Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)
Course Science Elective. Physics
Sem/AY First Semester/2021-2022
Module No. 1
Lesson Title Fundamental Measures and Kinematics
Week
2-5
Duration
Date
The lesson is focus on describing what is motion. Revisiting the historical views of
Description what causes an object to move-from Aristotelian natural state of object to Einstein’s
of the frame of reference. The classical Newtonian Mechanics will be explored in this lesson
Lesson which include both Kinematics and Dynamics.

Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning • Establish relationship between quantities and translate this into mathematical
Outcomes equations; and develop critical understanding of the facts, concepts, theories,
and laws of mechanics and its application in real-life situations.
• Foster cooperation and leadership during laboratory experiments; and discuss
technological advancements related to mechanics.
• Recognize the role of systematic planning in performing experiments; and
manipulate tools and equipment used in laboratory setting.
Targets/ At the end of the lesson, students should be able to:
Objectives • identify the different quantities used as standard measurement.
• differentiate vector from scalar quantities
• apply scientific method in problem solving.
• describe the motion of an object.
• distinguish speed from velocity.
• differentiate acceleration from deceleration; and
• solve problems involving motion in a straight line.

Student Learning Strategies

Online Activities
A. ONLINE DISCUSSION
(Synchronous/
Asynchronous)

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
The online discussion will be during the class schedule (refer to CS posted in
FB Grp.) via Google Meet or Zoom. Link will be posted a day before the scheduled
class.
B. Learning Guide Questions:
1. What is the role of measurement and scientific method in the
development of Science?
2. What are the different views on motion?
3. What is the difference between distance and displacement? speed and
velocity? acceleration and deceleration?
4. What are the quantities that affects velocity and acceleration?

C. LESSON GUIDE/LECTURE
The lecture guide will also be uploaded to the FB group:
(LSPUSPCC-CTE_CHUA-Physics _2020) in .jpeg format.

OVERVIEW:
The lesson will attempt to review the fundamental tools of Science including
measurement and scientific method. It will focus on understanding motion-relatively motion
can be viewed depending upon the frame reference. This scientific definition of motion as
explained through the history of kinematics leads to the understanding of the natural forces
around us. Acknowledging that there are a lot of forces present on an object moving on a
straight path.

Offline Activities
(e-Learning/Self-
Paced)

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
VIEW OF MOTION
Greek ➢ NATURAL POSITION and NATURAL FORCE
philosopher and An object falls because its natural position the earth; the sun, the
scientist moon, and the stars travel in circles around the earth because it is the
nature of heavenly objects to travel in perfect circles.
ARISTOTLE Motion requires a force to make an object move in an unnatural
(384 B.C-322BC) manner. Motion requires FORCE.
“Knowing yourself Motion moves vertically. The element earth moves down toward its
is the beginning of natural resting place. Water's natural place is just above earth. Air rises
all wisdom.” to its natural place in the atmosphere. Fire leaps upwards to its natural
—Aristotle place above the atmosphere.

Check this out!

https://www.youtube.com/watch?v=yf_iEKBvYAc

https://www.bing.com/videos/search?q=Aristotle+in+motion&&view=detail&mid=326BAB3D85C0B72C279E326BAB3D85C0B72C2
79E&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3DAristotle%2Bin%2Bmotion%26FORM%3DHDRSC3

Italian physicist ➢ DISTANCE AND TIME

and astronomer Analyze motion in terms of distance traveled from some starting
position and the time that it took. FORCE as a cause for motion. Motion
GALILEO GALILEI is described in terms of velocity.
(1564-1642) The speed of falling objects increases steadily during the time of their
fall. This acceleration is the same for heavy objects as for light ones,
provided air friction is discounted.
“Knowing thyself, If weight determines the speed of fall, then when two different
that is the greatest weights are dropped from a high place the heavier will fall faster and the
wisdom.” lighter slower, in proportion to the two weights. Therefore, all bodies
- Galileo
accelerate at the same rate regardless of their size or mass.
Check this out! Galileo’s Inclined Plane
https://www.bing.com/videos/search?q=galileo+on+motion&&view=detail&mid=474D55E605
219DBD8429474D55E605219DBD8429&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%
3Dgalileo%2Bon%2Bmotion%26FORM%3DHDRSC3

English ➢ FORCE and MASS

mathematician Defining force and mass and relating these to acceleration. Newton’s
and physicist laws: Inertia, Acceleration and Action-Reaction
First Law of Motion states that for the motion of an object to change, a
SIR ISAAC force must act upon it. This is a concept generally called inertia.
NEWTON Second Law of Motion defines the relationship between acceleration,
(1643-1727) force, and mass.
Third Law of Motion states that any time a force acts from one object
“Gravity explains to another, there is an equal force acting back on the original object.
the motions of the Mass, as a measure of the inertia of an object at rest, explains that
planets, but it
the greater the mass of an object, the greater its resistance to change in
cannot explain
its state of rest or of motion .Objects motion changes more and
who sets the
planets in motion.” accelerate more, if a stronger force is applied.
― Newton.

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
Check this out!
https://www.bing.com/videos/search?q=Newton%27s+Laws&&view=detail&mid=253D3D6D746
1AD81C80A253D3D6D7461AD81C80A&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3D
Newton%2527s%2BLaws%26FORM%3DRESTAB

German Born- ➢ FRAME OF REFERENCE

American Explains Motion referring to the theory of special relativity, which
Physicist explains how to interpret motion between different inertial frames of
Albert Einstein reference — that is, places that are moving at constant speeds relative to
(1879-1955) each other. It explained that when two objects are moving at a constant
speed the relative motion between the two remains the same. Objects’
“There are only motion is relative to the frame of reference.
two ways to live The laws of physics are the same for all non-accelerating observers,
your life. One is as and that the speed of light in a vacuum was independent of the motion
though nothing is
of all observers.
a miracle. The
Time and distance are relative to the observers’ frame of reference.
other is as though
everything is a
miracle.”
― Albert Einstein

Check this out!

https://www.bing.com/videos/search?q=Albert+Einstein+on+theory+of+motion&&view=detail&
mid=3D788FF4F1A1F49D60A13D788FF4F1A1F49D60A1&&FORM=VRDGAR&ru=%2Fvideos%2F
search%3Fq%3DAlbert%2BEinstein%2Bon%2Btheory%2Bof%2Bmotion%26FORM%3DHDRSC
3

https://www.bing.com/videos/search?q=Albert+Einstein+on+theory+of+motion&
ru=%2fvideos%2fsearch%3fq%3dAlbert%2bEinstein%2bon%2btheory%2bof%2b
motion%26FORM%3dHDRSC3&view=detail&mid=3DAB30EF0D06BD0245FC3DA
B30EF0D06BD0245FC&&FORM=VDRVSR

THE SCIENCE OF MECHANICS

Mechanics branch of physics concerning the motions of objects and their response to forces.
Modern descriptions of such behavior begin with a careful definition of such quantities as
displacement time, velocity, acceleration, mass, and force. It is one of the oldest of the physical
sciences, is the study of motion of objects. The principles of mechanics can be applied to many
types of motion – from the motion of elementary particles within atoms to the motion of
galaxies of stars.

➢ Kinematics is the study of motion. A domain of physics that deals with the motion of a
body or system without reference to force and mass. Kinetics is the description of motion
without regard to what causes it.

➢ Dynamics is the science to understand why and how objects accelerate. The study of
the relationship between forces (causes of motion) and motion.

MOTION ALONG A STRAIGHT LINE

Equilibrium in a body. When a force acts on a given body that there are 2 possible effects:
1) A force could distort or at least alter the dimensions or shape of the body. If the shape or
dimension of a body can’t be altered, then it is considered rigid.
2) A force could produce a change in the state of the body. The word implies one that is either
at rest or one that is moving with a constant velocity.

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Statics involves the following areas:

1) The study of forces acting on a body that is at rest or is moving in a straight line with a
constant speed called “Translational Equilibrium”. e.g. Car travelling in straight line at
constant speed
2) The study of forces acting on a body is rotating at a constant rate called “Rotational
Equilibrium”. e.g. Spinning wheels

Forces is a vector quantity defined to be either a push or pull

1. Compressive Force – if it pushes against the body.
2. Tensile Force – if it pulls the body

Motion is defined as the movement of an object brought about by force that acted on the object. It
is exhibited by a change in position.

