SHS

GENERAL PHYSICS 1
Module 6, Quarter 1, Week 1
General Physics 1
Grade 11/12 Module 6 Quarter 1, Week 1
First Edition, 2020

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La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without
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 General Physics 1
Module 6: Quarter 1 – Week 1
 Target

Motion is everywhere. Video and still cameras provide a visual record

and description of moving objects. In physics, the motion of objects can also be
described mathematically through the use of equations and graphs. Motion graphs
are useful tools in the study of kinematics that tell us how far a body has traveled,
how fast it moves, and all the changes in speed that take place. How does graphical
analysis describe the motion of objects and predict their future course?

In the preceding discussion, you have learned how to convert a

verbal description into a mathematical description involving uniform acceleration in
one dimension. At this time, you are now ready to read, interpret and construct
data through tables and graphs.

After going through this module, you are expected to:

1. interpret displacement and velocity, respectively, as areas under velocity vs.

time and acceleration vs. time curves (STEM_GP12KINIb14);
2. interpret velocity and acceleration, respectively, as slopes of position vs. time
and velocity vs. time curves (STEM_GP12KINIb15); and
3. 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_GP12KINIb16).

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 Photo credit: www.ccusd93.org

Let us pretend that Aristotle, Galileo, and Newton lived in this century where
they could easily post their ideas to any of the online social networking sites. Who
among the three is likely to tweet these remarks about motion?

“…everything has its proper place in the universe. Rocks, like leaves, fall
because they are made of earth…”

“Thank God for apples! But why do they have to fall to the ground?”

“…was at the tower…purposefully dropped some things just to see if heavy

and light objects would reach the ground at the same time.”

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 Jumpstart

Jump in. Do the activity on the next page to get a better grasp
of the concept. Don’t forget to give your best shot in answering
the questions.

Direction: Sketch the position vs. time graphs corresponding to the following
descriptions of the motion. The vertical line (y-axis) will be the position in meter of
the object and the horizontal line (x-axis) will be the time in seconds. Label it
correctly. After that construct a position-time table.

A man is moving 10.0 m away from his home and it took him 5
seconds. He then gets some rest for 3 seconds to drink water. He decided to
go back to his house for the remaining 2 seconds.

Position-time graph of the man

Position (m) Time (s)

Position-time table of the man

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 Discover

Position versus Time Curve

Suppose Silver “the Helping Dog” runs away and suddenly stopped when
she's 5m away from her home. She then decides to take a short five-second rest in
the grass. After her five second rest, she hears the dinner bell ring and returned
back to her home. The position-time graph and table for her motion would look
something like this:
Table 1: Position-time table of the dog Figure 1: Position-time graph of the dog

Position (m) Time (s)

0.0 0.0
1.0 1.0
2.0 2.0
3.0 3.0
4.0 4.0
5.0 5.0
6.0 5.0
7.0 5.0
8.0 5.0
9.0 5.0
10.0 5.0
11.0 3.0
12.0 1.0
13.0 0.0

Photo credit: aplusphysics

What do you think is the total distance traveled and displacement of Silver?
A graph is a visual representation of relationships between quantities
such as position and time. The position-time graph and table of the motion of the
dog is given. Take a look at Table 1 and graph 1 above. Figure 1 is a graphical
representation of the motion of the dog as described by the table. It consists of
three line segments. Let us analyze the slope of each line.

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First Part (Left Segment)

This is the slope of the left segment.

𝑟𝑖𝑠𝑒 𝑌2 −𝑌1
slope, m = =
𝑟𝑢𝑛 𝑋2−𝑋1

(5.0 𝑚)− (0.0 𝑚)

= (5.0 𝑠)− (0.0 𝑠)

(5.0 𝑚)
=
(5.0 𝑠)

= +1.0 m/s
The dog traveled 5.0 m away from her home in 5.0 s. The numerator or “rise”
is 5.0 m while the denominator or “run” is 5.0 s. Dividing rise over run gives the
slope which is +1 m/s. The slope is expressed in m/s, the unit for velocity.
If the line is horizontal, its slope is zero. If the line is vertical, its slope is
undefined.

