Senior High School

General Physics 1
Quarter 1 - Module 3
One-Dimensional Kinematics
General Physics 1 – Grade 12
Alternative Delivery Mode
Quarter 1- Module 3: One-Dimensional Kinematics
Fourth Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a condition the
payment of royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent
nor claim ownership over them.

Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
Development Team of the Module

Author: Leah Lyn A. Lingatong

Reviewers: Jean S. Macasero, EPS - Science

Claire Marie J. Arro
Jenifer Jude Ragandang
Noeme S. Lagos

Illustrator and Layout Artist: Leah Lyn A. Lingatong

Sheena Marie R. Cascon
Management Team
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent

Co-Chairpersons: Rowena H. Para-on, PhD

Asst. Schools Division Superintendent

Members Lorebina C. Carrasco, OIC-CID Chief

Jean S. Macasero, EPS - Science
Joel D. Potane, LRMS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II

Printed in the Philippines by

Department of Education – Bureau of Learning Resources (DepEd-BLR)
Office Address : Fr. William F. Masterson Ave Upper Balulang, Cagayan de Oro
Telefax : (08822)855-0048
E-mail Address : [email protected]
 Senior High
Senior School
High School

General Physics 1
Quarter 1 - Module 3
One-Dimensional Kinematics

This instructional material was collaboratively developed and reviewed by

educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of
Education at action@ deped.gov.ph.

We value your feedback and recommendations.

FAIR USE AND CONTENT DISCLAIMER: This module is for educational purposes only. Borrowed materials (i.e., songs,
stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective
copyright holders. The publisher and authors do not represent nor claim ownership over them. Sincerest appreciation to
those who have made significant contributions to this module.

Department of Education ● Republic of the Philippines

 Table of Contents
What This Module is About ............................................................................................... i
What I Need to Know ........................................................................................................ i
How to Learn from this Module ........................................................................................ ii
Icons of this Module ......................................................................................................... ii
What I Know ................................................................................................................... .iii

Lesson 1: Describing Motion

What I Need to Know................................................................................................... 1

What’s New: Describing Motion ................................................................................... 1
What Is It ..................................................................................................................... 3
What’s More: Solving Distance and Displacement Problems ...................................... 6
What’s More: Solving Speed and Velocity Problems .................................................. 7
What’s More: Solving Acceleration Problems…. .......................................................... 7
What I Have Learned: Sum it Up! ................................................................................ 7
What I Can Do: Conducting an Interview ..................................................................... 8

Lesson 2: Graphical Representation of Motion

What’s In ...................................................................................................................... 9
What I Need to Know.................................................................................................... 9
What’s New: Graphing Motion ...................................................................................... 9
What Is It ..................................................................................................................... 11
What’s More: Through the Graph! ............................................................................... 15
What I Have Learned: Interpret Me! ............................................................................. 16
What I Can Do: My Motion Story ................................................................................. 16

Summary ....................................................................................................................... 17
Assessment: (Posttest) .................................................................................................. 18
Key to Answers .............................................................................................................. 20
References .................................................................................................................... 22
 Module 3
One-Dimensional Kinematics

What This Module is About

This module provides you with scientific knowledge and skills about One-
Dimensional Kinematics. Kinematics is a branch of mechanics that deals with
describing an object’s motion without considering its causes. One dimensional
kinematics, therefore, is about describing the motion of objects along a straight path
(rectilinear motion) through words, diagrams, graphs or equations. The lessons in this
module are necessary in studying other concepts of motion in the succeeding lessons.
The following are the lessons contained in this module:
• Lesson 1- Describing Motion
• Lesson 2- Graphical Representation of Motion

What I Need to Know

After going through this module, you are expected to:
1. Convert a verbal description of a physical situation involving uniform acceleration in
one dimension into a mathematical description (STEM_GP12Kin-Ib12)
2. Interpret displacement and velocity, respectively, as areas under velocity vs. time
and acceleration vs. time curves (STEM_GP12KINIb-14)
3. Interpret velocity and acceleration, respectively, as slopes of position vs. time and
velocity vs. time curves (STEM_GP12KINIb-15)
4. 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)

i
How to Learn from this Module
To achieve the learning competencies cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

This part contains learning objectives that

What I Need to
are set for you to learn as you go along the
Know
module.

This is an assessment as to your level of

knowledge to the subject matter at hand,
What I know
meant specifically to gauge prior related
knowledge

This part connects the previous lesson with

What’s In
that of the current one.

An introduction of the new lesson through

What’s New various activities, before it will be presented
to you

These are discussions of the activities as a

What is It way to deepen your discovery and
understanding of the concept.

