ENGINEERING

PHYSICS 1
(MODULAR APPROACH)

Engr. Gregorio P. Pajaron Jr. & Engr. Romil L. Asoque

I. Module Title : COLLEGE PHYSICS 01 (PHYS 21)
II. Target Population : All students who have already taken up College Algebra,
Trigonometry, and Chemistry. This subject is being offered in the
second year level of the College of Engineering and Architecture
and in the Maritime College, fourth year level in the College of
Computer Studies, Education ( major in Science), Pharmacy and
BS Biology.
III. Overview

This module in College Physics 01 is design to help students understand and review high school
Physics. Same theories and principles will be discussed but this time, the topics, sample problems,
and problem sets will be more advanced fitted to a college level student. Physics is not an easy
subject, in order to learn and love it, some about, and how to applies to the real world. Sample
problems with complete solutions are provided to guide students on how to apply the formulas on
the problem exercises. The sample problems and problem exercises will definitely help the students
develop their problem solving skills and through solving they will learn more and appreciate the
beauty of Physics.

College Physics 01 is the first part of the two parts subject. Its topic includes the introduction to
Physics, measurements, vectors, forces in equilibrium, kinematics, force and motion (Newton’s
Law), work, energy and power, rotational kinematics, rotational dynamics, elasticity and simple
harmonic motion.

IV. General Objectives

At the end of this course, the students are expected to:

1.) Developed analytical skills in interpreting and solving problems;
2.) Improved problem solving skills;
3.) Formulate equations; and
4.) Appreciate the importance and applications of Physics to the real world.

V. Instruction to the Learners

1.) Read the contents of the module to have a general view.
2.) Read and understand each topic/lesson.
3.) Don’t rush yourself (but don’t go too slowly either); give your mind time to absorb the
material
4.) Do and answer all of the question/problems. In answering the questions in the exercises,
you may refer to the text. For the problem solving questions, write your solutions in a short
size bond paper specifying the respective exercises number you are solving.
5.) Submit all output when you are ready and confident to take a comprehensive exam ( Closed
note exam).
VI. Entry Behavior and Pre-requisite Skills

Students taking-up College Physics must be:

1) Self-motivated in completing the course module;
2) Diligent and patient in working on the questions/exercises;
3) Ready to conceptualize;
4) Mathematically inclined; and
5) Able to handle scientific calculator.
 LEARNING ACTIVITIES

LESSON 1 INTRODUCTION TO PHYSICS

LESSON 2 MEASUREMENTS

LESSON 3 VECTORS

LESSON 4 FORCES IN EQUILIBRIUM

LESSON 5 KINEMATICS

LESSON 6 FORCES AND MOTION: NEWTON’S LAWS

LESSON 7 DYNAMICS OF UNIFORM CIRCULAR MOTION

LESSON 8 WORK, ENERGY, AND POWER

LESSON 9 IMPULSE AND MOMENTUM

LESSON 10 ROTATIONAL KINEMATICS

LESSON 11 ROTATIONAL DYNAMICS

LESSON 12 ELASTICITY

LESSON 13 SIMPLE HARMONIC MOTION

LESSON 1 INTRODUCTION TO PHYSICS

OVERVIEW

All around us is composed of matter. How they behave and interact is the concern of physics.
That makes Physics the fundamental of all sciences.

This lesson introduces us to Physics and its branches.

OBJECTIVES

At the end of this lesson, the students are expected to:

Cognitive : Define Physics
Affective : Appreciate how Physics plays an important role in our surrounding and
technology.
Psychomotor : Recognize how Physics is applied to all subjects.

LEARNING ACTIVITIES

What is Physics? Physics is the fundamental of all sciences. It is concerned with the fundamental
structure, properties, and behavior of matter without reference to chemical change. It is also the
foundation of all engineering and technology.

Physics is what physicists do. Physicist study the universe, from the smallest part of matter to
the largest. They study the interactions of matter and energy, using experimental and mathematical
techniques.

Branches of Physics

1. Mechanics is the oldest branch of physics. It deals with the study of bodies & systems and the
forces acting on them. This is traditionally divided into two:
1.1. Statics the study of bodies at rest or in equilibrium.
1.2. Dynamics the study of the bodies in motion particularly the forces that affect the
motion of the body.
2. Heat & thermodynamics: (Heat) the branch of physics which studies the principle of the energy
associated with the kinetic random motion of large numbers of molecules. It also includes the
principle of temperature measurement, the effect of temperature change on the properties of
materials, heat flow, and (Thermodynamics) the study of transformation of heat energy into
work.