1. Rectilinear Motion – the motion of an object travelling in a straight line.

2. Curvilinear motion - motion of an object travelling in a curved path.

3. Angular Motion – an object travelling at certain angles.

➢ Distance and Displacement along a Straight Line (Horizontal Motion)

Distance – the total path length transverse by an object moving from one location to another.
Displacement – vector quantity which has both magnitude and direction.

Figure 1. Difference between distance & displacement Figure 2. Difference between

speed and velocity

➢ Speed refers to how fast a body is moving and is defined as the distance covered per unit of
time of travel.

➢ Velocity An object is said to be moving when its position changes with time. The rate at
which the position of a moving object changes with time. It is a vector quantity whose
magnitude is speed, v; its direction is the direction in which the object is moving.

𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑑 𝑑𝑖𝑠𝑝𝑙𝑎𝑐𝑒𝑚𝑒𝑛𝑡 𝑑
𝑠𝑝𝑒𝑒𝑑 = = 𝑣= 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 = 𝑣̅ =
𝑡𝑖𝑚𝑒 𝑡 𝑒𝑙𝑎𝑝𝑠𝑒𝑑 𝑡𝑖𝑚𝑒 𝑡

Quantity and Unit (symbol)

• Displacement & Distance - meter (m) or kilometer (km)
• Time /Time elapsed-second (s) or hour (hr)
• Velocity & Speed-meter per second (m/s) or kilometer per hour (km/hr)

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
TYPES SPEED VELOCITY
Constant When a body covers the same An object moving with constant velocity
𝑑 distance for the same time interval, the travels equal distances in equal time
𝑣=
𝑡 body is said to be travelling at a intervals. The velocity of an object
constant speed. equals its displacement divided by the
elapsed time.
Average The distance covered per time Whenever an object moves with a
𝑑𝑓− 𝑑𝑖 interval; it can be determined by using changing instantaneous velocity. Its
𝑣= the odometer readings in each time displacement divided by the elapsed of
𝑡𝑓− 𝑡𝑖
f=final i=initial internal. time.
Instantaneou The speed of the moving body at any The velocity of the moving body at any
s given instant of time. given instant of time.
𝑣 = 𝑑/𝑡

Slope of the line represent

constant speed
Slope d/t
Uniform motion- speed remains
the same.
Parabolic graph suggests is
proportional to time

Figure 3. Types of motion

EXAMPLE 1:

Source: Young, H.D. (2010). College Physics. 9th ed. Boston: Addison and Wesley Publishing. (p.97)
Illustration:

What does it mean?

The average velocity of the
swimmer is 2.08 m/s for the first
length and -1.04 m/s for the return
trip. Therefore, since the starting
and the finishing point is the same
the average velocity is zero for the
entire trip.

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
EXAMPLE 2:

Supposing a car has a constant speed of 10 m/s, this means that the car will cover 10 meter per
second of travel. What distance does it cover after (a) 10 s, (b) 1 min. and (c) 1 hr of travel.
Data: s=10 m/s a. t=10s find d? t=1min find d? t=1hr find d ?
a. d=st b. convert 1min=60 seconds c. convert 1hr=3600sec
=(10m/s) (10s) =(10m/s) (60s) =(10m/s) (3600s)
=100 m =600m =36,000m

YOU TRY THIS TIME! (Note: the answer to this will be posted in FBgrp)
A motorcycle starts from rest on a straight road and reaches a speed of 25.0 m/s in 3.5 seconds
(a) what is the average speed of the motorcycle? (b) What distance did it cover?
Data: Solution

ACCELERATION
Few objects move with constant velocity for any period. For example, as you drive from one
place to another in your car, your instantaneous velocity normally changes as you travel. Your
instantaneous velocity increases when you step on the gas pedal, and it decreases when you step on
the brakes. The velocity of the object changes only when it interacts somehow with something else.
Acceleration is the rate at which its velocity changes with time.
➢ The symbol of acceleration is a (it is a vector quantity).
➢ For the case of motion in a straight line, the direction of an object’s velocity and the
direction of its acceleration are related as follows:
❖ If the object’s velocity and acceleration are in the same direction, the object’s
velocity increases with time. Its acceleration is positive, and the object speeds
up in the direction of motion.
❖ When the object’s velocity and acceleration are in the opposite directions, the
object’s velocity decreases with time. Its acceleration is negative, and the
object slows down. Decreases in velocities are called decelerations.
➢ The average acceleration of an object is the change in its velocity divided by the elapsed
time.
𝒄𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒗𝒆𝒍𝒐𝒄𝒊𝒕𝒚 𝒗𝒇 −𝒗𝒊
Average acceleration: 𝒆𝒍𝒂𝒑𝒔𝒆𝒅 𝒕𝒊𝒎𝒆 𝒂= 𝒕
➢ The most common unit of acceleration in the SI system is the meter per second, which
𝑚2
is usually written as 𝑠
. This unit is obtained as follows:
𝒎 𝒎
𝒔 𝒔 𝒎𝟐
Unit of a = 𝒔
= 𝒔 = 𝒔
𝒍
➢ In situation in which the acceleration of an object is constant. In this type of motion,
the object’s velocity changes uniformly, and the object is said to have uniform
acceleration. In this case, the velocity of the object is changing at a constant rate – that
is, equal changes in velocity occur in equal time interval.
Remember:
Acceleration – how fast you speed up, slow down, or change direction; it’s the rate at
which velocity changes.

EXAMPLE 1. Lisa’s car is moving at 20m/s and started to speed at 30 m/s in 2.2 seconds. a. What is
its acceleration? b. What if after 3 seconds it decelerates at 12 m/s, will its velocity remains the same?
Data: a. vi=20 m/s vf=30 m/s t=2.2 s
b. vi=30 m/s vf=12 m/s t=3.0 s
𝑣𝑓−𝑣𝑖
Solution: (a) 𝑎 = 𝑡
=30 m/s – 20 m/s = 12 m/s – 30 m/s
2.2 S 3.0 s
=4.5455 m/s2 =-6.0 m/s2

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
What does it mean? The car’s acceleration after 2.2 seconds will be 4.5455 m/s2 but will not remain
the same after it slow down. The negative sign in the final answer, denotes that the car
decelerated.

EXAMPLE 2. A car initially travelling along a straight stretch of highway at 15 m/s accelerates with
a constant acceleration of 2.0m/s2 to pass a truck. What is the velocity of the car after 5.0 s?

What does it mean?

It means that the velocity
increase by 2.0 m/s every second, so in
5.0 seconds the velocity increases by
10 m/s.
If the car maintains its constant
acceleration the velocity of the car will
be 25 m/s.
Source: Young, H.D. (2010). College Physics. 9th ed. Boston: Addison and Wesley Publishing. (p.97)

YOU TRY THIS TIME! (Note: the answer to this will be posted in FBgrp)
Analyze the tables below. Assume that you are comparing the velocity and acceleration of
the two vechicles. At which second are their acceleration the same?

C. ENGAGING ACTIVITIES
OFF-LINE ACTIVITIE
Note: Study the lesson guide: lecture, documents, and video/s. These will be posted in
FB Group and GClassroom. Lecture Presentation (PPT. Physics. Lecture.2) will be also
available in the same flatforms. You may also watch the videos discussing the different
views of motion.
Part 1. Write your Reflection Paper (RPT2a)
Soft copy and guidelines will be posted in Google Classroom.
How I understand the Topic. (My Thoughts)
The Diagram that will best represent it. (Impact)
Phrase that will summarize the ideas presented (#)
The Image that best describe the topic. (i)
What I do not understand about it. (My question)
#Attach as well your answer to “YOU TRY THIS TIME” portion in the module

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Understanding Directed Assess

The submitted reflection paper and activity sheet will be the expected output of this lesson. The
following will be the rating to be used in grading the said outputs.
A. Rubrics for Discussion Postings
Answer to Guide Question (10) Score Reaction/Comments (5) Score
The answer shows a deep The reactions/comments
understanding of the ideas in the reflect understanding and analysis
course materials. of the postings concerned.
They reflect an incisive analysis They are reasonable and well
of theory, practice, and personal supported by theory/practice/
experience. personal experience/ logical
examples/illustrations.
They are well supported by They are appropriate and
valid arguments, appropriate relevant to the discussed issues and
examples/illustrations/details, and concerns during the class
relevant personal experiences. interpolation.
Timeliness Score Organization and Mechanics Score
The postings are timely/up to The postings are organized,
date (i.e., contributed within the clear, concise, and grammatically
assigned schedule/time frame). correct.
Source: Lecture Notes of Professor Niño D. Naldoza, the Director of the Institute of Knowledge Management of the
Philippine Normal University (PNU) during the webinar Development of Self-Paced Learning Module (SLM).

