12

General Physics 1
Quarter I – Module 3:
Kinetics: Motion Along a
Straight Line

Author:
CHARLOTTE C. MATEO
Introductory Message
For the facilitator:

Welcome to the General Physics 1 Alternative Delivery Mode (ADM) Module

on Kinetics: Motion Along a Straight Line!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Note to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the General Physics 1 Alternative Delivery Mode (ADM) Module

2: Kinetics: Motion Along a Straight Line.

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner are capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.
This module has the following parts with their corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn
What I Need to
in the module.
Know

This part includes an activity that aims

to check what you already know about
What I Know the lesson to take. If you get all the
answers correctly, you may decide to
skip this module.

This is a brief drill or review to help you

link the current lesson with the
What’s In previous one.

In this portion, the new lesson will be

introduced to you in various ways such
What’s New as a story, a song, a poem, a problem
opener, an activity or a situation.

This section provides a brief discussion

of the lesson. This aims to help you
What is It discover and understand new concepts
and skills.

This comprises activities for

independent practice to strengthen
What’s More your understanding and skills of the
topic. You may check the answers in
the exercises using the Answer Key at
the end of the module.

This includes questions or open-ended

statements to be filled in to process
What I Have
what you learned from the lesson.
Learned

This section provides an activity which

will help you transfer your new
What I Can Do knowledge or skill into real life
situations.

This is a task which aims to evaluate

your level of mastery in achieving the
Assessment learning competency.

In this portion, another activity will be

 Additional given to you to enrich your knowledge
Activities or skill of the lesson learned. This also
develops retention of learned concepts.

This contains answers to all activities in

the module.
Answer Key

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain a deep understanding of the relevant competencies. You can do it!
Pre-Assessment

Find out how much you already know about the topics in this module.
Choose the letter of the best answer. Take note of the items that you were
not able to answer correctly and find the right answer as you go through
this module.

1. Displacement must always be measured from which position?

a. the y-axis. b. infinity.
c. a reference point. d. the current position of an
object.
2. An elevator moving upward 30 m from the first floor to the third floor for
5 minutes. Does the statement suggest a speed or velocity?
a. speed b. velocity c. both d. cannot be identified

3. Which of the following cannot be used to get the average speed of a

moving object?
a. v=d/t b. v=∆v/∆d c. s=d/t d. v=∆d/∆t

4. Which of the following statements about velocity and/or speed is TRUE?

a. Velocity is a vector quantity and speed is a scalar quantity.
b. Both speed and velocity refer to how fast an object is moving.
c. The phrase "30 mi/hr, west" likely refers to a scalar quantity.
d. The direction of the velocity vector is dependent upon two factors: the
direction the object is moving andiiiwhether the object is speeding up or
slowing down.

5. Assuming no air resistance, which scenario is not an example of free fall?

a. The motion of a skydiver after jumping from an airplane.
b. Your motion as you slide down an inclined waterslide at an amusement
park.
c. The motion of a piano suspended 1 m above the ground when its lift strap
breaks.
d. The motion of your camera after you drop it over the railing at Patapat
Bridge lookout.

6. Which of the following statements about acceleration is FALSE?

a. Acceleration is a vector quantity.
 b. Accelerating objects MUST be changing their velocity.
c. An object which is moving at constant speed in a circle has an
acceleration.
d. Acceleration units include the following; m/s2, mi/hr/sec, cm/s2,
km/hr/m.

7. When an object slows down, its acceleration is opposite to the direction of

its motion. What is this known of?
a. deceleration b. negative acceleration
c. acceleration d. positive acceleration

8. When do we get a numerical negative acceleration as a result of a

solution?
a. If the initial velocity is zero.
b. If the final velocity is less than the final velocity.
c. If the time is smaller compared to the initial velocity.
d. If both the initial velocity, final velocity and time are all negative.

9. Which of the following statements is true about free-fall?

a. The force of acceleration causes all objects to fall towards the center of the
Earth.
b. If air resistance is negligible, all objects that will fall will have an
acceleration of 9.8 m/s2.
c. All objects dropped simultaneously will reach the ground at the same time
even if there is air resistance.
d. If air resistance and friction are negligible, then in a given location, all
objects fall toward the center of the Earth.

