Saint Anthony’s College

Santa Cruz, Santa Ana, Cagayan 3514 | FAS School System

LEARNING MODULE 2
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SUBJECT: GENERAL PHYSICS 1
GRADE LEVEL/QUARTER: GRADE 12, 1ST Quarter
TOPIC: VECTOR AND SCALAR, KINEMATICS IN ONE
DIMENSION
SCHOOL YEAR: 2020-2021
SUBJECT TEACHER: ZALDY G. BALOLOY, LPT

INTRODUCTION

Suppose by chance you found yourself sitting beside a physicist when taking a long bus
ride. Suppose the physicist was in a talkative mood and told you about some of the things he or
she did for a living. To explain things, your companion would likely doodle on a scrap of paper.
Physicists love using doodles to explain ideas. Einstein was famous for that. You'd see some
arrows in the doodles. The arrows would probably represent the magnitude
(how much) and the direction (which way) of a certain quantity. The quantity might be the
electric current that operates a minicomputer, or the orbital velocity of a communications
satellite, or the enormous force that lifts an Atlas rocket off the ground. Whenever the length of
an arrow represents the magnitude of a quantity, and the direction of the arrow represents the
direction of the quantity, the arrow is called a vector.
STANDARDS:

CONTENT STANDARD COMPETENCIES

The learners demonstrate an  Differentiate vector and scalar quantities
understanding of:  Perform addition of vectors
 Vectors and vector  Rewrite a vector in component form
addition  Convert a verbal description of a physical
 Position, time, distance, situation involving uniform acceleration in one
displacement, speed, dimension into a mathematical description
average velocity,  Interpret displacement and velocity, respectively,
instantaneous velocity as areas under velocity vs. time and acceleration
 Average acceleration, vs. time curves
and instantaneous  Interpret velocity and acceleration, respectively,
acceleration as slopes of position vs. time and velocity vs.
 Uniformly accelerated time curves
linear motion  Construct velocity vs. time and acceleration vs.
 Free-fall motion time graphs, respectively, corresponding to a
 1D Uniform Acceleration given position vs. time-graph and velocity vs.
Problems time graph and vice versa
 Solve for unknown quantities in equations
 involving one dimensional uniformly accelerated
motion, including free fall motion
 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
TRANSFER:

After completing this module, students will be able to independently learn how
differentiate vector and scalar quantities; perform addition of vectors; rewrite a vector in
component form; calculate directions and magnitudes of vectors; convert a verbal description of a
physical situation involving uniform acceleration in one dimension into a mathematical
description; differentiate average velocity from instantaneous velocity; introduce acceleration;
recognize whether or not a physical situation involves constant velocity or constant acceleration;
and interpret displacement and velocity , respectively, as areas under velocity-versus-time and
acceleration-versus-time curves; recognize whether or not a physical situation involves constant
velocity or constant acceleration; convert a verbal description of a physical situation involving
uniform acceleration in one dimension into a mathematical description; interpret velocity and
acceleration, respectively, as slopes of position versus time and velocity versus time curves;
Construct velocity versus time and acceleration versus time graphs, respectively, corresponding to
a given position versus time-graph and velocity versus time graph and vice versa

LESSON 1.

VECTORS AND SCALARS

In “Motion in One Dimension,” our discussion of motion was limited to two directions, forward
and backward. Mathematically, we described these directions of motion with a positive or
negative sign. That method works only for motion in a straight line. This chapter explains a
method of describing the motion of objects that do not travel along a straight line.

