MODULE I

INTRODUCTION:
DEFINING PHYSICAL
SCIENCE

Objectives:

Students are able to:

- Introduce the course.

- Familiarize to the content.
- Recall the prior knowledge of the students.

1
INTRODUCTION: DEFINING PHYSICAL SCIENCE

Physical science can be defined as the study of matter and energy. Matter refers to all the
“stuff” that exists in the universe. Energy is what gives matter the ability to move and change.
Physical science can be divided into chemistry and physics.

 Chemistry focuses on matter and energy at the scale of atoms and molecules. It is the
study of the structure, properties, and interactions of matter. Important concepts in
chemistry include physical changes such as liquids freezing and chemical reactions such
as substances burning.

 Physics focuses on matter and energy at all scales, from atoms to outer space. It is the
study of energy and how it interacts with matter. Important concepts in physics include
motion, forces such as magnetism and gravity, and different forms of energy, such as
electricity, heat, and light.

LET’S TEST YOUR SCHEMA!

Since this course is divided into two parts namely Chemistry and Physics, let’s see your
knowledge about the subjects. Your task is to define CHEMISTRY AND PHYSICS using
this letters. Enjoy! 

C -____________________________ P-___________________________

H -____________________________ H-___________________________

E -____________________________ Y-___________________________

M - ___________________________ S-___________________________

I - ____________________________ I-___________________________

S -____________________________ C-___________________________

T -____________________________ S-___________________________

R -__________________________

Y- __________________________

 Don’t be afraid to give your ideas. Just give it a try.

2
MODULE II
FORMATION OF
ELEMENTS FOUND IN
THE UNIVERSE

Objectives:

Students are able to:

- Describe the big bang.

- Describe the formation of light elements found in the Universe seconds after the
Big Bang;
- Give evidence for the formation of heavier elements during star formation.
- Describe the ideas of ancient Greeks on the atom.
- Describe the modern model of the atom.
- Determine the contributions of the scientist in understanding the atomic structure.

3
 FORMATION OF ELEMENTS FOUND IN THE UNIVERSE

The Universe may have begun as an infinitely hot and dense initial singularity, a point
with all of space time, time, and energy. This mean that there was nowhere, when or what. Once
may say that time have a beginning at the big bang, in the sense that earlier times simply would
not defined... One could still imagine that God created the universe at the instant of big bang or
even afterwards.

The Big Bang theory states that the universe was formed 1.5 billion years ago in a great
explosion. After the giant explosion, minutes particles of matter mixed with radiation gradually
cooled which allowed for the formation of atoms. Atoms clumped together due to the influence
of gravity to form billions of galaxies. One of them is our very own Milky Way galaxy.

Seconds after the Big Bang, light elements formed. Protons, neutrons and electrons
consists the Universe. At the present, the universe consists of mostly hydrogen (H) and Helium
(He). The elements present were formed in the process known as Nucleosynthesis.

Atom came from the Greek word “atomos” which means indivisible or cannot be
divided. A philosopher who shared this idea was Democritus. It was John Dalton who describe
that the atom in as indivisible solid particle, he proposed an atomic theory about the indivisible
building blocks of matter called atom, so he thought that each element has its own kind of atom.
In the early 1990s several scientists made experiment investigations that reshaped Dalton`s idea
of atom.

Figure 1: MODEL OF THE ATOM

SCIENTIST MODEL OF ATOM DISCOVERY

John Joseph Thomson
Ernest Rutherford
Neils Bohr
Thomson’s Plum Pudding Electron
Rutherford’s Model of the Nucleus
Atom
Bohr Model of Atom Electron has specific energy
level or orbit.
Wave Model of Atom Theory of Wave Mechanics

4
Student Name: __________________________________ Score: _________________
Section: _______________________________________ Date: _________________

EXERCISE 1

LET’S CHECK YOUR UNDERSTANDING!

I. Answer the following questions below.

1. Describe the Big Bang Theory.

______________________________________________________________________________

______________________________________________________________________________

2. What do you call the process of forming heavier elements?

_____________________________________________________________________________

_____________________________________________________________________________

3. Atom is come from the Greek word “atomos”. What does “atomos” means?

_____________________________________________________________________________

4. Seconds after the explosion, what are the light elements formed?

_____________________________________________________________________________

5. Who describe that the atom is an indivisible solid particle? He is also the proponent of the
atomic theory about the indivisible building blocks of matter called atom?

