COPYRIGHT PAGE FOR UNIFIED LEARNING ACTIVITY SHEETS

Science-Grade 9
Learner Activity Sheets
Quarter 4- Week 1: Uniformly Accelerated Motion

First Edition, 2021

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Development Team of the Learners’ Activity Sheets

Writer: Glen Banaybanay Pacot

Regional Validators: Edna E. Trinidad, EdD

Jomel C. Montero
Ma. Cristina G. Ballesteros
Analou T. Demetria
Christopher Christian S. Braza
Amelita B. Ajoc

Division Validators: Jean B. Ramirez Jonas F. Saldia

Elvira D. Falcon KC M. Reyna
Josie G. Gemida Luna C. Munda
Stephen Laurence C. Rosales Ivy G. Hontalba
Anni Grace C. Macalalag
Delia C. Pioco
Julie Ann P. Requirme Nanette L. Samson
Marie Lou S. Paler

Management Team:
Marilou B. Dedumo, PhD, CESO V, Schools Division Superintendent
Manuel O. Caberte, Asst. Schools Division Superintendent
Maria Dinah D. Abalos, PhD, CID Chief
Donald D. Orbillos, PhD, LR Manager
 Jean B. Ramirez, Science Education Program Supervisor

WEEKLY LEARNING ACTIVITY SHEETS

Science 9, Quarter 4, Week 1

UNIFORMLY ACCELERATED MOTION

Name: ________________________________________________ Section: _____________________

Most Essential Learning Competency (MELC):

Describe the horizontal and vertical motions of a projectile. (S9FE-IVa-34)

Learning Objectives:

The learners shall be able to:

1. describe the motion of an object given a distance vs. time or a distance vs.
square of time graph;
2. solve problems on the uniformly accelerated motion;
3. describe the motion of an object in freely falling bodies;
4. calculate the height of the building from vertical motion; and
5. solve problems on the uniformly accelerated motion: vertical motion.

Time Allotment: 4 hours

Key Concepts

• 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.
• Velocity refers to the rate at which an object changes its position. It is represented by
the
d equation
v = (Equation A)

𝑡
• When a velocity is changing as a result of a constant acceleration, the average velocity
of an object is equal to its final velocity plus initial velocity divided by two. The equation
is
vave = vf +2 vi (Equation B)

• Acceleration is defined as the rate at which an object changes its velocity. It is written as
a = vf − vi (Equation C ) t
• The above-mentioned basic equations are needed to derive formulae used in Uniformly
Accelerated Motion (UAM) where
v is the velocity
vf is the final velocity
vi is the initial velocity
Author: Glen Banaybanay Pacot 2
School/Station: Taligaman National High School
Division: Butuan City
email address: [email protected]
 vave is the average velocity
d is the displacement
t is the time
a is the acceleration
• To find out how displacement changes with time when an object is uniformly accelerated,
rearrange equation A to arrive at d = vt. Since the velocity of the object changes when it is
uniformly accelerating, use the average velocity to determine displacement, so
substituting v by vave in equation B results to d
= vt d = (vf + vi)t
(Equation D)
2
• Rearrange equation C to arrive at vf = vi + at and substituting the vf in equation D results
to d = (vf + vi)t
2

d = [( vi + at) + vi]t
2
Combining vi gives d = [2 vi
+ at
]t
2
Distributing t gives
2vit + at2
d=
2
Simplifying further provides
at2 d = vit +
2 (Equation E)

This shows that the displacement of the body is directly proportional to the square
of time. This confirms that for equal interval of time, displacement increases
quadratically.
• To find out how final velocity depends on the displacement, substitute v and t from
equations B and C to d = vt and get d = vt d = (vf + vi) (vf − vi)
2 a
Recall from algebra class that (a + b)(a - b) = a2 - b2. d=( v
f2 − vi2
)
2a
Simplifying,
2ad = vf2 − vi2
Rearranging,
vf2 = vi2 + 2ad (Equation F) A
B
• Pull of gravity acts on all objects. So on Earth, when something is C
thrown up, it goes down. D

• Things thrown upward always fall at a constant acceleration which

has a magnitude of 9.8 m/s2. This means that the velocity of an
E
object in free fall changes by 9.8 m/s every second of fall.
• Any object which is being acted upon only by the force of gravity is
said to be in a state of free fall.
• Consider a stone dropped from a cliff as shown in the Figure 1. For F

