Department of Education: Republic of The Philippines

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
LEARNING ACTIVITY SHEET IN GENERAL PHYSICS I

MOTION ALONG A STRAIGHT LINE
Name of Learner: ____________________________________
Grade Level: 12__________________________________
Strand/Track: STEM/ACADEMIC_____________________
Section: ____________________________________
Date: ___________________
A. Background Information for Learners
Everything moves! Motion is one of the main topics in General Physics I. In the spirit of
taking things apart for study, then putting them back together, we will first consider only
motion along a straight line. Simplification: Consider a moving object as a particle, i.e. it
moves like a particle—a “point object”.
Describing motion along a straight line requires a precise notion of how much distance is
covered or how fast an object moves for a specific interval of time. In these activities, you
will be introduced with velocity and acceleration to provide the required position. Motion
along a straight line with varying acceleration will not be considered.
A body has moved if it has changed position with respect to a reference point, like traveling
from your house to school. For example, a boy walks from A moved to B then went back
to A.
10 meters
A B
His total distance travelled is 20 meters. Distance is a scalar quantity, 𝑑𝑑; we do not mind
the direction. We simply add the magnitude. Distance is the length of path that a moving
body travels. It is commonly expressed in units of length.
● While his displacement is 0. Resulting from his travel to the East (+) and to the
West (-). Displacement, a vector quantity 𝑑𝑑 𝑜𝑜𝑜𝑜 𝑑𝑑⃗, is the shortest distance between
the initial position and final position. Since displacement is a vector quantity, we
have to consider the direction of the motion.
● Speed, 𝑣𝑣, is a scalar quantity that refers to the rate of motion. It refers to how fast
the object is moving. It is the ratio of distance covered and the time 𝑡𝑡 of travel. In
𝑑𝑑
equation: 𝑣𝑣 = 𝑡𝑡 . If the speed is not constant, this speed is called the average
𝑑𝑑𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡
speed. In equation: 𝑣𝑣𝑎𝑎𝑎𝑎𝑎𝑎 = . The speedometer of a vehicle indicates the
𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡
instantaneous speed of the vehicle which means the speed of the vehicle at the
instant you were reading the speedometer.
● Velocity, 𝑣𝑣 𝑜𝑜𝑜𝑜 𝑣𝑣⃗, is a vector quantity defined as the ratio of the displacement to the
𝑑𝑑
total time elapsed. In equation: 𝑣𝑣 = 𝑡𝑡 The average velocity is the total displacement
of an object divided by the elapsed time. The instantaneous velocity is the velocity
at a specific time and can be calculated from the first derivative of the displacement
x as a function of time t.
● Acceleration, 𝑎𝑎 𝑜𝑜𝑜𝑜 𝑎𝑎⃗ is the rate of change in velocity per unit time. In equation: 𝑎𝑎 =
∆𝑣𝑣 𝑣𝑣2−𝑣𝑣1
∆𝑡𝑡
= 𝑡𝑡2−𝑡𝑡1
. The unit of acceleration is m/s/s or m/s2. Instantaneous acceleration is
also calculated from the first derivative of the velocity v as a function of time t.
B. Learning Competency with code
Convert a verbal description of a physical situation involving uniform acceleration in one

dimension into a mathematical description (STEM_GP12Kin-Ib-12)
C. Directions/ Instructions
After going through with this unit, you are expected to:
1. Read and follow each directions carefully.
2. Accomplish each activity for the mastery of competency.
3. Use the Learning Activity Sheets with care.
4. Record your scores for each activity
5. Always aim to get at least 80% of the total number of given items.
6. If you have any questions, contact, or see your teacher through messenger or text.
D. Exercises / Activities
Activity 1. Describing Motion

Objective: Measure the distance and displacement from a travel map;
Materials: ruler, diagram
Angelo monitored his trip from his house to school. He walked from his house (A) to the
nearby jeepney stop (B) for 4 minutes. He traveled by jeepney for 10 minutes to the tricycle
stop near his school (C). From the tricycle stop, he took a tricycle that turns in a corner (D)
for 2 minutes until he reached the school (E) for another 2 minutes.
Figure 1. Angelo’s Trip

