connected from

tip of the first arrow or vector to tail of the succeeding arrow
or vector. The resultant force, R is drawn from the tail of the
first arrow or vector to the tip of the last arrow or vector that
is added. Thus, solving the above problem using this method, we
will form the figure shown below
E. Learning Activities (Activity, Analysis, Abstraction,

Application)

Activity No. 2A
VECTORS
Objective: To be able to find the resultant force of two or more vectors.
Materials: Straight edge/ruler, pencil, graphing paper
Procedure: For the set of vectors given below, find the resultant force.
3. Resultant of # 1 and #2 ( Addition of Vectors)

Activity No. 2B
VECTORS
Procedure: For the set of vectors given below, find the resultant force.
Activity No. 2C
VECTORS
Procedure: For the set of vectors/ force system given below, find the
resultant force.
F. Assessment/Evaluation
Presentation ------------------- 25%

Preparedness and
Total ------------------------------100%
G. References
PHYSICS BOOK by: OTPICAR
https://www.physicsclassroom.com/class/vectors/Lesson-
3/Addition-of-Forces#:~:text=The%20net%20force%20is
%20the,vectors%20A%20%2B%20B%20%2B%20C.
LESSON 3 Velocity and Acceleration
A. Introduction
This lesson covers bodies moving at a uniform acceleration,

distinguish between velocity and speed, and problems involving
uniformly accelerated motion, distance, speed, and time.
B. Target outcomes(objectives)
1. define acceleration, uniformly accelerated motion, speed,
distance, displacement.
2. solve problems involving speed, velocity, and
acceleration.
C. Learning management system, tools , apps

D. Learning content
E. Learning activity

Activity No. 3
VELOCITY and ACCELERATION
Objective: To be able to understand the formula s= vt, and uniformly
accelerated
motion
Materials: pen and extra paper
Procedure: Complete the activity as shown.
1. SI unit of velocity is
Options:
A
Pa/s
T/s
m/s
W/s
2. The rate of change of the object’s position with respect to a

frame of reference and time
Options:
Acceleration
Speed
Displacement
Velocity
3. Velocity is what quantity?
Options:
A
Scalar quantity
Vector quantity
Dimensionless quantity
none of the option
4. Prime indicator of the rapidity of the object is

Options:
A
Acceleration
Speed
Displacement
Velocity
5. What is the speed of an object at a specific moment of time

called?
Options:
A
Unit speed
Unit velocity
Instantaneous speed
none of the option
Name: _________________________ Date Performed:____________

Course/Section: ________________ _Date Submitted: ___________
ACTIVITY No. 3B
Acceleration Due to Gravity , g
I. Objective: To be able to compute the compute the experimental

value of g and
compare it with the theoretical value.
II. Materials: timer, meter stick, objects
III. Procedure: Drop the object and from a height of 1 meter and
observe the time of fall. Make 3 dropping trials for each object.
Tabulate results in the table below.
Recalculate from your experiment results the value of
acceleration due to gravity, g.
Theoretical value of g = 9.8 m/s2
s = h = ½ gt2
h = 1 meter , t = 2h/g ; g = 2h/t2
objects Observed time of fall

Height, m t, sec Computed g
trial trial trial ave
1 2 3 time
pebble 1 m
Plastic 1 m
ball
Rubber 1 m
ball
Compare the computed g with the theoretical value. Write your

comments.
F. Assessment/ Evaluation
Presentation ------------------- 25%
Preparedness and
Total ------------------------------100%
G. References
PHYSICS BOOK by OTP

https://byjus.com/physics/velocity/
LESSON 4. FORCE AND NEWTON’S LAWS OF MOTION
A. Introduction
This lesson includes the definition of force, and the three

laws of Newton on motion, namely: Law of Inertia, Law of
Acceleration, and Law of Action and Reaction.
1. define force, inertia, action and reaction forces,
acceleration.
2. solve problems involving force, motion and
acceleration.

