Senior High School

General Physics 1
Quarter 1 – Module 3:
Motion in One Dimension
General Physics 1 – Grade 12 (SHS STEM)
Quarter 1 – Module 3: Motion in One Dimension
First Edition, 2021

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 Senior High School

General Physics 1
Quarter 1 – Module 3:
Motion in One Dimension

3
Introductory Message
For the facilitator:

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

For the learner:

As a learner, you must learn to become responsible of your own learning. Take
time to read, understand, and perform the different activities in the module.

As you go through the different activities of this module be reminded of the

following:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone. We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

ii
 Let Us Learn

This module was designed for you, the learners. It is to facilitate you to learn
the appropriate knowledge and skills as you go through a series of worthwhile
activities. The lessons are arranged sequentially in this course to ease understanding
and mastery.

After going through this module, you are expected to:

• Interpret velocity and acceleration, respectively, as slopes of position vs.

time and velocity vs. time curves (STEM_GP12KIN-Ib-15);
• Construct velocity vs. time and acceleration vs. time graphs, respectively,
corresponding to a given position vs. time-graph and velocity vs. time
graph and vice versa (STEM_GP12KIN-Ib-16); and,
• 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 free-fall problems
(STEM_GP12KIN-Ib-19).

Let Us Try!

Choose the best answer and write this on a separate paper.

1. The figure below shows the position versus time graph of an object. The
velocity of the object at t=3s is:

7
6
position (m)

5
4
3
2
1
0
0 1 2 3 4 5 6
time (s)
A. 3.00 m/s C. - 1.33 m/s
B. 4.00 m/s D. - 0.750 m/s

1
2. Johannes sprints on a straight track for 10 seconds. His motion is
presented in a velocity versus time graph as shown below. How far does
Johannes travel after 4 seconds?

9
8
7

velocity (m/s)
6
5
4
3
2
1
0
0 1 2 3 4 5 6 7 8 9 10 11
time (s)

A. 8 meters C. 32 meters
B. 4 meters D. 16 meters

3. The graph represents the relationship between velocity and time for an
object moving in a straight line. What is the acceleration of the object at 3
s?

10
velocity (m/s)

0
0 1 2 3 4 5 6
time (s)

A. 1.67 m/s2 C. 1.00 m/s2

B. 0.00 m/s2 D. 0.750 m/s2

4. A tricycle moves with a constant acceleration

of 3 m/s2. Which of the following statements
is true?

A. The tricycle moves 3 meters each second.

B. The velocity of the tricycle stays the same.
C. The tricycle’s acceleration increases by 3 m/s 2 each second.
D. The velocity of the tricycle increases by 3 m/s each second.

2
 5. A snapshot of three racing motorcycles is shown in the diagram below. All
three motorcycles start the race at the same time, at the same place and move
along a straight track. Which of the following motorcycle/s undergo/es
acceleration?

FINISH LINE
A

A. Motorcycle A C. Motorcycle A & B

B. Motorcycle B D. Motorcycle B & C

Lesson

1 Graphs of Motion in 1D

Let Us Study

Graphs are important mathematical tools to show mathematical functions.

They can show how a linear function looks like. They can also represent quadratic
and even exponential functions. But do you know that they can also show physical
situations? Yes, they can! As you have already realized from the previous activity,
daily situations can be converted to mathematical description. From the
mathematical descriptions, points can be identified to plot in a graph.

In this lesson, you are going to learn how to construct graphs of position vs
time as well as velocity vs time graphs. Using these graphs, you are going to compute
for the slope. These slopes will then be used to construct a velocity vs. time and
acceleration vs. time graphs, respectively.

So, prepare your pencils, your papers, and erasers and LET US BEGIN!
Consider the situation in the box:

Chibi is an athlete who jogs from his residence to the gym where he is
training. Using his smart watch, he monitors the distance he travelled
over time. A part of his record is shown in the table below.

Time 0s 10s 20s 30s 40s

Distance 0m 15m 30m 45m 60m

3
We are going to construct a position vs time graph using this data. Using your paper
and pencil, construct a Cartesian plane just like the one shown below (Figure 1).
Remember, make sure that the grids
you assign are equidistant (like 10,
20, 30, 40 etc. or 5, 10, 15, 20, 25,
…). Use approximation if the data
doesn’t fit the gridlines (like 15 and
45 in our data above).
Plot the points using a pencil and
draw a line in between points as
shown in Figure 2.

