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General Physics 1
Quarter 1 - Module 3
One- Dimensional Kinematics

Department of Education ● Republic of the Philippines

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

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 Senior High
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General Physics 1
Quarter 1 - Module 3:
One Dimensional Kinematics

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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 ..................................................... 6
What’s More: Solving Acceleration Problems…. ............................................................. 7
What I Have Learned: Sum it Up! .................................................................................... 8
What I Can Do: Conducting An Interview ........................................................................ 8

Lesson 2: Graphical Representation of Motion

What’s In........................................................................................................................... 9
What I Need to Know ....................................................................................................... 9
What’s New: Graphing Motion ......................................................................................... 9
What Is It .......................................................................................................................... 11
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 I Need to Know ....................................................................................................... 16
What Is It .......................................................................................................................... 16
What’s More: Solving One Dimensional Uniformly Accelerated Motion ......................... 20
What’s New: Aristotle or Galileo? .................................................................................... 21
What Is It .......................................................................................................................... 21
What’s More: Solving Free Fall Problems ....................................................................... 24
What I Have Learned: Create Your Own Problems ........................................................ 24
What I Can Do: Inform Me ............................................................................................... 25

Summary ............................................................................................................................. 26
Assessment: (Post-Test) .................................................................................................... 27
Key to Answers ................................................................................................................... 29
References .......................................................................................................................... 30
 Module 3
One Dimensional Kinematics
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
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

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 final velocity?
A. 2.55 m/s toward his mother C. 3.33 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 a 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 a
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 number 14 and 15, refer to the situation below.

A ball is thrown straight up 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 object 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 2.1 Describing Motion

Objectives

 Measure the distance and displacement from a travel map;

Material: ruler

1
Diagram
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 traveled
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.

D
(School) E

B C

Fig. 2.1 Map of Angelo’s Trip

Scale: 1 cm = 50

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 2.1 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.

2
Data
Table 2.1: 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.

What Is It

Activity 2.1 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, feet. Displacement, a vector
quantity, is the shortest distance between the initial position and final position.
Examples of displacement are 5 km, east; 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?

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.

3
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?
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.

What’s More

Activity 2.2: 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 m 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.)
If the speed is not constant, this speed is called the average speed. It can be
determined by dividing the total distance travelled by the total time of travel. In
equation:
4
 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 km per h 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
km per h refers to the average speed of the bus.
Are you familiar with the instrument called speedometer? It is one of the
devices on the instrument panel in front of the driver’s seat of a motor vehicle. Is the
speed indicated in the speedometer an average speed. (No.) The speedometer
indicates the instantaneous speed of the vehicle which means the speed of the
vehicle at the instant you were reading the speedometer.
The description of motion is not complete if it includes speed only. We also have
to consider its direction. With this, we use the term velocity. 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 known 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

Solution:
𝑑
𝑣=
𝑡
100 𝑚
𝑣=
11.0 𝑠
𝑣 = 9.09 𝑚/𝑠
Therefore, the average speed of Lydia de Vega is 9.09 m/s.

5
 What’s More
Activity 2.3: Solving Speed and Velocity Problems
Directions: Show your answers legibly, concisely and completely. Use separate
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 traveled by a motorboat in 0.3 h. (a) Compute
the average speed of each vessel. (b) Which vessel is the fastest? (c) Based on the
data, how fast is the sailboat compared to the banca?

Acceleration
An object is accelerated when it speeds up, slows down or changes
direction. In other words, the motion is accelerated when the velocity of the object
changes. Recall that velocity refers to both magnitude (speed) and direction.
Acceleration is the rate of change of motion or the change in velocity per unit
time. In equation,
∆𝑣
𝑎=
∆𝑡
𝒗𝒇 − 𝒗𝒊
𝑎=
𝒕𝒇 − 𝒕𝒊
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?
Given: 𝑣𝑓 = 36 𝑚/𝑠 𝑣𝑖 = 4.0 𝑚/𝑠 ∆𝑡 = 4.0 𝑠

Required: 𝒂
Solution:
𝑣𝑓 − 𝑣𝑖
𝑎=
𝑡𝑓 − 𝑡𝑖
36 𝑚/𝑠 − 4.0 𝑚/𝑠 32.0 𝑚/𝑠
𝑎= = = 8.0 𝑚/𝑠2
4.0 𝑠 4.0 𝑠

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?
Given: 𝑣𝑖 = 20 𝑚/𝑠 𝑎 = 5 𝑚/𝑠2 ∆𝑡 = 3 𝑠
Required: 𝑣𝑓

6
Solution:
𝒗𝒇 −𝒗𝒊
From the equation: 𝑎 = , we can derive a formula to be used in solving
𝒕𝒇 −𝒕𝒊
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.

What’s More
Activity 2.4: Solving Acceleration Problems
Directions: Show your answers legibly, concisely and completely. Use separate
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?

7
 What I Have Learned
Activity 2.5: Sum it Up!

Direction: Use the data you obtained in Activity 2.1 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 2.6 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 jeep, bus, taxi,
and private vehicles to find out their relative average speed as well as
their driving experiences in relation to increasing and decreasing
speed and following road safety measures. Construct at least 3
questions to be used in your interview.

