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NegOr_Q1_GenPhysics1_SLKWeek2_v2
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FOREWORD

This learning kit will serve as a guide in understanding the essentials and
common experiences related to Physics specifically in kinematics in one
dimension.

Physics is divided into many parts. Mechanics is one of them. It is the

study of motion and its causes. In this module, we will examine the basic
concepts and principles in kinematics. Kinematics simply means the
description of the particle9s motion in terms of its velocity (m/s), time (s),
distance/displacement (m), and acceleration (m/s2).

Construction of graphs and its interpretation are also part of this kit. These
are very important skills students must develop. These will help them summarize
sets of observations and relevant statistical data. These will also help them
effectively analyze a given situation and make sound predictions for useful
applications.

In studying Physics, graphs are important tools which help learning easier
and interesting. In kinematics in one dimension, the use of graphs is always an
integral component to its understanding. The variables here always include
time, velocity, distance, and acceleration.

Graphical construction from a given set of data or observations creates

visual performances for better interpretation and analysis. Its construction
presents the relationships of variables to foster effective interpretations,
predictions or forecasting, synthesizing events relative to the variables under
investigation.

Moreover, in this self-learning kit, motion of objects in one dimension will

be focused. Motion in one dimension is motion along a straight line. Lastly,
students will gain knowledge in solving problems involving one-dimensional
motion with constant acceleration in contexts such as, but not limited to, the
<tailgating phenomenon,= pursuit, rocket launch, and free-fall problems.

OBJECTIVES
At the end of this Self-Learning Kit, you should be able to:
K: identify the kinematic variables (distance, time, velocity, and
acceleration) in a given set of conditions of a particle in motion;
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S: construct graphs given sets of values;

: solve simple problems involving uniform motion and uniformly accelerated
motion; and
A: value the importance of graphs by understanding the pattern it conveys
especially in telling patterns and relationships.

LEARNING COMPETENCIES
Convert a verbal description of a physical situation involving uniform
acceleration in one dimension into a mathematical description
(STEM_GP12Kin-Ib12).

Interpret displacement and velocity, respectively, as areas under

velocity vs. time and acceleration vs. time curves (STEM_GP12KINIb-
14).

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

time and velocity vs. time curves (STEM_GP12KINIb-15).

Construct velocity vs. time and acceleration vs. time graphs,

respectively, corresponding to a given position vs. time-graph and
velocity vs. time graph and vice versa (STEM_GP12KINIb-16).

Solve for unknown quantities in equations involving one-dimensional

uniformly accelerated motion, including free fall motion
(STEM_GP12KINIb-17).

Solve problems involving one-dimensional motion with constant

acceleration in contexts such as, but not limited to, the <tail-gating
phenomenon=, pursuit, rocket launch, and free- fall problems
(STEM_GP12KINIb-19).
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I. WHAT HAPPENED

PRE-ACTIVITY:
Activity:
ARE YOU MOVING OR NOT?
Directions:
1. Read and study the topic on DESCRIBING AND DEFINING MOTION
below.
2. Read and answer the guide questions in the Data Sheet.
3. Draw conclusions based on the guide questions.

DESCRIBING AND DEFINING MOTION

Let us consider this event. You were standing at the road side when a
Ceres bus passed by. You noticed your classmate Pedro was sitting inside the
bus travelling from Dumaguete City to Mabinay. You observed and surely your
common sense will tell that Pedro was in motion.
Your observations and conclusions are valid and true that Pedro was in
motion. There was a change in his position from your point of view. The location
of Pedro (at some time) changed in an imaginary line. Hence, you can say
that motion is a change in position or location of a particle as a function of
time.
However, let us look at the same event inside the Ceres bus where Pedro
is seated. Is Pedro in motion? Technically Pedro is not in motion. He is just sitting
down. His position or location has not changed as a function of time. To an
inside observer, Pedro is not in motion. If Pedro is not in motion but the bus is in
motion, then it is possible that Pedro will be left from the bus. How do
you assess this situation? How will you justify these valid and real observations?
What will be the improved or revised definition of motion? What caused the
different observations made regarding Pedro9s location as a function of time?

The following illustrations will provide a better picture of the situation.

Situation A. As the observer, you are outside the bus seeing Pedro inside the
bus.
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Situation B. The observer is inside the bus with Pedro on the front seat.