Figure 1 Cartesian Plane of d vs t graph

70
There! You are able to make a graph 60 40, 60
from the given data on your own. 50
distance (m)

30, 45
40
We can now proceed in computing for
the slope of the following points. 30 20, 30
Prepare your paper, pencil or pen, 20
10, 15
and a calculator. Let’s begin! 10
0 0, 0
Let us recall the formula of slope. 0 10 20 30 40 50
Slope (m) is just the rise (Δy) divided time (s)
by the run (Δx), therefore the formula
Δy⁄
for slope is 𝑚 = Δx .
Figure 2 Position vs time graph of an athlete

So, for points (0,0) to (10,15) for points (20,30) to (30,45)

𝚫𝐲⁄ 𝒚 𝒇 − 𝒚𝒊 𝚫𝐲⁄ 𝒚 𝒇 − 𝒚𝒊
𝒎= 𝚫𝐱 = 𝒎= 𝚫𝐱 =
𝒙𝒇 − 𝒙𝒊 𝒙𝒇 − 𝒙𝒊
𝟏𝟓𝐦 − 𝟎 𝟏𝟓𝐦 𝟒𝟓𝐦 − 𝟑𝟎𝒎 𝟏𝟓𝐦
𝒎= = 𝒎= =
𝟏𝟎𝐬 − 𝟎 𝟏𝟎𝐬 𝟑𝟎𝐬 − 𝟐𝟎𝒔 𝟏𝟎𝐬
𝒎 = 𝟏. 𝟓 𝒎⁄𝒔 𝒎 = 𝟏. 𝟓 𝒎⁄𝒔
for points (10,15) to (20,30) for points (30,45) to (40,60)

𝚫𝐲⁄ 𝒚 𝒇 − 𝒚𝒊 𝚫𝐲⁄ 𝒚 𝒇 − 𝒚𝒊
𝒎= 𝚫𝐱 = 𝒙𝒇 − 𝒙𝒊 𝒎= 𝚫𝐱 = 𝒙𝒇 − 𝒙𝒊

𝟑𝟎𝐦 − 𝟏𝟓𝒎 𝟏𝟓𝐦 𝟔𝟎𝐦 − 𝟒𝟓𝒎 𝟏𝟓𝐦

𝒎= = 𝒎= =
𝟐𝟎𝐬 − 𝟏𝟎𝒔 𝟏𝟎𝐬 𝟒𝟎𝐬 − 𝟑𝟎𝒔 𝟏𝟎𝐬
𝒎 = 𝟏. 𝟓 𝒎⁄𝒔 𝒎 = 𝟏. 𝟓 𝒎⁄𝒔

4
What do you notice about the units of the slope? Does this remind you of a
certain physical quantity? The unit of slope is the same as velocity (v) because
the slope of this graph is the velocity (v) of the athlete. We can include the
values of slope in the data given similar to the one presented below.

Time 0s 10s 20s 30s 40s

Distance 0m 15m 30m 45m 60m
Velocity 0 m⁄s 1.5 m⁄s 1.5 m⁄s 1.5 m⁄s 1.5 m⁄s

1.6
We can also construct a velocity vs time
graph out of the data and you will have 1.4
something similar to Figure 3.
1.2
See, you can actually construct a

velocity (m/s)
velocity vs. time graph corresponding to 1

a given position vs. time-graph. This is 0.8

done by computing the slope of the
position vs time graph earlier. 0.6

0.4

0.2

0 0 5 10 15 20 25 30 35 40 45
timegraph
Figure 3 velocity vs time (s) of an athlete

Let Us Practice

Let us do the following activity to check our understanding of the concept.

Activity 1.1 Test Driving

Chibi wants to test drive his newly purchased bike along the diversion road. He
was able to record the reading on his speedometer every 10 seconds. A part of his
record is shown in the table below.

Time 0s 10s 20s 30s 40s

Velocity 0 m/s 5 m/s 10 m/s 15 m/s 20 m/s

Accomplish the task given to you. You may use the activity earlier as a guide to
accomplish this. Have fun!
1. Construct a velocity vs. time (v-t) graph of Chibi using the data above.
2. Compute for the slope in each point.
3. Complete the data below using the slope you have computed.

Time 0s 10s 20s 30s 40s

Velocity 0 m/s 5 m/s 10 m/s 15 m/s 20 m/s
Slope

5
Guide Questions:

1. What did you discover about the values of slope?

2. What do you notice about the unit of the slope? Does the slope have the same
unit as the acceleration?
3. Construct an acceleration vs time graph out of the data above.

Let Us Practice More

Okay! Let us have this activity to let you apply your knowledge in
another situation. Let’s do this!

Activity 1.2 Sprint me a Graph

Analyze the situation given and answer the questions below. Show your solution
for slopes.
Arya is a sprinter who is just taking off from the starting blocks to run a short
race down a straight track. She starts in a burst of speed and will pick up even
more speed during the first few seconds of the race. She’ll keep running at top
speed until she crosses the finish line. Only then will she slow down. The
changing velocity of the Arya can be represented by a velocity-time graph like
the one in the Figure below for the sprinter. A velocity-time graph shows how
velocity changes over time. The sprinter’s velocity increases for the first 4
seconds of the race, it remains constant for the next 3 seconds, and it decreases
during the last 3 seconds after she crosses the finish line.