These are follow-up activities that are

What’s More intended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you have

Learned learned from the lesson

These are tasks that are designed to

showcase your skills and knowledge gained,
What I Can Do
and applied into real-life concerns and
situations.

ii
 What I Know
MULTIPLE CHOICE: Directions: Read and understand each item and choose the letter of
the correct answer. Write your answers on a separate sheet of paper. One point for each
correct answer.
1. Which if the following statements best describes the difference between distance and
displacement?
A. Distance has magnitude only, while displacement has direction only.
B. Distance has both magnitude and direction, while displacement has magnitude
only.
C. Distance has magnitude only, while displacement has both magnitude and
direction.
D. There is no difference. Both distance and displacement have magnitude and
direction.
2. What is measured by a car’s speedometer?
A. Average speed C. Instantaneous speed
B. Average acceleration D. Instantaneous acceleration

3. Mark walked 5 km/h. How long did it take him to travel 15 km?
A. 3 h B. 5 h C. 10 h D. 12 h

4. What is the average speed of an object moving 10 kilometer in 30 minutes?

A. 10 km/hr B. 20 km/hr C. 30 km/hr D. more than 30 km/hr

5. A two-year old boy runs 20 m away from his mother in a straight path in 6 s and then runs
halfway back in one-half the time. What is his average velocity?
A. 2.55 m/s toward his mother C. 1.11 m/s away from his mother
B. 4.20 m/s away from his mother D. 4.44 m/s toward his mother

6. It is defined as the rate of change of velocity.

A. distance B. displacement C. speed D. acceleration

7. Which of the following is an example of acceleration?

A. 10 m/s B. 10 m C. 10 s D. 10 m/s2

8. Which of the following situations happen when a driver steps on the accelerator?
A. The car speeds up C. The car decelerates
B. Velocity is changed D. No fuel is consumed

9. An object is moving in the +x direction with an acceleration of +2.0 m/s2. What does it tell
you about the objects motion? 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.
E. is increasing its velocity by 2.0 m/s every second.

10. What is the acceleration of a car that maintains a constant velocity of 55 mi/hr for
10.0 seconds?
A. 0 B. 5.5 mi /hr/s C. 5.5 mi /s/s D. 550 mi/hr/s

iii
11. An airplane increases its speed at the average rate of 15 m/s2. How much time does it
take to increase its speed from 100 m/s to 160 m/s?
A. 17 s B. 0.058 s C. 4.0 s D. 0.25 s

12. The motions of a car and a truck along a straight road are
represented by the velocity-time graphs iniiithe figure on the right.
The two vehicles are initially alongside each other at time t = 0.
At time T, what is true of the distances traveled by the vehicles
since time t = 0?
A. They will have traveled the same distance.
B. The truck will not have moved.
C. The car will have travelled further than the truck.
D. The truck will have travelled further than the car.

The graph represents the relationship between velocity and time for
an object moving in a straight line. Use this graph to answer questions 13 and 14.

13. Looking at the graph above, which of the following statements is TRUE about the motion
of the object?
A. The object speeds up C. The object stays at rest
B. The object slows down D. The object moves with a constant velocity

14. What is the velocity of the object at 5 s based on the graph above?
A. 1 m/s C. 3 m/s
B. 2 m/s D. 5 m/s

15. The graph on the right represents the position as a function

of time of a moving object. What is the velocity of the
object?
A. 2 m/s C. 6 m/s
B. 4 m/s D. 5 m/s

iv
 Lesson
Describing Motion
1
What I Need to Know

Motion is all around us. Every day, we see objects that are moving like people
walking or running, ball rolling, birds flying in the sky, vehicles running on the road and
many more. We also noticed that objects move in different ways. Some in curved
paths, others in straight-line path. In this lesson, we will mathematically describe the
motion of objects along a straight-line path (one-dimensional motion) in terms of
distance, displacement, speed, velocity and acceleration. We have to note that these
terms are either scalar or vector quantities so the rules in subtracting or adding them
which you learned from module 2 will be used in this lesson.
After this lesson, you should be able to:
1. Describe the motion of an object in terms of distance or displacement, speed or
velocity;
2. Solve problems on distance, displacement, speed, velocity and acceleration;
3. Measure the distance and displacement from a travel map.

What’s New

Activity 3.1 Describing Motion

Source. Physics LP by DepEd and UP NISMED

Objectives
➢ Measure the distance and displacement from a travel map;
➢ Calculate for the distance / time in km/min.
Material: ruler
Situation:
In Figure 3.1, Angelo, a fourth-year student, monitored his trip from his house
to school. He walked from his house (A) to the nearby jeepney stop (B) for 4 minutes.
He travelled by jeepney for 10 minutes to the tricycle stop near his school (C). From
the tricycle stop, he took a tricycle to D for 2 minutes until he reached the school (E)
for another 2 minutes.

1
 D
(School) E

B C

Figure 3.1 Map of Angelo’s Trip

Scale: 1 cm =0.05 km

Procedure
1. Measure the line segment AB, BC, CD and DE on the map shown in Fig. 2.1
using a ruler. Record the data in column 3 of Table 3.1 below. Convert your
measured value to kilometers using the scale given above and record it in
column 4 of the same table. Record the corresponding time of travel in
column 5.
2. Compute Angelo’s distance/time in km/min from A to B, B to C, C to D, and
finally D to E. Write the corresponding values in column 6.
Data
Table 3.1: Motion of Angelo
Means of Line Length of Line Distance Time Distance/time
Transport Segment Segment (cm) (km) of (km/min)
Used Travel
(min)
walking AB
jeepney BC
tricycle CD
tricycle DE
Note: You will use your data to answer the questions found in the “What’s More” section of
this lesson.

2
 What Is It

Activity 3.1 walks us through the basic concepts of motion. When we discuss
the motion of an object, we describe it relative to a reference point. We call this as a
frame of reference. Objects that we call stationary—such as a tree, a sign, or a
building—make good reference points. An object is in motion if it changes position
relative to this frame of reference. There are several physical quantities that can
quantitatively describe the motion of objects as you have studied in your Junior High
school science. We shall review them in this lesson.