_____________________________________________________________________________

5
AGREEMENT: SEARCH, DRAW, AND EXPLAIN

Illustrate the following atomic model and give a brief description in each model.

A. J.J. Thomson Model B. Rutherford’s Model

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

C. Bohr’s model D. Wave model

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

6
MODULE III
THE IDEA OF THE ATOM
AND PROPERTIES OF
MATTER RELATED TO
THEIR CHEMICAL
STRUCTURE
Objectives:

Students are able to:

- Differentiate proton, electron and nucleus.

- Familiarize to the Periodic Table of Elements.
- Name and Give Symbol of such elements using the Periodic table of Elements.
- Predict the polarity of a bond in a molecule.
- Determine if a molecule is a polar or non-polar type.
- Differentiate the two types of chemical bond: Ionic and Covalent.
- Describe the general types of intermolecular forces in a substance.

7
 THE IDEA OF THE ATOM AND PROPERTIES OF MATTER RELATED TO THEIR
CHEMICAL STRUCTURE

Particles smaller than an atom were discovered. The main sub-atomic particles are the
protons, neutrons and electrons.

NUCLEUS – found at the center of the atom. It is the core of the atom. The two sub
particles of an atom are found in nucleus. They are proton and neutron. Moving around the
nucleus are electrons.

PROTON (p+) - is the positively charged sub particle found in the nucleus of an atom.

NEUTRON (n0) - is discovered by James Chadwick which is an electrically neutral

particle having slightly greater than that of proton. They have no charge. All are identical and
can be found inside the nucleus together with proton.

ELECTRON (e-) – is the negatively charged particles. The exact location of an electron
is cannot be known. Only the likelihood of finding an electron in a particular place can be
determined. The space outside the nucleus is full of fuzzy blurry cloud where electron is likely to
be found.

In 1896, a Russian chemist, Dmitri Mendeleev proposed a much more tabulation of the elements
based on periodic recurrence of the properties of elements, the Periodic Table of Element.

Atomic number 6 12.01 Atomic mass

symbol
C
Carbon Name of an element

In an atom, the number of proton is equal to the number of electron.

- PROTON (p+) = ELECTRON (e- )

On the other hand, Atomic mass is equal to total number of proton and neutron.

- Atomic Mass = number of proton + number of neutron

POLAR AND NON POLAR MOLECULES

Electronegativity – is an ability of an atom to draw and shared electrons toward itself. It

determines the electron density of the shared electrons or the place where the electrons spend
most of their time.

ELECTRONEGATIVITY TYPE OF BOND

Less than 0.5 Non Polar
Between 0.5 and 2.0 Polar covalent
Greater than 2.0 Ionic

8
Different Molecules are compounds formed by chemical bonds.

There are two types of bonding:

1. IONIC BOND – chemical bonding between metals and non-metals

2. COVALENT BOND- bonds between two non-metals

Intermolecular forces – attractive forces that act between molecules or atoms of pure
substances, also called as van der Waals forces.

1. Dipole-dipole interaction- forces that act between polar molecules

2. Hydrogen bonding- occurs only between molecules that contain hydrogen bonded to

small and highly electronegative atoms like fluorine.

3. Dispersion forces- attractive forces between oxygen and nitrogen.

4. Ion-dipole interaction- force of attraction between ion and polar molecules like NaCl.

Student Name: _______________________________________ Score: _______________

Section: _____________________________________________ Date: ________________

Exercise: “BE PERIODIC!"

I. Answer the questions with the proper information using your notes, book, and the periodic
table.

1. What is the symbol for the following elements?

a. Magnesium _____________ b. Potassium ______________
c. Iron ___________________ d. Copper _________________

2. What are the names of the following elements?

a. C _____________________ b. Cl ____________________
c. Au ____________________ d. Sr ____________________

II. Use your Periodic table to complete the worksheet.

1. What is the atomic symbol for silver?

2. What is the atomic mass of mercury?
3. Ni is the symbol for what element?

9
4. The element that has the atomic number 17 is?
5. List the symbols for two transition metals.
6. Cu, Ag, and Au are all in what group number?
7. Name two noble gases
8. Give the symbol for two halogens.
9. What is the symbol for element with atomic number 74?
10. What is the atomic mass of copper?
11. What is the last element in period 4?