10. The speedboat has a constant acceleration of 2.0 m/s2. If the initial
velocity of the boat is 6.0 m/s, find its displacement after 8.0 seconds. If you
are to solve the problem, which of the following choices is correctly identified
as given in the problem?
a. v= 6.0 m/s ; t=8.0 s ; a= 2.0 m/s2
b. vi= 6.0 m/s ; t=8.0 s ; a= 2.0 m/s2
c. t=6.0 m/s ; vi=2.0 m/s2 ; d=8.0 s
 d. g=2.0 m/s2 ; v= 8.0 s ; vi = 6.0 m/s

What I Need to Know

This module was specifically developed and designed to provide you a

fun and meaningful learning experience, with your own time and pace.

The module is divided into four lessons, namely:

● Lesson 1 – Describing Motion
● Lesson 2- Graphical Representation of Motion
● Lesson 3 – One Dimension Uniformly Accelerated Motion
After going through this module, you are expected to:
● convert a verbal description of a physical situation involving uniform
acceleration in one dimension into a mathematical description;
STEM_GP12Kin-Ib-12
● interpret displacement and velocity, respectively, as areas under
velocity vs. time and acceleration vs. time curves; STEM_GP12KINIb-
14
● Interpret velocity and acceleration, respectively, as slopes of position
vs. time and velocity vs. time curves; STEM_GP12KINIb-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_GP12KINIb-16
● Solve for unknown quantities in equations involving one-dimensional
uniformly accelerated motion, including free fall motion;
STEM_GP12KINIb-17
● Solve problems involving one-dimensional motion with constant
acceleration in contexts such as, but not limited to, the “tail-gating
phenomenon”, pursuit, rocket launch, and freefall problems;
STEM_GP12KINIb-19

Lesson
Describing Motion
1
Hello there! I hope you have understood the idea of vectors
already. In this module, we will understand how to convert
verbal description of a physical situation involving uniform
acceleration in one dimension into a mathematical description.

We will have lots of activities

today!
 What I Know

Directions: A Physics teacher paces left and right while lecturing. Her
position relative to the Earth is given by x. From the figure, what is the
displacement of the professor relative to Earth? How will you get for the
displacement of an object?

What’s In

Directions: From the given statements, identify whether the quantity stated
is a description of time, distance, displacement, speed, or velocity. Write
your answer in your activity notebook.

1. Puregold and SM hypermarket Laoag are 250 meters apart.

2. At the equator, earth rotates 460m/s or roughly 1,000 mi/hr.
3. Dogs can run about 15–20 miles per hour for short distances.
4. A physics discussion in solving worded problems takes 50
minutes.
5. From Solsona to Laoag, it will take you 45 minutes of travel if
traveling at 60km/hr.
 What’s New

Direction: Match the term in Column A to its correct definition in Column

B. Write the letter only.
Column A Column B
1. displacement a. a vector quantity that refers to "the rate
at which an object changes its position”
2. distance
3. speed b. a vector quantity that refers to "how far
out of place an object is"; it is the
4. time
object's overall change in position.
5. velocity
6. instantaneous velocity c. displacement divided by the time of
travel
7. average velocity d. velocity at a specific instant
e. a scalar quantity, is the rate at which
an object covers distance
f. the measured or measurable period
during which an action, process, or
condition exists or continues
Have you matched them properly? g. a scalar quantity that refers to "how
Let us now proceed to the next much ground an object has covered"
part of this module to deepen your during its motion.
knowledge about converting
verbal description into
mathematical description.

What is It

A. Distance vs. Displacement

 Distance, a scalar quantity, is the length
of path that a moving body travel. It is
commonly expressed in meter, kilometer,
centimeter, feet. Displacement, a vector
quantity, is the shortest distance between the
initial position and final position or refers to
"how far out of place an object is". Consider the
motion depicted in the diagram at the left. A physics teacher walks 4 meters
East, 2 meters South, 4 meters West, and finally 2 meters North. Even
though the physics teacher has walked a total distance of 12 meters, her
displacement is 0 meters. During the course of her motion, she has "covered
12 meters of ground" (distance = 12 m). Yet when she is finished walking,
she is not "out of place" - i.e., there is no displacement for her motion
(displacement = 0 m).

Displacement can also be the change of position of an object:

∆ x=x f −x i

where ∆ x = displacement
x f = final position
x i = initial position

For example, your Physics teacher paces left

and right while lecturing. Her position relative to
the Earth is given by x. The +2.0m displacement of
the professor relative to Earth is represented by an
arrow pointing to the right.