Distance and Displacement

A body has moved if it has changed position with respect to a reference point,
like traveling from your house to school. This change in position is termed as distance.
Distance, d, a scalar quantity, is the length of path that a moving body travels. It is
commonly expressed in meter, kilometer, centimeter or feet. Displacement, d, a
vector quantity, is the shortest distance between the initial position and final position.
Examples of displacement are 5 km, E and 100 m, NE.
Sample Problem 1: A boy started from the tower (point A) moved to point B then went
back to point A. What is his total distance travelled? What about his displacement?

Source: Project EASE:

Physics
Figure 3.2: Motion of the boy along a straight path.

Solution:
d=10m + 10m =20 m; since distance is a scalar quantity, we don’t mind the direction.
We simply add the magnitude.
d= 10m, E + (-10 m,W)=0; since displacement is a vector quantity, we have to consider
the direction of the motion. Travelling to the East, E, is positive and travelling to the
West, W, is negative.
Sample Problem 2. A man walks 175 m to the east, then turns back and walks 40 m
due west. What is the total distance he walked? What is his total
displacement?

d1= 175 m

d2= 40
Figure 3.3: Motion of the m
man.

3
Solution: The total distance he walked is d= 175 m + 40 m= 215 m. However, for his
total or net displacement, we have to consider the directions. Considering the
Cartesian plane, going east is positive and going west is negative, his displacement is
d= 175m East+ (- 40 km West) = 135 m, East. Therefore, the net displacement of the
man is 135 m, due East.

Speed and Velocity

Speed, 𝑣 , a scalar quantity, refers to the rate of motion. It is the ratio of distance
covered and the elapsed time of travel. In equation,
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑠𝑝𝑒𝑒𝑑 =
𝑒𝑙𝑎𝑝𝑠𝑒𝑑 𝑡𝑖𝑚𝑒
𝑑
In symbol: 𝑣=
𝑡
Since speed is distance divided by time, speed is expressed in terms of the unit
of distance and unit of time. The SI unit for distance is meter, and time is second.
Thus, speed is expressed in meters per second or m/s. For vehicles, the standard unit
for speed is kilometers per hour or km/h (kph). In other countries such as USA, they
use miles per hour or mph as unit of speed. What about the speed of ship? Are they
also expressed in kph or mph? (No. Ship’s speed is expressed in nautical per hour
or knots.)
The average speed can be determined by dividing the total distance travelled by the
total time of travel. In equation:
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝐴𝑣𝑒. 𝑠𝑝𝑒𝑒𝑑 =
𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝑜𝑓 𝑡𝑟𝑎𝑣𝑒𝑙
𝑑𝑡𝑜𝑡𝑎𝑙
In symbol: 𝑣𝑎𝑣𝑒 =
𝑡𝑡𝑜𝑡𝑎𝑙

For example, a bus travelled 120 kilometers in 3 hours. What is the speed of
the bus? Did the bus travel at constant speed of 40 kph in 3 hours? Perhaps, the bus
travelled at 20 km/h, 30 km/h, 60 km/h or 120 km/h or it stopped several times. In other
words, its speed was not constant as it travelled for 3 hours. So, the 40 kph refers to
the average speed of the bus.
Are you familiar with the instrument called speedometer? It is one of the
devices on the instrument panel in front of the driver’s seat of a motor vehicle. Is the
speed indicated in the speedometer an average speed? (No.) The speedometer
indicates the instantaneous speed of the vehicle, which refers to the speed of the
vehicle at the instant you were reading the speedometer.
The description of motion is not complete if it includes speed only. We also have
to consider its direction. With this, we use the term velocity. Velocity is a vector
quantity defined as the ratio of the displacement to the total time elapsed.
The average velocity ( 𝑣⃗𝑎𝑣𝑒 ) is the total displacement of an object divided by the
𝑑
elapsed time. In symbols: 𝑣⃗𝑎𝑣𝑒 =
𝑡

4
 where : d = total displacementt = elapsed time 𝑣⃗𝑎𝑣𝑒 = average velocity

Sample Problem 1 (Speed): Lydia de Vega is a world-renowned

Filipino track and field athlete. She can run the 100-m dash in about
11.0 seconds. What is her average speed?
Given: d= 100.0 m t= 11.0 s
Required: average speed
𝑑
Solution: 𝑣𝑎𝑣𝑒 =
𝑡
100 𝑚 Source: www.pinoyathletics.info
𝑣𝑎𝑣𝑒 =
11.0 𝑠
Figure 3.4 Lydia de Vega during a track
𝑚
𝑣𝑎𝑣𝑒 = 9.09 and field match.
𝑠
𝑚
Therefore, the average speed of Lydia de Vega is 9.09 𝑠 .

Sample Problem 2 (Velocity):

John walks to his friend’s house. He walks 750 meters East, then realizes he walked
too far. He turns around and walks 250 meters West. The entire walk takes him 13
seconds. What is his average velocity?
Given: d1= 750 m, East d2= 250 m, West t = 13 s
Required: 𝑣⃗𝑎𝑣𝑒
𝑑
Solution: 𝑣⃗𝑎𝑣𝑒 =
𝑡
750 𝑚−250 𝑚
𝑣⃗𝑎𝑣𝑒 =
13 𝑠
500 𝑚
𝑣⃗𝑎𝑣𝑒 =
13 𝑠
𝑚
𝑣⃗𝑎𝑣𝑒 = 38.46 𝑠
𝑚
The average velocity of John in his entire walk is 38.46 𝑠
.