For questions 12 - 15, label the following Key box as it should appear on your periodic table
12. ____________________
13. ____________________
14. ____________________ 20 100.08

Ca
15. ____________________

CALCIUM

III. Answer the following.

A. Complete the table below.

Name of Symbol Atomic Atomic Number of Number of Number of

Element Number Mass Proton Electron Neutron

OXYGEN O 8 16 8 8 16-8 = 8

Aluminun 13 14

Na 23 11

Iron 26 30

N 7 14 7

Silicon 27 14

10
B. Electronegativity

ELECTRONEGATIVITY TYPE OF BOND

Less than 0.5
Between 0.5 and 2.0
Ionic

IV. Briefly explain the following:

1. Differentiate Ionic and Covalent bond.

_____________________________________________________________________

2. Explain each intermolecular forces acted upon the chemical bonds.

______________________________________________________________________

______________________________________________________________________

V. Use a Periodic table to find the information asked for below:

1. Write the atomic number of the following: 2. Write the atomic mass of the following:

Calcium_______ Calcium ______

Iron __________ Iron _________
Gold__________ Uranium______
Uranium_______ Copper_______

3. How many protons do the following elements have?

Calcium_________
Gold ___________
Copper _________
Iron____________

4. How many electrons do the following elements have?

Gold___________
Iron ___________
Copper_________
Uranium________

11
5. Write the symbol or the name for each of these elements:

Chlorine _________________ Zn _______________________

Copper __________________
Potassium _______________
Silver ___________________
Na _____________________
Sn _____________________
Helium ___________________
Iron ______________________
P ________________________
Ne _______________________
Mercury __________________

12
MODULE IV
BIOLOGICAL
MACROMOLECULES
AND CHEMICAL
CHANGES

Objectives:

Students are able to:

- Explain how the structures of biological macromolecules such as carbohydrates, lipids,

nucleic acid amd proteins determine their properties and functions.
- Differentiate Physical change from Chemical change.
- Define catalyst and describe how it affects reaction rate.
- Tell how energy is harnessed from different resources.

13
Physical Change vs. Chemical Change

For every chemical change that occurs, a new substance with different characteristics is
formed. In chemical change, the composition of matter always changes. Chemical change occur
when there is transfer if energy, change in color, formation of precipitate, and production of gas.
Some are examples of chemical reactions that form new substances:

Fe (Iron) + O2 = Fe2 O3 ( Rust)

Ag (Silver) + S (Sulfur) = Ag2S (Tarnish)

Antacid + H2O (water) = Carbon dioxide gas

Chemical Change occurs when new substances that have different characteristics are
formed, Unlike Physical Change where no new substances are formed.

Student Name: __________________________________ Score: __________________

Section: _______________________________________ Date: ___________________

EXERCISE: “WHO AM I?”

I. Identify the following pictures whether it is a source of Carbohydrates, Protein,

Lipids or Nucleic Acid

14
II. Group the given reaction if it is a Physical Change or Chemical Change.

Given Reaction Types of Reaction

Example: Pouring of milk Physical Change

Bleaching a Stain
Cutting paper into pieces
Breaking a Glass
Fermenting coconut sap

Melting Ice

15
Tarnishing a silver

Rusting a nail

Boiling of water

Attracting nails using magnets

16
 MODULE V
EARTH IS NOT THE
CENTER OF THE
UNIVERSE AFTER ALL

Objectives:

Students are able to:

- Explain what the Greeks considered to be the three types of terrestrial motion.
- Explain diurnal, annual motion and precession of equinoxes.
- Differentiate the competing models of the universe by Aristotle, Eudoxus, Ptolemy,
Copernicus, Brahe and Kepler.
- Discuss the Plato’s saving the appearances.
- Explain the evidences that Earth is not the center of the Universe.
- Explain how Galileo’s discoveries helped weaken the support for the model of Ptolemy;
and
- Explain how Brahe’s collection of data helped Kepler Develop.

17
 EARTH IS NOT THE CENTER OF THE UNIVERSE AFTER ALL

The Greeks and Three Types of Terrestrial Motion

In early ages, the idea of Greeks regarding terrestrial motion was highly influenced by the
Philosopher Aristotle. His philosophy was far more speculative than experimental.

In Aristotle’s world everything on Earth had its appointed place in and functions. Every object
in this world can be categorized under the following four elements: Earth, water, air, and fire. Let
us say, for example, a rock. It is mostly made in Earth and water.

Therefore, its rightful place is close to the center of the Earth. The larger the rock, the greater its
desire to move closer to the center of the Earth. Therefore, if someone carried this rock to a
higher place, its natural motion would fall straight toward the center of the Earth.