Figure 1. Motion of the stone

equal time interval, the distance travelled increases quadratically. dropped from a hill
Source: G9 LM

Author: Glen Banaybanay Pacot 3

School/Station: Taligaman National High School
Division: Butuan City
email address: [email protected]
 • Another example of free-fall is a body thrown upward. E

D F
Consider Figure 2 where an object is thrown upward. As the object
goes up, it decelerates with a magnitude of 9.8 m/s 2 until it stops C G
momentarily and changes direction. That means, it reaches its
maximum height before it starts to fall.
B H
• Using equation F, when the object falls back to the point where it
was thrown, its speed equals to the speed at which it was thrown.
Note that the magnitudes of the two velocities are equal, but they
have opposite directions - velocity is upward when it was thrown but A I
downward when it returns.
• Free-fall is an example of uniformly accelerated motion, with its
acceleration being -9.8 m/s2, negative because it is downward.
• The corresponding displacement (d) and acceleration (a) for vertical
dimension is height (h) and acceleration due to gravity (ag) Figure 2. Motion of an object
thrown upward
respectively. Source: physicsclassroom.com

Activity 1. Roll, Roll, and Away!

Objective: Describe the motion of an object given a distance vs. time or a distance vs. time 2
graph.
What you need: Paper and pen
What to do:
1. Read and analyze the situation.
A student sets up an inclined plane by putting one end of the plane on top of stack of books.
She marks the plane for every 40 cm and labels these 40 cm, 80 cm, 120 cm, and so on,
starting from the lowest end. She then rolls the tin can from each labeled point starting with 40
cm mark. She starts the timer as the tin can is released and stops the timer when the tin can
reaches the bottom of the inclined plane. She does the same for the other distances. The data
for the three trials for each mark are found in Table 1. She also makes distance vs. time and
distance vs. time2 graph as shown in Figures 3 and 4, respectively.
2. Study the table and graphs below. Table 1. Data on the Motion of a Rolling Tin Can
Distance, d Time, t 2 2
Time , t
(cm) (s) 2
(s )
Trial 1 Trial 2 Trial 3 Ave
40 0.31 0.33 0.32 0.32 0.1024
80 0.47 0.45 0.46 0.46 0.2116
120 0.56 0.56 0.56 0.3136
0.57
160 0.65 0.64 0.63 0.65 0.4225
200 0.72 0.72 0.73 0.71 0.5041

Author: Glen Banaybanay Pacot 4

School/Station: Taligaman National High School
Division: Butuan City
email address: [email protected]
 250
250
200

distance (cm)
200

distance (cm)
150 150
100 100
50 50

0 0
0 0.2 0.4 0.6 0.8 0 0.2 0.4 0.6
time (s) square of time (s 2)

2
Figure 3. Distance vs time graph Figure 4. Distance vs time graph

3. Answer the following guide questions.

Guide Questions:

Q1. How will you describe the graphs of:

a. distance vs. time in Figure 3? ________________________________________________________
b. distance vs. time2 in Figure 4? _______________________________________________________

Q2. What is the relationship between distance and time of travel of the rolling can?
____________________________________________________________________________________________
____________________________________________________________________________________________
Q3. What is the slope of d vs t2 graph? What quantity does the slope of d vs t2 graph represent?
(Refer to the unit of the slope)
____________________________________________________________________________________________
____________________________________________________________________________________________

Q4. What do the graphs of distance vs. time and distance vs. time 2 suggest?
____________________________________________________________________________________________
____________________________________________________________________________________________

Scoring Rubric for Q4.

3 2 1
Explanations are Explanations are Explanations are
conceptually correct conceptually correct conceptually
and complete. and incomplete. incorrect.

Activity 2. Solve me Horizontally!

Objective: Solve problems on the uniformly accelerated motion.

What you need: paper and pen, calculator (optional)
What to do:
Author: Glen Banaybanay Pacot 5
School/Station: Taligaman National High School
Division: Butuan City
email address: [email protected]
1. Study the following sample problems.

Sample Problem 1. An airplane from rest accelerates on a runway at 5.50 m/s2 for 20.25 s
until it finally takes off the ground. What is the distance covered before
takeoff?

Given:
a = 5.50 m/s2
t = 20.25 s
vi = 0 m/s Find:
d=?