Acceleration
An object accelerates when it speeds up, slows down or changes direction.
In other words, the motion is accelerated when the velocity of the object changes.
Recall that velocity refers to both magnitude (speed) and direction.
Acceleration is the rate of change of motion or the change in velocity per unit
∆𝑣
time. In equation, 𝑎= ∆𝑡
𝒗𝒇 −𝒗𝒊
𝑎=
∆𝑡
The unit of acceleration is m/s/s or m/s2.

5
Sample Problem 1: A race car’s forward velocity increases from 4.0 m/s to 36 m/s
over a 4.0 s-time interval. What is its average acceleration?

Figure 3.5 A race car’s motion.

Given: 𝑣𝑖 = 4.0 𝑚/𝑠 ∆𝑡 = 4.0 𝑠 𝑣𝑓 = 36 𝑚/𝑠

Required: 𝒂
Solution:
𝑣𝑓 − 𝑣𝑖
𝑎=
∆𝑡
36 𝑚/𝑠 − 4.0 𝑚/𝑠 32.0 𝑚/𝑠
𝑎= = = 8.0 𝑚/𝑠2
4.0 𝑠 4.0 𝑠

The average acceleration of the race car is 8.0 𝑚/𝑠 2 .

Sample Problem 2: A car with an initial velocity of 20 m/s, accelerates at a rate of
5 m/s2 for 3 seconds, what will its final velocity be?

Figure 3.6 A car’s motion.

Given: 𝑣𝑖 = 20 𝑚/𝑠 𝑎 = 5 𝑚/𝑠2 ∆𝑡 = 3 𝑠

Required: 𝑣𝑓
Solution:
𝒗𝒇 −𝒗𝒊
From the equation: 𝑎 =
∆𝑡
, we can derive a formula to be used in solving
for the final velocity. That would be 𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡.
𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡.
𝑣𝑓 = 20 𝑚/𝑠 + (5𝑚/𝑠2 )( 3 𝑠) .
𝑣𝑓 = 20 𝑚/𝑠 + (15𝑚/𝑠) .
𝑣𝑓 = 35 𝑚/𝑠
The final velocity of the car is 35 𝑚/𝑠.

What’s More

Activity 3.2.1: Solving Distance and Displacement Problems

Direction: Use the data you obtained in Activity 3.1: Describing Motion to answer
the following questions. Use separate sheet of paper. One point for each correct
answer.
1. What was the total distance traveled by Angelo in km?
2. How long did it take him to reach the school?
3. What was his average speed in the first part of his trip? In the succeeding
parts?

6
 4. What is his average speed in the entire trip from his house to school?
5. What is his net displacement? (Hint: Draw a straight line from his house
to school.)
6. Get the ratio of the distance that you measured in Q5 to the total time of
travel. What does this ratio give you?

Activity 3.2.2: Solving Speed and Velocity Problems

Directions: Show your answers legibly, concisely and completely. Use separate
sheet of paper. Five points for complete solution to each item.
1. A banca takes about 1.0 h to travel a distance of 15 km. A sailboat travels
the same distance in 0.5 h. The same distance is travelled by a motorboat
in 0.3 h. (a) Compute the average speed of each vessel. (b) Which vessel
is the fastest? (c) Based on the data, how fast is the sailboat compared to
the banca?
2. A car travels along a straight road for 100 meters, East in 4 seconds, then
go the west for 50 meters in 1 second. Calculate the car’s average speed
and average velocity.

Activity 3.2.3: Solving Acceleration Problems

Directions: Show your answers legibly, concisely and completely. Use separate
sheet of paper. Five points for complete solution to each item

1. A race car’s forward velocity increases from 4.0 m/s to 36 m/s over a 4.0 –s
time interval. What is its average acceleration?
2. If the rate of continental drift were to abruptly slow from 1.0 cm/ year to 0.5
cm/year over the time interval of a year, what would be the average
acceleration?

What I Have Learned

Activity 3.3: Sum it Up!

Directions: Show your answers legibly, concisely and completely. Use separate sheet
of paper. Five points for a complete solution to each item.

1. A car is driven 4.5 km due north before the driver remembers a forgotten
package. The car is driven back 4.5 km in the opposite direction. What is the
total distance covered by the car? What is the net displacement?
2. The marathon runner jogged 2 km along a straight shoreline, rested, then
continued in the same direction for another 2 km. Find the total distance and
displacement he covered.

7
 3. A bus travels at a distance of 90 km in 2 h and another 30 km in 1 h. What is
the average speed of the bus?
4. A bus is moving west at 25 m/s when the driver steps on the brakes and
brings the bus to a stop in 3.0 s.
a. What’s the bus’ average acceleration while braking?
b. If the bus took twice as long to stop, how would the acceleration compare
with that you found in part a?

