Module 1 Week 5 by Engr. A.R.

Salangsang

I What I need to know?

In this lesson, the learner will know how to:
 Apply Newton’s 2nd law and kinematics to obtain quantitative and qualitative conclusions about
the velocity and acceleration of one or more bodies, and the contact and noncontact forces acting
on one or more bodies (STEM_GP12N-Ie-36)
 Solve problems using Newton’s Laws of motion in contexts such as, but not limited to, ropes and
pulleys, the design of mobile sculptures, transport of loads on conveyor belts, force needed to
move stalled vehicles, determination of safe driving speeds on banked curved roads
(STEM_GP12N-Ie-38)
 Calculate the dot or scalar product of vectors(STEM_GP12WE-If-40)
 Determine the work done by a force acting on a system(STEM_GP12WE-If-41)

Activity #1: Newtons 2 n d Law IN OUR COMMUNITY

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Directio ns: Give at least 10 ap pli cat ions of 2 law obser ve d i n your community

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Activity #2: Newtons 2 n d Law INSIDE OUR HOME

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Directio ns: List 5 ap pli cations of 2 l aw i nside your house

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Examine the following pictures:

What can you say about the forces acting on both pictures?

Following are Newton's second law examples in everyday life: Pushing a car is easier than
pushing a truck with the same amount of force as the mass of the car is lesser than the mass of the
truck. In golf game, acceleration of the golf ball is directly proportional to the force with which it is hit by
the golf stick.

Units of Force

Fnet = ma is used to define the units of force in terms of the three basic units for mass, length,
and time. The SI unit of force is called the newton (abbreviated N) and is the force needed to
accelerate a 1-kg system at the rate of 1 m/s2. That is, since Fnet = ma,

1 N = 1 kg ⋅ m/s2.

While almost the entire world uses the newton for the unit of force, in the United States the
most familiar unit of force is the pound (lb), where 1 N = 0.225 lb.

Weight and the Gravitational Force

When an object is dropped, it accelerates toward the center of Earth. Newton’s second law
states that a net force on an object is responsible for its acceleration. If air resistance is
negligible, the net force on a falling object is the gravitational force, commonly called

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its weight w. Weight can be denoted as a vector w because it has a direction; down is, by
definition, the direction of gravity, and hence weight is a downward force. The magnitude of
weight is denoted as w. Galileo was instrumental in showing that, in the absence of air
resistance, all objects fall with the same acceleration g. Using Galileo’s result and Newton’s
second law, we can derive an equation for weight.

Consider an object with mass m falling downward toward Earth. It experiences only the
downward force of gravity, which has magnitude w. Newton’s second law states that the
magnitude of the net external force on an object is Fnet = ma. Since the object experiences only
the downward force of gravity, Fnet = w. We know that the acceleration of an object due to
gravity is g, or a = g. Substituting these into Newton’s second law gives

Pulleys are mechanisms compost by wheel and rope used to lift heavy objects onto tall heights.
They change the direction of an applied force and they can even reduce the force needed to lift
a weight. Pulleys systems are common used in constructions.

In the exhibit, systems of one to five pulleys are uses to lift a weight of 1lb onto a 1 ft height.

A SIMPLE BLOCK AND TACKLE

In order to lift the 1lb weight W you have to apply a force of F on the rope equal to the
weight W. The rope is now under a tension T equal to the force F.

To lift this weight a distance of H=1 ft you will have to pull in a length L= H=1 ft of the rope.

The mechanical advantage M is one: M=W/F=1.

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ADDING A PULLEY

In order to lift the 1lb weight W you have to apply a force of F on the rope. Like in the simple
case of the block and tackle the rope is under a tension T equal to the applied force F. But in this
case the weight is supported by twice the tension: 2T=W. The force F you have to apply then is
only half of the weight W.

By having the second pulley you have decreased the force needed to lift the weight. The
mechanical advantage M is now two: M=W/F=2T/T=2.

However, order to lift the weight a distance of H=1 ft you will have to pull in a
length L = H x M =2 ft of the rope.

You gained by having to apply a smaller force, but had to compensate by having to pull a longer
length of rope.

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MORE PULLEYS

CONCLUSION

The mechanical advantage M is equal to number of ropes present at the weight end. The force
needed to raise the weight is W/M. In order to lift the weight a distance H you will have to pull a
corresponding longer length of rope L = H x M.

