10

Sacred Heart School – Ateneo de

Junior High School Department
Cebu

Ignatian Catalyst to Quality Living Ms. Hontanosas | | Mr. Padilla | Mrs. Villacrucis

Learning Module
Name of Student: Section:
 Grade 10 | Physics

MODULE
Kinematics I
31 Motion in One Dimension

ESSENTIAL QUESTIONS
(a) How can one describe the motion of an object?
(b) What can motion graphs tell us about the motion of
an object?
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 OVERVIEW Grade 10 | Physics

WELCOME TO MODULE 31!

This module focuses on the Kinematics, particularly Motion in One
Dimension, which includes the basic concepts of motion.
Types of Motion UM and UAM
BIG IDEA Relative Motion
Descriptors of Motion
Motion Graphs
Concept of Free Fall
Motion may be
described according Explain ways of describing motion
to the path of an Differentiate distance from displacement,
object, and speed from velocity, and average speed
from instantaneous speed
according to Give an operational definition of
object’s LEARNING acceleration
displacement, Derive kinematic equations and apply
velocity, and TARGETS them in solving motion problems
Perform graphical analysis of motion
acceleration.
UNIT REQUIREMENTS
Discussion boards TIME FRAME
Practice Exercises and Drills
Formative Assessments
20
Experiments sessions
Unit Test
PERFORMANCE TASK: MOTION TALKS
With the rising occurrences of accidents and MOTION TALKS
worsening traffic conditions in the city, the WORK LABOR Groups of 4
Office of the Mayor of the City of Mandaue is OUTPUT Digital
implementing a RISK-FREE CITY CAMPAIGN. TIME Within the
To address this, they are giving seminars and DURATION first trimester
workshop to traffic management officers. As Two (2) tasks
part of the campaign, your group is chosen to # OF
craft a creative educational video to promote ENABLING Research
a safe and efficient environment. TASKS Output
TYPES OF
There will be one (1) enabling tasks, and one APPS TO BE
of which will be reflected and accomplished USED
in this module:
ET 1.1 Research Synthesis on
Motion

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 STUDENT CHECKLIST
Grade 10 | Physics

Class Number: Date:

Name: Subject:
Grade & Section Teacher:

WHAT IS IT? WHAT SHOULD I DO? WHAT’S IN IT FOR ME

?
The Student Checklist is the list of Fill in the table with due date It allows you to monitor your
formative activities, summative provided by the teacher as well as works and performance.
tests, and performance tasks that the date of your submission. Once It tells you which parts you are
are should be accomplished in this your work has been checked, input good at and which parts you
module. Check points, practice your score as well as the given need to do better.
exercises and supplemental remarks.
activities are not listed below.

DUE DATE OF
ACTIVITY SUBMISSION SCORE REMARKS
DATE
Formative Assessments

Course Work

Performance Task

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 Grade 10 | Physics

DIVING INTO

MOTION
THE CONCEPT

Movement (change in position) of an object

TYPES OF MOTION RELATIVE MOTION – “Are you really in motion?”

OBJECT FRAME OF
REFERENCE
Rectilinear Motion

Distance
Displacement
D ESCRIPTORS OF MOTION

Curvilinear Motion

SPEED and
Circular Motion VELOCITY

Rotational Motion
ACCELERATION
UNIFORM MOTION UNIFORMLY ACCELERATED MOTION

Constant velocity (speed and VERTICAL (FREE

HORIZONTAL
FALL)
direction)
Constant change in Constant change in
Equal distances at equal time velocity velocity (g = 9.8
intervals m/s2)

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 Grade 10 | Physics

LESSON
Types of Motion and Relative
31.1
Motion Learning Objectives 1. Determine the type of motion an object undergoes
2. Describe the motion of an object relative to a specific
frame of reference
reference

ELICIT [ Prelection]

VIDEO INQUIRY: Motion and Its Types

INSTRUCTIONS FOR ONLINE LEARNERS
1. Watch the two videos mentioned above.
2. Go to Module 31 Kinematics I Channel and
look for a post with a banner “Video Inquiry:
Motion and Its Types.”
3. Provide the answers to the guide questions
below.

INQUIRY QUESTIONS:
Motion and Its Types – Part 1 | Don’t Memorise
1. How will you identify if an object is in motion?
_______________________________________
_______________________________________
Motion and Its Types – Part 1 | Don’t Memorise _______________________________________
by Don’t Memorise _______________________________________
https://www.youtube.com/watch?v=8qh--3X6E5w _______________________________________
_______________________________________
_______________________________________
2. There are examples of moving things. Kindly give
three (3) more other than the ones mentioned in
the video.
• ____________________________________
• ____________________________________
• ____________________________________
3. Differentiate rectilinear, circular, and rotational
motion.
Motion and Its Types – Part 2 | Don’t Memorise _______________________________________
by Don’t Memorise _______________________________________
https://www.youtube.com/watch?v=7J_Pi4Xuk7Y _______________________________________
_______________________________________
_______________________________________
_______________________________________

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 Grade 10 | Physics
Motion is defined as the movement of an object. It is exhibited by a change in position. There are
different types of motion depending on how an object moves.

RECTILINEAR MOTION CIRCULAR MOTION ROTATIONAL MOTION PERIODIC MOTION

Figure 1. People are walking on a Figure 2. The moon is orbiting Figure 3. Ferris wheel is spinning on Figure 4. A child swings back and
straight-line path. around the Earth. its axis forth.

Motion of an object Motion of an object Motion of an object Motion of an object

travelling in a straight- travelling along a rotating on its own axis with repeating
line path circular path movements in regular
time intervals
EXAMPLES EXAMPLES EXAMPLES EXAMPLES
Motion of people Motion of a bicycle
Motion of the wheel Motion of a child
walking northward, or car moving along
about its axis on a swing moving
eastward, or a circular track
Motion of a spinning to and fro
westward Motion of the
top Motion of the
Motion of a cart moon around the
Motion of a ballerina pendulum of a
being pushed to the Earth
doing a pirouette grandfather’s clock
left
Table 1. The different types of motion with examples.
But there are situations wherein objects undergo more than one type of motion.

QUICK CHECK
1. The mechanism of a merry-go-round includes turning on an axle
in the middle, thus allowing the attached mobile horses to move
from one point to another within the entire ride. Considering the
individual horses and the merry-go-round as whole, what type/s
of motion is/are present in this example?

2. In riding a bicycle, each wheel spins on an axle as you move along

a straight path in a forward or backward direction. What type/s of
motion is/are present in this example?
SEE PAGE 82 FOR THE ANSWERS.

Figure 5. A merry-go-round (upper)

and a scene from IT (lower).

In what other ways do these types of motion differ? What quantities are used to specifically
describe the distance covered and the speed of a moving object taking any of the paths mentioned? How
else can motion be described? You will find the answers to these questions in this module.

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 Grade 10 | Physics
When do we say that a body is in motion?
By our definition of motion, we can say
that motion is exhibited by a change of position.
Therefore, in Figure 6 on the right, the basketball
player has moved because he changed his
position.
What about the goal? Can you say that it
has moved or is moving? How then do we describe Figure 6. The basketball player slam-dunks the ball through the basketball
ring.
motion?
Motion is relative. This means that everything moves, even the things that appear to be at rest
move. For us to adequately describe motion, we must be able to check where the body is located within
the given frame of reference.

A frame of reference is a physical entity such as earth’s surface, the deck of a ship or a moving
vehicle, to which the position and motion of an object is relative.

MOTION OF A BASKETBALL RING MOTION OF A PERSON INSIDE A CAR

Figure 7. A basketball ring Figure 8. A woman driving her car

With respect to the With respect to the Sun With respect to the With respect to the car
ground ground
At rest / not moving Moving Moving At rest / not moving

The basketball ring that appears to be at rest relative to the ground where it is mounted is moving
at about 30 km/s, since the basketball ring moves as the Earth revolves around the Sun. Similarly, when
you are riding a car, you are at rest with respect to the car but together with the car, you are moving with
respect to the road.

TAKE NOTE!
It is important for you to remember that there is always motion but our perception of that motion
is relative to our vantage point. If we are looking at something from where we are standing, still…
it is unmoving. However, if we are looking at something from the vantage point of the moon, it is
moving. All motion is relative.

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 Grade 10 | Physics
CONCEPTUAL EXAMPLE 1
You are an observing standing on the sidewalk.
You see a jeepney pass by with one little girl as
the passenger. How do you describe her
motion?

RELATIVE TO YOU – The girl is in motion,

since you see her moving (together with the
jeepney).
RELATIVE TO THE GROUND – The girl is in
motion. There is a change in terms of her
position against the ground as the jeepney
moves.
RELATIVE TO THE JEEPNEY – The girl is at
rest. She is just sitting still inside the jeepney. STORY TIME!
Galileo Galilei had an
QUICK CHECK experiment, known as Galileo’s
ship, to introduce the concept of
Refer to Conceptual Example 1. What if frame of reference (and also to
she is dribbling a ball inside the moving prove heliocentrism!).
jeepney? How do you describe the
SEE REFERENCES FOR THE LINKS IF YOU WANT TO KNOW
motion of the ball? MORE!
SEE PAGE X FOR THE ANSWER.

ENGAGE [ Evaluate]
Before we proceed to the next lesson of this module, let us double check what
you have read and/or understood so far. What is motion? What are the different types of motion and how
do they differ from one another? What example can you think of in terms of relative motion?
CHECK POINT
CONTEXT INSTRUCTIONS FOR ONLINE LEARNERS
Objects and bodies around us move, including  Kindly log in to and
ourselves. Vehicles are built that way to achieve a proceed to Posts in the Module 31
certain movement. Dances are performed in a Channel.
way to express emotions with grace while moving.  Look for the latest post on Check Point –
There are a lot of mechanisms that are meant to Types of Motion and Relative Motion.
be that way to achieve their roles/functions, with  There is a link that will lead you to a
or without motion. Quizziz Presentation.
WHAT’S IN IT FOR ME?  You will be given immediate feedback on
It is helpful for you to understand why moving what you have understood so far.
things are the way they are. If help is needed, then
you can offer one. If a certain prediction or
precautionary measure should be made, then you
can reason out. If you are simply observing, then
at least you know why it happens!

4
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 Grade 10 | Physics
LESSON
Distance and Displacement
31.2
Learning Objective Determine the total distance and total displacement an
object
covers within the duration of its motion.
PHYSICS IRL In the previous lesson, you have learned about motion, its types, and the
concept of relative motion. Going back to the idea of describing the motion of an
object, you shall make use of the five descriptors of motion – distance,
displacement, speed, velocity, and acceleration.

Motion may be described by specifying how far something has traveled in

changing position and time. The total path traversed by an object moving from
During the COVID-19 one location to another is known as distance, while the separation of that object
outbreak, social distancing is and a reference point is known as displacement.
included in the safety Distance is a scalar quantity which has only magnitude while displacement
protocols that the public is a vector quantity which has both magnitude and direction.
must observe in order to
keep a safe space between CONCEPTUAL EXAMPLE 1
yourself and the people
around you.

TAKE NOTE!

DISTANCE (𝒅)
• Total path covered by
an object during its
motion
• Scalar quantity
(magnitude only)
DISPLACEMENT (𝒅 ሬԦ)
• How far an object has FIGURE 1. Two students are walking towards the physics laboratory.

moved from its initial

position to its final Based on the picture above, the distance between the boy and the Physics
position Laboratory as well as the distance between the girl and the Physics Laboratory is
• Vector quantity 5.0 meters.
(magnitude and The displacement of the boy as he moves in a straight line from his original
direction) position towards the Physics Laboratory is 5.0 m East, while the displacement of
the girl is 5.0 m West.
COMMONLY USED UNITS Even though both students move along equal distances, their
FOR BOTH: displacements are different because of the difference in their directions - the boy
• meters (m) moves to the east while the girl moves to the west.
• kilometers (km)

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 Grade 10 | Physics
CONCEPTUAL EXAMPLE 2
WHAT IF?
The man’s initial motion covers a path from Point
A to Point B and to Point C. What if he walks all
the way back to Point A? What will his distance
and displacement be?
Previously, from Points A-B-C, his total distance is
11 m. Now covering Point C to A, which is 5 m in
gap, his total distance is now 16 m.
n FIGURE 2. A man walks along a path.
For his displacement, his initial and final positions
Refer to Figure 2 above. A man walks along a are both at Point A, making his displacement
straight-line path. He walks from point A then to zero.
point B and back to point C. HOW CAN DISPLACEMENT BE ZERO?
• What is the man’s total distance? Take note that previously, his initial position is at
From point A to B, he covers 8 m. From Point A and is displaced at Point C which is his
point B to C, he covers 3 m. final position. This, therefore, presents a gap
between initial and final positions and this gap is
Therefore, his total distance is 11 m. the displacement.
• What about his displacement? But now, his initial and final positions are THE
IMPORTANT: Take note of the initial and final SAME, which means the man is not displaced at
positions. all. Therefore, no gap is made between initial and
The initial position is at Point A, while the final positions, thus there is no displacement.
final position is at Point C.
STOPLIGHT
The gap between Points A and C measures For distance, just add all the paths that an object
5 m. covers, even if it goes back and forth. For
s displacement, identify the INITIAL and FINAL
Therefore, his displacement is 5 m, East. positions of the object.

QUICK CHECK Based on the figure at the left, a young

man jogs along a path at certain points. His
initial position is at Point A.
• What is his total distance, covering
Points A, B, C, and D, respectively?
• What is his displacement?
• If his total path covers Points A, B, C, D,
and back to A, what is his total
distance? His displacement?
• How different will his total distance be
if he covers Points C, A, B and D
FIGURE 3. A young man jogs along a path.
respectively, with Point C as the initial
position? What about his
displacement?
SEE PAGE 83 FOR THE ANSWERS.

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 Grade 10 | Physics
CONCEPTUAL EXAMPLE 3

LET’S APPLY WHAT YOU KNOW!

The two people row the boat following the point-
based route A-B-C-D-A. What will be the total
distance? What about displacement?
ANSWER: 𝒅 = 2200 meters; 𝒅 ሬԦ = 0 meter

WHAT IF?
What if the two people row the boat from Point
n A to Point B up until Point C? What is the total
distance covered? What is the displacement?

They cover 500 m from Point A to B and another

600 m to Point C. Adding them all together, the
FIGURE 4. Two people are rowing a boat.
total distance covered is 1100 meters.
Refer to Figure 3 above. Two people are rowing a
boat towards different directions, going 500 However, seeing that the initial position is at
meters South, then 600 meters East, and then 500 Point A and the final position is at Point C, there
meters North. is no label in the figure on how far they are at
• What is the total distance covered? each other. So, HOW?
By simply adding 500 m, 600 m, and 500 m, the
total distance is 1600 m. Notice how the paths of A-B and B-C form a right
• What is the displacement? triangle together with the path of A-C. You can
With Point A as the initial position and Point D use the Pythagorean Theorem to look for the
as the final position, the displacement is 600 m, displacement! It will give you an answer of ሬ𝒅Ԧ =
East. 781.02 meters, Southeast.

THINK ABOUT IT!

In a straight-line motion:
• Can displacement be equal to distance? YES.
• Can displacement be less than distance? YES.
• Can displacement be greater than distance?
NO.
STORY TIME!
Aristarchus of Samos
published his work On the
Sizes and Distances of the Sun
and Moon, in which he
showed how he got an QUICK CHECK
approximation of the On his way to school, Iggy travelled
distance between Sun and 100 m North, 300 m East, 100 m South,
Earth. He was also the 100 m West. What is his distance and
inspiration of Nicolas displacement? SEE PAGE 83 FOR THE ANSWER.
Copernicus’ work on
heliocentrism.
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 Grade 10 | Physics

EXPLORE CONCEPTUAL ATTAINMENT

Relative Motion, Distance and Displacement [ Experience]

INSTRUCTIONS FOR ONLINE LEARNERS

3. Read carefully and briefly answer the following questions regarding relative motion, distance,
and displacement.
4. Go to Module 31 Kinematics I Channel and look for a post with a banner “Conceptual
Attainment: Relative Motion, Distance and Displacement.”
5. Provide the answers to the guide questions on the right side.
1. You are inside a vehicle, watching the busy city road outside your window. Suddenly, another
vehicle drives right beside, and maintains the same speed as yours. You watch another person
inside busy playing with his phone. As you observe him while his car maintains the same speed,
how will you describe the motion of that person (a) relative to the ground, (b) relative to you, (c)
relative to his car?

2. Can you drive your car in such a way that the distance it covers is true with the following
statements? Give an example for each.
a. Greater than the magnitude of the displacement
b. Equal to the magnitude of the displacement
c. Less than the magnitude of the displacement

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 Grade 10 | Physics
LESSON
Speed and Velocity
31.3
Learning Objectives Calculate for the speed and/or velocity of an object
Compare the magnitudes of the velocities of certain objects

In the previous lesson, you have learned two of the five descriptors of
motion which are distance and displacement. Let us get to know two more – speed
TAKE NOTE!
and velocity.
SPEED (𝒗)
The motion of an object can only be described by determining how fast or
• The rate at which an
how slow it moves. The measure of how fast something is moving is known as
object moves at a
speed. Speed is the rate at which distance is covered at a given time.
distance per unit of time
• Scalar quantity
(magnitude only) For example, the man (Person
VELOCITY (𝒗 ሬԦ) A) covers a distance of 300 meters
• The speed of an object in a span of 3 minutes, or 180
and its direction of seconds. As for the woman (Person
motion B), she also covers 300 meters but
for 5 minutes, or 300 seconds.
• Vector quantity
(magnitude and
By looking at the time
direction)
difference in covering the same
distance, you can tell that Person A
COMMONLY USED UNITS
FIGURE 1. Two people run along a path together with is faster than Person B.
FOR BOTH: their dog.
• meters per second (m/s)
• kilometers per hour But how will we know how fast each person has moved? By rewriting the
(km/h or kph) definition of speed into a mathematical formula, we get:
• miles per hour (mph)
𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆 𝒅
𝒔𝒑𝒆𝒆𝒅 = or 𝒗 = (EQ. 1)
PHYSICS IRL 𝒕𝒊𝒎𝒆 𝒕

By using the formula, we can quantify how fast each person has moved.

THE SPEED OF PERSON A THE SPEED OF PERSON B

𝑑 𝑑
𝑣= 𝑣=
𝑡 𝑡
300 𝑚 300 𝑚
𝑣= 𝑣=
180 𝑠 300 𝑠
𝒗 = 𝟏. 𝟔𝟕 𝒎/𝒔 𝒗 = 𝟏. 𝟎𝟎 𝒎/𝒔
Person A, who covers 300 m within 180 s, has a speed of 1.67 m/s. On the
The fastest animal in
other hand, Person B, who covers the same distance within 300 s, has a speed of
the world is cheetah, with a
speed ranging from 109.4- 1.00 m/s. Therefore, Person A is faster than Person B.
120.7 km/h or 68-75 mph.

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 Grade 10 | Physics
Experience tells you that a vehicle rarely
travels at a constant speed especially in heavy
traffic. You can tell the speed of a vehicle at any
instant by looking at the vehicle’s speedometer.
The speed at any instant is called instantaneous
speed.

You may have also noticed that a vehicle

may travel down at a street at 50 km/h in open
stretches while overtaking vehicles, slow down at
30 km/h because of traffic or even zero at a red FIGURE 2. A speedometer of a vehicle tells us the speed at any instant
during the motion of the said vehicle.
light. The vehicle travels at different speeds during
its entire trip. PHYSICS IRL
For the entire trip, you must only consider
one speed – the average speed. Average speed is
the distance traveled divided by the total time
elapsed in traveling that certain distance:

𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑙𝑒𝑑
𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑠𝑝𝑒𝑒𝑑 = (EQ. 2)
𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝑒𝑙𝑎𝑝𝑠𝑒𝑑

How do police officers know if you’re

When an object gains speed at a constant overspeeding?
rate, the average speed can be calculated on the
basis of the two speeds (initial speed 𝑣𝑖 and final Aside from using ‘radar guns’, they also use
speed 𝑣𝑓 ) recorded. Thus, you can determine the a technique called pacing, which is usually shown
average speed: in some action movies. To determine your speed,
police officers trail you from a certain distance
STOPLIGHT 𝑣 −𝑣 and use their own speedometer to clock your own
= 𝑓2guide
𝑖
𝑎𝑣𝑒𝑟𝑎𝑔𝑒 Visit
𝑠𝑝𝑒𝑒𝑑 the formula as reference! 😊(EQ. 3) speed.

EXAMPLE PROBLEM 1 PRACTICE PROBLEM 1

How fast does a jogger run within 1.5 hours if the To avoid being tardy, how fast should a student
distance he covers is 12 km? Express your run within 5 minutes if the distance between the
answer in km/h. canteen and his classroom is 1000 m? Express
GIVEN: d = 12 km ASKED: v = ? your answer in meters/second.
t = 1.5 hrs

SOLUTION:
𝑑 12 𝑘𝑚
𝑣= = = 𝟖 𝒌𝒎/𝒉𝒓
𝑡 1.5 ℎ𝑟

CONCLUSION:
The jogger runs at 8 km/hr within 1.5 hours
covering 12 km.

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 Grade 10 | Physics
EXAMPLE PROBLEM 2 PRACTICE PROBLEM 2

How long would it take for an airplane to reach The annual St. Ignatius Run offers different
its destination if it traveled at an average speed distances, and you choose the 6 km run.
of 785 km/hr for a distance of 5000 kilometers? Knowing your average speed of 4 m/s, how long
Express your answer in hours. will it take you to finish the race? Express your
GIVEN: d = 5000 km ASKED: t = ? answer in hours.
v = 785 km/h

SOLUTION:
𝑑
𝑣=
𝑡
𝑑 5000 𝑘𝑚
𝑡= = = 𝟔. 𝟑𝟕 𝒉𝒓
𝑣 785 𝑘𝑚/ℎ𝑟

CONCLUSION:
Travelling at an average speed of 785 km/hr, the
airplane would take 6.37 hours to cover a
distance of 5000 kilometers.

EXAMPLE PROBLEM 3 PRACTICE PROBLEM 3

Bernard watches a thunderstorm from her Typically for a comet at 1 Astronomical Unit (the
window. She sees the flash of lightning bolt and average distance of the Earth from the Sun), it
begins counting the seconds until she hears the may cruise through the Solar System at a speed
clap of thunder 5.0 seconds later. Assume that of 70 km/s. What is the total distance it travelled
the speed of sound in air is 340.0 m/s and the for 4 hours?
light was seen instantaneously, how far away
was the lightning bolt?
GIVEN: t = 5.0 s ASKED: d = ?
v = 340.0 m/s

SOLUTION:
𝑑
𝑣=
𝑡
𝑑 = 𝑣𝑡 = (340.0 𝑚/𝑠)(5.0 𝑠) = 𝟏𝟕𝟎𝟎 𝒎

CONCLUSION:
The lightning bold is 1700 m away from Bernard.
STOPLIGHT
Quick tips on solving word problems:
QUICK CHECK 1. If you have a difficulty memorizing all formulas
found in the formula guide, memorize the
The light from the Sun reaches the main/original formula and practice deriving it,
Earth in 8.3 minutes at a speed of 3.00 depending on what is being asked.
2. Be careful with the units of measurement that they
x 108 m/s. How far is the Sun from the
also match with their corresponding physical
Earth? quantity.
SEE PAGE 82 FOR THE ANSWER.

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 Grade 10 | Physics
TAKE NOTE!
When a direction is associated with speed, you will have a new
It is important to note quantity known as velocity.
that velocity is not the
same thing as speed. The difference between speed and velocity is that speed is a scalar
Velocity has more depth quantity whereas velocity is a vector quantity. From the definition of velocity,
in the term than speed it follows that, to have a constant velocity, both speed and directions must be
does. constant. Motion at a constant velocity is motion in a straight line at uniform
Speed tells us how fast speed. You will learn more about uniform motion in the next lesson.
an object is going.
EXAMPLE:
The truck was moving at
65 mph.
Velocity tells us how fast
and what direction an
object is moving.
EXAMPLE:
The truck was heading
West at 65 mph.
Both Persons A and B have a Persons A and B both have a
speed of 2 m/s. velocity of 2 m/s, East, or +2 m/s.

Both Persons A and B have a Person A has a velocity of 2 m/s, West, or -2

CONVENTION speed of 2 m/s.
m/s. Person B has a velocity of 2 m/s, East, or
+2 m/s.
It is important to use a
uniform sign convention,
especially for problem
solving. The signs will
depend on to which
direction an object moves.

Both Persons A and B have a Person A has a velocity of 2 m/s, East, or +2

m/s. Person B has a velocity of 2 m/s, West, or -
speed of 2 m/s. 2 m/s.
North and East POSITIVE
South and West NEGATIVE
FIGURE 3. Different scenarios in differentiating the speed and velocity of two persons.

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 Grade 10 | Physics
EXAMPLE PROBLEM 4 PRACTICE PROBLEM 4

You are riding on your bicycle along a path that Samantha jogs on a path that is 12 km long
is 6 km long to get to your house that is due East towards the South. If it takes her 2.5 hours to
of the path. If it takes 30 minutes for you to get reach the end, what is her speed? What is her
home, what is your speed? What is your velocity? Express your answers in km/hr.
velocity? Express your answers in km/hr.

GIVEN: d = 6 km ASKED: 𝑣 =?
t = 30 min = 0.5 hr 𝑣Ԧ =?

SOLUTION:
𝑑 6 𝑘𝑚
𝑣= = = 𝟏𝟐 𝒌𝒎/𝒉𝒓
𝑡 0.5 ℎ𝑟

𝑑Ԧ +6 𝑘𝑚
𝑣Ԧ = = = +𝟏𝟐 𝒌𝒎/𝒉𝒓
𝑡 0.5 ℎ𝑟

CONCLUSION:
Your speed is 12 km/hr, and your velocity is +12
km/hr, or 12 km/hr, East.

EXAMPLE PROBLEM 5
HOW COME IT’S EAST WHEN THE MAN HAS A
‘WEST’ MOTION?
Take note that DISPLACEMENT focuses only on
the initial and final positions of the man,
regardless if he has a westward motion included.
In the example, his displacement is eastward.

Since the direction of the man’s displacement is

East, and velocity considers displacement, thus
FIGURE 4. A man walks along a path. the direction of the velocity follows that of the
displacement, which, in this example, is East.
Let’s recall this example from Lesson 35.2. It is
established that following the route A-B-C, the If you look at it closely, for 5 seconds, he travels 1
man’s distance is 11 m while his displacement is m/s, East, which means he travels 1 meter for
5 m, East. Travelling that route for 5 seconds, every one second. In the figure, it will make sense
what is his speed? What is his velocity? since after 5 seconds, his displacement will then
be 5 meters away from his initial position.
For speed, we consider distance, while for
velocity, we consider displacement. HOW CAN THE MAN’S VELOCITY BE ZERO?
If his route follows A-B-C-A, his displacement will
By following the formula, the man’s speed is 2.2 be zero since the initial and final positions would
m/s while his velocity is 1 m/s, East. then be the same. Thus, his velocity will also be
zero.

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 Grade 10 | Physics

QUICK CHECK Based on the figure at the left, a young

man jogs along a path at certain points for
120 seconds. His initial position is at Point
A.
• What is his total speed, covering Points
A, B, C, and D, respectively?
• What is his velocity?
• If his total path covers Points A, B, C, D,
and back to A, what is his speed? His
velocity?
FIGURE 5. A young man jogs along a path.
• How different will his speed be if he
covers Points C, A, B and D respectively,
with Point C as the initial position?
What about his velocity?
SEE PAGE X FOR THE ANSWERS.

WHAT IS CONSTANT SPEED AND CONSTANT

VELOCITY?
Constant speed refers to unchanging speed.
It’s steady, meaning it doesn’t go faster or
slower.
Constant velocity refers to both constant
speed and constant direction (straight line).

HOW WILL VELOCITY CHANGE?

Velocity changes if there is:
Change in speed
FIGURE 6. The woman walks along a circular path.
Change in direction She may have a constant speed, but also a changing
Change in both speed and direction. velocity.

SO HOWCONSTANT
CAN WE VISUALIZE?
SPEED CONSTANT SPEED CHANGING SPEED
CONSTANT VELOCITY CHANGING VELOCITY CHANGING VELOCITY

FIGURE 7. Pedro walks in constant speed and FIGURE 8. Maria walks in constant speed but FIGURE 9. Juan walks in changing speed and
constant velocity. changing velocity. changing velocity.
Maria walks at 2 m/s towards
Pedro walks 2 m/s all the way Juan walks initially at 2 m/s but
East but walks back still at 2
towards East. slows down while on the phone.
m/s.

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 Grade 10 | Physics
LESSON
Uniform Motion
31.4
Learning Objectives Calculate for the speed and/or velocity of an object
Compare the magnitudes of the velocities of certain objects

In the previous lesson, you have learned other two of the five descriptors
TAKE NOTE! of motion which are speed and velocity, including constant velocity. In this lesson,
you will get to understand it better through the concept of uniform motion.
UNIFORM MOTION
The motion wherein the
velocity of an object Imagine that you could take a picture of a car travelling down a straight
travelling in a straight line road every second. It might look something like the figure below.
remains the same (having
constant velocity)

RECALL:
HOW DO WE DETERMINE FIGURE 1. A car travelling at constant speed.
CONSTANT VELOCITY?
Same speed Did you notice that the car travels the exact same distance every second?
Same direction That's because this is an example of uniform motion, in which an object travels
equal distances in equal time intervals.
If any object has uniform motion, then it also has a constant velocity. This
PHYSICS IRL is defined as the motion of an object in which the object travels in a straight line
and its velocity remains the same along that line as it covers equal distances in
equal intervals of time, irrespective of the duration of the time.

EXAMPLES OF UNIFORM MOTION

When vehicles move at steady speeds

moving along the road towards the same
direction, they have uniform motion. For
Why can’t we feel the example:
Earth move? A bus travelling at a constant
This is because we speed of 40 km/h towards South
are moving along with the A fishing boat traversing into the
Earth at the same sea at a steady speed of 8 knots
constant speed. It’s only if (or 14.82 km/h)
Earth stopped moving An airplane flying through the
that we feel it, as if we are air at a constant speed of 800
riding in a car and km/h
someone steps on the
COMPARISON: At an average, a car
brakes! As long as the moving along the city roads usually
FIGURE 2. Different modes of
movement is steady and transportation maintains a speed of 30-40 km/h.
going smoothly, it’s as if
you’re not moving at all.

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 Grade 10 | Physics
Way before using of computers in Physics laboratories, scientists and analysists make use of the
ticker tape timer to describe and analyze the motion of objects. A long tape would be attached to a
moving object and would be threaded through a device that placed certain “ticks” (thus, ticker tape)
upon the tape at regular time intervals (example, for every 0.5 or 1 second). This would leave a trail of
dots on the tape, which would represent the motion of an object.

CONCEPTUAL EXAMPLES
Speed: 25 km/h
Direction: East
Velocity: 25 km/h, East, or +25 km/h
1
Tape Characteristic: Constant tick
FIGURE 3. A ticker tape representation of the motion of a blue car length
Motion of the Object: Uniform Motion
Speed: 22 km/h
Direction: East
Velocity: 22 km/h, East, or +22 km/h
2
Tape Characteristic: Constant tick
FIGURE 4. A ticker tape representation of the motion of a blue car at a slower
speed
length
Motion of the Object: Uniform Motion
Speed: 25 km/h
Direction: West
Velocity: 25 km/h, West, or -25 km/h
3
Tape Characteristic: Constant tick
FIGURE 5. A ticker tape representation of the motion of a white car length
Motion of the Object: Uniform Motion
Speed: 25 km/h
Direction: West
Velocity: 25 km/h, West, or -25 km/h
4
Tape Characteristic: Constant tick
FIGURE 6. A ticker tape representation of the motion of a white car at a slower length
speed
Motion of the Object: Uniform Motion

TAKE NOTE If the tick length remains the same, then the object undergoes uniform motion.
The faster an object moves, the farther the ticks are from one another.
The slower an object moves, the nearer the ticks are from one another.

STORY TIME!
In 1948, blind mechanical QUICK CHECK
engineer Ralph Teetor
invented the cruise control Which of the following ticker tape
for cars, which adjusts the diagrams shows the fastest speed? The
speed of a car automatically slowest speed?
and maintains the steady A • • • • • • • • • • • •
speed that the driver sets. He • • •
was inspired after many B • • • • • • •
frustrating drives with his C •••••••••••••••••••
lawyer who would speed up
and slow down too
frequently.
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 Grade 10 | Physics
CONCEPTUAL ATTAINMENT [ Evaluate]
Speed, Velocity, and Uniform Motion

INSTRUCTIONS FOR ONLINE LEARNERS

1. Read carefully and briefly answer the following questions regarding relative motion, distance,
and displacement.
2. Go to Module 31 Kinematics I Channel and look for a post with a banner “Conceptual
Attainment: Speed, Velocity and Uniform Motion.”
6. Provide the answers to the guide questions on the right side.
1. In travelling from your house to school, how can you differentiate your average speed and your
instantaneous speed?

2. The speedometer of Car A moving to the east reads 40 km/h. It passes Car B that is moving to the
west at 40 km/h. Do both cars have the same speed? Do they have the same velocity? Explain
your answer.

3. Can an object moving along a curved path have a constant velocity?

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 Grade 10 | Physics
EXPLAIN [ Experience]

INSTRUCTIONS
Discussion in class or online synchronous session depends on the schedule. Kindly go to the GENERAL
CHANNEL for the specific instructions.

In case, you will be attending the synchronous session, kindly take note of the following:
1. Go to the Posts tab.
2. Within the feed is the post on our scheduled synchronous session.
3. Feel free to take notes during our synchronous sessions. Use the Class Notes section and
enter a new page.

What to prepare for the synchronous session:

Learning from the pre-session readings of Lessons 35.1 to 35.4

What to expect during the synchronous session:

 Checking of understanding on types of motion, relative motion, four descriptors of motion
(distance, displacement, speed, and velocity), and uniform motion – both conceptual and
problem solving

ALTERNATIVE PLAN:
In case of power outage (either teacher or student, or both), you may review the next lessons
ahead and wait for the instructions from your teacher.
In case of weak internet connection during the video conference (choppy audio, loading
shared screen, etc.), links of the materials used during the session will be provided for you in
the meeting chatbox which you are to visit during the period. Make sure you inform your
teacher ahead of time, especially during bad weather wherein it affects the strength of
internet connectivity.

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 Grade 10 | Physics
PRACTICE EXERCISE [Action]
ELABORATE Motion

INSTRUCTIONS FOR ONLINE LEARNERS:

Go to the MODULE 31 Channel and look for the post with a banner “Practice
WORK LABOR
Exercise on Motion 1”. Provide the Given, Asked, Solution, and Conclusion. Click
Individual
turn in once you’re done.
DURATION
20 minutes
TOTAL SCORE
30 points
PASSING SCORE
18 points

1. A plane’s average speed to travel from City A

to City B is 625.5 km/h. If the trip takes 2
hours and 30 minutes, how far is City A and
City B from each other? (5 POINTS)

2. You are riding on your bicycle along the road,

travelling 20 km in an hour. What is your
speed?
(5 POINTS)
3. Out of boredom, you are seated by your desk
and observe an ant walking from the left end
towards the right end. If an ant’s average
speed is 0.08 m/s and it travels for 20
seconds, how long is your desk? (5 POINTS)

4. A man walks 4 km East in an hour and an

additional 2 km in 30 minutes towards the
same direction. What is his speed? What is his
velocity? (7 POINTS)

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 Grade 10 | Physics
FORMATIVE ACTIVITY 1.3 Motion Problem Set 1 [ Evaluate]

INSTRUCTIONS FOR ONLINE LEARNERS:

1. Go to the Assignments tab and look for Formative Activity 1.3 Motion
WORK LABOR
Problem Set 1.
Individual
2. Included in the Assignment is a Microsoft Form link that will direct you
DURATION to the activity.
25 minutes 3. You will be provided with questions, and you are to upload a file for your
TOTAL SCORE solution.
25 points 4. Provide Given, Asked, Solution, and Conclusion. You will also write down
PASSING SCORE your work on a clean paper or notebook page and take a picture.
15 points 5. Your name, grade and section should be reflected in the file you upload.
6. Kindly click “turn in” in the Assignment Tab once you have accomplished
the Microsoft Form.
7. Once you are done, kindly proceed to the next part of the module.

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 EVALUATE Grade 10 | Physics
EXPERIMENT SCORE
FAST AND
1.1
FURIOUS
WORK LABOR
To describe the motion of a body or an object, one can observe its speed
Individual Data, Analysis
and/or velocity. As previously learned, speed is the rate at which an object
and Application
moves along a certain distance over a certain period of time, while velocity
Group Data Collation
is the rate at which an object moves along a certain displacement over a
DURATION certain period of time.
40 minutes
DEADLINE Some humans move faster or slower than you do. It may also be because
Within the period of certain factors: age, weight, surface, effort, fitness, health, and the like.
In this experiment, you will be able to determine your average speed and
velocity as well as those of your groupmates.

At the end of this  Find an area where you can move around.
experiment, you are able  Create a 30-meter straight-line path from a certain starting point.
to: If you have limited space at home, you may opt to measure at
identify your time least 5 meters and can go back and forth until you cover 30
of movement based meters. Make sure there are no pauses to lessen error in the
on a given task experiment.
within a constant  Perform each of the motion tasks in the Table 1. Record the time
distance (seconds) it takes for you to cover 30 meters for each motion task.
calculate your For a more accurate and precise measurement, you may ask
average speed help from your parent, guardian, or any family member in
compare your recording your time.
average speed with  Calculate your average speed per motion task by using the formula:
the rest of your 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
group 𝑠𝑝𝑒𝑒𝑑 =
𝑡𝑖𝑚𝑒
predict your motion
in certain situations  Take note of your displacement (both magnitude and direction)
using the gathered If you opt for the back-and-forth scheme, your displacement is
data expected to be different from your distance.
 Calculate your average velocity per motion task by using the
formula below. Do not forget to include the direction.
 ruler or measuring 𝑑𝑖𝑠𝑝𝑙𝑎𝑐𝑒𝑚𝑒𝑛𝑡
𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 =
tape 𝑡𝑖𝑚𝑒
 pencil or chalk  Make sure you show your solutions, even if you think that the
 cellphone (timer) values of your speed and velocity are the same. There is a space
 scientific calculator provided for you.
(or counterpart)  After which, communicate with your groupmates regarding the
 Experiment 1.1 data obtained and record their average speeds in Table 2 and
worksheet average velocities in Table 3.
 Answer the questions that follow.

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 Grade 10 | Physics

MOTION DISTANCE DISPLACEMENT TIME* SPEED* VELOCITY*

TASK (m) (m) (s) (m/s) (m/s)
Walking 30 m
Brisk
30 m
walking**
Hopping 30 m
Jogging 30 m
Running 30 m
TABLE 1. Individual data for the different motion tasks
* Express your time, speed, and velocity in two decimal places.
** BRISK WALKING is walking as fast as you can without jogging nor running.

SPEED (m/s)
NAME OF
MEMBER BRISK
WALKING HOPPING JOGGING RUNNING
WALKING

TABLE 2. Data collated from the different members of the group***.

*** If your group only has THREE members, kindly put a dash (-) inside every cell of the last row.

VELOCITY (m/s)
NAME OF
MEMBER BRISK
WALKING HOPPING JOGGING RUNNING
WALKING

TABLE 3. Data collated from the different members of the group***.

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 Grade 10 | Physics
*** If your group only has THREE members, kindly put a dash (-) inside every cell of the last row.

1. Which task provided the fastest speed for you? What about slowest speed?

2. Who has the fastest speed in each motion task? Is being the fastest always have benefits? Justify your
answer.

3. Who has the slowest speed in each motion task? Is being the slowest always have disadvantages? Justify
your answer.

1. Using your average speed, how long will it take you to walk from Sacred Heart School – Ateneo de Cebu
to Tintay Terminal if the distance between the two places is approximately 700 meters? What about brisk
walk? Justify your answer / show your solution.

2. In PE class, you are asked to run one full turn (400 m) along the innermost lane in the Fr. Julian Hernando
Athletic Field. Using your average speed, how long will it take you finish the task? What will be your
average velocity?

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 Grade 10 | Physics
LESSON
Acceleration: Changing Velocity
31.5
Learning Objectives Determine if the object accelerates or not
Identify and distinguish the initial and final velocities of an
object
Calculate the magnitude of acceleration of an object
In the previous lessons, you have known and understood the four of the
TAKE NOTE! five descriptors of motion – distance, displacement, speed, and velocity. In this
lesson, you will learn the fifth one – acceleration.
ACCELERATION
• How quickly velocity
changes over a time For the motion of an object in which the velocity changes in either
• Vector quantity magnitude (speed) or direction or both, you will have a new quantity known as
(magnitude and acceleration which is a vector quantity. It is the rate of change of velocity at a
direction) given time interval.

COMMONLY USED UNIT: An object is accelerating when:

• meters per second
squared (m/s2) it speeds up
• kilometers per hour
squared (km/h2)

RECALL:
HOW DO WE DETERMINE
CHANGING VELOCITY? FIGURE 1. A woman is speeding up.
Changing speed
Changing direction
it slows down (usually called deceleration)
Changing speed and
direction

FIGURE 2. A woman is slowing down.

it changes direction

FIGURE 3. A woman is moving along a curved

FIGURE 4. When the velocity of an object path.
changes, it has acceleration.

24
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 Grade 10 | Physics
Furthermore, to quantify how much velocity has changed, the definition of acceleration can be
mathematically expressed through the formula:

∆𝑣 𝑣𝑓 −𝑣𝑖
𝑎= or 𝑎= (EQ. 1)
∆𝑡 𝑡

wherein ∆𝑣 (∆ is Greek letter ‘delta’ which means change) is change in velocity, thus expanded
into 𝑣𝑓 − 𝑣𝑖 , and ∆𝑡 (or usually just 𝑡) is the total time elapsed during the motion. The unit for
acceleration is m/s2.

You are familiar with acceleration in an automobile or in any vehicle, in general. When the driver
depresses the gas pedal (appropriately called the accelerator), the passengers experience acceleration (or
“pickup”, as it is sometimes called) as they are pressed against their seats. The key idea that defines
acceleration is change.

CONCEPTUAL EXAMPLE 1

Suppose you are driving towards East and taking a quick look at
your speedometer which reads 30 km/h. In a span of 10 seconds,
you take a quick glance again and it now reads 35 km/h. Within
that duration of time, you have steadily increased your velocity.
After another 10 seconds, it becomes 40 km/h, and in another 10
seconds, 45 km/h.

Since there is a change in velocity every 10 seconds, therefore,

you undergo acceleration. But by HOW MUCH? We use the
FIGURE 5. A car is accelerating.
formula for acceleration to find out.

GIVEN: SOLUTION:
vi = 30 km/h 𝑣𝑓 − 𝑣𝑖
𝑎=
vf = 35 km/h 𝑡
t = 10 seconds (or 0.0028 hr) 𝑘𝑚 𝑘𝑚
35 − 30
(direction: East) 𝑎= ℎ ℎ = 𝟎. 𝟓 𝒌𝒎 , 𝑬𝒂𝒔𝒕
10 𝑠 𝒉•𝒔

ASKED: OR
a=?
𝑘𝑚 𝑘𝑚
35 − 30
𝑎= ℎ ℎ = 𝟏𝟕𝟖𝟓. 𝟕𝟏 𝒌𝒎 , 𝑬𝒂𝒔𝒕
0.0028 ℎ 𝒉𝟐

HOW CAN WE UNDERSTAND FURTHER?

The acceleration 0.5 km/h•s East tells you that for every 1 second that has passed as you go East,
your velocity changes by 0.5 km/h in the speedometer.
The acceleration 29.94 km/h2 East tells you that for every 1 hour that has passed as you go East,
your velocity changes by 29.94 km/h in the speedometer.
Now what about the acceleration when you change from 35 km/h to 40 km/h? 40km/h to 45
km/h?

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 Grade 10 | Physics

TAKE NOTE!
Always remember that a unit for time enters twice: once for the unit of velocity and again for the time interval
sddsdsdsdsdsdd
in which the velocity is changing. Also note that acceleration is not just the total change in velocity; it is the time
rate of change, or change per second, in velocity.

CONCEPTUAL EXAMPLE 2

Using the same car from Conceptual Example 1, what if the

scenario is different? What if you start off moving at 35 km/h and,
10 seconds later, your speedometer reads 30 km/h?

REMEMBER that acceleration is a change in velocity, and it is not

always all the time an increase in velocity. It can also mean a
decrease in velocity.

FIGURE 6. A car is decelerating.

GIVEN: SOLUTION:
vi = 35 km/h 𝑣𝑓 − 𝑣𝑖
𝑎=
vf = 30 km/h 𝑡
t = 10 seconds (or 0.0028 hr) 𝑘𝑚 𝑘𝑚
30 − 35
(direction: East) 𝑎= ℎ ℎ = −𝟎. 𝟓 𝒌𝒎 , 𝑬𝒂𝒔𝒕
10 𝑠 𝒉•𝒔

ASKED: OR
a=?
𝑘𝑚 𝑘𝑚
30 − 35
𝑎= ℎ ℎ = −𝟏𝟕𝟖𝟓. 𝟕𝟏 𝒌𝒎 , 𝑬𝒂𝒔𝒕
0.0028 ℎ 𝒉𝟐

WHAT DO THESE MAGNITUDES MEAN?

The negative sign in the magnitudes of the acceleration indicates slowing down, unlike for
velocities which means going to the West or South direction.
PHYSICS IRL
QUICK CHECK
1. In 2.5 seconds, a car increases its speed
from 25 m/s to 30 m/s. What is its
acceleration?
2. During the same elapsed time, a bicycle
moves from 5 m/s to 10 m/s. What is its
acceleration?
In most manual vehicles, there are three pedals, the
3. Which has a greater acceleration? ABC – accelerator or gas pedal (right most), brake (center),
SEE PAGE 83 FOR THE ANSWERS. and clutch (left most). In automatic units, clutch is not
included.

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 Grade 10 | Physics
CONCEPTUAL EXAMPLE 3

Conceptual Examples 1 and 2 provided with actual non-zero magnitudes for both initial velocity (vi) and
final velocity (vf). However, a common (and, more convenient) scenario in observing acceleration in real
life is when an object (car, bike, person, ball, etc.) was initially not moving, or is about to stop moving.
Observe the ticker tape diagrams below.

SITUATION A (travelling East)

When a car accelerates from

rest to a certain velocity, for
example, of 10 m/s. The
FIGURE 7. A car is accelerating from rest.
magnitude of vi is 0 m/s while
that of vf is 10 m/s.

SITUATION B (travelling East)

When a car decelerates from

a certain velocity, for
example, of 10 m/s to a stop,
FIGURE 8. A car is decelerating to a stop. the magnitude of vi is 10 m/s
while that of vf is 0 m/s.

DERIVING OF THE FORMULA

𝒗𝒇 − 𝒗𝒊
FORMULA FOR ACCELERATION 𝒂 =
𝒕
LOOKING FOR vi LOOKING FOR vf LOOKING FOR t

𝑣𝑓 − 𝑣𝑖 𝑣𝑓 − 𝑣𝑖 𝑣𝑓 − 𝑣𝑖
𝑎= 𝑎= 𝑎=
𝑡 𝑡 𝑡
𝑎𝑡 = 𝑣𝑓 − 𝑣𝑖 𝑎𝑡 = 𝑣𝑓 − 𝑣𝑖 𝒗𝒇 − 𝒗𝒊
𝒕=
𝒂
𝑎𝑡 − 𝑣𝑓 = −𝑣𝑖 𝑎𝑡 + 𝑣𝑖 = 𝑣𝑓
𝒗𝒊 = 𝒗𝒇 − 𝒂𝒕 𝒗𝒇 = 𝒗𝒊 + 𝒂𝒕

STOPLIGHT
Just some quick reminders!
• Identify what you’re looking for. You can’t just pick any random derived
formula and play a guessing game during substitution of values.
• You may familiarize yourselves with the different formulas derived from
the acceleration formula. These are also present in the Formula Guide.
• If this makes you confused with many formulas to be familiar with, just
memorize the acceleration formula and derive from there. Practice the
skill in formula derivation! 😊

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 [Experience]
Grade 10 | Physics
EXAMPLE PROBLEM 1 PRACTICE PROBLEM 1

Michael is driving his sports car at 30 m/s when A particular car can go from rest to 45 m/s in 10
he sees a dog on the road ahead. He slams on the seconds. What is its acceleration?
breaks and comes to a stop in 3.0 seconds. What
is the acceleration of Michael’s car?
GIVEN: vi = 30 m/s ASKED: a = ?
vf = 0 m/s
t = 3.0 s

SOLUTION:
𝑚
𝑣𝑓 − 𝑣𝑖 0 𝑠 − 30 𝑚/𝑠 𝒎
𝑎= = = −𝟑 𝟐
𝑡 10 𝑠 𝒔

CONCLUSION:
The acceleration of Michael’s car is -3 m/s2.

EXAMPLE PROBLEM 2 PRACTICE PROBLEM 2

A speedboat has a constant acceleration of +2.0 A jet is taking off from the deck of an aircraft
m/s2. If the initial velocity of the boat is +6.0 m/s, carrier. Starting from rest, it catapulted with a
what will be its final velocity after 8 seconds? constant acceleration of +29 m/s2 along a
GIVEN: a = +2.0 m/s2 ASKED: vf = ? straight line for 2 seconds. What is its final
vi = +6.0 m/s velocity?
t = 8.0 s

SOLUTION:
𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡
2.0𝑚
𝑣𝑓 = (6.0 𝑚/𝑠) + ( 2 )(8.0 𝑠)
𝑠
𝑚 𝑚
𝑣𝑓 = (6.0 ) + 16
𝑠 𝑠
𝒗𝒇 = +𝟐𝟐 𝒎/𝒔

CONCLUSION:
The final velocity of the speedboat after 8
seconds is +22 m/s.

QUICK CHECK
1. What is the acceleration of a race car that whizzes past you at a constant velocity of 350
km/h?
2. Which undergoes a greater acceleration: an airplane that goes from 1000 km/h to 1005
km/h in 10 seconds, or a skateboard that goes from zero to 5 km/h in 1 second?
SEE PAGE 83 FOR THE ANSWERS.

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 Grade 10 | Physics
EXIT TICKET
EXTEND The Hare and The Tortoise [ Reflection]

CONTEXT WHAT’S IN IT FOR ME?

The Hare and The Tortoise is one of the famous Even the simplest tales and the stories not of the
Aesop’s fables, wherein it tells us a story about the science-fiction genre will tell us a lot of how we
Hare and the Tortoise having a race to see who is are able to describe our motion and how we deal
faster than the other. with it.
INSTRUCTIONS FOR ONLINE LEARNERS
 Go to Module 31 Channel and look for the post with the header “The Hare and The Tortoise”.
 Read the instructions on how to go about the activity.

Read the text on The Hare and The Tortoise and answer the questions that follow.

The Hare and The Tortoise

Link: http://read.gov/aesop/025.html

1. What made the Tortoise win the said race? Did it have something to do with his
speed in moving?
2. Are there some instances wherein you are like the Hare? Like the Tortoise? Explain
your answer.

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 Grade 10 | Physics
LESSON
Uniformly Accelerated Motion
31.6
Learning Objectives Differentiate uniform motion from uniformly accelerated motion
Identify if the situation involves UM or UAM
Solve word problems involving uniformly accelerated motion

ELICIT [ Prelection]

VIDEO INQUIRY: Uniform Motion and Non-Uniform Motion

INSTRUCTIONS FOR ONLINE LEARNERS

1. Watch the two videos mentioned above.
2. Go to Module 31 Kinematics I Channel and
look for a post with a banner “Video Inquiry:
Uniform Motion and Non-Uniform Motion.”
3. Provide the answers to the guide questions
below.

INQUIRY QUESTIONS: Differentiate uniform and

non-uniform motion. Give at least 2 examples
each.
_________________________________
_________________________________
_________________________________
_________________________________

1. How will you know your total distance

covered if you undergo uniform motion?
_________________________________
_________________________________
_________________________________
_________________________________
Uniform Motion and Non-Uniform Motion |
Physics | Don’t Memorise
by Don’t Memorise 2. What causes non-uniform motion of an
https://www.youtube.com/watch?v=VFfF3F object? Cite two causes.
-G9Uk _________________________________
_________________________________
INSTRUCTIONS
_________________________________
Watch the video mentioned above. Provide the
_________________________________
answers to the guide questions on the right
_________________________________
side.

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 Grade 10 | Physics
ENGAGE [Experience]

TAKE NOTE! In the previous lessons, you have known and understood the five
descriptors of motion – distance, displacement, speed, velocity, and acceleration.
UNIFORMLY In Lesson 35.3 and 35.4, you have been introduced to the concept of changing
ACCELERATED MOTION velocity and eventually the term acceleration. You will learn more about uniformly
(UAM) accelerated motion in this part of the module, as well as its comparable attributes
The motion of an object to uniform motion.
along a straight-line path
that is subjected to We’ve seen what uniform motion looks like, but objects don’t always
constant acceleration exhibit uniform motion. Many times, they speed up or slow down, hence their
motion is no longer uniform. Let’s look at the car again, and see what’s happening
RECALL: now.
HOW DO WE DETERMINE
CHANGING VELOCITY?
Changing speed
Changing direction
Changing speed and
direction
FIGURE 1. A car is traveling at an increasing speed.

Does it have uniform motion? No.

Notice that the car is going a different distance in each second. In this case,
during the first second, the car travels 5 meters. After another second, it travels
10 meters more, and after another second, it travels 15 meters more. When
objects like this car travel different distances in equal time intervals, they exhibit
non-uniform motion.

Study the table below. The table shows the different velocities of three
cars for a 4-second interval. (They are all initially from rest; at t = 0, v = 0 m/s)
QUICK CHECK
VELOCITY (m/s)
Recall important TIME (s)
CAR A CAR B CAR C
concepts and skills that
1 2 m/s 3 m/s 8 m/s
are useful in
understanding UAM. 2 4 m/s 3 m/s 6 m/s
3 6 m/s 3 m/s 4 m/s
1. What is acceleration? 4 8 m/s 3 m/s 2 m/s
TABLE 1. Different velocities of three cars during 4 seconds of motion.
2. How will you know
that an object INQUIRY QUESTIONS:
accelerates? 1. What happens to the velocity of each car as each second goes by?
3. When will an object 2. Which car/s exhibit/s uniform motion? Which car/s exhibit/s non-uniform
have zero motion?
acceleration?
4. What is the formula
for acceleration?

31
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 Grade 10 | Physics
WHAT DOES THIS MEAN?
This means that Car B is traveling at
FIGURE 2. The velocity of Car A changes over time. equal distances at equal time intervals. There is
no change in motion observed. It exactly covers
three meters for ever second. Hence, we can say
that Car B undergoes uniform motion.
FIGURE 3. The velocity of Car B remains the same.
If you look at Cars A and C, something
different is happening.
Car A increases its velocity by 2 m/s after
FIGURE 4. The velocity of Car C changes over time.
one second; that is, its velocity increased to 4
m/s at the 2- second interval. The same is
CONCEPTUAL ANALYSIS
happening at the 3- and 4- second intervals. This
• As each second goes by, the velocity of Cars
means that Car A gains velocity at a constant rate
A and C changes while Car B remains the
of 2 m/s for every second.
same.
• Car B exhibits uniform motion while Cars A The same trend can be observed in Car
and C exhibit non-uniform motion. C. It decreases its velocity at a constant rate of 2
m/s every second.
Cars A and C both exhibit a non-uniform motion. Furthermore, this type of motion where the
change (increase or decrease) in velocity is at a fixed rate is called uniformly accelerated motion.

Since the object’s velocity is changing every second, the distance that it covers each second must
also be changing. In general, Uniformly Accelerated Motion (UAM) is motion of an object where the
change in velocity is constant. In other words, the acceleration remains uniform. The table below shows
you the difference between uniform motion and uniformly accelerated motion.

Comparison Uniformly
Uniform Motion
Parameters Accelerated Motion
TAKE NOTE! The motion is
The motion is
different (increasing
If the motion of the object similar to the
Average Speed or decreasing) from
remains unchanged all throughout actual speed of
the actual speed of
that is it covers equal distances in the object.
the object.
equal time intervals then, the
object is in uniform motion.
If the motion of an object It has zero It has non-zero
Linear Motion
increases or decreases at a uniform acceleration. acceleration.
rate, then the object is in uniformly
accelerated motion.
Covers unequal
Covers equal
(increasing distances)
Distance distances in equal
distances in equal
time interval.
time interval.

TABLE 2. A comparison matrix on uniform motion (UM) and uniformly

accelerated motion (UAM).
CONCEPTUAL ATTAINMENT

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 Grade 10 | Physics
Uniformly Accelerated Motion [Evaluate]

INSTRUCTIONS FOR ONLINE LEARNERS

1. Read carefully and briefly answer the following questions regarding relative motion, distance,
and displacement.
2. Go to Module 31 Kinematics I Channel and look for a post with a banner “Conceptual
Attainment: Uniformly Accelerated Motion.”

1. Starting from rest, Car A accelerates to a speed of 25 km/h, and another car accelerates to a speed
of 35 km/h. Which car undergoes the greater acceleration? Why or why not?

2. What is the acceleration of a car that moves at a constant speed of 50 km/h for 50 seconds?
Explain your answer.

3. Can an object have a negative acceleration even if it is going to a positive direction (e.g. East)?
Why or why not?

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 Grade 10 | Physics
FORMATIVE ACTIVITY 1.4 Uniformly Accelerated Motion [ Evaluate]

INSTRUCTIONS FOR ONLINE LEARNERS

1. Go to the Assignments tab and look for Formative Activity 1.4
WORK LABOR
Uniformly Accelerated Motion.
Individual
2. Included in the Assignment is a Microsoft Form link that will direct you
DURATION to the activity.
30 minutes 3. You will be provided with questions and you are to upload a file for your
TOTAL SCORE solution.
25 points 4. Provide Given, Asked, Solution, and Conclusion. You will also write down
PASSING SCORE your work on a clean paper or notebook page and take a picture.
15 points 5. Your name, grade and section should be reflected in the file you upload.
6. Kindly click “turn in” in the Assignment Tab once you have accomplished
the Microsoft Form.
7. Once you are done, kindly proceed to the next part of the module.

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 Grade 10 | Physics

EXPLORE KINEMATIC EQUATIONS:

Quantitative Description of Motion [ Experience]

The description of motion in one dimension with constant acceleration requires only three basic
equations that will allow you to develop simple relationships among kinematic quantities – displacement,
velocity, acceleration, and time.

Using the following equations, you can derive some kinematic equations. Table 3 summarizes
those equations. These are the equations that we have so far:

𝑑 𝑣𝑓 − 𝑣𝑖 𝑣𝑓 − 𝑣𝑖
EQ. 1 𝑣= EQ. 2 𝑣= EQ. 3 𝑎=
𝑡 2 𝑡
𝒅
First, from Equation 1, 𝒗 = 𝒕 , derive it so you can isolate 𝒅 and it becomes 𝒅 = 𝒗𝒕.
Since UAM involves a change in velocity – hence, initial velocity (vi) and final velocity (vf) –
substitute 𝑣 using Equation 2, so that 𝒅 = 𝒗𝒕 becomes
𝒗𝒇 + 𝒗𝒊
𝒅=( )𝒕 (EQ.
𝟐
4)
𝒗𝒇 −𝒗𝒊
Deriving Equation 3, 𝒂 = , to isolate 𝑣𝑓 in which it becomes 𝒗𝒇 = 𝒗𝒊 + 𝒂𝒕 , substitute this
𝒕
to Equation 4, which becomes
(𝒗𝒊 + 𝒂𝒕) + 𝒗𝒊
𝒅=[ ]
𝟐
Combining like terms, it becomes
𝟐𝒗𝒊 + 𝒂𝒕
𝒅=( )𝒕
𝟐
Distributing 𝒕 and simplifying gives us
𝟐𝒗𝒊 𝒕 + 𝒂𝒕𝟐
𝒅=
𝟐

𝟏
𝒅 = 𝒗𝒊 𝒕 + 𝒂𝒕𝟐 (EQ.
𝟐
5)
Another equation could be derived if you substitute Equation 2 and Equation 3 in 𝒅 = 𝒗𝒕.

𝒗𝒇 + 𝒗𝒊 𝒗𝒇 − 𝒗𝒊
𝒅=( )( )
𝟐 𝒂
Simplifying,
𝒗𝒇 𝟐 − 𝒗𝒊 𝟐
𝒅=
𝟐𝒂

𝒗𝒇 𝟐 = 𝒗𝒊 𝟐 + 𝟐𝒂𝒅 (EQ. 6)

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 Grade 10 | Physics
TYPE OF MOTION BEHAVIOR OF PHYSICAL QUANTITIES EQUATIONS
Stationary Object • constant displacement 𝑑 = constant
or • zero velocity 𝑣 = 0 m/s
Object at rest • zero acceleration 𝑎 = 0 m/s2
• increasing or decreasing displacement 𝑑 = 𝑣𝑡
Constant Velocity • constant velocity 𝑑
𝑣=
Or • constant speed 𝑡
Uniform Velocity • no change in direction 𝑎 = 0 m/s2
• zero acceleration
• increasing or decreasing displacement 1
𝑑 = 𝑣𝑖 𝑡 + 𝑎𝑡 2
Constant Acceleration • increasing or decreasing magnitude of 2
Or velocity 2 2
𝑣𝑓 = 𝑣𝑖 + 2𝑎𝑑
Uniformly Accelerated • constant speed but changing direction 𝑣𝑓 − 𝑣𝑖
Motion • constant acceleration 𝑎=
𝑡

TABLE 3. Summary of Kinematic Equations

EXAMPLE PROBLEMS USING 𝒗𝒇 𝟐 = 𝒗𝒊 𝟐 + 𝟐𝒂𝒅 INVOLVED QUANTITIES: vi, vf, a, d

EXAMPLE PROBLEM 1 PRACTICE PROBLEM 1

Eliza is jogging with a velocity of 3.5 m/s when A dragster moves from rest and accelerates at
she accelerates at 2 m/s2. How fast is Eliza 15.76 m/s2 over a distance of 398 meters. What
running now as she covers a distance of 42.5 is its final velocity?
meters?
GIVEN: vi = 3.5 m/s
a = 2 m/s2
d = 42.5 m
ASKED: vf = ?
SOLUTION:

𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎𝑑
𝑣𝑓 2 = (3.5 𝑚/𝑠)2 + 2(2𝑚/𝑠 2 )(42.5 𝑚)
𝑣𝑓 2 = 12.25 𝑚2 /𝑠 2 + 170 𝑚2 /𝑠 2
𝑣𝑓 2 = 182.25 𝑚2 /𝑠 2

√𝑣𝑓 2 = √182.25 𝑚2 /𝑠 2
𝒗𝒇 = 𝟏𝟑. 𝟓 𝒎/𝒔

CONCLUSION:
Eliza runs at 13.5 m/s as she accelerates to cover
a distance of 42.5 meters.

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 Grade 10 | Physics
EXAMPLE PROBLEM 2 PRACTICE PROBLEM 2

Albert is riding his scooter at a velocity of 80 Alexander rides on his bike. He accelerates
km/h. When he sees an old woman crossing the uniformly at 0.72 m/s2 from rest to a speed of
road 45 m away, he immediately steps hard on 7.10 m/s. How far does he travel?
the brakes to get the maximum deceleration of
7.5 m/s2. How far will he go before stopping?
Will he hit the old woman?
GIVEN: vi = 80 km/h or 22.22 m/s
vf = 0 m/s
a = -7.5 m/s2
dwoman = 45 m
ASKED: displacement of Albert
SOLUTION:
𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎𝑑
𝑣𝑓 2 − 𝑣𝑖 2 = 2𝑎𝑑
𝑣𝑓 2 − 𝑣𝑖 2 02 − (22.22 𝑚/𝑠)2
𝑑= =
2𝑎 2(−7.5 𝑚/𝑠 2 )
2 2
−493.73 𝑚 /𝑠
𝑑=
−15 𝑚/𝑠 2
𝒅 = 𝟑𝟐. 𝟗𝟐 𝒎
CONCLUSION:
The acceleration of Michael’s car is -3 m/s2.

EXAMPLE PROBLEM 3 PRACTICE PROBLEM 3

A bullet leaves a rifle with a muzzle velocity of Alexander rides on his bike. He accelerates
500 m/s. While accelerating through the barrel uniformly at 0.72 m/s2 from rest to a speed of
of the rifle the bullet moves a distance of 0.825 7.10 m/s. How far does he travel?
m. Determine the acceleration of the bullet.
GIVEN: vi = 0 m/s ASKED: a = ?
vf = 500 m/s
d = 0.825 m
SOLUTION:
𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎𝑑
𝑣𝑓 2 − 𝑣𝑖 2 = 2𝑎𝑑
𝑣𝑓 2 − 𝑣𝑖 2 (500 𝑚/𝑠)2 − 02
𝑎= =
2𝑑 2(0.825 𝑚)
250, 000 𝑚2 /𝑠 2
𝑎=
1.65 𝑚
𝒂 = 𝟏𝟓𝟏, 𝟓𝟏𝟓. 𝟏𝟓 𝒎/𝒔𝟐
CONCLUSION:
The acceleration of the bullet is 151,515.15 m/s2
or 1.51 x 105 m/s2.

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 Grade 10 | Physics
𝟏
EXAMPLE PROBLEMS USING 𝒅 = 𝒗𝒊 𝒕 + 𝟐 𝒂𝒕𝟐 INVOLVED QUANTITIES: d, vi, a, t

EXAMPLE PROBLEM 4 PRACTICE PROBLEM 4

A bike rider accelerates uniformly at 2.0 m/s2 for A car was moving along a straight-line with an
10.0 seconds. If the rider starts from rest, how initial velocity of 12 m/s and with an acceleration
far will he have travelled? of 2.15 m/s2. If it moved for 4 seconds, how far
GIVEN: vi = 0 m/s ASKED: d = ? did it travel?
a = 2.0 m/s2
t = 10.0 s
SOLUTION:
1
𝑑 = 𝑣𝑖 𝑡 + 𝑎𝑡 2
2
1
𝑑 = (0 𝑚/𝑠)(10.0 𝑠) + (2.0 𝑚/𝑠 2 )(10.0 𝑠)2
2
1
𝑑 = 0 + (2.0 𝑚/𝑠 2 )(100 𝑠 2 )
2
𝑑 = 𝟏𝟎𝟎 𝒎
CONCLUSION:
The bike rider travels 100 m as he accelerates
uniformly for 10.0 seconds.

EXAMPLE PROBLEM 5 PRACTICE PROBLEM 5

A plane, moving from rest, covers 1365 m until it A plane starts from rest and accelerates
reaches its takeoff speed. If it accelerates at 2.86 uniformly at 1.5 m/s2 for a distance of 300 m.
m/s2, how long will it take for the plane to reach How long does the airplane travel?
that takeoff speed?
GIVEN: vi = 0 m/s ASKED: t = ?
a = 2.86 m/s2
d = 1365 m
SOLUTION:
1
𝑑 = 𝑣𝑖 𝑡 + 𝑎𝑡 2
2
1 2
𝑑 = 𝑎𝑡
2
2𝑑 = 𝑎𝑡 2
2𝑑
𝑡2 =
𝑎
2𝑑 2(1365𝑚)
√𝑡 2 = √ = √ = 𝟑𝟎. 𝟖𝟗 𝒔
𝑎 2.86 𝑚/𝑠 2

CONCLUSION:
It takes 30.89 s for the plane to reach its takeoff
speed.

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 Grade 10 | Physics
FORMATIVE ACTIVITY 1.5 Uniformly Accelerated Motion Problem Set 1 [Evaluate]

INSTRUCTIONS FOR ONLINE LEARNERS (HIGH CONNECTIVITY AND LOW

BANDWIDTH):
WORK LABOR
1. Go to the Assignments tab and look for Formative Activity 1.5 Uniformly
Individual
Accelerated Motion Problem Set 1.
DURATION 2. Included in the Assignment is a Microsoft Form link that will direct you
30 minutes to the activity.
TOTAL SCORE 3. You will be provided with questions and you are to upload a file for your
30 points solution.
PASSING SCORE 4. Provide Given, Asked, Solution, and Conclusion. You will also write down
18 points your work on a clean paper or notebook page and take a picture.
5. Your name, grade and section should be reflected in the file you upload.
6. Kindly click “turn in” in the Assignment Tab once you have accomplished
the Microsoft Form.
7. Once you are done, kindly proceed to the next part of the module.

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 Grade 10 | Physics
EXIT TICKET
Physics Along the Road [ Reflection]

CONTEXT
Road signs are placed at certain parts of the area to
inform drivers and pedestrians for roadway use. As
we travel along the busy streets and avenues, we
know which roads have a one-way only rule, which
roads you can or cannot turn left, which parts you
can do a U-turn, and the list goes on. An important
kind of road sign that we should be aware of is the
speed limit.

Speed limits indicate the maximum speed that is

allowed for vehicles to travel on a particular section
of roadway to ensure safety while in in motion.
Exceeding the speed limit results to violations and
WHAT’S IN IT FOR
corresponding ME?
penalties.
We all have been passengers in vehicles, and some
of us want to drive our own cars someday, and being
knowledgeable about this will help us as drivers (or
aspiring drivers) ensure not only our own safety, but
the safety of the pedestrians and other people
around us. Applying the concept of motion in real
life will be beneficial to us, and we will be able to
understand how traffic and the roads are being
managed.
INSTRUCTIONS
 Go to Module 31 Channel and look for the post with the header “Physics Along the Road”.
 Read the instructions on how to go about the activity.

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 Grade 10 | Physics

EXPLAIN [Action]

INSTRUCTIONS FOR ONLINE LEARNERS

Discussion in class or online synchronous session depends on the schedule. Kindly go to the GENERAL
CHANNEL for the specific instructions.

In case, you will be attending the synchronous session, kindly take note of the following:
1. Go to the Posts tab.
2. Within the feed is the post on our scheduled synchronous session.
3. Feel free to take notes during our synchronous sessions. Use the Class Notes section and
enter a new page.

What to prepare for the synchronous session:

Learning from the pre-session readings of Lessons 31.5 to 31.6

What to expect during the synchronous session:

 Checking of understanding on uniform motion and uniformly accelerated motion –
conceptual and problem solving

ALTERNATIVE PLAN:
In case of power outage (either teacher or student, or both), you may review the next lessons
ahead and wait for the instructions from your teacher.
In case of weak internet connection during the video conference (choppy audio, loading
shared screen, etc.), links of the materials used during the session will be provided for you in
the meeting chat box which you are to visit during the period. Make sure you inform your
teacher ahead of time, especially during bad weather wherein it affects the strength of
internet connectivity.

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 Grade 10 | Physics

FORMATIVE ACTIVITY 1.6

ELABORATE Uniformly Accelerated Motion Problem Set 2
[Evaluate]

INSTRUCTIONS FOR ONLINE LEARNERS

1. Go to the Assignments tab and look for Formative Activity 1.6
WORK LABOR
Uniformly Accelerated Motion Problem Set 2.
Individual
2. Included in the Assignment is a Microsoft Form link that will direct you
DURATION to the activity.
25 minutes 3. You will be provided with questions and you are to upload a file for your
TOTAL SCORE solution.
25 points 4. Provide Given, Asked, Solution, and Conclusion. You will also write down
PASSING SCORE your work on a clean paper or notebook page and take a picture.
15 points 5. Your name, grade and section should be reflected in the file you upload.
6. Kindly click “turn in” in the Assignment Tab once you have accomplished
the Microsoft Form.
7. Once you are done, kindly proceed to the next part of the module.

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 EVALUATE Grade 10 | Physics
EXPERIMENT SCORE

1.2 BALLPEN RUNWAY

As an object moves, there are descriptors which can be used to describe its
WORK LABOR
motion – distance, displacement, speed, velocity, and acceleration. When
Individual
an object travels equal distances at equal time intervals, it is said to
DURATION undergo uniform motion. On the other hand, when an object travels
50 minutes unequal distances at certain time intervals, there is a change in its velocity.
DEADLINE This change, however, remains equal or constant, and thus the object is
Within the period said to undergo uniformly accelerated motion.
In this experiment, you will observe an object move in uniformly
accelerated motion.

At the end of this  Find an area where you can work (preferably on the floor/ground).
experiment, you are able  Create your own ramp by using old books or any materials present
to: at home that you can safely use. Just take note that the height of
record the time it the ramp should be at most 0.2 m (or 20 cm). Measure the length
takes for an object of the ramp which will depend on the material you have.
to travel at certain  At the end of the make-shift ramp, measure 1 meter (or 100 cm)
checkpoints using your ruler. Mark the 0.50-m and 1.0-m points using a chalk (if
calculate the any) or extra ballpens pointing at the marks.
average time  Take a picture of your setup, which shall look like this:
calculate the
velocity and
acceleration of an
object

 make-shift ramp
 ruler  Place your ballpen on top of the ramp.
 ballpens  Prepare your timer. You will record the time it takes for the ballpen
 cellphone (timer) to reach the end of the ramp and to pass by the 0.50-m and 1.0-m
 scientific calculator marks.
 Experiment 1.2 If your timer has laps feature, you may use that. Otherwise, you
worksheet may ask help from your parent/guardian/sibling to record the
time as the ballpen passes by the 0.50-m and 1.0-m marks.
 Allow your ballpen to roll from the top of the ramp until the 1.0-m
mark and record the needed time. Obtain a 3-trial data. Calculate
the average time.
 Calculate the velocity and acceleration of the ballpen at the end of
the ramp, at 0.5 m and at 1.0 m.
 Show your solutions in the Calculations portion of the worksheet,
and answer the questions that follow.

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 Grade 10 | Physics

PICTURE OF THE SETUP

DISTANCE (m) TRIAL 1 TRIAL 2 TRIAL 3 AVERAGE TIME

End of the ramp

0.50-m mark

1.0-m mark
TABLE 1. Recorded time of motion of the ballpen passing by different checkpoints

TOTAL DISTANCE AVERAGE TIME VELOCITY ACCELERATION

LOCATION
(m) (s) (m/s) (m/s2)
Top of the ramp 0m 0s 0 m/s 0 m/s2

End of the ramp

0.50-m mark

1.0-m mark
TABLE 2. Total distance, time, velocity, and acceleration of the ballpen

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 Grade 10 | Physics

1. What have you noticed with the values of the velocities of the ballpen as it travels? What about its
acceleration?

2. Did your ballpen undergo acceleration? What are the conditions for an object to accelerate?

1. You are running from rest to a velocity of 7 m/s in 10 seconds as your best friend rushes towards you
and is 60 meters away from you when you are at rest. If your best friend moves at a constant speed of 10
m/s in the same time interval of your motion, how far will you travel? Will you and your best friend crash?

2. You are standing on a hoverboard which just switches on and starts to accelerate from rest to a velocity
of 3 m/s in 5 seconds. You continue to move on your hoverboard for 5 more seconds but at a constant
velocity of 3 m/s. What is your total distance travelled within the 10-second motion?

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 Grade 10 | Physics
LESSON
Graphical Analysis of Motion
31.7
Learning Objectives Differentiate uniform motion from uniformly accelerated
motion
Identify if the situation involves UM or UAM
Solve word problems involving uniformly accelerated motion

You have learned that you can describe the motion of an object is by identifying its distance,
displacement, speed, velocity, and acceleration. Our study of 1-dimensional kinematics has been
concerned with the multiple means by which the motion of objects can be represented. Such means
include the use of words, the use of diagrams, the use of numbers, the use of equations, and the use of
graphs.

ELICIT [Prelection]

DISCUSSION BOARD: Graphs

INSTRUCTIONS FOR ONLINE LEARNERS:

1. Kindly go to the Posts tab of the Module 31 Channel.
2. Look for the latest post with a header DISCUSSION BOARD: Graphs.
3. Consider your experience learning about graphs (in general) in the previous school years. Talk
about it using the comments in the DISCUSSION BOARD: Graphs post.
4. As to align ideas, comments and questions, here are some prompts that you may consider
during the discussion: (choose 1)
a. Realizations on advantages and benefits of using graphs (in learning and in the real
world)
b. Difficulties and challenges in making and interpreting graphs
5. Give yourself around 5-7 minutes constructing and giving your thoughts online. Make your
responses brief yet concise. Afterwards, you may also react and/or comment on your
classmates’ replies as well, thus stimulating a discussion.
6. You may continue giving out reactions and/or comments every now and then during the
asynchronous session, or side-by-side module reading if you can multi-task.
7. TAKE NOTE: Please be mindful of your replies and reactions. This activity is to regulate an
educational discussion in line with the topic.

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 ENGAGE [Experience]
Grade 10 | Physics
VIDEO INQUIRY: Position vs. Time Graph

Graphs of Motion – Part 1 Interpreting Motion Graphs

by MpPhysics403 by Jennifer Cash
https://www.youtube.com/watch?v=FK6dc9T https://www.youtube.com/watch?v=7GJ_SY
tEuw M8cyU
INSTRUCTIONS: Go to the Class Notes section of your Student Class Notebook and click on the VIDEO
INQUIRY: Position vs. Time Graph page. You are provided with a blank page for you to scribble down
notes based on what the videos show you.

EXPLORE [Experience]

In the previous lessons, the definitions of the different descriptors of motion are paired with the
corresponding mathematical variables and equations to quantify our meaning of “fast”, “slow”, “near”,
“far”, “getting faster”, “getting slower”, or even as simple as “not moving”.

It has been previously taught during your lower years that the concept of graphing is vital in
visualizing relationships between things and how we can respond to such relationships in order to survive
and to understand the world we are living in. For this topic in Physics, you will be learning how to make,
understand and interpret motion graphs.

Motion graphs are visual tools in giving information about an object’s motion. These show us the
trends and relationships among the descriptors of motion over a certain period as being illustrated
through the kind of line and slope a certain graph has.

There are three kinds of motion graphs, but we will only focus on two: position vs. time graph,
and velocity vs. time graph.

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POSITION VS. TIME GRAPH

A position vs. time graph (or distance vs. time graph) tells an object’s
TAKE NOTE! position at different points in time. The graph is not a picture of the object’s path.
Rather, the line represents the positions of an object between the recorded data
POSITION VS. TIME points.
GRAPH
x-axis: time (s) In a position vs. time graph, the x-axis represents the time elapsed during
y-axis: position (m) the motion while the y-axis represents the position of the object, giving us
information about its total distance and/or total displacement.
slope: velocity The positive direction of the motion of an object is indicated by the
steeper slope, faster positive values of the y-axis, while the negative direction of the motion of an
velocity object is indicated by the negative values.
less steep slope,
slower velocity Consider the examples below.

CONCEPTUAL EXAMPLE 1-A

TABULATED DATA:
Total Distance
Point Time (s)
(m)
A (at rest) 0s 0m
B 1s 1m
C 2s 2m
D 3s 3m
E 4s 4m
TABLE 1. Tabulated data for Figure 1
FIGURE 1. A young woman walks at a constant velocity.

A young woman covers a 4-meter straight-line path for 4 seconds.

From this sentence and seeing the ticker tape diagram below the young woman, you can
immediately get her velocity which is 1 m/s by dividing the total distance covered by total time.
The illustration and the tabulated data also support the example.

This is how a position vs. time graph looks like for Example 1-A:

WHAT CAN WE GET FROM THIS MOTION

GRAPH?
We can predict the motion of the young
woman.
Given that she covers 1 meter every
second, we can predict that on the 5th
second, she already covers a total of 5
meters.
This is called graph extrapolation
FIGURE 2. Position vs. Time graph of the young woman
(predicting OUTSIDE the graph).

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WHAT ELSE CAN THE GRAPH SHOW US?
Notice that in the graph, you are given
with position and time. But there is
another descriptor of motion present –
velocity.
TAKE NOTE!
You have learned the definition of slope A straight-line diagonal line graph
being the steepness of a line and can be has a slope representing CONSTANT
quantified by dividing the “rise” over VELOCITY to the POSITIVE direction, which
“run”.] means, if your position refers to East-
The “rise” in this example is the change in West, your positive direction is East, and if
POSITION while the “run” is the change in North-South, your positive direction is
TIME. North.
The slope of position vs. time graph
representsspeaking,
Mathematically VELOCITY,
we more specifically
can quantify the slope of the graph by getting any two points from
CONSTANT VELOCITY.
the graph. For example, we get the coordinates (4,4) and (1,1):

𝑟𝑖𝑠𝑒 𝑦2 − 𝑦1 4 𝑚 − 1 𝑚 3𝑚
𝑠𝑙𝑜𝑝𝑒 = = = = = 𝟏 𝒎/𝒔
𝑟𝑢𝑛 𝑥2 − 𝑥1 4𝑠−1𝑠 3𝑠

Since the slope of the graph is 1 m/s, thus the woman moves at a constant velocity of 1 m/s.

CONCEPTUAL EXAMPLE 1-B

TABULATED DATA:
Total Distance
Point Time (s)
(m)
A (at rest) 0s 0m
B 1s 2m
C 2s 4m
TABLE 2. Tabulated data for Figure 3

𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 (𝑚) 4 𝑚
𝑠𝑝𝑒𝑒𝑑 = = = 2 𝑚/𝑠
FIGURE 3. A young woman walks at a faster constant velocity. 𝑡𝑖𝑚𝑒 (𝑠) 2𝑠

A young woman covers a 4-meter straight-line path for 2 seconds. Her velocity is 2 m/s.

GRAPH EXTRAPOLATION: During the 3rd second,

the young woman would have travelled a total of
6 meters.
SLOPE OF THE GRAPH:
𝑟𝑖𝑠𝑒 𝑦2 − 𝑦1 4 𝑚 − 2 𝑚 2𝑚
𝑠𝑙𝑜𝑝𝑒 = = = =
𝑟𝑢𝑛 𝑥2 − 𝑥1 2𝑠−1𝑠 1𝑠
= 𝟐 𝒎/𝒔
Since the slope of the graph is 2 m/s, thus the
FIGURE 4. Position vs. Time graph of the young woman
young woman moves at a constant velocity of 2
m/s.

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 Grade 10 | Physics
CONCEPTUAL EXAMPLE 1-C

TABULATED DATA:
Total Distance
Point Time (s)
(m)
A (at rest) 0s 0m
C 1s 1m
E 2s 2m
G 3s 3m
I 4s 4m
TABLE 3. Tabulated data for Figure 5
FIGURE 5. A young woman walks at a slower constant velocity.
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 (𝑚) 4 𝑚
𝑠𝑝𝑒𝑒𝑑 = = = 0.5 𝑚/𝑠
𝑡𝑖𝑚𝑒 (𝑠) 8𝑠

A young woman covers a 4-meter straight-line path for 8 seconds. Her velocity is 0.5 m/s.

GRAPH EXTRAPOLATION: During the 10th second,

the young woman would have travelled a total of
5 meters.
SLOPE OF THE GRAPH:
𝑟𝑖𝑠𝑒 𝑦2 − 𝑦1 4 𝑚 − 1 𝑚 3𝑚
𝑠𝑙𝑜𝑝𝑒 = = = =
𝑟𝑢𝑛 𝑥2 − 𝑥1 8𝑠−2𝑠 6𝑠
= 𝟎. 𝟓 𝒎/𝒔
FIGURE 6. Position vs. Time graph of the young woman Since the slope of the graph is 2 m/s, thus the
velocity of the young woman is 0.5 m/s.

Now, look at what happens when we combine all graphs in a single quadrant:

FIGURE 7. An illustration and position vs. time graph of a young woman’s motion having constant
velocity as well as a faster and slower constant velocity.
WHAT CAN WE CONCLUDE?
Based on the given data in the three different situations, we are provided with the values of the
respective slopes of the line graphs. These slopes also tell us the different velocities the young woman
may possibly have.
The steeper the slope, the faster the object. The less steep, the slower.

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 Grade 10 | Physics
Now you may have a question in mind. Will the position vs. time graph always be a straight diagonal
line pointing towards the upper right direction (or sloping to the right)?

The answer is no. The graph will depend on the kind of motion an object undergoes. Below is a
tabulated summary of the important concepts in understanding the motion of an object being plotted in
a position vs. time graph.

CONSTANT, POSITIVE VELOCITY

FIGURE 8. An illustraiton and motion graph of an object moving at a constant velocity towards the positive direction

Straight diagonal line graph: object is moving at CONSTANT VELOCITY

Diagonal line is pointing to the upper right direction: POSITIVE DIRECTION (East if East-West
movement, North if North-South movement, forward if forward-backward movement)

CONSTANT, NEGATIVE VELOCITY

FIGURE 9. An illustration and motion graph of an object moving at a constant velocity towards the negative direciton

Straight diagonal line graph: object is moving at CONSTANT VELOCITY

Diagonal line is pointing to the lower right direction: NEGATIVE DIRECTION (West if East-West
movement, South if North-South movement, backward if forward-backward movement)

STATIONARY / AT REST
FIGURE 10. An illustration and motion graph of an object at rest

Straight horizontal line: object is not moving/stationary/AT REST

Graphically speaking, since the line graph is a horizontal line, there is NO SLOPE.
Conceptually speaking, since the object is at rest, it has NO VELOCITY.

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 Grade 10 | Physics

ACCELERATING, POSITIVE DIRECTION

FIGURE 11. An illustration and motion graph of an object accelerating towards the positive direction.

ACCELERATING, NEGATIVE DIRECTION

FIGURE 12. An illustration and motion graph of an object accelerating towards the negative direction.

DECELERATING, POSITIVE DIRECTION

FIGURE 13. An illustration and motion graph of an object decelerating towards the positive direction.

DECELERATING, NEGATIVE DIRECTION

FIGURE 14. An illustration and motion graph of an object decelerating towards the negative direction.

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CONCEPTUAL EXAMPLE 2

Angelica walks along a straight-line path for 4 seconds and stops moving for 3 seconds.

FIGURE 16. Position vs. Time graph of Angelica’s motion

Interpretation:
The diagonal line from Point A to E shows
that Angelica moves at a constant velocity
FIGURE 15. An illustration of Angelica’s motion
for 4 seconds.
The horizontal line from Point E to F
shows that Angelica was at rest for 3
seconds.

CONCEPTUAL EXAMPLE 3

Jose stands calmly at Point A for 2 seconds and beings to walk for 2 more seconds to Point B.
Immediately, he turns back to walk to the opposite direction until Point C for another 6 seconds.

FIGURE 18. Position vs. Time graph of Jose’s motion

Interpretation:
The horizontal line shows Jose being
FIGURE 17. An illustration of Jose’s motion
stationary or at rest since he is standing.
The diagonal line going upper right shows
Jose moving at a constant velocity
towards Point B in the figure.
The diagonal line going lower right shows
Jose moving at a constant velocity but to
the opposite direction towards Point C in
the figure.

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 Grade 10 | Physics
QUICK CHECK TAKE NOTE!
Interpret these position-vs-time graphs: If the acceleration
1. 2. is zero, then the velocity-
time graph is a horizontal
line (i.e., the slope is zero).
If the acceleration
is positive, then the line is
an upward sloping line (i.e.,
the slope is positive).
If the acceleration
is negative, then the
SEE PAGE 82 FOR THE ANSWERS.
velocity-time graph is a
downward sloping line (i.e.,
INSTRUCTIONS the slope is negative).
Kindly proceed to page 60 of the module and read the instructions
If the acceleration
for Formative Activity on Interpreting Position VS. Time Graphs.
is great, then the line slopes
After accomplishing the task, you may continue reading the
up steeply (i.e., the slope is
EXPLORE part of the module which focuses on Velocity vs. Time
great).
Graphs.

EXPLORE [Experience]

VIDEO INQUIRY: Velocity vs. Time Graph

Graphs of Motion – Part 2 Interpreting Velocity Graphs

by MpPhysics403 by Jennifer Cash
https://www.youtube.com/watch?v=3zD8u7 https://www.youtube.com/watch?v=NKOzGf
DO304 1nNfc

INSTRUCTIONS FOR ONLINE LEARNERS

1. Read carefully and briefly answer the following questions regarding relative motion, distance,
and displacement.
2. Go to Module 31 Kinematics I Channel and look for a post with a banner “VIDEO INQUIRY:
Velocity vs. Time Graph.”
4. Provide the answers to the guide questions on the right side.

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 Grade 10 | Physics
VELOCITY VS. TIME GRAPH
A velocity vs. time graph tells tells an object’s velocity at different points
in time. The kind of line graphs present in a velocity vs. time graph may look and
TAKE NOTE! mean differently than that in a position vs. time graph.
VELOCITY VS. TIME GRAPH In a velocity vs. time graph, the x-axis represents the time elapsed during
x-axis: time (s) the motion while the y-axis represents the velocity of the object, giving us
y-axis: velocity (m/s) information if such velocity is constant or changing.

slope: acceleration The positive velocity (going to the positive direction) of the motion of an
steeper slope, greater object is indicated by the positive values of the y-axis, while the negative velocity
acceleration (going to the negative direction) of the motion of an object is indicated by the
less steep slope, lesser negative values.
acceleration
Consider the examples below.

CONCEPTUAL EXAMPLE 1
A young woman covers 4 meters in 4 seconds. She moves at a constant velocity of 1 m/s.

FIGURE 19. An illustration of a young woman moving at a constant velocity

POSITION VS. TIME GRAPH VELOCITY VS. TIME GRAPH

FIGURE 20. A position vs. time graph of the motion of the young woman FIGURE 21. A velocity vs. time graph of the motion of the young woman

Since, in our example, the young woman

The slope of the line represents an object’s maintains the same velocity at 1 m/s in 4 seconds,
VELOCITY. If it is a straight diagonal line, this tells there is not much change shown in the graph.
us that the object moves at a CONSTANT Therefore, if the graph is a horizontal line, this tells
VELOCITY. us that the object moves at a CONSTANT
VELOCITY.

And since the slope of a velocity vs. time graph is the object’s acceleration, then the object has zero
acceleration if the v vs. t graph shows a horizontal line.

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 Grade 10 | Physics
CONCEPTUAL EXAMPLE 2
A young woman accelerates at 1 m/s2 n 4 seconds, covering a total distance of 8 meters.

FIGURE 22. An illustration of a young woman undergoing acceleration.

POSITION VS. TIME GRAPH VELOCITY VS. TIME GRAPH

FIGURE 23. A position vs. time graph of the motion of the young woman FIGURE 24. A velocity vs. time graph of the motion of the young woman

Since, in our example, the young woman changes

The slope of the line represents an object’s
her velocity by 1 m/s for every second. Therefore,
VELOCITY. If it is parabolic graph, this tells us that
if the graph is a diagonal line (upward), this tells us
the object moves at a CHANGING VELOCITY; thus,
that the object is ACCELERATING to the POSITIVE
it ACCELERATES.
DIRECTION.

Just like the position vs. time graph, there are also other important velocity vs. time graphs that should
be taken note of, especially in interpreting and analyzing the motion of an object.

AT REST / STATIONARY / ZERO VELOCITY

FIGURE 25. An illustration and velocity vs. time graph of an object at rest.

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 Grade 10 | Physics

CONSTANT VELOCITY to the POSITIVE DIRECTION

FIGURE 26. An illustration and velocity vs. time graph of an object at constant velocity to the positive direction.

CONSTANT VELOCITY to the NEGATIVE

DIRECTION
FIGURE 27. An illustration and velocity vs. time graph of an obejct at constant velocity ot the NEGATIVE DIRECTION.

RIGHTWARD VELOCITY, RIGHTWARD

ACCELERATION
FIGURE 28. An illustration and velocity vs. time graph of an object accelerating to the positive direciton

RIGHTWARD VELOCITY, LEFTWARD

ACCELERATION
FIGURE 29. An illustration and velocity vs. time graph of an obejct decelerating to the positive direction

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 Grade 10 | Physics

LEFTWARD VELOCITY, LEFTWARD ACCELERATION

FIGURE 30. An illustration and velocity vs. time graph of an object accelerating to the negative direction

LEFTWARD VELOCITY, RIGHTWARD

ACCELERATION
FIGURE 31. An illustration and velocity vs. time graph of an object decelerating to the negative direction

CONCEPTUAL EXAMPLE 3

Angelica stands calmly for 2 seconds at a certain position. She then runs at an increasing speed
(accelerating) for 2 seconds before walking at a constant velocity for 3 more seconds.

Interpretation:
Line A is a horizontal line lies along the x-
axis, which tells us that Angelica is at rest.
Line B is an upward diagonal line, which
C tells us that Angelica is accelerating.
Line C is a horizontal line, which tells us
Angelica moves at a constant velocity.

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 Grade 10 | Physics
CONCEPTUAL EXAMPLE 4

Jose accelerates for 2 seconds, then decelerates for another 2 seconds. Thereafter, he immediately
turns back and accelerates for 3 seconds more.

Interpretation:
Line A is an upward diagonal line, which
tells us that Jose is accelerating.
Line B is a downward diagonal line, which
tells us that Jose is decelerating.
Line C is a downward diagonal line in the
4th quadrant, which tells us that Jose is
accelerating to the opposite direction of
his motion.

QUICK CHECK Refer to the graph on the left side.

1. How fast is the object moving at t =
5s?
2. Which of the following leg/s (A, B,
C, D, E, F and/or G) show change in
velocity?
3. Which of the following leg/s show
zero acceleration?
4. Which of the following leg/s show
positive velocity?
5. Which of the following leg/s show
negative velocity?
See Page 82 for the answers.

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 Grade 10 | Physics
FORMATIVE ACTIVITY 1.7A Interpreting Position VS. Time Graphs [Evaluate]

INSTRUCTIONS FOR ONLINE LEARNERS:

WORK LABOR
1. Go to the Assignments tab and look for Formative Activity 1.7
Individual
Interpreting Position VS. Time Graphs.
DURATION 2. Included in the Assignment is a Microsoft Form link that will direct you
25 minutes to the activity.
TOTAL SCORE 3. Read and answer the questions carefully. There are photos included in
30 points the Microsoft Form, so if not a single photo shows up in your device,
PASSING SCORE kindly notify your teacher immediately.
18 points 4. Kindly click “turn in” in the Assignment Tab once you have accomplished
the Microsoft Form.
5. Once you are done, kindly proceed to the next part of the module.

FORMATIVE ACTIVITY 1.7B Interpreting Velocity VS. Time Graphs [Evaluate]

INSTRUCTIONS FOR ONLINE LEARNERS:

WORK LABOR
1. Go to the Assignments tab and look for Formative Activity 1.8
Individual
Interpreting Velocity VS. Time Graphs.
DURATION 2. Included in the Assignment is a Microsoft Form link that will direct you
25 minutes to the activity.
TOTAL SCORE 3. Read and answer the questions carefully. There are photos included in
20 points the Microsoft Form, so if not a single photo shows up in your device,
PASSING SCORE kindly notify your teacher immediately.
12 points 4. Kindly click “turn in” in the Assignment Tab once you have accomplished
the Microsoft Form.
5. Once you are done, kindly proceed to the next part of the module.

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 Grade 10 | Physics

FORMATIVE ACTIVITY 1.8

ELABORATE [Evaluate]
Motion Graphs

INSTRUCTIONS FOR ONLINE LEARNERS:

1. Go to the Assignments tab and look for Formative Activity 1.9 Motion
WORK LABOR
Graphs.
Individual
2. Read the statements carefully, which are also mentioned below:
DURATION
50 minutes 1. A cyclist traveling along a straight path maintains a constant velocity of
TOTAL SCORE 5.0 m/s West. At time t=0 s, the cyclist is 250 m West of Point A (origin).
30 points a. Plot a position-time graph of the cyclist’s location from point A
PASSING SCORE at 10.0-s intervals for a total time of 60.0 s.
18 points b. What is the cyclist’s position from point A at 60.0 s?
DEADLINE c. What is the displacement from the starting position at 60.0 s?
Within the period 2. Draw a position-time graph for two cars traveling to a beach that is 50
km from school. At noon, car A leaves a store that is 10 km closer to the
beach than the school is and moves at 40 km/h. Car B starts from school
at 12:30 PM, and moves at 100 km/h. When does each car get to the
beach?

3. On a piece of paper (or a notebook page), write the proper heading and
write your answers to the two items.
4. Make sure that the motion graphs you create are readable and
understandable.
5. Take a photo of your work and click “Add Work” in the Assignment to
upload it.
6. Once you are done, kindly proceed to the next part of the module.

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EXPLAIN [Experience]

INSTRUCTIONS
Discussion in class or online synchronous session depends on the schedule. Kindly go to the GENERAL
CHANNEL for the specific instructions.

In case, you will be attending the synchronous session, kindly take note of the following:
1. Go to the Posts tab.
2. Within the feed is the post on our scheduled synchronous session.
3. Feel free to take notes during our synchronous sessions. Use the Class Notes section and
enter a new page.

What to prepare for the synchronous session:

Learning from the pre-session readings of Lessons 35.7
What to expect during the synchronous session:
 Clarification of concepts about motion graphs
 Activity on graphing motion (position vs. time and velocity vs. time)
ALTERNATIVE PLAN:
In case of power outage (either teacher or student, or both), you may review the next lessons
ahead and wait for the instructions from your teacher.
In case of weak internet connection during the video conference (choppy audio, loading
shared screen, etc.), links of the materials used during the session will be provided for you in
the meeting chatbox which you are to visit during the period. Make sure you inform your
teacher ahead of time, especially during bad weather wherein it affects the strength of
internet connectivity.

EXIT TICKET
Discussion Board – Motion Graphs [ Reflection]

CONTEXT
Understanding and analyzing motion graphs can
be challenging and may require us to ask help
from other people. At the same time, there may
have also been some little hints of light wherein
we understand easily, depending on the situation.

WHAT’S IN IT FOR ME?

It is also good to share some realizations and tips
with one another in terms of doing graphical
analysis of motion. Aside from learning from the
teacher, it is also good to learn from your fellow
classmates.
INSTRUCTIONS FOR ONLINE LEARNERS:
 Go to the Module 31 Channel and look for a post with a header “Exit Ticket – Motion Graphs.”
 Read the instructions on how to go about with the Discussion.

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LESSON
Free Fall
31.8
Learning Objectives Differentiate uniform motion from uniformly accelerated motion
Identify if the situation involves UM or UAM
Solve word problems involving uniformly accelerated motion

ELICIT [Prelection]

VIDEO INQUIRY: Free Fall Motion

INSTRUCTIONS FOR ONLINE LEARNERS
1. Watch the two videos mentioned above.
2. Go to Module 31 Kinematics I Channel and
look for a post with a banner “Video Inquiry:
Free Fall Motion.”
3. Provide the answers to the guide questions
below.
INQUIRY QUESTIONS:
1. Describe free fall motion. Give at least 2
Brian Cox visits the world’s biggest vacuum | examples.
Human Universe – BBC by BBC ______________________________________
https://www.youtube.com/watch?v=E43-CfukEgs ______________________________________
______________________________________
______________________________________
______________________________________
2. What does the variable g represent and what is
its value?
______________________________________
______________________________________
______________________________________
Physics, Kinematics (1 of 12) What is Free Fall? An ______________________________________
Explanation by Step-by-Step Science
______________________________________
https://www.youtube.com/watch?v=6wEEa8-RSqU
3. What happens to the velocity, displacement,
and acceleration of the object as it undergoes
free fall motion (dropped)? As it is thrown
upwards?
______________________________________
______________________________________
______________________________________
______________________________________
What is Free Fall? | Physics in Motion by GPB ______________________________________
Education
https://www.youtube.com/watch?v=XlFhOygrDoM

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ENGAGE [Experience]

THE CONCEPT OF FALLING

What goes up must come down. It is a common

observation that you toss a coin up, it will come down
after some time. What makes it come down? Which
way is up?

When we say, “something is falling down,” we

mean, it is falling toward the ground. Since the earth is
round, therefore, falling down means moving toward
the center of the earth. The apple falls down because it
is pulled by the earth. The apple is moving toward the
FIGURE 1. Tossing of coin center of the earth.
and an apple falling down

FREE FALL MOTION

If an object is held above the ground and then is released, it would fall toward the ground due to
the gravitational attraction between the Earth and the object. The Earth’s gravitational force keeps us and
everything else on Earth in place and prevents us from floating in space.

When an object falls under the influence of gravity alone, the object is in a state of free fall. This
also means that no other forces are restraining its motion.

Since we are surrounded with air particles around us, it is logical to say that if an object falls, air
friction or air resistance (also known as ‘drag’) will be present. But to see the effect of gravity in an object,
for this topic on Free Fall Motion, we will neglect air resistance.

STORY TIME!
In Ancient Greece, Aristotle was a famous Greek philosopher and
polymath and was known for a lot of things, including his notion that the
speed of a falling object would depend on its mass, shape, orientation, and
its ability to split the medium through which it passes (in this case, air). This
was believed for hundreds of years until Galileo Galilei demonstrated an
experiment from the top of the Leaning Tower of Pisa by allowing two
cannonballs of different masses to fall to the ground, and further studied on
the negligence of the “action of the medium” – in this case, air resistance –
to disprove Aristotle’s claim. Years later, Galileo’s idea was supported by
Isaac Newton’s law of universal gravitation.

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CONCEPTUAL EXAMPLE 1

"Wouldn't an elephant free-fall faster than a mouse?“

If we are considering the specific type of falling motion

known as free-fall, the objects move under the sole influence of
gravity. More massive objects will only fall faster if there is an
appreciable amount of air resistance present.

However, objects that are truly in free fall do not

encounter air resistance. Subsequently, all objects free fall at the
FIGURE 2. An elephant and a mouse
theoretically free-falling to the ground. same rate of acceleration, regardless of their mass.

CONCEPTUAL ATTAINMENT: Free Fall [Action]

CONTEXT
Uniformly Accelerated Motion (UAM) tackles not only the
horizontal motion, but also the vertical aspect which is known
as free fall motion. The concept of free fall motion and even
further understanding the role of air resistance (because
neglecting air resistance is only nearly possible to observe in
vacuum or in places with relatively lesser air particles).

WHAT’S IN IT FOR ME?

It is best to understand the concept of free fall present even in
the simplest everyday situations like playing ball sports,
bungee jumping, the invention of the parachute, how airplanes
seem to “go against gravity” and several others.

INSTRUCTIONS
Read and answer the questions below. Go to Module 31 Kinematics I Channel and look for a post with a
banner “Conceptual Attainment: Free Fall. “

1. “In free fall, air resistance is more effective in slowing a feather than a coin.” Is this correct or not?
Explain.

2. For a freely falling object dropped from rest, what is the acceleration at the end of the fifth second
of fall? At the end of the tenth second of fall? Defend your answers.

3. If you drop an object, its acceleration toward the ground is 9.8 m/s2. If you throw it down instead,
would its acceleration after throwing be greater than 9.8 m/s2? Why or why not?

4. As speed increases for an object in free fall, does acceleration increase also?

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When an object is dropped, the object starts from rest and

gains speed as it falls. This gain in speed (or change in speed) indicates
that the object accelerates as it falls because of gravity (denoted as g).
Take a look at the figure below.
TIME (s) VELOCITY ACQUIRED (m/s)
0 0 m/s
1 -9.8 m/s
2 -19.6 m/s
3 -29.4 m/s
TABLE 1. The gain in speed of a ball being dropped from a certain height

Table 1 shows the instantaneous speeds of a freely falling ball

at 1-second intervals. The important thing to consider is how the
speed changes. During each second of fall, the ball gains a speed of
9.8 m/s downwards, or -9.8 m/s. This gain per second refers to the
acceleration of the ball. The acceleration due to gravity (or the “free-
FIGURE 3. A ball being dropped fall acceleration”) is -9.8 m/s2.
from a certain height

KINEMATIC EQUATIONS
QUICK CHECK
Neglecting air resistance, all word problems involving free fall
What would be the motion can be solved using the kinematic equations for uniformly
velocity acquired by the accelerated motion. The table below shows the comparison of such
ball during the 4th equations used for horizontal UAM and vertical UAM (free fall).
second? 5th second?
SEE PAGE 82 FOR THE ANSWERS. Kinematic Vertical UAM
Horizontal UAM
Equation (Free Fall)
1 𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡 𝑣𝑓𝒚 = 𝑣𝑖𝒚 + 𝒈𝑡

TAKE NOTE! 1 1
2 𝑑 = 𝑣𝑖 𝑡 + 𝑎𝑡 2 𝑑𝒚 = 𝑣𝑖𝒚 𝑡 + 𝒈𝑡 2
2 2
In the previous lessons,
we used the variable a to 3 𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎𝑑 𝑣𝑓𝒚 2 = 𝑣𝑖𝒚 2 + 2𝒈𝑑𝒚
represent acceleration. In
this case, since the value
of acceleration is CONVENTION
constant, we can denote
acceleration due to gravity It is important to use a uniform sign convention, especially for
as g which is equal to -9.8 problem solving. Take note of the following:
m/s2. up (↑) – positive (+)
displacement (dy)
down (↓) – negative (-)
The value of g varies
up (↑) – positive (+)
slightly in different velocity (viy and vfy)
locations and differs down (↓) – negative (-)
greatly in different planets acceleration (g) up (↑) and down (↓) – negative (-)

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EXAMPLE PROBLEMS – FREELY FALLING OBJECTS CONDITION: Initial velocity is ZERO (starting from
rest)

EXAMPLE PROBLEM 1 PRACTICE PROBLEM 1

The time it takes for a male bungee jumper to A skydiver steps from a high-flying helicopter. In
freely falling 1.5 seconds. What is his velocity at the absence of air resistance, how fast should he
the end of 1.5 seconds? be falling at the end of 15 seconds?
GIVEN: viy = 0 m/s ASKED: vfy = ?
t = 1.5 s
g = -9.8 m/s2
SOLUTION:
𝑣𝑓𝑦 = 𝑣𝑖𝑦 + 𝑔𝑡
𝑣𝑓𝑦 = 0 𝑚/𝑠 + (−9.8 𝑚/𝑠 2 )(1.5 𝑠)
𝑣𝑓𝑦 = −𝟏𝟒. 𝟕 𝒎/𝒔
CONCLUSION:
The velocity of the male bungee jumper after 1.5
seconds is -14.5 m/s.

EVALUATION: The sign of the magnitude of

velocity is negative since the male bungee
jumper is freely falling at a downward direction.

EXAMPLE PROBLEM 2 PRACTICE PROBLEM 2

The time it takes for a male bungee jumper to An apple drops from a tree and hits the ground
freely falling 1.5 seconds. How far does he fall? after 3 seconds. Calculate how far it falls.
GIVEN: viy = 0 m/s ASKED: dy = ?
t = 1.5 s
g = -9.8 m/s2
SOLUTION:
1
𝑑𝑦 = 𝑣𝑖𝑦 𝑡 + 𝑔𝑡 2
2
1
𝑑𝑦 = (0 𝑚/𝑠)(1.5 𝑠) + (−9.8 𝑚/𝑠 2 )(1.5 𝑠)2
2
1
𝑑𝑦 = (−9.8 𝑚/𝑠 2 )(2.25 𝑠 2 )
2
𝑑𝑦 = −𝟏𝟏. 𝟎𝟑 𝒎
CONCLUSION:
The displacement of the bungee jumper is -11.03
m.

EVALUATION: Notice that, in this situation, the

displacement is negative because of the
jumper’s direction (downward).

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EXAMPLE PROBLEM 3 PRACTICE PROBLEM 3

A rock, initially at rest, falls off a high cliff. A man is standing on the edge of a high cliff. He
Neglecting air resistance, how far has the rock drops a rock and lets it freely fall for 10 seconds
fallen when its speed is -39.2 m/s? until it reaches the ground below. How high is
GIVEN: viy = 0 m/s ASKED: dy = ? the cliff if the velocity of the rock before it hits
vfy = -39.2 m/s the ground is -98 m/s?
g = -9.8 m/s2
SOLUTION:
𝑣𝑓𝑦 2 = 𝑣𝑖𝑦 2 + 2𝑔𝑑𝑦
𝑣𝑓𝑦 2 − 𝑣𝑖𝑦 2 = 2𝑔𝑑𝑦
𝑣𝑓𝑦 2 − 𝑣𝑖𝑦 2
𝑑𝑦 =
2𝑔
(−39.2 𝑚/𝑠)2 − (0 𝑚/𝑠)2
𝑑𝑦 =
2(−9.8 𝑚/𝑠 2 )
𝑑𝑦 = −𝟕𝟖. 𝟒 𝒎
CONCLUSION:
The rock has fallen -78.4 m when its speed is -
39.2 m/s.

QUICK CHECK
1. A bag is dropped from a hovering helicopter.
The bag has fallen for 2.0 seconds. What is the
bag’s velocity? How far has the bag fallen?
Ignore air resistance.
2. A stone that starts at rest is in free fall for 8.0
seconds. What is the stone’s velocity? What is
the stone’s displacement during this time?
SEE PAGE 82 FOR THE ANSWERS.

So far, we have been considering objects moving straight downward in the direction of the pull of
gravity. How about an object thrown straight upward?

Once released, it continues to move upward for a time and then comes back down. At the object’s
highest point, when it is changing its direction of motion from upward to downward, its instantaneous
speed is zero. Then it starts downw ard just as if it had been dropped from rest at that height.

So what’s happening with the velocity, displacement, time, and acceleration of an object if it is thrown
upwards? We have to consider two parts: when the object goes UP and when the object goes DOWN. This
means that there will be “two sets” of initial velocities, final velocities, time, and acceleration.

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GOING UP GOING DOWN

A – The object is being thrown E – This part follows the

upwards, hence its viy↑ is non- condition of a freely falling
zero. object. This time, we consider
viy↓ as zero since it was
momentarily at rest.
B and C – As the object moves F and G – The object gradually
up, it slows down because of the gains speed, thus it is
downward pull of gravity. This ACCELERATING.
means that the object is
DECELERATING.

D – This is the MAXIMUM H – At this point, the object

HEIGHT or maximum reached its original position
displacement an object can from where it has been thrown.
reach, and just before it goes So its vfy↓ is actually EQUAL to its
back down, it MOMENTARILY viy↑.
STOPS, having a vfy↑ = 0 m/s.

TAKE NOTE!
UP DOWN
Initial Velocity viy↑ is non-zero. viy↓ is zero (from rest).
viy↑ is zero (momentarily vfy↓ is non-zero (equal
Final Velocity
stops). to viy↑)
Time t↑ is equal to t↓
Total Time tTOTAL = t↑ + t↓
Displacement dy↑ is equal to dy↓
Acceleration g↑ = -9.8 m/s2 g↓ = -9.8 m/s2

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EXAMPLE PROBLEMS – OBJECTS THROWN UPWARD

EXAMPLE PROBLEM 1 PRACTICE PROBLEM 1

A juggler tosses three apples alternately upward.
Each apple has an initial velocity of +5 m/s. How A man is standing on the edge of a high cliff. He
long does each apple remain in air? drops a rock and lets it freely fall for 10 seconds
GIVEN: viy↑ = +5 m/s ASKED: tTOTAL = ? until it reaches the ground below. How high is
vfy↑ = 0 m/s the cliff if the velocity of the rock before it hits
g↑ = -9.8 m/s2 the ground is -98 m/s?
SOLUTION:
𝑣𝑓𝑦↑ − 𝑣𝑖𝑦↑
𝑡 ↑=
𝑔↑
𝑚 𝑚
(0 𝑠 ) − (5 𝑠 )
𝑡 ↑= = 0.51 𝑠
−9.8 𝑚/𝑠 2
Since t↑ = t↓ and tTOTAL = t↑ + t↓,
𝑡𝑇𝑂𝑇𝐴𝐿 = 2𝑡 ↑= 2(0.51 𝑠) = 𝟏. 𝟎𝟐 𝒔
CONCLUSION:
Each apple remains 1.02 s in air.

PRECAUTION: In one equation, all descriptors of motion should have THE SAME DIRECTION. This means,
for example, if you have viy↑ and vfy↓, DO NOT PUT THEM IN THE SAME EQUATION!

✘ ✓
𝑣𝑓𝒚 ↑= 𝑣𝑖𝒚 ↑ +𝒈𝑡
𝑣𝑓𝒚 ↓ = 𝑣𝑖𝒚 ↑ +𝒈𝑡
𝑣𝑓𝒚 ↓= 𝑣𝑖𝒚 ↓ +𝒈𝑡

EXAMPLE PROBLEM 2 PRACTICE PROBLEM 2

A ball is thrown vertically upward with an initial
velocity of 29.4 m/s. What is the maximum A coin is tossed vertically upward with an initial
height reached by the ball? Neglect air velocity of 0.8 m/s. What is the maximum height
resistance. reached by the coin? Neglect air resistance.
GIVEN: viy↑ = +29.4 m/s ASKED: dy↑ = ?
vfy↑ = 0 m/s
g↑ = -9.8 m/s2
SOLUTION:
𝑣𝑓𝑦↑ 2 = 𝑣𝑖𝑦↑ 2 + 2𝑔𝑑𝑦↑
𝑣𝑓𝑦↑ 2 − 𝑣𝑖𝑦↑ 2 = 2𝑔𝑑𝑦↑
𝑣𝑓𝑦↑ 2 − 𝑣𝑖𝑦↑ 2
𝑑𝑦↑ =
2𝑔
(0 𝑚/𝑠)2 − (29.4 𝑚/𝑠)2
𝑑𝑦↑ =
2(−9.8 𝑚/𝑠 2 )
−864.36 𝑚2 /𝑠 2
𝑑𝑦↑ = = 𝟒𝟒. 𝟏 𝒎
−19.6 𝑚/𝑠 2
CONCLUSION:
The maximum height of the ball is 44.1 m.

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EXIT TICKET [Reflection]

Defying Gravity

CONTEXT WHAT’S IN IT FOR ME?

Defying Gravity, originally from the musical The term “gravity” is used not only in Physics but
Wicked, is one of the most iconic songs among also sometimes in everyday conversations. The
musicals. This is sung by the main character of characters Elphaba from Wicked and Kurt and
the show Elphaba, with two small duets between Rachel from Glee are portrayed in ways which
her and her friend Glinda, and a chorus part sung somehow lead them to want to “defy gravity”.
by the ensemble.
We are affected by gravity not only physically,
The song is also performed in Season 1 Episode 9 but also figuratively. This also affects how we
of the popular series Glee , sung by Kurt and respond to life and how we can be more
Rachel (figure above) in competing for the part proactive for the benefit of others and for the
needed for the Sectionals. benefit of our own selves.

INSTRUCTIONS FOR ONLINE LEARNERS

 Go to Module 31 Channel and look for the post with the header “The Hare and The Tortoise”.
 Read the instructions on how to go about the activity.

Watch the YouTube video below and answer the question briefly in 3-5 sentences.

GLEE “Defying Gravity” (Full Performance) | From “Wheels”

by OnlyGlee RM
Link: https://www.youtube.com/watch?v=Yah7Py8SuKE

In your own way, how can you defy gravity? How can you transform yourself and soar
to new heights and go the extra mile - the call to Magis?

 Thereafter, visit the link posted which will direct you to Padlet. You will fill out a KWL chart based
on your thoughts and insights about the topic of Free Fall Motion. Do not forget to include your full
name in answering.

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EXPLORE FORMATIVE ACTIVITY 1.9

[Evaluate]
Free Fall Motion Problem Set

INSTRUCTIONS FOR ONLINE LEARNERS:

WORK LABOR
1. Go to the Assignments tab and look for Formative Activity 1.10 Free Fall
Individual
Motion Problem Set.
DURATION 2. Included in the Assignment is a Microsoft Form link that will direct you
25 minutes to the activity.
TOTAL SCORE 3. You will be provided with questions and you are to upload a file for your
30 points solution.
PASSING SCORE 4. Provide Given, Asked, Solution, and Conclusion. You will also write down
18 points your work on a clean paper or notebook page and take a picture.
5. Your name, grade and section should be reflected in the file you upload.
6. Kindly click “turn in” in the Assignment Tab once you have accomplished
the Microsoft Form.
7. Once you are done, kindly proceed to the next part of the module.

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EXPLAIN [Experience]

INSTRUCTIONS FOR ONLINE LEARNERS

Discussion in class or online synchronous session depends on the schedule. Kindly go to the GENERAL
CHANNEL for the specific instructions.

In case, you will be attending the synchronous session, kindly take note of the following:
1. Go to the Posts tab.
2. Within the feed is the post on our scheduled synchronous session.
3. Feel free to take notes during our synchronous sessions. Use the Class Notes section and
enter a new page.

What to prepare for the synchronous session:

Learning from the pre-session readings of Lessons 35.8

What to expect during the synchronous session:

 Checking of understanding on free fall motion
 Assisting of difficulty (if any) in terms of answering word problems involving free fall motion
 One-item practice exercise for free fall motion – body thrown upward for the purpose of
instilling the conditions of the different descriptors of motion

ALTERNATIVE PLAN:
In case of power outage (either teacher or student, or both), you may review the next lessons
ahead and wait for the instructions from your teacher.
In case of weak internet connection during the video conference (choppy audio, loading
shared screen, etc.), links of the materials used during the session will be provided for you in
the meeting chatbox which you are to visit during the period. Make sure you inform your
teacher ahead of time, especially during bad weather wherein it affects the strength of
internet connectivity.

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SYNTHESIS
ELABORATE Do’s and Don’ts
[Reflection]

CONTEXT
Problem solving involving Free Fall may have entailed a lot of effort and analyzing, especially that the
concepts should be taken into consideration before doing the computations. There might have been some
moments wherein you could’ve gotten the correct answer, but due to some “missed spots”, you arrive
with a different one.

WHAT’S IN IT FOR ME?

It is also good to share some realizations and tips with one another in terms of doing solving word
problems in Free Fall. Aside from learning from the teacher, it is also good to learn from your fellow
classmates.

INSTRUCTIONS FOR ONLINE LEARNERS:

 Go to Module 31 Channel and look for the post with the header “Synthesis – Free Fall Problem
Solving”.
 Read the instructions on how to go about the activity.

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EVALUATE

EXPERIMENT SCORE
HOW HIGH CAN YOU THROW?
1.3
WORK LABOR Have you ever seen a long, game-winning pass in a football game, a baseball
Individual player throw in a ball from way out in the outfield, or a soccer goalie punt
DURATION a ball all the way down the field? All of these actions involve a player trying
50 minutes to throw or kick a ball as far as possible. There is some science behind these
DEADLINE throws and kicks. In this experiment, you will determine the limit of your
Within the period own physical abilities: how fast and how high you can throw a ball vertically
upward.

At the end of this  Find an area where you can work (preferably an open area).
experiment, you are able  Throw the tennis ball vertically upward and catch it as it falls back.
to:  Have another person measure the time it takes for the ball to travel
describe how the as it leaves your hand until it returns to your hand.
initial velocity of  Using the kinematics equation, calculate the following:
the ball thrown a. Time for the ball to reach its maximum height
upward affect the b. Maximum height reached by the ball
maximum height c. Initial upward velocity of the ball
reached by the ball d. Velocity upon return of the ball
and the time it e. Time for the ball to return
returns to its origin.  Show complete solution using the space provided. Use g = -9.8
m/s2.

 tennis ball or
anything of similar
size and shape REQUIRED ANSWER
 cellphone (timer) Time to reach the maximum
s
 scientific calculator height
 Experiment 1.3
Maximum height reached m
worksheet

Initial upward velocity m/s

Velocity upon return m/s

Time for the ball to return s

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 Grade 10 | Physics

Time for the ball to reach its maximum height

Maximum height reached by the ball

Initial upward velocity of the ball

Velocity upon return of the ball

Time for the ball to return

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 Grade 10 | Physics

1. Does greater time of return always mean a greater initial upward velocity? Explain using your
experimental data and calculations.