Based on the story you have read and illustrations you have seen, answer
the questions found in the data sheet. Write your answers on your
notebook/Answer Sheet using the format shown below.

Guide Questions Responses/Answers

1. Where were you standing when the bus
passed by?
2. Whom did you see inside the bus?
3. Was he seated inside the bus?
4. Can you say that your classmate was in
motion? Why?
5. Did the observer inside the bus noticed that
your classmate was just seated?
6. Why do you think that your observation and
the inside observer were NOT the same?

7. Why did you see your classmate to be in

motion while the inside observer did not?
8. What is the difference in the point of
reference or observation between you
and the inside observer?
9. Do you think this was the reason why you had
different observations regarding the
apparent motion of your classmate?
10. What is motion?

II. WHAT I NEED TO KNOW

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DISCUSSION
In the above activity, the concept of motion is operationally observed.
In kinematics where motion is described, it becomes imperative that the
variables affecting motion in one dimension be identified and properly
defined.

The kinematic variables are as follows:

1. Distance 3 this is actual path covered by a moving particle measured in

meters (m).
Displacement 3 this is apparent change in location/position of a moving
particle with reference to its point of origin. It is also measured in meters
(m).

2. Time – this is the interval between two events or observations of a moving

particle in a straight line. It is measured in seconds (s).

3. Velocity 3 this is the change in position (displacement) of a particle as a

function of time. It is measured in meters per second (m/s).
Speed 3 this is the distance travelled as a function of time. It is also
measured in meters per second (m/s).

4. Acceleration 3 This is the change in velocity/speed per unit time of the

moving particle. It is measured in meters per second per second (m/s2).

If you noticed in the definition of terms above, the concept of distance

and displacement are treated as one. But distance is used to tell the scalar
quantity of motion. The motion referred to here is scalar while the velocity as
defined above refers to the vector quantity of motion. As noted from your
previous lessons, vectors are physical quantities that have both magnitude and
direction, while scalars have only magnitudes.

Examples of scalar quantities are mass, temperature, length, and

volume to name a few, while weight, velocity, force, and acceleration are
examples of vector quantities.

Acceleration as defined above is a change in the particle9s velocity per

unit time. If a particle maintains its velocity/speed, then it has no or zero
acceleration. The change in velocity could be increasing or decreasing. A
negative acceleration indicates a decreasing velocity while a positive
acceleration indicates an increasing velocity.

In Physics, there are usually two major components in presenting

principles. The first is the conceptual component, and the second is its
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mathematical component. For example, at the Earth9s surface, we say that all
objects fall when dropped from a certain height. This concept is described as
gravitational force.

But when we start quantifying this force, we express this equal to its mass
(m) multiplied by gravitational acceleration (g) of the Earth near its surface
which is equal to 9.8 m/s2. Hence, we say that F = ma. Mathematics supports
the concept, and it makes Physics easier to explain to a certain degree.

Referring to one of our topic objectives, try to picture a car that is moving
at a constant (positive) acceleration, meaning there is a constant change in
velocity per unit time. After some time, you will expect that the car will be
increasing its velocity unless the conditions are changed. This situation involve
time, distance, initial and instantaneous velocities, which affect the distance
covered. This is the conceptual component of this situation.

The diagram above shows the physical description of motion with

uniform acceleration. The car9s initial velocity increased after certain time due
to a uniform acceleration. This is purely a qualitative description on the
concept.

Reinforcing this, the need for quantitative description or explanation

makes it imperative. Hence, the following situation is provided.

A car is moving at a certain velocity. The car had a constant uniform

acceleration. This time we consider a positive acceleration (increasing
velocity). As time moves on, it is expected that the car9s velocity will increase
considering it was accelerating. This scenario will qualitatively indicate
increasing velocity and distance covered as function of time due to a uniform
acceleration.

Expressing the above event in its mathematical component, we invoke

one of the kinematic equations as stated below:
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Equation 1.0
V2 = V0 2 + 2ax

where: V = final velocity (m/s)

V0 = initial velocity (m/s)
x = distance (m) a
= acceleration (m/s2)

The equation above is the mathematical description of the conceptual

physical situation in the kinematics of a particle. This will allow quantitative
predictions and anticipatory picture of the events hereafter some time. This will
make the explanation more convincing and practical to visualize future
conditions given the operating parameters of the event.

