General Physics 1 Month 1

Senior High School
General Physics 1
Quarter 1 - Module 1
Units, Physical Quantities and
Measurements
General Physics 1- Grade 12
Alternative Delivery Mode
Quarter 1 - Module 1: Units, Physical Quantities and Measurements
First Edition, 2020
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Senior High School
General Physics 1
Quarter 1 - Module 1:
Units, Physical Quantities and Measurements
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Table of Contents
What This Module is About ................................................................................................................... i

What I Need to Know .............................................................................................................................. i
How to Learn from this Module ...........................................................................................................ii
Icons of this Module ...............................................................................................................................ii
What I Know ........................................................................................................................................... iii
First Quarter
Lesson 1: Unit Conversion and Scientific Notation
What I Need to Know..................................................................................................1
What’s In: Check It Out! .............................................................................................2
What’s New: Pass the Message ..............................................................................3
What Is It: Learning Concept: Scientific Notation ............................................4
Significant Figures ..........................................5
What’s More: Exercises ...........................................................................................6
What Is It: Learning Concepts: Unit Conversion ................................................7-9
What’s More: Exercises ............................................................................................10

What I Have Learned: ................................................................................................11
What I Can Do: Performance Task and Enrichment Activity ...........................12
Sample Format for the Performance task ……………………13-14
Lesson 2: Accuracy and Precision
What’s In ........................................................................................................................15
What’s New ...................................................................................................................16
What Is It: Learning Concepts: Accuracy & Precision .......................................17-18
What’s More: Data Analysis......................................................................................19
What I Have Learned: ................................................................................................20
Assessment: (Post-Test) .................................................................................................... 21

Key to Answers .................................................................................................................................... 22
Appendices A &B ................................................................................................................................ 23
References ............................................................................................................................................ 24
Module 1
Units, Physical Quantities and
Measurements
What This Module is About
This module demonstrates your understanding and skill in solving

measurement problems involving conversion of units as well as expressing it in
scientific notation. Since Physics and measurement are inseparable, measurement
entails accuracy and precision. This module emphasizes the difference of the two;
accuracy and precision and illustrates its equal importance in taking measurement.
This module will help you explore the basic concepts on topics that will help
you solve measurement problems in the succeeding topics in Physics.
This module has two (2) lessons:

• Lesson 1- Unit Conversion and Scientific Notation
• Lesson 2- Accuracy and Precision
What I Need to Know
After going through this module, you are expected to:
1. Solve measurement problems involving conversion of units, expression of

measurements in scientific notation (STEM_G-12EU-Ia-1)
2. Differentiate accuracy from precision (STEM_G-12EU-Ia-2)

How to Learn from this Module
To achieve the learning competencies cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
Icons of this Module
What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through

various activities, before it will be presented
to you
What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you

Learned have learned from the lesson
What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
What I Know
MULTIPLE CHOICE:
Directions: Read and understand each item and choose the letter of the correct answer.
Write your answers on a separate sheet of paper.
1. Which of the following is equivalent to half a meter?

A. 500 𝑐𝑚 B. 50 𝑐𝑚 C. 100 𝑚𝑚 D. 10 𝑚𝑚
2. A book has a mass of 500 𝑔, how many kilograms does it weigh?

A. 5 𝑘𝑔 B. 1 𝑘𝑔 C. 0.5 𝑘𝑔 D.
0.25 𝑘𝑔
3. Which of the following has the smallest value?
A. 29 𝑐𝑚 B. 0. 0025 𝑘𝑚 C. 4.5 × 10−3 𝑚 D.
10,000 𝑚𝑚
4. The average thickness of the leg of an ant is 0.035 𝑐𝑚. How many millimeters is this?
A. 35 𝑚𝑚 B. 3.5 𝑚𝑚 C. 0.0035 𝑚𝑚 D. 0.35 𝑚𝑚
5. Which of the following relationships of quantities is TRUE?
A. 200 𝑔 = 0.2 𝑘𝑔 C. 1 𝑘𝑔 < 900 𝑔
B. 5 000 𝑔 > 5 𝑘𝑔 D. 0.5 𝑘𝑔 = 5 000 𝑔
6. Which of the following is the BEST example of a number expressed in scientific

notation?
A. 15.2 × 102 C. 0.71 × 10−2
3
B. 8.43 × 10 D. 0.039 × 10−3
7. What is 7.236 × 10−3 written in standard form?

A. 72.36 B. 0.7236 C. 0.007236 D. 0.07236
8. The speed of light in a vacuum is about 299, 800, 000 𝑚/𝑠. Which of the following
values in scientific notation is its equivalent?
A. 2.998 × 106 𝑚/𝑠 C. 2.998 × 108 𝑚/𝑠
7
B. 2.998 × 10 𝑚/𝑠 D. 2.998 × 109 𝑚/𝑠
9. MOR radio station in Cagayan de Oro city operates at a frequency of 91.9 Mega
Hertz. What is 91.9 × 106 𝐻𝑧 written in standard form?
A. 9, 190, 000 𝐻𝑧 C. 919, 000, 000 𝐻𝑧
B. 91, 900, 000 𝐻𝑧 D. 9, 190, 000, 000 𝐻𝑧
10. Which of the following is equal to 0.051 × 10−3 ?

A. 5.1 × 10−1 B. 5.1 × 10−4 C. 5.1 × 10−5 D. 5.1 × 10−6
Lesson
Unit Conversion and
1 Scientific Notation
What I Need to Know
Physics is an experimental science. Thus, experiments are performed in order to test

hypotheses and draw conclusions from the findings of the experiement. How do we make
conclusions? Conclusions in experiment are derived from measurements. Experiments are
performed to measure physical quantities. Physical quantities can be expressed in terms of
a number of fundamental quantities. Mass, distance, time are some of these fundamental
quantities. A physical quantity will only make sense if compared to a reference standard. For
example, a 3.5 𝑚 cloth you bought from Everbest Store means that the cloth’s length is 3.5
times a meter stick (or a tape measure that is 1-m long). Here, the meter stick is considered
as our reference standard. Therefore, stating that the cloth is 3.5 is not as informative.
Look at the figure to the right. How difficult will it be in

giving mental picture without a standard reference? The one
cable in the figure does not make sense since it has no
reference standard. How long is that one cable? That is why, a
standard measurement system is important because it allows
scientists to compare data and communicate with others about
their result.
To make sure that scientist throughout the world means

the same thing when referring to a measurement; standards
have been defined for measurements of time, mass and length.
In this lesson, you are to solve measurement problems involving conversion of units,
expression of measurements in scientific notation.
What’s In
You have learned in your Grade 11 Chemistry the rules of significant figures. Recall
that significant figures of a number written in positional notation are digits that carry
meaningful contributions to its measurement resolution.
Check It Out!
Determine the number of significant figures of the values given below:
1. 0.0025 → ___________
2. 12. 00030 → ___________
3. 3.1416 → ___________
4. 20.20 → ___________
5. 0. 4 → ___________
Rules in determining the number of significant figure: (A short recall)
1. All nonzero digits are significant.

2. All zeros between nonzero digits are significant.
3. All zeros before the first nonzero digit are NOT significant.
4. All zeros to the right of the last nonzero digit are significant.
This concept which you learned in your previous science subject will be used in our
entire topic involving measurement. Thus, it is important to remember and apply these rules.
What’s New
Instruction: Complete the table below.
What? How much? Expressed in Scientific

Notation
Distance from Earth to Sun 150, 000, 000 km
Mass of an average
human cell 0.000000000001 kg
Diameter of the moon 3, 474, 000 m
Temperature at the core of

the Sun 15, 600, 000 K
What? How much? Expressed in standard

form
Mass of a proton 𝟏. 𝟔𝟕𝟑 × 𝟏𝟎−𝟐𝟕 𝒌𝒈
Actual charge of proton 𝟏. 𝟔𝟎𝟐 × 𝟏𝟎−𝟏𝟗 𝑪

What Is It
Physical quantities vary from very large numbers (e.g. the speed of light in a vacuum
= 299, 800, 000 𝑚/𝑠) to very small numbers (length of a certain wavelength of visible light of
0.0000004 𝑚). For scientists and students like you writing large or very small numbers in its
standard form can be a waste of time, energy and even your resources like ink and paper.
As what you have observed in the previous activity, it is very convenient to write large or
very small quantities in a scientific notation.
Scientific Notation
Scientific notation also called exponential notation is a convenient way of writing

values using the power of ten notation wherein we can determine the number of significant
digits as well as the place value of the digit. Place values are denoted by prefixes. (See
appendix A for the SI prefixes found in the last page of this lesson)
Format: 𝐶. 𝑀𝑀𝑀𝑀𝑀 × 10𝑒
where: 𝐶 - the characteristic digit, may be any digit from 0-9

𝑀 – the mantissa digits, may be any digit from 0-9
10 – base
𝑒 – exponent, the number of times the decimal point is moved to either
towards
left or right
Rules in expressing standard notation to scientific notation:
1. When the decimal point is moved from right to left, the result is positive exponent.
Example: 7806. 123 = 7. 806123 × 103 = 7.81 × 103
2. When the decimal point is moved left to right, the result is negative exponent.
Example: 0.00007806123 = 7.806123 × 10−5 = 7.81 × 10−5
Rules converting scientific notation back to standard notation are shown below.
1. Move the current decimal point according to the number of places based on the
exponent
(+) positive exponent – move to the RIGHT
Example:
(−) negative exponent – move to the LEFT

Example:
Rules in Addition and Subtraction involving scientific notation
1. When two or more quantities are added or subtracted, make sure the exponents are
the same.
[𝐼𝑓 𝑛𝑜𝑡, 𝑐ℎ𝑜𝑜𝑠𝑒 𝑜𝑛𝑒 𝑡𝑜 𝑎𝑑𝑗𝑢𝑠𝑡 𝑡ℎ𝑒 𝑑𝑒𝑐𝑖𝑚𝑎𝑙 𝑎𝑛𝑑 𝑒𝑥𝑝𝑜𝑛𝑒𝑛𝑡. 𝑈𝑠𝑒 𝐿𝐴𝑅𝑆 (𝐿𝑒𝑓𝑡 𝐴𝑑𝑑, 𝑅𝑖𝑔ℎ𝑡 𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡)]
2. Add/subtract the number. Keep the exponent the same.
Example:
(a) (6.2 × 103 ) + (1.74 × 103 ) = (6.2 + 1.74) × 103 = 7.94 × 103
(b) (7.1 × 103 ) + (5.2 × 105 ) = (0.071 × 105 ) + (5.2 × 105 ) = 5.271 ×
105
-Since exponents are not the same, choose one to adjust.

-LARS-𝐿𝑒𝑓𝑡 𝐴𝑑𝑑, 𝑅𝑖𝑔ℎ𝑡 𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡 (here we will adjust 7.1 × 103 to have an
exponent of 105 )
-From 103 𝑡𝑜 105 , we will move two decimal places to the left since we
added two to the exponent, that becomes 0.071 × 105
Rules in Multiplication and Division involving scientific notation

1. Powers of ten are added in multiplication
Example: (1.50 × 102 ) (1.20 × 103 ) = (1.50)(1.20) × 102+3 = 1.80 × 105
2. Powers of ten are subtracted in division

1.50×102 1.50
Example: =( ) × 102−3 = 1.25 × 10−1
1.20×103 1.20
Significant Figures
1. In adding or subtracting quantities, the least number of decimal places in any of the
numbers being added or subtracted should also be the number of the decimal places
in the answer.
Example:
2.15 𝑚 (two decimal places)
+ 1.8 𝑚 (one decimal place) → LEAST
0.4367 𝑚 (four decimal places)
4.7 𝑚 (ONE decimal place)
2. In multiplying or dividing quantities, the least number of significant figures in the input
number should also be the number of significant figures in the answer.
Example:
(four significant figures)
10.58 𝑐𝑚
x 2.14 𝑐𝑚 (three significant figures) (LEAST)
𝟐𝟐. 𝟔 𝒄𝒎𝟐 (three significant figures)

What’s More
Exercises: Write you answer on a separate sheet of paper.
1. Apply the rules in identifying the number of significant figures in each of the following:
(a) 0. 00054 (d) 0. 016500
(b) 830 (e) 32.0040
(c) 356, 000 (f) 5.130 × 105
2. Express the following numbers in scientific notation: (Answers should include three
significant figures)
(a) 65, 000 (c) 2, 450, 000
(b) 0. 001327 (d) 0. 00001997
3. Perform the indicated operations: (All answers should be expressed in scientific

notation. Apply the rules for significant figures in your final answer.)
(a) (4.0 × 10−6 ) × (3.0 × 104 ) =
(b) (32 × 106 ) − (2 × 107 ) =
(𝟑×𝟏𝟎𝟖 )(𝟖×𝟏𝟎𝟒 )
(c) =
(𝟔×𝟏𝟎𝟓 )
(d) 0.868 𝑘𝑔 + 2.35 𝑘𝑔 − 2.15 𝑘𝑔 =
(e) (3.25 𝑚)(2.1 𝑚) =
4. Convert the given standard notation below to scientific notation. Then, perform the
indicated operation. Apply the rules for significant figures in your final answer.
150, 000 × 0.0025 × 20

=
3, 000, 000 × 0.015 × 150
What Is It
Unit Consistency and Conversion of Units
There are two major systems of units in the world namely; SI (derived from French
Syteme International) units also known as Metric system and the English system. Although
the system of units used by engineers and scientists is the metric system since 1960, some
countries continue to use the English system of units like for example the United States of
America. However, the conversions between the SI unit and English system of units have
been well-defined. (See appendix B found in the last page of this lesson for conversion
factors)
Multiplying and/or dividing units just like ordinary algebraic expressions give an easy
way to convert a quantity from one unit to another to be dimensionally consistent.
Example:
(a) To convert 0.58 𝑚 to 𝑚𝑚