10
8
velocity (m/s)

6
4
2
0
0 1 2 3 4 5 6 7 8 9 10 11
time (s)

Figure 4 Motion of Arya in a straight track

Guide Questions:

1. What is the slope of the graph for the (a) first 4 seconds, (b) next 3 seconds,
(c) last 3 seconds?
2. Notice the unit of the computed slopes. What quantity does this concept
represent?
3. For the following intervals in the graph (a to c), what is the direction of the line
of the slope? What does it say about the velocity of the sprinter? How about
its acceleration?
4. Construct acceleration vs. time graph of the sprinter based on the figure
above.

6
5. From the acceleration vs. time graph, what do you notice on the direction of
the line of slope in the following intervals in the graph (a to c)? What does it
say about the velocity of the sprinter? How about its acceleration?

Let Us Remember

In Lesson 1, you have learned the following important concepts.

• The slope of position vs. time graph is velocity. The units of this slope
may include m/s and km/h.
• The slope of velocity vs. time graph is acceleration. The units of this slope
may include m/s2 and km/h2.

Lesson
Area under a curve of Motion in
2 1D Graphs

Let Us Study

In the previous activities, you have learned to interpret the motion of

objects in a graph by analyzing, computing the slope of the curve, and
converting graphs. In this activity, we will work once more on graphs.

This lesson will help you learn to interpret graphs of displacement as the
area under velocity vs. time, and velocity as the area under the acceleration vs.
time curves. If you have mastered working on graphs, then this topic will be as
easy as plotting points you have learned in your mathematics class previously.

Are you now ready? LET’S GO!

Graphs can show you a give you a lot of information about the motion of
an object. A velocity time graph can give you the displacement of the object as
well as its acceleration.
Let us try the graph below and identify the displacement in some of the
points.

7
 7
6
5

velocity (m/s)
4
3
2
1
0
0 1 2 3 4 5 6
time (s)

How much is the displacement of the object from the starting point to 2
seconds?

Let us recall the definition of velocity. Average velocity (𝒗𝒂𝒗𝒆 ) is the displacement
𝒅
(d) over the time(t) it took, in equation 𝒗𝒂𝒗𝒆 = . This would mean that
𝒕
displacement (d) is equal to the average velocity (v) multiplied by the time (t), 𝒅 =
𝒗𝒂𝒗𝒆 𝒕.

Let us try using the formula above and solve for the displacement for the first 2
seconds.

𝒅 = 𝒗𝒂𝒗𝒆𝒕
𝒎
𝒅 = (𝟔 𝒔 )(𝟐𝒔)

𝒅 = 𝟏𝟐𝒎
Let us try getting the area under the first two seconds. Since it is a rectangle,
we will use A = (L)(W)

A = LW
A = (6 m/s) (2 s)
A = 12 m
How about the displacement from 2s to 5s?

Let us try using the formula above and solve for the displacement.

𝒅 = 𝒗𝒂𝒗𝒆𝒕
𝟔 𝒎⁄𝒔+𝟎
𝒅=( )(𝟑𝒔)
𝟐

𝒅 = (𝟑 𝒎⁄𝒔)(𝟑𝒔)
𝒅 = 𝟗𝒎

8
Let us try getting the area under the first two seconds. Since it is a rectangle,
we will use A = (L)(W)

A = ½ bh
A = ½ (6 𝒎/𝒔) (3 s)
A = ½ (18m)
A=9m

Did you see that? Displacement (d) and the area under the curve have the same
values. We can infer that displacement is the area under velocity vs. time graph.

Let Us Practice

Let us try this graph. Would the result be the same as the graph we did earlier?

0
0 1 2 3 4 5 6
-0.5
velocity (m/s)

-1

-1.5

-2

-2.5
time (s)

What is the velocity from 0s to 2s?

Let us recall the definition of acceleration. Acceleration (a) is the average velocity
𝒗𝒂𝒗𝒆
(vave) over the time it took, in equation 𝒂= . This would mean that average
𝒕
velocity (vave) is equal to the acceleration (a) multiplied by the time, 𝒗𝒂𝒗𝒆 = 𝒂𝒕.

Let us try using the formula above and solve for the average velocity for the first
2 seconds.