What I Can Do
Activity 3.4: Conducting an Interview

Following speed limit is of great importance. The minimum speed limit is set at 60
kph and the maximum at 100 kph. With this, conduct an interview to 2 drivers of
different automobiles such as a jeepney, a bus, a taxi or a private vehicle to find
out their relative average speed as well as their driving experiences in relation to
increasing and decreasing speed and following road safety measures. Construct
at least 3 questions to be used in your interview. Write a transcript of your interview.

INTERVIEW RUBRIC
Criteri 4 3 2 1 Points
a
Student can Student can Student can Student cannot
accurately answer accurately answer a accurately answer a accurately answer
Knowledge

several questions few questions about few questions about questions about the
Gained

about the person who the person who was the person who was person who was
was interviewed. interviewed interviewed. interviewed.
The student edited The student edited The student edited The student edited
and organized the and organized the and organized the and organized the
Formatting and

transcript to make it transcript in a way transcript but the transcript but the
informative and that made the information lacks information was not
Editing

interesting information clear. clarity and less clear and interesting

interesting
The student asked The student asked a The student asked a The student did not
several relevant couple of relevant couple of follow-up ask any follow-up
Questions

follow-up questions follow-up questions questions based on questions based on

based on what the based on what the what s/he thought the what the person said
person said. person said. person said.
The presentation is The presentation is The presentation The presentation is
well organized and well organized and contains accurate lacking facts and
contains accurate contains accurate quotations and facts quotations from the
quotations and facts facts taken from the taken from interview OR the
Presentation

taken from the interview. the interview. quotes and facts are
interview. not accurately
reported.

8
 Lesson
Graphical Representation of
2 Motion

What’s In
In the previous lesson, we use words, numbers, equations and diagrams to
describe an object’s motion. For this lesson, we will explore another way of describing
one dimensional motion through a visual representation we call graphs. We will use
line graphs throughout this lesson. In making the line graphs, we put the independent
variable on the x- axis and the dependent variable on the y-axis.

What I Need to Know

After this lesson, you should be able to:
1. Construct a position-time graph;
2. Construct a velocity-time graph;
3. Solve for the slope of a position-time graph;
4. Solve for the slope of a velocity-time graph;
5. Interpret position-time and velocity-time graphs;
6. Make a story out of a position-time graph;
7. Identify the quantity represented by the slope of a position-time graph;
8. Identify the quantity represented by the slope of a velocity-time graph.
9. Interpret displacement and velocity, respectively, as areas under velocity vs.
time and acceleration vs. time curves.

What’s New

Activity 3.5: Graphing Motion

Source. Physics LP by DepEd and UP NISMED

Direction: Use graph paper to plot the motion of the bicycle, the passenger jeepney
and the car. Please keep your graphs for you will use them to answer
questions in the “What Have I Learned” section of this lesson.
Objectives:
a) Construct distance-time graphs from given tabulated data.
b) Describe motion in words, using the graph as point of reference.
c) Calculate and interpret the slopes of the graph.

9
Materials: ruler, pencil and calculator
Data
Part A- Data for a Bicycle’s Motion Part B – Data for the Motion of a
1. Plot the tabulated data (d vs t) Passenger Jeepney
2. Time will be in the x-axis and distance in
the y-axis. 1. Plot the given tabulated data (d
3. Connect the points. Describe the graph. vs t)
2. Time will be in the x-axis and
Table 3.2: Bicycle’s Motion distance in the y-axis.
3. Connect the points. Describe
Distance Time your graph.
d (m) t (s) Table 3. 3: Passenger Jeepney’s Motion
Distance Time
0 0 d (km) t (h)
20 2 0 0
38 4 50 1
60 6 100 2
79 8 100 3
100 10 100 4
120 12 150 5
138 14 100 6
50 7
0 8

Table 3.4: Car’s Motion

Part C – Data for the Motion of a Car Distance Time

1. Plot the distance against time (d-t graph) d (m) t (s)

2. Time will be in the x-axis and distance in the 0 0

y- axis. 15.5 4.8
3. Connect the points. Describe the graph. 46.5 8.7
75.0 11.1
105.2 13.0
150.0 15.3
200.1 17.7

10
0
 What Is It

Position vs. Time Graph

An object’s motion can be represented by a position-time graph (See Figure 2.1).
In this graph, the x- axis represents the time and the y- axis represents the position of
the object relative to the starting point. The position-time graph tells us how far an
object has travelled from its starting position at any given time it started moving.

Sample Problem 1:
Use Figure 2.1 to answer the following:

1. At what time is the car’s position equal to

40 m? The car is at 40 m at time t= 4 s.

2. What was the car’s position at t= 2 s?

The car’s position is 20m at t= 2 s.

3. What is the total distance travelled by the Figure 3.7 Position vs. Time Graph of a Car
car at the end of 5s?The car travelled a
total distance of 50m.

What Does the Slope of the Position- Time Graph Represent?