B. Rubrics for the Reflection Journal

Indicators Above Expectations Meets Expectations Approaching Expectations Below Expectations
10 7 5 3
Reflective The reflection explains the The reflection explains the The reflection attempts to The reflection does not
Thinking student’s own thinking and student’s thinking Demonstrate thinking about address the student’s
learning processes, as well as about his/her own learning but is vague and/or thinking and/or
implications for future learning. learning processes. unclear about the personal learning learning.
process.
Analysis The reflection is an in-depth The reflection is an The reflection attempts to The reflection does not
analysis of the learning analysis of the learning analyze the learning move beyond a
experience, the value of the experience and the experience but the value of the description of the
derived learning to self or value of the derived learning to the student or others is Learning experience.
others, and the enhancement learning to self or others. vague and/or unclear.
of the student’s appreciation for
the discipline.
Making The reflection articulates The reflection articulates The reflection attempts to articulate The reflection does not
Connections Multiple connections between Connections between this connections between this learning articulate any
this learning experience and learning experience and experience and content from other connection to other
content from other courses, past content from other courses, past learning experiences, learning or
learning, life experiences and/or courses, past learning or personal goals, but the connection experiences.
future goals. experiences, and/or is vague and/or
future goals. unclear.

Source: Reflective Paper Rubrics. Retrieved September 1, 2020 from:

http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

C. Rubrics for Problem Solving

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Source: Problem Solving Rubrics. Retrieved September 3, 2020 from:

https://www.bing.com/images/search?view=detailV2&ccid=DM2RXMKR&id=1C8BBA38E353D54249DCBB1C125AB978BD72A84C&thid=OIP.DM2RXMKRCggoy-
7mSG9z2gAAAA&mediaurl=https%3a%2f%2fptop.only.wip.la%3a443%2fhttps%2fecdn.teacherspayteachers.com%2fthumbitem%2fMATH-Problem-Solving-Rubric-1453431750%2foriginal-280273-
1.jpg&exph=350&expw=270&q=Math+Problem+Solving+Rubric&simid=608028933896605648&ck=8E71DEA9C8FFA1307D00E7FEE0ADFC70&selectedIndex=15&FORM=IRPRST
&ajaxhist=0

Learning Resources
1. Enger, E.D., Ross, F.C. and Tillery, B.W. (2013). Integrated Science, 6th Edition. McGraw-Hill Companies,
Inc.
2. Jewett, J. W. and Serway, R. A. (2012). University Physics 1: Calculus-based. Cengage Learning Asia Pte Ltd.
3. Sears, F.W. (2001). University Physics 10th. USA Addison-Wesley Publishing House.
4. Villanueva F. J. (2010). Conceptual Science and Beyond: Physics IV. Brilliant Creations Publishing Inc.
5. Young, H.D. (2010). College Physics. 9th ed. Boston: Addison and Wesley Publishing

Other Sources:

Biography of Famous People. Link https://www.biography.com/scholar/

Rubrics for Reflection Paper. Link http://earlycollegeconference.org/wp-
content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

Problem Solving Rubrics. Retrieved September 3, 2020 from:

https://www.bing.com/images/search?view=detailV2&ccid=DM2RXMKR&id=1C8BBA38E353D54249DCBB1C125AB978BD72A84C&thid=OIP.DM2RXMKRCggoy-
7mSG9z2gAAAA&mediaurl=https%3a%2f%2fptop.only.wip.la%3a443%2fhttps%2fecdn.teacherspayteachers.com%2fthumbitem%2fMATH-Problem-Solving-Rubric-1453431750%2foriginal-280273-
1.jpg&exph=350&expw=270&q=Math+Problem+Solving+Rubric&simid=608028933896605648&ck=8E71DEA9C8FFA1307D00E7FEE0ADFC70&selectedIndex=15&FORM=IRP
RST&ajaxhist=0

CONTACT INFORMATION

I am your Faculty-in-Charge. There is more information about me in our course website.

You may reach me at: ELISA N. CHUA, Ph. D.
Laguna State Polytechnic University, San Pablo City Campus
[email protected]
09223420093

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Intellectual Property

This module is for educational purpose only. Under section Sec. 185 of RA 8293, which states, “The fair use of a copyrighted
work for criticism, comment, news reporting, teaching including multiple copies for classroom use, scholarship, research, and similar
purposes is not an infringement of copyright.”

The unauthorized reproduction, use, and dissemination of this module without joint consent of the authors is strictly prohibited
and shall be prosecuted to the full extent of the law, including appropriate administrative sanctions, civil, and criminal.

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)
Course Science Elective. Physics
Sem/AY First Semester/2021-2022
Module No. 2
Lesson Title MECHANICS-SCIENCE OF MOTION
Laws of Motion
1. Historical Development
2. Newton’s Laws of Motion
3. Friction and Streamlining
Forces of Gravity
1.Theory of Motion
2. Law of Universal Gravitation
3. Free-falling motion
4. Projectile Motion
Week
6-10
Duration
Date November 9-December 8, 2021
The lesson is focused on describing the three Laws of Motion as explained by Isaac
Description Newton. Discussion on the nature of motion considering the significant mathematical
of the and physical interpretations that are needed to understand motion in the universe. The
Lesson applications of these laws of motion are also part of the lesson, understanding what
causes object to stay at rest or to stay in motion. It is an attempt to explores the science
behind falling and projecting objects-as affected by the pull of gravity. It explains the
role of air resistance and friction on the views of why light objects appears to move
slower that heavier ones.

Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning
Outcomes • Establish relationship between quantities and translate this into mathematical
equations; and develop critical understanding of the facts, concepts, theories,
and laws of mechanics and its application in real-life situations.
• Manifest appreciation of the importance of application of concepts in mechanics
to humans in daily life situations; recognize Filipino inventions that made
significant contributions in the field of mechanics; and in Mechanics.

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
Targets/ At the end of the lesson, students should be able to:
Objectives • discuss the role of Newton in the development of Laws of Motion.
• explain the three Laws of Motion.
• describe the effect of friction, streamlining and direction to the motion of an
object.
• explain the motion of free-falling bodies;
• differentiate mass from weight; and state the properties of projectile motion
• Demonstrate how the laws of motion is applied in daily living.

Student Learning Strategies

Online Activities A. ONLINE DISCUSSION
The online discussion will be during the class schedule (refer to CS posted in
(Synchronous/ FB Grp.) via Google Meet or Zoom. Link will be posted a day before the scheduled
Asynchronous) class.
B. Learning Guide Questions:
1. What are the three (3) Laws of Motion?
2. What causes an object to stay at rest or stay in motion?
3. How does friction affect the acceleration of an object?
4. What is freely falling motion?
5. What is the difference between mass and weight?
6. What makes projectile motion different from free-falling motion?

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
C. LESSON GUIDE/LECTURE
The lecture guide will be uploaded to the FB group:

OVERVIEW ON LAWS OF MOTION

The three laws of motion were first compiled by Isaac Newton in his
Philosophia Naturalis Principia Mathematica, first published in 1687. Newton
used them to explain and investigate the motion of many physical objects and
systems. For example, Newton showed that these laws of motion, combined
with his law of universal gravitation, explained Kepler's laws of planetary. Each
law of motion Newton developed has significant mathematical and physical
interpretations that are needed to understand motion in our universe. The
applications of these laws of motion are truly limitless. Essentially, Newton's
laws define the means by which motion changes, specifically the way in which
those changes in motion are related to force and mass.