3. Electricity & Magnetism: (Electricity) the branch of physics which deals with the study of
electric charges at rest (electrostatics) or in motion (electrodynamics / electric current).
(Magnetism) a phenomenon in which one body exerts a force on another body with which it is
not in contact ( action of a distance).
4. Optics & Acoustics: (Optics) the branch of physics concerned with light and vision. It is divided
into two major branches:
4.1. Geometrical Optics studies the geometry of light rays as they pass through an
optical system.
4.2. Physical Optics studies the properties of light (e.g. diffraction, interference and
polarization) and its interaction with matter (e.g. refraction scattering and
absorption).
Acoustics is the branch of physics concerned with the production, propagation, reception
properties, and uses of sounds.

5. Modern Physics is the branch of physics which studies the modern aspects of the subjects which
include quantum mechanics, relativity, nuclear physics, particle physics, solid-state physics and
astrophysics.
LESSON 2 MEASUREMENTS

OVERVIEW

The basis of all sciences lies in the ability to measure quantities. How much you know about
something is often related to how well you can measure it. According to Lord Kelvin in the last century:
“I often say that when you can measure something and express it in numbers, you know something
about it. When you cannot measure it, when you cannot express it in numbers, your knowledge is of a
meager and unsatisfactory kind. It may be the beginning of knowledge, but you have scarcely in your
thoughts advanced to the stage of science, whatever it may be.”

This lesson will introduce us to measurements of different quantities, standard units, and
conversion factors.

OBJECTIVES

At the end of this lesson, the students are expected to:

Cognitive : State the fundamental quantities of measurement in the SI and the metric
system.
Affective : Compare the reference unit to the property being described.
Psychomotor : Change one unit of measurement to another unit.

LEARNING ACTIVITIES

A description made about something is subjective and vague. To avoid this, measurement is
being used. Measurement is a process of comparing a property to a well-defined and agreed-upon
reference. The well-defined and agreed-upon reference is used as a standard called a unit. Any number
that is used to describe a physical phenomenon quantitatively is called physical quantity (examples are
height and weight).
To make accurate and reliable measurements, units of measurement that do not change and
that can be duplicated by observers in different locations. There are two major systems of standard
units, the English (British) system and the metric system.
The English system of measurement started way back the ancient Greek civilization then later
adopted by the Romans and early English civilization. Some of its units were originally based on the body
parts of the human body. In the English system, the base units are the foot, the pound, the second, the
degree Fahrenheit, the ampere, the candela, and the mole.
The metric system was established by the French Academy of Science in 1791, but since 1960 it
has been officially known as the International System (SI, System International). The base units is SI are
the meter, the kilogram, the second, the Kelvin, the ampere, the candela, and the mole.

Meter – is the fundamental unit of distance, length, linear dimension or displacement. It is symbolized
by the lower case non-italicized English letter m.

Ampere – is the unit of electric current, and is symbolized A.

Kilogram – is defined to be the mass of a particular cylinder of platinum-iridium alloy. That cylinder is
kept at the International Bureau of Weights and Measures at Servres. Kilogram is symbolized by the
lower case non-italicized English letters kg.

Second – is the unit of time. It is defined as 1/60 of a minute, which is 1/60 of an hour, which in turn is
1/24 of a mean solar day. The second is symbolized by the lowercase non-italicized English letter s, or
sometimes abbreviated as sec.

Kelvin – is a unit of temperature, symbolized as K. it is a measure of how much heat exists relative to
absolute zero.

Candela – is the unit of luminous intensity, and is symbolized by the English letters cd. It is radiation
from a surface area of 1.667 x 10-6 m2 of a perfectly radiating object at the solidification temperature of
pure platinum.

Mole – it is the standard unit of material quantity and it symbolized by the English letters mol. It is
known as Avogadro’s number approximately 6.022169 x 1023.

Conversion Factors

Conversion is a method or process of changing a base unit to another unit of the same property.