 Scalar are quantities that ae fully described by a magnitude (or numerical value) alone. The
data they provide answer only the question “how much”. For example, when you measure how
far, how fast, how long, or how big an object/ a situation is, you are looking only for scalar
quantity. Distance, speed, time, and energy are samples of scalar quantities.
 Vector, on the other hand, are quantities that are fully described by both magnitude and
direction. When you search for a place in a map, the quantity that you are looking for is
vector; calculating the place from your point of origin and the direction(s) that you are going
to take results n displacement, a vector quantity that deals with both distance (magnitude)
and direction.
Some examples of vector and scalar quantities

Vector Scalar
Displacement ¿) – measure of length from a Distance (d) – measure of length from a
reference point to the last point reference point to a desired point.
Velocity ( v́) – the rat of change of Speed (v) – the rate of change of distance
Δ d́ Δd
displacement per time: v́= per time: v=
Δt Δt
 Acceleration ( á) – the rate of change of Time (t) – the duration of an event or the
Δ v́ measure of intervals between them
velocity per time: ( á )=
Δt
Force (( F́) – a push or pull that maintains or Energy (E) - the ability to do work
alters an object’s motion
Since you have already studied about processes involved in
calculating scalars in the previous grades, we shall focus our
discussion in the lesson solely on vectors.

In describing vector quantities, it is very important that a

reference frame is well defined. Defining the reference frame involves
determining the origin and the axes to describe the quantities. To indicate quantities as vectors,
we used half-arrows on top of quantity’s symbol. In order to understand better about vector, take
note of the following.

1. Requirements to Represent a Vector:

 A scale is clearly listed
 A vector arrow (with arrowhead) is drawn in a specified direction. The vector arrow
has a head and a tail.
 The magnitude and direction of a vector are clearly labeled.
2. Conventions for Describing Directions of Vectors
 The direction of a vector is often expressed as an angle of rotation of the vector about its
“tail” from east, west, north or south.
 The direction of a vector is often expressed as a
counter-clockwise angle of rotation of the vector about
its “tail” from due East.

40° counter-clockwise rotation from East 240°

counter-clockwise rotation from East

3. Representing the Magnitude of a Vector

 The magnitude of a vector in a scaled vector diagram is depicted by the length of the
arrow. The arrow is drawn a precise length in accordance with a chosen scale.
 For example, the diagram at the right shows a vector with a magnitude of 29 miles.
Since the scale used for constructing the diagram is 1 cm = 5 mile, the vector arrow is
drawn with a length of 4 cm. That is 4 cm x (5 miles/1 cm) = 20 miles.
 Using the same scale (1 cm = 5 miles),
o A displacement vector that is 15 miles will be represented by a vector arrow that
is 3 cm in length.
o A 25-mile displacement vector is represented by a 5-cm long vector arrow.
o An 18-mile displacement vector is represented by a 3.6-cm long arrow. See the
examples shown below.
4. Determining the Direction of Vector
 Vector direction is always base on the x-axis.
A. 30° N of W
B. 40° N of E
C. 60° S of E

Activity 1.

THINK AND TRY

1. Determine the magnitude and direction of the following vectors. Scale: (1 cm = 10 m/s)

2. Accurately draw scaled vector diagram to represent the magnitude and direction of the
following vectors:
a. Given the scale: 1 cm = 10 m, represent the vector 50 m, 30°
b. Given the scale: 1 cm = 10 m, represent the vector 60 m, 150°
c. Given the scale: 1 cm = 20 m, represent the vector 140 m, 200°
d. Given the scale: 1 cm = 15 m/s, represent the vector 120 m/s, 240°
e. Given the scale: 1 cm = 5 m/s, represent the vector 35 m/s, 270°
f. Given the scale: 1 cm = 5 m/s, represent the vector 31 m/s, 310°

To understand vectors better, you must review some trigonometric concepts, as well as the
concept of Pythagorean theorem, which states that the square of the hypotenuse is equal to the
sum of the squares of the legs or the other two sides of a right triangle.
 In equation from, Pythagorean relation states
that: c =a2+ b2 or c= √ a 2+ b2, where:
2

c – hypotenuse; the longest side of right triangle

a and b legs; side of the triangle

β and α angle less than 90°

The different trigonometric quantities can be

memorized by using the relation SOHCAHTOA. The following are different trigonometric
relations based on the triangle for angle θ.