Conversion factor to be used: 1𝑚 = 1 000 𝑚𝑚
1000 𝑚𝑚
0.28 𝑚 × = 280 𝑚𝑚
1𝑚
(b) To convert 90 𝑘𝑚/ℎ in meters per second

Conversion factors to be used:
1𝑘𝑚 = 1, 000 𝑚 1 ℎ𝑟 = 60 𝑚𝑖𝑛 1 𝑚𝑖𝑛 = 60 𝑠
𝑘𝑚 1000 𝑚 1ℎ 1 𝑚𝑖𝑛
90 × × × = 25 𝑚⁄𝑠
ℎ 1 𝑘𝑚 60 𝑚𝑖𝑛 60 𝑠
𝑘𝑔 𝑔
(c) To convert 50 to
𝑚3 𝑐𝑚3
Conversion factors to be used:
1 𝑘𝑔 = 1000 𝑔 1 𝑚 = 100 𝑐𝑚
𝑘𝑔 1000 𝑔 1𝑚 3 𝑔
50 × × [ ] = 0.05 ⁄ 3
𝑚3 1 𝑘𝑔 100 𝑐𝑚 𝑐𝑚
(d) Converting units with different prefixes (See appendix A for the SI prefixes found
in the last page of this lesson)
(i.) Example: convert 5 Megameter to meter
5 𝑀𝑚 → 𝑚𝑒𝑔𝑎 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑡𝑎𝑏𝑙𝑒 𝑎𝑏𝑜𝑣𝑒 𝑚𝑒𝑎𝑛𝑠 106
5 𝑀𝑚 = 5 × 106 𝑚
(ii.) Example: convert 7 𝑚𝑖𝑙𝑙𝑖𝑔𝑟𝑎𝑚𝑠 to 𝑔𝑟𝑎𝑚𝑠
7 𝑚𝑔 → 𝑚𝑖𝑙𝑙𝑖 𝑚𝑒𝑎𝑛𝑠 10−3 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑡𝑎𝑏𝑙𝑒
7 𝑚𝑔=7 × 10−3 𝑔
(iii.) Example: 5 𝑘𝑚 to 𝑐𝑚
kilo means 103 so, 5 𝑘𝑚 = 5 × 103 𝑚
1 𝑐𝑚 = 1 × 10−2 𝑚
1 𝑐𝑚
(5 × 103 𝑚) × = 5 × 105 𝑐𝑚 𝑜𝑟 500, 000 𝑐𝑚
1×10−2 𝑚
* ANOTHER way to do this: 5 𝑘𝑚 to 𝑐𝑚

Step 1: subtract exponents
*kilo has exponent of 103 and centi has exponent of 10−2
3 subtract -2 =5
from kilo to centi

Step 2: move decimal places according to difference of exponents to the direction of
wanted unit.
* move the decimal 5 places to the right (toward centi)
5 𝑘𝑚 = 5 0 0 0 0 0 𝑐𝑚 or 5 × 105 𝑐𝑚
5 decimal places to the right

(iv.) Example: 384.0 𝑚𝑔 to 𝑑𝑔
milli means 10−3 so, 384.0 𝑚𝑔 = 384.0 × 10−3 𝑔
conversion factor (See appendix A for the SI prefixes found in the last page of
this lesson) 1𝑑𝑔 = 0.1 𝑔
1 𝑑𝑔
(384.0 × 10−3 𝑔) × = 3. 840 𝑑𝑔
0.1 𝑔
* ANOTHER way to do this: 384.0 𝑚𝑔 to 𝑑𝑔

Step 1: subtract exponents
*milli has exponent of 10−3 and deci has exponent of 10−1
-1 − -3 =2
deci milli
Step 2: move decimal places according to difference of exponents to the direction of
wanted unit.
* move the decimal 2 places to the left (toward deci)
384.0 𝑚𝑔 = 3. 8 4 0 𝑑𝑔
2 decimal places to the left

What’s More
Exercises: Write you answer on a separate sheet of paper.
1. Below are the given measurements. Convert it as indicated.
(a) 365 𝑑𝑎𝑦𝑠 into 𝑚𝑖𝑛
(b) 94.3 𝑀𝐻𝑧 into 𝑘𝐻𝑧
(c) 450 𝑐𝑚2 into 𝑘𝑚2
(d) 72 𝑛𝑚 into 𝑚𝑚
(e) 130 𝑚𝑖/ℎ into 𝑘𝑚/𝑠
(f) 40.0 𝐿 to 𝜇𝐿
(g) 5 𝜇𝐿 to 𝑚𝐿
2. Indicate which is greater (>) or lesser (<) by writing the correct symbol. If the
quantities are equal write (=). Show your solution.
(a) 50 𝑑𝑚 _____ 0.005 𝑚𝑚
(b) 0.03 𝑀𝑔 _____ 30 𝑘𝑔
(c) 7.8𝑥102 𝑛𝑚 _____ 0.78𝑥107 𝜇𝑚
(d) 2/3 𝑘𝑚 _____ 1/5 𝑀𝑚

What I Have Learned
I. General Instruction: Solve the following measurement problems involving

conversion of units. Express your answer in standard notation/form and in
scientific notation. Answers should include three significant figures.
1. Joeff, who is an exchange student from Germany, is studying in the United States.
He wishes to buy a new pair of jeans, but the sizes are all in inches. If his waist size
is 85 𝑐𝑚, what is its waist size in 𝑖𝑛𝑐ℎ𝑒𝑠?
2. The total area of the alveoli in the human lung is about 70𝑚2 .What is the area in
(a) 𝑐𝑚2
(b) 𝑖𝑛2
3. A Chevrolet Camaro convertible travels along the highway at a speed of 128 𝑘𝑚/ℎ.
What is it the speed of the car (a) in 𝑚𝑒𝑡𝑒𝑟𝑠 𝑝𝑒𝑟 𝑠𝑒𝑐𝑜𝑛𝑑? (b) in 𝑚𝑖𝑙𝑒𝑠 𝑝𝑒𝑟 ℎ𝑜𝑢𝑟?
4. The Spirochetes, contain very thin bacteria with some species having cell diameters
of about 0.15𝜇𝑚.What is its diameter in 𝑛𝑎𝑛𝑜𝑚𝑒𝑡𝑒𝑟𝑠?
5. A government owned land will be set converted as a new wildlife refuge. Its
dimensions are 5 × 105 𝑚𝑒𝑡𝑒𝑟𝑠 by 4 × 104 𝑚𝑒𝑡𝑒𝑟𝑠. Find the area of the land in
𝑠𝑞𝑢𝑎𝑟𝑒 𝑚𝑒𝑡𝑒𝑟𝑠.
II. Check your understanding!
1. Explain the importance of having a standard in measurement.
2. What’s the advantage(s) of writing quantities in scientific notation?

What I Can Do
Performance Task: Measurement
Objectives:
• Use appropriate measuring tool to take the measurement of physical

quantities such as height and weight.
• Convert the values to its equivalent units.
• Apply the rules of significant figures.
1. Measure the height (𝑚) and mass (𝑘𝑔) of your family member using
appropriate measuring tool.
2. Gather the data and write it on the space provided for the data and results.
3. Take its equivalent height in cm and ft using conversion factor.
4. Take also its equivalent mass in grams and pounds.
5. Refer to the format provided in the next page.
6. Provide pictures on this task you performed.
Enrichment Activity: Practice exercises!
Refer to Appendix A for the SI prefixes found in the last page of this lesson. Fill-in the
blanks with the correct values to justify the relationship of the quantities given. Write your
answer on a separate sheet of paper.
1. 15 𝑝𝑚 = _________ 𝑚 6. 0.005 𝑘𝑔 = ________ 𝑐𝑔
2. 25 𝑚𝑚 = ________ 𝑐𝑚 7. 60 𝑚𝑔 = ________ 𝑔
3. 90 𝑑𝑚 = ________ 𝑚 8. 100 L = ________ mL
4. 9.8 ℎ𝑚 = ________ 𝑑𝑚 9. 5, 000 𝑚𝐿 ________ 𝑘𝐿
5. 35 𝑔 = ________ 𝑚𝑔 10. 0.88 𝑘𝑙 = ________ 𝐿

Name: ______________________________
Date Performed: ______________________
Performance Task #1:

Measurement
Objective(s):
Data and Results:
Name of your HEIGHT

MASS
family
members *Measuring instrument used: *Measuring instrument used:
_________________ ___________________________________
___________
𝑚 𝑐𝑚 𝑓𝑡 𝑘𝑔 𝑔 𝑙𝑏
Solution: (This is for the conversion of units)

Documentation: (Pictures)
Lesson
Accuracy and Precision
2
What’s In
In lesson 1, you have learned how to express very large and small physical quantities
into scientific notation applying the number of significant figures. You also learned solving
measurement problems involving conversion of units.
In this next topic, you will learn the definition of two important terms when we talk
about measurements; accuracy and precision as well as its importance. You will also
familiarize measuring instruments of varying precision and its advantage.
What I Need to Know
Often times, accuracy and precision are used interchangeably. However, these two
terms mean different things. As what you have learned in the previous topic, physicists
perform experiments and these experiments involve measurements. It is important to be
both accurate and precise in taking scientific measurements.
Why do you think it is important to be both accurate and precise in measurement?

Can you think of situations encountered in daily life that need to be accurate and precise?
What do you think will happen if measurements are in accurate and less precise?
In this lesson, you are to differentiate accuracy from precision.

What’s New
General Instruction: Answer the questions below as directed. Write your answer on a
separate sheet of paper.
I. Study the image below. The bull’s-eye represents the accepted true value. Each
cross represents a repeated measurement of the same quantity. Describe each
of the figures by choosing its description inside the box.
A. Precise and Accurate C. Not accurate but precise
B. Accurate but not precise D. Not accurate and not precise
Figure 1 Figure 2
Figure 3 Figure 4
II. What is your basis for your choices in describing the figures above?
What is your idea about accuracy? How about precision?

What Is It
Accuracy and precision in measurements are important in many aspects of the world;
may it be in the field of research, medicine, electronics/technology, manufacturing, and
among others. Take for example, inaccurate dose of medicine may harm patient. In the
same way, inaccurate measurements used in appliances for example may cause it to
explode, even might spark fire that will cause harm to humans and properties. Even a
difference of 0.01 might lead to undesirable results.
Accuracy refers to the closeness of the measurement to the true value or accepted
value. On the other hand, precision refers to the closeness among several measurements
that have been obtained in the same way. Let us differentiate accuracy and precision in the
context of a basketball player making a basket. We can say that a basketball player has a
high degree of accuracy if the player always makes a basket even though he strikes in
different positions of the rim. However, if he does not make many baskets but always strikes
in the same position of the rim, then he has high degree of precision but not accurate. This
concept is also the same with the figures shown in the previous activity showing targets on a
dart board.
To better understand accuracy and precision of measurements, consider the

example below.
Example:
You, a student as part of your activity, weigh the new golf ball five times or five trials.
The results are as follows: 45.89 𝑔, 45.91 𝑔, 46.00 𝑔, 45. 94 𝑔, 45. 90 𝑔. The accepted
value for the mass of a new golf ball is 45.93 𝑔.
Observe that the average of the five values from five trials is close to the accepted
value. Therefore, we can say that the measurement has high accuracy. If we consider the
individual measurements, observed that they agree among the five measurements.
Therefore, we can say that the measurements are precise.
To ensure high accuracy and precision, one consideration is using appropriate

measuring instruments designed to fit the purpose. Just take for example; if you want to
measure a piece of wood, tape measure is suitable. But if you are going to use a tape
measure in measuring smaller objects, do you think it will yield an accurate and precise
measurement? Do you expect an accurate and precise measurement if you will use a ruler
in measuring the eternal diameter of a thin wire?
Let us familiarize three measuring instruments (as shown below), its advantages and
its precision.
A ruler can measure longer/larger

objects. The smallest scale division
is 1𝑚𝑚 or 0.1 𝑐𝑚.
https://www.alamy.com/stock-photo/cm-ruler.html
A vernier caliper allows to measure
length including outside
dimensions, inside dimensions and
depth of smaller objects with more
precision and accuracy. It can
measure up to 0.01 𝑚𝑚 or 𝑡𝑒𝑛𝑡ℎ
decimal place in 𝑚𝑚 which makes it
good to use in small and precise
measurements.
http://www.phy.uct.ac.za/courses/phylab1/vernier
https://www.google.com/imgres?imgurl=https%3A%2F%2Fi
mage.shutterstock.com%2Fdisplay_pic_with_logo%2F3001
60%2F1614560044%2Fstock-photo-close-up-image-of-
vernier-caliper-
1614560044.jpg&imgrefurl=http%3A%2F%2Fshutterstock.p
uzzlepix.hu%2Fkereses%3Fquery%3Dvernier-
Micrometer is used to make
caliper&tbnid=kQlROP0cCXo1VM&vet=12ahUKEwjV-
J6i96HrAhUMa5QKHZlfBvwQMyhLegQIARB4..i&docid=Av
accurate measurements of the
WzyeCzkB7AkM&w=450&h=319&itg=1&q=measuring%20a
thickness of a sheet of paper and
%20coin%20with%20vernier%20calliper&hl=en&ved=2ahUK
the external diameter of thin wires.
EwjV-J6i96HrAhUMa5QKHZlfBvwQMyhLegQIARB4
It can measure up to 0.001 𝑚𝑚 or
ℎ𝑢𝑛𝑑𝑟𝑒𝑑𝑡ℎ decimal place in 𝑚𝑚.
http://www.phy.uct.ac.za/sites/default/files/image_tool/images
/281/we_frahn_library/Courses/Course_i_Laboratory/Using_V
ernier_Caliper_Caliper_and_Micrometer_Screw_Gauge/vfig1
0a.jpg
http://www.phy.uct.ac.za/sites/default/files/image_tool/imag
es/281/we_frahn_library/Courses/Course_i_Laboratory/Usi
ng_Vernier_Caliper_Caliper_and_Micrometer_Screw_Gau
ge/vfig11a.jpg
Study the picture of scale A and

scale B on the right. Which scale is
more accurate?
Why do you say so?