System of Units

A. FPS System – English/British System of Unit

B. MKS System – Metric System of Unit

C. CGS System – Metric System ( cm-gm-sec)

Table 2-1. System of Units

System of Units Length Mass Time

FPS – English foot (ft) pound (lb) second (s)

System

MKS – Metric meter (m) kilogram (kg) second (s)

System

CGS – Metric centimeter (cm) gram (gm) second (s)

System
The SI (System International d’ Unités)
This system includes three classes of units:
A. Base Units
B. Supplementary Units
C. Derived Units

Table 2-2. The SI Base Units

Quantity Name Symbol

Length meter m

Mass kilogram kg

Time second s

Electric Current ampere A

Thermodynamics kelvin K
0Temperature

Amount of Substance mole mol

Luminous intensity candela Cd

Table 2-3. The SI Supplementary Units

Quantity Name Symbol

Plane Angle Radian rad

Solid Angle Steradian sr
Table 2-4. The SI Derived Units

Quantity Derived SI Unit Special Name Symbol

Area Square meter - m2

Volume Cubic meter - m3

Linear Velocity Meter per second - m/s

Angular Velocity Radian per sec - rad/s

Linear Acceleration Meter per sec2 - m/s2

Frequency (cycle) per second Hertz Hz

Density kilogram/meter3 - kg/m3

Force kilogram meter per Newton N

second2

Moment of Force Newton-meter - N.m

Pressure Newton per square Pascal Pa

Stress Newton per square Pascal N/m2

meter

Work, Energy Newton-meter Joule J

Power Joule per second Watts W

Table 2-5. Metric / SI Prefixes:

Prefix Power Abbreviation Example

pico- 10-12 p 1pF = 1 picofold =10-12 farad

nano- 10-9 n 1ns = 1 nanosecond = 10-9 second

micro- 10-6 µ 1µA = 1 microampere = 10-6 Ampere

milli- 10-3 m 1mm = 1 millimeter = 10-3 meter

centi- 10-2 c 1cL = 1 centiliter = 10-2 liter

kilo- 103 k 1kg = 1 kilogram = 103 grams

mega- 106 M 1MW = 1 megawatt = 106 watts

giga- 109 G 1 GV = 1 gegaelectronvolt

= 109 electronvolts

tera- 1012 T 1TJ = 1 terajoule = 1012 Joules

Some common English (British) and SI units:

Length
1 m = 100 cm = 1000 mm = 106 µm = 109 nm
1 km = 1000 m = 0.6214 mi
1 m = 3.281 ft = 39.37 in.
1 cm = 0.3937 in
1 in = 3.540 cm
1 ft = 30.48 cm
1 yd = 91.44 cm
1 mi = 5280 ft = 1.609 km
 Mass
1 kg = 1000 g = 2.2 lb
1 g = 6.85 x 10-5 slug
1 slug = 14.59 kg

Time
1 hr = 60 min = 3600 sec
1 day = 86400 s
1 yr = 365.24 da = 3.156 x 107 s

Volume
1 liter = 1000 cm3 = 0.03531 ft3 = 61.02 in3
1 ft3 = 0.02832 m3 = 28.32 liters = 7.477 gallons
1 gallon = 3.788 liters

Force
1 N = 105 dyne = 0.2248 lb
1 lb = 4.448 N = 4.448 x 105 dyne

Power
1 W = 1 J/s
1 hp = 746 W = 550 ft.lb/s
1 Btu/hr = 0.293 W

Sample Problems:

1. You step on a scale, and it tells you that your mass is 63 kilograms. Convert this to pounds.

Solution:

2.2 𝑙𝑏
63 kg = (63 kg) ( )
1 𝑘𝑔
= 139 lb

2. The density of water is 1.00 g/cm3. What is the value in kilograms per cubic meter?

Solution:

g g 1.00 kg 100 cm 3
1.00
cm3
= (1.00 3 ) ( 1000 g ) ( )
cm 1m

1.00 100 3 g kg cm3

= (1.00) (1000) (1.00) ( 3 ) ( g ) ( 3 )
cm m

kg
= 1000
m3
3. Filipino women in the age group 19 to 22 years have an average height of 5 ft. 2 in. What is this
height in centimeters? In meter?