ADDING VECTORS
Unlike scalars which can be added, using basic arithmetic, adding vectors is more complex
because not only the magnitudes have to be considered, but also their directions as well. Adding
vectors can be done, using two methods: graphical and analytical.
The sum obtained from adding vectors is called the resultant. It represents the resulting
magnitude and direction of the combined vector quantities.
To illustrate addition of vectors, let us first focus on the simplest example of vectors. the
displacement vector ¿´¿).

Graphical Method
In the graphical method, also called the polygon method or head-to-tail method, the vectors are
connected until the resultant vector is determined.

Example 1.
d1 = 2 m, north
d2 = 3 m, south
determine the resultant vector by adding the following vectors.
d1 + d2 = dR

Solution
1. Illustrate the first vector as a ray
2. Draw the second vector by considering the tip of the previous vector as the new origin.

3. Connect all the other vectors, following Step 2.

4. Draw the tail of the resultant vector from the origin to the tip of the last vector.
 5. Measure the length, using a ruler and a
protractor.
From this, we identify the resultant vector is -1,
Thus d´R= -1 m, south.

Activity 2.
*Note: use graphing paper for accurate result.
A. If the given factors are
d1 = 2 m, north
d2 = 3 m, south
d3 = 5 m, east
determine the resultant vectors in the following.
1. d2 + d3 = dR 2. d1 + d2 + d3 = dR

Do not forget to plot the vertices on the following graph

1. 2.

B. Find the total distance and displacement in the

following situations.

1. In the CCTV footage, the suspect of

a crime was seen walking 50 m, northward; then he turned east at 3o m. He then
turned south and traveled another 5o m before he reached the victim's house. His
travel displacement showed that he seemed to be having second thoughts before he
committed his crime.
2. Hachi, a newly adopted dog, chased its owner's car tirelessly, running 500 m eastward.
Hachi even followed the car when it turned 300 m, northward. Realizing that Hachi
would not give up, the owner went out of her car and took Hachi with her. She could
not believe how far Hachi had run just I to chase her.

Analytical Method

The graphical method is often not useful when vectors are set in three dimensions. It is for
this reason that the analytical method of adding vectors has been formulated.

The analytical method, which can be described as the inverse of the graphical method,
requires the concepts reviewed about trigonometry, as well as its idea of the components. The
components of the vector are its "projections" along the axes of interest. When combined, these
components form the resultant. For this lesson, we shall limit our discussion to the components
along x-and y-axes.
The components of a vector may be either positive or negative, wherein the sign denotes
the direction that the vector goes. The positive sign (+) stands for north or east, while the negative
sign (-) stands for south or west.

Example 1
Find the x and y-components of the following vector:
d1 = 5 m, 30° north of east
Solution
1. Illustrate the given vector. Select how the angle will be oriented to represent the direction
of the vector.
2. Draw lines parallel to x-and y-axes to enclose the angle set. The result is a right triangle
with the vector as the hypotenuse.
The vertical leg of the triangle represents the y-component, while the horizontal leg stands for the
x-component.
3. For this graph, we can now estimate and determine the components.
x-component y-component
4.3 m 2.5 m
The components are both positive since they are located in the first quadrant.

Depending on the angle formed, SOHCAHTOA may also be applied to determine the
components. Consider this example to illustrate this method.

Example 2.
d1 = 5 m, 60° south of east;
Solution
1. Illustrate the vector.

2. Draw the lines parallel to the x- and y-axes

3. Solve for the x- and y-components, using the following formulas.

 oposite line
x-component sinθ=
hypotenuse
adjacent line
y-component cosθ=
hypotenuse

Since the vector is in the fourth quadrant, the y-component should

be negative.
Therefore, the final components are as follows.
x-component y-component
2.5 m -4.33 m

Activity 3.
A. Determine the resultant vector of the following. Illustrate your solution on a graphing
paper.
d1 = 10 m, 20° north of east
d2 = 15 m, 40° south of east
d3 = 25 m, 80° south of west
B. Find the components of each vector given above. Illustrate your solution on a graphing
paper.