Recall that in Mathematics, the slope of the line describes the direction and the
steepness of the line. It is equal to the rise divided by the run. Mathematically,
∆𝒚 𝒚𝟐 − 𝒚𝟏
𝒎= =
∆𝒙 𝒙𝟐 − 𝒙𝟏
where m= slope of the line
𝑦1 = y coordinate of Point 1 𝑥1 = x coordinate of Point 1
𝑦2 = y coordinate of Point 2 𝑥2 = x coordinate of Point 2

Consider again Figure 2.1, let us determine its slope

using the following two points.
P1 (1s, 10m) and P2 (2s, 20m)
To get the slope:
∆𝑦 𝑦2 − 𝑦1 20𝑚 − 10𝑚 10 𝑚 Figure 3.8 Position vs. Time Graph of a Car
𝑚= = = = = 10𝑚/𝑠
∆𝑥 𝑥2 − 𝑥1 2𝑠 − 1𝑠 1𝑠

11
Take a look at the unit of the slope of the line we got. What quantity does this unit
represent? The slope of the line of a Position-time graph is the speed or velocity of
an object.
Let us try using other set of two points from the graph.

P1 (3s, 30m) and P2 (4s, 40m) P1 (1s, 10m) and P2 (5s, 50m)
∆𝒚 𝒚𝟐 − 𝒚𝟏 50𝑚 − 10𝑚 40 𝑚
𝒎= = 𝑚= = = 10 𝑚/𝑠
∆𝒙 𝒙𝟐 − 𝒙𝟏 5𝑠 − 1𝑠 4𝑠
40𝑚 − 30𝑚 10 𝑚
𝑚= = = 10 𝑚/𝑠
4𝑠 − 3𝑠 1𝑠
P1 (2s, 20m) and P2 (5s, 50m)
P1 (1s, 10m) and P2 (4s, 40m)
50𝑚 − 20𝑚 30 𝑚
𝑚= = = 10 𝑚/𝑠 40𝑚 − 10𝑚 30 𝑚
5𝑠 − 2𝑠 3𝑠 𝑚= = = 10 𝑚/𝑠
4𝑠 − 1𝑠 3𝑠

Note that for the different sets of two points on the line that we used, the slope
is the same. It means that the velocity of the car is constant. The graph above shows
an object moving at constant velocity.
Position-Time Graph Summary
Position

(a) Graph shows the object is moving at constant

positive velocity. This explains further that as the
time increases the distance also increases with
Time time.

(b) Graph shows object is moving at

Position

constant negative velocity

Time
Position

(c) Graph shows the object is at rest, it

has zero velocity

Time
Position

(d) Graph shows the object is moving with

varying speed. It means that the velocity is not
constant. The object is accelerating.

Time

12
Velocity- Time Graph
An object’s motion can be represented by a velocity-time graph (See Figure
2.3). In this graph, the x-axis represents the time and the y-axis represents the velocity
of the object relative to the starting point. The velocity-time graph tells us how fast an
object moves.

Let’s solve for the slope of the velocity-time graph of

a car in Figure 2.3.

P1 (0 s, 5 m/s) and P2 (5 s, 25m/s)

25𝑚/𝑠 − 5 𝑚/𝑠 20 𝑚/𝑠
𝑚= = = 4𝑚/𝑠2
5𝑠 − 0𝑠 5𝑠

Source: www.physicsclassroom.com
Notice the unit of the slope of velocity-time graph. The
Figure 3.9 Velocity vs. Time Graph of a Car
quantity that represents this slope is the acceleration.
Velocity- Time Graph Summary
Velocity

(a) Graph shows the object is moving at constant

positive acceleration.

Time
Velocity

(b) Graph shows object is moving at

constant negative acceleration.
Velocity

(c) Graph shows the object is at

constant velocity. It is not accelerating.

Time

(d) Graph shows the object is moving with

Velocity

varying speed. It means that the velocity is not

constant. The object is accelerating.

Time

13
Finding the Displacement from the Velocity vs. Time Graph
The velocity-time graph can be used to determine the displacement of an
object. This is done by getting the area of the shaded sections between the line and
the time axis.
Sample Problem 1: Determine the displacement of the object in
Figure 3.8 for the first 4 seconds.

Solution: To get the displacement, we will get the area

of the rectangle.
Given: b= 4 s h= 30 m/s
Figure 3.10. Velocity vs. Time Graph of an
𝐴𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒 = 𝑏ℎ
Object’s Motion (in the first 4 seconds)
= (4s) (30 m/s)
=120 m

The object was displaced 120 m during the first 4 seconds of motion.
Sample Problem 2: Determine the displacement of the object in
Figure 3.8 during its 3 seconds of motion.

Solution: To get the displacement, we will get the area

of the triangle.
Given: b= 3 s h= 30 m/s
Figure 3.11. Velocity vs. Time Graph of an
1 Object’s Motion
𝐴𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 = 𝑏ℎ
2 (during its 3 seconds of motion)
1
= 2 (3s)(30 m/s)
The=45
object
m was displaced 45 m during its 3 seconds of motion.
Finding the Velocity from the Acceleration vs. Time Graph
The acceleration-time graph can be used to
determine the change in velocity of an object. This is done
by getting the area of the shaded sections between the
line and the time axis.
Sample Problem 1: The graph shown on the right gives
the acceleration of the race car as it starts to speed up.
Assume the race car had a velocity of 20 m/s at time t=0 s.
Find the final velocity of the driver when she reaches the
finish line.

Figure 3.12.Acceleration vs. Time Graph of

an Object (during its 3 seconds of motion).