Aristotle also postulated that the Planets and Stars were made of a fifth element called
“quintessence”. The natural motion of these objects was a circular path, not up and down. Early
people had observed that these celestial objects were moving in a circular path.

Three Types of Motion

1. Diurnal Motion- the apparent daily motion the sky from East to West. This apparent
movement of heaven saw celestial objects seeming to rise from the east to west.
2. Annual Motion – Referred to the events or phenomena that came annually or once a
year. Specifically it refers to the orbit of the Earth to the Sun.
3. Precession of Equinoxes – this refers to gradual shift in the orientation of Earth’s Axis
of rotation. This is just as a wobbling top tracing out a pair of cones joined at their apices
in a cycle of approximately 26 000 years.

Concept of the Spherical Earth

The concept of the spherical Earth Dates back to around 6th Century B.C. in Ancient
Indian Philosophy and ancient Mediterranean thought.

Aristotle supported the idea of a spherical Earth. He provided physical observational arguments
regarding this matter. He observes that every portion of the Earth tends toward the center until,
by convergence or compression, they form a sphere.

He noticed that travellers going south see southern constellations rise higher above horizon and
the shadow of earth on the moon during lunar eclipse is round.

“Saving the Appearances”

It was the job of a philosophers to “save the appearances” by connecting reality with truth
using logic. It means without violating any known principles.

One has to understand perceptions of reality through its transformation into what one
knows to be true. This was known as the Socratic Method.Eudoxus (400 BC)- a student of plato
used his skills in geometry to envision a model a universe. The erratic motion of the planets

18
could be explained while still allowing for perfectly inside a sphere sharing a common center
whish was Earth. In the model of Eudoxus, Earth was shared a common center of sphere inside a
sphere.

Models of the Universe by Eudoxus, Aristotle, Aristarchus, Ptolemy, Copernicus

Aristotle, the foremost Greek Scientist, failed to imagine what motion would be like without
friction because he did not recognize the idea of inertia. Based in his experience, all motion was
subject to resistance, he made this fact central to his theory of motion.

Motion according to him was either natural or violent. On the other hand, natural motion on
Earth was thought to either straight up or straight down, like the rising if smoke and steam, and
the falling of stone to the ground.

Fire rose naturally to the sun and the stars, Earthly objects like wood and pieces of metal. All fall
toward Earth. Violent motion was conceived to be result of a push or a pull. Motion was
imparted to objects. The natural state of object was one of rest if they were not pushed of pulled.

Ptolemy

A Greek philosopher and native of Alexandria

named Ptolemy altered Aristotle’s model in several ways to
count for detailed observation of the motion of the planets.

He Advocates the Ptolemaic system where Earth

lies stationary at the center of the celestial sphere. In his
system, each planet is supposed to travel around the Earth
in loops while the orbits of the sun and moon are circular.

In his model, the sun was thought to move around the Earth
once a day while the Moon was much slower than the Sun.

The models of Aristotle and Ptolemy had rivals even from

the earliest days.

Aristarchus

Aristarchus of Samos, a Greek astronomer and

mathematicians, presented the first known model of the
universe that placed the Sun at its center.

His model had Earth revolving around the Sun.

The Ancient thinkers then thought that is this was true and
Earth were moving.

The distant stars ought to change positions with

respects to one another. However, the apparent relative
motion among the stars was too small that no available
instruments during those times could detect them. His
Theory did not gain an enduring support. His
astronomical ideas were often rejected in favor of
geocentric model of Aristotle and Ptolemy.

19
Nicolas Copernicus

He formulated his theory of the moving Earth. He

explained that Earth rotates on its axis. It also revolves with the
other planets around the Sun.

During the last days of his life, his close friend

persuades him to send his work to the printed. He received the
first copy of if his work, De Revolutionibus.

Tyco Brahe

After they discovered that the Ptolemaic Alfonsine

Tables and the Prutenic table were wrong in predicting the
conjunction of Jupiter and Saturn several days.

He initiated a program to develop a model and correct

the discrepancies. He observed stars and comets only a large
sextants and compass. He was able to find the accuracy in
defining the position of Jupiter and Saturn.

He also found 1577 comets moving in space among the

planets which meant that these heavenly bodies were not
supported on fixed spheres.

Galileo Galilei

In 1609, Galileo built his first telescope and began

making observations of the heavenly bodies among his
discoveries and observation were the lunar craters on the moon.

He also observed the four largest moons of Jupiter, he

discovered the sunspots on the sun which confirms that the sun
rotates and planets orbit around the Sun and not the Earth.