What’s More: Data Analysis
General Instruction: Analyze the measurement data set provided and describe the date
set in terms of accuracy and precision.
Coin diameter
A gold coin has an ‘accepted’ diameter of 28.054 mm.
Two students are asked to measure the diameter of four gold coins. Student A uses a simple
plastic ruler. Student B uses a precision measuring tool called a micrometer.
Student A – plastic ruler Student B – micrometer

27.9 mm 28.246 mm
28.0 mm 28.244 mm
27.8 mm 28.246 mm
28.1 mm 28.248 mm
1. Calculate the average value for each set of measurements
Student A – plastic ruler Student B – micrometer
2. Compare the average value for each set with the accepted value:
• Which student’s data is more accurate? Justify your answer.
• Which student’s data is more precise? Justify your answer.
3. Explain any odd findings:
(Adopted from http://sciencelearn.org.z)

What I Have Learned
Check your understanding! Answer the following questions. Write you explanation
on a separate sheet of paper.
1. Is there a difference in the accuracy of measurements of the reading if the

units used vary?
Why?
2. Up to what precise measure could each instrument be read?
3. Which of these three measuring devices:ruler, verner caliper and micrometer

is the most versatile? Justify your answer.
4. The smallest unit on a ruler is 1mm. Two students measured the width of a
wooden block and recorded them as 5.25 cm and 5.27 cm.
Analyze the data gathered. Are these two equally precise?

Comment.
5. Can measurements be accurate but not precise? Justify your answer by citing
a specific example.
6. Two students, John and Jay are given a small cylinder of aluminium of known
mass and asked to determine its density. (The ‘accepted’ density of
aluminium is 2.702 g/cm3.) Since density is mass/volume, the students need
to calculate the volume of the cylinder. The height and diameter of the
cylinder need to be measured in order to calculate its volume
John is told to use a simple plastic ruler and to make four independent
measurements for each dimension. Jay is told to use a precision measuring
tool called a micrometer.
John – plastic ruler Jay – micrometer

2.2 g/cm3 2.703 g/cm3
2.3 g/cm3 2.701 g/cm3
2.7 g/cm3 2.705 g/cm3
2.4 g/cm3 5.811 g/cm3
a. Which student’s data is more accurate? Cite factor(s) that might affect the
measurement’s accuracy.
b. Which student’s data is more precise? Cite factor(s) that might affect the
measurement’s precision.
Assessment: (Post-Test)
Direction: Select the letter of your choice. Write it in CAPITAL form. Your answers should be
written on a separate sheet of paper.
1. What is the sum of 281.45 𝑔, 361.1 𝑔, and 5.301 𝑔? Apply rules in significant figures.
A. 648.9 𝑔 C. 648.850 𝑔
B. 648.85 𝑔 D. 648. 1 𝑔
2. You are using an electronic stop watch in one of your experiments in Physics. The
digital reading displays along with accuracy to how may second?
A. 0.01 𝑠 C. 0.10 𝑠
B. 0.1 𝑠 D. 1 𝑠
3. The density of aluminium is 2.7 𝑔⁄𝑐𝑚3 . An experiment in the laboratory was

performed to measure the density of the material. The data in the choices below
came from the four groups who performed. Which of the following measurements is
most accurate?
A. 2.068 𝑔⁄𝑐𝑚3 C. 2.709 𝑔⁄𝑐𝑚3
3
B. 2.698 𝑔⁄𝑐𝑚 D. 2. 721 𝑔⁄𝑐𝑚3
4. The diameter of a certain virus is 0. 0000002 𝑚 as viewed under a microscope. How

would this be expressed in scientific notation?
A. 2.0 × 106 𝑚 C. 2.0 × 10−7 𝑚
−6
B. 2.0 × 10 𝑚 D. 2.0 × 107 𝑚
5. Rio de Grande river has a total length of 505 𝑘𝑚. What is this length in 𝑚?
A. 50, 500 𝑚 C. 5.05 × 105 𝑚
B. 5, 050, 000 𝑚 D. 5.05 × 107
6. A foreigner is driving his car along North Luzon Express way (NLEX) at a speed of
60 𝑚𝑖/ℎ. Can he be charged off over speeding considering the maximum speed
along this express way is 100 𝑘𝑚/ℎ.
A. Yes, because 60 𝑚𝑖/ℎ is beyond the maximum speed of 100 𝑘𝑚/ℎ.
B. No, because 60 𝑚𝑖/ℎ is less than the maximum speed of 100 𝑘𝑚/ℎ.
C. No, because 60 𝑚𝑖/ℎ is jus equal to the maximum speed of 100 𝑘𝑚/ℎ.
D. Not enough data is given to determine if he is over speeding or not.
7. Which of the following sets of measurements are precise?

A. 1.50 mm, 1.72 mm, 1. 09 mm, 1. 84 mm
B. 0.9 cm, 0.95 cm, 0.80 cm, 0.63 cm
C. 1.20 m, 1.02 m, 0.97 m, 1. 42 m
D. 0.84 dm, 0.85, 0.82, 0.83
8. Which of the following relationships of quantities is NOT true?

A. 2 𝑀𝑚 = 2 × 106 𝑚 C. 10𝑚𝑔 = 1 𝑑𝑔
B. 5 𝑚𝑔 = 0.005g D. 8𝐺𝑚 = 8 × 109 𝑚
9. Which of the following values is equivalent to 0.150 𝑚?
A. 150 𝑚𝑚 C. 15 𝑑𝑚
B. 150 𝑐𝑚 D. 1 500 𝜇𝑚
10. What is 7.5 millimeters expressed in centimeters?

A. 0.075 𝑐𝑚 B. 7.5 𝑐𝑚 C. 0.75 𝑐𝑚 D. 75 𝑐𝑚
APPENDICES
APPENDIX A. Prefixes Used with SI Units
APPENDIX B. Conversion Factor
Length Mass
1𝑚 = 100 𝑐𝑚 = 1 000𝑚𝑚 1 𝑘𝑔 = 103 𝑔 = 0.0685 𝑠𝑙𝑢𝑔

1𝑘𝑚 = 1 000 𝑚 = 0.6214 𝑚𝑖 1𝑔 = 6.85 × 10−5 𝑠𝑙𝑢𝑔
1𝑚 = 3.281 𝑓𝑡 = 39.37 𝑖𝑛 1 𝑠𝑙𝑢𝑔 = 14.59 𝑘𝑔
1 𝑐𝑚 = 0.3937 𝑖𝑛 1 𝑘𝑔 ℎ𝑎𝑠 𝑎 𝑤𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 2.205 𝑙𝑏 𝑤ℎ𝑒𝑛 𝑔
1 𝑖𝑛 = 2.540 𝑐𝑚 = 9.8 𝑚⁄𝑠 2
1 𝑓𝑡 = 30.38 𝑐𝑚
1𝑦𝑑 = 91.44 𝑐𝑚
1 𝑚𝑖 = 5280 𝑓𝑡 = 1.609 𝑘𝑚
References
Manuals/Modules
Department of Education Central Office. Most Essential Learning Competencies

( MELCs). 2020.
Websites:
2020. Nebula2.Deanza.Edu. http://nebula2.deanza.edu/~lanasheridan/4A/Rulers-

VernierCalipers-Mircometers.pdf.
2020. 4.Files.Edl.Io. https://4.files.edl.io/cc9f/08/26/18/225914-021efdd7-e111-
4f98-8564-5388f1bf7d14.pdf.
2020. Mlbgsd.K12.Pa.Us.
https://www.mlbgsd.k12.pa.us/cms/lib/PA09000085/Centricity/Domain/83/lab
_-_accuracy_and_precision.pdf.
"Measurement, Accuracy And Precision Of Data | Grant Instruments". 2020. Grant
Instruments. https://www.grantinstruments.com/measurement-accuracy-and-
precision-of-data.
"Multiple Choice Questions Answers - Online Quiz Tests". 2020. Mcqslearn.Com.
https://www.mcqslearn.com/.
"New Page 1". 2020. Pstcc.Edu.
http://www.pstcc.edu/departments/natural_behavioral_sciences/Web%20Physi
cs/Experiment%2001web.htm.
"Precision And Accuracy". 2020. Science Learning Hub.
https://www.sciencelearn.org.nz/resources/1880-precision-and-accuracy.
"Science Learning Hub". 2020. Science Learning Hub. http://sciencelearn.org.nz.
"Science Learning Hub". 2020. Science Learning Hub. http://sciencelearn.org.nz.
"Using The Vernier Calipers & Micrometer Screw Gauge | Department Of
Physics". 2020. Phy.Uct.Ac.Za.
http://www.phy.uct.ac.za/courses/phylab1/vernier.
Senior High School
GENERAL PHYSICS 1
Quarter 1 – Module 2
VECTORS AND VECTOR ADDITION
Department of Education ● Republic of the Philippines

GENERAL PHYSICS 1
Quarter 1 - Module 2: VECTORS AND SCALAR FORCES
First Edition, 2020
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Telefax: (08822)855-0048
Senior
Senior High
High School
School
GENERAL
PHYSICS 1
VECTORS AND VECTOR ADDITION

by educators from public and private schools, colleges, and or/universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education
at action@ deped.gov.ph.

Table of Contents
How to learn from this Module.............................................................................................................i

Icons of this Module ...............................................................................................................................ii
What I Know ........................................................................................................................................... iii
Lesson 1: VECTORS AND SCALAR FORCES

What’s In …………………………………………………………………………1
What’s New: (Activity 1 Graphical representation of vectors) .........................2
What Is It ........................................................................................................................2
What Is It (Discussion) ...............................................................................................4
What’s More: (Activities) ...........................................................................................4
Lesson 2: RESULTANT OF VECTORS

What’s In ........................................................................................................................4
What Is It ( Discussion) ........................................................................................... ..5
What’s More: (Example: Social Media Scenario)............................................. .9
What I Have Learned..................................................................................................10
Assessment: (Post-Test)………………………………………………………………………..11
Key to Answers .................................................................................................................................... 12
References ............................................................................................................................................ 13
To achieve the objectives cited above, you are to do the following:
What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through

various activities, before it will be presented
to you
What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you

Learned have learned from the lesson
What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
II
What I Know
Multiple Choice. Select the letter of the best answer from among the given choices.
Direction: Multiple choices. Select the letter that correspond to the best answer.
1. Which of the following statement is true in determining the resultant of two or more
vectors acting together in the same direction?
a. add the given vectors and take the common direction.
b. subtract the given vectors and take the common direction.
c. get the product of the given vectors and take the two direction.
d. add the given vectors and take the two direction.
2. All statement are true about vectors, except;
a. vectors are quantities with specified magnitude and direction.
b. vectors are quantities that have magnitude only.
c. vectors of two or more can be add by component method.
d. vectors can be add and take the common direction.
3. A quantity that can be completely described by a single value called magnitude.
a. vector b. magnitude c. scalar d. velocity
4. The following statement is an example of scalar, except;
a. an ant crawl on top of the table 15 cm.
b. the troop of soldier walking 20km to northward direction.
c. a bunch of flowers weighing 5 kilograms.
d. a car runs fast 50km/h.
5. A quantity that have magnitude and direction.
a. vector b. scalar c. displacement d. velocity
6. What is the vector some of 3 unit east and 5 unit east?
a. 5 units east b. 6 units east c. 7 units east d. 8 units east
7. To find the resultant of two vectors with opposite direction, you need to;
a. get the difference and take the direction of the vector with the greater value.
b. get the sum and take the direction of the vector with the greater value.
c. get the product and take the direction of the vector with the greater value.
d. get the product and take the direction of the vector with the smaller value.
8. Methods which are used to determine the vector sum or resultant of two or more
vectors, except;
a. parallelogram b. polygon c. component d. symmetrical
9. Which of the following is true about graphical method in calculating resultant vector?
a. the vectors to be added are drawn according to a convenient scale.
b. the vectors to be subtracted are drawn according to a convenient scale.
c. the product of vectors are drawn according to a convenient scale.
d. the vectors to be subtracted are directly drawn.
10. Since vectors are quantities with specified magnitudes and direction, the most
appropriate representation of the vector is;
a. arrow b. line c. curve d. angle theta
11. The formula used in obtaining the magnitude of the resultant in component method.
a. Pythagorean theorem b. polygon method c. arc tangent d. trigonometric
12. Which of the following is an example of vector quantity?
a. 25km/h b. jumping 20 seconds c. 50 grams d. 5cm, east
13. What is the difference of the two vectors 8 units, east and 5 units, west?
a. 3 units, west b. 3 units, east c. 4units, west d. 4units, east
14. What is the exact sum of vectors A= 10cm, east and B= 5cm, east?
a. 5 cm, east b. 5 cm, west c. 15cm, east d.15cm, west
15. The net displacement obtained from two or more vectors.
a. Scalar b. resultant c. sum d. force
VECTORS AND SCALAR
Lesson FORCES
1
Physical quantities are all around us, the number of hours we spend in school or in
our work, the speed and direction of the jeepney that we ride on everyday, and the amount
of food that we buy. How to describe accurately these physical quantities that involved?
Physical quantities are divided into two groups, the first group consists of length,
area, volume, and speed while the second group consists of force, acceleration, and
velocity. Which group do you think gives a clearer picture of quantities? When we describe
the speed of the wind, we say it 69 kmh; but when we talk about its velocity, we express it as
69 kmh, North of West of Manila. Could you find any differences between these two
quantities? Which gives an accurate and precise description of the wind? Why?
This module will present information regarding another physical quantity, force. This
quantity is common to us. Example; pulling a table, lifting heavy baggage, moving a chair, or
opening a window involves force. Pushing a table requires a greater exertion of the muscles
than pushing a chair. Why is this so? Why is it easier to transport a block of wood on a cart
with wheels than to carry it on one’s shoulder?
In this module you will learn that force is a vector. A vector is a quantity that includes
information about the size, strength and direction.
What I Need to Know
At the end of this module, you should be able to:

1. Differentiate vector and scalar quantities (STEM_GP12V-Ia-8);
2. Perform addition of vectors (STEM_GP12V-Ia-9);
3. Rewrite a vector in component form (STEM_GP12V-Ia-10)
What’s In
There are physical quantities in physics which are represented by magnitudes and
units. When we say that the mass of an umbrella is 3 kilograms, such information gives the
magnitude and unit of mass. This quantity is called scalar. Mass therefore is an example of
scalar quantity.
Other quantities however cannot be completely specified by a magnitude and unit
alone. To describe the velocity of a car by saying that it is 50 km/h is incomplete. There is
still a need to describe the motion by including its direction of the car. The type of quantities
which contains both magnitude and direction is called the vector.
1
What’s New
Since vectors are quantities with specified magnitudes and direction, the most
appropriate representation of the vectors is the arrow ( ). Why? This is because the
length of the arrow with respect to some chosen scale indicates the magnitude while the
arrowhead represents the direction of the vector. A vector is usually represented by a letter
with an arrow above it ( A ) .The same letter without an arrow indicates the magnitude.
What you will do?
ACTIVITY 1: Graphical Representation of Vectors
You will need

Ruler protractor pencil meterstick
Procedure
1. Walk around the four corners of your room. Record the direction of your paths.
2. Measure the lengths and the widths of the room in meters.
3. Record the measured lengths and widths with the specified direction.
4. Represent the quantities graphically by using a convenient scale.
Questions:
1. What is the length? Width?
2. Give the direction of your path while walking along the lengths and widths of the
room.
3. Represent your results graphically using a specified scale
What Is It
A scalar is a quantity that can be completely described by a single value called
magnitude. Magnitude means the size or amount and always includes units of
measurement. Sometimes a single number does not include enough information to
describe a measurement. Giving complete directions would mean including instructions to
go to two kilometres to the north, turn right, then go to two kilometres east. The information
“Two kilometres to the north” is an example of a vector.(p110 Tom Hsu, Ph.D.)
The direction of some vectors is given in terms used by weather forecaster,
travellers, map readers and cartographers. The basic reference for angles is the following
N
N North NE Northeast
S South NW Northwest
W E E East SW Southwest
W West SE Southeast
For example: we draw a vector for a wind blowing at 30km/h in the northeast direction 450.
N 30km/h
45o
W E
2
SCALAR ADDITION
Adding scalar quantities is similar to ordinary addition. We add together the
quantities express in the same units. Look at the example.
Example:
If the mass (m1)=25g and another mass (m2)=50g their sum is m=m1 + m2
Thus, m= 25g + 50g

m= 75g
However, you must be careful about how the given magnitude are expressed. If there
are two different units, you need to convert the unit before adding.
Example:
If mass (m1)= 25g and another mass (m2)= 5kg. What is the total mass of an object?
Thus, convert g to kg so that,
25g x 1kg/1000g =25/1000 or 0.025kg
Therefore, m = m1 + m2
=0.025 kg + 5kg
=5.025kg (total mass of an object)
VECTOR ADDITION
Now that we know how to represent vectors graphically, we are now ready to add two
or more vectors.
For example, we are asked to determine the vector sum of the resultant of the
following vectors:
1. A= 2 units, East 2. A= 2 units, East
B= 4 units, East B= 4 units, West
Solution:
2 units 4 units 2 units 4 units
2 units West
6 units East
(R) Resultant ( R) Resultant
NOTE:
To determine the resultant of two or more vectors acting together in the same
direction, add the given vectors and take the common direction. On the other hand, to find
the resultant of two vectors with opposite direction, get the difference and take the direction
of the vector with the greater value.
3
What’s More
ACTIVITY 2: ( Graphing of vectors). Represent the following vectors graphically:
A: 40 units, 45o North of East
B: 50 units, 30o South of West
C: 40 units, 45o Counterclockwise from the (+) x-axis.
D: 50 units, 30o clockwise from the (-) y-axis
ACTIVITY 3: (Scalar addition) In separate paper, solve the following problem with
complete solution.
1. If area A1=20cm2 and area A2=36cm2, the total is A= A1 + A2
2. If the mass (m1) = 15kg and the second mass (m2) = 250g. Find the total mass
m= m1 + m2. Convert kg to grams.
ACTIVITY 4. (Vector Addition) In separate paper. Solve the given vectors and find the
resultant with exact direction.
B= 3 units, East B= 8 units, West
B= 4 units, West B= 9 units, West
Lesson RESULTANT OF VECTORS

2
What’s In
When you draw a force vector on a graph, distance along the x or y- axes represents
the strength of the force in the x- and y- directions. A force at an angle has the same effect
as two smaller forces aligned with the x- and y- direction. To determine the resultant of two
or more vectors moving together in the same direction, add the given vectors and take the
common direction.
What I Need to Know
At the end of this lesson, you should be able to:

1. Determine the vector sum of two or more vectors;
2. Apply the Pythagorean theorem formula in getting the resultant vector;
3. Determine the vector resultant using the component method
4
What Is It
RESULTANT OF VECTORS
How do you determine the resultant of vectors acting at certain angles? The following
are the different methods which are used to determine the vector sum or resultant of two or
more vectors.
1. Graphical Method
a. Parallelogram
b. Polygon method
2. Analytical or Mathematical method
a. Trigonometrical method
b. Component method
In the graphical method, the vectors to be added are drawn according to a
convenient scale. They also have to be drawn in their specified direction. These directions
are usually indicated by an angle measured from a certain reference line. With the aid of
protractor, vectors can be drawn in their respective direction and the resultant is then drawn.
If the vectors are represented by rectangular coordinate system, the angle is measured with
respect to the x-axis or the y-axis.
In the analytical method, the vectors need not be drawn according to scale. A rough
sketch is simply made to show their magnitude and direction. The figure is analysed
mathematically with the application of mathematical procedures and formulas.
Graphical Method (Parallelogram)

The parallelogram method is a common way of adding two vectors. For example,
vector A and vector B are two vectors to be added, they are drawn from a common point.
The angle Φ (phi) is included angle between vector A and vector B. A parallelogram is then
formed using the vectors A and B as two sides.
A R
Φ ΦΦ
Φ Φ
0
B
The resultant R is the diagonal line of the parallelogram from the common point 0.
The magnitude of the resultant is obtained by using the length and the established scale.
The angle Φ (theta) relative to B is simply measured by a protractor.
Sample Problem: (Used scientific calculator )

Carlito was observing an ant crawled along a tabletop. With a piece of chalk, he
followed its path. He determine the ants displacements by using a ruler and protractor. The
displacements were as followed; 4cm east and change its direction 7cm 45 0 north of east.
R=11cm
7cm NE R= 11cm North of East
450
0 4cm E
5
The ant went 4cm east and change direction 7cm, 45 0 north of east (NE). The
resultant displacement does not change. The order in which displacement vectors
are taken does not affect the resultant (11cm NE).
Analytical Method (Trigonometrical)

We can also get the resultant of two vectors by analytical method that is the
method of trigonometry. In the case of two perpendicular vectors, the included angle
is equal to 900. The value of the resultant is determined by applying the Pythagorean
theorem. Thus;
R2 = A2 + B2
Example: What is the vector sum of 8cm and 5cm acting on point O at an angle of
600?
Solution:
R2 = A2 + B2 - 2AB cos (120)
R2 = (8cm)2 + (5cm)2 - 2(8cm) (5cm) (-0.5)
R2= 64cm2 + 25cm2 - 2(40cm2)(-0.5)
R2= 64cm2 + 25cm2 – 2 (-20cm2)
R2=64cm2 + 25cm2 + 40cm2
R2=129cm2 B=5cm R= 11.36cm
R = √129𝑐𝑚 2 600 23.180 1200

R = 11.36cm (The resultant vector) 0
A = 8cm
To find the angle Φ (theta) may be determined from the sine law;
R B
=
Sin 1200 sin θ
11cm 5cm
=
Sin 1200 sin θ
(11cm)(sin θ) (5cm)(sin 1200)

=
11cm 11cm
Sin θ = 5 ( 0.866)
11
Sin θ = 0.3936
θ = arc sin 0.3936
θ = 23.180
Analytical (Component method)
The component of a given vector makeup the set of vectors whose vector sum is the
given vector.
The following procedure are applied in adding several vectors in terms of their
components:
1. Resolve the initial vectors into their components in the x and y directions
6
2. Add the component in the x direction to give R x and add the components in the y
direction to give Ry. The following formulas help explain the second procedure:
Rx = x- component of R
= Ax + Bx + Cx + ……
= sum of the x-components
Ry = y- component of R
= Ay + By + Cy + ……
= sum of the y-components
3. Find the magnitude and direction of the resultant R from the components Rx and Ry.
The Pythagorean theorem is used , Thus;
R = √𝑎2 + 𝑏 2
The direction of R can be found the values of the component by trigonometry.

This is given by:
Tan θ = Ry or θ = arc tan Ry

Rx Rx
The angle θ may be situated in any of the four quadrants depending on the directions
of Rx and Ry. There are four possible cases and those are shown below;
Rx Ry Position of R How θ is measured

1 + + 1st Quadrant Counterclockwice from (+) x-axis
2 - + 2nd Quadrant Clockwise from (-) x-axis
3 - - 3rd Quadrant Counterclockwise from (-) x-axis
4 + - 4th Quadrant Clockwise from (+) x-axis
Example:
Given: A = 10 units, 300 counterclockwise from (+) x-axis
B = 25 units, 450 clockwise from (-) x- axis

y
Solution:
B
A
450 300
x
The figure shows A and B relatives to the rectangular coordinate system
Ax = A cos 300
= 10 units (0.866)
= 8.66 units
Ay = A sin 300
= 10 units (0.5)
= 5 units
7
The component of B are similarly obtained;
Bx = B cos 450
= 25 units (0.707)
= -17.68 units
This is considered negative since Bx is to the left
By = B sin 450
= 25 units (0.707)
= +17.68 units
Since By is upward, we consider it to be positive.
To summarize the components of A and B, the following data are given

x-component y-component
Ax = 8.66 units Ay = 5 units
Bx = -17.68 units By = 17.68 units
Therefore, to determine Rx and Ry, we have
Rx = A x + Bx
= 8.66 units + (-17.68 units)
= - 9.02 units
The negative sign indicate that Rx is directed to the left
Ry = A y + By
= 5 units + 17.68 units
= +22.68 units
The positive sign indicates that Ry is directed upward

The magnitude of the resultant is obtained by using the following formula
R =√(𝑅𝑥 )2 + (𝑅𝑦 )2
=√(−9.02 𝑢𝑛𝑖𝑡𝑠)2 + (22.68 𝑢𝑛𝑖𝑡𝑠)2
= √81.36 𝑢𝑛𝑖𝑡𝑠 + 514 𝑢𝑛𝑖𝑡𝑠
= √595.74 𝑢𝑛𝑖𝑡𝑠
R = 24.41 units
The direction of the resultant is evaluated using the following formula
𝑅𝑥
Tan θ =
𝑅𝑦
θ= arctan Ry
Rx R Ry
θ= arctan 22.68 units

-9.02 units
= arctan 2.51
68.310
θ = 68.31 measured clockwise from the (-) x-axis
0
0
Rx
8
What’s More
ACTIVITY 5: Graphical Method (Parallelogram). illustrate the given magnitude in the

problem. Use separate paper and scientific calculator
.
Problem:
A group of soldiers walked 15 km north from their camp, then covered 10 km
due east. Note: Scale ( 1cm=1km).
a. What was the total distance walked by the soldier?
b. Determine the total displacement and exact direction of the travel.
c. Give the clear illustration of the path.
ACTIVITY 6: ( Analytical Method/ Trigonometrical). Calculate the vector sum and

illustrate. Use separate paper and scientific calculator.
Problem:
What is the vector sum of 15cm East and 9cm North of east acting on point O
at an angle of 800?
Find: a. R resultant force

b. direction of R
c. angle of θ (theta)
ACTIVITY 7: ( Component method) Illustrate and determine the Resultant of two