Solution:

We have to express first the unit ft. into inches for uniformity. Thus,

12 𝑖𝑛
5 ft = (5 𝑓𝑡) ( 1 𝑓𝑡 )

= 60 in
so,

5 ft 2 in. = 60 in. + 2 in
= 62 in

Therefore;

2.54 𝑐𝑚
a) 62 in = (62 in) ( )
1 𝑖𝑛

= 157 cm

1𝑚
b) 62 in = (157 cm) ( )
100 𝑐𝑚

= 1.57 m

4. The Concorde is the fastest airliner used for commercial service. It can cruise at 1450 mi / hr
(about two times the speed of sound, or in other word, March 2). What is this cruise speed in
m/s?

Solution:

mi mi 1.61 km 1000 m 1 hr
1450 hr = 1450 hr ( 1 mi
) ( 1 km ) (3600 s)

mi m
1450 hr = 648 s

thus:

1450 mi / hr = 648.47 m / s
EXERCISE 1

Encircle the letter which corresponds to your answer.

1. The mole is a unit that expresses the

(a) Number of electrons in an ampere.
(b) Number of particles in a sample.
(c) Distance from the Sun to a planet.
(d) Time required for an electron to orbit an atomic nucleus.

2. The process of comparing a property of an object to a well-defined and agreed-upon reference

standard is called the process of
(a) Generalizing
(b) Synthesizing
(c) Graphing
(d) Measurement

3. A temperature of 0 K represents
(a) The freezing point of pure water at sea level.
(b) The boiling of pure water at sea level.
(c) The absence of all heat.
(d) Nothing. This is a meaningless expression.

4. A Newton is equivalent to a
(a) kilogram-meter.
(b) kilogram-meter per second.
(c) kilogram-meter per second squared.
(d) kilogram-meter per second cubed.

5. The SI system is an expanded form of the

(a) English system.
(b) Metric system.
(c) European system.
(d) American system.
6. The unit of mass in the SI metric system is the
(a) gram
(b) kilogram
(c) pound
(d) slug

7. An ideal standard of measurement should be

(a) accessible, but no variable
(b) variable, but no accessible
(c) variable and accessible
(d) neither nor accessible
 8. A football field is 100 yards long. Express this distance in millimeters
(a) 91,440 mm
(b) 87,540 mm
(c) 980 mm
(d) 37,300 mm

9. How many feet are there in 25 m?

(a) 82
(b) 7.62
(c) 300
(d) 75

10. How many ft2 in 1 m2?

(a) 10.76
(b) 3.28
(c) 2.54
(d) 17.67

11. A box has a form of cube that is 12 inches on each side. What is the volume in cubic centimeter?
(a) 28,317 cm3
(b) 75,312 cm3
(c) 34,457 cm3
(d) 17,247 cm3

12. Calculate the number of cm2 in one m2.

(a) 10,000 cm2
(b) 100,000 cm2
(c) 1,000 cm2
(d) 1,000,000 cm2

13. Change 20 oz / ml to kg / gallon.

(a) 2.14 x 103 kg/gallon
(b) 4.15 x 103 kg/gallon
(c) 3.74 x 103 kg/gallon
(d) 1.74 x 103 kg/gallon

ASSIGNMENT

1. Measure the length, width, and height of this book in centimeter, then multiply to find the
volume in cubic centimeter. Use a balance to find the mass of this book.

2. What is your height in ft? in cm? in meter?

3. What is your weight in kilograms? In pounds?

4. What two things does a measurement statement always contain? What do the two things to tell
you?
LESSON 3 VECTORS

OVERVIEW

Some physical quantities can be described by a single number with a unit. Other quantities have
directions associated with them, and cannot be described by a single number. Such quantities play an
essential role in physics.

Scalar and vector quantities will be presented in this lesson, as well as the operations associated
with these quantities.

OBJECTIVES

At the end this lesson, the students are expected to:

Cognitive : Distinguish a scalar quantity from a vector quantity.
Affective : Appreciate the difference of scalar and vector quantities, and how it applies to
our everyday lives.
Psychomotor : Construct a vector diagram in term of its x- and y – components.

LEARNING ACTIVITIES

When a physical quantity is described by a single number and a unit, we call it a scalar quantity.
If the physical quantity is expressed in terms of its magnitude and direction, then it is called a vector
quantity. Calculations with scalar quantities use operations of ordinary arithmetic. However, combining
vectors requires a different set of operations. Vector quantities are usually underlined or written with an
arrow above them. It can be represented with an uppercase bold letter.