In a position-time graph the slope of any nonvertical line

gives the velocity. The rise of the slope gives the displacement
while the run of the slope gives the change in time.

Second Part (Middle Segment)

This is the slope of the middle segment.

𝑟𝑖𝑠𝑒 𝑌2 −𝑌1
slope, m = =
𝑟𝑢𝑛 𝑋2−𝑋1

(5.0 𝑚)− (5.0 𝑚)

= (10.0 𝑠)− (5.0 𝑠)

(0.0 𝑚)
=
(5.0 𝑠)

= +0.0 m/s

Since the slope is zero, this means the velocity is 0.0 m/s; the dog is not
moving during this time interval. What do you think the dog is probably doing?

A horizontal line on a position-time graph indicates zero

velocity or a body is at rest.

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Third Part (Right Segment)

This is the slope of the right segment.

𝑟𝑖𝑠𝑒 𝑌2 −𝑌1
slope, m = =
𝑟𝑢𝑛 𝑋2−𝑋1

(0.0 𝑚)− (5.0 𝑚)

= (13.0 𝑠)− (10.0 𝑠)

−5.0 𝑚
=
(3.0 𝑠)

= -1.7 m/s

The slope is negative because the rise of the slope or displacement is

negative. The quotient of the rise by the run gives a velocity of -1.7 m/s. This
means the dog traveled in the opposite direction of her house.

A line with a negative slope in a position-time graph

indicates movement with constant speed in the opposite
direction.

Take the absolute values of the slopes of the two lines: (1.0 m/s) for the line
on the left and (1.7 m/s) for the line on the right. By visual inspection and
comparison of the two lines, the line on the right has a steeper orientation.
Therefore, the dog was moving faster here during the last seconds than she was
during the first seconds, regardless of direction.

Graphically, a slant line (to the left or right) indicates the direction. A steeper
slope, however, means a greater rise compared to the run. It indicates a greater
speed component for the velocity as the moving object covers more distance per
unit time.

A position-time graph with a steep slope means the moving

object covers more distance per unit time, indicating a faster
speed.

Velocity versus Time Curve

Just as important to understanding motion is the velocity-time graph, which

shows the velocity of an object on the y-axis, and time on the x-axis. Positive values
indicate velocities in the positive direction, while negative values indicate velocities
in the opposite direction.

In interpreting these graphs, it’s important to realize that a straight

horizontal line indicates the object maintaining a constant velocity – it can still be
moving, its velocity just isn’t changing. A value of 0 on the v-t graph indicates the
object has come to a stop. If the graph crosses the x-axis, the object was moving in

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one direction, came to a stop, and switched the direction of its motion. Let’s look at
the v-t graph for Silver “the Helping Dog”.

Table 2: Velocity-time table of the dog Figure 2: Velocity-time

graph of the dog

Velocity (m/s) Time (s)

0.0 0.0
2.0 1.0
4.0 2.0
6.0 3.0
8.0 4.0
8.0 5.0
8.0 6.0
8.0 7.0
5.0 8.0
3.0 9.0
0.0 10.0

Photo credit:
aplusphysics
Evaluating the slope of the line in a velocity-time table is the same with the
position-time table but the variables vary.

Based on the velocity-time graph the slope of the line on the left segment of
the graph is:
𝑟𝑖𝑠𝑒 𝑌2 −𝑌1
slope, m = =
𝑟𝑢𝑛 𝑋2−𝑋1

(8.0 𝑚/𝑠)− (2.0 𝑚/𝑠)

=
4.0 𝑠

−5.0 𝑚
=
(3.0 𝑠)

= +1.5 m/s2
The unit m/s2, is a unit of acceleration which is equal to the slope of the
curve of the v-t graph. The graph is a straight line, so the dog is accelerating
uniformly.

In a velocity-time graph, the slope of any nonvertical line

gives the acceleration.

Using the slope of a line. Find the slope of the middle segment and right
segment of the velocity-time table of Silver. Place it in a separate sheet of paper.