D. Learning content
Newton’s first law of motion states that a body at rest will

remain at rest position only and a body which is in motion
continues to be in motion unless otherwise they are acted upon by
an external force. In simple terms, we can say that the objects
cannot start or stop or change direction by themselves and they
require some external force to act on them.
Inertia is the resistance offered by an object to change its
velocity. Inertia is defined as the property of the body which
remains at rest or which remains in motion by maintaining the
constant velocity. Hence Newton’s first law of motion is
sometimes called the law of inertia.
Example:
A moving object in motion – It continues to be in motion till
some outside force is applied.
Newton’s first law of motion also says that if the net force
acting on the object is zero then it will have zero acceleration.
Thus when an object is at rest it will have zero velocity and
zero acceleration. When an object is in motion the velocity will
not be equal to zero but the acceleration will be equal to zero.
Activity No. 4
FORCE AND MOTION
Objective: To be able to get a clear perspective on the principles of force

and motion.
Materials: writing materials such as pen and extra paper
Procedure: Read and analyze. Answee the question and solve problem
below .
Presentation ------------------- 25%
Preparedness and
Total ------------------------------100%
G. References
Internet Sources
https://www.vedantu.com/question-answer/state-newtons-first-law-
of-motion-and-give-its-class-9-physics-cbse-
5fdb63a49f633c04d65b324b
LESSON 5 WORK, POWER, ENERGY
A. Introduction
1. give the definition of mechanical work, energy,

and power.
2. calculate the amount of work done by forces
3. define potential energy and kinetic energy
4. solve problems involving mechanicl work, energy
and power.
C.Learning Management system, tools , apps

D. Learning content
WORK
When a force acts upon an object to cause a displacement of the
object, it is said that work was done upon the object. There are
three key ingredients to work - force, displacement, and cause.
In order for a force to qualify as having done work on an object,
there must be a displacement and the force must cause the
displacement. There are several good examples of work that can be
observed in everyday life - a horse pulling a plow through the
field, a father pushing a grocery cart down the aisle of a
grocery store, a freshman lifting a backpack full of books upon
her shoulder, a weightlifter lifting a barbell above his head, an
Olympian launching the shot-put, etc. In each case described here
there is a force exerted upon an object to cause that object to
be displaced.

Activity No. 5A
WORK, ENERGY, POWER
Objective: To be able to get a clear perspective on the principles of

mechanical work, power, and energy.
Materials: writing materials such as pen and extra paper, drawing
instruments
Procedure: Read with understanding and answer.
Tell whether a work is done or not and explain why.

1. A teacher applies a force to a wall and becomes exhausted.
2. A book falls off a table and free falls to the ground.
3. A waiter carries a tray full of meals above his head by one

arm straight across the room at constant speed. (Careful! This is
a very difficult question that will be discussed in more
detail later.)

Activity No. 5B
WORK, ENERGY, POWER
Objective: To be able to get a clear perspective on the principles of

mechanical work,
power, and energy.
Procedure: Read with comprehension and answer the questions and solve
the
problems.
1. Determine whether the following physical quantities can be

positive or negative.
a. work
b. power
c. potential energy
d. kinetic energy
2. A hiker has two options of going up the mountain top. One way
is by taking the side of the mountain and the other by taking the
vertical accent. If both ways lead to the same location to where
the hiker must go, which one would require a greater amount of
work?
3. Rei Willem is riding a MOA’s ferris wheel. In one complete

rotation, what is the net force done by the wheel?
Presentation ------------------- 25%
Preparedness and
Total ------------------------------100%
G. References
Internet Sources
https://www.nap.edu/read/6024/chapter/3#4
https://www.google.com/search?sxsrf=ALeKk01T44_fu0RDD0RyU3NW3ti29O3amA
%3A1600734789430&ei=RUZpX6rxGd-
Vr7wPluyc6AY&q=sedimentary+rocks+definition+and+examples&oq=sedimentary+rock
LESSON 6 MOMENT OF A FORCE
A. Introduction
This lesson covers moment of force, how to find the

moment of a reaction forces about a given axis, and
determine the moment arm between the line of action of
aforce and the axis of rotation.
1. define moment of a force, moment arm, reaction force, action

force
2. determine the moment arm
3. solve for the moment of a given force about an axis

D. Learning content
The Moment of a force is a measure of its tendency to cause a

body to rotate about a specific point or axis. This is different
from the tendency for a body to move, or translate, in the
direction of the force. In order for a moment to develop, the
force must act upon the body in such a manner that the body would
begin to twist. This occurs every time a force is applied so that
it does not pass through the centroid of the body. A moment is
due to a force not having an equal and opposite force directly
along it's line of action.
Imagine two people pushing on a door at the doorknob from
opposite sides. If both of them are pushing with an equal force
then there is a state of equilibrium. If one of them would
suddenly jump back from the door, the push of the other person
would no longer have any opposition and the door would swing
away. The person who was still pushing on the door created a
moment.