Now that you know how to determine the components of a vector, you can finally add vectors
analytically. Consider the vectors given in example 1.

Example 3.
d1 = 2 m, north
d2 = 3 m, south

Determine the resultant vector, using the analytical method.

d1 + d2 = dR

Solution
1. First, express the cardinal direction as pure angles. With tis, north becomes 90°; south,
270°.
2. Resolve the given vectors into their components.

3. Then, determine the sum of the component vectors.

 4. Use Pythagorean theorem to solve for the resultant vector.

5. To determine the angle of the resultant vector, use the trigonometric identity, tangent.

This indicates that the direction of vector is downward or southward.

6. Thus, we get:
d́ R= 1 m, south

Example 4.

Determine the resultant vector, using the analytical method.

Solution
1. Convert the cardinal directions into angles.

2. Separate the given vectors into their components.

 3. Determine the sum of the component vectors.

4. Use Pythagorean theorem to solve for the resultant vector.

5. To determine the angle of the resultant vector, use tangent.

This indicates that the direction of the vector is 11°, south of west.
6. In getting the resultant vector, combine the magnitude and direction. Thus, we get

Activity 4.
Find the resultant vectors of the following, using the analytical method.

Transfer
In this lesson/activity, I learned that:

LESSON 2.

ONE-DIMENSIONAL KINEMATICS

You have studied about the concept of motion since third grade. From what you can
remember, what is motion?

Simply put, motion is the change in the position of a certain object from the origin or the
stalling point, to another point. It is triggered by different causes, such as force, gravity, and
friction. The study that deals with these causes of motion is called dynamics. In this lesson,
however, we shall focus only on kinematics, or the study of the properties of motion without the
consideration of the motion's causes. Since Kinematics involves motion along one, two, and three
dimensions, we shall separate the discussion into two. For this lesson, our emphasis goes to one-
dimensional kinematics.
To understand better the language of kinematics, let us review the six parameters of
motion: distance, displacement, speed, velocity, acceleration, and time. Remember that distance,
speed, and time are scalars; while displacement, velocity, and acceleration are vector quantities.
In this lesson we shall consider the motion of an object along a straight path to describe
motion in one dimension.

Distance and Displacement

As discussed in the previous grades the length of an object's motion can be described by
distance and displacement.

Distance is the total length covered from where the motion started. Displacement, on the other
hand, is the length of the line drawn »om the object's origin to its final position, which indicates
the overall direction of the motion. It involves the starting position to serve as a reference point.
Now, how do we measure these two quantities?

Consider the motion of a runner moving in a rectangular track as an example.

Figure 3.1 The paths (1-4) of a runner moving in a rectangular track

1. Distance and displacement from the origin to the end of Path 1

Notice that from the origin to the right, the runner has covered 20 m. In this case, both the
distance and displacement have a magnitude of 20 m. The displacement now bears the direction
to the right and should be completely described as 20 m to the right.
2. Distance and displacement from the origin to the end of Path 2.
In this case, the total distance covered and the displacement are different. The total distance
covered is simply the sum pf the distance in Paths 1 and 2.
 In getting the displacement, we use the concept of vector addition.

To determine the resultant vector, we use Pythagorean theorem.

To determine the angle, we use tangent identity

Thus, the total displacement of the origin to the end of Path 2 is √ 500 m, 26.57°, north of east.

3. Distance and displacement from the origin to the end of Path 3

We shall repeat the steps in the previous item, adding into the equation the distance covered
by the runner from the end of Path 2 to the end of Path 3.

Therefore, the total distance covered from the origin to the end of Path 3 is 50 m. Now, we shall
get the displacement.
Getting the total displacement is easier since two of the given vectors are opposite but equal in
magnitude. Hence, we shall simply cancel out these vectors.