RECALL:
English ➢ FORCE and MASS
mathematician Defining force and mass and relating these to acceleration.
and physicist Newton’s laws: Inertia, Acceleration and Action-Reaction
Offline Activities First Law of Motion states that in order for the motion of an
(e-Learning/Self- SIR ISAAC object to change, a force must act upon it. This is a concept
generally called inertia.
Paced) NEWTON Second Law of Motion defines the relationship between
(1643-1727)
acceleration, force, and mass.
“Gravity explains Third Law of Motion states that any time a force acts from one
the motions of the object to another, there is an equal force acting back on the
planets, but it original object.
cannot explain Mass, as a measure of the inertia of an object at rest, explains
who sets the that the greater the mass of an object, the greater its resistance to
planets in motion.”
change in its state of rest or of motion. Objects motion changes
― Newton.
more and accelerate more, if a stronger force is applied.

Check this out!

https://www.bing.com/videos/search?q=Newton%27s+Laws&&view=detail&mid=253D3D6D746
1AD81C80A253D3D6D7461AD81C80A&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3D
Newton%2527s%2BLaws%26FORM%3DRESTAB

THE ORIGIN OF THE LAWS

Sir Isaac Newton (1642-1727) was a British physicist who, in many respects, can be viewed as
the greatest physicist of all time. Though there were some predecessors of note, such as
Archimedes, Copernicus, and Galileo, it was Newton who truly exemplified the method of scientific
inquiry that would be adopted throughout the ages.
For nearly a century, Aristotle's description of the physical universe had proven to be
inadequate to describe the nature of movement or the movement of nature. Newton tackled the

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Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
problem and came up with three general rules about the movement of objects which have been
known as "Newton's three laws of motion."
In 1687, Newton introduced the three laws in his book "Philosophiae Naturalis Principia
Mathematica" (Mathematical Principles of Natural Philosophy), which is referred to as the
"Principia." This is where he also introduced his theory of universal gravitation, thus laying the entire
foundation of classical mechanics.

Newton's Three Laws of Motion

First Law of Motion states that in order for the motion of an object to change, a force must act
upon it. This is a concept generally called inertia.
Original Text: Everybody continues in its state of rest, or of uniform motion in a straight line,
unless it is compelled to change that state by forces impressed upon it.
• An object that is not moving will not move until a force acts upon it.
• An object that is in motion will not change velocity (or stop) until a force act upon it.

PRACTICAL APPLICATION
A ball at rest once kicked will move into the
air and will slows and eventually comes to a stop
once it hit by a force, this is because a force
acting on the ball upon hitting the ground or
barrier- sure enough- there is a frictional force.
That frictional force is in the direction that is
opposite the movement of the ball. It's this force
which causes the object to slow to a stop.
If you throw a ball off a balcony at a
horizontal speed of 3 meters per second, it will
hit the ground with a horizontal speed of 3 m/s
(ignoring the force of air resistance), even
though gravity exerted a force (and therefore
acceleration) in the vertical direction. If it
weren't for gravity, the ball would have kept going
in a straight line until it hits the ground.
https://www.bing.com/images/search?view=detailV2&ccid=N0CHffs0&id=24C2AB2A
E0431440FB594957C138045CCB0BC6F6&thid=OIP Note: A body that is acted on by no net force moves
at a constant velocity (which may be zero) and zero
acceleration.
Second Law of Motion defines the relationship between acceleration, force, and mass. The
acceleration produced by a particular force acting on a body is directly proportional to the magnitude
of the force and inversely proportional to the mass of the body.
The mathematical equation of the second law shows that F representing the
force, m representing the object's mass is equal to a representing the object's acceleration.

∑ F = ma where: Force (F)=N or kg m/s2 Mass (m)= kg Acceleration (a)= m/s2

The sigma symbol to the left of the force indicates that it is the net force, or the sum of all the
forces. As vector quantities, the direction of the net force will also be in the same direction as the
acceleration

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Level I Institutionally Accredited
The Second Law in Action

A box with a mass of 40 kg sits at rest on a

frictionless tile floor. With your foot, you apply a
20 N force in a horizontal direction. What is the
acceleration of the box? The object is at rest, so
there is no net force except for the force your
foot is applying. Friction is eliminated. Also,
there's only one direction of force. So, this
problem is very straightforward.

F = ma F/m =a a=F/m
=20N/40 kg = 0.5 m/s2

https://www.bing.com/images/search?q=Newton%27s+2nd+Law+of+Motion+Formula&form=IRTRRL&first=1&scenario=ImageBasicHover

Third Law of Motion states that any time a force acts from one object to another, there is an
equal force acting back on the original object. If you pull on a rope, therefore, the rope is pulling back
on you as well. To every action there is always opposed an equal reaction; or, the mutual actions of
two bodies upon each other are always equal, and directed to contrary parts.
It can be represented by A and B, that are interacting. We define FA as the force applied to body
A by body B, and FA as the force applied to body B by body A. These forces will be equal in magnitude
and opposite in direction. In mathematical terms, it is expressed as:
FB = - FA or FA + FB = 0
It can be shown also, when you apply a force to an empty box sitting on the table, the box applies an
equal force back on you. Remember that according to the Second Law, force and
acceleration are related but they aren't identical! Because your mass is much larger
than the mass of the shoebox, the force you exert causes it to accelerate
away from you.
If, however, the box is sitting next to a wall and you push it toward the wall,
the shoebox will push on the wall and the wall will push back. The shoebox
will, at this point, stop moving. You can try to push it harder, but the box will
break before it goes through the wall because it isn't strong enough to handle that much
force.

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Laguna State Polytechnic University
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Level I Institutionally Accredited

• Forces always occur in pairs (action and

reaction forces).
• Action and reaction are equal in
magnitude.
• Action and reaction are opposite in
direction.
• Action and reaction act on different
bodies.
Source: https://physicsabout.com/newtons-3rd-law/

FACTORS AFFECTING MOTION

FRICTION the resistance that one surface or object encounters when moving over
another. It is the force resisting the relative motion of solid surfaces, fluid layers, and material
elements sliding against each other. When surfaces in contact move relative to each other,
the friction between the two surfaces converts kinetic energy into thermal energy.
Thus, the ratio of friction to load is constant. This
constant ratio is called the coefficient of friction and is
usually symbolized by the Greek letter mu (μ).
Mathematically, μ = F/Fn. Because both friction and load
are measured in units of force (newtons), the coefficient
of friction is dimensionless. The value of the coefficient
of friction for a case of one or more bricks sliding on a
clean wooden table is about 0.5
https://cdn.britannica.com/99/199699-050-C6E0730C.jpg

NOTE: Friction causes an object to stay in

position, slow down, stop, or
change direction. As an
opposing force, it affects
motion of an object.

Coefficient of Friction of Common Materials

Coefficient of static friction µs is static friction

force needed when an object makes an effort to
move and µk Kinetic / sliding friction force is when
an object starts to move. As shown the table the
smoother the surface the lower the coefficient of
friction.

Note: See the complete link at the link below

https://www.engineeringtoolbox.com/friction-coefficients-d_778.html

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Laguna State Polytechnic University
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ISO 9001:2015 Certified
Level I Institutionally Accredited

Sample Situation: A wooden pallet carrying a load of 600 kg rests on a wooden

floor. A forklift driver decides to push it without lifting it.
a. What force must be applied to just get the pallet moving?
b. What force is needed to make sure that it will continue to move?
Consider that the coefficient of static friction on WOOD on WOOD =0.25 and
Coefficient of kinetic friction on wood on wood =0.2

a. To get the pallet started, the

driver must push it with a force equal
to the maximum static friction.
P = fs = µsN = µsmg
P = (0.25)(600 kg)(9.8 m/s2)
P = 1470 N
b. Once the pallet starts moving,
the coefficient of friction drops from
its static value to its kinetic value.
fk = µkN = µkmg
Source : https://www.engineeringtoolbox.com/friction-
fk = (0.2)(600 kg)(9.8 m/s2)
coefficients-d_778.html
fk = 1176 N

REDUCING FRICTION
Lubricated Surfaces.
Friction force is almost independent of pressure - normal force - if the surfaces
are flooded with lubricant, for well lubricated surfaces the friction is almost
independent of surface material.