14
 Solution:
We can find the change in velocity by finding the area under the acceleration-
time graph. We will take the area of the triangle.
1
Δv =𝐴𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 = 2 𝑏ℎ
1 𝑚 𝑚
Δv =𝐴𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 = 2 (8𝑠) (6 𝑠2 ) = 24 𝑠

This calculation gave us the change in velocity during the given time interval. To
calculate the final velocity, we need to use the definition of change in velocity.
Δv = 𝑣𝑓 − 𝑣𝑖

Substituting the values in the equation, we get

𝑚 𝑚
𝑣𝑓 − 20 = 24
𝑠 𝑠
𝑚 𝑚
𝑣𝑓 = 24 + 20
𝑠 𝑠
𝑚
𝑣𝑓 = 44
𝑠
𝑚
Therefore, the final velocity of the racer is 44 𝑠

What’s More

Activity 3.6: Through the Graph!

Direction: You are given the velocity-time graph of the motion of a race cart along
a linear track. Answer the questions below regarding its motion. One point for
each correct answer.

1. Which part(s) of the graph shows

that the object is moving at
constant positive acceleration?

2. What is the acceleration of the cart

between t= 10 min to t= 15 min?

3. How fast was it moving between 40

and 55 minutes?
Figure 3.13 Motion of a Race Cart
4. At which time interval shows that
the object is moving at constant
negative velocity? Source. Physics LP by DepEd and UP NISMED

15
 What I Have Learned

Activity 3.7: Interpret Me!

Direction: Use the graph you made for each vehicle’s motion in Activity 3.5 page 9
to answer the following questions: One point for each correct answer.

Part A – Data for a Bicycle’s Motion

1. What does it show regarding the motion of the bicycle?
2. Find the slope of the graph. What does the slope of d-t graph represent?

Part B- Data for the Motion of a Passenger Jeepney

3. Calculate the slope of the graph
a. at t = 0 h to t = 2 h
b. at t = 2 h to t = 4 h
c. at t = 4 h to t = 5 h
d. at t = 5 h to t = 8 h
4. What do the slopes show? What does a positive slope show? A negative slope?
A zero slope?
5. Describe the motion of the jeepney based on the slopes you calculated in (3).
Part C- Data for the Motion of a Car
6. Describe the motion of the car. Is the speed constant? How do you know?
7. Draw a line tangent to the curve at t= 7 s. Get the slope of the straight line drawn
tangent to the curve. What does this slope represent?

What I Can Do

Activity 3.10: My Motion Story

. d (km)
You are riding a passenger
jeepney on the way to your 40
school. You are given the
distance-time graph of its 30
motion below. Make a 20
simple story out of the
graph describing the 10
jeepney’s motion while you
are riding. Use a separate 0 10 20 30 40 50
sheet of paper for your
t (min)
answer. Ten points for your
Figure 3.14 Motion of the Jeepney
correct answer. Source. Physics LP by DepEd and UP NISMED

16
Summary:
➢ Distance is a scalar quantity defined as the length of path that a moving body
travels.
➢ Displacement is a vector quantity which is considered as the shortest distance
between the initial position and final position.
➢ Speed a scalar quantity, is the ratio of distance covered and the elapsed time
of travel.
➢ Velocity is a vector quantity defined as the ratio of the displacement to the total
time elapsed
➢ Acceleration is the rate of change in velocity. It is the change in velocity per unit
time, while velocity is the rate of motion of a body.
➢ An object accelerates when it speeds up, slows down, or it changes direction.
➢ Some examples of accelerated motion are:
- the motion of an object on an inclined plane or a hill
- a freely falling body
- an object moving along a curved path
- an object that moves with varying speed in a horizontal plane in a unit of time.
➢ An object changes its rate of motion due to any of the following:
a. the magnitude of the velocity is changed
b. the direction of the velocity is changed
c. both the magnitude of velocity and direction is changed.
➢ Distance-time graph gives a visual representation of the object’s motion. From
the graph, we can obtain how far the object has travelled at a given time and
the speed of the object.
➢ The slope of a position-time graph represents the speed/velocity.
➢ The slope of a velocity-time graph represents the acceleration.

17
 Assessment (Posttest)

MULTIPLE CHOICE:
Directions: Read and understand each item and choose the letter of the correct answer. Write
your answers on a separate sheet of paper. One point for each correct answer.

1. John walks 6 km east during the first day, and 3 km east the next day. What is the total
displacement of John in two days?
A. 6 km, west B. 3 km, east C. 10 km, east D. 9 km, east
Use the diagram below to answer questions No.2 and 3.In the illustration, Elsa, who
started from the origin, walks 8 km east during first day, and 5 km west the next day.

2. What is the total displacement of Elsa from the initial point in two days?
A. 6 km, east B. 3 km, east C. 10 km, west D. 5 km
3. What is the total distance of Elsa from the initial point in two days?
A. 13 km B. 3 km C. 10 km D. 5 km
4. A toy car moves 8 m in 4 s at the constant velocity. What is the car’s velocity?
A. 1 m/s B. 2 m/s C. 3 m/s D. 4 m/s
5. Which of the following statements is TRUE?