B. Speed vs. Velocity

Most people use the terms “speed” and “velocity” interchangeably. In
Physics, however, they do not have the same meaning and they are distinct
concepts. Speed is a scalar quantity that refers to "how fast an object is
moving”, while velocity is a vector quantity that refers to "the rate at which
an object changes its position”. Velocity therefore, has a direction.
Example of Speed Example of Velocity
walking 2.5 m/s walking 2.5 m/s going to school
0.5mm raindrops 0.5mm raindrops falling
sliding 3 meters sliding 3 meters to the left
 distance x
In equation, speed= , in symbol: v= . The standard unit for
elapsed time t
speed is expressed in meters per second or m/s. If the speed is not constant,
this speed is called the average speed. It can be determined by dividing the
total distance travelled by the total time of travel. In equation:
total distance xtotal xf + xi
ave . speed= , in symbol: v ave . = ∨v= .
total timeof travel t total t f +t i

Are you familiar with the instrument called speedometer? It is one of

the devices on the instrument panel in front of the driver’s seat of a motor
vehicle. Is the speed indicated in the speedometer an average speed? (No.)
The speedometer indicates the instantaneous speed of the vehicle which
means the speed of the vehicle at the instant you were reading the
speedometer.
The description of motion is not complete if it includes speed only. We
also have to consider its direction. With this, we use the term velocity. In
d
symbols: v= . We may also compute for the average velocity using this
t
∆ x x f −x i
formula: v= =
t t
where v = average velocity
∆ x = displacement
∆ v = time elapsed

Sample Problem1: A car travels along a straight road to the east for 120
meters in 5 seconds, then go to the west for 60 meters in 1 second.
Determine the average speed and average velocity.
Given: Find: Solution:
x i=120 m v a. average speed b. average
velocity
x f + xi x f −x i
t i=5 s v= v=
t f +t i t f +t i
120 m+60 m 180 m
x f =60 m v= =
5 s+1 s 6s
120 m−60 m 60 m
v= =
5 s+1 s 6s
t f =1 s v=30 m/s v=10 m/s

Sample Problem 2: A boy rises vertically upward to a height of 100 m, in 5

seconds, then comes back at the same position after another 5 seconds.
Find the distance travelled, displacement, average speed and average
velocity of the body.
Given: Find:
x i=100 m total distance travelled
t i=5 s displacement
x f =100 m v
t f =5 s

Solution:
a. d total=x i + x f = 200m
b. displacement =x f + x i=0 (minimum distance between initial and final position
x + x 200 m
c. Average speed: v= f i = =20 m/s
t f +t i 10 s
x f −x i
d. Average velocity: v= =0
t f +t i

C. Acceleration
An object is accelerated when it speeds up, slows down or changes
direction. In other words, the motion is accelerated when the velocity of the
object changes. Recall that velocity refers to both magnitude (speed) and
direction.
Acceleration is the rate of change of motion or the change in velocity
∆ v v f −v i
per unit time. In equation, a= = . The unit of acceleration is m/s/s
∆ t t f −t i
or m/s2.
Sample Problem 3: A car with an initial velocity of 20 m/s, accelerates at a
rate of 5 m/s2 for 3 seconds, what will its final velocity be?
v f −vi
Given: Find: Solution: From the equation a= , we can derive
t f −t i
𝑣𝑖=20 𝑚/𝑠 𝑣f v f =v i +at
m m
𝑎=5 𝑚/𝑠2 v f =20 +(5 2 )(3 s)
s s
m
Δ𝑡=3 𝑠 v f =35
s

Can you still follow? Hope you’re

still alive and kickin’. Let’s continue
to learn more.
 What’s More

Independent Activity 1: Displacement

Direction: Answer each item below using the figure given below as your
basis.

1. Find the following for path A in the figure above:

a. distance traveled
b. magnitude of the displacement from start to finish
c. displacement from start to finish
2. Find the following for path B in the figure above:

a. distance traveled
b. magnitude of the displacement from start to finish
c. displacement from start to finish
3. Find the following for path C in the figure above:

a. distance traveled
b. magnitude of the displacement from start to finish
c. displacement from start to finish
4. Find the following for path D in the figure above:

a. distance traveled
b. magnitude of the displacement from start to finish
 c. displacement from start to finish

Independent Activity 2: Speed and Velocity

Direction: Solve each item. Be sure to show your solution.

1. What is the coach's average speed and average velocity?

2. A man walks 7 km East in 2 hours and 2.5 km West in 1 hour in the

same path. What is the man's average speed for the whole journey?
What is the man's average velocity for the whole journey?

Independent Activity 3: Acceleration

Direction: Solve each item. Be sure to show your solution.

1. 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?