PHYSICAL QUANTITIES:

A. Scalar quantity is a quantity that has magnitude only.

Example : (speed, distance, volume, current & etc.)
B. Vector quantity is a quantity that has magnitude and direction.
Example: (force gravity, displacement, acceleration, velocity, momentum & etc.)

Vector A ( in space) can be written as : A = iAx + jAy + kAz

Where: Ax is the component of vector A along the x-axis.

Ay is the component of vector A along the y-axis.

Az is the component of vector A along the z-axis.

i,j, and k are the directional vectors or unit vectors.

ILLUSTRATION: (Vector in CARTESIAN XY-PLANE)

y-axis
A = iAx + jAy

│A│

ᶿ x-axis

Vector in Cartesian XY – Plane:

│A│ = √(Ax)2 + (𝐴𝑦)2 (vector’s magnitude)

𝐴𝑦
Ө = tan-1 (𝐴𝑥 ) (vector’s direction)

Where:

│A│ = the magnitude of vector A

Ө = the direction of vector A

ILLUSTRATION: ( VECTOR in XYZ-SPACE)

y-axis
A = iAx + jAy + zAz

x-axis

z-axis
The Vector’s Magnitude and Direction in XYZ-Space:

│A│ = √(A)2 + (Ay)2 + (Az)2

𝐀.𝐢
Cos Өx =
│𝐀│

𝐀.𝐣
Cos Өy =
│𝐀│

𝐀.𝐳
Cos Өz =
│𝐀│

VECTOR OPERATIONS

A. Vector Addition
B. Vector Subraction
C. Vector Multiplaction
i. Dot Product
ii. Cross Product

iii.

Vector Addition

A C A+B=C
ᶿ

Vector Subtraction:

A C A-B=C
ᶿ
Note: A & B are in the opposite
direction clockwise
Vector Multiplication (Dot Product):

B A . B = AB cos ᶿ

Note: The result of vector dot

product is scalar.
ᶿ

Vector Multiplication (Cross Product):

y-axis
AxB

B x-axis

ᶿ
A
A x B = k AB sin ᶿ
Note: The result of vector
z-axis cross-product is a vector of
direction k.

METHODS OF FINDINGS THE RESULTANT OF VECTORS:

CASE I. When two or more vectors act parallel to each other, the magnitude of the resultant vector is
equal to the algebraic sum of the vectors.

ILLUSTRATION:

F1 = 20 kN
F3 = 10
F2 = 10 kN

The result vector R:

R = F1 + F2 – F3
R = 2- + 10 – 10
Thus,
R = 20 kN to the right
CASE II. When two vectors are perpendicular to each other, use the force triangle in determining the
resultant’s magnitude and direction.

ILLUSTRATION:
F2 = 6 kN

R
F2 = 6 kN
F1 = 8 kN Ѳ
F1 = 8 kN

The magnitude of the Resultant vector R:

R = √(8)2 + (6)2
R = 10 kN

Then direction of the Resultant vector Ѳ:

6
Ѳ = tan-1 (8)

Ѳ = 36.87˚
Thus:
R= 10kN @ 36.87˚

CASE III. When two or more vectors act at an angle other than 90 degrees, the following methods are to
be used:

1. Parallelogram method
2. Polygon method
3. Component Method

PARALLELOGRAM MEHTOD is the method of finding the resultant by constructing parallel lines of the
vectors and constructing another line (resultant) passing through the point of intersection.

POLYGON METHOD is the method of finding the resultant by transferring the forces (vectors) from its
head to the tail of the other closed polygon is made by the closing vector which is the resultant.

COMPONENT METHOD is the method commonly used by almost everybody. This can be easily done
through accurate computation of components with the aid of some trigonometric functions (e.g. sine,
cosine & tangent) , and Pythagorean Theorem.
SAMPLE PROBLEMS

1. Using the three methods (Parallelogram, Polygon, and component), find the resultant of the
vector given below:

5 A

A=5i+5j
B = -3 i + 3 j B 3

C = -10 I – 5 j
D=3i–5j -10 -3 3 5

-5
C D

Solution: PARALLELOGRAM METHOD

3 A
B
-10 -3 3 5

R D
C
-5

Solving for R1:

R1 = A + B
R1 = [ 5 i + 5 j] + [-3 i + 3 j ]
R1 = 2 i + 8 j

Solving for R2:

R2 = C + D
R2 = [-10 i – 5 j ] + [ 3 i – 5 j]
R2 = -7 i - 10 j