Scale: 1cm: 0.50 km
Procedure:
1. Measure the line segments AB, BC, CD and DE on the map shown in Figure 1 using
a ruler. Record the data in column 3 of Table 1 below. Convert your measured value
to kilometers using the scale given above and record it in column 4 of the same table.
Record the corresponding time of travel in column 5.
2. Compute Angelo’s average speed in km/min from A to B, B to C, C to D, and finally D
to E. Write the corresponding values in column 6.
3. Convert the speed in km/min to km/h and write the values in column 7.
Table 1. Data
Length of
Means of Time of
Line line Distance Speed Speed
transport travel
segment segment (km) (km/min) (km/h)
used (min)
(cm)
walking AB
jeepney BC
tricycle CD
tricycle DE
Activity 2. Verbal into Mathematical

Objective: Convert a verbal description of a physical situation involving uniform acceleration
in one dimension into a mathematical description
Part A: Distance and Displacement

Directions: Show your answers legibly, concisely, and completely. Use a separate sheet of
paper.
● A car is driven 4.5 m due north before the driver remembers a forgotten package. The
car is driven back 4.5 m in the opposite direction. What is the total distance covered
by the car? What is the net displacement?
● The marathon runner jogged 2 km along a straight shoreline, rested, then continued in
the same direction for another 2 km. Find the total distance and displacement he
covered.
Part B. Speed and Velocity
paper.
● A bus travels at a distance of 90 km in 2 h and another 30 km in 1 h. What is the
average speed of the bus?
● A banca takes about 1.0 h to travel a distance of 15 km. A sailboat travels the same
distance in 0.5 h. The same distance is traveled by a motorboat in 0.3 h. (a) Compute
the average speed of each vessel. (b) Which vessel is the fastest? (c) Based on the
data, how fast is the sailboat compared to the banca?
Part C. Acceleration
paper
● A race car’s forward velocity increases from 4.0 m/s to 36 m/s over a 4.0 –s time
interval. What is its average acceleration?
● A bus is moving west at 25 m/s when the driver steps on the brakes and brings the bus
to a stop in 3.0 s.
a. What is the bus’s average acceleration while braking?
b. If the bus took twice as long to stop, how would the acceleration compare with
that you found in part a?
● If the rate of continental drift were to abruptly slow from 1.0 cm/ year to 0.5 cm/year
over the time interval of a year, what would be the average acceleration?
E. Guide Questions
Use the data you obtained in Activity 1. Describing Motion to answer the following
questions:
1. What was the total distance traveled by Angelo in km?
2. How long did it takes him to reach the school?
3. What was his average speed in the first part of his trip? in the succeeding parts?
4. What is his average speed in the entire trip from his house to school?
5. How far is his house to the school? (Hint: Draw a straight line from his house
to school.)
6. Get the ratio of the distance that you measured in Q5 to the total time of travel.
What does this ratio gives you?
F. Rubric for scoring

The following are the scores to be given in each problem
● Given quantity/ies: 1 point
● Unknown quantity/ies: 1 point
● Working equation: 1 point
● Solution: 2 points
● Final Answer: 2 points
G. Reflection
Learners will write on their notebooks or journals their insights about the lesson.
I understand that_____________________.
I realized that _______________________.
H. References for learners

General Physics I Reader (Department of the Philipines-Bureau of Learning
Resources) University Physics with Modern Physics 12th edition (Young and Freedman)

Name of Learner: ____________________________________
Grade Level: 12__________________________________
Section: ____________________________________
Date: ___________________
In the previous lesson we use words, numbers, equations, and diagrams to describe an
object’s motion. For this lesson, we will explore another way of describing one dimensional
motion through a visual representation we call graphs.
We will use line graphs throughout this lesson. In making the line graphs, we put the
independent variable on the x- axis and the dependent variable on the y-axis. Motion along
a straight line with varying acceleration will not be considered.
There are different types of motion graphs.

● Position vs. Time Graph. In this graph, the x- axis represents the time and the y- axis
represents the position of the object relative to the starting point. The position-time
graph tells us how far an object has travelled from its starting position at any given time
it started moving. The slope of the line of a Position-time graph is the speed or velocity
of an object.
● Velocity- time Graph. In this graph, the x- axis represents the time and the y- axis
represents the velocity of the object relative to the starting point. The velocity-time
graph tells us how fast an object moves. The slope of velocity-time graph represents
the acceleration. The area under the velocity-time graph gives the objects
displacement.
● Acceleration-time Graph. In this graph, the x- axis represents the time and the y- axis
represents the acceleration of the object relative to the starting point. The acceleration-
time graph tells us how an object changes its velocity. The area under the acceleration-
time graph is the velocity of the object.