Activity No. 6
MOMENT OF A FORCE
Objective: To be able to achieve a thorough understanding on the principles

of torques
or moment of a force.
Procedure: Given the beam AB as shown, find the force F 2 and its moment
arm, d.
Presentation ------------------- 25%

Preparedness and
Total ------------------------------100%
G. References
https://www.google.com/search?
q=moment+of+a+force&oq=moment&aqs=chrome.0.69i59j69i57j35i39j0i433i512j0i512j
46i131i433j69i60j69i61.4702j0j9&sourceid=chrome&ie=UTF-8
LESSON 7 PRODUCTION AND PROPERTIES OF SOUND
A. Introduction
This lesson covers a basic concept about sound, its
production, and properties.
At the end of the lesson, the learners will be able to:

1. define sound, frequency, period, velocity of sound
2. enumerate the properties of sound
3. understand the effects of sound
4. discuss the production and propagation of sound

D. Learning content
Acoustics is the science concerned with the production,

control, transmission, reception, and effects of sound. Its
origins began with the study of mechanical vibrations and the
radiation of these vibrations through mechanical waves, and still
continues today.
Sound is a form of energy which produces a sensation of hearing
in our ears. There are also other forms of energy like mechanical
energy, heat energy, light energy etc. Sound has a huge impact on
our day to day lives. Just think of how much of our technology
involves sending or receiving sounds in various forms.
HOW FAST DOES SOUND TRAVEL?
Sound can also travel through solids and liquids, not just gases.
The standard speed of sound in air at 15o C is equal to 340m/s .
Propagation of Sound
Sound is produced by vibrating objects. The matter or substance

through which sound is transmitted is called a medium. It can be
solid, liquid or gas.
NATURE OF SOUND
 Sound is produced due to vibration of different objects.
 Sound travels as a longitudinal wave through a material

medium.
 Sound travels as successive compressions and rarefactions in

the medium.
 In sound propagation, it is the energy of the sound that

travels and not the particles of the medium.
 Sound cannot travel in vacuum.

Activity No. 7
PRODUCTION AND PROPERTIES OF SOUND
Objective: To be able to get a deeper understanding on the principles of

the production and properties of sound.
Procedure: Answer the questions briefly and solve problems critically.
A. QUESTIONS
1. Define acoustics, speed of sound, frequency, period,

wavelength
2. Discuss the production and propagation of sound.
3. What are the characteristics of a sound wave? Distinguish
each.
4. What are compressions and how are they distinct from
Rarefactions.
5. How does the speed of sound determine? Explain.
B. PROBLEMS
6. What are nodes? How many and how far apart are the nodes on a
string 80cm long vibrating at 1600Hz assuming a wave velocity on
the string of 320m/s?
7. What nature of a sound will a singer produce when he hits a

note at a wavelength of 1.4 cm in a colder place where air
temperature is 5oC?
Presentation ------------------- 25%

Preparedness and
Total ------------------------------100%
G. References
PHYSICS BOOK by OTPICAR
q=production+of+sound+and+properties&oq=production+of+s
ound+and+properties&aqs=chrome..69i57j0i22i30.15092j0j9
&sourceid=chrome&ie=UTF-8
LESSON 8 LIGHT RAYS AND REFLECTION

A. Introduction
This lesson covers basic principles, the properties and nature
of light, light rays and reflection.

1. distinguish between a light ray and reflection of light.
2. enumerate the properties of light
3. discuss the nature of light
4. explain reflection of a light ray.

D. Learning content
What is reflection of a light ray?
Reflection is when light bounces off an object. Light

reflects from a smooth surface at the same angle as it hits the
surface. For a smooth surface, reflected light rays travel in the
same direction. This is called specular reflection. For a rough
surface, reflected light rays scatter in all directions

Activity No. 8
LIGHT RAYS AND REFLECTION
Objective: To be able to get a clear perspective on the principles of light.