2. 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’s the bus’ 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?

3. The speedboat has a constant acceleration of 2.0 m/s2. If the initial

velocity of the boat is 6.0 m/s, find its displacement after 8.0 seconds.

4. A motorcycle starting from rest has an acceleration of 2.6 m/s2. After the
motorcycle has traveled a distance of 120 m, it slows down with an
acceleration of -1.5 m/s2 until its velocity is 12 m/s. What is the total
displacement of the motorcycle?

What I have learned

Directions: Chunking the Data. Copy the table below and fill it up
with what you have learned.

Did you learn

something? Write
them all up.

What I can do

Directions: Answer each question briefly. Write your answer in your activity
notebook.

Following speed limit is of great importance. The minimum speed

limit is set at 60 kph and the maximum at 100 kph. With this, conduct an
interview to 2 drivers of different automobiles such as jeep, bus, taxi, and
private vehicles to find out their relative average speed as well as their
driving experiences in relation to increasing and decreasing speed and
following road safety measures. Construct at least 3 questions to be used
in your interview.

Assessment

Direction: Read the following questions and write the letter that best
represents your answer in your activity notebook.

1. Displacement must always be measured from which position?

a. the y-axis. b. infinity.
c. a reference point. d. the current position of an object.

2. An elevator moving upward 30 m from the first floor to the third floor for
5 minutes. Does the statement suggest a speed or velocity?
a. speed b. velocity c. both d. cannot be identified

3. Which of the following cannot be used to get the average speed of a

moving object?
a. v=d/t b. v=∆v/∆d c. s=d/t d. v=∆d/∆t

4. Which of the following is a measure of velocity?

a. 30 s b. 30 South c. 30 m/s d. 30 m/s, South

5. What do we call the speed of an object at a specific moment in time?

a. instantaneous speed b. pinpoint speed
c. top speed d. average speed

6. Which of the following statements is TRUE?

a. It is possible for an object to move with a constant speed but not a
constant velocity.
b. It is possible for an object to move with a constant velocity but not a
constant speed.
c. Velocity is a scalar quantity.
 d. Speed is a vector quantity

7. Liza is swimming laps from one end of a 50-meter pool to the other. Going
from one end to the other is considered one lap. If she swims four complete
laps, which statement is TRUE?
a. Her distance and displacement are both zero.
b. Her distance and displacement are both 200 meters.
c. Her distance is zero, but her displacement is 200 meters.

d. Her distance is 200 meters, but her displacement is zero.

8. Jerry walked from home to school, then from the school to

the park. What is his total displacement?

a. 2 km b. 5 km
c. 8 km d. 10 km

9. A runner races in the 100-meter dash. It takes her 10 seconds to finish.

What is her average speed?
a. 10 m/s b. 1000 m/s c. 100 s d. 10 s

10. Which of the following statements about velocity and/or speed is TRUE?
a. Velocity is a vector quantity and speed is a scalar quantity.
b. Both speed and velocity refer to how fast an object is moving.
c. The phrase "30 mi/hr, west" likely refers to a scalar quantity.
d. The direction of the velocity vector is dependent upon two factors: the
direction the object is moving and whether the object is speeding up or
slowing down.
Lesson
Graphical Representation of
2 Motion

More to go my friends! This time we will be using

graphing paper, ruler, pencil for we will learn and
analyze graphical representation of motion.

Hope you will still be keeping the beat.

Good luck!
 What I Know

Directions: Answer each question briefly with just what you know is the
possible answer.
a. What is the use of position-time graph?
b. What is the use of velocity-time graph?
c. What is the importance of graphs in describing motion?

What’s In

Directions: Analyze the distance-time graphs below that represents the

motion of a car. Match them to their descriptions with the graphs, then
explain your answer.
Descriptions:
1. The car is stopped.
2. The car is traveling at a
constant speed.
3. The speed of the car is
decreasing.
4. The car is coming back.

Graph A matches description _____ because __________________________________.

Graph B matches description _____ because __________________________________.
Graph C matches description _____ because __________________________________.
Graph D matches description _____ because __________________________________.
 What’s New

Direction: Answer the questions briefly. Write your answer in your activity
notebook.
John left his home and
walked 3 blocks to his school, as
shown in the accompanying
graph.
a. W
ha
t
is

one possible interpretation of the section of

the graph from point B to point C?
b. What could be your interpretation in point A
and point D?

What is It

Describing the motion of an object is occasionally hard to do with

words. Sometimes graphs help make motion easier to picture, and therefore
understand.