𝒗𝒂𝒗𝒆 = 𝒂 𝒕
𝒎
𝒗𝒂𝒗𝒆 = (𝟎 𝒔𝟐 )(𝟐𝒔)

𝒗𝒂𝒗𝒆 = 𝟎 𝒎⁄𝒔
Let us try getting the area under the first two seconds. Since it is a rectangle,
we will use A = (L)(W)

A = LW
𝒎
A = (𝟎 𝒔𝟐 )(𝟐𝒔)

A = 𝟎 𝒎⁄𝒔
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Now you try from 2s to 5s. Take note that vectors on the downward direction is
negative.
Let us try using the formula above and solve for the average velocity from 2s to
5s.

𝒗𝒂𝒗𝒆 = 𝒂 𝒕
𝒎
𝒗𝒂𝒗𝒈 = (−𝟐 𝒔𝟐 )(𝟑𝒔)

𝒗𝒂𝒗𝒈 = −𝟔 𝒎⁄𝒔

Let us try getting the area under the first two seconds. Since it is a rectangle,
we will use A = (L)(W)

A = LW
𝒎
A = (−𝟐 𝒔𝟐 )(𝟑𝒔)

A = −𝟔 𝒎⁄𝒔

Wasn’t it easy? Let us try some more example.

Activity 2
Consider the velocity vs. time graph (figure 5) showing the motion of Johannes
in going to the downtown while riding a jeepney.
10
9
8
7
6
5
4
3
velcotiy (m/s)

2
1
0
-1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
-2
-3
-4
-5
-6
-7
-8
-9
-10
time (s)

Figure 5 Velocity vs Time graph of Johannes going to downtown

10
1. How far does Johannes travel in the following time interval?
a. Use the displacement formula and the area under the curve for the
following points: t=0s to t=4s; t=4s to t=10s; t=10s to t=12s.
b. You can also try finding the distance covered using the points below if
you have some more time.
b.1. t=12s to t=14s;
b.2. t=14s to t=20s; and,
b.3. t=20s to t=24s.

1
acceleration (m/s2)

0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
-1

-2

-3

-4

-5
time (s)

Figure 6 Acceleration vs time graph of Johannes going to downtown

2. How fast does Johannes travel in the following time interval?

a. Use the average velocity formula and the area under the curve for the
following points: t=0s to t=4s; t=4s to t=10s; t=10s to t=12s
b. You can also try the points if you have some more time: t=12s to t=14s;
t=14s to t=20s; and t=20s to t=24s.

Let Us Remember

In Lesson 2, you have learned the following important concepts.

• The velocity vs. time and acceleration vs. time graphs, respectively, can
be transformed into a given position vs. time-graph and velocity vs. time
graph and vice versa.
• The area under the velocity vs. time graph line in any time interval
represents the displacement of an object during that interval.
The area under the acceleration vs. time graph line in any time interval
represents the velocity of an object during that interval.

11
 Lesson Solving one-dimensional

3 uniformly accelerated motion

problems

Let Us Study

By this time, you have mastered the difference between distance and
displacement, as well as speed and velocity. It is now time to learn more on how
to convert a verbal description of a physical situation into a mathematical
description. This topic will focus on the situation involving uniform acceleration
in one dimension.

Have you worked on problem solving before? This activity will help you
become better in converting physical situations to mathematical equation. This
will refresh your mind about displacement, time, acceleration, and free fall. Feel
free to fall in the world of physics!

In this lesson, we are going to solve problems involving one-dimensional

motion with constant acceleration using some situations like “tail-gating
phenomenon”, pursuit, rocket launch, and free-fall. In this activity, we are going
to do a lot of computation so make sure to ready your pencil/pen, clean sheets of
paper, and calculator. We are still going to use the formulas below in solving
problems involving constant acceleration.
𝒅 where:
𝒗=
𝒕 d is displacement
𝜟𝒗
𝒂= t is time
𝒕
𝒗𝒇 = 𝒗𝒊 + 𝒂𝒕 v is velocity

𝟏 vi is initial velocity
𝒅 = 𝒗𝒊 𝒕 + 𝒂𝒕𝟐
𝟐 vf is final velocity
𝟐 𝟐
𝒗𝒇 = 𝒗𝒊 + 𝟐𝒂𝒅 a is acceleration

Are you now ready? Let’s go!

First off, we need to learn how to convert a verbal description of a physical

situation into a mathematical equation. We need to remember that physical
situations in physics can also be viewed as a mathematical equation. This is just
like making a chemical equation during your grade 10 chemistry.

Let us work on this situation first. “A ball with the mass of 1kg was
dropped off a very high cliff. If we ignore air resistance, how far has the
ball travelled, from where it was dropped, after 5 seconds?”

12
What we need to do first is to identify what is being asked. Reading the situation
above, we are being asked “how far has the ball travelled?”. This means that we
are being asked to solve for the displacement (d).

Next, we need to know “what are the things given in the problem” and the
constants we know that may be relevant to the question. We can still recall that
quantities with magnitude and unit are often part of the given (but remember it
is not ALWAYS). You can encircle or you can also highlight the quantities just like
what is shown below.