This is evidence against the Geocentric Theory of

Ptolemy. He also confirmed that the orbits of the planets were
circular in shape which was later proven to be wrong Kepler
who found out through mathematical analysis of the data of
Brahe that the orbits of planets are ellipses where the Sun is one
of the foci of ellipse.

20
 Kepler

Johannes Kepler a Danish Astronomer was the assistant

of Tyco Brahe, after the death of Brahe, Kepler obtained all the
recorded data and analyze them. He Formulated the Three Laws
of planetary motion as follows:

1. Planets move in Elliptical orbits. The paths of the planets

are ellipses with the sun at one focus.

2. An imaginary line from the planet to the sun sweeps

equal areas in equal time intervals whether the planets is close to
or far from the Sun.

3. The ratio of the squares of the periods (T) of the planets

are proportional to the cubes of their means distances (R) from
the Sun. this can be expressed mathematically as T2/R2= K or T2=kR3, where k is constant
of proportionality. The relationship applies to all the planets.

Student Name: __________________________________ Score: ________________

Section: _______________________________________ Date: _________________

EXERCISE: “philoKNOWsopher”

Instructions: list down the philosophers and their contributions in the field of astronomy.

Name Contribution Information

21
Name Contribution information

Guide Questions:

1. Compare the Three Early models of the Universe, namely Ptolemaic, Copernican and
Tychonic Models.

2. Name one Discovery of Galileo which helped weaken support for the Ptolemaic model.

22
3. State Kepler’s Three Laws of Planetary motion.

4. Find the mean distance of a planet from the Sun if its period of revolution is 300days.

5. Define Plato’s “saving Appearances”

23
MODULE VI
THE LAWS OF PHYSICS
ARE UNIVERSAL

Objectives:

Students are able to:

- Compare the Aristotelian and Galilean concept of motion; and

- Explain how Galileo inferred that an object in a vacuum fall with uniform acceleration
and that force is not necessary to sustain horizontal motion.

24
 THE LAWS OF PHYSICS ARE UNIVERSAL

Aristotle’s Ideas of Motion

More than 2000 years, Aristotle suggested that a force is necessary to produce motion. He
further suggested that to maintain that motion the force must be continuously exerted on the
object. He further explained that if there is no force, there can be no motion.

Aristotle further believed that the absence of an external force, any moving body will
ultimately come to rest.

In some respects, he was right, as we know from observations that a body at rest will not
move unless a force is continuously applied to it. However, there are also some cases of bodies
which continue to move even without force acting on them. An example is block of ice thrown
along a very smooth surface.

But so strong was the belief of Aristotle’s Idea contemporaries on his idea that all kinds
of weird arguments were used to support them. One such idea was the argument that a falling
body accelerates because its weight increases as it approaches Earth’s surface.

Galileo’s thought Experiment about Motion

For many centuries nobody seemed to be successful in challenging the ideas of Aristotle.
Twenty centuries later, Galileo Challenge Aristotle’s theories concerning motion. He tested
Aristotle’s ideas through “thought experiments” experiments he did not actually perform except
in his mind.

Galileo uses a ball that was released from position A to run down a bent trail. When the
rail is bent along ABC, the ball rises to C, which is nearly the same height as A. the bent along
ABD AND ABE, the ball again rises to nearly the same height as A from where it was released.

What happens if the trail is bent along ABF where BF is horizontal? The ball would
never be able to rise to the level of A.

Galileo argued that, in the absence of friction, an object would move continuously at a
constant speed along the straight line.

Galileo did not attempt thought to explain why a body keeps on moving at a constant
velocity along a straight line. He simply showed that it is natural for a moving body to do so, just
as it is for a stationary body to remain at rest. This natural tendency of the body is called Inertia.

Inertia is the tendency of the body to maintain its state of rest or of uniform speed along a
straight line.

Free Fall

Do heavier objects fall faster than light objects? Or, do they fall at the same rate? People
had, for a long time, believed that the heavy bodies fall at a faster tare than light objects popular
account was said of Galileo dropping a small iron ball and a large cannon ball from the leaning
tower of Pisa in the sixteenth century.

25
 To the amazement of spectators, the two balls hit the ground almost at the same time, but
what about the case of a coin and a piece of paper? In air, the coin falls faster than the flat piece
of paper.

In a vacuum, however they fall at the same rate, as demonstrated by the “coin and
feather” experiments.

Air resistance has a great effect on the light feather than on the heavier coin because of
the larger exposed surfaced area of the feather against air resistance.