A. Position vs. Time Graph

Plotting distance against time can tell you a lot about motion. Let's look
at the axes:

Time is always plotted on the X-axis (bottom of

the graph). The further to the right on the axis, the
longer the time from the start.
 Distance is plotted on the Y-axis (side of the graph). The higher up the
graph, the further from the start. graph, the further from the start.

If an object is not moving, a horizontal line is shown on a distance-time

graph.

Time is increasing to the right, but its distance

does not change. It is not moving. We say it is At
Rest.

If an object is moving at a constant speed, it means it has the same

increase in distance in a given time:
Time is increasing to the right, and
distance is increasing constantly with time.
The object moves at a constant speed.

Constant speed is shown by straight

lines on a graph.

Let’s look at two moving objects:

Both of the lines in the graph show that each object moved the same
distance, but the steeper dashed line got there before the other one:
A steeper line indicates a larger distance
moved in a given time. In other words, higher
speed.

Both lines are straight, so both speeds

are
constant.

Graphs that show acceleration look different from

those that show constant speed.
 The line on this graph is curving upwards. This
shows an increase in speed, since the line is getting steeper.
In other words, in a given time, the distance the object moves is
change (getting larger). It is accelerating.

B. Speed vs. Time Graph

Speed-Time graphs are also called Velocity-Time graphs. Speed-Time
graphs look much like Distance-Time graphs. Be sure to read the labels!!
Time is plotted on the X-axis. Speed or velocity is plotted on the Y-axis.

A straight horizontal line on a speed-time graph

means that speed is constant. It is not changing
over time.

A straight line does not mean that the

object is not moving!

This graph shows increasing speed. The

moving object is accelerating.

This graph shows decreasing

speed. The moving object is
decelerating.

What about comparing two moving objects at

the same time?
 Both the dashed and solid line show increasing speed. Both lines
reach the same top speed, but the solid one takes longer.

The dashed line shows a greater acceleration.

Let us try if you have

understood our discussion.

What’s More

Direction: Riding in the Bus. Write your answer in your activity notebook.

The graph below shows how the speed of a bus changes during part of
a journey

Choose the correct words from the following list to describe the motion
during each segment of the journey to fill in the blanks.
 accelerating decelerating constant speed rest

a. Segment 0-A: The bus is __________________. Its speed changes from 0 to

10 m/s in 5 seconds.
b. Segment A-B: The bus is at __________________. It has stopped.
c. Segment B-C: The bus is __________________. It is slowing down from 10
m/s to rest in 3 seconds.
d. Segment C-D: The bus is at __________________. It has stopped.
e. Segment D-E: The bus is __________________. It is gradually increasing in
speed.
f. Segment E-F: The bus is at __________________. It has stopped.

What I have learned

Direction: Who Won the Race? Answer each question below. Write your
answer in your activity notebook.

Look at the graph above. It shows how three runners ran a 100-meter
race.

a. Which runner won the race? Explain your answer.

b. Which runner stopped for a rest? Explain your answer.
c. How long was the stop?
d. How long did Bob take to complete the race?
e. Calculate Albert’s average speed. (Figure the distance and the time first!)

What I can do

Directions: Assuming that you are public commuter as you go to school.

You are riding a passenger jeepney on the way to your school every day. You
are given the distance-time graph of motion below. Make a simple story out
of the graph describing the jeepney’s motion while you are riding. Use your
activity notebook for your answer.

Assessment

Direction: Read the following questions and write the letter that best
represents your answer in your activity notebook.

1. The graph below represents the relationship between distance and time
for an object in motion. During which interval is the speed of the object
changing?
a. CD b. AB
c. BC d. DE

2. The graph below shows the velocity of a race car moving along a straight
line as a function of time. What is the magnitude of the displacement of the
car from t = 2.0 seconds to t = 4.0 seconds?

a. 20 m b. 40 m
c. 60 m d. 80 m
3. The graph below shows the relationship between speed and time for two
objects, A and B. Compared with the acceleration of object B, the
acceleration of object A is

a. Three times as great

b. The same
c. One-third as great
d. Twice as great

4. Which graph best represents the relationship between velocity and time
for an object which accelerates uniformly for 2 seconds, then moves at a
constant velocity for 1 second, and finally decelerates for 3 seconds?
a. b.

c. d.

5. Which graph best represents the motion of an object whose speed is

increasing?
a. b.

c. d.