8
 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

After this lesson, you should be able to:

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.

What’s New

Do Activity 2.7 to determine how to graph and interpret an object’s motion

ACTIVITY 2.7: 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 I Have I Learned” section of this lesson.

9
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
Table 2.1: Bicycle’s Motion
Ruler, pencil and calculator
Distance Time
d (m) t (s)
Data
0 0
Part A – Data for a Bicycle’s Motion
20 2
1. Plot the tabulated data (distance, d vs t)
2. Time will be in the x-axis and distance in the y-axis. 38 4
3. Connect the points. Describe the graph.
60 6
79 8
Part B – Data for the Motion of a Passenger Jeepney 100 10
1. Plot the given tabulated data (d vs t) 120 12
2. Time will be in the x-axis and distance in the y-axis.
3. Connect the points. Describe your graph. 138 14

Part C – Data for the Motion of a Car

Table 2. 2 : Passenger Jeepney’s
Motion 1. Plot the distance against time (d-t graph)
Distance Time 2. Time will be in the x-axis and distance in the y-
axis.
d (km) t (h)
3. Connect the points. Describe the graph.
0 0
50 1
Table 2.3: Car’s Motion
100 2
100 3 Distance Time
100 4 d (m) t (s)
150 5 0 0
100 6 15.5 4.8
50 7 46.5 8.7
0 8 75.0 11.1
105.2 13.0
150.0 15.3
200.1 17.7

10
 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 2.1 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 𝑦 −𝑦 20𝑚−10𝑚 10 𝑚 Figure 2.1 Position vs. Time Graph of a Car
𝑚= = 𝑥2−𝑥1 = = = 10𝑚/𝑠
∆𝑥 2 1 2𝑠−1𝑠 1𝑠

11
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
positive velocity. This explains further that as the
Position

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

12
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

Figure 2.3 Velocity vs. Time Graph of a Car

Notice the unit of the slope of velocity-time graph. The
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

13
 What’s More

Activity 2.8: 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 s to t= 15 s?
___________________________________________________________________
3. How fast was it moving between 40 and 55 seconds?
____________________________________________________________________
4. At which time interval shows that the object is moving at constant negative
velocity?
____________________________________________________________________

Figure 2.4 Motion of a Race Cart

14
 What I Have Learned
Activity 2.9: Interpret Me!
Direction: Use the graph you made for each vehicle’s motion in Activity 2.1 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. Define the slope of the graph
a. at t = 0 h to t = 2 h
b. at t = 2 h to t = 4 h
c. at t = 4 h to t = 5 h
d. at t = 5 h to t = 8 h
4. What do the slopes show? What does a positive slope show? A negative slope?
A zero slope?
5. Describe the motion of the jeepney based on the slopes you calculated in (3).
Part C- 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 2.10: 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)
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

After this lesson, you should be able to:
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 distance as the product of the constant speed and time. What happens if the
velocity changes uniformly from an initial velocity 𝒗𝒊 at time 𝒕𝒊 to a final velocity 𝑣𝑓 at
time 𝑡𝑓 ? We first express the changing velocity 𝑣 as the average of the two velocities:
𝑣𝑖 + 𝑣𝑓
𝑣=
2
16
Then we substitute the average velocity into the equation 𝑑 = 𝑣𝑡. We thus get the
kinematic equation for distance in terms of the initial and final velocities and the time
𝑡. This is a very useful equation.
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=[ ]𝑡
2

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

𝑣𝑓 − 𝑣𝑖 = 𝑎𝑡

17
 𝑣𝑓 −𝑣𝑖
( )=𝑡
𝑎

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 𝒗 𝒗 𝒊 𝒇 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 1 and 2.

18
 5. Solve the equation step by step carefully and neatly applying the rules of
algebra both for numbers and units. Be careful with positive and negative
signs.

Sample Problem 1: A 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
𝑚
𝑣𝑓 = 0 𝑠

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 = 16.5 𝑚
Therefore, the car travelled a distance of 16.5 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:

𝑣𝑖 = 0 𝑚/𝑠
𝑣𝑓 = 8 𝑚/𝑠
𝑑 = 30 𝑚
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

19
 𝑎 = 1.07 𝑚/𝑠 2

Therefore, the acceleration of the bike is 1.07 m/s2.

What’s More

Activity 2.11: 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/s2, how long will it take
for him to reach the speed of 60 m/s?

4. CHALLENGE PROBLEM. John hopes to finish a 10,000-m run in less than 30.0
min. After 27.0 min, there are still 1100 m to go. How many seconds must he
consume at an acceleration of 0.20 m/s2 in order to achieve the desired time?

Uniformly Accelerated Vertical Motion: Free Fall (Vertical Dimensions)

Aristotle and Galileo both have made important contribution towards our
understanding in the world of Physics. Both of them have conflicting ideas specifically
their views of motion. Aristotle’s view on motion was based on the natural state of the
object and was based on his observation while Galileo’s view in motion was more
quantitative. Do Activity 3.2 to explore Aristotle and Galileo’s views of motion.