A ball with the mass of 1kg was dropped off a very high cliff. If we ignore
air resistance, how far has the ball travelled, from where it was dropped,
after 5 seconds?

So, we have 1kg (which is mass) and 5 seconds (which is time).

Then we recall the constants involved in free fall. We know that the value
of acceleration due to gravity (g) is -9.8 m/s. Remember that acceleration due to
gravity is negative (-) because it is directed downward.

Let us also recall the formula for displacement while considering the
𝟏
quantities given. So, we have the formula 𝒅 = 𝒗𝒐 𝒕 + 𝒈𝒕𝟐 . As we can see, mass
𝟐
is not there. So, mass (m) is not part after all.

Do we know the value of vo? Did the situation state that it was given an
initial push? That is right, it was not given an initial push. Therefore, we can say
that vo is equal to zero (vo = 0) anything multiplied by zero is also equal to zero.
Therefore, we can take out vot of the equation since it is equal to zero. That leaves
𝟏
us with the formula 𝒅 = 𝒈𝒕𝟐 . From here we can now solve for displacement, d.
𝟐

𝟏
𝒅 = 𝒗𝒐 𝒕 + 𝒈𝒕𝟐
𝟐
𝟏
𝒅 = 𝒗𝒐 𝒕 + 𝒈𝒕𝟐
𝟐
𝟏 𝟐
𝒅= 𝒈𝒕
𝟐
Let us compute by substituting the values of g and t
𝟏 𝟐
𝒅= 𝒈𝒕
𝟐
𝟏
𝒅= (𝟗. 𝟖 𝒎⁄ 𝟐 )(𝟓𝒔)𝟐
𝟐 𝒔
𝟏
𝒅= (𝟗. 𝟖 𝒎⁄ 𝟐 )(𝟐𝟓𝒔𝟐 )
𝟐 𝒔
𝒅 = 𝟏𝟐𝟐. 𝟓𝒎

13
 Let Us Practice

Let us try another problem and follow the same process we did a while
ago.

A race car accelerates uniformly from 18.5 m/s to 46.1 m/s in 2.47
seconds. Determine the acceleration of the car and its displacement.

Find: acceleration (a) and displacement (d)

Given: vi = 18.5 m/s vf = 46.1 m/s t = 2.47 s

Formula: 𝒗𝒇 = 𝒗𝒊 + 𝒂𝒕

Solving for acceleration:

𝒗𝒇 − 𝒗𝒊 = 𝒂𝒕
𝒂𝒕 = 𝒗𝒇 − 𝒗𝒊
𝒗𝒇 −𝒗𝒊
𝒂= 𝒕

𝟒𝟔.𝟏 𝒎⁄𝒔 − 𝟏𝟖.𝟓𝒎⁄𝒔

𝒂=
𝟐.𝟒𝟕 𝒔
𝟐𝟕.𝟔𝒎⁄𝒔
𝒂= 𝟐.𝟒𝟕 𝒔
𝒂 = 𝟏𝟏. 𝟏𝟕 𝒎⁄ 𝟐
𝒔

Solving for displacement:

𝟏
𝒅 = 𝒗𝒊 𝒕 + 𝟐 𝒂𝒕𝟐

𝒅 = (𝟒𝟔. 𝟏 𝒎⁄𝒔)(𝟐. 𝟒𝟕 𝒔) +
𝟏
(𝟏𝟏. 𝟏𝟕 𝒎⁄ 𝟐 )(𝟐. 𝟒𝟕 𝒔)𝟐
𝟐 𝒔
𝒅 = (𝟏𝟏𝟑. 𝟖𝟕𝒎) +
𝟏
(𝟏𝟏. 𝟏𝟕 𝒎⁄ 𝟐 )(𝟔. 𝟏𝟎𝒔𝟐 )
𝟐 𝒔
𝒅 = (𝟏𝟏𝟑. 𝟖𝟕𝒎) +
𝟏
(𝟏𝟏. 𝟏𝟕 𝒎⁄ 𝟐 )(𝟔. 𝟏𝟎𝒔𝟐 )
𝟐 𝒔
𝒅 = (𝟏𝟏𝟑. 𝟖𝟕𝒎) + (𝟑𝟒. 𝟎𝟕𝒎)
𝒅 = 𝟏𝟒𝟕. 𝟗𝟒𝒎

14
LET US TRY IT ONCE MORE!

Let us recall that we will first find what we are being asked in problem. Most
often it is expressed in a question form. We will identify the given and the constants
that may be useful in the situation. Then, we will identify the best formula to use
and substitute the given into the formula. Lastly, we will do the operations that are
indicated in the formula and we get the result.

Ready your paper, pencil/pen, and calculator because will now begin. Let us
try the situation below.