Thus, the total displacement covered from the origin to the end of Path 3 is 20 m, east.
4. Distance and displacement from the origin to the end of Path 4.
Add the total distance of each path.

Since the end point of Path 4 is the same as the origin, the total displacement from the origin
to the end of Path 4 is zero.

Activity 5.

An object moves along the grid through the points A, B, C, D, E, and F as shown below.
a. Find the distance covered by the moving object.
b. Find the magnitude of the displacement of the object.

SPEED AND VELOCITY

In distinguishing a motion's speed and velocity, the same pattern is followed however,
time is an important element. Speed, as often described, is the change in distance over change in
time; velocity requires an additional element of direction and is the vector counterpart of speed.

To illustrate these quantities, consider a particle moving to the right. Its motion is
described in the following table.
Table 3.1. Sample time and distance of a moving particle
Time (s) 0 1 2 3 4
Distance (m) 0 2 4 6 8
 Let us illustrate the path of the object from t = 0 s to t = 1 s. The origin position of the
particle is represented as a dotted circle, while the new position is shown as a solid circle.

Notice that after 1 second, the particle is 2 m away from the 0 m position.

The motion of the particle continues in the same manner as initially given in table 3.1.

We determine the speed of the particle by dividing the total distance covered by the total
time used.

Thus, the average speed of the particle is 2 m/s.

To compute for the particle’s velocity, divide the change in distance by the change in time.

The average velocity has the same magnitude as the average speed. It has the following
direction.
From this illustration, we can say that the average velocity of the particle is 2 m/s to the right.
Let us make a few more examples to understand this topic better.

Example 1.
Find the average speed and average velocity of the particle of the particle with motion
described below.
Time (s) 0 1 2 3 4
Distance (m) 3 6 9 12 15
Solution.

The average velocity is:

Since the given values are increasing, the direction of the particle’s motion is rightward. Hence,
the velocity of the particle is 7.5 m/s to the right.

Example 2.
Find the average speed and average velocity of the particle with motion describe below.
Time (s) 0 1 2 3 4
Distance (m) 0 -5 -10 -15 -20
Solution:
Since the given values are decreasing, the direction of the particle’s motion is leftward. The
velocity of the particle is -5 m/s to the left.

ACCELERATION
Acceleration is the change in velocity per change in time. It involves a change in either
speed or direction or both. When an object increases its speed or velocity, it is accelerating; if
otherwise it is either decelerating or non-accelerating (constant velocity).

Acceleration is a vector that does not have a scalar counterpart.

To illustrate, consider again a moving particle with motion details presented in Table 3. 2.

Table 3. 2 Sample time and velocity of a moving particle to the right

Time (s) 0 1 2 3 4
Distance (m/s) 0 2 4 6 8

Determine the average acceleration of the particle by dividing the change in velocity by the
change in time used.

From this, we conclude that the average acceleration of the particle is 2 m/s 2 to the right.

Activity 6.

Answer the following problem.

Gio has been reprimanded in school because of his frequent tardiness. His being late was
often due to the delay in the train system. He used this as an excuse to his professor, but the latter
did not believe him. he even thought that Gio was only lying.
And so, Gio thought of a good idea.

To prove that he was not lying, Gio decided to measure the average speed, velocity, and
acceleration of the train from the North Ave. Station to Ortigas Station. He used an application on
his smartphone to measure the distance between stations.
In his experiment, Gio noted the following details.
Help Gio compute to get the train’s average speed, velocity, and acceleration.

Complete the table of values below.

d1 d2 d3 d4 d5
Time (s)
Speed (m/s)
Velocity (m/s)
Average speed:
Average velocity:
Average acceleration:
Conclusion:

GRAPHING MOTION

Your background of linear motion will serve as an important foundation for you to
understand the different representations of motion through graphs. Now, we shall deal with
vector quantities in the following examples with directions that are represented by their signs.

In this lesson, we shall discuss three different graphs: displacement vs. Time graph,
velocity vs. Time graph and acceleration vs. Time graph.