vectors using the component method. Use separate sheet of paper
and scientific calculator.
Given:
A = 15 units, 25o Counterclockwise from (+) x-axis
B = 30 units, 40o clockwise from (-) x- axis
9
What I Have Learned
A. Use the tail to tip method to add the given vectors
1. C= 6 cm, due north
D= 8 cm, due west
2. A = 7 km, due east
B = 3 km, due west
3. C = 4 cm, due south
D = 3cm, due west
4. E = 10 km, northwest
F = 20 km, northeast
5. G = 50 mm, northwest
H = 5 mm, northwest
10
Assessment: (Post-Test)
Multiple Choice. Select the letter of the best answer from among the given choices.
Direction: Multiple choices. Select the letter that correspond to the best answer.
1. Which of the following statement is true in determining the resultant of two or more
vectors acting together in the same direction?
a. add the given vectors and take the common direction.
b. subtract the given vectors and take the common direction.
c. get the product of the given vectors and take the two direction.
d. add the given vectors and take the two direction.
2. All statement are true about vectors, except;
a. vectors are quantities with specified magnitude and direction.
b. vectors are quantities that have magnitude only.
c. vectors of two or more can be add by component method.
d. vectors can be add and take the common direction.
3. A quantity that can be completely described by a single value called magnitude.
a. vector b. magnitude c. scalar d.velocity
4. The following statement is an example of scalar, except;
a. an ant crawl on top of the table 15 cm.
b. the troop of soldier walking 20km to northward direction .
c. a bunch of flowers weighing 5 kilograms.
d. a car runs fast 50km/h.
5. A quantity that have magnitude and direction.
a. vector b. scalar c. displacement d. velocity
6. What is the vector some of 3 unit east and 5 unit east?
a. 5 units east b. 6 units east c. 7 units east d. 8 units east
7. To find the resultant of two vectors with opposite direction, you need to;
a. get the difference and take the direction of the vector with the greater value.
b. get the sum and take the direction of the vector with the greater value.
c. get the product and take the direction of the vector with the greater value.
d. get the product and take the direction of the vector with the smaller value.
8. Methods which are used to determine the vector sum or resultant of two or more vectors,
except;
a. Parallelogram b. polygon c. component d. symmetrical
9. Which of the following is true about graphical method in calculating resultant vector?
a. the vectors to be added are drawn according to a convenient scale.
b. the vectors to be subtracted are drawn according to a convenient scale.
c. the product of vectors are drawn according to a convenient scale.
d. the vectors to be subtracted are directly drawn.
10. Since vectors are quantities with specified magnitudes and direction, the most appropriate
representation of the vector is;
a. arrow b. line c. curve d. angle theta
11. The formula used in obtaining the magnitude of the resultant in component method.
a. Pythagorean theorem b. Polygon method c. arc tangent d. Trigonometric
12. Which of the following is an example of vector quantity?
a. 25km/h b. jumping 20 seconds c. 50 grams d. 5cm, east
13. What is the difference of the two vectors 8 units, east and 5 units, west?
3 units, west b. 3 units, east c. 4units west d. 4units, east
14. What is the exact sum of vectors A= 10cm, east and B= 5cm, east?
a. 5 cm, east b. 5 cm, west c. 15cm, east d.15cm, west
15. The net displacement obtained from two or more vectors.
a. Scalar b. resultant c. sum d. force
11
References
BEISER, A. Modern Technical Physics.pp.36-37.
NAVAZA, D & VALDES V. (1998). Physics Textbook. You and the natural world series.pp.31-40.
Turback,E.j.,Lutgens, F. K. & Tasa, D. (2012). Earth Science.New Jersey:Pearson Prentice Hall.pp88-96
Blaustein, D.et. al.(1999). Science, An Introduction to life, Earth and Physical Science. New
York: Glencoe McGraw-Hill
Bonnet, R.L. & Keen, G. D. (1990). Earth Science, Science Fair Project.PA:TabBooks.
Camp, W. G. & Donahue, R.L. (1994). Environmental Science. New Your: Delmar Pub.
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General Physics 1
One Dimensional Kinematics

General Physics 1 – Grade 12
Quarter 1 – Module 3: One-Dimensional Kinematics
First Edition, 2020
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General Physics 1
Quarter 1 - Module 3:

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Table of Contents
What This Module is About .................................................................................................... i

What I Need to Know ............................................................................................................. i
How to Learn from this Module............................................................................................. ii
Icons of this Module .............................................................................................................. ii
What I Know ......................................................................................................................... .iii
Lesson 1: Describing Motion

What’s In........................................................................................................................... 1
What I Need to Know ....................................................................................................... 1
What’s New: Describing Motion ....................................................................................... 1
What Is It .......................................................................................................................... 3
What’s More:Solving Distance and Displacement Problems ......................................... 4
What’s More: Solving Speed and Velocity Problems ..................................................... 5
What’s More: Solving Acceleration Problems…. ............................................................. 7
What I Have Learned: Sum it Up! .................................................................................... 7
What I Can Do: Conducting An Interview ........................................................................ 7
Lesson 2: Graphical Representation of Motion

What’s In........................................................................................................................... 8
What’s New: Graphing Motion ......................................................................................... 8
What Is It .......................................................................................................................... 10
What’s More: Through the Graph! ................................................................................... 14
What I Have Learned: Interpret Me! ................................................................................ 15
What I Can Do: My Motion Story ..................................................................................... 15
Lesson 3: One Dimensional Uniformly Accelerated Motion

What’s In........................................................................................................................... 16
What Is It .......................................................................................................................... 16
What’s More: Solving One Dimensional Uniformly Accelerated Motion ......................... 20
What’s New: Aristotle or Galileo? .................................................................................... 20
What Is It .......................................................................................................................... 21
What’s More: Solving Free Fall Problems ....................................................................... 24
What I Have Learned: Create Your Own Problems ........................................................ 25
What I Can Do: Inform Me ............................................................................................... 25
Summary ............................................................................................................................. 26
Assessment: (Post-Test) .................................................................................................... 27
Key to Answers ................................................................................................................... 29
References .......................................................................................................................... 30
Module 3
What This Module is About
This module provides you with scientific knowledge and skills about One
Dimensional Kinematics. Kinematics is a branch of mechanics that deals with
describing an object’s motion without considering its causes. One dimensional
kinematics, therefore, is about describing the motion of objects along a straight path
(rectilinear motion) through words, diagrams, graphs or equations. The lessons in this
module are necessary in studying other concepts of motion in the next modules.
The following are the lessons contained in this module:
• Lesson 1- Describing Motion
• Lesson 2- Graphical Representation of Motion
• Lesson 3- One Dimensional Uniformly Accelerated Motion
What I Need to Know

After going through this module, you are expected to:
1. Convert a verbal description of a physical situation involving uniform acceleration in
one dimension into a mathematical description (STEM_GP12Kin-Ib12)
2. Interpret displacement and velocity, respectively, as areas under velocity vs. time
and acceleration vs. time curves (STEM_GP12KINIb-14)
3. Interpret velocity and acceleration, respectively, as slopes of position vs. time and
velocity vs. time curves (STEM_GP12KINIb-15)
4. 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)
5. Solve for unknown quantities in equations involving one-dimensional uniformly
accelerated motion, including free fall motion (STEM_GP12KINIb-17)
6. 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)
i
To achieve the learning competencies cited above, you are to do the following:

ii
What I Know
MULTIPLE CHOICE: Directions: Read and understand each item and choose
the letter of the correct answer. Write your answers on a separate sheet of paper.
1. Which of the following is an example of acceleration?

A. 10 m/s B. 10 m C. 10 s D. 10 m/s2
2. It is defined as the rate of change of velocity.
A. Distance B. displacement C. speed D. acceleration
3. Mark walked 5 km/h. How long did it take him to travel 15 km?
A.3 h B. 5 h C. 10 h D. 12 h
4. What is measured by a car’s speedometer?
A. Average speed C. Instantaneous speed
B. Average acceleration D. Instantaneous acceleration
5. Which of the following situations happen when a driver steps on the accelerator?
A. The car speeds up C. The car decelerates
B. Velocity is changed D. No fuel is consumed
6. A two-year old boy runs 20 m away from his mother in a straight path in 6 s and then runs
halfway back in one-half the time. What is his average velocity?
A. 2.55 m/s toward his mother C. 1.11 m/s away from his mother
B. 4.20 m/s away from his mother D. 4.44 m/s toward his mother
7. What is the acceleration of a car that maintains a constant velocity of 55 mi/hr for
10.0 seconds?
A. 0 B. 5.5 mi /hr/s C. 5.5 mi /s/s D. 550 mi/hr/s0 seconds?
8. What is the average speed of an object which moves 10 kilometer in 30 minutes?
A. 10 km/hr B. 20 km/hr C. 30 km/hr D. more than 30 km/hr
9. A ball is thrown vertically upward. What is its velocity at the highest point of its path?
A. 0 m/s B. 5 m/s C. 10 m/s D. 15 m/s2
10. A car has an initial velocity of 40 m/s. It stops over a distance of 120 m when the breaks
are applied. How long does it take for the car to stop?
A. 6s B. 3 s C. 9 s D. 12 s
11. Which one of the following statements is NOT true of a free-falling object? A free-falling
object_____.
A. falls with a constant speed of -10 m/s.
B. falls with an acceleration of -10 m/s/s.
C. falls under the sole influence of gravity.
D. falls with downward acceleration which has a constant magnitude.
12. Ten seconds after being dropped from rest, a free-falling object will be moving with what
speed?
A. about 10 m/s. B. about 50 m/s. C. about 100 m/s. D. more than 100 m/s.
13. On takeoff, a rocket accelerates from rest at a rate of 50.0 m/s 2 for exactly 60 seconds.
What is the rocket’s speed after this 60-second of steady acceleration?
A. 50.0 m/s B. 500. m/s C. 3.00 x 103 m/s D. 3.60 x 103 m/s
For numbers 14 and 15, refer to the situation below.
A ball is thrown straight up with an initial velocity of 24.25 m/s so that it reaches a
maximum height of 30 m.
14. How long did it take the ball to go up?

A. 0.4 s B. 0.8 s C 1.5 s D. 2.5 s
15. How fast was it going when it was 10 m high from the ground?
A.10.7 m/s B. 12.3 m/s C.14.1 s D. 19.8 m/s
iii
Lesson
Describing Motion
1
What’s In
Motion is all around us. Every day, we see objects that are moving like people
walking or running, ball rolling, birds flying in the sky, vehicles running on the road and
many more. We also noticed that objects move in different ways. Some in curved
paths, others in straight-line path. In this module, we will mathematically describe the
motion of objects along a straight-line path (one-dimensional motion) in terms of
distance, displacement, speed, velocity and acceleration .We have to note that these
terms are either scalar or vector quantities so the rules in subtracting or adding them
which you learned from the previous module will be used in this lesson.
What I Need to Know

After this lesson, you should be able to:
1. Describe the motion of an object in terms of distance or displacement, speed or

velocity;
2. Solve problems on distance, displacement, speed, velocity and acceleration;
3. Measure the distance and displacement from a travel map.
What’s New
Activity 3.1 Describing Motion
Objectives
➢ Measure the distance and displacement from a travel map;
Material: ruler
Situation:
In Figure 3.1 below, Angelo, a fourth year student, monitored his trip from his
house to school. He walked from his house (A) to the nearby jeepney stop (B) for 4
minutes. He travelled by jeepney for 10 minutes to the tricycle stop near his school
(C). From the tricycle stop, he took a tricycle to D for 2 minutes until he reached the
school (E) for another 2 minutes.
1
D
(School) E
B C
Figure 3.1 Map of Angelo’s Trip

Scale: 1 cm = 50 km
Procedure
1. Measure the line segment AB, BC, CD and DE on the map shown in Fig. 2.1
using a ruler. Record the data in column 3 of Table 3.1 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.
Data
Table 3.1: Motion of Angelo
Means of Line Length of Line Distance Time Distance/time Distance/time
Transport Segment Segment (cm) (km) of (km/min) (km/h)
Used Travel
(min)
walking AB
jeepney BC
tricycle CD
tricycle DE
Note: You will use your data to answer the questions found in the “What I Have Learned”
section of this lesson.
2
What Is It
Activity 3.1 walks us through the basic concepts of motion. When we
discuss the motion of something, we describe it relative to something else.
We call this as a frame of reference. Objects that we call stationary—such as a tree,
a sign, or a building—make good reference points. An object is in motion if it changes
position relative to this frame of reference. There are several physical quantities that
can quantitatively describe the motion of objects. We will discuss them in detail in this
lesson.
Distance and Displacement

A body has moved if it has changed position with respect to a reference point,
like traveling from your house to school. This change in position is termed as distance.
Distance, a scalar quantity, is the length of path that a moving body travels. It is
commonly expressed in meter, kilometer, centimeter or feet. Displacement, a vector
quantity, is the shortest distance between the initial position and final position.
Examples of displacement are 5 km, east and 100 m, NE.
Sample Problem 1: A boy started from the tower (point A) moved to point B then went
back to point A. What is his total distance travelled? What about his displacement?
Source: Project EASE: Physics
Figure 3.2: Motion of the boy.
Solution: Distance: 10m + 10m =20 m; since distance is a scalar quantity, we don’t
mind the direction. We simply add the magnitude.
Displacement: 10m East-10 m West=0; since displacement is a vector quantity, we
have to consider the direction of the motion. Travelling to the East is positive and
travelling to the west is negative.
Sample Problem 2. A man walks 175 m to the east, then turns back and walks 40 m
due west. What is the total distance he walked? What is his total
displacement?
d1= 175 m
d2= 40 m
Figure 3.3: Motion of the man.
Answer: The total distance he walked is d= 175 m + 40 m= 215 m. However,

for his total or net displacement, we have to consider the directions. Considering the
Cartesian plane, going east is positive and going west is negative. His displacement
is d= 175m East- 40 km West = 135 m, East .Therefore, the net displacement of the
man is 135 m, due East.
3
What’s More
Activity 3.2: Solving Distance and Displacement Problems
Directions: Show your answers legibly, concisely and completely. Use separate
sheet of paper.
1. A car is driven 4.5 km due north before the driver remembers a forgotten
package. The car is driven back 4.5 km in the opposite direction. What is the
total distance covered by the car? What is the net displacement?
2. 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.
Speed, a scalar quantity refers to the rate of motion. It is the ratio of distance
covered and the time of travel. In equation,
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑠𝑝𝑒𝑒𝑑 =
𝑒𝑙𝑎𝑝𝑠𝑒𝑑 𝑡𝑖𝑚𝑒
𝑑
In symbol: 𝑣= 𝑡
Speed, therefore, refers to how fast the object is moving. It tells us that a fast-
moving object has a high speed and covers a large distance in a short period of time
while a slow-moving object that has a low speed covers a relatively small amount of
distance in the same amount of time.
Since speed is distance divided by time, speed is expressed in terms of the unit
of distance and unit of time. The SI unit for distance is meter, and time is second.
Thus, speed is expressed in meters per second or m/s. For vehicles, the standard unit
for speed is kilometers per hour or km/h (kph). In other countries such as USA, they
use miles per hour or mph as unit of speed. What about the speed of ship? Are they
also expressed in kph or mph? (No. Ship’s speed is expressed in nautical per hour
or knots.)
The average speed can be determined by dividing the total distance travelled by the
total time of travel. In equation:
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝐴𝑣𝑒. 𝑠𝑝𝑒𝑒𝑑 =
𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝑜𝑓 𝑡𝑟𝑎𝑣𝑒𝑙
𝑑𝑡𝑜𝑡𝑎𝑙
In symbol: 𝑣𝑎𝑣𝑒 = 𝑡𝑡𝑜𝑡𝑎𝑙
For example, a bus travelled 120 kilometers in 3 hours. What is the speed of
the bus? Did the bus travel at constant speed of 40 kph in 3 hours? Perhaps, the bus
travelled at 20 km/h, 30 km/h, 60 km/h or 120 km/h or it stopped several times. In other
words, its speed was not constant as it travelled for 3 hours. So the 40 kph refers to
the average speed of the bus.
4
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 refers to 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. Velocity is a vector
quantity defined as the ratio of the displacement to the total time elapsed. The average
velocity is the total displacement of an object divided by the elapsed time. In symbols:
𝑑
𝑣=
𝑡
Where
d = total displacement t = elapsed time v = average velocity
Sample Problem 1: Lydia de Vega is a world-renowned Filipino

track and field athlete. She can run the 100-m dash in about 11.0
seconds. What is her average speed?
Given: d= 100.0 m t= 11.0 s
Required: average speed
𝑑
Solution: 𝑣= 𝑡
100 𝑚 Source: www.pinoyathletics.info
𝑣= 11.0 𝑠
Figure 3.4 Lydia de Vega during a track and
𝑣 = 9.09 𝑚/𝑠 field match.
Therefore, the average speed of Lydia de Vega is 9.09 m/s.
What’s More
Activity 3.3: Solving Speed and Velocity Problems
sheet of paper.
1. 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?
2. 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 travelled 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?
5
Acceleration
An object accelerates 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 per unit
time. In equation,
∆𝑣
𝑎=
∆𝑡
𝒗𝒇 −𝒗𝒊
𝑎= ∆𝑡
The unit of acceleration is m/s/s or m/s2.
Sample Problem 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?
Figure 3.5 A race car’s motion.
Given: 𝑣𝑖 = 4.0 𝑚/𝑠 ∆𝑡 = 4.0 𝑠 𝑣𝑓 = 36 𝑚/𝑠