A speeding motorist travelling at a constant speed of 120 km/h passes a stopped

police car. The police car immediately begins to chase the speeder, accelerating
at a constant 2.5 m/s2. How long does it take for the police car to intercept the
speeder?

I. Identifying what we need to “FIND”.

Since it is looking for how long it takes, we are talking about time (t)

Find t:

II. Identifying the given:

We have the initial velocity of the speedster (vsi) at 120 km/h or 33.33 m/s.
We also have the initial velocity of the police car (vpi) which is zero. We also have the
acceleration of the police car (ap) at 2.5 m/s2. Since the police car should intercept
the speedster, we can say that their displacement (d) should be the same and so is
the time (t).

Given: vsi = 33.33 m/s vpi = 0

ap = 2.5 m/s2 ds = dp

III. Formula:

We need to find a formula that is best suited to get the time (t). Since we know
that their distances are the same, we can have this formula:
𝟏 𝒅𝒔 = 𝒗𝒔𝒊 𝒕
𝒅𝒑 = 𝒗𝒑𝒊 𝒕 + 𝒂𝒑 𝒕𝟐
𝟐

15
Therefore,
𝟏
𝒗𝒔𝒊 𝒕 = 𝒗𝒑𝒊 𝒕 + 𝟐 𝒂𝒑 𝒕𝟐 𝒂𝒑 𝒕𝟐 = 𝟐(𝒗𝒔𝒊 − 𝒗𝒑𝒊 )𝒕

𝟏 𝒕𝟐 𝟐(𝒗𝒔𝒊 − 𝒗𝒑𝒊 )
𝒗𝒔𝒊 𝒕 − 𝒗𝒑𝒊 𝒕 = 𝒂𝒑 𝒕𝟐 =
𝒕 𝒂𝒑
𝟐
𝟏 𝟐(𝒗𝒔𝒊 − 𝒗𝒑𝒊 )
𝒂 𝒕𝟐 = 𝒗𝒔𝒊 𝒕 − 𝒗𝒑𝒊 𝒕 𝒕=
𝟐 𝒑 𝒂𝒑

IV. Substituting and computing

𝟐(𝒗𝒔𝒊 − 𝒗𝒑𝒊 )
𝒕= 𝒂𝒑

𝒎 𝒎
𝟐(𝟑𝟑.𝟑𝟑 𝒔 − 𝟎 𝒔 )
𝒕= 𝒎
𝟐.𝟓
𝒔𝟐

𝒎
(𝟔𝟔.𝟔𝟔 )
𝒔
𝒕= 𝒎
𝟐.𝟓 𝟐
𝒔

𝒕 = 𝟐𝟔. 𝟔𝟔 𝒔
It is easy right? Now I think you are ready to do this on your own.

Let Us Practice More

Let us try the situations below. You need to convert the situations into
mathematical equations. First, you are going to identify what are being asked in the
problem. Then, identify what are the given in the situation. Lastly, you are going to
write the formula and substitute the given in the formula to solve the situations
below. Follow the steps like what we have done in the previous examples.

A speeding motorist travelling at 120 km/h passes a stopped police car. The police
car immediately begins to chase the speeder, accelerating at a constant 2 m/s2.

Questions:

a. How long does it take for the police car to intercept the speeder?

b. How far did the police car travel before catching up to the speeder?
c. How fast was the police car travelling when it intercepts the speeder?

It was very easy right? Let us try something more challenging. You are still
going to identify what you are being asked, the givens in the situation, and the
formula needed to solve the problems.
Are you ready? Let’s begin!

16
Answer the following and show your solution.

1. A box falls off the tailgate of a truck and slides along the street for a distance
of 65 m. Friction decelerates the box at 10.0 m/s2. At what speed was the
truck going when the box fell?
2. A car moving at 30 m/s passes a street corner. The car maintains this speed
even though the speed limit is 10 m/s. The police car that was sitting at the
corner begins to chase the car by accelerating at 3 m/s2. How long will it take
for the police car to catch the speeder? How far from the corner is the catch-
up point? How fast will the police car be traveling at that time?
3. A small ball is released from a window at t=0. Assuming free-fall conditions,
how far does it travel in 2.8 seconds?

Let Us Remember

In Lesson 3, you have learned the following important concepts.

• Kinematic equations under special conditions such as when an object: (a)

starts from rest (vo = 0), (b) comes to a stop (vf = 0), and (c) constant velocity
(a=0) may be used to solve practical problems involving uniform acceleration
such as tailgating, pursuit, rocket launch, and free fall.
• The following formula can be used to solve practical problems involving
uniform acceleration:
𝒅
𝒗= 𝒕
𝜟𝒗
𝒂= 𝒕

𝒗𝒇 = 𝒗𝒊 + 𝒂𝒕
𝟏
𝒅 = 𝒗𝒊 𝒕 + 𝟐 𝒂𝒕𝟐

𝒗𝒇 𝟐 = 𝒗𝒊 𝟐 + 𝟐𝒂𝒅

17
 Let Us Assess

Read the questions carefully. Choose the best answer and write it on a
separate sheet of paper.