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Acceleration versus Time Curve
When we say that acceleration is uniform, we mean that the acceleration
does not change with time. If the acceleration of an object is uniform, its
acceleration-time graph is a line parallel to the x-axis. This is shown in Figure 3
below. At any point along the x-axis, the area under the line graph is a rectangle
with sides equal to the value of acceleration (a) and time (t). Therefore, the area of
the rectangle is at. This area represents the change in velocity of the object.
Figure 3: Acceleration vs. time graph for uniformly accelerated motion

Photo credit: aplusphysics

Much like velocity, you can make a graph of acceleration vs. time by plotting
the rate of change of an object’s velocity (its acceleration) on the y-axis, and placing
time on the x-axis.
When you took the slope of the position-time graph, you obtained the
object’s velocity. In the same way, taking the slope of the v-t graph gives you the
object’s acceleration. Going the other direction, when you analyzed the v-t graph,
you found that taking the area under the v-t graph provided you with information
about the object’s change in position. In similar fashion, taking the area under the
a-t graph tells you how much an object’s velocity changes.
Putting it all together, you can go from position-time to velocity-time by
taking the slope, and you can go from velocity-time to acceleration-time by taking
the slope. Or, going the other direction, the area under the acceleration-time curve
gives you an object’s change in velocity, and the area under the velocity-time curve
gives you an object’s change in position.

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 Explore

Accomplish the activities below. This would help you

strengthen your skills and basic concepts you have learned
in this lesson.

Activity 1.
A. Direction: Interpret the following velocity versus time graphs. Use
a separate sheet of paper.

1) 3)

2) 4)

B. Give a sketch of the position vs. time representing the following:

1) body at rest
2) constant speed
3) faster speed

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Activity 2.

Direction: Answer the following problems. Use a graphing paper in

constructing the graph. All solutions will be placed at the back of the
graphing paper.

Problem # 1
Consider this problem: a mouse spots a piece of cheese 20.0 m away from
the mouse hole. He runs to the cheese. The positions of the mouse at various times
are given as follows.
Table 1: Position-time table of the mouse

Position (m) Time (s) Questions:

0.0 0.0 a) Construct the position-time graph of
1.0 4.0 the car’s motion showing the velocity after each
2.0 8.0 elapsed second
3.0 12.0
b) Interpret your graph by determining
4.0 16.0
the slope of each lines.
5.0 20.0
6.0 20.0
7.0 20.0
8.0 14.0
9.0 7.0
10.0 0.0

Problem # 2

A car is initially moving at 5.0 m/s. After 5.0 s, it was moving at 25.0 m/s.
The velocities of the car at various times are given as follows.

Table 1: Velocity-time table of the car

Velocity (m/s) Time (s) Questions:

5.0 0.0
10.0 1.0 c) Construct the velocity-time graph of the
15.0 2.0 car’s motion showing the velocity after each
20.0 3.0 elapsed second
25.0 4.0 d) Interpret your graph by determining
the slope of each line.

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 Deepen

Direction: Interpret the figure below and answer the following questions.

1. During which time interval (AB, BC, CD, DE, EF, FG) was the cart traveling
at its greatest speed?

2. During which time interval (AB, BC, CD, DE, EF, FG) was the cart traveling
at its least (nonzero) speed?

3. During which time interval(s) (AB, BC, CD, DE, EF, FG) was the cart at
rest?

4. During which time interval(s) (AB, BC, CD, DE, EF, FG) did the cart travel
in a negative direction?

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 Gauge

Directions: Read carefully each item. Write only the letter of the best
answer before the number.

______1. What quantity describes the slope of any nonvertical line in a

position-time graph?
a. acceleration c. speed
b. displacement d. velocity
______2. What can be inferred about the velocity in position-time graph if the
graph is a horizontal line?
a. the body is at rest c. the body is decelerating
b. the body is accelerating d. the body is constantly moving
______3. What conclusion can be drawn in a position-time graph if the slope
is steep?
a. the body indicates a faster speed
b. the body indicates a slower speed
c. the body indicates a faster velocity
d. the body indicates a slower displacement

______4. What quantity describes the slope of any nonvertical line in a

velocity-time graph?
a. acceleration c. speed
b. distance d. velocity

______5. In an acceleration-time graph, what can be inferred when a body

has a uniform acceleration?
a. The acceleration-time graph is a vertical line to the y-axis.
b. The acceleration-time graph is a line parallel to the x-axis.
c. The acceleration-time graph is a line parallel to the y-axis.
d. The acceleration-time graph is a diagonal line to the x-axis.