Required: 𝒂
Solution:
𝑣𝑓 − 𝑣𝑖
𝑎=
∆𝑡
36 𝑚/𝑠 − 4.0 𝑚/𝑠 32.0 𝑚/𝑠
𝑎= = = 8.0 𝑚/𝑠2
4.0 𝑠 4.0 𝑠
The average acceleration of the race car is 8.0 𝑚/𝑠 2 .

Sample Problem 2: 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?
Figure 3.6 A car’s motion.
Given: 𝑣𝑖 = 20 𝑚/𝑠 𝑎 = 5 𝑚/𝑠2 ∆𝑡 = 3 𝑠

Required: 𝑣𝑓
Solution:
𝒗𝒇 −𝒗𝒊
From the equation: 𝑎 =
∆𝑡
, we can derive a formula to be used in solving
for the final velocity. That would be 𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡.
𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡.
𝑣𝑓 = 20 𝑚/𝑠 + (5𝑚/𝑠2 )( 3 𝑠) .
𝑣𝑓 = 20 𝑚/𝑠 + (15𝑚/𝑠) .
𝑣𝑓 = 35 𝑚/𝑠
The final velocity of the car is 35 𝑚/𝑠.
6
What’s More
Activity 3.4: Solving Acceleration Problems
sheet of paper.
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. 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?
What I Have Learned

Activity 3.5: Sum it Up!
Direction: Use the data you obtained in Activity 3.1: Describing Motion to answer
the following questions:
1. What was the total distance traveled by Angelo in km?
2. How long did it take 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 give you?
What I Can Do
Activity 3.6: Conducting an Interview
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 a jeepney, a
bus, a taxi or a private vehicle 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.
7
Lesson
Graphical Representation of
2 Motion
What’s In
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.
What I Need to Know

1. Construct a position-time graph;
2. Construct a velocity-time graph;
3. Solve for the slope of a position-time graph;
4. Solve for the slope of a velocity-time graph;
5. Interpret position-time and velocity-time graphs;
6. Make a story out of a position-time graph;
7. Identify the quantity represented by the slope of a position-time graph;
8. Identify the quantity represented by the slope of a velocity-time graph.
9. Interpret displacement and velocity, respectively, as areas under velocity vs.
time and acceleration vs. time curves.
What’s New
Do Activity 3.7 to determine how to graph and interpret an object’s
motion.
ACTIVITY 3.7: GRAPHING MOTION
Direction: Use graph paper to plot the motion of the bicycle, the passenger jeepney
and the car. Please keep your graphs for you will use them to answer
questions in the “What Have I Learned” section of this lesson.
Objectives:
a) Construct distance-time graphs from given tabulated data.
b) Describe motion in words, using the graph as point of reference.
c) Calculate and interpret the slopes of the graph.
Materials: ruler, pencil and calculator
8
Data Part B – Data for the Motion of a
Passenger Jeepney
Part A- Data for a Bicycle’s Motion
1. Plot the tabulated data (d vs t) 1. Plot the given tabulated data (d vs t)
2. Time will be in the x-axis and distance in the 2. Time will be in the x-axis and
y-axis. distance in the y-axis.
3. Connect the points. Describe the graph. 3. Connect the points. Describe your
graph.
Table 3.2: Bicycle’s Motion
Table 3. 3: Passenger Jeepney’s Motion
Distance Time
Distance Time
d (m) t (s)
d (km) t (h)
0 0
0 0
20 2
50 1
38 4
100 2
60 6
100 3
79 8
100 4
100 10
150 5
120 12
100 6
138 14
50 7
0 8
Table 3.4: Car’s Motion
Distance Time
Part C – Data for the Motion of a Car d (m) t (s)
1. Plot the distance against time (d-t graph) 0 0
2. Time will be in the x-axis and distance in the y- 15.5 4.8

axis. 46.5 8.7
3. Connect the points. Describe the graph. 75.0 11.1
105.2 13.0
150.0 15.3
200.1 17.7
9
What Is It
Position vs. Time Graph

An object’s motion can be represented by a position-time graph (See Figure 2.1).
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.
Sample Problem 1:
Use Figure 2.1 to answer the following:
1. At what time is the car’s position equal to

40 m? The car is at 40 m at time t= 4 s.
2. What was the car’s position at t= 2 s?

The car’s position is 20m at t= 2 s.
3. What is the total distance travelled by the car

at the end of 5s?The car travelled a total
Figure 3.7 Position vs. Time Graph of a Car
distance of 50m.
What Does the Slope of the Position- Time Graph Represent?

Recall that in Mathematics, the slope of the line describes the direction and the
steepness of the line. It is equal to the rise divided by the run. Mathematically,
∆𝒚 𝒚𝟐 − 𝒚𝟏
𝒎= =
∆𝒙 𝒙𝟐 − 𝒙𝟏
where m= slope of the line
𝑦1= y coordinate of Point 1 𝑥1 = x coordinate of Point 1
𝑦2 = y coordinate of Point 2 𝑥2 = x coordinate of Point 2
Consider again Figure 2.1, let us determine its

slope using the following two points.
P1 (1s, 10m) and P2 (2s, 20m)
To get the slope:
∆𝑦 𝑦2 − 𝑦1 20𝑚 − 10𝑚 10 𝑚
𝑚= = = = = 10𝑚/𝑠
∆𝑥 𝑥2 − 𝑥1 2𝑠 − 1𝑠 1𝑠
Source: www.physicsclassroom.com
Figure 3.8 Position vs. Time Graph of a Car
10
Take a look at the unit of the slope of the line we got. What quantity does this unit
represent? The slope of the line of a Position-time graph is the speed or velocity of
an object.
Let us try using other set of two points from the graph.
P1 (3s, 30m) and P2 (4s, 40m) P1 (1s, 10m) and P2 (5s, 50m)
∆𝒚 𝒚𝟐 − 𝒚𝟏 50𝑚 − 10𝑚 40 𝑚
𝒎= = 𝑚= = = 10 𝑚/𝑠
∆𝒙 𝒙𝟐 − 𝒙𝟏 5𝑠 − 1𝑠 4𝑠
40𝑚 − 30𝑚 10 𝑚
𝑚= = = 10 𝑚/𝑠
4𝑠 − 3𝑠 1𝑠
P1 (2s, 20m) and P2 (5s, 50m) P1 (1s, 10m) and P2 (4s, 40m)
50𝑚 − 20𝑚 30 𝑚 40𝑚 − 10𝑚 30 𝑚
𝑚= = = 10 𝑚/𝑠 𝑚= = = 10 𝑚/𝑠
5𝑠 − 2𝑠 3𝑠 4𝑠 − 1𝑠 3𝑠
Note that for the different sets of two points on the line that we used, the slope
is the same. It means that the velocity of the car is constant. The graph above shows
an object moving at constant velocity.
Position-Time Graph Summary
(a) Graph shows the object is moving at constant

Position
positive velocity. This explains further that as the

time increases the distance also increases with
Time time.
(b)Graph shows object is moving at

Position
constant negative velocity
Time
Position
(c) Graph shows the object is at rest, it

has zero velocity
Time
(d) Graph shows the object is moving with

Position
varying speed. It means that the velocity is not

constant. The object is accelerating.
Time
11
Velocity- time Graph
An object’s motion can be represented by a velocity-time graph (See Figure
2.3). 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.
Let’s solve for the slope of the velocity-time graph of

a car in Figure 2.3.
P1 (0 s, 5 m/s) and P2 (5 s, 25m/s)

25𝑚/𝑠 − 5 𝑚/𝑠 20 𝑚/𝑠
𝑚= = = 4𝑚/𝑠2
5𝑠 − 0𝑠 5𝑠
Source: www.physicsclassroom.com
Notice the unit of the slope of velocity-time graph. The
Figure 3.9 Velocity vs. Time Graph of a Car
quantity that represents this slope is the acceleration.
Velocity- Time Graph Summary
Velocity
(a) Graph shows the object is moving at constant

positive acceleration.
Time
Velocity
(b)Graph shows object is moving at

constant negative acceleration.
Velocity
(c) Graph shows the object is at

constant velocity. It is not accelerating.
Time
(d) Graph shows the object is moving with

Velocity
varying speed. It means that the velocity is not

constant. The object is accelerating.
Time
12
Finding the Displacement from the Velocity vs. Time Graph
The velocity-time graph can be used to determine the displacement of an
object. This is done by getting the area of the shaded sections between the line and
the time axis.
Sample Problem 1: Determine the displacement of the object in
Figure 3.8 for the first 4 seconds.
Solution: To get the displacement, we will get the area

of the rectangle.
Given: b= 4 s h= 30 m/s
Arectangle= bh Figure 3.10.Velocity vs. Time Graph of an Object
(in the first 4 seconds)
= (4s)(30 m/s)
=120 m
The object was displaced 120 m during the first 4 seconds of motion.
Sample Problem 2: Determine the displacement of the object in
Figure 3.8 during its 3 seconds of motion.
Solution: To get the displacement, we will get the area

of the triangle.
Given: b= 3 s h= 30 m/s
Figure 3.11.Velocity vs. Time Graph of an Object
Atriangle= ½ bh ( during its 3 seconds of motion)
= ½ (3s)(30 m/s)
=45 m
The object was displaced 45 m during its 3 seconds of motion.
Finding the Velocity from the Acceleration vs. Time Graph
The acceleration-time graph can be used to determine the change in velocity
of an object. This is done by getting the area of the shaded sections between the line
and the time axis.
Sample Problem 1: The graph shown on the right gives the
acceleration of the race car as it starts to speed up. Assume the
race car had a velocity of 20 m/s at time t=0 s. Find the final
velocity of the driver when she reaches the finish line.
Solution:
We can find the change in velocity by finding the area under the
acceleration-time graph. We will take the area of the triangle.
Δv =A triangle=½bh
Substituting the values, we get
Figure 3.12.Acceleration vs. Time Graph of an
Δv= A triangle =½ (8s)(6m/s2)=24m/s Object (during its 3 seconds of motion).
13
This calculation gave us the change in velocity during the given time interval. To
calculate the final velocity, we need to use the definition of change in velocity.
Δv = vf−vi
Substituting the values in the equation, we get
vf−20m/s = 24m/s
vf = 44m/s
Therefore, the final velocity of the racer is 44 m/s.
What’s More
Activity 3.8: Through the Graph!
Direction: You are given the position-time graph of the motion of a race cart along
a linear track. 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 min to t= 15 min?
______________________________
3. How fast was it moving between 40
and 55 minutes?
Figure 3.13 Motion of a Race Cart
______________________________
4. At which time interval shows that
the object is moving at constant
negative velocity?
14
What I Have Learned
Activity 3.9: Interpret Me!
Direction: Use the graph you made for each vehicle’s motion in Activity 3.1 to
answer the following questions:
Part A – Data for a Bicycle’s Motion

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- Data for the Motion of a Passenger Jeepney

3. Calculate 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- Data for the Motion of a Car
6. Describe the motion of the car. Is the speed constant? How do you know?
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?
What I Can Do
Activity 3.10: My Motion Story
You are riding a passenger jeepney on the way 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 a separate
sheet of paper for your answer.
d (km)
40
30
20
10
0
10 20 30 40 50
t (min)of the Jeepney
Figure 3.14 Motion
15
Lesson
One Dimensional Uniformly
Accelerated Motion
3
What’s In
In the preceding lesson you were able to construct a position-time graph
and velocity-time graph for the objects motion along a straight path. You use these
graphs to describe an object’s motion. In this lesson, 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.
What I Need to Know