Procedure: Answer the following questions briefly and explain.
1. Define a. light ray
b. reflection of light
c. photons
d. incident ray
e. refraction of light
2. Distinguish between reflection and refraction of light.
3. What are the types of reflection of light? Give examples.
4. Explain the law of reflection of light.
5. What are the importance of the reflection of light?
Presentation ------------------- 25%
Preparedness and
Total ------------------------------100%
G. References
q=light+rays+and+reflection&oq=light+rays+and+refle&aqs=chrome.0.0i512j69i57j0i22i
30l8.12510j0j9&sourceid=chrome&ie=UTF-8
LESSON 9 MAGNETISM
A. Introduction
This lesson covers concept and applications of magnetism.
1. define magnetism
2. discuss the concepts, applications, and importance of
magnetism

D. Learning content
Magnetism is one aspect of the combined electromagnetic

force. It refers to physical phenomena arising from the force
caused by magnets, objects that produce fields that attract or
repel other objects.
A magnetic field exerts a force on particles in the field due

to the Lorentz force, according to Georgia State University's
HyperPhysics website. The motion of electrically charged
particles gives rise to magnetism. The force acting on an
electrically charged particle in a magnetic field depends on the
magnitude of the charge, the velocity of the particle, and the
strength of the magnetic field.

Activity No. 9
MAGNETISM
Objective: To be able to get a thorough understanding on the principles of

magnetism.
Materials: writing materials such as pen and extra paper.

Procedure: Answer the questions briefly and discuss the solution of the
problems given
below.
A. Questions
1. What is magnetism?
2. What is a magnetic field?
3. What are the kinds and uses of magnets?
4. What are the main applications of magnetism?
5. Explain the RIGHT - HAND RULE magnetic field.
B. Problems
6. A wire loop is bent into the shape of a square with each side
of length 4.5 cm. The loop is placed horizontally on a tabletop
with two of the sides oriented north/south and two of the sides
oriented east/west. A battery is connected so that a current of
24 mA is produced around the loop; the current flows in the
clockwise direction looking from the top. What is the force
produced by the earth’s magnetic field on each section of
current-carrying wire? What is the overall torque on the loop?
What would the torque be if the same length of wire were bent
into a circle instead of a square (assuming the same current)?
Procedure: 2. A velocity selector in a mass spectrometer uses

a 0.100-T magnetic field.
a. What electric field strength is needed to select a speed of
?
b. What is the voltage between the plates if they are separated
by 1.00 cm?
7. A proton is moving at 12% of the speed of light in the
direction which is 20 degrees up from west. It passes through the
earth’s magnetic field which points due north with a strength of
0.5 x 10-4 T. What is the resultant force on the proton? What
will the radius of curvature of its path be?
A long, straight wire carries a

6.0-A current that is directed in
the positive x direction. When
a uniform magnetic field is
applied perpendicular to a 3.0-m
segment of the wire, the
magnetic force on the segment is
0.36 N, directed in the negative y
direction, as shown.
What are the magnitude and
direction of the magnetic field?
Presentation ------------------- 25%
Preparedness and
Total ------------------------------100%
G. References
q=right+hand+rule+magnetic+field&oq=right+hand+rule&aqs=chrome.1.69i57j0i20i263i
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LESSON 10 ELECTRIC CIRCUIT
A. Introduction
This lesson covers all concepts concerning an electric

circuit, which basically consists of a voltage source, load or
resistor, and electric current. It also includes the principles
behind parallel and series connections of resistors in a circuit.

1. define an electric circuit, resistor, current
2. distinguish between a series and parallel connections of
Resistors
3. solve problems involving electric circuits

D. Learning content
Series
Resistors in series have the same current flowing

across them but different voltages. The total potential
drop across the resistors in series is V=V1 + V2.
Using Ohm's law

V= IReq = IR1 + IR2.
Req=R1 + R2.
The resistance of N different resistors in series is

the sum of each resistor
Parallel
Resistors in parallel share the same voltage but have different

currents flowing through them. The total current between the
resistors is Ieq=I1 + I2.
This is then V/Req=V/R1 + V/R2.
1/Req = I/V= I1/V1 + I2/V2
1/Req= 1/R1 + 1/R2
In general, the combined resistance of N resistors connected in

parallel is 1/Req = ∑iN(1/Ri)

Activity No. 10 A
ELECTRIC CIRCUIT
Objective: To be able to get a clearer understanding on the concepts of
electric circuit.