Displacement-versus-Time Graph

For a starting example, consider the table of values for a moving particle that we have used
earlier. The x-values represent the displacement.
Time (s) 0 1 2 3 4
x-values (m) 0 2 4 6 8
We now focus on how the graph of this example looks like. Examine how the points have
been initially plotted in figure 3.1a and how the observed pattern can help predict other values at a
later time (figure 3.1b).
The particle’s velocity can be taken from the graph by determining the slope of the graph. To do
this, we shall consider two points-specifically, the first and last points-and then, apply the slope
formula.

Hence, the speed of the object is the slope of the displacement-versus-time graph.
Figure 3.1c shows how the slope has been solved.

Figure 3.1c
Consider the displacement-vs-time graphs for the following situations.
1. A still object located 2 m from the origin
2. An object moving at constant velocity
3. An object that starts from 10 m and moves back to the original position
4. An object accelerating away from the origin
5. An object accelerating back to the origin
Activity 7
Consider the displacement-vs-time graph below. Then, answer the questions that follow.

1. In which position (s) is the object not moving?

2. In which position (s) is the object moving away from the starting point?
3. In which position (s) is the object accelerating?
4. In which position (s) is the object moving back to its original position?
5. How much time has been consumed by the object at being stationary?

Velocity-vs-time graph

For graphing velocity versus time, consider the following table of values.
Time (s) 0 1 2 3 4
Velocity (m/s) 0 2 4 6 8
We once again examine the graph that can be generated by plotting the paints based on
the given table and illustrating the best fit line. we also determine the slope of the graph and the
acceleration of the object.

Figures 3. 7a and 3. 7b show that the platter points on the left and the one on the right includes
the line of best fit.

To determine the slope of this graph, we shall follow the same process used in determining the
slope of the displacement-vs-time graph.
 From this computation, we have found out that the slope is 2 m/s 2. We notice that the
value of the slope is similar in dimension to the unit of acceleration. This confirms that indeed,
the slope of a velocity-versus-time graph shows acceleration. Its solution can also be seen by
using the graph in Figure 3. 7c.

Another interesting feature of a velocity-versus-time graph is the area under the curve.
The area under the curve of a velocity-versus-time graph represents the displacement of the
object. Consider the example illustrated in Figure 3. 7d.

An object starts at t = 1 s with a velocity of 2 m/s. After 3 seconds, at t = 4 s, the object is

travelling at 8 m/s. If the area under the curve will be determined it will represent the
displacement of the object.

Now, let us consider the displacement-versus-time graphs for the following situations.
1. A still object
2. An object moving at a constant velocity of 2 m/s
3. An object accelerating at a constant value
4. An object approaching a velocity of zero from a velocity of 8 m/s
Acceleration-vs-time graph

Using the same table of values, let us graph acceleration vs time.

Time(s) 0 1 2 3 4
Acceleration 2 4 6 8
(m/s2)
We plot the graph of an object with the given values. Then, consider the points and the
line of best fit to represent other values that are not given in the sample data.
The graphs indicate that the acceleration is increasing. Note that the area under the curve of the
graph is the velocity of the object.

To illustrate, refer to figure 3.12c

Based on the area under the curve, the graph shows that the object is moving at an
average velocity of 6 m/s2 from t = 1 s to t = 4 s, during which time the acceleration is constant
with a value of 2 m/s2.

Constructing Other Graphs from a Given Graph

In constructing other graphs from a given graph, it is important to visualize how a
specific type of motion can be represented in terms of the three graphs that we have discussed:
displacement versus time, velocity versus time, and acceleration versus time.
Let us illustrate how to construct graphs from another given graph.

Table 3.3. Graphs of different situational motion.

Examine how the table shows the graphing of the different motion of objects. In the first
example, all graphs are identical. Note the patterns generated in each case.

Activity 8

Examine the given graphs below. Fill in the spaces with graphs which correspond to the given
graphs.