Rollers and Glides. Also known as rolling-element bearings — are similar to ball
bearings in that they are designed to carry a load while minimizing friction. As an anti-
friction device, it allows lesser surface contacts on interacting bodies.

https://www.britannica.com/technology/roller-bearing

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 Republic of the Philippines
Laguna State Polytechnic University
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ISO 9001:2015 Certified
Level I Institutionally Accredited

Streamlining. Reshaping an object, reducing surface in contact will also

decrease frictional force-resistance (opposing force). It involves designing or providing
a form that presents very little resistance to a flow of air or water, increasing speed and ease
of movement. This concept is also use in aerodynamics.

Source: http://www.aerospaceweb.org/question/aerodynamics/q0094b.shtml

OVERVIEW ON FORCES AFFECTED BY GRAVITY

Falling objects have been observed closely since the early times, The
fascination on how objects freely fall back to the earth captured the interest of many
philosophers and scientists. This curiosity made us estimate the depth of a cliff by
simply by dropping a rock into it and listening for the rock to hit the bottom. By
applying the concept of kinematics- examining some interesting situations and learn
much about gravity in the process became accessible.

The most amazing and unexpected fact about falling objects is that, if air
resistance and friction are negligible, then in a given location all objects fall toward
the center of Earth with the same constant acceleration, regardless of its mass. This
concept was proven by Galileo Galilei in his famous Leaning Tower of Pisa
experiment. This determine the fact that the effects of air resistance and friction
explains why light objects fall slower than heavy ones. This same concept was
applied in understanding objects moving in projectiles, which as well affected by the
force of gravity,
This concept as explained in Newtonian mechanics is also known as a linear
momentum, translational momentum, or simply momentum is the product of
the mass and velocity of an object. It is a vector quantity, possessing a magnitude and
a direction. If m is an object's mass and v is its velocity (also a vector quantity), then
the object's momentum

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Laguna State Polytechnic University
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ISO 9001:2015 Certified
Level I Institutionally Accredited

RECALL:
Italian physicist ➢ DISTANCE AND TIME
and astronomer Analyze motion in terms of distance traveled from some starting
position and the time that it took. FORCE as a cause for motion. Motion
GALILEO GALILEI is described in terms of velocity.
(1564-1642) The speed of falling objects increases steadily during the time of their
fall. This acceleration is the same for heavy objects as for light ones,
provided air friction is discounted.
“Knowing thyself, If weight determines the speed of fall, then when two different
that is the greatest weights are dropped from a high place the heavier will fall faster and the
wisdom.” lighter slower, in proportion to the two weights. Therefore, all bodies
- Galileo
accelerate at the same rate regardless of their size or mass.
Check this out! Galileo’s Inclined Plane
https://www.bing.com/videos/search?q=galileo+on+motion&&view=detail&mid=474D55E605
219DBD8429474D55E605219DBD8429&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%
3Dgalileo%2Bon%2Bmotion%26FORM%3DHDRSC3

Check also

Galileo's "falling bodies" experiment re-created at Pisa

https://www.youtube.com/watch?v=_Kv-U5tjNCY

FREE FALLING MOTION

Free-fall “a drop” is a downward movement cause by the force of gravity
alone. Newtonian physics defines it as the motion of an object where gravity is the
only force acting upon it.

If the gravitational field is uniform, it acts equally on all parts of the body,
making it "weightless" or experiencing "0 g". In general, as long as air resistance is
negligible with respect to an object's weight, it can achieve free fall.
Examples include a bomb without a propulsion system engaged; an object
thrown upward reaching its maximum height; an object dropped from a cliff or into
a drop tube or a person jumping up.

source:https://www.google.com/search?q=free+falling+objects&hl=en&source=lnms&tbm=isch&sa=X&ved=2ahUKEwj3t5TCsILuAhUKGqYKHfXgC3sQ_AUoAXoECBsQAw&biw=1920&bih=937

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Laguna State Polytechnic University
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ISO 9001:2015 Certified
Level I Institutionally Accredited

The force of gravity causes objects to fall toward the center of Earth. The
acceleration of free-falling objects is therefore called the acceleration due to
gravity. The acceleration due to gravity is constant, which means that it can be
applied in kinematics equations to any falling object where air resistance and friction
are negligible.

The acceleration due to gravity is so important that its magnitude is given

its own symbol, g. It is constant at any given location on Earth and has the average
value g = 9.80 m/s2.

cceleration due to ravity

ear the surface of the
is a eleration
arth all ob ects ve tor is t e
accelerate at the same same on t e way
rate ignoring air p at t e top
resistance and on t e way
down
ms
ms

nterpretation elocity decreases by m s each second

meaning velocity is becoming less positive or more
negative ess positive means slowing down while going
up ore negative means speeding up while going down

Source: Source: Enger, E.D.,Ross, F.C. and Tillery, B.W. (2013). Integrated Science, 6th
Phys.libretexts.org/Bookshelves/University_Physics/Book%3 Edition. McGraw-Hill Companies, Inc
A_Introductory_Physics_-_Building_Models

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

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Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Understanding Directed Assess

The submitted reflection paper and activity sheet will be the expected output of this lesson. The
following will be the rating to be used in grading the said outputs.
A. Rubrics for Infographics
The Presentation (10) Score Reaction/Comments (5) Score
The infographics shows a deep The reactions/comments
understanding of the ideas in the reflect understanding and analysis
course materials. of the postings concerned.
It reflect an incisive analysis of They are reasonable and well
theory, practice and personal supported by theory/practice/
experience. personal experience/ logical
examples/illustrations.
It is supported by valid They are appropriate and
arguments, appropriate relevant to the discussed issues and
examples/illustrations/details and concerns during the class
relevant personal experiences. interpolation.
Timeliness Score Organization and Mechanics Score
The submission is timely/up to The postings are organized,
date (i.e., contributed within the clear, concise, and grammatically
assigned schedule/time frame). correct.
Source: Adopted from the lecture Notes of Professor Niño D. Naldoza, the Director of the Institute of Knowledge Management of the
Philippine Normal University (PNU) during the webinar Development of Self-Paced Learning Module (SLM).

B. Rubrics for the Lesson Journal

Indicators Above Expectations Meets Expectations Approaching Expectations Below Expectations
10 7 5 3
Reflective The reflection explains the The reflection explains the The reflection attempts to The reflection does not
Thinking student’s own thinking and student’s thinking Demonstrate thinking about address the student’s
learning processes, as well as about his/her own learning but is vague and/or thinking and/or
implications for future learning. learning processes. unclear about the personal learning learning.
process.
Analysis The reflection is an in-depth The reflection is an The reflection attempts to The reflection does not
analysis of the learning analysis of the learning analyze the learning move beyond a
experience, the value of the experience and the experience but the value of the description of the
derived learning to self or value of the derived learning to the student or others is Learning experience.
others, and the enhancement learning to self or others. vague and/or unclear.
of the student’s appreciation for
the discipline.
Making The reflection articulates The reflection articulates The reflection attempts to articulate The reflection does not
Connections Multiple connections between Connections between this connections between this learning articulate any
this learning experience and learning experience and experience and content from other connection to other
content from other courses, past content from other courses, past learning experiences, learning or
learning, life experiences and/or courses, past learning or personal goals, but the connection experiences.
future goals. experiences, and/or is vague and/or
future goals. unclear.