2
at
Solution: d = vit + 2

2 2
m/s )
d = (0 m/s)(20.25 s) +

d = 1130 m

Therefore, the airplane covers 1130 m before takeoff.

Sample Problem 2. A jeepney from rest accelerates uniformly over a time of 3.25 seconds
and covers a distance of 15 m. Determine the acceleration of the jeepney.

Given:
vi = 0 m/s
d = 15 m
t = 3.25 s

Find:
a=?

Solution:
at2
d = vit + 2

2
a
15 m = (0 m/s)(3.25 s) +

15 m = (5.28 s2)a
a = 2.8 m/s2

Hence, the acceleration of the jeepney is 2.8 m/s2.

.
2. Referring to Table 2, solve the following problems on Uniformly Accelerated Motion.

Table 2. Summary of Uniformly Accelerated Motion (UAM) Formulae

Uniformly Accelerated Motion Formulae

vf = vi + at

Author: Glen Banaybanay Pacot 6

School/Station: Taligaman National High School
Division: Butuan City
email address: [email protected]
 at2 d
= vit + 2

d = ( f + vi)t v
2

vf2 = vi2 + 2ad

1. A bus accelerates from rest to a speed of 15 m/s over a distance of 25 m. Determine the
acceleration (assume uniform) of the bus.

2. A jeepney accelerates uniformly from rest at 2.8 m/s2 in 3.25 seconds. Determine the
distance traveled by the jeepney.

3. A car travelling at 21.5 m/s comes to a stop in 2.45 s. Determine the distance of the car
before it completely stops (assume uniform acceleration).

4. A bicycle accelerates uniformly from 1.50 m/s to 7.25 m/s in 9.25 s. Determine the
acceleration of the bicycle.

Activity 3. You raise me up!

Objective: Describe the motion of an object in freely falling bodies.

What you need: paper and pen, calculator (optional) What
to do:
1. Read and analyze the situation.
A student throws the ball vertically upward in the air as hard as he can in an open
space. The time the ball remains in the air from point of release and back to the student's
hand for the three trials is provided in Table 3.
2. Calculate the time of the ball from point of release to its maximum height (t up) by dividing the
total time into two and fill in column 3 of Table 3
Table 3. Data on the Time of the Ball in the Air
Trial Total Time, ttot Time, tup (s)
(s)
1 2.96 s
2 3.02 s
3 2.98 s
Average 2.99 s

3. Answer the following guide questions.

Guide Questions:

Author: Glen Banaybanay Pacot 7

School/Station: Taligaman National High School
Division: Butuan City
email address: [email protected]
Q1. What do you think happens to the speed of the ball as it reaches its maximum height?
____________________________________________________________________________________________
____________________________________________________________________________________________

Q2. What can you say between the time from point of release to the maximum height (t up) and the
time from the maximum height to the point of release (tdown)? How about the total time (ttot)?
____________________________________________________________________________________________
____________________________________________________________________________________________

Q3. The ball moves with an initial velocity of 14.7 m/s. Calculate the final velocity of the ball just
before it reaches the student's hand using the formula v f = vi + agt. What can you say about the
initial and final velocities? Use -9.8 m/s2 for ag and the average time from maximum height back to
the point of release (tdown).
____________________________________________________________________________________________
____________________________________________________________________________________________

Q4. What happens to the magnitude of the ball's velocity as it moves upward? moves downward?
____________________________________________________________________________________________
____________________________________________________________________________________________

Q5. Based from your answers in the guide questions, give at least two (2) descriptions of the
motion of free falling bodies.
____________________________________________________________________________________________
____________________________________________________________________________________________

Scoring Rubric for Q1 - Q5.

3 2 1
Explanations are Explanations are Explanations are
conceptually correct conceptually correct conceptually
and complete. and incomplete. incorrect.

Activity 4. Drop Me!

Objective: Calculate the height of the building from vertical motion.

What you need: paper and pen, calculator (optional)
What to do:

1. Read and analyze the situation.

A student drops a tennis ball from the tall building. The time it takes the ball to
reach the ground for the three trials is found in Table 4.

Author: Glen Banaybanay Pacot 8

School/Station: Taligaman National High School
Division: Butuan City
email address: [email protected]
2. Calculate the height covered by a tennis ball dropped from a tall building using the formula h

= gt2
a (since vi = 0). Note: Height is negative when it is below the point of release.