TRANSFER
In this lesson/activity, I learned that:

KINEMATIC EQUATIONS
There are six mathematical expressions and equations that will help us simplify our analyses in
studying the motion of objects. The first three are definitions, while the other three are
derivations from the aforementioned definitions.

Let us illustrate solving kinematic problems using these equations.

Example 1.
A car was tailgating a truck. One of the three passengers of the car noticed what the
driver was doing, and requested him to stop. If the initial velocity of the car from a certain
position along an expressway was 60 km and covered a distance of 5 Km in 10 min before it
stopped, what was the acceleration of the car?

Example 2
A police officer is in pursuit of tandem-riders who are suspected to have snatched a cell
phone along a busy road, If the motorcycle used by the officer to catch the culprits is travelling
at 20 m/s to 4o m/s, what is the distance covered by the police officer if it has taken him 10
seconds to do so?

KINEMATIC EQUATIONS ON FREE FALL

As discussed in the previous grades, free fall is the motion of an object caused by the
gravitational field.
Before, it was thought that objects fell at different rates because of their masses. Then,
nearly four centuries ago, Galileo Galilei introduced the idea that the rate of fall of an object is
independent of its mass. This constant value disregards air resistance and other factors,
including the motion of Earth and the significance of the object's distance from the surface.
The force of gravity between Earth and an object near Earth is associated with an
acceleration towards Earth ( ǵ) which is equal in value to -9.81 m/s 2. This value is only
applicable on Earth as other heavenly bodies can have different magnitudes of pull on objects.
Moon, for example, has an acceleration of-1. 62m/s2 of Earth's acceleration value.
The inclusion of constant g for freely falling objects leads to a revision of the kinematic
equations that involve a constant acceleration value. The equations now take the following form
for the y-component of motion.

Notice how d́ has changed to ý to emphasize the fact that it is along the y-axis or the vertical
axis where free fall occurs. Let us illustrate these equations by using the following examples.

Example 1
Despite a warning not to touch anything in the school museum, Michael and Jerald
picked up a glass ball from the display. They were astonished to see that the ball was signed by
one of the great players in PBA, who happened to be an alumnus of their school. The two fought
over the ball, until Michael accidentally threw it off in the air.
Jerald thought of catching the ball. But does he have enough time? If the distance of the
ball-at its highest point-from the ground is 10 m, how much time will it take for the ball to reach
the ground?
Consider the external effects (air resistance, Earth's motion, etc.) are negligible.
Example 2.
Leonard wanted to measure the depth of the dried-up well beside their house. He dropped
a coin into it, and it took 2 seconds for the coin to reach the ground. What is the total depth of the
well?
Disregard the external factors that might affect the coin's velocity.

Solution

Activity 9.

Solve the following problems systematically.

 1. An astronaut on the moon dropped a tool from his space vehicle which is 5 m from the
ground. How long would it take for the tool to reach the ground?
2. Cheska and Chacha were playing volleyball when the latter lost control of her service and
the ball got stuck on a tree branch. The ball was 9 ft. from the ground. Chacha tried to
retrieve the ball by throwing a rock in its direction. However, her. first try did not hit the
ball and only alarmed the dog 100 m, west, instead.
Supposing that the dog's average running speed was 17 mph would the two. girls be able to
retrieve successfully the ball without being chased by the dog? Find how much time it
would take for the ball to reach the ground and the time for the dog to reach their location
if Chacha succeeded in hitting the ball in her' second try.