2. What factors/quantities affect the height of the ball?

3. How do you compare the velocity by which the ball is thrown and the time it reaches back to your head?

4. How do you compare the time for the ball to go up and for it to fall down?

1. You threw a beanbag in the air and catch it 3.2 seconds later at the same place at which you threw it.
How high did it go? What was its initial velocity?

2. An object shot straight up rises for 7.5 seconds before it reaches its maximum height. How fast was the
object thrown? How far did it travel as it went up?

3. Without air resistance, how dangerous would raindrops be?

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REFERENCES

BOOKS
Hewitt, P. (2015). Conceptual Physics. England: Pearson Education Limited.
Cutnell, J., & Johnson, K. (2012). Physics. New Jersey: John Wiley & Sons, Inc.
Zitzewitz, P., Haase, D., & Harper, K. (2013). PHYSICS Principles and Problems. Singapore: McGraw-Hill Education Asia.
Fardon, J., Green, D., Harvey, D., Johnson, P., Palmer, D., Parker, S., & Sparrow, G. (2014). Introduction. In A. Hart-Davis (Ed.),
The Science Book. New York, New York: DK Publishing.

INFORMATION
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6)
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- https://oceanservice.noaa.gov/facts/seasickness.html (Retrieved july 13)
- https://familydoctor.org/condition/motion-sickness/ (retrieved july 13)
- https://www.nhs.uk/conditions/motion-sickness/ (retrieved july 13)
- https://earthsky.org/earth/why-cant-we-feel-earths-spin (retrieved july 13)
- https://www.sciencealert.com/here-s-why-we-don-t-feel-earth-s-rotation-according-to-science (retrieved july 13)
- https://coolcosmos.ipac.caltech.edu/ask/60-Why-don-t-we-feel-Earth-move- (retrieved july 13)
- https://www.forbes.com/sites/quora/2018/01/12/why-cant-we-see-the-earth-spinning/#6ef9ebdd789a (Retrieved july 13)
- https://www.quora.com/What-is-the-average-speed-of-a-fishing-boat (retrieved july 14)
- https://www.science.org.au/curious/technology-future/physics-speeding-cars (retrieved july 14)
- https://www.physicsclassroom.com/class/1DKin/Lesson-2/Ticker-Tape-Diagrams (retrieved july 14)
- https://www.mwit.ac.th/~physicslab/applet_04/physics_classroom/Class/1DKin/U1L2b.html (retrieved july 14)
- https://blog.americansafetycouncil.com/history-of-cruise-control-2/ (retrieved july 14)
- http://www.todayifoundout.com/index.php/2014/11/blind-man-created-cruise-control/ (retrieved july 14)
- https://www.verywellfit.com/how-fast-is-brisk-walking-3436887 (retrieved july 15)
- https://www.open.edu/openlearn/science-maths-technology/describing-motion-along-line/content-section-5.1 (retrieved july
17)
- https://physics.info/motion-graphs/ (retrieved july 20)
- https://clarkscience8.weebly.com/graphing-motion.html (retrieved july 20)
- https://openoregon.pressbooks.pub/bodyphysics/chapter/graphing-skydiving-motion/ (retrieved july 20)
- http://www.vias.org/physics/bk1_05_01.html (retrieved july 25)
- https://sciencing.com/first-person-discover-gravity-23003.html (Retrieved july 25)
- https://web.stanford.edu/~buzzt/gravity.html (retrieved july 25)
- http://www.studyphysics.ca/newnotes/20/unit01_kinematicsdynamics/chp05_forces/lesson13.htm (Retrieved july 25)
- http://le-bars.net/yoann/en/2017/04/04/falling-bodies-galileo-sets-up-aristotle-to-the-fall/ (retrieved july 25)
- https://philkotse.com/safe-driving/road-accidents-in-the-philippines-causes-facts-latest-statistics-5455 (retrieved aug 2)
- https://www.monroe.k12.nj.us/cms/lib/NJ01000268/Centricity/Domain/322/Motion%20Graphs%20Worksheet-4.pdf
(retrieved aug 9)
- https://assets.gpb.org/files/pdfs/gpbclassroom/physics/motionGraphsWkst.pdf (retrieved aug 9)

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MODULE COVER
- https://unsplash.com/photos/NPFu4GfFZ7E (retrieved july 4)

IMAGES AND GRAPHICS

- https://unsplash.com/photos/WNAO036c6FM
- https://img.favpng.com/8/24/23/silhouette-walking-person-png-favpng-XpCXhJFezFxf9vmdnBefFij3L.jpg (retrieved july 6)
- https://www.cleanpng.com/png-galileo-galilei-galileo-s-leaning-tower-of-pisa-ex-1782433/ (retrieved july 6)
- https://www.clipartmax.com/middle/m2i8i8H7N4Z5G6d3_impulse-sir-isaac-newton-cartoon-drawing/ (retrieved july 6)
- https://e7.pngegg.com/pngimages/845/37/png-clipart-galileo-galilei-astronomer-astronomy-mathematician-scientist-galileo-
monochrome-scientist.png (retrieved july 6)
- https://i7.pngguru.com/preview/873/721/304/isaac-newton-scientific-revolution-scientist-mathematician-astronomer-isaac-
newton.jpg (retrieved july 6)
- http://clipart-library.com/free/albert-einstein-transparent.html (retrieved july 6)
- https://www.pngguru.com/free-transparent-background-png-clipart-beggw (retrieved july 6)
- https://www.vectorstock.com/royalty-free-vector/moon-orbits-the-planet-earth-in-its-orbit-vector-12283153 (retrieved july
7)
- https://www.vectorstock.com/royalty-free-vector/city-people-walking-cartoons-vector-22536179 (Retrieved july 7)
- https://www.vectorstock.com/royalty-free-vector/ballerina-girl-professional-ballet-dancer-vector-20437531 (retrieved july 7)
- https://www.vectorstock.com/royalty-free-vector/happy-blonde-girl-swinging-on-a-rope-swing-little-vector-22108149
(retrieved july 7)
- https://www.fromthegrapevine.com/photos/arts/merry-go-round-day (retrieved july 7)
- https://kingsofscreams.com/it/ (retrieved july 7)
- https://www.vectorstock.com/royalty-free-vector/yard-basketball-court-streetball-ring-red-basket-vector-30231423
(Retrieved july 7)
- https://www.vectorstock.com/royalty-free-vector/woman-driving-car-at-night-vector-23898478 (retrieved july 7)
- http://pngimg.com/imgs/words_phrases/thug_life/ (retrieved july 7)
- https://www.physicscentral.com/explore/plus/galilean-relativity.cfm (retrieved july 8)
- https://www.freepik.com/free-vector/keep-your-distance-infographic_7745325.htm (retrieved july 9)
- https://www.vectorstock.com/royalty-free-vector/people-characters-create-your-businessman-set-vector-13594078
(retrieved july 9)
- https://www.vectorstock.com/royalty-free-vector/various-man-woman-character-walk-urban-people-vector-23658075
(Retrieved july 9)
- https://www.vectorstock.com/royalty-free-vector/top-view-rowing-sport-boats-with-team-set-vector-15488790 (retrieved
july 9)
- https://www.geni.com/people/Aristarchus-of-Samos/6000000072979742821 (retrieved july 9)
- https://www.vectorstock.com/royalty-free-vector/sport-activities-background-fitness-people-vector-25503630 (Retrieved july
9)
- https://thenewswheel.com/how-to-tell-if-your-cars-speedometer-is-inaccurate/ (retrieved july 9)
- https://www.vectorstock.com/royalty-free-vector/security-service-police-car-in-night-city-vector-31775051 (retrieved july 9)
- https://memegenerator.net/instance/66008290/skeptical-african-child-when-people-say-velocity-and-speed-the-same-thing
(retrieved july 12)
- https://www.vectorstock.com/royalty-free-vector/young-smiling-man-in-a-red-jacket-walking-and-vector-14747321
(retrieved july 12)
- https://www.vectorstock.com/royalty-free-vector/a-young-man-walking-and-holding-a-book-and-a-vector-14747306
(retrieved july 12)
- https://www.vectorstock.com/royalty-free-vector/people-walking-outside-set-young-men-and-women-vector-31469235
(retrieved july 12)
- https://www.vectorstock.com/royalty-free-vector/people-talking-on-smartphones-while-walking-set-vector-31469237
(retrieved july 12)
- https://www.vectorstock.com/royalty-free-vector/gathering-people-group-top-view-walking-men-and-vector-20802742
(retrieved july 13)
- https://www.vectorstock.com/royalty-free-vector/top-view-standing-people-cartoon-man-and-woman-vector-20923309
(retrieved july 13)
- https://www.pinterest.ph/pin/154670568439114079/ (retrieved july 13)
- https://unsplash.com/images/nature/earth (retrieved july 13)
- https://www.vectorstock.com/royalty-free-vector/airplane-design-side-view-plane-vector-25604937 (retrieved july 14)
- https://www.vectorstock.com/royalty-free-vector/vintage-fishing-boat-side-view-icon-vector-19554919 (retrieved july 14)

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- https://www.vectorstock.com/royalty-free-vector/bus-stop-in-side-and-front-view-positions-vector-10371064 (retrieved july
14)
- https://www.vectorstock.com/royalty-free-vector/light-blue-car-with-male-driver-side-view-vector-26590495 (retrieved july
14)
- https://www.vectorstock.com/royalty-free-vector/white-mini-car-with-female-driver-side-view-vector-26590453 (Retrieved
july 14)
- https://www.vectorstock.com/royalty-free-vector/people-with-shopping-bags-shopaholic-man-and-vector-22351397
(retrieved july 15)
- https://www.vectorstock.com/royalty-free-vector/purple-modern-car-riding-on-road-near-skyscrapers-vector-21359652
(retrieved july 15)
- https://www.caraccessoriesplus.co.uk/categories/all/all/sports-pedals (retrieved july 16)
- https://www.deviantart.com/matou31/art/The-Tortoise-and-The-Hare-537816611 (retrieved july 16)
- https://www.vectorstock.com/royalty-free-vector/different-transportation-car-sedan-car-hatchback-vector-26115222
(retrieved july 18)
- https://www.toolshero.com/toolsheroes/aristotle/ (retrieved july 25)
- https://www.cleanpng.com/png-basketball-ball-game-stock-photography-sports-free-5994211/ (retrieved july 25)
- https://amp.rappler.com/move-ph/issues/road-safety/183509-what-is-speed-limit-philippines (retrieved aug 2)
- https://pulitzercenter.org/reporting/looking-happier-endings (retrieved aug 2)

LOGOS AND ICONS

- https://www.flaticon.com/free-icon/home_3011029?term=house&page=1&position=28 (retrieved july 5)
- running man https://www.flaticon.com/free-icon/run_565355?term=running%20man&page=1&position=19 (retrieved july 5)
- https://www.flaticon.com/free-icon/running-stick-figure_1837 (retrieved july 6)
- https://www.flaticon.com/free-icon/car-repair_846330?term=car&page=1&position=72 (retrieved july 6)
- https://www.flaticon.com/free-icon/blind_2445977?term=walking%20person&page=1&position=1 (retrieved july 6)
- https://www.flaticon.com/free-icon/blind_2445962?term=walking%20person&page=1&position=2 (retrieved july 6)
- https://www.flaticon.com/free-icon/running_1445044?term=race%20track&page=1&position=73 (retrieved july 6)
- https://www.flaticon.com/free-icon/hiker_864193?term=hiking&page=1&position=16 (retrieved july 6)
- https://www.flaticon.com/free-icon/spining_2466931?term=spinning%20top&page=1&position=27 (retrieved july 6)
- https://www.flaticon.com/free-icon/time_860974?term=time&page=1&position=18 (Retrieved july 9)

MEMES
- https://me.me/i/all-motion-is-relativel-perhaps-it-is-you-who-have-3257080 (retrieved july 4)
- https://awwmemes.com/t/relative-motion (retrieved july 4)
- https://memegenerator.net/instance/42498624/futurama-fry-asked-me-for-distance-and-time-not-sure-if-she-want-to-break-
up-with-me-or-calculate-th (retrieved july 5)
- https://www.pinterest.ph/dstall/science-forces-motion/ (retrieved july 14)
- https://memegenerator.net/instance/55385664/futurama-fry-not-sure-if-calculating-velocity-or-acceleration (retrieved july
15)
- https://memegenerator.net/instance/81053294/oprah-winfrey-meme-when-you-have-everything-besides-acceleration-and-
you-know-what-equation-to-use (retrieved july 15)
- https://makeameme.org/meme/when-the-teacher-2lyyau (retrieved july 18)
- https://memegenerator.net/instance/81772576/james-van-der-beek-why-always-us (retrieved july 18)
- https://imgflip.com/i/185p5o (retrieved july 27)

VIDEOS
https://www.youtube.com/watch?v=7J_Pi4Xuk7Y
https://www.youtube.com/watch?v=7J_Pi4Xuk7Y
https://www.youtube.com/watch?v=VFfF3F-G9Uk
https://www.youtube.com/watch?v=FK6dc9TtEuw
https://www.youtube.com/watch?v=7GJ_SYM8cyU
https://www.youtube.com/watch?v=3zD8u7DO304
https://www.youtube.com/watch?v=NKOzGf1nNfc
https://www.youtube.com/watch?v=E43-CfukEgs
https://www.youtube.com/watch?v=6wEEa8-RSqU
https://www.youtube.com/watch?v=XlFhOygrDoM
https://www.youtube.com/watch?v=Yah7Py8SuKE

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FORMULA GUIDE Grade 10 | Physics

UNIFORM MOTION
𝑑
Speed/Velocity 𝑣=
𝑡
Distance/Displacement 𝑑 = 𝑣𝑡
𝑑
Time 𝑡=
𝑣
𝑑𝑡𝑜𝑡𝑎𝑙
Average Speed/Velocity 𝑣𝑎𝑣𝑒 =
𝑡𝑡𝑜𝑡𝑎𝑙
UNIFORMLY ACCELERATED MOTION
𝑣𝑓 − 𝑣𝑖
Acceleration 𝑎=
𝑡
Initial Velocity 𝑣𝑖 = 𝑣𝑓 − 𝑎𝑡
Final Velocity 𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡
𝑣𝑓 − 𝑣𝑖
Time 𝑡=
𝑎
Square of the Final
𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎𝑑
Velocity
1 2
Displacement 𝑑 = 𝑣𝑖 + 𝑎𝑡
2

1. Listing down the given information is very essential.

NEED MORE CONFIDENCE IN 2. Refer to the formula guide. Choose a formula that coincides with
WORD PROBLEM SOLVING? your given.
3. Read the word problems well and look for context clues!
Here are some tips! 4. Forget about your crush, but never the units of measurement.

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 Grade 10 | Physics
QUICK CHECK ANSWER KEY

Page 2 Page 28
1. Circular motion and rotational motion 1. Zero acceleration
2. Rectilinear motion and rotational motion 2. The skateboard has a greater
acceleration of 18000 m/s2 compared
Page 4 to the airplane with an acceleration of
• Relative to the ground – moving 1800 m/s2.
• Relative to the jeepney – moving
• Relative to the girl – moving Page 31
1. Acceleration is the change of velocity
Page 6 over a period of time.
• Bullet 1: The distance is 63 m. 2. An object accelerates when the
• Bullet 2: The displacement is 27 m, East. magnitude of its speed changes, when
• Bullet 3: The distance is 90 m while the its direction changes, or both.
displacement is zero. 3. An object will have zero acceleration
• Bullet 4: The distance is 33 m, while the when it is moving at a constant speed.
displacement is 21 m, East. 4. The formula for acceleration is 𝑎 =
𝑣𝑓 −𝑣𝑖
𝑡
Page 7
The distance is 400 m, while the Page 53
displacement is zero. 1. The object moved 2 meters for 2
seconds before staying still in the
Page 11 same position for 3 more seconds. It
1.494 x 1011 m moves back to its original/initial
position for 2 seconds.
Page 14 2. The object travels 2 meters for 2
• Bullet 1: 0.53 m/s seconds before suddenly accelerating
• Bullet 2: 0.23 m/s, East for 2.5 seconds covering additional 3
• Bullet 3: Speed is 0.75 m/s while velocity is m.
zero.
• Bullet 4: Speed is 0.28 m/s while velocity is Page 58
0.18 m/s, East. 1. 4 m/s
2. A, C, E, G
Page 16 3. B, D, F
Ticker Tape Diagram B shows the fastest 4. A, C
speed while Ticker Tape Diagram C shows 5. E, G
the slowest speed.
Page 67
Page 26 • The velocity acquired during the 4th
1. a = 2 m/s2 second is -39.2 m/s, and the velocity
2. a = 2 m/s2 acquired during the 5th second is -49
3. The car and the bicycle have the same m/s.
acceleration. Page 69
1. vf = -19.6 m/s; d = -19.6 m
2. vf = -78.4 m/s; d = -313.6 m

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