1. Derive the four kinematic equations for One Dimensional Uniformly
Accelerated Motion;
2. Analyze and solve one dimensional uniformly accelerated motion problems;
3. Describe examples of objects moving with constant acceleration;
3. Apply knowledge to real-life situations.
What Is It
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 displacement as the product of the constant velocity 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:
𝑣𝑖 + 𝑣𝑓
𝑣=
2
Then we substitute the average velocity into the equation: 𝑑 = 𝑣𝑡. We thus get the
kinematic equation for displacement in terms of the initial and final velocities and the
time 𝑡. This is a very useful equation.
16
𝑣𝑖 +𝑣𝑓
𝑑=( )𝑡 Kinematic Equation 1
2
We shall obtain a second kinematic equation in convenient form. We start with the
acceleration,
𝑣𝑓 − 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 = 𝑣𝑓 − 𝑣𝑖
Then we add +𝑣𝑖 to both sides to get:
Simplifying the equation we have:
𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡 Kinematic Equation (2)
The third kinematic equation will be obtained by using Kinematic Equation (1)
and Kinematic Equation (2). Simply take the expression for the final velocity 𝑣𝑓 given
by the Kinematic Equation (2) and substitute it in Kinematic Equation (1) as follows:
𝑣𝑖 +𝑣𝑓
𝑑=( )𝑡
2
𝑣𝑖 + (𝑣𝑖 +𝑎𝑡)
𝑑=[ 2
]𝑡
2𝑣𝑖 +𝑎𝑡
𝑑= ( )𝑡
2
1
𝑑 = 𝑣𝑖 𝑡 + 𝑎𝑡 2 Kinematic Equation (3)
2
We notice that Kinematic 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 Kinematic Equation (2).
𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡
17
𝑣𝑓 − 𝑣𝑖 = 𝑎𝑡
𝑣𝑓 −𝑣𝑖
( )=𝑡
𝑎
17
Then substitute this expression for time 𝑡 into the Kinematic Equation (1).
𝑣𝑖 +𝑣𝑓
𝑑=( )𝑡
2
𝑣𝑖 +𝑣𝑓 𝑣𝑓 −𝑣𝑖
𝑑=( )( )
2 𝑎
𝑣𝑓 2 −𝑣𝑖 2
𝑑= 2𝑎
𝑣𝑓 2 − 𝑣𝑖 2 = 2𝑎𝑑
𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎𝑑 Kinematic Equation (4)
Table 3.1 summarizes the Four (4) Kinematic Equations with the corresponding
variables contained in each equation.
Table 3.1 The Four (4) Kinematic Equations for UAM: Horizontal Dimension
Variables Contained
Equation
Equation
Number
𝒅 𝒗𝒊 𝒗𝒇 𝒕 𝒂
1 𝒗𝒊 + 𝒗𝒇
𝒅=( )𝒕 √ √ √ √ x
𝟐
2 𝒗𝒇 = 𝒗𝒊 + 𝒂𝒕 x √ √ √ √
3 𝟏
𝒅 = 𝒗𝒊 𝒕 + 𝒂𝒕𝟐 √ √ x √ √
𝟐
4 𝒗𝒇𝟐 = 𝒗𝒊 𝟐 + 𝟐𝒂𝒅 √ √ √ x √
Where: 𝑑 = 𝑑𝑖𝑠𝑝𝑙𝑎𝑐𝑒𝑚𝑒𝑛𝑡 𝑣𝑖 = 𝑖𝑛𝑖𝑡𝑖𝑎𝑙 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 𝑣𝑓 = 𝑓𝑖𝑛𝑎𝑙 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦

𝑡 = 𝑡𝑖𝑚𝑒 𝑎 = 𝑎𝑐𝑐𝑒𝑙𝑒𝑟𝑎𝑡𝑖𝑜𝑛
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 2 and 3.
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.
18
Sample Problem 1: A car slows down from a speed of 25.0 m/s to rest in 5.00 s.
How far did it travel in that time?
Given:
𝑣𝑖 = 25.0 𝑚/𝑠 d=?
𝑚
𝑣𝑓 = 0 𝑠
Figure 3.15 Motion of the Car
𝑡 = 5.00 𝑠
Required: 𝑑
Solution:
Use Equation 1:
𝑣𝑖 +𝑣𝑓
𝑑=( )𝑡
2
𝑚
25.0 𝑠 + 0 𝑚/𝑠
𝑑= ( ) 5.00 𝑠
2
𝑑 = 62.5 𝑚
Therefore, the car travelled a distance of 62.5 m.
Sample Problem 2: 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:
d= 30m
𝑣𝑖 = 0 𝑚/𝑠
𝑣𝑓 = 8 𝑚/𝑠
𝑑 = 30 𝑚
Figure 3.16 Motion of the Bicycle
Required: 𝑎𝑐𝑐𝑒𝑙𝑒𝑟𝑎𝑡𝑖𝑜𝑛, 𝑎
𝒗𝒇 𝟐 −𝒗𝒊 𝟐
Solution: We derived a formula from Equation 4. Thus, we have, 𝑎= .
2𝑑
𝒗𝒇𝟐 − 𝒗𝒊 𝟐
𝑎=
2𝑑
(8 𝑚/𝑠)2 − (0 𝑚/𝑠)2
𝑎=
2(30𝑚)
64 𝑚2 /𝑠 2
𝑎=
60 𝑚
𝑎 = 1.07 𝑚/𝑠 2
Therefore, the acceleration of the bike is 1.07 m/s2.
19
What’s More
Activity 3.11: One Dimensional Uniformly Accelerated Motion Problems
Direction: Solve the following problems. Show your complete solutions legibly
and concisely in 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/s 2, 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?
Uniformly Accelerated Vertical Motion: Free Fall (Vertical Dimensions)
Aristotle and Galileo both have made important contributions towards our
understanding of the world of Physics. Both of them have conflicting ideas specifically
their views of motion. Aristotle’s view of motion was based on the natural state of the
object and was based on his observations while Galileo’s view of motion was more
quantitative. Do Activity 3.2 to explore Aristotle and Galileo’s views of motion.
What’s New
Activity 3.12. Aristotle or Galileo?
Direction: Show your answers in a separate sheet of paper.
Part A.
1. Hold a stone and a piece of paper at the same height.

2. Drop the stone and paper simultaneously.
Which will fall faster? ____________________________________
Why? _________________________________________________
20
Part B
1. Do the same procedure as in Part A, but this time use crumpled paper.
2. Drop the stone and crumpled paper simultaneously.
Which will fall faster? ___________________________________
Why? ________________________________________
Observation:
1. Which part describes Aristotle’s view of motion? ___________________

Why? _________________________________________________
2. Which part describes Galileo’s view of motion? ____________________
Why?_________________________________________________
What Is It
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.
21
The four kinematic equations for a freely falling objects are shown below:
Equation Equation
Number
1 𝒗𝒊 + 𝒗𝒇
𝒅=( )𝒕
𝟐
2 𝒗𝒇 = 𝒗𝒊 − 𝒈𝒕
3 𝟏
𝒅 = 𝒗𝒊 𝒕 − 𝒈𝒕𝟐
𝟐
4 𝒗𝒇 𝟐 = 𝒗𝒊 𝟐 − 𝟐𝒈𝒅
Where: 𝑑 = 𝑑𝑖𝑠𝑝𝑙𝑎𝑐𝑒𝑚𝑒𝑛𝑡 𝑣𝑖 = 𝑖𝑛𝑖𝑡𝑖𝑎𝑙 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 𝑣𝑓 = 𝑓𝑖𝑛𝑎𝑙 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦

𝑡 = 𝑡𝑖𝑚𝑒 𝑔 = 𝑎𝑐𝑐𝑒𝑙𝑒𝑟𝑎𝑡𝑖𝑜𝑛 𝑑𝑢𝑒 𝑡𝑜 𝑔𝑟𝑎𝑣𝑖𝑡𝑦
Kinematics UAM: Free Fall
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 gt 2
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 displacement travelled is calculated using the equation
𝟏
𝒅 = 𝒗𝒊 𝒕 − 𝒈𝒕𝟐
𝟐
3. If an object is thrown vertically upward then fall down
a. Initial velocity is not equal to zero (vi ≠ 0)
b. The velocity at the 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 tT = 2t.
Sample Problem 1. Amusement parks use the concept of acceleration to design rides
that give the riders the sensation of free fall. These types of rides usually consist
of three parts: the ride to the top, momentary suspension, and the fall
downward. Motors provide the force needed to move the cars to the top of the
ride. Suppose the free fall ride shown in Figure 2 starts from the top at rest and
is in free fall for 1.5 s.
a. What would be its velocity at the end of 1.5 s?
b. How far do people on the ride fall during this 1.5 s?
22
Given: 𝑣𝑖 = 0 𝑚/𝑠 𝑡 = 1.5 𝑠
Required: 𝑎. 𝑣𝑓
𝑏. 𝑑
Solution: a) Use Equation 2
𝑣𝑓 = 𝑣𝑖 − 𝑔𝑡
𝑣𝑓 = 0.0 𝑚/𝑠 − (9.8𝑚/𝑠 2 )(1.5 𝑠)
𝑣𝑓 = −15 𝑚/𝑠
Therefore, the final velocity of the free fall ride is
15 m/s downward.
Figure 3.17 Free Fall Ride
b) Use Equation 3
1
𝑑 = 𝑣𝑖 𝑡 − 2 𝑔𝑡 2 ; Note: 𝑣𝑖 𝑡 = 0, so the equation becomes:
1
𝑑 = − 𝑔𝑡 2
2
1
𝑑 = − (9.8 𝑚/𝑠 2 )( 1.5 𝑠)2
2
𝑑 = −11 𝑚
The people on the ride fell 11 m.
Sample Problem 2: A person throws a ball upward into the air

with an initial velocity of 15.0 m/s.
a. How high does the ball go?

b. How long is the ball in the air before it comes back to his
hand?
Given: Source: Physics 5th Edition by Giancoli.
𝑣𝑖 = 15.0 𝑚/𝑠 Figure 3.18 A ball thrown upward.
Note that as the ball rises, its speed decreases until it reaches the highest point, where
its speed is zero for an instant, then it descends with increasing speed.
Solution:
a) To determine the maximum height, we calculate the position of the ball when its
velocity equals zero.
𝑣𝑓 2 = 𝑣𝑖 2 − 2𝑔𝑑
𝑣𝑓 2 − 𝑣𝑖 2
𝑑=
2𝑎
0 𝑚/𝑠−(15.0𝑚/𝑠)2
𝑑=
2(−9.80𝑚/𝑠2 )
𝑑 =11.5 𝑚
The ball reaches a height of 11.5 m above the hand.
23
b) To get the time the ball is in the air, we will analyse the motion of the ball in two
parts:
First, solve for the time the ball goes up, tup (the time it reaches the maximum height,
where 𝒗𝒇 = 𝟎).Rearranging kinematic equation 2 will give us:
𝒗𝒇 − 𝒗𝒊
𝒕=
−𝒈
𝟎 − 𝟏𝟓 𝒎/𝒔
tup = −𝟗.𝟖 𝑚/𝑠2 = 1.53 s
Second, find the time the ball goes back down to his hand, tdown.
Analyzing the problem, we can reason that tdown is equal to tup. Thus,
tdown = tup = 1.53 s
To get the (total) time the ball is in the air, tT, we add tup and tdown:
tT = tup + tdown
tT = 1.53 s + 1.53 s = 3.06 s
The ball is in the air for 3.06 s.
What’s More
Activity 3.13: Solving Free Fall Problems
Direction: Solve the following problems. Show your complete solutions

legibly and concisely in 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. 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?
4. 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?
24
What I Have Learned
Activity 3.14 : Create Your Own Problem
Make your own word problem about uniformly accelerated motion. One (1) for
horizontal motion and another one (1) for free fall. Show your illustrations and
complete solutions to the problems. Be sure that the problems are not taken from the
internet and that they are realistic.
What I Can Do
Activity 3.15: Inform Me: The Physics of Tailgating
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 this topic and the Physics behind and
make an infographic. It must contain information about the following:
a. What is tailgating?
b. What are the effects of tailgating?
c. How can tailgating be prevented?
Rubric for Infographics
25
25
Summary:
➢ Acceleration is the rate of change in velocity. It is the change in velocity per unit
time, while velocity is the rate of motion of a body .
➢ An object accelerates when it speeds up, slows down, or it changes direction.
➢ Some examples of accelerated motion are:
- the motion of an object on an inclined plane or a hill
- a freely falling body
- an object moving along a curved path
- an object that moves with varying speed in a horizontal plane in a unit of time.
➢ An object changes its rate of motion due to any of the following:
a. the magnitude of the velocity is changed
b. the direction of the velocity is changed
c. both the magnitude of velocity and direction is changed.
➢ Distance-time graph gives a visual representation of the object’s motion. From
the graph, we can obtain how far the object has travelled at a given time and
the speed of the object.
➢ The slope of a position-time graph represents the speed/velocity.
➢ The slope of a velocity-time graph represents the acceleration.
➢ Objects fall because of the downward pull of gravity. The downward motion
proceeds with constant acceleration.
➢ When an object falls under the influence of gravity alone then it is in a state of
free fall.
➢ In the absence of air resistance, a falling body has constant acceleration g
equal to 9.8 m/s2.
26
Assessment:
MULTIPLE CHOICE:
Directions: Read and understand each item and choose the letter of the correct answer. Write
your answers on a separate sheet of paper.
1. John walks 6 km east during the first day, and 3 km east the next day. What is the total
displacement of John in two days?
A. 6 km, west B. 3 km, east C. 10 km, east D. 9 km, east
Use the diagram below to answer questions No.2 and 3.In the illustration, Elsa, who
started from the origin, walks 8 km east during first day, and 5 km west the next day.
2. What is the total displacement of Elsa from the initial point in two days?
A. 6 km, east B. 3 km, east C. 10 km, west D. 5 km
3. What is the total distance of Elsa from the initial point in two days?
A. 13 km B. 3 km C. 10 km D. 5 km
4. A toy car moves 8 m in 4 s at the constant velocity. What is the car’s velocity?
A. 1 m/s B. 2 m/s C. 3 m/s D. 4 m/s
5. Which of the following statements is TRUE?
I. The distance travelled by an object can be equal to its displacement.