Procedure:
Answer the following questions:

1. What is an electric circuit. Draw a sample schematic diagram.
2. Given 3 resistors in series connection of the same magnitude of loading,
how much
current passes through one of the resistors is 3 Volts and total current is 1
ampere?
Show your solution.
3. Referring to question # 2, discuss the current that a resistor gets if the the
connection
is parallel.

Activity No. 10
SERIES and PARARLLEL CONNECTIOS OF RESISTORS
Objective: To be able to get a clearer understanding on the principles of

series
and parallel connections of resistors.

Procedure: Given the circuit as shown, complete the table below. Show your
solution on a separate sheet.
Resistor Voltage Current
R1 = 5 ᴒ VR1 = IR2 =
R2 = 2 ᴒ VR2 = IR2 =
R3 = 3 ᴒ VR3 = IR3 =
RT = VT = 3 V IT =
Presentation ------------------- 25%
Preparedness and
Total ------------------------------100%
G. References
PHYSICS BOOK BY OTPICAR
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BSP Physics Module by Otpicar

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Course Credit 5 units Course

Code PHYPSY Units (lec and Prerequisite None

MODULE IN PHYSICS BY: OTPICAR

1.3 Velocity and Acceleration

1.4 Force and Newton’s Laws of Motion

1.5 Work, Power and Energy

1.6 Moment of a Force

1.7 The Production and Properties of Sound

1.8 Light rays and Reflection

1.10 Electric Circuit

PREPARED BY: ENGR. OLIVIA T. PICAR

Lesson 1 Introduction, Measurements, Physical

B. Target Learning Outcomes

At the end of the lesson, learners will be able to:

C. Learning Management system, tools , apps

D. Learning Content, Discussions, and Illustrations

Physics the branch of science concerned with the nature and

Measurement is an act of comparing something with a standard.

3. S.I. – System International

Physical Quantities – these are the things that are measurable.

There are seven fundamental physical quantities that are measured

Derived Physical Quantities are a combination of two or more of

E. Learning Activities (Activity, Analysis,

2. Bunsen Burner Used to heat things

3. Test Tube Used to hold and mix small samples

8. Buret Often used for titrations or dispensing specific volumes of liquids

9. Funnel Used to aide in the transfer of liquids

11. Pipettes Used for measuring specific volumes

12. Magnetic Stir Bar Used in conjunction with a stirring plate

13. Wash Bottle Used to dispense RO water

14. Safety Googles MUST BE WORN IN THE LAB AT ALL TIMES

17. Test Tube Holder Is used to hold test tubes

Name: ______________________________ Date Performed: ________________

2. Tabulate the results in the table below:

b. Volume (V) = length x width x height = ____________ (cm) 3

Name: ______________________________ Date Performed: ________________

Temperature Units Conversion Formulas:

B. Target Learning Outcomes

At the end of the lesson, learners will be able to:

C. Learning Management system, tools , apps

D. Learning Content, Discussions, and Illustrations

Since vectors represent forces that imply direction, it is

Contact Forces Action-at-a-Distance Forces

Frictional Force Gravitational Force

Tension Force Electrical Force

Normal Force Magnetic Force

Air Resistance Force

Example 1. Show graphically by scale a 100 –Newton force

Example 2: Draw to scale a 100-N force 30o north of east.

3.2 FINDING THE RESULTANT FORCE

Rule: To add/subtract vectors, collect all vectors moving towards

Solution: ∑Fv or ∑Fy = F2 - F4

RULE 2: Finding the resultant (net) force for Inclined Forces

From the previous solutions, we knew that ∑Fh or ∑Fx = F1 +

From the figure below:

Another Solution : Graphical or Polygon Method

In this method, the vectors drawn to scale are connected from

E. Learning Activities (Activity, Analysis, Abstraction,

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