● Interpret displacement and velocity, respectively, as areas under velocity vs. time and
acceleration vs. time curves (STEM_GP12KIN-Ib-14)
● Interpret velocity and acceleration, respectively, as slopes of position vs. time and
velocity vs. time curves (STEM_GP12KIN-Ib-15)
● Construct velocity vs. time and acceleration vs. time graphs, respectively,
corresponding to a given position vs. time-graph and velocity vs. time graph and vice
versa (STEM_GP12KIN-Ib-16)
a. Read and follow each directions carefully.
b. Accomplish each activity for the mastery of competency.
c. Use the Learning Activity Sheets with care.
d. Record your scores for each activity

e. Always aim to get at least 80% of the total number of given items.
f. If you have any questions, contact, or see your teacher through messenger or text.
Activity 1. Graphing Motion
Objectives:
● Construct distance-time graphs from given tabulated data.
● Describe motion in words, using the graph as point of reference.
● Calculate and interpret the slopes of the graph.
Materials: Ruler, pencil, graph paper, and calculator
Directions: Use a graphing paper to plot the motion of the bicycle, the passenger jeepney
and the car.
Part A. Bicycle
1. Plot the tabulated data (distance, d vs t)
2. Time will be in the x-axis and distance in the y-axis.
3. Connect the points. Describe the graph.
distance, d (m) 0 20 38 60 79 100 120 138

time, t (s) 0 2 4 6 8 10 12 14
Part B. Passenger Jeepney

1. Plot the given tabulated data (d vs t)
3. Connect the points. Describe your graph.
distance, d (km) 0 50 100 100 100 150 100 50 0

time, t (h) 0 1 2 3 4 5 6 7 8
Part C. Car
1. Plot the distance against time (d-t graph)
3. Connect the points. Describe the graph.
distance, d (m) 0 15.5 46.5 75.0 105.2 150.0 200.1

time, t (s) 0 4.8 8.7 11.1 13.0 15.3 17.7
Activity 2. Through the graph.

You are given the position-time graph of the motion of a race cart along a linear track.
Figure 2. Motion of a Race Cart

Directions: Answer the questions below regarding its motion.
1. Which part(s) of the graph shows that the object is moving at constant positive
acceleration?
___________________________________________________________________
2. What is the acceleration of the cart between t= 10 s to t= 15 s?
___________________________________________________________________
3. How fast was it moving between 40 and 55 seconds?
____________________________________________________________________
4. At which time interval shows that the object is moving at constant negative
velocity?
____________________________________________________________________
Activity 3. Interpret the graphs.

Directions: Use the graph you made for each vehicle’s motion in Activity 1, answer the
following questions below:
Part A – Bicycle
1. What does it show regarding the motion of the bicycle?
___________________________________________________________________
2. Find the slope of the graph. What does the slope of d-t graph represent?
___________________________________________________________________
Part B- Passenger Jeepney
3. Define the slope of the graph
a. at t = 0 h to t = 2 h
___________________________________________________________________
b. at t = 2 h to t = 4 h
___________________________________________________________________
c. at t = 4 h to t = 5 h
___________________________________________________________________
d. at t = 5 h to t = 8 h
___________________________________________________________________
4. What do the slopes show? What does a positive slope show? A negative slope? A zero
slope?
___________________________________________________________________
5. Describe the motion of the jeepney based on the slopes you calculated in (3).
___________________________________________________________________
Part C- Car
6. Describe the motion of the car. Is the speed constant? Why or why not?
___________________________________________________________________
7. Draw a line tangent to the curve at t= 7 s. Get the slope of the straight-line drawn
tangent to the curve. What does this slope represent?
__________ _________________________________________________________
Activity 4. Motion Picture

You are riding a passenger jeepney going to your school. You are given the distance-time
graph of its motion below.
Make a simple story out of the graph describing the jeepney’s motion while you are riding. Use
the guide questions to describe your travel. Use a separate sheet of paper for your answer
E. Guide Questions
On your motion picture, answer the following questions:
1. What does the graph shows regarding the motion of the jeepney?
2. When did the jeepney accelerate in your journey?
3. When did the jeepney stops?
4. When was the jeepney speeds up?
5. When was the jeepney slows down?
F. Reflection
Learners will write on their notebooks or journals their insights about the lesson.
I understand that_____________________.
I realized that _______________________.
G. References for learners