6. The displacement-time graph below represents the motion of a cart

initially moving forward along a straight line. During which interval is the
cart moving forward at constant speed?

a. AB b. CD
c. BC d. DE

7. The distance-time graph below represents the position of an object

moving in a straight line. What is the speed of the object during the time
interval t = 2.0 seconds to t = 4.0 seconds?

a. 0.0 m/s b.5.0 m/s

c. 7.5 m/s d. 10.0 m/s

8. Which pair of graphs represents the same motion?

a. b.

c. d.

9. Which graph best represents the motion of an object initially at rest and
accelerating uniformly?
a. b.

c. d.

10. The graph below represents the motion of an object. According to the
graph, as time increases, the velocity of the object:
a. increases
b. decreases
c. remains the same
d. increasing by 2

Lesson
Graphical Representation of
2 Motion

At last! This is the last lesson for our module. We

come to more complex yet challenging part of this
module. Let us try if you really have understood the
two lessons.

I will congratulate you guys if you will

still do your best this time.

What I Know

Directions: Derive a formula using the basic formulas of speed, average

velocity and acceleration in arriving for a distance travelled of an object if
the given physical quantities in the problem is acceleration and velocities.
 What’s In

Directions: Answer the question briefly.

Problem-solving are obviously essential to success in quantitative
courses in physics. What are the necessary steps in solving worded
problems to arrive with the correct answer?

What is It

A. Kinematic Equations
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).
In Lesson 1 of this module, we had objects moving with constant
velocities. We then used the simple equation,
𝑑=𝑣𝑡
giving distance as the product of the constant speed and time. What
happens if the velocity changes uniformly from an initial velocity 𝑣i at time 𝒕𝒊
to a final velocity 𝑣𝑓 at time 𝑡𝑓? We first express the changing velocity 𝑣 as
the average of the two velocities:
vf + vi
v=
2
Then we substitute the average velocity into the equation 𝑑=𝑣𝑡. We thus get the
kinematic equation for distance in terms of the initial and final velocities and the
time 𝑡. This is a very useful equation.

d= ( v 2+v ) t
f i Equation 1

We shall obtain a second kinematic equation in convenient form. We start

with the acceleration,
 v f −vi
a=
t
If we are interested in the final velocity of an accelerating object, we can
solve for 𝑣𝑓. We first multiply both sides of the above equation by t. We get,
at=v f −v i

vi + at=v f or v f =v i +at Equation 2

The third kinematic equation will be obtained by using Equation 1 and

Equation 2. Simply take the expression for the final velocity 𝑣𝑓 given by the
Equation 2 and substitute it in Equation 1 as follows:

d= ( v f +v i
2
t)
d= ( v +at2 +v ) t
i i

d= ( 2 v 2+at )ti

2 Equation 3
d=v i t+1/2 a t

We notice that Equations 1 to 3 all have the time variable. We can get the
fourth kinematic equation which does not involve the time. There are
different ways to get this fourth equation, but one way is to first solve for
time 𝒕 in Equation 2.
v f −v i
t=
a
Then substitute this expression for time 𝑡 into the Equation 1.

d= ( v f +v i
2
t)
d= ( v 2+v )( v −va )
f i f i

v f 2−v i2
d=
2a
2 2
v f −v i =2 ad Equation 4
v f 2=2 ad + v i2

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 applying the rules of
algebra both for numbers and units. Be careful with positive and negative
signs.
Sample Problem 1: A bike accelerates uniformly from rest to a speed of 8
m/s over a distance of 30 m. Determine the acceleration of a bike.
Given: 2
v −v i
2
a= f
vi =0 2d

v f =8 m/s 8 m/s2 −0
a=
2(30 m)
d=30 m 2
a=1.07 m/s
Find: a

B. Free-Fall
Aristotle thought that heavy objects fall faster than light ones, in
proportion to their weight. Galileo Galilei argued that a body should fall
downward with an acceleration that is constant and independent of the
body's weight and composition. This means that heavy or light objects
will fall at the same time when allowed to drop from the same height
neglecting air resistance.
Free Fall is an example of a 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 that we discussed in the preceding lesson.
However, we replace every a with g (known as the acceleration due to
gravity). For this, it is important to remember the following:
● Near the surface of the earth, the acceleration due to gravity can be
taken as a constant: g= -9.8 m/s2 (directed downward).
● At this stage, we shall also neglect air resistance. Thus, we can take
gravity as the only influence on an object in “free fall”.
● Problems in "Free Fall" include object thrown upward that reaches a
certain height before falling down. For cases like these, we have to be very
careful with positive and negative signs for the vertical motion.
Sample Problem 2: A person throws a ball upward into the air with an initial
velocity of 15.0 m/s. Calculate how high it goes and how long the ball is in
the air before it comes back to his hand.
2 2
Given: v f −v i
To determine the height, we use the equation d= ,
vi =15.0 m/s 2a
but we replace d with y to indicate vertical movement.