These two components (physical and mathematical descriptions) in the

study will make Physics learning interesting and grounded to fast
understanding and applying of physical situations or events.

Graphical Representations and Interpretations of Motion

Variables in a Graph and Its Interpretations

It is a common knowledge that graphs always represent variables that

would like to show useful information and its relationships. These relationships
usually have physical meaning which will address various components in any
learning activity.

As mentioned in the previous lessons, displacement is the vector

representation of a particle9s location after as a function of time, while velocity
is its relationship one can obtain. Since velocity is operationally defined as the
rate of change of position of a moving particle from a reference point, with
respect to time. Once displacement of a moving particle is related to as a
function of time, this relationship is known as velocity.

Here, we will show that the physical quantities displacement and

velocity will be concretized after certain relationships will be done. The
generation of an area under these related variables will be shown.
A. Velocity versus Time

In the Cartesian coordinate system, the y-axis will be designated as

velocity in meters per second (m/s) while the x-axis will be designated as the
time in seconds (s). The time and velocity of the moving particle is graphically
shown below:
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The area in the above graph can be solved by multiplying its length by
its width. Hence, if we use the formula,

Area = length shown as time (s) x width shown as velocity (m/s) = m or simply
its displacement.

Example 1:

A particle is moving at 10 m/s, what is its displacement after

20 s?

Area = length x width

= 20 s x 10 m/s

= 200 m is the variable displacement

B. Acceleration versus Time

Using a similar line of thought as above, the graph below will be

obtained.

The area in the above graph can be solved by multiplying its length by
its width. Hence, if we use the formula,

Area = length shown as time(s) x width shown as acceleration = m/s or its

velocity.

Example 2:
A particle is accelerating at 3.0 m/s2, what is its velocity after 20 seconds?
Area = 20 s x 3.0 m/s2
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= 60 m/s is the variable velocity

C. Position versus Time

This time we apply the concept of the slope of the line generated
between these two variables of a moving particle which are position and time.
The slope (m) of the generated line or curve will be obtained by dividing the
y component with the x component.

Using the Cartesian coordinate system, the following figure can be

obtained:

Slope = y component (m) x component (s) = m/s, which is the unit of measure
for velocity (m/s)

Example 3:
A particle has moved from 0 to 30 m after 10 seconds. What is its velocity?

Using the graphical representations:

m = y/x

= 30 m/ 10 s

= 3 m/s which is the particle9s velocity

and represents graphically the slope of the
line

D. Velocity versus Time

Using the slope (m) of the generated line from this relationship will yield
acceleration. Similar procedure will be used in representing the interpretation.
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Slope (m) = y component x component = velocity (m/s) time (s) = m/s2

This will give us the physical quantity called acceleration in (m/s2).

Example 4:

A particle is moving from 0 m/s to 20 m/s. After 10 seconds what is its

acceleration? Using the formula to find the slope of the line, m = y component
x component.

m = (20 - 0) m/s (10 - 0) s

= 2 m/s2, which is a graphical representation of

the linear slope and its corresponding physical
quantity the acceleration.

Here in the four different illustrations, we were able to show how certain
kinematic variables can be obtained using and interpreting graphical
representations.
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REFERENCES

Acceleration (physicsclassroom.com) Retrieved from

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

Bauer, Wolfgang and Westfall, Gary D., 2016. General Physics 1. Mc-Graw Hill
Education.

Beiser, Arrhur, 1992. Modern Mechanical Physics. Addison Wesky Publishing

Company Inc.

Freefall review (article) | Khan Academy Retrieved from

https://www.khanacademy.org/science/ap-physics-1/ap-
onedimensional-motion/falling-objects-ap-physics/a/freefall-ap1

Motion in a straight line. (n.d.). Retrieved July 16,

2020, from https://www.khanacademy.org/

Motion in One Dimension. learning.hccs.edu/faculty/kam.chu/ powerpoint-

presentation-for-university-physics-i/chapter-2.

Passengers Travelling Bus Illustrations & Vectors. Accessed July 15, 2020.
Retrieved from
https://www.dreamstime.com/illustration/passengerstravelling-bus.html

Salibio, Mark and David, Oliver M., 2019. Physical Science, second edition.
Makati City, Philippines: DIWA Learning Systems, Inc.