Source: Reflective Paper Rubrics. Retrieved September 1, 2020 from:

http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

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Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Learning Resources
Books
1. Enger, E.D.,Ross, F.C. and Tillery, B.W. (2013). Integrated Science, 6th Edition. McGraw-Hill
Companies, Inc.
2. Jewett, J. W. and Serway, R. A. (2012). University Physics 1: Calculus-based. Cengage Learning Asia
Pte Ltd.
3. Sears, F.W. (2001). University Physics 10th. USA Addison-Wesley Publishing House.
4. Villanueva F. J. (2010). Conceptual Science and Beyond: Physics IV. Brilliant Creations Publishing Inc.
5. Young, H.D. (2010). College Physics. 9th ed. Boston: Addison and Wesley Publishing

Other Sources:
Friction. Retrieved September 21, 2020 from https://www.engineeringtoolbox.com/friction-coefficients-d_778.html
Laws of Motion. Retrieved September 18, 2020 from
https://www.bing.com/images/search?view=detailV2&ccid=peOKzN2L&id=C6B58BEF70128E0D6FDEBFD4A50
4E0B9FBD8C3D3&thid=OIP.peOKzN2LJo3uItmqd8vx2gHaHa&med
Thouhgt.Co. Introduction to the Three Laws of Motion. Retrieved September 12, 2020 from
https://www.thoughtco.com/introduction-to-newtons-laws-of-motion-
2698881#:~:text=Newton%27s%20Three%20Laws%20of%20Motion.%20Newton%27s%20First%20Law,Law%
20of%20Motion%20states%20that%20any%20time%20
The Laws of Motion. Retrieved September 25, 2020 from https://physicsabout.com/newtons-3rd-law/
Rubrics for Reflection Paper. Link http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-
Reflection.PRINT_.pdf
CONTACT INFORMATION

I am your Faculty-in-Charge. There is more information about me in our course website.

You may reach me at: ELISA N. CHUA, Ph. D.
Laguna State Polytechnic University, San Pablo City Campus
[email protected]
09223420093
Intellectual Property

This module is for educational purpose only. Under section Sec. 185 of RA 8293, which states, “The fair use of a copyrighted
work for criticism, comment, news reporting, teaching including multiple copies for classroom use, scholarship, research, and similar
purposes is not an infringement of copyright.”

The unauthorized reproduction, use, and dissemination of this module without joint consent of the authors is strictly prohibited
and shall be prosecuted to the full extent of the law, including appropriate administrative sanctions, civil, and criminal.

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Laguna State Polytechnic University
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ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)
Course Science Elective. Physics
Sem/AY First Semester/2021-2022
Module No. 3
Lesson Title Impact Forces
1. Momentum
2. Impulse
3. Conservation of Momentum
Week
Finals-Week 1-4
Duration
Date January 3-28, 2022
The lesson focuses on impact force that is present on object under collision. It shows
Description the relationship of momentum to the mass and velocity of an object. It also allows the
of the students to understand the cause and effect of impact forces- exhibiting that impulse
Lesson generated from the product of force and time is equal to that of momentum.

Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning 1. Foster cooperation and leadership during group activities; and discuss
Outcomes technological advancements related to the topic.
2. Manifest appreciation of the importance of application of concepts in mechanics to
humans in daily life situations; recognize Filipino inventions that made significant
contributions in the field of mechanics; and in Mechanics.
3. Conduct investigation on natural phenomenon using the concepts of Mechanics.
Targets/ At the end of the lesson, students should be able to:
Objectives a. Differentiate momentum from impulse
b. Cite situations where conservation of momentum is applied.

Student Learning Strategies

Online Activities A. ONLINE DISCUSSION
The online discussion will be during the class schedule (refer to CS posted in
(Synchronous/ FB Grp.) via Google Meet or Zoom. Link will be posted a day before the scheduled
Asynchronous) class.
B. Learning Guide Questions:
1. What are impact forces?
2. What is the difference between momentum and impulse?

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3. How is the law of conservation of momentum observed in colliding
objects?
4. What are the factors that affect momentum? impulse?
C. LESSON GUIDE/LECTURE
The lecture guide will be uploaded to the FB group:
(LSPUSPCC-CTE_CHUA-Elective-Mechanics_2021) in .jpeg format.
OVERVIEW:

Impact force is a force that delivers a shock or high impact in a

relatively short period of time. All objects in motion have inherent capacity to
exhibit momentum due to its mass and velocity. This when blocked or hit by
an object either at rest or also in motion will result in an input force in an
elapsed time, measured as impulse. It occurs when two objects collide with
one another. This collision is the result of one object falling onto, or slamming
into, another object.
This concept as explained in Newtonian mechanics is also known
as a linear momentum, translational momentum, or simply momentum
which is the product of the mass and velocity of an object. It is a vector
quantity, possessing a magnitude and a direction. If m is an object's mass
and v is its velocity (also a vector quantity), then the object's momentum is a
vector quantity.
Offline Activities
When momentum is equal to impulse, elastic collision occurs. This
(e-Learning/Self- is when total conservation of momentum is observed in objects colliding. In
Paced) the physical world, there is very low percentage of its occurrence due to the
different forces affecting motion-including friction.
Inelastic collision, is more typically observed for an example:
object struck by a projectile will deform, and this deformation will absorb most
or all of the force of the collision. Some objects upon collision will stop and
loses its momentum, this shows that the resulting force is not anymore equal
to its exerted force-then momentum is not conserved.

What is momentum?
Momentum is the observed cause in an
object under collision.
It is the measurement of mass in
motion-velocity. Its unit is equals to
kg m/s.

https://www.sciencephoto.com/media/92622/view/bullet-hitting-pencils

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Momentum is "mass in motion.", describing the

quantity of motion that an object has. All objects have
mass; so, if an object is moving, then it has momentum -
it has it mass in motion.

Factors affecting Momentum:

_______________________________________________________________________________________________________________________________________
Compare: m=1,200kg m=2,350 kg

Condition: Both are moving 60 kph=16.67m/s

Since: = (1,200kg) (16.67m/s) = (2,350kg) (16.67m/s)
= 20,004 kg m/s = 39,174.5 kg m/s
Therefore: The greater the mass of the object the greater its momentum.

Compare: v=35 m/s v= 48m/s

Condition: Both have a mass of 450g=0.45kg

Since: = (0.45kg) (35 m/s) = (0.45kg)(48 m/s)
= 15.75 kg m/s = 21.6 kg m/s

Therefore: The faster the object moves the greater its momentum.
Source of Images: http://clipart-library.com/clipart/car-clipart-2018-2.htm

TRY THESE! Which has the greatest momentum?

1. A basketball 2 kg in mass moving east 6 m/s.
2. A car with a velocity of 15 m/s with a mass of 1500 kg.
3. YOU travelling at 2m/s.

What is Impulse? Impulse is a term that quantifies the effect

of a force acting over time. It is equal to
momentum. This equivalence is known
as the impulse-momentum theorem.
Impulse is important and useful in the
real world; forces are often not constant.
Forces due to things like people and
engines tend to build up from zero over
time and may vary depending on many factors.

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Factors affecting Impulse

_______________________________________________________________________________________________________________________________________
Compare: t=20s t=15s

Condition: Both are moving with an engine force of 1500 N.

Since: Impulse=(Force)(time) Note: Newton(N) =kg m/s2

= (1500N)(20s) = (1500N)(15s)
= 30,000Ns = 22,500 Ns

Therefore: The longer the duration of the impact greater its impulse.

Compare: f=450 N f= 500 N

Condition: Both collision elapsed time is at 0.85s

Since: = (450 N)(0.85s) = (500N)(0.85s)
= 382.5 Ns = 425 Ns

Therefore: The greater the collision force of the object the greater its impulse.
Source of Images: http://clipart-library.com/clipart/car-clipart-2018-2.htm

TRY THESE! Which impulse is greater than 7500Ns?

1. A truck collided in a fix wall at a force of 3000N in elapsed period of 3.5 seconds.
2. A ball kicked with an 820N force and launched into the air in 0.85 seconds.
3. A bullet from a gun was fired with a force of 3500N the action happened in 0.45s.

Understand Momentum and Impulse

√Check this out!

Link: https://www.youtube.com/watch?v=UgcAJY1eHvY

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

How is momentum conserved?