Acceleration Due to Gravity

If air resistance is negligible, a body falls freely under the influence of gravity with
uniform acceleration. This is called acceleration due to gravity, denoted by g.

The standard value of g is 9.8 m/s2

Name: _____________________________________________ Score: ______________

Section: ____________________________________________ Date: ______________

Pa-Fall

The student will conduct an experiment about Galileo’s free fall.

Materials:

1. Feather or paper
2. Ball (big and small)
3. Camera with slow-motion feature (optional)

Feather and Ball

Instructions:

1. Bring out the feather or a piece of paper and a ball.

2. Step on an elevated platform.
3. Release the ball and the piece of paper at the same time and let the two objects fall free.
4. Observe.
Big and Small Ball

Instructions:

1. Bring out the two ball one heavier or bigger and one lighter than the other or smaller.
2. Step on an elevated platform.
3. Release the two balls at the same time and let the two objects fall free.
4. Observe

26
 Optional: if you have a good model of camera or mobile phone that has a slow-motion
feature.

Guide Questions:

1. What have you observed with the first experiment? What object hits the ground first?

2. What have you observed with the second experiment? What object hits the ground first?

3. Why does that the two balls hit the ground at the same time regardless of their weight and
size?

4. Compare the Aristotelians and Galilean concept of motion

5. Explain how Galileo inferred that an object in a vacuum fall with uniform acceleration
and that force is not necessary to sustain horizontal motion.

27
MODULE VII
MASS, MOMENTUM AND
ACCELERATION
Objectives:

Students are able to:

- Differentiate mass from weight

- Define momentum and acceleration
- Solve problems involving equations and formulas of weight, momentum and
acceleration.

28
 MASS, MOMENTUM AND ACCELERATION

Mass vs. Weight

Mass is more fundamental than weight. It is the measure of actual material present on a
body. Mass depends only on the number and kind of atoms that compose the body. On the other
hand, the weight of a body is the gravitational force that acts on the material, and depend on
where the object is located.

To get the weight of a body, W= mg

where: W= weight

m= mass

g= acceleration due to gravity (9.8 m/s2)

An object with more mass is pulled by gravity with greater force, so mass and weight is
closely related. However, the weight of an object can change if the force of gravity changes,
even while the mass of the object remains constant. Look at NASA astronaut in the Figure
above. He was one of the first humans to walk on the moon and feel the force of its gravity. He
weighed less on the moon than he did on Earth because the moon’s gravity is weaker than
Earth’s.

Momentum

Based on our daily experiences, a body has a greater mass and velocity the greater effort
needed to change its path or stop, therefore the body has great momentum.

Momentum is the quantity that measures the tendency of a body to continue in motion
along a straight path.

Its mathematical form is p=mv

Where: p= momentum,

m= mass

v= velocity

Acceleration

An object in motion seldom moves at a constant speed, nor does it remain in the same
direction. So, it is important to specify both magnitude and direction of a moving object. When
the velocity of an object is changing, we can say that the body is experiencing acceleration.
Acceleration (a) is defined as the rate of change of velocity overtime.

29
 a = V2-V1 Where: a= acceleration

t V2= Final velocity

V1= Initial velocity

t=Time

Name: ___________________________________________ Score: ________________

Section: __________________________________________ Date: _________________

Instruction: Apply what have you learn earlier in each word problem set and solve the following
problems systematically.

WEIGHT MASS

What is the weight of a man with 50 kg mass? Find the mass of 5OON sack of rice?

1. Given: 1. Given:

2. Unknown: 2. Unknown:

3. Formula: 3. Formula:

4. Solution: 4. Solution:

5. Final Answer: 5. Final Answer:

MOMENTUM ACCELERATION

A car’s performance is often assessed by the

A Bowling ball has a mass of 2kg. Find its shortest time required to accelerate it from rest
change in momentum if it changes in speed to 100 km/hr. The new Ferrari can achieve this
from 10m/s to 20 m/s? in 5 seconds. What is the average acceleration
of the car?

1. Given: 1. Given:

30
2. Unknown: 2. Unknown:

3. Formula: 3. Formula:

4. Solution: 4. Solution:

5. Final Answer: 5. Final Answer:

31
REFERENCES:

Caintic, H. E. “Physical Science”, C & E Publishing, Inc. 2016.

Esguerra, J. P. H. Et al. “Teaching Guide for Senior Highschool Physical Science Core Subject”,
commission on Higher Education, 2016.

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