______6. Which of the following graphs represents a body at rest in a

position-time graph?

a. c.

b. d.

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______7. Which of the following graphs represents a uniform acceleration in
an acceleration-time graph?

a. c.

b. d.

______8. What quantity indicates the rise of the slope in a position-time

graph?
a. acceleration c. speed
b. displacement d. velocity

______9. What indicates the area in an acceleration-time graph?

a. change in speed of the object
b. change in time of the object
c. change in velocity of the object
d. change in distance of the object

For numbers 10-13, refer to the figure below.

Figure 4: Position-time graph of Ford

Ford started walking

at time zero and walked 6m
for 3 seconds at a constant
velocity.
He then stayed still
(at 6m) for 2 seconds
(between 3-5 secs).
He then walked back
3m (to the 3m mark) in the
opposite direction for 3
seconds.
Finally, he stood still
for 2 seconds (between 8-10
secs).

Photo credit: Emma L. Nason

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______10. Based from the figure, what can be observed about the velocity of
Ford during his first three seconds?
a. His average velocity is 1 m/s.
b. His average velocity is 2 m/s.
c. His average velocity is 3 m/s.
d. His average velocity is 4 m/s.
______11. What conclusion can be drawn about the movement of Ford
during his 3-5 and 8-10 seconds movement?
I. constant speed III. body at rest
II. faster speed IV. zero velocity
a. III only
b. II and IV
c. III and IV
d. I, III, and IV
______12. What can be inferred about the slope of Ford during his 5-8
seconds movement?
a. accelerating speed c. negative slope
b. accelerating velocity d. positive slope
______13. If Ford happens to go back to his origin after 10 seconds. What is
the total displacement of Ford?
a. 0 m c. 6 m
b. 3m d. 8 m

For numbers 14-15, refer to the figure below.

Position-time Graph
______14. Which best describes the figure above?
a. The object is at rest.
b. The object is moving with uniform acceleration.
c. The object is moving toward the origin with constant
velocity.
d. The object is moving away from the origin with constant
velocity.
______15. What conclusion can be derived from the figure above?

a. The velocity of the object is positive

b. The velocity of the object is negative
c. The acceleration of the object is positive.
d. The acceleration of the object is negative.

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References
Books:

Abistado, Joanna M. and Aquino, Marites D. 2012. Science Links-Physics.

Manila. Rex Book Store, Inc.

Caintic, Helen E. 2017. General Physics 1. Quezon City. C and E Publishing,

Inc.

David, Oliver M. et al. 2012. Discover Science: Physics. Makati. Diwa

Learning Systems, Inc.

Nolasco, Fernando, Ma. Duran. 2010. Integrative Physics. Makati City.

Salesiana Books by Don Bosco Press, Inc.

Website:

Honors Physics – Graphic Motion. A plus Physics website. Retrieved 2017

from.https://www.aplusphysics.com/courses/honors/kinematics/honors_g
raph.html

Emma L. Nason. Position Time Graphs. Retrieved from

https://sites.google.com/site/emmalouisenason/position-time-graphs

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KEY ANSWER

JUMPSTART
Activity 1:

Answers may vary (learners may use any magnitude or interval)

EXPLORE
Activity 1 (A)

1) zero acceleration/ velocity at rest

2) constant acceleration or velocity/ positive acceleration
3) accelerating body
4) negative acceleration/ deceleration/ slowing down

Activity 1 (B)
1)

2) 3)

DEEPEN
1) DE
2) FG
3) AB, CD, EF
4) BC, FG

GAUGE
` 1) D 6) A 11) A
` 2) A 7) D 12) C
3) A 8) B 13) A
4) A 9) C 14) C
5) B 10) B 15) B

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