An application of the 3rd Law of Motion- Action and Reaction- stating that for every
action there is an equal and opposite reaction. Stating that force always comes in pair.
The LAW of CONSERVATION of MOMENTUM states that:
In an isolated system, the total momentum of the two objects before the collision is
equal to the total momentum of the two objects after the collision.
Thus, the impulse experienced by an object is equal to
the change in momentum of that object.
Thus, each object experiences equal and opposite
impulses, it follows that it also experiences equal and
opposite momentum changes. As an equation, this can be

stated as:
https://slideplayer.com/slide/4505809/
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________

Using the equation Ft=mv (Impulse= momentum)

A 0.045 kg bullet was fired from a gun at 1, 120 m/s. The bullet left the muzzle of the gun with
an elapsed time 0.20 seconds. What is its impact force? Can it penetrate a bullet proof vest that
has a 500 N resistance?
Ft=mv F=mv/t
=(0.045kg) (1,120 m/s)/0.20s
=50.4 kg m/s/0.20 s
=252 kg m/s2 =252 N
https://www.dtnext.in/News/TopNews/2
Analysis: The bullet from the gun will not be able to
020/01/30153027/1212274/Bullet-fired- penetrate the proof best since its collision force is less
at-antiCAA-march-one-hurt-suspect-
held.vpf than 500N. _______________________________________________________________________________________
Using the Law of conservation of momentum
Condition: Two cars were on collision. The red car hit
the moving blue car.
BEFORE COLLISION
Red car has a mass of 1100 kg and was moving at 15 m/s.
Blue car has a mass of 850 kg and was moving at 20m/s.
AFTER COLLISION
Red car slows down at a velocity of 7 m/s http://clipart-library.com/car-accident-cliparts.html
Blue car continue to move forward.
➢ If total conservation of momentum was observed what then was the velocity of the blue car?
Since there are 2 objects: m1v1 (RED CAR) and m2v2 (BLUE CAR)
m1v1 + m2v2 initial -before collision = m1v1 + m2v2 final -after collision
(1100kg) (15m/s) + (850kg) (20m/s)= (1100kg) (7m/s) + (850kg) (X-missing)
16,500 kg m/s+ 17,000 kg m/s = 7,700 kg m/s + 850kg X (v2)
33,500 kg m/s – 7,700 kg m/s = 850kg X (v2)
25,800 kg m/s = X (v2) Analysis:

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
850kg Due to collision the blue car will continue to
v2 =30.35 m/s move and will increase velocity by 30.35 m/s.

TRY THESE! Is the collision elastic?

1. A 12,000 kg railroad car A is traveling at 22 m/s when it strikes another 10,000
kg railroad car B that is at rest. If car B moves at 3 m/s after collision what is
the final speed of car A?
2. A 9,300 kg railroad car traveling at a velocity of 15m/s strikes a
second boxcar at rest. If the two cars stick together and move off with a
velocity of 6m/s, what is the mass of the second car?

√Check this out!

https://www.youtube.com/watch?v=w2zQJ8JMlBA

Understanding Directed Assess

The submitted reflection paper and activity sheet will be the expected output of this lesson. The
following will be the rating to be used in grading the said outputs.
A. Rubrics for Engaging and Performance Tasks
The Presentation (10) Score Reaction/Comments (5) Score
The infographics shows a deep The reactions/comments
understanding of the ideas in the reflect understanding and analysis
course materials. of the postings concerned.
It reflects an incisive analysis of They are reasonable and well
theory, practice and personal supported by theory/practice/
experience. personal experience/ logical
examples/illustrations.
It is supported by valid They are appropriate and
arguments, appropriate relevant to the discussed issues and
examples/illustrations/details and concerns during the class
relevant personal experiences. interpolation.
Timeliness Score Organization and Mechanics Score
The submission is timely/up to The postings are organized,
date (i.e., contributed within the clear, concise, and grammatically
assigned schedule/time frame). correct.
Source: Adopted from the lecture Notes of Professor Niño D. Naldoza, the Director of the Institute of Knowledge Management of the
Philippine Normal University (PNU) during the webinar Development of Self-Paced Learning Module (SLM).

Source: Reflective Paper Rubrics. Retrieved September 1, 2020 from:

http://earlcollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Learning Resources
Books
1. Enger, E.D., Ross, F.C. and Tillery, B.W. (2013). Integrated Science, 6th Edition. McGraw-Hill
Companies, Inc.
2. Jewett, J. W. and Serway, R. A. (2012). University Physics 1: Calculus-based. Cengage Learning Asia
Pte Ltd.
3. Sears, F.W. (2001). University Physics 10th. USA Addison-Wesley Publishing House.
4. Villanueva F. J. (2010). Conceptual Science and Beyond: Physics IV. Brilliant Creations Publishing Inc.
5. Young, H.D. (2010). College Physics. 9th ed. Boston: Addison and Wesley Publishing

Other Sources:
Impulse and Momentum. Retrieved January 22, 2021 from https://www.youtube.com/watch?v=UgcAJY1eHvY
Conservation of Momentum. Retrieved January 25, 2021 from https://www.youtube.com/watch?v=w2zQJ8JMlBA
The Laws of Motion. Retrieved September 25, 2020 from https://physicsabout.com/newtons-3rd-law/
Rubrics for Reflection Paper. Link http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-
Reflection.PRINT_.pdf
CONTACT INFORMATION

I am your Faculty-in-Charge. There is more information about me in our course website.

You may reach me at: ELISA N. CHUA, Ph. D.
Laguna State Polytechnic University, San Pablo City Campus
[email protected]
09223420093

Intellectual Property

This module is for educational purpose only. Under section Sec. 185 of RA 8293, which states, “The fair use of a copyrighted
work for criticism, comment, news reporting, teaching including multiple copies for classroom use, scholarship, research, and similar
purposes is not an infringement of copyright.”

The unauthorized reproduction, use, and dissemination of this module without joint consent of the authors is strictly prohibited
and shall be prosecuted to the full extent of the law, including appropriate administrative sanctions, civil, and criminal.

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)
Course Science Elective. Physics
Sem/AY First Semester/2021-2022
Module No. 4
Lesson Title Work, Power and Energy
Week
Finals-Week 7-8
Duration
Date February 2-18, 2022
The module intends to review the fundamental principles of work, power in energy in
Description the context of scientific discussion. Focus on the standards units used to describe the
of the physical quantities and how it is applied in actual practice.
Lesson

Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning 1. Foster cooperation and leadership during group activities; and discuss
Outcomes technological advancements related to the topic.
2. Manifest appreciation of the importance of application of concepts in mechanics to
humans in daily life situations; recognize Filipino inventions that made significant
contributions in the field of mechanics; and in Mechanics.
3. Conduct investigation on natural phenomenon using the concepts of Mechanics.
Targets/ At the end of the lesson, students should be able to:
Objectives a. Define work, power and energy mathematically.
b. Discuss the different sources and forms of energy.

Student Learning Strategies

Online Activities A. ONLINE DISCUSSION
The online discussion will be during the class schedule (refer to CS posted in
(Synchronous/ FB Grp.) via Google Meet or Zoom. Link will be posted a day before the scheduled
Asynchronous) class.
B. Learning Guide Questions:
1. What is the scientific definition of work, power and energy?
2. What is the difference between potential and kinetic energy?
3. What is conservation of energy?
4. How is the scientific knowledge of work, power and energy applied to
practical situations?

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
C. LESSON GUIDE/LECTURE
The lecture guide will be uploaded to the FB group:
(LSPUSPCC-CTE_CHUA-Elective-Mechanics_2021) in .jpeg format.
OVERVIEW:
Any action that demands muscular or mental labor is referred to as work in
everyday language. The definition given by physicists is significantly more
explicit, involving a force acting on an object. during which the thing is being
displaced. The concept's significance of work stems from the fact that, in any
motion of a particle, the change in kinetic energy of the particle equals the total
work done by the forces acting on it.
The concept of energy can be found in all areas of physics, although it's not
always easy to grasp. The definition of the term "energy" This is the foundation
of a fundamental idea. The conservation of energy is a natural rule that states
that the total energy in the world is conserved. No matter what happens within
an isolated system, it remains constant. It cannot be created or destroyed, but
it can be transformed into another form.

What is work?
It is measure of energy transfer that occurs when an object is moved over a
distance by an external
Offline Activities force at least part of which
(e-Learning/Self- is applied in it. It Occurs
Paced) when an object
➢ Change its position
➢ Change its speed
➢ Change its direction
➢ Change it size
https://selftution.com/work-and-energy-in-physics-definition-examples-joule/
Work can be calculated with the equation:
Work = Force × Distance. The SI unit for work is the
joule (J), or Newton • meter (N • m). One joule equals
the amount of work that is done when 1 N of force
moves an object over a distance of 1 m. In honor of
James Prescott Joule who studied the nature of heat, and
discovered its relationship to mechanical work.