General Physics I Reader (Department of the Philipines-Bureau of Learning
Resources) University Physics with Modern Physics 12th edition (Young and Freedman)

Name of Learner: ____________________________________
Grade Level: 12__________________________________
Section: ____________________________________
Date: __________________
In the preceding activities you were able to construct motion graphs for the objects
motion along a straight path. You use these graphs to describe an object’s motion. In
these activities, we will use another way to describe and represent the motion of
objects through the use of the four kinematic equations. However, these equations can
only be used for uniformly accelerated motion. Uniformly Accelerated Motion (UAM) is
a type of motion wherein a moving object experiences a constant acceleration.
If a body maintains a constant change in its velocity in a given time interval along a
straight line, then the body is said to have a uniform acceleration. There are two types
of one dimensional uniformly accelerated motion. These are Horizontal Motion and
Vertical Motion (Free Fall).
There are four (4) kinematic equations for UAM

Equation Variables
Equation
Number d vi vf t a
𝑣𝑣𝑖𝑖 + 𝑣𝑣𝑓𝑓
1 𝑑𝑑 = � � 𝑡𝑡 / / / / X
2
2 𝑣𝑣𝑓𝑓 = 𝑣𝑣𝑖𝑖 + 𝑎𝑎𝑡𝑡 X / / / /
1
3 𝑑𝑑 = 𝑣𝑣𝑖𝑖 𝑡𝑡 + 𝑎𝑎𝑡𝑡 2 / / X / /
2
2 2
4 𝑣𝑣𝑓𝑓 = 𝑣𝑣𝑖𝑖 + 2𝑎𝑎𝑑𝑑 / / / X /
Where: 𝑑𝑑 = 𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑎𝑎𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑡𝑡 𝑣𝑣𝑑𝑑 = 𝑑𝑑𝑑𝑑𝑑𝑑𝑡𝑡𝑑𝑑𝑎𝑎𝑑𝑑 𝑣𝑣𝑑𝑑𝑑𝑑𝑜𝑜𝑑𝑑𝑑𝑑𝑡𝑡𝑣𝑣 𝑣𝑣𝑓𝑓 = 𝑓𝑓𝑑𝑑𝑑𝑑𝑎𝑎𝑑𝑑 𝑣𝑣𝑑𝑑𝑑𝑑𝑜𝑜𝑑𝑑𝑑𝑑𝑡𝑡𝑣𝑣 𝑡𝑡 = 𝑡𝑡𝑑𝑑𝑑𝑑𝑑𝑑 𝑎𝑎 = 𝑎𝑎𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑜𝑜𝑎𝑎𝑡𝑡𝑑𝑑𝑜𝑜𝑑𝑑.
SOLVING PROBLEMS FOR UNIFORMLY ACCELERATED RECTILINEAR MOTION

In solving kinematics problems, just like any other physics problems, it is helpful to
consider the following steps:
1. Draw a diagram of the problem.
2. List the physical quantities that are given by the problem.
3. Determine and write the physical quantities or variables you should find.
4. Choose from the four Kinematic Equations the equation or equations
containing the variables listed in Steps 1 and 2.
5. Solve the equation step by step carefully and neatly, apply the rules of algebra
both for numbers and units. Be careful with positive and negative signs.
Free Fall is an example of an uniformly accelerated motion. When an object falls under the
influence of gravity alone then it is in a state of free fall. To solve free fall problems, we can
use the four kinematic equations for uniformly accelerated motion. However, we replace every
a with g (known as the acceleration due to gravity). The equations become:
Equation
Equation
Number
𝑣𝑣𝑖𝑖 + 𝑣𝑣𝑓𝑓
1 𝑑𝑑 = � � 𝑡𝑡
2
2 𝑣𝑣𝑓𝑓 = 𝑣𝑣𝑖𝑖 − 𝑔𝑔𝑔𝑔
1
3 𝑑𝑑 = 𝑣𝑣𝑖𝑖 𝑡𝑡 − 𝑔𝑔𝑡𝑡 2
2
2 2
4 𝑣𝑣𝑓𝑓 = 𝑣𝑣𝑖𝑖 − 2𝑔𝑔𝑔𝑔
It is also important to note of the following types of free fall problems?
1. An object dropped from an elevated height
a. initial velocity equal to zero (vi = 0)
b. distance travelled can be calculated using d = ½ gt2
c. displacement can be calculated using d= -½ gt2
2. An object thrown vertically downward

a. initial velocity is not equal to zero (vi ≠ 0)
b. final velocity as it reached the ground is vf = vi – gt
c. The distance travelled is calculated using the equation d = vf t - ½ gt2.
3. If an object is thrown vertically upward then fall down
a. Initial velocity is not equal to zero (vi ≠ 0)
b. The velocity of its maximum height is equal to zero.
c. The distance travelled in going up is equal to the distance covered in going
down.
d. The time spent in its upward motion is equal to the time spent in its downward
motion, hence, the total time of flight is equal to t = 2t.