I. The distance travelled by an object can be equal to its displacement.

II. The displacement of a moving object can be greater than its distance travelled.

A. I B. II C. both I and III D. neither of the two

6. Given the table below, which of the following statement about the learners’ speeds
is TRUE? Learner Distance Travelled (m) Time (s)
John 40 8
Paul 20 5
Jim 60 12

A. Jim > John >Paul C. Paul < Jim = John

B. John = Jim < Paul D. Paul < John > Jim.

7. An airplane increases its speed at the average rate of 15 m/s2. How much time does it
take to increase its speed from 100 m/s to 160 m/s?
A. 17 s B. 4.0 s C. 0.25 s D. 0.058 s

8. What is the average velocity of a train moving along a straight track if its displacement is
192 meters East during a time period of 8.0 s?
A. 0.087 m/s B. 24 m/s C. 768 m/s D. 1536 m/s

18
9. What does the slope of a distance vs. time graph represent?
A. Acceleration B. Displacement C. Distance D. Speed
10. What does the slope of a velocity vs. time graph represent?
A. Acceleration B. Displacement C. Distance D. Speed

11. Consider the figure on the right, which of the following

statements is TRUE?
A. The object speeds up.
B. The object slows down.
C. The object moves with a constant velocity,
D. The object stays at rest.

The graph on the right represents the position as a function

of time of a moving object. Use this graph to answer
questions 12 and 13.
12. What is the initial position of the object?

A. 2 m B. 4 m C. 6 m D. 8 m

13. What is the velocity of the object?

A. 2 m/s B. 4 m/s C. 6 m/s D. 8 m/s

14. The motions of a car and a truck along a straight road are
represented by the velocity-time graphs in the figure on the right. The
two vehicles are initially alongside each other at time t = 0. At time T,
what is true of the distances traveled by the vehicles since time
t = 0?
A. They will have traveled the same distance.
B. The truck will not have moved.
C. The car will have travelled further than the truck.
D. The truck will have travelled further than the car.

15. The following below represents the position as a function of time for a moving object.

What is the velocity of the object?

A. 4 m/s
B. 20 m/s
C. 8 m/s
D. 5 m/s

19
 20
Lesson 1
Act.3.2.1
1. 0.925 km
2. 18 minutes
3. AB =0.03125 km/min
BC = 0.05 km/min
CD= 0.075 km/min
DE = 0.075 km/min
4. 0.051 km/min
5. 0.45 km
6. 0.025 km/min; velocity
Act.3.2.2
1. a.) average speed( banca) = 15 km/h
Average speed ( sailboat)= 30 km/h
Average speed(motorboat) = 50 km/h
. b. Motorboat
c. twice faster
2. speed= 30 m/s
velocity = 10 m/s East
Act. 3.2.3
1. a= 8.0 m/s2
2. a= -8.33 m/s2
Act. 3.3
1. Total Distance = 9.0 km
Total Displacement= 0
2. Total Distance= 4 km
Total Displacement= 4 km, along a straight shoreline
3. speed= 40 km/h
4. a. a= -8.33 m/s2 WHAT I KNOW
b. the acceleration is halved
1.C
2.C
3.A
Activity 3.1
Table 3.1: Motion of Angelo 4.B
5.C
Means of Line Length of Distance Time of Distance/time Distance/time
Transport Used Segment Line (km) Travel (km/min) (km/h)
6.D
Segment (min) 7.C
(cm) 8. A
walking AB 2.5 0.125 4 0.03125 1.875 9.D
10.A
jeepney BC 10 0.5 10 0.05 3
11.D
tricycle CD 3 0.15 2 0.075 4.5 12.A
tricycle DE 3 0.15 2 0.075 4.5
13.C
14.B
Note: answers may vary. 15.A
KEY TO ANSWERS
 21
21
ASSESSMENT (POSTTEST)
1.D 2.B 3.A 4.B 5.A
6.C 7.B 8. A 9.D 10.A
11.C 12.B 13.A 14.D 15.D
Lesson 2
Act. 3.5
Ac. 3.6
1. Between t= 0 min to t= 10 min
2. 0
3. 2.66 m/min2
4. t = 40 min to t= 55 s.
Act. 3.7
Part A 1) The bicycle is moving at constant velocity.
2) 10 m/s; velocity
Part B 3) a. 50 m/s b. 0 c. 50 m/s d. -50 m/s
4) It shows the velocity. A positive slope shows a positive velocity, the
jeepney is moving forward. A negative slope shows a negative velocity, the jeepney is
returning to its original position. A zero slope shows a zero velocity; the jeepney has
returned to its starting point or the jeepney has stop.
5. The jeepney moves at constant positive velocity, stops, moves again until
it returns to start.
Part C 6) the speed is not constant because its graph is a curve.
7) the slope represents the velocity
REFERENCES:
Giancoli, Douglas. Physics Principles With Applications. 5th ed. Reprint, Philippines:
Prentice-Hall Inc., 2001.
Hewitt, Paul. Conceptual Physics. 9th ed. Reprint, Singapore: Pearson Education,
2002
Navaza, Delia, and Bienvenido Valdes. You And The Natural World Physics. 3rd ed.
Reprint, Quezon City: Phoenix Publishing House, Inc., 2010
Zitzewitz, Haase, and Harper. Physics Principles & Problems. Reprint, United States
of America: McGraw-Hill Companies Inc., 2013.

22
FAIR USE AND CONTENT DISCLAIMER: This SLM (Self Learning Module) is for educational purposes only.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in these
modules are owned by their respective copyright holders. The publisher and authors do not represent nor claim
ownership over them. Sincerest appreciation to those who have made significant contributions to these modules.

For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)
DepEd Division of Cagayan de Oro City
Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [email protected]