Example. During the Powerhouse lab, Jerome runs up

the stairs, elevating his 102 kg body a vertical distance
of 2.29 meters in a time of 1.32 seconds at a constant
speed.
W=Fd=Wd=mgd
= (102 kg) (9.8 m/s2) (2.29 m)
=2,289.084 Nm = 2,289.084 J
The lifter exerted a network of This suggest that from a normal force equivalent to the weight of
700 J in lifted the weight in 2 m. Jerome, he was able do a 2,289.084 J work going up a 2.29m

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
Example. Sheila has just arrived at the airport and is
dragging her suitcase to the luggage check-in desk.
She pulls on the strap with a force of 190 N at an
angle of 35° to the horizontal to displace it 45 m to
the desk. Determine the work done by Sheila on the
suitcase.
W=FdcosØ
= (190 N) (45m) (cos30=0. 1542)
= 1,318.41 Nm =1, 318.41 J

TRY THESE! What factors affect the work done by an object in motion?
1. A 25kg package lifted at a height of 3.4 meters.
2. A 25kg packaged dragged along the floor at 35 degrees moved at 3.4 meters.
3. A 35kg packaged dragged along the floor at 35 degrees moved at 3.4 meters.

What is Power?
In physics, power is the amount of energy
transferred or converted per unit time. In the
International System of Units, the unit of power is the
watt, equal to one joule per second.
SI unit: watt (W). The watt unit is named after James Watt,
the inventor of the steam engine.

Example. During the Powerhouse lab, Jerome runs

up the stairs, elevating his 102 kg body a vertical
distance of 2.29 meters in a time of 1.32
seconds at a constant speed. Since the
computed work is equals to 2,289.084 J,
then:
P=2,289.084 J/1.32s
= 1,724.15 J/s =1,724.15W

TRY THESE! Which has the higher power?

1. A 78 kg man running at 5 m stairs at a time interval of 28.89 seconds
2. A crane exerted a 2, 300 N force in an elapsed time of 20 seconds to lift a debris
13 meters above the ground.

What is Energy? In physics, it is the capacity for doing work. It may exist
in potential, kinetic, thermal, electrical, chemical, nuclear, or other various forms.
There are, moreover, heat and work— energy in the process of transfer from one
body to another. Energy is the capacity of a physical system to do work. The
common symbol for energy is the uppercase letter E. The standard unit is the joule,
symbolized by J. One joule (1 J) is the energy resulting from the equivalent of one
newton (1 N) of force acting over one meter (1 m) of displacement.

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
POTENTIAL ENERGY-the stored energy in any object or system by virtue of its position
or arrangement of parts. However, it isn't affected by the environment outside of the object or
system, such as air or height. It is a form of energy that has the potential to do work but is not
actively doing work or applying any force on any
other objects. Potential energy of an object is
found in its position, not its motion. It is the
energy of position. When objects are displaced
from positions of equilibrium, they gain energy
that was stored in the objects before being
knocked out of equilibrium by elastic rebound,
gravity, or chemical reactions.
KINETIC ENERGY- is the energy of an object or a system's
particles in motion. kinetic energy, form of energy that an
object or a particle has by reason of its motion. If work,
which transfers energy, is done on an object by applying a
net force, the object speeds up and thereby gains kinetic
energy. Kinetic energy is a property of a moving object or
particle and depends not only on its motion but also on
its mass.

=kg m2/s =kg. /s2.m=Nm=J

Example. A 0.5kg ball is about to roll off the edge of

a 1.5m tall table. What is its current potential energy?
The equation for potential energy is PE=mgh. We are given the mass
of the ball, the height of the table, and the acceleration of gravity in the
question. The distance the ball travels is in the downward direction.
PE= (0.5kg) (−9.8ms2) (−1.5m) PE=7.35 J
Example. A 0.5kg ball rolls up a hill. If the ball is initially
travelling with a velocity of 3.12ms, how high up the hill does it
roll? PEtop = KEbottom
mgh = ½ mv2
(0.5kg) (9.8m/s2) (h) = ½ (0.5kg) (3.12m/s)2
4.9kg⋅m/s2 h=2.4336 kg⋅m2 /s2
h=2.4336 kg⋅m2 /s2 /4.9kg⋅m/s2
h=0.497m≈0.5m

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

How is energy conserved?

Conservation of energy, is the principle of physics according to which the energy of
interacting bodies or particles in a closed system remains constant. The first kind of
energy to be recognized was kinetic energy, or energy of motion. At all times, the sum
of potential and kinetic energy is constant. Conservation of energy applies only
to isolated systems.

TRY THESE! Is the energy conserved? If not, what was the wasted energy?
1. The potential energy of the hanging 2.5 kg ball, 13 meters above the ground is
3.5 J is allowed to drop at a velocity of 2.23 m/s.
2. The battery has an estimated potential energy of 1.5 Joules, it allowed a .25 kg
object to move at 3.15 m/s.

√Check this out!

Work, Energy, and Power - Basic Introduction A Level Physics Revision: All of Work,
https://www.youtube.com/watch?v=_MR1Dp8-F8w Energy and Power
https://www.youtube.com/watch?v=ICN5Pn3syq0

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Understanding Directed Assess

The submitted reflection paper and activity sheet will be the expected output of this lesson. The
following will be the rating to be used in grading the said outputs.
A. Rubrics for Engaging and Performance Tasks
The Presentation (10) Score Reaction/Comments (5) Score
The infographics shows a deep The reactions/comments
understanding of the ideas in the reflect understanding and analysis
course materials. of the postings concerned.
It reflects an incisive analysis of They are reasonable and well
theory, practice and personal supported by theory/practice/
experience. personal experience/ logical
examples/illustrations.
It is supported by valid They are appropriate and
arguments, appropriate relevant to the discussed issues and
examples/illustrations/details and concerns during the class
relevant personal experiences. interpolation.
Timeliness Score Organization and Mechanics Score
The submission is timely/up to The postings are organized,
date (i.e., contributed within the clear, concise, and grammatically
assigned schedule/time frame). correct.
Source: Adopted from the lecture Notes of Professor Niño D. Naldoza, the Director of the Institute of Knowledge Management of the
Philippine Normal University (PNU) during the webinar Development of Self-Paced Learning Module (SLM).

Source: Reflective Paper Rubrics. Retrieved September 1, 2020 from:

http://earlcollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

Learning Resources
Books
1. Enger, E.D., Ross, F.C. and Tillery, B.W. (2013). Integrated Science, 6th Edition. McGraw-Hill
Companies, Inc.
2. Jewett, J. W. and Serway, R. A. (2012). University Physics 1: Calculus-based. Cengage Learning Asia
Pte Ltd.
3. Sears, F.W. (2001). University Physics 10th. USA Addison-Wesley Publishing House.
4. Villanueva F. J. (2010). Conceptual Science and Beyond: Physics IV. Brilliant Creations Publishing Inc.
5. Young, H.D. (2010). College Physics. 9th ed. Boston: Addison and Wesley Publishing
Other Sources:
Work, Energy, and Power - Basic Introduction. Retrieved February 2, 2022 from
https://www.youtube.com/watch?v=_MR1Dp8-F8w
A Level Physics Revision: All of Work, Energy and Power. Retrieved January 25, 2022 from
https://www.youtube.com/watch?v=ICN5Pn3syq0

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
Rubrics for Reflection Paper. Link http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-
Reflection.PRINT_.pdf
CONTACT INFORMATION

I am your faculty-in-Charge. There is more information about me in our course website.

You may reach me at: ELISA N. CHUA, Ph. D.
Laguna State Polytechnic University, San Pablo City Campus
[email protected]
09223420093

Intellectual Property

This module is for educational purpose only. Under section Sec. 185 of RA 8293, which states, “The fair use of a copyrighted
work for criticism, comment, news reporting, teaching including multiple copies for classroom use, scholarship, research, and similar
purposes is not an infringement of copyright.”

The unauthorized reproduction, use, and dissemination of this module without joint consent of the authors is strictly prohibited
and shall be prosecuted to the full extent of the law, including appropriate administrative sanctions, civil, and criminal.

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING