12

General Physics I
Quarter 1 – Module 3:
Motion In One Dimension
General Physics– Grade 12
Self-Learning Module (SLM)
Quarter 1 – Module 3: Motion Graphs
First Edition, 2020

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Writers: Lily Rose Y. Rafaila Jeanly S. Jaleco
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Editors: Retchie Joy B. Pisaňa; Emma T. Surita, Christine Joy G. Sua
Reviewers: Lorelie C. Salinas, Jay Sheen A. Molina
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 12

General Physics I
Quarter 1 – Module 3:
Motion in One Dimension
Introductory Message
For the facilitator:

Welcome to the General Physics 12 Self-Learning Module (SLM) on Motion Graphs!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

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

For the learner:

Welcome to the General Physics 12 Self-Learning Module (SLM) on Motion Graphs!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

ii
 What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

This is a list of all sources used in developing

References this module

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.

iii
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
 Module

3 Motion In One Dimension

Have you ever thought how physics impacted man’s life as to recognizing its
vital role in our ability as a society to withstand in any circumstances that happens
in everyday life? Apparently, it became a part of our daily actions and unavoidably
relevant to life. Everyday life cannot disconnect itself from the principles of physics.
Physics is a very interesting course. It is usually described as the study of
matter and energy which includes several branches such as mechanics,
thermodynamics, electricity and magnetism, waves and optics, and relativity and
atomic physics. Mechanics includes the concepts about motion and its causes.
Dynamics on the other hand, includes the concepts about the causes of motion.
It is also important to become familiar with the words that used to describe
motion of objects. Terms as scalars, vectors, distance, displacement, speed, velocity
and acceleration are used with regularity to understand motion. As such, it is
essential to understand its concept and its relationship in everything that happens
around us and in many way reliant upon its nature.
Read, enjoy and discover the secrets of Physics!

What I Need to Know

This module will let you describe and analyze motion in one- dimensional
using equation with the concept of distance, displacement, speed, average, velocity.

The module is divided into three lessons, namely:

Lesson 1: Motion Along A Straight Line
Lesson 2: Motion Graphs
Lesson 3: Uniformly Accelerated Motion

After going through this module, you are expected to:

1. differentiate average speed from instantaneous velocity;
2. determine average velocity and instantaneous velocity;
3. define acceleration;
4. convert a verbal description of a physical situation involving uniform
acceleration in one dimension into mathematical description;
5. determine the slope and the area under velocity-time and acceleration-time
graph;
6. interpret the meaning of slope and areas under velocity-time and acceleration-
time graph;
7. define uniformly accelerated motion;
8. derive unknown equations of rectilinear for one-dimensional uniformly
accelerated motion;
9. solve problems involving uniformly accelerated motion.

1
 What I Know

Before we begin with our lesson, let us check how much do you know about
acceleration, velocity and displacement by answering the following questions. Choose
the letter of the correct answer and write on a separate sheet of paper.

1. Which of the following situations is impossible?

a. An object has constant non-zero velocity and changing acceleration.
b. An object has velocity directed east and acceleration directed east.
c. An object has zero velocity but non-zero acceleration.
d. An object has constant non-zero acceleration and changing velocity.
2. An object moving in the +x direction experiences an acceleration of +2.0
m/s2. This means the object
a. travels 2.0 m in every second.
b. is traveling at 2.0 m/s.
c. is decreasing its velocity by 2.0 m/s every second.
d. is increasing its velocity by 2.0 m/s every second.
3. When a ball is thrown straight up with no air resistance, the acceleration at its
highest point
a. is upward. b. is downward.
c. is zero. d. reverses from upward to downward.
4. Two objects are dropped from a bridge, an interval of 1.0 s apart. Air resistance is
negligible. During the time that both objects continue to fall, their
separation
a. increases. b. decreases.
c. stays constant. d. increases at first, but then stays constant.
5. An airplane accelerates down a runway at 3.20 m/s2 for 32.8 s until is
finally lifts off the ground. Determine the distance traveled before
takeoff.
a. 1217 m b. 2117 m
c. 1721 m d. 7112 m
6. The table shows the velocities of three objects A, B and C over a period of 3 s.
Each object is moving in a straight line.

Identify which of the following statements

is/are correct.
I A moves with a constant velocity.
II B moves with a constant acceleration.
III C moves with a constant acceleration.

a. I only c. I and II only

b. II only d. I and III only

2
 7. The graph shows how the velocity of a ball changes
with time.
Calculate the acceleration of the ball.
a. -8 m/s2 c. 1 m/s2
b. -1 m/s 2 d. 8 m/s2
8. Two cars accelerate along the same length of
long straight track. The velocity-time graph for their
motions are shown.
Identify which of the following statements is/are
correct.
I. Car X has a greater acceleration.
II. Car Y has a greater acceleration.
III. Both cars travel the same distance.

a. I only c. III only

b. II only d. I and III on

9. Which of the following graphs represent an object

having zero acceleration?

a. only graph a
b. only graph b
c. graphs a and b
d. graphs b and c

10. The graph in the figure shows the position of a

particle as it travels along the x-axis.
At what value of t is the speed of the particle equal to 0
m/s?

a. 0 s c. 2 s
b. 1 s d. 3 s

11. Which statement is true?

A. Speed indicates the direction of motion.
B. Velocity indicates the direction of motion.
C. Velocity measures the rate of motion only.
D. The magnitudes of velocity and speed are always equal
12. Which among the following is an example of velocity?
A. 50 km/h C. 50 mi/h
B. 40 km/h D. 40 mi/h, E
13. Ava walked in a straight line from her house to the store, which was 650
meters from her front door. She made it there in 10 minutes. What was her average
velocity (in meters/second)?
A. 0.92 m/s C. 1.08 m/s
B. 65.0 m/s D. 0.015 m/s
14. In which situation will the instantaneous velocity and average velocity of an
object be the same?
A. If the object is moving with a constant velocity
B. If the object turns around and comes back to its starting point
C. If the object stops for some period of time and then starts moving again
D. If the object is accelerating
15. Which of these quantities is represented by the speedometer of a car?

3
 A. Average Velocity
A. Instantaneous Velocity
B. Average Displacement

Lesson

1 Motion Along A Straight Line

C. Instantaneous Displacement

What’s In

Learning Objectives:
1. differentiate average speed from instantaneous velocity;
2. determine average velocity and instantaneous velocity;
3. define acceleration;
4. convert a verbal description of a physical situation involving uniform.
acceleration in one dimension into mathematical description

Activity 1: Word Search

Instruction: Find the all 5 words that are hidden in the grid. Write your answers
on the separate sheet of paper.

S C A D I R E C T I O N A V N A E
M R L E V A L U Q U A N R E T C N
G A E A S E E T I T Y R C N E O
D I S P L A C E M E N T W A S S R
D S R E C P C T D I R E T T I O H
M A G N T T U D O D I S W O D U T
V E C T R Q U N T R I A E T R T H
T Y M A G N E T U D E R S E A S W
To learn more about the new lesson, try to perform the following activity.

What’s New

Activity I.2: Is it a scalar or a vector?

Direction: Write V if it is a vector and S if it is a scalar

__________1. A football player is running 10 miles toward the endzone.
__________2. The volume of the box at the west side of the building 15 cubic
feet.
__________3. The temperature of the room is 15 degree Celsius.

4
 What is It

Instantaneous Speed and Average Speed

Take a look at the dashboard of car or a jeep when you

ride in one of them. The circular gauge encircled in figure
1.2 is called a speedometer. A speedometer is an
instrument that determines the instantaneous speed of a
vehicle. Does the speedometer always register the same
speed? At a red light, the car has a 0 km/h speed, and
along the highway, its speed is probably 80 km/h. These
individual speeds are known as instantaneous speeds.
Instantaneous speed is the speed of an object at an
Fig 1.2. Car Dashboard
instant.
Average speed, on the other hand, is the total
distance covered by an object in a certain period of
time. It is the representative speed of the whole
course of travel. Using the sample of instantaneous
speeds above, the average speed can be computed by
getting the sum of all the individual speeds and
dividing the sum by the number of instantaneous
speeds. In the case above, the average speed is about
(80 km/h + 0 km/h)/ 2, 40 km/h. that informs the
total distance traveled by the vehicle. Average speed
is the ratio of the total distance traveled and the total
time of travel. In symbols,

Fig 1.3 Car Dashboard  = dt/tT

where:
vave = average speed
dT = total distance traveled
tT = total time of travel

Velocity
In everyday situations, speed and velocity are just the same. They only
describe how fast an object moves. In physics, however, they are a lot different.
Velocity is a speed in a given direction. It is known as the distance traveled in a
particular direction in a given time interval. In symbols,
d , dir
(3) .  = t int
where:
 = velocity
d, dir = distance in a given direction

5
 tint = time interval

More often than not, d + dir which means distance in a given direction is
also called displacement. Both speed and velocity are expressed in units such as
m/s, km/h, m/min, etc. Thus,
d
 = t int
where:
v = velocity
d = displacement
tt = time interval

Karen drove to the city to pick up a friend. She went 280 km east in about 9.6 hours.
Calculate her velocity.
Solution:
1. Given Required to Find
d
1. Equation: vave = d = 280 km, E vave
t int
d tt = 9.6 hr
2. Solution: vave =
t int
280km, E
vave =
9.6hr
Activity 1.3: Determining Average Speed and Average Velocity
Procedure:
1. Below is a diagram of a man who is skiing. Ski is a sport that is done on
places where we have snow.
Use the diagram to determine the average speed and the average velocity of the
skier during these three minutes.

Results:

Distance Distance Distance Total Total Average

Distance Time Speed
(0-1) (1-2) (2-3) min
min min

100 m 3 min

Initial Final Displacement

Total Time Average Velocity
Position Position (0-3) min

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 A D 3 min

Guide Questions:
1. How can you determine the average speed and the average velocity of a skier?
__________________________________________________________________________________
_____________________________________________
2. Differentiate average speed and average velocity.
__________________________________________________________________________________
_____________________________________________
Acceleration

Imagine yourself driving your bicycle along the road when suddenly a man
crosses the road. What would you do? Definitely you step on the brake! What
happens to the bicycle as you step on the brake? When an object changes its velocity
the object is said to accelerate. Acceleration is a measure of how fast the velocity
changes with respect to time. This means that a body accelerates whenever there is
a change in speed; a change in direction, or a change in both the speed and
direction. Acceleration is expressed in units such as m/s 2, km/h2, m/min2, etc.
Blood flow also exhibits acceleration. When the heart pumps the blood is pushed
away from the heart. The sudden surge or push to the blood makes the flow of the
blood change in speed or direction.

a =
t int
where:
a = acceleration
v = change in velocity
tint = time interval

or a =
f i
t int
where:
vf = final velocity
vi = initial velocity

What’s More

Direction: Write ”A” if the situation shows an accelerated motion and write “B” if
the situation shows that the motion of the object is not accelerated. Write your
answer on the separate sheet.

1. The initial velocity of a boy in a bike is about 5 km/h E while his final velocity
is about 7 km/h E.
2. A boy on his bike moves around a curve with a constant speed of 5 km/h.
3. A man initially running at 7 km/h E, moves west at the same speed of 7
km/h.
4. A boy initially running at around 3 km/h suddenly stops because of a truck.
5. A girl initially sitting on a bench stood up and started running.
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What I Have Learned
Let’s check how far you’ve gone in the topic being learned.
Fill in the Thinking Map with differences and similarities between
average velocity and instantaneous to process what you learned
from the lesson.

Average
Instantaneou
Velocity
s velocity

8
 What Can I Do
Activity 1.4: I can see Velocity!

Give at least 10 daily life examples where velocity is applied. Example, revolution of
the Earth around the sun.

Lesson

2 Motion Graphs

Learning Objectives:
 determine the slope and the area under velocity-time and acceleration-time
graph;
 interpret the meaning of slope and areas under velocity-time and
acceleration-time graph.

What’s In

You did a good job in your pre-assessment activity learner! In due time, you
will be able to create a better understanding on the topic that were about to learn.
Keep going!

9
 Before learning further about the different motion graphs, let’s do the review
of some important concepts by performing the next activity.

Activity 2.1: Search and Connect!

Directions: Connect the path of the words in different directions horizontally,
vertically, or diagonally based on the descriptions below. Write your answer on a
separate sheet of paper. Good luck!
Acrosss

2. The rate an object moved at a given

moment in time.
3. Continued events in past, present, and
future as a whole.
6. Speed and direction and object are
moving.
Down
1.Length of path between two points.
4. A quantity that has a direction
associated with it.
5. Ratio of distance to the time moved.

You made an impressive job in the activity given. The next activity will
lead you to learn the importance of different motion graphs. To learn more
about the new lesson, try to perform the following activities.

What’s New

Activity 2.2: What’s with the Slope?

Direction: Look at the graph. It shows how three

runners ran a 100-meter race. Analyze the graph
carefully and answer the following questions

Questions:
1. Which runner won the race? Explain your answer.
2. Which runner stopped for rest? Explain your
answer.
3. How long was the stop? Explain your answer.
4. How long did Bob take to complete the race? Explain your answer.

What is It

Graphs help make motion easier to picture out, and therefore easy to
understand. These graphs will help to describe the motion of an object which is
occasionally hard to do so in words.

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 THE SLOPE OF THE GRAPH

Position-Time Graphs
A horizontal line on a position-time graph shows that the object
is stationary. A sloping line on a position-time graph shows that the
object is moving. In a position-time graph, the slope or gradient of the
line, is equal to the velocity of the object.
The steeper the line (and the greater the gradient) the
faster the object is moving. If an object is not
moving, a horizontal line is shown:
Time is increasing to the right, but its
distance does not change. It is not moving.
If an object is moving at a constant
velocity, it means it has the same increase in
position in a given time. The object moves at a
constant velocity. Constant velocity is shown by straight diagonal
lines on a graph.
Both of the lines in the graph show that
each object moved the same distance, but the
steeper dashed line got there before the other
one:
A steeper line indicates a larger distance moved in a given
time. In other words, it has a higher velocity.
Both lines are straight, so both velocity are constant.
Graphs that show acceleration look different from those that show constant
velocity. The line on this graph is curving upwards. This shows an increase velocity,
since the line is getting steeper. In other words, in a given time, the distance the
object moves is change (getting larger). It is accelerating.

Velocity-Time Graphs
A velocity vs. time graph is a useful tool that can be used to
describe motion with either constant or changing velocity. Any point
on such a graph will have coordinates (t,v), in which v is the velocity
after a time t. The slope of a velocity-time graph
represents its acceleration.
A horizontal line on a velocity-time graph
means that velocity is constant. It is not changing over time. A
straight horizontal line does not mean that the object is not moving!
This graph shows increasing velocity.The
moving object is accelerating. This graph shows
decreasing velocity. The moving object is
decelerating.
Both the yellow and green line shows increasing
velocity. Both line reached the same top speed, but the green one
takes longer.

Activity 2.3: The Car is in Motion!

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 Direction: The Velocity-Time graph below represents
the motion of a car. Match the descriptions with the
Graphs. Explain your answers.

Descriptions:
1. The car stopped.
2. The car is traveling at a constant speed.
3. The car is accelerating.
4. The car is slowing down.

Complete he following sentences:

Graph A matches description _____________because_____________________________.
Graph B matches description _____________because_____________________________.
Graph C matches description_____________because _____________________________.
Graph D matches description_____________because______________________________.

AREA UNDER THE GRAPH

Now that you’re done interpreting the slope of a given motion graph, let us now
proceed to the value of the area under your motion graph.

Velocity- Time Graph

You now know that the area under the

velocity-time graph gives the displacement or
distance moved at a given time. The shaded area is
representative of the displacement during from 0
seconds to 6 seconds. This area takes on the shape of a rectangle
can be calculated using the appropriate equation.

The shaded area is representative of the displacement during from 0 seconds to 4

seconds. This area takes on the shape of a triangle can be calculated using the
appropriate equation.

The shaded area is representative of the displacement during from

2 seconds to 5 seconds. This area takes on the shape of
a trapezoid can be calculated using the appropriate equation.

The method used to find the area under a line on a velocity-time

graph depends upon whether the section bound by the line and
the axes is a rectangle, a triangle or a trapezoid. Area formulas for each shape are
given below.
Rectangle Triangle Trapezoid
Area = b • h Area = ½ • b • h Area = ½ • b • (h1 + h2)

12
 Now we will look at a few example computations of the area for a few triangles.
The solution for finding the area is shown in example below. The shaded triangle on
the velocity-time graph has a base of 4 seconds and a height of 40 m/s. Since the
area of triangle is found by using the formula A = ½ * b * h, the area is ½ * (4 s) * (40
m/s) = 80 m. That is, the object was displaced 80 meters during the four seconds of
motion.
Area = ½ * b * h
Area = ½ * (4 s) * (40 m/s)

Area = 80 m
Finally we will look at a few example computations of the area for a few trapezoids.
The solution for finding the area is shown below. The shaded trapezoid on the
velocity-time graph has a base of 2 seconds and heights of 10 m/s (on the left side)
and 30 m/s (on the right side). Since the area of trapezoid is found by using the
formula A = ½ * (b) * (h1 + h2), the area is 40 m [½ * (2 s) * (10 m/s + 30 m/s)]. That
is, the object was displaced 40 meters during the time
interval from 1 second to 3 seconds.
Area = ½ * b * (h1 + h2)
Area = ½ * (2 s) * (10 m/s + 30 m/s)
Area = 40 m

What’s More

Activity 2.4: Area Under the Graph

Directions: Determine the displacement of the object during the time interval from
2 to 3 seconds (Practice A) and during the first 2 seconds (Practice B).

Solution:

2. Determine the displacement of the object during the first second (Practice A) and
during the first 3 seconds (Practice B).

Solution:

13
3. Determine the displacement of the object during the time interval from 2 to 3
seconds (Practice A) and during the first 2 seconds (Practice B).

Solution

Questions:
a. During which interval(s) is the object accelerating?
1.
2.
3.
b. During which intervals is the acceleration the greatest?
1.
2.
3.
c. During which interval(s) is the object standing still?
1.
2.
3.

What I Have Learned

Activity 2.5: Quick Check

Let’s check how far you’ve gone in the topic being learned. Try to complete the
missing word/s in the statements and write your responses on the blank line.

On a displacement -time graph, slope equals to_________. The “y” intercept

equals the __________. When two curves coincide, the two objects have the same
________ at that time. _______ imply constant velocity. Curved lines imply
________. An object undergoing constant acceleration traces a portion of a _____.
_________is the slope of the straight line connecting the endpoints of a
curve________. On a velocity-time graph slope, equals acceleration. The “y”
intercept equals ____ velocity. When two curves coincide, the two objects have
the same velocity at that time. Straight lines imply _________. ____ lines imply
non- uniform acceleration. An object undergoing constant acceleration traces a
straight _____.Average acceleration is the slope of the straight line connecting
the __ of the curve. _____ slope implies motion with constant acceleration.

14
 What I can do
How do you get to school? What are your means of transportation? Did you ever
wonder how short or fast is your travel? In this activity, you need to plot,
calculate and analyse your motion from your home to school. Here’s what you
need to do.

Activity 2.6: I’m on my Way!

Direction:
1. Monitor your time of travel to and from school for a week.
2. Do an estimate of the total distance you travelled from your house Time Distance
to school. of Travelled
3. If there are slight variations in your daily travel periods to cover Travel (km)
the distances marked, take averages (min.)
3. Take note of your distance every 5 min. Follow the chart. 5
4. Using the data you have gathered from the chart, make a position 10
–time graph. 15
20
25
Questions:
30
1. Is your travel speed uniform. Show the actual calculations of your
35
velocity using the data from the table and the slope equation:

2. In which time interval was you traveling the fastest?

Lesson
Uniformly Accelerated
3 Motion
Learning objectives:
1. define uniformly accelerated motion;
2. derive unknown equations of rectilinear for one-dimensional
uniformly accelerated motion;
3. solve problems involving uniformly accelerated motio

What’s In

Activity 3.1: Wordscape

15
Directions: Connect the path of the words in different directions horizontally,
vertically, or diagonally based on the descriptions below. Write your answer on a
separate sheet of paper. Good luck!

Across
3. The speed and direction an object is
moving
4. The total distance travelled divided by the
time it takes to travel the distance.
5. A tool used to show the relationship
between elements of motion
Down
1. The rate at which velocity changes
2. The indefinite continued process of existence and events in the past,
present, and future regarded as a whole.

What’s New

To begin with our lesson, let’s do first the activity as shown in the illustration.

Activity 3.2. Throw me up!

1. Get a ball or any materials available at home and look for an open space
where you can perform the activity.
2. Throw the object upward as high as you can and observe what happens.
Q1. What have you observed to the velocity of an object when it reaches
the highest point?
Q2. Compare the velocity of the object as it goes upward and downward.

What is It

Uniformly Accelerated Motion

If a body maintains a constant change in its velocity in a given time

interval along a straight line, then the body is said to have a uniform
acceleration. Consider an airplane on a runway preparing for takeoff.
Positions taken at equal time intervals are indicated in the figure below.

Uniformly Accelerated Motion in Horizontal Dimension

You have learned about displacements, velocities and acceleration from

your previous lesson. Now you will use those basic equations to derive
formulae used in Uniformly Accelerated Motion(UAM). Using the following
equations on velocity, average velocity, and acceleration, you can derive other
equations.
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 𝒅
Equation A: 𝒗= 𝒕

𝒗𝒇 +𝒗𝒊
Equation B: 𝒗𝒂𝒗𝒆 = 𝟐

𝒗𝒇 − 𝒗𝒊 𝒗𝒇 − 𝒗𝒊
Equation C: 𝒂= or 𝒂 =
∆𝒕 𝒕𝒇 − 𝒕𝒊
where: v = velocity
vf = final velocity
vi = initial velocity
vave = average velocity
d = displacement
t= time
tf = final time
ti = initial time
a= acceleration
∆ = change
To find out how displacement changes with time when an object is
uniformly accelerated, rearrange equation A to arrive at d = vt. Since the
velocity of the object changes when it is uniformly accelerating, we use the
average velocity to determine displacement, so substituting v by v ave in
equation B, you will get:
𝒅 = 𝒗𝒕
𝒗𝒇 + 𝒗𝒊
Equation D: 𝒅 = ( 𝟐 )𝒕
Consider the defining equation for acceleration(a) in equation C. If we
rearrange this equation to solve for final velocity (vf), you will get:
𝒗𝒇 − 𝒗𝒊
𝒂 = ∆𝒕
Equation E: 𝒗𝒇 = 𝒗𝒊 + 𝒂∆𝒕
You may use Equation E in problems that do not directly involve
displacement.

Going back to equation D, substitute the final velocity (vf) with equation E,
you will get:
𝒗𝒇 + 𝒗𝒊
𝒅 = ( 𝟐 )𝒕
(𝒗𝒊 +𝒂𝒕)+ 𝒗𝒊
𝒅=[ ]𝒕
𝟐

Combining vi, you will arrive at

𝟐𝒗 +𝒂𝒕
𝒅 = ( 𝒊𝟐 ) 𝒕

Distributing t, will give you

𝟐𝒗 𝒕 + 𝒂𝒕𝟐𝟐
𝒅= 𝒊 𝟐
Simplifying further will provide you

𝒂𝒕𝟐 𝟏
Equation F: 𝒅 = 𝒗𝒊 𝒕 + or 𝒅 = 𝒗𝒊 𝒕 + 𝒂𝒕𝟐
𝟐 𝟐

17
 This shows that the displacement of the body is directly proportional to
the square of time. This confirms that for equal interval of time, displacement
increases quadratically.
To find out how final velocity depends on the displacement, substitute
v and t from equations B and C to d = vt and you will find that

𝒅 = 𝒗𝒕
𝒗𝒇 +𝒗𝒊 𝒗𝒇 − 𝒗 𝒊
𝒅= ( 𝟐 )( 𝒂 )

Recall from algebra that (𝑎 + 𝑏 ) (𝑎 − 𝑏) = 𝑎2 − 𝑏2 .

𝒗𝒇 𝟐 − 𝒗𝒊 𝟐
Equation G: 𝒅= ( )
𝟐𝒂
Simplifying, you will get
𝟐𝒂𝒅 = 𝒗𝒇 𝟐 − 𝒗𝒊 𝟐
Rearranging, you will get

Equation H: 𝒗𝒇𝟐 = 𝒗𝒊 𝟐 + 𝟐𝒂𝒅

Watch the link below for better understanding of how
unknown quantities in horizontal uniformly accelerated
motion was derived.
https://www.youtube.com/watch?v=Tcr6bdfDpgc

Uniformly Accelerated Motion in Vertical Dimension

You learned from the past lesson that freefall refers to a

situation in physics where the only force acting on an object is
gravity and hence acceleration due to gravity. Freefall as its term
says is a body falling freely because of the gravitational pull of the
earth. The pull of gravity acts on all objects. So on Earth, when you throw
something up, it will go down. Things thrown upward always fall at a constant
acceleration which has a magnitude of 9.8 m/s2. This means that the velocity of
an object in free fall changes by 9.8 m/s 2 every second of fall.

Consider a stone dropped from a cliff as shown in the figure on the

right. For equal time interval, the distance travelled increases quadratically.

The formula for free fall:

Imagine an object body is falling freely for time t seconds, with final
velocity v, from a height h, due to gravity g. It will follow the following
equations of motion as:
Equation I: 𝒗 = 𝒈𝒕

𝒈𝒕𝟐
Equation J: 𝒉= 𝟐

Equation K: 𝒗𝟐 = 𝟐𝒈𝒉

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 Where,
h Height traveled
v Final velocity
g Acceleration due to gravity
t Time taken

These equations can be derived from the usual equations of motions as

given below, by substituting
initial velocity (vi) = 0,
displacement (d) = h
acceleration (a) = g.

We can see it as follows:

Equation E: 𝒗𝒇 = 𝒗𝒊 + 𝒂∆𝒕 → 𝒗 = 𝒈𝒕
(Equation I)
𝒂𝒕𝟐 𝒈𝒕𝟐
Equation F: 𝒅 = 𝒗𝒊 𝒕 + → 𝒉=
𝟐 𝟐
(Equation J)

Equation H: 𝒗𝒇𝟐 = 𝒗𝒊 𝟐 + 𝟐𝒂𝒅 → 𝒗𝟐 = 𝟐𝒈𝒉

(Equation K)

Consider the following examples below:

1. An airplane accelerates down a runway at 3.20 m/s2 for 32.8 s until
is finally lifts off the ground. Determine the distance traveled before takeoff.

𝒂𝒕𝟐
Given: a = +3.2 m/s2 Solution: 𝒅 = 𝒗𝒊 𝒕 + 𝟐
[(+3.2𝑚/𝑠 2 )(32.8𝑠)2 ]
t = 32.8 s = 0m/s (32.8s) + 2
vi= 0 m/s = 1 720 m
d =?

2. A car starts from rest and accelerates uniformly over a time of 5.21
seconds for a distance of 110 m. Determine the acceleration of the car.
𝒂𝒕𝟐
Given: d= 110 m Solution: 𝒅 = 𝒗𝒊 𝒕 +
𝟐
[𝑎(5.21𝑠)2 ]
vi = 0 m/s 110m = 0(5.21s) + 2
t = 5.21 s 110m = 0 + a (13.57s2)
a=? 110m/13.57s2 = a
8.11 m/s2 = a

What’s More

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Activity 3.3: Complete Me!

Below is the table written all the equations for uniformly accelerated motion.
Complete the table by writing the variables appropriate in each.

Variables found in Variables not found in

Equation
equation equation
𝒗𝒇 + 𝒗𝒊
𝒅=( )𝒕
𝟐

𝒗𝒇 = 𝒗𝒊 + 𝒂∆𝒕

𝒂𝒕𝟐
𝒅 = 𝒗𝒊 𝒕 +
𝟐
𝒗𝒇 𝟐 − 𝒗𝒊 𝟐
𝒅= ( )
𝟐𝒂
𝒗𝒇 𝟐 = 𝒗𝒊 𝟐 + 𝟐𝒂𝒅

𝒂𝒕𝟐
𝒅 = 𝒗𝒇 𝒕 −
𝟐
𝒗 = 𝒈𝒕

𝒈𝒕𝟐
𝒉=
𝟐

𝒗𝟐 = 𝟐𝒈𝒉

Activity 3.4: Problem Solving:

Apply What you have learned from the topics above and answer the
following word problems about uniformly accelerated motion below.

1. It was once recorded that a Jaguar left skid marks that were 290 m
in length. Assuming that the Jaguar skidded to a stop with a constant
acceleration of -3.90 m/s2, determine the speed of the Jaguar before
it began to skid.

2. A feather is dropped on the moon from a height of 1.40 meters. The

acceleration of gravity on the moon is 1.67 m/s2. Determine the time
for the feather to fall to the surface of the moon.

What I Have Learned

Activity 3.5: Venn Diagram

A venn diagram is a graphic organizer that illustrates the similarities
and differences between terms, ideas, concepts, and processes. Make a venn
diagram and illustrate how horizontal and vertical dimension of uniformly
accelerated motion similar and differ from each other. Write your answer on
a separate sheet of paper using this format:

20
 Uniformly Accelerated Motion

Horizontal Vertical
Differences Differences
Similarities

What I Can Do

Activity 3.6: What’s Behind Me?

We’re almost done with our lesson. As an extended activity, your next
task can be done at home.

Research about how rockets and jets are made and how it is being
propelled. Comprehend the concept behind it and answer the questions listed
below.
Q1. Explain the principle involved in the propulsion of rockets.
Q2. Discuss the factors that affect the acceleration of rocket propulsion.
Q3. Describe the function of a space shuttle.
Q4. Illustrate how uniformly accelerated motion is related to the concept of
rocket propulsion.

Assessment

1. Which of the following situations is impossible?

a. An object has constant non-zero velocity and changing acceleration.
b. An object has velocity directed east and acceleration directed east.
c. An object has zero velocity but non-zero acceleration.
d. An object has constant non-zero acceleration and changing velocity.
2. An object moving in the +x direction experiences an acceleration of +2.0
m/s2. This means the object
a. travels 2.0 m in every second.
b. is traveling at 2.0 m/s.
c. is decreasing its velocity by 2.0 m/s every second.
d. is increasing its velocity by 2.0 m/s every second.
3. When a ball is thrown straight up with no air resistance, the acceleration at its
highest point
a. is upward. b. is downward.
c. is zero. d. reverses from upward to downward.
4. Two objects are dropped from a bridge, an interval of 1.0 s apart. Air resistance is
negligible. During the time that both objects continue to fall, their
separation
21
 a. increases. b. decreases.
c. stays constant. d. increases at first, but then stays constant.
5. An airplane accelerates down a runway at 3.20 m/s2 for 32.8 s until is
finally lifts off the ground. Determine the distance traveled before
takeoff.
a. 1217 m b. 2117 m
c. 1721 m d. 7112 m

6. The table shows the velocities of three objects A, B and C over a period of 3 s.
Each object is moving in a straight line.