Table 4. Data on the Time and Height of the Building

Trial Time, t Height, h (m)
(s)
1 1.26
2 1.28
3 1.27
Average 1.27

3. Answer the following guide questions.

Guide Questions:

Q1. What is the velocity of the ball just before it hits the ground? Use the formula vf = agt since

vi = 0. Try also calculating final velocity using the formula vf = √2agh and compare your answers.
Use the average time and height.
____________________________________________________________________________________________
____________________________________________________________________________________________

Q2. If the actual height of the building is 8.00 m, how will you compare it with average height in
the table?
____________________________________________________________________________________________
____________________________________________________________________________________________
|𝐴𝑐𝑡𝑢𝑎𝑙 𝑉𝑎𝑙𝑢𝑒 − 𝐸𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝑉𝑎𝑙𝑢𝑒|
Q3. What is the percentage error? (Hint: Percentage Error = x 100%)
𝐴𝑐𝑡𝑢𝑎𝑙 𝑉𝑎𝑙𝑢𝑒

____________________________________________________________________________________________
____________________________________________________________________________________________

Activity 5. Solve me Vertically!

Objective: Solve problems on the uniformly accelerated motion: vertical motion. What
you need: paper and pen, calculator (optional)

What to do:
1. Study the following sample problems.

Sample Problem 1: Zed is playing with a ball on top of a building but the ball fell and hits
the ground after 2.6 seconds, what is the final velocity of the ball just before
it hits the ground and how high is the building?

Author: Glen Banaybanay Pacot 9

School/Station: Taligaman National High School
Division: Butuan City
email address: [email protected]
 Given:
ag = -9.8 m/s2
assume vi = 0 m/s
t = 2.6 s

Find:
vf = ? h=?

Solution:
vf = vi + agt
= 0 + (-9.8 m/s2)(2.6 s)
vf =
-26 m/s (negative sign
indicates that an object is
moving downward)

agt2
h = vit + 2

2 2
m/s )
h = (0 m/s)(2.6 s) +

h =
-33m (negative sign
indicates that a height is
below the point of release)

Therefore, the final velocity of the ball just before it hits the ground is
-26 m/s and the building is 33 m high (height is positive).

Sample Problem 2: The Philippine tarsier is capable of jumping to a height of 1.5 m in hunting
for food. Determine the takeoff speed of the tarsier.

Given:
ag = -9.8 m/s2
h = 1.5 m

Find:
vi = ?

Solution:

At the highest point, velocity of the tarsier is zero.

vf2 = vi2 + 2agh

(0 m/s)2 = vi2 + 2(-9.8 m/s2)(1.5m)
0 m2/s2 = vi2 - 29.4 m2/s2
29.4 m2/s2 = vi2
= vi

Author: Glen Banaybanay Pacot 10

School/Station: Taligaman National High School
Division: Butuan City
email address: [email protected]
vi = 5.4 m/s (positive
sign indicates that an
object is moving upward)

Hence, the takeoff speed of the tarsier is 5.4 m/s (speed is always positive).

2. Referring to Table 5, solve the following problems on Uniformly Accelerated Motion.

Table 5. Summary of Uniformly Accelerated Motion (UAM) Formulae

Uniformly Accelerated Motion Formulae

vf = vi + agt

h = vit + g2t2 a

h = ( f + vi)t v
2

vf2 = vi2 + 2agh

1. The acceleration of gravity on the moon is 1.62 m/s 2. If a ball is dropped on the
moon from a height of 2.75 m. Determine the time for the ball to fall to the surface of
the moon.

2. A frog is capable of jumping to a height of 1.3 m. Determine the takeoff speed of

the frog.

3. A baseball is hit straight up into the air with an initial velocity of 25.2 m/s and
has a hang-time of 5.28 s. Determine the height to which the ball rises before it reaches
its peak. (Hint: time to rise to the peak is one-half the total hang-time.)

4. A stone is dropped into a deep well and is heard to hit the water 3.41 s after being
dropped. Determine the final velocity of the stone.

Reflection:

Author: Glen Banaybanay Pacot 11

School/Station: Taligaman National High School
Division: Butuan City
email address: [email protected]
 If gravity is absent on Earth, what do you think might happen if you throw an object
upward? Explain your answer.
____________________________________________________________________________________________
____________________________________________________________________________________________
Rubric for Scoring
Points Description
Practical application is scientifically explained consistent
3
to the concepts, and has no misconception.
Practical application is scientifically explained consistent
2
to the concepts, but with minimal misconceptions.
Practical application is scientifically explained consistent
1
to the concepts, but with misconceptions.