v f 2−v i2
y=
2g

y=0−¿ ¿
y=11.47 m
v f −v i
To determine the ball flight time, we use t= , then
g
multiply it by 2 for the ball goes up and then down.
v f −v i
t=
g
0−15.0 m/ s
t= =1.53 s x 2=3.06 s
−9.8 m/s

What’s More
2. A bullet in a gun is accelerated from the firing chamber to the end of the
barrel at an average rate of 6.02 x 105 m/s2 for 8.10 x 10-4 s. What is its
muzzle velocity (that is final velocity)?
3. A basketball referee tosses the ball straight up for the starting tip-off. At
what velocity must a basketball player leave the ground to rise 1.5 m above
the floor in an attempt to get the ball.
4. You throw a glob of putty straight up toward the ceiling, which is 3.60 m
above the point where the putty leaves your hand. The initial speed of the
putty as it leaves your hand is 9.50 m/s. (a) What is the speed of the putty
just before it strikes the ceiling? (b) How much time from when it leaves
your hand does it take the putty to reach the ceiling?

What I can do

Direction: Make an infographic using the rubric as your guide.

Road accidents still pose a serious problem. A lot of road accidents
have been happening in different areas of our country nowadays due to a
number of reasons. One of which is tailgating. Research about tailgating and
the Physics behind it. Make an infographic about it. Your infographics must
contain information about the following:
a. What is tailgating?
b. What are the Effects of tailgating
c. How to prevent tailgating?
 Assessment

Direction: Read the following questions and write the letter that best
represents your answer in your activity notebook.

1. An object moving in the +x direction experiences an acceleration of +2.0

m/s2. This means the object is ____. Which of the following will complete the
statement correctly?
a. is traveling at 2.0 m/s.
b. travels 2.0 m in every second.
c. is decreasing its velocity by 2.0 m/s every second
d. is increasing its velocity by 2.0 m/s every second.

2. When a ball is thrown straight up with no air resistance, the acceleration

at its highest point ______. Which will complete the statement correctly?
a. is upward. b. is zero.
 c. is downward. d. reverses from upward to downward.

3. Ball A is dropped from the top of a building. One second later, ball B is
dropped from the same building. Neglect air resistance. As time progresses,
what will be the difference in their speeds?
a. increases b. remains constant
c. decreases d. cannot be determined

4. A car initially traveling at 60 km/h accelerates at a constant rate of 2.0

m/s2. How much time is required for the car to reach a speed of 90 km/h?
a. 15 s b. 30 s c. 45 s d. 4.2 s

5. A car travels at 15 m/s for 10 s. It then speeds up with a constant

acceleration of 2.0 m/s2 for 15 s. At the end of this time, what is its velocity?
a. 15 m/s b. 30 m/s c. 45 m/s d. 375 m/s

6. A jet plane is launched from a catapult on an aircraft carrier. In 2.0 s it

reaches a speed of 42 m/s at the end of the catapult. Assuming the
acceleration is constant, how far did it travel during those 2.0 s?
a. 16 m b. 24 m c. 42 m d. 84 m

7. An object is moving in a straight line with constant acceleration. Initially

it is traveling at 16 m/s. Three seconds later it is traveling at 10 m/s. How
far does it move during this time?
a. 30 m b. 39 m c. 48 m d. 57 m
8. A car is traveling at 26.0 m/s when the driver suddenly applies the
brakes, causing the car to slow down with constant acceleration. The car
comes to a stop in a distance of 120 m. How fast was the car moving when it
was 60.0 m past the point where the brakes were applied?
a. 22.5 m/s b. 18.4 m/s c. 15.0 m/s d. 12.0 m/s

9. A stone is thrown with an initial upward velocity of 7.0 m/s and

experiences negligible air resistance. If we take upward as the positive
direction, what is the velocity of the stone after 0.50 s?
a. 2.1 m/s b. 4.9 m/s c. -2.1 m/s d. -4.9 m/s
10. A ball is thrown upward with a speed of 12 m/s on the surface of planet
X where the acceleration due to gravity is 1.5 m/s 2 and there is no
atmosphere. What is the maximum height reached by the ball?
a. 8 m b. 18 m c. 48 m d. 144 m