1. The figure below shows the position versus time graph of an object. The
velocity of the object from t=1s to t=2s is:
7
6
position (m)

5
4
3
2
1
0
0 1 2 3 4 5 6
time (s)
A. 3.0 m/s C. 1.5 m/s
B. 4.0 m/s D. 0 m/s

For item nos. 2, 3, 4, and 5, refer to the situation below:

Johannes sprints on a straight track for 10 seconds. His motion is

presented in a velocity versus time graph as shown below.
15

12
velocity (m/s)

0
0 1 2 3 4 5 6 7 8 9 10 11
time (s)

2. How far does Johannes travel after 4 seconds?

A. 48 meters C. 24 meters
B. 4 meters D. 3 meters

3. How far does Johannes travel at t=4s to t=6s?

A. 24 meters C. 32 meters
B. 2 meters D. 3 meters

4. How far does Johannes travel at t=6s to t=10s?

A. 48 meters C. 24 meters
B. 72 meters D. 0 meter

5. How far does Johannes travel for10s?

A. 48 meters C. 24 meters

18
 B. 72 meters D. 140 meters

6. The graph represents the relationship between velocity and time for an
object moving in a straight line. What is the acceleration of the object for the
entire travel?
6
velocity (m/s)
5
4
3
2
1
0
0 1 2 3 4 5 6
time (s)
A. 0 m/s2 C. 0.5 m/s2
B. 1 m/s2 D. 2.5 m/s2

For item nos. 7, 8, 9, and 10, refer to the graphs below:

I 6 III 15

velocity (m/s)
velocity (m/s)

5 12
4 9
3 6
2
3
1
0 0
0 1 2 3 4 5 6 0 1 2 3 4 5
time (s)
time (s)
II 6 IV 30
velocity (m/s)
velocity (m/s)

5 25
4 20
3 15
2 10
1 5
0 0
0 1 2 3 4 5 6 0 1 2 3 4 5 6
time (s)
time (s)

7. Which of the following graphs represent a zero acceleration?

A. I only C. IV only
B. II and III D. II only

8. Which of the following graphs represent a negative constant acceleration?

A. I only C. IV only
B. II and III D. II only

9. Which of the following graphs represent an object that is not moving?

A. I only C. IV only
B. II and III D. None of the above

10. What quantity can be derived when you get the area under a curve of this
graphs?
A. speed C. distance
B. acceleration D. displacement

19
11. A small ball is released from a window at t=0. Assuming free-fall conditions,
how far does it travel in 2.9 seconds?
A. 82.4 m C. 41.2 m
B. 76.8 m D. 54.8 m

12. A Yamaha Mio motorcycle initially traveling at 60 km/h accelerates at a

constant rate of 2.0 m/s2. How much time is required for the motorcycle to
reach a speed of 90 km/h?
A. 4.2 s C. 30 s
B. 15 s D. 45 s

13. A pickup truck travels at 15 m/s for 10 s. It then speeds up with a constant
acceleration of 2.0 m/s2 for 15 s. At the end of this time, what is its velocity?
A. 60 m/s C. 30 m/s
B. 45 m/s D. 5 m/s

14. A box falls off the tailgate of a truck and slides along the street for 62.5 m.
Friction decelerates the box at 5.0 m/s 2. At what speed was the truck going
when the box fell?
A. 312.5 m/s C. 156.25 m/s
B. 25 m/s D. 625 m/s

15. A car starts from rest and accelerates at a steady 6.00 m/s 2. How far does it
travel in the first 3.00 s?
A. 9.00 m C. 27.0 m
B. 18.0 m D. 35.4 m

Let Us Enhance

Let us apply what you have learned into real life situations for you to
appreciate the science of Motion in One Dimension.

Video captures crash and shows dangers of tailgating (and brake-checking)

POSTED 5:55 PM, MARCH 15, 2016, BY TRIBUNE MEDIA WIRE SERVICE
(https://fox6now.com/2016/03/15/video-captures-crash-and-shows-dangers-of-
tailgating-and-brake-checking/)

LITTLE CHUTE – Police are investigating a crash that was captured via a vehicle’s
dashboard camera and posted to YouTube.

The video shows an SUV closely following a car on I-41 near Green Bay on
Thursday morning, March 10th, according to WBAY.

Just seconds later, the driver of the car suddenly hits the brakes, causing the SUV
to lose control and crash into the median.