References for learners:

Alvarez, Liza A., Angeles, Dave G., Apurada, Herman L., Carmona, Ma. Pilar P., Lahorra,
Oliver A., Marcaida, Judith F., Olarte, Ma. Regaele A., Osorio, Estrella C.,
Paningbatan, Digna C., Rosales, Marivic S., Delos Santos, Ma. Teresa B. 2014.
"Science 9 Learner's Module." 283-293. Pasig City: Department of Education

https://www.physicsclassroom.com/class/1DKin/Lesson-1/Speed-and-Velocity

https://www.softschools.com/formulas/physics/average_velocity_constant_acceleration_f
ormula/148/

https://www.physicsclassroom.com/class/1DKin/Lesson-1/Acceleration

https://www.physicsclassroom.com/class/1DKin/Lesson-5/Introduction

https://www.physicsclassroom.com/class/vectors/Lesson-2/What-is-a-Projectile

https://www.physicsclassroom.com/class/1DKin/Lesson-6/Sample-Problems-and-
Solutions

Answer Key

Author: Glen Banaybanay Pacot 12

School/Station: Taligaman National High School
Division: Butuan City
email address: [email protected]
 email address: [email protected]
Division: Butuan City
School/Station: Taligaman National High School
13 Author: Glen Banaybanay Pacot
Activity 4. Drop Me!
Answers to Questions :
Q1. The ball stops momentarily at its maximum height.
Q2. The tup and tdown are equal.) The total timetot(t is twice of eitherupt or tdown.
Q3. The final velocity14.7
is - m/s. The initial and final velocities are having the same
magnitude but opposite directions.
Q4. The magnitude of the ball's velocity decreases as it moves upward. Speed increases
when the ball moves downward.
Q5. Possible descriptions of the motion of free falling bodies:
a. The object stops momentarily when it reaches its maximum height.
b. The time from point of release to the) maximum height (tup and the time from the
maximum height to the point of release down
(t) are equal.
c. When the object falls back to the point where it was thrown, the magnitudes of the two
velocities are equal but they have opposite directions.
d. The acceleration due to gravity is always
9.8 - m/s2.
e. Speed decreases as object moves upward. Speed increases as the object moves
downward.
Table 3. Data on the Total Time and Time of the Ball in the Air
Trial Total Time, t tot( s ) Time, t up( s )
1 2.96 s 1.48
2 3.02 s 1.51
3 2.98 s 1.49
Average 2.99 s 1. 50
Activity 3. You raise me up!
Answers toProblems:
1 . a = 4.5 m/s2
2 . d = 15 m
3 . d = 26.3 m
4 . a = 0.622 m/s2
Activity 2.Solve meHorizontally
Answers to Questions :
Q1. The d vs t graph is a curved line . The d vs t 2 graph is a straight line inclined to the
right.
Q2. The relationship is quadratic.
Q3. The slope can be solved using the formula ) (d2 - )d1 /(t22 - t12 . The slope of d vs t 2
2
represents the acceleration. (This can be seen in the unit which is m/s .
Q4. The d vs t and d vs t2 graphs tell that the tin can is accelerating uniformly. It tells that
the velocity increases over time. It means that for a regular time interval, distance is
increasing quadratically.
Activity 1.Roll, roll, and away
 email address: [email protected]
Division: Butuan City
School/Station: Taligaman National High School
14 Author: Glen Banaybanay Pacot
Reflection (Answers may vary)
Answers to Problems:
1 . t = 1.84 s
= 2 . vi 5.0 m/s
3 . h = 33.3 m
4 . 33.4
vf= - m/s
Activity 5. Solve me Vertically
Answers to Questions :
Q1. The velocity of the ball just before it hits the ground using either of the two equations
12.4
is - m/s.
Q2. The actual height is almost the same with the average height in the table.
Q3. The percentage error is 1.25%.
Table 4. Data on the Time and Height of the Building
Trial Time, t (s) Height, h (m)
1 1.26 -7.78
2 1.28 -8.03
3 1.27 -7.90
Average 1.27 -7.90