What are the kinematic formulas? (article) | Khan Academy

Retrieved from https://www.khanacademy.org/science/physics/one-
dimensionalmotion/kinematic-formulas/a/what-are-the-
kinematicformulas

Young, H. D., Freedman, R. A., Ford, A. L., & Sears, F. W. 2012.

Sears and Zemansky’s University Physics (13th ed.). Boston: Addison-
Wesley.
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DEPARTMENT OF EDUCATION SCHOOLS

DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA EdD

OIC - Assistant Schools Division Superintendent

MARCELO K. PALISPIS EdD JD

OIC - Assistant Schools Division Superintendent

NILITA L. RAGAY EdD

OIC - Assistant Schools Division Superintendent/CID Chief

Education Program Supervisor ROSELA R. ABIERA 3 (LRMDS)

ARNOLD R. JUNGCO
PSDS-Division Science Coordinator

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

ANGELO JANRY EMMANUEL D. ISO

RHEA FE G. SINAJON
Writers

BERNADETTE NOVEM I. SARDON ROSEWIN P. ROCERO ACE PENCER PARTOSA KEENJI

L. ARMENTANO

Illustrators/Lay-out Artists
_________________________________________

ALPHA QA TEAM

EUFRATES G. ANSOK JR. LIEZEL A. AGOR

JOAN Y. BUBULI
MA. OFELIA I. BUSCATO
DEXTER D. PAIRA
LIELIN A. DE LA ZERNA

BETA QA TEAM
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ZENAIDA A. ACADEMIA ALLAN Z. ALBERTO MARIA SALOME B. GOMEZ RANJEL D. ESTIMAR

EUFRATES G. ANSOK JR. JUSTIN PAUL ARSENIO C. KINAMOT

DORIN FAYE D. CADAYDAY LESTER C. PABALINAS
MERCY G. DAGOY ARJIE T. PALUMPA
ROWENA R. DINOKOT
DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible learning modality
to the teachers and learners of the Division of Negros Oriental. The contents of this module are carefully researched,
chosen, and evaluated to comply with the set learning competencies. The writers and evaluator were clearly instructed
to give credits to information and

illustrations used to substantiate this material. All content is subject to copyright and may not be
reproduced in any form
without expressed written consent from the division.
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SYNOPSIS AND ABOUT THE AUTHORS

The physics of motion is considered the oldest branch in

natural philosophy (Physics). Since then, it had developed into
one of the major branches in Physics called Mechanics.

Motion is described in terms of velocity, time,

distance/displacement, and acceleration. These descriptions
do not include size particle and forces that cause motion.
In interpreting velocity and acceleration, the slopes
generated by the relationship between position and time result
to velocity, while the slope generated by velocity related to time
is the par ticle9s displacement.

instantaneous x-velocity, when a particle moves along a

Moreover, in straight-line motion, average and straight line, we
describe its position with respect to an origin O by means of a
coordinate such as Position is the location of an object relative
to ý. the origin. We often use the symbol ý to refer to
position. Displacement: change in position of an object. We use
the symbol ∆ý for displacement, where ∆ means
"change." It is a vector quantity with units of distance.
Distance on the other hand, is the total amount the
object has moved. This depends on the whole path traveled, not
just the starting and ending points.

Distance traveled is always a non-negative number. Distance is a scalar quantity.

ANGELO JANRY EMMANUEL D. ISO is a licensed professional teacher

stationed in Benedicto P. Tirambulo Memorial National High School,
SHS department. He is also a registered Electronics and
Communications Engineer graduated from University of San Carlos,
Cebu City.

RHEA FE G. SINAJON is a Teacher II at Zamboanguita Science High

School. She graduated with a degree of Bachelor of Science in
Physics from Silliman University in 2012. She later took up Continuing

Professional Education at Negros Oriental State University in 2016 and

passed the Licensure Examination for Teachers in 2017.
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LAY-OUT ARTISTS

BERNADETTE NOVEM I. SARDON is a licensed professional

teacher. She is a graduate of University of San Carlos with a degree
of Bachelor of Science in Biology. She is currently teaching at San
Miguel National High School as a Senior High teacher.

ACE PENCER PARTOSA is a Grade 11 STEM student at

Zamboanguita Science High School. Ace is one of Zamboanguita
Science High School9s student artists. He has represented the school
NegOr_Q1_GenPhysics1_SLKWeek2_v2
in various contests and activities related to art. 33