Solve for unknown quantities in equations involving one-dimensional uniformly
accelerated motion, including free fall motion (STEM_GP12KIN-Ib-17)
a. Read and follow each directions carefully.
b. Accomplish each activity for the mastery of competency.
c. Use the Learning Activity Sheets with care.
d. Record your scores for each activity
e. Always aim to get at least 80% of the total number of given items.
f. If you have any questions, contact, or see your teacher through messenger or text.
Activity 1. One Dimensional Uniformly Accelerated Horizontal Motion Problems
Directions: Solve the following problems. Show your complete solutions legibly
and concisely on a separate sheet of paper.
1. A golf ball rolls up a hill toward a miniature golf hole with a speed of 2.0 m/s and
slows at a constant rate of 0.50 m/s2. What is its velocity after 2.0 s?
2. An airplane accelerated uniformly from rest at the rate of 5.0 m/s2 South for 14 s.
What final velocity did it attain?
3. John is driving his sports car down a four-lane highway at 40 m/s. He overtakes a
slow-moving dump truck. If he can accelerate at 5 m/s2, how long will it take for him
to reach the speed of 60 m/s?
4. CHALLENGE PROBLEM. John hopes to finish a 10,000-m run in less than 30.0
min. After 27.0 min, there are still 1100 m to go. How many seconds must he
consume at an acceleration of 0.20 m/s2 in order to achieve the desired time?
Activity 2. Free Fall Problems
Directions: Solve the following problems. Show your complete solutions legibly and concisely
on a separate sheet of paper.
1. Suppose that a ball is dropped from a tower 70.0 m high. How far will it fall after
3.00 s?
2. A construction worker accidentally drops a brick from a high scaffold. What is
the brick’s velocity after 4.0 s?
3. John throws a ball upward into the air with an initial velocity of 15.0 m/s.
Calculate:
a. how high it goes, and
b. how long is the ball in the air before it comes back to his hand.
4. The free fall acceleration on Mars is about one-third that on Earth. What if you
throw a ball upward with the same velocity on Mars as on Earth:
a. How would you compare the ball’s maximum height to that on Earth?
b. How would its flight time compare?
5. CHALLENGE PROBLEM: A stone is thrown vertically upward with a speed of
12.0 m/s from the edge of a cliff 75.0 m high.
a. At what time will it reach the bottom of the cliff?
b. What is its speed just before hitting?
c. What total distance did it travel?

Department of Education: Republic of The Philippines

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Department of Education: Republic of The Philippines

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

LEARNING ACTIVITY SHEET IN GENERAL PHYSICS I

A. Background Information for Learners

Convert a verbal description of a physical situation involving uniform acceleration in one

Activity 1. Describing Motion

Figure 1. Angelo’s Trip

Activity 2. Verbal into Mathematical

Part A: Distance and Displacement

F. Rubric for scoring

H. References for learners

LEARNING ACTIVITY SHEET IN GENERAL PHYSICS I

A. Background Information for Learners

There are different types of motion graphs.

B. Learning Competency with code

d. Record your scores for each activity

Materials: Ruler, pencil, graph paper, and calculator

distance, d (m) 0 20 38 60 79 100 120 138

Part B. Passenger Jeepney

distance, d (km) 0 50 100 100 100 150 100 50 0

distance, d (m) 0 15.5 46.5 75.0 105.2 150.0 200.1

Activity 2. Through the graph.

Figure 2. Motion of a Race Cart

Activity 3. Interpret the graphs.

Activity 4. Motion Picture

G. References for learners

LEARNING ACTIVITY SHEET IN GENERAL PHYSICS I

A. Background Information for Learners

There are four (4) kinematic equations for UAM

SOLVING PROBLEMS FOR UNIFORMLY ACCELERATED RECTILINEAR MOTION

2. An object thrown vertically downward

B. Learning Competency with code

Activity 1. One Dimensional Uniformly Accelerated Horizontal Motion Problems

You might also like