TRANSFER
In this activity, I learned that:

SUMMARY OF THE CONCEPT

 Quantities can be divided into two categories: scalars and vectors. Scalars are quantities
that do not need to be defined by a direction and are sufficiently described by magnitude,
while vectors are described by magnitude and direction.
 Vector addition and subtraction involve determining both magnitude and direction.
 Adding vectors may be done by using graphical or analytical methods.
 In the graphical method, addition can be done by representing vectors as rays and
connecting them from origin to the head of the last vector.
 The analytical method involves the determination of the components of the vectors adding
the components, and determining the resultant, using Pythagorean theorem and the
tangent of the angle.
 The resultant vector represents the resulting magnitude and direction of the combined
vector quantities.
 The components of the vector are its "projections" along the axes of interest. When
combined, these components form the resultant.
 Motion is the change in the position of a certain object from its origin. It is triggered by a
force like gravity, friction or a push or a pull.
 Kinematics is the study of the properties or parameters of motion without the
consideration of the causes of the change in the state of motion.
 Motion can occur in one, two, or three dimensions. Thus, kinematics is classified into
three categories: one-, two-, and three-dimensional kinematics.
 The motion of objects can be graphically illustrated through displacement-versus-time,
velocity-versus-time, and acceleration-versus-time graphs.
 There are six equations that are used in solving kinematic problems. They are as follows:

 Freefall motion can be measured by using the acceleration value towards earth ( ǵ), which
is at – 9.81 m/s2. Moon on the other hand, has an acceleration of – 1.62 m/s 2, or about 1/6 of
earth’s acceleration value.
 The kinematic equation for problems involving freefall are the following:
EVALUATION: MULTIPLE CHOICE
DIRECTION: Choose the correct answer; then, write its letter on your notebook.
1. What do you call the sum of vectors?
A. Sum C. Resultant
B. Component D. Origin
2. Consider two vectors both directed to the east and with a magnitude of 10 m. what will be
the resultant vector when they are added.
A. 10 m C. 20 m, west
B. 20 m, east D. 5 m, east
3. Two vectors are added. If they have the same magnitude but opposite directions-say, north
and south, describe the magnitude when the first is subtracted from the second.
A. Lesser C. Double
B. Greater D. Zero
For items 4 – 5, use the given vectors.
d1 = 15 m, east d4 = 15 m, south d3 = 5 m, north
d2 = 5 m, south d5 = 15 m, west
4. Which vector sum will yield the greatest magnitude?
A. d2 and d4 C. d3 and d4
B. d1 and d3 D. d4 and d5
5. Which vector sum yield the least magnitude?
A. d1 and d2 C. d2 and d3
B. d1 and d3 D. d4 and d5
6. What is the displacement of the object illustrated in the graph?

A. 12 m C. 36 m
B. 24 m D. 48 m
7. What is the acceleration of the object whose graph is shown in the previous item?
A. 8 m/s2 C. 2 m/s2
B. 4 m/s2 D. 1 m/s2
8. From a toll gate, a car accelerates to a velocity of 60 km/hr in 10 minutes. What is the
acceleration of the car?
A. 360 km/hr2 C. 120 km/hr2
2
B. 240 km/hr D. 60 km/hr2
 9. AA.toy5 shas been dropped by a kid from the 19th floor of C.his
4 sfamily's condominium unit. The
unit2.9
B. is s4o m high. Disregarding air resistance, howD.long 2. 3will
s the toy take to reach the
10. A
ground?
rocket is fired vertically. \t goes up with constant vertical acceleration of 40 q in a matter
of 10 seconds. Then, its fuel gets consumed completely, and the rocket falls freely. What is
the maximum height reached by the object?
A. 1000 m C. 3000 m
B. 2000 m D. 4000 m

REFERENCES
 Holt Physics – Raymond A. Serway and Jerry S. Faughn
- HOLT, RINEHART and WINSTON A Harcourt Education Company.
 GENERAL PHYSICS Philippine edition – Early Sol A. Gadong and Raphael V. Belleza
- URONE•HINRICHS•DIRKS•SHARMA
 CONCEPTUAL SCIENCE and BEYOND – GENERAL PHYSICS 1 (A Work for Senior High
School): Brilliant Creations Publishing, Inc.
- Von Anthony G. Torio, M.Sc.
 GENERAL PHYSICS – K -12 Compliant Work text for Senior High School: JFS Publishing
Services Manila, Philippines
- Geronimo D. Tabujara Jr.