Hands-on Activity # 3: Mobile Forces

The application of engineering principles is explored in the creation of mobiles. As students
create their own mobiles, they take into consideration the forces of gravity and convection air
currents. They learn how an understanding of balancing forces is important in both art and
engineering design.

Engineering Connection

When creating a mobile, Alexander Calder balanced all the forces created by the hanging
objects. In the construction of buildings or bridges, engineers also balance forces. They make
sure their design can support the anticipated forces caused by people, hot tubs, nature, cars,
etc. So, they add up all the potential forces that could be applied to a structure and compare
that to the amount of force their design can hold. This is similar to what artists do, but instead
of balancing the forces to make sure a mobile can hold the weight and look intriguing,
engineers balance the forces to create safe form and structure for people to use.

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After this activity, students should be able to:

 Understand that engineers and artists use the same concepts of forces to create a
design.
 Understand the relationship between forces and mobiles.
 Experiment with materials, tools, techniques and processes that enhance
communication of ideas through art.

Output: Kinetic Mobile Art (50pts)

See sample image below on Kinetic Mobile Art for your reference:

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Activity #4

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Dot product examples

Given the geometric definition of the dot product along with the dot product formula in terms of
components, we are ready to calculate the dot product of any pair of two- or three-dimensional
vectors.

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Example 1

Calculate the dot product of a=(1,2,3)a=(1,2,3) and b=(4,−5,6)b=(4,−5,6). Do the vectors form an
acute angle, right angle, or obtuse angle?
Solution: Using the component formula for the dot product of three-dimensional vectors,
a⋅b=a1b1+a2b2+a3b3,a⋅b=a1b1+a2b2+a3b3,

we calculate the dot product to be

a⋅b=1(4)+2(−5)+3(6)=4−10+18=12.a⋅b=1(4)+2(−5)+3(6)=4−10+18=12.

Since a⋅ba⋅b is positive, we can infer from the geometric definition, that the vectors form an acute
angle.

Example 2

Calculate the dot product of c=(−4,−9)c=(−4,−9) and d=(−1,2)d=(−1,2). Do the vectors form an acute
angle, right angle, or obtuse angle?
Solution: Using the component formula for the dot product of two-dimensional vectors,
a⋅b=a1b1+a2b2,a⋅b=a1b1+a2b2,

we calculate the dot product to be

c⋅d=−4(−1)−9(2)=4−18=−14.c⋅d=−4(−1)−9(2)=4−18=−14.

Since c⋅dc⋅d is negative, we can infer from the geometric definition, that the vectors form an obtuse
angle.

Example 3

If a=(6,−1,3)a=(6,−1,3), for what value of cc is the vector b=(4,c,−2)b=(4,c,−2) perpendicular to aa?

Solution: For aa and bb to be perpendicular, we need their dot product to be zero. Since
a⋅b=6(4)−1(c)+3(−2)=24−c−6=18−c,a⋅b=6(4)−1(c)+3(−2)=24−c−6=18−c,

the number cc must satisfy 18−c=018−c=0, or c=18c=18.

You can double-check that the vector b=(4,18,−2)b=(4,18,−2) is indeed perpendicular to aa by

verifying that a⋅b=(6,−1,3)⋅(4,18,−2)=0a⋅b=(6,−1,3)⋅(4,18,−2)=0.

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Activity #5

1. Determine the dot

product, →a⋅→ba→⋅b→ if →a=⟨9,5,−4,2⟩a→=⟨9,5,−4,2⟩ and →b=⟨−3,−2,7,−1⟩b→=⟨−3,−2,7,−1⟩.

Ans. -67

2. Determine the dot

product, →a⋅→ba→⋅b→ if →a=⟨0,4,−2⟩a→=⟨0,4,−2⟩ and →b=2→i−→j+7→kb→=2i→−j→+7k→.

Ans. -18

3. Find the real number b so that vectors A and B given below are perpendicular

A = (-2 , -b) , B = (-8 , b)

Ans. 4 and -4

4. Find the angle made by the vectors A and B given below

A = (2 , 1 , 3) , B = (3 , -2 , 1).

Ans. 600

References:

https://courses.lumenlearning.com/physics/chapter/4-3-newtons-second-law-of-motion-concept-of-a-syste
m/

https://www.physics.wisc.edu/ingersollmuseum/exhibits/mechanics/pulleys/

https://www.teachengineering.org/activities/view/cub_art_lesson01_activity1

http://hyperphysics.phy-astr.gsu.edu/hbase/vsca.html

https://mathinsight.org/dot_product_examples

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