20
 What’s New
Activity 2.12. 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? _________________________________________________
Part B

1. Do the same procedure 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).

21
  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.

The four kinematic equations for a freely falling objects are shown below:
Equation Equation
Number

1 𝒗𝒊 + 𝒗𝒇
𝒚=( )𝒕
𝟐

2 𝒗𝒇 = 𝒗𝒊 − 𝒈𝒕

3 𝟏
𝒚 = 𝒗𝒊 𝒕 − 𝒈𝒕𝟐
𝟐

4 𝒗𝒇𝟐 = 𝒗𝒊 𝟐 − 𝟐𝒈𝒚

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

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 ___ 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:
c. 𝑣𝑓
d. 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.

Sample Problem 2: A person throws a ball upward into the air with an initial velocity
of 15.0 m//s. Calculate:

a. How high it goes

b. How long the ball is in the air before it comes back to his hand.

Given:

𝑣𝑖 = 15.0 𝑚/𝑠

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 − 2𝑔𝑦
𝑣𝑓 2 − 𝑣𝑖 2
𝑦=
2𝑎
0 𝑚/𝑠−(15.0𝑚/𝑠)2
𝑦=
2(−9.80𝑚/𝑠 2 )

𝑦 =11.5 𝑚
The ball reaches a height of 11.5 m above the hand.

To get the time the ball is in the air, we have

1
𝑏. 𝑦 = 𝑣𝑖 𝑡 − 𝑔𝑡 2
2
1
0 = (15.0 𝑚/𝑠)𝑡 − (9.80 𝑚/𝑠 2 )𝑡 2
2
(15.0 𝑚/𝑠) − 4.90 𝑚/𝑠 2 𝑡 )𝑡 = 0

15.0 𝑚/𝑠
𝑡=0 ; 𝑡= = 3.06 𝑠
4.90 𝑚/𝑠 2
The ball is in the air for 3.06 s.

23
 What’s More
Activity 2.13: 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. John throws a ball upward into the air with an initial velocity of 15.0 m/s.
Calculate:
a. how high it goes, and
b. how long is the ball in the air before it comes back to his hand.
4. The free fall acceleration on Mars is about one-third that on Earth. What
if you throw a ball upward with the same velocity on Mars as on Earth,
a. How would you compare the ball’s maximum height to that on Earth?
b. How would its flight time compare?
5. CHALLENGE PROBLEM: A stone is thrown vertically upward with a
speed of 12.0 m/s from the edge of a cliff 75.0 m high.
a. At what time will it reach the bottom of the cliff?
b. What is its speed just before hitting?
c. What total distance did it travel?

What I Have Learned

Activity 2. 14 : Create Your Own Problem

1. Make your own one word problem about uniformly accelerated motion: horizontal
motion and another one for free fall. Then make an illustration of its motion and show
your solution to your own problem. Be sure that the problems are not taken from the
internet and that they are realistic.

24
 What I Can Do

Activity 2.15 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 tailgating and the Physics behind it.
Make an infographics about it. Your infographics must contain information
about the following:

a. What is tailgating?
b. What are the Effects of tailgating
c. How to prevent tailgating?

Rubric for Infographics

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 example 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.
 A straight line distance vs. (time)2 graph indicates a uniformly accelerated
motion. The slope of the line graph represents one half of the acceleration of
the object.
 Distance-time graph gives a visual representation of the object’s motion. From
the graph, we can obtain how far the object has traveled 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.
 An object experiences free fall if no forces are acting except air resistance and
gravity.
 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 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 travelled 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 learner’s 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

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LESSON 2
Act. 2.11
1. v=3.0 m/s
2. v= 70 m/s, South
3.t=4s
4. t=3.1 s
Activity 2.13
1. y= 44.1 m
2. vf= 39.2 m/s
3. y=11.5; t= 3.06s
4. A. The maximum height would be three times higher on Mars
b. flight time is three times longer on Mars.
5. a. 5.33 s b. 40.2 m/s c. 89.7 m
LESSON 1
Act. 2.2
1. Total Distance = 9.0 km
Total Displacement= 0 ASSESSMENT WHAT I KNOW
2. Total Distance= 4 km 1.D 1.D
Total Displacement= 4 km 2.B 2.D
3.A 3.A
Act. 2.3 4.B 4.C
1. average speed = 100 km/h 5.A 5.A
2.a.) average speed( banca) = 15 km/h 6.C 6.C
Average speed ( sailboat)= 30 km/h 7.D 7.A
Average speed(motorboat) = 50 km/h 8.A 8.B
. b. Motorboat 9. 9.A
c. twice faster 10. 10.A
11. 11.A
Act. 2.4 12. 12.C
1. a= 8.0 m/s2 13. 13.C
2. a= -8.33 m/s2 14. 14.D
b. The acceleration is halved 15. 15.D
3. a = 0.5 cm/yr2
KEY TO ANSWERS
REFERENCES:

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