1. John walks 6 km West during first day, and 3 km West the next day.
What is the total displacement of John in two days?
a. 3 km, West b. 6 km, West c. 9 km, West d. 10 km, West

2. What does the slope of a distance vs. time graph represent?

a. acceleration b. displacement c. distance d. speed

3. Consider the figure on the right, which of the

following statements is TRUE?
a. The object speeds up
b. The object slows down
c. The object stays at rest
d. The object moves with a constant
velocity

4. What is the average velocity of a train moving along a straight track if its
displacement is 192 meters East during a time period of 8.0 s?
a. 12 m/s, East b. 24 m/s, East c. 48 m/s, East d. 96

5. Which statement about acceleration due to gravity g is FALSE?

a. It is constant at a particular place.
b. It is directed towards the center of the earth.
c. It depends upon the weight of a falling object.
d. It decreases as you go further from the surface of the earth.
6. An object is released from rest and falls in the absence of air resistance.
Which of the following is TRUE about its motion?
a. Its velocity is constant. b. Its acceleration is constant.
c. Its acceleration is zero. d. Its acceleration is increasing.

7. A flower pot falls off a balcony 85 m above the street. How long does it
take to hit the ground?
a. 4.2 s b. 8.3 s c. 8.7 s d. 17 s

8. A bullet shot straight up returns to its starting point in 10 s. What is the

initial speed of the bullet, assuming negligible air resistance?
a. 9.8 m/s b. 25 m/s c. 49 m/s d. 98 m/s

9. A bullet shot straight up returns to its starting point in 10 s. What is the

initial speed of the bullet, assuming negligible air resistance?
a. only graph a
b. only graph b
c. graphs a and b
d. graphs d and c

10. A child standing on a bridge throws a rock straight down. The rock
leaves the child's hand at time t = 0 s. If we take upward as the positive
direction, which of the graphs shown below best represents the acceleration
of the stone as a function of time?
 a. b.

c. d.

Answer Key

Pre-Assessment
1.c 2. b 3. b 4. a 5. b
6. d 7. a 8. b 9. c 10. b

Lesson 1

What I Know

Displacement is +2.0 m. to get the displacement use the formula

∆ x=x f −x i
Congratulations for a
job well done.
What’s In

1.distance 2. velocity 3. speed 4. time 5. velocity

Your module ends

here. Keep safe!
 What’s New

1.b 2. g 3. e 4. f 5. a
6. d 7. c

What’s More

Independent Activity 1

1. 2. 3. 4.
a. 7 m a. 5 m a. 12 m a. 8 m
b. 7 m b. 5 m b. 8 m b. 4 m
c. +7 m c. -5 m c. +8 m c. -4 m

Independent Activity 2
1. average speed= 9.5 yard; average velocity=-5.5 yard
2. average speed= 3.17 km/hr; average velocity= 1,5 km/hr, East

Assessment

1.c 2. b 3. b 4. d 5. a
6. a 7. d 8. a 9. a 10. a

Lesson 2

What’s In

1.2 2. 3 3. 1 4. 4

What’s New

a. John stop walking

b. different speed
What’s More

a. accelerating e. accelerating
b. rest f. rest
c. decelerating
d. rest

What I have learned

a. Alberto because less time of travel.

b. Charlie because longer time of travel.
c. 8 s
d. 14 s
e. 8.33 m/s

Assessment

1.d 2. a 3. a 4. a 5. a
6. c 7. d 8. d 9. b 10. c

Lesson 3

What’s More

a. 4.9 m/s2
b. 487.62 m/s
c. 5.42 m/s
d. v=4.4 m/s; t=0.52s

Assessment

1.d 2. b 3. b 4. d 5. c
6. c 7. b 8. b 9. a 10. c
Post Assessment
1.c 2. d 3. c 4. b 5. d
6. b 7. c 8. c 9. c 10. b

References:

Web-cited materials:

https://collegephysicsanswers.com/openstax-solutions/find-following-path-
figure-259-distance-traveled-b-magnitude-displacement-start

https://thefactfactor.com/facts/pure_science/physics/numerical-problems-
on-displacement-average-speed-velocity/10283/

https://www.problemsphysics.com/mechanics/motion/
velo_spe_solutions.html

https://www.khanacademy.org/math/ap-calculus-ab/ab-diff-contextual-
applications-new/ab-4-2/e/interpret-motion-graphs

https://camillasenior.homestead.com/motion_graphs.pdf