II. The displacement of a moving object can be greater than its distance travelled.
A. I B. II C. both I and III D. neither of the two

6. Given the table below, which of the following statement about the learners’ speeds
is TRUE?
Learner Distance Travelled Time (s)

(m)
John 40 8
Paul 20 5
Jim 60 12
A. Jim > John >Paul C. Paul < Jim = John

B. John = Jim < Paul D. Paul < John > Jim.
7. What does the slope of a distance vs. time graph represent?

A. Acceleration B. Displacement C. Distance D. Speed
27
8. What does the slope of a speed vs. time graph represent?
A. Acceleration B. Displacement C. Distance D. Speed
9. 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 moves with a constant velocity
D. The object stays at rest
The graph on the right represents the position as a function

of time of a moving object. Use this graph to answer
questions 10 and 11.
10. What is the initial position of the object?
A. 2 m B. 4 m C. 6 m D. 8 m
11. What is the velocity of the object?
A. 2 m/s B. 4 m/s C. 6 m/s D. 8 m/s
12. 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 m/s East
13. Which statement about acceleration due to gravity g is FALSE?
A. It is directed towards the center of the earth.
B. It decreases as you go further from the surface of the earth.
C. It depends upon the weight of a falling object.
D. It is constant at a particular place
14. 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 acceleration is zero
B. Its acceleration is constant
C. Its velocity is constant
D. Its acceleration is increasing
15. 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
28
REFERENCES:
Giancoli, Douglas. Physics Principles With Applications. 5th ed. Reprint, Philippines: Prentice-Hall
Inc., 2001.
Hewitt, Paul. Conceptual Physics. 9th ed. Reprint, Singapore: Pearson Education, 2002
Navaza, Delia, and Bienvenido Valdes. You And The Natural World Physics. 3rd ed. Reprint, Quezon
City: Phoenix Publishing House, Inc., 2010
Zitzewitz, Haase, and Harper. Physics Principles & Problems. Reprint, United States of America:
McGraw-Hill Companies Inc., 2013.
For inquiries and feedback, please write or call:
DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
Senior High School
General Physics 1
Motion in 2-and 3-Dimensions

General Physics 1 – Grade 12
Quarter 1 - Module 4: Motion in 2-and 3-Dimensions
First Edition, 2020
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Reviewers: Jean S. Macasero, EPS - Science

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Telefax: (08822)855-0048
Senior
Senior High
High School
School
General Physics 1
Motion in 2-and 3-Dimensions

by educators from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at cagayandeoro.city@deped.gov.ph

.

Lesson Motion in Different Dimensions
1
What I Need to Know
At the end of this lesson, I should be able to:
1. Describe motion using the concept of relative velocities in 3D.
What’s New
ACTIVITY 1.1.1. Relative Motion at Home

Instructions: Follow the individual instructions of each part of the activity. WRITE ALL YOUR
ANSWERS TO THE QUESTIONS IN A SEPARATE PAPER
Objective/s: At the end of yhis lesson, you should be able to understand relative motion at its
simplest form.
Materials:
1. Any two objects that are at least bigger than your arm.
2. 1 long bond paper
3. Scissors
4. Permanent marker
5. One (1) whole sheet of paper (for your answers)
Procedure:
1. Cut the long bond paper into two (crosswise) and then fold the cut pieces into two, as
shown below:
LEGEND: SYMBOL : MEANING

: cut
_______ : fold
4
2. Then label each piece with a permanent marker as shown below: (just replace “1” with
“2” while following the inversion drawing for the other half of the paper).
3. Then place each papers as indicated by each situations below: (A, B, and C)
These Situations will serve as the individual basis for the questions that would follow.
A. Situation:
1 2
Question: Paper 1’s Left is Paper 2’s Left or Right?
B. Situation:
1 2
Question: Paper 1’s Left is Paper 2’s Left or Right?
C. Situation: Theoretical – Suppose you crumple Paper #1 and left Paper #2 on the
table while you walked away from it in a velocity of 2 m/s.
Questions:
(C.1) Consider Paper #2 left stationary (meaning: not moving, just staying put) on
the table. Which is moving away from it: you, the crumpled paper #1, OR both?
(C.2) Consider yourself: with the crumpled Paper #1 with you, is it also moving with
a velocity of 2 m/s or is it stationary
NOTE: WRITE ALL YOUR ANSWERS IN A SEPARATE SHEET
In the lessons to follow, you will understand more fully on what the situations and
considerations stated above mean in the concept of relativity.
5
IMPORTANT DEFINITIONS
• Relative: simply put, it means “based on”.

For a situation like: Relative to the Pacific Ocean, which direction is the
Philippines? this can mean, Based on the Pacific Ocean, which direction is the
Philippines?
(This was lightly taught in your Araling Panlipunan and General Science subjects)
• Velocity: this is speed with a direction, which makes it a vector quantity.
Remember: scalar (no direction); vector (has direction)
What Is It
Let’s talk about the activity given before this lesson. That was a prep for a rollercoaster
ride we are going to have in this module. It is both challenging and fun. Just set your mind to
it and breathe.
Okay, so relative motion velocity. What is this in the simplest explanation? Basically
this is a matter of perspectives—of how one motion of an object is seen and analyzed in a
different angle, literally. Let’s go back to the way we did the pre-activity except this time we’ll
replace the paper with people: consider best friends Rick and Morty back to back, ready to
fight aliens. Rick’s right hand is relatively Morty’s left and vice versa. Now, consider them
facing the same direction of an oncoming spaceship. This time, Rick’s right hand is relatively
in the same direction as Morty’s right hand should be. See? It’s a matter of perspective. That’s
relativity for you. We only need to add motion and velocity to it and make this lesson more
colorful.
In Physics, relative motion velocity depends on various situations which are listed as,
follows:
a. When Object 1 and Object 2 has the same velocity;
b. When Object 1 or 2 moves slowly than the other one;
c. When Object 1 or 2 moves faster than the other one; and
d. When Object 1 or 2 moves in the opposite direction of the other one.
Let’s take a closer look with one of the mentioned situations.
6
Example 1: Consider the quick sketch I made as the situation:
EAST
Juan: 8 m/s Maria: 5 m/s
First, let’s consider what’s happening in the simplest form (which situation). It appears that
Juan is moving faster than Maria, or Maria is moving slower than Juan with both in the same
direction. Either is correct. In terms of relative motion, here’s how to say it:
• Relative to Juan, Maria is moving slower than him, same direction.

• Relative to Maria, Juan is moving faster than her, same direction.
Take your time to get the drift of relative motion. If you find it confusing still, don’t hesitate to
ask. If you continue without minding and recognizing your confusions, you might find yourself
confused in the further discussions. Asking is a sign of confidence in learning!
It is ALWAYS important to understand the concept first before considering the numbers.
Anyone, even a calculator can do the numbers but to understand the problem is your job. All
the rest (numbers, solutions, equations, final answer) depend on your pure analysis of a given
problem.
Now, let’s consider the numbers. Juan moves with a velocity of 8 m/s towards Maria while
Maria moves with a velocity of 5 m/s away from Juan. Theoretically—if Maria and Juan would
really consider the following conclusions in real life—for Maria, Juan is only moving with a
velocity of 3 m/s.
Here’s how: Since both are moving (regardless of direction) how their velocities would look
like to each other relatively would change.
• Relative to us (the audience) Juan moves 8 m/s and Maria moves 5 m/s.
• Relative Maria, Juan is moving with only 3 m/s because Maria’s own velocity (5 m/s)
cancels out Juan’s other 5 m/s velocity.
What situation will make Maria see Juan with a velocity of 8 m/s which is what’s really
happening?
Answer: This will only happen when Maria is stationary, when she stays put in one place and
Juan is the only one moving. Would Juan’s direction matter? Not really. Juan could move
away or toward the stationary Maria and he would still appear moving at a velocity of 8 m/s.
7
Lesson
2 Projectile Motion
What’s In
Let us recall the previous lesson:
We have discussed the fundamentals of relative motion velocity. For a few minutes,
recall the lesson in your own words out loud. You can also write them down. Check your
understanding by comparing your quick, self-review with the previous lesson.
What I Need to Know
At the end of this lesson, I should be able to:
1. Deduce the consequences of the independence of vertical and horizontal

components of projectile motion;
2. Calculate the range, time of flight, and maximum height of projectiles.
8
What’s New
ACTIVITY 1.2.1. Hidden Words

Instructions: Find the hidden words inside the box of letters and encircle them. Use the
words you found to match them with the guide sentences that follow. WRITE YOUR
ANSWER IN A SEPARATE PAPER
P
R L
H O R I Z O N T A L
J C
E I
C T
T R
I E
L V
O E L I L A G
Guide Sentences:
DOWN
1. This is motion in 2 directions.
ANS: _________________________________
2. This is the direcition upward and downward.
ANS: _________________________________
ACROSS
3. This is the direction sidewards.
ANS: _________________________________
4. He was the one whose findings about projectiles had such huge contributions
to Physics..
ANS: _________________________________
9
IMPORTANT DEFINITIONS
• Projectile: refers to the motion which involves both the horizontal and vertical.
• Horizontal Motion: motion happening sideways (left, right, West, East).
• Vertical Motion: motion happening either upward or downward.
What Is It
Projectile motion happens everywhere: a basketball being thrown on the ring, a piece
of crumpled paper being thrown on a garbage can, water from a hose being aimed at some
plants, and then some.
First, we need to discuss the proper definition of projectile motion. Projectile motion
is motion in two directions (horizontal and vertical) that are independent of each other and
with the vertical motion—gravity—the only force that is acting on it.
For a little bit of history, let’s have a brief review of the conttributions of Galileo to the
concept of the projectile motion. He proposed that objects being thrown at different initial
orientation (either from the side, horizontally—or from ground up or downward, vertically) will
arrive at the ground at the same time. This was proven true but there are special environments
where this can be achieved at the smallest percentage of error: in a vacuum setting without
any air resistance. He also proposed that the horizontal force (the only force acting on
projectile motions) always remain constant at 9.8 m/s 2 .
REMEMBER: Although this is true in reality, there is also air resistance in reality which
contributes to some misconceptions. This is why when asked if which arrives on the
ground first, a feather or a stone, the majority of the answer will be the stone. The stone
will most likely reach the ground first, but that’s only because air resistance made the
feather’s flight to the ground harder, having been thrown here and there.
EQUATIONS OF A PROJECTILE MOTION
Eq. 1 for Horizontal direction: x = 𝑉𝑥 t
For Vertical direction:

Eq. 2: 𝑉𝑦 = 𝑉0𝑦 + 𝑎𝑦 t
Eq. 3: y= ( 𝑉 +2𝑉 ) t
𝑦 0𝑦
1
Eq. 4: y = 𝑉0𝑦 + 𝑎𝑦 𝑡 2
2
Eq. 5: 2
𝑉𝑦2 = 𝑉0𝑦 + 2𝑎𝑦 y
10

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Senior High School

Published by the Department of Education – Division of Cagayan de Oro Schools

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What This Module is About ................................................................................................................... i

What I Know ........................................................................................................................................... iii

What Is It: Learning Concepts: Unit Conversion ................................................7-9

What’s More: Exercises ............................................................................................10

Lesson 2: Accuracy and Precision

What Is It: Learning Concepts: Accuracy & Precision .......................................17-18

What’s More: Data Analysis......................................................................................19

What I Have Learned: ................................................................................................20

Assessment: (Post-Test) .................................................................................................... 21

What This Module is About

This module demonstrates your understanding and skill in solving

This module has two (2) lessons:

What I Need to Know

After going through this module, you are expected to:

1. Solve measurement problems involving conversion of units, expression of

2. Differentiate accuracy from precision (STEM_G-12EU-Ia-2)

Icons of this Module

What I Need to This part contains learning objectives that

What I know This is an assessment as to your level of

What’s New An introduction of the new lesson through

What is It These are discussions of the activities as a

What’s More These are follow-up activities that are in-

What I Have Activities designed to process what you

What I can do These are tasks that are designed to show-

1. Which of the following is equivalent to half a meter?

2. A book has a mass of 500 𝑔, how many kilograms does it weigh?

6. Which of the following is the BEST example of a number expressed in scientific

7. What is 7.236 × 10−3 written in standard form?

10. Which of the following is equal to 0.051 × 10−3 ?

What I Need to Know

Physics is an experimental science. Thus, experiments are performed in order to test

Look at the figure to the right. How difficult will it be in

To make sure that scientist throughout the world means

Determine the number of significant figures of the values given below:

Rules in determining the number of significant figure: (A short recall)

1. All nonzero digits are significant.

Instruction: Complete the table below.

What? How much? Expressed in Scientific

Distance from Earth to Sun 150, 000, 000 km

Diameter of the moon 3, 474, 000 m

Temperature at the core of

What? How much? Expressed in standard

Mass of a proton 𝟏. 𝟔𝟕𝟑 × 𝟏𝟎−𝟐𝟕 𝒌𝒈

Actual charge of proton 𝟏. 𝟔𝟎𝟐 × 𝟏𝟎−𝟏𝟗 𝑪

Scientific notation also called exponential notation is a convenient way of writing

Format: 𝐶. 𝑀𝑀𝑀𝑀𝑀 × 10𝑒

where: 𝐶 - the characteristic digit, may be any digit from 0-9

Rules in expressing standard notation to scientific notation:

(−) negative exponent – move to the LEFT

2. Add/subtract the number. Keep the exponent the same.

-Since exponents are not the same, choose one to adjust.

Rules in Multiplication and Division involving scientific notation

2. Powers of ten are subtracted in division

4.7 𝑚 (ONE decimal place)

1. 15 𝑝𝑚 = _ 𝑚 6. 0.005 𝑘𝑔 = 𝑐𝑔

3. 90 𝑑𝑚 = 𝑚 8. 100 L = mL

4. 9.8 ℎ𝑚 = 𝑑𝑚 9. 5, 000 𝑚𝐿 𝑘𝐿

5. 35 𝑔 = 𝑚𝑔 10. 0.88 𝑘𝑙 = 𝐿