Police say the driver who crashed into the median was cited, and the driver who
tapped the brakes hasn’t been identified.

Police did not say if that driver will face charges.

20
 Let Us Reflect

After going through all the activities, think about when to use the following
equations and variables in kinematics in one-dimension:

Equation Information Given by Variables Present

Equation vo vf t a d
vf = vi + at Velocity as a function of time x
d= ½ (vf + vi)t Displacement varying with x
velocity and time
d = vit + ½ at2 Displacement as a function of x
time
vf2 = vi2 + 2ad Velocity as a function of x
displacement

You should be able to realize that the above equations work for motion in one-
direction that has constant acceleration. Dealing with problems involving non-
constant acceleration requires knowledge on calculus.

Furthermore, selecting the appropriate equation would require you to: (1) list
what quantities are given, (2) list what is being asked for, and (3) find the equation
from the table that contains the involved quantities in (1) and (2).

21
 22
Activity 3 Let Us Practice More Lesson 3
Speeding motorist: (a) 33.33 s (b) 1, 110.89 m (c) 66.66 m/s
1. 36.05 m/s; 2. (a) 20 s, (b) 600 m, (c) 60 m/s; 3. 13.72 m
1.
Activity 2
2. (a) 18 m; 54 m; 9 m (b) -9 m; -54 m; -18m.
3. (a) 9 m/s; 0 m/s; -9 m/s (b) -9 m/s; 0 m/s; 9 m/s.
Activity 1.2
1. (a) 2 m/s2 (b) 0 m/s2 (c) -2.67 m/s2
2. Acceleration
3. (a) upward diagonal slope – increasing velocity- positive constant acceleration
(b) straight horizontal slope – constant velocity-zero acceleration
(c) downward diagonal slope – decreasing velocity- negative constant acceleration
4.
5. (a) straight horizontal slope – increasing velocity- positive constant acceleration
(b) straight horizontal slope – constant velocity-zero acceleration
(c) straight horizontal slope – decreasing velocity- negative constant acceleration
Let Us Assess. Let Us Assess Let Us Assess Let Us Try
11. C 6. A 1. D 1. C
12. A 7. A 2. C 2. C
3. B
13. B 8. D 3. A 4. D
14. D 9. D 5. D
4. C
15. C 10. D 5. B
Answer Key
 References

Department of Education (2018). “General Physics 1 Reader Learner’s Material”

pages 23-41.

Glover, F. & Sugon, Q. An Introduction to Physics. Quezon City: C & E Publishing,

Inc., 2017, 39-49.

Helmenstine, T. (2014). “Equations of Motion – Constant Acceleration Example

Problem”
https://sciencenotes.org/equations-motion-constant-acceleration-example-
problem/

Khan Academy (2020). “What are velocity vs. time graphs?”

https://www.khanacademy.org/science/ap-physics-1/ap-one-dimensional-
motion/average-and-instantaneous-acceleration/a/what-are-velocity-vs-time-
graphs
Physics Phenomena (2020). “Topic #03 Motion in a Straight Line”
https://www.physicsphenomena.com/ReviewApplicationWordProb-Top03.html

Physics Prep (2020). “Practice Problems: Kinematic Solutions”

https://www.physics-prep.com/index.php/14-introductory-units/129-practice-
problems-kinematics-solutions

Teaching Guide for Senior High School-GENERAL PHYSICS 1 from Commission on

Higher Education pages 48-54.
The Physics Classroom (2020). “Acceleration”.
https://www.physicsclassroom.com/class/1DKin/Lesson-1/Acceleration

The Physics Classroom (2020). “Kinematic Equations Lesson Notes”.

https://www.physicsclassroom.com/Physics-Video-
Tutorial/Kinematics/Kinematic-Equations-Introduction/Lecture-Notes

The Physics Classroom (2020). “Solving Free Fall Problems (with 5 Problems)”
https://www.youtube.com/watch?v=KDmhbyH9HzI&feature=emb_rel_pause

Tribune Media Wire Service (2016). “Video captures crash and shows dangers of
tailgating (and brake-checking)” https://fox6now.com/2016/03/15/video-
captures-crash-and-shows-dangers-of-tailgating-and-brake-checking/
University of Maryland PERG (2001). “Activity Based Physics Thinking Problems in
Mechanics: Kinematics”
https://www.physics.umd.edu/perg/abp/think/mech/mechki.htm

University of Wisconsin Green Bay (2020). “Changing Acceleration Problem: Height

with Changing Acceleration”
https://www.uwgb.edu/fenclh/problems/kinematics/5/index.asp

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For inquiries or feedback, please write or call:

Department of Education – Davao City Division

E. Quirino Avenue, Davao City

Telephone: (082) 227 4762

Email Address: [email protected]

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