Identify which of the following statements

is/are correct.
I A moves with a constant velocity.
II B moves with a constant acceleration.
III C moves with a constant acceleration.

a. I only c. I and II only

b. II only d. I and III only

7. The graph shows how the velocity of a ball changes with time.

Calculate the acceleration of the ball.

a. -8 m/s2
b. -1 m/s2
c. 1 m/s2
d. 8 m/s2

8. Two cars accelerate along the same length of

long straight track. The velocity-time graph for their
motions are shown.
Identify which of the following statements is/are
correct.
I. Car X has a greater acceleration.
II. Car Y has a greater acceleration.
III. Both cars travel the same distance.

a. I only c. III only

b. II only d. I and III on

9. Which of the following graphs represent an object

having zero acceleration?

a. only graph a
b. only graph b
c. graphs a and b
d. graphs b and c

22
10. The graph in the figure shows the position of a
particle as it travels along the x-axis.
At what value of t is the speed of the particle equal to
0 m/s?

a. 0 s c. 2 s
b. 1 s d. 3 s

11. Which statement is true?

A. Speed indicates the direction of motion.

B. Velocity indicates the direction of motion.
C. Velocity measures the rate of motion only.
D. The magnitudes of velocity and speed are always equal

12. Which among the following is an example of velocity?

A. 50 km/h C. 50 mi/h
B. 40 km/h D. 40 mi/h,E
13. Ava walked in a straight line from her house to the store, which was 650 meters
from her front door. She made it there in 10 minutes. What was her average velocity
(in meters/second)?
A. 0.92 m/s C. 1.08m/s
B. 65.0 m/s D. 0.015 m/s

14. In which situation will the instantaneous velocity and average velocity of an
object be the same?
A. If the object is moving with a constant velocity
B. If the object turns around and comes back to its starting point
C. If the object stops for some period of time and then starts moving again
D. If the object is accelerating
15. Which of these quantities is represented by the speedometer of a car?
A. Average Velocity C. Average Displacement
B. Instantaneous Velocity D. Instantaneous Displacement

Additional Activities

We are now done with our lesson. As an extended activity, research about the
different phenomena defying the law of physics. Comprehend the concept
behind it and answer the questions listed below.
Q1. Explain the principle behind the different phenomena.
Q2. Discuss the factors that affect them.

23
Answer Key

24
References
Young, H. and Freedman, R. Sears and Zemansky’s University Physics with Modern Physics
Technology Update (13th Edition), Pearson New International Edition. Pearson Education
Limited 2014.

Carter, J. (1974).Physical science:a problem-solving approach. Massachusetts: Gin and

Company.

Cohen, M. (1992). Discover science. Metro Manila: Academe Publishing House.

Halliday, D., Resnick, R. and Krane, K. (1994). Fundamentals of physics. Singapore: John
Wiley & Sons Inc.

Hewitt, P. (1989). Conceptual physics (6th Ed.) London: Scoot, Foresman and Company

Heuvelen, A. (1986). Physics: a general introduction (2nd Edition). Sta. Cruz, Manila: UNI-
ED Inc.,

Jones, E. and Childers, R. (1999). Contemporary college physics. New York: Mc Craw-Hill Co.

Morales, M.P. (2000). Worktext in physical sciences. Manila: PNU Press.

Young, Hugh. D. (1996). University physics (9th Edition). NY : Addison-Wesley Pub. Co.

Transportation Physics By Norwood S. Wilner Published on 2004, Retrieved last July 04,
2020 from www.spohrerwilner.com/transpor.htm Retrieved last July 7, 2020

https://phys.libretexts.org/Bookshelves/University_Physics/Book%3A_University_Physics_
(OpenStax)/Map%3A_University_Physics_I_-
_Mechanics%2C_Sound%2C_Oscillations%2C_and_Waves_(OpenStax)/03%3A_Motion_Alon
g_a_Straight_Line/3.03%3A_Instantaneous_Velocity_and_Speed

Physical Science Curriculum Guide

Grade 9 Science Learners’ Manual

https://wordmint.com/puzzles/2576756

https://www.tesd.net/cms/lib/PA01001259/Centricity/Domain/368/Ch2%
20MC%20Homework%20Questions%20-%20Blank%202016.pdf

https://www.youtube.com/watch?v=Tcr6bdfDpgc

https://mrsmartorelli.weebly.com/uploads/3/8/4/7/38479125/phys11_1_ 5.pdf

https://www.toppr.com/guides/physics-formulas/free-fall- formula/#:
~:text=The%20formula%20for%20free%20fall,v%C2%B2%3D%20 2gh

25
 DISCLAIMER
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